16-2737 Education For Change - Learning Without Limits Charter School - Petition and Charter (Renewal) - Grades K-5

Legislative
File ID No.: 16-2737

Introduction Date: 12/14/16
Enactment No.:_____________
Enactment Date:____________
By:_______________________
Education.fiJr (:hange
C HARTER RENEWAL P ETITION
S u BMlTTED TO
O A K LAND U N I FIED S CHOO L DISTRI CT

ON
D ECEMBER 14, 2016
For a term of July 1, 2017 - June 30, 2022
Submitted by:
Hae-Sin Thomas
L ead Petitioner
~~ Education for Change
~~ Public Schools
Learning Without Limits Charter
Charter Renewal Petition Table of Contents
I. Charter Renewal Binder 1 of 2

1 - Cover Letter
2A - Charter Renewal Petition
2B - Redline Version of Charter Renewal Petition
3 - Performance Report
4 - Statement of Assurances
II. Charter Renewal Binder 2 of 2

A 1: CLAP Poster and Rubric
A2 : LWL Small Schools Original Design Blueprint
A3 : ELA Literacy Framework
A4 : LWL-Developed Sample ELA Lessons
A5 : Rethinking English Language Instruction (Dutro and Moran)
A6: Explicit Language for Content Instruction (Dutro)
A7: ELL Program Materials
AS: Math Curriculum Guide (sample)
A9 : EFC Math Framework
A 10: EnageNY K-5 Standards Map
A 11 : Math Unit Assessment (sample)
A 12: Foss Modules Conceptual Map
A 13: Unit Analysis and Social Studies
A14: LWL Arts Units Overview
A15 : LWL PE Units Overview
A16 : Toolbox Key Principles
A 17: Responsive Classroom Approach
A18: EFC Phonics Instructional Framework Overview
A 19: Core Knowledge Phonics Scope and Sequence (sample)
A20: SIPPS Phonics Scope and Sequence (sample)
A21 : LWL Guidance on Guided Reading
A22 : EFC Guided Reading Overview
A23 : Guided Reading Checklist and Rubric (sample)
A24 : Guided Reading Planning Tool (sample)
A25: A Comprehensive Approach to Vocabulary Instruction (Marzano)
A26 : Content Integrated Reading Unit (sample)
A27: Evaluation of Evidence Based Practices in Online Learning (USDOE , Exec
1 of 3
Education for Change
Public Schools
Summary)
A28 : ASCEND Blended Learning Pilot Overview
A29: Blended Learning Report (Dell Foundation, Exec Summary)
A30: iReady National Growth Analysis
A31: Blended Learning at LWL
A32: Data Analysis Protocol (sample)
A33: All In! Program Overview
A34: LWL Interventions Plan
A35: COST System Flowchart
A36 : COST Form
A37: Academic Interventions Menu
A38: LWL SCAI Survey Results
A39: SCAI survey
A40: Social Emotional and Behavioral Interventions Menu
A41: LWL Cross-Curricular Units
A42 : LWL Guide to Responding to Student Behavior
A43: LWL Bell Schedule
A44: LWL Academic Calendar
A45: LWL Professional Learning Alignment Plan
A46 : Data Tracking Sheet (sample)
A47: Story of Joseph Starr
A48: Uniform Complaint Policy and Procedure
A49 : EFC Reclassification Form
A50 : Academic Language for Thinking Skills Chart
A51: Partnership for 21st Century Skills Framework
A52 : LWL Report Cards (samples)
B1: EFC Articles of Incorporation
B2: EFC Corporate Bylaws
B3: EFC Governing Board Bias and Resumes
B4: LWL Leadership Team Skills Matrix
B5: EFC Governing Board Meeting Schedule
B6: EFC Conflict of Interest Code
B7: Family Leadership Council Guidebook
B8: EFC Home Office Organization Chart
B9: CEO Job Description
B 10: COO Job Description
B11: Chief of Schools Job Description
B 12: Principal Job Description
B 13: Teacher Job Description
2 of 3
~~ Education for Change
~~ Public Schools
B14: Cafeteria Worker Job Description
B15 : Custodian Job Description
B 16: School Services Assistant Job Description
B17: Office Manager Job Description
B 18: Assistant Principal Job Description
B 19: Parent Coordinator Job Description
820: IT Specialist Job Description
821 : ELA/ELD Coach Job Description
B22: Principal Evaluation Rubric
B23: Principal Evaluation Survey
B24: Principal Evaluation Performance Assessment
B25: Teacher Evaluation Rubric
826: Teacher Evaluation Summary Form
827: EFC Employee Handbook
828 : LWL Safety Plan
829: EFC Student Application (online)
830: EFC Student Application (paper)
B31 : Enrollment Information Sessions Flyer
B32: Preliminary Estimated Budgets (SY17-SY21)
833: Preliminary Estimated Cash Flow (SY17-SY21)
B34 : Budget Narrative
835: LWL LCAP
836: LWL Family Handbook
837: EFC Teacher Salary Schedule
B38: EFC Benefits Guide
839 : OUSD-LWL-ASCEND Facilities Use Agreement and Option to Renew Letter
3 of 3
Pub 1c Schools
December 14, 2016
Office of Charter Schools

Oakland Unified School District
1000 Broadway, 6th Floor, Suite 639
Oakland, CA 94607
Dear OUSD Board of Education,
It is with pleasure and great dedication to Education for Change Public Schools students - both
present and future - that Education for Change Public Schools submits the following petition for a
5-year renewal of its Learning Without Limits charter, from July 1, 2017 to June 30, 2022.
The governing board has from the beginning been committed to overseeing fiscal and academic
accountability at Education for Change Public Schools, and we pledge to carry that commitment
forward throughout the next five years.
The governing board of Education for Change Public Schools authorizes the submittal of this
charter renewal petition for Learning Without Limits, and we thank the OUSD Board of Education
for its consideration.
inceT~ , • uc[J_I
Nick [ . ~
President, Board of Directors
Education for Change Public Schools
Achieve Academy • ASCEND • Cox Academy • Epic Middle School • Lazear Charter Academy • Learning Without Limits
3265 Logan Street, Oakland , CA 94601• 510-568-7936 • www.efcps.org

CHARTER RENEWAL PETITION
SUBMITTED TO
OAKLAND UNIFIED SCHOOL DISTRICT
ON
DECEMBER 14, 2016
For a term of July 1, 2017 - June 30, 2022
Submitted by:
Hae-Sin Thomas
Lead Petitioner
1
TABLE OF CONTENTS
STATEMENT OF ASSURANCES 4
EXECUTIVE SUMMARY 8
History and Accomplishments at learning Without limits 9
Education for Change - History and Accomplishments 10
Team Approach 15
REQUEST FOR RENEWAL 18
ELEMENT 1: EDUCATIONAL PHILOSOPHY AND PROGRAMS 22
Students To Be Served 23
The Academic Needs of Our Students 26
How learning Best Occurs 32
KEY PRACTICE 1: High Expectations Aligned with the CCSS and Communicated Clearly to
Stakeholders 36
KEY PRACTICE 2: Balanced Literacy 58
KEY PRACTICE 3: Learning Targets and Authentic Assessment 71
KEY PRACTICE 4: Academic, Socio-Emotional and Behavioral Intervention 75
KEY PRACTICE 5: Emphasis on Cross-Curricular Connections 83
KEY PRACTICE 6: Emphasis on Relational Element of Learning 84
KEY STRUCTURE 1: Supports for a Positive School Culture and Climate 85
KEY STRUCTURE 2: After School and Summer Program Extends Student Learning 89
KEY STRUCTURE 4: Equity Centered Professional Learning Community 92
SUPPORTING All STUDENTS 100
Support for Students with Disabilities 100
Support for Students Who Are English Language Learners 109
Support for Students Who Are Academically Low-Achieving 114
Support for Students Who Are High-Achieving 117
ELEMENT 2: MEASURABLE STUDENT OUTCOMES 118
Academic Content and Performance Standards 120
Measurable Pupil Outcomes 122
Charter School Outcomes Aligned to State Priorities 123
ELEMENT 3: METHODS OF ASSESSING PUPIL PROGRESS TOWARDS MEETING OUTCOMES 134
ELEMENT 4: GOVERNANCE 143
ELEMENT 5: QUALIFICATIONS FOR SCHOOL EMPLOYEES 159
ELEMENT 6: HEAL TH AND SAFETY 167
ELEMENT 7: MEANS TO ACHIEVE RACIAL AND ETHNIC BALANCE 171
ELEMENT 8: ADMISSIONS REQUIREMENTS 173
ELEMENT 9: FINANCIAL AND PROGRAMMATIC AUDIT 177
ELEMENT 10: SUSPENSION/ EXPULSION PROCEDURES 188
ELEMENT 11: RETIREMENT PROGRAMS 204
ELEMENT 12: PUBLIC SCHOOL ATTENDANCE ALTERNATIVES 206
2
ELEMENT 13: EMPLOYEE RIGHTS 207
ELEMENT 14: DISPUTE RESOLUTION PROCEDURES 208
ELEMENT 15: SCHOOL CLOSURE PROTOCOL 211
FACILITIES 218
ADMINISTRATIVE SERVICES 222
DISTRICT IMPACT STATEMENT 223
TERM, RENEWAL AND INDEMNIFICATION 225
3
STATEMENT OF ASSURANCES
As the authorized lead petitioners, we, Education for Change Public Schools (EFC) and Hae-
Sin Thomas, hereby certify under the penalties of perjury that the information submitted in this
renewal petition for Leaming Without Limits (L WL) (the "School"), located at 2035 40th
Avenue, Oakland, CA 94601 within the boundaries of the Oakland Unified School District
(OUSD), is true to the best of our knowledge and belief; and fmiher we ce1iify that if granted
this chaiier, LWL:
Shall not charge tuition, fees, or other mandatory payments for attendance at the charter
school or for participation in programs that are required for students . [Ref. Education Code
Section 47605(d)(l)]
Shall admit all students who wish to attend the School who submit a timely application,
unless the School receives a greater number of applications than there are spaces for students,
in which case each application will be given equal chance of admission through a public
random drawing process. Preference in a public random drawing shall be provided as described
in Education Code Section 47605(d)(2)(B) . In the event of a drawing the chaiiering authority
shall make reasonable effo1is to accommodate the growth of the School in accordance with
Education Code Section 47605(d)(2)(C) and Education Code Section 51747.3. [Ref. Education
Code Section 47605(d)(2)(A)-(B)]
Shall be nonsectarian in its programs, admissions policies, employment practices, and all
other operations. [Ref. Education Code Section 47605(d)(l)]
Shall not discriminate on the basis of the characteristics listed in Section 220 (actual or
perceived disability, gender, gender identity, nationality, race or ethnicity, religion, sexual
orientation, mental or physical disability, age, ancestry, athletic perfonnance, special need,
proficiency in the English language or a foreign language, or academic achievement 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)(l)]
Shall not detem1ine admission according to the place of residence of the student or his or
her parents within the State except that a conversion school shall give admission preference to
students who reside within the former attendance area of the public school as provided in
Education Code Section 47605(d)(2).
Shall meet all statewide standards and conduct the student assessments required pursuant
to Education Code Section 60605 and 60851 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)(l)]
Shall comply with all applicable po1iions of the No Child Left Behind Act.
4
Shall consult, on a regular basis, with parents, guardians and teachers regarding its
educational programs, as required by Education Code section 47605(c)(2).
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.S(a)(l)(A)-(D) and comply with Title
5, California Code of Regulations, section l l 960(b) with respect to the legally required
minimum school days.
Shall comply with the conditions of apportionment set forth in Education Code section
47612(b) that average daily attendance not be generated by a pupil who is not a California
resident, and that "a pupil over 19 years of age shall be continuously enrolled in public school
and make satisfactory progress towards award of a high school diploma," to remain eligible for
generating charter school appo1tionments.
Shall provide to the Office of Charter Schools information regarding the proposed
operation and potential effects of the school, including, but not limited to, the facilities to be
used by the school, including where the school intends to locate, the manner in which
administrative services will be provided, and potential civil liability effects, if any, upon the
school and authorizing board .
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.
Shall notify, within 30 days, the superintendent of the school district of any pupil who is
expelled or leaves the School without graduating or completing the school year for any reason.
The school district notified shall be determined by the pupil's last known address . 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)]
Shall adhere to all applicable provisions of federal law relating to students who are
English language learners, including Title VI of the Civil Rights Act of 1964; the Equal
Educational Opportunities Act of 1974; MGL c. 76, §5; and MGL c. 89, 71 § (f) and (I).
Shall comply with the Family Educational Rights and Privacy Act (20 U.S.C. § 1232g;
34 CFR Part 99).
Shall submit an annual report and annual independent audits to the OUSD Office of
Charter Schools by all required deadlines .
Shall maintain accurate and contemporaneous written records that document all pupil
attendance and make these records availab le for audit and inspection, as required by Education
Code section 47612 .5(a)(2).
Shall submit required enrollment data each March to the OUSD Office of Charter
Schools by the required deadline.
Shall comply with " [a]ll laws establishing minimum age for public school attendance," as
required by Education Code section 4 7610( c).
5
Shall operate in compliance with generally accepted government accounting principles.
Shall maintain separate accountings of all funds received and disbursed by the school.
Shall paiiicipate in the California State Teachers ' Retirement System and other
retirement systems, as applicable.
Shall obtain, keep current, and make available for inspection all necessary permits,
licenses , and certifications related to fire, health and safety within the building(s) and on school
property.
Shall obtain, keep current, and make available for inspection all necessary teacher
certifications, pem1its or other documents as required under EC Section 47605(1)
Shall at all times maintain all necessary and appropriate insurance coverage.
Shall submit to the OUSO Office of Charter Schools the names, mailing addresses, and
employment and educational histories of proposed new members of the Board of Trustees prior
to their service.
Shall, in the event the Board of Trustees intends to procure substantially all educational
services for the charter school through a contract with another person or entity, provide for
approval of such contract by the Board of Education in advance of the beginning of the
contract period.
Shall require the Governing Board to comply with the provisions of the Ralph M. Brown
Act (California Government section Code 54950 et seq.).
Shall comply with the provisions of the California Public Records Act (California
Government Code section 6250 et seq. ).
Shall provide financial statements that include a proposed first-year operational budget
with start-up costs and anticipated revenues and expenditures necessary to operate the school,
including special education; and cash-flow and financial projections for the first three years of
operation.
Shall provide to the Office of Chaiier Schools a school code of conduct, Board of Trustee
bylaws, an enrollment policy, and an approved ce1iificate of building occupancy for each
facility in use by the school, according to the schedule set by the Office of Charter Schools but
in any event prior to the opening of the school.
Shall be located within the geographical boundaries of the District in locating its site, or
otherwise comply with the requirements in Education Code section 47605 and 47605.1
Shall follow any and all other federal , state, and local laws and regulations that apply to
the School including but not limited to:
o Shall comply with the California Code of Regulations.
o Shall ensure that teachers hold a Commission on Teacher Credentialing
certificate, pe1mit, or other document equivalent to that which a teacher in other public
schools is required to hold. As allowed by statute, flexibility will be given to non-core,
non-college preparatory teachers. [Ref. California Education Code Section 47605(1)]
6
o 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. l(f)(5)(C)]
o Shall comply with Article 5.5 (sections 51745-5 1749.3) of Chapter 5 of Part 28
of the Education Code and implementing regulations adopted thereafter for the purpose
of implementing short term independent study.
o Shall comply with all laws establishing the minimum and maximum age for
public school enrollment.
Hae-Sin Thomas, CEO, Education for Change
7
EXECUTIVE SUMMARY
Founded in 2005 by experienced educators and entrepreneurs, Education for Change (EFC) is a
nonprofit public benefit corporation. As a Charter School Management Organization, EFC
operates public elementary schools designed to offer a high quality education at no cost to
parents. EFC serves ethnically and economically diverse student bodies.
The staff and community of Education for Change Public Schools and the Leaming Without
Limits School community are submitting a petition for renewal of the Leaming Without Limits
petition for the term July 1, 2017 through June 30, 2022.
Education for Change Mission Statement

Our mission is to provide a superior public education to Oakland's most underserved children by
creating a system of public schools that relentlessly focuses on our students ' academic
achievement. We believe that high quality instruction, and its continuous refinement, will lead to
success for our students. When our students succeed, they will be prepared to make thoughtful
and informed choices that will set them on a path for a successful life ..
Education for Change Public Schools believes it is the right for eve,y child to have access to a
high-quality, 21 " century education. Through our unique model, we transform neighborhood
schools into high perfmming organizations for the children that are most dependent upon them
and build strong secondary school options to ensure all children in the neighborhood have access
to a powerful TK-12 pipeline to success in college and career. We invest in strong partnerships
with dedicated parents and community organizations, allowing us to provide a full spectrum of
education services to our students and their families. We recruit and develop the most talented,
passionate teacher leaders who collaborate and innovate within their classrooms and across our
growing organization. And we support autonomy among our campuses, allowing each school to
lead its own instructional program while promoting a culture of consistently high expectations
and accountability that is central to our mission.
Education for Change Public Schools is committed to improving and increasing outcomes for
our students, their families and the communities in which they live. Our children will become
self-motivated learners, critical-thinkers and resilient leaders prepared for the academic and
professional challenges that await them in life.
Learning Without Limits
Leaming Without Limits is a successful K-5 school in the Fruitvale neighborhood that believes
strongly in the balance between constructivist learning and knowledge-based learning using
culturally relevant pedagogy. We strive to prepare students for academic and social-emotional
success in middle school and beyond.
History and Accomplishments at Learning Without Limits

8
In 1998, families with children in the Oakland public schools, including families at Jefferson
Elementary, started working with Oakland Community Organizations (OCO) to begin organizing
for smaller and better schools for their children. The parents felt that some of their children were
getting lost in huge schools with a thousand or more children. A visit to the small schools in
New York and Chicago inspired these organizers to push for small and safe schools in Oakland.
In response, in March of 2000, the Oakland Unified School District passed the New Small
Autonomous Schools policy, granting the schools autonomy of cmTiculum and instruction,
calendar, budget (and thus class size), hiring and staffing. OUSD formed the New School
Development Group to incubate new schools over the course of several years. In 2006-07,
parents and teachers came together to design two new schools on the Jefferson campus through
the New School Development Group' s process.
Leaming Without Limits College Preparatory Elementary School first opened its doors in the
Fall of 2007 with 240 students in grades K-3 as part of Oakland Unified School District's New
Small Autonomous Schools initiative.
Leaming Without Limits is a story of continual improvement. Through the steady commitment
of the community and staff, L WL has become one of the top Elementary schools in Oakland
serving a high-poverty community. Based on an analysis of SY 16 CAASPP results, Educate78
recently referred to L WL as a "hidden gem". Prior to becoming LWL, in the 2006-07 school year
as Jefferson Elementary, only 14% of students scored proficient in ELA and only 25% of
students scored proficient in Math on the CST. By contrast, in 2013 (the last year of the CST),
35% of LWL students scored proficient in ELA and 46% of students scored proficient or
advanced in Math . This past year, in SY16, after the transition to the Common Core and the
CAASPP assessment, LWL students grew 7 percentage points in ELA to 31 % proficiency and 1
percentage point to 27% in Math. While we are proud of this growth, LWL is not satisfied and
works toward the day when all students will demonstrate proficiency using standardized and
non-standardized measures.
L WL' s success and steady improvement is a result of a clear theory of action based on the
development of strong relationships between and among adults and children, systematic teacher
collaboration using the Professional Leaming Communities model , data driven inquiry, skills
based constructivist pedagogy, a balanced literacy approach and engaging instructional methods.
LWL has two overarching goals: 1) to be a school where all community members feel loved and
cared about, 2) to ensure that all students leave our school on the path to college at the end of 5'"
grade. Each morning, students and teachers gather in our yard to affirm the vision we hold for
all our students. Our hope and expectation is that L WL students will leave our doors more fully
able to claim our vision statement as a description of who they are and who they will continue to
strive to become beyond their time at LWL. Each morning we affirm:
We stand on the shoulders of those who came before us as we grow into leaders who are
passionate and care about making our world better. We are equipped with skills and knowledge,
filled with curiosity and we know that even when we face challenges, we will achieve.
9
In every classroom, four values taken from our vision statement hang on the wall. We call these
the CLAP values: Caring, Leadership, Achievement and Perseverance.
See Appendix A 1 for CLAP poster and ruhrfr·.
What Children at Leaming Without Limits Experience
High expectations aligned with the California frameworks that are communicated clearly
to stakeholders
A balanced literacy model where children receive targeted instruction in their Zone of
Proximal Development AND read and respond to grade level text
Targeted academic interventions for students not demonstrating proficiency in grade level
assessments and making inadequate progress towards grade level mastery
Personalized learning targets for children and authentic assessments to assess progress
Emphasis on cross-curricular connections to deepen understanding
Emphasis on relational elements of learning to facilitate engagement and investment
Positive school culture and climate that embraces children's backgrounds and stories
Extended learning after school and during the summer
Family and community partnerships prioritized
The results of an Equity Centered Professional Leaming Community
The goal is for our students to experience a school where they feel nurtured, honored, and
supported in reaching high levels of academic achievement and emotional intelligence.
Education for Change - History and Accomplishments
nonprofit public benefit corporation that was founded in partnership with Oakland Unified
School District to turn around chronically underperforming schools. As a Charter School
Management Organization, EFC operates public TK-8 schools in traditionally underserved
communities in Oakland, California designed to offer a high quality public education. EFC
currently operates six schools in Oakland, California: Achieve Academy, ASCEND, Cox
Academy, Lazear Charter Academy, Learning Without Limits, and Epic, and all but Epic were
originally OUSD schools that became EFC charter schools.
At Education for Change our core beliefs are the foundation for our organization. We have built
strict and deliberate screens into our hiring process to ensure that we hire individuals who share
our beliefs about what makes a great school - and what it takes for all children to succeed in
school and in life. We believe that organizations can only be successful when people are aligned
around a common purpose and a shared set of goals. This applies to our schools, and to
Education for Change as a whole. Through that shared set of core beliefs, we are building one
community of adults across multiple schools that share responsibility for the EFC mission. Our
core beliefs have been translated into a set of non-negotiables across all of our sites. They are
outlined below.
EFC Non-Negotiables:
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Supporting the whole
The Instructional Model Teacher development
child
• Coherent, • Structures that enable • Family leadership

research-based coaching , modeling , council
standards-aligned train ing , feedback • MTSS - a multi-tiered
instructional model • Data-based inquiry system of academic,
• EFC standards-aligned • Grade-level behavioral , and
benchmarks collaboration socia l-emotional
• Grade-level coherence • Teacher leadership/ supports
- instructional goals, decision-making • Schoolwide school
content , instructional structure culture policy with
strategies, pacing • Appropriate levels of clearly communicated
• Structures that support teacher planning time values and
high levels of student built into schedule expectations and an
engagement aligned curriculum
• Rigor - higher levels of • Structures and
Blooms taxonomy practices to promote
physically healthy kids
Academic Success
All of EFC's schools have experienced academic gains over the past ten years. With respect to
serving high poverty students, EFC manages some of the highest performing elementary schools
in the Fruitvale, and currently Leaming Without Limits is the highest performing Oakland
elementary school in Mathematics and the second highest in ELA with respect to serving high
poverty Latino students as reported by Innovate Public Schools.
While we are definitely not where we want to be, we are on a growth trajectory that continues to
outperform or maintain pace with other Oakland Unified schools serving a similarly high-need
student population (see table below).
11
In the aggregate, how does EFC's proficiency in Gr 3-5 compare to schools in OUSD (district only) also serving
Gr 3-5 , with high proportions of EL and FRL students?
Eng lish Language Arts Mathematics
3 EFC 16% 22%
OUSD 14% 20%
4 EFC 19% 19%
OUSD 15% 15%
5 EFC 22% 16%
OUSD 21% 14%
Gr 3-5 EFC 19% 19%
OUSD - 17% - 16%
0% 10% 20% 30% 40% 50% 0% 10% 20% 30% 40% 50%
% Proficient .,t- % Proficient .,t-
In the aggregate, how does EFC's proficiency in Gr 6-8 compare to schools in OUSD (district only) also serving
Gr 6-8, with high proportions of EL and FRL students?
Englis h Lang uage Arts Mathematics
6 EFC 17% 11%
OUSD 16% 11%
7 EFC 22% 13%
OUSD 18% 11%
8 EFC 31% 17%
OUSD 27% 9%
Gr6 -8 EFC 22% - 13%
OUSD 20% - 10%
0% 10% 20% 30% 40% 50% 0% 10% 20% 30% 40% 50%
% Proficient 'ft- % P roficient .,t-
As illustrated in the graphs above, in the 15-16 school year EFC, as an organization, achieved
higher proficiency rates than schools in Oakland Unified serving 40% or more English Learners
and 80% or more students eligible for free or reduced-priced lunch. This trend holds at both the
elementary and secondary grade spans.
Despite these promising results, EFC recognizes that there is much room for improvement. To
this end, we continue to seek out innovative programs to meet the needs of our students.
Specifically, EFC has
12
• Implemented a multi-tiered system of supports to support students' social-emotional,
academic, and behavioral needs and create a strong student-centered culture;
• Leveraged technology, rethought scheduling and space, and iterated on student grouping
to implement greater personalization strategies K-8 , building teacher capacity to use data
strategically to target and accelerate instruction one student at a time;
• Invested in enrichment programs to create authentic opportunities for students to apply
their science, technology and mathematical content; and
• Invested in a language and literacy-focused Transitional Kindergarten program and are
launching our first pre-K program in fall of 2016.
The above programs are only a few examples of the the innovative programs that EFC
encourages its schools to seek out. All of the programs with the exception of Transitional
Kindergarten are in operation at LWL (space restricted) .
School Culture
Education for Change prides itself on operating an inclusive and thoughtful organization based
on our core values:
We col1aborate. We are a team . We plan together, observe and analyze each other's work,
collaborate with our coaches and site leaders, partner with our families , and together make
decisions about our programming
We are a learning organization. We approach our practice with an inquiry stance and a growth
mindset; we analyze, innovate, and iterate every day so that we continually improve. We believe
in coaching and developing people at every level of experience, at every level of the
organization.
We are solution-oriented. We approach every challenge with a problem-solving orientation.

We listen to and encourage each other. We are resilient in the face of adversity.
We are accountable. Our mission is to provide a superior public education to Oakland's most
underserved children. We assume personal accountability for student growth ; we analyze
multiple fom1s of data, and that analysis drives our instruction.
We are student-focused. We fonn close relationships, utilize personalized learning,

differentiate instruction, make learning culturally relevant, engage families , and provide
individualized interventions to meet the needs of every child.
We listen. We are a small, responsive organization that values student, family, and employee
voice and input.
We are rooted in community. Ours is a place-based strategy that works deeply with
neighborhood leaders and partners to serve our children. We understand that the cultures,
values, traditions, and assets that our families bring must be leveraged and honored to reach and
13
teach our children.
We are intentional about creating systems, routines, rituals, and processes that incorporate these
values and bring them to life for our children, families , and staff.
As a result of our intentional work, on the annual SCAT (School Climate Assessment Inventory)
survey, EFC has maintained consistently high scores that place us at the high-functioning and
intentional quadrant for most areas, particularly with respect to parent satisfaction. The SCAT
provides our schools with an overall score as well as individual schools in 8 dimensions of
school climate - physical appearance; faculty relations ; student interactions; leadership and
decision-making; discipline and management environment; learning, instruction and assessment;
attitude and culture; and community relations.
SCAI School Culture Survey 2015-16
Elementary Staff Parent

Average Score (Overall)
4 32 4.43 4.33
4 14
3.33 3.78
2014 2015 2016 2014 2015 2016 2014 2015 2016
On our annual staff survey, 88% of EFC staff indicated they were committed to remaining an
employee at EFC, and 94% of L WL staff agree or strongly agree that they would recommend
EFC as an employer. This is an indicator of staff satisfaction with EFC's support systems and
their overall investment in our mission and vision.
Serving the Most Underserved Children
Education for Change partnered with Seneca Family of Agencies in 2011 to develop the
"Unconditional Education" approach to implementing a multi-tiered system of academic, social-
emotional and behavioral supports for children in a school setting. This effort was recognized
nationally by the Department of Education when Seneca received a federal Invest in Innovation
grant (13) in 2014 in recognition of its promise. Across the organization, students with IEPs at
EFC have greater growth on average than children without. We are proud that we are beginning
to show promise in an area that is a national challenge.
The Unconditional Education program is in deep alignment with our values as an organization.
Because ours is a neighborhood school serving high poverty neighborhood children, unlike many
charter operators, our children are often not "choosers". As such, our school population mirrors
14
the myriad needs of the most high poverty OUSD schools. At EFC, we know that our children
come to school from some of the most high poverty neighborhoods in Alameda County, and
students served by L WL confront significant "toxic stress" due to a confluence of several factors
including poverty, crime in their communities and recent immigration among others. To address
the needs of our children, we provide intervention early and often, train our staff in trauma-
informed practices, and partner with Alameda County Behavioral Health to leverage Medi-Cal
resources for our youth and families. At L WL, we provide intensive social-emotional,
behavioral and academic interventions to 32 Special Education students, and we also provide that
intensity of service to an additional 93 General Education students, totaling approximately 30%
of the L WL student population.
Team Approach
The founding team of Education for Change came together with the goal of blending a diverse
background of professional and personal experience. The Education for Change management
team blends professional experience across public education, the public sector, for-profit and
nonprofit organizations, and business. Our team brings the best practices from these many
sectors to accomplish our ambitious goals and our mission.
Hae-Sin Thomas, Chief Executive Officer

Hae-Sin has been the CEO ofEFC for four years and brings 23 years of TK-12 public education
experience to this team. Her focus before joining EFCPS was in the turnaround space - working
with school districts and charter management organizations to recreate their lowest-perfonning
schools as the CEO of urbanED solutions. She is the co-founder of GO Public Schools, an
Oakland-based education advocacy group and watchdog. Before urbanED solutions, Hae-Sin
worked for the Oakland Unified School District as a teacher, principal, school developer, and
executive officer. She led a team charged with creating quality school options for families in
every neighborhood and ensuring high-perfonning, more personalized communities of learning
for children and facilitated the design and opening of 22 new schools, replacing 18 chronically-
failing schools. An external evaluation of the new schools reform work in Oakland found that
the new schools significantly outperfonned the schools they replaced in academic achievement,
suspension rates, attendance rates, and overall student, teacher, and parent satisfaction. Prior to
that, she was the founding principal of ASCEND, one of the five original new small and
autonomous schools opened in Oakland, California. She holds a B.A in Economics from the
University of Pennsylvania, a Masters in Curriculum and Instruction from the University of San
Francisco, and a Masters in Administration, Planning, and Social Policy from Harvard
University.
Sundar Chari, Chief of Staff

Sundar Chari has been with Education for Change Public Schools for three years . Prior to
becoming Chief of Staff, Sundar served as the Director oflnnovation & Technology. In that role,
he project managed the development of Epic Middle School, a new innovative NGLC school and
implemented systems and capacity upgrades across the network, including transitioning
Education for Change to become a Google Apps for Education network. Prior to joining
Education for Change Mr. Chari had been on the front-line helping to lead high-profile initiatives
for the Chicago Public Schools for 6 years. Mr. Chari has numerous experiences leading change
15
management processes and developing the capacity of leaders to adopt new strategies, including
leading a blended learning pilot program and developing the processes that guided over 500
schools through the major effort of redesigning their school day around student needs. Mr. Chari
brings a strong background in public policy, analytics, and project management to EFC.
Fabiola Harvey, Chief Operating Officer

Fabiola Harvey has served as Chief Operating Officer for over seven years. Prior to joining
Education for Change, she served as the Area Financial Manager for the Las Vegas Cluster of
Edison Schools. She led start-up and business operations for 7 schools with over 6,000 students
and 500 employees in the Clark County School District. This was the first time that the district
awarded a cluster of schools to be managed by one Chaiier Management Organization. Prior to
working in Las Vegas, Ms. Harvey was the Business Manager for one of the most troubled
schools in the San Francisco Unified School District. At Edison Charter Academy, Ms. Harvey
was able to turn around a difficult financial situation and get the school on firm financial footing.
Ms. Harvey brings with her a wealth of experience operating charter schools and a long-standing
commitment to urban education.
Noah Bradley, Chief Academic Officer

Noah Bradley has been Chief Academic Officer for two years, and was the Director of ELA
prior to that. He came to EFC with over 16 years of experience in education. After joining Teach
for America in 1997, he taught 2nd and 3rd grades for 13 years in Oakland public schools,
receiving OUSD's Teacher of the Year award in 2010. Mr. Bradley went on to serve as a teacher
coach, reading interventionist, and Assistant Principal at Think College Now, a high-performing
public school in Oakland's Fruitvale district and the first OUSD school serving high poverty
Latino students to achieve an 800+API. He has provided strategic consulting for teacher teams,
school sites, and districts across the greater bay area. He received his BA from Vanderbilt
University.
Larissa Adam. Chief Talent Officer

Larissa Adam has been Chief Talent Officer for two years. Prior to that, she served for ten years
as Principal at ASCEND, a K-8 school recognized for its arts-integrated expeditionary learning
model and effective community engagement practices. During that period, she facilitated
significant increases in student achievement and led her staff and families to successfully petition
for charter status. Prior to being Principal, she collaborated closely with community leaders to
get Oakland's New Small Autonomous school reform policy passed, and went on to co-found
ASCEND, one of the first five New Small Autonomous Schools, as a teacher leader. Ms. Adam
started teaching in Oakland through Teach for America in 1993, and continued teaching at her
original placement site for eight years. She holds a B.A. in Spanish and International Relations
from UC Davis, and a Masters in Educational Leadership from UC Berkeley.
Site Leadership Team
Leo Fuchs, Principal

Leo Fuchs is now in his tenth year as principal at Learning Without Limits, and his tenth year on
the Jefferson campus. Mr. Fuchs is the founding principal at LWL and has served as principal
since L WL opened its doors in the Fall of 2007. During the 2006-07 school year, he worked
16
with a group of parents, teachers and staff to design the school. Prior to L WL's opening, Leo
served as a Resource Specialist, Teacher on Special Assignment and Assistant Principal in
Oakland public schools. He has been a teacher and administrator in Oakland since the Fall of
2000. Leo holds a Masters of Education from UC Berkeley and a Masters in Management from
the Heller School at Brandeis University.
Manuel Herrera, Assistant Principal

Manuel Herrera is currently the Assistant Principal at Learning Without Limits. He started with
L WL 10 years ago as a founding teacher in 3rd grade. He later taught in 2nd, 4th and 5th grade
while having a consistent focus on building relationships with his students and families . In the
2015-16 school year, he left the classroom to suppo1i k-5 as the math coach and literacy
interventionist. Before L WL, he received a Masters in Education from the Developmental
Teacher Education program at the University of California, Berkeley.
17
REQUEST FOR RENEW AL
EC 47607 threshold renewal criteria
Education Code Section 47607(b) requires that a charter school must meet at least one of the
following renewal criteria prior to receiving a charter renewal:
(1) Attained its Academic Performance Index (API) growth target in the prior year or in two
of the last three years, both schoolwide and for all groups of pupils served by the charter school.
(2) Ranked in deciles 4 to 10, inclusive, on the API in the prior year or in two of the last
three years.
(3) Ranked in deciles 4 to 10 inclusive, in the API for a demographically comparable school
in the prior year or in two of the last three years.
(4) The entity that granted the charter determines that the academic perfonnance of L WL is
at least equal to the academic perfonnance of the public schools that L WL pupils would
otherwise have been required to attend, as well as the academic performance of the schools in the
school district in which LWL is located, taking into account the composition of the pupil
population that is served at L WL.
-OR-
(5) Qualified for an alternative accountability system pursuant to subdivision (h) of Section
52052.
Because the state of California suspended state testing for the 2013-14 school year and did not
publish either an API or a state ranking for the 13-14 school year, and because the state of
California transitioned to the CAASSP for the 14-15 and 15-16 school years and is not
publishing an API or state ranking, Ed. Code 47607(b)(l) through (3) cannot be applied for
purposes of charter renewal, and sections (4) and (5) remain the only thresholds to meet for
renewal. LWL's performance on CAASSP as compared to the OUSD schools the children
would have otherwise attended will be the primary (but not exclusive) data drivers for the
renewal process.
Leaming Without Limits meets the perfonnance threshold for renewal criteria, and evidence is
presented below.
For the 2014-15 and 2015-16 school years, we have analyzed LWL 's performance on the
CAASSP, and L WL performs at or above the performance levels of surrounding schools in the
Fruitvale.
18
Despite the transition to more rigorous, Common-Core aligned assessments, L WL has become
an effective elementary school for high-need students as compared to similar schools in the state.
In fact, according to an analysis conducted by the California Charter Schools Association
(CCSA)\ based on 15-16 SBAC data, LWL's similar schools rank was 8 out of 10. This trend
continues as we compare LWL ' s student performance to schools in Oakland broadly and within
the Fruitvale 2 neighborhood.
On the CAASSP ELA assessment for 2015 -1 6, among Fruitvale schools serving at least 40%
English Language Leamer and 85% Free and Reduced Lunch in grades 3-5 , LWL ranks first out
of ten schools in proficiency and outperforms Global Family, the school L WL students would
have otheiwise attended, by 13 percentage points. On the Innovate Public Schools report on
highest performing schools in the Bay Area for high poverty Latino students, LWL was the
second highest performing school in English Language Arts following ACORN Woodland
Elementary 3 •
%EL O/o School Name %M/E Rank Operator Name

FRL
46% 91% Learning Without 31% 1 Education for Change
Limits
63% 90% ASCEND 22% 2 Education for Change
57% 94% Aspire Eres Academy 22% 3 Aspire
59% 92% Lazear Charter Academy 19% 4 Education for Change
43% 93 % Manzanita Community 18% 5 Oakland Unified School Di strict
81% 96% Global Family 18% 6 Oakland Unified School District
59% 87% Think College Now 15% 7 Oakland Unified School District
82% 89% International Community 15% 8 Oakland Unified School District
70% 96% Achieve Academy 15% 9 Education for Change
46% 87% Fruitvale Elementary 12% 10 Oakland Unified School Di strict
On the CAASSP Math assessment, among Fruitvale schools serving at least 40% Engli sh
Language Learner and 85 % Free and Reduced Lunch in grades 3-5, LWL ranks 1st out of 10
schools in proficiency and outperforms Global Family by 13 percentage points, the OUSD
schools the LWL students would have otherwise attended. On the Innovate Public Schools
report on highest perfonning school s in the Bay Area for high poverty Latino students, LWL was
the hi ghest performing school in mathematics.
1
The analysis uses a regression model that controls for demographics such as ethnicity, EL status , FRL status , etc.
2
The compa ri son includes all schools with in a 1.5 mile rad ius of the Fruitva le BART station .
3
http://reports.in novateschools .org/2016-top-schools/2016-list-of-bay-area-schools-for-u nderserved-students/
19
%EL % School Name %M/E Rank Operator
FRL
Limits
57% 94% Aspire Eres Academy 25% 3 Aspire Eres Academy
43% 93% Manzanita Community 16% 8 Oakland Unified School District
46% 87% Fruitvale Elementary 6% 11 Oakland Unified School District
Because the journey to one of top schools in Oakland serving high poverty students is a journey
of growth, iteration and evolution, EFC closely monitors growth data for ALL students.
Analyzing cohort-matched data by demographics provides a meaningful way to track growth as
it allows us to see how the same group of students performed over time and it allows us to check
whether that growth is broad-based. When looking at ELA cohort-matched data by ethnicity,
Hispanic students (71 % of overall population) L WL experienced a 13 percentage point increase
in proficiency from 2015 to 2016 and African American students (17% of overall population)
experienced a 5 percentage point gain. In Math , Hispanic students remained flat while African
American students experienced a 6 percentage point gain.
ntle Cohort-Matched Proficiency by Ethnicity
Standard Exceeded
Standard Mel ELA Maltl

Standard Nearty Mel 31% (28) 28% (25) 28%(23) ~ .Q.4% 33% (29) 37% (33) 19% (17)
LWL Hispanic 2016 -t- 13.0%
Standard Not Met
2015 46% (42) 28%(24) 18%(16) 34%(31 ) 35% (32) 20% (18)
Black or 2016 ... 5.1% 67%(16) 21%(5) ... 4.6% 63% (15) 29%(7)
Afncan
Amcncan
2015 81% (22) 56% (15) 41% (11)
When we look at ELA cohort-matched data by EL status, we see that English Learners (43% of
the overall population) experienced a 8% percentage point gain from 2015 to 2016.
20
Ti tle Cohort-Matched Proficiency by EL Status
Standard Exceeded
Standard Met ELA
Standard Nearly Met LWL EO 2016 -+ 1.1% 53% (24) 29%(13)

Standard Not Met
2015 65% (31) 19% (9) 15% (7)
R-FEP 2016 .... 20.1% 32% (1 5) 40% (19) 23% (11)
2015 15% (7 ) 42% (20) 25% (12) 19%(9)
EL 2016 "t 8.3% 78% (28) 14% (5)
2015 95% (36)
To track literacy development in elementary school, EFC uses the Developmental Reading
Assessment (ORA) both as an organization-wide accountability metric and as a formative
assessment for teachers. What we are generally seeing at L WL is increasing levels of students
achieving growth targets as they progress through the formative years of early elementary. As
seen below, 71 % of 2nd graders achieved their growth targets as compared to 30% of
kindergarten students.
K 2016 30°/o
1 2016 62% 5 ~
2 2016 71% 58 0
Part of the reason we are focused on this early growth is because incoming kindergarten students
at L WL are enrolling woefully unprepared for kindergarten (only 18% of incoming kinder
students tested kinder ready on our K diagnostic). In order to prepare them for the rigor
demanded by the Common Core and to implement strategies such as close reading to help
students access complex texts, we must develop their early literacy skills and steadily build on
that foundation.
It is our assessment that L WL as a K-5 school is building on a strong foundation and offers a
schooling experience that is equal to or greater than the academic performance of the district
public schools that L WL pupils would otherwise have been required to attend and is therefore
eligible and meets the requirements by law for charter renewal. While we acknowledge that
absolute performance is not where we want to be and are deeply aware of the work in front us,
we do believe that this special school on its current accelerated trajectory will deliver for its
community.
21
ELEMENT 1: EDUCATIONAL PHILOSOPHY AND PROGRAMS
Governing Law: 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 21' cen tury, and how learning best occurs. The goals identified in that
1
program shall include the objective of enabling pupils to become self-motivated, competent, and
lifelong learners. --California
Education Code Section 47605(b)(5)(A)
The Education for Change mission is straightforward. Education for Change Public Schools
believes it is the right for every child to have access to a high-quality, 21 " century education.
Our mission is to provide a superior public education to Oakland's most underserved children by
creating a system of schools that focuses relentlessly on our students' academic achievement.
Through our unique model, we transform neighborhood schools into high performing
organizations for the children that are most dependent upon them and build strong secondary
school options to ensure all children in the neighborhood have access to a powerful TK-12
pipeline to success in college and career. We invest in strong partnerships with dedicated
parents and community organizations, allowing us to provide a full spectrum of education
services to our students and their families. We recruit and develop the most talented,
growing organization. And we support autonomy among our campuses, allowing each school
to lead its own instructional program while promoting a culture of consistently high expectations
and accountability that is central to our mission.
Education for Change Public Schools is committed to improving and increasing outcomes for
our students, their families and the communities in which they live. Our children will become
self-motivated learners, critical-thinkers and resilient leaders prepared for the academic and
Learning Without Limits Mission Statement
The mission of L WL is to provide rigorous, culturally relevant and empowering education

grounded in caring, leadership , achievement, and perseverance.
The school is founded on the belief that caring relationships allow students to lower their
affective filter, facilitating learning. When students feel valued and understood they are able to
bring their full selves to the classroom. In this context, students grow into leaders who are
problem solvers, who set good examples, and who know how to communicate effectively with
different audiences. L WL students are resilient, persevering through challenges because they are
self-directed, self-motivated learners who can drive and advocate for their own learning.
22
Our school was designed through a partnership between families and teachers who shared a
dream of what a school should be. This paiinership, as well as our partnership with Education for
Change, drive our school's decisions as we relentlessly focus on the continuous refinement of
high quality instruction, strive to close the achievement gap and raise empowered leaders who
will exit our doors on the path to college.
Learning Without Limits Vision Statement
We affinn every morning our vision for how our students will regard themselves as they leave
our doors:
filled with curiosity and we know that even when we fac e challenges, we will achieve.
Students To Be Served
Leaming Without Limits presently serves 421 students (as of 10/5/16) in grades K-5 as outlined
in the table below. Budgetary constraints notwithstanding, L WL aspires to keep class sizes low.
Located in the Greater Fruitvale, the L WL campus is located at 2035 40th Ave is a neighborhood
schools that primarily draws its student population from the surrounding area. This area is
distinguished by significant racial, cultural and ethnic diversity. The Greater Fruitvale is a two
and a half square mile area bounded by 14th A venue to the west, the Oakland Estuary to the
south, High Street to the east and Interstate 580 to the north . The 2010 US Census places the
94601 population at 50,000, comprised of 14,500 households of which 69% were families. The
Fruitvale area has the largest household size of all neighborhoods in Oakland, as reported in the
City of Oakland's Demographic Profi le. 44% of households have one or more people under the
age of 18.
The Fruitvale has the most racially, ethnically and culturally diverse population in Oakland,
which is one of the most diverse cities in California and the nation. In 2010, 44% of people
living in the Fruitvale zip code of 94601 were foreign born. 69% are Spanish-speaking and
26.9% speak Asian languages. 52% of residents identified themselves as Hispanic, 18% as
Black, 21 % Asian, 8% White and 19% as Other. The median household income in the Fruitvale
was $39,601 as compared to $59,540 statewide. 29% of the population in 94601 lives in poverty.
At L WL, 92% of students are eligible for free/reduced lunch, indicating that 92% of L WL
families live in poverty.
High School Crisis
According to the CDE, in 2013 , Fremont High School's cohort graduation rate was 54% with the
cohort dropout rate at 35%. The cohort graduation rate for Hispanic students was only 45%. On
the most recent SBAC assessment, only 18% of Fremont 11th graders performed at grade level
in ELA and 4% in math as compared to 59% in ELA and 33% in math statewide. Generally, the
educational attainment levels in the Fruitvale are low. In 2010, only 17% had a Bachelor' s
23
degree or higher, and 39% have not completed high school.
In the Fruitvale neighborhood, the student population is disproportionately low-income and

English Learners, compared to the district overall. In addition, historically some of the schools
in the area have been academically low-performing, indicating that many students have not
mastered grade level standards and in some cases, may be far below grade level or have serious
skill gaps. As a result, the great majority of both EFC students and L WL students are :
• Students from low-income families :

• Students whose primary home language is not English
• Students living in communities with low-performing schools and low college-going rates
• Students who would be the first in their families to attend college\
The target student population for L WL includes students living in the Fruitvale neighborhood as
well as other students who wish to attend the school, subject to capacity. Enrollment typically
comes from the Fruitvale District, but students who live in other parts of Oakland also attend .
Since the school, as required by law, shall adopt and maintain a policy of giving admission
preferences to pupils who reside within the existing district school boundary, we anticipate that
the demographic profiles presented in the table below will be generally consistent with the
school's future enrollment.
Historical Enrollment by Ethnicity: LWL

