Irvine International Academy TK – 6th For a term of July 1, 2021- June 30, 2026
Reason 解析
Truth 真理
Edify 啟迪
“Creating a Legacy”
Respectfully submitted to Orange County Department of Education October 7, 2020
Charter Petition
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TABLE OF CONTENTS
Charter School Intent and Charter Requirements...... 4 Affirmations and Declaration...... 5 Executive Summary...... 8 Founding Group...... 9 Element A (1:) Description of the Educational Program...... 17 Element B (2): Measurable Student Outcomes...... 90 Element C (3): Methods of Assessing Pupil Outcomes...... 112 Element D (4): Governance….…………...... 122 Element E (5): Qualifications of School Employees...... 129 Element F (6): Health and Safety……………………...... 137 Element G (7): Means of Achieve Racial and Ethnic Balance...... 143 Element H (8): Admission Requirements……………...... 145 Element I (9): Annual Independent Financial Audit...... 150 Element J (10): Suspension or Expulsion Procedures………………………………...... 151 Element K (11): Compensation and Benefits Programs...... 174 Element L (12): Public School Attendance Alternatives...... 175 Element M (13): Employee Return Rights...... 175 Element N (14): Dispute Resolution Procedures…...... 176 Element O (15): School Closure Procedures…...... 178 Required Supplemental Information…………………………………………………………………….……….……….180 Miscellaneous Charter Related Issues………………………………………………………………….…….….……….185 Conclusion……………………………………………………………………………………………………………………….…….186
Appendices Curriculum Maps Draft School Calendar Articles of Incorporation, Bylaws, Draft Conflict of Interest Code Budget Documents
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Irvine International Academy By Western Mandarin Immersion Charter School 501(c)(3)
July 8, 2020
Dear Superintendent Walker and IUSD Board of Education:
Due to the way children acquire language at a young age, Mandarin fluency can be imparted as a matter of routine, as part of learning. As a Mandarin speaking principal for the past four years, my experience at College Park Elementary School (K-5, 50:50 immersion) in San Mateo, is not theory, but success. College Park was named a 2018 California Distinguished School.
Other consultants include the following:
• Athena Advanced for charter budget and management (Delano Jones and Leigh Taylor) • Effectual Educational Consulting Services with Mark Hopkins for special education • Young, Minney, and Corr LLP (YM&C) (Janelle Ruley) • Dr. Lu, Principal of Beijing No. 2 Primary School (the most influential principal of China) • Duan Xiao Li, China’s 2017 Elementary Principal of the Year, have included letters of support
Irvine International Academy’s Founders include: 150 families, a Mandarin public school principal; a lawyer; a businessman; a PhD candidate whose dissertation at UC Irvine is on Mandarin curriculum and schools; a secondary principal and education professor from Azusa Pacific University; the Program Manager for CSU Fullerton’s Extension and International Programs (including Mandarin BCLAD/BILA credentialing); and a Chinese education consultant.
I hereby submit a petition to the Irvine Unified School District for the approval of Irvine International Academy. Nine Mandarin and 1 English teachers have signed as “meaningfully interested.” The charter school will be at El Camino Real Elementary or Western Learning Center, for $1 a square ft, which was offered by IUSD during Prop 39 discussions (see section 5) with YM&C. We request the petition be granted for a 5-year term to begin on July 1, 2021.
Sincerely, Steven Chuang, Founding Principal & Lead Petitioner
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CHARTER SCHOOL INTENT AND CHARTER REQUIREMENTS
The Charter Schools Act of 1992 states:
It is the intent of the California Legislature…to provide opportunities for teachers, parents, pupils, and community members to establish and maintain schools that operate independently from the existing school district structure, as a method to accomplish all of the following:
a) Improve pupil learning. b) Increase learning opportunities for all pupils, with special emphasis on expanded learning experiences for pupils who are identified as academically low achieving. c) Encourage the use of different and innovative teaching methods. d) Create new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the school site. e) Provide parents and pupils with expanded choices in the types of educational opportunities that are available within the public school system. f) Hold the schools established under this part accountable for meeting measurable pupil outcomes and provide the schools with a method to change from rule-based to performance-based accountability systems. g) Provide vigorous competition within the public school system to stimulate continual improvements in all public schools.
Cal. Ed. Code § 47601(a)-(g)
Irvine International Academy believes that the Charter School will make important contributions, in line with the legislative intent of the Charter Schools Act, by providing an excellent educational environment for students and broadening student learning to include an additional language (Education Code Section 47601(a)), using immersion language strategies not widespread in this area (Education Code Section 47601(c)) and creating professional opportunities for teachers who wish to implement Mandarin immersion (Education Code Sections 47601(c) and (d)). The Charter School also provides an additional option for high quality education (Education Code Sections 47601(e) and (g)).
The Charter Schools Act of 1992 provides that a petition must contain reasonably comprehensive descriptions of the elements described in Education Code Section 47605(c)(5). These subsections of law and the required descriptions are included herein.
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AFFIRMATIONS AND DECLARATION
As the authorized lead petitioner, I, Steven Chuang, hereby certify that the information submitted in this petition for a California public charter school to be named Irvine International Academy (“IIA” or the “Charter School”), to be operated by Western Mandarin Immersion Charter School (“WMICS”), and to be located within the geographic boundaries of Irvine Unified School District (“IUSD” or the “District”), is true to the best of my knowledge and belief; I also certify that this petition does not constitute the conversion of a private school to the status of a public charter school; and further, I understand that if awarded a charter, the Charter School will follow any and all federal, state, and local laws and regulations that apply to the Charter School, including but not limited to:
• Irvine International Academy shall meet all statewide standards and conduct the student assessments required, pursuant to Education Code Section 60605, and any other statewide standards authorized in statute, or student assessments applicable to students in non-charter public schools. [Ref. Education Code Section 47605(d)(1)]
• Western Mandarin Immersion Charter School declares it shall be deemed the exclusive public school employer of the employees of IIA for purposes of the Educational Employment Relations Act. [Ref. Education Code Section 47605(c)(6)]
• Irvine International Academy shall be non-sectarian in its programs, admissions policies, employment practices, and all other operations. [Ref. Ed Code Section 47605(e)(1)]
• Irvine International Academy shall not charge tuition. [Ref. Ed Code Section 47605(e)(1)]
• Irvine International Academy shall admit all students who wish to attend Irvine International Academy, unless the Charter School receives a greater number of applications than there are spaces for students, in which case it will hold a public random drawing to determine admission. Except as required by Education Code Section 47605(e)(2), admission to IIA shall not be determined according to the place of residence of the student or his or her parents within the State. Preference in the public random drawing shall be given as required by Education Code Section 47605(e)(2). In the case of a public random drawing, the District shall make reasonable efforts to accommodate the growth of the Charter School in accordance with Education Code Section 47605(e)(2)(C). Ref. Education Code Section 47605 (d)(2) (A)(A-C).
• Irvine International Academy shall not discriminate on the basis of the characteristics listed in Education Code Section 220 (actual or perceived disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code, including immigration status, or association with an individual who has any of the aforementioned characteristics). [Ed Code 47605(e)(1)]
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• Irvine International Academy shall adhere to all provisions of federal law related to students with disabilities including, but not limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, and the Individuals with Disabilities Education Improvement Act of 2004.
• Irvine International Academy shall meet all requirements for employment set forth in applicable provisions of law, including, but not limited to credentials, as necessary. [Ref. Title 5 California Code of Regulations Section 11967.5.1(f)(5)(C)]
• IIA shall ensure that teachers in IIA hold the Commission on Teacher Credentialing certificate, permit, or other document required for the teacher’s certificated assignment. The Charter School may use local assignment options authorized in statute and regulations for the purpose of legally assigning certificated teachers, in the same manner as a governing board of a school district. [Ref. Education Code Sections 47605(l) and 47605.4(a)]
• Irvine International Academy shall at all times maintain all necessary insurance coverage.
• Irvine International Academy shall, for each fiscal year, offer at a minimum, the number of minutes of instruction per grade level as required by Ed Code 47612.5(a)(1)(A)-(D).
• If a pupil is expelled or leaves Irvine International Academy without graduating or completing the school year for any reason, the charter school shall notify the superintendent of the school district of the pupil’s last known address within 30 days, and shall, upon request, provide that school district with a copy of the cumulative record of the pupil, including report cards or a transcript of grades, and health information. If the pupil is subsequently expelled or leaves the school district without graduating or completing the school year for any reason, the school district shall provide this information to the Charter School within 30 days if the Charter School demonstrates that the pupil had been enrolled in the Charter School. [Ref. Education Code Section 47605(e)(3)]
• Irvine International Academy encourages parental involvement, but parental involvement is not a requirement for acceptance to, or continued enrollment at, the Charter School. [Ref. Education Code Section 47605(n)]
• Irvine International Academy shall maintain accurate and contemporaneous written records that document all pupil attendance and make these records available for audit and inspection. [Ref. Education Code Section 47612.5(a)(2)]
• Irvine International Academy shall, on a regular basis, consult with its parents and teachers regarding the Charter School's programs. [Ref. Ed Code Section 47605(d)]
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• Irvine International Academy shall comply with any applicable jurisdictional limitations to the locations of its facilities. [Ref. Education Code Sections 47605 and 47605.1]
• Irvine International Academy shall comply with all laws establishing the minimum and maximum age for public school enrollment. [Ref. Education Code Sections 47610 and 47612(b)]
• Irvine International Academy shall comply with all applicable portions of the Elementary and Secondary Education Act (“ESEA”), as reauthorized and amended by the Every Student Succeeds Act (“ESSA”).
• Irvine International Academy shall comply with the Public Records Act.
• Irvine International shall comply with the Family Educational Rights and Privacy Act.
• Irvine International Academy shall comply with the Ralph M. Brown Act.
• Irvine International Academy shall comply with Government Code Section 1090, et seq., as set forth in Education Code Section 47604.1.
• Irvine International Academy shall comply with the Political Reform Act.
• Irvine International Academy shall meet or exceed the legally required minimum number of school days. [Ref. Title 5 California Code of Regulations Section 11960.]
______Steven Chuang Date Lead Petitioner & Founding Principal
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EXECUTIVE SUMMARY
The Irvine International Academy will be a public charter school serving Transitional Kindergarten (TK) through 6th grade students. The Charter School’s educational model integrates Mandarin language immersion and a State Standards-aligned curriculum that incorporates “STEAM” (Science, Technology, Engineering, Arts, and Mathematics) ensuring that our students are prepared to excel and prosper in the 21st century. The Charter School plans to open in the fall of 2021.
VISION AND MISSION
Vision: We will create a progressive learning environment for TK through 6th grade students, preparing them to be lifelong learners and engaged global citizens.
Mission: We will provide a bilingual and biliterate education that promotes high academic achievement and cultivates students’ social emotional intelligence and curiosity, equipping them with 21st century learning skills to thrive in our dynamic global society.
PROGRAM HIGHLIGHTS
Our instructional methods and school composition will address the needs of the 21st century and our students will develop skills in critical thinking, problem solving, creativity, communication, collaboration, civic responsibility, and cultural awareness.
Our program is based on the following components:
Mandarin Immersion: The State Standards will be delivered in Mandarin through a one-way 50:50 immersion model. However, when academically necessary to meet our goals, the Mandarin ratio can be adjusted so the student studies in a “Linguist Environment” that develops Mandarin as the student’s natural/native proficiency.
Bloom’s Taxonomy: Students will participate in a learning environment that encourages intellectual risks and higher-level thinking. Creative, problem-solving skills will be practiced in the classroom to accommodate the need for rote memorization of Mandarin. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.1 Notice the following graph:
1 https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
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Multiple Intelligences: Dr. Howard Gardner’s (Harvard) provides students different ways to learn. In order to offer a more personalized approach, we will differentiate learning in order to meet individual student needs through different approaches. These are the following: Linguistic, Logical/Mathematical, Spatial, Musical, Bodily/Kinesthetic, Interpersonal, Intrapersonal, and Naturalist intelligences.
FOUNDERS
The Founding Team includes professionals in education, school administration, psychology, technology, law, consulting, operations, marketing, and finance, who recognize that the world is an interconnected environment and are passionate about creating an opportunity for all children to be fully prepared as global citizens in the 21st century.
More than half of the Founding Team is bilingual and have had international experience from growing up, living, studying, and/or working in other countries. All are committed to creating a lasting institution that will serve families in the community and beyond with a high quality, Mandarin immersion public education.
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The table below summarizes the expertise of the Founding/Advisory Team:
Founder/Advisor
Mrs. Kang-Abreu X X X X X MA MaryBeth Chen, MA X X X X X Stacey Cohn X X X X X X Principal Chuang X X X X X X X X X X X Terry Do, MS X X X X X X X Nick Driver X X X Duan Xiao Li X X X X X X X X X Cara Gallarado X X X X Mark Hopkins X X X X X Doug Husen, JD X X X X X X X X X Delano Jones X X X Yongli Lu, PhD X X X X X X X X X Glenn Rogers X X X X X X X Aaron Scott X X X X X Mike Scott, PhD X X X X X X X X X X X X Christina Sheby, RN X X Joleen Smith, EdD X X X X X X X Leigh Taylor X X X Ed Watson X X X X X Miller Zhuang X X X X X X X
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BOARD MEMBERS OF WESTERN MANDARIN IMMERSION CHARTER SCHOOLS
Doug Husen J.D.: Mr. Husen, J.D., graduated from California Southern Law School. As Owner and Lead Consultant, Mr. Husen was the founder of ThinkWare, a software development and consulting company. For 10 years, he worked as a Marketing Specialist for IBM creating plans and programs to address opportunities within schools, colleges, and university marketplace. He graduated from California Polytech Pomona University with a BS in Marketing Management. Mr. Husen, J.D., led Crossroads Christian School (1,000 K-12) in Corona, for 8 years as the Superintendent.
Winnie Kang-Abreu: Mrs. Kang-Abreu is the Program Manager of Extension and International Programs at California State University, Fullerton’s (CSUF) and has worked at CSUF since 2010. As the Program Manager she manages a large portfolio of domestic and international contract training programs and public offering programs.
One department under her leadership helps teachers from America and overseas obtain their teaching credential with Mandarin certification. CSUF has an extension campus in Irvine. Mrs. Kang-Abreu wrote, “We at CSUF have a long history to provide professional development trainings to educators and administrators from China, Japan, Korea, Vietnam and other countries. We sincerely welcome teachers from your partner schools in China join CSUF to study either short-term or long-term. We are eager to explore future collaboration as well.”
Her leadership in teacher education and credentialing will be crucial to Irvine International Academy’s having the best teachers in the country. Her MBA in Accounting & Finance is from California State University, Long Beach and her Bachelor of Arts in English Literature from Heilongjiang University, China.
Glenn Rogers: Glenn Rogers is an accomplished senior Fortune-class executive who has played a major role in guiding the growth of dozens of global industrial, retail, and technology companies. Rogers recently retired as Senior Partner with Accenture ($39B revenue, 459,000 employees and operations in 55 countries) running Oracle’s Products Industry practice globally. He led engagements for Fortune clients in the Retail, Consumer Goods, Industrial, Life Sciences, Automotive, and Travel sectors, over a 25-year period. Major clients included Honda Motors, Williams-Sonoma, and numerous State and Local governments. He is considered one of Accenture’s leading partners in the design and implementation of Oracle systems from CRM, Finance, to HCM, design of the overall architecture, and implementation. While quite technically competent, he “speaks human” and distills the complex to understandable terms.
Rogers is also a certified Board Leadership Fellow by The National Association of Corporate Directors (NACD).
Joleen Smith, EdD: Dr. Smith is the Executive Principal at Crossroads Christian High School (CCHS) in Corona, California. As principal she implemented a learning environment emphasizing collaborative learning methodologies and technologies based on her book, Let’s Collaborate! ™
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Collaborative Learning Techniques for Life-long Learners. A Facilitator’s Guide of Researched Tools and Materials. She has pioneered the A-G classes and students receiving college credit towards their Associate Degree during high school.
Additionally, she is an adjunct professor at Hope University and Azusa Pacific University where she has taught the following:
• Student Teacher Supervisor for California Teaching Credentialing • TEP 517/518 Methods of Teaching Reading and Writing • TEP 527/528 Teaching Strategies and Models of Instruction • TEP 547/548 Curriculum and Assessment
Edward Watson: Edward Watson will finish his PhD at UC Irvine in Mandarin Immersion programs and is an expert in curriculum. He also holds 2 Masters. MA University of California – Irvine (2017) Sociology. Thesis: Keeping Up With the (Zh)oneses: Mandarin Immersion and School Choice and MA Washington University in St. Louis (2013) in East Asian Studies. He speaks Mandarin and lived in Chongqing for 4 years observing education there. Field Exams: Consumption in Modern China, and finally BA University of Missouri – Columbia (2005)
Miller Zhuang: Mr. Zhuang was born and lived in China until the age of 21 when he was selected because he was in the top 5% academically of Chinese students. He was allowed to go overseas to study after China’s Cultural Revolution. After completing his college degree in Canada, he traveled to Venezuela and worked with Chinese immigrants for 7 years. Now a fluent Spanish speaker, the Latin culture prepared Mr. Zhuang to help in his work with 2008 earthquake survivors in Chengdu. Government leaders honored Miller for the 10-year anniversary of the Sichuan Earthquake. Mr. Zhuang was the guest speaker and his training system is still being used to train generations teachers to recognize and help troubled kids. He speaks Mandarin, Cantonese, English, Spanish, and 4 other languages.
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PETITIONERS AND ADVISORS
IIA’s Petitioners and Advisors consist of experts in a broad number of educational and related fields. The Petitioners and Advisors serve as a resource and provides guidance to WMICS.
Principal Steven Chuang: Steven Chuang had been serving as the principal of College Park Elementary School with Mandarin Immersion program and Gifted and Talented Education (GATE) program in the San Mateo-Foster City School District since July 2016. Before his current job, he taught at Central High School in the School District of Philadelphia for 15 years. He first went to Philadelphia in 2000 to pursue my Master of Science in Education at the University of Pennsylvania, then continued to pursue the teaching license in Foreign Language and Teach English as a Second Language (ESL) in 2002. Before he graduated from PENN, he was able to impress the administrators from Central High to hire him to build up the first Chinese program in the whole district. Central High School has a long history of excellence in education in that it is the second oldest public high school in the U.S and has been nominated “Blue Ribbon School” for many years. Many of his former students went on to attend Ivy League schools.
After he obtained his permanent residency in 2007, he started to get more involved with the community of Chinese language teaching and learning. He joined the first STARTALK Student Program at PENN, one of the STARTALK projects funded by the National Security Agency and launched by National Foreign Language Center (NFLC) at the University of Maryland. In 2008, he assisted his school district with receiving the FLAP (Foreign Language Assistance Program) grant and expanded the enrollment of Chinese and Arabic language learners. In 2010, he wrote a proposal and was selected as one of the 60 Asia Society Confucius Classrooms receiving $10,000 seed grant each year. In 2011, he was funded for $88,000 by the NFLC to run and direct a 3-week STARTALK Chinese Student Program. The program was recognized by NFLC as one of the curriculum models for student programs. He gained great experience as an administrator since he had to recruit every teacher, teaching assistant, and student, as well as having to deliver a workshop and professional development tailored for the program to help my staff optimize their performance.
Mr. Chuang served the College Park Elementary School community (451 students) as their public, magnet school principal. Looking back at his first two years of his principalship, he spent time beyond work hours and tremendous efforts to be efficient at the master scheduling matrix, students’ class lists, staff evaluation, school funding, student discipline, curriculum refinement, staff professional development, and parent communications. The community has been so honored that College Park was named one of the 2018 California Distinguished Schools because of their high academic performance and closing achievement gaps. This year, College Park maintains growth and shows Blue in all areas (ELA, Math, 63% of EL learners making progress, Absenteeism, and Suspension rate) from the 2019 California School Dashboard Data as follows.
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Executive Director/Superintendent: Michael Scott PhD
Michael Scott, PhD’s research has led to innovations involving 100% of students being engaged. These strategies have consistently transformed inner-city and GATE students’ standardized test scores. Dr. Scott’s designs deliver content utilizing Bloom’s taxonomy highest levels of thinking, resulting in creative-problem solvers. Requests for demonstrations and insights come from as far as China where he has spoken at 70 plus schools. During his public teaching career, he has taught first grade through eighth grade in public schools. Also Dr. Scott has been an adjunct professor of Education at California Baptist University, National University, and Biola University.
Dr. Scott has published several works including One-to-One Classrooms Inspire Creative Problem- Solvers, which was translated into Chinese in 2014. Additionally, Moody Press published software developed by Dr. Scott’s software company for accounting called the Master Series and included Ledger, Payables, Payroll, and Receivables. He obtained an AS in Nursing from Mt. San Antonio Junior College, BA from Azusa Pacific University, MA of Education Administration from National University, and PhD from Louisiana Baptist University in Education Administration.
Education Divisions, Taipei Economic and Cultural Offices in Los Angeles (TECO)
TECO Endeavors & Services (https://www.taiwanembassy.org/uslax_en/post/70.html):
• To promote educational and academic cooperation between the counterpart institutes of the United States of America, including Southern California, Hawaii, Arizona, New Mexico, and the United Mexican States with Taiwan • To promote international exchange and intellectual growth in the States • To promote education inter-flows between areas under our official jurisdictions and Taiwan • To provide American institutes and other organizations with education info of Taiwan • To promote Mandarin learning and cooperation in the US.
Yongli Lu, Ph.D.: Dr. Lu is currently the Principal of Beijing No. 2 Experimental Primary School, Beijing, China. This is the most prestigious elementary school of China and she is considered the top principal leader of China. Beijing No. 2 is 4,500 students and Dr. Lu also directs 31 other elementary schools around Beijing. Previously, Dr. Lu was a distinguished professor of Education Psychology at Beijing Normal University for 16 years. Dr. Lu has met with multiple world leaders when they visit China and her prominent school. In 2016, Dr. Lu organized China’s first national conference of 400 elementary principals from every province. Speakers came from Europe, Japan, California, and Boston.
Duan Xiao Li: Principal “Daisy,” was selected as the “2017 Principal of the Year” in China. In 2008, an earthquake shattered Chengdu and greatly affected the students of her school, Qingshuihe Experimental Primary School Affiliated Sichuan University. Working with Mr. Zhuang and Partners in Development Worldwide, they developed innovative psychological support and
Page 15 of 186 programs to help hundreds of students and teachers avoid suicide from their grief. As a result, test scores of Qingshuihe soared and her work was recognized by the top education experts in Beijing and at Beijing Normal University. She is currently the principal of Longjiang Road Branch Primary School in Chengdu.
Stephen Scott: After finishing his sophomore year in college, Mr. Scott went to Chengdu, China. His first job was as an English teacher in Kehua Zhonglu Primary, a Chinese public school. At the end of the year, he was entered into a competition with 60 other foreign teachers in Chengdu (population 15 million) and was selected “Foreign Teaching Method of the Year.” Currently he lives in Corona Del Mar working for a Chinese Rare Earth Minerals provider for research projects.
Nick Driver: Mr. Driver lived 16 years in China working as a reporter for Associated Press News Service. He helped start two Mandarin schools in the Bay area. He worked for Charter School Management Corporation creating budgets and professional development.
California Charter Schools Association The California Charter Schools Association (CCSA) is a professional membership organization serving more than 500 public charter schools in the State of California.
Young, Minney & Corr, LLP YM&C is California’s most experienced, knowledgeable, and respected firm working in the unique area of charter school law. As a leader in charter school representation since the passage of California’s Charter Schools Act of 1992, they represent more than half of the charter schools in the state, offering expertise in every facet of charter school creation, expansion, and operation including charter petitions and negotiations, Memoranda of Understanding (“MOU”), nonprofit incorporation, employment law, board governance, facilities, student issues, policy development and more. They emphasize a preventative approach to the law, helping clients anticipate legal difficulties, minimize exposure to legal claims and fees, and prevent operational challenges.
Athena Advanced Delano Jones and Leigh Taylor lead Athena Advanced. ATHENA uses a true fund accounting software system. The MIP software was designed specifically for the needs of not-for-profit organization accounting. They customized the Chart of Accounts to be in compliance with the California Schools Accounting Manual (CSAM) and the Standard Account Code Structure (SACS).
FEATURING * 24/7 dashboard access to real time data *Customized Reports, Charts & Graphs * Collaborative Budgeting Module *Optional Purchasing Module * Additional tracking codes set up to client specifications
Charter Schools Development Center (CSDC) CSDC Members enjoy access to CSDC's online trainings including:
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• Online Governance Academy : The Governance Academy is a series of online trainings designed to prepare new and veteran board members on topics including compliance with the Brown Act, board development and configuration, and more. • LCAP Webinar : This online training offers expert CSDC analysis and is designed to help California charter school leaders understand the key elements of the new multiple measures accountability system. • Online Start Smart : CSDC’s Start Smart online developer training provides an overview of charter school development, including the basics of petition drafting, charter school approval, school design, founding team development, finance and facilities. • Brown Act Online Training : CSDC’s Brown Act online training is a series of short instructional videos that discuss in-depth the Ralph M. Brown Act. This online training opportunity is a self-paced instructional tutorial that can be done individually at home or viewed as part of a collective board training.
Mark Hopkins of Effectual Educational Consulting Services Effectual Education Consulting Services (EECS) provides special education services for charter schools. Their service providers include speech and language pathologists, occupations therapists, Education specialists (special education teachers, School Psychologists and Counselors, behavioral Intervention Specialists, Physical Therapists, Adaptive Physical Education Specialists, Visual Itinerant teachers and Orientation and Mobility Specialists.
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ELEMENT A (1): DESCRIPTION OF THE EDUCATIONAL PROGRAM
“The educational program of the charter school, designed, among other things, to identify those whom the charter 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.
The annual goals for the charter school 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, and specific annual actions to achieve those goals. A charter petition may identify additional school priorities, the goals for the school priorities, and the specific annual actions to achieve those goals.” Education Code § 47605(c)(5)(A)(i)-(ii)
Our primary goal is to provide an excellent education designed to meet the academic and social needs of each child. The Charter School’s students will achieve at high academic levels and will meet or exceed the Common Core State Standards, the Next Generation Science Standards, the History-Social Science Framework, the English Language Development Standards and the remaining State Content Standards (collectively, the “State Standards”).
The Charter School aims to prepare students to not only be successful and fulfilled individuals, but also to be change makers in the greater community. Throughout the curriculum, students will make connections between their studies and the outside world. There will be opportunities to participate in community service projects, in order to develop increasing empathy and responsible decision making that will help students build better relationships in school and in the community.
VISION AND MISSION
Vision: We will create a progressive learning environment for TK through 6th grade students, preparing them to be lifelong learners and engaged global citizens.
Mission: We will provide a bilingual and biliterate education that promotes high academic achievement and cultivates students’ emotional intelligence and curiosity, equipping them with the21st century learning skills to thrive in our dynamic global society.
EDUCATIONAL PHILOSOPHY
We will build, sustain, and grow the Charter School with families, teachers, support staff, leaders, board members, and other stake holders who demonstrate alignment with the following core values: 1) We believe in Growth Mindset and Perseverance: All children can, and will, achieve to their highest potential if they are willing to invest in the work and believe in themselves. We value courage, initiative, and tenacity.
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2) We believe in Creativity and Curiosity: We aim to develop students who pursue inquiry collaboratively with critical and creative minds. We value exploration and perspective. 3) We believe in Community: Parents, teachers, and leaders assume collective and individual responsibility for students’ success. We value relationships, kindness, integrity, and respect. 4) We believe in Diversity: In order to prepare students for a global society and workforce, they need to learn to work with, and appreciate the contributions of, those that are different from themselves in all aspects of life.
STUDENTS TO BE SERVED—TARGET STUDENT POPULATION
The Charter School will grow to serve students in grades TK through 6th grade from Irvine and Orange County. In the Charter School’s first year, 2021 – 2022, we plan to serve approximately 384 students in TK, kindergarten, first, second, third, fourth, and fifth grades. By 2025-2026, the Charter School plans to serve 512 students. In 2019, Japan and South Korea are listed 2nd and 3rd in the top school systems in the world.2 Japan averages 32 students3 in classes and South Korea averages 28. Two of the top countries in the world, also have the largest class sizes.
IIA starts with 2 classes for TK-3rd grades. Irvine IUSD has 33 students in TK, K and 1st grade classes. We will have fewer, 32. IUSD Turtle Rock Elementary (K-6 & 864 students) averages 29.1 students in classes and is ranked 36th in Calif. at 98.5% average score.
Grade Year 1 Year 2 Year 3 Year 4 Year 5 2021 – 22 2022 – 23 2023 – 24 2024 – 25 2025 – 26 TK 64 64 64 64 64 K 64 64 64 64 64 1 64 64 64 64 64 2 64 64 64 64 64 3 64 64 64 64 64 4 32 64 64 64 64 5 32 32 64 64 64 6 32 32 64 64 Total 384 448 480 512 512
2 https://www.currentschoolnews.com/education-news/best-educational-system-in-the-world/ 3 https://www.theeducator.com/blog/class-sizes-around-world/
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STUDENT POPULATION AND DEMOGRAPHICS OF TARGETED SCHOOL COMMUNITY
We aim to serve families who live in Irvine and surrounding communities. The Charter School seeks to enroll students whose racial and ethnic diversity is representative of the IUSD. IUSD’s Asian students are 50.7% (Asian and Filipino) of the District’s student population with 30% of the English Learners speaking Mandarin – 2,065 students. The tables below show the student and general census demographic data4 for IUSD. 5
4 https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=District&year=2018-19&cds=3073650 5 https://www.caschooldashboard.org/reports/30736500000000/2018
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The Asian enrollment (Asian and Filipino) in the District is 17,880 compared to 9,612 for White, 3,894 for Hispanic, and 662 for African American6. The large Mandarin speaking population of Irvine provides Mandarin speech modeling among peers/students.
6 https://dq.cde.ca.gov/dataquest/dqcensus/enrethgrd.aspx?agglevel=District&year=2018-19&cds=3073650
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IUSD also has its own SELPA. The Irvine district has 9% of its students identified for Special Education. Speech is the largest category of services identified. As indicated below, IIA will give attention to the needs of bilingual students and speech.
30% of Irvine’s English Learning students are Mandarin speakers (2,068). Mandarin students will model proper speech patterns for non-Mandarin students enrolled in IIA, as well as the Bilingual, Cross-Cultural, Language and Academic Development (BCLAD) Mandarin teachers. Many parents signing the petition have one native Mandarin speaker in the home.
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Those interested in Mandarin immersion are not confined to any racial or ethnic heritage. Principal Chuang’s school, College Park Elementary School has 95% non-Mandarin speakers. There is a waiting list of 100 for Kindergarten each year. Shuang Wen Public School #188 in New York City was featured in a front-page article in the New York Times as a magnet for African- American students.7 When Mandarin was first offered in Chicago public schools in 1999, about 250 students enrolled. Today, nearly 6,000 public school students, out of roughly 421,000, study Mandarin with the majority being African-American or Hispanic. One of the country’s largest Mandarin language programs (in Chicago Public Schools) “primarily serves students who are not of Chinese descent… From an all-black elementary school on the West Side to a nearly all- Hispanic elementary school on the South Side to more diverse schools throughout the city, some 3,000 students from kindergarten through high school are learning Chinese.”8
COMMUNITY INTEREST
Irvine has the largest Asian community in Orange County, and approximately 60,000 of those families are Mandarin-speaking families. There are a half dozen Mandarin immersion pre-schools that serve students up to kindergarten. A great number of families are paying $18,000 per student to learn Mandarin in pre-school. This investment now allows these students to continue to build Mandarin proficiency, when Irvine USD offered nothing, a district whose student population identifies as Asian at the rate of 49%. Irvine International Academy has already collected 150 signatures from families with TK through 5th grade children who are interested in attending the Charter School.9 A weekend heritage school in Irvine has 1,200 children attending each Saturday to continue to learn how to read, write, and speak Mandarin. The parents pay for this private school.
THE NEED
One of our top priorities is to help prepare our children to excel and prosper in the 21st century global economy. Former US Secretary of Education, Arne Duncan, and Libia Gil wrote: “Today, a world-class education means learning to speak, read and write languages in addition to English. In an interconnected, interdependent global economy, we must prepare our children for a future in which their social and economic success will depend on their ability to understand diverse perspectives and communicate with people from other cultures and language groups. This isn’t a matter of getting ahead—it’s a matter of catching up.”10
7 “New York School for Chinese is a Magnet for Black Pupils.” New York Times, November 2, 2002. 8 “Classes in Chinese Grow as the Language Rides a Wave of Popularity,” New York Times, October 15, 2005 9 These signatures are collected only to demonstrate local interest in IIA, and will not be submitted for purposes of meeting the signature requirement in Education Code Section 47605(a). 10 Duncan, A. and Gil, L. (February 19, 2014). English Learners an Asset for Global, Multilingual Future: Arne Duncan and Libia Gil. Los Angeles Daily News: http://www.dailynews.com/opinion/20140219/english-learners-an-asset- for-global-multilingualfuture-arne-duncan-and-libia-gil
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Irvine Unified School District is nearly 50% Asian, with the largest group being Mandarin speaking residents from Republic of China (Taiwan) and People’s Republic of China. IUSD has no Mandarin immersion program for its students and Irvine International Academy will not duplicate any District program currently offered within the school district.
IUSD is one of the fastest growing school districts in California with approximately 35,000 students currently. Two new schools were opened in the last two years. However, 2 old school sites are not active and used for other purposes. Westwood Learning Center (next to Sierra Middle School) and El Camino Real Elementary are both near Irvine HS in a section of town not actively building new homes. IUSD offered space at El Camino Real Elementary in response to Irvine International Academy’s Proposition 39 request for facilities.
With 9 Mandarin speaking teachers of the 10 already who have signed “meaningfully interested” (see Section 7) statements, IIA has the capacity to teach all students, of all ethnic backgrounds, who apply.
Additionally, we are not requesting special education or transportation services from IUSD. With an opening enrollment of 384 (out of 35,000) students, Irvine International Academy impact will be 0.01% of IUSD’s financials. Finally, of the 10 “meaningfully interested” teachers who signed the petition, none are employed by IUSD.
WHY LANGUAGE IMMERSION?
As the above chart indicates, by far the USA and China lead the world in genetic patents. Half of the world’s new knowledge is published in Mandarin, leaving English only speakers, at a disadvantage.
Immersion also has a very time critical element. The window to acquire language begins to close at around 4 to 6 years of age, and this window is only open once in a lifetime. Therefore, children can typically only enter an immersion program in TK, kindergarten, or 1st grade if they have
Page 24 of 186 limited to no experience with the language. If a language immersion program is not available when a child enters elementary school, s/he will have lost this opportunity to acquire a second language effortlessly.
Not only is Mandarin one of two most spoken language in the world, it is also the third most spoken language in America. However, the US State department reported Mandarin is 3 times harder to learn for their employees than other languages.
Mandarin and English will be spoken for instruction at 50:50. A teacher may exclusively speak one language or teachers may partner, modeling one language, or a teacher may use both languages. However, when academically necessary to meet our goals, the Mandarin ratio can be adjusted in grades TK-4th grades to be a larger percent of Mandarin so the student studies in a “Linguist Environment” that develops Mandarin as the student’s native proficiency.
COGNITIVE BENEFITS
Research is clear that exposing children to a second language at an early age stimulates the development of critical thinking and problem-solving skills.11 Students who are competent in more than one language consistently outscore monolinguals on tests of verbal and nonverbal intelligence suggesting that immersion students have greater cognitive flexibility.12 Furthermore, studies have shown there are specific benefits for learning a second language:13
• The ability to shift easily between symbol systems, such as mathematics and literacy • Higher performance on divergent thinking tasks indicating greater ability to solve problems in creative ways • Metalinguistic awareness, which includes phonemic awareness, awareness of language as a tool to communicate, and the understanding that words are arbitrary symbols • Improved overall school performance and superior problem-solving skills • Higher scores on standardized tests, including the Scholastic Aptitude Test (SAT), which shows that students who had studied a foreign language, for four or more years, outscored other students on the verbal and mathematics portions of the test • Students skilled in a second language, learn other languages more quickly
11 Tucker, G. R. (1999). A Global Perspective on Bilingualism and Bilingual Education: 12 Bruck, M., Lambert, W.E., Tucker, R. (1974), Bilingual Schooling through the Elementary Grades: the St. Lambert Project at Grade Seven. Language Learning 24. No. 2:183-204. 13 Met, Myriam, “Improving Students’ Capacity in Foreign Languages,” Phi Delta Kappan, November 2004.
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ACADEMIC BENEFITS
Principal Steven Chuang’s school, College Park Elementary School is only 5% Chinese speakers. Notice their scores on the California Dashboard site:
Principal Chuang wrote, “Moreover, we have reduced absenteeism and suspension rate, improved CAASPP scores and English Learners’ English language proficiency. College Park was recognized as one of the 2018 California Distinguished Schools for its high academic performance and narrowing achievement gaps. This year, College Park maintains growth and shows blue in all areas (ELA, Math, 63% of EL learners making progress, Absenteeism, and Suspension rate) from the 2019 California School Dashboard Data. “
Compare with IUSD:
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Yu Ming Charter,14 which has existed for 8 years, features a 90:10 immersion start and shows academic results on par with IUSD. Yu Ming Charter School is a 2019 National Blue Ribbon School and a 2020 California Distinguished School. School ranking and review website Niche released their 2020 Best Schools in America rankings last summer, ranking Yu Ming as #1 in Best Charter Elementary School in California and #1 in Best Charter Middle School in California. Yu Ming is proud of these state and national recognitions, not only for their young global scholars, but for their exemplary staff and teachers, and dedicated supporters. They believe it is our diverse, multi-lingual, compassionate, and connected community that is the key to our success. Yu Ming Charter is located in Oakland USD.
