Charter School Application

2011 NEW MEXICO CHARTER SCHOOL APPLICATION For

La Jicarita Community School Peñasco, NM

Charter Schools Division New Mexico Public Education Department CNM Workforce Training Center 5600 Eagle Rock Avenue, Room 227 Albuquerque, NM 87113 (505) 222-4762

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 1 | I. TABLE OF CONTENTS

This Table of Contents document must be included as the first section of the application with corresponding page numbers placed in the column to the right. The application submission must contain each of the section and sub-section titles in the same order as indicated below.

Section Titles and Subsection Items Page Number(s)

I. TABLE OF CONTENTS 2

II. APPLICATION COVER SHEET - NOTICE OF INTENT - 5 ABSTRACT

III. ASSURANCE THAT ALL GOVERNING BODY MEMBERS HAVE READ THE COMPLETED APPLICATION 8

IV. CHARTER SCHOOL MISSION AND STATEMENT OF NEED 13

V. EDUCATIONAL PLAN 19

A. CURRICULUM FRAMEWORK 19

B. EDUCATIONAL PROGRAM 83

C. STUDENT PERFORMANCE EXPECTATIONS 86

D. PLAN FOR EVALUATING STUDENT PERFORMANCE 87

E. SPECIAL POPULATIONS 99

VI. FINANCIAL PLAN 108

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 2 |

A. BUDGET 108

B. FISCAL MANAGEMENT 112

VII. GOVERNANCE/MANAGEMENT PLAN 118

A. GOVERNANCE/MANAGEMENT STRUCTURE 118

B. DESCRIPTION OF THE GOVERNING BODY 125

C. PARTNERSHIPS 138

D. SCHOOL ORGANIZATIONAL STRUCTURE 140

E. EMPLOYEE RELATIONS 149

F. STUDENT ENROLLMENT PROCEDURES AND DISCIPLINE 158 POLICY

G. FACILITIES 164

H. OTHER STUDENT SERVICES 167

VIII. REQUIREMENTS 169

A. LEGAL LIABILITY AND INSURANCE COVERAGE 169

B. WAIVERS 169

IX. APPENDICES (include Table of Contents for Appendices) 171

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 3 | A. SCHOOL’S PROPOSED PERSONNEL POLICIES A-1

B.SCHOOL’S PROPOSED STUDENT DISCIPLINE B-1 PROCEDURES

C. COMPLETED FORM 910B5 C-1

D. COMPLETED 5-YEAR BUDGET PLAN D-1

E. BIBLIOGRAPHY (if applicable) G-1

F. ACRONYM LIST (if applicable) H-1

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 4 | II. APPLICATION COVER SHEET/ NOTICE OF INTENT/ABSTRACT

School Information: Name of Proposed Charter School ____La Jicarita Community School______School Address (if known)______N/A______School Location (City/Town) ___Peñasco / Vadito, NM______School District within which the school will be located__Peñasco Independent School District_____ Contact Information: Primary Contact Person __Eric Mack______Address ___54 Camino de Abajo______City____Vadito______State___NM______Zip __87579______Daytime Tel (_575_)_587-2645______Fax (______) ______Alternate Tel (__505__)[email protected]______Secondary Contact Person _____Amanda Bissell______Address ____PO Box 564______City______Peñasco ______State__NM______Zip ___87579______Daytime Tel (__575__)___587-2690______Fax (______) ______Alternate Tel (______)[email protected]______Partner Organizations (if applicable): ___Expeditionary Learning Schools, Inc.______Enrollment Information: Grade span at full enrollment _K-6__ Total number of students at full enrollment ___52 ____ Complete the chart. School Year Grade Levels to be Total Projected Served Student Enrollment First Year 2012-13 K-5 45 Second Year 2013-14 K-6 51 Third Year 2014-15 K-6 52 Fourth Year 2015-16 K-6 52 Fifth Year 2016-17 K-6 52

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 5 | Notice of Intent:

Provide a copy of the notice of intent that was submitted on or before January 11, 2011 to both the district superintendent where the charter school is proposed to be located and to the Public Education Commission.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 6 | Abstract of Proposed Charter School: Provide an abstract (summary) that succinctly describes the proposed charter school. Include the school’s proposed location, grade levels, enrollment, mission, and educational philosophy and approach. This abstract is to be limited to one page and should not include information that is not addressed in the application.

La Jicarita Community School is so named in order to touch on the most important aspects of our philosophy -- place-based and outdoor education, and community involvement. La Jicarita is a majestic mountain that towers over our little valley at 12,800 feet. LJCS will encompass all the people and cultures that lay in its shadow. We are a community school because we believe that community is necessary in fostering the importance of education. The school culture at LJCS will make education not just a priority, but a fun, integral part of everyday life by incorporating the people and activities familiar to our students while broadening their perspectives on the ever-encroaching global community at our doorsteps. LJCS will serve Peñasco area children in kindergarten to 6th grade to meet the unique needs of the local community, which includes many low-income and minority families. LJCS will address these needs by providing smaller class sizes; incorporating Expeditionary Learning for thematic, project-based service-learning experiences; stressing ecological education; implementing dual language learning, teaching through the arts and enhancing community involvement. The school will open to serve 45 children in kindergarten through fifth grade and expand to include sixth grade in year two, reaching a total enrollment of 52 students under the expected enrollment cap in year three. We believe that all children are naturally endowed with the desire to learn and our goal is to foster that desire with a fun, interactive, creative learning environment with the expectation that our students will succeed in all academic subjects and that this love of learning will take them through high school graduation and onto college. Our job as educators, community members and parents is to provide the right environment and opportunities for our children to meet these expectations. With Expeditionary Learning as our partner, carefully selected teachers will stay engaged in their evolving lesson plans and project-based learning classroom strategies. Teachers will work as a team to plan and to share instructional responsibilities. Involved and interested teachers will make for involved and interested students. Add this to small classroom sizes where students will receive more individual attention and LJCS makes for a culture of success. Peñasco is a community of talented individuals. LJCS will actively seek the community's involvement in several ways. One way is by bringing those talents to the students by inviting members of the community to share their individual expertise, including agricultural, language, fine art, music, writing, and traditional crafts among others – subjects that typically receive less attention in mainstream schools. Additionally, students will participate in service-learning, which involves determining community needs and implementing change. All Expeditionary Learning projects will culminate in a community presentation. With children actively involved in learning, participating in Expeditionary Learning projects that are meaningful to them and working together and with their community to complete these projects using two languages, in a small, nurturing, child-focused environment, LJCS will foster both quality education and emotional and social development.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 7 | L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 8 | L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 9 | L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 10 | L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 11 | L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 12 | L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 13 | III. CHARTER SCHOOL MISSION AND STATEMENT OF NEED

The Charter School Mission Statement should communicate the essence of the school to stakeholders and to the public and should provide the focal point to which all other sections of the school’s plans align. In addition, the proposed charter school and its mission must be in the best interest of the students and community that it proposes to serve.

 Provide a clear and compelling Mission Statement for the school that includes the following components: o Who the school seeks to serve; o What the school seeks to accomplish; o What methods the school will use.

The mission of La Jicarita Community School (LJCS) is to provide a safe, open and creative environment for a culturally diverse kindergarten through 6th grade student population in the Peñasco area to learn through curriculum that is firmly based in state and national standards, and also fosters compelling life-relevant connections for children through learning expeditions. As an Expeditionary Learning school, our program focuses on service learning, place-based education and ecological education, with an added emphasis in second language learning and teaching through the arts. We honor a child's individuality and natural desire to learn, as well as their ability to think critically, reflect upon their world and promote positive change in their community.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8A 6.80.4.9A NMAC

 Provide a response to the following question: How will the school know if it is achieving its mission as stated above? The response must include school level or organizational goals that are measurable and directly support the Mission Statement. The school level or organizational goals must be stated using the SMART Goal format. (NOTE: Specific measurable student performance expectations [student goals] should be addressed in Section V, Educational Plan.)

GOAL #1 - To ensure students are receiving compelling, life-relevant curriculum aligned to standards and the mission of the school, and that is based on Expeditionary Learning Core Practices & Benchmarks, LJCS will score an average of 3.0 out of 4 on the Implementation Review conducted annually and independently by the EL School Designer in the first two years of operation. Between the third and fourth years of operation, LJCS' average score on the review for these two years will be above 3.2. By the end of the fifth year of operation, LJCS will score a minimum of 3.5 on the implementation review. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 14 | Additional performance indicators and measures are listed for each supporting goal. (Refer to the Expeditionary Learning Core Practices and Benchmarks Beta Version in Appendix G)

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 15 | Performance Indicator Alignment with EL Model Measure of Indicator

Expeditions will be I. Compelling Curriculum: . LJCS will have compiled a legacy of aligned with standards. 17 learning expeditions that are aligned 1. Mapping skills and content with standards based Scope and (A, B, C) Sequence and electronically documented in EL Commons. 2. Designing learning expeditions (A 1, 5; B 1)

4. Selecting case studies (B 1, 5)

V. Dynamic Leadership

6. Aligning curriculum, instruction, and assessment (A, B) Learning Expeditions I. Compelling Curriculum .Each expedition will include experts, will feature experts, multiple fieldwork experiences, and a service learning, and 2. Designing learning service-learning component. fieldwork. expeditions (B 6)

4. Selecting case studies (B 2)

6. Incorporating fieldwork, experts, and service learning (A, B, C)

IV. Compassionate Culture and Character

6. Engaging the community in the life of the school (E) LJCS will teach reading I. Compelling Curriculum . Staff will be trained in the readers’ and writing across the and writers’ workshop models. disciplines. Core 2. Designing learning . Core course STA (standards-targets- classes will include expeditions (A 4) assessments) plans and syllabus will literacy targets as part of reflect literacy targets. instruction. 4. Selecting case studies (A 2; B 4)

II. Engaging Instruction

4. Teaching reading across the disciplines (A – D)

5. Teaching writing across the disciplines (A – D) LJCS will teach inquiry- I. Compelling Curriculum . LJCS will adopt the core curriculum based math, endorsed by the NCTM. incorporating STEM 2. Designing learning . STEM projects and complex (Science, TechnologyL a J i c a rexpeditions i t a C o m (A m 4) u n i t y S c h o o lproblems will be incorporated P into a g ethe 16 | Engineering math instructional sequence Mathematics) and other 4. Selecting case studies (A 2; documented in semester STA plans. applied projects. B 4)

II. Engaging Instruction Performance Indicator Alignment with EL Model Measure of Performance Indicator

LJCS will use specific IV. Compassionate Culture . Annually, LJCS will document the rituals, traditions, and and Character keystone experiences it traditionally keystone experiences to offers such as of Celebrations of build an identity and 1. Building a community of Learning, Student-Led Conferences, high-expectations of learning (B) Whole School Crew meetings, and public community minded presentations. excellence. 3. Establishing structures for knowing students well (A, B)

3. LJCS is a community school that invites and inspires community and family participation. Its students contribute to the community as active citizens and participants. By the end of year one of operation, families will demonstrate an average of 50% participation in keystone school experiences, such as Student-led Conferences and Celebrations of Learning. (Participation will be determined by the attendance of at least one family member or guardian at these events.) This participation rate will increase by 10 % each year of the first five years of operation to reach 90% average participation by the end of the 2016-2017 school year. Additional performance indicators will help to measure LJCS' progress in building and improving community:

Performance Indicator Alignment with EL Model Measure of Performance Indicator

Parents will be active IV. Compassionate Culture .Families will volunteer an average of 10 agents involved in their and Character hours per school year. child’s educational experience. 6. Engaging the community in the life of the school (B) LJCS will prioritize IV. Compassionate Culture .Weekly newsletter communication with and Character .Teachers will provide bi-weekly updates families. to family. 6. Engaging the community in .85 percent satisfaction rating, based on the life of the school (C, D) the family survey. LJCS will be a IV. Compassionate Culture .LJCS will sponsor at least two participatory educational and Character community events per year. presence in the community. 6. Engaging the community in the life of the school (E)

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8B 6.80.4.9A & B NMAC

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 17 |  Provide an explanation of need that describes how the proposed charter school is in the best interest of the students and community that it proposes to serve. Include a demographic description of the student and community population within which the school will be located.

The Peñasco Valley is encircled by the towering Sangre de Cristo Mountains of northern New Mexico. And, while it is located between the two cities of Santa Fe and Taos, it is very much isolated both geographically by mountain passes and economically by a lack of any surviving industry and, hence, jobs. A once thriving agricultural and ranching community, the Peñasco Valley has become more like a bedroom community with people often driving for over an hour to work in Taos, Los Alamos or Santa Fe. In the region are several small villages including Rio Lucio, Picuris Pueblo, Rodarte, Llano de San Juan, Llano Largo, Llano de la Yeuga, Vadito, Placitas, Chamisal, Ojito, Ojo Sarco, El Valle, and Las Trampas. Many of the families here are descendants of the original pioneers of the region of the 1750's, themselves descendants of Spanish settlers. Additionally, the people of the Picuris Pueblo continue to live in the valley since relocating here around 1250 CE. This lends the region a unique and rich cultural history. The Peñasco Valley area would be better served to have a choice in public school. There is only one school district in the Peñasco Valley, the Peñasco Independent School District (PISD), with one elementary school, one middle school and one high school. The schools do not offer the type of program intended for LJCS Community School, including a partnership with Expeditionary Learning Schools, Inc. (ELS). At one point in 2010, PISD signed a one-year contract with ELS to implement the Expeditionary Learning model for math and science curriculum in the junior high grades, but was met with resistance from veteran faculty members. The contract was not renewed. PISD schools have an inconsistent record in meeting Adequate Yearly Progress goals in math and reading and are currently labeled as “progressing.” According to the 2008-2009 School Accountability Report from the New Mexico Department of Education, more than 50% of Peñasco Elementary School students were not proficient in Math and 46% were not proficient in Reading, nearly half of all students. As for the New Mexico Standards Based Assessment, according to the 2009-2010 data, only 47% of 3rd through 5th graders were proficient in Reading and 50% in Science. Again, nearly half of students were unable to meet proficiency levels in Reading and Science. And worse, only 26% were proficient in Math, only one in four students.

According to the NMPED's Habitually Truant School Type Report for the 2009-2010 school year, Peñasco Elementary School has a 36% truancy rate. In other words, the student body, on average, only attends school one-third of possible school days. It is no wonder that in 2010, PISD had only a 52% graduation rate from high school. The mobility rate is high as well; in the 2010-11 school year, Peñasco Middle and High School lost around 32 students due to transfer to other districts because of a reduction in electives offered or to drop out. All the schools combined in the Peñasco district had a 22.4% rate of habitually truant students, with the highest percentage of these truancies being recorded in the elementary school.

If we top all this information with even more determining factors that put New Mexico teens at risk, we can see that our population is in great need of education choices. The national teen pregnancy rate

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 18 | among Hispanic women ages 15-19 years old was 12.7% in 2006, according to a study done by the Guttmacher Institute. New Mexico has a 6.4% teenage birth rate, according to the NM Teen Pregnancy Coalition, ranking it second in the country. Based on 2006 National Survey by the U.S. Department of Health and Human Services, it was estimated that 23,000 12-17 year-olds in New Mexico used illicit drugs over a one month period. In 2003, youth of color made up 88% of all detention placements in the juvenile justice system in the state of New Mexico.

The “at risk” population of our district will benefit greatly from our smaller, more personal school. A small school size in which students have the same teacher for two consecutive years will make it easier to serve students that might normally fall through the cracks at a larger school. In fact, the truancy problem within PISD would seem to indicate that such a need exists today and that a number of children in our community have become disenfranchised from any sort of educational support system.

Expeditionary Learning offers life-relevant, project-based education that allows students to get involved and gain interest in what they are learning, making them more likely to want to learn for the sake of learning and to stay in school. We believe the poor and inconsistent academic performance displayed by students in PISD is directly related to a lack of such life-relevant and engaging curriculum.

Finally, community involvement will give students additional support and hold them accountable to, not just themselves or their parents, but the community as a whole, giving them a greater sense of responsibility and confidence.

Statutory & Regulatory Reference(s): 6.80.4.9P NMAC

IV. EDUCATIONAL PLAN

The educational plan should describe who the school expects to serve; what the students will achieve; how they will achieve it; and how the school will evaluate performance. It should provide a clear picture of what a student who attends the school will experience in terms of educational climate, structure, materials, schedule, assessment and outcomes.

A. CURRICULUM FRAMEWORK

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 19 | The New Mexico Content Standards, Benchmarks, and Performance Standards provide the content requirements and expectations for students in all public schools. The description of the curriculum should provide a sense not only of what the school will teach but also of how and why. (NOTE: Refer to the Glossary of Terms Used in the Application, page iii, to assist in the completion of this section.)

This subsection will not be considered complete unless all prompts are addressed.

1. Philosophy and Approach to Instruction

 Describe the educational philosophy and curricular approach of the proposed school.

Educational Philosophy:

The function of La Jicarita Community School (LJCS) is to ensure quality education for our children and facilitate a deep understanding of the diversity of the world and their responsibility to it. LJCS is intended to be an integral part of our community, inviting artisans, farmers, and family to be an active part of the learning experience. Therefore, the school's founders have adopted an educational philosophy consisting of the following four pillars aligned to the school's mission:

1. Through place-based and ecological learning about their local bio-system, students experience the interdependency of humans and nature and the necessity of keeping an ecological balance. To engage with the world and deepen a love for learning, students study the needs of their human and natural community and come up with solutions to actively meet those needs.

2. Students expand these bonds and develop self-confidence by turning those solutions into service learning projects, and sharing the results in cumulative public presentations.

3. Students engage with local culture and history and broaden their perspective and experience with the world using the techniques of teaching through the arts.

4. Students are continually taught about the ever-growing global community around them, both how other cultures and environments are similar to their own as well as how they differ, encouraging tolerance for all people and respect for the planet. And dual language learning, specifically learning Spanish, the language dominant in New Mexico for 400 years, reinforces these ethics and is essential to reconnecting with the Peñasco Valley.

Curriculuar Approach:

At LJCS, the approach to the curriculum and student learning is that students learn best when they are active participants in the learning process and not passive receivers of information. Because of this, we have designed our curriculum and approach to instruction around the tenets of the Reggio Emilia approach and Kurt Hahn’s Expeditionary Learning model.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 20 | The basic principles and approach of Expeditionary Learning (EL) are founded in the philosophy of the Reggio Emilia approach’s orientation to the education of young children and Kurt Hahn’s foundation for EL. Both of these approaches to the education of children fully support the philosophy of LJCS.

Within the Reggio Emilia framework, there exist a few basic beliefs about education:

 Children should have some control over the direction of their learning.  Children must be provided with the opportunity to learn through experiences that involve all the senses.  Relationships between children and with material items provided for exploration are essential to learning.  Children should have multiple ways and opportunities to express themselves and their learning.  The raising of children is a community concern; parents and other community members should be involved in the creation of policy, discussion of developmental concerns, and creation of curriculum.  Teachers are co-learners and are concerned with learning more about children.  The local environment is the third teacher of children (parents and teachers being the first two).  Long-term projects are essential vehicles of learning.

Kurt Hahn’s founding influence on Outward Bound Wilderness, U.S.A., and Expeditionary Learning were derived from his outline of the 6 declines in modern youth (think 1940s):

1. Fitness 2. Initiative and Enterprise 3. Memory and Imagination 4. Skill and care 5. Self-discipline 6. Compassion (the worst decline, according to Hahn)

He envisioned the four antidotes to these declines to be fitness training, rescue service, expeditions (long, challenging, endurance tasks), and projects (relying on crafts or manual skills). Hahn’s goal was the education of the whole child (Miner & Boldt, 1981).

Based on Hahn’s educational philosophy, EL developed the following 10 Design Principles that serve as the foundation of curriculum and instruction at an EL school (Expeditionary Learning Outward Bound, 2003).

1. THE PRIMACY OF SELF-DISCOVERY Learning happens best with emotion, challenge and the requisite support. People discover their abilities, values, passions, and responsibilities in situations that offer adventure and the unexpected. In Expeditionary Learning schools, students undertake tasks that require perseverance, ﬁtness, craftsmanship, imagination, self-discipline, and signiﬁcant achievement. A teacher’s primary task is to help students overcome their fears and discover they can do more than they think they can.

2. THE HAVING OF WONDERFUL IDEAS L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 21 | Teaching in Expeditionary Learning schools fosters curiosity about the world by creating learning situations that provide something important to think about, time to experiment, and time to make sense of what is observed.

3. THE RESPONSIBILITY FOR LEARNING Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. Every aspect of an Expeditionary Learning school encourages both children and adults to become increasingly responsible for directing their own personal and collective learning.

4. EMPATHY AND CARING Learning is fostered best in communities where students’ and teachers’ ideas are respected and where there is mutual trust. Learning groups are small in Expeditionary Learning schools, with a caring adult looking after the progress and acting as an advocate for each child. Older students mentor younger ones, and students feel physically and emotionally safe.

5. SUCCESS AND FAILURE All students need to be successful if they are to build the conﬁdence and capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities.

6. COLLABORATION AND COMPETITION Individual development and group development are integrated so that the value of friendship, trust, and group action is clear. Students are encouraged to compete, not against each other, but with their own personal best and with rigorous standards of excellence.

7. DIVERSITY AND INCLUSION Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and respect for others. In Expeditionary Learning schools, students investigate and value their different histories and talents as well as those of other communities and cultures. Schools and learning groups are heterogeneous.

8. THE NATURAL WORLD A direct and respectful relationship with the natural world refreshes the human spirit and teaches the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations.

9. SOLITUDE AND REFLECTION Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need to exchange their reﬂections with other students and with adults.

10. SERVICE AND COMPASSION We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others, and one of an Expeditionary Learning school’s primary functions is to prepare students with the attitudes and skills to learn from and be of service.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 22 |  Describe why the particular educational philosophy and curricular approach were selected.

Philosophy Pillar 1: Place-based and ecological education

The local area of Peñasco is, historically, an agricultural economy with a reliance on acequia-based irrigation. In a community continuing efforts toward sustainable agriculture and water conservation, the resources for ecological educational experiences within a high altitude biome abound. Grounding of curriculum in a sense of place and purpose leads to a dedication to authentic fieldwork experiences, the reliance on local experts as “text,” and the necessity of a collaborative learning environment between students as well as students and teachers.

LJCS is also fortunate enough to exist within close proximity of the Pecos Wilderness Area. As with EL, we believe that outdoor education is integral to a happy and healthy child. Through ecologically based lessons, relevant to the local, rich bio-system, students will gain not only a unique intelligence about the natural world but a significant respect for it.

Philosophy Pillar 2: Service learning

A foundational belief at LJCS is that children have a natural desire to learn and at a young age it is most important to foster a child's love of learning that they can carry with them throughout their lives and into the work force. In order to do this, children are treated as individuals and given a fair amount of freedom to pursue their interests and ideas.

But it also critical to connect these interests to the local community and world at large in order to nurture the growth of well-rounded global citizens who thoroughly respect themselves and others. This bridge between self-interest and community purpose is made at LJCS through service learning projects. Students are taken through the entire cycle of civic responsibility and engagement, from identifying a problem to developing and implementing real-world solutions.

Philosophy Pillar 3: Teaching through the arts

Throughout its history of over 1,000 years of human agrarian habitation, the Peñasco Valley has undergone long periods of isolation that have served to foster the arts. The Picuris Pueblo artists have traditionally been potters. Early pottery consisted of white or grey vessels painted with black designs. Today's pottery is recognized for its sparkling, bronze-like finish. The rare clay containing mica is found in the mountains located northeast of the village. The 1750's brought not only Spanish settlers to the Peñasco Valley, but also the beginning of the santero (“painters of saints”) period in northern New Mexican folk art. The statues were covered with gypsum and homemade animal glue and painted with various water-based pigments that were available from the natural landscape. Many famous santeros lived along the High Road to Taos and much of their original art can still be found in the area. Today, the High Road to Taos that runs through the Peñasco Valley is famous for the annual art tour where tourists and locals can visit galleries to find traditional art, such as Rio Grande style weaving, micaceous clay pottery, wood-carved furniture and silversmith jewelry, as well as modern art, including sculptures and paintings.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 23 | Connecting students to this rich cultural heritage through arts projects re-enforces the authentic nature of place-based learning, and broadens the possible types of service learning projects that students might engage in. In essence, the arts pillar acts to bolster the other three philosophical pillars described in this section.

Philosophy Pillar 4: Dual language learning

Learning the Spanish language is crucial in heritage preservation in northern NM. In the Upper Rio Grande Region, the demographic is: “Heavily Hispanic, these communities are ancient, long preceding the formation of the United States, and much less influenced by recent decades of Mexican immigration than are the Borderlands. Three-fifths of the students in Rural 900 schools here are Hispanic” (from Why Rural Matters 2009, the Rural Education NM Report).

The elder residents of the Peñasco Valley are also primarily Spanish-speaking. To reconnect with the roots of the Peñasco valley, LJCS believes dual language skills are crucial to preserving the heritage of the community as well as equipping children with linguistic skills that will be important in the changing world. The percentage of English Language Learners (ELL) within the Peñasco district is 20%. LJCS will implement a dual language program that will assist these students in getting a better all-around education. And for English-speaking students, acquiring Spanish as a second language will not only demonstrate the value of New Mexico’s two dominate languages, but will also enable students to be more active participants in the global community.

Curricular Approach:

The curricular methods that emerge from the Reggio Emilia approach and Outward Bound foundation support the uniquely place-based educational philosophy proposed by LJCS, and are founded in the best practices of education. The Expeditionary Learning (EL) method of curricular design and implementation provides a clearinghouse of resources derived from the best teaching methods as elucidated in the research on teaching and learning from academia.

The EL framework focuses on learning that is relevant, engaging, and quality-based. It is a proven model of education that engages students and puts them at the center of their own education. Service and outdoor learning are at its core, while teachers also focus on literacy skills, quantitative reasoning, and scientific inquiry. The innovative program enhances teacher practices along with increasing student motivation using extensive staff development, character growth programs, improved school climate, and active learning pedagogy. With highly trained teachers creating engaging, rigorous curriculum, students are invested in their learning, less likely to have discipline problems and perform at a high academic level.

The comprehensive resource base provided by the Expeditionary Learning network is a valuable tool for educators attempting to truly instantiate a reform approach to educational praxis. From the use of protocols and differentiation of instruction to facilitate equity, reader’s and writer’s workshops in all content areas, the workshop model of lesson planning, to project-based learning, Expeditionary Learning provides an holistic resource combined with the continued support of exemplary professional renewal opportunities for teachers. The best practices of teaching advocated for and supported by the EL model

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 24 | are integrated into a clear plan for the expression of learning through authentic projects that serve the local community.

The project-based approach to learning is crucial to fulfilling the mission of authentic learning to meet the needs of diverse students in a rural community. Larmer and Mergendoller (2010) outlined the 7 essential features that determine quality implementation of project-based teaching and learning.

1. Create a need to know. 2. A driving question. 3. Student voice and choice 4. A focus on 21st century skills. 5. Inquiry and innovation. 6. Feedback and revision. 7. A publicly presented product.

All seven of these criteria are met with full implementation of the EL model; and, most importantly, students are motivated to learn and achieve.

 Provide documentation, research, and/or a rationale that supports the educational philosophy and curricular approach.

“All studies arise from aspects of the one earth and the life lived upon it” (Dewey, 1915, p. 91).

Smith and Williams (1999) outline the five key features of a place-based, ecological curriculum: 1. There are practical outdoor experiences to foster an ethic of care. 2. Direct experiences outside the classroom are as important as the content experienced in the classroom. 3. Curriculum is multidisciplinary. 4. The curriculum requires participatory action or service to the local community. 5. The curriculum highlights the role of place in the self and the larger community.

Incorporating the uniqueness of the Peñasco Valley into curriculum in order to meet state and national standards in authentic ways bolsters LJCS' orientation to the principles of a place-based curriculum. At LJCS, learning about the natural world through explorations in the Pecos Wilderness and other areas furthers the emphasis on the ecology of the area.

The service learning approach to teaching and learning was chosen because depth of learning occurs best within an authentic context in which the skills of the content areas are actually used in authentic ways in service to the needs of the community. Through authentic projects, children of all ages become scientists, historians, mathematicians, readers, and writers (Daniels & Bizar, 2005).

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 25 | The cognitive psychologist, Jerome Bruner, of Harvard University, is a long-time proponent for project- based instruction and learning. The “mind is an extension of the hands and tools that you use and of the jobs to which you apply them." (Bruner, 1996, p. 151) Often, we are engaged with the behaviors of our culture without yet having the ability to expound upon the principles underlying our behavior from the realms of science, history, mathematics, etc. Therefore, Bruner asserts, it is the good teacher who can transform those instances of doing into ones that demand explanation, reflection, and representation. "For one cannot know what one thinks until one can explain it." (Bruner, 1962) Products crafted by students are the representations that lead to the depth of student reflection necessary to solidify their understanding of content and their strengths and weaknesses as a learner. From this point, self- regulation of learning ensues.

With the long history of art in the Peñasco Valley, it is important that art plays a large role in LJCS Community school. Most of our expeditions will culminate with an art project that incorporates local artists and artistic traditions.

In "The Arts and the Creation of Mind, Eisner lists 10 important lessons the arts can teach children (Eisner, 2002):

1. The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.

2. The arts teach children that problems can have more than one solution and that questions can have more than one answer.

3. The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.

4. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.

5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.

6. The arts teach students that small differences can have large effects. The arts traffic in subtleties.

7. The arts teach students to think through and within a material. All art forms employ some means through which images become real.

8. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 26 | 9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.

10. The arts' position in the school curriculum symbolizes to the young what adults believe is important.

Collier and Thomas (2004) in their essay “The Astounding Effectiveness of Dual Language Education for All,” found that students in two-way bilingual learning programs, which consist of native-English speaking students as well as ESL students, consistently tested better in both Spanish and English Reading Mean NCE scores (p. 7-8). Students in Heritage Language programs with students who were all native-English speakers with equal instruction time for two languages benefited enormously from their schooling in two languages. “After four years of the dual language program, former English learners who were achieving at the 40th NCE (31st percentile) before the program started had reached the 62nd NCE (72ndpercentile) in English reading on the Terra Nova, well above grade level”(Collier & Thomas, 2004, p. 9).

The astounding effectiveness of dual language education extends beyond student outcomes, influencing the school experience of all participants. As the program develops and matures, teachers, administrators, and families in formal and informal interviews all express awareness that they are part of something very special. Most adults connected to the program and began to view it as a school reform, where school is perceived positively by the whole school community. The respect and nurturing of the multiple cultural heritages and the two main languages present in the school lead to friendships that cross social class and language boundaries (Thomas and Collier, 2004, p.11).

(The following data are reported from the Expeditionary Learning web site, www.elschools.org.)

Expeditionary Learning is proving to be a successful model for a diverse group of students.

Demographics EL works with 165 schools in 30 states and D.C. The network reaches around 45,000 students and 4,000 teachers. The schools are unusually diverse:  There is a fairly even split of elementary, middle, and high schools.  Most of the schools are urban schools; 20% are rural; and 20% are suburban.  Most of the schools are public district schools and about a third are public charter schools. The student populations are also diverse:  Students of color make up more than half of the students while white students are the largest single racial/ethnic group.  More than half of the students are eligible for free or reduced price lunch.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 27 | 2008-2009 Achievement data Looking at the two-year averages, in schools implementing the EL model, students are 9.1 percentage points above district in reading and 4.5 in math.  The graphs also show the percentage point comparison of black, Hispanic, FRL, SPED, and ELL students to their demographic peers. In all demographic subgroups, students in schools implementing the EL model outperform their district peers.

Expeditionary Learning schools compared to district averages nationwide on reading proficiency tests.

Expeditionary Learning Schools compared to district averages nationwide on math proficiency tests.

The longer a school partners with EL, the greater their achievement.  The percentage of EL schools outperforming their districts rises quickly once a school has maintained their partnership for four years or more.  That percentage increases even more the longer schools remain in the EL network Doing the same comparison using EL implementation review data, which measures how fully a school is implementing the EL model, yields even more impressive results.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 28 |  While less than half of “early implementers” outperform districts, 100% of highly implementing schools outperform their districts in reading and 90% in math.

EL is also committed to collecting third party research. Two recent studies—one in Rochester, NY and one national—further substantiate the internal data with statistically significant findings showing evidence of EL impact on student achievement.

Study 1: Impact of the Expeditionary Learning model on student academic performance in Rochester, NY

Type: Quasi-experimental matched comparison group design

Location: Rochester, NY

Date: September 2010

Author: UMass Donahue Institute

Summary: In a recent study of EL schools in Rochester, NY, researchers compared the academic achievement performance of EL elementary and middle school students in Rochester, NY to matched comparison students in non-EL Rochester schools over two academic years.

Researchers found two important findings:

Participating in an EL school resulted in substantial and statistically significant achievement advantages for elementary students in English/language arts and math, and for both years of middle school English/language arts.

These statistically significant positive effects predict that, on average, enrollment in an EL school would have lifted 19% of non-EL students into the proficient category.

Study 2: The relationship between Expeditionary Learning participation and academic growth

Type: Quasi-experimental study

Location: National

Date: August 2010

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 29 | Author: Mountain Measurement, Inc.

Summary: In a national study of more than 11,000 students in eight states, researchers compared growth in reading, math, and language usage between students in EL schools to a non-EL comparison group. The researchers found that in mature EL schools – those that had implemented the EL program at a high level of fidelity for three years or more – students experienced significantly greater test score gains than non-EL students in four out of six comparisons in math, reading, and language usage.

 Explain why the educational philosophy and curricular approach are likely to result in improved educational performance of students.

The connection between experiential education and the local environment is indisputable. Within a place-based approach to education in combination with rigorous academic projects, children can feel that they have an active role in achieving local ecological and cultural sustainability. An important goal in a time in which many children feel helpless in the face of what appear to be mounting ecological and social challenges.

Service learning is learning, not merely charity; it requires that crucial academic skills are used in the course of service. Students also learn that academic skills really can be used to build a better community while also further reinforcing the ethic of kindness and compassion integral to the culture in an EL school (EL, 2011). Furthermore, students are inspired by what they are learning in school and instills a sense of social responsibility – that one does not have to wait until getting out in the “real world” to make a difference; school is the real world (Grode, 2009).

Arts projects help to engage aspects of students creative process that are often neglected on traditional contemporary educational settings. For generations, families in the Peñasco area have made a living from the earth and using their hands. This has, of course, begun to change, but teaching through the arts will connect students to this local tradition and re-enforce the sense of place and identity created by the place-based aspect of the curriculum. This extra level of engagement provides an alternate avenue for students to create authentic products and develop a life-long love of learning.

“A language gap exists between the generations. When grandparents address their grandchildren in Spanish and the young respond in English, the lack of a mutual language prevents a full dialogue”(Roberts, 2001, p.65).

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 30 | This is very true for the Peñasco Valley, where many grandparents speak Spanish as their first and primary language and many grandchildren can barely put together a sentence in Spanish. LJCS seeks to eliminate this language gap in our community.

In the classroom, heritage language programs like that used at LJCS have been shown to demonstrate significant improvements in reading among student. (See above).

The immersion of students within a learning expedition -- a long-term, interdisciplinary, and in-depth study of real-world connections -- alone inspires students to reach high levels of academic rigor. Students, within the learning expedition, are required to create products that cannot be accomplished without conducting original research authentic to the disciplines (e.g., as a scientist, historian, mathematician), engaging in critical thinking and authentic problem solving. The flow of learning in the classroom is from building background knowledge to the development of expertise based on student choices within the learning expedition framework in a gradual-release-of-responsibility model (Fisher & Frey, 2008).

The ultimate expression of student learning from participation in a learning expedition is in the form of an authentic product. The completion of the product requires the focus of teaching and learning to be placed on reasoning and craftsmanship rather than an overemphasis on facts.

With a commitment to the development of higher cognitive skills, even in the primary age student, standards-based test performance is generally not an issue. In fact, in an implementing Expeditionary Learning school, high stakes test scores outperform districts by 9.1 points in reading/language arts and an average of 4.5 points in mathematics, statistically significant achievement differences. Seventy- seven percent of schools that have partnered with EL for 4 or more years outperform district averages in reading, and 63 per cent of those implementing schools outperform their home districts in mathematics. The achievement effects of participation in an implementing EL school are especially pronounced for minority students (Hispanic subgroup +8.3 percentage points), SPED students (+11.4 ppts.), FRL students (+10.4 ppts.), and ELL students (+7.2 ppts.). All data are the result of 2 years average comparisons, 2008 and 2009, between implementing EL schools and district averages (www.elschools.org). These demographic categories predominately characterize the student population in northern New Mexico.

 Describe how the educational philosophy and curricular approach align with the school’s mission and student needs.

The Peñasco area is a unique, rural location due to its isolation in a valley within the Sangre de Cristo Mountains and its demographics – largely of Hispanic and Native American descent. The educational philosophy chosen by LJCS supports the mission of the school and the needs of students primarily because the standards to be taught are contextualized to the place of the Peñasco valley.

Dual language instruction and teaching through the arts are intended to assist in the reclamation of the area’s Spanish heritage. Through an adventure program and the focus on ecological education, children

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 31 | will be able to explore the natural world that surrounds them every day. And service integrated in authentic ways into the curriculum will function to meet real community needs. The learning expeditions and products will be designed to tap into student interests and will be authentic to Peñasco .

The goal of LJCS is to educate the children of the Peñasco valley about where they live in order to instill a connection to and pride in place. Hopefully, this connection to place will decrease the mobility of the population of the valley, and students who leave to continue their education will return and contribute to building the economic capacity of Peñasco.

Linda Darling-Hammond (2008) noted that to meet the needs of today’s economic reality, and that of tomorrow, students need learning environments that promote the exploration of authentic situations and problems. Expeditionary Learning provides the curricular approach to support the creation of these learning environments – meeting exactly the mission of LJCS and the needs of Peñasco students in an educational milieu that has not transformed to keep up with the changing nature of what people must know to be successful in the 21st century workplace.

Darling-Hammond (2008) further writes, “Students must be given opportunities to develop them [21st century skills] in the context of complex, meaningful, projects that require sustained engagement, collaboration, research, management of resources, and development of an ambitious performance of product” (p. 12). The researcher cites the success of Expeditionary Learning as providing the right approach to project-based learning that, when implemented to a high degree, leads to “substantial gains in student learning as measured by standardized test scores, as well as an increase in student motivation and teachers’ confidence in their ability to reach all students” (p. 38).

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8C 6.80.4.9C(1) & (4) NMAC

2. Description of the Curriculum

 If the curriculum has yet to be developed: Provide a description of the proposed curriculum and a specific plan for its development that will include a scope and sequence. The development plan should include a description of the process, a timeline, and resources (including staffing) to be utilized.

The curriculum for LJCS has not yet been fully developed, but a standards-based curriculum map that provides the foundation for all planning and instruction has been drafted and is included in this application in response to prompt #3 of this section.

The map describes a vertical cycle of learning expeditions and projects and are aligned with content and process standards at grade level and within each discipline. Repetition of content is minimized, with the understanding that mastery of skills and content takes time so that the maps present standards at levels of greater abstraction and rigor as students progress through curriculum and learning expeditions.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 32 | For the purposes of this charter, the learning expeditions by grade cluster have been created in broad scope and have been aligned to content standards, thereby creating the beginnings of the content map for the LJCS, grades K-6. These learning expeditions will need to be narrowed into specific case studies and the content maps revised in the first 4 years of the curricular cycle (i.e., each expedition will have been taught two times for the refinement of the entire content map).

The content map (alignment document) provided in response to prompt #3 of this section of the charter application describes the foundation teachers will use to write learning expeditions based on NM standards. This document is organic and intended to be revised by the teachers who use it at LJCS. As an early draft of the content standards map, it is a foundation for teachers beginning with enduring understandings derived from NM standards that lead to general descriptions of learning expeditions. These learning expeditions have then been aligned explicitly to content standards and benchmarks.

As math and literacy skills must sometimes be taught outside the purview of the learning expeditions, the Math Investigations curriculum will be used to supplement math instruction, when math content and skills cannot be authentically woven into the curricular theme. The instructional methods used, however, will still embody best practices in teaching, such as a workshop format for lesson planning, inquiry as the driving force, and an emphasis on literacy skills within the content area.

The EL approach to literacy instruction, reading and writing, is rooted in the balanced literacy approach in the primary and elementary grades. The recommendations for this type of program include the following features: a print-rich environment, shared reading, interactive writing, and interactive editing, read-alouds, phonemic awareness exercises, differentiated phonics instruction, explicit teaching of comprehension/thinking strategies across content areas, guided reading, reader’s workshop for comprehension and decoding, writer’s workshop, anchor texts, vocabulary development, book clubs, and protocols such as readers’ theater. Most often literacy instruction can be woven seamlessly into the scope of the learning expedition (Early literacy in EL classrooms, 2009).

Literacy instruction focuses on the explicit teaching of the seven reading comprehension strategies and the 6 + 1 traits of writing.

The 7 reading comprehension strategies are:  Schema  Visualization  Questioning  Making inferences  Determining importance  Synthesis  Using fix-up strategies (Harvey & Goudvis, 2007)

The 6 + 1 writing traits are:  Ideas and content  Organization  Sentence fluency  Word choice L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 33 |  Voice  Conventions  Performance (Culham, 2003; Culham, 2005)

Projects and authentic products that culminate learning expeditions are the purview of the teachers in writing the curriculum as it is to be taught in a semester. The skills map reflecting literacy and math standards will emerge as projects are added to the curricular map. This skills map will also include any math and literacy instruction that occurred outside the learning expedition.

The process of developing curriculum and learning expeditions will commence once an administrator and teachers are hired during the latter part of the planning year and will be an ongoing process of development and refinement once LJCS is open through the first five years of operation. The following table shows the timeline for this development plan, including resources and staff that will be utilized for each step of the development process.

Timeline Process Resources Spring and Summer 2012: Teachers and administrator are Governing council in Planning Year hired. collaboration with founding committee and EL.

Work begins to write the Expeditionary Learning entirety of the learning School Designer, regional and expeditions for the K, and year national institute attendance 1 curricular cycle for grades 1- by all teachers and 5. This work includes crafting administrator, attendance at case studies, writing learning EL national conference in targets from state and Denver, CO. Common Core standards, crafting projects and products, culminating in lesson planning.

From the proposed projects EL School Designer and and products for each learning school administrator expedition, language arts, math, art, second language, technology, etc. standards are EL Commons – on-line aligned with learning planning tool, document expeditions and the skills library, archive of student curriculum map document is work and exemplary initiated that includes NM expeditions standards and the Common Core.

Spring and summer 2013 Learning expeditions for the EL School Designer and

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 34 | coming year (Year 2 of the school administrator curricular cycle for grades 1- 5) are crafted. The K learning Attendance at EL national expedition is revised and conference as well as regional refined. If the school expands and national institutes. to 6th grade that year as planned, the 5th/6th grade cycle of expeditions will be refined, with the 6th grade portion to be crafted and work on the content and skills map begun.

Spring and summer 2014 The revision and refinement of EL School Designer and learning expeditions, content, school administrator and skills map takes place for grades K-6. Attendance at EL national conference as well as regional and national institutes.

By fall semester 2016-17 This iterative process would academic year continue until all grades have taught and refined the 2-year cycle of learning expeditions at least twice for the creation of “legacy expeditions.”

SEE PROMPT #3 THIS SECTION FOR THE SCOPE AND SEQUENCE IN ADDITION TO THE DESCRIPTION OF CURRICULUM PROVIDED ABOVE.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8C 6.80.4.9C(2) & (3) NMAC

3. Alignment with NM Standards

 The curriculum selected/developed must align to the New Mexico Content Standards, Benchmarks and Performance Standards. Provide a copy of the alignment document if it was completed, OR, if the alignment has not been completed, describe the process and a specific timeline to be used for aligning the curriculum with the New Mexico Standards.

What follows is an adapted copy of the La Jicarita Community School Curriculum map described in the preceding sections. The map consists of a summary of each learning expedition (listed in chronological

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 35 | order, beginning with kindergarten) followed by the New Mexico state content standards that will be addressed by each expedition.

