garr academy of...garr acad of math/es vs. comparison groups' reclassification of english learners...
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GARR ACADEMY of
MATHEMATICS AND
ENTREPRENEURIAL
STUDIES RENEWAL CHARTER PETITION
FINAL DRAFT TO BE SUBMITTED on
December 10, 2010
REQUEST for FIVE-YEAR TERM
July 2011 to June 2016
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GAMES – Garr Academy of Mathematics 2 And Entrepreneurial Studies
GARR ACADEMY OF MATHEMATICS AND ENTREPRENEURIAL STUDIES
TABLE OF CONTENTS
Table of Contents 2
Introduction and Self Assessment 5
Assurance/Self Assessment 13
Element 1: EDUCATION PROGRAM 20
Mission Statement 23
Educated Persons of the 21st Century 23
The Curriculum 28
Entrepreneurial Curriculum 94
Element 2: MEASURABLE STUDENT OUTCOMES 117
Element 3:MEANS FOR ASSESS PUPIL PROGRES 119
Assessment Schedule 121
Assessment 123
Literacy Assessment 123
Grading Policy 124
Performance Assessment of Annual Project 125
Student Portfolios 126
Life-Long Learning Social/Interpersonal and Life-Skills Assessment 126
Evaluation of Inclusive Community 126
Specific Grade-Level Standards/Benchmarks 126
Student Retention and Promotion 131
Gifted and Talented Students 132
Element 4: GOVERANCE 134
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GAMES – Garr Academy of Mathematics 3 And Entrepreneurial Studies
The School Board 135
School Board Decisions 136
Terms of Office 136
Removal of Board Members 137
Principal 137
School Community 137
Process to Ensure Parent Involvement 137
Process to Ensure Student Involvement 139
Process to Ensure Teacher Involvement 139
Element 5: EMPLOYMENT QUALIFICATIONS AND RIGHTS 141
Qualifications for Employment 141
Hiring Process and Evaluation of Staff Performance 142
Preliminary Job Descriptions 143
Staff Development 144
Staff Evaluation and Accountability 148
Process for Resolving Complaints and Grievances 148
Child Abuse Reporting 149
Personnel Policy 149
Salaries and Benefits 149
Element 6: HEALTH AND SAFETY 151
Element 7: RACIAL AND ETHNIC BALANCE 159
Element 8: ADMISSIONS 161
Element 9: ANNAUL AUDIT 164
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GAMES – Garr Academy of Mathematics 4 And Entrepreneurial Studies
Element 10: STUDENT DISCIPLINE 170
Grounds for Suspension and Expulsion 170
Suspension Procedures 172
Expulsion Procedures 172
Appeal of Suspension/Expulsion 174
Discipline of Students with Disabilities or Section 504 Plans 175
Element 11: RETIREMENT SYSTEM 178
Element 12: ATTANDANCE ALTERNATIVES 179
Element 13: Employee Rights 180
Element 14: Dispute Resolution 181
Element 15: Collective Bargaining 183
Element 16: Charter School Closing Procedures 184
Attachments:
Appendix A- Professional Development
Appendix-B: Health and Safety Policy
Appendix C-Governance:
Articles of Incorporation
By Laws
Board of Directors Resumes
Organizational Chart
Conflict of Interest
Initial Screening
Resolution
Budget:
Start-up 3-year Business Plan 3-year Monthly Cash Flow
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GAMES – Garr Academy of Mathematics 5 And Entrepreneurial Studies
INTRODUCTION AND SELF ASSESSMENT
Garr Academy of Mathematics and Entrepreneurial Studies (GAMES) has been in operation
since September 2006; serving 180 students in grades k-5. The enrollment has grown
Tremendously since 2006. Today, it has increased its enrollment by 140; currently serving 320
students in grades K-5. The school has also made great academic improvements as well. Under
the leadership of the current principal, a Spanish teacher has been added, an after school
intervention program was also added, extensive visits to other cites occurred, a reward system for
readers and a reward system for parent involvement have also been implemented, in addition,
they added an annual Yellow Rose Ceremony honoring supportive parents.. Study Island has
been added and significantly enhanced the after school support for students. Parent Homework
Logs were developed to strengthen the involvement of parents in the school life of children. The
school has raised its score over 200 points. Also, teachers now are central to the school’s new
staff development program. Also utilizing the expertise of board members throughout the school
has made a difference for the principal and teachers. The school is a title 1 school so
arrangements have been made for parents who work multiple jobs to have opportunities to be on
campus in a viable way, involved in the school life of children. The Accelerated Reading
Program and the Mind Institute Program has also been added as an instructional supplement. In
2007, GAMES scored 614 on the STAR exam. However, in 2010 the API score rose to 787.
GAMES hopes to earn an API score of 900 in 2011. Several community organizations have also
taken notice of its success. UCLA has partnered with GAMES in providing staff development
training in mathematics; they painted a classroom and playground, donated furniture and books,
and conduct student tours on their campus. GAMES has also expanded its entrepreneurial
training programs and curriculum. Biz World Corporation provides staff development training
annually.
GARR ACADEMY OF MATHEMATICS AND ENTREPRENEURIAL STUDIES (GAMES)
aims to have all students achieve academic excellence and master essential skills needed for a
productive life in the 21st century. Our mission is to offer students who have been placed at risk,
of dropping out of school, an opportunity to apply creativity, develop risk-taking inclinations, to
enhance their ability to get along with others and to have positive life experiences that will
continue to have the potential to deliver them from poverty. This population will continue to
learn in a structure that assures achievement of the California Content Standards while thriving
in a relaxed, business style environment emphasizing communications, leadership, responsibility
and advocacy in all of our individual and group activities. Our students will continue to learn to
think outside of a structured setting and will continue to be prepared to think for themselves, act
independently, and be on their way to living in an often turbulent and chaotic society. We will
continue to initiate an outreach program to attract a strong, diverse community of families who
strongly desire an academically rigorous curriculum that emphasizes entrepreneurial and
mathematics.
A detailed analysis of the school’s student achievement data including
STAR/CST, CELDT, API and AYP Data
We believe statewide testing data is one critical component demonstrating our impact on student
achievement. For this reason, we are proud that such data brings to light how GAMES fulfills its
mission of providing its students with an exceptional public education.
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GAMES – Garr Academy of Mathematics 6 And Entrepreneurial Studies
Academic Performance Index (API) and Adequate Yearly Progress (AYP)
Year API base Growth API Growth Actual Growth
2006-2007 614 0 0 0
2007-2008 614 9 610 -4
2008-2009 612 9 684 72
2009-2010 684 6 787 103
Aggregate
Growth
24 171
Our recently released API scores proves that GAMES is capable of serving its targeted
population. When compared to neighboring schools, GAMES outscored each one of them
by a very large margin.
We believe that our approach to education is unique and different from other schools in
that it not only offers a state standardized curriculum, but it also incorporates an exoteric
Entrepreneurial Training Program that gives the curriculum a deeper meaning. Students
are able to gain a more indebt understanding of math, language arts, and science when
applied to business and economic development. To this end, they are more motivated to
achieve and demonstrate their knowledge in the community.
API scores of neighborhood schools (2009-2010)
The families in the neighborhoods from which we draw have a wide array of public
elementary options
SCHOOLS API
GAMES 787
52nd
Street Elementary 661
Budlong Elementary 698
Raymond Avenue Elementary 703
Western Avenue Elementary 644
Among the schools in our neighborhood, GAMES received the highest API scores. All of
these schools have similar student populations where many if not most receive free and
reduced priced lunch.
