charter schoolold.sandi.net/board/reports/2006/0425/7b2.pdf · 2006. 4. 19. · culturally,...

Benjamin E. Mays Charter School

April 4, 2006

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Table of Contents I. Introduction

A. Mission Statement

B. Description of School

C. Term of the Charter

D. Legal Status

E. Equal Rights Statements

II. Required Charter Elements 1. Educational Program Description 2. Measurable Student Outcome

3. Methods of Assessing Student

Outcomes

4. Governance Structure

5. Staff Employment

6. Health and Safety

7. Diversity

8. Admissions & Enrollment

9. Finance & Operations/Financial Audits

10. Suspension & Expulsion of

Students

11. Retirement Benefits

12. Public School Attendance

13. Employee Rights

14. Dispute Resolution

15. Labor Relations

16. Charter School Closure

III. Operations and Effects of School

IV. Exemption

V. Amendments & Revisions to Charter

VI. Revocation of the Charter

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P E T I T I O N F O R C H A R T E R I. INTRODUCTION

A. MISSION STATEMENT The mission of Benjamin E. Mays (BEM) Charter School, where children come first, is to promote life-long learning, maximize student achievement and instill concern for others. The school will strive to provide a safe, nurturing learning environment for our student population in grades K-8, with a projected maximum enrollment of 160 students. The school will develop a strong foundation in both academic and social competencies that prepare them for life in the twenty-first century. The intent is to produce successful, responsible, caring, respectful and inquisitive human beings capable of participating in a diverse and changing world. With the help of committed parents, a challenging academic program, inspirational teachers and visionary administrators, BEM Charter School will create an environment in which students will thrive. This petition is a request for a new charter for the fiscal years 2006-2007 to 2010-2011 ("Charter"), and is submitted by BEM Charter School to the Board of Education of the San Diego Unified School District (SDUSD) under the Charter Schools Act of 1998 (California Education Code sections 47600 et seq.). BEM Charter School seeks its charter so that the school may to serve the educational needs of its students at the same high level of excellence, if not improving upon those achievements. We will strive to serve as a model for reform in other public schools.

B. DESCRIPTION OF THE SCHOOL The school will be a single charter school within the boundaries of SDUSD. The school mailing address is 336 Euclid Avenue #503-Box, #122, San Diego, Ca. 92114. The school will serve all students who apply, provided there is sufficient capacity, regardless of their residence. Most students will come from the boundaries, which include Valencia Park Elementary to the south, Skyline Drive and Encanto Elementary located to the east, close to 63rd and Imperial Avenue. Students will also come from O’Farrell (Benson and Skyline) and Gompers (47th and Market Street) area for middle school grades. There will be some students attending from outside the local community. Parents will be an active presence during the school day and in all aspects of governance. BEM Charter School will be a diverse, dynamic community dedicated to educational improvement that will become a national model for excellence in public education. Approximately 5/6ths of the school population will be drawn from our local attendance area. The student population will be culturally, ethnically and socioeconomically diverse, representing approximately five primary languages. The school student population will be approximately 80% African American, 15% Hispanic, 0.5% Caucasian, 0.3% Asian, and 0.2% Filipino. BEM Charter School will continue to recruit for diversity in the student population.

C. TERM OF THE CHARTER The requested term of the Charter begins on July 1, 2006, and expires on June 30, 2011. To request renewal of this charter petition for another five years beyond June 30, 2011, BEM Charter School will submit a new petition to the District for approval by February 2011. The SDUSD agrees to hear and render its decision on renewal pursuant to the criteria and standards, timelines, and processes

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specified in the Charter School Act (Education Code section 47605). BEM Charter School will be Kindergarten through 8 (expanding to through 12 in the proceeding years).

D. LEGAL STATUS BEM Charter School shall remain part of the SDUSD for all legal purposes except it shall have the right to seek waivers to act independently as allowed by the Charter Schools Act and by other state laws that provide for a charter school to act as a school district or local educational agency. If, at any point during the term of this Charter, BEM Charter School elects to operate as, or be operated by, a nonprofit public benefit corporation (Education Code section 47604), then BEM Charter School shall prepare and submit a new charter proposal to the SDUSD.

E. EQUAL RIGHTS STATEMENT BEM Charter School shall be nonsectarian in its programs, admission policies, employment practices, and all other operations Admission to the charter school shall not be determined according to the place or residence of the pupil, or of his or her parent or guardian, within this state. (Education Code section 47605(d)(I)). BEM Charter School shall not discriminate against, or grant preferential treatment to, any individual or group on the basis of ethnicity, sex, age, national origin, or disability or any other category as prohibited by law. (Education Code section 47605(d)(I) and California Constitution, Article 1, Section 31).

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Benjamin E. Mays

II. Required Charter Elements

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II. REQUIRED CHARTER ELEMENTS

Element 1: EDUCATIONAL PROGRAM

“The educational program of the school, designed, among other things, to describe, what the school intends to accomplish, to identify those whom the school is attempting to educate, what it means to be and “educated person” in the 21st century and how leaning best occurs. The goals identified in that program shall include the objective of enabling students to become self-motivated, competent and lifelong learners.”

BEM Charter School will serve the spirit of its Charter by seeking to develop innovative and challenging programs that can provide a model for other public schools.

1. Students to be Served

BEM Charter School will serve all students who apply, provided there is sufficient capacity, regardless of their residence. The school's educational program shall serve students of all abilities ranging from those who require remedial attention to gifted and highly gifted children.

Through strong family involvement, community interaction and project-based learning BEM Charter School will develop lifelong learners prepared to be innovative participants in the global community. The School is committed to:

• Developing K-8 students who are self-motivated, self-disciplined and socially responsible.

• Collaborating staff, students, parents and community to create a unique, challenging and individualized environment with high academic standards and expectations.

• Applying academic learning to real-life activities through project-oriented programs.

• Providing advanced opportunities in science, technology, languages and the arts.

• Building programs that foster thinking which is original, critical, collaborative and reflective.

• Respecting diversity and whole child development-cognitive, emotional, social, and physical.

2. What it means to be an "Educated Person".

We believe that an educated citizen in the 21st century must have the academic and technological skills to work productively in the rapidly changing global economy. These skills include the ability to think critically, to reason, to question, to work cooperatively, to remain intellectually flexible and to make connections across the curriculum. We also believe an awareness of, and participation in, both the visual and performing arts should complement these skills. This vision identified three elements critical to developing educated children who are well prepared for the 21st century: strong academics, community interaction, and family involvement.

3. How Learning Best Occurs

We at BEM Charter School recognize that learning best occurs when:

• Students actively participate in the process of learning.

• Students engage in experimentation, exploration and discovery.

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• Students see the connection between what they learn and the real world.

• Students work individually and as a member of a group.

• Students are encouraged to go beyond the standard curriculum and delve more deeply into the various subject areas.

• Students are provided with direct instruction.

• Students are presented with challenges in problem solving and critical thinking.

4. Instructional Philosophy

At BEM Charter School, the teaching of each subject will draw on and incorporate data from other subjects. In addition, there will be articulation across the grade levels to create a K-8 continuum. We shall adopt an interdisciplinary approach to extend learning through language arts, mathematics, visual and performing arts, science, social studies, technology and other enrichment opportunities. Teachers shall continue to utilize a hands-on learning approach, where students learn through first hand experiences how to make sense of the world. Using this constructivism, students will solve problems, and learn first hand how real systems operate and how the elements in a system interrelate. We shall continue to develop ways of using cooperative learning throughout our instructional program. The benefits of cooperative learning are:

• The BEM Charter School will offer, at the minimum, the same number of minutes of instruction set forth in Education Code section 46201(a)(3).

• Students have more opportunities to interact with each other and the materials of a lesson

• Students are encouraged to explore their own and other students' ideas

• Students will have the opportunity to develop diverse perspectives and greater interpersonal skills.

• Students will be taught to work on complex tasks and, along the way, learn the teamwork skills necessary for success in the 21st century.

The staff of BEM Charter School will continually seek new and innovative strategies and materials to meet the needs of each student. The following instructional strategies will be utilized in the classroom.

• Project-based Learning: Project-based learning will be used to teach and to reinforce basic skills. Children learn by doing and the hands-on learning approach will give students an opportunity to take skills that they have learned and to apply them to meaningful projects. These projects will give students an opportunity to develop and demonstrate critical thinking skills, problem solving skills and cooperative learning.

• Cooperative Learning: Productive citizens of the 21st century must be able to work cooperatively as part of a team to accomplish a task. Cooperative learning techniques will teach students to work collaboratively with others and allow them to develop their social and communication skills. Students will learn to share their knowledge and skills and acknowledge and respect the ideas and skills of others.

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• Flexible Grouping: Teachers will use flexible grouping to meet the needs of their students. Students may be grouped and regrouped based on such factors as skills they need to master, knowledge they need to share, reading abilities, and the need to be encouraged to obtain the next level of understanding.

• Differentiated Instruction: Children have different strengths and styles of learning. The teachers will use theories of multiple intelligence in the classroom to build on each student's strengths and to address diverse learning styles.

• Technology: Computers will be used as a tool for teaching and learning. Students will have access to technology for research, analysis, communication, skill building and self-expression.

• Community Interaction: Students will be involved in a variety of activities to enhance their understanding of how a community functions. This includes community service and establishing ongoing relationships with businesses, local government, and community organizations. Community members will be invited into the School to share their knowledge and expertise. Emphasis will be placed on students being committed to their community and becoming contributing members of society.

• Flexible Scheduling: To be most effective, teachers must have time to work together, to plan, to discuss student needs, to mentor one another, and to observe other classrooms. The school day will be structured such that staff members have time during schools hours to work collaboratively and so that special programs and projects may be accommodated. To permit this flexibility, the length of the school year and/or the length of the school day may be extended beyond the state-mandated minutes.’

• Staff Development: Students will benefit from instruction from teachers who have ongoing staff development that promotes and supports the vision of the School. The staff development plan will be designed to meet the needs of each staff member as well as the needs of each staff member as well as the needs of the school. This will be an ongoing process in which teachers receive both training and follow-up support.

Over the next five years, BEM Charter School will continue to develop a curriculum that will address this integrated, constructive, experiential and cooperative learning matrix. This plan makes special provisions for at-risk students, including but not limited to, after school and summer intervention programs and small group tutorials. We will continue to focus on program design and staff development and to adhere to the California State Framework or other applicable guidelines within the context of each discipline. The instructional program will focus on the development of critical thinking skills, collaborative as well as individual achievement, the mastery of basic skills, and the development of a sense of responsibility, a sense of purpose, and a love of learning.

