Alameda County Board of Education

ALAMEDA COUNTY BOARD OF EDUCATION

AGENDA : VOL. XXIX, NO. 14

OPEN SESSION: Regular Board Meeting: June 9, 2015 - 6:30 PM

MEETING LOCATION : 313 W. Winton Avenue Hayward, CA 94544 510-887-0152 www.acoe.org

CALL TO ORDER:

ROLL CALL: President McWilson Vice-President Knowles Trustee Berrick Trustee Rivera Trustee McDonald Trustee Sims Trustee Cerrato

Any member of the public may comment on agenda items, as each item is presented. Individuals wishing to address the Board need to complete a Speaker Card located at the entrance to the meeting room and provide it to the recording secretary prior to the start of the meeting. Speakers are asked to limit their comments to two minutes each, and the Board President may limit the amount of discussion time for any one agenda item.

SALUTE TO THE FLAG: Pledge of Allegiance

Provide, promote and support leadership and MISSION STATEMENT: service to ensure the success of Every Child...in Every School... Every Day!

This meeting is being recorded and/or RECORDING STATEMENT: broadcasted at the direction of the Board.

1. CSEA Initial Proposal for 1. The Board will hold a public hearing of INFORMATION/ ACTION Negotiation - Public CSEA's Initial Proposal for negotiation of Hearing successor agreement to be effective July 1, 2015 - June 30, 2018. 2. The Board will take comments from the petitioner(s)/ proponent(s)/ opponent(s) of CSEA's Initial Proposal. 2. Public Hearing – Oakland 1. The Board will hold a public hearing for INFORMATION/ ACTION Unity Middle School Oakland Unity’s Material Revision request Material Charter Revision to: change of location from 6038 Brann Street in Oakland to Eastmont Town Center Suite 60 at 7200 Bancroft Avenue in Oakland ; and to add 8 th grade to the grade span. 2. The Board will take comments from the petitioner(s)/ proponent(s)/ opponent(s) of Oakland Unity’s Material Revision petition. 3. The Board will receive an Evaluation Summary Report from ACOE Charter School Review Team regarding their evaluation and recommendation. 4. The Board will consider taking action to either Approve or Deny the charter material revision petition for Oakland Unity. 3. Public Comments [as close Only on items not listed on the agenda. INFORMATION to 7:15 p.m. as possible] This part of the meeting provides an opportunity for the public to address the Board of Education on items that are not listed on the Agenda. Comments are welcome; however, the Board cannot comment on any item that is not agendized. Individuals wishing to address the Board need to complete a Speaker Card located at the entrance to the meeting room and provide it to the recording secretary prior to the start of the meeting. Speakers are asked to limit their comments to two minutes each, and the Board President may limit the amount of comment and discussion time.

4. Consent Agenda – General Matters: A. Minutes of the May 12, 2015 Board will consider approval of the Minutes from ACTION Board Meeting the May 12, 2015 Board Meeting. B. Temporary County Board will take action regarding approving ACTION Certificates issuance of Temporary County Certificates. C. CSBA Membership Dues Board will consider approval for payment for the ACTION following Board membership dues: ò California School Boards Association (CSBA), Education Legal Alliance, and California County Boards of Education (CCBE) Membership Dues 2015-2016 D. Resolution No. 1995 - Board will consider approval of the LGBT Pride ACTION Lesbian, Gay, Bisexual, & Month resolution. Transgender (LGBT) Pride Month (June) E. Resolution No. 1996 - Board will consider approval of the National ACTION National Internet Safety Internet Security Month resolution. Month (June)

5. Personnel Actions Personnel update and employment related actions INFORMATION from the preceding months will be presented to the Board. 6. 2015-2018 Local Control 1. The Board will receive a report and INFORMATION/ ACTION Accountability Plan - Public presentation from staff regarding ACOE's Hearing LCAP. 2. The Board will hold the public hearing on ACOE’s LCAP 2015-2018, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to Education Code §. 52060(d). 7. Alameda County Office of 1. The Board will receive a report from the INFORMATION/ ACTION Education’s (ACOE) Budget Committee and a presentation 2015/2016 Proposed Budget regarding the FY 2015/16 proposed – Public Hearing budget. 2. The Board will hold the public hearing on the FY 2015/2016 proposed budget in accordance with Education Code §. 1620. Proposed budget is available for public viewing at 313 W. Winton Ave., Hayward, CA 94544. 8. Policy and Legislation 1. The Board will review and consider taking INFORMATION/ ACTION Committee Report action to support SB 382 (Lara). 2. The Board will review and consider taking action to omit BP 3210 Travel Expenses of the County Board. 3. The Board will review and consider taking action on the following Board policies for the FIRST READING: ò BP 4112.2 Certification ò BB 9250 Reimbursement, Renumeration, and Other Benefits 9. Facilities Committee Report 1. The Board will review and consider taking INFORMATION/ ACTION action to approve the Facilities Committee charge. 2. The Board will review and consider taking action on BP 1330 Community Relations for the FIRST READING. 10. Reorganization Meeting The Board President will appoint a Board member INFORMATION/ ACTION as chair of the Reorganization meeting for the 2015-2016 fiscal year. 11. Items from the Board Board members will discuss the status of their INFORMATION activities and possible topics of interest to the Board and the general public. 12. President’s Report The President will discuss the status of his INFORMATION activities and possible topics of interest to the Board and the general public. 13. Items from the Secretary The Superintendent, as the Secretary to the Board, INFORMATION will present topics of interest to the Board and the general public. − Educational Services Division Report

14. Adjournment Adjourn the meeting. Visit http://www.acoe.org/board to view live webcasts of regular Board Meetings.

Next Meeting: Regular Meeting June 23, 2015 at 6:30 p.m.

All materials related to an item on this Agenda distributed to the Board of Education within 24hours of the meeting are available for public inspection at the front desk of the Alameda County Office of Education at 313 W. Winton Avenue, Hayward, California at the time they are distributed. For inquiries, please contact the Superintendent's Office at 510-670-4145.

Times indicated are estimates and may change at the Board's discretion.

Memorandum No. - 1. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: L. Karen Monroe, Superintendent of Schools RE: CSEA Initial Proposal for Negotiation - Public Hearing

Background :

The CA School Employees Association (CSEA) and its ACOE Chapter No. 615 submitted an initial proposal for a succssor agreement. The proposal indicates which articles will be negotiated and is made available for public viewing prior to the start of negotiations. This allows the general public an opportunity to review and comment on initial proposals.

Action Requested :

INFORMATION/ ACTION

Open the Public Hearing on the Initial Proposal of CSEA.

Close the Public Hearing on the Initial Proposal of CSEA.

ATTACHMENTS: Type Description Backup Material CSEA-Initial Proposal June I, 2015

ALAMEDA CO. OFC. OF EOUC. VIA Electronic and US Mail [email protected] 2115 JUN -2 p 1: 3¥ I

AFL-CIO L. Karen Monroe, Superintendent SUPERINTENDENT'S OFFICE California Alameda County Office ofEducation School 3 13 West Winton Ave. Employees Hayward, CA 94544-1136 Association Re: CSEA AND ITS CHAPTER NO. 6 15 - fN ITIAL PROPOSAL FOR A 2345 Stanwell Circle SUCCESSOR AGREEMENT Concord, CA 94520 (925) 676-5755 Dear Superintendent Monroe: (800) 464-7717 FAX (925) 676-8351 wwlv.csea.com The California School Employees Association and its A lameda County Offi ce of Education Chapter No. 6 15 (CSEA) hereby submit their initial proposal for a successor agreement for sunshine pursuant to the Educational Employment Member of the AFL-C/0 Relations Act Article 8, Public Notice 3547. The 11atio11s largest i11depe11de11t classified CSEA proposes to open the foll owing articles for their successor agreement: employee associatio11 ARTICLE 4 - ORGANIZATIONAL RIGHTS, to ensure CSEA leaders have an appropriate amount o f release time to attend to association business.

ARTICLE 6- PAY AND ALLOWANCES, to ensure that bargaining unit members receive a fair and equitable salary increase and to ensure that all employees are receiving the same increase during the duration of our Contract. CSEA also has an interest in reducing bargaining unit members' out of pocket costs for required expenses. CSEA also has an interest in ensuring that members have proper and appropriate equipment to perform their jobs.

ARTICLE 8- HEALTH AND WELFARE BENEFITS, to ensure that bargaining unit members receive a fair and equitable increase in employer contributions for health and welfare benefits.

ARTICLE 9 - HOLIDAYS, to ensure that bargaining unit members receive a fair and equitable number of holidays.

ARTICLE 13 - TRANSFERS, to ensure a fa ir and equitable procedure fo r transfers.

Our mission: To improve the lives of our members, students and community. L. Karen Monroe June 1, 2015 Page 2 of2

ADDITIONAL ARTICLES: CSEA reserves the right to propose other amendments during negotiations.

CSEA looks forward to a respectful and productive negotiation with the district.

Sincerely,

CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION

Ryan H. Apperson Labor Relations Representative

RA/me

Cc: Moveita Salter; Kim Lamfers, Chapter Vice President 615; Karen Keegan, Regional Representative 9; Cindy Zecher, Area C Director; Gabriela Echevarria, Field Director; Chapter 615 File

Memorandum No. - 2. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: Teresa Kapellas, Executive Director, Administrative Services RE: Public Hearing – Oakland Unity Middle School Material Charter Revision

Background :

Oakland Unity Middle School (OUMS), scheduled to open fall 2015, has submitted a request for material revision of its charter. The proposed revisions are: 1) change of location from 5328 Brann Street in Oakland to Suite 60 in Eastmont Town Center at 7200 Bancroft Avenue in Oakland; and 2) the addition of 8 th grade to the grade span to be served in the school’s first year of operation. The location proposed in the approved charter for the middle school was the organization’s current high school campus, but the relocation of the high school has been delayed. The new location is the former site of University Preparatory Charter School (U Prep). The request to serve 8 th grade (in addition to grades 6 and 7) in the first year of operation is based on applications received from families. Curriculum scope and sequence has been prepared for all grades, 6 through 8, with more detailed curriculum development scheduled for summer. These changes are defined as “material” by the charter MOU. Education Code §47607 requires the process for approval of material revisions to follow that for initial charter petitions. The public hearing and determination hearing can be held at the same time.

Action Requested :

INFORMATION/ ACTION

1. That the Board hold a Public Hearing on Oakland Unity Middle School’s request for material revision, in accordance with ACOE Administrative Regulations and Education Code Sections 47605.6(a)(3) and (b); and 47607(a)(2). 2. That the Board consider taking appropriate action to either approve or deny the request for material amendment of the OUMS charter to change the school’s location and to offer 8 th grade in the school’s first year of operation. ATTACHMENTS: Type Description Backup Material Notice of Public Hearing Backup Material OUMS Petition Backup Material New Lease Backup Material Humanities Scope & Sequence Backup Material Math Scope & Sequence Backup Material 8TH Gr. Math Backup Material NGLC Application Backup Material Khan - 7TH Gr Backup Material Khan - 8th Gr Backup Material Staff Summary Report

NOTICE OF PUBLIC HEARING

Pursuant to California Education Code 47605(b) and (g) and 47607(a)(2), the Alameda County Board of Education will hold a public hearing on the Oakland Unity Middle School charter material revision request to change the location of the school and to include 8th grade in its first year of operation, at its regular meeting scheduled for June 9, 2015 at 6:30 p.m. at the Alameda County Office of Education, Room 142, 313 West Winton Avenue, Hayward, CA 94544. The public may appear before the Board at the public hearing and speak to the material amendment request or any other item listed on the Board’s agenda.

Oakland Unity Middle School

CHARTER Petition

Submitted to Alameda County Office of Education September 2, 2014

(Revised 5/12/15) TABLE OF CONTENTS Certification Statement iv Petitioners’ Signature Page v OUMS Roster of Key Contact vi Founding Team ix Executive Summary 1 Introduction 2 ELEMENT A: Educational Program 4 1. Students To Be Served 4 2. Educational Philosophy 7 3. Academic Subject Matter and Other Skill Outcomes 8 4. How Learning Best Occurs 12 5. An Educated Person in the 21st Century 13 6. Pedagogic Approach 14 7. Educational Practices 15 8. Instructional and Curriculum Framework 19 9. Success For All Students 21 ELEMENT B: Measurable Pupil Outcomes 37 1. Measurable Outcome for Student Performance 37 2. Documenting Outcomes for Academic Subjects and Other Skills 45 ELEMENT C: Measurement of Pupil Outcomes 46 ELEMENT D: Governance Structure 50 1. Legal Status and Liability 50 2. Unity Schools Board of Directors 50 3. The Principal 52 4. OUMS Community Council 53 5. Parent Involvement 53 6. Addressing Parent Complaints 54 7. District Involvement 54 8. Businesses and Operations Management 55 9. Non-Discrimination 55 ELEMENT E: Staff Qualifications 56 1. The Principal 56 2. The Teachers 57

ii 3. Non-instructional Staff 59 ELEMENT F: Health and Safety Procedures 60 ELEMENT G: Achieving Racial and Ethnic Balance 62 ELEMENT H: Student Admission Policies 63 ELEMENT I: Audit Procedure 65 ELEMENT J: Suspension and Expulsion Policies 67 ELEMENT K: Retirement System 72 ELEMENT L: Public School Attendance Alternatives 73 ELEMENT M: Employee Rights 74 ELEMENT N: Dispute Resolution Process 75 ELEMENT O: Education Employment Relations Act 77 ELEMENT P: Closure Protocol 78 DISTRICT IMPACT STATEMENT 79 MISCELLANEOUS CLAUSES 81 ASSURANCES 84 REFERENCES 86 ATTACHMENT A: OUMS Backwards Design Unit Template 88 ATTACHMENT B: Habits of Mind and Habits of Heart 89 ATTACHMENT C: Core Academic Skills 90 ATTACHMENT D: Unity Schools Tax-Exempt Letter 97 ATTACHMENT E: Unity Schools Board of Directors 98 ATTACHMENT F: Unity Schools Bylaws 99 ATTACHMENT G: Suspension and Expulsion Policies 107 ATTACHMENT H: Resumes of Key Personnel 113 ATTACHMENT I: 6-year Budget 129 ATTACHMENT J: A Day in the Life of an OUMS Student 145 ATTACHMENT K: Proposed OUMS Bell Schedule 148 ATTACHMENT L: 6th Grade English Language Arts and 149 Social Studies Proposed Scope and Sequence ATTACHMENT M: Business and Operation Service Provide by Unity Schools 156 ATTACHMENT N: Contracting Standards 158 ATTACHMENT O: Outreach Plan 159 ATTACHMENT P: Conflict of Interest Policy 161 ATTACHMENT Q: Sample of Summative Portfolio Rubric 165

iii Certification Statement

Proposed Charter School Name: Oakland Unity Middle School Proposed School Location (City): Oakland I hereby certify that the information submitted in this petition is true to the best of my knowledge and belief; that this petition has been or is being sent to the Superintendent of each of the districts from which we intend to draw students; and further I understand that, if awarded a charter, the proposed school shall be open to all students on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement. This is a true statement, made under the penalties of perjury.

Signature of Authorized Person Damon Grant Date: September 11, 2013 Print/Type Name: Damon Grant Address: 6038 Brann Street, Oakland, CA 94605 Daytime Phone: 510.635.7170 Fax: 510.635.3830

v vi vii viii FOUNDING TEAM The Oakland Unity Middle School founding team consists of educators, parents, and business professionals who are deeply familiar with the assets and challenges of the East Oakland community. Each member is tied to the community through professional and/or personal links and possesses a unique set of skills addressing those necessary for the creation of and operation of the rigorous and ambitious program put forth in this charter.

Team Members Kallie Berg is a current teacher at Oakland Unity High School. Starting in the spring of 2009 she started tutoring through Unity’s after school program, and began teaching math in the 2011- 2012 school year. Ms. Berg has helped to develop and implement the blended learning math program at Unity. She has her Bachelors in Sociology and her Single Subject Preliminary Credential in Foundational Level Mathematics. Sam Brewer is the current principal of Oakland Unity High School. Mr. Brewer has nine years of social studies teaching experience in public schools, beginning his tenure at Oakland Unity High School as a full time Social Studies teacher in 2009, then transitioning into the school’s Assistant Principal role the following year and continuing to work as a teacher in the Social Studies department from 2010 – 2012. Prior to joining Unity, Mr. Brewer served as a Social Studies teacher at the high school level both in the Pleasanton Unified and Oakland Unified School Districts. While employed with OUSD, Mr. Brewer served on the annual district-level historical writing committee from 2006-2008, working with district staff and teacher leaders to develop, evaluate, and refine grade level document-based writing assessments administered in all secondary level social studies classrooms of the district. Credentialed in secondary education and school administrative services, Mr. Brewer has a bachelor’s degree in social studies/American Studies from UC Berkeley, and is currently enrolled in the Educational Leadership Master’s program at CSU East Bay. Kara Duros has nine years of teaching experience and is currently a Social Studies teacher at Oakland Unity High School. Ms. Duros has taught social studies for grades 7-12 at charter and public schools in Los Angeles, California and Santa Fe and Los Alamos, New Mexico. She has a Masters Degree of Education from Lesley University with a major in Middle School Education. In addition to teaching this year, she is currently serving as a BTSA coach at Unity High School for teachers working towards their Clear Credential. She is also working towards her administrative credential through the Reach Institute for School Leadership. Damon Grant is a Nationally Board Certified English teacher who has worked at Oakland Unity High School for six years. She currently serves as the lead of the English department and has taught 9th, 11th, and 12th grade English and English as a Second Language. Ms. Grant has been a member of Unity’s Curriculum and Instruction committee and has served as the OUHS board secretary for 5 years. Prior to coming to OUHS, Ms. Grant worked at Hillsdale High School and taught both 2nd and 4th grades at San Francisco Day School. Ms. Grant received her Bachelors Degree in English from Dartmouth College and her Masters Degree in Education from Stanford University. Ms. Grant is currently a participant in the Emerging Leaders Program offered by New Leaders for New Schools. Patricia Low has contributed to California public education as a student, teacher, researcher and school board member. She has ten years of teaching experience in California public school settings ranging from diverse and urban to upper middle class suburban. She has taught elementary, middle school and community college, as well as been a lecturer in the state

ix university system. Dr. Low earned her B.A. in English from U.C. Berkeley, her M.A. and teaching credentials from San Francisco State University and her Ph.D. in Education, with an emphasis in Language, Literacy & Culture from Stanford University. Frances Free Ramos was a counselor at Unity High School, where she also serveed as the testing and SPED coordinator. Ms. Ramos has 13 years of experience in education in various schools in the San Francisco Bay Area. Before becoming a counselor, she served as a Peer Resource coordinator in San Francisco and a Humanities and Spanish teacher in Oakland. Ms. Ramos holds a Bachelors Degree in Political Science and Rhetoric from UC Berkeley, as well as a Single Subject Teaching Credential with a BCLAD in Spanish and a Masters in Education from the University of San Francisco. She is currently teaching a college preparation class at Unity while pursuing her doctorate in educational policy at U.C. Berkeley Sau-Lim Tsang has 38 years of experience in developing and managing education programs and organizations. He is the Executive Director of ARC Associates (ARC), a non-profit group he founded in 1977, that is dedicated to the promotion of quality education for under-served children and their communities. Dr. Tsang is also the Executive Director of Oakland Unity High School, a charter school he founded in 2003. While at ARC, Dr. Tsang established the Multifunctional Resource Centers (1985-1995) for Northern California, Southern California, and for the Pacific Region to provide training and consultation for schools to improve their programs for English language learners. In 1999, with the support of community groups, ARC expanded to Southern California to provide educational services to seasonal agricultural workers in the San Gabriel and Antelope Valleys. Dr. Tsang is also an experienced researcher. Under his leadership, ARC has conducted many research and evaluation studies that inform the education of linguistic and culturally diverse students. Dr. Tsang was a member of the California Governor Schwarzenegger’s Advisory Committee on Education Excellence (2005-07). Dr. Tsang received his BA in Mathematics from University of California, Berkeley; and his MA in International Education Development, MS in Statistics, and PhD in Mathematics Education from Stanford University. He resides in Oakland, California, with his wife. Daniel D. Zarazua has 15 years of experience in higher and secondary education, primarily as a teacher, but also as an assistant principal and athletic director. He has worked at Oakland Unity High School for the past 9 years, drawing upon his contacts in local non profits, artist collectives, media outlets, and other community organizations to enhance Unity's programming. He has a Masters Degree in Secondary Education from the University of Michigan and an administrative credential from Cal State East Bay.

Chart Summarizing Expertise of the Founders Team Curric. and Finance and Facilities Gov. School Pupil Comm. Person Fund‐ Member Instruct. Management and Admin. Services Outreach ‐nel raising Assessment Law Kallie x x Berg Samuel x x x x Brewer Kara x x Duros Damon x x x x Grant Patricia x x x x Low x Frances x xx x Ramos Sau‐Lim x x x x x x x Tsang Daniel x x x x Zarazua

xi Executive Summary School and teacher leaders at Oakland Unity High School (OUHS), in partnership with its parent Oakland-based nonprofit corporation Unity Schools, seek to establish and operate Oakland Unity Middle School (OUMS), a public charter middle school serving grades 6-8.

Oakland Unity Middle School will use the demonstrably successful model of OUHS as a guiding framework in the establishment of OUMS, building from the success and lessons learned from OUHS’ ten years of achievement and service to East Oakland families, with programmatic modifications made to best serve the needs of younger students. OUMS will implement a safe, supportive, and structured educational environment, where a rigorous college preparatory educational program is integrated with OUMS’ Habits of Heart and Mind in order to realize the ultimate goals of developing and empowering students’ and families’ capacity to support sustained success through higher education, career, and beyond.

Our Mission It is the mission of Oakland Unity Middle School to prepare its students for a rigorous high school environment and ultimately admission to and success in college and the career of their choice. OUMS offers a rich curriculum centered on Habits of Heart and Mind that prepares students to successfully meet the University of California A-G requirements in high school. This curriculum has an emphasis on basic skills and core subject matter in English language arts, mathematics, social studies and science, the arts, and a comprehensive support program that promotes healthy youth development, including preparing the students to apply their knowledge and skills for the benefit of the community and environment.

Our Vision Our vision for Oakland Unity Middle School (OUMS) is a school where all students acquire the core skills necessary for academic achievement and, ultimately, for success in today’s global, multicultural and multilingual society. With unwavering high expectations for all stakeholders, Oakland Unity Middle School will provide a high quality college preparatory middle school option to East Oakland families whose educational program and structured environment will effectively prepare students for success in rigorous high school coursework. Integrated into this educational program will be an ongoing emphasis on the development of life long professional skills and Habits of Heart and Mind that will develop and empower students’ and families’ capacity to support sustained success through higher education, career, and beyond, helping families to recognize and build upon their assets so that they can obtain their future goals. OUMS will balance these ambitious goals by developing and nurturing a valuable school experience that is rich, enjoyable, and memorable. Recognizing that our students and families have many needs to be met in order to effectively access our educational program, OUMS will provide social/emotional and mental health support, both individually and in small group settings, a nutritional program that couples access to healthy food with a curriculum to support students’ awareness of all aspects of health and nutrition. OUMS aims to become not just a school but also a community center where students and families could receive physical and mental health services and adult education. We want to offer an even more robust selection of afterschool programming to address the need for quality and safe extracurricular opportunities for youth. OUMS will start with 80 students in 6th and 7th grades and grow in the next five years to a school with 225 students.

1 INTRODUCTION

This charter for Oakland Unity Middle School (OUMS) is being proposed by teacher leaders, administrators, and community members of Oakland Unity High School. Oakland Unity High School (OUHS) is a high school chartered by Oakland Unified School District on October 9, 2002. Serving all students in Oakland, the school opened in the fall of 2003 and currently enrolls about 273 9th to 12th grade students. Oakland Unity High School’s student population is primarily inner city and low-income. Many OUHS parents and guardians are newcomers to the U.S., have limited English proficiency, and have not had the opportunity to complete a high school or college education. As the teachers and administrators at Oakland Unity High School were continually striving to increase the college-going success of their students, a common theme emerged: while we’ve been able to achieve the positive measures of having 95% of the students meet the A-G requirements with upwards of 70% of the graduating class accepted to 4-year colleges, we know we could do even more to prepare our students for college academically and socially if we had more time with them. We want to be able to meet these students earlier in their academic careers and use the same principles that helped make Oakland Unity High School a successful environment to raise the outcomes of our graduates by building from a solid middle school foundation. Building on the best practices culled through 10 years of operation and a deep understanding of the rigorous curriculum and intensive support needed by the youth we serve, Oakland Unity Middle School will maintain the following effective features of Oakland Unity High School:  Small classes, with an average of 25 students per class.  A safe and inclusive school climate— in a community often characterized by troubled inner-city neighborhoods, OUMS offers a safe haven where children do not feel threatened or marginalized and where their home and culture are honored and respected.  A rigorous curriculum that prepares every graduate to be able to access the University of California A-G required classes in high school.  A comprehensive support program to assure that students have the support they need to focus on academic growth, provided through a partnership between the school, the families, and the community.  Learning experiences that allow OUMS students to achieve their leadership and academic potential and become creative critical thinkers, compassionate human beings, and effective participants in a multicultural democratic society.  An extensive college preparatory/counseling program for students and their families, including advising on academic requirements and financial assistance, and regular college visits beginning from 6th grade to familiarize OUMS students with college life.  OUMS students are assigned advisors from the teaching staff who serve as student and family advocates and mentor students towards graduation and high school matriculation.  OUMS will open in 2015 at 7200 Bancroft Avenue (Eastmont Mall), Suite 60, Oakland, CA. The facility has a capacity of 140 students. It consists of 7 classrooms, a multipurpose room, offices for administration and support services. This facility is in compliance with City of Oakland regulations for a school.

2 This OUMS charter details the 16 elements required under California Education Codes for the establishment of a charter school.

3 ELEMENT A: EDUCATION PROGRAM Governing Law: A description of the educational program of the school, designed, among other things, to identify those whom the school is attempting to educate, what it means to be an “educated person” in the 21st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners. --California Education Code Section 47605(b)(5)(A). A description, for the charter school, of annual goals, for all pupils and for each subgroup of pupils identified pursuant to Section 52052, to be achieved in the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the program operated, by the charter school, and specific annual actions achieve those goals. A charter petition may identify additional school priorities, the goals for the school priorities, and the specific annual actions to achieve those goals.

4 1. Students To Be Served OUMS accepts all students in grades 6th-8th (limited by space) in California who wish to attend OUMS in accordance with admission procedures described in this charter. OUMS will serve students residing within Oakland Unified School District (OUSD) and strives for a pupil population that is reflective of its surrounding community. The following table is our first five years’ enrollment goal:

School Year 6th 7th 8th Total

2015-6 50 40 40 130

2016-7 75 50 40 165

2017-8 75 75 50 200

2018-9 75 75 75 225

OUMS will be located in the East Oakland neighborhood in the city of Oakland. East Oakland has a population of more than 90,000 with unemployment levels that are significantly higher than the state average. Nearly one in four families live below the Federal Poverty Level. East Oakland also has its share of environmental issues, particularly along the Oakland Industrial Corridor Area along the 880 Freeway. The residents of East Oakland often have to fight the psychological, physical, and social impacts of poverty, drugs, and violence (California Endowment). As required by law, OUMS will conduct outreach to gain a student body reflective of the local East Oakland neighborhood’s general population:

Demographics East Oakland % Latino 53 White 1 African American 26 Asian 3 Native Hawaiian/Pacific Islander 15 Other 2 Unemployed 18 Low-income households 51

In 2012, Oakland district and charter schools were made up of 28.8% English Learners in the student body. Given that East Oakland, the neighborhood in which OUMS will reside, has a higher percentage of Latino students than Oakland at large, OUMS will anticipate a student body made up of 30% English Learners, which is comparable both to the percentage at a local district middle school (33%) and to that currently at Oakland Unity High School (28%).

5 OUMS seeks to serve the students who would normally attend East Oakland public schools. It’s important to understand the Oakland educational landscape at large in order to see why OUMS feels that we are filling a need in the community. The “Spring 2013 Oakland Achieves” progress report was published through collaboration between Great Oakland Public Schools, the Oakland Schools Foundation, the Urban Strategies Council, and the Oakland Metropolitan Chamber of Commerce. This study takes a detailed look at academic achievement in Oakland and points out areas for growth that OUMS will directly address for the students and families of Oakland. Oakland schools fall short on California’s Similar School Rank. 70% of Oakland schools received a below average similar schools rank, with 39 schools receiving a rank of “1”, signifying that they performed in the bottom 10 percent when compared to other similar schools in California. OUMS will offer a high expectations and high support environment in which highly effective teaching ensures that students are able to achieve on par with or better than students in similar schools. The problems that exist in the East Oakland high schools are indicative of the lack of preparation—both academic and social that exists in the local middle schools. The average percentage of Oakland 8th grade students achieving at the proficient level on the Algebra 1 CST in 2012 was 23%, with Hispanic/Latino students at 20% and African American students at 15%. All of the 15 non-charter middle schools currently operating in Oakland were in program improvement during the 2012-2013 school year, leading to serious concerns about the education currently being offered to Oakland’s 6th, 7th, and 8th graders. The OUMS program will be able to better prepare our middle school students with the skills and tools that they need not only to succeed on and exceed their grade-level standards, but also to give them the best basis from which to launch a successful high school career. OUMS will meet the specific needs of two key demographic groups in East Oakland: students from socioeconomically disadvantaged backgrounds and students who are learning English as their second language. OUMS will use many specific strategies and support systems to ensure that these groups are able to be successful at the school. OUMS recognizes that in order to end the cycles of poverty that may be afflicting these students and their families, students will need the highly supportive community, high expectations, and highly effective teaching that our program will offer. We have tailored every aspect of our curriculum and structures to ensure that the needs of these two groups are met. Meeting the Needs English Language Learners and Their Families: OUMS will create an environment in which non-English speaking families will feel supported and welcomed, included bilingual staff members whenever possible, and all materials presented in the home languages of our students in addition to English. All meetings that involve parents or other members of the community will offer the appropriate translation services. Inside the OUMS classrooms, teachers will engage in the best practices to support English Language Learners. These include, but are not limited to: project-based learning with an emphasis on multiple ways of showing mastery of knowledge, heterogeneous groupings in core academic classes, supplemental pullout instruction with a focus on academic language acquisition, after-school support and tutoring and ongoing professional development for all OUMS staff in Specially Designed Academic Instruction in English (SDAIE) and other sheltered instruction techniques. Refer to Section 9.c for more detail about the Plan to Support English Language Learners and Their Families. Meeting the Needs of Socioeconomically Disadvantaged Students and Their Families: OUMS recognizes the many needs of SED students and their families and aims to be responsive to those needs in order to ensure best outcomes for our students. OUMS will

6 offer comprehensive mental health services for students who demonstrate a need as recommended by staff, family members, or the students themselves. Recognizing that many of our students will be the first in their families to attend college, OUMS will provide education to parents about the process of and expectations for matriculation to college. OUMS has a robust afterschool program that offers both academic support and enrichment activities, ensuring that students have a safe and productive environment to be during the hours just after the end of the school day. Part of our vision for the future contains plans to expand the community and family services that will be offered on the school site to specifically address the needs of SED students and their families.

2. Educational Philosophy OUMS will be a safe, rigorous and well-rounded middle school that will help children and their families recognize and build upon their assets so that they can obtain their future goals. We believe that through the creation of a highly supportive community, high expectations, and highly effective teaching, we will create a culture of success where all students will excel and reach their highest potential. The development of our vision has been inspired by the Harlem Children’s Zone model of providing a range of support services to the local community to overcome and break the cycle of poverty.

Highly Supportive Community  OUMS expects to serve a student population with a high proportion of minority students, English Language Learners, both short and long term, and students with a low socioeconomic background. We strongly believe that the background of our students should not determine their success in school. We strive to implement a program that will ensure the success of all students. In this highly supportive community we will offer academic, social, emotional, health and community support to help every one of our students to develop the skills, knowledge and understanding that they need to overcome all obstacles and be successful in school and life  Academic Support: OUMS’s small school and small class sizes will ensure that each child develops caring relationships with school staff. No class size will exceed 25 students and the school’s student body will not exceed 225. Research shows that small schools do better across the board at knowing students well, keeping their work meaningful, and joining with others in collaborative communities. The effects of small schools on the achievement of ethnic minorities and students of low socioeconomic status are the most positive of all (Cushman). Through a focus on these relationships, staff will model the social and professional skills students need to develop to excel in school. Staff will also provide academic support and mentorship through the Advisory program. Students will attend advisory classes on a daily basis and their Advisor will stay with their cohort for their entire career at OUMS. All students will not only be supported in the Advisory program, but will be offered tutoring through our after school program. Students will have a chance to receive small group instruction, one-on-one tutoring and additional enrichment as appropriate in each of their academic classes. In the classroom, teachers will implement a curriculum that is differentiated to meet students at their level and provide appropriate scaffolding to ensure that all students are able to meet the high expectations in each class. Teachers will engage students in instruction through different learning modalities. Teachers will use a variety of data sources to determine the levels and needs of each of their students.  Healthy Mind and Body Support: To help students to become healthy adults with healthy habits, OUMS will collaborate with local community service agencies and local

7 universities counseling programs to provide mental health services for students and their families at no cost to the students. Research shows that pre adolescents’ need for social acceptance, high sensitivity to criticism, and, often low self esteem requires that special attention be paid to their mental and physical fitness (Gibbs and Ushijima). OUMS’s students physical well-being will be supported with healthy meals including breakfast, lunch and snacks throughout the day. Students will also participate in a daily physical education class that will focus on making healthy nutrition and exercise choices.  Community Support: OUMS plans to provide an adult education program to support for parents, families, and community members that will include financial literacy, health education and parenting classes. We will seek out and work with local community organizations to support the development of students and their families. Using the Harlem Children’s Zone research and program as a guide, we wish to not only meet the needs of the students while they are at school, but to also help build healthy communities that will help our students and families break the cycle of poverty.

High Expectations OUMS embodies educator Mike Rose’s philosophy that “students will float to the mark you set for them.” Through a combination of high expectations and scaffolding, OUMS will create a school culture that will allow all students to excel and reach their highest potential. We will implement a rigorous and culturally relevant curriculum that meets or exceeds common core and state standards. Students will have a chance to make connections to real world experiences and demonstrate their new understanding through varied authentic assessments. Teachers will assess students in a variety of ways, utilizing multiple intelligences to allow students various means to demonstrate and access knowledge. Teachers will use direct instructions, inquiry-based learning, project-based learned to challenge students to develop new understandings of the world around them. Through any opportunities to visit colleges, talk to college students, and research different colleges and careers, OUMS will create a college-going culture.

Highly Effective Teaching Knowing that the population of students that OUMS will serve will have unique needs, we will seek out highly qualified teachers with experience with low income youth. OUMS teachers will be highly reflective who continually participate in professional development to develop their practice. OUMS teachers will use the Understanding by Design Framework to develop their curricula. They will use backwards design to help students to become critical thinkers who can transfer their understanding of concepts in new contexts. OUMS teachers will use a variety of data sources including formative and summative assessments as well as the Smarter Balanced State Assessment to continually inform and improve their practice. OUMS will create a collaborative environment where professional educators will be expected to collaborate within and across disciplines and grade levels. Teachers will participate in a cycle of inquiry to move their own practice and student achievement forward.

3. Academic Subject Matter and Other Skill Outcomes OUMS students will achieve competency in the skills outlined in the Common Core State Standards each grade. All of the benchmarks given at OUMS will be aligned to the Common Core State Standards and OUMS staff will both conduct in-house professional development and attend external professional development around reaching the goals set out in each of the standards. At OUMS, competency will be measured through a variety of assessments aimed at capturing a complete picture of student knowledge and recognizing a variety of

8 intelligences. Competency will also be measured through a growth model recognizing where students are and setting achievable goals for individual students. The following outlines the Common Core State Standards learning outcomes by academic subject matter and skill area, from which OUMS develops its curriculum: a. Core Academic Skills  Language Arts: At OUMS, the language arts program is rooted in Paolo Freire’s ideas that if students can “read the word” than they can “read the world.” Language arts teachers at OUMS will foster of love of literacy and help students become more powerful communicators. Students will read and write competently for a variety of purposes. Students will also comprehend and critically analyze multiple forms of expression, including texts from their own and other cultures. Students will analyze how the themes, characters, and motifs from modern works of fiction draw on traditional works of literature. They will demonstrate strong listening, speaking, and presentation skills. Students will learn how to apply their knowledge by using multiple forms of expression (e.g., written, oral, multimedia), with communication skills appropriate to the setting and audience. Students will be exposed to and learn mastery of academic vocabulary, Latin and Greek roots, prefixes and suffixes. They will be introduced to and learn mastery of English conventions for electronic communication, including professional e-mail standards and designing, publishing, and archiving documents using publishing software and graphic programs. Students will attend a 50-minute period of Language Arts three days a week and a 77 minute block period once a week. See Attachment K: OUMS Proposed Bell Schedule for more details about the OUMS Bell Schedule.  Mathematics: At OUMS, math is seen as a way to help students not only with practical knowledge about numeracy, but also to guide students become flexible problem solvers who can apply knowledge to new or unfamiliar situations. Math teachers at OUMS will build the fundamentals of math and simultaneously provide students with opportunities to work on larger problems that require perseverance and can be approached from more than one angle. Students will understand the number system, expressions and equations, functions, geometry, and statistics and probability. Students will be able to make sense of problems and persevere in solving them. Students will be able to think and reason both abstractly and quantitatively, apply this reasoning to construct viable arguments and critique the reasoning of others. Students will be able to use appropriate tools both strategically and precisely to model with mathematics. Students will look for and be able to express regularity in repeated reasoning. Students will attend a 50-minute period of Math three days a week and a 77 minute block period once a week.  Science: At OUMS, science is about inquiry and hand-on exploration. Science teachers at OUMS will present students with problems or scenarios and guide them to use the scientific method to test their own hypotheses. Students will successfully utilize scientific and inquiry methods to understand the major concepts underlying various branches of science as outlined in the California standards. Students will acquire an ability to apply scientific concepts to real life problems. Students gain skill in practical industrial tools and technology to complete project-based lab experiments. Students will learn how to read scientific texts and writings and will also practice writing about their experimental findings. Students will be able to cite specific textual evidence to support analysis of science. Students will be able to provide accurate summaries of scientific texts and also will be able to follow precisely multistep experimental procedures. Students will be able to compare and contrast information on a singular topic gained from experiments or

9 other sources. Students will attend a 50-minute period of Science three days a week and a 77-minute block period once a week.  Social Sciences: At OUMS, social sciences are about understanding how history influences the experiences of the present day. Social science teachers at OUMS will help students understand multiple perspectives and the contexts surrounding those viewpoints. Students will comprehend civic, historical and geographical knowledge in order to act as responsible citizens and contribute to positive social change. Students will gain an historical understanding of their own communities. Students will study global and local issues and will be exposed to multiple perspectives in order to allow them to form their own views and opinions. Students will read a variety of primary and secondary source materials to generate their own understanding of historical events, processes, and concepts. Students will be able to cite specific textual evidence in their writing. Students will be to identify key steps in a text’s description of a social studies related process. Students will engage in rigorous academic research and apply what they have studied to answer important and relevant questions of history and geography. Students will recognize the natural inclination toward bias and subjectivity, and in doing so will better be able to exercise objectivity and appreciate the value of empathy and multiple perspectives on historical and current events. Students will attend a 50-minute period of Social Science three days a week and a 77-minute block period once a week. b. Additional Academic and Lifelong Learning Skills  Technology: Recognizing that the digital divide that continues to separate socioeconomically disadvantaged students from their more affluent peers, OUMS will seek to close that gap through repeated and rigorous exposure to a wide variety of technology and skills necessary to utilize this technology for educational purposes. Employers of the 21st century need employees who are not only fluent in the technology of today, but are also able to learn quickly and flexibly adapt to this constantly changing world. OUMS will have a 2:1 student to computer ratio in the first year of operation and 1:1 from the second year on. All classrooms will be outfitted with LCD projectors. The math classes at OUMS will utilize online learning programs as part of our blended learning model. Language arts classes will teach students how to use technology as both a communication tool and a research tool. Students will learn how to use Gmail and Google docs to collaborate on a variety of projects. Students will learn the most important functions of the Microsoft Office programs such as word processing, making charts and graphs, and creating presentations. Students will attend a Learning Lab period 2 days a week for 50 minutes.  Critical Thinking Skills: Students in the 21st century need to be able to work on complex problems that may require more than one approach. It’s imperative that these students have experience with open-ended problems and see failure as an opportunity for learning and growth. At OUMS, teachers will plan assessments using the Understanding by Design framework (Wiggins), which emphasizes deeper level thinking and problem solving. Students will have experience with approaching complex and real- world problems and will gain a variety of tools to attack, solve, and learn from these problems across subject areas.  Visual and/or Performing Arts: According to Howard Gardner’s theory of multiple intelligences, visual, spatial, and kinesthetic intelligences are a discrete set of skills that should be as valued and fostered as mathematical or verbal intelligences. Exposure to a variety of art forms and mode of expressions is a critical experience for a student to have a well-rounded academic experience. OUMS students will increase their ability to

10 appreciate and/or express ideas and emotions through various forms of arts (e.g. music, visual/studio arts, drama, and dance). Students will learn how to read a variety of different texts and art forms. Students will take at least one visual or performing arts class as part of their core schedule, not including after school enrichment opportunities. Students will attend a visual or performing arts class 1 day a week for a 50 minute period and 1 day a week for an 80 minute period  College and Career Preparation: A high percentage of our students will be in the first generation of their families to attend college. These students will need explicit instruction in and experience with the college environment and the realities of college life and matriculation. Since most students don’t have that first-hand experience with a college campus, college tours will be a vital part of the OUMS programs. On college tours, OUMS students will be connected with OUHS graduates who attend those schools and/or students from similar backgrounds who can serve as models for them. Part of this college preparation also involves educating parents about college and financial aid options. OUMS will offer bilingual and regular information on college and scholarship options. Students will also learn about career options through a similar hands-on approach including workplace visits and conducting interviews with various professionals.  Study Skills: Study skills need to be explicitly taught to students at the middle school level. Part of this learning will happen in academic classes with teachers provided explicit instruction and models of how to study their particular content matter. For example, in the language arts classes, students will develop their study and research skills—including note-taking, studying strategies, Internet research, library research and test-taking skills. Study skills will also be taught as part of the Advisory curriculum. In advisory, students will learn a variety of stress management skills associated with academic performance under stress.  Physical Education and Health: Understanding the connection between healthy bodies and active minds, OUMS will provide students will a robust physical education and health curriculum. Students will understand the benefit of physical activity and proper nutrition. Students will learn how to play a variety of team-building games and how to make healthy decisions. A culturally relevant health and life skills education for students facilitates excellent study habits, high aspirations, success in high school, and four-year college attendance. Research shows that health and life skills training can help students avoid unhealthy lifestyles and behaviors (such as a poor diet, teen pregnancy, and gang involvement) (MacLaury, 2000). Students will engage in structured daily physical activity in addition to afterschool enrichment opportunities. c. Social and Leadership Skills Students will develop their citizenship and leadership skills by planning and implementing projects that demonstrate care for the school, community, and/or the environment. Community service projects enable students to apply language arts, math, science, and other skills to benefit the community (e.g., community health fairs, environmental education or conservation projects, community murals). Research indicates that participating in community-based projects contributes to student understanding of and investment in academic subject matter (Schukar, 1997), increasing their capacity to apply learned subject matter in novel, problem-solving contexts (Boaler, 1998).  Students will demonstrate the ability to collaborate and work effectively with others in cooperative groups in a variety of settings.

11  Students will show a sense of responsibility for not only for meeting academic and workplace expectations, but also through following through on their commitments to themselves, their loved ones, and their larger community.  Students will demonstrate effort by working hard to progress in their learning and personal growth to overcome obstacles that they may face.  In order to best serve our student community, OUMS will continue to examine and refine our list of student outcomes over time to reflect the school’s mission and any changes to state or local standards.

4. How Learning Best Occurs To meet our mission, objectives, and best serve our target population in line with our educational philosophies, OUMS adopts the following educational practices. Learning best occurs when:  The curriculum is dynamic, flexible, challenging, well-rounded, and personalized; at OUMS, teachers deeply understand the individual needs of their students and have control over their own curricula so that they can differentiate appropriately.  High expectations and behavior guidelines are clear, consistent, and fair (Rist 1970); at OUMS, the whole community adheres to strict policies and a set of classroom non- negotiables.  The teacher is passionate about what she/he teaches, takes responsibility for the design and implementation of the curriculum, and receives training and resources to help students achieve performance benchmarks; at OUMS, hiring is done with an eye for teachers who have the credentials and experience to implement a rigorous and differentiated curriculum.  Students receive access to the support and skills necessary for overcoming barriers to personal and academic success (e.g., language barriers, peer pressure, low-self esteem, poverty-related challenges); at OUMS, there are a variety of social-emotional supports in the form of the Advisory curriculum and available counseling.  Students’ self-esteem and pride in their individual and group identity is fostered through praise, positive reinforcement, role models, and classroom activities; at OUMS, teachers and staff assume best intentions of the students and come from a place of mutual respect in their interactions with students.  Students and staff work in a small community where they can build trusting relationships; at OUMS, we are committed to remaining a small school of no more than 225 students.  Students are engaged in a structured advisory system with an advisor who is trained in team-building and social development; at OUMS, each teacher serves as an advisor and is guided with targeted professional development and a daily curriculum.  Parents are informed about and encouraged to support the educational process, including the college admissions process (Henderson, 1994;Noguera 2003; Valdes 1996); at OUMS, parents are welcomed and encouraged to visit the campus and engage in workshops about the college process. Parents are frequently updated by the students’ advisors about their progress.

5. An “Educated Person” in the 21st Century

12 In the 21st century, creating a educational program that is able to prepare students to be highly skilled, critical and creative thinkers is essential to not only to their success but to the success of our global economic standing. It is clear that cognitive skills such as critical thinking and creative problem solving are significantly important in determining economic outcomes for individuals. Critical thinking skills allow students to be able to make reasoned and informed decisions and take purposeful actions. Hanusheck et al. state that “a highly skilled work force can raise economic growth by about two-thirds of a percentage point every year”. It is imperative that schools help build these skills in all students. Our philosophy of what it means to be an educated person in the 21st Century is based on the research and leadership of The Partnership for 21st Century Skills and the Buck Institute for Education. These 21st century skills are reflected in our educational program, instructional design, and Habits of Heart and Mind. We believe that an educated person is one who:  Experiences a well-rounded education, including liberal arts, scientific processes, character development and social development;  Has internalized learning as a lifelong passion;  Knows how to communicate and write effectively and can emanate empathy, compassion, and concern for others regardless of individual background;  Can think critically about and execute creative solutions to complex problems, multidisciplinary, open-ended problems;  Can make informed judgments and analyze information from a variety of sources;  Can collaborate with others for positive social/ community change;  Is able to read and make informed analysis not only of written texts, but also of other varieties of text, and therefore can read the world around him or her;  Can self-monitor and reflect on their own performance, growth and learning and develop appropriate goals to further their growth;  Cares about cultural diversity and has an in-depth understanding of his/her community/cultural background;  Understands how mathematical and scientific processes impact daily life. Such a person applies this understanding to meet personal goals, seek a healthy lifestyle, and contribute to the physical and social environment around him/her;  Is capable of utilizing regular advances in technology to more effectively or efficiently meet goals;  Appreciates a variety of art forms and can express himself/herself in an innovative and creative way

6. Pedagogical Approaches—Highly Effective Teaching Teachers at OUMS employ pedagogical strategies that vary from traditional direct instruction, to dramatic interpretation of content, and to innovative web-based approaches. OUMS teachers utilize pedagogy appropriate to their learners and content area, and the result is a rich, engaging, and well-rounded academic environment where students are challenged to learn in ways that are both rigorous and responsive. Pedagogical approaches and strategies found at OUMS include, but are not limited to: Collaborative/ cooperative group learning, constructivist /student-centered learning activities, experiential learning, differentiated learning, I.T. blended learning centers, inquiry-based learning, and direct

13 instruction. OUMS teachers’ use of the Understanding By Design template and their understanding of the varied approach recommended by the philosophy, the learning environment will be dynamic and designed to meet students through many teaching approaches. OUMS teachers will conduct in-house Professional Development as part of the Wednesday Professional Development cycle in which teachers will share best instructional practices and strategies with each other. OUMS will also utilize a portfolio system that aims to support student engagement in and celebration of a variety of assessments and demonstration of knowledge.

Direct Instruction OUMS works to prepare students to be successful academically in high school and be prepared for college, and this necessitates students gaining the ability to navigate the most common pedagogical approach in college: direct instruction. OUMS students engage in active listening and participation in content area lectures and presentations that are rigorous, responsive, and rich. Lessons using direct instruction are rigorous, in that they are standards-based and challenge students to use higher order thinking skills. Lessons using direct instruction are responsive, in that they are informed by frequent interim assessments. Finally, lessons using direct instruction are rich, in that they are based on constructivist approaches to learning that seek to build from students’ own prior knowledge and to maximize the relevance of the curriculum to students’ lives (Schwerdt and Wuppermann, 2011).

Inquiry-based Learning Teachers at OUMS strive to move students beyond simple accumulation of knowledge and understanding and into the application of learning. To this end, teachers in all content areas utilize a variety of inquiry techniques in their teaching which include, but are not limited to: expository and persuasive writing prompts, laboratory experimentation, experiential activities, demonstrations, simulations, dramatizations, debates, problem solving, and interactive IT-based activities. Recognizing that learning how to ask good questions is a high level thinking skill that needs to be explicitly taught and practiced (Rothstein and Santana, 2012), OUMS teachers will ensure that students have the opportunity to do so by using assessments that illicit more than just filling in a blank or a bubble. For instance, in science classroom, students may be asked to come up with and perform a variety of tests to indicate what a mystery substance is made out of. In a language arts classroom, students may need write in the 1st person from the point of view of a character from another time period and use both creative writing and historical research to create an accurate account of this person’s experience.