Hispan ic or Latino African American Asian Other Ethnicities
80%
"'
i::
.gi
::,
60%
{i5
"'Cl
(1)
eC
40%
w
0
0%
~mo~N~V~~ 0 mmo~NM~~~~~~o-Nn~~wommo~NMv~wa
qo - ~~~ - ~ - >~o~~~~~ ~ - > ~o-~~~-~~ > ~o-~~~- ~ ~>
~~~o~N~~~ C ~~~o~N~~~ < ~~~o-N~v~ C ~~~ o- N~ -~C
o o o - - - - - - o o o - - - - ~ - o e o - - - - - - o o o - - - - - -
Blue bars = LWL
Gray line = OUSO schools within 1 mi le of LWL
As shown in the graph above, prior to converting to a charter school L WL served a particularly
diverse population of students. Since converting to a charter school in the 2012-2013 school
year, L WL has continued to serve a diverse population of students.
24
Historical EL Population: LWL
100%
80%
rr,
cw
u:::,
o5 53%
u
ell
45%, 46%
eC
w 40%
'-
0
·"
s~
20%
0%.)
07-08 08-09 09-10 10-11 11-12 14-15 15-16 Avg
Blue bars = LWL

Gray li ne = OU SD schools with i11 1 mi le of LWL
Historically, about 53% of students attending L WL have been English Learners (ELs). Over the
past two school years, LWL has seen a decline in EL enrollment. We believe that this is largely
due to an increase in EL reclassification rates . Specifically, in 2013-14 about 17% of English
Learners were reclassified.
Historical FRL Population: LWL

100%
100%
Cl!I
ctll 90%
,:,
:::,
en
,:,
ell
e
C
w 70%
'o
#.
60%
50%
07-08 08-D9 09-10 10-11 1"1-12 12-13 13-1 14-15 1S..16 Avg
B111e bars = LWL

Gray Ii ne =OU SD schools within 1 mi'le o f LWl
25
L WL has historically served a high proportion of students that qualify for free- or reduced
priced-lunch. In the fiv e years prior to LWL ' s conversion to a charter school, about 91 % of
LWL's students qualified for free- or reduced-priced lunch. This was on par with other schools
serving similar grades in the Fruitvale neighborhood. In the first fo ur years of L WL' s current
charter tenn, about 92% of L WL ' s students qualified for free- or reduced-priced lunch. This is
almost identical to the rate prior to charter conversion and aligns with FRL popul ation in district
schools within 1 mi le of the LWL campus over the same time period.
For the past three school years, LWL has had approximately 3 1-37 Special Education students,
which is 7-9% of its student population. As indicated in the table below, we provide tier 2 and 3
academic, behavioral, and social-emotional tier 2 and 3 services to many other students as well.
The table highlights the number of children who require tier 2 and 3 services above and beyond
children who qualify for Special Education services.
Tier 2 and 3 Interventions (All Students - Academic, Behavioral,

Social-Emotion al)
14-15 15-16 16-17*
Tier 3 Only 6 28 28
Tier 3 AND Tier 2 29 22 9
Tier 2 Only 124 107 80
Total 162 136 125
Tier 2 and 3 Interventions - Students with IEPs Only (All
Streams)
14-15 15-16 16-17*
Tier 3 Only 19 14 20
Tier 2 Only 8 4 4
Total 31 37 32
* 16-17 represents year-to-date counts that only include one intervention cycle
The Academic Needs of Our Students
EFC works with site instructional leadership to evaluate site-level performance data on a
quarterly basis. The purpose of these sessions is to use the data to determine whether the
strategies being implemented are having targeted impact and to identify and monitor ongoing
and new academic needs. Current performance data indicates the fo llowing:
Promising growth in proficiency rates, yet also seeing increases in students scoring
scoring 'Not Met'
Math performance is slightly below ELA performance
ELA proficiency growth is strong at all grades, while Math proficiency gravvth varies by
grade
26
Since opening its doors in 2007, LWL has been on a steady path of academic improvement,
though students are not achieving academically at levels with which we are satisfied. L WL is a
top achieving school in Oakland for high poverty students, but we must and we will continue to
work towards the day when all students will demonstrate proficiency using standardized and
nonstandardized measures.
Overall the percentage of proficient students (i.e scoring at Met or Exceeded on SBAC
assessment) has increased in both English Language Arts and Mathematics. In 2016, 31 %
percent of students were Proficient in English Language Arts (ELA) and 27% were proficient in
Mathematics.
LWL 's pupil outcomes, disaggregated by major subgroups in compliance with Education Code
section 47607(b)(5)(A)(ii), are as follows:
Metric Description Met 15-

13-14 14-15 15-16 15-16
16
Result Result Result Target
Target?
CAASPP Increase students Overall NIA 26% 27% 31% N

Math scoring Level 3 or
Level 4 by 5 Hispanic NIA 30% 31% 35% N
percent annually
OR achieve a African - y
NIA 3% 17% 8%
level of70% American
English
NIA 11% 12% 16% N
Learners
CAASPP Increase students Overall NIA 23% 31% 28% y

ELA scoring Level 3 or
Level 4 by 5 Hispanic NIA 27% 35% 32% y
percent annually
OR achieve a African - y
NIA 6% 21% 11%
level of70% American
English y
NIA 3% 13% 8%
Learners
DRA Each year, 60 Overall 81% 77% 73% 60% y

percent of students
will increase 1 Hispanic 83% 75% 72% 60% y
grade level OR
achieve African - y
73% 78% 74% 60%
proficiency American
English y
68% 60% 63% 60%
Learners
SPED Average% of Students 44% 36% 41% 41% y

goals met with IEP
27
CELDT/ Each year, 40% of
ELPAC ELs will improve
one proficiency y
Overall 38% 55% 51% 40%
level OR maintain
I proficiency on
CELDT/ELPAC.
Chronic Each year, less Overall NIA 6.5% 10.3% 8% N

Absence than 8% percent of
Rate students will be Hispanic NIA 5.6% 7.7% 8% y
absent more than
10% of enro lled African -
NIA 13.2% 21.0% 8% N
days. American
English y
Learners
NIA 3.7% 4.2% 8%
Students
with IEP
NIA 6.1% 13.2% 8% N
School Each year, at least Families NIA 94% 95% 75% y

Safety 75% of students
and families
positively rate
school safety. (As
measured by Students (Gr y
3-5)
NIA 75% 79% 75%
School Climate
Assessment
Instrument)
Academic Each year, at least Families NIA 100% 97% 75% y

Instruction 75% of students
and families
positively rate
academic
instruction. (As
Students (Gr y
measured by 3-5)
NIA 87% 88% 75%
School Climate
Assessment
Instrument)

Decision- 75% of students
Making and fami lies Students (Gr NIA 89% 87% 75% y
positively rate 3-5)
their void in
school decision-
making and/or
28
opportunity for
feedback. (As
measured by
School Climate
Assessment
Instrument)
English Language Arts
SBAC Proficiency: LWL - ELA

All 2015 23%(44)
Grades
2016 8% (59)
3 2015 26% (18)
2016 34% (24) 34% (24)
4 2015 57% (39) 21% (14) 22% (15)

2016 25% (18) 34%(24)
5 2015 22% (12) 26 (14)
2016 25% (17) 28%(19)
• Not Met Nearly Met • MeVExceeded
In 2015, about about 24% ofLWL's student were proficient in English Language Arts (ELA) on
the SBAC assessment. LWL experienced a 7 percentage point increase in ELA proficiency
from 201 5 to 2016. This trend holds for all grade levels with gains of 8 percentage points, 12
percentage points, and 2 percentages points in Grades 3, 4, and 5, respectively. In addition to
these gains in proficiency, LWL also moved students out of the lowest level. Specifically,
LWL experienced a 12 percentage point decrease in the percent of students scoring 'Not
Met' fro m 2015 to 2016.
We believe that these results reflect positively on our theory of accelerated growth. Specifically,
we expect students to achieve accelerated growth in early grades in order to prepare them to
achieve proficiency by 5th grade and beyond. We also believe that as students have more
exposure to Common Core curricula they wil l be better prepared to achieve proficiency on the
SBAC assessments. As a result, so we anticipate increased levels of proficiency year after year.
Mathematics
29
SBAC Proficiency: LWL - Math
All 2015 .___ _.;.;:;.:.:..i=,'---- - 32% (61)
Grades
2016 37% (78)
3 2015 28% (19) 22% (15)

- -.-- --
2016 (23)
4 2015
2016 31% (22) · 40% (29)
5 2015
2016
53% (29)
51% (35)
---- 220
a Not Met Nearly Met • MeUExceeded
In 2015, 26% ofLWL's students scored proficient in Mathematics on the SBAC assessment. In
2016, math proficiency increased incrementally by 1 percentage point while the percent of
students scoring in the lowest level of 'Not Met' decreased by 7 percentage points. In
contrast to ELA, there is more variance at each grade level. Specifically, Grade 3 proficiency
increased by IO percentage points, while Grade 5 proficiency decreased by 6 percentage points.
Ti t le Cohort-Matched Proficiency by EL Status

Standard Exceeded
Standard Met ELA
Standard Nearly Met LWL EO 20 16 -+ 1.1% 53% (24) 29% (13)

Standard Not Met
2015 65%(31) 19% (9) 15%(7)
R-FEP 2016 f" 20.1% 32% (15) 40% (19) 23% (11)
2015 15%(7) 42% (20) 25% (12) 19%(9)
EL 2016 . . 8.3% 78% (28) 14%(5)
2015 95% (36)
Cohort-Matched Proficiency by Ethnicity

ELA Math
Hispanic 2016 f" 13.0% 31 % (28) 28% (25) 26% (23) -+ -0.4% 33% (29) 37% (33) 19%(17)
2015 46% (42) 26% (24) 18% (16) 34% (31) 35% (32) 20%( 18)
Blaclc or 2016 . . 5.1% 67%(16) 21 %(5) . . 4.6% 63%(15) 29%(7)

African
Amencan
2015 81 % (22) 56%(15) 41%(1 1)
In reviewing cohort matched proficiency data for significant subgroups, in ELA, EL students are
30
dramatically underperfonning R-FEP and EO students, making K-2 early language development
a priority moving forward. The Conunon Core standards and the CAASSP have illuminated the
significance of early language development in addition to early literacy as a foundation for
accessing Common Core content in the upper grades.
We are also seeing a significant discrepancy with respect to the performance of African-
American students as compared to Hispanic students in both ELA and Mathematics. This aligns
to the attendance discrepancy as well. Our equity-centered PLC inquiry will prioritize regularly
analyzing disaggregated data throughout the year to push hard conversations and strategic moves
at the classroom level. In addition, LWL will prioritize African-American attendance as a lever
for improving African-American perfonnance.
Although the school has shown that they are making continued progress and data is trending up
for all subgroups, during the self-study we identified several areas for growth. We identified the
following needs in order to teach the whole child, bring the school to the next level, implement
Common Core, and to truly prepare students for high school and the 21 " century.
A focus on rigor and facilitating learning experiences at Depth of Knowledge (DOK)

levels 3 and 4
Increased targeted interventions and greater personalization of instruction to accelerate
learning for all students with a focus on struggling subgroups
Development of social-emotional skills and resiliency strategies
Continued parent and community involvement to ensure student success
Ensuring strong attendance of African American students
Continue to focus on early literacy and language development
Continue to build a strong, positive, coherent and collaborative faculty culture in the
context of the current Human Capital pipeline challenge
What it Means to be an Educated Person in the 21st Century
An educated person in the 21 " Century is one who has the knowledge, emotional intelligence,
agility, and skills to navigate an ever-evolving future . This person is a learner who knows how
to ask questions, critique information, find evidence, and present his/her understanding to a
variety of audiences using a variety of mediums. (S)he is curious, open to new ideas and able to
synthesize and analyze new information. At LWL, we also believe that the challenges of the
future require our children to grow to become leaders who are able to lead and make critical
decisions thoughtfully and effectively.
As the College, Career and Civic Life (C3) Framework for Social Studies State Standards puts it:
"Now more than ever, students need the intellectual power to recognize societal problems; ask
good questions and develop robust investigations into them; consider possible solutions and
consequences; separate evidence-based claims from parochial opinions; and communicate and
act upon what they learn. And most importantly, they must possess the capability and
conunitment to repeat that process as long as is necessary. Young people need strong tools for,
and methods of, clear and disciplined thinking in order to traverse successfully the worlds of
college, career, and civic life."
31
We are also conscious of the predictable patterns of success or lack of success apparent in
today ' s society. African-American and Latino representation is minimal in leadership positions
in almost every sector. In order for our children to achieve success as people of color coming
from low SES backgrounds, they must be incredibly self-aware and conscious of their strengths
and weaknesses. They must be able to read the political environment and determine how best to
navigate a situation. They must know how to respond to racism and classism and remain self-
confident even in situations where they have no allies. Our children must have tremendous pride
in who they are and where they come from and know how to leverage the strength of their stories
and their heritage. They must be able to interact and be in relationship with people from all
backgrounds and cultures as they weave through an increasingly multicultural world.
Our goal at L WL is to enable its students to become self-motivated, competent, and lifelong
learners who have the self-awareness, confidence, foundational knowledge and critical thinking
skills to excel in any context and any setting. They will be able to excel on multiple forms of
assessment, be able to play to their strengths and work on their weaknesses, and they will be able
to maximize technology as a tool in their learning and their work.
Most importantly, L WL is committed to helping its students recognize the importance of, and
their personal responsibilities to, their communities. Ultimately, we intend our school to be a
vehicle for community ernpowennent and development. The LWL children of today will grow
to be the educated citizens and leaders of this community tomorrow.
How Learning Best Occurs
The L WL team holds that learning best occurs when students are offered a rigorous educational
program that is inclusive of the tenets listed below. These six key practices and four key
structures are all built around supporting the students and families we serve, utilizing
instructional practices that have a strong theoretical underpinning.
See Appendix A2for LWL Small Schools Original Design Blueprint
Six Key L WL Practices
1. High expectations align with the CCSS and are communicated clearly to stakeholders.
L WL seeks to provide meaningful, rigorous learning, as displayed by students ' ability to apply
and extend a given objective. The Standards Movement came about as a result of the
achievement gap prevalent across the American public school system. The Small Schools
Movement came about to address the persistent underperfonnance of flatlands schools in
Oakland. These small schools were required to develop a programs that operated with the
highest expectations for all children, designed to ensure all children achieve mastery.
Therefore, teachers at each grade level collaborate to prioritize and integrate standards to
maintain focus on depth of learning over breadth of cun-iculum. Meaningful learning can only
take place if the objectives taught in classes are extended into children ' s lives outside the
32
classroom. Therefore, LWL emphasizes fieldwork and curriculum that involves families in
learning (e.g. student interviews that lead to a written family history).
2. Balanced Literacy
At L WL, our balanced literacy approach includes a blended learning rotational model with
adaptive ELA software, guided reading, and literacy centers, in addition to explicit teaching of
vocabulary, writing workshop, phonics and word study, and shared and close reading.
Through this program every student becomes an independent, driven reader and writer who is
engaged in reading and writing activities for communication. Our literacy model assures that
each learner will become a fluent reader, skilled writer, confident speaker and thoughtful listener.
Reading, writing, speaking and listening skills are personalized. In order to achieve our goal , we
draw from a number of research-based pedagogical structures such as Guided Reading and
Literature Circles. Each pedagogy provides a different piece of scaffolding to personalize
literacy instruction for each learner. Within this model, learners are provided rich literature, both
literary and informational, for required and choice reading to create links across content areas
(i.e., social studies, math, science, visual and performing arts).
Our ELA curriculum is guided by the CCSS and cycles of inquiry infonned by formative
assessments of student learning. Ongoing assessment drives instruction. Running records, the
Developmental Reading Assessment (DRA), anecdotal records and student samples are tools that
provide necessary info1mation. Teachers analyze this infonnation independently and in grade
level collaboration meetings as well as during data conferences and progress monitoring
meetings held each trimester to address each learner' s needs.
3. Learning Targets and Authentic Assessment
The diversity of our student population demands an assessment system that truly analyzes the
growth of children in multiple ways while holding all children to the same high expectations.
Teachers utilize the CCSS to inform the sequence of and context within which the standards will
be taught. We formally benchmark our students ' perfonnance against these standards to monitor
progress and determine the need for interventions multiple times during the school year using
CCSS aligned benchmarks, the DRA and common formative assessments. Teachers use common
formative assessments that measure students ' growth throughout the year, to better target
interventions and accelerate learning; and, as importantly, so that students can monitor their own
progress and take note of what they have mastered and what they need to work on. These
formative assessments include selected response questions (short answer, matching, true false) ,
extended response (essay) and performance tasks in order to ensure that students are able to
demonstrate their thinking in a number of ways. Finally, a variety of diagnostic assessments
(e.g. , the BPST-IIT, the TWT, etc., depending on the subject matter and grade level) are
administered in order to ensure that teachers understand where each student's Zone of Proximal
Development is, and where students may be struggling.
As technology improves, we increasingly use adaptive software and other computer-based

programs to personalize instruction to individual student's needs, and increase the frequency and
33
quality of feedback students receive from teachers, peers, and software and through self-
assessment.
4. Academic, Socio-Emotional and Behavior Interventions
Our educational program maintains high expectations for every child. The standards are the
same for every child, the expectations for achievement remaining constant. What is then
constantly evaluated and therefore constantly evolving is the instruction that enables mastery.
Our Multi-Tiered System of Supports (MTSS) process ensures students are regularly assessed,
and that that assessment data is analyzed. Students who need additional support beyond the
general education classroom are provided research-based, high-quality interventions, and the
effectiveness of all support is evaluated using data. This ensures children do not "fall through
the cracks."
Tiered support include social emotional learning, behavioral supports and academic supports. A
comprehensive process that includes data analysis, coordination of services, support teams, and
progress monitoring guides our processes to ensure all student needs are met.
All students receive differentiated instruction in class including one-on-one and small-group
support from the teacher, facilitated by the use of the workshop model. In addition, L WL
partners with Reading Partners to provide reading intervention to 2"d through 5'" graders who are
performing far below grade level. This consists of one-on-one tutoring using a leveled reading
curriculum supervised by a literacy specialist. Kindergarten and first graders receive one-on-one
pull-out intervention using the Reading Tutor program. L WL teachers also provide two hours per
week each of before and/or after school suppmi to students in reading and math.
5. Emphasis on Cross-Curricular Connections
Students learn best when they are able to relate new learning to multiple topic areas and
approach learning using different modalities. We therefore take advantage of opportunities to
maximize cross-curricular connections in the California Content Standards in English Language
Arts, Social Studies, Science and Math. Cross-curricular connections support English language
and Academic English learners in building content knowledge and academic vocabulary and in
making those critical connections that help them build meaning. Each grade has 5-6 units of
study, and guided reading books are often connected to the content of the unit.
6. Emphasis on the Relational Element of Learning
Brain research is clear that students learn best when they have a low affective filter; that is when
they feel a sense of physical and emotional safety, a sense of belonging and of feeling known and
significant. We therefore take every opportunity to get to know our students and their families
through sharing in classroom morning meetings, arranging opportunities for shared experiences
outside of school, home visits and frequent conversations with students and their families
focused on the individual student's' personal context and needs.
34
Four Key LWL Structures
1. Supports for a Positive School Culture and Climate
L WL has daily rituals, ongoing traditions, and strong systems in place to affirm and reaffirm a
fundamental sense of positivity and connectedness in all students and staff Starting each
morning with a communal recitation of our school vision, students then participate in morning
meetings in their classroom. Throughout the day, students experience school structures that
make them feel safe physically and emotionally, lowering their affective filter, motivating them
to do their absolute best, and thereby maximizing learning.
At L WL, we are proud of our progress toward creating a school where all students feel loved and
cared for, and where students see themselves as college-bound. One of the reasons that we have
been successful is that we have a clear vision that we always come back to and that the whole
school affirms each morning. Later in this document is a description of each component of the
vision followed by the systems, plans and training we use to support the positive climate
necessary for the realization of our vision.
2. The after-school and summer program extend student learning
LWL paiiners with Reading Partners and Bay Area Community Resources to provide an after-
school program to 90 students. These students receive support with homework, literacy
enrichment as well as exposure to music, art, technology instruction and drama.
LWL's summer program serves pre-kindergarten students new to school and rising 1st through
rising 4th grade students in need of extra academic suppo1i to be prepared for the coming grade
level. Our pre-kindergarten program facilitates greater readiness for the expectations of full-day
kinderga1ien. Our summer intervention for students entering 1st through 4th grades has provided
differentiated support to students who need additional support with reading and math.
3. Family and community partnerships are prioritized
Family involvement and community partnerships are fundamental to meeting the needs of the
whole child. We recognize the challenge of developing a culture and program that is
authentically inclusive of families and community members. We engage families in regular
conversations about student progress, hold parent-teacher conferences three times per year,
conduct home visits, and regularly hold events that bring families into the school. Our staff has
formed a Family Engagement Committee to support the work of bringing families more deeply
into the community. Our fami ly education program includes English as a Second Language
Instruction and direct engagement with classrooms that provides instruction to families around
what to look for in classrooms and what kinds of questions to ask of teachers. EFC facilitates a
Family Leadership Council that empowers parent voice in school and organization-wide policies
and strategies.
4. Equity-Centered Professional Learning Community (ECPLC)
35
At LWL, we feel urgent about raising our students ' level of achievement so that all students will
be prepared for the path to college when they go on to middle school. To that end, we are always
asking ourselves the four questions put forth by Rick Dufour:
What do y ou exp ect students to learn ? How will you know when they have learned? What do you
do for those who haven 't learned it? What will you do fo r students who have already learned it?
At LWL, our Equity-Centered Professional Learning Community is a tangible structure. All
staff members are aware of the value of the ECPLC as the main vehicle for formalizing reflective
practice and for codifying agreements key to bringing about positive gains for students within the
school.
Through the organizing structure of the ECPLC, we have collaboration time for grade level
teams to address these questions by finding and creating formative assessments, analyzing the
results of those assessments and making plans to differentiate instruction to support individual
students ' growth as well as sharing best instructional practices that effectively lead to student
mastery of specific learning targets.
Schoolwide Program Overview & Methods of Instruction
Learning Without Limits provides students with broad knowledge and problem-solving
experience. We equip them with the skills they need to leave our school at the end of 5'11 grade
on the path to college, filled with curiosity and ready to persevere through challenges. Our
curriculum covers the following nine areas: English Language Arts, English Language
Development, Mathematics, Science, History-Social Science, Art, Physical Education, Social
Emotional Learning and Technology. We utilize instructional methods that have strong
theoretical underpinnings to best serve our student population.
KEY PRACTICE 1: High Expectations Aligned with the CCSS and Communicated
Clearly to Stakeholders
The instructional program at Leaming Without Limits is driven by the high expectations and
rigor of the Common Core State Standards. We believe that by setting clear objectives, all
students can achieve at high levels. At Leaming Without Limits, we organize our instructional
model around the standards: studying the standards, developing learning targets needed to
achieve those standards, and communicating those expectations to parents and students. We have
cl ear structures in place to communicate academic expectations and progress to families . These
discussions take place at parent teacher conferences, home visits and at various reading or math
nights that the school hosts throughout the year.
The team is implementing the following strategies in the areas of ELA, ELD, science and social
science:
• Backwards mapping from the Common Core standards and skills across the year using
Understanding by Design as a guiding framework
• Identifying, aligning to and assessing measurable objectives
• Implementation of a targeted intervention program for struggling students
• Standards-based, focused and targeted reading comprehension instruction
36
• Differentiating reading instruction through flexible groupings and increased guided
reading opportunities to meet all students' needs, especially ELs, including data-driven
instruction
• Build a Balanced Literacy program, which includes shared and close reading, explicit
teaching of phonics and word study, and small group instruction through guided reading
and literature circles
• Expand ELD instruction and ensure consistency across the school
• Integrate social science and science content in guided and shared reading and through
thematic units
• Implement a personalized learning rotational model to differentiate and personalize
instruction, which includes literacy centers and guided reading
• Provide additional explicit vocabulary instruction
• Designate time in the day for writing workshop
• Integrate technology into instruction
We describe all aspects of this program in detail below.
ENGLISH LANGUAGE ARTS
Goals
Learning Without Limits' elementary English Language Arts (ELA) program uses standards-
based instruction to support student mastery of grade level English Language Arts standards. Our
focal goals include:
• In English Language Arts, L WL students will meet our targeted annual growth in
proficiency on measures that include DRA, California Smarter Balanced annual
assessment, and Common Core benchmarks
• Students will make accelerated growth towards mastery of the grade-level Common Core
standards
• Students will be able to read, write, and speak for a variety of purposes to a variety of
audiences
• Students will be able to interpret and analyze a variety of texts for different purposes
• Students will succeed in middle school, high school, college and beyond as highly literate
and civic-minded citizens
• Students will develop a better understanding of themselves from the literature they read
and the history they study
• Students will be able to demonstrate mastery of 5th grade level state/national standards in
ELA
Curriculum
LWL provides students with a high-quality, cross-curricular, balanced literacy curriculum that
differentiates support of a range of academic needs while promoting the rigorous cognitive and
language competencies required to succeed in college and career.
Leaming Without Limits' English Language Arts cmTiculum is rooted to a reading and writing
workshop approach, using curriculum from Pam Allyn's Core Ready to support instruction. The
37
ELA program focuses on areas that research shows are critical to the development of proficient
readers and writers, namely phonemic awareness and phonics (National Reading Panel 2000,
Lyon 2004), fluency (National Reading Panel 2000, Allington 1983 , Kuhn 2003), vocabulary
instruction (National Reading Panel 2000, Biemiller 2000, Beck, McKeown, Kucan 2002) and
text comprehension instruction (National Reading Panel 2000, Pressley et al 1992, Goodman
1994, Rosenblatt 1994).
These elements are supported through L WL ' s balanced Ii teracy framework. This includes a
systematic approach that includes assessment-based instruction, phonological and phonemic
awareness, phonics and word study instruction, leveled reading instruction, and writing process
instruction. For specifics, please refer to Key Practice 2: Balanced Literacy later in this petition.
See Appendix A3 for ELA Literacy Framework
Instructional Strategies and Materials

The pedagogical structures of this framework include explicit phonics instruction, guided
reading, explicit vocabulary instruction, shared reading, close reading of complex text and
writing workshop. Additionally, we are incorporating the teaching of social science and science
into our ELA program, through shared reading and writing workshops, and through thematic
readings supported by materials such as the Core Ready Units and class sets of leveled
infonnational texts. We are implementing a phonemic awareness and phonics curriculum.
The elementary reading program is standards-based and primarily consists of teacher-developed

standards-based lessons, units, and a developed system for providing students opportunities to
learn and practice comprehension strategies using texts at their respective independent and
instructional reading levels as well as engaging in work around complex texts. Core tools and
resources include:
• Scholastic Leveled Libraries in every classroom

• Open Court Reading Phonics
• The Next Steps in Guided Reading, Richardson
• Rigorous Reading, Frey & Fisher
• Falling in Love with Close Reading, Roberts
• Falling in Love with Close Reading, Lehman & Roberts
• Strategies that Work, Harvey & Goudvis
• Reading with Meaning, Miller
• The Art of Teaching Reading, Calkins
• Guiding Readers and Writers Grades 3-6, Fountas & Pinnell
• Literacy Work Stations, Making Literacy Centers Work, Diller
• Practice With Purpose, Literacy Work Station Grades 3-6, Diller
• GLAD tools created and accumulated by Teachers
38
See Appendix A4 for LWL-Developed Sample ELA Lesson
Assessment
L WL uses the EFC Common Core-Aligned English Language Arts benchmark assessments.
Teachers use a variety of formative and diagnostic assessment including Accelerated Reader
online quizzes, L WL Phonics screener, DRA reading diagnostic, CCSS aligned quick checks and
other assessments used by individual teachers .
ENGLISH LANGUAGE DEVELOPMENT
Goals
• English language learners make adequate annual progress in English proficiency

• The proportion of English language learners redesignating as English proficient meets or
exceeds annual targets

LWL's elementary English Language Development program uses standards-based instruction to
support student mastery of grade level English Language Development standards.
English Language Learners (ELLs) at Learning Without Limits receive daily supplemental ELD
instruction. Research demonstrates that ELD instruction should include high levels of oral
engagement with multiple opportunities to practice. Grouping students by level of proficiency
enhances the effectiveness of the program, maximizing students ' development of critical
language skills and linking language structures and skills to all core subjects.
In accordance with the California Framework for ELA/ELD, L WL will be supporting its English
learners through a combination of integrated and supplemental designated English language
development approaches and strategies. The supplemental ELD program will focus on
curriculum and framework that supports the Next Generation ELD Standards, such as Susana
Dutro' s Systematic ELD cuniculum and framework. The staff will also draw from the ELD
framework as they continue to refine their practice. Each teacher will designate time during the
day for supplemental ELD instruction, in which students are grouped by English language
proficiency level and curricular materials target specific language functions .
Integrated support of ELs weaves throughout the day, most notably during our balanced literacy
program above, particularly the adaptive personalized learning, guided reading, explicit
vocabulary instruction, strategic shared and close reading instructional strategies, opportunities
for academic discourse, and the Core Ready curriculum. Our newcomers are supported by the
supplemental ELD time (during which they will be in the smallest class sizes possible), balanced
literacy approach and by immersion in the English language. In addition we will be using the
SIPPS Phonics curriculum, whose research indicates effectiveness in improving reading and
language levels for ELs.
39
Dutro and Moran describe a well-designed approach to English language development (ELD)
instruction throughout the day that includes: Systematic ELD, front-loading language for content
instruction, and maximizing the "teachable moment." 4
Decades of research demonstrates that effective instructional experiences for English learners
are:
• Interactive and engaging, meaningful and relevant, and intellectually rich and challenging
• Value and build on home language and culture and other forms of prior knowledge
• Are appropriately scaffolded with support such as visuals, processes, and specific
instructional moves
• Build both language and content knowledge 5
Research conducted over the past decade, in particular, has demonstrated the positive effects of
focusing on domain specific and general academic vocabulary with TK 12 EL students, which
supports our explicit teaching of vocabulary. 6 Studies on genre- and meaning-based approaches
to literacy education with EL students in the US and internationally have demonstrated the
effectiveness of teaching EL students about how language works to achieve different purposes in
a variety of contexts and disciplines. 7 These frontloading strategies are embedded at LWL in
each content-integrated thematic unit, particularly through the explicit teaching of language
functions and setting expressive and receptive tasks before shared and close reading activities.
L WL recognizes the importance of teaching academic English and discourse, as well as

mainstreaming ELs as soon as possible and setting high expectations. This research has stressed
the importance of positioning English learners as competent and capable of achieving academic
literacies, providing them with an intellectually challenging curriculum with appropriate levels of
support, apprenticing them into successfully using disciplinary language, and making the
features of academic language transparent in order to build proficiency with and critical
awareness of the features of academic language.8
Teaching the grammatical patterns found in specific disciplines has been shown to help English
learners ' reading comprehension and writing proficiency. The main pedagogical aims of this
research are to help students become more conscious of how language is used to construct
meaning in different contexts and to provide them with a wider range of linguistic resources,
enabling them to make appropriate language choices that they can comprehend and construct
meaning within oral and written texts.
4
Dutro and Moran , 2003
5
Francis , Rivera , Lesaux , Kieffer, and Rivera , 2006; Genesee, Lindholm , Leary, Saunders and Christian, 2006; Short
and Fitzsimmons, 2007
6
August, Carlo , Dressler, and Snow, 2005; Calderon , August, Slavin, Duran , Madden , and Cheung, 2005; Carlo ,
August, McLaughlin , Snow, Dressler, Lippman , Lively, and White , 2004; Collins , 2005; Kieffer and Lesaux, 2008,
2010; Silverman , 2007; Snow, Lawrence and White, 2009; Spycher, 2009; Townsend & Collins, 2009
7
Achugar, Schleppegrell , and Otefza , 2007; Aguirre and Munoz, Park, Amabisca and Boscardin 2008 ; Gebhard and
Martin 201 O; Schleppegrell, Achugar, and Otefza, 2004 ; Spycher, 2007
8
Christie, 2012; Derewianka, 2011 ; Gibbons, 2009; Halliday, 1993; Hyland , 2004; Schleppegrell , 2004
40
Accordingly, the instructional intervention s studied in the applied research in thi s area have
focused on identifying the language features of the academic texts students read and are expected
to write in school (e.g. , narratives, explanations, arguments) and on developing their awareness
of and proficiency in using the language features of these academic registers (e.g. , how ideas are
condensed in science texts through nominalization, how arguments are constructed by
connecting clauses in particular ways, or how agency is hidden in history texts by using the
passive voice) so that they can better comprehend and create academic texts. 9 Our integration of
social science and science texts through thematic units aid in the goal of ensuring that students
are proficient readers in all disciplines. In 2016-2017 , we will work to align our Designated ELD
units to the other content areas in order to deepen students ' language skills along with their
content knowledge.
Curriculum
English language proficiency is critical for our children. English proficiency in our society serves
as a powerful gatekeeper, opening doors to opportunity for those who reach proficiency and
limiting or closing doors to opportunity for those who do not. Access to high quality English
instruction for English Learners is an issue of equity. Leaming Without Limits is committed to
effectively serving children who are English Language Learners through a comprehensive
approach to language instruction. In particular, our ELD program will be guided by Susana
Dutro ' s Systematic English Language Development.
See Appendix A5.for "Rethinking English Language Instruction" by Dutro and Moran
Systematic ELD refers to English instruction as its own discipline that follows a developmental
scope and sequence of language skills that builds from simple to complex struch1res within the
context of a range of everyday and academic language functions . Instruction is organized by
academic English proficiency level.
See Appendix A6.for Dutro 's Systematic ELD Rationale (Explicit Language.for Content
Instruction)
In "Rethinking English Language Instruction: An Architectural Approach," Susana Dutro and

Carrol Moran present a framework for English Leamer instruction that is a student-centered,
language-focused approach to planning and teaching. Designed to address one of the most
significant tensions in second language literature, the debate regarding language acquisition
versus language learning, the approach prioritizes saying, "yes" to both informal and formal
language learning opportunities. 1°Further, the approach takes into consideration another tension
existing in the research, whether students should analyze language processes by looking at
language as an object of study and seeking the patterns and rules oflanguage, or by intuiting
patterns and rules of language by engaging in purposeful language activity. Their
comprehensive framework for English Leamer instruction is based on three elements:
• A Blueprint for English Language instruction
9
Gebhard, Willett, Jimenez and Piedra, 2011 ; Fang & Schleppegrell, 201 O; Gibbons, 2008; Hammond, 2006; Rose
and Acevedo , 2006; Schleppegrell and de Olveira 2006.
10
Beebe , Selinger, Genessee, Long , Cummins and Seaver,1988; Bourhis, 1990.
41
• Features of Explicit Language Instruction that backwards maps language instruction from
task analysis to instruction, explicitly building receptive and expressive language by
connecting reading, writing, listening and speaking
• Effective program planning and teacher training
To supplement Dutro's framework and integrate ELD across content areas, we also plan to
incorporate aspects of:
• Guided Language Acquisition Design (GLAD)

• Results: Academic Language and Literacy Instruction (RALLI)
• Marzano's approach to explicit vocabulary instruction
• Discussions 4 Learning: an oral vocabulary and language program
• Personalized learning curriculum designed to support English Language learners
We have implemented Systematic ELD across the grades and eventually plan to train teachers on
GLAD or RALLI to provide even more language supports for students.
These strategies work to make language function explicit during content instruction, make
vocabulary visible, comprehensible and relevant, and work to provide ELs access to the rigor
demanded by the Common Core. They provide strategies on reading complex literary and
infonnational texts, providing access to and comprehension of rigorous academic content for our
ELs. These strategies explicitly tie to Learning Without Limits' balanced literacy framework.

LWL implements the comprehensive framework developed by Dutro using the following
practices and the Blueprint for English Language Instruction. The blueprint includes three
components of ELD to be taught throughout the day:
• The first is a vertical slice of the cutTiculum. This is systematic ELD referring to English
instruction as its own discipline that follows a developmental scope and sequence of
language skills that builds from simple to complex structures within the context of a range
of everyday and academic language functions. Instruction is organized by academic
English proficiency levels. This is the explicit ELD instruction.
• The second component of ELD is "front-loading language," which is instruction that
occurs throughout the day as a horizontal slice of the curriculum, across all content areas.
Front-loading of ELD describes a focus on language preceding a content lesson. The
linguistic demands of a content task are analyzed and taught in an up-front investment of
time to render the content understandable to the student. This front-loading refers not only
to the vocabulary, but also to the forms or structures of language needed to access and
discuss the content. This practice will be utilized in ELD instruction and integrated into
content instruction as well.
• The third component of English language instruction maximizes the "teachable moment."
That is, the utilization of opportunities as they present themselves to use precise language
to fill a specific, unanticipated need for a word or a way to express a thought or idea. Fully
utilizing the teachable moment means providing the next language skill needed to carry out
a task or respond to an impromptu stimulus, like using a thunderstorm to stimulate a
42
discussion about weather, to expand and deepen language skills.
See Appendix A 7.for list o_fELL Program materials
Assessment
L WL students are assessed at the fall of each school year on the California English Language
Development Test (CELDT) . The scores from the most recent CELDT administration determine
initial groupings for each grade cluster. Students are assessed using the Systematic ELD Unit
assessments to monitor student progress and inform teachers about changes needed to the
composition of the groups and/or the pacing of instruction within the program being used.
Teacher judgment about whether the program continues to be a good match for the student can
also prompt a re-evaluation of placement.
Additionally, EFC's current schools are considering the use of the ADEPT, a valid and reliable
oral language assessment instrument (aligned with the CELDT), to assess key fonns , or
grammatical structures, through carefully worded prompts that elicit student responses. It
assesses both receptive and expressive English language proficiency at the first three levels
(Beginning, Early Intern1ediate, Intermediate) and expressive proficiency at the fourth level
(Early Advanced). We are researching additional ELD assessments to provide ongoing data on
student growth against the ELD standards.
We seek assessments that offer online assessment, strong reporting features for both
administrative and classroom use, and are nationally normed. Since California is in the process
of revising its ELD assessment, we are not as of yet formally committing to any given
assessment but are conducting thorough analyses of these products and others so we can decide
quickly once California's ELD assessment direction becomes clearer.
MATHEMATICS
The primary focus of the EFC mathematics program is the development of a conceptual
understanding of mathematics coupled with procedural fluency. This approach emphasizes
several very specific strategies: multiple representations of both concepts and procedures,
enhancement of number sense through decomposition, side-by-side comparisons of algorithms
and the systematic progression from the concrete to the semi-concrete to the abstract. Teachers
model the meta-cognitive strategies for problem solving so that students can learn those
strategies and then utilize them in mathematical applications.
Goals
L WL' s elementary mathematics program uses standards-based instruction to support student

mastery of grade level mathematics standards. Our goals include:
• All students will make accelerated progress towards meeting the grade level requirements
expressed in the Common Core Content Standards for Mathematics, preparing them for
higher mathematics in middle school, high school, college, and the workplace.
43
• All students will utilize a conceptual understanding of mathematics to solve problems
using multiple strategies.
• Students will be able to communicate an understanding of mathematical logic in the
problem-solving process.
• Students will be able to exchange mathematical ideas and collaboratively solve problems.
• Students will be able to explain their reasoning in math, justify their thinking, argue for
and against a stance, defend answers, and construct new ways of thinking about a topic.
• Students will be able to apply mathematical concepts to real world scenarios.
Curriculum
The mathematics program at Learning Without Limits focuses on areas that research shows are
critical to the development of both conceptual and procedural understanding, specifically
multiple representations' 1, side-by-side comparisons' 2, decomposition' 3 and a systematic
progression from concrete representations to the semi-concrete to the abstract algorithm. 14 Key
strategic investments to accelerate mathematical learning include content development, lesson
design, instructional coaching and assessment. EFC utilizes a K-5 Common Core-aligned
mathematics assessment system in alignment with its curriculum guides. These curriculum
guides are designed to ensure teachers are teaching Common Core standards to mastery with
time for assessment and re-teaching embedded into unit pacing. In addition to content,
mathematics instruction focuses on proper mathematical syntax, academic vocabulary,
independent student note-taking, and student talk.
Learning Without Limits will implement standards-based curriculum EngageNY for K-5 . We
will supplement the curriculum with other resources including lessons from the Math Coaching
Consortium out of West Contra Costa Unified School District and from Great Minds' Eureka
Math to be sure to include relational thinking and technology-based tools. LWL currently uses
MIND Research Institute 's ST Math computer adaptive program to support students at their
developmental level, though L WL is constantly evaluating and seeking strong adaptive online
math programs that build conceptual understanding and are appropriate and effective for English
Language Learners.

Learning Without Limits' mathematics program supports the development of a conceptual
understanding of mathematics coupled with procedural fluency. This is approached using several
very specific strategies:
Extended time for math, taught five days a week

Wann-ups or Math Meeting at start of lessons
Small group instruction on most days (15-30 minutes)
Focus on relational thinking including the use of:
o Decomposition
11
Dubinsky & Hare!, 1992
12
Kilpatrick, Swafford , and Findell , 2001
13
Ma, 1999
14
Van de Walle, Karp , Bay-Williams , 2009
44
o Bar models
o Ten frames
o Number lines
o Build-It, Draw-It, Write-It
Multiple representations and algorithms
Side-by-side comparisons
Justifying their thinking using academic language
Engaging in classroom discussions about math
Making mathematical connections across the grades
Using appropriate syntax
Students note-taking in 3rd-5th grades (students in 2nd grade begin with capturing math
work in a notebook)
Implementing data-based mitigations
Leaming Without Limits supports a variety of pedagogies including direct instruction that
teaches and reinforces key mathematical concepts using multiple strategies, guided discovery,
collaborative group work, and differentiated small-group work in order to best meet the needs of
all students.
LWL' s mathematics program is designed to combine algorithmic proficiency with strong

conceptual understanding. Students construct their understanding of mathematical concepts by
moving through the stages from concrete to representational to abstract. Teachers support
students' movement through these stages by using manipulatives and tangible representations of
concepts whenever appropriate. Teachers also flow systematically and thoughtfully through
strategies to deepen student mathematical understanding. Strategies include multiple
representations of concepts and procedures; supporting number sense through decomposition,
number lines, and ten frames ; side-by-side comparisons of algorithms with explicit connections
made; and modeling mathematical thinking through bar models and drawings . Strategies are
infused with a focus on precision and syntax.
In 1" through 51h grades, there is dedicated math facts practice time to build automaticity at least
three days a week. Within all parts of math instruction, consensus building, oral math
development, and math reasoning are prioritized. Teachers are building their capacity to be
strong discussion facilitators where students hold the cognitive load and defend approaches to
problem solving. Within math discussions teachers are providing oral supp01is for ELs, creating
safe risk-taking enviromnents, promoting the use of academic language, and pose purposeful
questions.
Explicit Direct Instruction

Our direct instruction model allows students multiple entry points and immediate corrective
feedback. Teachers introduce content and model strategies for students. Through a gradual
release of responsibility, students complete guided practice and independent practice using
manipulatives when needed to supp01i their conceptual understanding. Students, who need more
support, work in a small group with the teacher while other students complete their independent
work. These groups may continue to use concrete representations or are explicitly supported in
45
moving towards more abstract understanding while other students have mastered this on their
own.
Teachingfor Mastery
L WL teachers understand that high-level math concepts build upon one another; therefore, they
pay close attention to the sequence of lessons so students develop the strongest foundation
possible. Through carefully sequenced standards-based lessons, thoughtful lesson design, clear
objectives, and constant spiral review, teachers work toward developing a high level of
proficiency for all students. LWL uses formative assessments throughout math lessons to inform
the flow and progression of teaching. Additionally, teachers dedicate time to helping students
memorize math facts so that students can later apply their energy to solving multi-step, complex
problems rather than struggling with basic computation.
Small Group Instruction

Students have the opportunity to practice mathematical concepts within a structured small group.
The math groups are created from exit tickets, fonnativ e assessments and benchmark data.
Teachers work with homogeneous groups to target standards they have not yet mastered from the
current or previous grade levels or to meet the needs of advanced learners. This structure allows
teachers to differentiate for both skill level and learning style. When the teacher meets with
homogeneous groups, other students are formed into heterogeneous groupings so that students
can build their mathematical knowledge and reasoning from each other while practicing and
reinforcing previously taught content. Students also have access to structured blended learning
spaces in classrooms that allow for productive small group work with the teacher. When
students have completed independent work with feedback, they move on to adaptive software
such as ST Math to support their current math fluency, skill or specific mathematical idea.
See Appendix A8for a Sample Math Curriculum Guide

See Appendix A9 for a EFC Math Framework
See Appendix A IO for EnageNY K-5 Standards Map
Assessment
Assessment is an integral component of the mathematics program as it informs teachers'

instructional decisions. LWL uses the EFC standards-based unit tests in grade K-5 using
Common Core-aligned questions. Students are exposed to multiple choice, selected response,
and open response questions. Teachers also create common formative assessments to monitor
student learning throughout each unit to inform their instruction and provide feedback to
students.
In order to increase the use of critical thinking in math, L WL teachers will add more
opportunities for students to engage in meaningful math tasks, both as a form of guided
discovery for new content as well as another form of authentic assessment. These include
problem-based performance tasks and investigations based on inquiry questions. They also
include "math openers," which are investigations to be used as a "hook" to open the unit and
engage students, and "math closers" as performance tasks at the end of the unit.
46
See Appendix A I I for a Sample Math Unit Assessment
Future Goals
To address gaps in student learning, L WL uses frequent data analysis to identify students who
are not mastering key content standards and then providing them with daily small group re-teach
lessons to support them in developing their skills and understanding.
LWL is working to develop students' ability to diagram word problems and go beyond just using
keywords to determine what to do to solve a problem. This is the result of our observation that
many students were becoming confused by keywords, rather than helped, since the words were
sometimes hidden in a tricky sentence or context that required background knowledge and grade
level vocabulary skills in English. Furthermore, L WL is working to help students develop the
skills they need to solve problems in multiple ways and be adept at justifying their thinking with
multiple types of evidence.
SCIENCE
Goals
Leaming Without Limits' science program uses standards-based instruction to support student
mastery of grade level science standards. Goals include:
All students will be able to demonstrate the process of scientific inquiry through
experimentation, data collection and analysis, and problem solving
Students will be instilled with a curiosity about the world around them that will foster a
lifelong interest in Science
Students will be able to recognize the role of Science in the world and use that knowledge
to solve real world problems
Students will be able to use technology as a tool to strengthen Science learning
Curriculum
Leaming Without Limits' science program utilizes teacher-developed cmTiculum, leveraging the
Full Options Science System (FOSS) from Lawrence Hall of Science. Arts and music instmction
is integrated wherever possible. Supplemental resources include expository Science texts. When
the recommendations from the state suggest curriculum that aligns with the NGSS, we will
reevaluate whether another curriculum or supplemental materials are needed to support students
m science.
See Appendix A l 2.for Foss Modules Conceptual Map

Providing all students with hands-on science experiences that are appropriate to their cognitive
stage of development and serve as a foundation for more advanced ideas is a central tenet in
LWL's science instruction at the elementary levels. Teachers use cooperative learning groups
and inquiry-based learning to create a learning environment for all skill levels and learning
styles.
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Teachers develop science units grounded in core infonnation texts and infonnational writing
about the topics students are exploring. Students develop and leverage their knowledge of
informational text structure to learn about the world around them. Students are taught explicitly
to access information through literacy and research and find answers to questions about the
world.
L WL' s science program is designed to inspire students ' curiosity about the world around them
while developing mastery of key grade level content standards. Students will construct their
understanding of scientific concepts by engaging in hands-on scientific inquiry and fieldwork,
applying the scientific method to questions about the world around them, researching related
science topics in nonfiction texts and on the Internet, and writing research reports based on their
findings. Students will leverage their knowledge in science to develop design engineering
projects to solve a problem in the world around them. Teachers will build students' scientific
understanding by using FOSS kits as well as supplementary Science lessons and materials . As
more curricular materials are developed that align to the NGSS , we will research and consider
acquiring such a curriculum.
Assessment
Students ' mastery of key science standards will be assessed through a combination of formative
and summative assessments that are standards-aligned and taken from the FOSS curriculum, as
well as science projects and research reports that are embedded in inquiry projects from Science-
related literacy themes. Semester perfonnance assessments will monitor student mastery of
content standards and expose students to SBAC-like assessments.
Future Goals
Learning Without Limits seeks to further develop its science instruction so that it is inquiry-
based and within the context of thematic projects that feature arts and music integration. When
students learn science in the context of a thematic project and not as discrete content,
disconnected from the world around them, it will enable them to develop deeper understanding
of content and make more meaningful connections.
L WL currently provides its teachers with extensive collaboration time, including time to plan
cross-curricular connections. As L WL takes next steps toward providing instruction in thematic
units, more collaborative opportunities will be provided for teachers to create thematic units to
further connect science instruction to real world application, and prepare students more
effectively by the end of fifth grade for a rigorous middle school program.
HISTORY-SOCIAL SCIENCE
During the course of the 2014-15 school year, LWL's Grade Level Leadership Team met to
revise the social studies content students would learn over the course of their time at LWL to
have a shared intention regarding student exposure to social studies content during their K-5
expenence.
See Appendix Al 3 (or Unit Analvsis and Social Studies

48
Goals
L WL' s elementary history-social science program uses standards-based instruction to support
student mastery of grade level history-social science standards. We are in the process of
transitioning to the College, Career and Civic Life (C3) Framework for Social Studies Standards.
Goals include:
Students will practice the key social science skills of historical empathy as well as
recognizing multiple perspectives
Students will learn K-5 social studies and science content through a range of reading
expenence
Curriculum
The history-social science curriculum in LWL ' s elementary program is a mixture ofteacher-
developed standards-based lessons and arts thematic units that depend heavily on GLAD
strategies to support student understanding and develop students' skills with organizing
information. LWL teachers use the district adopted textbook series Reflections and its
accompanying lessons, and other supplemental resources including historical fiction within
English Language Arts, internet resources and artifacts, photos, and primary source documents
As we develop familiarity with the C3 Framework, L WL students will study the social sciences
by a) developing questions and planning inquiries, b) applying di sciplinary concepts and tools, c)
evaluating sources and using evidence, and d) communicating conclusions and taking informed
action.

Strands such as geography, history, and government are covered each year and the content
spirals as students progress, increasing in complexity as they advance in years. Throughout our
school there is a focus on teaching multiple perspectives and the hi story of not just the celebrated
leaders, but also all the participants who helped bring about social change.
LWL ' s history-social science program is designed to develop students ' curiosity and awareness
about the world around them, both past and present, while developing students ' mastery of key
grade level content standards. Students construct their understanding of historical themes ,
events, and figures by engaging in historical role plays and research on history topics in
nonfiction texts and the Internet, reading and analyzing historical fiction, examining artifacts and
first-hand accounts, and writing research reports based on their findings. Teachers build
students' historical understanding and knowledge by using Harcourt's Reflections curriculum as
well as supplementary history lessons and materials from Internet resources, and other sources.
Assessment
Students' mastery of key history-social science standards is assessed through a combination of
formative and summative assessments that are standards-aligned and taken from the Reflections
curriculum, as well as history projects and research reports that are embedded in classroom
instruction and include role plays.
Future Goals
49
L WL seeks to move its history-social science instruction more fully toward inquiry-based
instruction within the context of thematic projects. In addition, our work to consider which
standards should be taught deeply at which grade levels and which should be taught more
quickly is ongoing. This is part of an effort to make sure content is aligned and sequenced so as
to provide students wide breadth of knowledge over the course of their time at L WL, while depth
within each grade level allows students to engage meaningfully and deeply with a level of
complexity appropriate to the grade level. This is especially necessary in the area of social
science given research by E.D. Hirsch that demonstrates students content knowledge
significantly impacts reading comprehension and problem-solving ability.
ART, DRAMA and MUSIC INTEGRATION (VISUAL AND PERFORMING ARTS)

VISUAL AND PERFORMING ARTS
Goals
Leaming Without Limit's enrichment program will develop students beyond academic
skill building and support academic skill building. During the course of their time at
LWL, students will be exposed to enrichment opportunities including visual arts, music
instruction, gardening, nutrition and building/ making opportunities. Visual arts and
musical instruction wi11 be standards based. All enrichment areas wi11 support
development of problem solving and critical thinking ski11s.
LWL's elementary visual and performing arts program uses standards-based instruction
in arts and integration of arts and music into classroom instruction to support students in
meeting grade level visual and performing arts standards.
Cuniculum
Art is both a discrete program and an integral part of everyday life at LWL. Students have a 50-
minute art class once a week with a designated art teacher. The program is designed to increase
students' understanding of visual art and drama in accordance with California state art standards,
as well as to build their confidence, self-esteem, and self-expression. Our artists are taught to
use multiple mediums such as watercolor, ceramics, collage, and digital media.
Our school has a successful drum team and stepping crew that meets daily for morning practice
and performs for the school community weekly. The drum team exemplifies and is the public
face of our core values of perseverance and leadership. This modeling takes place within the
school as well as out in the community.

L WL provides two models of art instruction to its students. The first is a skill-building art
instruction model that takes place during the elementary teacher's preparation time and is
facilitated by an art teacher. The second is through arts integration. In the first model of skill
building art instruction, the visual and performing arts standards are used as a guide/framework
to ensure that students are able to develop and refine their gross and fine motor skills as well as
have access and exposure to historical and cultural arts-related knowledge. Most students
receive an hour per week of this type of instruction.
50
In the second, Reader's Theatre and drama activities support students in public speaking as well
as speaking and reading with fluency and expression. In addition, teachers use art projects as
either the starting or ending point for reading, writing, history-social studies, and science
projects. We use GLAD-style pictorials, photographs, and other artistic representations of core
content to support vocabulary development particularly for our English Language learners. Our
thematic GLAD units include songs and chants taught to students by classroom teachers as well.
Assessment
Student artwork and student perfonnances are themselves the assessments. Student work will be
assessed through direct observation of student artwork, including a student's development over
time and their application of form and content taught. Students participate in discussions
analyzing works of art and connecting art to the themes of study. Together, these modes of
assessment take into account a student's artistic ability, as well as their comprehension and
enjoyment of the visual arts.
See Appendix A 14.for a LWL Arts Units Overview
PHYSICAL EDUCATION/HEALTH/ WELLNESS/ LIFE SKILLS
Goals
Leaming Without Limits' physical education program uses standards-based instruction to
support student mastery of grade level physical education standards. LWL's health, wellness,
and life skills program form the components of a Coordinated School Health Program (CSHP) as
outlined by the Center for Disease Control (CDC). Respectively, the program seeks to:
Systematically provide students with increasingly sophisticated health related knowledge
aimed to motivate and support students to maintain and improve their health
Identify and promote environmental factors that increase the wellbeing of staff and
students, and identify and mitigate environmental factors that negatively affect the school
community
Develop emotional awareness, conflict resolution techniques, high self-esteem and self-
control.
CmTiculum:
Leaming Without Limits' physical education program uses standards-based instruction to
support student mastery of grade level physical education standards. Physical education (PE)
curriculum in the elementary program is developed by L WL teachers and backwards planned
from state grade level physical education standards. LWL's PE program is designed to build
students' skills and positive sportsmanship through both cooperative and competitive games.
We provide daily opportunities for students to practice the important components of health-
related fitness: aerobic capacity, muscular strength, muscular endurance and flexibility. The core
curriculum comes from PlayWorks, whose coach runs biweekly standards-based PE classes and
daily recess games. Teachers provide the regular PE classes at least 3 times per week, in
collaboration with the PlayWorks coach.
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In the spirit of becoming a full-service community school, we provide dental and counseling
services to our students. Responsive Classroom and Second Step Violence Prevention programs
support the development of empathy and conflict resolution skills. We have begun a partnership
with Mindful Schools to teach children mindfulness, which helps with attending to task and
presentation. The county Harvest of the Month program and the Fresh Fruit and Vegetable
Program expose students to a wide variety of fruits and vegetables and uses for them. All
teachers supplement these programs with a wide array of their own life skills and wellness
resources. All fourth graders participate in the Too Good For Drugs program. Fifth graders
participate in puberty classes.
Instructional Strategies:
Leaming Without Limits teachers provide students with standards-based instruction in physical
education, health, and nutrition. The instruction may happen within the context of a unit of
instruction or independent of it. Instruction in these areas meets minimum requirements for state-
mandated instructional minutes. Students receive healthy snacks and nutrition education through
Harvest of the Month and through a partnership with Alameda County Nutrition, which provides
L WL students with a morning snack of fresh fruits and vegetables three times a week. Our newly
fo1med safety patrol supported by Champions for Change and Safe Routes to School develops
student leadership and models safe practices for travel to and from school.
The Physical Education program focuses on sports-related activities and exercises to enhance
physical fitness as well as after-school sports programs. Students develop competency in a
variety of sports techniques, develop motor skills and coordination, and learn different strategies
for different sports. The physical education program teaches students the essential skills for a
variety of sports, beginning with the motor skills necessary and then building on those skills with
the ultimate goal of students engaging in the sport itself. L WL includes the following in its
physical education program:
Stretching
Aerobic activity
Explicit instruction of skills outlined in CA grade-level content standards, with
opportunities to practice and apply these skills in authentic ways (e.g., during a soccer
unit, basketball unit, etc.)
Explicit instruction of vocabulary (e.g. , "dribbling," "foul," etc.) with opportunities to
practice and apply these words in authentic ways
Incorporation of explicit strategies to build students ' collaboration skills and
sportsmanship
Explicit focus on developing a healthier body (e.g. , through goal-setting, readings on
health/nutrition, etc.)
Developing skills and strategies to both recognize the signs and reduce the effects of
stress on the physical body
EFC believes that competency and excellence in athletics can lead to confidence and mental
well-being in life, and that team sports instill dedication and a sense of working for the collective
good. The physical education program therefore focuses on improving the physical and mental
52
health of the students as well as on building an understanding of and appreciation for
collaboration and shared outcomes through structured recreational activities.
In addition to PE instruction, all LWL sh1dents will be provided with structured activities during
morning and lunch recesses. Organized sports activities such as dance, running club or basketball
will be provided as an option for after school activities.
PE class will also assist students in recognizing the value of physical activity for health,
enjoyment, challenge, self-expression and social interaction. Additionally, many teachers use
cooperative learning games to facilitate collaborative skills and positive sportsmanship. Students
will engage in cooperative play that requires problem solving, decision-making, and game
strategies. Students will be given opportunities to develop leadership skills while risk-taking
within the safe environment of team activities. In addition, character education traits such as
following rules, knowing equipment safety procedures, respect for others, sportsmanship, and
self-discipline will be reinforced. The topic of bullying will also be addressed during PE class
through the establishment of a positive school culture, developing a sense of personal
responsibility for school climate, n01ms against bullying, and respect for diversity.
Assessment
Learning Without Limits students will be assessed by the President's Physical Fitness test in 5'h
grade.
See Append(r Al 5 for LWL 's PE Units Overview
Future Goals
Given the current obesity epidemic in the United States and the alarming rate of childhood
diabetes, the physical fitness, overall health, and understanding of nutrition by LWL students and
their families is an area of the LWL curriculum to be strengthened. L WL is interested in
accessing more of the nation' s best practices around the integration of health, nutrition, and
fitness curricula and how to deliver this content to sh1dents and their families.
SOCIAL AND EMOTIONAL LEARNING
Goals
Leaming Without Limits ' social and emotional learning program supports the development of
leaders with emotional intelligence who are able to resolve conflicts peacefully, demonstrate
empathy, and use interpersonal skill to enlist others in working together toward common larger
goals. The Collaborative for Academic, Social, and Emotional Learning (CASEL) advocates for
the following skills in tenns of SEL:
Self-awareness: The ability to accurately recognize one's emotions and thoughts and their
influence on behavior. This includes accurately assessing one's strengths and limitations,
taking responsibility for one's own actions, and possessing a well-grounded sense of
confidence and optimism and maintaining the strength of character needed to make choices
that may be unpopular, to avoid succumbing to negative peer pressure, and to counter bias.
Self-management: The ability to regulate one's emotions, thoughts, and behaviors
effectively in different situations. This includes managing stress, controlling impulses,
53
persevering through challenging situations, and displaying motivation to set, and work
towards achieving personal and academic goals.
Social awareness: The ability to take the perspective of and empathize with others from
diverse backgrounds and cultures, to understand ethical nonns for behavior, and to
recognize family, school, and community resources and supports. Additionally, to treat
others with respect and demonstrate tolerance and appreciation for others ' differences,
whether cultural , linguistic, socio-economic, or personal.
Relationship skills (interpersonal skills): The ability to establish and maintain healthy
and rewarding relationships with diverse individuals and groups. This includes
communicating clearly, listening actively, and cooperating, resisting inappropriate social
pressure, negotiating conflict constructively, and seeking and offering help when needed.
Responsible decision-making: The ability to make constructive and respectful choices
about personal behavior and social interactions based on consideration of ethical standards,
safety concerns, social norms, the realistic evaluation of consequences of various actions,
and the well-being of self and others. This includes consistently demonstrate honesty and
integrity in all situations
CmTiculum
LWL explicitly builds students' social-emotional competencies using Responsive Classroom and
Toolbox. Responsive Classroom and Toolbox are formal programs designed to build classroom
communities. Responsive Classroom is a research-based approach to decreasing problem
behaviors in the classroom by explicitly teaching social skills and therefore increasing time on
task. Toolbox includes a set of skills and practices that impact the consciousness, agency, and
well-being of children, as well as their teachers and parents- it helps children build resilience,
self-mastery, and empathy for others. LWL's use of Responsive Classroom, Toolbox, Vision
Statement, CLAP, Second Step, Interactive Modeling, Love and Logic, and our small school size
emphasize on relationship development and maintenance.
See Appendix A 16.for Toolbox Key Principles and Appendix Al 7for Responsive Classroom
Approach

The students at Leaming Without Limits have several factors in their lives outside of school that
create stress-high unemployment and violence in the neighborhood, poverty, and the transient
nature of the population, just to name a few . This stress has significant effects on academic
achievement and emotional wellbeing. The majority of students in the Fruitvale have historically
not been successful once they reach middle and high school. The team also concluded that
although the school was providing effective Tier 1 behavioral and academic supports (as outlined
above), the social-emotional supports in Tier 1 were lacking. As part of teaching the whole child,
the team decided that L WL should be explicitly teaching social-emotional skills, in particular,
strategies to deal with stress and to provide students with the ability to be resilient and
successful, particularly outside of school and in the long-term. We want to build the capacity of
our students and families to create safety outside of the school walls, and to give them strategies
to build grit and resilience so they can cope with the daily challenges in their lives. Furthennore,
the key 21 '' century skills of collaboration, communication, flexibility and critical thinking are
54
closely aligned with social-emotional skills of self and social awareness, as well as relationship
skills.
Paul Tough, in his book How Students Succeed, outlines how stress, especially at the very early
ages of 2-5, can have a profound effect on a student' s life, both academically and socio-
emotionally. In fact, many studies have indicated that stress, especially at an early age, is one of
the largest impediments to success. Young children are exposed to situations and experiences
that are profoundly disturbing, which they do not understand and cannot process, but which have
a long-term effect on their well-being and success. Other studies have shown that they can
actually see the physical effects of stress in children including in their brain waves and blood
work. Although Learning Without Limits has provided a safe and welcoming place for students,
the students in the Fruitvale experience high levels of stress outside of school, including violence
and crime. Additionally, since 92% of students at L WL are low-income, our students face the
stress and effects of poverty daily, including food and housing insecurity. As such, we believe
that it is important to teach students strategies for resilience at a very early age.
Recently, research has proven that just as there is Maslow' s hierarchy of needs, there is also a
hierarchy of learning needs, with mindsets, learning strategies and habits coming before high
quality instruction. First and foremost, there is the Growth Mindset, popularized by Carol
Dweck at Stanford University:
Students with a growth mindset realize that their abilities to think and do are a result of
their past behaviors. They see effort as what makes people smart, they are motivated to
focus on continued growth, and they persist in the face of setbacks. On the other hand,
when students see intelligence or abilities as.fixed, they see effort as something only
incapable people need, they shy away from challenge, and they disengage when things
get hard. 15
For students to engage in rigorous, 21 " century work, they must have the ability to persevere, and
to work hard- to complete their work and to not give up, even when presented with challenges.
These academic struggles minor the challenges that our students see in everyday life; even when
their personal lives are difficult, they must get up every day and go to school, ready to learn.
Other key mindsets for success include a sense of belonging in the community, a belief that
students can succeed and an understanding that their work is relevant. 16 Our focus on
multidisciplinary learning aims to focus on the mindset of relevance. School culture, a strong
sense of community and teacher coaching will focus on the other mindsets.
The key learning habits are a mix of both the 21 st century skill s of collaboration, creativity,
critical thinking and communication as well as the key social and emotional skills of self-
awareness, self-management, and social awareness detailed below. Essentially, "we must teach
kids how to learn ," including how to learn independently and collaboratively, as well as what to
15
Mueller and Dweck, 1998
16
Briceno, E. '"Mindsets and Student Agency ," UnBoxed, 2013.
http://www.hightechhigh.org/unboxed/issue10/mindsets_and_ student_agency_ contributors
55
do when they have not mastered a skill or content. 11 Both multidisciplinary learning and the
increased rigor that occurs with the transition to the Common Core will aid in this goal. Finally,
the explicit teaching of social-emotional learning (SEL) content and skills, which we detail
below, will enable students to learn key learning habits. It is also important to note that we
believe that these skills are important for all students to show long-tenn success, and not just
those that are struggling.
L WL has adopted the daily morning meeting so that children can start the day feeling loved and
cared about, and so that they can bring their full selves to school. We have also adopted
energizers, "take a break", and interactive modeling, which have significantly reduced
disruptions . Students are given the tools to evaluate a situation, problem-solve and resolve
conflicts, and take responsibility for their own and their community's learning.
The vision statement recited every day at our school-wide morning meeting gives students a
sense of pride and a daily reminder of who they are becoming. The interactive modeling we do
in every classroom and in non-classroom settings helps students learn the expectations we hold
for them. Small school size and class size facilitate the building of strong relationships between
adults and students at the school. We invest time and energy into building deep relationships
with our students to support them in feeling safe, significant and a sense of belonging at school.
Assessment
The school plans to assess the effectiveness of the SEL cmTiculum by collecting SCAI survey
data from students, faculty and families as well as longitudinal data from our graduates on