Notice Oakland USD’s graphs15, Yu Ming Charter School’s scores are 3 levels higher:
14 Yu Ming has 387 enrolled, with 5.4% English Learners, 13.7% Socioeconomically Disadvantaged. 15 https://www.caschooldashboard.org/reports/01612590000000/2018
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Immersion students also typically perform as well as, or better than, their monolingual English speaking peers on tests of subject-content mastery in English Language Arts, Mathematics, Science, and Social Science.16 Longitudinal research findings from one-way and two-way dual language immersion models of schooling demonstrate the substantial power of this program for enhancing student outcomes and fully closing the achievement gap [for] second language [students].
Both one-way and two-way bilingual programs lead to grade-level and above-grade-level achievement in second language, the only programs that fully close the gap. Groups of English learners attending one-way bilingual classes typically reach grade level achievement in the second language by 5th grade, scoring slightly above grade level through the remainder of their schooling. This is a truly astounding achievement when you consider that this is higher achievement than that of native-English speakers being schooled through their own language, and who have all the advantages of nonstop cognitive, academics, and sociocultural support.17
IMMERSION MODEL ADVANTAGE
Many of the benefits of bilingualism described in this petition, specifically cognitive, academic and professional, are only realized when full biliteracy is achieved, which is why the immersion model is so important. The immersion model is the most effective method for developing biliteracy or true proficiency in a language, including reading, writing, and even thinking, in both English and the target language. No other type of instruction, short of living in a second language environment, is as successful in helping a child learn another world language.
This model is very different from the traditional foreign language classes and after-school or weekend enrichment programs with which most of us are familiar, as described in the next table. The enrichment programs typically cannot develop high levels of fluency alone, much less literacy. The enrichment programs are also much, more costly when compared to immersion too, not just in terms of dollars, but time as well. Additional teachers must be hired and the school day usually extended, which cuts into other activities. The following 2 tables provide a detailed comparison between immersion and enrichment programs.
Comparison of Immersion v. Enrichment Programs Factors Immersion Enrichment
Operationally Cost-Neutral or Low Cost No extra cost Extra costs
Language is the Tool not the Subject Normal Taught environment separately
16 Curtain, H & Dahlberg, CA. Languages and children: Making the match, 2004. 17 Collier, V. & Thomas, W. “The Astounding Effectiveness of Dual Language Education for All”. NABE Journal of Research and Practice, 2:1 Winter 2004.
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Develops Fluency YES Limited Develops Literacy YES Limited Develops Multicultural Competency YES Exposure
Increases Academic Achievement YES Limited
Fastest Growing Form of YES NO Foreign Language Instruction
Over the past 30 years, due in large part to the success of immersion programs, there has been a shift away from teaching language in isolation and toward integrating language and content, which creates a more meaningful learning experience.
Immersion vs. Enrichment Primary Immersion Enrichment Questions When is the The language is taught during the school day The language is taught after target and integrated into the day as part of the core school, during school as an language curriculum. additional class or on the learned? weekend. A period typically lasts less than an hour X times per week. How is the The core curriculum is delivered in the target The target language IS the language language. Children pick up the language subject and is taught as a learned? naturally because the content engages them. separate course. Students Subjects may include Mathematics, History, conjugate verbs, study Science and Social Science. More schools are grammar and memorize moving toward immersion and the integration vocabulary. of language and content as it is the most effective method for developing proficiency in a language. What is the Children become biliterate in English and the The outcome is exposure to outcome? target language, so they are able to listen, language and culture, and speak, read and write in both languages. lower proficiency and Children also benefit from being able to think limited literacy. multidimensionally and bi-culturally. Children test at the same level, or higher than, their non-immersion peers.
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Who are the Staffed with the same CA credentialed teachers If the District were to offer teachers? in the school today, but these teachers have enrichment during the their Bilingual, Cross-Cultural, Language and school day, additional Academic Development (“BCLAD”) certification, teachers would need to be also known as Bilingual Authorization. Yes, hired (may not be these teachers are available and enrollment is credentialed) and the school growing in the BCLAD program as a result of day would likely need to be generous scholarships and the on-line extended. availability of the BCLAD courses. What about There is no additional headcount for teachers Enrichment is costly if cost? or facility costs. Operationally, the program is offered during the school on par with traditional programs. day as additional teachers would need to be hired and facilities allocated.
LINGUISTICS BENEFITS
Contrary to initial concerns about the possible detriment to English language development, children in language immersion programs reach higher levels of language proficiency than those in other types of world language programs while also demonstrating increased English vocabulary and better understanding of the symbolic representation of print, which facilitates decoding abilities and reading skills.18
SOCIETAL BENEFITS
Perhaps even more importantly, immersion students are engaged in meaningful, motivating, purposeful tasks that allow them to use the second language to communicate with others in a practical context.19 Students have immediate motivation to want to understand what is being said and to make themselves understood.
Immersion students develop critical skills needed to become contributing citizens in our interconnected global society. According to educators at Stanford University, world language instruction in California is undervalued and underfunded and must be supported for Californians to keep pace with global developments.20
18 Bialystok, E. 1997. “Effects of Bilingualism and Biliteracy on Children’s Emergent Concepts of Print.” Developmental Psychology 30 (3): 429–440 19 Met, Myriam. “Foreign Language.” Handbook of Research on Improving Student Achievement, Association for Supervision and Curriculum Development, 2004. 20 The California Foreign Language Project. (2009). Learning World Languages and Cultures in California: A Stimulus for Academic and Economic Success: http://web.stanford.edu/group/CFLP/resource/Stanford_CFLP%20Handbook.pdf
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GLOBAL PERSPECTIVE
• Mandarin is the first language of around 1 billion people, or 15% of the world, more than any other language by more than double • It is the national language of China, Taiwan, and Singapore and is used by the business community throughout Southeast Asia • Research also indicates that Mandarin ranks 1st after English in the international marketplace
CHILDREN USUALLY GO TO GRADE 1 AT THE AGE OF 6 OR 7 IN CHINA.
According to "全日制义务教育语文课程标准 " (English - Full-time Compulsory Education Language Course Standard), the characters that children should learn are:
Grade 1 to Grade 2: can read 1600 characters, and write 800 characters; Grade 3 to Grade 4: can read 2500 characters, and write 2000 characters; Grade 5 to Grade 6: can read 3000 characters, and write 2500 characters; Grade 7 to Grade 9: can read 3500 characters, and write 3000 characters.
5,000 characters are needed to read a paper and Mandarin is about 45-50,000 characters in total. Each academic discipline has its own unique set of words to learn. Our students must become lifelong learners.
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WHAT IT MEANS TO BE AN EDUCATED PERSON IN THE 21ST CENTURY
The Charter School’s Founding Team believes an educated person in the 21st century must be prepared to understand and solve complex and novel problems.
To be educated in the 21st century one needs to be:
• Academically and Intellectually Competent • Socially and Emotionally Competent • Multilingual and Multiculturally Competent • Self-Motivated • A Lifelong Learner
SOCIALLY AND EMOTIONALLY COMPETENT
To build upon academic and intellectual foundations, learners in the 21st century must be able to collaborate with others and to be able to effectively navigate in an increasingly diverse and global community. The Charter School will focus on developing these social and emotional competencies through the implementation of Positive Behavior Interventions and Supports (PBIS), which creates a positive and safe learning environment for students as well as fosters a school-wide culture of social emotional support.
MULTILINGUAL AND MULTICULTURALLY COMPETENT
In addition, language learning develops students’ cultural understanding and the ability to appreciate diverse perspectives. According to The American Council of Teaching Foreign Languages (ACTFL), language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language. 21
SELF-MOTIVATED
Students’ Intelligence Quotient (IQ) and Emotional Intelligence Quotient (EQ) together create the foundation for children to recognize challenges in and out of school, and to have the confidence, capability, resourcefulness, perseverance, intrinsic motivation and optimism to not only confront and solve those challenges, but to know that change is possible. Someone who is self-motivated takes initiative and is a problem solver. These are critical attributes of all successful leaders, change makers and IIA students.
21 American Council on the Teaching of Foreign Languages (n.d.) National Standards for Foreign Language Education: https://www.actfl.org/node/192
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Through our challenging academic program and progressive learning environment that focuses on developing critical 21st century skills, including social-emotional competencies, graduates will be high school, college and career ready.
LIFELONG LEARNER
In addition to content knowledge, our students will have the metacognitive skills to understand their own learning processes. They will strive to learn because they are self-directed, inquisitive and rewarded by gaining knowledge and understanding. We will instill a love of learning and a desire to seek knowledge because knowledge is transformative. Our students will become lifelong learners because they will understand that our society is not static, and the world’s challenges and information are rapidly evolving and becoming increasingly complex, so they will need to continuously learn and adapt in order to thrive.
HOW LEARNING BEST OCCURS
Our understanding of how the brain works and learns has grown exponentially in the past few decades. Beginning in the 1980s, neuroscientists and educators started exploring how advances in neuroscience could be applied to teaching. This interdisciplinary thinking and research provides insight into why some best practices continue to be effective, why some traditional practices are less effective, and how contexts for learning can be improved.22
With cognitive neuroscience as our guide, we believe learning best occurs when:
• Learning starts early • Learning is experiential • Learning is physical • Learning is social • Instruction caters to each child’s development
22 For a more in depth look at how neuroscience informs teaching and learning, see: Caine, R. N., & Caine, G. (1994). Making Connections: Teaching and the Human Brain. Menlo Park, CA: Innovative Learning Publications. Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. Sousa, D. (2006). How the Brain Learns. Thousand Oaks, CA: Corwin Press. Sousa, D., & Tomlinson, C. (2011). Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Bloomington, IN: Solution Tree Press.
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LEARNING STARTS EARLY
Many skills truly mastered as an adult begin with training in early childhood. This is evident when we consider elite athletes, musicians, chess players, etc. Mandarin language skills also fall in this category. In fact, there is a critical period for implicit language acquisition that begins to close in early childhood, and that window is only open once in a lifetime.
Peak proficiency in the language, control over the sound system, as well as the grammatical structure, is displayed by those whose exposure to that language begins in infancy or very early childhood. Such early learners show not only flawless control over the accent and rhythm of the language but also full and productive control over the syntax and morphology. With increasing ages of exposure there is a decline in average proficiency, beginning as early as ages 4 to 6.23
LEARNING IS EXPERIMENTAL
According to David A. Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experience. What is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytic skills, in order that they gain a better understanding of the new knowledge and retain the information for a longer time.24 By engaging with a partner, students benefit from practicing their language in a safe environment.
INSTRUCTION CATERS TO EACH CHILD’S DEVELOPMENT
Teachers use a variety of assessments and instructional approaches to most effectively target instruction to meet the needs of the student.25 With the use of student data analysis, teacher collaboration, and parent and community involvement, the Charter School will use informational sources to calibrate instruction to best match each learner’s academic growth.
DIFFERENTIATED INSTRUCTION
The Charter School will personalize learning using various approaches, depending on age group and skill level. Teachers will use a variety of techniques to differentiate instruction throughout the curriculum. Teachers will use flexible grouping, which can be based on assessment data, interests, learning preferences or specific learning objectives. Grouping will be interwoven with whole group instruction and independent work. In addition to flexible grouping, we will also incorporate blended learning through the use of technology for upper elementary school students.
23 Newport, E. L. (2006). Language Development, Critical Periods in, Encyclopedia of Cognitive Science, 737-740. 24 Wikipedia “David A. Kolb” 25 Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press; Wiggins, G., & McTighe, J. (2005) Understanding by Design. Prentice Hall.
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For Mandarin Language Arts, English Language Arts and Mathematics, the role of the teacher will be to design learning environments that allow students to move at their own pace toward competency in key topics in literacy and numeracy. Teaching blocks will usually start with a whole group lesson. Following this, some students will go to a smaller teacher-led group for guided instruction and practice, older students will go to a computer-led group for independent on-line instruction and practice, and another group will go to a peer group for group independent practice.
We plan to incorporate blended learning through the use of technology. Students will work at the computer using adaptive software, such as Accelerated Reader, Accelerated Math, or Math 180 to help them practice the needed concepts and skills or advance to the next level in Reading and Math. For Mandarin Language Arts, students will work on teacher-designed modules on websites to help them practice listening, character recognition and reading fluency. Computers will also be used for research, communication and production.
PHYSICAL ENVIRONMENT
Dr. Fred Jones offers the following classroom layout26. The red circle shows the continuous loop of the teacher around the classroom. Every 2 minutes s/he can view each student’s work. Proximity helps in classroom discipline. This optimizes the teacher as the “Guide on the Side.”
IMMERSION CREATES A LINGUISTIC ENVIRONMENT
The language immersion component of the program is based on a one-way immersion model, in which the student majority consists of English language speakers with limited to no proficiency in the target language. We will be hiring class aides and teachers who are Mandarin speakers. Most importantly, is to create a linguistic environment where students think in the language.
The Mandarin program will utilize simplified and traditional script with texts and teacher- developed, units of study. The language learning objectives will seek to develop listening, speaking, reading and writing skills in Mandarin for all students. Subjects taught in Mandarin will be taught by bilingual teachers with native or near-native proficiency in Mandarin and preferably have their BCLAD certificate. Subjects taught in English will be taught by teachers with native
26 Jones, Fred (2007), Tools for Teaching,
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English proficiency and preferably hold an English Learner Authorization. Cross-Cultural, Language and Academic Development (CLAD) certificate. Benchmarks will monitor and evaluate student progress and to modify teaching and learning needs.
INSTRUCTIONAL APPROACH
The foundations of our educational model will be an inquiry approach and will be driven by standards, including the Common Core State Standards, and grounded in research and best practices. In order for students to master all of the skills and content of the Charter School’s educational program, as well as develop into capable global citizens, they must be able to work independently, as well as collaboratively.
MULTIPLE INTELLIGENCES LEARNING PROGRAM
The theory of multiple intelligences suggests children learn in at least eight different ways – including through music and role-playing – but traditionally are taught in two main ways, linguistics and mathematics/logic. Dr. Gardner’s Multiple Intelligences are summarized below:
LINGUISTIC INTELLIGENCE 語文 - A sensitivity to the meaning and order of words
ENJOYS (likes, fond of): Reading and writing, Hearing and telling stories, Speeches and lectures, and Humor CLEVER (bright, smart) AT: Memorizing, Poetry and Writing, Using extensive vocabulary, Spelling, Games with words, BEST APPROACHES AND EXAMPLES: Note taking, Reading, Writing, Speaking, Learn another language, Discussions and debates, Humor incorporated in learning
LOGIC/MATH INTELLIGENCE 邏輯／數學 - Ability in mathematics and other complex logical systems
ENJOYS: Doing experiments, Chess, Figuring things out, Working with numbers, Asking questions, Analyzing & predicting CLEVER AT: Math, Reasoning, Logic, Problem solving, Using technology BEST APPROACHES AND EXAMPLES: Doing word problems, Riddles, Cause & Effect, Categorizing & Classifying, Working with abstract, Computer teaching software, Following directions to build models
SPATIAL INTELLIGENCE 立體空間 - The ability to "think in pictures," and visualize.
ENJOYS: Drawing, building, designing & creating things, Daydreaming, Viewing pictures/movies (like a silent movie), Art painting & sculpture, CLEVER AT: Using imagination, Sensing environment, Mazes/puzzles, Reading maps & charts, Visual arts, Crafts,
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BEST APPROACHES AND EXAMPLES: Storyboard, Artistic flipbooks, 3-Dimentional replicas, (architecture), Shoe box displays (diorama), Building kites, Collages for book reports, Computer PowerPoint presentations
MUSIC INTELLIGENCE 音樂 - Ability to understand and create music
ENJOYS: Singing and humming, Classical & contemporary music, Playing an instrument, Stories on tape, CD, or radio, Watching musicals CLEVER AT: Picking up sounds, Remembering melodies, Noticing pitches/rhythms, Creating songs BEST APPROACHES AND EXAMPLES: Rhythms, rhyme & repetition, Information put to a beat, Play classical music while working, Performing in skits & musicals, Using song lyrics to memorize (Dem Bones is found on YouTube) Read poetry aloud, School band and choir.
BODILY-KINESTHETIC INTELLIGENCE 身體／運動 - Physically involve one's body in a skilled way.
ENJOYS: Moving around, Working with hands, Using body language, Exercising, Gesturing frequently CLEVER AT: Physical activities, Sports/dance, Crafts, Drama/acting, Mechanics BEST APPROACHES AND EXAMPLES: Total Physical Response (TPR), Moving & doing, Role playing, Hands-on experiences, Present plays, stories, Dramatize important events, Field trips (use the community), Sports teams & cultural dance, Games (Steal the Bacon)
INTERPERSONAL INTELLIGENCE 人際 - Ability to perceive and understand other individuals
ENJOYS: Group solving of problems, Talking to people, Joining groups and clubs, Being a leader Having lots of friends CLEVER AT: Understanding people, Leading others, Socializing, Persuading others, Mediating conflicts BEST APPROACHES AND EXAMPLES: Interview “experts” for reports, Working in a group, Cooperate learning, Pen-pals, Debating opposite positions
INTRAPERSONAL INTELLIGENCE 自我認知 - Understanding one's own interests, goals
ENJOYS: Working independently, Pursuing own interests, Expressing opinions, Completing games, Solitary research CLEVER AT: Understanding self, Focusing inward on feelings/dreams, Pursuing interests & goals Being original BEST APPROACHES AND EXAMPLES: Individualized projects, Self-paced instruction, Having private space & time, Working independently, Reflecting, thinking, & visualizing
NATURALIST INTELLIGENCE 自然認知 - Ability to recognize and classify ENJOYS: Gardening, Hiking & camping, walking, Caring for pets & wildlife, Recycling, Spending time outdoors
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CLEVER AT: Collecting, Categorizing, Recognizing plants & animals, Understanding native surroundings, Recycling BEST APPROACHES AND EXAMPLES: Classifying information, Observing with microscope, Doing experiments, Using telescopes & binoculars, Disassembling to find out how things work Aquariums, Terrariums, & Butterfly enclosures
TEACHING STRATEGIES IN AN IMMERSION CLASSROOM
This section describes some of the specific teaching strategies that teachers will use to help students develop bilingual and biliteracy skills in English and Mandarin.
Explicit Instruction: The teacher presents the lesson and students demonstrate their new skills or knowledge individually or chorally. 27 Direct instruction will be an important strategy for ensuring that new vocabulary and curriculum content is learned.
Guided and Independent Practice: Practice opportunities will be concentrated immediately after explicit instruction, and also distributed over the weeks and months following introduction of new skills. Practice increases students’ retention of the newly learned material. Independent practice may also be differentiated to support students in the areas where they most need practice.
Small Group Instruction: Teachers will work with small groups, pre-teaching or re- teaching specific standards. Groups will shift continually, depending on students’ level. This creates opportunities to directly address the individual skill levels of mastery.
Inquiry and Problem-Solving: Students will be presented with a problem or question, around which they formulate and test theories to work towards a solution. Hands-on activities will encourage student-to-student interaction in both languages and provide an opportunity to apply their language skills.
Technology: Computers will also be used as a tool for research, communication and production. Students may use video-conferencing technology to interview experts for a project, search the Internet to practice their research skills, or use web-based tools like ePals to create real world, culturally-enriching learning experiences.
Specialized Language Acquisition Strategies: Teachers may use a variety of techniques. For example, they will build on background knowledge, using it along with context to convey meaning. They may initially use language with more simplified syntax, speak more slowly, emphasize key vocabulary, and both extend and expand students’ limited utterances. As students progress, teachers will expand the ways in which they make themselves understood, using paraphrase, exemplification, and literacy as tools for building language. Most importantly,
27 Adams, G.L., & Engelmann, S. (1996). Research on Direct Instruction. Seattle, WA: Educational Achievement Systems.
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students will gain proficiency by interacting with the teacher and classmates on topics, a key concept in Steven Krashen’s language acquisition theory, which states that “Acquisition requires meaningful interaction in the target language – natural communication…”28
In addition, teachers will use a variety of strategies from Specially Designed Academic Instruction in English (“SDAIE”):
• Realia (concrete objects and materials) • Manipulatives (drawings, posters, brainstorming-clusters, graphs, tables, maps) • Visuals (study-prints, textbook illustrations, overhead-projected prints, reproductions) • Graphic organizers (matrices, Venn diagrams and webs) • Learning, collaborative groups and student-generated writing based on experiences) • Concrete experiences, including planned opportunities for interaction between all individuals in the classrooms (creating a skit and acting it out, cooperative)
Furthermore, teachers will use Guided Language Acquisition Design (“GLAD”) to achieve an integrated, balanced literacy approach. Students will acquire academic language and concepts through the integration of listening, speaking, reading, and writing among all content areas, by focusing on the meaning and message but not on form.
PROPOSED SCHEDULE AND CALENDAR FOR SCHOOL YEAR
The Charter School’s academic calendar will comply with the minimum annual instructional minute requirements set forth in Education Code Section 47612.5. The proposed school will include 181 instructional days (140 regular days and 41 early release days) and 4 teachers’ workdays. On teacher workdays and the afternoon of early release days, teachers will focus on professional development. The calendar may be modified to coordinate with IIA priorities and will not constitute a material revision to this charter.
28 Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987.
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DAILY AND WEEKLY SCHEDULES
The daily schedule and annual instructional minutes amount (57,525) to more than the minimum number of instructional minutes set forth in Education Code Section 47612.5 and the annual days, at 181 for the 2021-22 school year, are more than the required number of 175 school days. Education Code Section 47612.5 requires:
• For students in transitional kindergarten: 36,000 minutes • For students in kindergarten: 36,000 minutes • For students in grades 1 to 3 inclusive: 50,400 minutes • For students in grades 4 to 8 inclusive: 54,000 minutes
Days and Minutes
Regular Day Early Release Total (345 Day (225 Minutes/Month Minutes) Minutes)
July 0 0 August 1 345 September 16 5 6420 October 18 4 7335 November 14 2 5490 December 11 3 4815 January 17 4 6075 February 14 4 5850 March 18 5 6870 April 13 3 5385 May 16 4 6420 June 6 2 2865 Annual Total Instructional Total Instructional 57,525 Minutes 48300 9225
Total School Annual School Days 140 41 Days 181
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SCHOOL CALENDAR
The Executive Director/Superintendent of the charter school or his/her designee shall annually present to the Board at its first meeting in June, the proposed school calendar for the following school year. The school calendar shall comply with all requirements of the law and needs of the community. The school calendar shall indicate the beginning and end of school dates, regular school days, number of teaching days, legal and local holidays, vacation periods, and other pertinent dates.
SCHOOL CALENDAR
2021-2022 (proposed) TRADITIONAL PROGRAM
FIRST DAY OF SCHOOL August 24-27, 2021 Teacher Days August 30, 2021 Students’ First Day
LAST DAY OF SCHOOL June 11, 2022 Students June 14, 2022 Classroom Teachers
LEGAL HOLIDAYS September 6, 2021 Labor Day November 11, 2021 Veterans Day November 22-26, 2021 Thanksgiving Day/Holiday December 25, 2021 Christmas Day January 1, 2022 New Year's Day January 18, 2022 Dr. Martin Luther King Jr. February 12, - Lincoln's Birthday & February 15, 2022 President’s Day Holiday May 31, 2022 Memorial Day
SCHOOL DATES September 17, 2021 Back to School Night November 24, 2021 First Trimester Ends March 25, 2022 Second Trimester Ends December 20, 2021 through Winter Recess January 1, 2022 April 4 through Spring Break April 8, 2022 April – May TBD Testing May 12, 2022 Open House
ELEMENTARY PARENT November 17, 18, & 19 First Trimester CONFERENCES March 22, 23, & 24 Second Trimester
(This calendar may be adjusted when Irvine USD releases its 2021-2022 calendar)
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CURRICULUM DESIGN
SUMMARY OF CURRICULUM
Fulfilling our goal will require teacher created materials, an understanding of California requirements and Common Core State Standards, changing Mandarin resources, and various curriculums. Current curriculum choices are summarized below, but remain flexible as the Charter School reviews their effectiveness, costs, and availability. Changing vendors or resources will not mandate a material change of the petition. Curriculum choices will be evaluated and adjusted during assigned calendar reviews. The programs we intend to use are the following, but may change after continuing evaluating results:
MANDARIN PROGRAMS
iChineseReader (http://cms.ichinesereader.com/about-us/) iChineseReader 3.0 is an online leveled reading platform tailored to meet the varied reading needs of all K-12 Chinese programs. It offers more than 2000 fiction and nonfiction interactive e-books of different genres, topics, and content areas placed at 20 proficiency levels. iChineseReader includes the most popular publishers’ series and articles written by star teachers in North America. On iChineseReader, students can independently listen, read and record the Chinese texts and practice literacy skills anytime, anywhere, and at their own pace!
K-4th Better Immersion 5th-6th Easy Steps to Chinese Singapore Math or Math developed from San Francisco USD (used by Yu Ming Charter School)
OTHER PUBLISHERS AND APPROACHES
1. Accelerated Math or Math 180 2. Accelerated Reader 3. Code.org 4. Guided Language Acquisition Development strategies 5. Houghton Mifflin History–Social Studies textbook for American History Studies and Social Science units in English. 6. Saxon Phonics and Spelling 7. Social Science content in Mandarin, Taiwan texts will be used to teach Asian History, Geography and Social Science concepts 8. Step Up to Writing
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EDUCATIONAL PROGRAM
Core subject areas include Mandarin Language Arts, English Language Arts, Mathematics, Science and Social Science. To begin, core subject areas will be taught in Mandarin (Except for English). Furthermore, we will include other subjects essential to a healthy and well-rounded life: Physical Education, Creative Arts (Visual Arts, Music and Drama/Dance). Other than Mandarin and English Language Arts, the remaining subjects will be taught in Mandarin or English, depending on the ratio of Mandarin to English as defined in the Mandarin Language Arts section below. As we pilot our curriculum, we will closely evaluate the subjects that should be taught in Mandarin or English by observing the performance of our own students and the experience of other Mandarin immersion schools.
The Mandarin teachers will develop Common Core State Standards-aligned curriculum for the core subjects taught in Mandarin. Teachers will meet once per month during the early release days or during the day-long teacher workday to collaborate and develop Mandarin curricula for Mandarin Language Arts, Mathematics, Social Science, and Science by using instructional materials adopted by the California State Board of Education. The Principal will participate in the process by reviewing the developed curricula and provide guidance and suggestions for refinement.
MANDARIN IMMERSION MODEL
The Charter School’s program is designed around a one-way immersion model, which is a specific type of language immersion education that creates an additive bilingual experience in which students are able to acquire a second language similar to the way they acquired their first language. Content area subject matter is taught through the target language, thus increasing efficient acquisition of the native language and subject matter.
The proportion of instruction in Mandarin and English will shift gradually as students move up in grade level. Transitional Kindergarten (TK), Kindergarten, and 1st grade students will spend 50% of their time exclusively immersed in Mandarin, while 50% of the content will be delivered in English. Subjects taught in Mandarin will be taught by bilingual teachers with native proficiency in Mandarin. However, the lower grades (TK-4) may increase Mandarin instruction time to meet the Charter Schools goals. The following table provides an approximate breakdown of instructional time by language and subject:29
29 Percentage of time spent in each language at any particular grade may shift over time, depending on the latest findings in language immersion research and the school’s experience.
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Grades Mandarin English Subjects Taught in Subjects Taught in English Instruction Instruction Mandarin % % TK-1 50% 50% Mandarin Language Arts, English Language Arts Mathematics, Science, Social Science, Art, Drama/Dance, Music, Physical Education, 2 50% 50% Mandarin Language Arts, English Language Arts, Mathematics, Science, Physical Education Social Science, Art, Drama/Dance, Music,
3 50% 50% Mandarin Language Arts, English Language Arts, Science, Math, Drama/Dance, Music Social Science, Art, Physical Education,
4 50% 50% Mandarin Language Arts, English Language Arts, Science, Social Science, Physical Education, Art, Drama/Dance, Music Mathematics 5 50% 50% Mandarin Language Arts, English Language Arts, Social Science, Art, Physical Education, Math Drama/Dance, Music Mathematics, Science 6 50% 50% Mandarin Language Arts, English Language Arts, Social Science, Art, Physical Education, Drama/Dance, Music Mathematics, Science,
Research shows that in addition to language immersion, there is a need for formal instruction in the target language to achieve native-like fluency and grammar. Mandarin Language Arts addresses the California Common Core State Standards in English Language Arts, Foreign Language Framework for California Public Schools, 2003 as well as concepts that are unique to the Mandarin language.
Teachers may use Mei Zhou Hua Yu, a US-published curriculum, as a starting point for planning their lessons. Mei Zhou Hua Yu is tailored for American students as it is written by Chinese teachers in America. We will also supplement with materials from teacher-designed units and may incorporate instructional materials from a variety of other sources (i.e., Sheng Huo Hua Yu, a Taiwan-published curriculum; Singapore textbooks; Better Immersion textbooks; materials from the Taiwan Department of Education and The People’s Republic of China’s Department of Education, etc.).
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Traditional and Simplified Chinese
In the Chinese language education community, there is an on-going and vigorous debate about whether to teach children traditional or simplified characters. Simplified characters were created by decreasing the number of strokes in a traditional character. Traditional characters are used in Taiwan and Hong Kong, whereas simplified characters are used in the People’s Republic of China and Singapore. Our decision about what to teach is based strictly on what is considered educationally advantageous. The Charter School will begin with Traditional characters and will add simplified characters later.
Furthermore, the traditional versus simplified debate affects only a small percentage of all Chinese characters. The Chinese language includes roughly 45-50,000 characters. Only 2,350 characters have been simplified, and of those, only 500 are remarkably different. Like teaching cursive writing in addition to print, or teaching abbreviations (like “Mr.”, “Sept.”, or “ft.”), the Charter School believes that it is feasible to teach students the two variations of these 500 characters without delaying students’ overall language progress.
The table below shows the goals in Mandarin Language Arts that we expect students to achieve by the end of kindergarten. The target is for 75% of students to achieve a Proficient (grade level) or Advanced (beyond grade expectations) level in all goals.
Goal Type Goal Level Goal Description
Listening Strand Proficient Attend to spoken Mandarin for sustained periods of time (greater than 10 minutes) Detect and understand repeated language patterns Understand conversations within a familiar and meaningful context Understand familiar words and phrase in context Understand school rules and classroom commands Understand teacher’s instructions At the end of a lesson, understand the main idea of the story Advanced Understand unrehearsed verbal communication within semi familiar context Understand the main idea of a new story Speaking Proficient Regularly attempt to use words and phrases being used in the Strand classroom by teachers and peers Regularly attempt to communicate in simple words with teachers and peers Repeat key words appropriately Sing songs and understand the basic meaning of songs
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Attempt to use correct pronunciation (accent and tones) Try to create phrases and sentences to communicate in Mandarin Advanced Regularly use words, phrases, and sentences being used in the classroom by teachers and peers Initiate communication with teachers and peers Sing songs fluently and clearly and understand the meaning of each song Describe a familiar situation (e.g., picture or scene from story) using appropriate key words, phrases and sentences Reading Strand Proficient Understand that certain parts of Mandarin are pictorial Begin to read basic characters, phrases, simple sentences and state meaning Understand that characters are composed of individual strokes Understand that characters are composed of radicals Recognize 80 core characters in traditional form Advanced Recognize an additional 50 core characters and sate meaning Writing Strand Proficient Recognize basic strokes and understand that strokes are written in fixed directions Begin awareness that each character has a certain stroke order Follow correct stroke order to produce known characters Be able to write 50 core characters following the correct stroke order Begin to write short phrases and simple sentences Begin to pay attention to punctuation mark: “period” Advanced Be able to write an additional 50 core characters Begin to reproduce characters and short phrases provided by the teacher
Begin to communicate in written form using a combination of pictures and characters
The table below shows the goals in Mandarin Language Arts that we expect students to achieve by the end of 1st grade. The target is for 75% of students to achieve a Proficient or Advanced level in all goals. Proficient is grade level expectation and Advanced is beyond expectations of the grade.
Goal Type Goal Level Goal Description
Listening Strand Proficient Attend to spoken Mandarin for longer periods of time (greater than 15 minutes)
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Understand repeated language patterns Understand and respond to conversations within a familiar and meaningful context Understand familiar words, phrases, and sentences in context Understand and act on teacher’s spoken instructions Understand and follow familiar classroom activities Understand the main idea of a new story Advanced Attend to spoken Mandarin (i.e., teacher, videos, books, music, etc.) for longer periods of time Comprehend familiar sentences on a regular basis Understand and follow a variety of classroom activities Speaking Proficient Regularly use words, phrases, and sentences being used in the Strand classroom by teachers and peers Sing new songs and understand the meaning of each song Initiate communication with teachers and peers Describe a familiar situation (e.g., picture or scene from story) using appropriate key words, phrases and sentences Advanced Attempt to self‐correct and approximate teacher’s pronunciation, tones, and phrasing Create own mini‐presentations to peers Reading Strand Proficient Recognize an additional 80‐100 core characters and state meaning Continue to use and further develop vocabulary learned in kindergarten Read 80 to 100 basic characters with good Mandarin pronunciation Advanced Understand how radical are used to help understand and provide clues about the meaning of words Recognize and correctly use an additional 80 to 100 basic characters Begin to read and comprehend sentences and short paragraphs written in characters Writing Strand Proficient Be able to write an additional 80‐100 core characters, developing correct form and stroke order Begin to reproduce characters and short phrases provided by the teacher Begin to communicate in written form using a combination of pictures and characters Begin to pay attention to writing convention
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Advanced Be able to write the additional 80‐100 basic grade‐level characters Reproduce short patterned phrases and sentences provided by the teacher Use a picture dictionary or other resources regularly and independently to practice Mandarin writing
We will cover Chinese proverbs and poetry, the art of Chinese calligraphy, Chinese music, and Chinese art for both Mandarin language development and to learn about Chinese culture. We expect that our students will achieve mastery at no less than one grade level below a corresponding student in China or Taiwan in reading, writing, listening and speaking Mandarin. We will exceed World Language Content Standards for California Public Schools, 2009. Our overarching goal for Mandarin Language Arts is to attain near-native proficiency by 5th grade. LISH LANGUAGE ARTS AND HUMANITIES: Curriculum
The English language arts (“ELA”) curriculum is designed from the Common Core State Standards for English Language Arts & Literacy. The English Language Arts program focuses on areas that research identifies as critical to the development of proficient readers and writers, namely phonemic awareness and phonics, fluency, vocabulary instruction, and instruction in reading comprehension. The pedagogical structures of this framework include explicit phonics instruction, guided reading, explicit vocabulary instruction, reciprocal teaching, shared reading, and writing workshop.
Explicit Phonics and Word Study
The Charter School will facilitate instruction on explicit phonics and word study, along a competency-based progression.
In level 1 we will teach explicit phonemic awareness. In level 2 we will teach explicit phonics, potentially differentiating instruction. In level 3, we will engage students in word study.
In later levels, students will move from explicit phonics instruction to word study, in which teachers provide students with opportunities to investigate and understand the patterns in words. Students learn that spelling patterns exist, such as syllable patterns, suffixes, and Greek and Latin roots, and that these patterns help to explain how to spell, read, write, and understand words. It also develops students' abilities in phonics, word recognition, and vocabulary. Word study is also designed to build word knowledge that can be applied to both reading and spelling.
Greek and Latin roots are essential for improvement in Science and providing the academic language for STEAM lessons.
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Differentiation and Acceleration through Guided Reading
Guided reading, in which teachers or aides work with small groups of students at their instructional reading level, is an essential practice that supports struggling students and promotes equity. During this time teachers will provide feedback and coaching to students as they attempt to apply strategies to comprehend text. Gradually teachers give students more and more responsibility for performing strategies independently and evaluating their own performance.
Personalized Learning (“PL”)
For our personalized learning time in ELA, we are considering the use of Accelerated Reader for online adaptive instruction. These programs will be used at different levels of our competency- based progression. These adaptive, web-based software provide informational texts to students at their individual instructional reading level, monitors for comprehension, and provides extension activities. Through this software, students receive personalized instruction to meet their needs and support them to accelerate reading proficiency.
Listening and Speaking
To further support oral language development for all students, the Charter School plans to provide through a combination of online adaptive programs and teacher led small group lessons:
• Explicit instruction in vocabulary, front loading for ELs and opportunities to apply vocabulary strategies in authentic ways • Explicit instruction of word structure (roots, prefixes and suffixes) • Explicit instruction of reading comprehension strategies in authentic ways and opportunities to practice reading comprehension strategies • Explicit instruction of writing strategies in a variety of genres • Explicit instruction of conventions, and opportunities to practice and apply writing conventions in authentic ways • Explicit instruction of oral response strategies, including the use of sentence stems and starters to strengthen academic English, and opportunities to use these strategies in authentic ways • In the upper elementary school years, explicit teaching of academic discourse through Socratic Seminars, debates, and discussions
Assessment
The primary formative assessments will be the STEP Assessment to guide instruction and grouping. We will be administering the Northwest Evaluation Association (“NWEA”) Measures of Academic Process (“MAP”) in grades 3-5 to track growth and compare our growth against a national norm. We will also plan to implement Common Core State Standards based benchmark
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Curriculum
The mathematics program at the Charter School will focus on areas that research shows are critical to the development of both procedure and understanding, specifically multiple representations, side-by-side comparisons, decomposition and a systematic progression from concrete representation to the semi-concrete to the abstract algorithm. The National Mathematics Advisory Panel’s (2008) review of the research indicates that “. . . the mutually reinforcing benefits of conceptual understanding, procedural fluency, and automatic (i.e., quick and effortless) recall of facts” are critical in mathematics instruction.” The Charter School’s Mathematics program will continue to integrate all of these researched-based facets of instruction. The goals are to have students actively participate and lead mathematical discussions, and be able to use academic language to explain their thoughts and processes, both orally and in written proofs.
