It Is the Mission of Akana Middle School to Serve and Prepare Students Grades 6-8, And

I. Mission

It is the mission of Akana Middle School to serve and prepare students grades 6-8, and those who have an interest or background in learning about American Indian cultures, with the academic proficiency and socio-cultural competence necessary to be empowered citizens in the 21st century. Students will develop a comprehensive understanding of American Indian culture through language immersion and academic expertise through technological literacy, content mastery, critical thinking and problem solving skills. The Akana Middle School will provide a student centered safe haven for culturally diverse students, model life-long learning skills, and give students personalized thematic/integrated instruction in their learning styles while remaining committed to holistic education that balances the mental, physical, emotional, and spiritual dimensions of learning.

It is the mission of the Akana Middle School to equip students, grades 6-8, with both the academic expertise to successfully negotiate the pressures of our technologically advanced society and the inner strength to live a life of integrity, balance and harmony. The school will provide a safe haven for culturally diverse students that meets their academic and socio-cultural needs and provide special assistance in making the transition to the learning styles required in the secondary grades while remaining dedicated to holistic education that balances the mental, physical, emotional, and spiritual dimensions of learning.

Students will exhibit academic excellence in all disciplines and receive personalized instruction. The curriculum will be cultural and language based. Instruction will be both integrated and thematic. A unique facet of this vision is the incorporation of native language teaching

II. Introduction Students at the middle school grade levels are entering a crucial formative stage on the path to adulthood that is recognized in various American Indian tribes through rites of passage ceremonies. The Akana Middle School offers a unique opportunity to impart cultural celebration, ritual and ceremony into academic exercises to build in students a sense of identity, purpose and belonging. The school will aim to bridge the gap between Western style educational teaching and learning methods with traditional American Indian teachings to provide its students with a positive educational environment that promotes academic achievement, self-esteem, social fabric, and cultural traditions.

The curriculum is holistic and balanced; intertwining academic, social and cultural aspects of each student's life. It will teach and show respect for individual gifts and talents, with emphasis on the sharing of knowledge and resources rather than on individual competition. The Akana Middle School will graduate students equipped with both the academic expertise to successfully negotiate the pressures of our technologically advanced society and the inner strength to live a life of integrity, balance and harmony. Having a charter school will result in a five-year plan of continuous high quality academic and cultural instruction, staff development, educational research, and student growth. The overall goal of the Akana Middle School is to have all students graduate from high school after completing a unique and innovative academic and culturally enriched education that provides the students with the opportunities to pursue college and/or a career of their choice.

III. II. DESCRIPTIONS OF THE ITEMS FOUND IN 47605 (B) OF THE CHARTER SCHOOLS ACT OF 1992 a. A description of the educational program of the school, designed, among other things, to identify those whom the school is attempting to educate, what it means to be an “educated person” in the 21 st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners.

A. Key Features of the Educational Program When Fully Implemented

 Constructivist approach to learning  Integrated and Thematic Instruction  Language Based Curriculum  Interactive and experiential curriculum  Mastery of standards adopted by teachers, parents, and students  Collaborative learning experiences  The school as community  Powerful study skills  Support networks  Flexible scheduling to maximize learning time  Smaller student teacher ratio  Grades 6-8

1. Students to be Served The Akana Middle School will serve approximately 100 students in grades 6-8 during the first year of operation. Student recruitment will not be geographically specific but will include a diverse segment of the surrounding community to promote realization of the vision and mission of the school. The school will increase grade levels, as feasible, until it serves students in grades 6-12. Elementary grades may be added in the future.

The physical location of the school will be in Southern California working with urban and suburban students and their families. The estimated ethnic makeup will be 90% American Indian, 5% Latino, 3% African American, 1% Pacific Islander and 1% Caucasian. Approximately 75% of the student population will be eligible for free or reduced meals and 40% will be CAL WORKS Participants (Children on Welfare). It is anticipated that 80% of the students will be identified as “high risk” or “special needs” with 3-5% of the population being exceptional needs (special education) students. There is a growing concern in the urban Indian community about cultural disconnection. Family, clan, and kinship ties form the basis of American Indian culture. During the relocation era of the 1950’s, American Indian people were moved from reservation to selected urban areas, which resulted in many hardships for Indian people. This governmental policy resulted in cultural disconnection. Currently, the American Indian community is very widely geographically dispersed, and parents often stress the importance of community building experiences to offset the cultural disconnection.

The Akana Middle School will serve students from Los Angeles, Orange and Riverside counties. The Orange and Los Angeles County areas are home to the largest off- reservation population of American Indian people in the United States. There are over 50,000 American Indian people in Los Angeles alone, and 31%of these are under the age of 18. In Orange County the population is approximately 15,091, and 24% are school age. In Los Angeles County, almost 40% of American Indian children are currently dependent at the social system, whether through out of home placement, juvenile justice, or public assistance.

Describe how you will educate Special Education students in your school.

