CAPITOLCollegiate Academy

Capitol Collegiate AcademyPetition Respectfully Submitted to the

Sacramento City Unified School District January 22, 2010

Contact: Penny Schwinn, Lead Petitioner

pschwinn@buildingexcellentschools.org916.217.1061

Compete ▪ Achieve ▪ Lead

FOUNDING TEAM Penny SchwinnLead Petitioner Building Excellent Schools Fellow

Michael AgostiniDirector of OperationsCharter School Development Center

Ed ManansalaSuperintendentSt. HOPE Public Schools

Emily RandonDirector of Academic AchievementUC Davis School of Law

Brian WeiselStaff AttorneySacramento Child Advocates

Margaret WestonPolicy AnalystPublic Policy Institute of California

Jennifer WonnacottDirector of CommunicationsOffice of Assemblywoman Huber

TABLE OF CONTENTS

EXECUTIVE SUMMARY

ELEMENT 1…………………………………………………………………………….4

STATEMENT OF PURPOSE.................................................................................................4STATEMENT OF NEED.......................................................................................................5ENROLLMENT PLAN.......................................................................................................15EDUCATION PHILOSOPHY...............................................................................................16A TYPICAL DAY AT CAPITOL COLLEGIATE....................................................................29HOW LEARNING BEST OCCURS......................................................................................33INSTRUCTIONAL PROGRAM............................................................................................35

Academic Design.......................................................................................................35Curriculum Map.........................................................................................................37Additional Instructional Practices..............................................................................51

BEST PRACTICES FOR INSTRUCTION..............................................................................54SCHEDULE......................................................................................................................65ADDITIONAL SUPPORTS FOR TARGETED STUDENTS......................................................75EXCELLENT SCHOOL VISITS...........................................................................................93

ELEMENT 2 ……………………………………………………………………………96

BENCHMARKS TO BE MET ............................................................................................96COMPARISON SCHOOLS..................................................................................................96PRIMARY GROWTH MEASURES......................................................................................96

Academic GoalsOrganizational Viability GoalsNon-Academic Goals

ELEMENT 3 ……………………………………………………………………………100

APPROACH TO ASSESSMENT DATA..............................................................................100STATEWIDE ASSESSMENT.............................................................................................100

Test Results..............................................................................................................102ACCOUNTABILITY PROGRESS REPORTING...................................................................102ADDITIONAL METHODS OF ASSESSMENT.....................................................................104DATA ANALYSIS..........................................................................................................108DATA-DRIVEN INSTRUCTION AND STAFF DEVELOPMENT............................................109STATE MANDATED ASSESSMENTS ASSURANCE..........................................................110REPORTING OF DATA...................................................................................................111COMMUNICATING DATA TO STUDENTS AND FAMILIES...............................................112GRADING POLICY.........................................................................................................113

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ELEMENT 4……………………………………………………………………………117

ELEMENT 5 ………………………………………………….………………………132

ELEMENT 6 ……………………………………………………..……………………147

ELEMENT 7 ……… …… ……… ……… ………..……….………. ………….……154

ELEMENT 8 ……………………………..……….…………..…………………,……159

ELEMENT 9 ……………………………………………………..……………….……161

ELEMENT 10 …………………………………………………………………….……166

ELEMENT 11 …………………………………………………………………….……171

ELEMENT 12 ……………………………………………….…………………………173

ELEMENT 13 ……………………………………………..……………………………174

ELEMENT 14 …………………………………………..………………………………175

ELEMENT 15 ………………………………………..…………………………………176

ELEMENT 16 ……………………………………..……………………………………177

APPENDIX #A: RESUME OF LEAD PETITIONERB: RESUMES OF THE BOARD OF DIRECTORSC: PROPOSED BYLAWS – BOARD OF DIRECTORSD: CONFLICT OF INTEREST POLICYE: SIGNATURES OF TEACHERSF: BUILDING EXCELLENT SCHOOLS FELLOWSHIP SUMMARYG: ARTICLES OF INCORPORATIONH: SAMPLE PARENT SATISFACTIONS SURVEYSI: FOUNDING BOARD MEMBER EXPECTATIONS AND AGENDASJ: FAMILY OUTREACH FLYERS AND MARKETING DOCUMENTSK: STUDENT APPLICATIONL: BUDGET, CASH FLOW, AND FINANCIAL PROJECTIONS

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M: LETTERS OF SUPPORTN: SCOPE AND SEQUENCE BASED ON CALIFORNIA STATE STANDARDSO: SAMPLE CURRICULUM ALIGNMENT TEMPLATES AND PLANNING DOCUMENTSP: TEACHER PROFESSIONAL DEVELOPMENTQ: SAMPLE HEAD OF SCHOOL EVALUATION

R: SAMPLE PARENT AND STUDENT CONTRACT OF COMMITMENT

EXECUTIVE SUMMARY

MISSION AND VISIONCapitol Collegiate Academy prepares students in kindergarten through grade eight to compete, achieve, and lead in college and in life.

Capitol Collegiate Academy (“Capitol Collegiate”) is a proposed charter school founded on the firm belief that all students, regardless of race, home language, family education level, or socio-economic status, are entitled to a high quality education. We believe that a no-excuses culture is the foundation for success and that with discipline, structure, academic rigor, humility, and unyielding optimism, we will ensure that students have the early foundation necessary to go on and excel in high school, in college, and in their careers.

NEEDA large percentage of students residing in the Oak Park, Lemon Hill, and Lawrence Park communities of Sacramento currently attend under-performing district schools. District-wide performance on the California Standards Test remains relatively low with 52% of district fifth graders and 55% of district eighth graders scoring below proficiency in English Language Arts. Additionally, 58% of fifth graders score below proficiency in mathematics, and 64% below proficiency in science. Students attending South Sacramento elementary schools performed lower than these district averages, and many schools in this community are earning a statewide rank of 1 out of a possible 10. With every progressing year of increasingly lower levels of proficiency and achievement, the risk of students not meeting grade level expectations or completing high school increases substantially. The South Sacramento community is in need of public school options focused solely on establishing a powerful foundation in the early elementary years, and with the supports and structures designed to meet the clear academic needs of students growing up in these communities.

CAPACITYCapitol Collegiate will be founded, developed, governed, and operated by highly-qualified, committed, and mission-aligned education, business, and community leaders. The Founding Group shares a clear and explicit belief that all students, regardless of socio-economic background, should have access to a high quality education and that these students are able to achieve at the same level as their more affluent peers. We believe that college preparation begins in kindergarten and that students should be educated with this end goal in mind. Prominent petitioners for Building Healthy Communities, a collaborative of community organizations in South Sacramento, have expressed the need for and support of our efforts. Using the expertise of this group as well as other community partners, we have assembled a team of legal, business, school, policy, and community leaders, each bringing a component of his or her expertise that will drive the work and success of the school. The Lead Founder of Capitol Collegiate is an

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urban school leader and educator with a successful background in education and business. Through the Building Excellent Schools Fellowship, the Lead Founder and proposed Head of School has received extensive training in instructional leadership, operations, finance, and governance. It is through the collective work of this strong founding team that Capitol Collegiate will provide an excellent elementary education and create college-bound students in some of South Sacramento’s most at-risk communities.

ELEMENT 1 - 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)

STATEMENT OF PURPOSE

MissionCapitol Collegiate Academy prepares students in kindergarten through grade eight to compete, achieve, and lead in college and in life.

VisionCapitol Collegiate Academy is a proposed school founded on the firm belief that all students, regardless of race, home language, family education level, or socio-economic status, are entitled to a high quality education. We believe that a no-excuses culture is the foundation for success and that with discipline, structure, challenging work, humility, and unyielding optimism, we will ensure that students have the early foundation necessary to excel in high school, in college, and in their careers.

A challenging curriculum and cohesive culture will be the foundational stones on which Capitol Collegiate will be built. We will create a small, safe, and structured learning environment that challenges students to push themselves to perform at their personal bests. School culture will drive the focus of all classrooms, while at the same time addressing the individual needs of each student. Teachers will create planning documents that reflect the deliberate consideration of how students learn and what will propel them forward in achievement. Teachers will be given the structure, support, and resources needed to collaborate with each other, challenge students in the classroom, and construct exceptional lesson plans and standards-driven curriculum. For those students unable to master academic content during class, daily tutoring and homework support during the last block of the day will be provided to ensure that each student is receiving the time and attention necessary to achieve. Finally, by extending the grade span of the school to include kindergarten through eighth grades within a slow growth model, Capitol Collegiate will capitalize on its organization, discipline, and academics in all areas to make certain a smooth transition for elementary and middle school students into high school.

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STATEMENT OF NEED

Overview

Since the publication of A Nation At Risk, the United States has become increasingly aware of the low performance of many American public schools as well as the lack of resources effectively used in these schools. American students are not universally prepared to participate in the economy and are not adequately aware of the high stakes of an excellent education.1 As a result, policymakers, researchers, and school districts have invested a great deal of resources into finding solutions to the performance challenge. The various conclusions of these groups suggest that by prioritizing student achievement, creating a coherent, standards-based curriculum, using data to improve instruction, and ensuring the availability of resources, low-performing schools will be able to improve student performance.2

In California, this need is especially high. Based on the proficiency levels on the National Assessment of Educational Progress (NAEP) for students in public schools, California ranked 45th in fourth grade math and 40th in eighth grade math. California also ranked 47th in fourth grade reading and 45th in eighth grade reading.3 As a state, we are in the dangerous position of under-serving our students and preventing them from being competitive in college admissions and seeking out employment opportunities, upon which individual student’s futures and our civic and community life depend.

Sacramento is facing similar challenges in building student proficiency. Less than two-thirds of our students are proficient in Reading and Math and significantly less than half of our low-income students are scoring at the proficient level. It is our responsibility to ensure that all of our students have access to an excellent education and to extensive opportunities for growth and success. Capitol Collegiate will address one component of this need. Superintendent Raymond concurs with this position, stating, “Competition is good. If charter schools are doing a better job, well then, we should be learning from them.”4 In turn, Capitol Collegiate is committed to the

1 U.S. Department of Education. (2003). “High schools with high expectations for all.” Issue Papers: The High School Leadership Summit.2 Shannon, G.S., & Bylsma, P. (2006). “Characteristics of improved school districts.” The Center for Comprehensive School Reform and Improvement. Williams, T. (2006). “Similar students, different results: why do some schools do better?” EdSource. 3 U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.(NAEP), 2007 Mathematics and Reading Assessments. See Internet site <http://nces.ed.gov/nationsreportcard/> (accessed 15 March 2008).4 http://www.capradio.org/articles/articledetail.aspx?articleid=6966.

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belief that sharing best practices and successful strategies is a key way in which all schools will progress and we are committed to operating on this path of mutual dissemination.

In today’s changing economy, college has become the most direct path for students seeking success. We believe that this path to college starts in kindergarten. All students need and have a right to schools that push, inspire, and motivate them to excel in college and beyond. The founders of Capitol Collegiate propose a school such as this. Without apology, we will prepare our students for success in high school, in college, and in their careers.

Why A College Preparatory Elementary School

Capitol Collegiate will serve students in kindergarten through grade eight from all neighborhoods in Sacramento City Unified School District, with a focus on the South Sacramento community. Our school recognizes the immediate and significant challenges, as well as the consequences faced by urban middle and high schools. However, research indicates that intervention in the earliest years is the most powerful way to increase student performance and close the achievement gap. As students progress through the education system, these gaps only widen and become increasingly insurmountable in the later grades. In this respect, a student who falls behind in first grade will only fall further behind as the student progresses through school. For example, the vocabulary of a first grade student is a key predictor for reading comprehension ten years later, and if that first grade vocabulary is not developed, the student will be several grade levels behind by the junior year in high school.5 We believe that being proactive instead of reactive to this problem is critical in pushing students to their personal bests in education.

Statistics indicate that only 1 in 10 students from low-income communities will graduate from college.6 Yet all public schools, especially those serving the most disadvantaged students, must prepare students to compete academically in a world in which college completion is an increasing necessity and not a luxury. Far too often, disadvantaged children do not have clear access to this pathway. Waiting to address the pathway of college until high school for students from disadvantaged backgrounds, when they are multiple grade levels behind and often disengaged from their education, presents a far more difficult challenge to educators and schools.

All students at Capitol Collegiate will know they are college-bound. This college culture will manifest in every component of the school, from the hallways and school cheers, to classroom assignments and parent conferences. In addition:

All students and parents will know and understand the college preparatory mission of Capitol Collegiate.

School chants and expressions will reflect college matriculation. Rooms will bear the names of colleges and universities. Classrooms will adopt the mascots of colleges and universities. Students and families will attend trips to colleges and universities.

5 Cunningham, A.E., & Stanovich, K. E. “Early reading acquisition and its relation to reading experience and ability 10 years later.” Developmental Psychology. 1997.6 Mortenson, Tom. “Family Income and Higher Education Opportunity,” Postsecondary Education Opportunity, 2005.

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We believe that college preparation must start on a child’s first day of primary education. Further, literacy is the most important component of a child’s education leading to college entrance and success. Because students from economically disadvantaged backgrounds enter kindergarten exposed to 30 million fewer words, it is critical that this work to help students on a strong path towards college readiness begins form their first day of formal education.7

Elementary school-aged children should be able to readily identify the link between strong academic outcomes now and later success facilitated with a college education in the future. The concept is clear for more advantaged students, and one we must instill in all students as early as possible. Efforts to address the inequalities between socio-economics should not focus only on high school, but on the long-term path from kindergarten to college.8 With a mindset and goal of college, it is our responsibility as a school to ensure that students are prepared to execute on this promise.

Demographic Overview

Sacramento City Unified School District (SCUSD) is a district serving over 45,000 K-12 students in northern Sacramento County.9 The district serves an incredibly diverse population of students, and the South Sacramento community is one such area reflective of this diversity.

The proposed area of South Sacramento serves an approximate population that is split between Caucasian (11%), African-American (20%), Latino (49%) and Asian (21%).10 It is also an area with crime rates dramatically higher than those of the state and national averages. The majority of students living in the area are doing so below every measurable indicator linked to academic and social success, including household income level, school achievement scores, and education of parents.11 Like many urban school districts and communities, South Sacramento serves a majority of students from families living within one standard deviation of the poverty line, with 98% of students at area schools qualifying for free and reduced lunch through the national School Lunch Program.12 Based on area schools, approximately 9% of students have been identified as having special needs and approximately 49% of students are classified as English Language Learners. Given this data, as well as the data of other local schools, we anticipate serving a population of students with widely differing needs and academic performance levels. While we do expect a small percentage of students to enter Capitol Collegiate at or above grade level, we further anticipate that over 65% of our incoming students will be one or more years below grade level in English Language Arts and/or mathematics.

The proposed area of South Sacramento has over 89,000 residents with an average population growth of 10% since 2000. Additionally, more than 85% of district students come from families in which neither parent attended college and 33% in which neither parent graduated from high school. This community averages a 10.7% unemployment rate and $14,000 per capita income,

7 This statistic is derived from the article, “The Early Catastrophe: The 30 Million Word Gap by Age 3,” written by Betty Hart and Todd R. Risley, American Educator, (Spring 2003).8 Robert Haveman and Timothy Smeeding, “The Role of Higher Education in Social Mobility,” The Future of Children, Vol. 16(2) Fall 2006.9 Ed-Data Guide. (2009). EdSource.10 Ibid. 11 Jean LeTendre, “Title I Schoolwide Program: Improving Schools for All Children,” Journal of Education for Students Placed At Risk, Vol. 1, 1996, p. 109-111.12 Source: CCD Public school data 2006-2007 school year.

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with over half of households making less than $35,000 per year and over one-quarter of households making less than $15,000 per year.13 The direct connection between education and economy is clear. For example, a recent study shows that the chances of working in a full-time job increases as a person is further educated, this boost being largest when a person graduates from high school (please see Figure 1.1).14 As more education is attained, poverty rates drop and steady employment rises, thereby providing a strong economic incentive to ensuring that all Sacramento residents receive an excellent public education.

Figure 1.1: The Economy-Education Connection15

The clear connection between the education of a city’s population and its economic prosperity is relevant to Sacramento, as the unemployment rate has disproportionately impacted our low-income communities. As a metropolitan area’s education base weakens, there is a corollary decrease in the economic vitality of that area.16 Sacramento was included in a study that found if only 50% of the 7,140 students who dropped out of the Class of 2008 had earned a high school diploma, this group would earn $54 million in additional wages over the course of a year, see 79% pursue further education, and grow local tax revenues by almost $8 million.17

We recognize the social barriers that deter many students from being able to access an excellent education, but we reject the idea that this access is impossible. In fact, Capitol Collegiate knows that a quality education is the most important component that enables a student to surmount the limitations of poverty. A report by McKinsey & Company found that lower levels of academic performance created significant consequences for those students in the future: continued poverty,

13 http://www.bestplaces.net/zip-code/Sacramento-California-95838.aspx.14 Swanson, C.B. (2009). “Closing the Graduation Gap: Educational and Economic Conditions in America’s Largest Cities.” Editorial Projects in Education Research.15 Ibid.16 Swanson, C.B. (2009). “Closing the Graduation Gap: Educational and Economic Conditions in America’s Largest Cities.” Editorial Projects in Education Research.17 http://www.all4ed.org/files/Sacramento.pdf.

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decreased health and quality of life, and a stronger likelihood of incarceration.18 Students who do earn a bachelors degree, however, will more than double their lifetime earnings when compared to their peers who only earn a high school diploma.19 In Sacramento, 15.21% of the population holds a bachelors degree.20 This number is significantly lower in the area of South Sacramento Capitol Collegiate proposes to serve. Research shows that financial success in life is directly attributable to college attainment, with college graduates earning over one million dollars more than adults with high school degrees only21 (please see Figure 1.2).

Figure 1.2: Average Annual Earnings by Educational AttainmentAverage Annual Earnings of U.S. Workers by Educational Attainment

$18,739

$26,795$29,095 $30,783

$50,623

$63,592

$85,675

$101,375

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

Not a HighSchool

Graduate

High SchoolGraduate

SomeCollege, No

Degree

AssociateDegree

Bachelor'sDegree

Master'sDegree

DoctorateDegree

ProfessionalDegree

Level of Education AttainedPrimary Source: U.S. Census Bureau, 2002 Secondary Source: "PostsecondaryOpportunity.org," November 2003

Ann

ual E

arni

ngs

The correlation between educational level and economic power reflects the clear importance of college attainment in helping to remove students from poverty. Capitol Collegiate recognizes the importance of college, as well as the need to begin this work early in a student’s academic career. The National Research Council states, “Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. A person who is not at least a modestly skilled reader by that time is unlikely to graduate from high school.”22 In South Sacramento, the majority of students are performing below the proficiency level in the third and fourth grades. As a result, a college preparatory K - 8 school can provide students with the foundations they need to pursue a strong academic and professional path. We understand the realities of our student proficiency levels coming into our schools, but do not believe that these scores should constitute an excuse for allowing that underperformance to continue. Instead, we challenge this trend and see the gap as an incredible opportunity to provide students with the college preparation that they need. 18 http://www.mckinsey.com/clientservice/socialsector/achievement_gap_report.pdf.19 “The Role of Higher Education in Social Mobility,” Future of Children (Vol. 16, No. 2 Fall 2006).20 http://www.bestplaces.net/City/Sacramento-California.aspx#.21 http://www.postsecondary.com.22 National Research Council, 1998.

Population Growth

The population in the South Sacramento community has increased, with an 8% jump in the last seven years, bringing the total residency to over 40,000 people.23 Many residents are younger families and, as a result, the population of students in South Sacramento has declined over the past two decades with the prospect of a jump in kindergarten-aged students over the next three years.24 This reflects the stability in potential enrollment numbers for Capitol Collegiate.

Figure 1.3: Enrollment Information for Clayton B. Wire Elementary School25

Figure 1.4: Enrollment Information for Ethel I. Baker Elementary School26

23 http://www.bestplaces.net/zip-code/Sacramento-California-95817.aspx.24 National Center for Education Statistics, U.S. Dept of Education.25 National Center for Education Statistics, U.S. Dept of Education; http://www.schooldigger.com/go/CA/schools.26 Ibid.

Student Achievement

A large percentage of students throughout the Oak Park, Lemon Hill, and Lawrence Park communities currently attend under-performing district schools. The district-wide performance on the California Standards Test (CST) remains relatively low with 52% of district fifth graders and 55% of district eighth graders below proficiency in English Language Arts. Additionally, 32% of fifth graders are below proficiency in mathematics, and 64% are below proficiency in science.27 South Sacramento elementary schools perform significantly lower on these exams, many earning a statewide rank of 1 out of a possible 10.28

These students will enroll in high school with the probability of even lower levels of achievement. In Sacramento City Unified, 79% of ninth graders are not proficient in Algebra I and 63% of eleventh graders are not proficient in English Language Arts.29 Historically, students who live in households at or below the poverty line are at greater risk of academic failure than their peers living in households above the poverty line.30 With every year of increasingly lower levels of proficiency and achievement, the risk of students not meeting grade level expectations or completing high school increases substantially.

In the 2009 report “Closing the Graduation Gap,” the urgency of education attainment is clear. Since 1975, those with bachelor degrees have seen a real income increase of 23%, while those solely with high school diplomas have increased by only 10%. Workers who did not have high school diplomas saw a decrease in their income of over 10%.31 This study also takes a closer

27http://star.cde.ca.gov/star2009/ViewReport.asp?ps=true&lstTestYear=2009&lstTestType=C&lstCounty=34&lstDistrict=67439-000&lstSchool=&lstGroup=1&lstSubGroup=1.28http://nces.ed.gov/ccd/districtsearch.29 http://star.cde.ca.gov/star2009/ViewReport.asp?ps=true&lstCounty=34&lstDistrict=67439&lstSchool.30 Jean LeTendre, “Title I Schoolwide Program: Improving Schools for All Children,” Journal of Education for Students Placed At Risk, Vol. 1, 1996, p. 109-111.31 Swanson, C.B. (2009). “Closing the Graduation Gap: Educational and Economic Conditions in America’s Largest Cities.” Editorial Projects in Education Research.

look at the nation’s 50 largest cities and their graduation rates. In Sacramento, 62.1% of high school students graduate, an increase of only 4.9% over the last ten years, matching the approximate average of the 50 largest cities. This study also ranks Sacramento as 27 th out of 41 cities in closing the achievement gap between students of different socio-economic levels.32

Further, the ten-year study between 1995 and 2005 shows an almost doubled increase in the graduation trends of suburban students compared to those in urban areas.

The South Sacramento community is in need of schools that are focused solely on addressing the foundational needs of elementary and middle school students and schools that are committed to high and measurable academic achievement. This requires schools to stringently push literacy and numeracy skills with the end goal being development for college preparatory high school programs, with students solidly on their way to competitive colleges and universities - and not solely preparation on moving to the next grade level.

In this defined section of South Sacramento, there are currently 10 elementary schools and one charter school. These ten schools serve approximately 4,100 students.33 The charter school in the area serves 287 students in kindergarten through grade eight using a two-way Spanish immersion model. Figure 1.5 reflects the academic performance of the district schools in this area.

Figure 1.5: Academic Performance of Elementary Schools in South Sacramento34

South Sacramen

to Area Elementary Schools

# of Studen

ts(2009)

Met School-wide Growt

h Target

Met All Sub-

group Growt

h Target

s

API Score (2009)

API State

Ranking

(2009)

Similar Schools Rank (2009)

Free and

Reduced

Lunch Eligibl

e

% Requir

e Specia

l Servic

es(2009)

% English

Language

Learners(2009)

Father Keith B. Kenny 34335 No No 631 2 5 90% 10% 14%

Oak Ridge 459 No No 649 1 1 99% 15% 41%Fruit Ridge 374 Yes No 676 1 2 100% 4% 31%

Ethel Phillips 465 Yes Yes 763 2 7 100% 12% 45%Huntington 239 Yes Yes 695 1 2 93% 15% 38%

Maple 284 No No 739 4 7 99% 7% 45%Ethel I. Baker 679 No No 704 2 4 100% 6% 52%

Pacific 599 Yes Yes 728 1 1 100% 9% 65%Clayton B.

Wire 481 Yes No 720 3 3 93% 10% 46%

32 Ibid.33 http://star.cde.ca.gov/star2009/ViewReport.asp?ps=true&lstCounty=34&lstDistrict=67439&lstSchool.34http://star.cde.ca.gov/star2009/ResearchFileList.asp?ps=true&lstTestYear=2009&lstTestType=C&lstCounty=34&lstDistrict=67439-000&lstSchool=&lstGroup=1&lstSubGroup=1.35http://www.eddata.k12.ca.us/.

There are currently two middle schools and one public charter school in this area of the South Sacramento community. Figure 1.6 indicates the current performance levels of these schools serving grades seven and eight.

Figure 1.6: Academic Performance of Middle Schools in this Area of South Sacramento36

South Sacramen

to Area Middle Schools

# of Studen

ts(2009

)37

Met School-wide Growt

h Target

Met All Sub-

group Growt

h Target

s

API Score (2009)

API State

Ranking

(2009)

Similar Schools Rank (2009)

Free and

Reduced

Lunch Eligibl

e

% Requir

e Specia

l Servic

es(2009)

% English

Language

Learners(2009)

Will C. Wood 771 No No 709 4 9 94% 12% 36%

Fern Bacon 769 No No 638 2 5 90% 11% 43%

Figure 1.7 (please see next page) provides the specific proficiency levels of these same elementary and middle school students in the areas of Reading, Math, Social Sciences and Science on the California Standards Test.

Figure 1.7: School Proficiency Rates

GradesPercent

Proficient Reading

Percent Proficient

Mathematics

Percent Proficient

Social Science

Percent Proficient Science

Father Keith B. Kenny 26% 32% N/A 4%

Oak Ridge 28% 36% N/A 12%Fruit Ridge 30% 38% N/A 14%

Ethel Phillips 40% 57% N/A 11%Huntington 30% 40% N/A 10%

Maple 31% 48% N/A 28%Ethel I. Baker 32% 39% N/A 18%

Pacific 50% 50% N/A 14%Clayton B. Wire 37% 48% N/A 38%

Will C. Wood Middle 35% 37% 33% 45%Fern Bacon Middle 25% 21% 16% 30%

Figure 1.8(a) & (b): ELA Proficiency

36 http://star.cde.ca.gov/star2009/ViewReport.asp?ps=true&lstCounty=34&lstDistrict=76505&lstSchool=.37http://www.eddata.k12.ca.us/navigation.

ELA Proficiency by Economic Status

0102030405060708090

1 2 3 4 5 6 7

Year Tested(Beginning in 2nd Grade)

Perc

ent P

rofic

ient

Not EconomicallyDisadvantaged

EconomicallyDisadantaged

ELA Proficiency by Race

01020304050607080

1 2 3 4 5 6 7

Year Tested (Beginning in 2nd Grade)

Perc

ent P

rofic

ient White

BlackLatino

LaotianPacific Islander

Performance results of students based on economic status and race vary widely within the district. Proficiency rates for students from economically disadvantaged backgrounds as well as African-American, Latino, and Southeast Asian students are significantly lower than proficiency rates for non-economically-disadvantaged and Caucasian students. Figure 1.8(a) reflects the differences in ELA proficiency rates within Sacramento City Unified School District based on economic status. Figure

1.8(b) reflects the differences in ELA proficiency rates within Sacramento City Unified School District based on race.

According to the Education Trust, in 2008, California’s elementary aged students saw slight growth, but with a widening gap in performance in eighth grade based on socio-economic status.38 For African-American students in particular, the gap in performance compared to Caucasian students has grown over the last five years. This growth is greater when comparing eighth grade gaps based on poverty levels.

South Sacramento faces an extraordinary challenge in addressing these gaps in student performance. Capitol Collegiate will provide a school model designed to combat these gaps in a structured, proven, strategic way, following the best practices of schools nationwide already showing the model to be effective. We support the mission of the Sacramento City Unified School District to “provide all students the knowledge, skills, and educational opportunities to achieve high academic standards and be successful in a changing global society,”39 and we share the commitment to provide students with the best educational services and options to ensure we meet our goals and serve the needs of the broader community.

38http://www.edtrust.org/sites/edtrust.civicactions.net/files/publications/files/Achievement%20in%20California%202008.pdf.39 www.scuds.org.

ENROLLMENT PLAN

Capitol Collegiate Academy intends to begin operation in August 2011 with 90 kindergarten students and 60 first grade students.40 Each year after that, we will enroll a new class of 60 kindergarten students. Capitol Collegiate will replace students who do not remain enrolled through grade five.

Figure 1.9: Enrollment Without Attrition

Grade2011-

122012-

132013-

142014-

152015-

162016-

172017-

182018-

192019-

20Kindergarten 90 60 60 60 60 60 60 60 60

1st Grade 60 90 60 60 60 60 60 60 602nd Grade   60 90 60 60 60 60 60 603rd Grade     60 90 60 60 60 60 604th Grade       60 90 60 60 60 605th Grade         60 90 60 60 606th Grade           60 90 60 607th Grade             60 90 608th Grade               60 90

Total 150 210 270 330 390 450 510 570 630

Figure 1.10: Enrollment With Attrition

Grade2011-

122012-

132013-

142014-

152015-

162016-

172017-

182018-

192019-

20Kindergarten 90 60 60 60 60 60 60 60 60

1st Grade 60 90 60 60 60 60 60 60 602nd Grade   60 90 60 60 60 60 60 603rd Grade     60 90 60 60 60 60 604th Grade       60 90 60 60 60 605th Grade         60 90 60 60 606th Grade           54 81 50 507th Grade             49 73 458th Grade               44 66

Total 150 210 270 330 390 444 490 527 521

To remain fiscally conservative, and based on the experience of similar schools serving a similar population, our budget is based on an annual 7% attrition rate for sixth grade students and a 10% attrition rate for seventh and eighth grade students, with K-5 students being replaced. The budget also anticipates our growing enrollment, allocating funding accordingly. With attrition fully factored into the total enrollment, and using a slow growth model that grows one grade per year, Capitol Collegiate will be at maximum capacity in grades kindergarten through grade eight, with 527 students in the 2018-2019 school year. As such, each year we will increase our total staff to ensure that we have a sufficient number of professionals to complete the work required to educate students at an excellent level. We will also monitor our staffing and teacher retention

40 We have chosen to open with grades kindergarten and one in our first year of operation to best ensure that we reach or exceed our enrollment targets. It will also increase the financial viability of the school.

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closely in order to have a more clear idea as to what the staffing situation will be leading to each school year. We will make all adjustments necessary to ensure that we retain our staff.

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EDUCATION PHILOSOPHY

Overview: What it Means to Be an Educated Person in the 21st Century

Capitol Collegiate will undertake the immense and vital responsibility of developing the knowledge, skills and mindsets necessary for our students to achieve academic, personal, and professional success in the 21st century.

The Massachusetts Institute of Technology faculty defines a well-educated person in the 21st century as having the following characteristics:41

strong knowledge of academic content problem solving capability creativity and the ability to work with multiple ways of representation motivation to learn, intellectual independence, and ability to self-educate communication skills (oral, written, teamwork, and interpersonal) global awareness, vision, a sense of human responsibility and ethics

Capitol Collegiate supports the clear balance of intellectual knowledge, creative and personal ability, and broader understanding of the world around you as the basis for a solid 21st century education. As such, our curriculum supports this balance through the detailed alignment with state and national standards of achievement, as well as an engaging enrichment program that provides for continued student development. We begin to develop these competencies in the earliest grades and accelerate them in the upper grades. Collectively, these components will prepare our students for success in high school, in college, and in their personal lives as productive members of society in the 21st century.

In “Measuring Skills for the 21st Century,” Elena Silva, a senior policy analyst with Education Sector, notes that students in today’s economy need more than basic skills in order to be successful:

“It is a world in which comfort with ideas and abstractions is the passport to a good job, in which creativity and innovation are the key to the good life, in which high levels of education – a very different kind of education than most of us have had – are going to be the only security there is. This new reality applies to children in the United States, not just an elite class of students. Nearly every segment of the workforce now requires employees to know how to do more than simple procedures – they look for workers who can recognize what kind of information matters, why it matters, and how it connects and applies to other information.”42

41 MIT Presidential Task Force on Student Life and Learning, 1997. A summary of the discussions can be found at http://web.mit.edu/committees/sll/JrFacWkshp.html. 42 Silva, E. (November 2008). “Measuring Skills for the 21st Century.” Education Sector Reports.

Capitol Collegiate will provide this level of education – one where students are pushed to think beyond the simple answer to a problem, but are asked to understand the reasons why they came to their answer and to defend their ideas while remaining open to others. This level of critical thinking is the hallmark to what an exceptional student of this century will be able to do in any context.

The education philosophy of Capitol Collegiate Academy is based on two core ideas: a cohesive culture and a challenging curriculum. Both of these are grounded in the absolute belief that all students, regardless of their backgrounds, have the right to an excellent, college-preparatory education starting in kindergarten.

Cohesive Culture: Creating a Community of Learning

A cohesive culture is critical to the success of Capitol Collegiate. Schools that produce exceptional results from their students attribute a large part of that success to the high expectations they carry for the student community, the enthusiasm and caring they demonstrate for their students, their organizational structures that allow for productivity, and the systems that promote efficiency and focus all attention on the joy of learning.43 In having a strong, supportive, and pervasive culture of achievement and caring, Capitol Collegiate will ensure that we are able to maximize the instructional time that we have with every student attending our school as well as build their self-esteem and self-efficacy. The elements that we have identified as contributing to a cohesive culture include:

Leadership Expectations Systems Families Citizenship

Schools that have a culture of high expectations place importance on educators, taking responsibility for student performance by providing enough time and resources for academic classes, supporting teacher collaboration, implementing engaging instruction, and involving parents.44 We believe that all of these are critically important to our school’s success and will best be exemplified through our culture of achievement.

Culture through Leadership

43 Based on interviews with the school leader of Excel Academy and Boston Preparatory Charter Schools in Boston, MA – two of the state’s highest performing schools, and both serving a high poverty, urban community. 44 Perkins-Gough, D. (2006). “Accelerating the learning of low achievers. Educational Leadership. “Vol. 63, No. 5.; Brown, K.E. & Medway, F.J. (2007). “School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: a case study.” Teaching and Teacher Education: An International Journal of Research and Studies. Vol. 23, No. 4.

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Leadership in the building sets the tone of the school day. It is critical that leadership be clearly present to students, staff, and visitors, from the moment that the school doors open to the time at which they close. Leadership will manage the daily operations of the school, support teachers in their instruction, and provide staff with direction. Capitol Collegiate will hire and develop strong and compassionate individuals who have the ability to manage, lead, and inspire the school to continue to work towards its mission. This requires leaders to set policies, set everyone up for success within them, enforce them as needed, and promote the best practices that will help students to succeed.45

Leadership will be responsible for professionally developing themselves through school visits, conferences, development meetings, and regular conversations regarding the operation and effectiveness of the school. Through this, leadership will be able to consistently review the mission and vision of the school and make decisions that best support these guiding principles.

Culture through Expectations

This idea of a culture of high expectations is a strong characteristic of high performing schools. These schools base their systems on the academic needs of their students and use the results of their performance measures to determine whether they have been successful. In having high expectations, schools are specifically able to identify and articulate to students and other school stakeholders what it is that they want students to accomplish. Successful schools have a strong sense of vertical alignment where all levels of education from students to teachers to school leadership have consistent, high expectations for student performance and a common understanding of what the outcomes of that performance should be.46

Research focusing on high-performing urban schools has shown that an incredibly high bar for behavior and academic work and clearly communicated expectations directed at producing the best effort and work from students are essential for mastery of academic material.47 Capitol Collegiate will set high standards for behavior and results, in alignment with what will be necessary for our students to become increasingly college-ready. Our expectations both for behavior and for academic mastery will be clearly outlined for students, families, and school staff. We will hold ourselves tightly to these expectations, recognizing that it is through these high expectations that we will be able to motivate students to reaching them and provide an environment of thoughtful consideration for their developmental needs.

We recognize the challenges that many students and their families are facing – but we steadfastly reject the idea that these challenges should prevent our students from achieving at the same level as any other student or that we should make exceptions. Too often, it is because students are excused and exempted from school work that they fall behind. We will not subscribe to this policy in any circumstance, as we know that these 45 Branch, C.H. (2006). Determined to succeed. Principal Leadership. Vol. 6, No. 5.46 Williams, T. (2006). “Similar students, different results: why do some schools do better?” EdSource. 47 See Samuel Casey Carter, No Excuses: Lessons from 21 High-Performing, High-Poverty Schools, The Heritage Foundation (2000); U.S. Department of Education, Successful Charter Schools (2004); and Abigail and Stehpan Thernstrom, No Excuses: Closing the Racial Gap in Learning (2003).

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students are specifically the ones who need as much exposure to strong academics and comprehensive support as possible to prevent them from facing the same challenges throughout the course of their futures. We know education and compassion along with joyful confidence in the promise and capacity of our children are the best ways to ensure a professionally strong future. We will support our students in reaching that future.

Culture through Systems

In order for a school like Capitol Collegiate to operate, there must be clear, effective, and efficient systems in place to promote an environment of order and productivity, that leads to joyful learning in the classroom. We believe that creativity thrives within structure. Building this structure, which promotes a focus on teaching and learning, will be of absolute importance in our ability to deliver on our mission. We will therefore implement the student Code of Conduct and, when establishing a rule or policy, enforce those policies with a balance of warmth and consistency. It is only when maintaining vigilance in protecting the culture of the school that we will be successful. In order for high expectations to carry weight, each level of personnel within the school must be clear on specifically what outcome each student should have and then create structures that support that outcome. This creates clarity within the school system as well as for students. In the same respect, there must be clearly articulated and developed systems at the school as part of its daily operations that sets adults and children up for success. These systems will create the framework within which expectations of students can be highlighted, communicated, and reinforced.

Procedures will be developed for a myriad of situations ranging from how students enter the building, line up for class changes, participate in class, and address other members of the school community. We will have common, school-wide procedures for record-keeping, reporting, and grading as well. It is through this purposeful, deliberate accounting of the needs of our students and the lengths of management required to address those needs effectively that we will operate on a daily basis.

Culture through Families

If both a student’s parents and teachers have high expectations for the student’s academic performance, then the student generally exceeds expectations.48 Students from low income communities are most responsive to those family members with higher expectations of them.49 Capitol Collegiate will work to ensure that parents receive a substantial orientation into the school’s culture and expectations of students academically at school and in their studies at home. As a result, our partnership with parents will include: a) welcoming families into the school; b) regular communication about student behavior and ways to become involved in their children’s education; and c) developing

48 Benner, A. & R. Mistry. (2007). “Congruence of mother and teacher educational expectations and low-income youth’s academic competence.” Journal of Educational Psychology. Volume 99, No. 1.49 Cheng, S. & Starks, B. (2002). “Racial differences in the effects of significant others on students’ educational expectations.” Sociology of Education. Vol. 75, No. 4.

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and fostering relationships of respect, trust, and clarity. In doing so, students will be better supported in their academic pursuits.

Active family involvement and a strong family commitment to the success of students is an essential component to the progress a student can make. While we do not believe that students without this support are unable to achieve, we do recognize the incredible value that a family has in the education of children.50 This is a primary reason why we welcome families to attend and participate in school orientations and conferences throughout the course of the year. While families are always encouraged to contact and maintain strong partnerships with the school, Capitol Collegiate will formally accommodate the following opportunities for parents to participate:

Information sessions about the school for new families Home visits to new students’ families before the student begins school Regular newsletters containing class and school information Parent and student handbook Parent and student Contract of Commitment (please see Appendix S) Three formal parent conferences per year, one after every report card period for

quarters one through three Issuing three formal report cards as well as regular progress reports to families Regular behavior updates and phone calls Hiring a Dean of Solutions who is focused on building strong relationships with

families in addition to managing school culture Requiring parents to sign student homework each night and informing parents

when homework has not met the expectation Hosting regular events in which students, families, and school staff are able to

celebrate student achievements

Through each of these opportunities, Capitol Collegiate will work to develop increasingly strong bonds with families to ensure that the success of students is a comprehensive and supported effort.

Culture through Citizenship

Capitol Collegiate believes that citizenship and what it represents is a critical component to a student’s own development and participation in the school’s culture. As the state of California has placed such an importance on the ability for people to engage in global issues, Capitol Collegiate also recognizes the importance of incorporating a global perspective in student education. Students will learn about different nations, languages, religions, economies, and governments in an effort to be informed about the world around them and their place in it. Additionally, students will be given a strong character

50 Xitao Fan & Michael Chen, Parental Involvement and Student’s Academic Achievement: A Meta-Analysis, National Science Foundation (1999). Another study found that benefits of increased parental involvement include higher test scores and grades, higher graduation rates, and higher enrollment rates in post-secondary education. See A. Henderson, A New Generation of Evidence: The Family is Crucial to Student Achievement, The National Committee for Citizens in Education, (1994).

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and social education as they begin to recognize and apply the principles of sound global citizenship to their own choices.

We also recognize that many of our students will be the first in their families to attend and graduate from college. This makes the road to such an accomplishment even more difficult. We can academically prepare our students with a strong curriculum and personalized academic attention, but those strategies will only develop a student’s academic ability. Capitol Collegiate must also develop student commitment to success and a strong internal belief and desire for that success.51 We will develop this intrinsic motivation through a character-education curriculum delivered during Advisory and in community meeting. Additionally, students in grades five through eight will have a Life Skills course which meets periodically throughout the year, geared specifically to developing success strategies and mindsets to utilize as they progress in their academic and professional careers. Finally, there will be a myriad of other motivational practices used at the school: treasure chest Fridays for excellent behavior, star reports given to students daily and weekly, student of the week, cafeteria table of the day (the coveted Gold Lunchbox Award), Reader’s Club, the Big Jump in Reading award, etc. We want to celebrate the achievements of students, both behaviorally and academically, on a regular basis and in both a public and individual way.

Challenging Curriculum

Schools need to develop and promote both high expectations as well as a developmentally appropriate curriculum that they intend students to master. Our nation and our community have agreed that students should be reading with proficiency by grade three. For students who come to school with literacy gaps, a literacy rich environment allows for academic growth and addresses the developmental appropriateness of learning to read well in the lower grades. This literacy foundation is key to our school’s mission. Further, the U.S. Department of Education states that mastery of an intensified curriculum makes students more likely to persist in school and achieve at a higher level.52 Students of all abilities learn more in difficult courses than in low-level courses and are more likely to master difficult material if adequate support is provided at the instructional level.53 We will provide this challenging curriculum through the following components:

Focus on Literacy Accountability for Measurable Results More Time to Learn High Expectations in Every Classroom

51 The role of a student’s belief in their own ability to succeed based on the strength of their own efforts in overall academic achievement has been closely documented by a variety of studies. See Carol Dweck, Self Theories: Their Role in Motivation, Personality, and Development, (2000).52 U.S. Department of Education. (2003). High schools with high expectations for all. Issue Papers: The High School Leadership Summit. 53 Ibid.

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High Level Instruction

Focus on Literacy

Literacy is the absolute key to accessing an excellent education. It is the foundation from which future knowledge and skill is acquired and on which students can build competency in all other subjects. Students from low-income families hear two-thirds fewer words than students from more affluent backgrounds. This means that by the time these students enter school in kindergarten, the student from the low-income family has been exposed to approximately 30 million fewer words than a more affluent student.54

This gap in the vocabulary of students from low-income backgrounds creates a large achievement gap, even before the start of formal education.

It is because of statistics like these that high-performing schools serving predominantly low-income students have a clear and strong focus on literacy.55 Capitol Collegiate will learn from and utilize these best practices in order to develop the literacy skills of our students. We are geared by the best practices of high performing schools as well as the clear research by respected organizations, such as the National Research Council, who stated, “Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. A person who is not at least a modestly skilled reader by that time is unlikely to graduate from high school.”56

In order to address the need for a focus on literacy, Capitol Collegiate will devote a significant amount of the school day to different forms of literacy instruction. Some of the practices we will utilize in order to increase literacy skills are outlined in greater detail in our Education Plan and include:

More than 150 minutes of direct literacy instruction for kindergarten through grade four and more than 120 minutes of literacy in grades five through eight.

Research-based practices for literacy instruction with a focus on phonics in the early grades and comprehension and critical thinking in the middle-school grades.

Small group literacy instruction in kindergarten through grade two to provide more personal instruction and a deeper understanding of individual students’ needs.57

54 Betty Hart and Todd R. Risely, “The Early Catastrophe: The 30 Million Word Gap by Age 3,” American Educator, (Spring 2003).55 National Research Council, 1998 (http://www.ed.gov/inits/americareads/ReadDiff/ accessed on 12/14/04). In addition, in his review of high-performing, high poverty schools, Samuel Casey Carter concludes that a laser focus on basic literacy and math in the early years of schools was a central commonality among high-performing elementary schools (Casey, Ibid., p. 28).56 National Research Council, 1998 (http://www.ed.gov/inits/americareads/ReadDiff/ accessed on 12/14/04). In addition, in his review of high-performing, high poverty schools, Samuel Casey Carter concludes that a laser focus on basic literacy and math in the early years of schools was a central commonality among high-performing elementary schools (Casey, Ibid., p. 28).57 Susie Boss, “Tapping the Benefits of Smaller Classes,” The Northwestern Education Magazine, (Winter, 2000).

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Students read grade-level books independently during the academic year and over the summer break. Independent reading will be assigned as homework each night and a summer book list and corresponding expectation sheet will be provided over the summer. Additionally, a Drop Everything And Read (D.E.A.R.) program will be instituted at the school.58 D.E.A.R. books will be carried by students at all times and students will be asked to read from these books whenever there is space in the day (for example, when students finish an in-class assignment early or arrive to school before the official day begins). To accommodate this requirement, the school will provide for a library, from which students may check-out individual books to read.

We will additionally support students in understanding their reading levels and identifying books specific to both those reading levels as well as their interests. This combination will provide for increased literacy ability as well as a love of reading that we want to instill in every student attending Capitol Collegiate.

Accountability for Measurable Results

Capitol Collegiate believes that in order to be certain that we are preparing students for college and providing a challenging curriculum, we must continuously hold ourselves accountable for student success. As a result, we believe that frequent and continued assessments are required for an informed teaching staff and for stronger, more relevant curriculum. For kindergarten and first grade, we will assess students in phonemic awareness during daily literacy blocks, will provide multiple checks for understanding and progress for students throughout each lesson, and will use standards-aligned daily assignments to determine the extent to which students are mastering material. We will use standardized literacy assessments such as Open Court, Accelerated Reader and the San Diego Quick several times each year.

For the second through eighth grades, we will assess student mastery of material on midterm and final exams, benchmark exams, unit tests, weekly quizzes, and daily exit slips. Each formal assessment of student learning will be aligned with a specific standard to allow us to better measure student mastery of specific content, review material that has not been mastered, and challenge students with more difficult work when needed. Frequent assessments will additionally inform teachers as to what instructional practices, lessons, questions, and activities best prepare students for grade level material. We will hold ourselves accountable for student learning, maintenance of strong instructional and cultural practices, as well as communication to school stakeholders about our progress.

More Time to Learn

In order to reach the very ambitious goals that we have set for students and staff, Capitol Collegiate realizes the need to have much more time scheduled in the regular school day.

58 D.E.A.R. programs have been successfully implemented by the highest performing schools visited through the Building Excellent Schools Fellowship, including Excel Academy in Boston, Roxbury Prep in Boston, K.I.P.P. in Lynn, Leadership Prep in New York City, and many others.

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As such, the school day through grade four will run from 7:30 AM to 4:00 PM, with morning, midday and afternoon breaks and the school day for grades five through eight will run from 7:30 AM to 5:00 PM, with a similar model for breaks and free time. This extended day will be accompanied by an extended year of 192 days, providing over 4,400 additional education hours to students attending Capitol Collegiate over the course of the full kindergarten through eighth grade. This extended time also includes an extensive support and tutoring structure for students, to ensure more individualized attention. Please see the Academic Calendar and Daily Schedule sections located in Element One for more information on our extended time schedule.

High Expectations in Every Classroom

Capitol Collegiate will establish a college preparatory curriculum highlighted through an extended day and year model. This curriculum features coursework in Reading, English, Writing, Problem Solving and Procedural Math, Science and Social Sciences/History. This coursework, in addition to enrichment coursework, provides students with a complete, challenging, and college preparatory education delivered in every classroom for every child.

Further, high-performing schools have alignment between the practices and expectations of leadership and staff, and they also have a strong association with the beliefs and expectations that students have for themselves. This type of self-belief is crucial earlier in the academic careers of students. The earlier that students begin to have confidence in their abilities, the better they perform in later stages of their education.59 Students are in large part driven by the capacity that they perceive themselves to have in school. When they feel confident in their ability to perform well, they do so regardless of their tested or perceived ability. Later, students tend to perform better when they have consistent and recognized successes.60 Students are more likely to have those experiences when they are given work they know to be challenging and are additionally given the support to complete that work successfully.61 Capitol Collegiate believes that the intrinsic motivation students can develop through success in a supportive, challenging curriculum will not only ensure academic achievement for students in school, but will help to ensure that students carry that motivation and belief in themselves throughout their academic and professional careers

High Level Instruction

Capitol Collegiate will use both California and National standards as our guides for teaching and supporting a clear, comprehensive, and challenging curriculum. We also realize that curriculum is most effective when expertly delivered to students. In this vein,

59 Akey, T.M. (2006). “School context, student attitudes and behavior, and academic achievement.” MDRC.60 Gerzon-Kessler, A. (2006). “Every moment counts: principles for boosting the achievement of struggling students.” Educational Horizons. 61 Darling-Hammond. (2006). “If they’d only do their work.” Educational Leadership. Vol. 63, No. 5.

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classroom teachers are shown to have one of the largest impacts on the relationship between expectations and student achievement through classroom instruction, communication, and facilitation of the learning process. Teachers with high expectations are more likely to spend time providing a framework for student learning, engaging students in the expectations and goals set for them, and supporting them throughout the process of the students’ individual learning cycles.62 In this model, successful teachers in high-performing schools internalize the expectation of the school and individualize it for their students. In doing so, teachers are able to better support students in challenging curriculum and are also more likely to monitor their success. Coupled with these factors are the relationships that teachers create in order to strengthen this process.63 When teachers build relationships with their students, which is more likely to happen in higher performing schools, those teachers create a larger stake in the ultimate success of their classes. This investment builds the level of instruction and reinforces the necessity to incorporate higher expectations for their students. Capitol Collegiate believes that the success of its teachers is subsequently the success of the school. We will provide teachers with opportunities for professional development, time to plan and discuss curriculum and student achievement with each other, and feedback to continuously improve their effectiveness. For more detail on Professional Development and teacher schedules, please see Element 1 and Appendix Q.

We will recruit the highest-performing, committed teachers possible for our students. (For more detail on teacher hiring, please see Element 5). Once hired, we will provide teachers with the support, development, and materials required to be the most effective they can be in their classrooms. Throughout the hiring process, we will clearly outline and discuss the high expectations for teacher performance at the school, the need for professionalism and commitment, and the unwavering mission-alignment required to be successful. We will work with the goal to compensate teachers accordingly and depending on revenue, starting salaries anywhere between 5% and 10% above district schedules in order to balance for the additional time and commitments required of them throughout the school year.64

Teachers will be evaluated and supported to the greatest possible extent by school leadership, and will additionally participate in multiple collaborative practices that are provided for within the school’s weekly schedule and annual calendar. A sample of the teacher support and development framework we will use can be found in Appendix Q.

In order to ensure that we recruit, hire, and retain teachers committed to our mission, Capitol Collegiate will engage in a screening, hiring, and reference process. This process will include an initial application, follow-up questions, sample lessons with feedback, and a multi-step, intensive series of interviews. Hired teachers will then receive the support

62 Rubie-Davies, C. (2007). “Classroom interactions: exploring the practices of high-and low- expectation teachers”. British Journal of Educational Psychology. Vol. 77, No. 2. 63 Stipek, D. (2006). “Relationships matter”. Educational Leadership. Vol. 64, No. 1. 64 We have budgeted for the average teacher at Capitol Collegiate to be on Step 5 of the SCUSD salary schedule and entering the year with an MA degree. We have used that scenario with an 8- 10% salary increase over the district schedule as the average for budgeting purposes. We expect that many teachers will fall close to this measure.

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necessary to be able to focus on instruction, planning, and professional development to maintain their effectiveness in the classroom.

Two Academies

Capitol Collegiate will serve students from kindergarten through grade eight. As a result, we will split the school into two academies: Foundations and Futures. Each academy will create independent, developmentally appropriate programs for students.

Foundations: Kindergarten through Fourth Grade

Daily Community Circle Card system for behavior management Remediation and intensive support to build foundational skills

Futures: Fifth Grade through Eighth Grade

School day extended one hour Summer Academy (as required) Saturday Academy (as required) Choice in enrichment and electives Paycheck system of behavior management

We believe that in order to best prepare students for success in high school and college, we need to first build the foundational knowledge and extrinsic value of education as we begin to build a deeper, more meaningful intrinsic motivation. We will develop that intrinsic motivation throughout the Futures Academy, as students begin to more actively plan for high school success and college admission.

Professional Development and Preparation Time

Given the high expectations of teachers, we will structure extensive professional development time and will ensure that teachers receive planning time throughout the day. First, we have provided for weekly professional development each Wednesday. This three-hour block of dedicated weekly time will be focused on issues related to teacher needs, school initiatives, instructional areas of focus, and department-specific professional development. Additionally, teachers will also receive preparation time during the non-professional development days, differentiated by grade level as follows:

Kindergarten through grade four: two hours and fifteen minutes of professional preparation time, including a thirty minute lunch.

Grades five through eight: two hours of professional preparation time, including a thirty minute lunch.

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We have allocated more time for teachers in kindergarten through grade four (Foundations Academy) because of the number of content blocks they need to complete and execute at a very high level. The fifth through eighth grade teachers (Futures Academy) will be content-based, therefore needing to prepare and execute excellent content for one subject and grade. On average, teachers at Capitol Collegiate will receive anywhere from eight to twelve hours of professional development and preparation time during the week. We will also make accommodations and provide coverage for staff to observe excellent teachers both at our school and at others. This professional development time accommodates the often unrecognized time teachers spend grading, planning, and communicating with families that is not part of the regular school day – we give teachers the opportunity to do this important work within the collegial structure of the school day and allow them to protect their time with families in the evenings. Please see Appendix Q for more information on teacher support and development, and the Instructional Program in Element 1 for more information on planning and instructional practices.

Slow Growth Model

Building on the K-8 model and college preparatory structure for young students, Capitol Collegiate proposes a third innovative strategy—the slow growth model. The slow growth model allows us to grow strategically, increasing complexity and size only after firmly establishing our demanding culture of academic achievement.65 Formalizing and growing one grade level at a time allows us to address the specific needs of our students and families. We will add one grade level each year, until the school reaches full enrollment in grade eight. We will open the school with a cohort of 90 kindergarten and 60 first grade students and we will add a grade in each year of our initial charter. By year four, we will serve grades kindergarten through grade four; should our application for charter renewal be granted, we will continue to add grades until year eight of operation when we will serve students in kindergarten through grade eight. We recognize we are proposing a model that digresses from the traditional charter school growth plan, but through research of effective models and the community need, the combination of utilizing a K-8 grade span with a slow growth model allows for the strongest implementation of our academic program and limits initial impact on the district.

The Joy Factor

A strong school culture is the foundation from which our students will excel. Along with building character through our Core Values of PRIDE (Prepared, Respectful, Integrity, Diligent, Engaged), and a uniformly enforced Code of Conduct, our academic program will be continuously infused with a strong element of joy. We believe that a school 65 Several founders of high-performing charter schools believe that adding one grade level each year approach maximizes a new school’s ability to “get it right.” Successful school models and leaders of high performing charter schools utilize this slow growth model.

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design focused sharply on high student achievement and character education can also be fun. The “Joy Factor” at Capitol Collegiate will be seen during Community Meetings, in the classroom, in the hallways, and during transitions. It will tap into the overflowing energy of our students and embrace that energy in school. Elements of the Joy Factor include school chants, claps, cheers, and songs.66

Characteristics of High-Performing Urban Charter Schools

A large component of what has shaped the educational philosophy of Capitol Collegiate is informed by the best practices shared by excellent charter schools across the country. We have chosen to replicate many of these same best practices to offer a high-quality college preparatory education to the students of South Sacramento. The ten common characteristics that we have included are found in Figure 1.11.67

Figure 1.11: Ten Characteristics of High-Performing Urban Charter Schools

Firm belief that all students can learn and achieve at high levels.

Frequent internal assessments with data to drive instruction.

Clear outcome-focused mission, understood by all, and evidenced throughout the school.

Strong discipline code enforced by all.

Leader(s) highly visible ensuring all are focused on mission.

Clear and frequent communications with parents regarding student performance.

Highly structured learning environment and organization.

Strong curriculum focus on skill mastery.

Classroom practices promote continuity (and predictability) from one classroom to another.

Extended school day and school year.

These ten characteristics reflect a common set of practices that have demonstrated academic achievement in urban schools. These practices allow traditionally “at risk” students the opportunity to excel in school and perform at the highest of academic levels. It is specifically because of this track record of success that Capitol Collegiate has chosen to adopt these proven instructional practices, structures, and organizations.

66 The “Joy Factor” and the “Joy Factor Bible” are a critical part of the success of Leadership Prep Charter School in Brooklyn, NY. http://www.uncommonschools.org/lpcs/home/67 Compiled by Building Excellent Schools.

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A TYPICAL DAY AT CAPITOL COLLEGIATE

To illustrate how Capitol Collegiate students will spend their day, we have provided a look into a “typical day” at the school. The typical day reflected is for Gloria, an incoming kindergarten student, who is already preparing for college. Gloria knows that every second of her day has been structured with college in mind and she is working to make this future a certainty.

A Typical Kindergarten Day at Capitol Collegiate

7:30 AM Gloria arrives at school at 7:30AM and is greeted warmly by the Head of School, who knows her by name. The Head of School checks her uniform, waves to Gloria’s parent, and reminds her about the morning procedures as she moves into the breakfast room. As Gloria smiles and makes her way down the hall, she is surrounded by college pennants. Gloria has already learned about some colleges and universities and talks regularly with her parents about her new favorite schools and songs.

7:45 AM Gloria enters the breakfast room, where she puts her homework folder in the crate at the end of her class table. She goes to her assigned breakfast seat where breakfast and Sunrise Smarty work has been laid out for her ahead of time. She eats her apple and cereal and then begins her Sunrise Smarty work, tracing the letters of her name and drawing pictures of what she did after school yesterday. Gloria happily talks to her friends at her class table until 7:45AM, when the transition to community circle begins.

8:00 AM At 8:00 AM, the official start to the school day, the Head of School makes announcements, dismissing classes individually to their rooms with a celebration of how smart they are and how much they are going to learn. All kindergarten through second grade students remain in their seats and then, by class, are directed to go to the Community Circle area. Gloria walks with her class to her class section of Community Circle. Gloria is excited because her best friend, Julia, is the class mascot for that day – a Golden Bear, as her class is the UC Berkeley room. During Community Circle, Gloria participates in her class’ cheer, gives praise for other classes and students, chants and sings motivational songs, completes mental math, and encourages her classmates. She is always excited for this part of the day because it reminds her of how much she wants to learn and succeed.

8:15 AM Gloria enters her classroom and goes to her assigned desk. The teacher greets the entire class warmly and then asks all students to stand and say the Pledge of Allegiance. Afterwards, the class begins the daily math meeting. The class moves through short, quick activities such as counting forwards and backwards, identifying the date and day of the week, counting money, describing the weather and recording the result on a weather graph, naming shapes and colors, and working through a word problem that a student helper illustrates on the white board. As Gloria transitions back to her desk, her teacher marks the student who is absent and puts the sheet in the class mailbox for an administrator to collect.

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8:30 AM Literacy Block 1: Gloria begins her first literacy block. Gloria’s teacher leads the class group in phonemic awareness activities such as oral blending and segmentation. Today they learn the letter “p.” After the teacher demonstrates the proper strokes for writing the letter and leads a discussion about words that start with the “p” sound, a few students are chosen to go to the board to practice writing the letter under one teacher’s guidance while the children on the rug use their “air pencils” to pretend writing the letter in the air under a second teacher’s supervision. Gloria’s teacher then plays a CD and the children transition to one of three locations in the room. Gloria moves to a corner of the room with her second teacher, while the two other groups either move to a section of the room with the primary teacher or to the computer area, where students will be engaged in the River Deep Reading Program. This program requires that students first spend a few minutes on handwriting practice, writing out their first and last names. Gloria has the opportunity to spend 30 minutes with her teacher in a small group of 8-9, focusing on phonemic awareness, vocabulary, and fluency before she moves to the computer program station.

9:15 AM When the music comes on again, Gloria transitions to the second literacy block, this time focusing on read-alouds and reading comprehension with her teacher. Students have been grouped by reading ability, which allows the teacher to differentiate instruction based on student need and to engage the group more effectively. Gloria’s teacher reads a book with emotion and excitement to students, stopping to explain difficult work, pose a question, discuss a topic, she has students predict events of the story, or asks for opinions on the story and its characters.

10:00 AM Gloria’s teacher puts on the transition music and all students return to their seats for break. The class participates in a Literacy Block Completion chant that congratulates the class on learning to read and promotes the excitement of continuing that learning tomorrow. After the cheer, break and recess begin and the teacher directs the class to divide into two lines for the bathroom. Students are taken in groups, by gender, to the bathroom by their second teacher. If not using the restroom, Gloria is able to complete practice worksheets, color, talk with friends on the rug, or talk with her teacher. (Depending on facility, this would also be a time where Gloria and her classmates would be able to play outside, where Gloria could play tag, hopscotch, or Queen of the Court, her favorite games). In each case, Gloria is able to relax, take a break, and enjoy free time.

10:15 AM Gloria hears the transition music come on as the teacher directs the class to begin the math cheer. Students move through their math activity for the morning, counting to one hundred and beginning addition activities. Gloria is proud that she can already complete all of her addition homework easily, even adding two-digit numbers.

11:00 AM The class transitions back to the rug for a whole-group writing activity. The teacher provides a topic of the day, and the class helps brainstorm an illustration for it, which the teacher draws on a piece of chart paper. The children then help the teacher formulate a sentence to describe the picture.

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The students tell the teacher how to spell the words, and she writes them the way they tell her, including their mistakes. Afterward she edits the sentence explaining the correct spellings. She also makes sure that she is modeling the correct spacing and placement of all letters and words. While the class is engaged in this lesson, the other teacher lays out paper and pencils on the students’ desks. The students then move to their desks and begin their own illustrations for the topic. Both teachers circulate around the room and engage the students in discussions about what they are drawing and writing. They edit the students’ mistakes, just as the teacher edited her own, and makes sure that letters are shaped correctly and words are spaced just as the teacher had done.

11:45 AM Students are dismissed for lunch. Gloria lines up with her class, and her teacher walks her to the bathroom. Afterwards, the class walks into the lunchroom where each student is greeted by the Head of School and directed to his or her lunch seat. Lunch is already set out for each student. Gloria is excited that today is chicken sandwich day and she and her friend smile as they trade Fig Newton flavors with each other. With fifteen minutes left, the Head of School leads a motivational session with the school, where students are again able to sing, dance, celebrate, and share. Gloria loves cheering for colleges, clapping, and sharing the best parts of her morning with other students. After lunch, Gloria goes to Physical Education, where her class is learning the rules of soccer. Gloria is so excited for this time because soccer is her dad’s favorite sport and she wants to be able too show off for him what she has learned.. She smiles when she thinks about being able to watch the match with him this weekend and explain all of the rules.

12:15 PM After PE, students are dismissed by class. Gloria lines up with the rest of her class and walks back to her room for Enrichment. Gloria is excited because this week is music. Last week she had art and next week she will have language. Gloria’s teacher tells the class that they will be learning a new college song and dance to perform at Community Circle on Friday. Gloria is excited to have music right after lunch, but is even more excited that her class will get to perform this week – she loves singing in front of people.

