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Loomis Basin Charter School Petition 1 | P a g e

Loomis Basin

Charter School

PETITION FOR RENEWAL

_____________________________________

presented to the

Loomis Union School District

Board of Trustees

_____________________________________

April 10, 2013


LOOMIS BASIN CHARTER SCHOOL .................................................................................... 5

I. INTRODUCTION ................................................................................................................. 5

Founding Group ....................................................................................................................... 5

II. Educational Philosophy and Program............................................................................... 8

Mission ..................................................................................................................................... 8

Students .................................................................................................................................... 8

Student Outcomes .................................................................................................................... 8

How Learning Best Occurs ...................................................................................................... 9

Students To Be Served ........................................................................................................... 10

Curriculum and Instructional Design ..................................................................................... 11

Loomis Basin Charter School Educational Program Expectations ........................................ 11

Plan for Students Who Are Academically Low Achieving ................................................... 12

Plan for Students Who Are Academically High Achieving ................................................... 13

Plan for English Learners ....................................................................................................... 13

Plan for Special Education ..................................................................................................... 13

III. MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA ............ 14

Student Outcomes .................................................................................................................. 14

Academic Performance Index ................................................................................................ 15

Methods of Assessment .......................................................................................................... 15

Use and Reporting of Data ..................................................................................................... 16

IV. GOVERNANCE STRUCTURE OF SCHOOL ............................................................ 17

V. HUMAN RESOURCES .................................................................................................... 18

Qualifications of School Employees ...................................................................................... 18


Staff Evaluation ...................................................................................................................... 20

Professional Development...................................................................................................... 21

Compensation and Benefits .................................................................................................... 21

Retirement System ................................................................................................................. 22

Labor Relations ...................................................................................................................... 22

Rights of School District Employees ..................................................................................... 22

Health and Safety ................................................................................................................... 23

Dispute Resolution ................................................................................................................. 24

VI. ADMISSION POLICY .................................................................................................... 24

Requirements for Admission .................................................................................................. 24

Admision Priorities ................................................................................................................ 24

Admission Procedures ............................................................................................................ 25

Disenrollment ......................................................................................................................... 25

Attendance Alternatives ......................................................................................................... 26

Means of Achieving Racial and Ethnic Balance .................................................................... 26

Pupil Suspension and Expulsion ............................................................................................ 27

VII. FINANCIAL Planning, Reporting and Accountability .............................................. 27

Budget .................................................................................................................................... 27

Financial Reporting and Audits ............................................................................................. 28

Insurance ................................................................................................................................ 28

Administrative Services ......................................................................................................... 28

Facilities ................................................................................................................................. 28

Transportation ........................................................................................................................ 28

Additions, Deletions, and Modifications of the Charter ........................................................ 29


School Closure Procedures..................................................................................................... 29

VIII. IMPACT ON THE CHARTER AUTHORIZER ...................................................... 29

IX. PROVISIONS SPECIFIC TO RENEWAL PETITIONS ............................................ 29

APPENDICES ........................................................................................................................ 31

Assurances ................................................................................................................ Appendix 1

Sample Curriculum .................................................................................................. Appendix 2

API Scores ................................................................................................................ Appendix 3

CST Scores ............................................................................................................... Appendix 4

Adequate Yearly Progress ........................................................................................ Appendix 5

Organizational Chart ................................................................................................ Appendix 6

Budget ...................................................................................................................... Appendix 7


LOOMIS BASIN CHARTER SCHOOL

I. INTRODUCTION

Charter school law provides opportunities for teachers, parents, pupils and community members,

-- all of education’s stakeholders -- to establish and maintain schools that operate independently

from the confines of existing school structure and restrictive state regulations, in order to

accomplish the following:

• Improve pupil learning

• Increase learning opportunities for all pupils, with special emphasis on expanded

learning experiences for pupils who are identified as academically low achieving

• Encourage the use of different and innovative teaching methods

• Provide parents and pupils with expanded choices in the types of educational

opportunities that are available within the public school system

• Hold the school accountable for meeting measurable pupil outcomes, and provide the

school with a method to change from rule-based to performance-based accountability

systems

• Provide vigorous competition within the public school system to stimulate continual

improvements in all public schools

(Education Code Section 47601)

It is the intention of the Loomis Basin Charter School (LBCS) to respond proactively to these

goals by providing a broad-based program that promotes the education of the whole person

emphasizing intellectual, personal, emotional, and social growth through all domains of

knowledge: humanities, sciences, mathematics, the arts and foreign languages.

FOUNDING GROUP – HISTORY AND CURRENT MAKEUP

In the 2005-06 school year the Loomis Union School District (District) Board of Trustees formed

a strategic planning committee to outline priority areas and develop goals and strategies to

realize the District’s vision:


becoming a premier school district, evoking pride within an

involved community and empowering staff to meet the needs of all

students through “state of the art” educational programs and

facilities.

Among the strategies and objectives outlined by this committee there was research of community

needs and viable program options and the development of a charter school that would attract and

serve the families in the community not currently involved in the traditional school system. The

initial Charter Petition for the LBCS was the result of specific action steps and outcomes

outlined in the Board-approved Strategic Plan.

The original Charter Planning Committee was composed of the District Superintendent,

curriculum specialists, administrators, teachers, parents and content-specific consultants. The

Committee explored different program options and after much research, site visitations and input

from various sources, outlined the initial petition, which included the International Baccalaureate

(IB) Program. The District is an excellent, high scoring educational system with a District API of

910. The Charter Planning Committee thus felt the need to explore world-class programs that

would supplement already outstanding public school programs. The IB Program was chosen as

the most viable option for the District to implement through a charter school that would meet the

intent of the charter school law as well as the directives of the District Board of Trustees as

outlined in the Strategic Plan.

LBCS has been in operation since the 2008/2009 school year. The school’s operation has been

extremely successful. LBCS is a premier school. It is regularly at full capacity, with a current

wait list of four hundred (400). LBCS has maintained excellent API Scores, and consistently met

its growth targets as set by the state. LBCS’s 2012 Growth API Score was 935. In addition,

LBCS has met its growth target for the previous year.

