academia semillas del pueblo charter final1.11.07

……………………………………………… CHARTER OF ACADEMIA SEMILLAS del PUEBLO Los Angeles Unified School District Charter School Application | December 2006

TEOTLANEPANOLMACHILIZCAHUAHLOTL

EL PLAN DEL CONOCIMIENTO DE LA VIDA

CHARTER

OF

Academia Semillas del Pueblo

A CALIFORNIA PUBLIC CHARTER SCHOOL


XINAXCALMECAC

Academia Semillas del Pueblo Charter School is dedicated to academic excellence, an appreciation of the cultural and intellectual heritage of Indigenous Peoples and the promotion of positive social awareness. We consciously strive to provide students effective and comprehensive pedagogy through a globally inclusive curriculum within a positive, supportive learning environment involving students, teachers, parents and staff.


“EDUCAR ES SEMBRAR LAS SEMILLAS DEL PUEBLO”

“To educate is to sow the seeds of the People.”

- Dr. Juan Gómez Quiñones

TOTLAMACHILISMACHTIHLOTL To-tla-ma-chilis-mach-tih-

lo-tl


Nuestra Sabiduría Ancestral de la Vida Our Ancestral Knowledge of Life

“ Los padres son los primeros maestros de los niños,

y los maestros son sus segundos padres.”

“Parents are a child’s first teachers, and teachers are a child’s second parents.”

- Traditional

Ipan in Xihtzi Chicome Tochtli, Ipan in Xiuhpoualtzi Panquetzaliztli, Ipan in Tonaltzi Tze Coatl


dG


Table of Contents Assurances _____________________________________________ 7 Introduction to Charter Renewal: The Accomplishments and Achievements of the First term of Academia Semillas del Pueblo Charter School _________________________________ 9

Element 1______________________ The Educational Program 44

Element 2__________________ Measurable Student Outcomes 76 Element 3________________________ Methods of Assessment 80 Element 4___________________________________ Governance 88 ______________________________________________ Element 5______________________ Employee Qualifications 95 Element 6_________________ Health and Safety Procedures 102 ______________________________________________ Element 7____________________ Racial and Ethnic Balance 107 ______________________________________________ Element 8_______________________ Admission Requirements 109 ______________________________________________ Element 9___________ Annual Independent Financial Audit 112 ______________________________________________ Element 10_____________________ Suspension or Expulsion 113 Element 11___________________________ Retirement System 122 ______________________________________________ Element 12_______ Public School Attendance Alternatives 123 ______________________________________________ Element 13_____________________________ Employee Rights 124 ______________________________________________ Element 14__________________________ Dispute Resolution 128 ______________________________________________ Element 15_____________________________ Labor Relations 130 Element 16______________________________ Other Elements 131


ADDENDA ______________________________________ Attached Grade Level Benchmarks Program of Inquiry Matrix and Sample Lesson Plans LAUSD Comprehensive Site Review DVR Summary Report OSASIP Independent Evaluation WestEd Independent Evaluation HPSG Application Western Alliance for the Study of School Climate (WASSC) Climate Survey Awards By-laws Articles of Incorporation Budget Supporting Teacher Signatures Supporting Parent Signatures Pledges for Educational Equity: Community Support for Academia’s Renewal


THIS PAGE INTENTIONALLY LEFT BLANK

Assurances As the authorized representative of the applicant for renewal, I hereby certify that the information submitted in this application for the renewal of the charter for the Academia Semillas del Pueblo (“Academia”), to be located within the Los Angeles Unified School District (“District”) boundaries, 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. Further, I understand that if awarded the renewal of the charter, Academia is committed to the following affirmations:


• Academia shall conduct all required pupil assessment tests pursuant to Education Code Section 60605 or any other pupil assessments applicable to pupils in non-charter public schools.

• Academia shall meet all statewide standards applicable to non-charter public schools.

• Academia shall be nonsectarian in its programs, admission policies, employment practices, and all other operations.

• Academia will not charge tuition.

• Academia will not discriminate on the basis of race, ethnicity, national origin, gender, or disability.

• Academia will admit all pupils who wish to attend Academia, subject only to capacity.

• The Meetings of the Council of Trustees for Academia shall be held in accordance with all federal and state laws governing non-for-profit organizations.

• Academia shall comply with the Individuals with Disabilities in Education Improvement Act of 2004 (“IDEIA”), Section 504 of the Rehabilitation Act (“Section 504”), and the Americans with Disabilities Act (“ADA”).

• Academia shall comply with the Public Records Act and the Family Educational Privacy Rights Act (“FERPA”).

• Admission to Academia shall not be determined according to the place of residence of the pupil, or of his or her parent or guardian, within California. This is subject only to capacity and the admissions procedures and preferences stated herein.

• Academia shall continually strive for a healthy, collaborative, synergistic relationship with the District without imposing a burden or liability on the District.

• Academia shall offer, at a minimum, the same number of minutes of instruction set forth in paragraph (1) of subdivision (a) of Education Code Section 47612.5 for the appropriate grade levels.


• Academia shall maintain written contemporaneous records that document all pupil attendance and make those records available for audit and inspection.

• Academia shall comply with all laws related to the minimum and maximum age for public instruction.

• Academia shall meet all requirements for employment set forth in applicable provisions of law, including, but not limited to, teaching credentials, fingerprinting and background checks, as required by law.

• Academia shall ensure that teachers in Academia 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, and are highly qualified as required by the No Child Left Behind Act (“NCLB”). As allowed by statute, flexibility will be given to non-core, non-college preparatory teachers.

• Academia shall on a regular basis consult with its parents and teachers regarding Academia’s educational program.

• Academia shall at all times maintain all necessary and appropriate insurance coverage.

• Academia facilities shall comply with the California Building Code, as adopted and enforced by the local building enforcement agency with jurisdiction over the area in which Academia is located.

• Academia shall notify the Superintendent of the school district of the pupil’s last known address within 30 days of the pupil being expelled from or leaving Academia without graduating. Academia shall 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, upon request.

• Academia shall comply with all applicable provisions of the No Child Left Behind Act.

• Academia shall comply with all other applicable federal, state and local laws.


______________________________________ ___________________ Dr. Juan Gomez Quiñones, Board President Date


Academia’s sixth grade students have out

performed their peers in East Los Angeles public

schools scoring a disaggregated API of 632

Introduction to The Renewal Charter: The Accomplishments and Achievements of The First Term of Academia Semillas del Pueblo Charter School

ACADEMIA SEMILLAS DEL PUEBLO CHARTER SCHOOL (“Academia”) is dedicated to academic excellence, an appreciation of the cultural and intellectual heritage of Indigenous Peoples and the promotion of positive social awareness. We consciously strive to provide students effective and comprehensive pedagogy through a globally inclusive curriculum within a positive, supportive learning environment involving students, teachers, parents and staff. Academia is a high quality public charter school. We believe learning best occurs when it is an act of love and the product of community. Academia has achieved academic success and has developed important and effective dimensions in community-based schooling. The following summary documents the school’s achievements and accomplishments across multiple domains. Academia has successfully implemented innovative and effective approaches to educating students. Academia’s instructional strategies are most effective in serving historically discriminated communities currently serviced by underperforming schools. Academia’s two campuses have eased the shortage of school facilities and seat space in overcrowded areas of East Los Angeles in particular as full day Kinder is implemented in the District, and in the middle school grades. Academia continues to close the achievement gap among students of various backgrounds by better preparing English Learners and children of historically discriminated communities.

A. Achievement in Academics


Overall, the number of AYP Criteria met by Academia students have increased by almost 100% since 2003,

Parents all over Los Angeles continue to seek out Academia’s academic and cultural program. Academia has continued to grow in enrollment. Starting with 139 students in 2002-2003, our student body has more than doubled with current enrollment K-7 at 340 students. (see Figure 1) School personnel maintain an annual list of interested parents. Over one hundred students are currently waiting for an opportunity to enroll in Academia’s challenging university preparatory program. Moreover, current attendance rates have surpassed our past high rates during this year’s first reporting period achieving a 99% attendance rate school wide.

1. Meeting Growth Targets Academia has attained its Academic Performance Index growth targets in the past 2005-2006 academic year and cumulatively two out of the last three years. Moreover, Academia’s sixth grade students have out performed their peers in East Los Angeles public schools scoring a disaggregated API of 632 in 2006 (see Figure 2). Meeting this achievement goal is significant in a number of ways. The students in this cohort were enrolled as third graders in the first year of our school’s existence and also constitute Academia’s first graduating class. It is also a testament to the effectiveness of the school’s curricula and pedagogy designed to prepare students for a university education. In 2003, Academia’s baseline API was 559, which indicates a growth of 73 points. Our sixth graders demonstrated greater API improvement than students in surrounding schools. Of significance, Academia met its overall API Growth Target for 2006 (see Figure 3), while students at the two other local middle schools have failed to meet growth targets since 1997.

2. Continued Annual Progress Academia students have made significant progress as measured by Adequate Yearly Progress indicators (see Figure 4). The California Department of Education recognizes that in 2005, Academia, “had significant demographic changes and will not have any growth or target information”.

1 Yet, our school continues

to work towards our goal of one hundred percent achievement of all AYP Criteria for all subgroups. Every year, our school’s growth in enrollment has changed the way our AYP is measured by increasing the number of AYP

1 http://api.cde.ca.gov/APIBase2006/2006GrowthSch.aspx?allcds=19647336119929


Criteria to be met. Academia students have increased the number of criteria met every year. Academia students met 100% of the AYP Criteria set for schools in 2003 and 2004. In 2005, the number of Criteria rose to 13, and Academia students met 46% of these Criteria. In 2006, the number of AYP Criteria increased to 17, and Academia students met 65% of these. Overall, the number of AYP Criteria met by Academia students have increased by almost 100% since 2003, our baseline year. Academia has developed a plan to provide student intervention services to provide support for struggling learners. Academia will continue to implement its strategic intervention plan for student success by analyzing student performance at regular intervals during the academic year. (See attached HPSG Application).

2. Learning Language: Acquiring English Through A Multilingual Program Academia’s state standardized CELDT test results indicate English Learners are moving towards English proficiency at a rate exceeding LAUSD’s (see Figure 5).

Moreover, the CDE recently added a new Title III accountability report called Annual Measurable Achievement Objectives (AMAO’s). These reports track the progress English Learners are making towards English Proficiency. There are two years worth of data for Academia (see Figure 6). AMAO 1 reports the percent of students reaching annual progress in learning English on the CELDT. Students went from not reaching the target in 2004 (46.8%) to exceeding the target in 2005 (64.8%). AMAO 2 reports on students attaining CELDT defined English Proficiency. Again students went from not making the target in 2004 (20.6%) to making the target in 2005 (38.9%). More than 70% of English Language Learners that enrolled in Academia in the third grade in 2002, achieved CELDT defined English Proficiency by the fifth grade (see Figures 7,8, and 9).

This success in learning English is an expected outcome of our dual immersion methodologies and of the enrichment of primary education by the additional instruction of their mother tongue, Nahuatl and a foreign language, Mandarin. Once our students learn English they can outperform monolingual students at their grade level

2.

2 See Lambert, W. E., & Cazabon, M. (1994). Students' views of the Amigos program. (Research Report No. 11). University of California, Santa Cruz: National Center for Research on Cultural Diversity and Second Language Learning.


A greater percentage of students of Academia are healthier than their

peers in the neighborhood district

3. Meeting Grade Level Standards Academia’s students have surpassed goals of expected achievement in grade level standards.

The number of students that have achieved grade level standards since our first year (2002-2003) has increased by 19% over four years. Our first year’s second and third graders represent a cohort of students now in the 6th and 7th grades. By the end of the 2006 academic year, ninety-seven percent (97%) of this cohort achieved grade level standards, exceeding our expected goals (see Figure 10).

4. Wellness & Fitness Childhood obesity has become a national concern. Most understand the impact of unhealthy living on academic success. At Academia, wellness is a priority. A greater percentage of students of Academia are healthier than their peers in the neighborhood, district and the state (see Figure 11). Academia students outpaced their fifth grade peers in the Physical Fitness Test (PFT) across the state. Forty percent (40%) of Academia fifth graders achieved all State of California fitness standards compared to only 25.6% of fifth graders statewide. In the LAUSD, only 19.7% of fifth graders met all fitness standards. While in El Sereno, some neighboring schools reported that an average of only 14% of their students met all fitness standards. The State of California has also adopted Healthy Fitness Zone (HFZ) benchmarks. Academia students outpaced their peers in several HFZ benchmarks as measured by Physical Fitness Tasks. Academia students outperformed their peers in four key Fitness Tasks: Body Composition, Trunk Extension Strength, Upper Body Strength and Flexibility. According to the HFZ Body Composition indicators, Academia students are on the whole 13% more fit than the District students overall and up to 15% more fit than local peers.

One hundred percent of Academia students met HFZ standards for Trunk Extension Strength, while only approximately 88% of students did so district and statewide. Eighty percent of Academia students achieved HFZ standards while only 63.5% and 67.1% of students District and statewide respectively. Eighty percent of Academia students achieved


“the site assessment team found a unique and highly

successful charter school ”

HFZ standards in Upper Body Strength while only 63.5% of LAUSD and California students did, respectively. Additionally, 93.3% of Academia’s fifth grade class achieved HFZ standards for Flexibility while only 63% of students District-wide met these and only 50.8% of their peers in the neighboring school met these standards. Our students’ success in fitness is an expected outcome of our cultural visual and performing arts program that includes regular instruction in Yang style Tai Chi Chuan, QiGung, and traditional Aztec dance.

B. Accomplishments In School Organization At the request of the National Council of La Raza and with the agreement of the administration of Academia, Foundations for a Brighter Future, an East coast based professional independent school evaluation organization, applied its On-Site School Assessment School Improvement Process (OSASIP) at Academia in November of 2004. Academia considers this external evaluation to be an accurate mid-charter evaluation as agreed to in our first term. The OSASIP is designed as a comprehensive means of evaluating school effectiveness and assisting schools in developing a plan for improvement. The OSASIP team reviewed all aspects of school performance in “Essential Building Blocks for School Success” that make up the OSASIP: Accountability and Planning; After School; Business and Finance; Curriculum; English Language Learning; Governance and Educational Law; Human Resources; Instruction; Leadership; Parent and Community Involvement; Professional Development; School Climate and Student Behavior; Student Assessment; Student Health and Support; and Supplemental Funding. These ‘Building Blocks’ were selected by Foundations because of their importance to student achievement. According to the OSASIP report, “the site assessment team found a unique and highly successful charter school.”3 Additionally, the OSASIP report indicated that:

“At Academia Semillas del Pueblo Charter School, 79% of the total number of Components across all Building Blocks were rated as meeting or exceeding expectations. This represents an exceptional accomplishment. Closer analysis shows that

3 On-Site School Assessment School Improvement Process (OSASIP) at Academia Semillas del Pueblo Charter School in November of 2004, p.66.


“The school has truly made parents partners

in the education process.”

the percentage of Components rated as meeting or exceeding expectations is highest (93%) in the first tier where the greatest impact on student achievement resides. Sixty percent (60%) of Components in the second tier and just over two-thirds (67%) in the third tier met or exceeded expectations.”

4

In 2004, with the support of the Raza Development Fund, Academia contracted a second nationally recognized independent evaluation firm, WestEd. Given the cultural focus of the school, the administration of Academia invited WestEd’s Culture and Language in Education Research (CLE) unit to conduct an evaluation and technical assistance project for the school. Two major purposes of the evaluation were to: 1) provide an assessment of Academia’s success in providing a learning climate based on the core mission and goals of the school and to identify key issues that the school should address as it plans for its future and 2) facilitate the development of a strategic plan template for school-wide action planning based on evaluation findings and ongoing collaboration. The WestEd study reports that the evaluators, “We observed many examples of their vision being realized in practice and believe that the school is fulfilling its essential mission of becoming a transformative institution that ‘grounds strong academic standards in the cultural and collective realities’ of the students. Structures for cultural learning and living skills go beyond the student level. They also serve as mechanisms to promote community involvement, capacity building and service to others.”5 Educational experts have affirmed that ways of becoming a transformative school impact education even beyond our doors. Dr. Linda Rogoff, co-author of Learning Together, has written, “There is a big differences between improving schools and restructuring schools. School improvement applies new knowledge and ideas to existing programs. It is a tinkering process. School restructuring, on the other hand, is a process in which entirely new systems and conditions are created.”

6 Academia is not tinkering, it is

transforming.

These studies were important to meeting Academia’s mission of excellence in education. Both studies highlighted best practices and made recommendations for improvement as a part of our on-going cycle of reflection and improvement. Importantly, all of the major

4 ibid., p.67 5 WestEd Evaluation Report for Academia Semillas del Pueblo, Executive Summary, July 6, 2006 6 Rogoff,L., Goodman Turkanis, C., and Bartlett, L. Learning Together: Children and Adults in a School Community. Oxford University Press. 2001.


findings in the studies have been included in our plans for strategic school development. Below are some of the positive findings highlighted by these studies and other internal methods of assessment.

1. A Living Community

Extensive Parent Engagement: Community based schooling Parent engagement continues to grow and exceed that of other local schools. Not only are Special Education parents extremely informed of the educational program of their children, but all parents have been engaged by the school culture, Indigenous pedagogy, International curriculum and plethora of involvement activities and forums. Parents are active members of our Governance Council. Parents regularly attend monthly meetings with their children’s teachers. One hundred percent of our parents have participated in at least one method of parent engagement (see Figure 14). Parents participate fully in quarterly community assemblies. Parents regularly assist in the classroom and volunteer as docents on student field trips. Importantly, parents also provide leadership in community celebration and issues involving school safety. In 2004, the OSASIP reported that, “The school has truly made parents partners in the education process. Parents and school staff collaborate at all levels to provide support to the children and the school as a whole. Teachers and parents speak highly of each other’s commitment to open communication and ongoing cooperation for the benefit of the children.”7

In Community-Based Education for Indigenous Cultures, author David Corson8 argues that community-based education is a means of combating the tendency of governments to view educational policy and curriculum in terms of the economic market. The author identified exploitative economic social relations as the root of educational failure in modern society, and as the source of alienation in schooling for Native Peoples. Importantly, Corson emphasized that Native Peoples have found that, “community-based education has become central to cultural and linguistic revival”.

9 According to Corson, schools that

engaged in community-based education in Native communities organized a collective response to the individual needs of Indigenous students. Most important in community-based

7 On-Site School Assessment School Improvement Process (OSASIP) at Academia Semillas del Pueblo Charter School in November of 2004, p.5. 8 Corson,1998 9 ibid., p. 239


… transformative and purposeful…

WestEd

education is the process by which schools, such as Academia, work to engage the community’s wisdom and not simply convey the work of the school to parents.

10 Academia

excels in the practice of community-based education through its governance model and educational practices as well as its high rate of success in parent engagement. At Academia, parents have been involved in all aspects of school governance from school management, to curriculum design to field trip supervision. Academia has been characterized as transformative and purposeful in the recently completed study of the school by WestEd. Positive School Climate Native Language and Culture have successfully and positively affected student learning and motivation at Academia. The mission and vision of Academia reflect a collective path that adults have forged to organize a better school for the children of the community. According to an internal climate survey conducted by school personnel, the school community is perceived as living its mission. (See attached school climate) Students perceive the school as being inclusive of their families. Moreover, students are highly motivated to learn because of the culture generated and support received by the adults in and around the school environment. Based on the recent study conducted by WestEd, the school was characterized as having “structures for cultural learning and living” that encompass the entire learning community, “as mechanisms to promote community involvement and capacity building and service to others.”11 The WestEd study also describes this strength as follows: “Just as the spectrum of four languages and worldviews is evident, it is also by design that Academia Semillas del Pueblo enacts a pattern of relationships at the school that reflects an indigenous ethos. This can be seen in the collective approach to teacher development, parent participation, cooperative learning and inquiry, and in the recognition of value and responsibility of all stakeholders.”12

Expanding Social responsibility Academia has developed a variety of ways to expand social responsibility both among our students and our community. Students regularly engage in reflection and character building through our cultural practices of Danza Azteca

10 ibid., 1998 11 ibid 12 ibid


and the martial arts instruction of Tai Chi. In addition, students engage in the use of a Xinaxtin or ‘seed’ character development plan we have developed to emphasize a supportive and socially respectful school culture through self reflection. Students and staff are united by a sense of belonging. Students express their feelings in respectful and constructive ways to appreciate our community’s diversity. In many ways, culture is a framework for youth development of characteristics and ways of relating that are Indigenous. It helps students to understand themselves as human beings, and it revolves around relationships. These internal practices have been lived by our students hand-in-hand with practices of community service. Students often participate in community events including clean-ups, environmental awareness activities, acts of civil engagement and gang reduction. Our parents have contributed to our expanding social responsibility as well as organized community members in a variety of public forums and gatherings. Our teachers have been invited to participate in a variety of workshops, forums and conferences to present on the effects of their work as well.

Collaborative School Leadership The Academia school community values, validates and benefits from each member’s leadership and contributions to reciprocal learning and the school development process. By carefully selecting elders and adult team members, the school models value levels of higher consciousness that follow in the ways of ancestral traditions, cultivating deep awareness and leadership qualities in all of its membership. In 2004, the OSASIP team noted that, “The staff of Academia Semillas del Pueblo Charter School reflect the dedication and passion of the two co-principals. The teachers are hard working, dedicated professionals committed to their students, their families, and the school.”13 Academia incorporates alternative perspectives and fosters a strong sense of collective commitment to the school’s success. The 2004 OSASIP review additionally found that,

“the two co-principals for the dedication and passion that is so evident in everything they do for the school. They are both intelligent, competent, tireless individuals committed to excellence. Their concern for the students, staff, and parents of Academia Semillas del Pueblo Charter School is quite evident. They lead by example and the tone they set

13 On-Site School Assessment School Improvement Process (OSASIP™) at Academia Semillas del Pueblo Charter School in November of 2004, p.5.


for the school is one of excellence. They have effectively communicated the mission and vision of the school and the beliefs and values of the school culture. As a result of their leadership, the staff reflects their dedication and commitment to Academia Semillas del Pueblo Charter School. They are excellent role models to follow.”

14

2. Building Capacity International Curriculum: Becoming a World School This year Academia received a grant to train teachers on the highly praised educational system developed by the International Baccalaureate Organization (IBO). Academia has already begun to implement the IB educational system through the Primary Years Program (PYP). Academia will also work to gain IBO authorization for the Middle Years Program (MYP) as well as to provide a continuum of powerful education for our students. The PYP and MYP teach children world citizenship and encourage them to be active learners, well-rounded individuals and engaged international citizens. Academia wishes to be authorized as an IB World School and join the community of state, private, national and international schools from every region of the world. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Academia believes is important for our students. Only schools authorized by the IBO as IB World Schools can offer any of its three academic programs: the Primary Years Program (PYP), the Middle Years Program (MYP), or the Diploma Program. Academia will become a candidate school and aspires to being an IB World School, offering the PYP/MYP. Candidate status gives no guarantee that authorization will be granted. Schools applying to offer the PYP or MYP must begin implementing these programs before the school is granted IB World School status. A delegation appointed by the IBO will schedule a visit to the school and report on the school’s progress and capacity to deliver this program. If the outcome is positive, Academia will be authorized to offer the program and will attain the status of IB World School. For further information about the IBO and its program, visit http://www.ibo.org. Academia will strive to become one of the 1,855 schools in 124 countries, and the first primary school in East Los

14 ibid.


Angeles to be authorized as an IB World School. Academia’s 350 students, from K-7th grade, will be part of the over 200,000 students to receive the IB’s three challenging programs worldwide. Each program includes a curriculum and pedagogy, student assessment, teacher development and a process of school authorization and evaluation. Excellent Professional Development As a part of the decision to implement the International Baccalaureate Primary and Middle Years Program, our teachers have engaged in extensive inquiry based professional development with International curriculum consultant and through IB seminars. Before the IB, Academia has been successful at developing and tailoring its professional development needs both internally and through the use of external entities such as WestEd, Charter School Development Center, and the National Council of La Raza. Academia has also participated in LAUSD sponsored professional development activities. Professional development for the next chartered term will focus upon the International Baccalaureate and Indigeneity to further student enrichment. Rigorous and well-planned Curriculum Most recently, through the International Baccalaureate Program trainings, Academia has developed a cohesive curriculum matrix that is coordinated across subject matter and across the grade levels. This is a part of the IB Continuum from the Primary Years through the Diploma Program. Likewise, Indigenous curriculum has been designed through the study of best practices among Native educators and schools across the continent. WestEd has been and will continue to be instrumental in guiding the development of our Indigenous pedagogy and curriculum through their Language and Culture in Education division. The staff of Academia has accomplished a formidable task in curriculum development in preparation for the IB accreditation process. According to an IB representative, “It surpasses what has been done by some recently accredited IB schools”. In response to WestEd’s study recommendations, a full-time curriculum specialist facilitates coordination of school-wide development and implementation, ensuring continuity and articulation across and within grade levels.


(See attached 2006-2007 Program of Inquiry and lesson plans for an example of the curriculum articulation and planning across grade levels and subject matter.)

Using Technology in the Classroom The demands of an increasingly technological society require that individuals respond to this reality in a caring, critical and resourceful manner. All teachers at Academia utilize technology in instruction for both inquiry based teaching and collaboration among the staff. Academia believes that technology should not be a fetish of the few. At Academia we aspire to use technology to develop creative problem solvers who are caring and responsible individuals, able to respond critically and resourcefully to the demands of an increasingly technological society. For example, our Nahuatl instructor has developed video resources to enrich and archive the Nahuatl language instruction. A variety of electronic media are used to engage students of all ages in language learning. Technology needs to be considered as a tool that enhances everyone’s educational experience, their research and communication skills, their literacy and content knowledge, as well as their efficiency. Therefore, building technology skills is in line with our goals to prepare students for technological proficiency in the global world. As part of the staff’s professional development, integration of technology in the curriculum for student use is being developed, incorporating the monitoring of its effectiveness, and its impact on capacity building and student learning. Financial Soundness and Facility Development Academia has been determined to be “Financially Sound” by the California Charter School Finance Authority, an entity of the State Treasurer, for the purposes of the Charter School Facilities Project award of over $6.5 million dollars for school construction and an additional $6.5 million loan. Independent auditors have audited Academia annually and have consistently found that the school adheres to all fiscal regulations. According to a recent fiscal review of Academia conducted by the LAUSD Charter School Division during an Annual Comprehensive Site Review, Academia demonstrates sound fiscal standing. In fact, the fiscal review demonstrates that Academia has actually improved its fiscal position since its second year with increasingly positive indexes of financial health recorded on a yearly basis.


