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Loomis Basin Charter School Petition 1 | P a g e
Loomis Basin
Charter School
PETITION FOR RENEWAL
_____________________________________
presented to the
Loomis Union School District
Board of Trustees
_____________________________________
April 10, 2013
Loomis Basin Charter School Petition 2 | P a g e
LOOMIS BASIN CHARTER SCHOOL .................................................................................... 5
I. INTRODUCTION ................................................................................................................. 5
Founding Group ....................................................................................................................... 5
II. Educational Philosophy and Program............................................................................... 8
Mission ..................................................................................................................................... 8
Students .................................................................................................................................... 8
Student Outcomes .................................................................................................................... 8
How Learning Best Occurs ...................................................................................................... 9
Students To Be Served ........................................................................................................... 10
Curriculum and Instructional Design ..................................................................................... 11
Loomis Basin Charter School Educational Program Expectations ........................................ 11
Plan for Students Who Are Academically Low Achieving ................................................... 12
Plan for Students Who Are Academically High Achieving ................................................... 13
Plan for English Learners ....................................................................................................... 13
Plan for Special Education ..................................................................................................... 13
III. MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA ............ 14
Student Outcomes .................................................................................................................. 14
Academic Performance Index ................................................................................................ 15
Methods of Assessment .......................................................................................................... 15
Use and Reporting of Data ..................................................................................................... 16
IV. GOVERNANCE STRUCTURE OF SCHOOL ............................................................ 17
V. HUMAN RESOURCES .................................................................................................... 18
Qualifications of School Employees ...................................................................................... 18
Loomis Basin Charter School Petition 3 | P a g e
Staff Evaluation ...................................................................................................................... 20
Professional Development...................................................................................................... 21
Compensation and Benefits .................................................................................................... 21
Retirement System ................................................................................................................. 22
Labor Relations ...................................................................................................................... 22
Rights of School District Employees ..................................................................................... 22
Health and Safety ................................................................................................................... 23
Dispute Resolution ................................................................................................................. 24
VI. ADMISSION POLICY .................................................................................................... 24
Requirements for Admission .................................................................................................. 24
Admision Priorities ................................................................................................................ 24
Admission Procedures ............................................................................................................ 25
Disenrollment ......................................................................................................................... 25
Attendance Alternatives ......................................................................................................... 26
Means of Achieving Racial and Ethnic Balance .................................................................... 26
Pupil Suspension and Expulsion ............................................................................................ 27
VII. FINANCIAL Planning, Reporting and Accountability .............................................. 27
Budget .................................................................................................................................... 27
Financial Reporting and Audits ............................................................................................. 28
Insurance ................................................................................................................................ 28
Administrative Services ......................................................................................................... 28
Facilities ................................................................................................................................. 28
Transportation ........................................................................................................................ 28
Additions, Deletions, and Modifications of the Charter ........................................................ 29
Loomis Basin Charter School Petition 4 | P a g e
School Closure Procedures..................................................................................................... 29
VIII. IMPACT ON THE CHARTER AUTHORIZER ...................................................... 29
IX. PROVISIONS SPECIFIC TO RENEWAL PETITIONS ............................................ 29
APPENDICES ........................................................................................................................ 31
Assurances ................................................................................................................ Appendix 1
Sample Curriculum .................................................................................................. Appendix 2
API Scores ................................................................................................................ Appendix 3
CST Scores ............................................................................................................... Appendix 4
Adequate Yearly Progress ........................................................................................ Appendix 5
Organizational Chart ................................................................................................ Appendix 6
Budget ...................................................................................................................... Appendix 7
Loomis Basin Charter School Petition 5 | P a g e
LOOMIS BASIN CHARTER SCHOOL
I. INTRODUCTION
Charter school law provides opportunities for teachers, parents, pupils and community members,
-- all of education’s stakeholders -- to establish and maintain schools that operate independently
from the confines of existing school structure and restrictive state regulations, in order to
accomplish the following:
• Improve pupil learning
• Increase learning opportunities for all pupils, with special emphasis on expanded
learning experiences for pupils who are identified as academically low achieving
• Encourage the use of different and innovative teaching methods
• Provide parents and pupils with expanded choices in the types of educational
opportunities that are available within the public school system
• Hold the school accountable for meeting measurable pupil outcomes, and provide the
school with a method to change from rule-based to performance-based accountability
systems
• Provide vigorous competition within the public school system to stimulate continual
improvements in all public schools
(Education Code Section 47601)
It is the intention of the Loomis Basin Charter School (LBCS) to respond proactively to these
goals by providing a broad-based program that promotes the education of the whole person
emphasizing intellectual, personal, emotional, and social growth through all domains of
knowledge: humanities, sciences, mathematics, the arts and foreign languages.
FOUNDING GROUP – HISTORY AND CURRENT MAKEUP
In the 2005-06 school year the Loomis Union School District (District) Board of Trustees formed
a strategic planning committee to outline priority areas and develop goals and strategies to
realize the District’s vision:
Loomis Basin Charter School Petition 6 | P a g e
becoming a premier school district, evoking pride within an
involved community and empowering staff to meet the needs of all
students through “state of the art” educational programs and
facilities.
Among the strategies and objectives outlined by this committee there was research of community
needs and viable program options and the development of a charter school that would attract and
serve the families in the community not currently involved in the traditional school system. The
initial Charter Petition for the LBCS was the result of specific action steps and outcomes
outlined in the Board-approved Strategic Plan.
The original Charter Planning Committee was composed of the District Superintendent,
curriculum specialists, administrators, teachers, parents and content-specific consultants. The
Committee explored different program options and after much research, site visitations and input
from various sources, outlined the initial petition, which included the International Baccalaureate
(IB) Program. The District is an excellent, high scoring educational system with a District API of
910. The Charter Planning Committee thus felt the need to explore world-class programs that
would supplement already outstanding public school programs. The IB Program was chosen as
the most viable option for the District to implement through a charter school that would meet the
intent of the charter school law as well as the directives of the District Board of Trustees as
outlined in the Strategic Plan.
