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A California Public Charter School
Respectfully Submitted to the Board of Trustees of the Natomas Unified School District and Superintendent Dr. Walt Hanline By Angela Herrera, Petitioner Leroy Greene Academy
AFFIRMATIONS Leroy Greene Academy (―Charter School‖) is committed to the following affirmations: The Charter School shall meet all statewide standards and conduct the student assessments required, pursuant to Education Code Section 60605, and any other statewide standards authorized in statute, or student assessments applicable to students in non-charter public schools. [Ref. Education Code Section 47605(c)(1)] The Charter School shall be deemed the exclusive public school employer of the employees of Leroy Greene Academy for purposes of the Educational Employment Relations Act. [Ref. Education Code Section 47605(b)(5)(O)] The Charter School shall be non-sectarian in its programs, admissions policies, employment practices, and all other operations. [Ref. Education Code Section 47605(d)(1)] The Charter School shall not charge tuition. [Ref. Education Code Section 47605(d)(1)] The Charter School is open to all students who wish to attend the Charter School, unless the Charter School receives a greater number of applications than there are spaces for students, in which case each application will be processed through a public random drawing with preference given as permitted by law. [Ref. Education Code Section 47605(d)] The Charter School shall not discriminate on the basis of the characteristics listed in Education Code Section 220 (actual or perceived disability, gender, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code or association with an individual who has any of the aforementioned characteristics). [Ref. Education Code Section 47605(d)(1)] The Charter School shall adhere to all provisions of federal law related to students with disabilities including, but not limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990 and the Individuals with Disabilities in Education Improvement Act of 2004. The Charter School shall meet all requirements for employment set forth in applicable provisions of law, including, but not limited to credentials, as necessary. [Ref. Title 5 California Code of Regulations Section 11967.5.1(f)(5)(C)] The Charter School shall ensure that teachers in the Charter School hold a Commission on Teacher Credentialing certificate, permit, and/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. California Education Code Section 47605(l)] The Charter School shall at all times maintain all necessary and appropriate insurance coverage. The Charter School shall, for each fiscal year, offer at a minimum, the number of minutes of instruction per grade level as required by Education Code Section 47612.5(a)(1)(A)(D). If a pupil is expelled or leaves the Charter School without graduating or completing the school year for any reason, the Charter School shall notify the superintendent of the school district of the pupil’s last known address within 30 days, and shall, upon request, provide that school district with a copy of the cumulative record of the pupil, including a transcript of grades or report card and health information. [Ref. California Education Code Section 47605(d)(3)]
AFFIRMATIONS (Continued) The Charter School shall maintain accurate and contemporaneous written records that document all pupil attendance and make these records available for audit and inspection. [Ref. California Education Code Section 47612.5(a)] The Charter School shall, on a regular basis, consult with its parents and teachers regarding the Charter School's education programs. [Ref. California Education Code Section 47605(c)] The Charter School shall comply with all laws establishing the minimum and maximum age for public school enrollment. [Ref. California Education Code Section 47612(b), 47610] The Charter School shall comply with the Public Records Act. The Charter School shall comply with the Family Educational Rights and Privacy Act. The Charter School shall comply with the Ralph M. Brown Act. The Charter School shall meet or exceed the legally required minimum number of school days. [Ref. Title 5 California Code of Regulations Section 11960] ______________________________ Angela Herrera, Petitioner/Principal ________________________ Date
TABLE OF CONTENTS Element I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. XVI. XVII. Section Title The Educational Program Measureable Student Outcomes Pupil Assessment The Governance Structure Employment Qualifications Health and Safety Racial and Ethnic Balance Admission Requirements Annual Audit Pupil Suspension and Expulsion Retirement System Alternative Attendance Return Rights of District Employees Dispute Resolution Collective Bargaining School Closure Procedures Miscellaneous Clauses Page 5 8 13 14 16 20 20 21 21 22 22 23 23 23 23 24 24 27
APPENDICES Appendix A: Teacher Signatures Appendix B: Curriculum Samples Appendix C: School Calendar Appendix D: Bell Schedule/Instructional Minutes for 2012-2013 Appendix E: Projected 1st Year Budget and Three-Year Cash-Flow Appendix F: Certificated Salary Schedule
I. THE EDUCATIONAL PROGRAM
A description of the educational program of the school, designed, among other things, to identify those whom the school is attempting to educate, what it means to be an “educated person” in the 21st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners. California Education Code Section 47605 (b)(5)(A)
Leroy Greene Academy was established in 2012 as a dependent charter in the Natomas Unified School District (―District‖ or ―NUSD‖), to serve students in grades Kindergarten through twelfth grade (K-12). The Charter School is authorized to serve students in grades Kindergarten through 12. For the 2012-2013 school year, the Charter School will open with grades 7 and 8. The Charter School will open one additional secondary grade level each consecutive school year (from grade 9 to grade 12) until the Charter School is a comprehensive 7th -12th secondary school site in the 2016-2017 school year. The Charter School anticipates opening its elementary program serving grades K-6 at a later date.
Course Offerings and Curriculum
The Charter School will give students an opportunity to choose one of two programs: The first program will focus on visual arts that integrates current technology directly into the daily curriculum. Over the course of 7th - 12th grades, students choosing this program will be enrolled in classes designed to apply skills they have acquired in introductory art classes (in 7th & 8th grades) to the world of technology via classes in graphic design, web design, 3D animation, and commercial art. When students choosing this program reach the 12th grade, they will also work in partnership with local businesses on a final senior project. Having such a foundation will better prepare students for college courses in pursuit of a career in technology via visual arts. Guest speakers, university visits, and field trips to related businesses will be scheduled throughout the students’ program enrichment courses to support the educational process. The second program will focus on business and marketing. This program will ensure that 7th - 12th grade students choosing this program will leave secondary education with a sound understanding of the principles of business, entrepreneurship, marketing and advertising, accounting, human resource management, and business ethics and leadership. When students choosing this program reach the 12th grade, they will also work in partnership with local businesses on a final senior project. With such a strong foundational knowledge of business, students will be better prepared for college courses in pursuit of a career in business and marketing. Guest speakers, university visits, and field trips to related businesses will be scheduled throughout the students’ program enrichment courses to support the educational process. All 7th and 8th grade students will be enrolled in ―wheel‖ courses—One wheel course will be offered in 7th grade, and one in 8th grade. These wheel courses will provide exposure to all students for both programs that the Charter School offers. Students will navigate through introductory material in basic art and business courses that will expose them to the concepts they
would study when they choose either program. The responsibility for the wheel classes would be shared with the appropriately credentialed teachers. All students will be enrolled in grade-level core course offerings, with the appropriate program enrichment courses to expand learning in their chosen program. Students enrolled in grades 9-12 will be enrolled in courses that meet the a-g requirements for admission to the UC/CSU system, along with their program enrichment courses each year. As a final project, seniors from the Visual Arts program will find a partner from the Marketing program. These partners will identify a product or service that they would like to market and promote. The product or service may be fictional, or it may be the result of a community need through a local business/organization. The students will offer their marketing and design services to promote the product or service as a real-world application. According to 2009-2010 data provided by the California Department of Education, NUSD’s average percentage of students who graduated with the required courses for UC/CSU admission is below state and county averages, sitting at 29.8%. The Charter School will offer an option for students of all backgrounds to be consistently enrolled in courses that are required for UC/CSU admissions. Students will be required to earn a ―C‖ letter grade in each course, per UC/CSU requirements. Core curriculum used will be the standard District board-approved curriculum used by the other schools in the District. Additional curriculum used for the enrichment courses will also be District board-approved. A successful student in the 21st Century will: Use the arts as a lens to see the world. Use critical thinking and problem-solving skills. Show self-motivation and self-discipline. Work cooperatively, while showing flexibility and adaptability. Communicate well with others in a variety of ways. Use technology as a tool. Have been exposed to and tolerant of a wide variety of cultures and ideas. Care about the community around them.
Expected School Wide Learning Results
L-I-F-E All students will: Learn in language arts, math, science and social science, as demonstrated through agreed-upon standards of assessment. Integrate technology into the educational process. Finish the secondary schooling experience on time and prepared for college and career opportunities. Enrich educational experiences through community partnerships and real-life projects and applications.
Pursuant to California Education Code section 47641(b), the Charter School does not elect to be a local educational agency (―LEA‖) in accordance with California Education Code section 47641(a) and, therefore, shall not be deemed the LEA for purposes of compliance with the Individuals with
Disabilities and Education Improvement Act (20 U.S.C. sections 1400, et seq.) (hereinafter ―IDEIA‖) but shall be deemed a public school of the District. As such, the parties understand and agree that the District shall, in partnership with the Charter School, ensure that all students with exceptional needs who attend the Charter School are provided with a free and appropriate public education in compliance with the IDEIA. A child with disabilities attending the Charter School shall receive special education instruction or designated instruction and services, including transportation, in the same manner as a child with disabilities who attends another public school of the District. 1. The Charter School agrees to assume primary responsibility, and fully cooperate with the District, in identifying any student with special needs, including all students who seek enrollment at the Charter School or who are enrolled in the Charter School, and in convening annual IEP’s. The District agrees that it retains responsibility for all other IDEIA obligations and responsibilities not assigned to the Charter School for students enrolled in the Charter School. 2. The Charter School’s staff trained in special education shall be responsible for identifying and referring Charter School students to the District who have or may have exceptional needs that qualify them to receive special education and/or related services from the District while enrolled at the Charter School. The Charter School will develop, maintain, and implement policies and procedures within the Charter School to ensure that students who have or may have exceptional needs are identified. The Charter School shall work cooperatively with the District to provide services to pupils with exceptional needs at the Charter School. The Charter School shall notify the District’s Director of Special Education or designee as soon as practicable of any and all pupils who seek to enroll or who are dropped from enrollment, and who had an IEP in the current or previous year, or who have a record of having ever received special education services. To this end, the Charter School shall require students enrolling in the Charter School to indicate whether they have, or have ever had, an IEP. 3. The District shall be responsible for evaluating and assessing Charter School students identified by the Charter School who have or may have exceptional needs that qualify them to receive special education and/or related services. The Charter School will develop, maintain, and implement policies and procedures within the Charter School to ensure that students who have or may have exceptional needs are referred to the District for evaluation and assessment. If during the preplacement evaluation and assessment, or any subsequent IEP, it is determined by the IEP team that the Charter School is not an appropriate placement for a student with exceptional needs, the student will be referred to the District, or the pupil’s district of residence, for placement in an appropriate program that meets the needs of the student. 4. The District shall be responsible for developing, maintaining, and reviewing the form and format, as required by the District’s Special Education Local Plan Area, of all written IEP’s for students who have or may have exceptional needs that qualify them to receive special education and/or related services. The Charter School will develop, maintain, and implement policies and procedures within the Charter
School to collaborate with the District in ensuring that IEP’s are implemented for all students with exceptional needs who are enrolled in the Charter School. 5. The District shall retain all special education funds of the Charter School for services to special education pupils (i.e., ―special education funding allocation‖). In addition, the Charter School shall pay to the District a special education general fund encroachment fee for each unit of Charter School enrollment. The fee shall be computed by dividing the District’s total special education general fund encroachment in the current school year by the total number of units of District enrollment, including Charter School enrollment, in that school year. 6. The District shall address, respond, and/or investigate complaints received under the District’s Uniform Complaint procedure involving Charter School students receiving special education and related services from the District. The Charter School shall cooperate with the District in responding to such complaints as required by the District. 7. The District may initiate and shall defend against due process hearings involving any Charter School student receiving special education and related services from the District in accordance with federal and state law. In the event any due process hearing is filed against the District, the District, as the LEA providing special education to Charter School students, shall be responsible for the District’s costs associated with filing for or defending against the due process hearing.
II. MEASUREABLE STUDENT OUTCOMES
The measurable pupil outcomes identified for use by the charter school. “Pupil outcomes,” for purpose 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. California Education Code Section 47605 (b)(5)(B) The Charter School will meet all statewide standards and conduct student assessments required pursuant to California Education Code Section 60605 and any other statewide standards authorized in statute or student assessments applicable to students in non-charter schools. Student learning outcomes are based on the California State Content Standards.
