INTELLECTUAL VIRTUES ACADEMY A LONG BEACH PUBLIC HIGH SCHOOL

CHARTER PETITION FOR FIVE-YEAR TERM July 1, 2016 through June 30, 2021

Submitted to the LONG BEACH UNIFIED SCHOOL DISTRICT on September 25, 2015

AFFIRMATIONS AND ASSURANCES

As the authorized lead petitioner, I, James McGrath, hereby certify that the information submitted in this petition for a California public charter school to be named the “Intellectual Virtues Academy” (“Academy,” the “Charter School,” or “School”), and to be located within the boundaries of the Long Beach Unified School District (“LBUSD” or the “District”) is true to the best of my knowledge and belief. I also certify that this petition does not constitute the conversion of a private school to the status of a public charter school; and further, I understand that if awarded a charter, the Charter School will follow any and all federal, state, and local laws and regulations that apply to the Charter School, including but not limited to:

• The Charter School shall meet all statewide standards and conduct the student assessments required, pursuant to Education Code §§60605 and 60851, and any other statewide standards authorized in statute, or student assessments applicable to students in non-charter public schools. California Education Code §47605(c)(1).

• The Charter School shall be deemed the exclusive public school employer of the employees of Charter School for purposes of the Educational Employment Relations Act. California Education Code §47605(b)(5)(O).

• The Charter School shall be non-sectarian in its programs, admissions policies, employment practices, and all other operations. California Education Code §47605(d)(1).

• The Charter School shall not charge tuition. California Education Code §47605(d)(1).

• The Charter School shall admit all students who wish to attend the Charter School; unless the Charter School receives a greater number of applications than there are spaces for students, in which case admission will be determined through a public random drawing process. Except as required by Education Code §47605(d)(2), admission to the Charter School shall not be determined according to the place of residence of the student or his or her parents within the State. Preference in the public random drawing shall be given in accordance with Education Code §47605(d)(2)(B). In the event of a drawing, the chartering authority shall make reasonable efforts to accommodate the growth of the Charter School in accordance with Education Code §47605(d)(2)(C).

• The Charter School shall not discriminate on the basis of the characteristics listed in Education Code §220 (actual or perceived disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in §422.55 of the Penal Code or association with an individual who has any of the aforementioned characteristics). California Education Code §47605(d)(1).

• The Charter School shall adhere to all provisions of federal law related to students with disabilities including, but not limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990 and the Individuals with Disabilities in Education Improvement Act of 2004.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION I

• The Charter School shall meet all requirements for employment set forth in applicable provisions of law, including, but not limited to credentials, as necessary and as applicable to charter schools. Title 5 California Code of Regulations §11967.5.1(f)(5)(C).

• The Charter School shall ensure that teachers in the Charter School hold a Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in other public schools is required to hold. As allowed by statute, flexibility will be given to noncore, non-college preparatory teachers. California Education Code §47605(l).

• The Charter School shall at all times maintain all necessary and appropriate insurance coverage.

• The Charter School shall, for each fiscal year, offer at a minimum, the number of minutes of instruction per grade level as required by Education Code §47612.5(a)(1)(A)-(D).

• The Charter School shall, for each fiscal year, meet or exceed the legally required minimum of school days as applicable to charter schools. Title 5 California Code of Regulations §11960.

• 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. California Education Code §47605(d)(3).

• The Charter School shall maintain accurate and contemporaneous written records that document all pupil attendance and make these records available for audit and inspection. California Education Code §47612.5(a).

• The Charter School shall, on a regular basis, consult with its parents and teachers regarding the Charter School's educational programs. California Education Code §47605(c).

• The Charter School shall comply with any jurisdictional limitations to locations of its facilities. California Education Code §§47605 and 47605.1.

• The Charter School shall comply with all laws establishing the minimum and maximum age for public school enrollment. California Education Code §§47612(b), 47610.

• The Charter School shall comply with all applicable portions of the Elementary and Secondary Education Act (“ESEA”) as applicable to charter schools.

• The Charter School shall comply with the Public Records Act.

• The Charter School shall comply with the Family Educational Rights and Privacy Act.

• The Charter School shall comply with the Ralph M. Brown Act.

• The Charter School shall not require any child to attend the Charter School, nor any employee to work at the Charter School.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION II

• The Charter School shall comply with federal, state, and district mandates applicable to charter schools regarding English Learner (EL) education and re-designation of EL students and meet all requirements of federal and state law regarding equal access to the curriculum for English Learners.

• Charter School shall meet or exceed the legally required minimum number of school days.

______James McGrath, Founding Director, Lead Petitioner

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INTRODUCTION

I. INTELLECTUAL VIRTUES

The Intellectual Virtues Academy (“Academy,” or “Charter School”) high school is based on an “intellectual virtues” educational model, which aligns directly with new California Common Core State Standards and 21st century learning attributes in fostering nine Master Intellectual Virtues: curiosity, attentiveness, intellectual autonomy, intellectual carefulness, intellectual thoroughness, creativity, open-mindedness, intellectual humility, and intellectual perseverance (see Element 1.II.A.).

“Intellectual virtues” reflect a different concept of intelligence – we believe that intelligence is not simply a fixed ability, but rather can be cultivated through development of virtues such as curiosity and perseverance. In other words, students can learn how to be intelligent and engage in deeper learning in secondary school and beyond by developing these critical “intellectual character” traits. As secondary schools struggle to prepare students without a clear understanding of how rapidly developing technologies will change the workplace of their future, we believe that cultivation of intellectual virtues will position students to succeed in post-secondary school and become active and engaged members of the 21st century community and workplace. The goal, quite simply, is to cultivate the personal qualities of every student as a good thinker.

In essence:

[I]ntellectual virtues cultivate students’ relationship to learning—their beliefs, attitudes, and feelings about thinking, and knowledge and understanding. . . .

To understand these habits of thinking is to understand the personal basis upon which education rests—from what motivates individuals to which skills are required to think well to how we develop capacities of discernment and judgment. What we’re doing is articulating and implementing a terminological and conceptual framework that will allow excellent teachers to better understand, articulate, and practice what they’re already doing.

When teachers ‘teach to the test,’ the de facto goal is often the short-term memorization of information or the rote application of rules or formulas. Intellectual virtues aim at a different kind of understanding. It’s about educating the whole person—beliefs, attitudes, feelings, and other personal attributes.

(Intellectual Virtues: Towards a New Education of Character, Templeton Report, April 3, 2013 (internal quotes omitted).)

II. ORGANIZATIONAL HISTORY AND SUCCESS

The Academy builds on the highly successful Intellectual Virtues Academy of Long Beach middle school (IVAMS), authorized by the Long Beach Unified School District (LBUSD or District) in 2012 and opened in 2013-14. IVAMS was founded by Dr. Jason Baehr, a professor at Loyola Marymount University and leading expert in intellectual virtue epistemology, and Dr. Steve Porter, an associate professor at Biola

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 1

University’s Rosemead Graduate School of Psychology and whose research focuses on the dynamics of personal formation and change. The school was designed to implement the above intellectual virtues model as a dynamic demonstration of 21st century education, based on research and the “best thinking” in education, psychology, neuroscience and more.

Our new high school is designed to respond to an overwhelming number of requests from IVAMS parents and community members about opening a small, high-quality high school with the intellectual virtues model. The Academy has already started collecting a database, which currently includes contact information and electronic signatures from 64 “meaningfully interested” parents of incoming ninth graders – more than half the anticipated first year enrollment – as well as an additional 110 of incoming ninth graders for the next two years of operations.

We are confident that our new high school will expand and build on the solid foundation already established for an intellectual virtues secondary school model at IVAMS, which, by virtually every measure, is a success, including:

1. Student Achievement 2. Exceptional school climate 3. Engaged students 4. High quality teachers 5. Intellectual character growth 6. Sound governance, operations and finances with a solid financial reserve

Student Achievement

Now in its third year of operations with its first full contingent of 6th-8th grades, IVAMS was not in operation during the last administration of the California Standards Tests (CSTs) in spring 2013, so the school has not been issued an API score or any other performance metrics by the State of California. Thus, while the 2015 California Assessment of Student Performance and Progress (CAASPP) results are not intended to be used for any “official” results as this was the first full administration of the new tests, we offer the following data as a strong indicator of the success of the intellectual virtues model. The rates at which IVAMS students “Met” or “Exceeded” state standards in both ELA and Math on the 2015 CAASPPs exceed all nearby middle schools, LBUSD, and State middle grade performance:

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2015 CAASPP Proficiency Rates: ELA 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Washin Stephe Lindber Robinso Hudson LBUSD IVA Hughes Nelson Lindsey Hoover Muir* CA 6-8 gton ns gh n* * 6-8 Exceeded 28% 16% 5% 2% 3% 4% 3% 10% 3% 15% 12% 11% 12% Met 45% 35% 31% 17% 21% 19% 23% 33% 26% 48% 32% 30% 32% Nearly Met 19% 27% 34% 30% 35% 30% 35% 28% 33% 22% 27% 28% 28% Not Met 7% 22% 30% 51% 41% 46% 39% 29% 38% 15% 28% 30% 28% Source: caaspp.cde.ca.gov/sb2015.

2015 CAASPP Proficiency Rates: Math 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Washin Stephe Lindber Robinso Hudson LBUSD IVA Hughes Nelson Lindsey Hoover Muir * CA 6-8 gton ns gh n* * 6-8 Exceeded 29% 16% 7% 3% 4% 3% 4% 10% 8% 12% 10% 10% 15% Met 29% 22% 17% 12% 13% 11% 11% 22% 14% 28% 20% 19% 18% Nearly Met 24% 33% 34% 30% 29% 31% 37% 31% 30% 38% 26% 32% 29% Not Met 17% 29% 42% 55% 54% 54% 48% 37% 47% 23% 44% 38% 38% Source: caaspp.cde.ca.gov/sb2015.

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Moreover, IVAMS seventh-graders – who have benefitted from a longer time in the school – performed better than IVAMS sixth graders. Below are the results of those who met or exceeded standards by grade level for the only two grades available (IVAMS has its first 8th grade class this year):

Grade Level Math English IVAMS Sixth Grade 54% 66% IVAMS Seventh Grade 65% 81% LBUSD Sixth Grade 18% 39% LBUSD Seventh Grade 20% 42% Source: http://caaspp.cde.ca.gov

As we replicate the intellectual virtues model into high school grades, we are confident that the academic achievement already demonstrated in our middle school will be realized at the high school level as well.

Our students’ academic achievement is also supported by stakeholder survey data. Research demonstrates that one of the strongest indicia of student learning (and only slightly behind test data) is the students’ own assessment of how challenging their classwork is (Measures of Effective Teaching 2010).1 Based on annual student surveys, IVAMS students report that their courses are challenging at far higher rates than both their national private and public school peers:

Percentage of students stating that their school/classes were “challenging.” Public School Private School IVAMS 50%2 70%3 87%3

IVAMS’ parents also took an end-of-year survey and, again, 87% reported that their child was “challenged by IVA’s academic curriculum.”

We are confident that our rigorous, CCSS-aligned program will continue to generate strong performance on state standardized tests by both our middle school students, and eventually the new high school’s 11th graders, on the CAASPPs and other measures (e.g., CAHSEE, if available).

Exceptional School Climate: Stakeholder Satisfaction and Safety

IVAMS parents, students, and staff report almost universal satisfaction with IVAMS’ overall culture. “School Climate” is one of California’s primary indicators of school success under the newly implemented LCAP. Educ. Code § 52060(d)(6). The following table illustrates just how satisfied parents are with IVAMS as compared to their national public and private peers:

1 Full citations to all sources cited throughout this charter petition can be found in the Bibliography at the end of the petition. 2 Both the public and private school responses are based on a national survey by the Art & Science Group, commissioned by The Association of Boarding Schools. These numbers fall off further in high school, where 59% of all high school students report that their classes are “easy.” (Strong American Schools 2008) 3 End of the 2014-15 year anonymous survey taken by 110 of 112 students. They reported “strongly agree” or “agree” with the following statement: “My classes are challenging.” In 2013-14, 54 of 56 students responded to the same question and 85% agreed.

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Percentage of parents agreeing that “overall” they are satisfied with their school. Public School Private School IVAMS 74%4 91%5 99%6

Moreover, 100% of IVAMS teachers report being “overall” very satisfied, compared to 39% of teachers nationally.7 Additionally, 91% of IVAMS students report overall satisfaction.8

IVAMS has also provided an exceptionally safe and secure environment. School safety and security as measured by surveys is one of LBUSD’s four goals identified in its 2011-16 Strategic Plan.9 As indicated below, IVAMS parents universally feel that IVAMS provides a safe and secure learning environment, and at much higher rates than national public or private school survey results:

Public School Private School IVAMS 74%10 86%10 100%11

Moreover, 97% of students agree that IVAMS is “a supportive and inviting place to learn,” 95% reported that they are cared for by at least one adult on campus; and 94% reported feeling safe of campus.12 These rates are unmatched by their national public or private school peers.

No doubt in response to parents and students’ satisfaction with the school, IVAMS has increased its waiting list for enrollment since first opening to almost half of total enrollment (78 for 2015-16).

Pupil Engagement

“Pupil Engagement” is another of California’s primary indicators of school success. Educ. Code § 52060(d)(5). The two most prominent and relevant sub-indicators are the average daily attendance (ADA) rate and dropout rates. Id. IVAMS has never had a student dropout. Moreover, IVAMS’ ADA rate for 2014-15 was 96.7%.

4 National Gallup Poll, 2011-14 Aggregate, +/- 3% margin error. Similar four-point scale (completely satisfied, somewhat satisfied, somewhat dissatisfied, or completely dissatisfied). http://www.gallup.com/poll/175517/americans-satisfaction-education-system-increases.aspx 5 Response who “strongly agreed” that they were satisfied. National Gallup Poll, 2003-07 Aggregate, +/- 7% margin error. Similar four-point scale (completely satisfied, somewhat satisfied, somewhat dissatisfied, or completely dissatisfied). http://www.gallup.com/poll/28603/divide-between-public-school-parents-private-school-parents.aspx 6 End of the 2014-15 year anonymous survey taken by 94 of 108 families. In 2013-14, 98% of parent respondents agreed. 7 For two years in a row, 100% of teacher respondents reported, in an anonymous survey, to “strongly agree” with being “overall” satisfied with IVAMS; see also Harris Interactive (2012), +/- 3%. Similar four-point scale. Survey respondents included private school teachers. Research funded by MetLife Foundation. https://www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf 8 Average based on 2013-14 and 2014-15 student survey results. 9 http://www.lbusd.k12.ca.us/Main_Offices/Superintendent/Strategic_Planning 10 National Gallup Poll of parents, 2003-07 Aggregate, +/- 3% margin error (public), +/- 7% margin error (private). Respondents answered question “do you fear for [your child’s] physical safety.” http://www.gallup.com/poll/28603/divide-between-public-school-parents-private-school-parents.aspx 11 End of the 2014-15 year anonymous survey taken by 94 of 108 families, responding with “strongly agree” or “agree” to “My child feels safe at this school.” 12 End of the 2014-15 year anonymous survey taken by 110 of 112 students.

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High Quality Teachers

Recent education research consistently demonstrates that the single largest school-based factor in a child’s academic success is the quality of their teachers (e.g. Hanushek 2011). Other research further demonstrates that one of the best indicators of teaching quality, and about as good as test score results, is a student’s assessment of the quality, or effectiveness, of their own teacher (Measures of Effective Teaching 2013). At IVAMS, 92% of students indicate that their teachers are “effective.”13 By comparison nationally, 51% of public school students and 62% of private school students report their teachers as being high-quality.14

Intellectual Character Growth

IVAMS’ success at implementing the best practices of an intellectual virtues model is discussed at length by several experts in education generally and character education in particular, several of whom note IVAMS’ stature in the national dialogue on character education (see letters of support from Dr. Battaly (CSU Fullerton), Dr. Bohlin (Boston University), Dr. Dow (award winning researcher), Dr. Lerner (Tufts), Dr. Ritchhart (Harvard), Dr. Roeder (CSU Long Beach), and Dr. Solt (CSU Long Beach), Appendix C). These experts, as well as other experts who have monitored IVAMS success and/or reviewed the Academy’s plans for a high school, explicitly support the creation of the Academy (id.).

Moreover, while we have only begun to measure students’ intellectual virtues growth,15 the initial data strongly suggests that IVAMS students are understanding the nature of intellectual virtues, applying this knowledge to themselves, and putting this knowledge into practice.

In the spring of 2014, we administered a character-focused survey to all IVAMS students. We administered a similar but shorter survey to 100 students at a comparable public middle school. In each survey, students were given a series of brief scenarios. For each scenario, they were also given a list of intellectual virtues (e.g. curiosity, open-mindedness, intellectual courage) and were asked to select which virtue was exemplified in the scenario. In response, 85% of IVAMS students scored 70% or higher; 44% scored 90% or higher. In the control group, 7% of students scored 70% or higher; 0% scored 90% or higher. In another part of the survey, students were asked to match a list of intellectual virtue terms with corresponding definitions: 83% of IVAMS students scored 70% or higher; 69% scored 90% or higher. In the control group, 2% of students scored 70% or higher; 0% scored 90% or higher. These results show that, at a minimum, IVAMS has successfully helped students understand what intellectual virtues are given them the ability to spot intellectual virtues in action.

The survey also asked students to reflect, at the end of the year, on how well they think they understood their intellectual character strengths and weaknesses at the beginning of the year by comparison with how they understand their intellectual character strengths and weaknesses now: 14% of IVAMS students indicated that at the beginning of the year they were “aware” or “very aware” of their intellectual character strengths and weaknesses compared with 94% at the end of the year. In the control group, 60% of students indicated that at the beginning of the year they were “aware” or

13 End of the 2014-15 year anonymous survey taken by 110 of 112 students. Moreover, 97% of their parents agreed in an end of the 2014-15 year anonymous survey taken by 94 of 108 families. 14 Art & Science Group, 2003-04, +/- 3% margin error (public), +/- 5% margin error (private). Two-point scale. 15 Part of the John Templeton Foundation grant will be used to improve upon these initial assessment measures discussed herein.

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“very aware” of their intellectual character strengths and weaknesses compared with 64% at the end of the year. We think this finding is significant. When looking back at the understanding they had of their intellectual character at the beginning of the year, IVA students rated themselves quite low. This was in stark contrast with their present assessment of this understanding, which was very high. By comparison, students in the control group viewed their self-knowledge as remaining more or less fixed (and neither very high or low) over the course of the year. The evidence suggests that IVAMS students developed a much greater understanding of their intellectual character strengths and weaknesses by comparison with the control group.

In a final part of the survey, which was not given to the control group, students were again asked to reflect back on their thinking throughout the course of the year and to identify to what extent it was characterized by particular virtues (students were also provided with short descriptions of each virtue):

Percentage describing their thinking as “well” or “very well.” Virtue Start of Year End of Year Curiosity 50% 90% Intellectual Autonomy 35% 83% Intellectual Humility 25% 88% Attentiveness 35% 77% Intellectual Carefulness 12% 74% Intellectual Thoroughness 27% 75% Open-mindedness 31% 77% Intellectual Courage 27% 79% Intellectual Tenacity 42% 81%

These findings show that, at least from their own point view, students significantly increased their practice of IVAMS’ “master virtues,” which is a critical step toward growing in the virtues themselves.

Solid Governance, Operations and Finances

The IVA Board of Directors and IVAMS lead staff have established a solid organizational foundation for growth at the high school level. Through annual training and adherence to “best practices” in charter school governance, the Board has effectively overseen and monitored all aspects of school performance – academics, financials, staff quality, stakeholder satisfaction and more. The school has secured the same private facility since its inception, and has ensured all students and faculty have the necessary curriculum, materials and equipment to thrive.

School leadership has been solid with the original Founding Principal leading the school today in Year 3 of operations, and who has never had a teacher express anything other than high satisfaction about their job.16 Enrollment demand has been high with a lengthy waiting list, and higher-than-average (96.2%) average daily attendance has ensured stable revenues. Annual independent audits have resulted in no findings each year; the middle school’s financial position is quite strong, with a current 78% reserve, well in excess of the recommended 5% reserve for public charter schools. As detailed more fully below, the governance and management team are well positions for expansion to a new high school.

16 See fn. 7.

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III. JOHN TEMPLETON FOUNDATION SUPPORT

Thanks in part to $1 million grant funding from the John Templeton Foundation awarded in 2012, IVAMS was supported over two years in rigorous curriculum development and intensive professional development for faculty. This has included intensive onsite PD and coaching with the world’s leading expert in intellectual character and education, Dr. Ron Ritchhart of Harvard University’s Project Zero and author of the book “Intellectual Character: What It Is, Why It Matters and How to Get It” (2002). A host of additional national-level workshops and conferences led by Dr. Baehr and Dr. Porter also have included IVAMS faculty. Beginning in the 2012-2013 academic year, Dr. Baehr and Harvard’s Dr. Ritchhart co-authored an “Implementation Guide” for an intellectual virtues educational model in a secondary education classroom (2015). The 500-page Implementation Guide spells out in careful and concrete detail what intellectual virtues are, why they matter, and how they can be fostered in an educational setting. It addresses, among many other things, how intellectual virtue concepts can be brought to bear on pedagogy, curriculum, and assessment. While intended for a broad audience, the Implementation Guide has served as an important blueprint during the founding of IVAMS and will serve as a manual for the implementation of the the high school program.

Because of the success of the Templeton grant in supporting the launch of IVAMS and in developing materials and training sessions for dissemination of the model nationally, the Templeton Foundation recently awarded a second, $2 million grant. This grant, more than was even requested, will fund expansion of IVAMS’s successful model into a new high school, and continue the professional development and dissemination of the model nationally. Specifically, in additional to some unrestricted general operating funds, the grant will fund:

• Administrative Staff Salaries for Three Years (Start-Up and First Two Years of High School Operations):17 o Founding Director: will oversee all aspects of the high school launch and operations (.90 FTE; see Elements 4 and 5 for more details) and oversee all grant activities (.10 FTE) relating to dissemination and evaluation of the model;18 o Director of Curriculum and Instruction: will be the instructional leader of the school (1.0 FTE; see Elements 4 and 5); o Director of Community Engagement: will oversee community outreach, including both student recruitment and community partnerships for the school (.40 FTE), serve as the school’s counselor (.50 FTE), and lead planning and implementation of grant-related dissemination and external professional development activities during the grant term (.10 FTE);19

17 As detailed in the five-year budget attached in Appendix H, all of these positions will be fully sustainable on public revenues by Year Three of operations, when the grant term ends.

18 Unlike some organizations that bring in an Executive Director to oversee multiple schools when they expand from one to two (or more) schools, at this time, the Founding Director will be responsible for the high school and for grant activities only. The IVAMS leadership is strong, thus the Board has chosen to leave the leadership structure of the existing school unchanged, with the exception of adding part-time Director of Operations support to the middle school help leverage shared resources between the two schools in back-office accounting, purchasing, record-keeping, reporting, etc.

19 After the grant funding has ended, this position will be shared (0.80 FTE for Academy; 0.20 for IVAMS).

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o Director of Operations: will support both the high school and middle school (.75 FTE and .25 FTE, respectively) in leading all business and administrative functions of the schools, in collaboration with back-office services provider; o Administrative Assistant: will provide office/administrative support to the high school (.90 FTE) and support dissemination and external professional development activities during the grant term (.10 FTE). • Curriculum Development and Instructors for High School Humanities Series: Two instructors will be charged with the development and teaching of the first two of three, year-long courses for 9th-11th graders dedicated to the rigorous engagement of such big questions as character, virtue, and happiness through intellectual virtue pedagogy.20 This curriculum will be published online for replication at other high schools, and discussed at an already funded institute and conference for educational practitioners and researchers. • Professional Development: o The Founding Director and Director of Curriculum and Instruction will plan and lead an annual five-day seminar each summer for all high school faculty on intellectual virtue pedagogy and instructional techniques. The seminars will include instruction, modeling, discussion, and opportunities to practice intellectual virtue classroom instruction. o Three comprehensive onsite coaching and training sessions for Academy’s faculty with Dr. Ritchhart from Harvard. • Coaching and Professional Development from IVAMS’s Principal: IVAMS’ principal, Jacquie Bryant, will assist the Academy (.2 FTE) with the implementation of the high school program in providing ongoing coaching during the start-up and implementation of the school as well as professional development expertise to ensure quality and consistency of the intellectual virtues model. • Start-Up Operational Expenses: consulting expertise for facilities (e.g. identification, compliance and build-out), legal, back-office, data management/tech infrastructure build out, website development, and outreach/communications expenses all will be covered by the Templeton grant. (Full details about the grant are included in the financials and budget narrative in the Appendices.)

In addition to direct support for the new high school, the grant also will fund activities relating to assessment and national dissemination of the intellectual virtues model. These activities will be overseen by Dr. Baehr in his capacity as IVA’s Chair of Academic Committee, to ensure research fidelity, and the Founding Director, to ensure results are integrated into Academy practice, will oversee these activities:

• Impact Study: Dr. Scott Seider and Shelby Clark from Boston University will conduct a three-year impact study resulting in publishable research on an intellectual virtues model. Dr. Seider is Associate Professor of Education and the faculty director of BU’s Secondary Education cluster. His work in character education has received funding support from the National Academy of Education, Spencer Foundation, Canadian Institute of Health Research. Dr. Seider has reported on this work in more than 50 academic publications. • Intellectual Virtues Assessment System: The Center for Social Research at Calvin College will create a character-based assessment system consisting of online surveys, thinking skills assessments, and data analysis software that teachers will be able to use to assess student progress and mastery and the intellectual virtues curriculum objectives and goals.

20 These positions also will be sustainable on public revenues starting in Year 3; see Appendix for detailed budget.

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• Intellectual Virtues Pedagogy Institute and Conference: The Academy will host a 2-day institute for a select group of 20 educators and researchers and a one day conference for those generally interested in educating for intellectual character growth. Philip Dow, Superintendent of the Rosslyn Academy in Kenya and author of the award-winning book Virtuous Minds (2013) will play a central role in organization and facilitation, including proving the keynote address.

In short, the grant will ensure that top scholars from across the globe, as well as many local educators and administrators, help engrain “best practices” for fostering intellectual virtues in an educational setting, with the Academy serving as the demonstration site for a high school. IVAMS and the Academy will serve as hubs for this rapidly developing field in secondary education, bringing national and even global attention to LBUSD as a leader in 21st century education.

IV. ALIGNMENT WITH STATE AND LBUSD PRIORITIES

The Academy’s model, while innovative, aligns directly with the California Common Core State Standards (CCSS) and the California Department of Education’s Frameworks for each core subject as a foundation. The model also aligns with California’s eight state priorities as part of the Local Control Funding Formula (see Elements 1.XI. & 2, which contains a detailed chart of specific goals and actions planned by the Academy), as well as the District’s own Academic and Career Success for All Students Initiative and 2011-16 Strategic Plan.

While the Academy’s explicit and systematic focus on intellectual character development is unique within Long Beach, it fits extremely well with LBUSD’s values and initiatives as expressed in Long Beach Unified School District’s College and Career Readiness: Graduate Profile (CCRGP) for its students (http://www.lbschools.net/Main_Offices/High_Schools/Linked_Learning/). As detailed more fully throughout Element 1:

• Teaching for the intellectual virtues – developing curiosity, autonomy, courage, etc. – affects students’ felt appreciation for the value of learning and knowledge as well as their capacity for active, self-directed learning. Thus, an intellectual virtues model is ideally suited to reach LBUSD’s goal that students “will grow into life long and self-directed learners” (CCRGP).

• One of the primary methods of developing intellectual virtues is through inquiry-based pedagogy, which properly involves research (see Element 1.VII.A.), thus Academy students will be well-positioned to “become proficient in new areas through research and inquiry” (CCRGP).

• Colleges and employers today are placing increasing value on so-called “soft skills” or “non- cognitive skills” (Schulz 2008; see also letters of support from CSULB Dean of Business School, Michael E. Solt; Jane Roeder, Managing Director of CSULB’s Ukleja Center for Ethical Leadership; David Burcham, former President of Loyola Marymount; Heather Battaly; Appendix C). These skills – such as persistence, curiosity, self-control, creativity, and critical thinking – are precisely the qualities that the Academy seeks to instill in its students through authentic workplace problems and projects (id.; see also Element VII.A.), even if the Academy refers to these skills as “intellectual virtues.” Accordingly, the Academy will develop “college and career-ready scholars” (CCRGP).

• Central to an intellectual virtues pedagogy is the development of creativity virtues (see Element 1.III.) and critical thinking skills, which are an essential part of intellectual virtues (Rowles,

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Morgan, Burns, & Merchant, 2013; see also letter of support from Heather Battaly, Appendix C). The Academy has received grant funding to develop cornerstone humanities courses, which will specifically focus on logical reasoning, analysis, creative and critical thinking through inquiry based methodologies (see Elements 1.VII.A. & 1.VII.B). Accordingly, the Academy is best positioned to develop “critical and innovative problem solvers” (CCRGP).

• The Academy specifically focuses on intellectual virtues, which are the character traits of a good thinker or reasoner. This may seemingly differ from a more traditional notion of “character education” which is focused on fostering civic virtues. However, because intellectual virtues primarily aim at cognitive ends, such as the acquisition, understanding, and application of important knowledge, intellectual virtues form the bedrock for our students to become good neighbors because it provides a proper way of thinking about what it means to be a good neighbor (see Element 1.III.B.; see also letter of support from Richard Lerner, Appendix C). Thus, Academy students will be poised to become “adaptable and productive citizens” (CCRGP).

• The Academy will offer several courses that will engage ethical subjects through intellectual virtue pedagogy, which will act to instill ethical virtues (see Element 1.VII.B. (Cornerstone Courses – Humanities)). One of these courses is entitled “Introduction to Ethics.” Moreover, intellectual virtues themselves are the buttressing feature to ensure not only our students merely act ethically, but they are motivated to, and competently think through, ethical decisions (see Element 1.I.B., 1.III, 1.IV.; 1.V.; 1.VI.; see also letter of support from Dr. Lerner, Appendix C). Thus, Academy graduates will become “ethical decision makers” (CCRGP).

• Good communication both begins with good thinking or reasoning (PMI 2013), and enhances good thinking or reasoning (Paul 2012). This second relationship is one of the primary reasons that a central pillar to intellectual virtue pedagogy is rooted in classroom discussion (see Element VII.A.). For both of these reasons, Academy graduates shall be “effective communicator[s] and collaborator[s]” (CCRGP).

As the above points out (and to be explained in far more detail below), the CCRGP mirrors the Academy’s emphasis on nine Master Intellectual Virtues to ensure all students become college and career-ready, capable and contributing citizens who have the knowledge, abilities and attitudes to succeed in the 21st century economy. We are excited about the possibility of a very positive and synergistic relationship with LBUSD.

V. BOARD, LEADERSHIP TEAM, AND SUPPORTERS/ADVISORS

The Board, leadership team, and advisors consists of a range of experienced and talented individuals, including: public school teachers, several charter school administrators, three university professors, a university administrator, a graphic designer, a marketing executive, a human resources expert, finance and auditing experts, real estate and real estate finance experts, attorneys, and more. The Leadership team for the high school launch includes:

James J. McGrath, M.A., J.D.; Founding Director, is an accomplished attorney, high school teacher, charter school board member and college faculty member who serves as the Academy’s Lead Petitioner. Prior to joining the Academy full-time in August 2015, Mr. McGrath practiced law with Bryan Cave LLP, a prominent international law firm representing Fortune 100 companies spanning a variety of industries including real estate finance, and with Aleshire & Wynder LLP, the fastest

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 11

growing municipal law firm in the state. He was named a Rising Star in Southern California Super Lawyers and Los Angeles Magazine. For five years, Mr. McGrath served on the Board of Directors of Bright Star Schools in Los Angeles, a small network of high-performing charter schools serving students who are predominantly low-income and non-white. He served as Bright Star’s Corporate Secretary, a founding member of the Executive Committee, Co-Chair of the Academic Committee, and Chair of Governance Committee. He was also involved in overseeing Bright Star’s development and launch of 3 new schools during his Board tenure, with 2 others set to launch next year. He also served on the Board of IVA for about 2 years, serving as Vice-Chair and Chair of the Academic Committee; he resigned to oversee the grant writing for the John Templeton Foundation grant. Additionally, Mr. McGrath served on the advisory boards for Santa Monica Community College and SPARK, a non-profit that connects at-risk middle school students with workplace mentors.

Before law school, Mr. McGrath has served as an adjunct philosophy professor at Long Beach City College. He also taught mathematics at Santa Margarita High School in Rancho Santa Margarita, where he coached baseball. Mr. McGrath earned his undergraduate degree in philosophy from U.C. Berkeley, a Master’s in the Philosophy of Education at U.C. Irvine (his master’s thesis pertained to developmental virtue theory), and he earned a J.D. from UCLA School of Law, where he was co-chief managing editor of the Women’s Law Journal and class president.

Dr. Michelle Tubbs, Ed.D., Director of Curriculum and Instruction: Dr. Tubbs was hired in September 2015 as the instructional leader for the Academy. As the Executive Director of an established TK- 12 CMO, Los Angeles Leadership Academy, she led the implementation of blended learning programs, created a tri-lingual pilot, and developed strategic plans for academic success for a student population that is 92% FRPL, 19% EL and 95% non-white. Previously, Dr. Tubbs founded two charter high schools in Los Angeles for the Alliance for College-Ready Schools, using blended learning to personalize instruction for minority, high-poverty students who, through this model, achieved multiple years of academic improvement. Dr. Tubbs has designed and led professional development modules on student-centered pedagogies to inspire and empower all teachers to craft transformative classrooms for all their students.

Dr. Tubbs previously served as Director of Math Intervention for the Alliance, overseeing math instruction for fifteen high-performing charter secondary schools. She was responsible for the strategic management of classroom instruction, student interventions and the implementation of The College Ready Promise Initiative at Alliance schools. A former teacher, instructional coach, program evaluator and educational consultant, Dr. Tubbs has extensive experience in the areas of staff coaching and development, program evaluation and action research. She has taught fifteen years at the secondary level, specializing in math and science curriculum. Dr. Tubbs regularly speaks on school reform at national and regional conferences. She has a Doctoral Degree in Educational Technology from Pepperdine University, with a strong focus in personalized learning and STEM intervention.

Summer Sanders, M.S., LMFT, PPSC, Director of Community Engagement: Ms. Sanders was hired in September 2015 to help lead the Academy’s initial community outreach as well as coordinating dissemination activities as part of the Templeton grant. As the school grows to scale, Ms. Sanders – a licensed counselor and credentialed guidance counselor – will also serve as the Academy’s College Counselor and, more generally, oversee student services. Ms. Sanders has served in a similar hybrid role for the past six years at Creative Arts Charter School (CACS), a K-8 school in San Francisco, where she has been responsible for both outreach and support to high poverty, high needs, and

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 12

minority families including development of a school counseling program and Peaceful School culture.

Her expertise in her 15 years in education has been to support college, high school, middle school, and elementary school students with their personal/social, career, and academic needs. Her education has focused on Human Services, Child/Adolescent Development, Counseling and Education. She has a Masters degree in Counseling, is a Licensed Marriage and Family Therapist, obtained Credentials in School Counseling/Guidance and Preliminary Administrative Services. Ms. Sanders is passionate about equitable learning opportunities, taking a holistic approach to education that includes college and career goals, utilizing inquiry-based pedagogies, and all with the belief that social relationships are a constructive learning opportunity for both staff and student development.

As noted above, the Academy also will be supported by a Director of Operations (to be hired), and receive coaching and support from IVAMS’ Founding Principal, Jacquie Bryant. Through its years of experience in developing and launching IVAMS, the Board of the Intellectual Virtues Academy of Long Beach (IVA) is well-positioned to launch a new high school, with comprehensive experience in charter school finance, facilities, legal issues including compliance (Brown Act, Conflicts, etc.), and overseeing academic achievement of a public charter school.

The Intellectual Virtues Academy of Long Beach (IVA) Board of Directors includes:

Jason Baehr, Ph.D., Chair of Academic Committee, Professor of Philosophy and Director of the Intellectual Virtues and Education Project at Loyola Marymount University

Edward D. Castro, J.D., Chair of Facilities Committee, Senior Corporate Counsel and Assistant Secretary for Cushman & Wakefield

Eric Churchill, MBA, Ph.D., Chairman of the Board, Associate Director, Takeda Oncology

Rebecca Irwin, Chair of Marketing and Outreach Committee, freelance online marketing and social media specialist

Robin LaBarbera, M.Ed., Ph.D., Associate Professor, Biola University School of Education (specializing in special education and autism)

Jasmine Menard-Lenczewski, Senior Accountant, Windes, Inc.

Shelly Millsap, SPHR, President and Founder of Nicole Christopher, Inc.

Karyn Pace, Ed.M, former Director of Student Life, Concordia University, Irvine

Steve Porter, Ph.D.; Vice Chairman, Professor of Philosophy and Theology, Biola University

Gregg Whelan, CFP; Chair of Finance Committee, Senior Vice President of Investments of the Whelan Wealth Management Group of Raymond James

Janet Watt, M.A., Parent Representative, Founder and Owner of Little Owl Preschool

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 13

Full biographies for the Board are included in Element 4; resumes are attached in Appendix B.

Finally, the Academy benefits from the support and expertise of a variety of community leaders, experts in intellectual virtues education and secondary education, charter school management and more. (See attached Letters of Support from more than 10 individuals and organizations, included in Appendix C.) These include:

Charter Management:

ExEd: a non-profit organization, is a highly respected charter school back-office services provider that was founded in 1998 and has worked with more than 100 charter schools in Southern California. ExEd’s 40+ staff members have years of combined expertise in public charter school finance, compliance, reporting, human resources, payroll services and much more. (ExEd.net.) ExEd will provide services and expert consulting including: bill paying, cash-flow management, financial reporting, accounting, budgeting, payroll, audit preparation, and more.

Young, Minney and Corr, LLP: provides legal services to charter schools throughout California.

California Charter Schools Association: provides state and local advocacy, leadership on accountability, and resources for member charter schools in California.

Charter Schools Development Center: provides charter school start-up, operational support, and advocacy expertise to charter schools throughout California.

Experts in Character Education and Other Educational Leaders (see letters of support from each in Appendix C):

Heather Battaly is Professor and Chair of the Philosophy Department at CSU Fullerton. She has conducted extensive philosophical research on intellectual virtues and is author of the recently published book Virtue (Polity, 2015). Battaly has also done extensive theoretical and applied work on educational strategies for promoting growth in intellectual virtues.

Marvin Berkowitz is the Sanford N. McDonnell Endowed Professor Character Education, the President’s Thomas Jefferson Professor, and Co-Director of the Center for Character and Citizenship at the University of Missouri in St. Louis. One of the world’s leading experts in character education, Berkowitz is the author of several books and articles and a founding co-editor of the Journal of Character Education. He is also the recipient of numerous teaching awards.

Karen Bohlin Head of School at the Montrose School in Medford, MA, and senior scholar at Boston University’s Center for Character and Social Responsibility (CCSR). Previously she was a faculty member at BU and Director of the CCSR, where she collaborated with school leaders, state departments of education, the White House Domestic Policy Office, and ministries of education around the world. Bohlin is a leading expert and author of many books and articles on character education.

David Burcham is the recently retired President of Loyola Marymount University. He is also an accomplished constitutional law scholar and former Dean of the Loyola Law School. Burcham is a Long Beach native and attended schools in LBUSD.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 14

Philip E. Dow is Superintendent of the Rosslyn Academy, a leading K-12 international school in Nairobi, Kenya. A widely known expert in intellectual character education, Dow is author of the award-winning Virtuous Minds: Intellectual Character Development for Students, Educators, and Parents (InterVarsity, 2013). Before completing his his Ph.D. in history at Cambridge University, Dow taught at the secondary level for more than a decade.

Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director of the Institute for Applied Research in Youth Development at Tufts University. He is the founder and editor of the Journal of Research on Adolescence and Applied Developmental Science. He is the author of over 700 scholarly publications, including more than 80 authored or co-authored books. He is also the recipient of three lifetime achievement awards from the American Psychological Association.

Ron Ritchhart is an educational psychological, author, speaker, and Senior Research Associate at Project Zero at the Harvard University Graduate School of Education. He taught math in grades K-12 for 14 years, during which he received the Presidential Award for Excellence in Mathematics Teaching. Author of Intellectual Character: What It Is, Why It Matters, and How to Get It (Jossey- Bass, 2002) and several other books and articles, Ritchhart is the world’s leading expert in educating for intellectual character growth.

Jane Roeder is Managing Director of the Ukleja Center for Ethical Leadership at CSU Long Beach. Previously she served as Executive Director of Leadership Long Beach and is a graduate of the Leadership Long Beach Class of 1996. Roader is currently a member of the Rotary Club of Long Beach, Junior League of Long Beach, and the Long Beach branch of the NAACP.

Michael Solt is Dean of the College of Business Administration, Professor of Finance, and Director of the Ukleja Center for Ethical Leadership at CSU Long Beach. He has a 30-year career teaching and researching Finance and has won teaching awards at San Jose State University and the University of Cincinnati.

Local and Regional Leaders: (see letters of recommendation/support from each in Appendix C)

Pastor Cheney is a Senior Pastor of the 3,000 member Antioch Church of Long Beach located near downtown Long Beach.

Darin Easley is the Director for the Loyola Marymount University Family of Schools, a collaborative partnership between LMU and thirteen K-12 schools, many of which serve students in impoverished neighborhoods.

Matthew Lawrence, Ph.D., has been a Philosophy Professor at Long Beach City College for over 15 years.

Alfredo Velasco is President and Chief Executive Officer of the Greater Long Beach YMCA.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 15

Facility Development and Technology Infrastructure Advisors:

Barry Collier, Chief Technology Officer with nearly 20 years building technology teams and platforms, growing them to tens of millions (and in one case, over one hundred) of dollars

Christopher Lawrence, M.S., MBA, Chief Financial Officer of American First Credit Union

Mark Steres, J.D., Partner at Aleshire & Wynder LLC, specializing in land use and zoning

Rasool Ziglari, Senior Director of Special Projects at Westfield America, specializing in real estate development

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 16

ELEMENT I: EDUCATIONAL PROGRAM

“(i) 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.

“(ii) A description, for the charter school, of annual goals, for all pupils and for each subgroup of pupils identified pursuant to §52052, to be achieved in the state priorities, as described in subdivision (d) of §52060, that apply for the grade levels served, or the nature of the program operated, by the charter school, and specific annual actions to achieve those goals. A charter petition may identify additional school priorities, the goals for the school priorities, and the specific annual actions to achieve those goals.

“(iii) If the proposed school will serve high school pupils, a description of the manner in which the charter school will inform parents about the transferability of courses to other public high schools and the eligibility of courses to meet college entrance requirements. Courses offered by the charter school that are accredited by the Western Association of Schools and Colleges may be transferable and courses approved by the University of California or the California State University as creditable under the ‘A’ to ‘G’ admissions criteria may be considered to meet college entrance requirements.” Cal. Ed. Code § 47605(b)(5)(A).

The Intellectual Virtues Academy proposed high school is consistent with the intent of the California Legislature in enacting the Charter Schools Act “to provide opportunities for teachers, parents, pupils, and community members to establish and maintain schools that operate independently from the existing school district structure, as a method to accomplish all of the following: (a) Improve pupil learning. (b) Increase learning opportunities for all pupils, with special emphasis on expanded learning experiences for pupils who are identified as academically low achieving. (c) Encourage the use of different and innovative teaching methods. (d) Create new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the school site. (e) Provide parents and pupils with expanded choices in the types of educational opportunities that are available within the public school system. (f) Hold the schools established under this part accountable for meeting measurable pupil outcomes, and provide the schools with a method to change from rule-based to performance- based accountability systems. (g) Provide vigorous competition within the public school system to stimulate continual improvements in all public schools.” (Cal. Ed. Code Section 47601.)

I. MISSION AND VISION

A. MISSION

The Academy’s mission is to foster in our students “intellectual virtues” -- character traits that flow from and contribute to a genuine love of learning – as they master standards-based content and skills. The nine Master Intellectual Virtues are: curiosity, wonder, attentiveness, intellectual carefulness,

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 17 intellectual thoroughness, intellectual autonomy, creativity, open-mindedness, intellectual humility, and intellectual perseverance. These virtues help to shape an individual’s world view, motivate lifelong learning, and provide tools for success in college, career, and life.

B. VISION

Our vision is that all Academy graduates will complete a rigorous, college- and career-preparatory education as they acquire the knowledge, abilities/skills, judgment, and motivation inherent in the nine Master Intellectual Virtues:

Knowledge: Conceptual knowledge: Students will be instructed in what intellectual virtues are (i.e. the sort of knowledge, abilities, and attitudes that comprise these nine Master traits), how intellectual virtues are related to other kinds of virtues, and the importance of intellectual virtues to thinking, learning, and living well.

Self-knowledge: Students will develop a rich and honest grasp of their own intellectual strengths and weaknesses, especially their intellectual character strengths and weaknesses; they will also have a detailed understanding of how these affect their performance as students.

Abilities/Skills: Intellectually virtuous thinking/reasoning: Each of the Academy’s nine Master Virtues has a characteristic activity or skill. Students will be given frequent opportunities to practice and cultivate these skills, which include:

• Asking thoughtful and insightful questions (curiosity); • Becoming aware of and “owning” one’s intellectual limitations and mistakes (intellectual humility); • Thinking and forming beliefs independently (intellectual autonomy); • Being “present” in the learning process and attending to important details (attentiveness); • Avoiding pitfalls and mistakes (intellectual carefulness); • Probing for deeper understanding (intellectual thoroughness); • Taking up and giving a fair hearing to foreign or opposed standpoints (open-mindedness); • Taking intellectual risks (intellectual courage); • Persisting through intellectual struggle (intellectual tenacity).

Motivation: “Love” of knowledge and learning: Students will have a felt appreciation for the value of learning and knowledge; their desire for knowledge and understanding will occupy a salient role in their psychology. This can be thought of as the desire component of intellectual virtue.