Project-based Learning Students at OUMS are provided opportunities to work collaboratively on projects, of both subject-area specific and interdisciplinary focus, in order to help develop communication, collaboration, organization, time-management, and problem-solving skills. These projects also challenge students to collect and identify pertinent information, analyze and synthesize information, and finally to develop ways to present this material. Many of these project- based learning endeavors culminate in authentic experiences and assessments, providing students with opportunities to apply what they have learned in real-world situations or simulations, and exposing them to the evaluation of members of the wider community, outside the walls and schedule of school (Thomas, 2000).

Integrated Technology

14 In the interest of increasing the ways that our students access content and expanding their opportunities to demonstrate understanding of content, OUMS has built in integrated technology curriculum/ “blended learning” for each grade level that supplements subject area coursework, and supports student assessment and learning. One period a day is devoted entirely to a Learning Lab setting in which students use online support to supplement our regular classes and in which they learn important 21st century digital skills and literacy. Web-based, interactive curriculum is differentiated precisely according to individual students’ skill levels, allows students to work at their own pace, addresses multiple intelligences and learning styles, and quickly provides rich data that informs the focus and pace of classroom instruction (Schorr & McGriff, 2011.)

7. Educational Practices—Highly Effective Teaching To ensure the effective implementation of the above pedagogical approaches, OUMS engages the following instruction structure and practices:

Small Learning Communities Small learning communities create the conditions for high student achievement among even the most disadvantaged students (Henze, Katz, Norte, Sather, & Walker, 2002). OUMS will have an average class size of 20 to maximize attention to individual students. The smaller classes allow teachers to spend more time on instruction and less on classroom management. They also allow teachers to better assess and monitor students’ academic progress (McRobbie, Finn, and Harman, 1998).

Professional Development

OUMS believes strongly that relevant, supportive and ongoing professional development is key to promoting highly effective teaching and encouraging teachers to continue to refine their practice.

Beginning-of-the Year Professional Development

With the exception of the first school year, each school year will begin with two weeks of dedicated professional development. In anticipation of the time needed to prepare for the first year, four weeks will be dedicated as professional development before the start of the first school year at OUMS. During these two weeks, the professional development will include, but will not be limited to the following:

Backwards Planning OUMS teachers use the Understanding by Design framework (Wiggins and McTighe) to plan our curriculum and assessments in their disciplines. The framework focuses on first identifying the desired results, then determining the acceptable evidence, and finally planning the learning experiences and instruction. The basis of backwards design focuses on developing and deepening students’ understanding of important ideas. Other elements include examining an array of methods for appropriately assessing the degree of student understanding, and a set of design standards that work to achieve quality control in curriculum and assessment designs. (Attachment A).

Interdisciplinary Collaborations OUMS teachers engage in planning cross-curricular authentic assessments. Each collaborative project is aligned with the Common Core and State Standards for each discipline and allows students to practice the new skills

15 and apply knowledge in authentic, real-life situations. Teachers use the Buck Institute’s Project-Based Learning model and Understanding by Design as guides to design these collaborations.

Vertical and Horizontal Alignment The curriculum at OUMS is vertically and horizontally aligned. Part of this time will be spent in department teams to ensure that students are gaining appropriate skills and knowledge in an increasingly rigorous and grade level appropriate way for each discipline. Time will also be spent in grade level teams to ensure that there is cross-disciplinary linkages between the knowledge and skills taught at each grade level.

Community Building OUMS values a highly supportive community and believes one of the foundations of this is from having a united staff. Staff members participate in purposeful community building activities that work to actively cultivate respectful, supportive, and trusting relationships between the staff members at OUMS.

Celebration and Visioning OUMS staff members participate in a collaborative story telling process of the history of Unity Schools to remind them of the obstacles that have been overcome and to celebrate the accomplishments of the school. Staff also collaboratively create and refine the vision of OUMS going forward.

Critical Friends Groups OUMS teachers utilize the critical friends groups (CFGs) to create a professional learning community. Teachers use the CFGs to collaboratively examine student work and teacher practice. Research has shown that CFGs foster a culture of community and collaboration, enhance professionalism among teachers, and positively impact teacher thinking and practice and student learning (Key, 2006).

Creation and Revision of Internal Assessments OUMS teachers administer quarterly internal assessments for each discipline. Teachers use this planning time to either create or revise their assessments. Each assessment will be evaluated and revised in terms of the reliability, validity and alignment to the Common Core and State Standards with input from other staff members and administration.

Internal Professional Development OUMS recognizes the expertise that all teachers bring to our learning community. Teachers are given the opportunity to present their expertise in areas such as classroom management strategies and best practices in instruction and curriculum design. In addition, the Special Education Coordinator and the English Language Learner Coordinator will have time to present strategies to best meet the needs of our special education and ELL students.

Outside Presenters OUMS brings in outside experts to help teachers to continue to develop and expand their practice. Topics that will be covered will include, but will not be limited to instructional strategies, curriculum and development, and common core alignment. Experts can include presenters from the Buck Institute, WestEd, Alameda County Office of Education, and Stanford Graduate School of Education.

Weekly Wednesday Professional Development

Each Wednesday, students are released from classes at 11:41. Teachers will meet as a whole staff from 1-1:30. This time will be used for whole staff updates and a community building activity or check-in. From 1:30-4:30, teachers will divide into work groups depending on a rotating schedule of meetings. The work groups consist of:

16 Grade Level Teams Teachers meet as grade level teams (across subject areas) to work on interdisciplinary collaborations, horizontal alignment and to discuss and student concerns. Teachers also participate in CFGs to examine student work and teacher practice. The Special Education Coordinator and the ELL Coordinator will be present at these meetings as well to provide insight and feedback to teachers in how to best meet the needs of special populations at OUMS.

Department Teams Teachers meet in their departments to work continue the work on vertical alignment, alignment of curriculum to the Common Core and State Standards, and to analyze data from benchmarks and assessments. Teachers also participate in CFGs to examine student work and teacher practice.

Committees Committees are created by the staff members at OUMS in response to feedback gathered from the administration, staff members, students, and parents. Committees will work to continue to improve and refine all aspects of the school community. Committees may work on topics such as student climate and support, teacher climate and support, curriculum and instruction, and community partnerships.

Book Club All OUMS teachers participate in the OUMS Book Club. Books related to education and teaching are selected collectively by teachers. Teachers meet regularly to discuss the book and ways that they see the book impacting their teaching and relationships with the students. Books might include books such as Lisa Delpit’s Other People’s Children: Cultural Conflict in the Classroom, Gloria Ladsen-Billings’ The Dreamkeepers: Successful Teachers of African American Children, or Herb Kohl’s I Won’t Learn From You.

Cycle of Inquiry Teachers participate in a cycle of inquiry to move their own practice and student achievement forward. Teachers follow the process developed by the National School Reform Faculty to guide their inqiry, keeping in mind this is a cycle and therefore, can begin at any stage of the process: Frame or Reframe Key Issues or Questions, Develop and Tune Action Plan, Carry out Strategies and Collect Data, Analyze Data. The stages of the cycle of inquiry are as follows:

1. Identify an issue that relates to one of the measurable pupil outcomes 2. Frame the issue with questions 3. Set goals and measures for success 4. Build a plan to meet said goals 5. Implement the plan 6. Analyze the data and reflect to inform ongoing practice

Quarter 1 and Quarter 2 Full-Day Professional Development

OUMS selects a minimum of two full work days during the first quarter and two full work days at the end of the second quarter so that teachers can have extended time to work together on planning for cross-curricular authentic assessments, or meet as a department team to analyze data, or collaborate with another teacher on planning a study tour for students. The Special Education Coordinator and the ELL Coordinator are given time during these days to continue to provide professional development to all teachers to continue to refine their practice to better meet the needs of special

17 populations of students at OUMS.

End-of-Year Professional Development

OUMS has a minimum of two full work days at the end of the year. During this time, teachers reflect on the year, analyze student data results from assessments and surveys, make refinements to their curriculum, and set themselves up for successful curriculum planning over the summer.

Literacy Instruction Literacy is promoted through 1) explicit teaching of reading strategies, 2) contextual vocabulary and grammar instruction taught in the context of the students’ own writing, 3) instruction and reading of a wide variety of genres and types of texts, 4) school-wide collaboration of teachers so that literacy skills will be taught in a systematic, progressive manner, and 5) targeted support for English learners. All students also participate in a daily Silent Sustained Reading program that allows students to read independently from texts of their own choosing for 20 minutes. The teacher also reads during this time to provide a model for the students of a lifelong reader. This practice builds student motivation and engagement with reading, and has been identified by researchers to be a key element of effective adolescent literacy programs (Biancarosa & Snow, 2006). Students will also read a variety of texts in their academic classes. Students will read in different genres and for different purposes. Teachers will modify complex texts as necessary to ensure that all students have access to the material.

Diagnostic Assessment OUMS teachers, across content areas, administer diagnostic assessments, four times each school year, of skill and/or content area knowledge in order to assess student progresses and to prescribe targeted interventions for students. OUMS teachers also use the assessment data to design differentiated curriculum, create heterogeneous classrooms, and organize students into mixed-ability groups. At OUMS diagnostic testing is administered at the beginning of the year across subject area in order to gain deeper insight into a student’s strengths and areas of growth. Teachers at OUMS will delve into this data to make sure that their curricular choices are made with the students’ competencies in mind. At least once a quarter, students will receive follow-up tests that will inform the teachers, the administration, the families, and the students themselves about their progress. OUMS will use a variety of data tools to ensure that both teachers and students have an opportunity to look at and analyze their own data. These pedagogical strategies and instructional structure are continuously modified in response to student learning needs and assessment data. In addition, OUMS offers, at a minimum, the same number of minutes of instruction set forth in paragraph (3) of subdivision (1) of Education Code Section 46201 for the appropriate grade levels.

8. Instructional and Curricular Framework—High Expectations Common Approaches to Instruction: In order for OUMS teachers to deliver the most highly effective teaching demonstrating a high level of expectations for our students, teachers will need to adopt common frameworks and language in order to effectively collaborate and address the needs of the students. OUMS teachers will draw on the following methods and texts, all of which have been backed by research at schools with similar demographics.

18 Curriculum Design: Recognizing that there are proven best practices when it comes to curriculum design and delivery, all OUMS teachers will use Wiggins and McTighe’s Understanding By Design framework to plan assessment and subsequently curriculum development. In addition to this, OUMS teachers will utilize materials created by the Buck Institute for Education when planning Project-Based Learning units and assessments. Classroom Management and Norms: Understanding that consistency across classrooms is a key to a safe and supportive school environment, all OUMS teachers will use techniques outlined in Doug Lemov’s Teach Like a Champion text. The techniques in this book have been credited with success in both Uncommon Schools and KIPP Schools— where the demographics are similar to those at OUMS. OUHS teachers have also found these techniques successful at the high school level. Addressing the Social Needs of Our Students: Recognizing that both the students’ socioeconomic status and ethnic backgrounds will influence their experiences in the classroom, OUMS teachers will meet as a book club to utilize the teachings of texts directed at the specific needs and experiences of urban, socioeconomically disadvantaged youth. Such texts might include Lisa Delpit’s Other People’s Children: Cultural Conflict in the Classroom, Gloria Ladsen-Billings’ The Dreamkeepers: Successful Teachers of African American Children, Herb Kohl’s I Won’t Learn From You, or Paul Tough’s How Children Succeed. Addressing the Linguistic Needs of Our Students: Understanding our students’ linguistic backgrounds and the large percentage of students for whom English is their second language, all OUMS teachers will be guided by the ELL coordinator to utilize the techniques in Echevarria, Vogt, and Short’s Making Content Comprehensible for English Learners: The SIOP Model to ensure that they are appropriately and consistently sheltering their instruction. In addition, our English teachers will take the lead in integrating strategies that benefit both short and long term English language learners in their development of spoken and written academic English proficiency (Kinsella). Creating Community at OUMS: Creating a sense of community through common practices during the Advisory period will be essential to supporting the academic and social needs of the students. Advisors will use the practices outlined in Origin’s Developmental Designs advisory program, supplemented with activities and philosophies outlined in the Tribes Learning Community curriculum to create a highly supportive environment for students in advisory and beyond. Instructional Format, Curriculum, and Materials: OUMS aims to provide students with a high quality education that is aligned to content standards across subject area. The materials referenced here are program resources that have proven effective based on research in schools with similar demographics, or have also proven effective at OUHS. OUMS also recognizes the autonomy of the teacher as an expert professional and maintains some flexibility for these highly qualified educators to make decisions regarding curriculum and materials based on their students’ data. English Language Arts: OUMS utilizes 4 running strands of language arts instruction. The four strands are as follows: reading instruction, writing instruction, vocabulary development, and grammar development—all aligned with Common Core standards. Underlying these strands is explicit instruction in using technology to enhance and demonstrate understanding of the four strands. Curricular resources will include novels, plays, poetry, and non-fiction texts selected by the instructor to be culturally relevant and academically appropriate. The English Language Arts department will work collaboratively with the Social Studies department to select texts that will supplement and support the

19 students’ understandings of various historical time periods and perspectives. Writing instruction will follow the model created and used by OUHS teachers. Grammar and vocabulary development will be taught through a mixture of targeted mini-lessons and authentic opportunities for practice (Appendix L). Mathematics: OUMS utilizes a model of blended learning in the mathematics classes that has been piloted at OUHS since the 2010-2011 school year with highly successful student outcomes. This model combines a smaller amount of direct instruction, a larger percentage of in-class independent working time for the students, with opportunities for smaller, targeted pull-out sessions with the instructor. OUMS will utilize the online learning platforms of Khan Academy and ALEKS for students to learn and practice the fundamentals of mathematics as outlined in the Common Core standards. OUMS math teachers will also create project- based learning assignments that require students to apply their mathematical understandings to real-world situations in collaborative settings. The math department will also collaborate with the science department in order to ensure that each department supports one another in the students’ ability to apply mathematical concepts to science when applicable. Social Studies: The OUMS social studies classes aim to use a variety of primary and secondary sources to teach students about the historical events that influence their present and to help them understand the perspectives of others and the contexts that influence those perspectives. OUMS social studies classes will work in conjunction with the English Language Arts department on the writing structures used to answer document-based questions. These departments will also collaborate to select texts that will supplement and support the students’ understandings of various historical time periods and perspectives. Social studies teachers will use the Teachers’ Curriculum Institute’s History Alive! curriculum supplemented with their Geography Alive! curriculum (Appendix L). Science: Science classes at OUMS are about inquiry and hand-on exploration. Science teachers at OUMS will present students with problems or scenarios and guide them to use the scientific method to test their own hypotheses. Science teachers will collaborate with the English Language Arts department to ensure that lab reports follow the OUMS established best practices for writing. The science department will also collaborate with the math department in order to ensure that each department supports one another in the students’ ability to apply mathematical concepts to science when applicable. Science classes at OUMS will utilize the Discovery Education science curriculum with supplementary readings and lab materials.

Scheduling for Academic Success: OUMS’ class and bell schedule is created with a deep understanding of the developmental needs of middle school students and both their academic and social growth. Core academic classes at OUMS will consist of both multiple shorter periods and one block period per week, allowing instructors the flexibility to have longer chunks of time for labs and other projects-based learning activities. Sixth grade OUMS students, who are making the transition from self-contained classroom experiences, will take two or more academic subject classes, such as language arts and social studies, and advisory with the same teacher and same cohort of students to support their social and academic transition and development. In addition to this scheduling consideration, the schedule at OUMS will follow a “flipped” model in which classes meet in the morning a few times a week and meet in the afternoon a few times a week in order to ensure that teachers meet with students at varied times of day (Appendix J and Appendix K).

9. Ensuring Success of All Students—A Highly Supportive Community

20 The OUMS educational program addresses the needs of students of all abilities—ranging from those who require remedial attention to those who are performing above grade level. OUMS employs the following strategies to support the academic success of all students:  Student Success Specialist (Counselor): OUMS will employ a Counselor to meet a variety of student needs. In the first year of the school, the counselor’s duties will be performed by one of the teachers on staff who will have a lightened teaching load. In the second year of the school, this position will become a ½ administrative position. The Counselor position will be a full-time position in the third year of OUMS’ operation. The Counselor’s duties are outlined below:  Implement the middle level or junior high school guidance curriculum through delivery of classroom units and infusion in content areas; (coping strategies, suicide/depression, career and high school requirements/ info, etc)  Guide individuals and groups of students through the development of educational and career plans  Counsel individuals and small groups of students toward social and emotional growth  Consult with and train teachers, parents and staff regarding needs of middle school students  Refer children with problems and their parents to special programs, specialists and outside agencies, working hand in hand with mental health services, AS programs, and referring/following up to ensure services are being delivered  Participate in, coordinate, and conduct activities that contribute to the effective operation of the counseling program and school  Participate in and facilitate the SSP process  Be involved in Scheduling, and working hand in hand with High School counselors to ensure a successful transition, application to programs (i.e. Puente) and class placement.  Work with Elementary Schools for recruitment, explanation of differences and class requirements.

 Afterschool and Extracurricular Support: A multi-faceted afterschool program keeps student engaged in productive and healthy activities and away from problems during the most at-risk afterschool hours for youth. The program provides assistance for under- performing students and enrichment activities for all, including but not limited to art, dance, chess, technology and sports. Research shows that extracurricular support boosts educational attainment (Mahoney, et al. 2003). Students will enter the academic portion of the afterschool program if they demonstrate the need based on teacher and/or family recommendation. These students will meet in small groups of no more than 10 students per classroom to work with tutors on their homework and also may receive support from teachers as needed. The tutors are hired by the principal and, while not credentialed teachers, are college-educated adults who have experience working with students of middle school age. Tutors will enforce the school-wide norms and expectations for behavior. Students will have the opportunity to leave the academic portion of the program and transition to an extracurricular activity every Friday based on their performance that week. At the end of each quarter, the group of students required to be in the academic section of the program will be reviewed and adjusted. Exceptions will be made for students to spend one day a week outside of the academic section of the program and in an extracurricular activity if the student’s family and advisor decide that this program brings out a special skill, talent, or aptitude in that student and can

21 serve as a source of motivation and feelings of success for an academically struggling student.  Mental Health Support: Since individual and family needs and challenges can hinder academic success, OUMS collaborates with local community service agencies to provide students and their families with social services. Current collaborators include, but are not limited to, Crisis Support Services, who provide mental health counseling to our students at no cost. OUMS also partners with local university counseling programs to obtain graduate student mental health counselors at no cost to the students.

 Advisory: The most essential asset of the OUMS support program is the daily, rigorous advisory program. Because the success of students can hinge on a combination of positive relationships, healthy social skills and engagement with learning, the advisory program integrates both social and academic learning into the curriculum. As Paul Tough points out in his book “How Children Succeed,” it is a student’s ability to develop “non-cognitive” skills such as grit, optimism, motivation, and perseverance that will contribute to his or her later success in college. At OUMS, the Advisory program is tailored with lesson plans designed to foster those skills directly. The OUMS Advisory program provides structured opportunities for the development of personalized relationships between students and a caring adult advisor. The advisory curriculum is heavily focused on developing positive social skills and self-esteem and reinforces OUMS’s Habits of Heart and Mind. Advisory uses a school-wide, teacher-generated curriculum that borrows from such proven team-building programs such as “Tribes” and “Developmental Designs.” The curriculum works to develop a sense of inclusion, value and community in each advisory, thereby overcoming risks of isolation and negative behaviors and patterns that can impact the social-emotional and academic growth of a child.

Elements of the Advisory program are as follows:

 Advisory meets 2 different times during the day for a total of 50 minutes daily, adding up to a total of 250 minutes per week.

 The first Advisory session occurs in the morning during Period 0. This session lasts for 20 minutes and consists of breakfast and a Morning Meeting using a social-emotional learning curriculum such as “Developmental Designs.” The Morning Meeting consists of a community circle where students are given a chance to share their thoughts, feeling and ideas in a positive safe atmosphere or a short group team-building activity, and news and announcements. The Morning Meeting sets the tone for the day for respectful learning and establishes a climate of trust. Students feel a sense of belonging and are better able to focus and participate positively throughout the remainder of the school day.

 The second Advisory session is 30 minutes and occurs after lunch. The Advisory curriculum rotates through the following activities each week:

Journaling Activity: students respond to journal prompts that relate to the theme for the week, such as perseverance, resilience, goal setting, or academic and study skills.

Study Hall and Individual Conferences with Advisor: Students work in study groups or individually to prepare for exams, write or edit essays, or complete other assignments.

22 Students are given techniques and strategies to work effectively in study groups to make the most of their time. While students are working, the Advisor meets individually with students to check grades, check agendas to ensure they are being used, check that students are getting their print-out of their grades from PowerSchool signed by their parents on a weekly basis, and to check on the general well-being of the student. These meetings ensure that each student has at least one-on-one meeting per week with their Advisor so that better understand the needs of the student and how to best support them.

Team-Building Activity: Students work in their Advisory groups to complete a task that provides inclusive fun. The activities bring movement, teamwork, friendly competition, and enjoyment into students' lives. These proven team-building activities have been adapted from the “Tribes” and “Developmental Designs” programs. After the activity, Advisors will lead a debrief discussion that will highlight the skills the students had to practice to complete the task such as communication, cooperation, or perseverance. These skills will relate to the theme for the week.

Social-Emotional Curriculum: Teachers will engage students in lessons around topics such as bullying, building healthy relationships, positive habits for a healthy body and mind, stress management and time management.

 Advisors also run an additional 20-minute daily Silent Sustained Reading program with their advisories. This period runs after the end of the 30-minute Advisory period for a total of 100 minutes of SSR per week. The philosophy of OUMS’ SSR program is detailed below.

 Advisors “loop” with their advisory and stay with the same group of students from 6th-8th grades, creating an opportunity for long-term communication and relationship building between the advisors and the students and their families.

 Advisors serve as the primary liaison between the school and students’ families, ensuring strong family-school relationships, which are crucial to student achievement (Cotton, 2001).

 Advisors run Student Support Plan meetings to facilitate interactions between families, teachers, administrators, and students around individual student support and/or special education testing.

 Advisors serve as a student advocate when necessary.

 Advisors works with students that each student meets his/her academic potential and develops a plan to explore high school, college, and career options.

 Parent-Teacher Conferences: Parents are essential stakeholders in the education of their children. In addition to the supports mentioned above, OUMS will conduct biannual parent-teacher conference meetings in which the student’s Advisor will meet with each family and their student to discuss achievement, behavior, and goal setting. One of these conferences will happen in the late fall and another will occur in the early spring. This will not preclude Advisors or Administration from contacting families in the interim to schedule Student Support Plan meetings as needed.

23  SSR Program: The philosophy of the SSR program is based off of Nancie Atwell’s Reading Workshop model, as outlined in “The Reading Zone.” The following philosophies, which have met with success at OUHS, are designed to foster a lifelong love of reading in our students:

1. Students have choice about what they would like to read. This includes, but is not limited to, texts from the school SSR library, which contains a variety of genres and reading levels.

2. There are no tests, worksheets, projects, book reports, double-entry journals, or discussion questions for the reader to complete before, during, or after reading. Teachers will assess students’ growth in ways that match what readers do: by talking with young readers about their texts.

3. There are no rewards for reading. The rewards are intrinsic. a. Plan for Academically Low-Achieving Students We anticipate that many of the students entering OUMS at 6th grade with below average academic skills. 52% of 5th grade students across Oakland elementary schools scored at grade level in English Language Arts and 61% were at grade level for math. However, the elementary schools in East Oakland, with the same subgroups who we expect to attend OUMS, largely underperformed with ranges of 30%-40% proficiency for African American students in English Language Arts and 40%-50% proficiency for Latino students in Math (OUSD). OUMS’s curriculum, pedagogical approaches, and instruction structure are developed to especially enable the success of our student population. In addition, OUMS implements the following interventions for low achievers. In the interest of creating and fostering connections with parents and families, families will always be informed about these interventions and included in the decision-making process regarding the necessary supports for their students. Parents are alerted to the larger programs at the annual intake meetings. Parents are informed of their students’ participation in one of the other programs via phone and mailings.  Summer Success Program: All students are encouraged to attend a pre-6th grade 4- week summer program prior to entering middle school in order to improve their basic skills in English and Math and to learn about technology at OUMS. This eases the students’ transition to OUMS’s middle school curriculum and provides diagnostic information for the development of class assignments for individual students. Students are divided into two sections and take an Intro to English Language Arts class, an Intro to Math class, and a team-building class. During this time, students are not only introduced to the norms and expectations of OUMS, but are also given diagnostic tests that will help to place them in the appropriate classes for the upcoming year and ensure that they will be given support from the beginning of the year if necessary. The 6th grade math and English teachers will teach the summer program, which runs Monday- Thursday from 8-12 for 4 weeks, beginning in June and ending in July. The team- building class will be taught by a credentialed staff member using the Tribes curriculum that will also later be implemented in the Advisory program. At the end of the summer program, OUMS staff will meet to reshuffle the classes into heterogeneous Advisory groups based on academic and social need.  Student Support Plan: During the school year, OUMS seeks early identification of under-performing students through formal and informal assessments and observations.

24 Under-performing students are those performing below grade level in core academic subjects. OUMS teachers meet regularly as grade-level teams and spend a portion of that meeting discussing individual students. A Student Support Plan is usually initiated by the teachers and advisors to identify academic tutoring and other interventions for under-performing or at-risk students. Parents are also invited to contact the school if they wish to initiate the meeting. Typically, OUMS notifies and meets with parents and students of under-performing students to gather more information, to create the Student Support Plan, and to seek their assistance in supporting the students’ academic or behavioral progress. Action items for the Student Support Plan might include that students will join the afterschool program to receive extra tutoring, begin mental health counseling, increased communication between parents and teachers through weekly or daily grade and homework checks, or study skill strategies that can be supported by both the teachers and families. At the end of the Student Support Plan meeting, a date is set for the next communication to be initiated by the advisor. This date usually varies between 2-4 weeks after the initial meeting. At that time, the school will contact the parent with an update. If the student has not made progress towards meeting those goals, another meeting will be convened.  Mandatory 6th grade Afterschool Program: All 6th graders are required to attend a daily afterschool program, Monday-Thursday. Low-performing students will get tutorial and homework assistance in the program. Students who show effort and responsibility will not be required to stay on Fridays, as determined by classroom teachers and advisors. High-performing students will have the option to attend additional enrichment activities and low-performing students who show an aptitude or interest in a specific activity will be allowed to attend one of the additional activities on a case-by-case basis one day a week.  7th and 8th Grade Afterschool Program: Based on teacher or family recommendations, low-performing 7th and 8th grade students will be required to attend a daily afterschool program, Monday-Thursday. Low-performing students will get tutorial and homework assistance in the program. Students who show effort and responsibility will not be required to stay on Fridays, as determined by classroom teachers and advisors. Teachers and advisors will use a combination of homework scores, classwork scores, and assessment scores from the week to determine if students will be required to stay for the Friday program. Low-performing students who have struggled with demonstrating a high level of effort or responsibility for the week will be required to stay on Friday for additional tutoring and homework assistance. At the end of each quarter, students have an opportunity to exit the program if deemed appropriate by all their instructors based on their individual progress and goals.  Mental Health Counseling: Students who are academically under-performing or demonstrate that they are struggling with social or emotional issues are offered weekly counseling services to identify and resolve personal and/or family issues and concerns that might affect their academic performance. Students or families may request counseling services and teachers and advisors may recommend counseling for students who have demonstrated an need through their behaviors, grades, or interactions and communications with others.  Summer Credit Recovery: Students who do not receive passing grades for required courses are offered 4-week summer classes as an opportunity for building and practicing necessary skills as measured by OUMS-generated benchmarks. Students who do not pass the Summer Credit recovery class may run the danger of being retained in that particular grade.

25 b. Plan for Academically High-Achieving Students  High-achieving students will be provided with supplemental challenging curriculum to meet their learning potential. High-achieving students will be identified through not only diagnostic assessments, but also teacher observation and recommendation. Teachers will work with parents to outline strategies to use at home and in the classroom that adequately challenge high-achieving students. High-achieving students are identified through multiple measures, including: diagnostic test scores, academic performance, leadership potential, and teacher recommendation. OUMS programs provided for high- achieving students include:  Afterschool Enrichment Programs: Afterschool programs that enhance academic learning such as Techbridge, Book Club, Chess Club, and Journalism classes.  Summer Enrichment Opportunities: With the support of Advisors, students participate in summer programs offered by public and private universities or organizations, as well as enrichment opportunities outside of school, such as author readings at local universities.  Differentiated Instruction: Instruction in classrooms will be differentiated with opportunity for open-ended problem solving, all of which support acceleration.  Student Mentoring: High-achieving 8th grade students will have opportunities to mentor and tutor 6th or 7th grade students with teacher supervision.  Multi-Leveled Reading Library: As part of their Silent Sustained Reading practice, high achieving students will have access to a variety of books written at high school reading levels or above in order to further increase their reading fluency and comprehension.  Blended Learning: Our blended learning curriculum in mathematics will allow advanced students to partake high level mathematics contents in his/her own pace. c. Plan for English Learners English Language Learners (“ELLs”) will have full access to OUMS’s core curriculum. Many of the supports listed below have been successfully implemented at Oakland Unity High School (OUHS) over the past 10 years. In the years 2010-2012, OUHS has greatly outperformed OUSD high schools with regard to ELL API and ELL CAHSEE passage rate. Unity Schools has a proven track record of serving Oakland’s ELL population and will continue to do so at the middle school level. Below is a chart that outlines OUHS’ performance in comparison to district schools. Oakland High Schools ELL API 2012 Oakland Unity High School 684 Castlemont High School 552 Skyline High School 571 Oakland Technical High School 583 Oakland High School 576

Oakland High Schools 2013- ELA CAHSEE Passage Rates for ELL students (10th)

26 Oakland Unity High School 74% OUSD (district wide) 27% While Unity Schools is proud of its achievement at the high school level and confident that the supports and structures used at OUHS will create a similar environment of success at OUMS, we recognize that many middle school students will enter with ELD levels that are below those at the high school level and have adjusted our interventions accordingly. OUMS aim to hire CLAD certified, experienced teachers and will work with BCLAD certified teachers and other ELL specialists to meet the needs of this population. OUMS meets all applicable legal requirements for ELLs relative to annual notification to parents, student identification, placement, program options, English language development (“ELD”) and core content instruction, teacher qualifications and training, reclassification to Fluent English Proficient (FEP) status, monitoring and evaluation of program effectiveness, and standardized testing requirements. OUMS implements policies to ensure proper placement, evaluation, and communication regarding the rights of ELLs and their parents. If a student is classified as an ELL student, the ELL coordinator will contact the parent and explain the supports being put in place to support that student and will explain the ways in which a student can gain reclassification. OUMS grade-level teachers meet weekly to discuss the students and curriculum. During this time, a focus will also be placed on the progress of those students designated as ELLs. OUMS will engage in a variety of measures annually in order to ensure that students are placed in the appropriate support programs from the outset and that their teachers have an understanding of how to best meet their needs. The ELL coordinator’s job description and his or her role in the classification process are outlined below.

ELL Coordinator  The ELL Coordinator at OUMS has two main functions. The first is to ensure that classification processes are being followed for each student. The second is to educate and support the OUMS staff by running ongoing professional development on best practices for teaching ELL students. This part of the ELL coordinator’s role will also include ongoing observations of classroom teachers using the SIOP protocol and helping teachers to modify assignments and expectations for students at the Emerging and Expanding ELD levels.  In the first year of the school, the ELL Coordinator will be one of the OUMS English Language Arts teachers, who will have a lightened teaching load. There will be a ½ ELL Coordinator position in the 2nd year of the school’s operation.

Classification Process

1. Home Language Survey The Home Language Survey (HLS) is administered upon a student’s initial enrollment into a California public school. If OUMS is not a student’s first California public school, OUMS will attempt to retrieve a copy of the student’s HLS from the prior school(s) of attendance. Nonetheless, all students will be asked to state their primary language with OUMS enrollment paperwork to ensure an HLS is completed.

2. Annual Assessments

27 OUMS shall follow all California English Language Development Test (CELDT) testing timelines to ensure students receive proper instruction. OUMS shall comply with the applicable requirements of the No Child Left Behind Act with regard to ELL pupils. In addition to providing staff, students, and families with the official results of the CELDT, OUMS ESL coordinator will also provide staff, students, and families with unofficial results in a timely manner. In addition to CELDT testing, students will also be administered a primary language assessment within 90 days of enrollment. All students, regardless of the results of their home language survey, will be administered tests to measure language proficiency, reading level, and oral language fluency biannually.

3. Reclassification to FEP Status OUMS will use criteria to determine fluent English proficiency (FEP) for ELLs that are consistent with legal requirements regarding standardized testing and other required assessments. In addition, OUMS monitors student performance to ensure on-going academic success for reclassified students. Reclassification procedures utilize multiple criteria in determining whether to classify a pupil as proficient in English including, but not limited to, all of the following:  CELDT (both unofficial and official results), on an annual basis as required by law.  Observation by the pupil’s classroom teacher and any other certificated staff with direct responsibility for teaching or placement decisions of the pupil to evaluate the pupil’s curriculum mastery.  Participation of parents or guardians in the school’s reclassification procedure, including seeking their opinion and consultation through notice that includes a description of the reclassification process and the parent’s opportunity to participate  Comparison of the pupil’s performance in basic skills against an empirically established range of performance and basic skills based upon the performance of English proficient pupils of the same age, demonstrating that the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

Supplemental Pullout Instruction  For students at the Emerging and lower level Expanding ELD levels, supplemental pullout instruction with a focus on academic language acquisition takes place on a twice- weekly basis. In 2011-2012, 80% of 6th grade ELL students in Oakland tested at either the Early Advanced, Intermediate, or Early Intermediate CELDT levels, meaning that it would be reasonable to expect a similar percentage of students at this level which corresponds to the Emerging and Expanding ELD levels. These are students who will benefit from substantial to moderate support.  This instruction will be taught by the grade-level English teacher to ensure continuity between the support and the English Language Arts curriculum and best practices. This teacher will attend professional development offered by Dr. Kate Kinsella around the “how” of academic language acquisition. At OUMS, the “what” of ELD instruction will be deeply connected to what the students are learning in their mainstream English classes.  ELL students will benefit from smaller, intensive instruction with their regular English teacher. This teacher will also better be able to modify the work or reteach concepts in

28 this setting. This class period will give them more opportunities to speak, read, and write in English. This pullout instruction does not replace the mainstream English class, but occurs during one of the students’ non-core academic classes. The ELL students are thereby receiving 50% more English instructions than the mainstream students.  The supplemental pullout instruction will focus on 3 modes of production, as outlined in the California English Language Development standards and connected to the Common Core State standards. These modes are: collaborative, interpretive, and productive communication. The supplemental support will also focus on metalinguistic awareness and accuracy of production.  Students will be periodically assessed for their proficiency level in each of the five categories mentioned above. Mainstream OUMS classes will provide the necessary support to students at the Bridging level of English Language Development and above. Strategies for supporting ELLs in all classes at OUMS include:  Project-based learning with an emphasis on multiple ways of showing mastery of knowledge. Project-based assessment will take place on a quarterly basis across disciplines. ELL students are often able to excel at projects in which they can show their intelligence and understanding in a different modality.  Heterogeneous groupings in core academic classes such as English, Social Studies, and Math. ELL students can benefit when put in an environment with supportive classmates who have a higher level of English than they have. This can be especially true when these classmates are also bilingual in the student’s home language and can assist with basic translation and explanation when necessary.  After-school support and tutoring available to students 4 days a week from 3-5PM. Some students may be required to attend based on their academic performance. It will be beneficial for ELL students to work in a small group on homework across disciplines.  Ongoing professional development for all OUMS staff in Specially Designed Academic Instruction in English (SDAIE) and other sheltered instruction techniques offered at least one time per quarter either by an outside source or by the ELL coordinator. ELL students will benefit from instructors who understand the best practices for meeting them where they are in terms of language development.  Specialized Silent Sustained Reading library that includes a wide variety of engaging books targeted towards pre-adolescents and adolescents who are acquiring English. OUMS will purchase books from the Orca Soundings series, which is designed for pre- teens and teens who read below grade level. Books are about high-interest topics in accessible language. ELL students will benefit from increased access to and success with reading books in English.  Instruction techniques, assessment, materials and approaches aligned with California ELD and Content Standards and focused on communicative competence and academic achievement covering listening, speaking, reading, and writing skills.

Monitoring and Evaluation of Program Effectiveness OUMS’s evaluation for the program effectiveness for ELLs includes:

29  Assessment of students’ English language proficiency, reading level, and oral language fluency in the fall and the spring annually  Continuous monitoring of reclassification of ELLs by the ELL Coordinator  Measurement by classroom teachers of student growth in California ELD standards  SBAC results  Assessments measuring modes of communication and knowledge of language d. Plan for Special Education OUMS recognizes its legal responsibility to ensure that no qualified person with a disability shall, on the basis of disability, be excluded from participation, be denied the benefits of, or otherwise be subjected to discrimination under any program of the School. Any student who has an objectively identified disability which substantially limits a major life activity, including but not limited to learning, is eligible for accommodation by the School. OUMS will adhere to all applicable State and Federal Laws in serving individuals with disabilities, including but not limited to, Individuals with Disabilities Education Improvement Education Act (IDEIA), its amendments, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA). OUMS shall not require the modification of an IEP or 504 plan as a condition of acceptance. OUMS will apply to the Sonoma County Charter SELPA to act as a local education agency (LEA) of the Sonoma County Charter SELPA for purposes of special education pursuant to Education Code Section 47641(b). A child with disabilities attending OUMS shall receive special education instruction and related services in accordance with the individualized educational program (“IEP”). OUMS will identify special education students and develop their IEP in two ways:  When a student enrolls at OUMS, his/her parents/guardians will be asked if he/she has received special education services and, if so, to provide the school with the student's individual education plan (IEP) or to provide a release for the school to access the student's IEP. OUMS will also review the cumulative education records received from the students' previous schools and identify the students with existing IEPs. For these identified students, the OUMS resource specialist will convene a meeting with the student's parents and the appropriate teacher to review the IEP and to update the plan (to integrate the services with OUMS's high support curriculum) and to conduct reassessment if necessary.  Instructional staff, through their daily interactions with the students, may identify students who may need extra assistance. For every identified student, the staff will hold a Student Success Team (SST) meeting to develop special intervention program or to recommend the student for special education assessment. For the latter case, the OUMS resource specialist will meet with the parents to seek approval for the assessment. If the assessment recommends special education services, the OUMS resource specialist will develop, together with the parents and the appropriate teachers, an IEP for the student. The IEP services will be designed to take advantage of OUMS's support curriculum. Written plans and records will be maintained for all students with IEPs. Students will receive services as prescribed in the IEP, as determined by local agreements. The students will be reassessed and their IEP updated periodically as prescribed in the IEPs and in compliance with the State and Federal regulations.

Three-tier Student Success Team

30 At OUMS we are committed to seeing ALL of our student graduates prepared for success in high school. In order to deliver on that commitment, we will track our students’ academic progress; track progress towards OUMS graduation requirements; identify when a student is not making adequate progress towards graduation; develop a plan to intervene and accelerate that student’s progress; and monitor the effectiveness of our interventions. The support program includes a three-tier Student Success Team Structure that is designed to ensure our students stay on track for graduation and secondary success. This includes our model for finding students who might have a disability. Table 1: Summary of modifications, accommodations, and interventions for underperforming students.

TIER 1 – IN CLASS TIER 2 – TIER 3 – TIER 2 PULLOUT/EXTENDED INTERVENTION + DAY/SUMMER SCHOOL ALTERNATE CURRICULUM

Focus All students For those students not For those students not making adequate progress making adequate at Tier 1; students who progress at Tiers 1 or 2; through the SST process students who through the are identified as needing SST process are additional support identified as requiring an alternative curriculum

Program Core curricula with Pullout intensive support in Students will be offered supplemental ELD, reading, or math by sustained, intensive, resources as needed either the Student Success scientifically-based Specialist or the Resource alternative curriculum Specialist during the day; reflecting a pacing that after-school support by meets their needs in credentialed teachers in addition to their regular coursework coursework

Grouping Individual support by As needed; pullout will be Homogeneous grouping teacher & homo- homogenous grouping by based on tier geneous & hetero- ability geneous grouping

Time Daily At least 30 minutes 2-3 TIER 2 + at least 60 times per week in addition minutes daily for a to core provided in Tier 1 sustained period of time (can be before school, after during the school day school, weekends or during school)

Support Classroom teacher Classroom teacher, Student Resource Specialist staff Success Specialist,

31 Resource Specialist, Extended Day Coordinator

Setting Regular classroom Will generally take place Outside regular setting outside the regular classroom setting classroom setting (should (supports core program) NOT supplant core instruction)

Description of Process We will strive to identify struggling students early. These students may or may not have the skills to complete the work, but their lack of progress requires support. Then, we have students whose low academic skills make it difficult to approach and complete assigned grade-level work. Some of these students may simply require in-class Tier 1 differentiation and modification and others may require targeted supplemental instruction. Our theory of action around academic acceleration at the middle school level is that when students are truly engaged their performance and skill will accelerate. Differentiation and scaffolding in the classroom and our direct approach are our primary means to accelerate the academic learning and the academic outcomes of our students. Students who require additional support will receive Tier 2 and 3 supports accordingly. All students at Tier 2 or Tier 3 are students who receive special education supports as dictated in their IEPs. Students requiring a Tier 2 or 3 intervention will receive scheduled pull-out support in English Language Development, reading, and mathematics during the school day. These sessions will be scheduled, and students needing this tier of support will be required to participate. The content of these sessions will be strategic direct instruction in the student’s zone of proximal development using programs proven in accelerating learning. Students will receive this targeted intensive support for a quarter before being reassessed for growth. This is a short term intensive intervention designed to accelerate and enable the student to successfully access the classroom curricula. Materials will be selected by the Resource Specialist based on the needs and strengths of the students. The Resource Specialist will conduct professional development with the OUMS teachers on a regular basis to ensure that all teachers are using best practices when teaching students with IEPs. These professional development opportunities will include, but are not limited to, the following topics: alternate grading criteria, learning disability grid, what to do if one suspects a learning disability, response to intervention and 10 steps to assessment, the job description of a resource specialist, and a writing workshop.

Referral Process 1. Process for Documentation of modifications, Accommodations and Interventions in General Education Prior to SST The following is the process for documentation of modification, accommodations and interventions in general education prior to SST. Step 1: Advisor makes an SST referral Student Success Team referrals will generally be submitted following the quarterly progress report. Student advisors will submit SST referrals. (As part of the OUMS support program, every incoming student is assigned a teacher as his/her advisor/advocate. The

32 advisor/advocate will serve the same student until his/her graduation.) Teachers must go through a student’s advisor to trigger the Student Success Team process. Step 2: The Advisor will schedule an SST SSTs will be scheduled in order of priority. If there are a large number of SSTs needed, the RED students will be prioritized over the YELLOW, and upper grades will be prioritized over lower grades. If there is an excessively large number of SSTs, some of the yellow students will be placed on monitor until the next quarterly progress report. SSTs must minimally include the advisor, the student, the parent/guardian and a facilitator. If there is a particular class or teacher that is of concern, that teacher should attend. All the student’s teachers should be invited. Classroom teachers who are unable to attend will send detailed notes about the student’s progress to the student’s advisor at least 24 hours before the meeting. The Advisor will generally facilitate all SSTs. If there are an excessive number of SSTs needed, the Resource Specialist or an Administrator can also facilitate SSTs. In the event the parent or guardian fails to attend the scheduled SST and cannot attend follow-up attempts will be made. If the meeting must take place without the parent, due to extenuating circumstances, the student must be in attendance and notes must be sent home for parent signature. Step 3: The Advisor will collect data for the Student Success Team Student performance data will be analyzed at the SST meeting. Minimally, the following information will be collected in advance of the meeting:  Teacher reports on student progress  Transcript communicating student progress towards OUMS graduation requirements  Last progress report/report card  Advisor’s report  Attendance data  Student conduct data  Any other relevant reports from relevant staff or adults (after-school program, coaches, tutors, mentors, etc.) Step 4: The SST will follow the process outlined below to develop a Success Plan The SST Cycle of Inquiry uses the data presented to identify root causes for the student’s performance. It is critical that the SST follows the protocol to be as accurate as possible in identifying the specific causes to the student’s challenges. The root causes will identify the target areas for growth on the Success Plan. It will also indicate areas where the student may require modification of requirements or instructional pedagogy. The Advisor will provide a copy of the notes and action items for the Success Plan to a dedicated administrator who will input the Success Plan into the school’s online student data platform, PowerSchool, to facilitate teacher access to the plan. Step 5: The advisor will monitor the implementation of the Success Plans The Advisor is the lead for the Success Plan. The Advisor will maintain a file for each student with a Success Plan and an administrator will also keep a copy on file for each student. The Advisor will monitor student attendance at assigned support sessions and perform regular check-ins with the Extended Day Coordinator to identify students who are not making good use of the time or resources provided.

33 2. SST Process Step 1: Review the data presented Review the student interview responses, the teachers’ reports, the student’s performance data, and the information presented on the referral. Ask the members of the team to make observations about:  Student’s strengths/assets  Student’s challenges  Where the student has experienced success  Where the student has struggled Step 2: Make a data-based observation/statement about the student’s struggles Make a statement about the challenges the student is experiencing. Make sure this is an evidence-based statement and that the statement is significant. A significant statement is one that describes a challenge that if overcome would dramatically improve the student’s performance. For example, the statement “Student A seems very unmotivated and does not engage in class” is much more significant than the statement “Student A is often tardy to class.” Step 3: Ask WHY 3-5 times. Ask why. Apply your understanding of the student based on the data presented and based on your own experiences with the student to deeply analyze the root cause of the statement. Why is Student A unmotivated? Once the team has come to some conclusion about why Student A is unmotivated, ask why again. If the team decides Student A is unmotivated because he does not appear to see any point to school, ask why he does not appear to see any point to school. If the team decides he doesn’t see the point to school because he has been retained twice already and has experienced largely failure in school, ask why that is the case. If the team decides he has largely failed because his reading and writing skills are very low and he has not received adequate support, the team might recommend remediation and pullout. If the team believes his failure is largely due to an inclination to hang out with the “wrong” crowd and “follow” vs. “lead”, the team might recommend he join an extra curricular activity. The real WHY is incredibly important in determining what course of action to take to support the student. Step 4: Do steps 2 and 3 for another struggle. Step 5: Do steps 2 and 3 for an area of success. Step 6: Identify 2-3 high-leverage strategies that build upon the cause of the strength to address the struggles. For example, if the root cause for a student’s strength in his after school basketball team is a close and trusting relationship with his coach and the sense of pride that coach instills in him, then we might theorize that strong and encouraging adult allies help this student succeed. Therefore, we might identify a strong adult ally who can support the area where the student is struggling. The final step of the process is to close the meeting by summarizing the findings of the SST team including action items, obtainable goals, and setting dates for revisiting the student’s progress. Records from the meeting will be distributed to all the stakeholders via hard copy and also recorded electronically in the PowerSchool system.

34 SPED Staff Professional Training OUMS SPED staff and regular staff will receive scheduled trainings from its SELPA and the Bay Area Special Education JPA. In addition, the OUMS SPED staff will lead regular professional development trainings with the OUMS staff during weekly Wednesday professional development meetings. They will model effective practices for students with learning differences as well as offer guidance in lesson development and strategies to best meet the needs of students with learning differences.

Section 504 of the Rehabilitation Act For identified student who has already been evaluated under the IDEIA but found ineligible for special education instruction or related services under the IDEIA, a 504 team will be assembled by the Principal. The team shall include the parent/ guardian, the student (where appropriate) and other qualified persons knowledgeable about the student, the meaning of the evaluation data, placement options, and accommodations. The 504 team will review the student’s existing records; including academic, social and behavioral records, and is responsible for making a determination as to whether an evaluation for 504 services is appropriate. The student evaluation shall be carried out by the 504 team, who will evaluate the nature of the student’s disability and the impact upon the student’s education. This evaluation will include consideration of any behaviors that interfere with regular participation in the educational program and/or activities. The 504 team may also consider the following information in its evaluation:  Tests and other evaluation materials that have been validated for the specific purpose for which they are used and are administered by trained personnel.  Tests and other evaluation materials including those tailored to assess specific areas of educational need, and not merely those which are designed to provide a single general intelligent quotient. Tests are selected and administered to ensure that when a test is administered to a student with impaired sensory, manual or speaking skills, the test results accurately reflect the student’s aptitude or achievement level, or whatever factor the test purports to measure, rather than reflecting the student’s impaired sensory, manual or speaking skills. The final determination of whether the student will or will not be identified as a person with a disability is made by the 504 team in writing and notice is given in writing to the parent or guardian of the student in their primary language along with the procedural safeguards available to them. If during the evaluation, the 504 team obtains information indicating possible eligibility of the student for special education per the IDEIA, a referral for assessment under the IDEIA will be made by the 504 team. If the student is found by the 504 team to have a disability under Section 504, the 504 team shall be responsible for determining what, if any, accommodations or services are needed to ensure that the student receives the free and appropriate public education (“FAPE”). In developing the 504 Plan, the 504 team shall consider all relevant information utilized during the evaluation of the student, drawing upon a variety of sources, including, but not limited to, assessments conducted by the School’s professional staff. The 504 Plan shall describe the Section 504 disability and any program accommodations, modifications or services that may be necessary. All 504 team participants, parents, guardians, teachers and any other participants in the student’s education must have a copy of each student’s 504 Plan. A copy of the 504 Plan

35 shall be maintained in the student’s file. Each student’s 504 Plan will be reviewed at least once per year to determine the appropriateness of the plan, needed modifications to the plan, and continued eligibility.

36 ELEMENT B: MEASURABLE PUPIL OUTCOMES Governing Law: The measurable pupil outcomes identified for use by the Charter School. “Pupil outcomes,” for purpose of this part, means the extent to which all pupils of the school demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the school’s educational program. --California Education Code Section 47605(b)(5)(B). The pupil outcomes shall align with the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the program operated, by the charter school.