success. We have developed a rubric for our CLAP values that we use to communicate the
meaning of these values, and reward students who exhibit caring, leadership, achievement and
perseverance
See A I for the CLAP poster and rubric
Future Goals
Because we have identified that our students struggle with social situations in middle school that
distract them from school work, we've begun working on the issue in LWL's elementary
classrooms. In 4th and 5th grades we will use drama to help students role play challenging
situations they may encounter in middle school and help them strategize ways to manage these
situations. We hope that through drama, we can help students understand and access the 'codes'
of power, and practice code-switching between mannerisms, rhythms of speech, etc. that are
useful in different contexts. Drama allows students to try on new body movements and patterns
of speech without giving up cultural identity. We also believe the use of drama will be an
effective outlet for students to express emotion, contributing to the development of an
emotionally intelligent school culture.
While we have developed a rubric for the CLAP values, we intend to further integrate the use of
this tool into the life of the school.
17
Briceno, 2013
56
BLENDED LEARNING
Goals
Leaming Without Limits uses a suite of adaptive software and other computer based programs to
personalize instruction so students are engaged in material within their respective ZPD's. In
grades 2-5 students have 1-1 Chromebooks to support this process. We also use internet based
tools to support students as creators, designers and synthesizers of ideas. LWL's elementary
technology program teaches students to begin using technology to effectively communicate,
collaborate, and conduct research. INCE keyboarding is a fundamental computer skill, L WL
seeks student mastery of keyboarding skills. For the most part, technology instruction in the
elementary program is incorporated into the work the teacher is doing in the classroom.
In lieu of state technology standards LWL uses two sources to identify technology goals, the
International Society for Technology in Education and the federa l government's National
Educational Technology Education Standards (NETS) 2010. The NETS stresses preparing
students "to learn throughout their lives in settings far beyond classrooms." LWL 's technology
curriculum teaches NETS standards 1-6; students use technology to : enhance learning, increase
productivity and promote creativity; to locate, evaluate, and collect information from a variety of
sources; and to exhibit legal and ethical behaviors when using information and technology, and
discuss consequences of misuse.
Cuniculum
Teachers in all grades, kindergarten through fifth grade, use computers in the classroom to
support student learning of core subjects. In kindergarten and first grade, computers are used
regularly during workshop time, so that students may use programs like Starfall, a phonics
instruction program. In second through fifth grades, computers are used regularly for Internet
research, taking Accelerated Reader quizzes (which demonstrate reading comprehension of
leveled books), typing up stories and essays, and for use of intervention software in English
Language Arts and math. In the upper grades, students learn to use technology to create visual
representations of ideas and stories using programs such as Comic Life.

Teachers provide basic computer instruction through modeling the use of computers and direct
instruction regarding use of the basic components of computers - use of mouse, keyboard,
opening and closing of windows. Teachers generally provide this support in small group
instruction. Some teachers have begun to use iP ADs to support students' independent practice
during workshop time during both English Language Arts and Mathematics instruction.
Assessment
Assessment of technology use is done largely through observation and verbal feedback is
provided to support student development of basic computer ski lls.
Future Goals
L WL seeks to increase student and teacher collaboration using technology tools. This includes
leveraging technological advances to improve our use of technology in teaching the core
57
curriculum. This includes extending the technology curriculum to support student collaboration
with each other and with other students around the world. Such opportunities support deepening
cultural understanding and global awareness. L WL also hopes to leverage advances in
technology that allow students to gain and practice skills independently or with peers so that
precious teacher-student time can be used more strategically to ensure students learn skills that
cannot be gained through interaction with technology. Phonics practice using Stmfall and the
increasing use of iPads for independent practice are indicative of potential future uses of
technology in the classroom.
KEY PRACTICE 2: Balanced Literacy
Learning Without Limits follows a balanced literacy approach to instruction, which combines
instruction in explicit phonics and word study, shared and close reading with social science and
science content integration, guided reading and book clubs, explicit, supplemental ELD
instruction, and writing workshop.
Goals
The research of Snow et al. states that adequate progress in learning to read English (or any
alphabetic language) depends on students: 18
• Understanding the structure of spoken words
• Having a working understanding of how sounds and words are represented alphabetically
• Exposure to frequent, regular spelling-sound relationships
• Sufficiently practicing reading to achieve fluency with different kinds of texts
• Having sufficient background knowledge and vocabulary to render written texts
meaningful and interesting
• Gaining control over procedures for monitoring comprehension and repairing
misunderstandings
• Continuing interest and motivation to read for a variety of purposes
• Using reading to obtain meaning from text
• Having frequent and intensive opportunities to read and write
Fitzgerald 19 identifies three principles of a balanced literacy approach:
• First, teachers develop students' skills knowledge, including decoding skills, their
strategy knowledge for comprehension and responding to literature, and their affective
knowledge, including nurturing students ' love for reading.
• Second, teachers integrate instructional approaches that are seemingly oppositional such
as, phonics instruction and reading workshop. Effective teachers blend perspectives to
strategically balance a variety of methods and contents 2°, rather than strictly adhering to
one perspective or another.
• Third, students read a variety of reading materials from trade books to leveled books with
controlled vocabulary and basal reading textbooks.
18
Snow, 1998.
19
Fitzgerald, 1999.
20
Baumann, Hoffman, Moon, & Duffy-Hester, 1998; Duffy, 1991; Wharton-MacDonald, Pressley,
& Mistretta, 1997
58
LWL's balanced literacy program, which combines explicit teaching of phonemic awareness,
phonics and spelling, as well as differentiated guided reading, standards-aligned Reading
Workshop mini lessons, content-integrated shared reading (TK-2) and close reading (2-5), and
multiple opportunities for writing, ensures that students are well on the path to reading
proficiently. The end goal of our balanced literacy program is to develop lifelong readers and
writers. 21 Simply put, we aim to equip students with the specific literacy skills that will allow
them to be successful in middle school , high school , college and career.
Curriculum
LWL's balanced literacy model is designed to address students ' targeted needs through small
group guided reading using instructional level text, continually building their skills to reach
grade level standards. LWL's balanced literacy program ensures those who are not at grade level
have access to grade level text through the use of the anthology, read aloud, and anchor texts.
Additional tools and resources include:
Scholastic Leveled libraries in every classroom

Open Court Reading
Strategies that Work, Harvey & Goudvis
Reading with Meaning, Miller
The Art of Teaching Reading, Calkins
Guiding Readers and Writers Grades 3-6, Fountas & Pinnell
Literacy Work Stations, Making Literacy Centers Work, Diller
Practice With Purpose, Literacy Work Station Grades 3-6, Diller
GLAD Tools

L WL ' s balanced approach to reading instruction takes a systematic approach that includes
assessment-based instruction, phonological and phonemic awareness, phonics and word study
instruction, leveled reading instruction, and writing process instruction. Instructional decisions
about different aspects ofreading depend on the developmental reading continuum. For example,
in early grades, creating a self-extending system that balances all three cueing systems is most
significant, while in later grades, students focus their learning on critical thinking and deep
comprehension. LWL ' s instructional methods have evolved significantly and in stages. LWL
has maintained practices that proved effective, such as fluency practice and ensuring students
have access to grade level text, while coupling it with the use of complex text.
When referring to a balanced literacy program, it is important to define the Core Instructional
Components:
• Interaction with Complex Text
o Read Aloud
o Shared Reading
o Close Reading
Baumann & Ivey, 1997; McIntyre & Pressley, 1996; Speigel , 1998; Strickland, 1994/1995;
21
Weaver, 1998
59
• Phonemic Awareness, Phonics, and Word Study
o Phonemic Awareness
o Phonics
o Word Study
o Vocabulary
• Differentiated Reading Instruction
o Guided reading (K-2)
o Book clubs (3-8)
o Literacy centers
• Writing
o Whole class mini lessons
o Interactive writing
o Writing workshop
Development of Phonemic Awareness and Phonics Instruction: Explicit Direct Instruction

Word Study Instruction
Phonemic awareness and phonics instruction are critical initial building blocks to decoding
words (NRP 2000, Hulme et al. 2002, Adams 1990). The National Reading Panel (2000) found
that phonemic awareness instruction " . .. exerted strong and significant effects on Reading and
spelling development." Learning Without Limits teachers will use curriculum such as the Core
Knowledge lessons to explicitly teach the sounds letters make, and create opportunities for
students to hear the sounds, identify them and manipulate those sounds. Students engage in
phoneme isolation, phoneme deletion and addition, segmenting, rhyming, and blending
phonemes as some instructional activities that develop phonemic awareness.
Systematic phonics instruction was identified by the National Reading Panel as an essential
component of reading instruction. Connecting the sounds, or phonemes, to the spellings is the
goal of phonics instruction. Through phonics instruction and morphology students learn that the
spellings in English are predictable and logical with only 4 percent of words being true oddities
(Moats 2000). As students are explicitly taught the sound spelling correspondences, they
practice decoding in controlled text or decodables (Blachman 2004, Shaywitz). These texts
ensure that only the sound spellings students have learned are in the text so students are able to
systematically practice what they have learned through application in text.
Both phonemic awareness instruction and phonics instruction rely heavily on the explicit direct
instruction model of teaching. The direct instruction model gradually releases the cognitive
responsibility to students, which we colloquially refer to as "I do, we do, you do." Teachers
introduce content and model for students. Through a gradual release ofresponsibility, students
complete guided practice and independent practice. As is best practice in differentiated
classrooms, students who need more support, either in the form of reteaching or guided practice,
work in a small group with the teacher while other students complete their independent work.
LWL will continue instruction on explicit phonics and word study, along a continuum.
In K-1 we teach explicit phonemic awareness. In K-2 we teach explicit phonics, differentiating
instruction as needed . In 3-5, we embed phonics lessons as needed in guided reading lessons, and
engage students in word study. We anticipate using a blend ofresources such as the Words Their
60
Way toolkit, Core Knowledge, SIPPS, and SIPPs Plus to support instruction in this area. EFC ' s
Kil Diagnostic, infonned by the Basic Phonics Skills Test (BPSTIII), Concepts About Print, and
Primary Spelling Inventory (PSI), will enable teachers to differentiate early reading and phonics
instruction and monitor progress.
In grades 3-5, students at L WL will move from explicit phonics instruction to word study, in
which teachers provide students with opportunities to investigate and understand the patterns in
words. Students learn that spelling patterns exist, such as syllable patterns, affixes, and Greek
and Latin roots, and that these patterns help to explain how to spell, read, write, and understand
words. It also develops students' abilities in phonics, word recognition, and vocabulary.22 Word
study is also designed to build word knowledge that can be applied to both reading and spelling. 23
See Appendix A 18.for Phon ics Instr11ctio11al Framework Overview, and Appendix A 19 and
Appendix A20 for sample phonics curricular scope and sequences
Shared Reading and Close Reading

Proficient readers construct meaning from text. The act of constructing meaning is:
• Interactive - it involves not just the reader but also the text and the context in which
reading takes place 24
• Strategic - readers have purposes for their reading and use a variety of strategies and
skills as they construct meaning 25
• Adaptable - readers change the strategies they use as they read different kinds of text or
as they read for different purposes 26
To ensure that all students at L WL meet these criteria for proficiency, L WL plans to build on the
work developed through its initial augmentation of the Open Court curriculum to design and
teach content-integrated thematic units. These units aim to deliver the content outlined by the
California History-Social Science Content Standards and the Next Generation Science Standards,
provide opportunity for high-level academic discourse in speaking and writing, integrate
supports for English Learners (more on this in the ELD section below), engage all students with
complex, grade level texts and address the Common Core standards in ELA.
These units incorporate the use of close reading to give students access to complex, grade-level
texts and to teach students how to engage in deep study of information from text, all of which are
key components of the ELA CCSS. Specifically, in grades TK-2, much of the text will be
delivered through shared reading experiences where the teacher and students read the text
together until the students are able to read portions independently, whereas in grades 3-5 the
onus of reading is more firmly on the students. In all grades, text dependent questions that
strategically increase in cognitive demand will teach students to close read and ground their
learning in texts .
22
Baker, 2000.
23
Henderson, 1992; Zutell , 1998.
24
Heilman, Blair, and Rupley, 1998
25
Baker and Brown, 1984
26
Dole et al., 1991
61
Differentiation and Acceleration through Guided Reading
Reading instruction at LWL is centered around guided reading groups. Guided reading texts are
matched to a student's instructional level and cover various genres. The focus of the small group
instruction, is continually moving students to the next instructional level to meet or exceed
standards. Reading texts for guided reading or grade level whole group comprehension
instruction are selected based on how well the text illustrates, or allows students to apply a
certain ELA standard. Students meet in small groups multiple times a week to work with text and
practice responding appropriately to literature, based on state standards. This ensures students are
working in their Zone of Proximal Development (Vygotsky) and provides the teacher regular
fomrntive assessment data to infom1 ongoing lessons. All teachers use the Scholastic Guided
Reading library to implement guided reading and utilize running records as part of the
Developmental Reading Assessment (DRA) to track growth and progress.
See Appendix A2 l for LWL Guidance on Guided Reading
Guided reading, in which teachers work with small groups of students at their instructional
reading level, is an essential practice that supports struggling students and promotes equity.
During this instructional time, teachers bring a small group of students (4-6) together who read at
a similar level and need to focus on a similar skill set. The flexible grouping provides readers the
opportunity to develop systems of strategic actions for processing increasingly challenging texts .
During the lesson, teachers provide feedback and coaching to students as they attempt to apply
strategies to comprehend text, which has been carefully chosen to be slightly above their
independent reading level. Gradually, teachers give students more and more responsibility for
performing strategies independently and evaluating their own perfonnance. 27 The ability to
differentiate based on students' reading proficiency and to match text and reader and task,
provides powerful tools to accelerate reading proficiency levels.
In planning for each lesson, the teacher analyzes individual DRA data and identifies patterns
across students to determine similar reader needs . Teacher uses this data to dete1mine teaching
points (the teaching point is the focus of the Guided Reading lesson). The teacher also notes
individual student needs to address during individual conferences (this might be something only
1 or 2 students needs support with). Additionally, they might administer a running record to
gauge student progress towards the lesson goal.
According to Irene Fountas and Gay Su Pinnell, during guided reading "some students will work
on very basic reading skills such as word analysis and comprehending simple texts" while other
students may be working on more advanced reading skills and strategies with increasingly
challenging texts . In addition, "all students need instructional support so they can expand their
competence across a greater variety of increasingly challenging texts." 28
27
Pearson and Dole, 1987
28
Fountas and Pinnell. Guided reading: Good first teaching for all children. Portsmith:
Heinemann, 1996.
62
Teachers at LWL are using a blended model from Great Habits, Great Readers , Fountas and
Pinnell's Guided Reading, Reading Recovery, and Jan Richardson ' s Next Step in Guided
Reading as the framework for planning and delivering differentiated reading instruction. Guided
reading at L WL is supported by leveled libraries that span all levels and genres, such as those
provided by Scholastic and Song Lake Books. We will continue to assess and progress monitor
via the Developmental Reading Assessment (DRA2).
See Appendix A22 for EFC Guided Reading Overview, Appendix A23 for a sample Guided
Reading Checklist and Rubric, and Appendix A24for a sample Guided Reading Planning Tool.
Opportunities to Practice Reading

Students have ample opportunity to work in small groups, with partners, and independently to
practice reading skills throughout the day. At all grade levels, students read books matched to
their independent reading level and interest during a sustained reading time to promote reading
for pleasure. To support this, all classrooms have a wide selection of text for students to choose
from , including books organized by genre, topic and reading level. During guided reading
instruction, students are paired with reading material targeted to their instructional level and are
supported through a gradual release of responsibility to assume control over novel features of
challenging text.
Explicit Comprehension Instruction: Transactional Strategy Instruction

Our reading instruction couples whole group comprehension skills and strategy instruction using
grade-level shared text with small group guided practice using text at students' instructional
level. This allows all students access to grade-level text as well as the opportunity to practice
standards-based skills at their appropriate level. Whole group instruction utilizes the gradual
release ofresponsibility strategy instruction model that releases the strategies and skills to the
student after teachers have modeled and provided explicit instruction. Through this model,
students often work with culturally relevant, high-interest text, which helps foster student
engagement.
Comprehension is" .. .intentional thinking during which meaning is constructed through

interactions between text and reader" (Harris & Hodges, 1995). Using the transactional strategy
instruction model, teachers increase students' ability to independently apply the strategies and
skills as they become more fluent readers. Students' ability to build independence is critical to
their ongoing achievement. All the decoding and fluency skills are the foundation for
comprehension, the ultimate goal of reading. Teachers utilize various instructional designs to
explicitly teach students the strategies and skills that research shows good readers have. For
instance, when reading the selection, teachers model the metacognitive reading strategies and
then have students use those strategies themselves to better understand the text with which they
are interacting.
Vocabulary Instruction
Vocabulary instruction is foundational to students' ability to comprehend text. When students
struggle with the meaning of words in the text and have no strategies for determining what they
mean, comprehending the text becomes limited. Students need both explicit instruction in
specific word meaning, as well as effective strategies to attack unfamiliar words. 29 Students need
63
explicit instruction in the various tiers of vocabulary, particularly academic vocabulary that have
generalizable uses across disciplines (tier 2 words). 30 As with instruction of comprehension
strategies, vocabulary strategies are effectively taught using the transactional strategy model , on
which the instructor gradually releases more of the responsibility of employing a particular
strategy to the students.
Over the past several decades, research has repeatedly identified vocabulary knowledge as a
critical and powerful factor underlying language and literacy proficiency, including disciplinary
literacy. 31 Explicit and strategic teaching of vocabulary as well as pre-teaching vocabulary prior
to students reading a text supports deep reading comprehension, as well as writing proficiency.
Biemiller and Boote found that while re-reading stories improved students' understanding of
word meanings by 12%, an additional 10% gain occurred when word explanations were taught
directly during the reading of the storybook. This research suggests that teachers introduce more
rather than fewer word meanings during read-alouds, stating that increasing the oral vocabulary
of TK-2 students by 400 word meanings per year leads to increased reading proficiency.
Nash and Snowling's research found that using a contextual approach to instruction produced
greater vocabulary gains than lessons that emphasized learning word definitions alone.
Additionally, application and extension activities that allow students to use the new words
increase learning and vocabulary acquisition. Furthem1ore, scaffolding questions, that is, moving
from low-demand questions to high-demand questions along Bloom's taxonomy, promotes
greater gains in word learning. 32
To respond to the implications of this research, teachers at L WL will begin to employ and
enhance Marzano ' s six-step process to provide direct instruction on tier 2 words that are critical
to new content for the most powerful learning. The six steps include 33 :
1. Provide a description, explanation, or example of the new term. Teachers model and
explicitly define the new word.
2. Ask students to restate the description, explanation, or example in their own words.
3. Ask students to construct a picture, symbol, or graphic representing the term or phrase.
4. Engage students periodically in activities that help them add to their knowledge of the
terms in their notebooks .
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that allow them to play with tern1s.
In Kinder classrooms, teachers and instructional tutors will also utilize dialogic reading and
repeated read alouds for vocabulary instruction.
29
Biemiller, 2000
30
Beck, McKeown , Kucan , 2002
31
Graves, 1986; Chall , Jacobs, & Baldwin, 1990; Beck & McKeown, 1991; Hart & Risley, 1995;
Blachowicz & Fisher, 2000 ; Baumann , Kameenui, & Ash , 2003 ; Bowers & Kirby, 2009 ; Carlisle,
2010 ; Mccutchen & Logan , 2011
32
Blewitt, Rump , Shealy, & Cook, 2009
33
Marzano, R. J. & Pickering D. J. , Building Academic Vocabulary: Teacher's Manual.
Alexandria , VA: ASCD, 2005.
64
See Appendix A2 5 j'vr a Cvmprehemii·e Approach lo I ·vcahu!arr lnstrnctivn. h_,. Marzano
Content Integrated Reading

In order to increase social science and science content instruction, the ELA program will strive to
integrate specific history, science texts via the thematic and multidisciplinary units described
below. In grades 3-5 , teachers will implement close reading strategies, as promoted by the
Common Core. During these structures, students engage in deliberate deep reading and analysis
of complex text, using peer discussion and teacher questioning to think critically and express
ideas in speaking and writing. Additionally, resources such as the CIA Units of Study developed
by Sarah Collinge, Beers and Probst's Note and Notice framework, and Pam Allyn 's Core Ready
will provide our 3-5 teachers with explicit lessons and strategies to support these thematic units.
Research shows that throughout the early grades, reading curricula should include explicit
instruction on strategies such as summarizing the main idea, predicting events and outcomes of
upcoming text, drawing inferences, and monitoring for coherence and misunderstandings.34
Research by Barton and Billmeyer supports this, showing that "effective readers are strategic.
They make predictions, organize information, and interact with text. They evaluate the ideas they
are reading about in light of what they already know. " 35 Additionally, "good readers of all ages
engage in conscious, active comprehension strategies before, during, and after reading." 36 The
goal of L WL' s integrated units is to ensure all students are deep, strategic readers.
See Appendix A26for a sample Content integrated Reading Unit
Fluency: Explicit Instruction and Practice through Repeated Reading

"Fluency, it seems, serves as a bridge between word recognition and comprehension. Because
fluent readers are able to identify words accurately and automatically, they can focus most of
their attention on comprehension .. ." 37
In order to be strong readers, students must read fluently. Reading fluency is characterized by
accuracy, automaticity, and prosody. Students who read accurately are able to read with minimal
eITors. Students with automaticity spend very little mental effort on decoding and can attend to
content. They typically are reading at a grade level appropriate rate. Students who read with
prosody, read with expression that demonstrates comprehension of the text and are able to chunk
unfamiliar text appropriately based on syntax and semantics. Learning Without Limits teachers
will ensure that all three reading components are taught and practiced.
Teachers at LWL will ensure that all three fluency components are explicitly taught and
practiced. Fluency instruction typically relies on modeling, particularly for automaticity and
prosody instruction, followed by practice. Students who are struggling with accuracy will receive
small group instruction using direct instruction methods in the problematic sound-spellings, and
34
Snow et al. , 1998
35
Barton & Billmeyer, 1998
36
Pressley & Wharton-McDonald, 1997
37
J . Osborn, Lehr, and Hieber, 2003 .
65
then practice blending or using multisyllabic blending routines as the need dictates. Students
struggling with accuracy practice reading using controlled texts, until accuracy is no longer an
issue. For students who are struggling with automaticity, instruction might include multi-syllabic
blending or learning sight syllables. Students struggling with automaticity and prosody practice
reading texts at their independent reading levels. For students who are struggling with prosody,
modeling and phrase cue is the main form of instruction. Students working on prosody often use
Reader's Theater to improve their ability to read with appropriate expression. In addition,
students will utilize programs like Reading Assistant to be able to get daily practice and feedback
on accuracy and automaticity.
The paired reading procedure for fluency practice is the same for students working on accuracy,
automaticity, or prosody. Students are paired with another student and practice repeated reading
of text that is at their independent level. Students give one another feedback, as does the teacher
who listens in to observe and hear pairs reading. Whether the focus is on accuracy, automaticity
or prosody, teachers use the repeated reading of text to build fluency. Students who are above
benchmark standards engage in Literature Circles during fluency practice so they develop the
skills necessary to comprehend increasingly complex text.
Personalized Learning by Leveraging Technology

Leaming Without Limits believes that the key to learning and especially accelerated learning is
through well-structured lessons in students' Zone of Proximal Development (ZPD) and
individualized support to practice and apply those lessons. 38 We believe it is unrealistic to
provide ZPD learning regularly in the traditional school model. Therefore, LWL currently
implements a personalized learning model that enables students to use online adaptive software
during small group reading and math instruction.
At EFC, we define personalized learning as using data strategically to identify targeted learning
objectives for individual students, to organize those students by learning objectives, and to use
flexible homogenous group instruction to provide targeted instruction in students' ZPD and to
leverage technology and leveled texts to facilitate targeted practice. At EFC, we believe
personalized learning addresses two needs: 1) The level of differentiation and scaffolding
required to serve ALL of our students, and 2) the programmatic structure required to
authentically build capacity to self-manage learning.
Education for Change believes that having a coherent instructional program is essential for
student success. A coherent program ensures that students experience an instructional model that
builds on previous knowledge and skills, and has uniformly high expectations to allow students
to focus on the new content in their ZPD. Using online adaptive curriculum serves three critical
purposes: I) The adaptive nature of some literacy software enables students to be receiving the
targeted lessons and practicing the skills appropriate to their ZPD, 2) content can be made
accessible by adapting the reading level and providing scaffolding and supports, and 3) teachers
can then focus their lessons and precious student time on developing and facilitating more
challenging performance tasks, building the skills dictated by the higher levels of Bloom' s
Taxonomy (facilitating debate, discussion, inquiry projects, research and analysis).
38
Vygotsky , L. Mind and Society. Cambridge, MA: Harvard University Press, 1978. 79-91 .
66
Initial results at organizations that have implemented personalized learning like KIPP, Firstline
Schools, Summit, Rocketship, and Aspire show that personalized learning helps to accelerate
learning both for those who are behind in ELA and for those who are at and above grade level. 39
It is also effective in enabling access to content because it can adapt to a student's reading level
or provide immediate support and scaffolding with vocabulary words or concepts that are
challenging, particularly for English Language Learners and students with learning disabilities.
See Appendix A27for USDOE Evaluation of Onli111: Lrnrning
Online learning has been in place for decades, especially at the secondary level and college
levels. More recently, online adaptive learning has been embraced by K-8 schools as a means to
more effectively differentiate instruction and enab le students to receive instruction in their ZPD.
Many schools also use online adaptive learning to enable more strategic human capital models,
become more creative around scheduling, and enable tier 2 interventions. EFC allies and partner
organizations like Aspire, Rocketship, Summit, Firstline Schools, and Alpha have shared their
learnings and tools to support our work and school development process. ERES Academy,
Aspire's K-8 school in the Fruitvale serving an identical student population as most of EFC's
schools, saw a 47-point API gain after fully implementing a blended rotation model. Liz Amey,
Aspire's personalized learning lead at the time, attributed that growth to their increased ability to
differentiate and more effectively deliver small group instruction. They expanded their pilot to
their other schools nationwide as a result of their initial success. In addition, partner school Unity
High has been implementing personalized learning rotations in their Algebra classes since 2011,
and they have seen dramatic increases in Algebra perfonnance, doubling proficiency rates
serving a very simi lar student population here in Oakland.
Online adaptive learning enables the following -
• Repetition: Students can repeat lessons as needed without the teacher having to reteach
an entire class. For example, in a Khan Academy video, students can re-watch the video
multiple times, if needed.
• Adaptivity: Many online software programs will adjust the content that a student sees
based on whether they just responded correctly or incorrectly. The pathway through the
curriculum is thus customized to each student's needs.
• Failure as motivation: Many online software programs use game design to ensure that
students stay motivated. Thus, students who are struggling receive encouragement to
improve rather than messages of failure simply because they are moving at a slower pace.
Unfortunately, because the implementation of personalized learning in TK-8 settings is still

relatively young, there is minimal research on the impact of personalized learning in TK-8
settings. The US Department of Education recently published a meta-analysis of the research
literature from 1996 through 2008 reviewing over a thousand empirical studies of online
39
"Blended Learning." Michael and Susan Dell Foundation. Michael and Susan Dell Foundation,
n.d. Web. 17 Aug 2013. http ://www.msdf.org/programs/urban-education/initiatives/united-
states/blended-learning.
67
learning. The studies were screened to find those that (a) contrasted an online to a face-to-face
condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d)
provided adequate information to calculate an effect size. They found that students in online
learning conditions "perfonned modestly better than those receiving face-to-face instruction."
The effects were larger in those schools that blended elements of online and face-to-face
instruction.40
The Dell Foundation developed a set of case studies around the implementation of personalized
learning in K-12 schools. We reviewed these case studies in detail and developed partnerships
with many of the organizations highlighted. All of the organizations have shared that the
implementation of personalized learning has resulted in increased student outcomes.
See Appendix A28.for ASCEND 's outcomes under personalized learning and Appendix A29 and
Appendix A30 for the Dell Foundation's Blended Learning Report and i-Ready 's National
Growth Analysis.
In an effort to differentiate instruction and to provide targeted feedback to students, LWL is

working to implement personalized learning in all grades. To support differentiated reading time
in all classrooms at L WL, students rotate through adaptive online content, guided reading lessons
with the teacher, and finally to literacy centers. With the help of technology, this instructional
block maximizes differentiated and personalized learning. While at the personalized learning
station, students engage in literacy-based software, such as ReadingPlus, iReady, and Reading
Assistant. These adaptive, web-based software provides informational texts to students at their
individual instructional reading level, monitors for comprehension, and provides extension
activities. Through this software, students receive personalized instruction to meet their needs
and support them to accelerate reading proficiency. Preliminary analyses suggest a correlation
between growth on standardized assessments and use of the personalized learning programs.
This data is being used to strengthen further implementation of personalized learning at LWL.
Accelerated Reader supplements our core language arts curriculum and provides students the
opportunity to choose books of interest, read at their independent reading level and follow-up
with on line quizzes that are unique to each selection. The combination of engaging technology
and immediate feedback on progress motivates students to independently tackle short-term
progress goals for literacy comprehension. The chief benefits are the fostering of an independent
love of reading and greater access to "just right" books. Moreover, Accelerated Reader further
allows teachers to continually monitor their students' reading comprehension progress by
providing data beyond what is generated through guided reading. We also use other adaptive
software such as iReady, Raz Kids and Lexia to support students with reading and writing.
See Appendix A3 I for Blended Learning at L WL
Literacy Centers
40
Means, Barbara, Yukie Toyama, et al. United States. Department of Education. Evaluation of
Evidence-Based Practices in Online Learning. Washington DC : , 2010. Print.
68
During literacy centers, students will engage in a variety of activities, including literature circles,
accountable independent and partner reading, reciprocal teaching, and extension activities. All
of these strategies have been proven to improve reading and comprehension skills. They also
give students time to practice independently or with a partner, and provide a measure of
accountability for reading progress. These are high leverage literacy activities that provide
feedback to students.
Research shows that "readers need to read a lot because it is during the actual reading that they
can practice all those complicated strategies and skills they are developing in unison .. . The only
way to do this is to design interventions such that struggling readers engage in lots of text
reading." 41 Currently, we are working to ensure all students spend significant time engaging in
independent or partner reading practice during literacy centers at L WL.
These literacy centers, in coordination with blended rotation and guided reading, will provide
each student with a differentiated reading experience that effectively works to accelerate reading
proficiency.
Writing Workshop
L WL teachers aim to ensure that students are writing every day. In addition to many writing
opportunities across all content areas, explicit and targeted writing instruction will occur through
writing workshop, which will be aligned to the Common Core writing standards. Teachers will
deconstruct specific text types, and all students will receive differentiated feedback on
mechanics, process and craft using the Core Ready curriculum as a guide in this work. In
alignment with the Common Core, writing workshop will emphasize informative and persuasive
writing, in addition to narratives, and the revision stage of the writing process.
Ongoing writing projects are organized by grade-level and are designed to emphasize strategy
and skill standards while simultaneously reinforcing students ' experiential understanding of the
writing process. Students regularly respond to prompts in order to support their ability to write
well for various contexts. While students are writing, teachers meet with individual students or
groups of students to provide feedback and present mini-lessons. The teacher also provides
strategic whole-class mini-lessons that support students' ability to write independently. During
the individual meetings, the teacher carefully tracks and monitors student growth and uses that
data to inform lesson planning so the child receives the next strategic lesson to move his/her
writing forward.
Eventually, students will receive differentiated feedback during writing workshop through
guided writing groups and individual writing conferences.
Writing workshops will include the following strategies:
• Explicit quick lessons on mechanics, process and craft of writing

• Units focusing on text types
Allington, R. A., What Really Matters in Response to Intervention: Research based Designs.
41
Boston , MA: Pearson Education , 2009.

69
• Workshop time for students to receive differentiated guided practice
• Writing conferences
• "Share" time
We will continue drawing on a number of curriculums to ensure we meet the needs of students
and teacher. Currently we are using Core Ready, which includes a pacing guide and an EL
component and is aligned to the Core Ready units used for reading instruction. We are also
drawing from Lucy Calkins, Writing Workshop, Step Up to Writing, Being a Writer, and the
SEEDS of Early Literacy framework.
Listening and Speaking

Students will learn to use academic discourse to express their ideas, opinions and thoughts, using
evidence to support them. Students will be provided with academic discussion stems and
protocols to support their ability to engage in discussion with each other in small group and
whole class settings.
Students will be explicitly taught the oral language they are expected to produce in their writing.
Many standard oral language practice routines are integrated into the classroom to ensure that all
students are practicing oral academic language on a regular basis. These routines include: think
pair share, talking sticks, lines of communication, give one get one, and discussion cards.
To further support oral language development for all students, L WL will provide through a
combination of online adaptive programs and teacher-led lessons:
• Explicit instruction in vocabulary, front-loading for ELs and opportunities to apply

vocabulary strategies in authentic ways
• Explicit instruction of word structure (roots, prefixes and suffixes)
• Explicit instruction of reading comprehension strategies in authentic ways and
opportunities to practice reading comprehension strategies
• Explicit instruction of writing strategies in a variety of genres
• Explicit instruction of conventions, and opportunities to practice and apply writing
conventions in authentic ways
• Explicit instruction of oral response strategies, including the use of sentence stems and
starters to strengthen academic English, and opportunities to use these strategies in
authentic ways
See section on Supporting English Language Learners for more details.
Assessment
Each component of our balanced literacy program will have its own assessment program. The
primary formative assessments will be the Developmental Reading Assessment (DRA2) and the
Kil Diagnostic (an EFC designed assessment that assesses early reading behaviors, phonemic
awareness, letter names/sounds, and basic phonics) to guide instruction and grouping. We also
are implementing Common Core based benchmark assessments designed specifically by
Amplify (formerly Intel-Assess) to inform overall progress towards Common Core mastery.
70
Additionally, teachers will create formative assessments using a Common Core-aligned item
bank and short, standards-aligned Quick Check assessments from Amplify (Intel-Assess).
As our multifaceted balanced literacy program will require a lot of support and collaboration,
L WL intends to designate significant time towards grade level planning, data analysis on
progress, and professional development.
Research on reading shows that successful readers receive :

• Systematic and explicit instruction in phonemic awareness, phonics, fluency, vocabulary,
and reading comprehension strategies
• Ample opportunities for guided practice
• Systemic cueing of appropriate strategies in context
• Appropriate levels of scaffolding as children learn to apply new skills (Lyon 2004)
Teachers utilize various instructional designs to explicitly teach students the strategies and skills
that research shows good readers and writers have. For instance, when reading a selection,
teachers model the metacognitive reading strategies and then have students use those strategies
themselves to better understand the text with which they are interacting. Guided Reading
provides time for students to receive individualized instruction at their instructional reading
level , and Close Reading allows students to apply their learning to complex, grade level texts.
This balance prepares students for future success in school and beyond.
KEY PRACTICE 3: Learning Targets and Authentic Assessment
Goals
As an Equity Centered Professional Learning Community, we constantly ask ourselves the four
questions typical of a Professional Leaming Community as given by Rick DuF our. We describe
here how we seek to address the first two of these questions: What do we want students to learn ?
Ho w will we know if they learned it?
Instructional Strategies
What do we expect students to learn ? This seems like a simple question, but we have discovered
that the better we get at answering it, the more effective we are at leading students to academic
success. Through study of the Common Core Standards, analysis of benchmark assessment items
based on those standards, and a careful look at prerequisite skills needed to master standards, we
gain a deeper understanding of what we should expect students to learn in core skill areas of
English Language Arts and math.
We have become increasingly mindful of the fact that as E.D. Hirsch puts it "the more students
know, the more they can figure out." For us this means being increasingly intentional about
what social studies and content students receive exposure to over the course of their years at
L WL. A team of grade level leads dedicate a significant amount of time to vertically aligning
content in social studies.
How will we know if students have learned it? In addition to benchmark and formal assessments,
teachers devise formative assessments specific to learning targets. Sometimes these assessments
71
are strictly observational and take on ly moments to conduct, such as when a teacher observes
that a student can write the letter "c" or listen to the student say out loud the sequence of events
of their morning before coming to school. Sometimes the learning targets call for "exit tickets"
or other quick written assessments, such as when students are asked to show they remember how
to add two digit numbers without regrouping before moving on to re-grouping. For some
learning targets, common formative assessments are warranted. Teachers give common
formative assessments when a learning target is pivotal for future understanding and/or when
teachers have different methods for teaching a target and would like to coll aboratively determine
the relative effectiveness of strategies and/or when teachers cumulatively assess groups of
learning targets or standards to determine the need for intervention across a grade level.
Assessment
In addition to weekly formative assessments, the Assessment Matrix below provides a list of the
assessments that Leaming Without Limits assessments students will complete. More
infonnation about specific assessments is included in each of the cunicular areas described
within Key Element 1.
Assessment Matrix
Subject Grade Levels Assessment Annual Frequency
ELA GrK - 1 Kil Reading 1 - 4x

Diagnostic
ELA Gr2 - 5 Standards-based 2 - 3x

benchmark
ELA GrK - 5 Developmental 3 - 4x

Reading Assessment
(DRA)
ELA Gr 3 - 5 SBAC lx
ELA GrK-5 Writing Perfomiance 2 - 3x

Task
Math GrK-5 Standards-based unit 5 - 8x

assessments
Math Gr 3 - 5 SBAC lx
ELD GrK - 5 CELDT (will lx

transition to ELP AC)
Science Gr5 California Science lx

Test (CAST)
Physical Fitness Gr5 Physical Fitness Test lx
72
(PFT)
Multiple GrK- 5 Common Formative Daily
Leaming Without Limits teachers use data from the assessments outlined in the above
Assessment Matrix to:
Understand what students are learning, where the gaps in understanding are, and to
bridge those gaps through instruction
To monitor progress and identify where intervention is needed to close achievement gaps
To identify teachers or grade levels that are having success in specific standards, learn
from those best practices and share them across the community to improve instruction
In addition to data from the assessments listed in the Assessment Matrix, L WL teachers use data
from inquiry projects, exit tickets, observational monitoring logs, presentations, and other
artifacts to regularly monitor progress student progress and adjust instruction.
Assessment of Learning: Data Analysis

Standards-based benchmark assessment will be used as the primary driver of the assessment of
learning (Stiggins) data analysis cycle, where teachers see what's been learned and what needs
reteaching. LWL uses EFC ' s data analysis protocol that leads to specific instructional response
plans and goals. After each benchmark assessment, grade level teams analyze their classroom
data, utilizing data reports that show grade level, classroom, and individual student results. These
reports provide disaggregated data by relevant subgroups such as ethnicity and English
proficiency.
Teachers also review item analysis reports that are sorted by the key standards and allow for
error analysis. Analysis of writing prompts is another source of data that is used to develop
mitigations, instructional responses. Once areas of strength and weaknesses are identified,
specific goals are set for the identified areas of weakness. Once teachers have conducted the
data analysis and set goals, they develop instructional mitigations, instructional responses, which
depending on the data may be whole group reteach or specific small group instruction lessons.
Once these mitigation lessons are taught, teachers use formative assessments to determine what
students have learned and whether they have mastered the objective of the instructional
mitigation. The benchmark results and formative assessment results can also be analyzed to see
if particular teachers are having greater success than others. Within the collaborative
professional culture, the expectation is that teachers would share their best practices so that
everyone can benefit from their successful practices.
See Appendix A32 for Sample Data Analysis Protocol
Professional development in how to analyze data and the necessary content knowledge to
develop instructional implications is a vital component of addressing the needs of low-achieving
students. Site professional development and collaboration time allows teachers the opportunity to
analyze data, develop content expertise, delve into the curriculum, study the components of the
curriculum that address the needs of low-achieving students, learn from one another, and plan
73
collaboratively to improve the instruction delivered in the classroom. Some examples of
professional development activities that support the data analysis cycle include:
Analyzing student data into specific groups such as non-decoder, low nonfluent, and mid
nonfluent. Within each group detennining the specific need, which may entail utilizing
multiple assessments to determine that need. For instance, are students who are not
decoding struggling with the same sound-spelling patterns? Once the specific needs are
determined, developing instructional mitigations based on those needs.
Developing content knowledge in the Reading Process or Mathematical content
Planning small group instruction/ mitigation lessons and formative assessments
Collaboratively, cognitively planning lessons to maximize the engagement of all students,
particularly intensive need students, including scaffolding instruction for students so all
can have access to the core curriculum
Conducting a gap analysis in the instruction, and designing enhancements to upcoming
lessons to effectively address the standards and student needs
Assessment for Learning

As discussed in Assessment of Learning above, formative assessments allow teachers to
determine if students have mastered the standards-based objective prior to the next summative
assessment. However, formative assessments have another function at Learning Without Limits
as they are "assessments for learning", where students are encouraged to take charge of their own
learning (Stiggins). Students will set personal goals, know what the next step in their growth
needs to be in order to move to grade-level mastery or beyond. This process will allow students
to self assess and develop a "road map" for the skills they will develop to reach or exceed grade
level mastery. Using this self-reflection, goal setting and progress monitoring process, students
will lead their report card conferences, reflecting on their own areas of strength, areas of focus
for growth and the specific skills they need to work on. Students will reflect on their growth
over the year during the end-of-year Exposition of Learning.
Future Goals
We are taking into account the Common Core Standards and identifying areas of overlap and
difference with the California State Standards. As grade levels make progress with their
deconstructing work, we intend to engage in cross-grade level collaboration in order to have a
school-wide articulation of learning targets that we use for all students.
We also have noticed that students tend to master those learning targets most completely that are
not just taught and practiced once or a couple of times, but are practiced as part of a daily
routine . We therefore intend to identify ways to build in routines that give maximum
opportunities for students to authentically practice the skills in key learning targets in the context
of meaningful curriculum. See "Future Goals" under "Key LWL Practice 5: Emphasize Cross
Curricular Connections" for more on this topic.
KEY PRACTICE 4: Academic, Socio-Emotional and Behavioral Intervention
Since Spring 2014 Learning Without Limits has been participating in a grant-funded program
called Unconditional Education (UE) in partnership with Seneca Family of Agencies. UE is a
74
whole-school intervention that incorporates a trauma-informed understanding of the mental
health and academic challenges that underlie many students' needs in an innovative multi-tiered
intervention framework that integrates academic, behavioral, and social-emotional supports. SRI
has completed an independent preliminary evaluation of the first year of implementation for the
UE program at LWL and three other EFC schools (ASCEND, Cox Academy, and Lazear Charter
Academy). In the evaluation SRI compares students attending schools participating in the UE
program to similar Oakland students attending schools not participating in the the UE program.
Preliminary results are very positive and not only highlight a positive impact of the UE program
itself, but also highlight how L WL's UE implementation has been particularly positive.
Findings for All Students

Outcomes I Learning Without Limits I Oakland UE I Oakland Comparison
SBAC ELA 2432 2438 2446
SBAC Mathematics 2460 2450 2451
Attendance rate 96% 96% 96%
Suspensions (per 100 students) <1 4 4
On average, LWL students performed 6 points lower in ELA but 10 points higher in mathematics
relative to Oakland UE. Additionally, LWL students performed 14 points lower in ELA, but 9
points higher in mathematics relative to Oakland comparison. L WL students attended school at
the same rate as Oakland UE and Oakland comparison and experienced fewer suspensions than
both Oakland UE and Oakland comparison students.
Findings for English Learners

Outcomes : Leaming Without Limits : Qakland UE \ Qakland Comparison
SBAC ELA 2400 2373 23 92
Atte ndance ra te 97% 96% 96%
On average, ELL L WL students perfo1med 27 and 25 points higher in ELA and mathematics
respectively (relative to Oakland UE). ELL L WL students also performed 8 and 15 points higher
in ELA and mathematics respectively (relative to Oakland comparison). ELL L WL students
attended school at a higher rate, and experienced fewer suspensions than both Oakland UE and
Oakland comparison students.
Ensuring all students succeed through our partnership with Seneca Family of Agencies to
implement their Unconditional Education model
The All In! Partnership between Education for Change and Seneca was fom1ed in 2012 to
collaborate on the implementation of the Unconditional Education model ; a system of school-
wide academic and social-emotional interventions that aim to improve the success and well-
being of all students. Learning Without Limits carries out the Unconditional Education model by
realigning resources to support early intervention, supporting students before they fail, and
facilitating the provision and coordination of both academic and non-academic services, thereby
removing barriers to student success.
75
EFC utili zes the Multi-Tiered System of Supports (MTSS) tiered framework to provide aligned
academi c and social emotional approaches to prevent student struggle and remedy existing gaps.
MTSS establishes criterion for decision-making around three tiers of services, with Tier 1
services implemented school-wide, and Tiers 2 and 3 targeting students who require additional
services to succeed. The integrated, data-driven approach of MTSS has been shown to be
effective in enhancing student achievement school-wide, but its implementation is often hindered
by the level of expertise required for implementation and coordination of different levels of
service provision. In addition to the expertise of existing school personnel, the All In!
Partnership leverages the capacity of Seneca Family of Agencies, whose core competency lies in
service coordination and the delivery of more intensive education and social emotional services.
When this competency is introduced into a school where leadership and staff are committed to
success for each student, the path towards school effectiveness for ALL children is accelerated,
and students are pushed to higher levels of achievement. The process requires consistent
communication on assessments, anecdotal data, and other check-ins between Seneca, teachers,
and other service providers in order to improve student success.
The graphic below illustrates the levels of interventions Leaming Without Limits is committed to
providing as part of a comprehensive student support system. L WL facilitates a Coordination of
Services Team that oversees the implementation of the tiered support system. Clinicians and
Student Support Assistants provide Tier 2 and 3 behavioral interventions, as they have expertise
in providing intensive support services for students who require targeted support in learning
positive behaviors. Tier 2 and 3 socio-emotional interventions can be provided by Clinicians and
other strategic staff as appropriate. The Academic Intervention Specialist (traditionally the
Resource Specialist holding a Special Education teaching credential) provides Tier 2 and 3
Academic interventions. Tier 2 reading intervention is also provided by L WL 's Reading
Interventionist. Tier 1 behavioral interventions are implemented by classroom teachers with
support from the administration and Seneca staff through the PBIS framework. Tier 1 Academic
interventions are provided by the classroom teacher and the school support staff. Tier 1 Social
Emotional Interventions were identified as a need at the school and is described in more detail
below.
See Appendix A33 for the All in! Program Overvieiv
Process
76
All-In! Multi-Tiered Model for Intervention
a
TIER 3 • INTENSIVE :
The most intensive of the three tiers often requires o ne -to- DATA-BASED
one su pport or addresses a considerab le ski ll gop far COORDINATION OF
students ot the lowest level s of academic o r soc ial SERVICES
emolio na l ac hievemen t. Included in th is gro up are many
students with IEPs for a ran ge of disabilities.
Seneca's team structure s and
facilitates a high functioning process
to support integrated service
TIER 2 • TARGETED :
planning and develops school-
wide procedures to en sure the
Students receiving targeted interventions ha ve identification of students
demo nstrated the need for support to supplement requiring additional
whot is offered in the classroom. These are most intervention.
often smal l group interve ntions delivered to
special o r general education students within the
classroom or os a pu II-o ut.
TIER l • UNIVERSAL:
As part of high qua lity instruction, in a
cl imote of positive clo ssroom cu ltu re,
students receive interventions ot many
points throughout the day. Ski llfu l
teachers plan for and execute
in terventions that ad just and
accomm odate to the unique
behaviora l and academic
needs of their students.
Tier Special Education (alternative Behavior Intervention Individual and Family

3 curri culum to core provided Planning (BIP) and Case Therapy
by specialist) Management
Tier Academi c Intervention and Behavior Support Plannin g Social Skills and Therapy
2 Special Education (BSP) and Case Management Groups
(supplemental support in/o ut
of classroom setting)
Tier Rigorous Curriculum Classroom and School-wide School-wide Social

1 delivered through Highly Positive Behavior Emotional Curriculum and
Differenti ated Tnstructional Interventions and Supports positive School Climate
Methods
Goal 1: To increase the capacity to deliver effective interventions for all students through
the implementation of a multi-tiered framework
77
Intervention Assessment and Planning
On an annual basis, the partners will, as part of the annual site planning process, examine the
current status of student supports and create a schoolwide intervention plan that builds on the
particular strengths, challenges and aspirations of the individual school community. The
assessment process provides the opportunity to dive deeply into the culture of the school, build
h·usting relationships with staff, and pose questions that will inform the collaborative creation of
shared goals and strategies for the school year.
See Appendix A34 for the LWL Interventions Plan
The All-in! Partnership ensures that systems are in place to promote continuous perfonnance
improvement through the collection and analysis of multiple sources of data and feedback: (1)
through the use of an annual staff survey, the All-in! Partnership gathers insight from staff
members regarding the effectiveness of current interventions, including whether or not services
are integrated, data-driven, and youth-centered, (2) data on the distribution of staff and student
time across the three tiers of service are collected and analyzed to help inform decisions about
the future allocation of resources, (3) the School Wide Positive Behavioral Interventions and
Supports (SWPBS) Self-Assessment Survey (SAS) is implemented annually, to identify staff
perceptions of the status and priority for improvement in behavioral interventions at the school-
wide, classroom, and individual student levels, and (4) The Alliance for the Study of School
Climate's (ASSC) School Climate Assessment Instrument (SCAI) is implemented annually,
which considers climate across eight dimensions - physical environment, faculty relationships,
student interactions, leadership and decisions, management and discipline, learning and
assessment, attitude and culture, community relations, and special education - effectively
encompassing the critical components of school climate identified in current research. 42 All of
these assessment components are synthesized into a sumrnative report and the school team uses
this information to create a responsive implementation plan that contains prioritized goals and
strategies for each new school year.
Coordination of Services Team (COST)

This team consists of 8-10 key stakeholders, including administration, intervention staff
(representatives delivering tier two and three interventions including members of the special
education and mental health teams) and classroom teachers. The team creates a uniform,
comprehensive referral form for teachers to use when concerns arise about a student's academic,
behavioral, or social-emotional challenges. Each week, the team discusses teacher referrals,
h·iaging students for more in-depth discussion and matching them with correct support services,
including supportive interventions that can be implemented by teachers within the classroom.
Teams also spend time focusing on school-wide academic, behavioral and social-emotional data
(including academic assessment scores, office discipline referral data, and attendance rates) to
determine priorities, establish thresholds for different levels of intervention and match resources
to needs. Each week, the team also completes one-week reviews and eight-week reviews for
students who have been assigned to specific interventions.
42
Austin et al., 2011 ; Zulig et al., 2010.
78
See Appendix A35 for a COST system.floivchart and Appendix A36.for a COST.form.
Cross-System Collaboration
Students with the most critical need of support, including those with disabilities, are often served
by multiple providers both on and off campus. The All-in! Partnership ensures that expertise and
services provided by mental health, child welfare, and probation agencies are seamlessly
integrated into a student's school-based intervention plan. This includes providing education to
teachers and school staff around the role of these public agencies and coaching them around their
responsibility and opportunities for coordination on individual cases.
Goal 2: To increase achievement for struggling students 43 , including students with

disabilities
The primary focus is to ensure that high quality, universal interventions are implemented at tier
one, through the provision of training and support in differentiated school-wide academic,
behavioral, and social emotional curricula as detailed in earlier sections of this document. Tier 2
and Tier 3 services are provided by a team of credentialed and licensed service professionals (i .e.
special education providers, school psychologists, reading specialists, therapists, social workers,
speech-language pathologists, occupational therapists, and behavioral analysts). These high
quality, customized, data-driven interventions are designed to reduce the need for later referral to
higher levels of service. The multi-tiered framework serves as a vessel for the delivery of
evidence-based practices that are selected based on the unique needs of the school and students.
Students identified for Tier 2 services will engage in six to ten week cycles of intervention
focused on remediating specific gaps. All intervention specialists engage in regular progress
monitoring to evaluate the effectiveness and to gain valuable infom1ation about adjustments
needed. A team of interventionists provides both push-in and pull-out instructional supports
aligned with Tier 2 and Tier 3 student goals . With such prompt and targeted intervention, many
students quickly improve and can be sufficiently supported by school-wide or classroom-based
tier one interventions. Students who do not respond to Tier 2 interventions are considered
candidates to receive support at the third tier of intensive services. This is a critical aspect of our
approach - leveraging tier I to minimize the need for tier 2 and leveraging tier 2 to minimize the
need for tier 3. Overall, where EFC has been particularly successful is providing intensive tier 3
services as appropriate AND leveraging tier 2 to minimize the need for tier 3. In a typical
system, an IEP often triggers both tier 2 and 3 services, but at L WL and across EFC, the COST
process can trigger intensive supports without an IEP.
Level of Service All Students Students with IEPS only
Tier 3 Only 28 14
Tiers 2 and 3 22 19
Tier 2 Only 107 0
43
Students receiving Tier 2 or 3 academic, behavioral, and/or social-emotional interventions
79
'TOTAL 157 33
Leaming Without Limits provided 157 children, more than one-third of its student population,
with intensive supports above and beyond tier 1 general education scaffolding, personalization
and differentiation, though there are only 33 children with IEPs. This included academic
interventions from specialists, counseling and social emotional groups, behavioral interventions
and support, and social work/family supports.
See Appendix A3 7.for a list ofAcademic interventions.
Tier One, Academic

Our academic leadership team, comprised of administrators, coaching staff, and the Instructional
Leadership Team , work to build capacity of LWL teachers to implement research-based
curricula, instructional methods, and assessments focused on differentiation and the engagement
of diverse learners. Fidelity to the implementation of identified curricula and assessments are
monitored by regularly observing classrooms and helping the school to establish systems to track
classroom data. Use of data to personalize instruction has become a recent focus at L WL. In the
classrooms, teachers have transitioned over the past five years from a more whole-classroom
with differentiation approach to a small group personalized approach leveraging online adaptive
software, using data to form strategic and flexibl e homogenous groupings to target direct
instruction.
Tier Two, Academic

The intervention team reviews formal and informal school-wide data at each of our three cycles
throughout the year to develop targeted intervention groups. In addition, the intervention team
reviews formative data at monthly grade level meetings. The COST team works to develop
thresholds for the initiation of Tier 2 services, considering data gathered from various
assessments . Students are identified to participate in 8-10 week cycles of push-in or pull-out
academic groups, targeting the specific content gaps revealed through assessment data. Progress
is measured through appropriate, standardized tools such as the Diagnostic Reading Assessment
(DRA), phonics screeners, benchmark exams and observation. Each student's progress is
assessed at the end of the cycle by the COST team to determine if they are ready to return to Tier
1 levels of support, if they need an alternative type of intervention, or if they may be candidates
for Tier 3 services. Sh1dents in grades 1-3 who require additional intensive support in literacy
growth are targeted for summer programming. This past summer, participating students grew an
average of 1 month versus sliding 3 months (prior year data indicated 3 months of summer slide
without summer intervention).
Tier Three, Academic

Tier 3 academic services are mostly provided for students with Individualized Education
Programs (IEPs) who require intensive daily instruction in a curricular program that replaces the
general education curriculum in a specific content area because the general education curriculum
even with modification is not appropriate based on the individual student' s needs. These are
push-in and/or pull-out services provided by trained special education teachers as indicated by
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the student's' TEP and progress on IEP goals are closely monitored over time. TEP goals are
reviewed at least annually and students are re-assessed for tier 3 services every three years.
Tiered Behavioral Services

The foundation of the school culture approach is Positive Behavioral Interventions and Supports
(PBIS), a program utilized in many EFC schools and supported by our partnership with Seneca
Family of Agencies. PBIS is not a curriculum or a program. It is part of our larger MISS
framework for behavior support. It is an approach designed to intervene effectively and prevent
escalation of problematic behaviors. PBIS emphasizes four integrated elements: (a) using data
strategically to info1m decisions, (b) setting clear measurable outcomes, (c) identifying practices
that will deliver those outcomes, and (d) systems that efficiently and effectively support
implementation of these practices. At the foundation of PBIS is classroom-level support and
training to ensure teachers are creating supportive and rigorous classroom cultures with clear
systems and procedures in place to promote positive behavior and that they have a strong toolkit
of strategies to prevent and address problematic behaviors at a Tier 1 level. The school then
needs a set of support systems at Tiers 2 and 3 to ensure students with more intensive behaviors
have access to those resources.
Learning Without Limits utilizes School-Wide Positive Behavioral Interventions and Supports
(SWPBS), an evidence-based practice that has proven effective at reducing behavioral
challenges for students, including students with disabilities. 44 SWPBS provides the architecture
for building system change within a school that is aimed at bringing about positive school
climate. An SWPBS team is fonned , consisting of six to ten key stakeholders with representation
from administrative leadership, intervention and support staff, general education teachers, and
family/community liaisons. The team undergoes a training series (2-3 days per school year) to
build understanding of the model's core features, explore various behavioral intervention
strategies at each tier, and learn about the tools and process of monitoring progress and fidelity .
Tier One, Behavioral

The SWPBS team plays a key role in the development and implementation of Tier 1 practices.
Through a collaborative process that takes into account the unique culture and climate of the
school, the team works to ( 1) identify school-wide behavioral expectations, (2) create a clear
picture of what these expectations look like and (3) ensure that these behavioral expectations are
explicitly taught to students. Once these expectations are clearly articulated and taught to the
entire school community, the team creates a system in which students can be positively
acknowledged for demonstrating these behaviors. Another important role of the SWPBS school
team is to review the school's disciplinary practices for clarity and consistency and to ensure that
office discipline referral (ODR) info1mation is collected in such a way that data can be easily
monitored and aggregated for the purpose of tracking outcomes and making informed decisions
about referring students to higher levels of intervention. Our Culture lead is a key member of our
SWPBS team. He coordinates and delivers in class supports to our higher needs students, tracks
and analyzes behavior data, and communicates with teachers and families, in order to provide
comprehensive behavioral and emotional supports to our students.
44
Bradshaw et al., 2010; Cheney & Wa lker, 2004 ; Eber et al., 2002.
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Tier Two, Behavioral
The COST team works to develop thresholds for the initiation of Tier 2 services, considering
data gathered office discipline referrals and attendance. The team works to create behavior
support plans for students in need of additional or alternative support strategies in the classroom.
One such evidence-based practice that facilitates this process is Check-In Check-Out (CICO).
This approach offers additional motivation and counseling support for students who struggle to
meet the school-wide expectations. Students on CICO receive 2 daily "check-ins," or 10 minute
counseling sessions, from a trusted staff member around a small set of behavioral goals. These
goals are created based off of the school-wide expectations and the individual student's strengths
and growth areas. Staff work with the student to create an incentive menu that incorporates the
student's interests. Students can then use the points that they earn by meeting their behavioral
goals to purchase incentives. Each student's progress is assessed after eight weeks to determine
if they are ready to return to Tier 1 levels of support, or if they may be candidates for Tier 3
services.
Tier Three, Behavioral

These services include Functional Behavioral Analysis (FBA). FBAs identify antecedents to
problem behaviors, the purpose or function of the problem behavior, possible replacement
behaviors that could be taught to the student and strategies for ensuring that desirable behaviors
are reinforced and problem behaviors are not. The process culminates in the development of an
individualized behavior plan that is carried out and closely monitored by the team. Student
Support Assistants (SSAs) and Behavior Support Specialists (BSSs) deliver Behavior
Intervention Services in the classroom to aid students in utilizing replacement behaviors,
remaining engaged in class activities, and accessing classroom curriculum.
Tier One, Social-Emotional

To assess school-wide climate and social-emotional needs, Learning Without Limits collects data
annually through the SCAI and the Social-Emotional Screener (SES). In our 2015-2016 SCAI,
"Student Interactions" emerged as the most significant need at LWL. In addition, research
supports that children growing up in violent communities in high poverty experience a level of
stress that limits their abilities to excel academically. Therefore, L WL has identified tier one
social emotional-learning as an area of need. We are exploring multiple steps towards building
our Tier 1 SEL program, including the implementation of trauma-informed practices and a
school-wide social-emotional curriculum using Restorative Justice.
See Appendix A38for the SCA! resultsfor LWL

See Appendix A39 for the SCA! survey
Please see the section below on social-emotional learning.
Tier Two, Social-Emotional

The COST team works to develop thresholds for initiation of Tier 2 social-emotional services,
considering office discipline referral and attendance data, as well as infonnation gathered
through the social-emotional screener. Students are identified to participate in 6-10 week cycles
of group and individual therapy, such as Brothers on the Rise and Superflex, targeting the
specific risk-factors revealed through assessment data. Progress is measured through
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appropriate, standardized tools such as the Strengths and Difficulties Questionnaire. Each
student's progress is assessed at the end of the cycle to detennine if they are ready to return to
tier one levels of support, or if they may be in need of intensive, Tier 3 services.
See Appendix A40.for list of Social Emotional and Behavioral interventions
Tier Three, Social-Emotional

These services include individual and family therapy, provided by licensed clinical professionals.
Clinicians collaborate with youth and families to complete the Children and Adolescent Needs
and Strengths (CANS) assessment to identify the domains of greatest need for intervention. The
assessment provides a basis for the development of an individualized treatment plan, which
consists of measurable goals that are used to monitor treatment progress. Clinicians also utilize
the Partners for Change Outcome Measurement System to track clients ' own view of their
progress throughout the course of treatment.
Professional Development and Coaching

An essential goal of the All-in! Partnership has been to build internal capacity for sustained
implementation within each school community. This is done in large part through ongoing and
responsive professional development on a wide range of topics, including Recognizing and
Responding to the Effects of Trauma, and Self-care for Teachers Experience Vicarious Trauma.
All trainings are aimed at supporting teachers' capacity to meet the needs of struggling students
and students with disabilities within the classroom/school setting. A customized professional
development structure is set each school year, with additional content adjustments made
throughout the year to respond to the emerging needs of teachers. At Leaming Without Limits,
teachers will participate in select trainings as appropriate.
Caregiver Involvement
In a review of the literature, the National Center for Family and Community Connections with
Schools found that parent involvement has been shown to benefit students' academic, behavioral,
and social outcomes. 45 The All-in! partnership works to promote active caregiver involvement
both at the school-wide community level, and the individual student level. Processes are in place
to enable family members to experience themselves as active participants in the education of
their children. In some cases, this might include building bridges, by supporting leadership in
establishing welcoming environments (the Adult Learning Center, communication in parents'
primary language, etc.) and events (weekly parent meetings, cultural performances, fairs, etc.),
and working with active parents to serve as family liaisons and perform outreach work with the
larger parent community. Based on the expressed need of each school community, All-in!
provides trainings and workshops for parents to address such topics as child development,
positive parenting, and behavior management.
KEY PRACTICE 5: Emphasis on Cross-Curricular Connections
45
Henderson & Mapp, 2002.
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By maximizing cross-curricular connections, we deepen student understanding of ideas and
strengthen their skills in all curricular areas.
In preparation for each school year, teachers go through a standards mapping process. They
create a map of English Language Arts standards to determine the best sequence to teach the
standards, taking into account the content and timing of benchmark assessments, developmental
needs of children over the course of the year, and learnings from the previous year regarding the
sequence of content. Teachers then identify standards in science, social studies and mathematics
that lend themselves to connections with individual ELA standards and plan to teach them at the
same times of the year. Using a combination of standards-based planning, backwards planning,
Understanding by Design (UbD), GLAD and the C3 Framework for Social Studies, teachers
build units that maximize the opportunities for cross-cunicular connections.
See Appendix A41 for LWL Cross-Curricular Units
Future Goals
It is our intention to build on the backwards planning work described here and the work we have
done deconstructing standards described above and create a series of thematic units that further
deepens the cross-cunicular connections embedded in student learning and ensure that students
master learning targets and standards.
LWL ' s Grade Level Leadership Team is in the process ofreviewing our cunent units with a goal
of identifying opportunities to enhance inquiry arcs, embed opportunities for making/building,
integrate experiential and service learning opportunities, and maximize the use of technology to
support students' academic skill development, their facility with using technological tools to
create products, and to their curiosity.
KEY PRACTICE 6: Emphasis on Relational Element of Learning
Goals
LWL teachers tell students every day that we designed Leaming Without Limits so we could
have a school where everyone feels loved and cared about. We use cuniculum, provide
structures and systems and model practices that encourage habits of kindness and caring among
our students.

As discussed in the Social Emotional Leaming section of the charter, LWL uses Responsive
Classroom to create and maintain a classroom and school wide sense of community. Classroom
meetings are held in classrooms each morning in which students receive a message from the
teacher about the day and share something about themselves, lowering their affective filter and
preparing them to be in a learning space. All teachers use interactive modeling so that students
know and have the chance to practice and debrief the procedures and routines in the classroom.
Love and Logic is no longer explicitly taught to teachers as a set cuniculum, but its tenets
continue to permeate our work at L WL. Teachers lead with empathy in addressing student