Singapore Math and the Charter School will implement a standards-based approach. We expect that we will use a combination of math curricula to ensure personalization and to ensure that students have a solid foundation in math skills, as well as conceptual math. Please see chart below for more detail.
INSTRUCTIONAL STRATEGIES AND MATERIALS
Personalized Learning
Math will be a key component of the rotational model. At this point, the Charter School is continuing to explore current adaptive math software and employ the one that works best for our students. Teachers assign topics to students and can monitor/track student progress and program activity throughout, aligning work to students’ areas of weakness and learning goals, as well as allowing students opportunities to practice the content at varying levels.
Small Group Instruction
Small group instruction is also key to personalization. Additionally, to adaptive online programs, students will also learn key math concepts during small groups using a competency-based progression derived from a research-based understanding of how children learn mathematics, aligned to the Common Core State Standards. To create small group instruction, teachers will consider using curriculum from TERC Investigations, Engage NY and Math for Context for Learning, which provide students with a combination of exploration and direct instruction on core concepts.
Assessment
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Our teachers will use formative assessments including weekly quizzes, exit tickets, and Renaissance performance tasks. We will also be implementing the NWEA MAP for grades 3-5 in Math and the CPAA for grades K-2, each administered two to three times a year to collect longitudinal data and to ensure we has a nationally-recognized and nationally-normed assessment. Teachers will use problem-based performance tasks and investigations based on inquiry questions. We may also include “math openers,” which are investigations to be used as a “hook” to open the unit and engage students, and “math closers” as performance tasks at the end of the unit.
At all grade levels IIA students will be engaged in challenging, hands-on mathematics activities. Developing mathematical understanding and skills is crucial to academic success throughout the grades and beyond. At IIA we hold high expectations for all students in mathematics development and will provide the support necessary to reach these expectations.
The curriculum will follow the Mathematics Framework for California Public Schools, 2013; the California Common Core State Standards for Mathematics, 2013; as well as the principles and standards set forth by the National Council of Teachers of Mathematics (NCTM).
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Lessons are and will be aligned to History-Social Science Framework.
The History-Social Science (HSS) curriculum will build students’ knowledge through the investigation of big ideas and essential questions while connecting to students’ interests and experiences. Content will be based on Lessons are and will be aligned to History-Social Science (HSS) framework.
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Curriculum
The History-Social Science (HSS) content will be integrated into Mandarin and English Language Arts. The Charter School may use the Houghton Mifflin History–Social Studies textbook for American History Studies and Social Science units in English. Houghton Mifflin History—Social Studies features experiential lessons and units that correlate to state standards. The lessons and units are inquiry-based and incorporate language arts throughout. For Social Science content in Mandarin, texts will be used to teach Asian History, Geography and Social Science concepts.
The curriculum will include the four main Social Science disciplines: History, Geography, Civics, and Economics. Students will learn to distinguish fact from opinion, connect cause and effect, and examine history through a variety of perspectives. Social Science curriculum maps for our first year of operation are provided in the Appendix.
Instructional Strategies and Materials
Students construct their understanding of historical themes in theme related units in conjunction with ELA. Unit opener and wrap-ups, as well as in-class simulations and role-plays allow students to gain deeper insight into complex historical events.
The History-Social Science instructional program also focuses on the understanding of skills delineated in the standards, and has a focus on hands-on learning. Students are expected to interact with the concepts of History-Social Science and to learn the critical thinking skills necessary to engage in the inquiry and analysis prevalent in this field. For the students to become active participants in society, they must be able to function effectively in group settings, and to focus on problem solving, analysis, and content. Students see their peers within the Charter School as their family, and their class as a team.
Students will incorporate social science thinking skills such as sourcing, contextualizing, cause and effect, and historical empathy via multidisciplinary and thematic units. Students will also be taught authentic skills of historians and social scientists such as research and analyzing primary source documents through their multidisciplinary projects. The team also identified a need to explicitly teach geography, especially where countries are in relation to each other as well as how geography relates to society, politics, religion, and economics.
Assessments
Students’ mastery of key History-Social Science standards is assessed through a combination of formative and summative assessments that are standards-aligned.
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Science
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Curriculum
In line with the integrated learning approach, science will be taught in an inquiry-based method integrating Math. Supplemental resources will be used, including non-fiction (or expository) Science texts within English Language Arts.
Instructional Strategies and Materials
Providing all students with hands-on science experiences that are appropriate to their cognitive stage of development and serve, as a foundation for more advanced ideas will be the central tenet in Science instruction. Teachers may use the following instructional strategies:
• Cooperative learning groups • Inquiry-based learning • Hands-on scientific inquiry and fieldwork • Applying the scientific method to questions about the world around them • Researching related Science topics • Writing research reports based on their findings
Assessment
Student performance expectations will be assessed in multiple ways taking into consideration the Scientific and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts laid out in the NGSS. These practices will include but not be limited to students formulating a
Page 58 of 186 hypothesis, finding the logical connections among hypotheses, conducting experiments, developing and using models, and collecting and interpreting data.
PHYSICAL EDUCATION
The Physical Education program focuses on sports-related activities and exercises to enhance physical fitness as well as after-school sports programs. Students develop competency in a variety of sports techniques, develop motor skills and coordination, and learn different strategies for different sports.
The Charter School’s health, wellness, and life skills program form the components of a Coordinated School Health Program (CSHP) as outlined by the Center for Disease Control (CDC). Respectively, the program seeks to:
1) Systematically provide students with increasingly sophisticated health related knowledge aimed to motivate and support students to maintain and improve their health; 2) Identify and promote environmental factors that increase the wellbeing of staff and students, and identify and mitigate environmental factors that negatively affect the school community; and 3) Develop emotional awareness, conflict resolution techniques, high-self-esteem, and self- control. Our PE program will be closely linked with students’ personal learning.
Instructional Strategies and Materials
The Physical Education program focuses on sports-related activities and exercises to enhance physical fitness as well as after-school sports programs in the later years. Students develop competency in a variety of sports techniques, develop motor skills and coordination, and learn different strategies for different sports. The physical education program teaches students the essential skills for a variety of sports, beginning with the motor skills necessary and then building on those skills with the ultimate goal of students engaging in the sport itself. The Charter School will include the following in its physical education program:
• Stretching • Aerobic activity • Explicit instruction of skills outlined in CA grade-level content standards, with opportunities to practice and apply these skills in authentic ways (e.g., during a soccer unit, basketball unit, etc.) • Explicit instruction of vocabulary (e.g., “dribbling,” “foul,” etc.) with opportunities to practice and apply these words in authentic ways • Incorporation of explicit strategies to build students’ collaboration skills and sportsmanship • Explicit focus on developing a healthier body (e.g., through goal-setting, readings on health/nutrition, increasing exercise time, etc.)
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• Developing skills and strategies to both recognize the signs and reduce the effects of stress on the physical body
PE Schedule Mondays Tuesday Thursday and Fridays Times Min Coach A for Year 1 Coach B for Year 3 and after
Class 1 Class 2 Total Class 1 Class 2 Total 8:35-9:00 25 3rd Grade 3rd Grade 32 6th Grade 6th Grade 32 16 16 16 16 9:00-9:25 25 3rd Grade 3rd Grade 32 6th Grade 6th Grade 32 16 16 16 16 9:25-9:50 25 4th Grade 5th grade 32 4th Grade 5th grade 32 16 16 16 16 9:50-10:15 25 4th Grade 5th grade 32 4th Grade 5th grade 32 16 16 16 16 10:15-10:35 20 Recess Duty - Main Playground P.E. is 100 minutes a week or 200 every 10 days. Small groups will occur with teachers in class for remaining students. 10:35-10:55 20 Break 25 1st grade 2nd grade 32 10:55-11:20 16 16
11:20-11:45 25 1st grade 2nd grade 32 16 16
11:45-12:10 25 Lunch Lunch
12:10-12:35 25 Lunch Lunch Lunch Lunch Lunch 12:35-1:00 25 Coach on supervision – Main Playground 1:00-1:25 25 Coach on supervision – Main Playground 1:30-1:55 25 1st grade 2nd grade 32 16 16 1:55-2:20 25 1st grade 2nd grade 32 16 16 2:20-2:45 25 Put away equipment and open/supervise gates for afternoon pick-up until 3:00pm
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HEALTH
Health is primarily addressed through Science or Physical Education. We will include content from the Health Education Content Standards for California Public Schools, 2008. The Charter School will also address new requirements such as the California Department of Education (CDE), Instructional Quality Commission (IQC), and State Board of Education (SBE) who are currently in the process of revising the 2019 Health Education Curriculum Framework for California Public Schools, Transitional Kindergarten Through Grade Twelve (Health Education Framework), which is scheduled for adoption by the SBE in May 201930. All instruction and materials in grades K–6 must meet the instructional criteria or baseline requirements in EC Section 51933. Students will focus on the importance of nutrition and physical activity while also addressing physical growth and development, as well as mental, emotional and social health.
CREATIVE ARTS
Visual and Performing Arts are integrated throughout the curriculum. Content will be based on the Visual and Performing Arts Content Standards for California Public Schools, 2001. We will implement the standards by using the Visual and Performing Arts Framework for California Public Schools, 2004. The Arts provide a multi-sensory, multi-modality way for students to access and interact with the core subject areas. Additionally, students will be encouraged to use the arts as a way to communicate their understanding and learning. For instance, students may develop a theatrical piece as the culmination of a unit studying an historical event.
In addition, students will have weekly lessons in the visual and performing arts. In these lessons, students will experience multiple ways of molding ideas and communicating through art, music, and drama/dance, using both Western and Chinese modes of expression. Students will be encouraged to express their creativity, feelings, and imagination through art forms.
CODING
Code.org is a non-profit organization dedicated to expanding participation in computer science and has recently developed a K-5 coding curriculum for elementary school students.31 This course teaches coding concepts that are accessible to even early reader students and do not necessarily require a computer. The K-5 course is modeled after a widely successful K-8 course that is already in use in 25,000 classrooms and with 99% of participating teachers recommending the course. Students will get a chance to explore and practice algorithmic thinking both on-line and with using physical manipulatives for a hands-on, kinesthetic approach. The elementary program is only K-5.
COMPUTER SKILLS
30 California Department of Education website: https://www.cde.ca.gov/ci/he/cf/ 31 Code.org. (n.d.). Teach our K-5 program: http://code.org/educate/k5.
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Computer technology skills are integral to the educational program at IIA. Students will learn to use the computer, the Internet and other multimedia devices as learning and communications tools. Students will have access to technology for research, analysis, communication, skill- building and self-expression. Furthermore, our approach the International Society for Technology in Education. These standards describe what students should understand about, and be able to do with, computer technology.
INSTRUCTIONAL DAY
The instructional day at IIA is designed to reflect the Charter School’s mission and vision. For the first grades TK-1, all subjects and activities, with the exception of English Language Arts, will be taught in Mandarin. The schedule may be modified to coordinate with IIA priorities and professional development partners and will not constitute a material revision to this charter.
REGULAR SCHEDULE
GRADE START RECESS LUNCH DISMISSAL Kindergarten 8:13 10:15-10:35 12:35-1:25 2:00
1st to 3rd Grade 8:13 10:15-10:35 12:35-1:25 2:45
4th to 6th Grade 8:13 10:15-10:35 12:35-1:25 2:45
MINIMUM DAY SCHEDULE Every Wednesday & Teacher Conference Days
GRADE START RECESS DISMISSAL Kindergarten 8:13 10:15-10:35 12:35
1st to 3rd 8:13 10:15-10:35 12:35 Grade 4th to 6th 8:13 10:15-10:35 12:35 Grade
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A DAY AT IRVINE INTERNATIONAL ACADEMY – BELL SCHEDULE Regular Days (Monday, Tuesday, Thursday, Friday) 7:45 Office opens Morning Homework help is available in Room #. 7:55 Campus opens Playgrounds and hallways closed until 7:55am 8:13 Instruction begins 10:15 Recess 10:35 Instruction resumes 12:35 Lunch 1:25 Instruction resumes 2:00 Kindergarten dismissed 2:45 Grades 1st – 6th dismissed 3:15 Library closes After school Homework help is available in Room#. Minimum Days (Every Wednesday plus conference days) 7:45 Office opens Morning Homework help is available in Room #. 7:55 Campus opens – Playgrounds and hallways closed until 7:55am 8:13 Instruction begins 10:15 Recess 10:35 Instruction resumes 12:35 School dismissed
PROFESSIONAL DEVELOPMENT
Professional development will be aligned with the instructional goals and vision of IIA, as well as each teacher’s professional learning goals. Almost every Wednesday is a shortened day for professional development and teacher cooperation. Professional development is provided at the site by experts and staff members. Teachers are also encouraged to attend classes or workshops in their area of focus off campus, and to share their learning and experience with the staff when they return to school. Our professional development model will be structured around the following elements:
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Time
Professional development will be on-going and built into the school calendar, a draft of which is provided in the Appendix. Structured professional development and collaboration will occur during the following times:
• Weekly collaboration times after school and on the early release day each month: teams may meet by grade levels, professional learning goals and/or specific subject areas • Designated whole-group professional development days throughout the year
Support
Teachers will be able to draw on a number of resources for professional development. These resources include, but are not limited to, the following:
• Other Teachers: Collaboration with colleagues will be an essential component of the IIA community. Teachers will have at least one peer that they will meet with on an on-going basis, which will be the grade level partner teacher. For instance, the 6th grade English teacher will collaborate with the 6th grade Mandarin Language teacher because they will be teaching the same students. Throughout the year, teachers will also collaborate with other grade level teachers around similar professional learning goals.
• School Principal: The Principal will facilitate professional learning. S/he will help develop and implement protocols for professional development and collaboration and supervise the evaluation process. Additionally, s/he will serve as a liaison with professional development resources outside of the Charter School.
• Outside Resources: The Charter School will draw on and develop partnerships with a number of outside organizations to support professional development. Some potential resources include the Metcalf School of Education of California Baptist University and UC Irvine becoming a lab school for research, development, and teacher training.
Possible Professional Development Topics by months for the 2021-22 Year
August ADA reporting School Safety Plan Bloom’s Taxonomy September Suspension and ejection Multiple Intelligences October Phonics, Report Cards November SELPA and Special Needs identifying December Pre-IEP process IEP January Chinese Language Instruction
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February Mandated Child Abuse Reporting March State Testing April Special Education May Positive Peer Pressure
GOALS AND ACTIONS TO ACHIEVE THE EIGHT STATE PRIORITIES – LCFF COMPLIANCE
Pursuant to Education Code Section 47605(c)(5)(A)(ii) a table on page 108 describes IIA’s annual goals to be achieved in the state priorities school-wide and for all pupil subgroups, as described in Education Code Section 52060(d), and specific annual actions to achieve those goals.
IIA will produce a Local Control and Accountability Plan (LCAP) using the LCAP template adopted by the State Board of Education pursuant to Education Code Section 47606.5. IIA shall submit the LCAP to the County annually on or before July 1, as required by Education Code Section 47604.33. The LCAP and any revisions necessary to implement the LCAP shall not be considered a material revision to the charter and shall be maintained by IIA at the school site
Because each state priority has multiple elements, in order to align the goals and annual actions with each element, IIA has organized the state priorities into “sub priorities.”
In order to meet the State requirements regarding supports for high achieving and low achieving students, our teachers will differentiate their daily instruction through small group instruction, which follows whole group instruction to reinforce or reteach specific skills and concepts and provides a reduced student-teacher ratio. Small groups typically range in size from four to six students.
Many researches have provided evidence that small group instruction allows teachers to work more closely with each student, and to get to know each individual student better. It provides the opportunity to evaluate students’ learning strengths as well as identifying learning gaps in the development of their reading or math skills. Then, the teacher can use this information to tailor lessons, which can focus on specific learning objectives to provide needed instruction for each individual student.
In addition, small group instruction allows teachers to check for understanding, reinforce skills presented in whole group instruction, and/or change the pacing of a lesson. For example, teachers can break down concepts which are not easily understood, or quickly pass through lessons that students clearly understand.
Small group instruction allows teachers to monitor student action more closely and provide frequent and individualized feedback at point of use to improve specific reading or math skills. In the meanwhile, teachers build a closer relationship with their students as well as mutual trust, which contributes to building a safe and positive learning environment in the classroom.
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Small group instruction provides the opportunity for teachers to provide additional teaching and practice as a reinforcement needed for struggling students to master important skills or understand key concepts such as phonemic awareness skill of manipulating ending sounds, or operations with whole numbers or rational numbers. Through the use of diagnostic assessments, a teacher can determine skills or concepts for which students may need more instructional support.
Small group instruction provides the opportunity to challenge high achieving students by assigning individual learning projects to demonstrate their advanced knowledge or something they would like to explore to further their knowledge.
Small group instruction provides a comfortable environment and boosts the confidence of students who might not participate in a lesson or an activity. It encourages students to learn through teamwork in that students not only learn from the teacher, but also from their peers. It also provides a great opportunity for students to develop their social emotional skills while they learn to give positive feedback to others, respect others and their opinions, be on-tasked all the time, use soft voices, participate actively, and stay with their group.
During our P.E instructional time, we design our daily schedule by sending half of the student group (16 out of 32) to learn P.E for 25 minutes while the other half stay with their classroom teacher for small group instruction. After 25 minutes, students flip the class.
The Irvine International School will also form a Student Success Team (SST), which consist of the Principal, classroom teachers, Reading Specialist, RSP, School counselor, school psychologist and so on to provide 504 plans or I.E.P for students with disabilities. Monthly SST meetings will be held regularly to ensure that needed accommodation are provided adequately to help each individual student to make progress as well as meet their social emotional needs.
PLAN FOR LEARNERS WITH DIFFERENT NEEDS
IIA is committed to meeting the needs of every individual learner. We will offer various professional development to train our teachers to deliver small group instruction follows the whole group instruction in class every day. Through pair or small group activities, students not only learn from their teacher, but also learn from their peers. This gives them an opportunity to assist their peers in grasping a harder concept as well as help students to reflect how well they know a subject matter. By creating multiple learning stations, the teacher can deliver tailored and targeted instruction to meet individual student’s need to make academic improvement. These activities are a great opportunity for all students to further develop their social emotional skills through structured interaction, using language to express their thoughts and needs with peers to accomplish a task.
Our experience and strong belief is that all children are able to excel and succeed if daily small group instruction is personalized, aligned and differentiated to their needs and designed to
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accelerate and individualize after teachers dive into the data collected from their formative assessments. Cooperation is also taught through small group activities. By working with just a few of their peers towards a common task, they will further develop their cooperation skills, conversation skills, and discover how to share and be fair. Students will learn that they will not always get their way and sometimes have to negotiate and compromise.
Small group activities are highly differentiated. Students are able to encourage friendships between other students who do not normally play together. This can help create a more inclusive atmosphere within the classroom. Therefore, the best way to support the great majority of special needs populations is through differentiated, scaffolded, and accommodated instruction in general education settings where children have access to appropriate content and concepts and are provided the support and modifications many of our other populations require to access the curriculum. Our Response to Intervention (RTI)-based interventions system (see below), in partnership with our comprehensive assessment system, supports special populations.
This approach allows students from special populations the opportunity and challenge to be considered part of the typical system. We believe this is appropriate and healthy for their self- confidence, and ultimately allows them to be able to reach higher academic and non-academic goals. It is important to note that this philosophy is not being used as a means for not providing great services to special populations. Rather, we believe that the strongest services for special populations must first begin with high quality supports for all students in general education classes, and that these supports, when executed well, provide a high level of support for the most at-risk student.
The Charter School will comply with all requirements pursuant to Education Code Section 47605(c)(5)(A)(ii) including the development of school wide goals for all subgroups as applicable to the eight state priority areas identified in Education Code 52060(d).
The Charter School will comply with all elements of the Local Control Accountability Plan (“LCAP”), including the adoption of any templates required by the State Board of Education. See Element 2.
PLAN FOR STUDENTS WHO ARE ACADEMICALLY LOW ACHIEVING
Multi-Tiered System of Supports (MTSS)
Some students struggle with academics. Others struggle with behavioral challenges. Still others struggle with both. How do schools respond to students with challenges or struggles that interfere with their ability to learn? IIA will use a framework of interventions and supports designed to address these behavioral and academic challenges. This framework, known as MTSS, helps schools to identify struggling students early so that they may receive assistance.
Multi-Tiered System of Supports (MTSS) is a framework that helps provide academic and behavioral support strategies for students with various needs. As part of the Individuals with
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Disabilities Education Act (IDEA) updated by Congress in 2004, the Response to Intervention model of assessment originally sought to identify students who would benefit from more intensive supports. From these beginnings as a tool to help improve educational outcomes for students in special education, MTSS has grown to encompass all students at every level.
Key Components of MTSS
Instead of the “waiting for failure” assessment model of RTI days, MTSS takes a proactive approach to identifying students with academic or behavioral needs. Early assessment and intervention for these students can help them catch up with their peers sooner. The key components of MTSS include:
• Universal screening of all students early in the school year • Tiers of interventions that can be amplified in response to levels of need • Ongoing data collection and continual assessment • Schoolwide approach to expectations and supports • Parent involvement
The integrated instruction model of MTSS uses collected data to assess student needs and provide them with interventions in appropriate tiers.
Three Tiers of Support
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MTSS provides a method of early identification and intervention that can help struggling students to catch up with their peers. As such, MTSS uses three tiers of support to assist all students at various levels. These three tiers include:
Tier 1 – Universal or primary – Majority of students (75-90%) As the largest tier, and the foundation for the entire framework, Tier 1 encompasses the entire school with core instructions and basic interventions. This structure helps to build positive relationships between staff and students. It includes proactive classroom management strategies aimed at creating a supportive atmosphere. Students who do not respond to these interventions may move into Tier 2.
Tier 2 – Secondary – Small groups of students (10-25%) Some students need a little extra assistance in meeting academic and behavioral goals, and it is in Tier 2 that these individuals receive that help. Often these interventions and supports are delivered in small group settings, such as reading groups. Check-In/Check-Out (CICO) interventions are often a part of Tier 2, as well. This targeted support allows students to work toward catching up with their peers.
Tier 3 – Tertiary – Individual students (< 10%) A subset of students has significant challenges that do not respond to the interventions and supports in Tier 1 or Tier 2. Tier 3 gives these students individualized supports and can include assistance from outside agencies such as behavioral counselors or family therapists. MTSS tiers help schools to organize levels of supports based on intensity so that students receive necessary instruction, support, and interventions based on need. As such, student identities are not based on tier levels. Instead, individuals are identified as students in need of supports. This helps educators to respond appropriately and provide students with the assistance they need to prosper in the classroom.
Employing the MTSS Framework
Schools using MTSS seek successful educational and behavioral outcomes for all students, regardless of challenges. This may involve significant interventions for a segment of the student population, with the goal of moving these individuals into reduced interventions as they progress. The flexibility of this framework allows students to move from tier to tier as needed, without prescribed timelines. The elements of MTSS include:
• Multiple tiers of instruction, intervention, and support • Includes learning standards and behavioral expectations • Increasing levels of intensity • Problem-solving process • Collaborative and team-based decision making to determine which students need interventions • Data evaluation
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• Interpretation of data to determine student progress and action steps • Communication and collaboration • Teamwork focused on building relationships and using data to improve those relationships • Capacity building infrastructure • Professional development and coaching along with written plans • Leadership • Active involvement and administration of practices
Family Involvement
In a review of the literature, the National Center for Family and Community Connections with Schools found that parent involvement has been shown to benefit students’ academic, behavioral, and social outcomes. Processes include building bridges, by supporting leadership in establishing welcoming environments (family resource centers, communication in parents’ primary language, etc.) and events ( 8 parent meetings a year), cultural performances, fairs, etc.), and working with active parents to serve as family liaisons and perform outreach work with the larger parent community. Based on the expressed need of the school community we will consider providing trainings and workshops for parents to address such topics as child development, positive parenting, and behavior management.
Family Notification
The classroom teacher will contact the parents of students to discuss student performance and strategies for meeting their needs. Parents will be notified in writing and verbally, either in person or by telephone. Student progress will be monitored on an on-going basis through a combination of teacher observation, classroom assessment, and benchmark assessments. Classroom teachers will provide regular progress reports to parents and administrative staff. The program includes practices that support students not meeting mastery of skills or content:
• A Personalized Learning (PL) Approach: All students will have personal goals created in conjunction with their families and mentors. During PL and as small group instruction, teachers will have the ability to create PL experiences and to give each student what s/he needs as appropriate to their readiness such as personalized playlists and goals. They will also be able to specifically pull small groups of students, identified by data from assessments and online adaptive programs, for remediation and intervention. • Competency Based Progression: Students will not move ahead in PL until they have mastered the concepts necessary. • Data Driven Instruction and a Data Cycle: Using the adaptive learning and assessments in the PL, teacher will know each child’s level, including what content they have mastered and what supports they need. Additionally, teachers will administer internal and external (such as NWEA MAP, or Developmental Reading Assessment (“DRA”)) assessments to determine mastery and readiness levels. After each assessment, teachers will identify
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gaps in skills and content mastery and develop instructional plans. Teachers will constantly engage in an inquiry cycle of data: pre-assess, teach, assess, and reteach. • Family and Community School: Families will be involved in all steps of the goal setting process, and be in regular communication with the mentor to ensure that the student is on track, to communicate what is happening at school and at home, and to be partners and participants in students’ learning. Please see family involvement section above. • An Extended School Day: An after-school program may be provided (for a fee, or at no or low cost, if a grant can be obtained) for students who need extra support, either by contracted out staff or from our own staff. • Personalized Learning Fridays: In our Friday rotation, there will be days set aside for students to do extra personalized learning and for teachers to pull students in small groups based on progress for academics. • Remedial Support: Students will have 1 to 1 support if falling behind. This will be done by classroom aides or volunteer tutors. • Professional Development and High-Quality Teachers: Teachers will have dedicated professional development time to discuss student progress, address concerns, and analyze the results of benchmark assessments and prepare for re-teaching based on a data cycle.
PLAN FOR STUDENTS WHO ARE ACADEMICALLY HIGH ACHIEVING
We anticipate that most students’ needs will be met by the engaging, challenging curriculum at IIA. We are committed to working with students who are performing above grade level to ensure they are challenged and receive appropriate academic extensions within the classroom. The process for developing and monitoring these interventions will be similar to the process for low achieving students.
Assessment and Identification
A variety of assessment tools will be used to identify students who are academically high achieving. A baseline assessment in English Language Arts and Mathematics will be administered to all new students enrolled at IIA and to returning students:
• English Language Arts: Basic Phonics Skills Test (K-2); High Frequency Words (K-2); Spelling Inventory (K-3); Rigby Reads Assessment (K-4); DIBELS Next Oral Reading Fluency (“ORF”) and Retell Fluency (“RTF”) (5-6); and a writing sample. • Mathematics: Each student will complete a baseline mathematics assessment based on the previous grade’s mathematics standards
In addition, we will review CAASPP data from the previous year if available. Throughout the year, teachers will also assess students through informal measures, such as standards-based checklists and observations, as well as formal methods, such as writing rubrics, standards-based tests, and quizzes.
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Students will be considered academically high-achieving if they score advanced on the Mathematics and/or English Language Arts portion of the Smarter Balanced Assessments and/or consistently perform significantly above their grade level peers on alternative assessments.
Family Notification
The classroom teacher will contact the parents of high achieving students to discuss student performance and strategies for meeting the needs of high achieving students. Parents will be notified in writing and verbally, either in person or by telephone. Student progress will be monitored on an on-going basis through a combination of teacher observation, classroom assessment, and benchmark assessments. Classroom teachers will provide regular progress reports to parents and administrative staff.
Additional Support
Academically high achieving students will be fully integrated into the IIA student body. The engaging, personalized curriculum at IIA is designed to meet students where they are appropriately challenged academically. We will implement additional strategies to ensure that the needs of high achieving students are met. These supports may include:
• Extra opportunities for enrichment in the core content areas. For instance, students who are reading at a level significantly above their grade level will be given appropriately challenging content reading books. Students will also use adaptive learning software, such as Accelerated Reader to advance their comprehension, vocabulary and literacy skills. For Math, they will use adaptive software such as Accelerated Math or Math 180 to work on skills and concepts appropriate to their level and pace. • Individual and small group projects developed to challenge the high-achieving student and extend learning beyond the classroom • Utilizing parent “experts” as mentors in relevant fields of study • Access to curriculum materials designed for their mastery level and opportunities to participate in classes or lessons designed for higher grades
Emphasis will be placed on guiding the high achieving students to develop their own learning goals and objectives.
PLAN FOR ENGLISH LEARNERS
English proficiency in our society serves as a powerful gatekeeper, opening doors to opportunity for those who reach proficiency and limiting or closing doors to opportunity for those who do not. Access to high quality English instruction for English Learners is an issue of equity.
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IIA will meet all applicable legal requirements for ELs, including long-term English Learners or English Learners at risk of becoming long-term English Learners, as they pertain to annual notification to parents, student identification, placement, program options, EL and core content instruction, teacher qualifications and training, re-classification to fluent English proficient status, monitoring and evaluating program effectiveness, and standardized testing requirements. IIA will implement policies to assure proper placement, evaluation, and communication regarding ELs and the rights of students and parents.
Our Commitment to Language Diversity
The goal of the IIA EL plan is to utilize high quality instructional programs and services for English learners that allow them, as quickly as possible, to master the same challenging competencies as native-English-speaking students. IIA will meet all requirements of federal and state law to provide equal access to the curriculum for English Learners. The Charter School is dedicated to providing these students with an exceptional education, transitioning them into English proficiency as soon as possible.
HOW STUDENTS ARE ASSESSED AS ELs
IIA will administer the home language survey upon a student’s initial enrollment into the Charter School (on enrollment forms). All students who indicate that their home language is other than English will be tested with the English Language Proficiency Assessment for California (“ELPAC”). The ELPAC has four proficiency levels (Level 4: well developed; Level 3: moderately developed; Level 2: somewhat developed; Level 1: minimally developed) and is aligned with the 2012 California ELD Standards.
The ELPAC consists of two separate assessments:
● Initial Assessment (“IA”) The ELPAC IA is used to identify students as either an English Learner, or as fluent in English. The IA is administered only once during a student’s time in the California public school system based upon the results of the home language survey. The locally scored IA will be the official score. The IA is given to students in grades TK–6 at Irvine International Academy whose primary language is not English to determine their English proficiency status.
● Summative Assessment (“SA”) ELs will take the SA every year until they are reclassified as fluent English proficient. The ELPAC SA is only given to students who have previously been identified as an EL based upon the IA results, in order to measure how well they are progressing with English development in each of the four domains. The results are used as one of four criteria to determine if the student is ready to be reclassified as fluent English proficient, to help inform proper educational placement, and to report progress for accountability.
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Students in year one of a two year kindergarten program will take the kindergarten test. All students enrolled in the LEA in year one of a two year kindergarten program, whose primary language is other than English, as determined by a home language survey, must be administered the ELPAC within 30 calendar days of enrollment or 60 calendar days prior to instruction, but not before July 1.32
Both the ELPAC SA and IA are paper–pencil assessments administered in seven grade spans—K, 1, 2, 3–5, 6–8, 9–10, and 11–12. In kindergarten and grade 1, all domains are administered individually. In grades 2–12, the test is administered in groups, exclusive of speaking, which is administered individually.
Testing times will vary depending upon the grade level, domain, and individual student. Both the ELPAC IA and SA are given in two separate testing windows through the school year.
The IA testing window will be year-round (July 1–June 30). Any student whose primary language is other than English as determined by the home language survey and who has not previously been identified as an English Learner by a California public school or for whom there is no record of results from an administration of an English language proficiency test, shall be assessed for English language proficiency within 30 calendar days after the date of first enrollment in a California public school, or within 60 calendar days before the date of first enrollment, but not before July 1 of that school year.
The SA testing window will be a four-month window after January 1 (February 1–May 31). The English language proficiency of all currently enrolled English Learners shall be assessed by administering the test during the annual assessment window.
The ELPAC shall be used to fulfill the requirements under the Every Students Succeeds Act (“ESSA”) for annual English proficiency testing. The results of all testing will be reported and submitted to the District and County annually. Parents will be notified of ELPAC results within 30 days following receipt of testing results. All parents or guardians of students classified as English Learners will be notified in writing. Families will be informed of their rights, and they will be encouraged to participate in the reclassification process. The Charter School will translate materials as needed to ensure that parents of EL students understand all communications and are involved in all processes related to the English Language Development of their child.
RE-CLASSIFICATION
The goal of the IIA EL plan is to utilize high-quality instructional programs and services for ELs that allow them, as quickly as possible, to achieve at the same challenging grade level standards as native English-speaking students.
32 https://www.elpac.org/resources/faq/
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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:
• Assessment of language proficiency using an objective assessment instrument including, but not limited to, the ELPAC. • Participation of the pupil’s classroom teachers and any other certificated staff with direct responsibility for teaching or placement decisions of the pupil to evaluate the pupil’s curriculum mastery. • Parental opinion and consultation achieved through notice to parents or guardians of the language reclassification and placement including a description of the reclassification process and the parents’ opportunity to participate, and encouragement of the participation of parents or guardians in the reclassification procedure including seeking their opinion and consultation during the reclassification process. • 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 that demonstrate to others 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. • Reclassification will occur annually, so staff will have access to relevant data from the previous school year.
Students are not excluded from curricular and extracurricular activities based on an inability to speak and understand the language of instruction, and EL students are not assigned to special education because of their lack of English proficiency. Parents whose English proficiency is limited will receive notices and information from the Charter School in their native language to the extent possible in order to encourage participation in the Charter School.
TEACHING ELs
In accordance with the California Framework for ELA/ELD, IIA will be supporting its English Learners through a combination of integrated and designated English language development approaches and strategies. We expect that most of our ELs will supported by the general education program, via our personalized learning (PL), structured supports and teaching strategies. Teachers will designate 25 minutes every day for explicit ELD instruction as needed in small groups, in which students are grouped by English language proficiency level and curricular materials target specific language functions.
Integrated support of ELs weaves throughout the day, most notably during our Balanced Literacy program above, particularly the adaptive blended learning, guided reading, explicit vocabulary instruction, strategic shared and close reading instructional strategies, opportunities for academic discourse, and writing workshop. Our newcomers are supported by the explicit ELD time, balanced literacy approach and by immersion in the English language. Finally, ELs and especially newcomers are supported by PL time, where they will have adaptive online ELD
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Curriculum
English language proficiency is critical for our children. IIA is committed to effectively serving children who are English Learners through a comprehensive approach to language instruction. In particular, our explicit ELD program may be guided by Susana Dutro’s Systematic English Language Development. In the later years, we will also integrate SDAIE strategies.
Our approach to ELD emphasizes the following core tenants in implementation of practices to serve English Learners:
• Acquiring Reading skills in a second language (L2) is similar to the process of acquiring Reading skills in a first language (L1) • Formative assessments are essential for gauging progress, strengths, and weaknesses and for guiding instruction • EL students need increased opportunities to develop sophisticated academic English vocabulary
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• It is important to assess students’ prior knowledge and build background (content) knowledge before reading challenging text • Teachers academic English includes providing students with access to core curriculum, explicitly teaching them academic vocabulary and grammar, and including both content and language objectives for instructional planning and teaching • EL students need multiple opportunities for structured, oral English-language practices about academic topics and text
We also plan to incorporate aspects of:
• Specially Designed Academic Instruction in English • Sheltered Instruction Model (“SIOP”) • Guided Language Acquisition Design • Marzano’s approach to explicit vocabulary instruction
Instructional Strategies
ELs are supported by the following strategies in our model:
• Personalized instruction via online adaptive programs and differentiated playlists, which is available anytime, and students’ progress through the content at the pace that is right for them as determined by the mentor • Mentoring: the mentor will help the EL student set language goals, monitor IIA and ensures that s/he can access the core curriculum • Explicit Vocabulary instruction • Developing Academic English • Reading and Writing workshop in small groups • Buddy time during PL for peer teaching and reading together • Increasing “production” during academic discourse and writing, as well as hands-on activities • Making what is visual, oral and vice-versa in all forms of communication with ELs • Teacher team collaboration: EL students (and other sub-groups of students) are regularly discussed to make sure they are making the appropriate progress • Student interventions (see RTI section above)
Teachers will use Sheltered Instruction, which is an approach to teaching that extends the time students have for receiving English language support while they learn content subjects, while focusing on language skills. Teachers scaffold instruction to aid student’s comprehension of content topics and objectives by adjusting their speech and instructional tasks, by providing sentence frames and language focus for all levels of language proficiency, and by providing appropriate background information and experiences.