Volitional commitment to ongoing intellectual growth: Students will be firmly and volitionally committed to learning and furthering their intellectual growth. This commitment will “kick in” when the demands of learning become difficult and in other moments when the natural desire for or enjoyment of learning wanes. This is the aspect of intellectual virtue that concerns the will.

Emotional attunement: Students will routinely experience a range of what Israel Scheffler (1991) and

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 18 other educational theorists (Wolk 2008; Craig and Deretchin 2010) refer to as “cognitive emotions” and “rational passions.” These include joy in discovery, delight in verification, wonder, intellectual puzzlement, pleasure in understanding, discomfort with ignorance, and confidence in evidence and good reasoning. As such, they will be “emotionally attuned” to critical aspects of the learning process. Such attunement is the affective component of intellectual virtue.

Judgment: Intellectually virtuous judgment: Research (e.g. Tishman 1993) shows that students can have the ability and be motivated to think in an intellectually virtuous manner, but nevertheless fail to do so. This happens when they lack a proper “sensitivity” to or judgment about when to practice the virtues in question. Accordingly, students will be instructed—directly and thorough practice—in the conditions under which it is appropriate to practice each of the Academy’s Master Virtues. They will develop intellectually virtuous judgment.

II. STUDENTS ACADEMY WILL EDUCATE

A. TARGET STUDENT POPULATION

With its unique focus, the Academy is well-positioned to embrace the rich diversity of the student population in Long Beach. The Academy plans to locate in west/downtown Long Beach, an area encompassing IVAMS’ current location. Three potential school sites have already been identified, the likely most expensive of these (Option B) is built into the budget projections (Appendix H). Two of the three landlords have expressed interest in leasing to the Academy; one is currently in foreclosure. Of these sites, two are located within a one mile zone from each other in zip code 90813, and the third in zip code 90807 at the current location of IVAMS:

• Option A: 1535 Gundry Ave., Long Beach 90813. This property is zoned for educational use and is owned by the 3,000 member Antioch Church of Long Beach. The Church’s leadership has expressed interest in not only immediately leasing facilities to the Academy, but also in helping build the Academy a permanent home. (See Letter of Lessor Interest, Appendix C.)

• Option B: 3601 Linden Ave., Long Beach 90807 (option furthest north). This is the current home of IVAMS. The current landlord has expressed interest in expanding the lease at this facility to include the Academy. (See Letter of Lessor Interest, Appendix C.)

• Option C: 1647 Long Beach Blvd, Long Beach 90813. This sixteen classroom facility, zoned for education, is owned by a charter school and currently is in foreclosure proceedings. Once resolved, we intend to engage the title owner in lease discussions.

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The area defined in the map above by the black outline includes four zip codes: 90807, 90806, 90813 and 90755. This densely populated community is quite diverse, with a mix of race/ethnicity and socio- economic diversity:

Race/Ethnicity of Zip codes 90807, 90806, 90813 and 90755 Other 4% Asian 16%

Hispanic/Latino 49%

African American 15%

White 16%

Source: factfinder.census.gov (2010 Census General Population Characteristics).

An equal amount of families in this community speak Spanish at home as speak English (42% each), with another 14% speaking Asian/Pacific Islander languages, predominantly Khmer and Vietnamese.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 20

Languages Spoken in Zip Codes 90807, 90806, 90813 and 90755

1% 14% 1% 42%

42%

English Spanish or Spanich Creole Other Indo-European Languages Asian and Pacific Island Languages Other Languages

Income Levels of Zip Codes 90807, 90806, 90813 and 90755

28.40% 27.60% 24.80% 19.30%

<$25K $25-50K $50-100K > 100K

Source: factfinder.census.gov (2010 Census Selected Economic Characteristics).

According to the 2010 Census, 21% of families in this area with children under 18 were living below the federal poverty line, which in 2010 was just $22,050 for a family of four. (http://aspe.hhs.gov/hhs-

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 21 poverty-guidelines-remainder-2010.) The cost of living in Long Beach of course exceeds national norms, thus these families characteristically experience housing and food instability.

Not surprisingly, based on the income diversity, there is also a broad range of educational attainment levels for adults over 25 – more than 17% have less than a 9th grade education and another 12% have some high school, but did earn a diploma or equivalency. Approximately 50% of the adult residents in this area have never enrolled in college.

Educational Attainment Levels for Adults Over 25, Zip Codes 90807, 90806, 90813 and 90755

25.00%

20.00%

15.00%

21.90% 20.60% 21.20% 10.00% 17.40%

11.70% 5.00% 7.10%

0.00% <9th Grade Some HS, no HS diploma Some college Associates B.A. or higher diploma degree

Source: factfinder.census.gov (2013 American Community Survey Educational Attainment).

Currently, in the area illustrated in the map above within the black borders, there are three large, traditional public high schools: Juan Rodriguez Cabrillo High School (“Cabrillo”) with more than 2,700 students; Long Beach Polytechnic High School (“Poly”) with more than 4,400 students; and Woodrow Wilson Classical High School (“Wilson”) with almost 4,000 students. In addition, Renaissance High School for the Arts (“Renaissance”) is a visual and performing arts magnet school that serves approximately 500 students. These schools enroll a very diverse group of students:

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 22

Surrounding Total % FRPL % EL + % % Af. % % Asian/ % % Two High Schools Enrollment % RFEP SpEd American Hispanic/ Pacific White or Latino Islander More/ Other Cabrillo 2,768 85% 62% 11% 14% 70% 6% 1% 0% Poly 4,464 61% 40% 9% 24% 34% 22% 10% 1% Renaissance 490 57% 28% 4% 30% 43% 2% 17% 3% Wilson 3,944 57% 41% 8% 13% 49% 10% 25% 1% District 79,709 67% 43% 10% 16% 54% 10% 15% 1% Source: dq.cde.ca.gov/Dataquest/ (School Level Reports).

While most of the high schools in the community are achieving student academic outcomes – including graduation rates – that exceed state and county averages, there is room for improvement.

Surrounding 3 Year 2013 2013 2013 2013 2013 % Cohort A-G CAHSEE 10th High Schools Weighted API Stat Similar % Prof. Grad. Complet grade API (2011- Score e School Prof. Math Rate ion Rate ELA/Math Pass 13) Rank s Rank ELA 2013-14 2013-14 Rate 2014-15 Cabrillo 648 657 2 2 31% 12% 86% 30% 72%/77% Poly 753 764 6 6 55% 35% 86% 60% 82%/88% Renaissance 809 825 8 10 72% 63% 93% 49% 92%/95% Wilson 759 771 6 4 61% 60% 90% 53% 87%/88% Source: dq.cde.ca.gov/Dataquest/ (School Level Reports).

While graduation rates at these schools are generally strong, A-G completion rates show significant room for improvement (a fact that is true across the State, which has a 42% A-G completion rate). At the Academy, replicating the “best practices” of some of the highest performing charter high schools in the state, all students will be expected to complete A-G in order to graduate. Each student will be personally supported in our small school setting to ensure he/she completes the credits needed and graduates on time, well-prepared for post-secondary school and meaningful careers.

We believe that families in this community should have another option for a small high school that offers personalized attention, differentiated instruction, and a unique curriculum that is well-suited help to prepare all students, regardless of family income level, race/ethnicity, language learner status or other “risk” factors to succeed in college and a 21st century economy.

B. PROJECTED ENROLLMENT

The Academy proposes to serve 480 students in grades 9-12 at capacity, opening with 120 students in ninth grade in year one, and adding one grade per year until reaching full capacity Projected enrollment in the first five years is as follows:

2016-17 2017-18 2018-19 2019-20 2020-21 Grade 9 120 120 120 120 120 Grade 10 120 120 120 120 Grade 11 120 120 120 Grade 12 120 120 Total Students 120 240 360 480 480

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 23

III. THE ACADEMY’S PUBLIC SCHOOL EDUCATIONAL PHILOSOPHY AND FRAMEWORK FOR INSTRUCTIONAL DESIGN ARE ALIGNED WITH OUR TARGET POPULATION

First and foremost, our educational philosophy and framework for instructional design is based on a rigorous, college- and career- preparatory standards-aligned curriculum across core subjects. All Academy courses will be CCSS-aligned, utilizing both the state content standards and frameworks as guides for curriculum and assessments. All students will be expected to complete the UC/CSU A-G requirements as a condition of graduation.21 As students learn how to learn and develop the skills and attributes of the intellectual virtues, all students are capable of success in our rigorous program.22

A. THE INTELLECTUAL VIRTUES

Interwoven throughout the standards-based curriculum is an innovative emphasis on the development of intellectual virtues. Interwoven throughout the standards-based curriculum is an innovative emphasis on the development of intellectual virtues. In a recent white paper, acclaimed researcher Carol Dweck and colleagues from Stanford wrote:

Most educational reforms focus on curriculum and pedagogy—what material is taught and how it is taught. However, curriculum and pedagogy have often been narrowly defined as the academic content and students’ intellectual processing of that material. Research shows that this is insufficient. In our pursuit of educational reform, something essential has been missing: the psychology of the student. Psychological factors—often called motivational or non-cognitive factors—can matter even more than cognitive factors for students’ academic performance. These may include students’ beliefs about themselves, their feelings about school, or their habits of self-control. Educators, psychologists, and even economists recognize the importance of non-cognitive factors in achievement both in school and in the labor market. These factors also offer promising levers for raising the achievement of underprivileged children and, ultimately, closing achievement gaps based on race and income. The research . . . shows that educational interventions and initiatives that target these psychological

21 Exceptions to this requirement may be made at the discretion of the Director of Curriculum and Instruction, in consultation with the student, his/her parents and faculty, e.g., for English Learners who need elective time to receive more intensive support.

22 Innovative schools like Da Vinci Science High School in the Wiseburn District of LA County (75% non-white, 43% FRPL; 53% of 11th graders’ parents were not college graduates) have demonstrated that all students – regardless of background – can and will thrive when given access to a challenging curriculum with a focus on developing 21st century skills and attributes. At Da Vinci Science, on the 2015 CAASPPs, in ELA, a remarkable 50% of 11th grade students “Exceeded” ELA standards and another 30% “Met” standards; and in Math, 61% of 11th graders Met/Exceeded standards. Similarly, at Impact Academy in the East Bay Area (94% non-white, 72% FRPL, 74% of parents are not college graduates), learning is centered around four Core Competencies: the ability to conduct research, perform inquiry, express creatively, and engage in analysis. On the 2015 CAASPPs, 78% of Impact Academy’s 11th graders Met/Exceeded ELA standards and 43% Met/Exceeded math standards. These, and other schools like them, are demonstrating that “at-risk” students can achieve high standards for performance when given the proper tools and support to succeed. At the Academy, our small school setting as well as our academic model will ensure that each and every student is supported, receives personalized attention, and develops the skills, knowledge, judgment, and dispositions that compose the intellectual virtues for successful completion of a comprehensive, college- and career- preparatory course of study.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 24

factors can transform students’ experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.

(“Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning” (2011) (emphasis added).)

At the Academy, we will give special attention to nine “Master Virtues” that fall into three categories, each corresponding to three dimensions of learning:

THE VIRTUES OF CREATIVITY Curiosity A thirst for understanding, a desire to explore, and an ability to formulate and articulate relevant and insightful questions. “It is difficult to envision high Motto: intelligence without at least some semblance of elevated curiosity, including Ask questions! the ability to manage novelty and uncertainty and to solve new problems by taking an interest in varied ideas and perspectives” (Silvia, P. and Kashdan, T. 2009:791.) In one study of 1795 children at ages 3 and 11, “being more curious at age 3 predicted a growth in intelligence over time. . . . [C]hildren in the top 15% on measures of curiosity at age 3 scored 12 points higher on general intelligence tests at age 11 compared with the least curious children (bottom 15%). Thus, regardless of a child’s initial intelligence, the existence of intense curiosity leads to impressive cognitive development during formative years.” (Raine, Reynolds, Venables, and Mednick 2002.) Similarly, another study found that: Over the past century, academic performance has become the gatekeeper to institutions of higher education, shaping career paths and individual life trajectories. Accordingly, much psychological research has focused on identifying predictors of academic performance, with intelligence and effort emerging as core determinants . . . . [Our research] showed that . . . the additive predictive effect of the personality traits of intellectual curiosity and effort rival the influence of intelligence. Our results highlight that a ‘hungry mind’ is a core determinant of individual differences in academic achievement. (von Stumm, S., The Hungry Mind: Intellectual Curiosity is the Third Pillar of Academic Performance (2011) 577-78, 791 (emphasis added)). Open-mindedness A capacity to think outside the box. Gives a fair and honest hearing to competing perspectives. Several educational theorists, most notably William Motto: Hare (2003, 1995, 1993, 1985a, 1985b, and 1983), have been writing for some Think outside the box! time about the importance of open-mindedness to education. This research makes a persuasive case for open-mindedness as an important educational goal and articulates a wide range of strategies for fostering open-mindedness in a classroom setting.23 Intellectual courage A readiness to persist in thinking or communicating in the face of fear, including fear of embarrassment or failure. It is well known that adolescent Motto: students, who are in the process of individuating from their parents, are Take risks! especially concerned with how they are viewed by the members of their peer

23 Researchers writing about open-mindedness have tended to think of open-mindedness in rather broad terms, such that it also includes a wide range of other intellectual virtues (Baehr 2011b).

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 25

group. Not wanting to lose their standing in these groups or to make mistakes in front of their peers, these students often refuse to take risks or even to earnestly engage in the learning process. It is also a familiar feature of human experience, however, that genuine growth comes only when a person is willing to stretch herself and take risks. This certainly applies in the domain of education. Therefore, adolescent students in particular need intellectual courage in order to take the risks and to apply themselves in ways that will facilitate their own intellectual growth (Baehr 2015: Ch. 11).

THE VIRTUES OF DILIGENCE AND CRITICALITY Attentiveness A capacity for attending to details and maintaining focus and attention; notices and attends to important details. “The attentional circuitry needs to Motto: have the experience of sustained episodes of concentration — reading the Look and listen! text, understanding and listening to what the teacher is saying — in order to build the mental models that create someone who is well educated. . . . . The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted. . . . This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health.” (Goleman, D., Focus: The Hidden Driver of Excellence.) Intellectual A capacity to attend to the requirements of good thinking. Quick to notice and carefulness avoid intellectual pitfalls and mistakes. In “Teaching Intelligence” (1997), David Perkins and Tina Grotzer from Harvard University focus on research Motto: regarding curricular programs aimed at fostering “good thinking,” which they Avoid errors! characterize as thinking that is neither hasty, narrow, fuzzy, nor sprawling. These characteristics align with the intellectual virtues of intellectual carefulness. The authors summarize studies in which students in programs that specifically include development of “good thinking” showed greater gains on tests of targeted cognitive abilities (e.g. problem-solving, reasoning, language, and inventive thinking), and outperformed controls on an open- ended design problem and on an everyday reasoning task that assessed students’ ability to transfer what they had learned to new contexts (1126); showed significant gains in mathematics performance and reading performance when compared with controls on standardized tests; and outperformed controls on measures of practical and academic abilities in writing, in practical abilities in reading, homework, and test taking, and were rated more apt to display active-learning skills and behaviors. Intellectual An ability to probe for deeper meaning and understanding, exhaust thoroughness alternatives, and “cover all the bases.” According to research, highly self- disciplined (or intellectually courageous and thorough) adolescents Motto: outperformed their more impulsive peers on every academic-performance Go deep! variable, including report-card grades, standardized achievement test scores, admission to a competitive high school, and attendance. Self-discipline measures in the fall predicted more variance in each of these outcomes than did IQ, and unlike IQ, self-discipline predicted gains in academic performance over the school year. (Duckworth and Martin Seligman (2005).)

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 26

THE VIRTUES OF SELF-GROWTH Intellectual A capacity for active, self-directed thinking. An ability to think and reason for autonomy oneself. Numerous authors and studies have addressed developing learners’ autonomy since the phrase was first coined by Holec in 1981. Along with Motto: curiosity, intellectual autonomy is fundamental to intellectual progress and Think for yourself! growth. If students cannot form their own judgments, they will be incapable of becoming self-motivated, lifelong learners. They will also fare poorly when it comes to life outside the classroom—e.g. in their careers, their relationships, and in their lives as citizens (e.g. in deciding how to vote). Intellectual humility A willingness to own up to one’s intellectual limitations and mistakes, while being unconcerned with intellectual status or prestige. As John Dewey Motto: famously wrote several decades ago, failure “is instructive. The person who Admit what you don’t really thinks learns quite as much from his failures as from his successes." know! (1933) When students are defensive, when they are unwilling to admit their mistakes or to acknowledge areas in which they need to improve, they cut themselves off from opportunities for intellectual growth. Conversely, when students can admit their mistakes or “own” areas in which they need to improve, this can clear the way for genuine progress and improvement. In a recent blog post on the IVA middle school website, UC Davis educational psychologist Tenelle Porter, explained: [I]n research that I did at Stanford University with Karina Schumann and Carol Dweck, … we found that freshman and sophomores in high school who were higher in intellectual humility were rated by their classmates as being more admired, more respected and more intelligent. Their teacher also rated them as being more engaged in learning. The intellectually humble students also ended up earning higher grades in math (those were the only grades we looked at), and growing more in math achievement over the school year.24 When students can avoid ignorance and defensiveness about their mistakes and weaknesses, when they recognize can “own” these things, they are freed up to pursue thinking and learning in a more authentic and unencumbered way. Intellectual tenacity A willingness to embrace intellectual challenge and struggle; “hangs tight” and doesn’t give up in the attempt to understand, master a concept, or complete a Motto: project; “grit” or “perseverance”. One report on a series of studies that Embrace struggle! measured (among other things) the relationship between grit, on the one hand, and education-level and GPA, on the other, found that “more educated adults were higher in grit than were less educated adults of equal age” (1091). They also found that “[g]ritty students outperformed their less gritty peers: Grit scores were associated with higher GPAs (r = .25, p < .01), a relationship that was even stronger when SAT scores were held constant (r = .34, p < .001)” (Duckworth, A., Peterson, C. et al, “Grit: Perseverance and Passion for Long- Term Goals,” (2007)).

24 http://www.ivalongbeach.org/community/blog/posts-on-master-virtues/220-intellectual-humility-a- researcher-s-perspective.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 27

B. SIMILARITY TO OTHER EDUCATIONAL FRAMEWORKS

An intellectual virtues approach to education, while innovative, bears important connections to more familiar and well-established educational approaches:

• Character Education: The notions of “character development” and “character education” have a long and distinguished history (Lickona 1992 and 1993). The Academy will incorporate many of the “best practices” of this tradition (nicely summarized in Lickona and Davidson 2005 and Berkowitz and Bier 2006). Traditional approaches however, tend to focus on fostering moral virtues (kindness, compassion and generosity) or civic virtues (integrity, respect and tolerance), rather than intellectual virtues. Intellectual virtues are the character traits of a good thinker or reasoner. Intellectual virtues aim at distinctively “cognitive” ends or goals: for example, the acquisition, understanding, and application of important knowledge. Thus, an intellectual virtues model helps our students become good neighbors and citizens because it shapes their way of thinking about what it means to be a good neighbor or citizen. • Metacognition: Several educational theorists have stressed the importance of “metacognition” or “metacognitive strategies” in classroom learning (Waters and Schneider 2010; Ablard and Lipschultz 1998; Coutinho 2008; Deemer 2004; Sperling, Howard, Staley, and Dubois 2004; Yun Dai and Sternberg 2004). This approach is aimed at equipping students with specific strategies or techniques, tailored to their individual learning styles and abilities, that can be actively deployed in the learning process (e.g., semantic webs, concept charts, mnemonics, mind- mapping). Like a metacognitive approach, an intellectual virtues approach involves an intentional, active, and intelligent method of learning—one that discourages passive, unreflective, and uncritical reception of information (Winne 1995). But an intellectual virtues approach also has a deeper aim: it seeks to impact students at a basic motivational level, helping them to value knowledge, delight in learning, and care about their intellectual development and growth (Scheffler 1991; Wolk 2008; Goldie 2012) as is discussed more specifically in Parts V and VI below. • Critical Thinking: An intellectual virtues model also bears resemblance to a critical thinking model (Sternberg 1986; Siegel 1980, 1988; Ennis 1993). Indeed, intellectual virtues are essentially the “flesh and bones” of critical thinking. To be a critical thinker, one must be curious and reflective, and one’s thinking must be marked by rigor, carefulness, and fair- mindedness. By making students careful, critical thinkers, an intellectual virtues approach equips students to cope with and process the barrage of information that we are all confronted with on a daily basis. Via the internet, television, and other media, we face a steady and potentially overwhelming flow of information. Today more than ever, it is crucial that all citizens be capable of discriminating between true and false, credible and non-credible sources of information. This important capacity consists precisely in the range of intellectual habits and skills fostered by an intellectual virtues approach to education. This approach teaches students to ask the right questions, to demand and evaluate evidence, and to persevere in their pursuit of the facts.

Thus an intellectual virtues approach is consistent with a critical thinking approach, but also adds important content. For example, it addresses student motivation in a way that a critical thinking approach might not, insofar as a student might know how to think critically, but not be inspired to do so. By targeting student motivation as well as ability, an intellectual virtues approach bridges the “action- ability gap.” As Harvard education researcher Ron Ritchhart has noted, intellectual virtues – or “thinking dispositions” – “act as both a descriptive and an explanatory construct, making clear the mystery of how

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 28 raw ability is transformed into meaningful action.” (Ritchhart 2002: 34.) In other words, in addition to providing students with certain knowledge and skills, an intellectual virtues approach also provides them with drive and desire to deepen and use these important goods.

Moreover, colleges and employers – and the new Common Core standards -- today place increasing value on so-called “soft skills,” including personal qualities and critical thinking skills. (Schulz 2008; Murnane and Levy 1996; Andrews and Higson 2008; www.dol.gov/odep/pubs/fact/softskills.htm). These soft skills significantly overlap an intellectual virtues framework (Rowles, Morgan, Burns, & Merchant, 2013). Research has indicated the need for successful employees to think critically and to be open-minded and intellectually empathic. Google, for instance, cites intellectual humility as one of five attributes it looks for in prospective employees (Friedman 2014). The point also is illustrated by a recent remark from an MBA and business professor in an article on critical thinking in the business world: “You have to let go of any preconceived notions and come into any analysis with an open mind … I think employers are seeking people who have an open mind. When you’re more open-minded, it becomes much easier to work with others and also to come to careful solutions — and those are skills employers definitely want” (Hughes 2011). The connection between career success and intellectual virtues specifically has also been commented on by several experts who have written letters of recommendation (see Appendix C, Dr. Solt, CSULB Dean of Business School; Dr. Jane Roeder, Managing Director of CSULB’s Ukleja Center for Ethical Leadership; Dr. David Burcham, former President of Loyola Marymount; Dr. Heather Battaly). Finally, in a technologically driven economy, intellectual virtues like innovativeness, creativity, and carefulness have been and will remain especially important. Given all of these reasons, an intellectual virtue model undoubtedly promotes LBUSD’s graduate profile that our students will be college- and career-ready scholars.

C. AN INTELLECTUAL VIRTUES MODEL WILL ESPECIALLY BENEFIT TARGET STUDENT POPULATION

There are very good reasons to think that an intellectual virtues model will be especially beneficial across a wide range of student demographics and performance-levels. This is partly because the focus of the educational approaches in question is largely a matter of choice and volition. All students, regardless of background, natural aptitude or prior academic success, can be taught to ask good questions, pick up on important details, take intellectual risks, probe for understanding, and so on, that is, they can be taught curiosity, attentiveness, intellectual courage, intellectual thoroughness, and other intellectual virtues. These tendencies are fundamentally human and not, in any systematic way, less likely to be found among students with disadvantaged backgrounds or unique educational needs. (Indeed, any experienced teacher knows that many “top-performing” students are motivated primarily by grades rather than by genuine curiosity, wonder, or a love of learning, and that some students with poor grades are extremely inquisitive and thoughtful.) This conclusion is especially warranted in connection with the research on character education. First, a wide range of character education programs are aimed at helping diverse and at-risk student populations (Kiltz 2003; Snyder et al 2010). It is reasonable to expect that the notable effectiveness of the techniques and strategies involved in such programs (Berkowitz and Bier 2004, 2007; Benninga, Berkowitz, Kuehn, and Smith 2003) extends to such populations. Second, all character-based approaches to education are care-based: they place a premium on identifying and attending to the unique intellectual needs of every learner, especially those facing unique cognitive, behavioral, or social challenges.

Moreover, there is in fact research on the effectiveness of character-based and cognitive-ability-based education for at-risk student populations in particular (Klitz 2003; Perkins & Grotzer 1997; Phillips 1995). This research indicates that character and cognitive ability education can have special relevance for this

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 29 group as indicated by greater gains than controls in general aptitude. One of the earliest of these (Herrnstein et al 1986) was a formal evaluation with students in 24 classes from families of low socioeconomic status and parental education using a matched sample design. They found that students in these groupds made higher performance gains than controls in general aptitude, showed greater gains on tests of targeted cognitive abilities (e.g. problem-solving, reasoning, language, and inventive thinking), and outperformed controls on an open-ended design problem and on an everyday reasoning task that assessed students’ ability to transfer what they had learned to new contexts (1126).

As innovative schools such as Da Vinci, Impact Academy (operated by Envision Schools), IVAMS and others that are placing emphasis on 21st century competencies and social-emotional learning are demonstrating, 21st century achievement is not limited by racial/ethnic, socioeconomic or other factors. This conclusion is reinforced by widely known expert in intellectual character education author of the award-winning Virtuous Minds: Intellectual Character Development for Students, Educators, and Parents (InterVarsity, 2013), Dr. Dow, who has witnessed first hand the promise of intellectual virtues in multi- cultural settings (see Appendix C; see also letters of support from Dr. Heather Battely and Darin Earley).

IV. THE ACADEMY WILL PREPARE STUDENTS TO BE EDUCATED IN THE 21ST CENTURY

Being an educated person in the 21st century requires, at a minimum, being informed, that is, it requires having a broad base of knowledge as defined in the state standards across several traditional subject areas, including math, science, history/social science, English Language Arts, foreign language, technology, physical education, and visual and performing arts. We believe that cultivating an educated person in the 21st century requires not only a rich standards-based, college- and career-preparatory curriculum, but also opportunities to develop the intellectual virtues that are essential for 21st century success. In an increasingly “flat” world, being an educated person today also involves being knowledgeable about other cultures and societies, the ways in which the decisions and ways of living of the members of one culture or society can affect those of another, and how the actions of all of humanity affect the well-being of the planet that we inhabit.

We believe that a 21st century education is humanizing. To have this effect, the person being educated must critically and creatively engage great questions, ideas, and texts. History’s best minds have explored a range of fascinating questions, including: How does nature work? What is the structure of the physical world? Where did we come from? How should we live? How should governments operate? How should society be structured? What is the nature of love? Of justice? One unique feature of the human species is its capacity for actively reflecting on, and critically and creatively analyzing, these questions and on the ways these questions have been answered by generations of scientists, poets, historians, philosophers, and other thinkers across different times, traditions, and cultures. Such activity has a dignifying and ennobling effect. While not unique to a 21st century education, it is an indispensable component.

An educated person in the 21st century believes that knowledge and learning are valuable and worth pursuing. S/he also desires to cultivate, inform, and expand her mind. S/he regularly experiences what educational philosopher Israel Scheffler calls “rational passions” or “cognitive emotions,” such as a “love of truth,” a felt “concern for accuracy” and the “joy of verification and surprise” (1991: Ch. 1). This love of learning is the fire that ignites and sustains all of her other intellectual activities.

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A 21st century education also fosters collaboration. To be collaborative, a person must be able to work as a team, develop interpersonal skills, respect and appreciate other perspectives, and, importantly, communicate effectively. In fact, research reveals that the most crucial success factor for project management in one’s professions is effective communications by all stakeholders (PMI 2013). It is perhaps a truism that effective communication starts with a clear thought process (id). Less well understood is that the framework of our reasoning process is analogous to how our communications are structured (Paul 2012). Accordingly, the 21st century educated person must not only learn communication skills for their own sake, but also as part of becoming humanized or dignified as discussed above.

Finally, an educated person in the 21st century knows how to think. This is an especially important ability in today’s world:

First, with the proliferation of information technology, we are bombarded with information around the clock, some of which is good and accurate, some of which is not. Therefore, to be a truly educated person today, one must be intellectually discriminating. One must diligently identify a reliable source from an unreliable source, to ask relevant and incisive questions, and to demand and evaluate reasons and evidence.

Second, today’s economy is technologically driven and rapidly changing. As others have noted (Kalantzis and Cope 2005: 33; Smith 2012), many of the vocationally oriented skills and knowledge learned by middle and high school students today will be obsolete by the time these students enter the workforce. Accordingly, it is crucial that today’s schools provide students with a range of “soft skills,” which include “the ability to use knowledge, facts, and data to effectively solve workplace problems” (US Dept. of Labor, www.dol.gov/odep/pubs/fact/softskills.htm). These are among the skills and abilities of an excellent and critical thinker.

Third, today as much as ever, the health and security of democracy across the globe requires, as Martha Nussbaum has said, that all citizens possess the ability to “think for themselves, criticize tradition, and understand the significance of another person’s suffering and achievements” (2010: 2; 93). It falls to the enterprise of education to ensure that such a capacity is widely fostered in schools nationally and abroad.

These attributes of an intellectual virtues model align directly with the LBUSD graduate profile.25

25 Specifically, the “rational passions” and “cognitive emotions” are the fire that ignites students driven to become “life long and self-directed learners.” “College and Career-Ready Scholars” requires being informed, being discriminating, and having the soft skills necessary for academic and vocational excellence. “Critical and Innovative Problem Solvers” requires the humanizing features of a 21st century education. “Adaptable and Productive Citizens” and “Ethical Decision Makers” require, as Nussbaum as recognized, the ability to “think for themselves, criticize tradition, and understand the significance of another person’s suffering and achievements.” “Effective Communicators and Collaborators” requires the creative and critical thinking of the collaborative 21st century person.

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V. HOW LEARNING BEST OCCURS

A. RESEARCH SUPPORTING CONNECTION BETWEEN INTELLECTUAL VIRTUES AND ACADEMIC SUCCESS

An intellectual virtues education is particularly valuable for high school students. According to recent research in neuroscience, adolescence involves a period of heightened brain plasticity, particularly in areas associated with the development of qualities like intellectual virtues (Selemon 2013). By designing an educational program and school culture that challenges adolescent high school students to think deeply and rigorously, the Academy will seize this developmental window, helping all students to maximize their intellectual potential. Moreover, colleges and employers today are placing increasing value on so-called “soft skills,” which are personal qualities and skills of good employees (Schulz 2008), and critical thinking skills, which are an essential part of intellectual virtues (Rowles, Morgan, Burns, & Merchant, 2013). Google, for instance, cites intellectual humility as one of five attributes it looks for in prospective employees (Friedman 2014).

That an intellectual virtues educational model is effective enjoys broad support from the literature in educational theory and psychology. This is because (1) personal qualities similar to intellectual virtues, as well as (2) skills and techniques that are part of or proper to intellectual virtues, have been studied extensively and shown to have a powerful impact on academic performance. The following summarizes this research.

Curiosity. Psychologists Paul Silvia and Todd Kashdan (2009) argue that curiosity is an important element of (or at least very closely related to) general intelligence: “It is difficult to envision high intelligence without at least some semblance of elevated curiosity, including the ability to manage novelty and uncertainty and to solve new problems by taking an interest in varied ideas and perspectives” (791; see also Raine, Reynolds, Venables, and Mednick 2002):

Thinking and Thinking Dispositions. Ron Ritchhart, principal researcher at Harvard’s Project Zero, and author of the book “Intellectual Character: What It Is, Why It Matters and How to Get It” (2002) (see biography in above section), has also drawn attention to empirically supported connections between intellectual character education and academic performance. He discusses the empirical research of Fred Newmann (2001), who found:

[A] consistent positive relationship between student exposure to high-quality intellectual assignments … and students’ learning gains on the [Iowa Test of Basic Skills]S. Even after controlling for race, socio-economic class, gender, and prior achievement, differences among classrooms, the benefit of exposure to assignments that demand authentic intellectual work in writing and mathematics are quite substantial. In Chicago classrooms with high-quality assignments, students’ record learning gains were 20 percent greater than the national average. In contrast, Chicago classrooms where assignment quality reflects less demand, students gained 25 percent less than the national average in reading and 22 less in mathematics.

Noncognitive Skills. Noncogntive skills refer to “sets of behaviors, skills, attitudes, and strategies that are crucial to academic performance … but that may not be reflected in [students’] scores on cognitive tests” (Farrington et al, p. 2). As cited above, Carol Dweck and colleagues observed in “Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning” (2011) that: “Psychological factors— often called motivational or non-cognitive factors—can matter even more than cognitive factors for

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 32 students’ academic performance.” These may include students’ beliefs about themselves, their feelings about school, or their habits of self-control.

One of the best-known and most-studied noncognitive skills is self-control or self-discipline; another that is receiving increasing attention, owing to the influential work of Angela Duckworth (2007), is “grit.” There is sufficient conceptual overlap between self-control and grit manifested in the context of thinking and learning, on the one hand, and several intellectual virtues, on the other, to treat findings about the relationship between these noncognitive skills and academic achievement as also relevant to the relationship between intellectual virtues and academic achievement. Findings from two main studies led by Angela Duckworth at the University of Pennsylvania are striking:

Highly self-disciplined adolescents outperformed their more impulsive peers on every academic-performance variable, including report-card grades, standardized achievement test scores, admission to a competitive high school, and attendance. Self-discipline measure in the fall predicted more variance in each of these outcomes than did IQ, and unlike IQ, self-discipline predicted gains in academic performance over the school year (Duckworth and Martin Seligman 2005).

[I]ndividuals who had completed only ‘some college’ were lower in grit than any other group, and individuals who had earned an Associate’s degree or a graduate degree were higher in grit than individuals with a Bachelor’s degree …. Gritty students outperformed their less gritty peers: Grit scores were associated with higher GPAs (r = .25, p < .01), a relationship that was even stronger when SAT scores were held constant (r = .34, p < .001) (Duckworth and Peterson 2007).

Metacognition. Metacognition refers to “higher order thinking which involves active control over the cognitive processes engaged in learning” (Livingston 1997). In recent decades, a great deal of research has been done on metacognitive strategies and their effectiveness at enhancing student performance. This research indicates that training in metacognition markedly improves students’ ability to transfer learned strategies to new contexts and improves their reading comprehension and mathematical problem-solving skills (Cornoldi 2010; Lucangeli, Cornoldi, and Tellarini 1998). Research on the effectiveness of metacognitive approaches in education has an important bearing on the viability of an intellectual virtues educational model. Intellectual virtues express themselves in intelligent and intentional cognitive activity that promotes good thinking and learning. It follows that metacognitive strategies are themselves a natural expression of intellectual character virtues; intellectual virtues manifest themselves, among other ways, in the use of metacognitive strategies. Given the research on the positive academic impact of metacognitive strategies, it can be expected that an intellectual virtues approach that incorporates these strategies will lead to significantly enhanced student performance. For additional research on metacognition and education, see: Ablard and Lipschultz 1998; Coutinho 2008; Deemer 2004; Greene et al 2004; Yun Dai and Sternberg 2004; Sperling, Staley, and Dubois 2004; Waters and Schneider 2010; Wolters 1999.

Critical Thinking. Research indicates (Tsui 2002; Norris 1985; Paul 1985) critical thinking enhances student performance across the curriculum. As Harvey Siegel (1988) and others have argued, a capacity for critical thinking must be rooted in certain habits and passions of the critical thinker himself, that is, in the possession of certain intellectual virtues. More specifically, intellectual virtues capture what being a critical thinker looks like from one moment or situation to another (e.g. sometimes critical thinking requires a demand for evidence á la intellectual rigor; in other cases it requires given a fair hearing to a competing point of view á la open-mindedness or intellectual empathy; and in other cases still it can

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 33 require following through with a difficult intellectual task or inquiry á la intellectual perseverance or determination). Accordingly, techniques and strategies that have proven useful for fostering critical thinking can also be used to foster intellectual character virtues. For more on critical thinking, including its relation to an intellectual virtues educational model, see: Angelo 1995; Bers, McGowan, and Rubin 1996; Beyer 1987; Costa 1989; Facione 2000; Halpern 1997; Paul 2004; Perkins, Jay, and Tishman 1994; Siegel 1980, 2002, and 2004; Sternberg 1986; Tsui 1999; and Van Gelder 2005.

Teaching for Understanding. In short, this approach “shifts instruction from a paradigm of memorizing and practicing to one of understanding and applying” (Perkins 1993: 32). A recent six-year collaborative research project conducted by school teachers and researchers from the Harvard School of Education produced a wealth of well-documented research on the nature of understanding, its importance to education, and the techniques and strategies most useful for imparting it (Wiske 1998). The techniques and strategies identified by this research have a very natural place within an instructional program aimed at fostering intellectual virtues. For, intellectual virtues aim at deep understanding. Accordingly, “teaching for understanding” is an effective way of promoting growth in intellectual virtues, which in turn produce academic success. Further research on understanding as an educational goal includes: Ritchhart 2002 and 2007; Ritchhart, Turner, and Hadar 2009; Keil 2006; and Sternberg 2003; Craft, Gardner, and Claxton 2008).

Though we will not discuss them in any detail here, there are at least four additional bodies of research that are relevant to an intellectual virtues educational model and that bear favorably on its prospects. This includes research on:

• “Positive education,” an educational movement that is derived from “positive psychology” (Seligman et al 2009; Seligman and Csikszentmihalyi 2000); • “Character education” and “character development” (Brooks and Goble 2007; Carr 2007; Curren 2001; ReRoche and Williams 1998; Haynes et al 1997; Hoge 2002; Hurly 2009; Jackson, Boostrom, and Hansen 1993; Kohlberg 1981, 1984; Kohn 1997; Leming 1993; Molnar 1997; Milson 2000; Null and Milson 2003); • “Mindfulness” in education (Langer 1990 and 1993; Holland 2004; Hyland 2009; Schonert-Reichl and Lawlor 2010; Ritchhart and Perkins 2000); • Dewey’s notion of “critical reflectiveness” (Dewey 1997; Kitchener 1983; Baron 1981; Rodgers 2002; Lee 2005; Ritchhart 2002).

As with several of the concepts and approaches just discussed, each of these have deep and important connections with an intellectual virtues educational approach. And, each one has been shown to have positive educational effects. Therefore, research in these areas provides at least some indirect support for the validity of an intellectual virtues approach to education.

All of this research is further supported by the observations made concerning an intellectual virtues model by leading educational experts in their letters of support for the Academy’s petition (see Appendix C: Dr. Battaly, Dr. Berkowitz, Dr. Dow, Dr. Lerner, Dr. Ritchart).

B. RESEARCH SUPPORTING ACADEMY PRACTICES

As discussed throughout Element 1, the Academy values and practice reflect the best thinking in education, neuroscience, psychology, philosophy and more:

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 34

Transformative learning is best facilitated within a culture of thinking (Ritchhart, Church, Morrison 2011; Tishman, Jay, and Perkins 1993). This is a culture that values, nurtures, and rewards a love of learning and a willingness to inquire and think in active and creative ways. In this type of supportive environment, learning is the natural and expected outcome; it is the rule, not the exception.

A further requirement of transformative education is the presence of trusting and mutually respectful relationships. At its best, education is deeply personal: it affects a student’s basic beliefs, desires, and inclinations. However, impacting students at this level requires that they possess a certain degree of openness and vulnerability, which in turn requires that they feel cared for and respected by, and that they also trust and respect, their teachers and other advisors.

Research indicates that learning occurs best in a context that values fairness, equity, justice, honor, civility, and service to others, coupled with the personalization that can be achieved through the implementation of small learning communities. (Taking Center Stage, California Department of Education, 2001, p.122.) The Academy’s small school setting will foster community affiliation, personalization, and security that lead to academic achievement and social-emotional health.

While learning best occurs in a context that is in many ways student-centered, this does not negate the importance of high objective standards. On the contrary, if intellectual character formation is a central educational goal, high standards are imperative, for intellectual virtues themselves “aim high,” that is, they aim a deep understanding and thoughtful application of important knowledge. However, high standards will promote student learning only if students receive the kind of guidance and support necessary for achieving those standards. This requires considerable effort and forethought on the part of teachers. It requires that they differentiate instruction and use other techniques to meet the educational needs of all students, especially of those who face special challenges (e.g. English Learners and students with special needs). As this suggests, learning best occurs in an educational environment marked by high standards and a commensurate level of student support.

Finally, learning best occurs in contexts where curiosity and creativity are permitted to flourish—indeed where they are actively encouraged and fostered. These intellectual virtues are crucial to the nurturing and sustaining of a genuine love of learning. They also promote intellectual autonomy and open- mindedness, which in turn give rise to a host of other virtues of the mind.

C. SIGNATURE FEATURES OF THE ACADEMY’S 21ST CENTURY EDUCATIONAL PRACTICE

Based in part on the above research, the following five “signature features” of the Academy’s educational practice are designed to foster both core content mastery as well as development of intellectual virtues for lifelong learning and success that are the foundation of a 21st Century education.

Personal. The Academy’s mission is to nurture the deep personal qualities essential to being an excellent and lifelong learner. It is therefore part of the “cura personalis” or “education of the whole person” tradition in education (Richards 1980; Huebner 1995; Kirby et al 2006). The Academy’s small size and dialogical pedagogy will ensure that the school is an intimate, friendly, and personal environment. Academy teachers will attend to and nurture the well-being of each student.

Rigorous. Intellectual virtues do not arise in a vacuum; rather, they are the product of rigorous engagement with curricular content. An intellectual virtues approach to education is not an

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alternative to a rich, standards-based, college- and career- preparatory approach. At the Academy, the curriculum will be closely aligned with Common Core State Standards, and teachers will nurture and inspire a rigorous command of this material.

Reflective. Growth in the intellectual virtues must be pursued in a reflective, intentional manner. Therefore, students and teachers at the Academy will be aware of and attentive to their own intellectual strengths and weaknesses and will use this knowledge to their advantage in the learning process. Students will also be reflective in their engagement with academic content: their teachers will routinely reflect with them on why they are learning what they are learning; and they will be challenged to “think outside the box,” generate new ideas and solutions, and consider alternative possibilities.

Active. Students do not become excellent thinkers or inquirers by being passive recipients of tidily packaged bits of information. Students at the Academy will be expected to take control of their intellectual growth and development. They will be trained to actively engage ideas, ask good questions, demand evidence, and support and defend their convictions.

Relational. Character growth occurs most often in the context of relationships. This is a context in which intellectual virtues can be modeled, trust can be built, care can be expressed, and where admiration and emulation are a natural result. Academy teachers will know their students and will actively seek to address their needs. Students will work together in mutually edifying and supportive relationships.

VI. THE ACADEMY WILL ENABLE STUDENTS TO BECOME SELF-MOTIVATED, COMPETENT AND LIFELONG LEARNERS

The Academy will be a diverse and inclusive environment that welcomes, supports, and nurtures students from a wide range of backgrounds and with a range of different gifts and abilities. The common commitment among our students and their parents will be to understanding and practicing those personal qualities or intellectual virtues that are essential to being a true “life long and self-directed learner” as identified in LBUSD’s graduate profile.

This is where the educational vision of the Academy truly shines. Intellectual character virtues are the very substance of what it is to be a self-motivated, competent, and lifelong learner:

An intellectually virtuous person is highly self-motivated. S/he is intellectually diligent, tenacious, persevering, and courageous. Her commitment to learning is not driven primarily by external rewards or consequences. This person not only desires knowledge, but also actively seeks it. S/he takes responsibility for her education. S/he reads widely and regularly. When s/he encounters an obstacle to understanding, s/he does not ignore it or give up. Rather, s/he takes intelligent measures to overcome the obstacle and to continue deepening her knowledge. S/he is intellectually tenacious.

The Academy’s emphasis on an engaging, interdisciplinary, real-world curriculum and active learning allows students to believe that they can achieve and experience the intrinsic satisfaction that comes with true mastery. Students approach learning with authentic motivation when they are provided multiple and varied opportunities to develop mastery, inspiring confidence in their own abilities, autonomy and sense of purpose (Pink, 2010.)

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A competent learner possesses a wide range of intellectual skills and abilities. These include the skills and abilities proper to a wide range of intellectual virtues like intellectual attentiveness, carefulness, thoroughness, circumspection, adaptability, and rigor. The Academy faculty will lead students in rigorous instruction through a “backwards design” model, with clear expectations and outcomes defined and strategies designed with these “end points” in mind. (Wiggens and McTighe, 2006). Students are responsible for their own actions and continuously reflect on their own learning, and understand the ways they learn best.

As an intellectually virtuous person learns how to learn, and develops the attributes that lead to an authentic love of learning. Through being an active participant in her own learning and appreciating the relevance of her learning in the real world, a student develops a commitment to her own education to ensure that s/he will be a lifelong learner.

VII. INSTRUCTIONAL DESIGN

A. RESEARCH BACKED INSTRUCTIONAL METHODOLOGIES, STRATEGIES, AND SUPPORTING MEASURES

Education researchers have identified a range of methods and strategies that, when properly employed, are effective at promoting intellectual and other development. The following strategies will be utilized at the Academy both to help students master core content in a rigorous, college-preparatory curriculum, and to help instill the nine Master Virtues in our students. We recognize that students learn in a variety of different ways and at different rates. Therefore, Academy teachers will make skillful use of differentiated instruction (Tomlinson and McTighe 2006; Kapusnick and Hauslein 2001) to develop and deliver curriculum that is accessible to heterogeneous groups of students. Accordingly, the strategies proper to an intellectual virtues approach to education are several and varied. In this section, we discuss a range of pedagogical strategies and related measures that will be used.

Creating a “culture of thinking.” A “culture of thinking” is a community in which individual and collective thinking is valued and promoted as part of the regular, day-to-day experience of each member of the community (Ritchhart, Church, and Morrison 2011: 219; Ritchhart 2002; Tishman, Perkins, and Jay 1995). The Academy will embody a “culture of thinking” in which teachers and students alike will be free and encouraged to wonder, ask questions, pursue their curiosities, and use their imaginations. This will give students daily opportunities to “practice” intellectual virtues as they master standards-based core content. Cultures of thinking involve providing ample time and opportunities for thinking, the use of “thinking routines,” attention to “big ideas,” and a focus on authentic learning over “working” (Ritchhart 2002).