 All students will have an individualized education plan so as to minimize the labeling and need for “pull out” of SPED students.  School will provide an inclusion facilitator to assure the successful integration of all SPED students  A school psychologist will be hired on as needed basis to attend meetings, assess, and help with formulating an IEP  The school will provide a multi-disciplinary team (Inclusion Facilitator, School Psychologist, Administrator, Teacher, Parent/Guardian, Student and other professionals as indicated) to conduct SST meetings, IEP meetings and related follow-up  School will negotiate with LEA for services for high needs students (blind, deaf, emotional disturbances, etc.)  School will collaborate with community resources for vocational rehabilitation, specialized apparatus and services  Site is already disabled friendly and will accommodate a variety of special needs

Describe how you will educate English Language Learners in your school

 A minimum of one teacher and one instructional aide will be bilingual, in order to provide services needed to establish English fluency.  English learners will learn through a language immersion program  Curriculum will be designed to meet the needs of language learners by providing instructional “sheltered” strategies in core subjects  School will negotiate with the LEA for LEP assessment and services  Parents are trained to be partners in the educational process. This may include: 1. Translating materials 2. Overcoming cultural barriers about the appropriateness of contacting the school. i. Training parents in the cultural aspects of the American schools. ii. Training parents in how to communicate with teachers, counselor, or administrator. IV. Parenting Program 3. Parents receive “Positive Indian Parent” training.  Parents/Student Communication is emphasized.

The establishment of the Akana Middle School will provide a setting that meets the academic and socio-cultural needs of students and provide special assistance in making the transition to the learning styles required in the secondary grades.

Admissions Preferences and Procedures

 Students grades 6-8 or equivalent age  Applicants have an interest or background in learning about American Indian cultures  Applicants parent/guardian(s) will submit a letter of intent to enroll  Applicant will write an essay about “Why I want to attend Akana Middle School.”  Students and Parent/Guardian(s) will sign an admissions contract before enrollment o Attendance o Behavior o Commitment to mission/vision  Parent/guardian(s) will submit past student records  Student will be tested prior to admission to assess grade level competency o Those students testing below criterion grade level may be required to attend more than the usual three year program  Parent will attend a parent orientation

V. The Educational Program

A. Existing Inadequate Approach American Indian children experience a high rate of academic failure, as measured by dropout rates and/or the inability to enter institutions of higher education. Indian educators endorse holistic approaches to learning, but public schools do not always teach holistically. Neither do they address the cultural and social needs of Indian children. Historically, western-style education has been used as a tool to assimilate Indian people into the dominant culture. The results have been costly to American society and costly in terms of Indian student self-esteem and achievement. For American Indian children, if current trends continue:  29% will drop out of school;  90% will not be able to embrace their cultural, thus  their self-esteem and economic productivity will be jeopardized;  100% will not know their tribal language, which jeopardizes the existence of entire Indian nations;  the suicide rate will continue to be three times the national average;  40% will be dependent of the public through children’s services, the justice system, or public welfare system;  teen pregnancy rates will continue to rise (the only group to see a rate increase in the state).

Recent successes such as American Indian Charter School in Oakland, CA, the Four Winds School in Chico, CA, the Native American Preparatory School in Albuquerque, NM and programs of the Southern California Indian Center, Inc.’s Education Component (serving Los Angeles, Orange, Riverside and Kern Counties) demonstrate that American Indian students flourish in an environment that meets their needs academically and culturally. The Akana Middle School is designed to meet the academic and socio- cultural needs of students and provide special assistance in making the transition to the learning styles required in the secondary grades.

VI. Educational Goals Recognizing that existing educational approaches are not meeting the academic or socio- cultural needs of a vast majority of American Indian students, the charter developers, including parents, students, community members, college and university faculty, and SCIC staff, began to envision a school that would equip students with both the academic expertise to successfully negotiate the pressures of our technologically advanced society and the inner strength to live a life of integrity, balance and harmony. They developed an exemplary approach that provides a safe haven for culturally diverse students; dedicated to upholding state standards while embracing the oral and environmentally based traditions of American Indian culture. In addition, the school will use the strategy of Martin Brokenleg, providing a sense of belonging, generosity, independence, and mastery. The pedagogy will produce strong and healthy students who will compete and excel in the life areas of their choice. Akana Middle School will become a place where living and learning are fully integrated. It is the marriage of these seemingly competing values that will allow students to acquire the tools to find balance in their lives. Our students will encounter academic rigor and cultural competence to promote a student body that is equipped to be successful in mainstream society while retaining their cultural identity and pride.

In developing national and state standards, educators address the methods by which instruction is delivered as well as the content. The instructional methods chosen show promise for providing the best learning results consistent with the content. In developing cultural and language based instructional programs, the Akana Middle School has chosen pedagogy that best relates to the subject matter and utilizes the unique features American Indian culture. The philosophy behind the approach is based on a constructivist approach to learning, as well as, an Integrated Thematic methodology. With support of a Nationally recognized educational program, SCORE, the techniques used assume that all children can and want to learn and given the support and tools will be successful scholars. All three approaches are described briefly after an explanation of what our core belief means to learn mentally, physically, emotionally and spiritually.

In developing their minds students become master learners. As such, they will excel in oral communication, reading, writing, mathematics, and problem solving. They will also develop conversational skills in a Native language. As the breadth and depth of their knowledge grows, they will become complex thinkers and problem-solvers.

In developing their bodies, students will become as physically fit as possible and learn how to understand and take care of their bodies through exercise, dance, nutritious eating habits and healthy practices. Students will learn to respect their bodies.

Emotional development in a rich academic curriculum, requires they must eliminate negative factors in their lives that would detract from their success. These negative factors include, but are not limited to, substance abuse, alcohol abuse, recovery from grief experiences, gang involvement, or poor attendance. The school will monitor the progress of students, counseling them regularly and enlisting appropriate support networks when a student has a need that is negatively impacting academics. Students will be taught to be personally responsible for their learning and to make decisions that positively impact their lives.