1. Measurable Outcomes for Student Performance Oakland Unity Middle School (OUMS) aims to provide students with a quality education with a focus on reading, writing, thinking, and applying knowledge across subject area. An OUMS education involves not only the mastery of these skills, but which also instills in them the habits of responsibility, effort, collaboration, and caring. Through a dual approach of academic and social skill building, students will be able to achieve not only their future educational and career goals, but will also be happy and contributing members of their communities. OUMS will achieve the following measurable school-wide outcomes:  OUMS performance (as measured by the Smarter Balance Assessment) will exceed that of the OUSD neighborhood schools that students would otherwise attend. [Data Sources: CDE DataQuest];  Percentages of students who score at the “proficient” or “advanced” levels on the Smarter Balance Assessment in English-Language Arts and Mathematics will exceed the percentages of students of same racial/ethnic backgrounds attending all OUSD middle schools, who score at the “proficient” or “advanced” levels on the same tests [Data Source: STAR results.  Students that are identified as English Language Learners when first enrolled at OUMS will either achieve a Level 5 on the CELDT or improve on the CELDT by two levels in two of the test areas after two years of study at OUMS. [Data Source: CELDT scores].  OUMS will attain, both school-wide and for all groups of pupils, its annual Academic Performance Index (API) growth target or in two of the last three years, or in the aggregate for the prior three years. [Data Source: API].  OUMS will achieve Average Daily Attendance of 95% or higher [Data Source: Student information system records].  OUMS students’ interest in and motivation to attend college will increase over the course of their middle school education with 95% of OUMS 8th graders who have attended OUMS since sixth grade will express interest in attending college [Data Source: Annual student survey results]. In addition to our school-wide measurable pupil outcomes, OUMS’s educational objectives for students in each of the Core Subject Areas, upon graduation from our program, are as follow and reflect the use of the OUMS Habits of Mind (Attachment C): English Language Arts  Students will be able to read, understand, and write about both the key ideas and details of a variety of texts

37  Students will be able to interpret, analyze, and assess the structure, figurative meaning, point of view, and purpose of grade-level appropriate texts  Students will be able to integrate the knowledge and ideas of multiple texts and diverse media formats  Students will be able to use technology effectively to demonstrate understanding of a variety of texts or subjects  Students will be able to write arguments, informative/explanatory texts, and narratives using the relevant and effective techniques of each genre to achieve their desired purpose  Students will apply their knowledge of grammar and syntax to revise and improve their work in order that they may publish and/or share it with others  Students will demonstrate an ability to research a variety of sources in order to both build and present knowledge  Students will utilize multiple moods of presentation to demonstrate knowledge and ideas Mathematics  Students will learn the grade-level appropriate topics about the number system, expressions and equations, functions, geometry, and statistics and probability  Students will make sense of problems and persevere in solving them  Students will reason abstractly and quantitatively  Students will construct viable arguments and critique the reasoning of others  Students will apply mathematics to solve problems they see in everyday life  Students will consider the available tools to solve a problem strategically  Students will communicate precisely to others about math Social Studies  Students will be able to read, analyze, and write about primary source documents in order to understand past and current events  Students will understand how point of view can influence an understanding of historical events  Students will understand the role of geography, government, and economics in shaping past and current events Science  Students will be able to apply the process of scientific inquiry through experimentation, data collection, and observation  Students will be able to read scientific texts and write about experiments using scientific vocabulary and conventions Furthermore, OUMS’s educational objectives in each of the Social and Leadership Skills are as follow and reflect the use of the OUMS Habits of Heart (Attachment C):

38  Responsibility: Students will show a sense of responsibility for not only for meeting academic and workplace expectations, but also through following through on their commitments to themselves, their loved ones, and their larger community.  Effort: Students will demonstrate effort by working hard to progress in their learning and personal growth to overcome obstacles that they may face.  Collaborate: Students will demonstrate the ability to collaborate and work effectively with others in cooperative groups in a variety of settings.  Care: Students will demonstrate care for themselves through making healthy choices and exhibiting interpersonal intelligence and students will also demonstrate care for the world around them through their own success and their commitment to improving their communities. These goals have been created for all core academic areas, additional academic areas, lifelong skills, and OUMS Habits of Heart. The range of assessment reflects OUMS’ desire to help students express knowledge and understanding through a variety of measures. The content of the assessments reflects OUMS’ mission to prepare students for success in a rigorous high school environment and later to acceptance to and success in college.

School-wide Performance Targets and Methods of Measurement The table below details subject area performance targets and methods of measurement for OUMS. Assessment Chart Subject Measurable Outcomes Assessment Tools Frequency Proficiency Goals Area English ‐ Students will be able to SBAC 1x per year Percentages of students Language read, write, and speak for a (External) who score at the Arts variety of purposes to a “proficient” or “advanced” variety of audiences levels on the California ‐ Students will be able to use Standards Tests in academic language, English‐Language Arts will vocabulary, and structures exceed the percentages of to communicate effectively students of same ‐ Students will be able to use racial/ethnic backgrounds technology effectively to attending all OUSD middle demonstrate understanding schools, who score at the of a variety of texts or “proficient” or “advanced” subjects levels on the same tests Standardized 2x per year Growth of at least one Reading Level level as defined by Assessment assessment (Internal) OUMS Common 3x per year Growth of 1 level per year Core standards on a 4 point rubric based writing assessment

(Internal) Summative Portfolio 1x per year 70% or higher on Unity Presentation Summative Presentation Rubric

39 (Internal)

Mathe‐ ‐ Students will be able to SBAC 1x per year Percentages of students matics solve problems in a variety (External) who score at the of different ways “proficient” or “advanced” ‐ Students will be able to levels on the California communicate both written Standards Tests in and orally about Mathematics will exceed mathematical concepts and the percentages of logical reasoning students of same racial/ethnic backgrounds attending all OUSD middle schools, who score at the “proficient” or “advanced” levels on the same tests Standardized Math 2x per year Growth of at least one Skills Assessment level as defined by using Data Director assessment (Internal) Summative Portfolio 1x per year 70% or higher on Unity Presentation Summative Presentation (Internal) Rubric Social ‐ Students will be able to SBAC 1x per year Percentages of students Studies read, analyze, and write (External) who score at the about primary source “proficient” or “advanced” documents in order to levels on the California understand past and current Standards Tests in Social events Studies will exceed the ‐ Students will understand percentages of students of how point of view can same racial/ethnic influence an understanding backgrounds attending all of historical events OUSD middle schools, who ‐ Students will understand score at the “proficient” or the role of geography, “advanced” levels on the government, and same tests economics in shaping past Document Based 2x per year Growth of at least one and current events Question Writing level as defined by Unity Assessment Document Based Question (Internal) Writing Rubric Standards based 3x per year interim assessments Score of 70 or higher on using Data Director 100 point scale (Internal) Summative Portfolio 1x per year 70% or higher on Unity Presentation Summative Presentation (Internal) Rubric Science ‐ Students will be able to SBAC 1x per year Percentages of students apply the process of (External) who score at the scientific inquiry through “proficient” or “advanced” experimentation, data levels on the California collection, and observation Standards Tests in Science ‐ Students will be able to will exceed the read scientific texts and percentages of students of

40 write about experiments same racial/ethnic using scientific vocabulary backgrounds attending all and conventions OUSD middle schools, who score at the “proficient” or “advanced” levels on the same tests Standards based 3x per year Score of 70 or higher on interim assessments 100 point scale using Data Director (Internal) Lab Report 2x per year 70% or higher on Unity (Internal) Lab Report Rubric Summative Portfolio 1x per year 70% or higher on Unity Presentation Summative Presentation (Internal) Rubric

Additional Academic and Lifelong Learning Skills Subject Assessment Tools Frequency Area Measurable Outcomes Proficiency Goals Techno‐ ‐ Students will effectively 1x per year 70% or higher on the use logy use technology as a tool to Summative of technology section on advance academic learning Portfolio the Unity Summative and individual/group Presentation Presentation Rubric projects and goals. ‐ Students will also use Learning Lab 2x per year technology as a Technology skills 70% or higher on 100 communication tool and will assessment point scale also learn how to judge reliability of online sources.

Visual ‐ Students will increase their 4x per year 70% or higher on the and/or ability to appreciate Visual and/or Unity Visual and/or Performi and/or express ideas and Performing Arts Performing Arts Rubric ng Arts emotions through various Rubric and/or growth of one forms of arts (e.g. music, level per year visual/studio arts, drama, and dance). ‐ Students will learn how to read a variety of different texts and art forms.

College ‐ Students will be familiar Student Surveys 1x per year and with and begin preparation 80% of 8th graders Career for post‐secondary expressing interest in Preparat education. attending college ion ‐ Students will visit college 1x per year Students will attend two campuses and meet with Counselor’s Report college related events per college students and year. graduates from their communities. They will also learn about career options through a similar hands‐on approach including workplace visits

41 and conducting interviews with various professionals. ‐ Students will understand 1x per year At least 75% of all Physical the benefit of physical California Physical students will test into the Educati activity and proper Fitness Test “Physically Fit Zone” in at on and nutrition. Students will least 4 areas of fitness by Health learn how to play a variety the end of 8th grade. of team‐building games and how to make healthy decisions. Social and Leadership Skills Area Measurable Outcomes Assessment Tools Frequency Proficiency Goals Habits: ‐ Students will show a sense ‐ Student discipline Ongoing ‐ 90% of students will Responsi of responsibility for not only data demonstrate growth in bility for meeting academic and ‐ Student Success social and leadership Effort workplace expectations, but Team notes skills by 8th grade Collabor also through following ‐ Student and graduation ate through on their parent surveys Care commitments to themselves, ‐ Report cards their loved ones, and their ‐ 8th grade larger community. graduation rate 4. Students ‐ Attendance will ‐ Summative demonstrat Portfolio e effort by Presentation working hard to progress in their learning and personal growth to overcome obstacles that they may face. 5. Students will demonstrat e the ability to collaborat e and work effectively with others in cooperativ e groups in a variety of settings. 6. Students will demonstrat

42 e care for themselves through making healthy choices and exhibiting interperso nal intelligence and students will also demonstrat e care for the world around them through their own success and their commitme nt to improving their communiti es.

School‐wide Goals Area Measurable Outcomes Assessment Tools Frequency Proficiency Goals Academic ‐ Students will demonstrate SBAC 1x per year Meet or exceed yearly Performa adequate growth in API growth targets nce Index academic performance. Average ‐ Students will regularly School data systems 4x per year 95% or higher daily Daily attend school attendance Attendanc e Special Populations Goals

Area Measurable Outcomes Assessment Tools Frequency Proficiency Goals ELL ELL students make gains in CELDT 1x per year Growth of least 2 levels in students their English language 2 test areas over 2 years acquisition

Assessment of 2x per year Movement from early Collaborative, stage of level to exit stage Interpretive, and of that level or from exit Productive Modes of stage of one level to early Communication stage of the next level in 1 using California year Department of

43 Education English Language Development Standards for grades 6 and 7 Assessment of 2x per year Movement from early Knowledge of stage of level to exit stage Language of that level or from exit (Metalinguistic stage of one level to early Awareness and stage of the next level in 1 Accuracy of year Production) using California Department of Education English Language Development Standards for grades 6 and 7 Standardized 2x per year Growth of at least one Reading Level level as defined by Assessment assessment

Special Students will be expected to Tri and Annual 3x/year Determined to have Met Educatio meet the annual goals Review Stated Goal(s) in IEP n stipulated in the students’ Assessments Students Individualized Education Plans (IEP)

The table below details school-wide performance targets and methods of measurement for OUMS. School-wide 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 measures and goals API n/a Growth Growth Growth Growth Target +5 Target +10 Target +15 Target +15 AYA n/a Yes Yes Yes Yes ADA 95% 95% 95% 95% 95% Target Performance Levels OUMS is committed to pursuing growth targets that are both ambitious and feasible. OUMS’ targets and measures were created with the goal of outperforming the local middle school programs, which our students might otherwise attend. Our measurable school-wide outcomes numbers 1 and 2 both reference OUMS performance in relation to similar district schools with comparable numbers of socioeconomically disadvantaged students, African- American students, and Hispanic/Latino students. The following table reflects the 2011 CST scores of 5 middle schools located within a 5-mile radius of the proposed OUMS site and with similar demographics:

44 School Name % Proficient in English % Proficient in Math United for Success 26% 15% Coliseum College Prep 25% 21% Elmhurst Community Prep 28% 30% Roots International Academy 25% 17% Frick Middle School 28% 19%

2. Documenting Outcomes for Academic Subject Matter and Other Skills The OUMS academic curriculum consists of the basic concepts, content goals, and skills instruction reflected in the California State Content Standards and Common Core standards. Academic skills and concepts specified by the California State Frameworks are linked directly and specifically to concepts and themes explored in the classroom. OUMS is dedicated to documenting student achievement of the state content standards and Common Core standards each year through state-mandated assessments and local assessments and evaluations as further described in Element C. OUMS also evaluates and documents whether students are meeting other skill outcomes outlined in Element A of this charter. Oakland Unity Middle School will use a continuous cycle of internally created benchmarks to ensure that class and department goals are being met. The building blocks of this benchmark cycle draw on the model presented in Driven by Data by Paul Bambrick-Santoyo and are as follows:  Assessment: creation of rigorous, standards-based interim assessments to provide rigorous data  Analysis: examine the results to identify the causes of both strengths and shortcomings  Action: teach effectively what students most need to learn based on assessment results Oakland Unity Middle School’s benchmarks are created with the following principles, called the Five Core Drivers of Effective Assessment: 1. Common and interim - Assessments should apply to all students in a grade level and should occur every six to eight weeks. 2. Transparent starting point - Assessments need to be written before teaching starts: they define the road map. 3. Aligned to state tests and Common Core standards- Assessments should mirror state tests (SBAC) in format, content, length 4. Aligned to instructional sequence - Assessments should be aligned to the teachers' sequence of clearly defined grade - level and content expectations, so teachers are teaching what will be assessed. 5. Reassessed - Interim benchmark assessments should continuously reassess previously taught standards. Oakland Unity Middle School will maintain sufficient staff and systems including technology, required to ensure timely reporting necessary to comply with the law and to meet all reasonable inquiries from District and other authorized reporting agencies.

45 ELEMENT C: MEASUREMENT OF PUPIL OUTCOMES Governing Law: The method by which pupil progress in meeting those pupil outcomes is measured. --California Education Code Section 47605(b)(5)(C). The pupil outcomes shall align with the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the program operated, by the charter school. OUMS will comply with all Local Control Accountability plan regulations and compliance requirement

OUMS will use a variety of data sources to measure pupil outcomes and ultimately the success of the school. OUMS will use a combination of both formative and summative assessments created by both internal and external sources to get the most detailed picture of student achievement. OUMS will measure pupil outcomes in the following categories:  Core Academic Content  Social and Leadership Skills  Achievement of Special Populations  School-Wide Goals OUMS will measure pupil outcomes using a variety of assessments, including a combination of internally and externally created assessments: Formative Assessments:  Standardized Reading Level Assessment (external)  Rubric-based OUMS Middle School Common Core standards based Writing Assessment (internal)  Standards-based Mathematics Skills Assessment using Data Director (internal)  Rubric-based Document Based Question Writing Assessment (internal)  Standards-based Social Studies Assessment using Data Director (internal)  Standards-based Science Assessment using Data Director (internal)  Rubric-based Lab Report Writing Assessment (internal)  Learning Lab Technology Skills Assessment (internal)  Visual and/or Performing Arts Rubric-based Assessment (internal)  California Physical Fitness Test (external)  Discipline report generated via SIS  Summative Assessments: Smarter Balanced Assessment Consortium (external)  CELDT (external)  Summative Portfolio Presentations (internal)  ADA (PowerSchool)  Local Control Accountability Plan  Student grade reports (PowerSchool)  Student and family end-of-year surveys (TriPod student survey)

46 Summative Portfolio Presentations OUMS students will engage in Summative Portfolio Presentations at each grade level, culminating in an 8th Grade Summative Portfolio Presentation that will be a reflection on their entire OUMS career and in which the student will make the case that he or she is ready to enter a rigorous high school environment. OUMS believes that portfolio presentations can be an extremely rich source of data about student learning, as well as an important exercise in metacognition for the students. Students will demonstrate an understanding of individual subject matter, effective public speaking skills, ability to self-reflect, and level of growth in the Unity Habits of Heart. OUMS students will present not only to staff members, but also to family members, peers, and members of the local community. OUMS teachers will also use the data gathered from these rubric-based Summative Portfolio Presentations to make decisions about the quality and effectiveness of their own instruction across subject-area.

Use and Reporting of Data: Since the 2010-2011 school year, OUHS has been at the forefront of using the web-based platform, Data Director, in conjunction with the California Charter Schools Association’s ZOOM! Data Initiative. OUMS will build on the expertise and experience gained through 5+ years of experience with data driven instruction. OUMS will use the Data Director platform to produce timely reports on a variety of measures. These measures can include large-scale views, such as overall performance of a certain sub-group, to more nuanced, but equally valuable information of student performance on individual standards or questions. OUMS instructors will use the data inquiry tools created by OUHS to track individual student progress and progress of a group on various standards. OUMS instructors will use this data, in conjunction with data gathered from other assessments, to work on improvement plans for individual students, sub-groups, and their own instruction. Since the 2004-2005 school year, OUHS has been utilizing Pearson Education Inc.’s PowerSchool, PowerTeacher, and PowerSchool Admin tools to input Student Information. OUMS teachers will utilize the same best practices used by OUHS to achieve positive student outcomes. OUMS teachers will enter a minimum of 3 grades per week across categories such as “homework”, “citizenship”, or “performance assessments” in order to create a rich picture of student performance in each class. OUMS students will also be required by advisors to regularly check their grades using PowerSchool’s online student interface. Students will learn how to analyze this data, use it to advocate for themselves, and comprehend it deeply in order to make improvements. Advisors will use an individual student’s grade data from PowerSchool to make decisions about necessary Student Support Plan meetings and will use this data during those meeting. OUMS parents will be educated at the beginning of the year about how to monitor their own students’ data via the PowerSchool online interface. OUMS teachers and administrators will utilize PowerSchool Admin to monitor student behavioral growth. Both teachers and administrators will log behavioral incidents in order to monitor patterns of behaviors across grade levels and from individual students. The information in PowerSchool Admin will be used to decide individual student consequences. These discipline reports will be shared with parents at Student Support Plan meetings if relevant.

47 OUMS teachers and office staff will use PowerSchool to take attendance and monitor absences and tardies. Office staff will utilize the same best practices used by the office staff at OUHS. OUHS has consistently had an ADA of over 95% over the past 5 years. This data will be shared with parents during Student Support Plan meetings and at larger parent meetings if relevant.

Improvement Plan: OUMS is committed to understanding the data in order to improve student outcomes. This philosophy also reflects OUMS’ commitment to repeated assessment using a variety of measures to generate data about student understanding. The OUMS staff is engaged in two levels of inquiry using data. OUMS staff uses a cycle of inquiry to move students towards improvement. Cycle of Inquiry- the stages of the cycle of inquiry are as follows: 1. Identify an issue that relates to one of the measurable pupil outcomes 2. Frame the issue with questions 3. Set goals and measures for success 4. Build a plan to meet said goals 5. Implement the plan 6. Analyze the data and reflect to inform ongoing practice Grade Level Teams: Teachers across disciplines meet as a grade level team and use discipline report data, classroom observations, and grade reports to discuss progress on both social and leadership skills and core academic skills. Teachers are involved in a cycle of inquiry to raise the outcomes of the students in that grade level. These focused data meetings take place quarterly using assessment created via the Understanding By Design backwards planning framework. Results are relayed to the Advisors of individual students so that pertinent information can be used in Student Support Plan meetings with parents and the student. Department Teams: Teachers in the same department meet as a team and use formative assessment data and classroom observations to discuss progress primarily on the core academic skills. Teachers are involved in a cycle of inquiry to identify ways to improve student achievement in that discipline. These focused data meetings take place quarterly using assessment created via the Understanding By Design backwards planning framework. Results are relayed to the Advisors of individual students so that pertinent information can be used in Student Support Plan meetings with parents and the student.

Reporting of Data to the OUMS Board and Community: The OUMS principal compiles an annual school performance report to the board of directors. This report includes, at a minimum, the following information:  Summary data showing student progress toward the goals and outcomes specified in the charter from assessment instruments and techniques listed.  An analysis of whether or not student performance is meeting the goals specified in the charter.  Data on the level of parent involvement in the school's governance and other activities.

48  Data regarding the number of staff working at the school and their qualifications. A copy of the school's health and safety policies and/or a summary of any major changes to those policies during the year.  An overview of the school's admissions practices during the year and data regarding the numbers of students enrolled, the number on waiting lists, and the numbers of students expelled and/or suspended.  Information demonstrating whether or not the school implemented the means listed in charter to achieve a racially and ethnically balanced student population.  Other information regarding the educational program and the administrative, legal, and governance operations of the school relative to compliance with the terms of the charter generally. The report is presented to the OUMS Board at the end of the school year at a public meeting. Data from the performance report is translated into the School Accountability Report Card (SARC) that is published on OUMS’s website. If Oakland Unity Middle School does not test (i.e., CELDT) with the district, Oakland Unity Middle School hereby grants authority to the State of California to provide a copy of all test results directly to ACOE as well as the charter school. Test results for the prior year, if not provided directly to the district by the State, will be provided by the charter school to the district no later than September 1 of each year.

Reporting of Data to Families and Students: Students and families will be informed of the schedule of individual summative and formative assessments. Results of these assessments will be transmitted to parents at regular parent meetings along with discussion of the implication of the results and goals for future assessments. Individual student results will be relayed to parents during Student Support Plan meetings, and via grade reports and progress reports. Teachers will relay class-wide and grade-wide data to students after assessments. Teachers will help students review and analyze their own data on a regular basis and help students understand their own strengths and areas for growth.

49 ELEMENT D: GOVERNANCE STRUCTURE Governing Law: The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement—California Education Code Section 47605(b)(5)(D)

1. Legal Status and Liability OUMS is operated as a unit of Unity Schools, a 501(c)(3) California Nonprofit Public Benefit Corporation (Attachment D). Unity Schools is governed by Its Bylaws, which do not conflict with any element of this charter. All Unity Schools Board members are voting members and have a legal fiduciary responsibility for the well-being of OUMS. OUMS will operate autonomously from ACOE, with the exception of the supervisory oversight or any other district oversight as required by law. Pursuant to the Education Code Section 47604(c), ACOE will not be liable for the debts and obligations of OUMS or for claims arising from the performance of acts, errors, or omissions by the charter school as long as ACOE has complied with all oversight responsibilities required by law, including, but not limited to, those required by Education Code Section 47604.32 and subdivision (m) of Education Code Section 47605. The governance of OUMS will include the Unity Schools Board of Directors, its Executive Director, the School Principal, the OUMS Community Council, and may involve additional parent committees. The primary method for executing their responsibility is the development and adoption of policies and procedures to ensure that the school is fulfilling its mission and that its operations are in compliance with the policies, the procedures, the charter, and the applicable federal and state regulations. Day-to-Day functions of the board are delegated to the Executive Director. The current Executive Director is Dr. Sau-Lim Tsang who is the founder of Oakland Unity High School. He has over 35 years of non-profit management, school management, and education program experience. Please see Dr. Tsang’s bio in the “Founding Member” section of this charter. His resume is included in Attachment H. Members of Oakland Unity Middle School’s governing members, any administrators, managers or employees, and any other committees of the School shall at all times comply with federal and state laws, nonprofit integrity standards and ACOE’s Charter School policies and regulations regarding ethics and conflicts of interest so long as such policies and regulations are not in conflict with any then-existing applicable statutes or regulations applicable to charter schools. The Unity Schools board will comply with the Brown Act in all matters. Oakland Unity Middle School and/or its parent non-profit corporation will be solely responsible for the debts and obligations of the charter school.

2. Unity Schools Board of Directors The Unity Schools Board is composed of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the school. Unity Schools offers a new member orientation for new board members and also conducts a biannual retreat so that all board members can become acclimated to the important aspects of Unity Schools. Unity Schools’ bylaws stipulate seven to 15 board members. The board has had an odd number of members in its ten years history in order to avoid tied votes. If needed, the board will elect/appoint a new member to maintain the odd number. Board members serve two-

50 year terms and may be re-elected. The Board includes at the chair of OUMS’s Community Council, a business person with experience in fiscal management, and “other community members.” The “other community members” on the board will have expertise in curriculum development, fundraising, charter school law, school management, facilities, or other areas relevant to the operations of charter schools. ACOE is invited to delegate a representative to serve on Unity Schools Board of Directors. See Attachment E for the listing of current Unity Schools Board members. The Board of Directors has a responsibility to solicit input from, and the opinions of, OUMS community council regarding issues of significance and to weigh the input and opinions carefully before taking action. The Board of Directors meets monthly (except for the month of August) and as needed and is responsible for carrying out Board responsibilities including, but not limited to, the following:  Hiring, evaluating, and if necessary, terminating the OUMS Principal.  Approving the hiring of OUMS staff after consideration of a recommendation by the Principal, including overseeing the compliance of hiring policies/procedures by the principal.  Approving contractual agreements for amounts exceeding $5,000 that are not included in the annual budget.  Approving and monitoring the implementation of OUMS general policies, including facilities plans and effective human resource policies for career growth and compensation of the staff.  Approving and monitoring an operational business plan that focuses on student learning.  Approving and monitoring the OUMS annual budget.  Acting as fiscal agent. This includes the receipt of funds for the operation of the School in accordance with charter school laws and the receipt of grants and donations consistent with the OUMS mission.  Regularly measuring progress of both student and staff performance.  Executing all other responsibilities provided for in the California Corporations Code.  Reviewing and revising of the School’s accountability and mission.  Reviewing requests for out of state or overnight field trips.  Participating in the dispute resolution procedure and complaint procedures when necessary.  Developing Board policies and procedures.  Approving charter amendments.  Approving personnel discipline (suspensions or dismissals) as needed.  Appointing an Administrative Panel to act as a hearing body and take action on recommended student expulsions.  Creating external or subcommittees as needed, including but not limited to, an audit committee.  Contracting an external auditor to produce an annual financial audit according to generally accepted accounting practices.

51 The Board may initiate and carry on any program or activity or may otherwise act in any manner which is not in conflict with or inconsistent with or preempted by any law and that is not in conflict with the purposes for which schools are established. The Board currently has two committees: Finance and Facility. An ad hoc Personnel committee is appointed when needed to conduct the performance review of the school principal. The board also appoints administrative panels for the purpose of expulsion hearings. Unity Schools has in place Conflict of Interest Policies (Attachment P). All board members are to complete the required disclosure forms. Unity Schools’ governance policies are aligned with the principles of the Brown Act and the Political Reform Act. Unity Schools Board members abide by the adopted policies and procedures regarding self- dealing and conflicts of interest and do not vote or participate in a discussion relating to a matter in which he/she has a direct personal financial interest. The Board may execute any powers delegated by law to it and shall discharge any duty imposed by law upon it and may delegate any of those duties to the Unity Schools Executive Director, OUMS staff, or other responsible parties. The Board however, retains ultimate responsibility over the performance of those powers or duties so delegated. Such delegation will:  Be in writing;  Specify the entity designated;  Describe in specific terms the authority of the Board being delegated, any conditions on the delegated authority or its exercise and the beginning and ending dates of the delegation; and  Require an affirmative vote of a majority of Board members. Unity Schools Bylaws are included as Attachment F of this charter.

3. The Principal The day-to-day management and operation of OUMS will be the responsibility of the school Principal, who will be authorized to act within the parameters set by the Unity Schools Board. The Principal reports directly to the Unity Schools Board of Director. He or she will supervise and evaluate teachers and other school staff members according to school procedures. Not a voting member of the board, The Principal will report to the OUMS Board of Directors as representative of the school administration at all scheduled board meetings. The principal will also attend monthly finance committee meetings involving school board members serving on the board finance committee. The Principal will be advised and supported by the OUMS Community Council. The Principal will be responsible for establishing a communication system to facilitate communication among the school’s stakeholders including the Unity Schools Board, OUMS Community Council, teachers, parents, ACOE, and partnering agencies. Key responsibilities and qualifications of the Principal are outlined in ELEMENT E of this charter.

52 4. OUMS Community Council The OUMS Community Council (UMCC) participates in proposing school policies, monitoring charter compliance, planning school fundraisers and making budget recommendations. The UMCC consists of the Principal, teachers, parents, and other OUMS staff. UMCC will select a non-OUMS staff member as its chair, who will also serve as the parent representative on the OUMS school board. This parent representative will be responsible for sharing feedback and recommendations from UMCC to the OUMS Board of Directors.. Students and other community members may also participate in the UMCC. OUMS employees on the UMCC are selected by other OUMS employees and will not exceed 50% of the seats on the UMCC. Parents of OUMS students will comprise at least 40% of seats on the UMCC and are selected by other OUMS parents. Either the UMCC or other appropriately configured subcommittees of the UMCC constitute the School Site Council or English Language Advisory Committee for the purpose of meeting the requirements of federal and state regulations. The number of UMCC members may increase as the school population increases. The UCC will develop bylaws that will specify, among other matters: 1) the number of members; 2) the means of selecting members; 3) ground rules; and 4) a decision-making process. The Principal and the UMCC Chair will be responsible for reporting UCC recommendations to the Unity Schools Board.

5. Parent Involvement OUMS recognizes that students learn best when parents are engaged in their education (Henderson and Berla, 1994). Staff at OUMS also recognize that a percentage of its parent population may not have attended school in the United States or had the opportunity to graduate from high school or attend college. Therefore, every school year, OUMS hosts meeting for all OUMS parents. These meetings are designed to: 1) present parents/families with important updates regarding OUMS's academic progress and 2) provide parent/guardian education on topics that will help them support their middle school student’s academic achievement and social-emotional development so that they can actively support what their children are learning at OUMS 3) provide guidance and support for parents and guardians to help their children be motivated to attend and succeed in high school and apply for and attend college. Parents are also encouraged to participate in the UMCC. Parents are encouraged to express their concerns, visit the school, and meet with the staff. Additionally, through parent meetings, surveys, or parent-teacher conferences (SSP – Student Support Plans), OUMS requests parent opinions on student performance and seek suggestions on how the school might improve its services and performance. Parents are asked to volunteer during the school year to assist with the successful operation of the school’s programs. To encourage additional parent involvement, OUMS shall at a minimum do the following:  Develop an ongoing list of participation opportunities for parents.  Offer extra-curricular activities for both student and parent/family participation. No student will be denied enrollment nor dis-enrolled for a failure of the parent or guardian to complete volunteer hours. However, in all cases, to give the student the maximum opportunities to succeed, OUMS will work with parent/guardians to consider all possible opportunities for parent involvement.

53 6. Addressing Parent Complaints Oakland Unity Middle School will establish complaint procedures that address both complaints alleging discrimination or violations of law and complaints regarding other areas. Oakland Unity Middle School will not, at any time, refer parent complaints to the District. Nevertheless, ACOE will not abrogate parents’ rights to take matters to the authorizer school if they so choose. The complaint procedures will include the clear information with respect to the response timeline of the school, whether the school’s response will be in writing, the party identified to respond to complaints, the party identified and charged with making final decisions regarding complaints, and whether the final decision will be issued in writing. The procedures will also identify an ombudsperson for situations in which the school leader is the subject of the complaint. The complaint procedures will be clearly articulated in the school’s student and family handbook or distributed widely. Oakland Unity Middle School will designate at least one employee to coordinate its efforts to comply with and carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title IX) and Section 504 of the Rehabilitation Act of 1973 (Section 504) including any investigation of any complaint filed with Oakland Unity Middle School alleging its noncompliance with these laws challenging any actions which would be prohibited by these laws. Oakland Unity Middle School will notify all its students and employees of the name, office address, and telephone number of the designated employee or employees. Oakland Unity Middle School will adopt and publish grievance procedures providing for prompt and equitable resolution of student and employee complaints alleging any action, which would be prohibited by Title IX, or Section 504. Oakland Unity Middle School will implement specific and continuing steps to notify applicants for admission and employment, students and parents of OUMS students, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with the school, that it does not discriminate on the basis of sex or mental or physical disability in the educational program or activity which it operates, and that it is required by Title IX and Section 504 not to discriminate in such a manner

7. District Involvement ACOE will be involved in the operation of OUMS to the extent that it will oversee OUMS as delineated by California regulation as OUMS’s charter granting agency. In addition, ACOE may appoint one member to the Unity Schools Board. ACOE representatives will facilitate communications and mutual understanding between OUMS and ACOE. Oakland Unity Middle School will comply with the district policy related to charter schools to the extent it aligns with and does not exceed the law applicable to charter schools, as it may be changed from time to time as long as Oakland Unity Middle School has been given written notice of the policy change. Oakland Unity Middle School, in accordance with Education Code Section 47604.3, shall promptly respond to all reasonable inquiries, including but not limited to, inquiries regarding financial records, from the District and shall consult with the District regarding any such inquiries. Oakland Unity Middle School acknowledges that OUMS is subject to audit by ACOE. If ACOE seeks an audit of Oakland Unity Middle School, it shall assume all costs of such audit. This obligation for the District to pay for an audit only applies if the audit

54 requested is specifically requested by the District and is not otherwise required to be completed by Oakland Unity Middle School by law or charter provisions. If there is any corrective action necessary based on the findings of the audit, the Board will implement those actions at the ensuing board meeting. OUMS will comply with the regulations stipulated by the Audit Guide for Charter Schools.

8. Businesses and Operations Management Unity Schools provides business and operations management services to OUMS. Unity Schools has over ten years of experience of providing administrative services to charter schools (Oakland Unity High School). Unity Schools staff operates under the direction of the Unity Schools Board and the Executive Director and works collaboratively with the Principal and the staff. Please see Attachment M for the list of services to be provided by Unity Schools. No contracts with outside services are currently anticipated. However, if outside services are needed, OUMS will comply with the Contracting Standards for Oakland Unity High School (Attachment N). Budget Development The Executive Director will prepare a preliminary budget in March of each year for the upcoming school year. The budget will be developed based on the latest revenue projections, expenditure projection of the current school year, and the projected school enrollment. The board will review the budget. The budget will be updated based on the board input, updated enrollment projection and the Governor’s May budget revise and any change in State regulations. The Board will review and adopt the budget in its May meeting. Financial Monitoring The Executive Director is responsible to prepare month financial and cash flow reports. The board’s finance committee and the school principal review the reports prior to the monthly board meeting and report to the full board the findings. The board reviews the reports and findings and will choose to accept or reject the financial and cash flow reports based on recommendation of the treasurer and the finance committee Unity Schools will, in the event its Board intends to procure substantially all business and operation services for OUMS through a contract with another person or entity, provide for approval of such contract by the ACOE Board of Education in advance of the beginning of the contract period.

9. Non‐Discrimination Oakland Unity Middle School is nonsectarian in its programs, admissions policies, employment practices, and all other operations; does not charge tuition; and does not discriminate on the basis of race, ethnicity, religion, national origin, gender, gender identity, sexual orientation, or disability.

55 ELEMENT E: STAFF QUALIFICATIONS Governing Law: The qualifications to be met by individuals to be employed by the School— California Education Code Section 47605(b)(5)(E) OUMS recruits and employs professional, effective and qualified personnel that believe in the mission and educational philosophy of the school for all administrative, instructional, instructional support, and non-instructional support capacities. In accordance with Education Code 47605(d)(1), Unity Schools and OUMS are nonsectarian in their employment practices and all other operations. Unity Schools and OUMS do not discriminate against any employee or potential employee on the basis of race, ethnicity, religion, national origin, gender, gender identity, sexual orientation, or disability. All employees of OUMS have “at will” contracts each year.

1. The Principal The Principal supervises the schoolteachers and non-instructional staff and is responsible for implementing the charter and its philosophies and practices. Other responsibilities include:  Continuing to research and implement measures to ensure the safest and most productive campus environment possible.  Providing leadership for the development of school programs and curricula  Managing the day-to-day operations of the school site  Engaging parents in school programs and the development of their children  Fostering and nurturing a positive and supportive school culture for students, staff, and parents.  Acting as liaison between parents and teachers, and students and teachers, when appropriate.  Ensuring that students, teachers, and parents are involved in key decisions that affect the school.  Providing and supporting opportunities for teachers to grow professionally, including high quality professional development opportunities.  Ensuring that vacancies are filled with highest quality staff possible.  Observing, supporting, and evaluating teacher development and performance.  Overseeing management of student discipline, in accordance with school’s policies.  Providing overall supervision of all school staff, including volunteers.  Coordinating with collaborating agencies  Reporting to and communicating with Unity School’s board of directors  Overseeing the preparation of the Annual Programmatic Audit  Leading school’s community and media relation efforts, including marketing and recruitment.

56  **The above duties may be delegated by the Board of Directors to another employee of Oakland Unity Middle School or to an appropriate third party, as allowed by applicable law.  **The above duties may be delegated by the Board of Directors to another employee of Oakland Unity Middle School or to an appropriate third party, as allowed by applicable law. Person holding this position possess, at minimum:  Excellent communication and community-building skills  Administrative and educational experience and appropriate credentials, per California Commission on Teacher Credentialing requirements, preferred.  Demonstrated leadership, decision-making, and managerial skills  Minimum of 5-years experience working with youth and/or adolescent, with a preference for experience with youth who share a similar background as the target school population  Passionate about working with youth/adolescent and their families  Bilingual proficiency in English and Spanish (preferred)  Masters Degree (preferred) When in need of hiring a new principal, the Unity Schools Board shall establish a Hiring Committee that includes, but is not limited to, board members, teachers, and members of the OUMS Community Council. The Hiring Committee will make recommendations regarding the selection of the Principal. Unity Schools Board will make the final hiring decision.

2. The Teachers While the principal is responsible for overseeing the curriculum and assessment program, OUMS teachers are primarily responsible for implementing the school’s educational program. Teachers will be able to create and disseminate curriculum in their subject area. Teachers will be expert assessors with the ability to assess in a variety of modes and for a variety of skills. Teachers are also responsible for collaborating with other staff—both in their department and outside their department to deliver content and instruction in a way that maintains consistency and works towards OUMS’ mission. In addition to their classroom instructional role, the duties of teachers include, but are not limited to:  Understanding the Charter and its mission and practices  Overseeing the students' academic progress  Student assessment  Promoting a school culture that maximizes student learning and critical thinking  Participating in the governance of the school  Engaging in ongoing professional development activities  Collaborating with fellow faculty and administrators  Promoting multicultural understanding and gender equity in and outside the classroom

57  Communicating with parents OUMS teachers hold appropriate California teaching certificates (including CLAD and BCLAD), permits, or other documents issued by the Commission on Teacher Credentialing to the extent required of charter schools. Core subject teachers providing instruction in mathematics, language arts, science, and history-social science meet applicable definitions of the “highly qualified” requirements outlined in the No Child Left Behind Act and Education Code Section 47605(l). When appropriate, OUMS also employs or retains non-certificated staff to teach non-core classes in any case where a prospective staff member has an appropriate mix of subject matter expertise, professional experience, and the demonstrated capacity to work successfully as a teacher. At minimum, all OUMS teachers will have a Bachelors Degree, preferably in the subject area they are teaching. All OUMS teachers are expected to demonstrate the following abilities, experiences, and attitudes:  Belief that all of our students can and should go to college  Understanding and appreciation of the backgrounds of our students  Resiliency and perseverance  Professionalism and a commitment to the seriousness of our work  Firmness and assertiveness  Ability to communicate promptly and clearly  Willingness to do “whatever it takes” to help our students succeed  Assuming best intentions in our working relationships  Commitment to OUMS Measurable Student Outcomes  Academic rigor  Desire to collaborate with other disciplines  Capable of running a well-managed and productive classroom  Ability to work with English Language Learners  Understanding of how to modify lessons and differentiate instructions for different learning styles  Ability to multi-task  Desire to be self-reflective about teaching  Ability to clearly communicate learning goals and outcomes  Dedicated to being an advisor in addition to a content-area teacher  Desire to advocate on behalf of students  Commitment to the development of our students as people  Ability to empathize with students  Honesty with self and with students

58  Willingness and ability to hold all students to a high social and academic standard OUMS hires teachers who have experience and/or knowledge of the student populations at the school. All certificated teachers will have BCLAD or CLAD credentials.

3. Non‐instructional staff At OUMS, there are the following non-instructional staff positions: office assistant and custodian. All non-instructional staff members possess experience and expertise appropriate for their position as outlined in the school’s staffing plan and personnel policies. OUMS develops, as needed, the job descriptions, job qualifications, selection processes, and evaluation tools appropriate for non-instructional staff members that are employed at the school. Minimum requirements for office administrative staff include, but are not limited to, computer skills (including working knowledge of word processing, spreadsheets, and internet communication management), written and verbal communication skills in English, Spanish language verbal communication skills, filing skills, and excellent organizational abilities. Office administrative staff will be expected to promote a welcoming school culture for parents. Minimum requirements for the office administrative staff include, but are not limited to, being able to fulfill the physical requirements of the job, being punctual and professional, having a strong work ethic, being able to interact with youth in a positive way. OUMS works with local community organizations to enhance staffing and programming for the school’s extra-curricular activities.

59 ELEMENT F: HEALTH AND SAFETY PROCEDURES Governing Law: The procedures that the school will follow to ensure the health and safety of pupils and staff. These procedures shall include the requirement that each employee of the school furnish the school record summary as described in Section 44237—California Education Code Section 47605(b)(5)(F) Oakland Unity Middle School shall occupy facilities that comply with the Asbestos requirement as cited in the Asbestos Hazard Emergency Response Act (AHERA), 40CFR part 763. AHERA requires that any building leased or acquired that is to be used as a school or administrative building shall maintain an asbestos management plan

Procedures For Background Checks OUMS complies with the provisions of Education Code Section 44237 and 45125.1 regarding the fingerprinting and background clearance of employees, contractors and volunteers prior to employment and/or any more than limited contact with OUMS pupils. The Executive Director shall monitor compliance with this policy.

Role Of Staff As Mandated Child Abuse Reporters All classified and certificated staff are mandated child abuse reporters and will follow all applicable reporting laws, the same policies and procedures used by the ACOE.

TB Testing OUMS follows the requirement of Education Code Section 49406 in requiring tuberculosis testing of all employees prior to commencing employment.

Immunizations OUMS adheres to all law related to legally required immunizations for entering students pursuant to Health and Safety Code Section 120325-120375, and Title 17, California Code of Regulations Section 6000-6075 and will include the requirements for pertussis vaccination. Students are required to submit verification of required immunizations before enrolling in OUMS.

Medication in School OUMS adheres to Education Code Section 49423 regarding administration of medication in school. Medication policies will be included in the parent handbook and will be explained to parents during parent-student-school meeting prior to enrollment at OUMS

Vision/Hearing/Scoliosis OUMS adheres to Education Code Section 49450, et seq., as applicable to the grade levels served by OUMS.

Oral Health OUMS adheres to Education Code regarding oral health and will contract with community clinics to provide an annual examination of our students.

Emergency Preparedness OUMS adheres to an Emergency Preparedness Handbook developed specifically for the needs of the school site. This handbook includes, but is not limited to the following

60 responses: fire, bomb threat, flood, earthquake, crash, intrusion, pandemics, hostage situations, or any other disaster. The purpose of the Handbook is to be prepared to handle any emergency with the safety of students and staff as our top priority. The Handbook is reviewed and updated annually.

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

Drug Free/Smoke Free Environment OUMS maintains a drug and alcohol and smoke free environment.

Trainings OUMS staff will receive training on CPR, sexual harassment, and other safety related issues annually.

Facility OUMS’s school facility will be certified by the City of Oakland to be in compliance with all regulations for schools including ADA.

61 ELEMENT G: ACHIEVING RACIAL/ETHNIC BALANCE REPRESENTATIVE OF OUSD Governing Law: The means by which the school will achieve racial and ethnic balance among its pupils that is reflective of the general population residing within the territorial jurisdiction of the school district to which the charter petition is submitted—California Education Code Section 47605 (b)(5)(G) OUMS implements a student recruitment strategy that includes, but is not necessarily limited to, the following elements or strategies to ensure a racial and ethnic balance among students reflective of the OUSD student population as required by Education Code 47605(b) 5(G).  An enrollment process that is scheduled and adapted to include a timeline that allows for a broad-based recruiting and application process.  The appropriate development of promotional and informational materials in languages other than English to appeal to limited English proficient populations.  The distribution of promotional and informational materials to a broad variety of community groups and agencies that serve the local population.  Outreach meetings in local schools to reach prospective students and parents. Recruitment: In an effort to recruit a student population that is reflective of the local East Oakland community, OUMS will engage in the following strategies (see Attachment O for more detail):  Sending bilingual fliers to the local elementary schools  Requesting information about parent events at local elementary schools  Contacting local community education networks, churches, youth centers to disseminate information about our program  Attending OUHS parent events to inform parents about OUMS’ program for their younger children or family members Specifically, OUMS will hope to create and sustain a relationship with the following elementary schools, among others, which are also reflective of the student community which we will serve: Greenleaf Elementary, Community United Elementary School, East Oakland Pride Elementary School, Encompass Academy, Fruitvale Elementary School, Aspire Schools, and Futures Elementary School. OUMS will allocate a recruitment budget in our proposed budget that will cover, at minimum, the following items: production of recruitment materials, advertising, and personnel costs.

62 ELEMENT H: STUDENT ADMISSION POLICIES Governing Law: Admission Requirements, if applicable— California Education Code Section 47605(b)(5)(H) Oakland Unity Middle School will be nonsectarian in its programs, admission policies, and all other operations, and will not charge tuition nor discriminate on the basis of the characteristics listed in Educational Code Section 220 (actual or perceived disability, gender, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section 433.55 of the Penal Code or association with an individual who has any of the afore mentioned characteristics). OUMS enrolls a student population largely from within the boundary of OUSD. The racial and ethnic balance of the school reflects the school’s neighborhood community. OUMS accepts all students eligible to enroll in 6th, 7th and 8th grade students up to its capacity. Promotional materials are available in English and Spanish (and other languages if necessary), are distributed at multiple locations throughout OUSD. The application process is as follows: 1. Interested parents are asked to fill out a one-page application which becomes available in September. This application is available in the front office. 2. Community is informed of the dates of the enrollment period and lottery, if required 3. Applications are accepted in the front office during a publicly advertised open enrollment period from January 1st to March 15th for enrollment in the following school year. 4. Following the open enrollment period each year, applications are counted to determine whether any grade level has received more applications than availability. In the event that this happens, OUMS holds a public random drawing no later than March 31 to determine enrollment for the impacted grade level, with the exception of existing students (2nd year forward) who are guaranteed enrollment in the following school year. Exemption in the public drawing shall be given to siblings of currently enrolled 6th, 7th, 8th graders. Parents who do not attend the lottery receive notification of their acceptance or place on the waiting list via mail. This same mailing indicates the dates of the first parent meeting. 5. Within one month of the lottery, parents whose children have been accepted via lottery are asked to attend a meeting at the school in which they fill out and provide the school with all the necessary paperwork including emergency contact, free and reduced lunch forms, immunization records, transcripts, birth certificate, and other necessary forms. Because OUMS seeks a commitment from both students and parents to the mission and vision of the school’s charter, all parents or guardians must sign the OUMS 3-way contract agreement 6. After the first round of parent meetings, the office staff contacts parents who did not attend to ascertain the status of their students. If the parent has not responded to OUMS’ request for information after 3 phone calls in the ensuing week, their student will be dis-enrolled and OUMS will contact the next student on the waiting list. As part of the Fall Information Update, Oakland Unity Middle School will notify the District in writing of the application deadline and proposed lottery date. Oakland OUMS Middle School

63 will ensure that all application materials will reference these dates as well as provide complete information regarding application procedure, key dates, and admission preferences and requirements consistent with approved charter. At the conclusion of the public random drawing, all students who were not granted admission due to capacity are given the option to put their name on a waiting list according to their draw in the lottery. This wait list will allow students the option of enrollment in the case of an opening during the school year. The wait list will not be carried over to the following school year.

64 ELEMENT I: AUDIT PROCEDURE Governing Law: The manner in which an annual, independent financial audit shall be conducted, which shall employ generally accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the satisfaction of the chartering authority—California Education Code Section 47605(b)(5)(I) Unity Schools has been operating Oakland Unity High School for the last ten years and is experienced with the requirements of charter school auditing procedures. The Unity Schools’ Executive Director will form an Audit Committee each fiscal year to oversee the selection of an independent auditor (subject to the approval of the Board) and the completion of an annual independent fiscal audit of the school's financial affairs. The auditor will be a CPA approved by the California Department of Education to conduct audits for LEAs and will have experience in education finance. The audit will verify the accuracy of the school's financial statements, attendance and enrollment accounting practices, and review the school's internal controls. The audit will be conducted as required under the Charter Schools Act, Section 47605(b)(5)(I). Oakland Unity Middle School also understands that as part of its oversight of the school, the ACOE Office of Charter Schools may conduct program review of federal and state compliance issues. To the extent required under all applicable federal laws, the audit scope will be expanded to include items and processes specified in any applicable U.S. Office of Management and Budget Circulars. It is anticipated that the annual audit will be completed within four months of the end of the fiscal year. A copy of the auditor's findings will be forwarded to the Alameda County Superintendent of Schools, California State Board of Education, the State Controller, and to the CDE by December 15 each year. The Audit Committee will review any audit exceptions or deficiencies and report them to the full Unity Schools Board with recommendations on how to resolve them. The Audit Committee will report to ACOE regarding how the exceptions and deficiencies have been or will be resolved. Any disputes regarding the resolution of audit exceptions and deficiencies will be referred to the dispute resolution process contained in this charter. The school’s financial audit will be a public document. To the extent that Oakland Unity Middle School is a recipient of federal funds, including federal Title I, Part A funds, Oakland Unity Middle School has agreed to meet all of the programmatic, fiscal and other regulatory requirements of the No Child Left Behind Act and other applicable federal grant programs. Oakland Unity Middle School agrees that it will keep and make available to the District any documentation necessary to demonstrate compliance with the requirements of the No Child Left Behind Act and other applicable federal programs, including, but not limited to, documentation related to required parental notifications, appropriate credentialing of teaching and paraprofessional staff, where applicable, or any other mandated federal program requirement. The mandated requirements of NCLB include, but are not the limited to, the following:  Notify parents at the beginning of each school year of their “right to know” the professional qualifications of their child’s classroom teacher including a timely notice to each individual parent that the parent’s child has been assigned, or taught for four or more consecutive weeks by, a teacher who is not highly qualified.  Develop jointly with, and distribute to, parents of participating children, a school-parent compact.  Hold an annual Title I meeting for parents of participating Title I students.