English Language Arts
Students will score at the proficient or advanced level in reading, writing, speaking, and listening; comprehension of texts; ability to analyze literature using evidence; use language to function as informed and effective citizens in society, in the workplace and in life-long education; and develop an appreciation of literature. Primary The curriculum for reading and the language arts in kindergarten through grade three will provide explicit and systematic instruction and diagnostic support in: Phonemic awareness Phonics Decoding Word-attack skills Spelling
Vocabulary Comprehension skills Writing skills and strategies and their application Listening and speaking skills and strategies
Students will: Develop their ability to analyze literature and distinguish between the structural features of narrative text (characters, theme, plot, and setting) and the various forms of narrative (myths, legends, fables). Develop foundation in writing strategies, applications, and conventions. Comprehend literature, through the use of predictions, comparisons, and the answering of essential questions. Intermediate/High School The curriculum for reading and language arts in grades four through twelve will provide explicit and systematic instruction and diagnostic support in: Word-attack skills (decoding and structural analysis as applied to multisyllabic words) Spelling Vocabulary Comprehension skills, including contextual skills Text – the use of strategic reading skills Writing skills and strategies and their application Listening and speaking skills and their application Students will: Learn how to use technology and informational resources in school, at home, and in the community as tools for preparing various types of documents, reports, and presentations. Learn writing applications in a full range of text structures, including narratives, biographies, autobiographies, short stories, responses to literature, research reports, persuasive compositions, technical documents, and documents related to career development. Learn speaking applications that require them to deliver well-organized formal presentations employing traditional rhetorical strategies. Learn about literary forms and devices that help to define and clarify an author’s ideas, purpose, tone, point of view, and intentions.
Primary, intermediate and high school students will: Express, interpret, and use mathematical concepts to construct valid arguments and solve real-world problems. Demonstrate conceptual understanding through appropriate application of mathematical skills and problem-solving techniques. Score at the proficient or advanced level on the CST in the math course in which they are currently enrolled. Communicate precisely about quantities, logical relationships, and unknown values through the use of signs, symbols, models, graphs, and mathematical terms. Develop logical thinking in order to analyze evidence and build arguments to support or refute hypotheses. Make connections between mathematics and other disciplines.
Apply mathematics to everyday life and develop an interest in pursuing advanced studies in mathematics and in a wide array of mathematically related career choices. Develop an appreciation for the beauty and power of mathematics as it relates to different forms of art.
Students will: Understand the use of the scientific process in problem-solving; develop the habit of critical thinking, and learn to construct a body of concepts through experiential activities and communications; integrate physical, earth and life sciences in understanding natural phenomena; use technology for information retrieval, data acquisition and analysis, and communications. Learn foundational skills and knowledge that they will need in middle and high school. Be introduced to facts, concepts, principles, and theories organized under the headings of physical, life, and earth sciences. Learn essential investigation and experimentation skills that will continue to be developed through high school. Be taught science with well-structured activities and expository reading materials that connect the world around them to the science content. Raise questions, follow their curiosity, and learn to be analytical. Be taught to establish a practice of open and honest expression of ideas and observations, learning to listen to and consider the ideas and observations of other students. Engage in demonstrations, investigations, experimentations, and science projects, both at the school site and away from school.
Students will address the following universal concepts by using a variety of sources: Recognition of the dignity of the individual and the importance of ethical issues in the context of societies. Understand religion, philosophy, and other major belief systems as they relate to culture as well as to human and environmental interaction. Application of basic economic and political concepts. Knowledge of the role minorities, immigrants, and women have played in our society. Understanding of the basic principles of democracy and the origins of basic constitutional concepts. Using time and chronology in the analysis of cause and effect. Chronological and Spatial Thinking Students will: Place key events and people of the historical era they are studying in a chronological sequence and within a spatial context and interpret time lines. Correctly apply terms related to time, including past, present, future, decade, century, and generation. Explain how the present is connected to the past, identifying both similarities and differences between the two, and how things change or remain the same over time.
Use map and globe skills to determine the absolute locations of places, interpreting the information available in the legend, scale, or symbolic representations of the map or globe. Judge the significance of the relative location of a place (e.g. proximity to a harbor, or trade routes) and analyze how relative advantages or disadvantages can change over time. Differentiate between primary and secondary sources. Pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture. Distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.
Historical Interpretation Students will: Summarize key events of the era they are studying and explain the historical context of those events. Identify the human and physical characteristics of the places they are studying and explain how those features from the unique character of those places. Identify and interpret the causes and effects of historical events. Conduct cost/benefit analyses of historical and current events.
English Language Learners
Students will: Acquire English-language proficiency in all areas of communication, including listening, speaking, reading, and writing Demonstrate academic progress in the core curriculum. Mastery of English Language Standards will be monitored through the use of unit benchmark assessments. The CELDT is used for initial identification and for annual assessment until students are reclassified as fluent.
Students will: Hone the ability to make critical, informed judgments about the arts and aesthetics; ability to recognize the relationship between the arts and society and the connection to one’s own culture; ability to express one’s own creativity through technologically driven means of artistic expression. Experience the components of each arts discipline during each year in the program focusing on art instruction that is subject-centered, connected to other arts disciplines, and connected to other core subjects. Be given a variety of experiences, including trips to art museums, art exhibits, and festivals. Be provided with the essential steps towards developing abilities to communicate. Gain the knowledge and skill necessary to express ideas creatively in verbal and nonverbal ways. Read and think about the arts. High school students will develop requisite skills in order to attend a university, or enter the job market in the Media Arts or Production Arts fields.
Instruction is delivered by a combination of specialists, classroom teachers, and guest artists. Art activities are related to the student’s interests and include products that are initiated, designed, and completed by the student, and show a balance between student-initiated and teacher-directed activities.
Students will: Learn how to use technology as a 21st Century learner. Use technology to improve communication, artistic expression, promotion and information through the use of industry-standard hardware and software, along with being a standard means of preparing word processing documents, presentations, and data sheets.
Students will: Learn the principles of business as they relate to business planning, marketing, entrepreneurship, accounting, law, human resource management and business leadership. Apply the knowledge they gain in these classes to practical business situations, including partnering with community businesses to demonstrate their learning.
Students will: Learn to use a foreign language to communicate accurately and appropriately, whether listening, speaking, reading, or writing. Understand the cultures of those countries where the target language is spoken. Understand the place of the target language in our own society.
Each student will achieve goals and objectives designed specifically to address his or her academic, vocational, and social-emotional strengths and needs. Multiple methods for assessing student growth and understanding will be employed in order to provide continuous feedback for all individuals supporting the student (i.e. parents/guardians, teachers, designated instructional service providers, etc.) Students will access the general education curriculum in all subject areas, with accommodations and modifications appropriate to each student’s needs pursuant to an IEP. Students will demonstrate proficiency as defined in their IEP in core curriculum subject matter through a variety of assessment methods. Consultation and collaboration between general and special education teachers will ensure full access to the general education curriculum for all students with exceptional needs. The Charter School will continue federal and state mandated educational services.
Physical Development and Health
Students will: Acquire lifetime physical fitness concepts to help them develop motor skills. Shape and maintain a positive self-image. Display appropriate social behavior. Enjoy physical education as a recreational interest.
Increase muscular strength and endurance, flexibility and agility. Develop cardio-vascular endurance. Maintain body composition. Gain an understanding of human growth and development, as well as sexuality. Plan a physical fitness program. Understand nutrition, substance abuse, and the nature of illness. Demonstrate their knowledge of the skills and course content on written examinations, physical skills tests, and observation by the instructor during class activities.
III. PUPIL ASSESSMENT
The method by which pupil progress in meeting those pupil outcomes is to be measured. California Education Code Section 47605 (b)(5)(C) To ensure that all statewide performance standards are met and to ensure continual evidence of student learning, the Charter School will conduct testing pursuant to California Education Code Section 47605(c) as well as its own assessment and evaluation processes. Multiple forms of assessment will be used to measure student achievement and progress, tailor programs of instruction, validate and continuously improve teaching methods, gauge the school’s performance in comparison to similar schools throughout the state, and provide the metrics for programmatic audits reported to the District and the California Department of Education (CDE).
As one method of measuring student progress, assessments will be conducted pursuant to 47605(c)(1) which requires the Charter School to conduct state testing pursuant to Education Code Section 60605 and any other statewide assessments applicable to students in non-charter schools.
California High School Exit Exam (CAHSEE)
The CAHSEE will be used to determine whether students are progressing in their programs of instruction and to meet the graduation requirement of passing the CAHSEE.
California English Language Development Test (CELDT)
The CELDT is used for initial identification of English language learners and for annual assessment until students are reclassified as fluent.
For each core course, teachers have developed a scope and sequence, unit descriptions, and key learning targets for each unit. The key learning targets are taken from the California State Content Standards. Using a data management system, teachers are able to carefully examine the effectiveness of daily lessons against the results of standards based assessments and share that information to students and parents/guardians. The Charter School teachers will use a data management system, Illuminate, to identify students’ academic strengths and weakness and develop targeted goals for each student. This system will report the previous years’ California Standards Test (CST) scores and house local assessments to provide a portfolio of student information. Teachers will use assessments throughout the year to monitor student progress toward meeting his or her goals.
Teachers will also be able to use Illuminate to create informal formative assessments that guide instruction on a daily and weekly basis. Teachers will be expected to closely monitor students’ progress in any area of focus, analyze that information, discuss with colleagues, and make adjustments as needed. Teachers will be able to rotate students and reteach specific concepts to a targeted group of students as needed, because teacher schedules will align with the members of their team. Students will present a culminating project in their Senior year to demonstrate their level of mastery in their area of focus, Visual Arts and Technology or Business and Marketing. Students will have a portfolio which represents their work in their focus area for the years they attended the Charter School.
IV. THE GOVERNANCE STRUCTURE
The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement. California Education Code Section 47605 (b)(5)(D) Authorizing Agency The Charter School is a separate legal entity formed pursuant to the Charter Schools Act, with oversight responsibility vesting in the authorizing agency: The Board of Trustees of the District. Accordingly, the Board of Trustees may approve, modify, or reverse any recommendation, decision, or other action by the Charter School’s Executive Council or Principal. Executive Council The Charter School’s Executive Council will serve as the Charter School’s Board of Directors and is comprised of five appointed members (Principal, NUSD Chief Business Officer, NUSD Superintendent or designee, School Site Council President and School Site Council Vice President). All meetings of the Executive Council will comply with the requirements of the Ralph M. Brown Act. (Gov. Code § 54950 et seq.) The Executive Council’s responsibilities include direct management of all operations of the Charter School, including but not limited to, the review of financial and operational management of the school, the annual financial budget, solicitation and receipt of grants and donations, contracts, personnel matters, and relations with the District. The Executive Council also provides guidance to the educational and extracurricular programs offered by the Charter School. The Executive Council shall comply with the Public Records Act, and all conflict of interests laws generally applicable to the District’s Board of Trustees, including but not limited to, Government Code section 1090 and the Political Reform Act. School Site Council The Charter School’s School Site Council is a group of teachers, parents/guardians, administrators, and interested community members who work together to develop and monitor a school's improvement plan. The School Site Council will assist the principal to: 1. Develop school policies in conjunction with the school’s improvement plan. 2. Develop annual goals for the school with input from the District Board of Trustees and the Executive Council.
3. Receive reports from and provide recommendations to a variety of committees and staff. 4. Assess goals, objectives, achievements, financial status, and any need for redirection. 5. Annually review the educational program and extracurricular activities of the charter school. 6. Identify areas of concern and suggest solutions to the Principal. Principal The responsibilities of the Principal, or designee, may include, but are not limited to, the following: 1. Direct the daily operation and administration of the campus, including overall supervision of all staff members and volunteers. 2. Work closely with the Assistant Principal to ensure the well-being of the campus, its staff, and students. 3. Ensure the timely evaluation of all certificated and classified personnel. 4. Execute Charter School policies and conduct educational activities, as well as recruitment and training of staff employed by the Charter School. 5. Act as the instructional leader, responsible for helping students achieve outcomes as outlined in the educational program. 6. Take action as necessary on all confidential matters, with input as necessary from Assistant Principal and/or Executive Council. 7. Report to the Executive Council. 8. Work with Assistant Principal to monitor students with disciplinary issues and work with guardians to remind them of their obligation to involve themselves in school activities. 9. Oversee the implementation of the educational program consistent with the Charter School’s mission and vision. 10. Oversee development and implementation of curriculum in alignment with State of California Standards and Frameworks. 11. Monitor and evaluate student achievement, and develop strategies with staff to ensure academic progress. 12. Guide the teacher and staff hiring process. 13. Participate in the dispute resolution procedures and complaint procedure when necessary. 14. Develop annual Charter School performance target goals. 15. Oversee the recommendation and implementation of student IEP’s and attend IEP meetings as necessary. 16. Plan, coordinate, and attend student orientations as necessary. 17. Facilitate and attend open house events. 18. Oversee and guide all parent/student/teacher relations as necessary. 19. Stay informed of educational laws and legislation and obtain legal counsel as necessary. 20. Implement site safety procedures in compliance with all applicable laws and District policies. 21. Create, appoint, and guide committees to assist in the execution of certain planning and administrative functions. 22. Establish, execute, and oversee enrollment procedures. Assistant Principal The responsibilities of the Assistant Principal may include, but are not limited to, assisting the principal in the following: 1. Facilitate curriculum plans. 2. Coordinate community projects with the curriculum of the school.