LJCS Curriculum Map – Content

Learning Expedition Summary Grade Level: Kindergarten – 2nd Grade Curricular Cycle: Year-Long Expedition, Year 1 Title: Farms and Food The Peñasco Valley and surrounding communities have been home to agrarian and hunter-gatherer societies for many centuries. Using local resources and the knowledge of community members, students will learn about the roles farming, ranching, hunting, fishing and food production have played in shaping the local culture historically up through the present day. Students will work hands on in a service learning environment with local farmers to better understand how food is produced and moves from fields to tables. In the process, classes will learn about nutrition, economic factors in food production, distribution and consumption.

NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data. Grade Performance Standards 1. Use observation and questioning skills in the science inquiry (e.g., What happens when something is pushed or pulled?). 2. Ask and answer questions about surroundings and share findings with classmates. 3. Record observations and data with pictures, numbers, and/or symbols. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. Grade Performance Standards 1. Communicate observations and answer questions about surroundings. K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings. Grade Performance Standards 1. Observe and describe the relative sizes and characteristics of objects (e.g., bigger, brighter, louder, smellier). Strand II: Content of Science Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. K-4 Benchmark I: Recognize that matter has different forms and properties. Grade Performance Standards 1. Observe that objects are made of different types of materials (e.g., metal, plastic, cloth, wood). 2. Observe that different materials have different properties (e.g., color, odor). K-4 Benchmark II: Know that energy is needed to get things done and that energy has different forms. Grade Performance Standards

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 36 | 1. Observe how energy does things (e.g., batteries, the sun, wind, electricity). K-4 Benchmark III: Identify forces and describe the motion of objects. Grade Performance Standard 1. Observe things move in different ways (e.g., straight line, vibration, circular). 2. Know that the position and motion of an object (direction or speed) are changed by pushing or pulling it. Strand II: Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. K-4 Benchmark I: Know that living things have diverse forms, structures, functions, and habitats. Grade Performance Standards 1. Identify major structures of common livings organisms (e.g., stems, leaves, and roots of plants; arms, wings, and legs of animals). 2. Observe that differences exist among individual living organisms (e.g., plants, animals) of the same kind. K-4 Benchmark II: Know that living things have similarities and differences and that living things change over time. Grade Performance Standards 1. Observe and describe similarities and differences in the appearance and behavior of living organisms (e.g., plants, animals). 2. Observe that living organisms (e.g., plants, animals) closely resemble their parents. K-4 Benchmark III: Know the parts of the human body and their functions. Grade Performance Standards 1. Use the senses (e.g., sight, hearing, smell, taste, touch) to observe surroundings, and describe the observations. 2. Identify the parts of the human body (e.g., legs, arms, head, hands) and the functions of these parts. Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems. K-4 Benchmark I: Know the structure of the solar system and the objects in the universe. Grade Performance Standards 1. Observe that there are many objects in the night sky and that some are brighter than others. 2. Describe the location and movements of objects in the sky (e.g., stars, sun, moon). K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape them. Grade Performance Standards 1. Observe that changes in weather occur from day to day and season to season. 2. Observe that the sun warms the land and water and they warm the air. Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. K-4 Benchmark I: Describe how science influences decisions made by individuals and societies. Grade Performance Standards 1. Recognize that germs exist and may cause disease. 2. Describe how science helps provide products we use every day (e.g., gasoline for cars; electricity for lights, refrigerators, TVs; gas or electricity for heating, cooking). Social Studies Standards Addressed: STRAND : History Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. K-4 Benchmark I-A—New Mexico: Describe how contemporary and historical people and events have influenced New Mexico communities and regions. Grade Performance Standards K 1. Identify the customs, celebrations, and holidays of various cultures in New Mexico. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 37 | K-4 Benchmark I-B—United States: Understand connections among historical events, people, and symbols significant to United States history and cultures. Grade Performance Standards K 1. Demonstrate an awareness of community leaders. K-4 Benchmark I-C—World: Students will identify and describe similar historical characteristics of the United States and its neighboring countries. Grade Performance Standards K 1. Identify the local, state, and national symbols (e.g., flag, bird, song). K-4 Benchmark I-D—Skills: Understand time passage and chronology. K 1. Understand the concept of past and present. STRAND : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. K-4 Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments. Grade Performance Standards K 1. Define relative location of items in the physical environment in terms of over, under, near, far, up, and down. 2. Define personal direction of front, back, left, and right. K-4 Benchmark II-B: Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change. Grade Performance Standards K 1. Identify natural characteristics of places (e.g., climate, topography). K-4 Benchmark II-C: Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present. Grade Performance Standards K 1. Identify family customs and traditions and explain their importance. 2. Describe the natural characteristics of places (e.g., landforms, bodies of water, natural resources, and weather). K-4 Benchmark II-D: Understand how physical processes shape the Earth’s surface patterns and biosystems. Grade Performance Standards K 1. Describe the Earth’s physical characteristics K-4 Benchmark II-E: Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. Grade Performance Standards K 1. Identify classroom population. K-4 Benchmark II-F: Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources. Grade Performance Standards K 1. Identify natural resources. Strand: Civics and Government Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. K-4 Benchmark III-A: Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and national governments. Grade Performance Standards K 1. Identify authority figures and describe their roles (e.g., parents, teachers, Director, superintendent, police, public officials). K-4 Benchmark III-B: Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 38 | Grade Performance Standards K 1. Recognize and name symbols and activities of the United States, New Mexico, and tribes, to include: a. United States symbols to include the flag, bald eagle, monuments b. New Mexico symbols to include the flag, Smokey Bear, State Bird, chili c. tribal symbols and activities to include Feast Days, pottery, arts, storytelling. 2. Recognize patriotic activities including The Pledge of Allegiance, The Star Spangled Banner, salute to the New Mexico flag, and New Mexico state songs. K-4 Benchmark III-C: Become familiar with the basic purposes of government in New Mexico and the United States. K 1. Describe and provide examples of fairness. K-4 Benchmark III- D: Understand rights and responsibilities of “good citizenship” as members of a family, school and community. Grade Performance Standards K 1. Describe what is meant by citizenship. 2. Explain what is meant by “good citizenship,” to include: a. taking turns and sharing b. taking responsibility for own actions, assignments, and personal belongings within the classroom and respecting the property of others. Strand: Economics Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. K-4 Benchmark IV-A: Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic). Grade Performance Standards K 1. Understand that basic human needs are met in many ways. make decisions about goods and services. Grade Performance Standards K 1. Understand the concept of product (something produced by human, mechanical, or natural process). 2. Understand the importance of jobs. K-4 Benchmark IV-C: Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities. Grade Performance Standards K 1. Describe trade (e.g., buying and selling, bartering, simple exchange).

Learning Expedition Summary Grade Level: K-2nd Grade Curricular Cycle: Year 2, 1st Semester Title: Home The communities of the Peñasco Valley area are among some of the oldest settlements in the United States, pre-dating the Declaration of Independence, and the ancestors of the local Picuris Pueblo have occupied the area for several centuries. Students will study the deep history of the area and how it relates to the concept of a home in various contexts, including literally and culturally. Through interactions with the local environment and cultural resources classes will also examine the social and physical components that form the concept of home including language, geography, climate, political systems and local economies.

NM State Standards Science Standards Addressed:

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 39 | Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.1. Make observations, develop simple questions, and make comparisons of familiar situations (e.g., What does the seed look like when it starts to grow?). 2. Describe relationships between objects (e.g., above, next to, below) and predict the results of changing the relationships (e.g., When that block moves, what will happen to the one next to it?). 1. Conduct simple investigations (e.g. measure the sizes of plants of the same kind that are grown in sunlight and in shade). 2. Use tools to provide information not directly available through only the senses (e.g., magnifiers, rulers, thermometers). 3. Make predictions based on observed patterns as opposed to random guessing. 4. Follow simple instructions for scientific investigation. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. 1. Know that simple investigations do not always turn out as planned. 1. Understand that in doing science it is often helpful to work with a team and share findings. 2. Make accurate observations and communicate findings about investigations. K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.1. Use numbers and mathematical language (e.g., “addition” instead of “add to,” “subtraction” instead of “take away”) to describe phenomena. 1. Record observations on simple charts or diagrams. 2. Measure length, weight, and temperature with appropriate tools and express those measurements in accurate mathematical language. Strand II: Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. K-4 Benchmark I: Know that living things have diverse forms, structures, functions, and habitats.1 1. Know that living organisms (e.g., plants, animals) have needs (e.g., water, air, food, sunlight). 2. Know that living organisms (e.g., plants, animals) inhabit various environments and have various external features to help them satisfy their needs (e.g., leaves, legs, claws). 3. Describe the differences and similarities among living organisms (e.g., plants, animals). 4. Observe that living organisms (e.g., plants, animals) have predictable but varied life cycles. 2 1. Observe that diversity exists among individuals within a population. 2. Observe and describe various shapes of fungi. 3. Know that bacteria and viruses are germs. K-4 Benchmark II: Know that living things have similarities and differences and that living things change over time.1 1. Identify differences between living and nonliving things. 2. Recognize the differences between mature and immature plants and animals (e.g., trees/seedlings, dogs/puppies, cats/kittens). 2 1. Explain that stages of the life cycle are different for different animals (e.g., mouse, cat, horse, butterfly, frog). 2. Observe that many characteristics of the offspring of living organisms (e.g., plants or animals) are inherited from their parents. 3. Observe how the environment influences some characteristics of living things (e.g., amount of sunlight required for plant growth). Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.1 1. Know that germs can be transmitted by touching, breathing, and coughing, and that washing hands helps prevent the spread of germs. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 40 | 2. Describe how science has assisted in creating tools (e.g., plows, knives, telephones, cell phones, computers) to make life easier and more efficient. 3. Describe how tools and machines can be helpful, harmful, or both (e.g., bicycles, cars, scissors, stoves). 4. Know that men and women of all ethnic and social backgrounds practice science and technology. 2 1. Describe ways to prevent the spread of germs (e.g., soap, bleach, cooking). 2. Know that science has ways to help living things avoid sickness or recover from sickness (e.g., vaccinations, medicine) and adult supervision is needed to administer them. 3. Know that some materials are better than others for making particular things (e.g., paper, cardboard, plastic, metal, fiberglass, wood). 4. Understand that everybody can do science, invent things, and formulate ideas. 5. Know that science has discovered many things about objects, events, and nature and that there are many more questions to be answered.

Social Studies Standards Addressed: STRAND : History Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. K-4 Benchmark I-A—New Mexico: Describe how contemporary and historical people and events have influenced New Mexico communities and regions. 1 1. Identify common attributes of people living in New Mexico today. 2 1. Describe how historical people, groups, and events have influenced the local community. K-4 Benchmark I-B—United States: Understand connections among historical events, people, and symbols significant to United States history and cultures. K 1. Demonstrate an awareness of community leaders. 1 1. Identify the significance of United States historical events and symbols (e.g., Martin Luther King, Jr. Day, Memorial Day, Independence Day, Labor Day, Veterans Day, United States flag, bald eagle). 2. Identify and recognize major political and social figures in the United States. 2 1. Describe the cultural diversity of individuals and groups and their contributions to United States history (e.g., George Washington, Ben Franklin, César Chávez, Rosa Parks, National Association for Advancement of Colored People [NAACP], tribal leaders, American Indian Movement [AIM]). STRAND : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. K-4 Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments. 1 1. Understand maps and globes as representations of places and phenomena. 2. Identify and use the four cardinal directions to locate places in community, state, and tribal districts. 3. Create, use, and describe simple maps to identify locations within familiar places (e.g., classroom, school, community, state). 2 1. Use a variety of maps to locate specific places and regions. 2. Identify major landforms, bodies of water, and other places of significance in selected countries, continents, and oceans. K-4 Benchmark II-C: Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present. 1 1. Identify examples of and uses for natural resources in the community, state, and nation. 2. Describe the human characteristics of places such as housing types and professions. 2 1. Identify ways in which people depend on natural and man-made environments including natural resources to meet basic needs. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 41 | K-4 Benchmark II-D: Understand how physical processes shape the Earth’s surface patterns and biosystems. 1 1. Describe the Earth-Sun relationship and how it affects living conditions on Earth. 2 1. Describe the physical processes that affect the Earth’s features (e.g., weather, erosion). 2. Identify characteristics of physical systems (e.g., water cycle) K-4 Benchmark II-F: Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources. 1 1. Describe the role of resources in daily life. 2. Describe ways that humans depend upon, adapt to, and affect the physical environment. 2 1. Describe ways that people and groups can conserve and replenish natural resources. Strand: Civics and Government Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. 1 1. Understand the purpose of rules and identify examples of rules and the consequences of breaking them. 2. Describe different groups and rules that apply to them (e.g., families, classrooms, communities). 2 1. Understand the purposes of government. 2. Describe and compare class rules made by direct democracy (entire class votes on the rules) and by representative democracy (class elects a smaller group to make the rules). K-4 Benchmark III-B: Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time. 1 1. Identify the President of the United States and the Governor of New Mexico. 2. Describe how local, state, tribal and national leaders exemplify the ideals of the communities they represent. 2 1. Identify local governing officials and explain how their roles reflect their community K-4 Benchmark III-C: Become familiar with the basic purposes of government in New Mexico and the United States. 1 1. Describe different ways to determine a decision (e.g., majority rule, consensus, authoritarian [parent, teacher, Director]). 2 1. Describe the concept of “public good” and identify local examples of systems that support the “public good.” K-4 Benchmark III- D: Understand rights and responsibilities of “good citizenship” as members of a family, school and community. 1 1. Identify examples of honesty, courage, fairness, loyalty, patriotism, and other character traits seen in American history. 2. Explain and apply “good citizenship” traits within the school and community using the elements of fair play, good sportsmanship, the idea of treating others the way you want to be treated, and being trustworthy. 2 1. Understand characteristics of “good citizenship” as exemplified by historic and ordinary people. 2. Explain the responsibilities of being a member of various groups (e.g. family, school, community). Strand: Economics Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. 1 1. Understand how resources are limited and varied in meeting human needs. 2. Define and differentiate between needs and wants. 2 1. Identify economic decisions made by individuals and households and explain how resources are distributed. K-4 Benchmark IV-B: Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services. 1 1. Understand the concept of goods and services. 2. Understand the condition of not being able to have all of the goods and services one wants. 3. Understand the value of work. 2 1. Understand the roles of producers and consumers in the production of goods and services. 2. Explain the role of the worker in the local economy. K-4 Benchmark IV-C: Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities. 1 1. Define the simplest form of exchange (the barter system being the direct trading of goods and services between people). L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 42 | 2 1. Understand that money is the generally accepted medium of exchange in most societies, and that different countries use different currencies.

Learning Expedition Summary Grade Level: K-2nd Grade Curricular Cycle: Year 2, 2nd Semester Title: Myths In northern New Mexico, myths like the tale of La Llorona help to communicate cultural values, ethics and traditions through generations. Students will begin by dissecting local myths with the help of community members – how they came in to existence, changed over years and impacted culture. Drawing on this foundation, classes will expand to examine, compare and contrast other regional, national and global myths and how they shape rules, consequences and decision-making on levels ranging from the familial to the political. The roles of language, religion, spirituality, the land, symbolism and storytelling in relation to myths will also be studied.

NM Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.1. Make observations, develop simple questions, and make comparisons of familiar situations (e.g., What does the seed look like when it starts to grow?). 2. Describe relationships between objects (e.g., above, next to, below) and predict the results of changing the relationships (e.g., When that block moves, what will happen to the one next to it?). 1. Conduct simple investigations (e.g. measure the sizes of plants of the same kind that are grown in sunlight and in shade). 2. Use tools to provide information not directly available through only the senses (e.g., magnifiers, rulers, thermometers). 3. Make predictions based on observed patterns as opposed to random guessing. 4. Follow simple instructions for scientific investigation. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. 1. Know that simple investigations do not always turn out as planned. 1. Understand that in doing science it is often helpful to work with a team and share findings. 2. Make accurate observations and communicate findings about investigations. K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.1. Use numbers and mathematical language (e.g., “addition” instead of “add to,” “subtraction” instead of “take away”) to describe phenomena. 1. Record observations on simple charts or diagrams. 2. Measure length, weight, and temperature with appropriate tools and express those measurements in accurate mathematical language. Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.1 1. Know that germs can be transmitted by touching, breathing, and coughing, and that washing hands helps prevent the spread of germs. 2. Describe how science has assisted in creating tools (e.g., plows, knives, telephones, cell phones, computers) to make life easier and more efficient.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 43 | 3. Describe how tools and machines can be helpful, harmful, or both (e.g., bicycles, cars, scissors, stoves). 4. Know that men and women of all ethnic and social backgrounds practice science and technology. 2 1. Describe ways to prevent the spread of germs (e.g., soap, bleach, cooking). 2. Know that science has ways to help living things avoid sickness or recover from sickness (e.g., vaccinations, medicine) and adult supervision is needed to administer them. 3. Know that some materials are better than others for making particular things (e.g., paper, cardboard, plastic, metal, fiberglass, wood). 4. Understand that everybody can do science, invent things, and formulate ideas. 5. Know that science has discovered many things about objects, events, and nature and that there are many more questions to be answered.

Social Studies Standards Addressed: STRAND : History Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. K-4 Benchmark I-C—World: Students will identify and describe similar historical characteristics of the United States and its neighboring countries. 1 1. Identify and compare celebrations and events from the United States, Mexico, and Canada. 2 1. Describe and compare similarities of the history of peoples in North America through literature (e.g., storytelling, fables, folktales, fairy tales). K-4 Benchmark I-D—Skills: Understand time passage and chronology. 1 1. Demonstrate the use of timelines in order to show events in relation to one another. 2 1. Correctly sequence historical events. STRAND : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. K-4 Benchmark II-B: Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change. 1 1. Identify and classify characteristics of places as human or natural. 2. Identify how traditional tribal and local folklore attempt to explain weather, characteristics of places, and human origins and relationships. 2 1. Describe how climate, natural resources, and natural hazards affect activities and settlement patterns. 2. Explain how people depend on the environment and its resources to satisfy their basic needs. K-4 Benchmark II-E: Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. 1 1. Identify characteristics of culture (e.g., language, customs, religion, shelter). 2 1. Describe how characteristics of culture affect behaviors and lifestyles. Strand: Civics and Government Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

Learning Expedition Summary Grade Level: K-2nd Grade Curricular Cycle: Year 3, 1st Semester Title: Human Body

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 44 | Students explore a range of related topics including human physiology, nutrition, basic medicine and fitness through the integration of science, math, physical education, and art. Classes conduct basic experiments using scientific methods including observations, human body measurement and data collection, comparison of the human body with that of other animals, drawing, sculpture, and exercise to develop a new appreciation and respect for both the complexity of the human anatomy and the importance of nutrition and fitness.

NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.1. Make observations, develop simple questions, and make comparisons of familiar situations (e.g., What does the seed look like when it starts to grow?). 2. Describe relationships between objects (e.g., above, next to, below) and predict the results of changing the relationships (e.g., When that block moves, what will happen to the one next to it?). 1. Conduct simple investigations (e.g. measure the sizes of plants of the same kind that are grown in sunlight and in shade). 2. Use tools to provide information not directly available through only the senses (e.g., magnifiers, rulers, thermometers). 3. Make predictions based on observed patterns as opposed to random guessing. 4. Follow simple instructions for scientific investigation. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. 1. Know that simple investigations do not always turn out as planned. 1. Understand that in doing science it is often helpful to work with a team and share findings. 2. Make accurate observations and communicate findings about investigations. K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.1. Use numbers and mathematical language (e.g., “addition” instead of “add to,” “subtraction” instead of “take away”) to describe phenomena. 1. Record observations on simple charts or diagrams. 2. Measure length, weight, and temperature with appropriate tools and express those measurements in accurate mathematical language. Strand II: Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. K-4 Benchmark III: Know the parts of the human body and their functions.1 1. Describe simple body functions (e.g., breathing, eating). 2. Describe the basic food requirements for humans. 3. Describe how some parts of human bodies differ from similar parts of other animals (e.g., hands and feet/paws; ears). 2 1. Identify a variety of human organs (e.g., lungs, heart, stomach, brain). 2. Know that various nutrients are required for specific parts and functions of the body (e.g., milk for bones and teeth, protein for muscles, sugar for energy). 3. Identify the functions of human systems (e.g., respiratory, circulatory, digestive). Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 45 | K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.1 1. Know that germs can be transmitted by touching, breathing, and coughing, and that washing hands helps prevent the spread of germs. 2. Describe how science has assisted in creating tools (e.g., plows, knives, telephones, cell phones, computers) to make life easier and more efficient. 3. Describe how tools and machines can be helpful, harmful, or both (e.g., bicycles, cars, scissors, stoves). 4. Know that men and women of all ethnic and social backgrounds practice science and technology. 2 1. Describe ways to prevent the spread of germs (e.g., soap, bleach, cooking). 2. Know that science has ways to help living things avoid sickness or recover from sickness (e.g., vaccinations, medicine) and adult supervision is needed to administer them. 3. Know that some materials are better than others for making particular things (e.g., paper, cardboard, plastic, metal, fiberglass, wood). 4. Understand that everybody can do science, invent things, and formulate ideas. 5. Know that science has discovered many things about objects, events, and nature and that there are many more questions to be answered.

Learning Expedition Summary Grade Level: K-2nd Grade Curricular Cycle: Year 3, 2nd Semester Title: Solar System Students will study the structure of the solar system, including the planets, sun, earth, moon and their relationships to each other. Place-based projects will integrate local and regional resources such as astrologically-aligned ruins like those at Chaco Canyon and other sites. The effects of solar system components on the physical properties of the earth such as the tides and seasons.

NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.1. Make observations, develop simple questions, and make comparisons of familiar situations (e.g., What does the seed look like when it starts to grow?). 2. Describe relationships between objects (e.g., above, next to, below) and predict the results of changing the relationships (e.g., When that block moves, what will happen to the one next to it?). 1. Conduct simple investigations (e.g. measure the sizes of plants of the same kind that are grown in sunlight and in shade). 2. Use tools to provide information not directly available through only the senses (e.g., magnifiers, rulers, thermometers). 3. Make predictions based on observed patterns as opposed to random guessing. 4. Follow simple instructions for scientific investigation. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. 1. Know that simple investigations do not always turn out as planned. 1. Understand that in doing science it is often helpful to work with a team and share findings. 2. Make accurate observations and communicate findings about investigations. K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.1. Use numbers and mathematical language (e.g., “addition” instead of “add to,” “subtraction” instead of “take away”) to describe phenomena. 1. Record observations on simple charts or diagrams. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 46 | 2. Measure length, weight, and temperature with appropriate tools and express those measurements in accurate mathematical language. Strand II: Content of Science Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. K-4 Benchmark I: Recognize that matter has different forms and properties.1 1. Observe that the three states of matter (i.e., solids, liquids, and gases) have different properties (e.g., water can be liquid, ice, or steam). 2. Describe simple properties of matter (e.g., hardness, flexibility, transparency). 2 1. Observe that properties of substances can change when they are mixed, cooled, or heated (e.g., salt dissolves in water, ice melts). 2. Describe the changes that occur when substances are heated or cooled and change from one state of matter to another (i.e., solid, liquid, and gas). K-4 Benchmark II: Know that energy is needed to get things done and that energy has different forms.1 1. Observe and describe how energy produces changes (e.g., heat melts ice, gas makes cars go uphill, electricity makes TV work). 2 1. Describe how heat can be produced (e.g., burning, rubbing, mixing some substances). 2. Know that heat moves more rapidly in thermal conductors (e.g., metal pan) than in insulators (e.g., plastic handle). 3. Describe the usefulness of some forms of energy (e.g., electricity, sunlight, wind, sound) and how energy (e.g., heat, light,) can affect common objects (e.g., sunlight warms dark objects, heat melts candles). 4. Observe that sound is made by vibrating objects and describe it by its pitch and loudness. 5. Recognize that moving objects carry energy (kinetic energy). K-4 Benchmark III: Identify forces and describe the motion of objects.1 1. Describe ways to make things move, what causes them to stop, and what causes a change of speed, or change of direction. 2. Observe that gravity makes things fall to the ground unless something holds them up. 2 1. Describe how the strength of a push or pull affects the change in an object’s motion (e.g., how a big or small push affects how high a swing rises). 2. Observe that electrically charged materials and magnets attract and repel each other, and observe their effects on other kinds of materials. Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems. K-4 Benchmark I: Know the structure of the solar system and the objects in the universe.1 1. Observe the changes that occur in the sky as day changes into night and night into day. 2. Describe the basic patterns of objects as they move through the sky: • sun appears in the day • moon appears at night but can sometimes be seen during the day • sun and moon appear to move across the sky • moon appears to change shape over the course of a month. 3. Recognize that the sun, moon, and stars all appear to move slowly across the sky. 2 1. Observe that the phase of the moon appears a little different every day but looks the same again after about four weeks. 2. Observe that some objects in the night sky are brighter than others. 3. Know that the sun is a star. K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape them.1 1. Know that simple tools can be used to measure weather conditions (e.g., thermometer, wind sock, hand held anemometer, rain gauge) and that measurements can be recorded from day to day and across seasons. 2. Know that there are different climates (e.g., desert, arctic, rainforest). 2 1. Know that rocks have different shapes and sizes (e.g., boulders, pebbles, sand) and that smaller rocks result from the breaking and weathering of larger rocks. 2. Understand that rocks are made of materials with distinct properties.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 47 | 3. Know that soil is made up of weathered rock and organic materials, and that soils differ in their capacity to support the growth of plants. 4. Recognize the characteristics of the seasons. Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.1 1. Know that germs can be transmitted by touching, breathing, and coughing, and that washing hands helps prevent the spread of germs. 2. Describe how science has assisted in creating tools (e.g., plows, knives, telephones, cell phones, computers) to make life easier and more efficient. 3. Describe how tools and machines can be helpful, harmful, or both (e.g., bicycles, cars, scissors, stoves). 4. Know that men and women of all ethnic and social backgrounds practice science and technology. 2 1. Describe ways to prevent the spread of germs (e.g., soap, bleach, cooking). 2. Know that science has ways to help living things avoid sickness or recover from sickness (e.g., vaccinations, medicine) and adult supervision is needed to administer them. 3. Know that some materials are better than others for making particular things (e.g., paper, cardboard, plastic, metal, fiberglass, wood). 4. Understand that everybody can do science, invent things, and formulate ideas. 5. Know that science has discovered many things about objects, events, and nature and that there are many more questions to be answered. Learning Expedition Summary Grade Level: 3rd/4th Grade Curricular Cycle: Year 1, 1st Semester Title:Acequias Students will trace the historical development of the acequia system, and the roles it has played in local communities, including as a lifeline for agriculture and as a source of socialization and political organization. Classes will investigate the physical properties of acequias, from the engineering that allows them to function efficiently to the community involvement required to maintain a functioning system, providing ample opportunity for service learning projects. Classes will discuss the importance of water as a non-renewable resource, water quality, and the impacts of climate change on water allocation. The curriculum will also detail the traditional use of acequias and water on local arts and culture.

NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.3 1. Make new observations when discrepancies exist between two descriptions of the same object or phenomenon to improve accuracy. 2. Recognize the difference between data and opinion. 3. Use numerical data in describing and comparing objects, events, and measurements. 4. Collect data in an investigation and analyze those data. 5. Know that the same scientific laws govern investigations in different times and places (e.g., gravity, growing plants).4 1. Use instruments to perform investigations (e.g., timers, balances) and communicate findings. 2. Differentiate observation from interpretation and understand that a scientific explanation comes in part from what is observed and in part from how observation is interpreted.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 48 | 3. Conduct multiple trials to test a prediction, draw logical conclusions, and construct and interpret graphs from measurements. 4. Collect data in an investigation using multiple techniques, including control groups, and analyze those data to determine what other investigations could be conducted to validate findings. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings.3 1. Use a variety of methods to display data and present findings. 2. Understand that predictions are based on observations, measurements, and cause-and-effect relationships. 4 1. Communicate ideas and present findings about scientific investigations that are open to critique from others. 2. Describe how scientific investigations may differ from one another (e.g., observations of nature, measurements of things changing over time). 3. Understand how data are used to explain how simple system functions (e.g., a thermometer to measure heat loss as water cools). K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.3 1. Use numerical data in describing and comparing objects, events, and measurements. 2. Pose a question of interest and present observations and measurements with accuracy. 3. Use various methods to display data and present findings and communicate results in accurate mathematical languages. 4 1. Conduct multiple trials using simple mathematical techniques to make and test predications. 2. Use mathematical equations to formulate and justify predictions based on cause-and-effect relationships. 3. Identify simple mathematical relationships in a scientific investigation (e.g., the relationship of the density of materials that will or will not float in water to the density of water). Strand II: Content of Science Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems. K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape them.3 1. Know that Earth’s features are constantly changed by a combination of slow and rapid processes that include the action of volcanoes, earthquakes, mountain building, biological changes, erosion, and weathering. 2. Know that fossils are evidence of earlier life and provide data about plants and animals that lived long ago. 3. Know that air takes up space, is colorless, tasteless, and odorless, and exerts a force. 4. Identify how water exists in the air in different forms (e.g., in clouds and fog as tiny droplets; in rain, snow, and hail) and changes from one form to another through various processes (e.g., freezing/condensation, precipitation, evaporation). 4 1. Know that the properties of rocks and minerals reflect the processes that shaped them (i.e., igneous, metamorphic, and sedimentary rocks). 2. Describe how weather patterns generally move from west to east in the United States. 3. Know that local weather information describes patterns of change over a period of time (e.g., temperature, precipitation symbols, cloud conditions, wind speed/direction). Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.3 1. Describe how food packaging (e.g., airtight containers, date) and preparation (heating, cooling, salting, smoking, drying) extend food life and the safety of foods (e.g., elimination of bacteria). 2. Know that science produces information for the manufacture and recycling of materials (e.g., materials that can be recycled [aluminum, paper, plastic] and others that cannot [gasoline]). 3. Know that naturally occurring materials (e.g., wood, clay, cotton, animal skins) may be processed or combined with other materials to change their properties. 4. Know that using poisons can reduce the damage to crops caused by rodents, weeds, and insects, but their use may harm other plants, animals, or the environment.4 1. Know that science has identified substances called pollutants that get into the environment and can be harmful to living things. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 49 | 2. Know that, through science and technology, a wide variety of materials not appearing in nature have become available (e.g., steel, plastic, nylon, fiber optics). 3. Know that science has created ways to store and retrieve information (e.g., paper and ink, printing press, computers, CD ROMs) but that these are not perfect (e.g., faulty programming, defective hardware). 4. Know that both men and women of all races and social backgrounds choose science as a career.

Social Studies Standards Addressed: Strand: Civics and Government Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. K-4 Benchmark III-A: Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and national governments. 3 1. Explain the basic structure and functions of local governments. 2. Describe and give examples of “public good.” 3. Explain how New Mexico helps to form a nation with other states. 4 1. Explain how the organization of New Mexico’s government changed during its early history. 2. Compare how the State of New Mexico serves national interests and the interests of New Mexicans. 3. Explain the difference between making laws, carrying out the laws, and determining if the laws have been broken, and identify the government bodies that perform these functions at the local, state, tribal, and national levels. K-4 Benchmark III-B: Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time. 3 1. Explain how symbols, songs, icons, and traditions combine to reflect various cultures over time. 4 1. Describe various cultures and the communities they represent, and explain how they have evolved over time. K-4 Benchmark III-C: Become familiar with the basic purposes of government in New Mexico and the United States. 3 1. Describe how the majority protects the rights of the minority. 2. Explain how rules/laws are made and compare different processes used by local, state, tribal, and national governments to determine rules/laws. 4 1. Compare and contrast how the various governments have applied rules/laws, majority rule, “public good,” and protections of the minority in different periods of New Mexico’s history. K-4 Benchmark III- D: Understand rights and responsibilities of “good citizenship” as members of a family, school and community. 3 1. Explain the significance of participation and cooperation in a classroom and community. 2. Understands the impact of individual and group decisions on communities in a democratic society. 3. Explain the significance and process of voting. 4 1. Explain the difference between rights and responsibilities, why we have rules and laws, and the role of citizenship in promoting them. 2. Examine issues of human rights.

Learning Expedition Summary Grade Level: 3rd/4th Grade Curricular Cycle: Year 1, 2nd Semester Title: Energy Using local resources, students will participate in expeditions detailing the sources of energy available in the area, ranging from wind and solar to fossil fuels and nuclear power. Classes will continue their examinations through a deconstructive scientific inquiry into the physical properties of energy and matter on a molecular level, then using this knowledge to design and implement models and working experiments in the creation and use of energy as a source of heat, propulsion and other practical uses. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 50 | NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.3 1. Make new observations when discrepancies exist between two descriptions of the same object or phenomenon to improve accuracy. 2. Recognize the difference between data and opinion. 3. Use numerical data in describing and comparing objects, events, and measurements. 4. Collect data in an investigation and analyze those data. 5. Know that the same scientific laws govern investigations in different times and places (e.g., gravity, growing plants).4 1. Use instruments to perform investigations (e.g., timers, balances) and communicate findings. 2. Differentiate observation from interpretation and understand that a scientific explanation comes in part from what is observed and in part from how observation is interpreted. 3. Conduct multiple trials to test a prediction, draw logical conclusions, and construct and interpret graphs from measurements. 4. Collect data in an investigation using multiple techniques, including control groups, and analyze those data to determine what other investigations could be conducted to validate findings. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings.3 1. Use a variety of methods to display data and present findings. 2. Understand that predictions are based on observations, measurements, and cause-and-effect relationships. 4 1. Communicate ideas and present findings about scientific investigations that are open to critique from others. 2. Describe how scientific investigations may differ from one another (e.g., observations of nature, measurements of things changing over time). 3. Understand how data are used to explain how simple system functions (e.g., a thermometer to measure heat loss as water cools). K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.3 1. Use numerical data in describing and comparing objects, events, and measurements. 2. Pose a question of interest and present observations and measurements with accuracy. 3. Use various methods to display data and present findings and communicate results in accurate mathematical languages. 4 1. Conduct multiple trials using simple mathematical techniques to make and test predications. 2. Use mathematical equations to formulate and justify predictions based on cause-and-effect relationships. 3. Identify simple mathematical relationships in a scientific investigation (e.g., the relationship of the density of materials that will or will not float in water to the density of water). Strand II: Content of Science Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. K-4 Benchmark I: Recognize that matter has different forms and properties.3 1. Identify and compare properties of pure substances and mixtures (e.g., sugar, fruit juice). 2. Separate mixtures based on properties (e.g., by size or by substance; rocks and sand, iron filings and sand, salt and sand). 4 1. Know that changes to matter may be chemical or physical and when two or more substances are combined, a new substance may be formed with properties that are different from those of the original substances (e.g., white glue and borax, cornstarch and water, vinegar and baking soda). 2. Know that materials are made up of small particles (atoms and molecules) that are too small to see with the naked eye. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 51 | 3. Know that the mass of the same amount of material remains constant whether it is together, in parts, or in a different state. K-4 Benchmark II: Know that energy is needed to get things done and that energy has different forms.3 1. Understand that light is a form of energy and can travel through a vacuum. 2. Know that light travels in a straight line until it strikes an object and then it is reflected, refracted, or absorbed. 3. Measure energy and energy changes (e.g., temperature changes). 4. Construct charts or diagrams that relate variables associated with energy changes (e.g., melting of ice over time). 4 1. Identify the characteristics of several different forms of energy and describe how energy can be converted from one form to another (e.g., light to heat, motion to heat, electricity to heat, light, or motion). 2. Recognize that energy can be stored in many ways (e.g., potential energy in gravity or springs, chemical energy in batteries). 3. Describe how some waves move through materials (e.g., water, sound) and how others can move through a vacuum (e.g., x-ray, television, radio). 4. Demonstrate how electricity flows through a simple circuit (e.g., by constructing one). K-4 Benchmark III: Identify forces and describe the motion of objects.3 1. Recognize that magnets can produce motion by attracting some materials (e.g., steel) and have no effect on others (e.g., plastics). 2. Describe how magnets have poles (N and S) and that like poles repel each other while unlike poles attract. 3. Observe that some forces produce motion without objects touching (e.g., magnetic force on nails). 4. Describe motion on different time scales (e.g., the slow motion of a plant toward light, the fast motion of a tuning fork). 4 1. Know that energy can be carried from one place to another by waves (e.g., water waves, sound waves), by electric currents, and by moving objects. 2. Describe the motion of an object by measuring its change of position over a period of time. 3. Describe that gravity exerts more force on objects with greater mass (e.g., it takes more force to hold up a heavy object than a lighter one). 4. Describe how some forces act on contact and other forces act at a distance (e.g., a person pushing a rock versus gravity acting on a rock). Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.3 1. Describe how food packaging (e.g., airtight containers, date) and preparation (heating, cooling, salting, smoking, drying) extend food life and the safety of foods (e.g., elimination of bacteria). 2. Know that science produces information for the manufacture and recycling of materials (e.g., materials that can be recycled [aluminum, paper, plastic] and others that cannot [gasoline]). 3. Know that naturally occurring materials (e.g., wood, clay, cotton, animal skins) may be processed or combined with other materials to change their properties. 4. Know that using poisons can reduce the damage to crops caused by rodents, weeds, and insects, but their use may harm other plants, animals, or the environment.4 1. Know that science has identified substances called pollutants that get into the environment and can be harmful to living things. 2. Know that, through science and technology, a wide variety of materials not appearing in nature have become available (e.g., steel, plastic, nylon, fiber optics). 3. Know that science has created ways to store and retrieve information (e.g., paper and ink, printing press, computers, CD ROMs) but that these are not perfect (e.g., faulty programming, defective hardware). 4. Know that both men and women of all races and social backgrounds choose science as a career.

Learning Expedition Summary L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 52 | Grade Level: 3rd/4th Grade Curricular Cycle: Year 2, 1st Semester Title: Migration Using Northern New Mexico as an example, students will map out original land bases and show how political borders have changed through wars, annexation and other historical events. Classes will investigate the motivations behind migration and the impacts of human movement on social/family relationships, connections to the land, environment and economy. Current immigration issues will also be discussed. NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.3 1. Make new observations when discrepancies exist between two descriptions of the same object or phenomenon to improve accuracy. 2. Recognize the difference between data and opinion. 3. Use numerical data in describing and comparing objects, events, and measurements. 4. Collect data in an investigation and analyze those data. 5. Know that the same scientific laws govern investigations in different times and places (e.g., gravity, growing plants).4 1. Use instruments to perform investigations (e.g., timers, balances) and communicate findings. 2. Differentiate observation from interpretation and understand that a scientific explanation comes in part from what is observed and in part from how observation is interpreted. 3. Conduct multiple trials to test a prediction, draw logical conclusions, and construct and interpret graphs from measurements. 4. Collect data in an investigation using multiple techniques, including control groups, and analyze those data to determine what other investigations could be conducted to validate findings. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings.3 1. Use a variety of methods to display data and present findings. 2. Understand that predictions are based on observations, measurements, and cause-and-effect relationships. 4 1. Communicate ideas and present findings about scientific investigations that are open to critique from others. 2. Describe how scientific investigations may differ from one another (e.g., observations of nature, measurements of things changing over time). 3. Understand how data are used to explain how simple system functions (e.g., a thermometer to measure heat loss as water cools). K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.3 1. Use numerical data in describing and comparing objects, events, and measurements. 2. Pose a question of interest and present observations and measurements with accuracy. 3. Use various methods to display data and present findings and communicate results in accurate mathematical languages. 4 1. Conduct multiple trials using simple mathematical techniques to make and test predications. 2. Use mathematical equations to formulate and justify predictions based on cause-and-effect relationships. 3. Identify simple mathematical relationships in a scientific investigation (e.g., the relationship of the density of materials that will or will not float in water to the density of water). Strand II: Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. K-4 Benchmark I: Know that living things have diverse forms, structures, functions, and habitats. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 53 | 3 1. Know that an adaptation in physical structure or behavior can improve an organism’s chance for survival (e.g., horned toads, chameleons, cacti, mushrooms). 2. Observe that plants and animals have structures that serve different functions (e.g., shape of animals’ teeth). 3. Classify common animals according to their observable characteristics (e.g., body coverings, structure). 4. Classify plants according to their characteristics (e.g., tree leaves, flowers, seeds). 4 1. Explain that different living organisms have distinctive structures and body systems that serve specific functions (e.g., walking, flying, swimming). 2. Know that humans and other living things have senses to help them detect stimuli, and that sensations (e.g., hunger) and stimuli (e.g., changes in the environment) influence the behavior of organisms. 3. Describe how roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight (photosynthesis). 4. Describe the components of and relationships among organisms in a food chain (e.g., plants are the primary source of energy for living systems). 5. Describe how all living things are made up of smaller units that are called cells. K-4 Benchmark II: Know that living things have similarities and differences and that living things change over time.3 1. Identify how living things cause changes to the environments in which they live, and that some of these changes are detrimental to the organism and some are beneficial. 2. Know that some kinds of organisms that once lived on Earth have become extinct (e.g., dinosaurs) and that others resemble those that are alive today (e.g., alligators, sharks). 4 1. Know that in any particular environment some kinds of plants and animals survive well, some survive less well, and others cannot survive at all. 2. Know that a change in physical structure or behavior can improve an organism’s chance of survival (e.g., a chameleon changes color, a turtle pulls its head into its shell, a plant grows toward the light). 3. Describe how some living organisms have developed characteristics from generation to generation to improve chances of survival (e.g., spines on cacti, long beaks on hummingbirds, good eyesight on hawks). K-4 Benchmark III: Know the parts of the human body and their functions.3 1. Know that bacteria and viruses are germs that affect the human body. 2. Describe the nutrients needed by the human body. 4 1. Know that the human body has many parts that interact to function as systems (e.g., skeletal, muscular) and describe the parts and their specific functions in selected systems (e.g., the nose, lungs, and diaphragm in the respiratory system). 2. Recognize that the human body is organized from cells, to tissues, to organs, to systems, to the organism. Strand II: Content of Science Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems. K-4 Benchmark I: Know the structure of the solar system and the objects in the universe.3 1. Describe the objects in the solar system (e.g., sun, Earth and other planets, moon) and their features (e.g., size, temperature). 2. Describe the relationships among the objects in the solar system (e.g., relative distances, orbital motions). 3. Observe that the pattern of stars stays the same as they appear to move across the sky nightly. 4. Observe that different constellations can be seen in different seasons. 5. Know that telescopes enhance the appearance of some distant objects in the sky (e.g., the moon, planets). 4 1. Understand that the number of stars visible through a telescope is much greater than the number visible to the naked eye. 2. Know that there are various types of telescopes that use different forms of light to observe distant objects in the sky. 3. Know that the pattern of stars (e.g., constellations) stays the same although they appear to move across the sky nightly due to Earth’s rotation. Strand III: Science and Society

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 54 | Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.3 1. Describe how food packaging (e.g., airtight containers, date) and preparation (heating, cooling, salting, smoking, drying) extend food life and the safety of foods (e.g., elimination of bacteria). 2. Know that science produces information for the manufacture and recycling of materials (e.g., materials that can be recycled [aluminum, paper, plastic] and others that cannot [gasoline]). 3. Know that naturally occurring materials (e.g., wood, clay, cotton, animal skins) may be processed or combined with other materials to change their properties. 4. Know that using poisons can reduce the damage to crops caused by rodents, weeds, and insects, but their use may harm other plants, animals, or the environment.4 1. Know that science has identified substances called pollutants that get into the environment and can be harmful to living things. 2. Know that, through science and technology, a wide variety of materials not appearing in nature have become available (e.g., steel, plastic, nylon, fiber optics). 3. Know that science has created ways to store and retrieve information (e.g., paper and ink, printing press, computers, CD ROMs) but that these are not perfect (e.g., faulty programming, defective hardware). 4. Know that both men and women of all races and social backgrounds choose science as a career.

Social Studies Standards Addressed: STRAND : History Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 3 1. Describe how the lives and contributions of people of New Mexico influenced local communities and regions. 4 1. Identify important issues, events, and individuals from New Mexico pre-history to the present. 2. Describe the role of contemporary figures and how their contributions and perspectives are creating impact in New Mexico. K-4 Benchmark I-B—United States: Understand connections among historical events, people, and symbols significant to United States history and cultures. 3 1. Describe local events and their connections to state history. 4 1. Describe local events and their connections and relationships to national history. K-4 Benchmark I-C—World: Students will identify and describe similar historical characteristics of the United States and its neighboring countries. 3 1. Identify and compare components that create a community in the United States and its neighboring countries. 4 1. Explain how historical events, people, and culture influence present day Canada, Mexico, and the United States (e.g., food, art, shelter, language). K-4 Benchmark I-D—Skills: Understand time passage and chronology. 3 1. Interpret information from multiple resources and contexts to determine chronological relationships. 4 1. Describe and explain how historians and archaeologists provide information about people in different time periods.