5. Curriculum

Curriculums are and will be based on the California State Frameworks and Academic Content Standards of California Public Schools. The specific standards students are expected to master by the end of their grade levels are listed below:

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Language Arts Open Court Reading

Instruction will supported by the Open Court Reading program (published by SRA/McGraw-Hill); It’s explicit phonic and comprehension skill instruction is balanced with extensive reading of both decodable text sand quality literature to give student the tools they need to succeed. This program is designed to ensure that by the end of the first half of first grade, all students can begin to read authentic text. In addition, the program emphasizes. Fluency, comprehension, writing, research, and inquiry with the goal developing student who are truly lifelong learners and readers. Student Anthologies are filled illustrated selections by award-winning authors and artists. Each anthology is organized by themes of universal interest. Realistic fiction, historical fiction, poetry, non-fiction selection, drama, and full-length trade books captivate students and encourage them to think, wonder, raise questions, learn and read more. Reading and Writing Workbooks include skills practice lesson that act as practice and reinforcement for the skills taught during the reading of the selections or in skills connected with other curriculum areas. Phonics skills, comprehension skills, spelling/vocabulary skills, and grammar skill are included in theses two page lessons (one-page lessons in grade K and the first unit of grade 1). The practices lesson give a clear picture of students’ understanding of the skills taught and can be used as an assessment of their progress. In addition, the Challenge and Re-teach correspond to the lesson in the Reading and Writing Workbook. Inquiry Journals allows teachers to monitor students’ growing ability to make connections about the concepts learned, use their prior knowledge to help them understand new concepts, and keep a record of their research. In addition, students can practice study and research skills that will help them in all of their schooling. These skills, including how to utilize library resource, reference books, visual organizer, and much, much more. Comprehension and Writing Assessment books help students recall the contents of a selection, measure how well they understood what they read, and give them an opportunity integrate reading and writing skills. Three types of items appear on the comprehension assessments: multiple choice, short answer, and Personal Response. Linking to the Concepts items ask students to write an inference or summary about an element of the story. In the Personal Response item, students are asked to reflect on an element of the story as it relates to them personally. Skills Assessment components consist of multiple choice activities that focus on the critical skills that have been introduced or reviewed in a lesson. In addition to giving students an opportunity to demonstrate mastery of specific skill, these assessments will prepare students are intended to be completed in ten minutes or less. Keeping the assessments short allows the teacher to measure student progress regularly without consuming valuable instructional time. The BEM Charter School has chosen Open Court Reading because it has been used successfully in schools with demographic similar to that expected of students at our school. For example, according to the Los Angeles Times article “Inglewood Writes Book on Success,” (April 30, 2000):

“The city’s elementary school, many located under the landing path of Los Angeles International Airport, are filled with poor students who qualify for free lunches and who learn English as their second language. Yet they have leaped to the top ranks of California’s new Academic Performance Index, defying the rule that equates poverty and minority status with low achievement in the classroom…Officials say crucial reform had each school adopt

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the Open Court Reading program, which uses heavily scripted lessons that combine phonics drills, writing exercise and children’s literature.”

Diane Ravitch, respected education policy analyst of the Brookings Institute, wrote, in an article entitled “Success in Brooklyn, But Not in D.C.” (Forbes Magazine, June 2, 1997)”

PS 161 is in Crown Heights, on of the poorest neighborhoods in New York City. Among the nearly 1,500 children in this school, nearly all are African-American and 95% are eligible for free lunch (compared with 37% statewide), which is the standard measure of poverty…The story was the same for fifth-grade writing [ as it was in third-grade math], in which 93% of the children in the school meet the state’s… What is P.S. 161’s secret? No secret. Just solid basics…Every teacher teaches intensive phonics, using the Open Court readers. Most children are reading in kindergarten.”

A Baltimore Sun article further demonstrates the success of schools using Open Court Reading. Mike Bowler wrote in “Reading Plan Seems To Work; Tour Of City Schools Indicates Open Court Investment Pay Off,” (May 9, 1999):

Those kindergartens and first-graders who were so unsure in September now read with bravado, happy to show off for visitors…But if my impressions from a tour of schools Wednesday are anywhere near accurate, the $3.8 million Open Court investment is paying off…It’s improved behavior. ‘It didn’t happen overnight, ’ said Deborah Moore, a consulting teacher at Henson, ‘but, I’ve been watching carefully. When a child learns to read, his self-image shoots up, and his negative behavior goes down.’ ”

Detailed studies of various reading materials also concluded that Open Court Reading is a superior program. The group Education Research Analysts, located in Longview, Texas, found Open Court Reading to be the best of the eight programs they reviewed, The program scored 97% for decodability, 100% for comprehensiveness, 100% for intensiveness, and an A- for consistency, resulting in the best overall ranking. (Reading experts believe decodability is a critical component of words in companion readers that include sounds the student has been taught prior to reading. The high level of decodability in Open Court Reading ensures that students have ample opportunity to practice the phonics lessons throughout the program.) Kindergarten

Reading

• Students will know about letters, words, and sounds. They will apply this knowledge to read simple sentences.

• Students will identify the basic facts and ideas in what they have read, heard, or viewed.

• Students will listen to and respond to stories based on well-known characters, themes, plots, and settings.

Writing

• Students will write words and brief sentences that are legible.

Written and Oral English Language Conventions

• Students will write and speak with a command of Standard English conventions.

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Listening and Speaking

• Students will listen and respond to oral communication. They will speak in clear and coherent sentences.

• Students will deliver brief recitations and oral presentations about familiar experiences or

interests, demonstrating command of organization and delivery strategies. Grade 1

Reading

• Students will understand the basic features of reading. They will select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and work parts. They will apply this knowledge to achieve fluent oral and si1ent reading.

• Students will read and understand grade-level-appropriate material. They will draw upon a variety of comprehension strategies as needed.

• Students will read and respond to a variety of significant works of children's literature.

They will distinguish between the structural features of the text and the literary terms or elements.

Writing

• Students will write clear and coherent sentences and paragraphs that develop a central idea. Their writing will show they consider the audience and purpose. Students will progress through the stages of the writing process.

• Students will write compositions that describe and explain familiar objects, events and experiences. Student writing will demonstrate a command of standard American English and drafting, research, and organization strategies.


• Students will write and speak with a command of Standard English conventions appropriate to this grade level.


• Students will listen critically and respond appropriately to oral communication. They will speak in a manner that guide the listener to understand important ideas by using proper phrasing, pitch, and modulation.


interests that are organized around a coherent thesis statement. Student speaking will demonstrate a command of standard American English and organizational and delivery strategies.

Grade 2

Reading

• Students will understand the basic features of reading. They will select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They will apply this knowledge to achieve fluent oral and silent reading.

• Students will read and understand grade-level-appropriate material. They will draw upon

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a variety of comprehension strategies as needed. • Students will read and respond to a variety of significant works of children's literature.


Writing


• Students will write compositions that describe and explain familiar objects, events, and experiences.

• Student's writing will demonstrate a command of standard American English and drafting, research and organizational strategies.






interests that are organized around a coherent thesis statement. Student speaking will demonstrate a command of standard American English and organization and delivery strategies.

Grade 3

Reading


• Students will read and understand grade-level-appropriate material. They will draw upon a variety of comprehension strategies, as needed.

• Students will read and respond to a variety of significant works of children's literature.


Writing


• Students will write compositions that describe and explain familiar objects, events and

experiences. Student's writing will demonstrate a command of standard American English and drafting, research and organizational strategies.

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interests that are organized around a coherent thesis statement. Student speaking will demonstrate a command of standard American English and organization and delivery strategies.

Grade 4

Reading


• Students will read and understand grade-level-appropriate material. They will draw upon a variety of comprehension strategies as needed.

• Students will read and respond to a variety of significant works of children's literature. They will distinguish between the structural features of the text and the literary terms or elements.

Writing


• Students will write compositions that describe and explain familiar objects, events and experiences.

• Student's writing will demonstrate a command of standard American English and drafting, research and organizational strategies.





• Students will deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking will demonstrate a command of standard American English and organization and delivery

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strategies. Grade 5

Reading

• Students will use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

• Students will read and understand grade-level-appropriate material. They will describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

• Students will read and respond to historically or culturally significant works of literature.

They will begin to find ways to clarify the ideas and make connections between literary works.

Writing

• Students will write clear, coherent, and focused essays. Their writing will exhibit the students' awareness of the audience and purpose. Essays will contain formal introductions, supporting evidence, and conclusions. Students will progress through the stages of the writing process as needed.

• Students will write narrative, expository, persuasive, and descriptive texts of at least 500-700 words in each genre. Student writing will demonstrate a command of standard American English and research, organizational and drafting strategies.




• Students will deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They will evaluate the content of oral communication.

• Students will deliver well-organized formal presentations employing traditional rhetorical strategies. Student speaking will demonstrate a command of standard American English and organizational and delivery strategies.

Mathematics

Kindergarten

By the end of kindergarten, students will understand small numbers, quantities, and simple shapes in their everyday environment. They will count, compare, describe and sort objects, and develop a sense of properties and patterns. Number Sense

• Students will understand the relationship between numbers and quantities.

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• Students will understand and describe simple additions and subtractions.

• Students will use estimation strategies in computation and problems solving that involve numbers that use the ones and tens places.

Algebra and Functions

• Students will sort and classify objects.

Measurement and Geometry

• Students will understand the concept of time and units to measure it; they will understand that objects have properties such as, length, weight, and capacity, and that comparisons may be made by referring to those properties.

• Students will identify common objects in their environment and describe the geometric features.

Statistics, Data Analysis, and Probability

• Students will collect information about objects and events in their environments.

Mathematical Reasoning

• Students will make decisions about how to set up a problem.

• Students will solve problems in reasonable ways and justify their reasoning.

Grade 1

By the end of grade one, students will understand and use the concept of ones and tens in the place value number system. Students will add and subtract small numbers with ease. They will measure with simple units and locate objects in space. They will describe data, analyze, and solve simple problems. Number Sense

• Students will understand and use numbers up to 100.

• Students will demonstrate the meaning of addition and subtraction and use these operations to solve problems.

• Students will use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, and hundreds places.


• Students will use number sentences with operational symbols and expressions to solve problems.


• Students will use direct comparison and nonstandard units to describe the measurements of objects.

• Students will identify common geometric figures, classify them by common attributes,

and describe their relative position or their location in space.

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• Students will organize, represent, and compare data by category on simple graphs and charts.



• Students will solve problems and justify their reasoning.

• Students will note connections between one problem and another.

Grade 2

By the end of grade two, students will understand place value and number relationships in addition and subtraction and they will use simple concepts of multiplication. They will measure quantities with appropriate units. They will classify shapes and see relationships among them by paying attention to their geometric attributes. They will collect and analyze data and verify the answers.

Number Sense

• Students will understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000.

• Students will estimate, calculate, and solve problems involving addition and subtraction

of two-and three-digit numbers.

• Students will model and solve simple problems involving multiplication and division.

• Students will understand that fractions and decimals may refer to parts of a set and parts of a whole.

• Students will model and solve problems by representing, adding, and subtracting amounts of money.

• Students will use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, hundreds, and thousands places.


• Students will model, represent, and interpret number relationships to create and solve problems involving addition and subtraction.


• Students will understand that measurement is accomplished by identifying a unit of measure, repeating that unit, and comparing it to the item to be measured.

• Students will identify and describe the attributes of common figures in the plane and of common objects in space.


• Students will collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations.

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• Students will demonstrate an understanding of patterns and how patterns grow and describe them in general ways.



• Students will solve problems and justify their reasoning.

• Students will note connections between one problem and another.

Grade 3

By the end of grade three, students will deepen their understanding of place value and their understanding of and skill with addition, subtraction, multiplication, and division of whole numbers. Students will estimate, measure, and describe objects in space. They will use patterns to help solve problems. They will represent number relationships and conduct simple probability experiments. Number Sense

• Students will understand the place value of whole numbers.

• Students will calculate and solve problems involving addition, subtraction, multiplication, and division.

• Students will understand the relationship between whole numbers, simple fractions, and

decimals. Algebra and Functions

• Students will select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships.