LBCS has been in operation since the 2008/2009 school year. The school’s operation has been
extremely successful. LBCS is a premier school. It is regularly at full capacity, with a current
wait list of four hundred (400). LBCS has maintained excellent API Scores, and consistently met
its growth targets as set by the state. LBCS’s 2012 Growth API Score was 935. In addition,
LBCS has met its growth target for the previous year.
LBCS will continue to deliver on its promise that it will:
increase learning opportunities for all pupils;
encourage the use of different and innovative teaching methods;
provide parents and pupils with expanded choices in the types of educational
opportunities that are available within the public school system; and
hold the school accountable for meeting measurable pupil outcomes.
Loomis Basin Charter School Petition 7 | P a g e
In furtherance of its goals, LBCS currently provides the following educational components to
students:
Spanish instruction for all students.
Mandarin enrichment.
All day kindergarten.
Longer school days.
MAC laptop computer labs.
Monart art program for grades K through 5.
Physical education for grades K through 8.
Music program for grades K through 8.
Science docent program, grades K through 5.
Small class size.
Grades K through 3: 20 students per class.
Grades 4 through 7: 25 students per class.
Community service projects, including all school local nursing home visits.
Several field trips per year.
Project-based learning.
Before and after school enrichment program.
Interact (Junior Rotary), grades 6 through 8.
Athletics.
Exploratory program for Middle Years including fencing, pottery, fashion design, theater,
podcast, guitar, art, soccer, food science, journalism, dance and felting.
Student-led conferences.
In addition, LBCS will continue to provide vigorous competition within the school system to
stimulate continual improvements in all public schools within the Loomis school system.
Loomis Basin Charter School Petition 8 | P a g e
The District operates and manages LBCS within the parameters and expectations outlined in this
Charter Petition and the fiscal, educational, and accountability high standards that govern all
schools and programs in the District. The day-to-day operations of the school are overseen by its
Director, with supervision by the Superintendent.
II. EDUCATIONAL PHILOSOPHY AND PROGRAM
MISSION
The aim of LBCS continues to be the development of inquiring, knowledgeable, patriotic,
honorable, responsible and caring young people who have the background, skills, knowledge and
qualities necessary to participate successfully and actively in a changing and increasingly
interrelated world.
STUDENTS
Through highly interactive curricula based on the IB Program Continuum and grounded on the
California Common Core State Standards, the LBCS will strive to serve students who are not
currently involved in the District and for whom an international education in a multilingual
environment is a desired choice.
STUDENT OUTCOMES
Students who participate in LBCS’s educational program will strive to have and to exhibit the
attributes of an “educated person” in the 21st century.
LBCS learners will strive to be:
Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators: They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication. They work effectively
and willingly in collaboration with others.
Loomis Basin Charter School Petition 9 | P a g e
Principled: They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.
Open-minded: They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values and traditions of other individuals and communities. They
are accustomed to seeking and evaluating a range of points of view, and are willing to grow from
the experience.
Caring: They show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to make a positive difference in the lives of
others and for the environment.
Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They are brave
and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective: They give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support their learning and
personal development.
Patriotic: They love and support our country, know and understand our cultural history and
embrace the values, ideals and principles of the Founding Fathers, Declaration of Independence
and U.S. Constitution. They actively participate and take leadership in the democratic process
and become content citizens who serve others with love and respect.
HOW LEARNING BEST OCCURS
The LBCS has adopted and implemented fully the research-based IB Program with the aims of
developing inquiring, knowledgeable and caring young people who help to create a better and
more peaceful world through intercultural understanding and respect. (See Appendix 2 for the
Program of Inquiry.) To this end, the school, under the guidance of IB coaches, has developed a
challenging program of international education and rigorous assessment in a school social
environment that promotes optimal learning and academic development. IB programs encourage
students across the world to become active, compassionate and lifelong learners who understand
that other people, with their differences, can also be right. Since its inception LBCS has attained
accreditation as an IB World School for the Primary Year Program. In addition, it is a Candidate
School for IB World School for the Middle Year Program.
Loomis Basin Charter School Petition 10 | P a g e
The IB Program views its teachers as essential to the success of the school-learning community.
LBCS teachers receive yearly training in curriculum development and best teaching practices
that actively engage students and families in the learning process. This training includes on-site
workshop training, Level 1 and 2 IB training. LBCS’ teachers are highly trained in IB.
Research points out that learning best occurs…
When students are actively engaged in a viable curriculum and what they learn is
meaningful (Marzano, 1999, 2003; multiple other researchers)
When the school sets challenging goals for students and monitors the extent to
which goals are met (Schmoker, 1999; Bangert-Drowns, et al., 1991, National
Research Council, 1999)
When parents actively participate in the educational process (Cotton, 1996;
Epstein, 2005)
In a collaborative and accountable environment, (Schmoker, 1996)
With highly specialized teachers and staff. (Darling-Hammond (1997; multiple
other researchers)
In an environment of collegiality and professionalism (Villani, 1996; Darling-
Hammond, 1997)
In a safe and orderly school environment (Grogger, 1997; Martella, 1998;
multiple other researchers)
STUDENTS TO BE SERVED
LBCS is an international school open to ALL students, irrespective of disability, gender, gender
identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any
other protected characteristic who seek an international education based on the IB Program and
multi-lingual setting and who support and subscribe to the school’s goals, expectations and
family agreements.
LBCS offers a classroom based educational program serving grades kindergarten through eighth.
Its current maximum enrollment is 410, and as of the 2012/2013 school year, it is at capacity.
LBCS complies and will continue to comply with minimum age requirements for public school
attendance (Ed. Code, section 47610(c)). LBCS maintains and will continue to maintain student
records in accordance with Education Code section 47612.5.
Loomis Basin Charter School Petition 11 | P a g e
CURRICULUM AND INSTRUCTIONAL DESIGN
The LBCS has implemented a classroom-based IB Program designed for students in grades K-8.