65  Develop jointly with, agree on with, and distribute to, parents of participating children a written parent involvement policy.

66 ELEMENT J: SUSPENSION AND EXPULSION POLICIES Governing Law: The procedures by which pupils can be suspended or expelled—California Education Code Section 47605 (b)(5)(J) OUMS’s Suspension and Expulsion Policies are outlined in Attachment G. These policies will be reviewed and amended, if appropriate, annually and by need by the Unity Schools Board to address student conduct issues that may arise during the charter term that were not contemplated in the drafting of the charter. The board will seek input from staff and the UCC prior to adoption of any revision to the policies. Suspension and Expulsion Policies will be printed and distributed as part of the school's student handbook and will clearly describe OUMS’s expectations regarding attendance, mutual respect, substance abuse, violence, safety, and work habits. Each student and his or her parent/guardian will receive the student handbook upon enrollment. OUMS students may be suspended or expelled for any of the following acts when it is determined the pupil: 1) Caused, attempted to cause, or threatened to cause physical injury to another person or willfully used force or violence upon the person of another, except in self-defense. 2) Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certificated school employee, with the Principal or designee’s concurrence. 3) Unlawfully possessed, used, sold or otherwise furnished, or was under the influence of, any controlled substance as defined in Health and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any kind. 4) Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant. 5) Committed or attempted to commit robbery or extortion. 6) Stole or attempted to steal school property or private property. 7) Possessed or used tobacco or any products containing tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. 8) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code 11014.5 9) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, other school officials, or other school personnel engaged in the performance of their duties. 10) Possessed an imitation firearm, i.e., a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm. 11) Committed or attempted to commit a sexual assault as defined in Penal Code 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code 243.4.

67 12) Harassed, threatened, or intimidated a student who is a complaining witness or witness in a school disciplinary proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being a witness. 13) Committed sexual harassment. 14) Caused, attempted to cause, threatened to cause, or participated in an act of hate violence. The above list is not exhaustive and depending upon the offense, a pupil may be suspended or expelled for misconduct not specified above. Alternatives to suspension or expulsion will first be attempted with students who are truant, tardy, or otherwise absent from assigned school activities. Suspension Procedure Suspensions shall be initiated according to the following procedures: 1) Informal Conference An informal conference between the Principal or the Principal’s designee and the student will precede suspension, if possible. Parents will be requested to attend the conference. The conference may be omitted if the Principal or designee determines that an emergency situation exists. An “emergency situation” involves a clear and present danger to the lives, safety or health of students or school personnel. If a student is suspended without this conference, both the parent/guardian and student shall be notified of the student’s right to return to school for the purpose of a conference. At the conference, the pupil shall be informed of the reason for the disciplinary action and the evidence against him or her and shall be given the opportunity to present his or her version and evidence in his or her defense. This conference shall be held within two school days, unless the pupil waives this right or is physically unable to attend for any reason, including, but not limited to incarceration or hospitalization. No penalties may be imposed on a pupil for failure of the pupil’s parent or guardian to attend a conference with school officials. Reinstatement of the suspended pupil shall not be contingent upon attendance by the pupil’s parent or guardian at the conference. 2) Notice to Parents/Guardians At the time of the suspension, a Unity employee shall make a reasonable effort to contact the parent/guardian by telephone or in person. Whenever a student is suspended, the parent/guardian shall be notified in writing of the suspension. This notice shall state the specific offense committed by the student. In addition, the notice may also state the date and time when the student may return to school. If school officials wish to ask the parent/guardian to confer regarding matters pertinent to the suspension, the notice may request that the parent/guardian respond to such requests without delay. 3) Suspension Time Limits/Recommendation for Expulsion Suspensions, when not including a recommendation for expulsion shall not exceed five (5) consecutive school days per suspension. Upon a recommendation of expulsion by the Principal, the pupil and the pupil’s guardian or representative will be invited to a conference to determine if the suspension for the

68 pupil should be extended pending an expulsion hearing. The Principal upon either of the following determinations will make this determination: 1) the pupil’s presence will be disruptive to the education process; or 2) the pupil poses a threat or danger to others. Upon either determination, the pupil’s suspension will be extended pending the results of an expulsion hearing. Authority to Expel An Administrative Panel appointed by the president of the Unity Schools Board may recommend to the full board to expel a student following a hearing. The Administrative Panel should consist of at least three members. The Administrative Panel may recommend expulsion of any student found to have committed an expellable offense. The president of the Unity Schools Board may appoint an Administrative Panel at any time. Expulsion Procedures When the school principal decides that a student’s disciplinary infraction(s) warrants expulsion from Unity, the principal will convene an expulsion recommendation meeting with the student’s advisor and any other staff member who expresses an interest to discuss the school principal’s expulsion recommendation. However, any recommendation made to the Unity Schools Board will be at the sole discretion of the school principal or his or her designee. . Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. Unless postponed by the Unity Schools Board or its appointed Administrative Panel for good cause, the hearing shall be held within thirty (30) school days after the principal or designee sends via first class mail a letter informing the Pupil that he or she will be recommended for expulsion to the Unity Schools Board. The expulsion hearing will be presided over by an appointed Administrative Panel Chair. The hearing shall be held in closed session unless the pupil makes a written request for a public hearing three (3) days prior to the hearing. Written notice of the hearing shall be sent via first class mail to the student and the student’s parent/guardian at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be deemed served upon the pupil. The notice shall include: 1) The date and place of the expulsion hearing; 2) A statement of the specific facts, charges and offenses upon which the proposed expulsion is based; 3) A copy of Unity disciplinary rules which relate to the alleged violation; 4) Notification of the student’s or parent/guardian’s obligation to provide information about the student’s status at the school to any other school district or school to which the student seeks enrollment; 5) A statement that the student or the student’s parent/guardian may appear in person at the hearing and/or employ and be represented by counsel or an advocate; 6) Notice of the right to inspect and obtain copies of all documents to be used at the hearing except for documents whose disclosure will cause safety concern for the school community as determined by the principal;

69 7) A statement that the student and the student’s parent/guardian, or representative, has the opportunity to confront and question all witnesses who testify at the hearing; 8) A statement that the student and the student’s parent/guardian, or representative, has the opportunity to question all evidence presented and to present oral and documentary evidence on the student’s behalf including witnesses. The decision of the Administrative Panel shall be in the form of a written recommendation to the Unity Schools Board who will make a final determination regarding the expulsion. The final decision by the Unity Schools Board shall be made at the next board meeting after the hearing. Record of Hearing A record of the hearing shall be made and may be maintained by any means, including electronic recording, as long as a reasonably accurate and complete written transcription of the proceedings can be made. Presentation of Evidence While technical rules of evidence do not apply to expulsion hearings, evidence may be admitted and used as proof only if it is the kind of evidence on which reasonable persons can rely in the conduct of serious affairs. A recommendation by the Administrative Panel to expel must be supported by substantial evidence that the student committed an expellable offense. Findings of fact shall be based solely on the evidence at the hearing. Sworn declarations may be admitted as testimony from any witness of whom the Administrative Panel or designee determines whose disclosure of his or her identity or testimony at the hearing may subject the witness to an unreasonable risk of physical or psychological harm. If, due to a written request by the expelled pupil, the hearing is held at a public meeting, and the charge is committing or attempting to commit a sexual assault or committing a sexual battery as defined in Education Code Section 48900, a complaining witness shall have the right to have his or her testimony heard in a session closed to the public. Written Notice to Expel The Principal or designee following a decision of the Unity Schools Board to expel shall send written notice of the decision to expel, including the Unity Schools Board’s findings of fact, to the student or parent/guardian. This notice shall include the following: 1) Notice of the specific offense committed by the student. 2) Notice of the student’s or parent/guardian’s obligation to inform any new district in which the student seeks to enroll of the student’s status with Unity. The Principal or designee shall send written notice of the decision to expel to the Student’s District of residence and the County Office of Education. This notice shall include: a) The student’s name, and b) The specific expellable offense committed by the student. Disciplinary Records OUMS shall maintain records of all student suspensions and expulsions at OUMS. Such records shall be made available for the ACOE’s review upon request. Expelled Pupils/Alternative Education

70 Pupils who are expelled shall be responsible for seeking alternative education programs including but not limited to programs within the County or their school district of residence. Rehabilitation Plans Students who are expelled from Unity may be given a rehabilitation plan upon expulsion as developed by the Unity Schools Board at the time of the expulsion order, which may include, but is not limited to, periodic review as well as assessment at the time of review for readmission. The rehabilitation plan should include a date not later than one year from the date of expulsion when the pupil may reapply to Unity for readmission. Readmission The decision to readmit a pupil or to admit a previously expelled pupil from another school district or Unity shall be in the sole discretion of the Unity Schools Board following a meeting with the Principal and the pupil and guardian or representative, to determine whether the pupil has successfully completed the rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The Principal shall make a recommendation to the Unity Schools Board following the meeting regarding his or her determination. The pupil’s readmission is also contingent upon Unity’s capacity at the time the student seeks readmission or admission.

Notifying School Districts Oakland Unity Middle School shall notify, within 30 days, the superintendent of the school district of any pupil who is expelled or leaves Oakland Unity Middle School without graduating or completing the school year for any reason. The school district notified shall be determined by the pupil’s last known address. Oakland Unity Middle School shall, upon request, provide that school district with a copy of the cumulative record of the pupil, including a transcript of grades or report card and health information, pursuant to Education Code Section 47605(d)(3).

71 ELEMENT K: RETIREMENT SYSTEM Governing Law: The manner by which staff members of the Charter Schools will be covered by the State Teachers’ Retirement System, the Public Employee’s Retirement System, or federal social security—California Education Code Section 47605(b)(5)(K) All OUMS employees who qualify for membership in the State Teachers Retirement System (STRS) will contribute at the rate established by the STRS. All employees who are not members of STRS must make contributions to the social security system. OUMS makes all employer contributions as required by STRS and federal social security. OUMS also makes contributions for workers’ compensation insurance, unemployment insurance, and any other payroll obligations of an employer. The Unity Schools current salary schedule is 5% higher than OUSD’s. Unity Schools provides full benefits (health and dental insurance, sick and personal leaves, maternity leave, and 457 Deferred Compensation Plan) for all employees who work 90% or more and their dependents. Our benefit package is among the best in the State of California according to the Alameda County of Education. OUMS may choose to offer the Public Employees Retirement System or another retirement plan to its non-teaching staff.

72 ELEMENT L: PUBLIC SCHOOL ATTENDANCE ALTERNATIVES Governing Law: The public school attendance alternatives for pupils residing within the school district who choose not to attend charter schools. Education Code Section 47605(b)(5)(L) We recognize that OUSD shall not require any pupil enrolled in the school district to attend Oakland OUMS Middle School. All students in Oakland Unified School District attendance area who opt not to attend OUMS will be free to attend their school of residence/choice and request an intra-district transfer to another school in the district. Intra-district transfer requests will be processed in accordance with existing enrollment and transfer policies of OUSD or Alameda County. The parent or guardian of each pupil enrolled in OUMS shall be informed that the pupil has no right to admission in a particular school of any local education agency as a consequence of enrollment in OUMS, except to the extent that such a right is extended by the local education agency (California Education Code Section 47605(b)(5)(L) and Criteria for Review; CCR-5, section 11967.5.1(f)(12)).

73 ELEMENT M: EMPLOYEE RIGHTS Governing Law: A description of the rights of any employee of the school district upon leaving the employment of the school district to work in a charter school, and of any rights of return to the school district after employment at a charter school. – Education Code Section 47605(b)(5)(M) Oakland Unity Middle School employees who were previously employees of a School District shall have only those benefits and rights afforded to any other employee in their collective bargaining unit or employment status who leave the district for employment with any private employer. The right of OUMS employees who were previously ACOE employees to return to ACOE employment will be specified in ACOE policies, procedures or collective bargaining agreements addressing this issue with respect to charter schools operated as nonprofit public benefit corporations under Education Code section 47604.

74 ELEMENT N: DISPUTE RESOLUTION PROCESS Governing Law: The procedures to be followed by the Charter School and the entity granting the charter to resolve disputes relating to provisions of the charter—California Education Code Section 47605(b)(5)(N) The staff and Governing Board members of Oakland Unity Middle School agree to attempt to resolve all disputes between the District and Oakland Unity Middle School regarding this charter pursuant to the terms of this section. Both will refrain from public commentary regarding any disputes until the matter has progressed through the dispute resolution process. Any controversy or claim arising out of or relating to the charter agreement between the District and Oakland Unity Middle School, except any controversy or claim that in any way related to revocation of this charter, shall be handled first through an informal process in accordance with the procedures set forth below. (1) Any controversy or claim arising out of or relating to the charter agreement, except any controversy or claim that in any way related to revocation of this charter, must be put in writing (“Written Notification”) by the party asserting the existence of such dispute. The Written Notification must identify the nature of the dispute and all supporting facts known to the party giving the Written Notification. The Written Notification may be tendered by personal delivery, by facsimile, or by certified mail. The Written Notification shall be deemed received (a) if personally delivered, upon date of delivery to the address of the person to receive such notice if delivered by 5:00 PM or otherwise on the business day following personal delivery; (b) if by facsimile, upon electronic confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail. All written notices shall be addressed as follows: To Executive Director, Unity Schools: 6038 Brann Street Oakland, CA 94605 To Office of Charter Schools, Alameda County Office of Education 313 W Winton Ave Hayward, CA 94544 (2) A written response (“Written Response”) shall be tendered to the party providing the Written Notification within twenty (20) business days from the date of receipt of the Written Notification. The Written Response shall state the responding party’s position on all issues stated in the Written Notification and set forth all fact which the responding party believes supports its position. The Written Response may be tendered by personal delivery, by facsimile, or by certified mail. The Written Response shall be deemed received (a) if personally delivered, upon date of delivery to the address of the person to receive such notice if delivered by 5:00 p.m., or otherwise on the business day following personal delivery; (b) if by facsimile, upon electronic confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail. The parties agree to schedule a conference to discuss the claim or controversy (“Issue Conference”). The Issue Conference shall take place within fifteen (15) business days from the date the Written Response is received by the other party. (3) If the controversy, claim, or dispute is not resolved by mutual agreement at the Issue Conference, then either party may request that the matter be resolved by mediation. Each

75 party shall bear its own costs and expenses associated with the mediation. The mediator’s fees and the administrative fees of the mediation shall be shared equally among the parties. Mediation proceedings shall commence within 60 days from the date of the Issue Conference. The parties shall mutually agree upon the selection of a mediator to resolve the controversy or claim at dispute. If no agreement on a mediator is reached within 30 days after a request to mediate, the parties will use the processes and procedures o f the American Arbitration Association (AAA) to have an arbitrator appointed.(4) If the mediation is not successful, the parties agree that each party has exhausted its administrative remedies and shall have any such recourse available by law.

76 ELEMENT O: EDUCATION EMPLOYMENT RELATIONS ACT Governing Law: A declaration whether or not the Charter School shall be deemed the exclusive public school employer of the employees of the Charter School for the purposes of the Educational Employment Relations Act. —California Education Code Section 47605(b)(5)(O) Unity Schools is the exclusive public school employer of the employees of OUMS for the purposes of the Educational Employment Relations Act (Government Code Section 3540, et seq.). Unity Schools understands its employees’ rights Under the Educational Employment Relations Act (EERA) and its responsibilities in the event employees are represented under EERA.

77 ELEMENT P: CLOSURE PROTOCOL Governing Law: A description of the procedures to be used if the charter school closes-Education Code Section 47605(b)(5)(P) The following procedures shall apply in the event OUMS closes. The following procedures apply regardless of the reason for closure. Closure of OUMS will be documented by official action of the Unity Schools Board. The action will identify the reason for closure. The Unity Schools Board will promptly notify Alameda County Office of Education, and OUMS’s SEPLA of the closure and of the effective date of the closure. The Unity Schools Board will ensure notification to OUMS parents and students of the closure and to provide information to assist parents and students in locating suitable alternative programs. This notice will be provided promptly following the Unity Schools Board's decision to close OUMS. As applicable, OUMS will provide parents, students and ACOE with copies of all appropriate student records and will otherwise assist students in transferring to their next school. All transfers of student records will be made in compliance with the Family Educational Rights and Privacy Act (“FERPA”). OUMS will ask ACOE to store original records of OUMS students. All OUMS records shall be transferred to ACOE upon closure. As soon as reasonably practical, OUMS will prepare final financial records. OUMS will also have an independent fiscal audit completed as soon as reasonably practical, which will be generally no more than six months after closure. OUMS will pay for the final audit. The audit will be prepared by a qualified Certified Public Accountant selected by OUMS and will be provided to ACOE promptly upon its completion. OUMS will complete and submit all required annual/closeout reports to the ACOE, CDE, U.S. Department of Education, and other agencies that provide funding/assistance to OUMS. On closure of OUMS, all of the charter school’s assets, including but not limited to all leaseholds, personal property, intellectual property and all ADA apportionments and other revenues generated by students attending OUMS, remain the sole property of Unity Schools and shall be distributed in accordance with State regulations. On closure, Unity Schools shall remain solely responsible for all liabilities arising from the operation of OUMS. OUMS is operated by a nonprofit public benefit corporation, Unity Schools. In the case of the dissolution of the corporation, the Unity Schools Board will follow the procedures set forth in the California Corporations Code for the dissolution of a nonprofit public benefit corporation and file all necessary filings with the appropriate state and federal agencies.

78 DISTRICT IMPACT STATEMENT Governing Law: Potential civil liability effects, if any, upon the school and upon the District. (Education Code Section 47605(g)).

A. Potential Civil Liability Effects Intent This statement is intended to fulfill the terms of Education Code Section 47605(g) and provides information regarding the proposed operation and potential effects of OUMS on ACOE. Civil Liability OUMS is operated by a California non-profit public benefit corporation, Unity Schools. This corporation is organized and operated exclusively for charitable purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code and California Revenue and Taxation Code Section 23701d. Pursuant to Education Code Section 47604(c), an entity that grants a charter to a charter school operated by or as a non-profit public benefit corporation shall not be liable for the debts or obligations of the charter school or for claims arising from the performance of acts, errors or omissions by OUMS, if the authority has complied with all oversight responsibilities required by law. OUMS shall work diligently to assist ACOE in meeting any and all oversight obligations under the law, including monthly meetings, reporting, or other requested protocol to ensure ACOE shall not be liable for the operation of OUMS. Further, OUMS and ACOE shall enter into a memorandum of understanding (“MOU”), which shall provide for indemnification of ACOE. Unity Schools has in place general liability insurance, Directors and Officers insurance, and fidelity bonding to secure against financial risks. Insurance amounts are determined by recommendation of the insurance company for schools of similar size, location, and type of program. ACOE is named as an additional insured on the general liability insurance. The Unity Schools Board of Directors will institute appropriate risk management practices, including screening of employees, establishing codes of conduct for students, staff, and participating families, and procedures governing financial transactions and dispute resolution.

B. Financial Reports In order to ensure the necessary oversight and review of mandated reports for which the authorizer must determine fiscal health and sustainability, the following schedule of reporting deadline to the District will apply each year of the term of this charter;  September 1 – Final Unaudited Financial Report for Prior Year  December 1 – Final Audited Financial Report for Prior Year  December 1 – First Interim Financial Report for Current Year  March 1 – Second Interim Financial Report for Current Year  June 15 – Preliminary Budget for Subsequent Year

C. District Oversight

79 Oakland Unity Middle School agrees to observe and abide by the following terms and conditions as a requirement for receiving and maintaining their charter authorization:  Oakland Unity Middle School is subject to District oversight.  The District’s statutory oversight responsibility continues throughout the life of the charter and requires that it, among other things, monitor the fiscal condition of Oakland Unity Middle School.  The District is authorized to revoke this charter for, among other reasons, the failure of Oakland Unity Middle School to meet generally accepted accounting principles or if it engages in fiscal mismanagement in accordance with Education Code Section 47607. Accordingly, the District hereby reserves the right, at District cost, pursuant to its oversight responsibility, to audit Oakland Unity Middle School books, records, data, processes and procedures through the Office of Charter Schools or other means. The audit may include, but is not limited to, the following areas:  Compliance with terms and conditions prescribed in the charter,  Internal controls, both financial and operational in nature,  The accuracy, recording and/or reporting of school financial information,  The school’s debt structure,  Governance policies, procedures and history,  The recording and reporting of attendance data,  The school’s enrollment process, suspension and expulsion procedures, and parent involvement practices,  Compliance with safety plans and procedures, and  Compliance with applicable grant requirements. Oakland Unity Middle School shall cooperate fully with such audits and to make available any and all records necessary for the performance of the audit upon 30 days notice to Oakland Unity Middle School. When 30 days notice may defeat the purpose of the audit, the District may conduct the audit upon 24 hours notice. In addition, if an allegation of waste, fraud or abuse related to Oakland Unity Middle School operations is received by the District, Unity Schools shall be expected to cooperate with any investigation undertaken by the Office of Charter Schools, at District cost. This obligation for the District to pay for an audit only applies if the audit requested is specifically requested by the District and is not otherwise required to be completed by OUMS by law or charter provisions.

D. Proposition 39 OUMS reserves the right to request a school facility from OUSD under Proposition 39.

80 MISCELLANEOUS CLAUSES

Good Faith The Unity Schools Board and ACOE will maintain open and ongoing relationships in good faith to ensure compliance and excellence in this educational program as it evolves and grows.

Term The term of this charter shall begin on July 1, 2012 and expire five years thereafter.

Amendments In accordance with Education Code Section 47607, material revisions shall be made pursuant to the standards, criteria, and timelines in Education Code Section 47605.

Severability The terms of this charter contract are severable. In the event that any of the provisions are determined to be unenforceable or invalid for any reason, the remainder of the charter shall remain in effect, unless mutually agreed otherwise by the Unity Schools Board and ACOE. ACOE and OUMS agree to meet to discuss and resolve any issues or differences relating to invalidated provisions in a timely, good faith fashion.

Public Records Oakland Unity Middle School acknowledges that pursuant to Article XVI section 8.5(e) of the California Constitution, sections 2(e), 6, and 8 of Proposition 98, and sections 33126.1(b), 35256(c), and 35258 of the Education Code require schools, including Oakland Unity Middle School to provide certain information in certain formats in certain ways to the general public and specifically to parents of students at Oakland Unity Middle School and of the District. Oakland Unity Middle School further acknowledges that it has the obligation to provide all of such information to the District that is required by these referenced authorities in a timely manner so that the District may meet its obligations under those authorities as well. To the extent that there is information that the District has, but that Oakland Unity Middle School does not have that Oakland Unity Middle School needs in order to meet its obligations, the District shall provide the same to Oakland Unity High School in a reasonably timely manner upon request.

Student Records Our students’ records will be maintained and used in the manner required by law so as to conform to ACOE requirements to facilitate our students’ transfers to ACOE schools. Both OUMS and ACOE will transfer records between them when students move. Reasonable efforts will be made to notify ACOE when students transfer from OUMS to ACOE schools. OUMS will maintain accurate and current written records that document all pupil attendance and make these records available for audit and inspection.

Facilities OUMS had planned to open in August 2015 at the facility currently housing Oakland Unity High School when it was scheduled to move to its new campus being developed with Proposition 1D funding. However, the 1D project/campus is behind schedule because of the

81 many foundation testing and investigations required by the California Department of State Architect. Consequently, the current Oakland Unity High School facility at 6038 Brann Street, Oakland, will not be available for OUMS occupancy until July 2017. In the meantime, OUMS will open with a rental facility in Eastmont Mall at 7200 Bancroft Avenue, Suite 60 for the 2015-17 school years. Alternately, OUMS will also seek OUSD facility under Proposition 39. The OUMS rental facility has a capacity for 140 students. It consists of 7 classrooms, a multipurpose room, and offices for administration and support services. This facility is in compliant with City of Oakland regulation for a school. For any OUMS school site, OUMS shall provide a certificate of occupancy or other valid documentation to the District verifying that the intended facility in which the school will operate complies with Education Code Section 47610, to ACOE at least 30 days before school is scheduled to begin operations in the facility or facilities. Oakland Unity Middle School shall not begin operation in any location for which it has failed to timely provide a certificate of occupancy to the ACOE, unless an exception is made by the ACOE Office of Charter School and/or the local planning department or equivalent agency. Notwithstanding any language to the contrary in this charter, the interpretation, application, and enforcement of this provision are not subject to the Dispute Resolution Process

District Fee for Oversight The District may charge for the actual costs of supervisorial oversight of Oakland Unity Middle School not to exceed 1% of the charter school’s revenue, or the District may charge for the actual costs of supervisorial oversight of the Charter School not to exceed 3% if Oakland Unity Middle School is able to obtain substantially rent free facilities from the District. Notwithstanding the foregoing, the District may charge the maximum supervisorial oversight fee allowed under the law as it may change from time to time.

Charter Renewal Oakland Unity Middle School must submit its renewal petition to the Office of Charter Schools no earlier than 270 days before the charter is due to expire unless otherwise agreed by the Office of Charter Schools.

Charter Revocation The district may revoke the charter of Oakland Unity Middle School in accordance with Education Code Section 47607, any successor provisions to section 47607, or other statutory provisions, if enacted after the date of the charter, regarding the revocation of charters.

Applicable Laws OUMS will comply with all applicable federal, state and local laws.

82 Communications All official communication between OUMS and ACOE will be sent via First Class Mail or other appropriate means to the following addresses: Oakland Unity Middle School 6038 Brann Street Oakland, CA 94605

Alameda County Office of Education 313 West Winton Avenue Hayward, CA 94544

83 ASSURANCES As the authorized representative of the applicant, I, Damon Grant, hereby certify under the penalties of perjury that the information submitted in this application for this petition for a charter for Oakland Unity Middle School (OUMS) to located at 7200 Bancroft Avenue, Suite 60, Oakland, is true to the best of my knowledge and belief; and further, I certify that if awarded a charter, Oakland Unity Middle School: 1. Will not charge tuition, fees, or other mandatory payments for attendance at the charter school or for participation in programs that are required for students. 2. Will enroll any eligible student who submits a timely and complete application, unless the school receives a greater number of applications than there are spaces for students, in which case a lottery will take place in accordance with California charter laws and regulations. 3. Will be non secular in its curriculum, programs, admissions, policies, governance, employment practices, and all other operations. 4. Will be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or academic achievement. 5. Will not base admission on the student’s or parent’s/guardian’s place of residence, except that a conversion school shall give admission preference to students who reside within the former attendance area of the public school. 6. Will offer at least the minimum amount of instructional time at each grade level as required by law. 7. Will provide to Alameda County Office of Education information regarding the proposed operation and potential effects of the school, including, but not limited to, the facilities to be used by the school, including where the school intends to locate, the manner in which administrative services will be provided, and potential civil liability effects, if any, upon the school and authorizing board. 8. Will adhere to all applicable provisions of federal law relating to students with disabilities, including the Individuals with Disabilities Education Act; section 504 of the Rehabilitation Act of 1974; and Title II of the Americans with Disabilities Act of 1990. 9. Will adhere to all applicable provisions of federal law relating to students who are English language learners, including Title VI of the Civil Rights Act of 1964; the Equal Educational Opportunities Act of 1974; MGL c. 76, § 5; and MGL c. 89, 71 § (f) and (I). 10. Will comply with all other applicable federal and state laws and regulations. 11. Will submit an annual report and annual independent audits to the ACOE Office of Charter Schools by all required deadlines. 12. Will submit required enrollment data each March to the ACOE Office of Charter Schools by the required deadline. 13. Will operate in compliance with generally accepted government accounting principles. 14. Will maintain separate accountings of all funds received and disbursed by the school. 15. Will participate in he California State Teachers’ Retirement System as applicable.

16. Will obtain and keep current all necessary permits, licenses, and certifications related to fire, health and safety within the building(s) and on school property. 17. Will submit to the ACOE Office of Charter Schools the names, mailing addresses, and employment and educational histories of proposed new members of the Board of Trustees prior to their service. 18. Will at all times maintain all necessary and appropriate insurance coverage. 19. Will submit to the ACOE Office of Charter Schools the names, mailing addresses, and employment and educational histories of proposed new members of the Board of Directors prior to their service. 20. Will, in the event the Board of Directors intends to procure substantially all educational services for the charter school through a contract with another person or entity, provide for approval of such contract by the ACOE Board of Education in advance of the beginning of the contract period 21. Will provide financial statements that include a proposed first year operational budget with start up costs and anticipated revenues and expenditures necessary to operate the school, including special education; and cash flow and financial projections for the first three years of operation. 22. Will provide to the ACOE Office of Charter Schools a school code of conduct, Board of Directors bylaws, an enrollment policy, and an approved certificate of building occupancy for each facility in use by the school, according to the schedule set by the ACOE Office of Charter Schools but in any event prior to the opening of the school.

Damon Grant Damon Grant September 11, 2013 Signature Date

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86 Moshman, D. (1999). Adolescent Psychological Development: Rationality, Morality, and Identity. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers Noguera, P. (2003). City Schools and the American Dream: Reclaiming the Promise of Public Education. New York: Teachers College Press. “Oakland Achieves: A Public Education Progress Report” (2012). . Rist, R. (1970). Student Social Class and Teacher Expectations. Harvard Educational Review 40:3. Rosaldo, R. & Flores, W. (1997). Identity, Conflict and Evolving Latino Communities: Cultural Citizenship in San Jose, California. Latino Cultural Citizenship: Claiming Identity, Space and Rights, Ed. Flores & Benmayor. Boston, Massachusetts: Beacon Press. Rothstein, Dan & Santana, Luz. (2011). Make Just One Change: Teach Students to Ask Their Own Questions. Boston: Harvard Education Press. Schorr J. & McGriff D. (2011). Future schools: Blending Face-to-face and Online Learning.” Education Next, 11:3. Schukar, R. (1997). Enhancing the School Curriculum Through Service-learning. Theory into Practice 36:3. Schwerdt, G. & Wupperman, A. (2011). Sage on the Stage: Is Lecturing All That Bad?” Education Next, 11:3. Thomas, J.W. (2000). A Review of Research on Project-based Learning. Buck Institute of Education. Tough, Paul. (2013). How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. New York: Mariner Books. Valdés, G. (1996). Con respeto: Bridging the Distances Between Culturally Diverse Families and Schools: an Ethnographic Portrait. New York: Teachers College Press. Wiggins, Grant & McTighe, Jay. (2005). Understanding by Design. Alexandria: ASCD. Print.

! Oakland Unity Middle School Scope and Sequence 7th/8th Grade Cohort, 2015-2016 Rationale: While we originally projected starting with only 6th and 7th grades in 2015-2016, it became apparent early on in our recruitment season that there were a number of families with students entering 8th grade who wanted to attend Unity Middle School. These families often had students who were struggling in a current middle school placement that was not supporting them. We felt that it was important to meet the needs of these students and to try to give them a solid year of preparation before entering high school. In many cases, parents told us of academic stagnation during these students’ middle school years thus far. At the same time, we were encountering less 7th grade applications than initially anticipated. When reworking the master schedule in light of these numbers, we realized that it made sense for 7th and 8th grade to be combined. This also works pedagogically for a few reasons:! 1) Both Common Core State Standards and Next Generation Science Standards adopt an integrated approach in which the “content” of each grade level becomes less of a focus than the overarching skills that each grade should be acquiring. CCSS and NGSS are moving away from a “breadth” model and more towards a “depth” model in which students explore a few key concepts more deeply, which ﬁts into our current scope and sequence for this 7th/8th grade cohort.! 2) By leveraging various technology platforms such as NoRedInk for grammar, Khan Academy for math, and other resources provided by our Next Generation Learning Challenge grant (see attached), our program is designed to be tailored to where each student is and the skills that he or she needs to practice, at an appropriate pace, and with a path that the student can follow more ! independently. Grade levels become increasingly irrelevant in a more personalized learning environment.! ! !- See attached 7th and 8th grade curricula for Math! Oakland Unity Middle School Scope and Sequence 7th/8th Grade Cohort, 2015-2016 7th/8th Grade Humanities Curriculum- Year 1

Basic Principals:! - Each unit will contain a mixture of text types: fiction, informational text, primary and secondary source documents. Therefore, every unit will meet: ! - CCSS.ELA-LITERACY.RL.8.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.! - CCSS.ELA-LITERACY.RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity ! band independently and proficiently.! - Each unit will also contain a culminating writing project. Genres will vary with unit in order to ensure that students have exposures to all genres. Every unit will thereby meet:! - CCSS.ELA-LITERACY.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.! - CCSS.ELA-LITERACY.W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. ! - CCSS.ELA-LITERACY.W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between ! information and ideas efficiently as well as to interact and collaborate with others.! - Grammar will be addressed in two ways: explicit, yet differentiated grammar instruction and practice using NoRedInk and contextualized grammar practice through frequent and rigorous writing assignments. Every unit will thereby meet:! - CCSS.ELA-LITERACY.L.8.1.A-D: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.! - CCSS.ELA-LITERACY.L.8.2.A-C: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.! ! - CCSS.ELA-LITERACY.L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.! - Formal speaking and listening will be addressed via two extended speaking assignments per year. Students will engage in various forms of discussion ranging from informal, teacher driven to discussions, to small group literature circles, to formal Socratic Seminars, on a daily basis, thereby meeting:! - CCSS.ELA-LITERACY.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse ! partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.! - Students will receive explicit vocabulary instruction weekly in both high use academic vocabulary and domain specific vocabulary, thereby meeting:! - CCSS.ELA-LITERACY.L.8.4.A-D: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.! - CCSS.ELA-LITERACY.L.8.5.A-C: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.! - CCSS.ELA-LITERACY.L.8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.! ! ! ! Oakland Unity Middle School Scope and Sequence 7th/8th Grade Cohort, 2015-2016 7th/8th Grade Humanities Curriculum- Year 1

History Content (based on TCI History Alive Potential Literature Connections Culminating Unit CCSS Curriculum)

Europe’s Renaissance and Reformation:! - Catherine Called Birdy by Karen Narrative:! - The Renaissance Begins! Cushman CCSS.ELA-LITERACY.W.8.3:! - Leading Figures of the Renaissance! Write narratives to develop real or imagined experiences or events using - The Reformation Begins! effective technique, relevant descriptive details, and well-structured event - The Spread and Impact of the Reformation sequences.! - CCSS.ELA-LITERACY.W.8.3.A! - CCSS.ELA-LITERACY.W.8.3.B! - CCSS.ELA-LITERACY.W.8.3.C! - CCSS.ELA-LITERACY.W.8.3.D! - CCSS.ELA-LITERACY.W.8.3.E

Europe Enters the Modern Age:! - True Confessions of Charlotte Doyle Speaking and Listening:! - The Age of Exploration! by Avi CCSS.ELA-LITERACY.SL.8.4! - The Scientiﬁc Revolution! Present claims and ﬁndings, emphasizing salient points in a focused, - The Enlightenment coherent manner with relevant evidence, sound valid reasoning, and well- chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.! CCSS.ELA-LITERACY.SL.8.5! Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.! CCSS.ELA-LITERACY.SL.8.6! Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Our Colonial Heritage:! - The Serpent Never Sleeps by Scott Explanatory: ! - The First Americans! O’Dell! CCSS.ELA-LITERACY.W.8.2! - European Exploration and Settlement! - Excerpts from A Young People’s Write informative/explanatory texts to examine a topic and convey ideas, - The English Colonies in North America! History of the United States by concepts, and information through the selection, organization, and analysis - Life in the Colonies Howard Zinn! of relevant content.! - CCSS.ELA-LITERACY.W.8.2.A! - Excerpts from A Different Mirror for - CCSS.ELA-LITERACY.W.8.2.B! Young People: A History of - CCSS.ELA-LITERACY.W.8.2.C! Multicultural America by Ronald - CCSS.ELA-LITERACY.W.8.2.D! Takaki! - CCSS.ELA-LITERACY.W.8.2.E! - Native American stories and poetry! - CCSS.ELA-LITERACY.W.8.2.F - Copper Sun by Sharon Draper Oakland Unity Middle School Scope and Sequence 7th/8th Grade Cohort, 2015-2016 7th/8th Grade Humanities Curriculum- Year 1

Revolution in the Colonies:! - Excerpts from A Young People’s Argumentative:! - Toward Independence! History of the United States by CCSS.ELA-LITERACY.W.8.1! - The Declaration of Independence! Howard Zinn! Write arguments to support claims with clear reasons and relevant evidence! - The American Revolution - Excerpts from A Different Mirror for - CCSS.ELA-LITERACY.W.8.1.A! Young People: A History of - CCSS.ELA-LITERACY.W.8.1.B! - CCSS.ELA-LITERACY.W.8.1.C! Multicultural America by Ronald - CCSS.ELA-LITERACY.W.8.1.D! Takaki! - CCSS.ELA-LITERACY.W.8.1.E - Johnny Tremain by Esther Forbes! - Chains by Laurie Halse Anderson! - My Brother Sam is Dead by James Collier

Forming a New Nation! - Excerpts from A Young People’s Speaking and Listening:! - Creating the Constitution! History of the United States by CCSS.ELA-LITERACY.SL.8.4! - The Constitution: A More Perfect Union! Howard Zinn! Present claims and ﬁndings, emphasizing salient points in a focused, - The Bill of Rights - Excerpts from A Different Mirror for coherent manner with relevant evidence, sound valid reasoning, and well- Young People: A History of chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.! Multicultural America by Ronald CCSS.ELA-LITERACY.SL.8.5! Takaki! Integrate multimedia and visual displays into presentations to clarify - Wolf by the Ears by Ann Rinaldi information, strengthen claims and evidence, and add interest.! CCSS.ELA-LITERACY.SL.8.6! Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ! ! ! ! ! ! ! ! ! ! ! ! Oakland Unity Middle School Scope and Sequence 7th/8th Grade Cohort, 2015-2016 8th Grade Humanities Curriculum- Year 2

History Content (based on TCI History Alive Potential Literature Connections CCSS Curriculum)

Launching the New Republic:! - Excerpts from A Young People’s Narrative:! - Political Developments in the Early Republic! History of the United States by CCSS.ELA-LITERACY.W.8.3:! - Foreign Affairs in the Young Nation! Howard Zinn! Write narratives to develop real or imagined experiences or events using effective - A growing Sense of Nationhood! - Excerpts from A Different Mirror technique, relevant descriptive details, and well-structured event sequences.! - Andrew Jackson and the Growth of for Young People: A History of - CCSS.ELA-LITERACY.W.8.3.A! - CCSS.ELA-LITERACY.W.8.3.B! American Democracy Multicultural America by Ronald - CCSS.ELA-LITERACY.W.8.3.C! Takaki - CCSS.ELA-LITERACY.W.8.3.D! - CCSS.ELA-LITERACY.W.8.3.E

An Expanding Nation! - Excerpts from A Young People’s Argumentative:! - Manifest Destiny and the Growing Nation! History of the United States by CCSS.ELA-LITERACY.W.8.1! - Life in the West! Howard Zinn! Write arguments to support claims with clear reasons and relevant evidence! - Mexicano Contributions to the Southwest - Excerpts from A Different Mirror - CCSS.ELA-LITERACY.W.8.1.A! for Young People: A History of - CCSS.ELA-LITERACY.W.8.1.B! - CCSS.ELA-LITERACY.W.8.1.C! Multicultural America by Ronald - CCSS.ELA-LITERACY.W.8.1.D! Takaki! - CCSS.ELA-LITERACY.W.8.1.E - The Ballad of Lucy Whipple by Karen Cushman

Americans in the Mid-1800s! - Excerpts from A Young People’s Explanatory: ! - An Era of Reform! History of the United States by CCSS.ELA-LITERACY.W.8.2! - The Worlds of North and South! Howard Zinn! Write informative/explanatory texts to examine a topic and convey ideas, - African Americans in the Mid-1800s - Excerpts from A Different Mirror concepts, and information through the selection, organization, and analysis of for Young People: A History of relevant content.! - CCSS.ELA-LITERACY.W.8.2.A! Multicultural America by Ronald - CCSS.ELA-LITERACY.W.8.2.B! Takaki - CCSS.ELA-LITERACY.W.8.2.C! - CCSS.ELA-LITERACY.W.8.2.D! - CCSS.ELA-LITERACY.W.8.2.E! - CCSS.ELA-LITERACY.W.8.2.F Oakland Unity Middle School Scope and Sequence 7th/8th Grade Cohort, 2015-2016 8th Grade Humanities Curriculum- Year 2

The Union Challenged! - Excerpts from A Young People’s Argumentative:! - A Dividing Nation! History of the United States by CCSS.ELA-LITERACY.W.8.1! - The Civil War! Howard Zinn! Write arguments to support claims with clear reasons and relevant evidence! - The Reconstruction Era - Excerpts from A Different Mirror - CCSS.ELA-LITERACY.W.8.1.A! for Young People: A History of - CCSS.ELA-LITERACY.W.8.1.B! - CCSS.ELA-LITERACY.W.8.1.C! Multicultural America by Ronald - CCSS.ELA-LITERACY.W.8.1.D! Takaki! - CCSS.ELA-LITERACY.W.8.1.E - Evvy's Civil War by Miriam Brenamen

Migration and Industry! - Excerpts from A Young People’s Speaking and Listening:! - Tensions in the West! History of the United States by CCSS.ELA-LITERACY.SL.8.4! - The Rise of Industry! Howard Zinn! Present claims and ﬁndings, emphasizing salient points in a focused, coherent - The Great Wave of Immigration - Excerpts from A Different Mirror manner with relevant evidence, sound valid reasoning, and well-chosen details; for Young People: A History of use appropriate eye contact, adequate volume, and clear pronunciation.! CCSS.ELA-LITERACY.SL.8.5! Multicultural America by Ronald Integrate multimedia and visual displays into presentations to clarify information, Takaki! strengthen claims and evidence, and add interest.! - Ashes of Roses by Mary Jane CCSS.ELA-LITERACY.SL.8.6! Auch Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 7th Grade Scope and Sequence 1. Operations with Rational Numbers a. NS.1‐3 2. Proportional Relationships a. RP.1‐2 3. Percents and Fractions a. RP.3 b. NS.2d c. EE.2‐3 4. Probability a. SP.1‐8 5. Expressions and Equations a. EE.1 b. EE.4a‐b 6. Geometry a. G.1‐6

8th Scope and Sequence

1. Exponents a. EE.1‐4 b. G.6‐8 2. Geometry a. G.1‐5 b. G.9 3. Functions and Equations a. EE.5‐6 b. F.1‐5 4. Solving Linear Equations a. EE.7 5. Statistics a. EE.7 6. Systems of Equations a. EE.8

Next Generation Learning Challenge Planning Grant Application — Oakland Unity Middle School

When you walk around Oakland Unity High School (OUHS), there What’s the problem? are elements of the school culture that will inevitably stand out to you. The students are wearing uniforms. The classes are orderly with a teacher at the front of the room, firmly in control of the learning environment. The students often are silent. By many measures, the education that children are receiving is “working.” CST scores have gone up, college acceptance rates look good, and we have had early experience with leveraging technology to make impressive gains. Compared to some of our East Oakland secondary counterparts, things have been going well. The Oakland Unity Middle School (OUMS) team has been an integral part of creating the systems and structures that have led to these conditions at Oakland Unity High School, and while we are proud of many elements of the program we have helped to build, we continue to want more for our students. As we start this new middle school venture, we see ways in which the types of classroom experiences that we have offered our students just aren’t enough to truly ensure college persistence by cultivating a more active mindset in our students. We also see an opportunity to build new structures, habits, and practices with our middle schoolers that can scale up as they move into our high school program. In this new age of Common Core, it is also apparent that our pedagogy will need to be more rigorous and more connected to college and career than ever before. As our graduates leave our program and enter academia and the work force, our ultimate goal is a fundamental change in the status quo. While we need to equip our students for the more dynamic workplace of the future, make no mistake that there have been benefits to our existing system. Our tight discipline and strict adherence to rules are part of what has made our culture feel physically and emotionally safe for students and families. Our teachers work really hard and have always worked really hard. Sometimes, walking in to classrooms, there is a sense that the teacher is working harder than the students. Our goal is to change that student passivity and lack of ownership. We want to remove the comfort that comes from students just doing what they are told while helping foster the skills that 21st century employers truly want. We don’t know what the jobs of the future will entail because they haven’t been invented yet. However, we do know that “quiet obedience” isn’t usually at the top of the list of desired employee traits. Instead, employers are looking for students who can be self-directed yet also collaborate, who can problem-solve independently and find resources they need when they get stuck, who know what they don’t know and have the tools to both generate and answer their own questions. Our school needs to look different so that our graduates will truly be different. We believe the keys to creating active, life-long learners lies in 4 programmatic areas: Advisory, Assessment, fostering Active Learners, and supporting Innovative Staff.

As part of our quest to see more How can personalized learning help? actively engaged students who are better prepared for college and career, we have learned that Self-determination Theory is key. Self-determination Theory (SDT) views people as having three basic psychological needs: a need to feel competent, emotionally connected to others, and autonomous. SDT research has shown that when these three psychological needs are met, students are much more likely to be engaged in school (Appleton et al., 2008; Deci et al., 1991; Park et al., 2011, Ryan & Deci, 2000). These elements are directly in line with the Next Generation and personalized learning principals of Social Emotional Learning, Personal Learning Paths, and Student Agency. The first psychological need, competence, is when students understand how to attain various outcomes and are efficacious in performing the actions required to meet these outcomes (Deci et al., 1991). It is important to note that students need to feel a perception of their own competence in order for them to be more engaged. Personalized learning addresses this need for competence by meeting students where they are and helping them understand what they need to do as an individual to move forward. In our program, our Innovative Staff will leverage our Advisory and Assessment systems to help foster Active Learners who feel competent and related to the school. Students also need to feel the perception of autonomy in school. Autonomy is when students have the opportunity to be self-initiating and self-regulating of their own actions (Deci et al., 1991). In school, this can mean that students have choices about how and what they learn. Students will feel a perception of autonomy when they share in the decision-making about the conditions of their learning and when they perceive that their learning is relatively free from external controls (Deci et al., 1991). Personalized learning addresses this need for autonomy by supporting student agency in their learning paths and ways to demonstrate mastery. The learning environment flexes to meet the needs of the learner. In our program, we will encourage autonomy in both our Active Learners and among our Innovative Staff in order to best meet the needs of these learners. Next Generation Learning Challenge Planning Grant Application — Oakland Unity Middle School

Next Generation Elements Addressed! College, Career and Community Readiness Learner Proﬁles Advisory Personal Learning Paths Social Emotional Learning

What Advisory Looks Like at Oakland Unity High School

At Oakland Unity High School, high expectations have always been a mainstay. Our college-going culture is very pervasive and the more time students spend in our program, the more likely they are to want to go to college, as evidenced in our yearly student survey results. Our Advisory program has been the anchor of our support structure. As part of this program, each Advisor works with a group of students for the entire four years that they are at Unity. Advisors work in grade level teams to create curriculum that builds community and connectedness, offers academic support, and continually educates and inspires students about college. When our high school students reﬂect on what helped them during their high school career, they often point to the supportive role of their Advisor.

What Advisory Will Look Like at Oakland Unity Middle School

Oakland Unity Middle School will also have an Advisory program. We recognize the power of the relationship between Advisor and student, forged over a number of years. However, our intention is to leverage the power of Advisory even more by applying additional resources to this cornerstone of our program. We don’t want Advisory to become a glorified study hall or to allow Advisory to be an uneven experience, dependent on the individual personality of the Advisor. We plan to make the Advisory system of our school even more robust by 1) building on the pre-existing and successful elements of college preparedness and social-emotional learning, tested at the high school, 2) bringing in additional, research based curriculum resources, and 3) using Advisory as a place to create and curate learner profiles in order to guide personal learning paths. Our team has a combined over 20 years of experience as Advisors and will be able to utilize this experience in guide the staff through professional development around what Advisory means at OUMS. While the Advisory curriculum at OUHS has largely been generated by the staff, at OUMS, we’ll be training our staff using the Developmental Designs program, which helps students build social-emotional skills and gives structures for advisors to motivate students and intervene with struggling students. Recognizing that academic achievement rests on a foundation of inclusive learning communities, the Developmental Designs program will help students feel “connected, heard, empowered, [and] safe.” At OUMS, we will also use Advisory as a place where students learn how to create explicit goals and track progress towards their goals. Students will also be trained to monitor and interpret their own data. Many of these ideas are currently in place a Lighthouse Community Charter School. We’ve met with their leadership to learn about their advisory system and will hope to continue learning from the model they have created. At OUMS, Advisors will help students create and maintain their digital portfolios using Google docs and the Hapara system (already widely in use at OUHS). Advisory will also be the venue where students learn how to conduct their student-led conferences (see Assessment and Active Learners for more details). Professional development time will be systematically devoted for Advisors and grade level teachers to look at Learner Profiles to discuss and plan around individual student strength and growth areas.! What takes our Advisory system into the “next generation” is the way we will combine the explicit social- emotional learning and community building with the rigorous self-reflection and data analysis that is often relegated to only the core academic classes. Having this work happen across Advisories will also ensure that students will have a more uniform approach to looking at their data across disciplines instead of using completely different protocols in different classes. The Advisor, student, and teacher will also be able to constantly access all the student’s progress data in one digital location in order to have informed conversations with students and families about college and career readiness. As part of our work with NGLC, we’d like to study how to run the strands of relationship, community, and college culture building concurrently with engagement in data and reflection in a re-imagined Advisory system. Next Generation Learning Challenge Planning Grant Application — Oakland Unity Middle School Next Generation Elements!Addressed Learner Profiles Linked Learning Personal Learning Paths Competency-based Assessment Social Emotional Learning Progression Student Agency

What Assessment Looks Like at Oakland Unity High School

There are some keys ways in which Oakland Unity High School has been ahead of the curve in terms of assessment. As a school, we’ve made wide use of the Data Director system since it’s inception. Our staff are experts in creating, administering, and scoring a wide variety of online generated tests. Our teachers are also well versed in the types of questions that will appear on the SBAC and have been incorporating these new structures and the higher cognitive demands of the questions into their assessments. At the beginning of this year, we transitioned to the Illuminate system and have continued expanding our use of this assessment platform. In spite of the fact that we have this solid infrastructure in place, assessment at Unity still remains something relatively static and two-dimensional. Most assessments take a traditional multiple choice or short answer formats and very few teachers use a portfolio system of summative assessment. Furthermore, our gradebook, PowerSchool, does not easily convert to a standards-based grading system. Our math team, however, has been able to use assessment data to drive instruction and has experimented with competency-based progression. Math teachers are constantly using data from our various online platforms to tailor instruction and readjust student goals. The work of this department has helped us to see the power of assessment data and how it can be leveraged to tailor instruction to a student’s individual needs. At the end of a Unity student’s senior year, he or she does a final portfolio presentation. The concept of and rubric for this portfolio presentation were based off of those used by Envision Schools. Seniors reflect on what they know and can do and how they have grown in their time at Unity. The senior portfolios are constantly a work in progress, but reflect a commitment by our team to have students reflect and gather work from multiple years and disciplines.

