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GIFTED

ACADEMY of

MATHEMATICS AND

ENTREPRENEURIAL

STUDIES

Charter Renewal Petition

FOR THE TERM: July 1, 2016 to June 30, 2021

Submitted to the

Los Angeles Unified School District

November 18, 2015

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Table of Contents

Assurances and Affirmations ...........................................................................................................3

Element 1 – The Educational Program ............................................................................................5

Element 2/3 –Pupil Outcomes and Pupil Progress Toward Outcomes ........................................57

Element 4 - Governance.................................................................................................................67

Element 5 – Employee Qualifications and Rights .........................................................................77

Element 6: Health and Safety Procedures ......................................................................................88

Element 7 – Means to Achieve Racial and Ethnic Balance ...........................................................91

Element 8 – Admission Requirements ...........................................................................................94

Element 9 – Annual Financial Audits ............................................................................................98

Element 10 – Suspension and Expulsion Procedures ..................................................................100

Element 11 – Employee Retirement System .............................................................................1155

Element 12 – Public School Attendance Alternatives .................................................................116

Element13 – Rights of District Employees ................................................................................1177

Element 14 - Dispute Resolution ..............................................................................................1188

Element 15 – Exclusive Public School Employer .....................................................................1200

Element 16 – Charter School Closing Procedures .....................................................................1211

Additional Provisions.................................................................................................................1288

Addendum

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Assurances and Affirmations

Gifted Academy of Mathematics and Entrepreneurial Studies (also referred to herein as “GAMES”

and “Charter School”) shall:

Be nonsectarian in its programs, admission policies, employment practices, and all other oper-

ations. (California Education Code (hereinafter “Ed. Code”) § 47605(d)(1).)

Not charge tuition. (Ed. Code § 47605(d)(1).)

Not discriminate against any pupil on the basis of disability, gender, gender identity, gender

expression, nationality, race or ethnicity, religion, sexual orientation, or any other characteris-

tic that is contained in the definition of hate crimes set forth in section 422.55 of the Penal

Code. (Ed. Code § 47605(d)(1).)

Except as provided in Education Code section 47605(d)(2), admission to a charter school shall

not be determined according to the place of residence of the pupil, or of his or her parent or

legal guardian, within this state, except that an existing public school converting partially or

entirely to a charter school under this part shall adopt and maintain a policy giving admission

preference to pupils who reside within the former attendance area of that school. (Ed. Code §

47605(d)(1).)

Admit all pupils who wish to attend Charter School. (Ed. Code § 47605(d)(2)(A).)

Except for existing students of Charter School, determine attendance by a public random draw-

ing if the number of pupils who wish to attend Charter School exceeds Charter School’s ca-

pacity. Preference shall be extended to pupils currently attending Charter School and pupils

who reside in the Los Angeles Unified School District (also referred to herein as “LAUSD”

and “District”). (Ed. Code § 47605(d)(2)(B).)

If a pupil is expelled or leaves Charter School without graduating or completing the school

year for any reason, Charter School shall notify the superintendent of the school district of the

pupil’s last known address within 30 days, and shall, upon request, provide that school district

with a copy of the cumulative record of the pupil, including a transcript of grades or report

card, and health information. (Ed. Code § 47605(d)(3).)

Meet all statewide standards and conduct the pupil assessments required pursuant to Education

Code sections 60605 and 60851 and any other statewide standards authorized in statute or pupil

assessments applicable to pupils in non-charter public schools. (Ed. Code § 47605(c)(1).)

Consult, on a regular basis, with Charter School’s parents, legal guardians, and teachers re-

garding the school’s educational programs. (Ed. Code § 47605(c)(2).)

NOTE: This Charter contains specific “District Required Language” (DRL), including the Assur-

ances and Affirmations above. The DRL should be highlighted in gray within each Charter element

or section. The final section of the Charter provides a consolidated addendum of the DRL. This

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intentional redundancy facilitates efficient charter petition review while ensuring ready access to

the DRL for any given section of the Charter. To the extent that any inconsistency may exist be-

tween any provision contained within the body of the Charter and the DRL contained in the ad-

dendum, the provisions of the DRL addendum shall control.

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Element 1 – The Educational Program

“A description of the educational program of the school, designed, among other things, to iden-

tify 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 learn-

ers.” (Ed. Code § 47605(b)(5)(A)(i).)

“A description, for the charter school, of annual goals, for all pupils and for each subgroup of

pupils identified pursuant to Section 52052, to be achieved in the state priorities, as described in

subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the

program operated, by the charter school, and specific annual actions to achieve those goals. A

charter petition may identify additional school priorities, the goals for the school priorities, and

the specific annual actions to achieve those goals.” (Ed. Code § 47605(b)(5)(A)(ii).)

“If the proposed school will serve high school pupils, a description of the manner in which the

charter school will inform parents about the transferability of courses to other public high

schools and the eligibility of courses to meet college entrance requirements. Courses offered by

the charter school that are accredited by the Western Association of Schools and Colleges may

be considered transferable and courses approved by the University of California or the Califor-

nia State University as creditable under the “A” to “G” admissions criteria may be considered

to meet college entrance requirements.” (Ed. Code § 47605(b)(5)(A)(iii).)

LOCAL CONTROL FUNDING FORMULA (LCFF) AND LOCAL CONTROL AND ACCOUNTABILITY

PLAN (LCAP)

Charter School acknowledges and agrees that it must comply with all applicable laws and regula-

tions related to AB 97 (Local Control Funding Formula), as they may be amended from time to

time, which include the requirement that Charter School shall annually submit a Local Control and

Accountability Plan (LCAP)/annual update to the Los Angeles County Superintendent of Schools

and the Charter Schools Division (CSD) on or before July 1. In accordance with Education Code

sections 47604.33 and 47606.5, Charter School shall annually update its goals and annual actions

to achieve those goals identified in the charter pursuant to Education Code section

47605(b)(5)(A)(ii), using the Local Control and Accountability Plan template adopted by the State

Board of Education, as it may be changed from time to time. Charter School shall comply with all

requirements of Education Code section 47606.5, including but not limited to the requirement that

Charter School “shall consult with teachers, principals, administrators, other school personnel,

parents, and pupils in developing the annual update.” (Ed. Code § 47606.5(e).)

ACADEMIC CALENDAR AND SCHEDULES

Charter School shall offer, at a minimum, the number of minutes of instruction set forth in Educa-

tion Code section 47612.5, and the number of school days required by California Code of Regu-

lations, title 5, section 11960.

TRANSITIONAL KINDERGARTEN

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Charter School shall comply with all applicable requirements regarding transitional kindergarten.

WASC ACCREDITATION

If Charter School serves students in grades 9-12, Charter School shall obtain Western Association

of Schools and Colleges (WASC) accreditation before Charter School graduates its first class of

students.

ENGLISH LEARNERS

Charter School is required to timely identify potential English Learners (ELs) and provide them

with an effective English language acquisition program that affords meaningful access to Charter

School’s academic core curriculum. Instructional plans for English Learners must be (1) based on

sound educational theory; (2) adequately supported with trained teachers and appropriate materials

and resources; and (3) periodically evaluated to make sure the program is successful and modified

when the program is not successful.

On an annual basis (on or about October 1), Charter School shall submit a certification to the

LAUSD Charter Schools Division (CSD) that certifies that Charter School will either adopt and

implement LAUSD’s English Learner Master Plan or implement Charter School’s own English

Learner Master Plan. If Charter School chooses to implement its own EL plan, the plan shall in-

clude, but is not limited to, the following:

How English Learners’ needs will be identified

What services will be offered

How, where, and by whom the services will be provided

How Charter School will evaluate its EL program each year, and how the results of this

evaluation will be used to improve the program, including the provision of EL services

Each year, Charter School shall provide to the CSD a report on its annual EL program assessment.

Upon request, Charter School shall provide a copy of its current EL Master Plan to the CSD.

Charter School shall administer the CELDT/ELPAC annually in accordance with federal and state

requirements.

Charter School shall reclassify English Learners in accordance with federal and state requirements.

Charter School shall ensure that it will provide parent outreach services and meaningfully inform

parents with limited English proficiency of important information regarding Charter School mat-

ters to the same extent as other parents.

STUDENTS WITH DISABILITIES

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Federal Law Compliance

Charter School shall adhere to all provisions of federal law related to students with disabilities

including, but not limited to, section 504 of the Rehabilitation Act of 1973, Title II of the Ameri-

cans with Disabilities Act of 1990, and the Individuals with Disabilities Education Improvement

Act of 2004.

Special Education Program

Charter schools must ensure that no student otherwise eligible to enroll in their charter school will

be denied enrollment due to a disability or to the charter school’s inability to provide necessary

services. Policies and procedures are in place to ensure the recruitment, enrollment and retention

of students with disabilities at charter schools.

Prior to LAUSD Board of Education approval, Charter School will execute a Memorandum of

Understanding (“MOU”) by and between LAUSD and Charter School regarding the provision and

funding of special education services consistent with the requirements of the LAUSD Special Ed-

ucation Local Plan Area (“SELPA”) Local Plan for Special Education.

SELPA Reorganization

The Los Angeles Unified School District is approved to operate as a single-District SELPA under

the provisions of Education Code section 56195.1(a) and intends to continue operating as a single-

District SELPA as in the current structure but has created two school sections (District-operated

Programs and Charter-operated Programs) under the administration of one single Administrative

Unit pursuant to a reorganization plan approved by the Board of Education on January 4, 2011

(149/10-11). Full implementation of the reorganized LAUSD SELPA commenced in the 2013-

2014 school year requiring all District-authorized charter schools to elect one of the three options

available under the LAUSD SELPA. Prior to an Option election, all District-authorized charter

schools were required to participate as a school of the District under the District-Operated Pro-

grams Unit. Prior to the beginning of the 2013-2014 school year, all District-authorized charter

schools, other than those that had previously executed an Option 3 Memorandum of Understanding

(“MOU”), were required to execute a new MOU setting forth the LAUSD SELPA option election

for the remainder of the charter petition term. The Charter-operated Program schools do not have

LEA status but will function in a similar role in that each charter school is responsible for all

special education issues including services, placement, due process, related services, special edu-

cation classes, and special education supports. Charter schools may apply for membership in the

Charter-operated Program section of the SELPA. These schools will receive support from a Spe-

cial Education Director for the Charter-operated Programs.

Modified Consent Decree Requirements

All charter schools approved by the LAUSD Board of Education are bound by and must adhere to

the terms, conditions and requirements of the Chanda Smith Modified Consent Decree (“MCD”)

and other court orders imposed upon the District pertaining to special education. The MCD is a

consent decree entered in a federal court class action lawsuit initially brought on behalf of students

with disabilities in LAUSD. It is an agreement of the parties approved by the federal court and

monitored by a court-appointed independent monitor. The MCD includes nineteen statistically

measureable outcomes and facilities obligations that the District has to achieve to disengage from

the MCD and federal court oversight. All charter schools are required to use the District’s Special

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Education Policies and Procedures Manual and Welligent, the District-wide web-based software

system used for online Individualized Education Programs (“IEPs”) and tracking of related ser-

vices provided to students during the course of their education.

As part of fulfilling the District’s obligations under the MCD, student level data requests from

District-operated and Charter-operated schools are made on a regular basis. The requested data

must be submitted in the Office of the Independent Monitor’s (“OIM”) required format in accord-

ance with the OIM’s required timelines and as follows:

● End of Year Suspension

District ID, CSIS ID, last name, first name, date of birth, gender, grade, date of suspen-

sion, number of days suspended, and reason for suspension.

● Statewide Assessment Data (Including Charter Schools)

The usual file including District ID.

● Norm day

District ID, CSIS ID, last name, first name, date of birth, gender, grade, location code,

school name and local district for all students enrolled on norm day.

● CBEDS (Including Charter Schools)

● All Students enrolled as of December 1 of each school year



● Dropout (Including Charter Schools)

District ID, CSIS ID, last name, first name, middle name, date of birth, grade, last loca-

tion, school name and local district

● Monthly SESAC and Suspension data (Including Charter Schools)

● Graduation roster from all LAUSD schools (Including Charter Schools) with 12th

grade SWD

The MCD requires charter schools to implement the District’s integrated student information sys-

tem which is referred to as My Integrated Student Information System (MiSiS). MiSiS is a suite

of applications which is designed to capture all District student data. All charter schools are re-

quired to utilize MiSiS in compliance with the requirements of the MCD and applicable timelines

and upon the release of Milestone 8 which includes the final set of functionalities required to com-

ply with the MCD. Upon charter school full utilization of MiSiS, the list of required data above

will automatically be captured within MiSiS.

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GENERAL INFORMATION

The contact person for Charter School is: Annitra Edmond, Principal

The contact address for Charter School is: 1724 W. 53rd Street, Los An-

geles, California 90062

The contact phone number for Charter School is: (323) 294-2008

The proposed address or target community of Charter School

is: South

This location is in LAUSD Board District: 1

This location is in LAUSD Local District: West

The grade configuration of Charter School is: TK-5

The number of students in the first year will be: 250

The grade level(s) of the students in the first year will be: TK-5

Charter School’s scheduled first day of instruction in 2015-

2016 is: August 18, 2015

The enrollment capacity is:

(Enrollment capacity is defined as the total number of stu-

dents who may be enrolled in Charter School regardless of

student residency.)

350

The type of instructional calendar (e.g. traditional/year-

round, single track/multi-track, extended day/year) will be: Traditional

The bell schedule for Charter School will be: 8:00 AM- 3:00 PM

The term of this Charter shall be from: July 1, 2016 to June 30, 2021

COMMUNITY NEED FOR A CHARTER SCHOOL

Introduction

GAMES is committed to developing a model comprehensive elementary school program that

meets the unique needs of the 21st century student. We intend to prove that a mathematics/entre-

preneurial-focused curriculum can balance constructivist teaching methodologies with explicit,

rigorous standards-based instruction and, in doing so, attain academic excellence within the reach

of all students. Our educational emphasis is designed to bring about results that will eliminate the

term “at-risk” for our students.

GAMES’ mathematics/entrepreneurial educational program will assist the students in connecting

and understanding their life goals as they relate to their individual gifts, talents and abilities. They

will see a connection between their current education and their plans for the future. They will

understand the concepts of economics and how they fit in as entrepreneurial thinkers. Our students

will be able to “make a job” instead of simply being able to “take a job.”

The entrepreneurial focus will prepare young people to know themselves, and to be responsible,

enterprising individuals who become entrepreneurs. Our program will expand students’ under-

standing of the value of money and money management, and provide apprenticeship opportunities

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in the classroom, school, and community while promoting creative and critical thinking and prob-

lem solving. Our students will develop their projects and ideas throughout the curriculum.

GAMES’ goal is to make education relevant to the students’ individual life and also to assist them

in becoming self-sufficient.

The education of the whole child includes an intentional engagement and development of the

child’s intellect, physical body, emotions and spirit. A whole child education starts from the un-

derstanding that these four aspects of the child are integral with each other, that they are profoundly

interrelated and that all four aspects are present in every moment of the child’s life. A whole child

education recognizes the multiple identities of every child: that she/he is an individual, a member

of a family, a part of his/her learning community or school, a member of a geographically-identi-

fied community, a member of ethnic, racial, and/or religious communities, a citizen of the United

States (or whatever nation is pertinent) and a global citizen. The education of the whole child

seeks to assist and guide each child in her/his development of her/his highest potentials and greatest

gifts-and to engage each child in manifesting these fights and potential in ways that serve both

her/his own intentions and her/his social and environmental responsibilities.

Our charter school intends to establish a program that will give all students an opportunity to be

successful 21st Century citizens, by setting new and immediate goals to:

Assess measurable student outcomes in core curriculum three times a year in TK through

5th grade and use the results to drive instruction.

Improve students’ mastery of English language arts and mathematics Common Core State

Standards (“CCSS”) curriculum, instructional practices and assessments school-wide.

Give students opportunities to start and run a community business for a profit.

As the community is well aware, starting in the 2013-2014 school year, GAMES experienced se-

rious compliance challenges and unrest within the parent community. These concerns lead to a

closer look into governance and administrative practices at the Charter School by the District. A

Memorandum of Understanding (“MOU”) was issued to the GAMES Board and its administration,

which outlined a plethora of matters that GAMES had to address in order to avoid revocation of

its charter.

Major Transformations. A new Principal assumed leadership in the fall of 2014, plus the positions

of Data Analyst and a Dean of Student Culture were developed in order to create a Leadership

Team that also included the office assistant and the office manager. Significant changes occurred

at GAMES, which changed the culture of the Charter School:

1) A new governing board was overseeing the Charter School

2) The Assistant Principal was hired as the new Principal

3) A new mission and vision statement were created for GAMES

4) A leadership team was created that consisted of the Principal, Data Analyst, Dean of Stu-

dent Culture, Office Manager, and Office Assistant.

5) A new curriculum was created and implemented at GAMES

6) The Charter School’s name changed from Garr Academy of Mathematics and Entrepre-

neurial Studies to Gifted Academy of Mathematics and Entrepreneurial Studies. GAMES

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is still GAMES; it is not the same school. This name change helped to show that the Charter

School had sufficiently changed it practices, procedures, and customs.

2015-2016: From Garr to Gifted. The new culture of GAMES is evident this year. A GAMES

marketing campaign was conducted during the summer before the school year. Consequently, the

Charter School started the school year with approximately 250 students, even though it ended with

about 164 students during the previous year. With the new mission and vision in place, GAMES

can finally leave the past in the past and can experience a brighter future. Not only did the leader-

ship at GAMES change with the hiring of a Data Analyst and a Dean of Student Culture, the

curriculum was revamped in order to meet the new vision and mission statements.

Four new, data-rich computer programs were adopted to supplement instruction: Lexia, Mathelet-

ics, Study Island, and Mind Institute Program. The entrepreneurial curriculum was advanced to

help students be productive 21st Century citizens. Several new interventions were created for read-

ing, math, language, and English Learner (EL) programs are conducted before school. Further-

more, GAMES serves TK classes, which was not previously practiced at GAMES. Student rewards

systems have been implemented, including Principal’s Honor Role, Dean’s List, and Bring Up

Grades (BUG). New parent events were implemented, including Donuts for Dads and Tea Time

for Mothers. A new website was created that is informative to all stakeholders. GAMES has always

operated on two sites. This year, its campus that is not part of the Proposition 39 program with

LAUSD, is a TK through Kindergarten campus.

The following are the steps and the timeline used by the Leadership Team in order to change the

face of GAMES during the 2014-2015 and the 2015-2016 school years:

Steps Taken to Redefine GAMES’ Culture

Step 1: Transitional Phase

o Review School Budget for Year.

o Transition of Job Roles and Duties.

Create a job description, role, and operation schedule for each position to

make clear of roles and responsibilities

Create a pay scale and system, including bonuses.

o Completion of Campus Transition.

Office Services (both campuses)

Internet, Phone, fax, etc.

Teachers are fully equipped in classrooms

Support Staff fully equipped

Step 2: Assessment

o Review Employee Handbook and Student-Parent Handbook

o Review last year’s audit and operational systems

o Review last year’s major struggles and hurdles

o Review teacher and staff concerns

Step 3: Set Goals for this 2014-2015 Year

o Create and establish foundation and culture of the Charter School

o COMMUNICATION (Bridge gap between parents, LAUSD, Board, etc.)

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o Increase test scores

o Increase student enrollment

o Increase revenue

o PAPERWORK ON TIME

Step 4: Revamp Operations Handbook

o Make minor adjustments to the charter handbook relating to new systems and pro-

cedures to help achieve 2015 –16 goals.

o Make minor adjustments to school calendar to help achieve 2015-16 goals

Step 5: Implement Systems

o Create systems for daily school operations

Step 6: Implementation of New Programs

o School clubs and reward systems

Step 7: Website Update

o Revamp and update the Charter School’s website

Step 8: School Future

o What is the next step for the next 3 years.

Step 9: LET’S GET TO WORK

o WE WILL PREVAIL!

Timeline to Accomplish the Steps:

November 2013 - December 2013

Interim roles in Leadership

o Interim Principal

Notice of Violations

o Experience turnover in staff

o Loss of students

January 2014 - May 2014

MOU completion

Prevention of school closing

Involve stakeholders to manage the Charter School during turmoil times

o Parents

o Students

o Teachers

o Support staff

Introduction of School-Wide Behavior Plan that connects with Parents (class-charts)

May 2014 - July 2014

Main campus relocation

Drop in Enrollment Due to Proposition 39 facilities request error (enrollment of 325 de-

creased to 187)

August 2014

Partnership with Samsung in order to increase technology in the classrooms

Previous Principal resigns during 1st week of school

September 2014 - December 2015

Board approves Competitive Salary Wages

Introduction of New Academic Programs

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o Principal’s Honor Roll

o Dean’s List

o Bringing Up Grades (BUG) Program

Introduction of S.M.A.R.T. after school program

o GAMES’ 2nd after school program

Improvement in Communication

o Introduction of School-wide weekly newsletter

o Blackboard messenger (Text | Voicemail)

o Updates to Website

January 2015 - March 2015

Introduction of Dean of Culture and Data Analyst positions

Introduction of Gifted Mornings

o Focus on ELA and Math using Technology

Introduction of Free Dress

March 2015 - May 2015

Re-Branding

o Mission Statement

o Vision Statement

o Objectives

o School Logo

June 2015 - July 2015

o Marketing Outreach

o Completion of Local Control and Accountability Plan (“LCAP”)

August 2015 - Sept 2015

o Enrollment Increase (169 to 230)

o Introduction of Kinder Academy

o MiSiS Introduction to Class Dojo

Replaces Classcharts

o Introduction of New Online Academic Programs

My Lexia Core 5

Mathletics

Student Island

The Mind Institute

o Introduction of New Academic Programs

Language Success Program (English Learners)

o Introduction of School Clubs

o School Video

October 2015 - Current

o Introduction of Potential New School Site

12 Classrooms: 300 students

o Identified Potential Primary Investor for New School Site

Fund Build out | Renovations

o Charter Renewal

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GAMES has experienced obvious transformations since the 2013-2014 school year. The Charter

School is now lead by a new Board, a new Principal, and a new Leadership Team. The develop-

ment of a new mission and vision has given a new focus to how we will give all students in the

community an opportunity to receive an education that will prepare them to be successful citizens

in the 21st Century. Additionally, in 2014-15, GAMES moved its main campus to a new location;

and as of July 1, 2015, GAMES is still the acronym of our school, but it stands for our new name.

We are Gifted Academy of Mathematics and Entrepreneurial Studies. We are proud that we

are still in the community serving students from the TK-5th grade even though at one time, we did

not know if the school could survive the challenges of the past two years. We stood strong through

great adversity; we are proud that we are giving students in our community the gift of having the

opportunity to receive an exemplary education that will help them become 21st Century Citizens.

CHARTER RENEWAL CRITERIA

Evidence of Meeting Charter Renewal Standards Pursuant to Education Code Section

47607(b) and the California Code of Regulations, Title 5, Section 11966.4(a)(1)

Education Code Section 47607(b) requires that a charter school must meet at least one of the fol-

lowing renewal criteria prior to receiving a charter renewal:

(1) Attained its Academic Performance Index (API) growth target in the prior year or in two

of the last three years, both school wide and for all groups of pupils served by the charter

school.

(2) Ranked in deciles 4 to 10, inclusive, on the API in the prior year or in two of the last three

years.

(3) Ranked in deciles 4 to 10 inclusive, in the API for a demographically comparable school

in the prior year or in two of the last three years.

(4) The entity that granted the charter determines that the academic performance of the charter

school is at least equal to the academic performance of the public schools that the charter

school pupils would otherwise have been required to attend, as well as the academic per-

formance of the schools in the school district in which the charter school is located, taking

into account the composition of the pupil population that is served at the charter school.

The following shall serve as documentation confirming that GAMES exceeds the statutory criteria

required for renewal as set forth in Education Code Section 47607(b)

The Charter School has attained its most recent (2013) API growth target, both school wide

and for all groups of pupils served by the Charter School, exceeding the requirement of

Education Code Section 47607(b)(1).

The Charter School has achieved a statewide API rank of 4 or higher in the last three years,

exceeding the minimum threshold rank of 4 required in Education Code Section

47607(b)(2).

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The Charter School has achieved a similar schools API rank of 7 or higher in the last three

years, exceeding the minimum threshold rank of 4 required in Education Code Section

47607(b)(3).

Over the prior charter term, GAMES had the following API scores:

2011-2014 API Scores

Year

API

Statewide

Ranking

API Similar

Schools

Ranking

API Growth

Scores

API Growth

Target (Ac-

tual Growth)

Met School

Growth

Target?

2014-2015 State testing and API calculation suspended; no data reported*

2013-2014 5 10 State testing and API calculation suspended;

no data reported*

2012-2013 4 8 801 5 (+22) Yes

2011-2012 4 7 780 5 (-1) No

Source: CDE DataQuest, accessed September 6, 2015.

*Note on 2013-14 and 2014-15 Testing Data

Assembly Bill 484 amended Education Code sections 52052(e)(2)(F) and 52052(e)(4) to allow

schools that do not have an API calculated in 2013–14 and 2014–15 to use one of the following

criteria to meet legislative and/or programmatic requirements:

The most recent API calculation;

An average of the three most recent annual API calculations; or

Alternative measures that show increases in pupil academic achievement for all groups of

pupils school wide and among significant groups.

GAMES clearly meets the charter renewal criteria established in Education Code Section 47607(b)

by utilizing “the most recent API calculation” as allowed per Education Code Section

52052(e)(4)(A).

The California Department of Education (“CDE”) published the following chart,1 which summa-

rizes available state level API data in order to analyze “the most recent API calculation,” including

data for charter schools subject to renewal in the 2015-16 school year and how such data shall be

used in charter renewal determinations pursuant to Education Code Section 47607(b).

Year API Growth Assessment Data School Rankings

2015-16

School Year

No 2015 Growth API; use 2013

Growth API as most recent, 3-year

Use 2015 SBAC

scores for math and

No 2014 rankings;

use 2012 and 2013

1 See CDE Charter Renewals FAQs, Section 11, Academic Performance Determinations for Charter Renewal

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average API (2011/2012/2013), or

alternative measures

ELA; can compare

results with local

schools

rankings for 2 of

last 3 years.

Analysis of Charter Renewal Criteria – School wide

As seen in the CDE chart above, in the 2015-2016 school year (the year that GAMES’s charter

renewal petition is considered), the CDE directs us to evaluate GAMES’s “2013 Growth API as

most recent,” and “use 2012 and 2013 rankings for 2 of last 3 years.”

GAMES’s API growth score in 2013 exceeds the statewide performance target of 800 in the prior

year. In 2013, the API growth score was 801, increasing 22 points from the school’s Base Year in

2012. Moreover, for the last three years, GAMES had a statewide API rank of 4 in 2012 and 7 in

2013, and a similar schools rank of 8 in 2012 and 10 in 2013. Therefore, GAMES has exceeded

the charter renewal standards of Education Code Section 47607(b) by meeting not just one, but

three of the charter renewal criteria, and should be granted a five-year charter renewal term pursu-

ant to Education Code Section 47607(a)(1).

Analysis of Charter Renewal Criteria – Student Subgroups

Education Code Section 47607(a)(3) states:

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

achievement for all groups of pupils served by the charter school (defined as “a

numerically significant pupil subgroup, as defined by paragraph (3) of subdivision

(a) of Section 52052.” EC §47607(a)(3)(B)) as the most important factor in deter-

mining whether to grant a charter renewal.

In 2012-2013, GAMES had two numerically significant student subgroups – Black or African-

American and Socioeconomically Disadvantaged. Numerically significant student subgroup API

performance data is demonstrated in the table below:

2012-2013 API Growth Scores: Significant Student Subgroups

Subgroup

Numerically

Significant in

Both Years?

2013 API

Growth

API Growth

Target (Actual

Growth)

Met Student

Group’s

Growth Tar-

get?

Black or African-

American Yes 799 5 (+27) Yes

Hispanic or La-

tino Yes 809 5 (+26) Yes

Source: CDE DataQuest, accessed September 6, 2015.

17

GAMES’s student subgroups have demonstrated API growth scores in the most recent year, each

exceeding growth targets by more than five-fold.

Thus, the Charter School’s outstanding student subgroup performance further solidifies its renewal

status under Education Code Section 47607(a)(3).

Academic performance data and other absolute and comparative performance indicators:

API Scores 2013: 801 (from 779)

Smarter Balance Scores 2014-2015 as Baseline (Low)

Educator’s Assessment Data Management System (“EADMS”) Assessments (Weekly

Quizzes, Quarterly Formatives, Summative)

Online Academic Programs (Mathletics, MyLexia, Studying Island, St Math)

Note: Our previous API scores, dated back in 2013, show high academic performance. As did

other schools, our Smarter Balance scores for 2014-2015 were low across the board. We will use

this data as a base so that we can achieve our target of 70% students meeting standards for this

year. The EADMS assessments are used to identify student’s academic levels and progress

throughout the school year. EADMS supports school wide benchmarks. Our online programs are

all Common Core State Standards aligned programs. They are used to enhance self-directed learn-

ing in all the classroom for students.

• Success of the innovative features of the educational program

High API Scores 2013

Improvements in Technology

Success of Entrepreneurial Program: Bazaar At Garr

New Honor Roll System:

o Principal Honor Roll | Dean’s List

Note: Our API scores in 2013 shows that we achieved our target goal. The improvements in tech-

nology (Tablets provided Kinder – 5th) will increase the utilization of our online, academic pro-

grams. With the data provided from these programs, we are able to identify students who may need

extra support in certain areas. Our honor system is designed to highlight the academic successes

of our scholars.

• Success of the Charter School’s educational program in meeting the specific needs of its student

population, including but not limited to students in numerically significant subgroups:

API Scores 2013

Reclassification of EL Students 2015-2016

Note: We reclassified close to 51% from our previous year of EL students from last year.

• Areas of challenge the Charter School has experienced and how the Charter School will improve

in the new charter term

Board MOU 2013-2014 (challenge)

Transition to Prop 39 2013-2014 (challenge)

18

MISIS issues

Shared space agreement (challenge)

New mission and vision (improvement)

Enrollment increases (improvement)

New Academic and Online Programs (Improvement)

New School wide Healthy Behaviors (Improvement)

Adoption of MISIS (Improvement)

19

SURROUNDING SCHOOLS DEMOGRAPHIC AND PERFORMANCE DATA

Address: 1724 W. 53rd Street, Los Angeles

LAUSD

Schools

# of

Stu-

dents

2013

-14

%

Stu-

dents

Eli-

gible

for

Free/

Re-

duce

d

Lunc

h

% of

Spe-

cial

Ed.

Stu-

dents

% of

Eng-

lish

Lear

ners

%

Ma-

jor

Eth-

nic-

ity

#1

%

Ma-

jor

Eth-

nic-

ity

#2

%

Ma-

jor

Eth-

nic-

ity

#3

2013

Growth

API

Met

School

wide

Growth

Target?

Met

Sub-

group

Growth

Tar-

gets?

2011-

2013

API 3

Year

Aver-

age

2013

API

Statewi

de

Rank

2013

API

Similar

Schools

Rank

2013-

2014

School

Perfor-

mance

Frame-

work

Classi-

fication

(SPF)

Western

Ave. Ele-

mentary

510 88% 9% 45% La-

tino

74%

Af-

Am

25%

765 No No 753 3 7 Watch

Martin Lu-

ther King

Jr. Elemen-

tary

496 91% 9% 42% La-

tino

68%

Af-

Am

31%

716 No No 726 1 2 Focus

Barack

Obama

Global

Preparation

Academy

860 87% 16% 26% La-

tino

68%

Af-

Am

32%

620 No No 605 1 1 Service

& Sup-

port

Charter

Schools

GAMES 328 83% N/A 4% Af-

Am

79%

La-

tino

20%

Pc-

Islan

1%

801 N/A N/A 788 5 10 Service

& Sup-

port

Apple

Academy

372 70% Not

avail

18% La-

tino

51%

Af-

Am

44%

Asia

n 1%

Not

avail

Not

avail

Not

avail

Not

avail

Not

avail

Not

avail

Focus

KIPP

Scholar

Academy

307 94% Not

avail

14% Af-

Am

53%

La-

tino

45%

Not

avail

Not

avail

Not

avail

Not

avail

Not

avail

Not

avail

N/A

KIPP Vida

Prep Acad-

emy

225 95% Not

avail

31% La-

tino

63%

Af-

Am

34%

Not

avail

Not

avail

Not

avail

Not

avail

Not

avail

Not

avail

N/A

20

STUDENT POPULATION TO BE SERVED

The sites are located in the South Central area, within the borders of LAUSD and in a Los Angeles

Empowerment Zone. GAMES serves students in grades TK-5. The GAMES student population

is 88% Black or African-American; 10% Hispanic or Latino; 78% eligible for Free or Reduced

Price Lunch; 13% English Learners; and 12% students with disabilities.

Enrollment Roll-Out Plan

Grade 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021

TK 25 30 30 30 30

K 25 30 30 30 30

1 40 50 60 60 60

2 40 41 60 60 60

3 40 41 43 60 60

4 40 41 43 45 60

5 40 41 43 45 50

Total 250 275 309 330 350

Community Educational Profile

GAMES will particularly recruit students, who are enrolling in, and transitional kindergarten to

fifth grade, who are currently attending elementary schools in the area. Our educational program,

with an entrepreneurial and a mathematics focus, will offer students and families an alternative

choice to their neighborhood school. In particular, academically low achieving students are served

at GAMES. The educational interests, backgrounds, or challenges of our students include: neigh-

borhood students from low socio-economic backgrounds. Other characteristics include that the

student population is predominantly African-American and Hispanic or Latino.

GAMES will offer parents a creative and innovative educational alternative. Where possible,

learning is experientially based. The classroom atmosphere will encourage students to act inde-

pendently, cooperatively, responsibly and attentively. Our program will incorporate a student-

centered curriculum that is aligned with the state content standards. It will incorporate grouping

of students for instruction, team teaching, experiential activities, plentiful choices for students, and

a humanistic culture – all within an internally motivating environment that avoids punishments

and values rewards.

MISSION STATEMENT

Our mission is to encourage innovative thinking, advance knowledge, and empowerment within

our communities through education.

GAMES seeks to enroll a diverse population of students from urban communities in grades TK-5

. Our teachers are actively engaged with students in a student-centered learning environment. This

21

environment fosters a rigorous, standards-based curriculum where students can practice autonomy,

as well as work cooperatively, with others.

We will strive to assure the healthy development of every student so that each has the knowledge,

skills and resiliency to be successful in a rapidly changing world. We seek to create a learning

community that invites and engages all teachers, administrators, students, and families who are

interested and committed to working together toward building a caring, supportive, and successful

school for all its students.

VISION STATEMENT

GAMES Charter School Equation to Success:

Give all scholars an opportunity to apply technology to creative learning.

Initiate lifelong learning relationships in the community.

Find meaningful ways to expand entrepreneurial thinking throughout the school culture.

Train all faculty and staff to serve students with research based practices and evidence

based best practices (professional development: conferences, professional experts,

webinars, literature, etc.).

GOALS

GAMES Charter School is dedicated to providing a world-class TK-5 education that will ensure

that all children will have the tools necessary for leadership and service in the 21st Century.

GAMES Charter School will give children a chance to:

Develop emotionally, socially, physically, and intellectually.

Challenge and stimulate their minds to become independent learners.

Take personal responsibility for their own learning experiences.

Learn in a wide variety of learning experiences to develop a lifelong love for learning.

Develop excellent study skills that enable students to successfully to advance to the next grade

level.

Be a part of educational atmosphere that fosters and communicates respect for individuals

regardless of cultural diversity.

Learn with high quality teachers and staff.

Develop a high self-esteem and discipline.

Self-evaluate their learning and determine needed improvement.

Learn in a secure campus environment.

Provide opportunities to incorporate multicultural learning across the curriculum.

Be successful with California’s Common Core State Standards and standardized testing

program.

Learn through a rigorous, Standards-Based Curriculum.

Become self-motivated, competent, lifelong learners, educated person in the 21st Century.

Students will use technology in vast areas of their education, which will give them an opportunity

to be successful citizens in the 21st Century. Students and teachers will have adequate access to

22

technology so that it can be used effectively with student learning, classroom instruction, data

management and electronic communication. Technology is integrated throughout the curriculum

through a technology rich environment. Students are expected to demonstrate skills in information

retrieval, data acquisition, communications, research, use of various software programs, internet

and email competence, and multimedia presentations. These skills are acquired through technol-

ogy use for educational purposes and technology is infused into actual core subject areas and en-

trepreneurial projects. Students will complete class, homework, and research project assignments

by using technology. Teachers and parents are trained to aide student learning with technology.

Educated persons in the 21st century must possess the tools necessary for leadership and service.