STRAND : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. Identify and use the mapping tools of scale, compass rose, grid, symbols and mental mapping to locate and draw places on maps and globes; 4 1. apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps; 2. translate geographic information into a variety of formats such as graphs, maps, diagrams and charts; 3. draw conclusions and make generalizations from geographic information and inquiry;

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 55 | K-4 Benchmark II-B: Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change. 3 1. Describe how human and natural processes can sometimes work together to shape the appearance of places (e.g., post-fire reforestation). 2. Explore examples of environmental and social changes in various regions. 4 1. Identify a region as an area with unifying characteristics (e.g., human, weather, agriculture, industry, natural characteristics). 2. Describe the regions of New Mexico, the United States, and the Western Hemisphere. 3. Identify ways in which different individuals and groups of people view and relate to places and regions. K-4 Benchmark II-C: Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present. 3 1. Identify personal behaviors that can affect community planning. 2. Identify ways in which people have modified their environments (e.g., building roads, clearing land for development, mining, and constructing towns and cities). 3. Describe the consequences of human modification of the natural environment (e.g., use of irrigation to improve crop yields, highways). 4 1. Explain how geographic factors have influenced people, including settlement patterns and population distribution in New Mexico, past and present. 2. Describe how environments, both natural and man-made, have influenced people and events over time, and describe how places change. 3. Understand how visual data (e.g., maps, graphs, diagrams, tables, charts) organizes and presents geographic information. K-4 Benchmark II-D: Understand how physical processes shape the Earth’s surface patterns and biosystems. 3 1. Identify the components of the Earth’s biosystems and their makeup (e.g., air, land, water, plants, and animals). 2. Describe how physical processes shape features on the Earth’s surface. 4 1. Explain how the Earth-Sun relationships produce day and night, seasons, major climatic variations, and cause the need for time zones. 2. Describe the four provinces (plains, mountains, plateau, and basin and range) that make up New Mexico’s land .surface (geographic conditions)

Learning Expedition Summary Grade Level: 3rd/4th Grade Curricular Cycle: Year 2, 2nd Semester Title: Money Classes will examine different forms of exchange used in the local area and nation throughout history, such as barter, trade, indentured servitude, slavery, etc. Students will examine different components of the local economy through the years and consider ways in which commerce, industry and other forms of economic development impact community planning, democracy and culture. Basic math and analytical skills will also be employed in creating models of the flow of money through individual households, local economies and communities, including schools.

NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data.3 1. Make new observations when discrepancies exist between two descriptions of the same object or phenomenon to improve accuracy. 2. Recognize the difference between data and opinion. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 56 | 3. Use numerical data in describing and comparing objects, events, and measurements. 4. Collect data in an investigation and analyze those data. 5. Know that the same scientific laws govern investigations in different times and places (e.g., gravity, growing plants).4 1. Use instruments to perform investigations (e.g., timers, balances) and communicate findings. 2. Differentiate observation from interpretation and understand that a scientific explanation comes in part from what is observed and in part from how observation is interpreted. 3. Conduct multiple trials to test a prediction, draw logical conclusions, and construct and interpret graphs from measurements. 4. Collect data in an investigation using multiple techniques, including control groups, and analyze those data to determine what other investigations could be conducted to validate findings. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings.3 1. Use a variety of methods to display data and present findings. 2. Understand that predictions are based on observations, measurements, and cause-and-effect relationships. 4 1. Communicate ideas and present findings about scientific investigations that are open to critique from others. 2. Describe how scientific investigations may differ from one another (e.g., observations of nature, measurements of things changing over time). 3. Understand how data are used to explain how simple system functions (e.g., a thermometer to measure heat loss as water cools). K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.3 1. Use numerical data in describing and comparing objects, events, and measurements. 2. Pose a question of interest and present observations and measurements with accuracy. 3. Use various methods to display data and present findings and communicate results in accurate mathematical languages. 4 1. Conduct multiple trials using simple mathematical techniques to make and test predications. 2. Use mathematical equations to formulate and justify predictions based on cause-and-effect relationships. 3. Identify simple mathematical relationships in a scientific investigation (e.g., the relationship of the density of materials that will or will not float in water to the density of water). Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.3 1. Describe how food packaging (e.g., airtight containers, date) and preparation (heating, cooling, salting, smoking, drying) extend food life and the safety of foods (e.g., elimination of bacteria). 2. Know that science produces information for the manufacture and recycling of materials (e.g., materials that can be recycled [aluminum, paper, plastic] and others that cannot [gasoline]). 3. Know that naturally occurring materials (e.g., wood, clay, cotton, animal skins) may be processed or combined with other materials to change their properties. 4. Know that using poisons can reduce the damage to crops caused by rodents, weeds, and insects, but their use may harm other plants, animals, or the environment.4 1. Know that science has identified substances called pollutants that get into the environment and can be harmful to living things. 2. Know that, through science and technology, a wide variety of materials not appearing in nature have become available (e.g., steel, plastic, nylon, fiber optics). 3. Know that science has created ways to store and retrieve information (e.g., paper and ink, printing press, computers, CD ROMs) but that these are not perfect (e.g., faulty programming, defective hardware). 4. Know that both men and women of all races and social backgrounds choose science as a career.

Social Studies Standards Addressed: STRAND : Geography

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 57 | Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. K-4 Benchmark II-E: Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. 3 1. Describe how patterns of culture vary geographically. 2. Describe how transportation and communication networks are used in daily life. 3. Describe how cooperation and conflict affect neighborhoods and communities. 4 1. Describe how cultures change. 2. Describe how geographic factors influence the location and distribution of economic activities. 3. Describe types and patterns of settlements. 4. Identify the causes of human migration. 5. Describe how and why people create boundaries and describe types of boundaries. K-4 Benchmark II-F: Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources. 3 1. Identify the characteristics of renewable and nonrenewable resources. 4 1. Identify the distributions of natural and man-made resources in New Mexico, the Southwest, and the United States. Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. K-4 Benchmark IV-A: Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic). 3 1. Explain that people want more goods and services than is possible to produce. 2. Define and categorize resources (e.g., human, financial, natural). 3. Identify a variety of products that use similar resources. 4 1. Understand when choices are made that those choices impose “opportunity costs.” 2. Describe different economic, public, and/or community incentives (wages, business profits, amenities rights for property owners and renters). 3. Illustrate how resources can be used in alternative ways and, sometimes, allocated to different users. 4. Explain why there may be unequal distribution of resources (e.g., among people, communities, states, nations). 5. Understand and explain how conflict may arise between private and public incentives (e.g., new parks, parking structures). K-4 Benchmark IV-B: Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services. 3 1. Recognize that a market system exists whenever buyers and sellers exchange goods and services. 2. Understand how businesses operate in the United States’ free enterprise system. 3. Identify examples of economic systems. 4 1. Understand how the characteristics and benefits of the free enterprise system in New Mexico compares to other economic systems in New Mexico (e.g., acequia sytems). 2. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides. K-4 Benchmark IV-C: Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities. 3 1. Understand the purposes of spending and saving money. 2. Identify currency, credit, debit, and checks as the basic mediums of exchange in Western society. 4 1. Identify patterns of work and economic activity in New Mexico and their sustainability over time (e.g., farming, ranching, mining, retail, transportation, manufacturing, tourism, high tech). 2. Explain how New Mexico, the United States, and other parts of the world are economically interdependent. 3. Explain that banks handle currency and other forms of money and serve as intermediaries between savers and borrowers. 4. Explain that money can be used to express the “market value” of goods and services in the form of prices. 5. Use data to explain an economic pattern. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 58 | Learning Expedition Summary Grade Level: 5th/6th Grade Curricular Cycle: Year 1, 1st Semester Title: Early Peoples Students will spend time in the local environment attempting to see the landscape through the eyes of its earliest residents. They will discover local medicinal plants, geology, petroglyphs, early tools and means that early peoples used to adapt to the environment. The curriculum will then broaden and students will study other ancient civilizations around the region and world. Through these examinations, students will learn about the social evolution of technology, customs, rituals and beliefs.

NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. 5-8 Benchmark I: Use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions, and communicate findings. Grade Performance Standards 5 1. Plan and conduct investigations, including formulating testable questions, making systematic observations, developing logical conclusions, and communicating findings. 2. Use appropriate technologies (e.g., calculators, computers, balances, spring scales, microscopes) to perform scientific tests and to collect and display data. 3. Use graphic representations (e.g., charts, graphs, tables, labeled diagrams) to present data and produce explanations for investigations. 4. Describe how credible scientific investigations use reproducible elements including single variables, controls, and appropriate sample sizes to produce valid scientific results. 5. Communicate the steps and results of a scientific investigation. 6 1. Construct appropriate graphs from data and develop qualitative and quantitative statements about the relationships between variables being investigated. 2. Examine the reasonableness of data supporting a proposed scientific explanation. 3. Justify predictions and conclusions based on data. 5-8 Benchmark II: Understand the processes of scientific investigation and how scientific inquiry results in scientific knowledge. Grade Performance Standards 5 1. Understand that different kinds of investigations are used to answer different kinds of questions (e.g., observations, data collection, controlled experiments). 2. Understand that scientific conclusions are subject to peer and public review. 6 1. Understand that scientific knowledge is continually reviewed, critiqued, and revised as new data become available. 2. Understand that scientific investigations use common processes that include the collection of relevant data and observations, accurate measurements, the identification and control of variables, and logical reasoning to formulate hypotheses and explanations. 3. Understand that not all investigations result in defensible scientific explanations. 5-8 Benchmark III: Use mathematical ideas, tools, and techniques to understand scientific knowledge. Grade Performance Standards 5 1. Use appropriate units to make precise and varied measurements. 2. Use mathematical skills to analyze data. 3. Make predictions based on analyses of data, observations, and explanations.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 59 | 4. Understand the attributes to be measured in a scientific investigation and describe the units, systems, and processes for making the measurement. 6 1. Evaluate the usefulness and relevance of data to an investigation. 2. Use probabilities, patterns, and relationships to explain data and observations. Strand II: Content of Science Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems. 5-8 Benchmark I: Describe how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar system, the universe, and their structures. Grade Performance Standards 5 1. Know that many objects in the universe are huge and are separated from one another by vast distances (e.g., many stars are larger than the sun but so distant that they look like points of light). 2. Understand that Earth is part of a larger solar system, which is part of an even larger galaxy (Milky Way), which is One of many galaxies. 3. Know that there have been manned and unmanned journeys to space and to the moon. 6 Universe 1. Describe the objects in the universe, including: • billions of galaxies, each containing billions of stars • different sizes, temperatures, and colors of stars in the Milky Way galaxy. Solar System 2. Locate the solar system in the Milky Way galaxy. 3. Identify the components of the solar system, and describe their defining characteristics and motions in space, including: • sun as a medium sized star • sun’s composition (i.e., hydrogen, helium) and energy production • nine planets, their moons, asteroids. 4. Know that the regular and predictable motions of the Earth-moon-sun system explain phenomena on Earth, including: • Earth’s motion in relation to a year, a day, the seasons, the phases of the moon, eclipses, tides, and shadows • moon’s orbit around Earth once in 28 days in relation to the phases of the moon. Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. 5-8 Benchmark I: Explain how scientific discoveries and inventions have changed individuals and societies. Grade Performance Standards 5 1. Describe the contributions of science to understanding local or current issues (e.g., watershed and community decisions regarding water use). 2. Describe how various technologies have affected the lives of individuals (e.g., transportation, entertainment, health). 6 1. Examine the role of scientific knowledge in decisions (e.g., space exploration, what to eat, preventive medicine and medical treatment). 2. Describe the technologies responsible for revolutionizing information processing and communications (e.g., computers, cellular phones, Internet).

Social Studies Standards: STRAND : History Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. Students will:

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 60 | 5-8 Benchmark 1-C. World: compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration: Grade Performance Standards 5 1. describe the characteristics of early societies, including the development of tools and adaptation to environments; 2. identify, describe and explain the political, religious, economic and social conditions in Europe that led to the era of colonization; 3. identify the European countries that colonized the North American continent and their areas of settlement; and 4. describe the development of slavery as a widespread practice that limits human freedoms and potentials. 6 1. describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include: a. significance of river valleys; early irrigation and its impact on agriculture; b. forms of government (e.g., the theocracies in Egypt, dynasties in China); c. effect on world economies and trade; d. key historical figures; e. religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids); 2. describe and analyze the geographic, political, economic, religious and social structures of early civilizations of India, to include: a. location and description of the river systems and other topographical features that supported the rise of this civilization; b. significance of the Aryan invasions; c. structure and function of the caste system; d. important aesthetic and intellectual traditions (e.g., Sanskrit literature, medicine, metallurgy, mathematics including Hindu-Arabic numerals and the number zero); 3. describe and analyze the geographic, political, economic, religious and social structures of the early civilizations in China, to include: a. location and description of the origins of Chinese civilization in the Huang-He valley, Shang dynasty, geographical features of China that made governance and movement of ideas and goods difficult and served to isolate the country; c. rule by dynasties (e.g., Shang, Qin, Han, Tang, and Ming); d. historical influence of China on other parts of the world (e.g., tea, paper, wood-block printing, compass, gunpowder); 4. describe major religions of the world to include Hinduism, Buddhism, Judaism, Christianity and Islam (e.g., founding leaders, traditions, customs, beliefs); 5. compare and contrast the geographic, political, economic, and social characteristics of the ancient Greek, ancient Roman, Ottoman, Indian, Arabic, African and middle eastern civilizations and their enduring impacts on later civilizations, to include: a. influence of Mediterranean geography on the development and expansion of the civilizations; b. development of concepts of government and citizenship (e.g., democracy, republic, codification of laws, Code of Hammurabi); c. scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy); d. contributions and roles of key figures (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus); and 6. compare and contrast the political and economic events and the social and geographic characteristics of medieval European life and their enduring impacts on later civilizations, to include: a. creation and expansion of the Byzantine empire; b. reasons for the fall of the Roman Empire; c. new forms of government, feudalism and the beginning of limited government with the Magna Carta; d. role of the roman catholic church and its monasteries;

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 61 | e. causes, course and effects of the Crusades; impact of the black plague; contributions and roles of key figures (e.g., Charlemagne, Joan of Arc, Marco Polo) 5-8 Benchmark 1-D. Skills: research historical events and people from a variety of perspectives: Grade Performance Standards 5 1. differentiate between, locate and use primary and secondary sources (e.g., computer software, interviews, biographies, oral histories, print, visual material, artifacts) to acquire information; 2. use resources for historical information (e.g., libraries, museums, historical societies, courthouse, worldwide web, family records, elders); 3. gather, organize and interpret information using a variety of media and technology; 4. show the relationship between social contexts and events; and 5. use effective communication skills and strategies to share research findings. 6 1. organize information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions; 2. identify different points of view about an issue or topic; and 3. use a decision-making process to identify a situation that requires a solution; gather information, identify options, predict consequences and take action to implement that solution. STRAND : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. Students will 5-8 Benchmark 2-B: explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change: Grade Performance Standards 5 1. describe human and natural characteristics of places; and 2. describe similarities and differences among regions of the globe, and their patterns of change. 6 1. explain how places change due to human activity; 2. explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols; and 3. identify a region by its formal, functional or perceived characteristics. Strand: Civics and Government Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. Students will: 5-8 Benchmark 3-A: demonstrate understanding of the structure, functions and powers of government (local, state, tribal and national): Grade Performance Standards 5 1. explain how the three branches of national government function and explain how they are defined in the United States constitution; 2. identify the fundamental ideals and principles of our republican form of government (e.g., inalienable rights such as “life, liberty, and the pursuit of happiness,” the rule of law, justice, equality under the law); 3. identify and describe the significance of American symbols, landmarks and essential documents (e.g., declaration of independence; United States constitution; bill of rights; the federalist papers; Washington, D.C.; liberty bell; Gettysburg address; statue of liberty; government to government accords; treaty of Guadalupe Hildago; Gadsden purchase); and 4. compare and contrast the basic government sovereignty of local, state, tribal and national governments. 6 1. describe the concept of democracy as developed by the Greeks and compare the evolution of democracies throughout the world; and 2. describe the concept of republic as developed by the Romans and compare to other republican governments.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 62 | 5-8 Benchmark 3-B: explain the significance of symbols, icons, songs, traditions and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity: Grade Performance Standards 5 1. explain the significance and importance of American customs, symbols, landmarks and celebrations; 2. identify and summarize contributions of various racial, ethnic and religious groups to national identity; and 3. describe selected ethnic and religious customs and celebrations that enhance local, state, tribal and national identities. 6 1. describe the significance of leadership in democratic societies and provide examples of local, national and international leadership, to include: qualities of leadership; names and contributions of New Mexico leaders; names and contributions of national leaders. 5-8 Benchmark 3-C: compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government: Grade Performance Standards 5 1. describe the narrative of the people and events associated with the development of the United States constitution, and describe its significance to the foundation of the American republic, to include: a. colonists’ and Native Americans’ shared sense of individualism, independence and religious freedom that developed before the revolution; b. articles of confederation; c. purpose of the constitutional convention; d. natural rights expressed in the declaration of independence; and 2. describe the contributions and roles of major individuals, including George Washington, James Madison and Benjamin Franklin. 6 1. explain how Greek and Roman societies expanded and advanced the role of citizen; and 2. identify historical origins of democratic forms of government (e.g., early civilizations, Native American governments). 5-8 Benchmark 3-D: explain how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes and countries: Grade Performance Standards 5 1. explain the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law and to preserve the constitutions of local, state, tribal and federal governments. 6 understand that the nature of citizenship varies among societies Strand: Economics Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. Students will: 5-8 Benchmark 4-C: describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today’s world: Grade Performance Standards 5 1. explain basic economic patterns of early societies (e.g., hunter-gathers, early farming, trade); and 2. explain the economic motivation of exploration and colonization by colonial powers. 6 1. compare and contrast the trade patterns of early civilizations; and 2. analyze the impact of the Neolithic agricultural revolution on mankind, and the impact of technological changes in the bronze age and the iron age. Learning Expedition Summary Grade Level: 5th/6th Grade Curricular Cycle: Year 1, 2nd Semester Title: Imperialism Using the history of Northern New Mexico as a foundation, students will determine causes and motivations for imperialism such as human and natural resources, religion and government. Classes will also examine why some cultures are able to colonize others, such as weaponry, technology, modes of L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 63 | transportation, etc. Comparisons will be made between Natives and settlers and the harms and benefits done/gained by each. The New World and European exploration will serve as an example, integrating lessons involving history, geography and citizenship.

NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. 5-8 Benchmark I: Use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions, and communicate findings. Grade Performance Standards 5 1. Plan and conduct investigations, including formulating testable questions, making systematic observations, developing logical conclusions, and communicating findings. 2. Use appropriate technologies (e.g., calculators, computers, balances, spring scales, microscopes) to perform scientific tests and to collect and display data. 3. Use graphic representations (e.g., charts, graphs, tables, labeled diagrams) to present data and produce explanations for investigations. 4. Describe how credible scientific investigations use reproducible elements including single variables, controls, and appropriate sample sizes to produce valid scientific results. 5. Communicate the steps and results of a scientific investigation. 6 1. Construct appropriate graphs from data and develop qualitative and quantitative statements about the relationships between variables being investigated. 2. Examine the reasonableness of data supporting a proposed scientific explanation. 3. Justify predictions and conclusions based on data. 5-8 Benchmark II: Understand the processes of scientific investigation and how scientific inquiry results in scientific knowledge. Grade Performance Standards 5 1. Understand that different kinds of investigations are used to answer different kinds of questions (e.g., observations, data collection, controlled experiments). 2. Understand that scientific conclusions are subject to peer and public review. 6 1. Understand that scientific knowledge is continually reviewed, critiqued, and revised as new data become available. 2. Understand that scientific investigations use common processes that include the collection of relevant data and observations, accurate measurements, the identification and control of variables, and logical reasoning to formulate hypotheses and explanations. 3. Understand that not all investigations result in defensible scientific explanations. 5-8 Benchmark III: Use mathematical ideas, tools, and techniques to understand scientific knowledge. Grade Performance Standards 5 1. Use appropriate units to make precise and varied measurements. 2. Use mathematical skills to analyze data. 3. Make predictions based on analyses of data, observations, and explanations. 4. Understand the attributes to be measured in a scientific investigation and describe the units, systems, and processes for making the measurement. 6 1. Evaluate the usefulness and relevance of data to an investigation. 2. Use probabilities, patterns, and relationships to explain data and observations. Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. 5-8 Benchmark I: Explain how scientific discoveries and inventions have changed individuals and societies.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 64 | Grade Performance Standards 5 1. Describe the contributions of science to understanding local or current issues (e.g., watershed and community decisions regarding water use). 2. Describe how various technologies have affected the lives of individuals (e.g., transportation, entertainment, health). 6 1. Examine the role of scientific knowledge in decisions (e.g., space exploration, what to eat, preventive medicine and medical treatment). 2. Describe the technologies responsible for revolutionizing information processing and communications (e.g., computers, cellular phones, Internet).

Social Studies Standards: STRAND : History Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. Students will: 5-8 Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day: Grade Performance Standards 5 1. describe changes of governance of New Mexico (e.g., indigenous, Spanish, Mexican, French, Texan, confederate, United States); 2. explain the reasons for European exploration of the Americas. 6 1. describe the relationships among ancient civilizations of the world (e.g., scientific discoveries, architecture, politics, cultures and religious systems) and their connection to the early development of New Mexico. 5-8 Benchmark 1-B. United States: analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history: Grade Performance Standards 5 1. explain the motivations for the European exploration of the Americas (e.g., Leif Ericson, Christopher Columbus, John Cabot, Hernán Cortez, Jacques Cartier, Henry Hudson); 2. describe and explain the reasons for colonization, to include: religious freedom, desire for land, economic opportunity, a new way of life, including the roles and views of key individuals who founded colonies (e.g., John Smith, William Penn, Lord Baltimore); 3. explain the significance of major historical documents (e.g., the Mayflower compact, the declaration of independence, the federalist papers, United States constitution, bill of rights, the Gettysburg address); 4. identify the interactions between American Indians and European settlers, including agriculture, cultural exchanges, alliances and conflicts (e.g., the first Thanksgiving, the pueblo revolt, French and Indian war); 5. describe how the introduction of slavery into the Americas, and especially the United States, laid a foundation for conflict; and 6. explain early representative government and identify democratic practices that emerged (e.g., Iroquois nation model, town meetings, assemblies). 6 1. explain and describe the origins, obstacles and impact of the age of exploration, to include: improvements in technology (e.g., the clock, the sextant, work of Prince Henry the navigator), voyages of Columbus to the new world and the later searches for the northwest passage, introduction of disease and the resulting population decline (especially among indigenous peoples), exchanges of technology, ideas, agricultural products and practices. 5-8 Benchmark 1-D. Skills: research historical events and people from a variety of perspectives: Grade Performance Standards 5 1. differentiate between, locate and use primary and secondary sources (e.g., computer software, interviews, biographies, oral histories, print, visual material, artifacts) to acquire information;

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 65 | 2. use resources for historical information (e.g., libraries, museums, historical societies, courthouse, worldwide web, family records, elders); 3. gather, organize and interpret information using a variety of media and technology; 4. show the relationship between social contexts and events; and 5. use effective communication skills and strategies to share research findings. 6 1. organize information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions; 2. identify different points of view about an issue or topic; and 3. use a decision-making process to identify a situation that requires a solution; gather information, identify options, predict consequences and take action to implement that solution. STRAND : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. Students will 5-8 Benchmark 2-A: analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present and future in terms of patterns, events and issues: Grade Performance Standards 5 1. make and use different kinds of maps, globes, charts and databases; 2. demonstrate how different areas of the United States are organized and interconnected; 3. identify and locate each of the fifty states and capitols of the United States; 4. identify tribal territories within states; 5. employ fundamental geographic vocabulary (e.g., latitude, longitude, interdependence, accessibility, connections); 6. demonstrate a relational understanding of time zones; 7. use spatial organization to communicate information; and 8. identify and locate natural and man-made features of local, regional, state, national and international locales. 6 1. identify the location of places using latitude and longitude; and 2. draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features. STRAND : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. Students will 5-8 Benchmark 2-E: explain how economic, political, cultural and social processes interact to shape patterns of human populations and their interdependence, cooperation and conflict: Grade Performance Standards 5 1. explain how physical features influenced the expansion of the United States. 6 1. explain how human migration impacts places, societies and civilizations; 2. describe, locate and compare different settlement patterns throughout the world; and 3. explain how cultures create a cultural landscape, locally and throughout the world, and how these landscapes change over time. Strand: Economics Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. Students will: 5-8 Benchmark 4-A: explain and describe how individuals, households, businesses, governments and societies make decisions, are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating: Grade Performance Standards

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 66 | 5 1. understand the impact of supply and demand on consumers and producers in a free-enterprise system; 2. understand the patterns of work and economic activities in New Mexico and the United States (e.g., farming, ranching, oil and gas production, high tech, manufacturing, medicine); 3. describe the aspects of trade; and 4. explain how voluntary trade is not coercive. 6 1. explain and predict how people respond to economic and intrinsic incentives. 5-8 Benchmark 4-B: explain how economic systems impact the way individuals, households, businesses, governments and societies make decisions about resources and the production and distribution of goods and services: Grade Performance Standards 5 1. explain how all economic systems must consider the following: What will be produced? How will it be produced? For whom will it be produced; and 2. identify the influence of bordering countries (Canada and Mexico) on United States commerce. 6 1. describe the characteristics of traditional, command, market and mixed economic systems; 2. explain how different economic systems affect the allocation of resources; and 3. understand the role that “factors of production” play in a society’s economy (e.g., natural resources, labor, capital, entrepreneurs).

Learning Expedition Summary Grade Level: 5th/6th Grade Curricular Cycle: Year 2, 1st Semester Title: Climate Change Curriculum will cover the weather cycle on Earth, and how elements flow through the cycle, impacting the local environment along the way. Students will learn about the physical properties and forms of matter in the cycle, including heat and moisture. Classes will use geography and maps to illustrate and put this knowledge in a place-based context. A variety of technological databases and resources will be used to analyze the effects of climate change.

NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. 5-8 Benchmark I: Use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions, and communicate findings. Grade Performance Standards 5 1. Plan and conduct investigations, including formulating testable questions, making systematic observations, developing logical conclusions, and communicating findings. 2. Use appropriate technologies (e.g., calculators, computers, balances, spring scales, microscopes) to perform scientific tests and to collect and display data. 3. Use graphic representations (e.g., charts, graphs, tables, labeled diagrams) to present data and produce explanations for investigations. 4. Describe how credible scientific investigations use reproducible elements including single variables, controls, and appropriate sample sizes to produce valid scientific results. 5. Communicate the steps and results of a scientific investigation. 6 1. Construct appropriate graphs from data and develop qualitative and quantitative statements about the relationships between variables being investigated. 2. Examine the reasonableness of data supporting a proposed scientific explanation. 3. Justify predictions and conclusions based on data. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 67 | 5-8 Benchmark II: Understand the processes of scientific investigation and how scientific inquiry results in scientific knowledge. Grade Performance Standards 5 1. Understand that different kinds of investigations are used to answer different kinds of questions (e.g., observations, data collection, controlled experiments). 2. Understand that scientific conclusions are subject to peer and public review. 6 1. Understand that scientific knowledge is continually reviewed, critiqued, and revised as new data become available. 2. Understand that scientific investigations use common processes that include the collection of relevant data and observations, accurate measurements, the identification and control of variables, and logical reasoning to formulate hypotheses and explanations. 3. Understand that not all investigations result in defensible scientific explanations. 5-8 Benchmark III: Use mathematical ideas, tools, and techniques to understand scientific knowledge. Grade Performance Standards 5 1. Use appropriate units to make precise and varied measurements. 2. Use mathematical skills to analyze data. 3. Make predictions based on analyses of data, observations, and explanations. 4. Understand the attributes to be measured in a scientific investigation and describe the units, systems, and processes for making the measurement. 6 1. Evaluate the usefulness and relevance of data to an investigation. 2. Use probabilities, patterns, and relationships to explain data and observations. Strand II: Content of Science Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. 5-8 Benchmark I: Know the forms and properties of matter and how matter interacts. Grade Performance Standards 5 1. Describe properties (e.g., relative volume, ability to flow) of the three states of matter. 2. Describe how matter changes from one phase to another (e.g., condensation, evaporation). 3. Know that matter is made up of particles (atoms) that can combine to form molecules and that these particles are too small to see with the naked eye. 4. Know that the periodic table is a chart of the pure elements that make up all matter. 5. Describe the relative location and motion of the particles (atoms and molecules) in each state of matter. 6. Explain the relationship between temperature and the motion of particles in each state of matter. 6 1. Understand that substances have characteristic properties and identify the properties of various substances (e.g., density, boiling point, solubility, chemical reactivity). 2. Use properties to identify substances (e.g., for minerals: the hardness, streak, color, reactivity to acid, cleavage, fracture). 3. Know that there are about 100 known elements that combine to produce compounds in living organisms and nonliving substances. 4. Know the differences between chemical and physical properties and how these properties can influence the interactions of matter. 5-8 Benchmark II: Explain the physical processes involved in the transfer, change, and conservation of energy. Grade Performance Standards 5 1. Know that heat is transferred from hotter to cooler materials or regions until both reach the same temperature. 2. Know that heat is often produced as a by-product when one form of energy is converted to another form (e.g., when machines or organisms convert stored energy into motion). 3. Know that there are different forms of energy. 4. Describe how energy can be stored and converted to a different form of energy (e.g., springs, gravity) and know that machines and living things convert stored energy to motion and heat. 6 1. Identify various types of energy (e.g., heat, light, mechanical, electrical, chemical, nuclear). 2. Understand that heat energy can be transferred through conduction, radiation and convection. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 68 | 3. Know that there are many forms of energy transfer but that the total amount of energy is conserved (i.e., that energy is neither created nor destroyed). 4. Understand that some energy travels as waves (e.g., seismic, light, sound), including: • the sun as source of energy for many processes on Earth • different wavelengths of sunlight (e.g., visible, ultraviolet, infrared) • vibrations of matter (e.g., sound, earthquakes) • different speeds through different materials. 5-8 Benchmark III: Describe and explain forces that produce motion in objects. Grade Performance Standards 5 1. Understand how the rate of change of position is the velocity of an object in motion. 2. Recognize that acceleration is the change in velocity with time. 3. Identify forces in nature (e.g., gravity, magnetism, electricity, friction). 4. Understand that when a force (e.g., gravity, friction) acts on an object, the object speeds up, slows down, or goes in a different direction. 5. Identify simple machines and describe how they give advantage to users (e.g., levers, pulleys, wheels and axles, inclined planes, screws, wedges). 6 1. Know that every object exerts gravitational force on every other object dependent on the masses and distance of separation (e.g., motions of celestial objects, tides). 2. Know that gravitational force is hard to detect unless one of the objects (e.g., Earth) has a lot of mass. Strand II: Content of Science Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems. 5-8 Benchmark II: Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems. Grade Performance Standards 5 1. Understand that water and air relate to Earth’s processes, including: • how the water cycle relates to weather • how clouds are made of tiny droplets of water, like fog or steam. 2. Know that air is a substance that surrounds Earth (atmosphere), takes up space, and moves, and that temperature fluctuations and other factors produce wind currents. 3. Know that most of Earth’s surface is covered by water, that most of that water is salt water in oceans, and that fresh water is found in rivers, lakes, underground sources, and glaciers. 4. Recognize that the seasons are caused by Earth’s motion around the sun and the tilt of Earth’s axis of rotation. 6 Structure of Earth 1. Know that Earth is composed of layers that include a crust, mantle, and core. 2. Know that Earth’s crust is divided into plates that move very slowly, in response to movements in the mantle. 3. Know that sedimentary, igneous, and metamorphic rocks contain evidence of the materials, temperatures, and forces that created them. Weather and Climate 4. Describe the composition (i.e., nitrogen, oxygen, water vapor) and strata of Earth’s atmosphere, and differences between the atmosphere of Earth and those of other planets. 5. Understand factors that create and influence weather and climate, including: • heat, air movement, pressure, humidity, oceans • how clouds form by condensation of water vapor • how weather patterns are related to atmospheric pressure • global patterns of atmospheric movement (e.g., El Niño) • factors that can impact Earth’s climate (e.g., volcanic eruptions, impacts of asteroids, glaciers). 6. Understand how to use weather maps and data (e.g., barometric pressure, wind speeds, humidity) to predict weather. Changes to Earth 7. Know that landforms are created and change through a combination of constructive and destructive forces, L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 69 | including: • weathering of rock and soil, transportation, deposition of sediment, and tectonic activity • similarities and differences between current and past processes on Earth’s surface (e.g., erosion, plate tectonics, changes in atmospheric composition) • impact of volcanoes and faults on New Mexico geology. 8. Understand the history of Earth and how information about it comes from layers of sedimentary rock, including: • sediments and fossils as a record of a very slowly changing world • evidence of asteroid impact, volcanic and glacial activity. Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. 5-8 Benchmark I: Explain how scientific discoveries and inventions have changed individuals and societies. Grade Performance Standards 5 1. Describe the contributions of science to understanding local or current issues (e.g., watershed and community decisions regarding water use). 2. Describe how various technologies have affected the lives of individuals (e.g., transportation, entertainment, health). 6 1. Examine the role of scientific knowledge in decisions (e.g., space exploration, what to eat, preventive medicine and medical treatment). 2. Describe the technologies responsible for revolutionizing information processing and communications (e.g., computers, cellular phones, Internet).

Social Studies Standards: STRAND : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. Students will 5-8 Benchmark 2-C: understand how human behavior impacts man-made and natural environments, recognize past and present results and predict potential changes: Grade Performance Standards 5 1. describe how man-made and natural environments have influenced conditions in the past; and 2. identify and define geographic issues and problems from accounts of current events. 6 1. compare and contrast the influences of man-made and natural environments upon ancient civilizations. 5-8 Benchmark 2-D: explain how physical processes shape the earth’s surface patterns and biosystems: Grade Performance Standards 5 1. explain how the four provinces of New Mexico’s land surface (plains, mountains, plateau, basin and range) support life. 6 1. describe how physical processes shape the environmental patterns of air, land, water, plants and animals. STRAND : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. Students will 5-8 Benchmark 2-F: understand the effects of interactions between human and natural systems in terms of changes in meaning, use, distribution and relative importance of resources Grade Performance Standards 5 1. understand how resources impact daily life. 6 1. understand how resources impact daily life

Learning Expedition Summary L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 70 | Grade Level: 5th/6th Grade Curricular Cycle: Year 2, 2nd Semester Title: Predators Curriculum will center around local predators such as coyotes to examine food webs and the place of humans and other local species within. Students will make scientific inquiries into the necessary tools and skills of predators such as speed, parts of the anatomy and physiology and adaptation. The role of humans as predators, relationships between people and predators, and local folklore and myths will also be studied.

NM State Standards Science Standards Addressed: Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. 5-8 Benchmark I: Use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions, and communicate findings. Grade Performance Standards 5 1. Plan and conduct investigations, including formulating testable questions, making systematic observations, developing logical conclusions, and communicating findings. 2. Use appropriate technologies (e.g., calculators, computers, balances, spring scales, microscopes) to perform scientific tests and to collect and display data. 3. Use graphic representations (e.g., charts, graphs, tables, labeled diagrams) to present data and produce explanations for investigations. 4. Describe how credible scientific investigations use reproducible elements including single variables, controls, and appropriate sample sizes to produce valid scientific results. 5. Communicate the steps and results of a scientific investigation. 6 1. Construct appropriate graphs from data and develop qualitative and quantitative statements about the relationships between variables being investigated. 2. Examine the reasonableness of data supporting a proposed scientific explanation. 3. Justify predictions and conclusions based on data. 5-8 Benchmark II: Understand the processes of scientific investigation and how scientific inquiry results in scientific knowledge. Grade Performance Standards 5 1. Understand that different kinds of investigations are used to answer different kinds of questions (e.g., observations, data collection, controlled experiments). 2. Understand that scientific conclusions are subject to peer and public review. 6 1. Understand that scientific knowledge is continually reviewed, critiqued, and revised as new data become available. 2. Understand that scientific investigations use common processes that include the collection of relevant data and observations, accurate measurements, the identification and control of variables, and logical reasoning to formulate hypotheses and explanations. 3. Understand that not all investigations result in defensible scientific explanations. 5-8 Benchmark III: Use mathematical ideas, tools, and techniques to understand scientific knowledge. Grade Performance Standards 5 1. Use appropriate units to make precise and varied measurements. 2. Use mathematical skills to analyze data. 3. Make predictions based on analyses of data, observations, and explanations. 4. Understand the attributes to be measured in a scientific investigation and describe the units, systems, and processes for making the measurement. 6 1. Evaluate the usefulness and relevance of data to an investigation. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 71 | 2. Use probabilities, patterns, and relationships to explain data and observations. Strand II: Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. 5-8 Benchmark I: Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. Grade Performance Standards 5 1. Identify the components of habitats and ecosystems (producers, consumers, decomposers, predators). 2. Understand how food webs depict relationships between different organisms. 3. Know that changes in the environment can have different effects on different organisms (e.g., some organisms move, some survive, some reproduce, some die). 4. Describe how human activity impacts the environment. 6 1. Understand how organisms interact with their physical environments to meet their needs (i.e., food, water, air) and how the water cycle is essential to most living systems. 2. Describe how weather and geologic events (e.g., volcanoes, earthquakes) affect the function of living systems. 3. Describe how organisms have adapted to various environmental conditions. 5-8 Benchmark II: Understand how traits are passed from one generation to the next and how species evolve. Grade Performance Standards 5 1. Know that plants and animals have life cycles that include birth, growth and development, reproduction, and death and that these cycles differ for different organisms. 2. Identify characteristics of an organism that are inherited from its parents (e.g., eye color in humans, flower color in plants) and other characteristics that are learned or result from interactions with the environment. 3. Understand that heredity is the process by which traits are passed from one generation to another. 6 1. Understand that the fossil record provides data for how living organisms have evolved. 2. Describe how species have responded to changing environmental conditions over time (e.g., extinction, adaptation). 5-8 Benchmark III: Understand the structure of organisms and the function of cells in living systems. Grade Performance Standards 5 1. Understand that all living organisms are composed of cells from one to many trillions, and that cells are usually only visible thought a microscope. 2. Know that some organisms are made of a collection of similar cells that cooperate (e.g., algae) while other organisms are made of cells that are different in appearance and function (e.g., corn, birds). 3. Describe the relationships among cells, tissues, organs, organ systems, whole organisms, and ecosystems. 6 1. Explain how fossil fuels were formed from animal and plant cells. 2. Describe the differences between substances that were produced by living organisms (e.g., fossil fuels) and substances that result from nonliving processes (e.g., igneous rocks). Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. 5-8 Benchmark I: Explain how scientific discoveries and inventions have changed individuals and societies. Grade Performance Standards 5 1. Describe the contributions of science to understanding local or current issues (e.g., watershed and community decisions regarding water use). 2. Describe how various technologies have affected the lives of individuals (e.g., transportation, entertainment, health). 6 1. Examine the role of scientific knowledge in decisions (e.g., space exploration, what to eat, preventive medicine and medical treatment). 2. Describe the technologies responsible for revolutionizing information processing and communications (e.g., computers, cellular phones, Internet).

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 72 | Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8C 6.80.4.9C(3) NMAC

4. Strategies and Methods:

 Provide a description of the strategies and methods to be used in delivering the curriculum and provide an example.

Looping Model:

A looping model will be implemented with combinations of Kindergarten, 1st and 2nd grade; 3rd and 4th grade, 5th and 6th grade. (In year one, the combinations will be K/1, 2/3, 4/5.) Some of the reasons for combining grades are to allow students to work to their individual ability levels, provide opportunities for role modeling, reflect the diversity of the real world, and keep students with one teacher for two or three years in order to build deep relationships.

Planning Learning Expeditions:

Within the Expeditionary Learning (EL) framework, the learning expeditions crafted are the result of an organic process based on the place, the interests of teachers, and the interests and abilities of students. These expeditions are created following a backwards design curriculum development process (Wiggins & McTighe, 2005), with a focus on the intended product from students designed to demonstrate their learning. Within the crafted learning expedition, EL describes very specific lesson design structures and pedagogical strategies.

Planning of the learning expedition begins with the curriculum map and developing ideas for skills-rich projects that provide the structure for in-school instruction. From the starting point of projects and authentic products, teachers can schedule the appropriate skill and content lessons and revision sessions to ensure student success. Literacy and technology are generally crucial to the completion of a successful product that has relevance to an authentic audience and is applicable to the world outside of school.

Examples of authentic products: (note: These product ideas are based on similar products already accomplished by elementary students in EL schools.)

 Data collection on the Red River that is used by the NM Department of Game and Fish to evaluate river water quality.  Pasture monitoring that will create a plan for rotational grazing to encourage rangeland reclamation.  Drafting legislation to present to the local county commission to ban the use of plastic bags in grocery stores and restaurants.

At this early level of planning a learning expedition, teachers are also making the curricular decisions around specific case studies that can best contextualize learning. In other words, a broad topic, such as food production for a 1st grade class, is narrowed into 3-6 week case studies involving the investigation L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 73 | of a local orchard, service learning on a local working farm, studying migrant farm workers in the area, and, finally, exploring issues facing homeless people without equitable access to food. Within case studies, plans are created that schedule the appropriate fieldwork, experts, and service learning opportunities that will ground in-school learning into authentic and local contexts.

Finally, teachers write the guiding questions (i.e., essential questions in the Understanding By Design terminology) for the learning expedition that function to provide focus around the big ideas that underlie the expedition, to guide student reflection and inquiry, and to make inter-disciplinary connections.

Examples of guiding questions: (note: These examples are from an archive of exemplar elementary level learning expeditions.)

 Are some natural species more important than others?  What difference can one person make on the world around them?  Should land ownership determine the use of that land?

Lesson Design Formats:

Three recommended lesson design formats with EL include the workshop model, "5 Es," and protocol lessons. When alternative lesson formats are used, such as lecture, video viewing, and labs, engagement strategies are embedded in the lesson planning with graphic organizers, pair shares, mid-lesson questioning, etc.