We will also employ the following strategies as we see fit:
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• Multi-Intelligence instructional strategies (Dr. Gardner) • Teaching linguistic elements (parts of speech, subject verb agreement, etc.) • Access to and training on graphic organizers and academic literacy techniques (e.g., note taking or t-charts) • Pre-loaded vocabulary and context • Leveled readings • Reading aloud, partner readings, explicit instruction and modeling around reading strategies • Frequent formative feedback and checks for understanding • Differentiated instruction based on demonstrated mastery • Kagen learning strategies that help students process learning verbally (e.g., think/pair/share) • Encouraging participation through allowing additional processing time (e.g., telling a student that they are going to be “next” in answering a question orally) • Low-stakes corrective feedback not only around content but also around language use • Explicitly pointing out reading and vocabulary strategies such as identifying cognates and breaking down homonyms and homophones • Use of visuals that reinforce spoken and written words (e.g., word walls) • Adjusting speech (e.g. speaking slowly, enunciating, repeating words or phrases, simpler syntax) • Use of exaggerated intonations • Using fewer idioms and clarifying the meanings of words or phrases in context • Stress high frequency vocabulary • Building background knowledge, especially for content that involves cultural, social or historical references • Teaching the language of test questions that signal what kind of strategy or skill is being assessed • Teaching the language of technology that is necessary for online programs, playlists or other methods for PL
Content teachers will utilize the strategies outlined the California Framework for ELA/ELD as well as consider utilizing curriculum resources such as the CLRP English Learner Support Guide which has differentiated sentence frames linked to language structures and tiered academic vocabulary lessons. The focus of the integrated ELD approach is on helping teachers make sound instructional decisions about students who are not proficient on benchmark assessments of grade-level content standards, with a particular focus on literacy and academic English language development for English Learners.
The Charter School will maximize student opportunity to practice Listening, Speaking, Reading and Writing to accelerate the development of fluency in each of these areas.
Below is a summary of our programs we will use to support our EL students:
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Strategy Given to Curriculum or When EL Students Are Method Integrated into Regular Classroom? Balanced All Students See Above PL: Small Yes Literacy Groups for EL If Necessary Explicit All students See Above Project Based Yes Academic Learning (PBL, Language PL Teaching Personalized All Students See Above PL Time, Based Yes (Although Learning on ELPAC level Working Independently) RTI All Students See Above Yes Online Adaptive All Students See Above PL: Specific Yes (Although Instruction Programs for EL Working Students Independently) Sheltered All Students See Above PBL Yes Instruction SIOP EL Students See Above Most of the Day Yes (immersion) Explicit ELD EL Students Systematic ELD Small Group No Instruction (Dutro) Instruction (PL), Based on ELPAC Level Other EL EL Students See Above As Needed Dependent Strategies
Staffing
IIA will make every effort to recruit and hire teachers for our EL population. This effort will focus on hiring teachers who are CLAD and if possible, BLCAD certified and will place a special emphasis on teachers who speak the predominant languages of those spoken by EL and students, as well as hiring for all areas required by the California Commission on Teacher Credentialing (“CTC”). This will allow education staff to provide stronger instruction as well as better enable the Charter School to communicate with parents. If we have over 21 EL students, we will create an ELAC.
Ongoing Evaluation
We will regularly assess our EL students formatively using teacher created assessments and online adaptive assessments. Teacher level teams will meet weekly to address any EL students of
Page 80 of 186 concern. (Please see RTI section above for more information). We are considering using ADEPT for formative assessments for EL students (see above) in addition to the yearly state assessment (ELPAC). IIA will evaluate the effectiveness of its education program for ELs by:
• Adhering to Charter School-adopted academic benchmarks by language proficiency level and years in program to determine annual progress. • Monitoring teacher qualifications and the use of appropriate instructional strategies based on program design. • Monitoring student identification and placement. • Monitoring parental program choice options. • Monitoring availability of adequate resources.
SUPPORT FOR STUDENTS WITH DISABILITIES
Philosophy
Our experience and belief is that all children are able to excel and succeed if instruction is personalized, aligned and differentiated to their needs and designed to accelerate and individualize. Therefore, the best way to support the great majority of students who qualify for Special Education services is through differentiated, scaffolded, and personalized instruction in general education settings where children have access to appropriate content and concepts and are provided the support and modifications many of our other populations require to access the curriculum. Our robust RTI program will also work to identify and support Special Education students (see above).
General Assurances
The Charter School shall comply with all applicable state and federal laws in serving students with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act (“Section 504”), the Americans with Disabilities Act (“ADA”) and the Individuals with Disabilities Education Improvement Act (“IDEA”). Mark Hopkins of Effectual Educational Consulting Services is a special education and school psychologist provider who has helped several charter schools begin.
Irvine International Academy will be its own local educational agency (“LEA”) and will apply directly for membership in a Special Education Local Plan Area (“SELPA”) in conformity with Education Code Section 47641(a). IIA shall consider membership in the Los Angeles County SELPA or the El Dorado County Charter SELPA. Upon acceptance in the SELPA, The Charter School will provide the County evidence of membership. The Charter School’s application and acceptance as an independent LEA member of a SELPA shall not be considered a material revision to this charter. As an LEA member of the SELPA, Irvine International Academy will receive state and federal revenues directly, in accordance with the SELPA’s allocation plan.
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In the event that the Charter School does not gain membership in a SELPA for its first year of operation, it will by default be categorized as a “school of the authorizer” for special education purposes pursuant to Education Code Section 47641(b), and will seek membership in a SELPA to commence in year two of operation. Under this scenario, for year one of operation, the Charter School expects it would enter into an MOU with the County related to the delineation of duties between the County and the Charter School.
The Charter School shall comply with all state and federal laws related to the provision of special education instruction and related services and all SELPA policies and procedure, and shall utilize appropriate SELPA forms. The Charter School may request related resources and services (e.g. Speech, Occupational Therapy, Adapted P.E., Nursing, and Transportation) from the SELPA, subject to SELPA approval and availability. The Charter School may also provide related services by hiring credentialed or licensed providers through private agencies or independent contractors.
The Charter School shall be solely responsible for its compliance with Section 504 and the ADA. The facilities to be utilized by IIA shall be accessible for all students with disabilities.
Services for Students under the “IDEA” – IIA as an LEA Member of a SELPA
The following description regarding how special education and related services will be provided and funded is being proposed by Irvine International Academy for the sole purpose of providing a reasonably comprehensive description of the special education program in the Charter Petition, and is not binding on the County. The specific manner in which special education and related services will be provided and funded shall be set forth in a Memorandum of Understanding (“MOU”), delineating the respective responsibilities of the Charter School and the SELPA. A copy of the MOU will be presented to the County upon execution.
The Charter School shall provide special education instruction and related services in accordance with the IDEA, Education Code requirements, and applicable policies and practices of the SELPA.
The Charter School will provide services for special education students enrolled. The Charter School will follow SELPA policies and procedures, and shall utilize SELPA forms in seeking out and identifying and serving students who may qualify for special education programs and services and for responding to record requests and parent complaints, and maintaining the confidentiality of pupil records.
The Charter School agrees to promptly respond to all County or SELPA inquiries, to comply with reasonable County or SELPA directives, and to allow the County or SELPA access to IIA students, staff, facilities, equipment and records as required or imposed by law.
Staffing
All special education services will be delivered by individuals or agencies qualified to provide special education services as required by the Education Code and the IDEA. Staff (administration,
Page 82 of 186 teachers, office staff, and aides) shall participate in County or SELPA in-service training relating to special education.
Irvine International Academy will be responsible for the hiring, training, and employment of site staff necessary to provide special education services to its students, including, without limitation, special education teachers, paraprofessionals, and resource specialists. The Charter School shall ensure that all special education staff hired or contracted is qualified pursuant to SELPA policies, as well as meet all legal requirements. The Charter School shall be responsible for the hiring, training, and employment of itinerant staff necessary to provide special education services to students, including, without limitation, speech therapists, occupational therapists, behavioral therapists, and psychologists. Mark Hopkins of Effectual Educational Consulting Services is a special education and school psychologist provider who has helped several charter schools begin. All teaching staff and classroom aides will be involved in assuring that IEPs and 504s are properly implemented.
Notification and Coordination
The Charter School shall follow SELPA policies as they apply to all SELPA schools for responding to implementation of special education services. The Charter School will adopt and implement polices relating to all special education issues and referrals.
Identification and Referral
The Charter School shall have the responsibility to identify, refer, and work cooperatively in locating students who have or may have exceptional needs that qualify them to receive special education services. The Charter School will implement SELPA policies and procedures to ensure timely identification and referral of students who have, or may have, such exceptional needs. A pupil shall be referred for special education only after the resources of the regular education program have been considered, and where appropriate, utilized.
The Charter School will follow SELPA child-find procedures to identify all students who may require assessment to consider special education eligibility and special education and related services in the case that general education interventions do not provide a free appropriate public education to the student in question.
The Charter School will implement a multi-tiered instructional and support framework prior to referring a child for an evaluation under IDEA but shall ensure that child find identification occurs in a timely manner and that no procedures or practices result in delaying or denying this identification. May also choose to refer a student for services through the provisions of a Section 504 Plan, if appropriate. No assessment or evaluation will be used for admission purposes.
Assessments
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The term “assessments” shall have the same meaning as the term “evaluation” in the IDEA, as provided in Section 1414, Title 20 of the United States Code. The Charter School will determine what assessments, if any, are necessary and arrange for such assessments for referred or eligible students in accordance with applicable law. Includes assessment guidelines and assurances that if conflicting with SELPA policies and procedures, then SELPA policies and procedures will govern The Charter School shall obtain parent/guardian consent to assess students.
IEP Meetings
The Charter School shall arrange and notice the necessary Individualized Education Program (“IEP”) meetings. IEP team membership shall be in compliance with state and federal law. The Charter School shall be responsible for having the following individuals in attendance at the IEP meetings: the Principal and/or the Charter School’s designated representative with appropriate administrative authority as required by the IDEA; the student’s special education teacher; the student’s general education teacher if the student is or may be in a regular education classroom; the student, if appropriate; and other School representatives who are knowledgeable about the regular education program at the Charter School and/or about the student. The Charter School shall arrange for the attendance or participation of all other necessary staff that may include, but are not limited to, an appropriate administrator to comply with the requirements of the IDEA, a speech therapist, psychologist, resource specialist, and behavior specialist; and shall document the IEP meeting and provide notice of parental rights including the parent will be given a copy of the IEP in accordance with state laws and policies on SELPA forms.
IEP Development
The Charter School understands that the decisions regarding eligibility, goals/objectives, program, services, placement, and exit from special education shall be the decision of the IEP team, pursuant to the IEP process. Programs, services and placements shall be provided to all eligible students in accordance with the policies, procedures and requirements of the SELPA and State and Federal law. The Charter School assures that modifications and accommodations and Least Restrictive Environment (LRE) will be utilized. Also, IEP goals and services will be linguistically relevant per Ed Code Section 56345(b).
IEP Implementation
The Charter School shall be responsible for all school site implementation of the IEP. As part of this responsibility, The Charter School shall provide parents with timely reports on the student’s progress as provided in the student’s IEP at least four times a year. Also, if reassessment is requested any time during the year, school will in 30 days, not including school vacations greater than five days, hold the IEP meetings. The Charter School shall also provide all home-school coordination and information exchange. The Charter School shall also be responsible for providing all curriculum, classroom materials, classroom modifications, and assistive technology.
“Special Education Strategies for Instruction and Services” including the following:
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• LEA for Special Education • Describes program philosophy and structure • Assures that instruction will be provided in accordance with each student’s IEP • If a student’s IEP team determines that the student requires placement outside of a general education classroom, charter school will to provide the necessary placement and/or services. • Instruction and services will be provided by qualified personnel.
Interim and Initial Placements of New Charter School Students
The Charter School shall comply with Education Code Section 56325 with regard to students transferring into the Charter School within the academic school year. In accordance with Education Code Section 56325(a)(1), for students who enroll from another school district within the State, but outside of the SELPA with a current IEP within the same academic year, the Charter School shall provide the pupil with a free appropriate public education (FAPE), including services comparable to those described in the previously approved IEP, in consultation with the parent, for a period not to exceed thirty (30) days, by which time the Charter School shall adopt the previously approved IEP or shall develop, adopt, and implement a new IEP that is consistent with federal and state law.
In accordance with Education Code Section 56325(a)(2), in the case of an individual with exceptional needs who has an IEP and transfers into IIA from a district operated program under the same special education local plan area within the same academic year, the Charter School shall continue, without delay, to provide services comparable to those described in the existing approved IEP, unless the parent and the Charter School agree to develop, adopt, and implement a new IEP that is consistent with federal and state law.
For students transferring to the Charter School with an IEP from outside of California during the same academic year, the Charter School shall provide the pupil with a free appropriate public education, including services comparable to those described in the previously approved IEP in consultation with the parents, until the Charter School conducts an assessment pursuant to paragraph (1) of subsection (a) of Section 1414 of Title 20 of the United States Code, if determined to be necessary by IIA, and develops a new IEP, if appropriate that is consistent with federal and state law.
Non-Public Placements/Non-Public Agencies
The Charter School shall be solely responsible for selecting, contracting with, and overseeing all non-public schools and non-public agencies used to serve special education students.
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Non-discrimination
It is understood and agreed that all children will have access to the Charter School and no student shall be denied admission nor counseled out of the Charter School due to the nature, extent, or severity of his/her disability or due to the student’s request for, or actual need for, special education services.
Parent/Guardian Concerns and Complaints
The Charter School shall adopt policies for responding to parental concerns or complaints related to special education services. The Charter School shall receive any concerns raised by parents/guardians regarding related services and rights.
The Charter School’s designated representative shall investigate as necessary, respond to, and address the parent/guardian concern or complaint. Parents have the right to file a complaint with the authorizer and/or CA state department of education.
Due Process Hearings
Irvine International Academy may initiate a due process hearing or request for mediation with respect to a student enrolled in the Charter School if it determines such action is legally necessary or advisable. In the event that the parents/guardians file for a due process hearing, or request mediation, the Charter School shall defend the case.
SELPA Representation
The Charter School understands that it shall represent itself at all SELPA meetings.
Funding
The Charter School understands that it will be subject to the allocation plan of the SELPA including professional development, procedural safeguards, and dispute resolution.
Special Education Strategies
IIA is designed to meet the individual needs of each student and is well equipped to serve students with special needs effectively. The Charter School will offer a range of differentiated structures in the regular academic program to meet the unique needs of each student, build interventions and supports into the regular school day, and provide extra support to students during office hours before or after school.
The Charter School will aim to provide special needs students with what they need in the least restrictive environment possible, following an “inclusion” model where most services are provided in class. To this end, the Charter School may utilize strategies such as co-teaching,
Page 86 of 186 collaboration between Special Education teachers and core subject teachers, push-ins, and small group work, when appropriate to meet the needs of each student. Pull out classes may also be utilized when students need support. All services will be in accordance with the student’s IEP.
SECTION 504 OF THE REHABILITATION ACT
IIA shall be solely responsible for its compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. All facilities of the Charter School shall be accessible for all students with disabilities in accordance with the ADA.
The Charter School 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 Charter School. A student who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such an impairment, or is regarded as having such an impairment, is eligible for protections under Section 504.
A 504 team will be assembled by the Principal of the Charter School and includes the parent/guardian, the student (where appropriate), the mentor, 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. If the student has already been evaluated under the IDEA but found ineligible for special education instruction or related services under the IDEA, those evaluations may be used to help determine eligibility under Section 504. The student evaluation shall be carried out by the 504 team, which will evaluate the nature of the student’s disability and its effect 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 include those tailored to assess specific areas of educational need, and not merely those, which are designed to provide a single general intelligent quotient. • Tests are selected and administered to ensure that when a test is administered to a student with impaired sensory, manual or speaking skills. • The test results accurately reflect the student’s aptitude or achievement level, rather than reflecting the student’s impaired sensory, manual or speaking skills.
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 a free and appropriate public education (“FAPE”). In developing the 504
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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 Charter School’s professional staff. The 504 Plan shall describe the Section 504 disability and any program accommodations, modifications or services that may be necessary.
All 504 team participants, parents, guardians, teachers and any other participants in the student’s education, including substitutes and tutors, must have a copy of each student’s 504 Plan. The site administrator will ensure that teachers include 504 Plans with lesson plans for short-term substitutes and that he/she review the 504 Plan with a long-term substitute. A copy of the 504 Plan shall be maintained in the student’s file. 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.
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 IDEA, a referral for assessment under the IDEA will be made by the 504 team. The 504 Plan shall describe the Section 504 disability and any program accommodations, modifications or services that may be necessary.
SECTION 508 OF THE REHABILITATION ACT
Subsequently, On January 18, 2017, the Access Board issued a final rule that updated accessibility requirements covered by Section 508, and refreshed guidelines for telecommunications equipment subject to Section 255 of the Communications Act. The final rule went into effect on January 18, 2018. Under Section 508, agencies must give disabled employees and members of the public access to information that is comparable to the access available to others.33
IIA must also consider accessibility when they purchase or use information technology. IIA will follow a Voluntary Product Accessibility Template, or VPAT, is a standardized form developed by the Information Technology Industry Council to document whether a product meets key Section 508 regulations. IIA procurement officers and other buyers can use completed templates to help evaluate products they’re considering. Microsoft is committed to building products and solutions that enable people of all ages and abilities to interact with platform tools and services. Microsoft demonstrates this commitment by offering detailed VPATs for many of its cloud services, describing the accessibility features of those services. Because the Microsoft Cloud comprises many services, individual VPATs are provided for specific components and capabilities. IIA will consider Microsoft’s and other products to help our school comply with 508.34
33 https://section508.gov/content/learn/laws-and-policies
34 https://www.microsoft.com/en-us/trustcenter/compliance/accessibility
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INDEPENDENT STUDY
This program is offered to students experiencing extenuating circumstances which inhibit their ability to attend school daily. The intent of Independent Study (IS) is not to serve students over an extended period of time, but rather to provide a means for students to continue their education when personal difficulties arise. A student’s participation in independent study shall be voluntary.
Independent study assignments, based on the specific circumstances of the student's approved program, the Executive Director/Superintendent or designee may allow for a longer period of time between the date an assignment is made and when it is due, up to the termination date of the agreement. The Executive Director/Superintendent or designee also shall maintain a record of grades and other evaluations issued to each student for independent study assignments.
Records - The Executive Director/Superintendent or designee shall ensure that records are maintained for audit purposes. These records shall include, but not be limited to: (EC 51748; 5 CCR 11703)
• A copy of the Board Policy, Administrative Regulation, and procedures related to IS • A listing of the students, by grade level, program and school, who have participated in Independent Study, along with the units of the curriculum attempted and completed by students in grades K-6 • A file of all agreements, with representative samples of each student's work products bearing the supervising teacher’s notations indicating that he/she has personally evaluated the work or that he/she has personally reviewed the evaluations made by another certificated teacher
As appropriate to the program in which the students are participating, a daily or hourly attendance register, that is separate from classroom attendance records, maintained on a current basis as time values of student work products judged by a certificated teacher, and reviewed by the supervising teacher if they are two different persons.
DISTANCE LEARNING, IF MANDATED BY STATE AND LOCAL PUBLIC HEALTH OFFICIALS
Distance learning will be developed in case it is mandated by public officials. IIA will create an approach involving reducing the classroom population to half and having the other students at home. The plan to be developed will be based on the following (presented as an example only):
1) Adapting the students attending so half attend on Monday and the other half on Tuesday. Wednesday will be an at home-work day (normally a half day). Thursday will be the first half and Friday the second half attending in class.
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2) “Dual platform” format – meaning parents can choose between online or in-person classes. This will be used to give parents some options. 3) Social distancing enforced at the school site 4) Use of technology such as Zoom for teacher and student communication. This will allow the students at home to see classroom lessons. 5) Reducing the number of students on campus 6) Providing technology for students at home 7) Proving personal protection materials for students 8) Providing lunch and recess adaptations 9) Cleaning and sanitizing the school environment regularly
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ELEMENT B (2): MEASURABLE PUPIL OUTCOMES
“The measurable pupil outcomes identified for use by the charter school. “Pupil outcomes,” for purposes of this part, means the extent to which all pupils of the charter school demonstrate that they have attained the skills, knowledge, and aptitudes specified as goals in the charter school’s educational program. Pupil outcomes shall include outcomes that address increases in pupil academic achievement both schoolwide and for all pupil subgroups served by the charter school, as that term is defined in subdivision (a) of Section 52052. The pupil outcomes shall align with the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels served by the charter school.” Education Code § 47605(c)(5)(B)
IIA will provide a challenging, comprehensive, and well-rounded education that prepares students to be engaged global citizens. The education program is designed to ensure all students meet the following measurable pupil outcomes:
• Basic Skills: Mastery of grade level competency in core subjects: Mathematics, Science, Social Science, and English Language Arts, based on the strands and standards in the California state content framework • Bilingualism and Biliteracy in Mandarin: Mastery at no less than one grade level below a corresponding student in China or Taiwan in reading, writing and speaking Mandarin • Life Skills: Development of problem-solving and critical thinking skills, collaboration, adaptability, resourcefulness, civic and moral responsibility • Cross-Cultural Competency: Development of an international perspective and awareness of, and sensitivity to, other cultures
In order to best serve our students and community, IIA will continue to examine and refine its list of student outcomes over time to reflect the IIA’s mission and any changes to state or local standards. IIA affirms that benchmark skills and specific classroom-level skills will be developed, and that its exit outcomes align to its mission, curriculum, and assessments. IIA also recognizes that its student outcomes may need to be modified over time and will be closely monitored by staff and the Board for continued appropriateness.
CHARTER SCHOOL OUTCOMES THAT ALIGN WITH THE EIGHT STATE PRIORITIES
Pursuant to Education Code Sections 47605(c)(5)(A)(ii) and 47605(c)(5)(B), IIA has established goals, actions, and measurable outcomes both schoolwide and for each subgroup of pupils which address and align with the Eight State Priorities identified in Education Code Section 52060(d). The following is a table describing the IIA’s outcomes that align with the eight state priorities and IIA’s goals and actions to achieve the state priorities, as identified in Element A: Educational Program of the charter.
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Because IIA does not know what its numerically significant subgroups will be, all goals, actions and outcomes are designed to apply school wide and to all student subgroups. For purposes of measuring achievement of these goals, a numerically significant pupil subgroup will be defined as one that consists of at least 30 pupils, each of whom has a valid test score; or for a subgroup of pupils who are foster youth or homeless youth, a numerically significant pupil subgroup is one that consists of at least 15 pupils. (Education Code Section 52052(a)). Once IIA enrolls students and can determine its numerically significant pupil subgroups, it will provide goals, actions, and outcomes for those groups in its annual Local Control and Accountability Plan (“LCAP”).
IIA will pursue the following school-wide and subgroup outcome goals, as measured by multiple and varied benchmarks assessments that are aligned to state and federal standards (including the new Common Core State Standards) and reflect proficiency measures required by California Assessment of Student Performance and Progress, as well as applicable state priorities detailed in Education Code Section 52060(d) that apply for the grade levels served, or the nature of the program operated, by IIA. For purposes of measuring achievement of these goals, numerically significant pupil subgroups include all of the following:
• Ethnic subgroups • Socioeconomically disadvantaged pupils • English learners • Pupils with disabilities • Foster youth • Homeless youth
The following table delineates the IIA school-wide performance targets aligned to the state’s priorities that apply for the grade levels served by IIA, including methods for measuring progress and the individual(s) with primary responsibility for each, as defined in Education Code Section 52060(d). We have the same expectations for all subgroups to meet the goals and outcomes set schoolwide, so the table below applies schoolwide and for all numerically significant student subgroups.
The LCAP shall not be deemed part of the charter, and therefore, annual amendments to the LCAP shall not be considered a “material revision to the charter” as defined in Education Code Section 47607.
Actions intended to ensure that the Charter School meets these goals and targets are delineated throughout this charter petition (e.g., Element A: Educational Program, Element D: Governance, etc.). Refer to the following table for specific actions and their corresponding assessments.
Local Control and Accountability Plan
In accordance with Education Code Section 47606.5, the Charter School shall comply with all elements of the LCAP pursuant to regulations and a template adopted by the California State
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Board of Education and reserves the right to establish additional and/or amend school-specific goals and corresponding assessments throughout the duration of the charter. The Charter School shall submit the LCAP to the County Superintendent of Schools annually on or before July 1, as required by Education Code Section 47604.33.
The LCAP and any revisions necessary to implement the LCAP, including outcomes and methods of measurement listed below, shall not be considered a material revision to the charter, and shall be maintained by the Charter School at the school site.
STATE PRIORITY #1— BASIC SERVICES The degree to which teachers are appropriately assigned (E.C. §44258.9) and fully credentialed, and every pupil has sufficient access to standards-aligned instructional materials (E.C. § 60119), and school facilities are maintained in good repair (E.C. §17002(d)). SUBPRIORITY A – TEACHERS GOAL TO ACHIEVE All core teachers will hold a valid CA Teaching Credential, or permit, with SUBPRIORITY the appropriate Bilingual Authorization/BCLAD and/or English Learner Authorization/CLAD as defined by the CA Commission on Teaching Credentialing and will be appropriately assigned. ACTIONS TO • All potential teachers will undergo a rigorous hiring process, including ACHIEVE GOAL paper screening, reference checks, interviews, curricular and teaching materials review, and teaching demonstrations • All teacher candidates screened for employment will hold a valid CA Teaching Credential. Teachers who teach in English would ideally hold either a Bilingual Authorization/BCLAD and/or English Learner Authorization/CLAD. Teachers who teach in Mandarin would ideally hold a Bilingual Authorization/BCLAD in Mandarin. • The Office Administrator will annually review credential status for compliance MEASURABLE 100% of teachers will hold a valid CA Teaching Credential or Permit with OUTCOME the appropriate Bilingual Authorization/BCLAD and English Learner Authorization/CLAD, as defined by the CA Commission on Teaching Credentialing, and will be appropriately assigned GOAL AND 90% of teachers are “effective” or “highly effective” according to OUTCOMES evaluation rubric; >75% retention; >80% level of satisfaction;
METHODS OF • Initial and annual verification of teacher credentials as reported by MEASUREMENT the CA Commission on Teacher Credentialing • CALPADS Report 3.5 • Annual publication of School Accountability Report Card SUBPRIORITY B – INSTRUCTIONAL MATERIALS
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GOAL TO ACHIEVE All students will have access to standards-aligned materials and SUBPRIORITY additional instructional materials, as outlined in the IIA charter petition
ACTIONS TO All instructional materials purchased will be aligned to California ACHIEVE GOAL Common Core State Standards and aligned with our charter petition MEASURABLE 100% of students will have access to standards-aligned materials and OUTCOME additional instructional materials, as outlined in our charter petition. GOAL AND 90% of students meeting or exceeding standards on ELA SBAC OUTCOMES 90% of students meeting or exceeding standards on Math SBAC METHODS OF Executive Director/Superintendent, Principal, and faculty will review all MEASUREMENT instructional materials before purchase, pursuant to E.C. § 60119 SUBPRIORITY C – FACILITIES GOAL TO ACHIEVE Maintain a clean and safe school facility in partnership with the District, SUBPRIORITY if District serves as our facility lessor, or with hired custodian and maintenance services ACTIONS TO Daily general cleaning by custodial staff will maintain campus cleanliness ACHIEVE GOAL Annual and monthly facility inspections will screen for safety hazards MEASURABLE Annually, 90% of all items on monthly site inspection checklists and 90% OUTCOME of facility inspection checklists will be in compliance or good standing 100% of identified Required Corrections will be corrected within three months GOAL AND 100% of teachers are trained in emergency procedures OUTCOMES 100% of teachers and students participate in regular fire and emergency drills; METHODS OF Daily cleanliness spot checks will be performed MEASUREMENT Monthly site inspection documents prepared by the Principal, or the Principal’s designee Annual facility inspection reports STATE PRIORITY #2— IMPLEMENTATION OF STATE STANDARDS Implementation of State Standards(including CCSS and ELD), including how EL students will be enabled to gain academic content knowledge and English language proficiency. SUBPRIORITY A – CCSS IMPLEMENTATION GOAL TO ACHIEVE IIA’s curriculum will be aligned to CCSS SUBPRIORITY ACTIONS TO • IIA’s curriculum maps will be aligned to the CCSS ACHIEVE GOAL • IIA’s teachers will identify and participate in intensive professional development and training on the CCSS MEASURABLE • 100% of curriculum will be aligned to CCSS OUTCOME
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• Annually, 100% of teachers will participate in at least five hours of Professional Development and training in CCSS GOAL AND 100% of teachers will create and use lessons aligned to CCSS daily OUTCOMES
METHODS OF • Professional Development calendar and rosters will evidence MEASUREMENT participation by teachers in professional development activities • Curriculum maps will be written prior to school opening and will be revisited on an annual basis • Annual review of curriculum will show full implementation of CCSS SUBPRIORITY B – EL STUDENTS & ACADEMIC CONTENT KNOWLEDGE GOAL TO ACHIEVE All EL students will gain academic content knowledge through the SUBPRIORITY implementation of the CCSS ACTIONS TO • EL students participate in English Language Arts/Literacy instruction ACHIEVE GOAL with appropriate instructional support • Curriculum maps will specifically include goals and strategies for ELs and other struggling subgroups MEASURABLE Annually, 100% of EL students will gain academic content knowledge OUTCOME through the implementation of the CCSS METHODS OF • EL student performance on the CAASPP statewide assessments MEASUREMENT • ELPAC Assessments • Personalized Learning Portfolio folder • Teacher assessments • Annual report cards
SUBPRIORITY C – EL STUDENTS & ENGLISH LANGUAGE PROFICIENCY GOAL TO ACHIEVE All EL students will gain English language proficiency through the SUBPRIORITY implementation of the ELD curriculum and related instructional strategies ACTIONS TO • EL students participate in English Language Arts/Literacy instruction ACHIEVE GOAL with appropriate instructional support • EL students have access to ELD curriculum • Teachers of EL students participate in professional development activities MEASURABLE 100% of EL students will reach English language proficiency within five OUTCOME years of initial classification as English Learner through the implementation of the CCSS and related instructional strategies 80% of all students who have been enrolled at IIA for at least three full academic years will score proficient level on state tests.
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METHODS OF • EL student performance on ELPAC Assessment MEASUREMENT • ELD folder and reclassification documentation STATE PRIORITY #3— PARENTAL INVOLVEMENT AND FAMILY ENGAGEMENT Parental involvement and family engagement, including efforts the Charter School makes to seek parent input in making decisions for the Charter School, and including how the Charter School will promote parent participation in programs for unduplicated pupils and individuals with exceptional needs. SUBPRIORITY A – ACHIEVING/MAINTAINING PARENTAL INVOLVEMENT GOAL TO ACHIEVE • A Parent/Teacher Organization (“PTO”) will be established to SUBPRIORITY facilitate parental involvement • A School Site Council (SSC), which can consist of parents, teachers and classified employees will be established. ACTIONS TO • The Founding Team will help establish the initial PTO and SSC ACHIEVE GOAL • The PTO will select a volunteer Parent Coordinator to oversee parent participation opportunities through a variety of methods, including newsletters, phone calls, and orientation meetings • Parents may also choose to serve on the WMICS Board MEASURABLE All parents will have multiple opportunities to provide input to, and OUTCOME participate in, the Charter School GOAL AND At least one Parent will be on the Non-profit Board of Directors within OUTCOMES the first year of operation 90% of families give the Charter School an A or a B on the annual survey 90% of families responding positively to “My student’s school seeks feedback from me” on annual survey METHODS OF • Feedback from parents will be solicited regularly (i.e. monthly MEASUREMENT meetings, coffee hours) • Volunteer opportunities will be published to parents • An end-of-year survey will be distributed to parents and students requesting feedback SUBPRIORITY B – PROMOTING PARENT PARTICIPATION GOAL TO ACHIEVE IIA will maintain a PTO and School Site Council (SSC) SUBPRIORITY ACTIONS TO School leadership will work with the volunteer Parent Coordinator to ACHIEVE GOAL recruit parents to the PTO and/or SSC via flyers, classroom newsletters, and monthly parent meetings MEASURABLE Annually, the SSC and PTO will be comprised of at least 50% parents OUTCOME GOAL AND 70% of families responding positively to “I am satisfied with my level of OUTCOMES influence on school decisions” on annual survey METHODS OF PTO and SSC meeting agendas and minutes identify parents who form MEASUREMENT part of the PTO and SSC
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SUBPRIORITY C – PROMOTING PARENT PARTICIPATION FOR UNDUPLICATED STUDENTS AND STUDENTS WITH EXCEPTIONAL NEEDS GOAL TO ACHIEVE Solicit parent feedback via annual satisfaction surveys SUBPRIORITY ACTIONS TO Annually, IIA administration, as well as teachers, will conduct school and ACHIEVE GOAL classroom satisfaction assessments to generate strategies for improvement. Results of parent satisfaction surveys will be presented to the WMICS Board for discussion and implementation MEASURABLE Campus community surveys will generate a consistent rate of return of OUTCOME at least 25% unduplicated community members GOAL AND 100% of Parents will participate in Student’s educational planning OUTCOMES adaptations and RTI
METHODS OF Results and reports of community satisfaction surveys will be shared MEASUREMENT with parents, School Board members and staff upon completion of its results and analysis STATE PRIORITY #4— STUDENT ACHIEVEMENT Pupil achievement, as measured by all of the following, as applicable: A. California Assessment of Student Performance and Progress statewide assessment B. Percentage of pupils who have successfully completed courses that satisfy UC/CSU entrance requirements, or career technical education C. Percentage of ELs who make progress toward English language proficiency as measured by the English Language Proficiency Assessment for California D. EL reclassification rates E. Percentage of pupils who have passed an AP exam with a score of 3 or higher F. Percentage of pupils who participate in and demonstrate college preparedness pursuant to the Early Assessment Program (E.C. §99300 et seq.) or any subsequent assessment of college preparedness
SUBPRIORITY A1 – CAASPP: ELA/LITERACY GOAL TO ACHIEVE 75% of students at every applicable grade level, including all student SUBPRIORITY subgroups, meet or exceeds standard on the CAASPP statewide assessment in the area of English Language Arts/Literacy35 ACTIONS TO • Classroom instruction conducive to student learning ACHIEVE GOAL • Adequate learning environments • Appropriate CCSS-aligned instructional materials • Use of instructional technology in the area of English Language Arts • Teacher assistants in classrooms to support instruction and student learning
35 Due to the high amount of instruction time in Mandarin during the early grades, it is expected that students’ English proficiency may lag behind their non-immersion peers.
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MEASURABLE • Annually, at least 95% participation rate in the CAASPP statewide OUTCOME assessments • Annually, at least 80% of students at every applicable grade level, including all subgroups, meet or exceed standard on the CAASPP statewide assessment in the areas of English Language Arts/Literacy GOAL AND California School Dashboard (or other state) score will meet or exceed OUTCOMES district score within the first three years METHODS OF CAASPP score reports MEASUREMENT SUBPRIORITY A2 – CAASPP: MATHEMATICS GOAL TO ACHIEVE 80% of students at every applicable grade level, including all student SUBPRIORITY subgroups, meet or exceed standard on the CAASPP statewide assessment in the area of Mathematics ACTIONS TO • Classroom instruction conducive to student learning ACHIEVE GOAL • Adequate learning environments • Appropriate CCSS-aligned instructional materials • Use of instructional technology in the area of Mathematics • Teacher assistants in classrooms to support instruction and student learning MEASURABLE • Annually, at least 95% participation rate in the CAASPP statewide OUTCOME assessments • Annually, at least 80% of students at every applicable grade level, including all subgroups, meet or exceed standard on the CAASPP statewide assessment in the area of Mathematics GOAL AND California School Dashboard (or other state) score will meet or exceed OUTCOMES district score within the first three years METHODS OF • CAASPP score reports MEASUREMENT SUBPRIORITY A3 – CAST: SCIENCE GOAL TO ACHIEVE 80% of students at every applicable grade level, including all student SUBPRIORITY subgroups, meet or exceed standard on the CAST statewide assessment in the area of Science ACTIONS TO • Classroom instruction conducive to student learning ACHIEVE GOAL • Adequate learning environments • Appropriate CCSS-aligned instructional materials • Use of instructional technology in the area of Science • Teacher assistants in classrooms to support instruction and student learning
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MEASURABLE • Annually, at least 95% participation rate in the CAST statewide OUTCOME assessments • Annually, at least 80% of students at every applicable grade level, including all subgroups, • Revise as needed to meet CAASPP thresholds. • Meet or exceed standard on the CAST statewide assessment in the area of Science GOAL AND California School Dashboard (or other state) score will meet or exceed OUTCOMES district score within the first three years METHODS OF CAST score reports MEASUREMENT SUBPRIORITY B – UC/CSU COURSE REQUIREMENTS (OR CTE)
GRADE LEVELS NOT APPLICABLE TO IIA SUBPRIORITY C – EL PROFICIENCY RATES GOAL TO ACHIEVE EL students will advance at least one performance level per the ELPAC SUBPRIORITY each academic year ACTIONS TO EL students will receive in-class instructional support through focused ACHIEVE GOAL small group instruction, 1-on-1 teacher or teacher assistant support, and after school tutoring, or homework club assistance. Teacher will implement integrated and designated ELD instructional strategies, including SDAIE. MEASURABLE 80% of EL students will advance at least one performance level per the OUTCOME ELPAC each academic year METHODS OF • ELPAC Score Reports MEASUREMENT • EL reclassification documentation maintained by ELPAC Coordinator • ELD folder in conjunction with ELD curriculum assessments and annual report cards
SUBPRIORITY D – EL RECLASSIFICATION RATES GOAL TO ACHIEVE EL students will be assessed for reclassification as Fluent English SUBPRIORITY Proficient annually and perform at grade level on the CAASPP statewide assessment. ACTIONS TO EL students will receive in-class instructional support which includes 1- ACHIEVE GOAL on-1 teacher support, or teacher assistant support, focused small group instruction and integrated and designated ELD instructional strategies such as SDAIE.