GAMES is dedicated and designed to give at-risk, disadvantaged youth the opportunity to use real-

world situations to help them to develop core knowledge, creative problem-solving abilities, en-

trepreneurial skills and economic literacy. All students are prepared to be responsible, enterprising

individuals and become entrepreneurs or entrepreneurial thinkers, lifelong learners and contribu-

tors to their community.

An educated person in the 21st century needs to possess the higher-order thinking skills necessary

to think independently about unfamiliar problems. This person will need a broad frame of refer-

ence in mathematics, science, history, language arts, physical education, and the visual and per-

forming arts; have a strong and healthy self-concept; and see themselves as autonomous, cooper-

ative, respectful and productive lifetime learners. They are self-disciplined, intuitive, self-moti-

vated and pro-social toward others and wise in their personal choices. They are able to work and

live harmoniously with others and the environment and interact in a manner that is flexible,

healthy, purposeful and creative. Educated persons of the 21st century understand that life exist-

ence is interconnected and interdependent and will see themselves as integral members of a diverse

community. They will have developed a broad knowledge base and acquired skills that will allow

them to be constructive, successful and contributing members of society. The educated persons of

the 21st century are:

Intrinsically motivated lifelong learners.

Able to reflect on and evaluate one’s own learning.

Able to solve problems effectively and proactively.

Able to communicate clearly, to effectively transmit facts, ideas, emotions and opinions

using oral, written and visual language.

Able to read, infer, and interpret a variety of print material, e.g., literature, poetry, news-

papers, reference sources, texts, graphs, and applications.

Able to discern mathematic relationships, reason logically, and use mathematics techniques

effectively in practical application.

Able to understand and apply the major strands of scientific thought, methods, facts, hy-

potheses and theories.

Well versed in the histories of the United States, of the world, and of the original civiliza-

tions, and able to use the many lessons contained therein to make responsible decisions as

active members of a democracy.

Highly skilled in the art of collaboration.

An accountable, responsible member of his/her community.

Able to identify one’s talents and interest for the purpose of fulfilling a community need.

23

How Learning Best Occurs

In addition, among the goals identified in our educational program, GAMES will focus on the

objective of enabling pupils to become proficient in mathematics/economics and entrepreneurial

in their thinking. The Charter School embraces core values that reflect best practices researched

in high performing schools that have been proven to consistently produce well-educated urban

students. GAMES is organized in such a way as to ensure the following:

Personalized Learning Environment – Students learn best in small learning communities where

their education is personalized so that students know their teachers and are well known as individ-

uals by all adults in the Charter School.

Student Engagement – Student voice is essential in all aspects of the Charter School that directly

affect student learning, interests and needs through structures such as school classroom “Board

Meetings” that connect each student with a personal learning team.

Increased Time On Learning – All students must have sufficient time in school to learn success-

fully. The Charter School offers a school year of up to 180 days of instruction and an ongoing

opportunity for extended learning time for intervention or enrichment to meet individual student

needs. Daily instructional learning time is extended in longer blocks of time to allow for focused,

in-depth instruction in reading and math.

Integrated Technology - Students and teachers have adequate access to technology so that it can

be used effectively with student learning, classroom instruction, data management and electronic

communication. We believe that technology used as an effective tool in high performing schools

must provide electronic assessment and electronic student portfolios that provide immediate access

to student progress data for teachers, students and their parents.

Parents as Partners – Parents are meaningfully and actively engaged in their children’s education.

They have the right to choose to send their children to excellent, high performing schools. Parents

will also be held responsible and accountable for supporting their child’s learning at school and at

home.

Community Partnerships – GAMES will continue to engage the local businesses. Private, civic,

non-profit, and corporate entities will have a vital role in mentoring the students and assisting them

in developing entrepreneurial concepts and projects, and entrepreneurial opportunities for the stu-

dents.

Insofar as it is possible and efficient, learning to best occur when students “discover” the

knowledge for themselves. Self-directed learning is inherently more satisfying and engaging for

students than just direct instruction. Students feel more self-confident and are likely to explore

topics more deeply when they have discovered the knowledge themselves and their learning expe-

riences are tied to the “real world.”

24

Students learn best in an interdisciplinary and innovative, traditional site based environment that

promotes enhanced learning opportunities by providing:

An Integrated Curriculum

GAMES will use a common curriculum (for each grade level) and a common set of assess-

ments that are aligned with the curriculum. The curriculum is aligned with the CCSS. The

primary assessment tools are of three types, standardized tests, curriculum-specific tests,

and ongoing performance assessments that are used to continuously monitor students’

learning progress. GAMES will place a heavy emphasis on teacher learning as well as

student learning. 2

Class Size and School Size Are Small

GAMES believes that a school should be an educational laboratory that seeks to create a

dynamic learning community by embodying the best practices of teaching and learning in

a small, supportive environment, where staff and students know and respect each other and

each other’s similarities and differences.

Curriculum Is Meaningful

GAMES believes that students must see the real life relevance of the material that they are

studying. They must also see the relationship of the various academic courses to each other

and the real world.

Educational Objectives are Detailed, Quantified, and Measurable

GAMES will offer a comprehensive academic program in the study of English and Spanish

language and literature, mathematics, science/ecology, history/social science, visual and

performing arts, human development, physical education, and character education.

GAMES believes that a school should engage students in a clear and concise instructional

program, with educational objectives that are detailed, quantified and measurable. Stu-

dents must know what is expected of them and must be held to the highest academic stand-

ards. The Charter School must support the students as they engage in reaching these stand-

ards. The standards must never be lowered; the students must be assisted to reach them. 3

Parents Understand and Are Invested in the Educational Goals

Parent engagement is encouraged and expected at GAMES. Parents are active participants

in the development of each student’s individualized performance goals and assessing

achievement of the goals.

Additional Learning Opportunities Are Offered

Student support programs are offered beyond the extended school day and extended school

year. GAMES offers an after school program. The after school program will offer home-

work assistance, language literacy development, mathematics literacy development, and

enrichment opportunities. The intervention program as prescribed in the ESEA will focus

on additional homework assistance, targeted tutoring in language literacy development,

2 J. Beane, “The Integrated Curriculum” in Educational Leadership, volume 49, Issue 1, October 1991 3 Cummins, S., Danielson, C. Enhancing Student Achievement, University Press, 2001

25

targeted tutoring in mathematics literacy development, intensive support in writing skills

development, and targeted tutoring in reading comprehension.

The Non-Core Curriculum Includes Technology, Arts, and Character Development

Technology is integrated throughout the curriculum through a technology rich environ-

ment. Students are expected to demonstrate skills in information retrieval, data acquisition,

communications, research, use of various software programs, internet and email compe-

tence, and multimedia presentations. These skills are acquired through technology use for

educational purposes and technology is infused into actual core subject areas and entrepre-

neurial projects.

Character education is also critical to the building of self-esteem, school engagement, and

self-discovery. By examining the influence that parents, grandparents, relatives, friends

and society have on their perceptions of the world and how those perceptions modify their

behavior in it, students will learn that their value systems, ways of perceiving things, ethics

and guidelines for interpreting their life’s activities are, in part, inherited from the collective

ideas and perceptions of others. Character education will foster students’ abilities to look

at issues from multiple perspectives. To be able to “step back from personal hot button”

issues and to develop their own personal, self-management behavior model which will al-

low them to learn, to reason, to think creatively, to make decisions and to solve problems.

In addition, character education will foster individual responsibility, sociability and integ-

rity to enable students to mature into responsible, critical thinking adults.

Mutual Accountability

People perform best when they know most clearly what is expected of them, as well as the con-

sequences of meeting (or failing to meet) those expectations. Everyone in the GAMES commu-

nity will have a hand in determining the school’s academic and behavioral standards and stake-

holders will join together in monitoring individual and collective progress of the school. Appro-

priate incentives are instituted, with the aim of maximizing each individual’s accomplishments.

The feeling GAMES wants to foster is one of ownership – it should be second nature for every

member of the school’s community to think of GAMES as “our school.”

26

Annual Goals, Actions, Outcomes and Methods of Measurement in the State Priorities

LCFF STATE PRIORITIES

GOAL #1

All groups of students will show measurable progress towards mastery of California State Content Standards and Common Core Standards, as adopted by the State Board of Education applicable to charter schools.

All students at GAMES will also show entrepreneurial thinking skills as it relates to the school’s curriculum.

Related State Priori-ties:

x 1 x 4 x 7

x 2 ☐ 5 x 8

☐ 3 ☐ 6

Local Priorities:

☐:

☐:

Specific Annual Actions to Achieve Goal

GAMES will implement the following instructional programs in order to achieve its goal that all groups of students will show measurable progress toward mastery of CCSS:

Study Island

Lexia Reading Core 5

Math Institute (JiJi)

Educator’s Assessment Data Management System

Mathletics

MISI

Intervention Program

LEAP After School Program

Expected Annual Measurable Outcomes

Outcome #1: All students will be at grade level or above on reading comprehension, Common Core

skills; Establish baseline data for CAASPP (SBE) ELA results by first semester. Metric/Method for Measuring: Formative and Summative Assessments

APPLICABLE STUDENT GROUPS

Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (School wide) 40% 75% 80% 85% 90% 95%

Outcome #2: 70% of students will be at grade level or above on mathematics Common Core skills; Es-

tablish baseline data for CAASPP (SBE) math results by first semester. Metric/Method for Measuring: Formative and Summative Assessments


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

27


Outcome #3: At least 70% of students will development entrepreneurial thinking skills as measured by

vocabulary attainment, entrepreneurial faire participation, and demonstrated research knowledge of a com-

munity business; 70% of students will be computer literate. Metric/Method for Measuring: Class projects, entrepreneurial faire attendance, technology as-sessments


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021



GOAL #2

Maintain an average daily attendance (ADA) rate of 96% or higher and experience a decrease in truancy, tardiness, and chronic absenteeism

rates.


☐ 1 ☐ 4 ☐

7

☐ 2 x 5 ☐ 8

x 3 x 6

Local Priorities:

☐:

☐:


Attendance monitoring

Communicate and educate parents on the importance of daily attendance

Meet with parents of students with attendance problems

Establish consequences for students who are truant and/or have excessive tardiness

Establish appropriate steps/consequences for consistent tardiness and absences.

Recognize classes with best attendance each week


Outcome #1: Increase attendance to 95-100% ADA monthly and achieve summatively an annual attend-

ance rate of 95%. Metric/Method for Measuring: Attendance records


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021


Outcome #2: Truancy rate will drop to 27% or below

28

Metric/Method for Measuring: Attendance records


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021


Outcome #3: Chronic absenteeism rate will drop to 15% or below; Number of students who are chroni-

cally tardy will drop to 24% or below

Metric/Method for Measuring: Attendance records


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021



GOAL #3

Establish a clear systematic process of evaluating and analyzing school-wide assessment processes and data over time.


x 1 x 4 x 7

x 2 ☐ 5 x 8

☐ 3 ☐ 6

Local Priorities:

☐:

☐:


Acquire and set up database for faculty and staff to view student academic achievement.

Train staff and teachers in use of database.

Analyze data from all related school programs and assessments.

Train teachers to administer and score assessment programs.

Develop and implement a comprehensive system for monitoring of high quality English Language Development

Provide monthly screenshots of students data to parents


Outcome #1: GAMES stakeholders will report that they have access to and have an understanding of the

systematic processes utilized at GAMES to evaluate and analyze school-wide assessments when given a

survey at the end of the first trimester. Metric/Method for Measuring: Survey

29


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021


Outcome #2: All teachers will display results of school-wide assessments in their classrooms monthly. Metric/Method for Measuring: Classroom lists


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021



GOAL #4

The use of technology to enhance instruction, making learning more in-teractive where students access and demonstrate new knowledge and

skills that will be needed as a lifelong learner to be competitive in a con-stantly changing global economy.


x 1 x 4 ☐ 7

☐ 2 ☐ 5 ☐

8

☐ 3 ☐ 6

Local Priorities:

☐:

☐:


Additional Samsung tablets will be order for grade levels: Kinder- 2nd Grade.

Students will complete class, homework, and research project assignments by using tech-nology.

Teachers and parents are trained to aide student learning with technology.


Outcome #1: 70% of students will utilize technology to complete daily assignments Metric/Method for Measuring: Teacher records


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021



GOAL #5

30

Address and meet the needs of EL students, ensuring that we have the resources, strategies, and interventions in place to meet their specific

needs.


x 1 x 4 ☐ 7

x 2 ☐ 5 ☐ 8

☐ 3 ☐ 6

Local Priorities:

☐:

☐:


Ensure instructional assistants are properly trained by administrators.

Provide strategic supports at the earliest levels by providing targeted intervention and supports for EL learners.

Teacher and Intervention/ELD teacher salary and benefits.

Provide a comprehensive professional development program to improve teaching and learning including strategies for English Learner students.

Implement a comprehensive system for the delivery of high quality English Language De-velopment

Align Instruction with Common Core State Standards


Outcome #1: At least 55% of EL students will increase by at least one English proficiency level. Metric/Method for Measuring: CELDT


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

English Learners 48% 60% 65% 70% 75% 80%

Outcome #2: Reclassify at least 15% of ELs as English proficient Metric/Method for Measuring: Reclassification procedures


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

English Learners 48% 30% 35% 40% 45% 50%


GOAL #6

Students with disabilities will increase their reading, writing, and mathe-matics levels by 2% when assessed during end of the year, school wide

assessments.


☐ 1 x 4 ☐ 7

☐ 2 ☐ 5 ☐

8

31

☐ 3 ☐ 6

Local Priorities:

☐:

☐:


Hire special education teacher, paraprofessional, and manager

Train general education teachers strategies to appropriately read, and appropriately im-plement the accommodations listed in, an IEP in order to meet the needs of students who are in Special Education. Instructional, environmental, and assessment accommodation practices are addressed in trainings; specially, multimodal and differentiated instruction is its emphasis.


Outcome #1: Students will meet IEP goals by 75% Metric/Method for Measuring: IEP


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

Students with Disabilities 40% 80% 90% 95% 95% 95%


GOAL #7

Reduce student obesity.


☐ 1 ☐ 4 ☐

7

☐ 2 x 5 ☐ 8

x 3 x 6

Local Priorities:

☐:

☐:


All students will participate in two 60 minute physical education sessions weekly

Charter School will provide healthy breakfast and lunch

32

Parents are educated on how to help their child live a healthy life style.


Outcome #1: 85% of students will eat a healthy meal daily for breakfast and lunch. Metric/Method for Measuring: Food services records


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021


Outcome #2: 60% of students will complete a one mile run in less than 12 minutes. Metric/Method for Measuring: Physical education records


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021



GOAL #8

Design a school-wide behavior plan to better cultivate a safe and orderly environment, in which our students display fewer negative behaviors

and feel more respected by classmates.


☐ 1 ☐ 4 ☐

7

☐ 2 x 5 x 8

☐ 3 x 6

Local Priorities:

☐:

☐:


Adopt school wide discipline model: Positive Discipline (Jane Nelson)

Provide teachers and staff with professional development on implementing Positive Disci-pline. Provide parents with information and workshops on Positive Discipline

Analyze office discipline referrals, suspensions, and other discipline data on a monthly and yearly basis.


Outcome #1: Student survey data in response to “Do you feel respected by classmates at GAMES?” will

indicate that at least 80% of students feel respected by classmates most or all of the time. Metric/Method for Measuring: Student surveys

33


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021


Outcome #2: 5% decrease in negative student behaviors compared to 2014-2015. Metric/Method for Measuring: Discipline referrals and actions


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021


Outcome #3: 5% decrease in student suspensions compared to 2014-2015 baseline data. Metric/Method for Measuring: Discipline referrals and actions


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021



GOAL #9

Development meaningful ways to engage parents, students, and the community in participating in school programs/meetings to address fu-

ture LCAP goals.


☐ 1 ☐ 4 ☐

7

☐ 2 x 5 x 8

☐ 3 x 6

Local Priorities:

☐:

☐:


Parent meetings are increased throughout the year in order to give parents more opportu-nities to get involved in school processes.

GAMES Leadership will seek meaningful ways to build relationships with community members such as visiting our schools, hosting community events, and researching the re-sources that can be helpful to GAMES stakeholders.


Outcome #1: Parent involvement will increase by 70%. Metric/Method for Measuring: Volunteer logs and attendance at meetings

34


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021


Outcome #2: Students will receive surveys during the end of each trimester and the data gained is evalu-

ated to increase student involvement by 70% Metric/Method for Measuring: Student surveys


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021


Outcome #3: Community involvement will increase by 70% Metric/Method for Measuring: Meeting attendance and event logs


Base-line

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021


Instructional Design

Constructivist Learning

GAMES will integrate constructivist theory with systematic instructional methods explicitly based

in the CCSS. GAMES believes that constructivist methodology provides students with deep con-

ceptual understandings of complex topics and allows for more student autonomy and self-confi-

dence.

Constructivism is the process of breaking down old understandings stored as knowledge, then

constructing new ones. It occurs when new information is recognized to be incongruous with an

old understanding. Thinking ability uses the new information to deconstruct and/or reconstruct

the older understanding, yields greater depth, sophistication and dimension. The constructivist

approach incorporates methods that encourage higher levels of motivation in the learner, such as

providing autonomy, presenting material in meaningful context, encouraging creative exploration

and providing a link between the lessons and their everyday lives.

During constructivist learning experiences, students explore ideas and phenomena, tackle familiar

and unfamiliar problems, then reflect on and analyze their findings with one another. These re-

flections are central to the revision of prior understandings, thus central to constructivism. Stu-

dents must learn to verbalize complex ideas in order to participate in the analytic dialectic.

Teachers will closely facilitate this process, encouraging students to inquire and investigate, to

analyze, create, develop, describe, reflect on and finally disseminate understandings. Through

these experiences, on a daily basis, students will learn to make choices and experience autonomy.

Students will come to know that their interests, talents, ideas and abilities are respected and valued.

35

These experiences are carefully integrated with the knowledge, skills, and conceptual understand-

ing identified in the California content standards while being attached to entrepreneurial core at-

tributes, e.g., decision making, communication skills, higher order thinking (possibilities and orig-

inality) and career focus.

THE CURRICULUM

Interdisciplinary Entrepreneurial Studies

The Interdisciplinary Entrepreneurial Studies based units of study are the nucleus of our curricu-

lum program. We intend to utilize standards-based English language arts, mathematics, social

science, and science programs to enhance our entrepreneurial based studies. Before the beginning

of every school year, each teacher will work with other teachers in similar grade levels to develop

a Road to Success-Common Core State Standards, Trimester Pacing Guide that address curricu-

lum, assessment, and instruction. Teachers have a weeklong professional development training

at the beginning of each school year. During this training, teachers are given two hours each day

in order to work with their grade-level, co-teacher. Teachers are given half a day during this time

in order to do vertical planning. Other professional trainings occur every other Friday, which teach-

ers have an opportunity to collaborate. The teachers will start reviewing all of the K-5 Common

Core State Standards, applicable California State Standards, and Next Generation Science Stand-

ards (“NGSS”) that have been developed for their grade level and then group the standards around

specific themes or projects. By using backwards planning we will ensure full integration of the

CCSS.4 The teachers will look at the benchmark skills for each portion of the year and then begin

to develop their curricular plans for the year.

At the beginning of each trimester, grade-level co-teachers will develop pacing guides based on

the data that are provided from summative assessments from the previous trimester. Teachers will

create the pacing guides during professional development trainings. Once teachers have their pac-

ing guides in place for each trimester, they will plan ongoing formative assessments to align their

grade-level curriculum with the dates of the school year calendar, so that units of study are com-

pleted in time for students to participate in the benchmark assessments “trimester summative as-

sessments.” Teachers will research connected literature and organize fieldtrips, which GAMES

will fund. GAMES will acquire resources and prepare projects to flesh out their program. Finally,

they will choose a point to launch the curriculum unit that will ignite student interest and sustain

intrinsic motivation. During the course of a school year, some projects or themes may be devel-

oped more fully and take longer than first mapped. The teacher will use the Road-to-Success,

pacing guide to ensure that he/she is still addressing all curricular standards.

Math and Science Curriculum

MATHEMATICS

The mathematics program at GAMES will educate students to be powerful mathematicians with

the ability to use their deep conceptual understanding of mathematics and their proficiency with

4 Drake & Burns. (2004) Meeting Standards through Integrated Curriculum. ASCD VA and Wiggins & McTighe

(2001) Understanding by Design. Prentice-Hall NJ.

36

basic facts to solve both routine and novel problems. Students will acquire mathematics

knowledge, skills, and confidence and be able to apply those skills while creating entrepreneurial

projects. Mathematics fluency for students demands a solid understanding of what each operation

means, how our base ten number system works and a repertoire of number relationships, including

the “facts.” Our mathematics curriculum is in alignment with the State Board of Education’s

Framework for mathematics instruction and the National Council of the Teachers of Mathematics.

GAMES will use research-based methodology, interdisciplinary projects, and a school-wide math-

ematics curriculum aligned with mathematics Common Core standards.

SCIENCE CURRICULUM

The science curriculum is taught as an active enterprise that will emphasize the student’s ability

and capacity. The hands-on project-based program is used in conjunction with teacher made sci-

ence projects that will cover the NGSS. The goals of the science curriculum will provide all stu-

dents with science experiences and experiments that are appropriate to their cognitive development

which serve as a foundation for more advanced ideas that prepare them for life in an increasing

complex scientific and technological world.

Scientific concepts are introduced that create and foster cooperative learning groups and projects

which result in a deep understanding of natural things. The basic principles of the science program

will advance scientific knowledge by requiring all students to observe objects and events, think

about how they relate to what is known, test their ideas in logical ways and generate explanations

that integrate the new information into the established order. Thus, the major focus in science is

what we know (content) and how we come to know it (process).

The thinking processes at the TK and kindergarten level are comparing, communicating and ob-

serving; grades 1-2, beginning organizing, comparing, communicating observing; grades 3-4 ad-

vanced organizing, comparing, communicating observing; grade 5, relating, organizing, compar-

ing, communicating and observing.

Consistent with the GAMES school-wide philosophy of experiential, child-centered learning,

GAMES’ science program will focus on students using the scientific process to engage in solving

real life scientific problems. Teachers will use the NGSS to create their interdisciplinary units of

study. Teachers will also use materials from the American Association for the Advancement of

Science (“AAAS”) Project 2061 in order to plan and implement an effective science curriculum.5

GAMES will adopt standards aligned supplemental materials to further support our science pro-

gram.

Each Trimester, grade-level teachers will create a Road to Success-Common Core State Standards,

Trimester Pacing Guide. This guide will enable teachers to address the specific standards that stu-

dents need to learn throughout the school year. In particular, the Road to Success-Common Core

State Standards, Trimester Pacing Guide are created based on the results from the formative as-

sessments that GAMES will give to its students at end of each Trimester. This test is the Education

Assessment Measurement Data System (EADMS) research, common core based test. Based on

the results from the test, teachers will create the guide based on their students’ academic needs.

5 AAAS www.project2061.org

37

The following is a list of the textbooks and instructional materials for each subject across all grade

levels from TK to grade 5:

Supplemental Materials

1. Common Core Curriculum: United States History, Grades K-2 (Common Core His-

tory: The Alexandria Plan)

Publisher: Jossey-Bass; 1 edition (March 17, 2014)

2. Common Core Curriculum: United States History, Grades 3-5 (Common Core His-

tory: The Alexandria Plan)


3. The Framework for Teaching Evaluation Instrument, 2013 Edition: The newest rubric

enhancing the links to the Common Core State Standards, with clarity

Publisher: Charlotte Danielson; 2 edition (January 11, 2013)

4. Enhancing Professional Practice: A Framework for Teaching, 2nd Edition (Profes-

sional Development)

Publisher: Association for Supervision & Curriculum Development; 2nd edition (2007)

5. The Principal: Creative Leadership for Excellence in Schools (8th Edition)

Publisher: Pearson; 8 edition (February 20, 2015)

6. Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our

Schools


Classroom Texts

1. Journeys Common Core Vol 1 Grade K Published – Dec. 7, 2012

2. Go Math! Student - Published Dec. 3, 2013

3. Go Math! Practice Book - Published Dec. 3, 2013

4. Harcourt Reflections Practice Book – Published Feb. 1, 2004

5. Houghton Mifflin Harcourt Common Core – Dec. 7, 2012

6. Harcourt Reflections Big Book – Jan. 1, 2003

7. Journeys Common Core Consumable – Jan 13, 2013

8. Houghton Mifflin Science Consumable – Jan. 7, 2007

9. Houghton Mifflin Journeys Teacher Book – Dec. 7, 2012

10. Houghton Mifflin Student Edition – Aug. 1, 2006

38

11. Houghton Reading Grade 1 Consumable – May 13, 2005

12. Houghton Mifflin Reading Grade 1 Consumable – June 26, 2001

13. Houghton Mifflin Workbook Grade 1 – July 1, 2000

14. Houghton Reading Theme 2 – June 12, 2001

15. Houghton Mifflin Science Consumable – Aug. 1, 2006

16. Houghton Mifflin Student Anthology - 2003

17. Harcourt Reflections Student Edition – Jan. 1, 2003

18. Houghton Mifflin Reading – Sept. 1, 2001

19. Houghton Reading Teach Edition – June 20, 2001

20. Houghton Mifflin Reading Teach Edition – June 20, 2001

21. Harcourt Math California Student Edition – 2009

22. Harcourt Reflections Student Edition – Jan 1, 2003

23. Houghton Mifflin Science Consumable Level 7 – Dec. 22, 2006

24. Harcourt Reflections Homework & Practice Book – Feb. 1, 2004

25. Houghton Nations Choice Consumable 3.1 – Apr. 15, 2000

26. Houghton Nations Choice Consumable 3.2 – Apr. 15, 2000

27. Houghton The Nations Choice Practice Book – Apr. 15, 2000

28. Harcourt Reflections Student Edition – Jan. 1, 2003

29. Saxon Math Intermediate 4 Student Edition Vol Set – March 1, 2007

30. Houghton English Workbook – Apr. 28, 2000

31. Houghton Science Student Edition – Aug. 1, 2006

32. Houghton Science Consumable – March 7, 2007

33. Harcourt Reflections Practice Book – Feb. 1, 2004

34. Houghton Mifflin Reading Consumable – Apr. 15, 2000

The Pyramid of Learning is a tool that is used by GAMES teachers in order for them to reflect on

their instructional practices in terms of providing instruction that will lead to critical thinking for

them and their students in a systematic way.

39

Pyramid for Learning

Solutions

Results

Summation

Answer(s)

(Reports, Presentations, Research, Evidence) Re-

sources

Concept

-Standards (cc)

-Questions

-Word meanings

-Idea

Procedures for Learning

-Process

-Steps

-Strategies

-Methods

40

VISUAL AND PERFORMING ARTS

The arts are used to afford students with an appreciation for visual art, dance, music and drama.

The afterschool program will provide students the opportunity to actively learn these arts. After-

school classes are comprised of grade-level groups. Each group will have an opportunity to rotate

to a new instructor who teaches a different art. Instructors must have a background in the art form

that they teach. Students will audition to be in performances that occur during the regular school

day. During the school day, teachers include such projects, assignments, videos, field trips, and

guest artist in order to increase arts aware in the school’s culture.

PHYSICAL EDUCATION

Students are taught the importance of daily exercise and nutrition that leads to a healthy lifestyle.

Students have physical education (PE) twice a week by grade level. Support staff will assist teach-

ers with PE instruction. Classes are 50 minutes. Students participate in group activities during

recess in order to increase student exercise each day. In addition, students are exposed to careers

and business opportunities that are generated by physical activities and nutrition (food services).

41

Academic Calendar and Schedules

GAMES will adopt a school calendar with at least 180 instructional days and provide more in-

structional minutes than required by the State of California.

GAMES schedule reflects an integrated curriculum- the combination of two subjects and the ma-

terials of one subject interprets the problems or topics of another.

Gifted Academy of Mathematics and Entrepreneurial Studies Recess and Lunch Schedule

Regular Day

Main Campus

7:00am-8:00am Breakfast and Reading Program

7:15am-7:55am Reading Intervention (grade varies)

8:00am-9:30am Math and Science

8:30AM-9:15AM PHYSICAL EDUCATION (GRADE VARIES)

9:30am– 9:50am Recess

9:50am-10:55am Science and Math

10:55am-11:15am Lunch

11:15am-11:35am Lunch Recess

11:35am-12:35pm Math and English Language Arts

12:35PM-1:20PM PHYSICAL EDUCATION (GRADE VARIES)

12:35pm-1:20pm Language Arts and Social Studies

1:20-2:20 Social Studies and Math School

2:20-3:00 Math and English Language Arts

3:00 Dismissal

42

TK-K Campus


7:15am-7:55am Reading Intervention (grade varies)

8:00am-9:30am Math and Science

8:30AM-9:15AM PHYSICAL EDUCATION (GRADE VARIES)

9:30am– 9:50am Recess

9:50am-10:55am Science and Math


11:15am-11:35am Lunch Recess

11:35am-12:35pm Math and English Language Arts

12:35PM-1:20PM PHYSICAL EDUCATION (GRADE VARIES)

12:35pm-1:20pm Language Arts and Social Studies

1:20-2:20 Social Studies and Math School

2:20-3:00 Math and English Language Arts

3:00 Dismissal

43

Minimum Day (every other Friday)

Main Campus


7:15am-7:55am Intervention Program (grade varies)

8:00am-9:50am English and Visual Arts

9:50am–10:15am Recess

10:15am-11:20am Visual Arts and Social Studies


11:40am-12:00pm Math

12:00pm School Dismissal

TK and Kindergarten Campus


7:15am-7:55am Intervention Program (grade varies)

8:00am-9:50am English and Visual Arts

9:50am–10:15am Recess

10:15am-11:20am Visual Arts and Social Studies


11:40am-12:00pm Math

12:00pm School Dismissal

44

Grades

Grades

Offered

Number

of

Regular

Days

Number

of Instr.

Minutes

Per

Regular

Day

Number of

Early

Dismissal

Days

Number

of Instr.

Minutes

Per Early

Dismissa

l Day

Number

of

Minimum

Days

Number

of Instr.

Minutes

Per

Minimum

Day

Number

of [Other]

Days

Number

of Instr.

Minutes

Per

[Other]

Day

Total

Number of

Instr. Days

Minutes

Req'd Per

State

Law

Total

Number of

Instr.

Minutes

Number

of Instr.

Minutes

Above/

Below

State

Req't.

TK/K Yes 160 360 15 180 0 0 0 0 175 36000 60300 24300

1 Yes 160 360 15 180 0 0 0 0 175 50400 60300 9900

2 Yes 160 360 15 180 0 0 0 0 175 50400 60300 9900

3 Yes 160 360 15 180 0 0 0 0 175 50400 60300 9900

4 Yes 160 360 15 180 0 0 0 0 175 54000 60300 6300

5 Yes 160 360 15 180 0 0 0 0 175 54000 60300 6300

6 No 0 54000 0 -54000

7 No 0 54000 0 -54000

8 No 0 54000 0 -54000

9 No 0 64800 0 -64800

10 No 0 64800 0 -64800

11 No 0 64800 0 -64800

12 No 0 64800 0 -64800

MEETING THE NEEDS OF ALL STUDENTS

English Learners

The Charter School will meet all applicable legal requirements for English Learners (EL) and

(LTELs) as it pertains to annual notification to parents, student identification, placement, program

options, EL and core content instruction, teacher qualifications and training, re-classification to

fluent English proficient status, monitoring and evaluating program effectiveness, and standard-

ized testing requirements. The Charter School will implement policies to assure proper placement,

evaluation, and communication regarding ELs and the rights of students and parents. The Charter

School has adopted the District’s EL Master Plan.

Home Language Survey

The Charter School will administer the home language survey upon a student’s initial enrollment

into the Charter School (on enrollment forms).

CELDT Testing

All students who indicate that their home language is other than English are California English

Language Development Test (“CELDT”) tested within thirty days of initial enrollment6 and at

least annually thereafter between July 1 and October 31 until re-designated as fluent English pro-

ficient.

6 The thirty-day requirement applies to students who are entering a California public school for the first time or for

students who have not yet been CELDT tested. All other students who have indicated a home language other than

English will continue with annual CELDT testing based upon the date last tested at the prior school of enrollment.

45

The Charter School will notify all parents of its responsibility for CELDT testing and of CELDT

results within thirty days of receiving results from publisher. The CELDT shall be used to fulfill

the requirements under the Elementary and Secondary Education Act for annual English profi-

ciency testing.

All references in the charter petition to the CELDT are understood by the Charter School and the

District to mean the English Language Proficiency Assessments for California (“ELPAC”), when

it replaces the CELDT.

Reclassification Procedures

Lead Teachers, the Dean of Culture, and the Office Assistant are responsible for implementing

and monitoring the English Language (EL) program. The Office Assistant uses enrollment appli-

cations to provide the Dean of Culture the names of newly-enrolled students who speak English

as a second language. Lead teachers will use Education Assessment Measurement Data System

(EADMS) to test students and will hand-score the tests to determine the correct program placement

for newly-enrolled students. Tests for continuing EL students are scored only by the testing com-

pany. The Dean of Culture will revisit the list of students who are not newly-enrolled in order to

make sure that the students who need to be reclassified are appropriately identified. The Dean of

Culture will send the tests to a testing company in order to receive the official scores. Students

who are identified as English learners using the CELDT are tested yearly in order to determine

whether or not they meet the Los Angeles Unified School District’s (LAUSD) reclassification

criteria. Lastly, the Data Analyst, a member of the GAMES’ leadership team, is responsible for

entering CELDT scores into CALPADS within a week of the scores being received form the test-

ing company. Reclassification procedures utilize multiple criteria in determining whether to clas-

sify a pupil as proficient in English including, but not limited to, all of the following:

Assessment of language proficiency using an objective assessment instrument including,

but not limited to, the CELDT.

Participation of the pupil’s classroom teachers and any other certificated staff with direct

responsibility for teaching or placement decisions of the pupil to evaluate the pupil’s cur-

riculum mastery.

Parental opinion and consultation, achieved through notice to parents or guardians of the

language reclassification and placement including a description of the reclassification pro-

cess and the parents’ opportunity to participate, and encouragement of the participation of

parents or guardians in the reclassification procedure including seeking their opinion and

consultation during the reclassification process.

With the Education Assessment Measurement Data System (EADMS), a comparison of

the pupil’s performance in basic skills against an empirically established range of perfor-

mance in basic skills based upon the performance of English proficient pupils of the same

age that demonstrate to others that the pupil is sufficiently proficient in English to partici-

pate effectively in a curriculum designed for pupils of the same age whose native language

is English.

46

Strategies for English Learner Instruction and Intervention

GAMES meets all requirements of Federal law relative to equal access to curriculum for English

Learners (EL) and Long Term English Learners (LTELs). The instructional program is presented

in English with provisions to ensure comprehension for EL and LTELs students and development

of English as a second language. The instructional program for GAMES is designed to promote

language acquisition, oral language development and enriched learning opportunities for all stu-

dents. The English language development instructional materials, published by National Geo-

graphic, December 28, 2000, are utilized to provide intervention for ELs and LTELs and develop-

ment of English as a second language. A description of the curriculum and the materials utilized

in order to address the curriculum is below:

ELD Books

1. Canciones Y Cuentos Level A - December 28, 2000

2. Canciones Y Cuentos Level B – December 28, 2000

3. Canciones Y Cuentos Level C – December 28, 2000

4. Canciones Y Cuentos Level D – December 28, 2000

5. Canciones Y Cuentos Level E - December 28, 2000

6. Canciones Y Cuentos Level F - December 28, 2000

All English Learner (EL) and Long Term English Language Learners (LTELs) will participate in

the core standards-based curriculum appropriate for their grade level as fully as their English lan-

guage fluency will allow. To accelerate learning English and the mastery of the standards-based

curriculum, teachers will provide special assistance to them during regular classroom instruction

and if needed, tutorial assistance is provided for them outside of core class time. Students at be-

ginning English Language Development (“ELD”) levels are mainstreamed with fluent English

speaking students and fluent bilingual students in order to support ELD and comprehension of

instructional input. In order to enhance EL and LTEL students’ vocabulary development, teachers

regularly work with them in small groups. Teachers use the English language development in-

structional materials, published National Geographic, which is listed above, in order to provide

intervention for EL and LTELs while learning in small groups. This Focus of these materials are

as follows: phonemic awareness, auditory discrimination, letter identification, and letter formation.

Children also create one Sound/Letter Book and one High-Frequency Word Book per unit (48

totals). This includes take-home activities.

GAMES will continually explore innovative ways and implement successful practices by which

bilingual children can achieve their fullest potential. EL will receive instruction utilizing the tech-

niques of phonics, sheltered English, cooperative learning groups and experiential activities.

Teacher, aides, other students or parent volunteers will provide primary language support.