API Scores of comparison schools in charter (2009-2010)
SCHOOLS API
GAMES 787
Foshay Learning Center 657
59th
Street Elementary 740
Crescendo Charter 0
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GAMES – Garr Academy of Mathematics 7 And Entrepreneurial Studies
2010 API Growth
2009 API
Base
GARR ACAD OF MATH/ES 787 684
Median LAUSD Similar Schools from CDE
837 817
Median Resident Schools 680 657
Median Comparison Schools in Charter
657 663
2009-10 CST Comparison
English Language
Arts Mathematics
Basic, Below
Basic & Far Below
Basic
Proficient &
Advanced
Basic, Below Basic & Far Below
Basic
Proficient &
Advanced
GARR ACAD OF MATH/ES 57% 43% 38% 62% Median LAUSD Similar Schools from CDE
44% 59% 33% 68%
Median of Resident Schools 69% 31% 58% 42%
Median of Comparison Schools in Charter
68% 31% 67% 33%
NOTE: Aggregated performance levels of median percentages may not equal 100%
AYP Goals
Adequate Yearly Progress (AYP)
# Criteria # Met % Met
GARR ACAD OF MATH/ES 9 9 100%
GARR ACAD OF MATH/ES
vs. COMPARISON GROUPS' ACADEMIC PERFORMANCE INDEX and ADEQUATE YEARLY PROGRESS INDICATORS
API Growth and Annual Change Adequate Yearly Progress
(AYP)
2010 2010 API Growth
2009 API Base Change
# Criteria # Met % Met
GARR ACAD OF MATH/ES 787 684 103 9 9 100%
Median LAUSD Similar Schools from CDE 837 817 20
Median Resident Schools 680 657 23
Median Comparison Schools in Charter 657 663 -6
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GAMES – Garr Academy of Mathematics 8 And Entrepreneurial Studies
API Growth and Annual Change Adequate Yearly Progress
(AYP)
2009 2009 API Growth
2008 API Base Change
# Criteria # Met % Met
GARR ACAD OF MATH/ES 684 612 72 9 9 100%
Median LAUSD Similar Schools from CDE 817 804 13
Median Resident Schools 657 657 -1
Median Comparison Schools in Charter 663 649 14
Comparison of Reclassification of English Learners (2009-2010)
GARR ACAD OF MATH/ES
vs. COMPARISON GROUPS' RECLASSIFICATION OF ENGLISH LEARNERS
2010 # EL
Reclassified # EL (Prior
Year) Percent
Reclassified Change from
Prior Year
GARR ACAD OF MATH/ES 23 63 36.5% 4.7%
Median LAUSD Similar Schools from CDE 74 580 12.8% -3.3%
Median Resident Schools 92 748 12.2% -1.3%
Median Comparison Schools in Charter 98 896 10.9% -1.3%
2009 # EL
Reclassified # EL (Prior
Year) Percent
Reclassified
GARR ACAD OF MATH/ES 21 66 31.8%
Median LAUSD Similar Schools from CDE 106 659 16.1%
Median Resident Schools 125 920 13.5%
Median Comparison Schools in Charter 115 936 12.2%
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GAMES – Garr Academy of Mathematics 9 And Entrepreneurial Studies
GAMES Students scoring basic, far and below basic: Math and Language Arts (2009-2010)
GARR ACAD OF MATH/ES
Students Scoring Basic, Below Basic & Far Below Basic
English Language Arts Mathematics
Year
GARR ACAD OF MATH/ES
Median LAUSD Similar Schools
from CDE
Median Resident Schools
Median Comparison Schools in
Charter
GARR ACAD OF MATH/ES
Median LAUSD Similar Schools
from CDE
Median Resident Schools
Median Comparison Schools in
Charter
2009 68% 49% 74% 72% 66% 36% 63% 66%
2010 57% 44% 69% 68% 38% 33% 58% 67%
GARR ACAD OF MATH/ES
Students Scoring Proficient & Advanced
English Language Arts Mathematics
Year
GARR ACAD OF MATH/ES
Median LAUSD Similar Schools
from CDE
Median Resident Schools
Median Comparison Schools in
Charter
GARR ACAD OF MATH/ES
Median LAUSD Similar Schools
from CDE
Median Resident Schools
Median Comparison Schools in
Charter
2009 32% 54% 26% 28% 34% 65% 37% 38%
2010 43% 59% 31% 31% 62% 68% 42% 33%
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GAMES – Garr Academy of Mathematics 10 And Entrepreneurial Studies
GAMES English Language Learners: Below Basic and Far Below Basic (2009-2010)
GAMES English Learners: Proficient and Advanced (2009-2010)
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GAMES – Garr Academy of Mathematics 11 And Entrepreneurial Studies
MATHEMATICS
Percent of Students Scoring Basic, Below Basic and Far Below Basic
66%
36%
63%66%
38%33%
58%
67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
GARR ACAD OF
MATH/ES
Median LAUSD Similar
Schools from CDE
Median Resident
Schools
Median Comparison
Schools in Charter
2009 2010
MATHEMATICS
Percent of Students Scoring Proficient and Advanced
34%
65%
37% 38%
62%
68%
42%
33%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
GARR ACAD OF
MATH/ES
Median LAUSD Similar
Schools from CDE
Median Resident
Schools
Median Comparison
Schools in Charter
2009 2010
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GAMES – Garr Academy of Mathematics 12 And Entrepreneurial Studies
ASSURANCE AND AFIIRMATION
The GARR ACADEMY OF MATHEMATICS AND ENTREPRENEURIAL STUDIES affirms
that:
Shall meet all statewide standards and conduct the student assessments required, pursuant to Education Code Sections 60605 and 60851, and any other statewide standards
authorized in statute, or student assessments applicable to students in non-charter public
schools. [Ref. Education Code Section 47605 (c) (1).
Shall be deemed the exclusive public school employer of the employees of the LCS for purposes of the educational Employment Relations Act. [Ref. Education Code Section
14 47605 (b) (o)]
Shall be non-sectarian in its programs, admission policies, employment practices, and all other operations. [Ref. Education Code Section 47605 (d) (1)]
Shall not charge tuition. [Ref. Education Code Section 47605 (d)(1)]
Shall admit all students who wish to attend. Except as required by Education Code Section 47605(d)(2) (A), admission to the charter shall not be determined according to
the place of residence of the student or his or her parents within the state. However, if the
number of pupils who wish to attend the charter exceeds the school’s capacity,
attendance, except for existing pupils of the charter school, shall be determined by a
public random drawing. Preference shall be extended to pupils currently attending the
charter school and pupils who reside in the district, EC 47605(d)(2)(B), except as
provided for in Section 47614.5. Other preferences may be permitted by the chartering
authority on an individual school basis and only if consistent with the law. In the event
of a drawing, the charter school and, in no event, shall take any action to impede the
charter school from expanding enrollment to meet pupil demand.
Shall not discriminate against any student on the basis of the characteristics listed in Education Code Section 220 (actual or perceived disability, gender, nationality, race or
ethnicity, religion, sexual orientation, or any other characteristic that is contained in the
definition of hate crimes set forth in Section 422.55 of the Penal Code.
Shall adhere to all provisions of federal law related to students with disabilities including, but not limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the
Americans with Disabilities Act of 1990 and the Individuals with Disabilities in
Education Improvement Act of 2004.
Garr Academy of Mathematics and Entrepreneurial Studies shall comply with all requirements of the Crawford V. Board of Education City of Los Angeles court order and
the LAUSD Integration Policy adopted and maintained pursuant to the Crawford court
order by Student Integration Services (collectively the “Court-ordered Integration
Program”). The Court-ordered Integration Program applies to all schools within or
chartered through LAUSD. The School will provide a written plan to achieve and
maintain the LAUSD’s ethnic goal which is with a 70:30 or 30:70 ratio.
Shall not enroll pupils over nineteen (19) years of age unless continuously enrolled in public school and making satisfactory progress toward high school diploma requirements
Shall not require any child to attend a charter school nor any employee to work at a charter school
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GAMES – Garr Academy of Mathematics 13 And Entrepreneurial Studies
Shall at all times maintain the required insurance coverage as specified in Element 6 of this Charter
Shall, for each fiscal year, offer a minimum, the number of minutes of instruction per grade level as required by Education Code Section 47612.5(a)(1)(A)-(D)
In accordance with Education Code Section 48200,if a pupil is expelled or leaves the Charter School without graduating or completing the school year for any reason, the
Charter School shall notify the superintendent of the school district of the pupil’s last
know address within 30 days, and shall, upon request, provide that school district with a
copy of the cumulative record of the pupil, including a transcript of grades or report card
and health information.
Will follow any and all other federal, state, and local laws and regulations that apply to including but not limited to:
shall maintain accurate and contemporaneous written records that
document all pupil attendance and make these records available for audit and
inspection
shall on a regular basis consult with its parents and teachers regarding
the Charter school’s education programs.
shall comply with any jurisdictional limitations to locations of its
facilities.
shall comply with all laws establishing the minimum and maximum age
for public school enrollment.
shall comply with all applicable portions of the No Child Left Behind
Act.
shall comply with the Public Records Act.
shall comply with the Family Educational Rights and Privacy Act.
shall comply with the Ralph M. Brown Act.
shall meet or exceed the legally required minimum of school days.