The workshop model format is appropriate for teaching reading comprehension strategies, writing, and lessons from any subject that require a focus on one standard of quality. A detailed workshop model description follows:

Component Instructional Purpose  Engage students  Build the need to know Introduction  Tap into students’ curiosity  Set a positive tone--build momentum  Link to previous learning  Name and clearly communicate the learning target  Focus on one trait, strategy, or aspect of quality at a time in direct support of the learning Mini-Lesson target  Prepare students for success during practice/application by providing a model of proficiency  Provide direct instruction through explicit modeling of the task (not just what to do, but how to think through the process)  Provide opportunities for all students to try the task as modeled  Assess student readiness to move into practice/application  Create a “safe place” for students to practice the task—either through modified content or Guided through peer support (Give students experience with success) Practice  Address student misconceptions (group or individual)  Support students in completing the task as needed L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 74 |  Give students the opportunity to practice or apply the task modeled independent of the Practice/ teacher Application  Use work generated during this time to assess students’ proficiency in relation to the learning target  Facilitate student thinking and understanding by asking probing questions (conferring, but not instructing)  Provide intentional differentiation  Honor student work, ideas and voice Share  Celebrate successes  Share progress towards the target, focusing on the product  Drive students’ metacognition about how the lesson furthered their learning, focusing on the process Debrief  Create meaning by synthesizing as a group  Make connections between the specific learning target and the larger context  Identify next steps and set goals  Assess students’ proficiency in relation to the learning target (self-assessment; teacher assessment)

The 5 Es lesson planning tool is inquiry-based format, used particularly in math, science, and social studies. Protocols promote equity and support the inclusion of all voices in discussion. The following table describes the components of 5 Es lesson and provides examples of each component:

I. Engagement: The activities in this section capture  Demonstration the student's attention, stimulate their thinking and o teacher and/or student help them access prior knowledge.  Reading from a o current media release o science journal or book o piece of literature (biography, essay, peom, etc)  Free write  Analyze a graphic organizer

II. Exploration: In this section students are given  Reading authentic resources to collect time to think, plan, investigate, and organize collected information information o to answer an open-ended question o to make a decision  Solve a problem  Construct a model  Experiment o design and/or o perform

III. Explanation: Students are now involved in an  Student analysis and explanation L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 75 | analysis of their exploration. Their understanding is  Supporting ideas with evidence clarified and modified because of reflective activities  Reading and discussion

IV. Extension: This section gives students the  Problem solving opportunity to expand and solidify their understanding  Experimental inquiry of the concept and/or apply it to a real world situation  Thinking Skills Activities o classifying, abstracting, error analysis, etc.  Decision-making

V. Evaluation  Teacher and/or student generated scoring tools or rubrics

Protocol-based lessons are appropriate to guide revision of student project/product work or to structure student discussion. Protocols are also appropriate for primary students with modification so that independent reading is not necessary for participation. A list of protocols that can be used in classrooms where and when appropriate to the curriculum or learning expedition follows:

Protocols- An Annotated List

4 A’s Used to hear multiple perspectives after reading a text. Participant discuss Agreements, Aspirations, Alignments, and Adjustments in four rounds of conversation. (Discussion)

ABC Relay An active way to assess and activate background knowledge about a topic. (Background knowledge)

Admit and Exit Tickets These quick writes can be used to assess students’ knowledge or to make decisions about next teaching steps or points that need clarifying. (Background knowledge)

BBK Gallery Method This multi-phase protocol includes observing, listening, speaking, reading, and writing to help create a mood, foster community, encourage identification, spark curiosity, build background knowledge, and prepare participants to write. (Background knowledge)

BBK Mystery Piece Method This protocol demonstrates how quickly participants can become interested in a topic, build background knowledge, and use that background knowledge to become better and more informed readers of hard text. (Background knowledge)

Book Club Discussion - Questioning L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 76 | Used to help facilitate an effective discussion about a short piece of fiction or nonfiction text. (Discussion)

Boxing - Getting to the Heart of the Matter This protocol will help students build background knowledge and synthesize their understanding of a topic. (Background knowledge)

Carousel Brainstorm The purpose of using the carousel brainstorm process is to allow participants to share their ideas and build a common vision or vocabulary. (Background knowledge)

Chalk Talk A protocol to promote discussion and awareness of issues and perspectives – silently. (Discussion)

Collaborative Assessment Conference The purpose is to learn more about the strengths and needs of a particular student and to reflect on and gather ideas for revising classroom practice. It could be adapted for use as a tool for examining documents, learning sequences and school plans. (Staff)

Concentric Circles This protocol provides students with a structure to actively engage in discussions around short text, questions, opinions, or debates on any topic with several different partners. (Discussion)

Concept Mapping: List-Group-Label This protocol is useful for reviewing and solidifying understanding of vocabulary words and/or concepts that are related. (Background knowledge)

Concept Mapping: Word Wall Students apply background knowledge and make inferences to categorize and to make connections among important words. (Background knowledge)

Consultancy Protocol The purpose of the consultancy protocol is to foster a rich and productive conversation on a piece of student (or teacher) work, the use of an instructional practice, or an element of an expedition. Modified versions also included for administrative issues and 15-minute approach. (Staff)

Conversation Café This protocol is used to guide discussion in small groups, often on multiple topics that participants chose from. (Discussion)

Creating Metaphors The purpose of this protocol is to foster reflection and discussion about each individual’s strengths and needs in a professional learning community. (Staff)

Critical Friends

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 77 | The purpose of a protocol is to engage teachers in professional dialogue about work students do in their classrooms. This is a reflective activity to share what the learning targets were, what actually happened in a unit or lesson, and the level in which students were engaged. (Staff)

Fishbowl The fishbowl is a peer learning strategy in which some participants are in an outer circle and one or more are in the center. Those in the center model a particular practice or strategy. The outer circle acts as observers and may assess the interaction of the center group. Fishbowls can be used to assess comprehension, to assess group work, to encourage constructive peer assessment, to discuss issues in the classroom, or to model specific techniques such as literature circles or Socratic Seminars. (Discussion)

Five Whys The Five Whys is a process for uncovering the cause or roots of a situation, issue, or belief. It is particularly helpful when used before establishing action plans or setting specific goals. (Staff)

Future Protocol This protocol is used to formulate what a plan or project would look like in the very best-case scenario. Also, it is used to initiate discussion about the steps, players, actions, and timelines it will take to be successful. (Staff)

Jigsaw This protocol allows small groups to engage in an effective, time efficient comprehension of a longer text. Students can divide up the text, become an expert in one section, and hear oral summaries of the others and still gain an understanding of the material. (Background knowledge)

KWL With this protocol, students create a 3-column chart that helps capture the Before, During, and After components of reading a text selection in order to aid comprehension. (Background knowledge)

Learning Logs Learning logs are journals in which students record their thoughts, observations, feelings, and questions that relate to what they are learning in the content area classroom or in reading material. (Background knowledge)

Listening Circle A protocol used for “discussion” where listening is emphasized over talking. Can be used to assess background knowledge and/or to make decisions about next steps to take in an investigation. (Discussion)

Magnetic Questions This protocol is valuable for having participants talk about key issues before a reading, videotape viewing, or experience to build their curiosity and establish purpose. (Background knowledge)

Notice and Wonder

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 78 | The “Notice and Wonder” protocol provides a format for giving and receiving feedback about written work or projects in a positive, productive way. This could be a good strategy to use during the revision stage of a product. (Critique)

Peer Critique Provides structure for students to provide feedback to one another on their work in a safe environment. (Critique)

Praise Question Suggest This protocol can be used by students to offer each other critique and feedback for revision of products and projects. (Critique)

Science Talks Science Talks are discussions about big questions. They provide space for students to collectively theorize, to build on each other's ideas, and to learn about scientific discourse. (Discussion)

Scored Discussion Model This is a protocol which raises the caliber of class discussion by asking students to be accountable for their contributions and helps develop a classroom culture of listening. (Discussion)

Sharing and Critique Planning Documents This protocol provides a silent method for staff members to examine investigation/expedition planning documents and share resources and ideas by providing individual, written feedback/ (Staff)

Silent Gallery Walk A protocol used to promote discussion about an investigation topic. (Background knowledge)

Socratic Seminar Socratic Seminar is a whole group or fishbowl discussion of a common piece of text. It is a way for students to deepen their understanding of a piece of text through discussion. See folder of materials. (Discussion)

Spirit Read This protocol helps a group determine importance and synthesize their understanding of a text. (Discussion)

Tableaus Tableaus invite participants to collaborate and come to consensus on what a text means. The group then represents that meaning through a “still photo” - a moment “frozen in time.” (Background knowledge)

Tea Party This strategy offers students a chance to consider parts of a text before they actually read it. It allows students to predict what they think will happen in the text as they make inferences, see causal relationships, compare and contrast, practice sequencing, and draw on prior knowledge. (Background knowledge)

Text Rendering

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 79 | To collaboratively construct meaning, clarify and expand our thinking about a text or document. (Discussion)

Text-based Seminar The purpose of this discussion protocol is to understand text and to give all members of a group the opportunity to have their ideas, understandings, and perspectives enhanced by hearing from others. See version modified for questioning as well. (Discussion)

Voices Debate A Voices Debate is an “arts-infused” instructional practice pairing a structured discussion format with an exploration of multiple perspectives on a compelling topic, issue, or question. While not designed as a traditional debate, the voices debate allows students to take a position on an issue, develop arguments to support their position, and to promote their perspective by both building on and countering other perspectives on the same issue. (Discussion)

World Café To discuss a topic or various topics, rotating the role of leadership and mixing up a group of people. (Discussion)

Written Conversation With this protocol, you can have a “discussion” where everyone is actively talking at once – though silently, and in writing. (Discussion)

Example Lesson:

What follows is one example of a possible lesson to be used at LJCS. This lesson follows the workshop model described above:

Math Mountains Workshop – 1st Grade

Subject: 1st Grade Math – Math Mountains Learning Targets: I can determine the two addends that create a sum. Description of Instruction Instructional Focus: The operation of addition with an introduction to subtraction as an inverse operation. Mini Lesson and Hook: Application Jack knows that magic beans are growing on Picuris Peak. He needs to have enough magic beans grow really quickly so his family has enough food to last Connect through the winter. As he wandered up the mountain, he collected as many beans as he could find. At the top, he stopped for a rest, and a little snack, and Teach counted his beans. He had 7. On the way down the mountain, he tripped over Active participation his shoelace that was not tied and some beans spilled from his hand and fell over a cliff. Sad and crying because he didn’t think he only now had 2 beans to grow the food needed for his family, he stumbles into a bear. This bear is a mystical creature and talks to Jack. He says, “Son, I was napping in the sun at the bottom of the mountain and these beans came pelting onto my head.” I am L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 80 | willing to give these beans back to you if you can guess how many I am holding in my paw.”

Students solve the problem independently. Pair-share answers. Have one student share his or her answer and the strategy for finding it. I name the strategy. Name the strategy by the student’s name. Ask for another way to solve the problem. If nothing, then I model a few other strategies.

Mini-lesson: Model game with another person. Jack and the Beanstalk Game: From the same number of beans for each player (play in pairs), one person holds a mystery number of beans in hand and says, “Hey, Jack and the Beanstalk.” The player guessing the number of beans in hand says, “Hi there bear!” The response is in return, “How many beans?” Guess how many beans. The difference is owed to the person holding the beans.

Application/Practice Grouping (circle 1) : Individual Partnerships Sm. Group Whole Group Pairs of students have a piece of white paper and crayons. They draw their mountain. With beans for manipulatives, they play the Jack and the Beanstalk game. They place the beans on either side of the mountain to help them figure out how many beans the bear had in paw. Share / Debrief Share out “deep questions.”

Students find another set of partners and share out their hardest problem so that the other partners have to solve the problem. Ask for 2 groups to share out hardest problems to the whole class. Debrief by turning in student workbooks to introduce mountain math to the first problem. I model how to solve the mountain by a think aloud that draws the parallels to the Jack and the Beanstalk game. The students do the next 2 as guided practice. I then write out the fourth problem as an equation (8 + __ = 10). How do you know? Do the next 2 problems as independent practice.

 Provide an explanation of how the curriculum will address students’ needs and assist students in reaching the NM Standards. (NOTE: Students with special needs, including students who require bilingual education, special education or are limited English proficient, should be addressed in Subsection D: Special Populations.)

Expeditionary Learning provides an opportunity for students to achieve success and practice their language arts and math skills. Project-based curriculums inherently provide opportunities for children of all skill levels to work towards mastery.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 81 | In EL, schools are based on a full-inclusion model so that, for most students, the standard of achievement (i.e., the learning target) does not vary yet the path to get to the goal may be altered for students. (The exception to this basic statement is found with students who have mandated modification, rather than accommodations, in their Individualized Education Plan (IEP). Refer to Subsection D below for details.) Differentiation in the full-inclusion classroom is founded in the crafting of clear learning targets that define the expectations for learning and function to motivate and engage students.

In terms of lesson planning, learning style and student interest differences are addressed through varying the format of presentation and choices of activities. Tiered or compacted activities are crafted to meet different readiness needs so that all students have an equal opportunity of meeting proficiency on a learning target.

 Provide a description of professional development that may be necessary for implementation of the strategies and methods to be used in delivering the curriculum.

The founders of LJCS understand the essential role that high-quality professional development will play in the success of the school. Therefore, a comprehensive plan for the training, support, and coaching of our faculty has been developed. Professional development is most effective when embedded in the daily work of teachers, and focused on a specific set of outcomes that are rooted in the needs of the school, its students, and its teachers. Expeditionary Learning will be the primary provider of professional development services to the school, including formal training seminars during the summer months and throughout the year during days scheduled in the annual calendar for PD. Other partners and resources will also be utilized to support the school and its mission as needed.

Each year, LJCS will conduct a needs assessment to determine areas where faculty members are requesting additional support. These data will be combined with the student performance data and information from the annual EL implementation review to create a “work plan” that outlines specific goals and improvement targets which align with the school’s accountability plan. The School Leadership Team and EL will create the plan collaboratively. Incorporating a variety of on-site and off- site experiences for staff, the work plan will serve as the school’s annual professional development plan.

In the first two years of the school’s operation, the LJCS professional development plan will center on the development of staff members’ capacity to meet the EL Core Practice benchmarks that have been determined to be most essential in carrying out the school’s mission and its teaching and learning design. Particular emphasis will be placed on developing teachers’ use of active teaching strategies, including delivery of the literacy and math programs, and the capacity to integrate literacy instruction into other content areas, as well as to deliver culturally competent instruction. Staff members will also work to develop a balanced assessment program that aligns with grade-level learning targets crafted from the NM standards and benchmarks. Professional development will also focus on social and emotional learning and on helping students and families implement common practices of conflict resolution and mediation. Finally, LJCS will provide training on special education–not only for special educators but for general education staff as well–through its partnership with EL.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 82 | Services from EL Schools will include both direct on-site service from regional EL school designers as well as opportunities for staff members to participate in off-site professional development institutes facilitated by national EL Schools staff in reading, writing, math, science, assessment, and other critical areas. Through EL, LJCS will provide substantial training and coaching to help teachers understand the curriculum framework and learning expectations for students.

The national and regional level course offerings through Expeditionary Learning are of very high quality and can be taken for graduate level credit through the University of Denver. EL-based professional development is crucial for the full implementation of the model, which generally takes five years. EL’s approach to PD is unique in that it places teachers in the role of learners so that they have a visceral experience of “compelling topics, active pedagogy and literacy strategies, hands-on fieldwork, conversations with experts, and creation of products (all components of expeditions)” (Riordan & Klein, 2010, p. 3). During the debrief phase of the institute, teachers return to their lenses as teachers and deconstruct the experience in a way that best practices directly transfer to the classroom.

Types of EL Professional Development Offerings:

3- and 5-Day Institutes

The institutes, regardless of length of the course, are designed to teaching pedagogical practice in ways that help teachers experience a quality learning environment, as if they are students in EL classrooms. The teaching of reading comprehension strategies is embedded in a case study on the Hmong experience in America after the Vietnam War, for example. The assessment institutes are focused on the research on proficiency-based assessment. Regardless of method of delivery of content, the courses are taught following the principles of EL best practices, such as workshop lesson design, the use of protocols, formative assessment, and project-based learning.

Learning Expeditions for Educators

Learning Expeditions for Educators (LEEs) are intensive, week-long learning expeditions for educators that model the interdisciplinary teaching and classroom culture of learning expeditions.

Outward Bound Wilderness for Educators

Outward Bound Wilderness provides learning expeditions in the wilderness and the city for teachers and administrators in the EL network. These expeditions help faculty and staff learn first hand about risk- taking, perseverance, effort, self-discipline and problem solving in challenging new situations. The expeditions model the group initiatives, activities that promote trust, and community rituals that Outward Bound has used to enhance self-concept and efficacy, and improved the behavior, of tens of thousands of young people. Teachers will be able to use these proven techniques to reduce discipline problems in their classes and build a safer, more respectful learning environment.

Site Seminars

Site seminars are carefully structured two day events that demonstrate implementation of the design principles and core practices of Expeditionary Learning. Schools hosting demonstration site seminars

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 83 | implement Expeditionary Learning at a high level and leaders and staff exhibit teaching and administrative skills that exemplify Expeditionary Learning (EL) design principles and core practices. During the seminar, participants visit classes, meet with administrators, teachers, students, and parents, and examine exemplary student work. Site seminar participants discuss theory-in-practice issues and share observations with fellow educators.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8C 6.80.4.9C(4) NMAC & 6.80.4.9I(1) NMAC

B. EDUCATIONAL PROGRAM

1. Length of School Day and School Year:

 State the proposed length of the school day, including the number of instructional hours.

LJCS Community School will provide full-time Kindergarten consisting of five instructional hours per day. Grades 1-6 will be provided with six (6) instructional hours per day, with the daily beginning and end time of each school day mirroring that of the local school district (PISD) to better coordinate potential bussing and food services, which may be contracted through PISD.

PISD is currently considering a shift to a four-day school week. If this comes to pass, LJCS may also adjust its school day to accommodate a four-day week, which could involve extending each school day to seven and a half instructional hours for grades 1-6.

LJCS will adopt a school day structure consisting of 3 extended time blocks, each providing a different mode of instruction. This approach provides:

 support for dual language learning

 extended blocks for explicit skills instruction in literacy and mathematics;

 health and physical education;

 community, environmental and cultural interactions and service learning;

 extended blocks of time for interdisciplinary studies in science and social studies through learning expeditions and in-depth investigations;

 individualized learning; and

 integration with after school programming. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 84 |  State the proposed length of the school year, including number of days and total number of instructional hours.

The proposed length of LJCS's school year is a full 180 school days of instruction, a minimum of six instructional hours per day or one thousand eighty hours per year. If a four-day school week were to be implemented, the lost hours would be made up by increasing the minimum number of instructional hours per day to 7.5.

 Describe how the proposed length of the school day and school year support the Educational Plan.

Our Educational Plan is community- and place-based and includes working in cooperation with our local community and resources. This entails working with our local school district and enabling our students to participate in the resources available to them through PISD. In order to work in cooperation with the local district, which includes contracting out their services, we will create a school calendar that parallels the local school district's calendar.

The daily and weekly school schedule provides time blocks for three different modes of instruction: explicit skills instruction, in-depth investigations or learning expeditions, and academic support and interventions. Literacy and math workshops are the primary time for explicit skills instruction in reading, writing, and mathematics that will equip students with the basic building blocks and practice for mastering other subject areas and developing higher-order thinking and problem solving skills.

The science and social studies interdisciplinary blocks, as well as service learning blocks, are the primary time for in-depth investigations (extending over six to eight weeks) and learning expeditions (extending over ten to 12 weeks) that will engage students through real-world projects in the humanities and in the sciences.

The time block for individualized learning will provide instruction geared for the needs of individual learners based on ongoing collection and analysis of performance data. It will be marked by flexible groupings and timely responses to student needs.

Statutory & Regulatory Reference(s): 6.80.4.9C(5) NMAC

2. Grade Levels, Class Size and Projected Enrollment:

 State the grade levels the charter school proposes to serve.

The grade levels LJCS proposes to serve are Kindergarten through 6. A looping model will be implemented with combinations of Kindergarten, 1st and 2nd grade; 3rd and 4th grade, 5th and 6th grade. In year one, when LJCS opens with only grades K-5, the combinations will be slightly different – K/1, 2/3 and 4/5. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 85 | Some of the reasons for combining grades are to allow students to work to their individual ability levels, provide opportunities for role modeling, reflect the diversity of the real world, and keep students with one teacher for two / three years in order to build deep relationships.

 If a phase-in of grade levels is proposed, indicate plans for the phase-in by year and grade levels, and provide a rationale for the phase-in plan.

LJCS will open with grades Kindergarten through 5 and will phase in 6th grade in the second year of operation. Currently, LJCS faces an enrollment cap of 51 students, but we believe that by year three, the cap will increase to at least 52 students due to the additional enrollment LJCS is bringing to the PISD (the cap on LJCS is directly tied to the total enrollment within the geographic confines of PISD, including PISD schools and LJCS.)

YEAR GRADES # of STUDENTS 1st year: K/1, 2/3, 4/5 45 2nd year K/1/2, 3/4, 5/6 51 3rd year K/1/2, 3/4, 5/6 52 4th year K/1/2, 3/4, 5/6 52

The rationale for this plan is to create an open and safe school culture in which the culture of empathy, compassion, kindness, and respect can be grown as students matriculate into middle school. In doing so, a more positive school culture is likely to be created.

 State the total projected student enrollment (at full enrollment for the school).

Due to the cap put on the amount of students allowed charter schools in rural districts, the greatest number of students LJCS can have in year one is 51 students. (PISD has 511 students in their total population.) Therefore, the total projected student enrollment upon full enrollment in year two is 51 students. However, we believe that by year three, the cap will increase to at least 52 students due to the additional enrollment LJCS is bringing to the PISD (the cap on LJCS is directly tied to the total enrollment within the geographic confines of PISD, including PISD schools and LJCS.) Therefore total projected full enrollment for years 3 – 5 of operation is 52 students.

 State the projected class size.

Our class size will be 14-24 students per class. The combined Kindergarten-2nd grade class may have as many as 24 students, while 3/4, 5/6, and 7/8 grade classes will typically have no more than 16 students per class.

Statutory & Regulatory Reference(s): 6.80.4.9C(6) NMAC

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 86 | 3. Graduation Requirements (if applicable):

 Describe the proposed credits and requirements for graduation.  Describe how any proposed requirements that differ from the New Mexico Graduation Requirements support the school’s educational plan.

While LJCS will not formally graduate students, certain grades will be expected to present passage portfolios for matriculation to the next grade level. These passage experiences will take place in Kindergarten, 2nd, 4th and 6th grades. These portfolios will contain multiple drafts, reflections on their work, including how they have improved and met the learning targets, and rubrics and learning targets associated with the projects and assignments. Work will be drawn from all major subject areas. The purpose of the portfolio is to demonstrate student proficiency over time as well as growth in habits of scholarship. The passage experience is designed to be a ritual and tradition that serves to confirm that a student can move to the next level in his or her education.

During the passage experience, students present to a panel consisting of a teacher, a community member, and a parent or caregiver. Students who are not in a passage year will still present their portfolios, but to older students in the school and their parents.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-13-1.1 6.80.4.9C(7) NMAC

C. STUDENT PERFORMANCE EXPECTATIONS

Student academic performance is central to a school’s existence. Student performance expectations must be aligned with the mission and the educational plan. The student performance expectations will:

 Provide student-centered goals that are SMART: o Specific; o Measurable; o Ambitious and Attainable; o Reflective of the school’s mission; o Time-Specific with Target Dates.  Provide student-centered goals that are aligned with the school’s mission and the educational plan.

1. Through the high level of implementation of EL Core Practices, students will demonstrate academic excellence based on the performance on tests such as MAP and the NMSBA or other state-mandated standards-based assessments. Students attending LJCS for four years will show a 5% growth in their NMSBA scores (from MAP-based baseline when entering the 3rd grade).The percentage of students achieving proficiency in math and reading on the NMSBA will increase L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 87 | 10% over baseline each year. Baseline data will be collected during the 2012-13 school year.

2. Dual language students acquiring English will make 50% or more of the required growth to attain the next level on Assessing Comprehension and Communication in English State-to-State (ACCESS) or a similar test. Of these children, 80% will achieve the middle level or higher by the end of their fifth year. Children acquiring Spanish in the dual language program will make consistent progress towards the level of Limited Spanish Speaker annually with at least 25% of them achieving the category of Fluent Spanish Speaker by the end of their fifth year on the IDEA Proficiency Test (IPT) or similar test.

3. 70 % of students who attend LJCS for two consecutive years prior to 3rd grade will achieve proficient or higher on their NMSBA scores in reading, and 65 % of students who attend LJCS for two consecutive years prior to 3rd grade will achieve proficient or higher on their NMSBA scores in math.

4. Students will demonstrate meeting benchmarks in art by using discipline-based art (DBA) to present understanding of a key academic concept each semester.

5. By the end of the 2015-16 school year, 96% of all students will have achieved a minimum of three (3)“mastery” level portfolio grades as measured by the portfolio evaluation criteria. Indicators used to define mastery level include successful defense of progress and work at bi- annual student led conferences, ability to revise work based on feedback, and formation and execution of action plans to achieve self-directed goals.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8E 6.80.4.9C NMAC

D. PLAN FOR EVALUATING STUDENT PERFORMANCE

 Provide the types of assessments that will be used to measure student progress toward achievement of the NM Standards and the school’s student performance expectations.

Expeditionary Learning guides schools to use multiple sources of data to improve student achievement. Teachers and school leaders in Expeditionary Learning schools collect data to understand student achievement, assess teaching practices, and make informed decisions about instruction. They analyze and disaggregate test data to determine patterns of performance and collect and use multiple sources of data beyond test scores (e.g., data on school-level assessments, student engagement, family participation, and teaching practices). Expeditionary Learning school leaders use data to tell their schools’ stories, and to leverage change and make decisions about investment of resources to promote equity and achievement. Assessment practices in Expeditionary Learning classrooms drive instructional decisions and invite L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 88 | students into the assessment process. Teachers analyze student work and evidence of student thinking to understand learning and to shape instruction. Assessment practices help students understand, reflect on, and take responsibility for their own learning. Teachers and students collaborate to develop standards- based criteria for good work, and students learn to use explicit criteria to assess their progress and improve.

Types of assessments to be used at LJCS

Standardized or Criterion Referenced Tests Students will take all state and federally required Standardized or Criterion Referenced Tests including the NMBA--or a future state recognized standardized test based on Common Core standards. In addition, students will be administered short-cycle standards–aligned assessments including Measures of Academic Progress (MAP), the Developmental Reading Assessment (DRA), or other tests targeting academic areas of interest. Short cycle formative assessments will be used to target instruction, address conceptual difficulties displayed by students, identify students needing additional support, and inform the subject-specific EPSS plan.

Teacher-generated Assessment Tools Teacher-generated assessment tools, based on the NM state standards, will be given throughout the year. These formative and summative assessments will be given to chart student progress and to provide the necessary information to modify instruction and target student support. These assessments can range from short quizzes, criterion-referenced projects (using rubrics), written and oral tests, or summative exams. Teacher assessments are used to inform the instructor of teaching effectiveness and student needs. This information will be utilized for evaluative purposes as well as diagnostic and curriculum design purposes.

Academic Portfolios At LJCS, academic portfolios will the place where students house evidence of intellectual achievement. The content of working portfolios will be the projects and products associated with each grade level learning expedition. Portfolios contain evidence and artifacts that demonstrate a student’s progress towards a standard- based learning target. Often portfolios include multiple drafts, rubrics, feedback from peers and teacher, and elements of self-reflection and goal setting.

Students use these portfolios to present their learning at student-led conferences throughout the year. Teachers analyze those portfolios and other classroom assessments to determine progress toward academic targets and/or “Habits of a Learner” targets. The portfolio is a crucial tool for revealing what each student has learned. They help teachers and students notice missing links in a child’s learning and also acknowledge and celebrate a student’s accomplishments. Portfolio's will graded as "mastery level" or "in progress" based on evaluation criteria laid out in the previous section.

 Provide the timeline for achievement of the NM Standards and/or the school’s student performance expectations;

The timeline for achievement and student performance expectations is defined in our first student goal: students will demonstrate academic excellence based on the performance on tests such as MAP and the NMSBA or other state-mandated standards-based assessments. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 89 | a) The short cycle assessment will show continuous progress of at least 5% growth from student’s baseline scores. b) The standards-based assessment will show at least one school years’ growth for 75% of the students each year who have attended all 4 years of the school, progressing annually to 90% for students attending all 7 years. c) Evaluation of dual language acquisition will occur over a five-year cycle for each student. d) Evaluation of student progress in art and in their portfolios will occur bi-annually.

 Provide the procedures for taking corrective action in the event that student performance falls below the NM Standards and/or the school’s student performance expectations.

Effective use of differentiation in the classroom is also a pathway for the remediation of students. Differentiation strategies should be implemented continuously in classrooms and be reflected in lesson planning. The two strategies for differentiation that work toward remediation are tiering and compacting (Tomlinson, 1999). Tiering is a method of activity planning based on readiness. Within the planned, tiered activities, all students are engaging in the enduring understandings of the lesson, but at varying levels of complexity, difficulty, and abstraction. Compacting relies on the results of pre- assessments prior to engaging with a set of new learning targets. If a student already knows ¾ of the content, that student needs a new set of learning targets. The results of the pre-assessment are also used to locate patterns in what students know and what they don’t know. These results are then used to create more meaningful and challenging work crafted for the needs of students in the classroom (Tomlinson, 1999).

In the event that more extensive corrective action is warranted, the extended blocks of time available in the school day will be made available to revisit certain curricula.

 Provide the remediation plan for students not achieving standards, including a timeline for its implementation.

Based on the data obtained from entry level testing, necessary remediation will begin immediately. Remediation will be provided to groups or individual students according to need. Remediation may include: tutoring, after school sessions and/or enlisting family support. All students needing remediation will be reassessed at least monthly and remediation adjusted accordingly. It will continue until the student is performing at grade level.

In the event that student performance falls below the NM Standards and/or the school’s student performance expectations, they will be referred to the school’s Academic Support Program. Details of the Academic Support program are outlined in the School Handbook. This program will change as LJCS refines it in action.

The Academic Support Program at is a way to improve a student’s performance or growth when teachers are concerned about the attainment of proficiency on standards. The Academic Support Program involves three mandatory meetings, an academic contract, and regular evaluation of progress.

The process of Academic Support Program is as follows and would be an aspect of Tier I intervention leading to Tier II placement, if necessary:

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 90 | 1) An initial meeting is arranged with parents, teachers (including Special Ed if needed), and the student. 2) At the initial meeting, a contract is developed to improve performance and growth. Clear guidelines are developed so everyone knows what will need to happen for the student to get off academic probation. The contract will last approximately 6 weeks. 3) At the initial meeting, follow-up meetings will be scheduled – the first to be held in three weeks and the other at the end of the contract. These meetings will serve to assess progress on the contract and the student’s probationary status. 4) At the three-week follow-up meeting: a. If the student is making progress, that progress will be celebrated. The contract will be discussed and revised, if necessary. b. If insufficient progress is being made, the Director will join the meeting. The contract will be discussed and updated. An additional meeting may be set in two weeks to track progress, if deemed necessary. 5) At the end of contract meeting: a. If the student is making progress and all parties agree that contract requirements have been fulfilled, the student may be removed from probationary status. b. If insufficient progress has been made during the contract period, probationary status will continue. The student will be referred to the Student Intervention Team. Other outcomes could be referral to the SAT team, retention, tutoring, discussion of a better academic match, summer school.

How Students are Referred to the Academic Support Program: The following are reasons that a student might be referred to the Academic Support Program. When any of these concerns arise, the parents will be notified with an Academic Referral. After 3 Referrals, the child will be placed on academic probation (see description above). o Missing or incomplete class work. o Missing or incomplete homework. o Work is consistently turned in late. o Work does not reflect quality expected. o Independent/group work time is consistently used unproductively. o Student does not show habits of a learner (e.g. attendance, focus, participation).

Grade level expectations will vary. If a child has an IEP or 504, then that document will be used as reference and taken into consideration in class/work modifications and in the academic contract. The goal is to support the student, or, if the support does not succeed, assist the student in finding an academic placement better matched to his/her learning needs. LJCS is not intended to be an academic fit for all students and our goal is success for each student, even if that means recommending a different academic environment.

 Identify assessments that might be considered in addition to the statewide-mandated testing.

Standards based assessment is used at LJCS. Using long-term targets as the assessment measure, students are evaluated on the level at which they meet the target. Teachers at Expeditionary Learning schools are instructed to use the standards-based approach, as it has been articulated by Rick Stiggins L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 91 | and the Assessment Training Institute (http://www.assessmentinst.com/). Teachers at LJCS will use both assessment “for” learning and assessment “of” learning. In other words, both formative and summative assessments are fully integrated into the teaching and learning. The assessments “of” learning will range from quizzes and tests, to rubrics, oral evaluations, and performances. The fundamental expectations of the assessment process are to engage, support, and hold students accountable.

Formative Assessment

From the EL perspective, formative assessment is pedagogical practice that forms a cycle of project- based teaching and learning. Based on the work of Rick Stiggins and ATI, with input from the EL assessment program group, when implementing curriculum, there are nine components of the formative assessment cycle infused into lesson planning. The nine components are as follows:

Assessments FOR Learning (formative)

Teachers… . Provide students with a clear and understandable vision of the learning targets . Use examples of strong and weak work . Offer regular descriptive feedback . Teach students to self-assess and set goals. . Design lessons to focus on one aspect of quality at a time. . Teach students focused revision. . Engage students in reflecting on, tracking, and sharing their learning . Use assessment information to refine curriculum and guide instruction

(Stiggins’ seven AFL strategies, plus 1 from ELS)

Students… . Articulate learning targets . Analyze models to describe what reaching the target does and does not look like . Analyze models to identify strategies for meeting the learning targets . Make use of descriptive feedback from peers or teachers . Assess their own work (or work of peers) to determine the distance between their current understanding or skill level and the target, and to identify next steps . Revise for one aspect of quality at a time. . Reflect on and keep track of progress over time . Use reflection to set goals for future work

Assessments OF learning (summative)

Teachers… . Create a set of targets with an intentional distribution of types and outcomes (knowledge, skill, reasoning; subject area content and skills, literacy, craftsmanship, character) . Select appropriate methods to assess learning

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 92 | . Design high-quality assessments to measure progress toward long-term and supporting learning targets for expeditions, investigations, learning experiences and lessons

Within an EL school, the student-friendly learning targets written from state and national standards for each learning expedition, project, and product are aligned with the appropriate assessments, formative and summative. The creation of assessments prior to the writing of lessons ensures that teachers and students are explicit and understand exactly the skill or content they are intended to learn and on which they are to demonstrate proficiency. The following examples from Odyssey School, a K-8 mentor EL school in Denver, Colorado, show the target-assessment alignment and the translation of this level of backwards planning into a document that shows the scaffold necessary to support all learners in achieving proficiency on standards.

The Odyssey School: Expedition Target/Assessment Overview

Class: 2/3 Teacher: LJ Expedition: Cardiovascular System Investigation 3: Heart Health - Exercise Standards Addressed (Content, Literacy & Habits):

(Content) Biology: . Students understand the importance of exercise as a component of basic health requirements for humans (USDA-U.S. Department of Agriculture).

(Content) Systems and Interdependence: . Students can predict the cause and effect of their cardiovascular health based on a lifestyle with or without exercise.

(Content) Models: . Students can model how anaerobic and aerobic exercise impacts parts of the cardiovascular system (heart, blood, blood vessels) and the health of the cardiovascular system as a whole.

Literacy: . New Focus - Students can use lively verbs and specific nouns. . Ongoing-(Writing-Ideas) Students can choose details that are interesting, important, and informative. . Ongoing-(Writing-Conventions) Students can use strong conventions in spelling, punctuation, capitalization, and penmanship. . Ongoing-(Reading-Determining Importance) Students can identify the main idea and find information to support particular ideas.

Habits: . (Revision) - Students can use critical feedback to improve their work. Long-term Learning Targets Assessments Learning Targets that correlate directly with Summative Assessments that are planned to match standards and are reported on in a grade and/or long-term targets progress report

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 93 | Content Target: I can describe how the choices I . Exercise Journal Analysis & Conclusion make about exercise affect my heart health. . Exercise Presentation – Site Seminar Survey Literacy Target: I can write a persuasive . Persuasive Writing - drafts statement about the importance of exercise for . Exercise Presentation - Site Seminar heart health. Participant Survey & Display Habit Target (Revision): I can revise my . Persuasive Writing – yellow and blue draft persuasive statement (or exercise routine) to . Exercise Presentation – Site Seminar present a high quality product for site seminar Survey & Display guests. Content Target: I can describe how the choices I make about exercise affect my heart health.

Content Supporting Targets Content Formative Assessments o I can locate and highlight important . Copies of differentiated text that has been information to help me learn more from my text-coded. research about exercise. (skill) *Tricky Target (determining Importance)

o I can define and categorize aerobic and o Definition exit ticket anaerobic exercise. (knowledge) o Group T-Chart o I can describe the difference between life choices and inherited problems that affect o Matching quiz heart health. (knowledge) o I Control/I Can’t Control T-Chart

o I can describe how aerobic and anaerobic o Cause and Affect Map (i.e. I swim, which exercise affects heart health. (knowledge) causes my heart to pump faster, and the affect is my heart becomes a stronger muscle) *Tricky Target o Short answer response

o I can create an exercise routine that is heart o Group Exercise Routine Plan healthy. o Peer Critique o Rubric o Conferring

o I can assess how my own exercise is affecting o Exercise Journal analysis and conclusion. my heart health. (reasoning)

*Tricky Target

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 94 | Literacy Target: I can write a persuasive statement about the importance of exercise for heart health.

Literacy & Habits Supporting Targets Literacy Formative Assessments o I can compare explanatory and persuasive . T-Chart on similarities and differences or writing about the same topic. (reasoning) Venn Diagram. o I can identify specific nouns, verbs, and . Highlighting selected nouns and verbs found adjectives used in persuasive writing. in model text. (knowledge) . Short Write slips – All students given the o I can write a persuasive statement using same details about the topic. Highlight the persuasive language. (Skill) nouns and verbs used. o I can plan my persuasive writing and include . Anchor Chart three reasons why aerobic exercise is . Persuasive Statement Plan with 3 reasons important to heart health. (Skill) outlined. *Tricky Target (determining Importance) o I can write my persuasive statement following Persuasive Statement - Writing Yellow Draft my plan and rubric. (Skill)

Habit Target (Revision): I can revise my persuasive statement (or exercise routine) to present a high quality product for site seminar guests.

Literacy & Habits Supporting Targets Literacy Formative Assessments o I can use teacher feedback to revise my . Persuasive Statement - Rubric persuasive statement. (skill) . Persuasive Statement - Writing Yellow Draft

*Tricky Targets (feedback) o I can use peer feedback to edit my persuasive . Persuasive Statement - Rubric statement. (skill) L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 95 | . Persuasive Statement - Writing Yellow Draft o I can revise my exercise routine using a rubric . Rubric to present a high quality product for site . Revised Exercise Routine Plan seminar guests. . Debrief

Scaffolding Plan – CONTENT Teacher / Class: LJ / 2nd and 3rd grade Expedition: The Cardiovascular System Investigation 3: Heart Health - Exercise

Long Term Target(s): I can describe how the choices I make about exercise affect my heart health.

Supporting Target(s): o (Literacy/Content) I can locate and highlight important information to help me learn more from my research about exercise. o I can define and categorize aerobic and anaerobic exercise. o I can describe the difference between life choices and inherited problems that affect heart health. o I can describe how aerobic and anaerobic exercise affects heart health. o I can create an exercise routine that is heart healthy. o I can assess how my own exercise is affecting my heart health.

Instructional Steps – Practices and Strategies Predicted Ideas that I have for Formative Assessments in Green Areas of Differentiation Summative Assessments in Bold Difficulty Review – Prior Learning (heart, blood, now health) Introduce-LT & Exercise Presentation for site visit . Introduce-Exercise journal routine for data collection Journal Question & Share – How do you think exercise affects (changes) your heart health? Partners – Locate kinds of exercise from magazines (cut and paste). Confer with students on selections. Color teams –Sort exercise by more tiring and less tiring to perform. Partners – Research types of exercises from pre- selected, printout resources. Highlight targeted information and start Crew T-Chart outlining information on aerobic and anaerobic exercise. Whole Group - Review PE activity and exercise discussion with P.E. teacher.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 96 | Whole Group - Develop definition for aerobic and anaerobic. Color teams – Revisit T-Chart and rename exercise categories based on definition and make any revisions to exercises they placed in those categories. Exit Ticket: Define exercise types and give examples Journal Question & Share – Name and describe any heart problems you know about. Whole Group: Discuss heart problems they are aware of that we predict we had a choice in or not. Guest Speaker: (A. Anderson) Personal Story: A hole in my heart. Exit ticket: In my control/out of my control Whole Group: Video & website on heart disease and discussion on risk factors (focus in on physical inactivity). Review USDA physical activity pyramid Journal Question: Based on BBK do you think aerobic and anaerobic exercise both help prevent heart problems like heart disease? Why or why not? Partners: Pre-selected resources on anaerobic and aerobic exercise. Students research to uncover the benefits of these types of exercise and highlight. Record on crew anchor chart (benefits of each type of exercise) Whole Group: KWL anchor chart on what we know and still need to know about benefits of exercise to heart health. Partners: Continue researching to answer remaining Yes Find focused resources that have questions from KWL. Save remaining questions for the answers to remaining expert. questions. Expert: (F. Jovel) personal trainer. Remaining exercise questions answered. Cause and Effect Map Quiz – Aerobic & Anaerobic Journal Question: How do you know when you’ve done enough exercise to keep your heart healthy? Partners: Explore USDA and other resources recommendations on frequency and duration of aerobic exercise. Whole Group: Take resting heart rate and record. Students go through an exercise routine including warm up, cardio, (take active heart rate and record) and cool down. Color Teams: Students work together to draft an exercise routine plan that is heart healthy. Confer with groups and have them prove with facts or L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 97 | demonstration that their routine is heart healthy. Whole Group: Discuss Exercise Routine Rubric and Yes Meet first with groups that make adjustments as needed to language and final struggle with self-assessment and product ideas. Fishbowl using rubric. Groups self- rubric reading to clarify and give assess based on rubric, revise routine, and debrief. small steps as needed. Cardio. Exercise Presentations – Students demonstrate their exercise routine with site visit participants. They also present their final persuasive piece. Site visit guests complete surveys based on presentation and content (knowledge). Individual/Partners: Graph exercise data Yes Mini-lesson with timed check ins. Visual model on Elmo & buddy pairs Whole Group: Graph crew exercise data Use dot plot graph and sticker dots Individual/Partners: Re-graph for aerobic only Yes Mini-lesson with timed check ins. Students revisit data tables and use BBK to determine Visual model on Elmo & buddy if their exercise was aerobic or not and update. pairs Whole Group: Re-graph crew aerobic data and Use dot plot graph and sticker compare with recommendations. dots Partner & Whole Group: Write analysis in exercise Yes Examples of good and poor journal and discuss findings. notices from data/graphs. Individual & Whole Group: Write conclusion in exercise journal and discuss.

Proficiency-based assessment To adequately determine progress in meeting state standards through learning targets, all major work must be assessed following a standards-based rubric. Rubrics clarify for the teacher and the learner the qualities of success, what proficiency “looks like.”

Scoring The following scoring system will be used when assessing student work. The use of this system will be well articulated with parents and students, with the goal of transparency and clarity of both expectations and level of accomplishment.

“4” = DISPLAYS EXCELLENCE IN MEETING LEARNING TARGETS “3” = DISPLAYS PROFICIENCY IN MEETING LEARNING TARGETS “2”= ADEQUATELY MEETS LEARNING TARGETS “1”= APPROACHES LEARNING TARGETS “0”= HASN’T BEGUN or JUST BEGINNING TO MEET TARGET

Effort and Participation

Within the standards based assessment methodology comes the removing of character assessment to a separate evaluation. In other words, participation, behavior, and extra-credit are not included in the academic assessment of whether a student has met the standard. Realizing that character assessment is L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 98 | also a valuable piece of information, character will be assessed separately, evaluating students “habits of work.”

Habits of Work (HOW) In addition to academic expectations, La Jicarita Community School students are expected to build culture and character through their Expeditionary Learning experiences. Habits of Work will be fostered through learning expeditions and instructional practices, as well as activities specifically focused on community building. Students will be assessed on these Habits of Work as they are articulated through academic courses, crew, intensives and any related school activities or events.

 Describe how the school will document and report student data to students and parents.

Documentation and Reporting of Student Progress and Data Annual Standardized Test results (NMSBA, etc.) will be sent out to parents or given during our back to school orientation (depending on when they arrive from the state).

Short Cycle Tests results are given to families after each testing cycle. The student copy will also be used for students to set goals using the NWEA student goals setting worksheet. Additionally, a copy of scores will become part of the student’s cumulative record. The school will also use the information to present overall trends to the governing council and in work with staff to make school-wide instructional decisions.

Communicating Assessment Results (from Stiggins, ATI)

Teachers… . Identify long-term learning targets on which grades will be based . Use assessment information to determine overall progress toward long-term learning targets . Provide students with summative feedback connected to long-term learning targets . Follow school-wide procedure for determining final academic grades

School… . Provides report cards and transcripts

Students use the following structures to communicate their progress toward learning targets… . Portfolios . Performances . Exhibitions or Galleries . Student Led Conferences . Presentations of Learning . Passage and Graduation Presentations

Passage Portfolios LJCS will be using a portfolio system in which students will collect and display their learning. Portfolios will be built throughout the school year and students will participate in a “passage” process, in which they will use their portfolios to share with a group of community members their accomplishments L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 99 | and growth. Within the portfolios, observers will be able to identify where and how students have met targets / standards. The passage event will take place every two years.

Working Portfolios will be presented to parents during bi--annual conferences.

Standards-based report cards will be sent home to families twice a year. The dates will be recorded on our annual state-approved calendar.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8E 6.80.4.9E NMAC

E. SPECIAL POPULATIONS

A plan must provide a description of the how the charter school’s educational program will meet the individual needs of Special Populations. This subsection will not be considered complete unless all prompts are addressed.