• Students will represent simple functional relationships.


• Students will choose and use appropriate units and measurement tools to quantify the properties of objects.

• Students will describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems.


• Students will conduct simple probability experiments by determining the number of possible outcomes and make simple predictions.


• Students will make decisions about how to approach problems.

• Students will use strategies, skills, and concepts in finding solutions.

• Students will move beyond a particular problem by generalizing to other situations.

Grade 4

By the end of grade four, students will understand large numbers and addition, subtraction,

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multiplication, and division of whole numbers. They will describe and compare simple fractions and decimals. They will understand the properties of, and the relationships between plane geometric figures. They will collect, represent, and analyze data to answer questions. Number Sense

• Students will understand the place value of whole numbers and decimals, two decimal places and how whole numbers and decimals relate to simple fractions. Students will use the concepts of negative numbers.

• Students will extend their use and understanding of whole numbers to the addition and subtraction of simple decimals.

• Students will solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

• Students will know how to factor small whole numbers.


• Students will use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences.

• Students will know how to manipulate equations.


• Students will understand perimeter and area.

• Students will use two-dimensional coordinate grids to represent points and graph lines and simple figures.

• Students will demonstrate an understanding of plane and solid geometric objects and uses

this knowledge to show relationships and solve problems.


• Students will organize, represent, and interpret numerical and categorical data and clearly communicate their findings.

• Students will make predictions for simple probability situations. Mathematical Reasoning



• Students move beyond a particular problem by generalizing to other situations.

Grade 5

By the end of grade five, students will increase their facility with the four basic arithmetic operations applied to fractions, decimals, and positive and negative numbers. They will know and use common measuring units to determine length and area. They will know and use formulas to determine the volume of simple geometric figures. Students will know the concept of angle measurement, use a protractor, and compass to solve problems. They will use grids, tables, graphs, and charts to record and analyze data.

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Number Sense

• Students will compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They will understand the relative magnitudes of numbers.

• Students will perform calculations and solve problems involving addition, subtraction, simple multiplication and division of fractions and decimals.


• Students will use variables in simple expressions, compute the value of the expression for specific values of the variable, and plot and interpret the results.


• Students will understand and compute the volumes and areas of simple objects.

• Students will identify, describe, and classify the properties of, and the relationships between, plane and solid geometric figures.


• Students will display, analyze, compare, and interpret different data sets, including data sets of different sizes.




• Students will move beyond a particular problem by generalizing to other situations.

Science

Students will discover and learn about the natural world by using the methods of science as extensions of their own curiosity and wonder. Students will acquire knowledge of the biological and physical sciences from a balanced curriculum, which includes building on their understanding of science concepts, learn about the logic of the scientific method and applications of science to the world around them. Students will develop critical thinking skills of science: observing, comparing, organizing, inferring, relating, and applying. All students will be exposed to life, earth, and physical sciences in a curriculum that is based on the State Framework and State Standards. (Please refer to these documents for the specific science standards.) All students, including ELL, Gifted, and Special Education will have access to the science core curriculum, with modifications to meet their individual needs. State Standards aligned textbooks, supplementary materials, and multimedia resources are being purchased as District and State funding becomes available. They will be utilized to teach the curriculum. Students will work in cooperative groups, using hands-on materials to reinforce their understanding of scientific concepts. Follow-up activities will include making graphs, charts, or drawings to show their findings.

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History/Social Science

A full, balanced, integrated, literature-enriched history-social science curriculum will draw upon students' experiences and incorporate goals that promote: (1) knowledge and cultural understanding, (2) democratic principles and civic values, and (3) academic and social skills necessary for effective participation in diverse societies. This curriculum will be aligned with the State Framework. The teaching of history will be integrated with the humanities and the other social sciences. Activities and lessons will be correlated with language arts, sciences, and visual and performing arts curricula. Students in all grades will study history and social sciences through language arts (creative writing, factual reports, critical analysis); science (adaptation, survival, utilization of the environment); art (many hands-on projects, artistic rendering, 3-dimensional projects); music and dance (cultural and ethnic aspects which are incorporated through music and dance); and math (graphs, life experiences problem-solving, time lines, measuring for cooking indigenous food). Teachers will build upon students' curiosity about themselves and their world by presenting history as an exciting and dramatic series of events and issues. Students will engage in problem solving as they acquire, evaluate, and use information in a variety of ways. Frequent opportunities will exist for all students including English Language Learners to share their language, cultural ideas, customs, and heritage, thereby providing multicultural dimensions to the curriculum. The teachers will provide equal access to the core curriculum for all students through a variety of appropriate strategies. The teachers will facilitate the exploration of values critical to understanding the democratic process.

Visual and Performing Arts

The curriculum will be aligned with the Visual and Performing Arts Framework for California Public Schools and will include dance, drama/theater, music and visual arts. This program will be designed to develop aesthetic perception and judgment, and creative expression in the context of our diverse historical and cultural heritages. Instructional materials have been purchased to facilitate this goal. All students, including ELL, Gifted, and Special Education will have equal access to the visual and performing arts core curriculum, with modifications to meet their individual needs. Integrated instruction will be delivered by the regular classroom teacher, as well as by the enrichment staff.

Technology

BEM Charter School's goal is to educate our students to participate fully in the new information age. To this end, we are committed to provide a learning environment that promotes logical thinking, curiosity, worldwide awareness and self-directed, independent learning. We believe that this new approach to learning is dynamic in a framework with the content free flowing and always changing. This new approach needs to begin at the earliest age so those students feel in command of this type of learning. Teachers need to be trained to use the cornucopia of information available on the Internet and World Wide Web to develop activities that will enrich the standard curriculum. Teachers will model information processing using the most current tools. Our goal is to achieve the effective integration of technology into instruction. Elements of our technology focus include:

• Maintaining our present computer lab;

• Maintain a page on the Web (www.mayscharter.org) to share information about the school;

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• Exploring the use of electronic portfolios in classrooms;

• Provide each classroom with at least one multi-media computer donated by community partners.

Evaluation is an ongoing process. At the end of each school year, the Technology Committee will review the year's activities to evaluate progress toward our Plan's goals and objectives. An end-of-the-year staff survey will be used to collect data for modifying the Plan for the following year. Any supporting books, materials, and programs will be approved by the Curriculum Committee and authorized by the BEM Governing Board. Instruction is presented in a balanced, integrated manner and allows for student extensions as well as remediations. Classroom instruction takes various forms depending on children's needs and academic purpose. Students may work in a whole group, individually, in pairs, in skill groups, and in cooperative groups. Working in a variety of ways allows children to develop independence, self-reliance, and collaborative work skills.

As well as the outcomes identified in the California State Frameworks and the Academic Content Standards of California Public Schools, additional outcomes including but not limited to the following will be stressed in the curricular areas.

a. Language Arts Students will develop language arts skills across all curricular areas and will use reading, writing, and thinking strategies throughout their day. Students will develop writing fluency and the ability to write for a variety of purposes, audiences, and topics. Students will use various reading resources (such as core literature, journals, charts, schedules, periodicals) to gather, organize, and interpret data and communicate ideas and information. Students will use a variety of critical thinking skills as they read, write, and discuss the ideas and meanings they discover in literary works. Students will develop proficiency in language mechanics and usage, and will use spelling and vocabulary development to express ideas with clarity and accuracy.

b. Mathematics

Students will demonstrate the ability to use numbers for problem solving and interpreting the world around them. Students will demonstrate the ability to work through each step of problem solving including exploration, formulation, strategy development and interpretation of results.

Students will come to understand that there can be a variety of quantitative ways to arrive at the same correct solution to a problem. Students will apply mathematical concepts and computational skills to other subject areas. Students will be able to relate their understanding of patterns, functions, statistics, probability and geometry to their own experiences.

c. Social Studies

Students will be able to relate to people and events from the past through the study of history and

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geography and through the utilization of the performing arts. Students will become comfortable in accessing primary sources or references to gain an authentic sense of other times and places. Students will gain an appreciation, respect, and understanding of the ideas, behaviors, and values of the many diverse cultural groups throughout the world, (by studying authentic multicultural material and reporting on them in various ways). Students will demonstrate an ability to use maps and to employ cartographic skills. Students will realize the importance of civic responsibility including a sense of duty, a respect for others, resourcefulness, integrity, honesty, sincerity and loyalty. Students will use a multicultural perspective to consider the experiences of different ethnic groups as are reflected in our community and the world at large. Students will demonstrate an ability to research and write reports and term papers.

d. Science and Technology

Students will learn scientific methods for formulating, validating, and evaluating knowledge including deductive reasoning and experimentation. Students will learn fundamental concepts of science, focus on how the applications of these concepts affect their daily lives, and apply to current situations. Students will use a variety of approaches: experimenting, creating and developing graphs and charts, recording data, applying mathematical skills and writing laboratory and research reports. This will demonstrate to the students how mankind continues to learn to understand our universe. Students will gain further knowledge of modern technology. Students will use computers to increase student achievement, improve problem-solving skills and enhance computer literacy.

e. Core Curriculum – Grade 6-8

Reading and Language Arts – Open Court and Holt Language Arts Series

With regard to the basic tenets for teaching reading and language arts in grades 6-8 BEM Charter School will:

• Make reading and language arts exciting, relevant, and fun!

• Develop an effective reading and language arts curriculum using the grade-level considerations, instructional strategies, and assessment guidelines outlined in Reading/Language Arts Framework for California Public Schools: Kindergarten through Grade Twelve. (California Department of Education, 1999).

• Cover the grade level curricular content specified in English Language Arts Content Standards for California Public Schools: Kindergarten through Grade Twelve (California Department of Education, 1998).

• Emphasize reading and language arts as central to all academic subjects for obtaining and communicating information.

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• Teach fiction and non-fiction writing.

• Set high standards for fundamental spelling and grammar skills.

• Teach students strong, fundamental skills for researching information, taking notes, organizing ideas, developing an outline, using the dictionary, and editing and revising.

• Develop oral communications skills through group discussion and classroom presentations.

Mathematics – Harcourt and Prentice Hall Series

With regard to the basic tenets for teaching mathematics in grades 6-8, BEM Charter School will:

• Make mathematics exciting, relevant, and fun!

• Develop an effective mathematics curriculum using the grade-level considerations, instructional strategies, and assessment guidelines outlined in Mathematics Framework for California Public Schools: Kindergarten through Grade Twelve. (California Department of Education, 1999).

• Cover the grade level curricular content specified in Mathematics Content Standards for California Public Schools: Kindergarten through Grade Twelve (California Department of Education, 1999).

• Employ innovative and interactive teaching methods that have proved most effective in teaching mathematics including its relevance as a life skill for everyday living.

• Using a serial approach to the continuum of mathematics to provide the interrelation-ship among math, science, and technology.

Science – Holt and Glencoe Series

With regard to the basic tenets for teaching science in grades 6-8, BEM Charter School will:

• Make science exciting, relevant, and fun!

• Develop an effective mathematics curriculum using the grade-level considerations, instructional strategies, and assessment guidelines outlined in Science Framework for California Public Schools: Kindergarten through Grade Twelve. (California Department of Education, 1990).

• Cover the grade level curricular content specified in Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (California Department of Education, 2000).

• Teach science and mathematics as co-operative and closely integrated subjects.

• Use the computer as an integral part of science and technology for information retrieval, data acquisition, scientific analysis, and communication of results.