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MEASURABLE At least 25% of EL students will be reclassified as Fluent English Proficient OUTCOME annually and perform at grade level on the CAASPP statewide assessment. METHODS OF Analysis and review of ELPAC results MEASUREMENT SUBPRIORITY E – AP EXAM PASSAGE RATE GRADE LEVELS NOT APPLICABLE TO IIA SUBPRIORITY F – COLLEGE PREPAREDNESS/EAP GRADE LEVELS NOT APPLICABLE TO IIA STATE PRIORITY #5— STUDENT ENGAGEMENT Pupil engagement, as measured by all of the following, as applicable: F. School attendance rates G. Chronic absenteeism rates H. Middle school dropout rates (EC §52052.1(a)(3)) I. High school dropout rates J. High school graduation rates SUBPRIORITY A – STUDENT ATTENDANCE RATES GOAL TO ACHIEVE IIA will maintain a 95% ADA rate SUBPRIORITY ACTIONS TO • IIA will provide a safe and engaging learning environment for all its ACHIEVE GOAL students and families, including those of the various subgroups enrolled • IIA will also keep families informed about the importance of attendance MEASURABLE Annual Average Daily Attendance of at least 95% OUTCOME GOAL AND 90% of students report that they feel safe and supported at school as OUTCOMES measured by the annual survey 95% of students report for school on time METHODS OF • Monthly, Quarterly and Annual ADA reports MEASUREMENT • Periodic attendance updates to families reminding them of the importance of in-school attendance as the primary way of learning and success SUBPRIORITY B – STUDENT ABSENTEEISM RATES GOAL TO ACHIEVE Students will not have more than three absences in any school year SUBPRIORITY without prior notification from the parents. ACTIONS TO Parents will be informed of chronic absences as specified in Attendance ACHIEVE GOAL & Truancy Policy
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MEASURABLE 90% of enrolled students will have fewer than three absences during any OUTCOME one school year without prior notification from the parents. GOAL AND Less than 5% rate of chronic absenteeism (students who are absent OUTCOMES FOR 10% or more of the schooldays in the school year) SUBGROUP #1 METHODS OF End of term absence and tardy reports from our student information MEASUREMENT system Periodic attendance updates to families reminding them of the
importance of in-school attendance as the primary way of learning and success Evidence of success is determined by monthly, quarterly and annual attendance reports SUBPRIORITY C – MIDDLE SCHOOL DROPOUT RATES GOAL TO ACHIEVE IIA will retain and promote 98% of 6th grade students. SUBPRIORITY ACTIONS TO IIA will offer an academically engaging learning environment for all its ACHIEVE GOAL students, including members of all subgroups MEASURABLE 98% of the 6th grade classes will be comprised of students who enrolled OUTCOME at IIA the prior academic year GOAL AND Less than 2% dropout rate OUTCOMES METHODS OF Student re-enrollment documentation as verified by our student MEASUREMENT information system and CALPADS SUBPRIORITY D – HIGH SCHOOL DROPOUT RATES GRADE LEVELS NOT APPLICABLE TO IIA SUBPRIORITY E – HIGH SCHOOL GRADUATION RATES GRADE LEVELS NOT APPLICABLE TO IIA STATE PRIORITY #6— SCHOOL CLIMATE School climate, as measured by all of the following, as applicable: D. Pupil suspension rates E. Pupil expulsion rates F. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness SUBPRIORITY A – PUPIL SUSPENSION RATES GOAL TO ACHIEVE IIA will maintain an annual suspension rate of less than 1% SUBPRIORITY
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ACTIONS TO • School leadership and faculty will maintain a positive school climate ACHIEVE GOAL • Teachers will be trained on, and implement, the Positive Peer Pressure program, which develops 8 social-emotional competencies • School leadership will work with teachers and families to manage student behavior issues and concerns MEASURABLE Annually, 1% or fewer of all enrolled students will be suspended OUTCOME GOAL AND 90% of students respond positively to questions on discipline, respect OUTCOMES and bullying on student survey
METHODS OF • Annual School Accountability Report Card & Annual Report MEASUREMENT • CALPADS Report 7.1 Discipline Incidents • Annual surveys to students, parents and teachers SUBPRIORITY B – PUPIL EXPULSION RATES GOAL TO ACHIEVE IIA will maintain an annual expulsion rate of less than 1% SUBPRIORITY ACTIONS TO • School leadership and faculty will maintain a positive school climate ACHIEVE GOAL • Teachers will be trained on, and implement, the Positive Peer Pressure program, which develops 8 social-emotional competencies • School leadership will work with teachers and families to manage student behavior issues and concerns
MEASURABLE Annually, 1% or fewer of enrolled students will be expelled. OUTCOME GOAL AND 90% of families respond positively to “I feel my child is physically safe OUTCOMES FOR at school” on annual survey SUBGROUP #1 METHODS OF • Annual School Accountability Report Card & Annual Report MEASUREMENT • CALPADS Report 7.1 Discipline Incidents • Annual surveys to students, parents and teachers SUBPRIORITY C – OTHER SCHOOL SAFETY AND SCHOOL CONNECTEDNESS MEASURES (SURVEYS) GOAL TO ACHIEVE IIA students and staff will adhere to the School Safety Plan SUBPRIORITY ACTIONS TO • The School Safety Plan will be reviewed annually and modified, as ACHIEVE GOAL needed • Annually, all school employees will be trained on the elements of the School Safety Plan • Students will participate in monthly fire, earthquake, and safety drills
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MEASURABLE • School Safety Plan will be reviewed annually OUTCOME • 100% of staff will participate in at least four hours of Safe School training • Students will participate in at least eight fire, earthquake or safety drills annually GOAL AND 80% proficient on school culture and safety audits OUTCOMES
METHODS OF • School Safety Plan MEASUREMENT • Professional Development agenda • Annual drill calendars SUBPRIORITY D – SENSE OF COMMUNITY GOAL TO ACHIEVE Students, parents and teachers will feel a sense of community on SUBPRIORITY campus, and within their classroom community ACTIONS TO • IIA Administration will devise and administer satisfaction surveys to ACHIEVE GOAL parents, students and teachers annually • A variety of fun and engaging co-curricular opportunities will further enhance students’ sense of belonging and community
MEASURABLE Annually, at least 75% of students and families will be retained OUTCOME METHODS OF • Parent, student and teacher satisfaction surveys will provide MEASUREMENT information regarding their sense of connectedness and community • Attendance and participation by students in campus events will evidence their sense of belonging and engagement • Annual re-enrollment documentation and class lists will reflect a return rate of at least 75% STATE PRIORITY #7— COURSE ACCESS The extent to which pupils have access to, and are enrolled in, a broad course of study, including programs and services developed and provided to unduplicated students (classified as EL, FRPM-eligible, or foster youth; E.C. §42238.02) and students with exceptional needs. “Broad course of study” includes the following, as applicable: Grades 1-6: English, mathematics, social sciences, science, visual and performing arts, health, physical education, and other as prescribed by the governing board. (E.C. §51210) Grades 7-12: English, social sciences, foreign language(s), physical education, science, mathematics, visual and performing arts, applied arts, and career technical education. (E.C. §51220(a)-(i)) GOAL TO ACHIEVE IIA students, including all student subgroups, unduplicated students, and PRIORITY students with exceptional needs, will have access to, and enroll in, our
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academic and educational program as outlined in the Charter School’s charter petition
ACTIONS TO All academic content areas will be available to all students, including ACHIEVE GOAL student subgroups, at all grade levels MEASURABLE Annually, 100% of students, including all student subgroups, OUTCOME unduplicated students, and students with exceptional needs, will have access to, and enroll in, all core and non-core subject content areas available GOAL AND Master schedule meets or exceeds state requirements OUTCOMES Curriculum is deemed adequate as measured by Curriculum Approval Process METHODS OF Student, teacher, course, and grade level schedules will serve as MEASUREMENT evidence STATE PRIORITY #8— OTHER STUDENT OUTCOMES Pupil outcomes, if available, in the subject areas described above in #7, as applicable.
SUBPRIORITY A – ENGLISH GOAL TO ACHIEVE All students, including all student subgroups, unduplicated students and SUBPRIORITY students with exceptional needs, will demonstrate grade level proficiency in English Language Arts and Literacy36 ACTIONS TO • All students participate in IIA’s small focused instruction groups, ACHIEVE GOAL participate in computer adaptive software, and guided reading groups • Instructional strategies implemented include one-to one tutoring, reading intervention program, speaking skills to present information, narrative and response to literature, and collaboration with colleagues to support student learning goals MEASURABLE • At least 75% of all students will demonstrate one or more years of OUTCOME growth on the SBAC for English Language Arts • At least 75% of all students will be classified as having a proficient or advanced grade level equivalence on the Rigby Reads or DIBELS ORF assessment • At least 75% of all students will be classified as having a proficient or advanced grade level equivalence on the Basic Phonics Skills Test, Primary and Elementary Spelling Inventory, and High Frequency Words Assessment • At least 75% of all students will earn a rating of proficient or advanced in English Language Arts on end-of-year report cards, based on a composite of all reading and writing scores
36 Due to the high amount of instruction time in Mandarin during the early grades, it is expected that students’ English proficiency may lag behind their non-immersion peers.
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• At least 75% of all students will earn a rating of proficient or advanced on summative performance assessments in writing
GOAL AND IIA will meet or exceed growth targets each year for each significant OUTCOMES student subgroup following the first year of testing Reading growth of >1 grade level per year until grade level reached and maintained All students who have been enrolled at IIA for at least three full years will be reading at/above grade level School wide reclassification rate for EL will increase by 2% annually METHODS OF IIA’s authentic creation of Personalized Learning Portfolios is used to MEASUREMENT monitor and track student progress throughout the year. Personalized Learning Portfolios include, but are not limited to, SBAC test results, internal benchmark assessments, pre- and post-unit testing, spelling inventories, student writing journals, response to literature journals and published writing and oral presentations. SUBPRIORITY B – MATHEMATICS GOAL TO ACHIEVE All students, including all student subgroups, unduplicated students and SUBPRIORITY students with exceptional needs will demonstrate grade level proficiency in Mathematics ACTIONS TO • All students participate in basic math skill lessons every day ACHIEVE GOAL • Instructional strategies implemented in Mathematics include focused and designed instruction, spiraling math curriculum, small group work, one-to one tutorial support, and collaboration with colleagues to support student goals and learning MEASURABLE • At least 80% of all students will demonstrate one or more years of growth on OUTCOME the SBAC for Mathematics • At least 80% of all students will score proficient or advanced on trimester and end of unit Mathematics assessments • At least 80% of all students will earn a rating of proficient or advanced in Mathematics on end-of-year report cards, based on a composite of all Mathematics scores
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IIA will meet or exceed growth targets each year for each significant student subgroup GOALS following the first year of testing Math growth of >1 grade level per year until grade level reached and maintained All students who have been enrolled at IIA for at least three full years will be at/above grade level
METHODS OF MEASUREMENT IIA’s authentic creation of Personalized Learning Portfolios is used to monitor and track student progress throughout the year. Personalized Learning Portfolios include, but are not limited to, SBAC test results, internal benchmark assessments, pre- and post-unit testing, and math portfolio submissions demonstrating mathematical thinking.
SUBPRIORITY C – SOCIAL SCIENCES GOAL TO ACHIEVE All students, including all student subgroups, unduplicated SUBPRIORITY students and students with exceptional needs will demonstrate grade level skills and content knowledge in history, civics and social science ACTIONS TO ACHIEVE Through direct instruction and an integrated approach, students GOAL will study a blend of American history, Chinese history, world history, government, geography and economics using the CA History-Social Science Content Standards or presently approved state standards. Strategies included in an integrated approach are non-fiction and historical fiction texts, mini-research projects and presentations, computer-based information (articles, videos), field trip experiences, debates and hands-on projects.
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MEASURABLE OUTCOME • At least 80% of all 6th grade students will score proficient or advanced on the SBAC for Social Science • At least 80% of all students will score proficient or advanced in Social Science on end of unit assessments • At least 80% of all students will earn a rating of proficient or advanced in Social Science on end-of-year report cards • At least 80% of all students will earn a rating of proficient or advanced on portfolio submissions related to Social Science GOAL AND OUTCOMES IIA will meet or exceed growth targets each year for each significant student subgroup following the first year of testing All students who have been enrolled at IIA for at least three full years will be at/above grade level
METHODS OF • Formal assessments include pre- and post-unit testing and MEASUREMENT essay exams • Authentic assessments include presentations, projects, rubrics, peer feedback and teacher feedback as a form of assessment to demonstrate proficiency SUBPRIORITY D – SCIENCE GOAL TO ACHIEVE SUBPRIORITY All students, including all student subgroups, unduplicated students and students with exceptional needs will demonstrate grade level skills and content knowledge in life, earth and space, and physical science. ACTIONS TO ACHIEVE GOAL Utilizing an inquiry-based approach, students will develop an understanding of science and engineering practices, disciplinary core ideas and crosscutting practices. Strategies include hands-on learning, gathering and analyzing data, and integrating skills and concepts as they apply to different subjects. MEASURABLE OUTCOME • At least 80% of all 5th grade students will score proficient or advanced on the for SBSA Science • At least 80% of all students will score proficient or advanced in Science on end of unit assessments • At least 80% of all students will earn a rating of proficient or advanced in Science on end- of-year report cards
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• At least 80% of all students will earn a rating of proficient or advanced on portfolio submissions related to Science • At least 80% of students will score proficient or advanced on the CAST. GOAL AND OUTCOMES IIA will meet or exceed growth targets each year for each significant student subgroup following the first year of testing All students who have been enrolled at IIA for at least three full years will be at/above grade level
METHODS OF MEASUREMENT Formal assessments include pre- and post- unit testing and reports Authentic assessments include experimentations, presentations, projects, rubrics, peer feedback and teacher feedback SUBPRIORITY E – VISUAL AND PERFORMING ARTS GOAL TO ACHIEVE SUBPRIORITY All students, including all student subgroups, unduplicated students and students with exceptional needs will have the opportunity to participate in various Visual and Performing Arts classes, which will be provided three days per week ACTIONS TO ACHIEVE GOAL Art, Drama/Dance and Music classes will be provided three days per week MEASURABLE OUTCOME All students will participate in the Visual and Performing Arts classes and submit applicable projects to be evaluated in their Personalized Learning Portfolio GOAL AND OUTCOMES 99% of students will pass the class requirements METHODS OF MEASUREMENT The class schedule of activities and student attendance list will serve as evidence of participation
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SUBPRIORITY F – PHYSICAL EDUCATION
GOAL TO ACHIEVE SUBPRIORITY All students, including all student subgroups, unduplicated students and students with exceptional needs will have the opportunity to participate in Physical Education activities and will achieve fitness levels within the Healthy Fitness Zone (HFZ) of the PFT Grade 5 will take the Ed Code 60800 required Physical Fitness Test (“PFT”) ACTIONS TO ACHIEVE GOAL • Physical Education (PE) content will be based on the Physical Education Model Content Standards for California Public Schools, 2005 • PE will occur daily during morning fitness and during weekly PE lessons • The combination of daily morning fitness and weekly physical education lessons results in 200 minutes each ten days MEASURABLE OUTCOME At least 80% of all students in 5th grade will test within the HFZ. For each test area, the FITNESSGRAM uses the HFZ to evaluate fitness performance. The performance goal for all test areas is the HFZ. These zones represent minimum levels of fitness that offer protection against the diseases that result from sedentary living. Grades 5 will take the Ed Code 60800 required PFT GOAL AND OUTCOMES 99% of students will pass the class requirements
METHODS OF MEASUREMENT The PFT for students in 5th grade in California schools is the FITNESSGRAM®. The main goal of the test is to help students in starting lifelong habits of regular physical activity. Students in grades five and seven will take the fitness test. The test has six parts that show a level of fitness that offer a degree of defense against diseases that come from inactivity. The test
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results can be used by students, teachers and parents.
SUBPRIORITY G – HEALTH
GOAL TO ACHIEVE SUBPRIORITY All IIA students will develop healthy eating, physical and emotional habits. ACTIONS TO ACHIEVE GOAL Health is primarily addressed through Science and Physical Education. Content is from the new Health Framework and 2008 Health Education Content Standards. Students will focus on the importance of nutrition and physical activity while also addressing physical growth and development, as well as mental, emotional and social health. MEASURABLE OUTCOME Measurable outcomes are identical to the measurable outcomes of Sub priority F - Physical Education and Sub priority K - Social Responsibility Domain GOAL AND OUTCOMES 99% of students will pass the class requirements METHODS OF MEASUREMENT Methods of measurement are identical to the methods of measurement for Sub priority F - Physical Education and Sub priority K - Social Responsibility Domain. SUBPRIORITY K (1) – OTHER SUBJECTS – SOCIAL RESPONSIBILITY DOMAIN GOAL TO ACHIEVE SUBPRIORITY All students, including all student subgroups, unduplicated students and students with exceptional needs, will demonstrate an understanding of their actions, how these actions affect their surroundings and the ability to work with others ACTIONS TO ACHIEVE GOAL All students participate in classroom dialogues and discussions, community activities and classroom decision-making processes. By integrating literature and dialogue, students are able to engage in the development of classroom rules and expectations while participating in a democratic process.
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MEASURABLE OUTCOME Annually, 100% of classrooms will have collaboratively devised rules and expectations, fewer than 1% of students will be suspended, and fewer than 1% of students will be subject to expulsion GOAL AND OUTCOMES 100% of students audited will know the class culture and expectations METHODS OF MEASUREMENT Classroom observation rubrics, book titles in classroom libraries, annual School Accountability Report Card and CALPADS Report 7.1 Discipline Incidents will be used as evidence SUBPRIORITY K (2) – OTHER SUBJECTS – SOCIAL RESPONSIBILITY DOMAIN GOAL TO ACHIEVE SUBPRIORITY All students, including all student subgroups, unduplicated students and students with exceptional needs, will demonstrate social responsibility by working to improve their school and community environments ACTIONS TO ACHIEVE GOAL Throughout the school year, all students engage in various community service activities. Some examples could include organizing a Second Harvest food drive, book/toy drive, senior home visits, Earth Day cleanup, etc. MEASURABLE OUTCOME At least 95% of students will participate in 2 or more various community service projects offered throughout the year GOAL AND OUTCOMES 100% of students participating in various community service projects can evaluate and explain how it affected their community METHODS OF MEASUREMENT The classroom schedule of activities and participation roster will serve as evidence of compliance
SUBPRIORITY K (3) – OTHER SUBJECTS – SOCIAL RESPONSIBILITY DOMAIN GOAL TO ACHIEVE SUBPRIORITY All students, including all student subgroups, unduplicated students and students with exceptional needs, will be thoughtful, engaged citizens and demonstrate 21st Century life skills (problem solving, critical thinking, collaboration, adaptability and resourcefulness) and social- emotional competencies
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ACTIONS TO ACHIEVE GOAL Through classroom- and school-wide projects, in addition to the integration of the Positive Peer Pressure program, all students will have the opportunity to develop and practice these essential skills MEASURABLE OUTCOME • At least 80% of students will score proficient or advanced on teacher-created rubrics in the planning and execution of each project, demonstrating high levels of problem-solving and critical thinking skills, collaboration, adaptability and resourcefulness
GOAL AND OUTCOMES 100% of students will demonstrate the skills of active listening and working with and supporting a partner
METHODS OF MEASUREMENT Project rubric, presentation rubric, classroom grade books and report cards will demonstrate project participation. Student journals, portfolio submissions, and teacher observations SUBPRIORITY K (4) – OTHER SUBJECTS – CROSS-CULTURAL COMPETENCY GOAL TO ACHIEVE SUBPRIORITY All students, including all student subgroups, unduplicated students and students with exceptional needs, will develop cross-cultural competency by developing an awareness of other cultures and an international perspective ACTIONS TO ACHIEVE GOAL A language immersion program, by nature, will explore cross-cultural topics and help students develop an awareness of other cultures and an international perspective because culture is integral to language learning MEASURABLE OUTCOME The measurable outcomes will be aligned with the Mandarin Language Arts sub priority because of the interdependency between language and culture. Developing proficiency in the language will also result in developing cross-cultural competency GOAL AND OUTCOMES 100% of students will speak and write in two languages, Mandarin and English at all grade levels METHODS OF MEASUREMENT Parent and teacher surveys, teacher observation and Mandarin proficiency assessments will provide evidence of achievement
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ELEMENT C (3): METHODS OF ASSESSING PUPIL OUTCOMES
“The method by which pupil progress in meeting those pupil outcomes is to be measured. To the extent practicable, the method for measuring pupil outcomes for state priorities shall be consistent with the way information is reported on a school accountability report card.” Education Code § 47605(c)(5)(C)
IIA believes that true data driven instruction includes an assessment cycle that is one of the most important features of outstanding teaching and learning. In order to be a great learning organization, everyone within the organization must be clear on what the expected outcomes are and must be given regular, meaningful data on progress towards those outcomes. Additionally, to prepare our students for the STEAM fields, in which industries are constantly iterating and improving outcomes, students must be familiar with a regular cycle of testing and improvement.
IIA will implement a comprehensive assessment system to measure and track student mastery of grade-level standards and requisite skills in each subject area, including Mandarin proficiency. Assessment allows IIA to observe individual student progress, determine the efficacy of individual teachers and evaluate the success of the program as a whole. Assessment result analysis will also form the basis for teacher professional development and instructional planning.
Assessment data will be collected at regular intervals throughout the school year including: baseline, formative, and summative assessments. We will explore the use of computer-based assessments and data administration that will allow teachers to develop personalized reports, disaggregate class data and observe patterns so that the assessments can be used to strategically target instruction.
IIA will adhere to all state testing requirements, and any revisions of Education Code that are applicable to charter schools. As established in the previous section, IIA will be utilizing diverse assessments that are aligned with the curriculum and instructional program, compliant with state expectations. They will be administered according to the assessment cycle documented in the table below.
As new exciting assessment tools become available that align with Common Core State Standards, we will continue to refine and update our assessment list to integrate these new tools. IIA staff will work diligently to review individual student performance data enabling the appropriate staff to take corrective action for students who fall below the minimum performance expectation.
Renaissance Pre-K-12 Assessment suite will help our school in planning and assessments.
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STATE ASSESSMENTS
IIA, via the direct supervision of its Principal, will administer annual state-mandated assessments as required under Education Code Section 60642.5(a)(2), including the Smarter Balanced Assessment Consortium (“SBAC”), California Modified Assessment (“CMA”), and California Alternate Assessment (CAA). Additionally, the CST in Science and the California Physical Fitness test (grade 5).
For students with disabilities and have an IEP, we will administer the California Science Test (CAST) is an online assessment based on the California Next Generation Science Standards (NGSS) . All local educational agencies (LEAs) with eligible students in grades five and eight and in high school will administer the CAST operational test. The CAST operational test uses the current California Assessment of Student Performance and Progress test delivery system and will be administered online only. The SBAC for English Language Arts and Mathematics, with appropriate universal tools, designated supports and/or accommodations is appropriate for students with disabilities who have an IEP.
Students with the most significant cognitive disabilities, will receive the California Alternate Assessments for ELA and Math in grades 3-6, and Science in grades 5.
All students who indicate that their home language is any language other than English will be given the ELPAC within thirty days of initial enrollment and at least annually thereafter until re- designated as fluent English proficient. The PFT shall be given to students in grades five and seven annually.
MULTIPLE MEASURES
IIA will use a variety of baseline, formative and summative assessments, reflecting best practices. IIA’s intention of using a variety of assessments is to ensure that teachers, parents and students continually have current and accurate information about students’ level of mastery and areas in which they may be struggling.
In immersion classrooms, multiple measures are particularly important because it may sometimes be necessary to disaggregate content performance from linguistic performance. For example, some students may comprehend the concept of re-grouping in mathematics, but are unable to explain how they arrived at their answer in Mandarin. Determining whether students understand the concept and can use their knowledge in performance may need to be separated from their ability to verbalize this knowledge.
Teachers will develop, select and use different assessments depending on the lesson or unit goal, children’s developmental characteristics, availability of resources and planned use of the data. In addition to the annual state-mandated standardized assessments noted above, IIA’s assessment plan includes the following assessments:
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LEVELED READING ASSESSMENTS
All students will be assessed two times a year, at the beginning and end of the year, using the Rigby Reads assessment (grades K – 4), the DIBELS Next Oral Reading Fluency (ORF) and Retell Frequency (RTF) assessment (grades 5 – 6), Students in grades K-4 will also receive the Rigby Reads assessment midway through the year. At the primary level, teachers will conduct running records using Rigby for each student, at least three times per year. Running records measure reading fluency and word analysis skills.
PHONICS, SPELLING, AND KNOWLEDGE OF HIGH FREQUENCY WORDS
For grades K-2, students will be assessed three times a year on phonics, spelling, and knowledge of high frequency words. To assess phonics, we will use the Basic Phonics Skills Test Levels I-III. This is an informal test of (a) high-utility, spelling-sound relationships for reading single-syllable words, (b) syllabic and morphemic strategies for reading polysyllabic words, (c) recognition of letter sounds, (d) specific phonics patterns, and (e) blending of single syllable and polysyllabic words out of context. To assess students’ developmental spelling stage, we will use the Primary and Elementary Spelling Inventory to determine how students use spelling patterns and rules to spell new words. To assess for knowledge of high frequency words, we will assess for automatic word recognition. Students who can instantly recognize high frequency words do not need to focus on the meaning of the word itself but instead can focus on the meaning in the entire story.
WRITING ASSESSMENTS
A writing sample will be collected and assessed for each student in grades 3-6 at least three times a year: as a baseline assessment and at the end of the second and third trimesters. In grade level groups, teachers will develop rubrics that align to grade-specific content standards for writing.
MATHEMATICS ASSESSMENTS
At the beginning of each year students grades 1 - 6, will be given a baseline mathematics assessment. Kindergarten students will be assessed as part of the kindergarten-readiness assessment. The baseline assessment will include multiple choice and constructed response questions. It will be designed to assess students’ mastery of the previous grade’s standards. The data from the baseline assessment will be used to guide instruction including possible interventions and extensions.
IIA’s teachers, with support from the administration, will develop the baseline assessment before the opening of the school year. They may use released questions from state testing as well as curriculum resources, such as TERC or Connected Mathematics, in developing the assessment.
Throughout the year, student progress in mathematics will be measured using formal and performance-based assessments. Students will be pre-assessed at the beginning of each
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mathematics unit to identify students in need of extra challenge or support. On-going assessment will take the form of teacher observations and assignments. At the end of each unit, student understanding and mastery will be measured through performance tasks or formal assessments. During designated faculty collaboration times and/or professional development days, teachers will design these assessments or select them from curriculum resources (TERC or Connected Mathematics).
At the end of each trimester, including the end of the year, students will be given a trimester assessment that will cover all standards taught to date. Much like the baseline assessment, these assessments will include both multiple choice and constructed response questions. They will be created in the same way. We may also use performance tasks from the Mathematical Assessment Resource Service (MARS) to assess problem-solving skills.
MANDARIN PROFICIENCY ASSESSMENT
Various assessments will be administered to track students’ progress in developing proficiency in Mandarin. A baseline assessment will be conducted for those students who have some exposure to the language. For students planning to enter in later grades, this baseline assessment will also serve as a placement indicator.
CHINESE CHILDREN’S COMPETENCY CERTIFICATE
The Chinese Children’s Competency Certificate (CCCC), designed in consideration of children’s specific cognitive and linguistic development, is a standardized test to objectively measure the Mandarin proficiency of young test takers (grades 2 – 4) from different language and cultural backgrounds. With its special emphasis on the everyday lives and interests of children, CCCC helps test takers to understand their own levels of Mandarin proficiency and encourages them to pursue further Mandarin study. The test includes the following features:
• Test content is lively, diverse, and interesting • Test content is tailored to suit children’s life experiences • Test content matches children’s cognitive and language development • Fascinating pictures in the color-printed test booklet capture children’s attention37
STUDENT ORAL PROFICIENCY ASSESSMENT
Student Oral Proficiency Assessment (SOPA) interviews are innovative language proficiency assessment instruments designed to allow students in grades 2 – 4 to demonstrate their highest level of performance in oral fluency, grammar, vocabulary, and listening comprehension.
37 Steering Committee for the Test of Proficiency-Huayu.(n.d.). Children’s Chinese Competency Certificate: http://cccc.sctop.org.tw/en/feature.html
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These interactive listening and speaking assessments are designed for children who are learning a foreign language in a school setting. They include hands-on activities and are conducted entirely in the foreign language. Students are assessed in pairs by two trained test administrators and, during the activities or tasks, are encouraged to interact with each other as well as with the interviewers. The focus of the interview is to determine what the students can do with the language.38
HANYU SHUIPING KAOSHI
The new Chinese Proficiency Test, Hanyu Shuiping Kaoshi (HSK), was launched by Hanban in an effort to better serve Mandarin language learners. The test is the result of coordinated efforts by domestic and foreign experts from different disciplines including Mandarin language teaching, linguistics, psychology, and educational measurement. The new HSK is an international standardized exam that tests and rates Mandarin language proficiency. It assesses non-native Mandarin speakers’ abilities in using the Mandarin language in their daily and academic lives. HSK consists of six levels, namely HSK Level I, HSK Level II, HSK Level III, HSK Level IV, HSK Level V, and HSK Level VI.39
REPORT CARDS AND PORTFOLIOS
In addition to the subject area specific assessments described above, IIA will use report cards and portfolios to summarize student achievement.
REPORT CARDS
Report Cards will provide a summary of student performance at the end of each trimester. Our report cards will describe the level of development for each student in relation to key, standards- based grade level skills and content.
Our report cards will be designed to describe a five-point continuum of learning stages (beginning, developing, approaching, proficient, and exceeding). Report cards will demonstrate student development in the following areas: Mandarin Language Arts, English Language Arts, Mathematics, Social Science, Science, Creative Arts, and Physical Education. The specific features of each area will be grade-level specific and standards-based.
Students in grade 6 will receive hybrid report cards that will include developmental scores, as well as letter grades. Our report cards will also contain several narrative sections where teachers detail examples of a child’s level of development/mastery based on observations, student work, portfolio submissions, project rubrics, and/or various classroom-based and school-wide assessments.
38 Center for Applied Linguistics. (2014). Early Language Assessments: SOPA, ELLOPA, COPE: http://www.cal.org/ela/sopaellopa/index.html 39 Hanban. (2014). Chinese Tests: HSK: http://english.hanban.org/node_8002.htm
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IIA will explore digital assessment platforms and student data systems that will enable us to generate custom summary reports. The SEI-YV already has the capability to create student reports. We are researching systems that will allow us to incorporate all subject areas into one report and these systems include Data Director and Vantage Learning Systems.
PORTFOLIOS
IIA will implement a portfolio system as part of our assessment plan. Portfolios will be used as a record of learning that includes samples of work and students’ reflections on their work. Portfolios display the individual nature of a child’s learning over time, provide evidence of academic achievement, and assist teachers with targeted instructional planning.
Portfolios will be scored on a proficient/advanced scale then reviewed by students, parents/guardians, and teachers at each conference, as well as at the end of the school year. As a learning record, portfolios will ensure teacher knowledge of student work from class to class. Each trimester, students, in consultation with their teachers, will select work samples from all core subject areas to place in their portfolios. As part of this selection process, students will reflect on their performance to identify their strengths and areas for improvement, as well as set personal goals for themselves.
ASSESSMENT CYCLE
The following table provides an overview of the assessment tools described in the table in Element B: Measurable Student Outcomes, which are aligned with the eight state priorities, pursuant to Education Code Section 52060(d). IIA affirms that its methods for measuring student outcomes for the eight state priorities, as described in Element B: Measurable Student Outcomes of this charter, shall be consistent with the way information is reported on a School Accountability Report Card as required by Education Code Section 47605(c)(5)(C).
Measurable Outcome (As Assessment Tools Frequency Defined in Element B) Outcome #1: All students Smarter Balanced Assessment in Annually in Grades 3 - 6 will become proficient English Language Arts or
readers and writers of the California Alternate Assessment Annually in Grades 3 - 6 English language Rigby Reads 3x/Year in Grades K - 4 DIBELS Next, ORF and RTF (Grades 2x/Year in Grades 5 - 6 56)
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Basic Phonics Skills Test 3x/Year in Grades K-2 Primary and Elementary Spelling 3x/Year in Grades K-2 Inventory High Frequency Words Assessment 3x/Year in Grades K-2
Writing Rubrics Aligned to State 3x/Year in Grades K - 6 Standards Report Cards 3x/Year Teacher Observations On-Going English Portfolio Submissions 3x/Year
Outcome #2: All students Smarter Balanced Assessment in Annually in Grades 3 - 6 will become proficient in Mathematics or Mathematical skills and California Alternate Assessment Annually in Grades 3 - 6 content Internal Benchmark Assessments 3x/Year Report Cards 3x/Year Teacher Observations On-Going Mathematics Portfolio Submissions 3x/Year Outcome #3: All students The California Science Test (CAST) is Annually in Grade 5 will become proficient in an online assessment based on the Science concepts and California Next Generation Science scientific thinking Standards (NGSS) . All local educational agencies (LEAs) with eligible students in grades five and eight and in high school will administer the CAST operational test. The CAST operational test uses the current CAASPP test delivery system and will be administered online only.
Unit Test End of Unit Report Cards 3x/Year Teacher Observations On-Going Science Portfolio Submissions 3x/Year
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Outcome #4: All students The Smarter Balanced Assessment Annually in Grades 3-5 will become proficient in Consortium has not developed an
Social Science practices and assessment for Social Science at this content time. IIA will continue to refine and update our assessment list to integrate new tools as they become available. Unit Test End of Unit Report Cards 3x/Year Teacher Observations On-Going Social Science Portfolio Submissions 3x/Year Outcome #5: All students SOPA (Speaking) Annually in Grades 2 - 4 develop a high level of oral CCCC (Listening and Reading) Annually in Grades 2 - 4 proficiency and literacy in HSK (Listening, Speaking, Reading, Annually in Grades 5 - 6 the Mandarin language Writing) Internal Benchmark Assessments 3x/Year Report Cards 3x/Year Teacher Observations On-Going Mandarin Portfolio Submissions 3x/Year Outcome #6: All students Parent and Teacher Survey 3x/Year will develop cross-cultural Teacher Observations On-Going competency by developing an awareness of other cultures and an international perspective Outcome #7: English ELPAC Annually language development for EL students Outcome #8: Special IEP Goals for Special Education Annually Education Students Outcome #9: Students will Six-Seconds Emotional Intelligence Annually be thoughtful, engaged Assessment – Youth Version (SEI – YV) citizens and demonstrate 21st century life skills Participation in Community Service 2x/Year (problem-solving, Projects collaboration, critical Report Cards 3x/Year thinking, adaptability, and Teacher Observations On-Going resourcefulness.
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USE AND REPORTING OF DATA
IIA will implement a Student Information System (SIS) to track and maintain student data. The Principal, in consultation with staff and the Board, will choose a SIS to ensure the information collected is used in accordance with IIA’s mission and vision as well as provide for all mandated reporting requirements at the local, county, state, and federal levels. Some of the SISs we are considering include, but are not limited to, School Loop, School Pathways, Illuminate, Zoom! Data Source and Data Director. We the system will create reports to disaggregate, analyze, and disseminate performance data to staff, parents, students, and the authorizing agency.
IIA teachers and staff will be engaged in an on-going process of data review and evaluation in connection to student learning outcomes. They will analyze individual data to review performance for students in their classrooms and work in collaborative teams to review class performance and benchmark data. In both cases, teachers will be guided to look at how students performed on multiple measures, identify patterns of underperformance or high performance, and identify focus students who are not making adequate progress in one or more areas.
Additionally, assessment data will be used to judge the effectiveness of curriculum units and teaching. This information will then be used to refine or change future units and instruction. Collaborative teams based on grade levels and subject areas will use these opportunities to form questions that arise from the data and develop hypotheses around the questions.
REPORTING TO PARENTS AND STUDENTS
At the beginning of every school year, IIA will hold orientation meetings during which we will share our assessment philosophy and system and to train the families on how to access assessment data. Such data may include student report cards, CAASPP results, the SARC, interim and benchmark assessments, student portfolios, and project assessments. Families will have access to some of this information through the Charter School’s website. In addition, assessment data will be shared directly with families during teacher-parent conferences, phone calls, and by sending materials home with students. Provisions will be made for exceptional cases where parents have unique needs and desires for a particular type of reporting procedure. Teachers and administrators will track parent contact.
Teacher-parent conferences will occur no later than early October to provide the opportunity to set goals with parents and students. IIA will provide parents/guardians of each student and each student an opportunity to communicate to the Charter School the desired goals and outcomes for their student for the year. The teacher-parent conference will also provide parents a student assessment that will include academic, social, emotional, and physical growth.