GAMES, whenever possible, will hire personnel and recruit bilingual community support and ser-

vices to meet the primary language needs of EL. EL are mainstreamed with fluent English profi-

cient students and bilingual students.

47

Curriculum is presented to EL at beginning ELD levels in English utilizing Specially Designed

Academic Instruction in English (SDAIE) techniques. This will include instruction utilizing shel-

tered English, cooperative learning groups and small group instruction. Sheltered English includes

strategies that make language comprehensible. This requires an awareness of the student’s prior

knowledge and experiences, consistently building on background knowledge, using visuals (in-

structional strategies such as writing charts and graphs, pictures, timelines, regalia, and gap fills),

focusing on 1-2 major concepts and drawing out the main points. Cooperative grouping of students

will encourage a peer coaching atmosphere and a high level of motivation to communicate which

might not otherwise exist. Small group instruction will allow the opportunity for individualizing

the instruction to the needs of students.

Our hands-on curriculum will enrich all curricular areas by emphasizing four critical elements:

content, connections, comprehensibility and interaction. Using three-dimensional objects to teach

math concepts, to create projects, and to work in groups are some of the hands-on strategies that

are used during instruction. Instruction is organized to assure a high frequency of interaction be-

tween students and their peers, their teachers and the curriculum activities. African American and

English second language methodologies, in close alignment with the constructivist practices of our

program, will stress the use of students’ background knowledge, visual perceptual skills and mod-

eling. We will incorporate modified presentations using pictures, songs, props, gestures, dramati-

zation and relevant displays. Appropriate pacing and integration of reading, writing, speaking and

listening is applied. Identity and cultural images are purposefully utilized in order to motivate all

students to achieve academic success at GAMES. Various intervention programs and researched

based assessments are used to support all students.

Language Success Program

MISSION:

Our language success program was designed to ensure that English learners acquire full profi-

ciency in English as rapidly and effectively as possible and attain parity with native speakers of

English. Our program is designed for our English learners within a reasonable period of time,

achieve the same rigorous grade-level academic standards that are expected of all students. We

will use innovative strategies and resources to obtain our goal in ensuring the progression of each

of our scholars’ educational levels.

PROGRAM:

Language Success Program

o Students are put into small groups for each session.

o Scholars will receive additional support in the areas of ELA and Phonics (40mins)

weekly on their scheduled session dates.

Enrichment Activities

o These activities will reinforce ELA and Phonics skills through fun and interesting

activities and games.

PROCESS

o Program designed for our EL learners

o Students are assessed through various test assessments and classwork/homework

production.

o Parents are notified by teacher (Letter).

48

o Teacher identifies students' needs on Student Profiles.

o Student Profiles are used to maintain database to track progress.

o Monthly Assessments are provided to students

o Students are able to test out of the program.

Session Dates

Monday Tuesday Wednesday Thursday Friday

TK, Kinder & 1st Grade

7:15a - 7:55a

*1:20p - 2:05p

4th & 5th Grade

7:15a - 7:55a

1:20p - 2:05p

2nd & 3rd Grade

7:15a - 7:55a

1:20p - 2:05p

Make-Up Sessions

7:15a - 7:55a

1:20p - 2:05p

No Sessions

*Regular day schedule only.

Monitoring and Evaluation of Program Effectiveness

The Charter School evaluates the effectiveness of its education program for ELs by:

Adhering to Charter School-adopted academic benchmarks by language proficiency level

and years in program to determine adequate yearly progress.

Monitoring teacher qualifications and the use of appropriate instructional strategies based

on program design.

Monitoring student identification and placement.

Monitoring parental program choice options.

Monitoring availability of adequate resources.

Gifted and Talented Students and Students Achieving Above Grade Level

GAMES shall address the needs of gifted and talented students, whose learning characteristics,

thinking aptitudes and abilities differ significantly from those of their same aged peers. GAMES

shall develop differentiated learning environments in which gifted and talented students can ac-

quire skills and understanding at advanced ideological and creative levels matching their poten-

tials. Differentiated instruction shall include complexity (making connections or seeing relations),

acceleration (advanced content through curriculum compacting), novelty (introducing new areas

of study) and depth (exploring a subject in greater depth.) Differentiation may involve lessons,

discussions and approaches that involve the whole class, flexible groups within a class with stu-

dents changing groups to be taught at the appropriate level, tiered lessons that have specific learn-

ing objectives aligned to the needs of individual students or clustering of students in special clas-

ses. Assessment and identification of gifted and talented students shall be based on intellectual,

creative, academic or leadership ability and achievement, talent in the visual and performing arts

or other criteria that the school finds appropriate.

Fast Forward Program

49

Our Fast Forward Program was developed to give our gifted and talented students an opportunity

to grow and thrive at even faster pace. This program will utilize research based online programs

to give students an opportunity to work above grade level and achieve their highest potential in the

elementary gifted and talented program.

PARENT INVOLVEMENT

How can parents help?

Parents are the most critical component of the Fast Forward Program. Parental support and en-

couragement are crucial to the program's success. Extra time spent on learning with the parent's

help greatly increases the student's success.

PROGRAM: Fast Forward Program


o Scholars will receive advanced material in the areas of Math and ELA weekly on

their scheduled session dates.


o These advanced activities will reinforce ELA and Math skills through fun and in-

teresting activities and games.

o Opportunities to take part in special projects and develop higher-level thinking

skills.

PROCESS


production

o Students are enrolled depending on scores from test assessments.

o Entry form filled out by teacher enrolling student in Fast Forward Program.




Principal’s Honor Roll: (TK-5th)

Scholars who have achieved all 4’s (cumulative 4.0) in each of their academic subjects on

their trimester report card.

The scholar must not receive any 1’s or 2’s in any conduct, social skill, study/ work habit

or support area.

These scholars are awarded with a “Day out of School” trip. (1 per trimester report card)

NOTE: Teachers will provide list to Dean of School Culture once report cards are due for tri-

mester.

Dean’s List: (TK- 5th) Scholars who have achieved 4’s & 3’s (cumulative 3.5 to 3.9) each of his/her academic

classes on their trimester report card.

The scholar must not receive any 1’s or 2’s in any conduct, social skill, study/work habit

or support area.

50

NOTE: Teachers will provide list to Dean of School Culture once report cards are due for trimester

Bringing Up Grades (BUG) PROGRAM: (TK-5TH) The purpose of the BUG program is to recognize the small successes needed to reach the

Principal’s Honor Roll and Dean’s List. This is a vehicle for students to aspire to be on the

Principal’s Honor Roll and Dean’s List.

After each trimester, teachers honor scholars from their classes who have shown improve-

ments in their academics compared to their previous trimester. Improvements are deter-

mined by the scores that the

students earn on the Educators Data Assessment Measurement System (EADMS). during

a school assembly, by

These scholars are awarded with a BUG pin.

NOTE: Teachers will provide lists to the Dean of Student Culture once report cards are due each

trimester.

Students Achieving Below Grade Level

Academic Intervention Program

MISSION:

Our intervention program was developed to meet the needs of students in grades 2nd through 5th

who are in need of additional support in the areas of reading and/or mathematics and also science

for 5th graders. We will use innovative strategies and resources to obtain our goal in ensuring the

progression of each of our scholars’ educational levels.

PARENT INVOLVEMENT

How can Parents help?

Parents are the most critical component of the Academic Intervention Program. Parental support

and encouragement are crucial to the program's success. Extra time spent on learning with the

parent's help greatly increases the student's success.

PROGRAM:

Academic Intervention Program (“AIP”)


o Scholars will receive additional support in the areas of Math (40mins) and ELA

(40mins) weekly on their scheduled session dates.


o These activities will reinforce ELA and Math skills through fun and interesting ac-

tivities and games specifically designed by the same publishers of the regular

school day curriculum.

PROCESS


production

o Teachers are able to elect for students for each subject into the program

o Entry form filled out by teacher enrolling student in AIP.


51

o Teacher identifies students' needs on Student Profiles.



o Students are able to test out of the intervention program. Based on the standards

that a student needs improvement, a proficiency test is created with the Education

Assessment Measurement Data System (EADMS) to determine whether or not the

student has reached proficiency in the standards that are being addressed for the

student in the intervention program. Proficiency tests are given every two weeks.

STUDENT SELECTION PROCESS

Students are enrolled based on academic performance reflected by report card grades and testing

scores in ELA and Math areas with science including for 5th graders. Teachers analyze these

scores, consider classroom performance, and determine which scholars would benefit from this

program.

Session Dates

Monday Tuesday Wednesday Thursday Friday

2nd Grade

ELA

7:15a - 7:55a

3rd Grade ELA

7:15a - 7:55a

4th Grade

ELA

7:15a - 7:55a

5th Grade

ELA

7:15a - 7:55a

5th Grade Sci-

ence

7:15a - 7:55a

4th Grade

Math

1:20p – 2:05p

5th Grade Math

1:20p – 2:05p

3rd Grade

Math:

1:20p – 2:05p

2nd Grade

Math

1:20p – 2:05p

Prep:

1:20p – 2:05p

Socio-Economically Disadvantaged/Low Income Students

GAMES has a large population of students who are socio-economically disadvantaged/low income

(“SED”). GAMES provides the same resources to its general student population as it does to its

SED population of students. Thus, SED students are educated in the same manner as other sub-

groups on campus because all of GAMES students can benefit from the tools that are provided to

SED students. GAMES identifies and monitors the progress of students in this subgroup when the

EADMS test is given school wide during each trimester. This test identifies all of the school’s

subgroups.

GAMES recognizes that behavior is founded from a combination of genes and environment with

the environment playing a great role in how a student will succeed academically. The environment

of SED students accounts for (1) acute and chronic stressors, (2) cognitive lags, and (3) health and

52

safety issues, which effects are displayed in poor school performance and behavior. GAMES rec-

ognizes that it is imperative that we provide SED students the tools that will give them an oppor-

tunity to be productive citizens of the 21st century. As a result, GAMES provides the following

resources to its socio-economically disadvantaged/low income (SED) students, which are used to

enable all of its students who might need these resources:

1) Students

a. Providing a school culture that

i. Personifies respect

ii. Implants social skills

iii. Practices Inclusiveness

2) Parents

a. Educational resources for

i. Jobs

ii. Education

iii. Parental Skills

b. Counseling Services

c. Before-and-after school education programs for students

3) Staff

a. Recruit and train staff who are sensitive to the needs of SED students

b. Professional Development to give staff the tools to

i. Alter the environment (lessen stressors and resolve potential compliance is-

sues with students who do not want to change)

ii. Empower students (increase their perception of control over their environ-

ment by showing how to better manage their own stress levels. By teaching

students how to responds differently to the world)

iii. Use assessments to build student skills in: attention and focus, short-and

long-term memory, problem-solving skills, perseverance and ability to ap-

ply skills in the long term, social skills, and hopefulness and self-esteem

A Typical Day at GAMES

Climate:

One of the biggest aspects of GAMES’ culture is unity amongst all of GAMES’ stakeholders. We

truly express a family-like atmosphere, which you do not find in many organizations. Students

wear uniforms. All male employees wear button up shirts with ties, and all female employees wear

business casual attire. We take great pride in how we carry ourselves at GAMES in order to pro-

mote an entrepreneurial culture on campus. The Dean of Culture pursues the Charter School in

order to report back to the Principal about the areas of the GAMES’ culture need to be addressed

in order to improve school systems. Support Staff members are present when classes are outside

in order to ensure the safety of all students. Furthermore, parent volunteers might be in the office

making copies for a teacher or in a classroom to help a teacher with any support duties. It is evident

that all staff members are invested in the students and in each other.

Intervention Programs take place in the morning one hour before the start of school. This was

developed in order to meet the needs of students who are in need of additional support in the areas

53

of reading and/or mathematics and also science for 5th graders. We use innovative strategies and

resources to obtain our goal in ensuring the progression of each of our scholars’ educational levels.

Before School Intervention Programs:

Morning Reading Program: is our morning program where we utilize technology to provide our

scholars with extra resources and support to help raise our scholars academically in ELA.

Language Success Program: Our elementary language success program was designed to ensure

that English learners acquire full proficiency in English as rapidly and effectively as possible and

attain parity with native speakers of English. Our program is designed for our English learners

within a reasonable period of time, achieve the same rigorous grade-level academic standards that

are expected of all students. We will use innovative strategies and resources to obtain our goal in

ensuring the progression of each of our scholars’ educational levels.

Fast Forward Program was developed to give our gifted and talented students an opportunity to

grow and thrive at even faster pace. Special gifted and talented courses, combined with a person-

alized learning plan, enable exceptional students to work above grade level and achieve their high-

est potential in the elementary gifted and talented program.

After-School Intervention:

Learning Enrichment-Assessment Program (LEAP), an after school program run by third

party, provides small group tutoring sessions to scholars to help them obtain academic achieve-

ment and healthy behavior lifestyles (i.e. healthy food choices and healthy physical fitness prac-

tices) for two hours after school. The program runs from 3:00 p.m.-6:00 p.m. on Monday to Friday.

Contractors, volunteers, and LEAP staff provide a safe environment for students receive a nutri-

tious meal or snack, homework support, creative classes, and academic tutoring-at no cost to par-

ents. The program provides students the opportunity to learn healthy lifestyle decisions while

learning to build confident and disciplined characters. In particular, the LEAP pillars are (1) aca-

demic achievement, (2) social and emotional development, (3) health, and (4) family and commu-

nity engagement. GAMES will be consistent with FUAS, licenses, permits, and all approval pro-

cesses.

At recess and lunch, you will notice that students play in a structured setting-kickball, basketball,

and games are played in a group setting with a support staff member making sure that all students

are experience staff interactions on the playground.

You would see positive, disciplinary strategies being used with students who are having behavioral

challenges and are sent to the office.

Overall, you feel the culture of GAMES without trying to do it. A positive, student –centered

learning environment will pore from every aspect of the Charter School.

In the Classroom

54

Teachers are in their classrooms giving each student an opportunity to be a successful 21st Century

Citizen-the classrooms are orderly, students are engaged, and teachers are giving 100% to creating

an effective instructional setting. Teachers arrive no later than 7:30 AM in order to prepare for the

beginning of the instructional day, which starts at 8:00AM. CCSS projects will be found in many

classrooms at GAMES. Furthermore, teachers are using CCSS strategies throughout the day. The

following is an example of how instructional day is mapped out at GAMES. Teachers at every

grade level follow the same format: before recess focus, before lunch focus, and after lunch focus.

Teachers use technology such as a Smartboards, computers, laptops, and online activities and pro-

grams in order to give students a state-of-the art education that will also give students an oppor-

tunity to learn in an engaging environment.

Focu

s

Mon

-

day

Tu

es-

day

Wed

ne

sday

Th

urs

-

day

Fri

day

Bef

ore

Rec

ess:

Sto

ry r

ead a

bout

Johnny A

pple

See

d;

Intr

oduce

them

e an

d

conte

xt;

Phonic

s bas

ed o

n t

he

word

apple

an

d c

on-

nec

ted w

ord

s; s

tu-

den

ts w

ill

gen

erat

e

ques

tions

thro

ugh

What

I k

now

, w

hat

I

nee

d t

o k

now

, an

d

what

I l

earn

ed

(KW

L)

stra

tegy.

Apple

s w

ill

be

ad-

dre

ssed

in a

soci

al

studie

s co

nte

xt

(loca

-

tions,

loca

lly,

city

wid

e, s

tate

wid

e)

Stu

den

ts w

ill

bri

ng

arti

fact

s re

late

d t

o a

p-

ple

s (i

.e. ex

ample

s o

f

wher

e ap

ple

s ar

e lo

-

cate

d, nam

es f

or

ap-

ple

s, t

ypes

of

foods

that

can

be

cooked

wit

h a

pple

s, a

nd n

u-

trit

ional

val

ues

of

ap-

ple

s);

wri

ting,

spel

ling, phonic

, an

d

spea

kin

g a

nd l

iste

n-

ing s

kil

ls w

ill

be

use

d

conti

nuousl

y t

o s

up-

port

lea

rnin

g.

Stu

den

ts w

ill

do a

com

par

e an

d c

ontr

ast

acti

vit

y a

bout

wher

e

apple

s ar

e gro

wn a

nd

about

how

they

are

dif

fere

nt

in s

ize,

colo

r, a

nd t

aste

; m

e-

dia

wil

l use

d t

o d

is-

cuss

apple

s ar

e fo

und

around t

he

worl

d.

Per

form

ance

bas

ed

asse

ssm

ents

Bef

ore

Lun

ch:

Apple

s w

ill

be

in-

troduce

d a

s a

tool

to b

e use

d w

ith

counti

ng a

nd w

ord

pro

ble

ms.

Stu

den

ts w

ill

use

the

five

sense

s to

study

apple

s an

d

oth

er t

ypes

of

food

Stu

den

ts w

ill

study

the

dif

fere

nce

s o

f

how

apple

s ca

n

use

d b

y w

riti

ng a

lett

er t

o t

hei

r cl

ass-

mat

e ab

out

apple

s.

Pre

test

act

ivit

ies

wil

l be

use

d t

o a

d-

dre

ss p

erfo

rman

ce

and p

rese

nta

tions

and s

cien

tifi

c st

ud-

yin

g.

Stu

den

ts w

ill

crea

te o

ral

stori

es

that

are

att

ached

to

pic

ture

s.

Pap

er a

nd p

enci

l

asse

ssm

ents

Aft

er L

unch

:

Rei

nfo

rce

stori

es;

me-

dia

; an

d i

ntr

oduce

lear

nin

g s

kil

ls (

i.e.

vis

ual

, au

dit

ory

, an

d

tact

ile)

Stu

den

ts w

ill

dra

w

and w

rite

about

thei

r

exper

ien

ces

wit

h a

p-

ple

s.

Apple

s w

ill

be

use

d t

o

lear

n a

bout

frac

tions

and w

ill

conti

nue

to

pra

ctic

e ad

din

g a

nd

subtr

acti

ng s

kil

ls.

Mat

hem

atic

al, pre

as-

sess

men

ts w

ill

be

use

d

to e

val

uat

e an

d g

ive

studen

ts i

mm

edia

te

feed

bac

k o

n w

hat

they

nee

d t

o p

rep

are

for

on

Fri

day

.

Rei

nfo

rcem

ent

of

what

was

lea

rned

thro

ughout

the

wee

k.

Pre

par

atio

n f

or

nex

t

wee

k.

55

All teachers provide students with a weekly homework log in order to give students assignments

that help reinforce what is being taught in the classroom for the week. Below is an example of

such a log.

3rd Grade Homework Log: Week of: ______

Date Subject Subject Subject Parent Signature and

Comments

Monday 9/21

Language Arts:

Reading: Read 15

minutes. Fill in read-

ing log.

Spelling: ABC Order

Comprehension:

Watching the Weather

Math: Lesson 12

Science/ Social

Studies/Spanish:

Parent Signature and

Comments

________________

Tuesday 9/22

Language Arts:

Reading: Read 15


ing log.

Spelling: Vowel Cir-

cle

Comprehension:

The Why’s of

Weather: Rain

Math: Lesson 13

Science/ Social

Studies/Spanish:

________________

Weds. 9/23

Language Arts:

Reading: Read 15


ing log.

Spelling: Read it!

Write it! Spell it!

Comprehension: The

Why of Weather:

Rainbows

Math: Lesson 14

Science/ Social

Studies/Spanish:

________________

Thursday

9/24

Language Arts:

Reading: Read 15


ing log.

Spelling: 3x each

Comprehension: The

Tornado Drill

Math: Lesson 12 prob-

lem set

Science/ Social

Studies/Spanish:

________________

56

Friday

9/25

Language Arts:

Reading: Read 15


ing log.

Spelling: 3x each for

not passing at 70% or

higher

Comprehension: The

Whys of Weather:

Clouds

Math: MATH HW

ONLY FOR

THOSE WHO

DID NOT PASS

TEST

Science/ Social

Studies/Spanish:

________________

Weekly: Practice Math with Jiji: http://web.stmath.com

Spelling Words: 1. Border 2. Gathering 3. Needles 4. Scraps 5. Sewn 6. Threaded 7. Paint 8. Clay 9.

Leave 10. Neighbor 11. Eight 12. Seem 13. Speak 14. Paid 15. Need 16. Weighing 17. Neighboring 18.

Background 19. Bacteria 20. Backboard

Parent Notes/Announcements: Check out our 3rd grade website for more homework & other

important info.

57

Element 2/3 –Pupil Outcomes and Pupil Progress Toward Outcomes

Measured

“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. Pupil outcomes shall include outcomes that address increases in pupil academic

achievement both school wide and for all groups of pupils served by the charter school, as that

term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of Section 47607. The

pupil outcomes shall align with the state priorities, as described in subdivision (d) of Section

52060, that apply for the grade levels served, or the nature of the program operated, by the

charter school.” (Ed. Code § 47605(b)(5)(B).)

“The method by which pupil progress in meeting those pupil outcomes is to be measured. To the

extent practicable, the method for measuring pupil outcomes for state priorities shall be con-

sistent with the way information is reported on a school accountability report card.” (Ed. Code

§ 47605(b)(5)(C).)

MEASURABLE GOALS OF THE EDUCATIONAL PROGRAM

Charter School shall meet all statewide content and performance standards and targets. (Ed. Code

§§ 47605(c)(1), 60605.)

Charter School shall comply with all applicable laws and regulations related to AB 97 (Local Con-

trol Funding Formula) and AB 484, as they may be amended from time to time, including all

requirements pertaining to pupil outcomes.

STANDARDIZED TESTING

Charter School agrees to comply with and adhere to state requirements for participation and ad-

ministration of all state-mandated tests, including computer-based assessments. Charter School

shall submit and maintain up-to-date and accurate California Longitudinal Pupil Achievement

Data System (CALPADS) data in accordance with the requirements of California Code of Regu-

lations, title 5, section 861. Charter School hereby grants authority to the State of California to

provide a copy of all test results directly to the District as well as Charter School.

Measurable Goals of the Educational Program

The Charter School’s goals are the same as those described in Element 1 in accordance with Edu-

cation Code Section 47605(b)(5)(A)(ii). The completed “LCFF State Priorities” table provided in

Element 1 is incorporated herein by reference.

Additional student outcomes include:

Effective communicators (oral and written);

Problem solvers;

58

Critical thinkers;

Computer literate;

Responsible citizens;

Entrepreneurial;

Students will demonstrate – competency as measured by:

1. Developmental Guidelines Checklists;

2. Student Portfolios;

3. Summary Reports (replaces the traditional progress reports/report cards); and Per-

formance – Based Assignments/Assessments.

Measurable Pupil Outcomes: Summative Assessment Performance Targets

The Charter School’s summative assessment performance targets are the same as those described

in Element 1 in accordance with Education Code Section 47605(b)(5)(A)(ii). The completed

“LCFF State Priorities” table provided in Element 1 is incorporated herein by reference.

Student achievement in developing grade level content mastery in specific knowledge and critical

thinking skills are assessed using a variety of assessment measures. Such assessments are neces-

sary to map the school’s strengths and weaknesses and to hold students, parents/guardians and

teachers accountable. GAMES will clearly define what students should know in each subject in

each grade level. These measurable student outcomes are based on a comprehensive monitoring

and assessment structure that includes data from statewide accountability measures.

Results from assessments data are analyzed and disaggregated by groups of students in order to

determine strengths and areas for improvement. Performance Assignments (curriculum embed-

ded) and Student Product Rubrics are used to measure bi and tri-annual progress of students’ mas-

tery of skills and standards. Authentic assessment processes will form the basis of our evaluation

program to measure student outcome goals.

The Work Sampling system is an ongoing classroom performance assessment system. Its purpose

is to document children’s skills, knowledge, behavior and accomplishments in elements such as:

Development Guidelines – Teachers are given a set of observational age appropriate guide-

lines that are based on CCSS. Grade-level co-teachers discuss the guidelines that are ad-

dressed based on benchmarks being addressed during each trimester.

Portfolios – Collections of students’ works are gathered that illustrates student’s efforts,

progress and achievements. These collections are intended to display the individual nature

and quality of children’s work and progress over time.

Summary Reports – Completed three times a year and are key elements of reporting student

accomplishments to families and recording students’ progress for teachers and administra-

tors.

All instructional programs and educational plans are reviewed and analyzed to identify needs in

order to meet educational goals and student outcomes. On-going assessment of grade level

core/basic skills are conducted bi-annually through pre/post assessments.

59

Students are assessed in a variety of ways. Among them are the following: teacher observation,

anecdotal records, checklists, work samples, written samples, audio–taping, videotaping, attitude

surveys, and much less frequently, formal paper and pencil tests. Co-teachers work together during

professional developments in order to collaborate these strategies. The students are tested during

paired and group interactions, choral activities and less often, individually. Student outcomes are

measured by their success in performing the following activities: asking and answering questions;

following directions describing a familiar object or person; designing a menu; singing authentic

songs; and entering an e-mail message. At all times, tests are designed so students can demonstrate

what they can do in the language based on what they have been taught. Both students and parents

are provided with clear expectations of what the students are expected to demonstrate on assess-

ments. In addition, the format of the assessments, including quizzes and tests will mirror the way

in which they have been taught, thereby eliminating the element of surprise. Students with special

needs are provided with necessary accommodations documented in their IEPs to perform success-

fully on quizzes and tests.

The following is a description of the proposed assessment schedule to determine student perfor-

mance levels and other school success indicators:

60

ASSESSMENT SCHEDULE

ASSESSMENT

FRAMEWORK

DESCRIPTION OF ASSESS-

MENT TOOL

DATE

FALL/WINTER/SPRING

Pre-post testing Teacher-made tests/observa-

tions Educator’s Assessment

Data Management System

(EADMS)

Assessments

August

October

December

February

April

Annual CAASPP and CELDT

(Annually or 30 days following

enrollment)

April

May

For grade 5, Physical Fitness

and California Science Stand-

ardized Testing

Exit interviews June

Performance assignments On-going

The work sampling system On-going

Developmental guidelines and

checklists

October, December, Febru-

ary, and April

Portfolios November, February, and

June

Tri-annual Summary reports (parent con-

ferences)

November, February, and

June

Grade-level co-teachers will collaborate together regarding the assessment schedule. Additionally,

assessment schedules are discussed with all teachers at professional trainings.

Method for Measuring Pupil Progress Toward Outcomes: Formative Assessment

Student achievement is based on measurable student outcomes that are provided from Educator’s

Assessment Data Measurement System (EADMS). The connection between instruction and as-

sessment is evident in the performance-based learning environment. Students’ understanding of

what they need to know as well as be able to do will increase due to the alignment of instruction

to performance assignments. Performance assessments will require students to structure and apply

information learned by actively contracting, organizing and producing/exhibiting a specific prod-

uct. The assessment system design will utilize the research methods of authentic assessments.

Authentic assessments will ask students to read real texts, to write for authentic purposes about

meaningful topics and to participate in authentic literacy tasks. Student achievement in developing

conceptual thinking, problem solving and content mastery is assessed using multiple measures.

Assessment timelines are aligned with the state’s required assessment calendar. Mastery is meas-

61

ured using assessment models that are formative and summative, holistic and standardized, narra-

tive and criterion-referenced. The approach is conducive to benchmarking student achievement

through disaggregated groups. Intervention programs are designed for students requiring addi-

tional assistance. Students are identified for intervention with the data provided from Educator’s

Assessment Data Management System (EADMS). Interventions will take place (1) before school,

(2) during school, and (3) during the after-school program. Assessment will include school-de-

signed tests and performance assignments, publisher-developed assignments and assessments,

District assessments, teacher developed tests, student conduct/behavior records, program audits

and stakeholder surveys.

Literacy Assessment

Annual performance goals are individually set for each student in the student’s IEP or Individual-

ized Instructional Plan (“IIP”) and aligned with the CCSS. In general, students without disabilities

are expected to read at or above grade level and to make at least one year’s reading growth in each

academic year. Students with IEPs are expected to meet their annual goals and objectives.

Growth in the specific reading outcomes are measured through periodic informal reading invento-

ries administered to each student on an individual basis at the beginning, middle and end of each

academic year. Where appropriate to individual student ability, students will also analyze a piece

of literature, (informational and functional), selected on the basis of their individual abilities and

needs. Teachers will develop rubrics during professional developments with their co-teachers, and

with teachers in other grade levels, to assess each specific outcome in both information reading

inventories and literature analysis.

Teachers will develop a rubric for evaluating specific outcomes as demonstrated in journals. Sup-

port staff will provide classroom support to teachers in the form of helping students stay on tasks

so that teachers can serve students one-on-one.

Data Analysis and Reporting

The programs we use to monitor, collect, analyze, and report of academic performance and other

data are aligned with the Charter School’s curriculum. From the data that we retrieve, we will gear

our professional development, which are led by a consultant and administration, for our teachers

to cater to the specific needs of the students by:

i. Showing teachers how to pull reports and view reports from the different

programs

ii. Showing teachers how to use the reports to measure the progression of the

students.

iii. Using data to help teachers understand the Data reports.

Data from the different programs will help us train and support our teachers in ways that will

reflect on the data we pull from the different educational programs. Data walls are posted in the

main office and each classroom on campus for different stakeholders to view. To preserve students'

confidentiality, their names are not provided on data walls. Scores are listed on the walls with an

assigned number. These walls display data from online, learning assessments such as EADMS,

Lexia, and Study Island so that teachers, students, and parents can monitor academic, researched

62

based outcomes. Data are monitored weekly, bi-weekly, and monthly (varies per program) and

walls are updated for the stakeholders.

Grading Policy

Reporting student progress is a continuous process, with teachers communicating with students

and their families. GAMES will use a trimester formal reporting system that will gauge the pro-

gress of each student in meeting the Charter School’s curricular standards for each grade, which

are based upon the CCSS.

MISIS is a data management system that is used to input attendance and grades for their students.

The Charter School uses MISIS to maintain track of the teachers’ classroom grades. Each teacher

is responsible for assigning classwork and homework for the students and reporting the grades in

MISIS. MISIS will calculate students’ summative grades at the end of each trimester.

The Charter School will use a numerical performance based system to monitor students’ aca-

demic levels:

4 (Proficient)

Above

Standard

Consistently does high quality work. Has a strong knowledge and understanding

of the standard. Uses a wide range and variety of books, tools, and materials.

Demonstrated, originality, initiative, and independence. Uses a well-developed

vocabulary.

3 (Basic)

At Stand-

ard

Regularly meets standards by exhibiting these behaviors: Is thorough and accurate.

Has knowledge and understanding of the subject areas standards. Can draw infor-

mation from a variety of sources. Can utilize problem-solving skills. Has good

working vocabulary in subject area.

2 (Below

Basic)

Approach-

ing Stand-

ard

Developing thoroughness and accuracy. Has a developing knowledge of the

standard. Is developing independence but requires some teacher guidance. Uses

an adequate vocabulary.

1 (Far Be-

low)

Below

Standard

More time, practice and effort is needed to meet subject standard. Frequently re-

quires assistance.

Grade-level teachers will create individual-student performance assessments in the form of writing

samples gathered at the beginning, middle and end of each academic year. Teachers will develop

rubrics for evaluating the grammatical and mechanical conventions of writing in these writing

samples. Grade-level teachers will develop a rubric for scoring writing samples.

Additional samples of various types of student writing (expository compositions, narrative ac-

counts, autobiographical incidents, persuasive compositions, business letters, letters of request,

and/or technical texts appropriate to the grade level) is included in student portfolios. Grade-level

teachers will develop rubrics for evaluating writing assignments included in portfolios.

63

Performance Assessment of Annual Project

Heterogeneous cooperative groups of students will work on an annual project that will incorporate

all core academic areas. The project will consist of multi-media reports and/or presentations, in-

cluding written components that incorporate multiple approaches to writing and a variety of gen-

res. The report will also be presented to a committee of faculty, students, parents and community

content experts. The teachers will develop a rubric for scoring these projects/presentations on spe-

cific benchmarks related to the school’s educational outcomes in each core academic area and in

relation to each student’s IEP goals. For example, one group project might focus on geometry and

measurement. Students would use math, literacy and technology skills to acquire and access new

information, and to interpret a variety of information texts. They would need to understand, sum-

marize and recount information on measurement. Working in heterogeneous groups, students

would work productively as a member of an investigative team studying scientific phenomena, use

multiple approaches to writing (e.g., shared writing, buddy writing) a report and evaluate their own

and other’s writing. They would apply mathematics concepts and procedures and demonstrate

age/grade level mastery of mathematics content. They would demonstrate speaking and commu-

nication skills in their presentation of the project to the evaluation committee. Students will de-

velop products that could be sold at the school’s annual bazaar/marketplace. Teachers will develop

a rubric for evaluating student performance in the Annual Projects.

Daily grades are measures of a student’s progress toward mastery of CCSS and district curriculum

objectives. Types of performance assessments may include; but are not limited to the following:

· Classroom participation

· Oral responses

· Written responses

· Classroom discussions

· Experiments

· Teacher observation

· Research projects

· Portfolios

· Enrichment

· Group work/projects

· Peer editing

· On Line technology assignments

· Class Activities

· Cooperative Learning Activities

· Signal Response

Assessment and Evaluations

Student mastery of subject matter may be assessed in a variety of ways. It is not

necessary, therefore, for all grades to have as their source written paper work. Nor

is it always necessary to receive a grade for every paper produced. Although the

teacher will monitor and provide feedback to students for any activity, which they

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assign, the feedback does not always need to be in the form of a grade. Assess-

ment should always follow a period of guided practice and/or independent prac-

tice.

Examinations/Major grades serve to evaluate mastery of CCSS, concepts, under-

standing and district objectives. They provide opportunities to demonstrate cer-

tain knowledge or skill. Types of examinations may include, but are not limited

to the following:

Type and frequency of progress reporting

o Report Card every 3 months.

August-November -1st Report Card

November- February- 2nd Report Card

March- June- 3rd Report Card

o Progress Report

6 Weeks after school starts, and every 6 weeks after

1st Progress Report- October

2nd Progress Report December

3rd Progress Report- January

4th Progress Report- March

5th Progress Report- May

Six Week Assessments

· End of unit tests

· End of chapter tests

· School wide Assessment

· Projects

· Selection Tests

· Teacher Tests

-State Assessment

Student Portfolios

Portfolios are used to assess student progress in all curriculum areas. Lead teachers will create

and update the rubrics for assessing students’ portfolios. Parents and students receive an explana-

tion regarding portfolio assessments during the first week of school. Each student will develop

both a Working Portfolio and a Showcase Portfolio. The Working Portfolio will include work

samples collected throughout the year on identical or parallel assignments to show progress toward

educational goals. The Showcase Portfolio will contain samples of each student’s best work. Both

types of portfolios will contain student-selected work samples and student reflections on their own

work (as appropriate to the student’s age and ability). The teachers will develop rubrics for eval-

uating the portfolios. Students will present their Showcase Portfolios to their parents, during Par-

ent-Teacher conferences.

Life-Long Learning Social/Interpersonal and Life-Skills Assessment

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A major goal of GAMES is the development of life-long learning skills, social/interpersonal skills,

and life skills needed to become conscientious, responsible citizens. GAMES’ students will

demonstrate their awareness of their role in the community by being provided opportunities to be

involved in community service projects. The Dean of Culture will coordinate a community project

each month for students, parents, and teachers to attend. Students will provide an oral summary to

their classmates about what role they played that helped the community about how this help them

be a successful citizen in the community. There summaries are kept in students’ portfolios; how-

ever, they will not affect students’ grades.

Evaluation of Inclusive Community

Finally, GAMES will strive to create an environment where all students, parents and staff are

valued as equal members of the learning community. Parent and staff perspectives and satisfaction

with the inclusive Charter School community is evaluated through interviews and surveys.

Specific Grade-Level Standards/Benchmarks

In planning and implementing the curriculum, teachers and support staff will address specific

standards in each core academic area. These standards are based upon the CCSS. The administra-

tion and Lead teachers will review and modify assessments in EADMS at the end of each trimester

in order to assess what CCSS standards need to be addressed throughout the school year. All

GAMES teachers will have an opportunity to give input about the standards before they are

adopted as an assessment tool.

Student Retention and Promotion

GAMES strives to ensure that students show progress in their achievements and are ready to be

promoted to the next level. For those students who are identified as “at risk” of retention, a meeting

is called that includes the teacher, parents/guardians and special education program coordinator.

“At risk” is defined as students who are preforming far-below basic in more than one core subject.

At this meeting it may be determined that a Student Success Team (as described in the Special

Education section above) is necessary to develop an educational plan that will continue include

tutorials, special classes and learning strategies that best suit the student. Parent conferences on

the student’s progress will occur regularly every couple of months. Teachers will schedule indi-

vidual time with each of their students’ parents in order to review students’ academic and behav-

ioral progress. This will give parents time to ask specific questions about their students’ class. If

necessary, the option of after-school enrichment classes are offered as a measure to curtail reten-

tion at parents’ discretion. If a student is “at-risk” of being retained the following process is im-

plemented:

PROMOTION

A student may be promoted only on the basis of academic achievement or demon-

strated proficiency of the subject matter of the course or grade level.