Additionally, Academia has successfully rehabilitated two facilities and converted these into well-organized learning environments. Both of the rehabilitation projects were worth nearly a million dollars and were completed on time and on budget. A draft Master Facilities Plan has been developed and is ready to implement once the California Charter School Finance Authority communicates a clear path to apply the funds secured for permanent campus development. Better known as Proposition 55 funding, the Academia Facilities Project award is actually a nearly $14 million dollar school project developed in partnership with various offices of the LAUSD. Academia has also secured grants from various entities including: the California Charter Schools Association, the National Council of La Raza, the City of Los Angeles, the Raza Development Fund, the Seventh Generation Fund for Indian Development, the California Department of Education and the U.S. Department of Education. In sum, Academia has secured over one million dollars in grants over the course of its first term.

3. Constructing New Knowledge Native Language & Culture

Academia has successfully developed and implemented a curriculum in Nahuatl language and indigenous culture that includes pedagogy, methodologies, mathematics, social practices and instructional materials. This repertoire has been shared with Native educators across the continent and has been seen as an innovative paradigm for Native schooling internationally. Educators in Mexico as well as in Native American communities in the United States have called on Academia for professional exchange including the Agradable Compromiso in Mexico City and the proposed Native American Charter School Association in New Mexico,. Academia is the only school in LAUSD that teaches a Native American language. Our students learn to think in Nahuatl, study Native Mexican mathematics, and practice Indigenous visual and performing arts through our program. The instruction of this mother language motivates students from disadvantaged families in East Los Angeles to strive for intellectual rigor, as it is a culturally relevant practice, instilling honor in the students. Moreover, recent surveys conducted in the Belmont High School learning complex indicate that up to 14% of students speak Nahuatl at home, while up to 26% of students attending adult school in the Mid-City area report they speak


“Meeting the educational needs of students with

disabilities by providing services in accordance with

their Individualized Education Programs ”

Nahuatl at home.15 Such studies in the Roosevelt and

Garfield high School complexes would also indicate high levels of Nahuatl maintenance. Chinese Language & Culture In 2006, Academia received a major federal grant called the Foreign Language Assistance Grant. The grant will provide Academia with over $300,000 over the next three years. Our grant application was rated as fifth highest among over two hundred competitive applicants from across the country. Academia will continue to develop its Mandarin Language & Culture Program with the guidance of Dr. Gay Yuen, a leader in teacher education in California. We currently teach more students Mandarin than the entire Los Angeles Unified School District (see Figure 13). Interestingly, LAUSD personnel of the World Languages Division have recently informed us that the District plans to implement a Mandarin Dual Immersion program at a local elementary school. We are also collaborating with the District and several other community leaders in a community-based initiative to expand the instruction of Mandarin in the LAUSD with the Committee of 100, the Asia Society, and the Asian Pacific American Legal Center. Additionally, Hanban, an agency of the Chinese Government as well as the Chinese Language Department of California State University, Los Angeles, have recognized our Chinese Language and Culture program. Finally, Academia’s Chinese Language and Culture program has helped to bridge the communication gap among neighbors in Northeast Los Angeles as our students often act as interpreters and even ambassadors for their families when interacting with neighbors of Chinese origin. Special Education Academia excels in the education of Special Education students and in its service to their parents as mandated by law (see Figure 12). The 2006-2007 District Validation Review audit conducted at Academia by LAUSD commended Academia for, “Creating a school environment that welcomes parent and community participation. Providing inclusive learning environments, activities and programs that provide opportunities for students with disabilities to

15 Centro Latino Educacion Popular. Belmont Community Adult School Study, Draft Copy November 7, 2006.


With the collaboration of professional artists,

parents and the Los Angeles Trade Technical College, a cast of over 200 Academia students performed in all aspects of a full-scale

participate and progress in the general education curriculum. Facilitating parent involvement to improve services and results for students with disabilities. Meeting the educational needs of students with disabilities by providing services in accordance with their Individualized Education Programs.” The DVR team determined that 100% of the review items in the core curriculum, “were evident during observation of the classroom”, and that “100% of the services were implemented as documented in the IEP’s reviewed.” While the Office Of the Independent Monitor of the Chanda Smith Decree has noted in its year-end Progress Report on MCD Outcomes that they have, “Serious reservations about the ability of the District to achieve outcomes in this final year.” And that “…there is little indication that ownership of this reform effort has penetrated to the school level.” At Academia, however ownership over the reformation of Special Education has succeeded.

Extended Kinder Day In response to the needs of working families and in preparation for high academic expectations of our students, Academia has successfully implemented the full-day kindergarten program. Our comprehensive day-long kinder program is academically rigorous as well as developmentally rich. Our program prepares our students for a rigorous academic curriculum aligned to state standards and the International Baccalaureate Primary Years Program model of inquiry. Our extended day kinder program will continue during the five-year timeline of the next charter.

Dual Immersion and Heritage Language Instruction Academia successfully enriches the education of our students by providing instruction in Spanish as a way to foster academic excellence and honor the heritage of the students and community we serve. Academia provides a positive educational model and honors the heritage of the students and community served. As a result of our influence, other public schools in El Sereno have begun dual immersion programs in order to provide more options favored by the greater community. The teaching of Spanish, English, Nahuatl and Mandarin is intended to be far more than an academic exercise—language study provides an encounter with different worldviews, and allows young learners to understand firsthand the subtle ways that language and culture structure webs of relationships and meaning. Raised in


multicultural Los Angeles, our students need to understand who they are as Indigenous People; they must know their own ancestral ways and, in turn, be prepared to encounter others’ traditions and worldviews with the light of understanding and compassion. “Exposure to diversity is a popular concept in education, however Academia provides a direct experience of ‘difference,’ prioritizing the value of giving children the benefits of “being able to analyze the world in several languages.”

Visual and Performing Arts Visual and performing arts are at the core of the cultural practices of Academia. Community gatherings as well as the time of day are guided by the beat of a drum. Through Traditional Aztec Dance & Music, Tai Chi, and Native song, our students live and breathe the performing arts as they are practiced daily to enrich their appreciation for world cultures, including their own. Parents often accompany their children at regular dance practices both during and after school. Community celebrations usually include cultural dance and ways for our students to exhibit community leadership as well as opportunities for intergenerational relationship building.

4. Facing National Realities School Safety: Overcoming hate crime Beginning on May 31, 2006, Academia Charter School was targeted by hate speech and a hate crime. Our children were placed at the center of the attack, our staff was terrorized and our parents were faced with the unimaginable. Hate speech aired on the public airwaves and as a result the school received a bomb threat against our children on June 1, 2006. Why? Simply put, because parents in our community have a choice in public education. Hate was met with love. Parents, teachers, school staff, and community members rallied to protect the children and support the school. Countless parents met, mobilized, marched and moved our elected officials to protect our community. Elected officials immediately sent their representatives to respond to the threat. Mayor Antonio Villaraigosa, Councilman Huizar, and City Attorney Rocky Delgadillo’s offices were the first to respond in calling on the city’s police department to increase patrols and vigilance at Academia. Congresswoman Hilda Solis’ office


monitored the situation ensuring federal protection. LAUSD Board member Monica Garcia also monitored the crisis. On June 8, 2006, several community representatives visited our campus to support Academia at an open house event organized to invite the media into the school. Community groups included: the Watts Labor Community Action Center, the March 25th Coalition, East L.A. Women’s Center, the Greater El Sereno Chamber of Commerce, Hermandad Mexicana Nacional, the National Council of La Raza (NCLR) and several other organizations and individuals. Over twenty different local, national and international media outlets attended the open house and press conference. Academia has mounted a campaign to promote the positive work of its staff and students. While the attacks may continue, Academia has successfully developed a safety net to deal with such attacks and other terrorist threats by maintaining active communication with law enforcement and through community education on overcoming hate crimes. As the school continues to develop and use tools to analytically examine the multidimensional and holistic outcomes of instruction, its transformative practices, and student development, it is also strengthening ways to articulate the profound effects of Indigenous relationships to others, who (due to misinformation, differing belief systems or lack of experience) have little concept of its depth and significance. With the development of consistent, multifaceted measures for these complex aspects of character development in students and community, Academia will also able to demonstrate an outstanding strength that reaches far beyond individualized academic progress - one that has an enduring value and promotes understanding, while positively impacting safety for the entire learning and extended community. Semillas: The Academia story Academia is located at 4736 Huntington Drive South, in Los Angeles, California, and is in its fifth year of operation. When the school first opened in September of 2002, it’s kindergarten through third grade enrollment was approximately 130 students. For the first three months of operation, classes were held outdoors in a field adjacent to one of the community recreation facilities and within the recreation hall itself. The “School in a Field” currently operates as a school without walls in an open facility. Academia added a grade level each year up to and including the seventh grade.


The founders of Academia include several leaders of the Chicano Movement of the late 60’s and late 70’s. Other participants of the charter school inspired by the Chicano Movement ideals took up the challenge to establish a Chicana & Chicano Studies department at UCLA. In 1993, four of the founders led the organization of a student hunger strike that led to the now established Cesar E. Chavez Chicana & Chicano Studies Department at UCLA. Marcos Aguilar and Minnie Ferguson were leaders of this student movement and community demand for a just education at the university. Three of the members of the current Board of Advisors are considered founders of Chicano Studies, and include Dr. Juan Gomez Quiñones, UCLA, Dr. Rodolfo Acuña, CSUN and the current director of the UCLA Chavez Chicana/o Studies Department, Dr. Reynaldo Macias. Collectively they comprise an effort to influence younger generations of Los Angeles youth to complete their education, serve their community, and change their future. The charter school is a continuation of this long trajectory of work in community-based transformative education. To be sure, the founders of the school now include the entire community of Academia. Our way of education, our pedagogy and our instructional strategies are based primarily upon our Indigenous ancestral culture. We have been informed by the living legacy of elders who keep the oral tradition through song, story, dance and ceremony. We have also established our pedagogy upon the written records left by our ancestors in the form of manuscripts and painted books. Importantly, our work is part of a network of Native Americans organizing the regeneration of our traditions and our peoples. We are grounded in the living traditions of Azteca-Chichimeca martial dance and culture, Our educators have learned from the elders and oral tradition of the Haudenosaunee Confederation of Nations, the Zuni Pueblo, the Quiche Maya, and the Inca of Ecuador, all of which have struggled to straddle the challenge of ancient memory and modern reality. Importantly, lessons learned from our participation in annual gatherings of the Seventh Generation Fund Indigenous network has grounded our vision of indigenous education and the importance of the diffusion of the Nahuatl language in our community. Thus, indigenous networks such as the Seventh Generation Fund and national networks such as the National Council of La Raza help guide the mission and practice of our charter school. Through the National Council of La Raza, Marcos Aguilar, our Tlayecantzi, or school Guide, has participated as a founding member of the National Core Qualities Task Force to identify elements essential to


public schooling in Raza communities and develop methods to ensure these elements are positively addressed in all NCLR affiliate charter schools, and eventually all public schools. Most recently, Academia has been invited to help found a national network of Native American charter schools.

5. Meeting The Needs of The Community In East Los Angeles, children and youth face daunting social realities. As a community we see our youth dropping out of high school, joining gangs or entering juvenile halls or other detention centers. Academia is a response to these realities. Academia has successfully engaged in building healthier families and community since its inception both on campus and off. While academic indicators are important in assessing student progress, and in evaluating school performance, school climate and safety are precursory conditions necessary for academic success – conditions that local schools fail to address adequately. Currently in Los Angeles Unified, our students and their peers have a dismal educational path to face in the District schools. Only 66.1% of high school students in LAUSD graduated in the class of 2005, while only 31.5% of those graduates did so with University of California or California State University required courses.-16 At El Sereno’s Wilson High School (a Program Improvement school since 1997), only 61.7% of students graduate, while only 34.1% graduate with UC/CSU required courses. In contrast, Francisco Bravo Medical Magnet High School, another local school, graduated 91% of its students in 2005, and 98% of those had completed UC/CSU required coursework.17 Unfortunately, only a fraction of the students attending Bravo High School are from neighboring communities as it caters to students throughout the LAUSD. In a recent interview, noted civil rights attorney and Director of the Advancement Project, Constance Rice commented on the social reality our students face and the important role schools should play in this reality:

“Research shows that this kind of conduct (gang crime and violence) doesn’t come out of a vacuum; it comes from a Petri dish of conditions. Most kids don’t go anywhere near gangs, even in the areas where [the territory] is controlled. But when you look at the best people who’ve been studying this phenomenon for 40 years, all of them say, ‘You

16 http://dq.cde.ca.gov/dataquest 17 http://dq.cde.ca.gov/dataquest


can arrest everybody you want to; it is not going to end this problem. You’ve got to change the conditions in the neighborhood that spawned this kind of social reaction.’ It’s a neighborhood strategy! It really has to be family based, and the schools have got to [play a lead role]. They’re not prepared to, and they don’t want to; they’re afraid of this issue….We have got to get a model that is neighborhood based. We need the help of institutions. But they can’t be [isolated] the way they are; they can’t be completely nonstrategic and uncoordinated in their approaches. You have to do a diagnosis. We’re talking about the whole neighborhood strategy; we’re talking about the city configuring itself to actually solve these problems with the schools. The schools I think, are the most critical institutions in this picture.”

18

Ms. Rice speaks from a research-based position as the Advancement Project is in the process of an analysis of gang violence and gang intervention in Los Angeles, California. The Citywide Gang Activity Reduction Strategy Phase I Report issued in August 2006 by the Advancement Project states that, “The Gang Activity Reduction Strategy Project began on March 29, 2006 with the goal of developing a coordinated, effective and efficient citywide strategy to reduce gang activity.”19 The Report goes on to emphasize that, “In reviewing the City’s past efforts to reduce youth participation in gangs and violence and comparing it to this current effort, the City has an unprecedented opportunity to learn from past mistakes, build on current successes and bring about the kind of comprehensive solution that the nation’s top gang scholars say is required: reduce youth gang activity and neutralize gangs by building healthier communities capable of providing safety and vitality for all children.”20 For the majority of local children, quality education and college preparation are not available (see Map 1). Youth lacking a college education have few options. The Report indicates a portrait of the future for the underserved youth of Los Angeles. Among other conditions, our children encounter the impacts of increasing joblessness, poverty, gang violence and numbers of prison gangs. The Report also states that, “gang culture is now American youth culture”.21 The Advancement Project experts conclude “far more gang crime occurs” in the neighborhoods of Los Angeles City Council District22 in East and Northeast Los Angeles, the communities Academia serves, than in other parts of the

18 tu Ciudad, October-November 2006, p.73-75. 19 The Citywide Gang Activity Reduction Strategy Phase I Report”, the Advancement Project, August 2006, p.1 20 ibid, p.1 21 ibid, p.3 22 ibid, p.15


City.23 The report goes on to assert that, “Rather than East Los Angeles and South Los Angeles, the Northeast region (including Highland Park and Lincoln Heights) was the area where the highest proportion of violence in that community was attributable to gangs.”24 El Sereno, where Academia is located is squarely in Northeast Los Angeles. In fact, Northeast Los Angeles was identified as a “Hot Zone” by the report, and that, “an analysis of population density and number of violent crimes shows that at least in the Northeast area, there is a high population density and a high number of violent crimes. This means that spatial targeting of these neighborhoods with effective intervention may produce significant results.” 25 Advancement Project maps indicate the level of violent gang related crime faced by the families we serve in comparison to local areas. Not surprisingly, these same social factors continue to impact the lives and well being of our children in the communities of the Greater East Los Angeles area (see Map 2). The Report cites that:

“In comparing the areas that are highly impacted by gang crimes with those that are less impacted, some definite differences in the demographic profiles emerge. Generally, the areas impacted by gang crimes tend to have lower proportions of non- Hispanic White population and a larger presence of African Americans and Latinos. There is also a large proportion of non-citizen, foreign born population, and a greater than average proportion of population with low educational attainment (as depicted by the percentage of people without high school degrees). The proportion of renter occupied housing compared to home ownership is also greater than average in these areas. Poverty level also has a significant relationship to areas with high gang crimes and becomes more prevalent in areas with a high concentration of violent crime.”

26

However, LAUSD schools do not have the resources to address gang violence holistically. More importantly, addressing the social ills our students face is not even a central element of most public schools. The Advancement Project notes:

“In terms of LAUSD’s own programs addressing school violence and/or gangs, the greatest obstacle for efficacy seems to be that violence prevention is not a priority in the schools. The greatest emphasis is placed on improving test scores and teachers are reluctant to take class time to engage students around violence prevention curriculum, even when available. The District seems to largely operate on a “reactionary- suppression” mode, which impedes sustained implementation of

23 ibid, p.15 24 ibid, p.21 25 ibid, p.21 26 ibid, p.24


“The school offers structures for intergenerational exchange

and models of appropriate relationships … that extend

prevention programs, by pulling program staff away to handle crisis situations.”

27

If our schools do not prepare the majority of our students for a college education, nor adequately intervene or prevent gang violence, nor curb the tide of “gang culture as American youth culture”, then how can we begin to measure their “achievement”? Children in East Los Angeles have to look forward to local middle schools and high schools that have been in Program Improvement status since 1997.28 Academia stands in stark contrast to this grim record of bureaucratic indifference. We are an Indigenous school, organic to our community, and born of a history of social struggle and generational obligation. Academia exists to remind our People that it is not enough to institutionalize our children – we must empower children’s learning processes and honor their dreams. The result will hopefully bring a better world into existence. We draw from the wealth of our ancestral knowledge of nature and the cosmos to care for the delicate lives of our XINAXTIN, our seeds – as a community. As Indigenous People, the founders and families of Academia uphold the social and intellectual agenda we share with Indigenous Peoples all over the world. Academia’s mission serves a social mission of community building – of community REGENERATION. WestEd’s independent evaluation of Academia supported the effectiveness of the Indigenous pedagogy of the school.

“Culture as Character Building and Community Development Raised in multicultural Los Angeles, students need to understand who they are as the descendents of an indigenous people; they must know their own ancestral ways and, in turn, be prepared to encounter others’ traditions and worldviews with the light of understanding and compassion. Exposure to diversity is a popular concept in education but ASDP provides a direct experience of ‘difference,’ prioritizing the value of giving children the benefits of “being able to analyze the world in several languages.’ “At ASDP, The teaching of Spanish, English, Nahuatl and Mandarin is intended as far more than an academic exercise—language study provides an encounter with different worldviews, and allows young learners to understand firsthand the subtle ways that language and culture structure web relationships and meaning. Just as this spectrum of four languages and worldviews is evident, it is

27 ibid, p.67 28http://dq.cde.ca.gov/dataquest/APIBase2006/2006APR_Sch_PI_Report.aspx?allcds=19647331939859&df=2


also by design that ASDP enacts a pattern of relationships at the school that reflects an indigenous ethos. This can be seen in the collective approach to teacher development, parent participation, cooperative learning and inquiry, and in the recognition of value and responsibility of all stakeholders. In many ways, culture is a framework for youth development of characteristics and ways of relating that are indigenous. As one instructor put it, it’s really about them understanding themselves as human beings. Everything we do here is about relationships. The three school wide agreements or guiding principles are: respect, work hard and never give up. While these are different than the seven Acuerdos de Comunidad listed in pg 13 of the Charter, they do relate to students’ lives and are visible and accessible—even as observed in a K-1 class where students resolved a debate by encouraging one another to “never give up.”

29

WestEd evaluators documented the school culture and pedagogy as it is lived, and as it effects change in the lives of the families of the school community. Throughout the year, students engage in community building events along with their families. One such event was documented by WestEd evaluators and contextualized in the school vision:

“The school considers the entire community, students, teachers, parents and community as learners of and participants in cultural activities. The vision to create community identity is very valuable. The school offers structures for intergenerational exchange and models of appropriate relationships such as in danza, ceremonial practices, instruction by elders and stewardship projects that extend beyond the school walls. One CLE team member witnessed a community-wide event where the school participated in cleaning a stream area in a park. Ceremony was involved during the day’s events. Staff, students and parents of the school migrated from one location to another as they engaged in environmental stewardship activities, performing danza and ceremonial rituals while opening up the flow of waters in an urban stream, and sharing with the community.”

30 The community celebration referred to by WestEd above was held in Ramona Park, one of the heavily gang controlled parks in our immediate surrounding community. This City park is a borderland of sorts. On one side is a highly “successful” magnet high school, Bravo Medical Magnet, and on the other is Murchison Elementary School (designated Program Improvement since 1997) that primarily services Ramona Gardens Housing Projects. This community event demonstrates Academia’s engagement as a community member. Academia strives to develop its students as organic intellectuals who provide leadership contributions to their families and communities. These are the significant differences Academia will continue to develop and that the

29 WestEd Evaluation Report for Academia, August 30,2006. p.34 30 WestEd Evaluation Report for Academia, August 30,2006. p.34


Academia is a human project to transform young people for their b tt t d f th b tt t

Advancement Project longs to see in the City’s schools and gang intervention programs. Ours is a school that is “neighborhood based” and focused on serving the families of our school as they overcome the barriers the community faces. Academia community events and gatherings are but one strategy to transform communities into healthy, vibrant places to live. Through the International curriculum, Academia also seeks to influence the critical development of the child by fostering a positive and productive sense of self that challenges the need to create an identity through gang membership.

Impact – The 21st Century Learner The lived experience Academia has witnessed for the past five years has several important implications upon educational practice, pedagogy, research and even society itself. The sphere of public elementary and secondary education has been dominated of late by political agendas that maintain that education can and should follow business practices under a free market economy. The pedagogy of this free market type school has in turn been relegated to the role of preparation of the workforce. Research abounds under this agenda that sanctifies the demand for statistical accountability and bottom line results based upon empirical data derived from high stakes testing. Modern American society in its turn embraces public schooling as the de facto method of socialization for children and laments the passing of a mythical past that held the arts and philosophy in high esteem. To the contrary, the experiences of Academia depart from the hegemony of modern public schooling through its generation as a parallel public organism – a third cultural reality. While many of the trappings of modern public schooling can still be found at Academia, its educational practice and pedagogy differ from the ground up. Most importantly, the charter school’s development as a grassroots educational center is a part of a community-wide movement to regenerate appreciation of Indigenous culture and community. Since community wellness is at the heart of its mission, its path departs from that of sterile statistical accountability to many paths of collective, cultural, social, linguistic, generational, and natural accountability. Children in such an environment are more motivated to learn. Academia is a human project to transform young people for their betterment and for the betterment of the natural universe. Since few would disagree that the world of tomorrow will be lived by


“Right now we're aiming too low. Competency in reading and math--the focus of so much No

Child Left Behind (NCLB) testing--is the meager

minimum.”

generations to come, all public education should include some element of this humanism. According to a recent article in Time Magazine, changes in public education are expected as, “the New Commission on the Skills of the American Workforce, a high-powered, bipartisan assembly of Education Secretaries and business, government and other education leaders releases a blueprint for rethinking American education from pre-K to 12 and beyond to better prepare students to thrive in the global economy.”31 The authors go on to outline the New Commission on the Skills of the American Workforce’s findings on the skills students preparing for the 21st century must develop. These skills include: “knowing more about the world”, “thinking outside the box”, “becoming smarter about new sources of information”, and “developing good people skills”. Beyond providing alternatives to gangs and violence, Academia is committed to developing these new types of learners, new members of a civil society. Importantly, the article notes the contradiction this represents with the current emphasis on high stakes testing. “Right now we're aiming too low. Competency in reading and math--the focus of so much No Child Left Behind (NCLB) testing--is the meager minimum.”

32 Better preparing learners, especially in our communities, will mean raising our sights so that all can achieve the needs of global citizens in an international and multiethnic city and society. Multilingual education, international curriculum and a firmly rooted sense of self and self-appreciation will help our students excel as 21st century learners.

Proposals for Innovation, Restructuring & Transformation The experience of the Academia school community leads to several interesting questions. How do similar students in dominant-culture public schools rate their experiences in school climate? How do adults in Native communities engage in the education of their children in District schools elsewhere? What practices exist in District schools to motivate learners of Native Peoples? Future research for Academia may also include comparative analyses to other

31 Wallis, C. and Steptoe, S.(2006, December 18).How to Bring Our Schools Out of the 20th Century. Time Magazine, Volume 168, Number 25. 32 Ibid.


neighborhood public schools to understand the reasons for standardized test results which trend downward as students grow in the dominant public school system and the opposite in Academia. Future research may also find it important to evaluate changes in school climate in the District. Future researchers in Indigenous education would benefit from continued dialogue with practitioners and Indigenous community members. Research in Indigenous communities in urban metropolitan areas could focus upon identifying culturally relevant strategies to transform public education. Academia’s success can be a source of influence to the LAUSD in its ‘Culturally Relevant and Responsive Initiative”. According to the LAUSD presentation to the NCRESSt Conference in Denver, Colorado in February of 2006, their recent research indicates that, “There is a direct link between student achievement and the extent to which teaching employs the cultural referents of students,”

33. The presentation goes on to define the

achievement gap among students as a problem due to, “learning encounters [that] may not be culturally relevant.”

34 While the District’s initiative targets

African Americans, Native Americans and Latinos have also been shown to sustain a similar achievement gap. An Action Plan was developed to target African American students that included five tenets: the Student Opportunity to Learn, the Adult Opportunity to Learn, Professional Development, Parent Engagement and Evaluation and Monitoring. However, UCLA Professor of Education Dr. Kris Gutierrez notes that, “The under-education of children in California, especially those for whom English is not the home language, serves as an illustrative case of the effects of race-based educational practices instituted through color-blind approaches to educational equity.”

35 Dr. Gutierrez goes on to explain the detrimental

effects of the conception of ‘equality’ in education as “sameness”. As noted elsewhere in this report by WestEd, Academia goes beyond the ‘sameness’ paradigm in culturally relevant education. Academia could serve as a model to target Indigenous students, especially Indigenous students whose families have migrated from Latin America (often referred to as Hispanics or Latinos), to close the achievement gap in LAUSD by addressing the cultural irrelevance of the

33 Ross, R. LAUSD Presentation to the NCRESSt Conference: Defining the Problem, February 16-17, 2006. 34 Ibid. 35 Gutierrez, K.D. ‘Fairness as Sameness’: The New Tonic of Equality and Opportunity. To be published.


District’s structure, culture, curriculum, pedagogy, professional development and methods of parent engagement. In the LAUSD presentation, Dr. Randy Ross emphasizes that, “other things being equal, if learning encounters between students and teachers are culturally relevant, then we should expect high outcomes for all students—attendance, achievement, graduation, post-graduation success.”

36 Importantly, Dr. Ross does not narrow the “achievement gap” as simply the difference in scores on standardized state mandated tests. Accordingly, Academia organizes educational equity through its culturally relevant pedagogy, methodologies, curriculum and school culture to make all things equal for our students. Academia provides a nurturing environment for our students to learn better. Dr. Juan Gomez Quinones has written that, “Semillas has pioneered a community inspired and student motivated school, the likes of which had not been attempted, much less seen, among working class Latinos.”