Students are informed about their assessment results by the teacher and via report cards at the end of each marking period and progress reports halfway through each marking period.
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Individually and by class, students will look at their own performance data, set goals, examine outcomes, and develop action plans in response to the data.
Parents of English Learners will also receive mandated communications on reclassification per Title III through annual ELPAC testing results. Parents of students with IEPs will receive reports according to the plan specified in each IEP. IIA will comply with applicable state and federal laws regarding reporting requirements for students with disabilities and English Learners.
The Principal, collaborating with teachers and the School Site Council, uses the assessment results to create annual and targeted plans for increased achievement. The plan will target specified areas for improving student learning and other aspects of the Charter School: • Student achievement, instructional strategies, and educational programs • Community relations • Parent involvement and communication • Facilities • Staffing and personnel development • Financial resources
REPORTING TO AUTHORIZING ENTITY AND OTHER STAKEHOLDERS
IIA will promptly meet all reasonable inquiries for information from the County or other authorized agency and assure timely scheduled data reporting to the County in compliance with the law.
In accordance with Title III, IIA will adhere to all mandated reporting guidelines in relation to English Learners, including notification to parents regarding ELPAC results and reclassification. In accordance with IDEA, IIA will comply with all state and federal laws regarding reporting requirements for children with IEPs, including, at a minimum, trimester reports to a Special Education student’s parents on progress towards goals stated within the IEP.
SCHOOL ACCOUNTABILITY REPORT CARD (SARC)
IIA will compile the necessary data and create a SARC annually as required by state law. The SARC shall contain all of the following, as applicable to IIA: • Demographic information • School safety and climate for learning information • Academic data • School completion rates • Class sizes • Teacher and staff information • Curriculum and instruction descriptions • Post-secondary preparation information • Fiscal and expenditure data
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ELEMENT D (4): GOVERNANCE
“The governance structure of the charter school, including, but not limited to, the process to be followed by the charter school to ensure parental involvement.” Education Code § 47605(c)(5)(D)
LEGAL STATUS
IIA will be a directly funded independent charter school and will be operated by Western Mandarin Immersion Charter School, a California nonprofit public benefit corporation with 501(c)(3) tax-exempt status, pursuant to California law upon approval of this charter. WMICS exists to ensure that IIA adheres to this charter, and that the Charter School has the resources and support necessary to be successful. The WMICS Board of Directors will govern IIA.
WMICS will operate autonomously from the County, with the exception of the supervisory oversight as required by statute and other contracted services as negotiated between the District or County and IIA. Pursuant to Education Code Section 47604(d), the County shall not be liable for the debts and obligations of IIA, operated by a California nonprofit public benefit corporation, or for claims arising from the performance of acts, errors, or omissions by IIA as long as the County has complied with all oversight responsibilities required by law, including, but not limited to, those required by Education Code Sections 47604.32 and 47605(m).
Attached, please find the WMICS Articles of Incorporation (Section 7 of petition), Bylaws (Section 7 of Petition) and draft Conflict of Interest Code (Appendix).
BOARD OF DIRECTORS
IIA will be governed by the WMICS Board of Directors (“Board” or “Board of Directors”) in accordance with its adopted bylaws, which shall be consistent with the terms of this charter. The Board is ultimately responsible for the operation and activities of IIA. Board members have a responsibility to solicit input from parents, faculty, and staff regarding issues of significance, and to consider input carefully before taking action. The Board’s primary method for executing its responsibilities is the adoption of policies that offer guidance and interpretation of the charter and the oversight of the implementation of such policies by the Executive Director/Superintendent and Principal.
Board elections will be according to the Bylaws, Article VII, Section 16. The Board will consist of at least three (3), and no more than fifteen (15) members who will govern IIA. The initial founding Board has six directors, as described below. Based on governance best practices, IIA will seek to have a range of five to eleven directors once IIA opens and establishes the Board. The Board will add a parent member and a County representative (if selected by the County). This number allows for sufficient expertise and population of committees, while also ensuring the size is manageable for making strategic decisions.
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Terms for the initial Board of Directors shall be for a term of either two (2) or four (4) year(s). The terms of the initial Board of Directors shall be staggered, with some members serving for four (4) years and other members serving for two (2) years. The staggering of the initial Directors’ terms of service will be drawn by lot. The initial Board of Directors is as follows:
Name Term Miller Zhuang June 2024 Joleen Smith, EdD June 2022 Doug Husen JD June 2024 Winnie Kang-Abriel June 2022 Glenn Rogers June 2024 Edward Watson June 2022 County Board Representative As determined by the County (if selected)
Subsequently, each member on the Board of Directors shall hold office for four (4) years and until a successor director has been designated and qualified, unless otherwise removed from office in accordance with the bylaws. Terms will be staggered to ensure that at any given time no more than one third of the Board has less than one year of experience on the Board. Directors’ terms will expire according to the bylaws. Members are reelected by majority vote Article VII, Section 5 as noted in the Bylaws (Section 7 of petition).
Board Members shall have experience in one or more areas critical to charter school’s success: education, human resources/administration, government, business, facilities/real estate, public relations, technology, finance/accounting, nonprofit/corporate structure, law/legal compliance, leadership and fundraising. New board members will be designated by the Board of Directors in accordance with the bylaws, Article VII, Section 6, with a 51% vote approval.
In accordance with Education Code Section 47604(c), the County may appoint a representative to the Board of Directors.
ROLES AND RESPONSIBILITIES OF THE BOARD
The WMICS Board of Directors will meet regularly, at least once a month (except during the summer) and in accordance with the Brown Act and Education Code Section 47604.1(c). Also, there will be an annual meeting in June. Meeting notices and agendas will be posted in compliance with the requirements of the Brown Act. The Board meetings will be headed by a Board Chairman. The Board Secretary will be responsible for recording governing board actions. As long as a quorum exists, as defined by the bylaws, measures voted on by the Board may be passed with a simple majority of present members. The Board of Directors is fully responsible for the operation and fiscal affairs of IIA, including, but not limited to, the following:
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• Ensure that IIA adheres to the goals outlined in this charter, as well as state and federal guidelines • Define and refine IIA’s mission, vision, and strategic direction • Ensure effective organizational capacity and planning • Enhance the organization’s public standing • Recruit and orient new board members • Assess board performance • Provide support for additional fundraising, marketing, and other services as needs arise • Advocate on behalf of IIA by working to establish partnerships with community organizations, institutes of higher learning, and foundations and corporate entities that support public education • Approve all financial policies that set the processes and controls for contracts, expenditures, and internal controls • The Board will make the final decision on all personnel actions at the Charter School (e.g., hiring, discipline, evaluation, dismissal) based upon the recommendation of the Executive Director/Superintendent and Principal • Approve contractual agreements • Approve and monitor the implementation of general policies of IIA, including effective human resource policies for career growth and compensation of the staff • Approve and monitor IIA’s annual budget and budget revisions • Act as a fiscal agent, including, but not limited to, the receipt of funds for the operation of IIA in accordance with applicable laws and the receipt of grants and donations consistent with the mission of IIA • Contract with an external independent auditor to produce an annual financial audit according to generally accepted accounting practices • Establish operational committees as needed • Execute all applicable responsibilities provided for in the California Corporations Code • Approve the school calendar and schedule of Board meetings • Review requests for out of state or overnight field trips • Participate in the dispute resolution procedure and complaint procedures when necessary • Approve charter amendments as necessary and submit requests for material revisions as necessary to the County for consideration • Approve annual independent fiscal audit and performance report • Appoint an administrative panel or act as a hearing body and take action on recommended student expulsions pursuant to IIA policy
The Board may initiate and carry out any program or activity or may otherwise act in a manner which is not in conflict with or inconsistent with or preempted by any law and which are not in conflict with this charter or the purposes for which schools are established.
The Board shall adopt a Conflict of Interest Code which complies with the Political Reform Act, Government Code Section 87100, Government Code Section 1090, et seq., as set forth in
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Education Code Section 47605.1, and Corporations Code Conflicts of Interest rules, and which shall be updated with any charter school-specific conflicts of interest laws or regulations. As noted above, the draft Conflict of Interest Code is attached in the petition. As required, the Conflict of Interest Code will be submitted to the County Board of Supervisors for approval.
The Board may execute any powers delegated by law to it and shall discharge any duty imposed by law upon it and may delegate to an employee of IIA any of those duties with the exception of budget approval or revision, approval of the fiscal audit and performance report, and the adoption of Board policies. 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 of Directors being delegated, any conditions on the delegated authority or its exercise and the beginning and ending dates of the delegation • Require an affirmative vote of a majority of present Board members
BOARD COMMITTEES
The Board anticipates appointing three standing committees with the following responsibilities:
• Finance Committee: Oversees the Charter School’s finances. Reviews budget proposals and year-to-date expenses and revenues. Elects an auditor, reviews annual audit, and reports to the full Board. • Facilities Committee: Oversight responsibility for facilities used by the Charter Schools. Investigates alternative facility options for the future. Works with Executive Director/Superintendent on space needs, lease or purchase agreements, and permit requirements. • Governance Committee: Promulgates a common set of trustee responsibilities. Responsible for Board recruitment, orientation, and development. Conducts an annual Board self-evaluation.
The Board may also designate additional committees under the terms of the bylaws. The Board may create and terminate such committees at will. Examples of possible committees include Executive, Development, Fundraising, and Education/Curriculum. Committees are given tasks such as conducting due diligence and developing proposals to address particular issues that come to the Board’s attention. Board committees shall comply with applicable provision of the Brown Act.
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BOARD TRAINING
The Board of Directors will attend periodic conferences and in-service opportunities for the purposes of training individual board members regarding their conduct, roles, and responsibilities. Training may include attending conferences whereby relevant governance training is available and additional trainings and workshops to be held at special and regularly scheduled Board meetings each year. Trainings may be given by the Charter School’s legal counsel, the California Charter Schools Association, or other experts. Topics may include conflicts of interest, charter school legal compliance, the Brown Act, special education, budget, governance, and finance.
ROLE OF THE EXECUTIVE DIRECTOR/SUPERINTENDENT
The Executive Director/Superintendent shall act as the Chief Executive Officer of the Western Mandarin Immersion Charter School. S/he is responsible for the effective operation of all the Charter Schools, general administration of all instructional, business, or other operations of the Charter Schools, and for advising and making recommendations to the Board with respect to such activities. S/he shall perform all the duties and accept all of the responsibilities usually required of a Superintendent as required by the WMICS Board.
The Executive Director/Superintendent must report directly to the Board, and s/he is responsible for the orderly operation of IIA and the supervision of all employees in IIA. The Executive Director/Superintendent shall perform assigned tasks as directed by the Board. All duties, with the exception of personnel matters, may be delegated or contracted as approved by the Board to a business administrator of IIA or other appropriate employee or third-party provider.
ROLE OF THE PRINCIPAL
The Principal is the academic leader at his or her School, under the direction of the Executive Director/Superintendent. The Principal advises the Board and the Executive Director/Superintendent regarding budget decisions, programming, etc. This individual is responsible for the day-to-day operations, implementation of board policies, and supervision of employees and helping with the development of the school curriculum and school culture. The Principal will help manage academic program development, professional development activities, and work with teachers to improve curriculum and instruction. The Principal also ensures that the connection between school and families is strong, mutually respectful, and marked by continuous communication about student performance and behavior. The Principal shall perform assigned tasks as directed by the Board and also serve to support the Executive Director/Superintendent.
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PARENTAL/COMMUNITY INVOLVEMENT
Parents and families of the students will have numerous opportunities to communicate and engage the Board and school leadership. All regular Board meetings will be open meetings as called for by the Brown Act. Parents will be notified of meeting times and locations, so they may attend to offer public comment, feedback, and/or suggestions to the Board.
Parents will be encouraged to form a voluntary PTO at the Charter School to promote community building. The PTO will be responsible for working with IIA to support students and can also serve in a leadership role in coordinating and promoting fundraising, cultural, and social activities. These might include family math and literacy nights, parent education seminars, student performances, and exhibits of student work.
School Site Council
The School Site Council (SSC) is an organization composed of parents, the Principal, teachers, and other school personnel. The SSC participates in school-based program coordination. The SSC serves as a resource and provides guidance to the Principal. The SSC can communicate the Charter School design and outcomes to the public, educators, and policy makers and advocate for necessary policies and resources. The SSC is encouraged to hold monthly meetings to discuss school activities, and report recommendations to the Board of Directors through the Principal. On any and all matters related to the strengthening of IIA community. The SSC’s function is to enrich school life, support the various school programs adopted to supplement classroom curriculum, and enhance the school community.
Single Plan for Student Achievement (SPSA)
The Single Plan for Student Achievement (SPSA) is a document that represents a school’s cycle of continuous improvement of student performance. The annual process of developing, reviewing, and updating the SPSA includes reviews of data and the development of actions necessary to achieve school goals. The plan also addresses funding and proposed expenditures related to state and federal categorical programs. The SPSA contains the School Action Plan, Safe Schools Plan, School Parental Involvement Policy, and Home-School Compact. Each year, the School Site Council and the local governing board approve the SPSA.
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ORGANIZATIONAL CHART
Board of Directors of Western Mandarin Immersion Charter School School Name is Irvine International Academy l Executive Director/Superintendent ↔ Business Functions o Student recruiting o Marketing and Communication o Creating partnerships in the community o Single Plan for Student Achievement (SPSA) ↙ ↓ ↘ Principal Office Manager Director of Curriculum School Site Council (SSC) Front Office Ordering Curriculum Certificated Faculty Classified Personnel Professional Development Education Departments Registration Teacher Training Counseling Attendance Teacher Evaluations Science Health Mathematics Student Supervision All Admin/Staff Evaluations Ordering English/language Arts Budget Social Studies Office Supplies Special Education Authorizer liaison Teacher Evaluations ↓ ↓ Asst Principal (if funded) Operations Manager
Fine Arts Fiscal planning, budgeting, Sports Working with back office Clubs Preparing audits and reports Parent Volunteer Support Facilities School Fundraising Meals Community Support Transportation Student Discipline Enrollment State Testing Student Records Teacher Evaluations
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ELEMENT E (5): QUALIFICATIONS OF SCHOOL EMPLOYEES
“The qualifications to be met by individuals to be employed by the charter school.” Education Code § 47605(c)(5)(E)
IIA is driven by its own mission and vision, to provide a superior public education to a diverse group of Irvine’s children by creating a public school that relentlessly focuses on high quality and personalized instruction. All employees will demonstrate a belief in the mission, program design, instructional philosophy, and curriculum documented in this charter. All employees at the Charter School will be employees of WMICS. IIA is a school of choice and no employee will be required to work at the Charter School.
In accordance with Education Code 47605(e)(1), IIA shall be nonsectarian in its employment practices and all other operations. IIA shall not discriminate against any individual (employee or pupil) on the basis of the characteristics listed in Education Code Section 220 (actual or perceived disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code, including immigration status, or association with an individual who has any of the aforementioned characteristics). All employees are expected to possess the personal characteristics, skills, knowledge and experience required by their job description as determined by the Charter School. All employees must comply with the WMICS employee processing policies and procedures (to include, but not limited to, fingerprints, criminal record clearance, proof of identity, right to work in the United States, and tuberculosis risk assessment and exam, if necessary).
The charter will comply with all state and federal mandates and legal guidelines relative to Every student Succeeds Act (ESSA).
Employee Records
IIA will comply with all applicable state and federal laws concerning the maintenance and disclosure of employee records. Copies of each teacher’s credentials will be kept on file in the main office and will be readily available for inspection. School administration will review teacher credentials annually.
Specific Qualifications for all Staff
BOARD OF DIRECTORS
The Board of Directors shall define specific employee minimum qualifications, applicable to all employees that shall include, but not be limited to, the following:
1) Commitment of time, energy, and effort in developing IIA’ program.
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2) Belief in the basic philosophy of emphasizing the core curriculum. 3) Commitment to working with families as educational partners. 4) Strong written and verbal communication skills. 5) Knowledge of the developmental needs of high school students. 6) Awareness of the social, emotional and academic needs of students. 7) Ability to plan cooperatively with other staff. 8) Willingness to continue education through additional courses and training, workshops, seminars and staff development. 9) Active participation in staff meetings. 10) Focus on working closely with the Charter School faculty by providing any information regarding a student's behavior change, attitude and/or classroom performance. 11) Take a leadership role in some aspect of the Charter School’s development. 12) Abide by federal, state, and local laws; 13) Maintain a professional relationship with all students; 14) Refrain from the abuse of alcohol or drugs during the course of professional practice; 15) Exemplify honor and integrity in the course of professional practice, particularly in the use of public funds and property; 16) Comply with state, federal, and local laws regarding the confidentiality of student records; 17) Fulfill the terms and obligations detailed in the charter; 18) File necessary reports of child abuse; and 19) Maintain a high level of professional conduct.
EXECUTIVE DIRECTOR / SUPERINTENDENT
The Executive Director/Superintendent shall be the Chief Executive Officer of the Western Mandarin Immersion Charter School. S/he is responsible for the effective operation of IIA; general administration of all instructional, business or other operations of IIA; and for advising and making recommendations to the IIA Board with respect to such activities. S/he shall perform all the duties and accept all of the responsibilities usually required of a Superintendent as prescribed by the IIA Board. The Executive Director/Superintendent will also act as the Principal of IIA until our budget allows for the hiring of a Principal. In the capacity of Principal, s/he will be responsible for all day-to-day operations and the requisite duties required of a Principal.
Duties Related to the Board
• Embody, advocate for, and execute on the mission, vision, and strategic direction of IIA • Advises the Board on the need for new and/or revised policies and makes policy recommendations based on data and input from staff and school site councils • Submits to the Board recommendations relative to all matters requiring Board action, together with the materials needed for informed decisions • Reports periodically on all IIA operations • Conducts special studies requested by the Board • Secures legal opinions when needed
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• Submits staff members' communications to the Board or to Board committees at regular Board meetings, with or without recommendations
Duties Related to Staff
• Coordinates the work of all schools and departments • Directs the employment and assignment of administrative staff and coordinates administrative staff activities • Along with the Principal, assists in the selection and recommendation to the Board of the best qualified and most competent candidates for employment, in accordance with nondiscrimination policy and affirmative action plans, as needed • Updates the Board regarding the leave, classification, retirement, resignation, promotion, suspension or dismissal of IIA employees if necessary
Duties Related to Non-Instructional Operations
• Seeks and identifies sources of income and funding • Maintains and updates adequate census and scholastic records, business and property records, and personnel records • Submits to the Board periodic financial and budgetary reports which identify IIA's outstanding obligations • Annually prepares and submits to the Board the IIA budget for the upcoming year; revises this budget or takes other related action as the Board designates • Approves all expenditures in accordance with Board policy and within Board-approved appropriation limits • Work with the Board of Directors to set economic objectives, financial and accounting policies, and other fiscal policies and practices as necessary • Provide financial reports to the Board, the County, and other agencies as mandated by law • Arrange for annual audit with an outside independent auditor to ensure the soundness of IIA finances • Makes recommendations to the Board regarding the maintenance, safety, improvement and/or expansion of school facilities, sites, equipment, and transportation services • Develops instructions and regulations governing the use and care of school properties for school purposes • Represent IIA at District and County administrative meetings and other meetings as requested by the Board
Qualifications
Education and Experience • Master’s Degree or higher in Educational Administration or related field • Valid California Administrative Credential (preferred, but not required) • Preferred 3 years of successful experience managing schools
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• Preferred 3 years full-time K-6 teaching experience, preferably in a bilingual, immersion or foreign language classroom • Experience coaching and developing staff • Previous administration of a language immersion program (preferred)
Knowledge of: • Local, state and federal laws applying to public schools • Laws and regulations specific to charter schools • Special education needs and issues • English learner needs and issues • Budget preparation and control procedures • Language immersion programs • Current second language acquisition and/or language immersion educational theory and research • Curriculum development and program design related to language immersion and second language development in both native and non-native students
Ability to: • Manage budgets, prioritize expenditures, and seek innovative methods for providing school resources • Promote and market the educational program and services of the Charter School • Interpret policy, procedures, and data, especially federal, state and local laws and rules pertaining to English Language Learners and Special Education students • Create, communicate and maintain a clear, compelling vision for a progressive immersion program, and motivate and inspire others to work towards that vision • Anticipate and effectively manage conflict, using active listening and conflict- management skills to proactively resolve disagreement among stakeholders
Principal Qualifications
The Principal is the instructional leader at the Charter School, with responsibility for ensuring the Charter School and its students achieve the outcomes outlined in this charter petition. The Principal has the following knowledge, skills, and abilities:
• Proven track record in leading schools and achieving academic results • Demonstrated commitment to fostering a dynamic and academically rigorous education program • Demonstrated commitment to serving a racially and socioeconomically diverse student population • Expertise in dual-immersion and/or Mandarin language education programs • Knowledge of formative assessment of student progress and use of data to inform classroom practice • Ability to attract, select, and develop highly effective teachers
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• Experience with school finance and operations, especially charter public schools • Entrepreneurial passion; the ability to thrive in the excitement and ambiguity of high- growth environment • Excellent verbal and written communication skills • Superb interpersonal skills; ability to work collaboratively with individuals from a variety of backgrounds • Excellent organizational, time management, and multi-tasking skills • Legal authorization to work in the United States • Bachelor’s degree; Masters or Ph.D. in relevant area preferred • 4+ years professional teaching experience, preferably in immersion • 3+ years professional experience as a school administrator or executive in the education field
Director of Mandarin Curriculum & Instruction Qualifications
The Mandarin Curriculum Director supports the Principal and teachers to develop the portion of the education program taught in Mandarin. This individual should have the following knowledge, skills, and abilities:
• Proven track record in curriculum development and program design related to dual immersion and Mandarin language development across multiple grade levels • Demonstrated commitment to serving a racially and socioeconomically diverse student population • At least 4 years’ experience of planning within a Chinese immersion classroom; 2+ years in a position requiring curriculum development for a Chinese immersion program • Knowledge of a wide range of Chinese immersion resources, including print materials and technology tools • Bilingual and bi-literate in Mandarin Chinese and English • A deep understanding of a wide variety of instructional practices, especially including second language learning and differentiation in the classroom and how to integrate this into curriculum Knowledge of appropriate methods and resources for assessment in Mandarin Chinese • Excellent organizational and time management skills • Flexible and entrepreneurial • Excellent communication and interpersonal skills • Bachelor’s Degree in a relevant field
Assistant Principal Qualifications
The Assistant Principal supports the Principal and teachers to meet the Charter School’s academic and school culture goals. This individual should have the following knowledge, skills, and abilities:
• Proven track record in leading teacher teams and achieving academic results
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• Demonstrated commitment to fostering a dynamic and academically rigorous education program • Demonstrated commitment to serving a racially and socioeconomically diverse student population • Experience in language immersion programs • Knowledge of formative assessment of student progress and use of data to inform classroom practice • Ability to develop highly effective teachers • Entrepreneurial passion; the ability to thrive in the excitement and ambiguity of high- growth environment • Excellent verbal and written communication skills • Superb interpersonal skills; ability to work collaboratively with individuals from a variety of backgrounds • Excellent organizational, time management, and multi-tasking skills • Bachelor’s degree; Masters in relevant area preferred • 3+ years professional teaching experience, preferably in immersion
Operations Manager Qualifications
The Operations Manager supports the Principal and staff by handling a wide variety of administrative, financial and operational responsibilities. This individual should have the following knowledge, skills, and abilities:
• Three or more years of experience as an Office Manager or Operations Manager; school background preferred but not required • Excellent verbal and written communication skills; fluent in English; prefer proficiency in Chinese (either Cantonese or Mandarin) • Strong organizational, time management and multi-tasking skills • Superb interpersonal skills; ability to work collaboratively with individuals from a variety of backgrounds; commitment to serving a racially and socioeconomically diverse student population • Extremely adept at using technology, including Microsoft Office and student information systems such as PowerSchool • Entrepreneurial energy; the ability to thrive in the excitement and ambiguity of fast-paced environment • Minimum A.A. Degree; Bachelor’s preferred • Certification in First Aid preferred
Teacher Qualifications
Educators at the Charter School shall meet all requirements for employment set forth in applicable provisions of law, including Education Code Sections 47605(l) and 47605.4, and any applicable requirements of ESSA. A charter school shall have authority to request an emergency
Page 135 of 186 permit or a waiver from the Commission on Teacher Credentialing for individuals in the same manner as a school district. The qualifications of teachers to be employed in the Charter School are designed to ensure students meet the educational goals outlined in this charter petition. Specifically, teachers should have the following knowledge, skills, and abilities:
• Knowledge of child cognitive development and different learning styles • Deep knowledge of subject matter, including Common Core State Standards, Next Generation Science Standards, and California subject-specific frameworks • Knowledge of assessments of student progress and comfort using qualitative and quantitative student academic performance data to inform classroom practice • Knowledge of effective language immersion teaching practices • Ability and willingness to reflect and improve on his or her own performance • Bilingual and bi-literate in both Mandarin Chinese and English (except for English-only positions) • Demonstrated interest in and ability to work collaboratively with individuals from a variety of backgrounds, including colleagues, parents and community; cultural competence; commitment to serving a racially and socioeconomically diverse student population • Bachelor degree and California Teaching Credential suitable for the grade level or subject • Bilingual Certificate of Competence (BCC) or Bilingual, Cross-cultural, Language, and Academic Development Certificate (BCLAD) preferred • 1+ year working with students as a teacher, teacher intern, or teaching assistant
Teacher Hiring
Recruiting of teachers will be done through California State Universities’ Mandarin credentialing programs. Board Member Winnie Kang-Abreu is the leader of the credential program at CSU Fullerton. CSU Fullerton has an extension campus in Irvine. Additionally, Irvine International Academy has contacts with the Taiwan Education Bureau and with the China’s Education Department. These contacts will allow us to recruit some of Asia’s best teachers. IIA will also recruit through Edjoin. Currently, we have 9 Mandarin speaking teachers who are BCLAD or soon to be Mandarin credentialed who signed as “meaningfully interested” for the seven Mandarin positions available. Fourteen teachers are expected the first year so this is half for a 50:50 immersion program.
The Charter School uses a rigorous multiple-stage approach to teacher selection that includes: a resume screen; interviews; writing sample; demonstration lesson with students; and reference checks. Criteria for selection are based on those used by the National Board for Professional Teaching Standards:
• Committed to students and learning • Knowledgeable about their subject matter • Skilled in management of learning
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• Reflective in their practice • Community-oriented
The Charter School’s Principal is responsible for making hiring decisions, and receives input from a Teacher Hiring Committee at all stages. The Hiring Committee typically includes:
• Principal: Conduct 1:1 interviews, participate in interview panels, observe demonstration lessons and conduct reference checks, and make the final hiring decision • Assistant Principal and/or Mandarin Curriculum Director: Screen candidates, conduct 1:1 interviews, participate in interview panels, observe demonstration lessons and conduct reference checks. • Teachers: Participate in interview panel and observe demonstration lessons. • Parents: Participate in interview panel and observe demonstration lessons. • Operations Manager or Volunteer Hiring Coordinator: Helps organize the process and paper trail, including: scheduling candidates for interviews and demonstration lessons; coordinating with current staff or students for demonstration lessons; and communicating with candidate.
Other Certificated Staff A pool of day-to-day, at-will (on-call) qualified substitutes, with appropriate background clearances, shall be established and a list of qualified substitutes maintained by IIA.
IIA may also employ or retain non-certificated instructional support staff 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 in an instructional support capacity. Instructional support staff will not serve as the teacher of record for individual pupils and may not assign grades or approve student work assignments without the approval of the teacher of record, except in noncore, non-college preparatory courses and activities.
Non-certificated Staff All non-instructional, non-certificated staff will possess experience and expertise appropriate for their position with the Charter School and as specified in the job description.
Evaluations
The Principal shall responsible for evaluating all teachers and support staff. School staff evaluation shall be performed at least annually and after two years employment, biannually. As the instructional leader, the Principal will observe teachers and provide feedback regularly. A critical part of teacher evaluation and retention will be based on their growth as a teacher, student growth, professionalism, and “fit” with the larger organization and school. Each teacher will have a yearly professional development plan (Personalized Education Plan, or PEP), in which they set goals.
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ELEMENT F (6): HEALTH AND SAFETY PROCEDURES
“The procedures that the charter school will follow to ensure the health and safety of pupils and staff. These procedures shall require all of the following: (i) That each employee of the charter school furnish the charter school with a criminal record summary as described in Section 44237. (ii) The development of a school safety plan, which shall include the safety topics listed in subparagraphs (A) to (J), inclusive, of paragraph (2) of subdivision (a) of Section 32282. (iii) That the school safety plan be reviewed and updated by March 1 of every year by the charter school.” Education Code § 47605(c)(5)(F)
In order to provide safety for all students and staff, IIA will adopt and implement full health and safety procedures and risk management policies at our school site in consultation with the Orange County Health department, insurance carriers, and risk management experts prior to the Charter School’s opening. Health and safety policies will be annually updated and reviewed by the Executive Director/Superintendent and Board of Directors and distributed to all staff and families. IIA shall ensure that staff are trained annually on the health and safety policies. The following is a summary of the health and safety policies of the Charter School. A full draft will be provided to the County for review at least 30 days prior to operation, or as otherwise agreed upon by the County and IIA. The school safety plan shall include the safety topics listed in subparagraphs (A) to (J), inclusive, of Education Code Section 32282(a)(2).
The School Safety Plan will be reviewed and updated by March 1 of every year by the charter school. The plan, in cooperation with the Irvine Police Department, community leaders, parents, students, teachers, administrators, and other persons who may be interested in the prevention of campus crime and violence. The plan will consist of, but not limited to, the following sections:
• Safe School Action Plan • Emergency Drill Schedule • Incident Command System - Organizational Chart • Duty Reporting Stations • School Plot Map • Utility Shut-Off Information • Utility Shut-Off Photographs • Safe Ingress and Egress • School Discipline Policy • School Discipline - Crime Statistics • Students with Disabilities, Access, and Functional Needs (DAFN) • Emergency Team Response Plan • Hazard Specific Guidelines • Crisis Response Protocol • Threat Assessment Protocol
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• School Violence Protocol • Suicide Assessment Protocol
The following is a summary of the health and safety policies of Irvine International Academy:
Procedures for Background Checks
The charter will comply with all applicable state and federal laws regarding background checks and clearance of all personnel. Employees and contractors of IIA will be required to submit to a criminal background check and furnish a criminal record summary as required by Education Code sections 44237 and 45125.1. Applicants for employment must submit two sets of fingerprints to the California Department of Justice for the purpose of obtaining a criminal record summary. IIA will not hire any person, in either a certified or classified position, who has been convicted of a violent or serious felony except as otherwise provided by law, pursuant to Education Code Sections 44830.1 and 45122.1. The Executive Director/Superintendent will monitor compliance with this policy and report to the Board of Directors on a regular basis. The Board Chairman shall monitor the fingerprinting and background clearance of the Executive Director/Superintendent. Volunteers who will have direct contact with students outside of the direct supervision of a credentialed employee shall be fingerprinted and receive background clearance prior to volunteering without the direct supervision of a credentialed employee.
Employee Records
The Charter School will comply with all applicable state and federal laws concerning the maintenance and disclosure of employee records.
Comprehensive Anti-Discrimination and Sexual Harassment Policies and Procedures
IIA is committed to providing a school that is free from discrimination and sexual harassment, as well as any harassment based upon the actual or perceived characteristics of race, religion, creed, color, gender, gender identity, gender expression, nationality, national origin, ancestry, ethnic group identification, genetic information, age, medical condition, marital status, sexual orientation, sex and pregnancy, physical or mental disability, childbirth or related medical conditions, military and veteran statues, denial of family and medical care leave, or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics, or any other basis protected by federal, state, local law, ordinance or regulation. IIA shall adopt a comprehensive policy (This policy is in the school handbook) to prevent and immediately remediate any concerns about discrimination or harassment at the Charter School (including employee to employee, employee to student, and student to employee misconduct). Misconduct of this nature is very serious and will be addressed in accordance with IIA’s discrimination and harassment policies. All supervisors shall be required to participate in regular trainings around their legal responsibilities.
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A copy of the policy shall be provided as part of any orientation program conducted for new and continuing pupils at the beginning of each quarter, semester, or summer session, as applicable, and to each faculty member, all members of the administrative staff, and all members of the support staff at the beginning of the first quarter or semester of the school year, or at the time that there is a new employee hired. The Charter School shall create a poster that notifies students of the applicable policy on sexual harassment in accordance with Education Code Section 231.6, and shall prominently and conspicuously display the poster in each bathroom and locker room at the schoolsite and in public areas at the schoolsite that are accessible to, and commonly frequented by, pupils.
Role of Staff as Mandated Child Abuse Reporters
All employees will be mandated child abuse reporters and follow all applicable reporting laws, the same policies and procedures used by schools within OCDE. IIA shall provide mandated reporter training to all employees, and other persons working on behalf of IIA who are mandated reporters, annually in accordance with Education Code Section 44691.
Tuberculosis Risk Assessment and Examination
Employees, and volunteers who have frequent or prolonged contact with students, will be assessed and examined (if necessary) for tuberculosis prior to commencing employment and working with students, and for employees at least once each four years thereafter, as required by Education Code Section 49406.
Immunizations/Health Screenings
All students will be screened for vision, hearing, and scoliosis, to the same extent as would be required if the students were attending a non-charter public school pursuant to Education Code Section 49450 et seq., as applicable to the grade levels served by the Charter School. IIA shall maintain student immunization, health examination, and health screening records on file.
All enrolled students will be required to provide records documenting immunizations as is required at public schools pursuant to Health and Safety Code Sections 120325-120375, and Title 17, California Code of Regulations Sections 6000-6075.
Medication in School
IIA shall adhere to Education Code Section 49423 regarding administration of medication in school. IIA shall stock and maintain the required number and type of emergency epinephrine auto- injectors onsite and provide training to employee volunteers in the storage and use of the epinephrine auto-injector as required by Education Code Section 49414.
Blood-Borne Pathogens
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IIA shall meet 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.
IIA shall ensure that all staff members receive annual training on the Charter School’s health, safety, and emergency procedures, including but not limited to training on blood-borne pathogens, and shall maintain a calendar for, and conduct, emergency response drills for students and staff.
Immigration Policy
Charter school will comply with the requirements of AB 699 by adopting policies consistent with the guidance and model policies issued by the California Attorney General.
Drug Alcohol and Smoke-Free Environment
IIA shall function as a drug, alcohol, and smoke-free environment.
Facility Safety
IIA will comply with Education Code Section 47610 by either utilizing facilities that are compliant with the Field Act or facilities that are compliant with the California Building Standards Code, including provisions for seismic safety. IIA agrees to fire inspections to test sprinkler systems, fire extinguishers, and fire alarms annually at its facilities to ensure that they are maintained in an operable condition at all times. IIA shall conduct fire drills as required under Education Code Section 32001 and in conjunction with the District (if at District facilities). We will acquire a Certificate of Occupancy, if needed, before commencing operations in a private facility.
Emergency Preparedness
IIA shall adhere to an Emergency Preparedness Handbook drafted specifically to the needs of the facility in conjunction with law enforcement and the Fire Marshall. This handbook shall include but not be limited to the following responses: fire, flood, earthquake, terrorist threats, hostage situations, and heart attacks. IIA shall require that instructional and administrative staff receive training in emergency response, including appropriate "first responder" training or its equivalent.
IIA shall comply with applicable requirements of Education Code Section 49475 regarding concussions/head injuries with respect to any athletic program offered by or on behalf of the Charter School.
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Students and staff will participate in earthquake drills every other month, fire drills monthly, and at least one lock-down drill annually.
Feminine Hygiene Products
In accordance with Education Code Section 35292.6., since IIA will provide classes to grade 6, and if it meets the 40-percent pupil poverty threshold, it will maintain and stock at least 50 percent of the Charter School’s restrooms with feminine hygiene products at all times, at no charge to students.
Suicide Prevention Policy
IIA shall maintain a policy on student suicide prevention in accordance with Education Code Section 215. The Charter School shall review, at minimum every fifth year, its policy on pupil suicide prevention and, if necessary, update its policy.
Prevention of Human Trafficking
IIA shall identify and implement the most appropriate methods of informing parents and guardians of students in grade 6 of human trafficking prevention resources (per Ed Code 49381).
Nutritionally Adequate Free or Reduced Price Meal
The Charter School shall provide each needy student, as defined in Education Code Section 49552, with one nutritionally adequate free or reduced-price meal, as defined in Education Code Section 49553(a), during each school day.
School Safety Plan
IIA shall adopt a School Safety Plan, to be reviewed and updated by March 1 of every year, which shall include identifying appropriate strategies and programs that will provide or maintain a high level of school safety and address the Charter School’s procedures for complying with applicable laws related to school safety, including the development of all of the following pursuant to Education Code Section 32282(a)(2)(A)-(J):
• child abuse reporting procedures • routine and emergency disaster procedures • policies for students who committed an act under Section 48915 and other Charter School-designated serious acts leading to suspension, expulsion, or mandatory expulsion recommendations • procedures to notify teachers of dangerous students pursuant to Education Code Section 49079
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• a discrimination and harassment policy consistent with Education Code Section 200 • provisions of any schoolwide dress code that prohibits students from wearing “gang- related apparel,” if applicable • procedures for safe ingress and egress of pupils, parents, and employees to and from the Charter School • a safe and orderly environment conductive to learning • the rules and procedures on school discipline adopted pursuant to Education Code Sections 35291, 35291.5, 47605, and 47605.6 • procedures for conducting tactical responses to criminal incidents
Bullying Prevention
The Charter School shall adopt procedures for preventing acts of bullying, including cyberbullying per AB 2291 (2018). The Charter School shall annually make available the online training module developed by the CDE pursuant to Education Code Section 32283.5 to certificated school site employees and all other school site employees who have regular interaction with children.