• Take science field trips that integrate with the curriculum and enrich the appreciation for science and technology.

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History and Social Science – McDougal

With regard to the basic tenets for teaching history and social science in grades 6-8, BEM Charter School will:

• Make history and social science exciting, relevant, and fun!

• Develop an effective history and social science curriculum using the grade-level considerations, instructional strategies, and assessment guidelines outlined in History and Social Science Framework for California Public Schools: Kindergarten through Grade Twelve. (Californian Department of Education, 1997.)

• Cover the grade level curricular content specified in History -Social Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (California Department of Education, 2000).

• Develop in students a global perspective on the diversity of cultures, and the dignity of the individual by using comparative philosophy, ethics, religion, economics systems and government, as well as foods, fashions and the arts, to sensitize students to the world around them and the diversity families the live among.

f. GATE

Many students at BEM Charter School will demonstrate an ability to achieve beyond grade level. Accordingly, BEM Charter School is committed to providing these students with opportunities to study the core curriculum in-depth and at an accelerated pace, allowing for novelty in student outcomes and emphasizing higher level thinking skills. Students will be identified for participation in the GATE program in grade 1-5. Students who participate in the BEM Charter School GATE program are currently clustered in academic peer groups in each class with flexible academic groupings and specialized programs used as needed. Teachers receiving GATE students will provide a qualitatively differentiated curriculum according to California State guidelines. BEM School is a School for Advanced Studies (SAS).

GATE Program Goals and Outcomes

At BEM Charter School, all teachers will participate and contribute to the program goals as all teachers have gifted students in their classrooms and are responsible for meeting these students' needs.

1. GATE students at BEM Charter School receive differentiated instruction during language arts and mathematics including use of differentiated materials such as Key Books and other materials addressing algebraic and logic instruction that reflects advanced levels of thinking (synthesis and evaluation). Teachers will regroup or cluster students for instruction. Teachers will plan for horizontal curriculum alignment through grade-level meetings, as well as vertical curriculum alignment between grade levels to ensure a continuum of learning that reflects one or more years above grade level.

2. GATE students will study the same core curriculum as their peers in social studies, science, music

and art, as designed by the BEM Charter School Curriculum Committee. However, these students will have opportunities to study topics in detail, and will be required to demonstrate their understanding through projects, experiments, and other means of creative expression. Teachers will continually modify instructional strategies to include flexible groupings and hands-on learning

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experiences.

3. GATE students at BEM Charter School will receive additional opportunities to master technological skills that include interdisciplinary content (math, science, history, with language arts) or thematic units. Teachers will collaborate with the Technology Committee and parent experts in various fields to continually assess and incorporate new technology and software to match curriculum goals of the GATE program.

4. GATE students at BEM Charter School will research, write, and perform their own theatrical

productions, integrating core content from the curriculum to develop performing arts and communications skills. Teachers will provide opportunities for GATE students to act as peer coaches, leaders and advisors to their peers in other programs and projects.

5. GATE students at BEM Charter School will participate within the regular classroom as a means of

developing and encouraging social awareness and understanding. Each teacher will participate in the organization of classroom populations, addressing the school goals for the gifted students and using the enrichment periods (art, music, computer, library time, and P.E.) to further the opportunity for differentiated instruction time.

GATE Assessment and Evaluation

1. BEM Charter School teachers will file the currently required Annual.

1. Review of Student Progress for each GATE student.

2. Teachers will continually assess program design and progress at grade level meetings; and, teachers will make reports to parents and committee members at Curriculum Committee meetings.

3. Students will keep portfolios as well as do self-assessments, demonstrating achievement of

Curricular standards appropriate to a higher-grade level

4. Students will make presentations to parents.

5. Teachers will analyze STAR test results and other assessments of advanced performance such as participation in national math competitions to determine the strengths and weaknesses of programs in place.

Option 1: District Services

BEM Charter School choosing Option 1 will function exactly as district managed school do for purposes of special education and will have special education services delivered directly by the district. In return, the district will be accountable for providing adequate service delivery. If the district cannot supply services, required by an IEP, the Special Education Regional Team Support Staff will work with individual charter school to secure qualified personnel to provide services.

Search and Serve Activities

As part of our program for students with disabilities, BEM Charter School has a procedure for carrying out a search for every child with a disability that may be in need of special education. The steps to the process are:

1. Appropriate test measures to identify students with disabilities.

2. Staff Development on an annual basis regarding the identification of children with

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disabilities.

3. Develop a Student Study Team (SST) process to exhaust all general education alternatives before a referral for Special Education is made.

Referral

This step begins with identifying the potentially eligible students through teacher or parent referral. Students who are identified as having educational difficulties are discussed at a meeting of the Student Study Team. The team is comprised of the child's parents and teacher, the school psychologist, the Principal, the resource specialist teacher, and a general education teacher. Intervention At the Student Success Meeting, student strengths and areas for improvement are discussed as well as interventions that have already been implemented. Other interventions may be suggested. If interventions have not been successful, testing takes place to determine a possible learning disability. BEM Charter School will adhere to federal, state and judicial mandates in providing a free appropriate public education (FAPE) for all students with disabilities attending BEM Charter School.

English language Learners

BEM Charter School Education of English Language Learners (ELL) to provide opportunities for non-English speaking students to become adults who are fluent and literate in English. Our programs will continue to be developed so that all ELL students will achieve the following grade appropriate goals:

1. Self-esteem, pride in one's language and culture, and the ability to positively relate to other cultural groups.

2. Academic achievement in all subject areas.

3. Academic proficiency in all dimensions of the English language. BEM Charter School will continue to research and develop ways to improve our existing programs to better meet these goals with particular emphasis in Language Arts that may include tutoring and the Extended Learning Program. BEM Charter School will continue to encourage parents to participate in their children's education. BEM Charter School reserves the right to make modifications to the Master Plan in order to meet the needs of our ELL students, including the research and development of alternative identification and exit criteria methods for ELL students.

Low-Achieving and At-Risk Students

At BEM Charter School low-achieving and at-risk students are students who achieve at the lowest quartile on the California Standards Test/CAT 6 test, who do not qualify for special education services, and whose achievement potential is not being realized. The whole structure of the BEM Charter School curriculum and the instructional strategies outlined here are designed to maximize the learning opportunities of low-achieving and at-risk students. Low-achieving and at-risk students are thoroughly integrated into the entire student body at the school and participate fully in all aspects

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of the curriculum. Particularly important at BEM Charter School is the emphasis on cooperative learning in heterogeneous groups. By working closely with students at all ability levels, low-achieving and at-risk students gain new knowledge, learn new strategies for solving problems, and develop new perspectives on the value of learning. By working with other students who value academic progress, low-achieving and at-risk students are motivated to work harder and develop a feeling of personal responsibility for their own learning. Finally, working in heterogeneous groups helps all students to realize that everyone has unique skills and abilities that are needed to solve problems. This awareness raises low-achieving students' self-esteem and perceptions of their own competence, and increases their positive attitudes toward school, learning and success. Parents of at-risk or low achieving students will be contacted by the end of the sixth week of the school year if their child is in jeopardy of retention. Parents will be notified of available interventions including the Extended Learning Program through the use of a Student Success Team (SST) meeting. At the end of the second grading period, parents will be notified if their child has not made sufficient progress towards meeting the standards for promotion. They will be informed at another SST meeting which standards their child is still not meeting at that grade level. If a child is retained, it will be noted in the "Assigned To" space on the report card. A support structure for academically at-risk students is currently in place at BEM Charter School with the goal of raising student achievement. During the school year, BEM Charter School currently offers a teacher-directed program that meets two afternoons a week, which is open to all at-risk students. Class Size Reduction has made a significant impact in assisting at-risk students in grades K - 3. Teachers use paraprofessionals for academic support and reinforcement. Intervention and ELL programs at BEM Charter School are dependent upon district funding. Focusing on At-Risk Students

Identifying the At-Risk Population

BEM Charter School screens the following data to identify at-risk students:

1. Students scoring below the 36%ile on the previous year's California Standards Test/CAT 6 test in anyone sub-test score in Reading and Language Arts.

2. Students who are at least one year below grade level in the areas of reading, written

language and math, identified by informal teacher assessment or prior progress reports.

3. Students recommended for academic intervention by the Guidance Committee.

4. ELL students in transitional reading for more than one year

At- Risk Pupil Outcomes

1. BEM Charter School will make every effort to raise the California Standards Test/CAT 6 test scores of our at-risk students by at least 5 percentage points each year. At risk-students will have their California Standards Test/CAT 6 scores individually monitored.

2. All identified at-risk students will be referred for tutorial services and receive

individualized attention in the classroom on a regular basis. Strategies to Improve At-Risk Performance

1. By the end of the eighth week of school, all parents of students at BEM Charter School

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identified, as low achieving will have been informed of their child's academic standing. 2. At Back to School Night and parent education workshops, parents will be given specific

suggestions as to how to help their child at home.

3. A list of available tutoring, library and enrichment resources will be developed and made available for parents of all students.

4. Staff development sessions will be devoted to meeting both the needs of low achieving

students and gifted students: innovative practices of teachers within the complex and outside the complex will be presented, implemented as appropriate, and evaluated for their effectiveness.

5. In the classroom, paraprofessionals and volunteers will provide individualized assistance

directed by the teacher.

6. Preparation and follow-up activities such as field trips, guest speakers, assemblies will focus on language development, and conceptual understanding of material presented and/or experiences shared.

7. A centralized list of targeted low-achieving students will be kept by the administrator to

monitor student progress, to track services, and to provide the BEM Governing Board or its designee with periodic updates on the progress of student achievement.

8. Annual assessments of strategies will be made. The BEM Governing Board may

implement revisions to strategies with input from parents of low achieving students. Confidentiality will be maintained and data will be provided without names.

9. A parent outreach committee will be established to devise strategies to involve all parents

in school programs that support meeting the needs of all children, including the low achieving child.

6. School Calendar

The total number of instructional days for student are 181 The total number of Teacher/Instructional Assistant workdays are 181. Teachers/Instructional Assistants are required to start working one-week prior to school opening and one-week after school year ends. These days are subject to change based on the adjustment of the school’s calendar. The school will offer at a minimum, the same number of minutes of instruction as set forth in Education Code 46201(a)(3) Education Code 47612(a)(1). A. Daily Operations

Period Monday Tuesday Wednesday Thursday Friday

7:30 – 8:00 a.m. T e a c h e r P r e p a r a t i o n

8:00 –9:00 a.m.

Lang. Arts

Lang. Arts

Lang. Arts

Lang. Arts

Lang. Arts

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9:15 – 9:30 a.m.

B r e a k

10:05 –10:55 a.m.

Math

Math

Math

Math

Math

11:00 –11:50 a.m.

Sci/Hlth

Sci/Hlth

Sci/Hlth

Sci/Hlth

Sci/Hlth

11:55 – 12:55 p.m.

L u n c h / R e c e s s

1:00 – 1:50 p.m.

Music

/PE

Music

/PE

Music

/PE

Music

/PE

Music

/PE

1:55 – 2:45 p.m.

Social Studies

Social Studies

Social Studies

Social Studies

Social Studies

2:45 – 3:00 p.m.