37 Academia is a

right to a historical wrong committed in East Los Angeles schools. Four proposals to the District surge from the practice and experience of Academia to close the achievement gap between Mexican, Central American, other Spanish speaking Indigenous peoples and dominant culture students: 1. Enrich education for all students through inquiry-based

learning. 2. Expand education for all students through multilingual

and international curriculum. 3. Embrace all parents in all schools as the first

teachers of their children through graduation. 4. Empower teachers to think, act and work collectively.

Tables, Figures, and Charts

Figure 1: Enrollment Growth

36 Ross, R. LAUSD Presentation to the NCRESSt Conference: Defining the Problem, February 16-17, 2006. 37 Gomez Quinones, J. America, Americans. To be published.


Figure 2: Academia Disaggregated Middle School API Scores

ELA Middle School API Scores

632

588 588

602

560

570

580

590

600

610

620

630

640

2006

Year End

Academia Semillas del PuebloEl Sereno Middle SchoolHollenbeck Middle SchoolStevenson Middle School


Figure 3: Semillas 2005-2006 API Growth


Figure 4: Academia Continued Annual Progress

AYP Criteria

2

5

13

17

2

5

6

11

0

2

4

6

8

10

12

14

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18

2003 2004 2005 2006

YEAR

TOTAL CriteriaMET


Figure 5: Learning English

Redesignated Fluent English Proficient Students

0.17

0.091

0

0.095

0.077

0.042

0.096

0.09

0.083

0.071

0.05

0.032

0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 0.16 0.18

2006

2005

2004

Year

% Students Redesignated per Year

HUNTINGTON DR ELEMSTATELAUSDACADEMIA


Figure 6: English Proficiency Comparison

AMAO English Proficiency

64.80%62.40%

38.90%40.80%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Academia LAUSD

% o

f S

tud

en

ts

AMAO 1 - Percent of Students MakingAnnual Progress in Learning EnglishAMAO 2 - Percent of Students AttainingEnglish Proficiency on CELDT


Figure 7. English Proficiency Comparison


Figure 8. CELDT English Advancement


Figure 9. CELDT English Proficiency Cohort Study

Academia CELDT English Proficiency 3rd Grade Cohort

25%

29%

53%

50%

0% 10% 20% 30% 40% 50% 60%

1

Yearl

y P

rog

ress

% English Proficient

2006 6th Grade2005 5th Grade2004 4th Grade2003 3rd Grade


Figure 10. 2002-2006 Achieving Grade Level Standards

2002-2006 Student Grade Level Achievement

0

20

40

60

80

100

120

Achievement per Year per Subject

Math

Reading L1

Reading L2

Writing L1

Writing L2

Math 80.7 81.1 91.65 88.6

Reading L1 76.15 70.45 91.65 100

Reading L2 76.15 80.3 97.7 100

Writing L1 76.55 74.2 89.45 97.75

Writing L2 78.8 76.5 95.45 100

2003 2004 2005 2006


Figure 11. Physical Fitness

Physical Fitness in El Sereno

0

20

40

60

80

100

120

AerobicCapacity

BodyComposition

AbdominalStrength

Trunk ExtensionStrength

Upper BodyStrength

Flexibility

Fitness Tasks

AcademiaHuntingtonEl SerenoFarmdaleMurchison


Figure 12. Special Education Achievement

Indicators of Special Education Achievement

0.02

0.103

0.0175

0.52

0.9

0.950.98

0.93 0.93

0.85 0.85

0.75

0.95

0.01

0.21

0.41

0.61

0.81

MCD OUTCOMES

TARGET 0.02 0.103 0.0175 0.52 0.9 0.95 0.98 0.93 0.93 0.85 0.85 0.75 0.95

ACADEMIA 0 0 0 1 1 1 1 1 1 1 1 1 1

LAUSD 0.0923 0.141 0.0221 0.355 0.63 0.79 0.86 0.73 0.93 0.57 0.6 0.741 0.79

5 5 5 7 10 10 10 13a 13a 13b 13b 14a 14b


Figure 13. Chinese Language and Culture

Students Learning Mandarin

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Academia Semillas del Pueblo

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den

ts C

urr

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Figure 14. Parent Engagement

Hours of Parent Participation 2005-2006

3648

5301

0

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2000

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4000

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6000

Total parent participation expected hours per year Actual hours participated per year

Ho

urs

Of

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on


Map 1. Gang Related Violence in Los Angeles

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are needed to see this picture.


Map 2. Educational Attainment in East Los Angeles

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are needed to see this picture.


Element 1.38 The Educational Program A. Student Population

COMPARABLE STANDARDIZED TEST SCORE Data

# of

Student

s

ut

Track

Program

? PI

Schoolw

ide

Gth

gp

Gh

API

Score

API

State

Ranking

Similar

Schools

Rank

Students

Elegible

for Major

Ethnici

ty #1

Major

Ethnici

ty #2

Major

Ethnici

ty #3

Elementary Schools

Bridge Street School 416 No P3 No No 638 2 5 96 Latino

African Am. White

Sheridan St. Elem. 1280 No No

Yes

Yes 674 1 4 100 Latino

African Am. White

Second St. Elem. 616 No No No No 688 3 9 95 Latino

African Am. Filipino

Huntinton Dr. Elem. 593 No No

Yes


African Am. Asian

El Sereno Elem. 572 No No Yes

Yes 741 4 8 91 Latino Asian Filipino

Sierra Park Elem. 762 No No

Yes

Yes 700 3 7 88 Latino Asian

Filipino & White

Utah Elem. 528 No

P5 (1997)

Yes


African Am. Asian

Sunrise St. Elem. 579 No P2

Yes


African Am. Filipino

Farmdale Elem. 698 No P2 No No 651 2 2 94 Latino Asian African

Am.

Multnomah Elem. 620 No No Yes

Yes 773 5 6 80 Latino Asian White

Middle Schools

Hollenbeck 2653 No

P5 (1997) No No 588 1 4 95 Latino

African Am. White

38 “A description of the educational program of the school, designed, among other things, to identify those whom the school is attempting to educate, what it means to be an ‘educated person’ in the 21st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners.” Ed. Code § 47605 (b)(5)(A)


El Sereno 2227 No

P5 (1997) No No 602 1 4 92.1 Latino Asian

African Am.

Stevenson 2587 No P2 No No 602 1 4 86 Latino

Filipino/African Am./Asia

n White Charter Elementary Schools Academia Semillas del Pueblo 318 No P1

Yes No 588 1 1 84 Latino

American Indian

African American

Charter Middle Schools

Kipp LA Prep 233 No No Yes

Yes 772 5 10 84

African Am

CALS Academy 258 No No Yes

Yes 773 5 n/a 1

African Am

Our students As written in the Charter of Academia in 2002, we will continue to serve students who live in historically disenfranchised communities that flank the historic center and birthplace of Los Angeles. Academia plans to continue to recruit families from the neighborhoods east of the Los Angeles River, from Boyle Heights to the boundaries of unincorporated East Los Angeles. The following are a series of descriptors regarding poverty, identity, language, and educational attainment in Eastside communities that describe our target student population. Poverty, in some form or another, is a daily reality for nearly 100% of the children who live in these communities. According to year 2005-06 A.P.I. Reports

39 released by

the California Department of Education, above 90% of children attending schools in the Eastside are participants in Free or Reduced Price Lunches. At Academia, over 80% of currently enrolled students qualify for Free or Reduced Price Lunches. To no-one’s surprise, the U.S. Census 2000, reports that Eastside communities are highly self-identified as Latino, with some schools such as Huntington Drive Elementary School serving a student body which is 95% Latino

40. The most recent LAUSD

School Profile analyses of Eastside schools published on the District’s web page, (www.lausd.k12.ca.us), also

39 Obtained from < http://data1.cde.ca.gov/dataquest/>; Example schools include: El Sereno Middle (92.1%), Belvedere Middle (95.3%), and Hollenbeck (97.4%).

40 According to year 2000 U.S. Census data reported on <http://factfinder.census.gov>. Example schools per census tract: Huntington Drive Elementary (95%) (http://data1.cde.ca.gov/dataquest)


confirms this distinct identity of students in these communities. The year 2005-06 A.P.I. Growth Reports

41

record that, well over 50% of Eastside elementary school students are designated as English Learners (ELs). Significantly, 1990 U.S. Census figures reported that the average educational attainment of adults in these communities is 5th grade. Current A.P.I. Base Reports estimate that usually fifty percent or more of Eastside parents have not graduated from high school. 5 Academia has identified four salient factors that provide some measure of our students’ needs: poverty, identity, language and parental education. Our entire mission and unique school vision is predicated upon the assertion that if these four factors are consciously addressed by the school culture, academic success will be one of the clearest outcomes of school performance. In reality, poverty is difficult to quantify because it exacts such complicated consequences from those who live it. Nevertheless, poverty as measured by the U.S. Census and others, is a defining experience in the lives of the children we will serve. Poverty will help determine their worldview, aspirations, social capital and importantly their family’s material resources for educational attainment. Academia integrates the social themes and problems associated with poverty in the curriculum through research and projects intended to propose real solutions. Besides poverty, students in Eastside schools & communities are overwhelmingly of Mexican heritage, although they are usually identified as “Latinos” by mainstream quantitative research. Cultural identity is a powerfully distinguishing element of a child’s life - it is a foundation of individual autonomy. The IBO encourages World Schools to promote local culture as students become educated through an international curriculum as it deepens their understanding of global issues. Academia has consciously and overtly organized a school culture that benefits from the community’s daily and historic culture, and its local funds of knowledge. Beyond celebrating holidays and folkloric performances, Academia is also an act of community building as it bridges generations, immigration, centuries and languages. To the outsider, the languages spoken in the homes of East L.A. are one of the most easily observable expressions of community identity. Spanish, of course, is the dominant

41 FROM: http://data1.cde.ca.gov/dataquest; Examples include: Huntington Drive Elementary (52.1%), Academia (45%)

42 FROM: http://api.cde.gov; Examples include: Ford Blvd. Elementary (50%), Utah Elementary (61%), Hammel St. Elementary (52%), First St. Elementary (48%)


familial language on the Eastside, creating an exploitable market for business interests and immigrant enterprises throughout the greater Los Angeles area. In East Los Angeles schools, children enter school predominantly speaking Spanish. To the child, home language can either be an embracing familial bond, or yet another barrier between family and child in today’s complicated world. Add to this complication the fact that what little formal education many Eastside parents have, was gained in Mexico in an educational system very different from standard schooling in the U.S., thereby creating another chasm between parents and children. Parental educational attainment obviously influences a child's school performance in the amount and types of resources a child brings to the classroom from home. The type of social capital (literature, language, class status, experiences, etc...) middle class students of the dominant culture bring to their schools, place the average Eastside child at a disadvantage if not addressed. Academia organizes parent engagement in ways that educate as well as involve family members in the formation of their children. In sum, the poverty, identity, language and the educational attainment of Eastside families are at once the progenitors and guides of our school mission, pedagogy and culture.

B. Our Mission and Educational Vision: Indigenous, International and Regenerative. Academia is dedicated to student academic excellence, an appreciation of the cultural and intellectual heritage of Indigenous Peoples and the promotion of positive social awareness. We consciously strive to provide students effective and comprehensive pedagogy through a globally inclusive curriculum within a positive, supportive learning environment involving students, teachers, parents and staff. Our vision of education is centered on the needs and rights of the child and family. Our school is dedicated to serving disadvantaged children, children at risk of gang membership, and children at risk of cultural alienation in mainstream schools. Our curriculum successfully motivates and engages otherwise disaffected youth in academic pursuits. Our curriculum is both native and global in scope. Our vision of education is regenerative. Our pedagogy is meant to provide an excellent education for children to enrich their innate


capacity to transform our community’s reality into one that is more just. We believe our school should continue to be an integral member of the community, capable of providing learning and leadership opportunities to the entire community. Our vision of regenerative education is like the many currents of a powerful river all contributing to its power on its course to the great delta and ocean of infinite knowledge. Two main currents give life to the river, indigenous pedagogy and an international curriculum. We call our pedagogy Regenerative Education. Academia is in the practice of organizing hope.

C. Typical School Day In a recent LAUSD Charter Schools Office Mini-Site Review the typical school day at Academia was described in part as follows:

“Upon entering the building where the eleven K-4 classrooms are

housed, one is struck by the two commendations from the City of

Los Angeles signed by both Mayor Hahn and Mayor Villaraigosa, as

well as County and Congressional Recognition certificates. A

brightly colored building with the students in equally bright

colored uniforms; it is a very stimulating academic environment.

Designed to be an open setting with no walls dividing them, none

of the students seem to be distracted by the surrounding

classes. On the first floor, there were four classes in the

large central space; towards the back of the building there were

three. There is a workspace where parents were busy preparing

for a meeting, storage space, a copy room and bathrooms.

Upstairs there were four more classes divided into two large

spaces. Each classroom area has two sections – a directed

teaching area and a work area. The teachers stay with the same

group of students all day except for any group interaction they

may have planned with other classes of the same grade level.

The walls are painted in bright colors with huge canvas murals

on the upper walls of the vaulted ceilings of the warehouse-

style school. There are posters, student work and artifacts of

indigenous cultural influences throughout the school. In the

main hallway there is a bulletin board for parent-sponsored

events and a breakdown of the International Baccalaureate

curriculum. Classes change according to a drumbeat.”43 This well written description of our school day describes a vivid and vibrant environment created through the collaboration of professional educators, students and parents. The typical school day begins with a welcoming of all members of the community and meditation. Several schedules set the students to motion guided by their

43 Watts, Linda A. “Regular Site Visitation Narrative,” October 19, 2006.


teachers from Tai Chi Chuan practice to Nahuatl instruction, to Mandarin lessons to any number of curricular units planned collectively by each team of teachers through the Units of Inquiry. Morning exercise is usually followed by a brief nutrition break in the mid-morning, a lunch break mid-day and a continued instruction between these breaks. School lets out in the early afternoon to be followed by student’s intervention lessons, teacher study groups or staff/parent meetings depending in the day of the week.

D. Instructional Program Indigenous Pedagogy: Regenerative Education Regenerative Education is authentic, autochthonous and endogenous. Academia is dedicated to ensuring that students become self-motivated, competent, lifelong learners by making education purposeful, social and transformative to both the individual learner and one’s community. Our vision of a school community and our pedagogical ideals and concepts are founded upon by the legacy of Indigenous Mexican education. Ancestral Mexican schooling ethos embodied social ideals and appreciations intended to develop the child as a complete person and as a civically responsible member of a human collective. Indigenous Mexican schools organized pedagogy, curriculum, administrators, teachers and sites as a part of collectivist societies that instilled individual autonomy in children. The indigenous heart of our vision is a repossession of an identity denied from our children in standard schools. Los Angeles continues to be a part of indigenous cultural networks and among its diverse children are Indigenous ones who will be part of the next century. Thus, the indigenous ought to be addressed positively and consciously. Our children are the collective purpose of our pedagogy and our inherited culture is its foundation. In Nahuatl, our native language, our pedagogy is named To tlamachiliz machtihlotl. Ours is a pedagogy that asserts that teaching and learning is a human vocation inescapably grasped by the lived reality and historical relations of all integrands. To tlamachiliz machtihlotl is an autochthonous pedagogy that celebrates our Indigeneity and the Indigeneity of all Native peoples on this continent. We believe that education should be a tool that enables communities to transform their realities. Our students are the children of real families in real communities that


face real challenges – challenges they share as Indigenous Peoples, as workers, as women - as human beings. Regenerative Education, our pedagogy, aims to address these societal needs by preparing our students to succeed in life as they lead our communities to succeed in meeting common human needs. Hence our practice as a school community is much more than a model; it is an organic system through which a community consciously and purposefully prepares its next generation of endogenous leadership. As Indigenous Peoples this social practice, this most basic human need has been abrogated for centuries. Academia is one effort to right the past wrongs committed against Indigenous children everywhere in the United States of America and Latin America. Indigenous language is fundamental to Regenerative Education. As Mark Warford, Ph.D. writes in his report to the Stabilizing Indigenous Languages Symposium, “Language is a living thing; it is the very core of our cultural identity. Sensing its power, colonizers have systematically sought to control or even eradicate it among those they colonize, often with great success. Psycholinguistic pedagogies, rooted in Western Rationalist thought, have served as a tool in this process by abstracting and decontextualizing the way we view language teaching and learning to the point that its inherently cultural nature has been minimized, if not excised. The teaching of indigenous languages, as is the case with the teaching of all languages, cannot and should not ever be divorced from its vibrant cultural heritage.”44 Warford speaks to the importance of Indigenous language survival, a central tenet to the mission of Academia, and a focus of our Regenerative Education. The Academia community has inherited Nahuatl as a mother language. Parents of Academia students reaffirmed the importance of teaching and learning Nahuatl in school through various means, most notably, through a plebiscite conducted on May 30, 2006. Warford concludes that, “Narrative Language Pedagogy, with its emphasis on language learning as an authentic conversation, is a natural application of a social view of language instruction. Though the model may not repair centuries of linguistic colonization, it may serve to open spaces for deeper levels of linguistic and cultural proficiency that give equal weight to non-Western ways of speaking and knowing, one classroom at a time.”45

44 Narrative Language Pedagogy and the Stabilization of Indigenous Languages, 2006. 45 ibid


Inquiry-based Education: The International Program 46 Indigenous education is by definition international. At Academia, traditional knowledge drawn from the ways of the hundreds of Indigenous Peoples throughout North and South America (Cemanahuac and Tawantinsuyo respectively) form the basis of an International curriculum. Ours is a curriculum that is not limited to the so-called First World, but begins with what some Indigenous scholars refer to tenuously as the Fourth World, the nations of Indigenous Peoples. In keeping with both Indigenous worldviews and the IB system, we begin learning of the world by knowing ourselves. Through an International curriculum, Academia also seeks to influence the critical development of the child by developing a different sense of self and new attitudes towards self. Academia’s implementation of an International Curriculum has been integral to the school program since the school opened. However, in 2006, Academia chose as a learning community to adopt the International Baccalaureate Program as a model to expand upon the foundations already laid. Since then Academia’s teachers and staff have been trained in I.B. methodologies as well as in the IBO program models. In particular, Academia’s community has chosen to work towards full accreditation in implementing the I.B.O. Primary Years Program (PYP) for grades K-5, and the Middle Years Program (MYP) for grades 6-8. The IB Continuum contains shared features. Each program:

• Requires study across a broad and balanced range of knowledge domains including languages, humanities, science and technology, mathematics and the arts, drawing on content from educational cultures across the world

• Gives special emphasis to language acquisition and development

• Provides opportunities for engaging in transdisciplinary learning

46 Please see http://www.ibo.org The Charter quotes extensively from IBO materials to describe both what has already begun and what Academia strives to implement in the Charter’s next term.


• Focuses on developing the skills of learning, culminating in a study of the Theory of Knowledge in the Diploma Program

• Includes, to a varying extent, the study of individual subjects and of transdisciplinary areas

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

• Includes a community service component requiring action and reflection

Academia’s implementation of an International Curriculum has been integral to the school program since the school opened. However, in 2006, Academia chose as a learning community to adopt the International Baccalaureate Program as a model to expand upon the foundations already laid. Since then Academia’s teachers and staff have been trained in I.B. methodologies as well as in the IBO program models. In particular, Academia’s community has chosen to work towards full accreditation in implementing the I.B.O. Primary Years Program (PYP) for grades K-5, and the Middle Years Program (MYP) for grades 6-8. The implementation of the international curriculum at Academia embraces the goal to develop, “inquiring, knowledgeable and genuinely caring young people who help in the creation of a better and more peaceful world through intercultural understanding and respect.”47 Thus the IB program utilizes challenging academic programs with international education and rigorous assessments to ensure academic success. Giving priority to students knowing and appreciating their own culture first is essential in fostering their sense of identity with their own traditions and customs. In this manner, they develop a sense of interest to learn about other people’s customs, traditions and values, which in turn creates respects for others. When we equip students with the skills to learn and acquire knowledge, they see how the impossible is possible. Developing inquiry and analytical skills is fundamental in helping students expand their levels of knowledge and understanding. Students are not only more likely to be intrigued to engage in new subject areas but they develop the understanding that they are life long learners.

47 http://www.ibo.org/mission/


Learning is best facilitated when students are learning within a suitable learning environment. As students are engaged in single subject and transdisciplinary instruction, students at Academia receive instruction in an open space environment. This atmosphere engages everyone to recognize their surroundings and understand their relationship to the classroom areas. It promotes a sense of collective learning and instills a communal responsibility for the shared instruction space. 1. What is the goal of the PYP at Academia? Through the PYP, we at Academia strive through all that we do to develop our students as internationally minded people. This goal drives the entire program and provides us with an overriding purpose for all learning tasks undertaken. The aim of the program is that students will acquire ownership of a deeply rooted set of characteristics and attributes that will provide the foundations for all their future endeavors. The PYP identifies these attributes in its Student Profile. Should the student change PYP schools during the course of study or continue to the Middle Years program or an I.B. Diploma high school, this overriding purpose will remain the same regardless of the content of the program. 2. What are the cornerstones of the PYP? In order to encourage the breadth of content necessary in an international school, without sacrificing common standards, the PYP is built on five Essential Elements. The Essential Elements are designed to guide each school in developing its own balanced Program of Inquiry. The Program of Inquiry is the course of study across the grade levels. Students and teachers investigate this program through a student-centered questioning approach called inquiry. These five elements are:

• Concepts- The driving force in developing the Program of Inquiry. These powerful ideas have relevance within and across the disciplines, and are continuously re-explored.

• Knowledge- Significant subject matter for students to explore. This also provides our students with a shared base of information


• Skills- Abilities the students attain in order to succeed in making sense of their world.

• Attitudes- Fundamental values, beliefs and feelings students have regarding learning, their environment, and other people.

• Action- Demonstration of deeper learning through service and positive action.

3. Why Inquiry? "Learning is a process of finding patterns that connect".48 If we believe this, we must give our students a chance to play an active role in focusing the direction of their learning, and build on their previous experiences and knowledge. In order to do this, the PYP takes a curricular approach with inquiry at the center. It is not a method, but a philosophy that guides program development and student learning. Students participate in directing their own learning by questioning the central ideas presented through the Program of Inquiry. In different ways, all students at Academia are engaged in open-ended, relevant, student-centered activities that allow them to explore the essential elements embedded in the program. The traditional subject areas, such as math, science, language arts, and social studies provide students and teachers with a perspective, but the true and universally applicable learning will be the ability to ask purposeful questions, make connections and ultimately to understand the concepts driving the Unit of Inquiry. 4. Middle Years Program (MYP): A Description The international education program promotes the development of knowledge, understanding, attitudes and skills necessary to create active and responsible global citizens. The MYP is created for students between the ages of 11 to 16 years old and thus works with students as they approach a critical and new developmental phase in their lives. This period, encompassing early puberty and mid-adolescence, is a particularly critical phase of personal and intellectual development and requires a program that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically is as important as learning facts. Therefore the goal is to provide a program that promotes

48 Bateson, 1972.


learning, emphasizing the critical evaluation of information. 5. Vision and Philosophy The overall philosophy of the program is created through three fundamental concepts that support and strengthen all areas of the curriculum. These concepts are: intercultural awareness, holistic learning and communication. The program promotes the education of the whole person, with an emphasis on intellectual, personal, emotional and social growth. This can be achieved when one takes into consideration their own cultural identity and their values, knowledge, language and customs. From there, students are more readily able to explore and learn from the cultural identity of others throughout the world. As such, through their education they can transform into critical and compassionate thinkers, lifelong learners and informed participants of this world. 6. Middle Years Program Methodology The methodology used for this curriculum employs an interdisciplinary approach, which interweaves the study of eight academic subjects through five Areas of Interaction: These provide the main focus for developing the connections between the disciplines, so that students will learn to see knowledge as an interrelated, coherent whole.

• Approaches to Learning: > How do I learn best? > How do I know? > How do I communicate my understanding?

• Community and Service:

> How do we live in relation to others? > How can I contribute to the community? > How can I help others?

• Homo Faber:

> Why and how do we create? > What are the consequences?

• Environment:

> Where do we live? > What resources do we have or need? > What are my responsibilities?

• Health and Social Education:

> How do I think and act? > How am I changing?


> How can I look after myself and others? Through the methods used in Approaches to Learning, students are provided with tools that empower them to take responsibility for their own learning during the six-week designated themed units. This process enables them to create an awareness of their process and learning habits as they develop an awareness of successful learning strategies. The Homo Faber interaction allows students to investigate a subject matter through various techniques that demonstrates the processes and outcomes of human creativity. Methods of implementation include reviewing films, researching writings on the matter, exploring visual arts, among other mediums. It incorporates a holistic method that promotes students learning to appreciate and develop the capacity to influence, transform, enjoy and improve the quality of life. Community and Service is an equally important component of the student’s education and their awareness and active participation in the community they are a part of. This goes hand in hand with the goals of a charter school as it addresses the specific needs of the community it serves. As such, students are given the opportunity to not only examine their local community but they are also given an opportunity to be responsible citizens of their community as they partake in building community through service. Environment also allows students to explore their relationship to the environment in order to develop an awareness of their symbiotic relationship with it. In this manner, they are more likely to understand the ways they depend on the environment and at the same time see the consequences of their actions upon the environment. This then creates recognition of their role and acceptance of their responsibilities to the environment. The last Area of Interaction of the MYP curriculum model is that of Health and Social Education. This area deals with physical as well as social and emotional health and intelligence. These are all integral components of development leading to complete and healthy lives. Finally, the MYP curriculum model culminates with a personal project as defined below. In the final year of the program, each student completes a personal project- a significant piece of work that is the product of the student’s own initiative and creativity. Each project must reflect a personal understanding of the areas of


interaction. Students apply the skills acquired through one of the areas as well as approaches to learning.

Textbooks/Instructional Resources Academia uses a state approved reading program in grades K-2 and various different state approved reading textbooks in the remaining grades. Academia uses a state approved math program in grades K-2 and the LAUSD alternative standards-based program in grades K-6. Academia uses the same state adopted program for grades 1-5 and 6-8 in both R/LA (Reading and Language Arts) and math. Academia has identified a need for a State-Board Adopted Reading Intervention Program for grades 4-8 and opportunities and materials to improve reading achievement for the lowest scoring students. In the first year of the renewal charter term Academia will consistently identify the students who are two or more years below grade level in grades 4-8. Academia will have an adopted intervention curriculum designed specifically for the identified students. In 2008, Academia will have an intervention program, for the students furthest below their grade level in grades 4-6. Academia will provide a State-Board Adopted intervention program and textbooks for all students in grades 4-8. These plans are subject to modification based upon actual results.