Understands and accepts obligations to comply with specific sections of the Education Code: Section 47611 (STRS) and all laws establishing minimum age for
public school attendance.
OUR VISION
The vision of GAMES is to create a highly accountable model of innovation with highly
qualified teachers guided by the core principles. The school’s objectives are that students in
grades K-5 will continue to be able to demonstrate the ability to gather, analyze and use
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GAMES – Garr Academy of Mathematics 14 And Entrepreneurial Studies
information, communicate precisely, solve problems, work cooperatively, think creatively,
initiate action and participate in a global society.
How Learning Best Occurs
In addition, among the goals identified in our educational program, The GARR ACADEMY OF
MATHEMATICS AND ENTREPRENEURIAL STUDIES will continue to focus on the
objective of enabling pupils to become proficient in mathematics/economics and entrepreneurial
in their thinking. Our school embraces core values that reflect best practices researched in high
performing schools that have been proven to consistently produce well-educated urban students.
GAMES will continue to be organized in such a way as to insure the following:
Personalized Learning Environment – Students learn best in small learning communities where
their education is personalized so that students know their teachers and are well known as
individuals by all adults in the school.
Student Engagement – Student voice is essential in all aspects of the school that directly affect
student learning, interests and needs through structures such as school classroom “Board
Meetings” that connect each student with a personal learning team.
Increased Time On Learning – All students must have sufficient time in school to learn
successfully. The school will continue to offer a school year of at least 180 days of instruction
and an ongoing opportunity for extended learning time for intervention or enrichment to meet
individual student needs. Daily instructional learning time will continue to be extended in
longer blocks of time to allow for focused, in-depth instruction in reading and math.
Integrated Technology - Students and teachers will continue to have adequate access to
technology so that it can be used effectively with student learning, classroom instruction, data
management and electronic communication. We believe that technology used as an effective
tool in high performing schools must provide electronic assessment and electronic student
portfolios that provide immediate access to student progress data for teachers, students and their
parents.
Parents as Partners – Parents will continue to be meaningfully and actively engaged in their
children’s education. They have the right to choose to send their children to excellent, high
performing schools. Parents will continue to also be held responsible and accountable for
supporting their child’s learning at school and at home.
Community Partnerships – GAMES will continue to engage the local businesses. Private, civic,
non-profit, and corporate entities will continue to have a vital role in mentoring the students and
assisting them in developing entrepreneurial concepts, projects, apprenticeships and provide
entrepreneurial opportunities for the students.
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GAMES – Garr Academy of Mathematics 15 And Entrepreneurial Studies
WHOM THE SCHOOL IS ATTEMPTING TO EDUCATE
GAMES will continue to be located at 5101 S. Western Avenue in Los Angeles, California. The
site is located in the South Central area within the borders of the Los Angeles Unified School
District and in a Los Angeles Empowerment Zone. According to the most recent census data,
only 23 percent of persons 25 or over have an associates or bachelor’s degree. 35 percent of
adults do not have a high school diploma. The Los Angeles County Report for the Service
planning Area (SPA6), 10.7% unemployment compared to 7% unemployment in Los Angeles
County. The median household income for African-Americans falls between $15,000 - $24,000
and the median household income for Hispanics is between $10,000 - $15,000 (US Census,
2000). Of the households with children under 18, 44% are headed by single mothers or fathers.
These statistics confirm the need for an exciting, innovative educational program to capture the
interest of our youth and serve the community.
GAMES will continue to recruit students currently attending elementary school in the area that
are in years 2 or more of school improvement under the No Child Left Behind legislation
regulations. Currently those schools are Western Avenue Elementary, Angeles Mesa Elementary
and Budlong Avenue Elementary school. Our unique educational program will continue to offer
the students and their families an alternative.
The facility has 16 classrooms, offices, multi-purpose room, staff resource room, conference
room and full kitchen. GAMES will continue to be autonomous and responsible for all things
pertaining to the daily operation and governance of the school, including its on-site
administration, professional development, curriculum and methodology development and
delivery of instruction to an ethnically and economically diverse population.
GAMES will continue to offer parents a creative and innovative educational alternative. Where
possible, learning will continue to be experientially based. The classroom atmosphere will
continue to encourage students to act independently cooperatively, responsibly and attentively.
Our program will continue to incorporate a student-centered curriculum that is aligned with the
state content standards. It will continue to incorporate multi-age grouping of students for
instruction, team teaching, experiential activities, plentiful choices for students, and a humanistic
culture – all within an internally motivating environment that avoids punishments and values
rewards.
PROJECTED ENROLLMENT OF STUDENTS
GAMES’ anticipated enrollment is 320 students, grades K-5 for the first school year with an
increase to 360 by the third year of operation. GAMES will continue to participate in the State
Class Reduction Program. The following is the grade level breakdown:
Kindergarten (3 classes of 20 ea.) 60
First Grade (3 classes of 20 ea.) 60
Second Grade (3 classes of 20 ) 60
Third Grade (3 classes of 20.) 60
Fourth Grade (3 classes of 20) 60
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GAMES – Garr Academy of Mathematics 16 And Entrepreneurial Studies
Fifth Grade (3 classes of 20) 60
360
GAMES will continue to adopt a school calendar with at least 180 full days and provide more
instructional minutes than required by the State of California through the use of an extended day
schedule. A calendar and bell schedule will continue to be submitted annually, at least two
weeks prior to the opening of school.
Garr Academy of Mathematics and Entrepreneurial Studies
INSTRUCTIONAL CALENDAR 2011/2012
Calendar Items Dates Orientation Meeting August 16,2011
Staff Development August 15-26,2011 (2-weeks)
Labor Day Celebration Sept 5, 2011
Pupil Free Day September 12, 2011
First Day of Instruction Sept.13, 2011
Submit GAMES Charter
to LAUSD
September 20, 2011
Back-to-School Night Oct. 6, 2011 3:00pm-5:00pm
Veterans Day Nov. 11, 2011
Thanksgiving Nov. 24-26, 2011
Yellow Rose Ceremony December 12, 2011 8:00am
Parent Conferences
(issue report cards)
Dec. 13-15, 2011 1st tri-
Sem.
April 11-12, 2011 2nd tri-
Sem.
Final June 23, 2011
Winter Holiday Dec. 19,2011-January
09,2012
(Teachers return on Jan.
09,2011 for
Pupil Free Day,
Students return on
January 10, 2012)
Martin Luther King Day Jan 16, 2012
2nd Tri-semester Begins January 10,2012
Tri-semester Grades Week of March 27,2012
President’s Day February 20,2012
Spring Break April 17,2012-April 21,2012
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GAMES – Garr Academy of Mathematics 17 And Entrepreneurial Studies
(Teachers return on April
25, 2011 for Pupil Free Day,
Students return on April 25,
2012,)
STAR Testing May 8-19,2012
Memorial Day May 29,2012
Last Day of Instruction June 23, 2012
End of Semester Grades June 22,2012
ACTIVITIES CALENDAR Lead Parent Meetings Every month
Parent Orientation August 16, 2011
Winter Program December 09,2011
Black History Program February 24, 2012
Entrepreneurial Day March 30,2012
Cinco De Mayo May 4, 2012
Book Fair Dec. 1-8,2011 and June 1,2012
Spelling Bee Contest May 25,2012
Angles for Sight September 23,2011
Career Day June 09, 2012
Music Recital June 15,2012
Senior Citizens Day June 16, 2012
Garr Academy of Mathematics and Entrepreneurial Studies
Number of calendar days…………………………….........180
Pupil Free Days:………………..……………………….….….3 Full day dismissal September 13, 2011
January 11, 2012
April 25, 2012
Minimum Days:……………………………………………….14 Half-day dismissal, every other Wednesday starting September 21 2011
Grade Level Field trips
Kindergarten: 1st grade:
Cabrillo Beach (May) Science Center (October)
Farm-Pumpkin Patch (October) Zoo (February
Pretend City (February) Kids Space (June)
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GAMES – Garr Academy of Mathematics 18 And Entrepreneurial Studies
2nd grade: 3rd grade:
Natural History Museum (November) Museum of Tolerance (October)
Star Eco Station (March) LACMA (January)
Theatre/Concert (June) Aquarium of the Pacific: Long Beach (April)
4th grade: 5th grade
Santa Monica Pier Aquarium (November) Griffith Observatory (November)
El Pueblo De Los Angeles (March Getty Museum (March)
Autry national Center (June) Huntington Library (May) 176 days of Instruction
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GAMES – Garr Academy of Mathematics 19 And Entrepreneurial Studies
Element 1: Educational Program
The address of the charter is: 5101 S. Western Avenue, Los Angeles, CA. 90062
The phone number of the Charter is: (323) 294-2008
The contact person for the Charter School is: William Greene, Principal
The term of this Charter shall be from: 2011 to 2016
The grade configuration is: K-5
The number of students in the first year will be: 320
The grade level(s) of the students the first year will be: K-5
The scheduled opening date of the Charter School is: September 2011
The admission requirements include: Students must reside in the State of California
The operational capacity will be: 18 classrooms and approximately 360 students
The instructional calendar will be: September –June
The bell schedule for the Charter School will be: 8:00am-3:00pm
If space is available, traveling students will have the option to attend.