Project-based learning. This instructional approach engages students in sustained, collaborative, real- world investigations (Railsback 2002; Wolk 1994; Polman 2000; Thomas 2000; and Land and Greene 2000). While this will not be the exclusive or primary approach employed at the Academy, teachers will use well-designed, well-supported, and carefully monitored projects across different core subject areas. One of the deepest and most valuable forms of understanding comes when one can make connections between different subject matters or disciplines. To foster such thinking, Academy teachers will work together to provide their students with an interdisciplinary angle or perspective on a range of important topics and themes. These will involve such activities as asking and refining questions, debating ideas, making predictions, designing experiments, collecting and analyzing data, and creating artifacts.

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Moreover, students will be engaged by being provided authentic, real-world application. Projects are thus constructed around problems and situations that can be found in the modern workplace. These activities will promote a deeper grasp and thoughtful application of important knowledge. Some of the most recognized public high schools in California utilize a project-based approach, including Summit Public Schools high school (823 2013 API, 36% FRPL, 87% non-white, 30% EL).

Accountable Talk. Lauren Resnick (1995) introduced the concept of Accountable Talk as a means of raising the academic discourse of students and integrating higher-order thinking skills. Talking with others about ideas and work is fundamental to learning. In recognition of the fact that not all talk sustains learning, the Accountable Talk requires that students responds to and further develop what others in the group have said, requiring knowledge that is accurate and relevant to the issue under discussion. Students cite evidence, ask for elaborations and clarifications, and extend understandings by using the statements they have heard from their classmates and teachers to form new ideas, all with a common sentence format and structure.26 Accountable Talk uses evidence appropriate to the discipline (e.g., proofs in mathematics, data from investigations in science, textual details in literature, documentary sources in history) and follows established norms of good reasoning. Literature circles and structured partner talks in ELA classes, discussions to reason through scientific investigations in an inquiry-based approach to science, discussions around mathematical reasoning, and discussions of how historical evidence is used to develop theories, as students think like historians. Accountable Talk, along with Resnick’s eight other principles of learning, have shown success in inner-city public schools throughout the state such as Celerity Troika Charter in Los Angeles (947 2013 API, state rank 10, similar schools rank 10; 2015 CAASPPs 66% met/exceed in ELA and 58% in Math; 69% FRPL, 97% non-white, 27% EL).

Socratic dialogue: A spontaneous but structured “Q&A” approach to instruction is an effective way of getting students to introspect and discover knowledge for themselves. It also helps them begin to think and reason in an autonomous fashion (Elkind 1997; Moore and Rudd 2002; Paul and Elder 2008).

Direct instruction. When conducted effectively (e.g., through the use of mini-lectures), direct instruction is an important and powerful means of conveying important knowledge. This practice also hones the note-taking, recall, and response skills of students. At various points throughout the school year, and in a variety of contexts (e.g. in regular classes, group meetings, and advisory groups), students will be taught about intellectual virtues. This includes instruction in what intellectual virtues are, the different groups or types of intellectual virtues, how intellectual virtues compare with related moral, civic, and cognitive abilities, their role in learning and education, and their importance to living a thoughtful and meaningful life. Research suggests that direct instruction in intellectual virtues is critical to creating the kind of understanding and climate that nurtures these qualities (Lickona 1993; Lickona and Davidson

26 This strategy has been shown to be particularly effective with English Learners. Scaffolding through the use of sentence frames will be used to support students in both lower and higher levels of English acquisition. For example, simple sentence frames such as “I would like to add . . . ; I disagree with . . . ; In my opinion . . .” can be used with students who are in the early stages of English language acquisition. More complex sentence frames such as “I conclude that … because I found evidence that …” or “Your claim that … is correct/incorrect because …” can be used with students with higher levels of English acquisitions and/or higher grade levels. Sentence frames also support listening skills because students use familiar and consistent language and are thereby better able to follow and participate in class discussions.

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2005). In doing so, it will foster the conceptual and contextual knowledge critical to the possession of intellectual virtues. It will also be useful for teaching active-learning or metacognitive strategies.

Thinking routines. Thinking routines are simple cognitive patterns or structures that “consist of a few steps, are easy to teach and learn, are easily supported, and get used repeatedly” (Ritchhart, Palmer, Church, and Tishman 2006; Ritchhart, Church, Morrison 2011; Ritchhart 2002). They include routines for introducing and exploring ideas (e.g. “Think-Puzzle-Explore”), routines for synthesizing and organizing ideas (e.g. “The Micro Lab Protocol” and “Connect-Extend-Challenge”), and routines for digging deeper into ideas (e.g. “Claim-Support-Question”) (Ritchhart, Church, and Morrison 2011). (See www.pzweb.harvard.edu/vt/ for more on this topic.) Thinking routines are a simple and highly effective way of getting students to think about what they are learning and therefore to engage with curricular content in an active and reflective manner. Thinking routines can be used in a wide range of classes and disciplines. They are an effective way of reinforcing the contextual knowledge as well as the abilities involved with intellectual virtues (Perkins et al 2000), for they give learners practice at thinking and reasoning in intellectually virtuous ways.

Making thinking visible. Emerging from the “Visible Thinking” project at Harvard University (www.pzweb.harvard.edu/vt/), “making thinking visible” is a pedagogical approach that involves providing students with explicit representations of the structure and patterns of excellent thinking in order to deepen their content learning and foster critical thinking skills and dispositions (Ritchhart and Perkins 2008; Ritchhart, Church, and Morrison 2011; Tishman and Palmer 2005). This allows students to “see” what good thinking looks like. In doing so, it also equips them to practice good thinking more effectively (Ritchhart, Church, and Morrison 2011; Tishman and Palmer 2005; Perkins and Ritchhart 2004). Using everything from artwork to “argument maps,” teachers will give explicit and concrete representation to both good and bad ways of thinking so as to provide students with tangible reference points on which they can reflect and from which they can learn. This approach fosters intellectual character growth by making explicit, concrete, and visible (e.g. through argument maps, reflective prompts, documentation of students’ answers to questions, the use of thinking routines) the specific sorts of thinking, reflecting, and reasoning that are proper to intellectual virtues. It also provides a framework for imitating and practicing these activities.

Metacognition. Metacognition refers to “higher order thinking which involves active control over the cognitive processes engaged in learning” (Livingston 1997). “Self-regulating” or “metacognitive” strategies are techniques that can be used to help learners understand, control, and manipulate their cognitive processes (e.g. Cornoldi 2010; Waters and Schneider 2010; Lucangeli 1998; and Winne 1995). They include such strategies as semantic webs, concept charts, mnemonics, and mind-mapping. Metacognitive strategies can be used by teachers to facilitate an active engagement with curricular content on the part of their students. Such engagement sets the stage for and is a crucial step in the formation of “thinking dispositions” or intellectual virtues (Ritchhart 2002). Decades of research has documented that metacognition markedly improves students’ ability to transfer learned strategies to new contexts and improves their reading comprehension and mathematical problem-solving skills (Cornoldi 2010; Lucangeli, Cornoldi, and Tellarini 1998; see also: Ablard and Lipschultz 1998; Coutinho 2008; Deemer 2004; Greene et al 2004; Yun Dai and Sternberg 2004; Sperling, Staley, and Dubois 2004; Waters and Schneider 2010; Wolters 1999).

Critical thinking pedagogy. “Critical thinking” – a major emphasis in the state’s recent adoption of the new CCSS -- refers to the “intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from … observation,

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 39 experience, reflection, reasoning, or communication” (Scriven and Paul 1987). The importance of critical thinking to academic and “real world” success is well-documented (Tsui 2002; Norris 1985; and Paul 1985). Academy teachers will use research-based instructional practices and techniques (e.g. case studies, brief position papers, dialectical questioning, and structured debates) that promote and reinforce the kind of rigorous and critical thinking that is central to many of the standards-based cognitive abilities expected in the new CCSS. Research indicates that pedagogical strategies aimed at critical thinking can enhance academic performance across multiple domains (Paul 2004; Norris 1985; Angelo 1995; Ennis 1993). Because intellectual virtues are the personal foundation of critical thinking (Siegel 1988), critical thinking pedagogy can also be used to foster growth in these traits. (See: Angelo 1995; Bers, McGowan, and Rubin 1996; Beyer 1987; Costa 1989; Facione 2000; Halpern 1997; Paul 2004; Perkins, Jay, and Tishman 1994; Siegel 1980, 2002, and 2004; Sternberg 1986; Tsui 1999; and Van Gelder 2005).

Agenda of understanding. Academy teachers will maintain an “agenda of understanding,” which involves the practice of “exploring a topic from many angles, building connections, challenging long-held assumptions, looking for applications, and producing what is for the learner a novel outcome” (Ritchhart 2002: 223; Perkins 1993). Intellectual virtues aim at deep understanding of important subject matters (Zagzebski 1996; Roberts and Wood, 2007; Baehr, 2011a). The focus will not be mere memorization and “regurgitation.” By teaching for deep understanding, our faculty will provide students with daily opportunities to practice the kind of virtuous thinking and reasoning that aims at understanding and to experience the emotions and other attitudes critically involved in the pursuit and enjoyment of it. Teaching for understanding involves a range of strategies and activities, including explaining, finding evidence and examples, generalizing, applying, making analogies, and representing topics in new ways. In short, this approach “shifts instruction from a paradigm of memorizing and practicing to one of understanding and applying” (Perkins 1993: 32). A recent six-year collaborative research project conducted by school teachers and researchers from the Harvard School of Education produced a wealth of well-documented research on the nature of understanding, its importance to education, and the techniques and strategies most useful for imparting it (Wiske 1998). Academy teachers will use a range of techniques (including “backward design” and “understanding by design”) to foster understanding and help students make important connections within what they are learning (Wiske 1998; Perkins 1993; Wiggins and McTighe 2005; Perkins 2008). By implementing an “agenda of understanding,” teachers will continuously be “pushing students’ thinking and putting students in situations where they have to confront their own and others’ ideas” (Ritchhart 2002: 223; Vygotsky 1978; Ritchhart, Church, and Morrison 2011). This approach “stresses exploring a topic from many angles, building connections, challenging long-held assumptions, looking for applications, and producing what is for the learner a novel outcome” (Ritchhart 2002: 222; Wiggins and McTighe 2005).

Modeling. Teachers at the Academy will serve as deliberate models for students, and in such a way that they regularly call attention to the intellectual virtues relevant to or needed in a particular situation (e.g. “Okay, this next unit is challenging; it’s going to require serious open-mindedness and intellectual perseverance from each and every one of us.”). By providing students with living, concrete examples of intellectual virtue, teachers will equip their students with much of the conceptual and contextual knowledge and with many of the abilities or skills proper to intellectual virtues. Teachers will not be preoccupied with “teaching to the test.” Instead, they will model—and thereby promote—curiosity and intellectual passion, asking challenging and fundamental questions, and regularly identifying what is most interesting and important in what students are learning (Langer 1993, 2000; Rodgers 2002; Kitchener 1983; Baron 1981). Research indicates that natural and systematic modeling of intellectual

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 40 virtues is a powerful means of promoting positive character growth (Caar 2007; Lickona and Davidson 2005; Berkowitz and Bier 2006; Davidson, Khmelkov, and Lickona 2010).

Positive reinforcement. Calling positive attention to student activity that embodies intellectual virtues is a powerful tool for encouraging such activity and causing it to become “second nature” (Ritchhart 2002; Davidson, Khmelkov, and Lickona 2010). Students will be recognized and positively reinforced in a variety of ways at the Academy, including student awards in each of the Academy’s nine Master Virtues, visible quotations and artwork that reinforce the value of intellectual virtues, and the use of virtue- relevant standards in formal assessment criteria. Intellectual virtues will also be reinforced on a daily basis in interactions between teachers and students. When teachers detect intellectually virtuous actions or remarks on the part of their students, they will draw explicit and favorable attention to this (e.g. “Margaret, that was a very fair-minded remark: you really gave the other side its due" or "Robert, you showed a great deal of intellectual perseverance in this unit on algebraic equations: you were struggling, but you saw the value of succeeding, and you pushed through to the end, and with great success.”) These are powerful ways of inspiring and reinforcing the desiderative, volitional, and affective aspects of intellectual virtues.

Ongoing self-reflection and self-assessment. Self-knowledge is a critical starting point for all manner of personal growth, including intellectual growth. At every grade level, Academy students will engage in structured self-reflection and self-assessment aimed at helping them identify their strengths and weaknesses, how these strengths and weaknesses affect their lives as students and otherwise, and what they can begin doing to leverage their strengths and improve their weaknesses. This will occur during regular instruction (e.g. via brief classroom exercises pertaining to the specific subject matter at hand), as part of the advisory program, and at other times. For this reason, a key feature of an intellectual virtues educational model is ongoing self-reflection and self-assessment, through which students acquire an honest and in depth understanding of their respective intellectual character strengths and weaknesses (Lickona 1993; Berkowitz and Bier 2007).

Incorporating virtue concepts into standards and assessment. To close the loop on the “cycle of learning” as it pertains to intellectual virtue development, intellectual virtue concepts will be integrated into formal assessments. This will be done in a variety of ways, including the systematic use of virtue- language in standard grading rubrics (e.g. assessing student answers in terms of their carefulness, thoroughness, creativity, or rigor), the use of “intellectual character portfolios” (Ritchhart, Church, and Morrison 2011), and the assessment of student performance in terms of the goals proper to intellectual virtue (e.g. deep understanding or the creative application knowledge).

In addition, while not instructional methodologies, three other aspects of our model will play a critical role in the efficacy of instruction:

Staff hiring and development. Our unique model must be implemented and supported by teachers and administrators who genuinely understand, are passionate about, and are appropriately trained (Berkowitz and Bier 2006; Lickona and Davidson 2005). The Academy will give substantial and very careful attention to this fact both in the hiring process and in how we train and support teachers.

Family involvement and support. Parent involvement and support will also play a critical role. Academy parents will regularly be given information about intellectual virtues, their importance to learning, and how they can play a role in their child’s intellectual character development (Berkowitz and Bier 2004;

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Lickona and Davidson 2005). The Academy will also encourage (though not require) each family at the school to volunteer for 30 hours per year. By initiating a family commitment to growing in intellectual virtues, parents will help foster the cognitive attitudes that accompany these traits.

Career Modeling. While teaching for intellectual virtues is preparing students for their careers, it can be beneficial to see these connections not just through problem-, inquiry-, or project-based learning but also through role modeling. The Academy will operate a program called “Life Links” that will be aimed at helping students become motivated and find a deeper purpose in their education. In this program, teachers will establish connections with parents that have experience or expertise in areas of special interest to interested students (e.g. software engineering, writing, painting, etc.). The parents will then arrange for enrichment activities in these areas, which might include overseeing a special project, a series of on-campus meetings or discussions, field trips, etc.

Programmatic Evaluation. A final but essential way of fostering intellectual virtues is to perform periodic diagnostics on, and comprehensive reviews of, the execution of each of these strategies. This can help in a variety of ways, including ensuring fidelity to proven strategies as well as comparative analysis of which strategies prove more effective in different situations.

It is important to note that the strategies discussed above apply across a wide range of student demographics and performance-levels. All students, regardless of background or natural aptitude, can be taught to wonder, to be curious, and to reflect. These tendencies are fundamentally human and not, in any systematic way, less likely to be found among students with disadvantaged backgrounds or unique educational needs. (Indeed, any experienced teacher knows that many “top-performing” students are motivated primarily by grades rather than by genuine curiosity, wonder, or a love of learning, and that some of the least “academically successful” students are the most curious and reflective.) Furthermore, the Academy’s instructional philosophies are inherently care-based: they place a premium on identifying and attending to the unique intellectual needs of each and every learner, especially those facing unique cognitive, behavioral, or social challenges.

B. CURRICULUM

All curriculum and instruction will exceed the academic content standards of the CA CCSS, Next Generation Science Standards, and CA standards in History/Social Science. The curriculum will include courses and hours that meet the University of California/California State University A-G requirements. All students will be required to successfully complete 280 credits for graduation. Teachers will utilize Understanding by Design to conduct backwards planning of curriculum and the formation of essential questions to guide the core curriculum. Elective courses for credit and access to community college classes via concurrent enrollment will provide students a comprehensive and authentic college preparatory learning experience. A comprehensive intervention program, based on the RtI model, will help close the achievement gap and support students who are struggling to achieve. (See Section XI below.)

As a small school anticipated to have fewer with fewer than 500 students at capacity, the array of courses will not be broad, yet the depth and complexity of learning is designed to provide a rigorous college- and career-preparatory curriculum in which each and every student can complete A-G requirements and enroll in the post-secondary school, technical program, or career of his/her choice.

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English Language Arts (4 years required)

All ELA courses will be aligned to the new CA CCSS for ELA, with a focus on skills development and content knowledge in and through reading, writing, speaking, and listening. Students will engage in a systematic exploration of literature with an emphasis on comprehension and response/analysis. Students learn to closely read and analyze critical works of literature and an array of nonfiction text in a print and digital world. Students practice critical and innovative thinking, problem solving, and flexibility and adaptability both in ELA and across the curriculum, with literacy embedded in all subjects and intensively in project work.

Teachers will rely on the CCSS in ELA along with the 2014 English Language Arts/English Language Development Framework as well as the National Council of Teachers of English (NCTE) standards. The literacy program will emphasize reading fluency, comprehension, writing for varied audiences and purposes, a love of literature, and a deep understanding of the significance of reading and writing to the goals of learning, working, and living well.

At all grade levels, reading novels and literature representing other genres will be used to draw out the English Language Arts content standards in Reading and other ELA areas. California’s Recommended Literature, PreKindergarten Through Grade Twelve will be the basis for most literature selections. Four key learning strands are integrated throughout: composition practice, grammar skill building, diction and style awareness, and media and technology exploration. Guided studies emphasize the structure of essential forms of writing encountered in school, in life, and in the work place. Practice in these forms is scaffold to accommodate learners at different skill levels, including English Learners.

A primary goal in developing lifelong learners and student success in college and career is helping students acquire a true love of reading – we want our students to view reading for pleasure and knowledge acquisition as important aspects of developing intellectual virtues. The ELA curriculum also will emphasize students’ ability to communicate expressively and purposefully, integrating knowledge and ideas of complexity in a cohesive fashion.

For struggling readers, low-achieving students and English Language Learners (ELs), scaffolding and SDAIE strategies (such as explicit teaching of vocabulary and teacher modeling of scientific methodology) will be necessary to promote English acquisition and content acquisition. The use of experiments and real-world environments give these students the chance to learn using kinesthetic and visual modalities, rather than merely auditory. Auditory presentations of primary source material, graphic organizers, laboratory opportunities, hands-on activities, manipulatives, models, scientific drawings and diagrams, and classroom pairings are examples of strategies that offer support to students. Differentiated instruction, based on the specific needs of students, will also be employed. Modifications to pacing, offering more accessible language/texts, developing self-guided learning for advanced students, and student/teacher conferences are among differentiation strategies that will be used. Conversation with and among classmates will build communication skills and familiarity with English in addition to promoting content-specific knowledge.

To accommodate struggling readers, materials from Achieve 3000 and SRA Flex Literacy also will be used to provide grade level content at lower reading levels. (See also Section XI below re: Students with Special Needs.)

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English 9 (Year-Long) English 9 will cover the CCSS ELA standards for 9th grade, and build upon students’ skills in writing, reading, comprehension, and communication. The course lays a foundation for critical reading and analytical writing skills. Students examine many aspects of English literature, including novels, plays, poetry, graphic novels, expository pieces and musical lyrics. Throughout the year, students produce pieces of narrative writing (including reflective pieces), informative/explanatory and argumentative (persuasive). To hone their listening and speaking skills, students engage with a variety of media types through which they analyze and synthesize information, discuss material, create presentations, and share their work.

English 9 supports all students in developing the depth of understanding and higher order skills required by the Common Core. Students break down increasingly complex readings with close reading tools, guided instruction and robust scaffolding as they apply each of the lesson's concepts back to its anchor text. Students build their writing and speaking skills in journal responses, discussions, frequent free response exercises, and essays or presentations, learning to communicate clearly and credibly in narrative, argumentative, and explanatory styles.

Honors English 9 (Year-Long) This course covers literature study, reading, writing, and language. Students explore literature from around the world, including the following genres: short story, poetry, memoir, autobiography, drama, and epic. They read examples of informational writing, such as a letter, Web site, magazine article, newspaper article, speech, editorial, and movie or book review. Along the way, they acquire and practice reading skills and strategies that are directly applicable to these literary and informational reading materials. In addition, students develop and practice writing and language skills. They employ the writing process to create narrative, expository, and persuasive compositions. They also learn to create and evaluate media presentations and oral presentations and to fine-tune their listening skills. Identification of students suited for taking this honors level course is described in Element 1.X.D.1.

English 9/10 Intensive Labs (Year-Long, twice each week, rotating with Math Intensive Labs and Advisory) In recognition of the fact that many of our students will arrive at the Academy several grade levels behind, while others will be ready for advanced challenge, we plan to require all 9th and 10th graders to attend a daily Intensive Lab: two days a week in ELA, two days a week in Math, with a fifth day for Advisory. During these Intensives, students will be grouped by ability and not grade level, in order to receive small group instruction and one-on-one support, remedial skills development (including interactive, online programs for remediation and practice), and targeted interventions. Teachers will be trained on how to leverage online curriculum and assessment programs and how to read and interpret student performance data so that they can provide individualized instruction on elements of math that need to be re-taught or reinforced. Students in grades 11-12 who require similar intensive intervention/remediation will be referred to similar intensive labs during elective periods.

The intensive course will be differentiated, thus grade level or advanced students will focus on more advanced skills and materials in a writing lab, which is divided into two sections. The first begins with analytical writing skills by building early success and confidence, orienting students to the writing process and to sentence and paragraph essentials through a series of high-interest hook activities. In subsequent units, students review, practice, compose and submit one piece of writing. As they develop their writing skills and respond to claims, students learn to formulate arguments and use textual evidence to support their position. The second section focuses on creating writing. This section

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 44 explores short fiction and poetry, culminating in a written portfolio that includes one revised short story and three to five polished poems. Students draft, revise, and polish fiction and poetry through writing exercises, developing familiarity with literary terms and facility with the writing process as they study elements of creative writing.

English 10 (Year-Long) English 10 builds upon students' foundation of critical reading and analytical writing skills. Through texts that range from investigative journalism, essays, articles and historical documents to a novel, drama, poetry and short stories, students analyze the use of elements of literature and nonfiction. As they develop their writing skills and respond to claims, students learn to refine arguments and organize evidence to support their position. To hone their listening and speaking skills, students engage with a variety of media types through which they analyze and synthesize information, discuss material, create presentations, and share their work. English 10 supports all students in developing the depth of understanding and higher order skills required by the Common Core. Students break down increasingly complex readings with close reading tools, guided instruction and robust scaffolding as they apply each of the lesson's concepts back to its anchor text. Students build their writing and speaking skills in journal responses, discussions, frequent free response exercises, and essays or presentations, learning to communicate clearly and credibly in narrative, argumentative, and explanatory styles. Throughout the course students are evaluated through a diversity of assessments specifically designed to prepare them for the content, form, and depth of the Common Core assessments.

Honors English 10 (Year-Long) This course offers a balanced curriculum that develops both academic and life skills. Concepts are presented in creative and lively ways that reinforce learning goals and engage students. Literary selections include short fiction and poetry from around the globe, Shakespearean and modern drama, and contemporary novels. Nonfiction selections feature historical correspondence, diaries, logs, and famous courtroom arguments. Life reading skills target forms, applications, and work-related communication. Throughout both semesters, students build active reading strategies as they question, predict, clarify, and evaluate events and ideas presented in text.

The writing program builds confidence in young writers by targeting control of organization, effective sentences, and word choice. Students compose using the writing process. Grammar review and vocabulary development are included in every unit.

Acceptance into Honors English 10 will be based on the prior year’s performance and recommendation of instructor.

English 11 – American Literature (Year-Long) American Literature is a literature and composition course offering organized as a survey of American literature. It can stand alone as a complete year of general study in English without a specific prerequisite, but its modular design allows flexibility in how the program is used in the classroom; teachers may use a single unit, lesson, or activity to supplement regular class content. The course builds literary and communication skills, including reading, writing, language appreciation and aesthetics, listening and speaking, viewing and representing, and research.

Within these general topic areas, special emphasis is placed on writing expository, research, and creative compositions; honing critical and analytic skills through close readings of literary, historical, expository, and functional documents; using context strategies and an understanding of etymology to

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 45 build vocabulary; and practicing communication skills. Reading selections cover a variety of genres and voices in literature and expository prose. Students read a survey of American literature from colonial to contemporary eras. They learn and practice workplace communication skills in special activities. Finally, students practice gathering, evaluating, synthesizing, presenting, and documenting information in a unit dedicated to writing research reports.

Summaries and annotations support fluency and comprehension of all reading material. Robust scaffolding in the form of process guides and graphic organizers helps reluctant writers to internalize strategies and develop composition skills. Select activities target text-handling skills and promote improved performance on commonly assessed literary analysis and response standards. Study sheets support engagement with direct instruction and develop note-taking and study skills.

AP English 11 – English Language and Composition (Year-Long) In AP English Language and Composition, students learn to understand and analyze complex styles of writing by reading works from a variety of authors. Students explore the richness of language, including syntax, imitation, word choice, and tone. They also learn about their own composition style and process, starting with exploration, planning, and writing, and continuing through editing, peer review, rewriting, polishing, and applying what they learn to a breadth of academic, personal, and professional contexts. The equivalent of an introductory college-level survey class, this course prepares students for the AP exam and for further study in communications, creative writing, journalism, literature, and composition.

English 12 - British and World Literature (Year-Long) British and World Literature is a streamlined survey of British literature that illustrates the origins of English-language literature and reflects its reach beyond the British Isles. The course is standards-based. Each activity correlates to state standards in six core areas: reading, writing, language (appreciation and aesthetics), listening and speaking, viewing and representing (including media literacy), and research. The course gives students meaningful practice in fundamental literacy skills while introducing them to classics of British and world literature. Throughout the course, students are encouraged to think and respond independently, critically, and creatively to the subject matter, whether it's a work of literature, a piece of nonfiction writing, or a media work. The course emboldens students to approach these works — both on their own terms and within a larger context — while providing them with the tools and encouragement they need in order to do so.

Summaries and annotations support fluency and comprehension of all reading material. Robust scaffolding in the form of process guides and graphic organizers helps reluctant writers to internalize strategies and develop composition skills. Select activities target text-handling skills and promote improved performance on commonly assessed literary analysis and response standards. Study sheets support engagement with direct instruction and develop note-taking and study skills.

AP English 12 – English Literature and Composition (Year-Long) AP English Literature and Composition immerses students in novels, plays, poems, and short stories from various periods. Students will read and write daily, using a variety of multimedia and interactive activities, interpretive writing assignments, and class discussions to assess and improve their skills and knowledge. The course places special emphasis on reading comprehension, structural and critical analysis of written works, literary vocabulary, and recognizing and understanding literary devices. The equivalent of an introductory college-level survey class, this course prepares students for the AP exam and for further study in creative writing, communications, journalism, literature, and composition.

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C. ENGLISH LANGUAGE DEVELOPMENT (ELD)

Our ELD program will implement both the California ELD Standards and the new English Language Arts/English Language Development Framework for California Public Schools (ELA/ELD Framework). Our ELD goals are directly aligned with the goals detailed in the ELD Standards and Framework to ensure that ELs are fully supported as they: • Read, analyze, interpret, and create a variety of literary and informational text types; • Develop an understanding of how language is a complex, dynamic, and social resource for making meaning; • Develop an understanding of how content is organized in different text types across disciplines using text organization and structure, language features, and vocabulary depending on purpose and audience; • Become aware that different languages and varieties of English exist; • Recognize their home languages and cultures as resources to value in their own right and to draw upon in order to build proficiency in English; • Contribute actively to class and group discussions by asking questions, responding appropriately, and providing useful feedback; • Demonstrate knowledge of content through oral presentations, writing, collaborative conversations, and multimedia; and • Develop proficiency in shifting registers based on task, purpose, audience, and • text type. (ELA/ELD Framework p. 9-10.)

We facilitate the English development and mastery of our English Learners through direct instruction, collaboration with content teachers and communication with parents. English Learners will gain progress in each of the following: Listening, Speaking, Reading, and Writing. We manage students’ progress by reviewing grades, communicating with teachers, and sending updates to parents and family members. The EL coordinator monitors EL progress through formal and informal assessments. (See Part X below for an in-depth discussion of support for English Learners.)

English Language Development (Semester Basis) This multi-leveled class (with multiple sections, as needed, based on enrollment) will include students with varying English proficiencies. It is designed to allow students to grow in their English skills at a pace that best fits their learning style and needs. Led by the Academy’s EL Coordinator, the course uses Achieve 3000 and SRA Flex Literacy as its foundation, with the structure and direction of the class differentiated significantly based on individual students’ needs (see also Element 1.XI.B.)

D. MATHEMATICS (3 YEARS REQUIRED)

The Academy’s math courses are aligned with the CA CCSS for Mathematics and the 2013 CA Mathematics Frameworks. Throughout the progression of mathematics courses, students acquire the necessary knowledge and skills to prepare them for college and careers. Math courses will develop quantitative and critical thinking skills through a combination of direct skills instruction, daily skills practice, activities to develop conceptual understanding and, at times, applications to real-world scenarios. Instruction will incorporate context-based activities that help students “discover” underlying concepts. Textbooks will be at the core of instruction, though learning activities will be varied to provide a balance of skills practice and more complex problem solving. Complex problem solving will typically involve application of math concepts in real life-type problem contexts involving more steps to

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 47 complete. Often, they will require the use of more than one math skill. These activities may also be used to provide performance-based assessments as a supplemental measure of student understanding.

The curriculum challenges students to explore open-ended situations actively, in a way that resembles the inquiry method used by mathematicians and scientists in their work. Students routinely experiment with examples, look for and articulate patterns, make, test and prove conjectures, and make connections among mathematical ideas. The Academy will balance instruction to develop conceptual understanding and real world application with sufficient practice of algorithms that many students need to gain real mathematical competence. Throughout their engagement with the subject matter of mathematics, students will be encouraged to wonder, think creatively, and ask questions about the “hows” and “whys” at the heart of this important discipline.

The Academy has selected the College Preparatory Mathematics (CPM) curriculum. CPM has a new edition aligned to Common Core State Standards. CPM is designed to foster long-term mathematical knowledge. The program is built around three fundamental principles informed by both theory and practice:

• Initial learning of a concept is best supported by discussions within cooperative learning groups guided by a knowledgeable teacher. • Integration of knowledge is best supported by engagement of the learner with a wide array of problems around a core idea. • Long-term retention and transfer of knowledge is best supported by spaced practice or spiraling.

Instead of being told a method or approach, students are asked to solve problems designed to develop the method. The problems are attacked both individually and as a group with ideas freely exchanged as students grapple with new ideas or extensions of old ideas with the teacher as the ultimate resource. The mathematics content is the same—students learn how to factor polynomials, for example—but they emerge from the CPM program with a deeper understanding of the topic and a better appreciation of where it fits into the whole structure of mathematics.

Clearly some skills need to be mastered and become automatic, but simply memorizing what to do in a specific situation without an understanding of the reasons why the method works too often leads to quick forgetting and no real long-term learning. CPM’s philosophy does not allow a scattershot approach to learning mathematics (the deservedly castigated “mile wide and inch deep” approach). Concepts need to be carefully organized so that the core ideas can be thoroughly acquired while relevant applications in related areas can be understood in terms of these core concepts. This is why a single year of a CPM textbook is organized around no more than seven core ideas and why some of these core ideas extend over more than one year, the idea of proportion being one example. Then each chapter addresses one of these ideas in depth, developing and reinforcing the others as necessary, but always in terms of a theme problem toward which the students are aiming. The book provides structured guidance during class time for the students to explore questions in study teams where they can work together and exploit each other’s insights to gain understanding. The teacher is always circulating through the classroom to monitor, guide, and intervene as necessary in the discussions so that students do not lead each other astray. CPM is not about having students reinvent wheels; it is about giving students the pieces and showing them a picture of a wheel so they can figure out how to put them together themselves.

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Part of each night’s homework is designed to reinforce the new ideas learned during class and the remaining questions are selected to recall and practice concepts and skills that were developed in previous lessons and chapters. Homework is essential for the internalization and reinforcement of ideas. Solving problems that are like those studied weeks or months before not only helps maintain the previous knowledge, it helps integrate the old knowledge with the new.

Students will be placed in math courses based on placement and diagnostic tests given after admission and before the start of the school year. Students who demonstrate mastery in the Algebra 1 standards begin their coursework with Geometry. Based on student need, the Academy may add additional higher-level math courses such AP Statistics or AP Computer Science.

Algebra 1 (Year-Long) Algebra I develops students' command of linear, quadratic, and exponential relationships. Students learn through discovery and application, developing the skills they need to break down complex challenges and demonstrate their knowledge in new situations. Course topics include problem-solving with basic equations and formulas; measurement; an introduction to functions and problem solving; linear equations and systems of linear equations; exponents and exponential functions; sequences and functions; descriptive statistics; polynomials and factoring; quadratic equations and functions; and function transformations and inverses.

Geometry (Year-Long) Geometry builds upon students’ command of geometric relationships and formulating mathematical arguments. Students learn through discovery and application, developing the skills they need to break down complex challenges and demonstrate their knowledge in new situations. Course topics include reasoning, proof, and the creation of sound mathematical arguments; points, lines, and angles; triangles and trigonometry; quadrilaterals and other polygons; circles; congruence, similarity, transformations, and constructions; coordinate geometry; three-dimensional solids; and applications of probability.

Math 9/10 Intensive Labs (Year-Long, twice each week, rotating with ELA Intensive Labs and Advisory) In recognition of the fact that many of our students will arrive at the Academy several grade levels behind, while others will be ready for advanced challenge, we plan to require all 9th and 10th graders to attend a daily Intensive Lab: two days a week in ELA, two days a week in Math, with a fifth day for Advisory. During these Intensives, students will be grouped by ability and not grade level, in order to receive small group instruction and one-on-one support, remedial skills development (including interactive, online programs for remediation and practice), and targeted interventions. Teachers will be trained on how to leverage online curriculum and assessment programs and how to read and interpret student performance data so that they can provide individualized instruction on elements of math that need to be re-taught or reinforced.

The intensive course will be differentiated, thus grade level or advanced students will focus on more advanced skills and materials in an algebra lab to work on individualized or small group problem-, project-, and career-based assignments discussed in Element 1.VIII.A. It also allows these students to take even “deeper dives” into co-curricular content and projects. In addition to supplementing and supporting classroom algebra instruction, this lab provides more opportunities for cross-curricular collaboration throughout the school (e.g. algebraic connections to their biology studies), allowing students to draw more connections between the content areas. Students throughout apply and develop their intellectual virtues to problems and scenarios to advance the skills and knowledge in multiple contents.

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Students in grades 11-12 who require similar intensive intervention/remediation will be referred to similar intensive labs during elective periods.

Algebra II (Year-Long) Algebra II introduces students to advanced functions, with a focus on developing a strong conceptual grasp of the expressions that define them. Students learn through discovery and application, developing the skills they need to break down complex challenges and demonstrate their knowledge in new situations. Course topics include quadratic equations; polynomial functions; rational expressions and equations; radical expressions and equations; exponential and logarithmic functions; trigonometric identities and functions; modeling with functions; probability and inferential statistics; probability distributions; and sample distributions and confidence intervals.

Precalculus (Year-Long) Precalculus is a course that combines reviews of algebra, geometry, and functions into a preparatory course for calculus. The first semester includes linear, quadratic, exponential, logarithmic, radical, polynomial, and rational functions; systems of equations; and conic sections. The second semester covers trigonometric ratios and functions; inverse trigonometric functions; applications of trigonometry, including vectors and laws of cosine and sine; polar functions and notation; and arithmetic of complex numbers. Within each Pre-calculus lesson, students are supplied with a post-study Checkup activity that provides them the opportunity to hone their computational skills by working through a low-stakes problem set before moving on to formal assessment. Unit-level Pre-calculus assessments include a computer-scored test and a scaffolded, teacher-scored test.

AP Calculus (Year-Long) The prerequisite of AP Calculus is Pre-Calculus with grade of "C" or better for both semesters. This course is designed to provide an understanding of the topics covered in a first semester college calculus course. A good understanding of polynomial, logarithmic, exponential, and the six basic trigonometric functions are essential. The course of study is broadly divided into four topics: limits, continuity, derivatives, integrals, and applications. Active participation is integral to success in this course.

For our most advanced students who desire deeper learning and/or are ready for a more accelerated course sequence in math than our small school may be able to provide, we will research online courses and early-college partnerships that allow upper-class students (11th and 12th grades) in particular, to have a maximum number of options.

E. LAB SCIENCE (2 YEARS REQUIRED)

The scope and sequence and course descriptions for the Academy will be aligned to the CA CCSS in science and upcoming 2016 Science Frameworks (Next Gen Science Standards). The science curriculum at the Academy will promote wonder and curiosity about the natural world in its past and present forms. It will provide students with an understanding of the scientific method from hypothesis through experiment and research to conclusion and train them in this method. This will be done in part through ongoing opportunities for scientific inquiry, which are also opportunities for the “practice” of the full range of intellectual virtues. As with other parts of the Academy curriculum, the emphasis will be on genuine conceptual understanding of scientific principles and concepts (vs. mere memorization of scientific facts and formulas).

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At the Academy, the science curriculum will emphasize hands-on learning and inquiry to tap into and cultivate students’ natural curiosity about the world around them. Students will use the scientific method to investigate the physical, life, and earth sciences. Students will learn to ask questions and teachers will guide students in hands-on experimentation to find answers and solutions. The science program at the Academy will provide a developmental, inquiry-based curriculum to all students, giving special attention to those personal qualities required for successful inquiry (viz. intellectual virtues).

Scientific inquiry skills are embedded in the direct instruction, wherein students learn to ask scientific questions, form and test hypotheses, and use logic and evidence to draw conclusions about the concepts. Lab activities reinforce critical thinking, writing, and communication skills and help students develop a deeper understanding of the nature of science. Throughout this course, students are given an opportunity to understand how physics concepts are applied in technology and engineering. Journal and Practice activities provide additional opportunities for students to apply learned concepts and practice their writing skills. Per the Common Core Literacy Standards, reading, writing, listening and speaking will be stressed as central to all academic subjects for the obtaining and communicating of information.

In 9th grade, all Academy students will enroll in a Conceptual Physics course, in keeping with the Physics First approach to science and Next Generation Science recommendations. This is the approach at the Da Vinci Schools in the Wiseburn District, High Tech High schools in San Diego, Pacific Collegiate City in Santa Cruz (all of whose 9th graders outscore older high school students on the state physics exam consistently), and many of the top private schools.

The rationale for Physics First is stated on the Project ARISE website, at Brown University (http://www.brown.edu/ce/adult/arise/):

High schools overwhelmingly insist that students start their science study (and often end it) with 9th or 10th grade biology, occasionally preceded by a course in earth science or introduction to physical sciences. The sequence of high school study in science is then biology, chemistry and physics - a sequence set out in 1894 on the recommendation of a prestigious national commission. Today these courses are treated as independent, having nothing to do with one another. It is our contention that this sequence is inappropriate and does not respect the development in the disciplines over the past century.

The American Association of Physics Teachers further explains:

Placing physics first would expose more students to the discipline that provides the foundation for understanding engineering concepts and provides real-world connections to mathematical concepts. In a beginning course in physics, students explore their own notions about common, everyday phenomena, discuss their observations with peers, and draw conclusions that can be tested. They begin to make predictions, practice data collection and graphing techniques, apply some mathematical skills to real situations, and start to make sense of their observations. Exposing a greater number of students to the concrete concepts of physics can provide the basis for understanding the more abstract concepts introduced in chemistry and biology.

(http://www.aapt.org/aboutaapt/updates/upload/physicsfirst.pdf)

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After 9th grade, students will have choices in their science coursework. In alignment with A-G requirements, students will be expected to complete at least two years of lab science over their high school years, though three years will be recommended. As with math, we will explore online and early college options for our most advanced students to engage in deeper science learning.

Curricular resources to be used will include the state-approved SEP-UP curriculum, CCSS-aligned digital textbooks, and a host of free teacher and student interactive, quality resources:

Resource Name URL Physics 200 http://www.colorado.edu/physics/2000/cover.html Jefferson Lab http://education.jlab.org/index.html Math Bench Biology Modules http://mathbench.umd.edu/ Science, Optics & You http://micro.magnet.fsu.edu/optics/index.html Diagnoser Project http://diagnoser.com/teacherapp/home http://oli.cmu.edu/learn-with-oli/see-our-free-open- Carnegie Mellon's Open Learning Initiative courses/ Scout: UC free courses http://www.ucscout.org/courses Nat'l Center for Case Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/ Smithsonian Science Education Center http://www.ssec.si.edu/ CK12 http://www.ck12.org/student/

Conceptual Physics (Year-Long) Conceptual Physics focuses on physics without the higher-level math required for an advanced course. In their study of mechanics and energy, students explore how and why objects move through lab investigations, simulations, and mathematical problem solving. In the second semester, students explore electricity and magnetism as they investigate the attractive and repulsive forces between charged objects, construct simple circuits, and discover the relationship between electric current and magnetic fields. The year ends with an introduction to electromagnetic waves. Throughout the course, students learn and apply mathematical formulas to better understand the physical environment.

Physical Science (Year-Long) Physical Science offers a focused curriculum designed around the understanding of critical physical science concepts, including the nature and structure of matter, the characteristics of energy, and the mastery of critical scientific skills. Course topics include an introduction to kinematics, including gravity and two-dimensional motion; force; momentum; waves; electricity; atoms; the periodic table of elements; molecular bonding; chemical reactivity; gases; and an introduction to nuclear energy. Teacher-scored labs encourage students to apply the scientific method.

Biology (Year-Long) Biology focuses on the mastery of basic biological concepts and models while building scientific inquiry skills and exploring the connections between living things and their environment. The course begins with an introduction to the nature of science and biology, including the major themes of structure and function, matter and energy flow, systems, and the interconnectedness of life. Students then apply those themes to the structure and function of the cell, cellular metabolism, and biogeochemical cycles. Building on this foundation, students explore the connections and interactions

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 52 between living things by studying genetics, ecosystems and natural selection, and evolution. The course ends with an applied look at human biology.

Chemistry (Year-Long) Chemistry offers a curriculum that emphasizes students' understanding of fundamental chemistry concepts while helping them acquire tools to be conversant in a society highly influenced by science and technology. The course provides students with opportunities to learn and practice critical scientific skills within the context of relevant scientific questions. Topics include the nature of science, the importance of chemistry to society, atomic structure, bonding in matter, chemical reactions, redox reactions, electrochemistry, phases of matter, equilibrium and kinetics, acids and bases, thermodynamics, quantum mechanics, nuclear reactions, organic chemistry, and alternative energy.

AP Biology (Year-Long) AP Biology is a rigorous class taught at the college level and is the equivalent of the first year of biology offered at major universities throughout the country. Students use college level textbooks, complete college level units, and explore the complex world of biology by performing college level labs. Based on the AP College Board curriculum framework, students come to understand the four “Big Ideas” in biological concepts. These ideas cover how evolution drives the diversity of life; biological systems utilize free energy and molecular building blocks to grow, reproduce, and maintain homeostasis; living systems store, retrieve, transmit and respond to information essential to life processes; and biological systems interact and these systems and their interactions possess complex properties.

AP Physics (Year-Long) Physics offers a curriculum that emphasizes students' understanding of fundamental physics concepts while helping them acquire tools to be conversant in a society highly influenced by science and technology. The course provides students with opportunities to learn and practice critical scientific skills within the context of relevant scientific questions. Topics include the nature of science, math for physics, energy, kinematics, force and motion, momentum, gravitation, chemistry for physics, thermodynamics, electricity, magnetism, waves, nuclear physics, quantum physics, and cosmology.

F. HISTORY/SOCIAL SCIENCE (3 YEARS REQUIRED)

Courses are aligned to the CA History/Social Science standards, the California History-Social Science Framework and incorporate the CA CCSS. The content also is based on standards from the National Council for History Education (1997), the National Center for History in the Schools (1996), and the National Council for Social Studies (1994).

School wide history/social science instruction will be aimed at providing students with genuine historical understanding (vs. a collection of memorized facts or events) as well as the desire and background knowledge and skills necessary for deepening their historical knowledge in areas of personal interest. As such, it will stress the interconnected flow of historical events and figures, the relationships among the world’s peoples, and humanity’s interaction with the natural world. A global perspective will be emphasized, taking care to protect and respect the diversity of the students’ own worlds. Per the CA CCSS, reading, writing, listening and speaking will be stressed as central to all academic subjects for the obtaining and communicating of information.

The Academy anticipates using the Teachers Curriculum Institute’s social studies resources for grades 9- 12, the History Alive!, Government Alive!, and Economics Alive! series. This series is well-aligned to the

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Academy’s emphasis on engaging, curiosity-inspiring curriculum with real world relevance for students. Its active approach also makes for ample opportunities for students to “practice” intellectual virtues pertinent to the study and understanding of history. The Academy will extend reading and writing instruction in social studies by examining primary sources, reading historic literature, conducting research, writing and presenting findings. Much of the grade level reading material will be presented with scaffolds for comprehension, particularly primary source or other high-interest or high-authenticity materials that would otherwise be above students’ comprehension levels. Social studies will also include instruction in expository writing.

There are a growing number of high quality websites that provide social studies teachers with a wealth of resources, both instructional and informational. Many of these websites are interactive and have primary source documents, news from around the world, educational games on historical events and much more (Buchholtz and Matthew Helming 2005). They will provide an excellent source of material for planning authentic and challenging standards-based instruction.