In determining promotion, the Charter School shall consider:

The recommendation of the student’s teacher;

The student’s grade in each subject or course;

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The student’s score on an assessment instrument administered by their teachers

Any other necessary academic information, as determined by the Charter School.

Retention

Early identification of students in danger of retention is of the highest importance.

In the first week of school, a grade level assessment is done in the areas of lan-

guage arts and mathematics. A low score in either of these assessment areas is a

red flag for the class teacher and parents to closely monitor the student’s progress.

If there is progress, a conference with the parents are scheduled to discuss what

kind of parental involvement is necessary to ensure continued growth in skills. If

there is little or no progress, a Student Success Team is scheduled with the parents

and, if appropriate, the student. From this point forward, notifications will follow

at three week intervals to monitor progress.

If little or no progress is shown under the monitoring system, an official retention

warning notice is given during the last week of February in conjunction with an

updated SST plan/contract. During the first week in April, a monthly progress

report and/or meetings with parents occurs in order to discuss the student’s pro-

gress.

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Element 4 - Governance

“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).)

GENERAL PROVISIONS

As an independent charter school, Charter School, operated as or by its nonprofit public benefit

corporation, is a separate legal entity and shall be solely responsible for the debts and obligations

of Charter School.

Charter School shall ensure that, at all times throughout the term of the Charter, the bylaws of its

governing board and/or nonprofit corporation are and remain consistent with the provisions of this

Charter. In the event that the governing board and/or nonprofit corporation operating Charter

School amends the bylaws, Charter School shall provide a copy of the amended bylaws to CSD

within 30 days of adoption.

Charter School shall send to the CSD copies of all governing board meeting agendas at the same

time that they are posted in accordance with the Brown Act. Charter School shall also send to the

CSD copies of all board meeting minutes within one week of governing board approval of the

minutes. Timely posting of agendas and minutes on Charter School’s website will satisfy this re-

quirement.

The District reserves the right to appoint a single representative to the Charter School governing

board pursuant to Education Code section 47604(b).

LEGAL AND POLICY COMPLIANCE

Charter School shall comply with all applicable federal, state, and local laws and regulations, and

District policy as it relates to charter schools, as they may be amended from time to time.

Charter School shall comply with all applicable federal and state reporting requirements, including

but not limited to the requirements of CBEDS, CALPADS, the Public Schools Accountability Act

of 1999, and Education Code section 47604.33.

Charter School shall comply with the Brown Act and the Public Records Act.

All employees and representatives of Charter School, including members of Charter School’s gov-

erning board, members of Charter School or governing board committees or councils, Charter

School administrators, and managers, shall comply with federal and state laws, nonprofit integrity

standards, and LAUSD’s charter school policies, regarding ethics and conflicts of interest.

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TITLE IX, SECTION 504, AND UNIFORM COMPLAINT PROCEDURES

Charter School shall designate at least one employee to coordinate its efforts to comply with and

carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title IX) and

section 504 of the Rehabilitation Act of 1973 (“Section 504”), including any investigation of any

complaint filed with Charter School alleging its noncompliance with these laws or alleging any

actions which would be prohibited by these laws. Charter School shall notify all its students and

employees of the name, office address, and telephone number of the designated employee or em-

ployees.

Charter School shall adopt and publish complaint procedures providing for prompt and equitable

resolution of student and employee complaints alleging any action that would be prohibited by

Title IX or Section 504.

Charter School shall adopt and implement specific and continuing procedures for notifying appli-

cants for admission and employment, students and parents of elementary and secondary school

students, employees, sources of referral of applicants for admission and employment, and all un-

ions or professional organizations holding collective bargaining or professional agreements with

Charter School, that Charter School does not discriminate on the basis of sex or mental or physical

disability in the educational programs or activities which it operates, and that it is required by Title

IX and Section 504 not to discriminate on any such basis.

Charter School shall establish and provide a uniform complaint procedure in accordance with ap-

plicable federal and state laws and regulations, including but not limited to all applicable require-

ments of California Code of Regulations, title 5, section 4600 et seq.

Charter School shall adhere to all applicable federal and state laws and regulations regarding pupil

fees, including Education Code sections 49010 - 49013, and extend its uniform complaint proce-

dure to complaints filed pursuant to Education Code section 49013.

Charter School shall extend its uniform complaint procedure to complaints filed pursuant to the

Local Control Funding Formula legislation provisions set forth in Education Code section 52075.

RESPONDING TO INQUIRIES

Charter School, including its nonprofit corporation, shall promptly respond to all inquiries, includ-

ing but not limited to inquiries regarding financial records from the District, and shall cooperate

with the District regarding any inquiries. Charter School, including its nonprofit corporation,

acknowledges that it is subject to audit by LAUSD, including, without limitation, audit by the

District Office of the Inspector General. Charter School shall provide the District with current and

accurate contact information for Charter School, Charter School administrators, and Board mem-

bers.

If an allegation or other evidence of waste, fraud, abuse, or other material violation of law related

to Charter School’s operations, or breach of charter, is received or discovered by the District,

69

Charter School shall cooperate with any resulting inquiry and/or investigation undertaken by the

District and/or the Office of the Inspector General Investigations Unit.

NOTIFICATION OF THE DISTRICT

Charter School shall notify the Charter Schools Division (CSD) in writing of any citations or no-

tices of workplace hazards, investigations by outside regulatory or investigative agencies, lawsuits,

changes in corporate or legal status (e.g. loss of IRS 501(c)(3) status), or other formal complaints

or notices, within one week of receipt of such notices by Charter School. Unless prohibited by law,

Charter School shall notify the CSD in writing of any internal investigations within one week of

commencing investigation. Charter School shall notify the CSD within 24 hours of any dire emer-

gency or serious threat to the health and safety of students or staff.

STUDENT RECORDS

Upon receiving a records request from a receiving school/school district, Charter School shall

transfer a copy of the student’s complete cumulative record within ten (10) school days in accord-

ance with Education Code section 49068. Charter School shall comply with the requirements of

California Code of Regulations, title 5, section 3024, regarding the transfer of student special ed-

ucation records. In the event Charter School closes, Charter School shall comply with the student

records transfer provisions in Element 16. Charter School shall comply with the requirements of

Education Code section 49060 et seq., regarding rights to access student records and transfer of

records for youth in foster care.

PARENT ENGAGEMENT

Charter School shall not require a parent or legal guardian of a prospective or enrolled student to

perform volunteer service hours, or make payment of fees or other monies, goods, or services in

lieu of performing volunteer service, as a condition of his/her child’s admission, continued enroll-

ment, attendance, or participation in the school’s educational activities, or otherwise discriminate

against a student in any manner because his/her parent cannot, has not, or will not provide volun-

teer service to Charter School .

SITE COUNCIL

The School Site Council (SSC) is an elected or selected group representative of the school’s staff,

parents, and in secondary schools, students.

All members, with the exception of the principal, are elected or selected by their peer group. The

principal is assigned to serve as a permanent, voting member on the council. (This responsibility

may not be delegated to someone else.)

The SSC selection process is determined by the school and/or SSC bylaws. Documentation of the

process must be maintained for 3 years.

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Composition of the SSC is specified in the California Ed. Code Section 52852 as follows: The

SSC shall ensure parity between (a) the principal, classroom teachers, and other school personnel;

and (b) parents or other community members selected or elected by parents.

Non-Profit Public Benefit Corporation

The Charter School is a directly funded independent charter school and is operated as Gifted Acad-

emy of Mathematics and Entrepreneurial Studies, a California non-profit public benefit corpora-

tion, pursuant to California law upon approval of this charter.

The Charter School will operate autonomously from the District, with the exception of the super-

visory oversight as required by statute and other contracted services as negotiated between the

District and the Charter School.

THE BOARD OF DIRECTORS

The Charter School is governed by a corporate Board of Directors (“Board” or “Board of Direc-

tors”) in accordance with its adopted corporate bylaws, which shall be consistent with the terms of

this charter.

The Board of GAMES is made up of 5-11 members. The Board will consist of the following

stakeholders (based on their expertise in areas such as education, grant writing, business, law,

fundraising, community outreach, finance, mental health, etc., along with their desire to serve a

needed role on the GAMES Board):

A parent/guardian of a currently enrolled Charter School student, elected by the Parent

Committee and approved by the Charter School Board; and Community members and

community partners.

The current Board members are:

Sheran Waters-Lanchester, President (parent)

Lana McLeod, Vice President (community member)

Larry Lanchester, Secretary (parent)

Brady Richardson, Treasurer (community member)

Samyah Ralls (parent)

Alicia Wilson (parent)

Board Member Selection and Criteria Process

All Board Directors are designated by the Board. The Parent Committee (if any) nominates the

parent representative(s), to be ultimately designated by the Board. The Board strives to find Di-

rectors from the school, community and outer community members, based on their expertise in

areas such as business, law, fundraising, community outreach, finance, or mental health, along

with their desire to serve a needed role on the GAMES Board..

71

In order to determine whether to add a new Board member(s), the Board will consider factors

including, but not limited to: need for a particular expertise (e.g. real estate or curriculum) among

Board members; current number of Board members (prefer odd number); balance between parent

and community representatives; and composition to best serve GAMES. If a new parent repre-

sentative is needed, and the Parent Committee is active, the Board will request nominations for

new parent representatives. If the Parent Committee is not active, the Board will work with Charter

School staff to advertise an opening to parents. If a new community representative is needed,

Board members may recruit new candidates through personal and professional networks, and ad-

vertise among the GAMES community.

The Board will designate all new Board members; that is, Board member selection will be based

upon a majority vote of the then-current Board members. The Board, in whole or through an ad

hoc committee, will interview all Board member candidates. The interview will be conducted in

a standard question-and-answer format, and candidates will be required to provide a resume. The

Board may develop a questionnaire for candidates to complete. If the Parent Committee nominates

one or more parent representatives, the Board will consider recommendations from the Parent

Committee. Members of the public will be able to speak for or against Board member candidates

during an open public meeting. The Board will then vote to approve or deny new members.

The Board ultimately is responsible for assessing how the Charter School is doing overall. Once

the Board receives reports during Board meetings from the Charter School’s administration, with

regards to the academic progress of the students, level of parent involvement and the financial

status of the Charter School (as reported by the back office service provider and reviewed by the

Treasurer), it will review the information and ascertain whether recommendations need to be made

or Board ad hoc committees need to be formed to work on specific issues (such committees will

comply with the Brown Act as applicable). The ad hoc committees may, for example, examine

closely the curriculum and staffing priorities for maximum effectiveness; identify budgetary pri-

orities involving the use of discretionary funds; evaluate the academic effectiveness of the Charter

School program, its administration and staff and make recommendations for improvement, accord-

ingly. These ad hoc committees are established to implement the business of the Board and to

facilitate its functioning by researching topics in order to report back to the Board for a decision

by the Board. Ad hoc committees are comprised of at least one Board member, and ideally one or

more parents. The formation of the committee will occur by vote of the Board, during a Board

meeting. The responsibility of the Board is to review and consider the work of the ad hoc com-

mittees, and to take action as needed.

The Board will:

1) Meet fiduciary responsibilities

2) Ensure that the entire Charter School is moving in the direction of the Charter School’s

vision statement.

3) Serve as a clearinghouse for information to facilitate communication.

4) Monitor Board adhoc committees to ensure progress toward goals and accomplishment of

duties.

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5) Approve material revisions to the approved charter, prior to submission to the District for

approval.

6) Hire, supervise, evaluate, discipline, and dismissal of the Principal of the Charter School;

7) Approve all contractual agreements;

8) Approve and monitor the implementation of general policies of the Charter School. This

includes effective human resource policies for career growth and compensation of the staff;

9) Approve and monitor the Charter School’s annual budget and budget revisions;

10) Act as a fiscal agent. This includes but is not limited to the receipt of funds for the operation

of the Charter School in accordance with applicable laws and the receipt of grants and

donations consistent with the mission of the Charter School;

11) Contract with an external independent auditor to produce an annual financial audit accord-

ing to generally accepted accounting practices;

12) Regularly measure progress of both student and staff performance;

13) Involve parents and the community in school related programs;

14) Execute all applicable responsibilities provided for in the California Corporations Code;

15) Approve the school calendar and schedule of Board meetings;

16) Review requests for out of state or overnight field trips;

17) Participate in the dispute resolution procedure and complaint procedures when necessary;

18) Approve annual independent fiscal audit and performance report;

The Board may initiate and carry on any program or activity or may otherwise act in a manner

which is not in conflict with or inconsistent with or preempted by any law and which are not in

conflict with this charter or the purposes for which schools are established.

The Board may execute any powers delegated by law to it and shall discharge any duty imposed

by law upon it and may delegate to an employee of the Charter School any of those duties with the

exception of budget approval or revision, approval of the fiscal audit and performance report, and

the adoption of Board policies. The Board however, retains ultimate responsibility over the per-

formance of those powers or duties so delegated. Such delegation will:

Be in writing;

Specify the entity designated;

Describe in specific terms the authority of the Board of Directors being delegated,

any conditions on the delegated authority or its exercise and the beginning and ending

dates of the delegation; and

Require an affirmative vote of a majority of Board members.

The Charter School Board of Directors will attend in-service trainings annually for the purposes

of training individual Board members on their responsibilities with topics to include, at mini-

mum, conflicts of interest and the Brown Act.

Regular Board meetings will take place on the Charter School campus monthly, with Special

Board meetings called when necessary. The annual calendar for Board meetings are set at the

Charter School’s annual meeting, during the summer. The Board will consider past practice and

input from parents and employees when setting the regular meeting calendar. GAMES posts

Board meeting agendas that are viewable by the public 24 hours a day, 7 days a week, at each of

73

its locations, as well as on its website. GAMES will meet Brown Act requirements by posting

agendas for regular meetings 72 hours in advance (24 hours for special meetings); and by ob-

serving Brown Act requirements for the content of the agenda, limitations on discussion, deliber-

ation, or action during meetings for items that are not on the agenda, teleconference require-

ments, and all other legal requirements. Teleconference requirements include:

1. All votes taken shall be by roll call.

2. Agenda must be posted at all teleconference locations.

3. Each teleconference location shall be identified in the notice and agenda of the meeting.

4. Each teleconference location shall be accessible to the public.

5. Members of the public shall have the right to address the board directly at each telecon-

ference location.

6. A Quorum of the Board must participate from within the School’s “jurisdiction.”

BOARD DECISIONS

No business shall be considered by the Board at any meeting at which a quorum is not

present.

A majority (51%) of the directors then in office shall constitute a quorum.

The Board will make decisions using a majority vote based upon the presence of a

quorum.

Board members who were not in favor of an approved motion must fully support the or-

ganization as it carries out the majority’s decision.

Every member has the right to participate in the discussion and vote on all issues before

the Board (and Board members may abstain from voting).

TERM OF OFFICE

A director shall serve a two (2) year term of service, and until a successor is designated and qual-

ified.

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ORGANIZATIONAL CHART

PRINCIPAL

The Principal, with the support of staff, will oversee the day-to-day administration and operation

of the Charter School. The Principal will develop and execute Charter School policies for Board

approval, and then develop and implement procedures consistent with such approved policies. The

Principal will make decisions that govern ongoing operations, such as selection of curricular field

trips, purchase of instructional materials and equipment, facilities, improvements and repairs, ex-

penditures related to facilitation of instructional program and operation of Charter School, etc. The

Principal will make efforts to establish collaborative relationships with community members and

organizations that will support the instructional program of the Charter School. The Principal will

make or delegate decisions that govern the ongoing daily operations of the school, which includes

the utilization of budgeted funds allocated for the school year.

Board of Directors

Parent Committee

Principal

Dean of Student Culture

Data AnalystTeachers Office Staff

Board Committees

75

Business and financial services such as SACS compliant financial accounting (or alternative ac-

counting reporting as allowed by charter law), cash flow management, accounts payable/receiva-

ble, and payroll is provided by a qualified independent contractor. The contractor will work

closely with the Principal to maintain the fiscal health of the Charter School. The contractor will

inform the full Board about the Charter School’s financial standing during regular board meetings

(and at other times as needed), and will recommend budgetary modifications, as needed, to keep

the school in good financial standing.

PROCESS TO INVOLVE THE SCHOOL COMMUNITY

The Charter School Community refers to all teachers, all support staff, parents (including guardi-

ans, relatives, and interested persons), students, administration and community representatives

who are involved with the Charter School. The Principal will continually seek community part-

nerships that will enhance the instructional program and support the vision and goals of GAMES.

The Charter School Community shall have an opportunity to be involved and participate in school-

wide matters. Opportunities to be involved on the Board, school-level committees, etc. are avail-

able for the community. External partnerships and resources to be explored and, when appropriate,

will work in collaboration with GAMES.

PROCESS TO ENSURE PARENTAL INVOLVEMENT

GAMES recognizes that parents and other family members are the most valuable people in each

child’s life and that they often know their child’s strengths and needs best. Therefore, we feel that

it is imperative that we work closely with them to develop the most successful and enriched edu-

cational experiences possible for each child. Parent involvement is an important and integral part

of our program, and it includes, but is not limited to:

There will always be at least one Board seat for a parent or guardian.

Parents are strongly encouraged through Charter School communications (letters, calls,

flyers, etc.) to commit to school service and involvement at the requested amount of three

hours per school month, in a manner which is flexible with their work schedules. This is

not a mandatory responsibility. Parents’ interests, skills and availability are discussed to

determine how they can best serve the school community. Parents have the option of work-

ing in classrooms, on the playground and/or taking some work home to assist the teacher.

Although there is no penalty to the student or family who does not meet the requested

involvement level, a meeting with all parents are scheduled to discuss the importance of

their participation and solutions to those obstacles that are preventing the family from being

involved at the school.

Parents are asked to attend Parent Council meetings, which are led by the parents. The

Parent Council provides a forum for parents to gather for the purpose of coordinating parent

volunteerism, fundraisers and activities that support the school program and goals.

Parents are asked to form committees, when necessary to provide a forum for parent con-

cerns and standard procedures to address concerns and initiate solutions to said concerns.

This may involve working to assist in the development of school policies and procedures,

for ultimate approval by the Board.

76

Parents are provided with information on an ongoing basis regarding the content of the

educational program and on-going school meetings and events. Written material is trans-

lated into Spanish to keep all of our families informed.

Staff will advise and consult with parents regarding the Charter School’s educational pro-

gram at the orientation meeting and community discussions. Parents are encouraged to

reinforce the educational program by monitoring their child’s progress, responding to writ-

ten notices and reports, and engaging in conversations with Charter School personnel as

needed.

Our school will strive to ensure that parents and family are visible members of the school

community.

PROCESS TO ENSURE TEACHER INVOLVEMENT

GAMES recognizes the importance of teacher input in matters that directly involve their classroom

and student achievement. GAMES will strive to ensure that teachers become more involved in the

governance of the Charter School and the development and implementation of curriculum pro-

grams in the Charter School.

Teachers will participate as members of a collective team in our ongoing program development

and staff development. They will participate in designing and running staff development work-

shops, where teachers share experiences and methodology with one another, overseen by the pro-

fessional development committee chairperson. Through continuous analysis of our philosophy

and weekly reflection on our practices in action, our staff collectively work toward greater unifi-

cation.

Teachers will meet bi-weekly for 3 ½ hours with the principal and/or consultants to share concerns,

communicate request, discuss program goals, assess overall student progress, evaluate program

effectiveness, develop plans to implement policies and discuss individual student needs. Teachers

are encouraged to serve on school-level committees such as hiring, parent, event and programs,

and school culture to provide input that will help shape policies and effective change. Teachers

will work at school events.

These requirements are part of teachers’ GAMES contracts. If teachers do not fulfill those duties,

their contracts will not be renewed at the end of the school year.

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Element 5 – Employee Qualifications and Rights

“The qualifications to be met by individuals to be employed by the school.” (Ed. Code §

47605(b)(5)(E).)

EQUAL EMPLOYMENT OPPORTUNITY

Charter School acknowledges and agrees that all persons are entitled to equal employment oppor-

tunity. Charter School shall not discriminate against applicants or employees on the basis of race,

color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, na-

tional origin, ancestry, citizenship, age, marital status, physical disability, mental disability, med-

ical condition, genetic information, military and veteran status, or any other characteristic pro-

tected by California or federal law. Equal employment opportunity shall be extended to all aspects

of the employer-employee relationship, including recruitment, selection, hiring, upgrading, train-

ing, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

ESEA/NCLB AND CREDENTIALING REQUIREMENTS

Charter School shall adhere to all requirements of the Elementary and Secondary Education Act

(ESEA, also known as No Child Left Behind (NCLB)) that are applicable to teachers and

paraprofessional employees. Charter School shall ensure that all teachers meet applicable state

requirements for certificated employment, including the provisions of Education Code section

47605(l). Charter School shall maintain current copies of all teacher credentials and make them

readily available for inspection.

The employees of GAMES are a group of professionals committed to the education of all children.

QUALIFICATIONS FOR EMPLOYMENT

GAMES requires that each employee of the Charter School submit to a criminal background check

and furnish a criminal record summary as required by Education Code Section 44237. The Prin-

cipal or office manager will monitor background investigations, including T.B. clearance and fin-

gerprinting for all employees. GAMES instructional staff must have adequate experience in work-

ing with, and a thorough understanding of, the education and children.

GAMES staff are required to demonstrate ability to be personable, work cooperatively with co-

workers and an enthusiasm for working with children. Along with these skills, the following are

minimum qualifications for each staff position:

Principal:

Master’s Degree

Multiple or Single subject teaching credential

Administrator Credential

5 years of instructional experience at a public or a private school

3 years of experience with escalating responsibilities in the field of education

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Experience with business management, budgets, facilities management and scheduling

Experience with overseeing, hiring, evaluating and working with staff

Organizational, leadership and office management skills

Demonstrated leadership in curriculum design and implementation

Worked with teachers in a leadership capacity

Assistant Principal (employment target is in the next two years):

Master’s Degree

3 years of instructional experience in education

At least 2 years of progressive experience in the field of education

Ability to train, direct and delegate responsibility to staff

Ability to work independently and efficiently, exercising reasonable judgment, in a fast-

paced, multi-task environment with minimal supervision

Ability to work effectively under pressure and demonstrate problem-solving skills, while

maintaining courtesy and professionalism

Superior knowledge of Charter School policies, procedures, and program offerings, includ-

ing curriculum development and analysis, MS Office, etc.

Excellent oral and written communication skills

Strong organizational skills and attention to detail

Dean of Student Culture:

Bachelor’s Degree in business or education

Experience and demonstrated ability in working with children in a discipline and counsel-

ing or other applicable capacity

Knowledge of applicable due process requirements for student discipline

Commitment to accountability, professional development, and student success

Exhibit leadership in working with staff, students, and the community

Outstanding presentation and facilitation skills

Ability to effectively interpret student/school data and identify areas of strength and needed

growth

Strong interpersonal skills (communication, problem solving, conflict management, col-

laboration)

Strong organizational skills

Knowledge of what defines an effective, safe school environment

Knowledge of deciphering state test results for students

Office Manager:

Bachelor’s Degree

Knowledge of advanced office practices

Financial and statistical record keeping experience

Health records and first aid experience

Experience in office equipment and related software

Knowledge of principles and practices of school office management

Skills in word processing, spreadsheet, and database software

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Knowledge of school board policies and procedures

Advanced organizational skills

Office Staff:

High school diploma or the equivalent, and

Two years of college (48 units), or

A. A. degree (or higher),

Advanced skills with typical office software

Understanding and experience with scheduling

Organization, leadership and office management skills

Experience in the field of education

Experience in working with students, parents, families and community members

Personable

Data Analyst:

Bachelor’s Degree

Knowledge of advanced office practices

Ability to effectively interpret student/school data and identify areas strength, need and

growth

Superior knowledge of local, state, and federal reports and grants related to education.

Strong organizational skills

Core Teachers:

Bachelor’s Degree

Valid multiple-subject teaching credential

Highly Qualified under ESEA

Two years of experience working with students of diverse backgrounds

Core teachers shall be required to hold a California multiple-subject credential or other document

equivalent to that which a teacher in other public schools would be required to hold, and meet

highly qualified requirements under ESEA. The Principal and/ will monitor such documentation;

however, teachers are responsible for keeping their credentials up-to-date without direction from

the Principal or the office staff. Copies of required forms and records are kept at the Charter

School. Highly qualified teachers are required to have prior educational experience (e.g., teaching,

paraprofessional, child development center or school volunteer), where the work experience is

found beneficial to education.

Paraprofessional Instructional Aide (Spanish)



A. A. degree (or higher), or

Pass a local assessment of knowledge and skills in assisting in instruction. (CBEST)

Bilingual in English and Spanish

Paraprofessional Instructional Aide

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A. A degree (or higher), or

Pass a local assessment of knowledge and skills in assisting in instruction. (CBEST)

Support Staff

High school diploma or the equivalent

Experience in the field of education

Experience in working with students, parents, families, and community members

Personable

HIRING PROCESS AND EVALUTION OF STAFF PERFORMANCE

At GAMES, all staff shall be selected by an open, objective and competitive process. Administra-

tion screens core teacher applicants for basic criteria, namely: credentials, highly qualified status,

team teaching ability/experience and area of academic expertise. The Office Manager provides

the Principal with job applications in order to identify the possible candidates for a position. Prin-

cipal gives the candidate applications to the office manager in order to schedule interviews for a

position. Members of an adhoc hiring committee attend interviews that are led by Administration.

After consulting with the members of the hiring committee, who have attended the interview, the

Principal gives a recommendation to hire new employees to the Board of Directors. In particular,

the Board varies that all of the above hiring processes were followed by Administration. For all

new hires.

Interview Process of core teachers:

Submit a write up on their philosophy on teaching;

Are observed teaching in a GAMES classroom for no less than 15 minutes. If a teacher is

hired over the summer break when school is not in session, a teacher does a mock instruc-

tion with the hiring committee functioning as the students;

A formal interview is conducted with the Assistant Principal, a teacher, and a parent, or a

Board member (no one person will be exclusively the one interviewing the teacher candi-

dates). The Principal (who must be present at all interviews) will inform the aforemen-

tioned GAMES stakeholders of the date and time of an interview, which is determined

according to the Principal’s schedule only. At least two other GAMES stakeholders must

be available for an interview to take place. The principal consults with those who attended

the interview in order to determine who is hired for a position.

GAMES shall select its own staff. GAMES staff shall consist of persons who are committed to

GAMES’ philosophy.

The hiring process for credentialed and non-credentialed employees shall include, as applicable:

1) Interviewing and collection from applicants:

Resume

CBEST results

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Certified and sealed college transcript

References

Records of experience

Credentials, license, etc.

2) Verifying previous employment and credentials

3) Selection of top candidate is made by the Principal after consulting with the individuals

who attended an interview

4) Attaining proof of TB risk assessment or screening

5) The Department of Justice for criminal record provides a state and federal background

check with no felonies documented.

JOB DESCRIPTIONS

Principal:

Ensure that the Charter School community follows the policies and decisions approved by

the Board of Directors.

Oversee the development and implementation of the curriculum and programs, as well as

review individual student and overall school performance in accordance with the school’s

charter and related laws and regulations, and relate information to the Board of Directors

along with recommendations for continuous improvement.

Oversee classroom management in collaboration with the teachers to ensure appropriate

and instructive student discipline is in place.

Recruiting, verifying credentials, hiring staff and for developing individual professional

development plans.

Supervise and evaluate staff.

Spend 3-5 hours per week in the classrooms.

Keep regular and punctual attendance.

Oversee the school-operating budget, authorize spontaneous and ongoing daily expenses

as necessary and maintain robust fiscal vitality.

Working with back office service provide to prepare and submit an annual budget, and

interim financial documents, to the Board of Directors for review and approval.

Demonstrate a thorough commitment to GAMES’ philosophy and process.

Be an active participant in Board meetings

Collaborates with the Board of Directors in the creation of the policies and procedures at

GAMES

CALPADS and all other local, state, and federal reporting

Facilitate communication among staff, parents, and community.

Assistant Principal (hiring target date for 2018-19 school year):

Working closely with the principal on a daily basis to ensure the smooth overall operation

of the Charter School.

Direct supervision of the support staff.

Supporting committees of staff and parents that function to improve the learning and social

environment of the school for the students.

Direct fill-in in the absence of the Principal

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Resolving conflicts between students, teachers, parents or combinations of conflicts be-

tween various GAMES stakeholders.

Assisting in yearly-teacher evaluations, assisting in providing guidance to staff and stu-

dents, and encouraging a positive climate at GAMES.

Directing assemblies and other special gatherings of students and parents for events

throughout the year.

Developing emergency response plans for GAMES.

Filing reports and updating as required.

Record keeping as required through the use of various logs, tracking records, computer

programs, inter or intranet software or other programs.

CALPADS and all other local, state, and federal reporting

All other duties assisted by the Principal

Dean of Student Culture:

Oversees the culture and behavior of the students at GAMES.

Confers with students, parents, teachers, and other staff where individual behavioral prob-

lems are involved.

Assists teachers and counselors to better understand and work more effectively with stu-

dents having school related behavior problems.

Assists parents in better understanding and effectiveness with their students in order to

promote a more positive education experience.

Communicates teachers, counselors, and administrators regarding student achievement,

behavior, and other problems.

Initiates student suspensions and other student discipline actions to handled be the Assis-

tant Principal or Principal.

Assists in creating and monitoring the new school-wide, behavior program and plan.

Assists the Principal on all assigned activities of the school site

All other duties assigned by administration

Office Manager:

Manages the operation of the school office.

Provides secretarial support to the Principal; maintains appointment calendar, schedules

meetings and conferences.

Compiles data for enrollment and other reports and lists.

Formats and types correspondence, forms, memoranda and reports from handwritten drafts

or dictation; duplicates materials.

Coordinates work of secretarial/clerical personnel assigned to the office; assigns and re-

views work; monitors workload.

Coordinates activities of parent volunteers; provides training and assigns tasks.

Maintains records and files for staff and student information; maintains staff absence rec-

ords and prepares payroll forms.

Makes some arrangements for substitute personnel.

Maintains accounting ledgers for ASB and general building budgets; collects and records

monies for various student activities;

Issues and monitors building keys; maintains safe.

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Requisitions, receives, accounts for and distributes school supplies, textbooks and materi-

als. Takes periodic inventory.

Coordinates a variety of school programs such as federal surveys, school pictures, school

insurance, voter registration, fund raising events, and other activities.

Coordinates beginning and end-of-year office activities.

Promotes effective public relations with parents and the general public.

Performs related duties as assigned.


Office Staff:

Serves as office receptionist; answers and responds to telephone and in-person inquiries

from students, parents, and the public.

Types and distributes school newsletter. May attend meetings to record minutes.

Maintains student attendance records or monitors maintenance of records by other clerical

staff. Assists in contacting parents concerning questionable absences of students.

Provides basic first aid medical care to ill or injured students in the absence of the school

nurse.

Calls parents and makes arrangements for transportation home as necessary;

All other duties assigned by administration.

Data Analyst:

Develop data collection procedures, policies and publish to the school community.

Create a strategy that will manage the reporting environment and become the basis for

school use.

Create system and user documentation.

Continually analyze technologies, technical processes and/or functions.

Plan and organize regular internal and external reports and surveys.

Support the ongoing assessment and effective utilization of data for planning, policy-mak-

ing, and program improvement.

Produce statistics, analyses, reports, and reviews relative to internal and external requests

for data.

Compile, analyze, and disseminate quantitative data on facets of GAMES and related edu-

cational issues, including institutional characteristics, enrollments, student retention, stu-

dent transfer activities, enrollment projections, grades, other student performance indica-

tors and fiscal affairs.

Coordinate state, federal and specialized reports.


Assist the Assistant Principal or Principal with CALPADS and all other local, state, and

federal reporting

Core Teachers:

Demonstrate a commitment and understand the charter and its philosophies and practices.

Provide a quality, enriched and powerful curriculum for the students enrolled in their class.

Provide an effective room environment, which reflects and facilitates the learning process

and incorporates intrinsically motivating activities.

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Help students regulate their own behavior and develop problem-solving skills, while re-

maining respectful and interested in the child’s well-being, at all times.

Provide continual assessment of student progress and maintain records, while continually

evaluating class performance and modifying the environment and/or curriculum to meet

the changing needs of students.

Keep portfolios and observation evaluations on all students and fill out progress reports

each trimester.

Actively strive for continuous and open communication with parents and hold parent

teacher conferences twice per year for mutual sharing on the child’s growth and progress

at school and home.

Provide opportunities for peer assistance to fellow teachers and actively participating in

team meetings.

Participate in in-service staff development meetings and outside workshops to grow pro-

fessionally.

Keep regular and punctual attendance.

Be an active participant in Charter School governance, including any school-level commit-

tees.


Other Personnel:

Paraprofessional Instructional Aide (Spanish):

Teaches knowledge and skills in the Spanish language to students.

Develops student understanding and appreciation of culture of countries where Spanish

language is spoken.

Adapts curriculum to the needs of the students with varying intellectual abilities, and to

accommodate a variety of instructional activities.

Establishes and maintains standards of student behavior required to provide an orderly

and productive environment.

Instructs students in proper care and use of materials and organizes storage areas and con-

trols use of materials, to prevent loss or abuse.

Selects and requisitions instructional materials, books, etc., and maintains inventory rec-

ords.


Paraprofessional Instructional Aide:

Administers, scores, and records such achievement and diagnostic tests as the teacher rec-

ommends for individual students.

Works with individual students or small groups of students to reinforce learning of material

or skills initially introduced by the teacher.

Assists the teacher in devising special strategies for reinforcing material or skills based on

a sympathetic understanding of individual students, their needs, interest, and abilities.

Helps student master equipment or instructional materials assigned by the teacher.

Guides independent study, enrichment work, and remedial work set up and assigned by the

teacher.

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Assists with the supervision of students during emergency drills, assemblies, play periods,

and field trips.

Maintains the same high level of ethical behavior and confidentiality of information about

students as is expected of fully credentialed teachers.

Participates in in-service training programs, as assigned.


Support Staff:

Supervises students in the cafeteria, playground areas, restrooms and other areas of an as-

signed elementary school; assure student behavior complies with GAMES rules and pro-

cedures.

Assists in resolving minor student conflicts on the playground.

Assures students arrive to class in a timely manner; collected equipment left in playground

areas by students.

Assists with teachers in the classroom

Collaborates with team members to improve instructional practices; shares best practices.

Performs related duties as assigned.

All other duties assigned by administration.

STAFF PROFESSONAL DEVELOPMENT

Teachers are the key to the success of our program. GAMES has put forth great effort into recruit-

ing, hiring and training teachers who have chosen their careers primarily out of a deep caring for

children and a personal sense of responsibility to the future of our society. We recognize that

supporting teachers is the first step to supporting students. We will carefully select teachers whose

goals are aligned with those of the Charter School and then facilitate each teacher’s development

process in a manner that respects and supports his or her individual teaching style resulting in a

teacher-driven professional development program.

The members who join our staff will recognize the importance of a child-centered learning envi-

ronment and continually seek to improve their skills in facilitating such an environment. They

will recognize the importance of meeting our educational standards and work to support the needs

of individual students in smaller classrooms. They will embrace a lifelong learning process and

identify as students first, as teachers second and consistently model the learning process for their

students.

The staff development at GAMES will focus on integrating the interdisciplinary entrepreneurial

humanities curriculum and rigorous standards based core curriculum. Teachers will continue be

trained on how to utilize the standards based instructional materials and texts in their backwards

planning while infusing entrepreneurial standards for their grade level.

GAMES holds that each teacher brings a unique set of skills, insights and creativity. Therefore,

all teachers are provided time to work in grade level clusters to refine and develop teaching skills.

In-service staff developments are held to review goals and objectives, to stimulate curriculum en-

86

hancement and to explore effective methods of assessment, including establishing a uniform port-

folio assessment system across grade levels which are implemented. This aspect of our profes-

sional development program is student-driven. Ongoing staff development outside of our school

is encouraged and viewed as opportunities to provide for professional growth and to ensure proper

renewal of clear credentials. This is supported by utilizing the Educator’s Expectation Grant, which

teachers and administration will development an expenditure and present to the Board of Directors.

Entrepreneurial studies and conflict resolution skills are a part of our staff development program

element.

Entrepreneurial-standards teaching is a major component of our staff development program.

Grade level meetings are held every week to develop curriculum objectives and theme projects,

exchange ideas and information relative to their grade and their profession and develop solutions

to problems or social conflict that may have arisen in their classrooms. Lead-teacher mentoring,

by teachers who have worked at GAMES for more than two years, or by administration, is also a

major part of our program. All GAMES teachers share their teaching strategies at professional

development trainings, that are held every other Friday, and day-to-day.