LBCS will continue to deliver on its promise that it will:

increase learning opportunities for all pupils;

encourage the use of different and innovative teaching methods;

provide parents and pupils with expanded choices in the types of educational

opportunities that are available within the public school system; and

hold the school accountable for meeting measurable pupil outcomes.


In furtherance of its goals, LBCS currently provides the following educational components to

students:

Spanish instruction for all students.

Mandarin enrichment.

All day kindergarten.

Longer school days.

MAC laptop computer labs.

Monart art program for grades K through 5.

Physical education for grades K through 8.

Music program for grades K through 8.

Science docent program, grades K through 5.

Small class size.

Grades K through 3: 20 students per class.

Grades 4 through 7: 25 students per class.

Community service projects, including all school local nursing home visits.

Several field trips per year.

Project-based learning.

Before and after school enrichment program.

Interact (Junior Rotary), grades 6 through 8.

Athletics.

Exploratory program for Middle Years including fencing, pottery, fashion design, theater,

podcast, guitar, art, soccer, food science, journalism, dance and felting.

Student-led conferences.

In addition, LBCS will continue to provide vigorous competition within the school system to

stimulate continual improvements in all public schools within the Loomis school system.


The District operates and manages LBCS within the parameters and expectations outlined in this

Charter Petition and the fiscal, educational, and accountability high standards that govern all

schools and programs in the District. The day-to-day operations of the school are overseen by its

Director, with supervision by the Superintendent.

II. EDUCATIONAL PHILOSOPHY AND PROGRAM

MISSION

The aim of LBCS continues to be the development of inquiring, knowledgeable, patriotic,

honorable, responsible and caring young people who have the background, skills, knowledge and

qualities necessary to participate successfully and actively in a changing and increasingly

interrelated world.

STUDENTS

Through highly interactive curricula based on the IB Program Continuum and grounded on the

California Common Core State Standards, the LBCS will strive to serve students who are not

currently involved in the District and for whom an international education in a multilingual

environment is a desired choice.

STUDENT OUTCOMES

Students who participate in LBCS’s educational program will strive to have and to exhibit the

attributes of an “educated person” in the 21st century.

LBCS learners will strive to be:

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct

inquiry and research and show independence in learning. They actively enjoy learning and this

love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance.

In so doing, they acquire in-depth knowledge and develop understanding across a broad and

balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to

recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively

in more than one language and in a variety of modes of communication. They work effectively

and willingly in collaboration with others.


Principled: They act with integrity and honesty, with a strong sense of fairness, justice and

respect for the dignity of the individual, groups and communities. They take responsibility for

their own actions and the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories, and

are open to the perspectives, values and traditions of other individuals and communities. They

are accustomed to seeking and evaluating a range of points of view, and are willing to grow from

the experience.

Caring: They show empathy, compassion and respect towards the needs and feelings of others.

They have a personal commitment to service, and act to make a positive difference in the lives of

others and for the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought,

and have the independence of spirit to explore new roles, ideas and strategies. They are brave

and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to

achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are

able to assess and understand their strengths and limitations in order to support their learning and

personal development.

Patriotic: They love and support our country, know and understand our cultural history and

embrace the values, ideals and principles of the Founding Fathers, Declaration of Independence

and U.S. Constitution. They actively participate and take leadership in the democratic process

and become content citizens who serve others with love and respect.

HOW LEARNING BEST OCCURS

The LBCS has adopted and implemented fully the research-based IB Program with the aims of

developing inquiring, knowledgeable and caring young people who help to create a better and

more peaceful world through intercultural understanding and respect. (See Appendix 2 for the

Program of Inquiry.) To this end, the school, under the guidance of IB coaches, has developed a

challenging program of international education and rigorous assessment in a school social

environment that promotes optimal learning and academic development. IB programs encourage

students across the world to become active, compassionate and lifelong learners who understand

that other people, with their differences, can also be right. Since its inception LBCS has attained

accreditation as an IB World School for the Primary Year Program. In addition, it is a Candidate

School for IB World School for the Middle Year Program.


The IB Program views its teachers as essential to the success of the school-learning community.

LBCS teachers receive yearly training in curriculum development and best teaching practices

that actively engage students and families in the learning process. This training includes on-site

workshop training, Level 1 and 2 IB training. LBCS’ teachers are highly trained in IB.

Research points out that learning best occurs…

When students are actively engaged in a viable curriculum and what they learn is

meaningful (Marzano, 1999, 2003; multiple other researchers)

When the school sets challenging goals for students and monitors the extent to

which goals are met (Schmoker, 1999; Bangert-Drowns, et al., 1991, National

Research Council, 1999)

When parents actively participate in the educational process (Cotton, 1996;

Epstein, 2005)

In a collaborative and accountable environment, (Schmoker, 1996)

With highly specialized teachers and staff. (Darling-Hammond (1997; multiple

other researchers)

In an environment of collegiality and professionalism (Villani, 1996; Darling-

Hammond, 1997)

In a safe and orderly school environment (Grogger, 1997; Martella, 1998;

multiple other researchers)

STUDENTS TO BE SERVED

LBCS is an international school open to ALL students, irrespective of disability, gender, gender

identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any

other protected characteristic who seek an international education based on the IB Program and

multi-lingual setting and who support and subscribe to the school’s goals, expectations and

family agreements.

LBCS offers a classroom based educational program serving grades kindergarten through eighth.

Its current maximum enrollment is 410, and as of the 2012/2013 school year, it is at capacity.

LBCS complies and will continue to comply with minimum age requirements for public school

attendance (Ed. Code, section 47610(c)). LBCS maintains and will continue to maintain student

records in accordance with Education Code section 47612.5.


CURRICULUM AND INSTRUCTIONAL DESIGN

The LBCS has implemented a classroom-based IB Program designed for students in grades K-8.