3. Organize a variety of parent involvement projects or activities. 4. Prepare and recommend the annual budget to the School Site Council. 5. Assist the principal in designing and recommending school policy to the Executive Council. 6. Work closely with the site principal to ensure the well-being of the campus, staff, and students. 7. Assist the principal in the preparation of annual reports to the District Board of Trustees and assist in any interim reports as requested by the Board of Trustees such as changes in bylaws. 8. Other duties as appointed by the principal and the Executive Council. Leadership Team Each department will have representation on the leadership team with the administration, whose responsibilities may include, but are not limited to the following: 1. Direct curricular collaboration. 2. Ensure common practices within the departments. 3. Share information and decisions between staff and administration as necessary. 4. Provide input on school-wide decisions/policies as necessary. Staff 1. Direct, develop and implement curriculum in compliance with the guiding philosophy of the Charter School. 2. Make recommendations and suggestions on policy and fiscal expenditures to the principal and School Site Council. 3. Identify areas of concern and suggest solutions to the assistant principal. 4. All staff may be called upon to assist the school administration.
V. EMPLOYMENT QUALIFICATIONS
The qualifications to be met by individuals to be employed by the school. California Education Code Section 47605 (b)(5)(E) The Charter School will recruit professional, effective and qualified personnel for all administrative, instructional, instructional support, and noninstructional support capacities that believe in the instructional philosophy outlined in the Educational Program. In accordance with California Education Code Section 47605(d)(1), the Charter School will be nonsectarian in its employment practices and all other operations. With the exception of the Charter School’s Principal, all persons employed by the Charter School (Charter School Employees) are employees of the Charter School and shall not be deemed to be employees of the District for any purpose whatsoever. All applicants for positions with the Charter School will be considered through an open process, and if hired, will enter into an employment agreement with the Charter School. Charter School employees are employed ―at will‖ and either the Charter School or the Charter School employee may terminate the employment at any time, with or without cause and with or without prior notice. Charter School employees shall have no return rights of any kind with the District and may not transfer or work at any District school site or facility.
The Charter School will retain or employ teaching, counseling, and administrative staff who hold appropriate California certificates, permits, and/or other documents issued by the Commission on Teacher Credentialing.
Qualifications for other full-time, part-time, or temporary employees will be determined by the Charter School’s Principal with the assistance of the Executive Council as necessary.
At a minimum, the ―Principal‖ is required to hold a current teaching credential and administrative credential, and shall have past administrative experience as an administrator in an elementary, middle, or high school setting.
All charter school teachers teaching core subjects will be ―highly qualified‖ as that term is defined under federal law and further defined by California state regulations implementing such requirements. Teachers will teach the ―core‖ academic classes of mathematics, language arts, science and health, history/social studies, physical education, visual arts, and technology. These teachers will be responsible for overseeing the students’ academic progress and for monitoring, grading, and matriculation decisions as specified in the school’s operation policies. All teachers must also possess one of the following: EL SDAIE authorization, CLAD, CTEL, B-CLAD credentials) or equivalent. To support the students, the Charter School may also employ or retain noncertificated instructional support staff in any case where a prospective staff member has an appropriate mix of subject matter expertise, professional experience, and the capacity to work successfully in an instructional capacity. Instructional support staff will not assign grades or approve student work assignments without the approval of a teacher. The key qualifications of Charter School teachers include: The requisite teaching credential and demonstrated expertise within the content area and grade-level taught; In-depth knowledge of and successful application of current teaching/learning theory to improve the success of children; Ability to plan instructional units using developmentally appropriate instructional materials and strategies; Ability to collaboratively plan instructional units with other teachers and specialists; Willingness to work with parent, student, and community groups; Belief in and demonstrated work to implement an educational philosophy that supports success for all students; and Enthusiasm for teaching and continued professional growth and development. The Charter School will employ teachers that hold a current Commission on Teacher Credential, certificate, permit, or other document equivalent to that which a teacher in other public schools would be required to hold. These documents shall be maintained on file at the Charter School and shall be subject to periodic inspection by the chartering authority. Teachers of core subjects shall be fully credentialed and responsible for, but not limited to, the following: Preparing course content and instruction; Assigning and grading student work; Planning curriculum;
Collaborating with fellow teachers and Charter School administrators; Conducting student assessments; and Communicating with parents/guardians.
Candidates for teaching positions with the Charter School shall demonstrate a commitment to students and learning; knowledge of their subject matter; and a willingness to be innovative and dynamic in their instructional methods. Candidates for teaching positions must also meet all of the following minimum requirements: Bachelor’s Degree. Valid California Teaching Credential or equivalent CTC-issued document. If appropriate, or determined by the Charter School or the State of California as required, the individual will hold all appropriate supplemental credentials. Additionally, all core teachers, as defined by federal law, shall meet the applicable definitions of the ―highly qualified‖ requirements.
Professional Development and Retention of Highly Qualified Teachers
The Charter School will endeavor to engage in the ongoing professional development of all teachers at the Charter School. Ongoing professional development is essential to the continued development of educator skills and expertise, and the retention of high quality teachers is important for the success of the Charter School. The Charter School’s professional development will focus on supporting teachers to best administer the California content standards in a meaningful manner.
The Charter School may employ instructional aides to support the Charter School’s Educational Program. The key qualifications of instructional aides and paraprofessionals include: High School Diploma or equivalent; AA degree or 48 semester units or the District’s proficiency test, if required by federal law; Knowledge of and ability to assist in instructing reading, writing, and mathematics as demonstrated through a local or state assessment; Ability to provide assistance in a computer laboratory; Ability to provide support in a library/media center; and Ability to provide instructional assistance to students in all core subjects provided it is under the direct supervision of a certificated employee.
The Charter School will seek support staff members that have demonstrated experience or expertise in the issues and work tasks required of them and will be provided professional development opportunities to ensure that they remain abreast of all relevant operational requirements. These noninstructional staff will possess experience and expertise appropriate for their position within the school as outlined in the school’s staffing plan adopted personnel policies. The key qualifications of support staff are provided below: Confidentiality with all written, spoken, and electronic information; Exceptional clerical and office skills;
Knowledge and ability to interface with hardware and software on campus; and Ability to perform all duties specific to the job classification.
General Requirements, Hiring and Performance Review
All employees of the Charter School will be able to demonstrate an understanding and ability to effectively perform services that contribute to the primary goals of the Charter School. Employees will be able to operate within all learning programs for which they are qualified and be willing to expand professionally. Prior to employment and within thirty (30) days of hiring, each employee will submit to a criminal background check as required by California Education Code §44237. The Charter School will adhere to California laws including fingerprinting, drug testing, and prohibitions regarding the employment of persons who have been convicted of a violent or serious felony. Prior to employment, each employee must furnish documentation illustrating that the candidate tested negative for tuberculosis (TB), as well as documents establishing legal employment status. The NUSD Superintendent and/or administrative designees will be responsible for monitoring and maintaining documentation of medical and criminal investigation clearances, as required by California and federal laws. The Principal of the Charter School will have the responsibility of evaluating the performance of the Charter School teaching and support staff.
Charter School employees will be evaluated every school year pursuant to an evaluation process that includes test score evaluations, observation, professional development, and professional growth plan. Teachers are evaluated based on the following criteria: Academic student scores on the STAR exam in relation to previous year scores; Supporting school-wide operations and the vision and mission of the school; Student success towards attending four-year colleges; and Professionalism and relationships with students and parents/guardians
Any policies not expressly stated in this Charter Petition may be found within the Charter School’s Employee Handbook, or NUSD Board Policy adopted by the Executive Council.
Employee Compensation and Benefits
The Charter School will provide competitive salaries and benefits to its employees. The Charter School may develop a Merit Pay Program for all staff based on student-centered and school-wide achievement goals, for approval by the Executive Council. The Charter School may set aside revenues for the Merit Pay Program based on the budgetary capacity each budget year for the program. The Merit Pay Program goals may include: 1) student success with the CAHSEE; 2) student acceptance to college programs; 3) gains in each measured subject by students in the STAR examination; and 5) exceeding the school-wide API growth targets. Employees will be informed of their benefits, their rights and policies and procedures through the Charter School’s Employee Handbook. The
Handbook may include information regarding recruitment, working conditions, salaries, benefits, and employment policies. Salaries, benefits, and working conditions are reviewed annually by the Executive Council.
VI. HEALTH AND SAFETY
The procedures that the school will follow to ensure the health and safety of pupils and staff. These procedures shall include the requirement that each employee of the school furnish the school record summary as described in Section 44237. California Education Code Section 47605 (b)(5)(F) The Charter School has adopted the District’s comprehensive set of health, safety, and risk management policies, including but not limited to: Policies requiring enrolling students to provide documentation of immunizations. Policies and procedures for response to natural disasters and emergencies, including fire and earthquakes. Policies related to preventing contact with blood-borne pathogens. Policies requiring that instructional and administrative staff receive training in emergency response, including appropriate first-responder training. Policies related to the administration of prescription drugs and other medicines. A policy that the school will be housed in facilities that have received State Fire Marshal approval and that have been evaluated by a qualified structural engineer who has determined that the facilities present no substantial seismic safety hazard. A policy establishing that the school functions as a drug, alcohol, and tobacco free workplace. Requirements that each employee of the Charter School submits to a criminal background check as required by California Education Code Section 44237; subcontractors and vendors, whose duties require contact with Charter School students, submit fingerprints in accordance with California Education Code section 45125.1; and all volunteers, who will supervise children outside of the presence of a credentialed employee, undergo fingerprinting/background checks pursuant to California Education Code sections 35021 et seq. Policies governing staff action as mandated child abuse reporters. All staff members are required to offer medical clearance including proof of medical exam and tuberculosis (TB) screening.
VII. RACIAL AND ETHNIC BALANCE
The means by which the school will achieve racial and ethnic balance among its pupils that is reflective of the general population residing within the territorial jurisdiction of the school district to which the charter petition is submitted. California Education Code Section 47605 (b)(5)(G) The District’s jurisdiction includes a wide range of ethnic, socioeconomic, and racial groups. The Charter School’s enrollment will be monitored and reported by the Principal to the District each year through the CBEDS process. If particular ethnic groups are not participating in the school, the staff will develop assertive recruitment strategies to achieve a balanced representation.
VIII. ADMISSION REQUIREMENTS
Admission requirements, if applicable. California Education Code Section 47605 (b)(5)(H) The Charter School uses an open enrollment admission policy for all students, and does not discriminate on the basis of residency, gender, sexual orientation, disability, religion, national origin, ethnic and/or racial background, or achievement level. The Charter School does not charge tuition and is non-sectarian in its programs, admissions, and policies. Continued enrollment is dependent upon progress toward graduation and making satisfactory academic progress. If the number of pupils who wish to attend the Charter School exceeds the school’s capacity, attendance, except for existing pupils, shall be determined by a public random drawing in accordance with California Education Code section 47605(d)(2). Preference may be given in the following order; 1. 2. 3. 4. Pupils currently attending the Charter School; District pupils residing within the attendance area of the Charter School; Siblings of pupils currently attending the Charter School; and All other pupils residing within the District.
Students and parents/guardians are strongly urged to carefully consider the nature of the programs offered and the rigor of the curriculum prior to applying.
IX. ANNUAL AUDIT
The manner in which an annual, independent, financial audit shall be conducted, which shall employ generally accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the satisfaction of the chartering authority. California Education Code Section 47605 (b)(5)(I)
State Accounting Practices
The District will serve as the fiscal agent for the Charter School and will contract with an independent audit firm that will conduct all financial audits consistent with state accounting practices. The reports will also be available for public review. No later than December 31 of each calendar year, all audit exceptions and/or deficiencies will be resolved to the satisfaction of the Board of Trustees and the District. Any disputes regarding the resolution of audit exceptions will be referred to a dispute resolution process. Disputes between the Charter School and Board of Trustees will be resolved through a collaborative effort facilitated by the Executive Council and District Superintendent.
The Charter School will provide all financial statements required by the District to the District upon request. The Charter School will use QSS along with timetables established by the District to remain in compliance with all required deadlines in fiscal matters. The District will notify the Charter School of all due dates (end of month, P1, P2, and P3) by August 1 of each school year.