The Academy may draw on K-12 Virtual Academy to further customize social studies instruction. Jamestown’s Timed Readings Plus in Social Studies may also be used to assist students with reading comprehension in social studies, including common test formats, to increase greater testing validity. These materials cover the California content standards for history/social science. Appropriate core literature will be used to enhance social studies concepts and understanding. Cooperative learning, role-playing dramatizations, skits, music, art, and simulations will be utilized.

World History Since the Renaissance (Year-Long) World History since the Renaissance covers the development of civilizations around the world from the Renaissance to the present. The course covers major themes in world history, including the development and influence of human-geographic relationships, political and social structures, economic systems, major religions and belief systems, the effects of science and technology, the vital role of the arts, and the importance of trade and cultural exchange.

Topics covered in this course include the Reformation and its legacy, the Scientific Revolution, European exploration, the Enlightenment, political revolutions, the rise of nation-states, the industrial era, the spread of imperialism, and the issues and conflicts of the 20th and 21st centuries. Primary source documents, which appear frequently, encourage students to make connections to evidence from the past. Writing skills are honed through a spiraled sequence of short analytic pieces.

As needed to meet student demand, an Honors version of this class may be offered that will feature the same core content, but a more intensive focus on student writing. Students develop confidence in their analytic writing through a sequence of five-paragraph essays and analytic pieces, including document- based questions.

U.S. History Since the Civil War (Year-Long) This course traces the nation's history from the end of the Civil War to the present. It describes the emergence of the United States as an industrial nation, highlighting social policy as well as its role in modern world affairs. Students evaluate the attempts to bind the nation together during Reconstruction while also exploring the growth of an industrial economy. Moving into the 20th and 21st centuries, students probe the economic and diplomatic interactions between the United States and other world players while investigating how the world wars, the Cold War, and the "information revolution" affected the lives of ordinary Americans. Woven through this chronological sequence is a

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 54 strong focus on the changing conditions of women, African Americans, and other minority groups. The course emphasizes the development of historical analysis skills such as comparing and contrasting, differentiating between facts and interpretations, considering multiple perspectives, and analyzing cause-and-effect relationships. These skills are applied to text interpretation and in written assignments that guide learners step-by-step through problem-solving activities.

AP U.S. History (Semester-Long) In AP U.S. History, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research, and writing. The equivalent of an introductory college-level course, AP U.S. History prepares students for the AP exam and for further study in history, political science, economics, sociology, and law. Through the examination of historical themes and the application of historical thinking skills, students learn to connect specific people, places, events, and ideas to the larger trends of U.S. history. Critical-reading activities, feedback-rich instruction, and application-oriented assignments hone students' ability to reason chronologically, to interpret historical sources, and to construct well-supported historical arguments. Students write throughout the course, responding to primary and secondary sources through journal entries, essays, and visual presentations of historical content. In discussion activities, students respond to the positions of others while staking and defending claims of their own. Robust scaffolding, rigorous instruction, relevant material, and regular opportunities for active learning ensure that students can achieve mastery of the skills necessary to excel on the AP exam.

U.S. and Global Economics (One Semester) U.S. and Global Economics offers a tightly focused and scaffolded curriculum that provides an introduction to key economic principles. The course covers fundamental properties of economics, including an examination of markets from both historical and current perspectives; the basics of supply and demand; the theories of early economic philosophers such as Adam Smith and David Ricardo; theories of value; the concept of money and how it evolved; the role of banks, investment houses, and the Federal Reserve; Keynesian economics; the productivity, wages, investment, and growth involved in capitalism; unemployment, inflations, and the national debt; and a survey of markets in areas such as China, Europe, and the Middle East.

U.S. and Global Economics is designed to fall in the fourth year of social studies instruction. Students perfect their analytic writing through a scaffolded series of analytic assignments and written lesson tests. They also apply basic mathematics to economic concepts. Students read selections from annotated primary documents and apply those readings to the course content.

AP Macroeconomics (One Long) AP Macroeconomics students learn why and how the world economy can change from month to month, how to identify trends in our economy, and how to use those trends to develop performance measures and predictors of economic growth or decline. They will also examine how individuals, institutions, and influences affect people, and how those factors can impact everyone's life through employment rates, government spending, inflation, taxes, and production. The equivalent of a 100-level college-level class, this course prepares students for the AP exam and for further study in business, political science and history.

U.S. Government and Politics (One Semester) U.S. Government and Politics offers a tightly focused and scaffolded curriculum that uses the perspective of political institutions to explore the history, organization, and functions of the U.S.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 55 government. Beginning with basic theories of government, moving to the Declaration of Independence, and continuing to the present day, the course explores the relationship between individual Americans and the governing bodies. It covers the political culture of the country and gains insight into the challenges faced by presidents, congressional representatives, and other political activists. It also covers the roles of political parties, interest groups, the media, and the Supreme Court. U.S. Government and Politics is designed to fall in the fourth year of social studies instruction. Students perfect their analytic writing through a scaffold series of analytic assignments and written lesson tests. Students read annotated primary documents and apply those documents to the course content.

AP U.S. Government and Politics (One Semester) AP U.S. Government and Politics studies the operations and structure of the U.S. government and the behavior of the electorate and politicians. Students will gain the analytic perspective necessary to critically evaluate political data, hypotheses, concepts, opinions, and processes. Along the way, they'll learn how to gather data about political behavior and develop their own theoretical analysis of American politics. They'll also build the skills they need to examine general propositions about government and politics, and to analyze the specific relationships between political, social, and economic institutions. The equivalent of an introductory college-level course, AP U.S. Government and Politics prepares students for the AP exam and for further study in political science, law, education, business, and history.

G. WORLD LANGUAGES (2 YEARS REQUIRED)

All courses incorporate the California World Language Standards and the California Framework for Foreign Language K-12. Counselors work closely with students who wish to take additional languages offered at neighboring community colleges or online, including high-quality summer school options. Per A-G requirements, students must enroll in a world language course at least two of the 4 years of high school. The Academy will seek to partner with a college or university such as Long Beach City College to offer dual enrollment courses, including summer sessions, for students who wish to pursue a language other than Spanish.

Spanish 1 (Year-Long) Spanish I teaches students to greet people, describe family and friends, talk about hobbies, and communicate about other topics, such as home life, occupations, travel, and medicine. Each lesson presents vocabulary, grammar, and culture in context, followed by explanations and exercises. Vocabulary includes terms to describe school subjects, parts of the body, and people, as well as idiomatic phrases. Instruction in language structure and grammar includes the structures and uses of present-tense verb forms, imperatives, adjective agreement, impersonal constructions, formal and informal address, and reflexive verbs. Students explore words used in different Spanish-speaking regions and learn about the cultures of Spanish-speaking countries and regions within and outside Europe. The material in this course is presented at a moderate pace.

Spanish II (Year-Long) Building on Spanish I concepts, Spanish II students learn to communicate more confidently about themselves, as well as about topics beyond their own lives - both in formal and informal situations. Each lesson presents vocabulary, grammar, and culture in context, followed by explanations and exercises. Students expand their vocabulary in topics such as cooking, ecology, geography, and architecture. Instruction in language structure and grammar includes a review of present-tense verb forms, an introduction to the past tense, the conditional mood, imperatives, impersonal constructions, and

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 56 reported speech. Students deepen their knowledge of Spanish-speaking regions and cultures by learning about history, literature, culture, and contemporary issues. The material in this course is presented at a moderate pace.

Spanish III (Year-Long) In Spanish III, students build upon the skills and knowledge they acquired in Spanish I and II. The course presents new vocabulary and grammatical concepts in context while providing students with ample opportunities to review and expand upon the material they have learned previously. Students read and listen to authentic materials from newspapers, magazines, and television. The content is focused on contemporary and relevant topics such as urbanization and population growth in Latin American countries, global health concerns, jobs of the future, and scientific advancements. The materials engage students as they improve their command of Spanish. Students review the formation and use of regular and irregular verbs in the present and future tenses, as well as the use of reflexive particles and infinitives. They also expand their understanding of noun and adjective agreement, the comparative and superlative degree of adjectives, and the placement and use of direct and indirect objects and pronouns. Students expand their vocabulary through exposure to word roots and families, popular slang, the correct use of words that are often confused for one another, and review of concepts such as proper placement of accents and stress.

Presentation of new materials is always followed by several interactive, online exercises, allowing students to master the material as they learn it. Teacher-scored activities provide students with opportunities to use their new Spanish skills both orally and in writing. Discussion activities allow students to interact with their peers in the target language.

AP Spanish Language (Year-Long) AP Spanish Language students practice perfecting their Spanish speaking, listening, reading, and writing skills. They study vocabulary, grammar, and cultural aspects of the language, and then apply what they learn in extensive written and spoken exercises. The course addresses the broad themes of Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. By the end of the course, students will have an expansive vocabulary, a solid, working knowledge of all verb forms and tenses, strong command of other language structures, and an ability to use language in many different contexts and for varied purposes. The equivalent of a college-level language course, AP Spanish Language prepares students for the AP exam and for further study of Spanish language, culture, or literature.

Spanish Speakers 1 This course is designed for heritage learners of Spanish who bring strong proficiency and literacy skills in Spanish. This course focuses on the development of communicative competence in reading, writing, speaking, listening, and viewing, as well as on understanding Hispanic cultures and issues of identity of heritage speakers of Spanish in the United States. Students continue to develop awareness and understanding of Hispanic cultures, including language variations, customs, geography, history, and current events.

Spanish Speakers 2 This course is designed for heritage learners of Spanish who bring strong proficiency and literacy skills in Spanish. This course focuses on the development of advanced communicative competence in reading, writing, speaking, listening, and viewing, as well as on understanding Hispanic cultures and issues of identity of heritage speakers of Spanish in the United States. Students continue to develop awareness

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 57 and understanding of Hispanic cultures, including language variations, customs, geography, history, and current events.

Spanish Speakers 3 This course is for heritage speakers and those who have had previous exposure to the language, but who desire more formal instruction at an accelerated pace. Students build upon the language skills they already possess, focusing on the development of academic Spanish through reading and writing, as well as instruction in grammar and spelling.

H. VISUAL AND PERFORMING ARTS (1 YEAR MINIMUM)

The Academy will seek to partner with a local college or university such as Long Beach City College to offer elective, dual enrollment courses (including summer sessions) for students who desire more targeted or advanced instruction in the arts, including advanced visual arts courses as well as instruction in music, drama and dance.

Art I (Year-Long) Art I is a class that introduces students to the elements of art and principles of design. The history and criticism of visual arts are presented through the use of projects, text, videos, and visual materials. This class provides a basic understanding of how to see, evaluate, and interpret experience through a variety of media. The student will respond to, analyze, and make judgments about form, content, techniques, and purpose in the works of art as evidenced by creation/evaluation of portfolios. Basic tools and techniques are explained, demonstrated, and practiced to promote creative expression through active student participation.

Art II (Year-Long) Art II is an advanced class that expands students’ knowledge and abilities in the fundamentals and principles or two-dimensional art forms. The history and criticism of these forms are presented through the use of projects, text, videos, and visual materials. This class provides an expanded understanding of how to see, evaluate, and interpret experience through projects such as pencil, ink, watercolor, acrylic, tempera, collage, pastels, charcoal, and clay. The students will respond to, analyze, and make judgments about form, content, technique, and purpose in works of art as evidenced by the creation and evaluation of portfolios. Related tools and techniques are explained, demonstrated, and practiced to promote creative expression through active student participation. Where appropriate, work outside of class is required. For example: portfolio or project preparation, reading, writing, or critical viewing.

I. CORNERSTONE COURSES – HUMANITIES (3 YEARS REQUIRED)

Specific to the mission of the Academy is the explicit development of students’ intellectual virtues. To that end, students in 9th-11th grades will engage in courses designed to establish and explicitly practice the virtues on a daily basis. Dedicated instructors will be charged with the development and teaching of three year-long courses dedicated to the rigorous engagement of Big Questions pertaining to intellectual virtues pedagogy. The first year course will focus on the how-to skills and dispositions of rigorous academic engagement, laying a foundation for the second year course, which will introduce students to Big Questions, and finally, the third year course in Ethics. The courses will be interdisciplinary in nature, informed by such disciplines as psychology, education, the humanities, cognitive science, religious studies, and philosophy.

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Introduction to Logic: Engaging the Intellectual Virtues (Year-Long) This course will study the thinking skills, knowledge, judgment, and dispositions – the building blocks to the intellectual virtues – which students must develop to successfully tackle the academic rigors of an IV education as well as provide a solid foundation for the type of thinking that our students will be expected to possess in college. Introduction to Logic will provide an essential methodological framework, both logical and psychological, of applied reasoning. This framework will connect a wide variety of disciplines in the humanities and sciences, including philosophy, computer science, psychology, linguistics, cognitive science, and economics.

These disciplines will provide the access points to introduce students to concepts in logic such as inductive reasoning, abduction, argumentation theory, basic formal logic, conversational argumentation, the study of fallacies, informational literacy, and how logic intersects with intellectual virtue theory. Students also will look closely at the demands these operations make on intellectual character (e.g. the intellectual virtues required for good abductive reasoning). Examples of applied logical reasoning conducted at the high school level that can be sourced for this innovative course are discussed by Bouhnik and Giat (2009) and Paul Teller published (Prentice Hall) a textbook entitled Logic Prime.

Introduction to Philosophy (Year-Long) This course will explore the Big Questions of human existence as an introduction to the types of inquiry expected of college students. Throughout this course, students will utilize and build upon their intellectual virtue foundation from the freshman year to carefully reflect and examine deeper questions about life and existence. The Big Questions covered may include: (1) ethical questions, such as ‘What is the good life?’, ‘Is virtue necessary for happiness?’, and ‘How is human personality related to human character?’; (2) metaphysical questions, such as ‘What is the nature of the Universe?’, ‘Are virtuous actions free?’, and ‘Who am I (or, who are we)?’; and, (3) epistemological questions, such as ‘How can I obtain truth?’, ‘How is virtue necessary for knowledge?’, and ‘What is education?’ This course will also introduce the study of primary sources to expand students’ informational literacy.

Introduction to Ethics (Year-Long) This course explores different visions of what it means to be human, to think about how these ideas ground our ethical understanding, and to consider their practical consequences in students’ lives. The first half of the course focuses on intra-personal ethics. Through the study of biology, psychology, neurobiology, sociology, and critical race theory, this course will probe such issues as identity, happiness, and how the intellectual virtues relate to these issues. The second half of the course focuses on inter-personal ethics. Students learn how to think through and understand views about being human that are both similar to and different from their own, as well as to appreciate the extent to which ideas have implications for ethical action and for life, relationships, and institutions in various communities. In this half of the course, students will explore ethical virtues such as fairness, integrity, charity, and compassion.

Through writing and interactive projects, students will learn how to reflect on their own moral assumptions and commitments – as well as those of others – and work on articulating the ongoing development of their ethical understanding. They will have the opportunity to apply ethical viewpoints, tempered by a reflective understanding of the view of others, through projects that explores and reacts to concrete ethical issues.

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J. PHYSICAL EDUCATION (2 YEARS REQUIRED)

Physical Education 9-10 (Year-Long) This course is designed to meet the individual needs of students in the area of fitness, specifically in the areas of cardio respiratory fitness, strength fitness, flexibility, coordination, basic health, and nutrition. The class includes aerobics, steps, weight training, and body strengthening movements. Instruction in skills will be provided in each activity. Cognitive-based physical and health-related concepts and grade level physical fitness performance objectives will be reviewed, applied and evaluated for each grade level.

The Academy, with the consent of a pupil and his/her parent/guardian, may grant a pupil an exemption from the tenth grade physical education course, if the pupil meets satisfactorily all six standards of the physical performance test administered in grade nine pursuant to Section 60800 of the Education Code. This requirement is more stringent than what Education Code section 51241 requires of non-charter pubic schools.

As funding and facilities permit (and our projected budget provides for some funding), the Academy plans to offer competitive team sports for our students including cross country, volleyball, soccer, basketball, baseball, softball and track and field.

K. ADDITIONAL ELECTIVES

As the school grows, based on both student interest and teacher expertise/talent, we will offer additional electives that meet core graduation and A-G requirements, such as Journalism, Creative Writing, Psychology, Yoga, Robotics and Graphic Design. As noted above, we also plan to partner with local colleges/universities to expand our offerings via dual enrollment opportunities.

Advisory will be offered to all students at least once weekly (for 9th-10th grade, in lieu of the ELA/Math Intensive offered the other four days per week; in 11th/12th grades, Advisory will be built into elective/free periods to ensure students have ample time with their Advisors as they prepare to apply to colleges and universities.) Advisory groups allow for ongoing positive relationships between students and intellectual mentors or advisors. They provide a safe environment in which teachers can nurture students’ character development through conversation, goal-setting, structured reflection, personal encouragement, and other means (Berkowitz and Bier 2004, 2006). Each student at the Academy will be assigned to a small advisory group, led by an Academy teacher or other qualified and trained stakeholder (administrators, staff, community volunteers). We hope to ensure that each Advisory stays together for all four years, schedules permitting, so that the groups can build a common dialogue and trust with one another throughout their high school years.

In addition to supporting and reinforcing intellectual character growth through structured reflection and conversation, a primary focus of Advisory will be on student goal setting and actions towards realizing post-secondary goals. This will include one-on-one meetings with the Advisor to review credits earned and progress towards graduation, identification of remediation or interventions and potential referral to the school’s SST (see below); and support – in collaboration with the school’s Director of Community Engagement -- in the college application process. We anticipate that many, if not most, of our students will be the first in their families to attend – and graduate from – college, thus explicit education about college opportunities, financial aid, summer opportunities on college campuses, the application process, assistance with essays and more will all be critical supports for our students.

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L. TEXTBOOKS AND OTHER INSTRUCTIONAL RESOURCES

Our budget allows acquisition of computing tablets and laptops in at least a 1:3 ratio.27. This allows for a significant amount of our curricular materials to be cloud-based (though our budget also allows for textbook purchases for many classes). This widespread access allows students to check out the Academy devices, use their home or mobile devices, and/or utilize the public library to continue their learning. The Academy will be using a small group instructional approach. All classrooms will have at least 10 devices, allowing a third of students to be on computers at any given time, while other students engage in small group activities independently or guided by the teacher. Should teachers need a 1:1 ratio for a given activity, they can check out a computer cart containing 20 extras. For testing purposes, we will schedule the testing in rotations, so that all students have the technology they need to complete the tests. The realm of digital curriculum is constantly expanding, and there will likely be very different options available by the time we are fully populated 9-12 grade. Therefore, we will keep a constant eye on emerging resources. Based on what is available today, below is a sample of the kinds of curricular materials we would use for our 9-12 program:

ELA Teacher-selected resources to include class sets of novels (likely provided through tablet devices), curated primary source online materials (e.g. from Newsela.com and www.proquestk12.com), and school-wide writing rubrics. Math Algebra Intervention – Carnegie Learning Bridge to Algebra CC Algebra I – CPM CC Algebra II – CPM CC Geometry – CPM Pre-Calculus with Trigonometry – CPM Calculus – CPM Science SEPUP 9-12 kits Discovery Education Science Techbook (9-12) Other resources as available aligned to Next Generation Science Standards (still in development) History/Social Studies 10th – History Alive! World Connections 11th – History Alive! Pursuing American Ideals 12th – Government Alive! Power, Politics, and You Spanish Rosetta Stone Prentice Hall Realidades ELD Achieve 3000 SRA Flex Literacy PE/Health Teacher-created materials from state Frameworks and other sources Art Teacher-created materials, varies by subject

As discussed below in the detailed course descriptions, a variety of online resources will also be used for curriculum and assessments. Thanks to the ever-increasing availability of high-quality, free online curriculum from sources such as Scout (University of California free courses), CK-12 Foundation materials, the Open Learning Initiative through Carnegie Mellon University and many others, the use (and expense) of traditional published texts will diminish over time. Each year, teachers will meet by department and advise the Director of Curriculum and Instruction as to areas of need an recommended books and materials for the following year. The curricular purchases will be implemented

27 While not included in our budget, the Academy also plans to apply for the Public Charter Schools Grant Program (PCSGP) administered by the California Department of Education. We understand that a new round of grants should be issued late fall/early winter. If awarded, this grant – potentially $575,000, based on previous years – would fund additional equipment, instructional materials and more to greatly enhance our programs.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 61 by the administration and purchased well enough in advance to ensure timely implementation. Most importantly, all curricular materials must have a proven record with our targeted student population and must have been developed through sound, research-based methods that utilize the latest information on teaching, learning and brain functions. Curricular materials will also be analyzed in perspective of the whole educational program and in relation to lessons and assessments that would follow from curricular programs. Generally, each curricular resource will be evaluated in light of the following questions:

1. Is it aligned to the Common Core/state standards? 2. Is interactive learning promoted, and is student construction of knowledge encouraged? 3. Does it help achieve social, emotional, physical, and cognitive goals? 4. Does it encourage development of positive feelings and dispositions toward learning while leading to acquisition of knowledge and skills? 5. Is it meaningful for these students? Is it relevant to the student’s lives? Can it be made more relevant by relating it to a personal experience students have had or can they easily gain direct experience with it? 6. Is it sensitive to and respectful of cultural and linguistic diversity? Does it expect, allow, and appreciate individual differences? Does it promote positive relationships with families? 7. Does it build on and elaborate student current knowledge and abilities? 8. Does it lead to conceptual understanding by helping students construct their own understanding in meaningful contexts? 9. Does it facilitate integration of content across traditional subject matter areas? 10. Is the information presented accurate and credible according to the recognized standards of the relevant discipline? 11. Does it foster students’ exploration and inquiry, rather than focusing on “right” answers or “right" ways to complete a task? 12. Does it promote the development of higher order abilities such as thinking, reasoning, problem solving, and decision-making?

M. COURSE OFFERINGS BY GRADE

All students will be expected to take seven courses each year, including intensives/ELD classes and electives:

Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade ELA English 9 English 10 English 11 English 12 (4 years) Honors English 9 Honors English 10 AP English Lang. AP English Lit. Math Algebra I Geometry Algebra II Pre-Calculus (3 years) Algebra II Pre-Calculus AP Calculus

Lab Science Physics None Biology Biology (2 years) AP Biology AP Biology Chemistry Chemistry AP Chemistry AP Chemistry AP Physics AP Physics History/Social None World History U.S. History U.S. Gov’t Studies AP World History AP U.S. History AP U.S. Gov’t (3 years) Economics AP MacroEcon

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P.E. Physical Physical Education None None (2 years) Education (possible test-out) Humanities Intro to Logic Intro to Philosophy Intro to Ethics None (3 years) Art (1 yr.) Art I World Languages Art I Art I World Lang. ELD* ELD* Art II Art II (2 yrs.) World Languages World Languages

Intensives ELA/Math ELA/Math Intensive ELD ELD (2 yrs.) Intensive & & Advisory Advisory (alternating days) (alternating days) *In case some students need ELD in Ninth or Tenth Grade beyond what is provided in Intensives, they can take Art I or World Languages starting in 11th grade.

N. GRADUATION REQUIREMENTS (INCLUDING THE NUMBER/TYPE OF UNITS REQUIRED) AND A-G REQUIREMENTS

All of the Academy’s courses have been designed in alignment with the state standards including CA CCSS. The Academy plans to seek approval of the Cornerstone Humanities courses as sufficient to meet students “G” elective for an additional College Preparatory course. Graduation requirements also have been designed to meet the UC/CSU A-G requirements, as shown here:

Academy UC/CSU Course Subject Course Requirements Requirements A History/Social Science 3 years (20 credits) 2 years B English Language Arts 4 years (40 credits) 4 years C Mathematics 3 years (30 credits) 3 years (4 recommended) D Laboratory Science 2 years (20 credits) 2 years (3 recommended) E World Language 2 years (20 credits) 2 years (3 recommended) F Visual and Performing Arts 1 year (10 credits) 1 year G College Preparatory Electives28 1 years (10 credits) 1 year Physical Education 2 years (20 credits) Cornerstone Humanities 29 3 years (30 credits) Courses Electives 3 years (30 credits) TOTAL Credits: minimum 240

O. CREDIT RECOVERY OPPORTUNITIES

28 Students will be expected to meet this requirement by taking an additional A-F course, unless the Cornerstone Humanities courses receive approval to satisfy the “G” requirement. 29 Until the Academy receives approval for these courses to satisfy the ‘G’ requirement, students will be expected to take an additional A-F course (see ibid).

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Credit recovery options will be available in order to ensure that all students graduate on time having completed A-G and graduation requirements. Each student will have an Individualized Graduation Plan that is reviewed each semester by his/her Advisor. If a student is not making adequate progress, the Advisor will meet with the student and discuss options, such as summer school, online classes, and adult school. Credit can also be earned through community college. The Academy will also explore offering a summer bridge program that will include opportunities for credit recovery.

P. ENSURING TRANSFER STUDENTS CAN MEET GRADUATION AND COLLEGE ENTRANCE REQUIREMENTS

Upon enrollment, Advisors will work with individual students to create an Individualized Graduation Plan to meet the requirements for graduation. This plan will be monitored and updated once per semester during the school year. Advisors will help ensure that each student is enrolled in appropriate courses, and that each student has the support he or she needs to successfully complete graduation requirements. Our college- and career-going culture encourages all students to complete the A-G requirements and, when appropriate, enroll in community college coursework to begin to understand how to be successful on a college campus or take technical classes to learn how to successfully transfer into a career.

Q. WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES (WASC) ACCREDITATION

The Academy will seek Western Association of Schools and Colleges (WASC) accreditation before the school graduates its first class of students. It is the Academy’s goal to ensure that all of our high school courses be transferable to other local high schools on the most expeditious timeline that is feasible.

R. THE ACADEMY WILL INFORM PARENTS ABOUT COURSE TRANSFERABILITY AND COLLEGE ENTRANCE REQUIREMENTS

In compliance with California Education Code Section 52060(d)(iii), the Academy will provide all students and parents/guardians with a course catalog or its equivalent – in both English and Spanish (with translation in other languages as needed) – notifying them about the transferability of courses to other public high schools and the eligibility of courses to meet college entrance requirements.

Parents of students seeking higher education admission will be notified in writing within five (5) business days should any issues or problems arise regarding the eligibility of the Academy’s courses to meet college entrance requirements. The Academy will ensure that courses meet the standards of the University of California and the California State University’s “A-G” course requirements for college entrance eligibility into the UC or CSU systems.

VIII. TEACHER RECRUITING AND PROFESSIONAL DEVELOPMENT

It would be hard to understate the importance of high quality teachers regardless of the educational model employed. Research has consistently found that teachers are the greatest factor to student success than any other school-based variable (Hanushek 2011). The Academy is committed to recruiting and supporting a community of high quality professionals who are dedicated to the best practice of education for all students.

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A. RECRUITING

The Academy will take a regional and national approach towards recruiting our teaching staff. Recruitment will include the following:

• Posting to national and regional job websites specializing in education such as teacher.jobs, idealist.org, careerjet.com, indeed.com, edjoin.org, and careerbuilder.com • Attending the regional college education fairs • Advertising via LinkedIn, Facebook, and other appropriate social media outlets • Advertising in schools of education at local colleges and universities with schools of education • Hosting regular school open houses for the community

Our selection process is designed to be rigorous and comprehensive to minimize the risk of hiring staff that are not suited for the unique responsibilities and demands of the Academy. The hiring process consists of a multi-step application and interviewing process. Applicants complete and submit an application, including required credential documentation so as to allow the school’s leadership team to consider whether candidates’ professional capabilities as well as qualifications fit the needs of the students and position (see Element 5). The Director of Curriculum and Instruction with the support of a hiring committee comprised of teachers and administrators, selects teachers on a resume, application and interview basis. Applicants demonstrate their teaching skills through in class-observation or submission of a video or written response, to the extent possible. The hiring committee helps recruit, screen, and interview candidates and makes a recommendation to the Director of Curriculum and Instruction, who then ultimately makes the final hiring decision.

Guided by the descriptions found in Element 5, the Director of Curriculum and Instruction will evaluate how well candidates’ educational philosophy and skills align with the Academy’s instructional philosophy and culture. The Academy will strive to hire a diverse group of teachers who have strong content knowledge, ability to implement the intellectual virtues model, experience planning curriculum and assessments, and who know how to differentiate instruction to meet the needs of all students. Before an offer is made, the Academy will verify all teaching credentials of candidates with the California Commission on Teacher Credentialing, ensuring that each teacher possesses credential subject authorization that meets state and NCLB requirements to teach the subject that he/she is being hired to teach. Candidates must also have DOJ clearance and a negative TB test result prior to starting employment. Candidates that are offered employment will receive an at-will employee agreement.

The Academy believes that all persons are entitled to equal employment opportunity. The school shall not discriminate against qualified applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including recruitment, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Once teachers are employed at the school, we will seek to retain them by providing or promoting the following:

• High Quality and Authentic Professional Development. As discussed in more detail in the next subsection below, the Academy will provide teachers with ample opportunities for high quality

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professional development. As discussed above, the Foundation grant provides for a one-week seminar prior to the start of the school year for an intensive intellectual virtue model development. Additionally, there will be substantial professional development opportunities throughout the year as discussed in the next subsection.

• Collaborative Environment. A collaborative learning community values the varied strengths of every member. We intend to develop our teaching faculty into a supportive community that values and extends their talent. Of the 5 hours that could be devoted to professional development, some of that time will be used to create space for teachers to work together to plan units, solicit feedback on lessons, and share instructional techniques. They will also celebrate success and, together, work their way through challenges, while encouraging each other to grow as teachers and leaders.

• Professional Work Environment. The Academy will create an environment that is professional and collegial. Central to this will be creating and maintaining a culture that is inclusive of all individuals. The Academy will create a safe environment for all staff.

• Distributed Leadership. Our senior teachers are seen as part of the leadership structure who are offered increased responsibility, salary, and status commensurate with increased skills and demonstrated performance. It also helps ensure great accountability for all teachers. Senior teachers share responsibility for coaching and evaluating more junior teachers, conducting professional development, pursuing research, and taking on some administrative roles.

• Competitive Compensation. Because our teachers are often asked to go “above and beyond” the normal call of duty and because of the importance of maintaining quality teachers in every classroom, the Academy believes that it should compensate accordingly as permitted by budgetary constraints. Teachers are also compensated with stipends when they take on distributed leadership responsibilities. Job descriptions, work schedules, compensation, benefits, and other terms and conditions of employment will be reviewed and modified, as necessary, to meet the needs of the school and students.

• Effective Leadership. We recognize the importance of providing strong and effective leadership. Often, schools lack needed leadership; teachers, consequently, receive inadequate support. Our leadership team as currently composed, and will continue to be, capable of leading the academic program to success and providing support and development for teachers.

B. PROFESSIONAL DEVELOPMENT

The Academy believes that professional development is one of the cornerstones for educational equity and academic achievement for all students. At the Academy, putting professional development at the center of the school culture is essential to developing a collaborative learning community for students, teachers, and administrators. The following principles guide all professional development opportunities:

• Instructional change is a multistage process. • Shared expertise is the driver of instructional change. • A focus is on system-wide and classroom specific improvement. • Clear expectations and responsibility for achieving them are shared by all. • Environment of collegiality results in learning for all.

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• Adults respect and care for the students and work to meet their needs. • A focus is on content and instruction (Elmore 1997).

We anticipate that the following, at a minimum, will be topics covered in the first years of operation:

• Mission and vision of the school and review of the charter petition • Review of student achievement data • School operations • Health and safety policies and procedures • Resnick’s Principles of Learning • Differentiating instruction for all learners • Teaching in a constructivist classroom • Project-based learning • Backwards Design, including using data to differentiate instruction • Integrating technology in the classroom • Training on technology to be used by teachers and students • Online curriculum and using data • Classroom Management Success • School behavioral expectations • Meeting the needs of English learners including Sheltered English instruction/SDAIE and Guided Language Acquisition Design (GLAD) strategies • Special Education: legal timelines, district policies, Student Success Team process, assessments, and strategies for working with students with special needs • Teacher evaluation: the evaluation rubric, teacher expectations, the Learning Walk process • Assessment: standardized tests (CAASPP, CELDT/ELPAC, etc.), NWEA MAPs, and other assessments • Review of student achievement data (bi-monthly) and using data to differentiate instruction • Supports and structures for a college and career ready culture; • Proper use of Illuminate (the school’s student information system) for submission of grades, attendance, behavior logs, and parent communication.

First year professional development will also include a week-long seminar on the intellectual virtues model, which is funded through the Foundation grant.

Accordingly, teachers new to the Academy have three weeks of orientation: one week on the intellectual virtues model and two weeks to work with the Director of Curriculum and Instruction to work out the scope and sequence of their respective curricula, and to learn the philosophy and structures of the school culture, and all school policies and procedures. Existing teachers have at least one week before school begins.

Furthermore, because the idea of teaching for intellectual virtues is bound to be new to many of our teachers, it is also important to underscore the considerable training and support they will receive in the Academy’s unique educational model. As mentioned above, new teachers and other staff members will benefit from several weeks of intense professional development, including a weeklong seminar led by the Founding Director to train specifically on intellectual virtue pedagogy and instructional techniques. The seminar will include instruction, modeling, discussion, and opportunities to practice IV classroom instruction. Moreover, all teachers will benefit from comprehensive onsite assessment and

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 67 consultations from Harvard’s Ron Ritchhart, arguably the world’s leading expert on intellectual character and education. Dr. Ritchhart will evaluate the Academy’s progress at incorporating an intellectual virtues model, conduct classroom visits, meet with staff, provide staff training in relevant teaching and assessment techniques, and help create instruments for measuring the Academy’s future progress at achieving its educational goals. Finally, the Academy plans to host an Intellectual Institute and Conference in its second year of operations. The two-day Institute will be offered to a select group of educators and researchers from across Southern California (including key Academy staff), who are interested in the most recent developments in intellectual virtue research and practice. Dr. Philip Dow, author of the award-winning book Virtuous Minds (2013), will play a central role in organization and facilitation of the Institute. Following the two-day Institute, there will be an open one-day conference on intellectual character education for all Academy staff, local teachers, and local administrators to discuss the highlights of the research discussed at the Institute, but more importantly, to present, discuss, and engage with proven intellectual virtue techniques that can be taken back to the classrooms. Thus, Academy teachers will be extremely well equipped to identify and make effective use of an appropriate subset of strategies aimed at promoting intellectual character growth.

In addition to these initial and intensive intellectual virtue focused professional development, the Academy will offer the following ongoing professional development programs throughout the school year:

• Quarterly Full Day Professional Development. Two days each semester are pupil-free days, plus an additional day at the beginning of the year to help ensure a smooth start, where the teachers and administrators gather and assess student data on achievement, discipline, and exam scores. With this information, teachers amend their instruction accordingly; student intervention placements are made, along with more follow-up meetings with families. These days will also be spent on instructional improvement. These days will be led by a combination of the Founding Director, Director of Curriculum and Instruction, Director of Community Engagement, or teachers.

• Monthly Content Team Meetings. As the school grows and teachers are added to each content area, the Academy will hold departmental meetings on a monthly basis during a Friday Early Release Schedule (sample schedule presented immediately below).

• Weekly Grade Level Team Meetings. Numerous studies conducted both in the United States and in other countries have shown that teachers become more proficient by continually working on curriculum, demonstration lessons, and assessments together (Troan & Boles 2003). The Friday Early Release Schedule allows each grade level team to meet on a weekly basis for several hours after school. During these meetings, each team works together to share pedagogical knowledge and increase their technical repertoire.

• Daily Professional Development. Academy teachers receive direct instructional support from administration (e.g. Director of Curriculum and Instruction) through coaching and side-by-side collaboration. This includes co-planning of lessons, observation of peers focused on specific standards in the teacher framework, and co-teaching.

• Daily Development. Teachers are given one period free time each day to reflect on current practice, conduct research, or develop new teaching skills or methodologies. Carving out space

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as means allowing teachers to personally develop and creatively think through their practice is an idea championed in private industry most famously by Google.

IX. INSTRUCTIONAL MINUTES: ACADEMIC CALENDAR AND DAILY SCHEDULE

A. SCHOOL CALENDAR

The school calendar plans for 180 instructional days, though in the event of future funding cuts or other unanticipated events, the Academy will at all times maintain at least the minimum required 175 days, and will meet all requirements for minimum instructional minutes. The tentative schedule below provides for 5 full days for planning and professional development throughout the year in addition to 18 days of summer professional development and planning time before the school year begins.

Holidays and other key events Dates PD: Intellectual Virtue Seminar August 8-12, 2016 PD: Instructional & Staff August 15-19, 22-16, 2016 PD: Teacher Individual Prep August 29-31, 2016 Student Orientation September 1-2, 2016 First day of school September 6, 2016 Faculty-only day September 30, 2016 Last day of first quarter: November 3 (42 teaching days) Faculty-only day November 4, 2016 Veteran’s Day November 11, 2016 Thanksgiving recess November 23 - 25, 2016 Winter recess December 22, 2016 - January 4, 2017 Martin Luther King, Jr. Day January 16, 2017 Last day of second quarter: January 26 (45 teaching days) Faculty-only day January 27, 2017 Lincoln’s Birthday February 13, 2017 Washington’s Birthday February 20, 2017 Cesar Chavez Day March 31, 2017 Last day of third quarter: April 6 (46 teaching days) Faculty-only day April 7, 2017 Spring Recess April 17 - 21, 2017 Memorial Day May 29, 2017 Faculty-only day May 30, 2017 Last day of school June 22, 2017 Last day of fourth quarter: June 23 (47 teaching days) Faculty-only day June 23, 2017

B. SAMPLE DAILY SCHEDULES

In the Academy’s sample schedule, there are seven one hour periods during the regular day.

The proposed sample daily schedule follows below. While class selections will be different at each grade (and for different students within one grade), the instructional minutes devoted to each core subject will

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 69 be the same. The schedule includes a weekly Advisory period, in which Advisors will work with students both on such topics as study skills and habits, test prep (e.g., CAHSEE, SAT) and other formal topics, and also meet with students individually and in small groups to review their course progress towards graduation, their grades during the term, and more.

Friday will offer “early release” so that faculty can have two hours of PD and planning time. Fridays will also include an extended lunch period for Student Clubs to meet with their faculty advisors over lunch.

Regular Day M-Th Sample Schedule Inst. Inst. Friday Early Release Sample Schedule Mins. Mins. Period 1 8:00-8:50 ELA/Math 50 Period 1 8:00-8:40 Advisory 40 Intensive Lab (M/W ELA, Tu/Th Math) Period 2 8:53-9:53 English 9 60 Period 2 8:43-9:33 English 9 50 Period 3 9:56-10:56 Algebra I 60 Period 3 9:36-10:26 Algebra I 50 Period 4 10:59-11:59 Physics 60 Period 4 10:29-11:19 Physics 50 Period 5 12:02-1:02 P.E. 60 Period 5 11:22-12:12 Intro to Logic 50 1:02-1:35 Lunch 12:15-1:05 Lunch/ Student Clubs Period 6 1:38-2:38 Art I 60 Period 6 1:08-1:58 Art 50 Period 7 2:41-3:41 Intro to Logic 60 2:00-4:00 Teacher PD TOTAL 410 TOTAL 290

C. INSTRUCTIONAL MINUTES

The Academy will exceed the minimum instructional minutes required by the California Education Code of 64,800 minutes per year in every year.

Instructional Days Daily Minutes Annual Total 152 Regular Days 410 62,320 28 Friday “Early Release” Schedule 290 8,120 TOTAL ANNUAL INSTRUCTIONAL MINUTES 70,440

X. SPECIAL NEEDS: THE ACADEMY WILL ADDRESS THE NEEDS OF ALL SUB-GROUPS, INCLUDING AT-RISK STUDENTS

A. STUDENT SUCCESS TEAM

The Academy plans to implement a “Student Success Team” (SST) model to the maximum extent feasible to attempt to meet all student needs within the regular instructional setting. The SST will work within the RTI framework, discussed below, to identify and provide the most effective resources and level of support for each individual student. Such teams will typically consist of the student’s Advisor, teacher(s), a school administrator, the student’s parent/guardian, and others. The team will oversee development of plans to meet students’ needs. The team will implement strategies within the general education setting and monitor students’ progress as new strategies are tried.

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B. ENGLISH LEARNERS

The Academy expects to enroll many students from homes where the primary language is not English and thus expects that a significant portion of its student body will be classified as English Language Learners (ELs). The Academy is committed to the success of ELs and will meet all federal and state requirements for serving these students, including initial and annual identification and assessment of primary and secondary language fluency in listening, speaking, reading, and writing, reclassification of ELs, and communication with parents/guardians of ELs. If the school enrolls more than 21 ELs, there will be an English Learner Advisory Committee (ELAC). Teachers, administrators, and advisors will work collaboratively to provide ELs full access to the curriculum and to facilitate English language development. The focus of the EL program is to ensure equal access to differentiated instructional materials and supports so these students make grade-level progress on the core curriculum and achieve English-language proficiency in all areas of communication, including listening, speaking, reading and writing and graduate college and career ready.

Identification of English Learners

The Academy will take the following steps to identify and assess ELs:

• Upon enrollment, all students will be given the Home Language Survey (Cal. Education Code § 52164.1);

• Students who indicate that their home language is other than English will be assessed using the California English Language Development Test (CELDT) or the English Language Proficiency for California (ELPAC) assessment aligned to the CA ELD Standards if he or she has not previously been identified as an English learner by a California public school or if there is no record of prior CELDT/ELPAC test results. CELDT/ELPAC assessment will take place within 30 days30 of the start of the school year or within two weeks after the date of first enrollment at the school, and at least annually thereafter between July 1 and October 31 until re-designated as fluent English proficient.

• The ELD Coordinator assesses English language proficiency of all currently enrolled English learners in accordance with California Education Code guidelines and test contractor’s directions. Students with disabilities will be permitted to take the test with the accommodations listed in the Education Code if they are specified in the student’s Individualized Education Program (“IEP”) or Section 504 plan. An alternate assessment for English language proficiency will be administered to students who are unable to participate in the CELDT/ELPAC, according to the guidelines set forth in the student’s IEP.

• Academy staff will notify parents of the school’s responsibility to conduct CELDT/ELPAC testing and will inform parents of CELDT/ELPAC assessment results within 30 calendar days following receipt of test results from the test contractor. Parents and guardians will be informed of their rights, and they will be encouraged to participate in the reclassification process.

30 The thirty-day requirement applies to students who are entering a California public school for the first time or for students who have not yet been CELDT tested. All other students who have indicated a home language other than English will continue with annual CELDT testing based upon the date last tested at the prior school of enrollment.

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• Once an EL is identified, a conference will be scheduled with the child’s parents to outline the instructional program, the teacher’s role in its implementation, and the teachers’, parents’, and school’s roles in providing support.

Educational Program for English Language Acquisition

Using assessment data and addressing both ELD and ELA standards, Academy teachers will plan curriculum and instruction that will support and develop the students’ ability to progress through the ELD levels.

ELs fully participate in grade level tasks in all content areas with varying degrees of scaffolding in order to develop both content knowledge and English. Advisors (teachers) will be specifically trained and to provide English Learners with the necessary counseling and academic planning necessary to ensure all ELs graduate college and career ready, with oversight by the Director of Community Engagement. All ELs have Individualized Learning Plans whereby English Language Development goals are identified and monitored. Newcomer students’ specific needs will be assessed by the initial CELDT/ELPAC. All faculty will be trained in the use of strategies to support ELs throughout instructional delivery and differentiated practice (see below).

As guided by the CA ELD Standards, teachers, aides and instructional consultants provide instruction grounded in the best available research on supporting ELs in an English Immersion environment. Students will be expected to advance at least one ELD level, or the equivalent ELPAC Proficiency Level Descriptor, annually as measured by the CELDT. Our EL Coordinator will partner with the classroom teachers to include define each student’s specific ELA goals. Additionally, our EL Coordinator will assess student progress towards attainment of the standards using standards-based ELD portfolios.

As noted in the course descriptions above, while students identified as ELs will be immersed into the general education program along with their EL-fluent peers, they will receive extra scaffolding and supports in three primary ways: (1) All classroom teachers will employ strategies and supports for ELs throughout each class, as detailed in this section; (2) EL students in 9th and 10th graders will receive extra intensive support in both ELA and Math during the ELA/Math Intensives class for 9th and 10th graders; (3) An ELD elective course will be offered for students in need of more intensive supports and targeted ELD instruction. Students in the ELD class(es) – depending on the number of EL students who ultimately enroll -- will be clustered by ELD level so that teachers can provide materials and content that address students’ needs. As noted above in the course descriptions, the Academy anticipates incorporating a formal ELD program such as Pearson’s Language Central.

The Academy will hire CLAD and BCLAD-certified teachers to serve ELs, with aides/tutors providing additional support. Our goal will be to ensure quality services that enable ELs to attain English proficiency and to have full access to the range of educational opportunities that the Academy envisions for all of its students. Faculty will receive intensive professional development and coaching in working with ELs to meet the CA ELD Standards, including Specially Designed Academic Instruction in English (SDAIE) and scaffolding. Our EL Coordinator also will collaborate with each teacher regarding the specific language needs of our EL students. Strategies such as front loading content, using visuals and

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 72 other means of organizing information, and pairing ELs with more capable peers further ensure student access to academic content.

ELs will receive ongoing support to become proficient in comprehending, speaking, reading and writing in English and to access the Academy’s full curriculum. The Academy will draw on a large body of information on best practices for serving ELs. Because the Academy expects to serve a high proportion of ELs as well as English-Only students with low initial skills in English reading and writing, instruction will emphasize pervasive use of high-power literacy strategies. To ensure that the school effectively assists EL students in developing English proficiency, the Academy will also:

• Train teachers in Project GLAD (Guided Language Acquisition Design), a model for literacy and language acquisition across the content areas that raises the level of thinking and discourse in the classroom and uses a range of instructional strategies that are effective for ELs;

• Train teachers in the use of SDAIE strategies and techniques to promote English acquisition in a context of high-level learning;

• Ensure alignment between instructional materials for ELs and curriculum frameworks and standards;

• Provide daily oral language practice embedded in core classroom time as independent work in language acquisition, with a core academic model that emphasizes communication;

• Monitor the progress of EL students in meeting ELD standards.