E. Becoming A World School Teacher Recruitment Currently 100% of Academia’s teaching teachers and paraprofessionals are NCLB Act compliant. For the last two years, Academia has had great success in recruiting qualified teachers in applying for teaching positions and teacher retention. As a result, the school will continue to rely on the following mechanisms to recruit and maintain high-quality staff. Ed join, a public education job search web site will continue to be used to announce job opportunities to educators across the country. The school will also continue to participate in job fairs at the local universities to recruit qualified teachers. The school has been successful in retaining teachers for the last three years because of its approach in including teachers in committees related to curriculum, policy, governance, and evaluation of personnel. The teachers


will continue to be participants in school and board committees that decide policy and monitor the implementation of programs. As a result, teacher buy-in to the school is high. Academia will also continue to provide mentoring to the teachers to support the implementation of new programs and their professional growth. Last year, the school supported new and beginning teachers through collaboration with the Los Angeles County Department of Education in paying for BTSA for new teachers. Academia’s commitment to new and credentialed teachers extended to providing mentoring on an on-going basis. The Director of Education received training in mentoring teachers and has continued the training in year 2 of this academic year. All teachers will not only receive support from the literacy coach in implementing the new reading program and reading strategies, but also mentoring from the Director of Education, coordinator, or experienced teacher. The mentoring will consist but not limited to at least one monthly meeting, observation, or professional training for each teacher. Professional Development In order to achieve our academic goals Academia is committed to providing high quality, research based professional development. Our professional development is built upon assessed school wide needs and interests of teachers as determined through an annual survey or other measure deemed appropriate by the Professional Development Educator Committee. This committee will draw upon their classroom experience, the academic needs of the students, and the management and reporting responsibilities of the school to develop a balanced professional development agenda for the school year. We draw upon professional experts, LAUSD personnel, as well as our own teaching staff’s strengths and resources to lead our professional development. However, instead of obtaining presenters in different areas in a piecemeal fashion, Academia has obtained the services of a curriculum specialist and expert on the Primary Years Program to assist consistently over a period of time with Academia’s prioritized needs for professional development. Our professional development system includes:

• Mentoring by administrator’s

• Class release time to observe other teachers within the school and in other high performing schools


• Professional Development Educator Committee identifies teacher presenters based on the needs and requests identified in the annual survey

• Participation of lead teachers and administrators in LAUSD sponsored workshops on topics such as English Language Learners, Special Education, Socio-Economically Disadvantaged students, STAR testing, and other key topics

• Our collective of teachers meets once a week for school wide curriculum planning and on-going professional development based on research validated strategies on topics such as:

> Literacy, numeracy and science education > Early Intervention for intensive learners exhibiting difficulties in specific areas > English Language Learners > Socio-economically disadvantaged students > API labeled ‘Hispanic’ student population > Advanced Learners (Gifted) > Students with Special Needs

• In addition to this, teachers come together in a study group to further develop and discuss their knowledge of educational theories through book study, guest presenters, and data analysis.

• The I.B. requires team collaboration on developing the program of inquiry and curriculum goal setting, planner writing, evaluation and teacher reflection. Considerable professional development is given to ensure the development on a coherent vertical and horizontal program of inquiry, the development of the written planners and a reflection following teaching planners.

• Teachers are given the opportunity to develop their skills as educational leaders through the ongoing inclusion in school wide decision-making processes.

Additionally, implementation of the International Baccalaureate (IB) program provides a clear framework for continuity of school wide professional development. All classroom teachers, specialists and heads of school must attend the IB’s Level 1 Workshop in order to access the research validated theories and strategies of the program. One team of teachers has already completed the Level 1 Workshop in both the PYP and MYP. Teams of teachers will continue to attend these workshops from January 2007 on until all staff members have been trained at this level. In the summer of 2007, lead teachers, coordinators, and heads of school will attend Level 2 and Level 3 workshops, which will further develop Academia’s capacity in the


understanding of inquiry based learning as well as some specific core subjects. Professional development will provide time for grade levels to vertically articulate and discuss how learning builds from one year to another. The school’s curriculum framework requires for teachers to plan cooperatively within grade level teams and across the grade levels as one unified school team. IB provides a framework to ensure a developmentally appropriate continuum of knowledge built through transdisciplinary units of inquiry. The framework provides a structure for ensuring that transdisciplinary themes are not repeated but that one understanding builds upon another throughout grade levels. Teachers and specialist staff come together across grade levels to plan the transdiciplinary standards based units for the entire year. This is done through a collaborative process to ensure in depth understandings of units of inquiry that comprehensively incorporate California standards and comprehensive assessments. These assessments are planned in advance of teaching the unit. Two things are key in the PYP approach: collective planning and pre-planned assessment. This process ensures a comprehensive school wide curriculum and professional “ownership” from teachers. PYP teachers also meet in grade level teams for detailed planner writing for six week units of inquiry, lessons, activities, and assessments related to their respective unit.

Academic Calendar/Sample Daily Schedule Below is the proposed instructional school calendar: Instructional School Calendar (2007 – 2008)


Sample Weekly Schedule (2006-2007)

First Day of Instruction September 4, 2007 Last Day of Instruction June 20, 2007 Holidays Labor Day Veteran’s Day Thanksgiving Holiday Martin Luther King Jr. President’s Day International Workers Day Memorial Day

Sept. 3, 2007 Nov. 9, 2007 Nov. 22 & 23, 2007 Jan. 21, 2008 Feb. 18, 2008 May 1, 2008 May 31, 2008

Winter Recess Dec. 12, 2007 – Jan. 4, 2008 Spring Recess Mar. 17 – 21, 2008 Professional Development Days

Aug. 20 – 31, 2008 Oct. 5, 2008 Oct. 8, 2008 Dec. 7, 2008 Jan. 21, 2008 Mar. 10, 2008 Apr. 28, 2008 Jun. 23 – 27, 2008

MONDAY

TUESDAY

WEDNESDAY THURSDAY

Friday

Tai Chi Tai Chi

Mathematics (136 minutes)

(English)


(English)

Mathematics

(90 minutes)

(English)


(English)

Language Arts (85 minutes)

(English)

Language Arts

(75 minutes)

(Spanish)

Language Arts (85

minutes)

(Spanish)

Language Arts (80 minutes)

(English)

Social Science

(85 minutes)

(English)

Social Science

(75 minutes)

(Spanish)

Social Science

(85 minutes)

(Spanish)

Social Science

(80 minutes)

(English)

Science (85 minutes)

(English)


(Spanish)

Science (90

minutes)

(Spanish)


(English)

Mandarin (75 minutes)

(English)

Nahuatl (52

minutes)

(Spanish)

Mandarin (68 minutes)

(English)

Periods 21 students per subject

Danza (63 minutes) 42 students

(Spanish) Nahuatl

(75 minutes)

(Spanish)

Inquiry Teams

I,II,III,IV,V,VI,

VII, VIII

(English)

Nepohualtzitzin (52

minutes) (Spanish)

Inquiry teams (68 minutes) (English)


Total minutes a week = 2,103 English total minutes a week = 1,087 (51%) Spanish total minutes a week = 727 (34%) Nahuatl total minutes a week = 131 (6%) Mandarin total minutes a week = 158 (8%) In addition, Academia shall offer, at a minimum, the same number of minutes of instruction set forth in paragraph (1) of subdivision (a) of Education Code Section 47612.5 for the appropriate grade levels. Language Enrichment: Purpose, Goals & Unique Qualities The Dual Language Enrichment school wide methodology will be based upon a 90/10 model of language instruction whereby Spanish language speakers (ELL's) and English language speakers (EO's) are integrated in the same classroom with the goal of academic excellence and bilingual fluency for both language groups. This model is based on the research of successful bilingual education programs that have shown high rates of academic success in both English and Spanish49. A theoretical base for the program stems from the theories delineated in the California State Department of Education publication entitled: Bilingual Immersion Education: A program for the Year 2000 and Beyond (1990). The goals of this school wide methodology are:

• To develop high levels of communicative and academic

second language proficiency

• To maintain and develop primary language skills

• To develop average to superior progress in all curricular areas

• To develop an understanding, positive attitudes and acceptance of oneself, as well as the diversity of languages and cultures represented in the community

The Dual Language Enrichment school wide methodology to be implemented by Academia will logically have unique elements guiding its implementation. First and foremost among these unique qualities will be the linguistic character, history and needs of community we are serving.

49 Tempes, 1985; Krashen and Biber, 1988.


According to Los Angeles Unified School District school profiles published on their website

50, most schools in the

East Los Angeles area serve close to or above 60-70% Spanish language speakers (ELL's). Moreover, based on our informed judgment and experience we believe that the majority of the 30-40% English language speakers (EO's) have family members, often their own parents, who speak Spanish as a primary language as well. In addition, a significant number of Mexican families in Los Angeles also speak a native language as a maternal language, others as a second language and yet others as their only language. The presence of this linguistic diversity will add depth and strength to the Dual Language Enrichment process at Academia. Academia embraces this linguistic diversity in several ways. Our adaptation of the 90-10 model of Dual Immersion will be modified in order to include English-speaking students at different levels of fluency. We expect Chicano (Mexican families with more than one generation of residency in the U.S.) families will bring a powerful purpose of our school to the forefront of our work: the reclamation of forgotten culture and language. We also plan to include the formal instruction of Nahuatl-Mexicano, the most spoken native language in East L.A. In addition, we plan to offer Mandarin language instruction with the goal of furthering our students' preparation for global citizenry. Nahuatl and Mandarin language and culture will enrich our students’ education from kinder through eighth grade. Full-time language teachers will ensure all students receive this additional daily language and culture instruction. In sum, the unique elements of our instructional program provide for a flexible approach to a diverse community and a plethora of educational needs.

Gifted and Talented Students (GATE) At Academia many students demonstrate an ability to achieve beyond grade level. Teachers provide students with many opportunities to study the core curriculum with increased depth and complexity. Through our staff training, teachers incorporate strategies that emphasize higher learning thinking skills and promote novelty in student outcomes. Classroom differentiation allows for individualized extensions of the curriculum, creative problem solving activities and acceleration of the curriculum when appropriate. Students who are identified

50 www.lausd.k12.ca.us


as GATE or higher achieving are clustered in academic peer groups in each class. Our IB coordinator works with teachers to provide current training on gifted instruction and differentiation. The coordinator also meets with parents of identified GATE children to explain what the gifted program consists of and educational opportunities for their children. Students Achieving Below Grade Level All students who are identified below grade level will receive the additional support:

1. Parent is notified of student level at the time of

the student learning Path conference 2. Parent is invited and encouraged to participate in

workshops throughout the year that will aid parents in understanding what things to do to support their child academically and socially

3. Parents will participate in Colectivas de Enseñanza (Teaching Collectives) involving parents and teachers.

4. Student will be invited to participate in additional experiences after school. The after school program will consist of an academic, social, and cultural component. In the academic component trained tutors (college students, school staff, parent volunteer, etc.) will specifically work with individuals or small groups of students. The focus of the sessions will be to improve an academic weakness.

5. In the classroom, paraprofessionals, parent volunteers or other teaching assistants will provide individualized or small group assistance.

6. Student will be paired up with another student to participate in cross-age tutoring. If this is not possible, then the student will be paired up with a student of the same age level.

Special Education

Academia will adhere to the provisions of the Individuals with Disabilities Education Act (IDEA) and state special education laws and regulations to assure that all students with disabilities are accorded a free, appropriate public education (FAPE). The Academia will also ensure that no student otherwise eligible to enroll in their charter school will be denied enrollment. Academia will comply with Section 504 of the Federal Rehabilitation Act, the Americans with Disabilities Act,


and all Office of Civil Rights mandates for students enrolled in Academia. Academia will adhere to all Los Angeles Unified School District policies and procedures regarding special education. Academia will adhere to the requirements of the Chanda Smith Modified Consent Decree, including compliance with the Annual Plan, submitting documents and information, participating in reviews, and attending informational sessions and meetings. Academia will use District forms to develop, maintain, and review assessments and IEPs in the format required by the District and will enter assessment and IEP data into the District’s designated data system (Welligent) in accordance with LAUSD policies and procedures. Academia will maintain copies of assessments and IEP materials for district review. Academia will submit to the District all required reports, including but not limited to SESAC and Welligent IEPs, in a timely manner as necessary to comply with state and federal and Modified Consent Decree requirements. Academia will develop Individual Transition Plans to help students with disabilities, ages 14 and older, in transitioning to adult living. Academia will participate in the state quality assurance process for special education (i.e., verification reviews, coordinated compliance self-reviews, complaints, monitoring, procedural safeguards, and the local plan). Academia will participate in internal validation review (DVR). Academia is responsible for the management of its special education budgets, personnel, programs and services. Academia will ensure that its special education personnel is appropriately credentialed, licensed or on waiver consistent with California laws and regulations. Academia will implement the programs and services, including providing related services, required by the IEPs of the students enrolled at Academia. Academia may request related services (e.g., Speech, Occupational Therapy, Adapted P.E., Nursing, Transportation, etc.) from the District, subject to availability and on a “fee-for-service” basis, by submitting written requests to the Charter Office. Academia may also provide related services by hiring credentialed or licensed providers through private agencies or independent contractors.


For students transferring to Academia from District schools or District affiliated charter schools, Academia will provide those related services required by the students’ IEPs upon the students’ enrollment. However, to allow for a smooth transition to independent charter schools, the District shall continue to fund services for those special education students enrolling in independent charter schools, the District shall continue to fund services for those special education students enrolling in independent charter schools who have been receiving non-public agency (NPA) services from the District for thirty (30) days after enrollment. This will allow Academia time to conduct an IEP team meeting and to execute contracts as necessary to facilitate the students’ transition to Academia. When requested by Academia, a representative from the Local District Special Education Office may attend a student’s first IEP meeting at the independent charter school to assist with transition issues. For students transferring to Academia from other school districts, Academia shall provide related services required by the students’ IEPs upon the students’ enrollment regardless of the type of service provider (school, NPA or private). IEP team meetings for such students will be held within thirty (30) days of the student’s enrollment in accordance with state and federal law. The referral process shall include Student Success Team meetings to review prior interventions, accommodations and modifications and to recommend further interventions as appropriate. Academia will identify and refer students with disabilities who demonstrate early signs of academic, social or behavioral difficulty that may require assessment for special education eligibility and placement in a special education program. Academia will be responsible for the development of assessment plans for students with suspected disabilities or, in the alternative, providing appropriate written notices to parents when a request for assessment is denied. Academia will make decisions regarding eligibility, goals, program, placement, and exit from special education by consensus of the student’s IEP team. In the event that Academia is unable to provide an appropriate placement or services for a student with special needs, Academia will contact the District to discuss placement and service alternatives. Academia IEP


teams will ensure participation of a District special education representative at an IEP team meeting whenever it is anticipated that special education programs outside of Academia, including but not limited to placement at a District school or at a non-public or private school, will be considered. If an IEP team that includes Charter School personnel places a student in a special education program provided by another entity without District representation on the IEP team, Academia will be fully responsible for the quality of the program and for any costs incurred for such a placement. Academia will also maintain responsibility for monitoring progress towards IEP goals for the student with special needs. Academia will support movement of students with disabilities into less restrictive environments and increase interactions of students with disabilities with non-disabled students. Assessment and standardized testing procedures shall be implemented, including guidelines for modifications and adaptations, to monitor student progress. Academia shall provide planned staff development activities and participate in available appropriate District trainings to support access by students with disabilities to the general education classroom, general education curriculum, integration of instructional strategies and curriculum adaptations to address the diverse learner, and interaction with non-disabled peers. Academia will ensure that the teachers and other persons who provide services to a student with disabilities are knowledgeable of the content of the student’s IEP. Academia will ensure that student discipline and procedures for suspension and expulsion of students with disabilities are in compliance with state and federal law. Discipline procedures will include positive behavioral interventions. In accordance with the Modified Consent Decree, Academia will collect data pertaining to the number of special education students suspended or expelled. Procedural Safeguards/Due Process Hearings The District may invoke dispute resolution provisions set out in a charter, initiate due process hearings, and/or utilize other procedures applicable to Academia if the District determines that such action is legally necessary to ensure compliance with federal and state special


education laws and regulations or the Modified Consent Decree. In the event that a parent or guardian of a student attending Academia initiates due process proceedings, both Academia and the District will be named as respondents. Whenever possible, the District and Academia shall work together in an attempt to resolve the matter at an early stage (informal settlement or mediation). During due process proceedings and any other legal proceedings or actions involving special education, Academia will be responsible for its own representation. If Academia retains legal representation for a due process proceeding or other legal proceeding or action, Academia will be responsible for the cost of such representation. Because Academia will manage, and is fiscally responsible for, its students’ special education instruction and services, Academia will be responsible for any prospective special education and related services, compensatory education and/or reimbursement awarded by a due process hearing officer, court or settlement based on an allegation or allegations that Academia failed to fulfill its responsibilities under state and federal special education laws and regulations (which include, among other things, identifying students with disabilities, assessing students, conducting IEP team meetings, developing appropriate IEPs, and implementing IEPs). If parents’ attorneys’ fees and costs are to be paid because parents are the prevailing party as a result of a due process hearing or settlement agreement based on Academia’s alleged failure to fulfill its responsibilities under state and federal special education laws and regulations, Academia will be responsible for payment of those attorneys’ fees and costs. Complaints The District will investigate and respond to all special education complaints the District receives pertaining to Academia including the District’s Uniform Complaint Procedures, Office for Civil Rights and California Department of Education Special Education Compliance Complaints. Academia will cooperate with the District in any such investigations and provide the District with any and all documentation that is needed to respond to complaints. Academia will be solely responsible for any and all costs resulting from, arising out of, or


associated with the investigation and implementation of appropriate remedies. Special Education Local Plan Area (SELPA) The District is approved to operate as a single-district SELPA under the provisions of the California Education Code, Section 56195.1(a). Charter schools authorized by the District are deemed to be public schools within the District for purposes of special education. The District will determine the policies and procedures necessary to ensure that the protections of special education law extend to students in Academia in the same manner as students in all District schools. Funding for Special Education Academia shall receive its allocated share of AB602 special education funds and shall be fiscally responsible for the provision of special education services and instruction to the students they serve. The allocated amount shall be calculated using a funding model based on student population (average daily attendance). Academia shall keep daily attendance for each student that shall be reported and certified according to District policies and procedures. Academia may request specific related services from the District on a fee basis. The District will collect an equitable encroachment contribution from independent charter schools for district-wide costs for special education instruction and services. District-wide costs include: 1) maintaining a full continuum of program options; 2) professional development and training; 3) technical support for programs; 4) administration of due process proceedings, excluding any legal representation; 5) investigation of complaints; and 6) implementation of Modified Consent Decree. The annual encroachment percentage collected may vary from year to year depending on the district-wide encroachment. The calculation of the encroachment contribution shall be based upon a formula designed by the District’s Budget Services Office.


District Responsibilities Relating to Charter School Special Education Program As long as charter schools operate as public schools within the District, the District shall provide information to the school regarding District special education decisions, policies, and procedures to the same extent as they are provided to other schools within the District. To the extent that the District provides training opportunities and/or information regarding special education to other school site staff, such opportunities and/or information shall be made available to Academia staff. Modifications to Special Education Responsibilities and Funding The special education responsibilities of Academia and the District, and the special education funding model may be modified, supplemented or clarified through a mutually agreed upon Memorandum of Understanding (“MOU”). If such an MOU is executed its provisions shall be incorporated by reference to this Charter and shall, to the extent necessary to carry out the intent of the MOU, supersede the provisions on special education responsibilities and funding set forth above.

F. The International Curriculum Why an international curriculum? "Curriculum" is defined as the program of study that a school offers. In national systems, this program is usually mandated through governmental agencies. In California, the curriculum is mandated by the State, however, the method of delivery of the curriculum is left to the school. The obvious question therefore is twofold; How do we the needs of students while applying the State of California educational standards? How do we ensure that we meet internationally accepted high standards? In searching to find the best answer to this question, a group of international educators combined their own expertise with the best practices from the major national systems, and with this created a new way of developing curriculum. The result of their effort was the “Primary Years Program” (PYP), which was adopted by the International Baccalaureate Organization (IBO) in 1997.


Academia believes that the PYP supports our school philosophy and meets the needs of our students and teachers. Therefore, we have adopted this approach and will seek authorization to teach the PYP and the MYP. This provides us with a solid curricular framework, while still allowing us to meet the unique needs of our students. Primary Years Program Curriculum Framework

Middle Years Program Curriculum Framework The model designed by the MYP concentrates on eight academic areas and is guided by five areas of interaction that culminates with an overall personal project. The curriculum is structured with a designated themed unit that lasts six weeks. During these six weeks, students explore the thematic unit through various inquiry based lesson plans and academic exercises. After the six-weeks of study and investigation, the students present their findings through project presentations. Therefore students study subjects from the following eight academic areas: humanities, technology, mathematics, arts, sciences, physical education, and two or more languages.


This model advances the international curriculum Academia has implemented since its inception.

51 It entails a study

of the eight academic areas, but ensures to draw on content from educational cultures across the world. Its curricular framework is fluid in its trans-disciplinary approach and it increases students’ capacity to find correlations in their learning amongst the various subjects. Overall, the curriculum provides a balanced education that prepares young people for participation in society. Core Subjects – A Transdisciplinary Approach As a charter school that is part of LAUSD, Academia is ensuring that the California State standards are being met as the various subject matters are being covered in classroom instruction. Academia has structured its classroom subject instruction in the primary years (K-5) and the middle years (6-8) to cover the following academic subjects: Language Arts

51 http://www.ibo.org/myp/slideb.cfm


1. Primary Years Language Arts includes the use of language to learn about language, the language of other disciplines, and literature. It is a pivotal subject matter as it informs all other subject areas. All students will receive instruction in the four components of language arts: speaking, listening, writing, and reading. The instruction in phonics will enhance their listening and reading fluency and ultimately reading comprehension. Students will be introduced to the process of writing and engaged in the brainstorming, drafting, editing and finalizing stage. Students will receive primary instruction in English and Spanish. Our aim is to effectively make all students academically proficient in both languages. At the same time, students will have the opportunity to study additional languages including Mandarin and Nahuatl. Every student will strive towards the mastery of the content standards based upon the Reading/Language Arts Framework for California Public Schools.

52 2. Middle Years

Students will engage in further refining their literary and writing skills as they engage to explore various subject matters through this area. Being able to decipher between different genres of writing and the reason they employ various techniques will serve the purpose to decipher what genre and/or writing style is best effective for them to convey information to others. Students will be presented with various selections of writings and be challenged to engage in a critical analysis of their thesis and identify the supporting evidence used to support such thesis. The principle language of instruction implemented is English known as Language A. It is clearly fundamental to the curriculum as it crosses the boundaries of the traditional disciplines. Language A courses therefore include the study of:

52 See Appendix for English Language Arts Benchmarks


• The instrumental function of a language where listening, viewing, speaking, reading and writing skills are emphasized.

• Literature, which encompasses a variety of periods and genres.

The family and students will study Spanish as their Language B-1. The primary aim of language B-1 is to encourage students to gain competence in a modern language, with the long-term goal of balanced bilingualism. In addition, the study of language B aims to:

• Encourage in the student a respect for and understanding of other languages and cultures

• Provide a skills base to facilitate further language learning.

• Proficiency in a second language gives students:

• Access to a broader range of input, experiences and perspectives

• The enjoyment of being able to communicate in a language other than their mother tongue

Students in the MYP will also have the opportunity to select a third language of study, either Mandarin or Nahuatl. This third language is known as Language B-2. Learning many languages greatly contributes to the holistic development of students and is believed to raise achievement in other subject areas. Every student will strive towards the mastery of the content standards based upon the Reading/Language Arts Framework for California Public Schools. 53 Mathematics 1. Primary Years

Mathematics provides us with a global language through which we can make sense of our world and solve problems. For this reason, students at Academia will receive instruction in the logic and structure of mathematics.

53 See Appendix for English Language Arts Benchmarks


Classroom instruction will provide ongoing opportunities for children to solve problems in a variety of ways. Students will be able to explain their process orally and in writing. They will apply mathematics to see patterns, to analyze situations and build confidence in their ability to learn mathematics. The main areas covered within the mathematics curriculum include data handling, measurement, shape and space, pattern and function, and number. Problem solving is an integral component in the mathematics instruction as the students incorporate the language arts in their studies and learn about the various ways they can go about solving the problem. Indigenous mathematics will be taught throughout. Every student will strive towards the mastery of the content standards based upon the Mathematics Framework for California Public Schools54. 2. Middle Years

Students will build upon the math problem solving strategies and skills they have acquired from their primary years. This will be conducted in work group scenarios that will vary from large and small group activities. The problems will challenge them to further explore and develop a variety of thinking strategies. As such, they will have the opportunity to formulate their own conclusions and share among their peers their reasoning process and demonstrate how they came to their conclusions. Students will develop strategies for problems in which solutions are not obvious and the acquisition of mathematical intuition. The Middle Years Program aims to provide students with an appreciation of the usefulness, power and beauty of the subject. One aspect of this is the awareness that mathematics is a universal language with diverse applications. The Middle Years Program promotes an understanding of how cultural, societal and historical influences from a variety of cultures have shaped mathematical thought. Teachers will develop schemes of work according to a framework that includes five branches of mathematics:

• number

• algebra

54 See Appendix for Math Benchmarks


• geometry and trigonometry

• statistics and probability

• discrete mathematics.

The variety of mathematic problems will ensure that they meet the Mathematics California State Standards. Indigenous mathematics will be taught throughout in order to enrich the study of mathematics through culturally relevant content. Every student will strive towards the mastery of the content standards based upon the Mathematics Framework for California Public Schools55. Social Studies 1. Primary Years

Social Studies is the study of people in relation to their past, their environment and their society. Students will use the inquiry base as they explore and investigate issues to create an analysis about certain concepts. All students will gain knowledge of civics, history, culture and geography with an international perspective in order to prepare students to partake in the world. Students will receive this knowledge through classroom instruction in language arts, music, dance, math, and films. Every student will strive towards the mastery of the content standards based upon the History/Social Science Framework for California Public Schools56. 2. Middle Years

Students will also gain knowledge of civics, sociology, anthropology, history, culture, psychology, geography and economics through their involvement in an in-depth, meaningful study. Through the study of the various areas, students will excel in their acquisition of research and reporting skills because they will be challenged to develop the ability to think critically about information and resources. This will be conducted as they are facilitated to set up experiments and to draw conclusions that will inform their analysis, thus building upon their knowledge gained in the primary years instruction. In order to synthesize these skills, students will have various opportunities to create final presentations (e.g.