In developing spiritually we help the students grow in confidence of themselves as competent learners. They will know how to initiate new learning experiences to satisfy their need to know. They will understand that risk taking and requesting help are part of the learning process. At the same time, students’ feelings of compassion for themselves, others at school, and members of the broader community will increase.

They will come to understand the value of knowledge to positively benefit themselves and others. They will develop skills to work together, a traditional American Indian quality, use the healing power of humor, and resolve conflicts in culturally fitting ways.

A. Constructivist Approach to Learning Constructivist education provides the overarching framework for the Centers' applied research and dissemination activities. Constructivist theory is based on Piaget's work, which demonstrates that children actively construct their knowledge and intelligence. Constructivist education facilitates children's active construction of knowledge by: engaging the child's interest through appealing "hands-on" activities, inspiring active experimentation with phenomena of the physical world with all its necessary groping and error, and fostering cooperation between adults and children and among children themselves. The role of the constructivist teacher is to create an atmosphere that fosters active reasoning and mutual respect. The constructivist teacher is a companion and guide who minimizes the exercise of authority and stimulates: a. Initiative b. Experimentation c. Reasoning, and d. Social Collaboration

"Reasoning is developed as children are doing things that interest them. The goal of constructivist education is to create an atmosphere that inspires children to explore, to experiment, to make mistakes, and have wonderful ideas."

VII. Integrated Thematic Instructional Approach The Integrated Thematic Instructional (ITI) approach developed by Susan Kovalik is the educational process which best describes how learning occurs best. The ITT approach combines the accumulative knowledge in the following three areas: brain research, teaching strategies, and curriculum development. With the development of a cultural/language-based curriculum at the Akana School these elements are critical for a successful integrating Western style core curriculum and American Indian oral tradition.

Moreover, the Life Skills that are part of the ITI approach are also empowering. Those skills include: perseverance, patience, sense of humor, curiosity, common sense, cooperation, effort, friendship, problem solving, flexibility, caring, initiative, and responsibility.

Kovalik asserts that the curriculum and the instructional strategies used in today’s classrooms are brain-antagonistic. Traditional instruction is heavily weighted toward using only two intelligences: logical mathematical and linguistic. There are at least five other intelligences that are often neglected in schools. Howard Gardner identifies them as: spatial, bodily kinesthetic, musical, intrapersonal, and interpersonal. The brain learns best when it utilizes all its intelligences. Kovalik’s Integrated Thematic Instructional approach suggests that learning best occurs when the following eight elements are present:

VIII. Absence of Threat a. Meaningful Content b. Choices c. Adequate Time d. Enriched Environment e. Collaboration f. Immediate Feedback g. Mastery

Indian educators endorse holistic approaches to learning, but public schools do not always teach holistically. Neither do they address the cultural and social needs of Indian children. By using the ITI approach, teachers develop yearlong themes that serve as the mechanism to pull together the year’s instruction. Each month under the theme, facts and skills are merged with important aspects of culture and history. Each week, meaningful content is taught and learned via creative inquiry and experiential lessons integrating the mental, physical, emotional and spiritual essentials of the students. The outcome is academically effective students with positive self-concepts, and a cultural and social grounding.

The curriculum for the Akana Middle School is founded on the shared metaphor and symbols of American Indian people. Instead of experiencing learning as a dry and mechanical, fact and test oriented representation of the world, students enter into the world of learning as story. In this milieu teachers are facilitators of learning and model of a lifestyle that embraces the wonder of knowledge. The ITI approach requires that teachers do research and become more knowledgeable about what they teach. Teachers will receive ongoing staff development from some of the top American Indian educators in the field. Students learn about other cultures views and thereby gain insights into themselves and the natural world. Learning becomes a mixture of creativity, self- exploration and application.

In the ITI model, the focus is of the learner making sense and discovering for her/himself the important concepts that need to me mastered. Doing teacher-designed inquiries or activities that are brain compatible does this. The school recognizes the culture of the students as fundamental for her or his education. Using the constructivist approach to learning, teachers will build on strengths.

To ensure that inquiries and activities are not limited tone or two intelligences, teachers design inquiries to be accomplished using Gardner’s seven problem-solving intelligences. Using all seven of the intelligences insures that all student-learning styles have been accommodated. Ideally, at least 50% of the inquiries are in the community and the environment. Students are introduced to the natural phenomena that sustain all life through an exploration of American Indian stories related to the Winds, Mountains, Seas, Forests, Lakes, Rivers, Plains, and Deserts. The representation of these natural entities in traditional rituals and art forms is studied, along with related manifestations, to gain insight into their nature and characteristics as seen through the eyes and minds of Native People. Rather than reading about animals, for example, students would actually study animals in their natural habitat. Students are therefore encouraged to establish their own relationship to the Earth and to creatively express that understanding through many modes of learning. Students expand their awareness of the environment and of themselves as creative beings that are part of a greater story of creation.

Teachers spend less time lecturing. A rule of thumb, at the Akana School, is limiting the number of minutes of lecture to the learner’s age. Sixth graders, for instance would nave about 12 minutes of lecture or direct teacher instruction per hour. The remaining time students are immersed in exploration of social experiences, and through dialogue, research, creative learning activities, guest speakers, special projects, films and the arts. In this way they learn how their own community is connect to the natural world. Class periods would also be longer. The ITI model requires adequate time, for example, to observe and study the habitat of animals. The ITI method of teaching requires extensive preparation. The ITI model requires teachers to do research by talking with knowledgeable people, such as elders, by seeking outside sources, like American Indian role models, and reading widely.