All teachers will integrate the 2014 English Language Arts/English Language Development Framework (ELA/ELD Framework) across core content instruction in ELA, History/Social Studies, Science, and Math. As the instructional program emphasizes instructional differentiation, with personalization to meet each student’s needs, all teachers will be trained on incorporating ELD strategies in reading, writing, speaking and listening across the curriculum. Reading, writing, speaking, and listening practice will be provided throughout the day, across the content areas. These strategies will benefit non-ELs as well – many of the scaffolding techniques listed herein are beneficial to struggling students and those who learn differently.

While all students will develop mastery of academic English (including reading, writing, and speaking), the Academy places significant value on languages other than English. At all times, ELs’ primary language will be honored and valued as both an instructional tool and learning resource for all students in the class. The school community will be enriched by the multi-lingual and multi-cultural qualities of the Academy’s student body.

Recognizing that many students at the Academy may not be Standard English speakers, the Academy staff will support students’ transition to proficiency with Standard English. Specific strategies include: modeling of Standard English; building student communication skills through structured practice in oral language presentations for project-based learning culminations; training staff to recognize non-standard English language interference with learning; and explicit instruction targeted to raise student awareness of specific differences in cultural English usage and Standard English. The Academy staff will not devalue cultural English usage but will communicate the value of knowing Standard English for use in academic and professional settings.

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Process and Specific Criteria for Reclassification

Before the issuance of each progress report card, teachers will summarize students’ mastery of standards for their current ELD level by looking at assessment material collected throughout the semester. EL students will receive ELD grades in addition to ELA grades in reading, writing, listening, and speaking. At the end of each semester, teachers will also go through the list of standards for a student’s current ELD level and determine if the student has mastered every standard for his or her current level and is ready to move to the next ELD level. Teachers will present evidence (e.g. scored writing samples, rubrics from oral presentations) to the EL Coordinator who will work with teachers to make the final decision regarding progression to the next ELD Proficiency Level.

Reclassification criteria and procedures are outlined below.

Reclassification Criteria: • CELDT/ELPAC: Overall performance level of 4 or 5 (or ELPAC equivalent measure) and skill area scores of 3 or higher (or ELPAC equivalent measure) in listening-speaking, reading, and writing • Standards Based Report Card: Meets or exceeds expectations in all ELA (Reading, Writing, and Listening/Speaking) strands, as evidenced by a grade of 3 or 4 in a 1-4 grading system or a grade of C or above in a letter grade system • Teacher/EL Coordinator judgment: Classroom teacher and EL Coordinator judge that the student will be successful in a mainstream English program. This judgment may be based on teacher observation, review of student work samples, analysis of past standards based report cards • CAASPP or CMA: Basic, Proficient, or Advanced performance on the ELA/Literacy section of the test • Parent Opinion and Consultation: Notice will be provided to parents/guardians of their rights, and they will be encouraged to participate in the reclassification process. Teachers will provide an opportunity for a face-to-face meeting with the parents/guardians to discuss their child’s progress toward English language proficiency. • Comparison of Basic Skills: Performance in basic skills means the score and/or performance level resulting from a recent administration of an objective assessment of basic skills in English, such as the California English– Language Arts Standards Test (new California Assessment of Student Performance and Progress (CAASPP) for ELA) and the California Modified Assessment for ELA (CMA for ELA). Range of performance in basic skills means a range of scores on the assessment of basic skills in English that corresponds to a performance level or a range within a performance level. Students of the same age refers to students who are enrolled in the same grade as the student who is being considered for reclassification.

Reclassification Procedures: • At least two times per year, the EL Coordinator will create a list of all students who meet the CELDT/ELPAC and CAASPP criteria for reclassification, as well as an updated potential reclassification list to teachers. This document lists by class all students who meet the CELDT/ELPAC and CAASPP criteria for reclassification. • Each teacher is responsible for completing the report card grade and teacher judgment columns of the reclassification list for their students.

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• In some cases, the Director of Curriculum and Instruction (DCI) works with the EL coordinator and teachers to determine the ability of individual students to master grade level standards without language support. • Based on the information provided by teachers, the EL coordinator identifies students ready to be reclassified and submits these names to the DCI. Following the DCI’s approval, the EL Coordinator sends a reclassification letter to these students’ parents and submits their names and report cards to the school district. • Reclassified students’ progress will continue to be monitored for two years to ensure their continued ability to achieve mastery of the CA CCSS for ELA/Literacy.

The Academy has set a demanding reclassification target for annual student progress (see Element 2: Measurable Student Outcomes). Students at the Academy will be expected to progress at least 1 English language level each year through targeted instruction and assessment. It is anticipated that students who are enrolled at the Academy beginning in 9th grade will be re-designated as fluent-English proficient (“RFEP”) prior to graduation. Students who enroll at the school in subsequent years whose language development is still in the beginning or early intermediate stage will be receive added intervention from the teacher through small group instruction targeted to meet their individual needs with a goal that they will stay on target to advance 1-2 levels or more per year such that they can be reclassified during their high school career.

Process for Monitoring Progress of English Learners and Reclassified (RFEP) Students

In order to meet the individual needs of each English learner, the EL Coordinator carefully monitors student performance on both classroom assignments and standardized testing. Students scoring at the lowest levels of the CELDT/ELPAC will be provided supplemental English Instruction in an ELD class each day, focusing on skills, vocabulary and information that support both their oral and written English language acquisition. The goal is to ensure a quality instructional program that enables English Learners to attain English proficiency, achievement of all learning plan goals, and to have full access to the range of educational opportunities.

EL progress will be monitored using the following assessments:

• ELD Portfolios: For students who are classified ELs, achievement will be documented as teachers collect, analyze, and score student work samples against the ELD standards. These authentic assessments will be placed in ELD portfolios. Portfolios will be submitted to the Director of Curriculum and Instruction for review twice annually; • Performance on initial/annual CELDT/ELPAC testing. The CELDT/ELPAC shall be used to fulfill the requirements under the No Child Left Behind Act for annual English proficiency testing; • Classroom grades and assessment relative to both ELD and ELA standards; • Performance on California Standards Test (CST)/CAASPP or CMA for ELA as appropriate; • Parental opinion and consultation.

This data will be used to determine ELD levels and to reclassify EL students as English-proficient in accordance with guidelines established by the California State Board of Education.

Students will be monitored in conjunction with the following CA ELD Standards Proficiency Level Descriptors (PLDs). The PLDs describe student knowledge, skills, and abilities across a continuum,

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 75 identifying what ELs know and can do at early stages and at exit from each of three proficiency levels: Emerging, Expanding, and Bridging. These descriptors guide teachers as they provide ELs with targeted instruction in English language development as well as differentiated instruction in academic content areas31:

• Emerging: Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language.

• Expanding: Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level.

• Bridging: Students at this level continue to learn and apply a range of high-level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. The “bridge” alluded to is the transition to full engagement in grade-level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction. However, ELs at all levels of English language proficiency fully participate in grade level tasks in all content areas with varying degrees of scaffolding in order to develop both content knowledge and English.

It is our philosophy that ELs at all proficiency levels are capable of high-level thinking and can engage in complex, cognitively demanding social and academic activities requiring language as long as they are provided appropriate linguistic support. The extent of support needed varies depending on the familiarity and complexity of the task and topic, as well as on the student’s English language proficiency level.

English learners will continue to be re-evaluated annually using the CELDT / ELPAC assessment until such time as they have demonstrated that they are able to compete effectively with English-speaking peers in mainstream classrooms and are reclassified as fluent English proficient (RFEP). The Academy will set a demanding reclassification target annually. The EL Coordinator serves as the CELDT / ELPAC testing coordinator and meets periodically with teachers to discuss the progress of English learners toward mastery of the CA ELD standards. The testing coordinator will continue to monitor students who are re- designated as RFEP during a period of two years, by meeting regularly with their teachers and reviewing their benchmark assessments and standardized testing results to ensure that they are able to keep up with their peers.

Similarly, Long Term English Learners (LTELs) participate in ELD courses in which their academic language and specific academic vocabulary and language structures are developed. Other options may be explored to support LTELs including enrolling in ESL classes at a local community college/adult school or using computer programs to support language acquisition. Because the needs of LTELs are varied, we will work with our ELD Coordinator and classroom teachers to identify the reasons why a student has not acquired English at an expected rate and determine the best support system for that student moving forward. Students will be made aware of their LTEL status and the risks associated with LTEL status, as well as specific barriers to reclassification and ways to address them.

31 http://www.cde.ca.gov/sp/el/er/documents/sbeoverviewpld.pdf

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Monitoring and Evaluation of Program Effectiveness

The School evaluates the effectiveness of its education program for ELs by:

• Adhering to school-adopted academic benchmarks by language proficiency level and years in program to determine adequate yearly progress. • Monitoring teacher qualifications and the use of appropriate instructional strategies based on program design. • Monitoring student identification and placement. • Monitoring parental program choice options. • Monitoring availability of adequate resources.

C. SOCIO-ECONOMICALLY DISADVANTAGED STUDENTS

Our teachers and staff will all receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our SST will be responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. Our emphasis on a school community and the responsibility we have to one another within that community will extend to the parents and families of our students as well.

As demonstrated by the success of countless schools in California and beyond serving students who are socio-economically disadvantaged, income is a not a determinate factor in a students’ ability to succeed academically. If students that are socioeconomically disadvantaged are academically low achieving or struggle with learning differences or are identified as English Learners, the Academy will utilize strategies described in other sections of this petition. The Academy will identify a Foster Youth Coordinator and a Homeless Youth Coordinator to meet mandates and ensure that the Academy attends to each student’s needs.

D. ACADEMICALLY-HIGH ACHIEVING STUDENTS

The Academy’s overall educational program is well-suited to serve the unique needs of high-achieving students. The Academy’s commitment to rigorous academic standards will ensure that they are appropriately challenged. Their teachers and Advisors—as well as the students themselves—will be keenly aware of their individual intellectual strengths and weaknesses. And they will be equipped with “metacognitive” or active learning strategies specific to their unique abilities and learning styles that will enable them to maximize their intellectual potential. They will also have an opportunity to participate in a range of stimulating after-school programs and electives, as the budget and volunteer capacity may allow. Finally, teachers, advisors, and administrators at the Academy will challenge high-achieving students—as they will all students—not merely in terms of the “standard” intellectual abilities or strengths, but also in terms of the intellectual character. These students will feel compelled to cultivate and expand, not just their “intelligence,” but also their fundamental intellectual attitudes and habits.

Students will be clustered by skill level based on standards mastery in ELA and Mathematics within otherwise heterogeneous classes. This will allow teachers to employ differentiated curricula and pedagogical strategies to further challenge high-achieving students and provide them with opportunities to deepen their understanding of the relevant subject matter and concepts. Students will work on more advanced problems in math, will read books at their reading level, and will have opportunities to stretch

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 77 assignments that raise the level of thinking and challenge to meet the student’s demonstrated capacity. This may include specialized projects and assignments, cluster-grouping, etc. In the ELA and Math Intensives during 9th and 10th grades, high-achieving students will be given advanced work to challenge them and engage in deeper learning as discussed in the course descriptions.

The “Life Links” program discussed below in more detail will also benefit high-achieving students. By matching parent experience and expertise with student interest in the suggested ways, this program will lead to increased learning opportunities, challenges, and stimulation for high-achieving students.

High-achieving students will be encouraged to take initiative in organizing and managing Student Clubs and extracurricular activities that will promote their and others’ further intellectual growth and development.

Finally, the Academy website will contain a section of links to online sites and programs that high- achieving (and other) students can use to nurture their curiosity and deepen their learning. The Academy will also pursue dual enrollment possibilities at Long Beach City College so that high-achieving students can be offered course selections a small school like the Academy is not able to provide.

Identification of Academically High-Achieving Students

Teachers will use a variety of assessment measures, including standardized assessment data and other classroom performance data, to identify students who are academically high-achieving. Students who achieve significantly above grade level and/or demonstrate behaviors consistent with academic high achievement may be appropriately identified. In certain instances, services such as psychological testing might be used to test students for gifted ability, depending on the availability of such services. Parents and guardians will be informed when their child is suspected of being an academically high achieving student or identified as an academically high achieving student, so that they can seek appropriate challenges and opportunities for their child.

Strategies to Support Academically High-Achieving Students

Students who are academically high-achieving and/or identified as gifted benefit from differentiation and instruction that is flexible enough to meet their specific needs. According to Carol Ann Tomlinson, a recognized expert in the field of education for gifted students, “a class is not differentiated when all students are doing the same thing and no adjustments are being made to the difficulty levels of the assignments that are given.” (Tomlinson, 1995.) The Academy has adopted many of the strategies recommended by Tomlinson and others for effective teaching in mixed-ability classrooms, such as:

• Providing alternative and/or extension activities for students who have already mastered the content being taught; • Allowing gifted and high achieving students to work at an accelerated pace; • Providing opportunities for students to work in flexible groups with other intellectual peers • Creating graduated task rubrics and product criteria negotiated jointly by the student and teacher; • Asking open-ended questions, both in the classroom and on homework assignments, that stimulate critical thinking;

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• Incorporating a variety of the levels of thinking described in Bloom’s taxonomy – including the higher levels of analysis, evaluation, and synthesis – into lesson content and student work products.

As a result of program differentiation using the strategies just described, the unique learning needs of advanced learners will be met within the regular classroom program. Additionally, the Academy intends to provide honors level and AP courses as discussed in the course descriptions in Part XI above.

E. ACADEMICALLY LOW-ACHIEVING STUDENTS

Students performing substantially below grade level will receive extra interventions and supports, both during regular classes and the 9th/10th grade Intensives, and as needed, during additional elective periods. Targeted support and intervention will be designed to help them master the subject(s) content and develop learning strategies and skills. Tutoring will also available after school for all students in need. The Director of Curriculum and Instruction will closely monitor these students’ work through portfolios, benchmark assessments and classroom observations on a weekly and monthly basis as needed. They are also assigned to individualized tutoring, small group tutoring, and additional assistance in classrooms. The Academy will use RTI (Response To Intervention) and directs appropriate resources (e.g. part time instructional aides) to support students achieving below grade level. Periodic conferences will be held with these students and their parents to offer credit recovery (e.g., online courses, retaking a course in place of an elective, or, during the summer) counseling and systematic monitoring of progress toward completing graduation requirements. The eligibility of a child for special education and related services is considered when a child has arrived at the Tier 3 level of RTI. When a child has been in Tier 2 for a pre-determined amount of time and an evaluation is given, then a meeting is called to determine eligibility for special education services. The parent of the child and the student support team must determine whether the child is a child with a disability and in need of special education and related services.

Identification of Academically Low-Achieving Students

Students will be identified as academically low-achieving if:

• Their classroom performance is considered to be one or more years below grade level based on class assignments and/or assessments; • They are well below proficiency on state standardized tests in ELA and/or Math (8th and 11th grade CAASPP results, 10th grade CAHSEE, if available); • They fail to demonstrate a minimum of one year of academic growth in reading, writing, and/or mathematics during each year; or • They have an existing IEP that specifically identifies a history of academic low-achievement.

Strategies to Support Academically Low-Achieving Students

When a student is identified as low-achieving as discussed above (e.g. via CAASPPs/CAHSEE, classroom assessments, benchmark assessments in ELA or math, etc.), the following additional measures will be taken:

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• Within three weeks, a conference will be scheduled between the student, parent, and his or her advisor and teacher/s to develop a plan of action identifying specific responsibilities and actions for each of these parties; • The student’s teacher/s will take specific measures to differentiate the curriculum and instruction for the student in ways that are sensitive to the student’s needs and are likely to increase student performance; • The student’s Advisor will check in with the student on a weekly basis regarding his or her performance in the areas in question and will personally strategize additional ways of helping the student achieve success. This may include strategies related to organization and time- management; • While all 9th and 10th graders will automatically have an intervention period four days per week (the ELA/Math Intensive), 11th and 12th graders may be placed in similar intervention classes during elective periods; • Academy aides will provide after-school supervised study hall for low-achieving students on an as-needed basis. They will provide support on current assignments and course work and on interventions to remediate missing skills and poor academic literacy; • Interventions may incorporate prescriptive/diagnostic software such as standards-aligned program, Achieve 3000 for increasing lexile levels and SAT/ACT vocabulary and Revolution Prep to increase basic math literacy. • Consideration of inclusion into “Life Links” as discussed above (see Element X).

Classroom Modifications for Academically Low-Achieving Students

In addition to the instructional methods and strategies detailed above, when appropriate, classroom modifications will be made to support academically low- achieving students. Modifications or accommodations may be used by the classroom teachers in coordination with the SST ( Student Success Team), for students who are academically low achieving, depending on the student‘s specific need. These may include using different materials (visual aids, manipulatives, audio materials), using different methods (guided note-taking, visual cues/modeling), differentiated pacing and assignments, environment changes, testing accommodations and more.

Tracking the Academic Progress of Academically Low-Achieving Students

The Academy will acquire and maintain Illuminate or a similar student achievement data management system that allows the school to effectively track academic progress over time. Using the data tracking system, the following groups of students will be monitored by teachers and school administration in order to ensure satisfactory academic progress and to provide timely and targeted intervention when necessary:

• Students identified as achieving below grade level • Students identified as being at risk for school failure due to environmental factors • Socioeconomically disadvantaged students (Title I).

In the event that struggling students fail to make satisfactory academic progress despite targeted interventions implemented by the classroom teacher, the teacher may decide to refer the student to the Student Success Team (see above).

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F. STUDENTS WITH DISABILITIES

The Academy will comply with all applicable State and Federal Laws in serving students with disabilities, including but not limited to §504 of the Rehabilitation Act (§504), the Americans with Disabilities Act (ADA), and the Individuals with Disabilities in Education Improvement Act (IDEIA). The Academy intends to function as a “public school of the local education agency that granted the charter” for purposes of providing special education and related services pursuant to Education Code §47641(b). The developers of the Academy understand that the school will have the obligation to serve students with exceptional needs and that the school, pursuant to applicable state and federal law, must ensure that all of its students have access to a free and appropriate public education. The Academy shall be solely responsible for its compliance with Americans with Disabilities Act. The Academy will ensure that all enrolled students have equal access to all parts of the educational program as other students do.

The Academy reserves the right at any point during its charter term to make written verifiable assurances that it shall become an independent local educational agency (“LEA”) and join a SELPA pursuant to Education Code Section 47641(a), either on its own or with a grouping of charter school LEAs as a consortium. In the event that the Academy applies for, and is accepted as an LEA member of a SELPA, the Academy will comply with all notice and other provisions under the law and ensure sound financial planning for the potential contingencies associated with becoming an LEA for special education purposes.

As a public school of LBUSD, solely for purposes of providing special education and related services under the IDEIA pursuant to Education Code §47641(b), and in accordance with Education Code §47646 and 20 U.S.C. 1413, the Academy will seek services from the District for special education students enrolled in the Academy in the same manner as is provided to students in other District schools, in the first year of operation, at a minimum. The Academy will follow all District and SELPA policies and procedures, and shall utilize SELPA forms in seeking out and identifying and serving students who may qualify for special education programs and services, responding to records requests, and maintaining confidentiality of student records. The Academy will comply with District protocol as to the delineation of duties between the District central office and the local school site in providing special education instruction and related services to identified students. The Academy will request an annual meeting between the school and District to review special education policies, procedures, protocols, and forms of the District and SELPA, to ensure that the school and the District have an ongoing mutual understanding of District protocol, and facilitate ongoing compliance. All students with disabilities will be fully integrated into the programs of the Academy, with the necessary materials, services, and equipment to support their learning. The Academy will ensure that any student with a disability attending the Academy is properly identified, assessed, and provided with necessary services and supports.

The Academy will meet all the requirements mandated within a student’s Individual Education Plan (IEP). The No assessment or evaluation will be used for admission purposes. Parents will be informed that specials education and related services are provided at no cost to them. If a student enrolls with an existing IEP, the Academy will notify LBUSD and/or SELPA within 5 days. An IEP meeting will be convened within 30 days.

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Search and Serve

To identify students in need of special education services, the Academy will seek to participate in the “Child Find” systems of the SELPAs in which its students reside. The Academy anticipates that these systems will include various policies and practices, including but not limited to the following:

• Post-matriculation in-take practices that identify students with exceptional needs to help ensure that the school is aware of all students who have identified special needs; • Seeking to develop relationships with all feeder local education agencies and schools to request and obtain cumulative files, and other documents in a timely fashion; • Notifying each school district formerly attended by Academy students. Said districts will then be responsible for ensuring that the Academy receives in a timely fashion any active IEPs for its students. The Academy will notify the home district when a student becomes ineligible or leaves the school. These correspondences will occur via lists and notices to each district’s special education director or via phone calls for follow up as necessary; • Staff development and training for school staff, to ensure that they possess an understanding of tools and techniques to identify students who may have exceptional needs; • Review of student assessment data, including but not limited to state-mandated testing and local measures, to identify students who may be falling behind expectations in their academic progress and are in need of additional support or services.

The Academy also plans to implement a “Student Success Team” (SST) model, discussed above, to the maximum extent feasible to attempt to meet all student needs within the regular instructional setting prior to referral for formal assessment for special education purposes. The SST will work within the RTI framework to identify and provide the most effective resources and level of support for each individual student. If the student is still not demonstrating success after all feasible strategies have been exhausted, and if the student’s difficulty appears like it could be caused by a disability eligible for special education services, the student will be referred for formal assessment.

Once a student has been identified as possibly in need of special education services, parents will be notified and consulted prior to a formal assessment. The Academy anticipates that these assessments will be conducted by staff who perform such services for the District. If this assessment identifies that the student has exceptional needs and require special education and/or related services under the terms of applicable special education law, the school will work with appropriate District staff to convene and conduct an individualized educational plan (IEP) team meeting or meetings. The IEP process will involve the Director of Curriculum and Instruction, parent/s, Director of Community Engagement, teacher, and student. The Academy will commit to implementing all special education and related services called for by the IEP in partnership with the District and SELPA. The developers of the Academy understand that student progress toward the goals specified in the IEP will be monitored regularly and, on at least a triennial basis, formally reviewed by the IEP team.

The school will participate actively and as appropriate in planning and conducting the IEP team meetings and processes. The school will implement all special education and related services called for by the IEP in partnership with the District and/or SELPA. The Academy is committed to providing students with disabilities a full and appropriate education in the least restrictive environment. To the extent possible, students with disabilities will be instructed for as much of the school day as possible in the school’s regular program. The school understands that student progress toward the goals specified in the IEP would be monitored regularly and formally reviewed by the IEP team on at least a triennial basis.

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Students who meet the eligibility guidelines for participation in California Alternative Performance Assessment (CAPA) or California Modified Assessment (CMA) will take those assessments in lieu of CSTs/CAASPP.

As any other public school, the Academy is responsible for educating special education students and will work with the District to ensure that this responsibility is met. For students with special needs, adaptations and modifications aligned with those students’ IEPs will be implemented in the least restrictive environment possible.

Assessment

The term “assessments” shall have the same meaning as the term “evaluation” in the IDEA, as provided in Section 1414, Title 20 of the United States Code. The District will determine what assessments, if any, are necessary and arrange for such assessments for referred or eligible students in accordance with the District’s general practice and procedure and applicable law. The Academy shall work in collaboration with the District to obtain parent/guardian consent to assess Academy students. The School shall not conduct special education assessments unless directed by the District.

The referral process is a formal, ongoing review of information related to students who are suspected of having special needs and show potential signs of needing special education and related services. The Academy’s primary internal method for referral for assessment will be the Student Success Team. When a parent/guardian suspects that a child has a disability, the parent will be advised by the school to notify the school in writing in order to arrange for possible testing and evaluation (parents who make the request orally will be provided assistance, if needed, in making a written request). Parent notification and request for special education testing and evaluation will trigger legal timelines, and the Academy will follow all legal and District mandates for a timely response.

After a student is referred for a special education assessment, the Academy will provide the student’s parent or guardian with a proposed assessment plan within 15 days of the referral. All referrals will be responded to in writing by the Academy within 15 days. The Academy will notify LBUSD and/or SELP of the assessment request within 5 days of receipt. Parents will receive a written Assessment Plan within 15 days. Parents will be given at least 15 days to provide written consent. Parents will be informed by the Director of Community Engagement that special education and related services are provided at no cost to them. The Academy will obtain informed consent from the parent/guardian before conducting the assessment, and the assessment will be completed within 60 days of receipt of parental consent.

The Director of Community Engagement will be responsible for gathering all pertinent information and sharing such information with all others involved in the assessment. Information gathered will be used as tools to determine the student’s disability, eligibility for services, and determining the nature and extent of required services. If needed or requested, an interpreter will be provided for the parent or guardian during the assessment. A teacher or Academy staff member may serve as the interpreter, if fluent in the parent/guardian’s native language and with parent approval. The types of assessments that may be used for determining eligibility for specialized instruction and services will be selected by the Academy, in collaboration with any hired service providers, and will generally be performed by a qualified psychologist and a nurse if applicable. Those assessments could include, but are not limited to:

• Individual testing;

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• Teacher observations; • Interviews; • Review of school records, reports, and work samples; and • Parent input.

Unless conflicting with SELPA policies and procedures, the Academy will follow the below assessment guidelines. If a conflict with any of the prior mentioned agencies policies and procedures exists, then SELPA policies and procedures will govern, and the Academy will revise these guidelines accordingly:

• Parents or guardians of any student referred for assessment must give their written consent for the school to administer the assessment; • The student must be evaluated in all areas related to his/her suspected disability; • The assessment will be conducted by a professional with knowledge of the suspected disability. • Multiple assessments will be delivered by qualified professionals to measure the student’s strengths and needs; • Assessments will be delivered without cultural, racial or gender bias; • Assessment results will be delivered to the parent/guardian in their primary language, and an interpreter will be provided if needed; • Assessments will be adapted as necessary for students with impaired sensory, physical or speaking skills; and • A multidisciplinary team will be assembled to assess the student, including a teacher knowledgeable in the disability.

Once the assessment is completed, the Academy will hold a meeting to review the results of the assessment and determine whether the student qualifies for special education by meeting the criteria for one of 13 disabling conditions. This meeting is the initial IEP meeting described in detail below, and the Academy will give the student’s parent/guardian the opportunity to participate. The Academy will be responsible for scheduling, coordinating and facilitating the IEP meeting.

If a student enrolls at the Academy with an existing IEP, an IEP meeting will be convened within 30 days to review the existing IEP, discuss the student’s present levels of performance and needs, and offer appropriate placement and services. Prior to such meeting and pending agreement on a new IEP, if needed, the Academy shall work to implement the existing IEP or as otherwise agreed upon by the parent/guardian. Within 30 days of each school year beginning, the Academy will forward a complete list of all new IEPs to students’ home districts for reference, if required by law.

Development, Implementation and Review of IEP

The Academy, in collaboration with Long Beach Unified School District or SELPA pursuant to the Special Education MOU and SELPA policies, will ensure that all aspects of the IEP and school site implementation are maintained. Every student who is assessed by the school will have an IEP that documents assessment results and eligibility determination for special education services. The Academy will provide modifications and accommodations (outlined within each individual’s IEP) in the general education environment taught by the general education teacher.

The Academy will ensure that all aspects of the IEP and school site implementation are maintained. The Academy will provide modifications and accommodations (as outlined within each individual’s IEP) in

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 84 order to provide an education tailored to each student’s unique educational need. Students at the school who have IEP’s will be served in the Least Restrictive Environment (“LRE”). However, should a student’s IEP team determine that the student requires an alternative placement, the school will work with Long Beach Unified School District to ensure an appropriate placement and services.

The Academy will work with Long Beach Unified School District and/or SELPA to make time, resources, and facilities available to meet the needs of the student’s IEP. The Academy will actively participate in all aspects of the IEP to enable the student to be successful, including the appropriate individual tutoring schedule and classroom modifications, strategies, and techniques.

Each student who has an IEP will have an IEP team that oversees the IEP Development, implementation and progress of the student. All decisions concerning the special education programs and services to be provided to a student with a disability are to be made by the IEP team. The proposed IEP team at the Academy will consist of the following individuals:

• Director of Curriculum and Instruction • The parent or guardian of the student for whom the IEP was developed; • The student, if appropriate • At least one core classroom teacher who is familiar with the curriculum or progress appropriate to that student; • A Long Beach Unified School District or SELPA Special Education Representative; and • If the student was recently assessed, the individual who conducted the assessment or who is qualified to interpret the assessment results.

Others familiar with the student may be invited as needed. The Academy views the parent as a key stakeholder in these meetings and will make every effort to accommodate parents’ schedules and needs so that they will be able to participate effectively on the IEP team. An interpreter will be provided if necessary to ensure that all parents and/or guardians understand and can participate in the IEP process. When available, an Academy teacher or staff member, fluent in the parent’s native language, may serve as the interpreter with parent approval. If the parent(s) cannot attend the IEP meeting, the school will ensure his/her participation using other methods, such as rescheduling the meeting, conferencing by telephone, conferencing via webcam, or meeting at the parent’s home. A copy of the IEP will be given to the parent in accordance with State law, Long Beach Unified School District and SELPA policies, as applicable.

Upon the parent or guardian’s written consent, the IEP will be implemented by the Academy, in cooperation with the Long Beach Unified School District or SELPA in which the Academy is a member, under the terms of the Special Education MOU. The IEP will include all required components and be written on LBUSD or SELPA approved forms.

The elements of the IEP will include: • A statement of the student’s present levels of academic achievement and functional performance • The rationale for placement decisions; • The services the student will receive and the means for delivering those services; • A description of when services will begin, how often the student will receive them, who will provide them, and where they will be delivered;

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• Measurable annual goals and short-term objectives focusing on the student’s current level of performance; • A description of how the student’s progress will be measured and monitored; • An explanation of the extent, if any, to which the student will not participate in general education; • Any accommodations necessary to measure the academic achievement and functional performance of the student on state and district assessments; and • Transition goals for work-related skills.

IEP meetings will be held according to the following schedule: • Yearly to review the student’s progress and make any necessary changes; • Every three years to review the results of a mandatory comprehensive reevaluation of the student’s progress; • After the student has received a formal assessment or reassessment; • When a parent or teacher feels that the student has demonstrated significant educational growth or a lack of anticipated progress; • When an Individual Transition Plan is (“ITP”) required at the appropriate age; • When a special education student has been suspended, especially if they demonstrate a pattern of misbehavior, to determine if changes to the IEP are required to address the misbehavior; • Prior to the expulsion of a student with an IEP, to determine if the student’s misconduct was a manifestation of his/her disability, and • If the parent/guardian, an Academy staff member, the Long Beach Unified School District or SELPA, hired service providers, or the student has communicated a concern about the student’s progress.

The IEP team will formally review each student’s IEP at least once a year to determine how the IEP is meeting his/her needs. In accordance with IDEA regulations, the IEP team will also conduct a formal review of the IEP once every three years, in which the student is reassessed and the IEP is reviewed as part of an overall comprehensive reevaluation of the student’s progress.

If a parent or faculty member feels the student’s educational needs are not being met, they may request a reassessment or a review of the IEP by the IEP team at any time during the year via written notice to the school which will then forward such written notice to Long Beach Unified School District and/or SELPA within two school days. Once the request is received, the IEP Team will have thirty days, not including school vacations greater than five days, to hold the IEP meeting. The school will encourage open communication between the parents and the Long Beach Unified School District and/or SELPA for any items related to the special education services. Students at The Academy who have IEP’s will continue to attend the school, unless the IEP recommends otherwise.

Parents will be informed approximately four times a year of the student’s progress toward meeting annual goals and whether the student is expected to meet his/her annual goals. The Goals and Objectives section of the IEP will be an attachment to the general progress report. This will serve to document the method by which the student’s progress toward achieving the annual goal is measured, the student’s progress during the relevant period, the extent to which it is anticipated the student will achieve the annual goal prior to the next annual review, and where needed, the reasons the student did not meet the goal.

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Staffing

Although specific staffing needs will be determined based on the Special Education MOU negotiated with LBUSD, based on the demographics in our target population, we have budgeted – above and beyond staff and services provided by the District -- to have at least one Intervention Specialist with an appropriate Special Education Credential who will lead direct instruction of students with special needs and help train and collaborate with other faculty regarding instruction for students with special needs. The Director of Curriculum and Instruction (DCI) will bear responsibility for all aspects of the SST and IEP process from an administrative perspective. All teaching staff at the Academy will also be involved in assuring that all IEPs and 504 plans are properly implemented.

In supporting the special education program and the IEP process, the DCI will32: • Ensure that all aspects of the IEP are followed; • Ensure all appropriate personnel (including consultants) attend team meetings; • Ensure parents receive regular communication about progress made toward attaining the goals stated on the student’s IEP, and inform them of due process procedures and rights; • Consult bi-monthly with the student’s teacher and service providers to ensure that the objectives and goals of students with IEP’s are being met (consistent with school-wide review of all students’ ILPs); • Ensure completion of the requisite paperwork, updating and filing of necessary information for initial referrals, triennial evaluations, ongoing monitoring of student progress, and appropriate provision of any/all test modifications as stipulated in the IEP; • Maintain a central file with all special education evaluation material and IEP’s in accordance with FERPA and IDEA guidelines; and • Provide a report of student progress on the same schedule as students in general education. So long as the Academy operates as a “school of the district” for special education purposes, Long Beach Unified School District agrees to allow the Academy staff access to all Special Education related professional development opportunities that are available to other employees of Long Beach Unified School District.

Special Education Services and Strategies for Instruction

As detailed throughout this petition, the Academy will utilize a Response to Intervention (“RTI”) model, and will also comply with the federal mandate of the least restrictive environment (“LRE”). The Academy will mainstream all of its students as much as is appropriate according to each individual IEP. Each student’s IEP will require different kinds of modifications for instruction and services, therefore the educational strategies of the IEP will be built around the student’s needs and how these fit within the general educational program of the school.

The Academy’s RTI program will include the three basic tiers:

32 As the school grows, the DCI may delegate these responsibilities to an appropriately qualified staff person, such as the lead Intervention Specialist or, as her responsibilities on the Templeton grant end, the Director of Community Engagement. Our DCE, Ms. Sanders, has had many years of experience supporting IEP, SST and 504 meetings, designing and implementing programs for identifying at-risk youth and SpEd inclusion, and offering individual and small-group counseling – she is a Licensed Clinical Social Worker. In addition to her responsibilities in outreach and community engagement, she will lead counseling services as the school, and depending on student and school needs, may assume greater responsibilities in later years for the special education program.

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Tier 1: The first step, or tier, of intervention is the regular classroom setting. As teachers introduce instruction, students’ progress is monitored. Most students in this group will need additional help from time to time, and the teacher provides that guidance.

Tier 2: Tier two of RTI targets students who do not show progress with regular instructional intervention. In tier two, students receive more individualized instruction and intervention. They may work in smaller groups to allow one-on-one and small group instruction. During this process, teachers carefully evaluate the students' response to these interventions. Students who do well may be phased back into the regular classroom. Students who demonstrate the need for ongoing, intensive intervention will move into tier three.

Tier 3: Tier three is an ongoing, long-term program of diagnostic and prescriptive teaching and could be thought of as special education. In this level, students receive individualized instruction for as long as is necessary for them to acquire the skills they need to progress in school, and perhaps have a resource class embedded within their schedule, as necessary.

Our RTI process is instructional from beginning to end. At no point is a child left to experience the frustration of failure while waiting until their test scores show a severe achievement discrepancy before they get help. They will receive instruction that gradually increases in intensity and individualization as they show the need for it.

The range of special education services will be the same as at any other school in the District, and will include all services as needed to meet students’ IEPs. The Academy will employ a variety of strategies to ensure student success for our Special Education such as those detailed extensively in the previous sections, and all will be in accordance with their IEP.

Either as a “school of the District” or as its own LEA for special education/SELPA purposes, the Academy may also contract with outside special education service providers – either via an agency or directly -- depending on operational needs or specific requirements of the students’ IEPs in order to ensure student success in the context of our innovative school model. Some of the potential contracted services may include nurses, speech therapists, psychologists, autism behavioral or occupational therapists, and counselors. The Academy will reassess its special education staffing, service providers, methods, and strategies on a continuous basis to assure that all services provided are effective and of the highest quality.

For every student who is eligible to receive special education instruction and related services, the Academy will provide transportation as a related service if it is required to assist a child with a disability benefit from special education. As required for any special education program, transportation will be provided to meet the criteria for a free, appropriate public education. As applicable, a student’s IEP will describe how special education transportation is coordinated with regular home-to-school transportation, and will set forth an individualized plan for meeting the transportation needs of the student receiving special education.

Reporting

The Academy, in collaboration with Long Beach Unified School District and/or the SELPA and Academy service providers (if applicable), will collect and maintain the following information on disabled students

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 88 as required by IDEA: • A calculation of all school-age students with disabilities being provided special education services by age, grade, category of disability and the number of students with disabilities who are English Learners; • The number of students provided with test modifications and the types and the number of students exempted from assessments; • The settings in which students with disabilities receive their services, specifically including the portion of the school day they receive services with non-disabled peers and time away from the regular classroom; • The number of students with disabilities suspended "in-school" and out of school, organized by disability and length of suspensions; and • The basis of exit from the Academy of students with disabilities (i.e., attainment of diploma and type, declassified, moved, etc.).

All necessary procedures and practices to ensure confidentiality and accurate/timely reporting will be the responsibility of the Director of Curriculum and Instruction (or his/her designee). The Director of Curriculum and Instruction will ensure that a central file with all special education evaluation material and IEP’s is maintained and that this file is locked and confidential, in accordance with IDEA guidelines. The Director of Curriculum and Instruction will oversee access to these records, and will be responsible for ensuring that all providers responsible for the implementation of a student’s IEP will have access to a copy of the IEP and will be informed of their specific responsibilities in implementing the IEP.

Due Process and Procedural Safeguards

Parents or guardians of students with IEPs at the Academy must give written consent for the evaluation and placement of their child; will be included in the decision-making process when change in placement is under consideration; and will be invited, along with teachers, to all conferences and meetings to develop their child’s IEP. Academy parents will be encouraged to participate in the Long Beach Unified School District Community Advisory Committee, (CAC), a parent-run group established by the state to give parents a voice in Special Education implementation. Representatives from local regional centers, school district departments and city departments attend the general meetings.

Any concerns or disagreements raised by parents will be acknowledged by the school within five days, after which a meeting between the parent and school will be scheduled to seek resolution of the disagreement. If a disagreement or concern persists, parents or guardians have the right to initiate a due process hearing to challenge a decision regarding the identification, evaluation, or educational placement of their child. The school will provide the parent with all notices of procedural safeguards as well as with information on the procedure to initiate both formal and informal dispute resolutions.

In the event that a parent/guardian files a request for a due process hearing or request for mediation, the Long Beach Unified School District and the Academy shall work together to defend the case, so long as the Academy operates as a “school of the district” for special education purposes. 33 In the event that the Long Beach Unified School District determines that legal representation is needed, the Academy

33 In the event that the Academy opts to operate as an independent LEA in a SELPA, the Academy reserves the right to make alternate arrangements for legal representation in and resolution of legal disputes pertaining to special education.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 89 agrees that it shall be jointly represented by legal counsel of the Long Beach Unified School District’s choosing.

In the event of a due process claim to enforce provisions of applicable special education law, the Academy is committed to working in cooperation with the District to the maximum extent permitted under law to respond to and defend the school and the District in the process, as a "public school of the local education agency that granted the charter" for purposes of providing special education and related services pursuant to Education Code §47641(b). The Academy will bear the same responsibility for the costs and other outcomes arising from due process proceedings as any other public school of the District. The Academy understands the critical importance of preventing due process claims through proper implementation of special education procedures and services and will cooperate fully with the SELPA and the LEA in oversight of its activities.

So long as the Academy operates as a school of the district for special education purposes, LBUSD may initiate a due process hearing or request for mediation with respect to a student enrolled in the Academy if LBUSD determines such action is legally necessary or advisable. The Academy agrees to cooperate fully with LBUSD in such a proceeding.

So long as the Academy operates as a school of the district for purposes of special education, The Academy understands that LBUSD shall have sole discretion to settle any matter in mediation or due process. LBUSD shall also have sole discretion to file an appeal from a due process hearing or take other legal action involving any Academy student necessary to protect its rights.

Parents or guardians also have the right to file a complaint with the Long Beach Unified School District and/or California State Department of Education if they believe that the school has violated federal or state laws or regulations governing special education.

Funding

The School understands that it will enter into a MOU with the District regarding Special Education funding, and cannot at this time unilaterally dictate the funding relationship between the District and the School. The School anticipates, based upon State and Federal law that the fiscal relationship could be summarized as follows:

Retention of Special Education Funds by the District The District shall retain all state and federal special education funding allocated for School students though the SELPA Annual Budget Plan, and shall be entitled to count School students as its own for all such purposes.

Retention of ADA Funds by the District for Non-Public Placements The Parties acknowledge that the District may be required to pay for or provide School students with placements at locations other than at the School’s school site in order to provide them with a free appropriate public education. Such placements could include, without limitation, programs or services in other District schools, in other public school districts within the SELPA, in a County Office of Education program, in a non-public school, at home, at a hospital, or in a residential program. When such programs or services are provided at District expense, the District shall be entitled to receive from the School the pro rata share of all funding received for such student, including, without limitation, all ADA

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 90 funds, based on the number of instructional days or minutes per day that the student is not at the Charter School site.

Contribution to Encroachment The School shall contribute its fair share to offset special education’s encroachment upon the District’s general fund. Accordingly, the School shall pay to the District a pro-rata share of the District’s unfunded special education costs (“encroachment”). At the end of each fiscal year, the District shall invoice the School for the School’s pro-rata share of the District-wide encroachment for that year as calculated by the total unfunded special education costs of the District (including those costs attributable to School) divided by the total number of District ADA (including School students), and multiplied by the total number of School ADA. The School ADA shall include all Charter School students, regardless of home district.

Section 504 of the Rehabilitation Act The Academy recognizes its legal responsibility to ensure that no qualified person with a disability shall, on the basis of disability, be excluded from participation, be denied the benefits of, or otherwise be subjected to discrimination under any program of the Academy. Any student, who has an objectively identified disability which substantially limits a major life activity including but not limited to learning, is eligible for accommodation by the school. The Academy understands that its students may have exceptional needs that are not governed by the terms of the federal special education law (IDEIA) but who may require accommodations or services pursuant to the terms of §504 of the Rehabilitation Act and that the school will be responsible for planning and implementing any such accommodations or services. The Director of Curriculum and Instruction will be the 504 Coordinator unless he or she chooses to delegate that responsibility to an appropriately qualified staff member.

The Academy shall be solely responsible for its compliance with §504. The school will establish policies and procedures to ensure compliance with requirements for parental notice of due process rights, parents’ right to review records, impartial hearings, representation by counsel and review procedures, the students’ equal access to academic and nonacademic school activities, the right to a free and appropriate public education (FAPE) in the least restrictive environment (LRE), right to notice regarding referral, evaluation and placement, and the right to an appeal process.

A 504 team will be assembled by the Director of Curriculum and Instruction and shall include the Director of Curriculum and Instruction (or his/her designee), parent/guardian, the student if needed, a qualified faculty member, and other qualified persons knowledgeable about the student, the meaning of the evaluation data, placement options, the suspected handicapping condition, and accommodations. If that knowledge is not present among the 504 team’s regular members, the school may hire or invite additional team members who bring that expertise according to the needs at hand.

The 504 team will review the student’s existing records; including academic, social and behavioral records, and is responsible for making a determination as to whether an evaluation for 504 services is appropriate. If the student has already been evaluated under the IDEIA but found ineligible for special education instruction or related services under the IDEIA, those evaluations may be used to help determine eligibility under Section 504. The student evaluation shall be carried out by the 504 team who will evaluate the nature of the student’s disability and the impact upon the student’s education. This evaluation will include consideration of any behaviors that interfere with regular participation in the educational program and/or activities. The 504 team may also consider the following information in its evaluation:

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• Tests and other evaluation materials that have been validated for the specific purpose for which they are used and are administered by trained personnel. • Tests and other evaluation materials include those tailored to assess specific areas of educational need, and not merely those which are designed to provide a single general intelligent quotient. • Tests are selected and administered to ensure that when a test is administered to a student with impaired sensory, manual or speaking skills, the test results accurately reflect the student’s aptitude or achievement level, or whatever factor the test purports to measure, rather than reflecting the student’s impaired sensory, manual or speaking skills.

The final determination of whether the student is eligible for accommodations under Section 504 must be made by the 504 team in writing and notice is given in writing to the parent or guardian of the student in their primary language along with the procedural safeguards available to them. If during the evaluation, the 504 team obtains information indicating possible eligibility of the student for special education per the IDEIA, a referral for assessment under the IDEIA will be made by the 504 team.

If the student is found by the 504 team to be eligible for accomodations under Section 504, the 504 team shall be responsible for determining what, if any, accommodations or services are needed to ensure that the student receives the free and appropriate public education (“FAPE”). In developing the 504 Plan, the 504 team shall consider all relevant information utilized during the evaluation of the student, drawing upon a variety of sources, including, but not limited to, assessments conducted by the School’s professional staff.

The 504 Plan shall describe the Section 504 disability and any program accommodations, modifications or services that may be necessary.

All 504 team participants, parents, guardians, teachers and any other participants in the student’s education, including substitutes and tutors, must have a copy of each student’s 504 Plan. The Director of Community Engagement will ensure that teachers include 504 Plans with lesson plans for short-term substitutes and that he/she review the 504 Plan with any long-term substitutes. A copy of the 504 Plan shall be maintained in the student’s file. Each student’s 504 Plan will be reviewed at least once per year to determine the appropriateness of the Plan, needed modifications to the plan, and continued eligibility.

G. OTHER SPECIAL POPULATIONS

As noted throughout this charter petition and in particular this section, the Academy will utilize a student-centered approach to ensure that each student’s individual needs are being met. We intent to partner with local community service organizations and offer a variety of on- and off-campus supports for students with extraordinary needs, including foster youth, student who are homeless or experiencing housing instability, students in rehabilitation, or those who are pregnant or parenting. We hope to offer on-site counseling services either in partnership with a local counseling service or via hiring a counselor directly to work on campus. Our Director of Community Engagement will lead the formation of partnerships with local organizations to help meet the needs of our students and their families.