55 See Appendix for Math Benchmarks 56 See Appendix for History/Social Science Benchmarks


PowerPoint presentations, performances, etc). This will then compliment the community and service component, as they will be more informed of the historical and social realities and interactions amongst the people they encounter. Every student will strive towards the mastery of the content standards based upon the History/Social Science Framework for California Public Schools57. Science & Technology 1. Primary Years

The field of science provides students with an area of study that transcends national and cultural boundaries. Scientific inquiry is a process that, much like math, is a universal process. This process allows students to make a hypothesis and then engage in a process of investigation to create an informed conclusion. Through the exploration of science, our students will be empowered to research and investigate ideas, and to appreciate and take responsibility for maintaining the harmonies of the natural world. The areas covered include living things, earth and space, materials and matter, and forces and energy. Due to the fact that science is a field that is very process-oriented, much emphasis will be placed on the skills element of the PYP. Technological instruction is an important means by which students obtain new information during their classroom instruction. Teachers utilize technology in classroom instruction as a means to share new information. It has become a valuable and engaging resource in language instruction. Students will also have the opportunity to use various technological methods such as video cameras and audio recorders to transmit their new knowledge to their peers and parents. Every student will strive towards the mastery of the content standards based upon the Science Framework for California Public Schools. 2. Middle Years

For the Middle Years an integrated science program of chemistry, physics, and biology instruction will further

57 See Appendix for History/Social Science Benchmarks


develop students’ ability to understand that science is a constantly evolving body of knowledge that needs constant re-thinking and re-evaluation. Therefore, the scientific method consistently becomes a substantial method that can be applied in all grade levels. Also included are topics, concepts and issues from other branches of science, such as earth and health sciences. The study of science aims to provide students with both a body of knowledge and an understanding of the scientific approach to problem solving. The ability to formulate hypotheses, design and carry out experiments to test them, and evaluate results constitutes the framework within which specific content is presented. Among other skills, students are expected to:

• use basic laboratory equipment safely and

efficiently

• make sensible estimates and take accurate measurements

• make scientifically supported arguments Students are also encouraged to relate the content of the classroom and laboratory to the realities of life as they develop critical thinking and problem-solving skills. An awareness of the increasingly international context of scientific activity, its impact and limitations as well as the constant evolution of scientific knowledge and understanding is also promoted. Students are encouraged to consider science as a constantly evolving cooperative venture between individuals and among members of the international community, influenced by social, economic, technological, political, ethical and cultural surroundings. Technology will be adapted in the various classroom instruction and students will learn how to engage in internet research to obtain information for their project presentations. Students will have the opportunity to utilize various means such as video cameras and audio recorders to disseminate valuable information they have obtained regarding the subject matter at hand. Technology is also concerned with solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine intellectual talents and practical skills. Each course will provide a balance between three key areas:


• systems • information • materials

In particular, students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks. Students use the design cycle to:

• investigate • design • plan • create • evaluate

This subject area is valuable for reinforcing and integrating skills learned in other disciplines, especially in the presentation and handling of data and the processes involved in the design and manufacture of a product. At the same time, it fosters awareness of the social and ethical implications of technological development. Every student will strive towards the mastery of the content standards based upon the Science Framework for California Public Schools. Arts 1. Primary Years It is important to recognize the great importance of creativity and the arts in human development, not only as a means to understand oneself and the world, but also as a means of self-expression. All students will have the opportunity to use the arts as tools to help them think more deeply about themselves, and ultimately about their world. Students will learn to appreciate and critique art by reading, writing, researching, and experiencing it. Students will engage in yet another form of communication and learning as they explore various forms of movement such as Traditional Aztec Dance, video production, music, theatre and visual arts. In this respect we aim to teach children confidence in their own abilities. Every student will strive towards the mastery of the content standards based upon the Visual and Performing Arts Framework for California Public Schools. 2. Middle Years


Students will be able to continue the development of their understanding of the arts and its various forms and mediums. They will become familiar with the various vocabulary/vernacular that is used in each field as well as the process of the production of an art piece. Students will learn to appreciate that every movement, brush stroke, musical composition, has a story to tell. Beyond barriers of language, the discovery of the cultural values of civilizations through their artistic production is one of the best ways to promote international understanding. Students are brought into contact with the art forms and aesthetic values of other cultures as well as their own, and are helped to develop perceptions between ideas and art. They are also encouraged to identify particular creative abilities and to master techniques appropriate to that form of expression. In addition, the course:

• Organizes learning around the creative cycle—a

dynamic, ongoing process of sensing, planning, creating and evaluating art, and one in which all the senses are involved.

• Encourages creative energy, communication, interaction and reflection.

• Aims to help the student become a developing artist—one who is able to assess the level of skill and target the areas that need development.

Seeks to acquaint young people with the creations of men and women whose works have proven to be of enduring worth. Every student will strive towards the mastery of the content standards based upon the Visual and Performing Arts Framework for California Public Schools. Personal, Social and Physical Education 1. Primary Years Physical education provides the discipline to experience harmony. Students at Academia will begin their day by engaging in Tai Chi warm up exercises and some movement patterns to mentally and physically prepare themselves for a rigorous day of instruction. Students will also engage in learning traditional games from various cultures throughout the world and by doing so, they will learn their history and logic behind their techniques. Students will become familiar with patterns, coordination and have


an overall balance. Academia will continue to build upon the solid foundations in Yang style Tai Chi Chuan, QiGung and Traditional Aztec Dance already laid. 2. Middle Years Students will build upon what they have learned in their previous years. They will continue to develop their discipline and build character development through the practice of Tai Chi. Simultaneously, they will learn about the mathematical patterns incorporated in movement, in various athletic sports and the probability that exists in competitive sports. The aim of physical education in the Middle Years Program is to facilitate Physical intellectual emotional, and social development The aim of this course is to cultivate a healthy and active lifestyle for students. It therefore advocates activities that are not only enjoyable but also contribute to healthy living. Students are helped to develop the motor skills necessary to enable them to participate successfully in a variety of physical activities, and to learn about the nature of physical fitness. This subject area also serves to promote intercultural awareness, since physical education is a reflection of elements of history, culture and values. It also enables students to establish links between different areas of experience and provides opportunities for different forms of self-reflection, communication and teamwork. Participants Academia will accept all students whose parents make a commitment to participating for a minimum of 5-7 years. Parents will sign an Acuerdo y Plan Educativo (Educational Accord and Plan) every year to reaffirm their commitment to the program and clarify any concerns. Parental participation in school and at home will be expected through various activities and methods aimed at maximizing language acquisition by the children. English language speaking students admitted after third grade will be provided with specially designed instruction in Spanish (SDAIS), until they achieve a level of Spanish fluency acceptable for full immersion. Alignment to State Standards


All students in Academia will receive a daily balanced curriculum that is reflective of the California State Department of Education's Standards and Frameworks. Materials used to teach reading in Spanish will include those that are State approved Spanish Language Arts series.

English Language Development The focus of instruction in the target language is on developing grade level literacy addressing the Language Arts Standards. As described in the instruction matrix, at the fifth grade, 50% of the instruction is delivered in English. For ELL students, in addition to the literacy block, ELD standards are used to guide instruction as students gradually add subject areas in English as they progress towards the 50/50 matrix after the 5th grade. Promotion and Retention of Students All students will be promoted regardless of academic performance on the Spanish standardized test, parent-teacher assessment committee or STAR. Students who are not performing at grade level will get assistance through the school student learning Path. The student's portfolio, any available classroom assessments, standardized test results, teacher observations and recommendations, parent observations and recommendations, and student recommendations will be used to develop a strong student learning Path to assist the student in reaching grade level performance. Our goal is to assist the students as much as needed to reach grade level standards appropriate for their age. Students with Exceptional Needs All new students to Academia will be assessed upon admission. The assessment will consist of a school design test with an English and Spanish component. If any prior test scores are available, they will be considered in the assessment. Once assessment results have been evaluated, the classroom teacher will begin to develop the student’s unique educational and learning ‘Path’. The purpose of the Path is to identify student abilities, needs and talents as well as assist school personnel in meeting each student’s needs and educational aspirations. The Academia student learning Path will follow this process:


• Teacher collects all assessment materials and test scores available

• Teacher collects all completed and in-progress work performed thus far

• Teacher determines if any further or more appropriate assessment is needed

• Teacher conferences with the parents and students about the assessment

During the conference, the teacher, parent, and student identify the strengths and weaknesses of the student. The plan will contain objectives, strategies, a timeline for meeting the objectives and future dates of conferences. The teacher will suggest ways that the parent can help their child meet the objectives of the student-learning Path.

School Core Qualities: How Does Learning Best Occur? Academia adopted and adapted the National Council of La Raza’s ‘School Core Qualities’. In the spring of 2005, the NCLR recruited our school to join a National Affiliate Charter School CORE QUALITIES TASK FORCE made up of five charter school principals from NCLR affiliate charter schools across the nation. As members of this Task Force, we contributed to the clarification and definition of core qualities our communities should expect of all public schools and, in particular of NCLR affiliate schools. We have adapted these Core Qualities at Academia to reflect our school vision. Quality schools prepare students to acquire wisdom and become critical thinkers and principled bilingual adults. They prepare students to succeed in post-secondary education and employment and to contribute to society as leaders in their communities. The school community — teachers, students, parents, families and community — focuses on the goals for achievement in learning and teaching. Achievement is defined to include academic and intellectual growth, social and cultural development and linguistic competency. Achievement is a result of reciprocal processes that engage all members of the school community in the vocation of learning and teaching. Academia Charter School believes all successful schools should have the following Core Qualities:

• Schools are cultural institutions that ought to strive for cultural competence in the communities they serve.


• Schools ought to promote multilingualism and literacy in several languages, especially heritage and mother languages.

• Schools ought to sustain high expectations and high support for all students.

• Schools ought to engage all community members in meaningful, respectful and sustainable relationships that support student learning.

• Schools ought to value and promote collaborative leadership to sustain a collective commitment to school wide success.

• Schools ought to organize and promote family and community engagement in student learning.

• Schools ought to define, work toward, and assess their progress based on clear goals for students, educators, families and community.

G. A Profile of an International Baccalaureate Program Student-A 21 Centry Learner58

The PYP defines the characteristics of students who are aware of and sensitive to the experiences of others. These create a profile of the PYP student, which helps teachers and students to establish goals, plan units of inquiry, and assess performance: Inquirers - Their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning and their love of learning will be sustained throughout their lives. Thinkers - They exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems. Communicators - They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.

58 http://www.ibo.org


Risk takers - They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe. Knowledgeable - They have spent time in school exploring themes which have global relevance and importance. In doing so, they have acquired a critical mass of significant knowledge. Principled - They have a sound grasp of the principles of moral reasoning. They have integrity, honesty and a sense of fairness and justice Caring - They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service. Open-minded - They respect the views, values and traditions of other individuals and cultures, and they are accustomed to seeking and considering a range of points of view. Well-balanced - They understand the importance of physical and mental balance and personal well-being. Reflective They give thoughtful consideration to their own learning and analyze their personal strengths and weaknesses in a constructive manner. Student Attitudes In Academia, we aim to support all of our students, in developing a strong sense of self-discipline. We believe that if young children have healthy self-esteem and feel respected and valued for who they are, they will be less likely to enter into conflict situations. We therefore work to create a school environment that supports this thinking, and helps the child to develop self-confidence and a positive self-image. The 4 R's of the School guide us: Rigor, Resilience, Respect, and Regeneration.

At the beginning of the school year students and teachers work together in their class groups to set up agreements regarding behavioral expectations. They discuss each individual's right to learn in a peaceful environment and consider ways to support one another in this. These agreements are then posted in the classroom and referred to throughout the year. Student conflicts are resolved


through dialogue and discussion with the students concerned. Respect, tolerance and strategies for conflict resolution are explored in class meeting time. In cases of persistent behavioral issues the Academia Discipline policies are referred to. We believe that in order for our students to become well-rounded internationally-minded people, we must actively focus on fostering positive attitudes towards people, towards the environment and towards learning. The PYP requires that these attitudes be fostered consciously, professionally and explicitly. We do this by designing learning activities that promote positive attitudes and by considering these attitudes when we are planning our assessment. World Schools encourage the following students’ attitudes: Appreciation - of the wonder and beauty of the world and its people Commitment - to learning and developing self-discipline and responsibility Confidence - in their ability as learners, having the courage to take risks, applying learning and making appropriate choices and decisions Cooperation - cooperating, collaborating or leading as the situation demands Creativity - being creative and imaginative in their thinking and approaches to problems and dilemmas Curiosity - about the nature of learning, the world, its people and cultures Empathy - being able to project themselves into another person's situation Enthusiasm - enjoying learning Independence - thinking and acting independently, making their own judgments based on reasoned principles and being able to defend judgments Integrity - having integrity and a firm sense of fairness and honesty Respect - respecting themselves, others and the world around them


Tolerance - feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others Modifications to the Educational Program The Council of Trustees of Academia reserves the right to modify, supplement or clarify the educational program to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 2.59 Measurable Student Outcomes At Academia, every student will strive toward mastery of essentials skills including: reading, writing, speaking, listening, English Language proficiency, quantitative skills, reasoning and problem solving, and technology skills. These essentials skills will be measured through teacher-developed tests, school-wide assessments, and statewide assessments. All students will work towards mastery of state standards and the criteria set forth in the No Child Left Behind Act.

A. Attendance requirements including length of school day and year Academia will follow the state requirements for the number of instructional days and minutes, but reserve the right to make modifications as agreed on by our Council of Trustees. We will consider the LAUSD single-track yearly calendar for instructional days, pupil free days, holidays, and beginning and ending dates. Because daily attendance is important to student success, we continue to encourage daily student attendance. Although our average daily attendance rate of over 95% is exceptional we will strive to improve this achievement. Beginning in 2002, with the granting of our Charter, we initiated time-banking to facilitate common planning, meeting times and professional development. Four days a week, students attend school longer and on Wednesdays students are dismissed one hour and twenty minutes earlier. Tuesdays are set aside for meetings. Fridays have been earmarked for grade-level meetings, conferencing, record keeping, sub-committee meeting and Council of Trustees meetings. This has enabled us to establish an infrastructure that has moved our Charter forward as we

59 The measurable pupil outcomes identified for use by the charter school. ‘Pupil outcomes,’ for purposes of this part, means the extent to which all pupils of the school demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the school’s educational program.” Ed. Code § 47605 (b)(5)(B)


seek new areas of reform. Time banking will continue as we enter the next five-year timeline for our new Charter.

B. Academic Growth and Achievement According to the dual immersion methodology for a 90/10% program, formal English should begin in the beginning of fourth grade. Since learning two languages or more, requires building a larger vocabulary, students need more time to perform English at the same standard as native English speakers. Therefore, we expect students to be at or near grade level in 4-7 years of instruction in a dual immersion program. Students who start Kinder or first grade in a dual immersion program will be at or near grade level in fifth grade. Several studies indicate that dual immersion students improve and achieve similar scores to other students in bilingual programs, but after sixth grade, dual immersion students outperform native speakers.

60 In a national study, Thomas and Collier (2001,p.52) found that a two-way bilingual education has the highest long-term academic success

61. Additionally

scholars report that, “Bilingually schooled students outperform comparable monolingually schooled students in academic achievement in all subjects, after 4-7 years of dual language schooling,”

62

The Academia will use objective measures to determine the student's ability to process information and demonstrate mastery of subject matter knowledge. Initially, each student will be evaluated to establish an individual student profile. This baseline level of performance will also assist in tailoring learning plans to meet individual student needs and help to gauge their progress throughout the school year.

C. Baseline Assessment and Planning At the beginning of each academic year, teachers will conduct informal assessments of student skills and knowledge in each core academic area (literacy, math, social studies and science). Teachers will work in grade level teams to construct these assessments, which will

60 Mary T. Cazabon, Elena Nicoladis, and Wallace E. Lambert, "Becoming Bilingual in the Amigos Two-Way Immersion Program" (January 1, 1998). Center for Research on Education, Diversity & Excellence. Research Reports. Paper rr03. http://repositories.cdlib.org/crede/rsrchrpts/rr03 61 Thomas, W.P. and Collier, V.P., “A National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement” (July 1, 1996-June 30, 2001). Center for Research on Education, Diversity & Excellence. http://www.crede.ucsc.edu/research/llaa/1.1_final.html 62 ibid., p.7


also be used to assess student progress toward meeting outcomes. Academia will use the student learning profiles and informal academic assessments to develop IEPs for students eligible for special education services, and school learning Paths for all other students who attend the school. The learning Paths will be developed annually by a team consisting of the student's teacher, parent(s), specialists as appropriate (e.g., speech therapist), the principal or his or her designee, and, if appropriate, the student. The IEP process and content for students with disabilities will conform to all State and Federal regulations. IEPs and learning Paths for all students will include specific benchmarks for determining whether students meet their individual goals related to achievement of State standards in the core academic areas.

D. Process by which curriculum, materials and instructional activities are to be selected The Curriculum Sub-committee researches curriculum materials and makes recommendations to the Council of Trustees for final approval. The Curriculum Sub-committee may choose texts, methods and curriculum according to charter goals and mission. The Sub-committee shall select and implement its own curriculum, instructional materials, assessments, and instructional methodology in accordance with the educational program of the Charter and aligned to the State standards. This Sub-committee is comprised of certified staff and parents who oversee curriculum and professional development. Representation from each grade level and special education will be encouraged.

E. Delineation of when and how pupil outcomes will be assessed Academia believes that assessments are an ongoing process that allows teachers to make adjustments in their daily teaching to meet the needs o all student based on their strengths and weaknesses. Our goal is to meet the requirements of No Child Left Behind Act, which directs that each subgroup of students will reach proficiency levels in language arts and mathematics. Over the next five years, we will strive to achieve at or above our growth targets on the state’s Academic Performance Index (API).


We will use a variety of authentic assessments that can better evaluate the child over time and in a variety of settings. Authentic assessment may include, but are not limited to:

1. Portfolios 2. Teacher observation/anecdotal records 3. Student Journal 4. Work Samples 5. Homework assignments 6. Checklist 7. Rubric/Scoring Scales 8. Teacher-devised test 9. Publisher-provided criterion reference test 10. Projects collected throughout the year

Standardized assessments may include, but are not limited to:

1. CAT 6 test 2. CST test 3. CELDT test

Data from these different sources will be collected and analyzed by the teachers at grade level meetings and by the administration in an ongoing manner throughout the year. Daily informal assessments from observations, weekly quizzes and test, project assignments, periodic assessments, and yearly summative assessments will be used to direct instruction and identify immediate areas of concern to be addressed. Students’ progress will be reported to parents via progress reports and/or conferences at least three times during the school year. Currently, we use a report card created by our teachers. We reserve the right to further modify our report cards. New report cards, if/when developed, will report student progress as it relates to the mastery of State Standards and the IB Learner Profile.

F. Identification of who will be accountable for student progress The assessment Sub-committee comprised of certificated staff and parents, will review, select and distribute assessment instruments. The Sub-committee will also oversee and distribute the state assessment. This Sub-committee also reviews test results and works with the Curriculum Sub-committee to provide professional development to improve instruction. The Sub-committee informs staff about upcoming assessments and provides


information about available resources to help students prepare for assessments.

Modifications to Measurable Student Outcomes The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 363. Methods of Assessment

Assessment is seen as an integral and closely related part of the planning, teaching and learning process. It is not an isolated element. It informs each stage of the learning cycle and leads to effective planning, teaching and learning. The elements that define curriculum at Academia are:

• The written curriculum or “What do we want to learn?”

The learning outcomes, concepts, skills, attitudes and actions we have identified in the school’s written curriculum.

• The taught curriculum or “How best will we learn?”

The teaching and learning strategies that best support the types of learning identified in the written curriculum.

• The learned curriculum or “How will we know what we

have learned?” Approaches to assessment, recording and reporting

The assessment component in the school’s curriculum can be subdivided into four closely related areas:

• Planning – how we plan to incorporate assessment into

our year-long plans, unit long plans and daily teaching.

• Assessing – how we discover what children have learned • Recording – how we record this evidence of learning

• Reporting – how we pass this information on to

students, parents, teachers and external organizations.

This manual outlines and clarifies the school’s approaches to each of these important areas of assessment. It also

63 “The method by which pupil progress in meeting those pupil outcomes is to be measured.” Ed. Code § 47605 (b)(5)(C)


provides practical support for teachers faced with the challenge of incorporating good assessment practices into the classroom environment.

A. Perspective on Assessment Assessment at Academia is defined as the process of collecting, analyzing and reporting data. It is the gathering and analysis of information about student performance and program effectiveness. Assessment is integral and crucial to the curriculum and to all teaching and learning. It is the means by which we analyze student learning and the effectiveness of our teaching. Assessment acts as a foundation on which to base our future planning and practice. It is central to our goal of guiding the child, from novice to expert, through the learning process. This can be seen in the following diagram:


Everyone concerned with assessment – children, teachers, parents, administrators – must have a clear understanding of the reasons for the assessment, what is being assessed, the criteria for success and the method by which the assessment is made. Standardized Testing and Traditional Tests Traditionally paper and pencil tests were used as the main way of assessing and evaluating children. However, according to Kohn, “...research shows that schools using traditional grading produce kids for whom three things are true: (1) they think less critically; (2) they prefer easier tasks if given the choice and will go out of their way to avoid challenge; and (3) they’re less interested in learning.”64 Research has also proved that standardized testing alone cannot be counted on to give a valid assessment of each student even though they continue to have a significant impact on educational policy making.65 Scholars further stress that standardized tests perpetuate a narrow and prejudicial view of what is important to know and serve only to sort and rank students not to help them.66 However, at Academia, we have to remain accountable to the standardized tests that our students participate in. While we philosophically agree with the above research, our students are eventually measured by external examinations. Therefore, traditional testing will have a place in the range of assessment strategies and tools incorporated at Academia as required by federal and state law.

64 See Kohn, 1999 65 See Blount 1996, Barr 2000 and Archibald and Newmann 1992 66 ibid., 2000

Learners Constructin

g

What do we want to learn? The written curriculum

How best will we learn? The taught

How will we know what we have learned?

The learned curriculum


Utilizing a range of assessment strategies As we are concerned with assessing a wide range of learning outcomes and expectations, it is obvious that we need a range of assessment strategies and this is consistent with current thinking on assessment. Assessments should be both formative and summative and viewed as authentic, essential, rich, engaging and feasible, allowing the student to become part of the evaluative process. Formative assessment is interwoven within the daily learning and helps teachers and students find out what they already know in order to plan the next stage of learning. Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other. Summative assessment takes place at the end of the teaching and learning process and gives students the opportunity to demonstrate what has been learned. When both teachers and students are actively engaged in assessing student progress it helps develop their wider critical thinking and self-evaluation skills. It also provides teachers with evidence on which to evaluate the efficacy of the school curriculum. Authentic assessment can be defined as “a valid assessment system that provides information about the particular tasks on which students succeed or need reinforcement, but more important, it also presents tasks that are worthwhile, significant and meaningful”.67 Authentic assessments include a variety of procedures from observations, journals, oral explanations, rubrics and portfolios. According to Wiggins first class assessment is a daily and local affair.68 There are three steps to assessment tasks: (a) define outcomes (knowledge, skills, attitudes); (b) design the task (what will I hear and see the student doing that will convince me that they know/ can perform with knowledge); (c) set up criteria for success and present to students prior to task. Therefore in conclusion to this perspective section of the manual, effective assessment practices are:

• Planned for and built into the program • Have criteria that are known and understood in advance • Allow students to demonstrate their range of

understanding, knowledge and skills • Focus on big ideas and transdisciplinary skills

67 Archibald and Newmann 1992 68 Wiggins, 1989


• Based on real life experiences and can lead to other questions

• Allow students to express different points of view and interpretations

• Continuous and cumulative • Able to promote self and peer evaluation • Able to produce evidence that can be reported and

understood by students, parents, teachers and administrators.

Purposes of assessment The main purposes of assessment are to promote student learning, to provide information about student learning and to contribute to the efficacy of the program. The following section outlines why we assess work at Academia School.

1. Student learning is promoted through: • Assessing the student’s prior knowledge and experience

brought to the topic or task • Planning the teaching and learning in order to meet

individual or group needs • Building a profile of student understanding by

providing evidence concerning the strengths and weaknesses of the individual student

• Engaging students in their reflection on their learning and in the assessment of their work and the work of others.

• Providing positive motivation and reinforcement for students who strive to reach their personal best

• Providing future targets and realistic goals as well as to amend teaching methods

2. Information about student learning is provided by: • Examples of student work or performance • Statistics based on explicit benchmarks and/or rubrics • Test results • Formative and summative assessments to show us the

process as well as the product. 3. Program evaluation uses a variety of student

assessments to:

• Assess student performance in relation to the general and specific learning outcomes of the program

• Assess group performance in relation to other classes or groups both internally and externally

• Inform others, including students, colleagues and parents

• Assist us in comparing ourselves locally and internationally against benchmarks


• Provide evidence of teaching effectiveness and methodology in meeting the needs of the individual student

• Promote higher standards for the pupils and improve performance

• Support continuity and progression throughout the school

Principles of assessment Effective assessments allow the student to:

• Have criteria that are known and understood in advance • Analyze their learning and helps the student and the

teacher to understand what needs to be improved • Demonstrate the range of their understanding, their

knowledge and their skills • Synthesize and apply their learning, not merely recall

facts • Base their learning on real-life experiences that can

lead to further inquiry • Focus on producing a quality product or performance • Highlight their strengths and demonstrate mastery and

expertise • Express different points of view and interpretations • Promote reflection, self and peer evaluation

The faculty at Academia also believes that assessment should be:

• Honest, accurate, fair and reliable • Modified to suit individual students • User-friendly for both teachers and students • Ongoing, cumulative, consistent and valid • Aesthetically pleasing • Clear, concise and culturally unbiased • Significant, engaging, relevant and challenging • Positive • Able to cover a broad spectrum of understanding,

knowledge and skills

Effective assessments should allow the teacher to:

• Plan them and build them into the learning, not add them on after the fact

• Identify what is worth knowing and assess it • Include collaboration between the student, other

students and the teacher • Take into account different cultural contexts and

different learning strategies • Use scoring that is both holistic and analytical • Produce evidence that can be reported and understood

by students, teachers, parents, administrators and board members


• Inform every stage of the teaching and learning process

• Plan further activities In the earliest stages of curriculum planning, good assessment practice requires the teacher to build assessment in from the start and link assessment tasks to the central idea of the unit under study or the curriculum learning outcome. The quality of any assessment depends first and foremost on the clarity and appropriateness of the purpose. With these outcomes, central ideas and assessment tasks in mind, activities and resources can be selected. According to Covey in Seven Habits of Highly Effective People, “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that steps that you take are always in the right direction.” 69 Continuous assessment provides insight into student understanding, knowledge, skills and attitudes. It is also a means of exploring the learning styles and individual differences of the students in order to differentiate instruction. Feedback from assessment further allows us to develop and improve our program as it evaluates the strengths and weaknesses of the overall curriculum. The following are some PYP strategies that may be used to provide Formative and Summative Assessments:

Strategies Tools of Measurement

• Multiple observations, focused on the whole class and on individual students. Observations focus on skills, processes, and attitudes.

• A system of note taking and record keeping such as: check lists, inventories, and narrative descriptions will be employed to minimize writing and recording time.

• Performance assessments, which are students’ representations of learning about authentic challenges and problems. Performance assessments incorporate a variety of skills and concepts, reflect high-level thinking skills, and are expressed in several media such as oral presentations, art, charts, models, drama, writing, audio, and video.