The Charter School will use the same audit firm selected by the District to maintain continuity within the District. Furthermore, the Charter School will be billed a pro-rata share for its portion of the audit prepared by the external auditors. The formula for this billing is based on (total cost of the audit)/
(total number of students in the District) x (total number of students at the Charter School).
X. PUPIL SUSPENSION AND EXPULSION
The procedures by which pupils can be suspended or expelled. Education Code Section 47605 (b)(5)(J)
The Charter School’s students are expected to act in a manner that is caring, confident, and demonstrates they are college bound. Upon enrollment, all students will receive a Student Handbook that covers academic, attendance, and behavior expectations. A student who fails to meet the academic, attendance or behavior expectations will be placed on a probationary contract after a meeting with student, parent/guardian, teachers, and the school principal. If the student fails to meet the criteria in the probationary contract, he or she may be dismissed from the Charter School and required to return to his or her school of record in accordance with the process outlined in the Student handbook. A student may be suspended and/or expelled if found in violation of California Education Code 48900 et seq. Students who reside outside the District’s attendance boundaries will be required to return to their district of record with written notice of the expellable offense to the District Superintendent of record. The Charter School has adopted all District policy, and federal and state laws as they pertain to the administration of discipline. A student identified as an individual with disabilities or for whom the Charter School has a basis of knowledge of a suspected disability pursuant to the Individuals with Disabilities in Education Act (IDEA) or who is qualified for services under Section 504, is subject to the same grounds for disciplinary action, including suspension and expulsion, and is accorded the same due process procedures applicable to regular education students except when federal and state law mandates additional or different procedures. The Charter School will follow Section 504, IDEA, the Americans with Disabilities Act (ADA) of 1990, and all federal and state laws when imposing any form of discipline on a student identified as an individual with disabilities or for whom the Charter School has a basis of knowledge of a suspected disability or who is otherwise qualified for such services or protections in according due process to such students.
XI. RETIREMENT SYSTEM
The manner by which staff members of the charter schools will be covered by the State Teachers’ Retirement System, Public Employees’ Retirement System, or federal social security. California Education Code Section 47605 (b)(5)(K) The Charter School’s certificated employees (as defined under Employee Rights) shall be covered by the State Teachers’ Retirement System (STRS). Non-certificated Charter School employees shall be covered by the Public Employee Retirements System (PERS) or federal social security (FICA) as provided by law. The Charter School shall contract with the District’s payroll services to provide all administrative services in connection with STRS, PERS, and FICA reporting requirements per a Memorandum of Understanding (―MOU‖) between the Charter School and the District.
XII. ATTENDANCE ALTERNATIVES
The public school attendance alternatives for pupils residing within the school district who choose not to attend charter schools. California Education Code Section 47605 (b)(5)(L) Enrollment in the Charter School is strictly voluntary. Students who reside in the District have the option of attending their home school of record. Parents/guardians and guardians of non-District students enrolled in the Charter School will be informed on admissions forms that the students have no right to admission in a particular school of the District as a consequence of enrollment in the Charter School, except to the extent that such a right is extended by the District.
XIII. RETURN 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 the employment at a charter school. California Education Code Section 47605 (b)(5)(M) The Charter School is a separate legal entity under the Charter Schools Act. All employees of the Charter School are ―at-will‖ employees employed by the Charter School and not the District. Accordingly, District employees (certificated, classified, or otherwise) shall have no employment rights or rights to transfer with respect to the Charter School. Likewise, Charter School employees shall have no employment rights with the District or rights to transfer to any District school. Any District employee who chooses to work at the Charter School shall resign their status as an employee of the District and all of their rights and benefits thereof.
XIV. DISPUTE RESOLUTION
The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating to provisions of the charter. California Education Code Section 47605 (b)(5)(N) Disputes between the Charter School and the District will be resolved through a collaborative effort facilitated by the Executive Council and the Superintendent. Amendments to the Charter may be prepared through the Executive Council and submitted to the Board of Trustees for approval. The Charter School has adopted all Board policies that intersect with charter law and all statutes, laws, and regulations for charter schools. The District may revoke this Charter under the following conditions: Violation of any provision of law; Failure to meet acceptable standards of fiscal management; Failure to make progress toward student outcomes outlined in this charter; and/or Violation of the conditions, standards, or procedures outlined in this charter.
XV. 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. California Education Code Section 47605 (b)(5)(O) The Charter School shall be deemed the exclusive public school employer of the employees of the Charter School for the purposes of the Education Employment Relations Act as specified in Chapter 10.7 (commencing with
Section 3540) of Division 4 of Title 1 of the California Education Code [47611.5(b)]. In accordance with this code, the Charter School employees have the right to join organizations of their choice, to be represented by such organizations in their professional and employment relationships with public school employers, to select one employee organization as the exclusive representative of the employees in an appropriate unit, and to afford certificated employees a voice in the formulation of educational policy. The Charter School employees have chosen to not be represented by a collective bargaining unit. Notwithstanding, they have a collaborative voice in the formulation of the educational program and policy presented to the Executive Council.
XVI. SCHOOL CLOSURE PROCEDURES
A description of the procedures to be used if the charter school closes. The procedures shall ensure a final audit of the school to determine the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets and for the maintenance and transfer of pupil records. California Education Code Section 47605 (b)(5)(P) In the event that the Charter School closes, all assets of the Charter School, including but not limited to all leaseholds, personal property, intellectual property and all Average Daily Attendance apportionments and other revenues generated by students attending the Charter School, after payment of all debts and liabilities and refunds to applicable agencies, shall revert to the District. All records will be maintained by District until parents/guardians, or students of age obtain said records. The records will be maintained only for such time required by law and then purged and destroyed to ensure the confidentiality of the students and their families.
Equipment and Materials
All equipment and materials purchased by the Charter School shall remain the property of the District upon closure of the Charter School. If the Charter School is required to liquidate such equipment or materials to repay or return State funds upon closure of the Charter School, or to repay creditors, all remaining equipment and materials shall revert to the District. The Charter School shall be solely responsible for maintaining such equipment and/or materials in good working order and may not use such equipment and/or materials for any personal or private use. The Charter School shall mark and identify, and maintain a written inventory of all such equipment and materials with a purchase value of five hundred dollars ($500) or more. The written inventory shall be updated and provided to the District annually. The Charter School shall account for all assets obtained in its financial reports.
XVII. MISCELLANEOUS CLAUSES
Additions, Deletions, and Modifications of this Charter
Amendments to this charter may be recommended by the Executive Council, the school principal, or other entities deemed in a leadership role at the school. All changes must be approved by the District’s Board of Trustees pursuant to the timelines and process as specified in California Education Code section 47605(b).
The Charter School will lease facilities from the District located at 2950 West River Drive, Sacramento, California 95833 (―Site‖) subject to terms and conditions to be set forth in a Facility Use Agreement between the Charter School and the District.
The Charter School shall ensure that Charter School field trip consent and medical insurance forms are consistent with the requirements set forth in District forms. The District shall not be responsible for paying any costs in connection with transporting Charter School students, except to the extent such services may be required pursuant to an IEP.
The Charter School shall be solely responsible for the direct cost of all administrative services provided by the District to the Charter School including but not limited to the following: Liability & Property Insurance fees; Attendance and Financial Software; Student Testing (STAR); Student Health Screenings; Staff Development; Technology Services; Fiscal Services (beyond oversight); and Sacramento County Office of Education Annual fees. The arrangement for the District provision of administrative services to the Charter School shall be set forth in an MOU between the parties.
The Charter School shall at all times maintain Charter School pupil records, including but not limited to cumulative files, student work portfolios, immunization records, special education files, and/or attendance verification at the school site located within the District. Notwithstanding California Education Code section 47610, the Charter School shall comply with California Education Code sections 49060 through 49079. Charter School pupil records maintained by the Charter School shall be made available for inspection by the District at any time for purposes of verifying that the Charter School is in compliance with all state and federal laws, and its Charter.
Insurance Coverage and Indemnity
The District and Charter School participate in the Schools Insurance Authoritysponsored property, liability and worker’ compensation programs. For the term of this Charter, both parties shall remain covered by those programs, the costs of which shall be separately borne by each party, although any increase in the District’s experience or rating factor due to claims arising from the Charter School’s operations, or use of the Site that leads to an increased contribution (premium) to be paid by the District, for the purchased coverage due to claims arising from the Charter School’s operations, or use of the Site shall be solely payable by the Charter School. The Charter School shall indemnify and hold harmless the District throughout the term of the Charter and as set forth in the MOU.
The Charter School elects to receive the state aid portion of charter school general-purpose entitlement and categorical block grant funds as a locally funded Charter School pursuant to California Education Code section 47651(a)(2) and all such funds shall be deposited into a District account established solely for the ―Leroy Greene Academy.‖ The District shall transfer to the School funding in lieu of property tax in accordance with California Education Code section 47635. The School recognizes that the District shall have no responsibilities for funding the Charter School beyond the actual funding received for the School.
Oversight and Facilities Fee
The Charter School shall pay an amount equal to three percent (3%) of the total revenues of the Charter School (one percent (1%) for Supervisorial oversight and two percent (2%) for use of the Site), pursuant to California Education Code section 47613.
Appendix A: Teacher Signatures Appendix B: Curriculum Samples Appendix C: School Calendar Appendix D: Bell Schedule/Instructional Minutes for 2012-2013 Appendix E: Projected 1st Year Budget and Three-Year Cash-Flow Appendix F: Certificated Salary Schedule
Leroy Greene Academy
7th Grade Student Schedule 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 English 7 Science 7 Pre-Algebra PE 7 Social Studies 7 Foreign Language or Math/ELA Support 7th Grade Wheel Survey Course 8 Grade Student Schedule English 8 Science 8 Algebra 1 or Pre-Algebra PE 8 Social Studies 8 Foreign Language or Math/ELA Support 8th Grade Wheel Survey Course 9th Grade Student Schedule English 9 Biology PE 9 Geometry or Algebra 1 World Geography/Health Math or ELA Studies Class or Elective Program Enrichment Course 10 Grade Student Schedule English 10 Chemistry PE 10 Algebra 2 or Geometry World History Spanish 1 Program Enrichment Course
1 2 3 4 5 6 7 1 2 3 4 5 6 7 11th Grade Student Schedule English 11 Physics or Elective Spanish 2 Pre-Calculus or Algebra 2 US History Elective Program Enrichment Course 12 Grade Student Schedule English 12 Credit Recovery Period or Elective American Government/Economics Calculus, Statistics or Elective Anatomy & Physiology or Elective Senior Project Senior Project
Survey courses introducing both programs Student has selected either Art or Business/Marketing
UC/CSU Requirements Met? a (History)
9th 10th 11th 12th WH USH Add'l Board Reqs:
40 Credits – Elective 20 Credits – PE Courses (9th/10th) Health*/ W. Geo* (9th)
9th 10th 11th 12th 9th 10th 11th 12th 9th 10th 11th 12th 9 10 11 12
Geo Alg 2 Calc Stats
Biology Chemistry Physics
1-Semester Class No Course Required/Optional Course Student may take any course to enhance their learning Preferred math course for students to take
e (W. Lang.)
9th 10th 11th 12th Span 1 Span 2 Span 3
Able to Earn 280 Credits Total Credits Needed to Meet UC/CSU AND Board Reqs: 230
9th-12th 9th-12th Art 1
Middle School Art 1
Caretakers, please read and sign the last page. Curriculum:
This semester course introduces students to the state art standards. Students will participate in various studio projects using various mediums, which they will receive in class.
Students will keep a portfolio which includes class work and projects, along with handouts. Students will practice assessing their own work and that of others. Extra credit is offered to those who constantly participate.
Safety is a major concern in art. Students will be taught safe use practices and will be required to maintain a high level of responsibility toward class safety and cleanliness. Students are responsible for cleaning up after their work on a daily basis..
AGENDA: Class activities are posted daily on the whiteboard. Students are responsible for staying informed by copying the schedule in their provided agendas. EXTRA CREDIT – Students may earn extra credit points by: Bringing in items from the art wish list. WRITING ASSIGNMENTS: Students will be given a few writing assignments throughout the semester including art critiques and various assessments. There will be one large writing assignment per semester on an art movement and artist. Students are asked to treat this as a formal writing assignment and give their full effort.
Art Wish List
Kleenex Lotion Band-Aids Hand sanitizer Soap Glue sticks Pencils Sponges Electric Pencil Sharpeners Magazines Ink cartridge for an HP Photosmart C4180 All in one Blue Tape Erasers House Paint: Any Color (used for murals on campus)
ATTENDANCE AND WORK HABITS: Each class period allows for 5 minutes of set-up and 5 minutes of clean up. For the remaining time, students are expected to be actively involved with class-work. Attendance is critical in student achievement. If the student becomes ill, homework will be provided. In the case of three or more unexcused absences, a student’s grade will be dropped one letter grade (A-B, B-C…).