The IB Program promotes the education of the whole person, and emphasizes intellectual,

personal, emotional and social growth through all domains of knowledge. The IB Program

provides students an international education, cemented on character education as a foundation to

develop American patriotism, respect, and responsibility.

By focusing on the dynamic combination of knowledge, skills, independent critical and creative

thought and international-mindedness, the LBCS educates students for a life of active,

responsible citizenship that fosters students’ recognition and development of universal human

values. The student outcomes reflect the profile of the whole person as a lifelong learner.

The LBCS’s educational aim is to provide students with an education for life and to teach them

to relate the content of the classroom to the realities of the world outside. While the objective of

the program is to ensure academic challenge, this is not a selective program for a limited number

of students. All children, including those with special educational needs, can benefit in different

ways from the IB Program’s holistic, integrative approach to teaching, learning and thinking.

LBCS EDUCATIONAL PROGRAM EXPECTATIONS

THE PROGRAM:

Requires study across a broad and balanced range of knowledge domains including

languages, humanities, science and technology, mathematics and the arts.

Draws on content from the California State Frameworks and Common Core State

Standards as well as from cultures across the world.

Gives special emphasis to foreign language acquisition and development, specifically

teaching Spanish and one additional language starting at the kindergarten level.

Requires a character education component that includes American patriotism, respect,

responsibility, personal accountability, ethical behavior, and service.

Builds and reinforces students’ sense of identity and fosters an appreciation and

understanding of diverse cultures and differing points of view.

Focuses on developing the skills of learning and of appropriate communication according

to the audience, medium, and environment.

Includes, to a varying extent, the study of individual subjects and of trans-disciplinary

areas.

Encourages diversity and flexibility in pedagogical approaches.


Provides students with opportunities for individual and collaborative planning, research,

visual and oral presentation of research findings, and reflection on learning.

Provides appropriate forms of ongoing assessment and international benchmarking.

Develops in students productive habits of work and mind.

Includes a community service component requiring action and reflection.

Requires strong parental involvement and commitment.

TEACHERS AND STAFF:

Model and exemplify the outcomes expected of students: Inquirers, Knowledgeable,

Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced,

Reflective, and Patriotic.

Create and honor traditions that serve as a foundation for the school’s culture.

Develop and deliver curriculum and lessons that support the IB framework and State

Standards and which engage students in critical thinking applied to relevant projects and

investigations.

Demonstrate commitment to exemplifying lifelong learning and reflection on teaching.

Engage in service projects, individually or as part of a team of colleagues.

Commit to and participate in ongoing staff and personal development.

Commit to reflection on student learning and progress and to collaborative planning and

work.

Commit to a reflective evaluation of one’s own performance as it relates to program

implementation, student learning, collaboration with staff, professional development,

parent interactions, and personal service projects.

Utilize multiple materials, media and resources to fit the teaching objectives and to

challenge students so that they can reach their goals and progress at their level.

PLAN FOR STUDENTS WHO ARE ACADEMICALLY LOW ACHIEVING

LBCS will meet the educational needs of academically low achieving students by providing

and/or facilitating appropriate interventions, both in the classroom and outside the regular school

day. Students who are in need of these interventions will be identified by the Student Study

Team (SST) process through one or more of the following methods:


analysis of student classroom work, performance on student research reports and inquiry

projects;

benchmark assessments;

CST scores, instructional software assessment scores;

teacher observation;

curriculum-based measurement;

academic grades; and

other school-approved screening criteria.

PLAN FOR STUDENTS WHO ARE ACADEMICALLY HIGH ACHIEVING

LBCS will meet the educational needs of academically high achieving students through their full

participation in the IB Program. The outcome of the program is to graduate students who are:

Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-

takers, Balanced, Reflective, and Patriotic. Students will be engaged in in-depth research projects

and will be required to present research findings and demonstrate knowledge and communication

skills (both verbal/linguistic and visual) at schoolwide Project Exhibition events.

PLAN FOR ENGLISH LEARNERS

LBCS will identify English learners and their needs through the Home Language Survey, and the

California English Language Development Test (CELDT) assessment administered by a District

specialist. The identified needs of English learners will be met through an appropriate ELD

curriculum and instructional strategies, self-paced instructional software, peer and/or cross-age

partnering, differentiated instruction, and other accommodations as relevant and needed.

PLAN FOR SPECIAL EDUCATION

LBCS recognizes the important obligation of providing effective educational opportunities to all

of its students, regardless of special needs. In order to meet this obligation, LBCS will provide

special education services with the District’s support as specified in this charter and in

accordance with the SELPA rules and State and Federal law.

All special education programs and services at LBCS are or will be provided and/or supervised

by appropriately credentialed staff, in accordance with the IEP, and per agreement with the

District.


LBCS understands its legal responsibilities for meeting the needs of special education students

and the special education staff will carefully adhere to the time frames and guidelines stipulated

by LUSD (LEA) and the SELPA.

III. MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA

Every LBCS student has an individualized learning plan that clearly identifies goals, outcomes

and benchmarks and student progress toward reaching the targets will be discussed during

student-led school/family conferences.

STUDENT OUTCOMES

In keeping with the educational philosophy of the LBCS, measurable student outcome goals for

all students are as follows:

1. All students will progress towards achieving the Common Core State Standards at an

advanced level as measured by the Statewide Testing and Reporting (STAR) program on

the California Standards Tests in Language Arts, Mathematics, Science and Social

Studies at the grade levels determined by the State.

2. All students will progress towards achieving at advanced level as measured by the

regularly administered District benchmark assessments (mapped to State content and

performance standards).

3. English Learners will advance at least one performance level per year as measured by the

CELDT and local ELD benchmark assessments.