12:45 PM At 12:45PM, the teacher tells the class that D.E.A.R. will begin. Because many students are learning to read, the teacher leads this time, walking students through a large book. All students have a copy of the reading material and students move their finger along with each individual word. Gloria does not recognize all of the words, but has become more familiar with many of them so that she can identify the word that she is pointing to without the teacher saying it. She is proud of her abilities and glad that there are so many pictures to help her follow along. The class excitedly points to pictures, asks questions, and laughs as the teacher reads through the funny parts of the story.

1:00 PM The class transitions into Social Sciences and Science. Gloria learns geography and map concepts, as well as information about her city, state,

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country, and world. She is now able to find where she lives on a variety of different maps and can identify rivers, mountains, and oceans by picture. In Science, Gloria is growing a bean plant and is monitoring its growth and learning about what helps to make the plant get bigger.

2:30 PM As Gloria transitions into Math, she is looking forward to applying the concepts from the beginning of the day into the afternoon work. In the morning, her class worked on adding simple numbers. In the afternoon, her teacher will lead the class in identifying the same procedures though problems that the teacher verbalizes to students. The first problem is easy, as the teacher is modeling to the class what happens when a student starts with two pencils and then receives nine more. Gloria thinks, “I would have eleven pencils – that’s easy!”

3:15 PM Gloria’s teacher announces that it is Class FM time – “For Me” time! Gloria knows that this is the part of the day where she gets to play and have fun with a part of the school that has been harder for her. Gloria is assigned to the reading group where she is able to play “find the hidden letter,” Where’s Waldo’s Word, and use Leap Frog activities. She loves playing these games and likes to race her friends to see who can get the most points.

4:00 PM At 3:45, Gloria’s classmates are brought back to class by their teachers and return to their seats. The teacher thanks the class for a wonderful, productive day. The class participates in two cheers. Two students announce the homework for the night. The class does one more cheer and then the teacher tells them to line up for dismissal, releasing students to the line by row. Gloria’s teacher walks them to the front of the school where she releases each student individually to parents, greeting families. Gloria waves good-bye to her teacher and says how excited she is to practice her “sh” sound tomorrow. Gloria’s father takes her hand and asks about her day as they walk home.

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HOW LEARNING BEST OCCURS

Overview

Capitol Collegiate focuses on proven strategies that promote academic success for all students. In our research, we have found a variety of best practices that we plan to utilize in our school, which include:

Mission Alignment Small School Environment Extended Time on Task Standards-Based Lesson Design

Mission Alignment

Our mission promises to prepare students to compete, achieve, and lead in high school and in college. In order to deliver on this ambitious promise, we will make all decisions deeply rooted in this mission. We will work with an unwavering commitment to student success towards this end goal and will value the support of families and the community in this joint effort.

Small School Environment

Research has repeatedly indicated that small schools are highly effective in ensuring that urban students reach proficiency. Among the benefits of smaller schools are:68

Lower dropout rates More course completion Higher grades and improvements in standardized test scores Better attendance Less exposure to violence Increased student engagement and achievement Better communication among the staff Increased parent involvement Greater accountability

At full enrollment with kindergarten through grade eight, Capitol Collegiate will serve approximately 521 students between two academies. This small size and strategic growth plan will allow us to support an environment where individual supports are a vital component of the daily schedule, and where a strong, orderly, academic culture is consistently maintained. We believe this school size will provide the structure necessary

68 Small Works: School Size, Poverty and Student Achievement (Craig B. Howley and Robert Bickel; Rural School and Community Trust; 2000) www.aasa.org/publications/ln/02_00/02_21_00smallschools.htm New Small Learning Communities: Findings From Recent Literature (Kathleen Cotton; December 2001) www.nwrel.org/scpd/sirs/nslc.pdf..

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for student success at Capitol Collegiate and in their later academic and professional endeavors.

Extended Time on Task

Like many of the highest-performing urban charter schools, Capitol Collegiate will utilize an extended school day. Depending on grade level, students will attend school from 7:30 AM to 4:00 PM (Kindergarten through grade four) or 5:00 PM (grades five through eight), except Wednesdays, when the entire school is dismissed at 2:00 PM. Our schedule will minimize transitions and maximize time in the core content areas of literacy, mathematics, science, and social sciences.69 There will be a Summer Orientation for new students to establish our culture of high expectations and teach the procedures and routines essential for a smooth start to the school year. This will allow the year to begin with strong academic instruction from day one.

Standards-Based Lesson Design

Capitol Collegiate teachers will use the California State Content Standards as the foundation for what they will teach during the school year. Teachers will spend the majority of their summer professional development following a structured protocol to thoroughly understand the standards, analyze state-approved textbooks and materials, study released CST questions and other sample benchmarks, create units of study and timelines for instruction, write assessments, and craft units of instruction.70 This planning will be facilitated by the Head of School and Dean of Academics to ensure consistency and quality across all classrooms. Teachers will receive any professional development required to begin the school year well-planned and confident. As student data is collected from various assessments and surveys on a regular basis, staff will have the opportunity to frequently adjust instruction to meet the needs of students.

69 For additional detail, please refer to the sample daily schedules.70 While some variation of this standards-based curriculum alignment approach is used at many of the high-performing schools visited by the school’s Lead Founder, the Capitol Collegiate model will most closely mirror the Curriculum Alignment Templates used by Roxbury Preparatory Charter School. Roxbury Prep’s Co-director and instructional leader, Dana Lehman, presented this process to the Building Excellent Schools Fellows at a training in September 2009.

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INSTRUCTIONAL PROGRAM

ACADEMIC DESIGN

Curriculum

Capitol Collegiate’s academic program is built on the foundational beliefs that practice and effort equates to mastery. We are firm in our mission to prepare students for college and recognize the effort implicit in that work. This directs our focus to core academic subjects, including literacy, and the separation of math procedures and problem solving. We will also reinforce literacy concepts, critical thinking, and skill development through social science, and mathematical concepts through science. The spiraling of these models throughout the school day and year will result in accelerated learning and deeper comprehension for students. All content taught at Capitol Collegiate will align with California State Standards and will prepare our students for success in high school and in college.

Figure 1.12: Illustration of Backwards Planning Capitol Collegiate will utilize both forward and backwards design in our curriculum. We will use research-proven methods and curriculum that specifically address the needs of our students. We will combine this research-based program with internally developed curriculum that is standards-aligned, but specifically designed for our student population. We will evaluate the most effective way of developing this curriculum through both a forward and backwards design. We will create the end-of-year assessment and develop units and materials leading to mastery of this content. As the year progresses, we will also make adjustments

to this plan to accommodate the needs of students as they develop. In addressing curriculum this way, we will ensure that we are sufficiently planned and prepared to instruct students to the mastery level, while still leaving the flexibility in place to review or accelerate material as the year dictates. (See Figure 1.12: Illustration of Backwards Planning.)

Core Courses

California’s State Standards have clearly outlined what material should be taught to and mastered by students for each grade level. The primary goal of Capitol Collegiate is to

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work relentlessly to ensure that all students master these standards. Because we are preparing students for college, we recognize the importance of mastery as well as a clear focus on the four core subjects of English Language Arts, Mathematics, Social Sciences, and Science. We will continuously increase our effectiveness in these four areas by analyzing student mastery of specific standards, improving curriculum, and spiraling concepts. We will supplement CA content standards as needed from those of Massachusetts, Indiana, and Washington, D.C. The standards of these states, including California, are considered the best in the nation and, as a college preparatory school, we want to make sure our students have access to a comprehensive curriculum.71 The core classes at Capitol Collegiate will be outlined as follows:

English Language Arts: We will fully adopt California State Standards and supplement these with National Assessment of Educational Programs (NAEP) frameworks. Because literacy is the critical component of our instructional design and we want to be sure our students are performing at or above the levels of students across the nation, we will also include the National Assessment of Educational Programs (NAEP) frameworks.72

Mathematics: We will fully adopt California State Standards. We will additionally supplement the Massachusetts state math standards which are ranked 2nd in the nation.73

Social Sciences/History: We will fully adopt the California State Standards and supplement the same with Arizona’s U.S. History standards. In addition, we will supplement the world history curricula with Indiana’s World History standards in the sixth and seventh grades. Indiana’s World History standards have been recognized as the best in the nation.74

Science: We will fully adopt California State Standards and supplement these with Massachusetts standards for science, a state recognized for rigorous science learning standards. California’s science standards received a rating of 97 out of 100, and Massachusetts science standards received a rating of 94 out of 100, encouraging the use of both to provide for a comprehensive science curriculum.75

Curriculum will be developed and standards will be evaluated and broken down before the start of each school year in order to promote the strategic improvement of materials as opposed to the creation of it. Additionally, all assessments will be created before the start

71 In its 2006 State of State Standards report, the Thomas B. Fordham Foundation states that California, Indiana and Massachusetts have the top standards in the nation, and “have consistently produced top-flight K-12 standards across the curriculum.” It Takes a Vision: How Three States Created Great Academic Standards p. 19. Arizona’s U.S. History standards have proven to provide elementary and middle school students with a firm foundation on which to build the study of U.S. history. 72 NAEP has two major goals: to compare student achievement in states and other jurisdictions and to track changes in achievement of fourth, eighth, and twelfth-graders over time in mathematics, reading, writing, science, and other content domains.73 Ibid.74 Ibid.75 Thomas B. Fordham, Ibid.

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of the school year in order to provide for a clear pathway to success for students and teachers.

Non-Core Courses: Enrichment and Character Education

In addition to the four core classes, Capitol Collegiate is committed to a comprehensive student education. As such, we will provide for enrichment courses in music, art, language, and physical education. Enrichment is so important to child development and we are excited to be able to offer a range of activities from which students can choose to add an individual and creative component to the day outside of the core curriculum. We will also develop a strong elective program in the areas of science and social sciences, giving students the opportunity to practice their core subject skills in addition to public speaking, critical thinking, and advancement in areas of interest. We will internally develop a strong character education program to be implemented in Community Circle and Advisory.

CURRICULUM MAP

Focus on Literacy

Figure 1.13: English/Language Arts Program Overview

Literacy/English Language ArtsThe ability for a student to develop reading comprehension skills early in their academic careers is a strong predictor of that student’s reading comprehension abilities moving forward.76 These reading comprehension skills are critical in a student’s ability to realize success later in their academic careers. Don Deshler, one of the country’s most respected experts on adolescent literacy, states that students, especially those with reading difficulties, require both high quality and large amounts of instruction in reading.77

As a result, students in kindergarten through fifth grade will receive more than two hours of literacy and reading instruction every day. Specifically, in grades K-2, students will have three blocks of literacy that include instruction in comprehension, vocabulary; phonemic awareness, letters, decoding, language conventions, and grammar. In grades three and four, students will receive an advanced course of study covering reading comprehension, literature, grammar, conventions, and vocabulary. Both grades will receive individual reading time as well as daily writing assignments and lessons. Students in grades K-2 will have a writing curriculum based on handwriting mechanics, simple sentences, and transferring thoughts and ideas onto paper. Students in grades three and four will produce structured paragraphs in addition to developed persuasive,

76 Anne E. Cunningham and Keith E. Stanovich, “Early Reading Acquisition and its relation to reading experience and ability 10 years later,” Developmental Psychology Volume 33(6) November 1997, 934-945.77 The University of Kansas Center for Research on Learning. Adolescent Literacy. Retireved: October 6, 2009 from http://www.kucrl.org/featured/adollit.html.

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expository, and narrative compositions. Students in grades five through eight will build on all of these foundational skills by drafting and editing longer samples of writing, multi-page essays, and in-depth responses to literature and research-based documents. Students in grades five through eight will also read longer materials and books and participate in critical thinking exercises using these materials.

Fluency and Decoding

Students will be placed in small fluency and/or decoding groups based on initial diagnostic assessments. This will allow teachers to differentiate instruction based on current student need, remediate specific deficits, and accelerate students to grade-level proficiency. Teachers running these small groups will be trained in early literacy and English language development in order to provide students with the phonemic awareness and phonics skills necessary for reading success.

Several research-based programs have proven effective with similar populations of students. Among the programs we are considering are: Wilson Reading, Reading Mastery, Open Court Phonics, Breaking the Code, and Reading Naturally. Students will receive this additional reading instruction during the afternoon student support blocks, until their assessment results indicate that remediation is no longer required.

Comprehension Because the ability to read and understand texts is the most important skill that a student can learn in school, Capitol Collegiate will provide multiple opportunities for reading comprehension development using a variety of texts. Teachers will read novels, poems, short stories, and nonfiction to model fluent, expressive reading of texts at and above the students’ grade level. By using “think aloud” meta-cognitive strategies, teachers will help students develop the habits of effective readers.78 Teachers will also provide direct instruction about reading strategies, provide opportunities for students to practice and share their own thoughts, and offer constructive feedback that pushes students to deeper comprehension. In alignment with Capitol Collegiate’s school-wide instructional practices, these strategies will be used in direct instruction, small group practice, partners, and one-on-one support.

Students will also practice these reading strategies in homogenous guided reading groups. These groups will be smaller in size than other core classes in order to provide increased opportunities for each student to read and receive feedback from their teacher. Teachers will lead students through level-appropriate texts, as measured by Fountas and Pinnell’s Guiding Readers and Writers: Teaching

78 “Think Aloud” is a technique designed to allow students to better understand what their teachers are thinking and why, in order to serve as a model of what the students should consider as they complete similar tasks independently. These specific meta-cognitive strategies proven to be most effective for good readers include making predictions, asking questions, making connections, visualizing, clarifying, synthesizing, and using fix-up strategies. Keene & Zimmerman, Mosaic of Thought, Heinemann (1997).

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Comprehension, Genre, and Content Literacy.79 All floating teachers at the school will prioritize their time in support of our literacy program, demonstrating the school’s clear commitment to literacy.80

Students will additionally have an analysis component to the curriculum, requiring them to break down questions, evaluate what is being asked, and respond with complete, comprehensive answers. These passages will be modeled after CST questions, curriculum-based questions, and backwards-planned college-ready short answer prompts.

Students will read independently for at least ninety minutes per day, including supervised reading time at school, reading in-class and assigned reading at home.81 Students will be taught to select books at their current independent reading level through a school-based coded reading library. Finally, teachers will monitor independent reading through a combination of reading logs, teacher conferences, and a computerized testing program, such as Accelerated Reader.82

Vocabulary The development of academic vocabulary will be a school-wide focus. Teachers in all content areas will use research-based best practices for explicitly teaching new words and providing students with the necessary opportunities to practice these words repeatedly across content areas. In addition, teachers will provide students with instruction about word parts (prefixes, suffixes, Latin and Greek roots) and strategies for learning new words so that students will increase their vocabularies as they encounter unfamiliar words in their daily reading.83

Bill Honig, a nationally recognized expert on early reading, cites compelling research on the relationship between reading rates and vocabulary development:

Students who score in the top five percent on reading tests read 144 times more than students who score in the bottom five percent.

By fifth grade, if students want to make grade level progress,

79 Heinemann (2001). 80 Significant professional development time will be allotted to training all teachers to effectively teach reading within the guided reading framework.81 This practice is based on the research indicating that an increase in the volume of student reading will accelerate students’ reading achievement. More about this research can be found in Richard Allington’s What Really Matters for Struggling Readers. Addison Wesley Longman (2001). Students’ at home reading will be tracked on independent reading logs signed by parents.82 Close monitoring of students’ independent reading is a common practice. One school that uses computer assessment for this purpose is Synergy Charter School. Synergy Charter School has substantially higher test scores than most schools in LAUSD and was also named a 2007 Charter School of the Year by the Center for Education Reform.83 Marzano, Pickering, and Pollock. Classroom Instruction that Works. ASCD (2001).

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they should be reading more than 1.1 million words a year outside-of-school reading (25 to 35 books or the equivalent) which should take 15 to 30 minutes a night; this is in addition to the 1.7 million words in school text. Instead of reading the necessary 2.8 million words, the average fifth grader reads only about 900,000 words.

Although teaching vocabulary strategies (e.g. word families, scaffolding, etc.) helps retention rates, the vast majority of new words can be learned only through reading. To reach these levels, students need to read the recommended 25 to 35 books a year after Grade 1.84

Based on such research, all students will have independent reading assigned for homework, drawing on developmentally appropriate reading texts and strategies and including families in the completion of reading logs.

Writing and Grammar

 In addition to reading courses, students in grades four through six will also have a daily class dedicated to improving their writing skills. Their teachers will model techniques of effective authors, provide direct instruction about these techniques, and provide frequent and specific feedback to improve the quality of each student’s writing. Students will write in a variety of genres as required by the state standards, and, while not all student writing will go through a five-step writing process, students will be able to effectively use a process for writing, including prewriting, drafting, revising, editing, and publishing. Our school will use the Six Traits model for evaluating the quality of student writing across grade levels and content areas.85

In addition, through the explicit teaching and practice of grammar and spelling rules, students will master conventions of the English language and be held accountable for these conventions in the writing they complete at school—not just in writing class, but in all of their classes. Students will be expected to write everyday, in every class and for a variety of purposes. For example, students will write literary analyses in reading class, explain answers to solutions in math class, create first-person historical journals in social studies, and compose lab reports in science.

Because students from economically disadvantaged backgrounds begin school exposed to a less extensive vocabulary, development for building and reinforcing vocabulary will be

84 Honig, Bill. Teaching Our Children to Read.. Corwin Press, 1995.85 The Six Traits (or Six Plus One Traits, as it is now sometimes called) writing program assesses student writing based on common characteristics of good writing. The six traits are ideas, organization, sentence fluency, word choice, voice, and conventions. (Presentation was later added as a seventh common characteristic.) More details about the Six Traits program can be found in Vicki Spandel’s Creating Writers. Addison, Wesley, Longman (2001).

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critical to the overall success of our literacy and Language Arts program. Figure 1.14 outlines some of the strategies that we may implement in order to address this critical need.

Figure 1.14: Sample Effective Strategies for Teaching/Reinforcing Vocabulary

Technique Description

Define It Provide a student friendly definition. Where possible use “you, someone, or something” in the definition.

Have you ever? Ask students to associate newly learned words with contexts and activities from their own experiences

Applause, Applause!

Have students clap/signal to indicate how much they would like to be described by the word, engage in the activity described by the word, etc.

Idea Completions

Provide students with sentence stems which require them to use the vocabulary word’s meaning to complete (e.g., “When might you…? Why might you…?”).

Questions, Reasons, and

Examples

Ask students questions which force them to use the definition of the word for their reasoning (e.g., Teacher: “If you do not agree with another student’s comments, what might you do?” Student: “I might dispute his argument.”)

Children Create

Examples

Ask students to create examples of what might have happened in a given situation (e.g., “If you had a friend who watched TV all the time, how might you coax him into getting some exercise?”)

Compare, Combine, Contrast

Ask students to distinguish between and/or compare two different words; focus on nuances of meaning, or ask students to describe how and whether they could combine vocabulary words.

Upgrade Ask explicitly for a better word. (e.g., “Can you use a better word than ‘big’?”)

Picture ThisHelp students visualize words by giving them a picture that exemplifies a word they have learning or by asking them to act out or personify a word.

With the school-wide expectation that students will carry a book with them throughout the day, they will be able to read independently whenever they have a free moment in school. This specific literacy structure is outlined in Figure 1.15.

Figure 1.15: Primary Literacy Block Components

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Primary Literacy Block ComponentsLiteracy Blocks

Components Addressed : K-2

Components Addressed : 3-4

Components Addressed : 5-8

Block 1— Reading, Vocabulary Development; Direct Instruction

Phonemic awareness, letter and sound recognition, decoding skills, and vocabulary development; memory and attention development

Reading Comprehension and vocabulary development; context clues

Literature Analysis

Block 2— Guided and Independent Reading

Modeling reading behavior, reading comprehension, and developing vocabulary

Beginning literature analysis; reading strategies and organizers

Independent Reading and Analysis

Block 3— Comprehensive Writing

Handwriting, language conventions, grammar, and organization (of ideas and of writing structure)

Language conventions, grammar, organization, paragraph development; Persuasive, Expository, and Narrative writing samples

Writing Block: Response to Literature, Persuasive, Expository, and Narrative extended samples

Kindergarten through Second Grade

Block 1: Reading and Vocabulary Development and Direct Instruction

This literacy block is focused on building vocabulary and improving the ability for students to become stronger in their fluency. Reading strategies will be a critical component to this part of the day, and will lay the foundation for how students approach reading throughout their academic courses moving forward. There will be several key components to this literacy block:

Word drills Sight words Pre-teaching vocabulary/explicit vocabulary instruction86 Context clues Reading aloud and in small groups (on reading levels) Pre-planned questions, pauses, cognitive modeling

The school supports the use of read alouds in the classroom at all levels, due to its proven impact on reading growth.87 By using read alouds with students, even after they have learned the technicalities of reading, teachers will be able to reinforce the intonations,

86 Betty Hart and Todd R. Risley. (Spring 2003) “The Early Catastrophe: The 30 Million Word Gap by Age 3,“ American Educator.87 Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, Ian A. G. Wilkinson. (1985) Becoming A Nation of Readers: The Report of the Commission on Reading. Champaign-Urbana, IL: Center for the Study of Reading.

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tones, pauses, and tones in different reading passages. For example, by reading in a sad tone when a character is crying or an excited tone when a character is joyful, students begin to interact with texts on a more personal level which will increase their literacy development and reading comprehension.

During Direct Instruction, students will split into three groups with approximately nine students in each group, and rotate through thirty-minute blocks consisting of:

Direct Instruction: phonemic awareness, phonics (visual, auditory, and tactile methods used)

Guided Reading Computer-based reading reinforcement (Riverdeep Destination Reading Program)

Teachers will use a variety of strategies during each of these rotations including: call and response, letter tiles, decodable texts, and verbal/visual cues of phonemes. The Riverdeep Destination Reading Program is an adaptive literacy computer program that contains three levels of instruction - emergent, beginning, and fluent readers. We will utilize this program in kindergarten through second grades. The program employs steady early-intervention through an all inclusive literacy curriculum. The Destination Reading model is based on research that reveals that students who cannot read at grade level by the end of first grade rarely ever equalize. Rather, the educational divide only widens. The Destination Reading curriculum catches up students who do not have this proper reading base.88

Block 2: Guided and Independent Reading

The reading block will draw primarily from the work of Fountas and Pinnell.89 This portion of literacy will utilize strategies that target individual students and their reading development:

Guided reading groups Explicitly taught reading strategies Independent reading with guided notes

Teachers will lead highly structured lessons that require a clear rationale for the reading, guidance through the text, and explicit instruction on the objective-based content. This instruction will include: tracking text from left to right, attending to and understanding the purpose of word spacing and punctuation in print, and recognizing meaning in text as parts and as a whole. The lesson will continue through independent reading or group-based reading, at which point students will receive individual attention for their work. Depending on the content covered in the reading, class activities will vary and student independent work will match the practice required in the day’s objective.

88 Begley, S. 1996. “Your Child’s Brain.” Newsweek. Feb. 19, 1996, 55-61.89 Irene Fountas and Gay Su Pinnell Leveled Books, K-8: Matching Texts to Readers for Effective Teaching. (2005) Heinemann.

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Block 3: Comprehensive Writing

Writing is one of the more difficult abilities to develop, as it incorporates multiple knowledge and skill development in order to be successful. In order to continuously develop students’ writing abilities, Capitol Collegiate will reinforce writing and writing concepts on a daily basis. Some of these strategies and topics will be:

Fictional stories using starters Organization strategies and development Using voice and tone in writing Sentence structure and grammar Paragraph structure Developmentally appropriate essays and narratives

While the majority of the content will be preparing students for extensive writing assignments in the upper grades, students in kindergarten through second grade will still be asked to complete short writing assignments, allowing them to practice the strategies given to them.

Third through Eighth Grades

Block 1: Reading and Vocabulary Development and Direct Instruction

For older grades stronger in literacy foundational knowledge and skills, students will focus heavily on independent reading and explicit vocabulary instruction. Students will focus time on understanding texts, strategies for accessing vocabulary that is new or difficult, and thinking about word choice and diction in texts. There are several key components to this literacy block:

Pre-teaching vocabulary/explicit vocabulary instruction90 Context clues Reading aloud and in small groups (on reading levels) Pre-planned questions, pauses, cognitive modeling

Read alouds will still occur in the older grades, though they may be less frequent as grades progress and may encourage increased student participation in order to check for reading development and growth. The majority of time will be spent focusing on English Language Arts standards.

Block 2: Guided and Independent Reading

Students will continue to use targeted small group and independent reading set-ups during this block. Many of the strategies from the earlier grades will be spiraled into this

90 Betty Hart and Todd R. Risley. (Spring 2003) “The Early Catastrophe: The 30 Million Word Gap by Age 3“ American Educator.

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curriculum and the majority of the time will focus on California State Standards. By the fifth grade, students will use this shorter block as independent reading time, at which point they will complete in-depth critical thinking assignments related to the readings and begin to apply material taught from block one into their understanding of texts.

Block 3: Comprehensive Writing

By the third grade, students will begin to develop organized, comprehensive pieces of writing. Students will be explicitly taught a variety of writing strategies and will be expected to answer all material in complete sentences through well-developed paragraphs. By the eighth grade, students will be expected to write clear, organized, developed essays of five pages or greater. Every eighth grader should be able to write a longer research paper using expository strategies and guidelines.

Focus on Mathematics

Figure 1.16: Mathematics Program Overview

Mathematics Math will be separated into two classes: Math Procedures and Math Problem Solving.91 Math Procedures will focus on number sense and computation, while Problem Solving will focus on the application of math concepts. This segmentation will allow students to continue to solidify fundamental math concepts while they work to build higher-level problem solving skills. Together, these two courses will set all students strategically on the path for pre-algebra, geometry, and algebra readiness that they will need in the upper grades and will best support our college preparatory mission for all students.

Numerous empirical studies indicate that children who are instructed with a math curriculum that employs continual practice and review illustrate superior skill attainment and math achievement.92 Later studies have strongly suggested that spaced or distributed practice results in higher performance than a process of constant mass practice.93 Capitol Collegiate may supplement internally developed curriculum with research-based practices, such as those found in Saxon Math. Our math program will include the following five strands.94

Number Sense Students must develop a clear understanding of numbers in order to count, compute, measure, and estimate. This strand focuses on the four basic arithmetic operations (addition, subtraction, multiplication, and division) as well as more advanced computation,

91 This concept is developed explicitly from the curriculum used at Roxbury Prep. 92 Usnick, 1991; Ornstein, 1990;from www.saxonmathhoemschool.com/math/index.jps p. 2.93 Dhailwal, 1987; Proctor, 1980; from www.saxonmathhomeschool.com/mth/index.jsp p. 2.94 Based on the California Department of Education’s Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve (2006).

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such as comparing values, factoring numbers, and finding powers and square roots. The number sense strand also includes concepts of numeration, such as the base ten number system, fractions, decimals, negative numbers, rational numbers, and scientific notation. Number sense in the middle school years includes the study of prime and composite numbers, rational and irrational numbers, and real and complex numbers.

Algebra and Functions

 In this strand, students learn to use patterns and functions, including the conversion of units of measurement. Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions with multiple variables. Students use order of operations, as well as the commutative, associative, and distributive properties to evaluate expressions and solve problems involving rates, speed, distance, and time. Algebra becomes increasingly complex as students solve inequalities and learn to use algebraic language to represent the concepts involved.

Measurement and Geometry

Students learn to accurately measure and estimate measurements using standard U.S. units and the metric system. They learn properties of two- and three-dimensional shapes and manipulations of those shapes, and are able to calculate perimeter, area, and volume. Students use coordinate grids and graphing to represent points, lines, and figures.

Statistics, Data Analysis,

Probability

This strand includes the calculation, representation, and analysis of various sets of data. Students compute the range, median, and mode of data sets, understand how additional data may affect the computations, and explain when to use specific measures of central tendency. They use various graphs, scatterplots, and more sophisticated diagrams, such as stem-and-leaf plots or box-and-whisker plots, to display data. Students are able to articulate the significance of sample size and selection on statistical accuracy. Students understand concepts of probability, can differentiate between dependent and independent events, and are able to make predictions based on probability and calculate the numerical probability of a given event.

Mathematical Reasoning

This strand includes the understanding of mathematic concepts on an abstract level. Students make decisions about how to approach problems, use strategies, skills, and concepts to find solutions, and move beyond a particular problem by generalizing to other situations. Mathematical reasoning is used to explain arithmetic facts, solve problems and puzzles, understand algorithms and formulas, and justify results. Students are able to use a variety of methods, including words, numbers, shapes, charts, graphs, tables,

47

diagrams, and models to explain their reasoning. Mathematical reasoning, with its careful analysis of assumptions, use of strategies to solve problems, and emphasis on logical steps, is an intellectual discipline that supports logical reasoning and thoughtful judgments.

Students will master grade-level standards for each strand in grades four through seven and all eighth graders will successfully complete a year-long algebra course. This will provide students with the preparation and motivation to enter a challenging high school math sequence of study that ends with the completion of calculus.

Focus on Science

Figure 1.17: Science Program Overview

Science Because of its demonstrated success with implementing a standards-based program to serve the educational needs of urban African-American children, we have selected Full Options Science Systems (FOSS) as a foundational program in our science curriculum.95 FOSS is a research-based science curriculum with materials that provide meaningful science education for elementary school students and prepare them for life in the 21st century. The FOSS program also provides readings in science – FOSS Science Stories - thus adding power to the curriculum. Through the printed word students can extend their experience beyond the limits of the classroom and the FOSS kit; they can enhance their understanding of concepts by exposure to related ideas. Students will have access to the study of multiple scientific fields (earth, physical, environmental, and biological) through this curriculum. Additionally, students will be able to apply the scientific method and conduct experiments using best practices.

Focus on Social Sciences

Figure 1.18: Social Sciences Program Overview

Social Science It is essential that students receive an effective education in Social Sciences in order to gain content knowledge as well as develop critical thinking, improve access to expository and difficult texts, and build specific skills that they will use throughout their lives. In order to ensure the realization of this effort and also to comply with California State Standards, students at Capitol Collegiate will receive one block of Social Sciences per day.

95 Kahle,J., Meece, J., Scantlebury, K., (2000). “Urban African-American middle school science students: Does standards-based teaching make a difference?” Journal of Research in Science Teaching 37, 9. 1019-1041.

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Scope and Sequence

Figure 1.19: Core Academic Scope and Sequence K - 8

Core Academic Scope and Sequence K-8 English/

Language Arts

Mathematics History/Social Science Science

Kindergarten Language Arts

Computation & Problem

Solving

Learning and Working Now and Long Ago

Science

Grade 1 Language Arts

Computation & Problem

Solving

A Child's Place in Time and Space Science

Grade 2 Language Arts

Computation & Problem

Solving

People Who Make a Difference

Science

Grade 3 Language Arts

Computation & Problem

Solving

Continuity and Change Science

Grade 4 Language Arts

Computation & Problem

Solving

California: A Changing State Science

Grade 5 Reading & Writing Math

U.S. History and Geography:

Making a New Nation

Science

Grade 6 Reading & Writing Math

World History and Geography:

Ancient Civilizations

Earth Science

Grade 7 English & Writing Pre-Algebra

World History and Geography:

Medieval and Early

Modern Times

Life Science

Grade 8 English & Writing Algebra I

U.S. History and Geography:

Growth and Conflict

Physical Science

Textbooks and California State Standards

The academic program at Capitol Collegiate begins with the California Content Standards. Teachers will use standards-based, research-proven curricula as guidance for

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the core academic subjects. The identified curricula have been proven to produce exceptional results in urban schools and were adopted by the California Department of Education. The selected textbooks for Capitol Collegiate are research-proven curricula and are aligned to the California State Content Standards. We endeavor to select textbooks that are California State standards aligned and will purchase those editions that meet this requirement. We will additionally supplement all math curriculum with internally developed materials to ensure that we provide students with the skills needed to be prepared for higher levels of math. Content Area Textbooks are outlined in Figure 1.20.

Figure 1.20: Content Area Textbooks for Grades K-8

Content Area Textbooks for Grades K-8Grade Level

English/ Language Arts Mathematics History/ Social

Science Science

Kinder

Open Court or Reading Mastery(SRA/McGraw

Hill)CA Saxon

Math(Saxon)

CA Vistas(MacMillan/

McGraw-Hill)

Full Option Science System

FOSS(Delta

Education)Waterford Reading

(Pearsons)

CA Science (Harcourt)

First

Open Court or Reading Mastery(SRA/McGraw

Hill)CA Saxon

Math(Saxon)

CA Vistas(MacMillan/

McGraw-Hill)

Full Option Science System

FOSS(Delta

Education)Waterford Reading

(Pearsons)

CA Science (Harcourt)

Second

Open Court or Reading Mastery(SRA/McGraw

Hill)CA Saxon

Math(Saxon)

CA Vistas(MacMillan/

McGraw-Hill)

Full Option Science System

FOSS(Delta

Education)Waterford Reading

(Pearsons)

CA Science (Harcourt)

Third Open Court or Reading Mastery(SRA/McGraw

Hill)

CA Saxon Math

(Saxon)

CA Vistas(MacMillan/

McGraw-Hill)

Full Option Science System

FOSS(Delta Educ.)

Accelerated Reader

(Renaissance

CA Science (Harcourt)

50

Learning)

Fourth

Open Court or Reading Mastery(SRA/McGraw

Hill) CA Saxon Math

(Saxon)

CA Vistas(MacMillan/

McGraw-Hill)

Full Option Science System

FOSS(Delta Educ.)

Accelerated Reader

(Renaissance Learning)

CA Science (Harcourt)

Fifth

Open Court or Reading Mastery(SRA/McGraw

Hill) CA Saxon Math

(Saxon)

CA Vistas(MacMillan/

McGraw-Hill)

Full Option Science System

FOSS(Delta

Education)Accelerated

Reader(Renaissance

Learning)

CA Science (Harcourt)

Sixth

Literature and Language Arts(Holt, Rinehart and Winston) CA Saxon

Math(Saxon)

History Alive-CA Series

(Teachers’ Curriculum Institute)

Holt CA Science: Earth,

Life and Physical Science

(Holt, Rinehart, and Winston)

Accelerated Reader

(Renaissance Learning)

Seventh

Literature and Language Arts(Holt, Rinehart and Winston) Pre Algebra

(McDougal-Littell)

History Alive-CA Series

(Teachers’ Curriculum Institute)

Holt CA Science: Earth,

Life and Physical Science

(Holt, Rinehart, and Winston)

Accelerated Reader

(Renaissance Learning)

Eighth

Literature and Language Arts(Holt, Rinehart and Winston) Algebra I

(McDougal-Littell)

History Alive-CA Series

(Teachers’ Curriculum Institute)

Holt CA Science: Earth,

Life and Physical Science

(Holt, Rinehart, and Winston)

Accelerated Reader

(Renaissance Learning)

The above scope and sequence outlines the four core content areas of English Language Arts, Mathematics, Social Studies/History, and Science for the nine years of study. An outline of the California State Standards for each grade level are also included in Appendix O.

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ADDITIONAL INSTRUCTIONAL PRACTICES

PRIDE Program

Capitol Collegiate recognizes the importance of both an academic and a character education. To prepare students for college, we cannot simply assume that their grade-level proficiency will be enough to ensure their success and achievement. We also cannot hold students accountable for high levels of behavior unless we specifically teach them, just as we would teach reading or addition. As a result, Capitol Collegiate will teach students the behaviors that we expect for a strong school culture, and those that will help them to compete, lead, and achieve in college and in life. We will develop these skills extensively over the beginning weeks of the school year and reinforce them as the year progresses. These skills will include school behaviors such as raising your hand to speak, listening to the person speaking, sitting up straight, following directions, and participating in class. Further, we will develop habits that we expect students to display throughout the course of their education including: completing all homework, taking responsibility for actions, working towards quality output, managing time, taking good notes, remaining organized, and being prepared for each day.

While we do not have a class to explicitly teach these character attributes to students, we have developed a core set of operating principles and values with which to assess the character development of students – PRIDE.

Prepared Respectful Integrity Dilligent Engaged

This character education will be infused in every part of the school culture. School leaders will plan activities around these principles to strengthen school culture, teachers will speak often about these principles to students, and students will adopt a common language around their performance using these values. PRIDE will be referenced through school culture and more explicitly taught in physical education, advisory, community circle, enrichment, and additional classes, as warranted. PRIDE will be taught through instruction, demonstration, discussion, quotes, environment, vocabulary, and role pays to continuously reinforce those principles that will lead to student success. Some examples of PRIDE values at school are included in Figure 1.21.

Figure 1.21: What PRIDE Can Mean

Prepare Completed homework; Bringing all required materials to class; Coming to

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d school in uniform; Having parents sign homework and noticesRespec

tfulRaising hands; Listening while others are talking; Speaking in appropriate tones and volumes; Following school and classroom procedures

Integrity

Being honest about performance; Aligning actions with beliefs; Encouraging classmates who are successful and those who struggle

Dilligent

Putting forth the greatest effort; Taking risks; Working with purpose; Valuing quality over quantity; Demonstrating effort throughout the full day

Engaged

Participating in class; Using complete sentences; Volunteering; Completing class jobs; Asking questions; Build on other’s ideas; Singing along

PRIDE values will be used for individual and class positive and negative consequence systems. The application of this will vary by academy, however the purpose will remain the same: ensure that all students are exhibiting the behaviors necessary to be successful in college. In order to do this as effectively as possible, we have differentiated the PRIDE values to be developmentally appropriate. An example might be:

Foundations Academy: Students in grades kindergarten through four will earn individual and class/group PRIDE points. These points will be allocated by the teacher each day. The teacher will explain why students received the level of points that they did as a way to build the metacognitive understanding of actions and consequences. Students in kindergarten through the second grade may have cards to represent their level of PRIDE, whereas students in grades three and four will have PRIDE blocks displayed in the classroom. PRIDE reports will be sent home to parents in order to communicate student work ethic and behavior with families. PRIDE points will also contribute to determining student participation in trips and activities.

Futures Academy: Students in grades five through eight will also earn individual and class PRIDE points during the day, receiving an evaluation of their PRIDE after each class. Unlike the Foundations Academy, however, the students in Futures will have the opportunity to determine their own level of PRIDE before receiving teacher input. This reflects the developmental level of the students as well as the belief that students should internalize the PRIDE values after several years at the school. Classes will have weekly competitions to see who had the most PRIDE for the week, building anticipation and reward for reflecting strong values. Students will also receive individual PRIDE points in the form of a weekly paycheck. These points will determine a student’s eligibility for field trips, activities, and rewards. These paychecks will also be given to parents as a weekly behavior report for their children’s work ethic and behavior. Rewards for PRIDE points will vary in frequency by grade within the Future’s Academy, as older students should develop stronger intrinsic motivation and be able to wait longer periods of time before being extrinsically rewarded.

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While PRIDE and PRIDE points are important symbolic structures within the school, the greater value is the character building that it produces. We know that in order to be successful in college, students will need to perform at their highest level every day. PRIDE is a system that actively holds all members of the school community accountable for this level of performance. We want students to feel confident in their abilities as well as their character. By allowing this level of reflection on a regular basis, we are providing them with the tools to do so.

Sunrise Smarty

Before and after a student eats breakfast or lunch, he or she will have the opportunity to complete “Sunrise Smarty” work, a monthly grade-appropriate packet of learning. These activities will consist of review material from the previous day’s lessons, foundational knowledge and skill building, and/or preoperational assignments for the lesson ahead in a way that is entertaining and fun for students. An example might be tracing your name, coloring different continents, completing math games, etc. It is a way to ensure that students have something to do if they finish eating early and before classes go outside for recess or to Community Circle.

INTEGRATION OF TECHNOLOGY

Technology can be an appropriate method for promoting meaningful learning and allowing students to work on challenging problems for student-direct learning. Technology also promotes the development of higher-order critical thinking skills.96

We have planned for ten (10) computers in each classroom. These computers will allow for students to use the River Deep computerized reading program to support their literacy development in kindergarten and first grades. It will also allow for increased computer familiarity as students begin introductions to the proper use and geography of computers. As the grade levels progress, students will begin to type assignments, create PowerPoint presentations, and use Excel. Students will also have increasingly more assignments that utilize internet research as part of the expository and research-based standards in the California state curriculum. Students will be expected to use computers on a daily basis. Classrooms will also have access to LCD projectors, television and DVD equipment, cameras and recording equipment.

At the school level, computers will be individually available to every staff member and there will also be public computers available for families. The internet will be available at the school level and we will utilize a computerized gradebook, attendance program, and parent communication system (in addition to the paper copies provided to families). 96 Our technology program and goals are based on the work completed at the following: Association for the Advancement of Computing in Education, Center for Technology in Learning, Consortium for School Networking, Focus on Technology, Institute for the Transfer of Technology to Education by the National School Boards Association, and the Office of Educational Technology.

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Families and teachers will be able to further communicate through the school’s web site, which will keep an updated calendar of events, newsletter, and curriculum guide.

At Capitol Collegiate are: An annual technology plan which clearly identifies learning goals to be achieved

through technology. Technology supports the instructional learning goals. It is integrated into

instruction in meaningful ways so that it contributes to the attainment of high standards by all students.

Technology is used for challenging, long-term projects that promote students' higher-order thinking skills instead of merely for drill-and-practice programs to improve basic skills.

All students have opportunities to use a variety of technologies to support their work on authentic tasks.

There is a flexibility in managing the technology to ensure that all students and teachers have equity of access.

The professional development component of the technology plan ensures that every teacher has allotted time throughout the school year for professional development relating to technology and its integration into the classroom. Professional development in technology is directly applicable to the classroom situation.

As the program grows, we expect to include increasingly larger levels of technology into the classroom. Such technology could include such technology as mentioned on the NMC Horizon Project Short List: Smart Objects, collaborative environments, mobiles and next-generation mobiles.

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BEST PRACTICES FOR INSTRUCTION

Capitol Collegiate will utilize research-based best practices in classrooms and as school-wide policies and procedures. We believe that encouraging the use of such practice as a school will develop a strong consistency for students and clear expectation for teachers. Below are some examples of instructional practices to be used:

Bloom’s Revised Taxonomy

Capitol Collegiate will use the revised Bloom’s Taxonomy (see Figure 1.22) in constructing lessons. By using this framework, teachers will be able to ensure that they are pushing students to higher order thinking and mastery of content. Below is a framework that we will use to guide our planning.

Figure 1.22: Bloom’s Taxonomy

Knowledge Dimension

Cognitive ProcessesRemember

Retrieve relevant

knowledge

UnderstandConstruct

meaning from instructional

messages

ApplyCarry out or use a

procedure

AnalyzeBreak

material into its

constituent parts and

understand relationship

EvaluateMake

judgments based on

criteria and standards

CreatePut elements together to

form a coherent or functional

whole

Factual Knowledge-Basic elements students must know to be acquainted with a discipline.

           

Conceptual Knowledge-Interrelationships among various elements within larger structure.

           

Procedural Knowledge-How to do something, methods of inquiry

           

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Focus LessonFocus Lesson

Independent Independent

Teacher ResponsibilityTeacher Responsibility

Student Responsibility Student Responsibility

“I do it”(Teacher)

“You do it

alone”(Student)

Guided InstructionGuided Instruction “We do it”(Teacher/Student)

CollaborativeCollaborative“You do it together”

(Student/Student)

Adapted from Doug Fisher & Nancy Frey, 2008

Metacognitive Knowledge-Knowledge of cognition including one’s own

           

Foundations Academy

Team teaching will be used for certain literacy blocks as a creative way to lower the student/teacher instruction ratio, provide for greater collaboration between teachers, and allow for more teacher preparation time throughout the day. Teachers are able to plan together and collaborate to best meet the needs of individual students, allowing for greater consistency across classrooms and shared best practices among all staff members. In the first year, we will have 133 students and seven (7) classroom teachers, providing a teacher/student ratio of 1:19. We will divide students into groups of nine (9) based on flexible-ability reading groups. Additionally, students will take: a daily mathematics course that focuses on computation, another mathematics course that focuses on grade-level problem-solving, as well as a daily math meeting each morning that focuses on application and other critical math skills (calendar, money, number line, etc.).

The format of instruction in the Foundations Academy will be structured into frequent and focused mini-lessons of material, providing for developmentally-appropriate activities and learning opportunities. Teachers will create a series of objectives for the day and structure several short (fifteen minute) lessons building up to mastery of those objectives. These lessons should include explicit instruction, strong facilitation, and a great deal of student repetition and practice. Through the variety of activities, students will have the opportunity to practice and build a deeper understanding of the material. It also gives the teacher an opportunity to informally check for student understanding.

Futures Academy: Gradual Release of Responsibility

Teachers will use the Gradual Release of Responsibility model (please see Figures 1.23 and 1.24 ), commonly referred to as the “I-WE-YOU” instructional process.

Figure 1.23: Gradual Release: I, We, You

57

In the “I” stage, the teacher models the skill by having students watch while he/she works through the new skill step-by-step. The teacher uses cognitive modeling in order to help students understand what he or she is thinking about the problem.

Teachers then allow the modeling to shift to the “WE” stage. Students might have a chance to work through each step of similar problems, reinforcing the same skill modeled earlier. Students may do this as a class with strong teacher support, then in small groups reporting to the class, and then in pairs. In this format, teachers give students the opportunity to take increasingly greater roles in using the material.

Finally, the class moves to the “YOU” stage. This occurs when the teacher assesses that the class is able to work independently on the material. Teachers check for understanding as students work and provide support where necessary.

The primary purpose behind this model of instruction is to promote the growing independence of students in the content. Throughout the course of the lesson, the student should be able to complete the assignment independently and at higher levels than when first introduced. Specifically, as the teacher gives more opportunity for students to practice the work and simultaneously makes those groups smaller, students are provided with more time and independence to work on problems autonomously. This leads to greater retention and mastery as concepts are reinforced in appropriate intervals.

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DEPENDENT SHARED INDEPENDENT

I Do It We Do It You Do It (together/alone)

Input Modeling Guided Practice

Collaboration /Indep. Practice

Teacher Teacher Teacher Teacher Provide anticipatory set * Identifies objectives

& purpose (content-language-metacognitive) * Provides input *Thinks aloud

* Questions (CFU)

How did you:

make lesson objectives clear to your students?

connect to prior learning? build background knowledge? identify both academic & content vocabulary

so students can access new material?

Demonstrates * Models * Thinks Aloud * Explains * Questions (CFU) * Clarifies

* Responds (Praise, Prompt, Correct)

How did you:

know that (all or a specific student) thought through and formulated a response to (specify question)?

provide corrective feedback to students? differentiate the modeling for students (think aloud

model, performance model)? provide multiple explanations for new concepts?

H

an

d o

ve

r o

f R

es

po

ns

ib

il

it

y Observes * Questions (CFU) * Assesses progress

* Responds (praise, prompt, correct) * Intervenes as necessary

As students take more responsibility, how did you:

assess their progress/understanding? provide students with hands-on experience

and practice? determine grouping (pairs, groups) for this

activity? use scaffolds to help struggling students

understand the lesson? support ELs (what scaffolds are in place)?

Monitors * Responds * Acknowledges * Evaluates *Assesses who needs intervention or extension

* Sets new goals

How did you:

intervene with students who are not ready to move on?

assess at the close of the lesson to determine who has mastered content and who needs further assistance?

extend the lesson for those who are ready to move on?

Student Collaborates * Initiates * Self-regulates

* Problem Solves * Self-assesses *Reflects* Explores * Extends * Applies to new setting

How did you provide opportunities for students to: connect concepts to future lessons and

explore real-life applications? generate evidence of self-regulatory

strategies? self-assess? extend their learning? initiate independent learning or more in-

depth study of content?

Student Applies Learning * Takes Charge * Practices

* Problem Solves * Self-regulates * Self-corrects

How did you:

support students to use self-regulatory strategies?

provide opportunities for students to practice self-correction?

assist students in self-correcting their relative strengths and weaknesses in regard to the given task?

Student Interacts * Collaborates *Responds *Asks Questions

How did you:

prepare students to ask probing/clarifying questions?

allow students a variety of methods and modalities in which to respond?

aide students in processing information?

Student Observes *Listens *Processes *Responds

*Interacts

Based on student responses, how did you:

assess students’ prior knowledge? allow for student interaction?

Instructional context, content & resources Independent Practice & Application

In what way might you utilize materials (i.e. Universal Access materials, other materials) to further support students reading below level or ELs?Have you provided a wide variety of media/texts throughout instruction? Specify.How are your activities, homework and assessments directly linked to the standards?

In-class practice: does the practice allow students to transfer knowledge? Homework: How is it tied to the lesson?Application/Assessment: How did you go back to the objectives to reinforce the goal of the lesson?

The Gradual Release Of Responsibility (GRR) model may be implemented in a single period/lesson or over the course of several days as a means of scaffolding instruction. Because students’ content , language, and metacognitive needs vary, differentiation of instruction is recommended at key stages of the lesson, especially for struggling learners prior to assigning independent practice.

An example lesson plan for this model is shown below in Figure 1.24. Figure 1.24: Gradual Release of Responsibility Lesson Planning Scope with

guiding questions

1

Whole School

Reading and Writing Across the Curriculum

Reading, oral, and written literacy are essential to the success of our students. To be successful in college, students will need to be able to interpret and respond to texts with confidence. Capitol Collegiate will therefore emphasize literacy across all content areas, allowing students to:

Develop stronger reading comprehension Access important material and evidence easily Become familiar with a variety of different text samples

Students must be able to respond to texts both verbally and in writing, as both require competence if students are going to be successful academically. Students must have the opportunity to write and discuss their ideas as much as possible. Students will be required to write every day and will be given meaningful feedback on that writing. Capitol Collegiate will emphasize this writing component across each content area. Writing will be assessed according to a commonly applied, grade-specific rubric, with special emphasis on the content taught during that day or week. All content areas will hold students to the same expectations as to quality, structure, and tone, although the content will differ. In the lower elementary grades, students will be asked to read historical stories and write responses to scientific hypotheses. In a middle school history class, for example, students may be asked to respond to different primary source documents in paragraph form and analyze the importance of these documents in the context of the historical time period. In science, students may be required to analyze a scientific experiment in paragraph form or to respond to hypothetical science scenarios based on content-related prompts. Explicit vocabulary instruction will also take place in each content area to best prepare students to appropriately and intelligently respond to a variety of writing prompts.

Common Blackboard Configuration

All teachers at Capitol Collegiate will use the common Blackboard Configuration (BBC) endorsed by educational expert Dr. Lorraine Monroe.97 The BBC (please see Figure 1.25) reinforces consistency of academic expectations by (1) providing a means to hold teachers accountable for the content taught and the methods used to teach it, and (2) providing students with clear communication about the expected outcomes for learning. The BBC will require the following:

The class and date will be updated and posted on the board.

97 Best practice from Dr. Lorraine Monroe, Founder of the Lorraine Monroe Leadership Institute. Application content adapted from Achievement Prep in Washington, D.C.

Figure 1.25: MODEL BBC8th Grade LiteratureNovember 8, 2011

Aim: Determine how central characters’ qualities influence the development of the conflict.

Objectives: SWBAT* identify all central characters in the play.SWBAT identify qualities of each character based upon the reading.SWBAT identify developing conflict.SWBAT identify all factors contributing to the development of the conflict.

Q2: Reading Quiz

Agenda: Q2: QuizReview of last night’s readingRead aloud and discussionReview Objectives

Homework: Read pp. 42-79 (due

The Aim will indicate a broader learning objective for the material being taught and will correlate directly with content and performance standards.

Objective(s) will provide the specific goal(s) for the day. The objective(s) will be measurable, ambitious learning goals that are directly connected to standards developed in the curriculum.

Q2 (Quick Questions) is a silent, pen to paper 4-5 minute activity that focuses students immediately on class work and allows the teacher to quickly assess student understanding of a specific topic. The Q2 will begin in third grade.

Agendas for each class will be developed and written by teachers so that the content for the lesson is explicitly listed in small time increments, providing clear expectations for students and holding the teacher accountable for pace.

Homework is required in all academic classes each day, and provides students with the opportunity to practice and reinforce that day’s skills and content knowledge.

Additional Proven Instructional Techniques. 98

We will use a variety of instructional techniques that reinforce student expectations. These techniques have been used by effective teachers in high-performing schools nationally and can be categorized in three areas:

Behavioral Academic Advanced (the expectation that all students achieve)

Listed in Figure 1.26 are examples of proven instructional techniques that will be employed by all members of the Capitol Collegiate community:

Figure 1.26: Instructional Techniques98 Intentionally using these techniques as part of a school’s programming and culture was inspired by Doug Lemov, Founder and Former President of School Performance, Managing Director of Uncommon Schools’ True North Network, Founder of Rochester Preparatory Charter School in Rochester, NY, and Founding Principal of the Academy of the Pacific Rim in Boston, MA. Mr. Lemov is a leader among training school leaders in school design, curriculum and assessment and use of student data.

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TECHNIQUE TYPE DESCRIPTION

Sweat the Details Behavioral

Approach that encourages teachers to enforce compliance with every expectation, including aspects that may seem minor.

Do It Again Behavioral

Technique in which a teacher instructs students to complete a procedure or process that has been practiced and demands that students repeat the process if it is not done well or by all students.

100%Behavioral

& Academic

Behavior: Method in which a teacher demands everyone’s full participation to complete a task or activity associated with learning and will not continue instruction until all students have complied. Academic: There is a difference between right and partially right. When responding to an answer in class the teacher holds out for an answer that is 100% right. Students should not be told an answer is correct when it is not.

Stretch It Academic

Many teachers respond to a correct answer by saying “good” or “right.” With this technique a teacher can push students to higher standards by asking them to “stretch” their answer by explaining how they arrived at an answer or asking them to answer a more complex question that builds on that same concept or standard.

Ratio Academic

Method in which the teacher purposefully minimizes the time spent talking to afford more opportunities for the class to lead instruction by answering questions as a group or individually.

No Opt Out Academic

Process in which a student who answers incorrectly is not able to give up on the learning process. We have high expectations for student performance and a teacher should not accept “I don’t know” for an answer. Instead the teacher should prompt the student to answer a clarifying question, or push the student to attempt to answer. If the student genuinely does not know the answer the teacher will call on a fellow classmates to assist, and then the student will be asked the same question or be given a similar question to answer correctly.

Warm/Strict Advanced

Strategy that combines a caring tone with a ‘no exceptions’ standard of behavioral expectations. Often used by teachers to build culture and set the tone inside their classrooms.

Precise Praise Advanced Technique used by teachers to reward students with praise

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using very specific examples that are meaningful and genuine. For example: “Lisa you did a great job using three distinct adjectives to describe the main character.”

Checks for Understanding

Assessing student learning on a regular basis is critical for ensuring student mastery. Research states that the most effective teachers ask an average of 24 questions during a 50-minute period.99 These checks for understanding are meant to check for a variety of student behaviors and knowledge including:

Attention Engagement Knowledge Process and conceptual understanding Lingering confusion or questions Mastery

The most important components of checks for understanding are that they are deliberate and purposeful. This includes a variety of methods such as:

Direct questioning and paraphrasing Written responses Think-Pair-Share White boards Small group quick discussions Use of signs or cues Choral response

This check for understanding can produce clear results as to determining what students know and are able to do. Students will be at one of three learning areas: no learning, rote learning, or meaningful learning. Rote learning indicates that the student can recall, but not transfer information, whereas meaningful learning indicates that a student is able to transfer and apply content to new problems.100

We will also utilize Costa’s levels of questioning (please see Figure 1.27) in our approach. This approach uses three levels to determine the mastery depth of a student.

99 Gabriela Mafia shared this and other best practices for educators during a session on Academic and Curricular leadership at the University of Southern California. (2009).100 Porter and Brophy (1988) and Mager (1968) both commented on the importance of these checks. Their work is seminal in the literature today.

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Figure 1.27: Levels of Questioning

Level One

Defining ScanningDescribing RecitingIdentifying ObservingListing Naming

• What is the definition of "lunar eclipse?“ (definition)

• How can we express the equation 2x (4-5y) =3y=26 in three ways (list)

• Which states seceded from the Union to form the Confederacy? (identification)

• How does "The Road Not Taken“ (Frost) begin? (recitation)

Level Two

Analyzing Comparing Grouping Contrasting Inferring SequencingSynthesizing

• In Native Son how does Bigger Thomas' violence against his gang members reveal a deeply-rooted insecurity and fear of people? (analysis)

• How does the term "manifest destiny" capture the essence of western expansion in the United States? (synthesis)

• If the moon is full Aug. 17, July 18, and June 19, when will it be full in April? (inference)

Level Three

Applying a Imagining principle JudgingEvaluating PredictingHypothesizing Speculating

• Using the principle of commutative property, how can we find out the number of apple trees in an orchard having 15 rows, 5 trees each? (application)

• Which of the characters in Great Expectations suffered the most? (judgment)

• In Catcher in the Rye, how might Phoebe, years later, describe Holden to her children? (speculation)

Student Practice

Finally, we will utilize four base methods for student practice: Writing, Inquiry, Collaboration, and Reading (please see Figure 1.28). These strategies will be the primary foundations for how learning is developed and informally assessed throughout class.

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Figure 1.28: Writing, Inquiry, Collaboration, Reading Chart

WWriting

Pre-write Draft Respond Revise Edit Final Draft Class and Textbook Notes Learning Logs/Journals

IInquiry

Costa’s Levels of Questions Skilled Questioning Socratic Seminars Quick-write Discussion Critical Thinking Activities Writing Questions Open-Mindedness Activities

CCollaboration

Group Projects Study Groups Jigsaw Activities Response/Edit/Revision Groups Collaborative Activities

RReading

Survey, Question, Read, Recite, Review (SQ3R)

KWL (What I Know, What to Learn, Learned)

Reciprocal Teaching “Think Alouds” Reader Response Graphic Organizers Vocabulary Building

Within this framework, students will be held accountable for their learning in a variety of different ways. They will also be able to share that learning through a variety of modalities, therefore building both skill and will in student performance.

Curriculum Design

Marzano, a leading national expert on curriculum design, identifies several school-level factors of effective schools. These factors are researched-based strategies that provide guidance towards developing a strong curriculum supporting student performance and confidence in their abilities. Some of these strategies are outlined below in Figure 1.29.101 The primary groups that are consistently executed at high levels in the most effective schools nationally are course curriculum, lesson design, and classroom management. When these three areas are implemented at high levels, schools can be sure that staff and students know where they are going and what they want to achieve, how

101 Marzano, Robert. (2001). Classroom Instruction that Works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum.

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they will get there, and what it will take in order to be successful. Having such clear expectations and goals in the form of an academic program supports a college preparatory mission and a strong academic environment.

Figure 1.29: School-Level Factors of Effective Schools

School-Level Factors of Effective SchoolsThe most important component is to have a guaranteed and viable curriculum with a clear opportunity to learn for all students. This opportunity to learn must include the intended, implemented, and attained curriculum for students.

Classroom Curriculum

Design

Learning goals Teachers must know goals and plan instruction around these

learning goals and articulate these to students Teachers must specify aspects of content to be addressedTransfer of knowledge Teachers structure classroom tasks to facilitate construction of

meaning Logical progression of content is key to mastery Multiple exposure and complex interactions Minimum of four exposures needed to integrate into existing

knowledge baseAction Steps: Identify declarative and procedural knowledge in content which are

focus of instruction Present new content multiple times (variety of input modes and

modalities) Distinguish skills and processes students are to master Present content in groups or categories that demonstrate the critical

features of the content.

Instructional Strategies

Elements of lesson design Anticipatory set Objective and purpose Input Modeling Checking for understanding Guided practice Ind. PracticeAction Steps Teachers need instructional framework that considers 3 categories• Regular interval• Input experiences• Reviewing, practicing and applying

Classroom Management

Establishing and enforcing rules and procedures Carrying out disciplinary actions Teacher and student relationships

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SCHEDULE

Academic Calendar

In order to make certain the success of our mission, it is critical that students are given more time in the classroom.

Extended learning time is a strategy we will use to ensure that all students master the knowledge, skills, and mindsets necessary to realize this vision of success. This includes additional time in the critical areas that will help to determine the achievement of students in their continued education: reading, writing, and mathematics. In Ten Steps to Doubling Student Performance, Allan Odden states that schools that greatly improved and maintained high levels of student achievement “set aside a large amount of time for the most important subjects, particularly math and reading… nearly all districts and schools ‘protected’ instructional time for core elementary subjects, particularly mathematics and reading. The time when instruction was being provided for these subjects, especially at the elementary level, was buffeted from interruptions, intercom messaging, trips to the principal office, etc. Everyone in the school knew that this time was to be used to provide instruction in reading and mathematics, period, and was to be used for nothing else.”102 To accomplish this, Capitol Collegiate will operate with an extended school day and year, as well as extended professional development for teachers to target individual student achievement.

Extended Learning Time

The academic calendar for Capitol Collegiate will be significantly longer for both students and teachers than the traditional public school calendar. The first day of school for students will be August 22, 2011 and the last day of school for students will be June 20, 2012. The school doors will open for all students at 7:30AM, with the school day officially closing for students at 4:00PM. (The school day will end at 5:00PM for students in the fourth through eighth grades.) Students in kindergarten through third grade will receive fifteen hours of English Language Arts instruction per week in additional to at least seven hours of math instruction per week. This extended time in core subject areas will prepare students for success throughout their academic careers.

Extended Professional Development

Capitol Collegiate will also operate a longer year for teachers through over 20 full professional development days throughout the year in addition to shortened days once per week for three hour staff development sessions. This extended professional development time will allow teachers the space to collaborate with peers, analyze student data, construct action plans for individual students, and study best practices to ensure student

102 Odden, A. (2009). Ten Steps to Doubling Student Performance. Corwin Press.

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achievement. Research regarding resource allocation and professional development indicates that extensive professional development time is one of the most critical components put into place by high-performing and improving schools.103 Capitol Collegiate will provide teachers with extended time monthly and significant time weekly to address professional development needs, as many teachers typically must engage in these efforts on their personal time and over the summer otherwise.

Extended Assessment

All early elementary students at Capitol Collegiate will be given regular assessments focused on their literacy acquisition and development as well as their grade-level math abilities. Beginning in second grade, students will be given interim assessments regularly throughout the year. These assessments will allow teachers to determine mastery of standards. “Data Use for School Improvement: Effective Practices for School Improvement” identifies assessments as important tools in providing teachers with the data necessary to pinpoint levels of student performance, but that it is the analysis of that data which promote the knowledge of teachers and their ability to target individual student needs104 “While no set of state tests are perfect, the places producing gains in student learning go far beyond state tests and incorporate more data on student performance, and use it in implementing a cycle of continuous instructional improvement that continuously toggles between data on student performance – formative, benchmark or summative, curriculum and instructional strategies, and their impacts on student achievement”105 Capitol Collegiate will provide teachers with the time and professional development required to assess student mastery on assessments and provide an accurate picture of student performance to discuss with families. Additionally, parent conferences will be held three times per year to share student mastery information with families. (Please see school calendar in Element 1 and Family Involvement for more detail.) Parents will also be given quarterly report cards of their child’s achievement. If at the end of the year there is concern over a student’s mastery of specific standards, an intensive week of review will be given to those students. This time may be extended to a two-week period for students in the fourth through eighth grades. We will ensure that we take every step possible to provide students with the opportunity to access the curriculum.

Homework

Capitol Collegiate will provide students with more time in school, as well as provide students with daily homework assignments to extend student learning outside of the school day. Students in all grades will receive homework, varying in length depending on grade level. All students will be held accountable for completing homework assignments, with homework focused on the reinforcement of material covered in class. These figures 103 Odden, Archibald, Fermanich, & Gallagher. (2002). A Cost Framework for Professional Development. Journal of Education Finance. Vol. 28, No. 1.104 Wayman, J.C. & Stringfield, S. (2006). “Data Use for School Improvement: School Practices and Research Perspectives.” American Journal of Education. Vol. 112.105 Odden, A. (2009). Ten Steps to Doubling Student Performance. Corwin Press.