The IB Program promotes the education of the whole person, and emphasizes intellectual,
personal, emotional and social growth through all domains of knowledge. The IB Program
provides students an international education, cemented on character education as a foundation to
develop American patriotism, respect, and responsibility.
By focusing on the dynamic combination of knowledge, skills, independent critical and creative
thought and international-mindedness, the LBCS educates students for a life of active,
responsible citizenship that fosters students’ recognition and development of universal human
values. The student outcomes reflect the profile of the whole person as a lifelong learner.
The LBCS’s educational aim is to provide students with an education for life and to teach them
to relate the content of the classroom to the realities of the world outside. While the objective of
the program is to ensure academic challenge, this is not a selective program for a limited number
of students. All children, including those with special educational needs, can benefit in different
ways from the IB Program’s holistic, integrative approach to teaching, learning and thinking.
LBCS EDUCATIONAL PROGRAM EXPECTATIONS
THE PROGRAM:
Requires study across a broad and balanced range of knowledge domains including
languages, humanities, science and technology, mathematics and the arts.
Draws on content from the California State Frameworks and Common Core State
Standards as well as from cultures across the world.
Gives special emphasis to foreign language acquisition and development, specifically
teaching Spanish and one additional language starting at the kindergarten level.
Requires a character education component that includes American patriotism, respect,
responsibility, personal accountability, ethical behavior, and service.
Builds and reinforces students’ sense of identity and fosters an appreciation and
understanding of diverse cultures and differing points of view.
Focuses on developing the skills of learning and of appropriate communication according
to the audience, medium, and environment.
Includes, to a varying extent, the study of individual subjects and of trans-disciplinary
areas.
Encourages diversity and flexibility in pedagogical approaches.
Loomis Basin Charter School Petition 12 | P a g e
Provides students with opportunities for individual and collaborative planning, research,
visual and oral presentation of research findings, and reflection on learning.
Provides appropriate forms of ongoing assessment and international benchmarking.
Develops in students productive habits of work and mind.
Includes a community service component requiring action and reflection.
Requires strong parental involvement and commitment.
TEACHERS AND STAFF:
Model and exemplify the outcomes expected of students: Inquirers, Knowledgeable,
Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced,
Reflective, and Patriotic.
Create and honor traditions that serve as a foundation for the school’s culture.
Develop and deliver curriculum and lessons that support the IB framework and State
Standards and which engage students in critical thinking applied to relevant projects and
investigations.
Demonstrate commitment to exemplifying lifelong learning and reflection on teaching.
Engage in service projects, individually or as part of a team of colleagues.
Commit to and participate in ongoing staff and personal development.
Commit to reflection on student learning and progress and to collaborative planning and
work.
Commit to a reflective evaluation of one’s own performance as it relates to program
implementation, student learning, collaboration with staff, professional development,
parent interactions, and personal service projects.
Utilize multiple materials, media and resources to fit the teaching objectives and to
challenge students so that they can reach their goals and progress at their level.
PLAN FOR STUDENTS WHO ARE ACADEMICALLY LOW ACHIEVING
LBCS will meet the educational needs of academically low achieving students by providing
and/or facilitating appropriate interventions, both in the classroom and outside the regular school
day. Students who are in need of these interventions will be identified by the Student Study
Team (SST) process through one or more of the following methods:
Loomis Basin Charter School Petition 13 | P a g e
analysis of student classroom work, performance on student research reports and inquiry
projects;
benchmark assessments;
CST scores, instructional software assessment scores;
teacher observation;
curriculum-based measurement;
academic grades; and
other school-approved screening criteria.
PLAN FOR STUDENTS WHO ARE ACADEMICALLY HIGH ACHIEVING
LBCS will meet the educational needs of academically high achieving students through their full
participation in the IB Program. The outcome of the program is to graduate students who are:
Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-
takers, Balanced, Reflective, and Patriotic. Students will be engaged in in-depth research projects
and will be required to present research findings and demonstrate knowledge and communication
skills (both verbal/linguistic and visual) at schoolwide Project Exhibition events.
PLAN FOR ENGLISH LEARNERS
LBCS will identify English learners and their needs through the Home Language Survey, and the
California English Language Development Test (CELDT) assessment administered by a District
specialist. The identified needs of English learners will be met through an appropriate ELD
curriculum and instructional strategies, self-paced instructional software, peer and/or cross-age
partnering, differentiated instruction, and other accommodations as relevant and needed.
PLAN FOR SPECIAL EDUCATION
LBCS recognizes the important obligation of providing effective educational opportunities to all
of its students, regardless of special needs. In order to meet this obligation, LBCS will provide
special education services with the District’s support as specified in this charter and in
accordance with the SELPA rules and State and Federal law.
All special education programs and services at LBCS are or will be provided and/or supervised
by appropriately credentialed staff, in accordance with the IEP, and per agreement with the
District.
Loomis Basin Charter School Petition 14 | P a g e
LBCS understands its legal responsibilities for meeting the needs of special education students
and the special education staff will carefully adhere to the time frames and guidelines stipulated
by LUSD (LEA) and the SELPA.
III. MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA
Every LBCS student has an individualized learning plan that clearly identifies goals, outcomes
and benchmarks and student progress toward reaching the targets will be discussed during
student-led school/family conferences.
STUDENT OUTCOMES
In keeping with the educational philosophy of the LBCS, measurable student outcome goals for
all students are as follows:
1. All students will progress towards achieving the Common Core State Standards at an
advanced level as measured by the Statewide Testing and Reporting (STAR) program on
the California Standards Tests in Language Arts, Mathematics, Science and Social
Studies at the grade levels determined by the State.
2. All students will progress towards achieving at advanced level as measured by the
regularly administered District benchmark assessments (mapped to State content and
performance standards).
3. English Learners will advance at least one performance level per year as measured by the
CELDT and local ELD benchmark assessments.