4. All students graduating from LBCS will exhibit mastery of core academic skills and

knowledge in:

a. Language Arts

b. Mathematics

c. Science

d. History/Social Studies

e. Fine Arts

f. Foreign Language

5. Underlying and exhibited throughout each of the above subject areas will be the Learner

Profile outcomes of: Inquiry, Knowledge, Thinking, Communication, Principled

Behavior and Actions, Open-mindedness, Caring, Risk-taking, Balance, Reflection, and

Patriotism.


ACADEMIC PERFORMANCE INDEX

The plan for achieving future API growth targets includes the following elements:

1. Fully implement an inquiry based IB Program at all levels.

2. Fully implement a local benchmark assessment program.

3. Utilize English Language Development (ELD) benchmark assessments to monitor English

acquisition.

4. Implement a targeted staff development program to equip teachers with the tools necessary to

deliver a scaffolded, standards- and inquiry-based IB Program that develops each student’s

knowledge, skills and talents.

5. Monitor student progress and develop learning plans for those students who are falling

behind.

6. Engage in reflective practices to analyze data, share best instructional practices, modify the

delivery of lessons, and plan for future program improvements.

LBCS has met, and continues to meet API growth targets set by the State Department of

Education. LBCS’s 2012 Growth API score is 935. (Appendix 3.) LBCS has met its API

growth target in the prior year, both schoolwide and for all groups of pupils served by LBCS.

(SB 1290; Education Code, §47607(b)(1).)

METHODS OF ASSESSMENT

Assessment is an integral of the three interdependent elements of the program model: the written

curriculum, the taught curriculum and the learned curriculum.

The purpose of assessment in the early grades is principally to determine what the student knows

and understands about the world; to inform and differentiate the teaching and the learning; to

monitor student progress in terms of the student profile and State Standards; to provide feedback

to teachers, students and parents; to monitor the efficacy of the program; and to inform the

professional development of teachers.

As students progress through the grades, the emphasis is on formative as well as summative

assessment, self-assessment, portfolio assessment as well as examinations, tests and guided

coursework. The process of internal, as well as external assessment requires teachers to share and

reflect on their assessment techniques, to come to a common understanding of the assessment

criteria and to standardize the assessment procedures.


State mandated assessments: Students will be assessed annually with all state mandated

assessments in the Statewide Testing and Reporting (STAR) program and any other statewide

standards or student assessments applicable to students in non-charter public schools, including,

but not limited to, the California English Language Development Test, and the physical

performance test.

Local assessments: Teachers will follow the IB Program assessment guidelines, processes for

ongoing assessments, expectations and rubrics.

USE AND REPORTING OF DATA

Data on student achievement will be collected, analyzed and reported to school staff, parents and

guardians through the following measures.

1. Methods of collecting data:

School benchmark assessments.

Data reports provided by the State as part of the California Assessment System.

Teacher collected data: performance on daily work, teacher observations,

homework, portfolios, projects and student attendance.

Survey results.

2. Forums for analyzing data:

Teacher analysis and reflection on collected student data.

Grade level and team meetings.

Parent-teacher conferences.

Staff meetings.

Intervention teams.

Student Study Teams.

Administrative meetings.

LBCS Alliance of Parents, Teachers and Students meetings.

PAC (Parent Action Committee) meetings.

School Board meetings.

3. Means of reporting data:

• Student STAR Reports on the California Standards Tests (CST's) and CAT/6.

• Parent/teacher conferences.

• Media reporting.

• Board meetings.

• School Accountability Report Cards.

• Ongoing school/home communication.

School staff and advisory committees will utilize the above collected and reported data to

monitor and improve the charter school’s educational program so that the stated measurable

student outcomes can be attained.


IV. GOVERNANCE STRUCTURE OF SCHOOL

The District is directed by the District Board of Trustees (Board of Trustees) consisting of five

(5) members, retaining existing terms and qualifications as defined by the County Election

Board. All meetings conducted by the Governing Board comply with Brown Act requirements

and Board-adopted by-laws. The current election process for the Board of Trustees will remain

in place. The ultimate authority for the governance of the District remains with the Board of

Trustees. The governance structure of LBCS will be as follows:

The Board of Trustees has ultimate responsibility for oversight of LBCS.

The Charter School Director (CSD) has primary responsibility for leading the staff and

implementing the LBCS vision, policies, and day-to-day operation. Additionally, the

Charter Director will oversee the LBCS operations and Charter compliance. The CSD

will report to the Superintendent of District.

A School Site Alliance composed of equal members of parents/community

members/students (upper grades) and staff elected by their peers will provide as follows:

School Site Alliance and Parental Involvement: Ongoing parent involvement is

encouraged through membership or participation in School Site Alliance. This body will

offer guidance and advice to the administration on the school’s curriculum programs. The

Alliance will be responsible for:

• providing advice on curriculum.

• offering input on the selection of materials.

• helping to identify needs and opportunities.

• making program suggestions.

• assisting in the coordination of special events.

• parental/community involvement projects.

• school-community affairs.

• public relations.

• needs assessments.

• enlisting volunteers.

In addition, commitment to parental involvement is required for admission to the charter school.

LBCS has demonstrated parent involvement through Parent Teacher Club fundraising activities,

including Jog-A-Thon, Fall Carnival, Book Fair, Spring Auction, Pledge Drive, and Go the

Distance 24 Hour Relay.


The CSD and Superintendent have approved by-laws of the School Site Alliance. Alliance

recommendations are by majority vote, and implementation will be subject to the CSD’s

approval. All Board of Trustees and LBCS School Site Alliance meetings will be held in

compliance with the provisions of the Brown Act. For a detailed review of the role of the Board

of Trustees, please refer to Board of Trustees by-laws and pertinent policies.

The Board of Trustees is the public officer for LBCS. The Board of Trustees is responsible for

upholding the mission of LBCS by providing for the well-being of the school in the present as

well as in the future. The Board of Trustees will protect the public interest and uphold the public

trust by applying the highest standards of service in governing the school according to the

institution’s Charter, Board adopted by-laws, and relevant State and Federal statutes. It is the

duty of the Board of Trustees to establish policies and assess the performance of the school as a

whole. The Board of Trustees also bears ultimate responsibility for the school’s finances and

facilities.