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are generally in-line with the recommendations of the PTA. Please see Figure 1.30 for more detail.

Figure 1.30: Minutes of Homework Per Night and Per Year in Each Subject106

Grade

Reading/ English

Language Arts

Writing Math Science Social sciences

Total Minutes

Per Night

Grade K 10-15 - 5 - - 15-20

Grade 1 10-15 - 10 - - 20-25

Grade 2 15-20 10 10 - - 35-40

Grade 3 15-20 10 10-15 5 5 45-55

Grade 4 15-20 10 10-15 10 10 55-65

Grade 5 20-25 10-15 10-15 10 10 60-75

Grade 6 20-25 10-15 10-15 10-15 10-15 60-85

Grade 7 20-30 20 15-20 10-15 10-15 75-100

Grade 8 20-30 20 15-20 15 15 85-100

Academic Calendar for the 2011-12 School Year

Summer Teacher Professional Development

In order to prepare for the successful opening of Capitol Collegiate, teachers will begin professional training on July 25, 2011 for a four-week professional development block. This summer teacher session will reduce to three weeks in subsequent years, with the additional week added during the first year in order to address the one-time requirements and trainings necessary for year one of a new school.107

This professional development will be followed by 12 full days and an additional three hours per week of development time during the school year. The July and August

106 Protheroe, N. (2009). Good homework policy. Principal. V89, n1. Warkentien, S., Fenster, M., Hampden-Thompson, G., &Walston, J. (2008). Expectations and reports of homework for public school students in the first, third and fifth grades. National Center for Education Statistics. Cooper, H. (2008). Homework: What the research says. National Council of Teachers of Mathematics. 107 The importance of extended professional development time before the start of the school year as well as during the school year are outlined explicitly in: Odden, A. (2009). Ten Steps to Doubling Student Performance. Corwin Press. This text pushes the importance of professional development hours and strategic placement of those hours as critical components of teacher performance in urban schools.

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professional development calendars are found in Figure 1.31 and are included in Figure 1.32. The blocks colored in red include the four weeks of summer staff professional development, with four days available for small-group family orientation in orange. Parent orientation will be the responsibility of school leadership in order to give teachers more time to plan for the start of the year. Family orientation will also give families the opportunity to bring their children to see and acquaint themselves with their new classrooms and school environment.

Figure 1.31: Summer Professional Development for Staff

July (2011) AugustSun M Tu W Th F Sat Sun M Tu W Th F Sat

          1 2   1 2 3 4 5 63 4 5 6 7 8 9 7 8 9 10 11 12 13

10 11 12 13 14 15 16 14 15 16 17 18 19 2017 18 19 20 21 22 23 21 22 23 24 25 26 2724 25 26 27 28 29 30 28 29 30 31      31                          

Full School Calendar: 2011-12

Students will attend school for 192 days. School days will have extended time with every Wednesday shortened by three hours for professional development. Please see Figure 1.32: Annual School Calendar on the following page.

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Figure 1.32: Annual School Calendar

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Extended Time – Value Added Comparison

Extended time is a critical component of ensuring that students are prepared to compete, achieve, and lead in high school and in college.108 Figure 1.33 outlines the time comparison of students at Capitol Collegiate with traditional models.

Figure 1.33: Time Comparison of Traditional Models vs. Capitol Collegiate

ModelInstructional

Days

Average Daily Instructional

HoursTotal Annual

HoursTraditional Public School 180 3.33 599.4

Capitol Collegiate 192 7.6 1459.2

ModelInstructional

Days

Average Daily Instructional

HoursTotal Annual

HoursTraditional Public School 180 5.62 1011.6

Capitol Collegiate 192 7.6 1459.2

ModelInstructional

Days

Average Daily Instructional

HoursTotal Annual

HoursTraditional Public School 180 6 1080

Capitol Collegiate 192 8.6 1651.2

ModelTotal Hours

K-8 Total Days*

ApproximateTotal Years of

Traditional SchoolTraditional Public Schools 8965.8 1545.83 9

Capitol Collegiate 13900.8 2396.69 13

Time Comparison of Traditional Models vs. Capitol Collegiate

*Based on kindergarten hours of a 9:00 start to 12:20 dismissal for traditional schools.

*Based on average traditional school day hours, grades 1-8. (Average is 5.8 hours per day).

Over the course of nine years, Capitol Collegiate will offer 850 more traditional school days, over four full years of school, than the

traditional public school model.

Kindergarten

Grades 1-4

Grades 5-8

108 Odden, A. (2009). Ten Steps to Doubling Student Performance. Corwin Press.

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Daily Schedule

Capitol Collegiate operates with the mission to prepare students in kindergarten through eighth grades to compete, achieve, and lead in college and in life. In order to achieve this mission, it is critical that Capitol Collegiate provide its students with a focused and extensive literacy curriculum, targeted numeracy and mathematical skills in both math procedures and problem solving, and access to a standards-based science and social sciences curriculum. Additionally, in accordance with Education Code Sections 51210 and 51222, students in grades one through six will receive 200 minutes and students in grades seven and eight will receive 400 minutes of physical education every ten days.109

Capitol Collegiate will operate with an extended school day to accommodate these academic needs. A typical school day will extend from 8:00 AM when classes begin for students until 4:00 PM for students through grade four and until 5:00 PM for students in grades five through eight.110 Students in Kindergarten through grade four will have the opportunity to remain at school until 5:00 PM if their parents would like additional tutoring time for them. On Wednesdays, dismissal for all students will be at 2:00 PM to allow for professional development and collaborative planning time. Schedule

Figure 1.34 provides a sample schedule for students at Capitol Collegiate. This plan reflects students in Kindergarten through grade eight, or when the school is fully enrolled. Monday, Tuesday, Thursday, and Friday follow a common schedule with Wednesday shortened to accommodate staff development.111

Figure 1.34: Sample Schedule

CAPITOL COLLEGIATE DAILY SAMPLE SCHEDULE: Monday, Tuesday, Thursday Friday

Time Kindergarten - 2nd Grades 3rd - 4th Grades 5th - 8th Grades

(Sample)7:30 - 7:45 Morning Activities: Homework Collection, Breakfast, Sunrise Smarty Work7:45 - 8:00

SCHOOL DAY BEGINS (at 8:00am)

109 http://www.cde.ca.gov/be/st/SS/documents/pestandards.pdf.110 Paulson, Amanda. (November 1, 2009). “Will a longer school day help close the achievement gap?” Christian Science Monitor. This article highlights the tremendous gains in student achievement that schools with longer school days have developed. These gains significantly outperform surrounding schools, and the article argues that longer school days with more rigorous curriculum may be the reason why.111 Drawing on a best practice used by many high performing urban charter schools, Capitol Collegiate will have a modified scheduled every Wednesday to allow for staff professional development. These staff development sessions will cover data analysis, instructional feedback, collaboration, co-planning time, and school culture and management strategies. All students will formally begin school at the regular time and depart at 2:00pm on Wednesdays.

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8:00 - 8:15 Community Circle

Independent Reading8:15 - 8:30 Morning Math Morning Math8:30 - 8:45 Literacy Block 1: Read-

Aloud, Phonics and Vocabulary

Reading/Literature I Reading/Literature8:45 - 9:009:00 - 9:159:15 - 9:30

Literacy Block 2: Practice and Comprehension Mathematics Math: Procedures9:30 -

9:459:45 - 10:0010:00 - 10:15 RECESS

10:15 - 10:30

Mathematics I Mathematics II Writing and Conventions10:30 - 10:4510:45 - 11:0011:00 - 11:15

Literacy Block 3: Writing Reading/Literature II Math: Problem Solving11:15 - 11:3011:30 - 11:4511:45 - 12:00 LUNCH and Physical Education12:00 - 12:1512:15 - 12:30 ENRICHMENT:

Art, Language, Music ENRICHMENT ENRICHMENT12:30 - 12:4512:45 - 1:00 DROP EVERYTHING AND READ (D.E.A.R.)

1:00 - 1:15

Social Studies or Science Social Studies or Science Social Studies or Science1:15 - 1:301:30 - 1:451:45 - 2:00 Social Studies or Science

RECESS

Social Studies or Science

RECESS

Social Studies or Science

BREAK

2:00 - 2:152:15 - 2:30

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2:30 - 2:45

Mathematics II Writing and Conventions Foreign Language, Law, and Government

2:45 - 3:003:00 - 3:153:15 - 3:30

Choice Time/ Academic Play

Law and Government (Civics and Community)

OR Science Stars; Language

Law and Government (Mock Trial, Model UN, Speech and Debate) OR

Science Stars

3:30 - 3:453:45 - 4:004:00 - 4:15

Teacher Planning Time OR Academic Support

Teacher Planning Time OR Academic Support

Enrichment/Physical Education/Academic

Support4:15 - 4:304:30 - 4:45 Advisory/Homeroom -

Check-Ins, Homework Review4:45 -

5:00

The schedule for Wednesday is provided in Figure 1.35.

Figure 1.35: Wednesday Schedule

CAPITOL COLLEGIATE DAILY SAMPLE SCHEDULE: Wednesday

Time Kindergarten - 2nd Grades 3rd - 4th Grades 5th - 8th Grades

(Sample)7:30 - 7:45 Morning Activities: Homework Collection, Breakfast, Sunrise Smarty Work7:45 - 8:00

SCHOOL DAY BEGINS8:00 - 8:15 Community Circle Advisory and Independent

Reading8:15 - 8:30 Morning Math Morning Math8:30 - 8:45 Literacy Block 1: Read-

Aloud, Phonics and Vocabulary

Reading/Literature I Reading/Literature8:45 - 9:009:00 - 9:159:15 - 9:30

Literacy Block 2: Practice and Comprehension Mathematics: Procedures Math: Procedures9:30 -

9:459:45 - 10:00

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10:00 - 10:15 RECESS

10:15 - 10:30

Mathematics I Mathematics: Problem Solving Writing and Conventions10:30 -

10:4510:45 - 11:0011:00 - 11:15

Mathematics II Reading/Literature II Math: Problem Solving11:15 - 11:3011:30 - 11:4511:45 - 12:00 LUNCH and PE12:00 - 12:1512:15 - 12:30 Enrichment: Physical

EducationEnrichment: Physical

EducationEnrichment: Physical

Education12:30 - 12:4512:45 - 1:00 DROP EVERYTHING AND READ (D.E.A.R.)

1:00 - 1:15 Choice Time: Literacy,

Math, Advanced Centers

Weekly Assessment

Weekly Assessment Community Circle1:15 - 1:301:30 – 2:002:00 - 2:15

STAFF DEVELOPMENT

2:15 - 2:302:30 - 2:452:45 - 3:003:00 - 3:153:15 - 3:303:30 - 3:453:45 - 4:004:00 - 4:154:15 - 4:304:30 - 4:454:45 -

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5:00

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ADDITIONAL SUPPORTS FOR TARGETED STUDENTS

Students Achieving Above Grade Level

Capitol Collegiate’s structured learning environment and academic program are designed to promote and support student achievement. Whether a student enters Capitol Collegiate several grade levels behind or with advanced academic standing, we believe all students should receive the support needed to reach their personal bests, all potentially reaching mastery of the content at various points in the year. We will provide that support to advanced students, just as we will provide support to students who struggle with mastery.

Using assessment data, we will identify our more advanced students and ensure that the curriculum and pace of instruction is challenging enough to accelerate their learning. The use of flexible ability grouping will allow differentiation in the pace of instruction for students with different academic needs, without separating materials covered in class. Students who are reading above grade level, for example, will participate in a reading seminar of advanced texts and textual analysis in place of the decoding class. Students who excel in math and science may receive special projects in place of subject material that has already been mastered. In social sciences, advanced students may work with primary sources or complete analytical activities on pieces of historical evidence or read more advanced texts. Just as individualized instruction after school may be used for students who are struggling, the same basic principles of differentiation can be applied to advanced students. Additionally, students will be able to access advanced content in their favorite areas during enrichment class.

If these accommodations are insufficient, the Dean of Academics will work with teachers to provide additional support for those students who require it. Reviewing each student individually, we will ensure that we are making the best accommodations for gifted and advanced students in order to best meet their academic needs.

English Language Learners 112

As a school located in South Sacramento, Capitol Collegiate expects a significant number of English Language Learners (ELL). Based on the population of elementary and middle schools in the proposed school area, approximately 40% of students may be ELL. It is imperative to the mission of the school that this population of students achieves at the same level as any other subgroup.

112 Many of these strategies are best practices used by traditional and charter public schools. The California Department of Education endorses these best practices on their website: http://www.cde.ca.gov/be/st/ss/documents/eldstandards.doc. These strategies represent potential tools we will use in our instruction of students.

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Compliance, Student Identification, and Support Services

Capitol Collegiate will serve its ELL students in accordance with all applicable Federal Laws and Regulations and in compliance with California state law.

The instructional staff of Capitol Collegiate will adhere to the following plan with ELL students:

Upon enrollment into the school, all students will receive a home-language survey of languages spoken in the home.

Students whose dominant language is not English will receive assessment of English proficiency including the Language Assessment Scales (LAS).

Capitol Collegiate will report the number of ELL students attending the school to the district and the state.

Educational Programs will be responsive to these specific needs and in compliance with state and federal guidelines.

Capitol Collegiate will make adjustments to this plan as needed, in the best interest of each student’s achievement.

The primary objective for all services delivered to ELL students at Capitol Collegiate is to provide a structured support system to help students gain English proficiency. We want all students to gain full access to the curriculum as soon as possible and will adopt the best and most proven strategies to help them do so. The curriculum and support provided to these students will be selected primarily on the basis of quickest acquisition of English.

Because a variety of languages may potentially be spoken at the school as a result of the rich diversity of the area, Capitol Collegiate will not specifically target any one language in the curricular program. Instead, we will respect the home language of all students and appreciate the strong heritages from which they originated. In order to reach our goals of strong English proficiency we will provide a developmentally appropriate approach to English.

Identification of Limited Proficiency Students

In compliance with the Office for Civil Rights (OCR) in the U.S. Department of Education, parents will complete a language questionnaire upon enrolling at Capitol Collegiate. If on this questionnaire the parent indicates that the student speaks a language other than English or that English is not the primary language spoken at home, the students will be classified as having a primary language other than English (PHLOTE).

However, more information will be collected regarding the English proficiency of the students, as there could be additional contextual information leading to a correct assessment of the student’s English proficiency. For example, the student may have spent some of his or her life in a foreign country, the student’s grandparents speak a language other than English at home, or English may be spoken slightly less than 50% of the time but still has a significant presence in the home. Such situations should not lead to a

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student being placed in a program for Limited English Proficiency (LEP) children.113 Our goal is to ensure that we have accurately assessed and classified the language abilities of our students to ensure that we are serving them in the most effective way.

Instructional Practices for English Language Learners

Capitol Collegiate will educate all ELL LEP students in Structured English Immersion (SEI) classrooms. Additionally, ELL and LEP students will have access to tutoring and instructional support in the afternoons and as needed.

SEI has repeatedly been shown to be the most effective way of ensuring that LEP students master English and meet high academic skill and content standards:

Two years after the passage of California’s proposition 227 (mandating SEI classes) the Institute for Research in English Acquisition and Development (READ) concluded LEP students had improved in all subjects due to the elimination of bilingual education and implementation of structured immersion. Further, the greatest gains were made in school districts that implemented the most intensive English-immersion programs (Amselle & Allison, 2000). Although LEP students in all grade levels showed improvement, the younger students seem to have benefited most from English immersion. This corresponds to the results reached by Johns Hopkins University linguists. (Brownlee, 1988)114

SEI provides a more structured approach to learning English and bends English grammar and vocabulary instruction with the teaching of content.115 Federal law expects school programs for ELL students to be based on sound educational theory, to provide ELL students the opportunity to participate with the other students in the educational offerings, and to show evidence of producing academic success.116 As a result, our SEI program is designed to:

mainstream all ELL students; accelerate achievement through the program’s focus on teaching English to

learners from the beginning; ensure that academic progress is continuous; and continually assess ELL students’ academic progress.

In this program, ELL students will receive the same academic material as those students who are native speakers of English. All classroom instruction will take place in English. However, the level of English used for written and spoken instruction will be modified appropriately for ELL students with the stated purpose of holding every student to high academic standards. In this regard, we will not pull ELL students out of core subjects for

113 Ibid, pg. 6.114 Structured English Immersion, A Step-by-Step Guide for K-6 Teachers and Administrators, by Johanna J. Haver, p.xi, 2003.115 Ibid. p. xv.116 Ibid.

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English support, nor will ELL students be excluded form any extracurricular activity based on their English proficiency.

All ELL students will be in their regular classrooms for instructional time. Our classes are structured with teacher-center direct-instruction programs, which are geared to all literacy learners, especially ELL students. In addition, ELL students have tutoring time in small like-skilled groups, homework tutors, and adequate homework time. Further, our primary grade ELL students will utilize the River Deep Early Reading (computer-based) adaptive reading program which targets Kindergarten through third grade students in three levels (emergent, beginning and fluent) with individually paced daily instruction.

Data in Support of Programmatic Plan

In our K-8 program we know that ELL students “respond well to a plan of instruction in which each aspect of the language builds on another, with plenty of opportunities for practice…The goal is for [ELL students] to gain fluency in English as quickly as possible in a non-threatening setting and to move gradually into the mainstream, the place where the challenging classes abound, and learn with the other children.”117

Because of immigration patterns in Sacramento specifically, a large numbers of non-English speaking students are in South Sacramento schools. The debate over the most effective way to educate these ELL students has, as a result, intensified. Research and data indicate that a structured approach to teaching English, while respecting the home language and culture of students, is the most proven strategy for building English proficiency and academic success in students.

Assessment, Monitoring, and Exit Criteria for Students

Students identified as ELL will be assessed on at least an annual basis to determine their progress in English proficiency. These students will take the California English Language Development Test (CELDT) test annually until they are reclassified as fluent English proficient (RFEP). After reclassification, they will be closely monitored to ensure ongoing proficiency.

In addition to the CELDT, Capitol Collegiate will monitor the progress of ELL students with regular English proficiency assessments throughout the year. We expect that the results of this data will expedite the rate of students gaining proficiency throughout the year. Our goal is for kindergarten and first grade students to be proficient within seven months. The state expectation for English proficiency is set at three years.

We will assess student proficiency at the school by using the Language Assessment Scales (LAS), student performance on benchmark exams, teacher observations, and oral fluency assessments. Specifically, proficiency development will be assessed through the following goals:

117 Ibid.

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ELL students will be proficient in English within three years to meet school benchmarks and within three years to meet state benchmarks

ELL students are proficient in English Language Arts by demonstrating proficiency or advanced levels of performance on the California Standards Test

ELL students make strong academic growth on all standardized and benchmark exams

ELL students demonstrate increased oral fluency, as measured by the classroom instructor

ELL students advance in grade level at the end of each academic year, providing evidence of mastery of content in the four core subjects

Should a student at Capitol Collegiate not make the progress expected, that student’s academic plan will be adjusted as needed to better suit the individual needs of the student.

Staffing Plan for English Language Learners

Capitol Collegiate will make every effort to recruit and hire teachers for our ELL population. This effort will focus on hiring teachers who are ESOL (English for Speakers of Other Languages) certified and will place a special emphasis on teachers who speak the predominant languages of those spoken by ELL and LEP students, as well as hiring for all areas required by the California Commission on Teacher Credentialing (CTC). This will allow education staff to provide stronger instruction within the immersion classroom as well as better enable the school to communicate with parents. Teachers who require it (working within an immersion classroom and working with parents) will be certified with English learner authorization to work with English learners.

English Language Learners and English Language Development (ELD)

Capitol Collegiate fully appreciates and remains incredibly sensitive to the challenges that English Language Learners face and will do everything we can to support their needs. We will combine the support structures already in place within the traditional classroom with strategies and lessons in which English Learners are incredibly engaged. We will specifically teach ELD standards and requirements within Literacy Blocks 1 and 2 in our daily schedule. ELD will be taught in small groups based on student need.

In addition to SDAIE strategies mentioned, students will receive specific ELD instruction. This instruction will include all of the standards, as outlined by the California Department of Education (http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf). These standards outline specific strategies that teachers should utilize and explicitly state what students need to know to be able to master English Language Arts. The CDE states: “Teachers are to monitor the students’ acquisition of English and provide correction so that kindergarten students working at the advanced ELD level and students in all other grades working at the early advanced level will have internalized English-language skills to such a degree that the teacher will often observe the students correcting their own grammar, usage, and word choices in speaking, reading, and writing.” We absolutely commit to this level of

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instruction for a minimum of 30 minutes per day with students. This instruction will occur during the Advanced Centers component of the day or as an equivalent substitute for the River Deep Program.

There are at least four general contexts in which language intervention can be provided: individual, small group, classroom and caregiver training. Four language-teaching strategies have been demonstrated to improve children’s language abilities. These are: prelinguistic milieu teaching, to help children make the transition from pre-intentional to intentional communication; milieu teaching, which consists of specific techniques embedded within a child’s ongoing activities and interactions; responsive interaction, which involves teaching caregivers to be highly responsive to the child’s communication attempts; and direct teaching, characterized by prompting, reinforcing and giving immediate feedback on grammar or vocabulary within highly structured sessions. In all cases, it is important to set the stage for language learning by creating opportunities for communication, following the child’s lead, and building and establishing social routines.

In addition to SDAIE strategies listed in above sections, lessons for ELD will also occur in line with the context provided above:

An emphasis on developing Academic English vocabulary and language structures

Accessing prior knowledge Incorporating and valuing the home culture Providing many opportunities for students to practice all four ELD strands

These methods may include: word walls, index flash cards, choral reading and response, sentence scrambles, vocabulary matching tea parties, mapping, visuals, the use of questioning strategies based on student production levels, labeling text and pictures, modeling correct language, allowing processing time, and having picture talks.

We will also consider the specific differences between SDAIE and ELD instruction and in student characteristics as outlined by Johns Hopkins University (below):

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ELD and SDAIE Lessons:ELD and SDAIE Lessons:Similarities and DifferencesSimilarities and Differences

SDAIEELD

Maintain low

affective filter

Use a multi-sensory

approach

Scaffolds key

concepts

Front loads vocab

Primary focuson academic

content

Develops all4 strands

Differentiationintended for all students

Prior knowledge

Primary focus on

languageacquisition

This graphic organizer is based on the concepts and designs created by Thinking Maps, Inc.

Primary language

can be used as a support

Develop Academic

English

L1 supportsbut

English is dominant

As mentioned, there are several development stages in learning a language, which includes speaking, reading, listening, and writing. Each of these will be utilized within a lesson to ensure that students meet content standards.

English Learners will be re-classified as Fluent English Learners when they: 1) demonstrate fluency on the CELDT, 2) reach a proficiency score on the ELA portion of the CST, 3) demonstrate authentic fluency in class through the four areas listed above and 4) are identified by their regular teachers as fluent. Much of this evidence will be found in student work and through encouraging active participation in class. Students who are re-classified will be monitored for two years using the same criteria to ensure that no additional support is necessary. This monitoring will be a qualified teacher in conjunction with the school leader.

Details on the Instructional Methods to Be Used to Deliver Services to English Language Learners118

118 Program as influenced by: Calderon, M. (2007). Teaching reading to English language learners, grades 6-12. Thousand Oaks, CA: Corwin Press. Capellini, M. (2005). Balancing reading and language learning. Portland, Maine: Stenhouse.; Chen, L. & Mora-Flores, E. (2006). Balanced literacy for English language learners, K-2. Portsmouth, NH: Heinemann.; Fillmore, L. & Snow, C. (2000). What teachers need to know about language. Washington, D.C.: US Department of Education. Gersten, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practical guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute for Sciences, and the US Department of Education.; Gibbons, P. (1993) Learning to learn in a second language. Portsmouth, NH: Heinemann.; Goldenberh, C. (Summer 2008). Teaching English language learners: What the research does – and does not – say. American Educator 32, no. 2.; Gottlieb, M. (2006). Assessing English language learners. Thousand Oaks, CA: Corwin Press.

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Capitol Collegiate will be methodical in identifying students’ abilities in all language areas (reading, writing, listening and speaking) in order to track their progress and ensure they are improving in their skills. Once we establish a baseline of each student’s ability, we will adapt instruction in each of the four strands to provide the support where it is needed. We will develop rubrics based on performance expectations that are standards-aligned and conduct schoolwide assessments in each language strand throughout the year. In all classrooms, teachers will modify instruction by creating an inquiry-based environment. Students will be able to conduct experiments and show mastery by categorizing, matching, and recording observations that they may not be able to do through text. This will build their proficiency in language at a developmentally appropriate pace. Additionally, teachers need to be aware of the language levels of their ELL students and include language development activities within their content areas. By pushing-into content area classes, floating teachers will also be able to provide valuable support with academic language and difficult concepts.

We will use the Tiered Thinking Across Stages of Second Language Acquisition Approach, which uses Bloom’s Taxonomy to categorize what ELL students should be able to do at each level of language development: Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency. For example, if a teacher is teaching about photosynthesis and plant life, that teacher might use the following strategy with a student who is in Early Production: contrasting the features of two types of plants using phrases like “The ___ has ___. The ____ does NOT have ____.” With a student who is at the Speech Emergence level, however, the teacher might use comparative language such as “This leaf is bigger than ____. This is the tallest _____.” The Speech Emergence student will be more able to comprehend the comparative statements whereas the Early Production student needs contrasting statements. This approach allows ELL students to access the core curriculum.

Additionally, we will use the following research-based techniques: Supporting literacy and language skills in the first language provides a base for

successful literacy development in the second language (Snow, Burns, & Griffin, 1998).

Teachers of Spanish-speaking students who are learning English found that common visual language is effective in enabling students to transfer their patterns of thinking from Spanish into English. (Hyerle 1996).

Modifying the language of test questions (for example, to avoid jargon or unnecessarily complex sentence construction) can increase ELL performance by up to 20 percent (Abedi & Dietel, 2004).

Culturally congruent teaching methods and curriculum contribute to improved learning and outcomes, especially for bilingual and American Indian students (Reyhner, 1992; Stokes, 1997; Tannenbaum, 1996).

Implementation of those techniques would include:1. Develop reading skills. Give language learners many opportunities to read and

write in meaningful contexts, in their first and second languages. Draw on

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effective strategies for increasing literacy skills. Integrate technology to support writing instruction and motivate students to use written language to communicate. Encourage students to develop literacy skills in their native language, then transfer these skills to learning English.

2. Work from strengths. Build on what students already know. Draw on their background experiences and encourage connections between academic concepts and students' own lives. Help students see the value of being able to communicate in multiple languages.

3. Connect with students' families and culture. Use culturally congruent teaching methods. Incorporate culture and native language, introduce multicultural literature, and draw on the expertise of community members. Give ELL students opportunities to teach others about their first language and home culture.

4. Use engaging instruction. Use effective strategies such as project-based learning, thematic instruction, and cooperative grouping to engage learners. Give students opportunities to talk about shared learning experiences. Hands-on, experiential learning experiences will develop understanding. Help ELL students connect words with meaning by using nonverbal clues and nonlinguistic representation of ideas, including multimedia, manipulatives, simulations, and modeling.

5. Vary assessment strategies. Use wide-ranging assessments, including observations, portfolios, and performance assessments.

Some additional instructional strategies that we will use include:

Checking students’ comprehension of the content:

o Use sentence stripso Set up dialogue journals

between teacher and studento Plan activities using role

play and dramao Use student reading log o Use Cloze exerciseso Write summarieso Encourage students to write

headlineso Write character diarieso Have students present

information wit illustrations, comic strips, or other visual representations

o Allow students to provide answers and explain processes instead of you telling them

Helping ESL students adjust to the classroom:

o State / display language, content and metacognitive objectives

o List instructions / process steps and review orally

o Present information in varied ways (oral, written, demonstrations, with tangible hobjects)

o Frequently summarize key pointso Repeat and paraphrase important

termso Provide Word Wall with

vocabulary for unit/ chaptero Have students maintain notebooko Have student maintain learning log

for metacognitive strategieso Allow sufficient response time

Adjusting teaching style:o Develop a student centered

Motivating students and providing background knowledge:

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approacho Speak a little more slowly (not

louder ), use shorter sentences, and avoid idioms

o Increase the percentage of inferential and higher order thinking questions

o Provide correction for language errors by modeling, not overt correction

o Use cooperative learningo Incorporate peer tutoringo Use the Writing Processo Explicitly connect learning to

students’ knowledge and experienceo Take time to preview and explain

new concepts and vocabulary before starting instruction

o Use questionnaires / interviews

o Use Semantic Webbing and graphic organizers

o Use Anticipation Reaction Guideso Have students brainstorm, then

record responses on overhead before starting lessons

o Use realia, maps, photos, and manipulatives

o Do activities where students can interact and move around

o Have students do hands-on activities

o Do demonstrationso Use CDs, cassettes and videotapes

with bookso Use a variety of groupings so that

ESL students can interact with different classmates

o Provide students with outline of lesson and questions that will be asked beforehand so they have an opportunity to process information and participate more readily

o Use the overhead projector every day to model highlighting text, identifying main ideas or new vocabulary or to show pictures.

Finally, Capitol Collegiate will comply with all provisions outlined in Title III – Language Instruction for Limited English Proficient and Immigration Students. This includes a letter for parent notification (notifying of English proficiency status and program placement) and reporting requirements.

A sample letter might include (from the California Department of Education website):

Dear Parent or Guardian:

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Capitol Collegiate Academy receives Title III funding from the federal government to help English learners to speak, read, and write in English and to achieve in reading and mathematics. School districts and other agencies that receive Title III funds are reviewed each year, as required under the No Child Left Behind (NCLB) Act of 2001, to see if they meet the three Annual Measurable Achievement Objectives (AMAOs) for their English learners:

Progress in learning English Progress in the percentage of students who become proficient in English Academic targets in English-language arts and mathematics

For the X-X school year, Capitol Collegiate did not meet one or more of these targets. [Explain which of the objectives were not met.]

If you would like more information about how your child is performing on these targets, please contact your child’s teacher or school. Please contact [name of contact person, title, agency name] at [phone number] for more information on the educational program to help English learners become English proficient and meet academic goals.

Sincerely,

[Administrator’s name]

Finally, the University of Tennessee included the following in their study about the time it takes for English acquisition:

Cummins theorized that there are two kinds of English proficiency that ESL students must learn. The first is basic interpersonal conversational skills (BICS) that ESL students need when they carry on face-to-face conversation in social settings. BICS English is characterized as context-embedded since contextual cues are available to both speaker and listener involved in the conversation, and it is cognitively undemanding. As the vignette illustrates, ESL students can easily recount orally what happened to them personally without difficulty once they attain fluency. According to Cummins, it takes only 2 to 3 years for ESL students to attain BICS English. In other words, BICS English is easy to learn, and can be attained in a rather in a short period of time.

The other proficiency is cognitive academic language proficiency (CALP). CALP English is characterized as context-reduced, as is found in written texts in content areas such as math, science, and social studies. Due to its decontextualized nature, ESL students struggle to comprehend what they read and to express what they know in writing. CALP English used in context-reduced academic learning demands high cognition on the part of the ESL student. Collier & Thomas report that the ESL students who were taught in pull-out ESL settings took the longest time to reach grade level, which is another reason we will use the push-in method.

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In traditional ESL classes, the most time is spent on "how-to-says" under imagined situations focusing on social language competency; however, language learning in CBEC (Content Based ESL Curriculum) provides purposeful, meaningful, and authentic opportunities for ESL students (Short, 1993). Thus, the benefits of CBEC are manifold:

First of all, ESL students learn age-appropriate content knowledge that reflects the content learning in the mainstream. While there is a significant gap in background knowledge between ESL students and mainstream students, CBEC can provide ESL students with opportunities to catch up with mainstream students' background knowledge. When they learn grade-level content in math, science, and social studies, the background knowledge gained from CBEC will facilitate their learning in mainstream classes. According to Chamot and O'Malley, CBEC is a motivation factor for ESL students. They not only feel that they are being challenged with a high-standards curriculum, but also feel more prepared in mainstream classes because they understand more.

Second, ESL students read authentic texts, not simplified or contrived text written for ESL students only. Thus, learning is more meaningful and situated.

Third, language learning becomes more purposeful. That is, ESL students learn the language, not about the language. English learning becomes a means to an end, which can accelerate second language acquisition. They do not just learn how to construct an expository writing, instead they can write about the science experiment result based on the hypothesis they formed.

Fourth, ESL students learn technical vocabulary, which they critically lack. Vocabulary knowledge has been closely linked with academic success. CBEC provides the most meaningful vocabulary learning opportunities for ESL students because they not only learn technical vocabulary but also use it in context. Thus vocabulary learning is not only facilitated but also enduring.

The steps that individual teachers can take are described below.

First, the ESL teacher consults with mainstream teachers to find out what units ESL students will be studying in the next marking period or even the next semester (long-term preparation) in various subjects. It should be noted that ESL students' English level is the guiding force in selecting reading materials since they read and write below grade level. Another important factor in deciding content areas is the ESL teachers' comfort level. Teachers should not force upon themselves a content area with which they are extremely uncomfortable. ESL teachers should choose a content area they feel comfortable with and enjoy teaching. They can gradually broaden selections of content areas as they gain more confidence and competence.

Second, once a content area is selected, the teacher should decide what particular concepts or units from the chosen content area will be explored. Chamot and O'Malley (1991) emphasize depth over breadth. That is, an ESL teacher cannot teach an entire curriculum of 4th grade science or 8th grade social studies. Instead, the teacher should pick one unit or two of great interest to ESL students or of great importance to their content learning. The teacher decides how detailed

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and specific the content should be. However, it is important that the teacher teaches the core/essential concepts related to the specific content. If the teacher chooses to teach about the rainforest, he/she must teach what it is, where it is, the habitats in the rainforest, its relation to ecological systems, the benefits of the rainforest to humans and nature, and all relevant vocabulary. Just learning rainforest-related vocabulary does not count as CBEC.

Third, the teacher chooses content-area reading materials according to students' English proficiency. Since content-area reading is loaded with difficult syntax and semantics, it is advised to go below the students' actual grade level. For example, if students are in high school, they can work on middle school social studies--middle school materials are still challenging for high school ESL students. However, the materials should be age-sensitive. For example, a fifth grader with a limited English proficiency should not be taught with books written for kindergartners.

Fourth, the teacher designs thematic unit lessons. To deal with a specific topic in an in-depth manner, lessons should have a series of related lessons under the same topic. For example, if the teacher teaches about recycling, the first lesson is to learn vocabulary and to build background knowledge on recycling by connecting it to their students' personal lives and reading to learn the major concepts of recycling. The second lesson is about why we need to recycle. The third lesson is to learn the recycling process. The fourth lesson can be an experimental recycling project. The fifth lesson is to write an essay on the importance of recycling to ecological systems, and the sixth lesson can have the students publish their essays in the school newspaper. Although thematic unit lessons in this example consist of six lessons, the teachers might need 10 sessions of class time in real-life, depending on the students' level and the pace of learning.

While the teacher is following these procedures, some essential ingredients have to be present in implementing CBEC.

First, ESL students must read authentic texts. The teacher should include time for reading texts in every class--the students can repeatedly read the same part.

Second, there have to be strong language learning components. The teacher has to design lessons in which ESL students must use academic oral English in the context of debates, group projects, or cooperative learning.

Third, the teacher must integrate writing so that it is purposeful and meaningful in context--writing aids students' conceptual learning. The salient grammar points in a specific unit should be emphasized and reinforced throughout reading, writing, and speaking activities.

Fourth, higher-order thinking and critical thinking skills should be reinforced through the use of real-life problem solving situations.

Fifth, scaffolding is critical when ESL students learn abstract concepts. Hands-on activities and visual demonstration are considered part of scaffolding because they facilitate students' concept learning.

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We will adhere to all state and federal recommendations and guidelines pursuant to English Language Learners.

Special Education

Capitol Collegiate is a tuition-free public school determined to offer a high-quality education to all of our students, including those with identified special needs. In the same way that we research best practices for meeting the needs of our high-achieving, ELL, and low-achieving students, we believe that students with special needs will also benefit from a structured curriculum. We will work closely with the SELPA to ensure the use and implementation of the strongest plans for our students. We will also utilize the strategies as recommended by the National Association for Special Education Teachers within our daily instruction.

Capitol Collegiate will offer special education instruction and designated services, in accordance with an individualized education program (IEP) or 504 Plan, in the same manner as other public schools within the District.

Capitol Collegiate will comply with Section 504 of the Federal Rehabilitation Act, the Americans with Disabilities Act, and all Office of Civil Rights applicable for students enrolled in the school.

When necessary to screen a student to determine whether a child’s academic, behavioral, or other difficulties may be related to a disability, the student shall first be referred to the SST and parents shall be notified. If the Student Study Team (SST) process determines that general education services are not sufficient for meeting the needs of the child, the team shall make a referral for special education evaluation.119

If the evaluation confirms the student is eligible for special education services, an IEP will be created (with parental input and, when appropriate, student input) to identify the needs, annual goals, objectives, accommodations, modifications, and services to maximize student learning. These services will then be provided by qualified school staff or a service provider in accordance with the student’s IEP, with every effort made to engage students in grade-level standards within the general education classroom or alternative environment, as specified by the IEP. Instructional materials and methods will be selected based on each student’s specific learning needs.

IEPs and student progress shall be reviewed annually, or more often, as necessary.

Professional development for teachers will include annual special education compliance trainings, as well as additional trainings to maximize teacher effectiveness in working with special needs students.

119 These evaluations, as well as many special education services, will likely be contracted to the District or another qualified service provider.

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Charter School Special Education Responsibilities

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

Capitol Collegiate will comply with Section 504 of the Federal Rehabilitation Act, the Americans with Disabilities Act, and all Office of Civil Rights mandates for students enrolled in the Charter School.

Capitol Collegiate will adhere to all Sacramento City Unified School District policies and procedures regarding special education.

Capitol Collegiate will adhere to the requirements of the Chanda Smith Modified Consent Decree and court orders imposed upon SCUSD pertaining to special education and will submit documents and information, participate in reviews, and attend informational sessions and meetings.

Capitol Collegiate will use District forms to develop, maintain, and review assessments and IEPs in the format required by the District and will enter accurate assessment and IEP data into the District’s designated data system in accordance with SCUSD polices and procedures. The charter will maintain copies of assessments and IEP materials for district review. The Charter School will submit to the District all required reports, including but not limited to CASEMIS, SESAC and IEPs, in a timely manner as necessary to comply with state and federal and Modified Consent Decree requirements.

Capitol Collegiate will participate in the state quality assurance process for special education (i.e. verification reviews, coordinated compliance self-reviews, complaints monitoring, procedural safeguards, and the local plan). We will participate in internal validation review (DVR).

Capitol Collegiate is responsible for the management of its special education budgets, personnel, programs and services. The Charter School will ensure that its special education personnel or contracted personnel is appropriately credentialed, licensed or on waiver consistent with California laws and regulations.

Capitol Collegiate will implement the programs and services, including providing related services, required by the IEPs of the students enrolled at the school, and working closely with the SELPA in order to determine and allocate those resources.

Capitol Collegiate will use the District’s SELPA for special education purposes in year one, with the option of becoming its own LEA or SELPA or choosing another SELPA thereafter, per Education Code Section 47641(b).

For students transferring to Capitol Collegiate from District schools or District affiliated charter schools, Capitol Collegiate will provide those related services required by the students’ IEPs upon the students’ enrollment. Capitol Collegiate will fund the nonpublic service and review it within 30 days of the student’s enrollment to determine whether the service should be continued or terminated.

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For students transferring to Capitol Collegiate from other school districts, the school shall provide related services required by the students’ IEPs upon the students’ enrollment regardless of the type of service provider (school, NPA or private). IEP team meetings for such students will be held within thirty (30) days of the student’s enrollment in accordance with state and federal law.

The referral process shall include Student Success Team meetings to review prior interventions, accommodations and modifications and to recommend further interventions as appropriate. Capitol Collegiate will identify and refer students with disabilities who demonstrate early signs of academic, social or behavioral difficulty that may require assessment for special education eligibility and placement in a special education program.

Upon parents’ request for assessment, Capitol Collegiate will be responsible for the development of assessment plans for students with suspected disabilities. The assessment plan will describe the types of assessments that may be used to determine the eligibility of students for special education instruction and services. Assessments will be conducted, within legal timelines, after receiving the parents’ written consent. Capitol Collegiate shall conduct an Individualized Education Program (IEP) team meeting that includes required team members within mandated timelines for each student assessed to discuss results, determine eligibility, and (if eligible) specify special education instruction and services. Capitol Collegiate will make decisions regarding eligibility, goals, program, placement, and exit from special education through the IEP process according to federal, state and District timelines.

In the event that Capitol Collegiate is unable to provide an appropriate placement or services for a student with special needs, the school will contact the District to discuss placement and service alternatives. Capitol Collegiate IEP teams will ensure participation of a District special education representative at an IEP team meeting whenever it is anticipated that special education programs outside of Capitol Collegiate, including but not limited to placement at a District school or at a non-public or private school, will be considered. If an Individualized Education Program (IEP) team that includes Capitol Collegiate personnel places a student in a special education program provided by another entity without District representation on the IEP team, Capitol Collegiate will be fully responsible for the quality of the program and for any costs incurred for such a placement.

Capitol Collegiate will support movement of students with disabilities into less restrictive environments and increase interactions of students with disabilities with non-disabled students. Capitol Collegiate’s general program of instruction for students with disabilities shall be responsive to the required sequence of courses and related curricular activities provided for all students in the school. Assessment and standardized testing procedures shall be implemented, including guidelines for modifications and adaptations, to monitor student progress.

Capitol Collegiate will provide planned staff development activities and participate in available appropriate District trainings to support access by students with disabilities to the general education classroom, general education curriculum, integration of instructional strategies and curriculum adaptations to address the diverse learner, and interaction with non-disabled peers.

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Capitol Collegiate will ensure that the teachers and other persons who provide services to a student with disabilities are knowledgeable of the content of the student’s IEP. The school will maintain responsibility for monitoring progress toward IEP goals for the student with special needs. Capitol Collegiate will assess and develop Individual Transition Plans to help students with disabilities transition to adult living in accordance with District policies and procedures.

Capitol Collegiate will ensure that it makes the necessary adjustments to comply with the mandates of state and federal laws, including the IDEA and Section 504 of the Rehabilitation Act of 1973, regarding discipline of students with disabilities. Discipline procedures will include positive behavioral interventions. Prior to recommending expulsion for a student with disabilities, the charter school will convene a manifestation determination IEP. Capitol Collegiate will collect data pertaining to the number of special education students suspended or expelled.

Procedural Safeguards/Due Process Hearings

The District may invoke dispute resolution provisions set out in a charter, initiate due process hearings, and/or utilize other procedures applicable to the Charter School if the District determines that such action is legally necessary to ensure compliance with federal and state special education laws and regulations or the Modified Consent Decree.

In the event that a parent or guardian of a student attending Capitol Collegiate initiates due process proceedings, both the Charter School and the District will be named as respondents. Whenever possible, the District and Capitol Collegiate shall work together in an attempt to resolve the matter at an early stage (informal settlement or mediation). During due process proceedings and any other legal proceedings or actions involving special education, Capitol Collegiate will be responsible for its own representation. If the school retains legal representation for a due process proceeding or other legal proceeding or action, Capitol Collegiate will be responsible for the cost of such representation.

Capitol Collegiate will work closely with the District’s SELPA to meet our students’ needs. The District’s SELPA will be involved in special education decisions at the Capitol Collegiiate.

Complaints

The District will investigate and respond to all special education complaints the District receives pertaining to Capitol Collegiate, including the District’s Uniform Complaint Procedures, Office for Civil Rights and California Department of Education Special Education Compliance Complaints. Capitol Collegiate will cooperate with the District in any such investigations and provide the District with any and all documentation that is needed to respond to complaints. Special Education Local Plan Area (SELPA)

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The District is approved to operate as a single-district SELPA under the provisions of the California Education Code, Section 56195.1(a). Charter schools authorized by the District are deemed to be public schools within the District for purposes of special education. The District will determine the policies and procedures necessary to ensure that the protections of special education law extend to students in the charter schools in the same manner as students in all District schools.

Funding for Special Education

Capitol Collegiate will receive its allocated share of AB602 special education funds and shall be fiscally responsible for the provision of special education services and instruction to the students they serve. The allocated amount shall be calculated using a funding model based on student population (average daily attendance). Capitol Collegiate will keep daily attendance for each student which shall be reported and certified according to District policies and procedures. The school may request specific related services from the District on a fee basis if the District has availability.

The District will collect a fair share contribution from independent charter schools for district-wide costs for special education instruction and services. District-wide costs include but are not limited to: 1) maintaining a full continuum of program options; 2) professional development and training; 3) consultation and technical support for programs; 4) administration of due process proceedings, excluding any legal representation; 5) investigation of complaints; 6) assistance/participation at IEP team meetings and other opportunities from special education support units; and 7) implementation of the Modified Consent Decree.

The fair share contribution will be reviewed annually by the Budget Division, the Charter Schools Office, and the Division of Special Education and may be adjusted to reflect changes in expenditure patterns or in federal or State special education revenue streams. The calculation of the fair share contribution shall be based upon a rationale designed by the District's Budget Services Office with consideration of the District’s encroachment and other factors.

District Responsibilities Relating to Charter School Special Education Program

As long as charter schools operate as public schools within the District, the District shall provide information to the school regarding District special education decisions, policies, and procedures to the same extent as they are provided to other schools within the District.

To the extent that the District provides training opportunities and/or information regarding special education to other school site staff, such opportunities and/or information shall be made available to Capitol Collegiate staff.

Modifications to Special Education Responsibilities and Funding

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The special education responsibilities of the Charter School and the District, and the special education funding model may be modified, supplemented or clarified through a mutually agreed upon Memorandum of Understanding (“MOU”). If such an MOU is executed its provisions shall be incorporated by reference into this Charter and shall, to the extent necessary to carry out the intent of the MOU, supersede the provisions on special education responsibilities and funding set forth above.

Accommodation Strategies for Teaching Special Education Always ask questions in a clarifying manner, then have the students with learning

disabilities describe his or her understanding of the questions. Use an overhead projector with an outline of the lesson or unit. Reduce course load for student with learning disabilities. Provide clear photocopies of your notes and overhead transparencies, if the

student benefits from such strategies. Provide students with chapter outlines or study guides that cue them to key points

in their readings. Provide a detailed course syllabus before class begins. Ask questions in a way that helps the student gain confidence. Keep oral instructions logical and concise. Reinforce them with a brief cue words. Repeat or re-word complicated directions. Frequently verbalize what is being written on the chalkboard. Eliminate classroom distractions such as, excessive noise, flickering lights, etc. Outline class presentations on the chalkboard or on an overhead transparency. Outline material to be covered during each class period unit. (At the end of class,

summarize the important segments of each presentation.) Establish the clarity of understanding that the student has about class assignments. Give assignments both in written and oral form. Have practice exercises available for lessons, in case the student has problems. Have students with learning disabilities underline key words or directions on

activity sheets (then review the sheets with them). Pace instruction carefully to ensure clarity. Present new and or technical vocabulary on the chalkboard or overhead. Provide and teach memory associations (mnemonic strategies). Support one modality of presentation by following it with instruction and then use

another modality. Talk distinctly and at a rate that the student with a learning disability can be

follow. Technical content should be presented in small incremental steps. Use plenty of examples, oral or otherwise, in order to make topics more applied. Use straight forward instructions with step-by-step unambiguous terms.

(Preferably, presented one at a time). Write legibly, use large type; do not clutter the blackboard with non-current / non-

relevant information. Use props to make narrative situations more vivid and clear. Assist the student, if necessary, in borrowing classmates' notes.

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Clearly label equipment, tools, and materials. Color code them for enhanced visual recognition.

Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

Announce readings as well as assignments well in advance. Offer to read written material aloud, when necessary. Read aloud material that is written on the chalkboard and on the overhead

transparencies. Review relevant material, preview the material to be presented, present the new

material then summarize the material just presented. Suggest that the students use both visual and auditory senses when reading the

text. Spend more time on building background for the reading selections and creating a

mental scheme for the organization of the text. Encourage students to practice using technical words in exchanges among peers.

Socio-economically Disadvantaged Students

Based on the state reports on local schools, the 2000 Census, and the SCUSD website, we anticipate that approximately 95% of our students will qualify for free and reduced lunch. We based the design and structure of our school on successful urban schools that serve similar populations of students. We believe that socially disadvantaged students can achieve at the same level as any other group of students with a more extensive system of supports. We will offer a multitude of these supports to meet the needs of this group.

We will work to meet the social needs of students and will also consider the financial burdens that schools can place on families in regard to uniforms, school supplies, field trips, etc. We will work with families to accommodate these economic needs. We do not, however, expect to make specific instructional modifications for students from low-income homes outside of a homework center.

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EXCELLENT SCHOOL VISITS

In a post-industrial world and one that is rapidly moving towards a knowledge-based economy, it is critical that students are college-educated in order to be competitive. In order for students to be ready to apply, matriculate, and complete college, they must have both a strong academic background as well as a personal motivation to achieve. 120

In visiting some of the highest performing public schools in the country, we have had the opportunity to see what it takes to prepare students for this work. Although the schools had subtle differences in execution, they had similar outcomes in student achievement that hinged on two critical areas: strong curriculum and strong culture

Our education philosophy and program are based on these proven systems of education. High performing college preparatory urban charter schools embrace college preparation as their theme and share core characteristics which have been incorporated into Capitol Collegiate’s design. We believe in the importance of ongoing school visits and will continue to recognize their impact on culture and curriculum. Figures 1.36 – 1.38 provide a partial list of schools visited by the planning team during the designing phase of Capitol Collegiate:

Figure 1.36: Local School Visits

Gold River Discovery Center

Sacramento, CA

PS 7 Sacramento, CA

Figure 1.37: Regional School Visits

Alliance Schools Los Angeles, CA

KIPP High School San Jose, CA

Figure 1.38: National School Visits

North Star Academy Newark, NJ Leadership Preparatory Charter School

Brooklyn, NY

Excel Academy Charter School

Boston, MA Achievement First Bushwick Elementary

Brooklyn, NY

KIPP Academy Lynn Lynn, MA Roxbury Preparatory Charter School

Boston, MA

Prestige AcademyCharter School

Wilmington, DE

Boston Preparatory Charter School

Boston, MA

Boston Collegiate Charter School

Boston, MA Elm City College Preparatory

New Haven, CT

Achievement Preparatory Washington, DC

Robert Treat Academy Newark, NJ

120 Hossler, Don, Schmit, Jack and Vesper, Nick. Going to College. Johns Hopkins University Press. 1998.

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Charter School Charter SchoolCapitol Collegiate believes in outcomes. We expect our students: (a) to be at or above grade level; (b) to be college-ready, with the K-8 foundation necessary to access competitive college preparatory high school programs; and (c) outperform students across California. The design of the school reflects the requirements of meeting such goals: mission-alignment, structured environment, strong discipline code of conduct, uniforms, excellent instruction, ample homework, and a clear, ever-present focus on learning. These are the steps necessary to ensure that students meet or exceed grade level material. Capitol Collegiate conducts business based on goals and performance. We set high goals in order to get strong performances. We believe that achievement is not prescribed by income level and that an excellent education counteracts the inequalities sometimes seen in families from low-income backgrounds. Our students go to college. Efforts to address these inequalities through education should not focus only on one point of contact in high school, but on the long-term path from kindergarten through college graduation.121

College preparation begins as soon as students accept their seat at Capitol Collegiate.

ELEMENT 2 - Measurable Student Outcomes

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

BENCHMARKS TO BE MET

Capitol Collegiate will measure achievement levels through growth and absolute measures. The performance of students at Capitol Collegiate will be compared to the performances of similar SCUSD schools based on demographics and free and reduced lunch percentages.

COMPARISON SCHOOLS

In order to determine the success of Capitol Collegiate during the charter period, a group of comparison schools will be selected that approximately match Capitol Collegiate in socio-economic make-up. We will identify the comparison schools and will inform the district as to which schools we have selected. In the current landscape in SCUSD, such comparison schools might be: Father Keith B. Kenny, Fruit Ridge, Oak Ridge, and Pacific elementary schools as well as Will C. Wood and Fern Bacon middle schools.

121 Robert Haveman and Timothy Smeeding, “The Role of Higher Education in Social Mobility,” The Future of Children, Vol. 16(2) Fall 2006.

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Comparisons will be made solely in regard to academic achievement. This achievement will be considered in two different comparison metrics. The first comparison will look at the schools Capitol Collegiate students would have otherwise attended. The second comparison will look at the similar district schools identified by SCUSD.

PRIMARY GROWTH MEASURES

The goals of Capitol Collegiate Academy reflect the high expectations that the school has for its students. Capitol Collegiate will regularly monitor its progress towards meeting these ambitious standards for student and school performance. Each of the following goals is measurable, feasible, and ambitious in what it plans to accomplish. As a college-preparatory school, all of the following goals are developed with the primary objective of developing students who are ready to achieve and excel in college-preparatory high schools and in universities. Meeting these goals is the critical component of closing the achievement gap for our students and helping them to access an excellent education. They also relate directly to the mission of the school in that they will enable students to compete, achieve, and lead in college through:

Academic performance (Academic Goals) Structures to support learning (Organization Viability Goals) Enrichment curriculum to allow for continued success (Non-Academic Goals)

The goals of Capitol Collegiate Academy are as follows:

ACADEMIC GOALS

1. Students at Capitol Collegiate Academy will meet or exceed state standards for mastery in English Language Arts.

a. At least 75% of students that have been enrolled for at least two years at Capitol Collegiate will be Proficient or Advanced on the English-Language Arts (ELA) portion of the California Standards Test (CST).

b. Capitol Collegiate will place in the top quartile of similar district schools on the ELA portion of the CST.

c. Upon graduation from Capitol Collegiate, 75% of eighth graders will score Proficiency or Advanced on the ELA portion of the CST.

d. Capitol Collegiate will increase the number of students scoring Proficient or Advanced on the ELA CST by an average of 7% per year until reaching 75%.

2. Students at Capitol Collegiate Academy will meet or exceed standards for mastery in Mathematics.

a. At least 75% of students that have been enrolled for at least two years at Capitol Collegiate will be Proficient or Advanced on the Mathematics portion of the CST and on the Algebra component of the CST.

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b. Capitol Collegiate will place in the top quartile of similar district schools on the Mathematics portion of the CST.

c. Upon graduation from Capitol Collegiate, 75% of graduating eighth graders will score Proficiency or Advanced on the Mathematics portion of the CST.

d. Capitol Collegiate will increase the number of students scoring Proficient or Advanced on the Mathematics CST by an average of 7% per year until reaching 75%.

3. Students at Capitol Collegiate Academy will meet or exceed standards for mastery in Science.

a. At least 75% of students that have been enrolled for at least two years at Capitol Collegiate will be Proficient or Advanced on the Science portion of the California Standards Test (CST), when tested in the fifth and eighth grades.

b. Capitol Collegiate will place in the top quartile of similar district schools on the Science portion of the CST, when tested in the fifth and eighth grades.

c. Upon graduation from Capitol Collegiate, 75% of eighth graders will score Proficient or Advanced on the Science portion of the CST.

4. Students at Capitol Collegiate Academy will meet or exceed standards for mastery in Social Sciences.

a. At least 75% of students that have spent two years at Capitol Collegiate will be Proficient or Advanced on the History-Social Science portion of the California Standards Test (CST) when tested in the sixth through eighth grades.

b. Capitol Collegiate will place in the top quartile of similar district schools on the History-Social Science portion of the CST, when tested in the sixth through eighth grades.

c. Upon graduation from Capitol Collegiate, 75% of graduating eighth graders will score Proficiency or Advanced on the History-Social Science portion of the CST.

ORGANIZATIONAL VIABILITY GOALS

1. Capitol Collegiate will maintain organizational strength by demonstrating fiduciary and financial responsibility for public and private funds.

a. Capitol Collegiate will create an established annual budget.b. Capitol Collegiate will operate within its established budget.

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c. Capitol Collegiate will maintain accurate financial records and submit required financial documents in a timely manner 100% of the time.

d. Capitol Collegiate will perform an annual audit indicating sound financial practices and future outlook.

e. Capitol Collegiate will meet or exceed GAAP standards in all accounting and financial management.

2. Capitol Collegiate will demonstrate full enrollment and strong student retention and attendance.

a. Capitol Collegiate Academy will maintain an average daily attendance greater than 96%.

b. Capitol Collegiate Academy will retain at least 90% of its students each year.

NON-ACADEMIC GOALS

1. Parents and/or guardians of students at Capitol Collegiate will be satisfied with the academic rigor, structure, and communication of the school.

a. 80% or more of parents will demonstrate satisfaction on these metrics through an annual survey, with 80% or more of families responding.

2. Capitol Collegiate will maintain an effective and accountable Board of Directors.

a. The Board of Directors will hold regular, listed meetings at least ten times per year.

b. The Board of Directors will operate under its bylaws and established, written policies.

c. The Board of Directors will provide financial oversight of the school in a governance role.

Capitol Collegiate will provide regular communication about the school and student performance through a school newsletter. This will keep students, families, and the community aware of school events, performance, and successes. Additionally, the school will create and make available an Annual Report. This report will serve as a specific and detailed account of how Capitol Collegiate performed in relation to its established goals and accountability targets. The school will also communicate with families in regard to the school’s performance on its Annual Yearly Progress (AYP) measurements, as well as all other metrics required by No Child Left Behind (NCLB) legislation.

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ELEMENT 3 - Method by which Student Outcomes will be Measured

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

APPROACH TO ASSESSMENT DATA

Capitol Collegiate’s mission is to prepare students to compete, achieve, and lead in high school and in college. We recognize that the student population we will actively recruit will be, on average, more than one grade level behind. This will require specific structures to ensure that we are moving students towards greater proficiency and providing the foundational knowledge necessary to foster their continued success. In order to monitor the progress of our students, we will regularly assess the effectiveness of our instructional program through the use of benchmark exams, formal and informal additional assessments, and state exams. The results of these assessments will provide the invaluable data necessary to thoroughly analyze our strategies, programs, and approaches to student instruction.

STATEWIDE ASSESSMENT

Capitol Collegiate will administer tests required by the state of California through the Standardized Testing and Reporting (STAR) program each year and for every applicable

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subject as required by the state in Education Code 60602.5, 60605 and 60640 . Capitol Collegiate will appoint a specific testing coordinator during the course of each academic year to manage the state testing process.

The current tests Capitol Collegiate will administer include:

California Standards Test (CST) California English Language Development Test (CELDT) California Alternative Performance Assessment (CAPA) and/or California

Modified Assessment (CMA) Standards-Based Tests in Spanish (STS) Physical Fitness Testing (PFT)

For more detail, please see Figure 3.1.

Figure 3.1: Tests Required as Part of California State Testing Program

Program Component Type of Assessment Purpose Grades

TestedCALIFORNIA STANDARDS TESTS (CST)

STANDARDS-BASEDMULTIPLE-CHOICEGRADES 2 - 8

MEASURE PROFICIENCY WITH STATE CONTENT STANDARDS IN ENGLISH-LANGUAGE ARTS

MEASURE PROFICIENCY WITH STATE CONTENT STANDARDS IN MATHEMATICS

MEASURE PROFICIENCY WITH STATE CONTENT STANDARDS IN SCIENCE

MEASURE PROFICIENCY WITH STATE CONTENT STANDARDS IN

2 TO 8

2 TO 8

5 AND 8

8

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HISTORY/SOCIAL SCIENCE

CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT)

STANDARDS-BASEDMULTIPLE-CHOICEPERFORMANCE ASSESSMENT

MEASURE PROFICIENCY OF ENGLISH LANGUAGE LEARNERS AND RECLASSIFY STUDENTS AS APPROPRIATE

ALL—BASED ON STUDENT’S PREVIOUS ELD LEVEL AND REPEATED ANNUALLY UNTIL STUDENT IS RECLASSIFIED

CALIFORNIA ALTERNATE PERFORMANCE ASSESSMENT (CAPA) AND/OR

STANDARDS-BASEDPERFORMANCE ASSESSMENT

MEASURE ACHIEVEMENT IN ELA, MATH, SCIENCE

VARIES BY CAPA LEVEL

CALIFORNIA MODIFIED ASSESSMENT (CMA)

STANDARDS-BASEDMULTIPLE-CHOICE

MEASURE ACHIEVEMENT IN ELA (GRADES 3-11), MATH (3-7), ALGEBRA I, GEOMETRY, AND SCIENCE (5-8) / LIFE SCIENCE (10)

AVAILABLE AS NOTED TO THE LEFT

PHYSICAL FITNESS TESTING (PFT)

CRITERION-REFERENCEDPERFORMANCE ASSESSMENT

MEASURE PHYSICAL FITNESS BASED ON SEVEN KEY ELEMENTS

5 AND 7

STANDARDS-BASED TESTS IN SPANISH (STS)

STANDARDS-BASEDMULTIPLE-CHOICE

READING LANGUAGE ARTS AND MATHEMATICS

VARIES; GRADES 2-11

The assessment that is most heavily weighted in terms of school performance is the California Standards Test (CST). This test will provide Capitol Collegiate with the proficiency standings of our students and inform our progress towards the Accountability Goals of Element Two. The results of all assessments will inform our instructional practices for the following year.

TEST RESULTS

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If the charter school does not test (i.e., STAR, CELDT) with the District, the 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 the charter school.

ACCOUNTABILITY PROGRESS REPORTING

Capitol Collegiate will also follow the State and District measurements of success using the Accountability Progress Reporting (APR) system. These measurements are outlined as follows:

Academic Performance Index (API) Score API State Ranking Adequate Yearly Progress (AYP)

The additional State Measures are outlined in Figure 3.2.

Figure 3.2: Additional State Measures

State Measure Description

Academic Progress Index (API) Score

API IS A STATE ACCOUNTABILITY MEASURE REQUIRED UNDER THE PUBLIC SCHOOLS ACCOUNTABILITY ACT. API IS REPORTED AS A SINGLE NUMBER BETWEEN 200 AND 1000 THAT INDICATES HOW WELL A SCHOOL PERFORMED ACADEMICALLY IN THE PREVIOUS YEAR.

API State Ranking

API IS ALSO REPORTED AS A DECILE RANK SCORE BETWEEN 1 AND 10. THIS SCORE IS REPORTED AS TWO NUMBERS—AN OVERALL STATEWIDE RANK AND A RANK AGAINST SIMILAR SCHOOLS.

Adequate Yearly Progress (AYP)

AYP IS A REQUIREMENT UNDER THE FEDERAL NO CHILD LEFT BEHIND (NCLB) LEGISLATION. UNDER NCLB CRITERIA, SCHOOLS MUST MEET OR EXCEED ANNUAL CRITERIA FOR IMPROVEMENT. AYP TARGETS INCLUDE PARTICULAR EMPHASIS ON THE PERFORMANCE OF SUBGROUPS OF STUDENTS, BASED ON CRITERIA SUCH AS RACE/ETHNICITY, ELL LEVEL, SOCIOECONOMIC DISADVANTAGE,

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AND SPECIAL NEEDS.

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ADDITIONAL METHODS OF ASSESSMENT

Capitol Collegiate strongly believes in the value that standardized testing data can provide to the school. However, we also recognize that one assessment does not necessarily provide a complete or comprehensive understanding of overall student performance, nor does it inform the progress of a student throughout the course of the year. Therefore, Capitol Collegiate will use a series of benchmark exams to gather information about student progress towards mastery of standards throughout the academic school year.

Benchmark assessments will be given approximately every six weeks. During the first year of operation, the Head of School will develop the benchmark assessments. After year one, the benchmark exams will be created by the Head of School, the Dean of Academics, and/or experienced teachers. These benchmarks will be based upon:

Thoroughly developed scope and sequence of material to be covered Grade-level standards California Department of Education blueprints Released CST questions and CST content Reference to standards and released questions from exams used by other states

and/or organizations

All benchmark exams will be created after intensive professional development and modeling of assessment expectations. Figure 3.3 outlines additional assessments.