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mistakes, and often delay consequences so they can collaboratively identify consequences that
are natural and tailored in response to the misstep.
Hiring Practices
One of the things that allows L WL to have such a powerful climate of caring relationships at the
school is that we screen for candidates who recognize the power of relationships to facilitate high
quality instruction. Without exception, the teaching staff at L WL recognizes the importance of
getting to know students and their families and actively works to get to know and understand the
personal and distinct set of past experiences and proclivities individual students bring with them
to school.
Partners
At L WL we actively seek out partners who share our understanding of the need for powerful
relationships and support students with strategies for building relationships. We teach students
collaboration and teamwork on the school yard, as well as strategies for resolving minor conflicts
easily and without escalation or the need for adult intervention. They work with the sense that
we need a world full of people who know how to play with each other nicely - and who know
how to solve conflicts when they arise. Roots of Empathy, a partner program we're welcoming
this fall, brings community infants into classrooms with their parents to help students develop
empathy. We also contract with a Social Worker who supervises counseling interns meeting
with students one on one who are in need of emotional support.
We believe in the value of students having experiences off campus together, particularly
overnight experiences. In addition to day field trips taken throughout the school year, for the last
seven years, we have been able to send 4'hgraders on a multi-day trip to Camp Arroyo where
they bond with one another and learn about the importance of taking care of the environment
through reducing waste, reusing materials and recycling.
We have also been fortunate to be able to take our s•h graders on a week-long trip to Mosaic for
the last several years. On this trip, students bond with one another and learn how to "make peace
not poison," and gain deeper appreciation of what it means to come from different cultural and
ethnic backgrounds. These trips have been made possible through the additional support of
grants written by teachers. We hope to continue offering these trips, depending on resources
available from our budget and additional grant funding secured.
Future Goals
We are always looking for ways to enhance the relationships among students, between students
and adults, and among adults .
KEY STRUCTURE 1: Supports for a Positive School Culture and Climate
At LWL, we are proud of our progress toward creating a school where all students feel loved and
cared for, and where students see themselves as college-bound. One of the reasons that we have
school affirms each morning. Below is a description of each component of the vision followed
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by systems, plans and training we use to support the positive climate necessary for the realization
of our vision.
Vision Statement
filled with curiosity, and we know that even when we face challenges we will achieve.
We stand on the shoulders of those who came before us ...

As we walk out of the school's doors, we appreciate all our teachers outside of school who have
made us who we are and have taught us by the way they live their lives. We have deepened our
knowledge that there is goodness in where we come from because we have studied the histories
and stories of our ancestors. We also have learned about and respect the contributions of the
ancestors of our peers of different cultures. We commit to learning more about our cultural
heritage. We are proud to represent our ancestors who made sacrifices so that we could be here
climbing the mountain to college. We will continue to follow the lead of our ancestors and leave
our own mark.
As we grow into leaders ...

As we walk out the school's doors, we continue to make good choices about how we live our
lives. We are good helpers who guide peers and push them to try harder. We set good examples.
We excel at presenting what we have learned. By the time we graduate from elementary school,
we know how to use computers to help us communicate because that is part of leading in the 21 '1
Century. We know how to construct a web page and put together a PowerPoint Presentation.
Because being a leader means communicating with different audiences, we know how to code-
switch with our body language and speech. Leaders are problem-solvers and we have
successfully solved many types of problems including math puzzles, clarifying concepts in
history and literature and interpersonal problems. We know that not all problems have one right
answer and we identify and evaluate alternatives. We feel safe taking risks and we know how to
make others feel safe. As we go on to middle school, we advocate for ourselves and remember
who we are instead of letting others tell us who to be.
Who are passionate and ...

By the time we walk out of the school's doors, we have found subjects that fascinate us. We are
experts among our peers in areas we have chosen and we share our expertise publicly as we learn
from the expertise of our peers. We intend to deepen our understanding of our area of expertise
and find other areas to learn more about.
Care about making our world better ...

Walking out of the school's doors, we take pride in helping our peers. When we grow up we
want to do something to give back to the community. We seek to understand those around us
and so we listen to their stories and we share our own, because by listening, understanding and
sharing, we promote peace.
We are equipped with skills and knowledge; filled with curiosity
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When we walk out of the school ' s doors, we have academic skills that will ensure we are
prepared to succeed in an academically rigorous middle school. We have expanded the wealth of
knowledge and questions that we brought with us to school. We know how to pursue answers to
our questions. We know that our voices and our questions are valid. Our curiosity grows with
each new experience. We also excel on performance-based and standards-based assessments.
We are scholars who have solved many problems and bring strategies with us as we come across
new concepts and ideas. We have gained a broad range of knowledge so we are able to quickly
incorporate new information into our thinking and apply it to situations we are familiar with.
Even when we face challenges we will achieve.

We walk out of our school 's doors knowing we are good people who are talented and fabulous.
We have taken on healthy habits of body and mind that will help us persevere through
challenges. We know we can accomplish anything we set our minds to because we have
experienced meaningful successes in school. We are persistent when we encounter frustration.
We are resilient. Even though there are powerful forces that would stop us, we overcome. Even
after we leave, we will keep affirming one another.
The following are some of the trainings, systems and additional supports that we have put in
place to support our progress.
Trainings
In-house training on engagement strategies that support instruction - As a school, we
recognize that engaging instruction is the most important element in creating a positive
classroom climate.
Responsive Classroom - This is a system designed to support classroom and school-wide
community. All teachers at LWL attend a one week training in Responsive Classroom
methods, including how to:
Run a morning meeting
Interactively model all the behaviors and procedures that are desired
Use teacher language that supports desired student behaviors
Clear expectations c01mnunicated to staff regarding how we respond to student behavior
through the "L WL Guide to Responding to Student Behavior"
Love and Logic - While teachers are no longer trained fonnally to use love and logic
strategies, many of the basic strategies are school-wide practice, including the shared
expectation that the one who breaks something fixes it and the delaying of consequences
to support reflection and provide adequate think time for adults to find natural
consequences suited to the circumstance. We also continue to hold the philosophy that it
is folly to try to plan out exact consequences for every possible scenario. Rather, human
judgment is necessary to account for the nuances of individual situations.
Toolbox - All of our faculty, administration, and after school staff have been trained to
use this social emotional curriculum aimed at providing students the tools they can use to
regulate their emotions, behaviors, and they ways they interact with peers and adults in
their communities. The Toolbox curriculum is taught by teachers throughout the school
year and reinforced daily with the use of Toolbox "fan decks" worn by all staff. On-site
clinical staff are also available to conduct push in sessions as needed.
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See Appendix A42for LWL Guide to Responding to Student Behal'ior
Systems
Referral system - office referral conversations staii with students writing a reflection.
Then they focus on healing relationships by making a plan for alternate choices in the
future.
Buddy referral system - teachers send students to a buddy class when taking a break in
class was not successful
Teacher buddies - students needing extra emotional support are assigned teacher buddies
who check in with students. Teachers do not take on more than 2 buddies.
Regular COST meetings - teachers submit referrals to the Coordination of Services
Team, which determines whether students will be prioritized for a SST or counseling, etc.
Weekly yard supervision meetings - yard supervision team meets weekly with the
principal to identify areas of concern and make adjustments. Love and Logic training
also takes place during these meetings.
Additional Positive Culture and Climate Supports

Two counselors carry a joint caseload of 16 students who they meet with regularly. They
also arrange outside services for students with ongoing needs, run four social emotional
support groups with a total of 22 students, and meet with a wide range of students for
one-time crisis counseling.
School-wide morning meetings: Every morning our school meets as a whole to say our
vision statement and sing. We make sure to start the day in a positive, connected way.
CLAP values are communicated in every classroom and monthly CLAP Awards
recognize one student from each classroom that has demonstrated those values the most.
A poster with photos of CLAP Award recipients is placed in the school entrance.
Students can express their appreciation and acknowledgement of their peers on the Show
Some Love wall coordinated by the Culture and Climate Committee (C3).
Drum troupe: A group of student volunteers practice drumming each morning before
school. On Fridays, they play at the school-wide morning meeting.
Positive climate coaching: Our Deans of Culture meet with most of the students who are
sent to the office. They help them reflect and decide on consequences. They also run
affinity groups and Baba Wain continues to teach and guide the drum troupe.
Physical beautification: We take advantage of volunteer opp01iunities to beautify our
space with the belief that students come to believe that they deserve to be surrounded by
beauty when we make the effort to beautify their space. We partnered with the Sierra
Club Tree Team to plant 25 trees on the blocks surrounding our school site and families
volunteered to water and tend to them over the summer.
Uniforms: The L WL uniform is worn with pride by all students. The unifonn displays
the school logo on the front - nurturing hands cupping a tree stylized to look like people
growing beyond the limits of a rainbow, with a butterfly flying beyond the rainbow. The
back of our uniform contains the uplifting message from the end of our vision statement:
" ... we will achieve." Future versions of the uniform may include the CLAP values on
the back and our new student-selected school mascot: the dragon.
KEY STRUCTURE 2: After School and Summer Program Extends Student Learning
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Oakland Leafs social impact proposition is for East Oakland youth to be creative, thriving and
contributing to their community. Oakland Leaf provides intentional programming to support
youth 's physical, social and emotional well-being, academic success, and commitment to social
justice activism. The Learning Without Limits and Oakland Leaf partnership helps students grow
into leaders who care about their peers and who are able to act in support of what they believe in.
Our youth-centered programming emphasizes identity and self-expression, empathy and
reflection, empowerment and leadership development, critical thinking, independence and
equality. Students and their fami lies are a part of a community where relationships are nurtured
and student growth is a collaborative effort.
LWL 's summer program serves students entering kindergarten, many of whom have their first
experience with school during this time. This serves as an important socialization experience for
them so that they begin kindergarten accustomed to the rhythms of school. Our first-through-
fourth-grade students who are achieving below grade level attend summer intervention for four
weeks to help them prepare for the coming fall. During summer intervention, district benchmarks
have been used as pre- and post-assessments to measure students' growth. Because we found in
previous years that the summer intervention was most effective for younger students, we
prioritized making spots available for younger students in the program.
KEY STRUCTURE 3: Family and Community Partnerships are Prioritized
Goals:
Create empowered families that actively participate in school decisions
Build strong family and school relationships
Maintain clear, consistent, regular communication
Galvanize community partners to best serve the students at Leaming Without Limits
Strategies/ Structures:
Leaming Without Limits operates under the premise that parents are their children's first and
most important teachers and that the teachers, parents/guardians, and students, by their own
choice, must work together as partners to create the potential for a quality education. Parents are
a vital part of this partnership, and accordingly, L WL will work to encourage all parents, even
those who traditionally have not engaged with the school community, to participate. We
therefore seek to partner closely with parents in the effort to make sure students feel loved and
cared about at school and when they leave our doors on the path to college.
Families are partners in the education of their children. Students and staff at L WL will make
families welcome, know them wel l, and engage them actively in the life and decision making of
the school. Regular communication and multiple opportunities for participation encourage
families to be strong partners in their children's learning.
whole child. We mean equal participation of and appreciation for all the individuals and
organizations who work for and with our children. We recognize the challenge of developing a
culture and program that is authentically inclusive of families and community members.
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Towards our goal of valued and integral partnership, we will implement the following:
Parent/teacher conferences: Teachers spend extra time with parents and students in order
to ensure that there is time for quality dialogue on student progress. These conferences are
mandatory for every family.We have been close to this goal and achieved 90%
participation at the last conference week in 2016. Teachers review the standards-based
report cards and show student work to demonstrate student progress towards these
standards. Students are expected to participate actively in this process in all grades, and
are empowered to lead these conversations in middle school. The conference is an
opportunity for students to practice being reflective, celebrating what they have learned
and setting new goals.
Parent education on curriculum and data: LWL holds regular meetings with parents to
review the latest data from assessments, what children are learning in the upcoming
trimester and how they are learning it, give suggestions on helping with homework, and
review future units. Teachers hold infonnational meetings specific to their classroom,
including an Open House at the beginning of the year.
The Family Leadership Council: Parents currently have a formal voice in the decision-
making of the school through the Family Leadership Council (FLC). The FLC meets
regularly to advise the principal and participate in impo1tant decisions affecting the
school. The Family Leadership Council consists of two representatives from each
classroom. L WL also recruited and hired a Family Resource Coordinator to guide the
Family Leadership Council, support coordination of events, and serve as the main liaison
between our FLC and school administration. Parents have a vital voice in every important
decision made at L WL such as budgeting, student programs, and curriculum. In addition,
Education for Change is committed to having parent voice on the EFC Board. Two
members of LWL 's FLC attend EFC Board meetings regularly and one of LWL's parent
leaders was elected as a Board Member this year.
Other opportunities for parent involvement include newsletters, school events (such as the Back
to School Night and Winter Celebration), volunteer opportunities, and Study Tours (field trips).
L WL parents and guardians are also encouraged to take an active role in supporting all aspects of
the school. Hundreds of families show up to events at school including the Fall Festival, Family
Reading Night, and end of year Carnival.
One highlight of family engagement has been the Computer Literacy Class this past year that has
served several families on our campus. We hope to offer this class again in addition to re-
establishing English as a Second Language classes for parents. Another stand out is our Family
Reading Night which for the second consecutive year has drawn local authors to visit our school
to interact with families and students and gives our teachers an opportunity to provide helpful
tips to parents about supporting learning at home and helping their children make growth in
much needed reading skills.
Community Partnerships
Building strong links with the local community is critically important to the school's success.
Learning Without Limits and EFC partner with individuals and organizations in the community
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that are dedicated to helping students obtain their academic goals and providing total child
support and development.
L WL has already developed strong partnerships it seeks to maintain, while it expands the
number and scope of its cunent partnerships. LWL's community partnerships fall into two main
categories: those that serve the variety of family needs and those that are targeted at providing
academic and enrichment services to students.
Current partners include:
• Reading Partners
• Bay Area Community Resources
• oco
• National Equity Project
• Oakland Schools Foundation
• Oakland Leaf
• Oakland Schools Safety Patrol
• Berkeley Chess School
• Fresh Fruit and Vegetable Program
• Upward Roots
• Roots of Empathy
• PlayWorks
• Seneca Center
• Alameda County Food Bank
• Casa de! Sol
• MOSAIC Project
• Developmental Teacher Education, UC Berkeley
Assessment
Parents are surveyed about their satisfaction with the school, including whether they feel
welcome at the school site, the depth of their relationships with school staff, the degree to which
the school empowers them to be part of the decision making process, and how well the school
communicates with them. Other metrics such as parent participation in the various meetings and
events, parent attendance at parent conferences, and the number and effectiveness of community
partners will also be considered in the assessment of the goals.
Future Goals
For the last year, the Family Leadership Council has met weekly to brainstorm ways to bring
more parents into the life of the school. This has led to the planning of successful events such as
Family Movie Night, our first annual Talent Show, and first upcoming Walk-A-Thon, in an
effort to make the school a space where families get to know one another when they are not busy
with picking up children and running from one task to the next. We hope to institutionalize these
events and make them a regular part of family participation in the school community.
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L WL and EFC will continue to reach out to a wide range of organizations to develop
relationships and to provide much needed support to the school community.
KEY STRUCTURE 4: Equity Centered Professional Learning Community
Goal
The goal for EFC's focus on professional development is to create think tanks and educational
laboratories for ideas, strategies, best practices, and success at each school site. Leveraging the
knowledge base and creativity of motivated and dedicated staff across multiple schools will over
time provide Leaming Without Limits and the other EFC schools with a vast repe1toire of tools
to utilize in their work toward providing an excellent education for all its students.
EFC firmly believes that reinventing the wheel time and time again is not in the best interest of
teachers and their students, so it continues to provide the support and assistance to help capture
the most effective practices at each school, organize them into instructional procedures and
scaffolds, and disseminate them to all of EFC.
Our professional development approach leads our teachers to:

• Analyze student data to create differentiated groups with individual instructional plans
• Track and monitor student growth and intervene and support as necessary
• Employ small-group instruction throughout the curriculum to meet each student's
academic needs as indicated by current data
• Collaboratively plan lessons and units that maximize the engagement of all students
• Utilize the school culture systems and rituals to engage students and support their
ongoing character development
At Leaming Without Limits, we seek to

• Create powerful, positive, unified, and collaborative learning communities where high
quality instruction and student achievement are the driving forces
• Provide professional development opportunities that allow instructional staff to grow
professionally and hone the craft of teaching
• Ensure staff have the capacity and content knowledge to fully implement the instructional
program developed in this charter petition
Strategies and Structures

Education for Change sees professional development as a key driver to improving instruction
and student outcomes. Our experience has shown that as teachers and administrators gain deeper
content and pedagogical knowledge, the results for students improve. As a cornerstone for all
EFC schools, all staff professional development is developed and conducted with the intent of
creating collaborative, supportive, continuous learning environments at each school. Just as we
encourage our students to achieve through high expectations and by providing the best
educational services possible, we look similarly at building this same culture of achievement,
support, and quality for teachers.
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We define professional development broadly, not simply as workshops that deliver new content,
although they are one fonn of professional development, but all professional learning community
activities (grade-level meetings, data analysis, enhancement planning, mitigation planning,
fonnative assessment), coaching, observing colleagues, teacher inquiry.
As schools with the same goals and similar populations, but different instructional models, join
the EFC network, the opportunity for growth and cross-pollination of great ideas increases.
ASCEND and Learning Without Limits both began implementing personalized learning school
wide after a year of pilots, and they have served as a resource for personalized learning. Each of
the schools in the EFC portfolio will have had success in different instructional arenas, which
then can inf01m others to improve outcomes for all.
Resources and Structures to Support PD
Teacher Professional Development I Collaboration Time

This daily professional development and collaboration time provides teachers with much-needed
time set aside for professional development and collaboration with colleagues within the school,
as well as with other EFC schools. Providing additional dedicated time each day that is fully
compensated allows all teachers at each school the time to move instruction to a high quality
level and truly build an environment and culture where high expectations for student
achievement can be a reality.
EFC teachers' workday is extended to 4pm to ensure there is time for professional learning
activities at the end of the day. This end-of-the-day daily collaboration time provides teachers
with much-needed time for meeting with colleagues. Also imbedded into the schedule is
collaboration and planning time during the school day. Teachers have common planning times
integrated into the schedule to ensure strong alignment across content areas and grade levels.
Learning Without Limits enhances beginning of the year professional development time for
teachers/staff by adding additional, fully compensated professional development days. A
majority of these days are usually scheduled for the week prior to the start of school to provide
teachers with compensated time to prepare their classrooms as well as engage in orientation and
professional development sessions focused on implementing the EFC instructional program and
building the EFC culture at the school.
See Appendix A43 for LWL 's Bell Schedule and Appendix A44 for the 16-17 calendar.
LWL Professional Development

Learning Without Limits is deeply committed to the power of professional development. L WL
leverages a variety of powerful professional development models including Professional
Leaming Communities (PLCs) , Inquiry, coaching, cycles of data analysis, and input of new
content. The overarching structure of professional development is the establishment of PLCs to
develop collaborative learning communities that focus on equitable student outcomes.
Professional Development is tied to our High Prioity Instructional Practices (HPIPs) that are set
each year.
See Appendix A45 for LWL Professional Learning Alignment Plan

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Summer Institutes
Professional development begins with the summer institute prior to the opening of the academic
school year. The first part of this institute takes place immediately following the conclusion of
the previous school year. Teachers begin to create or modify their year-long, standards-based
plans based on experience with the just concluded school year, following the Insight Strategic
Design method of backwards planning and defining standards. In addition to creating our
yearlong plans, teachers receive training in various areas. Topics from previous summer
institutes include guided reading, Responsive Classroom, and GLAD. The summer institute is
followed by weekly professional development sessions during the school year that carry the
same threads introduced during the summer institute.
Schoo/wide Focus
At the end of each year, our staff reviews our vision statement and analyzes how well we are
aligned with that vision. Out of this process, we prioritize three to four areas that need further
attention. Teams then meet monthly throughout the following year to address these topics.
Every year and every content area has had a specific focus area for professional development.
Leaming Without Limits has successfully retained teachers at a rate sufficient to focus annually
on specific practices, build mastery of those practices, and then identify and master additional
high-leverage strategies to move towards a more complete implementation of its instructional
model New teachers to L WL are trained and coached in these strategies and expected to
implement them as they learn them.
• Guided Language Acquisition Design (GLAD): All teachers completed a weeklong

institute followed by two years of on-site coaching including teacher observations with
feedback from GLAD coaches and reviewing of key strategies. All new teachers are
required to receive GLAD training.
• Responsive Classroom: The majority of teachers at LWL completed a weeklong
training, and all teachers participate in ongoing application of that model to our site.
Professional Development Days

As a cornerstone for all EFC schools, staff professional development is developed and conducted
with the intent of creating collaborative, supportive, continuous learning environments at each
school. Just as we encourage our students to achieve through high expectations and by providing
the best educational services possible, we look similarly at building this same culture of
achievement, support, and quality for our teachers.
The principals set the tone and develop the conditions under which staff members become the
keepers of the school's culture and values. As a result, staff development supports the school's
mission and basic values by fostering a positive campus culture, sharing the best instructional
practices, and encouraging individual teacher growth. Beginning with staff orientation before the
start of the school year, the principal and members of EFC's academic support team ensure that
teachers fully understand and support EFC's mission, goals, and basic values, emphasizing a
rigorous, standards-based instructional program. This orientation involves specific activities
94
designed to align the staff and foster teamwork and the building of a professional learning
community.
During the school year, staff development continues through professional development days,
professional development sessions, whole staff meetings, and grade-level team meetings.
Professional development typically takes place during the Wednesday minimum day . Education
for Change has built in a total of 14 days throughout the school year to support staff in data
analysis (individual, team, and school-wide), collaborative planning, and report card and
conference preparation.
The Leaming Without Limits Site Instructional Leadership Team works with EFC's Instructional
Management Team to detennine session content based on identified school site needs.
Instructional Coaching
In addition to the formally planned professional development trainings, EFC has committed to
supporting teachers and improving teaching through instructional coaching. LWL has worked to
streamline our coaching model that also provides focused instructional expertise for teachers.
Instructional coaches work with teachers in intensive coaching cycles that focus either on a
specific area of need at one grade level or a specific need with intensive coaching of individuals.
The focus for each coaching cycle is identified through teacher observations and the analysis of
student data . In this practice-based PD model, the coaches work weekly with teachers for
extended periods (typically a trimester), demonstrating the expected practice, co-teaching with
them, diagnosing students ' skills and providing ongoing feedback to teachers on their
instructional practice. At times, based on an overall assessment of need, coaches work with a
broader focus of supporting strategic refinements in practice. The goal, simply put, is to
transform practice in order to speed the pace of improved outcomes for students.
Collaborative Learning
There is no better professional development than for teachers teaching the same content in the
same context to support each other in asking the four questions named by Rick DuF our as
defining the work of a PLC: What do we expect students to learn? Ho w will we know when
they've learned it? What will we do when they haven 't learned it? What will we do when they
already know it?
We have based our collaboration on the Professional Learning Community model of Richard and
Rebecca Dufour. We will provide teachers with collaborative structures and clear processes for:
• Engaging in inquiry-based dialogue

• Analyzing student data together
• Sharing best instructional practices
• Strategic planning to meet the needs of underperforming students
The L WL team establishes a strong professional learning community (DuFour), facilitated by the
support team, partners, and the PLC structures imbedded in the schedule and program. The PLC
structure creates the opportunity for collaboration around instruction where teams regularly
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analyze assessment data together, set goals, develop instructional mitigations for the data, teach
them, re-assess and come back to reflect on success and challenges they faced. The teams
relentlessly work on improving student outcomes by sharing best practices, developing their own
knowledge-base, cognitively planning lessons together, demonstrating their teaching to one
another and giving each other feedback. An EFC non-negotiable for all of our schools is school-
wide coherence and fidelity of implementation to the school's approved program.
We believe strongly that collaboration is the foundation for improving practice, but EFC is
committed to differentiating professional development to best meet the needs of the teachers in
the organization. As a school community, administrators and staff will identify inquiry areas and
professional learning needs that will drive site-based professional development and inquiry. As
individuals, teachers, together with their administrators, will develop goals and professional
learning plans to move their instruction forward . Coaching, BTSA inquiry, and teacher inquiry
groups all support the growth of individual teachers toward meeting their goals.
When teachers engage with each other in collaborative planning teams like those described
above, it supports student achievement in the short and long term . Teachers build knowledge
over time through this process, and just as importantly, teachers provide each other with
emotional support through collaboration. Teachers rejuvenate when they use each other as
sounding boards to bounce ideas off of and hear how other teachers have solved problems
similar to theirs. They do not feel alone in the work, because they share the struggle and have
support. They benefit from one another' s creativity. At LWL, teacher retention has been
outstanding relative to other Oakland schools.
Data-Based Inquiry Cycles

All EFC schools participate in data inquiry cycles. Time is allotted for teachers to analyze their
data, develop targeted instructional responses, be they whole group or small group, and then time
to reflect on the results of those instructional plans. Site-level instructional leadership teams
composed of coaches and co-principals, that meet with the Instructional Management Team 4-6
times per year to review student growth data and get support and thought partnership around
instructional responses, professional development, and coaching moves. These sessions are also
designed to build coach and administrators" capacity around instructional leadership.
Leaming Without Limits believes not only in collecting data from a range of sources to infonn
its academic programs and ensure students' success - but also that professional development for
teachers to effectively analyze and use the data is critical. Using data to inform planning and
instruction is a vital component of LWL' s success in addressing the needs oflow-achieving
students and in differentiating and personalizing instruction. We structure professional
development to regularly look at grade-level standards and a range of data to ensure all students
are on track.
In August, teachers analyze state performance data to identify students who are potentially at risk
of becoming low achieving and to plan for their needs based on gap areas. Throughout the year,
in approximately six-week cycles, teachers continue to engage in formal data analysis. As
described above, they go through a structured process of engaging with their data to create action
96
plans aligned to goals. During these sessions, assessments are analyzed through the lens of both
whole-class and individual learning gaps.
The following are two examples of data analysis tools that teachers at L WL may use to improve
instmction, dialogue, and prioritize next steps:
• Analysis of Practices and Results: A reflection form and process through which teachers
examine, from the previous year, grade level performance and trends, individual class
performance and trends, personal professional goals and accomplishments, and individual
student trends, e.g. students who gained or dropped significantly
• ELA Interim Analysis: A reflection for teachers to connect test questions to standards
being assessed, common student misunderstandings on those questions/standards,
possible sources of confusion, and next steps to address misunderstandings
• A focal data point for our inquiry is students ' DRA scores. Time and energy is spent in
understanding exactly what students' skill strengths and gaps are within their current
DRA level, setting goals designed to help them move to the next level, enrolling students
in the effort to achieve those goals, and aligning Guided Reading instmction and practice
to those goals.
Our results have not always been unifo1mly positive. Rather than make excuses, we engage in
deep inquiry around the reasons for negative results. As Richard DuFour writes, taking
responsibility for student learning means asking and re-asking the question : What are other
schools doing that are achieving results that we admire? Especially when we get results we are
disappointed by, LWL teachers and staff readily seek out opportunities to visit schools that have
been successful in the areas where we have not. In all cases, we do not expect students to adjust
to teachers ' current methods. Rather, we adjust to students' needs and do what is necessary to
ensure that every student learns in our classrooms
LWL educators set goals for children and the intensity of the expectation that students meet
those goals communicates what we think students are capable of. Students respond to those
expectations. We will be relentless in our pursuit ofresults and we will communicate with
families and students every step of the way . In other parts of this petition, we refer to the goal-
setting we do with students. We also pay close attention at a macro level to student progress.
Every teacher keeps track of student progress toward goals on benchmark assessments and DRA
reading levels and the ADEPT assessment and this progress is shared in real time with
administration and coaches. After each benchmark, teachers participate in hour-long one-on-one
conversations with the principal regarding student progress.
See Appendix A46 for a sample Data Tracking Sheet

See A32 for sample Data Analysis Protocol
We embrace data in a variety of forms including teachers ' observations, students' daily work,
school-wide administrations of writing assessments, and benchmark assessments and state tests .
The data we collect to measure progress toward our students ' goals leads us to regularly ask
97
ourselves "what would it take for students to meet our highest expectations?" and then
implement the answers .
Through the data analysis process, we are able to reflect on what has worked in our past practice
and what has not. We bring our content knowledge from input PD as we plan out instructional
responses to the data. For instance, after seeing a growing number of students scoring proficient
on the DRA but at Basic on benchmarks, we analyzed the gaps and identified steps to address
those gaps. The chart below presents an example of all the structured collaboration opportunities
provided during one year at LWL.
Time Description
Summer
2 day retreat in June to begin year-long planning and engage in a cycle of
mqmry
3 day retreat in August to complete unit planning for first unit, commit to
school and team nom1s
School Year Teachers are released in grade level teams to write and refine their unit
Release Days plans, identify/create common formative assessments based on
deconstructed standards, analyze data from summative assessments, and to
complete report cards.
Mid-Year Retreat Teachers and Staff engage in Inquiry regarding school successes and next
steps toward our vision.
Tuesdays Grade Level Lead Team meets to engage in consultancies regarding
3: 15 - 3:45 formative assessments
Wednesdays Leadership Team meets to make instructional decisions review plans for
3:45 - 5:15 upcoming Professional Development and problem-solve systems issues.
Wednesdays Input PD - Two ELA, 1 ELD and 1 math PD per month
2:05 -3:00
Wednesdays Common Formative Assessment Planning and Analysis
3:00-4:00
LWL's collective and individual professional development plans are carefully constructed for
maximal impact within the context of the ongoing work within the ECPLC. The topic of
professional development is addressed in the next section.
Observation and Feedback

Our teacher evaluation tool is aligned with walkthrough tools, and all tools will utilize the same
rubric across all sites. This will enable L WL to collect and monitor data on identified high
priority practices. It will also allow site leadership to provide immediate feedback on teacher
practice and track growth over time. Teachers are able to access the TNTP rubric, review their
walkthrough and observation data, more actively and regularly reflect on formative observation
data and track their own learning and development. Along with this, principals observe teachers
and meet one-one weekly to debrief observations, review goals, and plan next steps.
98
Teachers are encouraged to observe one another and other excellent teachers in the community,
and they receive regular feedback on their performance, goals, and growth. L WL has budgeted
for substitutes to cover grade level teams to observe other classrooms across EFC, within L WL
and across the larger community. Teachers are expected to consistently exchange best practices
with each other and teachers at other EFC schools. Professional development involves not only
structured whole-staff and small-group practices, but also individualized support and coaching to
best serve each teacher' s needs. Every moment of professional development is maximized and
aligned with the school's and EFC's goals.
Instructional Leadership Development

EFC is working in partnership with the Reach Institute around principal and assistant principal
professional development. As part of this partnership, EFC co-principals are coached and
supported on improving their capacity to improve teacher practice as part of the observation and
feedback process. Using a tool called the Instructional Leadership Perfonnance Evaluation
(ILP A), Reach coached site leaders in this process. EFC has integrated the ILP A into its site
leadership evaluation process.
The instrument reveals the Instructional Leader's ability in five dimensions:
• Diagnosis of the affective state of the teacher

• Keen observation of instructional sequences
• Analysis of instructional sequences with research-based criteria of effectiveness (use of
evidence)
• Understanding of learning trajectories along dimensions of instructional competence
• Coaching skills: engaging the participant emotionally, interpersonally, and cognitively in
the process through coaching language and practices. Appropriate use of and shifting of
stance throughout.
EFC has also partnered with National Academy for Advanced Teacher Education (NAATE) to
facilitate deeper professional learning for our administrators and teacher leaders. The core
NAATE pedagogy is the case-study method of instruction used extensively to train doctors,
lawyers, journalists, and other professionals, but rarely used in the classroom teaching
profession. In facilitated case discussions, participants uncover a range of potential solutions and
through deep analysis, peer-to-peer discourse and civil debate they exercise inductive reasoning
skills to draw broader implications. Teacher and Administrator Fellows depart the program eager
to apply profoundly transformative ways of thinking.
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SUPPORTING ALL STUDENTS
Support for Students with Disabilities
Philosophy
Our general belief at Learning Without Limits is that ALL children are able to excel and succeed
if instruction is aligned and differentiated to their needs and designed to accelerate and
individualize.
Therefore, the best way to support the great majority of students who qualify for Special
Education services is through differentiated, scaffolded, and individualized instruction in general
education settings where children have access to appropriate content and concepts and are
provided the support and modifications many of our other populations require to access the
curriculum. Our RTT-based interventions system, in partnership with our comprehensive
assessment system, supports students with disabilities by providing them maximum interventions
and supports through the general education program.
Overview
Learning Without Limits shall comply with all applicable State and Federal Laws in serving
children with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act
("Section 504"), the Americans with Disabilities Act ("ADA") and the Individuals with
Disabilities in Education Improvement Act ("IDEIA"). California law gives schools various
options on how to deliver special education and related services either as ( 1) an arm of the
charter-granting agency, (2) an independent local education agency, or (3) as a charter SELP A.
The School is its own local education agency ("LEA") in conformity with Education Code
Section 4764l(a). The School LEA is a member of the El Dorado District Office of Education
("EDCOE") Special Education Local Plan Area ("SELP A"), which is the current SELP A for all
of the existing Education for Change schools.
The School shall comply with all state and federal laws related to the provision of special
education instruction and related services and all EDCOE policies and procedures; and shall
utilize appropriate EDCOE fonns. The School shall not discriminate against any pupil with a
disability in the admissions process or any other aspect of operation. The school recognizes its
responsibility to enroll and support students with disabilities.
The School shall be solely responsible for its compliance with the IDEIA, Section 504 and the
ADA. The facilities to be utilized by the School shall be accessible for all children with
disabilities. The facilities to be utilized by the School shall provide children with disabilities
equal access to all aspects of the educational program.
As described above, Education for Change Public Schools has a strategic partnership with
Seneca Center to implement a comprehensive multi-tiered system of supports in alignment with
our mental health and Special Education programs. We integrate Special Education into the
larger interventions framework and ensure that it is in greater alignment with the larger school-
wide student support system. The foundation of this system is a comprehensive assessment
program that regularly assesses students using a variety of tools to track progress and growth
100
every six to eight weeks . This data is reviewed by grade level teams, and students not making
appropriate progress are flagged for in-class interventions. If a student continues to not make
progress, the teacher refers the student to the COST team . Through the RTI program, teachers
are coached and supported in developing both behavioral and academic interventions plans for
their students. Students not making adequate progress through the in-class Tier 1 interventions
within six to eight weeks can receive either a revised Tier 1 intervention plan or more intensive
Tier 2 services. Should the team observe evidence that a child may be eligible for Special
Education services after numerous Tier l and Tier 2 interventions, they can submit a referral for
Special Education to the COST team who will develop an assessment plan if appropriate.
A student with an Individualized Education Plan will have access to ALL of the interventions
available school wide as part of their individualized education plan. The Coordination of
Services team in partnership with the Special Education teacher or lead ensures student plans are
developed strategically and implemented with fidelity and utilizes all the resources available at
the school to inform the development of the IEP. For example, a Special Education student
could have as part of their IEP 45 minutes daily of a tier 2 reading intervention available to all
general education students to address his reading goals, receive strategic instruction from the
Resource Specialist twice a week specific to executive functioning skills, and participate in an
after-school support group to address socio-emotional goals. While this student is receiving
strategic services from a designated and appropriately-credentialed Special Education provider,
he is also receiving services and interventions available to all General Education students as part
of his plan. The EFC Special Education program is designed specifically to accelerate a
student's growth in target areas and ensure that student's ability to succeed in the General
Education setting both academically and socially.
EFC is proud of its Special Education programs, and we have presented at the California Charter
Schools Association several times on the topic of implementing quality special education
programming and integrating resources from Special Education, mental health, and general
education to ensure Special Education students receive the services and supports they need to be
successful. Our belief is that the great majority of Special Education students can be served
effectively in a general education setting with targeted support. EFC has leveraged county
mental health and SELPA low incidence resources to effectively serve students with moderate to
severe disabilities. One example is a young man we have renamed Joseph Starr who entered an
EFC school as a fourth grader scoring Far Below Basic in both mathematics and ELA with an
IEP indicating he required a Non-Public School placement for extreme behavior challenges. We
supported him in the general education setting with targeted support services, and he recently
graduated from the school proficient in both mathematics and ELA and meeting all of this
academic and behavioral goals .
See Appendix A47 for the Joseph Starr st01~v.
Services for Students under the IDEIA (Search and Serve)
Leaming Without Limits is an LEA member of the EDCOE Charter SELP A in accordance with
Education Code section 47641(a). Leaming Without Limits makes the following assurances:
101
• Free Appropriate Public Education - The School will assure that a free appropriate
public education shall be provided to all enrolled students including children with
disabilities who have been expelled from school and that no assessment or evaluation will
be used for admissions purposes. No student will be denied admission to the school
because he or she is in need of special education services.
• Full Educational Opportunity- The School will assure that all students with disabilities
have access to the full range of programs available to non-disabled students
• Least Restrictive Environment - The School will assure that students with disabilities are
educated with students who are not disabled to the maximum extent appropriate. This
will be addressed through the use of supplementary aids and services in the general
education environment in accordance with each student's IEP.
• Individualized Education Program - The School will assure that an Individualized
Education Program ("IEP") is developed, reviewed and revised for each eligible student
under the IDEIA
• Assessments - The School will assure that an IEP review shall be conducted on an annual
basis at a minimum. In addition a reassessment shall be conducted at least once every
three years, in accordance with the IDEIA, and more often if conditions warrant or
requested by the student's parents or teacher. Parents will receive reports on their
individual student's progress toward IEP goals and progress at the IEP meeting and
student-led conferences.
• Confidentiality and Procedural Safeguards - The School will assure that the
confidentiality of identifiable data shall be protected at the collection, storage, disclosure
and destruction stages. In addition, students and their parents shall be provided with
safeguards through the identification evaluation and placement process and provisions for
a free appropriate public education.
• Personnel Standards - The School will attract, recruit and hire appropriately trained and
credentialed personnel to provide special education services to children with disabilities
• State Assessments - The School will assure that students with disabilities either under the
Individuals with Disabilities Improvement Act ("IDEIA") or Section 504 are included in
State assessment programs with appropriate accommodations and modifications when
necessary and appropriate. These assessments include, but are not limited to, the Smarter
Balanced Assessment.
• Child Find - The School will assure that all students with disabilities are identified in
accordance with the policies and procedures of the EDCOE SELPA
Search and Serve

Leaming Without Limits shall actively and systematically seek out all individuals with
exceptional needs and provide for the identification and assessment of an individual ' s
exceptional needs and the planning of an instructional program to meet the assessed needs .
Identification procedures shall include systematic methods of utilizing referrals of students from
teachers, parents, agencies, appropriate professional persons, and from other members of the
public. Identification procedures shall be coordinated with school site procedures for referral of
students with needs that cannot be met with modification of the general instructional program.
A student shall be referred for special educational instruction and services only after the
resources of the general education program have been considered and, where appropriate,
102
utilized. Parents have the right to request in writing that their child be assessed to determine
eligibility for special education services. Through the COST process, a student may be referred
for assessment to determine eligibility for special education services. The flowchart below
outlines the process once a referral has been:
WRITTEN t-------
PRJOR WIUTT!Ei\ :\'OTICE AND >--- - PARE:'IIT RESPONDS
REt'ERRAL 15 ASSESSM:Ei\T PLA."I IS T O ASSESSMENT
RECEIVED DAYS* DE V:ELOPED TH£:\' GIVE.i\ T O DAYS .. PLAN
PARE:\'T
----------------------- 60 DAYS! --------------------------
REFERRAL
PAREi\T :'IIOTIFIED ASSESSMENTS PROCESS
OF IEP 1EETI 'G COi\DUCTED STOPS
REA.SO r.ABLE
N O CE
IEP
DEVELOPED Ai\NUAL
REVIEW
i\O
IEP
YES
IMPLEMENTED
PERIEP
STOP
• CALENDAR OAYS (except non -school days greater than 5 c-0nsccutivc days) NO
Please note: A school break of 5 days OT less docs not meet this critcrr .
AGREED UPON Dt:E PROCESS i\OT FILED BY

SERVICES DISTRICT FOR REFERRAL OF
IMPLEME t'iT:ED l i\lT IAL PLACEMEi\T
The referral process is a formal , ongoing review of infonnation related to students who are
suspected of having additional needs and show potential signs of needing special education and
related services. The parent of any student suspected of needing or qualifying for special
education services may also make a referral for an evaluation. Any such referrals will be
responded to in writing by Learning Without Limits within 15 days. Parents will be informed
via the Special Education lead that special education and related services are provided at no cost
to them.
If Learning Without Limits concludes that an assessment is appropriate, the parent will receive a
written Assessment Plan within 15 days. The parent will be given at least 15 days to provide
written consent to the Assessment Plan. Assessments will be done only upon receipt of written
103
parent permission. The assessment will be completed and an Individuali zed Education Program
(IEP) meeting held within 60 days of receipt of the parent's written consent for assessment.
Assessment
The Special Education site lead will be responsible for gathering all pertinent infonnation and
sharing such information with Leaming Without Limits. Infom1ation gathered will be used as
tools to determine the student' s disability, eligibility for services, and determining the nature and
extent of required services. Assessment procedures will be conducted in the student's primary
language, and an interpreter will be provided if needed. The types of assessments that may be
used for detennining eligibility for specialized instruction and services will include, but not be
limited to:
• Individual testing;
• Teacher observations;
• Interviews;
• Review of school records, reports, and work samples; and
• Parent input.
Unless conflicting with EDCOE SELPA policies and procedures, Learning Without Limits will
follow the following assessment guidelines. If a conflict with EDCOE policies and procedures
exists, then EDCOE SELPA policies and procedures will govern.
• Parents or guardians of any student referred for assessment must give their written
consent for the school to administer the assessment;
• The assessment will be completed and an Individualized Education Program (IEP)
meeting held within 60 days ofreceipt of the parent's written consent for assessment;
• The student must be evaluated in all areas related to his/her suspected disability;
• Assessments must be conducted by a person with knowledge of the student's suspected
disability, and administered by trained and knowledgeable personnel and in accordance
with any instructions provided by the producer of the assessments. Individually
administered tests of intellectual or emotional functioning must be administered by a
credentialed school psychologist;
• Assessments must be selected and administered so as not to be racially, culturally, or
sexually discriminatory;
• Assessments will be delivered in the student's primary language, and a qualified
interpreter will be provided if needed;
• Assessment tools must be used for purposes for which the assessments or measures are
valid and reliable; and
• Assessments will be adapted as necessary for students with impaired sensory, physical or
speaking skills; and
• A multidisciplinary team will be assembled to assess the student, including a teacher
knowledgeable in the disability.
• Upon completion of the assessment, an IEP team will be assembled to review the results
of the assessment and dete1mine the student's need for special education. Leaming
Without Limits will be responsible for scheduling, coordinating and facilitating the IEP
meeting. Educators qualified to interpret test results will present the assessment data at
104
the IEP meeting. Parents will be provided with written notice of the IEP meeting, and the
meeting will be held at a mutually agreeable time and place.
Development and Implementation of IEP

Every student who is assessed by the school will have an IEP that documents assessment results
and eligibility determination for special education services. Learning Without Limits will ensure
that all aspects of the IEP and school site implementation are maintained. Leaming Without
Limits will provide modifications and accommodations (outlined within each individual's IEP)
in the general education environment taught by the general education teacher. Students at the
school who have IEP's will be served in the Least Restrictive Environment (LRE). Each
student who has an IEP will have an IEP team that oversees the IEP development,
implementation and progress of the student. All decisions concerning the special education
programs and services to be provided to a student with a disability are to be made by the IEP
team. The IEP team must include all of the following members:
• The parent or guardian of the student for whom the IEP was developed;
• The student, if appropriate
• The principal or administrative designee;
• At least one special education teacher;
• A General Education teacher who is familiar with the curriculum appropriate to that
student, if the student is, or may be, participating in the general education environment;
• If the child was recently assessed, the individual who conducted the assessment or who is
qualified to interpret the assessment results ;
• Others familiar with the student may be invited as needed.
Leaming Without Limits views the parent as a key stakeholder in these meetings and will make
every effort to accommodate parents' schedules and needs so that they will be able to participate
effectively on the IEP team. The school will provide an interpreter if necessary to ensure that all
parents and/or guardians understand and can participate in the IEP process. If a parent cannot
attend the IEP meeting, the school will ensure his/her participation using other methods, such as
conferencing by telephone or meeting at the parent's home. A copy of the IEP will be given to
the parent in accordance with state laws and SELPA policies. Upon the parent or guardian ' s
written consent, the IEP will be implemented by Leaming Without Limits, in cooperation with
the EDCOE SELPA in which Leaming Without Limits is a member.
Upon the parent or guardian ' s written consent, the IEP will be implemented by Leaming Without
Limits. The IEP will include all required components and be written on SELP A forms.
The student's IEP will include the following :
• A statement of the student' s present levels of academic achievement and functional

performance;
• The rationale for placement decisions;
• The services the student will receive and the means for delivering those services;
• A description of when services will begin, how often the student will receive them, who
will provide them, and where and when they will be delivered;
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• Measurable annual goals and short-term objectives focusing on the student's current level
of performance;
• A description of how the student' s progress toward meeting the annual goals will be
measured and monitored and when reports will be provided; and
• Accommodations necessary to measure the academic achievement and
functional performance of the pupil on state and district assessments;
• For students 16 years of age and older, measurable postsecondary goals related to
training, education, employment and independent living skills, along with transition
services needed to assist the student in reaching those goals.
IEP meetings will be held according to the following schedule:
• Yearly to review the student's progress and make any necessary changes;
• Every three years to review the results of a mandatory comprehensive reevaluation of the
student' s progress;
• After the student has received a formal assessment or reassessment;
• When a parent or teacher feels that the student has demonstrated significant educational
growth or a lack of anticipated progress ( consistent with state and federal law, IEP
meetings will be held within 30 days of a parent's request);
• When an Individual Transition Plan (ITP) is required at the appropriate age;
• When Learning Without Limits seeks to suspend or remove the student for a period of 10
days or more for the same behavior, in order to detennine if the student's misconduct was
a manifestation of his/her disability.
IEP Reviews
The TEP team will fonnally review the student's TEP at least once a year to detennine how the
IEP is meeting his/her needs. In accordance with IDEIA regulations, the TEP team will also
conduct a formal review of the TEP once every three years, in which the student is reassessed and
the IEP is reviewed as part of an overall comprehensive reevaluation of the student's progress.
If a parent or faculty member feels the student's educational needs are not being met, they may
request a reassessment or a review of the IEP by the TEP team at any time during the year via
written notice to the school. Once the request is received, Learning Without Limits will have
thirty days, not including school vacations greater than five days, to hold the IEP meeting.
Unless otherwise specified on the student's IEP, parents will be informed three times
annually(which is the same frequency as progress is reported to all students and parents) of the
student's progress toward meeting annual goals and whether the student is expected to meet
his/her annual goals. This will serve to document the method by which the student's progress
toward achieving the annual goal is measured, the student's progress during the relevant period,
the extent to which it is anticipated the student will meet the annual goal prior to the next annual
review, and where needed, the reasons the student did not meet the goal.
In addition, the school shall comply with the EDCOE Local Master Plan and perfonn all
corrective actions deemed necessary by the EDCOE SELPA. The Director of Student Support
Services at Education for Change will manage the budget and contract for appropriate services
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and take responsibility for meeting the special education compliance and quality requirements.
Professional Learning for Special Education Staff
The Director of Student Support Services at Education for Change and other team members will
work with the EDCOE team to provide regular professional development that builds the capacity
of the special education staff in the areas of promising instructional practices, compliance with
state and federal statutes, reporting requirements and use of instructional data. Leaming Without
Limits will send its Special Education staff to the Education for Change SPED trainings in
addition to strategic EDCOE trainings . In addition, all staff members will be provided a
personalized professional learning plan that will identify high leverage capacity-building
learning activities for the teacher. In addition, Special Education teachers will receive training to
ensure they have research-based instructional strategies specific to supporting Special Education
students - strategies like the Slingerland method, or Lindamood Bell, Wilson Reading, Orton-
Gillingham, or Davis Math . This is to ensure that all students receive the targeted academic
interventions as well as the interventions specific to supp01iing their disabilities.
Free and Appropriate Education
Since Learning Without Limits operates as an LEA of the EDCOE SELPA in accordance with
Education Code section 47641(a), the District shall have no responsibility to ensure that the
students who attend Learning Without Limits are provided a free appropriate public education.
In accordance with state and federal law, each student eligible under the IDEIA will be provided
a free and appropriate education in the least restrictive environment. The decisions regarding the
specific services each student will receive are the responsibility of the Individualized Education
Program Team. The team includes the involvement of parents and the decisions are formulated
in a written plan (referred to as an IEP).
Section 504 of the Rehabilitation Act
Learning Without Limits recognizes its legal responsibility to ensure that no qualified person
with a disability shall, on the basis of disability, be excluded from participation, be denied the
benefits of, or otherwise be subjected to discrimination under any program of the School. Any
student, who has an objectively identified disability, which substantially limits a major life
activity including but not limited to learning, is eligible for accommodation by the School.
A 504 team will be assembled by the Principal of Learning Without Limits and includes the
parent/guardian, the student (where appropriate) and other qualified persons knowledgeable
about the student, the meaning of the evaluation data, placement options, and accommodations.
The 504 team will review the student's existing records ; including academic, social and
behavioral records, and is responsible for making a detennination as to whether an evaluation for
504 services is appropriate. If the student has already been evaluated under the IDEIA but found
ineligible for special education instruction or related services under the IDEIA, those evaluations
may be used to help determine eligibility under Section 504. The student evaluation shall be
carried out by the 504 team, which will evaluate the nature of the student' s disability and its
effect upon the student' s education. This evaluation will include consideration of any behaviors
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that interfere with regular patticipation in the educational program and/or activities. The 504
team may also consider the following information in its evaluation:
• Tests and other evaluation materials that have been validated for the specific purpose for
which they are used and are administered by trained personnel
• Tests are selected and administered to ensure that when a test is administered to a student
with impaired sensory, manual or speaking skills, the test results accurately reflect the
student's aptitude or achievement level, or whatever factor the test purports to measure,
rather than reflecting the student's impaired sensory, manual or speaking skills
The final dete1mination of whether the student will or will not be identified as a person with a
disability is made by the 504 team in writing and notice is given in writing to the parent or
guardian of the student in their primary language along with the procedural safeguards available
to them. If during the evaluation, the 504 team obtains information indicating possible eligibility
of the student for special education per the IDEIA, a refenal for assessment under the IDEIA
will be made by the 504 team.
If the student is found by the 504 team to have a disability under Section 504, the 504 team shall
be responsible for determining what, if any, accommodations or services are needed to ensure
that the student receives a free and appropriate public education ("F APE"). In developing the
504 Plan, the 504 team shall consider all relevant infonnation utilized during the evaluation of
the student, drawing upon a variety of sources, including, but not limited to, assessments
conducted by the School ' s professional staff. The 504 Plan shall describe the Section 504
disability and any program accommodations, modifications or services that may be necessary.
All 504 team participants, parents, guardians, teachers and any other participants in the student's
education, including substitutes and tutors, must have a copy of each student's 504 Plan. The
site administrator will ensure that teachers include 504 Plans with lesson plans for short-tenn
substitutes and that he/she review the 504 Plan with a long-tenn substitute. A copy of the 504
Plan shall be maintained in the student's file. A student's 504 Plan will be reviewed at least once
per year to determine the appropriateness of the plan, needed modifications to the plan, and
continued eligibility.
Parents with Disabilities
Communications with parents with disabilities must be as effective as communications with

other parents. Appropriate auxiliary aids and services (such as Braille materials or a sign
language interpreter) will be made available whenever they are necessary to ensure equally
effective communication with parents with hearing, vision, or speech disabilities.
Dispute Resolution and Complaint Procedures
The Education for Change policy is to comply with applicable federal and state laws and
regulations. EFC is the local agency primarily responsible for compliance with federal and state
laws and regulations governing educational programs. Pursuant to this policy, there is a board-
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adopted complaint poli cy and procedure to prov ide a uni form system of compl aint process ing fo r
the fo llowing types of complaints:
1) Complaints of di scrimination against any protected gro up including actual or perceived,

including di scriminati on on the bas is of age, sex, sexual orientation, gender, ethnic group
identification, race, ancestry, nati onal origin, religion, color, or mental or physical
disability, or on the basis of a person ' s association with a person or group with one or
more of these actual or perceived characteristics in any Learning Without Limits program
or activity; and
2) Compl aints of violati ons of state or federal law and reg ulations governing the fo ll owing
programs including but not limited to: special education, Title II, Section 504 of the
Rehabilitation Act, consolidated categorical aid, No Chi ld Left Behind, migrant
education, career technical and technical education train ing programs, child care and
development programs, child nutrition program.
See Appendix A48.for the Un[form Complaint Poli(V and Procedure
Support for Students Who Are English Language Learners
Identification and Reclassification of English Learners
A cornerstone of Learning Without Limits' vision for equity is our school-wide goal to reclassify
each of our English Learners as English proficient by no later than the end of 811, grade. Learning
Without Limits utilizes multiple criteria in determining whether to reclassify a pupil as proficient
in English, including but not limited to all of the following:
• Assessment of language proficiency using an objective assessment instrument including,

but not limited to, the CELDT/ELPAC
• Grades K- 2: Student performance on Developmental Reading Assessment (DRA)
• Grades 3 - 8: Student performance on the English Language Arts portion of the SBAC
• School and teacher evaluations/assessments of whether the student has mastered grade-
level standards
• Parental opinion and consultation
Leaming Without Limits will meet all state and federal requirements for English Language
Learners as pertains to annual notification to parents, student identification, placement, program
options, English Language Development (ELD) and core content instruction, teacher
qualifications and training, re-classification to fluent English proficient status, monitoring and
evaluating program effectiveness, and standardized testing requirements . English learners have
access to all programs, services and resources described in this document.
See Appendix A49for the EFC Reclasstfication Form
How Students are Identified as ELLs
Learning Without Limits will administer the home language survey upon a student's initial
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enrollment into the school. All children who indicate that their home language is other than
English are given the CELDT within 30 days of enrollment to evaluate their Listening, Speaking,
Reading and Writing abilities in English . This test is given at least annually between July 1 and
October 31 until the student is re-designated as fluent English proficient.
Leaming Without Limits will notify all parents of its responsibility for CELDT/ELPAC testing
and of CELDT/ELPAC results within 30 days ofreceiving test results from the publisher. All
parents or guardians of students classified as English Language Learners are notified in writing.
The School translates materials as needed to ensure that parents of ELLs understand all
communications and are involved in all processes related to the English language development
of their child.
Explicit ELD
Leaming Without Limits anticipates that its EL population will remain near 60%. To address the
needs of English Language Learners, ELD teachers will utilize Susana Dutro's Explicit ELD
curriculum and framework to provide differentiated targeted ELD instruction in alignment with
students ' English proficiency levels and areas of need. The ELD program is outlined in greater
detail above in Element 2.
Content teachers will utilize the sh·ategies outlined the California Framework for ELA/ELD as
well as utilizing curriculum resources such as the CLRP English Language Leamer Support
Guide which has differentiated sentence frames linked to language structures and tiered
academic vocabulary lessons. The focus of the integrated ELD approach is on helping teachers
make sound instructional decisions about students who are not proficient on benchmark
assessments of grade-level content standards, with a particular focus on literacy and academic
English language development for English learners.
The ultimate goal is to help teachers increase the academic achievement of all their students
across all subject areas, through developing competencies to effectively assess and teach the
continuum of language skills, academic content knowledge, and instructional strategies that
promote English language proficiency and academic success, incorporating a review of the
California English Language Development (ELD) Standards, the English Language Arts and
other content standards, and a link to instructional materials.
Our approach to integrated ELD emphasizes the following core tenants in implementation of
practices to serve English Learners:
• Acquiring Reading skills in a second language (L2) is similar to the process of acquiring
Reading skills in a first language (L 1)
• Fmmative assessments are essential for gauging progress, strengths, and weaknesses and
for guiding instruction
• EL students need increased opportunities to develop sophisticated academic English
vocabulary
• It is important to assess students ' prior knowledge and build background (content)
knowledge before reading challenging text
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• Academic English-Language Development (AELD) instruction cannot be separated from
English Language Arts or other core content-area instruction
• Teachers need extensive professional development and support in using curriculum
materials effectively to teach academic English
• Teaching academic English includes providing students with access to core curriculum,
explicitly teaching them academic vocabulary and grammar, and including both content
and language objectives for instructional planning and teaching
• EL students need multiple opportunities for structured, oral English-language practices
about academic topics and text
Teaching Language Functions
Leaming Without Limits will teach language functions by explicitly teaching students to:
• Describe
• Ask questions
• Estimate
• Infer
• Identify cause & effect
• Predict
• Compare & contrast
• Persuade
• Summarize
Teaching Linguistic Elements
Learning Without Limits will teach linguistic elements by teaching students:
• Academic vocabulary
o Domain-specific and general
o Morphology
• Syntax and grammatical features
o Sentence structures
o Parts of speech
o Verb tense/mood
o Subject/verb agreement
• Discourse patterns
Learning Without Limits will maximize student opportunity to practice Listening, Speaking,
Reading and Writing to accelerate the development of fluency in each of these areas.
Overarching integrated ELD instructional strategies that are part of Learning Without Limits '
program include:
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• Teachers re-teach strategies through modeling, think-alouds, and guided practice across a
variety of appropriate-level texts
• Teachers are aware that when they use grade-level text at a student's frustration level in
reading accuracy, they should read the content to the student, and guide and practice
comprehension orally
• Teachers prioritize important and often overlooked aspects of comprehension instruction
including:
o Teaching what the strategy is
o Teaching why it is important
o Teaching when it should be used
o Teaching how to do the strategy's "thinking steps"
• Teachers teach the language of test questions that signal what kind of strategy or skill is
being assessed
Academic English Development
Academic English language instruction at Leaming Without Limits will also be based on the
integrated ELD approach, and includes three parts: cognitive tasks, academic language, and
proficiency.
• Cognitive tasks include language functions

• Academic language includes linguistic functions
• Proficiency includes language fluency
Instructional practices focus on :
• Identifying discipline-specific language

• Connecting Listening, Speaking, Reading and Writing
• Building receptive and expressive academic language
Academic language proficiency is a separate skill from everyday speech and writing. It is the
language of texts, of academic discussion, and professional writing. Without it, students will not
achieve long-term success in school and beyond. Formal, academic English is used to problem-
solve, weigh evidence, and think critically. It is required to negotiate the dense-print paperwork
associated with adult independence, such as: banking, heal th care, and property rental . Yet, once
many students reach the Intermediate and Advanced levels of ELD, they no longer receive
fonnal language instruction. When students learning English transition into core content courses,
increased emphasis on subject matter knowledge allows little time for language instruction.
This shift often leaves the Intermediate English learner orally fluent, but with critical gaps in
language knowledge and vocabulary. Accessing prior knowledge and assuring student
motivation and interaction is critical to assure student learning, but it is not enough. Academic
English must be continuously developed and explicitly taught across all subject areas. Learning
Without Limits teachers will ensure ELLs are provided with Academic English language
instruction so they can access core content. Learning Without Limits' ELA coach working with
Jeff Zwiers, a senior researcher at Stanford University Graduate School of Education and the
11 2
director of the Academic Language Development Network. This network has developed a series
of teaching resources to support the development of academic language and specifically,
academic discourse. His approach focuses on the development of five conversation skills across
disciplines. The diagram below illustrates these critical academic conversation skills. Learning
Without Limits teachers will explicitly integrate these conversation skills in ELA, Math, Social
Studies and Science and receive coaching and support in using these tools to build student
capacity around academic discourse.
See Appendix A50for the Academic Languagefor Thinking Skills Chart.
Elabora c, & Clarify Support wr Examples

& Ev,dcnco
•- - - - - ,,_.,,- K,eyqun-tlon,- - - - . . - - - - - 1
M nt;t, ~.
Thim•. Topic
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Interventions for English Language Learners
The Response to Interventions system developed in partnership with Seneca Center is designed
to target the root cause of the student's individual challenges. Students not making progress
academically because there are specific challenges with his/her English language development,
will receive a targeted ELD intervention at Tier 1. Teachers are trained in Dutro 's framework
and will be able to use the ADEPT to pinpoint language development gaps and provide targeted
direct instruction in the gap area. Should that student not make adequate progress and require
additional ongoing Tier 2 support in addition to the Tier 1 targeted ELD instruction, he or she
would receive Tier 2 ELD interventions during the interventions block described below under
Support for Students Who Are Academically Low-A chieving. The student can also receive
targeted support during the summer interventions program. Leaming Without Limits is also
exploring other supports for newcomers such as newcomers pull-out class and technology.
As a personalized learning school, we continue to research and seek strong English Language
Development programs that are online and adaptive. We are considering Achieve 3000
Intervention to support English Language Learners at CELDT levels 3 and higher who are not
making progress (at EFC, this is the subgroup that struggles to make continued progress).
Achieve 3000 tracks student learning in ELD standards, specifically focuses on Academic
English and vocabulary development, and is adaptive to a student's reading level. In their ELL