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XI. LOCAL CONTROL ACCOUNTABILITY PLAN (LCAP)

In Element 2, pursuant to Education Code section 47605(b)(5)(B), the Academy provides extensive details about intended outcomes that align with the eight state priorities and the actions to achieve the state priorities. By June 30, 2016, the Academy will engage stakeholders in drafting its first Local Control Accountability Plan in accordance with the California Education Code and County and District policies. The Academy will comply with all requirements pursuant to California Education Code section 47605(b)(5)(B)(ii), including the development of school wide goals for all subgroups as applicable to the eight state priority areas identified in Education Code section 52060(d). The Academy will comply with all elements of the LCAP, including the adoption of any templates required by the State Board of Education. For details on the Academy’s goals and intended actions, see Element 2.

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ELEMENT 2: MEASURABLE STUDENT OUTCOMES

“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. Pupil outcomes shall include outcomes that address increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school, as that term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of §47607. The pupil outcomes shall align with the state priorities, as described in subdivision (d) of §52060, that apply for the grade levels served, or the nature of the program operated, by the charter school.” Cal. Ed. Code § 47605(b)(5)(B).

I. MEASURABLE GOALS OF THE EDUCATIONAL PROGRAM

Academy graduates will possess a wide range of knowledge, skills, and attitudes. The Academy will pursue the ambitious following student outcome goals, as measured by multiple and varied benchmark assessments that are aligned to state and federal standards (including CA CCSS) and reflect proficiency measures required by the new CAASPP assessments, as well as state priorities detailed in California Education Code § 52060(d). Specifically:

• The Academy will maintain at least 95% Average Daily Attendance. • Suspension and expulsion rates will be lower than comparable surrounding schools in the District. • Students will demonstrate a mastery of grade-level standards and designated outcome goals in the areas of English Language Arts, mathematics, science, Social Science/History, and chosen electives. • A closing of the “achievement gap,” with standardized test score data demonstrating a pattern of raised achievement over time for traditionally underserved minority students. • Based on a school-designed rubric (which will be designed in consultation with leading experts under the John Templeton Foundation grant), students will demonstrate knowledge, abilities and attitudes inherent in the nine Master Intellectual Virtues.

These student outcomes are directly tied to the goal of providing students with a rigorous standards- based program while preparing them to graduate college and career-ready.

II. SCHOOL OUTCOME GOALS WILL ALIGN WITH EIGHT STATE PRIORITIES

As also discussed in Element 1 and pursuant to Education Code Section 47605(b)(5)(B), the following is a table describing the Academy’s intended outcomes that align with the state priorities and the actions to achieve the state priorities. By June 30, 2016, the Academy will engage stakeholders in drafting its first Local Control Accountability Plan in accordance with the California Education Code and County and District policies. The following is intended to be illustrative of the anticipated initial goals and objectives for the school, both school wide and for all statistically significant subgroups. The School’s annual LCAP and any revisions necessary to implement the LCAP, including outcomes and methods of measurement listed below, shall not be considered a material revision to the charter, and shall be maintained by the Charter School at the school site.

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California’s Eight State Priorities: Academy’s Goals and Objectives/Actions Priority 1 Basic Services: degree to which teachers are appropriately assigned and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials; and school facilities are maintained in good repair.

ANNUAL GOAL: Academy will ensure all core classroom teachers will hold a valid CA Teaching Credential as defined by the CA Commission on Teaching Credentialing and appropriate EL authorization; all teachers will be appropriately assigned. ACTIONS: Offer competitive salary and benefits package; clear background and credential upon hire. MEASURABLE OUTCOMES: 100% of teachers properly certified and assigned (all years).

ANNUAL GOAL: All students, including statistically significant subgroups (socioeconomically disadvantaged, Hispanic/Latino, African American, EL, foster youth), will have access to standards- aligned (including Common Core) materials and additional instructional materials as outlined in the charter petition; ACTIONS: Purchase new texts and adopt appropriate Common Core-aligned instructional materials (including online curriculum) for all grade levels after careful review by staff and stakeholder input. MEASURABLE OUTCOMES: 100% of students have access to standards-aligned materials and technology (all years).

ANNUAL GOAL: The school facilities will be clean and maintained in good repair with daily spot check and Site Inspection Lists with >90% of items in compliance or good standing. ACTIONS: Secure appropriate facility for school needs; conduct regular inspections and safety checks. MEASURABLE ACTIONS: Daily spot checks and Site Inspection Lists ≥ 90% compliance/good standing (all years).

Priority 2 Implementation of State Standards: implementation of academic content and performance standards and English language development standards for all pupils, including English learners.

ANNUAL GOAL: Fully implement Academy model of instruction, with emphasis on development of intellectual virtues via an engaging, active, differentiated curriculum, intensive intervention/support and CA CCSS-aligned curriculum in ELA and Math across all grades. ACTIONS: Develop 9-12th grade curriculum pacing, lessons and interventions aligned to CCSS and organizational goals, including hands-on and project-based learning activities to facilitate intellectual virtues development. Teachers will participate in ongoing PD and coaching. MEASURABLE OUTCOMES: 100% math and ELA Common Core Implementation (starting with 9th grade in 2016-17, adding one grade per year until full enrollment of 9-12 in 2019-20); see additional outcomes below.

Priority 3 Parental involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. GOAL: Provide multiple opportunities for parent/guardian involvement in school life and ease of home- school communication; and ensure parent/guardian involvement in decision-making.

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ACTIONS: - Parents will receive frequent and clear communications about school meetings and events through multiple modes of communication: website, parent portal, email, newsletters, annual Handbook and an annual calendar of meetings and events. - All parents will be encouraged to run for elected positions on the Leadership Council and School Site Council, and to attend meetings of these groups. - Administer annual parent satisfaction survey. -Ensure appropriate translation for all parent/guardian communications. Parent satisfaction rates, based on annual surveys, will be > 85%. MEASURABLE OUTCOMES: Year 1 (2016-17): At least 85% of parents will attend at least one school event; At least 85% of parents will indicate satisfaction with the school’s program, based on parent surveys. In subsequent years, outcomes will increase over the baseline year by 2-3% annually with a goal of 100% attendance and 100% parent satisfaction.

Priority 4 Pupil achievement: performance on standardized tests, score on API, share of pupils that are college and career ready, share of English learners that become English proficient, EL reclassification rate, share of pupils that pass AP exams and CAHSEE, share of pupils determined prepared for college by the Early Assessment Program. ANNUAL GOALS: All students, including all statistically significant subgroups, will meet or exceed state and federal targets for growth, or, where targets are unavailable, will meet or exceed surrounding comparable school’s performance, on the CAASPP and API/AYP (if available, or new comparable measures) and EL proficiency and reclassification rates; all students, including all statistically significant subgroups, will meet or exceed surrounding comparable schools’ pass rates for AP exams and CAHSEE; A-G course completion rates will meet or exceed comparable surrounding schools. ACTIONS: - Provide highly qualified faculty and educational support personnel (EL Coordinator, Resource Specialist, aides, other SpEd support) to implement differentiation based on student need, including placement in intervention support classes (ELD and ELA/Math), credit recovery/remediation and other RTI supports, through continuous monitoring of instruction and student achievement data. - Utilize Illuminate student information system to support data-driven instruction and differentiated instructional strategies. - Provide 2-week Summer Institute and ongoing weekly PD/coaching. - Provide Response to Intervention tiered support and interventions in additional to regular teacher collaboration time to improve and support student achievement and college-readiness. - Provide differentiated instruction, depth and complexity for students. - Provide technology support and resources for instructional staff to continuously monitor student achievement through paper and online benchmark assessments. - Provide additional support and intervention services for students including counseling/psycho- social support, after-school tutoring and enrichments as funding permits. MEASURABLE OUTCOMES: As the school will only serve grade 9 in 2016-17: - Initial CAASPP benchmarks will be established in 2018-19, with specific school wide and subgroup growth targets set annually (anticipated to be 3-5% per year on the CAASPP) – annual CAASPP participation rate will be at least 95%; - Annual API (or comparable measure established by the state under the new CAASPP assessments) will meet or exceed the established growth target, with a goal of reaching 800 within the five-year term of this charter;

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- The Academy will meet Adequate Yearly Progress school wide and subgroup growth rates, as required by ESEA; - EL reclassification rate benchmarks will be established at the end of 2016-17 with a goal of meeting or exceeding District reclassification rates; specific growth targets set annually (anticipated to be 2-3%); - English Learners will progress at least one grade level on the CELDT/ELPAC each year; - CAHSEE pass rate benchmarks (assuming the test is administered in CA) will be established with the first class of 10th graders in 2017-18; pass rate will meet or exceed surrounding comparison schools, with a goal of 100%; specific school wide and subgroup growth targets set annually after benchmark is established (anticipated to be 3-5%); - AP pass rate benchmarks will be set as each AP course is added starting either in 2017-18 or 2018-19 based on student needs, with specific school wide and subgroup growth targets set annually (anticipated to be 3-5%); - A-G completion rates benchmarks will be set at the end of 2019-2020 with the first graduating class of seniors with a goal of 100%, with specific school wide and subgroup growth targets set annually (anticipated to be 3-5%); - Special education students will demonstrate appropriate progress toward stated goals in their IEPs each year.

Priority 5 Pupil engagement: school attendance rates, chronic absenteeism rates, high school dropout rates, high school graduation rates. GOAL: Maintain a high ADA rate (95%), low chronic absenteeism rate and low dropout rates. Achieve a high graduation rate for all student subgroups which meets or exceeds surrounding comparable schools. ACTIONS: - Monitor student attendance and communicate with families. - Provide training and support for Advisory and other non-scholastic support for students. - Parent outreach and communications will continue to stress the importance of attendance and arriving at school on time each day. MEASURABLE OUTCOMES: - ADA will be at least 95%, with benchmarks for growth set as needed annually starting in 2016- 17; - Chronic absenteeism benchmark will be established in 2016-17 with a goal of <2.5%; specific school wide and subgroup growth targets set annually; - Dropout rate benchmark will be established in 2016-17 with a goal of <2%; specific school wide and subgroup growth targets set annually; - Graduation rates, starting in 2019-20 with the first graduating class, will meet or exceed surrounding comparison schools, with a goal of 100%; with specific school wide and subgroup growth targets set annually (anticipated to be 3-5%).

Priority 6 School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. GOAL: Maintain a low suspension and expulsion rate that meets or is lower than surrounding comparable schools. Achieve 85% satisfaction on surveys regarding safety and school connectedness. ACTIONS: Provide training and support for Advisory and other non-scholastic support for students. MEASURABLE OUTCOMES:

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Suspension and expulsion benchmark rates will be established in 2016-17 with a goal of <.5%; specific school wide and subgroup growth targets set annually. See also Priority 3 above.

Priority 7 Course Access: pupil enrollment in a broad course of study. GOAL: All students, including all statistically significant subgroups, will have access to academic and educational enrichment programs as outlined in the school’s charter. ACTIONS: Ensure all grades have exposure to a wide variety of enrichment opportunities and college- preparatory courses, includes opportunities to engage in arts, world languages, technology and field trips/excursions in the community. MEASURABLE OUTCOMES: 100% of students will have full access to enrichment classes and opportunities; all years.

Priority 8: Other pupil outcomes GOAL: Students will develop and exhibit Knowledge, Abilities and Attitudes reflected in the nine Master intellectual virtues as detailed in the charter petition. ACTIONS: Develop three year-long courses relating to intellectual virtues; develop rubrics and assessments for measure intellectual virtues development; provide faculty with intensive PD and coaching on the intellectual virtues model. MEASURABLE OUTCOMES: Based on school-developed rubrics, students will demonstrate annual growth on metrics designed to measure the nine Master intellectual virtues; in 2016-17, initial benchmarks will be established with specific school wide and subgroup growth targets set annually (anticipated to be 3-5%).

GOAL: Arts and Physical Education available to all students. ACTIONS: Full time credentialed art teacher and a PE teacher will ensure students have opportunities to develop skills and healthy habits that will enrich their lives. MEASURABLE OUTCOMES: 100% course access; all years.

III. SCHOOL OUTCOMES WILL ALIGN WITH THE DISTRICT’S OWN GOALS

Paraphrasing and mirroring the District’s own Goals, the Academy will work towards the following goals:

Goal 1: All students will attain proficiency in the core content (ELA, Math, History/Social Science and Science). The Academy will increase the percentage of students who meet and exceed state standards, including a specific emphasis on Algebra proficiency, and close the achievement gap between subgroups. Through high expectations, strategic interventions and support, interim benchmark assessments and ongoing faculty data analysis to drive instruction, and a rigorous and relevant curriculum, the Academy will ensure that student learning is meaningful and challenging.

Goal 2: All students will graduate from high school prepared for post-secondary and career options. The Academy will ensure at least 90% of students meet graduation requirements (with a goal of 100%); 80% Academy graduates to complete A-G requirements for UC/CSU admissions.34 The Academy will also work to continuously increase the proficiency rates of students on the CAASPP (which now encompasses the previous Early Assessment Program for 11th graders) and the CAHSEE. The Academy will also

34 The District’s goal is 60% A-G completion.

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 98 embrace the District’s emphasis on Linked Learning, working to create meaningful dual enrollment opportunities for Academy students at Long Beach City College and other post-secondary institutions and “real world learning” opportunities such as job shadowing, internships, and projects that are designed in partnership with professionals and that have tangible real world connections to industry, as well as provide meaningful career preparation within the Academy’s problem based learning strategy. Professional development for Academy faculty will continuously emphasize the preparation of students in college and career through development of intellectual virtues and mastery of core content.

Goal 3: The school will provide a safe and secure environment for staff and students. Cultivating intellectual virtues would be meaningless without a foundation of safety and security for all of our students and staff. School community healthy and safety will be the utmost importance. Development of intellectual character traits will coincide with personal/moral character development, all within a community of respect that embraces diversity of all kinds – racial/ethnic, socio-economic, disability, gender, sexual orientation and more.

Goal 4: Ensure Effective Home-School Communication. The Academy values the input of all stakeholders at all levels of our operations. Home-school communications will be frequent and multi- faceted, with parents invited to participate in school life as volunteers, committee members and via attendance at school events. Teachers will collaborate daily and weekly across the grade levels and within departments, including at least 5 days in summer, 20 days throughout the year, and 2 hours weekly for collaborative planning and professional development.

IV. ACCOUNTABILITY FOR RESULTS

The Founding Director will have the primary responsibility and accountability to the school community for implementing the guiding principles, curriculum, and instruction and ensuring that each and every student gets what he/she needs to achieve individual and school performance goals. The Board of Directors of the Academy is also responsible for monitoring academic progress. Each year and at benchmark intervals during the year, the Founding Director and Director of Curriculum and Instruction will present to the Academy’s Board of Directors a review of student assessment data and analysis of its implications for instruction. This data will be used by the Board to establish, evaluate, and improve upon the education program and policies at the Academy. Ongoing evaluation will serve to document exemplary teaching practices, provide longitudinal data for continuous improvement, and inform parents and the community on the degree to which the Academy is achieving its stated goals for individual students and the school.

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ELEMENT 3: METHODS FOR ASSESSING STUDENT PROGRESS

“The method by which pupil progress in meeting those pupil outcomes is to be measured. To the extent practicable, the method for measuring pupil outcomes for state priorities shall be consistent with the way information is reported on a school accountability report card.” Cal. Ed. Code § 47605(b)(5)(C).

I. STATE AND NATIONAL ASSESSMENTS

To ensure that all statewide performance standards are met and to ensure continual evidence of student learning, the Academy shall conduct testing pursuant to Education Code §47605(c) together with its own assessment and evaluation processes. Multiple forms of assessment will be used to measure student achievement and progress, help in the design of programs, validate and improve teaching methods, and provide metrics for programmatic audits reported to the District and the California Department of Education.

All students will participate in state mandated assessments including CAASPP (11th grade), CAHSEE (10th grade, and if available), CST in Science (10th grade) CELDT/ELPAC (ELs) and Physical Fitness Test (FitnessGram; 9th grade). Students enrolled in AP courses take Advanced Placement Examinations; students will be encouraged to take the SAT and/or ACT. For students who meet the applicable criteria will take state-authorized alternative assessments if the need is determined by the IEP team. English learners who meet the criteria requiring them to take a Spanish language assessment will do so.

II. INTERNAL ASSESSMENT TOOLS

Our faculty will collaborate to ensure our internal summative assessments are properly aligned with the CAASPP and serve as a meaningful predictor of success on the CAASPPs.

Due to the alignment of the Academy’s core curriculum with state content standards, progress relative to these standards can also be measured in terms of in-class student performance:

§ Baseline assessments: the Academy will use publisher-designed and/or teacher-designed tests derived from state content standards (California content standards and adopted Common Core Standards) to assess literacy and mathematics skills for each student at the beginning of every academic year. Baseline measurements of language arts and mathematics will be taken at the beginning of the school year to determine the current level of academic achievement of all students (the same tests will be given again at the end of the year to determine growth). These entry level assessments will aid teachers in planning intervention opportunities for students who are performing below grade level as well as enrichment activities for students who are performing above grade level.

§ Formative assessments: During the school year, the Academy teachers will conduct formative assessments of student progress using a variety of measures. These assessments will help teachers regularly adjust instruction according to students’ progress and ensure that instruction is differentiated to meet each individual student’s needs. For example, teachers will use publisher-designed and/or teacher-designed tests, performance tasks, and projects aligned with

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coursework to measure students’ proficiency with course content and grade-level standards. These tools will provide teachers with a snapshot of each student’s mastery of standards at regular intervals, and the results will be used to refine instruction to meet students’ needs.

§ Summative assessments: In addition to the CST/CAASPP, these assessments will include publisher-designed tests and/or standards-aligned benchmark assessments in required core courses. They may also include writing portfolios. The Academy teachers will compare beginning and end of the year assessments to show student growth over time with respect to the student outcomes. Culminating performance assessments may be used as benchmarks and summative assessments to determine proficiency levels according to pre-established criteria.

A. MEASURING ACADEMIC PROGRESS (MAPS)

In order to provide a personalized education experience and to understand better when students have achieved specific competencies and are ready to advance, and where they need help, we anticipate using the NWEA’s MAP assessment. It is a fully adaptive assessment tool that produces a measure of student growth and achievement. This information is used to personalize learning plans, create focused instructional groupings, as needed, and be a consideration in determining placement. Focused on growth rather than “proficiency”, this assessment is administered at the beginning of the year, midyear, and in the spring, providing an opportunity to track growth throughout the year.

B. INTELLECTUAL VIRTUES MEASUREMENTS

As noted above, student progress in developing the nine Master Intellectual Virtues will be assessed via school-designed rubrics developed over the next year before the school opens, then refined through implementation over the coming years. This project will also be an opportunity to design specific criteria and instruments that will facilitate the measurement process (e.g. scoring criteria that teachers and advisors can use to determine “proficiency” in a particular area). We will be assisted in this and related work by several leading experts in educational theory and psychology who will be participating in the Templeton project.

At this time, we anticipate that assessment of intellectual character growth will occur in two main domains: in the classroom, and in advisory groups.

Teacher Assessments: Teachers will assess student performance relative to the Academy’s intellectual virtues outcomes in two main ways:

§ Virtue-based assessment criteria and rubrics: Wherever possible, teachers will build intellectual virtue concepts and standards into their standard assessment criteria and rubrics. For instance, answers on a history exam might be graded in part on the basis of how well they exemplify virtues like intellectual thoroughness, intellectual carefulness, and sensitivity to detail. Similarly, a paper in English might be graded partly in terms of the intellectual autonomy, creativity, and intellectual empathy it demonstrates. And the grade for a science project might be determined in part on the basis of the curiosity, open- mindedness, or intellectual rigor it manifests. By grading students at least partly in terms of how well their work exemplifies various intellectual virtues, teachers will gain and communicate a sense of their students’ progress in the intellectual virtues.

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§ Assessments of non-graded activities: It is also important that teachers identify and record student activity that exemplifies intellectual virtues in ways that go beyond their performance on standard classroom assignments (tests, quizzes, projects, papers, etc.). Therefore, in each core academic course, the Academy teachers will make virtue-relevant assessments of student performance on “non-graded” assignments (e.g. class discussions, group work, actions and efforts outside of classroom, etc.). These assessments will figure into students’ overall grades. They will function similar to a “class participation” assessment. The main difference will be that they will make explicit use of intellectual virtue terminology and concepts. Rubrics for these assessments will be created by Dr. Baehr and Dr. Ritchhart during the 2015-2016 academic year, and based on work already done for the IVAMS assessments. Moreover, to avoid grade inflation and related issues, the assessment is likely to function as follows: grades of students whose virtue-performance is “satisfactory” will be unaffected; grades of students whose virtue-performance is “outstanding” will enhanced (up to a certain percent); and grades of students whose virtue-performance is “unsatisfactory” will be lowered (up to a certain percent).

Student Reflections: Reflections (brief essays or writings on what intellectual virtues are, why they are important, the value of education) and self-assessments (students’ assessments of their own intellectual character strengths and weaknesses, ongoing reflections on their attempts to employ active learning strategies, ongoing reflection on intellectual character growth) both will help shape the assessment tools relating to intellectual virtues.

Various assessment strategies and tools will be used to measure progress relative to:

• Proficiency in virtue-relevant relevant knowledge (conceptual, self-knowledge); • Proficiency in virtue-relevant abilities (thinking/reasoning, awareness, and metacognition); • Progress in virtue-relevant motivations (love of knowledge/learning, volitional commitment, and emotional attunement). • Progress in virtue-relevant judgment (contextual sensitivity).

III. PROGRESS REPORTS/GRADING

Teachers will formally report student progress to parents quarterly using progress reports. Teachers will conduct parent conferences mid-year to discuss their child’s progress personally with his or her teacher. During the summer prior and into the first month of the school’s operation, the Director of Curriculum and Instruction will work collaboratively with the school’s expert advisors to design the instrument, policies and procedures that will be used to report student progress. All instructional staff will receive detailed training about the preparation of these reports during the Summer Teachers Institute and ongoing professional development sessions during the year.

Student achievement will be evaluated against state standards and the school’s stated outcomes and will reflect student progress on a continuum toward mastery of the concepts and skills at each grade level. In addition to a scale score on a continuum toward mastery, teachers will include narrative evaluations regarding the completeness, quality, and level of understanding of student work as well as descriptions of attitudes and behaviors at school.

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IV. USE AND REPORTING OF DATA

The Academy will use a variety of evaluative tools to provide a complete picture of each student’s academic and social growth profile. The methods and procedures described above provide multiple measures of student work to provide a full picture of student achievement. To the greatest extent possible, assessments will be closely connected to learning outcomes and instructional methods used in the classroom, so that they are a better reflection of student understanding and so that they are most useful in informing instruction.

A. COLLECTING, ANALYZING, AND UTILIZING DATA

The Academy intends to identify or develop a school information system (e.g. Iluminate) that has the capacity to collect, analyze, and report a variety of reports on student achievement, including disaggregated data by content strand, student subgroup, grade-level, and classroom-level analyses.

The Academy staff will use all elements of the assessment system in an ongoing process to examine student performance and revise instructional practices to address student needs. Assessment findings will be used to foster continuous improvement of the educational program. Staff will continuously examine and adjust instructional practices to meet the changing needs of the school’s student populations. Teachers will be trained in using formal and informal assessment data to inform instruction before the school opens and then throughout the year. Teachers will routinely engage in data analysis, instructional planning, and teacher collaboration, usually in grade level teams. On an annual and ongoing basis they will use assessment data to identify gaps in each student’s learning and plan for how they will be addressed. Learning goals for individual students will be both standards-based and relative to the Academy’s student performance targets. Plans to assist students in meeting grade level standards will be monitored and modified according to assessment data.

The Academy will also analyze assessment data for trends, significant changes, seeming conflicts, and anomalies to track individual student growth over time, evaluate specific, aggregated, and disaggregated groups of students, measure performance on the state tests, API (or other new comparable measure), and school-based growth data and authentic assessments to assess the whole school from year to year. Data analysis will also include attendance rates and comparative data as appropriate.

B. COMMUNICATION OF STUDENT ACHIEVEMENT DATA

Parents, guardians, and other Academy stakeholders will be informed on a regular basis of student progress toward achieving the California Content Standards. Annually, the school will publish a School Accountability Report Card (“SARC”) that will be posted on the school’s website and made available in the school lobby.

This will occur formally throughout the year in the following manner:

§ Parent updates: When there are any troublesome signs in the classroom, teachers will send home immediate parent updates indicating any issue that has come up. § Progress reports: Formal progress reports will be sent home by the school each quarter, indicating current grades and progress updates.

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§ Conferences: Parents will be involved in teacher conferences at the midpoint of each school year. These conferences will be designed for the school to provide both narrative and statistical feedback to parents about the progress of their children, and to offer suggestions for how parents can help their children in weakness points.

§ Board updates: Each year and at benchmark intervals during the year, the Director of Curriculum and Instruction will present to the Academy’s Board of Directors a review of student assessment data and analysis of its implications for instruction. This data will be used by the Board to establish, evaluate, and improve upon the education program and policies at the Academy.

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ELEMENT 4: GOVERNANCE STRUCTURE

“The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement.” Cal. Ed. Code § 47605(b)(5)(D).

I. NON-PROFIT PUBLIC BENEFIT CORPORATION

A. OVERVIEW

The Academy will be an independent charter governed by a 501(c)(3) non-profit corporation, Intellectual Virtues Academy of Long Beach (IVA), which is responsible for ensuring progress toward the mission, faithfulness to the charter, and fiscal viability. Copies of IVA’s bylaws and articles of incorporation are included as supplemental materials to the petition (F).

The Academy will operate autonomously from the District, with the exception of the supervisory oversight as required by statute and other contracted services as negotiated between the District and the Charter School. Pursuant to Education Code Section 47604(c), the District is not liable for the debts and obligations of the Charter School, or for any claims arising from the performance of acts, errors, or omissions by the School, as long as the District has complied with all oversight responsibilities required by law. The Academy will be solely responsible for its own debts and obligations.

The Academy will comply with all federal and state laws and regulations, including state codes pertaining to charter schools and with the provisions of the California Corporations Code governing nonprofit corporations.

During the term of this charter, the Academy and IVA will comply with the provisions of the Brown Act (Govt. Code §54950-54960.5).

B. ORGANIZATIONAL STRUCTURE

The chart below depicts the proposed organizational structure of the Academy. Solid lines denote both an advisory relationship and an evaluative component. Dotted lines denote partial advisory or evaluative component.

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LBUSD

Intellectual Virtues Academy of Long Beach Board of Directors

High School Middle School Director Principal

Dir. Comm. Dir. Curric. & Instr. Engagement Dir. of Ops

Admin. Admin.

Parent Orgs: Staff Staff SAC, PTA, ELAC

Instructional Staff: Instructional Staff: • Teachers • Teachers • Intervention Spec. • Intervention Spec. • Aides • Aides

Contract/Vendors: back-office, SpEd, food service, legal, audit

C. BOARD OF DIRECTORS ROLE AND RESPONSIBILITIES

The Academy, along with IVAMS, will be governed by IVA’s Board of Directors. In addition to the general and specific powers of the Board defined in the California Nonprofit Public Benefit Corporation law and included in the IVA Bylaws, the Board is fully responsible for the operation and fiscal affairs of the Academy including but not limited to the following:

Mission & Strategic Direction: • Determines the organization’s mission and purpose and achievement of that mission • Engages in strategic planning and long-term strategy • Monitors student achievement to ensure progress toward fulfillment of the mission

Resource Development & Financial Accountability: • Approves and monitors the Academy’ annual budget, budget revisions, and monthly cash flow statements and ensures compliance with all fiscal policies;

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• Acts as a fiscal agent. This includes but is not limited to the receipt of funds for the operation of the Academy in accordance with applicable laws and the receipt of grants and donations consistent with the mission of the school; • Ensures effective financial management • Oversees fundraising • Approves contracts over $5,000 • Contracts with an external independent auditor to produce an annual financial audit according to generally accepted accounting practices; • Approves annual independent fiscal audit and performance report • Ensures sound risk management policies

Oversight & Assessment: • Recruits, hires, evaluates, and if needed, terminates the Director position • Recruits, selects and provides orientation and training to new Board members • Approves the schedule of Board meetings • Organizes itself so that it operates efficiently, including establishing committees as needed • Approves school policies • Evaluates student achievement, operations, and compliance • Submits requests for material revisions as necessary to the District for consideration • Participates in the dispute resolution procedure and complaint procedures when necessary • Appoints an administrative panel to take action on recommended student expulsions as needed.

The Board may initiate and carry on any program or activity or may otherwise act in a manner which is not in conflict with any law, this charter or the purposes for which the Academy is established.

The Board may execute any powers delegated by law to it and discharge any duty imposed by law upon it, and may delegate to an employee of the Academy or third party (e.g. person, management company or committee, however composed) any of those duties with the exception of budget approval, and approval of fiscal audits, provided that the activities and affairs shall be managed and all corporate powers shall be exercised, communicated to and remain under, the ultimate direction of the Board. The Board retains ultimate responsibility over the performance of those powers or duties so delegated. Such delegation will: • Be in writing, • Specify the entity designated; • Describe in specific terms the authority of the Board of Directors being delegated, any conditions on the delegated authority or its exercise and the beginning and ending dates of the delegation; and • Require an affirmative vote of a majority of Board members.

The School will contract with a business services provider with expertise in supporting charter schools for back-office support with payroll, budgeting, and financial reporting compliance.

D. BOARD COMPOSITION, SELECTION AND QUALIFICATIONS

Current Board of Directors

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The Board of Directors will consist of not less than five (5), nor more than thirteen (13) directors, as set by resolution of the Board, unless changed by amendment to the Bylaws. Board terms are renewable upon mutual consent between the Board and the director. The terms of the initial Board of Directors were staggered, and current directors are appointed for a term of two (2) years.

No employees of the Academy will serve on the Board.

The Board of Directors, which currently oversees IVAMS as well as the launch of the new high school, currently includes:

Jason Baehr, Ph.D., is Professor of Philosophy and Director of the Intellectual Virtues and Education Project at Loyola Marymount University, where he has taught for twelve years. Dr. Baehr was an original co-founder of Intellectual Virtues Academy, and received a $1 million grant from the John Templeton Foundation (in addition to grant funds provided to IVAMS) to lead development and dissemination of an intellectual virtues educational model. Dr. Baehr’s research focuses on intellectual virtues and their role in knowledge acquisition. He is the author of numerous articles in professional academic journals and of the recent book The Inquiring Mind: On Intellectual Virtues and Virtue Epistemology (Oxford University Press, 2011). He received his Ph.D. in Philosophy at the University of Washington in Seattle. He lives in Long Beach with his wife and three children, two of whom attend Long Beach public schools.

Edward D. Castro, J.D., is Senior Corporate Counsel and Assistant Secretary for Cushman & Wakefield, an international real estate firm, employing nearly 43,000 worldwide, and located in over 300 offices throughout 70 countries. Mr. Castro speaks Spanish and has responsibilities for Cushman & Wakefield’s legal operations in Latin America and the western US, as well as overseeing the firm’s procurement, technology, corporate, facility, and intellectual property legal matters globally. Mr. Castro holds Bachelor’s degrees in Economics and Psychology from the University of California, Irvine, and a Master’s Degree in Economics and a Juris Doctorate from the University of Southern California. Mr. Castro resides in the Bixby Knolls area of Long Beach with his wife Cara and their four daughters.

Eric Churchill, MBA, Ph.D., Chairman of the Board, is associate director at Takeda Oncology, is an IVA founding board member and a member of the founding team for the high school project. As a senior medical science liaison, he helps develop and launch clinical trials; educates physicians, nurses and pharmacists; develops engagement strategies to promote collaboration. He received his Ph.D. in cellular physiology from Case Western Reserve University and conducted postdoctoral research at Stanford University. He recently earned his MBA from Azusa Pacific University. Dr. Churchill helps create sustainable change through the building and development of organizations and has served in various capacities including co-founding a non-profit that advocates for children in the foster care system. He and his wife are currently fostering and/or adopting five girls in addition to their biological daughter in Long Beach.

Rebecca Irwin is a marketing and creative professional with over twenty years of experience in growing companies. Her expertise includes casting vision and creating a plan to achieve profitability, appeal, presence, marketing promotion and community for projects, events or businesses. She enjoys connecting people and working together to meet a common goal. She specializes in events that generate excitement and garner results. She is currently employed as a freelance online marketing and social media specialist. Ms. Irwin has a BS in Marketing from

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The University of Northwestern - St. Paul. She serves on the board for the IVA PTSA and as an adult leader for Boy Scout Troop 74. She resides in Long Beach, CA, with her husband Jesse, her two boys.

Robin LaBarbera, M.Ed., Ph.D., is an Associate Professor in Biola University’s School of Education, where she specializes in special education and autism. She taught from 1996-2000 at Watts Christian School in Los Angeles and was Director of Educational Therapy there from 2000- 2004. Dr. LaBarbera has taught a number of courses in educational psychology, curriculum and instruction, and special education. She has published broadly on autism, inclusive classrooms, and special education. She is also a member of the Board of Directors at Kindgomworks SDG Foundation. Dr. LaBarbera earned a B.A. in Business Administration and Marketing from Cal State Long Beach in 1988 and a B.S. in Criminal Justice, an M.A. in Autism/Applied Behavior Analysis from Arizona State University, an M.A. in Education from Biola University, and a Ph.D. in Education from Claremont Graduate University.

Jasmine Menard-Lenczewski, is a Senior Accountant at Windes, Inc., with expertise in financial analysis, accounting knowledge, non-profit audit experience (including A-133, contract, and grant audits), and GAAP. She has served as volunteer program advisor for the YMCA's Youth and Government Program, a volunteer camp counselor for YMCA Camping Programs and has spent more than 10 years working and volunteering with youth development. She earned a Bachelor of Science in Accountancy from California State University, Long Beach.

Shelly Millsap, SPHR, M.A., is President and Founder of Nicole Christopher, Inc. which provides Strategic HR and Management Consulting for profit and nonprofit organizations. She currently has several long term contracts in which she is leading large-scale change management projects in areas such as executive coaching/leadership development, succession management, culture change and addressing organizational problems to integrate HR solutions designed to maximize ROI, profit, revenue, and strategic effectiveness. Prior to founding her own consulting company Shelly was an executive at Eli Lilly where she progressed through various roles including Manager of Women's Health for Los Angles County and Sr. National Human Resource Consultant for Sales, Marketing and LRL. She was recognized for her contributions by receiving the Global HR Award, Turn the Tide Award and numerous national Sales Awards. Shelly has her Masters of Arts degree in Organizational Psychology from Columbia University. She earned a Bachelor of Science in Finance from Biola University where she received The Dean's award of excellence given to one graduating business student each year. Shelly is certified as a Senior Professional in Human Resources (SPHR) by the Society for Human Resources Management. Shelly is a professor and advisor for the Masters of Organizational Psychology Program at Vanguard University and an active member of SHRM. She serves on the board of directors at the Long Beach Rescue Mission as the secretary. She resides in Long Beach, CA with her three daughters.

Karyn Pace, Ed.M., has worked in higher education for 20 years. Her expertise is in student development theories and practices, crisis intervention, policy development, training and supervision, and adjudicating high level university conduct cases. She is a certified Title IX Coordinator, ensuring that university processes comply with the latest legal precedents and best practices. Ms. Pace has worked at Boston University, UC Irvine, and Concordia University, Irvine. Ms. Pace received her MA in Educational Policy from Boston University in 2004. She lives with her husband and two young children in Cypress, CA.

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Steve Porter, Ph.D., Vice Chairman, received his M.Phil. from Oxford University in 2001, Ph.D. in Philosophy from the University of Southern California in 2003 and is Professor of Philosophy and Theology at Biola University, where he has taught for the past eleven years. His research interests include the psychology of cognitive, affective, and relational change. He has various book and article publications related to this and other themes. He is also the Managing Editor of the Journal of Spiritual Formation and Soul Care. Dr. Porter's wife, Alicia, grew up in Long Beach and attended Long Beach public schools as do their two children. The Porters are happy to reside in Long Beach.

Janet Watt, M.A., Parent Representative, is founder of Architecture M, and founder and owner of Little Owl Preschool, a successful community preschool in Long Beach. Ms. Watt has extensive expertise in board development, strategic planning, and fundraising. She was the founding president of IVA's PTA, and chairs the Green Team, the National Green Ribbon Award recipient at Los Cerritos Elementary School. She previously served as PTA president of Los Cerritos Elementary and Hughes Middle School, and on the boards of Fairfield YMCA and the City of Long Beach Health and Human Services. Ms. Watt earned a bachelor's in interior design at California State University, Long Beach, and a master's in architecture at Cal State Polytechnic University, Pomona.

Gregg Whelan, CFP; Chair of Finance Committee, is Senior Vice President of Investments of the Whelan Wealth Management Group of Raymond James. Mr. Whelan served as chairman of the Long Beach Community Hospital Foundation and two terms as planning commissioner for the City of Long Beach. He was born and raised in Long Beach and is a member of the Leadership Long Beach Class of '92. He earned a Bachelor's of Science in finance from Brigham Young University, and a CFP from University of California, Los Angeles.

Resumés for each Board member are included in Appendix B.

E. BOARD SELECTION

Subsequent Board members can be nominated by any member of the community and elected by a simple majority of current Board members. Although not required, the Board will strive to create an odd number of Directors for voting purposes. In accordance with its Bylaws, the Board will appoint new members upon the resignation or removal of any director, or any change in the stated number of Board members (e.g., expanding the size of the Board to increase fundraising capacity).

In accordance with Education Code Section 47604(b), the District may appoint a representative to sit on the Board. If the District chooses to do so, the Board may choose to appoint an additional member to ensure that the Board is maintained with an odd number of directors. As indicated in applicable governance documents, IVA will comply with conflict of interest laws related to public entities including Govt. Code 1090 and the Political Reform Act.

The existing Board of Directors shall designate all other directors, including a parent representative from the Academy. Any member of the community may refer a potential candidate to the Board, which will evaluate prospective candidates to determine whether or not they fit the stated needs of the Board recruitment strategy. Although the Board strives for unanimous support for new Board Members, per the Bylaws, a simple majority is all that is needed to designate a new board member. For parent representatives, one director may be appointed by a vote of the parents of the Academy’s current year

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 110 students. In the event that a parent representative fails to be elected to the Board of Directors, in any year, on or before April 15 of such year, then the Board of Directors may appoint an additional director to fill that seat for that year.

In recognition of the need for diverse voices and expertise on the Board, there will be a consistent attempt to recruit Board members that will ensure sound oversight of the fiscal, operational, and instructional practices of the school, including business management, law, finance, governance, administration, curriculum, instruction, assessment, facilities, and community relations.

Threshold screening criteria for all prospective members of the Board will be a demonstrated understanding of the mission and vision of the Academy and a strong commitment to serving the school’s students. Other relevant criteria for Board selection include a demonstrated ability to act in a leadership capacity and a commitment to diligently fulfilling all Board responsibilities, including a willingness to routinely attend Board meetings, active participation in Board working groups and/or committees, and other ways of actively engaging in oversight of the school. New Board member recruitment is an essential part of Board growth and is an activity in which Board members will typically engage.

F. BOARD TRAINING AND SUSTAINABILITY

The Board of Directors of IVA is committed to continuous improvement and ongoing training to assist the Board in fulfilling its responsibilities as stewards of the school. To this end, the Board will seek appropriate training and other resources for continuous improvement of performance, both as a full Board and individually, as it has done since the Board’s inception. Such training may include full-Board training sessions with experts familiar with charter school governance, finance, and more. New Board members will go through an initial orientation to their responsibilities as Board members and effective charter school oversight.

Each year and at benchmark intervals during the year, the Director will present the Board with a review of student assessment data and analysis of its implications for instruction.

The 2015-16 Board training calendar is as follows:

Date Topic Expert(s) Format October 7th Friends as donors Susan Redfield Short in-service November 4th Robert’s Rules of Order Eric Churchill Short in-service December 2nd Board and School Comm’n Eric C.; Jacquie Bryant Short in-service January 6th Understanding financial reports EdTec Short-in service February 3rd Brown Act, GC 1090, PRA (2) Jennifer McQuarrie Workshop/Webinar March 2nd Board fund development Susan R.; Gregg Whelan Long in-service April 6th OPEN - - May 4th OPEN - - June 1st OPEN

II. BOARD MEETINGS

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The Board of Directors will meet monthly during the school year, alternating meetings between school sites. All meetings will be noticed and held in accordance with the Brown Act. Additional meetings may be called as necessary and will comply with all of the provisions of the Brown Act. At an annual meeting the Board will set the calendar for upcoming Board meetings for the year and publish the schedule via the school’s website and newsletter. Agendas for regular meetings will be published in advance and distributed to each member of the Board of Directors and will be posted near the entrances of the Academy’s campus, at the entrance of the Academy’s main office, and on the Academy’s website for public viewing at least 72 hours in advance of scheduled meetings. Agendas for special meetings will be posted at least 24 hours before the meeting.

Decisions of the Board are by majority vote. As consistent with the requirements of the California Corporations Code (Section 5211(a)(8)), an act or decision made by a majority of the directors present at a meeting duly held at which a quorum is present is an act of the Board. In accordance with the Brown Act, directors may participate in meetings via teleconference, so long as a minimum of a quorum of directors participates within the jurisdictional boundaries, that all votes are taken by roll call, and other proscribed requirements for teleconference participation are met, as detailed in the Bylaws.

The Board of Directors may, in its discretion, form Committees, each consisting of two or more directors, in accordance with the Bylaws and applicable law, to accomplish the objectives and responsibilities of the Board and to ensure that the school meets achieves its mission and goals, including, but not limited to, a Finance Committee, Personnel Committee and Nominating Committee. Committee meetings will be held in accordance with the Brown Act, as detailed in the Bylaws. Appointments to committees of the Board of Directors shall be by majority vote of the directors then in office. The Board of Directors may appoint one or more directors as alternate members of any such committee, who may replace any absent member at any meeting.

III. SCHOOL ADVISORY COUNCIL

All stakeholder groups within the school community will play a vital role in advancing the vision and mission of the school and its programs. In addition to having a Parent Representative on the Board, the School Advisory Council will help ensure that parents and teachers have a voice in decision making at the school. The School Advisory Council will be comprised of parent and teacher elected representatives, via procedures and policies set by the Director. The School Advisory Council will meet monthly with the Director when school is in session. The Council makes recommendations about school policies, resource allocation and more. Other members of the school community will be invited to attend School Advisory Council meetings in a non-voting capacity. The Director, and ultimately the Board, will have final decision-making authority on all school related matters.

IV. PARENT INVOLVEMENT

The success of the Academy’s unique educational model is enhanced by full family support. Accordingly, each family at the Academy will be encouraged to volunteer for 30 hours per year. Parents will have the option of serving in a variety of different ways consistent with their schedules, including planning school events, supporting enrichment and extracurricular activities, fundraising, outreach and more. The Director of Community Engagement will maintain a list of volunteer opportunities such as: volunteering in the school office, maintaining and improving the physical site of the school, tutoring, attendance at

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Board meetings, and participation in the planning of, or attendance at, fundraising events. Special emphasis will be placed on enrichment volunteering for parents who wish to contribute to school programs that focus on the arts, athletics, music, dance, cooking, gardening and other non-academic educational activities. The opportunities list will be posted on campus and made available via email or the Academy’s website. No parent or student shall be penalized or receive differential treatment as a result of not performing volunteer hours. We believe that an expectation of this sort is critical to building the kind of educational atmosphere and community that will allow the Academy to realize its unique educational vision.

A. THE ACADEMY PARENT TEACHER ASSOCIATION

Once registration is finalized, the Academy will work to establish a local unit of the National Parent Teacher Association (PTSA); IVAMS already has a PTSA. Every enrolled family will be encouraged to become a PTA member and welcomed to participate in meetings and activities. Student government will select their members. With the support and resources offered through the PTSA, we can organize and train our volunteers to help implement school programs and build community through events. We can also tap into proven programs in areas like health, safety and bullying.

For our greater fundraising needs, our Director of Community Engagement will seek parent volunteers to engage and empower support and partnerships in the greater Long Beach community. This committee will assist with grant writing, seeking funding from foundations and raising funds through corporate sponsorships and other community partnerships. They may also choose to host an annual event that raises funds and awareness for the Academy.

B. PARENT ACADEMY MEETINGS

Parents will be encouraged to assist and encourage their student’s academic, social, physical, and emotional growth. Parent informational meetings and workshops will be held to assist parents in supporting their student’s experience at the Academy. These parent education meetings will help parents feel connected to each other and the school community, thereby creating a supportive community for each and every Academy student. These meetings will also be an opportunity for the Academy to instruct parents in its innovative, virtue-based educational model and to provide them with tools that will help promote their child’s intellectual character growth. Meeting topics may also include helping with homework, monitoring Internet use, effective parenting of adolescents, and college planning. Staff will be sensitive to language barriers that some parents may have and will ensure that translations and translators are available to provide assistance.

C. COMMUNICATION WITH PARENTS

Communication with parents is crucial to parent involvement which leads to increased student achievement, so crucial that the Academy has already hired a Director of Community Engagement. Parents will receive information regarding their student’s progress through progress reports, report cards, and evaluations of student portfolios. Parents will be encouraged to advise the staff about any issues that might impact their student’s progress. A quarterly Academy newsletter will inform parents of school-wide and class specific activities. The Academy website and email will also be used to inform families of important school issues and events.

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In addition, as valued stakeholders, parents will play an active role in annual decision-making work such as creating the Local Control and Accountability Plan, Title I and English Learner Advisory Committees and more.

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ELEMENT 5: EMPLOYEE QUALIFICATIONS

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

I. QUALIFICATIONS OF ALL EMPLOYEES

All employees shall be employees of Intellectual Virtues Academy of Long Beach (IVA). IVA is an equal employment opportunity employer. IVA will not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military or veteran status or any other characteristic protected by state or federal law is strictly prohibited. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline and dismissal from employment. IVA also is committed to providing a school that is free from sexual harassment and any other type of harassment based upon protected characteristics (race, age, religion, etc.).