*Special Education Program
Prior to Los Angeles Unified School District (“LAUSD”) Governing Board approval, [Charter
School] will either execute a Memorandum of Understanding (“MOU”) by and between the Los
Angeles Unified School District (“LAUSD”) and [Charter School] regarding the provision and
funding of special education services consistent with the requirements of the LAUSD Special
education plan Plan Area (“SELPA”) Local Plan for Special Education or provide approved legal
verification of membership in another state-approved SELPA with agreement to adhere to the
LAUSD’s MCD requirements.
District-authorized charter schools permitted to participate in an out-of-District SELPA will be
required to execute a Memorandum of Understanding (“MOU”) by and between the LAUSD and
the charter school (if considered a Local Educational Agency (“LEA”) regarding the provision of
special education services. The receiving out-of-District SELPA Local Plan must be provided to
the District for review and must contain a commitment to ensure that the District-authorized
charter schools assume all responsibility for the students with disabilities that enroll in the
charter schools and that the receiving SELPA is accountable for oversight, monitoring, and
implementing the MCD requirements. A material amendment to the petition and Board approval
will be required unless the issue is addressed at the time of charter petition renewal.
*Modified Consent Decree Requirements
All Charter Schools chartered by the Los Angeles Unified School District (“LAUSD or the
District”) Governing Board are bound by and must adhere to the terms, conditions and
requirements of the Chanda Smith Modified Consent Decree (“MCD”) and other court orders
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GAMES – Garr Academy of Mathematics 20 And Entrepreneurial Studies
imposed upon District pertaining to special education. The MCD is a consent decree entered in a
federal court class action lawsuit initially brought on behalf of students with disabilities in
LAUSD. It is an agreement of the parties approved by the federal court and monitored by a
court-appointed independent monitor. The MCD includes eighteen statically measureable
outcomes and facilities obligations that the District has to achieve to disengage from the MCD
and federal court oversight. All Charter Schools are required to use the District’s Special
Education Policies and Procedures Manual and Welligent, the District-wide web-based software
system used for online IEPs and tracking of related services provided to students during the
course of their education.
As part of fulfilling the District’s obligations under the Modified Consent Decree, data requests
from Charter Schools that are not connected to the District’s current Student Information
Systems (“SIS”) are made on a regular basis. The requested data must be submitted in the Office
of the Independent Monitor’s required format and are as follows:
# The Independent Charter School Suspension/Expulsion Report, due monthly
throughout the school year.
# Paper SESAC Report and Welligent Student Listing Verification, due monthly
throughout the school year.
# CBEDS, which is due at the end of October of Each School Year.
# All Students Enrolled December 1 of Each School Year, due at the end of
December every school year.
# Graduation Status of 12th
Grade Students Enrolled on December 1, due at the end
of June every school year.
The District is currently in the process of developing an Integrated Student Information System
(“ISIS”) as required by the MCD. Although most Charter Schools are not currently utilizing the
District’s current SIS, the MCD requires all Charter Schools to implement the use of ISIS once it
is developed.
DAILY SCHEDULE (K-3)*
Regular Day Schedule
Breakfast 7:30 – 8:00
Period 1 – English Language Arts 8:00 – 9:30
Nutrition and Recess 9:30 – 9:50
Period 2 – English Language Arts 9:50 – 10:50
Period 3 – Mathematics 10:50 – 11:50
Lunch and Recess 11:50 – 12:30
Period 3 –Science/Social Science 12:30 – 1:15
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GAMES – Garr Academy of Mathematics 21 And Entrepreneurial Studies
Period 4 – Physical Education 1:15 – 1:45
Period 5-Entrepreneurial Training 1:45 – 3:00
DAILY SCHEDULE (4-5)*
Regular Day Schedule
Breakfast 7:30 – 8:00
Period 1 – English Language Arts 8:00 – 10:00
Nutrition and Recess 10:00 – 10:20
Period 2 – Mathematics 10:20 – 11:20
Period 3- Science/Social Science 11:20 – 12:05
Lunch and Recess 12:05 – 12:45
Period 4-Physical Education 12:45 – 1:45
Period 5-Entrepreneurial Training 1:45 – 3:00
345 daily minutes x 180 days = 62,100 instructional minutes *(including 15 minutes of “
Shortened Day Schedule (K-5): Every Other Wednesday
Breakfast 7:30am-8:00am
Period 1-English language Arts 8:00am-9:20am
Nutrition and Recess (k) 9:20am-9:35am
Nutrition and Recess (1-5) 9:35am-9:50am
Period 2-Math/Science (k) 9:20am-11:00am
Period 2- Math/Science (1-2) 9:50am-11:20am
Period 2-Math/Science (3-5) 9:50am-11:40am
Lunch Period (k) 11:00am-11:20am
Lunch Period (1-2) 11:20am-11:40am
Lunch Period (3-5) 11:40am-12:00pm
Period 3-Social Studies/Art (k) 11:20-12:00pm
Period 3-Social Studies/Art (1-2) 11:40-12:00pm
Dismissal 12:00pm
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GAMES – Garr Academy of Mathematics 22 And Entrepreneurial Studies
GAMES is committed to developing a model comprehensive elementary program that meets the
unique needs of the 21st century student. We intend to prove that a mathematics/entrepreneurial
core curriculum can balance constructivist teaching methodologies with explicit, rigorous
standards-based instruction and, in doing so, attain academic excellence within the reach of all
students. Our educational emphasis is designed to bring about results that will continue to
eliminate the term “at-risk” for our students. GAMES’ mathematics/entrepreneurial educational
program will continue to assist the students in connecting and understanding their life’s goals as
they relate to their individual gifts, talents and abilities. They will continue to see a connection
between their current education and their plans for the future. They will continue to understand
the concepts of economics and how they fit in as entrepreneurial thinkers. Our students will
continue to be able to “make a job” instead of simply being able to “take a job.” The
entrepreneurial focus will continue to prepare young people to know themselves, be responsible,
enterprising individuals who will continue to become entrepreneurs. Our program will continue
to expand students’ understanding of the value of money and money management; provide
apprenticeship opportunities in the classroom, school, and community while promoting creative
and critical thinking and problem solving. Our students will continue to develop their projects
and ideas throughout the curriculum. GAMES’ goal is to make education relevant to the
student’s individual life and also to assist them in becoming self sufficient.
The education of the whole child includes an intentional engagement and development of the
child’s intellect, physical body, emotions and spirit. A whole child education starts from the
understanding that these four aspects of the child are integral with each other, that they are
profoundly interrelated and that all four aspects are present in every moment of the child’s life.
A whole child education recognizes the multiple identities of every child: that she/he is an
individual, a member of a family, a part of their learning community or school, a member of a
geographically-identified community, a member of ethnic, racial, and/or religious communities,
a citizen of the United States (or whatever nation is pertinent) and a global citizen. The
education of the whole child seeks to assist and guide each child in her/his development of
her/his highest potentials and greatest gifts-and to engage each child in manifesting these fights
and potential in ways that serve both her/his own intentions and her/his social and environmental
responsibilities.
Our charter school intends to establish a program that we believe nurtures a majority of the
attributes in our students, by setting new and immediate goals to:
Assess measurable student outcomes in core curriculum three times a year in 1st through 5
th grade and use the results to drive instruction.
To improve student’s mastery of language arts and mathematics California content standard curriculum, instructional practices and assessments school-wide.
Give students opportunities to start and run a community business for a profit.