 Provide suggested modifications to the proposed educational program to meet individual student needs, such as bilingual, limited English proficient, and special education.

Differentiation of the program of instruction to meet individual students is a crucial piece of the educational plan at LJCS. The special populations for which careful consideration is taken in writing curriculum and instruction includes bilingual, limited English proficient, and special education placement students. Part of the selection of the EL model was due to its success in serving at-risk populations, including students with ELP and students served by IEPs. The EL model includes active pedagogy, and incorporates many best-practice strategies for students with LEP (Limited English Proficiency). A main theme of the Expeditionary Learning model is inclusive classrooms and the inclusion model. As part of our minimum of 20 days of PD, teachers will receive training in differentiation strategies, which are part of the EL model of curriculum delivery.

Bilingual & Limited-English Proficiency (LEP) students

LJCS will comply with all applicable federal laws in regard to services and the education of English Language Learners (ELL) relative to annual notification to parents, student identification, placement, program options, ELL and core content instruction, teacher qualifications and training, reclassification to Fluent English Proficiency (FEP) status, monitoring and evaluation of program effectiveness and standardized testing requirements.

Bilingual/Limited English Proficient students will be addressed utilizing a combination of the following: certified bilingual/TESOL teachers, English-speaking and bilingual peers and the school wide Spanish bi-lingual program. The LJCS bi-lingual program has set goals and strategies outlined that change from year to year depending on the population. This plan details teacher training, instructional strategies, and clear annual goals to support bi-lingual students with LEP, and heritage speakers. Specific modifications can be found in the yearly Federal Bi-lingual Application.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 100 | Examples of how LJCS may meet the needs of LEP students:  Use immersion approaches and other research-based second language acquisition techniques to teach Home Language Arts. . Use of the SIOP (sheltered instruction, observation protocol) model/gradual release of responsibility model to support second language learners. . Provide continuous professional development to all staff on principles of language acquisition and Bilingual Multicultural Education. . Provide continuous professional development to teachers of Bilingual Multicultural Education classes (conferences, workshops, university courses, etc.) . Emphasize instruction in the five language domains (listening, speaking, reading, writing, and comprehension). . Provide a research-based Bilingual Multicultural Education program (use of GLAD, Guided Language Acquisition Design, & SIOP strategies). . Use team teaching to lower pupil-teacher ratio. . Focus on instructional techniques for beginning language learners (Total Physical Response, Sheltered Instruction, vocabulary development) . Focus on techniques to lower affective filter for the middle school age group by using motivating activities and interaction. . Use ESL/ELD strategies and materials that cover cross-content material in all subject areas. . Plan lesson activities for rich language use. . In ESL/ELD classes, emphasize cross-content material via study of essential questions, themes, trends, concepts, vocabulary, positive interactions with students and high performance expectations, etc. . Create experiences to build additional background knowledge for students - both directly, such as with trips, plays, performances, mentoring relationships; and indirectly, such as with instructional materials. . Provide continuous professional development to all staff regarding principles of language acquisition and Bilingual Multicultural Education to relate to vocabulary development across all content areas. . Provide continuous professional development to all staff to ensure that research-based ESL/ELD strategies are used in every subject area.

Additionally, at LJCS time is devoted to the EL structure of Crew, essentially an advisory model to develop a safe environment for students to explore cultural differences and similarities, have support in goal setting and life-skills (organization, time management, positive communication).

Students with Special Education Needs

At LJCS, the inclusion model, with emphasis on differentiated instruction, is the central service model. Students with disabilities as well as gifted students will be included in the general classroom setting as much as is educationally possible. They have access to general education curriculum in a manner consistent with federal and state laws and regulations, and consistent with the mission and vision set forth in the LJCS Charter. However, if a special needs student requires more intensive or direct support, he or she will receive that service in a different way that could include small groups or one-on-one instruction. The Taos area also has several community-based partnerships to support students with special needs. Team builders and Casa de Corazon have a history of working with the school to provide

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 101 | BMS workers (Behavioral Management Specialists) to support students. Students can include community partners and mentors as part of both their IEP and IEP team. Enhancement students may craft PLPs (Personalized Learning Plans) with projects that encourage them to explore areas of interest, develop higher level thinking, organizational skills, community connections and apply standard-based skills.

LJCS will use key state manuals/documents to shape its policies: . Developing Quality IEPs Technical Assistance Manual . Student Discipline for Students with Disabilities . Addressing Student Behavior . Making Placement Decisions in the Least Restrictive Environment . Section 504: Guidelines for Educators and Administrators for Implementing Section 504 of the Rehabilitation Act of 1973 . The Student Assistance Team (SAT) . The Three-Tier Model of Student Intervention

 Provide an outline of a special education plan (the final plan of which must be completed and submitted to the charter authorizer by the end of the planning year) that demonstrates understanding of state and federal special education requirements including the fundamental obligation to provide a free, appropriate education to students identified with disabilities.

LJCS Specific Special Education Plan

LJCS will identify, locate, and screen students in need of special education services pursuant to Section 504 of the Rehabilitation Act of 1973, Title II of the American With Disabilities act of 1990 (ADA), and the Individuals with Disabilities Education Act 2004 (IDEA). Individualized Education Plans (IEPs) will be developed for those students who are identified as eligible for special education services. An initial evaluation has to be completed within 60 days. LJCS will comply with the IEP process established by state and federal law to insure that all students are properly identified, assessed and services delivered. Students previously identified as qualifying for special education services will have their IEPs evaluated within the time period specified in the IEP (based on the annual and every 3 year evlaution) and receive the special education services outlined in their current IEP or have an updated IEP formed that emphasizes the inclusion model and the active pedagogy of the EL model. Each student will be reevaluated as determined by the student’s current IEP. This process will assure: . Equal access to all students . Individualized Education Plan . Free Appropriate Public Education (FAPE) . Least Restricted Environment (LRE) . Due process and parental involvement . Nondiscriminatory evaluation

Student Assistance Team and Student Eligibility for Special Education (LJCS would like to credit Taos Integrated School for the Arts for the following write-up.)

LJCS will use the NM PED Student Assistance Team Manual as guidance for providing student support.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 102 | As recommended in the manual, a three-tiered approach will be implemented.

TIER I If a teacher recognizes that a student is struggling to learn the standard curriculum, either working beyond the standard curriculum, or having difficulty maintaining appropriate behavior in the general education classroom, then the teacher will conduct general screening and will implement classroom- based interventions. If the student does not respond to the interventions, then the student is referred to the Student Assistance Team (SAT).

TIER II The Student Assistance Team (SAT), a school-based group of people whose purpose is to provide student support, will recommend targeted individual interventions. It may be a specialized program that includes small group instruction. Tier II interventions are implemented in addition to the Tier I interventions. Should the student not demonstrate a positive response to intervention, then the student moves to Tier III.

TIER III Special Education Referral Process Students referred to this tier have begun the special education referral process. LJCS will follow the rule that informed parental consent must precede initial evaluation, and the parent’s consent to initial evaluation will not be construed as consent for special education services. The initial evaluation will be completed within 60 days from the date of parental consent, as per IDEA 2004.

Determination of Eligibility and Educational Need Upon completion of the initial evaluation, a Multidisciplinary Team Meeting (MDT) will be scheduled. A written notice to parents will be sent to inform them of, and invite them to, the meeting. Parents will be afforded sufficient time for response and opportunity to request another time in order to accommodate their schedules.

The MDT team is composed of the student’s parents and educational professionals such as general and special education teachers; a diagnostician; related service providers, if they conducted an evaluation; and the school administrator. The purpose of the meeting is to determine that the student is a student with a disability and to determine the educational needs of the student. The team develops an Individualized Education Plan (IEP) at that point. The IEP team will meet annually to update and develop the IEP for the succeeding year.

INDIVIDUALIZED EDUACATION PLAN (IEP)

LJCS will be responsible for developing, implementing, reviewing, and revising an IEP program in compliance with all applicable regulations and standards for each student with exceptionalities served by the school. At an IEP meeting, the individualized education plan for a student is developed by a team who, together, make informed decisions designed to provide the student with his or her best opportunity for success both in the present and future. LJCS recognizes that the IEP is the written statement documenting a unique educational plan to assist a student with exceptionalities to receive a free appropriate public education, and is required for any student eligible for services.

The IEP team is composed of the parents, regular education teachers, special education teachers, the

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 103 | administrator, and other professionals with relevant knowledge or expertise, and individuals invited by the school or parents (such as an interpreter, mentor, or an advocate).

The following actions will have already occurred prior to the IEP meeting: . Evaluation of the child through a variety of assessments, observations, and information gathering. . Targeting all areas related to the student’s eligibility. . If this an initial IEP, have the MDT team examine the data and determine if the child meets . the criteria to be considered eligible for special education and, if appropriate, related services. . Record determination results. If a student is found eligible for special education because of a specific learning disability, . The MDT must also compete the form “Determining the Existence of a Specific Learning Disability.” This two-page form includes objective results (such as test data) and subjective assessments (such as observation and professional opinion) to make the determination. This form also requires each team member to agree or disagree with the findings. A team member who disagrees must submit a separate statement presenting his or her conclusions. . A written notice of the meeting has been sent to the parents.

IEP CONTENT

IDEA 2004 requires that when developing a student’s Individualized Education Plan, that the following information be considered: . the strengths of the child; . the concerns of the parents for enhancing the education of their child; . the results of the initial evaluation or most recent evaluation of the child, and . the academic, developmental, and functional needs of the child.

To this end, LJCS will use a form based on the New Mexico Special Education Bureau’s IEP form. LJCS will follow the state’s lead in the RTI & IEP process and formats, updating to reflect changes at the state or federal level.

STUDENT DISCIPLINE IDEA 2004 states that school personnel may consider any unique circumstances on a case-by- case basis when determining whether to order a change in placement for a student with a disability who violated a code of student conduct, Section 615(k)(1)(A). Therefore, the School Administrator of LJCS will consider each set of unique circumstances in deciding whether to seek a long-term disciplinary removal of a student with a disability. A long-term disciplinary removal is 10 or more school days.

MANIFESTATION DETERMINATION Should the school recommend a change in the student’s placement due to a disciplinary offense, the school, parents, and relevant members of the IEP will review all information in the student’s file, including the child’s IEP, any teacher observation and any relevant information provided by the parents to determine . If the conduct in question was caused by, or had a direct and substantial relationship to the child’s disability; or . If the conduct in question was the direct result of the school’s failure to implement the IEP. . Should the manifestation determination conclude that the conduct in question was not caused by

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 104 | the child’s disability; the IEP team is charged with determining an interim alternative education setting for the student. Section 615(k) (2). . If it was determined that the child’s behavior was related to the disability, the IEP team is to return the child to the placement from which the child was removed, unless the parent and the school agree to a change of placement as part of the modification of the behavioral intervention plan. Section 615(k) (1) (F) (iii).

FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) & BEHAVIORAL INTERVENTION PLAN (BIP) A functional behavioral assessment is done when a student’s behavior interferes with his or her learning or the learning of other. Its purpose is to identify why a behavior is happening so that the IEP team can develop appropriate interventions. TISA will use the FBA and BIP forms provided by the NM PED Special Education Bureau. Regarding a manifestation determination finding that a student’s behavior was related to his/her disability, and then the IEP team must conduct a functional behavioral assessment and implement a behavioral intervention plan for the child, unless a FBA was already conducted prior to the behavior in question. Section 615(k) (1) (iii). If the school already had developed and implemented a BIP for the student, the IEP must review the plan and modify it, as needed to address the behavior in question.

SUSPENSION AND EXPULSION To ensure equal treatment, all students who are responsible for their conduct will be disciplined under the same due process procedures. The law provides students with disabilities a different status than that of non-disabled students. If the determination is made through a functional behavioral assessment, that the misconduct of a student with a disability is not related to the student’s condition or educational placement, then the student with a disability whose conduct may warrant suspension or expulsion will be provided appropriate due process in the same manner as all other students. If the apparent misconduct is determined through the same assessment, to result from the student’s condition or educational placement, a behavioral intervention plan shall be developed and implemented.

TREATMENT OF STUDENT RECORDS Assessments of IEPs and all other student records will be confidential, consistent with state and federal law. LJCS will assure that all records and procedures pertaining to them will comply with the New Mexico Inspection of Public Records Act.

LEAST RESTRICTIVE ENVIRONMENT Students who qualify for special education services will be placed in the least restrictive environment (LRE). Depending upon the student’s needs this could be inclusion in regular programs, special speech and language services, and partial day special education classes specific to the student’s needs. It can also extend to local district, regional services or school contracted private providers. Instructional support materials, computer programs, books on tape and other materials may be available to enhance and increase academic learning.

ALTERNATIVE ASSESSMENT LJCS understands that Alternate Assessment was developed for students with severe cognitive disabilities. It measures the performance of this relatively small population of students who are unable to participate in the general assessment system, with or without accommodations as determined by an IEP team.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 105 | In the event that a student is enrolled at LJCS whose disabilities preclude him/her from valid and reliable participation in general assessments, an alternate assessment will be used to gather information on the standards-based performance and progress of the student. Eligible students will take the New Mexico Alternate Assessment as an alternate to state mandated testing in those grades. Teachers can use the results each year to identify goals, program needs, and student growth. The IEP team will complete the New Mexico Public Education Department Addendum for Determining Eligibility for the New Mexico Alternate assessment and provide documentation that the student meets participation or eligibility criteria. 34 CFR Sec 300.138(b) (1).

DUE PROCESS Due Process Hearing Procedures may be initiated between parent and public education agency concerning the following circumstances: 1) A proposal or refusal to initiate or change identification, assessment, or educational placement of a child or the provision of a free, appropriate, public education to the child. 2) A parent refuses consent to assessment procedures.

A mediation conference may be requested at any point during the hearing process if both parties agree to mediate and are willing to extend the 45-day limit for issuing a hearing decision for a period equal to the length of the mediation process.

Section 504/American Disabilities Act Section 504(Subpart D) is a civil rights law that is the responsibility of the comprehensive general education system. It requires students with disabilities be provided with a free appropriate public education (FAPE). As such, LJCS will provide the a range of accommodations and services necessary for student with disabilities to participate in and benefit from public education programs and activities. LJCS recognizes that all individuals who are disabled under the Individuals with Disabilities Act (IDEA) are protected, under Section 504/ADA. However, not all individuals who are disabled under Section 504 will meet the eligibility requirements of IDEA. These children require a response from the regular education staff, and a plan for the provision of accommodations and services may take the form of a written Section 504 Plan.

ELIGIBILITY Section 504 protects all qualified students with disabilities, defined as those persons having a physical or mental impairment, which substantially limits one or more major, life activity; has a record of such impairment, or is regarded as having such impairment. (29 U.S.C. Sec. 706(8). Major life activities are defined as: Functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (34CFR Part 104.3)

EVALUATION PROCESS The components of evaluation assessment for Section 504 are determined by the type of disability suspected, data required to define the impact of the disability in the education environment, and the type of services/accommodations that may be needed. There are no evaluation requirements as exist under IDEA. However, the evaluation will be sufficient to accurately and completely assess the nature and extent of the disability, and the impact of the disability on a specific major life activity.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 106 | SERVICES A determination of needed services will be made in accordance with evaluation data by professionals knowledgeable about the student. The group will review the nature and presence of the disability, how it affects the student’s access to the educational process, and whether accommodations are needed to prevent discrimination. The decisions about 504 eligibility and services will be kept in the student’s file, and if services are provided, eligibility and the plan or services will be reviewed periodically, as determined by the group who developed the plan.

PARENT NOTICE As required by law, the parent or guardian will be provided with notice of actions affecting the identification, evaluation or placement of the student. Parents/guardians will be invited to the meeting, and participate in the decisions made. Parents are entitled to an impartial due process hearing if they disagree with the school’s decisions in these area. A Section 504 hearing will be made available by the school if requested by the parent. LJCS understands that parents may choose to appeal directly to the Office of Civil Rights without notifying the school of their concerns or requesting a 504 due process hearing.

Special Education Director: This individual shall possess appropriate New Mexico special education certification and have extensive administrative and delivery experience. The Special Education Director will also work to assist with the delivery of special education services in the classroom (s). Other special education need (OT, PT, etc) will be addressed by contracted services as needed at the school. All contracted providers will be qualified to perform such services and possess appropriate licensure in the state of New Mexico.

School Policies Manual Relating to Student Needs/At-Risk/Special Needs:

Promotion/Graduation Requirements: LJCS will develop an individualized course of study for all students receiving special education services per New Mexico Statutes and Federal Mandates.

 Describe how the charter school will provide access to ancillary services for these special populations, when necessary.

ACCESS TO OTHER SERVICES LJCS educational program will provide access to other services such as counseling and health, based upon the individual student’s needs. The services may include, but are not limited to, the following types of modifications and services:

Counseling Services LJCS may provide counseling services on an as-needed basis. Students will be directed to group and one-on-one counseling as determined by the Student Assistance Team. LJCS will contract these services with local providers.

Health Services LJCS will provide details of its health services in its school safety plan. LJCS will comply with all immunization and blood-born pathogen laws.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 107 | Handicap Accessibility LJCS will meet all Federal and State requirements for providing full handicap accessibility. The school’s facility will be handicap accessible and all activities will be adapted to meet the need for access.

Diagnostic Services LJCS will employ the part-time services of a diagnostician as necessary.

Other Services LJCS will employ the part-time services of a psychologist, social worker, occupational therapist and speech therapist as specified in student IEPs.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8D 6.80.4.9D NMAC

V. FINANCIAL PLAN

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 108 | The Financial Plan should provide a description of how the school leadership intends to manage the school’s finances, including assurances that public funds will be used appropriately and in compliance with all applicable federal and state requirements and laws. It should present a clear picture of the school’s financial viability including the soundness of revenue projections; expenditure requirements; and how well the school’s budget aligns with and supports implementation of the mission and educational plan.

A. BUDGET

 Provide a completed revenue projection form 910B5 (downloadable from http://www.ped.state.nm.us/charter/index.html; include completed form 910B5 in appendices).

This form can be found in Appendix C and on the CD in the spreadsheet file called LJCS 5 Year Budget Plan.

 Provide a proposed operating budget covering each year of the charter term based on current unit value using the 5-Year Budget Plan (downloadable from http://www.ped.state.nm.us/charter/index.html; include completed Budget Spreadsheet in appendices).

This budget can be found in Appendix D and on the CD in the spreadsheet file called LJCS 5 Year Budget Plan.

 Provide a detailed narrative description of the revenue and expenditure assumptions on which the operating budget is based. The budget narrative should provide sufficient information to fully understand how budgetary figures were determined. Address the following: o major start-up expenses, including staffing and benefits; special education services; facility costs; materials and services; and contracted services; and o spending priorities that align with the school’s mission, educational program, management structure, professional development needs, and growth plan.

Narrative Description of Revenue and Expenditure Assumptions

Revenue Projection Narrative

The SEG revenue projection is based on an initial student enrollment of 45 students, grades K-5. In the second year, 6 additional students were calculated with the addition of sixth grade. In the third year, 1 more student is added completing the student cap of 52 students for K-6. See Appendix E, LJCS Student Population Growth Plan July 1, 2012 through June 30, 2017 and Projected Matrix of student population.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 109 | SEG revenues will vary, by year, based on the actual enrollment and grade level configurations. 910B5 Revenue for years 1 through 5 was calculated using our projected matrix of student population, the current per unit value and T&E Index and at Risk Units for the Peñasco Independent School district.

Once the school is in operation and student population and history are determined, other potential revenue sources may become available. These other revenue sources are identified at the end of this budget narrative.

Major start-up expenses, including staffing and benefits; special education services; facility costs; materials and services; and contracted services; and spending priorities that align with the school’s mission, educational program, management structure, professional development needs, and growth plan.

Planning Year and Year One

LJCS will utilize Planning Year Grant Funds for professional development of teachers and other staff who will work in the charter school. The funds will also be used for promoting and informing the community about the school, acquiring necessary equipment (copier, computers, etc, furniture, student records system, school business accounting system, etc.) and educational materials and supplies and a salary for the Director from April 1 – June 30, prior to opening the school. The Public Charter School Program Planning and Implementation Grant will enhance the first year of operations tremendously.

Staff development is extremely important and the plan is to send the school Director to Expeditionary Learning Institutes and the National Expeditionary Learning Conference in order to teach the other staff the Expeditionary Learning method of instruction.

Student instruction staffing and school administration, including employee benefits, are a major expenditure of LJCS budget, however, these costs are being maintained at or below 68% of total SEG budget. Students and families that choose LJCS will be a part of a strong community that supports a rigorous education focused on quality academic work and social / emotional development.

Complimentary structures, along with significant teacher professional development, will ensure that the mission of LJCS will be living and organic. The budget was developed around this theme keeping in mind, always, the beneficiaries of the school, the students. The projected first year instructional staff will include 2.75 FTE teachers and a .25 FTE Director for a total cost of $150,581.

The focus is on student instruction with the least possible administrative costs. The LJCS founders feel that all requirements of administration can initially be met with a .25 FTE Director.

The supporting data for Salaries and Employee Benefits for all five years can be found in Appendix F, LJCS 5 Year Salary and EE Benefits plan worksheet, 2013-2017.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 110 | Contracted services will include a Spanish language instructor, Expeditionary Learning professional development contract, and other services such as diagnosticians, counselors and therapists for an estimated total first year cost of $16,000. Staff will also be required to attend Public Education Department workshops and trainings to enhance their skill and knowledge in matters of the PED.

An allowance was made in the budget for the school to join the New Mexico Coalition of Charter Schools and the New Mexico Association of School Business Officials. The Business Manager position will be on a contract basis estimated at $10,000 a year.

Audits will commence taking place the second year of operations and thereafter. This is reflected in the budget, years 2 through 5.

Property services, rent, communication services and utilities have been budgeted each year based on estimated costs for the area. The costs, we believe, are reasonable and are being budgeted through the SEG budget. If LJCS receives a lease assistance payment or allotment of $700 per child, per school year from New Mexico Public Schools Facilities Authority, LJCS would be able to release the property services portion of the SEG budget and utilize it for student services and materials.

LJCS is cognizant about, and will be diligent in, being in a public facility by July 1 of 2015.

Other Purchased Services have been budgeted allowing for Governance Council training, property liability insurance based on information from Jackee Munoz, CPSI, POMS and Associates Insurance Brokers, Inc. Contracted custodial services have been budgeted here, along with an advertising allowance to comply with legal requirements of advertising the budget and other minor advertising notices along with travel for staff to allow travel to in-state workshops and training.

The budget has also made allowances for supplies and software licenses and maintenance.

Year Two

In year two, the school will add 6 new students and open up the sixth grade. Revenue estimates have been adjusted accordingly. With the additional income, and the additional students, LJCS increased its instructional staff by one Educational Assistant. Salary and Benefits have gone up accordingly. See Appendix F, LJCS 5 Year Salary and EE Benefits plan worksheet, 2013-2017. Employee payroll and benefit expense are being maintained at 68% of total SEG budget.

The Audit line item starts this year, first year of audit for the period ended June 30, 2013.

Property Services have been increased to $35,700, reflecting additional costs for a larger student body.

All other line items, other contract services, travel, property liability insurance and supplies remain reasonably constant.

Years Three, Four and Five

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 111 | LJCS adds one additional student in year three and reaches its cap of 52 students. Revenue increases by $6,347 based on grade level configuration. Employee payroll and benefits expense increase by $952 and remain at 67% of SEG Budget. Related services contracts are $20,000 in year three. Property Services increases by $700. All other expenses are maintained at relatively the same level as year two.

Years four and five have an increase of less than $1,000 each in revenue compared to year three. Employee payroll and benefits remain at 67% and 68% of SEG Budget. All categories, Purchased Services, Property Services, Other Purchased Services and Supplies remain reasonably constant in relation to year three. Projections of revenues and expenditures remain moderately stable. LJCS is at its student enrollment cap and the priorities and needs of the school are remaining the same.

Throughout the 5 years, no increase was provided for accounting or custodial contractual services, Board Training and Travel or Employee Travel, to allow as much funding as possible to be allocated for line items more directly affecting instruction.

 Provide a detailed narrative description, including the projected amounts, of all revenue sources other than SEG funding, to include any federal, state, or private funds and/or grants.  Provide a detailed narrative description of the expenditure assumptions for these other revenue sources.

LJCS, upon its notice of approval, will apply for the Public Charter School Program (PCSP) Start-Up Grant. The first year planning grant will give LJCS a great start in being able to start promoting and informing the community about the school and provide required professional development of teachers and other staff who will work in the charter school. LJCS will also be able to acquire supplies and assets, expenditures of a non-recurring nature, which will be significant in operational funds for the school. Expenditures will be made in accordance with the PCSP Guidelines.

In addition to SEG funds, La Jicarita Community School anticipates receiving lease assistance payments of $700 per student. This will vary based on the number of students but falls within the range of $31,500 to $36,400 per year. We are unable to use this for budgeting purposes and have listed the entire rent and utilities in the SEG budget. If the lease assistance payments become available, SEG budgeted rent and utilities can be transferred to other line items that will have a direct impact on student instruction.

Textbook allocation of funds will be available to LJCS. This will be a small amount and will assist in supplementing the SEG budget in the purchase of academic needs.

A non-profit foundation is being created to assist in raising revenue for LJCS. It is anticipated that the Foundation will contribute at least $10,000 annually to the school. Funds will be used to promote Expeditionary Learning, student instruction and activities.

La Jicarita Community School is within the Peñasco Independent School District (PISD). The PISD qualifies for the following types of funding and it is our assumption that LJCS will qualify for a small percentage of this type of funding, based on student population and demographics within the PISD. Eligibility qualification takes place during the first year of school operations. LJCS will apply for

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 112 | funding as soon as it qualifies and expenditures would be made in accordance with the funding source guidelines.

Title I Funds – Elementary and Secondary Education Act of 1965 (ESEA), now No Child Left Behind Act of 2001 designed to narrow the gap that exists between middle and low income children by providing extra resources to help improve instruction in high poverty schools. PISD is a RLIS – Rural Low Income School.

Title II, Part A—Teacher and Principal Training and Recruiting Fund. The Teacher and Principal Training and Recruiting Fund provides assistance for preparing, training, recruiting and retaining high-quality teachers.

Title III Funds – Bilingual Multicultural Education Act of 1973 / 2004. English Language Acquisition Act of 2001 and No Child Left Behind Act meeting the needs of English Language Learners (ELL) and Limited English Proficient (LEP) students,

Upon its approval, LJCS will start the process of identifying all funds available to it, public and private, and will apply as soon as eligible.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8F 6.80.4.9F NMAC

B. FISCAL MANAGEMENT

 Provide a detailed plan indicating how the charter school will manage its fiscal responsibilities.  Provide a description of the school’s internal control procedures that it will utilize to safeguard assets, segregate its payroll and other check disbursement duties, provide reliable financial information, promote operational efficiency, and ensure compliance with all applicable federal statutes and regulations and state statutes and rules relative to fiscal procedures.

LJCS Policy for Financial Reporting

Financial Records

1. LJCS accountant / Business Manager shall be responsible for ensuring that financial records and supplies are safeguarded from theft and destruction.

2. Financial records shall be kept up-to-date and available for inspection after reasonable notice. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 113 | 3. Financial records shall be retained as required by the State Records Center Records Retention and Disposition Schedule for New Mexico Public Schools.

Financial Reports

1. Financial reports reflecting the financial and budget position of LJCS shall be provided to the governing council and Director on a monthly basis.

2. Financial reports required by the New Mexico Public Education Department shall be submitted on a timely basis. LJCS Director shall be notified of any report not submitted on a timely basis and the reason for the late filing.

3. A copy of the financial reports required by the New Mexico Public Education Department shall be submitted to the schools governing council and Director by the last day of the month following the reporting period.

Procedures for Accounting

1. LJCS shall follow Generally Accepted Accounting Principles, and state laws and regulations in accounting for all funds in its custody and control.

2. LJCS shall utilize the account structure (fund, function, and object) and chart of accounts mandated by the New Mexico Public Education Department.

3. LJCS shall account for funds utilizing the cash basis for accounting and budgeting, and modified accrual basis in the preparation of year-end financial statements.

4. Financial transactions shall be entered for all revenue received, all expenditures made and corrections thereto, if any, to accurately reflect the financial position of LJCS. .

5. All accounts shall be reconciled with the bank on a monthly basis.

Policy for the Issuance of Petty Cash

Petty Cash Fund

1. The petty cash fund shall not exceed $100.00.

2. A check shall be issued to the district’s designated petty-cash custodian, from the Operational fund.

3. Petty cash shall be used when there is an urgent, unanticipated need for items. There must be budget in the object code to be expended.

4. LJCS Director shall be responsible for maintaining, safeguarding, and accounting for petty cash.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 114 | 5. The petty cash fund and records shall be available for inspection and audit at any time during business hours by LJCS accountant / Business Manager and the independent public auditor during the conduct of the annual audit.

Procedures for the Receipt of Funds

Cash Receipts

1. LJCS shall safeguard and account for all cash and checks, and shall deposit funds in the bank within 24 hours of receipt or one banking day, as required by state law and State Board of Education Regulation 6 NMAC 2.2.

2. LJCS principal, or other designated employee, shall prepare a receipt in triplicate for money received from all sources. The original receipt is to be provided to the person making payment. The second copy is to be attached to the deposit slip verifying deposit of funds. The third copy will remain in the receipt book for audit and numerical accounting purposes. If a receipt is voided, all copies shall be marked “Void” and retained in the receipt book.

3. An individual, other than the one preparing cash receipts shall prepare the bank deposit ticket in triplicate. The original goes to the bank with the deposit. The second copy, validated by the bank, will have all deposit supporting documents attached to it for review and audit. The third copy will remain in the deposit book for audit and numerical accounting purposes. 4. A staff member, other than the individual preparing the bank deposit ticket, shall make the actual bank deposit. 5. After a deposit is made, a copy of the bank validated deposit ticket and receipts or supporting documents shall be provided to the charter school accountant / Business Manager.

6. LJCS accountant / Business Manager will post the revenue to the appropriate fund and revenue code. The receipt book will be matched to deposits to the bank, as part of the monthly bank reconciliation process,

Procedures for Purchasing

1. All employees shall utilize the Requisition / Purchase Order process prior to obligating school funds. Items purchased without prior approval shall be the responsibility of the employee.

2. Employees shall submit a requisition to LJCS designated procurement personnel for processing. If the requisition is vendor or brand specific, the employee will provide that information on the requisition, along with cost and quantities. Otherwise, LJCS designated procurement personnel will research state and federal contracts and other best sources for the appropriate vendor.

3. LJCS designated procurement personnel shall review the requisition to ensure the proper assignment of account number and to verify availability of budget and cash, from reports provided by LJCS accountant / Business Manager.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 115 | 4. Upon review and approval of the requisition by LJCS designated procurement personnel, LJCS designated accounts payable personnel shall prepare a Purchase Order for approval and signature by LJCS Director.

5. The selected vendor(s) shall be provided with the original of the signed Purchase Order and a copy maintained in LJCS business files. LJCS accountant / Business Manager shall also maintain a copy of any financial documentation provided to LJCS.

6. A Non-Taxable Certificate shall be provided to vendors as proof of tax exemption for the non- payment of gross receipts tax.

7. Upon delivery of goods and services, the person receiving the goods/services shall verify receipt of all items by checking off all items on the invoice, and providing initials and date of receipt on the invoice.

8. LJCS procurement personnel shall provide the approved requisition, Purchase Order and invoice to LJCS accountant / Business Manager for payment.

9. Payment of invoices shall be made by LJCS within 30 days of receipt of the invoice.

10. Goods being considered for purchase with a cost between $1,000 and $5,000 require three written quotes. Goods being considered for purchase with a cost between $5,000 and $10,000 require an informal request for bids. Goods being considered for purchase with a cost over $10,000 require compliance with the formal bidding process.

11. Professional service contracts exceeding $25,000 will require formal, sealed, competitive bids. To ensure appropriate encumbering and accounts payable processing, an approved Purchase Order and a copy of the executed contract shall be provided to the charter school accountant / Business Manager.

a. Persons offering professional services make their services available to the general public and have direct control over when, where and how he/she works. b. An employer does not provide or control the detail of how the contractor’s work is to be accomplished. c. Refer to the “Employee vs. Contractor Common Law Rules/Factors” for additional guidance in distinguishing between a contractor and an employee. d. Contractors shall be required to complete a W-9, Request for Taxpayer Identification Number and Certification.

12. The following are exempt from the State Procurement Code:

a. Personal property or services of another state agency or local public body; b. Public utilities; c. Shipping, travel, meals and lodging; d. Public school transportation services; e. Magazine subscriptions and conference registration fees;

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 116 | f. Entertainers; g. In the event of the availability of only one source for the required goods or services (sole source) refer to State Purchasing Act for guidance and instructions; h. Purchases from the federal price schedule (GSA).

13. Emergency procurement is allowable only in the instances of threat to life, health, and public welfare.

14. Public money is not to be used for an individual’s personal benefit or in violation of the Anti- Donation Clause (e.g., paper goods and coffee for every day coffee drinking, etc.).

15. All regulations established in Procurement Code, Section 13-1-21 et seq., NMSA 1978 will be strictly adhered to.

Procedures for Budget and Budget Maintenance

1. LJCS shall follow state laws and regulations in the development and maintenance of the budget.

2. LJCS designated procurement personnel shall review all purchase orders for sufficiency of budget.

3. LJCS accountant / Business Manager shall provide the status of the budget during a report to the governance council on a monthly basis.

4. LJCS accountant / Business Manager shall present proposed budget adjustment requests as necessary to maintain a positive budget balance by object code.

5. LJCS accountant / Business Manager shall keep the governance council informed of the availability of revenue for budgeting.

Payroll

LJCS will process payroll checks on a biweekly basis, or 26 times a year.

LJCS accountant / Business Manager will process the payroll to ensure tax compliance with all federal and state tax regulations. LJCS Director will submit authorized time sheets for staff and approved invoices for Independent Contractors to LJCS accountant / Business Manager for payment processing. Required federal tax deposits will be made electronically using the IRS system EFTPS (Electronic Federal Tax Payment System). Other payments for employee benefits will be made to the respective authorized agency as required.

Original documents, contracts, personnel / payroll action forms, certification records, employment eligibility verification, federal and state withholding allowance certificates, direct deposit authorizations, pay deduction authorizations, pay or position change notices, and employee benefit plan records will be maintained by the Director at LJCS Director’s office. A copy of all employee documents authorizing payroll processing will be provided to the accountant / Business Manager authorizing him / her to set up the payroll. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 117 | Required monthly, quarterly, and annual tax reports and forms will be the responsibility of the accountant / Business Manager.

Governing Council

The Governing Council, as one of its functions, will act as a finance committee overseeing compliance with best accounting practices and procedures. This will assist in ensuring that financial duties are segregated thus ensuring transparency and accountability within the organization. The Governing Council will be responsible for hiring the independent auditor to audit the financial records of LJCS.

The Governing Council will monitor LJCS finances at its monthly meetings by reviewing financial and budget reports along with a financial check list with due dates of all required financial reports (budget, payroll, tax deposits, benefits, PED financial reports, etc.) showing compliance action taken.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8F & Section 22-8B-8G 6.80.4.9G NMAC

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 118 | VI. GOVERNANCE/MANAGEMENT PLAN

The Governance/Management Plan should provide an understanding of how the school will be governed and managed. It should present a clear picture of the school’s governance and management practices, what roles and responsibilities various groups and individuals will have, and how those groups will relate to one another. The Plan should outline how decisions are made at the school site and provide a convincing picture of the school leadership’s capacity to successfully operate the school. In addition, the governing body of a charter school is, first and foremost, publicly accountable for student academic performance and the expenditure of public funds.

A. GOVERNANCE /MANAGEMENT STRUCTURE

 Provide an organizational chart for the school and a narrative description to illustrate the relationship that will exist between the governing body and all proposed administrative and staff positions, parent councils, advisory committees, and community groups (if any).

The Governing Council’s primary responsibilities include overseeing the budget, ensuring the adherence to all laws, formulating policy, and hiring the head administrator. Parents/guardians and community members will form the Governing Council. Officers of the council will include the chairperson, vice- chairperson, treasurer, and secretary. The notice of meetings will comply with all legal requirements of the Open Meetings Act for regular and special meetings. Executive sessions will be closed sessions in order for the discussion of topics to take place that function to protect the privacy of individuals involved.

Board Membership Requirements

 Board size will be 5-7 members  No more than 40% of the board should be parents of students or related to students  No two members of the board may be related  Terms of office shall be two years, with staggered membership terms  Board members may not be related to staff  Board members should not financially benefit or engage in business transactions with the school

Committees will be formed as needed to create reports and make suggestions regarding, but not limited to, the finance and audit, facilities, and the academic program. The head administrator will be a member of all permanent committees. Teachers will be encouraged to become active participants in committees, particularly the School Leadership Team, so that a voice is given to the day-to-day operation of the school, the academic program, and their experiences in the school. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 119 | As an EL school, a School Leadership Team is an essential component of the site-based management structure. A School Leadership Team is a voluntary committee that is comprised of representative stakeholders, particularly the administrator, teachers, and specialists. Parents and students may be invited to participate as well. The size of the leadership team should be kept to a 4-6 member group. The purpose of the school leadership team is to facilitate collaboration with EL to increase the learning and engagement of every student through continuous improvement of instruction, assessment and school culture in alignment with the EL Core Practices and each school’s unique mission. This goal is accomplished through bi-monthly meetings that address the EL work plan, EL Implementation Review results, in combination with short-cycle assessments and other assessment data.

 Provide an organizational chart for the school and a narrative description to illustrate the relationship that will exist between the governing body and all proposed administrative and staff positions, parent councils, advisory committees, and community groups (if any).

The Governing Council The role of the GC and the relationship the GC has with the Director are addressed in other sections of VII. Governance/Management Plan.

The Director—Chief Executive Officer The GC shall be responsible for the recruitment, selection, hiring, discipline and advancement of the Director pursuant to the New Mexico Personnel Act and the New Mexico Charter Schools Act. o The Director shall recruit, elect, hire, discipline, and promote all other school personnel pursuant to New Mexico Law. o The Director is responsible for curriculum development and implementation and faculty training. o The Director works closely with the GC in all matters pertaining to school operations and educational program.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 120 | The Director shall ensure that the district implements a program of instruction that includes clearly defined academic standards, a comprehensive curriculum to help students achieve the standards, and a program of assessment to determine student progress toward achieving the standards. Accordingly, the Director shall: 1. Develop and implement academic standards that meet or exceed state and nationally recognized model standards. 2. Develop a curriculum aligned with and designed to enable students to meet or exceed the established standards. 3. Develop assessments that will adequately measure each student’s progress toward achieving the standards. 4. Provide timely information to parents regarding their child’s academic performance. 5. Ensure that the instructional program includes all legally required courses and programs. 6. Ensure that the instructional program includes opportunities for students to develop talents and interests in more specialized areas. 7. Ensure that the instructional program actively addresses the different learning styles and needs of students of various backgrounds and abilities. 8. Encourage innovative or experimental programs, carefully monitoring and evaluating the effectiveness of all such programs and informing the Board annually about their effectiveness. 9. Ensure that the instructional programs, including both content and practice, are regularly evaluated and modified as necessary to assure their continuing effectiveness. 10. Inform the Board prior to any deletions of, additions to or significant modifications of the instructional program.

Student Learning Environment/Discipline

The Director shall not fail to establish and maintain a learning environment that is safe, conducive to effective learning and free from unnecessary disruption. Accordingly, the Director may not: 1. Fail to adopt an administrative policy on conduct and discipline which: a. prohibits the use of drugs, alcohol or tobacco products by students or adults on school property and at school-sponsored events; b. prohibits the presence of firearms or other dangerous weapons on school property and at school- sponsored events; c. prohibits any form of violence on school property and at school- sponsored events; d. provides for the discipline of special education students consistent with the IDEA; e. establishes procedures for student interrogations, searches and arrests; f. establishes procedures to afford students, parents and school personnel due process with regard to student conduct and discipline issues; g. establishes procedures for written appeal to the Board from a decision to expel or deny admission to a student; h. provides for the expulsion or administration of other appropriate discipline of students deemed to be habitually disruptive; i. provides for timely notification to parents when their child is involved in an incident that results in the suspension or expulsion of any child involved; j. establishes the district’s student attendance policy.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 121 | The School Leadership Team

The School Leadership Team is based on voluntary membership but works with the Director and GC to monitor achievement and EL implementation progress. EL school leadership teams meet regularly to ensure the following roles and responsibilities are collectively, strategically, and continuously met. The SLT promotes the success of every student by:

1. Establishing a clear, shared vision of teaching and learning that drives the creation of an annual work plan leading to focused improvement  Developing a common language related to rigorous learning that is used school-wide at all grade- levels and in all subject areas  Conducting regular learning walks as a leadership team to develop a consensus on “good teaching”

2. Carefully selecting priorities and goals based on available evidence  Developing annual goals and professional learning targets linked to student achievement  Identifying specific, measurable achievement goals related to curriculum areas or standards for targeted school-wide focus (e.g. expository writing, data analysis)

3. Collecting, discussing and using quantitative and qualitative data and other evidence related to student learning and teacher practice in order to identify areas for celebration and improvement  Developing a common language related to rigorous learning that is used school-wide at all grade- levels and in all subject areas  Conducting regular learning walks as a leadership team to develop a consensus on “good teaching”

4. Identifying essential tasks, designing needed tools, and addressing critical outcomes related to improving teaching and learning  Developing a school-wide rubric for scoring student writing  Designing or revising passage portfolio and student-led conference processes

5. Learning together as a leadership team through active inquiry into EL best practices, and making that learning visible to other members of the school community  Selecting a specific active pedagogy practice (e.g. workshop instruction, assessment for learning) and engaging in an extended shared inquiry  Visiting other Expeditionary Learning schools for focused observation.

6. Identifying and designing professional learning opportunities for staff members based on priorities and goals  Facilitating professional development sessions as a leadership team that address areas of school- wide focus.  Developing recommendations regarding how on-site and off-site ELS services are allocated and used.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 122 | 7. Collaboratively making appropriate decisions to support school-wide implementation of the EL design, or bringing information back to the entire staff for consideration and decision-making  Adopting a revised process for ensuring quality control of learning expeditions  After researching options, presenting the entire faculty with three options for interim benchmark assessments for whole-school adoption.

8. Modeling productive leadership practices and skills in all interactions  Using agreed-upon norms to support productive and positive interaction during professional development sessions, school-wide gatherings, and team meetings  Following through on commitments, e.g. maintaining consistent professional development, conducting classroom observations, providing coaching, etc.

9. Inviting active leadership from others  Promoting authentic and shared accountability for implementation of priorities established by the school  Establishing/maintaining processes that allow all staff members to contribute ideas and/or move into a leadership role

10. Modeling productive leadership practices and skills in all interactions  Using agreed-upon norms to support productive and positive interaction during professional development sessions, school-wide gatherings, and team meetings  Following through on commitments, e.g. maintaining consistent professional development, conducting classroom observations, providing coaching, etc.

11. Inviting active leadership from others  Promoting authentic and shared accountability for implementation of priorities established by the school  Establishing/maintaining processes that allow all staff members to contribute ideas and/or move into a leadership role.

LJCS Operations

Staff Functions

 The Business Manager The business manager is a contracted position rather than staff. This contractor shall follow all fiscal policies and procedures of LJCS and carry out tasks as assigned by the Governing Council and Director regarding all business-related functions of the School including but not limited to: o Budgetary operations o Business planning and financial reporting. o Payroll, accounting, contracts for goods and services.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 123 |  Special Education Teacher The Director supervises the Special Education Teacher. The role of Special Education Teacher shall be to develop, coordinate and direct all academic support services and programming in conformity with state and federal law to promote each student’s chance to achieve academic distinction. The Special Education Teacher will be on a contracted basis with LJCS.

 Faculty

The faculty of LJCS is responsible for curriculum development, lesson planning, and assessment in adherence to fulfilling NM state standards requirements and the implementation of the EL model.

Collaborative Arrangements  The Director, Chairperson of the GC and Business Manager work closely together to plan and monitor the fiscal health and educational excellence envisioned in the charter.  The Director and a team leader selected by the Director work closely together in staff training, monitoring and mentoring. The team leader is in charge of the school in the Director’s absence.

 Describe the nature and extent of professional educator, parental, and community involvement in the governance and the operation of the school.