Teachers are required to arrive at school 45 minutes before school begins, at 7:15am, to prepare

lesson plans, gather materials, review class work and organize their classroom. This time is rec-

ognized as crucial to the successful planning and implementing of classroom objectives and stu-

dent achievement between grade-level co-teachers. The Principal will work with the staff during

that hour and provide assistance as needed. This time is considered part of the teacher’s work

week on which their annual salary is based.

The GAMES in-service teacher training program consists of approximately 14 full days, 5 days

before the start of the school year, 2 days after spring and winter breaks, two (2) day staff retreat

and five (5) days at the end of the school year. During this time, teachers will work on identifying

successful strategies for direct and explicit instruction of needed skills. During these days, teachers

receive intensive training on the school’s educational philosophy and curriculum development to

ensure successful implementation of the humanities core curriculum aligned with the state stand-

ards. Teachers also participate in on-going weekly staff-development meetings after school for

approximately 1 ½ hours each week. These meetings include teacher support sessions, discussion

and training on an agreed upon topic, sharing of curriculum ideas and implementation, upcoming

events, special education, student issues, etc.

STAFF EVALUATION AND ACCOUNTABILITY

In matters regarding accountability and evaluation of personnel, GAMES will implement its own

procedure, which includes classroom observations by the Principal, peer observations, staff eval-

uation meetings by the principal, self-evaluations, parent surveys and student questionnaires.

Evaluations are based upon adequate completion of assigned job duties, setting and attainment of

goals and regular, punctual attendance, teacher-parent and teacher-child relations, as determined

by the directors and staff. A pre and post observation will take place before an annual evaluation.

Forms are used to conduct all evaluations and formal observations. Forms are upgraded as neces-

sary. Employee evaluations are conducted as follows:

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Teachers:

Teacher evaluations will occur at least twice per year. These evaluations will include a written

evaluation by the Principal and Assistant Principal. Teachers will also receive classroom visita-

tions and written observations by the administrative staff. If necessary, conferences are held to

discuss recommendations for addressing benchmarks. Benchmarks are created each trimester with

an assessment managing system-Educator’s Assessment Data Management System (EADMS).

Teachers are re-evaluated each trimester.

Paraprofessional Instructional Aids & Support Staff:

Staff is evaluated at least twice per year. These evaluations will include a written evaluation by

the Principal and/or Assistant Principal. These evaluations may include a written evaluation by

administration.

Leadership team members are evaluated at least twice per year. These evaluations will include a

written evaluation by the Principal.

Principal:

The Board President will evaluate the Principal once a year, utilizing an evaluation form approved

by the Board. The Board President will consult other Board members regarding the evaluation

during a closed session, Board meeting. The Board President will meet with the Principal in order

to discuss the evaluation.

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Element 6: Health and Safety Procedures

“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 with a criminal record summary as described in Section 44237.” (Ed. Code §

47605(b)(5)(F).)

HEALTH, SAFETY AND EMERGENCY PLAN

Charter School shall have a comprehensive site-specific Health, Safety and Emergency Plan, in-

cluding but not limited to the acquisition and maintenance of adequate onsite emergency supplies,

in place prior to beginning operation of Charter School each school year. Charter School shall

ensure that all staff members receive annual training on Charter School’s health, safety, and emer-

gency procedures, including but not limited to training on blood borne pathogens, and shall main-

tain a calendar for, and conduct, emergency response drills for students and staff. Charter School

shall provide all employees, and other persons working on behalf of Charter School who are man-

dated reporters, with annual training on child abuse detection and reporting, which shall occur

within the first six weeks of each school year, or within the first six weeks of a person’s employ-

ment if employed after the beginning of the school year, in accordance with the requirements of

AB 1432 (2014). Charter School shall stock and maintain the required number and type of emer-

gency epinephrine auto-injectors onsite and provide training to employee volunteers in the storage

and use of the epinephrine auto-injector as required by SB 1266 (2014). Charter School shall com-

ply with the requirements of Education Code section 49475, with respect to any athletic program

(as defined in Education Code § 49475) offered by or on behalf of Charter School. Charter School

shall periodically review, and update and/or modify as necessary, its Health, Safety and Emer-

gency Plan, and keep it readily available for use and review upon CSD request.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)

Charter School, including its employees and officers, shall comply with the Family Educational

Rights and Privacy Act (FERPA) and Education Code section 49060 et seq. at all times.

CRIMINAL BACKGROUND CLEARANCES AND FINGERPRINTING

Charter School shall comply with all requirements of Education Code sections 44237 and 45125.1.

Charter School shall designate and maintain at all times at least one Custodian of Records duly

authorized by the California Department of Justice.

Charter School shall maintain on file and available for inspection evidence that (1) Charter School

has performed criminal background checks and cleared for employment all employees prior to

employment; (2) Charter School has obtained certification from each of its contracting entities/in-

dependent contractors that the entity/contractor has conducted required criminal background clear-

ances for its employees prior to provision of school site services and/or any contact with students

and has requested subsequent arrest notification service; and (3) Charter School has performed

89

criminal background checks and cleared for service all volunteers not directly supervised by staff

and who may have contact with students. Charter School shall also ensure that it requests and

receives subsequent arrest notifications from the California Department of Justice for all employ-

ees and volunteers not directly supervised by staff. Upon request, Charter School shall provide a

copy of Department of Justice confirmation of Custodian of Records status for each Custodian of

Records.

IMMUNIZATION AND HEALTH SCREENING REQUIREMENTS

Charter School shall require all employees, and any volunteer or vendor/contracting entity em-

ployee who may have frequent or prolonged contact with students, to undergo a risk assessment

and/or be examined and determined to be free of active tuberculosis (TB) within the period of 60

days prior to employment/service, in accordance with Education Code section 49406. Charter

School shall maintain TB clearance records and certifications on file.

Charter School shall comply with all federal and state legal requirements related to student im-

munization, health examination, and health screening, including but not limited to screening for

vision, hearing, and scoliosis, to the same extent as would be required if the students were attending

a non-charter public school. Charter School shall maintain student immunization, health examina-

tion, and health screening records on file.

SAFE PLACE TO LEARN ACT

Charter School shall comply with all applicable requirements of the Safe Place to Learn Act, Ed-

ucation Code section 234 et seq.

The Principal and the Office Manager will serve as the Charter School’s Custodian of Records.

GAMES will support and promote the health and wellness of its students through the means de-

scribed throughout this charter; this includes PE classes, school garden, extracurricular activities

involving sports and athletics, and our afterschool program.

The Charter School will adhere to Education Code Section 49423 regarding administration of

medication in school.

The Charter School shall adhere to an Emergency Preparedness Handbook drafted specifically to

the needs of the school site in conjunction with law enforcement and the Fire Marshall. This

handbook shall include, but not be limited to the following responses: fire, flood, earthquake,

terrorist threats, and hostage situations.

The Charter School shall meet state and federal standards for dealing with blood borne pathogens

and other potentially infectious materials in the work place. The Board shall establish a written

infectious control plan designed to protect employees and students from possible infection due to

contact with blood borne viruses, including human immunodeficiency virus (“HIV”) and hepatitis

B virus (“HBV”).

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Whenever exposed to blood or other bodily fluids through injury or accident, staff and students

shall follow the latest medical protocol for disinfecting procedures.

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Element 7 – Means to Achieve Racial and Ethnic Balance

“The means by which the school will achieve a 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.” (Ed. Code § 47605(b)(5)(G).)

COURT-ORDERED INTEGRATION

Charter School shall comply with all requirements of the Crawford v. Board of Education, City of

Los Angeles court order and the LAUSD Integration Policy adopted and maintained, pursuant to

the Crawford court order, by the District’s Student Integration Services (collectively the “Court-

ordered Integration Program”). The Court-ordered Integration Program applies to all schools

within or chartered through LAUSD.

Charter School has set forth below its initial plan for achieving and maintaining the LAUSD’s

Racial and Ethnic Balance goal of a 70:30 or 60:40 ratio. (Ratio represents the percentage of Pre-

dominantly Hispanic Black Asian Other (PHBAO) compared to Other White (OW)). The written

plan lists specific dates and locations of recruitment activities that Charter School will undertake

in order to achieve the District’s Racial and Ethnic Balance goal. Charter School shall monitor the

implementation and outcomes of the initial plan, and modify it as necessary to achieve the Dis-

trict’s goal. Upon request, Charter School shall provide the District with a copy of its current writ-

ten plan.

The District receives neither average daily attendance allocations nor Court-ordered Integration

Program cost reimbursements for charter school students. Instead, the District now receives the

Targeted Instructional Improvement Block Grant (TIIBG) for its Court-ordered Integration Pro-

gram. The District retains sole discretion over the allocation of TIIBG funding, where available,

and cannot guarantee the availability of this funding.

FEDERAL PROGRAM COMPLIANCE

As a recipient of federal funds, including federal Title I, Part A funds, Charter School has agreed

to meet all of the programmatic, fiscal and other regulatory requirements of the Elementary and

Secondary Education Act (ESEA, also known as No Child Left Behind (NCLB)) and other appli-

cable federal grant programs. Charter School understands that it is a local educational agency

(LEA) for purposes of federal compliance and reporting purposes. Charter School agrees that it

will keep and make available to the District any documentation necessary to demonstrate compli-

ance with the requirements of NCLB and other applicable federal programs, including, but not

limited to, documentation related to funding, required parental notifications, qualifications and

credentialing of teaching and paraprofessional staff, the implementation of Public School Choice

and Supplemental Educational Services, where applicable, or any other mandated federal program

requirement. The mandated requirements of NCLB, Title I, Part A include, but are not limited to,

the following:

Notify all parents at the beginning of each school year of their “right to know” the profes-

sional qualifications of their child’s classroom teacher

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Notify each individual parent, in a timely manner, if and when the parent’s child has been

assigned, or taught for four or more consecutive weeks by, a teacher who is not highly

qualified

Develop jointly with, and distribute to, parents of participating children, a school-parent

compact

Hold an annual Title I meeting for parents of participating Title I students

Develop jointly with, agree on with, and distribute to, parents of participating children a

written parent involvement policy

Submit biannual Consolidated Application to California Department of Education (CDE)

requesting federal funds

Complete and submit Local Education Agency (LEA) Plan to CDE

Complete reform planning process with stakeholders and submit to CDE all appropriate

documents for Title I School wide Program eligibility and status, if applicable; otherwise,

identify and maintain roster of eligible students for the Title I Targeted Assistance School

Program

Maintain inventory of equipment purchased with categorical funds, where applicable

Maintain appropriate time-reporting documentation, including semi-annual certification

and personnel activity report, for staff funded with categorical resources, where applicable

Participate in any applicable federal program monitoring conducted by the California De-

partment of Education

Conduct an annual evaluation of the effectiveness of funds allocated through the Consoli-

dated Application

Charter School also acknowledges that, as part of its oversight of Charter School, the District

may conduct program review for federal as well as state compliance.

GAMES embraces the idea of racial and ethnic diversity and will strive to achieve and maintain

the LAUSD’s Racial and Ethnic Balance goal of a 70:30 or 60:40 ratio of the general population

residing within the territorial jurisdiction of the District by:

1. recruiting families of various ethnic backgrounds by having an open house during the first

week of May and at the end of June in order for the community to witness the diversity of

in our racial and ethnic GAMES population

2. during the aforementioned time frame, GAMES strategically disseminating fliers that pro-

vides GAMES information to various areas of the community such as parks, recreation

centers, and sporting events in order to reach a diverse group of families

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3. communicating with the diverse families who have children who are students at GAMES

in order to understand how the school can reach community members of various racial and

ethnic backgrounds during GAMES parent meetings that take place each month during the

school year

4. hosting events, at least twice a year, that are posted on its website, social media, and bro-

chures, in order to increase the communities awareness of the school

5. GAMES hosting various cultural events throughout the year such as Hispanic Heritage Day

during the first trimester and an African American program during the second trimester

each school year

6. providing information regarding GAMES in English and Spanish during its recruitment

efforts, and throughout the school year, in order to reach the Spanish speaking families in

the area

7. attending community events at the beginning of each trimester that are designed in order

to reach out to families of various ethnic and racial backgrounds in order to better under-

stand how we can increase our efforts to serve such families in the area by informing them

about the resources that we provide at GAMES

8. reaching out to the various organizations in the community that service racial and ethnic

populations in the community so that we can build relationships with these families and

can introduce to the school and what it can offer their child

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Element 8 – Admission Requirements

“Admission requirements, if applicable.” (Ed. Code § 47605(b)(5)(H).)

DOCUMENTATION OF ADMISSIONS AND ENROLLMENT PROCESSES

Charter School shall maintain complete and accurate records of its annual admissions and enroll-

ment processes, including but not limited to documentation of implementation of lottery and wait-

list criteria and procedures in accordance with the terms of the Charter. These records shall be

made available to the District upon request.

HOMELESS AND FOSTER YOUTH

Charter School shall adhere to the provisions of the McKinney-Vento Homeless Assistance Act

and ensure that each child of a homeless individual and each homeless youth has equal access to

the same free, appropriate public education as provided to other children and youths. Charter

School shall provide specific information, in its outreach materials, websites, at community meet-

ings, open forums, and regional center meetings, that notifies parents that Charter School is open

to enroll and provide services for all students, and provides a standard District contact number for

access to additional information regarding enrollment. Charter School shall comply with all appli-

cable provisions of Education Code sections 48850 – 48859.

NON-DISCRIMINATION

Charter School shall not require a parent/legal guardian/student to provide information regarding

a student’s disability, gender, gender identity, gender expression, nationality, legal or economic

status, primary language or English Learner status, race or ethnicity, religion, sexual orientation,

or any other characteristic that is contained in the definition of hate crimes set forth in section

422.55 of the Penal Code, or any other information that would violate federal or state law, prior to

admission, participation in any admissions or attendance lottery, or pre-enrollment event or pro-

cess, or as a condition of admission or enrollment. Charter School may request, at the time of, and

as part of, conducting its lottery process, the provision of information necessary to apply specific

admissions preferences set forth in this Charter.

Charter School shall not request or require submission of a student’s IEP, 504 Plan, or any other

record or related information prior to admission, participation in any admissions or attendance

lottery, or pre-enrollment event or process, or as a condition of admission or enrollment.

Recruitment of Socio-economically Disadvantaged Students

In GAMES’ history, its student population has been over 80% Socioeconomically Disadvantaged.

Therefore, GAMES’ focus is not on recruiting such students because this is the main subgroup in

GAMES community who attend it. The focus for this subgroup is on how to better server them.

GAMES supports socio-economically disadvantaged students by:

1. recognizing that all students do not have the money for extracurricular activities

2. providing alternative resources through the PTA and other fundraising sources

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3. being proactive about students being treated poorly by classmates

4. making sure that all students are treated respectfully at GAMES regardless of their socio

economic background.

5. educating teachers regarding research about how to serve their specific needs

6. providing an environment so that they feel safe at school

7. providing classes and other resources to parents in order to help them enhance their lives

8. promoting healthy behaviors

9. adopting a curriculum that is rich in helping students with literacy and mathematics skills

by incorporating entrepreneurial studies, project-based activities so that students have an op-

portunity to increase their socio-economic status

Recruitment of Students with Disabilities

GAMES recruits students with disabilities by:

1. disseminating information about GAMES to disability-related advocacy/resource organi-

zations

2. creating a school website that has online information that is accessible to students with low

vision, dyslexia or other disabilities that affect reading and visual processing

3. promoting materials that include information about how individuals can request accommo-

dations

4. establishing procedures to efficiently and effectively respond to accommodations requests

5. having an open house, and recruiting events, with materials in alternate formats (e.g., large

print, electronic, etc.)

6. having open houses and recruiting events in a wheelchair-accessible location and consider

mobility needs on campus tours and other such activities

7. making sure to include in our program specific interest in recruiting qualified students with

disabilities

8. include information about a willingness to appropriately accommodate disability needs and

value disability as a form of diversity

9. contacting the office of disability services with enrollment materials .

10. recruiting faculty and staff with disabilities. Students with disabilities may wish to form a

mentorship with such professionals.

Recruitment of Low Academic Performance Students

GAMES recruits low academic performance students by:

1. advertising during its marketing campaigns about the intervention programs that GAMES

has to offer

2. reaching out to community organizations that are affiliated with such students

3. offering students an after school program that provides a place for students to receive extra

help with their homework.

4. advertising in flyers and on the web site using various technology reinforcements in order

to give students an opportunity to increase their academic skills

5. having an open house that showcases what resources the GAMES has to office low perform-

ing students

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The Charter School shall require students who wish to attend the Charter School to complete an

application form. After admission, students are required to submit an enrollment packet, which

shall include the following:

1. Student enrollment form

2. Proof of Immunization

3. Home Language Survey

4. Completion of Emergency Medical Information Form

5. Proof of minimum age requirements, e.g. birth certificate

6. Release of records

B. Enrollment Period

Each year, GAMES will provide an “enrollment period” 7 that extends from first Thursday of

February through the first Thursday in April. During this period, any prospective student who is

interested in attending GAMES the following school year must indicate his/her intention to enroll

in accordance with the following procedures:

C. Public Random Drawing (Lottery)

At the end of the school’s enrollment period, GAMES will tally the number of students who intend

to enroll in the school. If the total number of students who want to attend the school in the follow-

ing year does not exceed the school’s capacity, the school will admit all such students and proceed

with its enrollment process. GAMES encourages enrollment from students in the neighborhood.

If the number of students who want to attend the school exceeds the school’s capacity, GAMES

will conduct a public random drawing (i.e., lottery). Students who currently attend the school are

exempt from the lottery. Preference is as follows: Students who reside within the boundaries of

LAUSD as required by Education Code section 47605(d)(2)(B).

GAMES will conduct the lottery in accordance with the following procedures:

1. GAMES will conduct its lottery at a location on GAMES’ campus that is specified

on the enrollment application. GAMES’ lottery will take place at 6:00 pm on the

second Thursday in April. In any given year, if the dates for these events should

fall during the week of Spring Break, the school will schedule both events for the

week prior to or after the week of Spring Break.

2. At least three weeks prior to the scheduled date for the lottery, GAMES will com-

municate the school’s rules and procedures for conducting the lottery process to all

interested parties and the public through informational flyers, brochures, and phone

messages. The school also will continue to post the rules and procedures in the

school’s main office and on the school website.

3. The lottery will be open to the public and any interested parties. Attendance at the

lottery is not required to participate in the lottery, to be offered a seat, and/or to be

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placed on the waitlist through the lottery process. At the designated time and place

of the lottery, a member of the GAMES staff or other person chosen by the Charter

School’s local governing council to ensure a fair and neutral lottery process, will

publicly and randomly draw student names, in accordance with the admission pref-

erences. A member of the GAMES staff will record the names in the order drawn.

4. The wait list will be populated at the time the lottery is held. In the event that an

opening occurs, GAMES will contact the parent/guardian of the first student on the

wait list by phone, email, text, and/or mail, depending upon the family's prefer-

ence. The parent/guardian will have 3 school days to respond. If the parent/guard-

ian does not respond or accept the offer of admission in that time period, GAMES

will contact the next name on the wait list in the same manner.

5. Once a sufficient number of names have been drawn to fill the available seats, the

school will continue to draw names to establish a waitlist in the same order that

student names are drawn.

The school will fill seats as they become available from the waitlist until the end of the program-

matic year to which it pertains.

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Element 9 – Annual Financial Audits

“The manner in which annual, independent financial audits shall be conducted, which shall

employ generally accepted accounting principles, and the manner in which audit exceptions

and deficiencies shall be resolved to the satisfaction of the chartering authority.” (Ed. Code §

47605(b)(5)(I).)

The annual audit shall be conducted in compliance with Education Code section

47605(b)(5)(I) as it is amended from time to time.

The following reports are submitted to LAUSD, in the required format and within timelines to be

specified by LAUSD, each year:

a. Provisional Budget – Spring prior to operating fiscal year

b. Final Budget – July of the budget fiscal year

c. First Interim Projections – November of operating fiscal year

d. Second Interim Projections – February of operating fiscal year

e. Unaudited Actuals – July following the end of the fiscal year

f. Audited Actuals – December 15 following the end of the fiscal year

g. Classification Report – monthly according to Charter School’s Calendar

h. Statistical Report – monthly according to Charter School’s Calendar of Reports

In addition:

P1, first week of January

P2, first week of April

i. Instructional Calendar – annually five weeks prior to first day of instruction

j. Other reports as requested by the District

An annual independent financial audit of the books and records of the Charter School are con-

ducted as required by Education Code Sections 47605(b)(5)(I) and 47605(m). The books and

records of the Charter School will be kept in accordance with generally accepted accounting prin-

ciples, and as required by applicable law, the audit will employ generally accepted accounting

procedures. The audit shall be conducted in accordance with applicable provisions within the

California Code of Regulations governing audits of charter schools as published in the State Con-

troller’s K-12 Audit Guide.

The Charter School Board will select an independent auditor through a request for proposal format.

The auditor will have, at a minimum, a CPA and educational institution audit experience and is

approved by the State Controller on its published list as an educational audit provider. To the

extent required under applicable federal law, the audit scope is expanded to include items and

processes specified in applicable Office of Management and Budget Circulars.

The annual audit is completed and forwarded to the District, the County Superintendent of Schools,

the State Controller, and to the CDE by the 15th of December of each year. The Principal (with

direction from the back office service provider), along with the audit committee, if any, will review

any audit exceptions or deficiencies and report to the Charter School Board of Directors with rec-

ommendations on how to resolve them. The Board will submit a report to the District describing

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how the exceptions and deficiencies have been or is resolved to the satisfaction of the District

along with an anticipated timeline for the same. Audit appeals or requests for summary review

shall be submitted to the Education Audit Appeals Panel (“EAAP”) in accordance with applicable

law.

The independent financial audit of the Charter School is a public record to be provided to the

public upon request.

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Element 10 – Suspension and Expulsion Procedures

“The procedures by which pupils can be suspended or expelled.” (Ed. Code § 47605(b)(5)(J).)

GENERAL PROVISIONS

Charter School shall provide due process for all students, including adequate and timely notice to

parents/guardians and students of the grounds for all suspension and expulsion recommendations

and decisions and their due process rights regarding suspension and expulsion, including rights of

appeal.

Charter School shall ensure that its policies and procedures regarding suspension and expulsion

will be periodically reviewed, and modified as necessary, in order to conform to changes in state

law.

Charter School shall ensure that its staff is knowledgeable about and complies with the District’s

Discipline Foundation Policy and/or current equivalent policy, as required by the Modified Con-

sent Decree. Charter School shall comply with the terms of the School Discipline Policy and

School Climate Bill of Rights resolution adopted by the LAUSD Board of Education on May 6,

2013.

Charter School shall be responsible for the appropriate interim placement of students during and

pending the completion of Charter School’s student expulsion process and shall facilitate the post-

expulsion placement of expelled students.

Charter School shall document and implement the alternatives to suspension and expulsion that

Charter School utilizes in response to attendance-related concerns, e.g. truancy or excessive tardi-

ness.


Charter School shall establish and implement policies and procedures to ensure full compliance

with federal and state laws and regulations regarding the discipline of students with disabilities. If

a student is recommended for expulsion and the student receives or is eligible for special education,

Charter School shall identify and provide special education programs and services at an appropri-

ate interim educational placement, pending the completion of the expulsion process, to be coordi-

nated with the LAUSD Special Education Service Center.

In the case of a student who has an Individualized Education Program (“IEP”), or a student who

has a 504 Plan, Charter School shall ensure that it follows correct disciplinary procedures to com-

ply with the mandates of state and federal laws, including IDEA and Section 504 of the Rehabili-

tation Plan of 1973. As set forth in the MOU regarding special education between the District and

Charter School, an IEP team will meet to conduct a manifestation determination and to discuss

alternative placement utilizing the District’s Special Education Policies and Procedures Manual.

Prior to recommending expulsion for a student with a 504 Plan, Charter School’s administrator

will convene a Link Determination meeting to ask the following two questions:

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A. Was the misconduct caused by, or directly and substantially related to the student’s disa-

bility?

B. Was the misconduct a direct result of the Charter School’s failure to implement 504?


Upon expelling any student, Charter School shall notify the Charter Schools Division by submit-

ting an expulsion packet to the CSD immediately or as soon as practicable, which shall contain:

• Completed “Notification of Charter School Expulsion” [form available from the CSD web-

site or office], including attachments as required on the form

• Documentation of the expulsion proceeding, including statement of specific facts support-

ing the expulsion and documentation that Charter School’s policies and procedures were followed

• Copy of parental notice of expulsion hearing

• Copy of expulsion notice provided to parent stating reason for expulsion, term of expul-

sion, rehabilitation plan, reinstatement notice with eligibility date and instructions for providing

proof of student’s compliance for reinstatement, appeal process, and options for enrollment

• If the student is eligible for Special Education, documentation related to expulsion in com-

pliance with IDEA and the MCD, including the Expulsion Analysis page of the pre-expulsion IEP

• If the student is eligible for Section 504 accommodations, documentation that Charter

School conducted a Link Determination meeting to address two questions:


bility?

B. Was the misconduct a direct result of Charter School’s failure to implement 504 Plan?

Notwithstanding the documentation sent to the Charter Schools Division as indicated above, if the

student is a resident of a school district other than LAUSD, Charter School must notify the super-

intendent of the student’s district of residence within 30 days of the expulsion. Additionally, upon

request of the receiving school district, Charter School shall forward student records no later than

10 school days from the date of the request as stated in Education Code section 49068 (a) and (b).

OUTCOME DATA

Charter School shall gather and maintain all data related to placement, tracking, and monitoring of

student suspensions, expulsions, and reinstatements, and make such outcome data readily available

to the District upon request.

REHABILITATION PLANS

Pupils who are expelled from Charter School shall be given a rehabilitation plan upon expulsion

as developed by Charter School’s governing 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 read-

mission. Terms of expulsion should be reasonable and fair with the weight of the expelling offense

taken into consideration when determining the length of expulsion. Therefore, the rehabilitation

plan should include a date not later than one (1) year from the date of expulsion when the pupil

may apply to Charter School for readmission. Charter School shall inform parents in writing of its

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processes for reinstatement and applying for expungement of the expulsion record.

READMISSION

Charter School’s governing board shall adopt rules establishing a procedure for the filing and pro-

cessing of requests for readmission and the process for the required review of all expelled pupils

for readmission. Upon completion of the readmission process, Charter School’s governing board

shall readmit the pupil, unless Charter School’s governing board makes a finding that the pupil has

not met the conditions of the rehabilitation plan or continues to pose a danger to campus safety. A

description of the procedure shall be made available to the pupil and the pupil’s parent or guardian

at the time the expulsion order is entered and the decision of the governing board, including any

related findings, must be provided to the pupil and the pupil’s parent/guardian within a reasonable

time.

REINSTATEMENT

Charter School’s governing board shall adopt rules establishing a procedure for processing rein-

statements, including the review of documents regarding the rehabilitation plan. Charter School is

responsible for reinstating the student upon the conclusion of the expulsion period in a timely

manner.

GUN-FREE SCHOOLS ACT Charter School shall comply with the federal Gun-Free Schools Act.

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GAMES’ DISCIPLINARY PROCEDURES:

GAMES will adopt the discipline model: Positive Discipline (Jane Nelson) in order to reduce the

suspension rate. Adopting Jane Nelson’s discipline model will allow transparency amongst teach-

ers, students, parents, and administration. Furthermore, teachers will attend regular professional

development trainings regarding positive practices for discipline issues in the classroom. Staff will

be trained as to how to reduce negative student behaviors during recess/lunch. Resources/materials

will be purchased to advocate innovative ways to handle discipline in the classrooms. Furthermore,

the School Site Council will be involved in evaluating discipline systems at GAMES and surveys

will be distributed regarding discipline practices to parents, teachers, and staff. Leadership will

evaluate discipline procedures/data wide. Finally, parents will be provided opportunities to receive

information and to attend workshops on Positive Discipline.

Analyze office discipline referrals, suspensions, and other discipline data on a monthly and yearly

basis. The Policy is violated; it may be necessary to suspend or expel a student from regular class-

room instruction. Charter School staff shall enforce disciplinary rules and procedures fairly and

consistently among all students. This Policy and its Procedures will be printed and distributed as

part of the Student Handbook and will clearly describe discipline expectations. Corporal punish-

ment 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 pur-

poses of the Policy, corporal punishment does not include an employee’s use of force that is rea-

sonable and necessary to protect the employee, students, staff or other persons or to prevent dam-

age to school property.

Minor Behavior Concern is typically taken care of in the classroom by the student’s assigned

teacher. The classroom teacher will provide the student with a warning before Behavior Reports

are issued. Once the teacher has provided behavior interventions in the classroom and the student

has received three Behavior Reports for the same behavior concern, a Discipline Referral will be

issued.

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GAMES’ POSITIVE DISCIPLINE PROCEDURE:

Referral #1 -Parents notified -Corrective Action

Referral #2 -Parents notified -Temporary placement in another class-room

Referral #3 -Parents notified -Administration will determine on-cam-pus, school suspension -Meeting with parent, student, and ad-ministration

Referral #4 -Parents notified -Administration will determine possible on-campus, school sus-pension

Referral #5 -Parents notified

- Administration will determine possible 1 to 3 on-campus, school suspension -Parent Half-Day, Classroom Shad-owing

Referral #6 -Parents notified - Parent Full Day Classroom Shadow-ing -Behavior Contract

Referral # 7 -Parent notified

- Principal will determine whether or not if the student will receive on campus or off campus suspension(s).

105

GAMES adopted LAUSD’s Discipline Matrix. This is provided below:

Must Recommend Expulsion

(Mandatory)

Shall Recommend Expulsion

Unless Particular Circum-

stances Render Inappropri-

ate (Expulsion Expected)

May Recommend Ex-

pulsion (Discretion-

ary)

Education Code (EC) 48915(c) Act must be committed at school

or school activity.

1. Firearm

a. Possessing firearm when a

district employee verified firearm

possession and when student did

not have prior written permission

from a certificated employee

which is concurred with by the

principal.

b. Selling or otherwise fur-

nishing a firearm.

Brandishing a knife at an-

other person.

Unlawfully selling a con-

trolled substance listed in Health

and Safety Code Section 11053

et. seq.

Committing or attempting

to commit a sexual assault as de-

fined in subdivision (n) of EC

48900 or committing sexual bat-

tery as defined in subdivision (n)

of 48900.

Possession of an explo-

sive.

Act must be committed at school

or school activity. EC Section 48915 (a) states that

an administrator shall recom-

mend expulsion for the following

violations [except for subsections

(c) and (e)] unless the adminis-

trator finds that expulsion is in-

appropriate due to a particular

circumstance.

1. Causing serious physical

injury to another person,

except in self-defense.

EC Section 48915 (a)(1).

2. Possession of any knife,

explosive, or other dan-

gerous object of no rea-

sonable use to the pupil.

EC Section 48915 (a)(2).

3. Possession and/or use of

any substance listed in

Chapter 2 (commencing

with Section 11053) of

Division 10 of the Health

and Safety Code, except

for the first offense for

possession of not more

than one avoirdupois

ounce of marijuana other

than concentrated canna-

bis.

4. Robbery or extortion. EC

Section 48915 (a)(4).

Acts committed at school

or school activity or on

the way to and from

school or school activity.

a. Inflicted physical

injury†

b. Possessed dan-

gerous objects

c. Possessed drugs

or alcohol (pol-

icy determines

which offense)

d. Sold look alike

substance repre-

senting drugs or

alcohol

e. Committed rob-

bery/extortion

f. Caused damage

to property‡

g. Committed theft

h. Used tobacco

(policy deter-

mines which of-

fense)

i. Committed ob-

scenity/profan-

ity/vulgarity

j. Possessed or sold

drugs

k. Received stolen

property

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5. Assault or battery, or

threat of, on a school em-

ployee.

The recommendation for expul-

sion shall be based on one or

both of the following:

1. Other means of correc-

tion are not feasible or

have repeatedly failed to

bring about proper con-

duct.

2. Due to the nature of the

act, the presence of the

pupil causes a continuing

danger to the physical

safety of the pupil or oth-

ers [see Section 48915

(b)].

l. Possessed imita-

tion firearm

m. Committed sex-

ual harassment

n. Harassed, threat-

ened or intimi-

dated a student

witness

o. Sold prescription

drug Soma

p. Committed haz-

ing

q. Engaged in an act

of bullying, in-

cluding, but not

limited to, bully-

ing committed by

means of an elec-

tronic act, as de-

fined in subdivi-

sions (f) and (g)

of Section 32261,

directed specifi-

cally toward a pu-

pil or school per-

sonnel.

The recommendation for

expulsion shall be based

on one or both of the fol-

lowing:

1. Other means of

correction are not

feasible or have

repeatedly failed

to bring about

proper conduct.

2. Due to the nature

of the act, the

presence of the

pupil causes a

continuing danger

107

to the physical

safety of the pupil

or others [see

Section 48915

(b)].

† Section 48900 (s)

(Statutes of 2001) states

a pupil who aids or abets

in infliction of physical

injury to another, as de-

fined in Penal Code 31,

may suffer suspension,

but not expulsion. How-

ever, if a student is ad-

judged by a court to have

caused, attempted to

cause, or threatened per-

sonal injury, the student

may be expelled.

‡ Section 48900 (t)

"school property" in-

cludes, but is not limited

to, electronic files and

databases.

GAMES adopted LAUSD’s Discipline Foundation Policy and School Discipline Policy and

School Climate Bill of Rights resolution.

If it is determined by the Administrative Panel that a student has brought a fire arm or destructive

device, as defined in Section 921 of Title 18 of the United States Code, on to campus or to have

possessed a firearm or dangerous device on campus, the student shall be expelled for one year,

pursuant to the Federal Gun Free Schools Act of 1994. In such instances, the pupil shall be pro-

vided due process rights of notice and a hearing as required in this policy.

The term “firearm” means (A) any weapon (including a starter gun) which will or is designed to

or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or

receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive

device. Such term does not include an antique firearm.

The term “destructive device” means (A) any explosive, incendiary, or poison gas, including but

not limited to: (i) bomb, (ii) grenade, (iii) rocket having a propellant charge of more than four

ounces, (iv) missile having an explosive or incendiary charge of more than one-quarter ounce, (v)

mine, or (vi) device similar to any of the devices described in the preceding clauses.

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C. Suspension Procedure (for in-school and out-of-school suspensions) and Student Due

Process

Suspensions shall be initiated according to the following procedures:

1. Conference

Suspension shall be preceded, if possible, by a conference conducted by the Principal with the

student and his or her parent and, whenever practical, the teacher, supervisor or Charter School

employee who referred the student to the Principal. The Principal has the authority to suspend

a student from school.

The conference may be omitted if the Principal determines that an emergency situation exists.

An “emergency situation” involves a clear and present danger to the lives, safety or health of

students or Charter School personnel. If a student is suspended without this conference, both

the parent/guardian and student shall be notified of the student’s right to return to school for

the purpose of a conference.

At the conference, the 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 (2) school days of

when the student was suspended, unless the pupil (through his/her parent/guardian) 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 Charter School officials. Reinstatement of the suspended

pupil shall not be contingent upon attendance by the pupil’s parent or guardian at the confer-

ence.

2. Notice to Parents/Guardians

At the time of the suspension, an administrator shall make a reasonable effort to contact the

parent/guardian by telephone or in person by a meeting at the Charter School. Whenever a

student is suspended, the parent/guardian shall be notified in writing of the suspension and the

date and time of return following suspension. This notice shall state the specific offense com-

mitted by the student. If Charter School officials ask the parent/guardian to confer regarding

matters pertinent to the suspension, the notice may request that the parent/guardian respond to

such requests without delay.

3. Suspension Time Limits/Recommendation for Expulsion

Suspensions, when not including a recommendation for expulsion, shall not exceed five (5)

consecutive school days per suspension, or twenty (20) days within one school year; however,

students with disabilities are suspended for no more than 10 days in a year). Upon a recom-

mendation of expulsion by the Principal to the GAMES Broad of Directors, the pupil and the

pupil’s guardian or representative is invited to a conference to determine if the suspension for

the pupil should be extended pending an expulsion hearing. In such instances when the Charter

109

School has determined a suspension period shall be extended, such extension shall be made

only after a conference is held with the pupil or the pupil’s parents, unless the pupil and the

pupil’s parents fail to attend the conference. Any extension will not exceed thirty (30) school

days, unless a continuance of the hearing is requested by and granted to the parents.

This determination is made by the Principal upon either of the following: 1) the pupil’s pres-

ence is disruptive to the education process; or 2) the pupil poses a threat or danger to others.

Upon either determination, the pupil’s suspension is extended pending the results of an expul-

sion hearing. The student will have the opportunity to complete instructional activities missed

due to his or her suspension and is able to communicate with designated school staff for any

questions and for evaluation of work. Suspended students (or their parents) are able to com-

municate with designated classrooms teacher(s) or administrator(s) for any questions and for

evaluation of work, and shall receive homework assignments during their suspension and be

provided the opportunity to make up any missed exams.