IX. Cultural/Language Based Approach A strong culturally based curriculum is essential to creating the atmosphere where the technology and societal pressures of the current age can be met with the oral and environmentally based traditions of American Indian culture. It is the marriage of these seemingly competing values that will allow students to acquire the tools to find balance in their lives. Tribal education revolves around experiential learning (learning by doing and seeing), storytelling (learning by listening and imagining), ritual/ceremony (learning through initiation), dreaming (learning through unconscious imagery), tutoring (learning through apprenticeship), and artistic creation (learning through creative synthesis).

Students at the middle school grade levels are entering a crucial formative stage on the path to adulthood that is recognized in various American Indian tribes through rites of passage ceremonies. Important initiation ceremonies and accompanying formal education will be integrated with the natural physical and psychological transitions occurring at this juncture in students’ lives. The Akana Middle School will offer a unique opportunity to impart cultural celebration, ritual and ceremony into academic exercises to build in students a sense of identity, purpose and belonging.

Another unique facet of this vision is the incorporation of native language teaching. Many native language speakers reside in the target area. They will proudly participate in a community-school partnership that will enable students to meet their foreign language requirements while they retain their cultural heritage and enhance their sense of self.

X. SCORE Support Program Academic The Akana Middle School will use the SCORE for College curriculum, an exemplary program validated by the United States Department of Education. The SCORE Program is a comprehensive support program that will bring together the school’s administrators, counselors, teachers, parents, and students to increase the students’ academic performance and college/career eligibility. By using the SCORE Program combined with culturally based educational methods, the main focus will be to keep the academically challenged and academically at risk students interested in their education so that they will remain in school and/or pursue a college education. Students receive support through:  Learning powerful study skills.  Participating in tutorials.  Setting personal goals aligned with their individual/cultural values.  Receiving timely academic and career counseling.  Utilizing appropriate support networks.

In keeping the at risk students academically and emotionally on track, the school will offer study skills that students will keep for a lifetime, and that can be used across all curriculums in elementary, intermediate, secondary, and post secondary institutions. In addition, academic support, guidance counseling, parent involvement, motivational activities, and summer acceleration will be provided to project students.

Academic support activities will include tutoring classes, study teams, and academic counseling. Guidance counseling activities will be provided and will include individual academic, career, intervention, and prevention counseling. In addition, self-esteem development and monitoring of students’ progress support will be provided.

Parent Involvement The school will promote parent involvement to include parent/student outreach activities that target the parents that have little or no college education. Studies have shown that students as young as elementary school with parents that have little or no higher education, are less likely to go on to college. Parent involvement activities will include parent/student workshops to gain the skills necessary to support their child’s educational goals and to reinforce learning in the classroom.

The Akana Middle School believes that parents are the single most important influence in motivating students to academic excellence. Consequently, we seek to actively involve parents as partners in the educational process. We recognize that parents need specific tools and strategies to feel empowered in their students’ learning. The key elements to our parent program include improving home/school communication, training of parents in the “Parent as Partner” philosophy, and parenting training.

XI. Improving home/school communication. b. Parents are seen as both an asset and an advocate in the learning process. c. Nontraditional means are used to communicate with the home. d. Involving students in performances and enlisting their support in getting their parent’s to attend. e. Using an informal/social style of communication including home visits, elder to parent interactions and making use of social/cultural gatherings to impart information. f. Written communication and follow-up phone calls. g. Parents are always seen as supportive advocates; an atmosphere of mutual animosity is never allowed to develop. h. The school seeks to develop communication and messages of caring between parent and child. This includes: i. Good notes sent home. j. The school’s mission is communicated to all parents. k. School calendars, bulletins, fliers and special events sent home. 2. Parents as Partners a. Parents are trained to be partners in the educational process. This may include: b. Overcoming cultural barriers about the appropriateness of contacting the school. c. Simple homework guidelines such as keeping younger children from disturbing study and freeing students for chores long enough to complete their homework. i. More advanced study applications such as questioning techniques, how to drill a student for a spelling test, and how to have children teach parents what they learned in class. ii. Training parents in the cultural aspects of the American schools. iii. Training parents in how to communicate with teachers, counselor, or administrator. 1. Parents are contributing partners in the school. This means that parents will be involved in volunteering in the classroom and in fundraising so that they and their students will have additional opportunities to participate in field trips, and learning activities outside of the school. XII. Parenting d. Parents/Student Communication is emphasized. i. Parents receive “Positive Indian Parent” training. ii. Parent self-esteem is developed in the process of teaching parents how to boost the self-esteem of their children.

Motivational Activities The motivational activities will reinforce the students academic and career goals, to provide leadership experiences through leadership camps, Medicine Ways Conferences, and school and community service. In participating in these kinds of motivational activities, students gain a sense of responsibility, attain skills for healthy life choices, and feel good about themselves. When there are changes in the student’s outlook about their educational experiences and about themselves, their entire way of life changes for the better.

Implementing SCORE Implementing the SCORE program into this project and bringing in teachers, administrators, community based organizations, culturally based partnerships, community role models, mentors, and local business etc., the students will have the greatest opportunity to attain life long learning skills and academic success from an early age.