Role Staff, Families, and Community Involvement in the Governance of the School

Meeting schedule and opportunities for staff, family and community involvement Meetings of the Governing Council will be held monthly with special meetings called as needed. Meetings will be advertised in the school office and through the school newsletter and website, and will be conducted in accordance with the Open Meetings Act. Each meeting will dedicate a portion to advisement by the SLT and to public comment, addressing the Governing Council. One of the most important goals of LJCS is to involve parents, students, various staff and other community members as partners in the learning process.

Parent Involvement The school shall communicate expectations for involvement of all students’ families. It is the desire of the school to implement opportunities for parent involvement that are linked with student learning and child development. Such parent involvement activities shall include such activities as:  Participation in events designed to familiarize with Expeditionary Learning  Participation in the Governing Council or School Leadership Team,  Attendance at exhibits of culminating work by students involved in learning expeditions,  Involvement during the school day as volunteers reading to children or preparing for student activities, or as guests sharing relevant expertise including expertise in media and technology,

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 124 |  Participation in learning outside of the classroom,  Contribution to student assessment or recognition of student achievement, or  Attendance at student-led conferences, portfolio presentations, or performances. A Parent Handbook will be developed during the start-up year to communicate expectations of parents of LJCS students, and suggest examples of ways for parents to be involved.

Community Organizations Community organizations with a desire to work with the school may present to the Governing Council directly by requesting to be included on the agenda, or during the public comment period, or may work with the Governing Council indirectly through the Director, in order to suggest partnerships or programming for the school.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8I(3) & Section 22-8B-8J 6.80.4.9H & 6.80.4.9I NMAC

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 125 | B. DESCRIPTION OF THE GOVERNING BODY

 Provide policies and procedures by which the governing body will operate in compliance with all applicable statutes and regulations, including the Open Meetings Act.

The general operations of LCJS shall be considered and rendered by the actions of its Governing Council (GC) in compliance with New Mexico Law as set forth in Sections 22-2-1, 22-8-1 through 22- 8-47 and 22-8B-1 through 22-8B-17, NMSA (1978). The GC shall operate in compliance with the New Mexico Open Meetings Act (1978) known as the “Sunshine Law.”

 Policies and procedures must address: o board powers and duties as a whole, individual members, and officers of the governing body;

LJCS will be governed pursuant to the bylaws adopted by its Governing Council. These bylaws will be finalized at the first meeting of the Governing Council, and will follow the guidelines of this charter school application. The Governing Council shall operate by policies and procedures that are in compliance with all applicable statutes and regulations, including the Open Meetings Act. The Governing Council shall request to be designated a Board of Finance by the State of New Mexico. Its major roles and responsibilities will include involvement in the fiscal procedures as described in Section VI Fiscal Policy and Procedures, approving all major educational and operational policies, and selecting and evaluating the Director. The Governing Council will operate in a manner that honors the contributions of all members of the learning community, inspiring students and families to participate in the life of the school, staff to reach their professional potential, and community members and organizations to partner with the school.

The Governing Council’s primary charge is to ensure that all necessary resources are available to accomplish the mission and goals of LJCS. The GC makes decisions as a body and by majority vote of its members. All decisions and operations of the GC are made with the understanding of its fiduciary responsibility to the public for achieving the educational goals set forth in the charter, for the financial health of the school and for conforming to all applicable state law, including the Open Meetings Act.

Inasmuch as The LJCS Governing Council understands it has the ultimate responsibility for the fiscal oversight and compliance of the Charter School —through its own actions and those it delegates to others—the GC has the authority to fulfill this obligation to make all decisions regarding the School and its operations which include, but are not limited to, the following:

 Hire, evaluate, and supervise the Director.  Develop major educational and operational policies.  Renew and amend the charter.  Ensure that school resources are effectively and efficiently utilized through proper oversight of

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 126 | the school’s budget  Require and evaluate the quarterly reports of the Director and the Business Manager to insure financial responsibility and adherence to generally accepted standards of fiscal management.  Consider the Business Manager’s written requests for budget adjustment in a timely manner  Encourage the public confidence in the school’s financial standing by regularly reporting on the school’s financial affairs  Review and approve the school’s budget  Participate in the annual exit interview of the school’s audit and insure that any findings or audit concerns are promptly addressed.  Accept gifts on behalf of the school.  The Governing Council hires the Director through a competitive review process after announcing the position locally and nationwide and selecting the most apt candidates for interview.  The selection is based not only on general experience and background but also on specific knowledge of charter school operation and of the Expeditionary Learning model, fundamental to the mission of LJCS. Qualified faculty of LJCS are free to apply for the position, and will be given the same considerations as any outside candidate.

Unity Of Control

Only decisions of the full Board acting as an entity are binding on the Director. Accordingly: 1. Decisions or instructions of individual Board members, officers and committees are not binding on the Director except in rare instances when the Board has specifically delegated such exercise of authority. 2. In the case of Board members or committees requesting information or assistance without official Board authorization, the Director may refuse such requests that, in the Director’s opinion, require a material amount of staff time or resources or that are disruptive or unreasonable.

Accountability of the Director

The Director is the Board’s only link to the operational organization. All authority over and accountability of staff is considered to be the responsibility of the Director. Accordingly: 1. The Board will never give direction to persons who report directly or indirectly to the Director. 2. The Board will not formally evaluate any staff member other than the Director. 3. Except as required by law, the Board will not participate in decisions or actions involving the hiring, evaluating, disciplining or dismissal of any employee other than the Director.

Delegation to the Director

The Board will instruct the Director through written policies that prescribe the organizational ends to be achieved and describe organizational conditions and actions to be avoided. The Board will support any reasonable interpretation of those policies by the Director. Accordingly: 1. The Board will develop policies instructing the Director to achieve defined end results for identified L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 127 | recipients at a specified cost. These policies will be developed systematically from the broadest, most general level to more defined levels, and will be called Ends policies.

2. The Board will develop policies that limit the latitude the Director may exercise in choosing the organizational means to achieve the ends. These policies will be developed systematically from the broadest, most general level to more defined levels, and they will be called Executive Expectations policies.

3. As long as the Director uses any reasonable interpretation of the Board’s Ends and Executive Expectations policies, the Director is authorized to establish all further policies, make all decisions, establish all practices and develop all activities the Director deems appropriate to achieve the Board’s Ends policies. The Director is not authorized to commit the Board to any course of action in areas reserved for the Board.

4. The Board may change its Ends and Executive Expectations policies at any time, thereby shifting the boundary between Board and Director domains. By doing so, the Board changes the latitude of choice given to the Director. However, as long as any Board-specified delegation of authority is in place, the Board will respect and support any reasonable interpretation of its policies, even though Director choices may not be the choices the Board or its members may have made.

Global Executive Constraint

The Director shall not cause or allow any practice, activity, decision or organizational condition which is known or should be known by the Director to be unlawful, unethical, unsafe, disrespectful, imprudent or in violation of Board policy.

Operations

Governing Council members are not entitled to compensation for their roles as members of the Governing Council, except for reasonable and necessary travel expenses, training, and reimbursement for meals.

Governance of LJCS shall flow from the Governing Body in the form of collaborative effort and guided purpose headed by the Governing Council, which shall seek and, as appropriate, shall utilize the advice, counsel, collective expertise, and each individual’s resources from across the leadership array, starting with the Governing Council, the SLT, the School Leaders, Faculty, and the Students and their Families.

Responsibilities and Obligations

 The Governing Council shall operate pursuant to its Bylaws. The Bylaws shall require the Governing Council to comply with the New Mexico Open Meetings Act.  Pursuant to the New Mexico Charter Schools Act, the Governing Council shall have a minimum of five (5) members.  GC members shall be required to exercise: o Duty of Care: A member of the Governing Council owes the duty to exercise reasonable care when he or she makes a decision as a steward of an organization. o Duty of Loyalty: A member of the Governing Council must give undivided allegiance L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 128 | when making a decision affecting the organization. o Duty of Obedience: A member of the Governing Council shall be faithful to the School Mission.

Individual Member Responsibilities

o The Chairperson shall be the chief executive officer of the Corporation; s/he shall preside at all meetings of the Directors; shall have general and active management, not in conflict with the duties of the Director, of the affairs of the Corporation; shall see that all orders and resolutions of the GC are carried into effect, subject, however, to the right of the Directors to delegate any specific powers, except as may be by statute exclusively conferred on the Chairperson, to any other officer or officers of the Corporation. S/he shall be an ex-officio member of all committees and shall have the general powers and duties of supervision and management usually vested in the office of Chairperson. o The Vice Chairperson may act as the Chairperson in the latter’s absence or incapacity, and shall perform such other duties as s/he may be required to do from time to time.

o The Secretary shall attend all sessions of the GC and act as clerk thereof. In addition, the Secretary shall record all the votes of the Corporation and the minutes of all its transactions in sufficient detail to record the basis of important decisions including a roll call of member’s votes and any conflicts of interest. S/he shall perform like duties for all committees of the Governing Council when required. S/he shall give, or cause to be given, notice of all meetings of the Governing Council to stakeholders, keep the records of the corporation, maintain a file of all documents, and make an updated copy of the bylaws available at meetings. The secretary shall perform such other duties as may be prescribed by the Governing Council or Chairperson, under whose supervision s/he shall be. o The Treasurer’s role is to monitor and ensure fiscal compliance of all fiscal policies, budget, financial, payroll, procurement, accounting, of LJCS and report that compliance to the Governing Council no less than quarterly.

o governing body member recruitment and selection, including the orientation process for new members and ongoing professional development;

Officers’ Election and Duties The officers of the Governing Council shall be elected by a majority vote of council members and shall include, but are not limited to, Chairperson, Vice Chairperson, Secretary and Treasurer..

Governing Council Recruitment Process Recruitment of new members is a shared responsibility of the GC, faculty, staff, parents and community members. Any of these may make a recommendation to the GC. o Prospective members submit a resume to the GC and receive a GC Member Commitment Document that outlines the number of hours required and the basic responsibilities of GC members and a copy of the Conflict of Interest Policy.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 129 | o Resumes are submitted to the GC at a regular GC meeting and the qualifications are discussed. o The prospective member attends a GC meeting to observe proceedings. o If the applicant is interested in joining the GC then a determination is made at a following meeting as to whether the proposed applicant may fill a vacancy. o Every effort is made to select persons with diverse skills and backgrounds.

Governing Council New Member Orientation The Chairperson, Director and Business Manager meet with the new member after s/he joins the GC to discuss the various roles and lines of responsibility of the stakeholders of LJCS. At this meeting the GC member signs GC Commitment document and the following are made available for review. 1. LJCS Charter document. 2. LJCS Bylaws 3. LJCS GC Policy Handbook 4. LJCS Parent/Student Handbook 5. The new member agrees to complete five hours of NM Coalition of Charter Schools Webinars within two months, and report this to the Business Manager.

Governing Council Professional Development 1. Each member completes five hours of continuing education per year, either online, or by attending training meetings of the New Mexico Coalition of Charter Schools or other applicable training. 2. In addition, members participate in an all day training and planning session once a year. Outside experts are engaged to develop GC competency, and the GC members use this opportunity to develop the GC calendar for the coming year. 3. Members are asked to do extracurricular reading concerning high level board functioning such as:  The Seven Outs by Brian L. Carpenter, PhD  Execution: The Discipline of Getting Things Done, by Larry Bossidy & Ram Charan  Boards That Make A Difference: A New Design for Leadership in Nonprofit and Public Organizations, by John Carver 4. Members attend a training session on the Expeditionary Learning Model annually and become familiar with the Expeditionary Learning Schools Core Practice Benchmarks.

GC Succession Plan The Chairperson, Vice-Chairperson, Secretary and Treasurer are elected by a majority of Governing Council members to serve a period of one year and may be elected to a second year term.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 130 | In the case of resignation or removal of an officer before the completion of the term, the GC shall fill the vacancy from among its members. In the case of resignation or removal of a member-at-large, the GC recruits a new member in an effort to maintain a five to seven member council.

Board Evaluation Process

Evaluations of the board should include self-assessment and assessment from parents, staff, administration, and even students regarding the board’s communication, support, finance management, policy development, dedication to the mission and vision, and relationship building. The LJCS governing council will include individual board member self-evaluations regarding their contribution and expectations. The board should also evaluate the effectiveness of its standing and ad hoc committees.

o the criteria and the process that will be used to select the school’s head administrator;

Criteria and Selection Process for the School’s Director

Criteria The Director will have the following qualifications:  Administrative Licensure, M.A./M.S. or higher;  Demonstrated knowledge of and commitment to the educational principles of Expeditionary Learning and LJCS’s mission and vision;  Demonstrated ability to plan, schedule and coordinate the efforts of multiple groups and numerous projects simultaneously;  Demonstrated ability to hire, supervise, delegate responsibility to, evaluate, apply due process, and dismiss personnel;  Demonstrated ability to facilitate groups of people from diverse backgrounds and interests;  Demonstrated educational leadership in the areas of curriculum, instruction, student conduct, student development, and professional growth;  Experience with developing budgets and implementing financial policy and procedures in an organizational setting;  Demonstrated effectiveness and persistence as a problem-solver. Process The Governing Council will select the Director by majority vote, having recruited applicants for the position of Director through a public process, including advertising in local and national newspapers and professional printed media, referral, and through appropriate electronic recruitment mechanisms. In accordance with the Charter Schools Act and as a state-authorized charter, the Director is not an employee of Peñasco Independent School District but shall be hired directly by LJCS. All LJCS employees will be hired in accordance with all state and federal employment rules and regulations and in compliance with the School Personnel Act. The Governing Council will form a search committee in October 2011, to publicize the job opening, and will identify, screen and interview candidates. The job opening will be publicized during the L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 131 | months of November and December on the school website, through the NM Charter Coalition, and through paid advertising in local and national newspapers and other media recruitment avenues. Applicants with experience in Expeditionary Learning will be a primary focus of recruitment. The search committee will make its final recommendation to the Governing Council in late January. The full Council will make a final decision by January 15, 2012.

o budgeting and operation of the school; and

The Governing Council is responsible for the financial security of the school through oversight of the budget and financial operations. This responsibility requires knowledge of business plans, grants, budgeting, accounting, fundraising, financial reporting, safeguarding of assets, and annual audits. Financial stability and security depend on a number of factors for which the board must be proactively involved, including student enrollment, staff retention, and the acquisition of additional funds. Boards are responsible for ensuring timely, accurate financial reporting.

The Business Plan

A school’s business plan includes a market analysis, management plan, operations plan, facility plan, and financial plan. The following are components of the business plan:

Executive summary: A two-page summary provides a synopsis of the overall business plan.

School description: This section provides a brief description of the school including its mission, curriculum or educational program, and governance structure.

Market analysis: The market analysis includes the number of students in the general vicinity, an analysis of education needs unmet by nearby schools, the number of students the charter school must attract to build a financially stable program, and how the school intends to draw students. The section also includes a marketing and retention plan.

Management plan: The management plan outlines how the school will be managed on a day-to-day basis, and the responsibilities and qualifications of the administrator and business manager. The plan also outlines policies regarding financial management, and staff evaluation, compensation, and retention.

Operations plan: The operations plan includes the daily and extracurricular schedule and policies for interacting with visitors, answering phone inquiries, tracking attendance, filing authorizer required reports, managing the facility, providing security, and using technology.

Facility plan: This section provides a description of the current or planned facility and any expected renovation or expansion.

Financial plan: This section provides an operating budget, balance sheet, capital budget, and cash flow reports.

Attachments: Common attachments include the charter application, articles of incorporation, bylaws, curriculum summary, class schedule, and resumes of board directors and key staff.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 132 | Budget Management

The budget plan includes reasonable estimates of revenues and expenditures and a plan for compliance with state and federal accounting and reporting requirements. Figures should reflect those used in the business plan. The charter school also needs to establish proper accounting procedures to safeguard assets and ensure accurate financial reporting.

Networking: It is important to build relationships with several funding agencies. Granting agencies are more likely to maintain their support if the school can demonstrate results. Before contacting an agency, board members should learn about the organization, its giving patterns, and partners by reading annual reports or by attending events sponsored by the agency. The next step is to request a meeting with the agency before applying for the grant. State/federal and large foundation personnel are not generally available. In the meeting, board members should describe the project needs and get feedback from the grant officer. This information will enable the board to decide whether the grant program is a good fit for the project.

The Development Plan

In conjunction with solid overall financial management, a successful development plan supports the long-term viability of the school by producing discretionary funds and generating community excitement about the school.

Shortly after the charter application is approved, a board committee should develop the plan. By developing the plan early on, the school can capitalize on excitement about the school opening.

Key components of a development plan include:

 School mission, vision, and goals  A needs assessment  Review of past fundraising goals and progress  Description of potential donors  Strategies for cultivating donors and community support  Individual responsibilities and timelines  Evaluation measures

o how decisions will be made.

All meetings of the LJCS Governing Council shall be held in accordance with the New Mexico Open Meetings Act, NMSA 1978 §§10-15-1, et seq.

Meetings

The Governing Council shall pass a resolution annually describing what notice of a public meeting is reasonable when applied to the LJCS Governing Council. The resolution shall describe appropriate notice and methods for posting agendas for regular monthly, special and emergency meetings of the Governing Council.

Special Meetings L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 133 | Special meetings of the Governing Council may be called at the discretion of the Governing Council. Such meetings shall be held at such time and place consistent with the Governing Council’s annual resolution for conducting its public meetings.

Attendance via Telephone Conference Call

Except to the extent otherwise provided by law, any meetings of the Governing Council may be attended by any of the Governing Council Members by means of a conference telephone (or similar communications equipment) when it is otherwise difficult or impossible for the member to attend the meeting in person, provided that each member participating by conference telephone can be identified when speaking, all participants are able to hear each other at the same time and members of the public attending the meeting are able to hear any other member of the Governing Council who speaks during the meeting. Such attendance shall constitute presence by the Governing Council member as is in person at such meeting and for purposes of determining a quorum. Any action taken by the Governing Council at such meeting shall constitute a valid action of the Governing Council.

Notice

The Governing Council shall provide notice and post agendas in accordance with the New Mexico Open Meetings Act. Reasonable notice of the Governing Council meetings shall include broadcast stations licensed by the Federal Communications Commission (FCC) and newspapers of general circulation that have provided a written requirement for such notice. Notice of meetings and the availability of meeting agendas shall be consistent with the Governing Council annual resolution. Except in cases of emergency the Governing Council shall only act on matters identified in the agenda.

Emergency

An emergency meeting or agenda item is one necessitated by unforeseen circumstances that if not addressed immediately by the Governing Council, will likely result in injury or damage to persons or property or substantial financial loss to the public body.

Minutes

The Governing Council shall keep written minutes of all its meetings. The minutes shall include at a minimum: the date, time and place of the meeting, the names of members in attendance and those absent, the substance of the proposals considered and a record of any decisions and votes taken that show how each member voted. All minutes are open for public inspection. Draft minutes shall be prepared within ten (10) working days after the meeting and shall be approved, amended or disapproved at the next meeting where a quorum is present. Minutes shall not become official until approved by the Governing Council.

Confidential Matters

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 134 | The Governing Council recognizes that confidential information will be brought to the attention of individual governing council members and/or the Governing Council as a whole pertaining to, but not limited to, the following:

◦ matters relating to the employment or dismissal of, or charges against, specific J. Paul Taylor Academy personnel; ◦ matters relating to litigation or proposed litigation in which the Governing Council is or may become a party, or attorney-client communications; ◦ consideration of the acceptance of gifts, bequests, or donations where confidentiality has been requested by the donor; ◦ consideration of wages and benefits for the head administrator; ◦ consideration of suspension, expulsion, or disciplinary action in connection with a student; ◦ matters relating to the security of students, personnel, visitors, and/or school property; and ◦ such matters that may arise and qualify as being confidential by law.

The Governing Council further recognizes that public disclosure of such information may result in injury to individual or potential harm and possible liability to the J. Paul Taylor Academy and that the Governing Council members must respect confidentiality of information that is privileged under applicable law. It is the policy of the Governing Council that council members shall discuss or disclose confidential information only in connection with legitimate school business and only with individuals with a legitimate right to know.

Decision Making

Quorum

A majority of the seated council members, whether personally present or appearing telephonically shall constitute a quorum for the transaction of business at any meeting of the Governing Council.

Manner of Acting

No action of the Governing Council shall be valid unless taken at a meeting at which a quorum as defined herein is present and which has been properly noticed pursuant to the New Mexico Open Meetings Act, NMSA (1978) §§10-15-1 et seq.

Conflicts of Interest General Statement

It shall be the duty of each Governing Council member to voluntarily excuse him/herself from discussions of confidential information and abstain from voting on matters in which the Governing Council member has a personal or financial interest, including an interest by a member of the Governing Council’s immediate family, or where the Governing Council’s participation will or may compromise the confidential nature of the discussion. Failure to voluntarily remove himself/herself from such conflicts of interest may result in a vote to remove the member from the Governing Council.

Disclosure L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 135 | Each council member agrees to complete and sign a Disclosure of Conflicts of Interest statement prior to accepting his/her position on the council. In addition to this statement, council members shall annually update the disclosure statement and shall otherwise immediately notify the president of the council when he or she becomes aware than an actual or potential conflict may exist.

Conflict of Interest Policy

Each council member agrees to abide by the LJCS Conflict of Interest Policy adopted by the Governing Council.

Code of Ethics

Each council member agrees to abide by the LJCS Code of Ethics adopted by the Governing Council.

Other Considerations

Checks, Drafts, Etc.

All checks, drafts or other orders for the payment of money, and all notes or other evidences of indebtedness issued in the name of the school shall be signed by such officer or officers, agent or agents of the school as designated by the Governing Council. Two signatures from the following three authorized signatories shall be required on each check. The authorized signatories shall be: Governing Council Chairperson, Governing Council Treasurer, and School Director.

Books and Records

The Governing Council shall keep accurate and complete books and records of the actions of the Governing Council, which records shall be open to inspection by the members of the Governing Council at any time, or members of the public pursuant to the Inspection of Public Records Act, NMSA 1978 14-2-1 et seq.

Financial Matters

The Governing Council shall approve contracts in excess of $3,000.00, including School Director contract. The Governing Council will adhere to all New Mexico State laws regarding procurement processes and procedures as notated in the LJCS Procurement Process Policies.

 List each of the members of the school’s governing body.

The Members of the school's governing body are:

Amanda Bissell Amanda is a native of Peñasco and current executive director of the SPOT for community wellness in L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 136 | Peñasco, which is affiliated with Holy Cross Hospital of Taos. Previously, Amanda has worked as a research contractor with the National Center for Frontier Communities, a crew leader for Rocky Mountain Youth Corps, and an environmental educator with Outward Bound. She has conversational Spanish skills and holds a B.A. from Colorado College.

Robbie Cortez Robbie lives in Sipapu, NM and received his teaching certificate of completion from UNM-Taos in 2009. He also holds a B.S. from Southern Oregon University. He teaches Kindergarten at Dixon Elementary in Dixon, NM. Previously he was a reading interventionist with the Espanola School District and a preschool teacher at the Dragonfly School in Santa Fe.

Johanna DeBiase-Mack Johanna has an MFA in Creative Writing from Goddard College. She teaches English at Northern New Mexico College in Espanola and heads the gifted Creative Writing program for the Peñasco Independent School District. Previously she worked for Rocky Mountain Youth Corps, Casa de Corazon and the DreamTree Project, all of Taos.

Wendy Gonzales-Moores Wendy is an active parent in the PISD and in the Peñasco community, where she helps lead local girl scouts and cub scouts. She has worked in customer service and as a customer accounts supervisor for the Taos News and as a revenue auditor for Big Rock Casino in Espanola. She is currently pursuing a bachelor's degree in business administration.

Laura McCutcheon Laura teaches science for PISD and previously taught in the Pojoaque school district. She has a masters degree in marine biology from Boston University and lives in Ojo Sarco, NM.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 137 |  Provide a brief description of the qualifications of each governing body member. L M J M W R A o a o m h o a e u b c a o n a r b k n a r d n i e n

y e d M s a

a LJCS Council Members G C

c D B o o C e r i n u s t B z e s t a c i z e a l h l e s l

e The bylaws state that there shall be no fewer than 5 s e o - -

n members and no more than 9.

√ √ Organizational Management √ √ Financial Management E x

Education Law & Other Legal Expertise p e r i e

√ √ √ √ Fundraising Experience n c e

Facilities Planning E x p

√ √ Public Relations e r t i s

√ Leadership and Human Resources Development e √ √ Volunteer Development √ √ √ √ √ Technology

√ Corporate Funders & Foundations L i n k

√ √ √ NMPED & Public School Districts a g e √ Legislators G

√ Male e n d e √ √ √ √ Female r

√ √ Hispanic E t h n i

√ √ √ Caucasian c i t y Native American S t

Charter School Educators/Administrators a G k e r o h u √ Charter School Parents o p l d e √ √ √ √ √ Charter School Governing Council Members r

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 138 | Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8I 6.80.4.9H(1-5),(8) NMAC

C. PARTNERSHIPS

IF the school has identified a partner organization that is essential to the existence of the charter school, its governance, key instructional, or management functions, provide the following information.

 Provide the name of the partner organization.  Provide the name of the contact person at the partner organization and that person’s full contact information.  Provide a description of the nature and purpose of the school’s partnership with the organization.  Provide an explanation of how the partner organization will be involved in the governance of the school, if applicable.  Provide evidence in the form of a letter of intent to partner from a person with authority to commit to a formal partnership with the school.

Partner: Expeditionary Learning Schools, Inc. Contact: Scott Gill, SW Regional Director, Expeditionary Learning 4916 E. Stemwood, Boise, Idaho 83716 Phone: 312-399-4494 Fax: 208-344-4080 [email protected]

As outlined in the charter application, Expeditionary Learning Schools, Inc. will play a critical role in the creation and operation of LJCS. Expeditionary Learning provides the teaching methods and methodology to create thematic curriculum that engages students as well as the best teaching practices to accomplish the challenges presented by teaching within a project-based approach.

The power of the partnership with Expeditionary Learning is the support schools receive in the implementation of the strategies within the classroom and for administrators to become better instructional coaches. A consultant, or a School Designer, works closely with faculty to create content and skills maps, as well as create the curriculum aligned with standards in the form of learning expeditions and case studies. Teachers learn to deconstruct project and product plans so the product drives instruction of content and skills. Through refinement of the culture of revision, the formative assessment process becomes deeply ingrained in the school.

The School Designer also supports teachers and administrators through whole school walkthroughs, non-evaluative observations, and assistance during planning time to support teachers in designing and delivering effective lessons that are inquiry-based and foster metacognition. When implementation of L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 139 | the model reaches a level of quality instruction, the focus becomes formative assessment and differentiation of instruction. Simultaneously, the work focuses on creating a climate of learning and a culture of caring through building relationships, creating beautiful spaces where student achievement and quality work are highlighted, and creating a system for proficiency-based grading.

In their partnership with school Directors, EL assists with the development of professional learning communities and the values of shared leadership. School leaders are empowered with the skills of analyzing and using data from short-cycle and annual assessments to inform instruction. They become adept at aligning curriculum, instruction, and assessment. In addition, EL promotes the creation of School Leadership Teams who work closely with the School Designer to further EL implementation through the analysis of the annual EL Implementation Review that is aligned with the Core Practices and Benchmarks and using those data to inform the work plan of the following year, in combination with short-cycle and NMSBA data. In short, the sole function of EL is to empower faculty and school directors with the knowledge and skill to educate students at the highest quality of the craft, just as we seek to empower our students in K-12 classrooms with the ability to set goals for improvement and become self-regulated learners.

ELS provided the following letter of support for LJCS:

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 140 | Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8P

D. SCHOOL ORGANIZATIONAL STRUCTURE

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 141 |  Based on the organizational chart provided under subsection A. GOVERNANCE/MANAGEMENT STRUCTURE above, indicate the supervisory structure of all staff positions listed on the organizational chart.

The Director of LJCS shall be held accountable by the Governing Council. All faculty, office staff, and maintenance staff are to be supervised by the Director of the school. The School Leadership Team merely serves in an advisory role and reports directly to the Director, and to the Governing Council as necessary.

 Provide job descriptions that identify key roles and responsibilities of all staff positions.

School Director

Qualifications  NM license in School Administration (Level III B)  3 years experience in education administration  Passionate about creating a school that stands apart from other public high schools: a learning environment that is highly motivating, supportive, adventurous and rigorous  Deep knowledge of Expeditionary Learning model, philosophy and practice  Proven, self-directed initiator  Strong communication skills  Reflective; knowledgeable of personal strengths and shortcomings and able to adapt and improve  Effective leadership of and empowerment of collaborative educational teams  Evidence of strong commitment to parent/community involvement  Evidence of high expectations for students and staff  Expert in instructional guidance, curricular development and multiple forms of authentic assessment  Exhibits up-to-date knowledge of educational technology  Competent in school financing and knowledgeable of NM school budget process  Experience with governance structure similar to Board of Trustees  Entrepreneurial expertise  Conversant in strategic planning  Effective in analyzing and publicizing appropriate data, and effective in leading colleagues to make data-driven decisions  Experienced in outdoor adventure; excited to and prepared to lead small groups on multi-day trips in mountain, canyon, or river environments  Certified in CPR, first aid, and other relevant areas concerning student safety  Bilingual English/Spanish preferred  Must have a clear background check from the FBI  Demonstration of equity and sensitivity  Ability to adapt to changing conditions  A willingness to drop or alter programs that are failing  A willingness to work within the existing system for positive change  A commitment to collaborate programmatically with external agencies and community members who serve youth

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 142 |  A commitment to frequent contact and communication with families, community and media  A commitment to LJCS being a national leader within the larger Expeditionary Learning network  A commitment to high moral, ethical, and legal standards and values  A high regard for employees as individuals and ability to provide many opportunities for them to develop and assume larger roles

Responsibilities of the School Director at LJCS The School Director will be the educational leader and chief administrator of the school, responsible for supervision of all staff, management of the programs, and leadership toward the goals and mission of the school to the students, teachers, and families and to the community at large. The Director will carry this out through the following administrative responsibilities in educational leadership, school governance and organizational management:

Effective Instructional Leadership  Facilitates the development and implementation of a shared mission and vision to shape the school’s culture  Works with the Instructional Guide to develop a comprehensive Common Educational Framework, implementing Expeditionary Learning philosophy and practices schoolwide  Supports empowerment and capacity-building in teacher teams  Encourages and uses a variety of strategies to assess student performance accurately  Applies current principles, practices, and research to foster effective teaching, particularly in the acquisition of literacy, math, and science standards  Leads the renewal of curriculum and instructional programs  Promotes and models the effective use of appropriate instructional technologies  Holds teachers accountable for having high standards and positive expectations that all students can perform at high levels  Supervises the Teacher Evaluation Process as required by NMPED, helping to articulate annual Professional Development Plans (PDPs) and helping to embellish Professional Development Dossiers (PDDs) for each teacher.  Assists staff in meeting performance standards and maintaining high levels of teaching practice through mentoring guidance  Supports ongoing professional development for all staff  Maintains a supportive presence and valuable perspective by walking the school campus daily  Establishes rituals, ceremonies, and traditions with student, parental and staff input  Advocate of multi-day wilderness experiences for students during the school year  Willing to stand up for wholistic education despite tight budgets and a national obsession with student test performance

Effective Organizational Leadership  Demonstrates communication skills that are clear, direct and responsive  Creates a positive, informed climate for collegial teaching and learning  Applies research and organizational leadership skills  Facilitates constructive change  Acts as follower as well as leader when appropriate  Supports creativity, reflection and innovation schoolwide

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 143 |  Plans for, models and encourages collaboration and shared decision-making  Delegates well and follows up to ensure success  Applies strategic planning techniques that foster systemic approaches  Makes decisions based upon facts, school mission and climate  Models what he/she expects and respects  Strikes an effective balance between people and paperwork

Effective Administration and Management  Supervises contract personnel to effectively carry out administrative duties  Carries out personnel selection, supervision, evaluation and management functions for the school effectively, fairly, and passionately  Applies current knowledge of policy formation and legal requirements within the scope of his/her responsibility  Applies current knowledge of fiscal management policy and practice within the scope of his/her responsibility  Applies current knowledge of auxiliary programs (such as transportation, food services, pupil personnel services, maintenance, and management) within the scope of his/her responsibility to best meet the needs of students and programs at the school  Uses appropriate technologies to administer his/her responsibilities  Carries out administrative responsibilities in a timely manner with evidence of planning and consideration of other staff  Creates excellent relationships with Board Trustees, reports frequently to the board on the work of the school, and seeks guidance from the board when issues of policy arise  Creates excellent relationships with the faculty and staff and consistently seeks their input when making decisions concerning them

Promotion of Equity and Appreciation of Diversity  Strives to ensure equity among programs and learning opportunities for staff, students and parents  Demonstrates appreciation for and sensitivity to the diversity among individuals

Effective Relationships with the Community  Assesses the needs of parents and community members and involves them in decision-making  Promotes partnerships among staff, parents, business, agencies and organizations within the community  Acts as spokesperson for the school and sometimes for the charter school movement as a whole  Cultivates a vibrant relationship with NM Coalition of Charter Schools and with Expeditionary Learning Outward Bound nationwide

Certified Teacher

While each teacher should be knowledgeable in a particular subject area, each teacher should also be a generalist who understands the developmental learning stages of students. The teacher should be versed in Expeditionary Learning methodology, familiar with implementing project-based learning, and versed in multiple forms of authentic assessment. Each teacher should work well with a collegial, interdisciplinary team and be eager to create integrated, semester long Learning Expeditions. In concert with this philosophy, teachers will be expected to participate in intensive staff development, shared L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 144 | planning time for instructors, and collaborative relationships with colleagues, students, and community partners in order to co-create curriculum and the educational environment of LJCS.

Qualifications:  NM licensure  Teaching experience, preferably two years or more  Strong subject-matter knowledge with the sensibility of a generalist  Strong communication skills  Experienced proponent of Expeditionary Learning educational model  Proponent of teacher teaming, interdisciplinary curriculum, experiential education, and student self-regulation  Proponent of academic rigor through inquiry, project-based learning and multiple forms of assessment  Cultural understanding of Taos County demographics and differences  Technological proficiency  Experienced in outdoor adventure; excited to and prepared to lead small groups on multi-day trips in mountain, canyon, or river environments  Certified in CPR, first aid, and other relevant areas concerning student safety  Bilingual English/Spanish preferred  Must have a clear background check from the FBI  Commitment to community: students, peers, families, work partners, etc.  A team attitude that goes far beyond clocking hours: an “all for one, one for all” attitude that understands that we are all crew, not passengers, and that the mission before us sometimes takes superhuman effort and long hours.  Willing to stand up for wholistic education despite tight budgets and a national obsession with student test performance  Experience with o Designing theme-based interdisciplinary semester-long units o Implementing project based instruction o Participating in team planning and team teaching o Facilitating an Advisory program to build self esteem, and conflict resolution, listening and study skills among advisees o Creating relevance between academic work and the “real world” o Implementing best practices in assessment with knowledge of digital portfolios, exhibitions, rubrics, exemplars, formative/summative methods of assessment, and using learning targets o Coordinating academic competitions and fairs o Student-led learning and student-identified curricular needs o Incorporating art and design in the curriculum o Incorporating ethics and personal responsibility in the classroom

Curricular and Instructional Responsibilities  Support, model and implement LJCS’s Common Educational Framework of Expeditionary Learning  Instruction of students, including planning instruction, setting goals, and implementing curriculum, designing and implementing appropriate assessments L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 145 |  Team with teaching colleagues to care for the education, well-being and development students  Communicate standards, achievements and deficiencies to students and parents in a diplomatic and timely manner  Teach good study habits and scaffolding assignments to encourage student success  Monitor and assess academic progress  Facilitate a year-long small-group advisory experience (“Crew Time”)  Work with students, specialists, parents and administrators to develop individual education plans and goals  Plan independent study programs and academic remediation processes  Maintain complete and accurate student academic and disciplinary records  Order and maintain appropriate levels of textbooks, instructional materials, supplies and equipment  Maintain safe and orderly classrooms  Cooperate with the School Director, all other employees, classroom assistants, parents and community members in their common endeavor to educate LJCS students  Set an example of intellectual curiosity, critical thinking, self-motivation and self-discipline for students  Embody competence, honesty, personal responsibility, risk-taking and respect for others in every aspect of the job  Apply backward planning strategies to ensure completion of complex tasks  Align student needs with NM content standards  Create interdisciplinary curriculum units around essential themes/questions  Create educational units that are linked directly to assessments and practical application in the real world  Conduct Action Research as a teacher-researcher  Plan and participate as a leader in wilderness treks and outdoor adventure experiences  Facilitate and participate in numerous community events outside of school hours, such as Family Nights, student-led conferences, Presentations of Learning, meetings with parents, staff inservices, and extracurricular clubs or activities  Other duties as assigned by the School Director

Professionalism  Maintain and improve one’s own professional knowledge and skills by participating in significant off-site professional development (much of which will be facilitated by Expeditionary Learning Outward Bound)  Participate in at least three weeks per year of on-site staff development, curricular planning and debrief during non-school days (staff inservices)  Follow the letter and the spirit of Board of Trustees’ policies, the employee handbook, and directives from the School Director  Actively participate in the teacher evaluation process, developing an annual Professional Development Plan and a cumulative Professional Development Dossier  Be open to improve as a person and a professional from input from students, parents, colleagues and supervisors  Actively involve the students' family in learning, in and out of the classroom, through regular communications such as weekly informal communication via papers, notes, telephone calls, and visits

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 146 |  Actively participate in staff development and other school related meetings  Interact with other schools and teachers from other schools whenever possible and when directed by the School Director  Understand and clearly articulate the contents of the LJCS Student Handbook  Serve as a role model to effectively help the school achieve its mission  Submit budget requests with rationale to School Director according to published budgeting timetable  Recognize, support and participate when necessary, in the school governance process, suggesting policy and procedure modifications as appropriate  Serve on school committees as necessary and as requested  Recognize, review, support and model the tenets of LJCS’s common code of conduct

Educational Assistants

Qualifications:

 Must have a high school diploma with a minimum of 15 credits in an college educational program, associates or bachelor’s degree  Must have hold a NM Educational Assistant certificate  Must have a clear background check from the FBI  Advocate of and interested in the Expeditionary Learning educational model  Proponent of teacher teaming, interdisciplinary curriculum, experiential education, and project- based learning  Strong communication skills  Strong ability to act as a team player with a teacher/superviser to ensure classroom success  Strong ability to follow directions and fulfill complex directives  Strong office skills—keyboarding, word processing, use of office technology such as computers, printers, scanners, copiers, and fax machines  Proficiency in use of a variety of computer software—Word, Excel, Powerpoint, etc  Proponent of academic rigor through inquiry, project-based learning and multiple forms of assessment  Cultural understanding of Taos County demographics and differences  Experienced in outdoor adventure; excited to and prepared to help lead small groups on multi- day trips in mountain, canyon, or river environments  Certified in CPR, first aid, and other relevant areas concerning student safety  Bilingual English/Spanish preferred  Experience with team planning and team teaching  Self-starter with entrepreneurial spirit  Strong commitment to student success  Experienced in working with students with special needs or learning disabilities  Demonstration of equity and sensitivity  Commitment to continuous improvement as a professional  Commitment to high moral, ethical, legal standards and values

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 147 |  A team attitude that goes far beyond clocking hours: an “all for one, one for all” attitude that understands that we are all crew, not passengers, and that the mission before us sometimes takes superhuman effort and long hours

Responsibilities The Educational Assistant is at all times expected to support, model and implement LJCS’s Common Educational Framework of Expeditionary Learning. At all times, the EA is also expected to be guided by LJCS’s common code of conduct. You will team with teaching colleagues to care for the education, well-being and development of students. You are expected to set an example of intellectual curiosity, critical thinking, self-motivation and self-discipline for students. You are asked to embody competence, honesty, personal responsibility, risk-taking and respect for others in every aspect of the job.

As the Educational Assistant, your job is to do just that: Assist teachers in the entire educational process, throughout each day and across the year. These duties may include:

 Typing and duplicating curricular materials  Assisting teacher(s) in the classroom by working with small groups or individual students per teacher guidance  Operating office machines as needed  Handling correspondence as appropriate  Correcting homework, tests and assessments  Recording student data such as attendance, completion of homework, grades, etc.  Performing non-teaching duties in specified classes, if requested  Assisting in supervising students  Co-creating lesson plans with teachers  Assisting with behavior problems by students  Helping to lead wilderness trips 2-3 weeks a year  Co-leading experiential activities and field research on- and off-campus  Participating in numerous community events outside of school hours, such as Family Nights, student-led conferences, Presentations of Learning, meetings with parents, staff inservices, and extracurricular clubs or activities  Assisting secretaries or other staff during absences or in times of crisis  Using skillful human relations and appropriate behavior at all times  Performing any and all other duties prescribed by the teacher(s) to which he/she is assigned, School Director, or the Board of Trustees

Professionalism  Maintain and improve one’s own professional knowledge and skills by participating in professional development both on- and off-site  Follow the letter and the spirit of Board of Trustees’ policies, the employee handbook, and directives from teachers or school supervisors  Actively participate in the personnel evaluation process, developing an annual Professional Development Plan and a cumulative Professional Development Dossier  Be open to improve as a person and a professional from input from students, parents, colleagues and supervisors L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 148 |  Actively participate in staff development, inservices, curricular planning, debriefs and other school related meetings  Understand and clearly articulate the contents of the LJCS Student Handbook  Serve as a role model to effectively help the school achieve its mission  Recognize, support and participate when necessary, in the school governance process, suggesting policy and procedure modifications as appropriate  Serve on school committees as necessary and as requested  Recognize, review, support and model the tenets of LJCS’s common code of conduct

 Provide a staffing plan for each year of the first charter term, including the proposed pupil-teacher ratio to support the educational plan.

Staffing Plan

It will be evident that for each year, as much funding is put into people actually teaching children as possible. This is necessary due to the intensive student/staff interaction required in expeditionary learning.

Over the five years the maximum student/teacher ratio will not exceed:

 25 : 1 with all certified teaching staff, not including contracted services  18 : 1 with all certified and classified teaching staff

Staffing Plan, Year One

Combined classrooms for grades K/1, 2/3 and 4/5 shall not exceed 18 students per class. Each class shall be taught by a certified teacher, one of which will also serve as a quarter-time school Director.

Professionals providing contracted services to the school will also be critical to its success. For the first year, those professionals will include a diagnostician, the part-time services of a psychologist, social worker, occupational therapist and speech therapist as needed. The amount allocated for their contracts will enable LJCS to utilize their services as needed.

Staffing Plan, Year Two

In year two, grade six will be added, and the combined classes will shift to three classrooms made up of grades K/1/2, 3/4 and 5/6. An educational assistant will be added to the staff to assist in the K/1/2 classroom.

Related service contracts will grow slightly in year two to enable the school to purchase time from professionals in their areas of expertise such as art or technology to support the children in their projects.

Staffing Plan, Year Three

The staffing pattern will remain constant beginning in year three.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 149 | Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8P 6.80.4.9F(2) & 6.80.4.9I(5-7) NMAC

E. EMPLOYEE RELATIONS

 Provide an explanation of the relationship that will exist between the proposed charter school and its employees.

LJCS will not discriminate against any employee because of the employee’s race, color, sexual orientation, religion, gender, age, national origin, or disability. Underlying this entire section is the belief that positive relationships between employees and employers promote higher quality work and a positive, productive work environment for the school. Every effort will be made to address performance concerns immediately and in a coaching rather than punitive fashion.

The work year for employees will consist of 200 days, 180 of which are to be used for instruction and 20 for classroom preparation and professional development. Workdays shall consist of an eight-hour day. Every effort will be made to schedule staff meetings and curriculum planning sessions during the day, but these activities may extend beyond the eight hour day. Additionally, staff will attend open houses and other evening and weekend events.

Hiring

Background checks

LJCS will conduct work history, education history and/or reference investigations for all employees, including substitutes, recommended for hiring. This responsibility can be designated to the head administrator for any candidates he/she is considering. A Federal Bureau of Investigation (FBI) criminal background check, including fingerprinting, must be completed at the candidate’s expense before hiring, if a current one is not already available.