What Assessment Will Look Like at Oakland Unity Middle School

Our vision of assessment at Oakland Unity Middle School is derived from two main sources of inspiration: the book Leaders of Their Own Learning, by Ron Berger, and the grading platform used by Summit Public Schools. Leaders of Their Own Learning suggests a multitude of ways to create “student-engaged” assessment. The practices that will definitely be utilized in our model will be: Using Data with Students, Student-Led Conferences, Passage Presentations with Portfolios, and Standards-Based Grading. ! At Unity Middle, we will begin building our students’ learner profiles from the first day of school. With the exception of the first year of the school’s operation, we will operate our four-week summer program, based off of the model used at the high school. In our first year of school operations, we will condense this four week program into one week. During this week, we will start to build a student profile based on NWEA MAP test data, department testing, and non-cognitive skills data gathered through team-building and cooperative play activities. By the end of this first week, we hope to have an initial profile of our students to be shared with them, their teachers, and families. We will use this profile to reshuffle our class rosters to ensure that students are grouped in heterogenous academic classes and Advisories based on both their academic and social-emotional needs. These pieces of data will be a student’s introduction to understanding their own data, something they will not only undertake in their academic classes, but in their Advisories as well (see Advisory for more detail). The very act of engaging in data analysis helps students to meet the Common Core standard of making evidence-based claims. Sharing the load of data collection and tracking with the students themselves will help to build some of the non-cognitive skills necessary to access the more rigorous standards necessary with the CCSS shifts. We will build our system of learner profiles around a practice of student-led conferences. By putting these events in strategic places in our semesters, the entire teaching staff will backwards plan from these experiences to ensure that students will have data to share in each class, and will understand how to present that data to family members. The ability to participate in and take on graduated responsibility for leading these conferences will also help students master the Common Core speaking and listening standards. Using Hapara, students will easily create multi-media digital portfolios, and will also have a summative page that shows their growth on learning targets. This will be updated in collaboration between the student, the teachers, Next Generation Learning Challenge Planning Grant Application — Oakland Unity Middle School

Assessment (con’t):! and the Advisor. We’re also interested in exploring platforms like DeansList which is designed to capture the non- cognitive behaviors of a student and chart his or her growth on those parameters. We’ll continue to build on and reﬁne our Portfolio Passage Presentation culture at the middle school but requiring a presentation at some point during each grade level, building to a culminating 8th grade presentation. Portfolios provide a way for students to show evidence that demonstrate their understanding of Common Core standards and meet many of the speaking, listening, and writing standards directly in the process. Finally, all of these processes will be supported by a Standards-Based grading system. We have already had experience with this shift in math and are learning about what it looks like in English and other disciplines. Some of our inspiration for what this system can look like come from the platform developed by Summit Public Schools. We recognize the limitations of our current platform in both disseminating standards-based data to students and in allowing teachers to easily plan and grade using a standards-based system. We very much hope to be a partner in Summit’s Basecamp program in part so that we can have access to their platform and learn from their best practices. Through a partnership with NGLC, we would be eager to explore and help develop innovative grade book and mastery-based platforms to support our assessment philosophy. Our commitment to Project Based Learning (as discussed in Innovative Staff) also means that innovation would constantly be occurring as teachers develop linked learning projects that connect to growing and changing industries. We are interested in ﬁnding a platform that can best support the marriage of skills-based mastery with authentic assessments.

Next Generation Elements Addressed! Flexible Learning Environment Learner Proﬁles Active Learners Personal Learning Paths Student Agency

What Learners Look Like at Oakland Unity High School

As described in our opening description of the problem, learners at OUHS can embody the passive “empty vessel” model of education at times. In a student satisfaction survey in June of 2014, 49% of students felt indifferent or disagreed with the statement, “I ﬁnd what I am learning in most of my classes interesting.” In addition, 65% of students either felt indifferent or disagreed with the statement “I can connect most of what I’m learning in classes with my own life and experiences.” Twenty-six percent of the students disagreed with the statement “I enjoy school” and an additional 28% felt indifferent about the statement. It is clear that students are having difﬁculty feeling engaged and motivated in their classes.

What Learners Will Look Like at Oakland Unity Middle School

At OUMS, there will be a variety of structures in place to ensure that our students are actively engaged with and have ownership of their learning. Using student’s learner profiles to help them generate their own personal learning paths, teachers will allow students choice in how to demonstrate their understanding whenever possible. When teachers provide choice, they are enabling students to choose tasks that they, the students, perceive as consistent with their own personal goals and interests (Deci et al., 1991; Kusurkar, Croiset & Ten Cate, 2001; Reeve, 2006). There are a few programmatic elements that will allow students at OUMS to make choices about the topic, type of activities, forms of assessment, and modes of learning that they would like to engage in. Our Innovative Staff’s commitment to units that culminate in Project Based Learning experiences ensures that students will have autonomy and choice as part of their assessments and will be able to generate a unique portfolio of assessment and reflection in each of their classes— all while practicing Common Core standards and key non-cognitive skills. The twice weekly Learning Lab period will also be a place in which students will receive explicit instruction around ways to engage in the various platforms they will use to demonstrate their knowledge. Our students will experience the time and space to experiment with finding and evaluating the modes that work for them. As part of our work with NGLC, we would want to explore how best to leverage this time and make it as flexible a learning environment as possible. We’re interested in experimenting with time, space, and staffing configurations in order to create a space where students are truly learning how to learn across disciplines and in a 21st century world. Given the digital divide that exists in our community, it will be essential that our students have Next Generation Learning Challenge Planning Grant Application — Oakland Unity Middle School

Active Learners (con’t):! other opportunities to engage with our technological tools and receive guidance around their use through these extra period as part of their regular school day. Another way that we envision our students being more active learners is through their academic oral language production— which has also shown to be essential for English Language Learners’ success at school and beyond. We’re interested in learning how to combine a blended and more autonomous environment with the need to ensure that our students have opportunities to speak academically to teachers and peers in each of their periods every day. As pointed out in Lisa Delpit’s text Other People’s Children, low-income students often need to be explicitly taught codes of mainstream American life in order to access the culture of power. In our visits to other school sites with blended programs, we noticed that there was still an emphasis on a silent classroom, aided by putting each student in front of an individual screen. We see a time and a place for silence, but want to ensure that Common Core listening and speaking standards are met in addition to helping our students orally access the dominant culture. We hope that our partnership with NGLC in Oakland can help us explore and test ways to strike this balance.

Next Generation Elements!Addressed Comprehensive Design Personal Learning Paths Innovative Staff Flexible Learning Social Emotional Learning Environment Linked Learning Learner Proﬁles Competency-based Progression What the Staff Looks Like at Oakland Unity High School

Teachers at Oakland Unity High School have always been empowered. In fact, the middle school project came from the ground up with teachers leading the charge. Perhaps an unforeseen byproduct of this autonomy has been an environment in which staff members are encouraged and supported to innovate. This environment has incubated large shifts like the adoption of Khan Academy and move to a more blended model in math, but has also lead to many smaller initiatives such as teachers being the ones to ﬁnd and test platforms such as Hapara, No Red Ink, and Quizlet. Teachers were also the ones who advocated for a shift to Illuminate when they felt that Data Director wasn’t meeting their needs. Our OUMS team is made up of three of the teachers who have taken advantage of an environment in which they enjoyed both the autonomy and support necessary to innovate and rethink that their classrooms could look like to better meet students’ needs.

What the Staff Will Look Like at Oakland Unity Middle School

One of the tasks of the OUMS leadership team will be to translate what has been a very organic approach to innovation at the high school level into something that is systemic, replicable, and universal. This starts with the hiring of team members who have been screened for the essential attributes that we expect from teachers in our program and who enter the job and school understanding that innovation and experimentation will be the norm, not the exception. Teachers at Oakland Unity Middle school will be committed to meeting students where they are. Students will be tested upon entry to develop an appropriate learning path that is based on where students are currently, not where they should be based on grade level. For example, core class placement will be based on mastery of our internal scope and sequence, instead of just by grade level. OUMS teachers will be comfortable having students at multiple levels in one classroom and will create a flexible learning space to accommodate small group pull out opportunities and individualized coaching time. Our staff will use data to drive their instruction and insure that students are making progress on their personal learning paths. Teachers will utilize whichever technology or systems enable them to gather this data, appropriately differentiate, and transparently hold students accountable. Teachers in every class will engage students in analyzing their own data and updating their learning profiles accordingly.! Teachers at OUMS will be champions of project based learning. Each project will have a real-world career or college connection and will meet multiple Common Core standards. Teachers will be committed to helping students capture their final products in their multimedia digital portfolios. Teachers will adopt a standards and mastery-based grading system. ! Our teachers will have professional development every Wednesday afternoon from 1-4PM in additional to three week of professional development prior to the start of the school year. One of the goals of these afternoons will Next Generation Learning Challenge Planning Grant Application — Oakland Unity Middle School

Innovative Staff (con’t):! be to create Professional Learning Communities (PLCs). One example of a PLC is when schools create opportunities for teachers to participate in a collaborative inquiry process. Collaborative inquiry is a process when teams of educators commit to exploring and answering compelling questions about their professional practice through a model of action research (Adams & Townsend, 2014). When this inquiry process pushes teachers to use the large body of educational research to guide and inform their practice, teacher practice and student learning is enhanced. The inquiry approach helps teachers to not only develop their own inquiry skills, but also allows them take ownership of the process and deepen their knowledge base of effective teaching strategies (Jacobson, 2010). Bingham, Parker, Finney, Riley & Rakes (2006) further corroborate this assertion by stating that when teachers engage in research, they naturally “begin to acquire the characteristics of PLCs: self-reflection, shared and lifelong learning, decision making based on data, heightened expertise, and pride in helping to create a body of craft knowledge” (p. 682). We hope that our partnership with NGLC will help guide the inquiry and research of our PLCs as we consider different ways to apply design thinking to our classrooms and school at large. Finally, we are interested in exploring an innovative staffing model that employs hybrid teaching roles. We envision a staff in which we are able to retain and increase the influence of effective teachers by allowing them time and capacity to have systems-level influence while maintaining their classroom practice. Through having a staffing model that does not resemble that of a traditional school, we believe that we can empower our teachers with the time and space to innovate, research, and disseminate findings to others in our school network and in our larger community. Potentially working with and learning from the NGLC community can help us experiment with what the role of “teacher” can look like at an innovative school and perhaps provide a much-needed model of a career ladder for teachers throughout the system.

Leadership Team Capacity

Our leadership team is small but mighty. Unity has always been driven by a small group of committed and reflective educators and our middle school venture is no different. Our school leader, Damon Grant, has a demonstrated commitment to Project-Based Learning in her almost ten years in the classroom. She developed a large number of linked learning projects for both 9th and 12th graders and has run the senior portfolio presentation process over the last five years. The daughter of two entrepreneurs, Ms. Grant embodies a spirit of innovation and a willingness to experiment and be in a constant cycle of inquiry and reflection in her work in the classroom and in her hybrid role as the Director of Instruction at Unity High School. Based of off her own educational background, in which she never received any letter grades until college, she firmly believes in finding ways to intrinsically motivate students and foster their autonomous love of learning. She will continue to be deeply connected to both the Unity High School program and to the Unity Middle College High School program, opening in Santa Ana in Fall 2016, thus ensuring that work with NGLC in Oakland can and will be scaled up and out. Our founding team math teacher, Kallie Berg, has been nationally recognized for the work that she has done with Khan Academy and deeply understands what it takes to pilot a blended learning program on the ground. Ms. Berg’s willingness to prototype in her classroom and create a space that upends a traditional learning environment will be an essential example to other founding team members. If there is a platform that can help our students and teachers learn, Ms. Berg is willing to investigate it, try it, illicit feedback about it, and communicate with developers around it. As part of her proposed hybrid role next year, Ms. Berg will have the essential experience of being on the ground with students and also have the capacity to engage in the higher level work of school wide initiatives and trainings. Kara Duros has worked on the middle school project since its inception and was one of the authors of the charter. Ms. Duros’ extensive research on student engagement has driven many of the core principles of our program. Ms. Duros brings a middle school and high school humanities background to the team. She is also a trained BTSA coach and experienced professional development deliverer. She and Ms. Grant will work closely to align the professional development for both the middle school and the high school. She will also support middle school teachers by coaching them with an eye on student engagement and Next Generation Learning principles in the classroom. As we put together the rest of our founding team, our search will target educators whose classroom practices and philosophy matches those outlined above and who will relish the challenge and opportunity of the NGLC partnership. Next Generation Learning Challenge Planning Grant Application — Oakland Unity Middle School

School-Based Initiative

As described in our Assessment section, OUHS has long engaged in a cycle of benchmarks utilizing first Data Director and, more recently, Illuminate to capture data from these formative assessments. While the infrastructure has been in place for a number of years, we’ve struggled to find a way to truly complete the data inquiry cycle and make this benchmark assessment something that is truly useful for teachers and students. We’ve recognized that our teachers, in addition to our students, need to feel a sense of competence, relatedness, and autonomy in order to truly engage in this data cycle and assessment process. This year, we tried to be very intentional about putting a benchmark calendar in place before the year even started. We disseminated this to the staff at the beginning of the year, conducted training on the purpose of benchmarks and the data cycle, and provided time for teachers to work on creating their assessments. There were a number of quick wins and firsts for our staff occurred during our first benchmark administration this year: 1) every teacher gave a benchmark within the one week window and 2) every teacher used Illuminate to capture the data (this was a big deal considering Illuminate was new to 100% of staff, 50% of whom were entirely new to Unity). However, we really feel short in a few key areas: 1) the students did not universally receive access to or engage in reflection around their data and 2) the teachers did not universally use the data to guide adjustments in their instruction. At Unity, teachers have dedicated time to meet with each other absent the administration to discuss issues that they feel need to be addressed. After one of these meetings, it was brought to the Instructional Leadership team that the teachers did not feel that the benchmarks were useful and were feeling like they were jumping through a hoop of giving one at an arbitrary time. The dissemination of this information demonstrates our organization’s commitment to constantly asking for actionable feedback and reflecting on this feedback. The Directors of Instruction, Damon Grant and Kara Duros, spent time reflecting on the root cause of the teacher’s feelings about the benchmark system. We were able to uniquely understand the teachers’ perspectives because, while on the admin team, we still are both in the classroom as part of Unity’s hybrid role model. It was clear that at the root of the problem was that the teachers did not feel the value of the benchmarks because they did not truly understand the purpose benchmarks or completing the data cycle— likely because the overwhelming majority of teachers had never experienced either. The admin team was also able to reflect on how the professional development they had designed and delivered had clearly fallen short on its intended outcome. Most importantly, there was no real learning or data analysis for the students. This system was not aiding our larger student achievement goals. Hearing the teachers’ needs and also feeling them on the ground ourselves in our own classrooms, we developed an action plan. We decided to abandon the benchmark schedule that we created in favor of more personalized learning path for teachers by department. As teachers’ sense of competency with designing and administering these assessments was beginning to pick up momentum, increasing their autonomy about when to administer them seemed like a logical next step. We also decided to re-engage teachers around the purposes of the benchmarks to remind them of the power of data-driven instruction. We designed professional development to revisit these concepts but recognized that our own data was telling us that we need to adjust our instruction to meet the teachers where they were at. We saw this experience as a step in the design-thinking direction in terms of having empathy for what those who are experiencing our grand ideas and policies are feeling, trying to define what the real issue behind the issue was, and quickly adjusting and prototyping to try to address their needs. We’ll continue to see this as a work in progress but feel that we are effectively modeling what we want teachers to also be doing in their classrooms with students at Unity. Next Generation Learning Challenge Planning Grant Application — Oakland Unity Middle School

Citations

Adams, P., & Townsend, D. (2014). From Action Research to Collaborative Inquiry. Education Canada, 54(5), 12-15. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student Engagement with School: Critical Conceptual and Methodological Issues of the Construct. Psychology In The Schools, 45(5), 369-386. doi:10.1002/pits.20303 Berger, R., Rugen, L., & Woodﬁn, L. (2014). Leaders of their own learning: Transforming schools through student- engaged assessment. San Francisco, CA: Jossey- Bass. Deci, E. L., Vallerand, R. J., & Pelletier, L. G. (1991). Motivation and education: the self- determination perspective. Educational Psychologist, 26325-346. doi:10.1207/ s15326985ep2603&4_6 Delpit, L. D. (1995). Other people's children: Cultural conﬂict in the classroom. New York: New Press. Jacobson, D. (2010). Coherent Instructional Improvement and PLCs: Is It Possible to Do Both?. Phi Delta Kappan, 91(6), 38-45. Kusurkar, R. A., Croiset, G., & Ten Cate, T. J. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. Medical Teacher, 33(12), 978-982. doi:10.3109/0142159X. 2011.599896 Park, S. s., Holloway, S. s., Arendtsz, A., Bempechat, J. j., & Li, J. J. (2012). What Makes Students Engaged in Learning? A Time-Use Study of Within- and Between-Individual Predictors of Emotional Engagement in Low-Performing High Schools. Journal Of Youth & Adolescence, 41(3), 390-401. doi:10.1007/s10964-011-9738-3 Reeve, J. (2006). Teachers as Facilitators: What Autonomy-Supportive Teachers Do and Why Their Students Benefit. Elementary School Journal, 106(3), 225-236. doi: 10.1086/501484

Reeve, J. (2009). Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive. Educational Psychologist, 44(3), 159-175. doi:10.1080/00461520903028990 7.A Operations with Rational Numbers 7.NS.A.1 Adding negative numbers Integer addition and subtraction with substitution Integer addition and subtraction: equations and number lines Integer addition and subtraction: number line interpretation Negative number addition and subtraction: equivalent expressions Negative number addition and subtraction: interpretation problems Negative number addition and subtraction: word problems Understanding negative number addition and subtraction with variables

7.NS.A.1a

7.NS.A.1b Adding negative numbers on the number line Signs of sums

7.NS.A.1c Absolute value to find distance Absolute value to find distance 2 Integer addition and subtraction: find the missing value Subtracting negative numbers

7.NS.A.2 Comparing rational numbers Dividing mixed numbers Exponents with negative fractional bases Multiplying and dividing negative numbers Multiplying and dividing negative numbers: word problems Order of operations with negative numbers Whole number exponents with integer bases Whole number exponents with integer bases 2

7.NS.A.2c Negative number multiplication and division: equivalent expressions

7.NS.A.3 Classifying numbers 7.B Proportional Relationships 7.RP.A.1 & 7.RP.A.2b Rate problems 1

7.RP.A.2a,c,d Analyzing and identifying proportional relationships Constructing and comparing proportional relationships

Supplementary Proportions 1 Writing proportions 7.C Percents and Fractions 7.NS.A.1d Adding and subtracting negative fractions Adding and subtracting negative fractions, decimals, and percents Integer addition and subtraction

7.NS.A.2a Multiplying positive and negative fractions

7.NS.A.2b Dividing by zero Dividing positive and negative fractions Negative signs in numerators and denominators Signs of products and quotients

7.NS.A.2d Comparing rational numbers Converting decimals to fractions 2 Converting fractions to decimals

7.NS.A.3 Simplifying hairy fractions

7.RP.A.3 Constructing proportions to solve application problems Discount, tax, and tip word problems Markup and commission word problems Proportions 1 also in 7.B Writing proportions also in 7.B Rate problems 2

7.EE.A.2 Interpreting linear expressions

7.EE.B.3 Discount, tax, and tip word problems (listed above) Markup and commission word problems (listed above) Multi-step rational number word problems 7.D Probability 7.SP.A.1 Making inferences from random samples Valid claims

7.SP.A.2

7.SP.B.3,4 Comparing populations

7.SP.C.5 Comparing probabilities

7.SP.C.6 Experimental probability

7.SP.C.7a Making predictions with probability Simple probability

7.SP.C.7b Probability models

7.SP.C.8a Sample spaces for compound events

7.SP.C.8b Probabilities of compund events Probability of rolling dice

7.SP.C.8c 7.E Expressions and Equations 7.EE.A.1 Combining like terms with distribution 2 Combining like terms with negative coefficients Manipulating linear expressions with rational coefficients

7.EE.B.4a Linear equation word problems Two-step equations

7.EE.B.4b One-step inequalities Two-step inequalities Interpreting and solving linear inequalities 7.F Geometry 7.G.A.1 Interpreting scale drawings Constructing scale drawings

7.G.A.2 Constructing triangles Constructing 2D figures

7.G.A.3 Slicing 3D figures

7.G.B.4 Area and circumference of circles Area of a circle Radius, diameter, and circumference

7.G.B.5 Vertical angles Solving for unknown angles Complementary and supplementary angles Quadrilateral angles

7.G.B.6 Area, volume, and surface area 8.A Exponents 8.EE.A.1 Positive and negative exponents Properties of exponents Using exponent rules to evaluate expressions

8.EE.A.2 Cube roots Equations with squre roots and cube roots More square and cube root problems Roots of decimals and fractions Square roots of perfect squares 8.EE.A.3 Approximating with powers of 10 Multiplication and division with powers of 10 8.EE.A.4 Adding and subtracting in scientific notation Computing in scientific notation Multiplying and dividing scientific notation Scientific notation intuition Scientific notation

8.G.B.6 Pythagorean Theorem proofs

8.G.B.7 Pythagorean theorem Pythagorean theorem in 3D Pythagorean theorem word problems

8.G.B.8 Distance formula 8.B Geometry 8.G.A.1 & 8.G.3 Performing reflections Performing rotations Performing translations

8.G.A.2 Exploring rigid transformations and congruence

8.G.A.4 Exploring angle-preserving transformations and similarity

8.G.A.5 Congruent angles Equation practice with congruent angles Finding angle measures 1 Finding angle measures 2

8.G.C.9 Solid Geometry Volume word problems with cones, cylinders, and spheres 8.C Functions and Equations 8.EE.B.5 Graphing proportional relationships Rates and proportional relationships 8.EE.B.6

8.F.A.1 Checking solutions to two-variable linear equations Domain and range from graph Domain of algebraic functions Domain of modeling functions Evaluating function expressions Evaluating functions Graph from a standard form equation Graphing solutions to two-variable linear equations Intercepts from a graph Intercepts from a table Interpreting function notation Matching inputs to function outputs Recognizing functions from graphs Recognizing functions from tables Views of a function Writing function rules from equations

8.F.A.2 Comparing linear functions Comparing linear functions word problems

8.F.A.3 Graph from a slope-intercept equation Intercepts from a linear equation Interpreting linear formulas word problems Linear and nonlinear functions Slope-intercept equation from a graph Slope-intercept equation from two solutions Writing the equation of a line in any form

8.F.B.4 Constructing linear functions word problems Slope from a graph Slope from an equation in slope-intercept form Slope from an equation in standard form Slope from two solutions Slope intercept equation from a graph Slope-intercept equation from two solutions

8.F.B.5 Graphing linear equations 8.C Functions and Equations Increasing and decreasing intervals Interpreting graphs of linear and nonlinear functions Interpreting graphs word problems Positive and negative intervals Recognizing maxima and minima 8.D Solving Linear Equations 8.EE.C.7a Linear equations with one, zero, or infinite solutions

8.EE.C.7b Equation practice with angle addition Equation practice with midpoints Equation practice with segment addition Equation practice with vertical angles Equation practice: summing integers Equations with variables on both sides Intercepts from a linear equation (also in 8.C) Multi-step equations with distribution Slope-intercept equation from two solutions (also in 8.C) 8.E Statistics 8.SP.A.1 Constructing scatter plots Interpreting scatter plots

8.SP.A.2 Estimating the line of best fit

8.SP.A.3 Linear models of bivariate data

8.SP.A.4 Interpreting two-way tables Two-way frequency tables Two-way relative frequency tables 8.F Systems of Equations 8.EE.C.8a Analyzing solutions to linear systems algebraically Analyzing solutions to linear systems graphically Solving systems of equations graphically

8.EE.C.8b Equivalent systems of equations Solving systems of linear equations elimination 1 Solving systems of linear equations with elimination 2 Solving systems of linear equations with substitution Solving systems of two linear equations Checking solutions to systems of equations Systems with one, zero, or infinite solutions

8.EE.C.8c Age word problems Systems of linear equations word problems Systems of equations word problems

STAFF ANALYSIS REPORT

FOR

Oakland Unity Middle School: Material Revisions to Change Location (from 6038 Brann Street to 7200 Bancroft) and Serve 8th Grade in the First Year of Operation

CHARTER MATERIAL REVISION REQUEST (submitted May 14, 2015) California Education Code §47607

June 9, 2015

Charter Revision Review Business Services: Gail Greely

OUMS Material Revision Request June 9, 2015

EXECUTIVE SUMMARY The Alameda County Office of Education’s Charter Schools Office (CSO) conducted a review of Oakland Unity Middle School’s request for a material revision to its charter to change the location of the school for its initial 2 years (2015-16 and 2016-17) from 6038 Brann Street in Oakland to Suite 60, Eastmont Town Center at 7200 Bancroft in Oakland. OUMS also requests a revision to change the first year grade configuration from grades 6 and 7 to grades 6, 7 and 8. The review found:  With respect to the standard for approval of material revisions: o The request contains reasonably comprehensive descriptions of the charter school’s location and the shift in the educational program to include 8th grade in the first year. o There are no new requirements for charter schools enacted into law after the charter was approved that must be addressed as part of this material revision. o The proposed new site is educationally sound, as a temporary location. The site is unaltered from its previous use by a charter high school (University Preparatory or U Prep) and although it lacks dedicated outdoor space, there are adequate plans for physical activity. It has been inspected by a facilities expert for ACOE, as well as CSO staff. o The addition of 8th grade to the configuration for the first year is educationally sound, based on the information provided by OUMS. Although the school plans to offer a combination class for 7th and 8th grades, plans for personalized and blended learning are likely to allow sufficient differentiation of the curriculum by grade. o Although OUMS is a new charter set to open in the fall of 2015, the organization’s efforts to meet the pre-opening conditions and the record of operation at Oakland Unity High School are evidence that OUMS is likely to successfully open at the new location and to implement the proposed program change.

INTRODUCTION The location of a proposed charter school is information required to be included in the charter under California’s Charter School Law. Section 47605(g) of the Education Code states:

The governing board of a school district shall require that the petitioner or petitioners provide information regarding the proposed operation and potential effects of the school, including, but not limited to, the facilities to be used by the school, the manner in which administrative services of the school are to be provided, and potential civil liability effects, if any, upon the school and upon the school district. The description of the facilities to be used by the charter school shall specify where the school intends to locate. The petitioner or petitioners shall also be required to provide financial statements that include a proposed first-year operational budget, including startup costs, and cash flow and financial projections for the first three years of operation.

The grades to be served are also part of the charter, within the petition “element” that describes the Educational Program, per Education Code §47605(b)(5)(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 Page 1

OUMS Material Revision Request June 9, 2015

“educated person” in the 21st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners.

The Memorandum of Understanding between OUMS and ACOE defines, at Section 23, what changes to the program described in the charter constitute a “material” revision. It also references §47607 with regard to the process for material revisions.

23. Material Revisions to Charter 23.1 Changes to the Charter deemed to be material revisions may not be made without prior approval from the County Board per Cal. Ed. Code §47607. Changes to the Charter considered to be material revisions include, but are not limited to, the following: … 23.1.3 Addition or deletion of grades or grade levels to be served, for the program as a whole or in a given year, not expressly authorized by the Charter, or otherwise required by law. 23.1.4 Changes to location of facilities, including school sites, resource centers, meeting space, or other satellite facility including the opening of a new facility. Temporary locations rented for annual student testing purposes shall be exempt from this provision. [Emphasis added.]

As noted, the process for approval of a material revision (or amendment) is governed by Education Code §47607(a) (2):

(2) Renewals and material revisions of charters are governed by the standards and criteria in Section 47605, and shall include, but not be limited to, a reasonably comprehensive description of any new requirement of charter schools enacted into law after the charter was originally granted or last renewed.

Therefore, the grounds for denial of a material revision are found in Education Code §47605(b):

The governing board of the school district shall not deny a petition for the establishment of a charter school unless it makes written factual findings, specific to the particular petition, setting forth specific facts to support one or more of the following findings: (1) The charter school presents an unsound educational program for the pupils to be enrolled in the charter school. (2) The petitioners are demonstrably unlikely to successfully implement the program set forth in the petition. (3) The petition does not contain the number of signatures required by subdivision (a). (4) The petition does not contain an affirmation of each of the conditions described in subdivision (d). (5) The petition does not contain reasonably comprehensive descriptions of all of the following [elements]:

With respect to material revisions, the requirement to include the listed “elements” of the petition is interpreted to require only those sections that are affected by the proposed amendment. Signatures are not required for renewals and amendments, and there are no newly-required affirmations. As specifically required by §47607(a)(2), material revisions must also include “reasonably comprehensive description of any new requirement of charter schools”. There have

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OUMS Material Revision Request June 9, 2015

been, however, no new requirements for charter petition content enacted since the OUMS charter was approved.

Role of the Board The authorizing agency may deny the request for material revision if it makes written factual findings with specific facts to support one or more of the grounds for denial.

Material Revision Process In applying the legal criteria, the following standard questions (adapted from charter approval) were used by the ACOE Charter Schools Office as a guideline to assess whether the charter school satisfied the requirements for material amendment: • Is the petition reasonably comprehensive with respect to elements affected by the proposed change? • Is the proposed change unsound for the students to be served? • Is the organization unlikely to successfully implement the change?

BACKGROUND OUMS received its charter from the Alameda County Board of Education, on appeal from Oakland Unified School District, on May 13, 2014 for a term of 5 years, beginning July 1, 2014. The charter term expires June 30, 2019. The charter was approved to open in fall 2015, serving grades 6 and 7 in its first year, at 6038 Brann Street in Oakland, which is currently the site of the Oakland Unity High School (OUHS). However, OUHS has been unable to relocate to its new site due to delays in planning approval and construction, although state bond funds have been allocated for the project. The addition of 8th grade in the first year is being made to accommodate requests from families seeking to enroll older students in the new program.

STAFF ANALYSIS SUMMARY

REASONABLY COMPREHENSIVE PETITION Is the petition reasonably comprehensive, including information addressing new charter requirements?

OUMS submitted a revised version of its current charter with its material revision request, addressing those elements that would need to be altered to conform to the proposed changes. Areas of revision are:  Including 8th grade in the first year of operation, in addition to grades 6 and 7, in the description of the educational program (p. 5 of the charter).  Changing the stated location of the school to 7200 Bancroft Avenue (pp. 81-82 of the charter).

The revised charter language was supplemented with additional materials:  Lease agreement for the facility at 7200 Bancroft Avenue  Scope and sequence for Humanities and Mathematics for grades 7 and 8  OUMS Next Generation Learning Challenge Planning Grant Application

In addition, ACOE’s facilities inspector and charter office staff conducted an inspection of the proposed site and discussed both the location change and the addition of the 8th grade with the organization’s Executive Director and the school’s principal. The review found that the material amendment request does contain reasonably comprehensive descriptions in the above areas. Page 3

OUMS Material Revision Request June 9, 2015

Is the proposed change unsound for the students to be served?

Staff review found the proposed changes to be educationally sound for the students to be served because:  The proposed alternative site is less than 1 mile from the previously-identified site and is well-served by public transit.  The new facility was previously used by another charter school, University Preparatory, and has not been altered. It includes sufficient classrooms, including a “wet” laboratory, for the planned enrollment for the next 2 years, plus office space for administration and support staff, such as resource teachers and counselors.  The building, which houses many government offices, has its own security force and procedures. OUMS and building management are developing protocols to ensure student safety.  The building does not have adjacent playgrounds or fields, but the school is designing a physical activity program to take advantage of the building’s long, wide walkways, and is seeking to identify nearby public parks for outdoor activity.  The addition of 8th grade meets the needs of families who approached OUMS with a strong desire for a small, academically-focused middle school program for their students.  The outlined scope and sequence documents for 8th grade are consistent with state standards and satisfy the requirements of Schedule C of the MOU. The experience of Oakland Unity High School in curriculum development supports the conclusion that appropriate content and materials will be prepared by OUMS staff.  Because of the small numbers of 7th and 8th grade students enrolling for fall 2015, OUMS plans to create a single combination 7/8 class in its first year, staffed with 2 teachers: 1 for Humanities; 1 for Math/Science. The staffing plan, combined with the use of blended learning proposed in the charter, will enable the school to offer a sound educational program.

Is the organization unlikely to successfully implement the change?

There is sufficient evidence to support the finding that the school is likely to successfully implement this change:  OUMS is an expansion of the work of Oakland Unity High School (OUHS), which has been in operation as a charter school authorized by the Oakland Unified School District since 2003. The organization’s experience in charter school operations and finance make it likely to successfully open at the proposed site.  The proposed new site is a former charter school. Both the building and the “suite” in which the school will be located are in good condition. The school space will require only cleaning and minor repairs to be ready to open.  Conditions in Schedule C of the MOU signed by OUMS will ensure that the space will be ready for student use prior to opening and will operate safely during the school year. An additional inspection of the site is being scheduled prior to opening.  With respect to the inclusion of 8th grade in the first year, OUMS has already partially met the conditions in Schedule C for curriculum development by providing scope and sequence in Humanities and Math for grades 6, 7 and 8. The charter petitioners presented a reasonable plan for curriculum development by staff prior to school opening.  OUMS will have access to the experience and assets of OUHS in implementing personalized and blended learning options for the combination 7th and 8th grade class. In

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OUMS Material Revision Request June 9, 2015

addition, OUMS has received a Next Generation Learning Challenge Planning Grant for the development of personalized learning at the new school. These resources will provide some support for implementation of the grade 8 in the school’s first year.

CONDITIONS OF APPROVAL

Should the County Board approve the material revisions to change the school’s location and include 8th grade in the first year of operation, it is suggested that approval reaffirm that all pre- opening requirements in Schedule C of the Memorandum of Understanding will apply to the new location and the additional grade level, including acknowledgement of the authority of County Board to delay the opening of the Charter School should pre-opening requirements not be met.

Page 5

Memorandum No. 4. - A. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: L. Karen Monroe, Superintendent of Schools RE: Minutes of the May 12, 2015 Board Meeting

Background :

The Board will receive and consider approval of minutes of the May 12, 2015 Board meeting

Action Requested :

ACTION

Review and approve minutes of the May 12, 2015 Board meeting. ATTACHMENTS: Type Description Backup Material Minutes 5/12/2015

ALAMEDA COUNTY BOARD OF EDUCATION

Meeting Location: Alameda County Office of Education 313 W Winton Avenue, Hayward, CA 94544

Unadopted Minutes of the Board Meeting of May 12, 2015

Vol. XXIX No. 12

Presiding President McWilson opened the meeting at 6:33 p.m. Flag Salute Led by Trustee Berrick Mission Statement Read into the record by Trustee Berrick Provide, promote and support leadership and service to ensure the success of Every Child…in Every School… Every Day! Recording Statement: Read into the record by Pres. McWilson. This meeting is being recorded and/or broadcasted at the direction of the Board. Roll Call Conducted by Supt. L. Karen Monroe Trustees Present: Joaquin Rivera, Marlon McWilson, Aisha Knowles, Fred Sims, Eileen McDonald, Yvonne Cerrato Staff Introductions Supt. Monroe introduced Assoc. Supt. Business Services Michele Huntoon. Item #1: Recognition of Supt. Monroe highlighted labor-related events. ACOE Labor − ACOE Annual Job Fair was held April 22, 2015 − Employee Recognition Event was held May 6, 2015 − Monique Tate is the 2015 CSEA Employee of the Year − Alicia Garcia is the 2015 ACOE Teacher of the Year

Item #2: Plan for Common Monica Vaughan, Chief of Schools, reported to the Board the proposed Core State Standards changes for spending the funds and the shift from chromebooks to desktops Implementation Funds and hardware to implement the new equipment.

Board questions: • Trustee McDonald asked whom will be using the computer. Response: Student-use. • Follow-up question: Does staff have enough computers? Response: Yes. Some upgrades and repairs will be made to existing workstations. • V.P. Knowles asked if this adjustment discussion has happened at the School Site Council meeting? Response: School Site Council approves Title I funds which is separate from Common Core funds. • Follow-up question: Is this a part of the LCAP? Response: These are one-time use funds. • Follow-up question: Given the longevity of desktops and technology is this the best investment? Response: This is the best investment. Assoc. Supt. Huntoon commented that these funds are one-time use for the support of Common Core. • Pres. McWilson asked are we fulfilling everyone’s wishes as far as teachers? Response: Ms. Vaughan stated that they did go through a process of vetting teacher desires and meeting the needs and setting the priorities. They were able to honor the majority’s requests. Unadopted Minutes of the A.C.O.E. Board Meeting 5/12/15 Page 2 of 3 • Trustee Rivera moved approval of the Common Core State Implementation Funds proposal. • Trsutee Cerrato seconded. • Unanimously approved (7-0). Item #3: Aspire Alameda Supt. Monroe introduced the item and Gail Greely, Director, Charter Schools. County Countywide Benefit Keen, Principal of Aspire, presented a brief history and the plan going Charter Update forward in WCCUSD. Provided the new site address and the transition plan to Richmond. Gail Coffman spoke of partnership with UC Berkeley Trustee Sims inquired about enrollment numbers. Supt. Monroe commented about our continued partnership. Item #4: Consent Agenda – Trustee Berrick moved approval of the Consent Agenda. General Matters: Trustee Rivera seconded. A. Minutes of April 14, Unanimously approved (7-0). 2015 Board Meeting B. Temporary County Pres. McWilson acknowledged Mental Health Awareness Month. Certificates C. Resolution No. 1992 – Labor History Month (May) D. Resolution No. 1993 – Safe Jobs for Youth Month (May) E. Resolution No. 1994 – Foster Care Awareness Month (May) Item #5: Personnel Actions V.P. Knowles inquired about separation/ terminations and if the names not being listed in the report is a new process. -Movetia Salter, Chief Human Resources Officer responded that it was an oversight. Item #6: Public Comments Pres. McWilson allowed 2 min per person: −Jimmy Cosby [deferred time to Juanita Parker] −Jacob Sanchez, Asst. to Alicia Garcia −Janice Ortega, Admin Sec. ACOE −Ryan Apperson, CSEA Rep. [read a letter from noticed employee] −Melissa Crisostomo, Program Asst. ACOE −Kim Lamfers, V.P. and acting Pres of CSEA −Monique Tate, CSEA member and SLUSD Board Member −Michael Evans, CSEA −Adriene Metoyer-Leonard −Teresa Jimenez (CSEA received Union of the Year Award) −Marcia Joseph, SPaS ACOE −Vickie Autumn, Instructional Asst. (read letter of Heidi Smith) −Daisy Espinoza, (daughter of CSEA member) −Juanita Parker (received 1 additional min from Jimmy Crosby), CSEA Job Steward

Pres. McWilson commented that because these are items from the public no Board response will be allowed.

Item # 7: Policy & Trustee Rivera presented BP 1312.3 and waiver of second reading and moved Legislation Committee approval. Report Trustee Berrick seconded. BP 1312.3 approved (7-0). Item #8: Items from the • Trustee Rivera attended Employee Recognition Ice Cream Social, Albany Board Ed. Foundation Ice Cream Event, and Berkeley Public Schools Fund Luncheon. Unadopted Minutes of the A.C.O.E. Board Meeting 5/12/15 Page 3 of 3 • Trustee Cerrato attended two Arts Alliance meetings and will be attending the award ceremony • Trustee Berrick requested legislative review and for our lobbyist to provide a briefing. • Trustee McDonald attended Annual Dragon Gala for the Creative School for Ed, Newark USD Board meeting, and the welcoming of FAME students by Fremont USD to register FAME families. • Trustee Sims attended Unionist of Year event in Oakland AND New Haven Scholarship Foundation Luncheon. • V.P. Knowles attended the following: Project E.A.T. beekeeping workshop in Cherryland Community Garden, Cinco de Mayo event by Sup. Miley, San Lorenzo USD Board meeting, and San Lorenzo Relay for Life kick-off event. Item #9: President’s Report • Pres. McWilson attended Personnel Commission meeting and ACOE Job Fair, TUPE Awards, attended two graduations at Butler and recognized Marie Lassalle for 40 years of service at ACOE. • He announced that the Ora Loma Sanitary District have appointed a new commissioner to replace Latham. Dan Walters will be sworn in April 21, 2015. • V.P. Knowles inquired about the late notice of Labor Union LCAP meeting. • Ms. Huntoon stated that feedback and opportunities are being made available for all groups.

Item #10: Items from the Supt. Monroe made the following announcements: Secretary − African American Male Achievement Awards at ACTS Full Gospel − HCAC Luncheon − Ed. Symposium Panel Member − Wounded Places screening at Grand Lake Reminded Board of upcoming tours. Trustee Berrick thanked Supt. for Op-Ed piece on Thunder Road.

Pres. McWilson announced Board photos and tours. Adjournment Pres. McWilson adjourned the meeting at 7:42 p.m.

______Marlon McWilson, Board President

______L. Karen Monroe, Board Secretary

Memorandum No. 4. - B. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: Movetia Salter, Chief Human Resources Officer RE: Temporary County Certificates

Background :

Education codes 44332 and 4432.5 authorize the issuance of Temporary County Certificates and the payment of warrants to individuals who hold a TCC. This section was revised as a result of SB 148 (Bergeson) and again with AB 1139 (Woodruff) in 1991.

The employer must make sure to the best of their ability that the individual meets the academic requirements for the permit prior to placing them in a position and submitting the application to the Commission. The County may issue a TCC, which allows the individual to serve in their school for up to a year while the application is being processed by the CTC.

Action Requested :

ACTION

The Board will take action regarding approving the issuance of the Temporary County Certificates. ATTACHMENTS: Type Description Backup Material May TCC Backup Material YTD TCC Alameda County May, 2015 Temporary County Certificates

Last, First District Credential Type code Washofsky, Benjamin ALA Admin. P Washofsky, Benjamin ALA Soc. Sci. C Poremba, Sean BERK Math GELAP E Auletta, Yusef BERK Mult Subj. /BCLAD C Ellison, Holly DUB Admin. P Arya, Sarla FRE CLAD E Dane, Delinda FRE Career Sub E Thomsen, Teresa FRE Career Sub E Marenco, Dennie FRE Admin. P Hancock, Miles HAY FL Math P Weathers, Darlene HAY Soc Sci. P De Silin, Angela HAY ECSE P Mingione, Candace LIV Career Sub E Umeki, Vanessa LIV M/S P Thorner, Heather NH Admin. P DeLosSantos, Maria NPS Associate Teacher CD Waters, Thomas NPS CCSD C Cornils, Karin NPS Info, Technology CT Cruz Pivaral, Walter NPS AMAE CT Hamberlin, Tinisha OAK Admin. P Srinivasan, Meena OAK Admin. P Bien, Shula OAK English w/BCLAD C Bien, Shula OAK Clear Mult Subj. BCLAD C Logan, Mallory OAK CLAD C Smith, Herbert OAK Admin. OY Cardoso, Marcio SLZ PE GELAP E 2014/2015 Alameda County Through May, 2015 Temporary County Certificates Prov. District Full Credential Intern Intern Short Term Emergency Waiver Child Dev CTE/Adult Mo. YTD Mo. YTD Mo. YTD Mo. YTD Mo. YTD Mo. YTD Mo. YTD Mo. YTD ACOE 1 Alameda 2 15 0 1 0 6 0 21 0 3 Albany 0 6 0 8 Berkeley 1 8 0 1 0 2 1 3 0 1 Castro Valley 0 5 0 19 0 1 0 2 Dublin 1 19 0 3 1 16 Emery 0 2 0 1 0 1 Fremont 1 25 0 12 3 47 Hayward 3 34 0 1 0 2 0 42 0 6 0 2 0 2 Livermore 1 12 0 6 1 10 Mt. House New Haven 1 12 0 1 0 15 Newark 0 6 0 8 1 6 Oakland 6 113 0 9 0 83 0 101 0 6 0 3 Piedmont 0 10 0 4 0 1 Pleasanton 0 25 0 5 0 14 0 1 San Leandro 0 9 0 1 0 7 San Lorenzo 0 21 0 1 0 1 1 33 Sunol Glen Non Public/Charters 1 39 0 1 0 6 0 31 0 30 0 8 1 9 2 6

Totals 17 362 0 4 0 16 0 162 8 377 0 23 1 15 2 13

Memorandum No. 4. - C. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: L. Karen Monroe, Superintendent of Schools RE: CSBA Membership Dues

Background :

The Board will review invoices for the following Board membership dues: California School Boards Association(CSBA) Membership Dues 2015-16 [including] - Education Legal Alliance - California County Boards of Education (CCBE)

Action Requested :

ACTION

Approve for payment. ATTACHMENTS: Type Description Backup Material CSBA Membership Dues Invoice

Memorandum No. 4. - D. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: Joaquin Rivera, Board Member RE: Resolution No. 1995 - Lesbian, Gay, Bisexual, & Transgender (LGBT) Pride Month (June)

Background :

Explicit Board policy includes sexual orientation in the County Office of Education's nondiscrimination policy. Further, it is the goal of the Board to acknowledge and celebrate the variety and diversity within our County, both student and staff. Towards that end, the following resolution is offered to proclaim June 2015 as Gay, Lesbian, Bisexual, and Transgender Pride Month in ACOE.

Action Requested :

ACTION

Approve Resolution No. 1995 ATTACHMENTS: Type Description Resolution Letter Resolution No. 1995 Alameda County Board of Education and Alameda County Superintendent of Schools

Resolution No. 1995 GAY, LESBIAN, BISEXUAL, AND TRANSGENDER PRIDE MONTH IN ACOE: JUNE 2015

WHEREAS, it is policy of the Alameda County Office of Education that all persons, including those who are lesbian, gay, bisexual or transgender, have an equal and nondiscriminatory opportunity to a quality public education experience;

WHEREAS, many lesbian, gay, bisexual or transgender youths and youths perceived to belong to these groups still face harassment and physical violence in school environments (and elsewhere);

WHEREAS , the Alameda County Office of Education deplores harassment and physical violence or the threat of such against any of our students, faculty, and staff;

WHEREAS, the Alameda County Board of Education believes that the rich variety and diversity of families and communities is one of Alameda County's strengths, and furthermore believes that a family is a supportive unit composed of various genders, orientations, cultures, races, and ethnicities; and

WHEREAS, the Alameda County Board of Education values and welcomes diversity of our student body, our teachers, our staff, and our administrators, including the diversity of sexual orientation and identity in our community; and

WHEREAS, the Alameda County Board of Education has made a commitment to achieving and fostering diversity and tolerance in our staff, our school population, and in our curriculum; and

WHEREAS, the Alameda County Board of Education wishes to note the variety of celebrations recognizing Lesbian/Gay/Bisexual/Transdender Pride Month around the nation and throughout the State of California during the month of June; and

THEREFORE, BE IT RESOLVED, that the Alameda County Board of Education and the Alameda County Superintendent of Schools proudly commemorate the 50th anniversary of the first organized civil rights demonstrations and the pioneers who staged them in efforts toward full LGBT equality; and

BE IT FURTHER RESOLVED, that the Alameda County Board of Education and the Alameda County Superintendent of Schools proclaim June 2015 Gay, Lesbian , Bisexual, and Transgender Pride Month and encourage teachers, staff and administrators to provide curriculum, instruction, and activities on the history, successes, and challenges of the gay, lesbian, bisexual, and transgender movement.

PASSED AND ADOPTED this 9th day of June 2015.

AYES: ______NOES: ______ABSENT: ______ABSTAIN: _____

______Marlon McWilson, President L. Karen Monroe, Superintendent Alameda County Board of Education Alameda County Office of Education

Memorandum No. 4. - E. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: L. Karen Monroe, Superintendent of Schools RE: Resolution No. 1996 - National Internet Safety Month (June)

Background :

June is National Internet Safety Month, which first began in 2005 after the U.S. Senate passed a resolution to raise awareness of the need for online safety, especially among children and teens. It is an effort to remind people that Internet safety is an issue year-around and provide resources to educate families so they can become cyber savvy.