• Standards based rubrics created by teachers and students that are available prior to the commencement of said performance assessment.

• Public exhibitions of student work, e.g., projects,

• Work is assessed by self, peers, teachers, and when appropriate,

69 Covey. Seven Habits of Highly Effective People. 1989


visual art, inventions, and plays.

others outside the school community.

• Selected responses such as tests and quizzes.

• Criterion referenced.

• Open-ended tasks, in which students are presented with a stimulus and asked to communicate an original response.

• The answer may be a brief written answer, a drawing, a chart, a diagram, or a calculation that verifies understanding.

• Portfolios, which are collections of student work that are designed to demonstrate successes, growth, higher order thinking skills, creativity, and reflection.

• Students will select their portfolio work and provide a reflection. Student work will also contain teacher comments.

• Student-led conferences in which students demonstrate progress towards identified outcomes by sharing work portfolios that reflect growth over the academic year.

• Students, parents, and teachers will be involved in evaluating these presentations.

Grading Policy Academia uses a formal quarterly reporting system that communicates student progress in core and non-core curriculum areas as well as student character development. Academia’s progress report follows a similar structure as that of LAUSD’s and is aligned with state standards. The progress report is reflective of the dual language curriculum and clearly communicates the student’s academic development in both the primary language instruction and in the developing language instruction. Progress reports involve parent, student, and teacher conferencing that will occur 1-3 times per year. The Academia Progress Report will be updated and modified as deemed necessary by the collective group of Academia teachers and administrators. Progress is reported using the following four point metric:

4 Above Standard

Consistently meets the standard. Has strong knowledge and understanding of the standard. Uses a wide range and variety of books, tools, and materials. Demonstrates originality, initiative, and independence.

3 At Standard

Regularly meets standards. Has knowledge and understanding of the subject areas standards. Can draw information from a variety of sources. Can utilize problem-solving skills. Has good working vocabulary in subject area.

2 Approaching Standard

Partially meets standards. Has a developing knowledge of the standard. Is developing independence but requires


some teacher guidance. Uses an adequate vocabulary.

1 Below Standard

Not meeting the standard. More time, practice, effort is needed to meet subject standard. Frequently requires assistance.

Academia’s curriculum integrated with the implementation of the International Baccalaureate’s PYP and MYP has created a comprehensive assessment model that strives to develop and strengthen students’ natural ability to think creatively and critically, as well as to give them the tools necessary to promote a higher order of thinking and questioning. The implementation of the MYP will further this rich intellectual pursuit. Assessments are intended to be an on-going reflection for students, teachers, parents, and administrators. Through purposeful planning, teachers generate data analysis reports 2-3 times per year that are used to continually inform and influence curricular development, teacher practice and school pedagogy. Academia uses a variety of tools to assess and measure student progress and will incorporate assessment strategies and policies from the world renowned International Baccalaureate Primary Year’s Program. The assessment based student progress will be reported using Academia’s quarterly progress reports, parent conferences, student conferences, and teacher created data analysis reports. The following formal assessments will take place three times a year:

Fall & Winter:

• California Reading and Literature Project (CRLP)

RESULTS test or other state academic content standards based tests that measures literacy components 70

• Criterion-referenced tests, based on state academic content standards, of mathematics skills and concepts (K-8)

• Writing samples scored with standards based rubrics created by grade level teacher teams

• California English Language Development Test (CELDT) as needed

70 Such tests include: phonemic awareness (K-1), decoding and word recognition (K-3), concepts about print (K-1), reading fluency (K-8) and reading comprehension (K-8)


Spring:

In addition to the aforementioned tests, the following will also be administered:

• STAR Testing, including California Standards Tests & CAT6, the California Alternative Performance Assessment (CAPA) as needed, the Spanish Assessment of Basic Education, 2nd edition (SABE/2) as needed

• California Writing Assessment (Gr. 4)

• California Physical Fitness Test (Gr. 5 & 7)

• CELDT as needed

• State testing will be verified and updated as necessary

In addition to the tri-annual formal assessments, teachers will assess students on an on-going basis using Formative and Summative assessments. Formative assessments are the on-going measures of growth that immediately informs classroom instruction. It enables teachers and students to identify what skills and concepts have been mastered and which ones need further development. They also provide a scaffold method of instruction that promotes student success of the Summative Assessment. The Summative Assessment typically takes place at the end of a thematic unit and enables the students to demonstrate the concepts and skills that have been learned. These assessments may include any combination of the following: acquisition of data, synthesis of information, application of knowledge and processes. Multiple language development is an integral part of every student’s academic experience at Academia. In order to provide a clear and systematic way of documenting and reporting progress in language development for English and Spanish, LAUSD’s standards based English Language Development (ELD) Portfolio’s are used. They are also used as a foundation for a Spanish Language Development (SLD) portfolio. These portfolio’s are updated a minimum of 2-3 times per year, and aide in determining the appropriate developmental level for each student. Students are given the opportunity to provide evidence that shows mastery of language thus enabling them to move through the 5 levels of development with the ultimate goal of achieving proficiency. Teachers will use all assessment data to generate Data Analysis Reports that will then be used to guide instruction and ensure that all students meet school and


state standards. After each assessment period, teachers will come together during professional development meetings to examine their self-generated Data Analysis Reports, STAR test results, and other assessment data to identify goals that will further student achievement. The analysis of data will shape instruction for individual students, and it will also guide the school in program development. Progress towards these goals will be frequently measured during classroom instruction and by the aforementioned methods. Instruction will focus on enhancing the areas of strength and supporting student achievement in the areas of need. Students will also be involved in formative self-assessment of their progress, and they will be guided to reflect on their own approaches to learning. Teachers will use all assessment data to develop and refine the school’s curriculum as well as teaching strategies, instructional materials and texts, share best practices, and collaborate in planning curriculum during professional development meetings. Academia will examine and refine the tools used to assess student performance over time to reflect the school’s mission and any changes to state or local standards that support such mission.

Student Assessment Methods in the IB Middle Years Program Teachers create continuous assessment accounting for specific criteria that correspond to the objectives set forth for each subject. At the same time, there is also an emphasis on self-assessment and peer-assessment. Teachers are responsible for structuring diverse assessment tasks in order for students to demonstrate their academic achievement and understanding of the subject explored. Some of the methods include: open-ended questions, problem-solving activities and investigations, organized debates, organized individual or group presentations that demonstrate analysis and reflection. The assessments measure both qualitative and quantitative achievements that provide insight on the process students took to achieve their final project as well as their overall mastering of the subject. The Personal Project in the final year also provides a means of assessment through which a deeper real life application of the program is demonstrated. Students are expected to choose their project, which can take many forms, and take the process through to completion under the supervision of a teacher in the school. This involves planning, research, and a high degree of personal reflection. The Personal Project


is assessed by teachers against a set of IBO developed assessment criteria.

Modifications to Methods of Student Assessment The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 471. Governance72

Establishing an honest, accountable and harmonious organism of governance for Academia is a fundamental element of our pedagogy. All integrands in the teaching/learning dialectic of our school are active participants. The comprehensive design of our school reflects a model that allows for the full participation of working people. Accountability is ensured by every child, parent, and teacher of the school through town-hall type gatherings called Asambleas Comunitarias. The Academia governance design provides for fair and participatory school governance. We draw from traditional indigenous forms of social organization in building a collective responsibility for school governance. Specifically, Academia governance is modeled after the indigenous Mexican political form and traditions known as the Calpulli. Indigenous governance begins with the principles of serving collective interests, assembling an informed polity, and honestly administering and executing collective decisions in practical and effective methods. The Academia governance model is guided by indigenous traditions, which emphasize community-based decision-making. Academia Charter School is operated by Academia, an IRS-designated 501 (c) (3) nonprofit organization and has been chartered as a Local Education Agency (LEA) by LAUSD since 2002. Academia will be governed by volunteers that will simultaneously compose the Academia Council of Trustees. The Academia Council of Trustees have assigned day-to-day administration of Academia to a principal, who will be charged with managing academic operations, and an executive director, who will be charged with managing nonprofit development operations. Community stakeholders, such as charter school parents and local elders, engage charter school administrators through regular dialogue to advise and provide input in Academia’s decision-making processes called Community Assemblies.

71 “The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement” Ed. Code § 47605 (b)(5)(D) 72 Governing Law: The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement. - California Education Code Section 47605(b)(5)(D)


A. Key Elements of ASDP Charter School Governance The Council of Trustees has fiduciary and policy oversight responsibilities for the non-profit organization and charter school. Council of Trustees Composition The Council of Trustees will consist of no less than five nor more than nine voting members, which include charter school founders, community stakeholders, and charter school parents. The voting members may be joined by a non-voting member who is a district representative. Council of Trustees Powers & Duties The Council of Trustees, including the LAUSD representative, is charged with executing the mission and vision of Academia, a nonprofit 501(c)(3) organization, as well as adhering to its Articles of Incorporation and bylaws, and charter, which deems Academia a Local Education Agency (LEA)73. It shall be the duty of the Council of Trustees to:

• Assume the responsibilities assigned to them collectively or individually by law, by the non-profit Articles of Incorporation, and this charter.

• Consider proposals and initiatives generated by community stakeholders in general, and Academia parents and children in particular.

Term of Office Each member of the Council of Trustees is elected to a term of two years, which begins July 1 and ends June 30 of the second year. There is no limit as to the number of terms each member of the Council of Trustees can serve over a lifetime. Terms shall be scaled so that no more than 30% of the Council of Trustees seats are vacant on any given year.

Elections Council of Trustees members are elected through the process of Consensus of the voting members at the annual meeting of the Council of Trustees for elections. New

73 See Addenda for Articles of Incorporation and bylaws.


candidates must be nominated by active members of the Council of Trustees prior to being considered for election. If consensus cannot be reached, the candidates with highest vote will be elected to the Council of Trustees. The nomination of candidates for new members of the Council of Trustees shall be announced at least one month prior to the election. The elections of Council of Trustees members shall be held during the Council of Trustees monthly meeting held in June. Council of Trustees members shall be elected during the June meeting. Voting by proxy shall be accepted by mail, e-mail or fax prior to the election meeting. At the end of the election meeting, the election results will be finalized. Newly elected Council of Trustees members must be ready to assume their powers and duties by July 1 of the same year. Each candidate must be nominated for consideration by a voting member of the Council of Trustees. Meetings of the Council of Trustees Meetings of the Council of Trustees are held at least once per month. These meetings shall be held each month at an Academia, unless otherwise indicated during the previous month’s meeting. Each Council of Trustees meeting notice is posted in plain sight at the Academia main office in English and Spanish no less than two weeks in advance of each meeting. Each Council of Trustees meeting agenda is provided in hardcopy format upon request. Actions that are taken during monthly Council of Trustees meetings are recorded, and are also available in hardcopy format upon request. Quorum of the Council of Trustees A quorum shall consist of a majority of Council of Trustees members, one of whom must be the chair or vice chair. The Council of Trustees members present at a duly called and held meeting at which a quorum is initially present, and subsequently lost, may not continue to do business. The meeting shall be adjourned prior to the loss of quorum and any unfinished business shall be postponed to the following meeting. Majority Action


Every act or decision done or made by a majority of the Council of Trustees members present at a meeting duly held at which a quorum is present is the act of the Council of Trustees. A majority vote is defined as fifty present of Council of Trustees members present plus one (50% + 1). Officers of the Council of Trustees A majority of Council of Trustees members shall elect officers during the July monthly meeting. The Council of Trustees shall elect a chair, vice chair, secretary and treasurer. Council of Trustees Members Please see attachments for each Council of Trustees member’s resume and questionnaire responses. The following list Council of Trustees members currently serving a term from July 1, 2006 to June 30, 2007:

• Dr. Juan Gomez-Quiñones, Chair

• Salomon Zavala, Esq., Vice Chair

• Marcos Aguilar, Secretary

• Minnie Ferguson, Treasurer

• Dr. Irene Vasquez, Member at Large

• Sandee Ayala, Member at Large

• Edmundo Perez, Member at Large

• Julio Martinez, Member at Large

• Erica Villarreal, Member at Large

Academia Administration The Council of Trustees assigns day-to-day administration of Academia to a principal, who will be charged with managing academic operations, and an executive director, who will be charged with managing non-profit development operations. The principal and executive director manage charter school staff and other personnel using policies approved by the Council of Trustees. Both charter school officials work along side community stakeholders, and in particular, with Academia’s students, parents, and other staff members to administer day-to-day operations.


CHART OF ORGANIZATION

COUNCIL OF TRUSTEES

Development Specialist Senior Administrative Asst.

Food Services Staff

Food Services Mgr.

Operations Staff

Plant Manager

Office ManagerAdministrative Support Staff

Business Manager

Marcos AguilarExecutive Director

Educational Consultants Literacy CoachRSP TeacherParaeducators

Volunteers

IB Program Coordinator

LEARNING CADRESParents & Teacher

Lead Teachers

Minnie FergusonPrincipal

Community Assembly

The Community Assembly is the regular and scheduled meeting of all community stakeholders, a process by which

Community Based School Model


community members learn of important issues and dialogue in order to reach decisions and generate proposals to the Council of Trustees. The Assembly will meet at least four times each calendar year. The purpose of assemblies is to actively organize community dialogues and consciously plan governance training for parents and staff. This dual purpose of the assemblies – dialogue and trainings – ensures accountability across all sectors of Academia. Moreover, quarterly reports on fiscal and student progress will be prepared by Academia administration (e.g., principal and executive director) to present to the assemblies. The teaching faculty will be represented in the Assembly by a committee, which is charged with making curricular recommendations and generating proposals for the Council of Trustees.

B. Legal Status-Independent Charter Academia, a 501 (c) (3) nonprofit organization and a Local Education Agency (LEA) public school, will comply with all applicable federal, state, and local laws. Academia is an independent charter school that has all appropriate and necessary liability insurance for non-profit organizations and charter schools.

C. Insurance requirements No coverage shall be provided to Academia by the District under any of the District’s self-insured programs or commercial insurance policies. Academia shall secure and maintain, as a minimum, insurance as set forth below with insurance companies acceptable to the District [A.M. Best A-, VII or better] to protect Academia from claims which may arise from its operations. The following insurance policies are required: 1. Workers’ Compensation Insurance in accordance with

provisions of the California Labor Code, adequate to protect Academia from claims under Workers’ Compensation Acts which may arise from its operations, including Employers Liability limits of $1,000,000/$1,000,000/$1,000,000.

2. Commercial General Liability coverage of not less than $5,000,000 for each occurrence. The policy shall be endorsed to name the Los Angeles Unified School District and the Board of Education of the City of Los Angeles as additional insurers and shall provide specifically that any insurance carried by the District which may be applicable to any claims or loss


shall be deemed excess and Academia’s insurance primary despite any conflicting provisions in Academia’s policy. Coverage shall be maintained with no self-insured retention above $25,000 without approval of the LAUSD.

3. Commercial Auto Liability coverage with limits of $1,000,000 combined single limit unless Academia operates student bus services; if providing student bus services coverage limits not less than $5,000,000 combined single limit shall be required.

4. Fidelity Bond coverage shall be maintained by Academia to cover all charter school employees who handle, process, or otherwise have responsibility for charter school funds, supplies, equipment or other assets. Minimum amount of coverage shall be $50,000 per occurrence, with no self-insured retention.

5. Professional Educators Errors and Omissions liability coverage including sexual molestation and abuse coverage [if that coverage is not afforded elsewhere in the Commercial General Liability policy by endorsement or by separate policy] with minimum limits of $3,000,000 per occurrence.

6. Excess/umbrella insurance with limits of not less than $10,000,000 required of all high schools and any school which participates in competitive interscholastic or intramural sports programs.

Evidence of Insurance Academia shall furnish to the District’s Office of Risk Management and Insurance Services within 30 days of all new policies inceptions, renewals or changes, certificates or such insurance signed by authorized representatives of the insurance carrier. Certificates shall be endorsed as follows: The insurance afforded by this policy shall not be suspended, cancelled, reduced in coverage or limits or non-renewed except after thirty (30) days prior written notice by certified mail, return receipt requested, has been given to the District. Facsimile or reproduced signatures may be acceptable, however, the District reserves the right to require complete certified copies of the required insurance policies. Should Academia deem it prudent and/or desirable to have insurance coverage for damage or theft to school, employee or student property, for student accident, or any other type of insurance coverage not listed above, such insurance shall not be provided by the District and its purchase shall be the responsibility of Academia.


D. Hold Harmless/Indemnification Provision To the fullest extent permitted by law, Academia does hereby agree, at its own expense, to indemnify, defend and hold harmless the LAUSD and the Board of Education and their members, officers, directors, agents, representatives, employees and volunteers from and against any and all claims, damages, losses and expenses including but not limited to attorney’s fees, brought by any person or entity whatsoever, arising out of, or relating to this charter agreement. Academia further agrees to the fullest extent permitted by law, at its own expense, to indemnify, defend, and hold harmless the LAUSD and the Board of Education and their members, officers, directors, agents, representatives, employees and volunteers from and against any and all claims, damages, losses and expenses including but no limited to attorney’s fees, brought by any person or entity whatsoever for claims, damages, losses and expenses arising from or relating to acts or omission of acts committed by Academia, and their officers, directors, employees or volunteers. In addition, to the fullest extent permitted by law, LAUSD does also hereby agree, at its own expense, to indemnify, defend and hold harmless Academia and the Council of Trustees and their members, officers, directors, agents, representatives, employees and volunteers from and against any and all claims, damages, losses and expenses including but not limited to attorney’s fees, brought by any person or entity whatsoever, arising out of, or relating to this charter agreement. LAUSD further agrees to the fullest extent permitted by law, at its own expense, to indemnify, defend, and hold harmless Academia and the Council of Trustees and their members, officers, directors, agents, representatives, employees and volunteers from and against any and all claims, damages, losses and expenses including but no limited to attorney’s fees, brought by any person or entity whatsoever for claims, damages, losses and expenses arising from or relating to acts or omission of acts committed by the LAUSD, and their officers, directors, employees or volunteers.

E. Title I / State Compensatory Education If Academia chooses to apply for Title I funding, it will establish a compensatory education advisory committee (CEAC) that complies with state Education Code. Currently the Council


of Trustees carries the role of CEAC as well for purposes of Title I Accountability.

Modifications to Governance The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 5. Employee Qualifications74

A. Highly Qualified Teacher Academia teaching staff must hold a Bachelors Degree from a degree granting institution, and a valid authorization from the California Commission on Teacher Credentialing (“CCTC”) to serve as a California Credentialed teacher. All core subject teachers are also required to hold a CLAD certificate and prove Spanish language competence or a BCLAD which includes proof of Spanish language competence. All teachers shall also meet the highly qualified requirements of the NCLB Accordingly, a teacher of core academic subjects must have:

1. a bachelor’s degree;

2. a State credential or have an Intern

Certificate/Credential for no more than three years while actively working toward completion of their State credential, and

3. demonstrated core academic subject matter

competence. Demonstrating core academic subject competence for elementary grades is done through CCTC’s approved subject matter examination or by completing the California High Objective Uniform State Standard of Education (“HOUSSE”) depending upon the teacher’s experience level. Middle school teachers teaching in multiple subjects are subject to the same requirements. Middle school teachers in specific subject matter areas are held to the Middle/High school requirements of the NCLB. In order to demonstrate core academic subject matter competence, a Middle school teacher must:

1. Pass a CCTC approved subject matter examination

74 Governing Law: The qualifications to be met by individuals to be employed by the School -- California Education Code Section 47605(b)(5)(E)


2. Complete a coursework option such as:

> a CCTC approved subject matter program > a major > a major equivalent (32 semester units), or > possess a graduate degree in the core academic subject area

3. California Commission on Teacher Credentialing

(CCTC) certification in the core academic subject taught or

4. Complete the HOUSSE (depending on length of

experience) Copies of all teacher credentials will be kept on file and available for the LAUSD’s inspection upon request.

Teachers of special education students are required to have appropriate special education credentials and/or licenses. In addition, core teachers must be bilingual in English and Spanish, agree with the Mission and Vision of Academia as set forth in this Charter. These teachers will instruct the core academic classes of mathematics, language arts, science, and history/social studies. These teachers will be responsible for overseeing the students’ academic progress and for monitoring grading and matriculation decisions as specified in the school’s operational policies. Academia will not discriminate against any employee on the basis of race, color, creed, age, sex, national origin, disability, or marital status. Academia will adhere to the existing state of California laws regarding fingerprinting and drug testing of employees. Academia staff will adhere to school policy pertaining to the safety and health of all employees and students. The staff will participate as mandated or non-mandated child abuse reporters.

B. Non-core teacher policy All employees must furnish or be able to provide:

• Medical clearance including proof of medical exam and tuberculosis (TB) testing


• Fingerprinting and the service fee to the Department of Justice for criminal record check. Applicants will be required to provide a full disclosure statement regarding prior criminal record.

• Documents establishing legal status.

• Qualifications and demonstration of skills or abilities to be rendered.

C. Process for Staff Recruitment, Selection, and Evaluation Academia will select its own staff. Job applicants for positions at Academia will be considered through an open process, and if hired, will enter into a contractual agreement with the school. Prior to the hiring of the principals, acting Council of Trustees will be responsible for the selection of certificated and classified staff members. Once the principals are hired, they will be responsible for the selection of certificated and classified staff. Unless the employees elect to be represented by an organization for bargaining purposes, all employees will be individually contracted rating in at a level competitive to the district's salary schedules. The individual contract will address, among other issues, salary, health and welfare benefits, work schedules and responsibilities, accountability measurements, and standards for performance evaluations. Employee contracts are year-to-year, renewable each July 1.

D. Procedures for Background Checks Academia will comply with the provisions of Education Code Section 44237 and 45125.1 regarding the fingerprinting and background clearance of employees, contractors and volunteers prior to employment, volunteering, or contract services or any unsupervised contact with pupils of Academia. The Director or designee shall review Department of Justice reports on prospective employees, contractors and volunteers to determine whether an employee may be employed in accordance with Education Code Section 44237 or 45125.1, except with respect to her or himself, in which case the President of the Board will review. The Director or designee shall monitor compliance with this policy and report to the Board of Directors on a quarterly basis.

E. Key Positions


Executive Director 1. Job Purpose Serves as the organization’s Chief Executive Officer; provides educational and management leadership in developing and implementing Academia’s goals, priorities, guiding principles, standards and accountabilities, and educational reform to ensure student achievement to high standards of excellence. 2. Responsible to Council of Trustees 3. Subordinates Executive/senior management personnel and other staff, as designated 4. Functions

Focuses Academia priorities on improving the academic achievement for all students to high standards of excellence by providing leadership and support in:

• Identifying and implementing Academia standards for student achievement and ways of measuring the progress of schools and students.

• Expanding the implementation of educational principles and efforts such as those embodied in the charter of Academia

• Ensuring effective use and equitable allocation of and accountability for money and other resources.

• Ensuring student safety, enhancing inter-group relations, and fostering the value of diversity.

• Fostering increased parent involvement in student learning and achievement.

• Developing and implementing a delivery system to provide coordinated services addressing student health, emotional, and social needs.

• Implementing performance benchmarks/accountabilities for executive/senior management, school-site administrators, and central office employees.

• Establishes policies and procedures that will attract, promote, and retain high caliber employees, provide for fair and equitable working conditions, and facilitate employee productivity, welfare, and morale.

• Promotes effective communication and builds strategic partnerships among diverse constituencies to achieve a common vision of and to meet District goals.


• Oversees addresses and resolves facility maintenance, renovation, and construction needs.

• Plans, develops, and administers an organization that provides for appropriate delegation of responsibility and authority, optimum span of control, and effective channels of communication.

• Promotes a program of effective advocacy with legislative bodies, and effective response, consistent with Academia goals and priorities, to court and legislative mandates.

• Informs and advises the Council of Trustees regarding Academia educational programs and services.

• Advises and makes recommendations to the Council of Trustees about employer- employee relations and collective bargaining activities.

• Performs other duties as assigned by the Council of Trustees.

5. Qualifications Education Required

• An earned master’s degree or advanced degree of at least equivalent standard from an accredited college or university.

• At least two semester units of specific and two semester units of general coursework in multicultural education or equivalent study.

• At least two semester units each (six semester units total), or the equivalent, of coursework in culture, language, and methodology.

Experience Required

• At least five school years of successful full-time service in a certificated position(s).

• Knowledge. Skills. Abilities, and Personal Characteristics

• Ability to provide educational and administrative leadership at the executive level and to perform complex administrative functions in a large organizational setting.

• Ability to deal effectively with and be responsive to stakeholders who are representative of many and varied points of view; ability to establish and maintain effective public communication/relations and community rapport with a diverse population.


• Ability to comprehend and apply educational theory and practice (including educational reform principles), California laws and regulations relating to education, school finance, and related school procedures to the administration of a major school system and to perform successfully as its chief executive officer.

• Knowledge of the unique issues and challenges facing urban public schools.

• Personal characteristics necessary to work constructively and effectively with the elected Council of Trustees and all stakeholders: qualities of integrity, good character, and judgment.

• Ability to make formal, public presentations.

• Ability to communicate effectively with stakeholders both individually and as a group. (Ability to communicate in a language other than English is desirable).

• Ability to compose and comprehend written communication on complex issues.

• Ability to cope effectively with crisis situations.

• Ability to render immediate decisions on urgent issues and to cope with a high volume of complex projects.

6. Health Physical and mental fitness to engage in executive management service. 7. Credentials A Preliminary California General Administration Credential, Standard Administration Credential, or Service Credential with specialization in administrative services preferable.

Principal 1. Typical duties:

• Serve as ex-officio member of the Council of Trustees

• Have the responsibility of hiring and firing (with cause) all other employees according to the mission, philosophy, and obligations of the school as spelled out in the Charter.

• Oversee the day-to-day operations of the school.

• Oversee the instructional program.

• Provide opportunities for professional growth.


• Facilitate communication among staff, parents, and community.

• Assist with student discipline.

• Assist with scheduling when necessary.

• Report to the Council of Trustees on the progress of the school in achieving educational Success.

• Abide by the School Regulation developed by the principal and the Board.

• Monitor processing of credentials when required.

• Commit to Academia’s mission and vision. School Business Manager 1. Typical Duties: Plans, coordinates and provides general supervision over non-instructional related activities such as:

• School site budgetary development, monitoring and implementation

• Financial activities related to the school budget, payroll and student body activities

• Food services functions

• Purchasing, inventory, receiving functions and the distribution of supplies and materials

• Plant management and maintenance of buildings, grounds and equipment

• Sets priorities for subordinate supervisors

• reviews and inspects school facilities and business operations to determine the need for possible change or improvement

• Develops classified personnel policies and procedures with the school site and assures that personnel programs and transactions conform to District collective bargaining and Personnel Commission policies and requirements.

• Communicates with community, parent, and union representatives, employees and District administrators and staff regarding business-related functions of the school.