Head Administrator

The head administrator will be hired by January 10, 2012 and will be contracted on April 1 to begin staffing and preparing for the opening of LJCS on August 1st, 2012. The position of head administrator will be advertised in the local newspaper, the EL website, and at its website. The board will identify the interview questions, conduct the interview and make the final decision of the successful candidate.

Certified and Classified Personnel

Certified and classified positions will be advertised by April 1, 2012 in the local newspaper, the EL website, at the EL National Conference, and posted on the school website. The head administrator will begin interviewing for all certified and classified positions by April 15 with the goal of staffing being L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 150 | complete by May 15. Once staff members have been hired, they will be asked to participate in the interviews of incoming staff and in the hiring discussion.

Assignment Adjustments

While employees will interview for specific positions, the head administrator can assign personnel to another position, at any time during their tenure taking into consideration certification/endorsements, instructional program requirements and grade level or subject experience.

Mentorship

All teachers new to the profession, and/or new to the school, after its first year of operation, will be assigned a mentor. The decision of whom to place in the position of mentor will be based on similar work assignments, the needs of the mentee and the strengths of the mentor. Preference to serve as mentors will be given to Level 3 teachers when they fulfill the needs of the mentee.

Certification

Employees will be placed in positions for which they have the proper certification.

Volunteers

All volunteers are required to undergo the same FBI background check as the employees if a current one is not available. The volunteer may be required to pay for this check.

Safety and Support

Staff members are free to join any collective bargaining agency without fear of termination or retribution. They may designate site members of their unit who can be present during any disciplinary meeting between the head administrator and an employee.

The Governing Council and head administrator will support employees in their efforts to maintain discipline. The head administrator is required to respond promptly to employee requests for assistance with discipline problems.

Leaves

All employees must notify the head administrator or his/her designee by 6:30 AM if he/she will not go to work that day and identify the type of leave that is requested. Earlier notifications are strongly encouraged. It is the responsibility of the staff member to have plans in place for the substitute.

Sick Leave

All full-time employees will earn sick leave at the rate of five days per semester. Part-time employees will earn sick leave proportional to their employment contract. The head administrator will receive additional sick leave days in proportion to additional days in his/her contract. Sick leave days not used will accumulate from year to year. For sick leave that follows an obvious pattern or exceeds three days, the head administrator may ask for doctor’s verification. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 151 | The LJCS Governing Council will endeavor to protect the health and safety of all employees and students while safeguarding the privacy of any individual diagnosed as having a communicable disease.

Personal Leave

Employees will also earn one day of paid personal leave each school year.

Professional Leave

The head administrator can grant professional leave when he/she agrees with the requesting employee that the benefits of attending an educational opportunity exceed the educational loss to the students incurred by instruction provided by a substitute.

Bereavement Leave

Employees are entitled to bereavement leave for the loss of a family member, domestic partner or other person with whom they have a close relationship. The head administrator will review each bereavement request with the employee and determine the reasonable length of leave not to exceed five days. If longer bereavement leave is requested, the Governing Council must approve. If the employee disagrees with the head administrator on the length of leave granted, he/she may ask the board to review the situation.

Funeral Leave

Employees will assume additional responsibilities for each other to enable staff members to leave for up to three hours for funerals.

Parental/Adoption

An employee may work as late into her pregnancy as she desires, provided her medical care provider approves. A certified employee may request one year leave without pay any time from the beginning of a pregnancy to the birth with a 30 day advance notice. The advance notice will be waived in emergency situations.

One year’s leave without pay may be requested for up to one year after the adoption of a child.

Family Medical Leave Act

LJCS will comply with the Family Medical Leave Act (FMLA) enacted in 1993 for all employees who have worked for the school for at least 12 months. An eligible employee is entitled to take up to 12 work weeks during any 12 month period for one or more of the following reasons:

 For the birth or placement of a child for adoption or foster care;  To care for an immediate family member with a serious health condition; or  To take medical leave when the employee is unable to work because of a serious health condition.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 152 | Any accumulated sick leave can be applied towards the twelve week period.

Jury Duty/ Court Subpoena

Leave with pay will be granted to employees required to testify by subpoena or serve on jury duty. Any payment checks they receive for jury duty performed during their work schedule will be signed over to the school.

Military

Staff members who are members of the reserve or National Guard will receive leave with pay for any time they must be out in accordance with their official orders.

Personnel Files

All employees will have the right to inspect items in their personnel files with the exception of confidential references. To do so, they must identify a mutually convenient time for the head administrator to be present. All material in an employee’s file must be signed and dated.

Insurance

The LJCS Governing Council will provide all employees working at least .375% of the hours of a full- time employee with an insurance program through the New Mexico Public Schools Insurance Authority.

Employees have 31 days from the date of employment to enroll in the insurance benefit program. All employees are covered by Workman’s Compensation Insurance for on-the-job injuries in accordance with New Mexico Public Schools Insurance Authority requirements.

Sexual Harassment

Sexual harassment by anyone associated with LJCS will not be tolerated at the school or any of its functions.

This includes the creation of a hostile work environment for an employee who experiences workplace harassment and fears going to work because of an offensive, intimidating, or oppressive atmosphere generated on the basis of sex.

This also includes a quid pro quo situation where sexual favors are asked for or expected in return for employment, improved working conditions or greater pay.

An employee experiencing either of these is required to tell the offending party to stop. If the person does not stop, he/she is to go to the head administrator. If the situation involves the head administrator, the employee may take the problem to the chairperson of the Governing Council. No retaliation of any form can be taken against reporting employees.

Conflict of Interest L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 153 | Pursuant to Section 13-1-190 of the New Mexico State Procurement Code, no school employee shall directly or indirectly sell or be a party to any transaction to sell instructional materials, equipment, insurance or school supplies or provide services to LJCS unless they have been granted a waiver by the Governing Council. No employee of the school will receive any commission or profit from the solicitation or sale of investment securities or insurance to any other employee.

Tutoring by Employees

LJCS believes that the quality educational program they will provide will minimize the need of students for tutoring beyond that which is provided as part of the school’s services. If, however, any family wishes to hire an employee of LJCS to tutor, they must personally make the arrangements. LJCS assumes no responsibility for the results of this tutoring.

Reduction in Force

Reduction in Force, necessitated by loss of revenue, will be conducted by reverse seniority within the same classification and, where applicable, certification.

Resignation

Certified employees must provide 30 days written notice and classified employees 15 days written notice before resignation.

Retaliation

No employee can be subjected to retaliation in any form in response to any complaints or concerns the employee shares regarding the school.

 Provide a description of the school’s personnel policies and procedures that comply with all applicable federal statutes and regulations, including the School Personnel Act.

Qualifications and Hiring In accordance with NMAC Title 6, Chapter 61, the LJCS will retain or employ teachers, administrators and other instructional personnel who hold appropriate New Mexico licensure in elementary education, (K-8) and or necessary endorsements as issued by the New Mexico State Department of Education Licensing Division.

All non-instructional staff and teachers will possess the experience and expertise required for their position within the school as outlined in the school staffing plan and the school’s adopted personnel policies and in accordance with the School Personnel Act. All staff shall meet New Mexico State Board of Education and any other state of New Mexico safety requirements, including background checks and fingerprinting in the method as mandated by the State.

Recruitment LJCS will recruit individuals for open positions through a public process, including advertising in local or state newspapers, on the Expeditionary Learning website and through appropriate electronic L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 154 | recruitment mechanisms. In accordance with the Charter Schools Act, LJCS employees are not employees of the Peñasco Independent School District but shall be hired directly by LJCS. LJCS employees will be hired in accordance with all state and federal employment rules and regulations and in compliance with the School Personnel Act.

Equal Opportunity Employer LJCS will abide by state and federal laws dealing with equal employment opportunity. Therefore, in order to provide equal employment and advancement opportunities to all individuals, employment decisions at LJCS will be based on merit, qualifications, and abilities. LJCS does not discriminate in employment opportunities or practices on the basis of race, color, religion, gender, national origin, age, disability, sexual orientation, or any other characteristic protected by law.

Employee Benefits LJCS will participate in the state of New Mexico Educational Retirement Act (“ERA”) administered by the Educational Retirement Board (“ERB”). Eligible employees participate in the Retirement Plan subject to all terms and conditions of the plan. Regular full-time and regular part-time employees (greater than .25 FTE) will be eligible to receive ERB benefits. All other benefits, including paid time off (PTO), health insurance, and health benefits provided by enrollment in NMPSIA will be subject to the program rules.(See Section 4 of Employee Benefit Programs in the Employee Handbook – Appendix C).

 Provide proposed salary schedules that comply with the minimum salary requirements as identified in the School Personnel Act for all employees.

Proposed Salary Schedule LJCS reserves the right to set its own salary schedule, based the New Mexico’s three tier system. Compensation shall include a combination of base salary and benefits. LJCS shall comply with all applicable state and federal employment taxes. Compensation of all employees will be based on experience, qualifications, skill and technical level, and performance of the individual. All compensation decisions shall be at the discretion of the Governing Council and within approval budget constraints.

Salary Schedule for NM Level I certified teachers:

Degree Degree Year BA BA +15 BA +45 Masters MA +15 MA +45 PHD

0 30,000 30,500 31,000 33,000 33,500 34,000 36,000 1 30,100 30,600 31,100 33,100 33,600 34,100 36,100 2 30,200 30,700 31,200 33,200 33,700 34,200 36,200 3 30,300 30,800 31,300 33,300 33,800 34,300 36,300 4 30,400 30,900 31,400 33,400 33,900 34,400 36,400 5 30,500 31,000 31,500 33,500 34,000 34,500 36,500

Salary Schedule for NM Level II certified teachers:

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 155 | Degree Degree Degree Step BA BA + 15 BA + BA + MA MA + MA + MA 2MA PHD 30 45 15 30 +45

3 40,000 40,500 41,000 41,500 43,000 43,500 44,000 44,500 46,000 47,000 4 40,100 40,600 41,100 41,600 43,100 43,600 44,100 44,600 46,100 47,100 5 40,200 40,700 41,200 41,700 43,200 43,700 44,200 44,700 46,200 47,200 6 40,300 40,800 41,300 41,800 43,300 43,800 44,300 44,800 46,300 47,300 7 40,400 40,900 41,400 41,900 43,400 43,900 44,400 44,900 46,400 47,400 8 40,500 41,000 41,500 42,000 43,500 44,000 44,500 45,000 46,500 47,500 9 40,600 41,100 41,600 42,100 43,600 44,100 44,600 45,100 46,600 47,600 10 40,700 41,200 41,700 42,200 43,700 44,200 44,700 45,200 46,700 47,700 11 40,800 41,300 41,800 42,300 43,800 44,300 44,800 45,300 46,800 47,800 12 40,900 41,400 41,900 42,400 43,900 44,400 44,900 45,400 46,900 47,900 13 41,000 41,500 42,000 42,500 44,000 44,500 45,000 45,500 47,000 48,000 14 41,100 41,600 42,100 42,600 44,100 44,600 45,100 45,600 47,100 48,100 15 41,200 41,700 42,200 42,700 44,200 44,700 45,200 45,700 47,200 48,200 16 41,300 41,800 42,300 42,800 44,300 44,800 45,300 45,800 47,300 48,300 17 41,400 41,900 42,400 42,900 44,400 44,900 45,400 45,900 47,400 48,400 18 41,500 42,000 42,500 43,000 44,500 45,000 45,500 46,000 47,500 48,500 19 41,600 42,100 42,600 43,100 44,600 45,100 45,600 46,100 47,600 48,600 20 41,700 42,200 42,700 43,200 44,700 45,200 45,700 46,200 47,700 48,700 21 41,800 42,300 42,800 43,300 44,800 45,300 45,800 46,300 47,800 48,800 22 41,900 43,400 42,900 43,400 44,900 45,400 45,900 46,400 47,900 48,900 23 42,000 43,500 43,000 43,500 45,000 45,500 46,000 46,500 48,000 49,900 24 42,100 43,600 43,100 43,600 45,100 45,600 46,100 46,600 48,100 49,100 25 42,200 43,700 43,200 43,700 45,200 45,700 46,200 46,700 48,200 49,200 26 42,300 43,800 43,300 43,800 45,300 45,800 46,300 46,800 48,300 49,300 27 42,400 43,900 43,400 43,900 45,400 45,900 46,400 46,900 48,400 49,400 28 42,500 44,000 43,500 44,000 45,500 46,000 46,500 47,000 48,500 49,500 29 42,600 44,100 43,600 44,100 45,600 46,100 46,600 47,100 48,600 49,600 30 42,700 44,200 43,700 44,200 45,700 46,200 46,700 47,200 48,700 49,700

Salary Schedule for NM Level III certified teachers:

Degree Degree Step MA MA + 15 MA + 30 MA +45 2MA PHD

4 50,000 51,500 52,000 52,500 54,000 55,000 5 50,100 51,600 52,100 52,600 54,100 55,100 6 50,200 51,700 52,200 52,700 54,200 55,200 7 50,300 51,800 52,300 52,800 54,300 55,300 8 50,400 51,900 52,400 52,900 54,400 55,400 9 50,500 52,000 52,500 53,000 54,500 55,500 10 50,600 52,100 52,600 53,100 54,600 55,600

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 156 | 11 50,700 52,200 52,700 53,200 54,700 55,700 12 50,800 52,300 52,800 53,300 54,800 55,800 13 50,900 52,400 52,900 53,400 54,900 55,900 14 51,000 52,500 53,000 53,500 55,000 56,000 15 51,100 52,600 53,100 53,600 55,100 56,100 16 51,200 52,700 53,200 53,700 55,200 56,200 17 51,300 52,800 53,300 53,800 55,300 56,300 18 51,400 52,900 53,400 53,900 55,400 56,400 19 51,500 53,000 53,500 54,000 55,500 56,500 20 51,600 53,100 53,600 54,100 55,600 56,600 21 51,700 53,200 53,700 54,200 55,700 56,700 22 51,800 53,300 53,800 54,300 55,800 56,800 23 51,900 53,400 53,900 54,400 55,900 56,900 24 52,000 53,500 54,000 54,500 56,000 57,000 25 52,100 53,600 54,100 54.600 56,100 57,100 26 52,200 53,700 54,200 54,700 56,200 57,200 27 52,300 53,800 54,300 54,800 56,300 57,300 28 52,400 53,900 54,400 54,900 56,400 57,400 29 52,500 54,000 54,500 55,000 56,500 57,500 30 52,600 54,100 54,600 55,100 56,600 57,600

 Describe the evaluation process for staff that will include evaluation of teachers by a licensed school administrator.

Evaluation of the LJCS Head Administrator

The head administrator will be evaluated annually by the Governing Council using the High, Objective, Uniform State Standard of Evaluation (HOUSSE) process and forms developed by the NMPED. This is to include the HOUSSE self-assessment form, the professional development plan, the self-reflection on the professional development plan and the Director summative evaluation. The Director will also be held accountable to increasingly high scores on the EL Implementation Review in the domains of Leadership. Recommendation for a new contract or no contract must be discussed in February for the following academic year.

Evaluations/Growth Plans for Remaining Staff

LJCS will strictly adhere to Public Education Department Regulation 6.69.4 Performance Evaluation System Requirements for Teachers. The following is an example of the type of evaluation program the school intends to adopt:

All certified employees will create a professional development plan within 40 days of the start of the school year or 40 days of being hired by the head administrator. The plan will be based on the nine teacher competencies and include measures for determining progress.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 157 | In addition to frequent classroom walkthroughs, the head administrator will pre-conference, observe, and post-conference with all teachers and educational assistants at least twice a year. He/she will verbally inform employees of any performance concerns. If the employee does not make the recommended changes, a formal growth plan will be completed with the head administrator and the employee. The head administrator will maintain documentation of all conferences and assistance given to any employee on a growth plan.

If the unacceptable behavior continues, the head administrator will provide a written memo of concern/warning. If the problem persists, a written reprimand will be presented to the employee and copied to his/her file.

By the conclusion of the 126th contract day, the head administrator will review the progress on the professional development plan and information from observations with the certified employee and indicate whether he/she will be recommended for rehire. The deadline may be extended to the 150th day if the employee is showing improvement on an area of concern and the outcome of the improvement is still uncertain. The head administrator will additionally complete a summative evaluation for all Level II and Level III employees every three years.

If the head administrator believes that the employee should not be re-hired and the employee disagrees, the head administrator is required to meet with the employee; the employee is allowed to bring one representative to this meeting. If the situation still cannot be resolved, the Governing Council of LJCS will conference with the head administrator and the employee and decide if the employee will return.

Circumstances with legal or safety ramifications may require immediate intervention without following the above steps of progressive discipline.

The head administrator will review work performance annually with all classified employees. The employee must be made aware of any performance that could lead to not being rehired by April 15 unless the behavior at issue begins after this date.

 Explain the school’s staff-discipline process that provides for due process.

Employee discipline will only be pursued when the employee in question has either shown no improvement or an unwillingness to improve that is damaging to the educational process.

Any decision of the head administrator in which an employee of the school has been aggrieved may be appealed to a committee made up of three members of the Governing Council appointed by the Chairperson. All appeals shall be initiated by a letter from the aggrieved party to the Governing Council. The council performs as a hearing authority in cases where the decision made by the head administrator relates to performance or policy adherence. The Governing Council has no authority over the hiring or retention of employees.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8K 6.80.4.9.I(1-3), (5) NMAC

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 158 | F. STUDENT ENROLLMENT PROCEDURES AND DISCIPLINE POLICY

 Describe the school’s admission policies and procedures, including an explanation of the timeline for admission.

LJCS enrolls students by lottery. There are no admissions requirements. Interested students are selected by randomly choosing names from among all of those registered on our list until the limit of enrollment is reached. Once the available slots have been filled, waiting lists will be maintained. When a space becomes available, the next student on the list and his or her family will be notified and invited to enroll in the school. Current students and children living in the same household as current students are given priority over the lottery system,when LJCS makes enrollment decisions for the following school year.

Each new student interested in enrolling will have the option to visit while LJCS is in session as long as arrangements have been made ahead of time.

The LJCS Board reserves the right to enroll students in a manner that best serves the interests of LJCS, as shall be determined solely by the Board, with input from the Director.

Number of Students

The Director determines the number of students in each class, cohort or grade and when a grade has “openings” based on the current needs of the school community throughout the year.

The LJCS Board, in accordance with the terms of their charter, shall determine total enrollment of LJCS.

Enrollment  The parent or legal guardian of the child or children who are applying for enrollment must make all applications for enrollment.  Applications will be accepted for one grade only. Students must reapply every year, unless the child is already enrolled.  Current students must submit a re-enrollment form by a specified date to maintain a space.  The lottery for enrollment will be held in mid-April. The exact date will be announced on the radio and in the newspaper each year.  Selected students will be notified with an acceptance letter and a registration confirmation form that must be returned by the deadline stated. Students will be considered enrolled if LJCS receives the signed registration confirmation within the stated timeframe. If the form is late, the student will be placed on the waiting list for his/her grade.  If there are more siblings interested in enrolling than the total room allowed, there will be a separate lottery among them.

Waiting List

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 159 |  Waiting lists do not transfer from year to year. LJCS will not maintain a waiting list for a student who wishes to be admitted in future years. Applicants must reapply every year.  Students who are not initially selected for enrollment will be placed on the LJCS waiting list according to grade.

Separate waiting lists will be maintained for each grade.  If necessary, separate waiting lists will be maintained for each grade for siblings of enrolled students.  All children who apply for enrollment after the lottery are added to the waiting list in the order in which their applications are received.

If an applicant from the waiting list is offered a position and does not accept it within the allotted time, s/he will be placed at the bottom of the waiting list for his/her grade, or if requested, dropped from the waiting list.

 Describe the school’s lottery process.

Lottery and Enrollment Practice

The lottery will take place in April of each school year to draw students for the following year. It is a public drawing and all community members are welcome. The lottery will take an equal number of students from each grade to make the grades as close to 12 students as possible--or a number establish by the board and/or Director to meet the needs of the school as a whole.

Enrollment Priority  Returning students  Siblings of currently enrolled students  Lottery participants who will be entering 1st – 4th grades  Siblings of newly selected students will be moved to the top of the waiting list of their grade at the time of his/her sibling’s enrollment provided they have an application already on file.

Definition of a Sibling  Must share at least one biological parent AND a household at least 50% of the time.  If siblings are not biological siblings, proof of guardianship must be provided.  Foster children may be considered as a sibling with legal proof of guardianship.

Step-siblings may qualify if the meet these requirements:  They must share a household with the enrolled sibling at least 50% of the time, and proof must be provided (court/custody order). AND  Parents are legally married OR  The biological parent of the enrolled sibling must adopt or take legal guardianship over the applicant with proof (court documents).

Acceptable forms of proof (LJCS may request notarization):  Court/custody orders  Affidavit/acknowledgement of paternity  Copies of Birth Certificates

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 160 |  Marriage licenses

Sibling Policy  It is the parent’s responsibility to notify the school and fill out an enrollment application for siblings applying for the lottery by the deadline announced.  When two siblings are in the lottery and one wins a spot, the other goes to the top of the waiting list for his/her grade, as mandated by state law.  If there is a mid-year vacancy, and a new student is enrolled who has a sibling on the waiting list, that sibling goes to the top of the waiting list for his/her grade, as mandated by state law.  Siblings do not have automatic entry into the school until there is an opening in their grade, provided they have an application already on file.

Students learn best when they enroll in LJCS early in their school career. Students entering an EL school after 4th grade take a long time to understand and apply the teaching methods used school wide, and don’t often do well when entering an EL school in their middle school career. This may be reflected in grade level openings.

If a parent/student refuses their spot, but want to remain on the waiting list, their name automatically goes to the bottom of the list for their grade.

Confirmation of Enrollment  Parents or legal guardians must confirm their child’s enrollment by returning the completed registration form by the date and time indicated.  When moving from the waiting list to admittance, applicants must verbally confirm enrollment within three (3) school days from initial contact from the school at which time non-confirmed students will be dropped from the admissions or waiting list.  The parents or legal guardians who do not properly confirm their child’s enrollment will be dropped from the admission list and placed at the end of the waiting list.  If the school cannot make positive verbal contact with an applicant after three attempts within two weeks to confirm enrollment or notify them of an opening, the applicant will be dropped from the admission list or the waiting list.  Parents or guardians of the applicant are responsible for maintaining the information on the enrollment application and must notify LJCS, in writing, of any change of address, telephone number, or other information necessary for LJCS to contact the applicant. LJCS is not responsible for maintaining information or continuing any search.

Information Required for Enrollment  Upon acceptance of enrollment, the parent or guardian will be required to provide the following information prior to admission: o Original birth certificate, legal copy of birth certificate, or other legal proof of birth. o Current immunization and health records . Note: No child will be admitted without current immunization records and a legal proof of birth. o Information release form authorizing the LJCS to share or request any and all records, information, or data determined by LJCS to be relevant to the student’s attending LJCS. o Individual Education Plan (IEP) or other special education requirements. o Parent Packet forms signed and returned. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 161 | o Meeting with LJCS representative to discuss the handbook, EL model, and other information to help set up the new students for a positive LJCS experience.

 Provide a brief description of the proposed student discipline policy that complies with the Student Rights and Responsibilities set forth in the Public Education Department rules and regulations at 6.11.2 NMAC. (Note: Include the proposed student discipline procedures in the Appendices.)

Maintaining Positive School Culture Part of maintaining a culture of quality is taking the time as a school community (staff, families, students, greater community) to build and sustain structures, traditions, and rituals to make sure various realms of the school are positive. There are no shortcuts to building and maintaining a school community of courtesy and kindness, of integrity and responsibility. Being strict about issues of character and physical environment is essential. But strict rules alone are not the answer: they maintain order but do not guarantee that youth will treat each other well when adult eyes are not watching or develop the ability to take ownership of their actions to develop integrity. What is necessary is a school community that not only demands the best of its students in terms of character but that models that character through school tone, routines, and practices. It is a school that helps students cultivate the skills for citizenship and leadership by devoting time to social skills development. It allows for students to problem solve, take on leadership roles and make the occasional mistake--as well as to own the consequences of those errors. This work cannot be attended to with little effort, in the margins of the school day. At The LJCS these efforts are viewed as a key priority.

To this end, LJCS maintains an advisory model (called “crew” in EL lingo). This model is supported by research by the National Middle School Association and their recommendations in the seminal and researched-based work on middle years education: “This We Believe.”

Defining the Ideal At The LJCS we strive to create an environment that honors the following elements:  the physical appearance of the school building, outside and in  the levels of physical safety and emotional safety that children and adults in the building feel  a flow of routines that supports learning (arrival, class transitions, lunch times, and dismissal)  respect for all community members and modeling of appropriate registers  the tone of courtesy, kindness, and acceptance in peer culture  student achievements that are shared within the school community and beyond  promoting the school and civic role of the students in the larger community

Actions and class agreements are guided by three simple questions:

IS IT SAFE? IS IT RESPECTFUL? IS IT APPROPRIATE?

Teaching and modeling positive behavior are the proactive approaches to discipline at LJCS. Focusing on these three questions help students self-evaluate their actions: Is it safe? Is it respectful? Is it appropriate? In turn these questions help provide the background for individual classrooms to develop their own set of classroom norms. Classroom norms must support the belief that all students have the right to learn in an atmosphere that is safe, conducive to learning, and free from disruptions, as well as support the school-wide goal of academic excellence.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 162 | At LJCS, staff roles are to model behavior and to provide limits in a caring way. Consistency in expectations, clarity of language, and the focus on appropriate and natural consequences help to support students in decision making and owning outcomes, positive or negative, of their choices.

How Conflict is Handled Conflicts and issues arise within any community. Conflict resolution is an area of the school environment that is crucial to the ongoing character development aspect of our program. As a general rule, members of our community will attempt to use conflicts and issues as a springboard to teach new and behaviors and develop communication and leadership skills, even as students learn logical consequences. In dealing with conflicts, a toolbox of strategies are used at LJCS including (but not limited to):  The Social Conference  Mediation  Independent Behavior Plan (developed with student)  Crew Discussions  All School Meetings  Logical and Restorative Consequences  Use of a matriculating series of consequences

At the beginning of the school year, all lead teachers lead their crews in establishing a set of concrete Crew Courtesies or Operating Agreements for the year which “bring alive” the three school courtesies. Students are involved in describing what is appropriate behavior in the classroom as well as what is appropriate throughout the school day. When the crew reaches agreement, the teacher and students together establish their contract for the year, which they all sign, along with the School Director, as an indication of their support of their Crew Courtesies or Operating Agreements.

Consequences at LJCS For those students that violate their norms or choose to act in a way that detracts or drains energy from the community or academic culture, clear and reasonable consequences help to set boundaries, communicate high expectations, protect the rights of other students, and support development of character. Clarity, consistency and transparency help the school community uphold a positive school climate.

Consequence matriculation is designed to serve as a guide when the staff or Director determine consequences. Staff will evaluate situations and assign disciplinary consequences in a fair and consistent manner, often working with the student to take ownership and decide on reasonable restitution. These represent the guidelines in the dispensation of consequences at LJCS. However, depending on the circumstances of the behavior, responses may vary from situation to situation, particularly with level-one violations.

A referral to the Director may be issued for level two violations (except where noted), and MUST be issued for intolerable violations (NMAC 6.11.2), including the following:

A. Criminal or delinquent acts B. Gang related activity A. Sexual harassment

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 163 | B. Disruptive conduct C. Refusal to identify self D. Refusal to cooperate with school personnel.

Definitions of consequences: Action or “energy drain” resulting in Immediate Reparations (IR) Loss of Extended Lunch Privilege, Recess, Electives or Study Hall Students have taken staff, class, or community energy to deal with their negative behavior. It is reasonable that they “repay” this drain. This reparation will occur for lunch, recess, free time, or during days off.

After School Reparation (ASR)

After School Reparation occurs on days off. ASR will be managed as a quiet study hall or as a “time of restitution” where a logical consequence or service to the school will apply. Student’s assigned to study detention must be in their seats by the assigned time, and remain until the end of the time. Students assigned to restitution will complete their assigned task before the ASR is considered served. The length will be determined by the teacher and Director, usually during a conference with the student. IN SCHOOL SUSPENSION (ISS) In school suspensions may be held during regular school days or assigned during student days off . ISS becomes part of the student’s cumulative record. Three suspensions may result in a recommended for expulsion.

OUT-OF-SCHOOL SUSPENSION (OSS) Students who are suspended from LJCS are prohibited from being on the campus or in attendance at any school activity or event for the duration of their suspension. A parent meeting to develop or review a behavior plan/contract must occur prior to the student returning to school.. OSS becomes part of the student’s cumulative record. Three suspensions may result in a recommended for expulsion. OSS WITH HEARING (OSSH)

Please see section of Hearings. It is the Director’s discretion to recommend a hearing for student habitual behavior.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8K 6.80.4.9J & 6.80.4.9O NMAC L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 164 | G. FACILITIES

The facilities plan should demonstrate that the applicant group has carefully considered the school’s facilities needs and understands its options for meeting those needs.

If the school site has already been selected/secured:

 Describe the proposed facility, including location, square footage of each classroom and office, and layout of space.  Explain how the facility will support the implementation of the school’s educational plan.  Explain the proposed capital outlay needs for the facility, including projected requests for capital outlay assistance for the school.

If the school site has not been selected/secured:

 Explain the needs of a facility that will support the implementation of the school’s educational plan, including desired location, size, and layout of space.

A facility that will support our educational plan will be located in Peñasco, NM and accommodate space for 5 classrooms, administrative offices, a library, a cafeteria, and other areas as required. It would also have ample outdoor space for a playground and parking.

The following table shows our space requirements for each area of the school upon reaching total projected enrollment of 52 students.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 165 | Number of Total Space Grade Minimum Requirement Rooms Needed Kindergarten, 1144 square feet (SF) 1 1144 SF Grades 1&2 (50 SF + 2 SF storage) x 22 students combined Grades 3&4 510 SF 1 510 SF combined (32 SF + 2 SF storage) x 15 students Grades 5&6 510 SF 1 510 SF combined (32 SF + 2 SF storage) x 15 students Library 500 SF plus workspace/storage 1 500 SF Kitchen 1000 SF 1 1000 SF Cafeteria 780 SF 1 780 SF 15 SF x 52 students Administration 228 SF 1 228 SF 150 SF + 1.5 SF x 52 students Nurse 150 SF 1 150 SF PE 2400 SF indoor 1 2750 SF 200 SF storage 150 SF office space Janitorial/Storage 26 SF Janitorial 2 78 SF areas .5 SF x 52 students 52 SF Storage areas 1 SF x 52 students TOTALS: - 7,650 SF

 Describe a reasonable plan to identify and secure an adequate facility.

A proposed school location is being worked on by the LJCS Governing Council. The building is the Peñasco Community Center with 8,291 square feet, including 2 large classrooms for the main building. Each of the two classrooms is large enough to easily be partitioned, creating a total of five classrooms. Additionally, the space currently designated as the “stage” can be easily converted into classroom or library space and can be accessed by an ADA-compliant ramp. Kitchen and cafeteria facilities are present. An adequate playground area is located on the south and west side of the school. A floor plan of the building can be found on the following page.

If the Peñasco Community Center cannot be secured, the nearby Vadito Community Center has been identified as an alternate. If neither of these options can be secured, LJCS will work with a commercial realtor to identify a facility that meets the above needs. Any building that is ultimately selected must meet E-occupancy requirements. No public funds will be used to improve a private facility. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 166 | L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 167 | L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 168 |  Provide the proposed capital outlay needs for the facility, including projected requests for capital outlay assistance for the school.

While a charter school is a public school and eligible to apply for capital outlay grants, with the current financial situation, we are reluctant to assume that there will be ample money for these grants. We do, however, plan to apply for capital outlay funds during any cycle in which funding is available and we are eligible. If funds are available, we may also request them for playground equipment, improving energy efficiency or any compliance issues which may arise.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8O 6.80.4.9N NMAC

H. OTHER STUDENT SERVICES

 Describe the school’s plans for meeting the transportation needs of its students and plans for contracting services for transportation, if applicable.

Transportation

Pending availability of funds, La Jicarita Community School plans to work with the Peñasco school district and its contractors to provide transportation to students living within the school district boundaries, coordinating with PISD’s current routes. If such an arrangement cannot be reached, LJCS will attempt to secure a contract for transportation services from a local provider independent of PISD. If this arrangement is also not possible of if no funds are available, no transportation will be offered, but the need and feasibility of transportation services will be reevaluated each school year of the charter.

 Describe the school’s plans for meeting the food services needs of its students and plans for contracting services for food services, if applicable.

Food Service

We plan to offer full cafeteria services if we obtain a facility with these features. We are applying for the Provision 2 National School Lunch Act program for our students as health and wellness practices are much better served with a hot lunch program. In the event our facility has no provisions for preparing hot lunches, we will proceed in the following manner:

We will work with local agencies currently providing food programs in our community including the Eight Northern Indian Pueblos commodities program, ECHO, Inc. and SPOT for Community Wellness to develop a nutrition program for students and their families. Parent meetings will include guidelines for packing healthy lunches and staff will help children microwave any food requiring heating. Families lacking resources to provide lunches for their children will be directed to local agencies which can assist them, if local food programs cannot provide the lunches. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 169 |  Describe the school’s plans for providing student access to other services, including but not limited to counseling and health services and plans for contracting services, if applicable.

Counseling

Additional counseling services will be contracted when deemed necessary by the student health coordinator. There are outside agencies, such as El Centro Family Health and Holy Cross Hospital’s extension facilities in Peñasco with whom we can contact when needed.

Health Services

We have budgeted to contract a part-time Student Health Coordinator who is a registered nurse (RN) with student counseling experience. We feel that the overall student health services will be better coordinated in this type of arrangement.

Language coordinator(s)

LJCS will contract with one language coordinator to assist in directing and developing dual language activities in Spanish and English, as well as a second coordinator who will head an optional Tewa program for students from Picuris Pueblo.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 170 | VII. REQUIREMENTS

The Requirements section of the application addresses the necessary arrangements that school leaders must make to define the respective legal liability and responsibility of the governing body and the Public Education Department. These requirements include, but are not limited to, securing appropriate insurance coverage and identifying waivers that will be sought by the school from the Public Education Department.

A. LEGAL LIABILITY AND INSURANCE COVERAGE

This subsection will not be considered complete unless the prompt is addressed.

 Provide a statement that the charter school will participate in coverage by the public school insurance authority and will comply with all applicable rules of that authority. La Jicarita Community School will participate in the public school insurance authority and will comply with all applicable rules of that authority. Every effort will be made to minimize insurance claims by promoting safe practices and maintaining a safe environment. All staff members will attend staff development to insure they are aware of their own and student safety. Equipment necessary for safety such as step ladders and rubber gloves will be kept in ample supply.

Statutory & Regulatory Reference(s): NMSA 1978 Section 22-8B-8L 6.80.4.9K NMAC

B. WAIVERS

This subsection will not be considered complete unless the prompt is addressed.

 List the specific waivers that will be requested from the department’s requirements, rules, and provisions of the Public School Code pertaining to individual class load, teaching load, length of the school day, staffing patterns, subject areas, purchase of instructional material, evaluation standards for school personnel, school principal duties, driver education, and graduation requirements.

La Jicarita Community School would like to reserve the right to purchase instructional materials that may not be found on the state approved instructional materials listings. We do not anticipate applying for any other waivers.

Statutory & Regulatory Reference(s):

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 171 | NMSA 1978 Section 22-8B-8N 6.80.4.9M NMAC

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 172 | VIII. APPENDICES

The contents of the appendices will be evaluated as they pertain to the appropriate sections IV through VIII of the application.

Please provide each of the following documents as an appendix: A. The School’s proposed personnel policies;

B. The School’s proposed student discipline procedures;

C. A completed Form 910B5;

D. A completed 5-Year Budget Plan;

E. If applicable, a bibliography of citations;

F. If applicable, an acronyms list (an alphabetical listing of all acronyms used in the application [Example: CSD – Charter Schools Division]).

APPENDICES PAGE A. Proposed Personnel Policies A-1 B. Proposed Student Discipline Policy B-1 C. Form 910B5 (CD FILE: Budget_AND_910B5.xls) C-1 D. 5 Year Budget Plan (CD FILE: Budget_AND_910B5.xls) D-1 E. Student Body Growth Plan (CD FILE: Student_Body_Growth.xls) E-1 F. Salary & Benefits Plan (CD FILE: Salary_AND_Benefits.xls) F-1 G. References/Bibliography G-1 H. Acronym List H-1 I. Compelling Topics Rubric I-1 J. EL Core Practices (CD FILE: EL_CORE_PRACTICES.pdf) J-1

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 173 | APPENDIX A

LJCS Proposed Personnel Policies

LJCS will not discriminate against any employee because of the employee’s race, color, sexual orientation, religion, gender, age, national origin, or disability. Underlying this entire section is the belief that positive relationships between employees and employers promote higher quality work and a positive, productive work environment for the school. Every effort will be made to address performance concerns immediately and in a coaching rather than punitive fashion.

The work year for employees will consist of 200 days, 180 of which are to be used for instruction and 20 for classroom preparation and professional development. Workdays shall consist of an eight-hour day. Every effort will be made to schedule staff meetings and curriculum planning sessions during the day, but these activities may extend beyond the eight hour day. Additionally, staff will attend open houses and other evening and weekend events.

Hiring

Background checks

LJCS will conduct work history, education history and/or reference investigations for all employees, including substitutes, recommended for hiring. This responsibility can be designated to the head administrator for any candidates he/she is considering. A Federal Bureau of Investigation (FBI) criminal background check, including fingerprinting, must be completed at the candidate’s expense before hiring, if a current one is not already available.

Head Administrator

The head administrator will be hired by January 10, 2012 and will be contracted on April 1 to begin staffing and preparing for the opening of LJCS on August 1st, 2012. The position of head administrator will be advertised in the local newspaper, the EL website, and at its website. The board will identify the interview questions, conduct the interview and make the final decision of the successful candidate.

Certified and Classified Personnel

Certified and classified positions will be advertised by April 1, 2012 in the local newspaper, the EL website, at the EL National Conference, and posted on the school website. The head administrator will begin interviewing for all certified and classified positions by April 15 with the goal of staffing being complete by May 15. Once staff members have been hired, they will be asked to participate in the interviews of incoming staff and in the hiring discussion.

Assignment Adjustments

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 174 | While employees will interview for specific positions, the head administrator can assign personnel to another position, at any time during their tenure taking into consideration certification/endorsements, instructional program requirements and grade level or subject experience.

Mentorship

All teachers new to the profession, and/or new to the school, after its first year of operation, will be assigned a mentor. The decision of whom to place in the position of mentor will be based on similar work assignments, the needs of the mentee and the strengths of the mentor. Preference to serve as mentors will be given to Level 3 teachers when they fulfill the needs of the mentee.

Certification

Employees will be placed in positions for which they have the proper certification.

Volunteers

All volunteers are required to undergo the same FBI background check as the employees if a current one is not available. The volunteer may be required to pay for this check.

Safety and Support

Staff members are free to join any collective bargaining agency without fear of termination or retribution. They may designate site members of their unit who can be present during any disciplinary meeting between the head administrator and an employee.

The Governing Council and head administrator will support employees in their efforts to maintain discipline. The head administrator is required to respond promptly to employee requests for assistance with discipline problems.

Leaves

All employees must notify the head administrator or his/her designee by 6:30 AM if he/she will not go to work that day and identify the type of leave that is requested. Earlier notifications are strongly encouraged. It is the responsibility of the staff member to have plans in place for the substitute.

Sick Leave

All full-time employees will earn sick leave at the rate of five days per semester. Part-time employees will earn sick leave proportional to their employment contract. The head administrator will receive additional sick leave days in proportion to additional days in his/her contract. Sick leave days not used will accumulate from year to year. For sick leave that follows an obvious pattern or exceeds three days, the head administrator may ask for doctor’s verification.

The LJCS Governing Council will endeavor to protect the health and safety of all employees and students while safeguarding the privacy of any individual diagnosed as having a communicable disease.

Personal Leave L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 175 | Employees will also earn one day of paid personal leave each school year.

Professional Leave

The head administrator can grant professional leave when he/she agrees with the requesting employee that the benefits of attending an educational opportunity exceed the educational loss to the students incurred by instruction provided by a substitute.

Bereavement Leave

Employees are entitled to bereavement leave for the loss of a family member, domestic partner or other person with whom they have a close relationship. The head administrator will review each bereavement request with the employee and determine the reasonable length of leave not to exceed five days. If longer bereavement leave is requested, the Governing Council must approve. If the employee disagrees with the head administrator on the length of leave granted, he/she may ask the board to review the situation.

Funeral Leave

Employees will assume additional responsibilities for each other to enable staff members to leave for up to three hours for funerals.

Parental/Adoption

An employee may work as late into her pregnancy as she desires, provided her medical care provider approves. A certified employee may request one year leave without pay any time from the beginning of a pregnancy to the birth with a 30 day advance notice. The advance notice will be waived in emergency situations.

One year’s leave without pay may be requested for up to one year after the adoption of a child.

Family Medical Leave Act

LJCS will comply with the Family Medical Leave Act (FMLA) enacted in 1993 for all employees who have worked for the school for at least 12 months. An eligible employee is entitled to take up to 12 work weeks during any 12 month period for one or more of the following reasons:

 For the birth or placement of a child for adoption or foster care;  To care for an immediate family member with a serious health condition; or  To take medical leave when the employee is unable to work because of a serious health condition.

Any accumulated sick leave can be applied towards the twelve week period.

Jury Duty/ Court Subpoena

Leave with pay will be granted to employees required to testify by subpoena or serve on jury duty. Any payment checks they receive for jury duty performed during their work schedule will be signed over to the school. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 176 | Military

Staff members who are members of the reserve or National Guard will receive leave with pay for any time they must be out in accordance with their official orders.

Personnel Files

All employees will have the right to inspect items in their personnel files with the exception of confidential references. To do so, they must identify a mutually convenient time for the head administrator to be present. All material in an employee’s file must be signed and dated.

Insurance

The LJCS Governing Council will provide all employees working at least .375% of the hours of a full-time employee with an insurance program through the New Mexico Public Schools Insurance Authority.

Employees have 31 days from the date of employment to enroll in the insurance benefit program. All employees are covered by Workman’s Compensation Insurance for on-the-job injuries in accordance with New Mexico Public Schools Insurance Authority requirements.

Sexual Harassment

Sexual harassment by anyone associated with LJCS will not be tolerated at the school or any of its functions.

This includes the creation of a hostile work environment for an employee who experiences workplace harassment and fears going to work because of an offensive, intimidating, or oppressive atmosphere generated on the basis of sex.

This also includes a quid pro quo situation where sexual favors are asked for or expected in return for employment, improved working conditions or greater pay.

An employee experiencing either of these is required to tell the offending party to stop. If the person does not stop, he/she is to go to the head administrator. If the situation involves the head administrator, the employee may take the problem to the chairperson of the Governing Council. No retaliation of any form can be taken against reporting employees.

Conflict of Interest

Pursuant to Section 13-1-190 of the New Mexico State Procurement Code, no school employee shall directly or indirectly sell or be a party to any transaction to sell instructional materials, equipment, insurance or school supplies or provide services to LJCS unless they have been granted a waiver by the Governing Council. No employee of the school will receive any commission or profit from the solicitation or sale of investment securities or insurance to any other employee.

Tutoring by Employees

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 177 | LJCS believes that the quality educational program they will provide will minimize the need of students for tutoring beyond that which is provided as part of the school’s services. If, however, any family wishes to hire an employee of LJCS to tutor, they must personally make the arrangements. LJCS assumes no responsibility for the results of this tutoring.

Reduction in Force

Reduction in Force, necessitated by loss of revenue, will be conducted by reverse seniority within the same classification and, where applicable, certification.

Resignation

Certified employees must provide 30 days written notice and classified employees 15 days written notice before resignation.

Retaliation

No employee can be subjected to retaliation in any form in response to any complaints or concerns the employee shares regarding the school.

 Provide a description of the school’s personnel policies and procedures that comply with all applicable federal statutes and regulations, including the School Personnel Act.

Qualifications and Hiring In accordance with NMAC Title 6, Chapter 61, the LJCS will retain or employ teachers, administrators and other instructional personnel who hold appropriate New Mexico licensure in elementary education, (K-8) and or necessary endorsements as issued by the New Mexico State Department of Education Licensing Division.