Employees’ job duties and work basis will be negotiated in individual employment agreements, and general job descriptions will be developed for each staff position in alignment with this Charter Petition. IVA is committed to recruiting and hiring a community of professionals who are dedicated to the education of all students and the mission of the school.

The Academy is a school of choice, and no employee will be forced to work at the Academy.

IVA will comply with all applicable state and federal laws regarding background checks and clearance of all personnel, and prohibitions regarding the employment of any person who has been convicted of a violent or serious felony. Each potential employee will be thoroughly interviewed and his/her references will be checked. Prior to working at the school, he/she will also be fingerprinted and receive Department of Justice clearance as required by Education Code §44237. School teachers and all paraprofessionals will meet the requirements for employment of California Education Code § 47605(l) and the ESEA as applicable to the charter school. The school shall ensure that all core, college prep teachers hold a Commission on Teacher Credentialing certificate, permit or other document that a teacher in other public schools would be required to hold. The School will actively recruit credentialed teachers to minimize the use of teachers holding emergency credentials.

The School will comply with all State and federal laws concerning the maintenance and disclosure of employee records. The School will comply with all applicable State and federal mandates and legal guidelines relative to ESEA.

II. LEADERSHIP TEAM

A. DIRECTOR (OR “FOUNDING DIRECTOR”)

The Director organizes, administers, supervises and evaluates all aspects of the school design within the school. The Director is responsible for providing the instructional, financial, operational, and

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 115 administrative leadership necessary for the success of the school. The Director is held accountable for the continuous improvement of the school staff and for increased student achievement.

The Director at the Academy is responsible for the following:

Academic Program • Help design, support and implement an academic program that meets the school’s mission • Report to the Board of Directors on the progress of the school in achieving educational goals • Participate in the hiring and firing process for staff • Lead the implementation of school’s student discipline and problem solving policies • Hire, supervise and evaluate Director of Curriculum and Instruction, Director of Community Engagement, Director of Operations • Oversee John Templeton Foundation reporting, compliance, and implementation of grant funded duties, such as curriculum development of the humanities cornerstone courses, professional development, and summer institute

Parents and Community • Serve as public face of the school; serve as the school's chief spokesperson and develop and maintain effective relationships with all stakeholders, government, and media • Build and manage relationships with all families • Support teachers and staff in building relationships with all families • Work with Director of Community Engagement on student and staff recruitment, building partnerships in the community and with Long Beach City College • Work with the Board to develop effective marketing and communications • Facilitate communication among the Board of Directors, School Advisory Council , and Parent Teacher Association • Support and facilitate meetings of the Board of Directors and Board Committees

Operations • Secure temporary and/or permanent facility, and oversee improvements and proper permitting • Ensure a clean and well-functioning physical plant, including the oversight of equipment, fixtures, and furniture purchases • Negotiate contracts with service providers, including maintenance, janitorial, food service, after- school, legal, audit, back-office, transportation, SpEd services • Supervise Director of Operations in all business operations • Ensure compliance with all applicable laws and regulations • Maintain relationship with authorizing agency, including responding to inquiries from charter granting agency, submitting all requested documentation and reports to granting agency, and managing renewal preparation or material revisions of charter • Ensure proper safety and emergency procedures are established • Manage WASC process • Oversee development and consistent implementation of personnel policies, student/family handbook, and training for all staff

School Finance • Work with the Board and the school’s contracted business service provider to set budget priorities, develop the annual budget, and ensure long-term financial health of the school

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• Manage budget and cash flow on a monthly basis (or weekly, if needed) • Oversee administration of payroll, retirement, benefits, accounts payable • Ensure that financial reporting is performed in a timely and accurate manner, and support auditing process • Oversee fiscal policy compliance

The Qualifications of the Director are as follows: • Master’s Degree or California Administrative Credential. • Five years of experience in education, or relevant professional experience. • Evidence of successful track record • Strong communications skills (written and oral) • Embodies and understands the Master Virtues, including humility, open-mindedness and thoroughness, and how they relate to the execution of his/her duties

B. DIRECTOR OF CURRICULUM AND INSTRUCTION

The Director of Curriculum and Instruction (DCI) is the instructional leader for the school responsible for student and program oversight. The DCI reports to the Director, but may report directly to the Board of IVA for achieving specific instructional goals and outcomes defined annually by the Board. The DCI is responsible for the following duties:

Staff Responsibilities • Oversee all matters regarding employment and dismissal of instructional staff; salaries and contracts; job assignments and performance evaluations; and orientation and training of new instructional staff • Oversee professional development program, including designing and leading teacher PD • Facilitate collaboration among teachers in developing and implementing curriculum, instruction and classroom management • Support and evaluate the professional development and growth of all teachers and support staff • Support instructional practices through observation and discussion • Recruit, hire, train, support, and evaluate all instructional staff (with support as needed from the Director) • Provide instructional support to teachers and other instructional staff • Coach, support and evaluate the teachers and other instructional staff • Plan and lead weekly staff development

Student and Program Oversight • Oversee design of curriculum and assessments • Oversee staff and student scheduling • Manage the testing and accountability process • Monitor and analyze formal and informal assessment data • Day to day oversight of the school • Monitors implementation of the program through evaluating academic achievement and behavior through detailed data analysis of student and teacher performance • Assist Director of Community Engagement with student discipline • Maintain and manage the enrollment, retention and attrition of students

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• Ensure that students are passing the academic programs and those that need additional resources and interventions are receiving set support • Oversee Testing Coordinator to ensure timely submissions of all deadlines related to mandated state exams • Other duties as directed

The qualifications for DCI are: • Master’s Degree in Education or California Administrative Credential, both preferred. • Evidence of successful track record • Flexibility and willingness to participate in projects outside articulated responsibilities above • Strong communications skills (written and oral) • Embodies and understands the Master Virtues, including carefulness, open-mindedness and thoroughness, and how they relate to the execution of his/her duties

C. DIRECTOR OF COMMUNITY ENGAGEMENT

The Director of Community Engagement (DCE) will be an essential part of attracting interested students from underserved communities, expanding the staff, ensuring effective communications, and developing revenue and access to resources. The DCE role will be split with IVAMS as initial marketing and grant dissemination duties wane and as the needs dictate (0.20 FTE Y3 – Y5 for IVAMS). This position reports to the Director (and to IVAMS’ Principal for IVAMS-related activities).

The following are the duties of the DCE:

Community Engagement • Recruit new students for enrollment in high school, especially from under-served populations • Build relationships with middle schools and organizations to increase student enrollment • Develop and maintain appropriate records, databases, programs and systems to track and follow up with prospective students • Develop marketing strategy and manage its execution, including with respect to branding, website, press releases, rapid response, and digital and social media • Build relationships with corporations, foundations, researchers, non-profit and community- based organizations, and the media to leverage school’s visibility and impact on education • Create and coordinate the implementation of workshops, tours, orientations, presentations and other events • Coordinate with public relations, marketing, and development consultants and firms as needed • Represent the school at conferences, workshops, and community events

Communications • Develop and maintain effective communications media with all stakeholders • Communicate regularly with families through calls, home visits, newsletter, emails, website, or other effective media, and generate systems of evaluation for their communications • Organize traditional school-sponsored activities for students and families (e.g. open houses, orientations, dances, etc.) • At Board meetings and support Board’s work as requested • Generate high satisfaction from parents, students, and employees for quality communications

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Development • Establish short- and long-term development goals, strategies, and tasks, including: annual giving, capital campaigns, special events, grant proposals, and other school-related solicitations • Develop relationships with and directly solicit potential funders, partners, community organizations, elected officials, civic and community leaders, and corporations to support the school in meeting the needs of students, and connect families with appropriate resources • Manage participation and training of Founder, Board, staff, and volunteers in development activities • Create solicitation materials, correspondences, and reports to support donor participation, recognition, and cultivation • Create records, databases, programs and systems to support all development projects and operations • Contribute to decisions about budget and school needs

Counseling and Student Services • Lead the implementation of school’s student discipline and problem solving policies • Lead selected professional development sessions, or staff meetings, throughout the year on student services • Collaborate with school leaders concerning student achievement, student assessment, student discipline, curriculum development, staff evaluations, and the budgetary needs for each • Create a culture of high academic and behavioral expectations • Work with DCI to plan and implement summer orientation for staff • Oversee socio-emotional and college preparatory counseling • Build relationships with colleges, universities, technical schools, businesses, training programs, and other post-secondary college and career oriented organizations to serve the needs of current and graduating students, especially as it relates to serving as a college counselor • Other duties as directed

Qualifications for the DCE are: • Bachelors degree, Counselors license or relevant Master’s Degree preferred • Pupil Personnel Services Credential: School Counseling/Guidance • 2+ years in marketing, communications, or development • 2+ years’ experience in counseling, student services, family therapy, social work, psychology, or related administrative duties in the middle/high school setting • Evidence of successful track record • Flexibility and willingness to participate in projects outside articulated responsibilities above • Strong communication and interpersonal skills (written and oral) • Embody and understand the Master Virtues, including carefulness, open-mindedness and thoroughness, and how they relate to the execution of his/her duties

III. INSTRUCTIONAL STAFF

A. TEACHERS (FULL TIME AND PART TIME)

The Academy will adhere to all requirements for employment set forth in applicable provisions of law, including but not limited to teacher credential requirements. All teachers will meet the qualifications as required by NCLB’s Highly Qualified provisions. This means an undergraduate degree and subject matter

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 119 competence in areas named in NCLB and, as indicated by NCLB, credential requirements as required by California law. Teachers teaching core, college preparatory classes at the Academy shall meet California Commission on Teacher Credential Requirements, consistent with the language and intent of Education Code §47651. For the purpose of this section, core, college preparatory classes shall be mathematics, English/language arts, science, history/social studies, world languages, drama/theater/visual arts/music (including 9th grade Arts I). Undergraduate degree and subject matter requirements shall apply to non- core teachers pursuant to NCLB’s Highly Qualified provisions. Credential requirements include CLAD certification or CTC equivalent. The Director will be responsible for continuous monitoring of compliance with credentialing requirements.

In particular, teachers at the Academy are responsible for the following: • Actively participate in the development and ongoing refinement of the school’s instructional program • Provide differentiated instruction designed to meet the needs of each student • Assess, evaluate and monitor students’ progress towards school’s academic and non-academic goals • Receive instruction in, support, and systematically implement the Academy’s innovative, intellectual virtues-based educational model • Implement proven learning practices • Assist the development and implementation of a network of student support systems • Be involved in creating the Academy and individual’s professional development plan • Establish and maintain a team philosophy • Provide after/before hours tutoring • Continuously use assessment data to refine curriculum and instructional practices. • Assist in intervention support • Monitor and promote the social-emotional and physical safety and security of students • Assist in development of organizational strategic plan • Use the school’s scope and sequence to develop unit plans and daily lesson plans when applicable i.e. for English Language Arts. • Submit lesson overviews to the Director of Curriculum and Instruction on a weekly basis. • Work with grade level team, subject chair and PT to revise, edit and improve lessons. • Other duties as directed

Teacher qualifications are: • Bachelor’s Degree. • NCLB Highly Qualified in core subjects. • Two years of urban teaching experience preferred. • High level of professionalism. • Willingness to engage in frequent dialogue and to be relentlessly self-reflective with regards to personal teaching practices. • Commitment to developing professionally as a teacher and as a leader. • Commitment to analyzing student’s academic achievement results and using assessment data to inform instruction. • Embody and understand the Master Virtues, including open-mindedness, humility, and thoroughness, and how they relate to the execution of his/her duties

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B. INTERVENTION SPECIALISTS

As discussed in Element 1, the Academy intends to employ several Intervention Specialists to administer the academic intervention programs and to assist with IEPs. Duties of the Intervention Specialists include: • Raise achievement of special education students and students with educational gaps • Work in conjunction with the Director of Curriculum and Instruction to facilitate the development, refinement, and implementation of accommodations and modifications to curriculum and related assessments to meet the academic needs of students eligible for special education services, as well as students demonstrating academic gaps • Serve as an instructional resource for directors and teachers, for school initiatives and programs • Plan, promote, and provide professional development that will improve instructional skills to include accommodations and modifications and state assessment decisions and underserved students with academic gaps, including training teachers on the use of interventions and analyzing student data to identify strengths and needs • Regularly visit classrooms and model effective differentiated instructional strategies and lessons for teachers • Assist in the process for the selection of instructional materials, visual media, and instructional software • Participate in the evaluation of programs and instructional strategies • Perform other duties as assigned

Qualifications: • Bachelor’s Degree; Master’s Degree Preferred • Special Education and Teacher Certification • Two or more years classroom experience teaching special education, preferably in a secondary setting and in an urban setting • Professional development presentation experienced preferred • Prior training in curriculum development and proficiency in content-area curriculum and instructional strategies preferred • Demonstrated ability to work collaboratively and successfully • Embody and understand the Master Virtues, including carefulness, open-mindedness and thoroughness, and how they relate to the execution of his/her duties

IV. NON-INSTRUCTIONAL STAFF

A. DIRECTOR OF OPERATIONS

The Director of Operations is charged with efficiently implementing the business operations of the Academy, as well as those of IVAMS (0.50 FTE in Y1 and 0.75 FTE in Y2-Y5 for Academy). This position reports to the Director (and to IVAMS’ principal). Responsibilities include:

Non-Instructional Operations • Efficiently implement all daily, non-instructional operations • Supervises school operations staff including front office reception, food service, and maintenance

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• Ensure all policies, logistical procedures, handbooks, and programs address the safety of students and staff • Oversee distributions of all necessary student/family packets and other communications in coordination with Director of Community Engagement • Implement efficient operational systems and office procedures • Manage food service personnel, vendors, food program documentation, compliance, reimbursement, payment system, safety, and quality controls • Manage vendor relationship with transportation services • Assist with logistics of student clubs, orientations, information nights, and other events

Facilities Operations • Coordinate facilities projects and requests (e.g. space allocations and renovations, room changes, furniture orders) • Develop facility maintenance plans and schedules • Manage maintenance, janitorial, and pest control services • Assist procurement and construction of new facilities, if applicable

School Operations • Oversee student record keeping, student information, and attendance reporting • Assist with student application process, lottery, and enrollment and ensure that procedures are compliant • Oversee and assist with student supervision including arrival / dismissal, lunch, and break • Coordinate all special student events such as field trips, in-school fundraising, and assemblies • Oversee school risk management including health, safety, emergency plans, and student insurance

Human Resources • Support onboarding and off-boarding procedures, including offer letters, employee keys, equipment, orientation, systems access • Researche, prepare, and manage benefits packages, leaves of absence, and workers’ compensation • Ensure clear and consistent communication regarding HR policies and practices • Manage employment contract renewals • Manage employee records and personnel information • Ensure legal compliance

Information Technology • Support a technology strategy to ensure staff has the systems and support needed to teach, including the evaluation of new applications • Ensure user support for computers, printers, servers, A/V equipment, computer labs, Smartboards, networking equipment, and other systems • Deliver training on, and otherwise provide support for, systems for school staff, teachers, and students • Manage computer testing environment for student testing and learning • Ensure that website and other communication systems are fully functional and up-to-date • Sets up, maintain, and monitor phone and data systems • Receive, sort, and route mail

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Budgeting and Finance • Implement school’s budgeting process • Assist school leadership in understanding and maintaining accurate financial and grant records • Ensure fiscal policy compliance • Follow purchase and requisition and purchase order processes, ensuring timely payment of bills within established budgets and accounting procedures • Process payroll and hourly timesheets • Track inventory and capital assets • Generate reports as needed • Other duties as directed

Qualifications: • Bachelor’s degree required • 3+ years in operations, facility management, human resources, information technology, relevant start-up, or accounting • Experience in program development, counseling, and other administrative duties in the middle/high school setting is a plus • Evidence of successful track record • Flexibility and willingness to participate in projects outside articulated responsibilities above • Embodies and understands the Master Virtues, including attentiveness, carefulness, and thoroughness, and how they relate to the execution of his/her duties

B. NON-CERTIFIED INSTRUCTIONAL AND ADMINISTRATIVE SUPPORT STAFF

The Academy will employ non-certificated support staff in the form of instructional aides (paraprofessionals) or administrative assistants. These staff members will have an appropriate mix of subject matter expertise, professional experience, or demonstrated capacity to work successfully in an instructional or administrative capacity. They will not assign grades or approve student work assignments without the approval of a teacher.

Title I paraprofessionals whose duties include instructional support will meet the following minimum NCLB requirements: hold an associate degree from a recognized college or university or have completed two years of college with a minimum of 60 semester units (90 quarter units) from a recognized college or university or meet the requirement by an approved examination route. Individuals who work in food service, cafeteria, playground supervision, personal care services, non- instructional computer assistance, and similar positions do not have to meet these requirements.

Responsibilities for Paraprofessionals include:

Instructional or Student Service Duties: • Supervise children in all indoor and outdoor activities ensuring a safe environment, especially during transitions and bathroom breaks • Monitoring the school’s entryway, greeting parents and visitors to the school and maintaining school safety • Supervise children during breakfast, lunch and snack time, encouraging good eating habits are developed

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• Assist in teaching children to become responsible for their decisions and actions. • Guide children’s behaviors in a positive way that teaches self-respect along with respect for others and the community around them • Encourage children to interact positively with other children and people around them. • Provide a wide variety of age appropriate activities that offers physical and emotional growth • Prepare instructional materials needed to implement the daily activity plans with the classroom teacher • Maintain open lines of communication with the classroom teacher and team to ensure individual needs of all children are met • Prepare and distribute healthy snacks as necessary for children • Lead the classroom if teacher is running late or requested a substitute • Help and supervise during any field trip and school-related activities • Other duties as directed

Qualifications include: • Must be at least enrolled in a college or university, BA degree preferred • Must be organized, creative, independent and self-motivated, enthusiastic, dependable, detail- oriented, flexible in scheduling and prioritization and driven by excellence • Must possess good communication skills to present facts and recommendations effectively in oral and written form, including accurate grammar and business correspondence knowledge • Interpersonal skills to establish and maintain effective relationships; demonstrated ability to communicate in situations requiring tact and poise; skilled in confidentiality and discretion • Must be able to adjust tasks and focus with composure, and in accordance with changing deadlines and priorities The Academy will also employ non-certificated administrative assistants. These assistants report directly to the Director of Operations, but may assist any of the administrative team.

Responsibilities for Administrative Assistants include: • Provide office support for all directors related to implementing their duties • Perform basic accounting and payroll, communications, office supervision, attendance tracking, clerical duties, and the operation of office equipment • Demonstrated proficiency with letter and report writing, accurate mathematical calculations, word processing, record keeping and data collection systems • Perform clerical and administrative procedures for daily school operations • Prepare correspondence, forms, reports, memoranda, and student attendance and enrollment data in an accurate and timely manner • Assure that student data, permission slips, and other required paperwork are kept current for each student as needed • Prepare and mail correspondence to students’ parents • Answer high volume of calls, return general voicemails or emails • Contacting parents regarding absences, missing assignments, teacher concerns or student illness • Implementing systems to support the work of teachers and administrative staff • Independently, or in accordance with administrative instructions, developing school communications in English and Spanish based on a thorough knowledge of school policies, programs and systems • Translating for parent meetings and school events

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• Preparing and maintaining a variety of student, personnel and school records • Maintaining and operating a variety of office equipment, such as the copy machine, printers, fax machine and scanners with speed and accuracy • Assisting in the coordination of special events • Place orders for office and classroom supplies • Collect necessary paperwork and assist in the full enrollment of a new student • Assist the Founding Director, or other members of the administrative team, as directed

Qualifications include: • Must be at least enrolled in a college or university, BA degree preferred • Must be organized, creative, independent and self-motivated, enthusiastic, dependable, detail- oriented, flexible in scheduling and prioritization and driven by excellence • Must possess good communication skills to present facts and recommendations effectively in oral and written form, including accurate grammar and business correspondence knowledge • Interpersonal skills to establish and maintain effective relationships; demonstrated ability to communicate in situations requiring tact and poise; skilled in confidentiality and discretion • Must be able to adjust tasks and focus with composure, and in accordance with changing deadlines and priorities

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ELEMENT 6: HEALTH AND SAFETY

“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.” Cal. Ed. Code § 47605(b)(5)(F).

The health and safety of the Academy staff and students is the highest priority for the school. The Academy will adopt comprehensive, site-specific Health and Safety Policies and Emergency Policies and Procedures (collectively, Policies and Procedures), including policies regarding the acquisition and maintenance of adequate onsite emergency supplies. These Policies and Procedures will be in place prior to beginning operation of the school. The Academy will train all staff at least once annually in these Policies and Procedures. Emergency response drills will be held regularly for all students and staff. The Academy will periodically review, and modify as necessary, its Health and Safety Policies and Emergency Policies and Procedures, and keep these documents readily available for use and review upon request.

The Health and Safety Policy will address the following areas, at a minimum: § Child Abuse Reporting § Child predators (gates, walls, child pick-up and drop-off, etc.) § Sexual/Other Harassment Reporting § Asbestos management § ADA adherence § Food service safety § Blood borne pathogens § Pest management § FERPA Immunizations TB Testing Medication in school § Vision, hearing, and scoliosis screening, per code § Student Illness & Injury Policies

Emergency Policies and Procedures will address the following areas, at a minimum: § Earthquake § Fire § Terror threats § Hostage situations § School lock-down procedures § Evacuation plans § Safety drills § Annual testing of sprinkler systems, fire extinguishers, and fire alarms

PROCEDURES FOR BACKGROUND CHECKS All employees of the Academy, all volunteers who will be performing services that are not under the direct supervision of an Academy employee, and any onsite independent contractors or vendors having unsupervised contact with students, will be required to submit to criminal background checks and fingerprinting in accordance with state law. The Director of the Academy shall monitor compliance with this policy. The Academy will maintain on file and available for inspection evidence that the school has performed criminal background checks for all employees and documentation that vendors have conducted required criminal background checks for their employees prior to any unsupervised contact

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 126 with students. The Academy shall also ensure that the Director of Curriculum and Instruction receives subsequent arrest notifications of all individuals subject to background checks from the Department of Justice to ensure the ongoing safety of its students.

Non credentialed staff must submit two sets of fingerprints to the California Department of Justice. The Chairman of the Board shall monitor the fingerprinting and background clearance of the Director.

ROLE OF STAFF AS MANDATED CHILD ABUSE REPORTERS In accordance with state law, all teachers and staff are mandated to report any suspected child abuse. The procedure for the mandated individual is to immediately make a call to the Department of Children and Family Services. The mandated reporter will then file a report within 36 hours of first becoming aware of a suspected case of child abuse. The report will be filed with either the Police Department Child Abuse Unit or the Department of Children and Family services. The mandated individual will meet with the appropriate authorities accordingly and inform the administrator that a report has been made. Staff members will receive in-service training and sign a document verifying notification and understanding regarding this responsibility.

BLOOD-BORNE PATHOGENS The Academy shall meet state and federal standards for dealing with blood-borne pathogens and other potentially infectious materials in the workplace. The Academy will establish a written “Exposure Control Plan” designed to protect employees from possible infection due to contact with blood-borne viruses, including human immunodeficiency virus (HIV) and hepatitis B virus (HBV). Whenever exposed to blood or other body fluids through injury or accident, students, and staff should follow the latest medical protocol for disinfecting procedures.

TB TESTING The Academy will follow the requirement of Education Code §49406 in requiring tuberculosis testing of all employees and regular volunteers prior to commencing employment and ongoing during the course of employment. Employees will select the site for the TB testing and be responsible for the cost of such testing.

IMMUNIZATIONS The Academy will adhere to all law related to legally required immunizations for entering students and staff pursuant to Health and Safety Code §120325-120375, and Title 17, California Code of Regulations §6000-6075.

MEDICATION IN SCHOOL Students requiring prescription medications and other medicines during school hours will be accommodated. Parents must bring medication to the office in the original containers, with the name of the prescribing physician, the name of the student, and dispensing instructions. Parents will complete the appropriate form authorizing school staff to administer medication. Designated staff trained to ensure privacy will put medications in a locked cabinet or refrigerate as needed for medications requiring refrigeration. Designated staff will log times for administering medications for each student and will establish a tickler system to ensure that medications are dispensed at the appropriate times. Designated staff will call students to receive medications at the appropriate times. In cases where medications are long-term prescriptions, designated staff will provide parents with one week's notice to alert them that additional medications are needed.

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AUXILIARY SERVICES School staff will conduct annual reviews to ensure all auxiliary services are safe by developing appropriate policies and awareness training.

VISION/HEARING/SCOLIOSIS The Academy shall adhere to Education Code §49450, et seq, to provide screening of students’ vision and hearing and for scoliosis to the same extent required of non-charter public schools, as applicable to grades 9-12.

EMERGENCY PREPAREDNESS The Academy shall adhere to an Emergency Preparedness Handbook containing procedures for safety, drafted specifically to the needs of the school site. This handbook shall include but not be limited to the following responses: fire, flood, earthquake, terrorist threats, and hostage situations. The handbook shall be prepared prior to anyone working on the site; all staff members will receive detailed training on emergency procedures. The handbook shall be kept on file for review.

STAFF RESPONSIBILITIES All employees are responsible for their own safety, as well as that of others in the workplace. The Academy will rely upon its employees to ensure that work areas are kept safe and free of hazardous conditions. Employees will report any unsafe conditions or potential hazards to their supervisor immediately. If an employee suspects a concealed danger is present on the Academy's premises, or in a product, facility, piece of equipment, process, or business practice for which the Academy is responsible, the employee will bring it to the attention of their supervisor, the Director of Curriculum and Instruction, or Director immediately. Supervisors will arrange for the correction of any unsafe condition or concealed danger immediately and will contact the Director regarding the problem.

Employees will be encouraged to report any workplace injury or accident to their supervisor as soon as possible, regardless of the severity of the injury or accident. If medical attention is required immediately, supervisors will assist employees in obtaining medical care, after which the details of the injury or accident must be reported.

Periodically, the Academy may issue rules and guidelines governing workplace safety and health. All employees will familiarize themselves with the rules and guidelines, as strict compliance will be expected. Failure to comply with rules and guidelines regarding health and safety or work performance will not be tolerated.

DRUG FREE/ALCOHOL FREE/SMOKE FREE ENVIRONMENT The Academy shall function as a drug, alcohol and tobacco-free workplace.

COMPREHENSIVE SEXUAL HARASSMENT POLICIES AND PROCEDURES The Academy is committed to providing a school that is free from sexual harassment, as well as any harassment based upon race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military or veteran status or any other characteristic protected by state or federal law. IVA has developed a comprehensive policy regarding discrimination or harassment (including employee to employee, employee to student, and student to employee misconduct). Misconduct of this nature is very serious and will be promptly addressed in accordance with IVA’s policy.

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FERPA The Academy, its employees and officers, will comply with the Family Educational Rights and Privacy Act (FERPA) at all times.

STUDENT RECORDS The Academy will establish and adhere to procedures related to confidentially and privacy of student records. The Academy will keep student records in a locked file cabinet to which only designated staff will have keys, in accordance with Academy policies. Student special education files will be kept in separate locked cabinets to which only staff designated to have access shall have keys. Electronic student information systems will use password protected accounts to ensure the same limits on access to student files. In the event that a student enters the school upon transfer from an existing district school, the student’s records will be requested from the respective district.

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ELEMENT 7: RACIAL AND ETHNIC BALANCE

“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.” Cal. Ed. Code § 47605(b)(5)(G).

IVA has succeeded on a word of mouth basis in achieving a racial and ethnic balance reflective of the local community at IVAMS. Based on this experience, the Academy understands matching LBUSD will take much more concerted outreach effort prior to opening. Learning from these experiences, IVA requested in 2014 in its high school grant proposal to the John Templeton Foundation, and received, dedicated outreach funds (plus salary support for the Director of Community Engagement position) to ensure that all of the Academy’s outreach efforts are successful. The Academy will conduct outreach through various means, which will include:

I. OUTREACH STAFF AND VOLUNTEERS

The Academy has already hired as part of its leadership team a director dedicated to community outreach (see Elements 1 (Introduction) and 5), who will lead the school’s initial outreach and student recruitment efforts. Ms. Sanders in her prior position with a charter school successfully led community outreach efforts to minority and socioeconomic disadvantaged populations to increase diversity. The Director of Community Engagement (DCE) will, among other things: • Recruit new students and existing IVAMS (middle school) students for enrollment in high school, especially with under-served populations • Develop and maintain a comprehensive school web site with current information about the school, including printable applications • Develop and maintain appropriate records, databases, programs and systems to track and follow up with prospective student

The Academy has also hired Dr. Michelle Tubbs as the Director of Curriculum and Development, who has expertise as an instructional leader with underserved populations, particularly in inner city Houston, North Long Beach, South Los Angles and East Los Angeles. Dr. Tubbs founded two Alliance high schools in South and East Los Angeles. Having no dedicated marketing or outreach staff on site, she oversaw the successful recruitment of minority, high-poverty students. Moreover, and most importantly, her innovative learning model helped her students achieve multiple years of academic change. Subsequently, she became the Executive Director of an established TK-12 CMO, where again she oversaw student recruitment in an urban setting.

In recognition of the fact that parents and students are the best ambassadors for our programs, parents of students at IVAMS will be recruited to assist in outreach prior to the Academy’s first year; in subsequent years, current Academy students and their parents will be asked to volunteer in recruitment and outreach efforts, including tours and open houses at the school.

II. OUTREACH CAMPAIGN

The Academy plans to hold at least one orientation meeting in English and Spanish per month in the three months preceding the annual lottery. Prior to occupancy of the school facility, these meetings will

INTELLECTUAL VIRTUES ACADEMY CHARTER PETITION 130 be held at IVAMS and other area locations (community organizations, churches, etc.). The DCE will meet with community leaders and attend community events in the months leading up to and following charter approval in order to forge partnerships and inform the community about the school, including:

• Local Council Members/Field Offices • Neighborhood Association meetings and events, specifically: o 15th & Loma Neighborhood Association o Anaheim, Orange, Cherry & 7th o Andy Street Community Association o Art District Community Association o Atlantic Friendly Neighborhood Coalition o Atherton South Neighborhood Association o Craftsman Village Historic District o Friends of Alice Robinson o Friends of Daryle Black Park o LBHUSH2 o Long Beach Central Area Association o Roosevelt Neighborhood Association/Linden Historic District o South Wrigley Neighborhood Advisory Group o West Eastside Community Association o Wrigley Historic District • Business Association meetings and events, specifically: o Long Beach Education Foundation (LBEF) o Council of Great City Schools annual convention in October 2015 o Port of Long Beach o Assistance League of Long Beach § Operation School Bell § The Orthodontic Program § Assistance League Programs § Howard and Asian Art Collection § Mentoring § Vocational Training • Neighborhood Religious Institutions, specifically: o Antioch Church of Long Beach o Bethany Church o Calvary Chapel o First Baptist Church of Long Beach o Holy Innocents Catholic Church o Iglesia Ni Cristo – Church of Christ o Masjid Al-Shareef o Our Lady of Refuge Church o Pacific Baptist Church o Parkcrest Christian Church o St. Athanasius o St. Barnabas Parish o St. Lucy’s Parish o St. Matthew Parish o Saints’ Anglican Church, Long Beach

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o Temple Beth Shalom

Finally, as needed, the Academy staff and volunteers will engage in door-to-door outreach and flying at local businesses surrounding the school (groceries/markets, laundromats, health clinics, etc.) to ensure that those “hardest to reach” families are informed about the Academy.

III. COMMUNITY PARTNERSHIPS

The DCE will meet with the following organizations regarding potential partnerships and assistance (ranging from posting and distribution flyers to hosting information sessions for the population they serve to collaboration on services for Academy students):

• DAYS Long Beach: educational programming and youth development in downtown LB • YMCA of Greater Long Beach (see attached letter of support, Appendix C) • Boys and Girls Clubs of Long Beach • Power 4 Youth: mentoring program • Long Beach Community Action Partnership • Long Beach Parks, Recreation, and Marine Community Recreation Services • Silverado Park Teen Center • Silverado Park After School • Houghton Park Teen Center • California Recreation Center

The Academy will attend community events to distribute information about the school, including the numerous annual cultural festivals in Long Beach, local farmer’s markets, the Long Beach Antiques Market, LBUSD School Open House and other community events. As the school grows, students may engage in service-learning projects at local middle and elementary schools (campus beautification, tutoring younger students, etc.), which will help to increase awareness about the Academy.

The DCE will seek media coverage and place advertising in appropriate local media, including:

• Gazette Newspapers • Long Beach Press-Telegram • Long Beach Business Journal • Penny Saver, Spanish/English • La Opinion

Social media including Facebook, Instagram, Twitter and more will be leveraged through student, parent and staff posts about the Academy to help generate interest and excitement about our new school.

In subsequent years, the Academy will modify outreach strategies as needed to more effectively recruit a student population that is reflective of the racial and ethnic balance of the District and to achieve full enrollment. The DCE will track all outreach activities and applications generated from each endeavor (where possible) in order to inform future outreach efforts that will yield the most success in generating a diverse school population.

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The Academy will conduct student and parent surveys at least once annually which will include questions that elicit satisfaction levels and suggestions to continually improve the school’s multicultural environment.

IV. LEGAL COMPLIANCE

The Academy will comply with all federal and state laws regarding recruitment and enrollment of diverse students, including No Child Left Behind (NCLB) and its Public School Choice provisions (or any new legislation authorized at the federal or state levels regarding public education and specifically “Public School Choice.”) Any NCLB-PSC students enrolled at the Academy will be eligible for all applicable instructional and extra-curricular activities at the school.

As a recipient of federal funds, including federal Title I, Part A funds, the Academy will all NCLB and other applicable federal program requirements. This includes, but is not limited to, documentation related to funding, 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, Title I, Part A include, but are not 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 • Submit biannual Consolidated Application to California Department of Education (CDE) requesting federal funds • Complete and submit Local Education Agency (LEA) Plan to CDE • Complete reform planning process with stakeholders and submit to CDE all appropriate documents for Title I School wide Program eligibility and status, if applicable; otherwise, identify and maintain roster of eligible students for the Title I Targeted Assistance School Program • Maintain inventory of equipment purchased with categorical funds, where applicable • Maintain appropriate time-reporting documentation, including semi-annual certification and personnel activity report, for staff funded with categorical resources, where applicable. The Academy will implement a student recruitment strategy that includes, but is not limited to, the following strategies designed to achieve a racial and ethnic balance that is reflective of the general population residing within the boundaries of the LBUSD. Enrollment and recruiting advertisements for the school will clearly state that the ‘school services students with disabilities in the least restricted environment.’ The Academy will conduct outreach in at least English and Spanish.

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ELEMENT 8: ADMISSION REQUIREMENTS

“Admission Requirements, if applicable.” Cal. Ed. Code § 47605(b)(5)(H).

The Academy will be an open enrollment, tuition-free public school with no specific requirements for admission (e.g., minimum grade point average, test scores, discipline records, etc.). Enrollment shall be open to any resident of the State of California. Enrollment will be on a first come, first served basis. The Academy will enroll all pupils who wish to attend to the extent that space allows. CA Ed. Code § 47605(d)(2)(A). If the number of students who wish to attend the school exceeds capacity, entrance shall be determined by single random public drawing in accordance with Education Code §47605(d)(2) and all federal requirements.

The Academy will adhere to the provisions of the McKinney-Vento Homeless Assistance Act and ensure that each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education as provided to other children and youth.

The Academy shall not require a parent/legal guardian/student to provide information regarding a student’s disability, gender, gender identity, gender expression, nationality, legal or economic status, primary language or English Learner status, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in section 422.55 of the Penal Code, or any other information that would violate federal or state law, prior to admission, participation in any admissions or attendance lottery, or pre-enrollment event or process, or as a condition of admission or enrollment. The school will not request or require submission of a student’s IEP, 504 Plan, or any other record or related information prior to admission, or as a condition of admission or enrollment. The school may request information necessary to apply specific admissions preferences set forth in this charter.

No test or assessment shall be administered to students prior to acceptance and enrollment into the school. Post-matriculation, various assessments may be administered to further determine readiness or maintenance of the said grade. Post-matriculation testing is done for all students.

I. PUBLIC RANDOM DRAWING

The school will establish an annual recruiting and admissions cycle, which shall include reasonable time for all of the following: (1) outreach and marketing; (2) information sessions for students and parents held in English and Spanish at the school site; (3) an application period; (4) a lottery, if necessary; and (5) enrollment. The school may fill vacancies or openings that become available after this process using either a waiting list or any other non-discriminatory process.

The Academy will develop a standardized application form required of all prospective students. Included with the application form will be an information sheet detailing the educational philosophy and other information about the Academy, along with details about the lottery procedures and timing (if necessary), including statement that parents need not attend to secure a space for their child.

For our inaugural school year, Lottery Applications will be made available in November of our first year and will be due by January 2016.

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Lottery Applications for years following the school’s first year of operation will be made available in September will be due by the end of December.

A. ADMISSION PROCESS AND OPEN ENROLLMENT

In order to be included in the admissions lottery (if a lottery is necessary), families must submit a Lottery Application form by the stated deadline that includes the student’s name, grade, birthday, and contact information for the family. Application materials will be made available in English and Spanish. All interested families will be required to submit a completed Lottery Application Form directly to the school before 4:30 p.m. on the date of the annual deadline, which will be clearly indicated on the form and in all communications and notices (websites, flyers, etc.). Submitted Lottery Application Forms will be date- and time-stamped and student names will be added to an application roster to track receipt. Families who apply after the enrollment deadline will be added to the wait list in the order the applications are received.

The open application period also will be advertised in English and Spanish through flyers, posters in prominent locations throughout the community, during informational meetings for parents, and announced on the school’s website, as detailed in Element 7.

Following the open enrollment period, applications will be counted to determine if any grade level has received a number of applications that exceed available seats. If the number of students who have applied for any grade exceed capacity as of the date of the application deadline the school will hold a public random lottery to determine enrollment for the impacted grade level. In the event there are fewer Lottery Applications submitted than spaces available for a particular grade as of the application deadline, all applicants will be admitted and sent Enrollment Packets; the school will continue to conduct outreach and students will continue to be admitted on a first come-first served basis until the grade is full, with any additional applicants placed on a waiting list in the order they are received.

All admissions timelines will be subject to annual review and adjustment by the Board of Directors to meet the needs of the school while providing ample time for applicants. Changes will be reflected in adopted Board policies.

B. PUBLIC RANDOM DRAWING PROCEDURES

In the event a lottery is necessary, the lottery will be held in a public setting. Public notice will be posted with the date and time of the public drawing, in English and in Spanish, at least two weeks prior to the drawing. Public notice for the lottery will be distributed to families who have submitted applications and will be posted at the Academy and on the school’s website. Additionally, the date, time, and location of the lottery will be stated in the application and marketing materials. The lottery will take place at the Academy, or, if the facility is not yet available (prior to Year 1, at IVAMS or another suitable location that is accessible to the public and can accommodate all who wish to attend). The lottery will be held after school hours or in the evening. The Director may designate an uninterested party to be charged with conducting the lottery. The Academy welcomes a representative from LBUSD to attend to ensure the fairness and transparency of the lottery process.

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In accordance with California Education Code and applicable federal guidance,35 the following students will be exempt from the lottery:

(1) Current students enrolled in the school; (2) Siblings of enrolled students, including foster siblings; (3) Children of teachers or staff (not exceed 10% of student population).

Admissions preference will be given for the following applicants36:

(1) Residents of the District (2) Applicants who meet eligibility criteria for the federal school assistance initiatives included in Title I, i.e., students who qualify for free or reduced price lunch (“FRPL-eligible”); (3) Applicants who have attended IVAMS for at least one semester and matriculate from 8th grade.

No other admissions exemptions or preferences will be assigned. The IVA Board may review and revise this preference policy as necessary for the well-being of the school.

Lottery spaces will be pulled in order of grade level by the Director-designated lottery official, and recorded by an Academy employee. Once a grade level is drawn to capacity, applications will continue to be drawn for position on a wait list. Students who are not granted enrollment for the next school year will remain on the waiting list until the end of the school year for which the lottery was conducted unless otherwise requested by the parent to be taken off. Non-admitted students must reapply for the following year.

Lottery Application Forms, the manual record of all lottery participants and their assigned lottery numbers, and other lottery-related documents will be physically filed on campus, and lottery results and waiting lists will be readily available in the school’s main office for inspection upon request. Each application will be kept on file for the academic year with the applicant’s assigned lottery number in the school database and on his or her enrollment application.

Parents will be informed of lottery results in writing within 10 days of the lottery. Each student offered a space in the following year will be required to complete an enrollment packet within two weeks of receiving the letter indicating that a spot is available for the student. The school will hold a Pre- Enrollment session after the lottery and before the Confirmation Deadline to supply additional information and to assist families in filling out forms.

The enrollment packet is comprised of the following: • Completion of a student enrollment form • Proof of Immunizations • Home Language Survey • Completion of Emergency Medical Information Form • Proof of age requirements, e.g. birth certificate

35 During any period of discretionary grant funding from the U.S. Department of Education, the Academy will comply with the Charter Schools Program Non-Regulatory Guidance (CSP NRG) regarding lotteries. In the event any provisions included here are deemed to conflict with the CSP NRG, the Academy will modify its lottery procedures to ensure compliance and eligibility for federal funding. 36 Ibid.

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• Application for Free or Reduced-Price Lunch • Family Handbook Academy staff will be available to assist families in completing the Enrollment forms. An orientation meeting will be held during the enrollment period (between notification and the Confirmation Deadline) to provide parents and students with more information about the school and answer their questions. Attendance is not required. Should a family decline the position, the next family on the list will be contacted until the open position is filled.

Should families not submit their enrollment forms within two weeks after acceptance from a lottery, their acceptance shall be forfeited.

C. WAIT LIST

The lottery will determine applicants' waitlist status. Those who apply after the lottery deadline are added to the end of the lottery waitlist in the order they are received. Vacancies that occur during the school year will be filled according to the wait list. When an offer occurs during the school year, families will be contacted in the order of the wait list and typically will be given 48 hours to decide whether or not to accept a space at the school. In the event that no such wait list exists where the space is available, the space will be made available to the next interested family at the appropriate grade level.

The waitlist for the current school year remains active until the Academy’s open enrollment period commences for the following year. Applications are only valid for the current year. Applicants must reapply for the lottery annually if the school is unable to offer them admission for the current year.

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ELEMENT 9: FINANCIAL AND PROGRAM AUDIT “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.” Cal. Ed. Code § 47605(b)(5)(I).

I. INDEPENDENT FISCAL AUDITS

Each year, the IVA Board of Directors will contract with an independent auditor and oversee the completion of an annual audit of the Academy’s financial affairs. The Board will be responsible for contracting and overseeing the independent audit. The annual audit shall be conducted in compliance with the California Education Code 47605(b)(5)(I). The auditor selected will be certified by the State of California and approved by the State Controller on its published list as an educational audit provider. The audit will verify the accuracy of the school’s financial statements, attendance and enrollment accounting practices, internal controls and other key compliance matters. Pursuant to the budget projections included in Appendix H, there is money to cover the cost of the audit.

The audit will be conducted in accordance with generally accepted accounting principles applicable to the school and pursuant to applicable sections of the “standards and procedures for audits of California K–12 local educational agencies.” To the extent required under applicable federal laws for audits of the major federal programs, the audit scope will expand to be in compliance with the requirements described in the U.S. Office of Management and Budget (OMB) Circular A-133, audits of states, local governments, and nonprofit organizations. Should OMB Circular A-133 be rescinded, audits of the major federal programs will be conducted in compliance with standards and provisions approved by OMB.

The scope of the audit will include all elements mandated by the audit guide regulations promulgated by the Education Audit Appeals Panel as applicable to charter schools and any other elements as required by applicable law.

Upon receipt of any audit exceptions or deficiencies from the independent public accountant, the Academy’s Director will determine the appropriate corrective action and report the recommendations to the IVA Board of Directors. The corrective action will then be taken in a timely manner and fully implemented prior to the end of the fiscal year following the year under audit. The Board will submit a report to the District describing how the exceptions and deficiencies have been or will be resolved to the satisfaction of the District. The independent fiscal audit of the Academy is a public record, to be provided to the public upon request.

The Academy will observe the following audit timeline: • The IVA Board will appoint an Audit Committee of one or more persons by January 1 of each year, or direct the Finance Committee to oversee the auditing process. • The Audit or Finance Committees may include persons who are not members of the board, but may not include any members of the staff of the corporation, including the Director or Director of Operations. In addition, any person with expenditure authorization or recording responsibilities within the organization may not serve on the committee. • The Audit or Finance Committee will be responsible for contracting with an audit firm by March 1 of each year, unless the existing contract is a multi-year contract.

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• The Academy’s Director, Director of Operations, and back-office services provider work with the audit firm to provide the information they need. • At the conclusion of the audit, the Director and the Audit or Finance Committee will be responsible for reviewing the results of the annual audit, identify any audit exceptions or deficiencies, and report them to the IVA Board of Directors with recommendations on how to resolve them. • The Board will review and approve the audit no later than December 15. • The Board will submit a report to the District describing how the exceptions or deficiencies have been or will be resolved to the satisfaction of the District along with an anticipated timeline. The Director will provide a final copy of the audit to LBUSD, LACOE and the State Controller as required, by the December 15 annual deadline.

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ELEMENT 10: SUSPENSION AND EXPULSION PROCEDURES

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

I. DISCIPLINE POLICY

The Academy believes that students learn best in an environment of clear expectations about behavioral and community norms that allows them to feel safe and nurtured. The Academy supports students to achieve behavior expectations through relationships built through advisory and a close-knit community among students and staff. Additionally, the intellectual virtues model develops the problem-solving and conflict resolution skills to help students pro-actively solve problems and avoid disciplinary incidents. Moreover, the DCE will be responsible for PD to establish cultural norms among staff, and inculcate restorative justice measures. The Academy believes that these measures will mitigate the need to resort to suspension and expulsion practices.