Lexile Study, English Language Learners using Achieve 3000 showed gains more than 2.5 times
their expected Lexile growth. Again, because the online curriculum space is growing daily and
research on effectiveness is being produced monthly, we reserve the right to continue to research
this space and select the strongest program with proven results for our struggling English
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Language Learners.
In addition to finding a strong online adaptive program to supplement and support our
interventions programming, Learning Without Limits will provide targeted Tier 2 instruction
using a research-based comprehensive interventions cuniculum like Language Central, a
product EFC and Seneca have used for ELD interventions effectively over time.
Support for Students Who Are Academically Low-Achieving
Multi-Tiered System of Supports
Learning Without Limits has high expectations for all students and is committed to working with
students who are not meeting outcomes to help them achieve at expected levels. Learning
Without Limits has developed a comprehensive assessment system designed to track and monitor
student growth. These are both summative and formative assessments that track student growth
and monitor their mastery of grade-level standards. Teachers will use the assessment system to
infonn their overall planning, differentiate for specific children, and develop strategic lessons to
accelerate growth.
Leaming Without Limits, as part of Education for Change Public Schools implements a
comprehensive multi-tiered system of supports (MTSS) in partnership with the Seneca Center to
provide students the academic, behavioral and social-emotional supports they need.
MTSS is a framework for providing comprehensive support to students and is not an

instructional practice. It is a prevention-oriented approach to linking assessment and instruction
that can inform educators' decisions about how best to teach their students. A goal of MTSS is to
minimize the risk for long-term negative learning outcomes by responding quickly and
efficiently to documented learning or behavioral problems and ensuring appropriate
identification of students with disabilities.
A rigorous prevention system provides for the early identification of learning and behavioral
challenges and timely intervention for students who are at risk for long-term learning problems.
This system includes three levels of intensity or three levels of prevention, which represent a
continuum of supports. Many schools use more than one intervention within a given level of
prevention.
Primary (Tier 1) prevention: high quality core instruction that meets the needs of most
students
Secondary (Tier 2) prevention: evidence-based intervention(s) of moderate intensity that
addresses the learning or behavioral challenges of most at-risk students
Tertiary prevention (Tier 3): individualized intervention(s) of increased intensity for
students who show minimal response to secondary prevention
At all levels, attention is on fidelity of implementation, with consideration for cultural and
linguistic responsiveness and recognition of student strengths. See Key Element 5 above for
greater detail on our multi-tiered system of supports.
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How Our Support System Works
Once a student is identified as not making appropriate growth academically or a student is

struggling socially or emotionally, the classroom teacher will immediately develop an in-class
interventions plan that clarifies the student's current level of performance, documents areas of
concern, and outlines a specific plan to differentiate, modify, and individualize instruction for
that student. Modifications or accommodations could include changes in seat assignments,
strategic grouping, giving fewer more targeted assignments or problems, or providing additional
resources or tools to complete an assignment (manipulatives, calculator, computer, etc.). The
student will be assigned strategically to different groups to support his or her learning. (S)he
may be in a heterogeneous group if there is a cooperative learning assignment where children are
expected to work collaboratively to solve a problem. (S)he would be assigned to a homogeneous
group for mini-lessons or for guided reading to ensure (s)he is getting instruction in his or her
Zone of Proximal Development. In-class supports are explained in greater detail below.
If a student makes inadequate progress in the classroom or across classrooms with Tier 1
interventions, the teacher would then refer the child to the Coordination of Services Team
(COST) to access more of the school' s resources for addressing the specific child's challenges.
At the COST, the COST facilitator would convene all necessary stakeholders and allies in the
child's learning to ensure the group has greater understanding of the whole child. This team
conducts a Root Cause Analysi s and incorporates data from the after-school program, from
home, and from other teachers across the school. Based on the Root Cause Analysis, a COST
plan is developed for that child that outlines the areas of strength, areas of concern, and a
strategic plan to support that child utilizing both Tier 1 and Tier 2 interventions. Tier 2
interventions would include all potential resources outside of the classroom setting that could
supplement the Tier l interventions taking place in the classroom.
See A37.for the Academic Interventions Menu
If the student makes inadequate progress at Tier 2, the COST reconvenes and the team collects
additional data. At this juncture, the COST may alter the COST plan by adding or subtracting
interventions or recommending Tier 3 interventions, which are generally individualized intensive
intervention that may supplant some of the instruction taking place in the regular education class.
If the student has demonstrated that he or she may be eligible for Special Education services, the
COST may refer the child for assessment by the IEP team to determine eligibility for Special
Education services.
Professional Development and Data Analysis
Leaming Without Limits believes not only in collecting data from a range of sources to infonn
its academic programs and ensure students' success - but also that professional development for
instruction will be a vital component of Leaming Without Limits' success in addressing the
needs of low-achieving students. We structure professional development to regularly look at
grade-level standards and a range of data to ensure all students are on track.
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We have based our collaboration on the Professional Leaming Community model of Richard and
Rebecca DuFour. We will provide teachers with collaborative structures and clear processes for:
Engaging in inquiry-based dialogue

Analyzing student data together
Sharing best instructional practices
Strategic planning to meet the needs of underperforming students
Analyze student data to create differentiated groups with individual instructional plans
Employ small-group instruction throughout the curriculum to meet each student's
Utilize the strategies in John Shefellbine's Results for English Language Learners
framework to successfully scaffold instruction, so all students can access to the core
curriculum
Collaboratively plan lessons that maximize the engagement of all students, particularly
low-performing students
In August, teachers analyze SBAC data to identify students who are potentially at risk of
becoming low achieving and to plan for their needs based on gap areas. Throughout the year, in
approximately six-week cycles, teachers continue to engage in formal data analysis. As
described above, they go through a structured process of engaging with their data to create action
plans aligned to goals. During these sessions, assessments are analyzed through the lens of both
whole-class and individual learning gaps.
The following are two examples of data analysis tools that teachers at Leaming Without Limits
may use to improve instruction, dialogue, and prioritize next steps:
Analysis of Practices and Results: A reflection form and process through which
teachers examine, from the previous year, grade level performance and trends,
individual class performance and trends, personal professional goals and
accomplishments, and individual student trends, e.g. students who gained or dropped
significantly
ELA Interim Analysis: A reflection for teachers to connect test questions to

standards being assessed, common student misunderstandings on those
questions/standards, possible sources of confusion, and next steps to address
misunderstandings
As a part of Education for Change, Leaming Without Limits will also benefit from shared best
practices and collaboration facilitated by the network. EFC 's rigorous focus on using data to
inform instruction and holding all students to high academic standards both aligns with Leaming
Without Limits' policies and practices to date and will support Leaming Without Limits in
continuing to improve and achieve, taking its results to the next level.
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Support for Students Who Are High-Achieving
Leaming Without Limits believes that all children possess gifts and talents that are unique and
precious. The high achieving students at Leaming Without Limits will benefit from all the same
programmatic structures that low-achieving students will. The curriculum will have multiple
opportunities for the high-achieving students to expand their knowledge and skills through
higher level inquiry and small group instruction. As student capabilities expand, the state content
standards will be met at an ever-increasing rate and the pace of the rigorous curriculum will
accelerate.
Teachers will develop proficiency level descriptors for each Essential Standard, which will
define what it means to be exceeding grade level mastery for that standard. These descriptors
will allow students to self-assess and give them a "road map" for the skills they need to develop
to exceed grade level mastery. Teachers will use these descriptors to ensure that high achieving
students are challenged with instruction that meets their distinctive needs. Attention will also be
paid to high achieving students who might be sliding by without working hard, monitoring their
work to make sure they are performing to their potential.
Most of the curriculum for high achieving students will be within whole class instruction.
Lessons and assessments will be designed for different levels of performance with high
achieving students expected to stretch and reach for the more demanding work. The major
pedagogy that will serve high achieving students in K-5 is inquiry learning. The inquiry model
for incorporates many GATE strategies. Inquiry learning will offer students the opportunities to
pursue topics to greater depth through both individual and small group work; students will have
the opportunity to become experts on a particular subject. This inquiry model will also offer the
element of choice, as students will be able to choose a particular focus (eg. which animal habitat
to develop expertise in; which historical artifacts to recreate and interpret for their Ancient Egypt
museum exhibit). Finally, inquiry learning will offer multiple opportunities for students to self-
assess and make judgments about their work as they engage in project-based learning.
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ELEMENT 2: MEASURABLE STUDENT OUTCOMES
Governing Law: 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 shlls, knowledge, and attitudes sp ecified as goals in the
school 's educational program
• California Education Code Section 47605(b)(5)(B)
PUPIL OUTCOMES
Promotion from Learning Without Limits
EFC and Leaming Without Limits place a high priority on measurable pupil outcomes that value
academic achievement and preparation for high achieving middle and high schools. They are the
focus of each student's educational journey and help keep stakeholders focused on the
achievement of a shared set of goals. EFC ' s goal is to ensure that students being promoted from
its programs meet high expectations and ensure they are competitive heading into middle or high
school.
Specifically, students who are promoted from Leaming Without Limits will be academically,
socially, emotionally, and intellectually prepared for the middle school of their choice and well
on their way to becoming powerful, contributing citizens of the world.
21'1 Century Learning
An educated person in the 21 " Century is one who has the knowledge, emotional intelligence,
agility, and skills to navigate an ever-evolving future. This person is a learner who knows how
to ask questions, critique information, find evidence, and present his/her understanding to a
variety of audiences using a variety of mediums. (S)he is curious, open to new ideas and able to
synthesize and analyze new information. At L WL, we also believe that the challenges of the
As the College, Career and Civic Life (C3) Framework for Social Studies State Standards puts it:
"Now more than ever, students need the intellectual power to recognize societal problems; ask
consequences; separate evidence-based claims from parochial opinions; and communicate and
act upon what they learn. And most importantly, they must possess the capability and
commitment to repeat that process as long as is necessary. Young people need strong tools for,
and methods of, clear and disciplined thinking in order to traverse successfully the worlds of
college, career, and civic life."
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We are also conscious of the predictable patterns of success or lack of success apparent in
today's society. African-American and Latino representation is minimal in leadership positions
in almost every sector. In order for our children to achieve success as people of color coming
from low SES backgrounds, they must be incredibly self-aware and conscious of their strengths
and weaknesses. They must be able to read the political environment and determine how best to
confident even in situations where they have no allies. Our children must have tremendous pride
in who they are and where they come from and know how to leverage the strength of their stories
Our goal at LWL is to enable its students to become self-motivated, competent, and lifelong
Most importantly, LWL is committed to helping its students recognize the importance of, and
vehicle for community empowerment and development. The L WL children of today will grow
to be the educated citizens and leaders of this community tomorrow.
Guiding Principles
In order to ensure we are developing students who are not only prepared for college or a career
of their choice, but that students are becoming self-motivated, reflective, lifelong learners,
Leaming Without Limits will employ several guiding principles.
Caring
• We think before we act. We consider how our actions affect the people around us. We
choose to act in a way that helps people and never hurts people.
• We put ourselves in others' shoes. We t,y to understand what others are feeling.
• We cooperate and work together.
Leadership
• We think for ourselves and make good decisions.
• We assert our opinions - we speak up for ourselves and others.
• We treat people fairly.
Achievement
• We always produce our very best work.
• We always try to do a little better than the last time.
• We are always thinking of questions or ideas or about how to solve a problem.
Perseverance
• We know that even when we face challenges we will find ways to achieve.
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• We learnfi'om mistakes. Mistakes are part of learning, so we are not afraid to make
them.
Academic Content and Performance Standards
Aligned with the California State Standards in English Language Arts and Mathematics, students
will achieve appropriate age- or grade-level mastery of the goals below:
Outcome 1: ELA Goals

ELA
• Students will be able to leave LWL with a foundation in College Readiness skills in ELA
and civic minded citizens
Outcome 2: English Language Development Goals
• Learning Without Limits' English Language Learners will meet the annual EL growth
targets (ELLs at Beginning, Early Intermediate or Intermediate levels must gain one
proficiency level , ELLs at Early Advanced or Advanced must reach the English
proficient level , and ELLs at English proficient level must maintain that level until they
are reclassified) .
Outcome 3: Mathematics Goals

• Students will demonstrate mastery of the 5'hgrade level standards, which will prepare
them for higher mathematics in high school, college and the workplace
• Students will utilize a conceptual understanding of mathematics to solve problems using
multiple strategies
problem-solving process
• Students will be able to apply mathematical concepts to real world scenarios
• Students will be able to exchange mathematical ideas, collaboratively solve problems,
and engage in peer teaching
Outcome 4: History/Social Science Goals

• Students will develop knowledge of history, cultural and historical empathy, an
understanding of democracy and constitutional heritage and the critical thinking skills to
prepare them for American citizenship
Outcome 5: Science Goals
• All students will develop 21 '' Century Skills that will prepare students for higher
education, rewarding careers, and the challenges of an ever-changing world
• All students will cultivate an appreciation of the vital role of Science in today' s world
and they will be able to apply their analytical skills to their daily lives
• All students will be able to demonstrate the process of scientific inquiry through
120
See Appendix A5 I for Partnership for 2 / " Century Skills
Outcome 6: Technology Goals

• All students will be able to use technology to effectively communicate, collaborate, and
conduct research
• Students will learn basic computer skills such as word processing, arranging
presentations, creating spreadsheets, developing simple websites, basic communications,
and using Google Drive
• Students will learn basic keyboarding skills
• All students will learn the ISTE standards
o Creativity and Innovation
o Communication and Collaboration
o Research and Information Fluency
o Critical Thinking, Problem Solving, and Decision Making
o Digital Citizenship
o Technology Operations and Concepts
Outcome 7: Arts Goals:

• Students will be able to apply artistic skills to core disciplines of ELA, science and social
science.
• Students will master California art standards for elementary school.
• Students will engage in artistic pursuits to cultivate the skills of creativity and
collaboration.
Outcome 8: Physical Fitness Goals:

• Students will demonstrate mastery of 5 h grade level physical education standards
1
• Students will demonstrate an understanding of the ways nutrition and exercise impact
their physical and emotional health
• Students will be able to make healthy choices with respect to their diet and exercise
• Students will have identified at least one fitness activity which they enjoy
Outcome 9: Social-Emotional Goals

• Students will develop self-awareness and self-management skills to achieve school and
life success.
o Identify and manage one's emotions and behavior.
o Recognize personal qualities and external supports.
o Demonstrate skills related to achieving personal and academic goals.
• Students will use social-awareness and interpersonal skills to establish and maintain
positive relationships
o Recognize the feelings and perspectives of others.
o Recognize individual and group similarities and differences.
o Use communication and social skills to interact effectively with others.
o Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in
constructive ways.
• Students will demonstrate decision-making skills and responsible behaviors in personal,
school, and community contexts.
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o Consider ethical, safety, and societal factors in making decisions.
o Apply decision-making skills to deal responsibly with daily academic and social
situations.
o Contribute to the well-being of one's school and community.
Measurable Pupil Outcomes
Leaming Without Limits has engaged with staff and families through the Local Control
Accountability Plan (LCAP) process to identify Measurable Pupil Outcomes (MPOs) that are
aligned to the priorities identified by the California Department of Education (CDE). MPOs
include all significant subgroups.
In accordance with SB 1290, L WL pupil outcomes will be set related to increases in pupil
academic achievement both schoolwide and for all groups ofpupils served by the charter school,
as that term is defined in subparagraph (BJ ofparagraph (3) of subdivision (a) ofsection 47607.
The pupil outcomes shall align with state priorities, as described in subdivision (d) of Section
52060, that apply/or the grade levels served, or the nature of the program operated, by the
charter school.
Measurable Pu pil Outcomes
Metric Description Grade

Subgroups Target
Levels
CAASPP By the end of the charter tenn, All Students

0
Math increase the proportion of
students scoring level 3 or 4 by 5 African-
percentage points OR achieve American
70% of students scoring level 3 5% point
CAASPP Latino
or 4 Gr 3-5 increase OR
ELA
English 70% proficient
Learners
Special
Education
DRA Each year, 60% of students will GrK-3 All Students 60%
increase 1 grade level OR
achieve proficiency African-
American
Latino
English
Learners
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Special
Education
CELDT/ Each year, 40% of ELs will All Grades English

ELPAC improve one proficiency level Learners
40%
OR maintain proficiency on
CELDT/ELPAC.
Chronic By the end of the charter term, All Grades All Students
Absence Rate less than I 0% percent of students
will be absent more than I 0% of African-
enrolled days. American
Latino
10%
English
Learners
Special
Education
Each year, at least 70% of All Grades Families 70%

Schoo l Safety
students and families positively
rate school safety. Gr 3-5 Students 70%
Academic Each year, at least 70% of All Grades Families 70%

Instruction students and families positively
rate academic instruction Gr 3-5 Students 70%
Each year, at least 70% of All Grades Families 70%
students and fami lies positively
Decision -
rate their voice in school decision- Gr 3-5 Students
Making 70%
making and/or opportunity for
feedback.
*EFC is leading the charge to co-create a common School Performance Framework for all public
schools in Oakland, both charter and district-run. This process may change the EFC MPOs
moving forward.
Charter School Outcomes Aligned to State Priorities
CHARTER SCHOOL OUTCOMES ALIGNED TO STATE PRIORITIES
State Priority #1. The degree to which teachers are appropriately assigned (E.C. §44258.9) and fully
credentialed, and every pupil has sufficient access to standards-aligned instructional materials (E.C. §
60119 , and school facilities are maintained in ood re air E.C. 17002 d
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Annual Goal Annual Targets
A. All teachers will be appropriately assigned and 95% teachers rate as Highly Qualified
fully credentialed to support a high-quality, 0% Teacher Misalignments
broad course of study. At least 80% family satisfaction
B. Research and adopt with school facilities on SCAI
Common Core aligned curricular materials At least 75% staff intend to return
proven successful for similar populations to L WL for the following year
C. Ensure school Meet all requirements on EFC
facilities are maintained and in good repair facilities checklist
Annual Actions to Achieve Targets
Years 1-5
1. To retain teachers - build in ample time into schedule for planning/preparation/collaboration;
conduct surveys to assess morale and needs; provide coaching and regular feedback; create
opportunities for teacher leadership; hold site leadership accountable for developing a strong
professional learning culture
2. To attract and recruit HQT teachers - provide a competitive salary and benefits proposal; begin
recruitment for teachers in winter; implement recruitment plan in fall ; utilize signing bonus
incentive as needed; partner with teacher preparation programs and teacher recruitment programs to
attract teachers; incentivize referrals within the organization; partner with teacher preparation
organizations to recruit and place teaching fellows; develop and set aside resources for pipeline
programs.
3. Implement facilities walkthroughs four times annually using a walkthrough rubric; develop
standards for facilities .
(
State Priority #2. Implementation of Common Core State Standards, including how EL students will be
enabled to gain academic content knowledge and English language proficiency
State Priority #4. Pupil achievement, as measured by all of the following, as applicable:
A. Statewide assessments (ST AR, or any subsequent assessment as certified by SBE)
B. The Academic Performance Index (API)
C. Percentage of pupils who have successfully completed courses that satisfy UC/CSU entrance
requirements, or career technical education
D. Percentage of pupils who have passed an AP exam with a score of3 or higher
E. Percentage of pupils who participate in and demonstrate college preparedness pursuant to the
Early Assessment Program (E.C. §99300 et seq.) or any subsequent assessment of college
preparedness
Annual Goals Annual Targets
A. Teachers develop and implement strong +5% students either scoring level >= 3 or
Common Core aligned units of study and making at least one level growth OR 70% of
lessons that push student thinking at the higher students scoring proficient on the ELA
levels of Bloom's taxonomy section of CAASPP
B. Students are spending increased time +5% students either scoring level >= 3 or
learning in their Zone of Proximal Development making at least one level growth OR 70% of
by implementing Guided Reading integrated students scoring proficient (including
with adaptive online software proven for our significant subgroups) on the Math section of
target population CAASPP
(_)
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C. Technology: All teachers and students have Each year, 40% of ELs will improve one
access to 21st century technology and proficiency level OR maintain proficiency on
personalized learning opportunities. CELDT/ELPAC.
D. Professional Development: All teachers
receive targeted, high-quality professional
development aligned to high priority
instructional practices that positively impacts
student academic achievement and social-
emotional development.
E. Response to Interventions: Implement a
rigorous Response to Intervention model to
address the Tierl , Tier2, and Tier3 academic,
behavioral and social needs of all students.

Year 0
1. Balanced Literacy: Deepen balanced literacy implementation through structured planning and
professional development to align to a strong scope and sequence of grade level standards.
2. Writing: Implement two EFC created Writing Tasks, focused on the CCSS writing genres.
3. Math: Continued focus on using both oral and written academic language during math lessons
and explaining and defending math reasoning on complex tasks .
4. Science: Integration of science content in enhanced units of study
5. ELD: Continue to implement Systematic ELD as a designated ELD program, and focus on
crafting lessons that support language development of specific vocabulary and grammatical
forms that students need support with at each language level as measured by CELDT.
6. Tier 2 Academics: Explore summer partnership with Springboard Collaborative; continue with a
full time position to provide Tier 2 Academic interventions
7. Art: Art program curriculum development
8. PD: Invest in coaching and professional development focused on high priority instructional
practices and data driven instruction
Year I
1. Writing: Implement three EFC created Writing Tasks this year, focused on the CCSS writing
genres .
2. Math: Implement EngageNY math curriculum
3. Blended Leaming: Implement blended learning plan for ELA and math.
4. Content integration: Structured unit planning to develop skills in UBD approach across contents
supported by an instructional coach.
5. Art: Align art curriculum to academic content
6. Tier 2: Support our Tier 2 Literacy Interventionist by targeting students scoring below grade
level in grades K-3.
Year 2
1. Writing: Implement targeted writing curriculum for all grades (see ELA section for more
specifics).
2. Content integration: develop vertically aligned sequence of content integrated units grades K-5.
125
3. Science: Explore NGSS-aligned curriculum
Year 3
1. Technology: Integrate technology into all content areas
2. Content integration: refine curricular units ; begin student-led collaborative projects.
3. ELD: integrate strong ELD practices into content integrated strands
4. Writing: focus on writing across the cmTicula.
Year4
1. Content integration: Full integration of cross-curricular learning across ELA, math, science, art
and social science; focus on rubric development and authentic assessments.
2. Evaluate student growth for exiting 5th graders and assess strengths and weakness; develop a
Ian/revise the ro ram to address a s.
State Priority #3. Parental involvement, including efforts to seek parent input for making decisions for
schools, and how the school will romote arent artici ation
A. Build parent understanding of Common 90% families participate in report card
Core standards and overall instructional design conferences
B. Build parent capacity to monitor and guide Parent leadership: Increase number of
student learning and growth parent leaders by two leaders annually until
C. Develop a robust parent leadership culture there are 2 parent leaders representing every
and body cohort of students
Families positively rate (average of 3.5 or
higher) school climate in the areas of:
• Leadership Decisions
• Community Relations
• Attitude and Culture
• Leamin /Assessment
Year 0:
1. FLC targets DRA growth by developing parent understanding of the DRA and ensuring students
are reading at home independently every night.
2. Leverage parent leadership to implement consistent positive behavior incentives to increase
student attendance rates.
3. Recruit Parent Reps and develop capacity to facilitate FLC committee aligned to clear, defined
goals.
Year I :
1. Provide leadership training for parent leaders.
2. Conduct parent workshops on blended learning and SEL curriculum.
3. Invite parents to targeted Instructional Leadership Team Meetings.
4. Expand parent communication and translation services.
5. Actively recruit bilingual staff when hiring new staff members.
Year 2:
1. Create Parent Teacher Academic Team with regular meeting schedule.
126
2. Create a differentiated list of parent volunteer opportunities and a system for sign-up.
4. Explore revitalized parented programs in technology and English.
Years 3-5:
1. Implement one home visit per family per year.
2. Plan yearly Expositions of student work based upon integrated cross-curricular learning.
3. Expand parent education opportunities.
State Priority #5. Pupil engagement, as measured by all of the following, as applicable:
A. School attendance rates
B. Chronic absenteeism rates
C. Middle school dropout rates (EC §52052.l(a)(3))
D. High school dropout rates
E. High school graduation rates
State Priority #6. School climate, as measured by all of the following, as applicable:
A. Pupil suspension rates
B. Pupil expulsion rates
C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety
and school connectedness
A. Family Services: Engage families as < 10% of all students are chronically
partners in student achievement, school culture absent
and community engagement. Empower families <= 5% of enrolled students are suspended
to review data and make decisions around site out of school
investments 0% of enrolled students are expelled
B. Response to Interventions: Implement a 95% average daily attendance (P2-ADA)
rigorous Response to Intervention model to Family average >= 3.5 on Domain 7:
address the Tierl , Tier2, and Tier3 academic, Attitude and Culture of the SCAI Survey
behavioral and social needs of all sh1dents. Student average >= 3.5 on Domain 7:
Attitude and Culture of the SCAI Survey
Teacher average >= 3.5 on Domain 7:
Attitude and Culture of the SCAI Survey
Year 0
I. Enhance PBIS systems with a focus on increasing the positive incentive systems in classrooms
and school wide.
2. Align SEL work throughout the school and provide more support for teachers on Tier 1
strategies for behavior intervention.
3. Strengthen the COST process and the creation of behavioral support plans for Tier 2 & 3
students.
Year 1
1. Summer Institute - Train all teachers in SEL cmTiculum.
2. Create a defined identity by adopting school colors and a mascot.
127
3. Provide student leadership through implementing a student council, incorporating more
elementary student voice through this structure.
4. Investigate and implement other behavioral plans and incentives to supplement new SEL
program.
5. Implement a chronic absence team .
6. Revise safety plan.
Years 2-5
1. Continue to implement SEL program.
2. Train parents in SEL program.
3. Expand R TI plan.
4. Deepen case management resources for chronically absent students and students with more than
5 suspensions.
5. Facilitate targeted tier 1 behavioral coaching for teachers.
6. Develop a parent patrol for dismissal.
State Priority #7. The extent to which pupils have access to, and are enrolled in, a broad course of
study, including programs and services developed and provided to unduplicated students (classified as
EL, FRPM-eligible, or foster youth; E.C. §42238.02) and students with exceptional needs.
"Broad course of study" includes the following, as applicable:
Grades 1-6: English, mathematics, social sciences, science, visual and performing arts, health, physical
education, and other as prescribed by the governing board. (E.C. §51210)
Grades 7-12: English, social sciences, foreign language( s), physical education, science, mathematics, ( )
visual and performing arts, applied arts, and career technical education. (E.C. §51220(a)-(i))
D. 100% of students are 95% of students are a receiving broad
enrolled in a broad course of study that includes course of study including aits and PE
English, Mathematics, Social Sciences, Science,
Visual Arts, and Health/Physical Education,
preparing them to be on track for middle school
and a high school course of study that exceeds
the UC A-G requirements
Year I
1. Develop arts program and arts course.
2. Designate time for PE.
3. Explore opportunities for music education.
4. Implement content integrated curriculum
5. Ensure there are adequate numbers of student computers to implement personalized learning
program
Year 2:
1. Teachers integrate hands-on science.
2. Integrate science into art projects.
3. Expand PE offering.
4. Integrate instruction in technology course.
128
5. Deepen content-integrated curriculum
Year 3-5:
1. Implement fully integrated cross-curricular learning program.
State Priority #8. Pupil outcomes, if available, in the subject areas described above in CA Ed Code
Section 51210, as applicable.
A. Teachers are able to teach writing across the CCSA Statewide Rank: + 1 OR at least a
curricula and improve ELA outcomes 4 OR a at least a 6 for similar schools
B. Teachers are able to teach targeted and Increase the number of students
strategic ELD and scaffold and shelter content demonstrating mastery of 4/6 of the physical
for EL students fitness test by 5% annually
C. Teachers are able to design and implement 60% of students will increase 1 grade
units of study that are multidisciplinary - level OR achieve proficiency on the DRA
integrate the arts and technology, build student
capacity to collaborate around a common goal,
build student leadership and facilitation skills,
and improve student academic discourse
Year 0
I. Implement professional development plan focusing on complex text and academic discourse.
2. Deepen daily ELD instruction.
3. Deepen arts curricular offerings, taught by specialist.
4. Implement PE program, taught by classroom teachers
5. Integrate science instruction in units of study.
6. Deepen implementation of SEL curriculum
Year I
1. Ensure all teachers begin school year with curriculum maps drive support mastery of Common
Core standards.
2. Monitor and increase student time learning in the Zone of Proximal Development (blended
learning).
3. Deepen implementation of RTI program.
Year 2
1. Integrate content into ELA units of study.
2. Focus on close reading.
3. Focus on technology integrated technology.
Year 3
1. Implement technology as a lever for enhancing instruction across the curricula.
2. Implement integrated cross-curricular learning approach.
3. Summer institute and ongoing professional development for teachers to focus on
multidisciplinary teaching.
4. Continue with focus on writing integrating across the curricula ..
129
Years 4/5:
1. Weave ELD and writing throughout program.
2. Continue infusing instruction with technology.
3. Reflect on progress against goals and iterate.
*All actions outlined in the chart above are subject to revision as pait of EFC's annual strategic
site planning process. EFC does not commit to the specific actions as outlined above
L WL 's pupil outcomes, related to increases in pupil academic achievement both schoolwide and
for all groups ofpupils served by the charter school, as that term is defined in subparagraph (B)
ofparagraph (3) of subdivision (a) of section 47607, shall be aligned with state priorities, as
described in subdivision (d) of Section 52060, are as follows:
LWL' s P erformance agamst O USD Co II ec f1ve MPO s

Metric Description 13-14 Result 14-15 Result 15-16 Res ult
CAASPP Increase Overall NIA 26% 27%

Math students
scoring Level Hispanic NIA 30% 3 1%
3 or Level 4
by 5 percent African -
American
NIA 3% 17%
annually OR
achieve a level
of70% English Learners NIA 11 % 12%
CAASPP Increase Overall NIA 23% 31%

ELA students
scoring Level Hispanic NIA 27% 35%
3 or Level 4
by 5 percent African -
American
NIA 6% 21%
annually OR
achieve a level
of70% English Learners NIA 3% 13%
DRA Each year, 60 Overall 81% 77% 73%

percent of
students will Hispanic 83% 75% 72%
increase l
grade level African -
73% 78% 74%
OR achieve American
proficiency
English Learners 68% 60% 63%
SPED Average % of Students with

44% 36% 41%
goals met IEP
CELDTI Each year, Overall 38% 55% 51 %

130
ELPAC 40% ofELs
will improve
one
proficiency
level OR
maintain
proficiency on
CELDTIELPA
C.
Chronic Each year, less Overall NIA 6.5% 10.3 %

Absence than 8%
Rate percent of Hispanic NIA 5.6% 7.7%
students will
be absent African -
American
NIA 13.2% 2 1.0%
more than
10% of
enrolled days. English Learners NIA 3.7% 4.2%
Students with
IEP
NIA 6. 1% 13.2%
School Each year, at Families NIA 94% 95%

Safety least 75% of
students and
fa milies
positively rate
school safety.
(As measured Students (Gr 3-
5)
NIA 75% 79%
by School
Climate
Assessment
Instrumen)
Academic Each year, at Fami lies NIA 100% 97%

Instruction least 75% of
students and
fami lies
positively rate
academic
instruction. Students (Gr 3-
(As measured NIA 87% 88%
5)
by School
Climate
Assessment
Instrument)
School Each year, at Families NIA 100% 96%

-.LJC l.,l.::>lUH-
. - -- -
lC<lM I .J / 0 Ul
131
Making students and
families
positively rate
their voice in
schoo l
decision-
making and/or
Students (Gr 3-
opp01tunity NIA 89% 87%
5)
for feedback .
(As measured
by School
Climate
Assessment
Instrument)
By July 1, 2015, and annually thereafter, LWL shall update the goals and actions identified in
the charter to provide the following, as set forth in Education Code section 47606.S(a):
• A review of the progress towards the goals included in the charter, an assessment of the
effectiveness ofspecific actions toward achieving those goals, and a description of the
changes to the specific actions the charter school will make as a result of the review and
assessment.
• Listing and description of the expenditures for the fiscal year in implementing the specific
actions included in the charter as a result of the reviews and assessments, classified
using the California School Accounting Manual.
Under Education Code section 47607.3, if the charter school fails to improve outcomes for 3 or
more pupil subgroups (or, if less than 3, all pupil subgroups) in 3 or 4 consecutive school years,
the following shall apply:
• The chartering authority shall provide technical assistance to the charter school using an
evaluation rubric adopted by the State Board.
• The Superintendent may assign, at the request of the chartering authority and approval of
the State Board, the California Collaborative for Educational Excellence to provide
advice and assistance to the charter schools.
• The chartering authority shall consider for revocation any charter school to which the
California Collaborative for Educational Excellence has provided advice and assistance,
and has made findings that: 1) the charter school has failed, or is unable, to implement
the recommendations of the California Collaborative for Educational Excellence; or 2)
that the inadequate performance of the charter school, based upon the evaluation rubric,
is so persistent or so acute so as to require revocation of the charter.
132
ELEMENT 3: METHODS OF ASSESSING PUPIL PROGRESS TOWARDS MEETING
OUTCOMES
Governing Law: The method by which pupil progress in meeting those pupil outcomes is to be
measured.
• California Education Code Section 47605(b)(5)(C)
METHODS TO MEASURE PUPIL OUTCOMES
Theory of Action on Assessments
EFC will support teachers at Leaming Without Limits to provide instruction that develops
student mastery of grade-level content standards. EFC-wide and site specific professional
development will strengthen both organizations. EFC and Leaming Without Limits believe that
high quality instruction should yield high levels of learning and performance on multiple fonns
of assessments. Further, we believe that ongoing monitoring of student performance on
assessments tells us about what students are learning and not learning and that the more we
understand this process, the better we are able to adjust instruction to better meet student needs
and design instruction for achievement of the measurable pupil outcomes. Taken together,
measurable pupil outcomes and student performance on assessments are at the heart of
community accountability for student learning.
Multiple Measures/Assessments Selected
The Assessment Matrix below includes multiple fonns of assessments to be used at LWL and
supported by EFC. This fonna l assessment system is designed to ensure all students make
adequate and consistent progress toward the measurable pupil outcomes and that teachers at
Leaming Without Limits and administrators and staff at EFC can monitor that progress for each
student.
Assessment Matrix
Subj ect Grade Levels Assessment Annual Frequency
ELA GrK- 1 Kil Reading 1 - 4x

Diagnostic
ELA Gr 2 - 5 Standards-based 2 - 3x
benchmark
ELA GrK - 5 Developmental 3 - 4x

Reading Assessment
(DRA)
ELA Gr 3 - 5 SBAC lx
133
ELA GrK- 5 Writing Perfonnance 2 - 3x
Task
Math Gr K - 5 Standards-based unit 5 - 8x

assessments
Math Gr 3 - 5 SBAC lx
ELD GrK - 5 CELDT (will lx

transition to ELP AC)
Science Gr5 California Science lx

Test (CAST)
Physical Fitness Gr5 Physical Fitness Test lx

(PFT)
The measurable pupi l outcomes draw upon the California Frameworks for their subject areas and
the Common Core state standards. They are specific, measureable, attainable, results-based and
time-bound to ensure that school improvement efforts are concrete, motivating and realistic.
Performances on these measures, taken together, will indicate each child's progress toward
"meeting statewide standards," as required by law, though no one measure alone will constitute a
sole indicator of satisfactory or unsatisfactory progress.
EFC currently administers Conunon Core aligned unit tests for Mathematics and Common Core
aligned trimester benchmarks in English Language Arts. All current and future EFC sites,
including Leaming Without Limits, will administer the EFC standards-based benchmarks in
Math and English Language Arts.
EFC and Leaming Without Limits do not commit to using the specific assessments listed; the
School commits to using assessments that can be given frequently, allow instant reporting, are
diagnostic, provide data on growth, and provide growth towards grade-level standards mastery.
The School eagerly awaits the launch of several exciting new products in the coming year in
alignment with the Common Core standards and will provide a fina l assessment list when
changes to the plans outlined here are made.
Criterion-Referenced and Formative Assessments
Criterion-referenced/standards-aligned assessments and diagnostic/formative assessments are

key paiis of the EFC and L WL specific assessment plan. Criterion-referenced assessments will
be used to monitor whether students are mastering grade level standards, and to identify focus
standards for each classroom. These assessments are also disaggregated to identify trends, find
specific areas of instructional strength and weakness, and to ensure students are making progress
towards grade-level mastery of all state standards.
134
Formative assessments will be used not just to infonn instruction but also to track and monitor
student growth and learning. Leaming Without Limits distinguishes between three types of
fonnative assessments as distinct from organization-wide benchmark assessments. Checks for
understanding will take place continuously and give teachers immediate information about
student understanding to allow for immediate feedback to students. Common Fonnative
Assessments are created or found during grade level collaboration time and are connected to
individual learning targets deconstructed from standards and/or groups of targets. Interim
benchmark assessments are cumulative common fonnative assessments that give teachers
infonnation not just about the most recent unit of study, but about all major content and skills
covered in the year up to the time of administration. Leaming Without Limits teachers will use
checks for understanding, common formative assessments, and regularly use interim
assessments. Additionally teachers utilize blended learning data to track usage and progress on
blended learning programs. Teachers will use collaborative time to analyze the results of
common formative assessments, share best practices surfaced by the results of assessments, and
make plans to intervene on behalf of students who have not yet mastered the covered material.
In addition, all assessment data will be captured in student report cards. EFC has standards-based
repo1t cards, based on the current California standards. EFC plans to revise its report card to
align with the Common Core standards. The cun-ent repo1t card guidelines indicate that scores,
which align with the SBAC performance bands, should be based on multiple forms of data
including student work, fo1mal assessments, quizzes, classwork. Report card scores are not
based on cumulative averages, but rather against the criteria of whether the student has
demonstrated mastery of the standard.
See Appendix A52for sample LWL report cards
State Assessments
Pursuant to California Education Code Section 47605(c), Leaming Without Limits with support
from EFC, will conduct state pupil assessments, including the CAASPP, the California English
Language Development Test (CELDT) or English Language Proficiency Assessments of
California (ELP AC), and any other assessments as mandated by (e.g. SABE or its equivalent,
California Fitness Exam). L WL is subject to all state (API) and federal (A YP) assessment and
accountability requirements .
The results of these state assessments will be an indicator of overall school wide perfonnance,
class performance, grade-level performance, and subgroup performance. These tests will be one
of multiple assessment methods used to document and monitor student growth on a continuum of
achievement.
Pursuant to the transition to California's Common Core and the accompanying shift in the state
accountability testing system, LWL will establish baseline performance in the first year of testing
administration and will demonstrate growth in performance each year thereafter.
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If LWL does not test (i.e. , CAASPP) with the District, LWL hereby grants authority to the State of
California to provide a copy of all test results directly to the District as well as the charter
school.
Test results for the prior year, if not provided directly to the District by the State, will be
provided by the charter school to the District no later than September 1 of each year
State Assessment Modifications and Accommodations
Children with disabilities under the Individuals with Disabilities Improvement Act or Section
504 are included in State standardized testing and will be afforded the appropriate
accommodations/ modifications where necessary and appropriate.
Promotion and Retention Policies
Education for Change has a board-approved policy called the EFC Student Intervention and
Promotion Policy. It is aligned with California's Education Code Section 48070-48070.5.
There is very little research to support retention as a strategy for academic acceleration should a
student be academically behind. In general , Education for Change does not believe retention
without a targeted and strategic acceleration program is of benefit to a struggling student, and
EFC definitely does not believe that formulaic retention triggers that do not take into
consideration individual circumstances, age of child, access to strategic progranuning, and the
student's personal feelings should be used at all .
EFC's retention policy is as follows:
If students have received comprehensive academic and social/emotional interventions and fail to
make adequate progress, a site may consider those students for retention if all of the retention
criteria are met. Final retention decisions for students meeting the indicated will be made at the
site level by the Coordination of Services (COS) Team with Home Office final approval.
Criteria
1. The COS team must conclude that retention is in the best interests of the student and
consider emotional and social consequences.
2. Schools must have provided a retained student with a comprehensive interventions plan
the year prior and followed the interventions requirements outlined in the intervention
policy (including parent contact and progress reporting in the timeline outlined).
3. There is a distinct and targeted retention plan developed for that student - one that
provides a master teacher with a track record of accelerating instruction, a comprehensive
interventions plan that includes summer school, before/after school programming, in-
school interventions classes, and social/emotional support that academically motivates
the student.
4. Identification of students at-risk ofretention must take place at least eight weeks prior to
the end of the school year. Parent(s)/guardian(s) of identified students must be notified in
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writing at least six week prior to the end of the school year. Retention plans must be
developed by the COS team and approved by the Home Office at least three weeks prior
to the end of the school year.
Retention decisions will be reversed in the fall if the student scores at levels 3 or 4 in either
English Language Arts or Mathematics on the California state assessment.
English Language Learners
English Learners at EL levels 1, 2, or 3 who have been enrolled in schools in the United States
three years or fewer may not be retained. Should a teacher or parent feel that retention would
benefit a student who meets this criteria, they must make a fornrnl request to the Home Office.
Students in the Programs for Exceptional Children
Special education students can only retained as part of their Individualized Education Plan.
Use of Assessment Data
Integration of Technology and Assessment Systems
Education for Change uses Illuminate Education as a technology platfo1m to house student
information and assessment data. Additionally, we use Schoolzilla to create reports for teachers,
coaches, and principals. All EFC standards-based benchmark assessment data, CAASP data, and
CELDT/ELPAC data is housed in Illuminate and imported into Schoolzilla for reporting. All
assessments are scanned into Illuminate and the data is available instantly. In addition, teachers
are able to create scan sheets for teacher created fon11ative assessments and create standards-
based formative assessments. Via the Schoolzilla platform we create customized reports using
data from Tlluminate. These reports will allow teachers and administrators to analyze growth,
conduct detailed item analysis, and create intervention groups to monitor performance of
intervention groups.
EFC is committed to the importance of data inquiry cycles and sharing data with parents and
community. Data is shared regularly with the Family Leadership Council and the Staff
Leadership Council and shared more broadly with all parents through newsletters released
throughout the school year. In addition, schools facilitate data accountability and inquiry
sessions at the classroom level. Most recently, EFC has been piloting parent workshops during
summer session and at the kindergarten/TK levels where parents learn about the DRA and their
child's performance on the DRA, set targets for their child and get trained in how to do strategic
literacy work at home to facilitate achievement of that target.
Cycles of Inquiry
EFC will facilitate professional development about cycles of inquiry to support practice at
Learning Without Limits. Teachers and administrators at L WL will be engaged in on-going
cycles of inquiry into their practice and its connection to the measurable pupil outcomes
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described in the matrix above. A new cycle of inquiry will begin every 6 to 8 weeks and will
include review of assessment data in English Language Arts and Mathematics, and performance
in Writing, Science, History-Social Studies, ELD, and social emotional learning. Teachers will
be guided to examine how students perfonned on multiple measures during that six to eight week
cycle, identify patterns of underperformance or high perfonnance, and identify focus students
who are not making adequate progress. Collaborative teams will use these opportunities to fonn
questions that arise from the data, develop hypotheses around the questions, develop an
instructional response plan, and pursue different strategies or actions to improve student
outcomes. Teachers will be coached in using various inquiry protocols to ensure Leaming
Without Limits is building teacher capacity to facilitate and conduct cycles of inquiry both
fonnally and informally.
Reporting and Accountability to Authorizer
EFC and Leaming Without Limits will promptly meet all reasonable inquiries for data from the
Authorizer or other authorized agency and assure timely scheduled data reporting to our
Authorizer in compliance with the law; further EFC and Leaming Without Limits hereby grant
authority to the State of California to furnish copies of all test results directly to the Authorizer,
as well as to the School.
Use and Reporting of Data to School Stewards and Stakeholders
EFC and Leaming Without Limits will have a goal of every family having access to student
performance data on a regular basis. EFC will support Learning Without Limits to communicate
student progress and attainment of measurable pupil outcomes regularly with students and their
families. This will include school-wide meetings for families, and family/teacher conferences.
In addition, EFC and Learning Without Limits will utilize multiple streams of data to review
program effectiveness and inform programmatic decisions on a regular basis. Sources of data
include, but are not limited to, CAASPP results, benchmark assessment results, unit assessment
results, student reflections, portfolio evaluations, report cards, student, staff and family
satisfaction surveys, discipline referrals, attendance rates, and student/family attrition rates.
EFC will provide Leaming Without Limits with disaggregated data by subgroups, grade-level,
individual class, and student, and will be collected, analyzed, and disseminated in a transparent
manner that promotes accountability and continuous improvement amongst members of the
school community. EFC and Learning Without Limits will employ a universal inquiry cycle to
review the various types of data generated about the school program.
EFC and Learning Without Limits will continuously review academic content and instruction in
light of the data produced in accordance with this section, and will make improvements in
curriculum, instruction and professional development as appropriate. To this end, a school
improvement plan will be developed each year with input from the School' s community, staff,
and board.
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Charged with stewardship of public school funds, the EFC Board will systematically review
Leaming Without Limits' data in order to monitor trends in student learning outcomes and
ensure that there are sufficient and appropriate financial and human resources to properly enact
the School's program and remain true to the charter. The Board will work in conjunction with
the EFC and Leaming Without Limits leadership and community to make necessary changes in
response to identified needs as reflected in the school ' s data streams.
In accordance with Title III, Leaming Without Limits will adhere to all mandated reporting
guidelines in relation to English Learners, including notification to parents regarding CELDT
results and reclassification. In accordance with IDEIA, Leaming Without Limits will comply
with all state and federal laws regarding reporting requirements for children with IEPs.
Reporting to Broader Community
The School will annually publish the School Accountability Report Card (SARC) in accordance
with state and federal laws as they apply to charters.
District Visitation/Inspection
The School will comply with a District requested visitation process to enable the District to
gather information needed to validate the School's perfo1mance and compliance with the terms
of this charter. The School agrees to and submits to the right of the District to make random
visits and inspections or observations in order to carry out its statutorily required oversight in
accordance with Education Code Section 47607.
Response to Inquiries
Pursuant to Education Code Section 47604.3 the School shall promptly respond to all reasonable
inquiries including, but not limited to inquiries regarding its financial records from the District
Office of Education, District Board of Education, and the State Superintendent of Public
Instruction.
Schedule and Academic Calendar

Students currently attend school Monday through Friday from 8:00 a.m. to 2:55 p.m, though
these hours are subject to review on an annual basis. On Wednesdays, in accordance with
standard OUSD practice, school will end at 1:35 p.m. (minimum day) for all students in order to
provide teachers with dedicated professional development time each week. In addition, school
ends at 1:35 on Fridays to allow for a second prep period for teachers. Because it is a common
preparation period, this time is widely used for collaborative planning. Again, the use and
assignment of minimum days is subject to annual review.
LWL will follow applicable state laws to assure that students enrolled in the school attend a
school calendar offering a minimum of 175 days. Education for Change generally attempts to
align its annual school calendar with the Oakland Unified School District's. However, all EFC
schools will maintain flexibility for an earlier school year start and end date in order to provide
more time off for professional development days throughout the school year. The school
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enhances the beginning of the year for professional development time for teachers/staff by
adding up to three additional, fully compensated professional development days. A majority of
these days are usually scheduled for the week prior to the start of school to provide teachers with
compensated time to prepare their classrooms as well as engage in orientation and professional
development sessions focused on implementing the instructional program and building the
school culture. A11 EFC schools are allowed to allocate additional resources for professional
development at the beginning and end of the school years .
L WL will offer the required instructional minutes as established in Education Code Section
47612 .S(a).
See A43 for LWL 's Bell Schedule and A44for EFC SYJ 7 calendar.
Extended Learning Opportunities
As community engagement and whole-child development are key areas of focus for all EFC
schools, the school looks to provide extended learning opportunities for its students and
eventually for the wider community. Some activities that have been offered include:
For students:
• Small group intervention instruction
• Homework help sessions
• Enrichment classes (e.g. arts, dance, sports, clubs)
For the community (times may vary) :

• School fairs (Back to School Night, Expo, Open House)
• Parent engagement classes (with topics such as assisting your child with homework,
holding your child accountable at home and school, nutrition, gang prevention and
computer literacy)
All of these programs are staffed by community volunteers, community groups, service
providers, and teachers wishing to participate (with additional compensation).
Nights and Weekends

As with all student and community service organizations, LWL occasionally holds school and/or
staff functions in the evenings and on Saturdays. These functions have included parent-teacher
conferences, JEP meetings, whole-school performances, school fairs, Data Nights, staff retreats,
and other staff professional development sessions. These events/activities mainly are schedule-
constrained (parent work schedules, professional development provider availability schedules).
They are announced with sufficient advance notice and are kept to a minimum throughout the
year.
Staff Prep
L WL provides weekly preparation time for all teachers to ensure teachers have adequate time to
integrate lessons, plan cross-curricular activities and develop powerful standards-aligned lessons.
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Class Size
Smaller class sizes are one ofLWL's most effective structures for enabling personalization and
ensuring strong relationships are developed between students and teachers, between families and
teacher and between teachers themselves. L WL implements a 24-to-l class size reduction in
grades K -3. LWL's goal will be to implement upper-grade class reduction to have an average
fourth and fifth grade class size of 24. These sizes may be changed due to budget considerations
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ELEMENT 4: GOVERNANCE
The Governing 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) (DJ.
As an independent charter school, L WL, operated as or by its nonprofit public benefit

corporation, is a separate legal entity and shall be solely responsible for the debts and
obligations ofL WL.
EFC shall ensure that, at all times throughout the term of the Charter, the bylaws of its governing
board and/or nonprofit c01poration are and remain consistent with the provisions of this Charter.
In the event that the governing board and/or nonprofit corporation operating LWL amends the
bylaws, EFC shall provide a copy of the amended bylaws to the OCS within 30 days of adoption.
EFC shall send to the the OCS copies of all governing board meeting agendas at the same time
that they are posted in accordance with the Brown Act. L JiVL shall also send to the OCS copies of
all board meeting minutes within one week of governing board approval of the minutes. Timely
posting of agendas and minutes on EFC's website will satisfy this requirement.
The District reserves the right, but is not obligated, to appoint a single representative to the EFC
governing board pursuant to Education Code section 47604(b).
LEGAL AND POLICY COMPLIANCE
L WL shall comply with all applicable federal, state, and local laws and regulations, and District
policy as it relates to charter schools, as they may be amended from time to time.
LWL shall comply with all applicablefederal and state reporting requirements, including but not
limited to the requirements of CBEDS, CALPADS, the Public Schools Accountability Act of 1999,
and Education Code section 47604.33.
EFC shall comply with the Brown Act and the Public Records Act.
NOTIFICATION OF THE DISTRICT
L WL shall notffy the OCS in writing of any citations or notices of workplace hazards,
investigations by outside regulatory or investigative agencies, lawsuits, changes in corporate or
legal status (e.g. loss ofIRS 501 (c)(3) status), or other formal complaints or notices, within one
week of receipt of such notices by LWL. Unless prohibited by law, LWL shall notify the OCS in
writing of any intern.al investigations within one week of commencing investigation. L WL shall
notify the OCS within 24 hours of any dire emergency or serious threat to the health and safety of
students or staff The District willfollow all privacy requirements with respect to confidential
pupil and personnel data provided to the District.
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STUDENT RECORDS
Upon receiving a records request from a receiving school/school district, LWL shall transfer a
copy of the student's complete cumulative record within ten (] 0) school days in accordance with
Education Code section 49068. LWL shall comply with the requirements of California Code of
Regulations, title 5, section 3024, regarding the transfer of student special education records. In
the event L WL closes, L WL shall comply with the student records transfer provisions in Element
16. LWL shall comply with the requirements ofEducation Code section 49060 et seq., regarding
rights to access student records and transfer of records for youth in foster care.
Learning Without Limits acknowledges that pursuant to Article XVI section 8.5(e) of the
California Constitution, sections 2(e), 6, and 8 of Proposition 98, and sections 33126.J(b),
35256(c), and 35258 of the Education Code require schools, including Learning Without Limits
to provide certain information in certain formats in certain ways to the general public and
specifically to parents ofstudents at Learning Without Limits and of the District. Learning
Without Limits further acknowledges that it has the obligation to provide all ofsuch information
to the District that is required by these referenced authorities in a timely manner so that the
District may meet its obligations under those authorities as well. To the extent that there is
information that the District has, but that Learning Without Limits does not have that Learning
Without Limits needs in order to meet its obligations, the District shall provide the same to
Learning Without Limits in a reasonably timely manner upon request under Education Code
section 47604.3."
Learning Without Limits will maintain sufficient staff and systems including technology, required
to ensure timely reporting necessary to comply with the law and to meet all reasonable inquiries
from District and other authorized reporting agencies.
Learning Without Limits in accordance with Education Code Section 47604.3, shall promptly
respond to all reasonable inquiries, including but not limited to, inquiries regardingfinancial
records, from the District and shall consult with the District regarding any such inquiries.
Learning Without Limits acknowledges that it is subject to audit by OUSD if OUSD seeks an
audit of Learning Without Limits it shall assume all costs ofsuch audit. This obligation for the
District to pay for an audit only applies if the audit requested is specifically requested by the
District and is not otherwise required to be completed by Learning Without Limits by law or
charter provisions.
Members ofEFC 's Governing Board, any administrators, managers or employees, and any other
committees of LWL shall at all times comply with federal and state laws, nonprofit integrity
standards and OUSD 's Charter School policies and regulations regarding ethics and conflicts of
interest so long as such policies and regulations are not in conflict with any then-existing
applicable statutes or regulations applicable to charter schools.
Learning Without Limits and/or its non-profit corporation will be solely responsible for the debts
and obligations of the charter school.
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To the extent that Learning Without Limits is a recipient offederal funds, including federal Title I,
Part A funds, Learning Without Limits has agreed to meet all of the programmatic, fiscal and
other regulatory requirements of the No Child Left Behind Act and other applicable federal grant
programs. Learning Without Limits agrees that it will keep and make available to the District
any documentation necessary to demonstrate compliance with the requirements of the No Child
Left Behind Act and other applicable federal programs, including, but not limited to,
documentation related to required parental notifications, appropriate credentialing of teaching
and paraprofessional staff, where applicable, or any other mandated federal program
requirement. The mandated requirements ofNCLB include, but are not the limited to, the
following:
• Notify parents at the beginning of each school year of their "right to know" the
professional qualifications of their child's classroom teacher including a timely notice to
each individual parent that the parent 's child has been assigned, or taught for four or
more consecutive weeks by, a teacher who is not highly qualified.
• Develop jointly with, and distribute to, parents ofparticipating children, a school-parent
compact.
• Hold an annual Title I meeting for parents ofparticipating Title I students.
• Develop jointly with, agree on with, and distribute to, parents ofparticipating children a
written parent involvement policy.
Learning Without Limits also understands that as part of its oversight of the school, the Office of
Charter Schools may conduct program review offederal and state compliance issues. "
EQUAL EMPLOYMENT OPPORTUNITY
L WL and EFC acknowledge and agree that all persons are entitled to equal employment
opportunity. EFC shall not discriminate against applicants or employees on the basis of race,
color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy,
national origin, ancestry, citizenship, age, marital status, physical disability, mental disability,
medical condition, genetic information, milita,y and veteran status, or any other characteristic
protected by California or federal law. Equal employment opportunity shall be extended to all
aspects of the employer-employee relationship, including recruitment, selection, hiring,
upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from
employment.
ESEAINCLB AND CREDENTIALING REQUIREJ\1ENTS
L WL shall adhere to all requirements of the Elementary and Secondary Education Act (ESEA,
also known as No Child Left Behind (NCLB)) that are applicable to teachers and
paraprofessional employees. LWL shall ensure that all teachers meet applicable state
requirements for certificated employment, including the provisions ofEducation Code section
47605(1). LWL shall maintain current copies of all teacher credentials and make them readily
available for inspection.
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As part of the Fall Information Update, LWL will notify the District in writing of the application
deadline and proposed lottery date. L WL will ensure that all application materials will reference
these dates as well as provide complete information regarding application procedures, key dates,
and admissions preferences and requirements consistent with approved charter.
NON-PROFIT PUBLIC BENEFIT CORPORATION

Education for Change, Inc., is a California nonprofit 50l(c)(3) corporation incorporated in 2005
which manages six charter schools, each separately chartered by the Oakland Unified School
District or Alameda County Office of Education. The charter applicant and holder for all
Education for Change schools is the Board of Directors ("Board of Directors or Governing
Board") of Education for Change, which operates in accordance with its adopted corporate
bylaws, which shall be maintained to align with this charter and applicable law. The Oakland
Unified School District is expected to be the chartering authority for all EFC schools with the
exception of Cox Academy and Lazear Charter Academy, both chartered by the Alameda County
Office of Education. Each EFC school maintains a separate budget and undergoes its own
financial audit each year. EFC also creates combined financial statements annually.
EFC complies with all state, federal and local regulations and laws applicable to its operation, and
will comply with the District guidelines and requirements for charter schools. It will retain its
own counsel when necessary. It has purchased and will maintain as necessary general liability,
workers compensation, property, errors and omissions and unemployment insurance policies.
L WL will operate autonomously from the District, with the exception of the supervisory oversight
as required by statute and other contracted services as negotiated between the District and the
School. Pursuant to California Education Code Section 47604(c), the District shall not be liable
for the debts and obligations of Achieve, operated by a California nonprofit benefit corporation or
for claims arising from the perfonnance of acts, errors, or omissions by LWL as long as the
District has complied with all oversight responsibilities required by law.
Members of L WL 's governing board, any administrators, managers, or employees, and any other
committees of the School shall at all times comply with federal and state laws, nonprofit integrity
standards, and OUSD 's Charter School policies and regulations regarding ethics and conflicts of
interest so long as such policies and regulations are not in conflict with any existing applicable
statutes or regulations applicable to charter schools.
As an independent charter school, L WL, operated as or by its nonprofit public benefit

corporation, is a separate legal entity and shall be solely responsible for the debts and obligations
ofLWL.
L WL shall be a directly funded charter school and will be operated by the California non-profit
public benefit corporation, Education for Change, pursuant to Education Code Section 47604.
See Appendix Bl for the EFC Articles oflnc.:orporation and Appendix B2for the EFC Co,porate
Bylaws
Education for Change will:

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• Collaborate with the Oakland Unified School District (OUSD).
• Be operated as an independent 501 (c)(3) tax-exempt California nonprofit public benefit
corporation.
• Be governed by its Board of Directors, as defined by the California Corporations Code.
• Operate in accordance with all applicable federal, state, and local laws, the Articles of
Incorporation, and Bylaws of the nonprofit corporation, which will be maintained to align
with the charter.
• Operate public schools and not charge tuition.
• Encourage ethnic diversity in its programs, policies, and practices.
• Not discriminate in any programs, policies and practices based upon race, ethnicity,
religion, gender, sexual orientation, or disability or any other characteristic described in
Education Code Section 220.
• Be nonsectarian in its programs, admission policies, employment practices, and all other
operations.
Term and Renewal
The duration of the charter will be five years, beginning July 1, 2017. Renewal of the LWL
charter shall be in accordance with the standards set forth in the Education Code Section 47605.
Education for Change will submit a petition for renewal by January 31 of the year L WL' s charter
is scheduled to expire.
Education For Change Governing Board
Board of Directors Responsibilities
The Board of Directors of EFC is responsible for:
• Legal and fiscal well-being of the organization and each EFC school.
• Hiring and evaluating the EFC Chief Executive Officer.
• Approving and monitoring the implementation of the organization's policies.
• Developing and monitoring an overall operational business plan that focuses on student
achievement.
• Approving and monitoring the organization's annual budget and fiscal policies.
• Acting as fiscal agent. This includes the receipt and management of funds for the
operation of the organization in accordance with all applicable laws and the mission
statement of the organization.
• Contracting with an external auditor to produce an independent annual financial audit
according to generally accepted accounting practices.
• Regularly measuring both student and staff performance.
• Encouraging active involvement of students, parents/guardians, grandparents, and the
community.
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• Perf01ming all of the responsibilities provided for in the California Corporations code,
the Articles of Incorporation, Bylaws, and this charter as required to ensure the proper
operation of the organization and member schools.
• Oversight in hiring, evaluation, and, when necessary, termination of members of the
faculty and staff, upon recommendation of CEO
• Strategic Planning
• Approving and monitoring the implementation of the organization's policies and ensuring
the tenns of the charter are met
• Approving admission requirements
• Overseeing school facilities and safety
• Ensuring there are policies to enable student behavior and performance including but not
limited to academic achievement and mitigation, attendance, dress and decorum,
maintenance of a clean campus, open campus and other privileges, participation in
extracurricular activities, and discipline proceedings
The Board may initiate and carry on any program or activity or may otherwise act in a manner
that is not in conflict with or inconsistent with or preempted by any law and that is not in conflict
with the purposes for which the schools are established.
The Education For Change Governing Board may execute any powers delegated by law to it and
shall discharge any duty imposed by law upon it and may delegate to an employee of its schools
any of those duties with the exception of budget approval or revision, approval of the fiscal audit
and perfonnance report, hiring and evaluation of the CEO, termination of employees, and the
adoption of board policies. These delegated duties will focus on implementation rather than
policy setting as this is the responsibility of the Board. Delegation of said duties will be in
writing delineating the specific tasks to be delegated and the timeframe of these duties .
The mandate of the Governing Board and stakeholders of Education for Change is to promote
the guiding mission of L WL as articulated in this charter. In order to do so, the EFC Board is
empowered to operate as the decision-making body in regard to school-wide policies. The
governing structure is designed to foster participation by all stakeholders and assure the
effectiveness of local school control and accountability. As such, the EFC Board will exist to
affirm or reject policy recommendations and to evaluate the Chief Executive Officer.
Composition of the Education For Change Governing Board
The EFC Board of Directors will consist of at least 5 but not more than 11 voting members. EFC
recruits qualified and appropriate candidates for the board from education, nonprofit,
community, business, and legal organizations so that the current board is diverse in skill sets,
perspectives, and backgrounds and can fully and responsibly govern the organization and schools
while maintaining a unifying and passionate commitment to the vision and mission of EFC. The
Board has appointed a President, a Treasurer, and a Secretary. The Education for Change board
reserves the right to expand its board member seats should a law change or the need arise.
Should a law change or desire for additional skill sets necessitate a change in Board composition,
147
such change may be made by the Education for Change Governing Board in alignment with the
bylaws and the articles of incorporation.
The District reserves the right, but is not obligated, to appoint a single representative to the EFC
See Appendix B3 for biographies of EFC Board Directors and Appendix B4for a matrix
outlining the skills and competencies of the board and leadership team
All acts or decisions of the Board of Directors will be by majority vote of the directors in
attendance at the Board meeting, based upon the presence of a quorum. In accordance with
Education Code Section 47604(b), the District is entitled to appoint a single representative as a
member of the Board of Directors ofEFC.
When necessary and applicable, OUSD is responsible for providing facilities under Proposition
39 and its implementing regulations.
The Board may include an executive committee and other special purpose committees as deemed
necessary. The EFC Board has met regularly since its inception with the Chair of the Board
presiding over the meetings. The EFC Board will continue to meet regularly. EFC will comply
with the Brown Act.
EFC maintains in effect general liability and board errors and omissions insurance policies.
L WL complies with the OUSD policy related to charter schools to the extent it aligns with and
does not exceed the law applicable to charter schools, as it may be changed from time to time as
long as LWL has been given written notice of the policy change.
Recruitment, Selection, and Development of Education for Change Board Members
The qualifications sought in candidates interested in serving on the Board include but are not
limited to:
• Dedication to furthering the vision and mission of EFC;

• Willingness to volunteer for one or more board committees and the ability to contribute
appropriate time and energy necessary to follow through on assigned tasks;
• Ability to work within a team structure;
• Expectation that all children can and will realize high academic achievement; and
• Specific knowledge, experience, and/or interest in at least one element of governance for
EFC.
New board members are recruited and selected based on the provisions of EFC's bylaws. The
CEO of Education for Change works closely with the Board of Directors to ensure that they are
in full alignment with the organization's mission, culture, and goals.
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Education For Change has sought, and continues to seek, qualified and appropriate candidates
for the board from education, nonprofit, community, business, and legal organizations so that the
current board is diverse in skill sets, perspectives, and backgrounds and can fully and responsibly
govern the organization and schools while maintaining a unifying and passionate commitment to
the vision and mission of EFC. In addition, the board seeks EFC family representation through a
Family Leadership Council nomination structure that has EFC parents and guardians, through the
Family Leadership Council , to nominate and elect two family representatives to serve on the
Board of Directors (see Family Leadership Council section below).
Development of Board Members
All board members receive an annual training on open meeting laws, conflict of interest policy,
ethics, essential policies and procedures, legal and financial responsibilities, and charter school
oversight. EFCPS also ensures new board members receive training on basic roles and
responsibilities, committees, board recmitment, public relations and marketing, evaluating the
board and CEO, running an effective meeting, expulsion policies, human resources policies, and
Special Education. Training may include attending conferences whereby relevant governance
training is available and additional trainings and workshops to be held at special and regularly
scheduled Board meetings each year. Trainings may be provided by the EFC ' s legal counsel, the
California Charter Schools Association, or other experts.
Board Member Terms
Each EFC Board member serves a term of three (3) years, with the opportunity to renew for an