4. All students graduating from LBCS will exhibit mastery of core academic skills and
knowledge in:
a. Language Arts
b. Mathematics
c. Science
d. History/Social Studies
e. Fine Arts
f. Foreign Language
5. Underlying and exhibited throughout each of the above subject areas will be the Learner
Profile outcomes of: Inquiry, Knowledge, Thinking, Communication, Principled
Behavior and Actions, Open-mindedness, Caring, Risk-taking, Balance, Reflection, and
Patriotism.
Loomis Basin Charter School Petition 15 | P a g e
ACADEMIC PERFORMANCE INDEX
The plan for achieving future API growth targets includes the following elements:
1. Fully implement an inquiry based IB Program at all levels.
2. Fully implement a local benchmark assessment program.
3. Utilize English Language Development (ELD) benchmark assessments to monitor English
acquisition.
4. Implement a targeted staff development program to equip teachers with the tools necessary to
deliver a scaffolded, standards- and inquiry-based IB Program that develops each student’s
knowledge, skills and talents.
5. Monitor student progress and develop learning plans for those students who are falling
behind.
6. Engage in reflective practices to analyze data, share best instructional practices, modify the
delivery of lessons, and plan for future program improvements.
LBCS has met, and continues to meet API growth targets set by the State Department of
Education. LBCS’s 2012 Growth API score is 935. (Appendix 3.) LBCS has met its API
growth target in the prior year, both schoolwide and for all groups of pupils served by LBCS.
(SB 1290; Education Code, §47607(b)(1).)
METHODS OF ASSESSMENT
Assessment is an integral of the three interdependent elements of the program model: the written
curriculum, the taught curriculum and the learned curriculum.
The purpose of assessment in the early grades is principally to determine what the student knows
and understands about the world; to inform and differentiate the teaching and the learning; to
monitor student progress in terms of the student profile and State Standards; to provide feedback
to teachers, students and parents; to monitor the efficacy of the program; and to inform the
professional development of teachers.
As students progress through the grades, the emphasis is on formative as well as summative
assessment, self-assessment, portfolio assessment as well as examinations, tests and guided
coursework. The process of internal, as well as external assessment requires teachers to share and
reflect on their assessment techniques, to come to a common understanding of the assessment
criteria and to standardize the assessment procedures.
Loomis Basin Charter School Petition 16 | P a g e
State mandated assessments: Students will be assessed annually with all state mandated
assessments in the Statewide Testing and Reporting (STAR) program and any other statewide
standards or student assessments applicable to students in non-charter public schools, including,
but not limited to, the California English Language Development Test, and the physical
performance test.
Local assessments: Teachers will follow the IB Program assessment guidelines, processes for
ongoing assessments, expectations and rubrics.
USE AND REPORTING OF DATA
Data on student achievement will be collected, analyzed and reported to school staff, parents and
guardians through the following measures.
1. Methods of collecting data:
School benchmark assessments.
Data reports provided by the State as part of the California Assessment System.
Teacher collected data: performance on daily work, teacher observations,
homework, portfolios, projects and student attendance.
Survey results.
2. Forums for analyzing data:
Teacher analysis and reflection on collected student data.
Grade level and team meetings.
Parent-teacher conferences.
Staff meetings.
Intervention teams.
Student Study Teams.
Administrative meetings.
LBCS Alliance of Parents, Teachers and Students meetings.
PAC (Parent Action Committee) meetings.
School Board meetings.
3. Means of reporting data:
• Student STAR Reports on the California Standards Tests (CST's) and CAT/6.
• Parent/teacher conferences.
• Media reporting.
• Board meetings.
• School Accountability Report Cards.
• Ongoing school/home communication.
School staff and advisory committees will utilize the above collected and reported data to
monitor and improve the charter school’s educational program so that the stated measurable
student outcomes can be attained.
Loomis Basin Charter School Petition 17 | P a g e
IV. GOVERNANCE STRUCTURE OF SCHOOL
The District is directed by the District Board of Trustees (Board of Trustees) consisting of five
(5) members, retaining existing terms and qualifications as defined by the County Election
Board. All meetings conducted by the Governing Board comply with Brown Act requirements
and Board-adopted by-laws. The current election process for the Board of Trustees will remain
in place. The ultimate authority for the governance of the District remains with the Board of
Trustees. The governance structure of LBCS will be as follows:
The Board of Trustees has ultimate responsibility for oversight of LBCS.
The Charter School Director (CSD) has primary responsibility for leading the staff and
implementing the LBCS vision, policies, and day-to-day operation. Additionally, the
Charter Director will oversee the LBCS operations and Charter compliance. The CSD
will report to the Superintendent of District.
A School Site Alliance composed of equal members of parents/community
members/students (upper grades) and staff elected by their peers will provide as follows:
School Site Alliance and Parental Involvement: Ongoing parent involvement is
encouraged through membership or participation in School Site Alliance. This body will
offer guidance and advice to the administration on the school’s curriculum programs. The
Alliance will be responsible for:
• providing advice on curriculum.
• offering input on the selection of materials.
• helping to identify needs and opportunities.
• making program suggestions.
• assisting in the coordination of special events.
• parental/community involvement projects.
• school-community affairs.
• public relations.
• needs assessments.
• enlisting volunteers.
In addition, commitment to parental involvement is required for admission to the charter school.
LBCS has demonstrated parent involvement through Parent Teacher Club fundraising activities,
including Jog-A-Thon, Fall Carnival, Book Fair, Spring Auction, Pledge Drive, and Go the
Distance 24 Hour Relay.
Loomis Basin Charter School Petition 18 | P a g e
The CSD and Superintendent have approved by-laws of the School Site Alliance. Alliance
recommendations are by majority vote, and implementation will be subject to the CSD’s
approval. All Board of Trustees and LBCS School Site Alliance meetings will be held in
compliance with the provisions of the Brown Act. For a detailed review of the role of the Board
of Trustees, please refer to Board of Trustees by-laws and pertinent policies.
The Board of Trustees is the public officer for LBCS. The Board of Trustees is responsible for
upholding the mission of LBCS by providing for the well-being of the school in the present as
well as in the future. The Board of Trustees will protect the public interest and uphold the public
trust by applying the highest standards of service in governing the school according to the
institution’s Charter, Board adopted by-laws, and relevant State and Federal statutes. It is the
duty of the Board of Trustees to establish policies and assess the performance of the school as a
whole. The Board of Trustees also bears ultimate responsibility for the school’s finances and
facilities.