The school will integrate a variety of settings to assist the students in preparing for life long learning, academic, personal, and emotional success. Students will use settings such as educational institutions, elementary, intermediate, high school, colleges and universities, church and local community centers, local business, and community based agencies to assist students through their transitions of achievement. The overall magnitude of the project will be seen when the academically challenged and academically at risk students leave the project experiencing academic accomplishment, a place of belonging, a sense of responsibility, cultural diversity, cultural harmony, and individual worth within themselves, amongst their peers, and in society. American Indian students become partners in their own education and the entire school community joins in the pursuit of powerful learning. The students’ participation in this project will come to an end at high school graduation, but the students will have discovered, learned, and achieved both academically and personally using life-learning skills that the students will take away with them for life. Their achievements to their success are the major stepping- stones in reaching their future dreams. In addition, the long-term affects of this project will be seen when former project students graduate from college and become successful entrepreneurs, schoolteachers, community leaders, scientists, and engineers, etc.

Collaboration and Networking Strategies It is the stated belief of the Charter Developers Group that Akana Middle School will be effectively developed through the effective use of individual knowledge, partnerships and collaborations. This ongoing process will seek the involvement of parents, students, elders, teachers, administrators, researchers, and all community stakeholders in each part of the process. The Charter Developers will continue to work with UC Irvine School of Education, UCLA Native American Studies Department, DQ University and ITEPP to focus on developing teacher recruitment strategies, methods of teaching and learning, development of student performance outcomes, development of a comprehensive student assessment program and development of a professional development plan for administrators and teachers. Technical assistance will be provided through the Southern California Comprehensive Assistance Center, National Center for American Indian Enterprise Development, Native American Business Leaders Program and the Southern California American Indian Chamber of Commerce, the UC Irvine School of Education and the Orange County Office of Education. Intentional monthly or quarterly meetings will be held with the chartering LEA and Southern California Indian Center, Inc. to ensure on-going communication and accountability. It is important that the project be a collaborative effort among parents, students, elders, teachers, institutions of higher education, community leaders and members to complete the work.

Professional Development Activities Experts and practitioners will share their knowledge in workshops held every other month during the school year. Presenters will include: Raymond Reyes Ph.D., Associate Academic Vice President for Diversity at Gonzaga University; Clayton Small Ph.D., former principal of The Native American Preparatory; Martin Brokenleg Ph.D., Dean of Black Hills Seminars and Professor of Native American Studies at Augustana College; and Gregory Cajete Ph.D., author of Look to the Mountain, An Ecology of Indigenous Education. The information gleaned from these sessions will be implemented in the monthly work sessions and put into practice creating the highest academic and cultural instruction, staff development, educational research, and student growth.

Selected presenters will assist with consultation and ongoing program evaluation. Additionally, visits will be planned to other Charter Schools and/or American Indian schools, such as the San Diego Charter School, Native American Preparatory School, Medicine Wheel Academy and Chief Leichi School. Key staff will be selected by the by the school will be sent to the National Charter Schools Conference and the National and State Indian Education Conferences. Community Partnerships

It is the stated belief of the Charter Developers Group that Akana Middle School will be effectively developed through the effective use of individual knowledge, partnerships and collaborations.  UC Irvine School of Education,  UCLA Native American Studies Department,  DQ University and  ITEPP to focus on developing teacher recruitment strategies, methods of teaching and learning, development of student performance outcomes, development of a comprehensive student assessment program and development of a professional development plan for administrators and teachers.

Technical assistance will be provided through the  Southern California Comprehensive Assistance Center,  National Center for American Indian Enterprise Development,  Native American Business Leaders Program and the  Southern California American Indian Chamber of Commerce, the  UC Irvine School of Education and the  Orange County Office of Education. Intentional monthly or quarterly meetings will be held with  The chartering LEA and  Southern California Indian Center, Inc.  Southwest Museum,  The Museum of Tolerance,  CSU Fullerton, local community colleges  A collaborative effort among parents, students, elders, teachers, researchers, institutions of higher education, community leaders.

XIII. Context of the Educational Program Initially, the educational program, will be conducted in the context of a 180-day single track year round schedule, with the option of students and teachers participating in a 30 day academic enrichment program. The school will provide summer acceleration activities to strengthen and define the students’ academic skills and personal goals. Summer acceleration will provide information about college, to motivate and accelerate the student’s academic achievement, to participate in summer job training programs, and to improve the student’s attitudes towards schoolwork and school. During the summer, students will learn to be tutors/peer mentors, thus becoming role models to other academically challenged and at risk students newly entered into the program. Over the life of the charter, additional funding sources beyond the general fund will be sought to allow the school the flexibility to explore locations and natural environments outside the traditional school setting. A single track year round schedule with the option of extending the school year through intersessions is more appropriate for American Indian students attending urban schools. R.D. Alcorn, for example, reported in the April issue of Thrust for Educational Leadership that “year round education which substitutes several shorter vacation breaks for the traditional 3-month summer vacation enhances the momentum and continuity of instruction and produces high pay offs for educationally and economically disadvantaged students.” During the off months, a two week education acceleration program will be offered to pre- teach basic concepts of the upcoming unit. Attendance will not be mandatory, but it is anticipated to be high. Our intention is not to remediate, but prepare students for success.

The student teacher ratio is proposed at about 20:1 to increase the opportunity to for establishing relationships between teachers, students and parents at the school. The Academy will not just teach a subject; it will teach a way of life. Using the constructivist approach to learning, teachers will build on strengths. The school recognizes the culture of the student as fundamental to his or her own education. Students and teachers alike will adhere to the vision of lifelong learning. No one person will be the “holder of the knowledge.” Youth are encouraged to share their wisdom, which is incorporated throughout the curriculum. Teachers are facilitators of learning and models of a lifestyle that embraces the wonder of knowledge. Learning is experiential. Students explore their coursework in the community and the environment.

b. The measurable student outcomes identified for use by the charter school. “Pupil outcomes,” for purposes of this part, means the extent to which all pupils of the school demonstrate that they have attained the skills, knowledge, and attitudes specific as goals in the school’s educational program.