C l e a n u p / D i s m i s s a l

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B. School Calendar School Calendar

Benjamin E. Mays Charter School Calendar August

August 30-September 2

Tuesday - Friday

Staff Orientation/Training

September

September 1 September 5 September 6 September 29 September 30

Thursday Monday Tuesday Thursday

Friday

Parent Orientation 6:00 p.m. *Labor Day – No School

School Open Back to School Night

BEM Pizza Day

October

October 5 October 18

October 26-28

Wednesday Tuesday

Wednesday - Thursday

Parent Meeting Begin Progress Reports Sent Home

Parent Conferences – Minimum Days

November

November 10 *November 11

*November 23 -25

Thursday Friday

Wednesday-Friday

*Staff Development Day – No School *Veteran Day – No school

*Thanksgiving Holiday No School

December

December 16

December 19 – January 2

Friday

Last Day of School Winter Vacation

January

January 2 *January 16

January 27

Monday Monday

Friday

School Resumes *Martin Luther King Holiday

No School Semester Ends

February

February 10 February 13 February 20

Friday Monday Monday

Staff Development – No School Lincoln Birth Day – No School

Washington Birthday – No School

March

March 31

Friday

Cesar Chavez Holiday No School

April

April 10-14 April 24-28

Monday-Friday Monday-Friday

Spring Break CAT 6 Testing

May

May 1-9 May 31

Monday-Friday Monday

CAT 6 Testing (Continued) Memorial Day – No School

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June

June 7 June 8 June 16

Wednesday Thursday

Friday

Kindergarten Graduation 8th Grade Graduation Last Day of School

Element 2: MEASURABLE STUDENT OUTCOMES

“The measurable student outcomes identified for use by the charter school. ‘Student outcomes’ means the extent to which all students of the school demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the school’s educational program.” At BEM Charter School, every student shall strive toward mastery of essential skills: reading, writing, speaking, listening, perceiving, English Language proficiency, quantitative skills, numerate skills, reasoning and problem solving, study skills, communication skills, information retrieval and teamwork. These essential skills will be measured through both in-class and statewide assessments, including Hands on Learning, API, and CAT 6 testing, etc. The school will set student performance objectives consistent with state accountability targets as defined by the Public School Accountability Act of 1999, federal accountability targets as defined in the No Child Left Behind Act (NCLB), and district accountability targets as identified in the “District Accountability Framework.” Students attending BEM Charter School will demonstrate the following skills upon graduation from the 8th grade. CORE ACADEMIC SKILLS: Appropriate age or grade-level mastery (80% or better) of:

History/Social Studies: Students will understand and apply civic, historical, and geographical knowledge in order to serve as citizens in today’s world of diverse cultures. Mathematics: Students will develop abilities to reason logically and to understand and apply mathematical processes and concepts, including those within arithmetic, algebra, geometry, and other mathematical subjects which the staff and school governing board deem appropriate. English/Language Arts: Students will demonstrate strong reading, writing, listening, speaking and presentation skills, in multiple forms of expression (e.g., written, oral, multimedia), with communication skills appropriate to the setting and audience. They will comprehend and critically interpret multiple forms of expressions, including literature from various time periods and cultures. Science: Students will successfully utilize scientific research and inquiry methods to understand and apply the major concepts underlying various branches of science, which may include physics, chemistry, biology, ecology, astronomy, and earth science. Students' progress will be measured in the following areas:

• Students will meet or exceed California State content and performance standards in the areas of English-Language Arts, History-Social Science, Math, and Science.

• Students will have general knowledge of civics, history and geography.

• Students will demonstrate fundamental skills in speaking, reading, writing and listening, comprehension of a foreign language and will understand key aspects of that culture.

• Students will demonstrate their physical skills to enable them to participate in individual and

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team activities. They will recognize and pursue healthy habits of fitness, hygiene and safety.

• Academic Achievement

The academic achievement outcome to be measured at BEM Charter School will focus on children's development of basic skills and conceptual understanding in the four core content areas: reading and language, social studies, mathematics, and science, as well as encourage growth and development in the areas of the arts and physical fitness. Outcomes will include knowledge acquisition, problem solving, and reasoning skills, in each core content area, and the ability to solve problems that cut across multiple disciplines. The measurable outcomes in all academic areas will be aligned with the California State Framework.

• Social and Community Ethics and Values

An important objective of the BEM Charter School curriculum is to enable our students to function successfully in our school setting, and to teach them the social values needed to succeed in the community at large. Outcomes to be measured will include: social development and attitudes; interaction with others, including the respect and appreciation of others regardless of ethnicity, gender, age and ability; the ability to utilize self evaluation; and the ability to use appropriate conflict resolution and anger management strategies, and if necessary, to become participants in a peer mediation process. This will be accomplished within the framework of Positive Discipline and staff and student observation.

• Attendance

The charter school will maintain a written contemporaneous record that documents all pupil attendance and will make these records available for audit and inspection. (Education Code section 47612.5(a)(2)). The final pupil outcome measured will be daily attendance, an important indicator of the student's commitment to his or her education as well as to BEM Charter School.

Element 3: METHODS OF ASSESSING STUDENT OUTCOMES

“The method by which student progress in meeting those student outcomes is to be measured.”

BEM Charter School shall use an assessment process incorporating in-class and statewide assessments, including informal and formal classroom assessments, California Standards Test/CAT 6 testing and other viable assessments as they are developed or identified. Data from the various assessments will be used to address the needs of all students, including English Language Learners (ELL) and students with exceptional needs. We are particularly committed to improving pupil outcomes for those students who have been historically at-risk. We will strive to reduce the disparity in performance levels between this at-risk group and those students who are performing at grade level and beyond. BEM Charter School will participate in all parts of the statewide testing program for public schools in California.

• Standardized Tests: The School will administer mandated tests required by law in the state of California. The School may also administer supplemental standardized tests as appropriate.

• CELDT: Participate in the CELDT Assessment Program for ELL.

• Portfolios: A systematic collection of student work over a period of time that exhibits a

student's work and progress will be gathered. Portfolios will be used to measure student

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progress towards and mastery of statewide standards using school-wide rubrics. Portfolios will help students develop critical thinking skills by providing the opportunity for them to assess their own learning, to reflect critically and thoughtfully about their own work, to set goals for improvement, and to be aware of their accomplishments. This will provide the staff and parents with an authentic picture of the student's progress over time, while simultaneously giving information for future instruction and student needs.

• Videos: Both video records of student work (e.g., showing a child reading aloud) and videos created by the students will serve as indicators of the student progress towards and mastery of skills in designated areas.

• Running records: Authentic assessment of children reading skills in context will be

completed by teachers. Students will be given passages of different levels of difficulty, based on grade, and will be scored based on their degree of fluency and accuracy, as well as their ability to respond appropriately to comprehension questions.

• Journals: Student journals will be used to reflect the students' own performance in

academic areas and their use of the critical thinking skills.

• Projects: Intermediate and middle-school students will complete projects that represent a cumulative show of the student's learning. These may be written and oral and may include the use of various media. Eighth grade students will work with advisors to complete their exit projects. Rubrics will indicate students' mastery of skills.

• Teacher observations & documentation: The instructors will document student work and work habits in the classroom, noting skills that are mastered and those requiring continued instruction. Included in these observations will be the student's attitudes and social behaviors.

• Teacher-created tests: Teachers will design appropriate tasks that will measure understanding and mastery of classroom work.

• Report cards: including narrative: Documentation of student progress towards mastery of skills will be included in report cards, which will be distributed at regularly scheduled intervals during the school year. All report cards will include a narrative component, with the skills for each learning area that were taught during that reporting period indicated, and the child's progress towards mastery of those skills noted Upper grade report cards will also include letter grades. Grades will be based on teacher prepared assessment instruments, projects, and portfolios.

• Conferences: Parent-teacher conferences will be held throughout the year at regularly scheduled times. At these conferences, the parents will share their expectations and views of the educational program, the teacher will report the child's academic accomplishments and social achievements, and together both will set goals for the child Upper grade students will be involved in these conferences to reinforce their participation in the learning process, with student-led conferences held occasionally.

Teachers at BEM Charter School will maintain baseline measures and appropriate benchmark goals which can be used to monitor individual progress of students and overall student performance, including report cards, progress reports, teacher observations and rubrics.

The BEM Charter School faculty will continue to develop additional strategies for measuring student

33

achievement and will continue to develop and participate in staff development training that is consistent with our goal of improving academic achievement for all students. Supplemental or alternative report cards that are developed to more accurately and effectively articulate students' progress may be developed by BEM Charter School and will be subject to District review and approval. The report card presented in Appendix “C” will be used upon approval of this Charter. Textbooks and instructional materials will be selected by BEM Charter School to address our academic program. BEM Charter School will continue to strive for academic reform and serve as a model and education leader for other public schools. The records of the BEM Charter School are public records under the California Public Records Act, Government Code section 6250 et seq. The charter school shall permit the San Diego Unified School District to inspect and receive copies of all BEM Charter School records. The charter school shall comply with all such reasonable requests.

Element 4: GOVERNANCE STRUCTURE

“The governance structure of the school, including but not limited to the process to be followed by the school to ensure parent/guardian involvement.” A. Legal Status: The School shall be a California nonprofit public benefit corporation. It is a

stand-alone corporation and not a subsidiary of the District. As outlined in Education Code Section 47604(c): the authority that grants a charter to a charter school to be operated by, or as, nonprofit public benefit corporation shall not be liable for the debts or obligations of the Charter School. As such the School will make indemnify, defend, and hold harmless the District for damages resulting from the acts of the School.

Consistent with the statutory intent of Education Code Section 47604 (c), the San Diego Unified School District shall not be liable for the debts or obligations of the School. The School shall indemnify, defend, save, and hold the District, the Board, the Superintendent, employees, officers, directors, subcontractors, agents and authorized volunteers (collective “employees) harmless against any and all claims, demands, suits, cost, judgements or other forms of liability to the third parties, actual or claimed, or whatsoever kind or character, including attorneys’ fees, brought against the School or School Employees for injury to property for persons, occurring or allegedly occurring in, on or about the school from conduct committed by the School for by its employees, officers, directors, subcontractors agents, and by District employees while assigned to and under the supervision of the School of the School during the term of this charter or any renewal thereof. The District will not be liable for any other actions taken by the School. The School will purchase and maintain, as necessary, general liability, automotive liability, errors and omission, property, workers compensation and unemployment insurance policies, either as part of the District’s insurance program. If the charter school purchases its own insurance, it shall be equivalent to the District’s program with respect to limits and coverage. The School will develop, implement, and ensure compliance with health, safety, and risk management experts guidelines in consultations with its insurance carriers and risk management experts. Administration shall maintain comprehensive range of insurance coverage, commensurate with that of other public schools and /or nonprofit organizations of similar type and size, to protect both itself and the District. Details of this policy will be outlined in an Memorandum of Understanding (“MOU”) between the School and the District and a copy of this policy will be available to the District upon request. Education Code Section 47604 (c) provides that “an authority that grants a charter to a charter school to be operated by, or as, a nonprofit public

34

charter school”. As an independent corporate entity, the petitioners anticipate that the civil liability effects of the operations of the School on the District will be minimal. The governance team shall be properly indemnified and the school intends to secure, as noted in the charter, appropriate insurance coverage to protect the school’s assets, staff, etc. The School further identifies its commitment to hold the District harmless from financial obligations in the events of an unbalanced budget, assuming that legislatively guaranteed income sources arrive, per the law, for the School in conformance with the budget. We look forward to establishing appropriate Memorandum of Understanding with the District subsequent to charter approval to legally establish the specifics of our mutual relationship. The School will act as its own fiscal agent to the fullest extent of the law. The School shall implement the provisions of Charter School Legislation and the State Department of Education directives regarding charter schools. B. Conflict of Interest: A Conflict of Interest policy will be developed that complies with the Political Reform Act, Government Code Sections 87000 and nonprofit corporation law, which shall apply to all board members and employees. No Board of Directors members or employees of the School can an employee or derive direct or law may permit indirect benefit from the activities of any vendor that the school may contract with in the future. Board members shall reveal all conflicts of interest as they arise in the course of school business and shall not participate in a vote on any matter(s) where such a conflict exists. Annual disclosure statements shall be required. C. Governance: Parent and community involvement in the governance of the school is assured by virtue of their participation in the Board of Directors and School Advisory Committee. The School will be governed pursuant to the bylaws adopted by the Board of Directors and as subsequently amended pursuant tot he amendment process specified in the bylaws.