Figure 3.3: Additional Assessments that May Be Administered

Assessment Content Area Use(s) of Data When TestedIN-HOUSE BENCHMARK ASSESSMENTS

Internally-created assessments

ELAMATHSCIENCEHISTORY/SOCIAL SCIENCE

MEASURE PROGRESS IN CORE CONTENT AREAS BETWEEN ANNUAL STATE STANDARDIZED TESTSDATA WILL ALLOW SCHOOL TO REVISE INSTRUCTIONAL PRACTICES THROUGHOUT THE YEAR TO BETTER TARGET STUDENT NEED

EVERY SIX WEEKS

PUBLISHED ASSESSMENT TOOLSSan Diego Quick Assessment of Reading

N/A DETERMINE ANNUAL BASELINE FOR

AT THE BEGINNING

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Ability BATTERY OF LITERACY SKILLSDATA WILL BE USED TO GROUP STUDENTS FOR TARGETED SMALL GROUP INSTRUCTIONMONITOR INDIVIDUAL STUDENT GROWTH OVER YEARSIDENTIFY SCHOOL-WIDE STRENGTHS AND WEAKNESSES IN OUR LITERACY PROGRAM

AND END OF EACH SCHOOL YEARSIMILAR TESTS MAY BE USED THROUGHOUT THE YEAR TO MONITOR PROGRESS, PARTICULARLY FOR THOSE STUDENTS PERFORMING BELOW GRADE-LEVEL IN READING

McLeod Assessment of Reading Comprehension

READING: COMPREHENSION

Fry Oral Reading Test READING: FLUENCY

Critchlow Verbal Language Scale

READING: VOCABULARY

Six Plus One Traits Writing Rubrics

WRITING

Words Their Way Qualitative Spelling Inventory

SPELLING

Textbook publisher-created quizzes, chapter and unit tests

MATHSCIENCEHISTORY/SOCIAL SCIENCE

MEASURE STUDENT MASTERY OF STANDARDS LEARNED IN CORE CONTENT AREASRESULTING DATA WILL BE USED TO TARGET SKILLS AND STUDENTS FOR SMALL GROUP INSTRUCTION

VARIES

Timed math drills (increasing in difficulty for grades four through algebra)

MATH DETERMINE ANNUAL BASELINE FOR MASTERY OF GRADE-LEVEL APPROPRIATE MATH FACTS/MENTAL CALCULATIONSMONITOR GROWTH OVER THE YEARDATA WILL BE USED TO GROUP STUDENTS FOR TARGETED SMALL GROUP INSTRUCTION

WEEKLY UNTIL STUDENTS CONSISTENTLY DEMONSTRATE MASTERY OF ALL TIME-TESTED SKILLS

Accelerated Reader INDEPENDENT READING

MONITOR COMPREHENSION OF BOOKS READ INDEPENDENTLYTRACK LEVEL AND QUANTITY OF BOOKS READDATA IS USED TO MEASURE STUDENTS EFFORT AND GROWTH OVER TIME

VARIES, BASED ON BOOK LENGTH

Teacher-Created Assessments

Do Now ALL USED TO CHECK FOR DAILY

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UNDERSTANDING ON A DAILY BASISUSED TO MAKE IMMEDIATE INSTRUCTIONAL ADJUSTMENTS IN ORDER TO REMEDIATE ANY DEFICITS PRIOR TO MORE FORMAL ASSESSMENTS

Homework ALL DAILYClass participation ALL DAILY

Projects/major writing assignments

ALL USED TO TRACK STUDENT MASTERY OF GRADE-LEVEL STANDARDSUSED TO GROUP STUDENTS FOR TARGETED SMALL GROUP INSTRUCTIONCOMPRISE THE BULK OF A STUDENT’S GRADE AND ARE ALSO A FACTOR IN PROMOTION

AT LEAST ONCE PER TRIMESTER

Vocabulary tests ALL AT LEAST EVERY TWO WEEKS

Standards-based quizzes and tests (including chapter and/or unit tests)

ALL AT LEAST EVERY TWO WEEKS

Cumulative midterm and final exams

ALL TWICE A YEAR

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DATA ANALYSIS

Standardized testing data provides us with an important tool to analyze the performance levels of our students within the school and in comparison to other schools across the state. This data also allows us to identify areas of strength and areas in need of growth within our own instructional practices and curriculum. Capitol Collegiate will therefore use standardized testing data to identify these strengths and weaknesses, set priorities for the coming year, and make changes to the instructional practices used at the school.

Internal benchmark exams provide the school with an ongoing measurement of student progress, allowing us to make the necessary instructional changes throughout the year for that specific group of students. The ability to target gaps in knowledge and learning in real time is critical to addressing the individual needs of students, and will better enable us to work towards the mission of the school. Once benchmark results are received by administrative and teaching staff, individual teachers as well as content teams will meet with the Head of School and Dean of Academics to identify patterns, evaluate results, and identify priorities. This analysis will lead to the development of an Instructional Action Plan (IAP). These plans will be developed with teaching practices, class performances, and individual student needs in mind and can include:

Knowledge and skills that need to be re-taught to the entire class and the specific ways in which they will be taught (including timeline)

Knowledge and skills that need to be re-taught to smaller groups of students and the specific ways in which they will be taught (including timeline)

Knowledge and skills that need to be re-taught to individual students and the specific ways in which they will be taught as well as the instructional support that review will take (including timeline)

Specific students who fall well below the average distribution of the class and/or whose performance is significantly different from the general class performance and the remediation plan for those students

Listing of students in need of homework club and tutoring in the afternoons for an extended time

Common misperceptions in questioning, test vocabulary, or curricular information that can be reviewed and then revised for the next year

Professional development and support required in order to address all of the above issues, concerns, and strategies

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DATA-DRIVEN INSTRUCTION AND STAFF DEVELOPMENT

Data-driven instruction allows teachers to recognize what information is not being accessed by some or all students and helps them to understand why. As a staff, we will analyze the results of data on a weekly basis and analyze the results of benchmark exams through extended professional development blocks. Teachers will be expected to use the information gathered through these protocols to modify their planning. Teachers will work with the Head of School on those modifications, as needed. We will monitor student mastery of standards as well as reading levels and fluency.

We will give students diagnostics at the beginning of the year in order to determine their baseline knowledge, helping teaching staff to develop stronger plans for the year and individualized support for students. We will then track student progress throughout the year, using the diagnostics as a guide. For example, a student may take a diagnostic that assesses their reading level at the fourth grade, second month. If, by the end of the year, that same student tests at the sixth grade, first month, we will know that the student has grown almost two years in reading. Figure 3.4 graphically depicts the relationship between the school’s mission, student outcomes, and program improvement.

Figure 3.4: Outcomes Assessment Plan

The goal of each data analysis session is to make program improvements to ensure all students are achieving mastery on all objectives. The actions plans required from this information may include re-teaching, spiraling material more extensively, individual tutoring, small group sessions, or increased homework on a specific objective.

Steps which underlie the assessment of student learning:

1. Develop learning objectives.

2. Check for alignment between the curriculum and the objectives.

3. Develop an assessment plan.

4. Collect assessment data. 5. Use results to improve

the program. 6. Routinely examine the

assessment process and correct, as needed.

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STATE MANDATED ASSESSMENTS ASSURANCE

Capitol Collegiate will administer the state mandated assessments as required under the California Standardized Testing and Reporting (STAR) pursuant to the Education Code 60602.5.

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REPORTING OF DATA

Capitol Collegiate will create and make available to the public an annual report at the end of each academic year. Capitol Collegiate will also create a School Accountability Report Card (SARC) for submission to the California Department of Education, including the following components:

Demographic data of students Teacher and staff information Class sizes Academic data School safety and climate for learning information School completion rates Curriculum and instruction descriptions Postsecondary preparation information Fiscal and expenditure data Adequate yearly progress data

Both of these reports will be made available at our website and delivered to the Sacramento City Unified School District, Sacramento County Office of Education, and all other parties formally requesting a copy.

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COMMUNICATING DATA TO STUDENTS AND FAMILIES

In order to create a mission-focused school environment, it is critical that students and families are regularly informed about student behavior and performance. Capitol Collegiate will ensure that students and families receive accurate and updated progress reports and that the school actively works to involve students and families in the progress, strengths, remediation areas, and quality of student work.

To do this work effectively, Capitol Collegiate will create both a formal and informal forum by which to engage families. At the end of every quarter, parent conferences will be held. These conferences will give teachers, administrators, and parents the opportunity to discuss student achievement and progress, as well as any areas for development and/or remediation. Parents can also expect to receive regular communication from the school in the form of phone calls, newsletters, and mailed updates on school and student progress.

Starting in kindergarten, students will be regularly evaluated by teachers using daily assignments, checks for understanding during class, and scripted curriculum individual assessments. Beginning in second grade, after each round of benchmark assessment, given every six weeks, teachers and students will review student performance during individual conferences. These conferences will engage students with their own progress and areas for growth, allow for goal-setting, and personalize the education program. These conferences will also give both teachers and students the opportunity to discuss alternative means of support and structure that may be required or helpful for continued student development.

Finally, teachers may use additional motivation and accountability structures within the classroom in the form of mastery charts, tracking systems, and goal-setting to promote accountability of the whole group and encourage support between students.

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GRADING POLICYCapitol Collegiate recognizes the curricular demands placed on students. We believe that these demands are absolutely necessary in order to prepare students for excellence in high school and in college. As such, we believe that student performance must be measured on grade-level work including assessments, homework, in-class work, and other assignments. This work will be graded in relation to student mastery of standards using the following scale as outlined in Figure 3.5:

Figure 3.5: Grading Policy Letter Grade

Percentage

Rubric Score

Meaning

A+ 98-100%4

A student earning an A grade has demonstrated mastery level performance.A 93-97%

A- 90-92%B+ 88-89%

3A student earning a B grade has demonstrated a proficient performance.B 83-87%

B- 80-82%C+ 78-79%

2A student earning a C grade has demonstrated a basic level performance.C 73-77%

C- 70-72%NAS122 Below 70%

0 or 1A student earning less than 70% in a course is not yet demonstrating a basic level of mastery with the content standards.

Capitol Collegiate has many structures in place that address the academic and behavioral needs of students. As such, we further believe that if a student has not mastered the content, that student is not prepared to progress to the next grade level and that it would be doing a disservice to do so. The mission of Capitol Collegiate is to prepare students for college, regardless of our empathy, preferences, or subjective opinions about any particular student. Mastery of material is what will provide for student success in college and that must be the standard to which we hold ourselves. Our grading and promotion policy reflects that value.

For students who struggle, we plan to provide push-in support, using the floating teacher during the school day. This allows for immediate feedback and adjustment for students who are having trouble mastering the material. Teachers will have the opportunity to discuss specific students during professional development and lesson plans will list individual students and what areas they are working to improve. The student support block at the end of the day allows for additional aid to students. Finally, our extended day is intended to provide for accommodations for students to ensure that there are multiple access points and opportunities to support them. As needed, this will also include the one-hour block of time after-school where teachers are available. We will work with families to create student support plans as needed.

122 The Not At Standard grade is intended to require students to re-do substandard work and demonstrate mastery before being assigned a grade. This grading philosophy is based on the work of William Glasser. Glasser, W. Schools without failure.  New York: Random House, 1969.

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Grade Level Promotion

In order to be promoted to the next grade in grades kindergarten through four, a student must have the following:

Passing grade in Literacy, ELA, and Mathematics. A minimum 90% attendance rate for the year.

In order to be promoted to the next grade in grades five through eight, a student must have the following:

Passing grade (70%) in at least three of the four core classes. A proficiency or higher rating (70% or more) on the End-of-Year Exam, a

comprehensive exam assessing all standards and material covered during the course of the year.

A minimum 90% attendance rate for the year.

If one or more of these criterion is not met, the student will not be eligible for promotion. Beginning in fifth grade, the student may elect to participate in the Summer Academy (discussed below). Students who only pass one core classes will not be eligible for the Summer Academy. Students with extended or chronic health problems will have an attendance policy developed that it is aligned and appropriate with their medical condition.Figure 3.6: Promotion Policy for Fifth through Eighth Grade Students

Should a student need to repeat a grade, the Head of School and Dean of Academics will meet with both the student and the student’s family to discuss the action plan for the coming year. Interventions discussed at this time may include additional tutoring, increased in-class support, Saturday school, or mandatory tutoring time instead of full enrichment during the school day. Capitol Collegiate will work with families to determine the best course of action on an individual student basis.

The promotion policy for Capitol Collegiate is encompassed in Figure 3.6 below.

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Student is promoted to the next grade.

Student passes all academic classes with a grade of 70% or better.

Student repeats the current grade.

Student fails any one or two core academic class with a grade below 70%.

Student fulfills Summer Academy requirement and passes end-of-year comprehensive exam(s) with a 70% or better.

Student does not fulfill Summer Academy requirements or does not pass comprehensive end-of-year exam(s) with a 70% or better.

ORStudent is absent for more than 15 days of the academic year without a health concern that prevented attendance at school.

Student fails more than 2 core academic classes with grades below 70%.

Student attends Summer Academy.

Summer Academy

At the end of the academic year, students scoring below a 70% in one or two core classes (English/Literacy, Math, Science, Social sciences) will be required to attend the Summer Academy and must create an action plan for growth in that content area to be applied the following academic year.

Graduation Policy

Because Capitol Collegiate enrollment stops at eighth grade, our students will not graduate, but simply be promoted to the ninth grade. The requirements for eighth grade promotion will be the same as those outlined in the grade level promotion section above.

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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)

CHARTER STATUS

Capitol Collegiate Academy seeks to be an independent charter and will incorporate as a non-profit.

LEGAL ASSURANCES

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Capitol Collegiate Academy will comply with the Brown Act and Government Code 1090. Members of Capitol Collegiate’s executive board, any administrators, managers or employees, and any other committees of the school shall comply with federal and state laws, nonprofit integrity standards and the authorizer’s charter school policies and regulations regarding ethics and conflicts of interest.

Capitol Collegiate and/or its non-profit corporation will be solely responsible for the debts and obligations of the charter school.

Evidence of the School as a Non-Profit Public Benefit Corporation and Bylaws

Capitol Collegiate has applied for non-profit, 501c3 status, applied for on January 5 th, 2010, and will function according to all legal and ethical standards related to, a non-profit public benefit corporation. A copy of our approved Articles of Incorporation and proposed bylaws are included as Appendices G and C respectively.

ORGANIZATION STRUCTURE

The organizational structure of the school will develop and grow as the school reaches its enrollment capacity. While the Board’s organization and role will remain the same, the Head of School will have some responsibilities delegated to the administrative team and more teachers and support staff will be added to support enrollment demands and student needs.

The organizational model represents fiscal conservatism and allocation of resources towards the school’s mission. It will provide the founding staff with the opportunity to build a strong structure on which to fulfill the mission of the school. Growth or retraction in funding will adjust the organizational structure of the school as needed, and will be approved by the governing Board.

Figures 4.1 – 4.3 outline the proposed organization structure of Capitol Collegiate in Years 1 through 4. With each progressing level of organization, the school has adjusted staff responsibilities in order to stay true to the mission, maintain a strong school culture, and target individual student performance.123

123 We have provided very conservative staffing projections based on not accessing a District facility as well as using conservative estimates for the funding stream. Should either of these scenarios improve, we will increase our teaching staff. With the current projections, we will be able to deliver on our core academic program.

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Figure 4.1: Year 1

Y1 will have 1 Head of School, 1 Dean of Academics, 7 FTE teachers, 1 Business Manager, and 1 Office Manager. This staff will accommodate 150 students. That is a student-teacher ratio of approximately 21:1 and a student-staff ratio of approximately 14:1.

Figure 4.2: Years 2 and 3

Board of Directors

Head of School

Dean of Academics Business Manager

Teaching Staff Office Manager

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Y2 and Y3 will have 1 Head of School, 1 Dean of Academics, teaching staff of 9 in Year 2 and 12 in Year 3, 1 Business Manager, and 1 Office Manager. This staff will accommodate 210 students in Y2 and 270 students in Y3.

Board of Directors

Head of School

Dean of Academics Business Manager

Teaching Staff Office Manager

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Figure 4.3: Years 4 and On

Y4 moving forward will have 1 Head of School, 1 Dean of Academics, teaching staff of 15 in year 4 and 19 in year 5, 1 Dean of Solutions, 1 Business Manager, 1 Office Manager, and 0.5 Director of Development. This staff will accommodate 350+ students.

School Year Teaching Staff Admin Staff Other Staff1 7 Head of School;

Dean of Academics; Business Manager

Office Manager;’Part-time nurse

2 9 Head of School; Dean of Academics; Business Manager

Office Manager; Part-time nurse

3 12 Head of School; Dean of Academics; Business Manager

Office Manager; Part-time nurse

4 15 Head of School; Dean of Academics; Business Manager; Dean of Solutions (Discipline)

Office Manager; Part-time nurse; Part-time Director of Development (recruitment and fundraising)

5 19 Head of School; Dean of Academics; Business Manager; Dean of Solutions (Discipline)

Office Manager; Part-time nurse; Part-time Director of Development (recruitment and fundraising)

Board of Directors

HEAD OF SCHOOL

Dean of Academics Business Manager Director of Development0.5 FTE

Teaching Staff Office Manager

Dean of Solutions

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PRIMARY RESPONSIBILITIES OF BOARD OF DIRECTORS

Capitol Collegiate Academy will be governed by a Board of Directors that will maintain active and effective governance of the school. The Board is responsible for ensuring that the school fulfills its mission, remains true to the terms of the charter, and is a fiscally viable and responsible organization. The Board of Directors governs the school in its pursuit of the school’s mission, and delegates all managerial decisions to the Head of School. The Head of School is responsible for the daily operations, annual, and long-term planning of the school, and execution of all aspects of the school’s educational program. The Board hires, sets compensation for, supports and evaluates the Head of School; the Head of School hires and evaluates all school staff.

The Board of Directors will maintain an effective reporting structure, have duly elected officer and active committees, meet 10 times per year in full compliance with the Brown Act, and set evaluation measures for the effectiveness of the Head of School (please see Appendix R).

The Founding Board of Capitol Collegiate will develop policies and guidelines to ensure the viability and productivity of the school. When the Founding Board transitions to the Governing Board, it will move forward to adopt proposed Bylaws under which it will operate. From there, the Governing Board will maintain a minimum of seven members with no more than eleven members, and will maintain an odd number for voting purposes. The Head of School will report and be directly accountable to the Board.

Lead Founder Penny Schwinn is the proposed Head of School, and the Board will make its selection and hiring for that position upon a chartering decision. Should Penny Schwinn be selected as Head of School, she will not serve as an official member on the Board of Directors. The Board of Directors and the school leader will receive annual training on charter school governance, with a focus on maintaining responsibilities and roles according to governance and management distinctions, and to support the successful start-up and ongoing operation of Capitol Collegiate.

BOARD MEETING FREQUENCY, AGENDAS, AND MEETINGS

The Board will meet 10 times per year, in full compliance with the Brown Act. The Board will ensure that the community has sufficient notice of all public meetings and the right to attend such meetings related directly to public funds. The Board will publicize its meeting dates at least two weeks in advance, with a yearly calendar of regular meetings provided at the start of each school year. The Board will post all meetings on the Capitol Collegiate website. All regular Board meetings will be open to the public and will

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provide time for a public forum for commentary on any matters related to the meeting agenda.

BOARD OFFICER DESCRIPTIONS

Capitol Collegiate’s Board of Directors will consist of a minimum of seven and no more than eleven voting members.

The Chair of the Board of Directors is the head of the Board of Directors. The responsibilities of this position include:

Presiding over and leading all meetings of the Board of Directors Working closely with the Head of School and establishing board agendas Communicating and coordinating regularly with the Head of School, committee

chairs, and Board members Disseminating important information to other Board members, as needed Serving as ex officio member of all board committees Facilitating the appointment of committee chairs Assisting in development and facilitation of committee work Reviewing strategies and priorities, both operational and organizational Supervising the effectiveness of officers, board governance, and vacant board

positions Cultivating future leadership for the board

The Vice-Chair of the Board serves as the Board Chair in the event that the Chair is absent.

The Treasurer of the Board is entrusted with leading the financial oversight of the Board. These responsibilities include:

Chairing the Finance Committee on the Board Working closely with the Head of School to help prepare the annual budget Ensuring that Capitol Collegiate is in compliance with federal, state, and district

mandatory reporting requirements as well as all other financial reporting requirements

Working with school staff to make all financial records available if requested by entitled organizations or persons

Working closely with the Board Chair and the Head of School to ensure that financial records are accurate and updated

Reviewing monthly budget and financial statements Providing a recommendation for external auditors and accountants after thorough

vetting Ensuring that all financial reports are prepared accurately and on time

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Reporting regularly to the Board of Directors on the financial position of the school and facilitates board understanding of the financial health of the organization

The Secretary of the Board of Directors is responsible for all records. These responsibilities include:

Recording official minutes of all meetings of the Board of Directors. These minutes will include the date, location, beginning and ending times, type of meeting, method of arranging and providing notification of the meeting, board attendance, and meeting proceedings.

Certifying and retaining both electronic and hard copies of the most current bylaws

Retaining copies of agendas and minutes of all meetings of the Board of Directors, including committee meetings and makes these materials available at the school’s main office

Providing all notices and documents of meetings or otherwise, as described in the bylaws or required by law

BOARD COMMITEES

The Board of Directors will have several standing committees dedicated to the performance and governance oversight of the school. Additional committees may be added as needed through the formal resolution process by the Board of Directors. The initial committees of the Board of Directors may include:

Governance: This committee is responsible for maintaining and growing the strength of the composition of the Board. The committee will be responsible for developing an objective protocol and set of tools to evaluate the strength of the Board and provide professional development opportunities to Board members, as needed. Should a Board position become vacant or in need of a specific field to be represented, the Governance Committee will be responsible for the identification, recruitment, nomination, verification, and training of all new members. Ideal fields of expertise represented on this committee include management, human resources, school leadership, and prior successful board membership.

Finance: This committee is responsible for overseeing the financial management and viability of the school. In doing so, the committee will work closely with the Board Chair, Head of School, and Business Manager. The Finance Committee will review cash flow and budget statements on a monthly basis, prepare financial reports as needed, present financial materials to the Board of Directors, and lead the process for hiring the school’s auditor in conjunction with the Board Chair. Ideal fields of expertise represented on this committee include finance, consulting, accounting, and business ownership.

Academic Accountability: This committee is responsible for reviewing the academic progress of the school with the Head of School in order to evaluate the student performance outcomes of the school. The committee will determine if the

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school is meeting accountability goals and expected academic progress based on understood benchmark goals, both internal and external. The conclusions of this committee will factor into the review of the Head of School. Ideal fields of expertise represented on this committee include consulting, school leadership, and law.

Development: This committee is responsible for working with the Head of School to establish fundraising strategies, increase public awareness about the school, develop stronger partnerships with key political, financial, and business allies, and develop marketing materials. Ideal fields of expertise represented on this committee include finance, consulting, marketing, public relations, advertising, prior board experience, fund development, campaign or political management experience, and human resources.

INDIVIDUALS COMMITTED TO SERVING ON THE BOARD

The Board of Directors is a talented, experienced, committed group of professionals who are determined to govern a high-performing school which they will hold accountable for strong student achievement. This Board has expertise in fields ranging from policy and marketing, to finance and management. Because of the broad range of experiences and fields represented, the Board will exhibit strong governance and oversight of Capitol Collegiate. This Board has a varied and strong understanding of Sacramento, bringing a diversification required for a comprehensive governance structure. The Board will govern with the same operating beliefs: all students can achieve when given access to an excellent education, high expectations are the foundation for school and student success, and college begins in kindergarten.

Capitol Collegiate Board of Directors

Michael AgostiniMichael Agostini is the Director of Operations for the Charter Schools Development Center. He was also the Director and Co-Founder of Sierra Music Academy and manager of the Sierra Chamber Ensemble. Mr. Agostini brings a broad range of experience in education, having worked for several years as a teacher and administrator in both public and private schools. He has also worked as a school evaluator and helped with the strategic planning of K-12 and adult educational programs. In addition, Mr. Agostini has worked extensively in public school reform, helping with the development of charter schools in California and supporting the expansion of the charter school movement through his research and writings. He carries the belief that all students can achieve when educated within a high-expectations environment. Mr. Agostini earned a Bachelor of Arts degree in History from Yale University and a Master's degree in Education from the Harvard Graduate School of Education.

Ed Manansala

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Ed Manansala serves as the Superintendent of St. HOPE Public Schools. Mr. Manansala comes to the Board of Capitol Collegiate with extensive experience in the South Sacramento community, working at several area schools as teacher, community activist, counselor, and advisor. He additionally has previous experience as a founder of a local charter school, and as principal of Sacramento High School. Under his leadership, Sacramento High School had the highest growth on the API during the 2007-08 school year. He moved to the role of superintendent of St. HOPE Public Schools this year, working to continue to address educational issues throughout the district and community. Dedicating his life to education and improving the lives and futures of students in the Sacramento area, Mr. Manansala believes that all students can achieve at the highest levels and that the work to provide this level of education is critical to the success of our communities. Mr. Manansala earned a Bachelor of Science degree in Business Administration, a Master’s degree in Social Work, and will complete his Doctorate in Education at UC Davis this spring.

Emily RandonEmily Randon has successfully worked in a variety of fields over the course of her career. As the Director of Academic Success for the University of California, Davis School of Law, Ms. Randon is responsible for developing a robust Academic Success Program for first year and upper division students. She has served as a course instructor and developed several academic support-related programs and services for law students. Ms. Randon previously worked as the Director of Academic Success and the Assistant Director of Admissions and Outreach at the University of Pacific, McGeorge School of Law. She has represented the California Association of Realtors as a Legislative Analyst and was an attorney with Tennant, Ingram, and Randon. She comes to Capitol Collegiate with a strong conviction about the potential of all students to succeed when given the right support structures and environment.. Ms. Randon earned a Bachelor of Arts in Political Science from UC Irvine, her Juris Doctorate from the University of the Pacific, and a Master’s in Education from California State University, Sacramento.

Penny Schwinn (Lead Founder, Proposed Head of School)Penny Schwinn is the Lead Founder for Capitol Collegiate and will serve as the Head of School, leading the effort to develop and found a high-performing charter school for the students of South Sacramento. Building on her early teaching career as a Teach For America corps member in Baltimore, MD, Ms. Schwinn became a Program Director for Teach For America in Los Angeles and additionally chose to gain business and private sector experience to adapt to the education sector by working in operations at a multi-billion dollar firm in Los Angeles. Ms. Schwinn believes that there is nothing more important than ensuring that all students, regardless of socio-economic status, have access to an excellent education. Inspired by the potential of her future students and the powerful work started by school leaders across the country, Ms. Schwinn is prepared to open and lead Capitol Collegiate in Sacramento. Selected as one of four outstanding leaders from across the country to participate in the highly-competitive Building Excellent Schools Fellowship, Ms. Schwinn has used the Fellowship to study the most successful and highest performing urban charter schools across the country, and to complete a school leadership residency at North Star Academy, recognized for its

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dramatic student achievement results. Ms. Schwinn completed a Bachelor of Arts degree in History from UC Berkeley and a Master’s degree in Teaching from Johns Hopkins University. Currently she is pursuing a PhD in Education Policy and Finance from Claremont to be completed in 2011 as well as her Doctorate in Education Administration from the University of Southern California.

Katherine Sherlock Katherine Sherlock is a case manager and training coordinator for Court Appointed Student Advocate (CASA), an organization devoted to providing a trained advocate for every abused and neglected child in Sacramento who needs one. As a Case Manager, she has the opportunity to work directly with volunteers, families, and foster youth, as well as creating and implementing trainings for future advocates. Ms. Sherlock previously utilized her law degree to work in the criminal field. She has served as an Executive Board Member for the Alternative Dispute Resolution Team and as a mediator for the San Diego Superior Court. Ms. Sherlock has dedicated her personal and professional career to children and their needs. She believes that powerful teaching and an achievement-oriented school culture are critical to the success of a school and that structure will support students in preparing for college, starting in the youngest grades. Ms. Sherlock earned a Bachelor’s degree in English Literature from Samford University and Juris Doctorate from Thomas Jefferson School of Law, earning Pro Bono Honors and recognition on the National Dean’s list.

Margaret WestonMargaret Weston is a research associate for the Public Policy Institute of California (PPIC). As part of her position with PPIC, Ms. Weston developed the California School Finance Revenue Manual as well as an analysis of the revenue limit system. She recently completed an internship in the Office of Instructional Design and Assessment with Chicago Public Schools and was a research consultant for the Michigan Department of Education and the Center for Local, State, and Urban Policy at the University of Michigan, where she co-authored memos for government officials and policy groups on educational services and teacher quality. Ms. Weston was an English teacher in Baltimore, MD with Teach For America and participated as a Mayoral Fellow, organizing a fundraiser that raised over $100,000 for city schools. She is committed to the growth and development of Sacramento students and believes in the importance of using resources specifically to boost student achievement. Ms. Weston earned a Bachelor of Arts in English from the University of Michigan, Master of Arts in Teaching from Johns Hopkins University, and Master of Public Policy from the University of Michigan.

Jennifer WonnacottJennifer Wonnacott has played a prominent role in a variety of political and legislative arenas over the course of her professional career. As the Director of Communication for Assemblywoman Alyson Huber, Ms. Wonnacott is responsible for reaching all constituents in her represented district through a myriad of media. She has developed strategy, worked with a diverse group of constituents, and participated in several prominent legislative roles. Ms. Wonnacott previously worked for a campaign consulting firm where she was one of the primary contact points for many national, statewide, and

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local elections and ballot measures. She has represented and strategized key races in the state of California and comes to Capitol Collegiate with a demonstrated expertise in print, radio, and television media, excited for the opportunity to utilize her expertise to promote strong educational options in her hometown of Sacramento. Ms. Wonnacott earned a Bachelor of Arts in Mass Communications from UC Berkeley.

Brian WeiselBrian Weisel is a staff attorney for Sacramento Child Advocates. As part of his role, Mr. Weisel advocates for the educational, medical, and placement needs of children in the dependency system. He recently served as a Deputy District Attorney for Shasta County and a defense attorney for a private firm in Amador County, where he supported the defense of indigent people accused of crimes. Mr. Weisel served as a volunteer for the County of San Diego Office of the Public Defender, the Perspectives in Criminal Justice Clinic, and in Elder Law and Advocacy in San Diego, CA. He has a strong commitment to public service and working to improve underserved communities in Sacramento. Mr. Weisel earned a Bachelor of Arts in Philosophy from the University of Michigan and a Juris Doctorate from the University of San Diego School of Law..

District RepresentationIn compliance with the California Education Code, SCUSD may elect to have a district representative sit on the governing Board. This person would be one of the 7-11 members of the Board of Directors.

TRANSTION FROM FOUNDING TO GOVERNING BOARD

The Board of Directors will participate in a day-long Board retreat to facilitate a smooth and comprehensive transition from founding to governing responsibilities. This training will include:

Brown Act (Open Meeting Law) Compliance Parliamentary Procedure and Robert’s Rules of Order Board Officer Elections Board Committee Formation Board policy formation and approval School leader hiring, support, and evaluation Internal accountability goals

SELECTION OF NEW BOARD MEMBERS

A stable, strong, committed, and mission aligned Board of Directors is critical to the success of the school. Therefore, all potential and new Board members will undergo a

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careful and deliberate vetting process and will require the vote of the current board membership in accordance with the school’s bylaws. Requirements of new members to the Board of Directors must have:

Deep and unwavering commitment to the mission of Capitol Collegiate Belief that the school will be able to achieve its mission and should take all

reasonable steps necessary in order to do so Regular attendance at all board meetings Expertise in one of the ideal areas listed above, or in another area that proves to

be valuable to the governance of the school, including law, finance, public relations, marketing, school leadership, policy, politics, fundraising, development, governance, consulting, and human resources

Experience with and interest in working with a committed, driven, diverse group of people

Willingness to leverage personal and profession networks on behalf of the school Availability and willingness to participate in the governance of Capitol Collegiate Commitment to improving the quality of education for the students of Sacramento

The Governance Committee will implement a five-step process for adding members to Board:

1. Each spring (or as needed due to unplanned vacancies), the Governance Committee will identify existing vacancies and identify members whose terms are about to expire and identify the skills, expertise and other qualifications necessary to complete the Board.

2. Any member of the Board may identify potential members and submit a resume for the candidate to the Governance Committee.

3. The Governance Committee will review resumes for, have conversations with, discuss, and rank all prospective candidates.

4. The Governance Committee will recommend candidates to the Board and bring the nomination to the Board for a vote at the next Board meeting.

5. The Board will review the candidate’s resume and vote to approve new members, with no more than two members in dissent.

New members will be elected to the Capitol Collegiate Board of Directors when a previous member’s term expires at an annual meeting occurring during the last quarter of the fiscal year. If vacancies occur mid-year or the Board wishes to grow in size between annual meetings, new members may be added at any Board meeting held for this purpose.

PARENT, TEACHER, AND STUDENT INVOLVEMENT

The input of all school stakeholders will be valued by the Board as well as the school. As such, stakeholders will be given the opportunity to address issues on the agenda at regular Board meetings and to participate at the committee level as appropriate. Further commentary on issues regarding the school can be given to the school’s Head of School as needed.

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Capitol Collegiate remains committed to parent involvement at the school level. We will establish a Parent Site Council, which will meet on a regular basis (either monthly or quarterly, to be determined by the council). This group will meet with the Head of School to discuss issues involving school academics, culture, and community. This will be an important voice at the school and one that will help to ensure a comprehensive understanding of how the school is performing.

As students mature into the upper grades of the school, we will invite a student representative to speak annually to the board.

CONFLICT OF INTEREST POLICY

The Board of Directors will adopt a Conflict of Interest policy that strictly complies with Government Code section 1090 – 1090.1. The Conflict of Interest Policy can be found in Appendix D.

GRIEVANCE POLICY

Capitol Collegiate will 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 the school alleging its noncompliance with these laws or alleging any actions which would be prohibited by these laws. Capitol Collegiate will notify all its students and employees of the name, office address, and telephone number of the designated employee or employees.

Capitol Collegiate will adopt and publish grievance procedures providing for prompt and equitable resolution of student and employee complaints alleging any action, which would be prohibited by Title IX, or Section 504.

Capitol Collegiate will implement specific and continuing steps to notify applicants 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 unions or professional organizations holding collective bargaining or professional agreements with the recipient, that it does not discriminate on the basis of sex or mental or physical disability in the educational program or activity which it operates, and that it is required by Title IX and Section 504 not to discriminate in such a manner.

SCUSD CHARTER POLICY

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Capitol Collegiate Academy will comply with the District policy related to charter schools, as it may be changed from time to time. 

RESPONDING TO INQUIRIES

Any general inquiries of the school can be directed to the school’s Head of School. Inquiries directed specifically to the Board will be handled by the communications representative of the Board or the Board Chair, should those individuals be different parties.

NOTIFICATIONS

Notification is to be made to the Charter Schools Division of any notices of workplace hazards, investigations by outside regulatory agencies, lawsuits, or other formal complaints, within one week of receipt of such notices by Capitol Collegiate. 

AUDIT AND INSPECTION OF RECORDS

Capitol Collegiate agrees to observe and abide by the following terms and conditions as a requirement for receiving and maintaining their charter authorization:

Capitol Collegiate is subject to District oversight. The District’s statutory oversight responsibility continues throughout the life of

the Charter and requires that it, among other things, monitor the fiscal condition of Capitol Collegiate.

The District is authorized to revoke this charter for, among other reasons, the failure of Capitol Collegiate to meet generally accepted accounting principles or if it engages in fiscal mismanagement.

Accordingly, the District reserves the right, pursuant to its oversight responsibility, to audit Capitol Collegiate 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 Accuracy, recording and/or reporting of school financial information School’s debt structure Governance policies, procedures and history Recording and reporting of attendance data

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School’s enrollment process Compliance with safety plans and procedures Compliance with applicable grant requirements

Capitol Collegiate will cooperate fully with such audits and make available any and all records necessary for the performance of the audit upon 30 days notice to school. When 30 days notice may defeat the purpose of the audit, the District may conduct the audit upon 24 hours notice.

In addition, if an allegation of waste, fraud or abuse related to Capitol Collegiate’s operations is received by the District, Capitol Collegiate will be expected to cooperate with any investigation undertaken by the Office of the Inspector General, Investigations Unit.

PROCESS FOR AMENDING THE CHARTER

Capitol Collegiate will comply with current SCUSD policy for amendments to the charter petition.

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ELEMENT 5 - Employee Qualifications

“The qualifications to be met by individuals to be employed by the school.” Ed. Code § 47605 (b)(5)(E)

Capitol Collegiate Academy will recruit, employ, and retain a staff of professionals, committed to educating all students and to working towards the school’s mission. We recognize that teacher quality has the most significant impact on student performance124

and therefore will make it a top priority to recruit, select, hire, support, develop, and retain the strongest teachers, administrators, and support staff possible.

EQUAL OPPORTUNITY EMPLOYER

Capitol Collegiate will not discriminate against any potential or current employee based on the basis of ethnicity, national origin, gender, sexual orientation, religion, race, disability, or any other protected classification, in accordance with applicable law.

NO CHILD LEFT BEHIND

Capitol Collegiate will comply with the provisions of the No Child Left Behind Act as they apply to highly-qualified certificated personnel and paraprofessional employees of charter schools.

CREDENTIALS

Teachers of core content areas at Capitol Collegiate (English Language Arts, Math, Science, and Social sciences) will be required to hold a Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in other public schools would be required to hold.

124 Thernstrom, A. and Thernstrom, S., No Excuses, Simon & Schuster (2003), p. 43.

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Capitol Collegiate will work to minimize our use of Emergency Credentialed Teachers.

EMPLOYEE RECORDS

Capitol Collegiate will comply with all State and Federal laws concerning the maintenance and disclosure of employee records.

Copies of each teacher’s credentials will be kept on file in the main office and will be readily available for inspection. School administration will review teacher credentials annually.

BACKGROUND CHECKS

Capitol Collegiate will comply with California Education Code 44237 and 45125.1 regarding the requirement to fingerprint and obtain background clearance of employees. Prior to the first day of work with students, Capitol Collegiate will process all background checks through LiveScan, administered by the United States Department of Justice.

In addition, all employees must provide:

Up-to-date medical clearance of communicable disease and a negative Mantoux Tuberculosis (TB) test

A full disclosure statement regarding a prior criminal record Documents establishing legal employment status Contact information for at least two (2) professional and one (1) personal

reference

EMPLOYEE WELFARE AND SAFETY

Capitol Collegiate will comply with all Local, State, Federal, and relevant District policies concerning employee welfare, health, and safety issues. These include, but are not limited to, the requirement for a drug- and tobacco-free workplace.

TERMS AND CONDITIONS OF EMPLOYMENT

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All employees of Capitol Collegiate will be at-will employees. The terms and conditions for employment at Capitol Collegiate will be reviewed in detail during the interview process and reiterated in an offer of employment.

STAFF SELECTION

Capitol Collegiate will utilize a comprehensive screening process to ensure selection of the highest quality staff.

The Board of Capitol Collegiate will hire the school’s Head of School. All other staffing decisions will be made by the Head of School.

Our selection process will typically include:

1. Development of job description, requirements and qualifications2. Aggressive recruitment through web sites, career fairs, and professional networks3. Stage 1: Application, resume, cover letter, short open responses4. Stage 2: Introductory phone interview (in-person as needed)5. Stage 3: Sample teaching(s) with debrief and feedback session(s) 6. Stage 4: Extensive interviews with administration and existing school staff7. Stage 5: Shadow teacher for day with debrief and 2nd formal interview8. Stage 6: Verification of credential and previous employment, State and Federal

background checks, and professional and personal reference checks of strong candidates

9. Offers of employment to the strongest candidates

JOB DESCRIPTIONS FOR KEY PERSONNEL

While we will use these qualifications and responsibilities to guide the interview process, Capitol Collegiate will also take into consideration other qualities that may be desired in a potential candidate such as: SCUSD teachers who have been laid off, Spanish-speaking, Hmong-speaking, experience in communities similar to those served by our school, and other specialized backgrounds.

Qualifications and Certifications - Head of School

Position Summary

The Head of School of Capitol Collegiate will be held accountable by the Board of Directors in regard to all aspects of the school’s academic program, financial management, and organizational health. The Head of School is entrusted with advancing

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the school’s mission, maintaining the financial viability of the organization, and determining the future direction of the school in accordance with the mission. Subject to funding resources, we anticipate the starting salary for the Head of School position will be $88,000 - $90,000.

Suggested Qualifications and Required Certification

Strong commitment to, belief in, and alignment with school’s mission and vision Minimum of five years working in urban education with history of significant

gains in student performance and/or growth Experience in leadership and management of both adults and students Ability to assess data, find trends, and use information to make strategic decisions Currently holds California Tier I Administrator Credential (or earned within two

years of hire) Knowledge of or experience in education, school finance, governance,

management, and law Experience in budgetary planning, accounting, and effective allocation of school

resources Exceptional verbal and written communication skills. Strong organizational skills and ability to multi-task Ability to approach situations with optimism and perseverance, willingness to

take personal responsibility, open to and interested in feedback on performance, eagerness to continue to improve in effectiveness, and steady determination to pursue excellence regardless of the situation

Responsibilities of the Head of School

Create, monitor and sustain school culture of academic excellence through consistent implementation of systems, and structures to maximize student learning.

Manage and work closely with the Dean of Academics on all job responsibilities associated with the positions.

Manage the Dean of Academics, Business Manager, and Office Manager, as well as all other staff including representatives of all outsourced business functions.

Lead all student community meetings in coordination with the Dean(s) of Academics and Dean of Solutions.

Lead all staff development and administrative meetings in coordination with the Dean(s) of Academics.

Manage and direct recruitment, hiring, and retention of all staff members, including salary, contract, and benefit orientations.

Draft and provide evaluations of all staff members. Coordinate lottery, admissions, enrollment, and waitlist procedures for the school. Control orientation, training and evaluation of all staff members.

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Implement all personnel policies. Implement all student discipline, code of conduct, and behavior standards with the

Dean of Solutions and in conjunction with other administrative and teaching staff. Review all student report cards before disbursement to families, or delegate to

appropriate staff upon school growth. Serve as primary spokesperson for school to both internal and external

constituents including media, community members, parents, political leaders and representatives, and visitors.

Support and work with all Board committees as well as provide information, data, reports, and context necessary to assist in effective governance of the school.

Manage and allocate school resources, including financial resources, in alignment with values of school; work with Business Manager to evaluate the accuracy of all financial documents.

Supervise and monitor daily inputs and outputs of school including accounts payable and receivable, cash receipts and disbursements, payroll/benefits, taxes, staff, and school supplies.

Work with Business Manager and Dean of Academics to prepare or oversee and submit required reports, evaluations, and data to all external and funding sources.

Work with all school stakeholders, specifically with Business Manager and Board of Directors, to acquire and collect resources, both financial and in-kind, for instructional, extracurricular, and enrichment needs.

Continue to develop a financial plan for school’s capital needs in order to secure permanent facility for school.

Inspire staff and student body to remain focused and determined in work of fulfilling the mission of school.

Supervise and direct the culture of school by monitoring academic program and implementation of school’s discipline code to ensure a safe, and focused school environment.

Develop and communicate a strategic plan for the school

Qualifications and Certifications – Dean of Academics

Position Summary

The Dean of Academics will be held accountable by the Head of School in regard to teacher performance and growth, student achievement, and quality of curriculum. The Dean of Academics is entrusted with advancing the mission of the school through the management and development of a standards-aligned curriculum; participation in the evaluation, support, and development of teaching staff; and collaboration with the Head of School on areas of instructional and/or curricular need at the school. Subject to funding resources, the starting salary for the Dean of Academics position will be $60,000 - $70,000.

Suggested Qualifications

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Strong commitment to, belief in, and alignment with mission and vision of school. Minimum of three years working in urban education with history of significant

gains in student performance and/or growth. Experience in leadership and management of both adults and students. Ability to assess data, find trends, and use information to make strategic

decisions. Currently holds California Teaching Credential. Strong knowledge of California State Content Standards in all relevant grades and

subjects. Knowledge of national content standards. Exceptional verbal and written communication skills. Strong organizational skills and ability to multi-task. Ability to approach situations with optimism and perseverance, willingness to

take personal responsibility, open to and interested in feedback on performance, eagerness to continue to improve in effectiveness, and steady determination to pursue excellence regardless of the situation.

Responsibilities

Embody mission, vision, core beliefs and strategic direction of the school. In consultation with Head of School, help to develop and monitor a curriculum

(scope and sequence, planning, etc.) that maximizes and enhances student learning in all core subjects.

Plan and run staff professional development sessions as needed, and coordinate professional development sessions from outside resources.

Serve as instructional coach for the faculty through regular observations, feedback, meetings, and additional metrics of support in order to provide a quality instructional program to students within the context of a disciplined school culture.

Research and develop best practices to be implemented and supported in school. Analyze student achievement data as well as teacher performance data on variety

of metrics, both quantitative and qualitative, and use information to collaborate with Head of School on strategic plan and short- and long-term vision for school.

Coordinate and manage administration of all standardized student assessments and evaluations, including state assessments, interim assessments, and nationally normed assessments.

Review report cards for every student and provide feedback to teachers before review by Head of School.

Co-manage assigned aspects of school-wide routines such as lunch procedures, bus timetables, and before and after-school plans.

Qualifications and Certifications – Teacher

Position Summary

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Teachers will be held accountable by the Head of School and Dean of Academics in regard to their performance and growth, student achievement, and quality of curriculum. Teachers are entrusted with advancing the mission of the school through the development of a standards-aligned curriculum, responsiveness to feedback provided and collaboration with the Dean of Academics on areas of instructional and/or curricular need at the school. Subject to funding resources, the starting salary for the teachers will be $40,000 - $80,000, approximately 10% higher than district salaries, depending on experience, education, and needs of the school.

Suggested Qualifications

Strong commitment to, belief in, and alignment with mission and vision of school. California state teacher credential or certification eligibility. Minimum of a Bachelor’s degree. Minimum of one year working in urban education with a history of significant

gains in student performance and/or growth. Excellent verbal and written skills. Experience or familiarity analyzing data and using data to inform decisions and/or

instruction. Strong organizational skills. Openness to feedback, desire to continue development as professional, and

willingness to take responsibility for student outcomes and achievement.

Responsibilities

Embody mission and vision of school. Create standards-aligned curriculum including scope and sequence, annual plan,

unit plans, and lesson plans; develop interim, midterm, and final assessments as needed.

Develop and implement ambitious, and standards-aligned lesson plans targeted with end goal of student performance at or above grade level expectations.

Teach and enforce school-wide systems, rules and consequences, disciplinary codes, and rewards at all times.

Provide engaging, motivating, and rigorous instruction in whole-class and individual settings.

Provide academic support and tutoring to small groups or individual students as needed/scheduled.

Analyze student achievement data in collaboration with Dean of Academics and Head of School.

Implement data tracking system and use data to inform instructional development and delivery.

Communicate regularly and proactively with students and families. Draft student report cards and revise as required. Collaborate with other staff members and actively participate in all professional

development and learning activities.

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Work to continuously improve effectiveness in all instructional practices, using school’s teacher performance rubric as a guide.

Use feedback to make productive changes in performance. Complete all administrative requirements before given deadlines. Participate in additional activities including field trips, intensive academic support

sessions, and other required programs as needed throughout year.

Qualifications and Certifications – Special Education Coordinator OR Teacher

Position Summary

Special Education Coordinators/Teachers will be held accountable by the Head of School and Dean of Academics in regard to their performance and growth, student achievement, and quality of curriculum. All Special Education staff members are entrusted with advancing the mission of the school through the development of a rigorous, standards-aligned curriculum, responsiveness to feedback provided and collaboration with the Dean of Academics on areas of instructional and/or curricular need at the school, especially in relation to those students with special needs. This potential position will be determined by the needs of the students, as seen necessary by the SELPA.

Suggested Qualifications

Strong commitment to, belief in, and alignment with mission and vision of school.

California state teacher credential or certification eligibility. Minimum of a Bachelor’s degree. Minimum of one year working in urban education with a history of significant

gains in student performance and/or growth. Experience in writing excellent Individual Education Plans (IEPs) and

communicating the contents in an accessible way to multiple audiences. Experience compiling and managing special education reporting data. Excellent verbal and written skills. Experience or familiarity analyzing data and using data to inform decisions and/or

instruction. Strong organizational skills. Openness to feedback, desire to continue development as professional, and

willingness to take responsibility for student outcomes and achievement.

Responsibilities

Draft and revise IEPs as necessary to ensure that needs of special education students are being served.

Deliver instruction using variety of targeted learning modalities in order to develop necessary skills (motor, language, cognitive, memory) using methods to enhance student achievement.

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Maintain detailed, meticulous student IEP and 504 records according to state and federal guidelines.

Provide daily tutoring to special education and other students, in individual or small group settings.

Embody mission and vision of school. Create standards-aligned curriculum including scope and sequence, annual plan,

unit plans, and lesson plans; develop interim, midterm, and final assessments as needed.

Develop and implement ambitious, and standards-aligned lesson plans targeted with end goal of student performance at or above grade level expectations.

Teach and enforce school-wide systems, rules and consequences, disciplinary codes, and rewards at all times.

Provide engaging, motivating, and rigorous instruction in both whole-class and individual settings.

Provide academic support and tutoring to small groups or individual students as needed/scheduled.

Analyze student achievement data in collaboration with Dean of Academics and Head of School.

Implement data tracking system and use data to inform instructional development and delivery.

Communicate regularly and proactively with students and families. Draft student report cards and revise as required. Collaborate with other staff members and actively participate in all professional

development and learning activities. Work to continuously improve effectiveness on in all instructional practices,

using school’s teacher performance rubric as a guide. Use feedback to make productive changes in performance. Complete all administrative requirements before given deadlines. Participate in additional activities including field trips, intensive academic support

sessions, and other required programs as needed throughout year.

Qualifications and Certifications – Dean of Solutions

Position Summary

The Dean of Solutions will be held accountable by the Head of School in regard to his/her performance and growth, supervision and protection of school culture, and relationships with students in regard to motivation and discipline. The Dean of Solutions is entrusted with advancing the mission of the school through the development and implementation of the code of conduct and discipline, implementation and execution of high expectations for all students, and frequent communication with students and families in regard to student behavior, all of which will be done in collaboration with the Head of School. Subject to funding resources, the starting salary for the Dean of Solutions will be $45,000 - $50,000, depending on experience, education, and needs of the school.

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Suggested Qualifications

Strong commitment to, belief in, and alignment with mission and vision of school. Minimum of two years working in urban education with history of significant

gains in student performance and/or growth and history of building strong relationships with students and families.

Experience in leadership and management of both adults and students. Ability to assess data, find trends, and use information to make strategic

decisions. Currently holds California Teaching Credential. Exceptional verbal and written communication skills. Strong organizational skills and ability to multi-task. Ability to approach situations with optimism and perseverance, willingness to

take personal responsibility, open to and interested in feedback on performance, eagerness to continue to improve in effectiveness, and steady determination to pursue excellence regardless of the situation.

Responsibilities

Embody mission, vision, core beliefs and strategic direction of school. In consultation with Head of School, help to develop and monitor code of conduct

and disciplinary structure that maximizes and enhances student behavior and protects culture of school.

Plan and run staff professional development sessions related to student behavior and school culture and coordinate professional development sessions from outside resources, in conjunction with Head of School.

Serve as primary administrator, aside from Head of School to provide clarity, feedback, and support to students within context of disciplined school culture.

Research and develop best practices to be implemented and supported in school in context of discipline, rewards, culture and behavior.

Analyze student behavior data as well as teacher performance data in relation to classroom management on variety of metrics, both quantitative and qualitative, and use information to collaborate with Head of School on strategic plan and short- and long-term vision for school.

Review the behavior and citizenship components of report cards for every student and provide feedback to teachers before review by Head of School.

Co-manage assigned aspects of school-wide routines such as lunch procedures, bus timetables, and before and after-school plans.

Qualifications and Certifications – Business Manager

Position Summary

The Business Manager will be held accountable by the Head of School in regard to his/her performance and growth. The Business Manager is entrusted with advancing the

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mission of the school through the development and implementation of a budget, coordination of external and internal operations, and fundraising and grant writing all of which will be done in collaboration with the Head of School. Subject to funding resources, the starting salary for the Business Manager will be $50,000 - $55,000, depending on experience, education, and needs of the school.

Suggested Qualifications

Strong commitment to, belief in, and alignment with mission and vision of school. Possession of, at minimum, a Bachelor’s degree. Minimum of five years experience in operations and finance preferred. Proficiency or advanced knowledge in Microsoft Excel and Access, Quick Books

and other financial management and human resources software (required). Knowledge of school finance, budgetary planning, and accounting principles

(required). Experience in school finance, governance and fundraising (preferred). Excellent technical writing and organizational skills required. Excellent data management and reporting abilities. Demonstrated ability to multitask effectively and prioritize strategically. Prior leadership roles with demonstrated strong results. Ability to approach situations with optimism and perseverance, willingness to

take personal responsibility, open to and interested in feedback on performance, eagerness to continue to improve in effectiveness, and steady determination to pursue excellence regardless of the situation.

Responsibilities

Embody mission and vision of school. Create and maintain high standards of financial management and oversight with

regard to budgets, cash flow statements, expenditures and revenues. Ensure compliance with generally accepted accounting principles as well as all

other requirements (federal, state, local, and suggested). Provide bookkeeping services to school using provided financial and accounting

software. Provide regular feedback to Head of School on tools and resources that may

strategically improve financial management. Supervise daily accounting of school including accounts payable and receivable,

cash receipts, payroll and benefits, general ledger, taxes, and allocation of non-financial resources.

Research, manage, and administer all benefit programs offered by school in compliance with staff contracts and applicable laws.

Research and apply to grants in accordance with general school guidelines, and manage disbursement and reporting of activities in collaboration with Head of School.

Prepare and submit all relevant reports, evaluations, and data to both internal and external agencies, funding sources, and parties.

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Report to and collaborate with Head of School throughout budgetary process including establishment of priorities and maintenance of financial outputs on daily and/or weekly basis.

Coordinate food service bids and contract for all student meals and snacks in conjunction with vendor selected and with Head of School.

Coordinate and implement strategy for teacher and student recruitment in collaboration with Head of School.

Oversee resources provided to all staff, including classroom resources, copy machines, phones, computers and technology.

Provide verbal and written financial report at all Board of Directors Finance Committee meetings, in coordination with Head of School.

Provide logistical support for all school events. Manage and coordinate school facility including acquisition, maintenance, and

distribution of school materials, furniture, and improvements

Qualifications and Certifications – Development Director

Position Summary

The Director of Development will be held accountable by the Head of School in regard to his/her performance and growth. The Director of Development is entrusted with advancing the mission of the school through the development and implementation of a fundraising and grant writing program, all of which will be done in collaboration with the Head of School. The starting salary for the Development Director will be commiserate with experience, education, and needs of the school.

Suggested Qualifications

Strong commitment to, belief in, and alignment with mission and vision of school. Possession of, at minimum, Bachelor’s degree. Experience in development, fundraising, and strategic planning. Strong oral and written communication skills. Detail-oriented, strong organization skills, and clear adherence to time sensitive

deadlines. Strong influencing and motivating skills and ability to engage diverse audiences. Proficiency in Excel, website maintenance and desktop publishing. Open to feedback, and willingness to take responsibility for raising funds, even in

challenging economic contexts.

Responsibilities

Strong commitment to and alignment with mission and vision of school.

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Set clear, ambitious, and feasible fundraising goals for school. Plan and implement strategy to meet fundraising goals. Research and write private, foundation, and government grant proposals

successfully. Initiate and work towards successful stewardship of potential donors and build

strong relationships with all school stakeholders. Develop marketing and communication strategy to create strong brand

recognition and positive publicity in local, state, and national settings. Disseminate information to interested parties, as requested and as outlined in

school plan. Develop and adhere to detailed, clear action plan to track grant proposal,

reporting, funding, and solicitation deadlines. Prepare and manage all tools related to development including reports, marketing

documents, and web site materials. Work with Head of School closely on all job responsibilities.

Qualifications and Certifications – Office Manager

Position Summary

The Office Manager will be held accountable by the Head of School in regard to his/her performance and growth. The Office Manager is entrusted with advancing the mission of the school through the organization and running of all administrative tasks including phone calls, copies, newsletter drafts, filing, and record-keeping. Subject to funding resources, the starting salary for the Office Manager will be $30,000 - $35,000, depending on experience, education, and needs of the school.

Suggested Qualifications

College degree preferred but may be substituted for relevant experience. Three or more years of customer service experience. Strong organizational abilities. Detail oriented. Experience in clear, respectful communication with both adults and children. Preferred experience working in urban settings. Knowledge of office equipment and services including computers, printers,

copiers, fax machines, phones, and software. Familiarity with Microsoft Office, especially Word, Excel, and PowerPoint. Open to feedback, willingness to take personal responsibility.

Responsibilities

Strong commitment to, belief in, and alignment with mission and vision of school. Maintain accurate, complete, neat, and organized files for every student.

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Collects, enters, and maintains school data in administrative database. Creates purchase orders, tracks shipments, and follows-up on administrative

needs with vendors, including ordering, receipt and maintenance of supplies. Maintains accurate attendance records and follows-up with families when

students are not present at school. Coordinates all school mailings. Ensures strict confidentiality of personal student and staff records and data. Makes copies as needed. Supports Business Manager in operational duties, including lunch distribution,

bus schedules, and inventory and distribution of supplies. Maintains enthusiastic greetings of all school stakeholders (in person, by phone,

through email, and through mail) and provides information and directs communication thoughtfully.

Communicates to all school stakeholders in thoughtful, calm, and knowledgeable way.

Remains familiar with school policies, procedures, and operations. Drafts and edits documents, as needed. Completes other responsibilities as requested by Head of School.

Qualifications and Certifications – School Nurse

Position Summary

The nurse will be held accountable by the Head of School in regard to his/her performance and growth. The nurse is entrusted with advancing the mission of the school by clearly recommending a course of action for any students in the building exhibiting signs of illness, injury, or other medical need. We are actively looking for nurses/doctors who are willing to volunteer at the school on a pro-bono basis. This is a common practice with charter schools across the country. Otherwise, we will pay the nurse a competitive salary on a per hour basis.

Suggested Qualifications

Bachelor’s degree in Nursing from accredited college or university. Possession of California school nurse certificate or nursing license. Experience working with children and in low income communities (preferred). Clear verbal and written communication with both adults and children. Open to feedback, willingness to take personal responsibility.

Responsibilities

Strong commitment to, belief in, and alignment with mission and vision of school. Dispense prescribed and parentally approved medicine to students on specific and

confirmed schedule.

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Become trained and maintain certification in any relevant medical care needs including CPR.

Develop and maintain accurate, complete file on each student to include at minimum: documentation of applicable health records, required immunizations, current medical needs and information on pre-existing medical conditions.

In event of illness, injury, or other medical needs, contact all relevant people including listed student emergency contacts.

Enter all health information into computer database for administrative access. Teach a health, nutrition, and physical wellness course to students, in

collaboration with Head of School. Provide clear, calm, and solutions-oriented communication in difficult and urgent

situations. Build relationships with local community services, organizations, and outreach

centers. Completes other responsibilities as requested by Head of School.

STAFF COMPENSATION AND BENEFITS

The Head of School and Capitol Collegiate, in consultation with the Board of Directors, will develop a salary band for the school. This salary band will be based on, but not limited to, the salary scale of the Sacramento City Unified School District and best practices in salary schedules among national charter schools. Administrative and staff salaries will be set at the discretion of the Head of School, based on the candidate’s experience and responsibilities. The salary of the Head of School will be set by the Board of Directors, to generally follow the same methods as for all other staff.

A comprehensive benefits package (medical, dental, and retirement) will be included as part of each full-time employee’s compensation.

STAFF EVALUATION

The Board of Capitol Collegiate will conduct an annual performance review of the Head of School/Head of School. The Head of School will be responsible for completing all other staff evaluations, based on an evaluation process that includes multiple measures of performance, including annual formal observations, monthly and/or weekly informal observations, staff self-reflections, and student achievement data. Please see Appendix Q for a proposed evaluation tool. This tool will be used specifically to gauge the effectiveness of staff in meeting the goals and measures outlined by the school’s Accountability Plan.

ELEMENT 6 - Health and Safety

“The procedures that the school will follow to ensure the health and safety of pupils

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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 §44237.” Ed. Code §47605 9b)(5)(F)

LEGAL ASSURANCES

The health and safety of Capitol Collegiate students and staff is a high priority for the school. We will comply with all health and safety regulations that apply to non-charter public schools, including those required by CAL/OSHA, the California Health and Safety Code, and the Environmental Protection Agency.

Capitol Collegiate will operate as a drug-, alcohol-, and tobacco-free workplace.

SCHOOL SAFETY PLAN

In accordance with risk management best practices, the school will develop a comprehensive safety plan and revise the plan as needed based on an annual review. School staff will be trained each year on safety policies and procedures.

The following is a summary of the health, safety, and risk management policies of Capitol Collegiate:

1. Staff Responsibilities All employees are responsible for their own safety, as well as that of others in the workplace. Capitol Collegiate will rely upon its employees to ensure that work areas are kept safe and free of hazardous conditions. Employees will report any unsafe conditions or potential hazards to their supervisor immediately. If an employee suspects a concealed danger is present on Capitol Collegiate’s premises, or in a product, facility, piece of equipment, process, or business practice for which the school is responsible, the employee will bring it to the attention of the Head of School or another member of the administrative team immediately. The school’s administration will arrange for the correction of any unsafe condition or concealed danger immediately and will contact the Head of School regarding the problem.

Periodically, Capitol Collegiate may issue rules and guidelines governing workplace safety and health. All employees will familiarize themselves with the rules and guidelines, as strict compliance will be expected. Failure to comply with rules and guidelines regarding health and safety or work performance will not be tolerated.

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Employees will be encouraged to report any workplace injury or accident to their supervisor as soon as possible, regardless of the severity of the injury or accident. If medical attention is required immediately, supervisors will assist employees in obtaining medical care, after which the details of the injury or accident must be reported.

2. Criminal Background ChecksEmployees and contracted service providers of Capitol Collegiate will be required to submit to a criminal background check and finish a criminal record summary as required by Education Code Sections 44237 and 45125.1. New employees must submit two sets of fingerprints to the California Department of Justice for the purpose of obtaining a criminal record summary. The Head of School will monitor compliance with this policy and report to the Board of Directors on an annual basis. The Capitol Collegiate Board Chair will monitor the fingerprinting and background clearance of the Head of School. People who will volunteer outside of the direct supervision of a credentialed employee will be fingerprinted and receive background clearance prior to volunteering without the direct supervision of a credentialed employee.

3. Child Abuse ReportingCapitol Collegiate will adhere to the requirements of California Penal Code Sections 11164 and 11166 regarding child abuse reporting. All employees must report to the proper authorities if they suspect that a student is subject to the following:

Sexual assault Neglect Willful cruelty or unjustifiable punishment Cruel or inhuman corporal punishment or injury Abuse in out-of-home care

The reporting person need only be "reasonably suspect" that abuse or neglect has occurred; the reporting person does not have to prove abuse. The Head of School will work with all faculty and staff members to make sure all appropriate steps are taken if a child abuse situation occurs. All faculty and staff will understand that it is their duty and responsibility to report any suspicions of child abuse. Staff will understand that under California law, anyone who fails to report an incident of known or reasonably suspected child abuse or neglect is guilty of a misdemeanor punishable by up to six months confinement in a county jail or by a fine of one thousand dollars ($1,000) or by both. Staff will not be made to investigate any incident, only report to the principal and proper authorities.