The District provides all appropriate support services in order to contribute to the successful
attainment of the education goals of LBCS. In general, direct support costs of personnel,
financial, legal, purchasing, and facility services shall be budgeted for and paid by revenue
generated by student average daily attendance as reported by LBCS and included in the overall
budget of the Loomis Union SD. (See Appendix 7.) The dollar amounts for direct services will
be determined by the District Superintendent, whose decision, subject to Governing Board
ratification, shall be final in all cases and under any and all circumstances.
LBCS is under the District’s umbrella with regard to legal services, risk management, and all
other support services as previously stated.
The District shall secure and maintain for LBCS any insurance coverage or minimum liabilities
as required by the District’s current insurance company or joint powers authority.
V. HUMAN RESOURCES
QUALIFICATIONS OF SCHOOL EMPLOYEES
LBCS believes that the quality of professional staff determines the quality of education offered at
the school. It is therefore the responsibility of the administration to locate and recruit the best
candidates to meet the school’s educational needs.
LBCS teaching staff must fulfill their individual responsibilities and work in concert with the
other members of the educational team.
The LBCS administration will be responsible for advertising available jobs and soliciting
applications from qualified candidates. A search committee of administrators, and when
Loomis Basin Charter School Petition 19 | P a g e
appropriate, teachers and/or outside experts, may be used to screen all applicants and make
recommendations for the candidate pool and possibly interview a small subset of candidates. The
CSD will be ultimately responsible for establishing parameters for the interview process.
LBCS is committed to retaining/employing individuals who are best qualified for the job without
regard to age, race, sex, religion, or handicap to the job. LBCS will adhere to relevant California
and Federal laws in its hiring practices. It is the LBCS administration’s responsibility to obtain a
criminal history check of all school employees and to obtain proof of citizenship or eligible alien
status.
By majority vote the Board of Trustees shall ratify the Superintendent’s hiring of staff and their
placement on the Charter Salary Schedule. The figure for initial salary shall depend on the
academic degrees of the employee, his/her previous professional experience, and/or his/her
expertise as appropriate to the position.
Administrators will hold an appropriate California Administrative Services Credential. The
school may request the Department of Education to expedite the certification of persons qualified
to teach by education and experience. Beyond the guarantee of professional preparation offered
by certification, the LBCS will seek professional staff that are in agreement with and committed
to the mission, goals, and educational approach of the school, as outlined in this document.
In order to continue being creative and flexible in providing an optimal learning environment,
the District maintains the following employment standards:
CHARTER SCHOOLS DIRECTOR (CSD)
The CSD must hold a valid California Administrative Services Credential, or be enrolled
in an administrative credentialing program with the ability to obtain a California
Administrative Services Intern Credential. The CSD will be employed by and responsible
to Superintendent and the Board of Trustees. The CSD shall have a criminal background
check performed pursuant to Education Code section 44830.1.
TEACHERS/INTERNATIONAL BACCALAUREATE PROGRAM COORDINATORS
Classroom teachers and IB Program coordinators teaching core subjects must hold valid
California teaching credentials. They will be employed by the District and will be
responsible to the CSD. Teachers shall have a criminal background check performed
pursuant to Education Code section 44830.1.
Loomis Basin Charter School Petition 20 | P a g e
CLASSIFIED PERSONNEL
All classified personnel must meet the qualifications and standards established for
employment and are responsible to the CSD. All classified employees shall have a
criminal background check performed pursuant to Education Code section 44830.1.
The LBCS will maintain and/or expand existing District Standards/Criteria and abide by relevant
statutes and regulations for all those who work with students.
STAFF EVALUATION
As part of the staff evaluation procedure, the CSD and Superintendent will specify clearly
defined criteria for performance reviews. These criteria include, but are not limited to:
Commitment to the LBCS mission and goals.
High level of professionalism.
High level of accomplishment in student learning, parental relations and
communication, professional development, and school team contributions.
Evidence of modeling and exemplifying the outcomes expected of students: Inquirers,
Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-
takers, Balanced, Reflective, and Patriotic.
Completion of a service project.
Effective participation on the LBCS team and contribution to the school program.
The CSD and Superintendent are responsible for implementation of the tools to be used in the
staff evaluation process. Each staff member will have performance goals and outcomes for each
year identified by the staff member and by the CSD. Staff will complete a self evaluation that
includes reflection on the yearly personal outcomes. Results of the self evaluation and the
supervisor’s assessment will be discussed during the evaluation conference.
Evaluation of Administrative Staff: All administrators will be evaluated by the Superintendent.
Elements directly related to the administrative duties assigned to each position will be added to
the staff evaluation criteria described in the prior section.
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PROFESSIONAL DEVELOPMENT
Among the guarantors of student achievement are high teacher motivation and quality
professional development. LBCS will require all staff to participate yearly in the IB Program
training and in other professional development which emphasizes both content and pedagogy and
which help teachers and staff implement a quality program. Staff will also be expected to
maintain contact with other IB program practitioners and researchers as well as with other
teachers.
Ongoing professional development will focus on:
Instructional strategies arising from the analysis of student performance data.
Strategies for effective parental/community involvement and communication.
Effective student interventions.
Other relevant areas.
Specifically, LBCS provides or has provided significant professional development to its teachers,
including:
Singapore Math Training;
Placer Area Reading Council Literacy Training;
Placer Common Core Math Training;
Placer County SUCCESS Math Grant;
Level 1 and 2 IB Training; and
IB On-Site Workshop Training.
COMPENSATION AND BENEFITS
LBCS will maintain an independent salary schedule for the charter classified and certificated
staff and will provide the same medical and fringe benefits awarded to other District employees.
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RETIREMENT SYSTEM
All new employees will participate in State Teacher Retirement System (STRS), Public
Employee Retirement System (PERS), and Social Security, as appropriate.