XIV. XV. Site Adopted Targets The Akana Middle School uses three indicators to identify student’s readiness for secondary education and the academic expertise to negotiate the pressures of our technologically advanced society. They are: achieve content mastery using CA State curriculum standards through a culturally based curriculum, understand and speak an American Indian language conversationally, developing the emotional intelligence to interact successfully in social situations. We believe that each student needs to demonstrate mastery of the indicators but in addition should acquire experience and application of the following skills:  Have knowledge of and demonstrate use of technology to assist core academics and connect to their tribe (cultural)  Core academics – address and drive out CA state standards through a culturally based curriculum  Personalized plan for career development, secondary & higher ed continuance  Community service  Social competence  Life long learning  Study skills

As our students enter into the 21st century, it is our belief that students at the Akana Middle School will take skills, values, and knowledge they gained into their professional, family and social lives. Their achievements to their success are the major stepping-stones in reaching their future dreams. In addition, the long term affects of participation at Akana Middle School will be seen when the former students graduate from college and become successful entrepreneurs, schoolteachers, administrators, community leaders, scientists and engineers.

XVI. Refining and Using Site-Adopted Targets and Benchmarks

During the first year of operation parents, teachers and students will operationalize and develop benchmarks for the three stated indicators.

XVII. Additional Adopted Targets

A. Parental Involvement There is a growing concern in the urban Indian community about cultural disconnection. Family, clan, and kinship ties form the basis of American Indian culture. During the Relocation era of the 1950's, American Indian people were moved from reservations to selected urban areas. This resulted in many hardships for Indian people. This governmental policy resulted in cultural disconnection. Currently, the American Indian community is very widely geographically dispersed, and parents often stress the importance of community building experiences to offset the cultural disconnection.

The Akana Middle School believes that parents are the single most important influence in motivating students to academic excellence. Consequently, we seek to actively involve parents as partners in the educational process. We recognize that parents need specific tools and strategies to feel empowered in their students’ learning. The key elements to our parent program include improving home/school communication, training of parents in the “Parent as Partner” philosophy, and parenting training.

XVIII. Improving home/school communication. e. Parents are seen as both an asset and an advocate in the learning process. f. Nontraditional means are used to communicate with the home. g. Involving students in performances and enlisting their support in getting their parent’s to attend. h. Using an informal/social style of communication including home visits, elder to parent interactions and making use of social/cultural gatherings to impart information. i. Written communication and follow-up phone calls. j. Parents are always seen as supportive advocates; an atmosphere of mutual animosity is never allowed to develop. k. The school seeks to develop communication and messages of caring between parent and child. This includes: l. Good notes sent home. m. The school’s mission is communicated to all parents. n. School calendars, bulletins, fliers and special events sent home. 3. Parents as Partners a. Parents are trained to be partners in the educational process. This may include: b. Overcoming cultural barriers about the appropriateness of contacting the school. c. Simple homework guidelines such as keeping younger children from disturbing study and freeing students for chores long enough to complete their homework. i. More advanced study applications such as questioning techniques, how to drill a student for a spelling test, and how to have children teach parents what they learned in class. ii. Training parents in the cultural aspects of the American schools. iii. Training parents in how to communicate with teachers, counselor, or administrator. 1. Parents are contributing partners in the school. This means that parents will be involved in volunteering in the classroom and in fundraising so that they and their students will have additional opportunities to participate in field trips, and learning activities outside of the school. XIX. Parenting d. Parents/Student Communication is emphasized. i. Parents receive “Positive Indian Parent” training. ii. Parent self-esteem is developed in the process of teaching parents how to boost the self-esteem of their children.

A. Student Achievement Student performance will be measured using a variety of assessment tools. These include traditional means of evaluation (standardized tests (STAR Testing/Stanford 9), objective tests, essay examinations, and short answer tests) and performance-based assessments (portfolios, videos, performances, projects, learning logs, teacher logs, conferences, and exhibits). Data will be collected utilizing both in-class and standardized test results. Feedback will be given to parents on a quarterly basis through conferences and teachers will reward academic progress and constructively address concerns with weekly home phone contacts. Students will meet monthly with their teacher and qualified staff to assure their overall progress and continuous improvement. Additional support will be provided by a school counselor to promote motivation, study skills and ongoing interventions for barriers to learning. In addition, student service learning will provide additional insight into student growth.

B. Student Attendance C. Drop Out Reduction

D. Employee Relations

E. Students Want to and Can Learn

III. School Administration Accountability

IV. Teacher Accountability It is the belief of the Akana Middle School that all students – regardless of personal or academic circumstances – wants to succeed. And every student will succeed…given the right skills, tools and support.