Capitol Collegiate staff will complete a written report of the situation and immediately notify the Department of Children Services. If necessary, the Sacramento Police Department will be informed of the situation as well. The reporting person will be responsible for providing all the necessary information

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and child abuse reports to the Department of Children Services and/or Sacramento Police Department since he/she will be most knowledgeable of the situation.

Should it be necessary to remove the child from school, Capitol Collegiate staff will obtain the contact information of the agency person removing the child. This information will be placed in the student's record and made available to the parents.

4. MedicationCapitol Collegiate will adhere to Education Code Section 49423 regarding administration of medication in school.

Students requiring prescription medications and other medicines during school hours will be accommodated. Parents must bring medication to the office in the original containers, with the name of the prescribing physician, the name of the student, and dispensing instructions. Parents will complete the appropriate form authorizing school staff to administer medication. Designated staff will put medications in a locked cabinet or refrigerate as needed. Designated staff will log times for administering medications for each student and will establish a reminder system to ensure that students are called and medications are dispensed at the appropriate times. In cases where medications are long-term prescriptions, designated staff will provide parents with one week's notice to alert them that additional medications are needed.

5. TB TestingAll employees of Capitol Collegiate will be tested for tuberculosis prior to commencing employment and working with students as required by Education Code Section 49406.

6. Medical and Immunization RecordsAll students enrolled at Capitol Collegiate will be required to provide records documenting immunizations as is required at public schools pursuant to Health and Safety Code Section 120325-120375, and Title 17, California Code of Regulations Sections 6000-6075. Students’ medical records will be kept on file at the school and made available to school staff as necessary to protect student safety and confidentiality.

7. Vision, Hearing, and Scoliosis ScreeningsCapitol Collegiate will adhere to Education Code Section 49450, et seq., as applicable to the grade levels served by the school. Students will be screened for vision, hearing and scoliosis to the same extent as students attending non-charter public schools.

8. Blood Borne PathogensCapitol Collegiate will meet state and federal standards for dealing with blood borne pathogens and other potentially infectious materials in the work place. The

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Capitol Collegiate Board will establish a written infectious disease 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”).

Whenever exposed to blood or other bodily fluids through injury or accident, staff and students will follow the latest medical protocol for disinfecting procedures.

9. HarassmentCapitol Collegiate is committed to providing a school that is free from sexual harassment, as well as any harassment based upon such factors as race, religion, creed, color, national origin, ancestry, age, medical condition, marital status, sexual orientation, or disability. We will develop a comprehensive policy to prevent and immediately remediate any concerns about sexual discrimination or harassment at Capitol Collegiate (including employee to employee, employee to student, and student to employee misconduct). Inappropriate behavior of this nature is very serious and will be addressed in a harassment policy that will be developed.

10. Emergency PreparednessCapitol Collegiate will create and adhere to an Emergency Preparedness Plan drafted specifically to the needs of the school site in conjunction with law enforcement and the Fire Marshall. This handbook will include detailed responses for the following:

Fire—Fire drills will be held at least once every month. Office personnel will maintain a record of fire drills held and total required time for complete evacuation.

Disaster/Earthquake—Disaster/earthquake drills will be conducted at least once a year.

Bomb/Terrorist Threats – Bomb/Terrorist drills will be conducted at least once a year.

Evacuation Plans – Plan will be used for any emergency where evacuation is necessary and will be created prior to the first day of school.

11. Annual Training Annual training for staff provided by competent trainers on:

Sexual Harassment Prevention – Sexual harassment prevention, as required by Government Code section 12950.1 (such training may be provided biannually if consistent with applicable law);

Mandated Reporter Requirements – The mandated reporter requirements under the Child Abuse and Neglect Reporting Act;

Anti-discrimination Laws – Anti-discrimination laws applicable too charter schools, including FEHA and Education Code section 220; and

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Uniform Complaint Procedure – The uniform complaint procedure (UCP)

12. VolunteersThe adoption of the District’s policy and regulation regarding the use of volunteers

13. ConstructionPolicies that ensure that if the charter school’s facilities are at any time under construction or remodeling, contractors engaged in such construction or remodeling comply with Education Code section 45125.1.

HEALTHY SCHOOLS ACT

In full compliance with federal nutrition guidelines, Capitol Collegiate will adhere to the requirements of California Education Code Section 17608 regarding pest management. A policy will be drafted to address the management of pests while minimizing the use of pesticides, and applying preventative measures. The policy will fit appropriate components of the Integrated Pest Management (IPM) Policy adopted by the Board of Education in March, 1999.

FOOD SERVICE PROGRAM

Capitol Collegiate will contract with an outside agency for its food service needs. Eligible students will be provided meals for free or at a reduced rate in accordance with the Federal Lunch Act. Capitol Collegiate will be responsible and accountable for filing all documents necessary for operating the food service program, as well as for reimbursement from the State.

INSURANCE REQUIREMENTS

No coverage shall be provided to the charter school by the District under any of the District’s self-insured programs or commercial insurance policies. Capitol Collegiate will secure and maintain, as a minimum, insurance as set forth below with insurance companies acceptable to the District [AM Best A-, VII or better] to protect the charter school from claims which may arise from its operations. Each charter school location shall meet the below insurance requirements individually.

It will be Capitol Collegiate’s responsibility, not the District’s, to monitor its vendors, contractors, partners or sponsors for compliance with the insurance requirements.

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The following insurance policies are required:

1. Commercial General Liability coverage of $5,000,000 per Occurrence and in the Aggregate. The policy shall be endorsed to name the Sacramento City Unified School District and the Board of Education of the City of Sacramento as named additional insured 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 the charter school's insurance primary despite any conflicting provisions in the charter school's policy. Coverage shall be maintained with no Self-Insured Retention above $15,000 without the prior written approval of the Office of Risk Management for the SCUSD.

2. Workers' Compensation Insurance in accordance with provisions of the California Labor Code adequate to protect the charter school from claims that may arise from its operations pursuant to the Workers' Compensation Act (Statutory Coverage). The Workers’ Compensation Insurance coverage must also include Employers Liability coverage with limits of $1,000,000/$1,000/000/$1,000,000.

3. Commercial Auto Liability coverage with limits of $1,000,000 Combined Single Limit per Occurrence if the charter school does not operate a student bus service. If Capitol Collegiate provides student bus services, the required coverage limit is $5,000,000 Combined Single Limit per Occurrence.

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

5. Professional Educators Errors and Omissions liability coverage including Sexual Molestation and Abuse coverage, unless that coverage is afforded elsewhere in the Commercial General Liability policy by endorsement or by separate policy, with minimum limits of $3,000,000 per occurrence.

6. Excess/Umbrella Insurance with limits of not less than $10,000,000 is required of all high schools and any other school that participates in competitive interscholastic or intramural sports programs. 

7. Contents Coverage of $250,000 to cover the Charter School’s equipment in the event of a fire or other property loss if the Charter School is located on District property.

*Coverage 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 Sacramento City Unified School District and the Board of Education of the City of Sacramento as named additional insured and shall

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provide specifically that any insurance carried by the District which may be applicable to any claims or loss shall be deemed excess and the charter school's insurance primary despite any conflicting provisions in the charter school's policy.

EVIDENCE OF INSURANCE

Capitol Collegiate shall furnish to the District’s Office of Risk Management and Employee Benefits located at 5735 47th Avenue, Sacramento, CA 95824 within 30 days of all new policies inceptions, renewals or changes, certificates or such insurance signed by authorized representatives of the insurance carrier. Certificates shall be endorsed as follows:

“The insurance afforded by this policy shall not be suspended, cancelled, reduced in coverage or limits or non-renewed except after thirty (30) days prior written notice by certified mail, return receipt requested, has been given to the District.”

Facsimile or reproduced signatures may be acceptable upon review by the Office of Risk Management and Employee Benefits. However, the District reserves the right to require certified copies of any required insurance policies.

Should Capitol Collegiate deem it prudent and/or desirable to have insurance coverage for damage or theft to school, employee or student property, for student accident, or any other type of insurance coverage not listed above, such insurance shall not be provided by the District and its purchase shall be the responsibility of the school.

Additionally, the charter will at all times maintain a funds balance (reserve) of its expenditures as required by section 15543, Title 5 of the California Code of Regulations. Currently, the required reserve is 5% of total operational expenditures.

ELEMENT 7 - 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

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jurisdiction of the school district to which the charter petition is submitted.” Ed. Code § 47605 (b)(5)(G)

ASSURANCES

Capitol Collegiate will work with neighborhood associations and community groups to provide information about the availability of the charter school in the area. Capitol Collegiate will actively recruit students from traditionally underserved areas in order to enroll a student population that reflects the rich diversity in race, ethnicity, and economics, which exists in the South Sacramento area.

ANTICIPATED STUDENT POPULATION

Capitol Collegiate plans to serve families in Sacramento. We recognize that the school will likely be within the boundaries of 14th Street to the North, Florin Road to the South, Stockton Boulevard to the East, and Franklin Boulevard to the West. Our recruitment plan, as described in Element 7, outlines our plans to recruit families in this area as well as that which covers the entire SCUSD. Although the petition emphasizes the recruitment of students from underserved socioeconomic backgrounds, our marketing plan and efforts will absolutely work to attain a racial and ethnic balance that is reflective of the district. Indeed, with the diversity of the district, this is not only our legal requirement but our natural preference as well.

No admission test or achievement screening will be required to enroll at Capitol Collegiate, although diagnostic tests will be administered once a student is admitted in order to help teachers better prepare to serve each student at the school.

COMMUNITY OUTREACH AND RECRUITMENT PLAN

Community Outreach

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Capitol Collegiate is committed to the mission of providing access to an excellent public education for students in the Sacramento community. In order to accomplish this mission, we realize the importance of string community ties as well as the need to engage the community in partnership with the school. We believe that this comprehensive effort in support of the academic achievement of students will be an important component to our success.

As a result of this belief, we have already begun the work of developing community ties and support. We have met with multiple community organizations and outreach groups which are outlined later in this section. We have also met with students and families in the area, and have been privileged to obtain their support. We will continue to work to engage these organizations and families throughout the development and growth of our school. These constituents and supporters are welcomed as supporters and advocates of our work. Additionally, some may also want to have a more active role in the school. We anticipate the ability to engage community groups in our work through after-school programs, tutoring programs, and community activities as the school develops. For example, we will work with community organizations such as the Boys and Girls Club to find after-school options for students on Professional Development Wednesdays. We could also provide community service organizations, such as Asian Resources, access to the school facility for meetings, events, or programs that support our students and families. We also expect that some community supporters may find an avenue of involvement to come through participation on the Capitol Collegiate Family Achievement Council. The individuals and organizations that choose to participate in this forum may help in the recruitment of students, the donation of their expertise when asked, and a strong voice at the bi-annual community meeting. We also anticipate distributing a regular newsletter to which we would send these valuable partners in our work.

Recruitment of Students

Capitol Collegiate recognizes the need for our school in this South Sacramento community. We additionally recognize that this school must absolutely be marketed to the entire SCUSD area. We further recognize the challenges of recruiting students and families to a new school, particularly one that is not their “home” or “district” school or may be farther away than the school closest to their homes. We also recognize that charters are relatively unfamiliar to many families in the area and that the recruitment process will also be one of informing families about their various choices. As a result, we have thoughtfully considered and planned a strategic effort that will utilize our community and business relationships to reach any interested families in the area. We will address this recruitment process openly, transparently, and honestly in order to provide families with the information that they need to make a decision that best serves the needs of their individual children. Our recruitment will begin in September 2010 and remain consistent until our lottery or we have met our enrollment targets. This plan will be designed by the Development Committee on the Board of Directors and executed by the school staff, predominantly the Head of School and Dean of Academics. The Board

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of Directors will hold the Head of School responsible for implementing this plan, and the effectiveness of the plan will be determined by using school benchmarks as to the number of applications submitted per week. Our recruitment strategies are outlined in Figure 7.1.

Figure 7.1: Specific Recruitment Strategies

Strategies for reaching larger

Sacramento community

Specific Targets/Resources throughout SCUSD

Place Ads in Local Newspapers.

 Sacramento Bee, Sacramento News and Review, Sacramento Observer, Anons Russian Community Newspaper, El Informe Libre, Philippine Fiesta Newspaper

Disseminate press releases to local papers, radio and television stations announcing the opening of the school.

Plan to contact all of the following media outlets.ABC, CBS, NBC, FOX, CW, WB, PBS, BET, ENDFM, KXJZ, KXPR, KYDS, KGBY, KSSJ, KYMX, KSEG, KRXQ, KZZO, KBMB, KNCI, KWOD, KDND, KHTK, KSQR, KCTC, KTKZ, KJAY, KIID, KFBK

Information/Brochure/Flier drop offs and posting to larger Sacramento community

At locations potential students and parents frequent in each community: daycare centers, community recreation centers, Fairytale Town, Sacramento Zoo, barber and beauty shops, laundromats, carry-out restaurants, check cashing stores, libraries, stores and other local businesses.

Have presence at local events

Cultural festivals, neighborhood block parties and community fairs such as: Sacramento Jazz Festival, California State Fair, Sacramento County Fair, Festival de la Familia, Sacramento Jazz Jubilee, Meadowview Jazz and Cultural Festival, Music Circus, Gold Rush Days, Sacramento Heritage Festival Sacramento Arts Festival, Sacramento World Music and Dance Festival

Strategies for reaching targeted

communitiesSpecific Targets/Resources

Provide direct contact to families in our community and within our geographical service area.

Social workers, preachers, local businesses, youth organizations, daycares, after school programs, local libraries.

California State Railroad Museum, Aerospace Museum of California, Discovery Science/Space Museum, Discovery Gold Rush Museum, Crocker Art Museum, Towe Auto Museum, Funderland Children’s Park, Scandia Family Fun Center, Paradise Island

Conduct door-to-door recruitment. Within the geographical area of the proposed school location.

Hold Information sessions and leave information at local recreation centers and programs.

Head Start, Boys and Girls Club, Sacramento ENRICHES, Fruitridge Community Center, Southgate Recreation and Parks, AMF Land Park Bowl, Mission Oaks Recreation and Park, Boy Scouts of America, Girl Scouts of America, Arden Fair Mall, Downtown Plaza, Florin Creek Recreation Center

Petition local paces of worship to address congregation (announcements, set up tables, leave information).

Within the geographical area of Sacramento City Unified School District.

Petition local libraries as forums for community outreach (announcements, set up tables, leave information).

Belle Cooledge Library, Colonial Heights Library, E.K. McClatchy Library, Martin Luther King, Jr. Library, McKinley Library, Robbie Waters Pocket-Greenhaven Library, Southgate Library

Contact real estate agents. Contact local agents who work in the area and share information about the school.

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Strategies for reaching larger

Sacramento community

Specific Targets/Resources throughout SCUSD

Conduct periodic mass mailings. Hire a mailing service to target grade-appropriate students living in our geographic service area.

Word of mouth campaigns. Encourage parents who enroll their children to help spread the word about the school.Utilize Capitol Collegiate’s Website. Our website will have all enrollment material posted.

While we are committed to serving any child residing in SCUSD or other area permitted by law, who wishes to attend Capitol Collegiate, the majority of our recruitment efforts will focus on attracting families living within the boundaries of South Sacramento, as outlined. We plan to work in the community and closely with community organizations to build support for the school and ensure successful enrollment.

As of January 2010, members of the Capitol Collegiate founding team have met with the following community leaders and organizations to garner support for the school:

Office of Roger Dickinson, County Board of Supervisors Mayor Kevin Johnson, Mayor of Sacramento Gary Davis, Political Director, EdVoice Paul Navarro, Deputy Legislative Affairs Director, Office of the Governor Office of Bonnie Pannell Larry Carr, Executive Director of the Florin Road Partnership Kim Williams, CEO of the Sacramento Boys and Girls Club Elizabeth Sterba, Co-Director, Building Healthy Communities Elaine Abelaye, Executive Director, Asian Resources Cecelia Curry, City Council, Winters Staci Anderson, Executive Director, People Reaching Out Tiffany Davidson, Branch Director, Boys and Girls Club Dr. Pia Wong, Professor, Sacramento State University Vik Amar, Assistant Dean, UC Davis School of Law Valerie Piotrowski, Director of Foundations, Salvation Army Dr. Ramona Bishop, Asst. Superintendent, Twin Rivers Unified School District Cristin Fiorelli, Principal, Triumph PreSchool Kim Bushard, Field Representative, State of California Stephanie Francis, Capital Unity Council Julie Aguilar Rogado, Deputy Director, Legal Services of Northern California Michael Minnick, Executive Director, Sacramento ENRICHES Charlene Mattison, Dean of Advancement, McGeorge School of Law Tina Jordan, Instructor, Sacramento State University Richard Ida, Associate Vice President of Instruction, Sacramento City College Charles Mason, President and CEO, Ubuntu Green Carlos Nevarez, Director and Associate Professor, Sacramento State University Kiyana Davis, Director of the Education Pipeline, McGeorge School of Law

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Please also refer to our letters of support for Capitol Collegiate, located in Appendix N.

FEDERAL COMPLIANCE

To the extent that Capitol Collegiate is a recipient of federal funds, including federal Title I, Part A funds, Capitol Collegiate agrees to meet all of the programmatic, fiscal and other regulatory requirements of the No Child Left Behind Act and other applicable federal grant programs. Capitol Collegiate agrees that it will keep and make available to the District any documentation necessary to demonstrate compliance with the requirements of the No Child Left Behind Act and other applicable federal programs, including, but not limited to, documentation related to required parental notifications, appropriate 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 include, but are not the limited to, the following:

Notify parents at the beginning of each school year of their “right to know” the professional qualifications of their child’s classroom teacher including a timely notice to each individual parent that 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.

Capitol Collegiate also understands that as part of its oversight of the school, the Charter School Office may conduct program review of federal and state compliance issues.

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ELEMENT 8 - Admission Requirements

“Admission Requirements, if applicable.” Ed. Code § 47605 (b)(5)(H)

LEGAL ASSURANCES

Charter schools are schools of choice and admissions policies will reflect this compliance with state and federal requirements. In accordance with Education Code Section 47605 (d)(2)(A), Capitol Collegiate will admit all students who wish to attend, up to the school’s enrollment capacity.

Capitol Collegiate will:

be non-sectarian in all areas of operations, including student admission not discriminate based on race, ethnicity, gender, religion, national origin,

sexual orientation, disability, or any other perceived characteristic that is contained in the definition of hate crimes set forth in Section 422.5 of the Penal Code

not charge tuition accept all students who are California residents, regardless of their place of

residence within the state not require any pupil to attend the charter school not enroll pupils over 19 years of age unless continuously enrolled in public

school and making satisfactory progress toward high school diploma requirements

comply with all laws establishing minimum age for public school attendance adhere to 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

not determine admission to the charter school based upon the place of residence of the student or that student’s parents or guardians, within this state, except as allowed under Education Code section 47605(d)(2)

Capitol Collegiate will adhere to all provisions of No Child Left Behind regarding:

receiving students from Program Improvement schools as part of Public School Choice.

providing the Principal's attestation of highly qualified teachers and paraprofessionals.

meeting the needs of "at-risk" students if the school is designated a targeted assistance school.

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APPLICATION PROCESS

All families interested in enrolling their child(ren) in Capitol Collegiate will be required to complete the following steps and participate in the following application process:

Submit an application during the Open Enrollment Period (first business day after January 1 through the first Thursday of April at 5:00 PM).

Random Public Drawing (occurring on the third Thursday of April at 7:00 PM) Complete and submit Intent to Enroll paperwork within two weeks of the lottery

date (including a signed acceptance letter and all required paperwork – proof of age, immunization records, home language survey, and emergency medical information)

Attend a parent and student orientation during one of the dates between May and August

Parents and students sign the Commitment to Excellence

OPEN ENROLLMENT

All students interested in attending Capitol Collegiate will be required to complete an application form and submit this application directly to the school before the annual deadline.125 Applications will be available during a publicly advertised open enrollment period each year, generally beginning the first business day after January 1 and continuing through 5:00 PM on the first Thursday of April. Submitted applications will be date- and time-stamped and student names added to an application roster to track receipt.

Following the open enrollment period, applications will be counted to determine if any grade level has received a number of applications which exceed available seats. In this event, the school will hold a public random lottery to determine enrollment for the impacted grade level.

ADMISSION PREFERENCES

If the school receives a number of applications that exceeds the number of available spaces, a public random lottery will be hosted, with preference for available spaces given to students in the following order:

1. Current Capitol Collegiate students2. Siblings of currently enrolled Capitol Collegiate students

125 A draft of our student application form is included as Attachment K.

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3. Children of the Capitol Collegiate staff and Board of Directors (up to 10% of total enrollment)

4. Students residing within the borders of Sacramento City Unified School District5. Other California residents (out-of-district)

PUBLIC RANDOM LOTTERY

Should the number of students applying for school admission exceed the number of spaces available in any given grade, a random public lottery will be held to determine admission, per the requirements of Education Code 47605(d)(2)(B). In the event that a lottery is required, families intending to enroll their children who submitted completed application packets by the deadline of 5:00 PM the first Thursday of April will be notified in writing regarding the date, time, and location of the public lottery, and rules for the lottery process. If needed, the lottery will be held on the third Thursday of April at 7:00 PM. The lottery will be held at the school each year, except the first year when it may be hosted at another location near the school’s facility.

Before beginning the drawing, rules for the lottery will be explained. Each grade’s lottery will be conducted separately, beginning with kindergarten, and will be further subdivided into groups that represent each of the school’s identified preference categories.

The lottery itself will be conducted by pulling slips of paper identified with applicant numbers out of a container, beginning with the students who receive preference as allowed by law and specified in our charter. Slips will be pulled until all openings are filled and then all remaining slips will be drawn to create a waiting list.

The lottery will be facilitated by an uninterested third party and fair execution of the lottery will be verified by an officer of the Capitol Collegiate Board of Directors.

Copies of all application packets, lottery results, and waiting lists will be readily available for inspection at the school office.

Acceptance letters will be distributed to families whose students earn space through the lottery. All families, including those whose children are admitted through the lottery but are not present at the time of the drawing, will be notified by mail. All admitted students must return acceptance letters within two weeks of the lottery to secure their seat.

WAITING LIST

The waiting list will be established from the applications that do not receive admission and shall be used to fill enrollment vacancies that occur during the year. If a position

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opens during the school year, the school will contact the family at the top of the wait list to offer their student admission to the school. Should the family decline the seat or fail to respond within 48 hours, the next family on the list will be contacted until the open position is filled.

Students who submit applications after the deadline will be added to the end of the waiting list in the order received.

ATTENDANCE ACCOUNTING

Capitol Collegiate will utilize an appropriate student information system for attendance tracking and reporting purposes and will utilize attendance accounting procedures that satisfy requirements for SCUSD, SCDOE, and CDE. Required reports will be completed regarding daily attendance and submitted to the requesting agencies. This includes reporting enrollment and attendance figures to SCUSD as required by the District.

Capitol Collegiate shall provide to the SCUSD the following information for each academic year:

Norm Day Classification List of all highly qualified Certificated Personnel in core subjects as defined in No

Child Left Behind and State policy and regulations Total School Enrollment List of Emergency Credentialed Teachers in non-core subjects Number of Students by Grade Level Unfilled Classroom Teacher Positions Number of Students by Ethnicity & Grade Level Fiscal Year-End Financial Report Number of Students Living Outside SCUSD Attendance Area List of Register-Carrying Teachers

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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.” Education Code § 47605(b)(5)(I)

INDEPENDENT CHARTER STATUS

Capitol Collegiate will be a fiscally independent, directly funded charter school.

BUDGETS

Each spring Capitol Collegiate will establish an annual budget, monthly cash flow projections, and a three-year financial projection. The Head of School and Business Manager will prepare the budget and work with the Finance Committee of the Board to ensure the budget meets the programmatic needs of the school within the anticipated revenue. The annual budget will include all estimated revenues and expenditures for the year and will also include ample reserves to accommodate cash flow challenges. At this time, a number of contingency budgets will be prepared to provide a framework in the case of an unexpected increase in expenses or cut in revenue.

The budget development process will begin in March of the preceding fiscal year and continue through the May revisions of the State budget. The budget and three-year projections will then be presented to the Capitol Collegiate Board of Directors for discussion and approval.

The Head of School and Finance Committee will review monthly cash flow statements and will present comprehensive budget updates to the Board at least four times each fiscal year. The Head of School and Board of Directors will also recommend formal budget revisions as needed to ensure financial stability and adequate cash flow.

The Capitol Collegiate Board will create formal policies regarding the deposit of funds, investment procedures, and internal financial controls.

Capitol Collegiate will develop and regularly update a first year operational budget, as well as cash flow and financial projections for the first five years.

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BUSINESS MANAGEMENT

The Head of School of Capitol Collegiate will assume the lead responsibility for financial matters at the school under the policies adopted and oversight provided by the school’s Board of Directors. The Head of School will work with the Business Manager to manage the day-to-day financial management needs of the school. We anticipate contracting with a vendor for back office support. The school will select a firm based on experience, comparative cost analysis with organizations that offer similar services, and customer satisfaction.

The Head of School and/or Business Manager will work with the back office support provider to manage the school’s financial operations. Contracted services may include, but are not limited to, budgeting, fiscal planning, vendor services, personnel and payroll, accounts payable, attendance tracking systems, completion and submission of compliance reports, and monitoring adherence to the charter process and laws.

Capitol Collegiate and their contracted business services provider will employ all Generally Accepted Accounting Principles (GAAP).

ANNUAL AUDIT

Capitol Collegiate will develop and implement controls necessary to gather and prepare information for all jurisdictional and financial reporting requirements. The Head of School, Business Manager, and Finance Committee of the Board will be knowledgeable about the audit guide “Standards and Procedures for Audits of California K-12 Local Educational Agencies” and, as required under Education Code § 47605 (b)(5)(I), the school will hire an independent auditor to conduct a complete fiscal audit of the books and records of Capitol Collegiate.

The Finance Committee will select an independent auditor through a request for proposal format. The auditor will have, at minimum, a CPA and experience working with educational institutions (preferably charter schools) and approved by the State Controller on its published list as an educational audit provider.

At the conclusion of the audit, the Head of School and Business Manager, along with the Finance Committee, will review any audit exceptions or deficiencies, and report them to the Capitol Collegiate Board of Directors with recommendations on how to resolve them. The Board will submit a report to the District describing how the exceptions or deficiencies have been or will be resolved to the satisfaction of the District along with an anticipated timeline.The annual audit should be completed within four months of the close of the fiscal year and a copy of the auditor’s findings will be forwarded to the District, the County Superintendent of Schools, the State Controller, the CDE, and any other required agencies by the 15th of December each year.

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The independent fiscal audit of the Charter School is public record to be provided to the public upon request.

REQUIREMENTS

Capitol Collegiate will submit the following reports to SCUSD:

Provisional Budget – July 1 prior to operating budget Annual Certification - August 1 First Interim Projections - December 15 of Operating Fiscal Year Second Interim Projections - March 15 of Operating Fiscal Year Final Report – September 15 of Operating Fiscal Year Audited Financial Statements - December 15 (also to State Controller, State

Department of Education and County Superintendent of Schools) Other reports requested by the District

Capitol Collegiate will promptly respond to all reasonable inquiries from the District, including but not limited to inquiries regarding financial records, and will consult with the District regarding any inquiries.

DISTRICT OVERSIGHT COSTS

The District may charge for the actual costs of supervisory oversight of Capitol Collegiate not to exceed 1% of the charter school’s revenue, or the District may charge for the actual costs of supervisory oversight of the Charter School not to exceed 3% if the school is able to obtain substantially rent free facilities from the District. Notwithstanding the foregoing, the District may charge the maximum supervisory oversight fee allow under the law as it may change from time to time.

The District may charge for the actual costs of supervisory oversight of Capitol Collegiate, not to exceed 1% of the revenue of the charter school as defined by Ed Code 47613 (f). If the charter school is able to obtain substantially rent-free facilities from the District, the District may charge for the actual cost of supervisory oversight of the charter school not to exceed 3% of the revenue of the charter schools as defined by 47613 (f). The District may charge indirect costs for grants processed for Capitol Collegiate, not to exceed the rate allowed by the grant.

The District may, at its discretion, provide services to Capitol Collegiate on a fee-for-service basis, if requested by the charter school to do so. In such a case, the District will determine the cost of providing such services including the overhead cost associated with such service incurred by the office providing the service.

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ELEMENT 10 - Suspensions and Expulsions"The procedures by which students can be suspended or expelled.” Ed. Code § 47605 (b)(5)(J)

DISCIPLINE POLICY

Cause for Suspension and Expulsion

A student may be recommended for suspension or expulsion for any of the following reasons, as specified in the Education Code Section 48900-48900.7:

Caused, attempted to cause, or threatened to cause physical injury to another person

Willfully used force or violence upon the person of another, except in self-defense Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other

dangerous object, unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certificated school employee, which is concurred in by the Head of School or the designee of the Head of School

Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence of, any controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind

Unlawfully offered, arranged, or negotiated to sell any controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or otherwise furnished to any person another liquid, substance, or material and represented the liquid, substance, or material as a controlled substance, alcoholic beverage, or intoxicant

Committed or attempted to commit robbery or extortion Caused or attempted to cause damage to school property or private property

(includes, but is not limited to, electronic files and databases) Stolen or attempted to steal school property or private property (includes, but is

not limited to, electronic files and databases) Possessed or used tobacco, or any products containing tobacco or nicotine

products, including, but not limited to, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel (exception made for use or possession by a student of his or her own prescription products)

Committed an obscene act or engaged in habitual profanity or vulgarity Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any

drug paraphernalia, as defined in Section 11014.5 of the Health and Safety Code

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Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties

Knowingly received stolen school property or private property (includes, but is not limited to, electronic files and databases)

Possessed an imitation firearm Committed or attempted to commit a sexual assault as defined in Section 261,

266c, 286, 288, 288a, or 289 of the Penal Code or committed a sexual battery as defined in Section 243.4 of the Penal Code

Harassed, threatened, or intimidated a student who is a complaining witness or a witness in a school disciplinary proceeding for the purpose of either preventing that student from being a witness or retaliating against that student for being a witness, or both

Engaged in, or attempted to engage in, hazing as defined in Section 32050 Aided or abetted, as defined in Section 31 of the Penal Code, the infliction or

attempted infliction of physical injury to another person (suspension only) Committed sexual harassment Caused, attempted to cause, threatened to cause, or participated in the act of hate

violence Engaged in harassment, threats, or intimidation directed against school District

personnel or students, that is sufficiently severe or pervasive to have the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder, and invading the rights of either school personnel or students by creating an intimidating or hostile educational environment

Made terrorist threats against school officials, school property, or both

Students may be expelled for any of the following reasons, as specified in the Education Code Section 48915:

Causing serious physical injury to another person Possession of any firearm, knife, explosive, or other dangerous object Unlawful possession of any controlled substance listed in Chapter 2 of Division

10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind

Robbery or extortion Assault or battery upon any school employee Committing or attempting to commit a sexual assault or sexual battery as defined

Section 48900-48900.7 of the Education Code

Process for Suspension and/or Expulsion

The Head of School will use the criteria outlined in Education Code 48900-48900.7 for suspensions and criteria outlined in Education Code 48915 for expulsions. We endeavor to follow the letter and the spirit of the law.

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Step 1: Informal Conference

Suspension shall be preceded by an informal conference conducted by the Head of School, with the student and the student’s parents. The conference may be omitted if the Head of School determines that an emergency situation exists. An “emergency situation” involves a clear and present danger to the lives, safety or health of students or school personnel. If the student is suspended without a conference, the parents will be notified of the suspension and a conference will be conducted as soon as possible.

Step 2: Notice to Parents

Parents and students have due process rights with regards to suspensions and expulsions. At the time of a student’s suspension, a school employee shall make a reasonable effort to contact the parents by telephone or in person. Initial contact will be followed by a written notice. This notice will state the specific offense committed by the student. In addition, the notice may also state the date and time the student may return to school. If the school officials wish to confer with the parents regarding matters pertinent to the suspension, the notice may note that the parents are required to respond without delay, and that violation of school rules can result in expulsion from the school.

Step 3: Determination of Length of Suspension

The length of a suspension, when not including a recommendation for expulsion, shall not exceed five (5) consecutive school days per suspension.

Step 4: Recommendations for Expulsion

If the Head of School’s recommendation is for expulsion, the student and the student’s parents will be invited to a conference to determine if the suspension for the student should be extended pending an expulsion hearing. This determination will be made by the Head of School upon either of the following findings:

The student’s presence will likely be disruptive to the educational process The student poses a threat or danger to others

Upon this determination, the student’s suspension will be extended pending the results of an expulsion hearing.

Students will be recommended for expulsion if the school leader finds that at least one of the following findings may be substantiated:

Other means of correction are not feasible or have repeatedly failed to bring about proper conduct

Due to the nature of the violation, the presence of the student causes a continuing danger to the physical safety of the student or others

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Step 5: Expulsion Hearing

Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. The hearing will be held within 30 days after the school Head of School determines that an act subject to expulsion has occurred. The hearing may be presided over by the governing Board or an administrative panel appointed by the Board.

Written notice of the hearing will be forwarded to the student and the student’s parents at least 10 calendar days before the date of the hearing. This notice will include:

The date and place of the hearing Statement of the specific facts, charges and offense upon which the proposed

expulsion is based Copy of the disciplinary rules that relate to the alleged violation Opportunity for the student or the student’s parents to appear in person at the

hearing Opportunity for the student to be represented by counsel Right to examine and acquire copies of all documents to be used at the hearing Opportunity to cross-examine all witnesses that testify at the hearing Opportunity to present evidence and witnesses on behalf of the student

Upon expulsion, written notice will be sent by the Head of School to the parents of any student who is expelled. This notice will include the following:

The specific offense committed by the student for any of the acts listed in “Reasons for Suspension and/or Expulsion.”

Notice of the student or parent obligation to inform any new district in which the student seeks to enroll of the student’s status with Capitol Collegiate.

In the event of a decision to expel a student, the school will work cooperatively with the district of residence, county and/or private schools to assist with the appropriate educational placement of the student who has been expelled. Any incident of violent and/or serious student behavior shall be communicated to the district/school to which the student matriculates.

Appeal of Suspension of Expulsion

Parents will be notified in advance to enactment of the suspension or expulsion.The suspension of a student will be at the discretion of the Head of School or the Head of School’s designee. The Head of School’s decision regarding student suspension will be considered final.

An expulsion may be appealed within five working days and must be submitted in writing to the Board Chair. The student will be considered suspended until a meeting is

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convened to hear the appeal (within 10 working days), at which time the parents must attend to present their appeal. The appeal will be heard by a fair and impartial panel of representatives assigned by the governing Board. The decision of the panel of representatives of the Board will be final.

Rehabilitation, Interim Placement, and Readmission

Students who are expelled from Capitol Collegiate will be given a rehabilitation plan upon expulsion as developed by the 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 readmission. The rehabilitation plan will include a date not later than one year from the date of expulsion when the student may reapply to the charter school for readmission.

The decision to readmit a student or to admit a previously expelled student from another school district or charter school shall be in the sole discretion of the Board of Directors. With the student and guardian or representative, the Head of School and the Board will determine whether the student has successfully completed the rehabilitation plan and to determine whether the student poses a threat to others or will be disruptive to the school environment. The student’s readmission is also contingent upon the capacity of the charter school at the time the student seeks readmission.

Special Education Discipline

Capitol Collegiate recognizes that disciplinary procedures are different for special education students. Disciplinary action will be taken according to federal, state, and District policies on special education students. The IEP team and the school leader or designated administrator will be responsible for managing continued violations of school policies.

In the case of a special education student, or a student who receives 504 accommodations, the charter will ensure that it makes the necessary adjustments to comply with the mandates of State and Federal laws, including the IDEA and Section 504 of the Rehabilitation Plan of 1973, regarding the discipline of students with disabilities. Prior to recommending expulsion for a Section 504 student or special education student, the Head of School will convene a review committee to determine whether the student’s misconduct was a manifestation of his or her disability; whether the student was appropriately placed and receiving the appropriate services at the time of the misconduct; and/or whether behavior intervention strategies were in effect and consistent with the student’s IEP or 504 Plan. If it is determined that the student’s misconduct was not a manifestation of his or her disability, that the student was appropriately placed and was receiving appropriate services at the time of the misconduct, and that the behavior intervention strategies were in effect and consistent with the students IEP, the student may be expelled.

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ELEMENT 11 - Retirement Programs

“The manner by which staff members of the charter schools will be covered by the State Teacher’s Retirement System, the Public Employees’ Retirement System, or Federal Social Security.” Education Code § 47605(b)(5)(K)

ASSURANCES

Capitol Collegiate will make any contribution that is legally required of the employer, which may include STRS, PERS, Social Security, and unemployment insurance.

STATE TEACHERS’ RETIREMENT SYSTEM

Capitol Collegiate certificated teachers and eligible administrators shall be a part of the State Teachers' Retirement System (STRS). Employees will accumulate service credit years in the same manner as all other members of STRS. The District shall cooperate as necessary to forward any required payroll deduction reports as required by Ed. Code 47611.3(a).

NON-CERTIFICATED EMPLOYEES’ RETIREMENT

Other employees shall be covered by the Public Employees' Retirement System (PERS), or Social Security, as appropriate.

REPORTING

Retirement reporting will be contracted out to a qualified service provider, however, the Head of School will be responsible for ensuring that such retirement coverage is arranged.

Capitol Collegiate will forward any required payroll deductions and related data to the Sacramento City Unified School District (SCUSD) as required by Education Codes 47611.3 and 41365.

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PERSONNEL POLICIES AND PROCEDURES

Capitol Collegiate recognizes the critical importance of the people who are hired to educate our students and maintain the effectiveness of the school’s operations. As such, our recruiting, hiring, and operating practices will be conducted with those ends in mind. We will comply with state and federal laws regarding staff.

As such, Capitol Collegiate will comply with all provisions of the Educational Employment Relations Act (EERA) and will act independently from SCUSD for bargaining purposes. In accordance with the EERA, employees may join and be represented by an organization of their choice for collective bargaining purposes. However, unless the employees elect to be represented by an organization for bargaining purposes, all employees will be individually contracted.

The Board of Directors will approve a salary schedule for the school. This salary schedule will be based on, but not limited to, the salary scale of the SCUSD, the salaries of leading private and charter schools in Sacramento and surrounding communities, and best practices in salary schedules among national charter schools. Administrative and staff salaries will be set at the discretion of the Head of School, based on the candidate’s experience and responsibilities. The salary of the Head of School will be set by the Board of Directors.

A comprehensive benefits package (medical, dental, and retirement) will be included as part of each full-time employee’s compensation.

The school calendar (vacations, holidays, hours, etc.) will be set by the Head of School and approved by the Board each year.

All employees of Capitol Collegiate will be at-will employees. The terms and conditions for employment at Capitol Collegiate will be reviewed in detail during the interview process and reiterated in an offer of employment.

Capitol Collegiate will comply with all State and Federal laws concerning the maintenance and disclosure of employee records.

Teachers of core content areas at Capitol Collegiate (English Language Arts, Math, Science, and Social sciences) will be required to hold a Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in other public schools would be required to hold.

Copies of each teacher’s credentials will be kept on file in the main office and will be readily available for inspection. School administration will review teacher credentials annually.

Details of the Capitol Collegiate staff recruitment plan may be found in Element 1: Educational Program.

Details of the Capitol Collegiate staff selection model may be found in Element 5: Employee Qualifications.

The Board of Capitol Collegiate will adopt a formal process for resolving complaints and grievances that will ensure due process for all parties.

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ELEMENT 12 - Attendance Alternatives

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

Capitol Collegiate is a school of choice and, as such, no student may be required to attend. Pupils who choose not to attend Capitol Collegiate may choose to attend other public schools in their district of residence or pursue an inter-district transfer in accordance with existing enrollment and transfer policies of the district.

The address of Capitol Collegiate is to be determined. The phone number of Capitol Collegiate is currently 916-217-1061. The contact person for Capitol Collegiate is Penny Schwinn. The number of rooms at the school is not known at this time. The grade configuration is grades kindergarten through eight. The number of students in the first year will be 133. The grade level(s) of the students the first year will be kindergarten and first

grades. The opening date of the charter school is August 22, 2011. The admission requirements include: Please see Element 8. The operational capacity will be 480 students. The instructional calendar will be 192 days. The bell schedule for the charter school will be: Please see Element 1. If space is available, traveling students will have the option to attend.

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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.” Education Code § 47605(b)(5)(M)

Employees of the District who choose to leave the employment of the District to work at Capitol Collegiate shall have no automatic rights of return to the District after employment at the 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.

Former District employees must consult with the District to determine their eligibility for leave. Certificated leave from the District may be up to one year. Classified leave from the District may be for one year, which may be extended for up to the term of the original petition.

All provisions pertaining to leave and return rights for district union employees will be granted to certificated and classified employees in accordance with current collective bargaining agreements.

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ELEMENT 14 - Dispute Resolutions

“The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating to provisions of the charter.” Education Code § 47605(b)(5)(N)

DISPUTE RESOLUTION PROCEDURE

The staff and governing board members of Capitol Collegiate agree to attempt to resolve all disputes regarding this charter pursuant to the terms of this section. Both will refrain from public commentary regarding any disputes until the matter has progressed through the dispute resolution process, unless the matter is the subject of open session discussion and non-confidential, public information at a SCUSD School Board meeting.

Any controversy or claim arising out of or relating to the charter agreement between the District and Capitol Collegiate, except any controversy or claim that in any way related to revocation of this charter, shall be handled first through an informal process.

If the parties are unable to resolve a dispute, they should be able to avail themselves of any remedies available under the law.

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ELEMENT 15 - Employer Status & Collective Bargaining

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

Capitol Collegiate will be the exclusive public employer of employees of the charter school for collective bargaining purposes. As such, Capitol Collegiate will comply with all provisions of the Educational Employment Relations Act (EERA) and will act independently from SCUSD for bargaining purposes.

In accordance with the EERA, employees may join and be represented by an organization of their choice for collective bargaining purposes. However, unless the employees elect to be represented by an organization for bargaining purposes, all employees will be individually contracted.

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ELEMENT 16 - Charter School Closure

“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.” Education Code § 47605(b)(5)(P)

CHARTER TERM

Capitol Collegiate seeks a five year charter from the District.

CHARTER RENEWAL

The Charter School must submit its renewal petition to the District’s Charter Schools Division no earlier than September of the year before the charter expires.

REVOCATION

The District may revoke the charter of Capitol Collegiate if Capitol Collegiate commits a breach of any terms of its charter. Further, the District may revoke the charter if Capitol Collegiate 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 provisions set forth in the Charter School Act of 1992. Furthermore, the District may revoke the charter of the Capitol Collegiate on any of the following grounds:

Capitol Collegiate committed a material violation of any of the conditions, standards, or procedures set forth in the charter.

Capitol Collegiate failed to meet or pursue any of the pupil outcomes identified in the charter.

Capitol Collegiate failed to meet generally accepted accounting principles, or engaged in fiscal mismanagement.

Capitol Collegiate violated any provisions of law.

Prior to revocation, and in accordance with California Education Code Section 47607(d), the District will notify Capitol Collegiate in writing of the specific violation, and give Capitol Collegiate a reasonable opportunity to cure the violation, unless the District determines, in writing, that the violation constitutes a severe and imminent threat to the health or safety of the pupils. Notwithstanding the immediately preceding language,

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revocation proceedings are not subject to the dispute resolution clause set forth in this charter.

CLOSURE PROCEDURE

The following are closing procedures that abide by California Education Code Section 47605(b)(5)(P), should the school close for any reason. The decision to close Capitol Collegiate either by the Capitol Collegiate Board of Directors or by the SCUSD Board, will be documented in a Closure Action. The Closure Action shall be deemed to have been automatically made when any of the following occur: the charter is revoked or not renewed by the SCUSD Board of Education; the charter school board votes to close the school; or the charter lapses. In the event of such a Closure Action, the Chair of the Board of Directors will be the responsible entity to conduct the closure related activities on behalf of the school (Ed Code 11962). Additionally, the following steps are to be implemented:

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

a. The written notification will also include information on assistance in transferring each student to another appropriate school, and a process for the transfer of all student records. b. The process for transferring student records to the receiving schools shall be in accordance with SCUSD procedures for students moving from one school to another. c. Parents will also be provided with student information that includes closure notice, grade reports, discipline records, immunization records, completed coursework and credits that meet graduation requirements.

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

3. Transfer of student records to the receiving schools, within seven calendar days from the determination of an Action to Close.

4. Written notification to the California Department of Education and the Sacramento City Unified School District of the Closure Action shall be made by Capitol Collegiate by registered mail within 72 hours of the decision to Closure Action.

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5. Written notification to the special education local plan area in which the school participates as well as the retirement system in which the school’s employees participate.

6. Capitol Collegiate shall allow SCUSD access, inspection and copying of all school records, including financial and attendance records, upon written request by SCUSD.

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

8. For six calendar months from the Closure Action or until budget allows, whichever comes first, sufficient staff as deemed appropriate by the Capitol Collegiate Board of Directors, will maintain employment to take care of all necessary tasks and procedures required for a smooth closing of the school and student transfers.

9. The Capitol Collegiate Board of Directors shall adopt a plan for wind-up of the school and, if necessary, the corporation, in accordance with the requirements of the Corporations Code.

10. In addition to a final audit, Capitol Collegiate will also submit any required year-end financial reports to the California Department of Education and SCUSD, in the form and time frame required.

11. If the charter school is a nonprofit corporation, the corporation does not have any other functions than operation of the charter school, the corporation will be dissolved according to its Bylaws:

a. The corporation’s Bylaws will address how assets are to be distributed at the closure of the corporation. b. A copy of the corporation’s bylaws containing the information on how assets are to be distributed at the closure of the corporation, are to be provided to SCUSD prior to approval of this Petition.

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This Element 16 shall survive the revocation, expiration, termination, cancellation of this charter or any other act or event that would end Capitol Collegiate’s right to operate as a charter school or cause the school to cease operation. Capitol Collegiate and District agree that, due to the nature of the property and activities that are the subject of this petition, the District and public shall suffer irreparable harm should the charter school breach any obligation under this Element 16. The District, therefore, shall have 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 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 injunction, retraining order, or order for specific performance, and may be sought in any appropriate court.

FACILITIES

If Capitol Collegiate fails to submit a certificate of occupancy to the District not less than 45 days before the school is scheduled to open, it may not open unless an exception is made by the Charter Schools Division. If Capitol Collegiate moves or expands to another facility during the term of this charter, we shall provide a certificate of occupancy to the District for each facility at least 45 days before school is scheduled to open in the facility or facilities. Capitol Collegiate shall not open in any location for which it has failed to timely provide a certificate of occupancy to the District, unless an exception is made by the Charter Schools Division. Notwithstanding any language to the contrary in this charter, the interpretation, application, and enforcement of this provision are not subject to the Dispute Resolution Process (please see Element 14).

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PROPOSED OPERATION and POTENTIAL EFFECTS of the PROPOSED SCHOOL on the DISTRICT

FACILITY

Capitol Collegiate seeks space in a public school building in the South Sacramento neighborhood of Sacramento (specifically in the South Oak Park through Lemon Hill areas) through Proposition 39. In the case that a district facility is not secured, Capitol Collegiate will begin talks with several real estate brokers, both from large national firms and small local firms. While the school’s facility has yet to be secured, Capitol Collegiate ensures that the site and any modifications will comply with all state and local building codes, the Federal Americans with Disabilities Act (ADA) requirements, and other applicable fire, health, and structural safety requirements. The school will maintain readily accessible records documenting such compliance on file at the main office.

Our facility will depend on whether we are in a district or private facility. If we are in a district facility, we will work closely with the district to secure the most reasonable placement for the growing school. We are currently in the process of looking for a private facility as well. We are specifically looking for a private facility that will allow us to grow into it through the Foundations Academy (K-4) and first five years of the school. This is one of the primary responsibilities of the Head of School and Facilities Chair on the Board of Directors.

The site will secure a Certificate of Occupancy at least 45 days prior to the opening of the school.

We will comply with Education Code Section 47610 by either utilizing facilities that are compliant with the Field Act or facilities that are compliant with the State Building Code. Further, we will test sprinkler systems, fire extinguishers, and fire alarms annually at its facilities to ensure that they are maintained in an operable condition at all times.

If SCUSD facilities are used during the term of this charter, Capitol Collegiate shall abide by all SCUSD policies relating to Maintenance and Operations Services.

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AUXILLARY SERVICES

Dependent on facility lease requirements, Capitol Collegiate will outsource maintenance/ custodial duties, including major repairs, pest control, janitorial services, and landscaping to vendors qualified to perform such functions. The school will conduct annual reviews to ensure all auxiliary services are safe and developing appropriate policies to ensure the safety of students, staff, and guests.

HOLD HARMLESS/INDEMNIFICATION PROVISION

To the fullest extent permitted by law, Capitol Collegiate does hereby agree, at its own expense, to indemnify, defend and hold harmless the SCUSD and the Board of Education and their members, officers, directors, agents, representatives, employees and volunteers from and against any and all claims, damages, losses and expenses including but not limited to attorney’s fees, brought by any person or entity whatsoever, arising out of, or relating to this charter agreement.  The school further agrees to the fullest extent permitted by law, at its own expense, to indemnify, defend, and hold harmless the SCUSD and the Board of Education and their members, officers, directors, agents, representatives, employees and volunteers from and against any and all claims, damages, losses and expenses including but not limited to attorney’s fees, brought by any person or entity whatsoever for claims, damages, losses and expenses arising from or relating to acts or omission of acts committed by the charter school, and their officers, directors, employees or volunteers. Moreover, Capitol Collegiate agrees to indemnify and hold harmless the District for any contractual liability resulting from third party contracts with its vendors, contractors, partners or sponsors.

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CONCLUSION

The California Charter Schools Act of 1992 was created to provide opportunities for teachers, parents, pupils, and community members to establish and maintain schools that operate independently from the existing school district structure, as a method to accomplish all of the following:

(a) Improve pupil learning.(b) Increase learning opportunities for all pupils, with special emphasis on expanded learning experiences for pupils who are identified as academically low achieving.(c) Encourage the use of different and innovative teaching methods.(d) Create new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the school site.(e) Provide parents and pupils with expanded choices in the types of educational opportunities that are available within the public school system.(f) Hold the schools established under this part accountable for meeting measurable pupil outcomes, and provide the schools with a method to change from rule-based to performance-based accountability systems.(g) Provide vigorous competition within the public school system to stimulate continual improvements in all public schools.

By authorizing this charter, the Sacramento City Unified School District will be fulfilling the intent of the Charter Schools Act of 1992 and following the directive of law that encourages the creation of charter schools.

The founding team of Capitol Collegiate is honored by the opportunity to apply for a charter school that will serve families in Sacramento and is eager to work with the District to provide the best possible educational opportunities for all students.

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APPENDIX AResume of Lead Petitioner

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PENNY R. L. SCHWINN2550 16TH STREET • SACRAMENTO, CA 95818 • 916.217.1061 • PENNYSCHWINN@GMAIL.COM

WORK EXPERIENCE Building Excellent Schools ǀ Boston, MA and Sacramento, CA

2009 – PresentFellowParticipating in a nationally competitive fellowship committed to improving the academic achievement of students in our nation’s urban centers through a rigorous, comprehensive training program in urban charter school creation and leadership.

Explicit training in school design, school operations, governance, external relationships, school culture, decision-making, communication, critical thinking, and professional development

Visits to more than 25 of the highest performing charter schools in the country with the goal of identifying, internalizing, and adapting best practices for school development

Leadership Residency at North Star Academy, recognized as one of the highest performing urban charter schools in the nation

St. Hope Public Schools ǀ Sacramento, CA 2009Consultant and Director of Student AchievementAdvised school on structural development projects and served on the Instructional Leadership Team.

Developed a comprehensive teacher support, development, observation, and evaluation system

Structured a system to increase the effectiveness of monitoring student performance through data-driven analysis

API increased 83 points during the 2008-09 school year - the biggest state jump for a school over 300 students

McMaster-Carr Supply Company ǀ Santa Fe Springs, CA 2007 - 2009

Operations SupervisorAssessed potential improvements and implemented changes to the operational efficiency, accuracy, and productivity for a leading industrial distribution company with over 3,000 employees and annual sales of over $2 billion.

Project management focused on increasing efficiency in sales, marketing, customer information, and operations.

Created and implemented working procedures for customer requests, increasing division profits 30%.

Developed operational improvement plan to increase accuracy of sales department. Managed twenty people, resulting in 20% improvement. Presented plan and achieved Sales-wide adoption by senior management.

Developed performance assessment tools and training programs to improve employee performance.

Presented written and verbal presentations to bridge the strategies and operations of multiple departments.

Teach For America ǀ Los Angeles, CA 2006 - 2007Program DirectorManaged teacher development and designed support projects impacting over 9,000 students in low income communities.

Managed 53 teachers at 23 school sites and recruited and developed an incoming corps of over 225 teachers.

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Created and implemented data-collection systems to dramatically increase efficiency in teacher evaluation and promote teacher independence in self-evaluation and reflection.

Ensured teachers meet ambitious academic goals for their students by facilitating independent cycles of learning, analyzing data, and accessing meaningful learning experiences via current educational theory. Led to over 85% of teachers reaching gains of 70% or higher in their student achievement scores.

Baltimore City Public School System: Teach for America ǀ Baltimore, MD 2004 - 2006

Department Head and TeacherCo-chaired and taught in the social studies department of a 2,000 student high school. Participated in over eight programs to improve the achievement, success, and communication of the school and district.

Taught U.S. History, Economics, World History, and Journalism in a goal-oriented, achievement-based class of ninth through twelfth grade students. Over 80% of students demonstrated district proficiency in content.

Developed economics curriculum and presented pedagogy and content-learning sessions of that curriculum for the district. Worked on a three person team to coordinate district-wide professional development.

Directed winning and runner-up student groups in high school citywide business development project to promote socially responsible entrepreneurship.

Additional positions : Academic Restructuring Committee; Curriculum Assistant; Literacy Coordinator; Yearbook Coordinator; Junior & Senior Class Coordinator; “High Schools That Work” program; Sports Coach; A.P. proctor

Office of United States Senator Dianne Feinstein ǀ San Francisco, CA 2001 - 2002

Senior InternManaged incoming communications and created project designs and procedures for the senator. Represented the senator’s office with constituents and stakeholders.

Created and implemented a procedure for reviewing military academy nominations, reducing the review process by 25% while increasing the objectivity of the review.

Served as a liaison between the Honorable Senator and her constituents.

EDUCATIONUniversity of Southern California, Rossier School of Education ǀ Los Angeles, CA

Doctorate in Education Administration (EDD) Emphasis: Education Leadership; Expected Degree Date: 2011

Claremont Graduate University ǀ Claremont, CA PhD in Education Emphasis: Effective resource allocation in the education sector

Johns Hopkins University ǀ Baltimore, MD Master of Arts in Teaching (MAT): June 2006 Teacher Accreditation

University of California, Berkeley ǀ Berkeley, CA BA in History: May 2004 Senior Thesis: Honors standing

University of Westminster ǀ London, United Kingdom 

Visiting student in the semester abroad program: Spring 2003 Volunteer in Voter Action Group to encourage and increase the number of registered and

active voters.

AWARDS2

Walton Family Foundation Charter School Planning Grant Recipient 2009 - 2010

Dr. Verna B. Dauterive and Peter W. Dauterive Endowed Scholarship 2008 - 2009

Claremont Graduate University Academic Scholarship 2007 - 2008

Peter Kannam Award: Teach for America, Baltimore Spring, 2006

Sue Lehmann Award for Excellence in Teaching, nominee for Baltimore region Spring 2006

Gilder-Lerhman Fellow, Columbia University: New York, NY Summer 2005

Supreme Court Summer Institute: Washington, D.C. Summer 2005

Americorps Service Award 2005 and 2006

University of California, Berkeley History Department Research Grant 2003 - 2004

Distinguished Teaching Award: Break the Cycle Academic Mentoring Program Fall 2003

ACTIVITIES AND PROFESSIONAL ORGANIZATIONSVolunteer Center of Sacramento: Board Member

2009Fairy Tale Town: Board Member 2009American Education Research Association

2009Phi Delta Kappa: Education Honors Society

2009Project Birthday: Committee Member

2009American Education Finance Association

2009Teach For America: Learning Team Leader, PLC Leader

2008Alpha Phi International Fraternity 2000 - 2004

Director of Finance: managed a $1 million dollar budget, staff salaries, tax status, and line item budgets.

Director of Scholarship: managed the academic performance of members and established academic programs.

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APPENDIX BResumes of the Board of Directors

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Michael Agostini2125 Big Sky Drive, Rocklin, CA 95765 (916) 284-2119

michaelagostini@hotmail.com

EXPERIENCE Charter Schools Development Center Sacramento, CADirector of Operations, June 2002 – Feb 2006, Sept 2009 – PresentMember of Board of Directors, Secretary and Treasurer, October 2004 – February 2006Promote the development of the charter school movement in California and assist charter school clients with the successful opening and operation of their schools.

Supervise, evaluate, and plan the professional development of the staff Oversee projects, including the development and implementation of the organization’s school leadership trainings and school support services Prepare project plans and budgets for grant proposals; write progress reports for existing private, state, and federal grant funded projects; write grant applications for charter school clients Monitor the organization’s budget and oversee business manager in the maintenance of the books and preparation of budget reports Serve as a contributing writer to Charter Currents, an online education journal that disseminates the latest education policy changes and educational research to charter schools Work with charter school developers with the drafting of their charter petitions and the start-up of their schools Provide consulting to charter school operators and charter authorizers

- Perform site visits of charter schools to evaluate the effectiveness of their instructional programs and determine compliance with their charter and applicable laws

EDvance Consulting, Inc., d/b/a Sierra Music Academy Rocklin, CAPresident, March 2006 – Present School Director, March 2006 – September 2009

Planned and executed the opening of one of the finest music schools for youth and adults in California, the Sierra Music Academy, growing the school to over 200 students

Developed and implemented a successful marketing plan that quickly established the school’s reputation for 1) exceptional teaching, 2) convenience, and 3) affordability

Managed the school’s operations including: negotiating facilities and lease agreements, hiring and managing of personnel, fiscal management and accounting, event planning, marketing, and public relations

Worked with teachers in the curriculum development of music classes and summer camp programs Developed partnerships and relationships with area public and private K-12 schools, youth organizations, colleges, churches, retirement homes, and businesses to promote the school’s music teaching and music performance Lead the on-going strategic planning of the organization CharterVoice Sacramento, CATreasurer of the Board of Directors, August 2003 – February 2006Helped in the envisioning and founding of 501(c)(4) charter school advocacy and lobbying organization.

Developed and oversaw a marketing and public relations plan to unite California’s charter schools and increase support for the charter school movement

Provided education lobbyists the latest charter school data and research in the areas of student testing and school accountability

Oversaw the accounting and fiscal management of the organization and reported quarterly fiscal status to the rest of the Board of Directors Designed the organization’s database for the tracking of school members

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Hezel Associates Syracuse, NYProject Manager, June 2001 – July 2002Managed educational planning, research, and evaluation projects for K-12, higher education, and government clients. Provided consultation to clients in developing and improving distance education programs.

Assisted clients with market analysis, needs assessment, and strategic planning activities- Worked on the revisioning of Le Moyne College’s Center for Continuing Education

Designed survey instruments, conducted focus groups, and performed site visits as part of program evaluations Presented research findings and recommendations to clients in written reports Prepared project activities, timelines, and budget estimates in response to Requests for Proposals Represented and marketed company at regional and national distance education conferences

Massachusetts Institute of Technology Cambridge, MAGraduate Assistant of Employer/Graduate Relations, Office of Career Services, August 2000 – May 2001Presented resume writing and interviewing workshops and advised students one-on-one about career choices and their post-graduate plans. Compiled data of recent graduates to recognize new trends in employment. Informed companies about campus recruiting opportunities and procedures. Helped organize MIT’s first online job fair.

Main Event Ticket Agency Boston, MACo-Founder, December 1998 – June 2001Analyzed cultural trends, seasonal sales fluctuations, venue designs, and regional population characteristics to forecast sales. Hired, trained, and supervised a team of 15 independent contractors to assist with purchasing tickets for resale. Created a marketing strategy that generated steady sales growth.

Embassy Center for English Studies Boston, MAInstructor, September 1998 – July 2000Taught English as a second language to college-age students and international professionals. Helped prepare students to pass the TOEFL (Test of English as a Foreign Language) for college admittance. Provided students guidance in selecting colleges to apply to and preparing their college applications. Helped answer questions about students’ F-1student visas including travel and compliance issues. Assessed new teaching materials for on-going curriculum development.

Japan Exchange and Teaching Program Aomori, JapanInstructor, Aomori City Board of Education July 1996 – July 1998Taught English as a second language to junior high school students in the city of Aomori. Taught students about American society and culture. Helped with the introduction of English language learning in the city’s elementary school system.

EDUCATION

Harvard University Graduate School of Education Cambridge, MAMaster of Education in Administration, Planning, and Social Policy, June 2001

Yale University New Haven, CTBachelor of Arts in History, May 1996

SKILLS

Computer: Microsoft Office, QuickBooks, Blackboard, Filemaker Pro Database, PageMaker, Dreamweaver

Languages: Intermediate Japanese and Spanish, Beginner Mandarin

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ED MANANSALA2420 El Pavo Way * Rancho Cordova, CA 95670 * (916) 454-1622

PROFESSIONAL EXPERIENCE

Superintendent: 2009 – PresentST. HOPE PUBLIC SCHOOLS – PreK-12 PUBLIC CHARTER SCHOOL SYSTEM, SACRAMENTO, CALead and manage St. HOPE Public Schools to fulfill the clear district vision: to create one of the finest urban PreK-12 public school systems in America. Current academic growth: PS7 K-8, 638 Academic Performance Index (2004) to 873 Academic Performance Index (2009). Sacramento Charter High School, 568 Academic Performance Index (2004) to 731 Academic Performance Index (2009).

Principal: 2004 – 2009ST. HOPE PUBLIC SCHOOLS – SACRAMENTO CHARTER HIGH SCHOOLLed the “turnaround” high school effort to transform a large, failing urban high school to an effective educational institution. Accomplishments include: Academic Performance Index increase of 163 points (568 to 731) , California Similar Schools Ranking increase from 2 to 10, 4-year college acceptance rate increase from 25% to 75%. Created opportunities for public and private partnerships, parent involvement and empowerment, and student community service. Researched and implemented data-driven decision making practices. Implemented an accountability system and performance evaluations to ensure that school wide goals and objectives were met. Developed leadership and professional development opportunities for all staff and teachers.

Coordinator of Learning Support: 1998-2004SACRAMENTO UNIFIED SCHOOL DISTRICT–BRET HARTE ELEMENTARY/CK McCLATCHY HSProvided leadership and coordination for a grassroots community collaborative. Facilitated the strategic planning process, and managed the health, social and learning support services for a school-based Family Resource Center with 15 on-site service providers. Additional responsibilities include: community assessment, case management, parent mobilizing and leadership training, fund development, marketing, evaluation, and youth empowerment.

Clinical Social Worker: 1997-1998UNIVERSITY OF CALIFORNIA DAVIS MEDICAL CENTER, HOME CARE SERVICESProvided detailed case management to terminally ill patients and families; including biopsychosocial assessment, crisis intervention, counseling, suicide assessment, and community resource referral. Facilitated bereavement groups and multidisciplinary teams. Significant accomplishments included: presentation/training on Cultural Diversity to 40 hospice volunteers, recipient of UCDMC Excellent Service & Cultural Competence Award.

Associate Consultant: 1997 – 2004BUTLER AND ASSOCIATES, HUMAN PERFORMANCE CONSULTANTSPartnered with Senior Consultants in services involving; Strategic Planning, Team Building, Leadership Development, Conflict Management, and Evaluation. Served as Team Leader for “Managing Change/Strategic Planning” project for Foundation Health/Health Net. Selected to assist in facilitating Executive Retreat for Stockton Unified School District.