4. Student Due Process

The Board shall provide for the fair and equitable treatment of students facing suspension and

expulsion by affording them their due process rights under the law. The Board of Directors or

the Principal shall comply with procedures for notices and appeals as specified in administra-

tive regulation and/or law. (Education Code 48911, 48915, 49815.5)

Suspension Appeals

If after the suspension conference, the pupil’s parent/guardian believes the suspension is not justi-

fiable, he or she may appeal the suspension in writing to the Principal. The written request for

appeal must submitted within (5) school days following the last day of the student's suspension.

The Principal or designee shall provide the “Suspension Appeal Form” and advise the par-

ent/guardian of the following appeal process: Within five (5) school days following the last day of the student’s suspension, the parent shall

submit to the Principal the suspension appeal packet including:

a) The “Student Suspension Appeal Form” with a clear description of the complaint.

b) The initial suspension documents.

c) Any supporting evidence for the appeal.

d) Unless impracticable under the circumstances, within five (5) school days of receiving

the appeal packet from the parent/guardian, the Principal or designee shall form a Sus-

pension Appeal Committee of three (3) certificated member(s) to conduct the suspension

appeal review. The Appeal Committee shall not include the Principal, the pupil’s current

teacher or any other administrator involved in recommending suspension.

e) The Principal or designee shall provide the Appeal Committee with the documents sub-

mitted by the parent/guardian, along with the pupil’s discipline file and any other relevant

110

information available about the suspension. The Appeal Committee shall review the doc-

uments submitted by the school and the parent/guardian. The review will be limited to the

documents available and no hearing shall take place.

f) Within three (3) school days of the review, the Appeal Committee shall issue a written

decision of the appeal. The results of the appeal are not limited to:

1. Uphold the suspension in all respects.

2. Modify the suspension imposed (e.g., reduce the suspension duration).

3. Overturn the suspension and expunge the suspension from the student’s records. The Principal or designee shall mail the decision of the Suspension Appeal Committee to the par-

ent/guardian. The Appeal Committee’s decision is final. Parent/guardian’s written objections to

the appeal decision may be included in the student’s discipline records if the parent/guardian re-

quests this in writing. If the parent/guardian files the appeal of suspension while the student is undergoing an expulsion

process, the suspension appeal shall be considered by the expulsion hearing panel. The suspension

shall remain in effect, consistent with the expulsion procedures outlined below.

D. Authority to Expel

A student may be expelled by an Administrative Panel following a hearing before it, and preceded

by recommendation from the Principal. The Administrative Panel shall consist of at least three

members who are certificated employees and neither a teacher of the pupil nor a Board member of

the Charter School’s governing board. The Charter School will ensure impartial decision-making

because the members of the Administrative Panel will not be biased regarding the student. The

Charter School’s Board will appoint an Administrative Panel. The Administrative Panel may ex-

pel any student found to have committed an expellable offense.

A student and his or her parents may appeal an expulsion decision by the Administrative Panel to

the Charter School’s Board, which will make the final determination.

E. Expulsion Procedures

Students recommended for expulsion are entitled to a hearing to determine whether the student

should be expelled. Unless postponed for good cause, the hearing shall be held within thirty (30)

school days after the Principal determines that the student has committed an expellable offense

and recommends the student for expulsion.

The Administrative Panel will hold a hearing on the case, and will make a determination whether

to expel. The hearing shall be held in closed session (complying with all pupil confidentiality rules

under FERPA) unless the student (through his/her parent/guardian) makes a written request for a

public hearing in open session three (3) days prior to the date of the scheduled hearing.

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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 Charter School’s disciplinary rules which relate to the alleged violation;

4. Notification of the student’s or parent/guardian’s obligation to provide information about

the student’s status at the Charter School to any other school district or school to which the

student seeks enrollment;

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 and to request a postponement by the

family.

Reasonable accommodations are made, and language support offered, for students and par-

ents/guardians during the hearing.

F. Special Procedures for Expulsion Hearings Involving Sexual Assault or Battery Offenses

The Charter School may, upon a finding of good cause, determine that the disclosure of either the

identity of the witness or the testimony of that witness at the hearing, or both, would subject the

witness to an unreasonable risk of psychological or physical harm. Upon this determination, the

testimony of the witness may be presented at the hearing in the form of sworn declarations that

shall be examined only by the Charter School or the hearing officer. Copies of these sworn decla-

rations, 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 Charter School must also provide the victim a room separate from the hearing room

for the complaining witness’ use prior to and during breaks in testimony.

3. At the discretion of the Administrative Panel, 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 Administrative Panel may also arrange the seating within the hearing room to facilitate

a less intimidating environment for the complaining witness.

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5. The Administrative Panel 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 entity presiding over the hearing

from removing a support person whom the presiding person finds is disrupting the hearing.

The Administrative Panel 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 Charter School must present

evidence that the witness’ presence is both desired by the witness and are helpful to the

Charter School. The person presiding over the hearing shall permit the witness to stay un-

less 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 discre-

tion 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 com-

plaining witness and the complaining witness shall be excluded from the courtroom during

that testimony.

9. If the hearing is to be conducted in 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 com-

plaining witness and there are no alternative procedures to avoid the threatened harm. The

alternative procedures may include videotaped depositions or contemporaneous examina-

tion in another place communicated to the hearing room by means of closed-circuit televi-

sion.

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 evi-

dence. 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 ad-

missible for any purpose.

G. Record of Hearing

A record of the hearing shall be made and may be maintained by any means, including electronic

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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 determination 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. Sworn declarations may be admitted as testimony from

witnesses of whom the Administrative Panel determines that disclosure of their identity or testi-

mony at the hearing may subject them to an unreasonable risk of physical or psychological harm.

The decision of the Administrative Panel shall be in the form of written findings of fact. The

decision is communicated by the Principal to the family within 5 school days from the hearing.

If the Administrative Panel decides not to expel the pupil, the pupil shall immediately be returned

to his/her educational program.

I. Written Notice to Expel

The Principal, following a decision of the Administrative Panel to expel, shall send written notice

of the decision to expel, including the Administrative Panel’s adopted findings of fact, to the stu-

dent or parent/guardian. This notice shall also include the following: (a) Notice of the specific

offense committed by the student; and (b) Notice of the student’s or parent/guardian’s obligation

to inform any new district in which the student seeks to enroll of the student’s status with the

Charter School. The notice will also include appeal information, and information about the term

of the expulsion, rehabilitation, and reinstatement.

The Principal shall send a copy of the written notice of the decision to expel to the authorizer. This

notice shall include the following: (a) The student’s name; and (b) The specific expellable offense

committed by the student.

J. Disciplinary Records

The Charter School shall maintain records of all student suspensions and expulsions at the Charter

School. Such records shall be made available to the authorizer upon request.

K. Right to Appeal

The pupil shall have the right to appeal an expulsion decision from the Administrative Panel to the

Charter School Board. The Charter School Board’s decision to expel shall be final. Par-

ents/Guardians may appeal the expulsion decision of the Administrative Panel by making a written

request and submitting it to the Board within fifteen (15) school days of the expulsion decision.

The student is considered suspended until a Board meeting is convened [within thirty (30) days]

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at which time the parent(s)/guardian(s) must attend to present their appeal. Reasonable accommo-

dations are made, and language support offered, for students and parents/guardians who wish to

appeal. Following the appeal hearing, the Board will make a final decision based on the infor-

mation presented at the appeal hearing by the parent(s)/guardian(s) (or student aged 18 or over)

and information from the original expulsion hearing. The Principal will send written notice to the

student or parent/guardian of the Board’s decision within seven (7) calendar days of the appeal

hearing.

L. Expelled Pupils/Alternative Education

Parents/guardians of 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 res-

idence. The Charter School shall work cooperatively with parents/guardians as requested by par-

ents/guardians or by the school district of residence to assist with locating alternative placements

during expulsion. Such cooperation would include prompt transfer of records and assistance locat-

ing an alternative placement.










READMISSION









time.

REINSTATEMENT




manner.

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Element 11 – Employee Retirement System

“The manner by which staff members of the charter schools will be covered by the State Teach-

ers’ Retirement System, the Public Employees’ Retirement System, or federal social security.”

(Ed. Code § 47605(b)(5)(K).)

Charter School shall comply in a timely manner with all applicable federal and state laws and

regulations, as they may change from time to time, including but not limited to Internal Revenue

Code section 414(d) and related regulations, governing Charter School’s participation in, and/or

coverage of its staff members by, the State Teachers’ Retirement System (CalSTRS), the Public

Employees’ Retirement System (CalPERS), and/or federal social security.

If Charter School participates in, or otherwise covers its staff members by enrolling or continuing

their enrollment in, a “government plan” governed by section 414(d) (e.g. CalPERS), upon disso-

lution or final liquidation of Charter School, notwithstanding any provision in Element 16 to the

contrary, Charter School shall distribute its net assets in accordance with section 414(d), related

regulations, and the government plan’s requirements.

If Charter School participates in CalSTRS and/or CalPERS, Charter School shall continue such

participation for the duration of Charter School’s existence under the same CDS code, per appli-

cable legal and retirement plan requirements.

GAMES will have the option to:

1. contribute to Social Security retirement system for all of its employees;

2. participate in the State Teachers’ Retirement System (“STRS”) for certificated staff

3. participate in the Public Employee’ Retirement System (“PERS”) for non-certificated

employees

Currently, all GAMES employees participate in Social Security. Any decision to change GAMES’

retirement coverage options are rendered by the Board with input from the staff. The Principal

is responsible for ensuring that appropriate arrangements for coverage are made.

If GAMES opts to participate in the STRS and/or PERS for its entire full-time certificated or non-

certificated staff (as applicable), employees will match the appropriate percentage. All withhold-

ings from employees and contributions from GAMES would be sent to the STRS or the PERS

Fund as required.

Prior to any changes in the retirement benefit packages, GAMES agrees to provide written notifi-

cation to all employees. If GAMES opts to join STRS and/or PERS, the payroll reporting system

selected is compatible with the payroll reporting system at the Los Angeles County Office of Ed-

ucation.

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Element 12 – Public School Attendance Alternatives

“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).)

Pupils who choose not to attend Charter School may choose to attend other public schools in their

district of residence or pursue inter-district transfers in accordance with existing enrollment and

transfer policies of the District.

No student may be required to attend the Charter School. Parents and guardians of each student

enrolled in the Charter School is informed in enrollment packet materials that students have no

right to admission in a particular school of a local education agency as a consequence of enrollment

in the Charter School, except to the extent that such a right is extended by the local education

agency.

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Element13 – Rights of District Employees

“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.” (Ed. Code § 47605(b)(5)(M).)

Employees of the District who choose to leave the employment of the District to work at Charter

School shall have no automatic rights of return to the District after employment at Charter School

unless specifically granted by the District through a leave of absence or other agreement or policy

of the District as aligned with the collective bargaining agreements of the District. Leave and return

rights for District union-represented employees and former employees who accept employment

with Charter School will be administered in accordance with applicable collective bargaining

agreements and any applicable judicial rulings.

No public school district employee shall be required to work at the Charter School.

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Element 14 - Dispute Resolution

“The procedures to be followed by the charter school and the entity granting the charter to

resolve disputes relating to provisions of the charter.” (Ed. Code § 47605(b)(5)(N).)

The staff and governing board members of Charter School agree to resolve any claim, controversy

or dispute arising out of or relating to the Charter agreement between the District and Charter

School, except any controversy or claim that is in any way related to revocation of this Charter

(“Dispute”), pursuant to the terms of this Element 14.

Any Dispute between the District and Charter School shall be resolved in accordance with the

procedures set forth below:

1) Any Dispute shall be communicated in writing (“Written Notification”). The Written Notifi-

cation must identify the nature of the Dispute and any supporting facts. The Written Notifica-

tion shall be tendered to the other party 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 5:00 p.m., or other-

wise on the business day following personal delivery; (b) if by facsimile, upon electronic con-

firmation of receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail.

All Written Notifications to the District and Charter School shall be addressed respectively as

follows:

Director

Charter Schools Division


333 South Beaudry Avenue, 20th Floor

Los Angeles, California 90017

Director/Principal

Charter School

1724 W. 53rd Street

Los Angeles, CA 90062

2) 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 the Dispute identified in the Written Notice (“Issue Confer-

ence”). 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 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 to receive

such notice if delivered by 5:00p.m., or otherwise on the business day following personal de-

livery; (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.

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3) If the Dispute cannot be resolved by mutual agreement at the Issue Conference, either party

may then request that the Dispute be resolved by mediation. Each party shall bear its own

attorneys’ fees, 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 pro-

ceedings shall commence within 120 days from the date of either party’s request for mediation

following the Issue Conference. The parties shall mutually agree upon the selection of a medi-

ator to resolve the Dispute. The mediator may be selected from the approved list of mediators

prepared by the American Arbitration Association. Unless the parties mutually agree other-

wise, mediation proceedings shall be administered in accordance with the commercial media-

tion procedures of the American Arbitration Association.

If the mediation is not successful, then the parties agree to resolve the Dispute by binding arbitra-

tion conducted by a single arbitrator. Unless the parties mutually agree otherwise, arbitration pro-

ceedings shall be administered in accordance with the commercial arbitration rules of the Ameri-

can Arbitration Association. The arbitrator must be an active member of the State Bar of California

or a retired judge of the state or federal judiciary of California. Each party shall bear its own attor-

ney’s fees, costs and expenses associated with the arbitration. The arbitrator’s fees and the admin-

istrative fees of the arbitration shall be shared equally among the parties. However, any party who

fails or refuses to submit to arbitration as set forth herein shall bear all attorney’s fees, costs and

expenses incurred by such other party in compelling arbitration of any controversy or claim.

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Element 15 – Exclusive Public School Employer

“A declaration whether or not the charter school shall be deemed the exclusive public school

employer of the employees of the charter school for purposes of Chapter 10.7 (commencing with

Section 3540) of Division 4 of Title 1 of the Government Code.” (Ed. Code § 47605(b)(5)(O).)

Charter School is deemed the exclusive public school employer of all employees of Charter School

for collective bargaining purposes. As such, Charter School shall comply with all provisions of the

Educational Employment Relations Act (“EERA”), and shall act independently from LAUSD for

collective bargaining purposes. In accordance with the EERA, employees may join and be repre-

sented by an organization of their choice for collective bargaining purposes.

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Element 16 – Charter School Closing Procedures

“A description of the procedures to be used if the charter school closes. The procedures shall

ensure a final audit of the school to determine the disposition of all assets and liabilities of the

charter school, including plans for disposing of any net assets and for the maintenance and

transfer of pupil records.” (Ed. Code § 47605(b)(5)(P).)

The Principal, or other individual selected by the Board, will serve as the Charter School’s closure

agent in the event that GAMES closes.

REVOCATION OF THE CHARTER

The District may revoke the Charter if Charter School commits a breach of any provision set forth

in a policy related to charter schools adopted by the District Board of Education and/or any provi-

sions set forth in the Charter Schools Act of 1992. The District may revoke the charter of Charter

School if the District finds, through a showing of substantial evidence, that Charter School did any

of the following:

Charter School committed a material violation of any of the conditions, standards, or pro-

cedures set forth in the Charter.

Charter School failed to meet or pursue any of the pupil outcomes identified in the Charter.

Charter School failed to meet generally accepted accounting principles, or engaged in fiscal

mismanagement.

Charter School violated any provision of law.

Prior to revocation, and in accordance with Education Code section 47607(d) and state regulations,

the LAUSD Board of Education will notify Charter School in writing of the specific violation, and

give Charter School a reasonable opportunity to cure the violation, unless the LAUSD Board of

Education determines, in writing, that the violation constitutes a severe and imminent threat to the

health or safety of the pupils. Revocation proceedings are not subject to the dispute resolution

clause set forth in this Charter.

Pursuant to AB 97, charter schools may be identified for assistance based on state evaluation ru-

brics and be subject to revocation pursuant to Education Code section 47607.3.

CLOSURE ACTION

The decision to close Charter School, either by the governing board of Charter School or by the

LAUSD Board of Education, must be documented in a “Closure Action”. A Closure Action shall

be deemed to have been automatically taken when any of the following occur: the Charter is re-

voked (subject to the provisions of Education Code section 47607(i)) or non-renewed by the

LAUSD Board of Education; the governing board of Charter School votes to close Charter School;

or the Charter lapses.

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CLOSURE PROCEDURES

The procedures for charter school closure set forth below are guided by Education Code sections

47604.32, 47605, and 47607 as well as California Code of Regulations, title 5, sections 11962 and

11962.1, and are based on “Charter School Closure Requirements and Recommendations (Revised

08/2009)” posted on the California Department of Education website. All references to “Charter

School” apply to Charter School, including its nonprofit corporation and governing board.

Designation of Responsible Person(s) and Funding of Closure

Prior to or at the time of the taking of a Closure Action by either the governing board of Charter

School or the LAUSD Board of Education, the governing board of Charter School shall designate

a person or persons responsible for conducting and overseeing all closure-related procedures and

activities, and allocate sufficient funding for, or otherwise determine how Charter School will

fund, these activities.

Notification of Closure Action

Upon the taking of a Closure Action, Charter School shall send written notice of its closure to:

1. The LAUSD Charter Schools Division (CSD). Charter School shall provide the CSD with

written notice of the person(s) designated to be responsible for conducting and overseeing

all closure activities and the funding for such activities. If the Closure Action is an act of

Charter School, Charter School shall provide the CSD with a copy of the governing board

resolution or minutes that documents its Closure Action.

2. Parents/guardians of all students, and all majority age and emancipated minor students,

currently enrolled in Charter School within 72 hours of the Closure Action. Charter School

shall simultaneously provide a copy of the written parent notification to the CSD.

3. Los Angeles County Office of Education (LACOE). Charter School shall send written no-

tification of the Closure Action to LACOE by registered mail within 72 hours of the Clo-

sure Action. Charter School shall simultaneously provide a copy of this notification to the

CSD.

4. The Special Education Local Plan Area (SELPA) in which Charter School participates.

Charter School shall send written notification of the Closure Action to the SELPA in which

Charter School participates by registered mail within 72 hours of the Closure Action. Char-

ter School shall simultaneously provide a copy of this notification to the CSD.

5. The retirement systems in which Charter School’s employees participate. Within fourteen

(14) calendar days of the Closure Action, Charter School shall notify, as applicable, the

State Teachers Retirement System (STRS), Public Employees Retirement System (PERS),

the Social Security Administration, and the Los Angeles County Office of Education of the

Closure Action, and follow their respective procedures for dissolving contracts and report-

ing. Charter School shall provide a copy of this notification and correspondence to the

CSD.

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6. The California Department of Education (CDE). Charter School shall send written notifi-

cation of the Closure Action to the CDE by registered mail within 72 hours of the Closure

Action. Charter School shall provide a copy of this notification to the CSD.

7. Any school district that may be responsible for providing education services to the former

students of Charter School. Charter School shall send written notification of the Closure

Action within 72 hours of the Closure Action. This notice must include a list of potentially

returning students and their home schools based on student residence. Charter School shall

provide a copy of these notifications, if any, to the CSD.

8. All Charter School employees and vendors within 72 hours of the Closure Action. Charter

School shall simultaneously provide a copy of the written employee and vendor notifica-

tion to the CSD.

Notification of all the parties above, with the exception of employees and vendors, must include

but is not limited to the following information:

1. The effective date of the closure of Charter School

2. The name(s) and contact information for the person(s) handling inquiries regarding the

closure

3. The students’ school districts of residence

4. How parents/guardians of all students, and all majority age and emancipated minor stu-

dents, may obtain copies of student records and transcripts, including specific information

on completed courses and credits that meet graduation requirements

In addition to the four required items above, notification of the CDE shall also include:

1. A description of the circumstances of the closure

2. The location of student and personnel records

In addition to the four required items above, notification of parents/guardians of all students, and

all majority age and emancipated minor students, shall also include:

1. Information on how to enroll or transfer the student to an appropriate school

2. A certified packet of student information that includes closure notice, a copy of the stu-

dent’s cumulative record, which will include grade reports, discipline records, immuniza-

tion records, completed coursework, credits that meet graduation requirements, a tran-

script, and state testing results

3. Information on student completion of college entrance requirements, for all high school

students affected by the closure

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Notification of employees and vendors shall include:



closure

3. The date and manner, which shall be no later than 30 days from the effective date of the

closure of Charter School, by which Charter School shall provide employees with written

verification of employment

Within 30 days of the effective date of closure, Charter School shall provide all employees with

written verification of employment. Charter School shall send copies of such letters to the CSD.

Records Retention and Transfer

Charter School shall comply with all applicable laws as well as District policies and procedures,

as they may change from time to time, regarding the transfer and maintenance of Charter School

records, including student records. These requirements include:

1. Charter School shall provide the District with original student cumulative files and behav-

ior records, pursuant to District policy and applicable District handbook(s) regarding cu-

mulative records for secondary and elementary schools, for all students, both active and

inactive, of Charter School. Transfer of the complete and organized original student records

to the District, in accordance with District procedures applicable at the time of closure,

shall occur within seven (7) calendar days of the effective date of closure.

2. Charter School’s process for transferring student records to receiving schools shall be in

accordance with LAUSD procedures for students moving from one school to another.

3. Charter School shall prepare and provide an electronic master list of all students to the

Charter Schools Division in accordance with the District procedures applicable at the time

of closure. This list shall include the student’s identification number, Statewide Student

Identifier (SSID), birthdate, grade, full name, address, home school/school district, enroll-

ment date, exit code, exit date, parent/guardian name(s), and phone number(s). If the Char-

ter School closure occurs before the end of the school year, the list also shall indicate the

name of the school to which each student is transferring, if known. This electronic master

list shall be delivered to the CSD in the form of a CD or otherwise in accordance with

District procedures.

4. Charter School must organize the original cumulative files for delivery to the District in

two categories: active students and inactive students. Charter School will coordinate with

the CSD for the delivery and/or pickup of student records.

5. Charter School must update all student records in the California Longitudinal Pupil

Achievement Data System (CALPADS) prior to closing.

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6. Charter School must provide to the CSD a copy of student attendance records, teacher

grade books, Charter School payroll and personnel records, and Title I records (if applica-

ble). Personnel records must include any and all employee records including, but not lim-

ited to, records related to performance and grievance.

7. Charter School shall ensure that all records are boxed and clearly labeled by classification

of documents and the required duration of storage in accordance with District procedures.

8. Charter School shall provide to the responsible person(s) designated by the governing

board of Charter School to conduct all closure-related activities a list of students in each

grade level and, for each student, a list of classes completed and the student’s district of

residence.

Financial Close-Out

After receiving notification of closure, the California Department of Education (CDE) will notify

Charter School and the authorizing entity of any liabilities Charter School owes the state, which

may include overpayment of apportionments, unpaid revolving fund loans or grants, and/or similar

liabilities. The CDE may ask the county office of education to conduct an audit of the charter

school if it has reason to believe that the school received state funding for which it was not eligible.

Charter School shall ensure completion of an independent final audit within six months after the

closure of Charter School that includes:

1. An accounting of all financial assets. These may include cash and accounts receivable and

an inventory of property, equipment, and other items of material value.

2. An accounting of all liabilities. These may include accounts payable or reduction in appor-

tionments due to loans, unpaid staff compensation, audit findings, or other investigations.

3. An assessment of the disposition of any restricted funds received by or due to Charter

School.

This audit may serve as Charter School’s annual audit.

Charter School shall pay for the financial closeout audit of Charter 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 Charter School will be the responsibility of Charter

School and not LAUSD. Charter School understands and acknowledges that Charter School will

cover the outstanding debts or liabilities of Charter School. Any unused monies at the time of the

audit will be returned to the appropriate funding source. Charter School understands and acknowl-

edges that only unrestricted funds will be used to pay creditors. Any unused AB 602 funds will be

returned to the District SELPA or the SELPA in which Charter School participates, and other

categorical funds will be returned to the source of funds.

Charter School shall ensure the completion and filing of any annual reports required. These reports

include but are not necessarily limited to:

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1. Preliminary budgets

2. Interim financial reports

3. Second interim financial reports

4. Final unaudited reports

These reports must be submitted to the CDE and the authorizing entity in the form required. If

Charter School chooses to submit this information before the forms and software are available for

the fiscal year, alternative forms can be used if they are approved in advance by the CDE. These

reports should be submitted as soon as possible after the Closure Action, but no later than the

required deadline for reporting for the fiscal year.

For apportionment of categorical programs, the CDE will count the prior year average daily at-

tendance (ADA) or enrollment data of the closed Charter School with the data of the authorizing

entity. This practice will occur in the first year after the closure and will continue until CDE data

collection processes reflect ADA or enrollment adjustments for all affected LEAs due to the char-

ter closure.

Disposition of Liabilities and Assets

The closeout audit must identify the disposition of all liabilities of Charter School. Charter School

closure procedures must also ensure appropriate disposal, in accordance with the District Required

Language provisions in Element 11 of this Charter, Charter School’s governing board bylaws,

fiscal procedures, and any other applicable laws and regulations, of any net assets remaining after

all liabilities of Charter School have been paid or otherwise addressed. Such disposal includes, but

is not limited to:

1. Charter School, at its cost and expense, shall return to the District any and all property,

furniture, equipment, supplies, and other assets provided to Charter School by or on behalf

of the District. The District discloses that the California Education Code sets forth the

requirements for the disposition of the District’s personal property and Charter School shall

bear responsibility and liability for any disposition in violation of statutory requirements.

2. The return of any donated materials and property in accordance with any terms and condi-

tions set when the donations were accepted.

3. The return of any grant and restricted categorical funds to their sources according to the

terms of the grant or state and federal law.

4. The submission of final expenditure reports for any entitlement grants and the filing of

Final Expenditure Reports and Final Performance Reports, as appropriate.

If Charter School is operated by a nonprofit corporation, and if the corporation does not have any

functions other than operation of Charter School, the corporation shall be dissolved according to

its bylaws.

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Charter School shall retain sufficient staff, as deemed appropriate by the Charter School governing

board to complete all necessary tasks and procedures required to close the school and transfer

records in accordance with these closure procedures.

Charter School’s governing board shall adopt a plan for wind-up of Charter School and, if neces-

sary, the corporation, in accordance with the requirements of the Corporations Code.

Charter School shall provide LAUSD within fourteen (14) calendar days of the Closure Action

with written notice of any outstanding payments due to staff and the time frame and method by

which Charter School will make the payments.

Prior to final close-out, Charter School shall complete all actions required by applicable law, in-

cluding but not limited to the following:

a. File all final federal, state, and local employer payroll tax returns and issue final W-2s

and Form 1099s by the statutory deadlines.

b. File a Federal Notice of Discontinuance with the Department of Treasury (Treasury

Form 63).

c. Make final federal tax payments (employee taxes, etc.)

d. File its final withholding tax return (Treasury Form 165).

e. File its final return with the IRS (Form 990 and Schedule).

This Element 16 shall survive the revocation, expiration, termination, cancellation of this Char-

ter, or any other act or event that would end Charter School’s authorization to operate as a char-

ter school or cause Charter School to cease operation. Charter School agrees that, due to the na-

ture of the property and activities that are the subject of this Charter, the District and public shall

suffer irreparable harm should Charter School breach any obligation under this Element 16. The

District therefore reserves the right to seek equitable relief to enforce any right arising under this

Element 16 or any provision of this Element 16 or to prevent or cure any breach of any obliga-

tion undertaken, without in any way prejudicing any other legal remedy available to the District.

Such legal relief shall include, without limitation, the seeking of a temporary or permanent in-

junction, restraining order, or order for specific performance, and may be sought in any appropri-

ate court.

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Additional Provisions

FACILITIES

District-Owned Facilities If Charter School is using District facilities as of the date of the submittal of this charter petition or

takes occupancy of District facilities prior to the approval of this charter petition, Charter School

shall execute an agreement provided by the District for the use of the District facilities as a condition

of the approval of the charter petition. If at any time after the approval of this charter petition Charter

School will occupy and use any District facilities, Charter School shall execute an agreement pro-

vided by the District for the use of the District facilities prior to occupancy and commencing use.

Charter School shall implement and otherwise comply with the terms of any and all applicable facil-

ities use agreements between Charter School and the District.

Notwithstanding any provision of any existing agreement for the use of District facilities, no agree-

ment for the use of District facilities shall automatically renew or extend its term with the renewal

of the charter petition. The circumstances of Charter School’s occupancy of District facilities may

change over time such as, but not limited to, enrollment, programs, and the conditions of facilities,

and the District has a vested interest in having an agreement that is appropriate for the situation.

Prop. 39 Single Year Co-Location Use Agreement shall be limited to one (1) school year and expire

on the date stated in said instrument. There is no automatic renewal.

For the Sole Occupant Agreement or any other use agreement that is not a lease issued through the

Notice of Intent and bid process, the term shall not exceed five (5) years or shall be co-terminus with

the charter petition, whichever is shorter. Charter School and the District shall negotiate any modifi-

cations of the agreement with the goal of such amendment or new agreement being considered by

the LAUSD Board of Education with the renewal of the charter petition. If Charter School and the

District cannot execute an agreement in time for such to be considered by the Board of Education

with the renewal of the charter petition, the approval of the renewal of the charter petition shall be

conditioned upon Charter School and the District executing an amendment to the existing use agree-

ment or a new agreement no later than May 1st or within nine (9) months of the date of the Board of

Education’s approval of the renewal of the charter petition. During such time period Charter School

shall be permitted to remain in occupancy of the District facilities under the terms and conditions of

the immediately preceding, executed use agreement; provided, that if Charter School and the District

cannot agree upon and execute an amendment or new use agreement by said deadline, Charter School

shall vacate the District facilities on or before June 30th of said school year.

Charter School agrees that occupancy and use of District facilities shall be in compliance with appli-

cable laws and District policies for the operation and maintenance of District facilities and furnish-

ings and equipment. All District facilities (i.e. schools) will remain subject to those laws applicable

to public schools.

In the event of an emergency, all District facilities (i.e. schools) are available for use by the American

Red Cross and public agencies as emergency locations, which may disrupt or prevent Charter School

from conducting its educational programs. If Charter School will share the use of District facilities

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with other District user groups, Charter School agrees it will participate in and observe all District

safety policies (e.g., emergency chain of information and participation in safety drills).

The use agreements provided by the District for District facilities shall contain terms and conditions

addressing issues such as, but not limited to, the following:

Use: Charter School will be restricted to using the District facilities for the operation of a public

school providing educational instruction to public school students consistent with the terms of

the Charter and incidental related uses. The District shall have the right to inspect District facili-

ties upon reasonable notice to Charter School.

Furnishings and Equipment: The District shall retain ownership of any furnishings and equip-

ment, including technology, (“F&E”) that it provides to Charter School for use. Charter School,

at its sole cost and expense, shall provide maintenance and other services for the good and safe

operation of the F&E.

Leasing; Licensing: Use of the District facilities by any person or entity other than Charter

School shall be administered by the District. The parties may agree to an alternative arrange-

ment in the use agreement.

Programs, Services, and Activities Outside Instructional Program; Third Party Vendors

(i) Any program, service, or activity provided outside the instructional program shall

be subject to the terms and provisions of the use agreement, and, additionally, may

require a license, permit, or additional agreement issued by the District. The term

“instructional program” is defined, per Education Code section 47612 and 5 CCR

section 11960, as those required educational activities that generate funding based

on “average daily attendance” and includes those extracurricular programs, ser-

vices, and/or activities that students are required to participate in and do not require

the payment of any consideration or fee.

(ii) Any program, service, or activity requiring the payment of any consideration or fee

or provided by a third party vendor (defined as any person or entity other than

Charter School), whether paid or volunteer and regardless of whether such may be

within the instructional program, shall be subject to the terms and provisions of the

use agreement and such third party vendor shall be required to obtain a license,

permit, or additional agreement from the District.

Minimum Payments or Charges to be Paid to District Arising From the Facilities:

(i) Pro Rata Share: The District shall collect and Charter School shall pay a Pro Rata

Share for facilities costs as provided in the Charter Schools Act of 1992 and its

regulations. The parties may agree to an alternative arrangement regarding facilities

costs in the use agreement; and

(ii) Taxes; Assessments: Generally, Charter School shall pay any assessment or fee

imposed upon or levied on the LAUSD facilities that it is occupying or Charter

School’s legal or equitable interest created by the use agreement.

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Maintenance & Operations Services: In the event the District agrees to allow Charter School

to perform any of the operation and maintenance services, the District shall have the right to

inspect the District facilities, and the costs incurred in such inspection shall be paid by Charter

School.

(i) Co-Location: If Charter School is co-locating or sharing the District facilities with

another user, the District shall provide the operations and maintenance services for

the District facilities and Charter School shall pay the Pro Rata Share. The parties

may agree to an alternative arrangement regarding performance of the operations

and maintenance services and payment for such in the use agreement.

(ii) Sole Occupant: If Charter School is a sole occupant of District facilities, the District

shall allow Charter School, at its sole cost and expense, to provide some operations

and maintenance services for the District facilities in accordance with applicable

laws and LAUSD’s policies on operations and maintenance services for facilities

and F&E. NOTWITHSTANDING THE FOREGOING, the District shall provide

all services for regulatory inspections which as the owner of the real property it is

required to submit, and deferred maintenance, and Charter School shall pay

LAUSD for the cost and expense of providing those services. The parties may agree

to an alternative arrangement regarding performance of the operations and mainte-

nance services and payment for such services in the use agreement.

Real Property Insurance: Prior to occupancy, Charter School shall satisfy requirements to par-

ticipate in LAUSD’s property insurance or, if Charter School is the sole occupant of LAUSD

facilities, obtain and maintain separate property insurance for the LAUSD facilities. Charter

School shall not have the option of obtaining and maintaining separate property insurance for

the LAUSD facility IF Charter School is co-locating or sharing the LAUSD facility with an-

other user.

Non-District-Owned Facilities Occupancy and Use of the Site: Prior to occupancy or use of any school site or facility, Charter

School shall provide the CSD with a current Certificate of Occupancy or equivalent document

issued by the applicable permitting agency that allows Charter School to use and occupy the site

as a charter school. Charter School shall not exceed the operating capacity of the site and shall

operate within any limitations or requirements provided by the Certificate of Occupancy and any

applicable permit. Charter School may not open or operate without providing a copy of an ap-

propriate Certificate of Occupancy to the CSD. If Charter School intends to move or expand to

another facility during the term of this Charter, Charter School shall adhere to any and all District

policies and procedures regarding charter material revision and non-material amendment. Prior

to occupancy or use of any such additional or changed school site, Charter School shall provide

an appropriate Certificate of Occupancy to the CSD for such facility. Notwithstanding any lan-

guage to the contrary in this Charter, the interpretation, application, and enforcement of this

provision are not subject to the Dispute Resolution Process outlined in Element 14.

Facility Compliance: Prior to occupancy or use of any school site or facility, Charter School

shall provide adequate documentation to the CSD that the facility complies with all applicable

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building codes, standards and regulations adopted by the city and/or county agencies responsible

for building and safety standards for the city in which Charter School is to be located, federal

and state accessibility requirements (including the Americans with Disabilities Act (ADA) and

Section 504), and all other applicable fire, health, and structural safety and access requirements.

This requirement shall also apply to the construction, reconstruction, alteration of or addition to

the facility. Charter School shall resolve in a timely manner any and all corrective actions, orders

to comply, or notices issued by the authorized building and safety agency or the District. Charter

School cannot exempt itself from applicable building and zoning codes, ordinances, and

ADA/Section 504 requirements. Charter School shall maintain on file readily accessible records

that document facilities compliance and provide such documentation to the CSD upon request.

Pest Management: Charter School shall comply with the Healthy Schools Act, Education Code

section 17608, which details pest management requirements for schools.

Asbestos Management: Charter School shall comply with the asbestos requirement as cited in

the Asbestos Hazard Emergency Response Act (AHERA), 40 C.F.R. part 763. AHERA requires

that any building leased or acquired that is to be used as a school or administrative building shall

maintain an asbestos management plan.

INSURANCE

Insurance Requirements

No coverage shall be provided to Charter School by the District under any of the District’s self-

insured programs or commercial insurance policies. Charter School shall secure and maintain, at

a minimum, insurance as set forth below with insurance companies acceptable to the District [A.M.

Best A-, VII or better] to protect Charter School from claims which may arise from its opera-

tions. Each Charter School location shall meet the below insurance requirements individually.

It shall be Charter School’s responsibility, not the District’s, to monitor its vendors, contractors,

partners, and/or sponsors for compliance with the insurance requirements.