T Goal Measuring Exit Criteria a Device Academic mastery as r measured by: g e t Grade 6: To study people Social Studies Student 6: Development of critical and events of western and portfolios, thinking by considering why, non-western ancient Performance when and where civilizations civilizations, emphasis is on exams, Oral developed, flourished and everyday lives, problems and presentations, declined. accomplishments. Exhibitions, 7: Analyze the impact of Grade 7: To study the Proficiency exit geography, politics, economic, social, economic and standard and religion on social technological structures of (including structures of civilizations. historic civilizations (500- appropriate use 1789 AD) compared to of standardized American Indian cultures tests) during the same time 8: Identify and explain the periods. circumstances and events that Grade 8: To study American formed the New World and its Indian contributions in the impact on contemporary development of America American Indian social and from the Constitution economic conditions. through WWI. Grade 6: To study Mother Earth Science Students learn to 6: Develop a portfolio and Earth’s structures and think about keep orally identify an intuitive shapes. The effects of a journal understanding of different energy and ecosystems from connecting the Indian cultures way of living, an indigenous point of view. world of and acting in relationship to Understanding the cultural relationships, their particular environment. influences of science and social structures, how different cultures apply concepts, ideas, the process of science. and values that reflect Grade: 7 To study cell characteristics of 7: Performances of tribal biology and genetics, other cultures. stories will exhibit students’ evolution and the earth Life Science ability to exemplify the history, structure and interrelatedness of all Indian function of living systems cultures and the unique and physical principles of cultural interpretations of the living systems. Students natural world. learn a multi-disciplinary Students draw approach to research and animals, make gain insights about animal masks, themselves and cultural work with conditioning in the natural animals, create world. music, dance or 8: Exit collection including at performances least two expressions of Grade 8: To study Motion, that revolve understanding of the essential Forces, Structure of Matter, around stories of concepts presented either Earth in the solar system, animals or the artistically, orally or written. Reactions, Chemistry of creative Students analyze the matter of living systems, Preiodic inspirations they wholeness as a reality that table, Density and buoyancy. Physical ignite. each living thing participates Students are introduced to Science in. the metaphors, symbols, and life-ways of American Indian cultures. Students explore the matter of wholeness as a reality that each living thing participates in. Through ritual, dance, and art students express understanding of seeking life, that dynamic balance of physical and spiritual reality that we recognize as life. Students explore the matter of wholeness as a reality that each living thing participates in. MathematicsStudent portfolios, Students will understand concepts in Grade 6: Students will have Performance exams, each area by applying them the mastered the four arithmetic Oral presentations, natural environment, operations of Numbers Sense; Exhibitions, communication, and project driven Algebra and Functions; Proficiency exit activities that elicit everyday Measurement and Geometry; and standard (including experiences in life where math is Statistics, Data Analysis and appropriate use of reality. Probability. standardized tests) Ratios, proportions, percentages, and Grade 7: Students are able to computing interests will be applied manipulate numbers, compute and to basic principles of environmental solve problems through science, budgeting, organizing and conversions and different units of Student portfolios, planning expenses in the real world measurement. Performance exams, through teamwork and independent Oral presentations, projects that promote dialogue that Exhibitions, espouses emotional intelligence in Proficiency exit the work environment standard (including appropriate use of standardized tests)

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Grade 8: Students are introduced to Pre-Algebraic concepts in the prior summer and moved into Algebra I by the eight grade. Symbolic reasoning and calculations with symbols are developed through science, and problem solving situations that are related to logic and thinking patterns.

Students will understand, American By the end of eighth grade all appreciate, and use Native Indian students will speak an American Language in ways that Language Indian Language strengthen understanding, conversationally. appreciation and knowledge of American Indian Cultures.

Students will refine their: Leadership and Students will create a Career development skills Development personalized plan for growth, Secondary and higher Class relationships, spirituality, education continuance skills anger management, sexuality, Organizational and time grief, prevention of drug and management skills alcohol abuse, parenting, family of origin, and prevention of familial and spousal abuse.

XX. Description of Assessment Tools

A. Portfolios Portfolios give the opportunity to collect and measure the best efforts of students and encourage evaluating students in more than one learning context. As well as being anchored in classroom tasks, texts, and contexts, portfolios also allow the measurement of many different cognitive processes, affective responses, and literacy activities.

The Northwest Evaluation Association defines portfolios a portfolio as “a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more area.” Students should be involved in selecting the contents of the collection and in deciding on the criteria for judging merit of individual works. In this sense, a portfolio combines evidence of a student’s learning and student input regarding assessment of that learning. Moreover, it works as a useful vehicle for teacher/student collaboration.

Portfolios can and should contain a variety of student work. There must be guidelines and structure for what is included. The following suggestions will be considered by the Akana Middle School for student work to be considered in a portfolio:  Graded and un-graded work  Polished and unpolished work  Process work  Student reflections of their writing and learning  Creative writing  Artwork  Audio and video cassettes  Evidence of learning from activities other than reading and writing

a) Portfolios will be evaluated in two ways: through (1) process “on-going” evaluations and through (2) product evaluations.

Process evaluations can be summaries of student/teacher conferences that record the student’s literacy skill development, attitude, and interests. They can also be used to develop specific activities for enhancement and to plan instruction to meet the needs and interests of the students.

Product evaluations summarize how well a student has progressed over a specified period of time. In conducting a product evaluation, it is important to review the program objectives and then identify the expected performance and the level of achievement. Based on this information, summary forms can then be developed to match the objectives. Summary forms should be designed before the beginning of the program in order to maintain reliable and valid records of the students’ accomplishments. Additional summary forms may be needed to address targets of achievement not included in the program objectives.

B. Presentations and Demonstrations Students can be evaluated as to outcome expectations in terms of presentations and exhibitions. A presentation can be viewed as a short-term and specific demonstration that a student has learned a set of skills or a specific body of knowledge. For example, a cultural program might include in its sot of presentations such things as a student: a. giving an oral report on a particular traditional culture item (such as a basket or hunting tool) detailing how it was made, what it was made of, by whom e.g. men or women, medicine man or warrior and hoe it would have been used traditionally; b. writing an historical autobiography that plsces the student’s family history in the context of his or her tribe’s history; c. retelling a Native legend; d. singing a traditional song; e. performing a traditional dance; f. completing a group project.