• Interprets laws, regulations, district rules and policies and communications.

• Prepares reports related to the areas of responsibility assigned to the position

• Presents written and oral reports to school staff concerning overall non-instructional program

• Performs related duties as assigned.

2. Supervision


The Business Manager receives administrative direction from the Chief Financial Officer and, through the Deputy Business Manager, provides administrative direction to branch directors and the staff of the Business Manager's Office. 3. Class Qualifications

Knowledge of:

• Administrative organization of the Los Angeles Unified School District

• Legal bases and sources of finances of California public education

• Basic principles of school business administration, budget preparation, contract law, public purchasing, research, cost analysis, accounting, and merit-system personnel administration

• Collective bargaining law and labor agreements in the District

• Basic concepts and applications of electronic data processing

• Principles of training, employee evaluation, employee relations, and progressive discipline

• Principles of public relations

Ability to:

• Administer heterogeneous activities through subordinate managers

• Analyze and evaluate the effectiveness of plans, policies, programs, and organizations

• Explain policies and goals and delegate their implementation

• Analyze and evaluate the analysis of data on a wide variety of matters

• Make and review decisions objectively

• Speak effectively before a variety of groups

• Remain calm under stress

4. ENTRANCE QUALIFICATIONS Education: The ideal candidate will have graduated from a recognized college or university, preferably with a major in business or public administration, school business administration, or a related field. Experience: For Business Manager, four years, or for Deputy Business


Manager three years of executive or administrative experience in the Los Angeles Unified School District or in a public or private organization that included multiple business functions. Experience is required in a variety of the following areas: accounting; budgeting; contract administration; data processing; food services; personnel administration; procurement of materiel; transportation; and warehousing. Experience in presenting reports in public meetings of a governing board, such as a board of education, commission, or board of directors is desirable. Special:

• A valid California Driver License.

• Use of an automobile.

The class description is not a complete statement of essential functions, responsibilities or requirements. Requirements are representative of the minimal level of knowledge, skill and/or abilities. Management retains the discretion to add or change typical duties of a position at any time. Modifications The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 6. Health and Safety Procedures75

A. Health and Safety Policies Academia has adopted and implemented a comprehensive set of health, safety, and risk management policies that were developed in consultation with our school insurance carriers and our attorneys. We are committed to providing a safe, nurturing, healthy, and protective atmosphere in which every member of the community will grow and prosper. Academia will ensure the safety of the students and staff by complying with the current LAUSD independent charter school standards and policies for health and safety as well as all state and federal laws, including Education Code Section 44237. Each new employee or non-parent volunteer who will work in contact with students must submit to a fingerprint scan for the purpose of obtaining a criminal record summary. This requirement is a condition of employment. Also, employees hired by Academia will be required to have a Mantoux tuberculosis test. The school health and safety policy will be annually updated and reviewed, in consultation with staff and the specified Sub-Committee. This policy will be distributed to all staff and parents. The policy will cover the following points:

• A requirement that each employee of the school submit to a criminal background check and furnish a criminal record summary as required by California Education Code section 44237

• safe use, maintenance, and sanitation of school equipment and facilities

• emergency drill procedures and schedule (earthquake, fire and other) A policy for reporting child abuse, acts of

75 Governing Law: The procedures that the school will follow to ensure the health and safety of pupils and staff. These procedures shall include the requirement that each employee of the school furnish the school record summary as described in Section 44237. -- California Education Code Section 47605(b)(5)(F)


violence, and other improprieties as mandated by federal, state, and local agencies

• Compliance with all health and safety laws and regulations that apply to non-charter public schools, including those regarding auxiliary services (food services, transportation, custodial services, hazardous materials, etc.) and those required by CAL/OSHA, the California Health and Safety Code, and EPA.

• emergency site plan health screening procedure (vision, hearing and scoliosis)

• A requirement that all enrolling students and staff provide records documenting immunizations to the extent required by law. Records of student immunizations will be maintained, and staff will honor County requirements for periodic Tuberculosis (TB) tests.

• procedures expected of staff and parents in the case of a sudden illness or injury occurring at school procedures for administration of medication at school suggestions for families as to good nutrition for their children explanation of the necessity of physical education for the child's health legal obligation of reporting contagious conditions prevention of drug, tobacco and alcohol use, violence, and early sexual activity

B. Facility Safety Fire Drills Fire drills will be held at least twice a semester. Office personnel will maintain a record of fire drills held and total required time for complete evacuation. When the fire drill signal sounds, teachers will lead the students in their room along the route indicated on the evacuation map posted for that purpose. Before leaving the room, teachers will see that all windows and doors are closed and that they have their class attendance roster with them. Students who are not in a classroom at the time the fire drill signal is given will attach themselves to the nearest teacher exiting the building for purposes of getting to the designated evacuation site. Once at the designated evacuation site, teachers and other staff will ensure that all students find their respective teachers. Teachers will then take roll to ensure that all


students are accounted for. The names of any missing students will be given to the office personnel and the administrative staff will attempt to locate missing students. Students will remain with their teachers at the designated evacuation site until the administrative staff gives the “all clear” signal.

Disaster Drills (i.e. Earthquake) Disaster drills will be conducted at least twice a year. Students will be made familiar with the “duck and cover” routine. A disaster drill commencing with the “duck and cover” routine will be initiated by an announcement. Staff and students will hear “This is an emergency drill. Duck and cover.” During the “duck and cover” routine in the classroom, teachers will turn off the lights and have students get under a desk or table or against the wall away from the windows. Students must remain quiet and orderly so they will be able to hear additional instructions when given. All drills will be concluded with an “all clear” announcement, or a visible signal from the administrative staff. In the event of a real earthquake, everyone must engage in the “duck and cover” routine immediately and remain in position until the teacher determines that it is safe to leave the building. If remaining in the room becomes dangerous, or when the shaking stops, teachers will proceed with their students to the evacuation site or another safety zone. If students are on the playground or other outdoor area when a disaster drill is called or during an actual earthquake, students are to drop immediately to the ground, away from trees and power lines, and cover their heads with their hands. They are to remain in that position until given additional instructions. In the event of disasters other than earthquakes, the administrative staff will contact each room, advise staff of potential dangers, and give further directions or orders. Teachers and students will remain in their classrooms until instructions are received for an all clear or an evacuation. If there has been a chemical spill, the teacher must make sure that all doors, windows, and vents remain closed. The school site maintenance staff will turn off the gas. All unassigned staff will report to the office for assignments such as searching offices, bathrooms, and all other common areas, including outdoor facilities. Teachers will stay with their classes for the duration of


the emergency. In the event of an earthquake or other national disaster, all school employees are immediately designated “Civil Defense Workers” and are not allowed to leave school until they are given official clearance to do so by the administrative staff. Bomb Threats The person receiving the call or letter will note the time of day, wording of the message, background noises, and quality of the voice to try to determine if it is a young child or an adult. This person will delay the caller as long as possible, while they alert another adult to the crisis. That adult will immediately notify the telephone company to trace the call and immediately thereafter, notify the police using 911. Based on the information at hand, the administrative staff will make a decision whether an immediate evacuation is warranted. If so, the evacuation code word “safe school drill” will be given and evacuation procedures will be followed. The office personnel will coordinate information requests to and/or from law enforcement, the telephone company, and parents. If an immediate evacuation is not warranted, the administrative staff will notify teachers to inspect their room for any suspicious materials or unknown packages, without alarming students. All unassigned staff will report to the office for assignments such as searching offices, bathrooms, and all other common areas, including outdoor facilities. Evacuation Plan A disaster of a significant nature may require the evacuation of the school. Immediately upon notification by outside authorities that the school must be evacuated, the administrative staff will verify the name and position of the person placing the alert. Once the source is confirmed, the administrative staff will give the evacuation code word “safe school drill”. Teachers will proceed with their students to the nearest school exit. Before leaving the room, teachers will make sure they have their class attendance roster with them. Students who are not in a classroom at the time the intercom signal is given will attach themselves to the nearest teacher exiting the building for purposes of getting to the designated evacuation site. Prior to evacuation, offices, bathrooms, and all other common areas, (including outdoor facilities) will be


searched by unassigned staff members designated by the principal. Once at the designated evacuation site, teachers and other staff will ensure that all students find their respective teachers. Teachers will then take roll to ensure that all students are accounted for. The names of any missing students will be given to the office personnel and an individual will be assigned the task of finding any missing students. Teachers will work together to take care of students with injuries, respiratory problems, or other medical conditions. Teachers will stay with their classes for the duration of the emergency. In the event of an evacuation, all school employees are immediately designated “Civil Defense Workers” and are not allowed to leave school until they are given official clearance to do so by the administrative staff. Students will remain with their teachers at the designated evacuation site until the administrative staff gives the “all clear” signal. In the event students cannot return to the school site, the administrative staff will notify parents and/or the media as to where students can be picked up. The office personnel will sign out students as they are being picked up by a parent or other adult listed on the emergency information card.

C. School Site Academia is comprised of two campuses. The main campus is located at 4736 Huntington Drive South. The second campus is located at 4990 Huntington Dr. in Los Angeles (Los Angeles City Council District 14. Originally built in 1954 as a Masonic Hall, the Academia facilities comprise 10,000 square feet of well lighted and appropriately located building space. The school will be housed in facilities that have received state Fire Marshal approval and comply with state building codes, the federal ADA accessibility requirements, and other fire, health, structural safety requirements. A qualified structural engineer will evaluate all school facilities for seismic safety. Academia will maintain on file readily accessible records documenting such compliance.

D. Traveling Students


Traveling students have an option to choose to attend Academia within the same criteria as all other students in LAUSD and the state of California. Academia will not provide transportation at this time. Other than to provide the option to attend a school within their community, the attendance policy will have no impact on traveling students who choose to attend Academia.

E. Site Compliance Academia will comply with the Uniform Building Codes, Americans with Disabilities Act (ADA), access requirements, and fire, health and structural safety requirements. The Certificate of Occupancy and other pertinent records will be kept on file by Academia. A District-approved site for Academia must be fully usable without conditions. The Academia facility for students and staff shall comply with all building code standards and regulations adopted by the city and/or county agencies responsible for building safety standards of the city and/or county in which Academia is located. These code requirements shall also apply to the construction, reconstruction, alteration of or addition to any charter school building. In the event Academia is cited by any agency, e.g., Cal OSHA or the Fire Marshal, for failure to comply with regulations, the District’s Charter Office will be notified immediately. The District will be provided a Certificate of Occupancy, allowing Academia to use and occupy the site 45 days prior to the date the school is scheduled to open. A temporary certificate of occupancy will be acceptable as long as there is a plan to complete the work to obtain the final Certificate of Occupancy. As needed, Academia will contract out with private companies to provide the following services as needed:

• Routine Maintenance

• Building Equipment Operations (e.g., air filter changes)

• Major or Deferred Maintenance

• Alterations and Improvements

• Custodial Services

• Gardening

• Landscaping

• Tree Trimming


• Pest Management (including methods Academia will use to comply with the Healthy Schools Act)

• Utilities

F. Asbestos Management The Asbestos Hazard Emergency Response Act (AHERA) 40 CFR part 763 requires that any building leased or acquired that is to be used as a school or administrative building be initially inspected for asbestos-containing materials by an accredited inspector. Additionally, Academia will comply with all other AHERA requirements, such as performing re-inspections and maintaining an asbestos management plan. Modifications The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 7. Racial and Ethnic Balance76

Academia has established a student recruitment strategy that strives to ensure a racial and ethnic balance among students that is reflective of the community and district. The timeline for the school recruitment process allows for broad-based recruiting and application. Promotional and informational materials have been developed to appeal to racial and ethnic groups represented in the district. Academia’s promotional and informational materials are published in languages other than English including Spanish and Nahuatl, to ensure interest among limited English proficient populations. Furthermore, these materials will continue to be distributed among a variety of community groups. In 2002, promotional flyers were mailed via U.S. post to all residents in the 90032 zip code. Subsequently, flyers have been distributed on a monthly basis in community events throughout the East Los Angeles area.

Court-Ordered Integration Funding The Los Angeles Unified School District (LAUSD) does not guarantee availability of court-ordered Integration funding. LAUSD does not receive Average Daily Attendance (ADA) for charter schools, and therefore, does not receive court-ordered Integration fund reimbursement for students. The charter will comply with and maintain the District’s court-ordered Integration policy set forth in Crawford vs. Board of Education, City of Los Angeles. The policy applies to all schools within or schools chartered through LAUSD. Academia shall submit the ethnic survey information annually both Budget Services and Financial Planning

76 Governing Law: The means by which the school will achieve racial and ethnic balance among its pupils that is reflective of the general population residing within the territorial jurisdiction of the school district to which the charter petition is submitted—California Education Code Section 47605 (b)(5)(G)


Division and the Office of Student Integration Services will use the information listed below for compliance:

• Norm Day Classification

• Total School Enrollment

• Number of Students by Grade Levels

• Number of Students by Ethnicities and Grade Levels

• List of Register-Carrying Teachers in Classrooms

• List of All Certificated Personnel (Show the cost of any teachers funded by court-ordered Integration.)

• List of Emergency Credentialed Teachers

• Unfilled Classroom Teacher Positions

• Fiscal Year-End Financial Report

• Number of Students Living Outside LAUSD Attendance Area

The charter will provide to LAUSD all requested information, including the ethnic survey. Any modification to the court-ordered Integration Program must first be approved by the Office of Student Integration Services in the Specially Funded & Parent/Community Programs Division of LAUSD. Modifications The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 8. Admission Requirements77

Academia will not discriminate against any student on the basis of ethnicity, race, color, age, gender, national origin, sexual orientation, or disability. In accordance with Education Code Section 47605(d), Academia is committed to admitting all pupils who wish to attend the school subject only to capacity. The school will adhere to entrance and enrollment age requirements set by the District. Academia will be non-sectarian and non-discriminatory in all its programs, admission policies, employment practices, and all other areas of operation and will not charge tuition. Academia actively recruits students from the district and surrounding communities. Academia educates the community regarding the school’s mission and operational pedagogies in order for parents to make an informed decision about applying for admission. Particularly, parents must agree that their child(ren) will participate in the DUAL LANGUAGE PROGRAM. Further, parents must agree in written form that a goal of the Dual Language Program is for students to become academically bilingual and bi-literate Spanish and English and that this program requires a long-term commitment of participation of 5-7 years.

A. Non-Discrimination:

1. Academia will not discriminate against any student on the basis of ethnicity, national origin, gender or disability.

2. Academia will establish a student recruitment strategy that ensures a racial and ethnic balance among students that is reflective of the community and district {CSA Sec. 47605(G)}.

3. Admission policies will be nondiscriminatory, non-sectarian, and open to any resident of the State of California.

77 Governing Law: Admission requirements, if applicable. California Education Code Section 47605 (b) (5) (H)


B. Admission & Public Drawing:

1. Children of founding parents will be given priority in admission although these will constitute a small percentage of total student enrollment.

2. Children of employees of the School and siblings of enrolled students will also be given priority in admission.

3. Children considered educationally disadvantaged by the State of California because of their public school of attendance will also be granted priority in enrollment.

4. In the event the School is enrolled to capacity, a public drawing will be used to determine enrollees only for vacancies which exist before the time and date of the public drawing.

5. The parents of all interested enrollees must attend and complete a School Orientation to be held immediately before the public drawing in order to participate in the drawing.

6. All enrollees must complete all enrollment requirements at the time of the drawing in order to enroll. Failure to do so will result in a forfeiture of enrollment, and the next Publicly Drawn Candidate will be enrolled.

C. Publicly Drawn Candidates List:

1. At times, Academia may choose to create a list of Publicly Drawn Candidates.

2. All participants who satisfactorily comply with school orientation requirements and who participate in a public drawing will be drawn so as to create a randomly drawn list of Publicly Drawn Candidates in the event that new enrollees drop or fail to comply with enrollment requirements.

3. The list of Publicly Drawn Candidates will only serve to fill enrollment slots available before the time and date of the public drawing.

4. Academia will notify Publicly Drawn Candidates in the order of their drawing.

Notification

1. The parents of Publicly Drawn Candidates will be contacted by phone and assigned an appointment time and date to complete the enrollment process.


2. Parents will be required to bring an original birth certificate, proof of residence, and proof of vaccinations.

3. Parents will also complete a lunch application and all legal releases required by the school.

4. Our school will call the parent/guardian twice and expect a response by the following day.

5. If the parent/guardian fails to respond to our calls by the third day, we will drop that student from the list.

6. Parents/guardians will have thirty calendar days from their enrollment appointment to submit any required physical exam forms.

7. Any future vacancies will require a new parent orientation and lottery.

8. Academia will give one-week notice of the vacancy on the bulletin board in the main hall. Specific date, time and location will be posted.

9. Academia may provide one courtesy call to any parent who may have expressed an interest in enrolling their child in the school.

Applications will be accepted during a publicly advertised open enrollment period each Spring for enrollment in the following school year. Following the open enrollment period each year applications shall be counted to determine whether any grade level has received more applications than availability. In the event that this happens, the school will hold a public random drawing to determine enrollment for the impacted grade level, with the exception of existing students who are guaranteed enrollment in the following school year. Enrollment preferences in the case of a public random drawing shall be allowed in the following order:

1. Children of Academia’s founding members; 2. Children of employees of Academia; 3. Siblings of currently enrolled students; 4. All other applicants

Admission policies will be nondiscriminatory, non-sectarian, and open to any resident of the State of California. There will be no charge for tuition nor will any child be required to attend our charter school. Academia will not enroll pupils over 19 years of age unless continuously enrolled in public school and making satisfactory progress toward high school diploma requirements.


Parents and students will be oriented regarding the school’s curriculum and pedagogies. Parents and student will be given a copy or summary of the schools student-related policies. Upon enrollment, the District agrees to forward to Academia all cumulative file information regarding any pupil who previously attended the district and who has enrolled in Academia, including but not limited to information regarding special education and related services, in order to ensure that Academia is able to identify students with exceptional needs.

Modifications The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 9. Annual Independent Financial Audit78

Academia will retain State of California approved auditor firm to conduct ongoing and annual, independent financial audits. The firm will be selected from the list of approved firms eligible to conduct audits of California public school systems and one fully cognizant of the requirements of California charter schools. The audit will be in accordance with generally accepted auditing standards and the audit guide issued by the Controller of the State of California and as applied to charter schools within the California Code of Regulations. The audit will verify the accuracy of the School's financial statements, attendance and enrollment accounting practices and review the school's internal controls. It is anticipated that the annual audit will be completed within four months after the close of the fiscal year and that a copy of the auditor’s findings will be forwarded to the District, the County Superintendent of Schools, the State Controller and to the CDE by December 15th each year. The audit will be made public and will be presented to the Council of Trustees of Academia at a regularly scheduled meeting open to the public. Audit exceptions and deficiencies shall be resolved in conference with the auditors. Academia agrees to resolve outstanding issues from the audit prior to the completion of the auditor's final report. The Executive Director of Academia will be responsible for addressing and resolving in writing any exceptions and/or deficiencies that are cited in the annual auditor’s report. These written responses will be presented at the above stated meeting of the Academia Council of Trustees and at the same time will be submitted to the Los Angeles Unified School District. In accordance with Education

78 Governing Law: The manner in which an annual, independent financial audit shall be conducted, which shall employ generally accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the satisfaction of the chartering authority. -- California Education Code Section 47605(b)(5)(I)


Code Section 47604.3, Academia shall promptly respond to any reasonable inquiries of the District, County Superintendent of Schools, or Superintendent of Public Instruction including but not limited to inquiries regarding its financial records. Modifications The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 10. Suspension or Expulsion79 Academia has developed a comprehensive set of student procedure (discipline) policies in the form of Acuerdos de Comunidad (Accords of Community) with the participation of parents, students and teachers. The Acuerdos de Comunidad will be reviewed, and evaluated every year. These policies will be printed and distributed as part of the schools student handbook. Each student and parent will be required to verify that they have reviewed, understood and agreed with the Acuerdos de Comunidad prior to enrollment. Expectations regarding student attendance, mutual respect, substance abuse, violence, safety, and work habits are addressed as part of Acuerdos de Comunidad. Any student who repeatedly violates behavioral or academic expectations will be required to attend a meeting with school staff and the student’s parent or guardian. Remediating agreements outlining future student conduct expectations, timelines, and consequences for failure to meet the expectations will be utilized in cases of students who fail to comply with the Acuerdos de Comunidad. The current suspension and expulsion policy of the School is follows: This Pupil Suspension and Expulsion Policy has been established in order to promote learning and protect the safety and well being of all students at the School. When the Policy is violated, it may be necessary to suspend or expel a student from regular classroom instruction. This policy shall serve as Academia’s policy and procedures for student suspension and expulsion and it may be amended from time to time without the need to amend the charter so long as the amendments comport with legal requirements. School staff shall enforce disciplinary rules and procedures fairly and consistently among all students. This Policy and its Procedures will be printed and

79 Governing Law: The procedures by which pupils can be suspended or expelled. -- California Education Code Section 47605 (b)(5)(J)


distributed as part of the Student Handbook and will clearly describe discipline expectations. Discipline includes but is not limited to advising and counseling students, conferring with parents/guardians, detention during and after school hours, use of alternative educational environments, suspension and expulsion. Corporal punishment shall not be used as a disciplinary measure against any student. Corporal punishment includes the willful infliction of or willfully causing the infliction of physical pain on a student. For purposes of the Policy, corporal punishment does not include an employee's use of force that is reasonable and necessary to protect the employee, students, staff or other persons or to prevent damage to school property. Academia administration shall ensure that students and their parents/guardians are notified in writing upon enrollment of all discipline policies and procedures. The notice shall state that these Policy and Administrative Procedures are available on request at the Principal's office. Suspended or expelled students shall be excluded from all school and school-related activities unless otherwise agreed during the period of suspension or expulsion.

A student identified as an individual with disabilities or for whom the School has a basis of knowledge of a suspected disability pursuant to the Individuals with Disabilities in Education Act ("IDEIA") or who is qualified for services under Section 504 of the Rehabilitation Act of 1973 (“Section 504”) is subject to the same grounds for suspension and expulsion and is accorded the same due process procedures applicable to regular education students except when federal and state law mandates additional or different procedures. The School will follow Section 504, the IDEIA, and all applicable federal and state laws including but not limited to the California Education Code, when imposing any form of discipline on a student identified as an individual with disabilities or for whom the School has a basis of knowledge of a suspected disability or who is otherwise qualified for such services or protections in according due process to such students. Academia shall notify the District of the suspension of any student identified under the IDEIA (or for whom there may be a basis of knowledge of the same) or as a student with a


disability under Section 504 and would grant the District approval rights prior to the expulsion of any such student as well.

A. Grounds for Suspension and Expulsion of Students A student may be suspended or expelled for prohibited misconduct if the act is related to school activity or school attendance occurring at the School or at any other school or a School sponsored event at anytime including but not limited to: a) while on school grounds; b) while going to or coming from school; c) during the lunch period, whether on or off the school campus; d) during, going to, or coming from a school-sponsored activity.

B. Enumerated Offenses Students may be suspended or expelled for any of the following acts when it is determined the pupil:

1. Caused, attempted to cause, or threatened to cause physical injury to another person or willfully used force of violence upon the person of another, except self-defense.

2. Possessed, sold, or otherwise furnished any firearm,

knife, explosive, or other dangerous object unless, in the case of possession of any object of this type, the students had obtained written permission to possess the item from a certificated school employee, with the Principal/Administrator or designee’s concurrence.

3. Unlawfully possessed, used, sold or otherwise

furnished, or was under the influence of any controlled substance, as defined in Health and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any kind.

4. Unlawfully offered, arranged, or negotiated to sell

any controlled substance as defined in Health and Safety Code 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant.


5. Committed or attempted to commit robbery or extortion.

6. Caused or attempted to cause damage to school

property or private property.

7. Stole or attempted to steal school property or private property.

8. Possessed or used tobacco or any products containing

tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel.

9. Committed an obscene act or engaged in habitual

profanity or vulgarity.

10. Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code 11014.5.

11. Disrupted school activities or otherwise willfully

defied the valid authority of supervisors, teachers, administrators, other school officials, or other school personnel engaged in the performance of their duties.

12. Knowingly received stolen school property or private

property.

13. Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm.

14. Committed or attempted to commit a sexual assault as

defined in Penal Code 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code 243.4.

15. Harassed, threatened, or intimidated a student who

is a complaining witness or witness in a school disciplinary proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being a witness.


16. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma.

17. Engaged in or attempted to engage in hazing of

another.

18. Aiding or abetting as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person.

19. Made terrorist threats against school officials

and/or school property.

20. Committed sexual harassment.

21. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence.

22. Intentionally harassed, threatened or intimidated a

student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder and invading student rights by creating an intimidating or hostile educational environment.

Alternatives to suspension or expulsion will first be attempted with students who are truant, tardy, or otherwise absent from assigned school activities.

c. Suspension Procedure Suspensions shall be initiated according to the following procedures: 1. Conference Suspension shall be preceded, if possible, by a conference conducted by the Principal or the Principal's designee with the student and his or her parent and, whenever practical, the teacher, supervisor or school employee who referred the student to the Principal. The conference may be omitted if the Principal or designee determines that an emergency situation exists. An "emergency situation" involves a clear and present danger to the lives, safety or health of students or school personnel. If a student is suspended without this conference, both the parent/guardian and student shall be notified of the student's right to return to school for the purpose of a conference.


At the conference, the pupil shall be informed of the reason for the disciplinary action and the evidence against him or her and shall be given the opportunity to present his or her version and evidence in his or her defense. This conference shall be held within two school days, unless the pupil waives this right or is physically unable to attend for any reason including, but not limited to, incarceration or hospitalization. No penalties may be imposed on a pupil for failure of the pupil's parent or guardian to attend a conference with school officials. Reinstatement of the suspended pupil shall not be contingent upon attendance by the pupil's parent or guardian at the conference. 2. Notice to Parents/Guardians At the time of the suspension, an administrator or designee shall make a reasonable effort to contact the parent/guardian by telephone or in person. Whenever a student is suspended, the parent/guardian shall be notified in writing of the suspension and the date of return following suspension. This notice shall state the specific offense committed by the student. In addition, the notice may also state the date and time when the student may return to school. If school officials wish to ask the parent/guardian to confer regarding matters pertinent to the suspension, the notice may request that the parent/guardian respond to such requests without delay.

3. Suspension Time Limits/Recommendation for Placement/Expulsion Suspensions, when not including a recommendation for expulsion, shall not exceed five (5) consecutive school days per suspension. Upon a recommendation of Placement/Expulsion by the Principal or Principal’s designee, the pupil and the pupil's guardian or representative will be invited to a conference to determine if the suspension for the pupil should be extended pending an expulsion hearing. This determination will be made by the Principal or designee upon either of the following determinations: 1) the pupil's presence will be disruptive to the education process; or 2) the pupil poses a threat or danger to


others. Upon either determination, the pupil's suspension will be extended pending the results of an expulsion hearing.