Action Requested :

ACTION

Approve Resolution No. 1996. ATTACHMENTS: Type Description Resolution Letter Resolution No. 1996 Alameda County Board of Education and Alameda County Superintendent of Schools

Resolution No. 1996 National Internet Safety Month: JUNE 2015

Whereas, in the United States, more than 90 percent of children in grades 5-12 now use computers;

Whereas, 26 percent of children in grades 5-12 in the United States are online for more than 5 hours a week, and 12 percent of such children spend more time online than they do with their friends;

Whereas, 53 percent of children and teens in the United States like to be alone when ``surfing'' the Internet, and 29 percent of such children believe their parents would either express concern, restrict their Internet use, or take away their computer if their parents knew where they were surfing on the Internet;

Whereas, 32 percent of the Nation's students in grades 5-12 feel they have the skills to get past filtering software, and 31 percent of youths in the United States have visited an inappropriate place on the Internet, 18 percent of them more than once;

Whereas, 51 percent of the Nation's students in grades 5-12 trust the people they chat with on the Internet;

Whereas, 12 percent of the Nation's students in grades 5-12 have been asked by someone they chatted with on the Internet to meet face to face, and 11.5 percent of such students have actually met face to face with a stranger they chatted with on the Internet; and

Whereas, 39 percent of youths in grades 5-12 in the United States admit to giving out their personal information, such as name, age, and gender over the Internet, and 14 percent of such youths have received mean or threatening email while on the Internet:

THEREFORE, BE IT RESOLVED, that the Alameda County Board of Education and the Alameda County Superintendent of Schools recognize June 2015 as National Internet Safety Month and gladly join the ranks of agencies raising awareness of online dangers, protecting youth from online predators, and promoting safe internet usage of students.

PASSED AND ADOPTED this 9th day of June 2015.

AYES: ______NOES: ______ABSENT: ______ABSTAIN: _____

______Marlon McWilson, President L. Karen Monroe, Superintendent Alameda County Board of Education Alameda County Office of Education

Memorandum No. - 5. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: Movetia Salter, Chief Human Resources Officer RE: Personnel Actions

Background :

Employment related actions from the preceding month. CHRO Salter will give a Personnel update to the board.

Action Requested :

INFORMATION

None requested. Information only. ATTACHMENTS: Type Description Backup Material PC Actions Alameda County Office of Education Human Resources Division 313 West Winton Avenue, Hayward, CA 94544-1198

Classified Personnel Actions March 16, 2015 – April 15, 2015

Action Department Date Range/Step

Appointments:

Substitute –

Kaitlyn Barron-Shashok Student Programs & 03/05/2015 – 6/30/2015 Range 11 CSEA Early Intervention Assistant I Services as needed Step 1

Longevity –

Jamie Molleson Student Programs & Effective 04/04/15 Range 12 CSEA Early Intervention Home Visitor Services 9+ Years of Service Step 5

Approved By: Personnel Commission Approved Date: 05/21/2015

Memorandum No. - 6. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: Monica Vaughan, Chief of Schools RE: 2015 -2018 Local Control Accountability Plan - Public Hearing

Background :

Beginning in 2014, the State Board of Education (SBE) requires all School Districts and County Offices of Education to complete an annual Local Control Accountability Plan (LCAP). The Plan outlines how they will utilize Base, Supplemental, and Concentration Local Control Funding Formula (LCFF) dollars to support student needs. The plan encompasses three years of actions and services for students, identification of metrics to measure progress, and a report of the current year plan implementation.

ACOE, along with stakeholders including parents, students, staff, and community members, has developed its 2015-2018 which is being presenting for a public hearing and public input. A final draft of the ACOE LCAP will be presented to the board on June 23 rd .

Currently, the ACOE SPaS 2015-2018 Draft LCAP is posted on the ACOE web site along with a survey for parents/guardians, students, and community members to provide suggestions and feedback.

Action Requested :

INFORMATION/ ACTION

Open the ACOE LCAP public hearing. Close the ACOE LCAP public hearing. ATTACHMENTS: Type Description Backup Material SPaS LCAP Summary Backup Material LCAP - Draft 06.01.2015 Alameda County Office of Education LCAP Summary for Public Hearing 6/9/2015 LCAP Year: 2015-16

ACOE Court and Community Schools are year-round educational programs for a diverse and very high need population of students. Targeting students who are expelled, on probation, pregnant or parenting, under the supervision of Child Welfare, and in custody of the Juvenile Court, ACOE seeks to provide positive learning environments that are safe, promote positive self-concept, and are respectful of their diversity so that students can set and attain goals in learning, work and life. Because we serve youth with multiple, complex, and varied needs, ACOE Schools make a huge commitment to staffing so that a diverse group of educators, support staff, and community partners is on hand at all times to make personal connections with kids and help them overcome the barriers to coming, staying, and succeeding.

Two Court School campuses serve students who are detained. Typically students arriving in detention manifest symptoms of trauma in addition to issues relating to transition to a new living and learning environment. Above 35 percent come to us with IEPs and all have individual learning needs. Transiency is extremely high. The average enrollment in Juvenile Hall is 29 days though the range is huge; this year 253 students were enrolled less than a week and 74 were enrolled over a semester. As it is impossible to either predict how long a student will be with us or place the students into classes based on their academic needs, ACOE Court Schools require a very high staff to student ratio to assist in tracking down student records, finding and implementing IEPs, creating individual learning plans, assessing current levels, assisting students to transition into new classroom routines and content, modifying instruction, engaging students in learning, differentiating skill development, and individualizing credit and recovery. 100% of students in Court School are considered ‘unduplicated.’

Six Community School campuses serve populations with similarly large and diverse needs. Every student is either on formal probation or informal probation, in foster care or otherwise under the supervision of child welfare, in treatment for drug or alcohol dependency, expelled from their home district, and/or pregnant or parenting. Nearly all are credit deficient, and most have significant histories of habitual truancy and chronic disobedience. By the time they arrive in our schools, most of our young people have accumulated substantial negative histories with school engagement, and their engagement is further threatened by challenges with transportation, community safety, family crisis, alcohol and drug use, and history of trauma. For many of our young people, the biggest challenge is getting them through the door. In addition to the classroom supports needed to asses, engage, differentiate, modify, develop, and connect students who all require individualized graduation plans, this involves out-of- classroom supports like greeting arrivals, serving meals, phoning missing students, offering anger management, providing individual counseling, tutoring, home visits and the other ways to get students to the learning space. Many students move back and forth between our Court Schools, our Community Schools, and other programs, creating additional issues of disconnection and transition. 86% of students in our community schools are considered ‘unduplicated’.

ACOE Schools are extremely small, but the needs they address are large and varied. Currently we are experiencing rapidly declining enrollment, mostly at the court schools. Of course, this is good news in the larger sense, but it reduces funding allocated to ACOE schools without significantly reducing the number of services needed. Our perpetual challenge is to customize supports for individual students while stretching our resources across all students. To do this, we focus on the following goals across all schools and programs:

3. ACOE Schools will leverage their scarce resources through efficient and effective teaching, administration, and support services. 4. Alameda County Expelled Youth will receive supports needed for students to complete their educational plans. 5. Alameda County Foster Youth will receive supports needed for students to complete their educational plans.

The first three goals are revised from the 2014-15 goals, which read:

1. All students will achieve college and career readiness. 2. All students will attend school and achieve growth. 3. All students and their families will be engaged in the learning process through a multi-tiered support system

The revisions incorporate ACOEs theory of action for alternative schools into the goal statements. They also support clarity, transparency, and focus on mission by paralleling the structure of goals used in Single School Plans already familiar to stakeholder groups. In a similar move toward coherence, ACOE is adopting the LCAP to serve as the LEA Plan. Current revisions reflect ACOE’s attempt to use all the best practices, wisdom, and tools from traditional schools as well as alternative curriculum, instructional strategies, assessment tools and metrics.

Also updated in 2015-16 are metrics for measuring expected annual outcomes. Because very few students remain with ACOE schools from one year to the next, many metrics that make sense in traditional schools do not yield statistically significant results for ACOE schools. For example, when comparing standardized test scores from one year to the next, it is important to remember that fewer than 10% of students tested in year one are among the cohort tested in year two. In addition, many of our most successful students transition out of our programs by design. As districts increase their success with providing interventions and exiting fewer students, only the highest need students cycle in to ACOE programs. In this context, we have sought metrics of individual student growth during their time in ACOE schools.

ACOE students will receive value-added teaching and learning optimized for the unique Related State and/or Local Priorities: needs of each program’s population. ACOE will ensure the Pupil Outcomes of skill 1__ 2__ 3__ 4_X_ 5__ 6__ 7__ 8_X_ GOAL 1: development, credit recovery, high school graduation, and preparation for life after high COE only: 9__ 10__ school by providing an instructional program optimized for the needs of each site’s Local : Specify ______unique student population. Most ACOE students enroll or are placed in our programs credit deficient and/or having not passed the California High School Exit Exam. 91% of current students are credit deficient. Though many students increase their credit earning in our schools, credit recovery is still an extreme need. In the 2014-15 school year, average credit earning at Community School is 11.8 credits per quarter which means that the average student earns 47.2 credits per year. At Identified the Court Schools, average credit earning is 12.0 credits per semester for an annual average of 24 credits per year.

Need: Most ACOE students have not been successful in traditional schools and need effective and individualized instructional programs. Most have one or more significant other barriers to schooling, including parenting, drug dependency, criminal involvement, gang involvement, and histories of abuse, neglect, or trauma, each of which requires its own interventions and supports, and each of which may require the use of different alternative practices which must be customized to the needs of particular school and to the individual students. Standard Achievement: Performance on standardized tests Student transiency yields a very low percentage of valid scores using annual testing. ACOE uses internal assessments (currently MAP test scores at 60-90 day intervals) and CAHSEE scores as standardized measures of student progress. 90% of students repeating CAHSEE testing after intervention will improve CAHSEE ELA or Math score Standard Achievement: Share of students that are college and career ready Traditional metrics of college and career readiness are inconsistent with the mission of ACOE schools, which serve students in educational crisis, often for a short term intervention designed to return them to a district placement. ACOE measures course completion, credit recovery, and completion of educational objective. ACOE schools will increase average credit earning per student by at least 1 credit every year until the average is 60 per student per year ACOE schools will reduce the number of 12 th grade non-grads by 1% per year (count of long term students reaching the end of 12th grade without having completed all requirements for graduation.) ACOE schools will create a system for tracking the percentage of expelled students eligible to be readmitted to home districts Expected Standard Achievement: Share of ELs that become English proficient Annual A majority of ELs tested year to year will increase one or more CELDT proficiency levels. Measurable Standard Achievement: EL reclassification rate Outcomes: A majority of long term students (semester or longer) entering at CELDT levels 4 and 5 will achieve at least one additional reclassification criteria. Other Student Outcomes: Other indicators of student performance in required areas of study. May include performance on other exams. 50% of students enrolled for a full quarter will earn at least 15 credits per quarter

Not included: Standard Achievement: Score on Academic Performance Index Not included: API does not serve as a reliable measure of school effectiveness due to insufficient number of valid test scores and student transiency Standard Achievement: Share of students that pass Advanced Placement exams with 3 or higher Not included: AP exams are inconsistent with the school’s mission and are not administered Standard Achievement: Share of students determined prepared for college by the Early Assessment Program Not included: EAP exams are inconsistent with the school’s mission and are not administered

Actions/Services

1-1. Implement a Response to Intervention program to assist students who are having academic difficulties in the classroom. Create an ILP for each long-term student that identifies needs in coursework, academic intervention, and targeted supports. Offer a menu of credit recovery options at all sites. Provide academic intervention software and materials to support ILPs.

1-2. Assess baseline skills and student learning using both state assessments and local assessments in reading and math to measure progress every 90 days for long term students. Provide training to staff on use of student data.

1-3. Provide language development activities to English Learner students, including Redesigned English Learners (RFEP). Provide support staff to help target instruction, assess, and monitor ELLs and RFEPs.

1-4. Provide targeted literacy staff to support ELD, Reading Intervention, and Academic Vocabulary strategies in all programs, including curriculum material, teacher PD, follow up coaching, and support from ELD Coach and IA. Ensure that all students reading below designated benchmark are participating in appropriate intervention program.

1-5. After School: Provide an extended day program which includes academics, enrichment, and job readiness programs. Includes on site-childcare in teen parenting programs.

1-6. Provide summer school for expanded learning time for community school students predominately serving unduplicated students.

1-7. Provide 8 week summer school for court school students in partial fulfilment of mandate for year-round programming, entirely serving unduplicated students.

1-8. Contract with outside community partners to supplement the mandated instructional program with Arts Intersession for court school students 4 weeks per year, entirely serving unduplicated students.

1-9. Provide an art, music, health, or other elective teacher to backfill exchange weeks to increase elective offerings and reduce use of day-to-day subs.

Related State and/or Local Priorities: ACOE will support Student and Family Engagement by providing wrap-around supports 1__ 2__ 3_X_ 4__ 5_X_ 6_X_ 7__ 8__ GOAL 2: which develop school connectedness and eliminate barriers to school success. COE only: 9__ 10__ Local : Specify ______Most ACOE students have significant histories of school disengagement and failure including truancy, suspension, and expulsion. 100% of students are either Identified expelled, under the supervision of probation, or under the supervision of social services. Many youth and families arrive at ACOE school in crisis and in need of additional supports in order to be successful in school including counseling and other wrap around services. Alameda County is seeing significant reduction in Need: number of students detained, length of detention, and number of students expelled. The result is a detained and expelled population that has an even higher concentration of needs, and even faster transitions between schools and programs. Parental Involvement: Efforts to seek parent input 100% of new ACOE Community School families will be invited to an orientation session when students enroll 100% of families will be invited to complete a family survey by mail, online, or in person Parental Involvement: Promotion of parental participation for unduplicated pupils All ACOE schools will increase percentage of families of unduplicated students participating in a family event over current year percentage Parental Involvement: Promotion of parental participation for students with special needs All ACOE schools will increase percentage of families of students with special needs participating in a family event over current year percentage

Student Engagement: School attendance rates 80% of students will be in attendance on a daily average Student Engagement: Chronic absenteeism rates The chronic absentee rate for ACOE schools will be reduced by 1% Expected Student Engagement: Other local measures Annual 50% of eligible students will participate in after school programming Measurable Outcomes: Student Engagement: Middle school dropout rates ACOE Schools do not generate a Middle School dropout rate because no students are enrolled for the full duration of middle school. Student Engagement: High school dropout rates ACOE Schools do not generate a high school dropout rate because no cohort of students is enrolled for the full duration of high school. Student Engagement: High school graduation rates ACOE Schools do not generate a traditional high school graduation rate because no cohort of students is enrolled for the full duration of high school.

School Climate: Student suspension rates The student suspension rate be reduced by 1% School Climate: Student expulsion rates The student expulsion rate will remain at 0% School Climate: Other local measures 100% of students enrolled a full quarter will have an ILP created to address individual needs based on multiple measures Actions/Services

2-1. Maintain and extend Response to Intervention program to assist students who are having difficulties accessing instruction for reasons of attendance, behavior, or health, including regularly screening all students progress and connecting them to services and supports. Provide mental and physical health services to students at or near the school to support their socio- emotional well-being and address behavioral issues that prevent them from being successful. (Community)

2-2. Provide robust support team for IEP (Individual Education Plan) needs, including teachers, instructional assistants, psychologist, speech therapist, and mental health providers. (LEA Wide)

2-3. Establish security plans at all community schools to address school safety before, during, and after school. Purchase safety equipment eg cameras and secured entry. (Bridge/HCS/Fruitvale/Burke)

2-4. Transportation: Provide bus and Bart passes to students who are having trouble getting to school. (Bridge/HCS/Fruitvale/Burke/Quest)

2-5. Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and Additional IA to assist team parents in engaging in instruction. (Burke (1)Fruitvale (1))

2-6. Hire two work-based learning specialists to assist students in making and actualizing plans for life after high school. (LEA Wide)

2-7. All sites will develop a family engagement plan, focused on engaging the families of unduplicated and high-need students. At a minimum, plans will collect data on existing family engagement activities, utilize an annual family and student surveys to assess and improve school connectedness and satisfaction, and develop at least one parent involvement event specifically designed to engage parents of unduplicated students, including but not limited to: parent/guardian-teacher conferences, after school nights, awards celebrations and family organizations. (LEA Wide)

ACOE Schools will leverage their scarce resources through efficient and effective teaching, Related State and/or Local Priorities: administration, and support services. ACOE Schools will provide the Conditions of Learning 1_X_ 2_X_ 3__ 4__ 5__ 6__ 7_X_ 8__ for all students to complete high school graduation requirements, including access to COE only: 9__ 10__ GOAL 3: qualified teachers, enrollment in all required areas of study, standards aligned course and instructional materials, and facilities in good repair while maintaining our additional Local: Specify ______commitment to providing a high staff to student ratio and programs located in the communities of highest need. Students enrolled in ACOE Schools are at high risk of not gradating and need specialized supports and courses to help them be Identified successful in completing high school including passing the CAHSEE exam. In spite of their small size – averaging 30 students per site or Need: unit - ACOE schools must provide a full spectrum of high school courses taught by qualified teachers and a wide variety of electives to support academic, personal, and pro-social growth. Basic Services: Rate of teacher misassignment 85% of teachers are highly qualified and appropriately credentialed in each subject area they teach. 100% of teachers are English Learner certified 100% of teachers not yet highly qualified and appropriately credentialed in each subject area they teach will progress toward full credentialing.

Basic Services: Student access to standards-aligned instructional materials 100% of students will have access to appropriate course work and all necessary instructional materials

Basic Services: Facilities in good repair 100% of schools rated at Good or better on the Faculties Inspection Tool

Expected Implementation of Common Core State Standards (CCSS): Implementation of CCSS for all students, including EL Annual 100% of classroom staff will participate in professional development regarding strategies and tools to support students to access CCSS Measurable 100% of core academic courses will have been observed by principal to be aligned to Common Core State Standards and ELD standards Outcomes: Course Access: Student access and enrollment in all required areas of study 100% of students will have access to all required coursed for graduation on site, by master schedule 100% of credit deficient students will have access to credit recovery programs on site, by Individual learning plan

Course Access: Programs and Services developed and provided to unduplicated pupils 90% of 11 th and 12 th grade students not passing CAHSEE will receive targeted tutoring 90% of 11 th and 12 th grade students not passing CAHSEE ELA will receive research based literacy intervention program

Course Access: Programs and Services developed and provided to individuals with exceptional needs 90% of special needs students’ enrolled in full day program will receive instruction in small classes (average below 15) in all academic subjects.

Actions/Services

3-1. Provide a reduced student to teacher ratio of no more than 16:1 in all Court schools and no more than 17:1 at Thunder Road, Bridge, and Hayward Community Schools. (Reduced by approximately 50% from state average for high school classes)

Maintain a 28:1 student to teacher ratio at Quest Independent Study Program and Fruitvale and Burke Cal-SAFE sites. (Reduced by 12.5% from 32:1)

Implement LEA-wide system of academic advising including the creation and monitoring of ILPs. Includes staff access to student assessment and transcript data, teacher training on reading transcripts and developing ILPs, and designated advising time in each teacher schedule.

3-2. Provide additional push in Instructional Assistants to support student progress on IEPs, primarily for unduplicated students. (RSP: Community and Sweeney)

3-3. Provide campus-wide Instructional Assistants to support a safe, orderly, and personalized learning environment that facilitates student access to instruction at school sites that serve predominately unduplicated students

3-4. Staff an Orientation and Assessment center for students arriving in juvenile detention to assess their current levels, track down records, and support transition to detention-based education. (Court)

3-5. Provide classroom-based Instructional Assistants to provide additional individual tutoring to improve English and Math Skills and to individualize and differentiate instruction for detained youth. (Butler)

3-6. Fund ongoing teacher development including 3 LEA-Wide staff development days per year, VPSS credentialing. LEA wide staff development is designed by PD committee to accomplish LCAP Goals. (LEA Wide)

3-7. Provide standards-aligned curriculum materials at all sites for all core subjects at discretion of Chief of Schools. Fund supplemental classroom materials to meet individual student needs at a rate of $800/classroom at teacher discretion. Fund individual proposals for materials, supplies, services and conferences to optimize for the unique needs of each program and classroom at discretion of the Staff Development Committee. Fund supplemental materials to meet individual student needs at a rate of $150/ADA plus $2500 per program at principal discretion.

3-8. Support robust technology infrastructure, including wireless access in all classrooms, tech support staff, technology training staff, system wide software such as LAN school and content blocking, primarily for unduplicated students who do not have access at home. Maintain and repair one student computer for each two students for each classroom-based school site. Pilot providing laptops with wireless access to independent study students who lack internet access at home.

3-9. Contract with outside community partners to provide CAHSEE tutoring programs to eligible students at community schools throughout the school year.

3-10. Provide administrative support to ensure that ACOEs complex programs are efficient, compliant, with coordinated organization of services and effective climate for teaching and learning.

3-11. Maintain small school sites located in areas of highest student need.

3-12. Implement LEA-wide enrollment, transfer, and credit-earning policies to ensure that students have equitable access to a range of credit recovery options in all programs.

3-13. Centralized services including Dues and Memberships, Water/Power/Garbage Utilities at School Sites and Copiers contracts. Includes Indirect Costs to maintain organizational supports including payroll, purchasing, IT, maintenance, utilities, etc.

Related State and/or Local Priorities: Alameda County Expelled Youth will receive supports needed for students to complete their 1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__ GOAL 4: educational plans. COE only: 9_X_ 10 __ Local : Specify ______Youth expelled from home districts are at extremely high risk of not graduating, and need to complete personalized expulsion plans to be eligible to return. Identified ACOE currently serves approximately 60 expelled youth in our community schools, making them nearly 30% the population, mostly concentrated at the Quest Need : and Hayward sites. Because they are such a large population, the needs of expelled youth are fundamental to our core program and are built into the goals above including but not limited to individual learning plans, Behavioral Supports, and Counseling. Expected Create tracking system to establish baseline data for number of ACOE students who complete expulsion plans on time. Annual Create a tracking system to establish student and family assessment of the positive impact of ACOE school on expelled youth. Measurable Outcomes: Actions/Services

4-1. Coordinate county-wide services for expelled youth through the triennial plan for high risk and expelled youth and regular Student Services Council meetings involving all districts in Alameda County.

4-2. Increase principal and secretary to student ratio at schools serving predominately expelled youth to assist in the coordination of expulsion plans. Review each student’s expulsion plan when they enter into the school to set up a schedule that allows the student to complete all requirements outlined in the plan including academic requirements, attendance, counseling, and community service.. (Bridge/HCS/Quest)

4-3. Provide additional Instructional Assistants to support expelled youth with a supports for expelled students with a history of school conflict to support attendance, conflict resolution, and connection to community agencies to assist in completing expulsion plans. Provide intensive attendance and behavioral supervision for expelled students through the RtI Student Needs Review Process. [Bridge (1)/HCS (1)/Quest (1)]

Related State and/or Local Priorities: Alameda County Foster Youth will receive additional supports needed for students to 1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__ GOAL 5: complete their educational plans. COE only: 9 _ 10_X_ Local : Specify ______The Alameda County Office of Education is responsible to ensure services and outcomes for foster youth in family, community, and detention placements county-wide, not just in our own programs. In the prior year there were 761 identified foster youth living in licensed foster homes and an additional 202 in Identified juvenile detention facilities. These young people are highly transient, changing homes and schools frequently. At each transfer they require support to transfer Need : records and enroll. Many have significant gaps in their education and social development and require tutoring and/or mentoring to support the development of age-appropriate skills. Foster youth are also many times more likely to be involved in the juvenile justice system. Additionally a baffling array of service agencies and rapidly changing laws affect these youth and create a need for advocacy and education at the school and interagency level. 100% of Alameda County Districts will be supported to adopt partial credit policies in the next three years. Expected 80% of foster youth receiving tutoring will with valid pre-and post-assessment will demonstrate growth. Annual 75% of foster youth receiving mentoring will achieve 95% attendance. Measurable 75% of eligible seniors will graduate on time Outcomes: 80% of students leaving detention will receive placement assistance. Actions/Services

5-1. Support schools by providing consultation and trainings on best practices, foster youth education laws, partial credit policy, identifying school of origin, school record acquisition, transfer, and trauma informed classroom strategies. Coordinate services with child welfare and probation departments, as well as post-secondary programs. Provide education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required to be included in court reports. Work with the county welfare agency to minimize changes in school placement. (County Wide)

5-2. Establish policy and data infrastructure necessary to support and monitor the educational success of foster youth. Maintain a system for the efficient expeditious transfer of health and education records. Foster Youth Services will assist in identifying foster youth by utilizing data from Alameda County’s Department of Children and Family Services. Foster Youth Services in collaboration with LEA’s will track education outcomes in Foster Focus database. (County Wide)

5-3. Provide educational mentoring to foster youth identified by Child Welfare as at high risk of not completing high school. (County Wide)

5-4. Provide in home tutoring to foster youth in group and home placements who are recommended by child welfare students with an emphasis on English Language Arts and Mathematics. Support tutoring program logistics and data. (County Wide)

5-5. Screen every student who enters juvenile detention for foster status. Provide school records to assist in smooth transition to placement. Provide a full time ACOE Transition Center specialist to assist students being released from juvenile detention to re-enter an educational placement. Transition Center services are also available to youth leaving court without having been detained. Respond to requests for the juvenile court for information and work with the juvenile court to ensure the delivery and coordination of necessary educational services. Participate in county-wide positive youth justice initiative to reduce the over-involvement of foster youth in the justice system and in other interagency initiatives. (County Wide court involved youth)

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

§ 15497.5. Local Control and Accountability Plan and Annual Update Template.

Introduction:

Six Community School campuses serve populations with similarly large and diverse needs. Every student is either on formal probation or informal probation, in foster care of otherwise under the supervisor of child welfare, in treatment for drug or alcohol dependency, expelled from their home district, and/or pregnant or parenting. Nearly all are credit deficient, and most have significant histories of habitual truancy and chronic disobedience. By the time they arrive in our schools, most of our young people have accumulated substantial negative histories with school engagement, and their engagement is further threatened by challenges with transportation, community safety, family crisis, alcohol and drug use, and history of trauma. For many of our young people, the biggest challenge is getting them through the door. In addition to the classroom supports needed to asses, engage, differentiate, modify, develop, and connect students who all require individualized graduation plans, this involves out of classroom supports like greeting arrivals, serving meals, phoning missing students, offering anger management, providing individual counseling, tutoring, home visits and the other ways to get students to the learning space. Many students move back and forth between our Court Schools, our Community Schools, and other programs, creating additional issues of disconnection and transition. 86% of students in our community schools are considered ‘unduplicated’.

1. ACOE Students will receive value-added teaching and learning optimized for the unique needs of each program’s population. 2. ACOE Students will receive wrap-around supports to develop psycho-social skills and eliminate barriers to school success. 3. ACOE Schools will leverage their scarce resources through efficient and effective teaching, administration, and support services. 4. Alameda County Expelled Youth will receive supports needed for students to complete their educational plans. 5. Alameda County Foster Youth will receive supports needed for students to complete their educational plans.

The first three goals are revised from the 2014-15 goals, which read:

1. All students will achieve college and career readiness. 2. All students will attend school and achieve growth. Page 1 of 50

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 3. All students and their families will be engaged in the learning process through a multi-tiered support system

The revisions incorporate ACOEs theory of action for alternative schools into the goal statements. They also support clarity, transparency, and focus on mission by paralleling the structure of goals used in Single School Plans and already familiar to stakeholder groups. In a similar move toward coherence, ACOE is adopting the LCAP to serve as the LEA Plan. Also updated in 2015-16 are metrics for measuring expected annual outcomes. Current revisions reflect ACOE attempt to use all the best practices, wisdom, and tools from traditional schools as well as alternative curriculum, instructional strategies, assessment tools and metrics.

LEA: Alameda County Office of Education Contact: Monica Vaughan, Chief of Schools, [email protected], 510.670.4590 LCAP Year: 2015-16

Local Control and Accountability Plan and Annual Update Template

The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities.

For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs.

Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code.

The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.

For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

State Priorities

The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.

A. Conditions of Learning:

Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2)

Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)

Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)

B. Pupil Outcomes:

Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)

Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)

C. Engagement:

Parental involvement: efforts to seek parent input in decision making at the district and each school site, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)

Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)

School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 Section 1: Stakeholder Engagement

Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52055(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.

Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.

Guiding Questions:

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section 42238.01, community members, local bargaining units, LEA personnel, county child welfare agencies, county office of education foster youth services programs, court- appointed special advocates, and other foster youth stakeholders, community organizations representing English learners, and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? 2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Involvement Process Impact on LCAP Parent Advisory Council/English Learner Parent Advisory Council During the 2013-14 school year, ACOE engaged in a massive campaign to gather stakeholder Input from the information sessions with the Parent Advisory Council input into the creation of its first Local Control Accountability Plan (LCAP). Town hall meetings and English Learner Parent Advisory Council provided important feedback and surveys were used to build relationships with key stakeholder groups, and provide to school staff and administration on the needs of students and the opportunities for 2-way communication and input into the content. Web and video supports that were proving to be impactful and those with little or no conferencing was leveraged to collaborate effectively across multiple sites. The engagement impact on student success. meetings resulted in feedback that expressed the following key themes which were then built The implementation of several of the new actions and services described into the original 2013-14 plan: and partially funded by the Supplemental and Concentration portion of • Counseling and support for social and emotional issues the Local Control Funding Formula were of high interest and proved to be • Tutoring and mentoring support to work with struggling students highly impactful. These two areas; Implementation of the online credit • Comprehensive school to work program recovery program and the addition of CAHSEE tutors were appreciated by • Credit recovery options both parents and students. These two items were consistently requested • Updated Common Core textbooks for all sites to continue in the new 2015-16 plan and in the future, should the CAHSEE • Academic advising, including development of individualized learning plans continue to be required. These priorities are reflected in this 2015-16 • Increased communication with parents LCAP. • Additional electives The increase in the number of computers at sites was also highly • Additional celebrations of student achievement appreciated and will continue if a need still exists for these devices. • Enrichment Before and After School Programs Parents at Cal-SAFE sites spoke explicitly about the importance of on-site • Improve and maintain facilities child care in continuing their child’s education. Beginning with the first School Site Council (SSC) meeting in October of 2014, ACOE Student Students and parents at community school sites were very explicit about Programs and Services administrators revisited the approved Local Control Accountability Plan the value of having people at the schools who really care about them and (LCAP) and how it was developed during the spring of 2014 with parents and students. Because treat them as individuals. Students and families expressed appreciation of the high level of turnover with students many of the parents and students enrolled at both the that ACOE schools were helping them get back on track, recover credits, Court and Community School sites were unaware of the goals, actions and services developed and get closer to graduation. At the same time, students and families see a and being provided to them through the LCAP funding. A standing agenda item was placed on need for even more demystifying of graduations requirements, grades, each SSC meeting to continue to share information with new parents/guardians and students credits, and transcripts. These priorities are embodies in this 2015-16 LCAP and to inform stakeholders of the Plan. Because of the nature of the Court and Community with additional emphasis on maintaining a low staff to student ratio and Schools programs, parent involvement is challenging. The approach of ACOE is to create a variety building systematic support for creating Individual Learning Plans. of opportunities, both formal and informal to share with parents, guardians, and other stakeholders no only information regarding the Local Control Accountability Plan but also other Students and families are not just concerned about the proximate goals critical information and supports that are available to not only the students but their support of graduating from high school, but also expressed continued interest in system as they confront the challenges in their lives. In these conversations, student and parent job readiness and career skills opportunities. ACOE schools are in the early input has continued to validate that the themes identified in the 2013-14 LCAP are still the stages of addressing this need, but are expanding the resources highest priorities of current stakeholders. committed to it in 2015-16. The formal Parent Advisory Committee (PAC) for Student Programs and Services was comprised of the School Site Councils for both the Court and the Community School. The PAC was comprised of a majority of parents and students including representation or advocates for all unduplicated pupils. There a total of ten parents involved in the LCAP advising meetings and eight students. There were six staff members representing both teachers and support staff. Community members were also invited to PAC meetings and may provide comment during the Page 5 of 50

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 public comment item on the agenda. Key partners including Moving Forward Education and Alameda County Probation have given valuable input. The ACOE SPaS District English Learner Advisory Committee served as the English Learner Parent Advisory Committee (ELPAC) which is primarily made up of parents although at times students attend with their parent or guardian to earn community involvement credit for graduation. The following are the dates and locations of School Site Council Meetings in which LCAP was shared with stakeholders for review: • October 1, 2014 at Camp Sweeney • October 22, 2014 at Fruitvale CalSAFE Center with video conference at Alameda County office of Education • January 21, 2015 at Fruitvale CalSAFE Center with video conference at Alameda County office of Education • February 25, 2015 at Camp Sweeney • March 19, 2015 at Camp Sweeney The EL Advisory Committee/ELPAC provided input on the LCAP at the following meetings: • January 28, 2015 at both Fruitvale CalSAFE Center with video conference at Alameda County office of Education • March 19, 2015 at both Fruitvale CalSAFE Center with video conference at Alameda County office of Education On January 13, 2015 the Alameda County Board of Education received a presentation of the updates on the Local Control Accountability Plan regulations and new template. At this time a review of the goals, actions, and services for ACOE’s Court and Community Schools was also presented to inform board members and the community via live feed. On May 11, 2015 representatives of all of SPaS employee groups attended an in-depth review of the proposed 2015-16 LCAP. During this meeting/workshop feedback was provided from stakeholders, questions asked, and suggestions for changes made. This information was collected to be reflected on and incorporated, as was possible, in the final LCAP. Parent/Guardian and Student Survey A Parent/Guardian as well as a Student Survey was developed to provide input on the 2015-16 LCAP development. The survey was provided in paper at parent meetings and online for those who could not attend. All students were encouraged to complete the survey as part of their classroom work to ensure a large percentage of students could be involved. In the end we received 16 parent surveys and 42 student surveys, an increase of 113% from 2014-15 feedback. Annual Update: Annual Update: The annual update for the Local Control Accountability Plan was developed with support from All stakeholder groups emphasized a desire to stay on the same path and the Alameda County office of Education Research, Assessment and Accountability Partnerships make only minor modifications to the 14-15 plan. Response to the Annual office beginning early in 2015. It is this office that supports all Alameda County schools by Update showed a continued emphasis on maintaining high staffing ratios providing training, guidance and support for LCAP development throughout Alameda County. In to personalize instructional and intervention for students. Other areas of addition, the ACOE Internal business office provided expenditure data related to each of the desired continuity include providing a rich technology infrastructure, and

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 LCAP Year 1 goals that are required to be reported on. wrap around services for students. By late April 2015 a draft of the Annual Update was completed and shared with both the PAC There was excitement about some family involvement initiatives this and ELPAC on May 20th, 2015. At this meeting parents, students, and staff reflected on each of year, including family nights and parent surveys, and a clear desire to add the goals, the actions and services provided, the pre and post data related to the expected to this year’s learning and structures to institutionalize those goals in 15- measurable outcomes and the actual expenditures. 16. Stakeholders also identified projects and goals that had not been accomplished and gave input into how to proceed. We recognized that in general ACOE had tried to take on many more new initiatives than were realistic for one year. We also identified a theme in which we had written actions at a problematic level of specificity. Some were too narrow and didn’t necessarily accomplish the goal they were intended to. Others were too broad to be actionable or measurable in a one year time frame. We have incorporated learning from this analysis to be clearer in this year’s plan.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 Section 2: Goals, Actions, Expenditures, and Progress Indicators

Instructions:

All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment.

Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33.

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals.

To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.

Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as necessary.

Goal: Describe the goal.

When completing the goal tables, include goals for all pupils and specific goals for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the school site level. The LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or school site.

Related State and/or Local Priorities: Identify the state and /or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities.

Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data, used to identify the need(s).

Schools: Identify the schools sites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5).

Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils. Page 8 of 50

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and at the school site level.

The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d).

Action/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal.

Scope of Service: Describe the scope of each action/service by identifying the school sites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.

Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”

For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.

Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5.

Guiding Questions:

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and school climate)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)? 6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? Page 9 of 50

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 9) What information was considered/reviewed for individual school sites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Related State and/or Local Priorities: ACOE students will receive value-added teaching and learning optimized for the unique needs of each program’s population. ACOE will ensure the Pupil Outcomes of skill development, credit recovery, high school 1__ 2__ 3__ 4_X_ 5__ 6__ 7__ 8_X_ GOAL 1: graduation, and preparation for life after high school by providing an instructional program optimized for the COE only: 9__ 10__ needs of each site’s unique student population. Local : Specify ______Most ACOE students enroll or are placed in our programs credit deficient and/or having not passed the California High School Exit Exam. 91% of current students are credit deficient. Though many students increase their credit earning in our schools, credit recovery is still an extreme need. In the 2014-15 school year, average credit earning at Community School is 11.8 credits per quarter which means that the average student earns 47.2 credits per year. At the Court Schools, average credit earning is 12.0 credits per semester for an annual average of 24 credits per year. Identified Need: Most ACOE students have not been successful in traditional schools and need effective and individualized instructional programs. Most have one or more significant other barriers to schooling, including parenting, drug dependency, criminal involvement, gang involvement, and histories of abuse, neglect, or trauma, each of which requires its own interventions and supports, and each of which may require the use of different alternative practices which must be customized to the needs of particular school and to the individual students. Schools: All Goal Applies to: Applicable Pupil Subgroups: All LCAP Year 1 Standard Achievement: Performance on standardized tests Student transiency yields a very low percentage of valid scores using annual testing. ACOE uses internal assessments (currently MAP test scores at 60-90 day intervals) and CAHSEE scores as standardized measures of student progress. 90% of students repeating CAHSEE testing after intervention will improve CAHSEE ELA or Math score Standard Achievement: Share of students that are college and career ready Traditional metrics of college and career readiness are inconsistent with the mission of ACOE schools, which serve students in educational crisis, often for a short term intervention designed to return them to a district placement. ACOE measures course completion, credit recovery, and completion of educational objective. ACOE schools will increase average credit earning per student by at least 1 credit every year until the average is 60 per student per year ACOE schools will reduce the number of 12th grade non-grads by 1% per year (count of long term students reaching the end of 12th grade without having completed all requirements for graduation.) Expected Annual ACOE schools will create a system for tracking the percentage of expelled students eligible to be readmitted to home districts Measurable Outcomes: Standard Achievement: Share of ELs that become English proficient A majority of ELs tested year to year will increase one or more CELDT proficiency levels. Standard Achievement: EL reclassification rate A majority of long term students (semester or longer) entering at CELDT levels 4 and 5 will achieve at least one additional reclassification criteria. Other Student Outcomes: Other indicators of student performance in required areas of study. May include performance on other exams. 50% of students enrolled for a full quarter will earn at least 15 credits per quarter

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 Standard Achievement: Share of students determined prepared for college by the Early Assessment Program Not included: EAP exams are inconsistent with the school’s mission and are not administered

Budgeted Expenditures Actions/Services Pupils to be served within identified scope of service Scope of Note: All Salaries Service include benefits 1-1. Implement a Response to Intervention program to LEA-Wide Title IA: assist students who are having academic difficulties Materials and Supplies in the classroom. Create an ILP for each long-term (Intervention materials student that identifies needs in coursework, including software) X_ALL $69,425 academic intervention, and targeted supports. OR: Provide academic intervention software and __Low Income pupils __English Learners materials to support ILPs. __Foster Youth __Redesignated fluent English proficient __Other

Subgroups:(Specify)______Offer a menu of credit recovery options at all sites,

including online and paper-based independent coursework, credit earning agreements with outside agencies, and concurrent enrollment options.

1-2. Assess baseline skills and student learning using LEA-Wide Certificated Salaries: both state assessments and local assessments in Title 1A PD reading and math to measure progress every 90 _X_ALL .35 -$40, 875 days for long term students. Provide training to OR: Title 1D .5 -$54,788 staff on use of student data. __Low Income pupils __English Learners Suppl’l/Concentration: __Foster Youth __Redesignated fluent English proficient __Other .15 - $13,913 . Subgroups:(Specify)______Materials and Supplies Title 1A Testing Contract: $7,500 1-3. Provide language development activities to English LEA-Wide __ALL Certificated Salaries: Learner students, including Redesigned English OR: Title 1 A Learners (RFEP). Provide support staff to help __Low Income pupils _X_English Learners ELD Coach. 5 - $62,576 target instruction, assess, and monitor ELLs and __Foster Youth __Redesignated fluent English proficient __Other Classified Salaries: RFEPs. Subgroups:(Specify)______Title 1A ELD IA - $48,800

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 1-4. Provide targeted literacy staff to support ELD, LEA-Wide Certificated Salaries: Reading Intervention, and Academic Vocabulary _X_ALL Suppl’l/Concentration: strategies in all programs, including curriculum OR: ELD Coach .5 - $62,576 material, teacher PD, follow up coaching, and __Low Income pupils __English Learners Materials and Supplies support from ELD Coach and IA. Ensure that all __Foster Youth __Redesignated fluent English proficient __Other Lottery students reading below designated benchmark are Subgroups:(Specify)______$10,000 Lexia/Reading+ participating in appropriate intervention program. 3D English

1-5. After School: Provide an extended day program Bridge ___ALL 21st Century ASSETS After which includes academics, enrichment, and job HCS OR: School Grant: readiness programs to address academic skills, Fruitvale __Low Income pupils __English Learners Services & Other credit recovery needs and connect students to Burke _X_ Foster Youth __ Redesignated fluent English proficient Operating Expenditures: $275,000 employment and job skills programs. Includes on __Other Subgroups:(Specify)______site-childcare in teen parenting programs. 1-6. Provide summer school for expanded learning time Community _X_ALL Suppl’l/Concentration: for community school students predominately OR: Certificated salaries: serving unduplicated students. __Low Income pupils __English Learners $254,428 __Foster Youth __Redesignated fluent English proficient __Other Classified Salaries: $56,244 Subgroups:(Specify)______

1-7. Provide 8 week summer school for court school Court _X_ALL Base: students in partial fulfilment of mandate for year- OR: Certificated salaries: round programming, entirely serving unduplicated __Low Income pupils __English Learners $365,484 students. __Foster Youth __Redesignated fluent English proficient __Other Classified Salaries: $60,834 Subgroups:(Specify)______

1-8. Contract with outside community partners to Court Suppl’l/Concentration: supplement the mandated instructional program _X_ALL Certificated temporary with Arts Intersession for court school students 4 OR: contract for Coordinator: weeks per year, entirely serving unduplicated __Low Income pupils __English Learners $14,000 Services & Other students. __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______Operating Expenditures: Instructors: $56,000

1-9. Provide an art, music, health, or other elective Court _X_ALL Base: teacher to backfill exchange weeks to increase OR: Duplicated in 3-1 elective offerings and reduce use of day-to-day __Low Income pupils __English Learners Certificated salaries subs. __Foster Youth __Redesignated fluent English proficient __Other $125,000 Subgroups:(Specify)______

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Related State and/or Local Priorities: 1__ 2__ 3_X_ 4__ 5_X_ 6_X_ 7__ 8__ ACOE will support Student and Family Engagement by providing wrap-around supports which develop school GOAL 2: connectedness and eliminate barriers to school success. COE only: 9__ 10__ Local : Specify ______Most ACOE students have significant histories of school disengagement and failure including truancy, suspension, and expulsion. 100% of students are either expelled, under the supervision of probation, or under the supervision of social services. Many youth and families arrive at ACOE school in Identified Need: crisis and in need of additional supports in order to be successful in school including counseling and other wrap around services. Alameda County is seeing significant reduction in number of students detained, length of detention, and number of students expelled. The result is a detained and expelled population that has an even higher concentration of needs, and even faster transitions between schools and programs. Schools: All Goal Applies to: Applicable Pupil Subgroups: All LCAP Year 1 Parental Involvement: Efforts to seek parent input 100% of new ACOE Community School families will be invited to an orientation session when students enroll 100% of families will be invited to complete a family survey by mail, online, or in person Parental Involvement: Promotion of parental participation for unduplicated pupils All ACOE schools will increase percentage of families of unduplicated students participating in a family event over current year percentage Parental Involvement: Promotion of parental participation for students with special needs All ACOE schools will increase percentage of families of students with special needs participating in a family event over current year percentage

Student Engagement: School attendance rates 80% of students will be in attendance on a daily average Student Engagement: Chronic absenteeism rates The chronic absentee rate for ACOE schools will be reduced by 1% Student Engagement: Other local measures Expected Annual 50% of eligible students will participate in after school programming Measurable Outcomes: Student Engagement: Middle school dropout rates ACOE Schools do not generate a Middle School dropout rate because no students are enrolled for the full duration of middle school. Student Engagement: High school dropout rates ACOE Schools do not generate a high school dropout rate because no cohort of students is enrolled for the full duration of high school. Student Engagement: High school graduation rates ACOE Schools do not generate a traditional high school graduation rate because no cohort of students is enrolled for the full duration of high school.

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 Budgeted Expenditures Actions/Services Pupils to be served within identified scope of service Scope of Note: All Salaries Service include benefits 2-1. Maintain and extend Response to Intervention program Community Suppl’l/Concentration: to assist students who are having difficulties accessing Certificated Salaries: instruction for reasons of attendance, behavior, or (nurse)$67,669 health, including regularly screening all students _X_ALL Title I: progress and connecting them to services and supports. OR: Classified Salaries: __Low Income pupils __English Learners (Social Worker) Provide mental and physical health services to students __Foster Youth __Redesignated fluent English proficient __Other $123,510 at or near the school to support their socio- emotional Subgroups:(Specify)______Title 1 D well-being and address behavioral issues that prevent Services & Other them from being successful. Operating Expenditures (Intern stipends) $21,000 2-2. Provide robust support team for IEP (Individual LEA Wide Special Ed: _X_ALL Education Plan needs, including teachers, instructional Certificated Salaries: OR: assistants, psychologist, speech therapist, and mental $571,552 __Low Income pupils __English Learners health providers. Classified Salaries: __Foster Youth __Redesignated fluent English proficient __Other $140,164 Subgroups:(Specify)______

2-3. Establish security plans at all community schools to Bridge _X_ALL Base address school safety before, during, and after school. HCS OR: Materials and Supplies: Purchase safety equipment eg cameras and secured Fruitvale __Low Income pupils __English Learners $2,000; entry. Burke __Foster Youth __Redesignated fluent English proficient __Other Contracts:$5,000; Subgroups:(Specify)______

2-4. Transportation: Provide bus and Bart passes to students Bridge ___ALL Suppl’l/Concentration: who are having trouble getting to school. HCS OR: Materials and Supplies: Fruitvale _ X _Low Income pupils __English Learners $8,000 Burke __ Foster Youth __ Redesignated fluent English proficient __Other Quest Subgroups:(Specify)______

2-5. Provide comprehensive childcare services to pregnant Burke (1) Suppl'l/Concentration: __ALL and parenting teens, including a dedicated childcare Fruitvale (1) Classified salaries: room, a fully certified Early Head Start program and OR: $106,937 Additional IA to assist team parents in engaging in __Low Income pupils __English Learners Services & Other instruction. __Foster Youth __Redesignated fluent English proficient Operating Expenditures X Other Subgroups:(Specify)__Pregnant/Parenting______(Unity Council) $198,844

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 2-6. Hire two work-based learning specialists to assist LEA-Wide _X_ALL Suppl'l/Concentration: students in making and actualizing plans for life after OR: Classified Salaries: high school. __Low Income pupils __English Learners $250,000 __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______

2-7. All sites will develop a family engagement plan, focused LEA-Wide Title 1A Parent on engaging the families of unduplicated and high-need Engagement: students. At a minimum, plans will collect data on Materials and Supplies: _X_ALL existing family engagement activities, utilize an annual $5,569 for family OR: family and student surveys to assess and improve organization meetings __Low Income pupils __English Learners school connectedness and satisfaction, and develop at __Foster Youth __Redesignated fluent English proficient __Other least one parent involvement event specifically Subgroups:(Specify)______designed to engage parents of unduplicated students,

including but not limited to: parent/guardian-teacher conferences, after school nights, awards celebrations and family organizations.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

ACOE Schools will leverage their scarce resources through efficient and effective teaching, administration, and Related State and/or Local Priorities: support services. ACOE Schools will provide the Conditions of Learning for all students to complete high school 1_X_ 2_X_ 3__ 4__ 5__ 6__ 7_X_ 8__ graduation requirements, including access to qualified teachers, enrollment in all required areas of study, GOAL 3: standards aligned course and instructional materials, and facilities in good repair while maintaining our COE only: 9__ 10__ additional commitment to providing a high staff to student ratio and programs located in the communities of Local: Specify ______highest need. Students enrolled in ACOE Schools are at high risk of not gradating and need specialized supports and courses to help them be successful in completing high school including passing the CAHSEE exam. In spite of their small size – averaging 30 students per site or unit - ACOE schools must Identified Need: provide a full spectrum of high school courses taught by qualified teachers and a wide variety of electives to support academic, personal, and pro- social growth. Schools: LEA-Wide Goal Applies to: Applicable Pupil Subgroups: All LCAP Year 1 Basic Services: Rate of teacher misassignment 85% of teachers are highly qualified and appropriately credentialed in each subject area they teach. 100% of teachers are English Learner certified 100% of teachers not yet highly qualified and appropriately credentialed in each subject area they teach will progress toward full credentialing.