C. Final Exhibition a) In contrast to the performance, demonstration, or portfolio, a final exhibition of mastery should outline for the student and staff what the essential expectations of excellence are for student learning over a period of time. Exhibitions should be viewed as culminating exercises within the project and can involve public display or demonstration before Native students, peers, parents, and elders. Several performances could, for instance, comprise a final exhibition. Essentially, final exhibitions are ways of organizing performance standards in a meaningful way for groups of targeted students.

(1) Sample “Final Exhibition” o Culmina ting Activity o Benchm ark Activitie s For Tribal Culture and History

The final exhibition for a Cultural History and Traditions course includes meeting the following standards: 1. Completing a portfolio on tribal history and culture 2. Completing an independent study project 3. Presenting four demonstrations of particular aspects of tribal history and culture 4. Giving an oral or written summary of what the student has learned in the component

The portfolio, developed over one year, is intended to be a reflection and analysis of the history and culture of the student’s tribe. The required items in the portfolio will include:  A written historical history  A timeline of important events in the history of her/his tribe; and  A series of four drawings, collages and/or diagrams representing every day life at four specific historical periods.

The study project can be either a written research paper, a researched art project (such as a diorama), or a researched presentation in drama, dance or singing.

The demonstrations will be oral presentations on the development (materials and processes used) and uses of specific cultural items of the student’s tribe that were either made or collected.

The summary will reflect how the student has changed or grown as a result of this new knowledge (if written, this will be part of the portfolio). The summary could even be an original artwork submitted along with an explanation of how it represents change or growth.

D. Parent Conferences

E. Standardized Test Assessment F. All schools in California are mandated to give a standardized assessment of students learning. Broader picture of student progress using all G. H. I. Expected Results

1. Method For Measuring Site Adopted Targets and Goals

2. TARGET 3. GOAL M E N T A L 5. P H Y S I C A L 6. E M O T I O N A L 7. S o Compassion P o Confidence I o Knowledge of one’s own R learning process I o Self-initiation T o Identify an opportunity to serve o Work cooperatively U the community o Use humor A o Non-violent conflict L resolution

a. The method by which pupil progress in meeting those pupil outcomes is to be measured.

XXI. Assumptions about Assessment

Akana Site Organization

Principal  EDD with Administrative MA degree  Minimal 3 years experience in administrative capacity  Strong leadership skills with ability to maintain the schools vision and mission  Strong organizational, management, and planning skills  Ability to motivate and monitor staff to set goals and work creatively  Effective in evaluating and demonstrating strategies for staff  Training/experience in alternative settings with diverse students  Ability to design a standards/thematic based curriculum  Experience in training curriculum instruction, conflict resolution with diverse students  Indian Education experience preferred  Ability to speak or a willingness to learn a native language  Certificate Degree Indian Blood (CDIB) preferred Teacher (Core)  Valid CA teaching credential  Minimum 5 years teaching experience in subject area  Experience in alternative settings with diverse students  Experience or willingness to implement a standards/thematic based curriculum  Desire to facilitate learning through hands on, experiential lesson plans  Desire to work in a setting emphasizing team teaching, integrated curriculum  Indian Education experience preferred  Ability to speak or a willingness to learn a native language  CDIB preferred Office Assistant  Receptionist duties  Assistance with projects as needed  Clerical assistance as needed  Willingness to keep Special Education records Counselor PT  Valid Pupil Personnel Credential  Experience in alternative settings with diverse students  Experience or willingness to implement a multi-modal counseling program  Desire to work staff in a team approach  Indian Education experience preferred  Ability to speak or a willingness to learn a native language  CDIB preferred Inclusion Facilitator PT  Experience and knowledge of Special Education laws  Experience with multi-disciplinary team meetings and Individualized Education Plans  Ability to conduct educational assessments  Ability to formulate individual goals and objectives  Ability to work effectively with district, staff and community resources  Effective communications with families  Ability to assist in creation of lesson plans to accommodate students’ learning challenges  Indian Education experience preferred  Ability to speak or a willingness to learn a native language  CDIB preferred Elective Enrichment Facilitator PT– Language  Fluent in at least one native language  Ability or willingness to create lesson plans or organized approach to teaching  Ability to facilitate understanding language as essential to deepening cultural knowledge  Willingness to work with teachers in designing cultural component of curriculum  Indian Education experience preferred  CDIB preferred Elective Enrichment Facilitator PT– Culture  Strong knowledge culture through stories, songs, dance, ritual and ceremony  Ability to unite the community-school partners to support a strong language program  Vision for enhancing students’ sense of self through cultural activities  Ability to engage students in hands on cultural experiences  Indian Education experience preferred  Ability to speak or a willingness to learn a native language  CDIB preferred School Psychologist – Contractual  Valid Pupil Personnel Credential  Experience with multi-disciplinary team meetings and Individualized Education Plans  Ability to conduct psycho-educational assessments  Ability to design behavioral and 504 plans  Willingness to work with teachers and to design accommodations to learning environment  Willingness to review and stay current with Special Education records Educational Consultant - Contractual  Knowledge of organizational management  Curriculum development  Language consultant  Indian Education experience preferred  CDIB preferred Plant Maintenance PT – Contractual  As defined by site Community Outreach - Volunteer  Community outreach  Fundraising  Committee organization  Gift solicitation  Coordinates volunteers  Coordinates parent involvement  Indian Education experience preferred  Ability to speak or a willingness to learn a native language  CDIB preferred