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GAMES – Garr Academy of Mathematics 23 And Entrepreneurial Studies
MISSION STATEMENT
GAMES seeks to gather a diverse population of students, from urban communities in grades
Kindergarten through 5th
, for active engagement in a student-centered learning environment that
provides a rigorous standards-based curriculum where students can practice autonomy, as well
as, work cooperatively with others. Our goal is to nurture internally motivated learners, who are
effective problem solvers, critical thinkers and who are proficient in language arts, mathematics,
science, history and the humanities, and the visual and performing arts. We seek to educate the
“whole child,” addressing the intellectual, social, emotional, creative, physical and collaborative
aspects of education.
GAMES will continue to strive to assure the healthy development of every student so that each
has the knowledge, skills and resiliency to be successful in a rapidly changing world. We seek to
create a learning community that invites and engages all teachers, administrators, students and
families who are interested and committed to working together toward building a caring,
supportive and successful school for all its students.
EDUCATED PERSONS OF THE 21ST
CENTURY
Educated persons of the 21st century must possess the tools necessary for leadership and service.
GAMES will continue to be dedicated and designed to give at-risk, disadvantaged youth the
opportunity to use real-world situations to help them to develop core knowledge, creative
problem-solving abilities, entrepreneurial skills and economic literacy. All students will
continue to be prepared to be responsible, enterprising individuals and will continue to become
entrepreneurs or entrepreneurial thinkers, lifelong learners and contributors to their community.
An educated person in the 21st century needs to possess the higher-order thinking skills necessary
to think independently about unfamiliar problems. This person will continue to need a broad
frame of reference in mathematics, science, history, language arts, physical education, and the
visual and performing arts, have a strong and healthy self-concept and see themselves as
autonomous, cooperative, respectful and productive lifetime learners. They will continue to be
self-disciplined, intuitive, self-motivated and pro-social toward others and wise in their personal
choices. They will continue to be able to work and live harmoniously with others and the
environment and interact in a manner that is flexible, healthy, purposeful and creative. Educated
persons of the 21st century understand that life existence is interconnected and interdependent
and will continue to see themselves as integral members of a diverse community. They will
continue to have developed a broad knowledge base and acquired skills that will continue to
allow them to be constructive, successful and contributing members of society. The educated
persons of the 21st century are:
Intrinsically motivated lifelong learners.
Able to reflect on and evaluate one’s own learning.
Able to solve problems effectively and proactively.
Able to communicate clearly, to effectively transmit facts, ideas, emotions and opinions using oral, written and visual language.
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GAMES – Garr Academy of Mathematics 24 And Entrepreneurial Studies
Able to read, infer, and interpret a variety of print material, e.g., literature, poetry, newspapers, reference sources, texts, graphs, and applications.
Able to discern mathematic relationships, reason logically, and use mathematics techniques effectively in practical application.
Able to understand and apply the major strands of scientific thought, methods, facts, hypotheses and theories.
Well versed in the histories of the United States, of the world, and of the original civilizations, and able to use the many lessons contained therein to make responsible
decisions as active members of a democracy.
Appreciative of and exposed to experiences in the arts: music, painting, craft work and cooking.
Highly skilled in the art of collaboration.
An accountable, responsible member of his/her community.
Able to identify one’s talents and interest for the purpose of fulfilling a community need.
Learning will continue to best occur when students “discover” the knowledge for themselves. Self directed learning is inherently more satisfying and engaging for
students than just direct instruction. Students feel more self-confident and are likely to
explore topics more deeply when they have discovered the knowledge themselves and
their learning experiences are tied to the “real world.”
Students learn best in an interdisciplinary and innovative, traditional site based environment that
promotes enhanced learning opportunities by providing:
An Integrated Curriculum GAMES will use a state standardized curriculum and state standardized assessment tools
that will measure a student’s content knowledge. The curriculum will to be aligned with
the California state content standards. The primary assessment tools will be of three
types: standardized tests, curriculum-specific tests, and ongoing performance assessments
that will to be used to continuously monitor students’ learning progress. GAMES will
place a heavy emphasis on teacher learning as well as student learning. 1
Class Size that has a student to teacher ratio of 20 to 1 in each classroom GAMES believes that a school should be an educational laboratory that seeks to create at
dynamic learning community by embodying the proven teaching modalities that support
the auditory, visual and kinesthetic learner. In addition, students will have a supportive
learning environment where staff and students know and respect each other and each
other’s similarities and cultural differences.
Curriculum Is Meaningful GAMES believes that students must see the real life relevance of the material that they
are studying. They must also see the relationship of the various academic courses to each
other and the real world.
1 J. Beane, “The Integrated Curriculum” in Educational Leadership, volume 49, Issue 1, October 1991
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GAMES – Garr Academy of Mathematics 25 And Entrepreneurial Studies
Educational Objectives are Detailed, Quantified, and Measurable GAMES will continue to offer a comprehensive academic program in the study of
English and Spanish language and literature, mathematics, science/ecology, history/social
science, visual and performing arts, human development, physical education, and
character education. In addition, students will receive an exoteric entrepreneurial training
curriculum that interprets mathematics and language as it relates to business and revenue
development. These learned skills will be demonstrated at the annual Bazaar at Garr flee
market where students will own and operate a business for a day. They will work in
teams of three as marketers, cashiers, and servers. GAMES believes that a school should
engage students in a clear and concise instructional program, with educational objectives
that are detailed, quantified and measurable. Students must know what is expected of
them and must be held to the highest academic standards. The school must support the
students as they engage in reaching these standards. The standards must never be
lowered; the students must be assisted to reach them. 2
Parents Understand and Are Invested in the Educational Goals Parent engagement will continue to be encouraged and expected at GAMES. Parents will
continue to be active participants in the development of each student’s individualized
performance goals and assessing achievement of the goals. To this end, GAMES will
continue to have an agreement that outlines what is expected of parents with respect to
participating in their children’s education.
Additional Learning Opportunities Are Offered Student support programs will be offered beyond the extended school day and extended
school year. GAMES will continue to offer an after school program, a summer program,
and referrals to partners for social services support. The after school program will
continue to offer homework assistance, language literacy development, mathematics
literacy development, and enrichment opportunities. The intervention program as
prescribed in No Child Left Behind will continue to focus on additional homework
assistance, targeted tutoring in language literacy development, targeted tutoring in
mathematics literacy development, intensive support in writing skills development, and
targeted tutoring in reading comprehension. The summer school program will continue
to offer classes in the content standards in which students as an aggregate demonstrated
the least proficiency in the previous academic year and will continue to provide students
that have demonstrated proficiency the opportunity for enrichment activities, field trips,
or apprenticeships. GAMES will continue to partner with local educational and business
institutions to offer additional tutoring opportunities, mentoring, enrichment opportunities
and entrepreneurial skills training.
The Non-Core Curriculum Includes Technology, Arts, and Character Development Technology will continue to be integrated throughout the curriculum through a
technology rich environment. Students will continue to be expected to demonstrate skills
in information retrieval, data acquisition, communications, research, use of various
software programs, internet and email competence, and multimedia presentations. These
2 Cummins, S., Danielson, C. Enhancing Student Achievement, University Press, 2001
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GAMES – Garr Academy of Mathematics 26 And Entrepreneurial Studies
skills will continue to be acquired through the use of technology for educational purposes
and technology will continue to be infused into actual core subject areas and
entrepreneurial projects. Arts education is critical to the building of self-esteem, school
engagement and self-discovery. By working in both the visual and performing arts,
students will continue to make connections between the various art forms and will
continue to be encouraged to think in an interdisciplinary way. Working in the arts
promotes complex thinking which requires nuance judgment and involves the integration
of multiple criteria that demands independent thinking. The visual and performing arts
program will continue to foster artistic expression which leads to deep involvement in
thinking processes and discovery by students. Community performances will continue to
be a part of the visual and performing arts program.
Character education is also critical to the building of self-esteem, school engagement, and
self-discovery. By examining the influence parents, grandparents, relatives, friends and
society have on their perceptions of the world and how those perceptions modify their
behavior in it, students will continue to learn that their value systems, ways of perceiving
things, ethics and guidelines for interpreting their life’s activities are, in part, inherited
from the collective ideas and perceptions of others. Character education will continue to
foster students’ abilities to look at issues from multiple perspectives. To be able to “step
back from personal hot button” issues and to develop their own personal, self-
management behavior model which will continue to allow them to learn, to reason, to
think creatively, to make decisions and to solve problems. In addition, character
education will continue to foster individual responsibility, sociability and integrity to
enable students to mature into responsible, critical thinking adults. [SCANS Secretary’s
Commission on Achieving Necessary Skills]3 which are critical skills for a successful
entrepreneur.