PROFESSIONAL AFFILIATIONS & ACHIEVEMENTS

California Early Assessment Program Advisory Committee, 2009-Present New Leaders for New Schools Mentor Principal, 2007-Present CSU Sacramento, Master of Social Work Pupil Personnel Services Credential Advisory Committee:

2000 Joint Legislative Committee – Master Plan of Education “School Readiness Workgroup”: 2001-2002 International Immersion Experience: Poland–1990; Guatemala–1992 Association of California School Administrators Five Completed Marathons: 1997 California International; 2000, 2001, 2003 San Diego Rock-n-Roll;

2003 Honolulu

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ED MANANSALAPage 2

PRESENTATIONSFebruary 2001 “Home Visitation – School Linked Models” – 3rd Statewide Proposition 10 Conference

County Commissions, School Readiness for All Children, San Diego, California.October 2000 “Best Practices” – region III Conference, Learning Support for Success in School, Sacramento,

CAMay 1999 “Parent Leadership” – Region III Conference, Reaching Out and Moving Forward,

Sacramento, CA

EDUCATION & TRAINING

Clear Administrative Services Credential Doctorate in Education Administration, Emphasis on Educational Leadership, University of California

Davis, Expected Degree Date, June 2010 Licensed Clinical Social Worker, Licensed Number: 24964 Master of Social Work: School Social Work & Health Specialization, May 1998, CSU Sacramento Masters Thesis: Asian Omission, Not without Meaning: An Asian American Curriculum for Social

Work Policy, 1998. Bachelor of Science Business Administration: Human Resource Management Concentration May

1992 California State University Sacramento.

REFERENCESAvailable Upon Request

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Emily L. Randon 3407 Cutter Place Davis, CA 95616

Phone: 916-276-1014 · e-mail: elrandon@ucdavis.edu

EDUCATION California State University, Sacramento – Master’s in Education, June 2008

Overall G.P.A.: 4.0 Thesis Project Completed: A Program Evaluation Plan for the Academic Success Program

at Pacific McGeorge School of Law Other Areas of Study: Diversity and Minority Affairs, Learning and Counseling Theories, Educational Pipeline to Graduate and Professional School, Leadership Through Experiential Learning

University of the Pacific, McGeorge School of Law – J.D. Degree, June 1998 Governmental Affairs Certificate Honors and Activities: Dean’s Honor List, 1997-98 International Moot Court, 1995-96 Teaching Assistant, 1996 (solicitation based on academic performance) Student Bar Association, Board of Governors Class Representative, 1997 University of California, Irvine – B.A. in Political Science, December 1993 Active in Student Government and Community Service Emphasis in Political Parties, Elections, Forms of Government White House Intern through UCDC - 1992 RELEVANT WORK EXPERIENCE University of California, Davis School of Law July 2008 – Present

Director of Academic Success and Instructor Responsibilities include developing a rich and robust Academic Success Program; teaching academic skills to first year and upper division students (including students on academic probation); training and supervising law student teaching assistants; conducting tutorial sessions for first year courses; identifying at risk students in need of academic support; individual and group counseling; creation, management, and implementation of bar programs; and creating other academic support-related programs and services.

University of the Pacific, McGeorge School of Law July 2007 – July 2008

Director of Academic Success and Lecturer in Law Directed the Academic Success Program and Academic Resource Center. Assisted all students with study skills, exam preparation, bar exam information and other aspects of law school. Taught Principles of Agency Law as part of first year curriculum, as well as an upper division legal writing course. Developed workshops for all students and worked with faculty to develop programs to assist students on academic probation.

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University of the Pacific, McGeorge School of Law February 2004 – July 2007 Assistant Director of Admissions/ Director of Outreach/ Adjunct Faculty

Managed and supervised the Admissions staff. Worked with students, faculty, staff and alumni to develop effective recruiting, admissions, yield and marketing strategies. Planned and coordinated on and off-campus recruiting events. Provided counseling regarding admissions process, scholarships and financial aid. As Director of Outreach, managed local educational pipeline program including two Education Law Fellows, mentor program and speaker series. Appointed chair of Dean’s Diversity Study Team. As Faculty, co-taught Practical and Persuasive Legal Writing and counseled students on preparation for the California Bar Exam.

Tennant, Ingram & Randon June 2001 – February 2004 Attorney (Made partner in 2002)

Responsible for heavy business and insurance defense litigation caseload. Handled all aspects of cases from inception to trial or settlement. Participated in over 75 mediation and arbitration sessions. Wrote numerous briefs for Court of Appeals and motions and memos for trial courts.

California Association of REALTORS February 1995 – December 1998

Legislative Analyst Assisted lobbyists with legislative agenda for the real estate industry. Provided legal and legislative research, created monthly legislative columns, assisted in drafting legislation and issues briefing papers for organization members. Worked with other trade associations and stakeholders to develop policy for state growth.

COMMUNITY INVOLVEMENT/PROFESSIONAL ORGANIZATIONS

Program Chair, American Association of Law Schools Section on Academic Support Founding Chair, Western Association of Academic Support Professionals Member, NASPA, National Association of Student Personnel Administrators Member, AERA, American Educational Research Association Member, State Bar of California Member, Federal Bar, (Admitted, Eastern and Northern Districts of California) Member, Sacramento District Attorney’s Panel on Diversity in the Legal Profession. 2008 Supporting Member of Council on Legal Education Opportunities (CLEO), supporting

diversity in law schools. California Association of REALTORS, Legal Affairs Forum, Member since 1999 PROFESSIONAL REFERENCES Adam Barrett – 916-739-7105

Assistant Dean for Enrollment Management, University of the Pacific, McGeorge School of Law, 3200 Fifth Avenue, Sacramento, CA 95817

Mary McGuire – 916-739-7089 Assistant Dean of Students, University of the Pacific, McGeorge School of Law, 3200 Fifth Avenue, Sacramento, CA 95817

Alexander Creel – 916-444-2045 Vice President of Governmental Affairs and Chief Lobbyist, California Association of REALTORS, 980 Ninth Street, #1430, Sacramento, CA 95814

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PUBLISHED ARTICLES/ LEGAL EDUCATION PROJECTS AND PRESENTATIONS “First Year Student or First Year Associate?: Using Mock Client Interviews to Enhance

Analytical Skills” Presented at the American Association of Law Schools (AALS) 2009 Conference

“Practical and Persuasive Writing”, Presentation selected for the Rocky Mountain Legal Writing Conference, June 2008 “Law Schools Can Make the Difference”, selected panelist, 14th Annual Joint National Conference on Alternatives to Expulsion, Suspension, and Dropping Out of School, Lake Buena Vista, FL “Wingspread and the Law School Pipeline”, Presented at the Law School Admission Council Annual Meeting, June 2007 “From Preschool to Law School: Collaborating with Professional Schools to Increase Academic Achievement Along the Pipeline”, Presented at ARCHES California P-16 Conference on Collaboration and Student Success, Long Beach, CA, June 2007 “Evening Division”, National Association of Student Personnel Administrators - Student Affairs West Newsletter (2006) An article addressing how law school student services are assisting non-traditional students in adjusting to school in a part-time capacity.

Authored monthly articles for California Real Estate Magazine (1995 to 1998) including: “A Time Not to Disclose”, California Real Estate Magazine, August 1996

A spotlight on legislation regarding a Realtor’s duty to disclose material facts and the difficulty in determining facts versus implications of those facts.

“What an LLC Can Do For You”, California Real Estate Magazine, April 1997

A look at business entities established by real estate agents and the possibility of legislation allowing agents the option of forming limited liability companies.

“Know Your (Property) Rights”, California Real Estate Magazine, October 1997

A look at the private property rights of Napa County residents in relation to legislation requiring the merger of certain parcels of land.

Within The Higher Education Leadership Program:

Authored “Academic Support Programs in Law Schools: A Necessary Piece of the Educational Pipeline to the Legal Profession” – a case study of the Pacific McGeorge Academic Support Program, May 2007 Authored “Authentic Leadership”, a research project relating to how differing styles of leadership can lead to authenticity of self, January 2007 Authored “Leading HBCU Students to Law School”, a research proposal studying how HBCU Prelaw Advisors identify and encourage students to choose a path to law school, June 2007

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Katherine LaRue Sherlock4708 Johnson Drive ∙ Fair Oaks CA 95628 ∙ 916.710.3248 ∙ kalsherlock@gmail.com

EDUCATIONThomas Jefferson School of Law, San Diego, CAJuris DoctorPro Bono HonorsNational Dean’s ListHonors: LSAT Scholarship

Samford University, Birmingham, ALBachelor of Arts, with honors, in English LiteratureMinor Emphasis: ArtHonors: Dean’s List, National Dean’s ListInvited to read thesis at the Sigma Tau Delta National Literary Conference

Daniel House, London, EnglandSemester Abroad Program

PROFESSIONAL EXPERIENCECourt Appointed Special Advocates, Sacramento, CACase Manager/Training Coordinator, August 2008-PresentCoordinate, implement, create and teach three trainings a year for future advocates. Lead orientations on a monthly basis. Hold interviews for interested advocate applications as well as future continuing education presenters. Prepare unique and relevant training materials. Manage volunteers working in the dependency system. Attend court hearings for foster youth. Edit and approve court reports. Speak at community outreach events. Recruit future volunteers and donors.

American Health Care, Rocklin, CAContract AnalystContract employee hired to generate legal contracts, solicit pharmacies, negotiate pharmacy rates, augment and edit outside contracts and implement new contract terms. Charged with the responsibility to create and to secure over 500 pharmacy contracts, which was accomplished in just three months.

National Young Leaders Conference, Washington DCOperations Team Member, 2004Organized Capitol Hill Day, including meeting state representatives and overseeing the day’s events. Implemented various activities and events throughout the program. Led 800 students through museums and monuments in Washington. Oversaw events for nationally recognized speakers.

LEGAL EXPERIENCEAlternative Dispute Resolution TeamSecretary, Executive Board MemberParticipate in extensive research. Weekly practice negotiations and mediations in preparation for National Competitions. Coach for Regional Champion Team as well as Nationally Ranked Team. Met with Board Members on a monthly basis to determine the present as well as the future course of the team. Helped to create a regionally recognized team through Board outreach.

San Diego Superior Court, Chula Vista, CAMediator, 2005-2007Conducted volunteer mediations in small claims court. Facilitated settlements. Wrote agreements. Actively participated in discussions with the commissioners concerning various cases or points of law.

Steigerwalt and Associates, San Diego, CA

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Law ClerkDrafted memos, motions, letters and briefs. Engaged in client relations. Helped prepare clients and documents for trial, including several felony trials. Actively participated in high profile criminal cases in San Diego Superior Court.

City Attorney, Domestic Violence Unit, San Diego, CALegal Assistant, Certified Law StudentPrepared affidavits, subpoena requests and trial preparations. Additionally wrote several trial briefs and motions. Sat second chair for several trials and argued motions in limine before the court. Conducted direct examination of witnesses at trial.

Office of the Alternate Public Defender, Vista, CALaw ClerkStrongly involved in trial preparation including writing motions, indexing discovery, and jury selections. Participated in client interviews and negotiations with opposing counsel. Met often with Judges to discuss the case and various elements involved therein.

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J E N N I F E R W O N N A C O T T 5 7 4 4 M O D D I S O N A V E N U E S A C R A M E N T O , C A 9 5 8 1 9

( 9 1 6 ) 9 9 6 - 3 6 7 2 E M A I L J E N W O N N A C O T T @ G M A I L . C O M

P R O F E S S I O N A L E X P E R I E N C E Communications Director

Assemblymember Alyson Huber, 10th District March 2009 - Present Manage media relations and constituent communications for State Assemblymember Provide strategic consultation to Assemblymember on legislative and district issues Produce written materials including speeches, press releases and letters Responsible for planning and coordination of constituent outreach in district through mass

mailings, email alerts and website Staff legislation and committees

Consultant

AcostaSalazar, LLC April 2005 – March 2009 Responsible for execution of strategic plans and day-to-day management for political, public

affairs and grassroots campaigns Coordinated research, strategic planning and media relations for issue and candidate campaigns on

the local and state level Successfully managed statewide coalition building and press outreach for Proposition 92 (2008) Built a diverse grassroots coalition of over 30 members for Test for Life CA to educate the public

and media statewide about the importance of being tested for HIV Organized and directed grassroots lobbying and advocacy efforts for legislative and issue

campaigns Produced written materials including direct mail, fact sheets, letters, speeches and press releases Participated in preparation and evaluation of qualitative and quantitative research Managed assistant staff, interns and volunteers, as well as office operations

Executive Administrative Assistant

GC Strategic Advocacy June 2004 – April 2005 Assisted in the coordination and execution of strategic plans associated with the management of

statewide ballot measure campaigns and legislative advocacy Produced campaign materials, including fact sheets, brochures, and press releases, for distribution

to voters, contributors and the media Corresponded with public officials, the media, community organizations, business organizations,

and voters regarding grassroots, fundraising, and informational activities Assisted in daily activities of campaigns including monitoring the press, resolving public

inquiries, generating op-eds and letters to the editor, and coordinating financial and legal logistics Supported staff of consulting firm as needed and managed office operations

Student Associate UC Berkeley Government Affairs Office January 2004 – May 2004

Supported Government Affairs directors in daily operations, including conducting research, contacting legislators, drafting letters, and meeting with campus officials

Developed and executed aspects of advocacy campaigns for higher education funding in the state budget and ballot measures

Assisted with the coordination of UC Berkeley’s involvement in the University of California’s annual lobby day, held in Sacramento

E D U C A T I O N

University of California, Berkeley B.A. Mass Communications

P R O F E S S I O N A L D E V E L O P M E N T

Emily’s List -Attended Political Opportunity Program in November 2007 in Los Angeles Media Training - Attended professional media training with nationally-renowned coach California Center for Civic Participation – Volunteer presenter and mentor for programs educating high school students about the political process 17

APPENDIX CProposed Bylaws for the Board of Directors

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BYLAWSCAPITOL COLLEGIATE ACADEMY

ARTICLE IName, Location, Mission and Objectives

Section 1: The name of the organization will be Capitol Collegiate Academy (Capitol Collegiate ).

Section 2: The initial principal location of Capitol Collegiate is to be determined.

Capitol Collegiate may also have offices at such other places as the Board of Directors (Board) shall determine the business of Capitol Collegiate requires; provided, however, that the registered office be registered with the Secretary of State of California and the agent so registered be located at the same address, or otherwise as provided by the Board of Directors.

Section 3: The purpose for which Capitol Collegiate Academy (Capitol Collegiate ) is organized is preparing students in grades kindergarten through eight for educational success from elementary school through college through a demanding education based on high standards, structure, and accountability.

Section 4: If, for any reason, the organization should dissolve, upon dissolution of the organization assets shall be distributed for one or more exempt purposes within the meaning of section 501 (c) (3) of the Internal Revenue Code, or corresponding section of any future federal tax code, or shall be distributed to the federal government, or to a state or local government, for a public purpose.

ARTICLE IIMembers

Capitol Collegiate Academy does not have members. While persons who associate with, attend programs of, participate in, contribute to, or benefit from Capitol Collegiate may be referred to as “members,” no rights, voting or otherwise, will inure to such persons. Any action that would otherwise require approval by a majority of all members or approval by the members requires only approval of the Board of Directors. All rights that would otherwise vest under the California Nonprofit Law in the members will vest in the Directors.

ARTICLE IIIBoard of Directors

Section 1: The Board of Directors (“the Board”) shall consist of at least five Directors and no more than fifteen Directors. All Directors shall have identical rights and responsibilities.

Section 2: The Board may appoint a Head of School to be responsible for carrying out the work of the School in accordance with the policies established from time to time by the Board of Directors.

Section 3: Board members shall be sought who reflect the qualities, qualifications and diversity determined by the Board delineated in the Job Description of the Board of Directors.

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Section 4: The Capitol Collegiate nominating committee, known as the Governance Committee, shall present a slate of potential board members and officers for election by the Board of Directors. This slate shall be presented at the annual meeting of the Board.

Section 5: Directors shall serve a term of three (3) years from the date of their appointments, or until their successors are seated. A full three-year term shall be considered to have been served upon the passage of three (3) annual meetings. After election, the term of a Director may not be reduced, except for cause as specified in these bylaws. No Director shall serve more than two (2) consecutive, three-year terms. Directors shall serve staggered terms to balance continuity with new perspective.

Section 6: The initial Board of Directors will serve staggered terms. The initial Board shall consist of at least two Directors who will serve a two-year term (ending in Summer 2012) and at least three Directors who will serve a three-year term (ending in Summer 2013).

Section 7: Any vacancy occurring in the Board of Directors and any position to be filled by reason of an increase in the number of Directors may be filled, upon recommendation of a qualified candidate by the Governance Committee, by two-thirds (2/3) vote of the seated Directors. A Director elected to fill the vacancy shall be elected for the unexpired term of his/her predecessor in office.

Section 8: A Director may resign at any time by filing a written resignation with the Chair of the Board.

Section 9: The Board may remove any Officer or Director for cause by majority vote of the entire Board of Directors at any regular or special meeting of the Board, provided that a statement of the reason or reasons shall have been mailed by Registered Mail to the Officer or Director proposed for removal at least thirty (30) days before any final action is taken by the Board. This statement shall be accompanied by a notice of the time when, and the place where, the Board is to take action on the removal. The Officer or Director shall be given an opportunity to be heard and the matter considered by the Board at the time and place mentioned in the notice.

Section 10: Members of the Board of Directors:

(a) Shall receive no payment of honoraria, excepting reimbursement for expenses incurred in performance of voluntary Capitol Collegiate activities in accordance with Capitol Collegiate Academy policies.

(b) Shall serve Capitol Collegiate Academy with the highest degree of undivided duty, loyalty, and care and shall undertake no enterprise to profit personally from their position with Capitol Collegiate .

(c) Shall be bound by the Code of Conduct, Conflict of Interest and Confidentiality policy statements.

(d) Shall have no direct or indirect financial interest in the assets or leases of Capitol Collegiate Academy; any Director who individually or as part of a business or professional firm is involved in the business transactions or current professional services of Capitol Collegiate Academy shall disclose this relationship and shall not participate in any vote taken with respect to such transactions or services.

ARTICLE IVOfficers

Section 1: There shall be four (4) elective Officers of the Board: a Chair, a Vice Chair, a Secretary, and a Treasurer.

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Section 2: The Governance Committee shall present a slate of Officers to the Board of Directors. The nominated Officers shall be drawn from among the members of the Board of Directors. The election of Officers shall be held at the annual meeting of the Board.

Section 3: The newly elected Officers shall take office on July 1 following the close of the meeting at which they are elected and the term of office shall be one year, or until respective successors assume office. A Director may serve more than one (1) term in the same office, but not more than three consecutive terms in the same office.

Section 4: In the event that the office of the Chair becomes vacant, the Vice Chair shall become Chair for the unexpired portion of the term. In the event that the office of Vice Chair, Secretary, or Treasurer becomes vacant, the Chair shall appoint interim Officers to fill such vacant offices until a scheduled meeting of the Board can be held.

ARTICLE VMeetings

Section 1: The annual meeting of the Board of Directors shall occur in the last quarter of the fiscal year. There shall be at least 10 other regular meetings of the Board held each year. Notice shall be given to each Director thirty (30) days prior to the date of every regular meeting of the Board.

Section 2: Special meetings of the Board of Directors may be called by the Chair or by a majority of the Board filing a written request for such a meeting with the Chair and stating the object, date, and hour therefore, due notice having been given each Director five (5) calendar days prior to the meeting.

Section 3: One-half of the Directors then in office shall constitute a quorum for the transaction of business at any regular or special meeting of the Board of Directors, except where otherwise required by these Bylaws.

Section 4: The Board shall select its own meeting format in any method allowed by the laws of the State of California. Any such meeting, whether regular or special, complying with Sections 1 or 2 of Article V shall constitute a meeting of the Board of Directors and shall subscribe to the policies, procedures, and rules adopted by the Board.

Section 5: Notice of all regular and special meetings of the Board, an agenda of all items to be discussed at such meetings, and agenda support materials shall be circulated to all Directors prior to the meeting. Any Director may waive notice of any meeting. The attendance of a Director at any meeting also shall constitute a waiver of notice of such meeting, except where a Director attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened.

Section 6: An absentee Board member may not designate an alternate to represent him or her at a Board meeting. A member of the board may be deemed to be present for purposes of achieving a quorum and may cast a vote if he/she grants a signed, written proxy to another board member who is present at the meeting.  The proxy must direct a vote to be cast with respect to a particular proposal that is described with reasonable specificity in the proxy.  No other proxies are allowed.

Section 7: Any action required or permitted to be taken by the Board of Directors may be taken without a meeting, if all members of the Board individually or collectively consent in writing to that action. Written consents must be filed with the minutes of the proceedings of the Board of Directors. Action by written consent has the same force as the unanimous vote of the Directors.

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ARTICLE VICommittees and Task Forces

Section 1: A Board resolution shall appoint committees or task forces of the Board, except the Governance Committee. Committees may be composed of Directors or community members, or both. The Board may prescribe the need and/or the composition of such committees.

Section 2: There shall be a standing nominating committee, known as the Governance Committee. This committee shall be composed of at least three (3) persons recommended by the Chair and elected by the Board of Directors at its annual meeting. Each committee member shall serve a term of two (2) years, and these terms shall be staggered to ensure continuity of committee membership. The committee shall elect its own chair.

Section 3: The duties of the Governance Committee shall be to:

(a) study the qualifications of candidates and present a slate of the best qualified as nominees for vacant positions on the Board;

(b) present a slate of nominees for Officers to the Board for election at the annual meeting;

(c) recommend candidates to the Board to fill vacancies that arise outside the regular nominating process;

(d) provide ongoing orientation to Board members;

(e) oversee a Board assessment process to ensure optimum performance; and

(f) recommend the appointment of a past Chair to the Board, if necessary, in the interests of continuity.

ARTICLE VIIFiscal Year

The fiscal year of Capitol Collegiate Academy shall begin on July 1 of each calendar year and terminate on June 30 of the following year.

ARTICLE VIIIRules of Order

In case of conflict or challenge, the rules of order in the current edition of Robert’s Rules of Order shall govern the conduct of all meetings of Capitol Collegiate Academy.

ARTICLE IXIndemnification

Capitol Collegiate Academy shall indemnify its Board of Directors, Officers, employees, and volunteers to the fullest extent permitted by the law of the State of California.

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ARTICLE XAmendments

These Bylaws may be amended at a regular meeting by a two-thirds vote of all Directors then in office; provided that notice of the proposed amendment, together with a copy thereof, is mailed to each Director at least fifteen (15) days prior to the meeting at which the amendment is to be considered.

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APPENDIX DConflict of Interest Policy

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CAPITOL COLLEGIATE BOARD MANUAL

Table of Contents

I. Indemnification Policy

II. Conflict of Interest Policy

Indemnification PolicyEach member of a board or committee elected or appointed according to these bylaws, each officer of Capitol Collegiate, and other employees determined by the Board of Directors to be so entitled shall be entitled as of right to indemnification by Capitol Collegiate against all expenses (including attorney’s fees), judgments, claims, and amounts paid in settlement arising from any claim or proceeding relating to his/her status as such board, or committee member, officer, or employee of Capitol Collegiate to the fullest extent now or hereafter permitted by the Articles of Incorporation of Capitol Collegiate, the laws of the state, and these bylaws.

Conflict of Interest Policy

Article IPurpose

The purpose of the conflict of interest policy is to protect the tax-exempt organization Capitol Collegiate’s interest when it is contemplating entering into a transaction or arrangement that might benefit the private interest of an officer or director of the Organization or might result in a possible excess benefit transaction. This policy is intended to supplement, but not replace, any applicable state and federal laws governing conflict of interest applicable to nonprofit and charitable organizations, including Government Code section 1090 and 1090.1.

Article IIDefinitions

1. Interested Person

Any director, principal officer, or member of a committee with governing board delegated powers, who has a direct or indirect financial interest, as defined below, is an interested person.

2. Financial Interest

A person has a financial interest if the person has, directly or indirectly, through business, investment, or family:

a. An ownership or investment interest in any entity with which Capitol Collegiate has a transaction or arrangement;

b. A compensation arrangement with Capitol Collegiate or with any entity or individual with which Capitol Collegiate has a transaction or arrangement; or

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c. A potential ownership or investment interest in, or compensation arrangement with, any entity or individual with which Capitol Collegiate is negotiating a transaction or arrangement.

Compensation includes direct and indirect remuneration as well as gifts or favors that are not insubstantial.

A financial interest is not necessarily a conflict of interest. Under Article III, Section 2, a person who has a financial interest may have a conflict of interest only if the appropriate governing board or committee decides that a conflict of interest exists.

Article IIIProcedures

1. Duty to Disclose

In connection with any actual or possible conflict of interest, an interested person must disclose the existence of the financial interest and be given the opportunity to disclose all material facts to the directors and members of committees with governing board delegated powers considering the proposed transaction or arrangement.

2. Determining Whether a Conflict of Interest Exists

After disclosure of the financial interest and all material facts, and after any discussion with the interested person, he/she shall leave the governing board or committee meeting while the determination of a conflict of interest is discussed and voted upon. The remaining board or committee members shall decide if a conflict of interest exists.

3. Procedures for Addressing the Conflict of Interest

a. An interested person may make a presentation at the governing board or committee meeting, but after the presentation, he/she shall leave the meeting during the discussion of, and the vote on, the transaction or arrangement involving the possible conflict of interest.

b. The chairperson of the governing board or committee shall, if appropriate, appoint a disinterested person or committee to investigate alternatives to the proposed transaction or arrangement.

c. After exercising due diligence, the governing board or committee shall determine whether Capitol Collegiate can obtain with reasonable efforts a more advantageous transaction or arrangement from a person or entity that would not give rise to a conflict of interest.

d. If a more advantageous transaction or arrangement is not reasonably possible under circumstances not producing a conflict of interest, the governing board or committee shall determine by a majority vote of the disinterested directors whether the transaction or arrangement is in Capitol Collegiate’s best interest, or its own benefit, and whether it is fair and reasonable. In conformity with the above determination it shall make its decision as to whether to enter into the transaction or arrangement.

4. Violations of the Conflicts of Interest Policy

a. If the governing board or committee has reasonable cause to believe a member has failed to disclose actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford the member an opportunity to explain the alleged failure to disclose.

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b. If, after hearing the member’s response and after making further investigation as warranted by the circumstances, the governing board or committee determines the member has failed to disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and corrective action.

Article IVRecords of Proceedings

The minutes of the governing board and all committees with board delegated powers shall contain:

a. The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the governing board’s or committee’s decision as to whether a conflict of interest in fact existed.

b. The names of the persons who were present for discussions and votes relating to the transaction or arrangement, the content of the discussion, including any alternatives to the proposed transaction or arrangement, and a record of any votes taken in connection with the proceedings.

Article VCompensation

a. A voting member of the governing board who receives compensation, directly or indirectly, from Capitol Collegiate for services is precluded from voting on matters pertaining to that member’s compensation.

b. A voting member of a committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from Capitol Collegiate for services is precluded from voting on matters pertaining to that member’s compensation.

c. No voting member of the governing board or any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from Capitol Collegiate, either individually or collectively, is prohibited from providing information to any committee regarding compensation.

Article VIAnnual Statements

Each director, principal officer and member of a committee with governing board delegated powers shall annually sign a statement which affirms such person:

a. Has received a copy of the conflicts of interest policy;

b. Has read and understands the policy;

c. Has agreed to comply with the policy; and

d. Understands Capitol Collegiate is charitable and in order to maintain its federal tax exemption it must engage primarily in activities which accomplish one or more of its tax-exempt purposes.

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Article VIIPeriodic Reviews

To ensure Capitol Collegiate operates in a manner consistent with charitable purposes and does not engage in activities that could jeopardize its tax-exempt status, periodic reviews shall be conducted. The periodic reviews shall, at a minimum, include the following subjects:

a. Whether compensation arrangements and benefits are reasonable, based on competent survey information, and the result of arm’s-length bargaining; and

b. Whether partnerships, joint ventures, and arrangements with management Capitol Collegiate conform to Capitol Collegiate’s written policies, are properly recorded, reflect reasonable investment or payments for goods and services, further charitable purposes and do not result in inurement, impermissible private benefit or in an excess benefit transaction.

Article VIIIUse of Outside Experts

When conducting the periodic reviews as provided for in Article VII, Capitol Collegiate may, but need not, use outside advisors. If outside experts are used, their use shall not relieve the governing board of its responsibility for ensuring periodic reviews are conducted.

FinancialCheck Signing and Withdrawal of Funds

AccountsCapitol Collegiate shall maintain its accounts in financial institutions that are federally insured. All funds received by Capitol Collegiate shall be deposited at a minimum of twice weekly. All nonproductive funds shall be invested in accordance with the investment policy established by the Board of Directors.

Authority to SignOrders of withdrawal shall bear the signature of one of the following officers or staff members:

1. Board Chair2. Treasurer3. Chief Executive 4. Two staff members, as designated by the chief executive

In addition, any checks issued over $15,000 shall require two signatures; and any checks payable to any one of the above-named persons shall be signed by someone other than the payee.

BondingEach officer or designated signatory with authority to withdraw funds shall be bonded. The cost associated will secure the aforementioned coverage shall be that of Capitol Collegiate. The amount of insurance coverage will be reviewed annually by the finance committee.

Quarterly ReviewThe Finance Committee shall, on a quarterly basis, review all disbursements in the amount of $15,000 or more.

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Personnel & Students

Sexual Harassment PolicyCapitol Collegiate prohibits any employee, volunteer, or vendor from making sexual advances of a verbal or physical nature toward another employee or applicant for employment.

Sexual harassment is viewed as a form of employee conduct that undermines the integrity of the employment relationship. All employees must be allowed to work in an environment free from unsolicited and unwelcome sexual overtures. Sexual harassment is defined as behavior that is unwelcome and personally offensive. It reduces morale, interferes with work productivity, impugns individual dignity, and is contrary to Capitol Collegiate’s mission.

Some examples of sexual harassment are:

Unwelcome or unwanted sexual advances. This includes patting, pinching, brushing up against, hugging, cornering, kissing, fondling, or any other similar physical contact considered unacceptable by another individual.

Requests or demands for sexual favors. This includes subtle or blatant expectations, pressures, or requests for any type of sexual favor accompanied by an implied or stated promise of preferential treatment or negative consequences concerning one’s employment.

Verbal abuse or kidding that is sexually oriented and considered unacceptable by another individual. This includes comments about an individual’s body or appearance (where such comments go beyond a mere compliment); off-color jokes that are clearly unwanted; or any other tasteless, sexually-oriented comments, innuendoes, or offensive language.

Any sexually oriented conduct that would unreasonably interfere with another’s work performance. This includes extending unwanted sexual attention to someone, which reduces personal productivity.

Participation in fostering a work environment that is generally intimidating, hostile, or offensive because of unwelcome or unwanted sexually oriented conversation, suggestions, requests, demands, physical contacts, or attention.

Sexual harassment is a practice that demeans the individual being treated in such a manner. Consequently, Capitol Collegiate will not tolerate sexual harassment of its applicants, employees, or volunteers by anyone. Capitol Collegiate will, as necessary, take disciplinary action, up to and including termination, in accordance with this policy to ensure that we meet our responsibilities to our employees.

The responsibility of Capitol Collegiate’s sexual harassment policy execution and administration is assigned to the Executive Director. Each employee of Capitol Collegiate is accountable for acting in compliance with and support of the policy. Every employee is encouraged to discuss any violations of this policy in confidentiality with the Executive Director without fear of any reprisals. Employees may also bring such violations to the attention of their immediate supervisor or division/field executive.

Student-Specific

Attendance PolicyAbsences are excused only for illness, religious observance, or family emergency, and must be verified in writing by a parent/guardian. Unexcused absences are never acceptable. Any unexcused absence will result in an immediate parent conference. More than five unexcused absences per quarter, or more than nineteen per year may result in a student receiving no credit for the year.

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Drugs, Alcohol, and Tobacco PolicyStudent use, possession, distribution, or sale of alcohol, tobacco or illicit drugs is prohibited on school grounds, at any school-sanctioned activities, when students are being transported in school-sponsored vehicles, or at any time or in any place where the school conducts business. A student violation of this policy will lead to a suspension, reporting to authorities, and/or a recommendation for expulsion, as required by law, or at the discretion of the school.

If a student receives a suspension for a first violation of this policy, the student may be required to enroll in a rehabilitation/counseling program at the sole cost of the family. The family, when appropriate, will be required to report back with an assessment, diagnosis and treatment plan as a condition for re-admittance into the school. A second violation of this policy will be reported to authorities and lead to an expulsion hearing.

30

APPENDIX ESignatures of Teachers

31

Please see attachment: Signatures of Teachers

32

APPENDIX FBuilding Excellent Schools Fellowship Summary

33

Lead Founder, Penny Lee Schwinn, is a current fellow with Building Excellent Schools. The fellowship is a year-long, full-time training program geared towards designing a high-performing charter school. Over the course of a rigorous 12-month period, Building Excellent Schools trains, mentors, and supports Fellows to build excellent public charter schools in territories around the country. The Fellowship roots participants in best practices around: organizational development, instructional design, charter applications, and leadership. Through a residency in a high-quality126 urban charter school, ongoing evaluation and consultation, as well as training sessions specifically focused on school leadership, fellows are prepared to begin the work of running successful schools.

Building Excellent Schools operates with core values rooted in the importance of effective, excellent, urban charter schools. Building Excellent Schools believes that the academic performance of students is the only acceptable way of measuring the success of a school and that all decisions should be made with this outcome in mind. School safety is critical; parent satisfaction is important; sports are exciting; yet none of these are the hallmarks of excellent education. Building Excellent Schools believes that student performance is the most important component of a school and, as a result, works with individuals, groups, and communities who share those same core values and beliefs. These beliefs reflect the commitment to building high-performing public charter schools that set high expectations for student achievement, and who are prepared to do whatever is necessary in order to ensure that these measurable outcomes are achieved.

Below is a representation of some of the topics addressed during the course of the Fellowship:

Educational PurposeMissionTeachingLearning TheoryChild DevelopmentPurpose of Education

Fiscal ManagementBankingFundraisingGrant WritingEstablishing a Non-ProfitBudgeting/Financial PlanningInternal Financial Controls

Human ResourcesRetentionRecruitmentCompensationPersonnel PoliciesHiring and PromotionPerformance Evaluations

Outreach and Public RelationsParent InvolvementCommunity InvolvementRecruitment and Enrollment

AssessmentAssessmentAccountabilityPerformance Standards

Data and TechnologyData Collection and AnalysisTechnology in SchoolsManagement and Technology

Charter School HistoryNeeds AssessmentNo Child Left BehindHistory of Charter SchoolsCommunity Asset MappingHistory of Education Reform

Infrastructure and FacilityTransportationFacility FinancingFood and Nutrition/HealthCommunication Systems

CurriculumCurriculumSpecial EducationEnglish Language LearnersBelow Grade LevelAt-Risk

School CultureSupervisionSchool CultureSchool GrowthUse of TimeProfessional DevelopmentOrg. DevelopmentStudent DisciplineCode of Conduct

Planning and RenewalAction PlanningCharter RenewalStrategic Planning Accountability Plan

Ongoing TrainingResidencySchool VisitsBoard of TrusteesWriting WorkshopsComputer TechnologyCommunity DevelopmentProfessional LearningCommunity Leadership

126 High-quality defined by high-performing. The schools where fellows are placed in a residency, on average, reflect student proficiency numbers above 80%.

34

APPENDIX G

Articles of Incorporation

35

36

37

APPENDIX HSample Parent Satisfaction Surveys

0

Capitol Collegiate Academy127

2011-2012 Parent/Guardian Survey

Dear Parent/Guardian:

Capitol Collegiate operates with the mission to prepare your child to compete, achieve, and lead in high school and in college. We remain grateful for your support in this effort. In order to be able to provide the best education to your child, we need your feedback. Please complete this survey and return to your child’s teacher.

In partnership,Capitol Collegiate Staff

I. How satisfied have you been with the following aspects of Capitol Collegiate Academy? V

ery

Satis

fied

Satis

fied

Neu

tral

Dis

satis

fied

Ver

y di

ssat

isfie

d

Doe

s N

ot A

pply

(i.

e. n

o an

swer

)

a Academic standards and expectations for students □ □ □ □ □ □

b Classroom management and student behavior □ □ □ □ □ □

c Quality of the school’s administration □ □ □ □ □ □

d Quality of the teachers □ □ □ □ □ □

e Quality of the instruction □ □ □ □ □ □

f Level of individualized support for students □ □ □ □ □ □

g Expectations of parents/guardians □ □ □ □ □ □

h Level of communication with parents/guardians □ □ □ □ □ □

i Level of parental/guardian involvement □ □ □ □ □ □

j School safety □ □ □ □ □ □

k School hours □ □ □ □ □ □

l School calendar □ □ □ □ □ □

m Nutrition (breakfast, lunch) □ □ □ □ □ □

n School building □ □ □ □ □ □

o Level of your child's engagement in school □ □ □ □ □ □

p Your child's overall progress at Capitol Collegiate □ □ □ □ □ □

q Overall program at Capitol Collegiate Academy □ □ □ □ □ □

127 We thank Equitas Academy for sharing this sample parent survey.

1

III. Why did you choose to send your child to Capitol Collegiate (please check all that apply)

Higher academic standards □ Capitol Collegiate has stricter discipline □

Small size of school and/or classes □ Child was doing poorly at old school □

Better teachers □ More attention to special needs □

Capitol Collegiate is a safer school □ Location of the school □

IV. Please list three strengths of Capitol Collegiate.

2.

3.

4.

V. Please list three areas in which Capitol Collegiate can improve.

1.

2.

3.

VI. Please provide any other comments, feedback or information.

Thank you for your feedback!

2

Capitol Collegiate Academy2011-2012 Special Education Family Survey

Please note: this questionnaire is an important part of the assessment of our performance and of the overall development of the school. We cannot overstate how helpful it would be to receive a completed survey from you. Thank you so much for your comments!

1. How satisfied have you been with the following aspects of the Approach to Student Support at Capitol Collegiate?

Ver

y Sa

tisfie

d

Satis

fied

Unc

erta

in

Not

too

satis

fied

Qui

te d

issa

tisfie

d

Doe

s n

ot a

pply

(n

o an

swer

)

A. Class size

B. Instruction

C. Focus on student’s study and organizational skills

D. Consultations with Special Education teachers

E. Consultations with school nurse

F. Consultations with school counselor

G. Afterschool tutoring program

H. Homework support

I. The staff’s accessibility and openness

J. Communication between school and home

K. Detailed progress reports

L. Detailed report cards

M. Saturday School Program

N. Referrals and opportunities for enrichment programs

O. Individualized schedules as needed

P. Independent Reading Time

3

2. How satisfied have you been with the following aspects of the Approach to Special Education at Capitol Collegiate?

Ver

y Sa

tisfie

d

Satis

fied

Unc

erta

in

Not

too

satis

fied

Qui

te d

issa

tisfie

d

Doe

s n

ot a

pply

(n

o an

swer

)

A. Small class size that allows teachers to make reasonable accommodations for students with disabilities and learning differences

B. Professionalism of teaching staff

C. Focus on student’s study and organizational skills

D. Consultations with Special Education service providers

E. Availability of specialists

F. Availability of supplementary aids such as portable keyboards

G. Availability of teaching assistants for identified students

H. Previewing program in core content areas

I. Reading and writing instruction

J. Individualized math instruction

K. Professionalism of specialists such as occupational therapists, speech and language pathologist, and school psychologist

L. Assessments appropriately selected and interpreted for students referred for evaluation

M. Assessments completed by appropriately credentialed and trained specialists

N. Assessments provided as written reports with, when appropriate, recommendations

O. Student participation in general and district-wide assessment programs (Stanford-10) and Individual Education Plan (IEP) Team’s designation of how each student will participate

P. Team process and parental participation in developing IEP

Q. School distribution of current copies of Family Rights Brochures

R. School protection of the confidentiality of student records

S. School securing of parental consent in accordance with state and federal laws

4

T. Consideration of student’s behavior, including positive behavioral interventions, ability to follow school discipline codes, and any needed code modifications for a student whose behavior impedes their learning

U. Families and students being provided with copies of Capitol Collegiate Family and Student Handbook annually, and Handbook specifies all procedures for suspension and procedures for suspension of students with disabilities

V. School follows all state and federal requirements regarding the provision of special transportation needs

W. All teachers and service providers are appropriately licensed, certified, board registered, or waived when applicable

3. What are the important reasons that you chose to send your

child to Capitol Collegiate? (please check all that apply)

Higher academic standards at Capitol Collegiate

Small size of school and/or classes

Better teachers at Capitol Collegiate

Capitol Collegiate is a safer school

Capitol Collegiate has stricter discipline

My child was doing poorly at his/her previous school

Less expensive than previous school

Location of the school

People told me Capitol Collegiate was a good school

My child’s old school was not meeting his/her special needs

2. What is your favorite thing about the Approach to Student Support and Special Education at Capitol Collegiate?

3. What is one thing you would like to change?

4. What is one specific event or activity that sticks out in your mind from the past year that makes you glad your child is enrolled at Capitol Collegiate?

5. Do you have any additional comments or recommendations for next year?

Please remember that if you and your family would be interested in writing a letter of recommendation on our behalf, regarding our work here at school, please send the letter directly to the Head of School. The letter can be of any length, covering any aspect of the school’s Student Support and Special Education program, summarizing how you think the school is performing. Thanks!

5

APPENDIX IFounding Board Member Expectations and Agendas

6

Capitol Collegiate AcademyFounding Board Job Description

Capitol Collegiate Academy (“Capitol Collegiate”) Founding Board will assist in building a charter school which will enable children grades K to 8 to achieve to the highest academic standards. This education will prepare them to succeed in high school and college and enable them to become leaders in their communities. The Founding Board will share a commitment to Capitol Collegiate’s core values and mission; will consist of 7-11 members; and will volunteer their skills, knowledge, and time to ensure completion of a winning charter application and the ultimate success of Capitol Collegiate in fulfilling its mission. Founding Board members typically transition to Governing Board members post charter approval.

Tasks will include: Assisting the development of the charter application Reviewing Capitol Collegiate’s business plan and creating a network of strategic partnerships Identifying and securing a school facility Cultivating meaningful relationships with organizations and community groups Reviewing and approving school policies Developing and perpetuating a Board of Directors to govern the school and maintain

accountability for the school’s management team from the receipt of our charter in April 2010128

All Founding Board members will be expected to: Commit approximately 6 hours per month to Capitol Collegiate-related work in the initial stages,

including meetings and projects; this will include weekly email contact with the Lead School Founder. This time commitment will decrease after authorization of the charter.

Participate in monthly in-person or phone Board meetings (in-person meetings once per quarter) Represent Capitol Collegiate at interviews conducted by the authorizing agency in March 2010* Participate in a one day-long board training provided by Building Excellent Schools Advocate for the mission and vision of Capitol Collegiate Capitalize on personal networks in support of financial, political, and organizational Capitol

Collegiate’s goals Utilize specific expertise in support of the goals of Capitol Collegiate Disclose any potential conflicts of interest, whether real or perceived to the Lead School Founder Engage in the development of Capitol Collegiate’s charter application prior to submission Support the decisions of the Capitol Collegiate Founding Board as a whole

Qualifications Firm belief in charter schools and in the mission of Capitol Collegiate Firm belief that all children can achieve the highest levels of academic excellence regardless of

the circumstances into which they are born Expertise in law, real estate, financial management, governance, marketing, fundraising, policy,

operations, technology, human resources, community organizing / outreach, or strategic planning Personal experience with entrepreneurship and/or working in diverse teams Willingness to leverage personal and profession networks on behalf of the school A deep commitment to improving the quality of education for children and the quality of life for

the community

128 Dates may vary from March – May.

7

Capitol Collegiate AcademyCharter School Founding Board

Job Description and Responsibilities

The Founding Board of Capitol Collegiate Academy (“Capitol Collegiate”) will assist in the development of an excellent charter school that will cultivate responsible scholars from the fifth through the eighth grades. Students will graduate Capitol Collegiate Academy with the essential

knowledge, skills, and character to lead in the high schools and colleges of their choice and actively participate as leaders in the Sacramento community.

Overview and Purpose:Founding Board Members must share an alignment and commitment to the mission and vision of an academically rigorous, highly disciplined, no excuses public charter school serving the students of Sacramento. Board members must be dedicated, unyielding, and entrepreneurial individuals willing to volunteer their expertise, connections, and time to the building of this school. The Founding Board will consist of 5-11 members who will serve one term that will begin as early as October 2009 and last until January 2010, when the full charter application will be submitted to the Sacramento Authorizer. It is our expectation that upon chartering, the majority if not all of founding board members will transition to the governing Board of Directors for staggered terms of two years.

Job Responsibilities:Members will come from a variety of different personal and professional backgrounds. As a collective group, bringing their individual areas of expertise, the Board will:

1. Develop the school’s mission, vision, strategy, and direction, while constructing an outstanding charter application.

With the Lead Founder and other advisors, the Founding Board must successfully articulate the need for this school in Sacramento and assist in collecting the resources necessary in support of both the school and the charter application.

2. Design the business, facilities, and operations plan, preparing the school for sound financial health.

In order to become an excellent, high-performing school, the financial and operational structure must be secure to maintain a viable organization, in both the short and long term.

3. Cultivate community support and galvanize a network of strategic partnerships. Founding Board Members are expected to work with the Lead Founder, educational advisors, and volunteers to help build meaningful relationships with individuals, parents, businesses, and organizations in Sacramento and leverage resources for the benefit of the school.

4. Submit the application and Recruit additional members for the school’s Board of Directors.Founding Board Members, headed by the Lead Founder, will be the formal body that submits the application and continues to recruit members for the Board of Directors once the charter is granted. Directors will formally hold the charter and be responsible for governing and sustaining the school. Founding Board Members will be the first candidates for this Board of Directors.

Capitol Collegiate Academy

8

Charter School Founding Board

Performance Expectations

By accepting a position as a Founding Board member of Capitol Collegiate Academy, I acknowledge that I have read and agree with the Performance Expectations listed below. I pledge to make every effort to meet or exceed these expectations.

All Founding Board Members will be expected to:

1. Govern the school by meeting the expectations detailed in Capitol Collegiate Academy bylaws and all legal responsibilities of Board membership and become an active Director if authorized.

2. Advocate for the school’s mission and vision while building public and private support for the school within the community and at any interview with the Authorizer.

3. Utilize their own reputation and credibility to promote the school’s values:

4. Collaborate with fellow board members, the Lead Founder, and the community to ensure that diverse perspectives are heard and incorporated into the application.

5. Steward prospective Directors, donors, partners, and volunteers and utilize personal and professional networks for the financial, organizational, and educational benefit of the school.

6. Contribute to the school at an annual level that is personally meaningful and appropriate.

7. Attend monthly Board meetings and participate actively and productively in discussions and votes.

8. Volunteer a maximum of eight hours a month for committees and consultation on application tasks.

9. Examine critical strategic questions and governance that supports the success of Capitol Collegiate Academy.

10. Disclose any potential conflicts of interest, whether real or perceived, to the rest of the Board and abide by any decisions the Board may make in the interest of the school.

Signed: ______________________________________________________

Date: ________________________________________________________

9

APPENDIX JFamily Outreach Flyers and Marketing Documents

10

11

12

APPENDIX KStudent Application

13

CAPITOL COLLEGIATE ACADEMYAPPLICATION FORM

2011-2012 SCHOOL YEAR

Accepting application for kindergarten students for the 2011-2012 school year.Located in South Sacramento, Capitol Collegiate Academy is open to all students in California. Any student who meets the following two criteria may apply: 1. The student is a resident of California. (Note: Preference will be given to students residing in the Sacramento City Unified School District boundaries and to siblings of current students.) 2. Prior to December 2nd 2011, student is at least

five years old.

Seats are limited. Apply Immediately. The application deadline is 5 PM on 4/14/2011.

Student Name:____________________________________________________________

Male or Female:________ Age:_________ Date of Birth:______________

Current School:_________________________ City of School:______________

Mother/Guardian Name:________________________________ □Lives w child (please check)

Work Number:____________________ Cell Number:________________________

Father/Guardian Name:________________________________ □Lives w child (please check)

Work Number:________________________ Cell Number:_____________________

Home Number:______________________ Email:____________________________

Home Address:____________________________________________________________Street number and name City State Zip Code

Please indicate whether the applicant’s sibling is applying to Capitol Collegiate Academy for the fall of 2011. Please note that each child needs to submit a separate application.

Name:_______________________________ Age:____________

14

CAPITOL COLLEGIATE ACADEMY

APLICACIÓNAÑO ESCOLAR 2011-2012

Estamos aceptando aplicaciones para estudiantes de kinder.Localizada en el barrio de South Sacramento La Academia Capitol Collegiate está disponible para los estudiantes de California. Cualquier familia que cumple con los siguientes requisitos puede solicitar admisión: 1. El/la estudiante deber ser residente de California. (Nota: Se dará preferencia a los hermanos de los que ya son estudiantes de la Academia equitas y los estudiantes que viven en el distrito escolar de Sacramento.) 2. El estudiante deber de tener cinco años, antes de el segundo de diciembre, 2011.

Los espacios son limitados. Por favor solicite inmediatamente. El último día para entregar las aplicaciones es el 4/14/2011 a las 5 en la tarde.

Nombre de Estudiante________________________________________________

Niño or Niña:________ Edad:_________ Fecha de Nacimento:____________

Escuela Actual:__________________ Cuidad de la Escuela:_________________

Nombre de Madre/Encargado:___________________________ □Vive con el niño/a (por favor marque)

Número del Trabajo:______________ Número de Celular:___________________

Nombre de Padre//Encargado:_______________________ □Vive con el niño/a (por favor marque)

Número del Trabajo:_____________ Número de Celular:___________________

Número de la Casa:_________________ Email:_________________________

Dirección de la casa_________________________________________________Calle y número Cuidad Estado Código Postal

Por favor indique si el hermano/a del solicitante está solicitando entrada a Capitol Collegiate para el otoño 2011. Por favor llene una solicitud para cada estudiante.

Nombre:_____________________________ Edad:________________

15

APPENDIX LBudget, Cash Flow, and Financial Projections

Please see attachment: Budget, Cash Flow, and Financial Projections

APPENDIX MLetters of Support

January 12, 2010

To the Members of the Sacramento City Unified School District:

As the Director of Alumni Affairs at Teach For America-Bay Area, I am pleased to extend my support for Capitol Collegiate, a proposed charter school in Sacramento. Penny Schwinn, Capitol Collegiate’s founder, is an alumna of Teach For America.

Propelled by the belief that the problem of educational inequity demands continually innovative solutions that directly serve students, Teach For America partnered with Building Excellent Schools to support alumni interested in founding schools that are these solutions. Last September, after completing both her commitment to Teach For America in Baltimore, studies at USC and a position at another Sacramento school, Ms. Schwinn applied and was accepted into Building Excellent Schools, a highly competitive, national Fellowship program that supports the development of high performing urban charter schools. Penny was one of four Fellows accepted for this prestigious program from hundreds of applicants.

Ms. Schwinn’s blend of both instructional expertise and management theory and practice sets her apart as a school founder and leader, and we are confident that her classroom experience, graduate education, Building Excellent Schools’ Fellowship programm and Teach For America’s ongoing support will ensure that Capitol Collegiate achieves its vision for students in Sacramento.

One way Teach For America will help Capitol Collegiate execute its responsibilities is by providing Ms. Schwinn with the opportunity to recruit highly qualified teachers with mission, vision, and core value alignment from a nationwide pool of several thousand alumni who have chosen to stay in the classroom beyond their two-year commitments to Teach For America. She will have access to a number of different outlets for marketing her positions including an active alumni job board and monthly teaching newsletters that highlight featured opportunities regionally and nationally. Furthermore, Teach For America offers its alumni school leaders a robust teaching resume collection comprised of hundreds of resumes rated “good” or “excellent” and submitted by fellow alumni pursuing teaching positions in the Bay Area. On behalf of Teach For America, it is my pleasure to highly recommend Capitol Collegiate and its founder, Penny Schwinn, for approval by the Sacramento City Unified School District. If I can provide any additional information on her qualifications or Teach For America’s partnership with Building Excellent Schools, please do not hesitate to contact me. I can be reached at 415-320-3117 or leslie.garner@teachforamerica.org.

Sincerely,

Leslie GarnerDirector of Alumni Affairs

January 21, 2010

Dear Sacramento City Unified School District Board of Education Members:

I am writing to express enthusiastic support of Capitol Collegiate Academy, a proposed K-8 public charter school seeking to open in Sacramento next year.

As someone who has been working a teacher, scholar and educator in California’s public higher education system for two decades, and someone who served on the Board of a Knowledge is Power Program (KIPP) middle school in San Francisco for a few years over the last decade, I am excited about what Capitol Collegiate Academy can bring to the region and beyond. During the years I was involved with KIPP in San Francisco, I saw tremendous academic progress among the at-risk community of students we served, and I am hopeful similar progress is achievable relatively quickly in Sacramento.

Because of my interest in the Sacramento region and in public education, I (along with my Dean, Kevin Johnson) met with Penny Schwinn for an hour or so last year here at UC Davis to learn about her goals and her strategies. Kevin and I both came away very impressed by Ms. Schwinn’s energy, professionalism, dynamism and intellect. From what I have seen, I have every reason to be optimistic about her chances for big success in this venture. I am also personally committed to helping (and encouraging others here at the UC Davis School of Law to help) the new Academy by, among other things, facilitating guest lectures and after-school tutoring opportunities

If there is any more helpful information I might provide, please do not hesitate to call on me. I can be reached at the email address and phone number below.

I very much hope that you will give Capitol Collegiate Academy’s application very serious consideration, and that the Academy becomes a reality soon.

Best Wishes,

Vikram David AmarAssociate Dean for Academic Affairs andProfessor of LawUC Davis School of Lawvdamar@ucdavis.edu(925) 858-8855 (cell)

APPENDIX NScope and Sequence Based on California State Standards

Capitol Collegiate Academy Scope and Sequence: English Language Arts

Kindergarten English Language Arts includes the communication skills of speaking, listening, reading and writing. Kindergarten curriculum will include word analysis (concepts about prints, phonemic awareness, and decoding and word recognition), develop fluency, vocabulary and concept development. In reading comprehension, students will identify basic facts and ideas of what they have read and heard. Students will locate the structural features of informational materials (title, table of contents, author, and illustrator), comprehension and analysis of grade level text. For literary response and analysis, students will identify the narrative genre, identify key features (character, setting, and important event). In writing, students will write legible sentences using organization and focus.

In addition, students will:use letters and phonetically spelled words to write about experiences and storeswrite consonant-vowel-consonant wordswrite from left to right and top bottomuse upper and lower case letter and proper spacingwrite and speak with a command of standard English conventionsuse complete sentences when speakingspell using the sounds of the alphabet and knowledge of letter nameslisten and respond to oral communicationrespond to one and two step oral direction and share information and ideas in coherent sentencesdeliver oral presentations describing people, places, and things, recite short poems, rhymes, and songs and relate an experience in logical sequences orally

In all grades, English language development for English Learners will follow students English language development levels in regards to speaking, listening, reading, and writing.

First GradeEnglish Language Arts includes the communication skills of speaking, listening, reading and writing. Building on the Kindergarten curriculum, first graders will include word analysis (concepts about prints, phonemic awareness, and decoding and word recognition); develop fluency, vocabulary and concept development. In reading comprehension, students will read grade level appropriate materials and use a variety of comprehension strategies like use of essential questions, predicting, and comparing information. Students will locate the structural features of informational materials. For literary response and analysis, students will identify the narrative genre, identify key features (elements of plot, setting, beginning, middle, engage in book talks).

In addition, students will:write sentences and paragraphs with a central theme and focuswrite brief narrative and expository descriptionswrite and speak in complete and coherent sentences

use grammar, punctuation, capitalization, and correct spelling of three and four letter short vowel works and grade level sight word correctlylisten and respond to oral communicationdeliver brief recitations and oral presentationsrecite poems, rhymes, songs and stories

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

Students will:read aloud fluently and accurately and with appropriate intonation and expressionunderstand and explain common antonyms and synonymsuse knowledge of individual words in unknown compound words to predict their meaningknow the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly)read and understand grade-level-appropriate material They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).use titles, tables of contents, and chapter headings to locate information in expository textstate the purpose in reading (i.e., tell what information is sought)use knowledge of the author's purpose( s) to comprehend informational textask clarifying questions about essential textual elements of exposition (e.g., why, what if, how)restate facts and details in the text to clarify and organize ideasread and respond to a wide variety of significant works of children's literaturedistinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). compare and contrast plots, settings, and characters presented by different authorscompare and contrast different versions of the same stories that reflect different cultureswrite clear and coherent sentences and paragraphs that develop a central ideause the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions)group related ideas and maintain a consistent focuscreate readable documents with legible handwritingunderstand reference materials (e.g., dictionary, thesaurus, atlas)revise original drafts to improve sequence and provide more descriptive detailwrite compositions that describe and explain familiar objects, events, and experiencesstudent writing demonstrates a command of standard American Englishwrite brief narratives based on their experienceswrite a friendly letter complete with the date, salutation, body, closing, and signaturewrite and speak with a command of standard English conventions appropriate to this grade level

identify and correctly use various parts of speech, including nouns and verbs, in writing and speakinguse correct punctuation, commas and quotation marks and capitalizationspell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why) and basic short- vowel, long-vowel, controlled, and consonant-blend patterns correctlylisten critically and respond appropriately to oral communicationdetermine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment)organize presentations to maintain a clear focusspeak clearly and at an appropriate pace for the type of communicationretell stories, including characters, setting, and plotdeliver brief recitations and oral presentationsrecount experiences or present storiesreport on a topic with facts and details, drawing from several sources of information

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

Students will:use complex word families when reading (e.g., -ight) to decode unfamiliar wordsdecode regular multi-syllabic wordsread aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expressionuse knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of wordsuse word context to find the meaning of unknown wordsuse a dictionary to learn the meaning and other features of unknown wordsuse knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixesstudents read and understand grade-level-appropriate materialuse structural Features of Informational Materialsask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the textrecall major points in the text and make and modify predictions about forthcoming informationdistinguish the main idea and supporting details in expository textfollow simple multiple-step written instructions (e.g., how to assemble a product or play a board game)distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters)distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction)comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the worldwrite clear and coherent sentences and paragraphs that develop a central ideause stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions)write a paragraph with a topic sentence, supporting fact and details

write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentenceuse reference materialsrevise drafts to improve the coherence and logical progression of ideas by using an established rubricwrite compositions that describe and explain familiar objects, events, and experienceswrite narratives with plotwrite descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experienceswrite personal and formal letters, thank-you notes, and invitations (with date, proper salutation, body, closing, and signature)understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speakingidentify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speakingidentify and use past, present, and future verb tenses properly in writing and speakingidentify and use subjects and verbs correctly in speaking and writing simple sentencesuse correct punctuation and capitalizationspell correctly one-syllable words that have blends, contractions, compounds, orthographicretell, paraphrase, and explain what has been said by a speakerorganize ideas chronologically or around major points of informationprovide a beginning, a middle, and an end, including concrete details that develop a central ideause clear and specific vocabulary to communicate ideas and establish the tonedeliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statementmake brief narrative presentations:plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tonemake descriptive presentations

Fourth GradeStudents understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

Students will:read narrative and expository text aloud with grade-appropriateapply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrasesuse knowledge of root words to determine the meaning of unknown words within a passageuse appropriate strategies when reading for different purposes(e.g., full comprehension, location of information, personal enjoyment)make and confirm predictions about text

evaluate new information and hypotheses by testing them against known information and ideascompare and contrast information on the same topic after reading several passages or articlesdistinguish between cause and effect and between fact and opinion in expository textdescribe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy talesidentify the main events of the plot, their causes, and the influence of each event on future actionsdefine figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary worksselect a focus in writing, an organizational structure, and a point of view based upon purpose, audience, length, and format requirementswrite multiple-paragraph compositions with an introductory paragraph, a central idea with a topic sentence, supporting paragraphs with simple facts, details, and explanations, concluding a paragraphwrite fluidly and legibly in cursive or joined italicuse research and technologyedit and revise selected draftswrite narratives with sensory detailswrite responses to literature:write information reportswrite summarieswrite simple and compound sentences in writing and speakingidentify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speakinguse correct punctuation and capitalization and spellingsummarize major ideas and supporting evidence presented in spoken messages and formal presentationspresent effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidencedeliver brief recitations and oral presentationsdeliver narrative presentationsdeliver informational presentationsrecite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues

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

Students will:read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expressionuse word origins to determine the meaning of unknown wordsunderstand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usablediscern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas

identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purposeidentify the main problem or conflict of the plot and explain how it is resolvedcreate multiple-paragraph expository compositionswrite narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genrewrite narrativeswrite responses to literature, research reports about important ideas, issues, or events, persuasive letters or compositionswrite and speak with a command of standard English conventions appropriate to this grade levelUse proper grammar, punctuation capitalization and spellingdeliver narrative presentationsdeliver informative presentations about an important idea, issue, or eventdeliver oral responses to literature

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

Students will:read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expressionuse word origins to determine the meaning of unknown wordsunderstand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usablediscern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideasdistinguish facts, supported inferences, and opinions in textidentify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purposeconduct narrative analysis of grade-level-appropriate and literary criticismcreate multiple-paragraph narrative composition, multiple paragraph expository compositionsuse research and technology in writingedit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentenceswrite narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genreresponses to literature, research reports about important ideas, issues, or events, and persuasive letters or compositionswrite and speak with a command of standard English conventions appropriate to this grade level by using proper grammar, punctuation, capitalization, and spellingdeliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience and evaluate the content of oral communication

select a focus, organizational structure, and point of view for an oral presentationidentify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messagesdeliver narrative presentations, informative presentations about an important idea, issue, or event by the following means and oral responses to literature

Capitol Collegiate Academy Scope and Sequence: Mathematics

Kindergarten By the end of kindergarten, students understand numbers, quantities, and simple shapes. They count, compare, describe and sort objects, and develop a sense of properties and patterns.The Kindergarten curriculum is based on the CA content standards and the Saxon Math Series.

Students will:understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement):compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the othercount, recognize, represent, name, and order a number of objects (up to 30)know that the larger numbers describe sets with more objects in them than the smaller numbers haveunderstand and describe simple additions and subtractionsuse concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10)use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places:recognize when an estimate is reasonablesort and classify objectsidentify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red)understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties:compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more)demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar)name the days of the weekidentify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o'clock; bedtime is 8 o'clock at night)

identify common objects in their environment and describe the geometric featuresidentify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone)compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners)collect information about objects and events in their environmentpose information questions; collect data; and record the results using objects, pictures, and picture graphsidentify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colorsmake decisions about how to set up a problemdetermine the approach, materials, and strategies to be useduse tools and strategies, such as manipulatives or sketches, to model problemssolve problems in reasonable ways and justify their reasoningexplain the reasoning used with concrete objects and/ or pictorial representationsmake precise calculations and check the validity of the results in the context of the problem

First GradeBy the end of first grade, students understand and use the concept of ones and tens in the place value number system. Students add and subtract numbers; they measure with simple units and locate objects in space. Saxon Math includes 5 instructional components: the Meeting, the Lesson, written practice, number fact practice, and assessments. Each day, the Meeting is where students practice skills related to calendar, counting, patterning, mental computation, temperature, and time, and money, problem solving and reading a graph. Lessons are taught through group activities and reinforced through guided and independent practice worksheets. The students graph data, tell time, count money, learn ordinal positions, master basic adding and subtraction, begin multiplication and division, learn basic geometry, measure weight and height, find perimeter area, estimate, identify fractions and patterns.