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ELEMENT G (7):MEANS TO ACHIEVE STUDENT POPULATION BALANCE
Governing Law: “The means by which the charter school will achieve a balance of racial and ethnic pupils, special education pupils, and English learner pupils, including redesignated fluent English proficient pupils, as defined by the evaluation rubrics in Section 52064.5, that is reflective of the general population residing within the territorial jurisdiction of the school district to which the charter petition is submitted. Upon renewal, for a charter school not deemed to be a local educational agency for purposes of special education pursuant to Section 47641, the chartering authority may consider the effect of school placements made by the chartering authority in providing a free and appropriate public education as required by the federal Individuals with Disabilities Education Act (Public Law 101-476), on the balance of pupils with disabilities at the charter school.” Education Code Section 47605(c)(5)(G).
Overview
IIA will work with neighborhood associations and community groups to provide information about the availability of the charter school in the area. We will actively recruit students from traditionally underserved areas in order to enroll a student population that reflects the rich diversity in race, ethnicity, and economics, which exists in the Irvine area.
IIA will serve approximately 512 students in grades TK-6 at full enrollment. The Charter School plans to maintain a waiting list to ensure the Charter School will meet enrollment goals. It is the absolute goal of IIA to serve the general student population of Irvine, and the Charter School will strive to achieve a racial and ethnic, English Learner, and special education balance that reflects the general population residing in the territorial jurisdiction of IUSD, consistent with Ed Code Section 47605(c)(5)(G).
In order to accomplish recruiting EL and special education students, we realize the importance of strong community ties as well as the need to engage the community in partnership with the Charter School. As such, the founding Principal has already begun outreach to the community by participating in a diverse set of community events, holding Zoom meetings, and meeting with community organizations.
Outreach and Recruitment Plan
The Principal and other staff will be tasked with conducting public presentations (with appropriate translation and interpretation services provided, if necessary) to the community in an effort to gain awareness of IIA as a new public school option for Irvine families. IIA leadership will present to rising kindergarten students and at local preschools, Head Start programs, and cooperating with the district and County. IIA will provide presentations or collateral materials in Mandarin language (Mandarin is the largest EL group in Irvine) to organizations that serve preschool-aged youth like recreation centers and libraries. In addition, the Charter School will do
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targeted outreach throughout the community through the faith-based organizations, libraries, stores, restaurants, and markets in the area, and community-based organizations. Parent Zoom meetings are being held weekly to introduce ourselves to the Irvine community.
IIA recognizes the need for our school in the Irvine community. We further recognize the challenges of recruiting students and families to a new school, particularly one that is not their “home” or “district” school. We also recognize that Charter Schools are relatively unfamiliar to many families in the area and that the recruitment process will also be one of informing families about their various choices. As a result, we have planned a strategic effort that will utilize our community and business relationships. We will address this recruitment process openly, transparently, and honestly in order to provide families with the information that they need to make a decision that best serves the needs of their individual children. Our recruitment plan began March 1, 2020 and will remain consistent until we have met our enrollment targets. The Board of Directors will determine the effectiveness of the plan by using school benchmarks as to the number of weekly applications.
IIA will engage in a variety of means and strategies to try to achieve a racially and ethnically diverse student population, including but not limited to the following:
Earned Media - Earned Media is one of the most effective strategies for garnering widespread attention to a charter school. IIA will utilize the experience and relationships of its founding team members to strategically get articles placed in local newspapers that focus on the innovation at IIA. Social Media - IIA will also create a social media program including but not limited to Facebook, Twitter, and other Web sites. Once the Charter School opens, we will use these channels to communicate with families and the community as well as to drive recruitment. Collateral Materials/Leave Behinds - Professionally designed brochures, flyers, and posters will showcase the benefits and opportunities that an education from IIA will provide. All materials will be created with the end-reader kept in mind and will be assured to make no false claims. These collateral materials will be printed in English, Mandarin, and other languages as necessary. All marketing material samples will be provided to the County upon request. Open Houses - Several times each year, IIA will host community informational meetings. Information for each of these open houses will be distributed to all current families and preschools, and via a concerted online and word of mouth grass roots strategy. Dates and times for the open houses will be set to maximize the number of parents that are able to attend. We will hold monthly and potentially weekly open houses until the Charter School has reached its recruiting targets.
Each year IIA shall review its racial and ethnic, English Learner, and special education balance and these policies to determine which policies and practices are the most effective in achieving a diverse student population and will adjust accordingly. Balance will be achieved when it is similar to the demographics of the District.
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ELEMENT H (8) : ADMISSIONS POLICIES AND PROCEDURES
Governing Law: “Admission policies and procedures, consistent with [Education Code Section 47605] subdivision (e).” Education Code Section 47605(c)(5)(H).
The Board of Directors, with the advice of the leadership of the Charter School, shall determine all policies, processes, and procedures governing application, admission, and enrollment at IIA. All students attending IIA must follow the application, admission, and enrollment policies.
The application packet for admission to IIA shall include information that allows students and parents to be informed about the Charter School’s operation as a charter school, its educational programs, the academic and behavioral expectations of students, and the rights and responsibilities of students and parents who wish to become part of the Charter School. IIA will ensure that all application materials will reference these dates as well as provide complete information regarding application procedures, key dates, and admissions preferences and requirements consistent with approved charter.
The Board shall have the sole authority to determine the size and grade-level breakdown of the student body at IIA. The determination of school capacity shall be based on, among other things, the Charter School’s academic program, the Charter School’s fiscal viability, the educational needs of currently enrolled students, the capacity of the Charter School site, and the level of interest shown by students who want to attend the Charter School.
Legal Assurances and Admission Criteria
IIA will be non-sectarian in its programs, admission policies, and all other operations, and it will not charge tuition or discriminate against any student based upon any characteristics listed in Education Code Section 220.
IIA shall admit all grade-level eligible pupils who wish to attend the Charter School. No test or assessment shall be administered to students prior to acceptance and enrollment into the Charter School. IIA will comply with all laws establishing minimum and maximum age for public school attendance in charter schools. IIA will be a school of choice, and in compliance with Education Code Section 47605(g), no student will be required to attend IIA. Admission, except in the case of a public random drawing, shall not be determined by the place of residence of a pupil or his or her parent or legal guardian within the state, unless required by Education Code Section 51747.3. In accordance with Education Code Section 49011 and 47605(e)(2)(B)(iv), admission preferences shall not require mandatory parental volunteer hours as a criterion for admission or continued enrollment.
In accordance with Education Code Section 47605(e)(4)(A), the Charter School shall not discourage a pupil from enrolling or seeking to enroll in the charter school for any reason,
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including, but not limited to, academic performance of the pupil or because the pupil exhibits any of the characteristics described in Education Code Section 47605(e)(2)(B)(iii), including pupils with disabilities, academically low-achieving pupils, English learners, neglected or delinquent pupils, homeless pupils, or pupils who are economically disadvantaged, as determined by eligibility for any free or reduced-price meal program, foster youth, or pupils based on nationality, race, ethnicity, or sexual orientation. Similarly, in accordance with Section 47605(e)(4)(C), the Charter School shall not encourage a pupil currently attending the Charter School to disenroll from the Charter School or transfer to another school for any reason, including, but not limited to the academic performance of the pupil or because the pupil exhibits any of the characteristics described in Education Code Section 47605(e)(2)(B)(iii), as listed above.
Pursuant to Education Code Section 47605(e)(4)(D), the Charter School shall post a notice developed by the CDE on the Charter School website, outlining the requirements of Section 47605(e)(4), and make this notice available to parents.
If the number of students who wish to attend IIA exceeds the Charter School’s capacity, admission to IIA, except for existing students, shall be determined by public random drawing in accordance with the admission preferences specified below.
IIA shall require students wishing to attend IIA to complete a registration form (this form does not ask for test scores or grades). IIA intends to adopt similar paperwork used at Irvine Unified School District for portability. After admission, students will be required to submit an enrollment packet, which shall include the following:
• Completion of a student enrollment form; • Proof of Immunization; • Home Language Survey; • Completion of Emergency Medical Information Form; • Proof of minimum and maximum age requirements; • Authorization for the Charter School to request and receive from documents from the schools the student has attended or is currently attending;40 • A copy of any existing Student Study Team evaluations and recommendations for the student shall be provided; • A copy of any existing Section 504 or Individualized Education Program for the student shall be provided.
Open application deadlines, which will normally be in the winter for admission the following August, shall be coordinated with local public schools to give students and their parents opportunity to consider the full range of educational opportunities available to them.
40 The Charter School shall not request a pupil’s records or require a parent, guardian, or pupil to submit the pupil’s records to the Charter School before enrollment.
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IIA shall not charge an application fee nor shall it charge tuition. IIA will not require any monetary or other contribution as a condition for application, admission, enrollment, or participation. Parental involvement is not a requirement for admission. This statement will be on admission papers.
IIA shall require students who wish to attend the Charter School to complete an application form. Application forms will be made available in English, Mandarin, and other languages. Open enrollment will begin on the first business day in January and will run through the end of February. Applications forms will be made available at IIA’s administrative office, website and through participation at any Parent Information Meeting held throughout the open enrollment period. Families are highly encouraged, but not required, to attend a Parent Information Meeting to better understand the Charter School and its educational programs.
New students applying for 2nd grade and higher will be scheduled for a Mandarin Language Review on the Saturday immediately following the close of the enrollment period. The Mandarin review will assess reading, writing, and conversation abilities of the student. Students will be enrolled (even if not proficient in Mandarin) at the grade level to which they are applying. Mandarin supports will be provided just the same way we provide EL support. Supports offered to assist students entering include the following:
• After school tutoring • Peer to peer tutoring • Tutoring during class times by volunteers • Computer program tutoring • Classes to instruct how parents or caregivers can help their children learn Mandarin • Studying in other classrooms for part of the day
Submitted application forms will be date and time stamped and student names added to an application roster to track receipt. If by the close of open enrollment, the number of application forms received is less than the number of spaces available, all applicants will be admitted to the Charter School, upon submission of an enrollment packet. Subsequent application forms will be accepted in subsequent open enrollment periods. Late return of enrollment documentation, following notification of admission, will result in the forfeiture of the offer of admission. In this scenario, students may be placed at the end of the wait list. Wait lists will be used for the school year for which they were created and will not carry over to any subsequent school year.
Public Random Drawing and Admission Preferences
Applications will be accepted during a publicly advertised open application period each year for enrollment in the following school year. Following the open enrollment period each year, applications shall be counted to determine whether any grade level has received more applications than availability. If the number of students who wish to attend IIA exceeds the Charter School’s capacity, admission, except for existing students, who are guaranteed admission
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in the following school year, shall be determined by a public random drawing (or “lottery”) for each grade level. In accordance with Education Code Section 47605(e)(2), IIA shall offer admission preferences to the following students in the following order:
1) Children of current IIA teachers and staff and founders of IIA (Founders have been identified and described in the charter, Section I. Founding Group) (up to 10% of enrollment) 2) Siblings of students admitted or attending IIA. 3) Students residing within the boundaries of the District 4) All other students who wish to attend the Charter School
IIA and the County agree to adhere to the requirements related to admission preferences as set forth in Education Code Section 47605(e)(2)(B)(i)-(iv).
The Board of Directors will take all necessary efforts to ensure lottery procedures are fairly executed. Lottery spaces are pulled in order of grade level by the designated lottery official (appointed by the Executive Director/Superintendent). Separate lotteries shall be conducted for each grade in which there are fewer vacancies than pupils interested in attending. All lotteries shall take place on the same day in a single location. Lotteries will be conducted in ascending order beginning with the lowest applicable grade level. There is no weighted priority assigned to the preference categories; rather, within each grade level, students will be drawn from pools beginning with all applicants who qualify for the first preference category, and shall continue with that preference category until all vacancies within that grade level have been filled. If there are more students in a preference category than there are spaces available, a random drawing will be held from within that preference category until all available spaces are filled. If all students from the preference category have been selected and there are remaining spaces available in that grade level, students from the second preference category will be drawn in the lottery, and the drawing shall continue until all spaces are filled and preference categories are exhausted in the order provided above.
At the conclusion of the public random drawing, all students who were not granted admission due to capacity shall be given the option to put their name on a wait list according to their draw in the public random drawing. This wait list will allow students the option of enrollment in the case of an opening during the current school year. In no circumstance will a waitlist carry over to the following school year.
Families who submitted completed application forms prior to the deadline will be notified in writing regarding the date, time, and location of the public lottery, and rules for the lottery process at least two weeks prior to the public random drawing date. Families do not have to be present to participate in the lottery. The lottery drawing will be held on the school grounds or in a public space large enough to accommodate all who are interested. IIA will ensure that the lottery process will be:
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❖ Public, transparent, and fair ❖ Held in a public space large enough to accommodate all interested ❖ Facilitated by an uninterested party charged with conducting the process
Non-Discrimination IIA shall not require a parent/legal guardian/student to provide information regarding a student’s disability, gender, gender identity, gender expression, nationality, legal or economic status, primary language or English Learner status, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in section 422.55 of the Penal Code, or any other information that would violate federal or state law, prior to admission, participation in any admissions or attendance lottery, or pre-enrollment event or process, or as a condition of admission or enrollment. IIA may request, at the time of, and as part of, conducting its lottery process, the provision of information necessary to apply specific admissions preferences set forth in this Charter.
IIA shall not request or require submission of a student’s IEP, 504 Plan, or any other record or related information prior to admission, participation in any admissions or attendance lottery, or pre-enrollment event or process, or as a condition of admission or enrollment.
Homeless and Foster Youth IIA shall adhere to the provisions of the McKinney-Vento Homeless Assistance Act and ensure that each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education as provided to other children and youths. IIA shall provide specific information, in its outreach materials, websites, at community meetings, open forums, and regional center meetings, that notifies parents that IIA is open to enroll and provide services for all students, and provides a standard County contact number for access to additional information regarding enrollment. IIA shall comply with all applicable provisions of Ed Code sections 48850 – 48859.
APPLICATION TIMELINE FOR THE 2021-2022 SCHOOL YEAR
The following estimated application, lottery, and enrollment schedule and process is proposed, and may be amended by IIA as necessary. In year one (1), if the IIA charter is approved after the beginning of the timeline specified herein, the schedule proposed below will be pushed forward and abbreviated to ensure all steps are followed within a shorter timeframe.
January 4 2021 Application Forms available March 2, 2021 Application Forms due by 5:00 pm March, 2021 Public Lottery (if necessary), exact date TBD Within 1 week of lottery Families notified Within 2 weeks of Deadline to confirm intent to enroll and submit enrollment notification packet
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ELEMENT I (9) : ANNUAL INDEPENDENT FINANCIAL AUDITS
“The manner in which annual, independent, financial audits shall be conducted, which shall employ generally accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the satisfaction of the chartering authority.” Education Code § 47605(c)(5)(I)
An annual independent fiscal audit of the books and records of the Charter School will be conducted as required by Education Code Sections 47605(c)(5)(I) and 47605(m). The books and records of the Charter School will be kept in accordance with generally accepted accounting principles and, as required by applicable law, the audit will employ generally accepted accounting procedures. The audit shall be conducted in accordance with applicable provisions within the California Code of Regulations governing audits of charter schools as published in the State Controller’s K-12 Audit Guide. To the extent required under applicable federal law, the audit scope will be expanded to include items and processes in applicable Office of Management and Budget Circulars.
The Finance Committee of the Western Mandarin Immersion Charter School Board will select an independent auditor and will be responsible for overseeing the independent audit. The auditor will have, at a minimum, a CPA, educational institution audit experience, and be approved by the State Controller on its published list as an educational audit provider. This auditor will complete an annual audit of IIA’s financial books and records. It will verify the accuracy of IIA’s financial statements (including balance sheets, income statements, and cash flow statements), attendance and enrollment reporting practices, internal controls, and any other documents or systems required by law.
The annual audit will be completed within four months of the close of the fiscal year. A copy of the auditor's findings will be forwarded to the County Superintendent of Schools, the State Controller, and to the California Department of Education by the 15th of December of each year. The Finance Committee of the WMICS Board will review any audit exceptions or deficiencies and develop a plan to resolve them. IIA will submit a report to the County proposing how the exceptions and deficiencies have been or will be resolved to the satisfaction of the County along with an anticipated timeline for the same. Audit appeals or requests for summary review shall be submitted to the Education Audit Appeals Panel (“EAAP”) in accordance with applicable law.
The independent fiscal audit of IIA is a public record to be provided to the public upon request. Money is set aside in our budget for yearly audit.
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ELEMENT J (10): STUDENT SUSPENSION AND EXPULSION POLICY AND PROCEDURES
“The procedures by which pupils can be suspended or expelled from the charter school for disciplinary reasons or otherwise involuntarily removed from the charter school for any reason. These procedures, at a minimum, shall include an explanation of how the charter school will comply with federal and state constitutional procedural and substantive due process requirements that is consistent with all of the following: (i) For suspensions of fewer than 10 days, provide oral or written notice of the charges against the pupil and, if the pupil denies the charges, an explanation of the evidence that supports the charges and an opportunity for the pupil to present the pupil’s side of the story. (ii) For suspensions of 10 days or more and all other expulsions for disciplinary reasons, both of the following: (I) Provide timely, written notice of the charges against the pupil and an explanation of the pupil’s basic rights. (II) Provide a hearing adjudicated by a neutral officer within a reasonable number of days at which the pupil has a fair opportunity to present testimony, evidence, and witnesses and confront and cross-examine adverse witnesses, and at which the pupil has the right to bring legal counsel or an advocate. (iii) Contain a clear statement that no pupil shall be involuntarily removed by the charter school for any reason unless the parent or guardian of the pupil has been provided written notice of intent to remove the pupil no less than five school days before the effective date of the action. The written notice shall be in the native language of the pupil or the pupil’s parent or guardian or, if the pupil is a foster child or youth or a homeless child or youth, the pupil’s educational rights holder, and shall inform the pupil, the pupil’s parent or guardian, or the pupil’s educational rights holder of the right to initiate the procedures specified in clause (ii) before the effective date of the action. If the pupil’s parent, guardian, or educational rights holder initiates the procedures specified in clause (ii), the pupil shall remain enrolled and shall not be removed until the charter school issues a final decision. For purposes of this clause, “involuntarily removed” includes disenrolled, dismissed, transferred, or terminated, but does not include suspensions specified in clauses (i) and (ii).” Education Code § 47605(c)(5)(J)
IIA is committed to creating a safe, supportive and inclusive school environment using restorative practices in order to build a strong student and faculty culture, a community of mutual respect, and to reduce discipline referrals, suspensions and expulsions. IIA draws best practices from the International Institute for Restorative Practices and provides ongoing trainings on restorative practices to faculty throughout the school year.
In cases where suspension or expulsion are necessary, IIA will follow a comprehensive set of suspension and expulsion policies which are listed below. The policies will be printed and distributed as part of the Charter School’s Student/Parent Handbook and will clearly describe the Charter School’s expectations regarding attendance, mutual respect, substance abuse, violence, safety, and work habits, and the policies and procedures for student discipline. Each student and
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his or her parent or guardian will be required to verify that they have reviewed and understand the policies prior to enrollment. These policies will provide all students with an opportunity for due process and will conform to applicable federal and state law regarding students with exceptional needs.
Policy
The Suspension and Expulsion Policy and Procedures have been established in order to promote learning and protect the safety and wellbeing of all students at IIA. In creating this policy, the Charter School has reviewed Education Code Section 48900 et seq. which describe the offenses for which students at noncharter schools may be suspended or expelled and the procedures governing those suspensions and expulsions in order to establish its list of offenses and procedures for suspensions, expulsions and involuntary removal. The language that follows is largely consistent with the language of Education Code Section 48900 et seq. The Charter School is committed to annual review of policies and procedures surrounding suspensions, expulsions, and involuntary removals, and, as necessary, modification of the lists of offenses for which students are subject to suspension or expulsion.
Consistent with this Policy, it may be necessary to suspend or expel a student from regular classroom instruction. This shall serve as the Charter School’s policy and procedures for student suspension, expulsion, and involuntary removal. Charter School staff shall enforce disciplinary policies and procedures fairly and consistently among all students. This policy and its procedures will be printed and distributed annually as part of the Student Handbook which will clearly describe discipline expectations.
Corporal punishment shall not be used as a disciplinary measure against any student. Corporal punishment includes the willful infliction of or willfully causing the infliction of physical pain on a student. For purposes of this policy, corporal punishment does not include an employee’s use of force that is reasonable and necessary to protect the employee, students, staff or other persons or to prevent damage to school property.
The Charter School administration shall ensure that students and their parents/guardians are notified in writing upon enrollment of all discipline and involuntary removal policies and procedures. The notice shall state that this policy and its procedures are available upon request at the Executive Director/Superintendent’s office.
Suspended or expelled students shall be excluded from all school and school-related activities unless otherwise agreed during the period of suspension or expulsion.
A student identified as an individual with disabilities or for whom the Charter School has a basis of knowledge of a suspected disability pursuant to the Individuals with Disabilities Education Improvement Act of 2004 or who is qualified for services under Section 504 of the Rehabilitation Act of 1973 is subject to the same grounds for suspension and expulsion and is accorded the same due process procedures applicable to general education students except when federal and
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state law mandates additional or different procedures. The Charter School will follow all applicable federal and state laws including but not limited to the applicable provisions of the California Education Code, when imposing any form of discipline on a student identified as an individual with disabilities or for whom the Charter School has a basis of knowledge of a suspected disability or who is otherwise qualified for such services or protections in according due process to such students.
No student shall be involuntarily removed by the Charter School for any reason unless the parent/guardian of the student has been provided written notice of intent to remove the student no less than five (5) school days before the effective date of the action. The written notice shall be in the native language of the student or the student’s parent/guardian or, if the student is a foster child or youth or a homeless child or youth, the student’s educational rights holder, and shall inform the student, the student’s parent/guardian, or educational rights holder of the basis for which the student is being involuntarily removed and the student’s parent, guardian, or educational rights holder’s right to request a hearing to challenge the involuntary removal. If a student’s parent, guardian, or educational rights holder requests a hearing, the Charter School shall utilize the same hearing procedures specified below for expulsions, before the effective date of the action to involuntarily remove the student. If the student’s parent, guardian, or educational rights holder requests a hearing, the student shall remain enrolled and shall not be removed until the Charter School issues a final decision. As used herein, “involuntarily removed” includes disenrolled, dismissed, transferred, or terminated, but does not include removals for misconduct which may be grounds for suspension or expulsion as enumerated below.
Procedures
A. Grounds for Suspension and Expulsion of Students
A student may be suspended or expelled for prohibited misconduct if the act is related to school activity or school attendance occurring at any time including but not limited to: a) while on school grounds; b) while going to or coming from school; c) during the lunch period, whether on or off the school campus; d) during, going to, or coming from a school-sponsored activity.
B. Enumerated Offenses
1. Discretionary Suspension Offenses: Students may be suspended when it is determined the student:
a) Caused, attempted to cause, or threatened to cause physical injury to another person.
b) Willfully used force or violence upon the person of another, except self-defense.
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c) Unlawfully possessed, used, or otherwise furnished, or was under the influence of any controlled substance, as defined in Health and Safety Code Sections 11053- 11058, alcoholic beverage, or intoxicant of any kind.
d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant.
e) Committed or attempted to commit robbery or extortion. f) Caused or attempted to cause damage to school property or private property, which includes but is not limited to, electronic files and databases. g) Stole or attempted to steal school property or private property, which includes but is not limited to, electronic files and databases. h) Possessed or used tobacco or products containing tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. This section does not prohibit the use of a student’s own prescription products by a student. i) Committed an obscene act or engaged in habitual profanity or vulgarity. j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code Section 11014.5.
k) Knowingly received stolen school property or private property, which includes but is not limited to, electronic files and databases.
l) 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.
m) 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. n) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma.
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o) Engaged in, or attempted to engage in, hazing. For the purposes of this policy, “hazing” means a method of initiation or preinitiation into a student organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective student. For purposes of this policy, “hazing” does not include athletic events or school-sanctioned events. p) Made terroristic threats against school officials and/or school property, which includes but is not limited to, electronic files and databases. For purposes of this policy, “terroristic threat” shall include any statement, whether written or oral, by a person who willfully threatens to commit a crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under the circumstances in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the person threatened, a gravity of purpose and an immediate prospect of execution of the threat, and thereby causes that person reasonably to be in sustained fear for their own safety or for their immediate family’s safety, or for the protection of school property, which includes but is not limited to, electronic files and databases, or the personal property of the person threatened or their immediate family.
q) Committed sexual harassment, as defined in Education Code Section 212.5. For the purposes of this policy, the conduct described in Section 212.5 must be considered by a reasonable person of the same gender as the victim to be sufficiently severe or pervasive to have a negative impact upon the individual’s academic performance or to create an intimidating, hostile, or offensive educational environment. This provision shall apply to students in any of grades 4 to 6, inclusive.
r) Caused, attempted to cause, threatened to cause or participated in an act of hate violence, as defined in Education Code Section 233(e). This provision shall apply to students in any of grades 4 to 6, inclusive.
s) Intentionally harassed, threatened or intimidated school personnel or volunteers and/or a student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder and invading the rights of either school personnel or volunteers and/or student(s) by creating an intimidating or hostile educational environment. This provision shall apply to students in any of grades 4 to 6, inclusive.
Page 156 of 186 t) Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act.
1) “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a student or group of students which would be deemed hate violence or harassment, threats, or intimidation, which are directed toward one or more students that has or can be reasonably predicted to have the effect of one or more of the following: i. Placing a reasonable student (defined as a student, including, but is not limited to, a student with exceptional needs, who exercises average care, skill, and judgment in conduct for a person of their age, or for a person of their age with exceptional needs) or students in fear of harm to that student’s or those students’ person or property. ii. Causing a reasonable student to experience a substantially detrimental effect on their physical or mental health. iii. Causing a reasonable student to experience substantial interference with their academic performance. iv. Causing a reasonable student to experience substantial interference with their ability to participate in or benefit from the services, activities, or privileges provided by the Charter School.
2) “Electronic Act” means the creation or transmission originated on or off the schoolsite, by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following: i. A message, text, sound, video, or image. ii. A post on a social network Internet Web site including, but not limited to: (a) Posting to or creating a burn page. A “burn page” means an Internet Web site created for the purpose of having one or more of the effects as listed in subparagraph (1) above. (b) Creating a credible impersonation of another actual student for the purpose of having one or more of the effects listed in subparagraph (1) above. “Credible impersonation” means to knowingly and without consent impersonate a student for the purpose of bullying the student and such that another student would reasonably
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believe, or has reasonably believed, that the student was or is the student who was impersonated. (c) Creating a false profile for the purpose of having one or more of the effects listed in subparagraph (1) above. “False profile” means a profile of a fictitious student or a profile using the likeness or attributes of an actual student other than the student who created the false profile. iii. An act of cyber sexual bullying. (a) For purposes of this policy, “cyber sexual bullying” means the dissemination of, or the solicitation or incitement to disseminate, a photograph or other visual recording by a student to another student or to school personnel by means of an electronic act that has or can be reasonably predicted to have one or more of the effects described in subparagraphs (i) to (iv), inclusive, of paragraph (1). A photograph or other visual recording, as described above, shall include the depiction of a nude, semi-nude, or sexually explicit photograph or other visual recording of a minor where the minor is identifiable from the photograph, visual recording, or other electronic act. (b) For purposes of this policy, “cyber sexual bullying” does not include a depiction, portrayal, or image that has any serious literary, artistic, educational, political, or scientific value or that involves athletic events or school-sanctioned activities. 3) Notwithstanding subparagraphs (1) and (2) above, an electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the Internet or is currently posted on the Internet. u) A student who aids or abets, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, except that a student who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant to subdivision (1)(a)-(b). v) Possessed, sold, or otherwise furnished any knife or other dangerous object of no reasonable use to the student 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 Executive Director/Superintendent or designee’s concurrence.
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2. Non-Discretionary Suspension Offenses: Students must be suspended and recommended for expulsion when it is determined the student:
a) Possessed, sold, or otherwise furnished any firearm, explosive, or other destructive device unless, in the case of possession of any device of this type, the student had obtained written permission to possess the item from a certificated school employee, with the Executive Director/Superintendent or designee’s concurrence.
b) Brandishing a knife at another person.
c) Unlawfully selling a controlled substance listed in Health and Safety Code Section 11053, et seq.
d) Committing or attempting to commit a sexual assault or committing a sexual battery as defined in Penal Code Sections 261, 266c, 286, 287, 288, or 289 of former Section 288a of the Penal Code or committed a sexual battery as defined in Penal Code Section 243.4
3. Discretionary Expellable Offenses: Students may be recommended for expulsion when it is determined the student:
a) Caused, attempted to cause, or threatened to cause physical injury to another person.
b) Willfully used force or violence upon the person of another, except self-defense.
c) Unlawfully possessed, used, or otherwise furnished, or was under the influence of any controlled substance, as defined in Health and Safety Code Sections 11053- 11058, alcoholic beverage, or intoxicant of any kind.
d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant.
e) Committed or attempted to commit robbery or extortion.
f) Caused or attempted to cause damage to school property or private property, which includes but is not limited to, electronic files and databases.
g) Stole or attempted to steal school property or private property, which includes but is not limited to, electronic files and databases.
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h) Possessed or used tobacco or products containing tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. This section does not prohibit the use of a student’s own prescription products by a student. i) Committed an obscene act or engaged in habitual profanity or vulgarity. j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code Section 11014.5.
k) Knowingly received stolen school property or private property, which includes but is not limited to, electronic files and databases.
l) 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.
m) 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. n) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. o) Engaged in, or attempted to engage in, hazing. For the purposes of this policy, “hazing” means a method of initiation or preinitiation into a student organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective student. For purposes of this policy, “hazing” does not include athletic events or school-sanctioned events. p) Made terroristic threats against school officials and/or school property, which includes but is not limited to, electronic files and databases. For purposes of this policy, “terroristic threat” shall include any statement, whether written or oral, by a person who willfully threatens to commit a crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under the circumstances in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the person threatened, a gravity of purpose and an immediate prospect of execution of the threat, and thereby
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causes that person reasonably to be in sustained fear for their own safety or for their immediate family’s safety, or for the protection of school property, which includes but is not limited to, electronic files and databases, or the personal property of the person threatened or their immediate family.
q) Committed sexual harassment, as defined in Education Code Section 212.5. For the purposes of this policy, the conduct described in Section 212.5 must be considered by a reasonable person of the same gender as the victim to be sufficiently severe or pervasive to have a negative impact upon the individual’s academic performance or to create an intimidating, hostile, or offensive educational environment. This provision shall apply to students in any of grades 4 to 6, inclusive. r) Caused, attempted to cause, threatened to cause or participated in an act of hate violence, as defined in subdivision (e) of Section 233 of the Education Code. This provision shall apply to students in any of grades 4 to 6, inclusive. s) Intentionally harassed, threatened or intimidated school personnel or volunteers and/or a student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder and invading the rights of either school personnel or volunteers and/or student(s) by creating an intimidating or hostile educational environment. This provision shall apply to students in any of grades 4 to 6, inclusive.
t) Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act.
1) “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a student or group of students which would be deemed hate violence or harassment, threats, or intimidation, which are directed toward one or more students that has or can be reasonably predicted to have the effect of one or more of the following: i. Placing a reasonable student (defined as a student, including, but is not limited to, a student with exceptional needs, who exercises average care, skill, and judgment in conduct for a person of their age, or for a person of their age with exceptional needs) or students in fear of harm to that student’s or those students’ person or property.
ii. Causing a reasonable student to experience a substantially detrimental effect on their physical or mental health.
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iii. Causing a reasonable student to experience substantial interference with their academic performance.
iv. Causing a reasonable student to experience substantial interference with their ability to participate in or benefit from the services, activities, or privileges provided by the Charter School.
2) “Electronic Act” means the creation or transmission originated on or off the schoolsite, by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following:
i. A message, text, sound, video, or image. ii. A post on a social network Internet Web site including, but not limited to: (a) Posting to or creating a burn page. A “burn page” means an Internet Web site created for the purpose of having one or more of the effects as listed in subparagraph (1) above. (b) Creating a credible impersonation of another actual student for the purpose of having one or more of the effects listed in subparagraph (1) above. “Credible impersonation” means to knowingly and without consent impersonate a student for the purpose of bullying the student and such that another student would reasonably believe, or has reasonably believed, that the student was or is the student who was impersonated. (c) Creating a false profile for the purpose of having one or more of the effects listed in subparagraph (1) above. “False profile” means a profile of a fictitious student or a profile using the likeness or attributes of an actual student other than the student who created the false profile. iii. An act of cyber sexual bullying. (a) For purposes of this policy, “cyber sexual bullying” means the dissemination of, or the solicitation or incitement to disseminate, a photograph or other visual recording by a student to another student or to school personnel by means of an electronic act that has or can be reasonably predicted to have one or more of the effects described in subparagraphs (i) to (iv), inclusive, of paragraph (1). A photograph or other visual recording, as described above, shall include the depiction of a nude, semi-nude, or sexually explicit photograph or other visual recording of a minor where the
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minor is identifiable from the photograph, visual recording, or other electronic act. (b) For purposes of this policy, “cyber sexual bullying” does not include a depiction, portrayal, or image that has any serious literary, artistic, educational, political, or scientific value or that involves athletic events or school-sanctioned activities. 3) Notwithstanding subparagraphs (1) and (2) above, an electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the Internet or is currently posted on the Internet.
u) A student who aids or abets, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, except that a student who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant to subdivision (3)(a)-(b).
v) Possessed, sold, or otherwise furnished any knife or other dangerous object of no reasonable use to the student 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 Executive Director/Superintendent or designee’s concurrence.
4. Non-Discretionary Expellable Offenses: Students must be recommended for expulsion when it is determined pursuant to the procedures below that the student:
a) Possessed, sold, or otherwise furnished any firearm, explosive, or other destructive device unless, in the case of possession of any device of this type, the student had obtained written permission to possess the item from a certificated school employee, with the Executive Director/Superintendent or designee’s concurrence.
b) Brandishing a knife at another person.
c) Unlawfully selling a controlled substance listed in Health and Safety Code Section 11053, et seq.
d) Committing or attempting to commit a sexual assault or committing a sexual battery as defined in Penal Code Sections 261, 266c, 286, 287, 288, or 289 of former Section 288a of the Penal Code or committed a sexual battery as defined in Penal Code Section 243.4.
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If it is determined by the Administrative Panel and/or Board of Directors that a student has brought a firearm or destructive device, as defined in Section 921 of Title 18 of the United States Code, on to campus or to have possessed a firearm or destructive device on campus, the student shall be expelled for one year, pursuant to the Federal Gun Free Schools Act of 1994. In such instances, the student shall be provided due process rights of notice and a hearing as required in this policy.
The Charter School will use the following definitions:
• The term “knife” means (A) any dirk, dagger, or other weapon with a fixed, sharpened blade fitted primarily for stabbing; (B) a weapon with a blade fitted primarily for stabbing; (C) a weapon with a blade longer than 3½ inches; (D) a folding knife with a blade that locks into place; or (E) a razor with an unguarded blade.
• The term “firearm” means (A) any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive device. Such term does not include an antique firearm.
• The term “destructive device” means any explosive, incendiary, or poison gas, including but not limited to: (A) bomb; (B) grenade; (C) rocket having a propellant charge of more than four ounces; (D) missile having an explosive or incendiary charge of more than one- quarter ounce; (E) mine; or (F) device similar to any of the devices described in the preceding clauses.
C. Suspension Procedure
Suspensions shall be initiated according to the following procedures:
1. Conference
Suspension shall be preceded, if possible, by a conference conducted by the Executive Director/Superintendent or designee with the student and the student’s parent/guardian and, whenever practical, the teacher, supervisor or Charter School employee who referred the student to the Executive Director/Superintendent or designee.
The conference may be omitted if the Executive Director/Superintendent 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 Charter 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 student shall be informed of the reason for the disciplinary action and the evidence against the student and shall be given the opportunity to present their version and evidence in their defense, in accordance with Education Code Section 47605(c)(5)(J)(i).
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This conference shall be held within two (2) school days, unless the student 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 student for failure of the student’s parent/guardian to attend a conference with Charter School officials. Reinstatement of the suspended student shall not be contingent upon attendance by the student’s parent/guardian at the conference.
2. Notice to Parents/Guardians
At the time of the suspension, an administrator or designee shall make a reasonable effort to contact the parent/guardian by telephone or in person. Whenever a student is suspended, the parent/guardian shall be notified in writing of the suspension and the date of return following suspension. This notice shall state the specific offense(s) committed by the student as well as the date the student may return to school following the suspension. In addition, the notice may also state the time when the student may return to school. If Charter 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 Executive Director/Superintendent or designee, the student and the student’s parent/guardian or representative will be invited to a conference to determine if the suspension for the student should be extended pending an expulsion hearing. In such instances when the Charter School has determined a suspension period shall be extended, such extension shall be made only after a conference is held with the student or the student’s parent/guardian, unless the student and the student’s parent/guardian fail to attend the conference.