1. BEM Governing Board

Each term shall be for two school years and terms staggered. No representative may serve consecutive terms. The BEM Governing Board operates under its bylaws and may from time to time revisit its policies and procedures and amend its bylaws accordingly. Parent/guardian vacancies on the BEM Governing Board shall be filled immediately by promoting alternate representatives to the status of full voting members and then by special elections as may be deemed necessary by the Board. (BEM Governing Board Members - page 50) The BEM Governing Board will be responsible for:

• Upholding the mission and vision of the school.

• Oversee the implementation of the Charter.

• Holding regular public meetings that are in compliance with the Brown Act.

• The general polices of the school, and not the day-to-day operations of the school.

• Approve all major educational and operational policies and work with the School Administration to implement these policies, including but not limited to those listed.

• All BEM Governing Board meetings will be announced and scheduled for a specific time

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and place each month. The meeting will be recorded and attendance taken to identify those present.

• The BEM Governing Board will conduct meetings governed by its bylaws. Policy decisions cannot and will not be made unless a quorum is present.

• The BEM Governing Board will consist of a Chairperson, Treasurer, Recording Secretary and two other members and duties to rotate as agreed on by the BEM Governing Board.

At BEM Charter School areas of decision making may include but are not limited to the following: budget, curriculum/instruction, personnel hiring, scheduling of school events, determination of calendar, student admission and/or enrollment policies, student conduct, community relations, fiscal management, and school operations. All attempts will be made to gain consensus, the preferred method of decision-making. In the event that consensus cannot be reached, there will be a vote. A simple majority will be required for these decisions. The work of the BEM Governing Board shall be accomplished through the activities, reports, and recommendations of its various committees. Issues arising before the BEM Governing Board will be referred to the appropriate committee for consideration and its recommendations shall be presented to the BEM Governing Board for final approval. Committees authorized by the BEM Governing Board will address and make recommendations to the Board concerning issues such as the budget, traffic and safety, curriculum and instruction, bilingual education, student life, scheduling, and modifications and additions to and maintenance of the physical plant. All committees shall have both parent and teacher representation. Committee membership and committee chairs shall be appointed by the Board and will be open to all interested persons. The Principal shall be an ex officio member of each committee. Each committee shall organize meetings and report to the BEM Governing Board as necessary. At each BEM Governing Board, meeting there will be a chair and a recorder. Meetings are open to the public. All teachers, parents, and community members are encouraged to attend any Board and/or committee meeting that is of interest to them.

2. School Site Council

The BEM School Site Council shall be comprised of (5) five parents or community members and (3) three teachers, including the principal and a representative of other school personnel. Representatives shall be elected by their respective constituency. Each term shall be for two years and terms staggered.

3. Parent Involvement

At BEM Charter School, a successful academic program requires a partnership between home and school. Parent involvement is essential to the success of our school. At BEM Charter School, we work to maintain mutual respect between parents and teachers. In order to facilitate and ensure parent involvement in the life of BEM Charter School, we shall build upon these programs that include:

• Participation in school committees, government and organizations.

• Weekly letter to students and their families.

• Participation in their child's academic and social development on a daily basis.

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• School Satisfaction Surveys

• Participation in District SELPA

• Back-to-School Night.

• Open House.

• Distribution of Grade-Level Expectations.

• Semi-annual parent conferences.

• Career Awareness Week, utilizing parents/community members to share their work experiences, job requirements, and education.

• Parent Volunteer Program.

• Attendance at school assemblies, celebrations and other performances.

• Participation in school clean up days.

Element 5: STAFF EMPLOYMENT

“The qualifications to be met by individuals to be employed by the school, including the credential held by the teachers of the school.” BEM Charter School has a policy of selecting the most qualified candidate in all job positions. Among employees, we will strive to maintain an ethnic balance that complies with District, State and federal mandates to the extent applicable to our Charter School.

1. Principal

When a principal or assistant principal is needed for the BEM Charter School, an Interview/Selection Committee shall be selected and approved by the BEM Governing Board.

a. Qualifications for a Principal

The Principal will posses a Bachelor or Masters Degree in Public School or Business Administration. Must be able to lead and direct a small or large staff of certificated teachers and classified staff with different and unique backgrounds. Must posses the vision of and educational system dedicated to providing excellence in quality education through basic skills, excellent teachers and staff, technological and a comprehensive educational plan. Experiences in a school setting serving a high-risk population including children of color in the inner city. The Principal; must support SDUSD Integration and School Choice Program Policy.

2. Teaching Staff Members

BEM will confirm to the mandates of the No Child Left Behind Act of 1999. Teachers must posses a CA Commission on Teaching Credential and these document will be on file and available for inspection

a. Selection

Certificated employees, including individuals with full, emergency and provisional certification shall fill all full-time classroom-teaching positions at BEM Charter School. Two certificated employees may share a full-time position. BEM Charter School will determine its own policy, in alignment with the District, with regards to

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hiring. We will adhere to all current court mandates, state, and federal laws to the extent applicable to our charter school. Interested teachers will be asked to submit their application, a resume, a portfolio plus letters of recommendations from former employers or other references. The applicant may be subjected to an informal classroom visit by members of the interview committee or asked to present a demonstration lesson. Teaching staff members shall be selected by the Interview/Selection Committee made up of (2) Two parents, (3) Three teachers (of the approximate grade levels where the openings exist), and the Principal. The BEM Governing Board approves and authorizes the autonomy of said committee.

b. Evaluation

Teacher evaluations at BEM Charter School will be based on the California Standards for the Teaching Profession (California Commission on Teaching Credential). The evaluation will be utilized until the teachers and the Principal at BEM Charter School develops alternative methods of evaluation, which will be subject to District review and approval.

c. Substitutes

BEM Charter School shall continue to use substitute teachers through SDUSD under current procedures.

3. Non-Teaching Staff

Any additional staff at BEM Charter School including administrators shall be chosen by an Interview/Selection Committee consisting of at least the Principal, one classified staff, one teacher, and one parent and approved by the BEM Governing Board. The BEM Governing Board will evaluate job performance and has the right to recommend administrative or disciplinary action up to and including termination for any non-teaching staff member in alignment with District guidelines and/or bargaining unit agreements as applicable.

4. Staff Development

Staff development will continue to be an essential piece in the development process of BEM Charter School, the days that are granted to us by the District to develop, implement, review, modify, and evaluate any of the curriculum strategies, programs, organizations and evaluation models are proposed within this Charter.

Benjamin E. Mays Charter School Staff Development Calendar

2005-2006

Monday, August 29, 2005

Staff Development

Harcourt/Prentice Hall

No School

Tuesday, August 30, 2005

Staff Development

Open Court/SRA – Holt No School

Wednesday, August 31, 2005

Staff Development

Peer Coaching/Classroom

Management

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Thursday, October 20, 2005 Staff Development Minimum day for students

Thursday, November 10, 2005

Staff Development

Minimum day for students

Friday, February 10, 2006

Staff Development

No School

Wednesday, March 13, 2006

Staff Development

Minimum day for students

Element 6: HEALTH AND SAFETY

“The Procedures that the school will follow to ensure the health and safety of students and staff. shall include the requirements that each school employee furnish the district with a criminal record summary as described in Educational Code § 44237. The BEM Charter School shall locate its facilities at the 5800 block of Gannet Street, San Diego, Ca. 92114, that is located within the SDUSD. All students and staff, the BEM Charter School shall comply with all provisions required in Education Code section § 44237, including the requirements that as a condition of employment each new employee not possessing a valid California Teaching Credential must submit two sets of fingerprints to the California Department of Justice for the purpose of obtaining a criminal record summary. The requirements for criminal records shall meet or exceed District personnel standards. All person assigned to at the school shall be processed by the District personnel department and must undergo a criminal records review. Records of student immunization shall be maintained, and staff shall honor the SDUSD requirements for period TB tests. BEM Charter School will require all enrolling students and staff to provide documentation of immunization in accord with requirements of the Health and Safety Code Sections § 120325-120375 and California Administrative Code Section § 6000-6075. This includes immunizations for polio, diphtheria, tetanus, peruses, measles, mumps, rubella, and hepatitis B as described in Department of Health Services Document IMM-123. This policy will honor exemptions based on personal beliefs of parents, and physician election. The BEM Charter School will develop further health, safety, and risk management guidelines in consultation with District insurance carriers and risk management experts. The school shall maintain all file records documenting compliance with fire, health, and structural safety requirements. The school will additionally maintain a copy of facility inspection that will be available for inspection. Appropriate disaster and safety plan will be developed and posted. To further ensure a safe and healthy learning environment of all students and staff BEM Charter School shall:

• Ensure that students are supervised at all times in the classrooms by certificated personnel.

• Conduct periodic fire drills, earthquake and natural disaster and other emergency drills.

• Ensure that all classrooms, bathrooms and eating facilities will accommodate the disable with wheelchair access.

• Implement such systems and procedures as appropriate to prevent violence, vandalism, graffiti, litter, and other conditions, which detract from a sound learning environment.

• Include in the curriculum such health and safety information as deemed appropriate.

• Liability insurance (property, fire, theft, personal injury)

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• Utilities (electricity, gas, water, telephone, cable, etc.)

• Garbage pickup

• DARE program

• School security

• Eradication of lice and/or other infestations, pests and vermin.

Element 7: DIVERSITY

“The means by which the school will achieve a racial and ethnic balance among its students that is reflective of the general population residing within the district’s territorial jurisdiction.” This charter petition proposes to establish a new school in the SDUSD that would initially serve approximately 160 students and would add approximately 50 students per year for the next five years. It is our goal that approximately 400 students would be served in Kindergarten through 8th grade. When expansion is required a secondary school program, a separate charter shall be applied for. We will locate our school site in the SDUSD, to facilitate families living in severely impacted neighborhood. We will exert significant recruiting efforts from the district schools in these neighborhoods. This neighborhood also reflects rich diversity that will be matched in our school The BEM Charter School will partner with ICY (Inner City Youth), Girls and Boy Club, Headstart Program and The Jacobs Foundation will also partner with our school in our recruiting efforts for the upcoming 2005/2006 school year. Despite the increasing homogeneity of our neighborhood, BEM Charter School will strive to make our student body as multicultural as possible. Community presentations will be scheduled throughout the District to inform the community about BEM Charter School. The outreaching efforts will be aimed toward all community groups, agencies and other organizations that have direct contact with communities whose racial/ethnic makeup does not mirror that of the charter school. To accomplish this goal, we will annually:

• Consider for admission without regard to ethnicity, national origin, gender, disability, or achievement level.