The following insurance policies are required:

1. Commercial General Liability, including Fire Legal Liability, coverage of $5,000,000 per

Occurrence and in the Aggregate. The policy shall be endorsed to name the Los Angeles

Unified School District and the Board of Education of the City of Los Angeles (“Board of

Education”) as named additional insureds and shall provide specifically that any insurance

carried by the District which may be applicable to any claims or loss shall be deemed ex-

cess and Charter School's insurance shall be primary despite any conflicting provisions in

Charter School's policy. Coverage shall be maintained with no Self-Insured Retention

above $15,000 without the prior written approval of the Division of Risk Management and

Insurance Services for the LAUSD.

2. Workers' Compensation Insurance in accordance with provisions of the California Labor

Code adequate to protect Charter School from claims that may arise from its operations

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pursuant to the Workers' Compensation Act (Statutory Coverage). The Workers’ Compen-

sation Insurance coverage must also include Employers Liability coverage with limits of

$1,000,000/$1,000,000/$1,000,000.

3. Commercial Auto Liability, including Owned, Leased, Hired, and Non-owned, coverage

with limits of $1,000,000 Combined Single Limit per Occurrence if Charter School does

not operate a student bus service. If Charter School provides student bus services, the re-

quired coverage limit is $5,000,000 Combined Single Limit per Occurrence.

4. Crime Insurance or Fidelity Bond coverage shall be maintained by Charter School 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 with minimum limits of

$3,000,000 per occurrence and $3,000,000 general aggregate.

6. Sexual Molestation and Abuse coverage with minimum limits of $3,000,000 per occur-

rence and $3,000,000 general aggregate. Coverage may be held as a separate policy or

included by endorsement in the Commercial General Liability or the Errors and Omissions

Policy.

7. Employment Practices Legal Liability coverage with limits of $3,000,000 per occurrence

and $3,000,000 general aggregate.

8. Excess/umbrella insurance with limits of not less than $10,000,000 is required of all high

schools and any other school that participates in competitive interscholastic or intramural

sports programs.

Coverages and limits of insurance may be accomplished through individual primary policies or

through a combination of primary and excess policies. The policy shall be endorsed to name the

Los Angeles Unified School District and Its Board of Education as named additional insureds 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 Charter School's insurance shall be primary despite

any conflicting provisions in Charter School's policy.

Evidence of Insurance

Charter School shall furnish to the District’s Division of Risk Management and Insurance Services

located at 333 S. Beaudry Ave, 28th Floor, Los Angeles CA 90017 within 30 days of all new

policies inceptions, renewals or changes, certificates or such insurance signed by authorized rep-

resentatives of the insurance carrier. Certificates shall be endorsed as follows:

“Charter school shall be required to provide LAUSD with 30 days prior written notice by

certified mail, return receipt requested, if the insurance afforded by this policy shall be sus-

pended, cancelled, reduced in coverage limits or non-renewed.”

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Facsimile or reproduced signatures may be acceptable upon review by the Division of Risk Man-

agement and Insurance Services. However, the District reserves the right to require certified copies

of any required insurance policies.

Should Charter School deem it prudent and/or desirable to have insurance coverage for damage or

theft to Charter 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 Charter School.

Hold Harmless/Indemnification Provision

To the fullest extent permitted by law, Charter School 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 attorneys’ fees, brought by any

person or entity whatsoever, arising out of, or relating to, this Charter agreement. Charter School

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 not limited to attorneys’ 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 Charter School and/or its officers, directors, employees or volunteers. More-

over, Charter School agrees to indemnify, defend and hold harmless “the LAUSD and the Board

of Education and their members, officers, directors, agents, representatives, employees and volun-

teers, for any contractual liability resulting from third party contracts with Charter School’s ven-

dors, contractors, partners or sponsors.

FISCAL MATTERS

District Oversight Costs

The District may charge for the actual costs of oversight of Charter School not to exceed 1% of

Charter School’s revenue, or the District may charge for the actual costs of oversight of Charter

School not to exceed 3% if Charter School is able to obtain substantially rent free facilities from

the District. Notwithstanding the foregoing, the District may charge the maximum oversight fee

allowed under the law as it may change from time to time. The oversight fee provided herein is

separate and distinct from the charges arising under charter school facilities use agreements.

Cash Reserves

Charter School acknowledges that the recommended cash reserve is 5% of expenditures, as pro-

vided in section 15450, title 5 of the California Code of Regulations.

Third Party Contracts Charter School shall ensure that all third party contracts, whether oral or written, for supplies,

equipment, goods and/or services, for the direct or indirect benefit of, or otherwise related to the

operation of, Charter School, require compliance with and otherwise conform to all applicable

local, state, and federal policies, regulations, laws, and guidelines, including but not limited to

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licensing and permit requirements as well as requirements related to protection of health and

safety.

Special Education Revenue Adjustment/Payment for Services

In the event that Charter School owes funds to the District for the provision of agreed upon or fee

for service or special education services or as a result of the State’s adjustment to allocation of

special education revenues from Charter School, Charter School authorizes the District to deduct

any and all of the in lieu property taxes that Charter School otherwise would be eligible to receive

under section 47635 of the Education Code to cover such owed amounts. Charter School further

understands and agrees that the District shall make appropriate deductions from the in lieu property

tax amounts otherwise owed to Charter School. Should this revenue stream be insufficient in any

fiscal year to cover any such costs, Charter School agrees that it will reimburse the District for the

additional costs within forty-five (45) business days of being notified of the amounts owed.

Audit and Inspection of Records

Charter School agrees to observe and abide by the following terms and conditions as a requirement

for receiving and maintaining its charter authorization:

Charter School is subject to District oversight.

The District’s statutory oversight responsibility continues throughout the life of the Charter

and requires that the District, among other things, monitors the fiscal condition of Charter

School.

The District is authorized to revoke this Charter for, among other reasons, the failure of

Charter School to meet generally accepted accounting principles or if Charter School en-

gages in fiscal mismanagement.

Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to audit

Charter School books, records, data, processes and procedures through the District Office of the

Inspector General or other means. The audit may include, but is not limited to, the following areas:

Compliance with terms and conditions prescribed in the Charter agreement,

Internal controls, both financial and operational in nature,

The accuracy, recording and/or reporting of Charter School’s financial information,

Charter School’s debt structure,

Governance policies, procedures and history,

The recording and reporting of attendance data,

Charter School’s enrollment process,

Compliance with safety plans and procedures, and

Compliance with applicable grant requirements.

Charter School shall cooperate fully with such audits and shall make available any and all records

necessary for the performance of the audit upon 30 day notice to Charter School. When 30 days'

notice may defeat the purpose of the audit, the District may conduct the audit upon 24- hour notice.

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Internal Fiscal Controls

Charter School will develop and maintain sound internal fiscal control policies governing all fi-

nancial activities.

Apportionment Eligibility for Students Over 19 Years of Age Charter School acknowledges that, in order for a pupil over nineteen (19) years of age to remain

eligible for generating charter school apportionment, the pupil shall be continuously enrolled in

public school and make satisfactory progress toward award of a high school diploma. (Ed. Code §

47612(b).)

Local Control and Accountability Plan

In accordance with California Education Code sections 47604.33 and 47606.5, Charter School

shall include in its annual update a “listing and description of the expenditures for the fiscal year

implementing the specific actions included in the charter as a result of the reviews and assess-

ment required by paragraph (1)” of section 47606.5(a). These expenditures shall be “classified

using the California School Accounting Manual pursuant to Section 41010.” (Ed. Code §

47606.5(b).)

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ADDENDUM District Required Language for Independent Charter School

Petitions (New and Renewal) and Material Revisions

Assurances and Affirmations Gifted Academy of Mathematics and Entrepreneurial Studies (also referred to herein as “GAMES” and

“Charter School”) shall:

Be nonsectarian in its programs, admission policies, employment practices, and all other opera-

tions. (California Education Code (hereinafter “Ed. Code”) § 47605(d)(1).)

Not charge tuition. (Ed. Code § 47605(d)(1).)

Not discriminate against any pupil on the basis of disability, gender, gender identity, gender ex-

pression, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that

is contained in the definition of hate crimes set forth in section 422.55 of the Penal Code. (Ed.

Code § 47605(d)(1).)

Except as provided in Education Code section 47605(d)(2), admission to a charter school shall not

be determined according to the place of residence of the pupil, or of his or her parent or legal

guardian, within this state, except that an existing public school converting partially or entirely to

a charter school under this part shall adopt and maintain a policy giving admission preference to

pupils who reside within the former attendance area of that school. (Ed. Code § 47605(d)(1).)

Admit all pupils who wish to attend Charter School. (Ed. Code § 47605(d)(2)(A).)

Except for existing students of Charter School, determine attendance by a public random drawing

if the number of pupils who wish to attend Charter School exceeds Charter School’s capacity.

Preference shall be extended to pupils currently attending Charter School and pupils who reside in

the Los Angeles Unified School District (also referred to herein as “LAUSD” and “District”). (Ed.

Code § 47605(d)(2)(B).)

If a pupil is expelled or leaves Charter School without graduating or completing the school year

for any reason, Charter School shall notify the superintendent of the school district of the pupil’s

last known address within 30 days, and shall, upon request, provide that school district with a copy

of the cumulative record of the pupil, including a transcript of grades or report card, and health

information. (Ed. Code § 47605(d)(3).)

Meet all statewide standards and conduct the pupil assessments required pursuant to Education

Code sections 60605 and 60851 and any other statewide standards authorized in statute or pupil

assessments applicable to pupils in non-charter public schools. (Ed. Code § 47605(c)(1).)

Consult, on a regular basis, with Charter School’s parents, legal guardians, and teachers regarding

the school’s educational programs. (Ed. Code § 47605(c)(2).)

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NOTE: This Charter contains specific “District Required Language” (DRL), including the Assurances

and Affirmations above. The DRL should be highlighted in gray within each Charter element or sec-

tion. The final section of the Charter provides a consolidated addendum of the DRL. This intentional

redundancy facilitates efficient charter petition review while ensuring ready access to the DRL for any

given section of the Charter. To the extent that any inconsistency may exist between any provision

contained within the body of the Charter and the DRL contained in the addendum, the provisions of

the DRL addendum shall control.

Element 1 – The Educational Program “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)(i).)

“A description, for the charter school, of annual goals, for all pupils and for each subgroup of pupils identified

pursuant to Section 52052, to be achieved in the state priorities, as described in subdivision (d) of Section 52060,

that apply for the grade levels served, or the nature of the program operated, by the charter school, and specific

annual actions to achieve those goals. A charter petition may identify additional school priorities, the goals for the

school priorities, and the specific annual actions to achieve those goals.” (Ed. Code § 47605(b)(5)(A)(ii).)

“If the proposed school will serve high school pupils, a description of the manner in which the charter school will

inform parents about the transferability of courses to other public high schools and the eligibility of courses to meet

college entrance requirements. Courses offered by the charter school that are accredited by the Western Association

of Schools and Colleges may be considered transferable and courses approved by the University of California or

the California State University as creditable under the “A” to “G” admissions criteria may be considered to meet

college entrance requirements.” (Ed. Code § 47605(b)(5)(A)(iii).)

LOCAL CONTROL FUNDING FORMULA (LCFF) AND LOCAL CONTROL AND AC-

COUNTABILITY PLAN (LCAP)

Charter School acknowledges and agrees that it must comply with all applicable laws and regula-

tions related to AB 97 (Local Control Funding Formula), as they may be amended from time to

time, which include the requirement that Charter School shall annually submit a Local Control and

Accountability Plan (LCAP)/annual update to the Los Angeles County Superintendent of Schools

and the Charter Schools Division (CSD) on or before July 1. In accordance with Education Code

sections 47604.33 and 47606.5, Charter School shall annually update its goals and annual actions

to achieve those goals identified in the charter pursuant to Education Code section

47605(b)(5)(A)(ii), using the Local Control and Accountability Plan template adopted by the State

Board of Education, as it may be changed from time to time. Charter School shall comply with all

requirements of Education Code section 47606.5, including but not limited to the requirement that

Charter School “shall consult with teachers, principals, administrators, other school personnel,

parents, and pupils in developing the annual update.” (Ed. Code § 47606.5(e).)

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ACADEMIC CALENDAR AND SCHEDULES

Charter School shall offer, at a minimum, the number of minutes of instruction set forth in Educa-

tion Code section 47612.5, and the number of school days required by California Code of Regu-

lations, title 5, section 11960.

TRANSITIONAL KINDERGARTEN

Charter School shall comply with all applicable requirements regarding transitional kindergarten.

WASC ACCREDITATION

If Charter School serves students in grades 9-12, Charter School shall obtain Western Association

of Schools and Colleges (WASC) accreditation before Charter School graduates its first class of

students.

ENGLISH LEARNERS

Charter School is required to timely identify potential English Learners (ELs) and provide them

with an effective English language acquisition program that affords meaningful access to Charter

School’s academic core curriculum. Instructional plans for English Learners must be (1) based on

sound educational theory; (2) adequately supported with trained teachers and appropriate materials

and resources; and (3) periodically evaluated to make sure the program is successful and modified

when the program is not successful.

On an annual basis (on or about October 1), Charter School shall submit a certification to the

LAUSD Charter Schools Division (CSD) that certifies that Charter School will either adopt and

implement LAUSD’s English Learner Master Plan or implement Charter School’s own English

Learner Master Plan. If Charter School chooses to implement its own EL plan, the plan shall in-

clude, but is not limited to, the following:

How English Learners’ needs will be identified

What services will be offered

How, where, and by whom the services will be provided

How Charter School will evaluate its EL program each year, and how the results of this

evaluation will be used to improve the program, including the provision of EL services

Each year, Charter School shall provide to the CSD a report on its annual EL program assessment.

Upon request, Charter School shall provide a copy of its current EL Master Plan to the CSD.

Charter School shall administer the CELDT/ELPAC annually in accordance with federal and state

requirements.

Charter School shall reclassify English Learners in accordance with federal and state requirements.

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Charter School shall ensure that it will provide parent outreach services and meaningfully inform

parents with limited English proficiency of important information regarding Charter School mat-

ters to the same extent as other parents.


Federal Law Compliance

Charter School shall adhere to all provisions of federal law related to students with disabilities

including, but not limited to, section 504 of the Rehabilitation Act of 1973, Title II of the Ameri-

cans with Disabilities Act of 1990, and the Individuals with Disabilities Education Improvement

Act of 2004.

Special Education Program

Charter schools must ensure that no student otherwise eligible to enroll in their charter school will

be denied enrollment due to a disability or to the charter school’s inability to provide necessary

services. Policies and procedures are in place to ensure the recruitment, enrollment and retention

of students with disabilities at charter schools.

Prior to LAUSD Board of Education approval, Charter School will execute a Memorandum of

Understanding (“MOU”) by and between LAUSD and Charter School regarding the provision and

funding of special education services consistent with the requirements of the LAUSD Special Ed-

ucation Local Plan Area (“SELPA”) Local Plan for Special Education.

SELPA Reorganization

The Los Angeles Unified School District is approved to operate as a single-District SELPA under

the provisions of Education Code section 56195.1(a) and intends to continue operating as a single-

District SELPA as in the current structure but has created two school sections (District-operated

Programs and Charter-operated Programs) under the administration of one single Administrative

Unit pursuant to a reorganization plan approved by the Board of Education on January 4, 2011

(149/10-11). Full implementation of the reorganized LAUSD SELPA commenced in the 2013-

2014 school year requiring all District-authorized charter schools to elect one of the three options

available under the LAUSD SELPA. Prior to an Option election, all District-authorized charter

schools were required to participate as a school of the District under the District-Operated Pro-

grams Unit. Prior to the beginning of the 2013-2014 school year, all District-authorized charter

schools, other than those that had previously executed an Option 3 Memorandum of Understanding

(“MOU”), were required to execute a new MOU setting forth the LAUSD SELPA option election

for the remainder of the charter petition term. The Charter-operated Program schools do not have

LEA status but will function in a similar role in that each charter school will be responsible for all

special education issues including services, placement, due process, related services, special edu-

cation classes, and special education supports. Charter schools may apply for membership in the

Charter-operated Program section of the SELPA. These schools will receive support from a Spe-

cial Education Director for the Charter-operated Programs.

Modified Consent Decree Requirements

All charter schools approved by the LAUSD Board of Education are bound by and must adhere to

the terms, conditions and requirements of the Chanda Smith Modified Consent Decree (“MCD”)

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and other court orders imposed upon the District pertaining to special education. The MCD is a

consent decree entered in a federal court class action lawsuit initially brought on behalf of students

with disabilities in LAUSD. It is an agreement of the parties approved by the federal court and

monitored by a court-appointed independent monitor. The MCD includes nineteen statistically

measureable outcomes and facilities obligations that the District has to achieve to disengage from

the MCD and federal court oversight. All charter schools are required to use the District’s Special

Education Policies and Procedures Manual and Welligent, the District-wide web-based software

system used for online Individualized Education Programs (“IEPs”) and tracking of related ser-

vices provided to students during the course of their education.

As part of fulfilling the District’s obligations under the MCD, student level data requests from

District-operated and Charter-operated schools are made on a regular basis. The requested data

must be submitted in the Office of the Independent Monitor’s (“OIM”) required format in accord-

ance with the OIM’s required timelines and as follows:

● End of Year Suspension

District ID, CSIS ID, last name, first name, date of birth, gender, grade, date of suspen-

sion, number of days suspended, and reason for suspension.

● Statewide Assessment Data (Including Charter Schools)

The usual file including District ID.

● Norm day



● CBEDS (Including Charter Schools)

● All Students enrolled as of December 1 of each school year



● Dropout (Including Charter Schools)

District ID, CSIS ID, last name, first name, middle name, date of birth, grade, last loca-

tion, school name and local district

● Monthly SESAC and Suspension data (Including Charter Schools)

● Graduation roster from all LAUSD schools (Including Charter Schools) with 12th

grade SWD

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The MCD requires charter schools to implement the District’s integrated student information sys-

tem which is referred to as My Integrated Student Information System (MiSiS). MiSiS is a suite

of applications which is designed to capture all District student data. All charter schools are re-

quired to utilize MiSiS in compliance with the requirements of the MCD and applicable timelines

and upon the release of Milestone 8 which includes the final set of functionalities required to

comply with the MCD. Upon charter school full utilization of MiSiS, the list of required data above

will automatically be captured within MiSiS.

Element 2 – Measurable Pupil Outcomes and Element 3 – Method by which

Pupil Progress Toward Outcomes will be

Measured “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. Pupil outcomes shall include outcomes that

address increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter

school, as that term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of Section 47607. The pupil

outcomes shall align with the state priorities, as described in subdivision (d) of Section 52060, that apply for the

grade levels served, or the nature of the program operated, by the charter school.” (Ed. Code § 47605(b)(5)(B).)

“The method by which pupil progress in meeting those pupil outcomes is to be measured. To the extent practicable,

the method for measuring pupil outcomes for state priorities shall be consistent with the way information is reported

on a school accountability report card.” (Ed. Code § 47605(b)(5)(C).)

MEASURABLE GOALS OF THE EDUCATIONAL PROGRAM Charter School shall meet all statewide content and performance standards and targets. (Ed. Code

§§ 47605(c)(1), 60605.)

Charter School shall comply with all applicable laws and regulations related to AB 97 (Local Con-

trol Funding Formula) and AB 484, as they may be amended from time to time, including all

requirements pertaining to pupil outcomes.

STANDARDIZED TESTING

Charter School agrees to comply with and adhere to state requirements for participation and ad-

ministration of all state-mandated tests, including computer-based assessments. Charter School

shall submit and maintain up-to-date and accurate California Longitudinal Pupil Achievement

Data System (CALPADS) data in accordance with the requirements of California Code of Regu-

lations, title 5, section 861. Charter School hereby grants authority to the State of California to

provide a copy of all test results directly to the District as well as Charter School.

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Element 4 – Governance “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).)

GENERAL PROVISIONS

As an independent charter school, Charter School, operated as or by its nonprofit public benefit

corporation, is a separate legal entity and shall be solely responsible for the debts and obligations

of Charter School.

Charter School shall ensure that, at all times throughout the term of the Charter, the bylaws of its

governing board and/or nonprofit corporation are and remain consistent with the provisions of this

Charter. In the event that the governing board and/or nonprofit corporation operating Charter

School amends the bylaws, Charter School shall provide a copy of the amended bylaws to CSD

within 30 days of adoption.

Charter School shall send to the CSD copies of all governing board meeting agendas at the same

time that they are posted in accordance with the Brown Act. Charter School shall also send to the

CSD copies of all board meeting minutes within one week of governing board approval of the

minutes. Timely posting of agendas and minutes on Charter School’s website will satisfy this re-

quirement.

The District reserves the right to appoint a single representative to the Charter School governing

board pursuant to Education Code section 47604(b).

LEGAL AND POLICY COMPLIANCE

Charter School shall comply with all applicable federal, state, and local laws and regulations, and

District policy as it relates to charter schools, as they may be amended from time to time.

Charter School shall comply with all applicable federal and state reporting requirements, including

but not limited to the requirements of CBEDS, CALPADS, the Public Schools Accountability Act

of 1999, and Education Code section 47604.33.

Charter School shall comply with the Brown Act and the Public Records Act.

All employees and representatives of Charter School, including members of Charter School’s gov-

erning board, members of Charter School or governing board committees or councils, Charter

School administrators, and managers, shall comply with federal and state laws, nonprofit integrity

standards, and LAUSD’s charter school policies, regarding ethics and conflicts of interest.

TITLE IX, SECTION 504, AND UNIFORM COMPLAINT PROCEDURES

Charter School shall designate at least one employee to coordinate its efforts to comply with and

carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title IX) and

143

section 504 of the Rehabilitation Act of 1973 (“Section 504”), including any investigation of any

complaint filed with Charter School alleging its noncompliance with these laws or alleging any

actions which would be prohibited by these laws. Charter School shall notify all its students and

employees of the name, office address, and telephone number of the designated employee or em-

ployees.

Charter School shall adopt and publish complaint procedures providing for prompt and equitable

resolution of student and employee complaints alleging any action that would be prohibited by

Title IX or Section 504.

Charter School shall adopt and implement specific and continuing procedures for notifying appli-

cants for admission and employment, students and parents of elementary and secondary school

students, employees, sources of referral of applicants for admission and employment, and all un-

ions or professional organizations holding collective bargaining or professional agreements with

Charter School, that Charter School does not discriminate on the basis of sex or mental or physical

disability in the educational programs or activities which it operates, and that it is required by Title

IX and Section 504 not to discriminate on any such basis.

Charter School shall establish and provide a uniform complaint procedure in accordance with ap-

plicable federal and state laws and regulations, including but not limited to all applicable require-

ments of California Code of Regulations, title 5, section 4600 et seq.

Charter School shall adhere to all applicable federal and state laws and regulations regarding pupil

fees, including Education Code sections 49010 - 49013, and extend its uniform complaint proce-

dure to complaints filed pursuant to Education Code section 49013.

Charter School shall extend its uniform complaint procedure to complaints filed pursuant to the

Local Control Funding Formula legislation provisions set forth in Education Code section 52075.

RESPONDING TO INQUIRIES

Charter School, including its nonprofit corporation, shall promptly respond to all inquiries, includ-

ing but not limited to inquiries regarding financial records from the District, and shall cooperate

with the District regarding any inquiries. Charter School, including its nonprofit corporation,

acknowledges that it is subject to audit by LAUSD, including, without limitation, audit by the

District Office of the Inspector General. Charter School shall provide the District with current and

accurate contact information for Charter School, Charter School administrators, and Board mem-

bers.

If an allegation or other evidence of waste, fraud, abuse, or other material violation of law related

to Charter School’s operations, or breach of charter, is received or discovered by the District,

Charter School shall cooperate with any resulting inquiry and/or investigation undertaken by the

District and/or the Office of the Inspector General Investigations Unit.

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Charter School shall notify the Charter Schools Division (CSD) in writing of any citations or no-

tices of workplace hazards, investigations by outside regulatory or investigative agencies, lawsuits,

changes in corporate or legal status (e.g. loss of IRS 501(c)(3) status), or other formal complaints

or notices, within one week of receipt of such notices by Charter School. Unless prohibited by law,

Charter School shall notify the CSD in writing of any internal investigations within one week of

commencing investigation. Charter School shall notify the CSD within 24 hours of any dire emer-

gency or serious threat to the health and safety of students or staff.

STUDENT RECORDS

Upon receiving a records request from a receiving school/school district, Charter School shall

transfer a copy of the student’s complete cumulative record within ten (10) school days in accord-

ance with Education Code section 49068. Charter School shall comply with the requirements of

California Code of Regulations, title 5, section 3024, regarding the transfer of student special ed-

ucation records. In the event Charter School closes, Charter School shall comply with the student

records transfer provisions in Element 16. Charter School shall comply with the requirements of

Education Code section 49060 et seq., regarding rights to access student records and transfer of

records for youth in foster care.

PARENT ENGAGEMENT

Charter School shall not require a parent or legal guardian of a prospective or enrolled student to

perform volunteer service hours, or make payment of fees or other monies, goods, or services in

lieu of performing volunteer service, as a condition of his/her child’s admission, continued enroll-

ment, attendance, or participation in the school’s educational activities, or otherwise discriminate

against a student in any manner because his/her parent cannot, has not, or will not provide volun-

teer service to Charter School.

Element 5 – Employee Qualifications “The qualifications to be met by individuals to be employed by the school.” (Ed. Code § 47605(b)(5)(E).)

EQUAL EMPLOYMENT OPPORTUNITY

Charter School acknowledges and agrees that all persons are entitled to equal employment oppor-

tunity. Charter School shall not discriminate against applicants or employees on the basis of race,

color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, na-

tional origin, ancestry, citizenship, age, marital status, physical disability, mental disability, med-

ical condition, genetic information, military and veteran status, or any other characteristic pro-

tected by California or federal law. Equal employment opportunity shall be extended to all aspects

of the employer-employee relationship, including recruitment, selection, hiring, upgrading, train-

ing, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

145

ESEA/NCLB AND CREDENTIALING REQUIREMENTS

Charter School shall adhere to all requirements of the Elementary and Secondary Education Act

(ESEA, also known as No Child Left Behind (NCLB)) that are applicable to teachers and

paraprofessional employees. Charter School shall ensure that all teachers meet applicable state

requirements for certificated employment, including the provisions of Education Code section

47605(l). Charter School shall maintain current copies of all teacher credentials and make them

readily available for inspection.

Element 6 – Health and Safety Procedures “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 with a criminal record summary

as described in Section 44237.” (Ed. Code § 47605(b)(5)(F).)

HEALTH, SAFETY AND EMERGENCY PLAN

Charter School shall have a comprehensive site-specific Health, Safety and Emergency Plan, in-

cluding but not limited to the acquisition and maintenance of adequate onsite emergency supplies,

in place prior to beginning operation of Charter School each school year. Charter School shall

ensure that all staff members receive annual training on Charter School’s health, safety, and emer-

gency procedures, including but not limited to training on bloodborne pathogens, and shall main-

tain a calendar for, and conduct, emergency response drills for students and staff. Charter School

shall provide all employees, and other persons working on behalf of Charter School who are man-

dated reporters, with annual training on child abuse detection and reporting, which shall occur

within the first six weeks of each school year, or within the first six weeks of a person’s employ-

ment if employed after the beginning of the school year, in accordance with the requirements of

AB 1432 (2014). Charter School shall stock and maintain the required number and type of emer-

gency epinephrine auto-injectors onsite and provide training to employee volunteers in the storage

and use of the epinephrine auto-injector as required by SB 1266 (2014). Charter School shall com-

ply with the requirements of Education Code section 49475, with respect to any athletic program

(as defined in Education Code § 49475) offered by or on behalf of Charter School. Charter School

shall periodically review, and update and/or modify as necessary, its Health, Safety and Emer-

gency Plan, and keep it readily available for use and review upon CSD request.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)

Charter School, including its employees and officers, shall comply with the Family Educational

Rights and Privacy Act (FERPA) and Education Code section 49060 et seq. at all times.

CRIMINAL BACKGROUND CLEARANCES AND FINGERPRINTING

Charter School shall comply with all requirements of Education Code sections 44237 and 45125.1.

Charter School shall designate and maintain at all times at least one Custodian of Records duly

authorized by the California Department of Justice.

146

Charter School shall maintain on file and available for inspection evidence that (1) Charter School

has performed criminal background checks and cleared for employment all employees prior to

employment; (2) Charter School has obtained certification from each of its contracting entities/in-

dependent contractors that the entity/contractor has conducted required criminal background clear-

ances for its employees prior to provision of schoolsite services and/or any contact with students

and has requested subsequent arrest notification service; and (3) Charter School has performed

criminal background checks and cleared for service all volunteers not directly supervised by staff

and who may have contact with students. Charter School shall also ensure that it requests and

receives subsequent arrest notifications from the California Department of Justice for all employ-

ees and volunteers not directly supervised by staff. Upon request, Charter School shall provide a

copy of Department of Justice confirmation of Custodian of Records status for each Custodian of

Records.

IMMUNIZATION AND HEALTH SCREENING REQUIREMENTS

Charter School shall require all employees, and any volunteer or vendor/contracting entity em-

ployee who may have frequent or prolonged contact with students, to undergo a risk assessment

and/or be examined and determined to be free of active tuberculosis (TB) within the period of 60

days prior to employment/service, in accordance with Education Code section 49406. Charter

School shall maintain TB clearance records and certifications on file.

Charter School shall comply with all federal and state legal requirements related to student im-

munization, health examination, and health screening, including but not limited to screening for

vision, hearing, and scoliosis, to the same extent as would be required if the students were attending

a non-charter public school. Charter School shall maintain student immunization, health examina-

tion, and health screening records on file.

SAFE PLACE TO LEARN ACT

Charter School shall comply with all applicable requirements of the Safe Place to Learn Act, Ed-

ucation Code section 234 et seq.

Element 7 – Means to Achieve Racial and Ethnic Balance “The means by which the school will achieve a 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.” (Ed. Code § 47605(b)(5)(G).)

COURT-ORDERED INTEGRATION

Charter School shall comply with all requirements of the Crawford v. Board of Education, City of

Los Angeles court order and the LAUSD Integration Policy adopted and maintained, pursuant to

the Crawford court order, by the District’s Student Integration Services (collectively the “Court-

147

ordered Integration Program”). The Court-ordered Integration Program applies to all schools

within or chartered through LAUSD.

Charter School has set forth below its initial plan for achieving and maintaining the LAUSD’s

Racial and Ethnic Balance goal of a 70:30 or 60:40 ratio. (Ratio represents the percentage of Pre-

dominantly Hispanic Black Asian Other (PHBAO) compared to Other White (OW)). The written

plan lists specific dates and locations of recruitment activities that Charter School will undertake

in order to achieve the District’s Racial and Ethnic Balance goal. Charter School shall monitor the

implementation and outcomes of the initial plan, and modify it as necessary to achieve the Dis-

trict’s goal. Upon request, Charter School shall provide the District with a copy of its current writ-

ten plan.

The District receives neither average daily attendance allocations nor Court-ordered Integration

Program cost reimbursements for charter school students. Instead, the District now receives the

Targeted Instructional Improvement Block Grant (TIIBG) for its Court-ordered Integration Pro-

gram. The District retains sole discretion over the allocation of TIIBG funding, where available,

and cannot guarantee the availability of this funding.

FEDERAL PROGRAM COMPLIANCE

As a recipient of federal funds, including federal Title I, Part A funds, Charter School has agreed

to meet all of the programmatic, fiscal and other regulatory requirements of the Elementary and

Secondary Education Act (ESEA, also known as No Child Left Behind (NCLB)) and other appli-

cable federal grant programs. Charter School understands that it is a local educational agency

(LEA) for purposes of federal compliance and reporting purposes. Charter School agrees that it

will keep and make available to the District any documentation necessary to demonstrate compli-

ance with the requirements of NCLB and other applicable federal programs, including, but not

limited to, documentation related to funding, required parental notifications, qualifications and

credentialing of teaching and paraprofessional staff, the implementation of Public School Choice

and Supplemental Educational Services, where applicable, or any other mandated federal program

requirement. The mandated requirements of NCLB, Title I, Part A include, but are not limited to,

the following:

Notify all parents at the beginning of each school year of their “right to know” the profes-

sional qualifications of their child’s classroom teacher

Notify each individual parent, in a timely manner, if and when the parent’s child has been

assigned, or taught for four or more consecutive weeks by, a teacher who is not highly

qualified

Develop jointly with, and distribute to, parents of participating children, a school-parent

compact

Hold an annual Title I meeting for parents of participating Title I students

148

Develop jointly with, agree on with, and distribute to, parents of participating children a

written parent involvement policy

Submit biannual Consolidated Application to California Department of Education (CDE)

requesting federal funds

Complete and submit Local Education Agency (LEA) Plan to CDE

Complete reform planning process with stakeholders and submit to CDE all appropriate

documents for Title I Schoolwide Program eligibility and status, if applicable; otherwise,

identify and maintain roster of eligible students for the Title I Targeted Assistance School

Program

Maintain inventory of equipment purchased with categorical funds, where applicable

Maintain appropriate time-reporting documentation, including semi-annual certification

and personnel activity report, for staff funded with categorical resources, where applicable

Participate in any applicable federal program monitoring conducted by the California De-

partment of Education

Conduct an annual evaluation of the effectiveness of funds allocated through the Consoli-

dated Application

Charter School also acknowledges that, as part of its oversight of Charter School, the District may

conduct program review for federal as well as state compliance.

Element 8 – Admission Requirements “Admission requirements, if applicable.” (Ed. Code § 47605(b)(5)(H).)

DOCUMENTATION OF ADMISSIONS AND ENROLLMENT PROCESSES

Charter School shall maintain complete and accurate records of its annual admissions and enroll-

ment processes, including but not limited to documentation of implementation of lottery and wait-

list criteria and procedures in accordance with the terms of the Charter. These records shall be

made available to the District upon request.

HOMELESS AND FOSTER YOUTH

Charter School shall adhere to the provisions of the McKinney-Vento Homeless Assistance Act

and ensure that each child of a homeless individual and each homeless youth has equal access to

the same free, appropriate public education as provided to other children and youths. Charter

School shall provide specific information, in its outreach materials, websites, at community meet-

ings, open forums, and regional center meetings, that notifies parents that Charter School is open

to enroll and provide services for all students, and provides a standard District contact number for

149

access to additional information regarding enrollment. Charter School shall comply with all appli-

cable provisions of Education Code sections 48850 – 48859.

NON-DISCRIMINATION

Charter School shall not require a parent/legal guardian/student to provide information regarding

a student’s disability, gender, gender identity, gender expression, nationality, legal or economic

status, primary language or English Learner status, race or ethnicity, religion, sexual orientation,

or any other characteristic that is contained in the definition of hate crimes set forth in section

422.55 of the Penal Code, or any other information that would violate federal or state law, prior to

admission, participation in any admissions or attendance lottery, or pre-enrollment event or pro-

cess, or as a condition of admission or enrollment. Charter School may request, at the time of, and

as part of, conducting its lottery process, the provision of information necessary to apply specific

admissions preferences set forth in this Charter.

Charter School shall not request or require submission of a student’s IEP, 504 Plan, or any other

record or related information prior to admission, participation in any admissions or attendance

lottery, or pre-enrollment event or process, or as a condition of admission or enrollment.

Element 9 – Annual Financial Audits “The manner in which annual, independent financial audits shall be conducted, which shall employ generally

accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the

satisfaction of the chartering authority.” (Ed. Code § 47605(b)(5)(I).)

The annual audit shall be conducted in compliance with Education Code section

47605(b)(5)(I) as it is amended from time to time.

The following reports will be submitted to LAUSD, in the required format and within timelines to

be specified by LAUSD, each year:

a. Provisional Budget – Spring prior to operating fiscal year

b. Final Budget – July of the budget fiscal year

c. First Interim Projections – November of operating fiscal year

d. Second Interim Projections – February of operating fiscal year

e. Unaudited Actuals – July following the end of the fiscal year

f. Audited Actuals – December 15 following the end of the fiscal year

g. Classification Report – monthly according to Charter School’s Calendar

h. Statistical Report – monthly according to Charter School’s Calendar of Reports

In addition:

P1, first week of January

P2, first week of April

i. Instructional Calendar – annually five weeks prior to first day of instruction

j. Other reports as requested by the District

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Element 10 – Suspension and Expulsion Procedures “The procedures by which pupils can be suspended or expelled.” (Ed. Code § 47605(b)(5)(J).)

GENERAL PROVISIONS

Charter School shall provide due process for all students, including adequate and timely notice to

parents/guardians and students of the grounds for all suspension and expulsion recommendations

and decisions and their due process rights regarding suspension and expulsion, including rights of

appeal.

Charter School shall ensure that its policies and procedures regarding suspension and expulsion

will be periodically reviewed, and modified as necessary, in order to conform to changes in state

law.