The District provides all appropriate support services in order to contribute to the successful

attainment of the education goals of LBCS. In general, direct support costs of personnel,

financial, legal, purchasing, and facility services shall be budgeted for and paid by revenue

generated by student average daily attendance as reported by LBCS and included in the overall

budget of the Loomis Union SD. (See Appendix 7.) The dollar amounts for direct services will

be determined by the District Superintendent, whose decision, subject to Governing Board

ratification, shall be final in all cases and under any and all circumstances.

LBCS is under the District’s umbrella with regard to legal services, risk management, and all

other support services as previously stated.

The District shall secure and maintain for LBCS any insurance coverage or minimum liabilities

as required by the District’s current insurance company or joint powers authority.

V. HUMAN RESOURCES

QUALIFICATIONS OF SCHOOL EMPLOYEES

LBCS believes that the quality of professional staff determines the quality of education offered at

the school. It is therefore the responsibility of the administration to locate and recruit the best

candidates to meet the school’s educational needs.

LBCS teaching staff must fulfill their individual responsibilities and work in concert with the

other members of the educational team.

The LBCS administration will be responsible for advertising available jobs and soliciting

applications from qualified candidates. A search committee of administrators, and when


appropriate, teachers and/or outside experts, may be used to screen all applicants and make

recommendations for the candidate pool and possibly interview a small subset of candidates. The

CSD will be ultimately responsible for establishing parameters for the interview process.

LBCS is committed to retaining/employing individuals who are best qualified for the job without

regard to age, race, sex, religion, or handicap to the job. LBCS will adhere to relevant California

and Federal laws in its hiring practices. It is the LBCS administration’s responsibility to obtain a

criminal history check of all school employees and to obtain proof of citizenship or eligible alien

status.

By majority vote the Board of Trustees shall ratify the Superintendent’s hiring of staff and their

placement on the Charter Salary Schedule. The figure for initial salary shall depend on the

academic degrees of the employee, his/her previous professional experience, and/or his/her

expertise as appropriate to the position.

Administrators will hold an appropriate California Administrative Services Credential. The

school may request the Department of Education to expedite the certification of persons qualified

to teach by education and experience. Beyond the guarantee of professional preparation offered

by certification, the LBCS will seek professional staff that are in agreement with and committed

to the mission, goals, and educational approach of the school, as outlined in this document.

In order to continue being creative and flexible in providing an optimal learning environment,

the District maintains the following employment standards:

CHARTER SCHOOLS DIRECTOR (CSD)

The CSD must hold a valid California Administrative Services Credential, or be enrolled

in an administrative credentialing program with the ability to obtain a California

Administrative Services Intern Credential. The CSD will be employed by and responsible

to Superintendent and the Board of Trustees. The CSD shall have a criminal background

check performed pursuant to Education Code section 44830.1.

TEACHERS/INTERNATIONAL BACCALAUREATE PROGRAM COORDINATORS

Classroom teachers and IB Program coordinators teaching core subjects must hold valid

California teaching credentials. They will be employed by the District and will be

responsible to the CSD. Teachers shall have a criminal background check performed

pursuant to Education Code section 44830.1.


CLASSIFIED PERSONNEL

All classified personnel must meet the qualifications and standards established for

employment and are responsible to the CSD. All classified employees shall have a

criminal background check performed pursuant to Education Code section 44830.1.

The LBCS will maintain and/or expand existing District Standards/Criteria and abide by relevant

statutes and regulations for all those who work with students.

STAFF EVALUATION

As part of the staff evaluation procedure, the CSD and Superintendent will specify clearly

defined criteria for performance reviews. These criteria include, but are not limited to:

Commitment to the LBCS mission and goals.

High level of professionalism.

High level of accomplishment in student learning, parental relations and

communication, professional development, and school team contributions.

Evidence of modeling and exemplifying the outcomes expected of students: Inquirers,

Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-

takers, Balanced, Reflective, and Patriotic.

Completion of a service project.

Effective participation on the LBCS team and contribution to the school program.

The CSD and Superintendent are responsible for implementation of the tools to be used in the

staff evaluation process. Each staff member will have performance goals and outcomes for each

year identified by the staff member and by the CSD. Staff will complete a self evaluation that

includes reflection on the yearly personal outcomes. Results of the self evaluation and the

supervisor’s assessment will be discussed during the evaluation conference.

Evaluation of Administrative Staff: All administrators will be evaluated by the Superintendent.

Elements directly related to the administrative duties assigned to each position will be added to

the staff evaluation criteria described in the prior section.


PROFESSIONAL DEVELOPMENT

Among the guarantors of student achievement are high teacher motivation and quality

professional development. LBCS will require all staff to participate yearly in the IB Program

training and in other professional development which emphasizes both content and pedagogy and

which help teachers and staff implement a quality program. Staff will also be expected to

maintain contact with other IB program practitioners and researchers as well as with other

teachers.

Ongoing professional development will focus on:

Instructional strategies arising from the analysis of student performance data.

Strategies for effective parental/community involvement and communication.

Effective student interventions.

Other relevant areas.

Specifically, LBCS provides or has provided significant professional development to its teachers,

including:

Singapore Math Training;

Placer Area Reading Council Literacy Training;

Placer Common Core Math Training;

Placer County SUCCESS Math Grant;

Level 1 and 2 IB Training; and

IB On-Site Workshop Training.

COMPENSATION AND BENEFITS

LBCS will maintain an independent salary schedule for the charter classified and certificated

staff and will provide the same medical and fringe benefits awarded to other District employees.


RETIREMENT SYSTEM

All new employees will participate in State Teacher Retirement System (STRS), Public

Employee Retirement System (PERS), and Social Security, as appropriate.

LABOR RELATIONS

LBCS adheres to all State and Federal laws regarding employees. The LBCS shall be deemed the

exclusive public school employer of the employees of LBCS for the purposes of the Educational

Employment Act (Gov. Code, section 3540, et seq.)