unlimited number of terms. There shall be no term limit (number of consecutive times a member
may mn for election).
Board members ' terms will expire in accordance with the Bylaws. Tenns for the current
Directors shall expire as stated in the chart below. Board members shall have experience in one
or more areas critical to charter schools success: education, school administration, school
finance, corporate structure, accounting, legal compliance, leadership or fundraising.
Education for Change Board of Directors with Term Expiration Dates
mfimJ rThr
Brian Rogers Finance Committee July 2019
Mike Barr Finance Committee July 2018
Sudhir Ai:nrnrwal Student Outcomes Committee July 2018
Nick Driver Chair, Executive Committee July2019
Adam Smith Finance Committee, Communications July 2019
advisor
Eva Camp Student Outcomes Committee, July 2019
Executive Committee
Dirk Tillotson Vice Chair Student Outcomes February 2017
Committee, Executive Committee
Roy Benford Board Member May 2019
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Kathy Cash Family Leadership Council February 2018
Representative
Paul Byrd Family Leadership Council February 2018
Representative, Executive Committee
Chair of the Governing Board
Each year, the EFC Board will elect a Chair pursuant to the Bylaws. Any voting member of the
Board may be eligible for this position. The Chair may choose to resign the Chairmanship with a
letter of resignation, in which case the EFC Board will elect a new president for the remainder of
that tenn.
Governing Board Meetings
The Education for Change Governing Board shall meet at least every other month or more often
as needed.
See Appendix BS Governing Board Meeting Schedules, 2016-17
The Education for Change Governing Board solicits the participation of members of the
community who do not have a direct stake in or accountability for LWL 's educational mission
and outcomes as expressed in this charter. Members of the community are always welcome to
attend board meetings consistent with open meeting requirements.
L WL and the EFC Board shall comply with the Brown Act and the Public Records Act. All EFC
Board meetings are held in accordance with the Brown Act. Regular meeting agendas are posted
at least 72 hours prior to regular meetings in various locations in Oakland, especially at the
Education for Change headquarters and on each EFC campus. Special meeting agendas are
posted at least 24 hours prior to special meetings. Meeting minutes and Board actions are always
posted within 72 hours following the meeting in the office. Other notifications include the EFC
website. Phone messages are delivered to students and parents.
Standing Committees
The EFC Board has both standing and temporary (ad hoc) committees to focus on specific tasks
and/or policies such as those listed in the initial description of the Board's purview stated
previously. All EFC Board committees shall be comprised with board members serving as
chairs. Education for Change may appoint faculty, parents, community members or other
members of the public with varying areas of expertise to its advisory committees. The purpose
of a committee is to provide advice, expertise and resources as necessary related to charter
schools, finances, facilities, and other areas relevant to the success of the school. All non-board
member committee members will be selected by the Board of Directors upon recommendation of
the CEO.
Standing committees include, but are not limited to, the following:
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• Finance: all finance-related matters are handled first on this committee, as well as
fundraising
• Student Outcomes: Performance, curriculum, instructional delivery, professional
development, and technology
• Executive: responsible for recruiting and making recommendations for selection of new
board members
Changes to standing committees (e.g., composition, purview, etc.) may be made at any time by
the EFC Board and shall not be considered a material revision to the charter.
The EFC Board has clearly defined the purpose and decision-making authority of each standing
committee. Consistent with legal requirements, standing committees will continue to make it a
practice to seek input of the stakeholders by publishing their meeting times and agendas and by
communicating with the school community on a regular basis. Meetings of the standing
committees will be in accordance with the Brown Act. In fulfilling its defined purpose, each
standing committee will seek input from affected stakeholders at LWL.
The EFC Board has the option of establishing Board policy through recommendations by
standing committees or Board-established ad hoc committees that can draft policy
recommendations to submit to the EFC Board. In non-policy decisions, whenever possible, and
appropriate, the EFC Board will seek input from standing or Board-established ad hoc
committees. The EFC Board will not be required to seek input on any matter that would legally
be heard in closed session pursuant to the Brown Act.
Fiscal Management
The Chief Executive Officer is responsible for all budgetary matters. On a day-to-day basis, the
Chief Operating Officer (COO) operates and makes recommendations to the CEO for the LWL
budget, with input from the Principal, Instructional Leadership Team and Family Leadership
Council. The COO works closely with an outside CPA for the audit of the school's end of year
financial statements and for appropriate review of procedures and internal control. The EFC
Board may authorize the Finance Committee to make final financial decisions regarding portions
of the schoo Is ' budget.
Compensation for Board Members and Committee Leadership
Directors may not receive compensation for their services as directors or officers, only such
reimbursement of expenses as the Board of Directors may establish by resolution to be just and
reasonable as to the corporation at the time that the resolution is adopted .
Revocation
OUSD' s right to revoke the LWL chaiier shall be subject to prior appeal rights under California
Education Code 47607. In accordance with Education Code Section 47607 , OUSD may revoke
the LWL charter on any of the following grounds:
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• LWL, as part ofEFC, commits a material violation of any of the conditions, standards, or
procedures set forth in the charter
• L WL, as part of EFC, fails to meet or pursue any of the student outcomes identified in the
charter
• Education for Change fails to meet generally accepted accounting principles, or engages
in fiscal mismanagement
• L WL violates any provisions of law
Prior to revocation and in accordance with California Ed Code Section 47607(d), OUSD will
notify Education for Change in writing of the specific violation. OUSD will give Education for
Change a reasonable oppo1iunity to remedy the violation.
In accordance with Education Code Section 47607, OUSD shall retain the right to revoke the
charter without notice and a reasonable opportunity to remedy, if the District Board finds in
writing that Education For Change, or LWL, is engaging in or has engaged in activities that
constitute a severe and imminent threat to the health and safety of the students. Dispute
resolution procedures are inapplicable to revocation proceedings.
Conflict Of Interest
Education For Change has adopted a conflict of interest document that complies with the
Political Reform Act. Members of Education For Change's Governing Board, any
administrators, managers or employees, and any other committees of the School shall at all times
comply with federal and state laws, nonprofit integrity standards and OUSD's Charter School
policies and regulations regarding ethics and conflicts of interest so long as such policies and
regulations are not in conflict with any then-existing applicable statutes or regulations applicable
to charter schools.
See Appendix B6for EFC Conflict of1nterest Code
The terms of this charter contract are severable. In the event that any of the provisions are
determined to be unenforceable or invalid under the provisions of California State Chaiier
Schools Act or other relevant state and/or federal statutes, the remainder of the charter shall
remain in effect unless mutually agreed otherwise by OUSD and the Governing Board of EFC.
The District and EFC agree to meet to discuss and resolve any issue differences relating to
invalidated provisions in a timely, good faith fashion in accordance with dispute resolution
procedures set forth in the charter.
Amending the Governing Structure
The governing structure of Education for Change may be revised. Amendments to this charter
may be proposed in writing and submitted to the Governing Board by any stakeholder.
Amendments must then be approved by the Governing Board. Material revisions shall be
submitted to OUSD in accordance with Education Code Section 47607.and are governed by the
standards and criteria of Education Code Section 47605 .
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District Required Provisions
L WL as governed by EFC will comply with the District policy related to charter schools to the
extent it aligns with and does not exceed the law applicable to charter schools, as it may be
changed from time to time as long as L WL has been given written notice of the policy change.
LWL as governed by EFC in accordance with Education Code Section 47604.3 , shall promptly
respond to all reasonable inquiries, including but not limited to, inquiries regarding financial
records, from the District and shall consult with the District regarding any such inquiries.
L WL as governed by EFC acknowledges that it is subject to audit by OUSD if OUSD seeks an

audit of L WL, it shall assume all costs of such audit. This obligation for the District to pay for
an audit only applies if the audit requested is specifically requested by the District and is not
otherwise required to be completed by L WL by law or cha11er provisions.
Members of Education For Change's Governing Board, any administrators, managers or

employees, and any other committees of the School shall at all times comply with federal and
state laws, nonprofit integrity standards and OUSD 's Charter School policies and regulations
regarding ethics and conflicts of interest so long as such policies and regulations are not in
conflict with any then-existing applicable statutes or regulations applicable to charter schools.
LWL shall ensure that, at all times throughout the term of the Charter, the bylaws of its
governing board and/or nonprofit corporation are and remain consistent with the provisions of
this Charter. In the event that the governing board and/or nonprofit corporation operating L WL
amends the bylaws, LWL shall provide a copy of the amended bylaws to the OCS within 30 days
of adoption.
L WL shall comply with all applicable federal, state, and local laws and regulations, and District
L WL shall comply with all applicable federal and state reporting requirements, including but not
limited to the requirements of CB EDS , CALPADS, the Public Schools Accountability Act of
1999, and Education Code section 47604.33.
Governance Structures
Education for Change believes that we best serve our students with a distributive leadership
structure that involves and includes parents, teachers and site leadership. To that end, EFC
created the following two councils.
Staff Leadership Council
The Staff Leadership Council was fmmed so that staff members from each school could provide
information from and to the Home Office. Staff Leadership Council members are elected by their
site staffs and approved by the principals, and all staff are invited to the meetings. Because the
member must be able to engage in discussions and inform organization-wide issues, principals
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are encouraged to nominate staff who have had site leadership responsibilities. They are also
encouraged to nominate at least one teacher and one operations staff person. Typically,
administrators are not part of the meetings, so that staff members may feel free to discuss issues .
The Staff Leadership Council meeting notes are distributed to all staff after meetings. Any staff
member can ask for clarification or comment on items discussed during the meeting. The role of
the Staff Leadership Council is to:
1) To advise the Home Office leadership on instructional, operations, and budgetary issues, in
order to ensure that the staff has the opportunity to consistently provide input into decision-
making and collaboratively craft solutions to problems
2) To assist the Home Office leadership in developing proposals to address issues faced by
3) To aid in the implementation of the new initiatives amongst the entire organization
In addition, Staff Leadership Council members are encouraged and able to participate on EFC
Governing Board Committees to help inforn1 board policies and provide valuable input to the
Board in execution of their responsibilities .
Family Leadership Council

Parent involvement is a key success factor at L WL, and one of the foundational elements of the
school. The same is true for Education for Change, which has established a Family Leadership
Council to ensure ongoing, consistent involvement and training for parent leadership
development. Each EFCPS school site FLC will elect two representatives to the EFC Family
Leadership Council. The Family Leadership Council participates in the ongoing evaluation of
the organization ' s programs and operations, schools and community concerns and priorities for
improvement.
See Appendix B7for the Family leadership Council Guidebook
Education For Change has instituted a governing board structure that facilitates parent leadership
on the governing board, as well as a clear pathway for the election of parents to the governing
board. Two seats on the governing board shall be reserved for family representatives nominated
by the Education for Change Family Leadership Council. These parent EFC board members will
be recruited with the same criteria as for other board members: each parent board member shall
possess one or more of the board-desired backgrounds, such as community, education, legal and
finance . These members shall serve tenns of one ( 1) year each, with no term limits.
L WL and all other Education for Change schools shall have active school site Family Leadership
Councils composed of two family members from each classroom. LWL ' s school site Family
Leadership Council shall have between 24 and 36 members, or up to two for each classroom.
Each year, L WL ' s Family Leadership Council shall elect two representatives to serve on the
Education for Change Family Leadership Council.
In addition to the two elected formal board member seats, the school site Family Leadership
Councils are expected to present feedback and information to the Education for Change
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governing board, giving family members two types of meaningful input on the strengths and
weaknesses of all of its schools, programs and operations. The Education for Change Family
Leadership Council and the school site Family Leadership Councils serve in an advisory role to
the Education for Change CEO and governing board.
EFC promotes parent engagement programs at all of its schools. As enrollment at EFC is based
on student and parental choice, consistent and continual communication with parents about the
expectations the school has for their children is critical. Parents/guardians are expected to
actively engage in their children's education by being active in school events, assisting their
children to L WL at the highest levels, scheduling specific homework time, and providing a quiet
environment for their children ' s studies.
Relationship Between EFC and the L WL Principal

EFC, as the nonprofit operating L WL, is responsible for overseeing the operations of the school.
Under the policies established by the Board of Directors of EFC, the school principal or director
rep01is to EFC Leadership for day-to-day management issues. The principal coordinates with
EFC Home Office support and supervision all campus-level planning and decision-making that
involves the school's professional staff, parents/guardians, and community members in
establishing and reviewing the school's educational plans, goals, perfonnance objectives, and
major classroom instructional programs. This allows the principal, teachers, parents/guardians,
and community members to make school-based decisions within the boundaries of the decisions
and policies set by the Board of Directors. The Education for Change Home Office has numerous
positions designed to suppo1i the principals in the management and operation of his/her school.
See Appendix B8 for the EFC Home Office Organi::.ation Chart
School Supervision by Chief Team
As specified above, the Board of Directors delegates day-to-day management responsibilities of

the larger organization to the Chief Executive Officer who then delegates management of
principal and school sites to the Chief Team. Different Chiefs are assigned to supervise a school
in all of the aspects of its day-to-day operations, working with the other Home Office staff, the
Board of Directors, the Authorizer, children, parents, and community members. The Chief Team
is responsible for the orderly operation of the Education for Change schools and the supervision
of all employees in that school. Our responsibilities include:
• Oversee up to 12 school sites, with bottom line responsibility fo r both fiscal and
academic performance
• Work with the CAO and COO in the impl ementa ti on of annual site planning and budget
development process fo r sites
• Deve lop and lead Principals and Assistant Principals in their roles as instructional leaders
and site managers
o Supp01i site leadership to ensure high quality implementati on of approved
instructional programs, including standards, assessments, instructional guidelines,
and culture.
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o Support principals in effective and efficient budget and human resource
management
• Act as liaison with Home Office staff to ensure school sites receive necessary support;
work closely with Home Office staff to improve systems and processes to serve the
schools
• Develop and appraise site administration effectively . Take corrective action as necessary
on a timely basis and in accordance with company policy. Consult with Human
Resources as appropriate .
• Culti vate relationships with local district officials and community leaders to further EFC
and individual school goals.
• Demonstrate knowledge of, and support, the EFC mission, vision, value statements,
standards, policies and procedures, operating instructions, confidentiality standards, and
the code of ethical behavior.
• Work collaboratively with the Instructional Management team to support the
development of instructional leadership at the administrative, coach, and teacher leader
level.
L WL Principal
The L WL Principal leads and manages L WL, inspiring staff, families and community members
to provide the best environment and structure for student learning. He has the freedom and
flexibility to make or suggest improvements on existing practices, as well as to request financial ,
instructional and material supports from the Home Office.
The L WL Principal' s primary responsibilities are:
• Lead LWL in accordance with the EFC vision and mission

• Lead and manage the planning and implementation ofLWL 's strategic site plan
• Provide instructional leadership guidance including monitoring of the implementation of the
established curriculum, identifying professional development needs for the staff, maintain
high expectations and standards for all student achievement, coordinate administration of
standardized testing, and monitor and support classroom instruction
• Manage and lead staff leadership teams (which includes representatives from
administration, teachers, support staff)
• Facilitate communication between all school stakeholders
• Supervise, evaluate, and ensure discipline of all other employees according to the mission,
philosophy, and obligations defined in the charter petition. Provide overall supervision of
student teachers, interns, and other unpaid classroom and school volunteers at the school.
• Oversee the day-to-day operations of the school
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• Report to the school's stakeholders, including the CEO and the EFC Board, on the progress
of the school in achieving educational success
• Oversee and support the development and implementation of all programs
• Involve parents and the larger community
• Develop a sense of community while respecting and responding appropriately to the
strengths and needs of staff. Be available to staff on a consistent daily basis to help address
their individual and collective needs. Act as a liaison, when necessary and appropriate,
between parents and staff. Actively seek parent, student and staff input and involvement in
key decisions that affect the school.
• Be available to parents on a regular basis. Keep parents informed of and involved in policy
changes at the school. Encourage parent support and cooperation and enlist their efforts to
sustain well-kept school structure. Plan and conduct interesting and informative parent
meetings.
• Attend EFC's administrative meetings as necessary and stay in direct contact with EFC
changes, progress, etc.
• Communicate and coordinate as necessary with EFC staff on Board meeting agendas,
including professional development scheduling, grant writing and fundraising, policies and
procedures, documenting and sharing of best practices, and annual budgeting
• Participate in the dispute resolution procedure and the complaint procedure when necessary
• Collaborate with other EFC principals and Home Office staff
Grievance Procedure for Parents and Students

Education For Change will designate at least one employee to coordinate its efforts to comply
with and carry out its responsibilities under the Title IX of the Education Amendments of 1972
(Title IX and Section 504 of the Rehabilitation Act of 1973 (Section 504 including any
investigation of any complaint filed with EFC alleging its noncompliance with these laws or
alleging any actions which would be prohibited by these laws.
EFC will adopt and publicize any grievance procedures providing for prompt and equitable
resolution of student and employee complaints alleging any action that would be prohibited by
Title IX or Section 504.
EFC will implement specific and continuing steps to notify applicants for admission and
employment, students and parents of students, employees, sources of refe1Tal of applicants for
admission and employment that it does not discriminate on the basis of sex or mental or physical
disability in the educational program or activity that it operates and that it is required by Title TX
and Section 504 not to discriminate in such a manner.
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ELEMENT 5: QUALJFJCA TJONS FOR SCHOOL EMPLOYEES
Governing Law: The qual(fications to be met by individuals to be employed by the school.

-California Education Code Section 47605(b)(5)(E)
L WL is driven by its own mission and vision, as well as the Education For Change Mission to
provide a superior public education to Oakland's most underserved children by creating a
system of public schools that relentlessly focuses on the continuous refinement of high quality
instruction. In order to achieve excellence and nurture diversity, LWL and Education for
Change must have a strategy and a plan to ensure the School has the human capital and talent
necessary to realize its vision.
Education for Change will comply with Education Code 4423 7 and 45125 .1 regarding the
requirement to fingerprint and obtain background clearance of employees and contractors. New
employees not possessing a valid California Teaching Credential must submit two sets of
fingerprints to the California Department of Justice for the purpose of obtaining a criminal record
summary. The EFC Chief Operating Officer (COO) shall monitor compliance with this policy
and report to the Board of Directors on a regular basis. The COO will also monitor fingerprinting
and background clearance of all non-teaching staff. Prior to employment, each employee must
furnish an up-to- date Mantoux Tuberculosis (TB) test result and documents establishing legal
employment status.
Equal Employment Opportunity
Education for Change acknowledges and agrees that all persons are entitled to equal employment
opportunity. EFC shall not discriminate against applicants or employees on the basis of race,
color, religion, sex, gender, gender expression , gender identity, sexual orientation, pregnancy,
national origin, ancestry, citizenship, age, marital status, physical disability, mental disability,
medical condition, genetic information, military and veteran status, or any other characteristic
protected by California or federal law. Equal employment opportunity shall be extended to all
upgrading, training, promotion, transfer, discipline, layoff, recall , and dismissal from
employment.
Code of Professionalism
All members recognize the magnitude of the responsibility educators accept in their chosen
profession. In order to ensure the effectiveness of our programs and the success of students in
meeting learning outcomes, all staff members must be committed to our collective mission and
vision. Every stakeholder is accountable for the academic and social growth of our students.
Members of EFC's Governing Board, any administrators, managers or employees, and any other
committees of the EFC Board shall at all times comply with federal and state laws, nonprofit
integrity standards and OUSD's Charter School policies and regulations regarding ethics and
158
conflicts of interest so long as such policies and regulations are not in conflict with any then-
existing applicable statutes or regulations applicable to charter schools.
Employee Recruitment and Selection
Education for Change will not discriminate against any employee on the basis of race, color,
creed, age, gender, national origin, disability, religion, sexual orientation, or marital status.
Education for Change will adhere to California laws, including fingerprinting and prohibitions
regarding the employment of any person who has been convicted of a violent or serious felony.
Education for Change implements specific and continuing steps to notify applicants for
admission and employment, students and parents of elementary and secondary school students,
employees, sources of referral of applicants for admission and employment, and all unions or
professional organizations holding collective bargaining or professional agreements with the
recipient, that it does not discriminate on the basis of sex or mental or physical disability or any
other characteristic described in Education Code Section 220 in the educational program or
activity which it operates, and that it is required by Title IX and Section 504 not to discriminate
in such a manner.
Criminal Background Clearances And Fingerprinting
EFC shall comply with all requirements of Education Code sections 4423 7 and 45125 .1. EFC
shall designate and maintain at all times at least one Custodian of Records duly authorized by the
California Department of Justice.
EFC shall maintain on file and available for inspection evidence that (1) EFC has performed
criminal background checks and cleared for employment all employees prior to employment; (2)
EFC has obtained certification from each of its contracting entities/independent contractors that
the entity/contractor has conducted required criminal background clearances for its employees
prior to provision of school site services and/or any contact with students and has requested
subsequent arrest notification service; and (3) EFC has performed criminal background checks
and cleared for service all volunteers not directly supervised by staff and who may have contact
with students. EFC shall also ensure that it requests and receives subsequent arrest notifications
from the California Department of Justice for all employees and volunteers not directly
supervised by staff. Upon request, EFC shall provide a copy of Department of Justice
confirmation of Custodian of Records status for each Custodian of Records.
All employees must furnish or be able to provide:
1) Proof of negative tuberculosis (TB) testing or negative chest X-ray for TB in accordance
with Education Code Section 49406
2) Fingerprinting for a criminal record check. Education for Change will process all
background checks as required by Education Code Section 44237
3) Documents establishing legal employment status
Immunization And Health Screening Requirements

159
EFC shall require all employees, and any volunteer or vendor/contracting entity employee who
may have frequent or prolonged contact with students, to undergo a risk assessment and/or be
examined and determined to be free of active tuberculosis (TB) within the period of 60 days
prior to employment/service, in accordance with Education Code section 49406. EFC shall
maintain TB clearance records and certifications on file.
Employees' job classification and work basis will be specified in individual employment
agreements. These agreements may take the form of employment contracts, at-will employment
agreements, or other agreements. All agreements not specifically stating that they are
employment contracts will be deemed to be at-will employment agreements. Agreements may be
renewed based on demonstration of meeting or exceeding the requirements of individual
agreements and adhering to policies, procedures, and expectations. These expectations will be
designed to support the mission and vision of the school and to comply with state laws.
EFC is dedicated to hiring professional and highly qualified staff. All staff to be hired at the
school must demonstrate an understanding and commitment to EFC's mission, vision, and
educational philosophy. The Director of Recruitment and the Chief Talent Officer at the EFC
Home Office will be responsible for staff recruitment - posting the position in strategic websites
and publications; working with the principal on presenting at career fairs , conferences, and
appropriate events; reaching out to and networking at events with innovative and experienced
educators; and utilizing print and news medi a as appropriate. The Principal will be responsible
for selecting all staff with support from the EFC Home Office. The Principal will establish a
Selection Committee composed of site staff, students (as appropriate), and parents that wi11 work
with the Principal to select staff.
To ensure the selection of the highest quality staff, we will implement the following selection
process:
1) Request resumes, cover letters and written responses to essay prompts (Home Office
Recruitment team),
2) Brief screening interview (by phone) as needed (Home Office Recruitment team),
3) Follow-up interview, including a sample teaching lesson or other demonstration of job-
related abilities (site level selection team),
4) Verification of credentials and past employment, state and federal background checks,
and professional and personal reference checks (Home Office Human Resources
Manager) ,
5) Finalize a selection (Home Office Recruitment team),
6) Finalize contract and extend offers of employment (Home Office Human Resources
Manager).
Employee Qualifications and Job Descriptions
All EFC and school staff commit to:
160
• Abide by federal , state, and local laws;
• Maintain a professional relationship with all students;
• Refrain from the abuse of alcohol or drugs during the course of professional practice;
• Exemplify honor and integrity in the course of professional practice, particularly in the
use of public funds and property;
• Comply with state, federal, and local laws regarding the confidentiality of student
records;
• Fulfill the terms and obligations detailed in the charter;
• File necessary reports of child abuse; and
• Maintain a high level of professional conduct.
ESEA/NCLB And Credentialing Requirements
EFC shall adhere to all requirements of the Elementary and Secondary Education Act (ESEA,
paraprofessional employees. EFC shall ensure that all teachers meet applicable state
requirements for certificated employment, including the provisions of Education Code section
47605(1). EFC shall maintain cun-ent copies of all teacher credentials and make them readily
Home Office
Education for Change as a charter management organization has an experienced Home Office
team responsible for suppo1iing L WL and its team in implementing a quality instructional
program in alignment with the charter petition.
The following positions are EFC Home Office positions that will support LWL in its operations :
Management Team
• Chief Executive Officer - Manages the strategic direction of EFC

• Chief of Staff - Manages strategic priorities
• Chief Academic Officer- Leads the Instructional Leadership Team
• Chief Talent Officer - Leads recruitment, selection, retention and development of human
capital; leads human strategic initiatives
• Chief of Schools - Manages and supervise all schools; leads leadership development
initiatives
Instructional Leadership Team
• Director of ELA and ELD

• Director of Mathematics
• Director of Data Systems and Analysis
161
o Data Manager
Finance and Operations Team
• Human Resources Team

• Community Engagement Specialist
• Student Recruitment Team
• Director Internal Operations
• Finance Team
• Facilities Manager
• IT Team
See Appendix B9forjob descriptions.for the CEO, Appendix BIO.for the COO job description
alld the Appendix Bl I Chief of Schools job description. These are the PRIMARY Home Office
leaders with respect to supporting sites. Any other Home O.fficejob descriptions can be made
available as requested.
The following job descriptions outline the school positions, including qualifications and
responsibilities. They will be revised as necessary to reflect the specific needs of L WL.
Principal
Under direction of the Chief of Schools, the Principal is responsible for the day-today
operations of LWL. The Principal' s responsibilities include management and oversight of all
instruction and operations. In collaboration with the EFC Home Office, the Principal develops
and implements school level policies in compliance with EFC's organization-wide policies,
administers and supervises the school and its employees, supports staff and parent leadership and
a model of shared decision making, manages the implementation of the instructional program in
alignment with the school 's approved instructional frameworks and annual site plans, fosters a
culture of positive, engaged learners, and serves as strong advocates for the school 's philosophy.
See Appendix Bl 2.for the Principal job description
Teachers
As with students and parents/guardians, teachers make a specific choice to be part of the LWL
team. EFC teachers meet the requirements for employment as stipulated by the California
Education Code section 47605(1). Primary teachers of core, college preparatory subjects
(English- language arts, mathematics, science, history, and special education) hold a Commission
on Teacher Credentialing certificate, permit, or other document equivalent to that which a
teacher in a non-charter public school would be required to hold. These documents are
maintained on file at EFC and at the school and are subj ect to periodic inspection by OUSD and
the Alameda County Office of Education. Teachers in non-core, non-college preparatory
subjects meet the requirements the State allows for a charter school.
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EFC follows the development of the regulations to implement "Highly Qualified" requirements
under the No Child Left Behind Act (NCLB) and ensures that the qualifications for all teachers
follow the regulatory guidelines set by the state with regard to this law. This includes monitoring
that the "highly qualified" teacher requirements of NCLB are met which ensure that teachers
meet the following three criteria unless otherwise exempt under the law:
1. Teacher possesses appropriate state certification or license;

2. Teacher holds a bachelor's degree; and
3. Teacher passed a rigorous test, relevant major or coursework, or state evaluation
demonstrating subject matter competency.
Selection of teachers is based on their teaching experience, the degree of subject matter
expertise, their "fit" with the team and the organization at large, their ability to develop strong
relationships with colleagues, students, and families , and their ability to demonstrate effective
classroom instructional capabilities. Inexperienced or emergency credentialed teachers are hired
on educational experience, work experiences deemed beneficial to education, and resumes with
good references. All teaching staff must meet guidelines and standards set by the school and
EFC.
Responsibilities and essential qualities for the teachers include:
• Preparing and implementing effective lesson plans and units of study that lead to student
understanding of curriculum content
• Assessing and facilitating student progress in line with the student and school outcome
goals
• Maintaining accurate records
• Participating in professional development activities
• Maintaining frequent communication with students and their families, colleagues, and
other school stakeholders
• Maintaining regular, punctual attendance
• Consistently delivering L WL ' s instructional program with a high level of student
engagement and appropriate rigor
• Consistent cognitive planning with adopted curricula
• Engaging in ongoing collaborative work with colleagues to strengthen L WL's ability to
deliver high level outcomes for all students
• Aligning instruction to the needs of English Language Learners, Special Education, High
and Low Achieving students
• Being self-reflective and always striving to improve at the craft of teaching
• Using data effectively to improve student, grade level, and school academic outcomes
• Consistently holding all students to high standards of work and behavior
• Maintaining open and effective lines of c01rununication with all stakeholders
• Maintaining a positive, organized, and productive learning environment
163
• Developing strong and productive relationships with students
See Appendix BI 3 for the L WL Teacher Job Desa;ption
Other Staff
A pool of day-to-day at-will (on-call) qualified substitutes, with appropriate background

clearances, is established and a list of qualified substitutes is maintained.
At L WL, additional staff persons include:
• Cafeteria Worker
• Custodian
• Office Manager
• School Services Assistant
• Assistant Principal
• Parent Coordinator
• IT Specialist
• ELA and Math Coaches
See Appendix BI 4for the Cafeteria Worker Job description

See Appendix Bl 5.for the Custodian Job description
See Appendix BI 6for the School Services Assistant Job description
See Appendix BI 7for the Office Manager Job description
See Appendix BI 8 for the Assistant Principal Job description
See Appendix BI 9for t/ze Parent Coordinator Job description
See Appendix B20 for t/ze IT Specialist Job descriptfon
See Appendix B2 I for the ELA /ELD Coach Job description (Math position is identical)
Evaluations
The principal and assistant principal are responsible for evaluating all teachers and support staff.
School staff evaluation is perfonned at least annually. The principal may request support from
the EFC academic support team to observe teachers in the classroom in order to determine their
effectiveness as facilitators of learning and their ability to reach children using various
modalities. A critical part of teacher evaluation and retention will be based on their growth as a
teacher, student achievement, professionalism, and "fit" with the larger organization and school.
See Appendix B22for Principal Evaluation Rubric, Appendix B23for the Principal Evaluation
Survey, and Appendix B24for the Principal Evaluation Performance Assessment
See Appendix B25.for Teacher Evaluation Rubric a11d Appendix B26.for Teacher Evaluation
Summa,J1Form
Just as staff are expected and encouraged to grow and achieve at high levels, so are these
expectations applied to the principal and the school. The EFC Home Office staff work with the
164
sites to ensure that the mission of the school is being met, that all students are meeting high
levels of achievement, that staff are well supported, and that the sites are safe learning
environments.
EFC shall comply with the requirements set forth in Education Code section 44939.5 regarding
the reporting of egregious misconduct committed by certificated employees.
EFC will maintain sufficient staff and systems including technology, required to ensure timely
reporting necessary to comply with the law and to meet all reasonable inquiries from District and
other authorized reporting agencies.
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ELEMENT 6: HEALTH AND SAFETY
Governing Law: The procedures that the school will follow to ensure the health and safety of
pupils and staff These procedures shall include the requirement that each employee of the
school furnish the school with a criminal record summary as described in - California
Education Code Section 44237. 47605 (b) (5) (F)
HEALTH, SAFETY AND EMERGENCY PLAN
LWL shall have a comprehensive site-specific Health, Safety and Emergency Plan, including but
not limited to the acquisition and maintenance of adequate onsite emergency supplies, in place
prior to beginning operation of L WL each school year.
L WL shall ensure that all staff members receive annual training on LWL 's health, safety, and
emergency procedures, including but not limited to training on bloodborne pathogens, and shall
maintain a calendar for, and conduct, emergency response drills for students and staff
LWL shall provide all employees, and other persons working on behalf of LWL who are
mandated reporters, with annual training on child abuse detection and reporting, which shall
occur within the first six weeks of each school year, or within the first six weeks of a person's
employment if employed after the beginning of the school year, in accordance with the
requirements ofAB 1432 (2014) .
L WL shall stock and maintain the required number and type of emergency epinephrine auto-
injectors onsite and provide training to employee volunteers in the storage and use of the
epinephrine auto-injector as required by SB 1266 (2014) .
LWL shall comply with the requirements of Education Code section 49475 regarding
concussions/head injuries with respect to any athletic program (as defined in Education Code§
49475) offered by or on behalf of LWL.
L WL shall periodically review, and update and/or modify as necessary, its Health, Safety and
Emergency Plan, and keep it readily available for use and review upon CSD request.
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)
LWL, including its employees and officers, shall comply with the Family Educational Rights and
Privacy Act (FERPA) and Education Code section 49060 et seq. at all times.
CRIMINAL BACKGROUND CLEARANCES AND FINGERPRINTING
LWL shall comply with all requirements of Education Code sections 44237 and 45125.1 . LWL
shall designate and maintain at all times at least one Custodian of Records duly authorized by
the California Department ofJustice.
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EFC shall maintain on file and available for inspection evidence that (1) EFC has performed
criminal background checks and cleared for employment all employees prior to employment; (2)
EFC has obtained certification from each of its contracting entities/independent contractors that
the entity/contractor has conducted required criminal background clearances for its employees
prior to provision of school site services and/or any contact with students and has requested
and cleared for service all volunteers not directly supervised by staff and who may have contact
supervised by staff Upon request, EFC shall provide a copy ofDepartment ofJustice
the reporting of egregious misconduct committed by certificated employees.
IMMUNIZATION AND HEALTH SCREENING REQUIREMENTS
examined and determined to be free of active tuberculosis (TB) within the period of 60 days prior
to employment/service, in accordance with Education Code section 49406. EFC shall maintain
TB clearance records and certifications on file.
EFC shall comply with all federal and state legal requirements related to student immunization,
health examination, and health screening, including but not limited to screening/or vision,
hearing, and scoliosis, to the same extent as would be required if the students were attending a
non-charter public school. EFC shall maintain student immunization, health examination, and
health screening records on file.
SAFE PLACE TO LEARN ACT

EFC shall comply with all applicable requirements of the Safe Place to Learn Act, Education
Code section 234 et seq.
GUN-FREE SCHOOLS ACT

EFCl shall comply with the federal Gun-Free Schools Act.
TOBACCO USE PREVENTION

EFC shall enact policies to prohibit the use of Tobacco near its school site in accordance with
the provisions of California Health and Safety Code section 104495. "
Comprehensive Sexual Harassment Policies and Procedures
Education for Change and LWL are committed to providing a school that is free from sexual
harassment, as well as any harassment based upon such factors as race, religion, creed, color,
national origin, ancestry, age, medical condition, marital status, sexual orientation, or disability.
Education for Change has a comprehensive policy to prevent and immediately remediate any
concerns about sexual discrimination or harassment at the School (including employee to
167
employee, employee to student, and student to employee misconduct). Misconduct of this nature
is very serious and will be addressed in a sexual misconduct policy that will be developed prior
to hiring any employees. All supervisors are required to participate in regular trainings around
their legal responsibilities.
See Appendix B27for the EFC Emplovee Handbook
Role of Staff as Mandated Child Abuse Reporters
All classified and certificated staff is mandated child abuse reporters and follow all applicable
reporting laws, the same policies and procedures used by schools within the Alameda County
Office of Education Service Area.
L WL shall provide all employees, and other persons working on behalf of L WL who are
occur within the first six weeks of each school year, or within the first six weeks of a person' s
requirements of AB 1432 (2014).
TB Testing
prior to employment/service, in accordance with Education Code section 49406. EFC shall
maintain TB clearance records and certifications on file .
Medication in School
The school adheres to Education Code Section 49423 regarding administration of medication in
school.
injectors onsite and provide training to employee volunteers in the storage and use of the
epinephrine auto-injector as required by SB 1266 (2014).
Vision/Hearing/Scoliosis
The school adheres to Education Code Section 49450 et seq. as applicable to the grade levels
served.
Blood-Borne Pathogens
The principal, or designee, meets state and federal standards for dealing with blood-borne
pathogens and other potentially infectious materials in the workplace. The principal, or designee,
has established a written "Exposure Control Plan" designed to protect employees from possible
168
infection due to contact with blood-borne viruses, including human immunodeficiency virus
(HIV) and hepatitis B virus (HBV).
Whenever exposed to blood or other body fluids through injury or accident, students and staff
should follow the latest medical protocol for disinfecting procedures.
LWL shall ensure that all staff members receive annual training on EFC ' s health, safety, and
emergency procedures, including but not limited to training on bloodbome pathogens, and shall
maintain a calendar for, and conduct, emergency response drills for students and staff
Facility Safety
LWL will comply with Education Code §4 7610 by either utilizing facilities that are compliant
with the Field Act or facilities that are compliant with the State Building Code, including
provisions for seismic safety. LWL agrees to test sprinkler systems, fire extinguishers, and fire
alarms annually at its facilities to ensure that they are maintained in an operable condition at all
times .
Fire, Earthquake, and Evacuation Drills
Students and staff will participate in earthquake drills every other month, fire drills monthly, and
at least one lock-down drill annually.
Emergency Preparedness
The school adheres to an Emergency Preparedness Handbook drafted for L WL. This handbook
includes but is not limited to the following responses : fire, flood, earthquake, terrorist threats,
hostage situations, and heart attacks. Education for Change requires that instructional and
administrative staff receive training in emergency response, including appropriate "first
responder" training or its equivalent.
concussions/head injuries with respect to any athletic program (as defined in Education Code§
494 75) offered by or on behalf of LWL.
See Appendix B28for the L WL Safety Plan
Procedures
The school has adopted procedures to implement the policy statements listed above prior to
operation. The school has developed a school safety plan. The school safety plan is guided by
Education Code Section 35294(a). LWL shall periodically review, and update and/or modify as
necessary, its Health, Safety and Emergency Plan, and keep it readily available for use and
review upon CSD request.
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ELEMENT 7: MEANS TO ACHIEVE RACIAL AND ETHNIC BALANCE
Governing Law: The means by which the school will achieve a racial and ethnic balance among
its pupils that is reflective of the general population residing within the territorial jurisdiction of
the school district to which the charter petition is submitted. -California Education Code
Section 47605(b)(5)(G)
Leaming Without Limits serves approximately 420 students in grades K-5. The school maintains
a waiting list to ensure the school will meet enrollment goals. It is the absolute goal of L WL to
serve the general student population of Oakland, and the school will strive to achieve a racial
and ethnic balance that will reflect the general population residing in the territorial
jurisdiction of the Oakland Unified School District and the demographics of the local
elementary schools, consistent with the admissions preferences as required of conversion schools
pursuant to California Education Code section 47605(d)(l). In 2012, LWL formally converted to
become a charter school operated by Education for Change. As a conversion charter school,
L WL is obligated to serving the traditionally underserved student population in the original L WL
attendance boundary.
Each fall, the principal in conjunction with the Board and faculty, will review the currently
enrnlled student demographics. If at any time a significant disparity among the racial and ethnic
demographics of our students is identified relative to surrounding OUSD schools, the principal
will initiate dialogue and meetings with community leaders from the underrepresented racial
groups. The objective of that dialogue will be to guide L WL into creating more culturally
inclusive and competent marketing strategies, and ultimately, a more culturally inclusive and
competent school.
Recruitment Strategies
Earned Media
Earned Media is the cheapest and one of the most effective strategies for garnering widespread
attention to a charter school. LWL will utilize the experience and relationships ofEFC Home
Office to strategically get articles placed in local newspapers that focus on the innovative
programs offered at the School.
Collateral Materials/Leave Behinds

Professionally designed brochures, flyers, and posters will showcase the benefits and
opportunities that an education from L WL will provide. All materials will be created with the
end-reader kept in mind and will be assured to make no false claims. These collateral materials
will be printed in English and Spanish and will be designed to demonstrate the diversity and
cultural appreciation that occur at L WL. All marketing material samples will be provided to
OUSD upon request.
Grassroots Community Outreach
170
The Principal and other staff will all be tasked with conducting public presentations to the
community in an effort to gain awareness. With pennission from Oakland Unified, L WL would
leave brochures or other collateral materials at any one of the Child Development Centers within
the district. EFC will provide presentations or collateral materials to Oakland Head Starts and
other pre-schools that allow access or opportunity to inform their parents of LWL. In addition ,
EFC will do targeted outreach throughout the Fruitvale community through the Unity Council,
the libraries, stores, restaurants, and markets in the area, and community-based organizations like
La Clinica de la Raza.
LWL Open Houses

In the spring and fall of every year, LWL will host community informational meetings, so that
interested parents or community members can come and learn about the opportunities that will
be provided by LWL. EFC Home Office leadership will be invited to attend and participate in
all open houses, especially in the case should parents have specific questions that should be
directed to Home Office personnel. Information for each of these open houses will be distributed
to all the local daily and weekly newspapers, on radio where available, and via a concerted
online and word of mouth grass roots strategy. Dates and times for the open houses have not yet
been confirmed, but they will be set to maximize the number of parents that are able to attend.
Proposed dates include meetings in December, February, March, and April of each year.
Meetings will be held on weeknights and on weekends.
LWL also understands that as part of its oversight of the school, OUSD may conduct program
review of federal and state compliance issues.
171
ELEMENT 8: ADMISSIONS REQUIREMENTS
Governing Law: Admission Requirements, if applicable. -California Education Code Section

47605(b)(5)(H)
DOCUMENTATION OF ADMISSIONS AND ENROLLMENT PROCESSES
L WL shall maintain complete and accurate records of its annual admissions and enrollment
processes, including but not limited to documentation of implementation of lotte1y and waitlist
criteria and procedures in accordance with the terms of the Charter. These records shall be
made available to the District upon request.
HOMELESS AND FOSTER YOUTH
LWL shall adhere to the provisions of the McKinney-Vento Homeless Assistance Act and
ensure that each child of a homeless individual and each homeless youth has equal access to
the same free, appropriate public education as provided to other children and youths. L WL
shall provide specific information, in its outreach materials, websites, at community meetings,
open.forums, and regional center meetings, that notifies parents that LWL is open to enroll and
provide services for all students, and provides a standard District contact number for access to
additional in.formation regarding enrollment. L WL shall comply with all applicable provisions
of Education Code sections 48850 - 48859.
NON-DISCRIMINATION
L WL shall not require a parent/legal guardian/student to provide in.formation regarding a

student's disability, gender, gender identity, gender expression, nationality, legal or economic
status, primary language or English Learner status, race or ethnicity, religion, sexual
orientation, or any other characteristic that is contained in the definition of hate crimes set
forth in section 422.55 of the Penal Code, or any other in.formation that would violate .federal
or state law, prior to admission, participation in any admissions or attendance lottery, or pre-
enrollment event or process, or as a condition of admission or enrollment. L WL may request,
at the time of, and as part of, conducting its lottery process, the provision of information
necessary to apply specific admissions preferences set forth in this Charter.
LWL shall not request or require submission of a student's IEP, 504 Plan, or any other record
or related in.formation prior to admission, participation in any admissions or attendance
lottery, or pre-enrollment event or process, or as a condition of admission or enrollment.
PARENT ENGAGEMENT
L WL shall not require a parent or legal guardian of a prospective or enrolled student to

perform volunteer service hours, or make payment offees or other monies, goods, or services
in lieu ofper.forming volunteer service, as a condition of his/her child's admission, continued
172
enrollment, attendance, or participation in the school's educational activities, or otherwise
discriminate against a student in any manner because his/her parent cannot, has not, or will
not provide volunteer service to L WL.
As a non-sectarian, tuition-free public school, Leaming Without Limits will admit all grade-
level eligible pupils who wish to attend up to the school ' s capacity, in accordance with
Education Code §47605(d)(2)(A). LWL will be a school of choice, and in compliance with
Education Code §47605(f), no student will be required to attend LWL Academy. Admission
shall not be determined based on the place of residence of the pupil or of his/her parent or
guardian. However, in the event of a public random drawing, admissions preference may be
granted to residents of the Oakland Unified School District and to the students residing in the
original L WL attendance boundary.
In accordance with Education Code §48000(a), children must meet minimum age requirements
for enrollment. L WL will abide by any future amendments to the Education Code regarding
minimum age for public schools. Proof of the child's age must be presented at the time of
enrollment as described in Education code §48002.
Admission and Enrollment Process
Leaming Without Limits is participating in the Oakland Common Enrollment process. In order
to ensure that all students will be placed appropriately and benefit fully from L WL, parents will
be strongly encouraged to participate in a pre-admission meeting and a school tour. Upon
admission, parents will be encouraged to attend a family orientation.
All students who wish to attend LWL shall be admitted, up to capacity. Admission to LWL
shall not be determined by the place of residence of the student or his or her parent in the State,
except as provided in Education Code Section 47605(d)(2). If the number of pupils who wish
to attend LWL exceeds the school's capacity, attendance, except for existing pupils of the
School, shall be determined by a public random drawing ("lottery"). Students cmTently
enrolled in the school are exempt from the lottery. In the case of a public random drawing, the
following will be exempt from the lottery for admission to the school :
Siblings of students currently enrolled
The following weighted numerical preferences will be employed during a public random
lottery:
• Applicants who reside in the former OUSD attendance boundary of the school will be
given a 5: 1 preference.
• Applicants who reside within Oakland Unified School District will be given a 10: 1
preference.
• Applicants who attend a school in Program Improvement will be given a 4 : 1 preference.
• Applicants who live outside of Oakland will be given a 1: 1 preference.
173
All applications drawn after reaching capacity will be placed on a wait-list, in order in which
they are drawn. Any applications submitted by the deadline and not accepted through the
public random drawing due to capacity limitations will be placed on the wait-list in the order
determined by lottery. Applications received after the deadline will be offered admission
(spots on the wait-list) in the order received AFTER all applicants who submitted by the lottery
deadline have been served.
Families who submitted completed application forms prior to the deadline will be notified in
writing regarding the date, time, and location of the public lottery, and rules for the lottery
process. Date, time, and location of the public lottery and rules for the lottery process are
included in site FAQs and are posted online. Parents do not have to be present to participate in
the lottery. The lottery drawing will be held on the school grounds in spring. EFC will ensure
that the lottery process will be:
• Public, transparent, and fair

• Held in a public space large enough to accommodate all interested
• Facilitated by an uninterested party charged with conducting the process
Results will be mailed to all applicants and follow-up phone calls will be made. Families of
students who are offered admission will have three weeks to confinn in writing their intent to
enroll and submit an enrollment packet including proof of age, proof of address, and
immunization records . Any families who decline admission or who fail to confirm will lose
their position to the next name on the waiting list. The waiting list will be kept on file at the
school and will be valid for the duration of the school year. If a student leaves the school, that
space will be offered to the next person on the waiting list by mail and by phone. A student
who is offered a position off of the waiting list will be required to confirm in writing their
intent to enroll.
Upon admission to Leaming Without Limits, the registration process 1s comprised of the
following:
• Completion of a student registration fonn ;

• Proof oflmmunization ;
• Home Language Survey;
• Completion of Emergency Medical Information Form ;
• Proof of minimum and maximum age requirements, e.g. birth certificate;
• Authorization for the school to request and receive from schools the student has
attended or is currently attending;
• A copy of any existing Student Study Team (SST) evaluations and recommendations for
the student shall be provided;
• A copy of any existing 504 or Individual Education Plan (IEP) for the student shall be
provided.
Family Educational Rights And Privacy Act (FERPA)
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Leaming Without Limits, including its employees and officers, shall comply with the Family
Educational Rights and Privacy Act (FERP A) and Education Code section 49060 et seq. at all
times.
See Appendix B29 for 16-17 EFC Student Application (paper-based). Appendix B30 for the
Common £11rol!me11t Student Applicatio11 (online), and Appendix B31 for 17-18 Enrollment
1,formation Sessions Flyer
175
ELEMENT 9: FINANCIAL AND PROGRAMMATIC AUDIT
Governing Law: The manner in which annual, indep endent financial audits shall be conducted,
which shall employ generally accepted accounting principles, and the manner in which audit
exceptions and deficiencies shall be resolved to th e satisfaction of the chartering authority.
- California Education Code Section 47605(b)(5)(1)
Budgets
Preliminary estimated budgets for the next five years and five years of cash flow for Leaming
Without Limits are attached.
See Appendix B32 and Appendix B33 for Prelimina,y Estimated Budgets and Cash Flow
See Appendix B34for Budget Narrative
Fiscal Autonomy
Education for Change will maintain the highest level of integrity in fiscal management while
seeking all available resources and using them effectively to support the instructional program.
The business philosophy of EFC is entrepreneurial and community-based. Every effort will be
made to maximize revenue from all sources while maximizing the effectiveness of all
expenditures through the utilization of a "better, faster, cheaper" and "in the best interest of the
students" test.
Local Control and Accountability Plan
In accordance with California Education Code sections 47604.33 and 47606.5, Learning Without
Limits shall include in its annual update a "listing and description of the expenditures for the
fiscal year implementing the specific actions included in the charter as a result of the reviews and
assessment required by paragraph (I) " of section 47606.5(a). These expenditures shall be
"classified using the California School Accounting Manual pursuant to Section 41010." (Ed.
Code§ 47606.5(b).)
Budget Development/LCAP Development
Budget development will begin each year immediately following the January announcement of
the governor's TK-12 State Budget Proposals and be continually refined through the May Revise
to the Final State Budget Act. Budgeted resources will always be consistent with Leaming
Without Limits ' goals as identified by the EFC Board and the annual site planning process guided
by the ongoing cycles of data inquiry .. A year-end estimate of actuals and interim reports will be
submitted as well.
EFC has developed and is implementing a comprehensive annual site planning process across all
of its schools. Data inquiry takes place every trimester following benchmarks assessments. The
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timeline for the site planning process begins in mid-January and continues through June when the
EFC Board approves first the LCAP and then the aligned budgets. The goals for this process are
as follows :
• Develop a clear vision

• Engage all stakeholders authentically
• Ensure all stakeholders have a clear and shared understanding of the instructional
program, resource allocation , and priority focu s moving forward
• State compliance to the LCAP
• Develop a transparent and strategic action plan and aligned budget that ensures resources
(time, people, money) are prioritized to accelerate student outcomes and meet identified
targets
Site Planning Process
11111
· IIIIJI
..
Ill ..
...
•• •
. . . ••
•
.
•• -• . I I . .. ••
HO- Stakehol
Led Data der Com-
Sessio Availabl Budg Engagem Delivera plianc
Due Action ns e et ent bles e
11/3
0 Tl data available X
1/4 Behavior dashboard live X
1/5 LCAP dashboard shared X
1/15 Attendance dashboard live X
1/15 Site Planning Launch: define core vs x

investments, stakeholder
engagement calendaring (frame the
process, engage with data, identify
177
priorities, work in teams to create
plans, action plan for feedback)
Create stakeholder engagement
0
1/15 calendar X
Initial stakeholder engagement
complete: overview, visioning: ILT,
2/1 FLC, Staff, Community X
Site planning work session: master
2/5 schedules and staffing plans X
2/15 Initial budgets available X
Review data with ILT, FLC, staff,
community, and students : identify
needs and proposed priorities
2/18 (utilize surveys) X
2/29 T2 data available X
Review T2 data with IL T, FLC,
staff, community, and students:
3/7 focus on staffing plan decisions X
Complete staffing plan and master
3/11 schedule X
Site planning work session: Review
supporting documents (SP LAP, EL,
3/11
cmTiculum, tech, family, facilities ,
culture) X 0
Submit Master Schedule to CAO for
3/11 approval X
Complete data analysis needs
assessment, annual review and
identified priorities and targets
3/14 sections of Site Plan X
3/25 Staffing conversations complete X
Complete interventions, SPLAP,
EL, curriculum, technology,
4/5 facilities plans X
Site planning work session: open
4/8 work session X
Stakeholder engagement as needed:
ILT, FLC, Staff, community,
4/15 students X
4/20 SCAI data available X
Complete SCAI data analysis and
4/25 family and culture and climate plans X
Present priorities and targets and
action plan to ILT, FLC, Staff,
4/28 Community
178
X
0
Submit Instructional Minutes to
( I) 5/2 Director of Data for approval X
Finalize priorities, targets and action
5/2 plan X
5/2 Site Plans due to CAO for review X
5/9 Feedback from CAO to site leads X
5/13 Final Site Plans due X
5/16 May revise: finalize budgets X
5/18 All 2016-1 7 budgets finalized X

5/20 CAO populates LCAPs X
Site plans/LCAPs sent for approval
to Academic Accountability
5/21 Committee X
Budgets approved by Finance
5/24 Committee X
5/30 All last minute revisions complete X
Site Plans and LCAPs approved by
6/1 Board X
Deadline for all Master Schedules to
6/2 be inputted into Illuminate X
See Appendix B35for learning WUhout Limits 16-17 LCAP
Financial Reporting
The Chief Operating Officer in collaboration with the principal of Leaming Without Limits in
coordination with the CEO of EFC submits an annual budget to the EFC Board of Directors
during the spring of each year. The EFC annual fiscal period runs from July 1 through June 30.
In order to ensure the necessary oversight and review of mandated reports for which the
authorizer must determine fiscal health and sustainability, the following schedule of reporting
deadline to the District will apply each year of the term of this charter;
• September 1 - Final Unaudited Financial Report for Prior Year

• December 1 - Final Audited Financial Report for Prior Year
• December I - First Interim Financial Report for Current Year
• March 1- Second Interim Financial Report for Current Year
• June 15 - Preliminary Budget for Subsequent Year
EFC has developed financial planning, financial reporting systems and budgets. The school
principal and Chief Operating Officer in conjunction with appropriate EFC staff are responsible
for producing monthly financial reports and designing a policy of internal controls to ensure
fiscal responsibility. The principal, EFC staff, and the EFC Board has also developed other
policies and procedures including employee benefits, compensation, evaluations, dispute
resolution, disciplinary actions, student information systems, and parental involvement.
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Financial records will be regularly maintained and a financial report prepared quarterly for the
EFC Board of Directors. The EFC Board Finance Committee will work closely with the COO
and the Finance Team to ensure fiscal oversight.
EFC has established strict policies governing internal controls. These policies ensure that the
internal control mechanisms address legal compliance, conflicts of interest, signature authorities,
government access to records, accounting procedures, cash management, and budget
development, financial reporting, property management and procurement.
Attendance Accounting
The school maintains contemporaneous documentation of attendance in a format acceptable to

the State. Required reports regarding daily attendance will be completed and submitted to the
requesting agencies.
Budget Allocation And Vendor Selection
The EFC Board is responsible for approving annual budgets, with substantial input from the
Chief Operating Officer (COO) and the Chief Executive Officer (CEO). The COO and principal
develop the budget proposals and have latitude in determining how funds are best used within
budget categories. EFC may delegate authority to the principal to select vendors below a contract
amount to be determined, but retains overall responsibility for contract approvals. EFC has
created an economy of scale by creating a highly accountable internally staffed back office
business service department.
Potential Users Of Financial Information
Financial statements such as a Balance Sheet, Income Statement, and Statement of Cash Flow
are prepared by the Home Office. Financial statements are used by the independent auditors who
the EFC Board contracts each year. The financial statements are also available for review as
desired by any of the school ' s officers, managers, or Board members who want to assess the
school's financial condition. In addition, Board members use the financial statements to confirm
existing policies or to create new policies. Finally, EFC submits its annual audited financial
statement to the appropriate authorities within the California Department of Education, State
Controller' s Office, Alameda County Superintendent of Schools, and OUSD as described above.
Insurance
EFC maintains general liability (including fire legal liability), workers compensation (including
employers liability coverage), errors and omissions, commercial auto liability (including owned,
leased, hired, and non-owned) , Fidelity Bond, sexual molestation and abuse coverage,
employment practices legal liability coverage, Directors and Officers Liability, Cyber Liability
and other necessary insurance coverage as required by OUSD.
Fiscal Audit
An annual independent financial audit of the books and records of EFC will be conducted as
180
required by Education Code Sections 47605(b)(5)(I) and 47605(m). The books and records of
EFC will be kept in accordance with generally accepted accounting principles, and as required
by applicable law and the audit will employ generally accepted accounting procedures. The audit
shall be conducted in accordance with applicable provisions within the California Code of
Regulations governing audits of charter schools as published in the State Controller's K-12 Audit
Guide. To the extent required under applicable federal law, the audit scope will be expanded to
include items and processes specified in applicable Office of Management and Budget Circulars.
The Education for Change Board of Directors will hire an independent auditor who has, at a
minimum, a CPA, experience in education finance, and is approved by the State Controller on its
published list as an educational audit provider is familiar with the Audit Guide for Charter
Schools. This auditor will complete an annual audit of Learning Without Limits' financial books
and records. This audit will be conducted in accordance with the applicable Generally Accepted
Accounting Principles and the Audit Guide for Charter Schools. It will verify the accuracy of
EFC and LWL's financial statements (including balance sheets, income statements, and cash
flow statements), attendance and enrollment reporting practices, internal controls, and any other
documents or systems required by law.
EFC will prepare the necessary unaudited financial reports to be submitted to OUSD. Two
interim reports and a year-end report, in a format to be provided by OUSD, that will include
actual and revised budget figures , projected revenues, expenditures, and fund balances will be
submitted to OUSD unless a different system is agreed to by all parties. In addition, year-end
financial statements audited by a Certified Public Accountant will be submitted to OUSD within
four months following the close of the fiscal year. The cost of the audit will be a fixed cost in
the annual budget to ensure EFC is able to comply with this requirement.
The annual audit will be completed and forwarded to the District Superintendent, the State
Controller, and to the CDE by the 15'" of December of each year. At the conclusion of the audit,
any exceptions or deficiencies will be reviewed by the Audit Committee with the Chief
Operating Officer. The Audit Committee will report the findings and rec01mnendations to the
Board of Directors. The Board will then repo1i to the District to address how the exceptions and
deficiencies have been or will be resolved to the satisfaction of the Authorizing Entity. EFC will
agree to writing a timeline for resolution of audit exceptions and deficiencies. Audit appeals or
requests for summary review shall be submitted to the Education Audit Appeals Panel ("EAAP")
in accordance with applicable law. The independent fiscal audit of Leaming Without Limits is
public record to be provided to the public upon request.
EFC will be responsible for its own financial services (accounting, budgeting, and payroll) and
personnel services.
EFC shall conduct all of its financial operations in a timely manner and for all programs (regular,
categorical, and special education) through procedures established by the State of California and
the Federal Government, as appropriate. For Federal programs, including Title I, the criteria for
eligibility and fiscal guidelines will be as established by the Federal Government. In receiving
this funding directly, EFC is responsible for meeting eligibility and fiscal requirements
established by the Federal Government and for completing the Consolidated Application. EFC
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shall provide OUSD with all financial and related reports, including enrollment attendance, to
enable OUSD to meet its requirements by law.
Audit and Inspection of Records
L WL agrees to observe and abide by the following terms and conditions as a requirement for
receiving and maintaining its charter authorization:
• L WL is subject to District oversight.

• The District's statutory oversight responsibility continues throughout the life of the
Charter and requires that the District, among other things, monitors the fiscal
condition of L WL.
• The District is authorized to revoke this Charter for, among other reasons, the failure
of L WL to meet generally accepted accounting principles or if L WL engages in fiscal
mismanagement.
Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to
audit L WL books, records, data, processes and procedures through the District Office of the
Inspector General or other means. The audit may include, but is not limited to, the following
areas:
• Compliance with terms and conditions prescribed in the Charter agreement,

• Internal controls, both financial and operational in nature,
• The accuracy, recording and/or reporting ofL WL 's financial information,
• LWL 's debt structure,
• Governance policies, procedures and history,
• The recording and reporting of attendance data,
• L WL 's enrollment process,
• Compliance with safety plans and procedures, and
• Compliance with applicable grant requirements.
LWL shall cooperate fully with such audits and shall make available any and all records
necessary for the performance of the audit upon 30 days notice to LWL. When 30 days notice
may defeat the purpose of the audit, the District may conduct the audit upon 24- hours notice.
Federal Funds
To the extent that Leaming Without Limits is a recipient of federal funds, including federa l Title
I, Part A funds, L WL has agreed to meet all of the programmatic, fiscal and other regulatory
requirements of the No Child Left Behind Act and other applicable federal grant programs.
LWL agrees that it will keep and make available to the District any documentation necessary to
demonstrate compliance with the requirements of the No Child Left Behind Act and other
applicable federal programs, including, but not limited to, documentation related to required
parental notifications, appropriate credentialing of teaching and paraprofessional staff, where
applicable, or any other mandated federal program requirement. The mandated requirements of
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NCLB include, but are not the limited to, the following:
each individual parent that the parent's child has been assigned, or taught for four or
more consecutive weeks by, a teacher who is not highly qualified
• Develop jointly with, and distribute to, parents of participating children, a school-parent
compact
• Hold an annual Title I meeting for parents of participating Title I students
• Develop jointly with, agree on with, and distribute to, parents of participating children a
written parent involvement policy
LWL also understands that as part of its oversight of the school, the Office of Charter Schools
may conduct program review of federal and state compliance issues."
L WL shall promptly respond to all reasonable inquiries, including, but not limited to, inquiries
regarding financial records, from OUSD and shall consult with OUSD regarding these inquiries.
Cash Reserves
EFC acknowledges that the recommended cash reserve is 5% of expenditures, as provided in

section 15450, title 5 of the California Code of Regulations.
Third Party Contracts
EFC shall ensure that all third party contracts, whether oral or written, for supplies, equipment,
goods and/or services, for the direct or indirect benefit of, or otherwise related to the operation
of, Learning Without Limits, require compliance with and otherwise conform to all applicable
local, state, and federal policies, regulations, laws, and guidelines, including but not limited to
licensing and permit requirements as well as requirements related to protection of health and
safety.
Special Education Revenue Adjustment/Payment for Services
In the event that Learning Without Limits owes funds to the District for the provision of agreed
upon or fee for service or special education services or as a result of the State's adjustment to
allocation of special education revenues from L WL, L WL authorizes the District to deduct any
and all of the in lieu property taxes that L WL otherwise would be eligible to receive under
section 47635 of the Education Code to cover such owed amounts. LWLfurther understands and
agrees that the District shall make appropriate deductions from the in lieu property tax amounts
otherwise owed to LWL. Should this revenue stream be insufficient in any fiscal year to cover
any such costs, L WL agrees that it will reimburse the District for the additional costs within
forty-jive (45) business days of being notified of the amounts owed.
Programmatic Audit
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EFC will compile and provide to OUSD an annual performance report on behalf of Leaming
Without Limits. This report will include the following data:
• Summary data showing pupil progress toward the goals and outcomes specified in
Element 2
• A summary of major decisions and policies established by the EFC Board during the year
• Data regarding the number of staff working at the school
• A summary of any major changes to the school's health and safety policies
• Data regarding the numbers of pupils enrolled, the number on waiting lists, and the
number of pupils suspended and/or expelled
Revenue Flow/Depository/ Accounting
As a directly funded charter school, most of the school 's state and federal revenue flows directly
from the state to the school's account in the District Treasury, which is administered through
OUSD.
Funds flowing through OUSD (payments in lieu of property taxes, supplemental instructional
hours, etc.) will be transferred via cash journal in the most expeditious manner possible.
All such revenue deposits will be recorded in the financial system at OUSD. All expenditures,
including payroll, will be drawn on the District Treasury, which enables the OUSD financial
system to account for all revenue and expenditures. Revolving accounts with a local financial
institution may be established for day-to-day expenditures from the General Fund, Food
Services, and other miscellaneous accounts. All expenditures over $500.00 from local accounts
will continue to require two signatures.
Attendance Accounting Procedures
Existing attendance accounting procedures that provide excellent checks and balances will
continue to be used unless a more efficient system can be devised that will satisfy state
requirements .
Mandated Costs Reimbursement Program
In order to meet the health, safety, and public accountability requirements of all public school
children at OUSD, the school will be required to comply with the following programs and
activities:
• Annual Parent Notifications II
• Behavior Intervention Plans
• California English Language Development Test
• Comprehensive School Safety Plan
• Criminal Background Check
• Emergency Procedures: Earthquake and Disasters
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• Habitual Truant Conferences
• Open Meeting Act/Brown Act
• Pupil Classroom Suspension by Teacher
• Physical Perfonnance Tests
• Pupil Exclusions
• Pupil Health Screenings
• Pupil Promotion and Retention
• Suspensions and Expulsions
• School Accountability Report Cards
• School Bus Safety I and II
• Standardized Testing and Reporting
• SIRS Creditable Compensation
• Any other current or future mandates of charter schools
It is the expressed intent of EFC to comply with all of the aforementioned mandates and file
directly for reimbursements. If a reimbursement claim can be filed only through OUSD, OUSD
agrees to fold EFC's claim into its claim and pass through Leaming Without Limits ' funds when
received.
Eligible expenses that OUSD incurs as a result of current charter school law, subsequent charter
school legislation, or CDE interpretations of these laws are not the responsibility ofLWL and
should be addressed by OUSD through the State's Mandated Cost Reimbursement Program.
LWL in accordance with Education Code Section 47604.3, shall promptly respond to all
reasonable inquiries, including but not limited to, inquiries regarding financial records, from the
District and shall consult with the District regarding any such inquiries. L WL acknowledges that
it is subject to audit by OUSD ifOUSD seeks an audit ofLWL it shall assume all costs of such
audit. This obligation for the District to pay for an audit only applies if the audit requested is