D. Authority to Expel A student may be expelled either by the Board following a hearing before it or by the Board upon the recommendation of an Administrative Panel to be assigned by the Board as needed. The Administrative Panel should consist of at least three members who are certificated and neither a teacher of the pupil or a Board member of the School’s governing board. The Administrative Panel may recommend expulsion of any student found to have committed an expellable offense.

E. Expulsion Procedures Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. Unless postponed for good cause, the hearing shall be held within thirty (30) school days after the Principal or designee determines that the Pupil has committed an expellable offense. In the event an administrative panel hears the case, it will make a recommendation to the Board for a final decision whether to expel. The hearing shall be held in closed session unless the pupil makes a written request for a public hearing three (3) days prior to the hearing. Written notice of the hearing shall be forwarded to the student and the student's parent/guardian at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be deemed served upon the pupil. The notice shall include: 1. The date and place of the expulsion hearing; 2. A statement of the specific facts, charges and

offenses upon which the proposed expulsion is based; 3. A copy of the School's disciplinary rules which relate

to the alleged violation; 4. Notification of the student's or parent/guardian's

obligation to provide information about the student's status at the school to any other school district or school to which the student seeks enrollment;


5. The opportunity for the student or the student's parent/guardian to appear in person or to employ and be represented by counsel or a non-attorney advisor;

6. The right to inspect and obtain copies of all

documents to be used at the hearing; 7. The opportunity to confront and question all witnesses

who testify at the hearing; 8. The opportunity to question all evidence presented and

to present oral and documentary evidence on the student's behalf including witnesses.

F. Special Procedures for Expulsion Hearings Involving Sexual Assault or Battery Offenses The School may, upon a finding of good cause, determine that the disclosure of either the identity of the witness or the testimony of that witness at the hearing, or both, would subject the witness to an unreasonable risk of psychological or physical harm. Upon this determination, the testimony of the witness may be presented at the hearing in the form of sworn declarations which shall be examined only by the School or the hearing officer. Copies of these sworn declarations, edited to delete the name and identity of the witness, shall be made available to the pupil. 1. The complaining witness in any sexual assault or

battery case must be provided with a copy of the applicable disciplinary rules and advised of his/her right to (a) receive five days notice of his/her scheduled testimony, (b) have up to two (2) adult support persons of his/her choosing present in the hearing at the time he/she testifies, which may include a parent, guardian, or legal counsel, and (c) elect to have the hearing closed while testifying.

2. The School must also provide the victim a room

separate from the hearing room for the complaining witness' use prior to and during breaks in testimony.

3. At the discretion of the person or panel conducting

the hearing, the complaining witness shall be allowed periods of relief from examination and cross-examination during which he or she may leave the hearing room.


4. The person conducting the expulsion hearing may also

arrange the seating within the hearing room to facilitate a less intimidating environment for the complaining witness.

5. The person conducting the expulsion hearing may also

limit time for taking the testimony of the complaining witness to the hours he/she is normally in school, if there is no good cause to take the testimony during other hours.

6. Prior to a complaining witness testifying, the support

persons must be admonished that the hearing is confidential. Nothing in the law precludes the person presiding over the hearing from removing a support person whom the presiding person finds is disrupting the hearing. The person conducting the hearing may permit any one of the support persons for the complaining witness to accompany him or her to the witness stand.

7. If one or both of the support persons is also a

witness, the School must present evidence that the witness' presence is both desired by the witness and will be helpful to the School. The person presiding over the hearing shall permit the witness to stay unless it is established that there is a substantial risk that the testimony of the complaining witness would be influenced by the support person, in which case the presiding official shall admonish the support person or persons not to prompt, sway, or influence the witness in any way. Nothing shall preclude the presiding officer from exercising his or her discretion to remove a person from the hearing whom he or she believes is prompting, swaying, or influencing the witness.

8. The testimony of the support person shall be presented

before the testimony of the complaining witness and the complaining witness shall be excluded from the courtroom during that testimony.

9. Especially for charges involving sexual assault or

battery, if the hearing is to be conducted in the public at the request of the pupil being expelled, the complaining witness shall have the right to have his/her testimony heard in a closed session when testifying at a public meeting would threaten serious psychological harm to the complaining witness and


there are no alternative procedures to avoid the threatened harm. The alternative procedures may include videotaped depositions or contemporaneous examination in another place communicated to the hearing room by means of closed-circuit television.

10. Evidence of specific instances of a complaining

witness' prior sexual conduct is presumed inadmissible and shall not be heard absent a determination by the person conducting the hearing that extraordinary circumstances exist requiring the evidence be heard. Before such a determination regarding extraordinary circumstance can be made, the witness shall be provided notice and an opportunity to present opposition to the introduction of the evidence. In the hearing on the admissibility of the evidence, the complaining witness shall be entitled to be represented by a parent, legal counsel, or other support person. Reputation or opinion evidence regarding the sexual behavior of the complaining witness is not admissible for any purpose.

G. Record of Hearing A record of the hearing shall be made and may be maintained by any means, including electronic recording, as long as a reasonably accurate and complete written transcription of the proceedings can be made.

H. Presentation of Evidence While technical rules of evidence do not apply to expulsion hearings, evidence may be admitted and used as proof only if it is the kind of evidence on which reasonable persons can rely in the conduct of serious affairs. A recommendation by the Administrative Panel to expel must be supported by substantial evidence that the student committed an expellable offense. Findings of fact shall be based solely on the evidence at the hearing. While hearsay evidence is admissible, no decision to expel shall be based solely on hearsay and sworn declarations may be admitted as testimony from witnesses of whom the Board, Panel or designee determines that disclosure of their identity or testimony at the hearing may subject them to an unreasonable risk of physical or psychological harm.


If, due to a written request by the expelled pupil, the hearing is held at a public meeting, and the charge is committing or attempting to commit a sexual assault or committing a sexual battery as defined in Education Code Section 48900, a complaining witness shall have the right to have his or her testimony heard in a session closed to the public. The decision of the Administrative Panel shall be in the form of written findings of fact and a written recommendation to the Board who will make a final determination regarding the expulsion. The final decision by the Board shall be made within ten (10) school days following the conclusion of the hearing. The Decision of the Board is final. If the expulsion hearing panel decides not to recommend expulsion, the pupil shall immediately be returned to his/her educational program.

I. Written Notice to Expel The Principal or designee following a decision of the Board to expel shall send written notice of the decision to expel, including the Board's adopted findings of fact, to the student or parent/guardian. This notice shall also include the following:

1. Notice of the specific offense committed by the

student 2. Notice of the student's or parent/guardian's

obligation to inform any new district in which the student seeks to enroll of the student's status with the school.

The Principal or designee shall send a copy of the written notice of the decision to expel to the District.

This notice shall include the following:

a) The student's name b) The specific expellable offense committed by the student

J. Disciplinary Records


The school shall maintain records of all student suspensions and expulsions at the School. Such records shall be made available to the District upon request.

K. No Right to Appeal The pupil shall have no right to appeal the expulsion from Academia, as Academia Board’s decision to expel shall be final.

L. Expelled Pupils/Alternative Education Pupils who are expelled shall be responsible for seeking alternative education programs including, but not limited to, programs within the County or their school district of residence.

M. Rehabilitation Plans Students who are expelled from the School shall be given a rehabilitation plan upon expulsion as developed by the Board at the time of the expulsion order, which may include, but is not limited to, periodic review as well as assessment at the time of review for readmission. The rehabilitation plan should include a date not later than one year from the date of expulsion when the pupil may reapply to the School for readmission.

N. Readmission The decision to readmit a pupil or to admit a previously expelled pupil from another school district or charter school shall be in the sole discretion of the Board following a meeting with the Principal and the pupil and guardian or representative to determine whether the pupil has successfully completed the rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The Principal shall make a recommendation to the Board following the meeting regarding his or her determination. The pupil's readmission is also contingent upon the School's capacity at the time the student seeks readmission. Modifications The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this


element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 11. Retirement System80

Retirement Rights

A. State Teachers Retirement System All full-time certificated employees who are eligible will participate in the State Teachers Retirement System (STRS). Employees will contribute the required percentage (currently 8.0% of salary), and Semillas del Pueblo will contribute the employer's portion (currently 8.25%), required by STRS. All withholdings from employees and Academia will be forwarded to the STRS Fund as required. Employees will accumulate service credit years in the same manner as all other members of STRS.

B. Public Employees Retirement System All classified employees who are eligible will participate in the Public Employees Retirement System (PERS). Employees will contribute the required percentage as designated by PERS and Semillas del Pueblo will contribute the employer's portion as required by PERS. All withholdings from employees and Academia will be forwarded to the PERS Fund as required. Employees will accumulate service credit years in the same manner as all other members of PERS. Social Security payments will be contributed for all qualifying PERS members.

C. Public Agency Retirement System Public Agency Retirement System and others. Semillas del Pueblo will participate in the Public Agency Retirement System for non-PERS/STRS eligible part-time employees. The Council of Trustees retains the option to consider any other public or private retirement plans and to coordinate such participation with existing programs, as it deems

80 Governing Law: The manner by which staff members of Academia will be covered by the State Teachers’ Retirement System, the Public Employee’s Retirement System, or federal social security. -- California Education Code Section 47605(b)(5)(K)


appropriate. Written notification will be sent to LAUSD should there be any change to the retirement plan.

Modifications The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 1281. Public School Attendance Alternatives Academia will not require any child to attend Academia. Students who choose not to attend Academia may attend other district schools or pursue an inter-district transfer in accordance with existing enrollment and transfer policies of their district or county of residence.

81 “The public school attendance alternatives for pupils residing within the school district who choose not to attend charter schools.” Ed. Code § 47605 (b)(5)(L)


Element 13. Employee Rights82

Employees of the District/County who choose to leave the employment of the District/County to work in Academia shall have no automatic rights of return to the District/County after employment at Academia unless specifically granted by the District/County through a leave of absence or other agreement or policy of the District/County as aligned with the collective bargaining agreements of the District/County.

A. Relationship Between The Teachers And The District/County Bargaining Unit Academia will be the exclusive public employer of all employees of Academia for collective bargaining purposes. As such, Academia will comply with all provisions of the Educational Employment Relations Act (EERA), and will act independently from LAUSD for bargaining purposes. Under the EERA, all covered Academia employees may join and be represented by an organization of their choosing in their professional and employment relationships after the first year of operation is completed.

B. Salaries and Benefits The Council of Trustees will set salaries tables and benefit packages annually. Salaries and benefits will be commensurate with those offered employees in similar positions in the LAUSD, LACOE or comparable non-profit organizations at the discretion of the Council of Trustees.

C. Work Basis The Principal will work for the calendar year with appropriate vacation time as determined in the individual employee contract. All teachers and teachers' assistants will work a calendar year of 11 months, including 200

82 Governing Law: A description of the rights of any employee of the school district upon leaving the employment of the school district to work in a charter school, and of any rights of return to the school district after employment at a charter school. – Education Code Section 47605(b)(5)(M)


instructional days and 5-15 days of training. Office and maintenance will work a calendar year of 12 months with appropriate vacation time as determined in their individual employee contract. Employee hours per day will be based on individual contracts. The standard day for administrative and operational staff is 8.0 hours per day. The standard day for teaching staff is 7.0 hours per day. The teaching staff is also required to attend 2.0 hour/week, not to exceed 10.0 hours per month for meetings, 2-3 evening parent conference sessions a semester, and maintain communication with parents through actively leading the Teaching Collectives and organizing at least one meeting per month. All school employees will be required to furnish a criminal record summary as required by E.C. 44237. All school employees will be considered mandated child abuse reporters. All school employees will have current and appropriate TB tests as mandated by E.C. 47605 (b) (5) (F).

D. Benefits Release days will be provided for each full-time employee to the extent of ten (10) paid release days per year (illness, personal necessity, etc.) Full time employees will earn release days at the rate of one-half day per biweekly pay period. Part-time personnel will be provided with a portion of the release days that corresponds to the number of hours worked. Each full-time employee will be provided with three unpaid bereavement days (within California) or five unpaid bereavement days (outside of California) for immediate family members, not to exceed five days per year. Family members will be defined as members of the employee's or spouse's immediate family, which means the parents, grandparents, child, or grandchild, brother, sister (step or foster) or any other relative living in the immediate household of the employee. All employees will earn paid legal holidays not less than currently offered by the sponsoring district for a work year of comparable length. Mandatory benefits such as, workers compensation, unemployment insurance, Medicare, and social security (for non STRS members) will be provided by Academia. Life,


health, and related benefits will also be provided to all full-time employees at the cost of the school. Employees on charter school leave from the sponsoring district will elect to give up district offered coverage during the term of their employment with Academia.

E. Process for Resolving Complaints/Grievances All staff members will follow state and federal laws for reporting alleged improprieties as well as adhere to Academia policies. These Regulations are published in the Administrative Handbook and are subject to annual review by the Council of Trustees. The following process will apply to staff members filing a complaint/grievance.

1. Schedule appointment with the principals to discuss

the incident/problem. The principals will determine if a grievance exists, and if so, will take the grievance to a panel of representatives appointed by the Council of Trustees. Should the grievance include the principal, the grievant may choose to submit a written request to the panel of representatives appointed by the Council of Trustees to determine if a grievance exists.

2. If the determination is made that no grievance

exists, the grievant may choose to follow the mediation process by requesting the necessary paperwork from the principals. The mediation process begins with a conference including the party being grieved, two board members or their representatives, and a self-selected representative.

3. A conference with persons in item #2 above and the

principals will be held. Decisions will be binding and conference memo will be issued. Non-participation in the process will result in issuance of a conference memo or a notice of unsatisfactory to remain in personnel file and will be forwarded upon request.

4. Similar infraction or continuous non-participation

will result in moving to the next step which includes #2, #3, and #4 listed under the consequences below.


F. Consequences for Unprofessional Conduct

1. Issuance of notice of unsatisfactory action to remain in personnel file and can be forwarded upon request.

2. One day suspension without pay.

3. Five day suspension without pay.

4. Dismissal.

All staff members have the right to due process during any step of the above.

G. Process for Ensuring Due Process All staff members will have due process rights that include:

• Right to just cause discipline and dismissal

• Right to mediation and a fair hearing if necessary

• Right to appeal before a free state arbitrator (offered to small school districts)

• Right to binding arbitration conducted by a paid arbitrator

The principals will be notified in writing of any Council of Trustees concerns and must respond within two weeks, both in writing and orally, his or her views or resolutions to the Council of Trustees’ concerns. Academia will act independently from LAUSD for bargaining purposes. Any district union employee who is offered employment and chooses to work at Academia will not be covered by his or her respective collective bargaining unit agreement, although the school may extend the same protections and benefits in individual employee contracts. All provisions pertaining to leave and return rights for district union employees will be granted to certificated and classified employees in accordance with current collective bargaining agreements. Currently, district union employees who are offered employment and who choose to work at Academia will be given unpaid charter school leave from the sponsoring district with return rights for the duration of the initially approved charter. Return rights would be offered with neither loss nor gain of status or seniority with the sponsoring district, at the


salary and benefit rate in current use by the district for employees in the same classification who remained with the district as specified. Once the contracted leave has expired, staff would be forced to resign from the district or return to a traditional district school. This is subject to change per changes in the collective bargaining agreement. All personnel will abide by the Academia School Regulations developed by the Council of Trustees and commit to Academia mission and vision. All employees' job description and work schedules will be reviewed and modified as necessary to meet the needs of the school and its students. The job descriptions will be based on the job duties and work basis as outlined in the charter. Academia expects a high level of professionalism from its staff including self-monitoring of higher education development. Academia will offer a salary comparable to LAUSD, to be determined by the Council of Trustees.

H. Evaluations Evaluations will be performed annually. Performance measures will be used to evaluate all school personnel. Performance measures and assessment will be developed with the participation of the given and appropriate staff members. Peer assessment will be an important component of the performance measure. The Council of Trustees will evaluate the Principal and the Executive Director on:

1. Maintaining a fiscally sound charter school including a balanced budget.

2. Overall successful school academic program and achievement of educational goals.

3. High parental and community involvement. 4. Creation of a school atmosphere of enthusiasm,

warmth, and cooperation among all parties. The Principal will evaluate the teachers on:

1. Student progress as referenced from school designed norms at the end of each year.

2. Effectiveness of teaching strategies as evaluated by the Principals through classroom visitation, and long-term observations.


3. Leadership in school design, governance and curricular development.

4. Performance of job duties. The Principal will evaluate classified and other personnel based upon completion of assigned job duties and regular, punctual attendance. Good performance will be acknowledged, and staff may earn performance pay in the form of bonuses. Poor performance may result in probationary status, whereupon the employee will receive professional development and peer mentoring. Progress of probationary employees will be reviewed after 30 days and after 60 days. Modifications The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 14. Dispute Resolution83 Any controversy, claim, or dispute arising out of or relating to the charter agreement shall be handled first through and informal process in accordance with the procedures set forth below. Any controversy, claim, or dispute arising out of or relating to the charter agreement, or the breach thereof, must be submitted in writing (“Written Notification”). The Written Notification must identify the nature of the dispute. The Written Notification may be tendered by personal delivery, by facsimile, or by certified mail. The Written Notification shall be deemed received (a) if personally delivered, upon date of delivery to the address of the person to receive such notice if delivered by 5:00pm, or otherwise on the business day following personal delivery; (b) if by facsimile, upon electronic confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail. Written Notifications shall be addressed as follows:

To Director of Academia Academia 4736 Huntington Dr. So. L.A., CA 90032 To Director of Charter Schools LAUSD Charter Schools Unit 333 S. Beaudry Avenue, 25th Floor Los Angeles, CA 90017

A written response (“Written Response”) shall be tendered to the other party within twenty (20) business days from the date of receipt of the Written Notification. The parties agree to schedule a conference to discuss and resolve the controversy, claim, or dispute at issue (“Issue Conference”). The Issue Conference shall take place within fifteen (15) business days from the date the Written Response is received by the other party. The Written Response may be tendered by personal delivery, by

83 Governing Law: The procedures to be followed by Academia and the entity granting the charter to resolve disputes relating to provisions of the charter—California Education Code Section 47605(b)(5)(N)


facsimile, or by certified mail. The Written Response shall be deemed received (a) if personally delivered, upon date of delivery to the address of the person t receive such notice if delivered by 5:00pm, or otherwise on the business day following personal delivery; (b) if by facsimile, upon electronic confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail. If the controversy, claim, or dispute cannot be resolved by mutual agreement at the Issue Conference, then either party may request that the matter be resolved by mediation. Each party shall bear its own costs and expenses associated with the mediation. The mediator’s fees and the administrative fees of the mediation shall be shared equally among the parties. Mediation proceedings shall commence within 120 days from the date of the Issue Conference. The parties shall mutually agree upon the selection of a mediator to resolve the controversy or claim at dispute. The mediator may be selected from the approved list of mediators prepared by the American Arbitration Association. Mediation proceedings must be administered in accordance with the mediation rules or guidelines of the American Arbitration Association. If mediation is not successful, then the parties agree to settle the controversy, claim, or dispute the arbitration conducted by a single arbitrator in accordance with the rules or guidelines of the American Arbitration Association. The arbitrator must be an active member of the California State Bar or a retired judge of the state or federal judiciary of California. Each party shall bear its own costs and expenses associated with the arbitration. The arbitrator’s fees and the administrative fees of the arbitration shall be shared equally among the parties. Any party who fails or refuses to submit to arbitration shall bear all costs and expenses incurred by such other party in compelling arbitration of any controversy, claim, or dispute. Either party’s failure to comply with the prescribed timelines set forth in Paragraph’s One and Two of this Section shall result in the parties proceeding forward with mediation. Mediation proceedings shall commence within 160 days from the date the Written Notification was tendered. Modifications


The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.


Element 1584. Labor Relations Academia shall be deemed the exclusive public school employer of the employees of Academia for the purposes of the Education Employment Relations Act.

84 “A declaration whether or not the charter school shall be deemed the exclusive public school employer of the employees of the charter school for the purposes of the Educational Employment Relations Act (Chapter 10.7 ( commencing with Section 3540) of division 4 of Title 1 of the Government Code).” Ed. Code § 47605 (b)(5)(O)


Element 16. Other Elements A. The Charter Procedures to be used if the charter school closes85 The following are closing procedures that abide by Cal. Educ. Code §47605(b)(5)(P), should the school close for any reason. The decision to close Academia either by Academia governing Board or by the LAUSD Board will be documented in a Closure Action. The Closure Action shall be deemed to have been automatically made when any of the following occur: the charter is revoked or non renewed by the LAUSD Board of Education; Academia board votes to close the school; or the charter lapses. In the event of such a Closure Action, the following steps are to be implemented:

1. Written notification to parents/guardians/caregivers of the enrolled students of Academia will be issued by Academia within 72 hours after the determination of a Closure Action. A sample copy of the language used in the written notification is also to be made to LAUSD within the same time frame.

2. The written notification will also include

information on assistance in transferring each student to another appropriate school, and a process for the transfer of all student records.

3. The process for transferring student records to the

receiving schools shall be in accordance with LAUSD procedures for students moving from one school to another.

4. Parents will also be provided with student

information that includes closure notice, grade report, discipline records, immunization records, completed coursework and credits that meet graduation requirements.

85 Governing Law: A description of the procedures to be used if Academia closes. --Education Code Section 47605(b)(5)(p)


5. Written notification to LAUSD of the list of returning students and their home schools, to be made within 72 hours of the determination of the Closure Action.

6. Transfer of student records to the receiving

schools, within seven calendar days from the determination of an Action to Close.

7. Written notification to the California Department of

Education and the Los Angeles County Office of Education of the Closure Action shall be made by Academia by registered mail within 72 hours of the decision to Closure Action.

8. Academia shall allow LAUSD access, inspection and

copying of all school records, including financial and attendance records, upon written request by LAUSD.

9. A financial closeout audit of the school will be

paid for by Academia to determine the disposition of all assets and liabilities of Academia, including plans for disposing of any net assets. The final independent audit shall be completed within six months after the closure of the school. This audit will be conducted by a neutral, independent licensed CPA who will employ generally accepted accounting principles. Any liability or debt incurred by Academia will be the responsibility of Academia and not LAUSD. Academia understands and acknowledges that Academia will cover the outstanding debts or liabilities of Academia. Any unused monies at the time of the audit will be returned to the appropriate funding source. Academia understands and acknowledges that only unrestricted funds will be used to pay creditors. Any unused AB 602 funds will be returned to the District SELPA, and other categorical funds will be returned t the source of funds.

10. For six calendar months from the Closure Action or

until budget allows, whichever comes first, sufficient staff as deemed appropriate by Academia Board, will maintain employment to take care of all necessary tasks and procedures required for a smooth closing of the school and student transfers.

11. Academia Board shall adopt a plan for wind-up of the

school and, if necessary, the corporation, in


accordance with the requirements of the Corporations Code.

12. In addition to the final audit Academia will also

submit any required year-end financial reports to the California Department of Education and LAUSD, in the form and time frame required.

13. If Academia is a nonprofit corporation, the

corporation does not have any other functions than operation of Academia, the corporation will be dissolved according to its bylaws.

14. The corporation’s by laws will address how assets

are to be distributed at the closure of the corporation.

15. A copy of the corporation’s by laws containing the

information on how assets are to be distributed at the closure of the corporation, are to be provided to LAUSD prior to approval of this Petition.

B. Budgets And Cash Flow Attached, as Addenda please find the following documents:

• A projected budget for upcoming school year

• Cash flow and financial projections for the next three years of operation.

• Process for investment procedures and deposit of funds

• Procedure for ensuing adequate cash flow.

• Attendance requirements including length of school day and year

These documents are based upon the best data available to the Petitioners at this time.

C. Financial Reporting Academia shall provide reports to the District as follows, and shall provide additional fiscal reports as requested by the District: The following reports will be submitted to LAUSD:

1. By July 1, a preliminary budget for the current fiscal year. For the first year of operation, the financial statements submitted with this charter


petition pursuant to Education Code 47605(g) shall satisfy this requirement.

2. By December 15, an interim financial report for the

current fiscal year reflecting changes through October 31. Additionally, on December 15, a copy of Academia’s annual, independent financial audit report for the preceding fiscal year shall be delivered to the District, State Controller, State Department of Education and County Superintendent of Schools.

3. By March 15, a second interim financial report for

the current fiscal year reflecting changes through January 31.

4. By September 15, a final unaudited report for the

full prior year. The report submitted to the District shall include an annual statement of all Academia’s receipts and expenditures for the preceding fiscal year.

Reports shall be in the format requested by the District, shall utilize any forms requested by the District, and shall contain any data requested by the District.

D. Liability Of District To Handle Payments If Charter School Defaults Academia shall be operated as a California non-profit public benefit corporation. This corporation is organized and operated exclusively within the parameters of Section 501(c)(3) of the Internal Revenue Code and California Revenue and Taxation Code Section 23701d. Pursuant to Education Code Section 47604(c), an entity that grants a charter to a charter school operated by or as a non-profit public benefit corporation shall not be liable for the debts or obligations of Academia or for claims arising from the performance of acts, errors or omissions by Academia if the authority has complied with all oversight responsibilities required by law. Academia shall work diligently to assist the District in meeting any and all oversight obligations under the law, including regular meetings, reporting, or other requested protocol to ensure the District shall not be liable for the operation of the School.


With the exception of special education claims, liabilities or legal proceedings which are handled in accordance with the terms of this charter and any supplementary MOU between the parties, Academia does hereby agree, at its own expense, to indemnify, defend, and hold the LAUSD, its officers, employees, and agents harmless from and against any and all claims, liabilities, or legal proceedings brought by any person or entity whatsoever, arising from or relating to the action or inaction of Academia, its Board, officers, employees, or agents in implementing this charter agreement. Academia further agrees to indemnify, defend, and hold the LAUSD, its officers, employees, and agents harmless from and against claims, liabilities, or legal proceedings brought by any person or entity arising from or relating to acts or omissions for acts committed by Academia, its officers, employees, or students.

E. Maximum Enrollment

In order to ensure the advantages of small school size, maximum enrollment at any one Academia school-site will not exceed 600 hundred.

F. Renewal Term of Charter This charter for Academia will be renewed for five years. The original charter began August 1, 2002 and would have expired on August 1, 2007; the renewal charter term shall be July 1, 2007 through June 30, 2012.

G. Amendments Any material additions, alterations, or amendments to the Academia charter must be approved by Academia’s Council of Trustees and LAUSD’s Board of Education. Material changes proposed subsequently must be approved by written consent of Board of Education of Los Angeles and the Council of Trustees of Academia. Modifications The Council of Trustees of Academia reserves the right to modify, supplement or clarify the plans included in this element to the extent necessary to carry out the intent of the charter and the mission of Academia to best address student learning, assessment results and/or strategic program development.