LABOR RELATIONS
LBCS adheres to all State and Federal laws regarding employees. The LBCS shall be deemed the
exclusive public school employer of the employees of LBCS for the purposes of the Educational
Employment Act (Gov. Code, section 3540, et seq.)
LBCS employees shall not be subject to the collective bargaining or any other implied or explicit
agreement or understanding between the District and certificated or classified employees
employed by the traditional schools. Certificated and classified personnel of LBCS shall be
considered separate from the District’s classified and certificated staff.
RIGHTS OF SCHOOL DISTRICT EMPLOYEES
All employees who voluntarily leave the employ of the District to work in LBCS will be
protected by the rights outlined as follows:
Certificated employees who transfer to LBCS will maintain their seniority/tenure status
with the District for a period of three (3) years. Seniority will continue to accrue for the
employees in the District while employed in LBCS for a period of three (3) years. Time
spent teaching at LBSC shall not apply to the probationary period for the granting of
tenure at the District.
District’s credentialed employees who transfer to LBCS shall retain the right to return to
the non-charter District schools for three (3) years after the transfer to the charter school.
University/College/District credit earned while employed at LBCS will accrue and apply
to the regular salary schedule upon the employee’s return to employment within the
District’s traditional schools.
Liability insurance will be maintained by the District for all Charter employees.
Hiring and dismissal of administrators, teachers, coordinators, and other employees, as well as
the rate of pay/salaries of such individuals, is solely within the discretion of the CSD based upon
the recommendation of the Superintendent and the Board of Trustees. There shall be no
tenure/permanency or other job retention rights or privileges for any LBCS employees. All
employees, administration, classified, or certificated, are “at-will.” All LBCS employees will
sign an “at-will” addendum to their employment contract.
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LBCS is not obligated to hire District classified or certificated personnel. LBCS employees are
not subject to the collective bargaining or any other implied or explicit agreement or
understanding between the District and any exclusive representative of certificated or classified
employees. Certificated and classified personnel of LBCS shall be considered separate from the
District classified and certificated staffs. LBCS may create job descriptions for new or unique
classifications and submit them through the Superintendent to the Board of Trustees for
approval.
Under no circumstances shall anyone employed by the District be required to be employed by
LBCS.
As the Board of Trustees, Superintendent, and CSD deem appropriate, District Board policies
and administrative regulations shall be considered and applied to LBCS certificated and
classified staff.
The LBCS may contract with the District for the full- or part-time services of District employees.
Such a formal arrangement would allow the employee to continue to enjoy the full benefits of the
certificated or classified collective bargaining agreement as a continuing employee of the
District. Any such arrangement must not be inconsistent with the provisions of Education Code
section 47605.
Staff will be selected, assigned, and transferred by the CSD in concurrence with the
Superintendent and Board of Trustees (the CSD will be selected by the Superintendent in
concurrence with the Board of Trustees), with the exception noted below:
No District employee will be required to work at LBCS [(Education Code, section
47605)].
HEALTH AND SAFETY
The procedures that the school will follow to ensure the health and safety of students and staff
shall include compliance with the criminal background check requirements described in Sections
44830.1, 45122.1, and 44237 of the Education Code [47605(b)(5)(F)].
LBCS will ensure the safety of the students and staff by complying with all applicable State and
Federal safety laws, by way of illustration and not limitation, with regard to fingerprinting and
tuberculosis testing.
All immunization and health-related issues for both employees and students in LBCS will be
addressed in accordance with existing Board policy and applicable law.
The LUSD, in concurrence with the CSD, shall administer the actual hiring and other
employment-related matters of LBCS. The District shall adhere to existing State laws regarding
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fingerprinting and TB and drug testing of employees. The District shall adhere to existing Board
policy pertaining to the safety and health of all employees and students.
DISPUTE RESOLUTION
In the event of a dispute between the District and any employee, the following internal dispute
resolution process shall be implemented:
Reasonable attempts will be made to resolve any disputes at the lowest possible level
first. If, upon due consideration by the appropriate administrator, the issue merits
pursuing, he/she will then take the matter to progressively higher authorities until the
issue is resolved.
Should a dispute arise at the employee level, the CSD will meet with the employee in an
informal setting to discuss and resolve the dispute. The informal meeting shall take place
within ten (10) working days from the day the employee registers the complaint.
If the two parties are unable to resolve the dispute, the aggrieved party will put his/her
complaint in writing and submit it to the Superintendent. The Superintendent will meet
with the two parties within ten (10) working days from the date he/she receives the
written complaint. The Superintendent will render a decision within ten (10) working
days.
If, after the Superintendent has provided a decision, a resolution has still not been
reached, the dispute is then addressed by the District Board of Trustees at a regular Board
meeting. The decision of the District shall be considered binding.
VI. ADMISSION POLICY
LBCS shall not discriminate in enrollment on the basis of disability, gender, gender identity,
gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other
protected characteristic. However, preference within each category of priority listed below may
be granted on the basis of physical disability, educational need or hardship.
No pupil residing within the District shall be required to attend the LBCS.
LBCS will make every effort to achieve a racial and ethnic balance among its pupils that is
reflective of the general population residing within the territorial jurisdiction of the Loomis
Union School District.
LBCS shall be nonsectarian in its programs, admissions policies, employment practices, and all
other operations and shall not charge tuition.
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REQUIREMENTS FOR ADMISSION
• The student has satisfied all State and local immunizations and physical examination
requirements, or has provided a District waiver.
• Completion of family interview and Admissions Package.
• Signed parent/student yearly commitment contract that includes family support for the
Charter School philosophy, mission, goals and program; service projects; code of student
conduct; commitment to active parental participation and contribution to the school
program; service hours; and participation in school events.
• Approval of the Charter Director and Superintendent (if needed).
ADMISSION PRIORITIES
If the number of applicants exceeds the school’s enrollment cap, set by grade level if needed, a
random lottery process will be instituted for applicant selection within each category of priority:
• Within each grade level, applications will be sorted according to these categories,
arranged in order of admissions preference.