specifically requested by the District and is not otherwise required to be completed by Learning
Without Limits by law or charter provisions.
Internal Fiscal Controls
EFC will develop and maintain sound internal fiscal control policies governing all financial
activities.
Apportionment Eligibility for Students Over 19 Years of Age
EFC acknowledges that, in order for a pupil over nineteen (19) years of age to remain eligible
for generating charter school apportionment, the pupil shall be continuously enrolled in public
school and make satisfactory progress toward award of a high school diploma. (Ed. Code §
47612(b).)
EFC shall be deemed the exclusive public school employer of the employees of L WL for the
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purposes of the Educational Employment Relations Act. (Government Code section 3540 et seq.)
Charter School shall comply with all applicable requirements of the EERA, and the exclusive
employer shall comply with the duties and obligations of the exclusive employer under the
EERA. In accordance with the EERA, employees may join and be represented by an organization
of their choice for collective bargaining purposes. "
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ELEMENT 10: SUSPENSION/ EXPULSION PROCEDURES
Governing Law: The procedures by which pupils can be suspended or expelled. - California
Education Code Section 47605(b)(5)(J)
Code of Conduct
The goal of the Learning Without Limits Code of Conduct is to create conditions that foster
student self-discipline in a warm, supportive school climate that is conducive to maximum
learning for all students. The Code of Conduct is a general guide for behavior, not a mechanism
for rigid control. The individual personalities of students or extenuating circumstances will be
considered before corrective measures are prescribed. (Ref erence Ed Code Sections 48900 and
48915 and Health and Safety Code 1100 7)
The code of conduct is presented in the student/parent handbook. Every family receives a new
copy of the Parent-Student handbook annually.
See Appendix B36for LWL Family Handbook. Note that this handbook is also available in
Spanish.
Each student and his or her parent or guardian will be provided with a copy of the following
discipline policies including suspension and expulsion and will be required to verify that they
have reviewed and understand the policies prior to enrollment.
At LWL, all students will wear the approved LWL school uniform. The school uniform policy
will be set by the Family Leadership Council at the school site, and the principal will be
accountable for enforcing the approved uniform policy.
Suspension and Expulsion
The following Pupil Suspension and Expulsion Policy has been established in order to promote
learning and protect the safety and well being of all students at LWL. When the policy is
violated, it may be necessary to suspend or expel a student from regular classroom instruction.
This policy shall serve as School's policy and procedures for student suspension and expulsion,
and it may be amended from time to time without the need to amend the charter so long as the
amendments comport with legal requirements.
Staff shall enforce disciplinary rules and procedures fairly and consistently among all students.
This Policy and its Procedures will clearly describe discipline expectations, and it will be printed
and distributed as part of the Student Handbook, which is sent to each student at the beginning of
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the school year. The School administration shall ensure that students and their parents/guardians
are notified in writing upon enrollment of all discipline policies and procedures.
Discipline includes but is not limited to advising and counseling students, conferring with
parents/guardians, detention during and after school hours, use of alternative educational
environments, suspension and expulsion.
Corporal punishment shall not be used as a disciplinary measure against any student. Corporal
punishment includes the willful infliction of or willfully causing the infliction of physical pain on
a student. For purposes of the Policy, corporal punishment does not include an employee's use
of force that is reasonable and necessary to protect the employee, students, staff or other persons
or to prevent damage to school property.
Suspended or expelled students shall be excluded from all school and school-related activities
unless otherwise agreed during the period of suspension or expulsion.
A student identified as an individual with disabilities or for whom School has a basis of
knowledge of a suspected disability pursuant to the Individuals with Disabilities Education
Improvement Act of 2004 ("IDEIA") or who is qualified for services under Section 504 of the
Rehabilitation Act of 1973 ("Section 504") is subject to the same grounds for suspension and
expulsion and is accorded the same due process procedures applicable to regular education
students except when federal and state law mandates additional or different procedures. The
School will follow all applicable federal and state laws when imposing any form of discipline on
a student identified as an individual with disabilities or for whom the School has a basis of
knowledge of a suspected disability or who is otherwise qualified for such services or protections
in according due process to such students.
Grounds for Suspension and Expulsion of Students

A student may be suspended or expelled for prohibited misconduct if the act is 1) related to
school activity, 2) school attendance occurring at the School or at any other school, or 3) a
School sponsored event. A pupil may be suspended or expelled for acts that are enumerated
below and related to school activity or attendance that occur at any time, including, but not
limited to, and of the following:
a) while on school grounds ;

b) while going to or coming from school;
c) during the lunch period, whether on or off the school campus; or
d) during, going to, or coming from a school-sponsored activity.
Suspension Offenses
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Discretionary Suspension Offenses. Students may be suspended for any of the following acts
when it is determined the pupil:
1. Caused, attempted to cause, or threatened to cause physical injury to another person.
2. Willfully used force of violence upon the person of another, except self-defense.
3. Unlawfully possessed, used, sold or otherwise furnished, or was under the influence of
any controlled substance, as defined in Health and Safety Code 11053-11058, alcoholic
beverage, or intoxicant of any kind.
4. Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in

Health and Safety Code 11053-11058, alcoholic beverage or intoxicant of any kind, and
then sold, delivered or otherwise furnished to any person another liquid substance or
material and represented same as controlled substance, alcoholic beverage or intoxicant.
5. Committed or attempted to commit robbery or extortion.
6. Caused or attempted to cause damage to school property or private property.
7. Stole or attempted to steal school property or private property.
8. Possessed or used tobacco or products containing tobacco or nicotine products, including

but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco,
snuff, chew packets and betel. This section does not prohibit the use of his or her own
prescription products by a pupil.
9. Committed an obscene act or engaged in habitual profanity or vulgarity.
10. Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug
paraphernalia, as defined in Health and Safety Code 11014.5.
11. Disrupted school activities or otherwise willfully defied the valid authority of
supervisors, teachers, administrators, other school officials, or other school personnel
engaged in the performance of their duties.
12. Knowingly received stolen school property or private property.
13 . Possessed an imitation firearm, i.e.: a replica of a fireann that is so substantially similar

in physical properties to an existing firearm as to lead a reasonable person to conclude
that the replica is a firearm.
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14. Committed or attempted to commit a sexual assault as defined in Penal code 261 , 266c,
286, 288 , 288a or 289, or committed a sexual batte1y as defined in Penal Code 243.4.
15 . Harassed, threatened, or intimidated a student who is a complaining witness or witness in

a school disciplinary proceeding for the purpose of preventing that student from being a
witness and/or retaliating against that student for being a witness.
16. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug
Soma.
17. Engaged in, or attempted to engage in hazing. For the purposes of this subdivision,
"hazing" means a method of initiation or pre-initiation into a pupil organization or body,
whether or not the organization or body is officially recognized by an educational
institution, which is likely to cause serious bodily injury or personal degradation or
disgrace resulting in physical or mental harm to a former, current, or prospective pupil.
For purposes of this section, "hazing" does not include athletic events or school-
sanctioned events.
18. Made terrorist threats against school officials and/or school property. For purposes of
this section, "terroristic threat" shall include any statement, whether written or oral, by a
person who willfully threatens to commit a crime which will result in death, great bodily
injury to another person, or property damage in excess of one thousand dollars ($1 ,000),
with the specific intent that the statement is to be taken as a threat, even if there is no
intent of actually canying it out, which, on its face and under the circumstances in which
it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the
person threatened, a gravity of purpose and an immediate prospect of execution of the
threat, and thereby causes that person reasonably to be in sustained fear for his or her
own safety or for his or her immediate family's safety, or for the protection of school
property, or the personal property of the person threatened or his or her immediate
family .
19. Committed sexual harassment, as defined in Education Code Section 212.5. For the
purposes of this section, the conduct described in Section 212.5 must be considered by a
reasonable person of the same gender as the victim to be sufficiently severe or pervasive
to have a negative impact upon the individual's academic performance or to create an
intimidating, hostile, or offensive educational environment. This section shall apply to
pupils in any of grades 4 to 12, inclusive.
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20. Caused, attempted to cause, threaten to cause or participated in an act of hate violence, as
defined in subdivision (e) of Section 233 of the Education Code. This section shall apply
to pupils in any of grades 4 to 12, inclusive.
21. Intentionally harassed, threatened or intimidated a student or group of students to the

extent of having the actual and reasonably expected effect of materially disrupting
classwork, creating substantial disorder and invading student rights by creating an
intimidating or hostile educational environment. This section shall apply to pupils in any
of grades 4 to 12, inclusive.
22. Engaged in an act of bullying, including, but not limited to, bullying committed by means
of an electronic act, as defined in subdivisions (f) and (g) of Section 32261 of the
Education Code , directed specifically toward a pupil or school personnel.
23. A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or
attempted infliction of physical injury to another person may be subject to suspension,
but not expulsion, except that a pupil who has been adjudged by a juvenile court to have
committed, as an aider and abettor, a crime of physical violence in which the victim
suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant
to subdivision (1).
Non- Discretionary Suspension Offenses: Students must be suspended and recommended for
expulsion for any of the following acts when it is detennined the pupil:
a) Possessed, sold, or otherwise furnished any firearn1, knife, explosive, or other dangerous
object unless, in the case of possession of any object of this type, the students had
obtained written permission to possess the item from a certificated school employee, with
the Principal or designee's concurrence.
Suspension Procedure
Suspensions shall be initiated according to the following procedures :
1. Conference
Suspension shall be preceded, if possible, by a conference conducted by the Principal or
the Principal 's designee with the student and his or her parent and, whenever practical, the
teacher, supervisor or school employee who referred the student to the Principal. The
conference may be omitted if the Principal or designee determines that an emergency
situation exists. An "emergency situation" involves a clear and present danger to the
lives, safety or health of students or school personnel. If a student is suspended without
this conference, both the parent/guardian and student shall be notified of the student's
191
right to return to school for the purpose of a conference. At the conference, the pupil shall
be informed of the reason for the disciplinary action and the evidence against him or her
and shall be given the opportunity to present his or her version and evidence in his or her
defense. This conference shall be held within two school days, unless the pupil waives
this right or is physically unable to attend for any reason including, but not limited to,
incarceration or hospitalization. No penalties may be imposed on a pupil for failure of the
pupil 's parent or guardian to attend a conference with school officials. Reinstatement of
the suspended pupil shall not be contingent upon attendance by the pupil's parent or
guardian at the conference.
2. Notice to Parents/Guardians
At the time of suspension, the Principal or designee shall make a reasonable effort to
contact the parent/guardian by telephone or in person. Whenever a student is suspended,
the parent/guardian shall be notified in writing of the suspension and the date ofretum
following suspension. This notice shall state the specific offense committed by the
student. In addition, the notice may also state the date and time when the student may
return to school. If school officials wish to ask the parent/guardian to confer regarding
matters pertinent to the suspension, the notice may request that the parent/guardian
respond to such requests without delay.
3. Suspension Time Limits/Recommendation for Expulsion

Suspensions, when not including a recommendation for expulsion, shall not exceed five
(5) consecutive school days per suspension.
Upon a recommendation of Expulsion by the Principal or Principal's designee, the pupil and the
pupil's guardian or representative will be invited to a conference to detennine if the suspension
for the pupil should be extended pending an expulsion hearing. This detennination will be made
by the Principal or designee upon either of the following determinations: 1) the pupil's presence
will be disruptive to the education process; or 2) the pupil poses a threat or danger to others.
Upon either determination, the pupil 's suspension will be extended pending the results of an
expulsion hearing.
Expellable Offenses
Discretionary Expe11able Offenses: Students may be expelled or any of the following acts when it
is determined the pupil:
a) Caused, attempted to cause, or threatened to cause physical injury to another person.
b) Willfully used force of violence upon the person of another, except self-defense.
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c) Unlawfully possessed, used, sold or otherwise furnished, or was under the influence of
d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in

e) Committed or attempted to commit robbery or extortion.
f) Caused or attempted to cause damage to school property or private property.
g) Stole or attempted to steal school property or private property.
h) Possessed or used tobacco or products containing tobacco or nicotine products, including

i) Committed an obscene act or engaged in habitual profanity or vulgarity.
j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug

k) Disrupted school activities or otherwise willfully defied the valid authority of

engaged in the perf01mance of their duties.
1) Knowingly received stolen school property or private property.
m) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially similar

that the replica is a fireann.
n) Committed or attempted to commit a sexual assault as defined in Penal code 261 , 266c,
286, 288 , 288a or 289, or committed a sexual battery as defined in Penal Code 243.4.
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o) Harassed, threatened, or intimidated a student who is a complaining witness or witness in
witness and/or retaliating against that student for being a witness .
p) Unlawfully offered, arranged to sell, negotiated to sell , or sold the prescription drug
Soma.
q) Engaged in, or attempted to engage in hazing. For the purposes of this subdivision,
"hazing" means a method of initiation or pre-initiation into a pupil organization or body,
sanctioned events.
r) Made terrorist threats against school officials and/or school prope11y. For purposes of
person who willfully threatens to commit a crime which will result in death , great bodily
injury to another person, or property damage in excess of one thousand dollars ($1,000),
intent of actually carrying it out, which, on its face and under the circumstances in which
it is made, is so unequivocal , unconditional , immediate, and specific as to convey to the
family.
s) Committed sexual harassment, as defined in Education Code Section 212.5. For the
t) Caused, attempted to cause, threaten to cause or participated in an act of hate violence, as

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u) Intentionally harassed, threatened or intimidated a student or group of students to the
extent of having the actual and reasonably expected effect of materially disrupting
classwork, creating substantial disorder and invading student rights by creating an
intimidating or hostile educational enviromnent. This section shall apply to pupils in any
v) Engaged in an act of bullying, including, but not limited to, bullying committed by means
Education Code, directed specifically toward a pupil or school personnel.
w) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or
but not expulsion, except that a pupil who has been adjudged by a juvenile coUI1 to have
committed, as an aider and abettor, a crime of physical violence in which the victim
suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant
to subdivision (1).
Non -Discretionary Expellable Offenses: Students must be expelled for any of the following acts
when it is determined pursuant to the procedures below that the pupil:
a) Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous
If it is determined by the Governing Board that a student has brought a fiream1 or destructive
device, as defined in Section 921 of Title 18 of the United States Code, onto campus or to have
possessed a firearm or dangerous device on campus, the student shall be expelled for one year,
pursuant to the Federal Gun Free Schools Act of 1994.
The tenn "firearm" means (A) any weapon (including a starter gun) which will or is designed to
or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or
receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive
device. Such term does not include an antique fireann.
The term "destructive device" means (A) any explosive, incendiary, or poison gas, including but
not limited to: (i) bomb, (ii) grenade, (iii) rocket having a propellant charge of more than four
ounces, (iv) missile having an explosive or incendiary charge of more than one-quarter ounce, (v)
mine, or (vi) device similar to any of the devices described in the preceding clauses.
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Authority to Expel
A student may be expelled either by the Board following a hearing before it or by the Board upon
the recommendation of an Administrative Panel to be assigned by the Board as needed. The
Administrative Panel should consist of at least three members who are certificated and neither a
teacher of the pupil or a Board member of the EFC's governing board. The Administrative Panel
may recommend expulsion of any student found to have committed an expellable offense.
Expulsion Procedures
Students recommended for expulsion are entitled to a hearing to determine whether the student
should be expelled. Unless postponed for good cause, the hearing shall be held within thirty (30)
school days after the Principal or designee determines that the Pupil has committed an expellable
offense.
In the event an administrative panel hears the case, it will make a recommendation to the Board
for a final decision whether to expel. The hearing shall be held in closed session unless the pupil
makes a written request for a public hearing three (3) days prior to the hearing.
Written notice of the hearing shall be forwarded to the student and the student's parent/guardian
at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be
deemed served upon the pupil. The notice shall include:
1. The date and place of the expulsion hearing;

2. A statement of the specific facts, charges and offenses upon which the proposed
expulsion is based;
3. A copy of the School's disciplinary rules which relate to the alleged violation;
4. Notification of the student's or parent/guardian's obligation to provide inf01mation about
the student's status at the school to any other school district or school to which the student
seeks enrollment;
5. The opportunity for the student or the student's parent/guardian to appear in person or to
employ and be represented by counsel or a non-attorney advisor;
6. The right to inspect and obtain copies of all documents to be used at the hearing;
7. The opportunity to confront and question all witnesses who testify at the hearing;
8. The opportunity to question all evidence presented and to present oral and documentary
evidence on the student's behalf including witnesses.
Special Procedures for Expulsion Hearings Involving Sexual Assault or Battery Offenses
The School may, upon a finding of good cause, detern1ine that the disclosure of either the
identity of the witness or the testimony of that witness at the hearing, or both, would subject the
witness to an unreasonable risk of psychological or physical harm. Upon this detennination, the
testimony of the witness may be presented at the hearing in the form of sworn declarations,
196
which shall be examined only by the School, Panel Chair or the hearing officer in the expulsion.
Copies of these sworn declarations, edited to delete the name and identity of the witness, shall be
made available to the pupil.
1. The complaining witness in any sexual assault or battery case must be provided with a
copy of the applicable disciplinary rules and advised of his/her right to (a) receive five
days notice of his/her scheduled testimony, (b) have up to two (2) adult support persons
of his/her choosing present in the hearing at the time he/she testifies, which may include a
parent, guardian, or legal counsel, and (c) elect to have the hearing closed while
testifying.
2. The School must also provide the victim a room separate from the hearing room for the
complaining witness' use prior to and during breaks in testimony.
3. At the discretion of the person or panel conducting the hearing, the complaining witness
shall be allowed periods of relief from examination and cross-examination during which
he or she may leave the hearing room.
4. The person conducting the expulsion hearing may also arrange the seating within the
hearing room to facilitate a less intimidating environment for the complaining witness.
5. The person conducting the expulsion hearing may also limit time for taking the testimony
of the complaining witness to the hours he/she is nomrnlly in school, ifthere is no good
cause to take the testimony during other hours.
6. Prior to a complaining witness testifying, the support persons must be admonished that
the hearing is confidential. Nothing in the law precludes the person presiding over the
hearing from removing a support person whom the presiding person finds is disrupting
the hearing. The person conducting the hearing may permit any one of the support
persons for the complaining witness to accompany him or her to the witness stand.
7. If one or both of the support persons is also a witness, the School must present evidence
that the witness' presence is both desired by the witness and will be helpful to the
School. The person presiding over the hearing shall permit the witness to stay unless it is
established that there is a substantial risk that the testimony of the complaining witness
would be influenced by the suppo1t person, in which case the presiding official shall
admonish the support person or persons not to prompt, sway, or influence the witness in
any way. Nothing shall preclude the presiding officer from exercising his or her
discretion to remove a person from the hearing whom he or she believes is prompting,
swaying, or influencing the witness.
8. The testimony of the support person shall be presented before the testimony of the
complaining witness and the complaining witness shall be excluded from the courtroom
during that testimony.
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9. Especially for charges involving sexual assault or battery, if the hearing is to be
conducted in the public at the request of the pupil being expelled, the complaining
witness shall have the right to have his/her testimony heard in a closed session when
testifying at a public meeting would threaten serious psychological harm to the
complaining witness and there are no alternative procedures to avoid the threatened
hann. The alternative procedures may include videotaped depositions or
contemporaneous examination in another place communicated to the hearing room by
means of closed-circuit television.
10. Evidence of specific instances of a complaining witness' prior sexual conduct is

presumed inadmissible and shall not be heard absent a determination by the person
conducting the hearing that extraordinary circumstances exist requiring the evidence be
heard. Before such a determination regarding extraordinary circumstance can be made,
the witness shall be provided notice and an opportunity to present opposition to the
introduction of the evidence. In the hearing on the admissibility of the evidence, the
complaining witness shall be entitled to be represented by a parent, legal counsel, or other
support person. Reputation or opinion evidence regarding the sexual behavior of the
complaining witness is not admissible for any purpose.
Students With Disabilities
A pupil identified as an individual with disabilities or for whom the School has a basis of
Improvement Act ("IDEIA") or who is qualified for services under Section 504 of the
Rehabilitation Act of 1973 ("Section 504") is subject to the same grounds for disciplinary action,
including suspension and expulsion, and is accorded the same due process procedures applicable
to regular education pupils except when federal and state law mandates additional or different
procedures. the School will follow the IDEIA, Section 504, and all applicable federal and state
laws when imposing any form of discipline on a pupil identified as an individual with disabilities
or for whom the School has a basis of knowledge of a suspected disability or who is otherwise
qualified for such services or protections in according due process to such pupils. The following
procedures shall be followed when a student with a disability is considered for suspension or
expulsion. These procedures will be updated if there is a change in the law.
1. Notification of District
The School shall immediately notify the District and coordinate the procedures in this policy
with the District the discipline of any student with a disability or student who the School or
District would be deemed to have knowledge that the student had a disability.
2. Services During Suspension

Students suspended for more than ten (10) school days in a school year shall continue to receive
services so as to enable the student to continue to participate in the general education curriculum,
although in another setting, and to progress toward meeting the goa_ls set out in the child's IEP;
and receive, as appropriate, a functional behavioral assessment or functional analysis, and
behavioral intervention services and modifications, that are designed to address the behavior
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violation so that it does not recur. These services may be provided in an interim alterative
educational setting.
3. Procedural Safeguards/Manifestation Determination

Within ten (10) school days of a recommendation for expulsion or any decision to change the
placement of a child with a disability because of a violation of a code of student conduct, the
School, the parent, and relevant members of the IEP Team shall review all relevant information
in the student's file, including the child's IEP, any teacher observations, and any relevant
information provided by the parents to determine:
A. If the conduct in question was caused by, or had a direct and substantial relationship to,
the child's disability.
B. If the conduct in question was the direct result of the local educational agency's failure to
implement the TEP.
If the School, the parent, and relevant members of the IEP Team determine that either of the
above is applicable for the child, the conduct shall be detennined to be a manifestation of the
child's disability.
If the School, the parent, and relevant members of the IEP Team make the determination that the
conduct was a manifestation of the child's disability, the IEP Team shall:
1. Conduct a functional behavioral assessment or a functional analysis assessment, and

implement a behavioral intervention plan for such child, provided that the School had not
conducted such assessment prior to such determination before the behavior that resulted in a
change in placement
2. If a behavioral intervention plan has been developed, review the behavioral intervention plan
if the child already has such a behavioral intervention plan, and modify it, as necessary, to
address the behavior
3. Return the child to the placement from which the child was removed, unless the parent and
the School agree to a change of placement as part of the modification of the behavioral
intervention plan.
If the School, the parent, and relevant members of the IEP team determine that the behavior was
not a manifestation of the student's disability and that the conduct in question was not a result of
the failure to implement the IEP, then the School may apply the relevant disciplinary procedures
to children with disabilities in the same manner and for the same duration as the procedures
would be applied to students without disabilities.
4. Due Process Appeals

The parent of a child with a disability who disagrees with any decision regarding placement, or
the manifestation determination, or the School believes that maintaining the current placement of
the child is substantially likely to result in injury to the child or to others, may request an
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expedited administrative hearing through the Special Education Unit of the Office of
Administrative Hearings.
When an appeal relating to the placement of the student or the manifestation dete1mination has
been requested by either the parent or the School, the student shall remain in the interim
alternative educational setting pending the decision of the hearing officer or until the expiration
of the fo1ty-five (45) day time period provided for in an interim alternative educational setting,
whichever occurs first, unless the parent and the School agree otherwise.
5. Special Circumstances
L WL personnel may consider any unique circumstances on a case-by-case basis when
determining whether to order a change in placement for a child with a disability who violates a
code of student conduct.
The Principal or designee may remove a student to an interim alternative educational setting for
not more than forty-five (45) days without regard to whether the behavior is determined to be a
manifestation of the student's disability in cases where a student:
1. Carries or possesses a weapon, as defined in 18 USC 930, to or at school, on school

premises, or to or at a school function;
2. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled
substance, while at school, on school premises, or at a school function; or
3. Has inflicted serious bodily injury, as defined by 20 USC 1415(k)(7)(D), upon a person
while at school, on school premises, or at a school function.
6. Interim Alternative Educational Setting

The student's interim alternative educational setting sh all be determined by the student's IEP
team.
7. Procedures for Students Not Yet Eligible for Special Education Services
A student who has not been identified as an individual with disabilities pursuant to IDEIA and
who has violated the district's disciplinary procedures may assert the procedural safeguards
granted under this administrative regulation only if the School had knowledge that the student
was disabled before the behavior occurred.
The School shall be deemed to have knowledge that the student had a disability if one of the
following conditions exists :
1. The parent/guardian has expressed concern in writing, or orally if the parent/guardian

does not know how to write or has a disability that prevents a written statement, to The
School's supervisory or administrative personnel, or to one of the child ' s teachers, that
the student is in need of special education or related services.
2. The parent has requested an evaluation of the child.
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3. The child ' s teacher, or other School personnel, has expressed specific concerns about a
pattern of behavior demonstrated by the child, directly to the director of special education
or to other School supervisory personnel.
If the School knew or should have known the student had a disability under any of the three (3)
circumstances described above, the student may assert any of the protections available to IDEIA-
eligible children with disabilities, including the right to stay-put. If the School had no basis for
knowledge of the student's disability, it shall proceed with the proposed discipline. The School
shall conduct an expedited evaluation if requested by the parents; however the student shall
remain in the education placement determined by the School pending the results of the
evaluation.
The School shall not be deemed to have knowledge of that the student had a disability if the
parent has not allowed an evaluation, refused services, or if the student has been evaluated and
determined to not be eligible.
Record of Hearing
A record of the hearing shall be made and may be maintained by any means, including electronic
recording, as long as a reasonably accurate and complete written transcription of the proceedings
can be made.
Presentation of Evidence
While technical rules of evidence do not apply to expulsion hearings, evidence may be admitted
and used as proof only if it is the kind of evidence on which reasonable persons can rely in the
conduct of serious affairs. A recommendation by the Administrative Panel to expel must be
supported by substantial evidence that the student committed an expellable offense.
Findings of fact shall be based solely on the evidence at the hearing. While hearsay evidence is
admissible, no decision to expel shall be based solely on hearsay. Sworn declarations may be
admitted as testimony from witnesses of whom the Board, Panel or designee determines that
disclosure of their identity or testimony at the hearing may subject them to an unreasonable risk
of physical or psychological harm.
If, due to a written request by the expelled pupil, the hearing is held at a public meeting, and the
charge is committing or attempting to commit a sexual assault or committing a sexual battery as
defined in Education Code Section 48900, a complaining witness shall have the right to have his
or her testimony heard in a session closed to the public.
The decision of the Administrative Panel shall be in the f01m of written findings of fact and a
written recommendation to the Board who will make a final determination regarding the
expulsion. The final decision by the Board shall be made within ten (10) school days following
the conclusion of the hearing. The Decision of the Board is final.
If the expulsion-hearing panel decides not to recommend expulsion, the pupil shall immediately
be returned to his/her educational program.
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Written Notice to Expel
The Principal or designee following a decision of the Board to expel shall send written notice of
the decision to expel, including the Board's adopted findings of fact, to the student or
parent/guardian. This notice shall also include the following:
1. Notice of the specific offense committed by the student

2. Notice of the student's or parent/guardian's obligation to inform any new district in which
the student seeks to enroll of the student's status with the School.
The Principal or designee shall send a copy of the written notice of the decision to expel to the
District. This notice shall include the following:
a) The student's name

b) The specific expellable offense committed by the student
The Board 's decision to expel shall be final.
Disciplinary Records
The School shall maintain records of all student suspensions and expulsions at the School. Such
records shall be made available to the District upon request.
Expelled Pupils/A lternative Education

Pupils who are expelled shall be responsible for seeking alternative education programs
including, but not limited to, programs within the District or their school district of residence.
Rehabilitation Plans
Students who are expelled from the School shall be given a rehabilitation plan upon expulsion as
developed by the Board at the time of the expulsion order, which may include, but is not limited
to, periodic review as well as assessment at the time ofreview for readmission . The
rehabilitation plan should include a date not later than one year from the date of expulsion when
the pupil may reapply to the School for readmission.
Readmission
The decision to readmit a pupil or to admit a previously expelled pupil from another school
district or charter school shall be in the sole discretion of the Board following a meeting with the
Principal and the pupil and guardian or representative to determine whether the pupil has
successfully completed the rehabilitation plan and to determine whether the pupil poses a threat
to others or will be disruptive to the school environment. The Home Office team shall make a
recommendation to the Board following the meeting regarding his or her determination. The
pupil's readmission is also contingent upon the School's capacity at the time the student seeks
readmission.
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ELEMENT 11: RETIREMENT PROGRAMS
Governing Law: The manner by which staff members of the charter schools will be covered by
the State Teachers ' Retirement System, the Public Employees ' Retirement System, or the
federal social security. -California Education Code Section 47605(b)(5)(K)
Work Basis
Employee hours per week will be based upon individual employee work agreements. The
standard work week for all staff is 40 hours per week.
Compensation
EFC provides total compensation to individual employees that is competitive with other private
and public schools for comparably qualified and experienced employees, i.e., Leaming
Without Limits offers compensation that assures the successful recruitment of employees that
enable the school to fulfill its mission and goals. Specific salaries and stipends are identified
within the individual work agreements.-
See Appendix BJ 7 for the EFC Teacher Salary Schedule
Benefits
Mandatory benefits such as workers compensation, unemployment insurance, Medicare and

social security (for non-STRS or non-PERS employees) are provided by EFC, as well as life,
health, dental, vision, and related benefits as part of the total compensation package for each
employee determined as part of the individual work agreement.
See Appendix B38for EFC Benefits Guide
Retirement
EFC will make any contribution that is legally required of the employer including STRS,
PERS, and federal social security.
Eligible certificated employees paiiicipate in State Teachers Retirement System (STRS), in

which the employer and the employee each contribute the statutory amount. Eligible classified
employees participate in Public Employee Retirement System (PERS), in which the employer
and the employee each contribute the statutory amount. All employees, with the exception of
STRS participants, participate in the Federal Social Security Program. EFC also currently
provides an option to participate in a 403b retirement plan with no employer match. If the IRS
decides in the future that Public Charter Schools are not eligible to participate in STRS or
PERS, EFC plans to provide an employer match via a 403b retirement plan or 457 retirement
plan or both, that would be competitive in the market place. Also note that certificated
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employees would participate in the Federal Social security program if they are ruled ineligible
for STRS by the IRS. Currently, EFC eligible employees participate in PERS and STRS.
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ELEMENT 12: PUBLIC SCHOOL ATTENDANCE ALTERNATIVES
Governing Law: Th e 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)
As a conversion charter school, Leaming Without Limits shall keep its attendance area
boundary. However, students of Oakland Unified School District (OUSD) are free to attend other
OUSD schools with available spaces rather than LWL under its choice policy. Alternatively,
students may wish to seek inter- or intradistrict attendance alternatives in accordance with OUSD
policy. Parents/guardians will be informed that no student shall be granted an automatic right to
enrollment in any school or program of OUSD on the basis of that student's enrollment or
application to L WL.
Pupils who choose not to attend L WL may choose to attend other public schools in their district
of residence or pursue inter-district transfers in accordance with existing enrollment and
transfer policies of the District. Parents or guardians of each pupil enrolled in LWL shall be
informed that the pupil has no right to admission in a particular school of any local educational
agency (LEA) (or program of any LEA) as a consequence of enrollment in the charter school,
except to the extent that such a right is extended by the LEA.
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ELEMENT 13: EMPLOYEE RIGHTS
Governing Law: A description of the rights of any employee of the school district upon leaving
the employment of the school district to work in a charter school, and of any rights of return to
the school district after employment at a charter school. -California Education Code Section
47605(b)(5)(M)
Education for Change shall be deemed the exclusive public school employer of Leaming
Without Limits teachers, staff and other employees of L WL for purposes of the Educational
Employment Relations Act. EFC recognizes the employees' rights under the EERA provisions
to organize for collective bargaining. No employee shall be required to work at L WL or EFC.
Employees of the District who choose to leave the employment of the District to work at EFC
shall have no automatic rights of return to the District after employment at EFC unless
specifically granted by the District through a leave of absence or other agreement or policy of
the District as aligned with the collective bargaining agreements of the District. Leave and
return rights for District union-represented employees and former employees who accept
employment with EFC will be administered in accordance with applicable collective
bargaining agreements and any applicable judicial rulings.
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ELEMENT 14: DISPUTE RESOLUTION PROCEDURES
Governing Law: 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)
Internal Disputes
EFC will establish complaint procedures that address both complaints alleging discrimination
or violations of law and complaints regarding other areas. EFC will not, at any time, refer
complaints to the District.
The complaint procedures will include the clear information with respect to the response
time line of the school, whether the school 's response will be in writing, the party identified to
respond to complaints, the party ident(fied and charged with making final decisions regarding
complaints, and whether the final decision will be issued in writing. The procedures will also
identify an ombudsperson for situations in which the school leader is the subject of the
complaint. The complaint procedures will be clearly articulated in the school 's student and
family handbook or distributed widely.
EFC will designate at least one employee to coordinate its efforts to comply with and carry out
its responsibilities under Title IX of the Education Amendments of 1972 (Title IX) and Section
504 of the Rehabilitation Act of 1973 (Section 504) including any investigation of any complaint
filed with EFC alleging its noncompliance with these laws or alleging any actions which would
be prohibited by these laws. EFC will notify all its students and employees of the name, office
address, and telephone number of the designated employee or employees.
EFC will adopt and publish grievance procedures providing for prompt and equitable resolution
of student and employee complaints alleging any action, which would be prohibited by Title IX,
or Section 504.
EFC will implement specific and continuing steps to notify applicants for admission and
employment, students and parents of elementary and secondary school students, employees,
sources of referral of applicants for admission and employment, and all unions or professional
organizations holding collective bargaining or professional agreements with the recipient, that it
does not discriminate on the basis of sex or mental or physical disability in the educational
program or activity which it operates, and that it is required by Title IX and Section 5 04 not to
discriminate in such a manner.
EFC is deemed the exclusive public school employer of all employees of LWL for collective
bargaining purposes. As such, EFC shall comply with all provisions of the Educational
Employment Relations Act ("EERA ''), and shall act independently from OUSD for collective
bargaining purposes. In accordance with the EERA, employees may join and be represented by
an organization of their choice for collective bargaining purposes.
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Disputes with the District
The staff and Governing Board members of L WL and EFC agree to attempt to resolve all
disputes between the District and L WL regarding this charter pursuant to the terms of this
section. Both will refrain from public commentary regarding any disputes until the matter has
progressed through the dispute resolution process.
Any controversy or claim arising out of or relating to the charter agreement between the District
and L WL except any controversy or claim that in any way related to revocation of this charter,
shall be handled.first through an in.formal process in accordance with the procedures set.forth
below
(I) Any controversy or claim arising out of or relating to the charter agreement, except any
controversy or claim that in any way related to revocation of this charter, must be put in writing
("Written Notification") by the party asserting the existence of such dispute. If the substance of a
dispute is a matter that could result in the taking of appropriate action, including, but not limited
to, revocation of the charter in accordance with Education Code section 47607(c), the matter
will be addressed at the District's discretion in accordance with that provision of law and any
regulations pertaining thereto. The Written Notification must identify the nature of the dispute
and all supporting.facts known to the party giving the Written Notification. The Written
Notification may be tendered by personal delivery, by .facsimile, or by certified mail. The
Written Notification shall be deemed received (a) ifpersonally delivered, upon date of delivery
to the address of the person to receive such notice if delivered by 5:00 PM or otherwise on the
business day.following personal delivery; (b) if by.facsimile, upon electronic confirmation of
receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail. All written notices
shall be addressed as follows:
To EFC, c/o CEO:

Leaming Without Limits
% Education for Change
3265 Logan Street
Oakland, CA 9460 l
To Coordinator, Office of Charter Schools:

1000 Broadway, 6th Floor, Suite 639
Oakland, CA 94607
(2) A written response ("Written Response') shall be tendered to the party providing the Written
Notification within twenty (20) business days from the date of receipt of the Written Notification.
The Written Response shall state the responding party's position on all issues stated in the
Written Notification and set forth all facts which the responding party believes supports its
position. The Written R esponse may be tendered by personal delivery, by facsimile, or by
certified mail. The Written Response shall be deemed received (a) ifpersonally delivered, upon
date of delivery to the address of the person to receive such notice if delivered by 5:00pm, or
otherwise on the business day following personal delivery; (b) if by facsimile, upon electronic
confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail.
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The parties agree to schedule a conference to discuss the claim or controversy ("Issue
Conference"). The Issue Conference shall take place within fifteen (15) business days from the
date the Written Response is received by the other party.
(3) If the controversy, claim, or dispute is not resolved by mutual agreement at the Issue
Conference, then either party may request that the matter be resolved by mediation. Each party
shall bear its own costs and expenses associated with the mediation. The mediator 's fees and the
administrative fees of the mediation shall be shared equally among the parties. Mediation
proceedings shall commence within 60 days from the date of the Issue Conference. The parties
shall mutually agree upon the selection of a mediator to resolve the controversy or claim at
dispute. If no agreement on a mediator is reached within 30 days after a request to mediate, the
parties will use the processes and procedures of the American Arbitration Association ( "AAA ")
to have an arbitrator appointed.
(4) If the mediation is not successful, the parties agree that each party has exhausted its
administrative remedies and shall have any such recourse available by law.
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ELEMENT 15: SCHOOL CLOSURE PROTOCOL
Governing Law: 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 ofpupil records
-California Education Code Section 47605(b)(5)(p)
REVOCATION OF THE CHARTER
The District may revoke the Charter ifL WL commits a breach of any provision set forth in a
policy related to charter schools adopted by the District Board of Education and/or any
provisions set forth in the Charter Schools Act of 1992. The District may revoke the charter of
L WL if the District finds, through a showing ofsubstantial evidence, that L WL did any of the
following:
• L WL committed a material violation of any of the conditions, standards, or procedures
set forth in the Charter.
• L WL failed to meet or pursue any of the pupil outcomes identified in the Charter.
• L WL failed to meet generally accepted accounting principles, or engaged in fiscal
mismanagement.
• L WL violated any provision of law.
Prior to revocation, and in accordance with Education Code section 47607(d) and state
regulations, the OUSD Board of Education will notify LWL in writing of the specific violation,
and give LWL a reasonable opportunity to cure the violation, unless the OUSD Board of
Education determines, in writing, that the violation constitutes a severe and imminent threat to
the health or safety of the pupils. Revocation proceedings are not subject to the dispute
resolution clause set forth in this Charter.
Pursuant to AB 97, charter schools may be identified for assistance based on state evaluation
rubrics and be subject to revocation pursuant to Education Code section 47607.3.
CLOSURE ACTION
The decision to close L WL, either by the governing board of EFC or by the OUSD Board of
Education, must be documented in a "Closure Action ". A Closure Action shall be deemed to
have been automatically taken when any of the following occur: the Charter is revoked (subject
to the provisions of Education Code section 47607(i)) or non-renewed by the OUSD Board of
Education; the governing board ofL WL votes to close L WL; or the Charter lapses.
CLOSURE PROCEDURES
The procedures for charter school closure set forth below are guided by Education Code
sections 47604.32, 47605, and 47607 as well as California Code of Regulations, title 5, sections
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11962and11962.1, and are based on "Charter School Closure Requirements and
Recommendations (Revised 08/2009) "posted on the California Department of Education
website. All references to "Charter School" apply to LWL including its nonprofit corporation
and governing board.
Designation of Responsible Person(s) and Funding of Closure
Prior to or at the time of the taking of a Closure Action by either the governing board of EFC or
the OUSD Board ofEducation, the governing board of EFC shall designate a person or persons
responsible for conducting and overseeing all closure-related procedures and activities, and
allocate sujjicientfundingfor, or otherwise determine how LWL will fund, these activities.
Notification of Closure Action
Upon the taking of a Closure Action, L WL shall send written notice of its closure to:
1. The OUSD OCS. LWL shall provide the OCS with written notice of the person(s)
designated to be responsible for conducting and overseeing all closure activities and the
funding for such activities. If the Closure Action is an act ofL WL, LWL shall provide the
OCS with a copy of the governing board resolution or minutes that documents its Closure
Action.
2. Parents/guardians of all students, and all majority age and emancipated minor students,
currently enrolled in LWL within 72 hours of the Closure Action. LWL shall
simultaneously provide a copy of the written parent notification to the OCS.
3. Alameda County Office of Education (ACOE). LWL shall send written notification of the
Closure Action to ACOE by registered mail within 72 hours of the Closure Action. LWL
shall simultaneously provide a copy of this notification to the OCS.
4. The Special Education Local Plan Area (SELPA) in which LWL participates. LWL shall
send written notification of the Closure Action to the SELPA in which LWL participates
by registered mail within 72 hours of the Closure Action. L WL shall simultaneously
provide a copy of this notification to the OCS.
5. The retirement systems in which LWL 's employees participate. Within fourteen (14)
calendar days of the Closure Action, L WL shall notify, as applicable, the State Teachers
Retirement System (STRS), Public Employees Retirement System (PERS), the Social
Security Administration, and the Alameda County Office ofEducation of the Closure
Action, and follow their respective procedures for dissolving contracts and reporting.
LWL shall provide a copy of this notification and correspondence to the OCS.
6. The California Department of Education (CDE). LWL shall send written notification of
the Closure Action to the CDE by registered mail within 72 hours of the Closure Action.
LWL shall provide a copy of this notification to the OCS.
7. Any school district that may be responsible for providing education services to the former
students of LWL. LWL shall send written notification of the Closure Action within 72
hours of the Closure Action. This notice must include a list ofpotentially returning
students and their home schools based on student residence. L WL shall provide a copy of
these notifications, if any, to the OCS.
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8. All LWL employees and vendors within 72 hours of the Closure Action. LWL shall
simultaneously provide a copy of the written employee and vendor notification to the
ocs.
Notification of all the parties above, with the exception of employees and vendors, must include
but is not limited to the following information:
1. The effective date of the closure ofL WL

2. The name(s) and contact information for the person(s) handling inquiries regarding the
closure
3. The students' school districts of residence
4. How parents/guardians of all students, and all majority age and emancipated minor
students, may obtain copies of student records and transcripts, including specific
information on completed courses and credits that meet graduation requirements
In addition to the four required items above, notification of the CDE shall also include:
1. A description of the circumstances of the closure
2. The location of student and personnel records
In addition to the four required items above, notification ofparents/guardians of all students,
and all majority age and emancipated minor students, shall also include:
1. Information on how to enroll or transfer the student to an appropriate school

2. A certified packet of student information that includes closure notice, a copy of the
student's cumulative record, which will include grade reports, discipline records,
immunization records, completed coursework, credits that meet graduation requirements,
a transcript, and state testing results
3. Information on student completion of college entrance requirements,for all high school
students affected by the closure
Notffication of employees and vendors shall include:

1. The effective date of the closure of L WL
2. The name(s) and contact information for the person(s) handling inquiries regarding the
closure
3. The date and manner, which shall be no later than 30 days.from the effective date of the
closure of L WL, by which L WL shall provide employees with written verification of
employment
Within 30 days of the effective date of closure, LWL shall provide all employees with written
verification of employment. LWL shall send copies ofsuch letters to the OCS.
Records Retention and Transfer
L WL shall comply with all applicable laws as well as District policies and procedures, as they
may change from time to time, regarding the transfer and maintenance of L WL records,
including student records. These requirements include:
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1. LWL shall provide the District with original student cumulative files and behavior
records, pursuant to District policy and applicable District handbook(s) regarding cumulative
records.for secondary and elementary schools, for all students, both active and inactive, of
L WL. Transfer of the complete and organized original student records to the District, in
accordance with District procedures applicable at the time of closure, shall occur within seven
(7) calendar days of the effective date of closure.
2. LWL 's process for transferring student records to receiving schools shall be in
accordance with OUSD procedures for students moving from one school to another.
3. LWL shall prepare and provide an electronic master list of all students to the Charter
Schools Division in accordance with the District procedures applicable at the time of closure.
This list shall include the student 's identification number, Statewide Student Identifier (SSID),
birthdate, grade, full name, address, home school/school district, enrollment date, exit code,
exit date, parent/guardian name(s), and phone number(s). lf the LWL closure occurs before the
end of the school year, the list also shall indicate the name of the school to which each student
is transferring, if known. This electronic master list shall be delivered to the OCS in the form of
a CD or otherwise in accordance with District procedures.
4. LWL must organize the original cumulative files for delivery to the District in two
categories: active students and inactive students. LWL will coordinate with the OCS for the
delivery and/or pickup of student records.
5. LWL must update all student records in the California Longitudinal Pupil Achievement
Data System (CALPADS) prior to closing.
6. LWL must provide to the OCS a copy of student attendance records, teacher gradebooks,
LWL payroll and personnel records, and Title I records (if applicable). Personnel records must
include any and all employee records including, but not limited to, records related to
performance and grievance.
7. L WL shall ensure that all records are boxed and clearly labeled by classification of
documents and the required duration of storage in accordance with District procedures.
8. L WL shall provide to the responsible person(s) designated by the governing board of

L WL to conduct all closure-related activities a list of students in each grade level and, for each
student, a list of classes completed and the student 's district of residence.
Financial Close-Out
After receiving notification of closure, the CDE will notify L WL and the authorizing entity of
any liabilities L WL owes the state, which may include overpayment of apportionments, unpaid
revolving.fund loans or grants, and/or similar liabilities. The CDE may ask the County Office
ofEducation to conduct an audit of the charter school if it has reason to believe that the school
received state funding for which it was not eligible.
213
L WL shall ensure completion of an independent final audit within six months after the closure
of L WL that includes:
1. An accounting of all financial assets. These may include cash and accounts receivable
and an invento,y ofproperty, equipment, and other items of material value.
2. An accounting of all liabilities. These may include accounts payable or reduction in
apportionments due to loans, unpaid staff compensation, audit findings, or other
investigations.
3. An assessment of the disposition of any restricted funds received by or due to L WL.
This audit may serve as L WL 's annual audit.
L WL shall pay for the financial closeout audit ofLWL. This audit will be conducted by a
neutral, independent licensed CPA who will employ generally accepted accounting principles.
Any liability or debt incurred by L WL will be the responsibility of L WL and not OUSD. L WL
understands and acknowledges that LWL will cover the outstanding debts or liabilities ofLWL.
Any unused monies at the time of the audit will be returned to the appropriate funding source.
LWL understands and acknowledges that only unrestricted funds will be used to pay creditors.
Any unused AB 602 funds or other special education funding will be returned to the District
SELPA or the SELPA in which L WL participates, and other categorical funds will be returned
to the source offunds .
L WL shall ensure the completion and filing of any annual reports required. These reports
include but are not necessarily limited to:
1. Preliminary budgets
2. Interim financial reports
3. Second interim financial reports
4. Final unaudited reports
These reports must be submitted to the CDE and the authorizing entity in the form required. If
EFC chooses to submit this information before the forms and software are available for the
fiscal y ear, alternative forms can be used if they are approved in advance by the CDE. These
reports should be submitted as soon as possible after the Closure Action, but no later than the
required deadline for reporting for the fiscal year.
For apportionment of categorical programs, the CDE will count the prior year average daily
attendance (ADA) or enrollment data of the closed LWL with the data of the authorizing entity.
This practice will occur in the first year after the closure and will continue until CDE data
collection processes reflect ADA or enrollment adjustments for all affected LEAs due to the
charter closure.
Disposition of Liabilities and Assets
21 4
The closeout audit must identify the disposition of all liabilities of L WL. LWL closure
procedures must also ensure appropriate disposal, in accordance with L WL 's governing board
bylaws, fiscal procedures, and any other applicable laws and regulations, of any net assets
remaining after all liabilities ofL WL have been paid or otherwise addressed. Such disposal
includes, but is not limited to:
1. LWL, at its cost and expense, shall return to the District any and all property, furniture,
equipment, supplies, and other assets provided to LWL by or on behalf of the District.
The District discloses that the California Education Code sets forth the requirements for
the disposition of the District's personal property and LWL shall bear responsibility and
liability for any disposition in violation of statutory requirements.
2. The return of any donated materials and property in accordance with any terms and
conditions set when the donations were accepted.
3. The return of any grant and restricted categorical funds to their sources according to the
terms of the grant or state and federal law.
4. The submission offinal expenditure reports for any entitlement grants and the filing of
Final Expenditure Reports and Final Performance Reports, as appropriate.
If L WL is operated by a nonprofit corporation, and if the corporation does not have any
functions other than operation ofL WL, the corporation shall be dissolved according to its
bylaws.
L WL shall retain sufficient staff, as deemed appropriate by the EFC governing board to
complete all necessary tasks and procedures required to close the school and transfer records
in accordance with these closure procedures.
EFC 's governing board shall adopt a plan for wind-up of L WL and, if necessary, the
corporation, in accordance with the requirements of the Corporations Code.
LWL shall provide OUSD within fourteen (14) calendar days of the Closure Action with
written notice of any outstanding payments due to staff and the time frame and method by
which L WL will make the payments.
Prior to final close-out, L WL shall complete all actions required by applicable law, including
but not limited to the following:
A. File all final federal, state, and local employer payroll tax returns and issue final W-2s
and Form 1099s by the statutory deadlines.
B. File a Federal Notice of Discontinuance with the Department of Treasury (Treasury
Form 63) .
C. Make final federal tax payments (employee taxes, etc.)
D. File its final withholding tax return (Treasury Form 165).
E. File its final return with the IRS (Form 990 and Schedule).
This Element 16 shall survive the revocation, expiration, termination, cancellation of this
Charter, or any other act or event that would end L WL 's authorization to operate as a charter
215
school or cause L WL to cease operation. L WL agrees that, due to the nature of the property
and activities that are the subject of this Charter, the District and public shall suffer
irreparable harm should L WL breach any obligation under this Element 16. The District
therefore reserves the right to seek equitable relief to enforce any right arising under this
Element 16 or any provision of this Element 16 or to prevent or cure any breach of any
obligation undertaken, without in any way prejudicing any other legal remedy available to the
District. Such legal relief shall include, without limitation, the seeking of a temporary or
permanent injunction, restraining order, or order for specific performance, and may be sought
in any appropriate court.
216
FACILITIES
Governing Law: The description offacilities to be used by the charter school shall specify
where the school intends to locate. - California Education Code Section 47605(g)
Pursuant to Proposition 39, as a conversion charter school, Leaming Without Limits intends to
occupy the same facility that it occupied prior to its conversion to charter status at 2035 40th
A venue, Oakland, CA 94601, and will occupy it consistent with the requirements and obligations
of Proposition 39. Currently, Education for Change maintains a Joint Use Agreement with
Oakland Unified School District for the LWL facility at 2035 40th Avenue. The tenns of this
agreement are from July 1, 2012 through June 30, 2017 with a five year renewal tenn from July
1, 2017 through June 30, 2022. A letter was submitted to Oakland Unified School District on
September 7, 2016 providing written notice that L WL was exercising its options to renew the
Agreement for five more years.
See Appendix B39for OUSD-LWL-ASCEND Facilities Use Agreement and Option to Rene,v
Letter
Since L WL is using District facilities as of the date of the submittal of this charter petition,
renewal petition, or request for material revision, or takes occupancy ofDistrict facilities prior
to the approval of this charter petition, L WL has executed an agreement provided by the District
for the use of the District facilities. If at any time after the approval of this charter petition,
renewal petition, or request for material revision, L WL will occupy and use any District
facilities, LWL shall execute an agreement provided by the District.for the use of the District
facilities prior to occupancy and commencing use. LWL shall implement and otherwise comply
with the terms of any and all applicable facilities use agreements between L WL and the District.
Notwithstanding any provision of any existing agreement for the use ofDistrict facilities, no
agreement for the use of District facilities shall automatically renew or extend its term with the
renewal of the charter petition unless otherwise stated in the agreement. The circumstances of
L WL 's occupancy of District facilities may change over time such as, but not limited to,
enrollment, programs, and the conditions offacilities, and the District has a vested interest in
having an agreement that is appropriate for the situation.
Prop. 39 Single Year Co-Location Use Agreement shall be limited to one (1) school year and
expire on the date stated in said instrument, unless otherwise agreed to by the District. There is
no automatic renewal.
For any other use agreement, the term shall not exceed five (5) years or shall be co-terminus
with the charter petition, whichever is shorter, and may be one (1) school year in duration, at the
option of the District unless the District and Charter School agree to a longer term for the use
agreement. L WL and the District shall negotiate any modifications of the agreement with the
goal of such amendment or new agreement being considered by the OUSD Board of Education
with the renewal of the charter petition. If L WL and the District cannot execute an agreement in
time for such to be considered by the Board of Education with the renewal of the charter
217
petition, L WL shall be permitted to remain in occupancy of the District facilities under the terms
and conditions of the immediately preceding, executed use agreement; provided, that if L WL and
the District cannot agree upon and execute an amendment or new use agreement by said
deadline, LWL shall vacate the District facilities on or before June 30th of said school year.
LWL agrees that occupancy and use ofDistrict facilities shall be in compliance with applicable
laws and District policies for the operation and maintenance of District facilities and furnishings
and equipment. All District facilities (i.e. schools) will remain subject to those laws applicable to
public schools.
In the event of an emergency, all District facilities (i.e. schools) are available for use by the
American Red Cross and public agencies as emergency locations, which may disrupt or prevent
LWL from conducting its educational programs. If L WL will share the use ofDistrict facilities
with other District user groups, LWL agrees it will participate in and observe all District safety
policies (e.g., emergency chain of information and participation in safety drills).
The use agreements provided by the District for District facilities shall contain terms and
conditions addressing issues such as, but not limited to, the following:
• Use: LWL will be restricted to using the District facilities for the operation of a public
school providing educational instruction to public school students consistent with the
terms of the Charter and incidental related uses. The District shall have the right to
inspect District facilities upon reasonable notice to L WL.
• Furnishings and Equipment: The District shall retain ownership of any fitrnishings and
equipment, including technology, ("F &E '') that it provides to L WL for use. L WL, at its
sole cost and expense, shall provide maintenance and other services for the good and
safe operation of the F &E.
• Leasing; Licensing: Use of the District facilities by any person or entity other than L WL
shall be administered by the District. The parties may agree to an alternative
arrangement in the use agreement.
• Programs, Services, and Activities Outside Instructional Program; Third Party Vendors
(i) Any program, service, or activity provided outside the instructional program shall be
subject to the terms and provisions of the use agreement, and, additionally, may require a
license, permit, or additional agreement issued by the District. The term "instructional
program" is defined, per Education Code section 4 7612 and 5 CCR section 11960, as those
required educational activities that generate funding based on "average daily attendance" and
includes those extracurricular programs, services, and/or activities that students are required to
participate in and do not require the payment of any consideration or fee.
(ii) Any program, service, or activity requiring the payment of any consideration or fee or
provided by a third party vendor (defined as any person or entity other than LWL), whether paid
or volunteer and regardless of whether such may be within the instructional program, shall be
218
subject to the terms and provisions of the use agreement and such third party vendor shall be
required to obtain a license, permit, or additional agreement from the District.
• Minimum Payments or Charges to be Paid to District Arising From the Facilities:
(i) Pro Rata Share: The District shall collect and L WL shall pay a Pro Rata Share for
facilities costs as provided in the Charter Schools Act of 1992 and its regulations. The parties
may agree to an alternative arrangement regarding facilities costs in the use agreement; and
(ii) Taxes; Assessments: Generally, L WL shall pay any assessment or fee imposed upon or
levied on the OUSD facilities that it is occupying or LWL 's legal or equitable interest created by
the use agreement.
• Maintenance & Operations Services: In the event the District agrees to allow L WL to
perform any of the operation and maintenance services, the District shall have the right to
inspect the District facilities, and the costs incurred in such inspection shall be paid by LWL.
(i) Co-Location: If LWL is co-locating or shwing the District facilities with another user,
the District shall provide the operations and maintenance services for the District facilities and
LWL shall pay the Pro Rata Share. The parties may agree to an alternative arrangement
regarding performance of the operations and maintenance services and payment for such in the
use agreement.
(ii) Sole Occupant: If L WL is a sole occupant of District facilities, the District shall allow
LWL, at its sole cost and expense, to provide some operations and maintenance services for the
District facilities in accordance with applicable laws and OUSD 's policies on operations and
maintenance services for facilities and F&E. NOTWITHSTANDING THE FOREGOING, the
District shall provide all services for regulatory inspections which as the owner of the real
property it is required to submit, and deferred maintenance, and LWL shall pay OUSD for the
cost and expense ofproviding those services. The parties may agree to an alternative
arrangement regarding performance of the operations and maintenance services and payment
for such services in the use agreement.
• Real Property Insurance: Prior to occupancy, L WL shall satisfy requirements to

participate in OUSD 's property insurance or, if LWL is the sole occupant of OUSD facilities,
obtain and maintain separate property insurance for the OUSD facilities . LWL shall not have the
option of obtaining and maintaining separate property insurance for the OUSD facility IF L WL
is co-locating or sharing the OUSD facility with another user.
Non-District-Owned Facilities
Occupancy and Use of the Site: Prior to occupancy or use of any school site or facility, LWL
shall provide the OCS with a current Certificate of Occupancy or equivalent document issued by
the applicable permitting agency that allows LWL to use and occupy the site as a charter school.
L WL shall not exceed the operating capacity of the site and shall operate within any limitations
or requirements provided by the Certificate of Occupancy and any applicable permit. L WL may
not open or operate without providing a copy of an appropriate Certificate of Occupancy to the
219
OCS. If L WL intends to move or expand to another facility during the term of this Charter, L WL
shall adhere to any and all District policies and procedures regarding charter material revision
and non-material amendment. Prior to occupancy or use of any such additional or changed
school site, L WL shall provide an appropriate Certificate of Occupancy to the OCS for such
facility. Notwithstanding any language to the contrary in this Charter, the interpretation,
application, and enforcement of this provision are not subject to the Dispute Resolution Process
outlined in Element 14.
Facility Compliance: Prior to occupancy or use of any school site orfacility, LWL shall provide
adequate documentation to the OCS that the facility complies with all applicable building codes,
standards and regulations adopted by the city and/or county agencies responsible/or building
and safety standards for the city in which L WL is to be located, federal and state accessibility
requirements (including the Americans with Disabilities Act (ADA) and Section 504), and all
other applicable fire, health, and structural safety and access requirements. This requirement
shall also apply to the construction, reconstruction, alteration of or addition to the facility. LWL
shall resolve in a timely manner any and all corrective actions, orders to comply, or notices
issued by the authorized building and safety agency or the District. L WL cannot exempt itself
from applicable building and zoning codes, ordinances, and ADA/Section 504 requirements.
L WL shall maintain on file readily accessible records that document facilities compliance and
provide such documentation to the OCS upon request.
Pest Management: LWL shall comply with the Healthy Schools Act, Education Code section
17608, which details pest management requirements for schools.
Asbestos Management: LWL shall comply with the asbestos requirement as cited in the Asbestos
Hazard Emergency Response Act (AHERA), 40 C.F.R. part 763. AHERA requires that any
building leased or acquired that is to be used as a school or administrative building shall
maintain an asbestos management plan.
{fL WL fails to submit a certificate of occupancy or other valid documentation to the District
verifying that the intended facility in which the school will operate complies with Education
Code Section 47610, not less than 30 days before the school is scheduled to begin operation
pursuant to the first year of this renewal term, it may not commence operations unless an
exception is made by the OCS and/or the local planning department or equivalent agency. If
L WL moves or expands to another facility during the term of this charter, L WL shall provide a
certificate of occupancy or other valid documentation to the District verifying that the intended
facility in which the school will operate complies with Education Code Section 47610, to the
District for each facility at least 30 days before school is scheduled to begin operations
in the facility or facilities . LWL shall not begin operation in any location for which it has failed
to timely provide a certificate of occupancy to the District, unless an exception is made by the
OCS and/or the local planning department or equivalent agency.
Notwithstanding any language to the contrary in this charter, the interpretation, application, and
enforcement of this provision are not subject to the Dispute Resolution Process.
220
ADMINISTRA TJVE SERVICES
Governing Law: The manner in which administrative services of the School are to be provided.
- California Education Code Section 47605(g)
With the exception of services performed by OUSD in providing supervisorial oversight to EFC
as defined by Education Code Section 47604.32, all charter-requested services from OUSD are
likely to be on a fee-for-service basis. Mutually agreed-upon fees must be in place prior to the
charter-requested service. EFC will establish a competitive bid process balancing quality and
price to outsource many of the services not retained from OUSD.
EFC may contract with the district for some of its administrative services. The EFC staff will
cooperate fully with OUSD staff in the preparation and reporting of all required data and
financial information. The district and the charter schoo l may enter negotiations to provide
services to the charter school. Such services will be mutually agreed upon. Neither party is
obligated to provide or accept such services, but may do so by mutual agreement. The
Superintendent of OUSD or the designee of the district is authorized to negotiate and enter into
an agreement to provide services to the charter school.
The District may charge for the actual costs of supervisorial oversight ofLearning Without
Limits not to exceed 1% of the charter school 's revenue, or the District may charge for the
actual costs ofsupervisorial oversight of the L WL not to exceed 3% if Learning Without Limits is
able to obtain substantially rent free facilities from the District. Notwithstanding the foregoing,
the District may charge the maximum supervisorial oversight fee allowed under the law as it
may change from time to time.
221
DISTRICT IMPACT STATEMENT
Learning Without Limits must submit its renewal petition to the Office of Charter Schools no
earlier than 270 days before the charter is due to expire unless otherwise agreed by the Office of
Charter Schools ... "
"The District may revoke the charter ofLearning Without Limits in accordance with Education
Code Section 4760 7, any successor provisions to section 47607, or other statutory provisions, if
enacted after the date of the charter, regarding the revocation of charters.
Learning Without Limits agrees to observe and abide by the following terms and conditions as a
requirement for receiving and maintaining their charter authorization:
• Learning Without Limits is subject to District oversight.
• The District 's statutory oversight responsibility continues throughout the life of the
charter and requires that it, among other things, monitor the fiscal condition of Learning
Without Limits.
• The District is authorized to revoke this charter for, among other reasons, the failure of
Learning Without Limits to meet generally accepted accounting principles or if it
engages in fiscal mismanagement in accordance with Education Code Section 47607.
Accordingly, the District hereby reserves the right, at District cost, pursuant to its oversight
responsibility, to audit Learning Without Limits books, records, data, processes and procedures
through the Office of Charter Schools or other means. The audit may include, but is not limited
to, the following areas:
• Compliance with terms and conditions prescribed in the charter,

• The accuracy, recording and/or reporting of school financial information,
• The school's debt structure,
• Governance policies, procedures and history,