Mutual Accountability People perform best when they know most clearly what is expected of them, as well as
the consequences of meeting (or failing to meet) those expectations. Everyone in the
GAMES community will continue to have a hand in determining the school’s academic
and behavioral standards and stakeholders will continue to join together in monitoring
individual and collective progress of the school. Appropriate incentives will continue to
be instituted, with the aim of maximizing each individual’s accomplishments. The
feeling GAMES wants to foster is one of ownership – it should be second nature for
every member of the school’s community to think of GAMES as “our school.”
3 http://wdr.doleta.gov/SCANS/Whatwork/whatwork.html
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GAMES – Garr Academy of Mathematics 27 And Entrepreneurial Studies
Educational Partnerships and Professional Development
In order to fully implement our education philosophy we will have ongoing professional
development and educational opportunities with the following organizations that we believe
share our mission to educating children in a holistic way:
University of California, Los Angeles, Institute for the Study of Entrepreneurial Education (ISEE) under the direction of Dr. Marilyn Kourilsky
Biz World
Maestro Arts, Anna Petrossian, Owner
Vermont-Slauson Economic Development Corporation, Marva Battlesby, Executive Director
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GAMES – Garr Academy of Mathematics 28 And Entrepreneurial Studies
THE CURRICULUM
Interdisciplinary Entrepreneurial Studies
The Interdisciplinary Entrepreneurial Studies – Entrepreneurial based units of study will
continue to be the core of our curriculum program. We intend to utilize standards-based English
language arts, mathematics and geography programs to enhance our Interdisciplinary
Entrepreneurial-Based curriculum. Before the beginning of every school year, each teacher will
continue to work with other teachers in similar grade levels to develop year long curriculum
maps. The teachers will continue to start with looking over all of the California Content
Standards for their grade level and then group the standards around specific themes or projects.
By using backwards planning we will continue to ensure full integration of the California
Content Standards:4 The teachers will continue to look at the benchmark skills for each portion
of the year and then begin to develop their curricular plans for the year.
Once teachers have their maps in place, they will continue to plan ongoing formative
assessments to match their curriculum and set the curriculum within the dates of the school year,
so that units of study are completed in time for students to participate in the benchmark
assessments. Teachers will continue to research connected literature, organize fieldtrips funded
by the Parent Advisory Committee, acquire resources and prepare projects to flesh out their
program. Finally, they will continue to choose a point to launch the curriculum unit that will
continue to ignite student interest and sustain intrinsic motivation. Although many
interdisciplinary units will continue to be framed around entrepreneurial themes, some will
continue to be service-learning based. During the course of a school year, some projects or
themes may be developed more fully and take longer than first mapped. The teacher will
continue to use the curriculum map to ensure that he/she is still addressing all curricular content
standards. The following is an example of a standards-based interdisciplinary curriculum unit
for the third grade about creating a sports equipment center for the school as a service learning
project.
ENGLISH LANGUAGE ARTS CURRICULUM
The English Language Arts program at GAMES will continue to educate students to be highly
capable readers with the ability to apply their comprehension and analytical skills in becoming
fully functioning citizens in our democracy. Their high levels of comprehension in all genres of
text will continue to build the foundation for academic success as they move into their middle
school programs. In alignment with the State Board of Education’s Framework for Reading
Instruction, GAMES will continue to provide students with direct reading/language arts skills
instruction that will continue to result in their ability to gather and critically evaluate information
using varied reference sources, as well as understand and analyze fiction and recognize nuances
within it. GAMES’ textbook selection, while meeting our purpose of inclusion and support of
our interdisciplinary humanities themes, will continue to be aligned with the California English
Language Arts Content Standards such as or similar to the Houghton-Mifflin program. Teachers
and representatives from the Parent Advisory Committee will continue to participate in the
4 Drake & Burns. (2004) Meeting Standards through Integrated Curriculum. ASCD VA and Wiggins & McTighe
(2001) Understanding by Design. Prentice-Hall NJ.
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GAMES – Garr Academy of Mathematics 29 And Entrepreneurial Studies
selection process. A rich literature base will continue to be tied to each class’ Humanities theme.
GAMES will continue to use a state standards aligned text-based reading/language arts program.
Direct Instruction will continue to be an integral portion of the language arts curriculum.
Teachers will continue to work together in grade levels to identify weekly state standards on
which to focus. K-3 classrooms will continue to provide a minimum of 150 minutes of English
Language Arts instruction daily with grades 4 and 5 providing 120 minutes daily. The following
is a sample of 3rd
grade Language Arts lesson.
KINDERGARTEN-LANGUAGE ARTS LESSON
Strands: 2.0 Reading Comprehension: Students identify
the basic facts and ideas in what they have read,
heard, or viewed. They use comprehension strategies
(e.g., generating and responding to questions,
comparing new information to what is already
known).
1.0 Writing Strategies: Students write words and
brief sentences that are legible.
Sub-Strand: 2.0 Reading Comprehension: Students identify
the basic facts and ideas in what they have read,
heard, or viewed. They use comprehension strategies
(e.g., generating and responding to questions,
comparing new information to what is already
known).
1.0 Writing Strategies: Students write words and
brief sentences that are legible.
Standards: R1.11 Separate words into sounds
R1.6 Name upper/lowercase letters
R1.11 Separate words into sounds
R1.12 Track auditory words and syllables
R1.14 Match sounds to letters
R1.15 Read one-syllable and high-frequency words
R1.17 Sort words into categories
R1.18 Describe objects and events
R2.2 Use context to make predictions
W1.1 Write about experiences or events
Rationale: The primary focus of the lessons is to give students
the experience of learning beginning sounds through
oral language and to develop their comprehension
skills in stories. Students will also be given a chance
to practice their writing skills using high-frequency
words, beginning sound words, and through other
opportunities.
Objectives: Phonemic Awareness- Students will learn beginning sounds and words in oral
sentences.
Phonics- Students will learn the sounds for
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GAMES – Garr Academy of Mathematics 30 And Entrepreneurial Studies
letters S, s; M,m; R,r
High-Frequency Words- Students will recognize two new high-frequency words.
Reading Strategies- Students will predict/infer and summarize events in a story.
Comprehension Skills- Students will sequence events in a story, and make
inferences and predictions.
Vocabulary- Students will use describing words, naming words, singular/plural naming
words.
Writing- Students will use descriptive words in a journal, graphic organizer, and/or class
story.
Listening/Speaking/Viewing- Students will use activities to support vocabulary
expansion and writing.
Materials: Big Books- In the Big Blue Sea, What Do You Do, Norbert Wu?, Higglety Pigglety: A
Book of Rhymes, From Apples to Zebras: A
Book of ABC’s
Teacher Read Aloud- Caps for Sale
For each student, Phonics Library Book
For each student, Practice Book
Alpha friend Cards & CD
Picture Cards
Phonics Center Curriculum: Houghton Mifflin Reading,
Theme 2 (2003)
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GAMES – Garr Academy of Mathematics 31 And Entrepreneurial Studies
Activities: 1. Calendar: Conduct your calendar routine, having children repeat the days of the week
after you.
2. Daily Message: Discuss with the children a topic about the theme and create a daily
message.
3. Daily Phonemic Awareness: 1) Beginning sounds. Students will repeat several words
that focus on the beginning sound. 2) Words
in Oral Sentences. Students will practice
counting words that are in sentences.
4. Teacher Read Aloud: Students will listen to a story the teacher reads aloud. They will
summarize, make predictions, and respond to
questions about the story.
5. Phonemic Awareness: Children will meet a new alpha friend and go over a riddle.
Students will learn a song and complete a
practice sheet with the beginning sound /m/.
6. High-Frequency Word Practice: Students will go over several high-frequency words
and write short sentences.
7. Oral Language: The teacher will tell children some naming words, or nouns.
Children’s responses will be written on a
chart paper.
Guided and Independent Practice
Assessment:
1. Students answer teacher created questions based on the story elements.
2. Students continuously answer questions before, during and after reading all types of
stories. (Observed and checked with student
work.)