Students will:describe dataanalyze and solve simple problemsunderstand and use numbers up to 100demonstrate the meaning of addition and subtractionuse addition and subtraction operations to solve problemsuse estimation strategies in computation and problem solvinguse estimation in the ones, tens, and hundreds placesuse number sentences with operational symbols and expressions to solve problemsuse direct comparison and nonstandard units to describe the measurements of objectsidentify common geometric figuresclassify them by common attributesdescribe their relative position or their location in spaceorganize, represent, and compare data by category on simple graphs and chartssort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colorsmake decisions about how to set up a problem

Second GradeBy the end of second grade, students understand place value and number relationships in addition and subtraction and they use simple concepts of multiplication. They measure quantities with appropriate units. They classify shapes and see relationships among them by paying attention to their geometric attributes. They collect and analyze data and verify the answers. Using Saxon Math, the students compare and order numbers; identify place value and ordinal position to twentieth; identify and complete patterns; solve routine and non-routine problems; master all basic addition, subtraction, multiplication, and division facts; add/subtract multi-digit numbers; multiply a multi-digit number by a single digit number; divide by a single-digit divisors; add positive/negative numbers; picture/name/order fractions; subtract fractions with common denominators; measure to the nearest quarter inch, millimeter, foot and yard; identify volume; compare and measure mass; tell time; measure perimeter and area; determine elapsed time; count money; make change from a dollar; graph ordered pairs; tally, and create, read, and write observations from real graphs, pictograph, bar graphs, Venn diagrams, and line graphs.

Students will:understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000estimate, calculate, and solve problems involving addition and subtraction of two- and three-digit numbersmodel and solve simple problems involving multiplication and divisionunderstand that fractions and decimals may refer to parts of a set and parts of a wholemodel and solve problems by representing, adding, and subtracting amounts of moneyuse estimation strategies in computation and problem solving that involve numbers that use the ones, tens, hundreds, and thousands placesmodel, represent, and interpret number relationships to create and solve problems involving addition and subtractionunderstand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unitcomparing measurement unitsidentify and describe the attributes of common figures in the plane and of common objects in space collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations

Third GradeBy the end of third grade, students will learn about place value and their computation skills with addition, subtraction, multiplication, and division of whole numbers. In Saxon Math: the students become proficient in math through the Saxon method of incremental development and continual review. The students: read, write, compare, and order large numbers; master all basic addition, subtraction, multiplication, and division facts; and work with fractions, decimals, and percents. The student will add columns of numbers, find missing addends, and add and subtract three-digit numbers with regrouping. Multiplication problems include carrying, and multiplying a three-digit number by a two-digit number.

Students will:complete division problems with up to three-digit answers

solve problems with and without remaindersestimate, measure, and describe objects in spaceuse patterns to help solve problemsrepresent number relationships and conduct simple probability experimentsunderstand the place value of whole numberscalculate and solve problems involving addition, subtraction, multiplication, and divisionunderstand the relationship between whole numbers, simple fractions, and decimalsselect appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationshipsrepresent simple functional relationshipschoose and use appropriate units and measurement tools to quantify the properties of objectsdescribe and compare the attributes of plane and solid geometric figuresshow relationships between geometric figures and solve problemsconduct simple probability experiments by determining the number of possible outcomes and make simple predictions:make decisions about how to approach problemsuse strategies, skills, and concepts in finding solutionsmove beyond a particular problem by generalizing to other situations

Fourth GradeBy the end of fourth grade, students understand large numbers and addition, subtraction, multiplication, and division of whole numbers. They describe and compare simple fractions and decimals. They understand the properties of, and the relationships between, plane geometric figures. They collect, represent, and analyze data to answer questions. In Saxon Math, the students become proficient through the Saxon method of spiraling the lessons to include incremental development and continual review, which consists of incremental introduction of topics, continual review of topics, increased in complexity and practiced daily. Problem solving is emphasized as students are called upon to apply math techniques and tools to real math situations through word problems. Saxon Math includes whole number concepts and computation, mental computation, patterns and functions, measurement, and statistics and probability. Work with fractions, mixed numbers, decimals, and geometry is developed significantly.

Students will learn:percentages and negative numbersplace value of whole numbers and decimals to two decimal placeswhole numbers and decimals relate to simple fractionsthe concepts of negative numbersextend their use and understanding of whole numbers to the addition and subtraction of simple decimalssolve problems involving addition, subtraction, multiplication, and division of whole numbersunderstand the relationships among the operationsfactor small whole numbersuse and interpret variables, mathematical symbols, and properties

write and simplify expressions and mathematical sentencesmanipulate equationsunderstand perimeter and areause two-dimensional coordinate grids to represent points and graph lines and simple figuresdemonstrate an understanding of plane and solid geometric objectssolve plan and solid geometric problemsorganize, represent, and interpret numerical and categorical datamake predictions for simple probability situationsuse strategies, skills, and concepts in finding solutionsmove beyond a particular problem by generalizing to other situations

Fifth Grade By the end of fifth grade, students increase their facility with the four basic arithmetic operations applied to fractions, decimals, and positive and negative numbers. They know and use common measuring units to determine length and area and know and use formulas to determine the volume of simple geometric figures. Students know the concept of angle measurement and use a protractor and compass to solve problems. They use grids, tables, graphs, and charts to record and analyze data. The Saxon method of incremental development and continual review is presented in daily lessons consisting of four components. The first component includes warm-up activities on facts practice, mental math practice, and a problem solving opportunity. The second is an explanation of the new incremental skill and concept. Practice problems of the new skill make up the third component. The fourth one is a set of problems covering previously presented skills and concepts and those of the current lesson. Lessons cover: basic operations and word problem analysis; operations with fractions, decimals, and percents; tables and graphs; the number line and coordinate plane; operations with integers; geometric concepts with angle measurement; units of measure; problem solving with estimation; compound interest; introduction to algebraic formulas; and roman numerals.

Students will:compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents, they understand the relative magnitudes of numbersperform calculations and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimalsuse variables in simple expressions, compute the value of the expression for specific values of the variable, and plot and interpret the resultsunderstand and compute the volumes and areas of simple objectsidentify, describe, and classify the properties of, and the relationships between, plane and solid geometric figuresdisplay, analyze, compare, and interpret different data sets, including data sets of different sizesmake decisions about how to approach problemsuse strategies, skills, and concepts in finding solutionsmove beyond a particular problem by generalizing to other situations

Sixth Grade

By the end of sixth grade, students have mastered the four arithmetic operations with whole numbers, positive fractions, positive decimals, and positive and negative integers; they accurately compute and solve problems. They apply their knowledge to statistics and probability. Students understand the concepts of mean, median, and mode of data sets and how to calculate the range. They analyze data and sampling processes for possible bias and misleading conclusions; they use addition and multiplication of fractions routinely to calculate the probabilities for compound events. Students conceptually understand and work with ratios and proportions; they compute percentages (e.g., tax, tips, interest). Students know about _ and the formulas for the circumference and area of a circle. They use letters for numbers in formulas involving geometric shapes and in ratios to represent an unknown part of an expression. They solve one-step linear equations.

Students will:compare and order positive and negative fractions, decimals, and mixed numberssolve problems involving fractions, ratios, proportions, and percentagescalculate and solve problems involving addition, subtraction, multiplication, and divisionwrite verbal expressions and sentences as algebraic expressions and equationsevaluate algebraic expressions, solve simple linear equations, and graph and interpret their resultsanalyze and use tables, graphs, and rulessolve problems involving rates and proportionsinvestigate geometric patterns and describe them algebraicallyidentify and describe the properties of two-dimensional figurescompute and analyze statistical measurements for data setsuse data samples of a populationdescribe the characteristics and limitations of the samplesdetermine theoretical and experimental probabilitiesuse probability to make predictions about eventsmake decisions about how to approach problemsuse strategies, skills, and concepts in finding solution:use generalization to solve other problems

Capitol Collegiate Academy Scope and Sequence: Science

Kindergarten Kindergarten students investigate the earth, life and physical investigation and experimentation. Students use scientific observation; learn about the world around us, matter, plants and animals, the earth, and weather.

Students will:learn about the properties of materials that can be observed, measured, and predictedlearn the Earth is composed of land, air, and waterknow characteristics of mountains, rivers, oceans, valleys, deserts, and local landformslearn the changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants

identify resources from Earth that are used in everyday life and understand that many resources can be conservedlearn that scientific progress is made by asking meaningful questions and conducting careful investigationsobserve common objects by using the five senses and describe the properties of common objects and the relative position of objects by using one reference (e.g., above or below), compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight), and communicate observations orally and through drawings

First GradePhysical Sciences—Materials come in different forms (states), including solids, liquids, and gases.Students will know:solids, liquids, and gases have different propertiesthe properties of substances can change when the substances are mixed, cooled, or heated

Life Sciences—Plants and animals meet their needs in different ways.Students will know:how different plants and animals inhabit different kinds of environmentsand have external features that help them thrive in different kinds of placesboth plants and animals need water, animals need food, and plants need lightanimals eat plants or other animals for food and may also use plants or even other animals for shelter and nestinghow to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats meat; flat teeth: eats plants)roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight

Earth Sciences—Weather can be observed, measured, and described.Students will know:how to use simple tools (e.g., thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasonsthe weather changes from day to day but that trends in temperatureor of rain (or snow) tend to be predictable during a seasonthe sun warms the land, air, and water

Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting careful investigationsStudents will know how to:develop their own questions and perform investigationsdraw pictures that portray some features of the thing being describedrecord observations and data with pictures, numbers, or written statementsrecord observations on a bar graphdescribe the relative position of objects by using two references(e.g., above and next to, below and left of)make new observations when discrepancies exist between two descriptions of the same object or phenomenon

Second GradePhysical Sciences—the motion of objects can be observed and measured.Students will know:the position of an object can be described by locating it in relation to another object or to the backgroundan object’s motion can be described by recording the change in position of the object over timethe way to change how something is moving is by giving it a pushor a pull, the size of the change is related to the strength, or the amount of force, of the push or pulltools and machines are used to apply pushes and pulls (forces) to make things moveobjects fall to the ground unless something holds them upmagnets can be used to make some objects move without being touchedsound is made by vibrating objects and can be described by its pitch and volume

Life Sciences—Plants and animals have predictable life cycles.Students will know:organisms reproduce offspring of their own kind and that the offspring resemble their parents and one anotherthe sequential stages of life cycles are different for different animals,such as butterflies, frogs, and micemany characteristics of an organism are inherited from the parents.Some characteristics are caused or influenced by the environmentvariation among individuals of one kind within a populationlight, gravity, touch, or environmental stress can affect the germination,growth, and development of plantsflowers and fruits are associated with reproduction in plants

Earth Sciences—Earth is made of materials that have distinct properties and provide resources for human activities.Students will know:how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of mineralssmaller rocks come from the breakage and weathering of larger rockssoil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plantsfossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studyingfossilsrock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use

Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting careful investigations.Student will:develop their own questions and perform investigationsmake predictions based on observed patterns and not random guessing

measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units

Third GradePhysical Sciences—Energy and matter have multiple forms and can bechanged from one form to another.Students will know:energy comes from the Sun to Earth in the form of lightsources of stored energy take many forms, such as food, fuel, and batteries machines and living things convert stored energy to motion and heatenergy can be carried from one place to another by waves, such as water waves and sound waves, by electric current, and by moving objectsmatter has three forms: solid, liquid, and gasevaporation and melting are changes that occur when the objects are heatedwhen two or more substances are combined, a new substance may be formed with properties that are different from those of the original materials all matter is made of small particles called atoms, too small to see with the naked eyepeople once thought that earth, wind, fire, and water were the basic elements that made up all matterscience experiments show that there are more than 100 different types of atoms, which are presented on the periodic table of the elements. light has a source and travels in a directionsunlight can be blocked to create shadowslight is reflected from mirrors and other surfacesthe color of light striking an object affects the way the object is seenan object is seen when light traveling from the object enters the eye

Life Sciences—Adaptations in physical structure or behavior may improve an organism’s chance for survival.Students will know:plants and animals have structures that serve different functions in growth, survival, and reproductionexamples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlandsliving things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficialwhen the environment changes, some plants and animals survive and reproduce; others die or move to new locationsorganisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today

Earth Sciences—Objects in the sky move in regular and predictable patterns.Students will know:patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasonsthe Moon’s appearance changes during the four-week lunar cycletelescopes magnify the appearance of some distant objects in the sky, including the Moon and the planets, the number of stars that can be seen through telescopes is dramatically greater than the number that can be seen by the unaided eye.

the Earth is one of several planets that orbit the Sun and that the Moon orbits Earththe position of the Sun in the sky changes during the course of the day and from season to season

Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting careful investigations.Students will:repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observationdifferentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmeduse numerical data in describing and comparing objects, events, and measurementspredict the outcome of a simple investigation and compare the result with the predictioncollect data in an investigation and analyze those data to develop a logical conclusion

Fourth GradePhysical Sciences—Electricity and magnetism are related effects that have many useful applications in everyday life.Students will know:how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbshow to build a simple compass and use it to detect magnetic effects,including Earth’s magnetic fieldelectric currents produce magnetic fields and know how to build a simple electromagnetthe role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphoneselectrically charged objects attract or repel each othermagnets have two poles (north and south) and that like poles repel each other while unlike poles attract each otherelectrical energy can be converted to heat, light, and motion

Life Sciences—All organisms need energy and matter to live and grow.Students will know:plants are the primary source of matter and energy entering most food chainsproducers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystemdecomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animalsliving organisms depend on one another and on their environment for survivalecosystems can be characterized by their living and nonliving componentsplants and animals survive well, some survive less well, and some cannot survive at allmany plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and sheltermost microorganisms do not cause disease and that many are beneficial

Earth Sciences— The properties of rocks and minerals reflect the processes that formed them.Students will know:how to differentiate among igneous, sedimentary, and metamorphicrocks by referring to their properties and methods of formation (the rock cycle)how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic propertieswaves, wind, water, and ice shape and reshape Earth’s land surfacechanges in the earth are due to slow processes, such as erosion,and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakesnatural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller piecesmoving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition)

Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting careful investigations.Students will:differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observationsmeasure and estimate the weight, length, or volume of objectsformulate and justify predictions based on cause-and-effect relationshipsconduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and resultsconstruct and interpret graphs from measurementsfollow a set of written instructions for a scientific investigation

Fifth GradePhysical Sciences —Elements and their combinations account for all the varied types of matter in the world.Students will know:during chemical reactions the atoms in the reactants rearrange to form products with different propertiesall matter is made of atoms, which may combine to form moleculesmetals have properties in common, such as high electrical and thermal conductivity, some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metalseach element is made of one kind of atom and that the elementsare organized in the periodic table by their chemical propertiesscientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arraysdifferences in chemical and physical properties of substances are used to separate mixtures and identify compoundsproperties of solid, liquid, and gaseous substances, such as sugar (C6HO6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon

12 dioxide (CO2)living organisms and most materials are composed of just a few elementscommon properties of salts, such as sodium chloride (NaCl)

Life Sciences—Plants and animals have structures for respiration digestion, waste disposal, and transport of materials.Students will know:many multi-cellular organisms have specialized structures to supportthe transport of materialshow blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissuesthe sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive systemthe role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladderhow sugar, water, and minerals are transported in a vascular plantplants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygenplant and animal cells break down sugar to obtain energy, a processresulting in carbon dioxide (CO ) and water (respiration)

Earth Sciences—Water on Earth moves between the oceans and land through the processes of evaporation and condensation.Students will know:the Earth’s water is present as salt water in the oceans, which cover most of Earth’s surfacewhen liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezingpoint of waterwater vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow

Life Sciences —Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials.Students will know:many multi-cellular organisms have specialized structures to supportthe transport of materialshow blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissuesthe sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive systemthe role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladderhow sugar, water, and minerals are transported in a vascular plantplants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygenplant and animal cells break down sugar to obtain energy, a process

resulting in carbon dioxide (CO ) and water (respiration)

Earth Sciences—Water on Earth moves between the oceans and land through the processes of evaporation and condensation.Students will know:most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surfacewhen liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezingpoint of waterwater vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snowthe amount of fresh water located in rivers, lakes, undergroundsources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of waterthe origin of the water used by their local communitiesenergy from the Sun heats Earth unevenly, causing air movements that result in changing weather patternsuneven heating of Earth causes air movements (convection currents)the influence that the ocean has on the weather and the role that the water cycle plays in weather patternsthe causes and effects of different types of severe weatherto use weather maps and data to predict local weather and know that weather forecasts depend on many variablesthe Earth’s atmosphere exerts a pressure that decreases withdistance above Earth’s surface and that at any point it exerts this pressure equally in all directionsthe solar system consists of planets and other bodies that orbit theSun in predictable pathsthe Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and heliumthe solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and cometsthe path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet

Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting careful investigations.Students will:classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteriadevelop a testable questionplan and conduct a simple investigation based on a student developed question and write instructions others can follow to carry out the procedureidentify the dependent and controlled variables in an investigationidentify a single independent variable in a scientific investigationexplain how a variable can be used to collect information to answer a question about the results of the experimentselect appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. Record data by using appropriate graphic

representations (including charts, graphs, and labeled diagrams) and make inferences based on those datadraw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusionwrite a report of an investigation that includes conducting

Sixth GradeFocus on Earth Sciences—Plate tectonics accounts for important features of Earth’s surface and major geologic eventsStudents will know:evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and mid-ocean ridges; and the distribution of fossils, rock types, and ancient climatic zonesEarth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic corelithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantleearthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surfacemajor geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motionshow to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonicshow to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.

Shaping Earth’s Surface—Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment.Students will know:water running downhill is the dominant process in shaping the landscape, including California’s landscaperivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patternsbeaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of wavesearthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats

Heat (Physical Sciences)—Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature.Students will know:energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objectsfuel is consumed, most of the energy released becomes heat energyheat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter)heat energy is also transferred between objects by radiation (radiation

can travel through space)

Energy in the Earth System— Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents.Students will know:the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cyclehow solar energy reaches Earth through radiation, mostly in the form of visible lightheat from Earth’s interior reaches the surface primarily through convectionconvection currents distribute heat in the atmosphere and oceansdifferences in pressure, heat, air movement, and humidity result in changes of weather

Ecology (Life Sciences)—Organisms in ecosystems exchange energy and nutrients among themselves and with the environment.Students will know:energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organismthrough food websmatter is transferred over time from one organism to others in the food web and between organisms and the physical environmentpopulations of organisms can be categorized by the functions they serve in an ecosystemdifferent kinds of organisms may play similar ecological roles in similar biomesthe number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition

Resources—Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation.Students will know:the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion processdifferent natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewablethe natural origin of the materials used to make common objects

Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting careful investigations.Students will:develop a hypothesisselect and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display dataconstruct appropriate graphs from data and develop qualitative statements about the relationships between variablescommunicate the steps and results from an investigation in written reports and oral presentationsrecognize whether evidence is consistent with a proposed explanation

read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale mapinterpret events by sequence and time from natural phenomena(e.g., the relative ages of rocks and intrusions)identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope)

Capitol Collegiate Academy Scope and Sequence: Social Studies

Kindergarten Students in kindergarten are introduced to Learning and Working Now and Long Ago where they learn about basic spatial, temporal, and causal relationships, emphasizing the geographic and historical connections between the world today and the world long ago. The stories include the concepts of courage, self-control, justice, heroism, leadership, deliberation, and individual responsibility. Historical empathy for how people lived and worked long ago reinforces the concept of civic behavior: how we interact respectfully with each other, following rules, and respecting the rights of others.

Students will:learn about what defines a good citizen involves acting in certain waysrecognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Libertymatch simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accountscompare and contrast the locations of people, places, and environments and describe their characteristicsput events in temporal order using a calendar, placing days, weeks, and months in proper order and students understand that history relates to events, people, and places of other times

First GradeA Child’s Place in Time and Space—Students in grade one continue a more detailed treatment of the broad concepts of rights and responsibilities in the contemporary world. The classroom serves as a microcosm of society in which decisions are made with respect for individual responsibility, for other people, and for the rules by which we all must live: fair play, good sportsmanship, and respect for the rights and opinions of others. Students examine the geographic and economic aspects of life in their own neighborhoods and compare them to those of people long ago. Students explore the varied backgrounds of American citizens and learn about the symbols, icons, and songs that reflect our common heritage.

Students will:describe the rights and individual responsibilities of citizenshipknow and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across timecompare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same

describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those placesunderstand basic economic concepts and the role of individual choice in a free-market economy

Second GradePeople Who Make a Difference—Students in grade two explore the lives of actual people who make a difference in their everyday lives and learn the stories of extraordinary people from history whose achievements have touched them, directly or indirectly. The study of contemporary people who supply goods and services aids in understanding the complex interdependence in our free-market system.

Students will:differentiate between things that happened long ago and things that happened yesterdayexplain governmental institutions and practices in the United States and other countriesunderstand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

Third GradeContinuity and Change—Students in grade three learn more about our connections to the past and the ways in which particularly local, but also regional and national, government and traditions have developed and left their marks on current society, providing common memories. Emphasis is on the physical and cultural landscape of California, including the study of American Indians, the subsequent arrival of immigrants, and the impact they have had in forming the character of our contemporary society

Students will:describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial contextdescribe the American Indian nations in their local region long ago and in the recent pastdraw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the landunderstand the role of rules and laws in our daily lives and the basic structure of the U.S. governmentdemonstrate basic economic reasoning skills and an understanding of the economy of the local region

Fourth GradeCalifornia: A Changing State—Students learn the story of their home state, unique in American history in terms of its vast and varied geography, its many waves of immigration beginning with pre- Columbian societies, its continuous diversity, economic energy, and rapid growth. In addition to the specific treatment of milestones in California history, students examine the state in the context of the rest of the nation, with an

emphasis on the U.S. Constitution and the relationship between state and federal government.

Students will:demonstrate an understanding of the physical and human geographic features that define places and regions in Californiadescribe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periodsexplain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehoodexplain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s, (e.g., the 1882 Chinese Exclusion Act)

Fifth GradeUnited States History and Geography: Making a New Nation— Students in grade five study the development of the nation up to 1850, with an emphasis on the people who were already here, when and from where others arrived, and why they came. Students learn about the colonial government founded on Judeo-Christian principles, the ideals of the Enlightenment, and the English traditions of self-government. They recognize that ours is a nation that has a constitution that derives its power from the people that has gone through a revolution that once sanctioned slavery, that experienced conflict over land with the original inhabitants, and that experienced a westward movement that took its people across the continent. Studying the cause, course, and consequences of the early explorations through the War for Independence and western expansion is central to students’ fundamental understanding of how the principles of the American republic form the basis of a pluralistic society in which individual rights are secured.

Students will:describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi Rivertrace the routes of early explorers and describe the early explorations of the Americas describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlersunderstand the political, religious, social, and economic institutions that evolved in the colonial eraexplain the causes of the American Revolutionunderstand the course and consequences of the American Revolutiondescribe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republictrace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems

know the location of the current 50 states and the names of their capitals

Sixth GradeWorld History and Geography: Ancient Civilizations—Students in sixth grade expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.

Student will:describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolutionanalyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush, Ancient Hebrews, Ancient Greece, India, China and Rome

APPENDIX OSample Curriculum Alignment Templates and Planning Documents

UNIT BACKGROUNDUnit Number and Title: Grade Level: Subject/Topic: Key Words: Length (in weeks / days): Quarter:

Unit Goals:Reading:Literature:Writing:

BRIEF SUMMARYHow will I measure my Unit Goal?

How will I measure progress toward the Unit Goal?

What is this unit covering?

UN

IT S

TA

ND

AR

DS

CLUSTERED UNIT STANDARDS(Selected from Prioritization Grid)

Standard Bloom’s P1 P2 P3

STAGE 1: BIG PICTURE PLANNING

Unit Plan – Enduring Understandings

Unit Plan – Essential Questions Unit Plan – Tasks

UNDERSTANDINGS: Big ideas? What specific understandings about them are desirable? What misunderstandings are predictable?

ESSENTIAL QUESTIONS: What provocative questions will foster inquiry, understanding, and transfer learning?

Students will know:

Students will be able to:

(M) = Mastery by end of this unit

Unit Vocabulary Familiar Vocabulary Applied Vocabulary Enduring Vocabulary

COMMON MISCONCEPTIONS: What common misconceptions do students have based on diagnostic data?

Misconception Clarification

STAGE 2: ASSESSMENT EVIDENCE

Performance Task Summary (See Performance Task Blueprint for each task at the end of this unit)

Student Self-Assessment

STAGE 3: LEARNING ACTIVITIES / RESOURCES

What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?

Consider the WHERE elements from the student’s perspective (Where is the work headed; Hook; Explore the subject in depth; Rethink, rehearse, revise; Evaluate)

Day # and Standard Objectives # days/minutes Instructional Choice/Lesson Notes Potential Misunderstandings

Essential Question:

Connection to School-Wide Initiatives

Character Education (Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship)

Empowerment Discussions

Leadership

STAGE 4: SEQUENCING AND SCAFFOLDING OBJECTIVES ON A CALENDAR

MonthMonday Tuesday Wednesday Thursday Friday

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PRE-K WORKING WITH WORDS BLOCK LESSON PLAN129

WORD STUDY PLAN (~35 min.

PR

E-P

LA

NN

ING

: KN

OW

, SO

, SH

OW

OBJECTIVE. What will your students be able to do?

CONNECTION TO THE SUMMER ACHIEVEMENT GOAL.How does the objective connect to the summer achievement goal?

SWBAT: say the sound “Bb,” identify words/objects that start with that sound, say that the words start with “B” (PK.WordStudy.Sounds-3b); write the letter B and b

When students begin to connect letters with their sounds, they will be taking a step towards learning to read.

ASSESSMENT. How will you know whether your students have made progress toward the objective? How and when will you assess mastery? For “SWBAT say the sound ‘’Bb’,”: observe and students say “B” during the guided and independent practice. For “SWBAT ,” identify words/objects that start with that sound, say that the words start with “B” : review student work samples from the independent practiceFor “SWBAT write the letter B and B”: review student work

KEY POINTS: TARGETED LETTERS.What letter(s) will you emphasize?

129 Capitol Collegiate would like to thank Teach For America for this sample lesson plan, from which we set a bar for our staff.

Bb “Bb” makes the /b/ sound. When we say /b/ we put our lips together and blow out a little air, almost like we’re

going to say /p/. But feel your throat when you say /b/. You can feel a vibration that you can’t feel when you say /p/.

You can tell which letter a word sounds with by listening to the sound at the beginning.

Words that start with “Bb” start with a /b/ sound. To write a capital B, start at the top and go straight down. Then come up and put two

bubbles on the B, to the right of the stick part.To write a lowercase b, start at the top and go straight down, but then only put one little bubble on the bottom!

LESS

ON

CY

LCE:

GO

OPENING. (3 min.) MATERIALS.

Teacher calls students to the rug. Set behavior expectations. Friends, I am so excited to talk to you today about some more letters. Letters are so important to us. We use them every day to read and write words in the world. I bet you already know some letters, but we’re going to learn some more letters here in summer school so that you can get smart for kindergarten. Let’s sing our ABC song to get ready for our letters. Lead students in singing the ABC song. Enunciate each letter name, especially in the LMNOP part of the song. Refer to posted alphabet while singing each letter (later in the weeks you can have a student point).

Now we’re going to review the letters we already know! Hold up index cards one at a time with the letters P, S, A, and T printed in capitals, and a key picture. Say the name of the letter, the picture, and the sound: P-pig-/p/ and have students repeat each after you.

Today we are going to learn a new letter, “Bb.” We are going play a game that helps us learn what words start with “Bb”!

Alphabet posted in the room.

Index cards with letters and key pictures

WHOLE GROUP INTRODUCTION OF NEW MATERIAL. (5 min.) MATERIALSI’m sure you all know lots of letters. Let’s look at our letter of the day, B. Watch me as I write capital B and lowercase b on the board. I’m going to write capital B first. I start at the top and go straight down. Then I come up and put two bubbles on the B, to the right of the stick part- that’s capital B. Let’s practice with our magic pencils in the air. Lead practice in air. If I want to write a lowercase b I start at the top and go straight down, but then I only put one little bubble on the bottom! Let’s practice with our magic pencils in the air. Lead practice in air.

B says /b/. When we say /b/ we put our lips together and blow out a little air, almost like we’re going to say /p/. But feel your throat when you say /b/. You can feel a vibration that you can’t feel when you say /p/. Let’s try it together: /b/ /b/ /b/. Do you feel that on your neck? Try saying /p/- you can’t feel it! Practice with me: /b/ /b/ /b/.

Chart paper & markers or whiteboard & markers or chalkboard & chalk

WHOLE GROUP GUIDED PRACTICE. (3 min.) MATERIALS

Let’s practice saying the sound /b/. To practice, we’re going to change our names so they begin with the sound /b/. Everyone will get a chance to change their name. I’ll go first. My name is Miss /h/ Harris. My new name is going to be Miss /b/ Barris. Everyone repeat after me. “ /b/ Barris”

Allow each student the opportunity to change his/her name. Have the class repeat the /b/ sound and the changed name after each student. Make sure each student says the /b/ sound. WHOLE GROUP INTRODUCTION OF NEW MATERIAL. (5 min.) MATERIALSNow for the B pictures. What sound does B make? That’s right, /b/. I have some cards here, and each one has a picture of something that starts with B. Repeat after me (hold up cards one by one, and say names of items on picture cards, having students repeat each one; post in pocket chart or chalk ledge after students say names). These all start with B, so we can hear the /b/ sound at the beginning of each word. /b/ /b/ /b/ bear…do you hear the /b/ sound?

Show students the Bb picture card (same as previous set- with letter and key picture) with a ball on it. This is our Bb card. Let’s practice- b-ball-/b/- say it with me: b-ball-/b/

“B” picture cards (ex: bear, boy, box, bee, ball, bat).

Bb key card

SMALL GROUP PRACTICE. (5 min.)

INDEPENDENT CENTERS (5 min.) MATERIALS

We know that letters make different sounds. We can tell which letter a word begins with by listening to the sound at the beginning. I’m going to mix up my picture cards, and say them one by one. When I say the name of the thing in the picture, I want you to tell me if you think it starts with a B, or a different letter. Remember to be a good learner on the carpet. Can ____ demonstrate how to be a good learner on the carpet?

Shuffle the picture cards, and hold them up one by one. Exaggerate the beginning sound when you say each picture. Ask: Does this start with B? Students should respond with “yes” or “no,” and you should separate the cards into two groups. Tape them on the board or sort in pocket chart in a group for Bb, and a group of not Bb.

Now, I will hold up two different pictures at the same time. One starts with B and one does not. Tell me which one starts with B, and which one does not.

You should separate the cards into two groups based on the students’ response and tape them on the board or sort in pocket chart as above.

Look friends, we sorted the pictures by the sound that these things start with. When you say the word, you can listen for the beginning sound and think about what letter makes that sound. All of these pictures start with Bb- /b/ [say picture names]. We can hear the /b/ sound at the beginning of each of these things’ names

Remediation: If the students seem to be having trouble, have them sit with you during the Independent

Make sure to keep your eyes on you own paper, and keep quiet. When you are done, raise your hand. ____ please show the class how smart scholars work quietly by themselves so that they become good readers. Objective: SWBAT write the letter B and b.Activity: Students use letter tracing paper to practice writing upper- and lower-case letter B. Materials: Alphabet Letter Tracing worksheet

“B” picture cards and equal number of “non-B” picture cards

Group One: Students in Small Group First (Catrina, Toi, Marvin, Anthony, Gabrielle)

Group Two: Students in Centers First (Johnny, Carmen, Etion, Sylvia, Terrence, Stan)

INDEPENDENT PRACTICE. (10 min.)How will you clearly state and model behavioral expectations? How will you structure the independent practice so that all students practice connecting the letter name, symbol, and sound? How will you provide opportunities for extension? (See “constructive phonics activities” on Elementary Literacy pp.67-68.) Why will students be engaged/interested?

MATERIALS

Now we’re going to try this on our own. Each of you will get a piece of paper with some pictures of things that start with either B, or a different letter. Your job is to say the name of each picture to yourself, and decide if it starts with B or with something else. If it starts with B, /b/, you can color it. If it starts with a different letter, you will cross it out with an X. Make sure to keep your eyes on you own paper, and keep quiet. When you are done, raise your hand. ____ please show the class how smart scholars work quietly by themselves so that they become good readers. Model one /b/ and one non-/b/ example using a blank worksheet. Send students to their seats, and use managers to pass out papers and crayons. While students are working, monitor their progress.

Remediation: If they seem to be having trouble, say the name of the picture and have them repeat it back to you. Then exaggerate the beginning sound and ask, “Does that start with B-/b/?”

Enrichment: Look around the classroom for things that start with B, and draw them on the back of their worksheet.

One copy of Blackline master for each student with 5 questions, crayons, completed activity for model,

CLOSING/TRANSITION. (2 min.)How will students summarize what they learned? How will students be asked to state the significance of what they learned?How will you provide all students with opportunities to demonstrate mastery of or progress toward the objective?Why will students be engaged/interested?

MATERIALS

Teacher calls students back to the rug. So today friends, we learned a new letter, Bb. We’ll be seeing Bb a lot, so let’s practice the sounds one last time. What does B say? B says /b/. What does a B look like? Lead students in call and response through the deck of picture cards.

Picture cards for B (could be same as before, taken off board)

R EHOMEWORK (if appropriate). How will students practice what they learned? Students should bring from home two objects that start with /b/ (like a box, ball, bean, balloon). We will post these on the Bb bulletin board.

CAPITOL COLLEGIATE WEEKLY SYLLABUS130

Foundations Academy

130 Capitol Collegiate’s Weekly Syllabus is adapted from Excel Academy and Roxbury Prep. We would like to acknowledge and thank them.

Week of: Subject: Teacher:

CA Learning Standards/Performance Skills: By the end of the week, students will be able to:

Monday Tuesday Wednesday Thursday FridayObjective: Students will be able to:

Agenda:

Homework:

CAPITOL COLLEGIATE WEEKLY SYLLABUSFutures Academy

Week of:

Course Title: Unit Title: Teacher:

CA Learning Standards/Performance Skills: By the end of the week, students will be able to:

Monday Tuesday Wednesday Thursday FridayObjective: Students will be able to:

Do Now:

Agenda:

Homework:

APPENDIX PTeacher Professional Development

Instructional Philosophy

The instructional philosophy of Capitol Collegiate is based upon the belief that the primary role of all staff is to create instructional learning opportunities based on goals, a sense of urgency, and a commitment to increasing student achievement. Administrators, teachers, and learning support staff shall participate in ongoing staff development in current instructional techniques to ensure that every student has the opportunity to reach his/her individual potential. All staff is expected to implement positive changes in their practices as a result of professional development.

Teacher Evaluation Philosophy

Teachers and the quality of their instruction are the critical link to improving schools and boosting student achievement. Successfully advancing student achievement requires creating and sustaining organizational structures in schools that focus on assessing and improving teaching and learning and creating cycles of continuous improvement. Teacher evaluation is one of these important structures.

Capitol Collegiate recognizes that teachers should be constantly working to improve their practice and need a structured and consistent network, school culture, and support system in order to do that. This type of environment will lead to consistent teacher improvement and subsequent increases in student achievement levels. Capitol Collegiate, in accordance with the latest research on teacher support and development, lists here a teacher evaluation process that focuses on multiple data points, differentiation in support, teacher networks and collaboration, as well as utilizing a comprehensive rubric with which to evaluate a teacher’s performance. This process must include student progress and achievement measures, planning and execution effectiveness, clear adherence to content standards and curricular objectives, and fostering a productive and goal-oriented learning environment.

The process and procedures listed here support an individualized system of teacher development and evaluation where each teacher is given the support he or she needs based on individual knowledge, skills, and mindsets regarding their work.

Guidelines for Design and Implementation

Specify that performance improvement is a strategic imperative Develop teaching standards and scoring rubrics (i.e., competency model) Prepare for added teacher and administrator workload Video-taping classroom practice and/or use of multiple evaluators Train and re-train evaluators Support teachers through feedback and professional development Align human resource management systems

Characteristics of Effective Teacher Development and Evaluation

In order to create an effective and transformative process of teacher support, development, and evaluation, we must first distinguish which characteristics will drive our practice. The following is an example list of ten such characteristics:

The process is goal-oriented and focuses on long-term development The process is informed by a commonly shared and understood set of professional standards, including a

comprehensive rubric with which to normalize our expectations The process connects standards and evaluations with individualized professional development plans and

is informed by multiple sources of data We engage in this work as a Professional Learning Community, working to share and implement best

practices in our work The process accommodates for all levels of teaching, ranging from beginning to proficient The process includes components that are both formative and summative in order to continuously gauge

the effectiveness of school and teacher practices All staff members participate in this process, both being evaluated and evaluating each other. In all

cases, staff members should see their role as supportive of the overall goal of student achievement The process allows all participants to draw from a variety of resources and encourages sharing those

resources with others Development plans are continuous from year to year, showing the progress of a teacher over his or her

time at the school All participants are given the time to complete evaluations and meetings during the official school day The findings provide strong support for a focus on school culture in the development of teacher

evaluation practices which actively support teaching and learning. All participants will be the origin of their own learning in most cases and have control over their

development.

Recognizing Differences Among Teachers

The purpose of evaluations at Capitol Collegiate is to provide support and professional development opportunities for all teachers, regardless of where they are in their instructional needs. Below is a snapshot of what that development could look like in four categories..*

Criteria for Category Potential Level of Support Needed

Category I: Beginning

Teachers in their first or second year Teachers in a pipeline-like program or still working on their

credentials through an alternative program

One short observation weekly Three formal observations each year Structured Professional Development Plan Regular follow-up and development meetings

Category II: New to Capitol Collegiate or Almost Proficient

The teacher is new to Capitol Collegiate and has taught more than three years in another school district

One short observation weekly Two formal observations each year Structured Professional Development Plan Follow-up and development meetings

Category III: Proficient

The teacher has been employed by Capitol Collegiate for three years -------------- OR ------------------

Teacher with three or more years of experience in another district and has successfully completed one year at Capitol Collegiate -------------- AND ------------------

The teacher earned Proficient or higher on the Capitol Collegiate Professional Teaching Standards Rubric with no more than one category below Proficient

One short observation weekly Two formal observations each year Structured Professional Development Plan Follow-up and development meetings

Category IV: Intensive Improvement

The teacher receives a rating of below standard on the Professional Teaching Standards.

Two or more observations weekly Three formal observations each year Structured Professional Development Plan Frequent follow-up and development meetings

Structures of Development and Evaluation

The support, development, and evaluation process should occur in a variety of aligned ways and include multiple data points. One of the ways to accomplish this is to ensure that there is a mixture of people involved in the process, each participating for a specific and different reason. Below is an outline of the different ways in which a teacher could have support during the school year.

Formal Development and Evaluation

Collegial Development

Summative Observation and Evaluation Includes forms, careful inspection, and

reporting of findings Requires meeting with teacher on findings

and observations; engages teacher in meaningful conversation

Peer Models Teacher-led process Peer Coaching and Collaboration Self-directed

Professional Planning and Development Plan created by leadership and teacher

regarding areas of strength and areas for development

Establish year-long plan to engage teacher in areas of growth

Frequent meetings to hold both sides accountable for making effective changes

Continuum should include progress over complete time at Capitol Collegiate

Mentoring Novice teachers paired with proficient

veteran teachers Interactive and collaborative Pair directed Mentor teacher engages novice teachers as

colleague while working to develop them on a plan established between the two

Mentor teacher responsible for reporting to principal on teacher progress quarterly

Coaching Required for new and Intensive

Improvement teachers Coach guides teacher through data,

Staff Development School-wide development based on

common areas for improvement Space used for norming and establishing

reflections, and goal-setting expectations

Cycle of Teacher Support and Development

The entire process centers on the student achievement goals of the teacher. This is the process through which a teacher will work to improve their practice. It utilizes multiple points of data as the primary way to evaluate performance.

Continuum of Professional Development

Throughout the year, teachers will work through a continuum to inform their practice. The following is a general idea of the amount and level of support that teachers will receive and the frequency with which they will receive it.

We will also utilize the revised Bloom’s Taxonomy to develop teachers and measure growth. The teacher rubric is created so that each increasing level matches the cognitive development of learners. Once teachers are able to work at the upper levels of Bloom’s in their own practice, they will be considered Proficient.

Professional Teaching StandardsThe Professional Teaching Standards provide a clear picture for teachers, content leads, coaches, and evaluators of the skills, knowledge and professionalism that are expected of teachers who are employed by Capitol Collegiate. These standards are based on the best available research and the professional standards for teachers that have been issued as guidelines by high-performing charter schools and the California Department of Education.131 These standards will help to inform our teacher evaluation and support system and represent a tool by which the practices against which a teacher can assess her/his own job performance.

Group 1: Setting Big GoalsThis group measures the teacher’s ability to set justifiably ambitious academic goals. It represents a teacher’s ability to build on student prior knowledge, life experience and interests to achieve learning goals for the class. These goals should drive all classroom efforts and be aligned to the standards in a measurable, meaningful, and feasible way.

Group 2: Investing, Engaging, and Supporting All Students in LearningThis group measures a teacher’s ability to build student self-efficacy, invest them in their learning, and lead them to work hard towards classroom goals. This includes using a variety of instructional strategies, facilitating challenging learning experiences, engaging students in problem solving and critical thinking, encouraging students to apply concepts, and assisting students in becoming self-directed learners.

Group 3: Creating and Maintaining Effective Environments for Student LearningThis group measures a teacher’s ability to create a physical environment that engages students in meaningful learning activities, promote constructive interactions between students, maintain a safe learning space for all students, encourage all students to participate and effectively use instructional time.

Group 4: Designing Learning Experiences and Understanding and Organizing Subject MatterThis group measures a teacher’s knowledge of the subject matter and student development in their class. It includes the ability of a teacher to organize curriculum, interrelate ideas and information, extend student understanding, and make subject matter accessible to all students. It considers establishing goals, sequencing curriculum, designing plans, and adjusting plans according to engagement and achievement.

Group 5: Executing Lessons Effectively This group measures a teacher’s ability to clearly present academic content, facilitate student learning, and communicate high expectations and content to students. This includes checking for understanding, using class time effectively, and ensuring all students are actively participating.

Group 6: Assessing and Communicating Student LearningThis group evaluates a teacher’s ability to establish and clearly communicate learning goals for students. It includes collecting data about student performance, involving students in assessing their own learning, using data to inform instruction, communicating with students and families, and encouraging progress.

Group 7: Developing as a Professional EducatorThis group measures teacher reflections on their practice and their efforts to engage in their own professional development. It includes establishing professional learning goals, finding opportunities for development, working collaboratively with staff members, and maintaining a strong motivation and commitment to student achievement.

131 Capitol Collegiate would like to attribute the following sources, all of which helped to inform the development of this rubric: California Department of Education, Twin Rivers Unified School District, Sacramento City Unified School District, Knowledge Is Power Program (KIPP) Schools, Teach For America’s Teaching As Leadership Rubric, and the published rubrics of all state departments of education. In addition, the work of Linda Darling-Hammond, Jacob Adams, and the University of Southern California’s Rossier School of Education Department have all been helpful in shaping the draft of this document.

Professional Teaching Standards Rubric1. Setting Big Goals

Not Observed Developing Proficiency

Proficient Excellent Exemplary

1.1 Developing standards-aligned, measurable, meaningful, and feasible goals

Teacher Actions: No classroom goal

Student Actions: Students do not know

class goals

In Reflection: Does not know or

connect the importance of goals to student achievement

Teacher Actions: Attempts to set a class

goal, though it may not be ambitious or feasible

Student Actions Students are able to find

class goals

In Reflection: Explains the idea behind

the big goal and why it is important to have, but may not connect goals to standards

Teacher Actions: Adopts a pre-specified goal

that is ambitious and feasible for half the class

Student Actions. Most students know class

goals

In Reflection: Teacher explains how the

goal connects to standards, but may not know the specific knowledge and skills to achieve the goal

Teacher Actions: Designs goals that are

ambitious and feasible for most students as informed by many sources (standards, past performances, etc.)

Student Actions Students know class goals

In Reflection: Teacher generally explains

the skills and knowledge that each student needs in order to achieve the goal

Teacher Actions: Designs ambitious and feasible

goals for the class that would far exceed traditional expectations

Student Actions Students have internalized

individual and class goals

In Reflection: Teacher explains the specific

knowledge and skills that each student needs in order to reach the goal and the measurement tool by which the goal is judged

1.2 Connecting students’ prior knowledge, life experience, and interests with learning goals

Teacher Actions: Does not make any

connection between the learning goals and prior knowledge

Teacher does not ask for student questions or comments

Teacher has no information about students as learners

Student Actions: Questions why they

are learning the material or may not understand purpose

No student questions Students do not know

classroom goals

In Reflection: Does not consider

prior knowledge or experiences of students when reflecting on progress towards goal

Teacher Actions: Makes few connections

between learning goals and prior knowledge

Teacher asks few questions to monitor understanding

Teacher has limited information about students as learners

Student Actions: Questions why they are

learning the material or may not understand purpose

Few student questions Students can find

classroom goals, but do not know them

In Reflection: Teacher connects goals

with classroom in general after the goals have been created

Teacher Actions: Makes substantial and

sufficient connections to learning goals

Teacher answers student questions to ensure understanding

Teacher acquires information about students as learners

Student Actions: Students connect material

to their own experiences Students ask some

questions, usually clarifying questions

Students know classroom goals, but do not have individual goals

In Reflection: Teacher connects goals

with prior knowledge of students after the goals have been created

Teacher Actions: Teacher facilitates students

making connections to learning

Teacher builds on student questions for the class to extend understanding or modify instruction

Teacher acquires information about students as learners and considers this when developing class goals

Student Actions: Students connect material or

apply knowledge Ask many questions Students have created

individual goals or feel that they and their teacher know what is needed for success

In Reflection: Teacher considers prior

knowledge of students when creating goals

Teacher Actions: Teacher acts as facilitator to

student learning Teacher encourages students to

make their own connections to the learning goals

Uses questions to develop lessons and create meaningful learning

Acquires extensive information about individual students as learners from a variety of sources and uses these to help develop classroom goals.

Student Actions: Make clear connections and

apply knowledge Ask many questions about the

material and of each other Students feel that both they and

their teacher understand what is needed for the student to be successful. Students have created individual goals.

In Reflection: Teacher considers prior

knowledge of students when creating goals

2. Investing, Engaging, and Supporting All Students in LearningNot Observed Developing Proficiency Proficient Excellent Exemplary

2.1Develop students’ rational understanding that they can achieve by working hard (“I can”)

Teacher Actions: Does not attempt to

build students’ understanding that they can achieve through hard work

Student Actions: Students do not think

they are able to achieve or do not know how

In Reflection: Teacher does not think

students can achieve, even through hard work

Teacher Actions: Demonstrates an attempt

to develop students’ understanding that they can achieve by working hard

Student Actions: Some (25%) students

demonstrate a belief that they can achieve, primarily through their own motivation

In Reflection: Explains strategies for

developing a few students’ understanding that they can achieve

Teacher Actions: Uses the same small set

of teacher-centered strategies to build understanding that students can achieve through hard work

Student Actions: Most (50%+) students

demonstrate a belief that they can achieve

In Reflection: Explains strategies for

developing some students’ understanding that they can achieve through hard work

Teacher Actions: Chooses strategies using

small sub-groups of students to build understanding that students can achieve through hard work

Student Actions: Students generally

demonstrate a belief that they can achieve

In Reflection: Explains strategies for

developing students’ understanding that they can achieve through hard work

Teacher Actions: Chooses strategies based on

individual students and employs those to build understanding that students can achieve through hard work

Teacher ensures that students are surrounded by messages that hard work leads to success

Student Actions: All students demonstrate a

clear belief that they can achieve

In Reflection: Explains strategies for

developing students’ understanding that they can achieve through hard work and describes why it is important

2.2 Develop students’ rational understanding that they will benefit from achievement (“I want)

Teacher Actions: Does not attempt to

build students’ motivation to want to achieve with hard work

Student Actions: Students do not

demonstrate a desire to achieve and may not know how

In Reflection: Does not consider

strategies to motivate students to want to achieve or does not explain why it is important to do so

Teacher Actions: Demonstrates an attempt

to develop students’ motivation to want to achieve with hard work

Student Actions: Few students

demonstrate a desire to achieve and may not see the connection to working hard

In Reflection: Generally explains or

knows why it is important that students want to achieve, but may not consider strategies

Teacher Actions: Uses the same small set

of teacher-centered strategies to build motivation for students to want to achieve through hard work

Student Actions: Some students

demonstrate a desire to achieve

In Reflection: Explains key strategies

for developing some students’ understanding that they will benefit from achievement

Teacher Actions: Considers small sub-groups

of students when developing strategies and employs a series of integrated classroom strategies

Student Actions: Most students demonstrate a

clear desire to achieve

In Reflection: Accurately explains key

strategies for developing most students’ understanding that they will benefit from achievement

Describes why it is important to develop these beliefs

Teacher Actions: Considers individual students

when developing strategies and employs those when developing students’ understanding of what they will achieve with hard work

Student Actions Students demonstrate a clear

desire to achieve

In Reflection: Accurately explains key

strategies for developing students’ understanding that they will benefit from achievement

Describes why it is important to develop these beliefs

2.3 Engaging students in problem-solving, critical thinking, and other activities that make learning meaningful

Teacher Actions: Makes an inaccurate

assessment of the level of student engagement and does not assume responsibility for lack of engagement

No learning opportunities are provided for students to engage in problem solving, analysis or inquiry

Student Actions: Students do not appear

to be engaged in class and most are not participating in class activities

In Reflection: Does not

communicate the importance of student motivation or does not know how to motivate students

Teacher Actions: Makes a general

assessment of the level of student engagement that is not supported with details or evidence

Few learning opportunities are provided for students to engage in problem-solving, inquiry, and analysis

Student Actions The same small group of

students is actively involved in class; other students may participate in either written or verbal work (50%)

In Reflection: Communicates the

importance of student motivation, but may not know how to motivate students

Teacher Actions: Makes a generally

accurate assessment of the level of student engagement that is somewhat supported with details and evidence

Some learning opportunities are provided for students to engage in problem-solving, inquiry, and analysis

Student Actions: Some students are

actively involved in class (70%)

In Reflection: Communicates

motivation of small groups of students

Teacher Actions: Makes an accurate

assessment of the level of student engagement, supported with details and evidence

Learning opportunities and support are provided for students to engage in problem-solving, inquiry, and analysis

Student Actions: Most students are actively

involved in class

In Reflection: Clearly communicates

motivation of small sub-groups of students

Teacher Actions: Makes a thoughtful and

accurate assessment of the level of student engagement, supported with details and evidence

Learning opportunities are provided that extend student thinking and engage and support all students in problem solving, inquiry, and analysis

Student Actions: All students are actively

involved in class (asking and answering questions, completing all work, etc.)

In Reflection: Clearly communicates

individual student motivation

2.4 Promoting social development and group responsibility

Teacher Actions: Students’ social

development, self-esteem, and diversity are not supported

Student Actions: Students have no

sense of responsibility for each other

In Reflection: Teacher does not

consider ways to improve social development in the classroom and may not express its importance

Teacher Actions: Students respect each

other’s differences most of the time

Teacher provides limited opportunities for students to assume responsibility

Student Actions Students have some

responsibility for others Students work together

fairly well

In Reflection: Teacher recognizes the

importance of social development, but may

Teacher Actions: Classroom community

that generally shows students who have respect for differences, though few students assume leadership

Student Actions: Students work together

moderately well Some students take

responsibility for others

In Reflection: Teacher considers

limited, general ways to improve and sustain social development in the

Teacher Actions: Classroom community that

often shows students who have respect for many differences and where many students assume leadership

Student Actions: Students work independently

and collaboratively Students take responsibility

for themselves and their peers

In Reflection: Teacher considers the

performance of small subgroups of students

Teacher considers specific

Teacher Actions: Classroom community that

clearly shows students who have respect for differences and who assume leadership roles

Student Actions: Students work independently

and collaboratively Students are responsible for

themselves and their peers

In Reflection: Teacher considers the

performance of individual students

not know how to foster it classroom that is targeted at the whole group

ways to target and support those subgroups

2.5 Reinforce efforts towards the Big Goal and promote self-directed, reflective learning

Teacher Actions: Does not demonstrate

an attempt to reinforce the Big Goal

Does not reinforce effort or reinforces effort at irregular intervals

Student Actions: There are no

opportunities provided for students to initiate their own learning or monitor their own work

In Reflection: Does not recognize the

importance of reinforcing the Big Goal

Teacher Actions: Demonstrates an attempt

to reinforce efforts towards the Big Goal

Reinforces effort at somewhat regular intervals

Student Actions: Student learning is

directed and monitored by the teacher with few opportunities for students to initiate or monitor their own learning

In Reflection: Does not know or

explains strategies for reinforcing the Big Goal

Describes the importance of reinforcing the Big Goal

Teacher Actions: Uses the same small set

of reinforcement tools in all situations

Reinforces effort on an absolute scale

Teacher provides reinforcement at regular intervals and directs students to the Big Goal, but may not develop intrinsic motivation

Student Actions: Students monitor their

own learning during activities

Students reflect about their own work

In Reflection: Generally explains

strategies for reinforcing the Big Goal for the class

Describes the importance of reinforcing the Big Goal

Teacher Actions: Uses a variety of appealing

reinforcements to engage and reach students based on an understanding of subgroups

Reinforces effort on a relative level

Teaches students how to reinforce their own performances and build intrinsic motivation at regular intervals

Student Actions: Students monitor their own

learning in class and cumulatively

Students reflect about their own work and may discuss reflections with classmates

In Reflection: Explains strategies for

reinforcing the Big Goal for small subgroups of students

Describes the importance of reinforcing the Big Goal

Teacher Actions: Considers individual students

and situations when choosing how to reinforce class goals

Reinforces effort on a relative and individual level

Teaches students how to reinforce their own and each others’ performance, building intrinsic motivation

Student Actions: Students take initiative for their

own learning and monitor their performance in class and cumulatively

Students reflect on and evaluate their own work with peers

In Reflection: Explains strategies for

reinforcing the Big Goal for individual students

Describes the importance of reinforcing the Big Goal

3. Creating and Maintaining Effective Environments Not Observed Developing Proficiency Proficient Excellent Exemplary

3.1 Create a welcoming environment through constant reinforcement (verbal, visual cues aligned with student achievement)

Teacher Actions: Room does not have

components that reflect a culture of achievement

Does not attempt to convey a message of affirmation, collaboration, or respect

Student Actions: No students

communicate that they feel their ideas are affirmed or valued in class

No students demonstrate comfort and confidence when asking and answering questions

In Reflection: Does not communicate

positive messages and/or does not see the importance of doing so

Teacher Actions: Room has few

components that reflect a culture of achievement, though an attempt has been made to do so

Conveys a general message of positivity, though it is not directed towards anything specific

Discusses a welcoming environment when clear breaches have been made

Student Actions: Few students

communicate that they feel their ideas are affirmed or valued in class

Few students demonstrate comfort and confidence when asking and answering questions

In Reflection: Describes the importance

of communicating positive messages, but may not know how

Teacher Actions: Room has some

components that reflect a culture of achievement, though it may be missing some critical sections

Conveys a general message of respect, collaboration, and affirmation

Discusses welcoming environment when there is conflict or uses conflict as a teachable moment to boost positive environment

Student Actions: Some students

communicate that they feel their ideas are affirmed or valued in class

Some students demonstrate comfort and confidence when asking and answering questions

In Reflection: Generally explains

strategies for communicating the message to the class and describes why it is important

Teacher Actions: Room reflects a culture of

achievement: goals are posted, some graded student work is presented, tracking charts are visible, and or some positive messages are displayed

Communicates in a way to ensure that subgroups of students are affirmed in their work

Incorporates a variety of methods to support a welcoming environment supported by students (class jobs, community building, etc.), but may not teach students how to be leaders in that process

Student Actions: Many students communicate

that they feel their ideas are affirmed or valued in class

Most students demonstrate comfort and confidence when asking and answering questions

In Reflection: Explains strategies for

communicating the message to sub-groups of student and describes why it is important

Teacher Actions: Room clearly reflects a culture

of achievement: goals are posted, graded student work is presented, tracking charts are visible, and positive messages are displayed

Communicates in a way that ensure every student is affirmed in their work

Teaches students how to be leaders in creating and maintaining a respectful, collaborative environment for all that impacts the classroom, campus and community leaders

Student Actions: Students communicate that they

feel their ideas are valued and affirmed in class

Students demonstrate comfort and confidence when asking or answering questions

In Reflection: Explains strategies for

communicating the message to every student and describes why it is important

3.2 Establishing behavior management plans (long and short term) to maximize instructional learning time

Teacher Actions: No clear classroom

rules or consequences are established

Does not consistently monitor student behavior and/or is unaware of misbehavior

Does not respond to off-task behavior

Student Actions: Students are unaware

of the classroom rules Students do not

respond to corrective action

In Reflection: Does not consider

how behavior management can be reviewed

Does not explain or does not know criteria for rules and consequences

Teacher Actions: Attempts to create rules

and consequences, though these may not be clear or logical and may be negatively stated

Student responds to corrective action after several reminders

Monitors student behavior in a way that loses on-task time

Does not respond to off-task behavior or sometimes does so inappropriately

Student Actions: Students are able to

explain some of the rules but may not be able to apply them

In Reflection: Explains some criteria

for rules and consequences, though some or much of this explanation may be faulty

Teacher Actions: Creates rules that

address the basic needs of a classroom

Rules are clear and positively stated

Consequences are clear and logical

Monitors student behavior most of the time and promotes group on-task behavior

Response to misbehavior is usually appropriate and consistent

Student Actions: Students are able to

explain many of the rules and can apply them to most traditional situations

Students respond to corrective action

In Reflection: Creates a plan that

clearly introduces the rules and consequences

Explains some criteria for rules and consequences, though some of these may not naturally lead to effective implementation

Teacher Actions: Creates rules that address

foreseeable issues in the classroom

Creates rules that are clear to all students and are introduced in a positive and manageable quantity

Consequences are logical and likely to deter most students from misbehavior

Monitors student behavior at all times and promotes individual on-task behavior

Response to misbehavior is appropriate and consistent

Student Actions: Students are able to explain

most of the rules or expectations and can apply them to traditional situations

Students respond quickly to corrective action

In Reflection: Creates a plan that requires

all students to demonstrate that they understand and can apply the rules and subsequent consequences

Explains the criteria for effective rules and consequences and some reasons why it may be important

Teacher Actions: Creates rules that easily and

effectively apply to any situation, many of which are developed as a class

Creates consequences that are logical, customized to deter misbehavior, and clearly linked to performance expectations

Monitors behavior to anticipate and prevent student misbehavior and allows for students to monitor their own and their peers’ behavior to promote group accountability

Response to misbehavior is appropriate, consistent, and sensitive to individual needs

Student Actions: Students are able to explain all

rules and expectations in their own words and apply rules to new situations

Misbehavior is not evident and/or students respond immediately to corrective action

In Reflection: Considers ongoing plans to

review and invest students in the expectations, rules and consequences

Accurately explains the criteria for effective rules and consequences and why that is important

3.3 Designing classroom procedures to maximize instructional learning time

Teacher Actions: Does not attempt to

create classroom procedures or procedures result in a considerable loss of instructional time

Student Actions: Students do not know

procedures

In Reflection: Does not or is not

able to explain strategies for implementing procedures and does not think it is important to do so

Teacher Actions: Attempts to design and

implement classroom procedures, but may not know how to do so effectively

Attempts to design classroom procedures, but may not know how to design and implement them effectively

Establishes routines that result in a loss of instructional time

Student Actions: Students are able to

explain the procedures, but may not know when to apply them

In Reflection: Explains a few

strategies for implementing procedures, but may not state why it is important

Teacher Actions: Designs a plan that

clearly introduces procedures

Creates procedures that allow the class to run smoothly and address a standard set of inefficiencies

Establishes routines for managing groups, supplies, etc. but these may not save instructional time

Student Actions: Students are able to

explain and apply procedures

In Reflection: Explains some

strategies to implement and review procedures and can explain some reasons why it may be important

Teacher Actions: Designs a plan that requires

all students to demonstrate their comprehension of class procedures

Designs procedures that create additional instructional time and address most foreseeable inefficiencies

Establishes effective routines for managing groups, supplies, etc.

Student Actions: Students are able to explain

the purpose of procedures

In Reflection: Explains the strategies to

effectively implement and review procedures and can explain why it is important

Teacher Actions: Designs a plan that teaches

and invests students in classroom procedures

Creates procedures that help to add instructional time and address all possible inefficiencies

Innovates and modifies procedures to improve classroom efficiency

Incorporates student responsibility for managing groups, supplies, etc.