1. Returning students, including retained students;
2. Siblings of returning students;
3. Children of LBCS staff members;
4. Children of other District staff members;
5. All other applicants for admission. Residents of Loomis Union School District
shall receive two (2) chances in the ensuing lottery and non-residents of
District shall receive one such chance.
• After all grade levels have been completed, names that remain will be placed by
preference category, in drawing order, on the school’s waiting list. Names are drawn
one by one; as each student’s name is drawn, that student and applicant siblings are
immediately placed in their respective grade levels. Siblings who are placed on the
waiting list based on the sibling preference described above will maintain their
current placement on the waiting list, even after their sibling(s) has been promoted to
high school and is no longer a student of LBCS.
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ADMISSION PROCEDURES
Application forms request the following types of information; student’s name; date of birth;
grade level; names of siblings also applying; student’s attendance record; disciplinary records;
and a signature verifying that the information is correct and that the parents/guardians are
choosing education at the LBCS for their student.
To be included in the initial application process for each year, application forms must be
submitted to the school by the annual deadline determined by the CSD. The CSD will make all
decisions concerning the status of student eligibility, with the right of appeal to the District
Superintendent. Decisions by the Superintendent are final.
Admission decisions will be made by the process described above on the date set by the Charter
School Director. Parents/Guardians will be informed by mail of each student’s admission status,
and will have fourteen (14) calendar days after the postmarked date on the notification to return a
signed enrollment registration card for each student offered enrollment, or signed waiting list
applicant card for wait listed students. If no form is returned within ten (10) days, LBCS will
make two (2) attempts to contact the family before the fourteen (14) day deadline. If no form has
been returned by the two-week deadline, the student’s admission space or waiting list order will
be given to the next eligible candidate. Parents/guardians who will not be available at the home
address listed on the application form during the notification period should so notify LBCS,
personally/by phone and formally, in writing, to make alternate arrangements.
DISENROLLMENT
Students of families who fail to meet their LBCS obligations may have their enrollment revoked
in accordance with administrative regulations.
ATTENDANCE ALTERNATIVES
No pupil residing within the historical attendance area of the District shall be required to attend
the LBCS.
MEANS OF ACHIEVING RACIAL AND ETHNIC BALANCE
LBCS will make every effort to achieve a racial and ethnic balance among its pupils that is
reflective of the general population residing within the territorial jurisdiction of the District to
which the charter petition is submitted. LBCS will include an open enrollment policy
[47605(b)(5)(G)]. No student shall be denied admittance to the school based on disability,
gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual
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orientation, or any other protected characteristic; however, preference may be given on the basis
of physical disability, educational need, or hardship.
LBCS shall be nonsectarian in its programs, admission policies, employment practices, and all
other operations, shall not charge tuition and shall not discriminate against any pupil on the basis
of disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion,
sexual orientation, or any other protected characteristic.
PUPIL SUSPENSION AND EXPULSION
The student, parent/guardian, and LBCS staff will sign a contract with respect to student
conduct. It is expected that parents/guardians will be involved in seeing that contract obligations
are fulfilled. Failure to honor contract obligations, obey staff, break rules or otherwise commit
improper actions may result in the student’s immediate and involuntary dis-enrollment from
LBCS as determined by LBCS administration or the LUSD. The standards of behavior will be
specifically addressed in the Handbook and/or Parent Enrollment Contract.
Students may be dis-enrolled, suspended or expelled, as appropriate, if they or their parents or
guardians violate provisions of the Handbook and/or Master Enrollment Contract or if students
engage in behavior listed in Education Code sections 48900, 48900.2, 48900.3, or 48900.4.
Due process procedures, including the right to appeal, will be established by the District, with
assistance from legal counsel and approved by the Board of Trustees. A copy of such procedures
will be explained and provided to the student and parent/guardian along with the enrollment
contract. A copy of such procedures will also be provided to the student and parent/guardian
whenever revised.
The District shall be the final authority for suspensions and expulsions.
All discipline matters will be conducted in compliance with constitutional due process. In the
case of a pupil’s dismissal for failure to meet the terms of the master agreement, or other
violations, LBCS will notify the Superintendent of the District in which that pupil resides that the
student is no longer enrolled in the LBCS.
VII. FINANCIAL PLANNING, REPORTING AND ACCOUNTABILITY
BUDGET
The District Superintendent, the District Business Administrator, and the Charter School
Director will annually develop a balanced operating budget to be approved by the as a part of the
annual budgetary process. The District’s independent auditor annually conducts audits of the
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fiscal operation. The Placer County Office of Education also monitors the district budgetary
process and financial condition of the District and its programs. LBCS has demonstrated
consistent fiscal health.
FINANCIAL REPORTING AND AUDITS
The accounting of the District’s budgets, revenues and expenditures are conducted in accordance
to the Board of Trustees’ Policies and Administrative Regulations. The Board of Trustees
contracts an independent outside auditor to conduct the annual audit of fiscal and programmatic
operations and report finding to the Board.
LBCS’s financial affairs/transactions will comply with Generally Accepted Accounting
Practices, District guidelines and State and Federal mandates. A thorough audit will occur once
annually by a qualified auditor hired per District policies. The auditor will be the same auditor
that performs the annual District audit.
The Board of Trustees shall require appropriate measures to be taken to correct audit exceptions
and deficiencies. The District and appropriate LBCS staff and administrators shall be responsible
to the Board of Trustees for resolving any such issues in a timely and responsible manner. Audit
exceptions related to the LBCS will be addressed following the same process used with District
audits.
INSURANCE
LBCS will acquire general liability, worker’s compensation and other necessary insurance
coverage through carriers approved by the District.
ADMINISTRATIVE SERVICES
LBCS will contract with the District for business/administrative services including personnel
transactions, payroll, and accounting.
FACILITIES
LBCS is located at 5438 Laird Road, Loomis, CA 95650, and intends to remain in that facility
indefinitely. Facilities line items are contained in Appendix 7.