3. Students will be given a written assessment every 3 weeks.
Time: Days 1-5: 90 minutes- steps 1-7
Assessment given every 3rd
week-25 minutes
Extended Literature Elizabeth, Mary. Green (Multicultural)
Crews, Donald. Freight Train (Classic)
Bang, Molly. Yellow Ball (Multicultural)
Frost, Helen. Butterfly Colors (Science)
Hoban, Tana. Colors Everywhere
Ehlert, Lois. Planting a Rainbow (Science)
Onyefulu, Ifeoma. Chid Only Likes Blue (Social Science)
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GAMES – Garr Academy of Mathematics 32 And Entrepreneurial Studies
KINDERGARTEN-SCIENCE LESSON
Strands: Science Content Standards.
1. Physical Sciences Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept:
Investigation and Experimentation
4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other three strands, students
should develop their own questions and perform investigations.
Students will:
Sub-Strand: 4e.Communicate observations orally and through drawings.
4b Describe the properties of common objects.
1.b Students know water can be a liquid or a solid and can be made to
change back and forth from one form to the other.
Standard: Physical Sciences-1b. Properties of materials can be observed, measured,
and predicted. As a basis for understanding this concept:
1.b.Students know water can be a liquid or a solid and can be made to
change back and forth from one form to the other.
Investigation and Experimenting-4.b Scientific progress is made by asking
meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
a. Describe the relative position of objects by using one reference (e.g.,
above or below).
excommunicate observations orally and through drawings.
Rationale: The primary focus of the lesson is to give students the opportunity to
discover that water can change form, from solid to liquid. Students have had
previous experiments with science to know that they have to analyze and
observe how the water changes depending on the environment and form.
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GAMES – Garr Academy of Mathematics 33 And Entrepreneurial Studies
Objective: Students will discover that water can change form.
Students will observe melting ice cubes and then refreeze the liquid water again to form ice.
Students will observe that water can change from solid to liquid and back again.
Students will define that water takes shape of an object it is in.
Students will pose questions and predict when the water will change form while working in groups.
Materials: Directed Inquiry card, Water changes
Ice cubes
Clear plastic cups
Crayons
Construction paper
Houghton Mifflin –California Science Teacher s Guide
Houghton Mifflin –California Science-kindergarten student notebook
Activities: .Students will observe over a couple of hours how some water changes in
their own cups.
1. Students will place the ice cubes in a plastic cup. 2. Students will wait for 1 hour, then they will re-examine the cup and
record what they see on a second piece of paper.
3. The teacher will ask students: ”What made the ice cube change to liquid water? Students will give various answers.
4. Students will place children’s cups on a tray and put the tray in the freezer. Student will observe how water changes to solid according to
the temperature.
5. Students will draw in their science notebooks what they are observing.
6. Students will write the words, liquid, and solid. 7. Teacher will go over the pictures in the big blue book and students
will answer questions.
8. The teacher will read the story “The Winter Hedgehog” and ask questions.
9. Students will identify and compare and contrast how snow looks and compare it with ice.
Guided and
Independent
Practice
Assessment:
1. The teacher will ask students “What makes water change to ice?” and evaluate student’s answers.
2. Students will write a sentence and draw a picture of their science experiment.
3. The teacher will walk around to make sure all of the students are completing their assignment, and help students that need it.
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GAMES – Garr Academy of Mathematics 34 And Entrepreneurial Studies
Time 1. Day 1: 20 minutes to prepare the ice cubes. 2. Day 1, 3 hours later on that same day: 15 minutes for the directed
inquiry.’
3. Day 1, Big Book-15 minutes 4. Day 1, Read story “The Winter Hedgehog”-10 minutes
Brainpopjr video-“Water Cycle” video on brainpop.com
“Rain Song” by Lezlie Evans
“Down Comes the Rain” by Franklyn M. Branley
KINDERGARTEN-SOCIAL SCIENCE LESSON
Strands: Learning and Working Now and Long Ago
K.1-Students in kindergarten are introduced to basic spatial, temporal, and causal
relationships, emphasizing the geographic and historical connections between the
world today and the world long ago. The stories of ordinary and extraordinary people
help describe the range and continuity of human experience and introduce the
concepts of courage, self-control, justice, heroism, leadership, deliberation, and
individual responsibility. Historical empathy for how people lived and worked long ago
reinforces the concept of civic behavior: how we interact respectfully with each other,
following rules, and respecting the rights of others. K.6 Students understand that history relates to events, people, and places of other times.
K.6-Identify the purposes of, and the people and events honored in, commemorative
holidays, including the human struggles that were the basis for the events (e.g.,
Sub-Strand: K.2 Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.
K.6 Students understand that history relates to events, people, and places of other times.
Identify the purposes of, and the people and events honored in, commemorative holidays,
including the human struggles that were the basis for the events (e.g.,
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GAMES – Garr Academy of Mathematics 35 And Entrepreneurial Studies
Standard: History-Social Science Content Standards
Learning and Working Now and Long Ago
Students in kindergarten are introduced to basic spatial, temporal, and causal relationships,
emphasizing the geographic and historical connections between the world today and the
world long ago. The stories of ordinary and extraordinary people help describe the range and
continuity of human experience and introduce the concepts of courage, self-control, justice,
heroism, leadership, deliberation, and individual responsibility. Historical empathy for how
people lived and worked long ago reinforces the concept of civic behavior: how we interact
respectfully with each other, following rules, and respecting the rights of others.
K.2 Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.
K.6 Students understand that history relates to events, people, and places of other times.
Identify the purposes of, and the people and events honored in, commemorative holidays,
including the human struggles that were the basis for the events (e.g.,
Rationale: The primary focus of the lesson is to give the student an opportunity to learn
what the United States national symbols are, what they represent, and why
they are important to our country. Students have had previous discussions
about our national symbols like the American flag, the White House and the
Presidents of the United States.
Objective: Students will identify the Statue of Liberty as a national symbol. (K.1)
Students will recognize that the Statue of Liberty stands for freedom.(K.1)
Students will retell the story of how the Statue of Liberty and how important it is in the United States. (K.6)
Materials: Harcourt School Publishers-California Series-Reflections Teachers Edi. Book
Big Book-Reflections-California series-Pg. 18
Word Cards V15-V16
Pencil and Crayons
Homework and Practice Book, Pg. 15
Internet Resource-Brainpopjr.com-The U.S. Symbols video
“The Statue of Liberty” book by Time Magazine.
Activities: Students will first read the objective and observe a small replica of the Statue
of Liberty in the teacher’s hand.
10. The teacher will read “The Statue of Liberty” book by Time Magazine.
11. The teacher will ask students what they know about the Statue of Liberty and draw a bubble map to tap into their previous knowledge.
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GAMES – Garr Academy of Mathematics 36 And Entrepreneurial Studies
12. Students will then mimic the Statue of Liberty pose and sing and recite a song “Down by the Station”
13. The teacher will read the main text in the Big Book as the students follow along. The teacher will explain that the Statue of Liberty
stands on its own island in the New York Harbor.
14. Students will then observe a video on Brainpopjr.com, of the United States symbols, which talks about all of the symbols including the
Statue of Liberty.
15. The teacher will then ask these questions:
How do you think people feel as they look at the Statue of Liberty for the first time?
What would you do if you get a chance to see the Statue of Liberty in person?
Guided and
Independent
Practice
Assessment:
4. The teacher will ask students:
Why is the Statue of Liberty and important symbol of the United States?
Why is Freedom important?
At school, when you are free to do what you want? Do you still have to follow rules?
5. Students will write a sentence and draw a picture about the Statue of Liberty.
6. Students will complete their Homework and Practice workbook Pg. 15. And the teacher can make sure it is completed correctly and help
students that need it.
Time 5. Day 1: 15 to complete the song read the Big Book. 6. Day 1: 15 minutes to complete the brainpopjr video and ask
questions.
7. Day 1: 15 minutes for students to complete the Homework and Practice workbook.
Brainpop jr video-“The U.S. Symbols video on brainpop.com
“Down by the Station” song
“The Statue of Liberty” book by Time Magazine.
KINDERGARTEN-MATH LESSON
Strands: 1.0 Algebra and Functions: Students sort and classify objects.
1.0 Number Sense: Students understand the relationship between numbers and
quantities (i.e., that a set of objects has the
same number of objects in different
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GAMES – Garr Academy of Mathematics 37 And Entrepreneurial Studies
situations regardless of its position or
arrangement).
Number Sense: Count, recognize, represent,
name, and order a number of objects (up to
30).
Listening and Speaking Strategies: Share
information and ideas, speaking
audibly in complete, coherent sentences.