Student Actions: Students can explain a clear

link between procedures and individual achievement

In Reflection: Explains the strategies and

setting required to effectively implement and review classroom procedures and can explain why it is important

4. Designing Learning Experiences and Understanding and Organizing Subject MatterNot Observed Developing

ProficiencyProficient Excellent Exemplary

4.1Design short- and long-term plan to facilitate and promote student learning and connections to the material

Teacher Actions: Does not have or attempt

to make a unit plan Plans have little to no

relation to long-term goals and has little recognizable structure

As

Student Actions Students are not able to

make connections between material within a unit

Students are not able to identify any trends in the material

In Reflection: Explains why it is

important to have a year-long plan that aligns goals, standards, and objectives ahead of time

Teacher Actions: Attempts to create a unit

plan, break down standards into measurable objectives, and schedule these objectives on a calendar

Uses curriculum provided and does not consider alignment to Big Goal or make connections to yearly plan

Few resources are used in planning of units

Each unit is not planned in full before the start of the unit (assessment created, standards broken down, objectives created, and resources identified)

Student Actions Students make a few

connections between material within a unit, but may have trouble identifying the purpose or alignment of content

Students are able to identify a few trends within a unit

In Reflection: Generally explains why it

is important to have a year-long plan that aligns goals, standards, and objectives ahead of time

Teacher Actions: Uses standards to plan

individual units with an assessment and clear, measurable goals, though the units are not aligned and work as independent plans

Schedules objectives from the planned unit on a calendar while teaching the unit

Uses an external source of data to create plan or does not modify plan to fit into specific classroom needs

Units are planned one at a time, but do seem to consider connections throughout the year

Student Actions: Students make some

connections between material within the unit

Students are able to identify some themes and trends within a unit

In Reflection: Explains why it is

important to have a year-long plan that aligns goals, standards, and objectives ahead of time

Teacher Actions: Logically groups

standards into units (with assessments) that identify clear, measurable, rigorous expectations for student learning

Break down standards into measurable objectives and sequence them in a way that will lead to mastery of the Big Goals and plots these on a calendar

Allocates time appropriately based on the content that needs to be covered

Uses multiple sources to create plan

All units are planned on a calendar in a way that relates to the Big Goal and promotes connections between units

Student Actions: Students make

connections between material within the unit

Students are able to identify themes and trends within a unit

In Reflection: Explains why it is

important to have a year-long plan that aligns goals, standards, and objectives ahead of time

Teacher Actions: Logically groups and

clearly organizes standards into units (with assessments) that build upon one another conceptually and identify clear, measurable, rigorous expectations for student learning

Breaks down standards into measurable objectives that build students to higher order thinking and plot these objectives onto a calendar ahead of time

Includes time for contingencies, remediation, and enrichment in planning

Uses multiple sources to create plan and works to align plans across teams, subjects, and grades

All units are planned on a calendar in a way that fosters critical thinking, relation to the Big Goal and investment

Student Actions: Students make

connections between units Students are able to

identify themes and trends between standards and easily build their conceptual understanding

In Reflection: Accurately explains why it

is important to have a

year-long plan that aligns goals, standards, and objectives ahead of time

4.2 Plan rigorous, objective- and data-driven lessons that will lead students to mastery of the objective and progress towards the Big Goal

Teacher Actions: Does not attempt to create

rigorous lessons Lessons do not align to the

assessment or assessment is not created

Expectations are not constructed for progress towards meeting the standard and no connections across disciplines are made

Student Actions: Students are not likely to

be engaged in the lesson and state that they continue to feel challenged but able to meet those challenges

In Reflection: Does not think aligning

lessons with objectives and goals can improve and increase student achievement

Teacher Actions: Attempts to create

rigorous, objective-driven lessons that aligns to the objectives and assessments, but may not know how to do so

Attempts to create lessons that can be completed in a given time frame, though lessons are likely to be too short or too long

Provides limited opportunities for students to make continued progress toward meeting the standard

Plan does not include any differentiation based on ability

Student Actions: Students are likely to be

somewhat engaged in the lesson and state that they continue to feel challenged but able to meet those challenges

In Reflection: Generally explains how

aligning lessons with objectives and goals can improve and increase student achievement

Teacher Actions: Ensures that the lesson

generally align to the objective and assessment

Designs activities that technically align with the steps of the lesson, but may not work together to promote student learning

Lessons can be completed in a given time frame

Provides some opportunities for students to make continued progress towards meeting the standard

Plan includes limited differentiation in the form of increasingly difficult tasks or similar

Student Actions: Students are likely to be

engaged in the lesson and state that they continue to feel challenged but able to meet those challenges

In Reflection: Explains how aligning

lessons with objectives and goals can improve and increase student achievement

Teacher Actions: Ensures that the lesson

aligns to the assessment, objective, and long-term goals

Designs activities that align with and accomplish the purpose behind the lesson

Timing in the lesson supports learning and is clearly delineated

Lessons provide opportunities to make progress towards meeting the standard and makes connections across disciplines

Plan includes some clear differentiation for students

Student Actions: Students are likely to be

engaged in the lesson and state that they continue to feel challenged but able to meet those challenges

In Reflection: Explains how aligning

lessons with objectives and goals can improve and increase student achievement

Teacher Actions: Consistently ensures that

the lesson connects the assessment, objective, and long-term goals

Lesson plans are innovative and student-centered that effectively and efficiently lead to student mastery by using prior knowledge, highlighting key ideas, anticipating misunderstandings, and infusing scaffolded activities

Lessons are feasible and support students in mastering the objective

Lessons provide opportunities for students to make continuous progress towards meeting and exceeding standards and makes connections across disciplines

Plan includes clear differentiation based on need or ability variation in class

Student Actions: Students are likely to be

engaged in the lesson and state that they continue to feel challenged but able to meet those challenges

In Reflection: Explains how aligning

lessons with objectives and goals can improve and increase student achievement

4.3 Developing, sequencing, and designing instructional activities to maximize student learning and facilitating learning experiences and developing student understanding through instructional strategies

Teacher Actions: Uses instructional

strategies that are ineffective and/or inappropriate for the instructional goals

Instructional strategies do not engage the students and/or are not geared to make the content relevant

Curriculum is not organized and rarely demonstrates concepts, themes, and skills

Curriculum rarely supports student understanding and rarely values different perspectives

Learning experiences are directed by the teacher and does not permit student autonomy, interaction, and choice

Student Actions: Students feel that they

never have autonomy or choice in their work

In Reflection: Teacher may not think that

it is necessary or helpful to include different perspectives into the curriculum

Teacher Actions: Uses a limited range of

instructional strategies that are effective, appropriate, and somewhat accessible, but may not be challenging

Instructional strategies are partially appropriate and engage some students

Curriculum is loosely organized and inconsistently reflects concepts, themes, and skills

Curriculum supports an understanding of concepts with some students and may occasionally value different perspectives

Learning experiences are directed by the teacher and allows limited student autonomy, interaction, and choice

Student Actions: Students feel that they

rarely have autonomy and choice in their work

In Reflection: Teachers attempt to find

ways to incorporate different perspectives, but may not know how

Teacher Actions: Uses instructional

strategies that are effective, appropriate, and challenging

Instructional strategies are often geared to make content and concepts relevant

Curriculum is organized and sequenced

Curriculum supports an understanding of core concepts and values different perspectives

Learning experiences are created to promote constructive interactions, autonomy, and choice and to encourage student learning

Student Actions: Students feel that they

have autonomy and choice occasionally in class

In Reflection: Teachers consider ways

that they can more effectively include more perspectives

Teacher Actions: Uses many instructional

strategies that are effective, content-appropriate, accessible to most students, and challenging

Instructional strategies are geared to make content and concepts relevant

Curriculum is organized and sequenced in a way that demonstrates concepts, themes, and skills

Curriculum supports a thorough understanding of core concepts that values different perspectives

Learning experiences are created to promote constructive interactions, autonomy, and choice to support student involvement in learning

Student Actions: Students feel that they

have some autonomy or choice in their work several times per week

In Reflection: Teachers consider ways

that they can more effectively include more perspectives in their classroom

Teacher Actions: Uses a broad range of

multiple instructional strategies that are effective, content-appropriate, accessible to all students, and challenging

Instructional strategies are geared to engage all students in meaningful learning

Curriculum is organized and sequenced in a way that demonstrates concepts, themes, skills, and the relationships between them

Curriculum is designed to ensure that all students develop a deep understanding of core concepts that values a broad range of perspectives

Learning experiences are created to promote a variety of constructive interactions, autonomy and choice to support significant involvement of learning

Student Actions: Students feel that they

have choice and autonomy daily in their work

In Reflection: Teachers consider ways

that they can more effectively include more perspectives and autonomy in their classroom and links that

directly to student achievement

4.4 Differentiate and modify plans to accommodate more comprehensive learning and provide structure to ensure that all students maximize their learning

Teacher Actions: Plans are not modified, in

spite of evidence that modification would improve student learning

Does not attempt to provide differentiated instruction for the class

Student Actions: Students have no

awareness of the ways in which they best learn

In Reflection: Does not know the

purpose and benefits of differentiation or may not believe that differentiation is appropriate or necessary

Teacher Actions: Modifications to

instructional plans are superficial aspects of the lesson

Attempts to differentiate for class needs

Student Actions: Students are aware of

some of the ways in which they learn best

In Reflection: Explains the purpose and

benefits of differentiation

Teacher Actions: Instructional plans are

generally modified to enhance student learning

Designs content applicable to the general group of students while still complying with requirements for those students on Individual Education Programs (IEP, Special Education Plans)

Student Actions: Students are aware of the

contexts in which they are most likely to understand the material

In Reflection: Generally explains the

purpose and benefits of differentiation and when it is most effective for students

Teacher Actions: Instructional plans are

modified as needed for sub-groups of students

Designs content, process, and products that differentiate material for sub-groups of students with different needs and interests

Student Actions: Students are aware of

accommodations they need or the contexts in which they are most likely to understand the material

In Reflection: Explains the purpose and

benefits of differentiation and when it is most effective for students

Teacher Actions: Instructional plans are

modified as needed for individual students based on formal and informal assessments or student-driven requests

Designs content, procedures, and products that are customized for individual students

Student Actions: Students are aware of the

accommodations they need and the contexts in which they are most likely to understand material

Students make suggestions and/or work with teacher to create these productive learning environments

In Reflection: Explains the purpose and

benefits of differentiation and when it is most effective for students

5. Executing Lessons Effectively Not Observed Developing Proficiency Proficient Excellent Exemplary

5.1 Communicates high expectations for behavior and achievement

Teacher Actions: Does not attempt to

respond to student misbehavior

Teacher does not emphasize completion of work and does not encourage students to extend their best effort

Teacher permits off-topic discussions or does not look for or command student responses

Interactions with students are negative, demeaning, and/or inappropriate

Student Actions Students are not aware or

do not care about classroom rules or expectations

In Reflection: Does not explain key

strategies for communicating instructions and directions

May not feel that a behavior management plan is necessary

Teacher Actions: Attempts to communicate

instructions and directions, but may not do so clearly or efficiently

Uses the same few techniques to respond to misbehavior, regardless of the offense

Reacts to student misbehavior in the moment and may do so unjustly

Teacher emphasizes the completion of enough work to pass and does not encourage students to extend their best effort

Teacher frames content-related discussion that is limited to question-and-answer

Interactions with students are appropriate

Student Actions Some students can repeat

classroom expectations

In Reflection: Attempts to explains key

strategies for communicating instructions and directions, but may not have a clear plan or outline to efficiently do so

Teacher Actions: Communicates

expectations clearly and assertively, sometimes avoiding difficult conversations

Chooses from a specific set of techniques to respond to comparable student misbehavior

Often reacts to student misbehavior in the moment

Teacher emphasizes completion of work, but does not encourage students to extend their best effort

Teacher initiates and leads discourse at the highest levels of thinking to explore and extend knowledge

Interactions with students demonstrate respect and are inclusive and appropriate

Student Actions Students can repeat

classroom expectations

In Reflection: Explains key strategies for

communicating instructions and directions

Teacher Actions: Communicates

expectations and often the purpose behind them clearly, assertively, and confidently

Effectively chooses from a range of techniques to respond fairly to student misbehavior

Reacts to misbehavior immediately and assertively in the moment and resolves misbehaviors using a behavior management plan

Teacher emphasizes completion of work and encourages students to extend their best effort

Teacher leads discourse at the highest levels of thinking to explore and extend knowledge and set high expectations for comprehension

Interactions with students demonstrate a positive rapport

Student Actions: Students have memorized

and can repeat classroom expectations

In Reflection: Explains key strategies for

communicating instructions and directions and explains the importance of each in the classroom management

Teacher Actions: Communicates

expectations and the purpose behind them clearly, assertively, and compellingly

Effectively, efficiently, and appropriately addresses individual student misbehavior

Effectively considers individual students when reacting to behavior infractions and resolves or prevents misbehavior by creating individual solutions

Teacher emphasizes completion of work and consistently encourages students to extend their best effort

Structures and facilitates discourse at the highest levels of thinking to explore and extend knowledge and set high expectations for comprehension

Interactions with students demonstrate a positive rapport of mutual respect

Student Actions: Students have internalized

and can repeat classroom expectations

In Reflection: Explains key strategies for

communicating instructions and directions

plan and explains the importance of each in the classroom management plan

5.2 Utilizes time-saving practices and procedures to maximize learning time and work with a sense of urgency

Teacher Actions: Activities and pacing is

often too rushed or too long

Does not explain procedures

Does not reinforce procedures or may not have any

Does not establish procedures for most transitions and considerable instructional time is lost

Fails to monitor or adjust instruction, activities, and pacing to respond to different student needs

Student Actions: Students do not know or

follow procedures

In Reflection: Does not think that

procedures and/or time management are important components of the classroom day

Teacher Actions: Pacing is structured so that

most students can complete the activity, though some cannot

Attempts to explain procedures, but typically does so superficially

Reinforces procedures when they break down, which happens frequently

Most procedures require teacher facilitation

Attempts to establish procedures for transitions, but may not do so effectively, losing instructional time

Has difficulty monitoring or adjusting instruction, activities, and pacing to respond to student needs

Student Actions: Some students know and

follow established procedures

In Reflection: Reflects on how to better

establish procedures, but may not know how to implement changes effectively

Teacher Actions: Pacing is appropriate and

enables many students to engage in the lesson (70%)

Explains procedures clearly when needed, but sometimes superficially so because of general student knowledge

Reinforces procedures when they break down

Most procedures run smoothly when teacher facilitates

Establishes procedures for transitions that maintains flow of the lesson, but may lose instructional time

Monitors instruction, activities, and pacing to address class needs

Student Actions: Most students know and

follow established procedures (70%)

In Reflection: Reflects on how to better

establish procedures effectively in the classroom

Teacher Actions: Pacing is appropriate and

is guided by the activity conducted in the lesson

Explains procedures clearly as needed and often ties them to the rationale behind them and student achievement outcomes

Reinforces procedure when they break down, but prevents this from happening most of the time through proactively reviewing them

All procedures run smoothly and urgently

Establishes and directs procedures for transitions so no instructional time is lost

Monitors and adjusts instruction, activities, and pacing to address student needs

Student Actions: Students know and follow

established procedures

In Reflection: Reflects on how to better

establish procedures to maximize learning in class, citing individual cases for improvement

Teacher Actions: Pacing is adjusted as

needed to ensure that all students are engaged

Communicates procedures when necessary (and the purpose behind them) in a way that outlines key steps and relates directly to student achievement, almost never reviewing them because all students know and follow the established procedures thoroughly and accurately

All procedures run smoothly and urgently

Manages seamless transitions incorporating student responsibility so no instructional time is lost

Invites input from students in order to monitor and adjust instruction, activities, and pacing and to address specific student needs

Student Actions: Students know and follow

established procedures and can link them to student achievement

In Reflection: Reflects on how to better

establish procedures to maximize learning in class, citing individual cases for improvement

5.3 Presents course content so that students comprehend and master key information and ideas

Teacher Actions: Presents curriculum

without identifying or integrating key concepts and does not use this to extend learning

Does not explain concepts clearly or cohesively

Does not have a clear or adequate presence in the classroom and does not carry an adequate volume pace, or stature

Does not attempt to follow the lesson plan or make adjustments to improve student achievement

Does not use standards-based activities and/or uses inappropriate activities

Student Actions: Students say they do not

understand the material or they do not know where to go for clarification

In Reflection: Does not considers ways

to target individual student needs in regards to comprehension of key concepts or may not think that it is necessary

Teacher Actions: Identifies some key

concepts and information within the curriculum and attempts to use this to extend learning

Attempts to explain concepts clearly, but may be unorganized or contain inaccuracies

Attempts to have a clear presence in the classroom, but may not be able to capture the interest of students

Attempts to follow the lesson plan faithfully, but may become side tracked for reasons that are not strategically linked to student achievement

Attempts to use standards-based activities that would not logically promote conceptual understanding

Student Actions: Some students say they

understand the material or they know where to go for clarification

In Reflection: Considers ways to target

some student needs in regards to comprehension of key concepts, but may not know how

Teacher Actions: Identifies and integrates

key concepts and information within the curriculum for students and uses this to extend learning

Explanations are coherent, cohesive, and correct

Carries an adequate volume, pace, stature, and professionalism that captures the interest of at least half of the students

Follows the content and pacing of the lesson faithfully and does not alter the plan

Uses standards-based activities at the appropriate cognitive level

Student Actions: Students say they

understand the material or they know where to go for clarification

In Reflection: Considers ways to

generally target student needs in regards to comprehension of key concepts

Teacher Actions: Facilitates and sometimes

guides students as they integrate different concepts and information within the curriculum and uses this to extend learning

Explanations are coherent, cohesive, and correct with a clear focus on key ideas

Carries an effective volume, pace, stature, and language that captures the interest of almost all students

Follows lesson plans faithfully, but provides for some flexibility to make adjustments as necessary in-the-moment

Uses challenging, standards-based activities at the appropriate cognitive level that promote conceptual understanding

Student Actions: Students say they

understand the material or they know where to go for clarification

In Reflection: Considers ways to target

small sub-groups of student needs in regards to comprehension of key concepts

Teacher Actions: Facilitates students as they

identify and integrate multiple concepts and information within and across curriculum and uses this to extend learning

Explanations are coherent, cohesive, and correct and keep students focused in a way that illuminates new and key ideas

Carries a compelling and persuasive volume, pace, stature, and language that captivates students and reflects professionalism

Takes advantage of opportunities to advance the lesson to move students closer to the goal

Uses challenging, standards-based activities at the appropriate cognitive level that promote conceptual understanding and meets individual needs

Student Actions: Students say they

understand the material or they know where to go for clarification

In Reflection: Considers ways to target

individual student needs in regards to comprehension of key concepts

5.4 Facilitate and coordinate student activities and practice so students can work towards mastering the objective and checks for understanding through questioning, listening, and responding in order to check for and ensure student learning

Teacher Actions: Does not attempt to

communicate instructions or expectations of student performance

Does not attempt to check for understanding

Does not ask questions to focus students on key concepts

Does not tell students whether or not they met the standard

Asks questions that are inappropriate to lesson objectives and does not ask follow-up questions

Does not provide the appropriate wait time

Does not correct student content errors or fails to address concept misunderstandings

Student Actions: Students are lost and do

not know the objective of the assignment and/or the content needed to complete it

In Reflection: Teacher reflects on the

understanding of individual students and looks for ways to maximize that learning

Teacher Actions: Attempts to communicate

instructions and expectations, but may be interrupted or unclear

Attempts to check for understanding, but may be too general to inform instruction

Attempts to ask question about key concepts, but may not focus content

Attempts to tell students whether or not they met the standard, but may do so generally as a class

Asks questions that are relevant to objectives and asks follow-up questions

Provides inconsistent wait time for student responses

Corrects the student content error, but does not offer clarification of the concept

Student Actions: Students may be unclear

as to what they should be able to accomplish in the assignment

In Reflection: Teacher superficially

reflects on the understanding the class, but may not know what to do with that information

Teacher Actions: Communicates

instructions and expectations

Monitors student performance to ensure on-task work

Checks the understanding of a random variety of students and discerns classroom understanding generally

Asks questions about key concepts occasionally

Tells students whether or not they have met the standard

Asks questions that are relevant to the objectives and engages students to think more

Provides somewhat consistent wait time for student responses

Corrects student content errors to the individual, group, and/or whole class to clarify the concept

Student Actions: Students are working

purposefully to complete their work

In Reflection: Teacher generally reflects

on the understanding of the class and looks for ways to maximize that learning

Teacher Actions: Instructions are presented

clearly to emphasize key points and expectations

Monitors student performance and engagement to extend learning

Purposefully checks the understanding of small sub-groups of students and discerns student understanding through scaffolding

Asks questions about key concepts to gauge understanding

Explains to students why they have or have not met the standard

Asks thought-provoking questions at high cognitive levels and seeks clarification through follow-up questions

Teacher provides the appropriate wait time for student responses

Corrects student content errors to individuals, groups, and/or the whole class in a way that clarifies the concept

Student Actions: Students are working

purposefully to complete and understand key concepts in their work

In Reflection: Teacher reflects on the

understanding of sub-groups of students and looks for ways to

Teacher Actions: Instructions presented

clearly to provide context for key points and rationale

Facilitation encourages students to self-monitor, cooperate, and support one another

Efficiently checks every student’s understanding to discern the root of any misunderstandings

Asks questions about key concepts throughout lesson to gauge understanding

Teaches students how to evaluate and articulate their own work

Routinely asks thought-provoking questions at high cognitive levels and seeks clarification and elaboration from student responses

Teacher provides the appropriate wait time for student responses

Corrects student content errors to individuals, groups and/or whole class in a way that clarifies the concept and validates learner

Follows-up to ensure comprehension

Student Actions: Students are working

purposefully to produce their best work in order to obtain mastery

In Reflection: Teacher reflects on

maximize that learning understanding of individual students and looks for ways to maximize that learning

5.5 Use resources and materials in a thoughtful way to promote student learning

Teacher Actions: Instructional materials,

resources, and technologies are not used or are used inappropriately

Materials do not accurately reflect diverse perspectives

Student Actions: Students are not able to

identify or apply any new skills or materials

In Reflection: Teacher may not think that

multiple or varied resources are necessary

Teacher Actions: Uses instructional

materials, resources, and technologies that infrequently conveys key content or does not support student understanding

Materials may reflect limited perspectives

Student Actions: Students attempt to learn

different skills, but are not able to use them

In Reflection: Teacher brainstorms ideas

for where to find and how to implement prescribed resources

Teacher Actions: Uses instructional

materials, resources, and technologies to support student understanding, but the teacher may not invest students further into the curriculum

Materials reflect some diverse perspectives

Student Actions: Students actively learn

different skills and are able to apply them with guidance

In Reflection: Teacher brainstorms ideas

for where to find and how to implement identified resources

Teacher Actions: Uses instructional

materials, resources, and technologies to promote student understanding

Materials reflect diverse perspective and skills

Student Actions: Students actively learn

different skills and are able to apply them in class

In Reflection: Teacher brainstorms ideas

for where to find and how to implement a variety of resources

Teacher Actions: Uses a variety of

instructional materials, resources, and technologies to extend student understanding

Materials reflect different perspectives and skills

Student Actions: Students actively learn

different skills and are able to apply those in a variety of ways to concepts independently

In Reflection: Teacher brainstorms ideas

for where to find and how to implement a variety of resources

6. Assessing Student LearningNot Observed Developing Proficiency Proficient Excellent Exemplary

6.1 Creating standards-aligned assessments (diagnostic, formative, and summative) that determine student performance in relation to the Big Goal

Teacher Actions: Does not attempt to

create or obtain a diagnostic and does not give one

Does not attempt to create assessments that measure objectives and does not give formative assessments

Items on assessments do not reveal mastery level

Assessment are not aligned to objectives and do not demonstrate rigor

Does not administer assessments as a way to track student progress towards mastery

Student Actions: Students feel that

assessments are either far too easy or impossible to complete and do not reflect the extent of their learning in any way

In Reflection: Does not explain the

criteria to consider when creating or obtaining diagnostics and how to use them to determine realistic goals and student progress

Does not explains the

Teacher Actions: Attempts to create or

obtain diagnostics that assess students’ readiness, those diagnostic may fail to

Attempts to create formative and summative assessments that measure each objective, though assessments may be missing and not all objectives may be tested

Some items on assessment do not reveal mastery level of students

Assessments do not demonstrate rigor towards mastery of standards

Attempts to administer diagnostic and summative assessments to grade accurately and occasionally monitor student performance

Student Actions: Students feel that

assessments are often too difficult or too easy

In Reflection: Explains the criteria to

consider when creating or obtaining diagnostics and how to use them to determine realistic goals and student progress in a limited way

May not acknowledge or

Teacher Actions: Creates or obtains

diagnostics that assess students’ readiness

Creates formative and summative assessments that measure each learning goal or objective taught

Assessments ensure each item reveals mastery of the objective

Assessments demonstrate limited rigor towards mastery of standards-based objectives

Administers diagnostic and summative assessments to determine student performance

Student Actions: Students feel that

assessments are usually rigorous and/or sometimes reflect their learning

In Reflection: Explains the criteria to

consider when creating or obtaining diagnostics and how to use them to determine realistic goals and student progress

Explains the importance of utilizing assessments to inform instruction

Teacher Actions: Creates or obtains

diagnostics that assess students’ readiness or prior knowledge

Creates formative and summative assessments that scaffold questions to gauge the extent of mastery for crucial learning goals and objectives

Assessments use multiple items aligned to the same objective to increase reliability and fairness of summative assessments

Assessments demonstrate rigor towards mastery of the standards-based objective

Consistently administers diagnostic, formative, and summative assessments to determine student progress towards mastery

Student Actions: Students feel that

assessments are rigorous or that assessments accurately reflect the extent of their learning

In Reflection: Accurately explains the

criteria to consider when creating or obtaining diagnostics and how to use them to determine realistic goals

Explains the importance

Teacher Actions: Creates or obtains

diagnostics that assess students’ readiness for material content and skills

Creates formative and summative assessments that scaffold questions to gauge the extent of mastery of each learning goal and objective taught

Assessments use multiple items and a variety of techniques aligned to the same objective to ensure reliability and fairness of summative assessments

Assessments demonstrate rigor towards mastery of the standards-based objective

Uses authentic assessments when possible and appropriate to gauge true mastery

Administers assessments as often as is necessary for student mastery

Student Actions: Students feel that

assessments are rigorous and accurately reflect the extent of their learning

In Reflection: Accurately explains the

criteria to consider when creating or obtaining diagnostics and how to use them to determine realistic goals

Explains the importance of

importance of utilizing assessments to inform instruction

know the importance of utilizing assessments to inform instruction

of utilizing assessments to inform instruction

utilizing assessments to inform instruction

6.2 Monitoring student progress towards meeting the standards and maintaining instructional records that clearly show the basis for grading

Teacher Actions: Unclear or absent

grading system Maintains an inaccurate

or incomplete instructional record that does not support the real achievement of students

Student Actions: Students are unaware of

their grades

In Reflection: Does not or is not able

to explain how assessments are used as the basis for the assignment of grades

Reflects that non-objective measures should be used as the basis of grades

Teacher Actions: Grading system provides

a somewhat accurate picture of student performance against the goal

Provides evidence for the basis of most grades

Grades are clear to the teacher

Usually submits grades in a timely manner

Student Actions: Some students know their

grade and a few can explain why they earned it

In Reflection: Explains how some

assessments are used as the basis for the assignment of grades, but may also heavily factor in subjective or participation-based activities as a significant portion of grade

Teacher Actions: Grading system provides

an accurate picture of student performance against the goal

Provides evidence for the basis of grades

Grading is clear to the teacher and administration, but may not be accessible to students

Submits grades in a timely manner

Student Actions: Many students know their

grade and some can explain why they earned it

In Reflection: Explains how recorded

assessments are used as the basis for the assignment of grades

Teacher Actions: Grading system

efficiently provides detailed, reliable picture of student performance against the goal

Provides evidence for the basis of grades using objective measures for most grades

Grades in a way that helps students understand their performance

Grading is clear to the teacher, administration, and most students

Submits grades in a timely manner

Student Actions: Students know their grade

and most can explain why they earned it

In Reflection: Explains how a variety of

recorded assessments are used as the basis for the assignment of grades

Teacher Actions: Grading system efficiently

provides comprehensive, reliable, and accessible picture of student performance against the goal to guide future planning

Provides evidence for the basis of grades using objective measures

Grades in ways that help individual students lean their strengths and weaknesses and improve their performance

Grading is clear to the teacher, student, parent, and school

Submits grades in a timely manner

Student Actions: Students know their grade

and can explain why they earned it

In Reflection: Explains how a variety of

recorded assessments are used as the basis for the assignment of grades

6.3 Evaluate and keep track of students’ performance on assessments to promote awareness of student progress by all stakeholders and maintain behavioral and academic investment

Teacher Actions: No tracking system

present Information about

student learning is inappropriately or not used by the teacher to plan, guide, or adjust instruction

Student Actions: Students do not reflect

on their achievement

In Reflection: Does not know or think

that tracking is necessary

Does not know or understand how to use tracking to inform instruction

Teacher Actions: Attempts to create or

obtain a tracking system, though may lack knowledge or skill to do so

Provides evidence for the tracking of student progress, though this tracking may be incomplete or sporadic

Tracking is clear to many students

Attempts to track student performance on assessments, though tracking may be sporadic and significantly after the assessment

Information from a limited range of assessments is used to plan activities, and is not used to adjust instruction

Student Actions: Students reflect in

teacher-guided activities Students need teacher to

explain their achievement

In Reflection: Explains process needed

to effectively track, but may not fully understand requirements to do so effectively

Explains the importance of tracking, but may not know how to use a tracking system effectively

Teacher Actions: Creates or obtains

tracking system that records student performance on assessments

Provides evidence for the tracking of student progress

Tracking is clear to students

Tracks student performance on assessments, though tracking may be one or more weeks after the assessment

Information from a variety of assessments is used to plan and modify learning activities and to meet class and individual needs

Assessments are occasionally used to adjust instruction

Student Actions: Students reflect and self-

assess for many learning activities

Students use teacher model to understand their achievement

In Reflection: Explains process needed

to track Explains the importance

of tracking Links tracking to class

performance

Teacher Actions: Creates or obtains a

tracking system that calculates and reports individual and class progress towards the Big Goal

Provides evidence for the systematic tracking of student progress on summative assessments

Tracking is clear to the students and enables students to monitor their progress towards the goal.

Tracks student performance shortly after assessment

Tracking informs teacher planning, specifically in unit review

Information from a variety of assessments is used to plan and modify learning activities, support individual and class needs, and often modify instruction

Student Actions: Students reflect and self-

assess their progress towards goal

Students use their awareness of progress towards goal to re-invest themselves in their own achievement

In Reflection: Explains process needed to

effectively track Explains the importance of

tracking and using that data to inform instruction

Links tracking to sub-

Teacher Actions: Develops or uses a tracking

system that reports individual and class progress towards the Big Goals and easily highlights areas where individual students need the most improvement

Provides evidence for the systematic and ongoing tracking of student progress on a variety of assessments towards meeting the standards

Tracking is clear to students and enables students to monitor their own progress towards the goal and reflect on their achievement

Tracks students immediately and invests students in their short- and long-term achievement

Information from a variety of ongoing assessments is used to plan and modify learning activities, support class and individual student needs and achievement, and modify instruction

Student Actions: Students reflect and self-

assess their progress Students use their awareness

of progress towards goal to demonstrate new strategies and discuss their progress with peers

In Reflection: Explains process needed to

effectively track Explains the importance of

tracking and using that data

groups of student performance

to inform instruction Links tracking to individual

student performance

6.4 Communicating with students and parents about student progress

Teacher Actions: Does not communicate

assessment criteria or student progress

Student Actions

In Reflection:

Teacher Actions: Communicates unclear or

incomplete assessment criteria and progress to students and does not align the discussion with standards

Student Actions

In Reflection:

Teacher Actions: Communicates

assessment criteria and student progress, but may not align this to the standards

Student Actions

In Reflection:

Teacher Actions: Clearly communicates

assessment criteria and student progress in a way that reflects alignment to standards

Student Actions: Regularly exchange

information about learning with the teacher and their families in ways that improve understanding and encourage academic progress

Exchanges occur in planned intervals throughout the year

In Reflection: Explains the importance of

thoroughly communicating student progress towards standards and goals

Teacher Actions: Clearly communicates

assessment criteria and student progress in a way that reflects alignment to standards

Teacher includes task-specific criteria for various performance levels when explaining student progress

Student Actions: Participates with the teacher

to exchange information about their learning with families and other school stakeholders in ways that improves student understanding and encourages academic progress

Exchanges occur frequently

In Reflection: Explains the importance of

thoroughly communicating student progress towards standards and goals

7. Developing as a Professional EducatorNot Observed Developing Proficiency Proficient Excellent Exemplary

7.1 Establish professional goals and pursue opportunities to grow

Teacher Actions: Professional goals are not

established or are based on predetermined goals not aligned to teacher needs

Teacher rarely pursues opportunities to develop new knowledge or skills, even when recommended by an administrator

Does not participate in the professional learning community

In Reflection: Does not consider goals Does not know or

understand how opportunities could help their practice or may not think that they require any development

Teacher Actions: Professional goals are

established with assistance Teacher pursues some

opportunities to acquire new knowledge and skills

Infrequently participates in a professional learning community

In Reflection: Considers goals that are

interesting, but will probably not impact practice and are not aligned to student achievement

May not understand or know how opportunities could help their practice

Teacher Actions: Professional goals are

developed based on the teacher’s perception of what they should improve

Pursues opportunities to acquire knowledge or skills, usually at the recommendation of an administrator

Participates in a professional learning community

In Reflection: Considers goals that may

impact practice, but are not informed by data

Explains how opportunities could help their practice in the future

Teacher Actions: Professional goals are

developed based on previous year’s performance

Pursues opportunities to acquire new knowledge and skills

Sometimes contributes to a professional learning community

In Reflection: Considers goals that will

impact practice Explains how

opportunities will help their practice in the future

Teacher Actions: Professional goals are

extended based on reflection of career performance

Purposefully pursues opportunities to expand knowledge and skills

Contributes to a professional learning community

In Reflection: Considers goals that will

truly impact practice in a way that promotes student achievement

Explains how opportunities will both help their practice as well as the contribute to the general body of knowledge at the school

7.2 Content Pedagogy

Teacher Actions: Does not attend required

professional development activities and does not show growth in pedagogical knowledge or skills

Does not come prepared to meetings with content lead and does not contribute to the conversation

Does not access other staff in content area

In Reflection: Does not identify areas of

strength or weakness in content and pedagogy

Does not reflect on practice or may not think development in this area is needed

Teacher Actions: Attends required

professional development activities and demonstrates limited growth in pedagogical knowledge and skills

Comes prepared to meetings with the content lead, but does not contribute to the conversation

Only accesses content lead when resources are limited

In Reflection: Attempts to identify areas

in content or pedagogy where work is needed

Reflects on practice when required

Teacher Actions: Participates in required

professional development activities and demonstrates some growth in pedagogical knowledge and skills

Comes prepared to meetings with the content lead and contributes to the conversation when asked

Occasionally accesses other staff in content area, but usually limits interactions to content lead or when resources are limited

In Reflection: Identifies areas in content

and pedagogy on which the teacher would like to work

Reflects on practice when prompted

Teacher Actions: Participates in

professional development activities and demonstrates growth in pedagogical knowledge and skills

Comes prepared to meetings with content lead and contributes to the conversation

Sometimes accesses other staff in content area to gather resources

In Reflection: Identifies areas of

pedagogical strength and weakness

Reflects on ways to improve practice

Teacher Actions: Participates in multiple

and varied professional development activities linked to content and demonstrates a consistent pattern of professional growth in pedagogical knowledge and skills

Comes prepared to meetings with content lead and drives the conversation about areas of strength and growth

Accesses other staff in content area to improve practice and gain new ideas

In Reflection: Accurately identifies areas

of pedagogical and content strength and weakness linked to what will most help boost student achievement

Takes initiative to reflect on ways to improve practice

7.3 Discourse about Professional Issues

Teacher Actions: Does no implement

decisions made by the team, committee, or school

Does not engage in discourse about professional issues or usually does so in a negative way

In Reflection: Does not understands or

Teacher Actions: Implements most

decisions by the team, committee, or school, but often does not do so completely

Engages other teachers in discourse about professional issues, although discourse is often negative or unproductive

In Reflection:

Teacher Actions: Implements decisions

developed by the team, committee, or school, but may not do so completely

Usually engages other teachers in discourse about professional issues, although some discourse may be negative

In Reflection: Understands that

Teacher Actions: Implements decisions

developed by the team, committee, or school

Positively engages other teachers in discourse about professional issues

In Reflection: Understands the positive

impact on student achievement by effectively implementing

Teacher Actions: Provides leadership in

developing and implementing decisions made at the team, committee, or school level

Initiates, leads, and positively engages other teachers in discourse about professional issues

In Reflection: Understands and values

believe that implementing school decisions can impact student achievement

Understands that implementing school decisions may have an impact on student achievement

effectively implementing school decisions can impact student achievement

school decisions the positive impact on student achievement by effectively implementing school decisions

7.4 Reflection of teacher on practice

Teacher Actions: Does not attempt to note

progress or gaps for students and/or does not use data to inform instruction

Does not attempt to identify key student or teacher actions that create gaps in student performance and does not consider feasibility or urgency

Does not attempt to align teacher actions with root causes or may think that all problems are the result of student actions

Does not follow recommendations to pursue professional development, even when a resource is provided

In Reflection: Describes the process for

personal reflection and growth in a way that is unlikely to target major gaps in student performance or does not believe that reflection is necessary

Teacher Actions: Attempts to note general

student progress and gaps across the entire class, but may not have the knowledge or skill to do so efficiently or effectively

Attempts to identify student habits that might logically contribute to achievement gaps, but may identify habits that are not urgent or do not affect a large cross-section of the class

Attempts to identify key teacher actions that explain student outcomes, though this may lack data and/or feasibility and urgency over which will most directly impact student achievement

Attempts to align teacher action and the root causes they identify, but links may not be aligned or may have a gap in logic

Attempts to follow recommendations to pursue development, but may need guidance or direct intervention in selecting a resource

Some development in completed in that area

In Reflection: Describes the process for

personal reflection and growth in a way that is unlikely to target major gaps in student

Teacher Actions: Notes general student

progress and gaps across the entire class using data and student performance

Accurately identifies student habits or actions that might logically contribute to achievement

Considers several key teacher actions that explain student outcomes and identifies one that might logically contribute to a feasible improvement in student performance

Considers the causes that could explain teacher actions to identify potential root causes that are logically aligned, but may lack data or reflection

Follows recommendations to pursue a resource or learning experience, possibly prescribed, and successfully completes some development in that areas

In Reflection: Describes the process for

personal reflection and growth in a way that may target major gaps in student performance

Teacher Actions: Notes progress and gaps

for pre-established subgroups of students using data and student performance outcomes

Prioritizes those gaps using urgency or feasibility and identifies specific student actions that have contributed to achievement

Considers data from multiple sources and considers a few key teacher actions that explain the trends in student outcomes, using the rubric, and prioritizing which teacher actions are the most feasible to address

Considers a range of causes that could explain teacher actions to address and determines the root cause by using data and reflection

Pursues and selects from a core set of resources and learning experiences that align with the area to be addresses and successfully engages in a productive learning experience

In Reflection: Describes the process for

personal reflection and growth in a way that is likely to target major gaps in student performance

Teacher Actions: Notes progress and

notable gaps in established subgroups and independent students using data and student performance

Prioritizes those gaps using urgency and feasibility and identifies specific student actions that result in student achievement outcomes, behavior, and development

Considers data from multiple sources and determines key teacher actions that explain trends in student outcomes and performance, using rubric, and prioritizing which teacher actions are most urgent to address

Considers range of causes that could explain teacher areas to address and determines the root cause using data, underlying factors, observations, and reflection

Pursues and creates multiple learning opportunities and experiences that address areas to develop in teaching practice and successfully engages in efficient, targeted, and customized professional development

In Reflection: Describes the process for

performance, but may address some gaps

personal reflection and growth in a way that is certain to target major gaps in student performance

7.5 Implementation of strategies to improve practice

Teacher Actions: Does not attempt to

choose strategies to develop practice or address classroom problems

Does not attempt to perform prescribed professional development

Does not have a feasible plan to implement professional development or there may be a lack of planning

Does not implement the strategies in a reasonable time frame

In Reflection: May not think that there

are any issues to develop in classroom practice

Teacher Actions: Attempts to choose

strategies that align with the problems observed in the classroom

Attempts to perform the desired professional development when asked to do so, but may not know how

Creates a list of things to do, but may not have an action plan to make the professional development feasible

Implements the strategies more than a week after the plan has been outlined

In Reflection: Generally describes a

process for choosing strategies that align to the causes and problems in the classroom and explains the importance of implementing solutions, but may have inaccurate links between the two steps

Teacher Actions: Chooses strategies that

align with problems and their causes in the classroom

Performs the desired professional development plan when asked to do so

Creates an action plan that is feasible to implement

May implement the strategies a week after the plan has been outlined

In Reflection: Describes a process for

choosing strategies that align to the causes and problems in the classroom and explains the importance of implementing solutions, though some illogical connections may be made in alignment

Teacher Actions: Chooses strategies that

would solve some of the key student performance problems

Chooses strategies that will build upon areas of strength or progress areas needing development

Follows through with actions on regular occasions beyond formal professional development at school

Creates a personal implementation plan that is personally feasible

Implements strategies shortly after created and is committed to the outlined plan

In Reflection: Describes a process for

choosing strategies that align to the causes and problems in the classroom and explains the importance of implementing solutions

Teacher Actions: Chooses multiple

strategies from professional development that would transform student performance

Chooses strategies that will both build upon areas of strength and progress areas needing development

Follows through with strategies continuously

Accurately gauges what is personally ambitious and feasible to implement independently and what areas may need to be supported

Implements strategies immediately with commitment and follow-through in order to find alternative solutions or adjust course

In Reflection: Describes a process for

choosing strategies that align to the causes and problems in the classroom and explains the importance of implementing solutions

7.6 Using communities, families, and colleagues to grow as a professional

Teacher Actions: Has limited or no

knowledge of students’ communities or how to access them to promote collaboration with the school

Limited communication with families and is not sure or does not see the importance of providing opportunities to provide interactions between families and the school

May not have respect for students’ families

Rarely converses with colleagues and/or rarely seeks out other staff to meet students’ needs

In Reflection: Does not think

collaboration is necessary in order to grow as a professional

Teacher Actions: Understands the

importance of students’ communities but is not sure how to promote collaboration

Respects some students’ families and initiates some communication, but does not provide opportunities for a connection between families and the school to promote professional growth

Engages in limited dialogue with colleagues and sometimes seeks out staff to meet students’ needs

In Reflection: Understands the benefits

of collaboration, but may not link them to professional development or student achievement

Teacher Actions: Understands the

importance of students’ communities and occasionally attempts to promote collaboration

Respects some students’ families and initiates some communication

Engages in dialogue with some colleagues and seeks out staff to help meet students’ needs

In Reflection: Understands that

collaboration can lead to development as a professional and growth in student achievement

Teacher Actions: Values students’

communities and develops knowledge of them to benefit students and families to promote collaboration

Respects students’ families and develops positive communication and understanding of their diverse backgrounds to develop their professional repertoire

Engages in dialogue with colleagues, collaborates with staff to meet students’ diverse needs in order to grow as a professional

In Reflection: Understands that

collaboration between teacher, student, family and community can lead to development as a professional and growth in student achievement

Teacher Actions: Values students’

communities and uses knowledge of them to promote collaboration between school and community

Respects all students’ families and understands their diverse backgrounds, maintains positive interactions and uses them to provide meaningful interactions between school and community

Engages in dialogue and reflection with colleagues and collaborates with staff to meet the needs of students and grow as a professional

In Reflection: Understands and values

collaboration between teacher, student, family, and community as a way to develop and grow as a professional, boosting student achievement

8. Logistics and AdvisoryNot Observed Developing Proficiency Proficient Excellent Exemplary

8.1 Advisory Logistics

Teacher Actions: Attendance is often

inaccurate Does not submit the Daily

Update Does not print or

distribute quick look-ups on a weekly basis

Does not submit end of term summaries.

Teacher Actions: Teacher takes accurate

attendance, though there may be a numerous mistakes each year

Submits Daily Update 1-2 days per week

Is inconsistent in printing and distributing weekly quick look-ups

Submits one of two end of term summary.

Teacher Actions: Teacher takes accurate

attendance, though there are a few mistakes each year

Submits Daily Update 3 days per week

Almost regularly prints and distributes quick look-ups

Submits one of two, end of term summaries.

Teacher Actions: Teacher takes accurate

attendance with one or two mistakes each year

Submits Daily Update 4 days per week

Prints and distributes quick look-ups regularly, having missed only one or two weeks.

Submits end of term summaries

Teacher Actions: Teacher takes accurate

attendance Submits Daily Update 5

days per week Prints and distributes

quick look ups weekly Submits end of term

summaries.

8.2 Advisory Communication

Teacher Actions: Does not respond to

advisory communications in an appropriate period of time and usually has to be reminded

Does not communicate with parents

Does not provide feedback, even when asked

Teacher Actions: Responds to some

advisory communications, but often has to be reminded to participate

Communicates with parents at least two times per year

Occasionally provides feedback when asked, but feedback is often incomplete

Teacher Actions: Responds to most

advisory communications Communicates with

parents at least four times per year

Provides feedback on the curriculum when asked

Teacher Actions: Responds to all advisory

communications in an appropriate period of time, with few late or missing occurrences

Communicates with parents on a regular schedule (five or more times per year)

Provides feedback on the curriculum in a meaningful way, when asked

Teacher Actions: Responds to all advisory

communication with sense of urgency and in appropriate period of time (same day)

Communicates with parents on a regular schedule and invites parents to become greater participants in the school

Provides feedback on curriculum, etc. of grade level in a meaningful way and on a regular basis

8.3 Advisory Student Relationships

Teacher Actions: Teacher has few

relationships with advisory students

Teacher does not communicate with students’ other teachers

Teacher is not an advocate for students

Student Actions: Few students feel a

relationship with their

Teacher Actions: Teacher develops

relationships with some advisory students

Teacher rarely communicates with students’ other teachers

Teacher is an advocate for some students

Student Actions: Some students feel

relationship with advisor

Teacher Actions: Teacher develops

relationships with advisory students

Teacher occasionally communicates with students’ other teachers or monitors their success

Teacher is an advocate for the students

Student Actions: Many students feel

Teacher Actions: Teacher develops strong

relationships with advisory students

Teacher sometimes communicates with students’ other teachers and monitors their success

Teacher is an advocate for the students

Student Actions: Students feel relationship

Teacher Actions: Teacher develops clear,

strong relationships with advisory students

Teacher often communicates with students’ other teachers and monitors their success

Teacher is a clear advocate for the students

Student Actions: Students feel strong

advisor Few students feel that

their advisor has a clear picture of their academic achievement

as advocate, many do not A few students feel

advisor has clear picture of their academic achievement

relationship with advisor as advocate

Some students feel advisor has clear picture of tacademic achievement

with advisor as advocate for their success

Most students feel advisor has a clear picture of their academic achievement

relationship with advisor as advocate

Students feel advisor has clear picture of their academic achievement

8.4 Professional Development and School Culture

Teacher Actions: Teacher sometimes

attends the weekly professional development, but typically arrives late or leaves early

Teacher does not create a college going culture

Teacher Actions: Teacher attends weekly

professional development, though does not always participate and sometimes arrives late or leaves early

Teacher attempts to create a college going culture

Teacher Actions: Teacher attends weekly

professional development Teacher works to create a

college going culture

Teacher Actions: Teacher attends weekly

professional development and actively participates

Teacher creates and focuses on promoting a college going culture

Teacher Actions: Teacher attends weekly

professional development and adds to the collective knowledge through presentation, ideas, or information

Teacher creates and focuses on promoting a college going culture

8.5 Advisory Big Goals

Teacher Actions: Teacher does not track

GPA, Attendance, Community Service Hours and School Pride

Teacher does not complete ILP’s for students

Teacher Actions: Teacher does not actively

track GPA, Attendance, Community Service Hours and School Pride

Teacher completes ILP’s only once per year

Teacher Actions: Teacher tracks GPA,

Attendance, Community Service Hours and School Pride but trackers are completely updated

Teacher completes ILP’s for most students twice yearly

Teacher Actions: Teacher tracks GPA,

Attendance, Community Service Hours and School Pride but missing some tracking information.

Teachers updates ILP’s for students twice per year

Teacher Actions: Teacher accurately tracks

GPA, Attendance, Community Service Hours, and School Pride Events

Teacher updates ILP’s for all students twice yearly to ensure all students are on track to meet A-G Requirements

8.6 Sense of Urgency

Teacher Actions: Teacher does not

participate in required school activities

Extends self far too much or far too little to be productive in reaching goals

Places blame for failures on others and does not take responsibility for challenges faced

Teacher Actions: Teacher attends required

school activities and events

Demonstrates an attempt to not overreach

Attempts to avoid making excuses about challenges, but may place blame away from self

Does not target challenges that will most likely move students closer to goal or may inaccurately identify where effort should be placed

Teacher Actions: Teacher participates and

engages in school events and activities when asked

Asks for help when needed

Productively implements a few strategies when low energy or motivation is observed in self

Generally avoids making excuses about the challenges that are faced, but may maintain same effort to meet those challenges

Teacher Actions: Teacher participates and

engages in school events and activities

Teacher participates in one or more school-wide initiatives and sometimes contributes ideas for how to make the school better

Anticipates when more balance is needed to maintain energy enough to reach goals and makes logical decisions

Proactively takes steps to sustain energy and motivation for self

Increases effort when faced with challenges

Consistently targets challenges that will move students closer to goals if overcome

Multiple Data Points

Data Required For Professional Development

1. Goals Teacher has a clear set of goals established for his or her classes/students. Teacher has updated progress-to-goal information. In order to ensure that the goal is

meaningful, teachers should have a clear idea of how close or far students are from achieving their goals.

2. Unit plans and Long Term Plans (Scope and Sequence) Unit plans should be available for all units throughout the year. These unit plans

should include standards covered, objectives, outline of content, and link to learning goals.

3. Lesson plans Lesson plans that include standards, objectives, clear outline of the day, and rigorous

content should be available for each day the teacher has class.

4. Student Achievement Data (grades and performance on standards) Nationally standardized student achievement examinations often are used to evaluate

teachers and school systems by ranking the student, class, and school according to national norms. Teacher should have a clear and updated picture of student performance in the course and on individual standards.

5. Peer Assessments and Conversations Teaching colleagues observe each other's classroom and examine lesson plans, tests,

and graded assignments. Peer review examines a wider scope of teaching activities than other methods. Disadvantages include time consumption and possible peer conflict. Formative application features may justify the time demands and minimize sources of tension.

6. Student and Parent Evaluations Using student ratings in teacher evaluation has been restricted to higher education,

although student input has been collected informally in middle and secondary schools. This method has a high degree of reliability, but questions of validity and bias remain.

7. Self-Assessment This method usually supplements more formal evaluation methods and is used with

other data to identify weak areas of instruction and classroom management skills. It serves as an important source of information for staff development, but is unsuitable for accountability decisions.

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Planning Guide for Start of School Year

TEACHER GOAL FORM

August

Prioritize students’ needs and identify the area(s) of need on which you will focus with your

students this school year.

Identify the measurable indicator(s) and methods of measurement you will use to show student

progress in the area(s) identified above.

Teacher Initials

EvaluatorInitials

Date of Conference

(over)

-1-

Summarize your students’ progress in the area(s) of need as shown by the indicators identified

on the front side of this form.

If you met your goal(s), what conditions were most helpful?

If you did not meet your goal(s), what were your obstacles or barriers?

Teacher Initials

Date Submitted

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PROFESSIONAL RESPONSIBILITIES FORMFOR TEACHERS

In what ways do you ensure that families and appropriate staff are informed of student progress

or needs?

Briefly describe your student record keeping system.

-3-

List any professional growth, including activities and courses that you have participated in for this school

year. Which of these activities support reflective practice?  How will they contribute toward your skills

and knowledge of student content standards? What do you plan to do this year?

List any curricular or extra curricular activities that you feel have contributed to the growth of

your professional practice.

List any other information that you would like to share with your evaluator.

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Professional Development Plan Form

Name _________________________________________ Grade/Subject ________________

School _____________________________Date ______________School Year ____________

Professional Standards Domain (check all that apply)

Big Goals Investment Learning Environment Planning

Executing a Lesson Assessment Professional Development Logistics and Advisory

I. Goal Setting: Which goal from the teacher standards are you focusing on this year and how does that align with your goals for this professional development plan? Be sure goals are measurable and describe the change you expect in your teaching practice.

II. Action Plan: How will you achieve your goal/s?

ActivitySupport:

Partner or Resources Timeline(1)

(2)

(3)

-5-

(4)

If more space is needed, please attach another sheet. Please turn over III. Documentation: What evidence will you provide to document achievement of your goal/s? If your goal/s

extends beyond a one-year period, what will you provide to show progress towards completion of the goal/s?

IV. Teacher Summary and Comments:

Evaluator Comments

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Principal Signature __________________________________ October Date ________________________________________________ May Date ______________

Teacher’s Signature __________________________________ October Date ______________ __________________________________ May Date ______________

Principal signature indicates approval of this plan.

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Pre-Observation Planning Report Tool

Teacher ______________________________________________ Date of Pre-Observation Conference

_______________________

School _______________________________________________ Date of Observation ____________________ Time

___________

Grade/Subject _________________________________________ Date of Post-Observation Conference

______________________

Evaluator ___________________________________________

1. What are the goals and objectives this week? (Domain – Goal Setting)

2. What specific curriculum standards will you be focusing on this week? (Domain – Planning/Instruction)

3. How will you help students make learning connections? Does this reflect new learning, review learning, or extension of learning? (Domain –Planning/Instruction)

4. What learning experiences will best help the student reach the lesson objectives (e.g., cooperative learning, graphic organizers, debates, etc.)? (Domain – Planning/Instruction)

5. How will you know if the students have met the objectives? (Domain – Assessment)

6. Is there anything special that should be known about this group of students? Are there specific things that you have been or will be doing to accommodate these students? (Domain – Learning Environment)

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7. Are there any specific aspects of your teaching about which you would like to receive comments? (Domain – Professional Development)

8. How does this lesson fit into the sequence of learning in your classroom? (Domain – Instruction)

9. How will you determine student progress in meeting the goals for this lesson? (Domain –

Assessment)

10. For the class as a whole what challenges are presented and how are you addressing them? (Domain – Instruction)

11. Are there any characteristics of the physical space that may negatively impact student

learning? If yes, please describe. (Domain – Learning Environment)

12. Additional comments or information that you would like to share with your evaluator.

(Optional)

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Observation Form

Teacher _________________________________________ Date ________________

Standard(s) of Teacher Focus: _____________________________________________________________________

Grade/Subject _________________________________

Evaluation Category Beginning Teacher Experienced Teacher New to District Proficient Status Intensive Improvement

TIME TEACHER ACTION STUDENT ACTION QUESTIONS

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Post-Observation Planning Report

Name ______________________________Grade/Subject______________________________

School ___________________________ Date_________________School Year ____________

Reflection on the Lesson

Successful Components of the Class Developing Components of the Class Progress Related to Teacher Standard of Development

Reflection on the Lesson

Student Action Teacher Action Leading to Student Action Root Causes(1)

(2)

(3)

(4)

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Revision of Professional Development Plan (as needed)

Professional Standards Domain (check all that apply)

Big Goals Investment Learning Environment Planning

Executing a Lesson Assessment Professional Development Logistics and Advisory

I. Goal Setting: How will you adjust your goals based on your areas of development? What new standards might you consider the most important areas of growth?

II. Action Plan: How will you achieve your goal/s?

ActivitySupport:

Partner or Resources Timeline

(1)

(2)

(3)

(4)

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Observation and Evaluation Summary Report**Administrators will use this form to generally evaluate each teacher. During the observation, evaluators should highlight teacher proficiency on each category of the rubric to be included in file.

Teacher ___________________________________________ Pre-Conference Date ______________________

School ____________________________________________ Date of Evaluation ______________ Time _______________

Grade/Subject ______________________________________ Evaluator ______________________ Position _____________

Evaluation Category Beginning Teacher Experienced Teacher New to District Proficient Status Intensive Improvement

Exceeds Standard

Meets Standard

Below Standard

Not Observed

SETTING BIG GOALS ()

1.1 Developing standards-aligned, measurable, meaningful, and feasible goals

1.2 Connecting students’ prior knowledge, life experience, and interests with learning goals

Supporting Evidence/Comments

Note: The teacher may request copies of the documentation used by the evaluator

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Exceeds Standard

Meets Standard

Below Standard

Not Observed

INVESTING AND ENGAGING STUDENTS ()

2.1 Develop students’ rational understanding that they can achieve by working hard (“I can”)

2.2 Develop students’ rational understanding that they will benefit from achievement (“I want)

2.3 Engaging students in problem-solving, critical thinking, and other activities that make learning meaningful

2.4 Promoting social development and group responsibility

2.5 Reinforce efforts towards the Big Goal and promote self-directed, reflective learning

2.6 Employ appropriate role models

Supporting Evidence/Comments

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Exceeds Standard

Meets Standard

Below Standard

Not Observed

LEARNING ENVIRONMENT ()

3.1 Create a welcoming environment through constant reinforcement (verbal, visual cues aligned with student achievement)

3.2 Establishing behavior management plans (long and short term) to maximize instructional learning time

3.3 Designing classroom procedures to maximize instructional learning time

Supporting Evidence/Comments

Note: The teacher may request copies of the documentation used by the evaluator.

Exceeds Meets Below Not

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Standard Standard Standard Observed

DESIGNING LEARNING EXPERIENCE ()

4.1 Design short- and long-term plan to facilitate and promote student learning and connections to the material

4.2 Plan rigorous, objective- and data-driven lessons that will lead students to mastery of the objective and progress towards the Big Goal

4.3 Developing, sequencing, and designing instructional activities to maximize student learning and facilitating learning experiences and developing student understanding through instructional strategies

4.4 Differentiate and modify plans to accommodate more comprehensive learning and provide structure to ensure that all students maximize their learning

Supporting Evidence/Comments

Note: The teacher may request copies of the documentation used by the evaluator.Exceeds

StandardMeets

StandardBelow

StandardNot

Observed

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INSTRUCTION/LESSON EXECUTION ()

5.1 Communicates high expectations for behavior and achievement

5.2 Utilizes time-saving practices and procedures to maximize learning time and work with a sense of urgency

5.3 Presents course content so that students comprehend and master key information and ideas

5.4 Facilitate and coordinate student activities and practice so students can work towards mastering the objective and checks for understanding through questioning, listening, and responding in order to check for and ensure student learning

5.5 Use resources and materials in a thoughtful way to promote student learning

Supporting Evidence/Comments

Exceeds Meets Below Not

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Standard Standard Standard Observed

ASSESSMENT ()

6.1 Creating standards-aligned assessments (diagnostic, formative, and summative) that determine student performance in relation to the Big Goal

6.2 Monitoring student progress towards meeting the standards and maintaining instructional records that clearly show the basis for grading

6.3 Evaluate and keep track of students’ performance on assessments to promote awareness of student progress by all stakeholders and maintain behavioral and academic investment

6.4 Communicating with students and parents about student progress

Supporting Evidence/Comments

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Exceeds Standard

Meets Standard

Below Standard

Not Observed

PROFESSIONAL DEVELOPMENT ()

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7.1 Establish professional goals and pursue opportunities to grow

7.2 Content Pedagogy

7.3 Discourse about Professional Issues

7.4 Reflection of teacher on practice

7.5 Implementation of strategies to improve practice

7.6 Using communities, families, and colleagues to grow as a professional

Supporting Evidence/Comments

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Exceeds Standard

Meets Standard

Below Standard

Not Observed

LOGISTICS AND ADVISORY ()

8.1 Advisory Logistics

8.2 Advisory Communication

8.3 Advisory Students

8.4 Attendance and Professional Development

8.5 Participation and Leadership

8.6 Communication with Students and Families

Supporting Evidence/Comments

Date of Post-Observation Conference __________________________

Principal/designee Signature ___________________________________ Date _____________

Teacher Signature ___________________________________ Date

________________

Note: The teacher’s signature indicates that he/she has seen all comments on this form and does not necessarily indicate agreement with the report. The teacher may respond to this report in writing and then responses shall be attached to this report.

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Summary Recommendation by the School Leader

Teacher _________________________________________ Date ________________

School _______________________________________ Dates of Evaluation Observations & Conferences _______________

Grade/Subject _________________________________ ________________________________________________

Evaluation Category Beginning Teacher Experienced Teacher New to District Proficient Status Intensive Improvement

Areas of Growth: Areas to Improve:

Comments:

Leader’s Signature ____________________________________ Date_____________

Teacher’s Signature ____________________________________ Date ___________

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APPENDIX QSample Head of School Evaluation

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Capitol Collegiate AcademySample Head of School Job Description and Basis for Evaluation132

The Head of School serves as Chief Executive for Capitol Collegiate Academy. He or she works with the Board to assess the school’s adherence to its mission and to set short- and long-term goals. The Head of School manages the work of school staff, and bears ultimate responsibility for staff contributions to academic performance, mission-aligned school culture, and organizational viability. Responsibilities include:

REVIEW AREA PRIMARY JOB RESPONSIBILITY MEASUREMENTFacility Provide Capitol Collegiate students

with a positive environment in which to learn.

The school building is reflective of Capitol Collegiate values and standards

Fundraising Work with the BD to raise funds to meet operational and capital needs

Determine fundraising goals Help to create and execute

fundraising plan Achieve fundraising goals

determined to be the primary responsibility of staff in the development plan (foundations, minor individual donors)

Financials Work with the BD to develop and manage the annual operating budget.

Budget is created on schedule Financials are presented to the

board in a timely manner The school is on budget

Demonstrate financial viability to an independent auditor.

Work with the BD to identify and hire an independent auditor

Successfully complete an annual audit

Educational Program (testing)

All students take the Stanford Achievement Test in the fall and spring and the CST test in the spring.

Scores exist for all students and are disaggregated on racial/ethnic/language and socioeconomic lines

All students take the CST exam in the spring.

Average student scores on the CST will surpass Boston city averages in all subjects

All students take the Stanford Achievement Test in the fall and the spring.

Students will demonstrate, on average, in their national rankings in both reading and math, an improvement of at least 3 Normal Curve Equivalent (NCE) points between fall and spring tests

Educational Program (student conduct)

Oversee the development of school culture and student adherence to the Student Code of Conduct.

A clear decline can be seen over the course of the year in the number of demerits, suspensions, and expulsions accrued by students

Educational Oversee the design and The ethical philosophy and

132 Capitol Collegiate is grateful to Boston Preparatory Charter School for use of this template

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Program (programs)

implementation of the ethical philosophy and service learning programs.

service learning programs are in place by the middle of the year

Oversee the design and implementation of the College Preparation Portfolios (CPP).

The College Preparation Portfolio program is in place and all students have completed the videotaped oral interview by the middle of the year

By the end of the year, all students have added 2 pieces of work to their portfolio

Oversee the design and implementation of enrichment programs.

Enrichment programs are in place within the first three months of school opening

Educational Program (staff)

Acquire and retain outstanding faculty members.

Start the 2011-2012 school year 100% staffed

Retain teachers for the full school year

Identify Capitol Collegiate staffing needs for FY12

Recruit and hire 90% of Capitol Collegiate staff for FY12 by July 31 of 2011

Positive feedback is obtained from a teacher survey

Provide quality professional development.

All teachers have developed professional goals for each quarter in conjunction with the HOS

Once a month, faculty discuss best practices

Eight times a year faculty participate in co-grading

Each teacher’s classroom performance has been evaluated three times by the HOS

Community (Parents)

Oversee the implementation of a yearly parent satisfaction survey.

Achieve a 90% return rate on the parent survey

Achieve high parental satisfaction. 80% of parents report that they are “satisfied” or “extremely satisfied” with their child’s academic and personal development

Achieve high parent participation. 75% of parents attend a school-sponsored event during the course of a year

Oversee the development of the Parent Advisory Network.

The Parent Advisory Network is this the name you use meets with the HOS once a month

The Parent Advisory Network reports to the BD twice a year

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Oversee the development and implementation of parent journals.

Parents receive weekly reports Parents have bi-monthly

conversations with their children’s advisors

Community Oversee the dissemination of best practices.

Disseminate best practices to other schools and the educational community

Organizational Health (students)

The school has a waiting list. The school’s waiting list exceeds 10% of the school population

Student attendance is high. Average student attendance is 98% (2% unexcused absences)

Organizational Health (board)

The HOS works well with the board. The HOS attends all board meetings and presents all requested information to the board in a timely manner

Organizational Health (Compliance)

The school complies with all relevant federal, state, and city guidelines.

The school receives no citations for federal, state, or city noncompliance.

APPENDIX R-26-

Sample Parent and Student Contract of Commitment

Capitol Collegiate Academy Family Contract

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At Capitol Collegiate, we understand the importance of alignment within the school community in order to achieve our mission of preparing students to compete, achieve, and lead in college and in life. This mission can be best achieved when students, families, and school staff are all actively involved in education and working to meet the school’s cultural and curricular expectations. We all have the responsibility of promoting student learning and, as educational partners, we value each person’s contribution to our school community. The following expectation outlines the expectations that need to be met to best support student learning, and should be signed by the parent/guardian, student, and staff.

Parents & GuardiansI/We agree to:

Supporting Capitol Collegiate’s demanding academic program, high standards of conduct, and extended school day and year.

Ensuring that my student is at school on time, in uniform, every day. Monitoring my student’s schoolwork, homework, and grades regularly. Communicating regularly with Capitol Collegiate and attending the required parent events. I have read and understand the Code of Conduct.

Students: I agree to:

Doing my best to follow our PRIDE values Arrive at school on time, every day, and prepared to work Complete my homework every night and bring it neatly to school. Obey the Code of Conduct at school, at any school events, or on the bus. Speaking regularly with my parents and guardians about my progress at school, my grades, my

assignments, and my behavior. Commit myself to achievement all day, every day and seek help when I need it. I have read and understand the Code of Conduct.

Teachers and Staff: We agree to:

Arrive at school on time and prepared for an academically rigorous, college preparatory environment every day.

Assess students regularly and fairly. Enforcing all rules and policies consistently and fairly. Communicating with parents/guardians with reasonable frequency to communicate both positive

and negative feedback. Maintaining the highest standards of academic performance and conduct. I have read and understand the Code of Conduct.

Parent/Guardian Signature Date

Student Signature Date

Teacher Signature Date

Head of School Signature Date

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