Basic Services: Student access to standards-aligned instructional materials 100% of students will have access to appropriate course work and all necessary instructional materials

Basic Services: Facilities in good repair 100% of schools rated at Good or better on the Faculties Inspection Tool

Implementation of Common Core State Standards (CCSS): Implementation of CCSS for all students, including EL Expected Annual 100% of classroom staff will participate in professional development regarding strategies and tools to support students to access CCSS Measurable Outcomes: 100% of core academic courses will have been observed by principal to be aligned to Common Core State Standards and ELD standards

Course Access: Student access and enrollment in all required areas of study 100% of students will have access to all required coursed for graduation on site, by master schedule 100% of credit deficient students will have access to credit recovery programs on site, by Individual learning plan

Course Access: Programs and Services developed and provided to unduplicated pupils 90% of 11th and 12th grade students not passing CAHSEE will receive targeted tutoring 90% of 11th and 12th grade students not passing CAHSEE ELA will receive research based literacy intervention program

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 Budgeted Expenditures Actions/Services Pupils to be served within identified scope of service Scope of Note: All Salaries include Service benefits 3-1. Provide a reduced student to teacher ratio of no more Bridge (2) Base: than 16:1 in all Court schools and no more than 17:1 at Burke (1) Certificated salaries: Thunder Road, Bridge, and Hayward Community Butler (14) $4,460,000 Schools. (Reduced by approximately 50% from state Fruitvale (2) average for high school classes) HCS (3) Quest (5) _X_ALL Maintain a 28:1 student to teacher ratio Fruitvale and Sweeney (2) OR: Burke Cal-SAFE sites and a maximum 30:1 at Quest ThunderRd (3) __Low Income pupils __English Learners Independent Study Program. __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______Implement LEA-wide system of academic advising including the creation and monitoring of ILPs. Includes staff access to student assessment and transcript data, teacher training on reading transcripts and developing ILPs, and designated advising time in each teacher schedule. 3-2. Provide additional push in Instructional Assistants to RSP (3) __ALL Special Ed: support student progress on IEPs, primarily for OR: Classified salaries: unduplicated students. __Low Income pupils __English Learners $154,218 __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)___Special Education______

3-3. Provide campus-wide Instructional Assistants to support Bridge (1) _X_ALL Suppl'l/Concentration: a safe, orderly, and personalized learning environment HCS (1) Classified salaries: that facilitates student access to instruction at school Burke (1) OR: $255,946 sites that serve predominately unduplicated students. Fruitvale (1) __Low Income pupils __English Learners Quest (1) __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______3-4. Staff an Orientation and Assessment center for students Butler (2) __ALL Title 1D arriving in juvenile detention to assess their current OR: Classified salaries: levels, track down records, and support transition to __Low Income pupils __English Learners $110,125 detention-based education. _X_Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)__Detained______3-5. Provide classroom-based Instructional Assistants to Butler(6) __ALL Suppl’l/Concentration: provide additional individual tutoring to improve Classified salaries: OR: English and Math Skills and to individualize and $195,581 __Low Income pupils __English Learners differentiate instruction for detained youth. Title 1 _X_Foster Youth __Redesignated fluent English proficient Classified salaries: _X_Other Subgroups:(Specify)__Detained______$96,379 Page 18 of 50

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 3-6. Fund ongoing teacher development including 3 LEA- LEA Wide _X_ALL Salaries included in 3-1 Wide staff development days per year, VPSS OR: credentialing. LEA wide staff development is designed __Low Income pupils __English Learners Title 1 by PD committee to accomplish LCAP Goals. __Foster Youth __Redesignated fluent English proficient Materials and Supplies: __Other Subgroups:(Specify)______$5292 3-7. Provide standards-aligned curriculum materials at all LEA Wide Materials and Supplies: sites for all core subjects at discretion of Chief of Lottery-IM: Schools. $18,809

Fund supplemental classroom materials to meet Lottery: individual student needs at a rate of $800/classroom at _X_ALL $38,917 teacher discretion. OR: Fund individual proposals for materials, supplies, __Low Income pupils __English Learners Lottery: services and conferences to optimize for the unique __Foster Youth __Redesignated fluent English proficient $38,917 needs of each program and classroom at discretion of __Other Subgroups:(Specify)______the Staff Development Committee. Suppl’l/Concentration: Fund supplemental materials to meet individual student $110,558 needs at a rate of $150/ADA plus $2500 per program at principal discretion. 3-8. Support robust technology infrastructure, including LEA-Wide Suppl’l/Concentration: wireless access in all classrooms, tech support staff, Classified Salaries: technology training staff, system wide software such as _X_ALL $300,265 LAN school and content blocking, primarily for Materials and Supplies: OR: unduplicated students who do not have access at home. $20,000 __Low Income pupils __English Learners

__Foster Youth __Redesignated fluent English proficient Maintain and repair one student computer for each two __Other Subgroups:(Specify)______students for each classroom-based school site. Pilot providing laptops with wireless access to independent study students who lack internet access at home. 3-9. Contract with outside community partners to provide LEA-Wide _X_ALL Suppl’l/Concentration: CAHSEE tutoring programs to eligible students at OR: Services & Other Operating community schools throughout the school year. __Low Income pupils __English Learners Expenditures: $338,500 __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 3-10. Provide administrative support to ensure that ACOEs LEA-Wide Base: complex programs are efficient, compliant, with Certificated salaries: coordinated organization of services and effective _X_ALL Site: $390,721 climate for teaching and learning. Central: $498,631 OR: Classified salaries: __Low Income pupils __English Learners Site: $505,551 __Foster Youth __Redesignated fluent English proficient Central: $454,124 __Other Subgroups:(Specify)______Materials and Supplies: $30,000

3-11. Maintain small school sites located in areas of highest Community __ALL Base: Services & Other Operating student need. OR: Expenditures (Rent): _X_Low Income pupils __English Learners $232,400 __Foster Youth __Redesignated fluent English proficient

__Other Subgroups:(Specify)______3-12. Implement LEA-wide enrollment, transfer, and credit- LEA-wide _X_ALL Salaries included in 3-1 and earning policies to ensure that students have equitable OR: 3-9 access to a range of credit recovery options in all __Low Income pupils __English Learners programs. __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______3-13. Centralized services including Dues and Memberships LEA-wide Services & Other Operating ($ 9,000), Water/Power/Garbage Utilities at School _X_ALL Expenditures: Sites ($51,000), and Copiers contracts ($50,000) OR: Base: $187,675 __Low Income pupils __English Learners Includes Indirect Costs to maintain organizational __Foster Youth __Redesignated fluent English proficient Indirect Costs: supports including payroll, purchasing, IT, __Other Subgroups:(Specify)______Base:$715,484 maintenance, utilities, etc. Non-LCFF Funds:$254,191

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Related State and/or Local Priorities: Alameda County Expelled Youth will receive supports needed for students to complete their educational plans. 1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__ GOAL 4: COE only: 9_X_ 10 __ Local : Specify ______Youth expelled from home districts are at extremely high risk of not graduating, and need to complete personalized expulsion plans to be eligible to return. ACOE currently serves approximately 60 expelled youth in our community schools, making them nearly 30% the population, mostly Identified Need : concentrated at the Quest and Hayward sites. Because they are such a large population, the needs of expelled youth are fundamental to our core program and are built into the goals above including but not limited to individual learning plans, Behavioral Supports, and Counseling. Schools: County Wide Goal Applies to: Applicable Pupil Subgroups: Expelled students and Foster youth LCAP Year 1: 2014-15 Expected Annual Create tracking system to establish baseline data for number of ACOE students who complete expulsion plans on time. Measurable Outcomes: Create a tracking system to establish student and family assessment of the positive impact of ACOE school on expelled youth. Budgeted Expenditures Actions/Services Pupils to be served within identified scope of service Scope of Note: All Salaries include Service benefits 4-1. Coordinate county-wide services for expelled youth County-Wide Base: through the triennial plan for high risk and expelled ___ALL Duplicated from Goal 3-10 youth and regular Student Services Council meetings OR: Certificated salaries: involving all districts in Alameda County. __Low Income pupils __English Learners (.2 Chief) $16,289 __Foster Youth __Redesignated fluent English proficient Classified salaries: _X_Other Subgroups:(Specify)_Expelled Youth______(.2 Secretary) $38,129

4-2. Increase principal and secretary to student ratio at Bridge Suppl'l/Concentration: schools serving predominately expelled youth to assist HCS ___ALL Certificated salaries: in the coordination of expulsion plans. Review each Quest OR: (.5 Principal) $72,386 student’s expulsion plan when they enter into the __Low Income pupils __English Learners Classified salaries: school to set up a schedule that allows the student to __Foster Youth __Redesignated fluent English proficient (.5 Secretary) $30,445 complete all requirements outlined in the plan including _X_Other Subgroups:(Specify)_Expelled Youth______academic requirements, attendance, counseling, and community service.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 4-3. Provide additional Instructional Assistants to support Bridge (1) Suppl'l/Concentration: expelled youth with a supports for expelled students HCS (1) Classified salaries: with a history of school conflict to support attendance, Quest (1) __ALL $148,937 conflict resolution, and connection to community OR: agencies to assist in completing expulsion plans. __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient Provide intensive attendance and behavioral _X_Other Subgroups:(Specify)_____Expelled______supervision for expelled students through the RtI Student Needs Review Process.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Related State and/or Local Priorities: Alameda County Foster Youth will receive additional supports needed for students to complete their 1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__ GOAL 5: educational plans. COE only: 9 _ 10_X_ Local : Specify ______The Alameda County Office of Education is responsible to ensure services and outcomes for foster youth in family, community, and detention placements county-wide, not just in our own programs. In the prior year there were 761 identified foster youth living in licensed foster homes and an additional 202 in juvenile detention facilities. These young people are highly transient changing homes and schools frequently. At each transfer they Identified Need : require support to transfer records and enroll. Many have significant gaps in their education and social development and require tutoring and/or mentoring to support the development of age-appropriate skills. Foster youth are also many times more likely to be involved in the juvenile justice system. Additionally a baffling array of service agencies and rapidly changing laws affect these youth and create a need for advocacy and education at the school and interagency level. Schools: County Wide Goal Applies to: Applicable Pupil Subgroups: Foster youth LCAP Year 1: 2014-15 100% of Alameda County Districts will be supported to adopt partial credit policies in the next three years. 80% of foster youth receiving tutoring will with valid pre-and post-assessment will demonstrate growth. Expected Annual 75% of foster youth receiving mentoring will achieve 95% attendance. Measurable Outcomes: 75% of eligible foster youth in the 12th grade will graduate on time 80% of students leaving detention will receive placement assistance. Budgeted Pupils to be served within identified scope of Actions/Services Scope of Expenditures service Service Note: All Salaries include benefits 5-1. Support schools by providing consultation and trainings on best County Foster Youth Countywide practices, foster youth education laws, partial credit policy, Wide Classified Salaries: identifying school of origin, school record acquisition, transfer, $155,251 and trauma informed classroom strategies. ___ALL OR: Coordinate services with child welfare and probation __Low Income pupils __English Learners departments, as well as post-secondary programs. Provide _X_Foster Youth __Redesignated fluent education-related information to the county child welfare agency English proficient __Other to assist in the delivery of services to foster children, including Subgroups:(Specify)______educational status and progress information that is required to be included in court reports. Work with the county welfare agency to minimize changes in school placement.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 5-2. Establish policy and data infrastructure necessary to support and County Foster Youth Countywide monitor the educational success of foster youth. Maintain a Wide ___ALL Classified Salaries: system for the efficient expeditious transfer of health and OR: $162,236 education records. Foster Youth Services will assist in identifying __Low Income pupils __English Learners foster youth by utilizing data from Alameda County’s Department _X_Foster Youth __Redesignated fluent Foster Youth Countywide of Children and Family Services. Foster Youth Services in English proficient __Other Services & Other Operating collaboration with LEA’s will track education outcomes in Foster Subgroups:(Specify)______Expenditures: Focus database. $36,000 5-3. Provide educational mentoring to foster youth identified by Child County Foster Youth Countywide Welfare as at high risk of not completing high school. Wide Classified Salaries: ___ALL 148,000 OR: Foster Youth Mentor __Low Income pupils __English Learners Classified Salaries: _X_Foster Youth __Redesignated fluent $218,348 English proficient __Other Services & Other Operating Subgroups:(Specify)______Expenditures (Mileage and Travel): $32000 5-4. Provide in home tutoring to foster youth in group and home County Title ID: ___ALL placements who are recommended by child welfare students with Wide Services & Other Operating OR: an emphasis on English Language Arts and Mathematics. Support Expenditures (Tutoring contracts): __Low Income pupils __English Learners tutoring program logistics and data. $100,000; _X_Foster Youth __Redesignated fluent Foster Youth Countywide English proficient __Other Classified Salaries: Subgroups:(Specify)______$39,699 5-5. Screen every student who enters juvenile detention for foster County Title 1 D status. Provide school records to assist in smooth transition to Wide Classified Salaries: placement. Provide a full time ACOE Transition Center specialist court $39,699 ___ALL to assist students being released from juvenile detention to re- involved $125,000 OR: enter an educational placement. Transition Center services are youth. __Low Income pupils __English Learners also available to youth leaving court without having been _X_Foster Youth __Redesignated fluent detained. Respond to requests for the juvenile court for English proficient _X_Other information and work with the juvenile court to ensure the Subgroups:(Specify)______delivery and coordination of necessary educational services.

Participate in county-wide positive youth justice initiative to reduce the over-involvement of foster youth in the justice system and in other interagency initiatives.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.

Annual Update

Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP.

Guiding Questions:

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services? 6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?

Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Related State and/or Local Priorities: Original GOAL 1_X 2_X 3__ 4__ 5__ 6__ 7_X_ 8_X from prior year 1. All students will achieve college and career readiness. LCAP: COE only: 9_X 10_X Local : Specify ______Schools: All Goal Applies to: Applicable Pupil Subgroups: All Annual 5% increase in reading, writing, and math scores on No increase in reading, writing, and math scores on MAP MAP assessment assessment 35% of 10th grade students will pass CAHSEE reading, 30% 47% of 10th grade students passed CAHSEE E/LA Expected th will pass CAHSEE math Actual Annual 33% of 10 grade students passed CAHSEE math Annual Annual increase of 2% of students proficient from initial Measurable 100% Teacher participation in Professional Development Measurable CAASP assessment results in 2015 Outcomes: 100% of students have appropriate instructional materials Outcomes: 100% Teacher participation in Professional Development 100 % of students will have access to appropriate instructional materials LCAP Year: 2014-15 Planned Actions/Services Actual Actions/Services Estimated Actual Budgeted Annual Expenditures Expenditures 1: Maintained and improved the physical environment of all 1: Maintain and improve the physical environment of all Operating facilities by completing maintenance work orders to repair facilities Operating Expenditures: issues identified in the Facilities Inspection Tool. Expenditures: Base: $608,823 Scope of service: LEA Wide Scope of service: LEA Wide Base: Repairs: $15,795 Repairs: $66,519 _X_ALL Custodial _X_ALL Custodial salaries Services: OR: OR: $271,962 $237,258 __Low Income pupils __English Learners __Low Income pupils __English Learners Operating Central: Operating – __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient $365,629 __Other Subgroups:(Specify)______Central: $407,570 __Other Subgroups:(Specify)______2: Provide appropriately credentialed teachers as well as 2: ACOE provided appropriately credentialed teachers as Certif. Salaries school/central classified staff and school/central Certif. Salaries well as school/central classified staff and school/central and benefits: administrative staff to provide the educational leadership and benefits: administrative staff to provide the educational leadership and support needed to enhance instruction in the schools Base: $2,276,471 and support needed to enhance instruction in the schools Base: $3,582,219 Admin Salaries Admin Salaries Scope of service: LEA Wide and benefits: Scope of service: LEA Wide and ben efits: _X_ALL Base: $597,604 _X_ALL Base: $1,395,431

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 OR: Classified Salaries OR: Classified Salaries __Low Income pupils __English Learners and benefits: __Low Income pupils __English Learners and benefits: __Foster Youth __Redesignated fluent English proficient Base: $1,096,260 __Foster Youth __Redesignated fluent English proficient Base: $3767038 __Other Subgroups:(Specify)______Other Subgroups:(Specify)______3. Ensure all students have access to Common Core 3. Provided curriculum and textbooks to all students. State Standards Aligned curriculum and textbooks Purchase CC Scope of service: LEA Wide Scope of service: LEA Wide Purchase CC Textbooks: Textbooks: _X_ALL Lottery: $30,000 __ALL Lottery: $55,017 Develop CCSS OR: OR: Base: $3645 curriculum: Base: __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient $20,000 __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______Other Subgroups:(Specify)______4: Provide professional development to teachers and 4: Provided professional development to teachers and instructional assistants on Common Core State instructional assistants on literacy instructional practices Standards and new curriculum and technology options Scope of service: LEA Wide Consultants, Scope of service: LEA Wide Consultants, materials and materials and _X_ALL supplies, and _X_ALL supplies, and OR: conferences OR: salaries __Low Income pupils __English Learners Title I: $29,000 __Low Income pupils __English Learners Title I: $93,021 __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______Other Subgroups:(Specify)______5. Utilized monthly hourly requirements to allow for 5. Support teacher centered professional development collaboration time between teachers and staff. Minimal that allows teachers to work in teams Certificated and overtime was needed. Certificated and classified hourly Scope of service: LEA Wide Scope of service: LEA Wide classified hourly overtime; Base: overtime; Base: _X_ALL $57,120 _X_ALL $ 39,459 Materials and OR: OR: Classified OT: supplies: Base: __Low Income pupils __English Learners __Low Income pupils __English Learners Base: $18,602 __Foster Youth __Redesignated fluent English proficient $500.00 __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______Other Subgroups:(Specify)______6. Provide software that offers students access to Career 6. Initiated a pilot program with OdysseyWare online Technical Education courses and electives so that Software contract: curriculum that includes Career Technical Education students can successfully graduate or transition to other Base: $28,000 Software contract: courses. programs. Software contract: Title I $43,730 Title I: $3,500 Scope of service: LEA Wide Scope of service: LEA Wide

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 _X_ALL _X_ALL OR: OR: __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______Other Subgroups:(Specify)______7. Initiated a pilot program with OdysseyWare online 7. Develop student access to outside electives by hiring curriculum that includes Career Technical Education personnel or programs to offer course in conjunction with courses and is available to students before and after CCSS and Career Technical Education. school, during school, and at home. No coordinator was hired to initiate this program Work was Coordinator to Scope of service: LEA Wide Scope of service: LEA Wide coordinated by develop program: existing staff in _ _ALL Base: $20,000 _X_ALL line 2. OR: OR: _X_Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______Other Subgroups:(Specify)______B1 (8). Decrease student to adult classroom ratio that Committed to a 16:1 ratio of students to teacher in most specifically meet the needs of low income students. school programs, reducing ration by 35% or greater. Certificated Certificated Scope of service: LEA Wide Salaries and Scope of service: LEA Wide Salaries and benefits: ___ALL _X_ALL benefits: Suppl’l/Concentr Suppl’l/Concentr OR: ation: $532,005; OR: ation: $1,928,888 _X_Low Income pupils __English Learners Concentration: __Low Income pupils __English Learners

__Foster Youth __Redesignated fluent English proficient $946,290 __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______Other Subgroups:(Specify)______

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Purchased updated technology for student and teacher B2 (9). Provide classrooms with updated technology to Purchase Purchase use. Provided ongoing training and support to teachers to ensure that targeted students have access to needed computers and computers and integrate technology tools. equipment and software. peripherals: peripherals: Common Core: Suppl’l/Concentr Scope of service: LEA Wide Scope of service: LEA Wide $54331 ation: $46,000 Title I: $56569 ___ALL Lottery: $12,000 _X_ALL

Title I: $25,000 OR: OR: Certif Salaries: Contract with _X_Low Income pupils __English Learners __Low Income pupils __English Learners Common Core: software vendors: __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient $45,547 Title I: $5,000 __Other Subgroups:(Specify)______Other Subgroups:(Specify)______B3 (10). Set up partnerships with community colleges to Partnerships with community colleges were not developed offer concurrent credit for eligible students seeking to in 14-15. transition to college or career. Scope of service: LEA Wide Transportation Scope of service: LEA Wide (bus passes) for No funding was _ _ALL eligible students: _X_ALL expended. Suppl’l/Concentr OR: OR: ation: $2,000 __Low Income pupils __English Learners _ X _Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______A review of the Annual measurable objectives shows: No increase in reading, writing, and math scores on MAP assessment 47% of 10th grade students passed CAHSEE E/LA 33% of 10th grade students passed CAHSEE math 100% Teacher participation in Professional Development 100% of students have appropriate instructional materials

Investigation into the poor performance of MAP testing raises significant questions about the consistency with which What changes in actions, services, and the test is administered and whether or not results accurately reflect student best effort or capacity. The MAP test expenditures will be made as a result of appears to be a poor match for the needs of the organization – taking too long to administer and returning results reviewing past progress and/or changes to that focus on formative rather than summative assessment. In 2015-16, ACOE will investigate transitioning to an goals? assessment tool that better meets the organization’s needs. Additional training and support will be provided to the one school site which is not yet consistently providing benchmark assessments every sixty-ninety days.

In addition to increased 10th grade CAHSEE pass rate which includes a very small number of students, ACOE schools also saw a significant increase in the pass rates of 11th and 12th grade students, possibly due to increased CAHSEE and basic skills tutoring which will be continued in the coming year.

While 100% of students do have appropriate instructional materials, ACOE will move to determine a single standard set of common core aligned curriculum materials in each subject area that are utilized across all sites. Individual Page 29 of 50

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 programs may continue to select supplementary curricular materials to support students to develop competence in common core state standards.

ACOE Schools will continue to develop the capacities of teachers and support staff to provide common core aligned instructional strategies that are optimized for our non-standard population. Recognizing that our student population is marked by strong needs for both remediation and differentiation, LEA-wide professional development will focus on common core state standards in literacy across the content areas including English language development, and the school structures and supports necessary for previously-unsuccessful students to access core curriculum. This will involve significant training in using classroom technology for differentiation and utilizing individual student data and learning plans to personalize instruction as well as the common core standards training seen in more traditional schools.

At this time ACOE does not see a need to invest additional dollars in supporting teacher collaboration teams because the existing teacher contract and schedule funds many hours of possible team collaboration time which has been going unused. Instead, ACOE is supporting this work by training site principals to effectively utilize this time, and by funding the additional curricular materials and technology infrastructure teachers need to effectively implement the instructional improvements and differentiation that were the intended outcome of this planned investment in team time.

This year, ACOE initiated a pilot program with Odysseyware online curriculum that includes Career Technical Education courses, which succeeded without a coordinator. Because of the very small size of most ACOE campuses, traditional CTE coursework is unable to gather critical mass of interest to sustain a non-required course at any one site. In 14-15 we will leverage some after school program funds to connect students to existing community-based CTE and Work Programs. In 14-15 we will also open a Work Experience program, allowing students access to hands-on learning in the world of work.

New partnerships with community colleges were not developed in 14-15. Existing programs in which individual students concurrently enroll in local community college courses continued. We have determined that maximizing use of this existing resource requires training teachers to function more effectively as academic advisors who connect individual students to existing resources. Most ACOE teachers have dedicated time in their schedule to perform advising functions. Training in effective advising for existing staff is scheduled for 15-16.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Related State and/or Local Priorities: Original GOAL 1__ 2_X 3__ 4_X 5__ 6__ 7___ 8__ from prior year 2. All students will attend school and achieve growth. LCAP: COE only: 9_X 10_X Local : Specify ______Schools: All Goal Applies to: Applicable Pupil Subgroups: All 91% Attendance rate 85.14% Attendance Rate 2014-15 to date 1% reduction in Chronic absenteeism 87.46% Attendance rate in 2013-14

28.4% Chronic Absentees in 2014-15 to date Expected 27.4% Chronic Absentees in 2013-14 Actual Annual Annual 2013-2014 2014-2015 YTD 4-27-15 Measurable ACOE 2060 27.4% 1672 28.4% Measurable Outcomes: Hayward 94 84.0% 64 84.4% Outcomes: Quest 290 59.0% 285 64.6% Bridge 103 83.5% 80 80.0% Burke/Fruitvale 117 53.8% 102 67.6% ThunderRd 132 4.5% 128 12.5% BAC/Sweeney 1324 12.0% 1013 8.7%

LCAP Year: 2014-15 Planned Actions/Services Actual Actions/Services Estimated Actual Budgeted Annual Expenditures Expenditures 1: Provide benchmark assessments in reading and Provide benchmark assessments in reading and math math to measure student progress every sixty days. to measure student progress every sixty-ninety days. Scope of service: LEA Wide LEA Wide Contract Contract _ _ALL Services: _ _ALL Services: Title I: $7,500 OR: Title I: $7,500 OR: __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______2: : Train staff to serve as student advisors, analyzing Staff ant Community School and Camp Sweeney worked transcripts, developing individualized learning plans with existing staff to learn to read and analyze transcripts and assisting students in their transition to another Contract for and develop individual learning plans. No funding was program when appropriate. services: Base: expended. Scope of service: LEA Wide $5,000.00 LEA Wide _X_ALL __ ALL Page 31 of 50

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 OR: OR: __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______3: Introduce integrated learning strategies into the Four Intersession programs utilizing Integrated Learning classroom with a focus on literacy and numeracy to Strategies were held. All ACOE staff were invited to increase student engagement and success. Contract for participate. curricular No separate Scope of service: LEA Wide LEA Wide development contract was required. _X_ALL using integrated _X_ALL Costs associated learning OR: OR: with this appear in strategies Base __Low Income pupils __English Learners __Low Income pupils __English Learners item B8(9) $3,000.00 __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______Contracted with community partner Moving Forward Did not hire 4: Contract with outside community partners to provide Education to provide expanded school day enrichment expanded school day enrichment program to eligible internal program at community schools that leverages existing students at community schools throughout the school certificated or relationships Moving Forward tutors have with students year. classified Hire Certificated to increase participation. internal staff. Coordinator: ($0 expended) Scope of service: LEA Wide ASSETS grant: LEA Wide

_X_ALL $65,000.00 _X_ALL Instead Establish four .4 contracted with FTE classified an outside partner to site OR: OR: coordinators: __Low Income pupils __English Learners provide all grant __Low Income pupils __English Learners ASSETS grant: __Foster Youth __Redesignated fluent English proficient services. __Foster Youth __Redesignated fluent English proficient $24,000. __Other (Services and __Other Subgroups:(Specify)______Subgroups:(Specify)______other operating expenditures.) ASSETS grant: 275,000 B4 (5). Purchase translation equipment for families Purchase Internal staff have been able to meet all translation needs. who speak additional languages. No funding was translation expended. Scope of service: LEA Wide equipment: LEA Wide

__ALL Lottery: _X_ALL

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 OR: $2,000 OR: __Low Income pupils _ X _English Learners __Low Income pupils __English Learners __Foster Youth _X_Redesignated fluent English Contract __Foster Youth __Redesignated fluent English proficient proficient translator: __Other __Other Subgroups:(Specify)______Title I: $2,000 Subgroups:(Specify)______

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Provided 2 days of LEA-Wide PD on language ELD Teacher development activities, taught be internal staff and B5 (6) : Train teachers in providing language salary and contract partners. Purchased 3D English ELD Materials development activities to students. benefits: and Training. Provided Release days to train 7 Suppl’l/Conce ELD Teacher teachers. All coordinated by ELD Coach. salary and ntration: Scope of service: LEA Wide benefits: Scope of service: LEA Wide $62,576 Title 1 ___ALL Suppl’l/Conce _X_ALL ntration: $62,576 $62,576 Title I: Base $62,576 21 Days Subs: OR: OR: 3422 __Low Income pupils _X_English Learners EL Materials: __Low Income pupils _X_English Learners __Foster Youth _X_Redesignated fluent English Title I: $5,000 __Foster Youth _X_Redesignated fluent English proficient PD materials and proficient __Other Subgroups:(Specify)______Contracts: __Other Subgroups:(Specify)______$2230

Mileage Shifted model to leverage on-campus mentors, including B6 (7): Develop mentoring partnerships for eligible reimbursement: teachers, instructional assistants, tutors, counselors, and students to have mentors work with them to improve BU: $5,000 community partners. Identify and target student needs at attendance and participation. school wide meeting and follow up in individual Professional interventions to improve attendance and participation. Scope of service: LEA Wide development to Scope of service: LEA Wide become a ___ALL mentor. No __ ALL Cost Provided Costs are already by FYS included in staffing. Background check fees No additional Base (See Goal funding was OR: OR: 1, Action expended. __Low Income pupils __English Learners _X_Low Income pupils __English Learners #1) __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Hire Subgroups:(Specify)______Administrator to serve as a coordinator (See Goal 1, Action #2 administrators)

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 B7 (8): Provide tutoring before and after school, including CAHSEE prep and test taking skills, so that Provided tutoring as described at all school sites. students have 1:1 and small group assistance. Contract to Contract to provide provide Scope of service: LEA Wide Scope of service: LEA Wide CAHSEE CAHSEE _ _ALL tutoring: __ ALL tutoring: Suppl’l/Concen OR: Suppl’l/Concen OR: tration: __Low Income pupils __English Learners tration: _X_Low Income pupils __English Learners $338,500.00 __Foster Youth __Redesignated fluent English proficient $338,500.00 __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B8 (9): Contract with outside community partners to Hire a part-time Provided 4 intersessions during regular school breaks, provide intersession services to court school students coordinator (See including a new winter intersession. Contracted with a when classes are not in session. Goal 1, Action retired administrator to coordinate the program. Scope of service: LEA Wide #7) Scope of service: LEA Wide Suppl’l/Concen tration: _ _ALL Establish __ ALL Contracts: contracts with OR: OR: $53,491 community __Low Income pupils __English Learners _X_Low Income pupils __English Learners organizations __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient (See Goal 1, _X_Other Detained Youth __Other Subgroups:(Specify)______Action #13) Subgroups:(Specify)______B9 (10): Provide summer school for expanded learning Summer Offered Summer sessions at all eight ACOE school time. school locations. Summer school Scope of service: LEA Wide teachers; Scope of service: LEA Wide Certificated teachers; Certificated _ _ALL salaries, __ ALL salaries, benefits, benefits, and OR: OR: and overtime: overtime: __Low Income pupils __English Learners _X_Low Income pupils __English Learners Suppl’l/Concent Suppl’l/Conc __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient ration: $674745 entration: __Other __Other Subgroups:(Specify)______$474,100 Subgroups:(Specify)______

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

2014-15 goals in this area were to achieve a 91% Attendance rate and a 1% reduction in Chronic absenteeism. Neither was met. ACOE schools declined from a 87.46% Attendance rate in 2013-14 to 85.14% Attendance Rate 2014-15 to date, a decline of just over 2%. The chronic absentee rate went from 27.4% in 2013-14 to 28.4% in 2014-15 to date, an increase of 1%.

As a result of reviewing past progress and/or changes to goals, the following changes in actions, services, and expenditures will be made:

Prior year LCAP did not explicitly address attendance goals. However ACOE schools are working on several projects intended to positively increase school engagement and therefore attendance. Increased family engagement, after schools programming, the student needs review process, response to intervention programming, and high staff to student ratios are all part of a theory of action to increase attendance though connection. All of these goals are strengthened and refined in the 15-16 plan.

This year ACOE schools made preliminary progress toward the goal to train staff to serve as student advisors, analyzing transcripts, developing individualized learning plans and assisting students in their transition to another What changes in actions, services, and program when appropriate. All teachers and IAs received accounts and basic training in accessing student expenditures will be made as a result of transcript information in the student information database. In the coming year staff will receive training in advising reviewing past progress and/or changes to and creation of ILPs. It has become clear that full implementation of this goal will require developing system goals? supports in scheduling, defining teacher responsibilities, and differentiating between general and special ed functions. Though the goal of “Introduce integrated learning strategies into the classroom with a focus on literacy and numeracy to increase student engagement and success” was erroneously specified as LEA-Wide, it was funded for $3000 as a pilot at one school site. While the staff on this one site did complete integrated learning training, the school decided to focus its efforts going forward on other – more successful – pilots that provide enhanced credit recovery and differentiated programing through Individual Learning Plans (ILPs). These efforts are already included in the LCAP and will be expanded going forward. ACOE schools had planned to purchase translation equipment for families who speak additional languages; however we have found that we are able to meet the language needs of our family with existing bilingual staff. Going forward we will continue to set aside necessary funds for hiring ad hoc translation support to respond to any emerging language needs as part of family outreach efforts. Rather than developing a stand-alone mentoring partnerships program, ACOE community schools folded this goal into our emerging tutoring, after school, and RtI processes. Students with severe attendance and participation needs were identified at monthly RtI Student Needs meetings and assigned for follow up mentoring, intervention, and support to member of the school community with whom they have a relationship.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Related State and/or Local Priorities:

Original GOAL 3. All students and their families will be engaged in the learning process through a multi- 1__ 2__ 3_X 4__ 5_X 6_X 7___ 8__ from prior year tiered support system LCAP: COE only: 9_X 10_X Local : Specify ______Schools: All Goal Applies to: Applicable Pupil Subgroups: All 1% reduction in suspension rates 47 Suspensions in 2013-14 Expected 36 Suspensions in 2014-15 to date Actual Annual Annual 3% increase in student-family survey participation. Measurable Measurable 16 parent surveys and 42 student surveys returned an Outcomes: Outcomes: increase of 113% from 2014-15 feedback.

LCAP Year: 2014-15 Planned Actions/Services Actual Actions/Services Estimated Actual Budgeted Annual Expenditures Expenditures 1: Develop and pilot a Restorative Justice Program Restorative Justice Pilot was not implemented. that will be utilized in all schools. Purchase of supplies and materials Base $1,000 Contract for Professional Purchase of the life skills and Development on Scope of service: advisory curriculum Base $5,000 LEA Wide Restorative No funds Provide overtime for teacher Justice (RJ) expended. training on life skills and Base $2,000

advisory curriculum Base $8,000 Provide overtime for teacher _X_ALL _X_ ALL training in RJ OR: OR: Base $3,000 __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 At both Cal-SAFE sites a daily life schools program forms the basis of an after-school program and leverages many 2: Develop and implement an Advisory and Life Skills outside partner agencies to provide services to students. A curriculum including the purchase of supplies, similar program went into effect at Bridge Academy, but materials, software and books for students and their with a narrower range of providers. At Thunder Road, Life families. skills are implemented by program staff and at Court Schools by Probation staff. No funds

Scope of service: LEA Wide LEA Wide expended. _X_ALL _X_ ALL OR: OR: __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______3: Develop a Response to Intervention program to Purchase an Response to Intervention programs were developed at all assist students who are having academic difficulties in audiometer: community school sites. Psych Interns assist in identifying the classroom Lottery: $1,500 and addressing student needs.

Scope of service: LEA Wide Intern stipends: Community Schools Title I: $6,000 _X_ALL _X_ ALL Intern stipends: Psych. Title I: $19552 intern OR: OR: stipends: __Low Income pupils __English Learners __Low Income pupils __English Learners BU $15,000 __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Intervention materials: Subgroups:(Specify)______Title I: $5,000 Family meetings were held across multiple sites, linked by 4. Develop a family friendly culture that offers Teacher A/V technology. Open House was held. Spanish language parent/guardian- teacher conferences, after school overtime: Base: support was available at all events and meals were nights and family organizations. $8,000 provided. No additional Scope of service: LEA Wide Support staff LEA Wide funds were overtime: Base: expended. _X_ALL _X_ ALL $3,024 Included in salaries OR: OR: above Meetings __Low Income pupils __English Learners __Low Income pupils __English Learners supplies: __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient Base: $1,000 __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______5. Establish a parent/guardian-teacher conference Create School Site Council worked to develop strategies for No additional policy to set expectations of parent/guardian conference policy parent engagement. Student Needs Review teams worked funds were involvement for both staff and families. during teacher to increase involvement of parents of targeted students. expended. (See Page 38 of 50

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 worktime (See Goal 1, Action #5) Scope of service: LEA Wide LEA Wide Goal 1, Action #5) _X_ALL _X_ ALL OR: OR: __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______6. Pilot Student Backpack Program to support student Invested in supports for students in transition, including transitions. back packs and transportation. Scope of service: LEA Wide LEA Wide Purchase Supplies _X_ALL supplies for __ ALL Base: backpacks: OR: $3000 OR: Base: $1500 _X_Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______7. Survey students and their families for feedback on Survey successfully completed at meetings, on paper, and improvement in family- friendly culture on website. Scope of service: LEA Wide LEA Wide Purchase No additional _X_ALL supplies for _X_ ALL funds were surveys: OR: OR: expended. Base: $500 __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______8. Establish security protocols at all community Security protocols were reviewed at each site. A crisis schools to ensure that school safety is paramount manual was published. No outside consultant was hired. before, during and after school. Contract with school safety Scope of service: LEA Wide officer to review LEA Wide No additional school _X_ALL _X_ ALL funds were emergency plans OR: expended. OR: and safety __Low Income pupils __English Learners __Low Income pupils __English Learners practices: Base: __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient $2,000 __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B10 (9): Ensure that counseling is available for social Hired full time LCSW who coordinated services across Hire LCSW Title 1 & SpED and emotional development by providing case campuses, including hiring and supporting interns and (See Goal 4, Classified salary: management support to students and their families. contract mental health providers.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 Action #23) $123,510 Scope of service: LEA Wide Scope of service: LEA Wide

_X_ALL Contract with _X_ ALL OR: mental health OR: _X_Low Income pupils _X_English Learners providers: Title I: __Low Income pupils __English Learners _X_Foster Youth __Redesignated fluent English $50,000 __Foster Youth __Redesignated fluent English proficient proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

ACOE Schools plan to develop and implement an Advisory and Life Skills curriculum including the purchase of supplies, materials, software and books for students was strongly but unevenly implemented. At both Cal-SAFE sites a daily life schools program forms the basis of an after-school program and leverages many outside partner agencies to provide services to students. A similar program went into effect at Bridge Academy, but with a narrower range of providers. At Thunder Road, Life skills are implemented by program staff and at Court Schools by Probation staff. At all sites ACOE implemented new mechanisms for earning credit for participation in life skills programs both on and off site, significantly incentivizing participation. Looking ahead, the after school program will take over coordination of the life skills program at Burke, Fruitvale, Bridge and Hayward. Developing an Advisory program has been broken out as its own goal. While ACOE community schools successfully developed a Response to Intervention program this year, it has primarily focused on addressing attendance, behavior, and health needs. Year one implementation has identified a need for a greater menu of academic interventions to assist students who are having academic difficulties in the classroom and of clear needs assessment to place students accurately in interventions. This is reflected in strengthening of separate goals around ELD programs, Reading Interventions, Academic Advising, and Tutoring. What changes in actions, services, and ACOE made significant but uneven progress toward developing a family friendly culture that offers parent/guardian- expenditures will be made as a result of teacher conferences, after school nights and family organizations. The goal of establishing a parent/guardian- reviewing past progress and/or changes to teacher conference policy to set expectations of parent/guardian involvement for both staff and families was goals? deemed inappropriate for LEA-Wide implementation, and was modified for site implementation only at Thunder Road. Surveys of families received limited feedback, however indications point to families wanting interactions that are more focused on the individual needs and success of their student. Based on feedback to date, experimental Open House Family nights are scheduled at Community School sites. Since most teachers in our system teach multiple subjects and have significant out of classroom responsibilities as well, the goal of developing and piloting a Restorative Justice Program in all schools was simply beyond our capacity to implement in 2014. In 2015-16, Hayward Community School will take on this pilot project. Upon deeper investigation of the needs of students in transitions, ACOE schools recognized that Student Backpacks were a small part of a larger program. Through our RtI student needs process, counseling, and staff referral, we have worked to identify student who need material support to attend school, including supplies, glasses, healthcare and other wrap-around supports. Going forward we will need to increase expenditures for this item. To date, ACOE schools did not contract with school safety officer to review school emergency plans and safety practices, however a crisis response manual was published and each site reviewed its own security protocols.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Related State and/or Local Priorities: Original GOAL 1__ 2__ 3__ 4__ 5__ 6__ 7___ 8__ from prior year 4. Expelled youth will successfully complete the conditions of their expulsion. LCAP: COE only: 9__ 10_X Local : Specify ______Schools: Community Schools Goal Applies to: Applicable Pupil Subgroups: All 75% of expelled youth will have completed all ACOE does not have a satisfactory system to document Expected requirements of their expulsion plan Actual Annual which expelled youth have completed all requirements of Annual Measurable their expulsion plan. During 2014-15 to date, 11 of 62 Measurable Outcomes: students have completed all requirements of their Outcomes: expulsion plan and are on track for re-admission. LCAP Year: 2014-15 Planned Actions/Services Actual Actions/Services Estimated Actual Budgeted Annual Expenditures Expenditures Upon enrollment, expelled youth receive an Individual 1: Expelled youth will be supported to successfully Learning Plan which includes a plan to meet the terms of complete the conditions of their expulsion. their expulsion. Provide for Scope of service: LEA Wide Scope of service: LEA Wide No additional monthly meeting funds were __ALL expense: Base: __ ALL expended. OR: $750.00 OR: __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient _X_Other Subgroups:(Specify)__Expelled___ _X_Other Subgroups:(Specify)__Expelled___ 2: Establish community service partnerships so that all Establish students, regardless of age, can complete the partnerships Not completed. community service component of their plan. Base (See Goal Scope of service: LEA Wide 1, Action Scope of service: LEA Wide #2) _X_ALL __ ALL No funds were Hire four .4 expended. OR: FTE site OR: __Low Income pupils __English Learners coordinators __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient (See Goal 2, __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______Action #11 X_Other Subgroups:(Specify)__Expelled___ classified)

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 3: Meet with home school districts at monthly Met with home school districts at bi-monthly Alternative Alternative Education Child Welfare and Attendance Education / Student Services Council. Home districts meeting to support their involvement with student invited to tour school sites and participate in regular transition. meetings. Overtime for No additional Scope of service: LEA Wide transition Scope of service: LEA Wide funds were meetings: Base: _X_ALL __ ALL expended. $10,000 OR: OR: __Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______X_Other Subgroups:(Specify)___Expelled_____ 4. Provide counseling services to students at or near Bus passes to 4. Counseling services provided to students at the the school to support their socio- emotional well- being eligible students school on full day campuses. Assessment and referral and address behavioral issues that prevent them from Title I: $2,000 provided for independent study students. being successful. Scope of service: LEA Wide LCSW salary Scope of service: LEA Wide and benefits: LCSW, _X_ALL Title I: __ ALL Psychologist, and Intern stipends $111,000 duplicated from Stipends for Goal 3: MSW and Ed Classified salaries: Psy interns (See Intern stipends: OR: Goal 3, Action OR: $19,552 __Low Income pupils __English Learners #14 stipends) __Low Income pupils __English Learners School Social

__Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient Worker Education Psych. __Other Subgroups:(Specify)______X_Other Subgroups:(Specify)___Expelled_____ $123,510 salary and benefits: Special Education: $134,000 B11 (6): Develop an Individualized learning plan (ILP) Developed Individualized learning plans (ILP) that Before or after that addresses literacy and numeracy needs, credit addresses credit recovery as well as required school meetings recovery as well as required community service and community service and counseling hours with each No additional for student and counseling hours with each student so that can student so that can transition back to another funds were their families to transition back to another educational environment educational environment expended: See develop the ILP line 1. Scope of service: LEA Wide (See Goal 1, Scope of service: LEA Wide __ALL Action #2) __ ALL

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 OR: OR: _X_Low Income pupils __English Learners __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)______X_Other Subgroups:(Specify)__Expelled___ This year, ACOE schools have begun to review each student’s expulsion plan when they enter into the school to set up a schedule that allows the student to complete all requirements outlined in the plan including academic requirements, attendance, counseling, and community service. Full day programs are providing intensive attendance supervision for expelled students through the RtI Student Needs Review Process as well as offering access to mental health counseling on campus. A goal for next year is to figure out how to offer the same level of service to expelled youth in our Independent study program though either referral or direct service.

ACOE retains its commitment to increased principal and support staff to student ratios at schools serving predominately expelled youth to assist in the coordination of expulsion plans and to provide additional Instructional What changes in actions, services, and Assistants to support expelled youth with a history of school conflict with attendance, conflict resolution, and expenditures will be made as a result of connection to community agencies to assist in completing expulsion plans. In the coming year, we are restructuring reviewing past progress and/or changes to school site leadership, with one principal having responsibility for the two programs in which the majority of expelled goals? students are served. This will facilitate having an administrator focused on the specific needs of expelled youth.

We have strengthened partnerships with refereeing districts in which we coordinate county-wide services for expelled youth through the triennial plan and host regular Student Services Council meetings involving all districts in Alameda County.

In the next year, we will work with expelled students to determine their needs around community service or other barriers to completing expulsion plans. We will refine the tracking system put in place with this year’s enrollees to effectively track goal completion for expelled students.

Related State and/or Local Priorities: Original GOAL 1__ 2__ 3__ 4__ 5__ 6__ 7___ 8__ from prior year 5. Foster Youth educational outcomes will mirror that of the general student population. LCAP: COE only: 9_X 10__ Local : Specify ______Schools: All Goal Applies to: Applicable Pupil Subgroups: All Expected 75% of all foster youth will have an Individualized 100% of students served by Foster Youth Services Actual Annual Annual Learning Plan received an educational needs assessment, which Measurable Measurable includes an individualized learning plan. Outcomes: Outcomes: LCAP Year: 2014-15 Planned Actions/Services Actual Actions/Services Estimated Actual Budgeted Annual Expenditures Expenditures

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

B12 (1): Establish policy and data infrastructure County wide policy and data infrastructure necessary to necessary to support and monitor the support and monitor the educational success of foster educational success of foster youth. MOU youth is in place. Foster Youth Services has provided between Alameda County Office of Education training to districts in creating partial credit policies. and Foster Youth Services will be fully Foster Youth staff assists students, districts and implemented. Foster Youth Services will support educational rights holders to transition between school Classified placements with minimal disruptions. , Salaries Foster LEA’s in creating partial credit policies. No cost Youth Services Scope of service: LEA Wide LEA Wide Grant: $232,678 _ _ALL __ ALL OR: OR: __Low Income pupils __English Learners __Low Income pupils __English Learners _ X _Foster Youth __Redesignated fluent English _X_Foster Youth __Redesignated fluent English proficient proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B13 (2): Foster Youth Liaison will provide consultation and training, coordinate services with Ongoing Training and consultation provided. Staff liaisons child welfare and probation departments, as well constantly with child welfare and probation departments. Classified as post-secondary programs. Salaries Foster Youth Scope of service: LEA Wide LEA Wide Services No cost. Foster Grant: _ _ALL Youth Services. __ ALL $31,380 OR: OR: Title 1D $31,380 __Low Income pupils __English Learners __Low Income pupils __English Learners

_ X _Foster Youth __Redesignated fluent English _X_Foster Youth __Redesignated fluent English proficient proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B14 (3): Every foster youth receives educational Contracted Five mentors serve students at risk of failure as identified Contracted counseling/mentoring from a designated staff. Services: by social services. Services: Supplemental Supplemental Scope of service: LEA Wide $34,000 LEA Wide $34,000

__ALL __ ALL Classified OR: OR: Salaries FY Mentor: __Low Income pupils __English Learners __Low Income pupils __English Learners $218,348 _ X _Foster Youth __Redesignated fluent English _X_Foster Youth __Redesignated fluent English proficient proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B15 (4): All SPAS sites will have a designated All SPAS sites have a designee responsible who Base: classified staff responsible for identifying youth at time screens youth at time of enrollment and determines Classified of enrollment and determine eligibility for supplemental (See Goal 1, Salaries eligibility for supplemental and additional services. and additional services Action #2) Duplicated from Goal 1, #2 Scope of service: LEA Wide LEA Wide $63,768 Page 45 of 50

Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 _ _ALL __ ALL OR: OR: __Low Income pupils __English Learners __Low Income pupils __English Learners _ X _Foster Youth __Redesignated fluent English _ X _Foster Youth __Redesignated fluent English proficient proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B16 (5): A formal and systematic process for utilizing Foster Youth Services will be established and implemented to include training of Student Programs Training has been provided and all foster youth regular and Services to designated staff in identifying foster receive supports in coordination of assessment and school youth, verifying foster youth status, coordinating the records. assessment of foster youth needs, and request all Mileage Mileage school records. expenses; 5000- expenses;: Foster 5999: Foster Scope of service: LEA Wide LEA Wide youth Services; youth Services; $930.12 _X_ALL $1,000.00 __ ALL OR: OR: __Low Income pupils __English Learners __Low Income pupils __English Learners _X_Foster Youth __Redesignated fluent English proficient __Foster Youth __Redesignated fluent English proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B17 (6): Foster youth's progress will be reviewed regularly in collaboration with school site and Foster Progress reviews and transcript analysis is happening Youth Services staff. Progress report will include a regularly as described. transcript analysis for high school students. Mileage Mileage Scope of service: LEA Wide expenses: LEA Wide expenses: Foster Youth Foster Youth __ALL __ ALL Services: Services: OR: OR: 250.00 $679.55 __Low Income pupils __English Learners __Low Income pupils __English Learners _ X _Foster Youth __Redesignated fluent English _X_Foster Youth __Redesignated fluent English proficient proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B18 (7): Foster Youth Services Program Manager will be consulted regarding school placement change prior Mileage Consultations happening as described. to student release to ensure school stability and expenses: No additional continued support by FYS and/or school districts. Foster Youth funds expended. Scope of service: LEA Wide Services: LEA Wide 500.00 _ _ALL __ ALL

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 OR: OR: __Low Income pupils __English Learners __Low Income pupils __English Learners _ X _Foster Youth __Redesignated fluent English X__Foster Youth __Redesignated fluent English proficient proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B19 (8): Provide in home tutoring to students after school in all subjects with an emphasis on English 51 students received tutoring. Language Arts and Mathematics. Contract Scope of service: LEA Wide LEA Wide TitleI: Contract $50,000 _ _ALL CSUEB: Title I: __ ALL CSUEB OR: $50,000.00 OR: $50,000 __Low Income pupils __English Learners __Low Income pupils __English Learners Par Excellence _ X _Foster Youth __Redesignated fluent English _X_Foster Youth __Redesignated fluent English proficient proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______B20 (9): Foster youth's progress will be reviewed regularly in collaboration with school site and Foster Duplicate. (See B17) Youth Services staff. Progress report will include a transcript analysis for high school students. Mileage Scope of service: LEA Wide expenses: LEA Wide Duplicate. Foster Youth _ _ALL __ ALL Services: (See B17) OR: OR: 250.00 __Low Income pupils __English Learners __Low Income pupils __English Learners _ X _Foster Youth __Redesignated fluent English _X_Foster Youth __Redesignated fluent English proficient proficient __Other __Other Subgroups:(Specify)______Subgroups:(Specify)______What changes in actions, services, and The foster youth services program has been quite successful this year. However, pending legislation may mobilize expenditures will be made as a result of a shift from direct services to a hybrid model in which FYS provides both direct services and supports districts and reviewing past progress and/or changes to county-wide agencies to make systems changes. Based on our existing work across the county, ACOE’s FYS is goals? well positioned to support this change.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).

Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: $__2,604,059___

The total amount of funds from Supplemental ($1,792,945) and Concentration ($811,114) is $3,056,685. The funds are being expended on a district-wide basis for the following: smaller student to adult ratios through teachers and instructional assistants, tutoring, summer school, and intervention programs to meet student academic needs, and wraparound supports to meet student social-emotional needs. The justification for funds being spent on a district-wide basis is based on 100% of students at court schools and 83% of students at community schools qualify for Free or Reduced Meals.