In order to maintain a positive learning community, the Academy has developed a comprehensive set of student discipline policies which in many respects are consistent with California Education Code Section 48900’s requirements for school districts. As a public charter school, the Academy develops its own specific procedures for student suspension and expulsion. These policies will be fully detailed in the Academy’s Family Handbook. Each family receives a copy of these policies and is required to verify that they have reviewed them with their children at the time of enrollment or at the beginning of the school year.

Policies regarding suspension or expulsion conform to applicable state and federal laws regarding all students, including Individuals with Disabilities Education Act (IDEA) and its amendments, Section 504 of the Rehabilitation Act, AB 602, and the ADA. The Academy’s DCE bears primary responsibility for overseeing all student discipline, though the Director and the DCI also have the authority to suspend students.

This Discipline, Suspension and Expulsion Policy (“Policy”) has been established to align in most material respects with Education Code Section 48900 et seq., although the Academy is exempt from those and several other statutory provisions applicable to school districts (Ed. Code section 47610.) The Academy will review policies and procedures surrounding suspensions and expulsions at least once annually and, as necessary, modify the Policy accordingly. The Policy shall serve as the Charter School’s policy and procedures for student suspension and expulsion, and may be amended from time to time without the need to amend the charter so long as the amendments comport with legal requirements.

Academy staff shall enforce disciplinary rules and procedures fairly and consistently among all students. The Policy and its procedures will be printed and distributed as part of the Family Handbook and will clearly describe discipline expectations.

Corporal punishment shall not be used as a disciplinary measure against any student. Corporal punishment includes the willful infliction of or willfully causing the infliction of physical pain on a student. For purposes of the Policy, corporal punishment does not include an employee’s use of force that is reasonable and necessary to protect the employee, students, staff or other persons or to prevent damage to school property.

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The discipline policy is based on a progressive system. Each incident is addressed individually, though previous activities may be taken into account in order to determine the severity of the discipline assigned. Discipline begins with a meeting between the student and the Director of Curriculum and Instruction or his/her designee. Following this meeting, several actions may occur, including but not limited to:

• Warning, both verbal and written • Loss of privileges (e.g. extra-curricular activities) • Notices to parents by telephone or letter • Request for parent conference (including teachers, counselors, or administrators) • Behavior contract • Detention • Suspension (including in-school suspensions) • Expulsion

For students who are truant, tardy, or otherwise absent from assigned school activities, alternatives to suspension or expulsion are attempted first.

Suspension, including supervised suspension as described in Ed. Code Section 48911.1, shall be imposed only when other means of correction fail to bring about proper conduct. The Academy may document the other means of correction used and place that documentation in the pupil's record, which may be accessed pursuant to Section 49069. However, a pupil, including an individual with exceptional needs, as defined in Section 56026, may be suspended, subject to Section 1415 of Title 20 of the United States Code, for any of the reasons enumerated in Section 48900 upon a first offense, if the principal or superintendent of schools determines that the pupil violated subdivision (a), (b), (c), (d), or (e) of Section 48900 or that the pupil's presence causes a danger to persons.

Other means of correction include, but are not limited to, the following: (1) A conference between school personnel, the pupil's parent or guardian, and the pupil. (2) Referrals to a school counselor, psychologist, social worker, child welfare attendance personnel, or other school support service personnel for case management and counseling. (3) Study teams, guidance teams, resource panel teams, or other intervention-related teams that assess the behavior, and develop and implement individualized plans to address the behavior in partnership with the pupil and his or her parents. (4) Referral for a comprehensive psychosocial or psycho-educational assessment, including for purposes of creating an individualized education program, or a plan adopted pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 794(a)). (5) Enrollment in a program for teaching prosocial behavior or anger management. (6) Participation in a restorative justice program. (7) A positive behavior support approach with tiered interventions that occur during the school day on campus. (8) After-school programs that address specific behavioral issues or expose pupils to positive activities and behaviors, including, but not limited to, those operated in collaboration with local parent and community groups. (9) Any of the alternatives described in Section 48900.6.

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(10) A requirement to perform community service on school grounds or, with written permission of the parent or guardian of the student, off school grounds, during the student's nonschool hours. For the purposes of this section, “community service” may include, but is not limited to, work performed in the community or on school grounds in the areas of outdoor beautification, community or campus betterment, and teacher, peer, or youth assistance programs (only as per Ed. Code Section 48900.6).

II. GROUNDS FOR IN-SCHOOL SUSPENSION, OUT-OF-SCHOOL SUSPENSION AND EXPULSION

A student may be suspended or expelled for prohibited misconduct if the act is related to school activity or school attendance occurring at any time including but not limited to: • while on school grounds • while going to or coming from school • during the lunch period, whether on or off the school campus • during, going to, or coming from a school-sponsored activity.

A single suspension may not be issued for more than 5 consecutive school days. The total number of days for which a student, including students with a 504 Plan, may be suspended from school shall not exceed 20 days. Students with an IEP shall not be suspended for more than 10 school days in any school year.

A. ENUMERATED OFFENSES

Discretionary Suspension Offenses: Students may be suspended for any of the following acts when it is determined the pupil: a) Caused, attempted to cause, or threatened to cause physical injury to another person. b) Willfully used force or violence upon the person of another, except self-defense. c) Possessed, sold, or otherwise furnished a firearm, knife, explosive, or other dangerous object, unless, in the case of possession of an object of this type, the pupil had obtained written permission to possess the item from a certificated school employee, which is concurred in by the Director or the designee of the Director. d) Unlawfully possessed, used, sold or otherwise furnished, or was under the influence of any controlled substance, as defined in Health and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any kind. e) Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant. f) Committed or attempted to commit robbery or extortion. g) Caused or attempted to cause damage to school property, including electronic files and dates, or private property. h) Stole or attempted to steal school property or private property. i) Possessed or used tobacco or products containing tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. This section does not prohibit the use of his or her own prescription products by a pupil. j) Committed an obscene act or engaged in habitual profanity or vulgarity.

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k) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code Section 11014.5. l) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties. m) Knowingly received stolen school property or private property. n) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm. o) Committed or attempted to commit a sexual assault as defined in Penal Code Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code Section 243.4. p) Harassed, threatened, or intimidated a student who is a complaining witness or witness in a school disciplinary proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being a witness. q) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. r) Engaged in, or attempted to engage in hazing. For the purposes of this subdivision, “hazing” means a method of initiation or pre-initiation into a pupil organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective pupil. For purposes of this section, “hazing” does not include athletic events or school-sanctioned events. s) Made terroristic threats against school officials and/or school property. For purposes of this section, “terroristic threat” shall include any statement, whether written or oral, by a person who willfully threatens to commit a crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under the circumstances in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the person threatened, a gravity of purpose and an immediate prospect of execution of the threat, and thereby causes that person reasonably to be in sustained fear for his or her own safety or for his or her immediate family’s safety, or for the protection of school property, or the personal property of the person threatened or his or her immediate family. t) Committed sexual harassment, as defined in Education Code Section 212.5. For the purposes of this section, the conduct described in Section 212.5 must be considered by a reasonable person of the same gender as the victim to be sufficiently severe or pervasive to have a negative impact upon the individual’s academic performance or to create an intimidating, hostile, or offensive educational environment. u) Caused, attempted to cause, threatened to cause or participated in an act of hate violence, as defined in subdivision (e) of Section 233 of the Education Code. v) Intentionally engaged in harassment, threats or intimidation directed at school personnel or a student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder, and invading the rights of either school personnel or students by creating an intimidating or hostile educational environment. w) Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act.

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1) “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a student or group of students which would be deemed hate violence or harassment, threats, or intimidation, which are directed toward one or more students that has or can be reasonably predicted to have the effect of one or more of the following: i. Placing a reasonable student (defined as a student, including, but is not limited to, a student with exceptional needs, who exercises average care, skill, and judgment in conduct for a person of his or her age, or for a person of his or her age with exceptional needs) or students in fear of harm to that student’s or those students’ person or property. ii. Causing a reasonable student to experience a substantially detrimental effect on his or her physical or mental health. iii. Causing a reasonable student to experience substantial interference with his or her academic performance. iv. Causing a reasonable student to experience substantial interference with his or her ability to participate in or benefit from the services, activities, or privileges provided by the Charter School. 2) “Electronic Act” means the transmission, by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following: i. A message, text, sound, or image. ii. A post on a social network Internet Web site including, but not limited to: (a) Posting to or creating a burn page. A “burn page” means an Internet Web site created for the purpose of having one or more of the effects as listed in subparagraph (1) above. (b) Creating a credible impersonation of another actual pupil for the purpose of having one or more of the effects listed in subparagraph (1) above. “Credible impersonation” means to knowingly and without consent impersonate a pupil for the purpose of bullying the pupil and such that another pupil would reasonably believe, or has reasonably believed, that the pupil was or is the pupil who was impersonated. (c) Creating a false profile for the purpose of having one or more of the effects listed in subparagraph (1) above. “False profile” means a profile of a fictitious pupil or a profile using the likeness or attributes of an actual pupil other than the pupil who created the false profile. iii. Notwithstanding subparagraphs (1) and (2) above, an electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the Internet or is currently posted on the Internet. x) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant to subdivision (1). y) Any other serious violation of Academy’s student rules of conduct or behavioral expectations.

For a pupil subject to discipline under this section, The Director or the Director’s designee may use his or her discretion to provide alternatives to suspension or expulsion that are age appropriate and designed

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to address and correct the pupil's specific misbehavior as specified in Section 48900.5. Alternatives to suspension or expulsion shall be imposed against a pupil who is truant, tardy, or otherwise absent from school activities.

Discretionary Expellable Offenses: Students may be recommended for expulsion for any of the following acts when it is determined the pupil: a) Caused, attempted to cause, or threatened to cause physical injury to another person. b) Willfully used force or violence upon the person of another, except self-defense. c) Unlawfully possessed, used, sold or otherwise furnished, or was under the influence of any controlled substance, as defined in Health and Safety Code Sections 11053-11058, alcoholic beverage, or intoxicant of any kind. d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant. e) Committed or attempted to commit robbery or extortion. f) Caused or attempted to cause damage to school property or private property. g) Stole or attempted to steal school property or private property. h) Possessed or used tobacco or products containing tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. This section does not prohibit the use of his or her own prescription products by a pupil. i) Committed an obscene act or engaged in habitual profanity or vulgarity. j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code Section 11014.5. k) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, other school officials, or other school personnel engaged in the performance of their duties. l) Knowingly received stolen school property or private property. m) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm. n) Committed or attempted to commit a sexual assault as defined in Penal Code Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code Section 243.4. o) Harassed, threatened, or intimidated a student who is a complaining witness or witness in a school disciplinary proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being a witness. p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. q) Engaged in, or attempted to engage in hazing. For the purposes of this subdivision, “hazing” means a method of initiation or preinitiation into a pupil organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective pupil. For purposes of this section, “hazing” does not include athletic events or school-sanctioned events. r) Made terroristic threats against school officials and/or school property. For purposes of this section, “terroristic threat” shall include any statement, whether written or oral, by a person

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who willfully threatens to commit a crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under the circumstances in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the person threatened, a gravity of purpose and an immediate prospect of execution of the threat, and thereby causes that person reasonably to be in sustained fear for his or her own safety or for his or her immediate family’s safety, or for the protection of school property, or the personal property of the person threatened or his or her immediate family. s) Committed sexual harassment, as defined in Education Code Section 212.5. For the purposes of this section, the conduct described in Section 212.5 must be considered by a reasonable person of the same gender as the victim to be sufficiently severe or pervasive to have a negative impact upon the individual’s academic performance or to create an intimidating, hostile, or offensive educational environment. This section shall apply to pupils in any of grades 4 to 12, inclusive. t) Caused, attempted to cause, threatened to cause or participated in an act of hate violence, as defined in subdivision (e) of Section 233 of the Education Code. This section shall apply to pupils in any of grades 4 to 12, inclusive. u) Intentionally harassed, threatened or intimidated a student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder and invading student rights by creating an intimidating or hostile educational environment. This section shall apply to pupils in any of grades 4 to 12, inclusive. v) Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act. 1) “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a student or group of students which would be deemed hate violence or harassment, threats, or intimidation, which are directed toward one or more students that has or can be reasonably predicted to have the effect of one or more of the following: i. Placing a reasonable student (defined as a student, including, but is not limited to, a student with exceptional needs, who exercises average care, skill, and judgment in conduct for a person of his or her age, or for a person of his or her age with exceptional needs) or students in fear of harm to that student’s or those students’ person or property. ii. Causing a reasonable student to experience a substantially detrimental effect on his or her physical or mental health. iii. Causing a reasonable student to experience substantial interference with his or her academic performance. iv. Causing a reasonable student to experience substantial interference with his or her ability to participate in or benefit from the services, activities, or privileges provided by the Charter School. 2) “Electronic Act” means the creation and transmission originated on or off the school site, by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following: i. A message, text, sound, or image. ii. A post on a social network Internet Web site including, but not limited to:

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(a) Posting to or creating a burn page. A “burn page” means an Internet Web site created for the purpose of having one or more of the effects as listed in subparagraph (1) above. (b) Creating a credible impersonation of another actual pupil for the purpose of having one or more of the effects listed in subparagraph (1) above. “Credible impersonation” means to knowingly and without consent impersonate a pupil for the purpose of bullying the pupil and such that another pupil would reasonably believe, or has reasonably believed, that the pupil was or is the pupil who was impersonated. (c) Creating a false profile for the purpose of having one or more of the effects listed in subparagraph (1) above. “False profile” means a profile of a fictitious pupil or a profile using the likeness or attributes of an actual pupil other than the pupil who created the false profile. iii. Notwithstanding subparagraphs (1) and (2) above, an electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the Internet or is currently posted on the Internet. w) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline. x) Possessed, sold, or otherwise furnished any knife unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certificated school employee, with the Dean or designee’s concurrence. y) Any other serious violation of Academy’s student rules of conduct or behavioral expectations.

Non-Discretionary Expellable Offenses: Students must be recommended for expulsion for any of the following acts when it is determined pursuant to the procedures below that the pupil: a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous object unless, in the case of possession of any object of this type, the students had obtained written permission to possess the item from a certificated school employee, with the DCI’s or designee’s concurrence. b) Brandishing a knife at another person. c) Unlawfully selling a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code. d) Committing or attempting to commit a sexual assault as defined in subdivision (n) of Section 48900 or committing a sexual battery as defined in subdivision (n) of Section 48900. e) Possession of an explosive

If it is determined by an Administrative Panel that a student has brought a fire arm or destructive device, as defined in Section 921 of Title 18 of the United States Code, on to campus or to have possessed a firearm or dangerous device on campus, the student shall be expelled.

The term “firearm” means (A) any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive device.

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The term “destructive device” means (A) any explosive, incendiary, or poison gas, including but not limited to: (i) bomb, (ii) grenade, (iii) rocket having a propellant charge of more than four ounces, (iv) missile having an explosive or incendiary charge of more than one-quarter ounce, (v) mine, or (vi) device similar to any of the devices described in the preceding clauses.

B. IN-SCHOOL SUSPENSION

For In-School suspension, the student remains on campus for the length of the suspension. During in- school suspensions, teachers provide the students with assignments to complete by the end of the school day. If the student has questions about the assignments, the DCI or other certificated personnel provide support. During the day of the suspension, the student’s teachers address behaviors that may have contributed to the student’s in-school suspension. In addition to completing assigned work, the student is required to complete a reflection addressing why the behavior occurred and what can be done in the future to ensure that the offense is not repeated.

C. SUSPENSION PROCEDURES

Suspensions shall be initiated according to the following procedures:

Conference

Suspension shall be preceded, if possible, by a conference conducted by the DCI or designee with the student and his or her parent and, whenever practical, the teacher, supervisor or school employee who referred the student to the DCI.

The conference may be omitted if the DCI or designee determines that an emergency situation exists. An “emergency situation” involves a clear and present danger to the lives, safety or health of students or school personnel. If a student is suspended without this conference, both the parent/guardian and student shall be notified of the student’s right to return to school for the purpose of a conference.

At the conference, the pupil shall be informed of the reason for the disciplinary action and the evidence against him or her and shall be given the opportunity to present his or her version and evidence in his or her defense. This conference shall be held within two school days, unless the pupil waives this right or is physically unable to attend for any reason including, but not limited to, incarceration or hospitalization.

No penalties may be imposed on a pupil for failure of the pupil’s parent or guardian to attend a conference with school officials. Reinstatement of the suspended pupil shall not be contingent upon attendance by the pupil’s parent or guardian at the conference.

Notice to Parents/Guardians

At the time of suspension, the DCI or designee shall make a reasonable effort to contact the parent/guardian by telephone or in person. Whenever a student is suspended, the parent/guardian shall be notified in writing of the suspension and the date of return following suspension. This notice shall state the specific offense committed by the student. In addition, the notice may also state the date and time when the student may return to school. If school officials ask the parent/guardian to confer regarding matters pertinent to the suspension, the notice may request that the parent/guardian respond to such requests without delay.

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Suspension Time Limits/Recommendation for Placement/Expulsion

Suspensions, when not including a recommendation for expulsion, shall not exceed five (5) consecutive school days per suspension. Upon a recommendation of expulsion by the DCI or designee, the pupil and the pupil’s guardian or representative will be invited to a conference to determine if the suspension for the pupil should be extended pending an expulsion hearing.

This determination will be made by the DCI or designee upon either of the following determinations: 1) the pupil’s presence will be disruptive to the education process; or 2) the pupil poses a threat or danger to others. Upon either determination, the pupil’s suspension will be extended pending the results of an expulsion hearing. In such instances when the Charter School has determined a suspension period shall be extended, such extension shall be made only after a conference is held with the pupil or the pupil’s parents, unless the pupil and the pupil’s parents fail to attend the conference.

Suspension Appeal

At the time the parent/guardian is informed of the decision to suspend, information is provided about their right to appeal a suspension, along with information about the appeal process. To initiate an appeal, the student or parent or guardian must contact the Academy’s Director in writing within three days of the date of the suspension. The Director will gather information from the DCI/designee, student, parent or guardian to determine whether or not the DCI/designee suspended the student properly and followed all applicable procedures. The Director will consider the reasons the family feels the suspension was incorrect or inappropriate, and may contact the family and/or school staff to clarify information. Based on the information submitted or requested, the Director may make one of the following decisions regarding the suspension. Uphold the suspension Uphold the suspension but clear the student's record of the suspension at the end of the semester, if the student has no additional discipline problems at the school. Determine that the suspension was not within the school’s guidelines, overturn the suspension, and order that all records and documents regarding the disciplinary proceeding be destroyed. No information regarding the suspension will be placed in the student's permanent record, or shared with anyone not directly involved in the proceedings.

The Director will mail a copy of the decision to the student and/or parent or guardian within five days of the issuing the decision. A copy of the decision is also emailed to the school DCI. The Director’s determination is final.

D. EXPULSION PROCEDURES

Authority to Expel

A student may be expelled following a hearing before an Administrative Panel on the recommendation from the DCI. The Administrative Panel will consist of at least three members who are certificated employees (including from other charter schools) and neither a teacher of the pupil nor a member of the IVA Board of Directors. The Board or the Director will appoint the Administrative Panel. The Administrative Panel may expel a student found to have committed an expellable offense.

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A student and his or her parents may appeal an expulsion decision by the Administrative Panel to the Charter School’s Board, which will make the final determination.

Hearing Procedures

Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. If requested by the student, and unless postponed for good cause, the hearing shall be held within thirty (30) school days after the DCI determines that the Pupil has committed an expellable offense and recommends the student for expulsion.

The Administrative Panel will hold a hearing on the case, and will make a determination whether to expel. The hearing shall be held in a confidential setting.

Written notice of the hearing shall be forwarded to the student and the student’s parent/guardian at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be deemed served upon the pupil. The notice shall include:

The date and place of the expulsion hearing; A statement of the specific facts, charges and offenses upon which the proposed expulsion is based; A copy of the school’s disciplinary rules which relate to the alleged violation; Notification of the student’s or parent/guardian’s obligation to provide information about the student’s status at the school to any other school district or school to which the student seeks enrollment; The opportunity for the student or the student’s parent/guardian to appear in person or to employ and be represented by counsel or a non-attorney advisor; The right to inspect and obtain copies of all documents to be used at the hearing; The opportunity to confront and question all witnesses who testify at the hearing; The opportunity to question all evidence presented and to present oral and documentary evidence on the student’s behalf including witnesses.

Special procedures for Expulsion Hearings Involving Sexual Assault or Battery Offenses

The Academy may determine that the disclosure of either the identity of the witness or the testimony of that witness at the hearing, or both, would subject the witness to an unreasonable risk of psychological or physical harm. Upon this determination, the testimony of the witness may be presented at the hearing in the form of sworn declarations which shall be examined only by the Board of Directors and/or Administrative Panel. Copies of these sworn declarations, edited to delete the name and identity of the witness, shall be made available to the pupil. The Administrative Panel shall be guided by the following principles:

The complaining witness in any sexual assault or battery case must be provided with a copy of the applicable disciplinary rules and advised of his/her right to (a) receive five days’ notice of his/her scheduled testimony, (b) have up to two (2) adult support persons of his/her choosing present in the hearing at the time he/she testifies, which may include a parent, guardian, or legal counsel, and (c) elect to have the hearing closed while testifying.

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The school will also provide the victim a room separate from the hearing room for the complaining witness’ use prior to and during breaks in testimony. At the discretion of the Administrative Panel, the complaining witness shall be allowed periods of relief from examination and cross-examination during which he or she may leave the hearing room. The Administrative Panel may also arrange the seating within the hearing room to facilitate a less intimidating environment for the complaining witness. The Administrative Panel may also limit time for taking the testimony of the complaining witness to the hours he/she is normally in school, if there is no good cause to take the testimony during other hours. Prior to a complaining witness testifying, the support persons must be admonished that the hearing is confidential. Nothing in the law precludes the person presiding over the hearing from removing a support person whom the presiding person finds is disrupting the hearing. The Administrative Panel may permit any one of the support persons for the complaining witness to accompany him or her to the witness stand. If one or both of the support persons is also a witness, the school shall present evidence that the witness’ presence is both desired by the witness and will be helpful to the school. The person presiding over the hearing shall permit the witness to stay unless it is established that there is a substantial risk that the testimony of the complaining witness would be influenced by the support person, in which case the presiding official shall admonish the support person or persons not to prompt, sway, or influence the witness in any way. Nothing shall preclude the presiding officer from exercising his or her discretion to remove a person from the hearing whom he or she believes is prompting, swaying, or influencing the witness. The testimony of the support person shall be presented before the testimony of the complaining witness and the complaining witness shall be excluded from the courtroom during that testimony. Evidence of specific instances of a complaining witness’ prior sexual conduct is presumed inadmissible and shall not be heard absent a determination by the person conducting the hearing that extraordinary circumstances exist requiring the evidence be heard. Before such a determination regarding extraordinary circumstances can be made, the witness shall be provided notice and an opportunity to present opposition to the introduction of the evidence. In the hearing on the admissibility of the evidence, the complaining witness shall be entitled to be represented by a parent, legal counsel, or other support person. Reputation or opinion evidence regarding the sexual behavior of the complaining witness is not admissible for any purpose.

Record of Hearing

A record of the hearing shall be made and may be maintained by any means, including electronic recording, as long as a reasonably accurate and complete record of the proceedings can be made.

Presentation of Evidence

While judicial rules of evidence do not apply to expulsion hearings, evidence may be admitted and used as proof only if it is the kind of evidence on which reasonable persons can rely in the conduct of serious affairs.

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Findings of fact shall be based solely on the evidence at the hearing. While hearsay evidence is admissible, no decision to expel shall be based solely on hearsay. Sworn declarations may be admitted as testimony from witnesses.

If, due to a written request by the accused pupil, the hearing is held at a public meeting, and the charge is committing or attempting to commit a sexual assault or committing a sexual battery as defined in Education Code Section 48900, a complaining witness shall have the right to have his or her testimony heard in a session closed to the public.

The decision of the Administrative Panel shall be in the form of written findings of fact regarding the expulsion. The final decision by the Administrative Panel shall be made within ten (10) school days following the conclusion of the hearing.

If the Administrative Panel decides not to recommend expulsion, the pupil shall immediately be returned to his/her educational program at the school.

Written Notice to Expel

The DCI or designee following a decision of the Administrative Panel to expel shall send written notice of the decision to expel, including the Administrative Panel’s adopted findings of fact, to the student or parent/guardian. This notice shall also include the following: Notice of the specific offense committed by the student Notice of the student’s or parent/guardian’s obligation to inform any new district in which the student seeks to enroll of the student’s status with the Charter School. Notice of any appeal options Information about alternative placement options

The DCI or designee shall send a copy of the written notice of the decision to expel to the student’s district of residence and the authorizer. This notice shall include the following: The student’s name The specific expellable offense committed by the student

E. DISCIPLINARY RECORDS

The Charter School shall maintain records of all student suspensions and expulsions at the Charter School. Such records shall be made available to the authorizer upon request.

F. EXPULSION APPEAL

If a pupil is expelled, the pupil or the pupil's parent or guardian may, within ten (10) calendar days following the written notice to expel, file a written appeal, requesting the Board reconsider the expulsion determination. The Board of Directors will consider the appeal in closed session at its next regularly scheduled board meeting or as soon as practicable. The Board will consider all information and evidence contained in the record from the expulsion hearing. The Board will inform the parent and student in writing within five (5) days of its decision. The decision of the Board of Directors is final.

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G. EXPELLED PUPILS/ALTERNATIVE EDUCATION

The school will help provide the parent necessary information and a list of placement options. Pupils who are expelled shall be responsible for seeking alternative education programs including, but not limited to, programs within the County or their school district of residence.

III. SPECIAL PROCEDURES FOR THE CONSIDERATION OF SUSPENSION AND EXPULSION OF STUDENTS WITH DISABILITIES

The Charter School shall immediately notify the SELPA and coordinate the procedures in this policy with the SELPA of the discipline of any student with a disability or student who the Charter School or SELPA would be deemed to have knowledge that the student had a disability.

Students suspended for more than ten (10) school days in a school year shall continue to receive services so as to enable the student to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child’s IEP/504 Plan; and receive, as appropriate, a functional behavioral assessment and behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur. These services may be provided in an interim alterative educational setting.

Within ten (10) school days of a recommendation for expulsion or any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the Charter School, the parent, and relevant members of the IEP/504 Team shall review all relevant information in the student’s file, including the child’s IEP/504 Plan, any teacher observations, and any relevant information provided by the parents to determine:

a. If the conduct in question was caused by, or had a direct and substantial relationship to, the child’s disability; or b. If the conduct in question was the direct result of the local educational agency’s failure to implement the IEP/504 Plan.

If the Charter School, the parent, and relevant members of the IEP/504 Team determine that either of the above is applicable for the child, the conduct shall be determined to be a manifestation of the child’s disability.

If the Charter School, the parent, and relevant members of the IEP/504 Team make the determination that the conduct was a manifestation of the child’s disability, the IEP/504 Team shall:

a. Conduct a functional behavioral assessment and implement a behavioral intervention plan for such child, provided that the Charter School had not conducted such assessment prior to such determination before the behavior that resulted in a change in placement; b. If a behavioral intervention plan has been developed, review the behavioral intervention plan if the child already has such a behavioral intervention plan, and modify it, as necessary, to address the behavior; and c. Return the child to the placement from which the child was removed, unless the parent and the Charter School agree to a change of placement as part of the modification of the behavioral intervention plan.

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If the Charter School, the parent, and relevant members of the IEP/504 Team determine that the behavior was not a manifestation of the student’s disability and that the conduct in question was not a result of the failure to implement the IEP/504 Plan, then the Charter School may apply the relevant disciplinary procedures to children with disabilities in the same manner and for the same duration as the procedures would be applied to students without disabilities.

A. DUE PROCESS APPEALS

The parent of a child with a disability who disagrees with any decision regarding placement, or the manifestation determination, or the Charter School believes that maintaining the current placement of the child is substantially likely to result in injury to the child or to others, may request an expedited administrative hearing through the Special Education Unit of the Office of Administrative Hearings or by utilizing the dispute provisions of the 504 Policy and Procedures.

When an appeal relating to the placement of the student or the manifestation determination has been requested by either the parent or the Charter School, the heating officer shall determine whether the student shall remain in the interim alternative educational setting pending the decision of the hearing officer or until the expiration of the forty-five (45) day time period provided for in an interim alternative educational setting, whichever occurs first, unless the parent and the Charter School agree otherwise.

B. SPECIAL CIRCUMSTANCES

Charter School personnel may consider any unique circumstances on a case-by-case basis when determining whether to order a change in placement for a child with a disability who violates a code of student conduct.

The Director of Curriculum and Instruction or designee may remove a student to an interim alternative educational setting for not more than forty-five (45) days without regard to whether the behavior is determined to be a manifestation of the student’s disability in cases where a student:

a. Carries or possesses a weapon, as defined in 18 USC 930, to or at school, on school premises, or to or at a school function; b. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function; or c. Has inflicted serious bodily injury, as defined by 20 USC 1415(k)(7)(D), upon a person while at school, on school premises, or at a school function.

C. INTERIM ALTERNATIVE EDUCATIONAL SETTING

The student’s interim alternative educational setting shall be determined by the student’s IEP/504 Team.

D. PROCEDURES FOR STUDENTS NOT YET ELIGIBLE FOR SPECIAL EDUCATION SERVICES

A student who has not been identified as an individual with disabilities pursuant to IDEIA and who has violated the Charter School’s disciplinary procedures may assert the procedural safeguards granted under this administrative regulation only if the Charter School had knowledge that the student was

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disabled before the behavior occurred. The Charter School shall be deemed to have knowledge that the student had a disability if one of the following conditions exists:

a. The parent/guardian has expressed concern in writing, or orally if the parent/guardian does not know how to write or has a disability that prevents a written statement, to Charter School supervisory or administrative personnel, or to one of the child’s teachers, that the student is in need of special education or related services. b. The parent has requested an evaluation of the child. c. The child’s teacher, or other Charter School personnel, has expressed specific concerns about a pattern of behavior demonstrated by the child, directly to the director of special education or to other Charter School supervisory personnel.

If the Charter School knew or should have known the student had a disability under any of the three (3) circumstances described above, the student may assert any of the protections available to IDEIA-eligible children with disabilities, including the right to stay-put.

If the Charter School had no basis for knowledge of the student’s disability, it shall proceed with the proposed discipline. The Charter School shall conduct an expedited evaluation if requested by the parents; however the student shall remain in the education placement determined by the Charter School pending the results of the evaluation.

The Charter School shall not be deemed to have knowledge that the student had a disability if the parent has not allowed an evaluation, refused services, or if the student has been evaluated and determined to not be eligible.

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ELEMENT 11: RETIREMENT SYSTEM

“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.” Cal. Ed. Code § 47605(b)(5)(K).

I. RETIREMENT PLAN

All staff shall participate in federal Social Security and other school-sponsored retirement plans according to policies adopted by the Board of Directors for the school’s employees. The Academy anticipates offering a 403b plan to all full-time employees and making a contribution to 403b plans for eligible employees to supplement Social Security, in an amount determined annually by the IVA Board of Directors.

II. RESPONSIBLE STAFF MEMBER

The Director, working in conjunction with the school’s contracted business services and payroll provider(s), shall be responsible for ensuring that appropriate arrangements for the aforementioned coverage will be made, and that all required reports to the District, LACOE and others are submitted in a timely an accurate fashion. .

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ELEMENT 12: ATTENDANCE ALTERNATIVES

“The public school attendance alternatives for pupils residing within the school district who choose not to attend charter schools.” Cal. Ed. Code § 47605(b)(5)(L).

No student shall be required to attend the Academy. Students who choose not to attend the Academy may attend school within their District of residence in accordance with their District’s enrollment policies, or transfer to another District according to inter-district transfer policies.

Parents and guardians of each student enrolled in the Academy shall be informed that they have no right to admission to any particular school or program of a local education agency as a consequence of enrollment in the Academy, except to the extent that such a right is extended by the local education agency.

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ELEMENT 13: EMPLOYEE RIGHTS

“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.” Cal. Ed. Code § 47605(b)(5)(M).

The rights of a former employee of the District to re-employment are determined by the District in accordance with District policy, law, and applicable bargaining agreements. Accrued sick leave or vacation leave, or years of service credit earned at a school district shall not be transferred to the Academy or back to the District unless otherwise agreed upon by the District, and in accordance with applicable law and bargaining agreement provisions, or as otherwise determined by District policy. Employees of the Academy who were not previous employees of the District will not become employees of the District and will not have the right to employment within the District upon leaving the employment of the Academy.

The governing board of any school district shall not require any employee to work at the Academy, nor can the District require the Academy to hire District non-certificated, certificated, or confidential employees, with the exception of District employees provided to the Academy as part of the administrative services paid for by the school under a separately negotiated agreement for services or memorandum of understanding. Academy employees are not subject to District transfers without their written consent.

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ELEMENT 14: DISPUTE RESOLUTION

“The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating to provision of the charter.” Cal. Ed. Code § 47605(b)(5)(N).

The parties shall exchange information as necessary to avoid disputes and assist in curing disputes and shall use their best efforts to resolve disputes between them at the earliest possible time.

Disputes between the District and the Charter School shall be resolved in accordance with the procedures set forth below:

1) Any dispute shall be made in writing (“Written Notification”). The Written Notification must identify the nature of the dispute and any supporting facts. The Written Notification shall be tendered to the other party by personal delivery, by facsimile, by electronic mail 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 or electronic mail, upon electronic confirmation of receipt if delivered by 5:00 PM, or otherwise on the business day following transmission; or (c) if by mail, two (2) business days after deposit in the U.S. Mail.

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 Dispute identified in the Written Notice (“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 to the other party by personal delivery, by facsimile, by electronic mail 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 5:00 PM, or otherwise on the business day following personal delivery; (b) if by facsimile or electronic mail, upon electronic confirmation of receipt if delivered by 5:00 PM, or otherwise on the business day following transmission; or (c) if by mail, two (2) business days after deposit in the U.S. Mail.

3) If the dispute cannot be resolved by mutual agreement at the Issue Conference, either party may then request that the dispute be resolved by mediation. Each party shall bear its own attorneys’ fees, 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 either party’s request for mediation following the Issue Conference. The parties shall mutually agree upon the selection of a mediator to resolve the dispute. The mediator may be selected from the approved list of mediators prepared by the American Arbitration Association. Unless the parties mutually agree otherwise, mediation proceedings shall be administered in accordance with the commercial mediation procedures of the American Arbitration Association.

4) If the mediation is not successful, then the parties agree to resolve the dispute by binding arbitration conducted by a single arbitrator. Unless the parties mutually agree otherwise, arbitration proceedings shall be administered in accordance with the commercial arbitration rules of the American

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Arbitration Association. The arbitrator must be an active member of the State Bar of California or a retired judge of the state or federal judiciary of California. Each party shall bear its own attorney’s fees, 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. However, any party who fails or refuses to submit to arbitration as set forth herein shall bear all attorney’s fees, costs and expenses incurred by such other party in compelling arbitration of any controversy or claim.

Nothing in this Charter restricts the District’s ability to initiate revocation proceedings in accordance with Education Code section 47607 and regulations sections 11968.5.2 and 11968.5.3.

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ELEMENT 15: EXCLUSIVE EMPLOYER

“A declaration of 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 §3540) of division 4 of Title 1 of the Government Code.” Cal. Ed. Code § 47605(b)(5)(O).

IVA will be considered the exclusive public school employer for the purposes of the Educational Employment Relations Act (EERA), and will comply with EERA.

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ELEMENT 16: CHARTER SCHOOL CLOSURE PROCEDURES

“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 public records.” Cal. Ed. Code § 47605(b)(5)(P).

The following procedures shall constitute the “Closure Protocol” and shall apply in the event the Academy ceases to be a charter school or otherwise closes for any reason:

Any decision to close the Academy as a charter school operating pursuant to this Charter shall be documented by official action of the Academy governing body (“Closure Action”), and will identify the person or entity responsible for all closure-related activities and actions. The action will identify the reason for closure (e.g., decision not to renew as a charter school). The Closure Action shall be deemed to have been automatically made if any of the following occur: the Charter is revoked or non-renewed and the Academy has exhausted all appeal procedures to County and State Boards of Education, the Academy governing body votes to close the Academy, or the Charter lapses. In the event of a Closure Action, the following steps shall be implemented, which follow the procedures and requirements set forth in Education Code section 47605(b)(5)(P) and regulations sections 11962 and 11962.1.

The Academy governing body will notify the authorizer of the determination of the Closure Action and of the effective date of the closure as a charter school within 72 hours of the Closure Action.

The Academy will provide written notification to the home districts of the list of returning students within 72 hours of the determination of the Closure Action.

Written notification of the Closure Action and the effective date of closure of the Academy shall be made by the Academy to the California Department of Education, the Los Angeles County Office of Education, the California Department of Education, the SELPA in which the Academy participates, and the retirement systems in which the Academy’s employees participate, by registered mail within 72 hours of the Closure Action.

On closure, the Academy shall remain solely responsible for all liabilities arising from the operation of the Charter School.

The Academy governing body will ensure notification to the parents and students of the Academy of the closure and provide information to assist parents and students in locating suitable alternative programs. This notice will be provided within 72 hours of the Closure Action. The written notification shall include information on assistance in transferring each student to another appropriate school, and a process for the transfer of all student records. Parents/guardians will also be provided with student information that includes grade reports, discipline records, immunization records, and completed coursework.

The Academy will provide parents, students and the receiving school districts with copies of all appropriate student records within seven calendar days from the determination of the Closure

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Action or within seven days of the last student attendance day at the Academy if the Academy is to remain open as a charter school beyond the date that a Closure Action is determined, and will otherwise assist students in transferring to other schools. All transfer of student records will be made in compliance with the Family Educational Rights and Privacy Act (“FERPA”) 20 USC §1232g. The Academy will ask the District to store as necessary original records of Charter School students.

As soon as is reasonably practical, the Academy will prepare final financial records, including audits by December 15. The Academy will also have an independent audit (which may also serve as the annual audit) completed by an independent auditor as soon as is reasonably practical, but in no case later than six months after closure. The audit must include at least the following (i) All information required of in an annual audit; (ii) An accounting of all assets, including cash and accounts receivable and an inventory of property, equipment and supplies; (iii) An accounting of the liabilities, including accounts payable and any reduction in apportionments as a result of audit findings or other investigations, loans and unpaid staff compensation; (iv) An assessment of the disposition of any restricted funds received by or due to the Academy, and (v) A delineation of the disposition of all assets and liabilities. Any liability or debt incurred by the Academy shall be the responsibility of the Academy and not the District. The Academy understands and acknowledges that the Academy will cover the outstanding debts or liabilities of the Academy. Any unused special education related funds will be returned to the District or SELPA, as appropriate, and other categorical funds will be returned to the source of funds as required by applicable law. as may be allowed by the budget and remaining assets

For a minimum of six calendar months from the later of the Closure Action or effective date of the closure, whichever comes first, sufficient staff as may be allowed by the budget and remaining assets will maintain employment to take care of all necessary tasks and procedures required for smooth closing of the School and student transfers.

The Academy governing body shall adopt a plan for wind-up of the School and, if necessary, the corporation, in accordance with the requirements of the Corporations Code.

In addition to the final audit, the Academy shall also submit any required year-end financial reports to the California Department of Education, the County Superintendent of Schools, and the District, in the form and timeframe required, including, but not limited to, those required by Education Code §47604.33.

The Academy may use, but is not limited to, reserves normally maintained for contingencies and emergencies to fund closure proceedings.

This Closure Protocol shall survive the revocation, expiration, termination, cancellation of this Charter or any other act or event that would end the Academy’s right to operate as a charter school pursuant to this Charter or cause the Academy to cease operation. in accordance with the articles of incorporation and bylaws

Upon the winding up and dissolution of the corporation if applicable, after paying or adequately providing for the debts and obligations of the corporation (including any obligations requiring the return of grant funds on the dissolution of the corporation), any capital assets, including facilities or property, purchased in whole or part with public funds shall be distributed in accordance with the articles of incorporation and bylaws to either (i) such organization organized and operated exclusively

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for educational purposes which has established its tax exempt status under § 501(c)(3) of the Internal Revenue Code of 1986, as amended, (or the corresponding provision of any future United States Internal Revenue Law), or (ii) a state or political subdivision of a state of the United States to be used exclusively for public purposes.

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ADDITIONAL PROVISIONS

I. FACILITIES

Governing Law: “The facilities to be utilized by the school. The description of the facilities to be used by the charter school shall specify where the school intends to locate.” Education Code §47605(g).

As detailed in the charter petition (Element 6), for our first year of operations, we will require: • 4 core classrooms • Office space for the Director, Director of Curriculum and Instruction, and other staff detailed in this petition. • Lunch/Auditorium/Multi-Purpose Room • Outdoor play space • (Ideally): a library, computer lab, family/community resource center, and teacher meeting/work space.

By the fifth year of this charter term, with 480 students enrolled, we anticipate we will need 16 core classrooms, plus an expansion of the office, lab, multi-purpose and resource facilities.

Assuming approximately 25 square feet per student for core classroom space, and a total of approximately 60 square feet in combined campus facilities per student (though this could vary significantly and we could potentially make do with less space, and ideally would have even more), in Year 1 we estimate needing approximately 6,000 square foot facility in Year 1, and by Year 5, a 24,000 square foot facility.

We are actively searching for private facilities options in the area. We are working with experienced realtors, developers, lawyers, and financiers to identify and secure an appropriate space. Ultimately, we hope to purchase or secure a long-term lease for a “permanent” home for our school. We will work with private donors and lenders, and pursue appropriate financing options, including financing and reimbursement programs offered by the state and local governments.

As discussed in Element 1, three potential school sites have already been identified. Two of the three landlords have expressed interest in leasing to the Academy; one is currently in foreclosure. These options are located at, respectively, 1535 Gundry Ave., Long Beach 90813, 3601 Linden Ave., Long Beach 90807, and 1647 Long Beach Blvd, Long Beach 90813.

As a backup option, the Academy plans to submit a request for facilities under Proposition 39 from the District for its initial year of operations. We will work with the District to identify an appropriate facility. In the event we occupy a Prop 39 facility, we will provide for the maintenance and upkeep of its facilities as determined pursuant to a Facilities MOU with the District.

The Academy will ensure that any private facility used by the school will meet all applicable building codes, is compliant with the Americans with Disabilities Act, and all other applicable fire, health, building and structural safety requirements, and is permitted for the school’s operations.

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The Academy anticipates securing a facility serving the western and downtown areas of Long Beach. Our target boundaries for our facility search and the community we seek to serve are described in detail in Element 1 of this Petition.

II. OPERATION AND EFFECTS OF SCHOOL

The Academy will indemnify the District for claims made by third parties arising out of the Academy’s operation of the school. To the extent the Academy contracts with the District for any services, including special education services, it will enter into an appropriate MOU with the District.

III. ADMINISTRATIVE SERVICES

Governing Law: “The manner in which administrative services of the school are to be provided.” Education Code §47605(g).

It is anticipated that the Charter School will provide or procure most of its own administrative services including, but not limited to, financial management, personnel, and instructional program development either through its own staff or through an appropriately qualified third-party contractor.

The Academy has already contracted with ExEd for payroll and budgeting services in the start-up year, and anticipates consolidating with IVAMS to procure a back-officer provider that will service both schools.

IV. BUDGET AND FINANCIAL REPORTING

Governing Law: “The petitioner or petitioners shall also be required to provide financial statements that include a proposed first year operational budget, including startup costs, and cash flow and financial projections for the first three years of operation.” Education Code §47605(g).

Included in Appendix H are the following documents: • A projected first year budget including startup costs and cash-flow • Budget assumptions • Financial projections for the first five years of operation

These documents are based upon the best data available to the Petitioners at this time.

The Academy shall provide reports to the District on or before the date as follows, and may provide additional fiscal reports as requested by the District: • Provisional Budget – Spring prior to operating fiscal year • Final Budget – July of the budget fiscal year • First Interim Projections – November of operating fiscal year • Second Interim Projections – February of operating fiscal year • Local Control Accountability Plan – July 1 of the fiscal year • Unaudited Actuals – July following the end of the fiscal year

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• Audited Actuals – December 15 following the end of the fiscal year • Classification Report – monthly according to school’s Calendar • Statistical Report – monthly according to school’s Calendar of Reports In addition: o P1, first week of January o P2, first week of April • Instructional Calendar – annually five weeks prior to first day of instruction • Other reports as requested by the District

V. INSURANCE

The Academy shall acquire and finance general liability, workers compensation, and other necessary insurance of the types and in the amounts required for an enterprise of similar purpose and circumstance. Coverage amounts will be based on recommendations provided by the District and the Academy’s insurer. The District Board of Education shall be named as an additional insured on all policies of the Charter School. Prior to opening, the Charter School will provide evidence of the above insurance coverage to the District.

VI. TRANSPORTATION

The Charter School will not provide transportation to and from school, except as required by law for students with disabilities in accordance with a student’s IEP.

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CONCLUSION

By approving this charter, the District will be fulfilling the intent of the Charter Schools Act of 1992 to improve pupil learning; create new professional opportunities for teachers; and provide parents and pupils with expanded choices in education and following the directive of law to encourage the creation of charter schools. The Petitioners are eager to work independently yet cooperatively with the District to establish the highest bar for what a charter school can and should be. To this end, the Petitioners pledge to work cooperatively with the District to answer any concerns regarding this document and to present the District with the strongest possible proposal requesting a five-year term from July 1, 2016 through June 30, 2021.

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TABLE OF CONTENTS FOR TABS

Tab A: Resumes of Leadership Team

Tab B: Resumes/CVs of Board of Directors

Tab C: Letters of Support • Expert Support • Local and Regional Community Support • Landlord Letters of Interest

Tab D: John Templeton Foundation Grant Agreement Proof of Funds

Tab E: Governing Documents

Tab F: Teacher Signatures

Tab G: Sample Curriculum

Tab H: Financial Documents • Five-Year Projected Budget • Budget Narrative

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