LBCS employees shall not be subject to the collective bargaining or any other implied or explicit

agreement or understanding between the District and certificated or classified employees

employed by the traditional schools. Certificated and classified personnel of LBCS shall be

considered separate from the District’s classified and certificated staff.

RIGHTS OF SCHOOL DISTRICT EMPLOYEES

All employees who voluntarily leave the employ of the District to work in LBCS will be

protected by the rights outlined as follows:

Certificated employees who transfer to LBCS will maintain their seniority/tenure status

with the District for a period of three (3) years. Seniority will continue to accrue for the

employees in the District while employed in LBCS for a period of three (3) years. Time

spent teaching at LBSC shall not apply to the probationary period for the granting of

tenure at the District.

District’s credentialed employees who transfer to LBCS shall retain the right to return to

the non-charter District schools for three (3) years after the transfer to the charter school.

University/College/District credit earned while employed at LBCS will accrue and apply

to the regular salary schedule upon the employee’s return to employment within the

District’s traditional schools.

Liability insurance will be maintained by the District for all Charter employees.

Hiring and dismissal of administrators, teachers, coordinators, and other employees, as well as

the rate of pay/salaries of such individuals, is solely within the discretion of the CSD based upon

the recommendation of the Superintendent and the Board of Trustees. There shall be no

tenure/permanency or other job retention rights or privileges for any LBCS employees. All

employees, administration, classified, or certificated, are “at-will.” All LBCS employees will

sign an “at-will” addendum to their employment contract.


LBCS is not obligated to hire District classified or certificated personnel. LBCS employees are

not subject to the collective bargaining or any other implied or explicit agreement or

understanding between the District and any exclusive representative of certificated or classified

employees. Certificated and classified personnel of LBCS shall be considered separate from the

District classified and certificated staffs. LBCS may create job descriptions for new or unique

classifications and submit them through the Superintendent to the Board of Trustees for

approval.

Under no circumstances shall anyone employed by the District be required to be employed by

LBCS.

As the Board of Trustees, Superintendent, and CSD deem appropriate, District Board policies

and administrative regulations shall be considered and applied to LBCS certificated and

classified staff.

The LBCS may contract with the District for the full- or part-time services of District employees.

Such a formal arrangement would allow the employee to continue to enjoy the full benefits of the

certificated or classified collective bargaining agreement as a continuing employee of the

District. Any such arrangement must not be inconsistent with the provisions of Education Code

section 47605.

Staff will be selected, assigned, and transferred by the CSD in concurrence with the

Superintendent and Board of Trustees (the CSD will be selected by the Superintendent in

concurrence with the Board of Trustees), with the exception noted below:

No District employee will be required to work at LBCS [(Education Code, section

47605)].

HEALTH AND SAFETY

The procedures that the school will follow to ensure the health and safety of students and staff

shall include compliance with the criminal background check requirements described in Sections

44830.1, 45122.1, and 44237 of the Education Code [47605(b)(5)(F)].

LBCS will ensure the safety of the students and staff by complying with all applicable State and

Federal safety laws, by way of illustration and not limitation, with regard to fingerprinting and

tuberculosis testing.

All immunization and health-related issues for both employees and students in LBCS will be

addressed in accordance with existing Board policy and applicable law.

The LUSD, in concurrence with the CSD, shall administer the actual hiring and other

employment-related matters of LBCS. The District shall adhere to existing State laws regarding


fingerprinting and TB and drug testing of employees. The District shall adhere to existing Board

policy pertaining to the safety and health of all employees and students.

DISPUTE RESOLUTION

In the event of a dispute between the District and any employee, the following internal dispute

resolution process shall be implemented:

Reasonable attempts will be made to resolve any disputes at the lowest possible level

first. If, upon due consideration by the appropriate administrator, the issue merits

pursuing, he/she will then take the matter to progressively higher authorities until the

issue is resolved.

Should a dispute arise at the employee level, the CSD will meet with the employee in an

informal setting to discuss and resolve the dispute. The informal meeting shall take place

within ten (10) working days from the day the employee registers the complaint.

If the two parties are unable to resolve the dispute, the aggrieved party will put his/her

complaint in writing and submit it to the Superintendent. The Superintendent will meet

with the two parties within ten (10) working days from the date he/she receives the

written complaint. The Superintendent will render a decision within ten (10) working

days.

If, after the Superintendent has provided a decision, a resolution has still not been

reached, the dispute is then addressed by the District Board of Trustees at a regular Board

meeting. The decision of the District shall be considered binding.

VI. ADMISSION POLICY

LBCS shall not discriminate in enrollment on the basis of disability, gender, gender identity,

gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other

protected characteristic. However, preference within each category of priority listed below may

be granted on the basis of physical disability, educational need or hardship.

No pupil residing within the District shall be required to attend the LBCS.

LBCS will make every effort to achieve a racial and ethnic balance among its pupils that is

reflective of the general population residing within the territorial jurisdiction of the Loomis

Union School District.

LBCS shall be nonsectarian in its programs, admissions policies, employment practices, and all

other operations and shall not charge tuition.


REQUIREMENTS FOR ADMISSION

• The student has satisfied all State and local immunizations and physical examination

requirements, or has provided a District waiver.

• Completion of family interview and Admissions Package.

• Signed parent/student yearly commitment contract that includes family support for the

Charter School philosophy, mission, goals and program; service projects; code of student

conduct; commitment to active parental participation and contribution to the school

program; service hours; and participation in school events.

• Approval of the Charter Director and Superintendent (if needed).

ADMISSION PRIORITIES

If the number of applicants exceeds the school’s enrollment cap, set by grade level if needed, a

random lottery process will be instituted for applicant selection within each category of priority:

• Within each grade level, applications will be sorted according to these categories,

arranged in order of admissions preference.