• Maintain an accurate accounting of the ethnic and racial balance of students enrolled in the

school.

• Give placement priority to students who represent diversity. Various racial and ethnic groups within the district.

• Advertising using flyers and pamphlets and placement in at least two local newspapers, local radio stations, and local family magazines.

• Develop outreach materials in other languages to reach parents who are not English speakers.

• Have outreach meetings to reach prospective students and parents, including those groups mentioned above;

• Establishment of internal and external feedback processes to ensure maximum impact and

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accessibility of the school’s commitment to diversity.

• Allow for a broad-based recruiting and application process and that is aligned with the diverse needs and composition of the prospective population with an open enrollment timeline of enrollment 120 days.

Element 8: ADMISSION AND ENROLLMENT

“Admission requirements if applicable.” Charter schools are schools of choice. In order to attain our vision of a racially, economically, and geographically diverse population, we will develop an admissions process designed to reach out to inner-city families and to enable the school to have a balanced and diverse student body. We will exert considerable efforts in recruiting students from the neighborhoods schools outlined above. Research on the progress of charter schools in meeting the needs of the educationally disadvantage shows how that charter schools have demonstrate that theses schools are educating a higher proportion of minority students and below grade level students that their counter-part district schools. San Diego Unified School District (SDUSD) provides special education services to students of the BEM Charter School. A child with disabilities who attends BEM Charter School shall receive special education instruction or designated instruction and services in the same manner as a child with disabilities who attends another public school of SDUSD. SDUSD shall ensure that all children with disabilities who are enrolled in BEM Charter School receive special education services in a manner that is consistent with their Individualized Education Program (IEP), and is in compliance with the Individuals with Disabilities Education Act and implementing regulations. BEM Charter School shall not discriminate on the basis of ethnicity, national origin, age, gender or ability. We shall operate as a neighborhood public school. BEM Charter School will admit all pupils who wish to attend as called for in Education Code § 47605. BEM Charter School shall make every effort to increase diversity provided SDUSD is able to send students who increase or help maintain our diversity and with the District providing the necessary funds and space to achieve this goal. We will continue a current practice of sending parents a BEM Handbook that will reflect the policies of the BEM Charter School, including but not limited to:

• Student dress codes

• Student attendance policies

• Parental involvement opportunities

• Care of school property

• Commitment to the academic program

• Appropriate parent behavior

Parents will continue to review the “BEM Handbook" including but not limited to the "Student Behavior Guidelines" with their children and return a tear-off with their signature to indicate receipt, acknowledgement and support.

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Should the BEM Charter School receive a number of applications from potential students exceeding the number of spaces available within the school, the school will conduct a random public lottery, designed to establish a diverse student population, using the following rules and procedures, which will be communicated to all interested parties at least 30 days prior to holding the lottery:

a. The school will enlist the services of an outside agency or auditor (preferably the Charter School Consortium) to monitor and verify the fair execution of all activities related to holding the lottery.

b. The lottery will take place within 30 days of closing the open enrollment period, which

will be at least 90 days long.

c. The lottery will take place on the school’s campus in a facility large enough to allow all interested parties to observe the drawing or at another public venue near the school large enough to accommodate all interested parties.

d. The lottery will take place on a weekday evening or other time when most interested

parties who wish to attend may do so.

e. All interested parties will know, prior to the holding of the lottery, how many openings are available in the school and in the different grades served by the school.

f. The following preferences will be extended to potential students:

i. Founders children will, except in the case of very small proposed schools, constitute

no more than 10% of the student body. Founders are defined to be the small group of people responsible for drafting of documents and for efforts, which resulted in the petition being approved.

ii. Students residing in the former attendance area of a conversion school shall be

granted admission. In, however, the case of a conversion school that has a resident population within the former attendance area of the school that, if granted the admission preference specified in Education Code § 47605, would result in the school having a student population grossly dissimilar to the ethnic and racial balance of the district, residents of the former attendance area will have three ballots with their names on them entered into the drawing pool, while residents from outside the former attendance area will have two ballots in the pool.

iii. For those charter schools having identified, in accordance with all applicable state

and federal laws, a target student population within the charter petition, students within the targeted population will have three ballots with their names on them entered into the drawing pool, while prospective students outside the targeted population will have two ballots in the pool.

iv. Siblings of students who have their names drawn during the lottery shall receive a

guarantee of admission unless the sibling is to enroll in a grade that has all of its spaces already filled in the drawing, in which case the sibling would be put on the waiting list for admission to that grade ahead of all others on the waiting list for that grade.

v. Children of employees shall receive the same statistical advantage, as would a

potential student who is within the target population identified in the charter.

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g. The lottery shall draw names from a single pool of ballots or identified pools of ballots

designed to establish a diverse student population.

h. The ballots shall be drawn by a representative of the outside agency or organization confirming the results of the lottery.

i. The drawing shall continue until all names are drawn. Those individuals whose names

are drawn after all spaces have been filled will be placed on the waiting list in the order drawn, except if the preferences described above require otherwise.

j. Potential students on the waiting list shall provide contact information to be used in the

event space becomes available. Families promoted off the waiting list shall be informed in writing and shall have 10 business days from the date of postage to respond. In addition, the school shall attempt on at least two separate occasions to contact the parents/guardians of promoted students by telephone. Those families not responding within the 10-day period will forfeit their right to enroll their student in the school for that school year.

k. The outside organization or agency verifying the fair execution of the lottery shall

confirm in writing the lottery was conducted fairly, and the school shall keep on record copies of that confirmation.”

Element 9: FINANCIAL AUDIT

“The manner in which annual, independent financial audits shall be conducted. Theses audits shall employ generally accepted accounting principals, and the manner in which audits exceptions and deficiencies shall be resolved to the satisfaction of the Board.” The District will contract for limited fiscal services with BEM Charter School with respect to ADA and categorical funds apportioned. The BEM Charter School Board of Directors will form an audit committee each fiscal year to select independent auditors and the completion of an annual audit of the financial affairs of the school. The audit will verify the accuracy of BEM Charter School financial statements, revenue-related data collection and reporting practices, and review of BEM internal controls to include attendance and enrollment accounting practices. BEM will comply with the extent required under applicable federal law; the audit scope will be expanded to included items and processes specified in any applicable office of management and budget circular. The audit will be in compliance with Education Section § 47604.33 and sub-section (g) of section § 47605 and the districts J210 Financial Report. Any disputes regarding the resolution of audit expectations and deficiencies will be referred to the disputes resolutions process contained in Element 14. Reporting Requirements

BEM Charter School will adhere to the district’s reporting requirements.

1. Provide the following reports as required by law:

a. CBEDS (California Basic Educational Data System).

b. ADA (Average Daily Attendance) reports J18/19.

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c. SARC (School Accountability Report Card – charter schools may use their own formats).

The district shall use any financial information it obtains from the BEM Charter School, including, but not limited to the reports required by this section, to assess the fiscal condition of the charter school pursuant to subdivision (d) of Section 47604.32. The charter school shall furnish the following information to the District:

i. STAR (Standardized Testing and Reporting).

ii. CELDT (California English Language Development Test).

iii. SABE/2 (Spanish Assessment of Basic Education). The BEM Charter School will comply with the policy and procedures as set forth in the San Diego Unified School District Charter School Policy and Guidelines, sign an annual Memorandum of Understanding between the charter school and the San Diego Unified School District, follow audit guidelines as set forth as policy by the Board of Education of the San Diego Unified School District, and follow the District’s internal accountability process as outlined in the District Accountability Framework. The BEM Charter School shall provide financial statements that include a proposed first-year operational budget, including startup costs, and cash-flow and financial projections for the first three years of operation.”

1. BEM Charter School will use the templates provided in the SDUSD Charter School Application Packet to complete the required financial statements.

2. Copies of annual, independent financial audits employing generally accepted accounting

principles shall be presented to the district utilizing the district’s “Charter School Audit Guidelines” no later than December 15 following the close of the school year. The charter school audited financial statements should include reconciliation to the district J210 financial report for the charter school’s fund.

3. In accord with Education Code section 47604.33, each charter school shall annually prepare

and submit the following reports to the district and the county superintendent of schools.

i. On or before July 1, a preliminary budget. For a charter school in its first year of operation, the information submitted pursuant to subdivision (g) of Section 47605 satisfies this requirement.

ii. On or before December 15, an interim financial report. This report shall

reflect changes through October 31.

iii. On or before March 15, a second interim financial report. This report shall reflect changes through January 31.

iv. On or before September 15, a final un-audited report for the full prior year.

The district shall use any financial information it obtains from BEM Charter School, including, but not limited to the reports required by this section, to assess the fiscal condition of the charter.

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Element 10: SUSPENSION OR EXPULSION OF STUDENTS

“The procedures by the which students can be suspended or expelled and a described of any appeal process.” The BEM Charter School will be specific, consistent with due process, supported by and developed with the cooperation of the community and understandable by the general public. The following actions are some examples of grounds for possible suspension/expulsion: 1. The threat, causation or attempted causation of physical injury to another person.

2. The threat, causation, or attempted causation of intimidation or verbal harassment.

3. Possession of a weapon (i.e. firearms, knives, explosives).

4. Unlawful possession, use, sale, offer, or being under the influence of any controlled substance, alcoholic beverage, or intoxicant.

5. Robbery or attempted of school property.

6. Theft for attempted theft of student, teacher, staff or parent property.

7. Significant damage or attempt to damage school property.

8. Significant damage or attempt to damage student, teacher, staff, or parent property.

9. Obscene or offensive act or habitual profanity/vulgarity.

Prior to suspending a student for a period of ten days or less, if circumstances permit, the student and his/her parents shall be given a written statement of the reasons for suspensions. The student and his/her parents shall also be given and opportunity to meet with the school principal to present any evidence as to why a suspension should not be imposed. If circumstances require an immediate suspension, written notice and an opportunity to meet shall be provided to the student and his/her parents within three days of the suspension. If a student is to be suspended for more than 10 days, or if an expulsion is recommended, the following procedures apply: 1. The student must be given written notice of the proposed long-term suspension for expulsion and of the reasons therefore. 2. If the student for his/her parents contest the proposed disciplinary action, a hearing shall be held

before the BEM Governing Board to determine whether cause exist for the disciplinary action. 3. The student shall have the right to be represented by counsel at the hearing before the BEM

Governing Board, to present evidence on his/her behalf, and to confront and cross-examine adverse witness.

4. The written notice to the student of the proposed disciplinary action must advise the student of

the above list rights and must specify the date, time and place of the disciplinary hearing. 5. The disciplinary hearing shall be held within thirty days from the date that the student was

originally suspended.

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6. The decision of the BEM Governing Board shall be final. While fulfillment of the requirement for each parent to contract to support their student and the school by volunteering each month and by attending parent/teacher conference is a condition for enrollment, failure of the parent to fulfill these obligations will not cause any student to be suspended or expelled. All parental obligations and expectations will be discussed thoroughly at the start of the school year.

Element 11: RETIREMENT BENEFITS

“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.”

• Payroll: SDUSD will continue to be the disperse of the payroll to all certificated personnel and non-certificated including such areas as accrued illness leave, STRS/PERS payments, medical deductions, SDTA dues, Federal and State Taxes, TSA, contributions, direct deposits, and other union and credit union deductions.