Standards: 1.2 Identify, describe, and extend simple
patterns (such as circles or triangles) by
referring to their shapes, sizes, or colors.
1.2 Count, recognize, represent, name, and order a
number of objects (up to 30).
Rationale: The primary rationale of the lesson is to give
the students experience with recognizing and
identifying patterns and extending the patterns.
Objectives: Students will recognize and repeat patterns of body movement.
Materials: Excel Math (AnsMar Publisher, Inc.)
Worksheets from lesson 18
Pencils
Activities: 1. Counting song 2. Counting in Spanish 3. Counting by 1s, 2s, 5s, and 10s. 4. Teacher will review the lesson from the
previous day to ensure that the students
have grasped the concepts taught.
5. Teacher will ask four students to come to the front of the room and form a line.
6. Teacher will have the students sit and stand in different patterns until 10
students repeat the pattern.
7. Teacher will change the pattern four times to create other variations.
Guided and Independent Practice
Assessment:
1. Students will answer five problems that review different concepts that have
been previously taught.
2. Teacher will read the instructions for the whole class before they begin to
work on each problem.
3. Answering the questions will involve a mix of circling, coloring, marking with
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an X, and writing in a letter to indicate
short or tall.
4. Teacher will observe and check students work while monitoring the
classroom.
5. Teacher will review the new concepts taught by modeling body patterns that
the class, on a whole, will be able to
repeat and extend.
Time: 50 minutes
Text Books for Kindergarten:
Language Arts Houghton and Mifflin
Science Houghton and Mifflin
Excel AnsMar Publications
California Math Harcourt
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First Grade Math Lesson Plan Stands: 2.0 Number Sense: Students demonstrate the meaning of addition
and subtraction and use these operations to solve problems.
1.0 Algebra and function: Students use numbers sentences with
operational symbols and expressions to solve problems.
Sub-Strands: 2.0 Know the subtraction facts.
1.0 Use number sentences from subtraction symbols and
expressions to solve problems.
Standards: 2.1 Know the addition facts (sums to 20) and the corresponding
subjection facts and commit them to memory
2.5 Show the meaning of addition (putting together, increase) and
subtraction (taking away, comparing, finding the difference)
1.1 Write and solve number sentences from problems situations
that express relationships involving addition and subtraction.
Rationale: One of the focuses of this lesson is how addition and subtraction
are related. This lesson shows the relationship by using the part-
part-whole model. The students’ will be asked to fill in missing
numbers. First, they will need to add to find the whole. Next, they
will show how subtraction is related by subtracting one part from
the whole to find the other part.
Objectives: Students will use subtraction sentences to subtract from 5 and 6.
Students will write subtraction sentences to match their manipulatives
Materials: 6 red and 6 blue connecting cubes per child
Scott Foresman California Mathematics student workbook pages 79 & 80.
Scott Foresman California Mathematics student homework workbook page 3-4 Subtracting from 5 and 6
Writing paper
Activies: 1. Warm-up Review: Addition problems with sums of 5 and 6 will be written on the board. Students will work at their
desk to complete these problems. Volunteers will be
called up to the board to solve the problems.
2. Teacher will remind students that in their last math lesson they crossed out pictures to solve subtraction sentences.
3. Teacher will then explain to the class that today they will use pictures of cubes of two different colors to complete
two subtraction sentences.
4. Students will be asked to open their math workbook to page 79.
5. Teacher will write the addition phrase 2 and 3 and subtraction sentences 5-3=2 and 5-2=3 on the board.
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Teacher will ask, “What do we have 2 of in the picture?”
(the 2 red cubes). Teacher will ask, “What do we have 3
of?” (the 3 blue cubes). Teacher asks, “How many are
there altogether?” (5). Teacher will remind the students
that the two sentences on the right are called subtraction
sentences.
6. Students will work with a partner to complete page 79. When they. Teacher will walk around and help struggling
students. When all students are finish volunteers will be
called to the front of the classroom to complete the
problems. All other students will check their work at there
desk.
7. Teacher will ask the students to make subtraction sentences using only 2, 4, and 6. Students will be given
five minutes at their desk on complete this task. Teacher
will then ask volunteers to write their subtraction
sentences on the board. Teacher will then ask the students,
“When we subtract, can the number that is left ever be
more than the number we started with? Why?” (No; we
are left with less or the same)
8. Teacher will pass out 6 red and 6 blue connecting cubes to each student. Teacher will ask the students to make a cube
train with 1 red and 4 blue cubes. The students will be
asked to count them. The students will then be asked to
say the subtraction sentence that tell what would happen if
these cubes were divided by colors. The teacher will as
volunteers to write the subtraction sentences on the board.
(5-1=4, 5-4=1) Students will then work with their partner
to build their own cube train, separate into two colors, and
write the subtraction sentences for them. Teacher will
work around and help students and ask them questions.
Guided and Independent
Practice Assessment:
1. Students will complete page 80 out of the math workbook. They will be given cubes to work with for
assistance. Teacher will check each student’s
worksheet and correct ant misconceptions they have.
2. Teacher also ask question throughout the lesson to check for understanding.
3. Homework Workbook 3-4 Subtracting From 5 and 6 will be review to see how well the students retained
the information from this lesson.
Time: Lesson is part of an 11 day unit on subtraction.
This lesson is day 4 of 11.
Day 3: Using symbols to subtract: 1 hour
Day 4: Subtracting from 5 and 6 (lesson from lesson plan): 1 hour
Day 4: Homework- Homework Worksheet 3-4
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Day 5: Subtracting from 7 and 8: 1 hour
Books used: Foresman, Scott. California Mathematics: Teacher’s Edition,
Grade 1 Volume 1
Foresman, Scott. California Mathematics: Student Workbook
Foreman, Scott, California Mathematics: Homework Workbook
First Grade Science Lesson Plan
Strand:
2.0 Life Science: Plants and animals meet their in different ways.
4.0 Investigation and Experimentation: Scientific progress is made by
asking meaningful questions and conducting careful investigation….
Sub-strand:
2.0 Animals body parts help them meet their needs.
4.0 Scientific progress is made by asking meaningful questions and
conducting careful investigation
Standard: 2.a: Students know different plants and animals inhabit different
kinds of environment and have external features that help them thrive
in different kinds of places.
4.b: Record observations and data with pictures, numbers, or written
statements.
Rationale: The primary focus of the lesson is to give students an understanding
of animal’s body parts and how their body parts help them get what
they need to live. Students will read about different animals and learn
about their body structure. The students will compare animals and
then classify them according to similar traits.
Objective: Students will describe the body parts of different animals.
Students will describe how animals use their parts to meet their needs.
Materials Animal pictures
Crayons and paper
Science reader
Science Unit Resource Folder p.61
Science Study Guide p.16, 17, & 18
Activities: 1. Teacher will begin the lesson by asking the students what they know about animals’ body parts. Students will give answers
and teacher will record them on the board.
Directed Inquiry
2. Teacher will present the students with different pictures of animals. Students will look at the pictures and tell how the
animals are alike and different.
3. The students will sort the animal pictures into groups that are alike in one way. Teacher will walk around the class and ask
the students to explain how the animals in the group are alike.
4. Students will name each of the group that they make. They will then draw a picture or write names to show the animals in
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GAMES – Garr Academy of Mathematics 42 And Entrepreneurial Studies
each group.
Learning by reading
5. Each student will have their Science book in front of them. As a class they will read pages 54-57 in their Science book.
Teacher will stop the class periodically to ask them questions
about their reading to check for comprehension.
Guided and Independent
Practice:
Teacher will ask the class the Lesson Wrap-up questions at the end of the lesson.
Students will complete pages 16 & 17 during class and 18 for homework, out of the Science Study Guide.
Time: Day 1: What are the needs of Animals: 1 hour
Day 2: What are the parts of animals? (this lesson): 1 hour
Day 2: Homework: 15 minutes
Day 3: How do Animals use their mouths?: 1 hour
Books Mifflin, Houghton. California Science teachers Edition
Mifflin, Houghton. California Science Students Workbook
First Grade Social Studies Strands: Examine the structure of schools and communities in the past (1)
Sub-strand: Social Studies (2): Study transportation methods of earlier days
Social Studies (3) Recognize similarities and differences of earlier generations in such areas as work (inside and outside the
home), dress, manners, stories, games, and festivals, drawing
from biographies, oral histories, and folklore
ELA (2.1) Identify text that uses sequence or