1. Returning students, including retained students;

2. Siblings of returning students;

3. Children of LBCS staff members;

4. Children of other District staff members;

5. All other applicants for admission. Residents of Loomis Union School District

shall receive two (2) chances in the ensuing lottery and non-residents of

District shall receive one such chance.

• After all grade levels have been completed, names that remain will be placed by

preference category, in drawing order, on the school’s waiting list. Names are drawn

one by one; as each student’s name is drawn, that student and applicant siblings are

immediately placed in their respective grade levels. Siblings who are placed on the

waiting list based on the sibling preference described above will maintain their

current placement on the waiting list, even after their sibling(s) has been promoted to

high school and is no longer a student of LBCS.


ADMISSION PROCEDURES

Application forms request the following types of information; student’s name; date of birth;

grade level; names of siblings also applying; student’s attendance record; disciplinary records;

and a signature verifying that the information is correct and that the parents/guardians are

choosing education at the LBCS for their student.

To be included in the initial application process for each year, application forms must be

submitted to the school by the annual deadline determined by the CSD. The CSD will make all

decisions concerning the status of student eligibility, with the right of appeal to the District

Superintendent. Decisions by the Superintendent are final.

Admission decisions will be made by the process described above on the date set by the Charter

School Director. Parents/Guardians will be informed by mail of each student’s admission status,

and will have fourteen (14) calendar days after the postmarked date on the notification to return a

signed enrollment registration card for each student offered enrollment, or signed waiting list

applicant card for wait listed students. If no form is returned within ten (10) days, LBCS will

make two (2) attempts to contact the family before the fourteen (14) day deadline. If no form has

been returned by the two-week deadline, the student’s admission space or waiting list order will

be given to the next eligible candidate. Parents/guardians who will not be available at the home

address listed on the application form during the notification period should so notify LBCS,

personally/by phone and formally, in writing, to make alternate arrangements.

DISENROLLMENT

Students of families who fail to meet their LBCS obligations may have their enrollment revoked

in accordance with administrative regulations.

ATTENDANCE ALTERNATIVES

No pupil residing within the historical attendance area of the District shall be required to attend

the LBCS.

MEANS OF ACHIEVING RACIAL AND ETHNIC BALANCE

LBCS will make every effort to achieve a racial and ethnic balance among its pupils that is

reflective of the general population residing within the territorial jurisdiction of the District to

which the charter petition is submitted. LBCS will include an open enrollment policy

[47605(b)(5)(G)]. No student shall be denied admittance to the school based on disability,

gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual


orientation, or any other protected characteristic; however, preference may be given on the basis

of physical disability, educational need, or hardship.

LBCS shall be nonsectarian in its programs, admission policies, employment practices, and all

other operations, shall not charge tuition and shall not discriminate against any pupil on the basis

of disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion,

sexual orientation, or any other protected characteristic.

PUPIL SUSPENSION AND EXPULSION

The student, parent/guardian, and LBCS staff will sign a contract with respect to student

conduct. It is expected that parents/guardians will be involved in seeing that contract obligations

are fulfilled. Failure to honor contract obligations, obey staff, break rules or otherwise commit

improper actions may result in the student’s immediate and involuntary dis-enrollment from

LBCS as determined by LBCS administration or the LUSD. The standards of behavior will be

specifically addressed in the Handbook and/or Parent Enrollment Contract.

Students may be dis-enrolled, suspended or expelled, as appropriate, if they or their parents or

guardians violate provisions of the Handbook and/or Master Enrollment Contract or if students

engage in behavior listed in Education Code sections 48900, 48900.2, 48900.3, or 48900.4.

Due process procedures, including the right to appeal, will be established by the District, with

assistance from legal counsel and approved by the Board of Trustees. A copy of such procedures

will be explained and provided to the student and parent/guardian along with the enrollment

contract. A copy of such procedures will also be provided to the student and parent/guardian

whenever revised.

The District shall be the final authority for suspensions and expulsions.

All discipline matters will be conducted in compliance with constitutional due process. In the

case of a pupil’s dismissal for failure to meet the terms of the master agreement, or other

violations, LBCS will notify the Superintendent of the District in which that pupil resides that the

student is no longer enrolled in the LBCS.

VII. FINANCIAL PLANNING, REPORTING AND ACCOUNTABILITY

BUDGET

The District Superintendent, the District Business Administrator, and the Charter School

Director will annually develop a balanced operating budget to be approved by the as a part of the

annual budgetary process. The District’s independent auditor annually conducts audits of the


fiscal operation. The Placer County Office of Education also monitors the district budgetary

process and financial condition of the District and its programs. LBCS has demonstrated

consistent fiscal health.

FINANCIAL REPORTING AND AUDITS

The accounting of the District’s budgets, revenues and expenditures are conducted in accordance

to the Board of Trustees’ Policies and Administrative Regulations. The Board of Trustees

contracts an independent outside auditor to conduct the annual audit of fiscal and programmatic

operations and report finding to the Board.

LBCS’s financial affairs/transactions will comply with Generally Accepted Accounting

Practices, District guidelines and State and Federal mandates. A thorough audit will occur once

annually by a qualified auditor hired per District policies. The auditor will be the same auditor

that performs the annual District audit.

The Board of Trustees shall require appropriate measures to be taken to correct audit exceptions

and deficiencies. The District and appropriate LBCS staff and administrators shall be responsible

to the Board of Trustees for resolving any such issues in a timely and responsible manner. Audit

exceptions related to the LBCS will be addressed following the same process used with District

audits.

INSURANCE

LBCS will acquire general liability, worker’s compensation and other necessary insurance

coverage through carriers approved by the District.

ADMINISTRATIVE SERVICES

LBCS will contract with the District for business/administrative services including personnel

transactions, payroll, and accounting.

FACILITIES

LBCS is located at 5438 Laird Road, Loomis, CA 95650, and intends to remain in that facility

indefinitely. Facilities line items are contained in Appendix 7.

TRANSPORTATION

The LBCS will not provide transportation service.