Charter School shall ensure that its staff is knowledgeable about and complies with the District’s

Discipline Foundation Policy and/or current equivalent policy, as required by the Modified

Consent Decree. Charter School shall comply with the terms of the School Discipline Policy and

School Climate Bill of Rights resolution adopted by the LAUSD Board of Education on May 6,

2013.

Charter School shall be responsible for the appropriate interim placement of students during and

pending the completion of Charter School’s student expulsion process and shall facilitate the post-

expulsion placement of expelled students.

Charter School shall document and implement the alternatives to suspension and expulsion that

Charter School utilizes in response to attendance-related concerns, e.g. truancy or excessive

tardiness.


Charter School shall establish and implement policies and procedures to ensure full compliance

with federal and state laws and regulations regarding the discipline of students with disabilities. If

a student is recommended for expulsion and the student receives or is eligible for special education,

Charter School shall identify and provide special education programs and services at an appropri-

ate interim educational placement, pending the completion of the expulsion process, to be coordi-

nated with the LAUSD Special Education Service Center.

In the case of a student who has an Individualized Education Program (“IEP”), or a student who

has a 504 Plan, Charter School shall ensure that it follows correct disciplinary procedures to com-

ply with the mandates of state and federal laws, including IDEA and Section 504 of the Rehabili-

tation Plan of 1973. As set forth in the MOU regarding special education between the District and

Charter School, an IEP team will meet to conduct a manifestation determination and to discuss

alternative placement utilizing the District’s Special Education Policies and Procedures Manual.

151

Prior to recommending expulsion for a student with a 504 Plan, Charter School’s administrator

will convene a Link Determination meeting to ask the following two questions:


bility?

B. Was the misconduct a direct result of the Charter School’s failure to implement 504?


Upon expelling any student, Charter School shall notify the Charter Schools Division by

submitting an expulsion packet to the CSD immediately or as soon as practicable, which shall

contain:

Completed “Notification of Charter School Expulsion” [form available from the CSD

website or office], including attachments as required on the form

Documentation of the expulsion proceeding, including statement of specific facts

supporting the expulsion and documentation that Charter School’s policies and procedures

were followed

Copy of parental notice of expulsion hearing

Copy of expulsion notice provided to parent stating reason for expulsion, term of expulsion,

rehabilitation plan, reinstatement notice with eligibility date and instructions for providing

proof of student’s compliance for reinstatement, appeal process, and options for enrollment

If the student is eligible for Special Education, documentation related to expulsion in

compliance with IDEA and the MCD, including the Expulsion Analysis page of the pre-

expulsion IEP

If the student is eligible for Section 504 accommodations, documentation that Charter

School conducted a Link Determination meeting to address two questions:

A. Was the misconduct caused by, or directly and substantially related to the student’s

disability?

B. Was the misconduct a direct result of Charter School’s failure to implement 504 Plan?

Notwithstanding the documentation sent to the Charter Schools Division as indicated above, if the

student is a resident of a school district other than LAUSD, Charter School must notify the super-

intendent of the student’s district of residence within 30 days of the expulsion. Additionally, upon

request of the receiving school district, Charter School shall forward student records no later than

10 school days from the date of the request as stated in Education Code section 49068 (a) and (b).

OUTCOME DATA

Charter School shall gather and maintain all data related to placement, tracking, and monitoring of

student suspensions, expulsions, and reinstatements, and make such outcome data readily available

to the District upon request.




152







READMISSION









time.

REINSTATEMENT




manner.

GUN-FREE SCHOOLS ACT

Charter School shall comply with the federal Gun-Free Schools Act.

Element 11 – Employee Retirement Systems “The manner by which staff members of the charter schools will be covered by the State Teachers’ Retirement

System, the Public Employees’ Retirement System, or federal social security.” (Ed. Code § 47605(b)(5)(K).)

[NOTE: No District Required Language is being provided for inclusion in this element.]

Element 12 – Public School Attendance Alternatives “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).)

153

Pupils who choose not to attend Charter School may choose to attend other public schools

in their district of residence or pursue inter-district transfers in accordance with existing

enrollment and transfer policies of the District.

Element 13 – Rights of District Employees “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.”

(Ed. Code § 47605(b)(5)(M).)

Employees of the District who choose to leave the employment of the District to work at Charter

School shall have no automatic rights of return to the District after employment at Charter School

unless specifically granted by the District through a leave of absence or other agreement or policy

of the District as aligned with the collective bargaining agreements of the District. Leave and return

rights for District union-represented employees and former employees who accept employment

with Charter School will be administered in accordance with applicable collective bargaining

agreements and any applicable judicial rulings.

Element 14 – Mandatory Dispute Resolution “The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating

to provisions of the charter.” (Ed. Code § 47605(b)(5)(N).)

The staff and governing board members of Charter School agree to resolve any claim, controversy

or dispute arising out of or relating to the Charter agreement between the District and Charter

School, except any controversy or claim that is in any way related to revocation of this Charter

(“Dispute”), pursuant to the terms of this Element 14.

Any Dispute between the District and Charter School shall be resolved in accordance with the

procedures set forth below:

1) Any Dispute shall be communicated in writing (“Written Notification”). The Written Notifi-

cation must identify the nature of the Dispute and any supporting facts. The Written Notifica-

tion shall be tendered to the other party 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 5:00 p.m., or other-

wise on the business day following personal delivery; (b) if by facsimile, upon electronic con-

firmation of receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail.

All Written Notifications to the District and Charter School shall be addressed respectively as

follows:

Director

Charter Schools Division


154

333 South Beaudry Avenue, 20th Floor

Los Angeles, California 90017

Director/Principal

Charter School

[See Element 14]

2) 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 the Dispute identified in the Written Notice (“Issue Confer-

ence”). 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 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 to receive

such notice if delivered by 5:00p.m., or otherwise on the business day following personal de-

livery; (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.

3) If the Dispute cannot be resolved by mutual agreement at the Issue Conference, either party

may then request that the Dispute be resolved by mediation. Each party shall bear its own

attorneys’ fees, 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 pro-

ceedings shall commence within 120 days from the date of either party’s request for mediation

following the Issue Conference. The parties shall mutually agree upon the selection of a medi-

ator to resolve the Dispute. The mediator may be selected from the approved list of mediators

prepared by the American Arbitration Association. Unless the parties mutually agree other-

wise, mediation proceedings shall be administered in accordance with the commercial media-

tion procedures of the American Arbitration Association.

4) If the mediation is not successful, then the parties agree to resolve the Dispute by binding

arbitration conducted by a single arbitrator. Unless the parties mutually agree otherwise, arbi-

tration proceedings shall be administered in accordance with the commercial arbitration rules

of the American Arbitration Association. The arbitrator must be an active member of the State

Bar of California or a retired judge of the state or federal judiciary of California. Each party

shall bear its own attorney’s fees, costs and expenses associated with the arbitration. The arbi-

trator’s fees and the administrative fees of the arbitration shall be shared equally among the

parties. However, any party who fails or refuses to submit to arbitration as set forth herein shall

bear all attorney’s fees, costs and expenses incurred by such other party in compelling arbitra-

tion of any controversy or claim.

Element 15 – Exclusive Public School Employer “A declaration whether or not the charter school shall be deemed the exclusive public school employer of the

employees of the charter school for purposes of Chapter 10.7 (commencing with Section 3540) of Division 4 of

Title 1 of the Government Code.” (Ed. Code § 47605(b)(5)(O).)

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Charter School is deemed the exclusive public school employer of all employees of Charter School

for collective bargaining purposes. As such, Charter School shall comply with all provisions of the

Educational Employment Relations Act (“EERA”), and shall act independently from LAUSD for

collective bargaining purposes. In accordance with the EERA, employees may join and be repre-

sented by an organization of their choice for collective bargaining purposes.

Element 16 – Charter School Closure Procedures “A description of the procedures to be used if the charter school closes. The procedures shall ensure a final audit

of the school to determine the disposition of all assets and liabilities of the charter school, including plans for

disposing of any net assets and for the maintenance and transfer of pupil records.” (Ed. Code § 47605(b)(5)(P).)

REVOCATION OF THE CHARTER

The District may revoke the Charter if Charter School commits a breach of any provision set forth

in a policy related to charter schools adopted by the District Board of Education and/or any provi-

sions set forth in the Charter Schools Act of 1992. The District may revoke the charter of Charter

School if the District finds, through a showing of substantial evidence, that Charter School did any

of the following:

Charter School committed a material violation of any of the conditions, standards, or pro-

cedures set forth in the Charter.

Charter School failed to meet or pursue any of the pupil outcomes identified in the Charter.

Charter School failed to meet generally accepted accounting principles, or engaged in fiscal

mismanagement.

Charter School violated any provision of law.

Prior to revocation, and in accordance with Education Code section 47607(d) and state regulations,

the LAUSD Board of Education will notify Charter School in writing of the specific violation, and

give Charter School a reasonable opportunity to cure the violation, unless the LAUSD Board of

Education determines, in writing, that the violation constitutes a severe and imminent threat to the

health or safety of the pupils. Revocation proceedings are not subject to the dispute resolution

clause set forth in this Charter.

Pursuant to AB 97, charter schools may be identified for assistance based on state evaluation ru-

brics and be subject to revocation pursuant to Education Code section 47607.3.

CLOSURE ACTION

The decision to close Charter School, either by the governing board of Charter School or by the

LAUSD Board of Education, must be documented in a “Closure Action”. A Closure Action shall

be deemed to have been automatically taken when any of the following occur: the Charter is re-

voked (subject to the provisions of Education Code section 47607(i)) or non-renewed by the

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LAUSD Board of Education; the governing board of Charter School votes to close Charter School;

or the Charter lapses.

CLOSURE PROCEDURES

The procedures for charter school closure set forth below are guided by Education Code sections

47604.32, 47605, and 47607 as well as California Code of Regulations, title 5, sections 11962 and

11962.1, and are based on “Charter School Closure Requirements and Recommendations (Revised

08/2009)” posted on the California Department of Education website. All references to “Charter

School” apply to Charter School, including its nonprofit corporation and governing board.

Designation of Responsible Person(s) and Funding of Closure

Prior to or at the time of the taking of a Closure Action by either the governing board of Charter

School or the LAUSD Board of Education, the governing board of Charter School shall designate

a person or persons responsible for conducting and overseeing all closure-related procedures and

activities, and allocate sufficient funding for, or otherwise determine how Charter School will

fund, these activities.

Notification of Closure Action

Upon the taking of a Closure Action, Charter School shall send written notice of its closure to:

1. The LAUSD Charter Schools Division (CSD). Charter School shall provide the CSD with

written notice of the person(s) designated to be responsible for conducting and overseeing

all closure activities and the funding for such activities. If the Closure Action is an act of

Charter School, Charter School shall provide the CSD with a copy of the governing board

resolution or minutes that documents its Closure Action.

2. Parents/guardians of all students, and all majority age and emancipated minor students,

currently enrolled in Charter School within 72 hours of the Closure Action. Charter School

shall simultaneously provide a copy of the written parent notification to the CSD.

3. Los Angeles County Office of Education (LACOE). Charter School shall send written no-

tification of the Closure Action to LACOE by registered mail within 72 hours of the Clo-

sure Action. Charter School shall simultaneously provide a copy of this notification to the

CSD.

4. The Special Education Local Plan Area (SELPA) in which Charter School participates.

Charter School shall send written notification of the Closure Action to the SELPA in which

Charter School participates by registered mail within 72 hours of the Closure Action. Char-

ter School shall simultaneously provide a copy of this notification to the CSD.

5. The retirement systems in which Charter School’s employees participate. Within fourteen

(14) calendar days of the Closure Action, Charter School shall notify, as applicable, the

State Teachers Retirement System (STRS), Public Employees Retirement System (PERS),

the Social Security Administration, and the Los Angeles County Office of Education of the

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Closure Action, and follow their respective procedures for dissolving contracts and report-

ing. Charter School shall provide a copy of this notification and correspondence to the

CSD.

6. The California Department of Education (CDE). Charter School shall send written notifi-

cation of the Closure Action to the CDE by registered mail within 72 hours of the Closure

Action. Charter School shall provide a copy of this notification to the CSD.

7. Any school district that may be responsible for providing education services to the former

students of Charter School. Charter School shall send written notification of the Closure

Action within 72 hours of the Closure Action. This notice must include a list of potentially

returning students and their home schools based on student residence. Charter School shall

provide a copy of these notifications, if any, to the CSD.

8. All Charter School employees and vendors within 72 hours of the Closure Action. Charter

School shall simultaneously provide a copy of the written employee and vendor notifica-

tion to the CSD.

Notification of all the parties above, with the exception of employees and vendors, must include

but is not limited to the following information:



closure

3. The students’ school districts of residence

4. How parents/guardians of all students, and all majority age and emancipated minor stu-

dents, may obtain copies of student records and transcripts, including specific information

on completed courses and credits that meet graduation requirements

In addition to the four required items above, notification of the CDE shall also include:

1. A description of the circumstances of the closure

2. The location of student and personnel records

In addition to the four required items above, notification of parents/guardians of all students, and

all majority age and emancipated minor students, shall also include:

1. Information on how to enroll or transfer the student to an appropriate school

2. A certified packet of student information that includes closure notice, a copy of the stu-

dent’s cumulative record, which will include grade reports, discipline records, immuniza-

tion records, completed coursework, credits that meet graduation requirements, a tran-

script, and state testing results

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3. Information on student completion of college entrance requirements, for all high school

students affected by the closure

Notification of employees and vendors shall include:



closure

6. The date and manner, which shall be no later than 30 days from the effective date of the

closure of Charter School, by which Charter School shall provide employees with written

verification of employment

Within 30 days of the effective date of closure, Charter School shall provide all employees with

written verification of employment. Charter School shall send copies of such letters to the CSD.

Records Retention and Transfer

Charter School shall comply with all applicable laws as well as District policies and procedures,

as they may change from time to time, regarding the transfer and maintenance of Charter School

records, including student records. These requirements include:

1. Charter School shall provide the District with original student cumulative files and behav-

ior records, pursuant to District policy and applicable District handbook(s) regarding cu-

mulative records for secondary and elementary schools, for all students, both active and

inactive, of Charter School. Transfer of the complete and organized original student records

to the District, in accordance with District procedures applicable at the time of closure,

shall occur within seven (7) calendar days of the effective date of closure.

2. Charter School’s process for transferring student records to receiving schools shall be in

accordance with LAUSD procedures for students moving from one school to another.

3. Charter School shall prepare and provide an electronic master list of all students to the

Charter Schools Division in accordance with the District procedures applicable at the time

of closure. This list shall include the student’s identification number, Statewide Student

Identifier (SSID), birthdate, grade, full name, address, home school/school district, enroll-

ment date, exit code, exit date, parent/guardian name(s), and phone number(s). If the Char-

ter School closure occurs before the end of the school year, the list also shall indicate the

name of the school to which each student is transferring, if known. This electronic master

list shall be delivered to the CSD in the form of a CD or otherwise in accordance with

District procedures.

4. Charter School must organize the original cumulative files for delivery to the District in

two categories: active students and inactive students. Charter School will coordinate with

the CSD for the delivery and/or pickup of student records.

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5. Charter School must update all student records in the California Longitudinal Pupil

Achievement Data System (CALPADS) prior to closing.

6. Charter School must provide to the CSD a copy of student attendance records, teacher

gradebooks, Charter School payroll and personnel records, and Title I records (if applica-

ble). Personnel records must include any and all employee records including, but not lim-

ited to, records related to performance and grievance.

7. Charter School shall ensure that all records are boxed and clearly labeled by classification

of documents and the required duration of storage in accordance with District procedures.

8. Charter School shall provide to the responsible person(s) designated by the governing

board of Charter School to conduct all closure-related activities a list of students in each

grade level and, for each student, a list of classes completed and the student’s district of

residence.

Financial Close-Out

After receiving notification of closure, the California Department of Education (CDE) will notify

Charter School and the authorizing entity of any liabilities Charter School owes the state, which

may include overpayment of apportionments, unpaid revolving fund loans or grants, and/or similar

liabilities. The CDE may ask the county office of education to conduct an audit of the charter

school if it has reason to believe that the school received state funding for which it was not eligible.

Charter School shall ensure completion of an independent final audit within six months after the

closure of Charter School that includes:

1. An accounting of all financial assets. These may include cash and accounts receivable and

an inventory of property, equipment, and other items of material value.

2. An accounting of all liabilities. These may include accounts payable or reduction in appor-

tionments due to loans, unpaid staff compensation, audit findings, or other investigations.

3. An assessment of the disposition of any restricted funds received by or due to Charter

School.

This audit may serve as Charter School’s annual audit.

Charter School shall pay for the financial closeout audit of Charter 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 Charter School will be the responsibility of Charter

School and not LAUSD. Charter School understands and acknowledges that Charter School will

cover the outstanding debts or liabilities of Charter School. Any unused monies at the time of the

audit will be returned to the appropriate funding source. Charter School understands and acknowl-

edges that only unrestricted funds will be used to pay creditors. Any unused AB 602 funds will be

returned to the District SELPA or the SELPA in which Charter School participates, and other

categorical funds will be returned to the source of funds.

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Charter School shall ensure the completion and filing of any annual reports required. These reports

include but are not necessarily limited to:

1. Preliminary budgets

2. Interim financial reports

3. Second interim financial reports

4. Final unaudited reports

These reports must be submitted to the CDE and the authorizing entity in the form required. If

Charter School chooses to submit this information before the forms and software are available for

the fiscal year, alternative forms can be used if they are approved in advance by the CDE. These

reports should be submitted as soon as possible after the Closure Action, but no later than the

required deadline for reporting for the fiscal year.

For apportionment of categorical programs, the CDE will count the prior year average daily at-

tendance (ADA) or enrollment data of the closed Charter School with the data of the authorizing

entity. This practice will occur in the first year after the closure and will continue until CDE data

collection processes reflect ADA or enrollment adjustments for all affected LEAs due to the char-

ter closure.

Disposition of Liabilities and Assets

The closeout audit must identify the disposition of all liabilities of Charter School. Charter School

closure procedures must also ensure appropriate disposal, in accordance with Charter School’s

governing board bylaws, fiscal procedures, and any other applicable laws and regulations, of any

net assets remaining after all liabilities of Charter School have been paid or otherwise addressed.

Such disposal includes, but is not limited to:

1. Charter School, at its cost and expense, shall return to the District any and all property,

furniture, equipment, supplies, and other assets provided to Charter School by or on behalf

of the District. The District discloses that the California Education Code sets forth the

requirements for the disposition of the District’s personal property and Charter School shall

bear responsibility and liability for any disposition in violation of statutory requirements.

2. The return of any donated materials and property in accordance with any terms and condi-

tions set when the donations were accepted.

3. The return of any grant and restricted categorical funds to their sources according to the

terms of the grant or state and federal law.

4. The submission of final expenditure reports for any entitlement grants and the filing of

Final Expenditure Reports and Final Performance Reports, as appropriate.

If Charter School is operated by a nonprofit corporation, and if the corporation does not have any

functions other than operation of Charter School, the corporation shall be dissolved according to

its bylaws.

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Charter School shall retain sufficient staff, as deemed appropriate by the Charter School governing

board to complete all necessary tasks and procedures required to close the school and transfer

records in accordance with these closure procedures.

Charter School’s governing board shall adopt a plan for wind-up of Charter School and, if neces-

sary, the corporation, in accordance with the requirements of the Corporations Code.

Charter School shall provide LAUSD within fourteen (14) calendar days of the Closure Action

with written notice of any outstanding payments due to staff and the time frame and method by

which Charter School will make the payments.

Prior to final close-out, Charter School shall complete all actions required by applicable law, in-

cluding but not limited to the following:

a. File all final federal, state, and local employer payroll tax returns and issue final W-2s

and Form 1099s by the statutory deadlines.

b. File a Federal Notice of Discontinuance with the Department of Treasury (Treasury

Form 63).

c. Make final federal tax payments (employee taxes, etc.)

d. File its final withholding tax return (Treasury Form 165).

e. File its final return with the IRS (Form 990 and Schedule).

This Element 16 shall survive the revocation, expiration, termination, cancellation of this Charter,

or any other act or event that would end Charter School’s authorization to operate as a charter

school or cause Charter School to cease operation. Charter School agrees that, due to the nature

of the property and activities that are the subject of this Charter, the District and public shall suffer

irreparable harm should Charter School breach any obligation under this Element 16. The District

therefore reserves the right to seek equitable relief to enforce any right arising under this Element

16 or any provision of this Element 16 or to prevent or cure any breach of any obligation under-

taken, without in any way prejudicing any other legal remedy available to the District. Such legal

relief shall include, without limitation, the seeking of a temporary or permanent injunction, re-

straining order, or order for specific performance, and may be sought in any appropriate court.

Additional Provisions

FACILITIES

District-Owned Facilities If Charter School is using District facilities as of the date of the submittal of this charter petition or

takes occupancy of District facilities prior to the approval of this charter petition, Charter School

shall execute an agreement provided by the District for the use of the District facilities as a condition

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of the approval of the charter petition. If at any time after the approval of this charter petition Charter

School will occupy and use any District facilities, Charter School shall execute an agreement pro-

vided by the District for the use of the District facilities prior to occupancy and commencing use.

Charter School shall implement and otherwise comply with the terms of any and all applicable facil-

ities use agreements between Charter School and the District.

Notwithstanding any provision of any existing agreement for the use of District facilities, no agree-

ment for the use of District facilities shall automatically renew or extend its term with the renewal

of the charter petition. The circumstances of Charter School’s occupancy of District facilities may

change over time such as, but not limited to, enrollment, programs, and the conditions of facilities,

and the District has a vested interest in having an agreement that is appropriate for the situation.

Prop. 39 Single Year Co-Location Use Agreement shall be limited to one (1) school year and expire

on the date stated in said instrument. There is no automatic renewal.

For the Sole Occupant Agreement or any other use agreement that is not a lease issued through the

Notice of Intent and bid process, the term shall not exceed five (5) years or shall be co-terminus with

the charter petition, whichever is shorter. Charter School and the District shall negotiate any modifi-

cations of the agreement with the goal of such amendment or new agreement being considered by

the LAUSD Board of Education with the renewal of the charter petition. If Charter School and the

District cannot execute an agreement in time for such to be considered by the Board of Education

with the renewal of the charter petition, the approval of the renewal of the charter petition shall be

conditioned upon Charter School and the District executing an amendment to the existing use agree-

ment or a new agreement no later than May 1st or within nine (9) months of the date of the Board of

Education’s approval of the renewal of the charter petition. During such time period Charter School

shall be permitted to remain in occupancy of the District facilities under the terms and conditions of

the immediately preceding, executed use agreement; provided, that if Charter School and the District

cannot agree upon and execute an amendment or new use agreement by said deadline, Charter School

shall vacate the District facilities on or before June 30th of said school year.

Charter School agrees that occupancy and use of District facilities shall be in compliance with appli-

cable laws and District policies for the operation and maintenance of District facilities and furnish-

ings and equipment. All District facilities (i.e. schools) will remain subject to those laws applicable

to public schools.

In the event of an emergency, all District facilities (i.e. schools) are available for use by the American

Red Cross and public agencies as emergency locations, which may disrupt or prevent Charter School

from conducting its educational programs. If Charter School will share the use of District facilities

with other District user groups, Charter School agrees it will participate in and observe all District

safety policies (e.g., emergency chain of information and participation in safety drills).

The use agreements provided by the District for District facilities shall contain terms and conditions

addressing issues such as, but not limited to, the following:

Use: Charter School will be restricted to using the District facilities for the operation of a public

school providing educational instruction to public school students consistent with the terms of

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the Charter and incidental related uses. The District shall have the right to inspect District facili-

ties upon reasonable notice to Charter School.

Furnishings and Equipment: The District shall retain ownership of any furnishings and equip-

ment, including technology, (“F&E”) that it provides to Charter School for use. Charter School,

at its sole cost and expense, shall provide maintenance and other services for the good and safe

operation of the F&E.

Leasing; Licensing: Use of the District facilities by any person or entity other than Charter

School shall be administered by the District. The parties may agree to an alternative arrange-

ment in the use agreement.

Programs, Services, and Activities Outside Instructional Program; Third Party Vendors

(i) Any program, service, or activity provided outside the instructional program shall

be subject to the terms and provisions of the use agreement, and, additionally, may

require a license, permit, or additional agreement issued by the District. The term

“instructional program” is defined, per Education Code section 47612 and 5 CCR

section 11960, as those required educational activities that generate funding based

on “average daily attendance” and includes those extracurricular programs, ser-

vices, and/or activities that students are required to participate in and do not require

the payment of any consideration or fee.

(ii) Any program, service, or activity requiring the payment of any consideration or fee

or provided by a third party vendor (defined as any person or entity other than

Charter School), whether paid or volunteer and regardless of whether such may be

within the instructional program, shall be subject to the terms and provisions of the

use agreement and such third party vendor shall be required to obtain a license,

permit, or additional agreement from the District.

Minimum Payments or Charges to be Paid to District Arising From the Facilities:

(i) Pro Rata Share: The District shall collect and Charter School shall pay a Pro Rata

Share for facilities costs as provided in the Charter Schools Act of 1992 and its

regulations. The parties may agree to an alternative arrangement regarding facilities

costs in the use agreement; and

(ii) Taxes; Assessments: Generally, Charter School shall pay any assessment or fee

imposed upon or levied on the LAUSD facilities that it is occupying or Charter

School’s legal or equitable interest created by the use agreement.

Maintenance & Operations Services: In the event the District agrees to allow Charter School

to perform any of the operation and maintenance services, the District shall have the right to

inspect the District facilities, and the costs incurred in such inspection shall be paid by Charter

School.

(i) Co-Location: If Charter School is co-locating or sharing the District facilities with

another user, the District shall provide the operations and maintenance services for

the District facilities and Charter School shall pay the Pro Rata Share. The parties

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may agree to an alternative arrangement regarding performance of the operations

and maintenance services and payment for such in the use agreement.

(ii) Sole Occupant: If Charter School is a sole occupant of District facilities, the District

shall allow Charter School, at its sole cost and expense, to provide some operations

and maintenance services for the District facilities in accordance with applicable

laws and LAUSD’s policies on operations and maintenance services for facilities

and F&E. NOTWITHSTANDING THE FOREGOING, the District shall provide

all services for regulatory inspections which as the owner of the real property it is

required to submit, and deferred maintenance, and Charter School shall pay

LAUSD for the cost and expense of providing those services. The parties may agree

to an alternative arrangement regarding performance of the operations and mainte-

nance services and payment for such services in the use agreement.

Real Property Insurance: Prior to occupancy, Charter School shall satisfy requirements to par-

ticipate in LAUSD’s property insurance or, if Charter School is the sole occupant of LAUSD

facilities, obtain and maintain separate property insurance for the LAUSD facilities. Charter

School shall not have the option of obtaining and maintaining separate property insurance for

the LAUSD facility IF Charter School is co-locating or sharing the LAUSD facility with an-

other user.

Non-District-Owned Facilities Occupancy and Use of the Site: Prior to occupancy or use of any school site or facility, Charter

School shall provide the CSD with a current Certificate of Occupancy or equivalent document

issued by the applicable permitting agency that allows Charter School to use and occupy the site

as a charter school. Charter School shall not exceed the operating capacity of the site and shall

operate within any limitations or requirements provided by the Certificate of Occupancy and any

applicable permit. Charter School may not open or operate without providing a copy of an ap-

propriate Certificate of Occupancy to the CSD. If Charter School intends to move or expand to

another facility during the term of this Charter, Charter School shall adhere to any and all District

policies and procedures regarding charter material revision and non-material amendment. Prior

to occupancy or use of any such additional or changed school site, Charter School shall provide

an appropriate Certificate of Occupancy to the CSD for such facility. Notwithstanding any lan-

guage to the contrary in this Charter, the interpretation, application, and enforcement of this

provision are not subject to the Dispute Resolution Process outlined in Element 14.

Facility Compliance: Prior to occupancy or use of any school site or facility, Charter School

shall provide adequate documentation to the CSD that the facility complies with all applicable

building codes, standards and regulations adopted by the city and/or county agencies responsible

for building and safety standards for the city in which Charter School is to be located, federal

and state accessibility requirements (including the Americans with Disabilities Act (ADA) and

Section 504), and all other applicable fire, health, and structural safety and access requirements.

This requirement shall also apply to the construction, reconstruction, alteration of or addition to

the facility. Charter School shall resolve in a timely manner any and all corrective actions, orders

to comply, or notices issued by the authorized building and safety agency or the District. Charter

School cannot exempt itself from applicable building and zoning codes, ordinances, and

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ADA/Section 504 requirements. Charter School shall maintain on file readily accessible records

that document facilities compliance and provide such documentation to the CSD upon request.

Pest Management: Charter School shall comply with the Healthy Schools Act, Education Code

section 17608, which details pest management requirements for schools.

Asbestos Management: Charter School shall comply with the asbestos requirement as cited in

the Asbestos Hazard Emergency Response Act (AHERA), 40 C.F.R. part 763. AHERA requires

that any building leased or acquired that is to be used as a school or administrative building shall

maintain an asbestos management plan.

INSURANCE

Insurance Requirements

No coverage shall be provided to Charter School by the District under any of the District’s self-

insured programs or commercial insurance policies. Charter School shall secure and maintain, at

a minimum, insurance as set forth below with insurance companies acceptable to the District [A.M.

Best A-, VII or better] to protect Charter School from claims which may arise from its opera-

tions. Each Charter School location shall meet the below insurance requirements individually.

It shall be Charter School’s responsibility, not the District’s, to monitor its vendors, contractors,

partners, and/or sponsors for compliance with the insurance requirements.

The following insurance policies are required:

1. Commercial General Liability, including Fire Legal Liability, coverage of $5,000,000 per

Occurrence and in the Aggregate. The policy shall be endorsed to name the Los Angeles

Unified School District and the Board of Education of the City of Los Angeles (“Board of

Education”) as named additional insureds and shall provide specifically that any insurance

carried by the District which may be applicable to any claims or loss shall be deemed ex-

cess and Charter School's insurance shall be primary despite any conflicting provisions in

Charter School's policy. Coverage shall be maintained with no Self-Insured Retention

above $15,000 without the prior written approval of the Division of Risk Management and

Insurance Services for the LAUSD.

2. Workers' Compensation Insurance in accordance with provisions of the California Labor

Code adequate to protect Charter School from claims that may arise from its operations

pursuant to the Workers' Compensation Act (Statutory Coverage). The Workers’ Compen-

sation Insurance coverage must also include Employers Liability coverage with limits of

$1,000,000/$1,000,000/$1,000,000.

3. Commercial Auto Liability, including Owned, Leased, Hired, and Non-owned, coverage

with limits of $1,000,000 Combined Single Limit per Occurrence if Charter School does

not operate a student bus service. If Charter School provides student bus services, the re-

quired coverage limit is $5,000,000 Combined Single Limit per Occurrence.

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4. Crime Insurance or Fidelity Bond coverage shall be maintained by Charter School 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 with minimum limits of

$3,000,000 per occurrence and $3,000,000 general aggregate.

6. Sexual Molestation and Abuse coverage with minimum limits of $3,000,000 per occur-

rence and $3,000,000 general aggregate. Coverage may be held as a separate policy or

included by endorsement in the Commercial General Liability or the Errors and Omissions

Policy.

7. Employment Practices Legal Liability coverage with limits of $3,000,000 per occurrence

and $3,000,000 general aggregate.

8. Excess/umbrella insurance with limits of not less than $10,000,000 is required of all high

schools and any other school that participates in competitive interscholastic or intramural

sports programs.

Coverages and limits of insurance may be accomplished through individual primary policies or

through a combination of primary and excess policies. The policy shall be endorsed to name the

Los Angeles Unified School District and Its Board of Education as named additional insureds 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 Charter School's insurance shall be primary despite

any conflicting provisions in Charter School's policy.

Evidence of Insurance

Charter School shall furnish to the District’s Division of Risk Management and Insurance Services

located at 333 S. Beaudry Ave, 28th Floor, Los Angeles CA 90017 within 30 days of all new

policies inceptions, renewals or changes, certificates or such insurance signed by authorized rep-

resentatives of the insurance carrier. Certificates shall be endorsed as follows:

“Charter school shall be required to provide LAUSD with 30 days prior written notice by

certified mail, return receipt requested, if the insurance afforded by this policy shall be sus-

pended, cancelled, reduced in coverage limits or non-renewed.”

Facsimile or reproduced signatures may be acceptable upon review by the Division of Risk Man-

agement and Insurance Services. However, the District reserves the right to require certified copies

of any required insurance policies.

Should Charter School deem it prudent and/or desirable to have insurance coverage for damage or

theft to Charter 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 Charter School.

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Hold Harmless/Indemnification Provision

To the fullest extent permitted by law, Charter School 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 attorneys’ fees, brought by any

person or entity whatsoever, arising out of, or relating to, this Charter agreement. Charter School

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 not limited to attorneys’ 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 Charter School and/or its officers, directors, employees or volunteers. More-

over, Charter School agrees to indemnify, defend and hold harmless “the LAUSD and the Board

of Education and their members, officers, directors, agents, representatives, employees and volun-

teers, for any contractual liability resulting from third party contracts with Charter School’s ven-

dors, contractors, partners or sponsors.

FISCAL MATTERS

District Oversight Costs The District may charge for the actual costs of oversight of Charter School not to exceed 1% of

Charter School’s revenue, or the District may charge for the actual costs of oversight of Charter

School not to exceed 3% if Charter School is able to obtain substantially rent free facilities from

the District. Notwithstanding the foregoing, the District may charge the maximum oversight fee

allowed under the law as it may change from time to time. The oversight fee provided herein is

separate and distinct from the charges arising under charter school facilities use agreements.

Cash Reserves

Charter School acknowledges that the recommended cash reserve is 5% of expenditures, as pro-

vided in section 15450, title 5 of the California Code of Regulations.

Third Party Contracts Charter School shall ensure that all third party contracts, whether oral or written, for supplies,

equipment, goods and/or services, for the direct or indirect benefit of, or otherwise related to the

operation of, Charter School, require compliance with and otherwise conform to all applicable

local, state, and federal policies, regulations, laws, and guidelines, including but not limited to

licensing and permit requirements as well as requirements related to protection of health and

safety.

Special Education Revenue Adjustment/Payment for Services

In the event that Charter School owes funds to the District for the provision of agreed upon or fee

for service or special education services or as a result of the State’s adjustment to allocation of

special education revenues from Charter School, Charter School authorizes the District to deduct

any and all of the in lieu property taxes that Charter School otherwise would be eligible to receive

under section 47635 of the Education Code to cover such owed amounts. Charter School further

understands and agrees that the District shall make appropriate deductions from the in lieu property

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tax amounts otherwise owed to Charter School. Should this revenue stream be insufficient in any

fiscal year to cover any such costs, Charter School agrees that it will reimburse the District for the

additional costs within forty-five (45) business days of being notified of the amounts owed.

Audit and Inspection of Records

Charter School agrees to observe and abide by the following terms and conditions as a requirement

for receiving and maintaining its charter authorization:

Charter School is subject to District oversight.

The District’s statutory oversight responsibility continues throughout the life of the Charter

and requires that the District, among other things, monitors the fiscal condition of Charter

School.

The District is authorized to revoke this Charter for, among other reasons, the failure of

Charter School to meet generally accepted accounting principles or if Charter School en-

gages in fiscal mismanagement.

Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to audit

Charter School books, records, data, processes and procedures through the District Office of the

Inspector General or other means. The audit may include, but is not limited to, the following areas:

Compliance with terms and conditions prescribed in the Charter agreement,

Internal controls, both financial and operational in nature,

The accuracy, recording and/or reporting of Charter School’s financial information,

Charter School’s debt structure,

Governance policies, procedures and history,

The recording and reporting of attendance data,

Charter School’s enrollment process,

Compliance with safety plans and procedures, and

Compliance with applicable grant requirements.

Charter School shall cooperate fully with such audits and shall make available any and all records

necessary for the performance of the audit upon 30 days notice to Charter School. When 30 days

notice may defeat the purpose of the audit, the District may conduct the audit upon 24- hours

notice.

Internal Fiscal Controls

Charter School will develop and maintain sound internal fiscal control policies governing all fi-

nancial activities.

Apportionment Eligibility for Students Over 19 Years of Age Charter School acknowledges that, in order for a pupil over nineteen (19) years of age to remain

eligible for generating charter school apportionment, the pupil shall be continuously enrolled in

public school and make satisfactory progress toward award of a high school diploma. (Ed. Code §

47612(b).)

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Local Control and Accountability Plan

In accordance with California Education Code sections 47604.33 and 47606.5, Charter School

shall include in its annual update a “listing and description of the expenditures for the fiscal year

implementing the specific actions included in the charter as a result of the reviews and assess-

ment required by paragraph (1)” of section 47606.5(a). These expenditures shall be “classified

using the California School Accounting Manual pursuant to Section 41010.” (Ed. Code §

47606.5(b).)

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