TRANSPORTATION
The LBCS will not provide transportation service.
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ADDITIONS, DELETIONS, AND MODIFICATIONS OF THE CHARTER
Requests for changes to the Charter shall first be sent to the CSD for consideration. He/she will
consider such requests and, as deemed appropriate, forward such requests to the Board of
Trustees. The Board of Trustees shall not consider requests to change the Charter until the CSD
has first done so and prepared a written finding(s) with a recommendation(s).
Any material revisions of the charter must be approved by the Board of Trustees.
Any element of the Charter that, through legislation or legal ruling, is deemed to be outside the
intent of existing charter school legislation, will be removed from the Charter. Such a situation
would not render the remaining portions of the Charter invalid nor result in the loss of the
Charter.
SCHOOL CLOSURE PROCEDURES
In the event that a charter school closes, LBCS will:
Identify an entity that will conduct closure-related activities ("Closure Entity").
Provide closure notice to stakeholders, including, among others, parents and the
charter authorizer.
Provide a list of pupils, with grade level and completed classes, to the Closure Entity.
Transfer and maintain pupil records to the Closure Entity.
Transfer and maintain personnel records in accordance with law.
Complete an independent final audit within six (6) months of closure.
Dispose of any net assets remaining after liabilities have been paid.
Complete and file annual reports required under Education Code section 47604.33.
Identify funding to perform these activities.
VIII. IMPACT ON THE CHARTER AUTHORIZER
The charter authorizer, the District, will not be adversely affected by the implementation of a
charter school program within the District. The charter school is part of the strategic plan and the
District fully supports the program. The District will provide facilities and will support services
in accordance with the charter petition.
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IX. PROVISIONS SPECIFIC TO RENEWAL PETITIONS
Education Code section 47607 and SB 1290 set forth certain requirements specific to renewal
petitions. Specifically:
The authority that granted the charter shall consider increases in pupil academic
achievement for all groups of pupils served by the charter school as the most important
factor in determining whether to grant a charter renewal.
A charter school that has been in operation for four (4) or more years, shall meet the
following criteria before receiving a charter renewal:
API growth target in the prior year or in two of the last three years both
schoolwide and for all groups of pupils served by the charter school.
LBCS has met or exceeded these requirements, as follows:
a. API Scores
LBCS met its API growth target for 2012, schoolwide and for all groups of pupils.
(Appendix 3).
b. Adequate Yearly Progress
LBCS and has met Adequate Yearly Progress (AYP). (See Appendix 5.)
c. CST Scores
LBCS has demonstrated outstanding student achievement in the CST. In the most
recent testing cycle, zero percent (0%) of students scored far below basic in
English-Language Arts and Mathematics, and only very small percentages scored
below basic. The vast majority of students tested as proficient and advanced. As
one example, seventy six percent of LBCS’s fifth grade students scored advanced
in English-Language Arts. In addition, only a very small percentage of students
were far below basic or below basic in Science, with the vast majority of students
scoring proficient and advanced (eighty six percent (86%).) (See Appendix 4 for
score data.)
LBCS clearly meets, and exceeds, the charter renewal requirements in Education Code section
47607.
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Appendix 1 -- Assurances
As the authorized representative of the applicant, I hereby certify that the information submitted
in this application for a charter for Loomis Basin Charter School, located at 5438 Laird Road,
Loomis, CA 95650 is true to the best of my knowledge and belief; I also certify that this
application does not constitute the conversion of a private school to the status of a public charter
school; and further I understand that if awarded the charter, the school:
1. Will meet all statewide standards and conduct the student assessments required, pursuant
to Education Code section 60605 and any other state wide standards authorized in statute, or
student assessments applicable to students in non-charter public schools. [Ref. Education Code
§47605(c)(1).]
2. Will be deemed the exclusive public school employer of the employees of the charter
school for the purposes of the Educational Employment Relations Act (Chapter 10.7
(commencing with §3540) of Division 4 of Title 4 of Title 1 of the Government Code. [Ref.
Education Code §47605(b)(5)(O).]
3. Will be nonsectarian in its programs, admissions policies, employment practices, and all
other operations. [Ref. Education Code §47605(d)(1).]
4. Will admit all students who wish to attend the school, and who submit a timely
application, unless the school receives a greater number of applications than there are spaces for
students, in which case each applicant will be given a chance of admission through a lottery
process. [Ref. Education Code §47605(d)(2)(B).]
5. Will give admission preference to students in the attendance area of the converted public
school. [Ref. Education Code §47605(d)(1).]
6. Will not discriminate against any student on the basis of disability, gender, gender
identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any
other protected characteristic. [Ref. Education Code §47605(d)(1).]
7. Will adhere to all provisions of federal law relating to students with disabilities including
the IDEA, Section 504 of the Rehabilitation act of 1974, and Title II of the Americans with
Disabilities Act of 1990, that are applicable to it.
8. Will meet all requirements for employment set forth in applicable provisions of law,
including, but not limited to credentials, as necessary. [Ref. Education Code §47605(l); 5 CCR
§11967.5(f)(5).]
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9. Will ensure that teachers in the school hold a Commission on Teacher Credentialing
certificate, permit, or other document equivalent to that which a teacher in other public schools
are required to hold. As allowed by statute, flexibility will be given to non-core, non-college
preparatory teachers. [Ref. Education Code, §47605(l).]
10. Will at all times maintain all necessary and appropriate insurance coverage.
11. Will follow any and all other federal, state and local laws and regulations that pertain to
the applicant or the operation of the charter school.
12. Will comply with all conflict of interest laws.
13. Will meet all instructional minute requirements for charter schools. [Ref. Education
Code, §47612.5.]
______________________________ ______________________________
Erika Sloane, Charter School Director Date
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Appendix 2 – Program of Inquiry
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Appendix 3 – API Scores
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Appendix 4 – CST Scores
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Appendix 5 – Adequate Yearly Progress
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Appendix 6 - Organizational chart
LU Loomis Union School District Organization
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Appendix 7 -- Budget