BEM Charter School shall provide:

a. Salary schedule

b. Sick leave

c. Medical benefits

d. STRS/PERS Federal and State Tax/Tax Shelter Annuities

e. Leaves and absences

f. Replacement pay

Substitute Teachers: BEM Charter School may continue to utilize SDUSD approved substitute teachers through presently prescribed channels.

Element 12: PUBLIC SCHOOL ATTENDANCE ALTERNATIVES

“The public school attendance alternatives for students residing within the district who choose not to attend charter schools.” The BEM Charter School shall comply with all laws establishing minimum age for public school attendance. (Education Code section 47610(c)) BEM Charter School is a school of choice and no child is required to attend. Students currently enrolled from the SDUSD attendance area who choose not to continue to attend the BEM Charter School may be enrolled in a nearby SDUSD school as space permits and/or may participate in the SDUSD’s choice programs as per SDUSD policy and procedures.

Element 13: EMPLOYEE RIGHTS

“A description of the right of any district employee upon leaving district employment to work in a charter school, and any rights of return to the district after employment at a charter school.” Persons employed to work at the BEM charter school in the first instances (persons who were not previously employed by the District) will be employed at will. Other conditions of employee

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including wages and benefits, will be as specified in the employment contract with the employee. Teachers and staff who were previously employed by the District will have return rights as specified in SDUSD Board Policy. The provisions of any collective bargaining agreement shall not be applicable to employees assigned to BEM charter school. Persons originally employed by the District to work at District non-charter schools who elect to be assigned to the BEM charter School and all other employees will receive health and welfare benefits, and retirement plan participation, in the same manner as they would have received had they continued to be assigned to a non-charter District school. District payroll/benefits will be established through the District as set forth in an annual MOU. The principal shall have the right to observe and evaluate staff based on the California Standards for Teachers; and an analysis of student achievement, professional observations, self assessments, and accomplishment and growth consistent with core professional expectations as documented by the teacher in a professional performance improvement program.

Element 14: DISPUTE RESOLUTION

“The procedures to be followed by the charter school and the board to resolve disputes relating to charter provisions.”

“In the event of a dispute between the BEM Charter School and SDUSD regarding the terms of this charter or any other issue regarding the school and district relationship, both parties agree to apprise the other, in writing, of the specific disputed issue(s). In the event, the initiating party believes the dispute relates to an issue that could potentially lead to revocation of the charter, this shall be specifically noted in the written dispute statement. Within 30 days of sending written correspondence, or longer if both parties agree a charter school representative, a district representative, or their designees, shall meet and confer in an attempt to resolve the dispute. If this joint meeting fails to resolve the dispute, the charter representative and the district representative shall meet again within 15 days, or longer if both parties agree, to identify a neutral, third-party mediator to assist in dispute resolution. The format of the third-party mediation process shall be developed jointly by the representatives and shall incorporate informal rules of evidence and procedure unless both parties agree otherwise. The finding or recommendation of any arbiter shall be non-binding, unless the governing authorities of the school and district jointly agree to bind themselves. Unless jointly agreed, the process involving the assistance of a third-party mediator shall conclude within 45 days. All mediation and/or arbitration costs and all other costs associated with dispute resolution shall be shared equally by the charter school and the district.

In the event, the third-party mediation process does not result in resolution of the dispute, both parties agree to continue good faith negotiations. If the matter cannot be mutually resolved, the charter school shall be given a reasonable period of time to correct the violation, unless the district indicates in writing the violation constitutes a severe and imminent threat to the health and safety of the school’s pupils. SDUSD reserves the right to take any action it deems appropriate and the school reserves the right to seek legal redress for any such actions under the law. In addition, the dispute is not required to be referred to mediation in those cases where the district determines the violation constitutes a severe and imminent threat to the health and safety of the school’s pupils.”

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1. Disputes Arising within the School

The BEM Governing Board shall be responsible for the policies and processes for resolving internal and external disputes that may involve BEM Charter School. These policies and procedures shall be implemented and reviewed as deemed necessary by the BEM Governing Board.

Element 15: LABOR RELATIONS/EMPLOYMENT

“A declaration as to whether or not the charter school shall be deemed the exclusive public school employer for collective bargaining purposes.” All employees of BEM Charter School shall be employees of the charter school and not employees of any District of the State Board of Education for the purpose of EERA.

Element 16: CHARTER SCHOOL CLOSURE

Should the BEM Charter School cease operation, all assets secured from the appropriation of public funds, including private funds granted or donated to the charter school, shall be conveyed to the San Diego Unified School District. The charter will comply with all portions of Education Code § 47605(b)(5)(P), including the requirement that there shall be “a final audit of the school to determine the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets and for the maintenance and transfer of pupil records”. Further, the school will notify parents, students, the California Department of Education, districts affected by the closure, and the San Diego County Office of Education.

III. OPERATIONS AND EFFECTS OF SCHOOL

As mandated by Education Code § 47605, charter petitioners, “shall be required to provide information regarding the proposed operation and potential effects of the school, including, but not limited to, the facilities to be utilized by the school, the manner in which administrative services of the school are to be provided and the potential civil liability effects, if any, upon the school and upon the district.”

a. Administrative Services

Where possible, and at a mutually agreed upon competitive cost per child, the charter school anticipates purchasing services from the District. Such services may include personnel review for credential and criminal clearance purposes, payroll, special education as noted in the charters as petitioner intends to purchase IEP mandated services from the District where possible, insurance, and food services. The terms and cost for these services, and any other that the District may wish to offer, shall be the subject of an annual Memorandum of Understanding. Petitioner understands that current law mandates that the District provide oversight and performance monitoring services, including monitoring school and student performances data, financial statements and audit reports, enrollment verification, performing annual site visits, engaging in the Dispute Resolution Process, and considering charter amendment and renewal request. In consideration of these oversight obligations, petitioner had identified a percentage in the budget that has been identified at law to compensate for such oversight services.

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Policy and Procedures for financial accountability

1. The school will provide training for staff regarding financial accountability.

2. School accounts will be set-up and maintained according to SDUSD

policy and procedure for arm-of-the-district schools. 3. The school will provide a staff person with financial management

experience who will report to the board on a monthly basis and keep financial records continuously at the site and issue district, county and state reports.

4. Develop policy and procedures regarding school funds and financial

reports and accountability.

b. Civil Liability

The charter document states that the District shall be properly indemnified against civil liability claims arising from the school’s actions (including those actions by the Board, administrator (s) and all teachers and staff) and operations to the extent that an “arm of the District charter school” may independently do so. We seek to reassure the District by this communication that the indemnified and the school will secure, as noted in the charter, appropriate insurance coverage through the District where available and from providers where not, to protect the school’s assets, staff, etc. We invite your attention as well to the financial information and budget included with the charter and note that sufficient funds are available. The BEM Charter School further indemnifies its commitment to hold the District harmless from financial obligation in the event of an unbalanced budget, assuming that legislatively guaranteed income sources arrive, per the law, for BEM Charter School use in conformance with the budget.

IV. EXEMPTION

BEM Charter School shall comply with the California Charter Schools Act and all of the provisions set forth in its Charter. BEM Charter School shall apply for waivers subject to Board approval to explore education programs aimed at improving the instruction of our students. Our stakeholders will continue to dedicate their time and energy to focus on the educational plan of BEM Charter School and the individual success of our students. BEM Charter School looks forward to a dynamic partnership with SDUSD in identifying, piloting, and implementing effective education programs aimed at improving student performance.

V. AMENDMENTS AND REVISIONS TO THE CHARTER

This Charter shall incorporate all revisions to the Charter Schools Act that may be enacted by the California State Legislature during the life of the Charter; other material revisions to the Charter may be made by BEM Charter School at any time but only with the approval of the SDUSD. Petitions to the Board of Education of the SDUSD for material revisions to the Charter shall be governed by the standards and criteria specified in Education Code section § 47605 of the Charter Schools Act (Education Code section 47607(a)(2).

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VI. REVOCATION OF THE CHARTER

The State Board of Education, based upon the recommendation of the Superintendent of Public Instruction, may take appropriate action, including but not limited to, revocation of the Charter pursuant to Education Code section 47604.5. The Charter may be revoked by the SDUSD pursuant to Education Code section 47607(b). Prior to revocation, the SDUSD shall notify BEM Charter School of any violation that might lead to charter revocation. The SDUSD shall give the school a reasonable opportunity to cure the violation, unless the SDUSD determines, in writing, that the violation constitutes a severe and imminent threat to the health or safety of the school's students (Education Code section 47606(c)).

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Benjamin E. Mays Governing Board

Ms. Natalie Clayton - Law Enforcement

Ms. Clayton has over 15 years as a law enforcement officer with the San Diego Police Department.

She currently serves as the D.A.R.E. Officer, serving schools throughout the San Diego Unified

School District. She has received her Bachelor’s Degree in Business from National University, and

she has also earned a Master’s Degree. Ms. Clayton is experienced in providing training, group

facilitation and conflict management to groups and organizations in the public and private sectors.

She is also a parent of students attending school in the SDUSD.

Mr. David Johnson – Community/Business Owner

Mr. Johnson has more than 25 years in leading groups through change in the public, private, and

non-profit sectors. He has an extensive background in the community leadership, local public policy

and community building projects. Mr. Johnson has worked as an employer in the Southeast

community for over 20 years. His area of expertise includes team building, leadership, educational

issues, and good governance.

Mrs. Violaine Thompson – Teacher/Parent

Mrs. Thompson is in her sixth year of teaching elementary school, she hold a B.A. Degree from

UCSD and a Masters Degree from National University. She is currently is teacher employed with

SDUSD and holds a clear California Teaching Credential. She teaches with a commitment to

providing students with a meaningful and purposeful education the will inspire and prepare them

form any future they choose. Mrs. Thompson is married and has one child.

Mr. Charles Fordjour – Businessman/Chemist

Has taught high school math and science for six years. He started teaching in Nigeria, where he saw

the need for good schools and good teachers for all children. He moved to San Diego where he

taught three years at a private school. The school provides him with insights into how schools can be

different to serve student well. Mr. Fordjour is licensed chemist where he is currently working as

researcher for a local university. He owns and operates a successful business and he is married and

has two children.

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Mr. Cedric Reed – Teacher Mr. Reed is an IT specialist that holds a Masters Degree from Azusa Pacific. A former professional

basketball player that has been involved in organizing youth conferences to help unemployed youth

to enter the work force and improve their social skills. He has over twenty years teaching experience

with middle grade students. He has co-chaired the school improvement team, coached a competitive

high school basketball team and was honored as Teacher of the Year in 1996. Mr. Reed is married

with two children.

Alternatives Board Member

Mrs. Jackquetta Landing – Community Mrs. Landing has over 20 years experience in the community and brings a diverse background. She

participated in many mentoring programs throughout the community. She has been on several

committees, Principal Advisory, School Boards, and Community Fund-raising. She married to local

pastor and has three children.

Mr. Aaron Phoenix – Parent Mr. Phoenix is a father of two children, who attends charters in the SDUSD. He is very eager to

contribute in improving the quality of education in our school system. He currently tutors elementary

students in reading and math in an after-school tutorial program.

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charter schoolold.sandi.net/board/reports/2006/0425/7b2.pdf · 2006. 4. 19. · culturally,...

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