CONDUCT: Safety is a major issue. Inappropriate behavior that may cause danger to other students or destruction of materials and property will receive immediate consequences. Wrestling, pushing, or horseplay, vandalism or stealing, willful negligence, foul language, or inappropriate uses of materials are some examples of zero tolerance behaviors. To maintain a positive learning environment,
Tardies are not acceptable and student will lose participation points after two or more tardies. 1st Tardy: Warning 2nd Tardy: Points lost PARTICIPATION: Every student is part of the class community and responsible for the welfare of that class. That includes cooperation, cleaning, and noise control. Students will be given leadership opportunities in class and will work together with teams and partners. To make sure students are actively learning no listening devices or cell phones will be allowed. If these items are found, students are first given a warning and then the item will be confiscated and taken to the office for a guardian to pick up at the end of the school day.
rude, crude, or lewd behavior or language will not be tolerated. Students will be asked to do vocabulary every time a curse word is spoken. GRADES: Student grades depend upon test scores, assignments, projects, work habits, and attendance. Work missed during an absence must be made up in a reasonable time period following the absence, and is the student’s responsibility to ask for missed work. Only excused absences will be allowed make-up work. Late work will not be accepted the second half of the semester, by this time students should know the pace of the class. Each assignment is given more than enough time to complete and if students are constantly on task, due dates should not be an issue.
DISCIPLINE PROCEDURES 1. 2. 3. 4. 5. 6. Warning Conference with Teacher Change Seats Detention Parent Phone Call Referral to Office
NOTE: Throwing anything, destruction of property or any other behaviors that the teacher deems as unsafe or defiant will result in an immediate referral to the office or suspension from class. Course Overview for Semester 1 Keep this agenda in your binder or on the fridge to keep track of our projects. Introduction to Elements of Art -Create Book Semester Long Project Due 12/16 Introduction to Line - Line Packet - Line Page Due 8/22 Introduction to Texture -Texture Self-Portrait: Due 9/2 -Texture Page: Due 8/26 Introduction to Color August
-Creative Color Wheels: Due 9/21 -Color Page: Due 9/9 -Color Poems: Due 9/30 Introduction to Value -Monochromatic Curve: Due 10/21 -Value Page: Due 10/7 Introduction to Shape -Crayon/Pastel Study: Due 11/110 -Shape Page: Due 10/28 Introduction to Form -Torn in Two Project: Due 12/2 -Form Page: Due11/18 Introduction to Space -Positive/Negative Images: Due 12/16 -Space Page: Due 12/9 Test Review and Semester 1 Test
** This agenda is a general outline of what students will be completing during their first semester of Art 1 and is subject to change.**
I have read this contract with my student and he/she understands and agrees to abide by the stipulations and requirements above: Home Phone: Work Phone: Parent Print and Signature: Student Print and Signature: e-mail:
Leroy Green Academy Course Syllabus
Department: Business Course Title: Survey of Business Concepts (Intro) Teacher: Ofﬁce Hours: Semester: Mr. Dow Jones M-F 3:30 – 5:00 or by appt. Fall 2012, Spring 2013 Email Address: Phone Number: School Year: Course Code: TBD firstname.lastname@example.org (916) 555-1212 x 1234 2012 - 2013
This course is a year long introductory look into a broad survey of business concepts. Units of study will include Business History, Organizational Structures, Management, Marketing, Communications, Business Law, Accounting, Economics, Finance, Information Systems and Technology, Programming and App Development, Manufacturing, Production and Operations Systems, Research and Development, Human Resources, Government Relations and Entrepreneurship. We will also examine how a business handles a variety of topics that will include Business Strategy and Decision Making, Ethics, Community Relations, Globalization, Sustainability and Social Responsibility. Networking opportunities and partnerships with local businesses and business stakeholders will be encouraged.
Completing this course will enable students to: • Understand basic terms and concepts related to business • Explore the role and relationship of business with economic, social, and political environments • Identify and describe functional areas of business • Analyze ethical and social issues related to business operations • Identify areas of business that are of particular interest to the student in terms of further study or potential careers • Apply concepts learned to better understand current events that relate to business
This course is based on a weighted point system. Points will be allocated as follows: Category Tests / Quizzes Percentage 30% Criteria Tests include benchmark tests designed by the department as well as chapter and unit tests and quizzes. Dates of tests will be announced at least one week before they are to be given. Quizzes may be given without notice. Classwork includes any assignments meant to be completed in class over one or several days. Homework includes chapter assessments, research, reading assignments from the text and other sources. Projects will entail assignments that may require both in class and out of class work, including research and application of course knowledge and concepts. Results may be presented in a variety of methods and could include oral presentations, written paper, video, website, poster/image gallery, etc. Participation includes working independently and in a group, presenting examples of your work to the class, participating in class discussions, taking notes when required, and behaving appropriately in class.
Classwork Homework Projects
25% 15% 15%
Grading scale is as follows: A = 90-100%, B = 80-89%, C = 70-79%, D = 60-69%, FAIL = 0-59% ***A maximum of 3% extra credit may be offered, at the discretion of the teacher***
Required Textbooks and Other Readings
• Textbook TBD • Supplemental readings from The Wall Street Journal, The Economist, Business Week, Forbes, Fortune, Sacramento Business Journal and other publications as assigned.
• • • • • 3-Ring Binder with Dividers Binder Paper Pencils / Pens One box of colored pencils Calculator
Important Assignments, Activities, or Projects
• • • • • • • • Unit Capstone Assignments Signiﬁcant Figure Biographical Research Project Business Proﬁles Community Business Tour Guest Speaker Series CSUS / UCD College of Business Tour Business Plan Competition Business Simulation Exercise
Assessment, Participation, and Attendance Policies
• Students are expected to be in class on time every day. • Our department policies are the same as the school policies as outlined in the student handbook. • For veriﬁed absences, you have a maximum of three days from the due date to turn in late assignments. In addition, late assignments may only receive 75% of possible points.
In addition to the overall school rules, the following rules must be observed: • Be in your seat and ready to work when the bell rings. • Stay on task until all your work is completed, don't disrupt other students. • Raise your hand for permission to speak - don’t talk over others. • No talking while teacher is giving instructions or answering questions. • Respect your teacher, class, self, and others; act professionally, especially when interacting with the community. • Respect your school, its traditions, and institutions; do not waste materials or damage school / class property.
We have read the course syllabus and we understand the class expectations to pass this course. I (student name) __________________________ will keep this course syllabus in my binder. Student Signature: Parent/Guardian Name (please print): Parent/Guardian Signature:
English Mr. Z.
Appendix B January 11, 2012
Dear Student and Parents: Welcome to the second semester! I am thrilled to have you in my class this year. The following information will help to support you and your academic success. Please read and discuss the following expectations and policies with your parents/guardians and return it with their signature and contact information.
Academic Expectations: 1. All students are to perform to the best of their ability. 2. All students are expected to come to class on time prepared and ready to succeed. Note: This includes paper, textbooks, a binder, a student planner, two sharpened pencils with erasers, and their student ID card(if unable to afford or attain these necessary supplies, please contact Mr. Z). 3. All assignments must be completed neatly and on time. 4. Grades are based on the attainment of California Content Standards. 5. Grades are compiled from tests, homework, class assignments, and projects. The grading scale is as follows: 4 - Advanced (mastery of standards) 3 - Proficient (working at grade-level) 2 - At-Risk/ Basic (working one grade below current level) 1 – Below Basic (working at least two grade levels below) Homework Policy: 1. Homework should be expected each night, Monday through Friday. All homework assignments will be announced and written on the board and student daily agendas. 2. Students will write down homework in the student planner on Mondays for the entire week so as to keep parent informed. 3. All assigned class work not completed during the day is automatically additional homework. 4. Students are responsible for collecting and completing all absent work which is due within one week of the day the student returns. Book Report: Every quarter, the LGA English Department requires book reports. The minimum requirement is 300 pages a quarter. Please, read at home. If you cannot do this book report, your grade will be negatively affected. Parents, I ask you to help me with this task. Reading is one of the most important skills to attain today.
Grade Weighting Break Down Assigned Homework 10% of total grade in ELA Book Report/Book Chat 10% of total grade in ELA Vocabulary specific homework, quizzes, 10% of total grade in ELA and tests Quizzes, tests, essays, and projects 70% of total grade in ELA As you can see, quizzes, tests, essays, and projects are worth the biggest percent. This is to ensure the student knows, understands, and can utilize the standard in their future.
English Mr. Z. Classroom Rules: 1. Be in your seat, with materials, ready to learn, when the bell rings. 2. Be prepared for class. 3. Follow directions at all times (both written and verbal). 4. The Golden Rule (treat others with respect; keep hands, feet, and objects to yourself). 5. No food, drinks, candy, or gum in class unless granted teacher permission. 6. Stay seated. If you need to get up, let the teacher know.
Consequences:* 1. Warning 2. Out of class timeout/switch seats 3. Lunch Detention/ parent contact- phoning home 4. Referral/Detention or class suspension/ parent contact *The teacher may skip above step(s) depending on the severity of inappropriate behavior or continual disruptive behavior. Any name that appears on the board more than twice a week will face further consequences. Rewards: Positive postcards or phone calls home, Positive praise, Satisfaction for a job well done! I am looking forward to a positive and productive 2012-13 school year with you. You can contact me at any time at email@example.com with any questions. Sincerely, Mr. Z., Language Arts
Please detach, sign, fill out, and return indicating that you have read and understand this letter regarding class expectations, policies, and procedures. Thank you for your support!
Student Name: _____________________ Student signature: _______________________ Parent/Guardian name: ___________________ Parent Signature: __________________
8TH Grade English Curriculum
Vocabulary and Grammar embedded through-out Week 1 Focus: Pre-assessment on Fluency, Reading Comprehension, and writing skills; get to know you activities; procedures Tools: Syllabus, DRA; San Diego Quick; SIPPS; Procedures; Syllabus Week 2-4 Focus: Review of Main idea; Critical Detail; Imagery; Character; Plot Diagram; Literary Terms; Response to Literature Skills In Reading Comprehension Standards Tools: Freytag’s, Imagery Chart, Literary Terms; Holt Anthology; Interactive Reader Week 5-7 Focus: Critical Thinking; Analysis, Figurative Language and Symbolism; Response to Literature Skills In Reading Comprehension Standards Tools: House on Mango Street Week 8-10 Focus: Discussion on theme; Response to Literature Skills In Reading Comprehension Standards; narrative writing Tools: House on Mango Street; Example narratives; Imagery exercises; Summative assessment – Narrative essay packed with figurative language and theme. Week 11-15 Focus: Writing Skills, Response to Literature, Quote Response Tools: Any literary text; Step-Up to Writing Program; Writing Activities Week 16-19 Focus: Public Speaking Unit; Elements of Persuasion; Research; Evaluate Credibility; Persuasive Writing Tools: Practice Speeches; Improvised Speeches; Ethos, Pathos, Logos; Persuasive Techniques; Formal Debates Week 20-21 Focus: Forms of poetry; poetic roles, Poetic Themes; Literary Devices Tools: Series of Poems from Holt or others that are printed off Week 22-25
Appendix B Focus: Expository Texts; Reading Comprehension Tools: Holt Anthology; STAR Test Questions; Survival Guide Assignment Week 26-29 Focus: Test Taking Techniques; How to read and take the STAR test well Tools: Testing Binders Week 30-34 Focus: Semester 1 skills Applied; Thematic Analysis; Critical Thought; and Reading Comprehension; Tools: 8th Grade Narrative novel (The Giver, Lord of the Flies, To Kill A Mockingbird, Night¸Diary of Anne Frank); Choose your Own Project; Review on Essay Writing Week 35 FINALS
Mr. B Pre-Algebra Room X
Welcome Welcome to the new year! I look forward to getting to know each and every student as the year progresses. Seventh grade is an important time in the lives of middle school students. It marks the crucial point of passage from the self-contained elementary classrooms to the departmentalized setting of the high school. I am here to assist both students and parents in this transition both as a teacher and advisor. Required Materials Students are expected to come to class prepared and ready to learn at the beginning of every class accompanied with the following materials: Spiral notebooks Pencils Erasers Lined paper Students are also recommended to purchase: Scissors, colored pencils/markers, scientific calculators, glue sticks We will occasionally participate in projects that require additional materials. In this case, students will be told ahead of time what to bring to class. Grading Students will be graded based on assessments of the four power standards of the CA Seventh Grade Mathematics Standards. These strands are Number Sense, Algebra/Functions, Geometry/Measurement, and Statistics/Probability. Students’ grades will also be based on their homework, classwork, projects, etc. Thus, grades will be broken down as follows: 10% Homework, Class Work, Notebook, etc. 25% Algebra/Functions 25% Number Sense 20% Geometry/Measurement 20% Statistics/Probability Make-up/Late Policy I allow students to make-up tests for a higher grade at any time during the year. Students must set up a retake time with me. This policy pertains to topic tests and major assessments only. In addition, students may only retake a test twice. Students are not allowed to retake quizzes. However, students have the option to correct their mistakes on their quizzes in order to earn half of their missed points back. If a student is absent from class, they are given the number of days that they missed in order to finish the work they missed. For example, if a student misses a week of class due to illness, they will have up to 7 days to complete their missing work. After that, no credit will be given. Late work will be accepted only in certain circumstances. If a student does not complete an assignment on time, it is very important that they come see me to discuss their situation.