This determination will be made by the Executive Director/Superintendent or designee upon either of the following: 1) the student’s presence will be disruptive to the education process; or 2) the student poses a threat or danger to others. Upon either determination, the student’s suspension will be extended pending the results of an expulsion hearing.
4. Homework Assignments During Suspension
In accordance with Education Code Section 47606.2(a), upon the request of a parent, a legal guardian or other person holding the right to make education decisions for the student, or the affected student, a teacher shall provide to a student in any of grades 1 to 6, inclusive, who has been suspended from school for two (2) or more school days, the homework that the student would otherwise have been assigned.
In accordance with Education Code Section 47606.2(b), if a homework assignment that is requested pursuant to Section 47606.2(a) and turned into the teacher by the student either
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upon the student’s return to school from suspension or within the timeframe originally prescribed by the teacher, whichever is later, is not graded before the end of the academic term, that assignment shall not be included in the calculation of the student’s overall grade in the class.
D. Authority to Expel
As required by Education Code Section 47605(c)(5)(J)(ii), students recommended for expulsion are entitled to a hearing adjudicated by a neutral officer to determine whether the student should be expelled. The procedures herein provide for such a hearing and the notice of said hearing, as required by law.
A student may be expelled either by the neutral and impartial Charter School Board of Directors following a hearing before it or by the Charter School Board of Directors upon the recommendation of a neutral and impartial Administrative Panel, to be assigned by the Board of Directors as needed. The Administrative Panel shall consist of at least three (3) members who are certificated and neither a teacher of the student nor a member of the Charter School Board of Directors. Each entity shall be presided over by a designated neutral hearing chairperson. The Administrative Panel may recommend expulsion of any student found to have committed an expellable offense, and the Board of Directors shall make the final determination.
E. Expulsion Procedures
Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. Unless postponed for good cause, the hearing shall be held within thirty (30) school days after the Executive Director/Superintendent or designee determines that the student has committed an expellable offense and recommends the student for expulsion.
In the event an Administrative Panel hears the case, it will make a recommendation to the Board for a final decision whether to expel. The hearing shall be held in closed session (complying with all student confidentiality rules under the Family Educational Rights and Privacy Act “FERPA”) unless the student makes a written request for a public hearing in open session three (3) days prior to the date of the scheduled hearing.
Written notice of the hearing shall be forwarded to the student and the student’s parent/guardian at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be deemed served upon the student. 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 the Charter School’s 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 Charter School to any other school district or school to which the student seeks enrollment.
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5. The opportunity for the student and/or the student’s parent/guardian to appear in person or to employ and be represented by counsel or a non-attorney advisor. 6. The right to inspect and obtain copies of all documents to be used at the hearing. 7. The opportunity to confront and question all witnesses who testify at the hearing. 8. The opportunity to question all evidence presented and to present oral and documentary evidence on the student’s behalf including witnesses.
F. Special Procedures for Expulsion Hearings Involving Sexual Assault or Battery Offenses
The Charter School may, upon a finding of good cause, determine that the disclosure of either the identity of the witness or the testimony of that witness at the hearing, or both, would subject the witness to an unreasonable risk of psychological or physical harm. Upon this determination, the testimony of the witness may be presented at the hearing in the form of sworn declarations that shall be examined only by the Charter School or the hearing officer. Copies of these sworn declarations, edited to delete the name and identity of the witness, shall be made available to the student.
1. The complaining witness in any sexual assault or battery case must be provided with a copy of the applicable disciplinary rules and advised of their right to (a) receive five (5) days notice of their scheduled testimony; (b) have up to two (2) adult support persons of their choosing present in the hearing at the time the complaining witness testifies, which may include a parent/guardian or legal counsel; and (c) elect to have the hearing closed while testifying.
2. The Charter School must also provide the victim a room separate from the hearing room for the complaining witness’ use prior to and during breaks in testimony.
3. At the discretion of the entity conducting the expulsion hearing, the complaining witness shall be allowed periods of relief from examination and cross-examination during which the complaining witness may leave the hearing room.
4. The entity conducting the expulsion hearing may also arrange the seating within the hearing room to facilitate a less intimidating environment for the complaining witness.
5. The entity conducting the expulsion hearing may also limit time for taking the testimony of the complaining witness to the hours the complaining witness is normally in school, if there is no good cause to take the testimony during other hours.
6. Prior to a complaining witness testifying, the support persons must be admonished that the hearing is confidential. Nothing in the law precludes the entity presiding over the hearing from removing a support person whom the presiding person finds is disrupting the hearing. The entity conducting the hearing may permit any one of the support persons for the complaining witness to accompany the complaining witness to the witness stand.
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7. If one or both of the support persons is also a witness, the Charter School must present evidence that the witness’ presence is both desired by the witness and will be helpful to the Charter School. The entity presiding over the hearing shall permit the witness to stay unless it is established that there is a substantial risk that the testimony of the complaining witness would be influenced by the support person, in which case the presiding official shall admonish the support person or persons not to prompt, sway, or influence the witness in any way. Nothing shall preclude the presiding officer from exercising their discretion to remove a person from the hearing whom they believe is prompting, swaying, or influencing the witness.
8. The testimony of the support person shall be presented before the testimony of the complaining witness and the complaining witness shall be excluded from the courtroom during that testimony.
9. Especially for charges involving sexual assault or battery, if the hearing is to be conducted in public at the request of the student being expelled, the complaining witness shall have the right to have their testimony heard in a closed session when testifying at a public meeting would threaten serious psychological harm to the complaining witness and there are no alternative procedures to avoid the threatened harm. The alternative procedures may include videotaped depositions or contemporaneous examination in another place communicated to the hearing room by means of closed-circuit television.
10. Evidence of specific instances of a complaining witness’ prior sexual conduct is presumed inadmissible and shall not be heard absent a determination by the entity conducting the hearing that extraordinary circumstances exist requiring the evidence be heard. Before such a determination regarding extraordinary circumstance can be made, the witness shall be provided notice and an opportunity to present opposition to the introduction of the evidence. In the hearing on the admissibility of the evidence, the complaining witness shall be entitled to be represented by a parent, legal counsel, or other support person. Reputation or opinion evidence regarding the sexual behavior of the complaining witness is not admissible for any purpose.
G. 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.
H. 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
Page 168 of 186 of fact shall be based solely on the evidence at the hearing. While hearsay evidence is admissible, no decision to expel shall be based solely on hearsay. Sworn declarations may be admitted as testimony from witnesses of whom the Board or Administrative Panel determines that disclosure of their identity or testimony at the hearing may subject them to an unreasonable risk of physical or psychological harm.
If, due to a written request by the expelled student, 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 their testimony heard in a session closed to the public.
I. Expulsion Decision
The decision of the Administrative Panel shall be in the form of written findings of fact and a written recommendation to the Board of Directors, which will make a final determination regarding the expulsion. The Board of Directors shall make the final determination regarding the expulsion within ten (10) school days following the conclusion of the hearing. The decision of the Board of Directors is final.
If the Administrative Panel decides not to recommend expulsion, or the Board of Directors ultimately decides not to expel, the student shall immediately be returned to their previous educational program.
The Board of Directors may also determine to suspend the enforcement of the expulsion order for a period of not more than one (1) calendar year from the date of the expulsion hearing and return the student to the student’s previous educational program under a probationary status and rehabilitation plan to be determined by the Board. During the period of the suspension of the expulsion order, the student is deemed to be on probationary status. The Board of Directors may revoke the suspension of an expulsion order under this section if the student commits any of the enumerated offenses listed above or violates any of the Charter School’s rules and regulations governing student conduct. If the Board revokes the suspension of an expulsion order, the student may be expelled under the terms of the original expulsion order. The Board of Directors shall apply the criteria for suspending the enforcement of the expulsion order equally to all students, including individuals with exceptional needs as defined in Education Code Section 56026. The Board of Directors shall further comply with the provisions set forth under Education Code Section 48917, except as otherwise expressly set forth herein.
J. Written Notice to Expel
The Executive Director/Superintendent or designee, following a decision of the Board of Directors to expel, shall send written notice of the decision to expel, including the Board of Directors’ adopted findings of fact, to the student and student’s parent/guardian. This notice shall also include the following: (a) notice of the specific offense committed by the student; and (b) notice of the student’s or parent/guardian’s obligation to inform any new district in which the student seeks to enroll of the student’s status with the Charter School.
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The Executive Director/Superintendent or designee shall send a copy of the written notice of the decision to expel to the authorizer. This notice shall include the following: (a) the student’s name; and (b) the specific expellable offense committed by the student.
K. Disciplinary Records
The Charter School shall maintain records of all student suspensions and expulsions at the Charter School. Such records shall be made available to the authorizer upon request.
L. No Right to Appeal
The student shall have no right of appeal from expulsion from the Charter School as the Charter School Board of Directors’ decision to expel shall be final.
M. Expelled Students/Alternative Education
Parents/guardians of students 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. The Charter School shall work cooperatively with parents/guardians as requested by parents/guardians or by the school district of residence to assist with locating alternative placements during expulsion.
N. Rehabilitation Plans
Students who are expelled from the Charter School shall be given a rehabilitation plan upon expulsion as developed by the Board of Directors 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 (1) year from the date of expulsion when the student may reapply to the Charter School for readmission.
O. Readmission or Admission of Previously Expelled Student
The decision to readmit a student after the end of the student’s expulsion term or to admit a previously expelled student from another school district or charter school who has not been readmitted/admitted to another school or school district after the end of the student’s expulsion term, shall be in the sole discretion of the Board of Directors following a meeting with the Executive Director/Superintendent or designee and the student and student’s parent/guardian or representative to determine whether the student has successfully completed the rehabilitation plan and to determine whether the student poses a threat to others or will be disruptive to the school environment. The Executive Director/Superintendent or designee shall make a recommendation to the Board of Directors following the meeting regarding the Executive Director/Superintendent’s or designee’s determination. The Board shall then make a final decision regarding readmission or admission of the student during the closed session of a public meeting, reporting out any action taken during closed session consistent with the requirements of the Brown Act. The student’s readmission is also contingent upon the Charter School’s capacity at the time the student seeks readmission or admission to the Charter School.
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P. Notice to Teachers
The Charter School shall notify teachers of each student who has engaged in or is reasonably suspected to have engaged in any of the acts listed in Education Code Section 49079 and the corresponding enumerated offenses set forth above.
Q. Special Procedures for the Consideration of Suspension and Expulsion or Involuntary Removal of Students with Disabilities
1. Notification of SELPA
The Charter School shall immediately notify the SELPA and coordinate the procedures in this policy with the SELPA of the discipline of any student with a disability or student that the Charter School or the SELPA would be deemed to have knowledge that the student had a disability.
2. Services During Suspension
Students suspended for more than ten (10) school days in a school year shall continue to receive services so as to enable the student to continue to participate in the general education curriculum, although in another setting (which could constitute a change of placement and the student’s IEP would reflect this change), and to progress toward meeting the goals set out in the child’s IEP/504 Plan; and receive, as appropriate, a functional behavioral assessment and behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur. These services may be provided in an interim alterative educational setting.
3. Procedural Safeguards/Manifestation Determination
Within ten (10) school days of a recommendation for expulsion or any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the Charter School, the parent, and relevant members of the IEP/504 Team shall review all relevant information in the student’s file, including the child’s IEP/504 Plan, any teacher observations, and any relevant information provided by the parents to determine: a. If the conduct in question was caused by, or had a direct and substantial relationship to, the child’s disability; or b. If the conduct in question was the direct result of the local educational agency’s failure to implement the IEP/504 Plan. If the Charter School, the parent, and relevant members of the IEP/504 Team determine that either of the above is applicable for the child, the conduct shall be determined to be a manifestation of the child’s disability.
If the Charter School, the parent, and relevant members of the IEP/504 Team make the determination that the conduct was a manifestation of the child’s disability, the IEP/504
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Team shall: a. Conduct a functional behavioral assessment and implement a behavioral intervention plan for such child, provided that the Charter School had not conducted such assessment prior to such determination before the behavior that resulted in a change in placement; b. If a behavioral intervention plan has been developed, review the behavioral intervention plan if the child already has such a behavioral intervention plan, and modify it, as necessary, to address the behavior; and c. Return the child to the placement from which the child was removed, unless the parent/guardian and the Charter School agree to a change of placement as part of the modification of the behavioral intervention plan.
If the Charter School, the parent/guardian, and relevant members of the IEP/504 Team determine that the behavior was not a manifestation of the student’s disability and that the conduct in question was not a direct result of the failure to implement the IEP/504 Plan, then the Charter School may apply the relevant disciplinary procedures to children with disabilities in the same manner and for the same duration as the procedures would be applied to students without disabilities.
4. Due Process Appeals
The parent/guardian of a child with a disability who disagrees with any decision regarding placement, or the manifestation determination, or the Charter School believes that maintaining the current placement of the child is substantially likely to result in injury to the child or to others, may request an expedited administrative hearing through the Special Education Unit of the Office of Administrative Hearings or by utilizing the dispute provisions of the 504 Policy and Procedures.
When an appeal relating to the placement of the student or the manifestation determination has been requested by either the parent/guardian or the Charter School, the student shall remain in the interim alternative educational setting pending the decision of the hearing officer in accordance with state and federal law, including 20 U.S.C. Section 1415(k), until the expiration of the forty-five (45) day time period provided for in an interim alternative educational setting, unless the parent/guardian and the Charter School agree otherwise.
In accordance with 20 U.S.C. Section 1415(k)(3), if a parent/guardian disagrees with any decision regarding placement, or the manifestation determination, or if the Charter School believes that maintaining the current placement of the child is substantially likely to result in injury to the child or to others, the parent/guardian or Charter School may request a hearing.
In such an appeal, a hearing officer may: (1) return a child with a disability to the placement from which the child was removed; or (2) order a change in placement of a child with a
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disability to an appropriate interim alternative educational setting for not more than 45 school days if the hearing officer determines that maintaining the current placement of such child is substantially likely to result in injury to the child or to others.
5. Special Circumstances
Charter School personnel may consider any unique circumstances on a case-by-case basis when determining whether to order a change in placement for a child with a disability who violates a code of student conduct.
The Executive Director/Superintendent or designee may remove a student to an interim alternative educational setting for not more than forty-five (45) school days without regard to whether the behavior is determined to be a manifestation of the student’s disability in cases where a student: a. Carries or possesses a weapon, as defined in 18 U.S.C. Section 930, to or at school, on school premises, or to or at a school function; b. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function; or c. Has inflicted serious bodily injury, as defined by 20 U.S.C. Section 1415(k)(7)(D), upon a person while at school, on school premises, or at a school function.
6. Interim Alternative Educational Setting The student’s interim alternative educational setting shall be determined by the student’s IEP/504 Team.
7. Procedures for Students Not Yet Eligible for Special Education Services A student who has not been identified as an individual with disabilities pursuant to IDEA and who has violated the Charter School’s disciplinary procedures may assert the procedural safeguards granted under this administrative regulation only if the Charter School had knowledge that the student was disabled before the behavior occurred. The Charter School shall be deemed to have knowledge that the student had a disability if one of the following conditions exists: a. The parent/guardian has expressed concern in writing, or orally if the parent/guardian does not know how to write or has a disability that prevents a written statement, to Charter School supervisory or administrative personnel, or to one of the child’s teachers, that the student is in need of special education or related services. b. The parent/guardian has requested an evaluation of the child. c. The child’s teacher, or other Charter School personnel, has expressed specific concerns about a pattern of behavior demonstrated by the child, directly to the director of special education or to other Charter School supervisory personnel.
If the Charter School knew or should have known the student had a disability under any of the three (3) circumstances described above, the student may assert any of the protections
Page 173 of 186 available to IDEA-eligible children with disabilities, including the right to stay-put.
If the Charter School had no basis for knowledge of the student’s disability, it shall proceed with the proposed discipline. The Charter School shall conduct an expedited evaluation if requested by the parents; however, the student shall remain in the education placement determined by the Charter School pending the results of the evaluation.
The Charter School shall not be deemed to have knowledge that the student had a disability if the parent/guardian has not allowed an evaluation, refused services, or if the student has been evaluated and determined to not be eligible.
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ELEMENT K (11): RETIREMENT PROGRAMS
“The manner by which staff members of the charter schools will be covered by the State Teachers’ Retirement System, the Public Employees’ Retirement System, or federal social security.” Education Code § 47605(c)(5)(K)
COMPENSATION AND BENEFITS
The Office Manager will be responsible for ensuring health benefits administration. IIA is required to participate in retirement systems and shall provide total compensation to employees that is competitive with other public schools in the Irvine area. This compensation will be comparable to other districts to ensure the successful recruitment of employees that enable the Charter School to fulfill its mission and goals. Specific salaries and stipends shall be identified within the individual work agreements. The Executive Director/Superintendent, in consultation with the Board of Directors, will develop a salary schedule for the Charter School. Administrative and staff salaries will be set at the discretion of the Executive Director/Superintendent based on the candidate’s experience and responsibilities. The salary of the Executive Director/Superintendent will be set by the Board of Directors, to generally follow the same methods as for all other staff.
Benefits
Mandatory benefits such as workers compensation, unemployment insurance, Medicare and retirement shall be provided by IIA, as well as life, health, dental, vision insurances, and related benefits as part of the total compensation package for each employee determined as part of the individual work agreement.
Retirement
Eligible employees will participate in the State Teachers’ Retirement System (“STRS”). Other non- STRS employees shall participate in federal social security. IIA will make all contributions that are legally required of the employer. Retirement reporting will be contracted out to a qualified service provider; however, the Executive Director/Superintendent will be responsible for ensuring that such retirement coverage is arranged for all employees.
The Public Employees’ Retirement System (“PERS”) will not be offered.
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ELEMENT L (12): PUBLIC SCHOOL ATTENDANCE ALTERNATIVES
“The public school alternatives for pupils residing within the school district who choose not to attend charter schools.” Education Code § 47605(c)(5)(L)
No student may be required to attend the Charter School. Students who opt not to attend IIA may attend school district of residence schools or pursue an intra- or inter-district transfer in accordance with existing enrollment and transfer policies of their district or county of residence. Parents or guardians of each pupil enrolled in IIA shall be informed on admissions forms that students have no right to admission in a particular school of any local education agency (or program of any local education agency) as a consequence of enrollment in IIA, except to the extent that such a right is extended by the local education agency.
ELEMENT M (13): EMPLOYEE RETURN RIGHTS
“The rights of an employee of the school district upon leaving the employment of the school district to work in a charter school, and any rights of return to the school district after employment at a charter school.” Education Code §47605(c)(5)(M)
No public school district employee shall be required to work at Irvine International Academy. Employees of the District or County who choose to leave the employment of the District or County to work at IIA and who later wish to return to the District or County will have no automatic rights of return to the District or County after employment by IIA unless specifically granted by the District or County through a leave of absence or other agreement. IIA employees shall have any right upon leaving the District or County to work in the Charter School that the District or County may specify, any rights or return to employment in a school district or County after employment in the Charter School that the school district or County may specify, and any other rights upon leaving employment to work in the Charter School that the District or County determines to be reasonable and not in conflict with any law. Sick or vacation leave or years of service credit at the District or County or any other school district shall not be transferred to the Charter School. Employment by the Charter School provides no rights of employment at any other entity, including any rights in the case of closure of the Charter School.
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ELEMENT N (14): DISPUTE RESOLUTION PROCEDURES
“The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating to provisions of the charter.” Education Code § 47605(c)(5)(N)
The following provisions are intended to define a mechanism for the resolution of any disputes between IIA and the granting entity. With respect to each of these procedures, it is our intention that all public commentary be withheld pending full resolution.
DISPUTES BETWEEN IIA AND THE COUNTY
Irvine International Academy recognizes that it cannot bind the granting entity to a dispute resolution procedure to which the County does not agree. The policy below is intended as a starting point for a discussion of dispute resolution procedures. Irvine International Academy is willing to consider changes to the process outlined below as suggested by the County. Should any section of this element pertaining to resolving disputes, be in conflict with County policies or desired protocols, then the charter is amenable to altering said areas through the Memorandum of Understanding process to be mutually agreed upon.
Irvine International Academy and the County will be encouraged to attempt to resolve any disputes with the County amicably and reasonably without resorting to formal procedures.
In the event of a dispute between Irvine International Academy and the County, Irvine International Academy staff, employees and Board members of Irvine International Academy and the County agree to first frame the issue in written format (“dispute statement”) and to refer the issue to the County Superintendent and Executive Director/Superintendent of Irvine International Academy, or their respective designees. In the event that the County Board of Trustees believes that the dispute relates to an issue that could lead to revocation of the charter in accordance with Education Code Section 47607, Irvine International Academy requests that this shall be noted in the written dispute statement, although it recognizes it cannot legally bind the County to do so. However, participation in the dispute resolution procedures outlined in this section shall not be interpreted to impede or act as a pre-requisite to the District’s ability to proceed with revocation in accordance with Education Code Section 47607.
The Superintendent and Executive Director/Superintendent, or their respective designees, shall informally meet and confer in a timely fashion to attempt to resolve the dispute, not later than five (5) business days from receipt of the dispute statement. In the event that this informal meeting fails to resolve the dispute, both parties shall identify two Board members from their respective boards who shall jointly meet with the Superintendent and the Executive Director/Superintendent, or their respective designees, and attempt to resolve the dispute within fifteen (15) business days from receipt of the dispute statement.
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If this joint meeting fails to resolve the dispute, the Superintendent and the Executive Director/Superintendent, or their respective designees, shall meet to jointly identify a neutral third party mediator to engage the parties in a mediation session designed to facilitate resolution of the dispute. The format of the mediation session shall be developed jointly by the Superintendent and the Executive Director/Superintendent, or their respective designees. Mediation shall be held within sixty (60) business days of receipt of the dispute statement. The costs of the mediator shall be split equally between the County and Irvine International Academy. If mediation does not resolve the dispute either party may pursue any other remedy available under the law. All timelines and procedures in this section may be revised upon mutual written agreement of the County and Irvine International Academy. No parties will make public comment during the dispute resolution process.
INTERNAL DISPUTES
Irvine International Academy shall have an internal dispute resolution process to be used for all internal disputes related to Irvine International Academy’s operations. IIA shall also maintain a Uniform Complaint Policy (UCP) and Procedures as required by state law. Parents, students, Board members, volunteers, and staff at Irvine International Academy will be provided with a copy of Irvine International Academy’ policies and internal dispute resolution process. The County will refer all disputes not related to a possible violation of the charter or law to Irvine International Academy.
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ELEMENT O (15): SCHOOL CLOSURE PROCEDURES
“The procedures to be used if the charter school closes. The procedures ensure a final audit of the charter school to determine the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets and for the maintenance and transfer of pupil records.” Education Code § 47605(c)(5)(O)
Closure of the Charter School will be documented by official action of the Western Mandarin Immersion Charter School Board. The action will identify the reason for closure. The official action, by the Board, will also identify an entity and person or persons responsible for closure- related activities. This entity could be a person chosen by the board or a 3rd party.
The Charter School will promptly notify parents and students of the Charter School, County Department of Education, the Charter School’s SELPA, the retirement systems in which the Charter School’s employees participate (e.g., State Teachers’ Retirement System), and the California Department of Education of the closure as well as the effective date of the closure. This notice will also include the name(s) of and contact information for the person(s) to whom reasonable inquiries may be made regarding the closure; the pupils’ school districts of residence; and the manner in which parents/guardians may obtain copies of pupil records, including specific information on completed courses and credits that meet graduation requirements.
The Charter School will ensure that the notification to the parents and students of the Charter School of the closure provides information to assist parents and students in locating suitable alternative programs. This notice will be provided promptly following the WMICS Board's decision to close the Charter School.
The Charter School will also develop a list of pupils in each grade level and the classes they have completed, together with information on the pupils’ districts of residence, which they will provide to the entity responsible for closure-related activities.
As applicable, the Charter School will provide parents, students and the District and County 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”) 20 U.S.C. Section 1232g. The Charter School will ask the County to store original records of Charter School students. All student records of the Charter School shall be transferred to the County upon Charter School closure. If the District will not or cannot store the records, the Charter School shall work with the County Department of Education to determine a suitable alternative location for storage.
All state assessment results, special education records, and personnel records will be transferred to and maintained by the entity responsible for closure-related activities in accordance with applicable law.
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As soon as reasonably practical, the Charter School will prepare final financial records. The Charter School will also have an independent audit completed within six months after closure. The Charter School will pay for the final audit. The audit will be prepared by a qualified Certified Public Accountant selected by the Charter School and will be provided to the County promptly upon its completion. The final audit will include an accounting of all financial assets, including cash and accounts receivable and an inventory of property, equipment, and other items of material value, an accounting of the liabilities, including accounts payable and any reduction in apportionments as a result of audit findings or other investigations, loans and unpaid staff compensation, and an assessment of the disposition of any restricted funds received by or due to the Charter School.
The Charter School will ensure completion of all academic reporting and file all reports required pursuant to Education Code Section 47604.33.
On closure of the Charter School, all assets of the Charter School, including, but not limited to, all leaseholds, personal property, intellectual property, and all ADA apportionments and other revenues generated by students attending the Charter School, remain the sole property of the nonprofit public benefit corporation and upon the dissolution of the nonprofit public benefit corporation, shall be distributed in accordance with the Articles of Incorporation. Any assets acquired from the District or County or District property will be promptly returned upon Charter School closure to the District or County. The distribution shall include return of any grant funds and restricted categorical funds to their source in accordance with the terms of the grant or state and federal law, as appropriate, which may include submission of final expenditure reports for entitlement grants and the filing of any required Final Expenditure Reports and Final Performance Reports, as well as the return of any donated materials and property in accordance with any conditions established when the donation of such materials or property was accepted.
On closure, the Charter School shall remain solely responsible for all liabilities arising from the operation of the Charter School.
As IIA is operated by a nonprofit public benefit corporation, should the corporation dissolve with the closure of the Charter School, the WMICS 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.
As specified by the budget in the Appendix, the Charter School will utilize the reserve fund to undertake any expenses associated with the closure procedures identified above.
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REQUIRED SUPPLEMENTAL INFORMATION
“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 charter school, including, but not limited to, the facilities to be used by the charter school, the manner in which administrative services of the charter school are to be provided, and potential civil liability effects, if any, upon the charter school and upon the school district. The description of the facilities to be used by the charter school shall specify where the charter school intends to locate. The petitioner or petitioners also shall be required to provide financial statements that include a proposed first- year operational budget, including startup costs, and cashflow and financial projections for the first three years of operation. If the school is to be operated by, or as, a nonprofit public benefit corporation, the petitioner shall provide the names and relevant qualifications of all persons whom the petitioner nominates to serve on the governing body of the charter school.” Education Code § 47605(h)
BUDGETS AND FINANCIAL REPORTING
Fiscal Autonomy
Irvine International Academy will be a fiscally independent, directly funded charter school.
IIA will maintain the highest level of integrity in fiscal management while seeking all available resources and using them effectively to support the instructional program.
The business philosophy of the Charter School is entrepreneurial and community-based. Every effort will be made to maximize revenue from all sources while maximizing the effectiveness of all expenditures through the utilization of a “do more with less” and “in the best interest of the students” test.
Budget Development
Budget development will begin each year immediately following the January announcement of the governor’s K-12 State Budget Proposals and be continually refined through the May Revise to the Final State Budget Act. Budgeted resources will always be consistent with the Charter School’s goals as identified by the Board. A year-end estimate of actuals and interim reports will be submitted as well.
The Executive Director/Superintendent shall submit an annual budget to the Board of Directors during the spring of each year. In order to ensure the necessary oversight and review of mandated reports for which the authorizer must determine fiscal health and sustainability, IIA will adhere to the schedule created by the authorizer.
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The Executive Director/Superintendent and financial services provider will review monthly cash flow statements and will present comprehensive budget updates to the Board at least four times each fiscal year. The Executive Director/Superintendent and Board of Directors will also recommend formal budget revisions as needed to ensure financial stability and adequate cash flow.
The Board will create formal policies regarding the deposit of funds, investment procedures, and internal financial controls. These policies shall ensure that the internal control mechanisms address legal compliance, conflicts of interest, signature authorities, government access to records, accounting procedures, cash management, and budget development, financial reporting, property management and procurement. Financial records will be regularly maintained and a financial report prepared for every meeting of the Board of Directors.
Financial Reporting
Attached in the Appendix, please find the following documents:
• Budget narrative • A projected first year budget including startup costs • Financial projections and cash flow for the first three years of operation
These documents are based upon the best data available to the petitioners at this time.
IIA shall provide reports to District and County Superintendent of Schools as follows in accordance with Education Code Section 47604.33, and shall provide additional fiscal reports as requested by the County:
1) By July 1, a preliminary budget for the current fiscal year. For a charter school in its first year of operation, financial statements submitted with the charter petition pursuant to Education Code Section 47605(g) will satisfy this requirement.
2) By July 1, an annual update (LCAP) required pursuant to Education Code Section 47606.5.
3) By December 15, an interim financial report for the current fiscal year reflecting changes through October 31. Additionally, on December 15, a copy of the Charter School’s annual, independent financial audit report for the preceding fiscal year shall be delivered to the State Controller, California Department of Education and its chartering authority.
4) By March 15, a second interim financial report for the current fiscal year reflecting changes through January 31.
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5) By September 15, a final unaudited report for the full prior year. The report submitted to the County shall include an annual statement of all the Charter School’s receipts and expenditures for the preceding fiscal year.
The Charter School shall provide reporting to the County as required by law and as requested by the County including, but not limited to, the following: California Basic Educational Data System (CBEDS), actual Average Daily Attendance reports, all financial reports required by Education Code Sections 47604.33 and 47605(m), the School Accountability Report Card (SARC), and the LCAP.
IIA agrees to and submits to the right of the County to make random visits and inspections in order to carry out its statutorily required oversight in accordance with Education Code Sections 47604.32 and 47607.
Pursuant to Education Code Section 47604.3, IIA shall promptly respond to all reasonable inquiries including, but not limited to, inquiries regarding its financial records from the County.
Attendance Accounting
IIA will utilize attendance accounting procedures that satisfy requirements for the County, and CDE. Required reports will be completed regarding daily attendance and submitted to the requesting agencies. This includes reporting enrollment and attendance figures as required by the County.
SOURCE OF FUNDS
The vast majority of funds for IIA’s operations will come from a combination of local funds and State of California's aid, in the form of a per-student standard allocation (Local Control Funding Formula Per Average Daily Attendance, or “ADA”). IIA will also receive additional monies (“categorical funds”) for special populations and specific programs. In addition, IIA plans to seek public donations from the community. Although it is not required, students’ families are encouraged to donate for continued improvement of IIA.
DIRECT FUNDING
IIA will receive funding pursuant to Education Code Section 47630 et seq. and will opt to receive its funding directly from the state pursuant to Education Code Section 47651. IIA shall establish an account with the County Treasury for the receipt and disbursement of such funds. Any funds due to IIA that flow through the County shall be forwarded to IIA in a timely fashion. During the term of this charter petition, IIA and the County will negotiate in good faith to develop a MOU that establishes the specific financial and service relationship between the two parties.
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USES OF FUNDS
Annually, most of IIA’s funds will go toward personnel and facilities (including rent or debt service, utilities and maintenance). IIA also anticipates spending about 6% of its budget on other direct program costs (e.g., classroom supplies). Private and federal grant funds for onetime start-up costs will be used for items such as furniture, computer equipment, textbooks and professional development.
CASH MANAGEMENT
IIA will seek best practices from similar types and sizes of schools. The Western Mandarin Immersion Charter School Board shall establish checks and balances through board-adopted policies and procedures governing financial control systems and cash management.
FACILITIES
Irvine International Academy will operate within the boundaries of Irvine Unified School District. If IIA does not secure a private facility, the Charter School reserves the right to request a Proposition 39 facility from the District.
The site will secure a Certificate of Occupancy if needed, prior to operation in a private facility.
If District facilities are used during the term of this charter, the Charter School shall abide by all District policies relating to Maintenance and Operations Services.
INSURANCE COVERAGE
The Charter School shall acquire, maintain, and finance general liability, workers compensation, and other necessary insurance of the types and in the amounts required for an enterprise of similar purpose and circumstance. The County Board of Education shall be named as an additional insured on all policies of the Charter School. The estimate included in the budget is based on 384 students for the first year, with an annual increase that reflects the Charter School’s growth pattern until it reaches full enrollment. The Charter School shall provide evidence of the above insurance coverage to the County no later than sixty (60) days prior to operation or as otherwise agreed upon date by the County and the Charter School.
IMPACT ON THE CHARTERING AUTHORITY
The Charter School shall be operated by a California nonprofit public benefit corporation, Western Mandarin Immersion Charter School. 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 23701(d).
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Pursuant to Education Code Section 47604(d), an entity that grants a charter to a charter school operated by a nonprofit 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 the charter school if the authority has complied with all oversight responsibilities required by law. The Charter School shall work diligently to assist the County in meeting any and all oversight obligations under the law, including monthly meetings, reporting, or other County requested protocol to ensure the County shall not be liable for the operation of the Charter School.
Further, the Charter School intends to enter into a Memorandum of Understanding with the County, wherein the Charter School shall indemnify the County for the actions of the Charter School under this charter.
The bylaws of WMICS shall provide for indemnification of the WMICS’s Board, officers, agents, and employees, and WMICS will purchase general liability insurance, Board Directors and Officers insurance, and fidelity bonding to secure against financial risks.
As stated above, insurance amounts are determined by recommendation of the County and the Charter School’s insurance company for schools of similar size, location, and student population. The County shall be named an additional insured on the general liability insurance of the Charter School.
The Charter School shall be responsible for all supplies and equipment that it purchased and, in the event of loss by fire, disaster, or theft, the District or County shall have no responsibility for such items. Further, the District or County shall have no responsibility for losses of student property for any reason whatsoever and the Charter School shall hold the District or County harmless from any such losses.
The WMICS Board will institute appropriate risk management practices as discussed herein, including screening of employees, establishing codes of conduct for students, and dispute resolution.
AUXILIARY SERVICES
Dependent on facility lease requirements, IIA will outsource maintenance/ custodial duties, including major repairs, pest control, janitorial services, and landscaping to vendors qualified to perform such functions. The Charter School will conduct annual reviews to ensure all auxiliary services are safe and developing appropriate policies to ensure the safety of students, staff, and guests.
TRANSPORTATION
Except as may be required by an IEP under the IDEA, or as otherwise required by law, IIA will not be responsible for the transportation of pupils to and from school.
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FOOD SERVICES
We will contract with a provider for our students eligible for Federal Free and Reduced Priced Meals. The Charter School will be responsible and accountable for filing all documents necessary for operating the food service program, as well as for reimbursement from the State.
ADMINISTRATIVE SERVICES
The Executive Director/Superintendent will assume the lead responsibility for financial matters at the Charter School under the policies adopted and oversight provided by the Charter School’s Board of Directors. We anticipate contracting with a vendor for back office support. IIA will select a provider based on experience, comparative cost analysis with organizations that offer similar services, and customer satisfaction.
The Executive Director/Superintendent will work with the back office support provider/financial services provider to manage the Charter School’s financial operations. Contracted services may include, but are not limited to, budgeting, fiscal planning, vendor services, personnel and payroll, accounts payable, human resources, attendance tracking systems, completion and submission of compliance reports, and monitoring adherence to the charter process and laws. The Charter School and its contracted business services provider will employ all Generally Accepted Accounting Principles (GAAP).
At any time IIA may discuss the possibility of purchasing administrative services from the County. If the County is interested, the specific terms and cost for these services will be the subject of a memorandum of understanding between the Charter School and the County and subject to County availability and willingness to provide such services.
NAMES AND QUALIFICATIONS OF DIRECTORS
In accordance with Education Code Section 47605(h), the names and relevant qualifications of the individuals on the WMICS are addressed on page 10.
MISCELLANEOUS CHARTER RELATED ISSUES
NOTIFICATION UPON APPROVAL
Upon approval of the charter petition, the petitioner will provide a written notice of the approval, a copy of this petition, to the County Superintendent of Schools, the California Department of Education, and the State Board of Education (Education Code Section 47605(j)).
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INTERPRETING THE CHARTER
All terms of the charter that can be interpreted as within the intent of the Education Code shall be interpreted in such a manner.
Changes in the law or the County policies related to charter schools occur from time to time. IIA shall fully comply with all such legal and/or administrative changes. Modifications to this charter pursuant to such changes shall be deemed administrative amendments and shall not be considered material revisions requiring approval pursuant to Education Code Section 47607(a)(3).
CONCLUSION
By approving this charter, the County will be fulfilling the intent of the Charter Schools Act of 1992 to improve pupil learning; create new professional opportunities for teachers; and provide parents and pupils with expanded choices in education and following the directive of law to encourage the creation of charter schools. The Petitioners are eager to work independently yet cooperatively with the County to establish the highest bar for what a charter school can and should be. To this end, the Petitioners pledge to work cooperatively with the County to answer any concerns over this document and to present the County with the strongest possible proposal requesting a five-year term from July 1, 2021 through June 30, 2026.
Any material revisions to IIA’s charter shall be made by the mutual agreement of the governing board of IIA and the County in accordance with Education Code Section 47607. IIA may present a petition to renew or materially revise the Charter, and the County agrees to respond to such petitions pursuant to the process, criteria, and timelines specified in Education Code Sections 47605, 47607, 47607.2, and applicable regulations adopted thereunder.