All non-instructional staff and teachers will possess the experience and expertise required for their position within the school as outlined in the school staffing plan and the school’s adopted personnel policies and in accordance with the School Personnel Act. All staff shall meet New Mexico State Board of Education and any other state of New Mexico safety requirements, including background checks and fingerprinting in the method as mandated by the State.

Recruitment LJCS will recruit individuals for open positions through a public process, including advertising in local or state newspapers, on the Expeditionary Learning website and through appropriate electronic recruitment mechanisms. In accordance with the Charter Schools Act, LJCS employees are not employees of the Peñasco Independent School District but shall be hired directly by LJCS. LJCS employees will be hired in accordance with all state and federal employment rules and regulations and in compliance with the School Personnel Act.

Equal Opportunity Employer LJCS will abide by state and federal laws dealing with equal employment opportunity. Therefore, in order to provide equal employment and advancement opportunities to all individuals, employment decisions at LJCS will be based on merit, qualifications, and abilities. LJCS does not discriminate in employment opportunities or practices on the basis of race, color, religion, gender, national origin, age, disability, sexual orientation, or any other characteristic protected by law. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 178 | Employee Benefits LJCS will participate in the state of New Mexico Educational Retirement Act (“ERA”) administered by the Educational Retirement Board (“ERB”). Eligible employees participate in the Retirement Plan subject to all terms and conditions of the plan. Regular full-time and regular part-time employees (greater than .25 FTE) will be eligible to receive ERB benefits. All other benefits, including paid time off (PTO), health insurance, and health benefits provided by enrollment in NMPSIA will be subject to the program rules.(See Section 4 of Employee Benefit Programs in the Employee Handbook – Appendix C).

 Provide proposed salary schedules that comply with the minimum salary requirements as identified in the School Personnel Act for all employees.

Proposed Salary Schedule LJCS reserves the right to set its own salary schedule, using as a base the legislative salary mandates per Article 10A-School Personnel Act, based on the New Mexico’s three tier system. Compensation shall include a combination of base salary and benefits. LJCS shall comply with all applicable state and federal employment taxes. Compensation of all employees will be based on experience, qualifications, skill and technical level, and performance of the individual. All compensation decisions shall be based on the approved Public Education Department Salary Schedule of LJCS and within approval budget constraints.

Salary Schedule for NM Level I certified teachers:

Degree Degree Year BA BA +15 BA +45 Masters MA +15 MA +45 PHD

0 30,000 30,500 31,000 33,000 33,500 34,000 36,000 1 30,100 30,600 31,100 33,100 33,600 34,100 36,100 2 30,200 30,700 31,200 33,200 33,700 34,200 36,200 3 30,300 30,800 31,300 33,300 33,800 34,300 36,300 4 30,400 30,900 31,400 33,400 33,900 34,400 36,400 5 30,500 31,000 31,500 33,500 34,000 34,500 36,500

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 179 | Salary Schedule for NM Level II certified teachers:

Degree Degree Degree Step BA BA + 15 BA + BA + MA MA + MA + MA 2MA PHD 30 45 15 30 +45

3 40,000 40,500 41,000 41,500 43,000 43,500 44,000 44,500 46,000 47,000 4 40,100 40,600 41,100 41,600 43,100 43,600 44,100 44,600 46,100 47,100 5 40,200 40,700 41,200 41,700 43,200 43,700 44,200 44,700 46,200 47,200 6 40,300 40,800 41,300 41,800 43,300 43,800 44,300 44,800 46,300 47,300 7 40,400 40,900 41,400 41,900 43,400 43,900 44,400 44,900 46,400 47,400 8 40,500 41,000 41,500 42,000 43,500 44,000 44,500 45,000 46,500 47,500 9 40,600 41,100 41,600 42,100 43,600 44,100 44,600 45,100 46,600 47,600 10 40,700 41,200 41,700 42,200 43,700 44,200 44,700 45,200 46,700 47,700 11 40,800 41,300 41,800 42,300 43,800 44,300 44,800 45,300 46,800 47,800 12 40,900 41,400 41,900 42,400 43,900 44,400 44,900 45,400 46,900 47,900 13 41,000 41,500 42,000 42,500 44,000 44,500 45,000 45,500 47,000 48,000 14 41,100 41,600 42,100 42,600 44,100 44,600 45,100 45,600 47,100 48,100 15 41,200 41,700 42,200 42,700 44,200 44,700 45,200 45,700 47,200 48,200 16 41,300 41,800 42,300 42,800 44,300 44,800 45,300 45,800 47,300 48,300 17 41,400 41,900 42,400 42,900 44,400 44,900 45,400 45,900 47,400 48,400 18 41,500 42,000 42,500 43,000 44,500 45,000 45,500 46,000 47,500 48,500 19 41,600 42,100 42,600 43,100 44,600 45,100 45,600 46,100 47,600 48,600 20 41,700 42,200 42,700 43,200 44,700 45,200 45,700 46,200 47,700 48,700 21 41,800 42,300 42,800 43,300 44,800 45,300 45,800 46,300 47,800 48,800 22 41,900 43,400 42,900 43,400 44,900 45,400 45,900 46,400 47,900 48,900 23 42,000 43,500 43,000 43,500 45,000 45,500 46,000 46,500 48,000 49,900 24 42,100 43,600 43,100 43,600 45,100 45,600 46,100 46,600 48,100 49,100 25 42,200 43,700 43,200 43,700 45,200 45,700 46,200 46,700 48,200 49,200 26 42,300 43,800 43,300 43,800 45,300 45,800 46,300 46,800 48,300 49,300 27 42,400 43,900 43,400 43,900 45,400 45,900 46,400 46,900 48,400 49,400 28 42,500 44,000 43,500 44,000 45,500 46,000 46,500 47,000 48,500 49,500 29 42,600 44,100 43,600 44,100 45,600 46,100 46,600 47,100 48,600 49,600 30 42,700 44,200 43,700 44,200 45,700 46,200 46,700 47,200 48,700 49,700

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 180 | Salary Schedule for NM Level III certified teachers:

Degree Degree Step MA MA + 15 MA + 30 MA +45 2MA PHD

4 50,000 51,500 52,000 52,500 54,000 55,000 5 50,100 51,600 52,100 52,600 54,100 55,100 6 50,200 51,700 52,200 52,700 54,200 55,200 7 50,300 51,800 52,300 52,800 54,300 55,300 8 50,400 51,900 52,400 52,900 54,400 55,400 9 50,500 52,000 52,500 53,000 54,500 55,500 10 50,600 52,100 52,600 53,100 54,600 55,600 11 50,700 52,200 52,700 53,200 54,700 55,700 12 50,800 52,300 52,800 53,300 54,800 55,800 13 50,900 52,400 52,900 53,400 54,900 55,900 14 51,000 52,500 53,000 53,500 55,000 56,000 15 51,100 52,600 53,100 53,600 55,100 56,100 16 51,200 52,700 53,200 53,700 55,200 56,200 17 51,300 52,800 53,300 53,800 55,300 56,300 18 51,400 52,900 53,400 53,900 55,400 56,400 19 51,500 53,000 53,500 54,000 55,500 56,500 20 51,600 53,100 53,600 54,100 55,600 56,600 21 51,700 53,200 53,700 54,200 55,700 56,700 22 51,800 53,300 53,800 54,300 55,800 56,800 23 51,900 53,400 53,900 54,400 55,900 56,900 24 52,000 53,500 54,000 54,500 56,000 57,000 25 52,100 53,600 54,100 54.600 56,100 57,100 26 52,200 53,700 54,200 54,700 56,200 57,200 27 52,300 53,800 54,300 54,800 56,300 57,300 28 52,400 53,900 54,400 54,900 56,400 57,400 29 52,500 54,000 54,500 55,000 56,500 57,500 30 52,600 54,100 54,600 55,100 56,600 57,600

APPENDIX B L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 181 | LJCS Proposed Student Discipline Procedures

CODE OF CONDUCT

Each student has the opportunity and the right to use school as a means for self-improvement and individual growth. In so doing, s/he is expected to conduct him/herself in a manner compatible with the school’s function as an educational facility and our three school courtesies: Is it respectful? Is it safe? Is it appropriate? At LJCS we work to support the developmental needs of mid-level learners by providing clear boundaries and logical consequences, opportunities to develop problem solving skills and the habits of self-reflection.

Conduct that disrupts or threatens to disrupt the operation of the school; which interferes with the public or private rights of other students or citizens; which threatens or endangers the health or safety of any person; or which damages property, is not acceptable.

Community Caretaking Responsibilities As part of our desire to create a stronger school culture, students will share responsibility for keeping our school clean and presentable. Students will clean tables, chairs, and floors to help caretake their space and school.

Every crew will also be responsible for keeping an area of the building or grounds free of trash. Crews will also take a turn during the year to clean up buses/vehicles on a monthly basis.

Student Dress Students are encouraged to dress appropriately for all school activities. The following general standards are:

 Reasonable cleanliness of apparel is expected.  Clothing will not be worn that causes or is likely to cause disruption of the educational process including, but not limited to, hats that obscure a student’s face, hoods, or clothing that may be deemed to be provocative or offensive or which promotes illegal activity such as the use of drugs, alcohol and tobacco. Clothing with/implied offensive, derogatory, divisive, violent or sexualized language/innuendo and/or imagery is not appropriate.  Any kind of underwear needs to be covered (this includes bra straps and boxers).  Shirts must cover the belly and back.  Shorts/skirts should be as long as your hand when it is resting at your side.  When a swim suit is required, a one piece suit should be worn.  Students must not wear dark glasses in the building without permission from the Director.  Any manner of grooming or apparel, including clothing, jewelry, emblems, and badges, which by virtue of color, arrangement, trademark, or other attribute that is associated with or denotes membership in or affiliation with any gang is not allowed. The prohibition on gang-related apparel will be applied at the discretion of the Director as the need arises.

Parents/guardians should remember that organized physical activities and daily recess usually take place outdoors. In cold weather, students must come to school with adequate warm clothing to allow them to be outside for up to an hour at a time. For field work or outdoor activities, parents will receive notice in the newsletters and be expected to prepare their children accordingly.

LJCS Attendance and Truancy policy

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 182 | At LJCS, we want your kids here! In the EL model, students are an active part of creating the learning environment. When students miss school, not only do they miss the simulation, discussion, workshop, or experiment for the day, their peers miss their unique contributions and presence. Plus, we miss them.

A strong correlation exists between academic success and regular school attendance. Please keep your students out of school only when absolutely necessary. Much of our daily endeavor at LJCS cannot be replicated; the benefits of discussion and/or participation in activities are lost to those who are absent. It must be emphasized that regular attendance is the key to much of the success a student may gain from the LJCS Experience.

The following policy is in taken from and in alignment with current state statue and the state compulsory attendance law. Parents or guardians are responsible for ensuring that their child is in school. Attendance will be taken in every class and each day. Appropriate legal procedures will be followed for ten or more unexcused absences during the school year, which is considered habitual truancy, as specified and required by the Public School Code. A student who has accumulated five unexcused absences within a twenty-day period is considered truant. However, it is expected that school staff are aware of repeated unexcused absences before the point of truancy and will intervene both informally by conferring with the student and more formally through parent contact and conferences to determine the cause of the student’s absenteeism. Students will not be punished for truancy by suspension and/or expulsion.

Regular attendance is essential to a student’s success in school. Persistent absenteeism creates a genuine hardship for a student academically and socially and is regarded as a very serious problem.

Excused Absences In order for an absence to be valid the student must bring a written excuse signed by the parent the day he/she returns to school. A valid excuse is considered illness, death in family, prearranged (one week’s written notice), family event, documented medical appointment or religious holiday. For illnesses over three days or more a doctor’s excuse may be requested by the school and a medical absence form may be requested.

CONSEQUENCES FOR ABSENCES

STEP I: Initial Meeting After three incidents of absences (excused or unexcused), the student is contacted and counseled by the Director, liaison or other school staff member. In the meeting the student and Director decide what kind of support is needed for the student. Parent/Guardian(s) is notified by a phone call, email and/or letter and a conference is held discussing what was decided in initial meeting between student and Director. Tutoring may be required as support for student to make-up missed assignments.

Step 2: Parent/Guardian Conference If student has five cumulative (excused or unexcused), absences in a quarter, he/she will again be counseled by the Director. Parent/ Guardian(s) will be notified of continued truancy by a phone call, email and/or a letter. An in-person conference will be held between parent/guardian, student, Director, and teachers. A truancy prevention plan and contract will be developed and signed in order to support the student. After school tutoring may be required as support for student to make-up missed assignments.

Step 3: Meeting with juvenile probation and parole services in Taos County

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 183 | If the student has ten unexcused absences in a school year, the student’s parent/guardian will be notified by certified mail and a phone call. The student, parent/guardian(s), Director will meet with juvenile probation and parole services in Taos County. A truancy action plan and contract will be developed. Tutoring may be required as support for student to make-up missed assignments.

Step 4: Taos Probation Office If there is another unexcused absence, within seven days Taos probation offices will be contacted. The Director will be in communication with probation officers to see if student was referred to children’s court. Tutoring may be required as support for student to make-up missed assignments.

Tardies School begins promptly at 8.55 AM. It is very important for students to arrive at school on time ready to learn. If a student has three tardies, a conference will be scheduled. Consecutive or Accumulated Absences After five days of consecutive non-attendance, if there has been no contact with the school, the student will be withdrawn.

After ten days of consecutive non-attendance, by state law, the student will be withdrawn. To request a medical or educational absence, please see the handbook for proper procedures.

After four days of accumulated absences in a semester, your student will be required to attend school on Mondays to make up for academic time missed. In case of medical or educational absences, other plans will be made.

First Day of School Students who do not attend the first day of school may not be enrolled unless prior arrangement for the absence has been made with the school. Email or call the school if your child will not be able attend the first day.

LJCS respects the Sovereignty of Native Tribes. While Native students are still subject to the same attendance laws as other students, LJCS is committed to working with families and tribes to understand specific tribal customs, practices and laws as well as any specific communication needs of tribe or family. LJCS would like to encourage the inclusion of tribal representatives/suggestions in any attendance contract to ensure the inclusion of culturally relevant support, additional resources, and to deepen the understanding of needs specific to the tribe, family, and/or student. Tribes or Native Families are encouraged to request this in the implementation of the attendance policy. LJCS is open to establishing a MOU with tribal governments to support student success in this matter.

CULTURE AND EXPECTATIONS L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 184 | Maintaining Positive School Culture Part of maintaining a culture of quality is taking the time as a school community (staff, families, students, greater community) to build and sustain structures, traditions, and rituals to make sure various realms of the school are positive. There are no shortcuts to building and maintaining a school community of courtesy and kindness, of integrity and responsibility. Being strict about issues of character and physical environment is essential. But strict rules alone are not the answer: they maintain order but do not guarantee that youth will treat each other well when adult eyes are not watching or develop the ability to take ownership of their actions to develop integrity. What is necessary is a school community that not only demands the best of its students in terms of character but that models that character through school tone, routines, and practices. It is a school that helps students cultivate the skills for citizenship and leadership by devoting time to social skills development. It allows for students to problem solve, take on leadership roles and make the occasional mistake--as well as to own the consequences of those errors. This work cannot be attended to with little effort, in the margins of the school day. At The LJCS these efforts are viewed as a key priority.

Defining the Ideal At The LJCS we strive to create an environment that honors the following elements:  the physical appearance of the school building, outside and in  the levels of physical safety and emotional safety that children and adults in the building feel  a flow of routines that supports learning (arrival, class transitions, lunch times, and dismissal)  respect for all community members and modeling of appropriate registers  the tone of courtesy, kindness, and acceptance in peer culture  student achievements that are shared within the school community and beyond  promoting the school and civic role of the students in the larger community

Actions and class agreements are guided by three simple questions:

IS IT SAFE? IS IT RESPECTFUL? IS IT APPROPRIATE?

Teaching and modeling positive behavior are the proactive approaches to discipline at LJCS. Focusing on these three questions help students self-evaluate their actions: Is it safe? Is it respectful? Is it appropriate? In turn these questions help provide the background for individual classrooms to develop their own set of classroom norms. Classroom norms must support the belief that all students have the right to learn in an atmosphere that is safe, conducive to learning, and free from disruptions, as well as support the school-wide goal of academic excellence.

At LJCS, staff roles are to model behavior and to provide limits in a caring way. Consistency in expectations, clarity of language, and the focus on appropriate and natural consequences help to support students in decision making and owning outcomes, positive or negative, of their choices.

How Conflict is Handled Conflicts and issues arise within any community. Conflict resolution is an area of the school environment that is crucial to the ongoing character development aspect of our program. As a general rule, members of our community will attempt to use conflicts and issues as a springboard to teach new and behaviors and develop communication and leadership skills, even as students learn logical consequences. In dealing with conflicts, a toolbox of strategies are used at LJCS including (but not limited to):  The Social Conference L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 185 |  Mediation  Independent Behavior Plan (developed with student)  Crew Discussions  All School Meetings  Logical and Restorative Consequences

At the beginning of the school year, all lead teachers lead their crews in establishing a set of concrete Crew Courtesies or Operating Agreements for the year which “bring alive” the three school courtesies. Students are involved in describing what is appropriate behavior in the classroom as well as what is appropriate throughout the school day. When the crew reaches agreement, the teacher and students together establish their contract for the year, which they all sign, along with the School Director, as an indication of their support of their Crew Courtesies or Operating Agreements.

Consequences at LJCS For those students that violate their norms or choose to act in a way that detracts or drains energy from the community or academic culture, clear and reasonable consequences help to set boundaries, communicate high expectations, protect the rights of other students, and support development of character. Clarity, consistency and transparency help the school community uphold a positive school climate.

The following consequence matrix is designed to serve as a guide when the staff or Director determine consequences. Staff will evaluate situations and assign disciplinary consequences in a fair and consistent manner, often working with the student to take ownership and decide on reasonable restitution. These represent the guidelines in the dispensation of consequences at LJCS. However, depending on the circumstances of the behavior, responses may vary from situation to situation.

Prior to issuing a referral or beginning the consequence matrix, a teacher or staff member may choose to respond to a student’s inappropriate behavior in a number of ways. Initially, a conversation with the student and a reminder that his/her behavior is inappropriate and needs to be corrected may be all that is necessary. Often, the student can be reminded of the Community Courtesies for his/her crew, or asked whether the behavior involved was “respectful, safe, or appropriate”. If detracting behavior continues, teachers can issue a consequence based on the grid, follow through with a consequence from a prior conversation or plan, or determine a logical consequence for level I and level II violations. A referral to the Director may be issued for level two violations (except where noted), and MUST be issued for level three violations.

Definitions of consequences: Action or “energy drain” resulting in Immediate Reparations (IR) Loss of Extended Lunch Privilege, Recess, Electives or Study Hall

Students have taken staff, class, or community energy to deal with their negative behavior. It is reasonable that they “repay” this drain. This reparation will occur for lunch, recess, free time, or during days off.

After School Reparation (ASR)

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 186 | After School Reparation occurs on days off. ASR will be managed as a quiet study hall or as a “time of restitution” where a logical consequence or service to the school will apply. Student’s assigned to study detention must be in their seats by the assigned time, and remain until the end of the time. Students assigned to restitution will complete their assigned task before the ASR is considered served. The length will be determined by the teacher and Director, usually during a conference with the student. IN SCHOOL SUSPENSION (ISS) In school suspensions may be held during regular school days or assigned during student days off . ISS becomes part of the student’s cumulative record. Three suspensions may result in a recommended for expulsion.

OUT-OF-SCHOOL SUSPENSION (OSS)

Students who are suspended from LJCS are prohibited from being on the campus or in attendance at any school activity or event for the duration of their suspension. A parent meeting to develop or review a behavior plan/contract must occur prior to the student returning to school.. OSS becomes part of the student’s cumulative record. Three suspensions may result in a recommended for expulsion. OSS WITH HEARING (OSSH)

Please see section of Hearings. It is the Director’s discretion to recommend a hearing for student habitual behavior.

Grounds for Disciplinary Action The following activities, occurring at school, on school grounds, at school-sanctioned activities or events, on school-approved vehicles, or off school property as part of school activities may subject a student to disciplinary measures and/or notification of law enforcement authorities.

Level I: Day to Day “Energy Drains” Behavior 1st Offense 2nd Offense 3rd Offense

A behavior contract will 1-3rd offenses, 1 be developed upon the 4th Students will serve 3 Mild Playfighting Immediate Restitution for offense. days of ISS or per plan. each of the offenses 1for1, Students will serve 1 2for2, 3for3. ASR. General Disruptive Conduct (profanity, 3 day ISS and Behavior Immediate Restitution 1 ASR rudeness, dishonesty, Contract etc.) Electronic Devices (cell Removal of device for 2 Removal of device for 2 2 days ASR Behavior phones, ipod, etc.) weeks. weeks. Immediate Contract Restitution (IR) for Return of device at the L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 187 | Energy drain. end of the school year (see

policy below) 1-3rd offenses, IR for each A behavior contract will 5th offense 2 days ISS or Out of class, tardy, of the offenses 1 for 1st , 2 be developed upon the 4th per contract. wandering for 2nd , 3 for 3rd offense. 1 day ASR Inappropriate use of technology (surfing 3 ASR. Possible loss of during class, youtube, 1 IR 1 ASR privileges. texting, phone use without permission) 1 IR. Students will Lack of respect for the A behavior contract will perform custodial physical Environment be developed upon the 4th 5th offense 2 days ISS or restitution. 2 for 2nd , 3 for (creating messes, offense. per contract 3rd littering, etc.) 1 day ASR

1 IR.. 2 for 2nd , 3 for 3rd A behavior contract will 5th offense 2 days ISS or Disrespect or defiance-- be developed upon the 4th per contract mild offense. 1 day ASR Removal from class 1-3rd offenses, IR for each A behavior contract will due to violation of class of the offenses 1 for 1st , 2 be developed upon the 4th 5th offense 2 days ISS or norms or academic for 2nd , 3 for 3rd offense. per contract environment. 1 day ASR

Level II: More Serious Actions, More Serious Consequences (All 3 rd offenses may result in behavior contract or disciplinary probation)

Behavior 1st Offense 2nd Offense 3rd Offense Loss of assignment credit, Loss of assignment credit, Loss of assignment credit, Cheating or plagiarism 3 days ISS, Parent 5 days ISS, Parent 1 day ASR Conference Conference Chronic Disruptive 5 days ISS or according to 2 days ASR 3 days ISS. Behavior plan Conduct Plan. 3 day ASR/ISS, removal 1 day ASR, removal from from event. Behavior event. Behavior plan for Disrupting a school plan for future events. future events. Possible As per plan. activity Possible loss of privileges loss of privileges of of attending future events. attending future events. Parent Meeting. Skipping Class. 1 day ASR 3 days ASR 3 ISS Bullying/Harassment Educational Meeting with 3 ASR. Behavior File opened. ASR. (see policy) Director & IR. contract. Parent meeting. Failure to comply with Twice the previous 1 ISS 3 ISS disciplinary consequences consequences

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 188 | (including skipped detention) Falsifying or misuse of any official document or communication (including passes, ID, 1 day ASR 3 days ASR 3 day ISS OSS progress report, call to excuse absence, parent signature, etc.) Gambling 1 ASR 3 days ASR 3 days ISS Rough playfighting 1 ASR 3 days ISS 5 days ISS Inappropriate use/ possession of technology 3 days ISS, loss of (using/allowing 2 days ASR, loss of computer privileges for 5 day ISS. Loss of unauthorized access to computer privileges for 10 one month and computer access the rest software, telephones, days and restitution restitution. Behavior of the year, or per plan. accounts, viewing/ Plan. distributing inappropriate material) Insubordination, defiance of authority or 1 day ASR 3 days ASR 3 days ISS showing disrespect Possession of 1 day ASR 3 days ASR 3 days ISS Inappropriate material Divisive language Educational meeting with 1 days ASR. Behavior 1-3 days ISS/or per plan. (sexist, racist, etc.) the Director. IR Contract. File Opened. Meeting with Juvenile Truancy Parent meeting. Truancy Meeting with Director. Probation Officer. (see policy) prevention plan. Truancy Action plan.

These violations have immediate and serious consequences. In many circumstances, the authorities will be notified immediately. Level III- Questa/Taos referral may be filled on all Level III

Behavior 1st Offense 2nd Offense 3rd Offense 10 days OSS. Expulsion Arson pending hearing Assault (physical) of a 10 days OSS. Expulsion staff member pending hearing Assault (physical) of a 10 days OSS. Expulsion student pending hearing Assault (verbal) of a 5 days ISS/OSS, behavior 10 OSS. Expulsion staff member or student contract pending hearing (including intimidating L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 189 | or threatening remarks and/or directed profanity) Bomb 10 OSS. Expulsion Threats/Explosives / or pending hearing (possession of) 1-3 ISS or 1-3 days OSS, 3-5 day ISS/OSS, 10 days OSS . Expulsion Fighting mediation, behavior mediation, behavior pending hearing. contract contract 5 days OSS, behavior 10 days OSS pending Gang Related Activity contract hearing Habitually Disruptive 10 days OSS Conduct expulsion pending hearing Chronic harassment / bullying 5 days ISS, behavior 10 OSS, expulsion (Physical, racial, contract. pending hearing verbal, electronic intimidation) Inappropriate use or 5 days OSS, loss of possession of computer privileges for technology 10 days OSS pending the remainder of the year (theft/tampering/damag hearing and restitution, behavior e to contract computers/network) 5-10 days OSS, possible Making a false 911 call hearing Personal substance abuse (consuming, solicitation, in Police will be notified possession, or under the Police will be notified immediately. Behavior influence of; alcohol, immediately. 10 days contract which will drugs, look-a-likes or OSS/expulsion pending include ISS or OSS other controlled hearing depending on the substances and or situation. paraphernalia including OTC drugs and prescription drugs) Selling or distributing alcohol, drugs, look-a- Police will be notified likes, or other immediately. 10 days OSS controlled substances pending hearing including OTC drugs or prescription drugs ASR, ISS or OSS pending Sexual Harassment/ investigation, behavior 10 days OSS pending 5 days ISS Misconduct contract, educational hearing, component. Theft/ 3-5 days ISS/OSS, 10 days OSS/expulsion L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 190 | behavior contract, pending hearing, possible Extortion possible restitution restitution 5 days ISS/OSS, 10 days OSS pending Using incendiary counseling and possible hearing and possible devices restitution restitution Vandalism (involved in 10 days OSS pending altering, defacing or 5 days OSS, loss of hearing, possible destroying school or privileges, and possible restitution, loss of private property, restitution privileges including technology) Up to10 days OSS, Possession of Weapons expulsion pending hearing

Enforcement and consequences may vary, depending upon the facts and circumstances of an individual case. In all cases, LJCS supports the student in reflecting on his/her action and learning from the mistake--even as consequences are administered. When possible, consequences are partnered with reflection, restitution, and restorative justice procedures.

In some instances, however, expulsion by Questa Public Schools is mandatory. While the Grid will help guide decisions for referral consequences, the Director retains the right to determine corrective and restorative action depending on the circumstances.

Corrective actions for matrix referrals may include:  Conference with student.  Phone call to parent/guardian.  Referral to counselor.  Restorative Justice.  Parent/guardian conference.  Immediate or afterschool “restoration”.  Behavioral contract  One to five day suspension, in-school or out of school.  Disciplinary Probation  Long-term suspension  Expulsion from The LJCS after a hearing  Police referral.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 191 | Disciplinary Probation As LJCS works to make discipline an educative process, there are times when a student's choices lead to Disciplinary Probation. This occurs when there is a pattern of disruptive, unsafe, or disrespectful behavior. While the particular consequences for the inappropriate behavior will be dependent upon the incident, three “Discipline Referrals” within 6 weeks can result in disciplinary probation. An additional referral while a student is on probation may result in a suspension from school. Once a student has been placed on disciplinary probation, probationary status will remain in effect for as long as the School Director determines it to be in the best interest of the student and the school.

While the Grid will help guide decisions for referral consequences, the Director retains the right to determine corrective and restorative action depending on the circumstances.

Weapons For the purposes of school board policy, a "weapon" is any firearm, knife, explosive, or other object, even if manufactured for a nonviolent purpose that has a potential violent use. Additionally defined as a "weapon" is any "look-a-like" object that resembles an object that has a potentially violent use, if, under the surrounding circumstances the purpose of keeping or carrying the object is for use, or threat of use, as a weapon.

For outdoor trips ONLY, camp knives with blades under 4” will be allowed after students pass a safety tutorial. They will be removed for any unsafe behavior.

Searches For the protection and security of individuals and property on the LJCS campus, the search of individuals, including students, their personal effects, desks and vehicles on school property, as permitted under federal and state law. Such searches may be conducted without prior parental consent or the presence of a parent. In certain circumstances random searches of personal effects, district property (such as lockers and desks) and vehicles on campus may occur, including random searches with the assistance of canines. Any illegal or unauthorized objects found in any search are subject to seizure. Anything found in the course of a search can be used as evidence.

Plagiarism and Cheating Students commit plagiarism when they use someone else’s words, ideas, or creative productions as if they were their own. In publications, plagiarism is illegal, and in scholarly work it is unethical. Assignments are plagiarized if they are completed in whole or part by anyone other than the student who claims credit. Copying homework, computer work, test answers, or creative productions of any kind is plagiarism. Submitting a paper or signing a name to a creative project that has been originated in any way by another is plagiarism. Students should correct or edit their own work. Plagiarism can occur from printed material, the internet, as well as from people, but students can avoid plagiarism by precisely quoting borrowed material and carefully crediting the source. Students must submit their own work for credit. Any student who allows someone else to copy his or her work will receive the same consequences.

Interventions with Entire Crews

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 192 | Occasionally discipline and behavior issues interfere with the educational process for an entire crew to the point that it becomes difficult for students to focus on learning and the teachers to teach. In those instances, especially in the beginning of the school year, administrative and instructional staff will intervene with all the students and their families to discuss concerns and develop solutions. The Director will meet with teachers at least monthly for the specific purpose of determining how well their crews are working together.

Use of Tobacco Products, Alcohol and Drugs LJCS is a smoke free environment. Smoking is not allowed in any area of campus. This policy shall be enforced according to LJCS' Student Search and Seizure Policy. Any student as a minor who possesses or uses tobacco at school, on a school trip or within a school zone shall, in addition to penalties imposed under LJCS policy, be referred to appropriate law enforcement authorities.

Electronic Devices LJCS is committed to providing a safe, positive and productive learning and working environment. The use of Electronic Devices increases disruptions and results in an increased possibility of inappropriate communications. The term “Electronic Devices” shall mean any and all devices which accomplish their purposes electronically and include, without limitation, cell phones, pagers, electronic emailing devices (e.g., Blackberry), radios, tape players, CD players, DVD players, video cameras, iPods or other MP3 players, laser pointers, portable video game players, personal laptop computers, personal digital assistants (PDAs), cameras, and any device that provides a wireless, unfiltered connection to the Internet.

Consequently, the use of any and all Electronic Devices by students during the school day, whether on- campus or during a school-sponsored event must have prior approval. The “school day” shall mean the normal hours of operation of the school. While students are not prohibited from possessing Electronic Devices, unless otherwise prohibited by law or policies, rules or procedures, the Electronic Devices must be turned “off” and stored in a student’s backpack or purse, or vehicle--out of sight. This Policy does not apply to the sanctioned use of Electronic Devices by teachers, or students under the direct supervision of their teacher, for educational purposes (medical contact to parent).

Use of Electronic Devices in violation of this policy shall result in the confiscation of the electronic device. After the first violation, the student’s parent may recover the Electronic Device from LJCS administrative office at the end of the school day. After the second offense, the student’s parent/guardian shall be notified that the student has twice violated this policy and that the Electronic Device may be recovered from the LJCS administrative office after a two week period. After the third offense, the Electronic Device will be confiscated for the remainder of the school year. Electronic Devices that are not recovered at the end of the school year may be disposed of by LJCS. A student who violates this policy more than two (2) times during the school year also may be subject to discipline for engaging in willfully disruptive conduct. All property brought to school is brought at the owner's risk. LJCS cannot assume responsibility for any property belonging to students. LJCS shall not be liable or responsible for the loss of or damage to any Electronic Device confiscated from a student pursuant to this policy.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 193 | Destruction of School-owned Property Current replacement price is imposed on any lost or excessively damaged equipment or educational materials. Grades and Transcripts may be withheld for any delinquent accounts.

Divisive Language--Some language has the power to disrupt our community more than others. Divisive language is language that targets a person due to their race, ethnicity, gender, sexual orientation, or religion. At LJCS we work to both educate youth about the power of their words, while creating a place where all students can feel safe and respected. Divisive language is not acceptable at LJCS.

Bullying--the school takes bullying seriously. If you feel your child is being bullied, please contact your liaison & the Director immediately. Our detailed Bullying Prevention & Response Policy is available in the office.

Sexual Harassment/Misconduct Sexual harassment regarding student-to-student, adult-to-student and student-to-adult conduct means unwelcome or unwanted conduct of a sexual nature (verbal, nonverbal, or physical). Any sexual harassment should be reported to a staff member immediately. If you feel like your child has been sexually harassed, please contact the Director.

Habitually Disruptive Behavior Habitually disruptive behavior is defined as a student who fails to comply with crew agreements or is a disruption in the classroom, on school grounds, in school vehicles, at school activities or events at least five times during the school year for behavior which is willful and overt and which requires attention of school personnel to deal with the disruption.

Discipline of Habitually Disruptive Students Any student who is suspended for disruptive behavior, as defined by this above, for a third time during any school year may be declared habitually disruptive and a recommendation for expulsion can be made to the Taos or Questa school district, at the discretion of the Director. A remedial discipline plan will be developed after the first suspension. The plan will be reviewed and modified after the second suspension. In such cases, the student and his/her parent/guardian will be notified in writing.

A student may be recommended for expulsion from school based on grounds outlined in the Questa School District Policy, in addition to any laws or regulations for the State of New Mexico. Additionally, a student may be recommended for expulsion if he/she has been suspended three times in one school year.

Expulsion, after an official hearing, is mandatory under state law for: 1. Carrying, bringing, using or possessing a deadly weapon without authorization of the school or the district. A deadly weapon includes, but is not limited to, a loaded or unloaded firearm, a knife, a bludgeon or any other weapon/instrument which, in the manner in which it is used or intended to be used, is capable of producing death or serious bodily injury. 2. The selling of, including the exchange, distribution or gift of, drugs or controlled substances, as defined by state law, including anabolic steroids and prescription drugs.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 194 | Corporal Punishment / Physical Restraint Corporal punishment is defined as action taken by school employees to spank or otherwise physically handle a student in any way to purposely inflict punishment. No corporal punishment will be administered to students by anyone in the school. Physical restraint is reasonable and appropriate physical intervention or force by staff as necessary for the following purposes: 1. To restrain a student from an act of wrongdoing. 2. To quell a disturbance threatening physical injury to others. 3. To obtain possession of weapons or other dangerous objects upon a student or within the control of a student. 4. For the purpose of self-defense. 5. For the protection of persons or property. 6. For the preservation of order. 7. To keep the student from self-harm or danger.

In general, LJCS will not use physical restraint except in issues of student or staff safety. For students who are emotionally escalated, non-compliant to reasonable staff requests, or disruptive of the learning environment--parent will be contacted for student pick-up. If parents cannot be contacted, the police may be brought to the scene to ensure the safety of student and staff, and to minimize disruption of the educational environment.

Any such acts are not in conflict with the legal definition of child abuse and will not be construed to constitute corporal punishment within the meaning and intention of this policy.

Gang-related behavior and dress This policy has been adopted pursuant to the requirements of state law, in recognition of the fact that gang activities at school impose a threat to the welfare and safety of students and others in the school community and cause substantial disruption to the educational process.

The term “gang” as used in this policy refers to all groups of three or more individuals who share a common interest, bond, or activity characterized by criminal, delinquent, or otherwise disruptive conduct engaged in collectively or individually.

Gang activity in schools is often marked by the prominent display of certain colors or other indicators: graffiti with distinctive symbols; and the used of signals and gestures known to denote gang membership. Students, who adopt a dress style suggestive of such displays, even when unassociated with gang activity, may become targets of antisocial behavior.

The purpose of this policy is to protect the health, safety, and welfare of those in the school community and to prevent the initiation or continuation of gang membership and gang activity in our school.

1. Any manner of grooming or apparel, including clothing, jewelry, hats, emblems, and badges which by virtue of color, arrangement, trademark, or other attribute is associated with or denotes membership in or affiliation with any gang will not be allowed in school buildings or on school grounds, at school sanctioned activities and events and while being transported in school approved vehicles. The prohibition on gang-related apparel will be applied at the discretion of the Director in consultation with the school’s board as the need arises.

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 195 | 2. Gestures, signals, or graffiti which denote gang membership or activities are prohibited in the scho ol building and on school grounds, at school-sanctioned activities and events, and while being transpor ted in school approved vehicles. This prohibition on gang-related gestures, signals, and graffiti will be applied at the discretion of the Director after consultation with the school’s board as the need arises. 3. Gang graffiti on school premises will be quietly removed, washed down, or painted over as soon as discovered and photographed. The photographs will be shared with local law enforcement authorities and used in future disciplinary or criminal actions against the offenders. 4. Any student wearing or carrying overt gang paraphernalia or making gestures that symbolize gang membership will be referred to the Director for disciplinary action. 5. Disciplinary action for violation of these standards will include notification of the violation, where applicable; the requirement that the apparel be changed before reentering class; and, at the discretion of the Director, a parental conference. More severe disciplinary consequences, including suspension or recommendation for expulsion will result from repeated or serious violation. 6. The Director will establish open lines of communication with local law enforcement regarding this policy in order to further its purposes.

Tobacco/ Alcohol / Drug Use Student use, possession, distribution, or sale of alcohol, tobacco or illicit drugs is prohibited at LJCS, on school grounds, at any school-sanctioned activities, when students are being transported in school sponsored vehicles, or at any time or in any place where the student’s conduct interferes with or obstructs the educational program or operations of LJCS or the health, safety or welfare of students or employees. . This policy shall be enforced according to LJCS' Student Search and Seizure Policy. Illicit drug use is the use of illegal drugs and the abuse of alcohol and other drugs, including anabolic steroids. For the purpose of this policy, illicit drugs include, but are not limited to, opiates, narcotics, marijuana, and intoxicants of any kind, in addition to counterfeit drugs, and drug-containing paraphernalia. A violation will subject a student to appropriate disciplinary action, up to and including recommendation for expulsion and referral for prosecution. Recommendation for expulsion will be mandatory for any distribution, trade, exchange, or sale of a drug or other controlled substance in a school building or in or on school property.

If is determined by the Director or other LJCS authority that a student is under the influence of alcohol or drugs, the appropriate law enforcement agency will be called and the student will be subject to the following provisions:

1. First Offense

Authorities will be contacted and a police report will be filed A. The student will be suspended according to the school policy regarding suspensions and expulsions. B. The Director will attempt to develop with the parents and the student a procedure that will outline the responsibilities of the parent, the student, and the school in an effort to keep any further offenses from occurring. C. Information on available drug or alcohol counseling and rehabilitation programs and recommendations for chemical dependency assessment, diagnosis, and possible treatment will be given to students and parents. The costs of these programs are to be incurred by the parent/guardian. D. When appropriate, students and parents will be asked to follow up with assessment, diagnosis or treatment as a condition to readmission to school. Evaluation of any such participation will be made at the parent conference at the time the suspension is reviewed and the student is considered for

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 196 | readmission to school. Cost of the programs are borne by the family, though the school will provide a list of community resources upon request.

2. Second Offense

Withdrawal from LJCS and a recommendation for expulsion will be made A. If the student participates in an appropriate rehabilitation program and receives significant treatment, the school will consider such factors in determining if re-admittance to LJCS will follow the rehabilitation/restitution program.

APPENDIX G

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L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 199 | Appendix H

Acronym List

ACCESS - Assessing Comprehension and Communication in English State-to-State ADA - Americans with Disabilities Act ADS - Accountability Data Systems APN-BC - Advanced Practice Nurse – Board Certified BA - Baccalaureate of Arts BAR - Budget Adjustment Requests CFO - Chief Financial Officer CPA - Certified Public Accountant DIBELS - Dynamic Indicators of Basic Early Literacy Skills DRA - Developmental Reading Assessment EL - Expeditionary Learning ELS - Expeditionary Learning Schools, Inc. ELL - English Language Learners ELP - English Language Proficiency EPSS - Educational Plan for Student Success ERA - Educational Retirement Account FAPE - Free Appropriate Public Education FEP - Fluent English Proficiency FMLA - Family Medical Leave Act FBI - Federal Bureau of Investigations GC - Governing Council GLAD - Guided Language Acquisition Design GSA - General Services Administration HOUSSE - High, Objective, Uniform State Standard of Evaluation IEP - Individual Education Plan IPT - IDEA Proficiency Test K - Kindergarten LEP - Limited English Proficiency LRE - Least Restricted Environment LJCS - La Jicarita Community School MA - Master of Arts MAP - Measure of Academic Progress MDT - Multidisciplinary Team Meeting MSN - Masters of Science and Nursing NABE - National Association of Bilingual Education NM - New Mexico NMELPA - New Mexico English Language Proficiency Assessment NMSA - New Mexico Statutes Annotated NMSBA - New Mexico Standards Based Assessment NMPED - New Mexico Public Education Department PCSP - Public Charter School Program PD - Professional Development

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 200 | PE - Physical Education PISD - Penasco Independent School District PLC - Professional Learning Communities PLP - Personalized Learning Plans PO - Purchase Order RLIS - Rural Low-Income School RN - Registered Nurse SAT - Student Assistance Team SEG - State Equalization Guarantee SES - Socio Economic Status SIOP - Sheltered Instruction, Observation Protocol TESOL - Teaching English to Students of Other Languages US - United States

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 201 | APPENDIX I

Compelling Topics Rubric

L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 202 | Attribute Mastery (4) Artisan (3) Apprentice Beginner (1) Score (2) This topic This topic provides This topic makes This topic This topic does not provides ample exciting linkages to linkages to multiple aligns to at align well to opportunities to multiple disciplines disciplines and can least one appropriate link with state and is easily be aligned to grade discipline at standards and standards and aligned to grade level standards and grade level benchmarks at benchmarks. level standards and benchmarks. standards and grade level. benchmarks. benchmarks.

The topic engages I will pursue this I see many I am willing to I hate this topic. the personal topic regardless of connections with live with it and interests of our whether we pick it my life, my skills will do my best teaching staff. for our expedition. and my interests and am happy to be considering this topic. The topic is Many meaningful Multiple meaningful Some or few No relevance relevant to connections. connections. connections to student’s lives. Students have a Students can the lives of Students have no sense of ownership articulate how topic students. awareness of topic. and passion about connects to their There is the topic. lives awareness but Continued further involvement with description of topic after the unit. connection is missing or limited. The topic has Even though the Cross-curricular This topic has This is a limited multiple topic provides connections are some cross- topic that lacks any curriculum endless obvious and curricular real depth. connections and possibilities, there possibilities connections, endless is a clear pathway generate but it’s difficult possibilities. that makes it excitement. to envision the manageable. possibilities.

This topic There exist There are There are There are no provides authentic extensive, exciting numerous fieldwork limited relevant fieldwork fieldwork and a fieldwork options options and fieldwork sites available but variety of experts. with a variety of community experts options and there may be community experts. available. some experts experts. are available. This topic There are multiple The topic could The topic The topic could provides an pathways for engage students in provides an introduce a current uplifting and students to engage creative, positive introduction to cause / struggle. empowering in positive, active and intelligent a current response to a responses to a responses to struggle / current social or relevant struggle / current struggle / cause and environmental cause. cause. explores struggle. solutions.

This topic is able The connections The connections The There is no to begin at the between the between the connections apparent student level and local/student level local/student and between connection of the connect to the to the global the global level local/student topic between global level. perspective are could be developed level and student/global natural and obvious through expedition global are not levels. to staff and process. obvious and students. perhaps contrived. Attribute Mastery (4) Artisan (3) Apprentice (2) Beginner (1) Score This topic leads to This historically This topic has There is There are no historical roots in relevant topic leads historical evidence of obvious the region, L a directly J i c a rto i multiple t a C o m msignificance u n i t y to S c h o ohistorical l roots connections to P a g e 203 | connections to the resources and multiple elements in in the topic. historical roots in community. experts in the the the community/region. community/region. community/region. L a J i c a r i t a C o m m u n i t y S c h o o l P a g e 204 |