Mr. B Pre-Algebra Room X
Contacting Me I am here to assist both parents and students. My door is always open, and I am always willing to speak with or meet with parents to discuss their child’s education in my classroom. If there should be any questions, concerns, or comments about my class, please do not hesitate to contact me.
7th Grade Social Studies Mrs. X.
Welcome to the 2012-2013 School Year! Dear Parents, Welcome back to school! I would like to take this opportunity to introduce myself to each of you. My name is Mrs. X and I am your student’s seventh grade Social Studies teacher. I have really enjoyed getting to know the students so far. They are all amazing children! I am a firm believer that grading must be tied into student learning. My purposes for grading your students are: to communicate their achievement status and to reflect on my instructional practices. Achievement and learning is measured in a variety of ways. The policies and instructional practices in this classroom will reflect that thinking. The content taught in class is aligned to the California Standards and instructional practices are research-based. Classroom Policies Grading:
Homework is collected in notebook format, meaning that I will collect all work at the end of each unit. This includes all assignments I handout including homework. Each assignment is given a number and should be kept in specific order. Folders can be kept in class if your student is afraid of misplacing work. Students will receive their standards based formative assessment and the grading rubric at the beginning of each unit of study. It will be my job to facilitate the learning so that students are prepared for their assessments and that they are able to achieve their grade level standards. Students will assist in the grading of their work. Student effort and behavior grades will be separated from achievement grades. Students will be graded based on their achievement of their Social Studies standards.
Homework (Unfinished Class Work) Policy:
The seventh grade team is committed to making sure the students lead balanced lives. Students in my class can expect to have some homework (unfinished class work) throughout the week. There will be time to in class to work on assignments. Work that is not completed in a class period is considered unfinished class work. Each student is responsible for writing their homework down in their daily planner. A daily parent signature is required for students once they miss 3 assignments in a term (for the rest of the term).
Late Work and Absences:
I do allow for late work. The purpose of an assignment is to see if a student has achieved the learning. It will be the responsibility of the student to make up all work that is missed due to illness or vacation. The student will get one extra day per absence to complete their work.
7th Grade Social Studies Mrs. X.
If a student is struggling to complete their assignments in a timely manner---I will take their time. They will be expected to make their assignments up during lunch or another appropriate time during the school day.
No food (including gum) or drinks other than water Respect your peers, respect your teacher, respect yourself No use of any electronic devices in the classroom
Be on time and prepared Talking while your instructor is talking is the biggest form of disrespect. Late work will be accepted, however, don’t expect to receive full credit. If you are absent it is your responsibility to obtain any missed assignments. o The student has the number of days absent to turn in the work, and that is it! Restroom use during class time is a privilege. o I reserve the right to take away restroom privileges at any time. Class ends only when I excuse you!
Behavior Expectations (Discipline without Stress):
Seventh graders will be given the tools to act more socially responsible. In class we will create and agree to a list of norms expected to be followed in the classroom. These norms will be used in our day to day learning. If norms are broken, students can expect: Behavior Expectations: First infraction: Warning (verbal) Second infraction: Complete Refocus form Third infraction: Phone call and/or detention Fourth infraction: Student sent to office
Positive and negative phone calls will be made as needed.
Students will be expected to bring their materials to class daily. Required Materials: Pencil Folder Paper Social Studies book or related material assigned by teacher Colored pencils, markers, or crayons Highlighters (pink, green, yellow, blue, purple) Free reading book
7th Grade Social Studies Mrs. X.
Home School Communication:
Please e-mail questions, concerns, or requests for an appointment. I can be reached by phone at: xxxxxx-xxxx. Please allow for 48 hour turn around on all communication. I am available to meet from 7:20 a.m. – 4:30 p.m. E-mails will be sent home as needed. Thank you!
After reading the syllabus, please sign below and detach. If you have any questions about the syllabus or any information you would like to share with me, please use the space below. Student returns bottom portion to Mrs. X
Student Name: ___________________________________________________ Parent Signature: ________________________________________________ Questions:
Proposed School Calendar
Leroy Greene Academy
2012-2013 School Calendar
JULY 2012 S 1 8 15 22 29 M 2 9 16 23 30 T 3 10 17 24 31 AUGUST 2012 S M T W 1 5 12 19 26 6 13 20 27 7 14 21 28 8 15 22 29 T 2 9 16 23 30 F 3 10 17 24 31 S 4 11 18 25 2 9 16 23 30 F S 1 2 9 16 23 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 8 15 22 29 6 13 20 27 7 14 21 28 S 3 10 17 24 31 JANUARY 2013 M T 1 8 15 22 29 W 2 9 16 23 30 T 3 10 17 24 31 F 4 11 18 25 S 5 12 19 26 5 12 19 26 6 13 20 27 7 14 21 28 S M T MAY 2013 W 1 8 15 22 29 T 2 9 16 23 30 F 3 10 17 24 31 S 4 11 18 25 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 S M W 4 11 18 25 T 5 12 19 26 F 6 13 20 27 S 7 14 21 28 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 S M NOVEMBER 2012 T W T 1 8 15 22 29 F 2 9 16 23 30 S 3 10 17 24 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 S M MARCH 2013 T W T F 1 8 15 22 29 S 2 9 16 23 30
Holidays July 4 September 3 November 9 (observed) November 19, 20 November 21, 23 November 22 December 20-Jan. 4 December 24 December 25 January 1 January 21 February 18 (observed) March 29—April 5 May 27 (observed) Staff Development (No students) August 2 August 3 September 21 Independence Day Labor Day - Veteran’s Day Teacher Holidays Local Holidays Thanksgiving Day Winter Recess Christmas Eve Christmas Day New Year’s Day Martin Luther King Day - Presidents’ Day Spring Recess
(Easter Sunday is March 31st)
DECEMBER 2012 T W T F S 1 8 15 22 29 7 14 21 28 S M 1 8 15 22 29 T 2 9
APRIL 2013 W 3 10 17 24 T 4 11 18 25 F 5 12 19 26 S 6 13 20 27
16 23 30
- Memorial Day October 19 March 15 April 26 May 31
SEPTEMBER 2012 S M T W T
Teacher-Only Orientation/Meeting: (No students) August 6 All Teachers Only
First Day of Class—August 7, 2012 Last Day of Class—May 30, 2013
OCTOBER 2012 S M 1 7 14 21 28 8 15 22 29 T 2 9 16 23 30 W 3 10 17 24 31 T 4 11 18 25 F 5 12 19 26 S 6 13 20 27 3 10 17 24 4 11 18 25 S M
FEBRUARY 2013 T W T F 1 5 12 19 26 6 13 20 27 7 14 21 28 8 15 22 S 2 9 16 23 2 9 16 23 3 10 17 24 S M
JUNE 2013 T W T F S 1 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 8 15 22 29
1st Semester Ends—12/19 2nd Semester Ends—5/30
180 Student School Days
Proposed Bell Schedules/Instructional Minutes for 2012-2013
Leroy Greene Academy 2012 - 2013 Bell Schedules
Monday, Tuesday, Thursday, Friday
Regular Day Schedule
Period/Time Start 1st 7:55 Passing 8:47 2nd 8:52 Passing 9:49 3rd 9:54 Passing 10:46 4th 10:51 Passing 11:43 Lunch 11:48 Passing 12:18 5th 12:23 Passing 1:15 6th 1:20 Passing 2:12 7th 2:17 Instructional Minutes: End 8:47 8:52 9:49 9:54 10:46 10:51 11:43 11:48 12:18 12:23 1:15 1;20 2:12 2:17 3:09 Minutes 52 5 57 5 52 5 52 5 30 5 52 5 52 5 52 399
Period/Time Start 1st 7:55 Passing 8:37 2nd 8:42 Passing 9:29 3rd 9:34 Passing 10:16 4th 10:21 Passing 11:03 Lunch 11:08 Passing 11:38 5th 11:43 Passing 12:25 6th 12:30 Passing 1:12 7th 1:17 Instructional Minutes: End 8:37 8:42 9:29 9:34 10:16 10:21 11:03 11:08 11:38 11:43 12:25 12:30 1:12 1:17 1:59 Minutes 38 5 38 5 38 5 38 5 30 5 38 5 38 5 38 301
To Be Determined
Minimum Day Schedule
Period/Time Start 1st 7:55 Passing 8:33 2nd 8:38 Passing 9:21 3rd 9:26 Passing 10:04 4th 10:09 Passing 10:47 5th 10:52 Passing 11:30 6th 11:35 Passing 12:13 7th 12:18 Lunch (Opt.) 12:56 Instructional Minutes: End 8:33 8:38 9:21 9:26 10:04 10:09 10:47 10:52 11:30 11:35 12:13 12:18 12:56 1:26 Minutes 38 5 43 5 38 5 38 5 38 5 38 5 38 30 301
Leroy Greene Academy Yearly Instructional Minutes
Description Regular Days: 1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period 7th Period Instructional Time Daily Minutes Multiplied by # of Days Total Minutes Shortened Days: 1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period 7th Period Instructional Time Daily Minutes Multiplied by # of Days Total Minutes Collaboration Days: 1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period 7th Period Instructional Time Daily Minutes Multiplied by # of Days Total Minutes Grand Total - Days Grand Total - Minutes Required Minutes Over / (Short) Adj. Required Minutes Adj. Over / (Short)
Grades 7-12 Time Amount Start End of Time
7:55 AM 8:52 AM 8:52 AM 9:54 AM 9:54 AM 10:51 AM 10:51 AM 11:48 AM 12:23 PM 1:20 PM 1:20 PM 2:17 PM 2:17 PM 3:09 PM
00:57 01:02 00:57 00:57 00:57 00:57 00:52 06:39 399 136 54,264
7:55 AM 8:38 AM 9:26 AM 10:09 AM 10:52 AM 11:35 AM 12:18 PM
8:38 AM 9:26 AM 10:09 AM 10:52 AM 11:35 AM 12:18 PM 12:56 PM
00:43 00:48 00:43 00:43 00:43 00:43 00:38 05:01 301 6 1,806
7:55 AM 8:42 AM 8:42 AM 9:34 AM 9:34 AM 10:21 AM 10:21 AM 11:08 AM 11:43 AM 12:30 PM 12:30 PM 1:17 PM 1:17 PM 1:59 PM
00:47 00:52 00:47 00:47 00:47 00:47 00:42 05:29 329 38 12,502 180 68,572 64,800 3,772 64,800 3,772
Three-Year Budget & Cash-Flow
LEROY GREENE ACADEMY MULTI-YEAR BUDGET SUMMARY