ADDITIONS, DELETIONS, AND MODIFICATIONS OF THE CHARTER

Requests for changes to the Charter shall first be sent to the CSD for consideration. He/she will

consider such requests and, as deemed appropriate, forward such requests to the Board of

Trustees. The Board of Trustees shall not consider requests to change the Charter until the CSD

has first done so and prepared a written finding(s) with a recommendation(s).

Any material revisions of the charter must be approved by the Board of Trustees.

Any element of the Charter that, through legislation or legal ruling, is deemed to be outside the

intent of existing charter school legislation, will be removed from the Charter. Such a situation

would not render the remaining portions of the Charter invalid nor result in the loss of the

Charter.

SCHOOL CLOSURE PROCEDURES

In the event that a charter school closes, LBCS will:

Identify an entity that will conduct closure-related activities ("Closure Entity").

Provide closure notice to stakeholders, including, among others, parents and the

charter authorizer.

Provide a list of pupils, with grade level and completed classes, to the Closure Entity.

Transfer and maintain pupil records to the Closure Entity.

Transfer and maintain personnel records in accordance with law.

Complete an independent final audit within six (6) months of closure.

Dispose of any net assets remaining after liabilities have been paid.

Complete and file annual reports required under Education Code section 47604.33.

Identify funding to perform these activities.

VIII. IMPACT ON THE CHARTER AUTHORIZER

The charter authorizer, the District, will not be adversely affected by the implementation of a

charter school program within the District. The charter school is part of the strategic plan and the

District fully supports the program. The District will provide facilities and will support services

in accordance with the charter petition.


IX. PROVISIONS SPECIFIC TO RENEWAL PETITIONS

Education Code section 47607 and SB 1290 set forth certain requirements specific to renewal

petitions. Specifically:

The authority that granted the charter shall consider increases in pupil academic

achievement for all groups of pupils served by the charter school as the most important

factor in determining whether to grant a charter renewal.

A charter school that has been in operation for four (4) or more years, shall meet the

following criteria before receiving a charter renewal:

API growth target in the prior year or in two of the last three years both

schoolwide and for all groups of pupils served by the charter school.

LBCS has met or exceeded these requirements, as follows:

a. API Scores

LBCS met its API growth target for 2012, schoolwide and for all groups of pupils.

(Appendix 3).

b. Adequate Yearly Progress

LBCS and has met Adequate Yearly Progress (AYP). (See Appendix 5.)

c. CST Scores

LBCS has demonstrated outstanding student achievement in the CST. In the most

recent testing cycle, zero percent (0%) of students scored far below basic in

English-Language Arts and Mathematics, and only very small percentages scored

below basic. The vast majority of students tested as proficient and advanced. As

one example, seventy six percent of LBCS’s fifth grade students scored advanced

in English-Language Arts. In addition, only a very small percentage of students

were far below basic or below basic in Science, with the vast majority of students

scoring proficient and advanced (eighty six percent (86%).) (See Appendix 4 for

score data.)

LBCS clearly meets, and exceeds, the charter renewal requirements in Education Code section

47607.


Appendix 1 -- Assurances

As the authorized representative of the applicant, I hereby certify that the information submitted

in this application for a charter for Loomis Basin Charter School, located at 5438 Laird Road,

Loomis, CA 95650 is true to the best of my knowledge and belief; I also certify that this

application does not constitute the conversion of a private school to the status of a public charter

school; and further I understand that if awarded the charter, the school:

1. Will meet all statewide standards and conduct the student assessments required, pursuant

to Education Code section 60605 and any other state wide standards authorized in statute, or

student assessments applicable to students in non-charter public schools. [Ref. Education Code

§47605(c)(1).]

2. Will be deemed the exclusive public school employer of the employees of the charter

school for the purposes of the Educational Employment Relations Act (Chapter 10.7

(commencing with §3540) of Division 4 of Title 4 of Title 1 of the Government Code. [Ref.

Education Code §47605(b)(5)(O).]

3. Will be nonsectarian in its programs, admissions policies, employment practices, and all

other operations. [Ref. Education Code §47605(d)(1).]

4. Will admit all students who wish to attend the school, and who submit a timely

application, unless the school receives a greater number of applications than there are spaces for

students, in which case each applicant will be given a chance of admission through a lottery

process. [Ref. Education Code §47605(d)(2)(B).]

5. Will give admission preference to students in the attendance area of the converted public

school. [Ref. Education Code §47605(d)(1).]

6. Will not discriminate against any student on the basis of disability, gender, gender

identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any

other protected characteristic. [Ref. Education Code §47605(d)(1).]

7. Will adhere to all provisions of federal law relating to students with disabilities including

the IDEA, Section 504 of the Rehabilitation act of 1974, and Title II of the Americans with

Disabilities Act of 1990, that are applicable to it.

8. Will meet all requirements for employment set forth in applicable provisions of law,

including, but not limited to credentials, as necessary. [Ref. Education Code §47605(l); 5 CCR

§11967.5(f)(5).]


9. Will ensure that teachers in the school hold a Commission on Teacher Credentialing

certificate, permit, or other document equivalent to that which a teacher in other public schools

are required to hold. As allowed by statute, flexibility will be given to non-core, non-college

preparatory teachers. [Ref. Education Code, §47605(l).]

10. Will at all times maintain all necessary and appropriate insurance coverage.

11. Will follow any and all other federal, state and local laws and regulations that pertain to

the applicant or the operation of the charter school.

12. Will comply with all conflict of interest laws.

13. Will meet all instructional minute requirements for charter schools. [Ref. Education

Code, §47612.5.]

______________________________ ______________________________

Erika Sloane, Charter School Director Date


Appendix 2 – Program of Inquiry


Appendix 3 – API Scores


Appendix 4 – CST Scores


Appendix 5 – Adequate Yearly Progress


Appendix 6 - Organizational chart

LU Loomis Union School District Organization


Appendix 7 -- Budget

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