B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

4.2 %

With supplemental and concentrations funds in the amount of $3,056,685 low income students, foster youth, and English Learners will receive increased services by the Minimum Proportionality Percentage of 4.2% through teaching and tutoring that meets students academic needs, mentoring for their social- emotional needs, and instructional technology.

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX

For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows:

(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2).

(b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).

(d) “High school graduation rate” shall be calculated as follows:

(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).

(e) “Suspension rate” shall be calculated as follows:

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Alameda County Office of Education: Student Programs & Services 2015-16 DRAFT last updated: 6/1/2015 (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30).

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2).

(f) “Expulsion rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30).

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2).

8-22-14 [California Department of Education]

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Memorandum No. - 7. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: L. Karen Monroe, Superintendent of Schools RE: Alameda County Office of Education ’s (ACOE) 2015/2016 Proposed Budget – Public Hearing

Background :

The ACOE FY15/16 Proposed Budget is the product of a coordinated effort of managers, division directors, Internal Business Services and the Superintendent’s Cabinet. The single budget adoption cycle requires the County Board to hold a public hearing and adopt the 2015/16 budget by July 1, 2015. Budget adoption will be on the agenda of the June 23, 2015 regular board meeting.

Discussion ACOE staff will be available to answer any questions concerning the FY15/16 Proposed Budget. Notice to Public : Copies of the ACOE FY15/16 Proposed Final Budget are available for review at the Alameda County Office of Education’s Reception Desk, 313 W. Winton Avenue, Hayward; at the Hayward Public Library located at 835 C Street in Hayward; the Oakland Public Library located at 125 14 th Street in Oakland; and the Pleasanton Public Library located at 400 Old Bernal Avenue in Pleasanton.

Action Requested :

INFORMATION/ ACTION

The Board will hold the public hearing on the FY2015/16 proposed budget in accordance with Education Code 1620. ATTACHMENTS: Type Description Backup Material Budget Link Click here to view the ACOE 2015-16 Proposed Budget.

Memorandum No. - 8. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: Joaquin Rivera, Policy & Legislation Committee Chair RE: Policy and Legislation Committee Report

Background :

On June 1, 2015 the Committee met and reviewed BP 4112.2, BP 3210, BB 9250 and Senate Bill 382. BP 4112.2 was updated in accordance with statutory guidelines. It was determined that BP 3210 was no longer necessary and it duplicates BB 9250. BB 9250 was updated to include telephone service and to reference the ACOE Business Services Manual for processing Board member reimbursements. Senate Bill 382 Fitness Hearings for Juvenile Offenders has been recommended by the Committee for Board endorsement, as well.

Action Requested :

INFORMATION/ ACTION

1. The Board review the Board policies and consider taking action. 2. The Board take action to support SB 382.

ATTACHMENTS: Type Description Backup Material SB 382 Backup Material BP 3210 Backup Material BB 9250

Fitness Hearings for Juvenile Offenders Senate Bill 382

relevant information. For instance, judges may Summary: only consider a juvenile’s previous criminal SB 382 would clarify the existing criteria used record, but the current criteria does not make by judges when determining whether a youth clear that the youth’s family history and should be tried in juvenile or adult court. It previous trauma should also be considered. would make clear that judges may consider more comprehensive information about the The decision to send a youth to the adult crime and the young person’s ability to system is a very serious one. The juvenile rehabilitate. system is more focused on rehabilitation and provides far more supports and opportunities Background: for juvenile offenders compared to adult Traditionally youth in California were sent to criminal facilities. Recent US and California the adult criminal justice system only after a Supreme court cases, as well as cognitive judge held a hearing to consider evidence science has found that juveniles are more able about the crime and the youth. California law to reform and become productive members of requires judges to use specific criteria in these society, if allowed to access the appropriate “fitness” hearings, and prosecutors and others rehabilitation. Substantial research has present information for the court to consider. concluded youth dealt with in the juvenile Certain serious and violent crimes were and system are far less likely to commit new crimes still are automatically filed in adult court. than those tried as adults.

In 2000, Proposition 21 created a new way for Solution: juveniles to enter the adult system by giving SB 382 would update the existing five statutory prosecutors the discretion to directly file many criteria used by judges when determining youth cases in adult court. There are no criteria whether a young person should be sent to the or guidelines that govern this discretionary adult criminal justice system. It would ensure decision. Now many cases are directly filed in judges consider factors required by the US and adult court without a fitness hearing. California Supreme Courts, such as the actual behavior of the individual and his or her ability Currently approximately 25 percent of youth to grow, mature, and be rehabilitated. tried in adult court were sent there by way of a fitness hearing. It is critical that judges have the most relevant information and full picture of an individual Problem: before they make the critical decision of which The criteria used when a fitness hearing does jurisdiction a juvenile offender should be occur is outdated and not based on current law charged in. or cognitive science. Additionally, it does not make clear that judges may consider important

BP 3210 Board Policy – BP 3210

BUSINESS AND NON-INSTRUCTIONAL OPERATIONS

BP 3210 Travel Expenses of the Governing Board

The Board shall be reimbursed for any actual and necessary travel expenses incurred in the course of their duties. (EC 1081) Travel includes attendance at any authorized workshop, seminar, convention, conference, or other meeting of interest and benefit to the county office.

If travel is expected to involve costs to the county office other than mileage, and/or registration costs, a Conference Request Form shall be prepared by the Board Member and shall include a detailed cost estimate. The Superintendent or the County Board shall approve the Conference Request Form as appropriate.

3210.1 Mileage

Board members performing authorized travel involving the use of their own vehicle shall be reimbursed for mileage at the IRS rate per mile.

3210.2 Meals

Reimbursements for meals shall be reasonable and based upon the actual and necessary costs to the Board Member. If a meal is not taken, no amount may be claimed. If the actual costs is less than the limitation prescribed ( Meal limitations shall be set in administrative procedures and in accordance with State guidelines for high cost areas. ), only the actual amount may be claimed. If a meal should exceed limitations, the claimant has the option of claiming the limitation amount, or claiming the actual higher amount with a statement of justification attached to the claim, as well as a county office authorized signature approval.

Gratuities may be paid if the total payment of the meal and gratuity do not exceed the limit for meal reimbursement.

No public funds shall be used by the Board or any agent of the El Dorado County Office of Education to purchase alcoholic beverages.

Pro-rata reimbursement of meals when the Board Member is on travel status for less than a full 24 hour period is as follows:

If Travel Begins Before And Travel Ends After: Can Claim These Meals: 7:00 a.m. 9:00 a.m. Breakfast 7:00 a.m. 2:00 p.m. Breakfast & Lunch 11:00 a.m. 2:00 p.m. Lunch 11:00 a.m. 7:00 p.m. Lunch & Dinner 5:00 p.m. 7:00 p.m Dinner 7:00 a.m. 7:00 p.m. Breakfast, Lunch & Dinner

Meal claims which exceed the limitations in the administrative procedures but do not exceed the maximum per day limit are authorized. Meal claims exceeding limits previously specified shall be submitted to the County Superintendent for specific approval with justification statements attached.

3210.3 Banquets

A banquet breakfast, lunch, or dinner, which is an official part of a conference and for which there is a prescribed fee, may exceed a meal limitation amount, as stated in the administrative procedures, and may be reimbursed at actual cost.

3210.4 Lodging

Lodging shall be reimbursed for authorized overnight stay. If a spouse is in attendance, reimbursement shall not exceed the rate for single occupancy lodging.

3210.5 Transportation

Reimbursement for transportation by air, bus, boat or train shall be limited to the cost of economy, standard, tourist, or similar fare rates. First class travel will only be allowed in emergency situation with prior approval of the County Superintendent. The option for use of a private vehicle or air transportation or other mode may be allowed except that the county office shall make reimbursements for transportation based on the lowest cost to the county office, considering all other costs.

3210.6 Registration

Registration fees which relate to the interests of the County Office are authorized.

3210.7 Conference Fees

Conference fees for specific events shall be reimbursed excluding the

costs of conference activities that are essentially entertainment or non- business.

3210.8 Travel Claims

Whenever travel is properly authorized and costs are incurred, the claimant shall be required to prepare a claim which shows in detail all expenditures incurred. Invoices or proof of payment shall accompany the claim for the following:

Required Invoices or Proof of Payment:

‹ Air fair/train fare/bus fare/boat fare ‹ Lodging ‹ Registration ‹ Conference fees ‹ Car rentals

The claimant shall certify by signature that all amounts claimed were actual and necessary. Documentation must show the inclusive dates of each trip for which allowance are claimed and the times of departure and return. Time of departure and return means the time employee starts the trip, from office or home, and ends the trip, at office or home.

The Superintendent, or designee, shall be required to review and approve each travel claim pursuant to administrative regulations. Claims shall be filed within 15 days after return from travel.

3210.9 Advances

County office funds may be issued in advance of travel for official business trips for board members. Advances will be limited to no more than 75% of the total estimated expenses.

An advance made shall be deducted from the subsequent travel claim. If an advance exceeds actual costs, the claimant shall file a claim showing amounts expended and reimburse the district for the excess amount within 15 days after return from the trip. County office personnel with outstanding advances will not be entitled to further advances until all previous advances have been cleared.

Non-employees, such as parents or community members, may be authorized to perform travel as representatives of the county office. Any expenses incurred as a result of non-employee travel shall have been budgeted by the county office.

3210.10 Incidentals

Other incidental minor costs, as claimed, may be approved by the County Superintendent, provided such other costs are explained in detail and do not include personal expenses.

3210.11 Telephone

Telephone expenses are permitted for county office business purposes only.

Adopted by Alameda County Board of Education 11/13/07

Legal Reference: E.C. §§ 1081, 1090(e), 1091, 1095, 1096, 1942, 35044, 35127(f), 44032

Board Bylaw Remuneration, Reimbursement And Other Benefits

BB 9250 Board Bylaws

Remuneration

Monthly Compensation

Each member of the Governing Board may receive the maximum monthly compensation as provided for in Education Code 1090.

On an annual basis, the Board may increase the compensation of Board members beyond the limit delineated in Education Code 1090 in an amount not to exceed five percent based on the present monthly rate of compensation.

1. County Board members are not required to accept payment for meetings attended.

2. If a member does not attend all County Board meetings during the month, he/she may receive only a percentage of the monthly compensation equal to the percentage of meetings attended, unless otherwise authorized by the County Board in accordance with law.

3. Members of the County Board may be paid for any meeting he or she misses if the County Board, by resolution duly adopted and included within its Minutes, finds that at the time of the meeting he or she was performing services outside the meeting on behalf of the County Board; he or she was ill or on jury duty; or the absence was due to a hardship deemed acceptable by the County Board.

Membership in Public Employees' Retirement System

County Board members elected or appointed after July 1, 1994, are excluded from filing for membership in PERS. However, County Board members who have already joined PERS may continue as PERS members, and County Board members who have been on the County Board without a break since before July 1, 1994, may still file with PERS a written election to become a member.

Reimbursement of Expenses

County Board members are encouraged to maintain membership in associations that support and promote the goals of the County Board and the County Office of Education and to attend and participate in meetings, conferences, workshops and other activities relevant to the duties and

responsibilities of office. Board members shall be reimbursed for travel expenses incurred when performing services directed by the Board.

Authorized purposes may include, but are not limited to, attendance at educational seminars or conferences designed to improve Board members' skills and knowledge; participation in regional, state, or national organizations whose activities affect the district's interests; attendance at district or community events; and meetings with state or federal officials on issues of community concern.

Personal expenses shall be the responsibility of individual Board members. Personal expenses include, but are not limited to, the personal portion of any trip, alcohol, entertainment, laundry, expenses of any family member who is accompanying the Board member on district-related business, personal use of an automobile, and personal losses and traffic violation fees incurred while on district business.

County Board members may request and receive the following equipment and/or services for the purpose of supporting their duties and responsibilities in accordance with ACOE Business Services Manual:

1. A computer, monitor and printer per the current specifications of ACOE. A County Board member may request new computer equipment for each term of office

2. A fax machine, additional telephone line if requested

3. Internet connectivity, invoices to be reimbursed upon submittal 4. Telephone expenses are permitted for county office business purposes only.

All equipment will be returned to ACOE upon retirement from the elected position.

Health and Welfare Benefits

County Board members may participate in the health and welfare benefits program provided for County Office of Education employees.

The County Office of Education shall pay the cost of all premiums required for County Board members electing to participate in the County Office of Education health and welfare benefits program.

Each County Board member shall be provided an annual health benefit equal to that provided to Alameda County Office of Education employees. This amount shall be applied at the discretion of each County Board member to those medical plans available through the Alameda County Office of Education.

Each County Board member shall be provided a dental health service equal to that provided

employees via the Alameda County Office of Education Delta Dental Service Plan.

In addition, each County Board member shall be provided group life insurance via the Alameda County Office of Education group Life Insurance Plan.

The secretary to the County Board shall assist the County Board members in selecting and obtaining plans. There shall be a line item in the budget for County Board members' health and welfare benefits.

Benefits for retired County Board members:

1. Any members retiring from the County Board after at least one term may continue the health and welfare benefits program at their own expense if coverage is in effect at the time of retirement.

2. The County Office shall pay health and welfare benefits for retired County Board members who served in office after January 1, 1981, and who have served a total of 12 years or more. The same benefit is granted upon retirement to current County Board members, provided that they served 12 years or more on the County Board and provided that their first term began before January 1, 1995. This benefit shall not be granted to County Board members whose first term of office began on or after January 1, 1995.

3. Continuing health and welfare benefits shall be limited to the former member of the Alameda County Board of Education. Health benefits, after the age of 65, shall be limited to supplemental coverage for those County Board members who qualify for Social Security medical benefits.

Legal Reference: EDUCATION CODE 1090 Compensation for services as member of governing board 33050-33053 General waiver authority 33362-33363 Reimbursement of expenses for attendance at workshops 35012 Board members; number, election and term 35044 Payment of traveling expenses of representatives of board 35172 Promotional activities 44038 Cash deposits for transportation purchased on credit FAMILY CODE 297-297.5 Rights, protections and benefits under law; registered domestic partners GOVERNMENT CODE 8314 Use of public resources 20322 Elective officers; election to become member 20420-20445 Membership in Public Employees' Retirement System; definition of safety employees 53200-53209 Group insurance 54952.3 Simultaneous or serial meetings; announcement of compensation HEALTH AND SAFETY CODE

1373 Health services plan, coverage for dependent children INSURANCE CODE 10277-10278 Group and individual health insurance, coverage for dependent children UNITED STATES CODE, TITLE 26 403 Tax-sheltered annuities UNITED STATES CODE, TITLE 42 18011 Right to maintain existing health coverage CODE OF FEDERAL REGULATIONS, TITLE 26 1.403(b)-2 Tax-sheltered annuities, definition of employee COURT DECISIONS Thorning v. Hollister School District, (1992) 11 Cal.App.4th 1598 Board of Education of the Palo Alto Unified School District v. Superior Court of Santa Clara County, (1979) 93 Cal.App.3d 578 ATTORNEY GENERAL OPINIONS 91 Ops.Cal.Atty.Gen. 37 (2008) 83 Ops.Cal.Atty.Gen. 124 (2000)

Management Resources: INSTITUTE FOR LOCAL GOVERNMENT PUBLICATIONS Sample Expense and Use of Public Resources Policy Statement, January 2006 INTERNAL REVENUE SERVICE PUBLICATIONS

Bylaw ALAMEDA COUNTY OFFICE OF EDUCATION adopted: September 22, 1992 Hayward, California revised: February 12, 2002 revised: January 11, 2005 revised: September 11, 2007 revised: March 11, 2014

Exhibit Remuneration, Reimbursement And Other Benefits

E 9250 Board Bylaws

RESOLUTION ON BOARD COMPENSATION FOR MISSED MEETINGS

WHEREAS, the Governing Board of the ______School District appreciates the services provided by members of the Board and provides compensation for meeting attendance in accordance with Education Code 35120 and Board Bylaw 9250; and

WHEREAS, Education Code 35120 provides that the monthly compensation provided to Board members shall be commensurate with the percentage of meetings attended during the month unless otherwise authorized by Board resolution; and

WHEREAS, Education Code 35120 specifies limited circumstances under which the Board is authorized to compensate a Board member for meetings he/she missed; and

WHEREAS, the Board finds that (name of Board member) did not attend the Board meeting(s) on (dates) for the following reason(s): (check applicable reasons)

[ ] Performance of other designated duties for the district during the time of the meeting [ ] Illness or jury duty [ ] Hardship deemed acceptable by the Board

NOW THEREFORE BE IT RESOLVED that the Board of the ______School District approves full compensation of the Board member for the month of ______.

PASSED AND ADOPTED THIS ______day of ______, ______at a regular meeting, by the following vote:

AYES:______NOES:______ABSENT:______

Attest: ______Secretary President

Memorandum No. - 9. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: Marlon McWilson, Facilities Committee Chair RE: Facilities Committee Report

Background :

During the February 10, 2015 Regular Board Meeting the Board took action to form the Facilities Committee. Their first meeting was held on Monday June 1, 2015. The Committee is recommending Board approval of their charge and are presenting BP 1330 Community Relations for First Reading.

Action Requested :

INFORMATION/ ACTION

1. Board review and consider approval of the Facilities Committee Charge. 2. Board review and consider approval of BP 1330. ATTACHMENTS: Type Description Backup Material Facilities Committee Charge Backup Material BP 1330 Facilities Committee Charge

The Alameda County Board of Education’s Facilities Committee will provide research, guidance, and recommendations to support the Board’s goal: to establish safe, appropriate, and comfortable schools, classrooms, and facilities for every student and employee of the Alameda County Office of Education (ACOE) to ensure compliance with local, state, and federal guidelines. This will be accomplished through (but not limited to), modernization of facilities, possible construction of new facilities to accommodate growth and efficient and cost effective use of all ACOE facilities and real property.

Community Relations BP 1330

USE OF ALAMEDA COUNTY OFFICE OF EDUCATION FACILITIES

The Alameda County Board of Education (County Board) believes that Alameda County Office of Education (ACOE) facilities and grounds are a vital community resource which should be used to foster community involvement and development. Therefore, the County Board authorizes the use of ACOE facilities by Alameda County residents and community groups for purposes specified in the Civic Center Act, to the extent that such use does not interfere with ACOE activities or ACOE-related uses. That said, no organization or group shall monopolize the use of the facilities and grounds and the Superintendent of Schools reserves the right to determine a limit to allow reservations by other organizations or groups. ACOE-related activities shall have priority in the use of ACOE facilities and grounds. Other uses authorized under the Civic Center Act shall be on a first-come, first-served basis.

For the effective management and control of ACOE facilities and grounds, the Alameda County Superintendent of Schools (County Superintendent) or designee shall maintain procedures and regulations that: [EC 38133] 1. Aid, encourage, and assist groups desiring to use ACOE facilities for approved activities 2. Preserve order in ACOE buildings and on ACOE grounds and protect ACOE facilities, designating a person to supervise this task, if necessary 3. Ensure that the use of ACOE facilities or grounds is consistent with their use for ACOE purposes and does not interfere with the regular conduct of ACOE work 4. There shall be no advertising on ACOE facilities and grounds except by special permission by the County Superintendent. Fees The following rules will be followed when determining fees for ACOE facilities use: 1. Meetings and workshops conducted under the auspices of the County Superintendent are authorized without charge. 2. Meetings held by non-profit organizations related to public education shall have free use of available meeting rooms unless they are charging a fee. If overtime is required by ACOE staff, the fee schedule in the Facilities Usage Manual will be followed. 3. Other non-profit organizations using meeting rooms, where there is admission charge or other fees for attendees, shall be charged based on the Facilities Usage Manual. 4. The fee schedule from the Facilities Usage Manual will be used for calculating fees. In determining direct costs to be charged for community use of ACOE facilities or grounds, the Associate Superintendent of Finance and Business or designee shall include a proportionate share of the costs of the following: [EC 38134] 1. Supplies, utilities, janitorial services, other services of ACOE employees, and salaries of ACOE employees directly associated with operation and maintenance of the ACOE facilities or grounds involved.

2. Maintenance, repair, restoration, and refurbishment of the ACOE facilities or grounds

However, for classroom-based programs that operate after school hours, including, but not limited to, after-school, tutoring, and child care programs, direct costs to be charged shall not include the cost of maintenance, repair, restoration, or refurbishment of the ACOE facilities or grounds. [EC 38134]

Groups shall be charged fair rental value when using ACOE facilities or grounds for entertainment or meetings where admission is charged or contributions solicited and net receipts are not to be expended for charitable purposes or for the welfare of ACOE’s students. [EC 38134]

Legal Reference: EDUCATION CODE 10900-10914.5 Community recreation programs 32282 School safety plan 37220 School holidays 38130-38138 Civic Center Act, use of school property for public purposes BUSINESS AND PROFESSIONS CODE 25608 Alcoholic beverage on school premises MILITARY AND VETERANS CODE 1800 Definitions UNITED STATES CODE, TITLE 20 7905 Equal access to public school facilities COURT DECISIONS Good News Club v. Milford Central School, (2001) 533 U.S. 98 Lamb's Chapel v. Center Moriches Union Free School District, (1993) 508 U.S. 384 Cole v. Richardson, (1972) 405 U.S. 676 Connell v. Higgenbotham, (1971) 403 U.S. 207 ACLU v. Board of Education of Los Angeles, (1961) 55 Cal .2d 167 Ellis v. Board of Education, (1945) 27 Cal.2d 322 ATTORNEY GENERAL OPINIONS 82 Ops.Cal.Atty.Gen. 90 (1999) 79 Ops.Cal.Atty.Gen. 248 (1996) Management Resources: CALIFORNIA DEPARTMENT OF EDUCATION LEGAL ADVISORIES 1101.89 School District Liability and "Hold Harmless" Agreements, LO: 4-89 WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov

CURRENT POLICY READS AS FOLLOWS:

Application and Approval

The County Superintendent shall develop procedures whereby the public may apply for use of facilities and shall grant approval subject to these policies.

Memorandum No. - 13. Meeting Date: 6/9/2015

TO: Alameda County Board of Education FROM: L. Karen Monroe, Superintendent of Schools RE: Items from the Secretary

Background :

Action Requested :

INFORMATION

ATTACHMENTS: Type Description Backup Material Ed. Services Division Report

Educational Services Summary Report Reporting Period: Through June 2015

Department Director Summary

Integrated Louise Arts Learning – Ray Cagan Learning Music • On May 12 th , the Arts Learning Unit presented about the work in the Alameda County Court and Community Schools bridging arts integration and common core alignment at the state-wide CCSESA Arts Learning Colloquium. • On June 15 th and 16 th , the Arts Learning Unit will collaborate with Envision Learning Partners to offer professional learning to teachers from across the Bay Area. The two-day workshop will focus on project-based assessments and arts integration.

Connected Learning – Tina Silverstein • The Schools Transformation through the Arts Grant Media Making/Technology Team hosted an in-service workshop for Integrated Learning Specialist Program faculty and coaches who will be working with teachers at two schools served by the grant. • Twice monthly trainings for Integrated Learning Department support staff. For Learning at Work Week, we discussed research- based best practices for both self-directed job-related workplace learning for individuals. • Attended US Department of Education Future Ready Schools Regional Summit as a representative of the ACOE team. Staffed a table (with colleague from Core Learning) highlighting some of ACOE’s digital learning initiatives.

District and Regional Initiatives – Carolyn Carr • Attended: the Othering & Belonging Conference sponsored by UC Berkeley’s Haas Institute for a Fair and Inclusive Society; the student-led Gateways Conference for Educators at Contra Costa College; and presented at the Steering Committee and Teaching & Learning Oversight Committee meetings. • Convened a Cross Sector Collective Impact – 2022 gathering of 50 colleagues to engage stakeholders in the work of the Alliance for Arts Learning Leadership. • Ongoing : Continue preparations for the 4th Annual Region IV Integrated Learning Summer Institute, Inventing Our Future 2015 .

Integrated Learning Specialist Program (ILSP) – Mariah Landers • Attended the Panasonic Conference on Urban Education in Orlando, Florida with Antwan Wilson, his administration team and the HS principals for OUSD. Learning time was spent on

Educational Services Summary Report Reporting Period: Through June 2015

understanding the Pedagogy of Confidence with Yvette Jackson, Columbia University. Collaboration time was spent on developing Linked Learning pathways for student success in OUSD. Mariah attended as a representative of the School Transformation through the Arts (STTarts) grant awarded to the Integrated Learning Specialist Program to bring Integrated Learning to Alliance and Roots Middle schools in East Oakland. • ILSP successfully completed: Spring Courses A and B in San Francisco; Courses A, B, and C in East Bay; Course A in Marin; and Course B in New Haven. • ILSP will hold courses this summer in San Francisco at the Asian Art Museum and in the East Bay at Wood Middle School.

Out of School Time/Expanded Learning – Joe Hudson, Jackie Shonerd • We are in the process of analyzing feedback from our extensive region-wide needs assessment conducted this spring. Results will help to shape our technical assistance work in 2015-16 as well as support ACOE’s response to the expanded learning RFA, which is expected to be released by CDE by next fall. • Region 4 professional development includes the sold-out Middle School Conference on May 14, the training for new ASSETs high school grantees to be held June 23, and our upcoming Kickoff Conference in Fairfield on August 4.

Power of Discovery STEM2 – Jackie Shonerd • Working with YMCA of the East Bay and the Gateways East Bay STEM Network, we are expanding our successful Community of Practice model to a large group of sites in Oakland and Richmond to improve quality and develop sustainable STEM programs.

Teacher Pathways/ILSP/STTArts – Joelle Fraser • Provided daily technical assistance to the field around credentialing and internships, and the para educator route into teaching. Revised MOUs, met with IHEs and districts. Worked with ACOE-based cohort, advisors and field supervisors to secure intern and student teaching placements for participants. • Continued with the planning and implementation of the STTArts grant. Completed Annual Performance Report. • The Higher Education Group is a group of educators contributing to the dialogue to help shape the future of teaching and learning at local, state and national levels. The group convened in February and May.

Educational Services Summary Report Reporting Period: Through June 2015

Core Jamie Leadership Learning Marantz Core Coaching Network (monthly): • Nine districts participate by sending Common Core and other instructional coaches and leaders to learn and collaborate on implementing best practices of Common Core implementation. Curriculum Council: • PLC and PD for chief academic officers of the 18 Alameda County school districts. Tier 2/Clear Administrative Credential Program: • Becoming an affiliate of ACSA (Association of California School Administrators) in order to administer a clear credential program for administrators starting July 1, 2015.

Math District Level Professional Development: • OUSD: Roots: Common Core PD and Leadership support (ongoing) • San Lorenzo: Secondary Math Training: Common Core Lesson Design, Lesson Study best practices (ongoing, until June) • San Leandro: Growth Mindset Parent/Community Engagement Meetings: • Hayward: Parent engagement at Cherryland Elementary for Math (May 21) C-STEM: Computing & Robotics • Ongoing Network of C-STEM teachers support meetings (training monthly)

Literacy District/School Professional Development: • Castro Valley: Literacy Design Collaborative model for common core aligned writing training for secondary teachers (ongoing) • Castro Valley: ELD Standards for Administrators (April 20) • Northern Light School: Professional development training for writing workshop model of teaching writing (ongoing, bi-weekly) • Pleasanton: Presentation to community on literacy in math: How to prepare students for writing high-quality responses in math. • Roots International Middle School: Professional development to support planning units and lessons aligned to rigor of the Common Core Standards (ongoing, bi-weekly) • San Lorenzo Unified: Literacy Design Collaborative Model for Common Core Aligned Units (ongoing)

Educational Services Summary Report Reporting Period: Through June 2015

• San Lorenzo Unified: Technology Integration for World Language Teachers (June 16) Workshops at ACOE: Open to any participant • ERWC: Expository Reading & Writing Course for middle school teachers • Teaching Grammar Rhetorically (May 21) Conference Presentations: • Presented the ERWC at the California Continuation Education Conference Statewide Meetings: • ACOE representative participated in the State of California Bilingual Coordinators’ Network meeting

Educational Technology Trainings District/School Professional Development: • Google Sites training in Berkeley Unified Workshops at ACOE: Open to any participant • Beyond the Hour of Code

Program Development • Received a Google grant to launch Computer Science Principles for Teachers (CSP4T) course to train teachers in new Computer Science Principles. Built website and outreach for fall course. • Makerspace startup planning, materials purchasing and curriculum development for fall.

Other Activities and Services • Career Pathways Trust (CPT): Facilitating a UCCI Institute to create courses that are dual credentialed for both a-g UC requirements and Career Technical Education Pathways certification (June 23-25)

Research, Ingrid Accountability : Assessment & Roberson • 80% of districts received feedback on their draft LCAP during Accountability the month of May. The final 20% are scheduled for early June Partnerships for their Feedback Session with ACOE academic, engagement, (RAAP) and fiscal experts. • ACOE’s Accountability Network continues to meet every other month, focused on federal and state accountability requirements. The meeting is attended by accountability directors, managers and coordinators from our districts.

Educational Services Summary Report Reporting Period: Through June 2015

Assessment : • ACOE’s Assessment Network continues to meet monthly focused on the summative and interim assessments. The meeting is attended by assessment directors, managers and coordinators from our districts.

Research (Career Pathways): • RAAP is hosting a CPT Data Summit for 10 grant recipient districts. This day will provide support to data managers and technicians with the data required and submission.

Student Monica School News and Events Programs and Vaughan Local Control and Accountability Plan (LCAP): Services • ACOE Student Programs and Services engaged in an extensive process of reflection and revision for our 2015-16 LCAP. In this second LCAP year, SPaS is benefitting from leveraging the flexibility of the LCAP process to engage diverse stakeholders in aligning goals, actions, and resources across many programs. The 2015-16 LCAP also serves as our LEA Plan, and focuses on the following goals shared with our Single School Plans: 1. ACOE Students will receive value-added teaching and learning optimized for the unique needs of each program’s population. 2. ACOE Students will receive wrap-around supports to develop psycho-social skills and eliminate barriers to school success. 3. ACOE Schools will leverage their scarce resources through efficient and effective teaching, administration, and support services. 4. Alameda County Expelled Youth will receive supports needed for students to complete their educational plans. 5. Alameda County Foster Youth will receive supports needed for students to complete their educational plans. • LCAP final feedback session May 20 th with PAC, ELPAC. o Student and Parent/Guardian online survey continues to have additional feedback. o Online survey and draft copy of LCAP on ACOE site for public feedback. o Draft LCAP initial review by CDE resulted in small items to be fixed but looks like we are very close.

Educational Services Summary Report Reporting Period: Through June 2015

Federal Program Monitoring (FPM) : • Working on Follow up for FPM compliance issues. Graduation: • ACOE Graduates for 2014-2015 = 119 students; Certificates of Completion = 22 o Butler Academic Center: 14/Certificate of Completion: 1 o Bridge Academy: 9 o Burke Academy: 13/Certificate of Completion: 3 o Fruitvale Academy: 17/Certificate of Completion: 7 o Hayward Community School: 1 o Camp Sweeney: 16/Certificate of Completion: 1 o Quest Academy: 44/Certificate of Completion: 10 o Thunder Road: 5 After-School Accomplishments: • After-school programs and services are now available at all four community school sites: Fruitvale; Burke; Bridge; and Hayward Community. • Childcare services have been successfully negotiated for both CalSAFE sites, allowing parenting students equitable access to program offerings. • Comprehensive after-school academic support, including CAHSEE tutoring and general academic remediation, is available to students at all four sites. • A variety of new life skills and enrichment offerings have been made available to students, through a variety of community partners. These include: legal education; play and learn parenting workshops; driver's education; movement; and job readiness skills.

Foster Youth Services, McKinney-Vento, Transition Center, and Mental Health Support – Elizabeth Tarango Foster Youth Services (FYS): • ACOE’s CALPADS manager met with FYS program manager and staff, and Santa Clara FYS staff. Both FYS programs were trained to use Aeries and CALPADS in order to better understand how to use foster youth data in both databases. • ACOE CALPADS manager, FYS staff, and the CDE started planning for conference to be held on June 24 at ACOE. Conference will bring together Bay Area region district CALPADS technicians, FYS staff, and foster youth district liaisons. • FYS met with self-selected foster youth district liaisons at Casey Family Programs office. Kick off meeting focused on analyzing

Educational Services Summary Report Reporting Period: Through June 2015

foster youth outcome data countywide. Data will help FYS and districts provide more targeted services. • FYS program manager attended Endless Dreams training at the San Joaquin County Office of Education. Endless Dreams is a curriculum that supports school staff working with foster youth. • Two FYS education mentors provided “partial credit” training for Fremont USD school counselors. • FYS served as education panelist for Call to Action conference sponsored by the Alameda County Children of Incarcerated Parents Partnership. McKinney-Vento (MKV): • FYS/MKV program manager provided professional development training to SPAS community schools in the month of April and May. Training focused on new laws for MKV and foster youth including AB 1806. • MKV received 250 backpacks from Feed the Children and Cupertino Electric Company. Backpacks are for any elementary school students. • Program manager and OUSD student support specialists participated in webinar focusing on AB 1806. Transition Center (TC): • Located at the Juvenile Justice Center (JJC), ACOE professional expert (PE) provided school reentry support for 195 youth. A Master of Social Work (MSW) Intern is also at the Transition Center offering assistance two days a week. • PE attends bi-monthly case collaboration meetings with other service providers in TC to discuss youth and services provided to discuss best practices as well as ensure needs are met. • With TC partners, PE and FYS staff participated in Cinco de Mayo celebration held at the JJC. Mental Health and Social-Emotional Support Systems: • School Social Worker attended the Bay Area Trauma Informed Systems of Care (BATISC) Initiative’s event in order to collaborate with providers, across several counties, on delivering shared/common trauma informed practices to our youth. • School Social Worker distributed mental health materials to ACOE community schools to be displayed /used by students, parents and with school staff on topics including drug use, depression/suicide, healthy relationships, anger, stress and parenting. • School Social Worker and MSW Interns prepared for the end of the 2014-2015 MSW Internship program.

Educational Services Summary Report Reporting Period: Through June 2015

• School social worker and New Haven USD Social Work Supervisor developed process for reentry of students transitioning to Hayward Community School as well as ongoing support. • School social worker, FYS/MKV manager, and SPAS school psychologist met to discuss and review the mental health services provided this academic year. Staff made recommendations for next year.

Pathways to Christine Pathways to College and Career College and Boynton • Data team bringing together the county information. Career • State work proceeding CDE and Community College Chancellor’s office. & • CPT II: R4: Resilient Youth. Ready to learn. Ready for work. Ready for life. – $14.2 million awarded to ACOE to create a Network Project EAT for Court, Community and Alternate Schools for Career (Educate, Act, Pathways. Thrive) Civic Learning • First meeting at Mills to begin to think about how to move forward with getting Districts to adopt Civic Learning policies.

YPAR (Youth Participatory Action Research) • All YPAR groups (San Lorenzo, Hayward, Tennyson, and Mount Eden) have taken action on their research. • Tennyson—presented research at HEALTHstival and to Superintendent Dobbs. Will follow up with HUSD maintenance and operations about feasibility for canopies over outdoor quad. • San Lorenzo—students hosted “Kale Yeah Day” on campus promoting the use of kale and leafy vegetables as part of a fun and delicious diet. Students also completed their final report, presented research to San Lorenzo Nutrition Services and collected petition signatures for a salad bar. Nutrition Services is looking to vary the menu more within a week based on student research, is improving signs and information on video screen in the cafeteria, and supported the Kale Yeah Day. • Hayward—students presented to HUSD Nutrition Service Director and Superintendent Dobbs. Students have started an Instagram campaign promoting new stone fruit on school menu. There are plans to work with cafeteria staff next year to start a community table to share unwanted produce. • Mount Eden—students presented research to the vice principal

Educational Services Summary Report Reporting Period: Through June 2015

and Superintendent Dobbs. Will follow up with Lowes and Home Depot to see if any perennials could be donated. • Students completed retrospective survey that will be entered into Survey Monkey and submitted to Alameda County Community Public Health Services.

Alameda County Public Health Department (ACPHD) • Project EAT will subcontract with ACPHD for Nutrition Education Obesity Prevention (NEOP) again this year. Current Youth Engagement strategies will be expanding into OUSD.

Harvest of the Month (HOTM) • Fifth grade teachers administered CDPH Youth Nutrition and Physical Activity Survey. We are looking forward to the results. We expect to see positive changes in student health. • For April and May tastings, our 16,000 students received their own peeled carrot with some green on top, and some delicious blueberries. Students in the afterschool program sampled carrot crudité and strawberry banana smoothies. • Teachers led Rethink Your Drink lessons at our participating HOTM schools. They each received a kit consisting of a three- gallon container and all the essentials to make a healthy sugar- free drink. Many have sent in blog posts on their experience.

Youth Garden Mentors • Elementary school sites have completed family days where Garden Mentors lead families at their designated schools through nutrition activities. • Community garden days have been successful. • Two Youth Garden Mentors presented to Kaiser Board of Physicians at Sleepy Hollow Medical Center. • San Lorenzo group (nine interns), finished their last lessons at their respective schools, are doing Family Garden Days at the schools the last week of June, and will do some final days in the garden at SLZ High. • Students will be planting natives, mulching, and installing signs this week as part of the water conservation grant.

Youth Justice Summit Planning • Youth from Project EAT internships will participate in the upcoming youth justice summit in the fall. It is still unclear exactly how the youth will be incorporated.

Educational Services Summary Report Reporting Period: Through June 2015

Booklet • Project EAT’s new informational booklet has been completed. We are waiting for final approval to print copies.

CalFresh • CalFresh Presentations have been made at the following schools: o May 13 – Tennyson High School “Grupo Café” o May 15 – Harder Elementary “Grupo Café” o May 19 – Chavez Middle ELAC meeting and potluck o May 22 – Tyrrell Elementary parent meeting • Upcoming presentations have been scheduled: o May 29 – Hesperian Elementary Family Friday “Coffee with the Principal” o May 29 – Cherryland Elementary EL Reclassification celebration

Tennyson Community Garden • The annual HEALTHstival took place during Earth Week and included compost and plant starts giveaway to the local HOTM elementary schools. • We are currently hiring youth workers who will work in the Tennyson High School Community Garden in the summer, as well as take a Cycles of Land course offered through Merritt College for college credits.

Oakland Unified • We are now working out of Alternatives in Action (AIA) High School and helped the school to establish their garden by providing training in plants and soil. Our student workers from Castlemont and other Oakland high schools are helping them build a school garden. AIA is an exciting school with great plans for integrating healthy gardening with academics. We are hiring students from AIA for our summer GFSH programs. • We were also part of their Community Impact Project and shared what makes Oakland special.

Kaiser Nor Cal (Fire Up Your Feet) • The Spring Activity Challenge ended on May 15, and six schools that we worked with in Hayward Unified have won 2 nd and 3 rd place cash awards, for a total of $5000 going towards health and wellness programs in the winning schools! One of the schools

Educational Services Summary Report Reporting Period: Through June 2015

was SO CLOSE to winning 1 st place and $5000! • Cherryland Elementary, who won first place and $5000 in the fall, helped to film a promotional video for Fire Up Your Feet, shot by Phil Grasso. https://youtu.be/-W370CMOhu4 • Here are the final standings: 2nd Place= $1000 Lorin Eden Cherryland Fairview Winton 3rd Place= $500 Tyrrell Harder • Winton won the first week’s challenge for $200 so HUSD received a total of $5200 for this challenge period.

Get Fresh Stay Healthy (GFSH) • Our annual HEALTHstival took place at Tennyson High. Healthy produce, physical activity, and gardening were abundant. We appreciate the many members of our community that attended. • Our GFSH youth conducted surveys to determine the health topics the Tennyson community is most interested in learning about. The results have informed their workshop planning. • We have added the following sites and are working with them this spring and summer: Island High School, Ruby Bridges Elementary, and Alameda Point Collaborative, in Alameda; and Aspire Academy and Alternatives In Action in Oakland. • Spring session at San Lorenzo (nine youth interns) is in full swing and we are beginning to recruit and train the summer crew in June. Big success was the Grow Fest/Native Plant Sale and Tour, which brought over 300 people to the SLZ High campus to get a tour of our farm, make a smoothie, participate in our planter box workshop, and more. Winter/spring crew in Alameda (10 interns) is finishing this week and will be assisting with hiring and training in mid-June as well.

Carol White • Focus for this timeframe has been data collection for the end of the year report. • Three-Day Physical Activity Recall sheets that track the daily movement over the course of three days for 500 San Leandro and San Lorenzo Carol White students. The goal is to achieve a

Educational Services Summary Report Reporting Period: Through June 2015

minimum of 60 minutes per day. • Pedometer step counts over the course of four consecutive days (during the school day and at home) for 500 San Leandro and San Lorenzo Carol White students. The goal is for each student to reach a minimum of 9000 steps each day. • Fruit and Vegetable consumption surveys of 500 San Leandro and San Lorenzo Carol White students. The goal is for each student to consume a minimum of two fruits and three vegetables each day. • FitnessGram testing for 500 San Leandro and San Lorenzo Carol White students. The FitnessGram measures six areas of fitness and takes on average two months to implement. Through this we learn about BMI, strength, flexibility and cardiovascular endurance. • School nutrition assessments have been conducted at each Carol White location and provided the foundation for creating an individual school wellness council action plan. • After school students and instructors were surveyed on their progress toward raising the caliber of physical activity classes and student participation. • The end of the year grant report to the US Department of Education is due in June. • Completed FAN (Fitness and Activity for Life) class series at Madison Elementary. • Completed Food & Fitness Festival (FFF) at Hillside Elementary.

Paradise Community Garden (PCG) • Member Meetings held monthly. • May Workshop by Rob Bennaton, East Bay Agriculture Advisor and Director, University of California Cooperative Extension. Topic: Soil Fertility for the Urban Grower • Garden Box Building on May 3: GFSH interns trained at SLZ High taught the community how to build raised garden beds. • One year anniversary celebration will be held on June 21, 3-5 PM.

Community • “Let’s Walk” event on May 2: Local Community Garden Tour (four-mile loop) from PCG included Colonial Acres community garden, San Lorenzo High, Dig Deep greenhouse/garden, and Meek Estate public orchard. • EALI Environment & Agriculture Coordinating Team – ongoing

Educational Services Summary Report Reporting Period: Through June 2015

participation. • We are teaching one class a week of Environmental Leadership in Action at SLZ High – focused on food production and distribution on campus, as well as implementing a water conservation grant.

California Maria CHKRC and CASRC Service Data Healthy Kids Casey • Data on the services provided by the California Healthy Kids and After Resource Center (CHKRC) and the California After School School Resource Center (CASRC) are compiled quarterly. Resource • The CHKRC and the CASRC scheduled, shipped, and circulated Centers 447 academic and health instructional and professional development materials in 22 subject areas from April 8 to May 22. • Maintained and updated the center’s online training platform and awarded certificates to 1,241 teachers, after school providers, and educators for completing professional development from 50 CHKRC and CASRC academics, health education, nutrition, physical activity, and health services online trainings from April 8 to May 22, 2015. Certificates were awarded to 23,521 teachers, after school providers, and educators from January 1, 2010 to May 22, 2015. • Developed and distributed three electronic CHKRC and CASRC updates for March 2015 to 6,156 subscribers per campaign, highlighting new materials and training opportunities available from the center. Sent 12 electronic CHKRC and CASRC updates to 6,156 subscribers per campaign from April 7 to May 22. • Maintained, checked, updated, and added new content to the CHKRC and CASRC websites. There were 26,044 site visits and 94,995 page visits from January 1 to March 31 for both websites.

CASRC • Participated in six after school outreach events to provide professional development and exhibits, making contact with more than 280 after school educators and other stakeholders around the state. The professional development topics offered by CASRC presenters included integrating the Making Sense of Common Core Standards in Expanded Learning Programs, as well as the Learning in After School and Summer Principles . • Published and distributed one electronic newsletter for after school professionals focused on the Quality Standards for Expanded Learning Programs.

Educational Services Summary Report Reporting Period: Through June 2015

• Co-chaired the statewide CDE After School Division’s Policy Guide Committee and presented at the national Best Out-of- School Time (BOOST) Conference in Palm Springs. • Provided one Webinar on the impact of expanded learning programs in the community for after school professionals.

FRESHMeals@School • Completed evaluations of six FRESHMeals conferences in Natomas, Monterey, Clovis, Encinitas, Riverside and Conejo Valley. Participants’ rated the conference activities from 4.1 to 5 on a scale with 5 as the highest rating. • Recorded, formatted, and posted a new online training for School District Nutrition Directors and staff titled School Breakfast – the Most Important Meal of the Day. • Reviewed an additional 15 recipes. Continued review and development of Web pages to host 84 standardized and student-tested recipes from 16 school districts throughout California. These Web pages and recipes will be resources for school meals programs throughout the state and the nation.

Nutrition • Completed posting a survey for teachers and health and nutrition educators to guide support for instruction that aligns with the Nutrition Competencies and Common Core State Standards. • Completed research-based review of 36 items for potential inclusion in the California Healthy Kids Resource Center library collection.

Tobacco Use Prevention Education (TUPE) • Program Manager participated in the CDE’s 3-day Cohort K Tier 2 Grant Readers’ Conference in Sacramento. • Countywide PSA Awards Ceremony – May 4 o The TUPE Youth Advisory Board did a fabulous job hosting the event. o Marlon McWilson, Board President, gave a warm welcome (thank you!) • Year-End celebration held on May 11 for our TUPE Youth Advisory Board where they received their annual stipend in exchange for their year of service. • VIDEO: 2014-15 TUPE Youth Advisory Board Members https://vimeo.com/125613535

Educational Services Summary Report Reporting Period: Through June 2015

Team California for Healthy After Schools (TCHAS) Contract • Coordinated, organized and conducted a two-day training in Visalia, CA on May 7-8 for 50 leaders representing 24 after school sites from seven State Superintendent regions throughout California. • Completed a summary of participants’ evaluations from the TCHAS May 7 and 8 conferences. Participants’ ratings ranged from 3.0 to 4.7 with 5 as the highest rating (strongly agree that the information and activities were useful). • Completed coaching visits with seven regional TCHAS Mentor and Mentee Teams to support implementing TCHAS Leading Principles and completing their Action Plans. • Completed phone interviews with TCHAS Mentor Teams in Regions 3 (Sacramento), 6 (Manteca), and 7 (Visalia) to identify best practices for nutrition education programming to create healthy after school environments. Two sites will be selected for case studies to highlight lessons learned, how to apply best practices, and positive outcomes. • Completed student assessments with 150 students in Sacramento Chinese Community Service Center to determine positive changes in nutrition and physical activity behavior as a result of implementing TCHAS and one of the core curriculums: Healthy Classrooms, Healthy Schools.

Safe Routes to School • Staff completed the California Pedestrian and Bicycle Safety Curriculum for Grades 4 and 5. • State Superintendent of Public Instruction, Tom Torlakson, used the curriculum as the centerpiece of Bike to School Day on May 6, 2015.

Educational Services Summary Report Reporting Period: Through June 2015

Region IV Robin Hall Regional and Statewide Councils, Consortium and Meetings Attended System of and/or Provided Support Services District & • Curriculum and Instruction Steering Committee (CISC) at School Sacramento County Office of Education – May 14 Support • Statewide Regional Consortia Meeting (CDE, RSDSS, WestEd) at (RSDSS) WestEd Sacramento – May 20-21 • State and Federal Program Directors’ Meetings at the CDE – May 15 and June 19 • Region 4 Curriculum and Instruction Leadership Council (CILC) at Marin County Office of Education – June 5

On-Going Project Leadership • Development and management of Statewide Regional System of District and School Support (RSDSS) On-Line Technical Assistance Toolkit (website) • Development and submission of the 2015-18 RSDSS, Region 4, grant application for annual funding of R4SDSS Center and the seven county offices of education sub-grants (Federal Title I Technical Service Funds) • Developed, distributed and formatted county office educational services’ capacity-building needs assessment for Region 4. Led analysis by educational services leadership from region’s seven COEs. Developed 2015-16 next steps.

Professional Development Presented/Facilitated by R4SDSS • CCSS-Aligned English Language Arts Strategies (workshop) at ACOE – May 14 • District-wide Collaboration for CCSS Implementation Success at Fremont USD – May 18 (Janel Keating and Robin Hall facilitated workshop for elementary principals) • RSDSS, Region 4, Staff Professional Development Showcase at ACOE – June 3 • Developed and published to www.r4sdss.org June 2015, eLearning Parent Module 3: Essential Resources for Districts to Increase Meaningful Parent and the Community Engagement • Developed and published to www.r4sdss.org June 2015, eLearning Module: Progress Monitoring the Implementation of District and School Plans • Other on-demand eLearning modules are available at www.r4sdss.org/courses/ on the following topics: 1) Program Improvement Overview; 2) Program Improvement Corrective Action and Restructuring, School-Level – Years 3, 4 and 5; 3)

Educational Services Summary Report Reporting Period: Through June 2015

Using State Recommended Tools to Self -Assess District Instructional Program; 4) Professional Learning Community (PLC) Driven Response to Intervention (RtI); 5) Essential Resources for Meaningful Parent and Community Engagement (Parent Guidance); 6) Essential Resources for Meaningful Parent and Community Engagement (School-Site Guidance); and 7) Getting Aligned with the CA CCSS and SBAC

Support to ACOE Divisions/Programs • ACOE Executive Director Cabinet and Educational Services Division Meetings – May 5 and 19 & June 2 and 16 • ACOE IT Social Project Management Software Review and Pilot Meetings – May 27 and June 3 (R4SDSS is one of three piloting departments) • ACOE LCAP Support – Feedback on Fremont USD, New Haven USD and Dublin USD draft documents – May 1, 18 and 27 • ACOE SPaS Support – Guidance to SPaS leadership regarding school-level PI Year 5 status/requirements – May 8 • RSDSS, Region 4, 2014-15 Staff Appreciation and 2015-16 Planning Meeting – June 29