Description Key Budget and Financial Variables School Enrollment School ADA Ratio of ADA to Enrollment Revenues: State Federal Local Total Revenue Expenditures: Certificated Salaries Classified Salaries Employee Benefits Total Compensation Costs Books and Supplies Operating Costs Total Expenditures Other Outgo: Oversight Fee (3% of Gen & Cat Revenues) Special Education Contribution Food Service Contribution Indirect Costs (6.25%) Total Outgo $ $ $ $ $ $ 2012-13 357 342 95.80% 2013-14 532 505 94.92% 2014-15 707 671 94.91%
2,008,500 $ 281,000 2,289,500 $
3,207,700 $ 2,500 3,210,200 $
4,278,600 7,000 4,285,600
1,115,400 $ 259,200 384,400 1,759,000 30,000 139,400 1,928,400 $ 59,000 79,000 10,000 120,500 $ $ $ $
1,630,400 $ 318,700 529,800 2,478,900 68,000 146,400 2,693,300 $ 91,000 117,000 10,000 168,300 $ $ $ $
2,164,100 319,400 655,000 3,138,500 71,000 154,000 3,363,500 124,000 156,000 10,000 210,200 500,200
Revenues over(under) Expenditures
Beginning Fund Balance Ending Fund Balance Components of Fund Balance: Economic Uncertainty Designation* Unappropriated Fund Balance Ending Fund Balance
- $ 92,600 $
92,600 $ 223,200 $
88,000 $ 4,600 92,600 $
124,000 $ 99,200 223,200 $
155,000 490,100 645,100
*Although not required, District recommends that Leroy Greene Academy has funds set aside. Per the 2011-12 1st Inteirm Criteria & Standards, it is recommended that this size of an entity maintain the greater of 4% or $60,000. 4% of Expenditures & Outgo $ Cash Deferrals $ 88,000 $ 576,360 $ 124,000 $ 565,000 $ 155,000 775,600
LGA Budget & Cashflow/Multi-Year Summary
Appendix E LEROY GREENE ACADEMY MULTI-YEAR BUDGET DETAIL Description Key Budget and Financial Variables School Enrollment (Grade 7 & 8) School ADA (Grade 7 & 8) Ratio of ADA to Enrollment School Enrollment (Grade 9-12) School ADA (Grade 9-12) Ratio of ADA to Enrollment Revenues: State General Purpose Block Grant (Grade 7&8) General Purpose Block Grant (Grade 9-12) Categorical Block Grant EIA in Lieu Lottery - Non Prop 20 Lottery - Prop 20 Federal Various Restricted Funds Local Interest Allocation Carry-Over Total Revenues Expenditures: 1000-1999 Certificated Salaries 1100 Classroom Teachers (General Ed) 1104 Substitutes 110X Stipends/ Extra Assignments 1200 Counselor (.50 FTE) 1300 Site Administrators (2.0 FTEs) 2000-2999 Classified Salaries 2100 Instructional Aides (General Ed) 2200 Custodial, Maintenance 2400 Clerical & Other Support 2900 Intervention & Safety 2X10 Substitutes 3000-3999 Employee Benefits 31XX-33XX & 35XX-38XX Payroll Taxes 34XX Health & Welfare 4000-4999 Books and Supplies 4300 Materials and Supplies 5000-5999 Operating Costs 52XX Travel & Conference 55XX Utilities 56XX Rentals, Leases, Repairs 58XX Contracted Services 59XX Telephone & Postage 6000-6999 Operating Costs 61XX Site Improvements 62XX Building Improvements 63XX Library Expansion 64XX Equipment 65XX Replacement Equipment Total Expenditures $ $ $ $ $ $ $ $ $ $ $ $ $ 357 342 96.00% 0 0 95.00% 2,008,500 1,828,300 140,200 40,000 281,000 1,000 280,000 $ $ $ $ $ $ $ $ $ $ $ $ 357 340 95.43% 175 165 94.71% 3,207,700 1,817,600 1,021,000 207,000 40,000 102,900 19,200 2,500 2,500 $ $ $ $ $ $ $ $ $ $ $ $ 357 340 95.43% 350 331 94.71% 4,278,600 1,817,600 2,048,200 275,100 40,000 82,700 15,000 7,000 7,000 4,285,600 2012-13 2013-14 2014-15
$ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
1,115,400 910,000 16,800 9,000 179,600 259,200 116,000 80,600 50,300 12,300
$ $ $ $ $ $ $ $ $ $ $ $
1,630,400 1,407,900 25,200 10,500 186,800 318,700 121,800 84,600 87,700 24,600
$ $ $ $ $ $ $ $ $ $ $ $
2,164,100 1,925,700 33,600 10,500 194,300 319,400 122,100 84,800 87,900 24,600 655,000 358,000 297,000 71,000 71,000 154,000 14,000 107,000 14,000 12,000 7,000 -
384,400 $ 207,400 $ 177,000 $ 30,000 $ 30,000 $ 139,400 12,000 100,000 12,400 10,000 5,000 $ $ $ $ $ $
529,800 $ 288,800 $ 241,000 $ 68,000 $ 68,000 $ 146,400 13,000 103,000 13,400 11,000 6,000 $ $ $ $ $ $
LGA Budget & Cashflow/Multi-Year Detail
LEROY GREENE ACADEMY ESTIMATED EXPENDITURES: 2012-13
Add: Payroll Taxes Add: H&W Benefits
Route Personnel: Principal Vice Principal Teachers Substitutes Department Chair Stipends Secretary III / Receptionist Secretary I / Health Assistant Librarian / Registrar Campus Supervisor Playground Supervisor (1) Playground Supervisor (2) Custodian/Maintenance Night Custodian Substitutes Subtotal - Personnel Costs Supplies & Operating: Office Supplies Instructional Supplies Custodial Supplies Travel/Conferences Utilities Copiers Transportation/Field Trips Telephone & Postage Subtotal - Operating Costs
Number of Days
Number of Hours
1.0000 1.0000 14.0000
220 210 185
8 8 8
1.0000 1.0000 1.0000 1.0000 0.3750 0.3750 1.0000 1.0000 22.7500
$22.25 $18.00 $21.50 $19.50 $13.50 $13.50 $19.50 $16.50
260 238 238 213 209 209 260 260
8 8 8 8 3 3 8 8
94,600 85,000 910,000 16,800 9,000 46,300 34,300 41,000 33,300 8,500 8,500 40,600 34,400 12,300 1,374,600
12,300 11,100 118,000 2,200 1,200 11,100 8,300 9,900 8,000 2,100 2,100 9,800 8,300 3,000 207,400
8,000 8,000 113,000 0 0 8,000 8,000 8,000 8,000 0 0 8,000 8,000 0 177,000
114,900 104,100 1,141,000 19,000 10,200 65,400 50,600 58,900 49,300 10,600 10,600 58,400 50,700 15,300 1,759,000
2,000 18,000 10,000 12,000 100,000 12,400 10,000 5,000 0 0 0 169,400
LGA Budget & Cashflow/Expenditures 12-13
LEROY GREENE ACADEMY ESTIMATED EXPENDITURES: 2013-14
Add: Payroll Taxes Add: H&W Benefits
Route Personnel: Principal Vice Principal Estimated Step Costs for Admin Teachers Estimated Step Costs (14.0 FTE) Estimated Column Adj (2.0 FTE) Substitutes Department Chair Stipends Secretary III / Receptionist Secretary I / Health Assistant Librarian / Registrar Campus Supervisor Playground Supervisor (1) Playground Supervisor (2) Custodian/Maintenance Night Custodian Estimated Step Costs for 22xx Estimated Step Costs for 24xx Estimated Step Costs for 29xx Substitutes Subtotal - Personnel Costs Supplies & Operating: Office Supplies Instructional Supplies Textbooks Custodial Supplies Travel/Conferences Utilities Copiers Transportation/Field Trips Telephone & Postage Subtotal - Operating Costs
Number of Days
Number of Hours
1.0000 1.0000 21.0000
220 210 185
8 8 8
1.0000 1.0000 1.0000 2.0000 0.3750 0.3750 1.0000 1.0000
$22.25 $18.00 $21.50 $19.50 $13.50 $13.50 $19.50 $16.50
260 238 238 213 209 209 260 260
8 8 8 16 3 3 8 8
94,600 85,000 7,200 1,365,000 36,400 6,500 25,200 10,500 46,300 34,300 41,000 66,500 8,500 8,500 40,600 34,400 5,800 4,000 4,200 24,600 1,949,100
12,300 11,100 1,000 177,000 4,800 900 3,300 1,400 11,100 8,300 9,900 16,000 2,100 2,100 9,800 8,300 1,400 1,000 1,100 5,900 288,800
8,000 8,000 0 169,000 0 0 0 0 8,000 8,000 8,000 16,000 0 0 8,000 8,000 0 0 0 0 241,000
114,900 104,100 8,200 1,711,000 41,200 7,400 28,500 11,900 65,400 50,600 58,900 98,500 10,600 10,600 58,400 50,700 7,200 5,000 5,300 30,500 2,478,900
3,000 19,000 35,000 11,000 13,000 103,000 13,400 11,000 6,000 0 0 0 214,400
LGA Budget & Cashflow/Expenditures 13-14
LEROY GREENE ACADEMY ESTIMATED EXPENDITURES: 2014-15
Add: Payroll Taxes Add: H&W Benefits
Route Personnel: Principal Vice Principal Estimated Step Costs for Admin Teachers Estimated Step Costs (21.0 FTE) Estimated Column Adj (2.0 FTE) Substitutes Department Chair Stipends Secretary III / Receptionist Secretary I / Health Assistant Librarian / Registrar Campus Supervisor Playground Supervisor (1) Playground Supervisor (2) Custodian/Maintenance Night Custodian Estimated Step Costs for 22xx Estimated Step Costs for 24xx Estimated Step Costs for 29xx Substitutes Subtotal - Personnel Costs Supplies & Operating: Office Supplies Instructional Supplies Textbooks Custodial Supplies Travel/Conferences Utilities Copiers Transportation/Field Trips Telephone & Postage Subtotal - Operating Costs
Number of Days
Number of Hours
1.0000 1.0000 28.0000
220 210 185
8 8 8
1.0000 1.0000 1.0000 2.0000 0.3750 0.3750 1.0000 1.0000
$22.25 $18.00 $21.50 $19.50 $13.50 $13.50 $19.50 $16.50
260 238 238 213 209 209 260 260
8 8 8 16 3 3 8 8
$98,400 88,400 7,500 1,862,900 56,300 6,500 33,600 10,500 46,300 34,300 41,000 66,500 8,500 8,500 40,600 34,400 6,100 4,200 4,400 24,600 $2,483,500
$12,800 11,500 1,000 241,500 7,300 900 4,400 1,400 11,100 8,300 9,900 16,000 2,100 2,100 9,800 8,300 1,500 1,100 1,100 5,900 $358,000
$8,000 8,000 0 225,000 0 0 0 0 8,000 8,000 8,000 16,000 0 0 8,000 8,000 0 0 0 0 $297,000
$119,200 107,900 8,500 2,329,400 63,600 7,400 38,000 11,900 65,400 50,600 58,900 98,500 10,600 10,600 58,400 50,700 7,600 5,300 5,500 30,500 $3,138,500
$4,000 20,000 35,000 12,000 14,000 107,000 14,000 12,000 7,000 $0 $0 $0 $225,000
LGA Budget & Cashflow/Expenditures 14-15
Leroy Greene Academy
2012‐13 Projected Cash Flow
DESCRIPTION A. BEGINNING CASH B. RECEIPTS Revenue Limit Sources Property Taxes Principal Apportionment Property Taxes In‐Lieu Federal Revenue Other State Revenue Other Local Revenue Interfund Transfers In All Other Financing Sources Non‐Revenue Inflow (CIB) Non‐Revenue Inflow (Advances) Non‐Revenue (Temp Cash Loan) TOTAL RECEIPTS C. DISBURSEMENTS Certificated Salaries Classified Salaries Employee Benefits Books, Supplies and Services Capital Outlay Other Outgo (exclude 73XX) Other Outgo ‐ Indirect Costs Interfund Transfers Out All Other Financing Uses Non‐Expenditure Outflow (W/C) Non‐Expenditure Outflow (U‐Tax) Non‐Expenditure Outflow (DP) Other Outflows/Non‐Expenditures TOTAL DISBURSEMENTS D. PRIOR YEAR TRANSACTIONS Accounts Receivable‐PY State Aid Accounts Payable‐PY State Aid Accounts Receivable (Regular) Accounts Receivable (Governments) Accounts Receivable (Due From) Accounts Payable Accounts Payable (Deferred Pay ‐ DP) Accounts Payable (Due To) Deferred Revenue TOTAL PRIOR YEAR TRANSACTIONS E. NET INCREASE/DECREASE (B‐C+D) F. ENDING CASH (A + E) G. ENDING CASH, PLUS ACCRUALS OBJECT N/A 9110 JULY AUGUST 220,300 SEPTEMBER 76,000 OCTOBER 491,600 NOVEMBER 384,900 DECEMBER 278,550 JANUARY 454,050 FEBRUARY 224,050 MARCH 117,700 APRIL 38,500 MAY 47,250 JUNE 55,750 ACCRUAL TOTAL
8020‐8079 8010‐8019 8080‐8099 8100‐8299 8300‐8599 8600‐8799 8910‐8929 8930‐8979 9140 9210
536,100 58,600 19,800
39,000 16,200 250
201,000 39,000 16,200
39,000 16,200 250
13,400 40,700 16,200 250
13,400 40,700 16,200
576,360 55,340 30,800 250
280,000 1000‐1999 2000‐2999 3000‐3999 4000‐5999 6000‐6999 7000‐7499 73XX 7600‐7629 7600‐7699 9557 9560 9580 15,000 16,400 20,600 7,700
29,300 106,000 21,400 33,600 23,700
614,500 107,600 22,600 34,100 8,700 34,500 2,500
55,200 107,600 22,600 34,100 8,700
55,450 107,600 22,600 34,100 8,700
256,200 16,600 1,200 17,200 8,700 34,500 2,500
55,200 203,100 44,100 51,600 8,700
55,450 107,600 22,600 34,100 8,700
50,000 134,600 107,600 22,600 34,100 23,700 34,500 2,500
100,000 170,550 107,600 22,600 34,100 8,700
100,000 170,300 107,600 22,600 34,100 8,700
100,000 155,340 21,500 17,900 22,700 8,700 34,500
0 1,340,260 488,040 0 180,200 1,000 280,000 0 0 0 0 2,289,500 1,115,400 259,200 384,400 169,400 0 138,000 120,500 10,000 0 0 0 0 0 2,196,900 0 0 0 0 0 0 0 0 0 0 92,600 92,600
(11,100) 59,700 173,600
9290 RL 9590 9200 9290 9310 9500 9580 9610 9650 0 220,300 220,300 0 (144,300) 76,000 0 415,600 491,600 0 (106,700) 384,900 0 (106,350) 278,550 0 175,500 454,050 0 (230,000) 224,050 0 (106,350) 117,700 0 (79,200) 38,500 0 8,750 47,250 0 8,500 55,750 0 (8,260) 47,490 0 45,110
LGA Budget & Cashflow/12-13 Cash Flow
Leroy Greene Academy
2013‐14 Projected Cash Flow
DESCRIPTION A. BEGINNING CASH B. RECEIPTS Revenue Limit Sources Property Taxes Principal Apportionment Property Taxes In‐Lieu Federal Revenue Other State Revenue Other Local Revenue Interfund Transfers In All Other Financing Sources Non‐Revenue Inflow (CIB) Non‐Revenue Inflow (Advances) Non‐Revenue (Temp Cash Loan) TOTAL RECEIPTS C. DISBURSEMENTS Certificated Salaries Classified Salaries Employee Benefits Books, Supplies and Services Capital Outlay Other Outgo (exclude 73XX) Other Outgo ‐ Indirect Costs Interfund Transfers Out All Other Financing Uses Non‐Expenditure Outflow (W/C) Non‐Expenditure Outflow (U‐Tax) Non‐Expenditure Outflow (DP) Other Outflows/Non‐Expenditures TOTAL DISBURSEMENTS D. PRIOR YEAR TRANSACTIONS Accounts Receivable‐PY State Aid Accounts Payable‐PY State Aid Accounts Receivable (Regular) Accounts Receivable (Governments) Accounts Receivable (Due From) Accounts Payable Accounts Payable (Deferred Pay ‐ DP) Accounts Payable (Due To) Temp Cash Loan Repayment TOTAL PRIOR YEAR TRANSACTIONS E. NET INCREASE/DECREASE (B‐C+D) F. ENDING CASH (A + E) G. ENDING CASH, PLUS ACCRUALS OBJECT N/A 9110 JULY 47,490 AUGUST 16,315 SEPTEMBER 45,590 OCTOBER 138,690 NOVEMBER 2,390 DECEMBER 57,215 JANUARY 92,125 FEBRUARY 216,825 MARCH 193,350 APRIL 52,550 MAY 69,675 JUNE 35,375 ACCRUAL TOTAL
8020‐8079 8010‐8019 8080‐8099 8100‐8299 8300‐8599 8600‐8799 8910‐8929 8930‐8979 9140 9210 0 1000‐1999 2000‐2999 3000‐3999 4000‐5999 6000‐6999 7000‐7499 73XX 7600‐7629 7600‐7699 9557 9560 9580 21,900 20,200 28,400 9,700
247,500 86,800 40,600
190,400 57,800 33,200 625
190,400 57,800 33,200
535,200 57,800 33,200
112,100 57,800 33,200 625
25,400 101,300 33,200
150,200 60,300 33,200 625
99,400 60,300 33,200
565,000 81,900 62,900 625
100,000 143,400 154,900 26,300 46,300 30,000
374,900 157,300 27,800 47,000 11,000 52,000 2,500
91,000 157,300 27,800 47,000 11,000
282,025 157,300 27,800 47,000 11,000
281,400 24,300 1,500 23,700 11,000 52,000 2,500
(100,000) 526,200 296,900 54,200 71,100 11,000
203,725 157,300 27,800 47,000 11,000
159,900 157,300 27,800 47,000 30,000 52,000 2,500
244,325 157,300 27,800 47,000 11,000
192,900 157,300 27,800 47,000 11,000
150,000 231,900 31,300 21,900 31,300 11,000 52,000
0 2,115,600 723,000 0 369,100 2,500 0 0 0 0 0 3,210,200 1,630,400 318,700 529,800 214,400 0 208,000 168,300 10,000 0 0 0 0 0 3,079,600 576,360 0 250 30,800 0 36,000 55,800 120,500 350,000 45,110 175,710 223,200
(15,800) 80,200 241,700 127,325 250 30,800 36,000 55,800 120,500 0 49,025 (31,175) 16,315
0 115,000 218,510
9290 RL 9590 9200 9290 9310 9500 9580 9610
127,575 29,275 45,590
0 93,100 138,690
0 (136,300) 2,390
0 54,825 57,215
350,000 (131,490) 34,910 92,125
0 124,700 216,825
0 (23,475) 193,350
0 (140,800) 52,550
0 17,125 69,675
0 (34,300) 35,375
0 2,600 37,975
LGA Budget & Cashflow/13-14 Cash Flow
Leroy Greene Academy
2014‐15 Projected Cash Flow
DESCRIPTION A. BEGINNING CASH B. RECEIPTS Revenue Limit Sources Property Taxes Principal Apportionment Property Taxes In‐Lieu Federal Revenue Other State Revenue Other Local Revenue Interfund Transfers In All Other Financing Sources Non‐Revenue Inflow (CIB) Non‐Revenue Inflow (Advances) Non‐Revenue (Temp Cash Loan) TOTAL RECEIPTS C. DISBURSEMENTS Certificated Salaries Classified Salaries Employee Benefits Books, Supplies and Services Capital Outlay Other Outgo (exclude 73XX) Other Outgo ‐ Indirect Costs Interfund Transfers Out All Other Financing Uses Non‐Expenditure Outflow (W/C) Non‐Expenditure Outflow (U‐Tax) Non‐Expenditure Outflow (DP) Other Outflows/Non‐Expenditures TOTAL DISBURSEMENTS D. PRIOR YEAR TRANSACTIONS Accounts Receivable‐PY State Aid Accounts Payable‐PY State Aid Accounts Receivable (Regular) Accounts Receivable (Governments) Accounts Receivable (Due From) Accounts Payable Accounts Payable (Deferred Pay ‐ DP) Accounts Payable (Due To) Temp Cash Loan Repayment TOTAL PRIOR YEAR TRANSACTIONS E. NET INCREASE/DECREASE (B‐C+D) F. ENDING CASH (A + E) G. ENDING CASH, PLUS ACCRUALS OBJECT N/A 9110 JULY 37,975 AUGUST 76,875 SEPTEMBER 35,600 OCTOBER 177,600 NOVEMBER 5,600 DECEMBER 96,950 JANUARY 175,350 FEBRUARY 516,950 MARCH 500,900 APRIL 329,200 MAY 368,550 JUNE 336,450 ACCRUAL TOTAL
8020‐8079 8010‐8019 8080‐8099 8100‐8299 8300‐8599 8600‐8799 8910‐8929 8930‐8979 9140 9210 0 1000‐1999 2000‐2999 3000‐3999 4000‐5999 6000‐6999 7000‐7499 73XX 7600‐7629 7600‐7699 9557 9560 9580 29,100 20,200 35,100 10,200
339,900 115,300 45,400
261,400 76,900 37,200 1,750
261,400 76,900 37,200
734,900 76,900 37,200
154,000 76,900 37,200 1,750
34,900 134,500 37,200
206,200 80,100 37,200 1,750
136,500 80,100 37,200
775,600 108,800 69,800 1,750
57,700 205,700 26,400 57,300 31,500
500,600 208,800 27,800 58,100 11,600 70,000 2,500
114,100 208,800 27,800 58,100 11,600
377,250 208,800 27,800 58,100 11,600
375,500 32,200 1,500 29,300 11,600 70,000 2,500
849,000 394,100 54,300 87,900 11,600
269,850 208,800 27,800 58,100 11,600
206,600 208,800 27,800 58,100 31,500 70,000 2,500
325,250 208,800 27,800 58,100 11,600
253,800 208,800 27,800 58,100 11,600
108,800 41,400 22,400 38,700 11,600 70,000
0 2,904,800 961,000 0 412,800 7,000 0 0 0 0 0 4,285,600 2,164,100 319,400 655,000 225,000 0 280,000 210,200 10,000 0 0 0 0 0 3,863,700 565,000 0 625 62,900 0 45,700 79,300 168,300 150,000 185,225 607,125 645,100
(20,200) 94,600 300,700 201,100 625 62,900 45,700 79,300 168,300 133,500 38,900 76,875 201,725 (41,275) 35,600
9290 RL 9590 9200 9290 9310 9500 9580 9610
0 142,000 177,600
0 (172,000) 5,600
0 91,350 96,950
150,000 (150,000) 78,400 175,350
0 341,600 516,950
0 (16,050) 500,900
0 (171,700) 329,200
0 39,350 368,550
0 (32,100) 336,450
0 (179,350) 157,100
LGA Budget & Cashflow/14-15 Cash Flow
Certificated Salary Schedule
Leroy Greene Academy Certificated Salary Schedule
Steps 1 2 3 4 5 6 7 8 9 10 11 12 13 14 21 28
A 39,000 40,950 42,998
B 42,900 44,616 46,401 48,257 50,187
C 44,626 45,965 47,344 48,765 50,227 51,734 53,286 54,885
D 47,750 49,183 50,658 52,178 53,743 55,356 57,016 58,727 60,489 62,303
E 51,093 52,626 54,204 55,831 57,505 59,231 61,008 62,838 64,723 66,665 68,665 70,724 70,724 72,804 75,717
Master Teacher 54,669 56,309 57,999 59,739 61,531 63,377 65,278 67,236 69,254 71,331 73,471 75,675 77,945 80,284 82,692 86,000
Certificated staff will receive longevity pay in column E when they reach Steps 14 and 21, and in the Master Teacher column when they reach Steps 14, 21, and 28. The longevity rate shall be four percent (4%) at each increment. 1. Credentialed staff shall be assigned to steps based on service and experience. A maximum of 7 years K-12 out-of-district teaching experience, performed within the last 10 years, may be granted for salary placement for new teachers. Column assignments are made as follows: A B C D E Master Teacher BA plus 30 semester units* BA plus 45 recognized semester units* BA plus 60 recognized semester units* or MA plus 15 recognized semester units** MA plus 30 recognized semester units** MA plus 45 recognized semester units** This teacher presents a "Model Classroom" and reaches this level based upon evaluation as reflected in the attached document. * Units must be earned after the issuance of the BA. ** Units must be earned after the issuance of the MA.
2. Credentialed staff who attain a Ph.D./Ed.D. shall receive, in addition to item 1 above, a $2,000 increase This increase is applicable only to one degree. 3. Teacher service days are defined within the charter petition.
Master Teacher Defined
Specific standards-based instruction is evident.
Standards are integrated into instruction and are part of the classroom environment. Teachers continually refer or make reference to the standards throughout instruction. Daily lesson content and student assignments are directly related to one or more appropriate grade level state academic standards. Teachers reference and explain the standards contained in the lesson/objective in terms the students will know and understand.
Teachers decisions about instruction reflect “backwards mapping”; a process where teachers have identified the standards they want to teach, and textbooks and teacher created materials support the instruction.
Students can explain the standard they are working on. When students receive a passing letter grade, they have met the proficiency levels of the state standards. Student letter grades are supported by evidence of student work reflecting mastery of appropriate grade level academic standards. A variety of current standards based student work in all curricular areas is displayed throughout the classroom. Sufficient examples of proficient and advanced level work are included as models for student reference. Teachers use standards based performance assessments regularly (monthly, every 6 weeks, quarterly), either publisher or teacher created, to provide students feedback and adjust instruction accordingly. Teachers and students evaluate the academic performance of students based on the quality of their work compared to the state standard of proficiency. This would include working as teams to evaluate student performance using a rubric. Students use standards based performance rubrics for self-assessment on a regular basis.
Teachers regularly communicate with parents regarding academic achievement on the state standards.
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