• The school's enrollment process, suspension and expulsion procedures, and parent
involvement practices,
• Compliance with safety plans and procedures, and
• Compliance with applicable grant requirements.
Learning Without Limits shall cooperate fully with such audits and to make available any and all
records necessary for the performance of the audit upon 3 0 day 's notice to Learning Without
Limits. When 30 days notice may defeat the purpose of the audit, the District may conduct the
audit upon 24 hour 's notice.
222
In addition, if an allegation of waste, fraud or abuse related to Learning Without Limits
operations is received by the District, Learning Without Limits} shall be expected to cooperate
with any investigation undertaken by the Office of Charter Schools, at District cost. This
obligation for the District to pay for an audit only applies if the audit requested is specifically
requested by the District and is not otherwise required to be completed by Learning Without
Limits by law or charter provisions.
Education for Change agrees to permit the District to inspect and receive copies of all records
relating to the operation of the school, including financial, personnel, and pupil records. EFC
shall promptly comply with all such reasonable written requests. The records of the School are
public records under shall comply with the California Public Records Act.
Leaming Without Limits shall be operated by a California nonprofit public benefit corporation,
Education for Change. This corporation is organized and operated exclusively for charitable
purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code and California
Revenue and Taxation Code Section 23701d.
Pursuant to Education Code Section 47604(c), an entity that grants a charter to a charter school
operated by or as a nonprofit public benefit corporation shall not be liable for the debts or
obligations of the School or for claims arising from the performance of acts, errors or omissions
by the School if the authority has complied with all oversight responsibilities required by law.
The School shall work diligently to assist the District in meeting any and all oversight
obligations under the law, including monthly meetings, reporting, or other District-requested
protocol to ensure the District shall not be liable for the operation of the School.
The corporate bylaws of EFC shall provide for indemnification of the School's Board, officers,
agents, and employees, and EFC has purchased general liability insurance, Board Members and
Officer's insurance, and fidelity bonding to secure against financial risks. Insurance amounts are
determined by recommendation ofEFC ' s insurance company for schools of similar size,
location, and student population. The District shall be named an additional insured on the general
liability insurance of L WL.
The EFC Board will institute appropriate risk management practices as discussed herein,
including screening of employees, establishing codes of conduct for students, and dispute
resolution.
223
TERM, RENEWAL AND INDEMNIFICATION
The term of this charter shall be for five years beginning July 1, 2017 , and expiring on June 30,
2022. Education for Change will comply with all processes and timelines set forth by the
Oakland Unified School District for chaiter renewal.
LWL must submit its renewal petition to the Office of Charter Schools no earlier than 270 days
before the charter is due to expire unless otherwise agreed by the Office of Charter Schools.
The District may revoke the charter ofLearning Without Limits in accordance with Education
Code Section 47607, any successor provisions to section 47607, or other statutory provisions,
if enacted after the date of the charter, regarding the revocation of charters.
Severability
The tenns of this charter contract are severable. In the event that any of the provisions are
determined to be unenforceable or invalid under the provisions of the California State Charter
Schools Act or other relevant state and or federal statutes, the remainder of the charter shall
remain in effect, unless mutually agreed otherwise by OUSD and the EFC Board. The District
and EFC agree to meet to discuss and resolve any issues or differences relating to invalidated
provisions in a timely, good faith fashion in accordance with the dispute resolution procedures
set forth in the charter.
Indemnification
To the fullest extent pennitted by the law, Education For Change does hereby agree, at its own
expense, to indemnify, defend, and hold harmless OUSD and the Board of Education and their
members, officers, directors, agents, representatives, employees, and volunteers from and
against any and all claims, damages, losses , and expenses, including but not limited to
attorney ' s fees , bought by any person or entity whatsoever, arising out of, or relating to, this
charter agreement, except for any such claims, damages, losses, and expenses, including but
not limited to attorney ' s fees, that result from the actions or omission of actions of OUSD. EFC
furth er agrees to the fullest extent pennitted by Jaw at its own expense to indemnify, defend,
and hold hannless OUSD and the Board of Education and their members, officers, directors,
agents, representatives, employees, and volunteers from and against any and all claims,
damages, losses, and expenses, including but not limited to attorney's fees , brought by any
person or entity whatsoever for claims damages, losses, and expenses arising from or relating
to acts or omissions of acts c01mnitted by EFC and its officers, directors, employees, or
volunteers, except for any such claims, damages, losses, and expenses, including but not
limited to attorney ' s fees, that result from the actions or omission of actions of OUSD.
Moreover, EFC agrees to indemnify and hold harmless the District for any contractual liability
resulting from third paity contracts between EFC and its vendors, contractors, partners, or
sponsors.
224
'". '. r .· ' r I •,,r I
.
(-1~duca1 ion ./i)r ( :I 1a1 g(
~
I II r.
CHARTER CONVERSION RENEWAL PETITION
RE SUBMITTED SUBMITTED TO
ON
FEBRUARY 22, 201-1-
DECEMBER 14 2016
For a term of July 1, 20127 - June 30, 204+22
Submitted by:
Hae-Sin Kim-Thomas and Leo Fuchs
Lead Petitioners
Leaming Without Limits
Similar to the current ye(J;r as a district school, Learning Without Limits ("L WL ") estimates that
17 le(J;chers will he employed by the charter school during its.first year o.foperation.
T<Ve, the undersigned teachers and parents, support the charter and believe the attached charter
merits considemtion. We herehy petition the Oakland Unified Board ofEd/;/;cation and
Superintendent to grant (;{ charter to L WL pursuant to Edurntion Code Section 4 7605 beginning
July I, 2012, with the opportunity to request a continuation ofthe charter as described in the
Charter Schools Act. The petitioners listed below certifY that they are either teachers who are
meaningfully interested in emitinuing to teach at the School, or parents who are metmingfully
interested in re enrolling their students. The petitioners authori::.e the Lead Petitioners, Leo
2
Fuchs and Hae Sin Thomas
' ' t0 r1w,ee
. , or ne-gotiat ·
necessary to secure approva r,
, iJ)' t'ie
, OUSDcgi:n ~,'/y amendments
d. lo the auached c,ia"te--
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Print Name Street Address
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Affirmations ........................................................................................................................................................... 7
Executive Summary ............................................................................................................................................. 9
Team Approach .................................................................................................................................................. 10
History and Accomplishments Learning ~litho1:1t Limits ................................................................................... 10
History and Accomplishments Ed1:1cationfor Change .......................................................................................... 12
A4en€1-fjement Team ................................................................................................................................................................. 15
Element 1: Educational Philosophy and Programs ............................................................................... 17
St1:1dents To Be Served ........................................................................................................................................................... 18
tt1/hat it Means to Be an Ed1:1cated Person in the 21st Gen t1:1ry ........................................................................... ... 22
Hov,r Leerning Best Occ1:1rs.......................................................... ............. .. .............. ........................ .................. ........... ....... 23
Schoo/wide Pr€1-fjram Overviev,r & Methods oflnstrnction ..................................................................................... 26
Comm1:1nil), Eng€1-fjement ...................................................................................................................................................... 49
1
EFG ·.vide Professional Development .............................................................................................................................. 52

S1:1pportfor Academically Low Achieving St1:1dents .................................................................................................. 56
S1:1pportfor High Achieving St1:1dents .............................................................................................................................. 58
S1:1pportfor English Learners ............................................................................................................................................. 58
S1:1pportfor St1:1dents with Disabilities............................................................................................................................ 61
Elements Z and 3 Measurable Pupil Outcomes and Methods to Measure Pupil Progress
To•Nard Meeting Outcomes ............................................................................................................................ 67
Criterion Referenced and Formati~'e Assessments..................... ............................................................................... 76
State Assessments .................................................. .............................. ....................................................... ............................. 76
Use ofAssessment Data ............... ................................... ........... ...... .... .................................................................................. 78
Element 4· Governance ................................................................................................................................... 81
Non Profit P1:1blic Benefit Corporation ........................................................................................................................... 81
Ed1:1cation For Change Governing Board....................................................................................................................... 82
Recrnitment, Selection, and Development of Board Members ............................................................................. 83
.T:.amily Leadership Co1:1nci! .................................................................................................................................................. 86
Relationship Behveen EFG and the Learning \A/itlwut Limits Principal ......................................................... 87
Chief Executive Officer Duties............................................................................................................................................. 88
Principal D1:1ties and lmportaRce ...................................................................................................................................... 89
f;.ri.evance Proced1:1refor PareR ts and St1:1dents ......................................................................................................... 90
Standing Committees ............................................................................................................................................................. 90
CoRjlict of!nterest ..... ................................................................................................... ........................................................... 91
Element 5: Qualifications For School Employees ................................................................................... 93
Element 6· Health and Safety ........................................................................................................................ 98
Element 7: Means to Achieve Racial and Ethnic Balance ................................................................... 100
6
Element 8: Admissions Requirements ..................................................................................................... 101
Element 9: Financial and Programmatic Audit ..................................................................................... 102
Administrative Services ................................................................................................................................ 107
Element 10: Suspension/Expulsion Procedures .................................................................................. 108
Element 11· Retirement Programs .......................................................................................................... 122
E:lement 12: Public School Attendance Alternatives .......................................................................... 123
Element 13· Employee Rights .................................................................................................................... 123
Element 14: Dispute Resolution Procedures ........................................................................................ 123
Element 1S: Labor Relations and Collective Bargaining .................................................................. 12S
Element 16· School Closure Protocol ...................................................................................................... 126
Impact on the Charter l'.uthorizer ............................................................................................................. 128
Facilities ............................................................................................................................................................. 128
Term, Renewal and Indemnification ........................................................................................................ 129
7
Affirmations
8
TABLE OF CONTENTS
STATEMENT OF ASSURANCES _ _ _ 11
EXECUTIVE SUMMARY 17
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Team Approach ._30
REQUEST FOR RENEWAL _ _ _ 34
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The Academic Needs o Our Students 44
How Learning Best Occurs 54
KEY PRACTICE 1: High Ex2ectations Aligned with the CCSS and Communicated Clearly to
Stakeholders 58
KEY PRACTICE 2: Balanced Literacy 82
KEY PRACTICE 3: Learnin Targets and Authentic Assessment 99
KEY PRACTICE 4: Academic Socio-Emotional and Be havioral Interve ntion 103
KEY PRACTICE 5: Em hasis on Cross-Curricular Connections 112
KEY PRACTICE 6: Em2hasis on Relation a l Element of Learning 113
KEY STRUCTURE 1: Su orts for a Positive School Culture and Climate 114
KEY STRUCTURE 2: After School and Summer Program Extends Student Learning 117
KEY STRUCTURE 4: E uit Centere d Professional Learnin Communit 121
SUPPORTING ALL STUDENTS 141
S!!J2port for Students with Disabilities 141
Surmort for Students Who Are English Language Learners 154
Su(llort for Students Who Are Academically Low-Achieving 159
.s.@ ort for Students Who Are Hi _h-Achieving 162
ELEMENT 2: MEASURABLE STUDENT OUTCOMES 163
Academic Content and Performance Standards 165
Measurable Pup.if Outcomes 167
Charter School Outcomes Aligned to State Priorities 171
ELEMENT 3: METHODS OF ASSESSING PUPIL PROGRESS TOWARDS MEETING OUTCOMES 2
ELEMENT 4: GOVERNANCE 13
ELEMENT 5: QUALIFICATIONS FOR SCHOOL EMPLOYEES 36
ELEMENT 6: HEAL TH AND SAFETY 48
ELEMENT 7: MEANS TO ACHIEVE RACIAL AND ETHNIC BALANCE 52
ELEMENT 8: ADMISSIONS REQUIREMENTS 55
ELEMENT 9: FINANCIAL AND PROGRAMMATIC AUDIT 60
ELEMENT 10: SUSPENSION LEXPULSION PROCEDURES 73
ELEMENT 11: RETIREMENT PROGRAMS 94
ELEMENT 12: PUBLIC SCHOOL ATTENDANCE ALTERNATIVES 96
9
ELEMENT 13: EMPLOYEE RIGHTS 97
ELEMENT 14: DISPUTE RESOLUTION PROCEDURES 98
ELEMENT 15: SCHOOL CLOSURE PROTOCOL 102
FACILITIES 110
ADMINISTRATIVE SERVICES 114
DISTRICT IMPACT STATE~M=E=N~T~ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 115
TERM, RENEWAL AND INDEMNIFICATION 118
10
As the authorized lead petitioners, we, Leo FuchsEducation for Chan e Public Schools EFC
and Hae-Sin Thomas, hereby certify under the penalties of perj.!!!Y_that the information
submitted in this renewal petition for Leaming Without Limits f {L WL~ l_Jthe "School"),
located at 2035 40th Avenue, Oakland, CA 94601 within the boundaries of the Oakland Unified
School District, fJ OUSD~ )_,_ is true to the best of our knowledge and belief; we also certify that
this petition does not constitute the conversion of a private school to the status of a public
charter school ; and further, we understandcertify that if awarded granted this charter, L WL--aoo
its non profit organization , Education for Change :
+ Shall meet all statewide standards and conduct the student assessments required pursuant
to Education Code Section 60605 and 60851 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)(l )]
+ Shall be deemed the exclusive public school employer of the employees of LWL for
purposes of the Educational Employment Relations Act. [Ref. Education Code Section
47605 (b)(5)(0)]
Shall be nonsectarian in its programs , admissions policies, employment practices, and all
other operations. Shall not charge tuition, fees , or other mandatory__J~a ments for attendance at
the charter school or for participation in programs that are required for students. [Ref. Education
Code Section 47605(d)(l)]
+ Shall not charge tuition. [Ref. Education Code Section 47605(d)( I)]
•:• Shall admit all students who wish to attend LWL , and the School who submit a timely
application, unless kW-bthe School receives a greater number of applications than there are
spaces for students, in which case each application will be given equal chance of admission
through a public random drawing process. Admission to LWL shall not be determined according
to the place of residence of the student or his or her parents 'Nithin the State except as
provided in Education Code Section 47605(d)(2). Preference in a public random drawing shall
be provided as described in Education Code Section 4 7605( d)(2)(B). In the event of a drawing
the chartering authority shall make reasonable efforts to accommodate the growth of the Charter
School in accordance with Education Code Section 47605(d)(2)(Cp-} and Education Code
Section 51747 .3. [Ref. Education Code Section 47605(d)(2)(A)---(B)]
•:• Shall be nonsectarian in its programs, admissions policies, employment practices, and all
other 012erations. [Ref. Education Code Section 47605(d)(D]
•:• Shall not discriminate on the basis of the characteristics listed in Section 220 ( actual or
orientation, mental or physical disability, age, ancestry, athletic performance, special need,
proficiency in the English language or a foreign language, or academic achievement or any
other characteristic that is contained in the definition of hate crimes set forth in Section 422.55
11
of the Penal Code or association with an individual who has any of the aforementioned
characteristics). [Ref. Education Code Section 47605(d)(l)]
Shall not determine admission accord in to the place ofresidence of the student or his or
her Rarents within the State except that a conversion school shall oive admission Qreference to
students who reside within the former attendance area of the ublic school as rovided in
Education Code Section 47605(d)(2).
•:• Shall meet all statewide standards and conduct the student assessments required pursuant
statute or student assessments apQlicable to students in non-charter 12ublic schools. [Ref.
Shall comply with all applicable portions of the No Child Left Behind Act.
Shall consult on a re ular basis with parents uardians and teachers re ardin its
educational ro rams as re uired b Education Code section 47605 c 2 .
•:• Shall for each fiscal ear offer at a minimum the number of minutes of instruction per
grade level as reguired by Education Code Section 47612.5(a)(l)(A)-(D) and com12ly with Title
5, California Code of Regulations, section 11960(b) with respect to the legally required
•:• Shall comply with the conditions of apportionment set forth in Education Code section
resident, and that "a pupil over 19 years of age shall be continuously enrolled in public school
and make satisfacto 2.IQgress towards award of a high school diploma," to remain eligible for
generating charter school apportionments.
•:• Shall rovide to the Office of Charter Schools information re ardin the roposed
operation and 12otential effects of the school, including, but not limited to, the facilities to be
used b the school includin where the school intends to locate the manner in which
administrative services will be rovided and potential civil liability effects, if any__,_!,!Qon the
school and authorizing board.
•:• Shall adhere to all provisions of federal law related to students with disabilities including,
2004.
+ . Shall meet all requirements for employment set forth in applicable provisions of !av,,
including, but not limited to, credentials, as necessary. [Ref. Title 5 California Code of
Regulations Section 11967 .5 .1(f)(5)(C)]
+ Shall ensure that teachers at L\VL hold a Commission on Teacher Credentialing
certificate, permit, or other document equivalent to that which a teacher in other public
schools is required to hold. As allowed by statute, flexibility will be given to non core,
non college preparatory teachers. [Ref. California Education Code Section 47605(1)]
+ Shall at all times maintain all necessary and appropriate insurance coverage.
+ 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.S(a)(l )(A) (D) .
12
•:• Shall notify, within 30 days, the superintendent of the school district of any pupil who is
expelled or leaves kWbthe School without graduating or completing the school year for any
reason. The school district notified shall be detennined by the pupil's last known address. kWb
sl=lal+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)]
+ Will follow any and all other federal , state, and local laws and regulations that apply to
LWL and its non profit organization Education for Change, including but not limited to:
± _Education for Change shall Shall adhere to all applicable provisions of federal Jaw relating
to students who are English language learners, including Title VI of the Civil Rights Act of
1964· the Egual Educational Opportunities Act of 1974; MGL c. 76, §5; and MGL c. 89, 71 §
(f) and (I).
•:• Shall comQl with the Famil Educational Ri hts and Privac Act 20 U.S.C. 1232g;_]1
CFR Part 99).
•:• Shall submit an annual re ort and annual inde endent audits to the OUSD Office of
Charter Schools by all reguired deadlines.
•:• Shall maintain accurate and contemporaneous written records that document all pupil
attendance and make these records available for audit and inspection~, as reguired by Education
Code section 47612.S@)fil
o L\\'L shall on a regular basis consult with parents and teachers regarding L'NL's
education programs.
± _Education for Change shall Shall submit re uired enrollment data each March to the
OUSD Office of Charter Schools b the required deadline.
e--Shall comply with any jurisdictional limitations to locations of its facilities.
•:• LVVL shall comply with all ~@Jlllaws establishing -tR€-minimum and maximum age for
public school enrollment. attendance," as required by Education Code section 476IO(c).
± _LWL shall comply with Shall operate in compliance with generally accepted government
accounting principles.
Shall maintain separate accountings of all funds received and disbursed by the school.
•:• Shall artici ate in the California State Teachers' Retirement S stem and other retirement
systems, as applicable portions of the No Child Left Behind Act. .
± _education for Change shall Shall obtain, keep current, and make available for inspection
all necessary ermits licenses and certifications related to fire health and safet within the
building(s) and on school property.
•:• Shall obtain kee current and make available for ins ection all necessar teacher
certifications, permits or other documents as reguired under EC Section 47605Q)
Shall at all times maintain all necessar and aQ_Qropriate insurance covera e.
Shall submit to the OUSD Office of Charter Schools the names mailing addresses, and
emplo ment and educational histories of pro osed new members of the Board of Trustees Qrior
to their service.
13
Shall, in the event the Board of Trustees intends to procure substantially all educational
services for the charter school throu h a contract with another erson or entity,_provide for
filJJ2roval of such contract by the Board of Education in advance of the beginning of the contract
period.
•!• Shall require the Governing Board to comRl with the rovisions of the Ral h M. Brown
Act (California Government section Code 54950 et seql_
•:• Shall comply with the provisions of the California Public Records Act,- (California
Government Code section 6250 et seq.).
o LWL shall comply with the family Educational Rights and Privacy ,.\ct.
o Education for Change shall comply \Vith the Ralph M. Brown Act.
o LWL shall meet or exceed the legally required minimum of school days.
± _LWL shall Shall grovide financial statements that include a proposed first-year operational
budget with start-u costs and antici12ated revenues and expenditures necessary to operate the
school includin s ecial education· and cash-flow and financial projections for the first three
years of operation.
•!• Shall rovide to the Office of Charter Schools a school code of conduct Board of Trustee
bylaws, an enrollment policy, and an a1mroved certificate of building occupancy for each
facility in use by the school, according to the schedule set by the Office of Charter Schools but
in any event prior to the 012ening of the school.
•:+ Shall be located within the eo raphical boundaries of the District in locating its site, or
otherwise comply with the requirements in Education Code section 47605 and 47605. l
•:• Shall follow an and all other federal state and local laws and re ulations that aimly to
0 Shall com l with the California Code of Re ulations.
0 Shall ensure that teachers hold a Commission on Teacher Credentialing certificate,
12ermit, or other document equivalent to that which a teacher in other ublic schools is
required to hold. As allowed by statute, flexibility will be given to non-core, non-
college ~aratory teachers. [Ref. California Education Code Section 47605(1)]
o Shall meet all requirements for employment set forth in a12plicable 12rovisions of
Jaw includin but not limited to credentials, as necessary. [Ref. Title 5 California Code
of Regulations Section 11967.5. l(f)(5)(C)]
o Shall comply with Article 5.5 (sections 51745-51749.3) of Chapter 5 of Part 28 of
the Education Code and implementing regulations adopted thereafter for the purpose of
implementing short -term independent study.
Leo hwhs, Principal, Learning Without Limits
o Shall comply with all laws establishing the minimum and maximum age for public
school enrollment.
14
Hae-Sin Thomas, CEO, Education for Change
15
Exeeutive Summar)'
16
EXECUTIVE SUMMARY
- - - - - - -~ _ex_Q , erienced educators and entre12reneurs Education for Change (EFC) is a

non rofit ublic benefit cor oration. As a Charter School Mana ement Organization, EFC
operates Rublic elementary schools designed to offer a high guality education at no cost to
12arents. EFC serves ethnicall and economically diverse student bodies.
The staff and community of Education for Chan e Public Schools and the Leaming Without
Limits Elementary School, an Oakland Unified School District elementary school, community are
submitting a petition to convert the school into a K 5 charter school. /\s a charter conversion, for
renewal of the Leaming Without Limits will continue to provide the Fruitvale community a quality
educational option, building uponpetition for the demonstrated success of their current program
to ensure all Learning VVithout Limits students exit their doors prepared for the path to
college.term July 1 2017 throu h June 30 2022 .
Learning Without Limits Education for Change Mission Statement
+heOur mission of Learning \\Zithout Limits is to provide rigorous, culturally relevant and
empowering education grounded in caring, leadership, achievement, and perseverance. The
school is founded on the belief that caring relationships allmv students to lower their affective
filter, facilitating learning. When students feel valued and understood they are able to bring their
full selves to the classroom. In this context, students grow into leaders who are problem solvers,
v1ho set good examples, and 1vvho know ho1vv to communicate effectively with different
audiences. Leaming 'Nithout Limits students are resilient, persevering through challenges
because they are self directed, self motivated learners who can drive and advocate for their ov1n
learning.
Our school was designed through a partnership behveen families and teachers who shared a
dream of what a school should be. This partnership, as well as the new partnership v1ith Education
for Change, will drive our school's decisions as we relentlessly focus on the continuous
refinement of high quality instruction, strive to close the achievement gap and raise empowered
leaders who ,,,.,ill exit our doors on the path to college.
The mission of Education for Change is straightforward. I/Ve will provide is to rovide a superior
public education to Oakland'.~s most underserved children by creating a system of public schools
that relentlessly focuses on our students'.~ academic achievement. We believe that high quality
instruction, and its continuous refinement, will lead to success for our students. -When our
students succeed, they will be prepared to make thoughtful and informed choices that will set
them on a path for a successful life. Through the success of our students, we will create a
17
catalytic change across the country that 1Ni-U-+lelp to transform urban public schools into high
performing organizations for the children that are most dependent upon them. !.:.
Education for Change Public Schools believes it is the right for every child to have access to a
high-quality, 21 st century education. Through our unique model, we transform neighborhood
schools into high Rerforming organizations for the children that are most dependent upon them
and build strong secondary school options to ensure all children in the neighborhood have access
to a powerful TK-12 pipeline to success in colle e and career. We invest in stron J2_artnershi!!..§..
with dedicated parents and community organizations, allowing us to provide a full spectrum of
education services to our students and their families. We recruit and develop the most talented,
growing organization. And we support autonomy among our campuses, allowing each school to
lead its own instructional program while promoting a culture of consistently hi~ectations and
accountability that is central to our mission.
Education for Change Public Schools is committed to improving and increasing outcomes for our
students, their families and the communities in which they live. Our children will become self-
motivated learners, critical-thinkers and resilient leaders prepared for the academic and
Vie stand on the shoulders of those v1ho came before us as we grow into leaders who are
passionate and care about making our world better. \Ve are equipped with skills and knowledge,
filled with curiosity, and we !mow that even when 1vve face challenges .ve will achieve.
1
~ 'hat Children at Learning Without Limits Experienee
+ High expectations aligned with the California frameworks that are communicated clearly
to stakeholders.
+ Balanced literacy
+ Academic intervention
+ Learning targets and authentic assessments
+ Emphasis on cross curricular connections
+ Emphasis on relational element of learning
+ Positive school culture and climate
+ Extendedis a successful K-5 school in the Fruitvale neighborhood that believes strongly in
the balance between constructivist learning and knowledge-based learning after school
and summer
+ Family and community partnerships are prioritized
+ The results of an Equity Centered Professional Leaming Community
The goal is for our students to experience a school where they feel nurtured, honored, and
supported in reaching high levels of academic achievement and usin culturall relevant
pedagogy. We strive to prepare students for academic and social-emotional intelligence.
18
Team Approaeh
The LWL team includes a dedicated , experienced and diverse teaching team that works closely
and collaboratively •11ith the families at the success in middle school. The average Ll/1/L teacher
has more than five years of teaching experience. Likewise, the leadership team at LWL and at
Education for Change for LVVL is diverse , supportive and committed for the long term to the
goals identified above. The management team is composed of school operators who know hov,
to manage and lead schools. The team of Leo Fuchs , Hae Sin Thomas , Fabiola Harvey and
Jessica Evans includes three current or former Oal<land Unified School District principals , two
district administrators •.vith strong curriculum development and network management experience ,
as well as a Chief Operating Officer with experience in grmving a charter network (see
Management Team section below+,be ond.
History and Accomplishments - at Learning Without Limits
In 1998, families with children in the Oakland public schools, including families at Jefferson
Elementary, started working with Oakland Community Organizations (OCO) to begin organizing
for smaller and better schools for their children. The parents felt that some of their children were
getting lost in huge schools with a thousand or more children. A visit to the small schools in New
York and Chicago inspired these organizers to push for small and safe schools in Oakland. In
response, in March of 2000, the Oakland Unified School District passed the New Small
Autonomous Schools policy, granting the schools autonomy of curriculum and instruction,
calendar, budget (and thus class size), hiring and staffing. OUSD formed the New School
Development Group to incubate new schools over the course of several years. In 2006-07,
parents and teachers came together to design two new schools on the Jefferson campus through
the New School Development Group's process.
Leaming Without Limits College Preparatory Elementary School first opened its doors in the Fall
of 2007 with 240 students in grades K-3 as part of Oakland Unified School District's New Small
Autonomous Schools initiative. In the 2011 12 school year, we serve 375 students in grades K
&.-
Learning VVithout LimitsLeaming Without Limits is a story of continual im2rovement. Through

the steady commitment of the community and staff, L WL has become one of the top Elementar
schools in Oakland servin a hi h- overt communit . Based on an anal sis of SY 16 CAASPP
results Educate78 recently refeITed to LWL as a "hidden gem" . Prior to becoming L WL, in the
2006-07 school xear as Jefferson Elementary, only 14% of students scored proficient in ELA and
on! 25% of students scored roficient in Math on the CST. B contrast in 2013 (the last year of
the CST 35% ofLWL students scored 2roficient in ELA and 46% of students scored roficient
or advanced in Math . This past year, in SY16, after the transition to the Common Core and the
CAASPP assessment, L WL students grew 7 percentage points in ELA to 31 % proficiency and 1
percenta e oint to 27% in Math. While we are groud of this rowth L WL is not satisfied and
works toward the da when all students will demonstrate proficiency using standardized and non-
standardized measures.
19
L WL's success and steadY..im.Rrovement is a result of a clear theory of action based on the
development of strong relationships between and among adults and children, systematic teacher
collaboration using the Professional Leaming Communities model data driven inguiry, skills
based constructivist pedagogy, a balanced literacy approach and engaging instructional methods.
LWL has two overarching goals: 1) to be a school where all community members feel loved and
cared about, 2) to ensure that all students leave our school on the path to college at the end of 5th
grade. Each morning, students and teachers gather in our yard to affirm the vision we hold for all
our students. Our hope and expectation is that L WL students will leave our doors more fully able
to claim our vision statement as a description of who they are and who they will continue to strive
to become beyond their time at L WL. Each morning we affirm:
filled with curiosity and we know that even when we face challenges, we will achieve.
In every classroom, four values taken from our vision statement hang on the wall. We call these
the CLAP values: Caring, Leadership, Achievement and Perseverance (see Appendix /\1 for
CLAP poster and rubric). _,_
L WL 's Academic Success

See A12.12.endix Al for CLAP 12_oster and rubric.
What Children at Learning Without Limits has made importan tExperience
High expectations aligned with the California frameworks that are communicated clearly
to stakeholders
A balanced literac model where children receive tar eted instruction in their Zone of
Proximal Development AND read and respond to grade level text
Targeted academic gains since it opened in 2007, increasing 136 API points interventions
for students not demonstrating proficiency in the past four years, moving from an API of
622 to an APl grade level assessments and making inadequate progress towards grade level
mastery
•:• Personalized learning targets for children and authentic assessments to assess 1:2rogress
•:-Emphasis on cross-curricular connections to deeQen understanding
•!• Emphasis on relational elements of 758. The LVVL learning to facilitate eng(!gement and
investment
•!• Positive school culture and climate that embraces children's back rounds and stories
•:O Extended learning after school and during the summer
•!• Family and community partnerships prioritized
•!• The results of an Equity Centered Professional Leaming Community
The goal is committed to accelerating those gains.for our students to experience a school where
they feel nurtured, honored, and supported in reaching high levels of academic achievement and
emotional intelligence.
20
API
1000
900
800
700
600
500
400
. API
300
200
100
0
2007-2008 2008-2009 2009-2010 2010-2011
As seen in the chart belov1, LWL has moved from 42 percent of students being proficient or
above in mathematics to 59.9 percent. LWL attributes many of the gains in mathematics to the
pedagogical methods that are utilized by its teachers. Moving from hands on concrete
representations of mathematical concepts, using manipulatives, to representational and then to the
abstract algorithm, has helped L\VL students gain a deeper understanding of mathematics. While
a higher percentage of students are Proficient and Advanced in Mathematics than English
Language Arts, LWL staff continues to refine its instructional practices and has done so by
incorporating the Si Sv11un strategies.
In English Language Arts, the LWL community has also seen gains, mcreasing the percentage of
students proficient or above from 19.6 percent to 38.7 percent. LWL attributes these gains to
their initial focus on explicit skills instruction and a strong professional development and
coaching model. In the process of analyzing smaller gains between 2008 09 to 09 10 than from
2007 08 to 08 09, teachers and staff noticed that there \Vere only 10 minutes of tbe school day
when students were guaranteed to be reading at their instructional or independent reading levels
during repeated readings in fluency practice. This led to a shift in the English Language Arts
program toward the implementation of Guided Reading strategies using leveled reading materials.
In 2011 12, LWL has begun to build on its initial work to implement a Guided Reading program
through the PALS partnership, an OUSD partnership with Aspire Public Schools, which
broadened its repertoire of instructional structures and strategies.
School wide CST results: Percent Proficient and Advanced
21
100
90
80
70
60 5--9:9
- overall ELA
50
40 3V
- Overall Math
30
20
10
0
2007-2008 2008- 2009 2009-2010 2010-2011
Data Driven Education for Change to Support Student Learning

On the Jefferson campus in the 2006 07 school year, only 13.6 percent of students scored
proficient in English Language Arts (18 percent at 51-R Grade) and only 25 .2 percent of students
scored proficient in math (29 percent in 5* grade) on the CST. By contrast, in 2011 , 38.7 percent
of LWL students scored proficient in English Language Arts (4 7 percent of 5* graders) and 59 .9
percent of students scored proficient or advanced in math (59 percent at 51tt grade). '.Vhile •.ve are
proud of this grnwth, L'.VL is not satisfied and works tov1ard the day when all students will
demonstrate proficiency using standardized and non standardized measures.
Leaming Without Limits ' success over the last four years is a result of a clear theory of action
based on the development of strong relationships betv1een and among adults and children,
systematic teacher collaboration using the Professional Learning Communities model, data driven
inquiry, skills based constructivist pedagogy, a balanced literacy approach and engaging
instructional methods.
- History and Accomplishments Education for Change
Founded in 2005 by experienced educators and entrepreneurs, Education for Change (EFCr,)~ a
nonprofit public benefit corporation, created a home for that was founded in 12artnership with
Oakland Unified School District to tum around chronically underperforming schools seeking to
become charters.,_ As a Charter School Management Organization, EFC operates public
elementaryTK-8 schools in traditionall underserved communities in Oakland California
designed to offer a high quality e4Hcation at no cost to parents. EFG serves ethnically and
economically diverse student bodies._public education. EFC currently operates threesix schools in
Oakland, California: Achieve Academy, ASCEND, Cox Academy, and WorldLazear Charter
Academy7
The mission of Education for Change is straightforward. \Ve provide a superior public education
to Oakland's most underserved children by maintaining a system of public, Learning Without
Limits, and Epic, and all but Epic were originally OUSD schools that relentlessly focuses on our
students' academic achievement. Our high quality instruction and focus on continuous refinement
of practice, leads to success for our students.
22
When our students succeed, they will be prepared to make thoughtful and informed choices that
will set them on a path for a successful life . Through the success of our students , 'Ne will create a
catalytic change across the country that will help to transform urban publicbecame EFC charter
schools into high performing organizations for the children that are most dependent upon them.~
At Education for Change our core beliefs are the foundation for our organization. We have built
strict and deliberate screens into our hiring process to ensure that we hire individuals who share
our beliefs about what makes a great school - and what it takes for all children to succeed in
school and in life. We believe that organizations can only be successful when people are aligned
around a common purpose and a shared set of goals. This applies to our schools, and to Education
for Change as a whole. Through athat shared set of core beliefs, we are building one community
of adults across multiple schools that share responsibility for the EFC mission. Our core beliefs
are the following: have been translated into a set of non-negotiables across all of our sites. They
are outlined below.
1. Every child has a right to a high quality, free , public education.

2. Every student can learn and succeed at high levels.
3. The most important attribute of successful schools is the ability to have consistently
high quality instruction in every classroom .
4. Building a professional learning community is the key to our schools' success.
5. Every child will succeed when a school is organized around a coherent,
comprehensive , rigorous, standards based cu rriculum , and school leaders make
decisions about how to improve instruction based on data.
6. The best measure of what we value is how we spend our time.
7. Every adult w+tl=!-in the school community principals, teachers , staff,
parents/guardians , and administrators is responsible for student performance.
EFC's EFC Non-Negotiables:
23
Supporting the whole
The Instructional Model Teacher development
child
• Coherent, • Structures that enable • Family leadership

research-based coaching , modeling , council
standards-aligned training , feedback • MTSS - a multi-tiered
instructional model • Data-based inquiry system of academic,
• EFC standards-aligned • Grade-level behavioral , and
benchmarks collaboration social-emotional
• Grade-level coherence • Teacher leadership/ supports
- instructional goals, decision-making • Schoolwide school
content, instructional structure culture policy with
strategies, pacing • Appropriate levels of clearly communicated
• Structures that support teacher plann ing time values and
high levels of student built into schedule expectations and an
engagement aligned curriculum
• Rigor - higher levels of • Structures and
Blooms taxonomy practices to promote
physically healthy kids
Academic Success
All current schools in the Education for Change portfolio have experienced academic success.
While EFG recognizes that there still are many areas in need of grovlth, the three schools have
made steady gains that result in more and more of our students scoring in the Advanced and
Proficient performance bands. As seen in the chart belovll', World and Achieve both have an API
of over 800, with Cox Academy having grov.rn 196 API points in the past three years. Through a
relentless focus on instruction, building content, pedagogical and assessment knov,rledge, all three
schools have sustained academic growth. EFG is proud of these accomplishments and feels that
these accomplishments set the stage for further grov,th.
E FC Schools A Pl Growth: 2006 to 20 JI
24
1000
900
~ - world
"'~
llO
- Achieve
.2;: 800
,g - cox
"'
3 700 -AYPAPI
0
0 lodicato
0
.....
6
0
600
"' >
.~
vi ..~
·x
"' .0
=
Q)"'
- "O
0 "'
500
z ~ 2006 2007 2008 2009 2010 2011
As seen in the chart belov,', Mathematics has been a particular strength of Education for Change
schools. Through our work with Phil Gonsalves and Drev,r Kravin of the Mathematics
Consortium, teachers have built their content and pedagogical knowledge of mathematics
instruction. Utilizing the relational thinking framev,ork, teachers have learned how to build
lessons that move from concrete representations to semi concrete representations to abstract
representations. These lessons are infused i.vith strategies such as decomposition, bar models, and
area models, that foster students' conceptual understanding and promote student understanding of
the relationships in mathematics. Teachers worked closely with Math coaches and grade level
colleagues to analyze student data and cognitively plan lessons using this content and pedagogical
kno'.vledge . The continual reflection and refinement of these lessons is at the core of our
collaborative math planning and is supported by high impact coaching.
Afathematics CST score~·: Percent Pr8ficiellt and Adi•a,<teed

100
90
80
70
- World
60
- Achieve
50
40 -
- cox
-AYP
30
20
10
0
2006 2007 2008 2009 2010 2011
While English Language Arts scores have seen UP'vVard growth in the percent Proficient and
Advanced, the trajectory has not been as dramatic as in mathematics. The AYP statistics mask a
significant shift in the reduction in the percentage of students in the Far Below Basic and Below
Basic categories. For instance 'vVhen World Academy first opened, it had close to sixty percent of
25
its students in the Far Belo\v Basic and Below Basic category. It has reduced that percentage to
approximately tv,renty percent. Nonetheless, EFG recognizes that this is not enough and that vie
must ensure that all of our students are scoring in the upper performance bands. V./e believe the
gains in English Language Arts are a result of a strong focus on building content knowledge and
assessment knowledge (formative and summative) supported by literacy coaches.
English Language Arts CST scores: .Percent Proficient aml Ad-vanced

100
90
80
67.6
70
- world
60 -
- Achieve
50
- cox
40
-AYP
30 4
20
10
0
2006 2007 2008 2009 2010 2011
Management
All of EFC's schools have experienced academic gains over the past ten years. With respect to
serving high poverty students, EFC manages some of the highest performing elementary schools
in the Fruitvale, and currently Learning Without Limits is the highest performing Oakland
elementar school in Mathematics and the second highest in ELA with respect to serving high
poverty Latino students as re orted by Innovate Public Schools.
While we are definitely not where we want to be, we are on a growth trajectory that continues to
outperform or maintain pace with other Oakland Unified schools serving a similarly high-need
student p_Qpulation (see table below).
26
In the aggregate, how does EFC's proficie ncy in Gr 3-5 compare to schools in OUSD (district only) also serving
English Language Arts Mathematics
3 EFC 16% 22%
OUSD 14% 20%
4 EFC 19% 19%
OUSD 15% 15%
5 EFC 22% 16%
OUSD 21 % 14%
Gr 3-5 EFC 19% 19%
OUSD - 17% - 16%
0% 10% 20% 30% 40% 50% 0% 10% 20% 30% 40% 50%
% Proficient 'Ii- % Proficient 'Ii-
In the aggregate, how does EFC 's proficiency in Gr 6-8 compare to schools in OUSD (district only) also serving
English Language Arts Mathematics
6 EFC 17% 11 %
ouso 16% 11%
7 EFC 22% 13%
OUSD 18% 11 %
8 EFC 31% 17%
OUSD 27% 9%
Gr 6-B EFC 22% - 13%
OUSD 20% - 10%
0% 10% 20% 30% 40% 50%0% 10% 20% 30% 40% 50%
% Proficient 'Ii- % Proficient 'Ii-
As illustrated in the gra hs above in the 15-16 school

higher proficienc rates than schools in Oakland Unified servin 40% or more English Learners
and 80% or more students eli ible for free or reduced- riced lunch. This trend holds at both the
elementary and secondary grade spans.
Despite these promising results, EFC recognizes that there is much room for im12rovement. To
this end, we continue to seek out innovative 12rograms to meet the needs of our students.
Specifically, EFC has
. 27
• Implemented a multi-tiered system of supports to support students' social-emotional,
academic, and behavioral needs and create a strong student-centered culture;
• Leveraged technology, rethought scheduling and space, and iterated on student grouping
to implement greater personalization strategies K-8, building teacher capacity to use data
strategically to target and accelerate instruction one student at a time;
• Invested in enrichment programs to create authentic oi;mortunities for students to app]_y
their science, technology and mathematical content; and
• Invested in a language and literacy-focused Transitional Kindergarten program and are
launching our first pre-K program in fall of 2016 .
The above programs are only a few examples of the the innovative programs that EFC encourages
its schools to seek out. All of the ro rams with the exce tion of Transitional Kinder arten are in
operation at LWL (space restricted).
School Culture
Education for Change prides itself on operating an inclusive and thoughtful organization based on
our core values:
We collaborate. We are a team. We plan together, observe and analyze each other' s work,
collaborate with our coaches and site leaders partner with our families, and together make
decisions about our programming
We are a learning organization. We approach our practice with an inquiry stance and a growth
mindset; we analyze, innovate, and iterate every day so that we continuall im rove. We believe
in coaching and developing people at every level of experience, at every level of the organization.
We are sol ution-o rien ted. We aJ:2I1~ro~a~c=h~e~v~e=.L----=-.c.===CO--CC--'-'-c..==.. =. . ,;c..c._c-=-=-=='-=c..c_c..=,_o-=-r'-"i-en

=- =t=a=ti'-o"=n'- .'- -----'W
- '- - e-=-
listen to and encourage each other. We are resilient in the face of adversity.
We are accountable. Our mission is to provide a superior public education to Oakland's most
underserved children. We assume ersonal accountabilit for student growth; we analyze multiple
forms of data, and that analysis drives our instruction.
We are student-focused. We form close relationshi s utilize ersonalized learnin differentiate

instruction make learnin culturall relevant engage families , and provide individualized
interventions to meet the needs of eve child.
We listen. We are a small, resQonsive organization that values student, family, and emQloyee
voice and input.
We are rooted in community. Ours is a place-based strategy that works deeQly with
neighborhood leaders and partners to serve our children. We understand that the cultures, values,
traditions and assets that our families brin must be levera ed and honored to reach and teach our
children.
28
We are intentional about creating systems, routines, rituals, and processes that incorporate these
values and brin them to life for our children families and staff.
As a result of our intentional work on the annual SCAI School Climate Assessment Invento a
survey, EFC has maintained consistently high scores that place us at the high-functioning and
intentional guadrant for most areas particularly with respect to parent satisfaction. The SCAI
provides our schools with an overall score as well as individual schools in 8 dimensions of school
climate - physical ap earance· facult relations· student interactions· leadershi~nd decision-
making; discipline and management environment; learning instruction and assessment" attitude
and culture; and community relations.
SCAI School Culture Surve 2015-16
4.43
4 32 4 33
4 08 4 14 4.05
'83 3.78
2014 2015 2016 2014 2015 2016 2014 2015 2016
On our annual staff survey, 88% of EFC staff indicated the were committed to remainin an
employee at EFC, and 94% of LWL staff agree or strongly agree that they would recommend
EFC as an em lo er. This is an indicator of staff satisfaction with EFC's SUPQort systems and
their overall investment in our mission and vision.
Serving the Most Underserved Children
Education for Change partnered with Seneca Family of Agencies in 2011 to develop the
"Unconditional Education" agproach to implementin a multi-tiered s stem of academic, social-
emotional and behavioral supports for children in a school setting. This effort was recognized
nationally by the De artment of Education when Seneca received a federal Invest in Innovation
grant (I3) in 2014 in recognition of its promise. Across the or anization students with IEPs at
EFC have greater growth on average than children without. We are proud that we are beginning
to show romise in an area that is a national challen e.
The Unconditional Education program is in deep ali nment with our values as an or anization.
Because ours is a neighborhood school serving high poverty neighborhood children, unlike many
charter operators, our children are often not "choosers". As such our school QOpulation mirrors
the m riad needs of the most hig!u;,overt OUSD schools. At EFC we know that our children
come to school from some of the most hi h overty neighborhoods in Alameda County, and
students served by L WL confront significant "toxic stress" due to a confluence of several factors
29
including poverty, crime in their communities and recent immigration among others. To address
the needs of our children, we provide intervention early and often, train our staff in trauma-
informed practices, and partner with Alameda County Behavioral Health to leverage Medi-Cal
resources for our youth and families . At L WL, we provide intensive social-emotional, behavioral
and academic interventions to 32 Special Education students, and we also provide that intensity of
service to an additional 93 General Education students totaling_EJ2 roximatel 30% of the LWL
student population.
Team Approach
The founding team of Education for Change came together with the goal of blending a diverse
background of professional and personal experience. The Education for Change management
team blends professional experience across public education, the public sector, for-profit and
nonprofit organizations, and business, and the philanthropic world. ~ Our team brings the best
practices from these many sectors to accomplish our ambitious goals and our mission.
After six years, Education for Change is sti II focused on operating and opening elementary and
middle schools in the City of Oakland that vlill share one support infrastructure across all EFG
schools. A shared infrastructure helps us achieve our most important organizational objectives:
1. Prove that a system of urban public schools can succeed v1ith all students at high levels
2. Build a sustainable and financially sound system of public schools
3. Create lasting change in urban public education across the country
EFC Management Team for Learning Without Limits
Hae-Sin Thomas, Chief Executive Officer

Hae-Sin Kim Thomas is the Chief Executive Officer of Education for Change, and was the
founding Principal of ASCEND, one of the first five small autonomous schools created in
Oakland. Ms. Thomas has ~ been the CEO of EFC for four ears and brings 23 years of KTK-12
public education experience, culminating in her selection to this team . Her focus before joining
EFCPS was in the turnaround s2ace - working with school districts and charter management
organizations to recreate their lowest-performin schools as Education for Changethe CEO iR
June, 2011. of urbanED solutions. She was~ the lead organizer and co-founder of Great
Oakland GO Public Schools, an Oakland-based education advocacy group and watchdog. Before
urbanED solutions, Hae-Sin worked for the Oakland Unified School District as a teacher,
principal, school developer, and executive officer. She led a team charged with designing and
leading two foundational tenets of OUSD's nationally recognized reform effort creating quality
school options for families in every neighborhood and ensuring high-performing, more
personalized communities of learning for children~ and facilitated the design and opening of
22 new schools, replacing 18 chronically-failing schools. A recent An external evaluation of the
new schools reform work in Oakland found that new schools more frequently accelerated math
and English Language Arts performance when compared to other district schools and thatthe
new schools significantly outperformed the schools they replaced in academic achievement,
suspension rates, attendance rates, and overall student, teacher, and parent satisfaction. Prior to
that, she was the founding principal of ASCEND, one of the five original new small and
autonomous schools opened in Oakland, California. She holds a B.A in Economics from the
30
University of Pennsylvania, a Masters in Curriculum and Instruction from the University of San
Francisco and a Masters in Administration Plannin and Social Polic from Harvard Universit
Prior to co founding ASCEND, Ms. Thomas started teaching in Oakland through Teach for
America in 1993 and continued teaching for six years before becoming a site administrator.
During this time, she also worked as the Special Education school director for the Teach for
/\merica Summer Institute. She holds a B.A in Economics from the University of Pennsylvania, a
Master's in Curriculum and Instruction from the University of San Francisco, and a Master's in
Administration, Planning, and Social Policy from Harvard Univef5-ity-c
Jessiea E;yans, Chief Aeademie Oftieer

Dr. Jessica Evans has been the CAO of Education for Change Public Schools since inception and
is largely responsible for the dramatic gains made by the EFCPS schools. She was formerly the
Director of Elementary Education for the Oakland Unified School District (OUSD). Dr. Evans
has focused on improving instruction in reading/language arts, English language development,
and mathematics. She instituted site based professional development through the Collaborative
Inquiry Cycle and Lesson Design Study. Dr. Evans also served as principal of La Escuelita
Elementary School. An experienced educator, Dr. Evans has served as a lecturer at UCLA in
reading methods and as a research assistant in the education evaluation firm Education Matters,
Inc . She holds a B.A. from Stanford University, a M.Ed. from UCLA, and a M.Ed. and doctorate
from Harvard University.
Sundar Chari, Chief of Staff

Sundar Chari has been with Education for Chanoe Public Schools for three ears. Prior to
becoming Chief of Staff, Sundar served as the Director of Innovation & Technology. In that role,
he project managed the development of Epic Middle School, a new innovative NGLC school and
implemented systems and capacity upgrades across the network, including transitioning
Education for Change to become a Google Apps for Education network. Prior to joining
Education for Change Mr. Chari had been on the front-line helping to lead high- rofile initiatives
for the Chica o Public Schools for 6 ears. Mr. Chari has numerous ex12eriences leading change
management 12rocesses and developing the capacity of leaders to ado12t new strategies, including
leading a blended learning 12ilot program and developing the processes that guided over 500
schools through the major effort of redesigning their school day around student needs. Mr. Chari
brings a strong background in 12ublic 12olicy, analytics, and 12roject management to EFC.
Fabiola Harvey, Chief Operating Officer

PreviousFabiola Harve has served as Chief O eratin Officer for over seven ears. Prior to
joining Education for Change, Ms. Harveyshe served as the Area Financial Manager for the Las
Vegas Cluster of Edison Schools. She led start-up and business operations for 7 schools with over
6,000 students and 500 employees in the Clark County School District. This was the first time
that the district awarded a cluster of schools to be managed by one Charter Management
Organization. Prior to working in Las Vegas, Ms. Harvey was the Business Manager for one of
the most troubled schools in the San Francisco Unified School District. At Edison Charter
Academy, Ms. Harvey was able to tum around a difficult financial situation and get the school on
a-firm financial footing. Ms. Harvey brings with her a wealth of experience operating charter
schools and a long-standing commitment to urban education.
31
Noah Bradley, Chief Academic Officer
Noah Bradle has been Chief Academic Officer for two ears and was the Director of ELA grior
to that. He came to EFC with over 16 years of experience in education. After joining Teach for
America in 1997, he taught 2nd and 3rd grades for 13 years in Oakland public schools, receiving
OUSD's Teacher of the Year award in 2010. Mr. Bradle went on to serve as a teacher coach
reading interventionist, and Assistant Principal at Think College Now, a high-performing public
school in Oakland's Fruitvale district and the first OUSD school serving high poverty Latino
students to achieve an 800+API. He has provided strate ic consultin for teacher teams school
sites, and districts across the greater bay area. He received his BA from Vanderbilt University.
Larissa Adam, Chief Talent Officer

Larissa Adam has been Chief Talent Officer for two ears. Prior to that she served for ten ears
as Principal at ASCEND, a K-8 school recognized for its arts-integrated expeditionary learning
model and effective community engagement gractices. Durin that eriod she facilitated
significant increases in student achievement and led her staff and families to successfully petition
for charter status. Prior to being Principal, she collaborated closely with community leaders to get
Oakland's New Small Autonomous school reform 12olicy passed and went on to co-found
ASCEND, one of the first five New Small Autonomous Schools, as a teacher leader. Ms. Adam
started teaching in Oakland throu h Teach for America in 1993 and continued teaching at her
original placement site for eight years. She holds a B.A. in S anish and International Relations
from UC Davis and a Masters in Educational Leadership from UC Berkeley.
Site Leadership Team
Leo Fuchs Princi al

Leo Fuchs is now in his tenth year as principal at Leaming Without Limits, and his tenth year on
the Jefferson campus. Mr. Fuchs is the founding principal at Learning Without Limits College
Preparatory Elementary School in Oakland, California. L WL and has served as principal since
LWL 012ened its doors in the Fall of 2007. Durin the 2006-07 school ear he worked with a
mR ofgarents, teachers and staffto design the school. Prior to LWL's opening in the Fall of
~ ' Leo served as a Resource Specialist, Teacher on Special Assignment and Assistant
Principal in Oakland public schools. He has been a teacher and administrator in OUSDOakland
since the Fall of 2000. Leo holds a Masters of Education from UC Berkeley and a Masters in
Management from the Heller School at Brandeis University.
32
Element 1: Edueational Philosophy and Programs
Manuel Herrera Assistant Principal

Manuel Hen-era is cun-ently the Assistant Principal at Learning Without Limits . He started with
L WL 10 years ago as a founding teacher in 3rd grade. He later taught in 2nd, 4th and 5th grade
while havin a consistent focus on buildin relationships with his students and families. In the
2015-16 school ear he left the classroom to su port k-5 as the math coach and literac
interventionist. Before L WL, he received a Masters in Education from the Developmental
Teacher Education program at the University of California, Berkeley.
33
REQUEST FOR RENEW AL
EC 47607 threshold renewal criteria
Education Code Section 47607(b) requires that a charter school must meet at least one of the
following renewal criteria prior to receiving a charter renewal:
( 1) Attained its Academic Performance Index (API) growth target in the prior year or in two
of the last three years, both schoolwide and for all groups of pupils served by the charter school.
(2) Ranked in deciles 4 to 10, inclusive, on the API in the Qrior year or in two of the last three
years.
(3) Ranked in deciles 4 to 10 inclusive, in the API for a demograQhically com12arable school
in the prior ear or in two of the last three ears.
4 The entit that ranted the charter determines that the academic erformance of L WL is at
least equal to the academic 2erformance of the public schools that L WL pupils would otherwise
have been required to attend as well as the academic performance of the schools in the school
district in which L WL is located takin into account the comi:)Osition of the pu2il population that
is served at L WL.
-OR-
(5) ursuant to subdivision h of Section

52052.
Because the state of California sus ended state testin for the 2013-14 school ear and did not
ublish either an API or a state rankin for the 13-14 school year, and because the state of
California transitioned to the CAASSP for the 14-15 and 15-16 school ears and is not ublishin
an API or state rankin Ed. Code 47607 b 1 throu h 3) cannot be aQplied for pu02oses of
charter renewal and sections 4 and 5 remain the onl thresholds to meet for renewal. L WL ' s
performance on CAASSP as com12ared to the OUSD schools the children would have otherwise
attended will be the Qrimai but not exclusive data drivers for the renewal grocess .
Leamin Without Limits meets the erformance threshold for renewal criteria and evidence is
12resented below.
For the 2014-15 and 2015-16 school ears we have anal zed LWL 's performance on the
CAASSP, and LWL performs at or above the performance levels of surrounding schools in the
Fruitvale.
34
Despite the transition to more rigorous, Common-Core aligned assessments, L WL has become an
effective elementar school for hi h-need students as compared to similar schools in the state. In
fact, according to an analysis conducted by the California Charter Schools Association (CCSA) 1,
based on 15-16 SBAC data, LWL's similar schools rank was 8 out of 10. This trend continues
as we com are LWL's student erformance to schools in Oakland broad] and within the
Fruitvale 2 neighborhood.
On the CAASSP ELA assessment for 2015-16 amon Fruitvale schools servin at least 40%
a e Learner and 85% Free and Reduced Lunch in rades 3-5 L WL ranks first out
of ten schools in proficiency and outperforms Global Family, the school LWL students would
have otherwise attended, by 13 percentage points. On the Innovate Public Schools report on
highest performing schools in the Bay Area for higlu2overt Latino students L WL was the
second highest performing school in English Language Arts following ACORN Woodland
Elementary3 .
%EL % School Name %M/E Rank Operator Name

FRL
Limits
57% 94% Aspire Eres Academy 22% 3 Aspire
On the CAASSP Math assessment amon Fruitvale schools servin at least 40% En lish
Language Learner and 85% Free and Reduced Lunch in grades 3-5, L WL ranks 1st out of 10
schools in proficiency and outperforms Global Family by 13 percentage Roints the OUSD
schools the L WL students would have otherwise attended. On the Innovate Public Schools re ort
on highest performing schools in the Ba Area for high_ overt Latino students L WL was the
highest performing school in mathematics.
1
The analysis uses a regression model that controls for demographics such as ethnicity, EL status, FRL status, etc.
2
The compa rison includes all schools within a 1.5 mile radius of the Fru itvale BART station .
3
http ://reports .in novateschools.org/2016-top-schools/2016-list-of-bay-a rea-schools-for-u nderserved-stu dents/
35
%EL % School Name ~oM/E Rank .QP-erator
FRL
Limits
57% 94% Aspire Eres Academy 25% 3 Aspire Eres Academy
Because the journey to one of top schools in Oakland serving high ROVerty students is a journey
of growth, iteration and evolution, EFC closely monitors growth data for ALL students.
Analyzing cohort-matched data by demographics provides a meaningful way to track growth as it
allows us to see how the same group of students Rerformed over time and it allows us to check
whether that growth is broad-based. When looking at ELA cohort-matched data by ethnici!Y,
Hispanic students (71 % of overall 120 ulation L WL ex12erienced a 13 12ercentage point increase in
proficiency from 2015 to 2016 and African American students ( 17% of overall 12opulation)
experienced a 5 percentage point gain. In Math, Hispanic students remained flat while African
American students experienced a 6 percentage point gain.
Tltl• Cohort-Matched Proficiency by Ethnicity
Standard Exceodad
Standard Met ELA Malh
Standard Neerty Mel

LWL Hispanic 2016 ... 13.0% 31 % (28) 26% (25) 26% (23) -+ -0.4% 33% (29) 37% (33) 19% (17)
Standard Not Met
2015 46%(42) 26% (24) 18% (16) 34%(31 ) 35% (32) 20% (18)
Black or 2016 ... 5 1% 67%(16) 21 % (5) ... 4.6% 63%(15) 29%(7 )

Alncan
Amoncan
2015 81%(22) 58%( 15)
When we look at ELA cohort-matched data by EL status, we see that English Learners (43% of
the overall population) ex12erienced a 8% 12ercentage point gain from 2015 to 2016.
36
Standard Exceeded
Standard Met ELA
Standard Nearly Met LWL EO 2016 - 1.1% 53% (24) 29% (13)
Standard Not Met
20 5 65%(31) 19%(9) 15%(7)
R-FEP 20 16 .... 20.1% 32% (1 5) 40% (19) 23% (11)
201 5 15% (7) 42% (20) 25% (12) 19%(9)
EL 2016 .... 8.3% 78% (28) 14%(5)
20 15 95% (36)
To track literacy development in elementary school EFC uses the Developmental Reading
Assessment (ORA) both as an organization-wide accountabilit metric and as a formative
assessment for teachers. What we are generally seeing at LWL is increasing levels of students
achieving growth targets as they__Rrogress through the formative years of early elementary. As
seen below, 71% of 2nd graders achieved their growth targets as compared to 30% of
kindergarten students.
K 2016 30°/c)
1 2016 62%
2 2016 71°/o 58 0
Part of the reason we are focused on this earl rowth is because incoming kindergarten students
at LWL are enrolling woefully unprepared for kindergarten (onlx 18% of incoming kinder
students tested kinder ready on our K dia nostic . In order to 2ITQare them for the rigor demanded
by the Common Core and to im lement strate ies such as close readin to hel students access
complex texts, we must develoR their earl literac skills and steadil build on that foundation.
foundation and offers a

schooling experience that is equal to or reater than the academic erformance of the district
public schools that L WL pupils would otherwise have been required to attend and is therefore
eli ible and meets the requirements by law for charter renewal. While we acknowledge that
absolute erformance is not where we want to be and are dee 1 aware of the work in front us we
do believe that this s ecial school on its current accelerated tra·ectory will deliver for its
community.
37
ELEMENT 1: EDUCATIONAL PHILOSOPHY AND PROGRAMS
Governin Law: 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 2151 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)
The Education for Chan emission is strai htforward. Education for Chan e Public Schools
believes it is the right for every child to have access to a high-quality, 21 st century education. Our
mission is to rovide a su erior ublic education to Oakland's most underserved children by
creating as stem of schools that focuses relentless! on our students' academic achievement.
Through our unique model, we transform neighborhood schools into high performing
organizations for the children that are most dependent upon them and build strong secondary
school o tions to ensure all children in the nei hborhood have access to a powerful TK-12
pipeline to success in college and career. We invest in strong partnerships with dedicated
parents and community organizations, allowing us to provide a full spectrum of education
services to our students and their families. We recruit and develo~ the most talented assionate
teacher leaders who collaborate and innovate within their classrooms and across our rowin
or anization. And we support autonomy among our campuses, allowing each school to lead its
own instructional 12rogram while romotin a culture of consistent! hi h ex ectations and
accountability that is central to our mission .
Education for Change Public Schools is committed to improving and increasing outcomes for our
students their families and the communities in which the live. Our children will become self-
motivated learners critical-thinkers and resilient leaders re ared for the academic and
professional challen es that await them in life.
Learning Without Limits Mission Statement
The mission of LWL is to provide rigorous, culturally relevant and empowering education
grounded in caring, leadership, achievement, and perseverance.
The school is founded on the belief that caring relationships allow students to lower their affective
filter, facilitating learning. When students feel valued and understood they are able to bring their
full selves to the classroom. In this context, students grow into leaders who are problem solvers,
who set good examples, and who know how to communicate effectively with different
audiences. L WL students are resilient, persevering through challenges because they are self-
directed, self-motivated learners who can drive and advocate for their own learning.
38
Our school was designed through a partnership between families and teachers who shared a
dream of what a school should be. This partnership, as well as the newour partnership with
Education for Change,-will drive our school's decisions as we relentlessly focus on the continuous
refinement of high quality instruction, strive to close the achievement gap and raise empowered
leaders who will exit our doors on the path to college.
We affirm every morning our vision for how our students will regard themselves as they leave our
doors:
We stand on the shoulders of those who came bef ore us as we grow into leaders who are
filled with curiosity and we know that even when we fa ce challenges, we will achieve.
EduQfilion for Change Mission Statement
The mission of Education for Change is straightforward. VVe 1.vill provide a superior public
education to Oakland's most underserved children by creating a system of public schools that
relentlessly focuses on our students' academic achievement. We believe that high quality
instruction, and its continuous refinement, will lead to success for our students. VI/hen our
students succeed, they will be prepared to make thoughtful and informed choices that will set
them on a path for a successful life. Through the success of our students, we will create a
catalytic change across the country that will help to transform urban public schools into high
performing organizations for the children that are most dependent upon them.
Students To Be Served
As a eeA'veftes eA:aftef settee!, bearniAg Witl:let1t bimits •.viii eeAtifn:1e te seFve the same stt1EieAt
13e13t1latieA aeiAg sep.iea ay tae 6tlffeflt GaklaRS l::JBiHea Seaeel gistFiet sel=rnel iA aligAmeAt with
tae 9istfiet's aHeAaaHee aet:1H8afies. We aFe 13Fesently a K: § elemeAtaFy seaeel, aAEi et1F ehafteF
settee! will seFve a K: § pept:1latieH e:f: apprn,1:imately 3'.7§ stt1seAts ifl 2,Q 12' ;?;QB. +tteFe :will ae 1§
K: 4 elassrnems ef apJ3Fe*imately 2,2, 2,4 sruaents ana l elassrnems ef a1313re*imately l8 3g
~t!lgrnEieFs. beamiRg Withet1t bimits aspiFes te eeHtiAt1e maiHtaiHiRg class sit':es tais lev1
eeAseiet1S that these aeeisieRS are always 8t1Sget 8ej3eHSefl:t.
Grade NumbeF ef ~lasses NumbeF ef Students PeF

I Glass
I
T/' ;_ ,J
i .......... , .............. _ .......... t.'-' ;; ±±--24
I +s+-Gme-e ;; ±±--24
I 1ttt1 Grnse ;; ±±--24
I ;;ffl GFaEie ;; ±±--24
I 4t!i Grnae ;; ±±--24
I ~ffi-Gme-e ± 2-8
39
LWL is a K 5 elementary school that currently sits on the Jefferson campus located in the
Southeastern quadrant of the Fruitvale district, the most racially, culturally and ethnically diverse
area in Oakland. As of the 2000 Census, 49 percent of Fruitvale residents were from Mexico,
Nicaragua, Guatemala, El Salvador and other Latin American countries. 19 percent were from
Vietnam, Laos, the Philippines and other Asian nations, 20 percent were African American and 8
percent were Caucasian. We currently serve and intend to continue serving the student
population residing in the Jefferson Elementary attendance boundary, and all of the students
presently served by L'NL will be invited to enroll into the charter school. 92 .7 percent of our
cunent student population qualifies for free and reduced lunch, 59.8 percent are English
Language Learners, and 7.1 percent are qualified for Special Education services.
Our parents and teachers identify primary languages other than English as both the greatest asset
many students have and one of the toughest challenges they face. Approximately 59 percent of
students speak a language other than English at home, with Spanish being the most common
home language of our students and families. Roughly 7 percent of our students represent various
Asian communities including China, Vietnam, Cambodia, Laos, and the Philippines. Less than 1
percent of students are Pacific Islanders (Tongan). We intend to support students in acquiring
English quickly as we honor their home languages and cultures.
African i\merican
Latino
Filipino
Pacific Islander
Since the school shall adopt and maintain a policyLeaming Without Limits presently serves 421
students (as of 10/5/16) in grades K-5 as outlined in the table below. Budgetary constraints
notwithstanding, LWL aspires to kee class sizes low.
Located in the Greater Fruitvale the LWL campus is located at 2035 40th Ave is a neighborhood
schools that primaril draws its student o ulation from the surroundin area. This area is
distin uished b si nificant racial cultural and ethnic diversi . The Greater Fruitvale is a two
and a half square mile area bounded by 14th Avenue to the west, the Oakland Estuary to the
south Hi h Street to the east and Interstate 580 to the north. The 2010 US Census places the
94601 pQ ulation at 50 000 com rised of 14 500 households of which 69% were families. The
Fruitvale area has the largest household size of all neighborhoods in Oakland, as reported in the
City of Oakland's DemoggQhic Profile. 44% of households have one or more eo le under the
age of 18.
40
The Fruitvale has the most racially, ethnically and culturally diverse population in Oakland,
which is one of the most diverse cities in California and the nation. In 2010 44% of eople living
in the Fruitvale zip code of 94601 were foreign born. 69% are Spanish-speaking and 26.9%
speak Asian languages. 52% of residents identified themselves as Hispanic, 18% as Black, 21 %
Asian 8% White and 19% as Other. The median household income in the Fruitvale was $39 601
as com ared to $59 540 statewide. 29% of the 2Q_pulation in 94601 lives in poverty. At LWL,
92% of students are eligible for free/reduced lunch, indicating that 92% of LWL families live in
poverty.
High School Crisis
According to the CDE, in 2013, Fremont High School's cohort graduation rate was 54% with the
cohort droRout rate at 35%. The cohort raduation rate for Hispanic students was only 45%. On
the most recent SBAC assessment, only 18% of Fremont 11th graders performed at grade level in
ELA and 4% in math as compared to 59% in ELA and 33% in math statewide. Generally, the
educational attainment levels in the Fruitvale are low. In 2010 on! 17% had a Bachelor's de ree
or higher, and 39% have not completed high school.
grade level standards and in some cases may be far below grade level or have serious skill @.QS.
As a result the reat ma·orit of both EFC students and LWL students are:
• Students from low-income families:

• Students whose primary home language is not English
• Students Iivin in communities with low-performing schools and low college-going rates
• Students who would be the first in their families to attend college\
The target student po ulation for L WL includes students livin in the Fruitvale nei hborhood as
well as other students who wish to attend the school, subject to cagacity. Enrollment typically
comes from the Fruitvale District but students who live in other arts of Oakland also attend.
Since the school as reguired b law shall ado t and maintain a olic of giving admission
preferences to pupils who reside within the existing district school boundary, we anticipate that
the demographic profiles above are expected to presented in the table below will be generally
consistent with the future school's future enrollment.
41
Historical Enrollment by Ethnicity: LWL
Hispanic or Latino African Ame ·can Asian Other Ethnicities
80%
c"'
-o
::,
60%
ci5
"O
Q)
o 40%
C
w
0
,o
0
20%
0%
~~~=~~~~~~~~~=-- ~~~~=~~~~~~~~~~~~~~~~
~~mo - NM~~ < ~ ~ ~ o - ~M~~ < ~ ~ ~ o - N M ~ ~ < ~~mo - NM~~ <
000--~--- coo~-- coo~-~--- coo~-----
Blue bars = LW L
Gray line = OU SD schools within 1 mile of LWL
As shown in the gra12h above rior to convertin to a charter school LWL served a 12articularly
diverse o ulation of students. Since convertin to a charter school in the 2012-2013 school ear
L WL has continued to serve a diverse population of students.
Historical EL Population: LWL

100%
80%
.,,
C
Cl)
"O
:J
in 53%
"O
Cl)
45% 46%
0
'-
C
w 40%
-
0
0
0
20%
0%
07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16 Avg
Blue bars= LWL

Gray line= OUSO schools within 1 mile of LWL
Historicall about 53% of students attendin L WL have been En lish Learners ELs . Over the
12ast two school years, L WL has seen a decline in EL enrollment. We believe that this is largely
due to an increase in EL reclassification rates. S12ecificall in 2013-14 about 17% of En lish
Learners were reclassified.
42
Historical FRL Population: LWL
100%
100°~
<J)
C
90%,
-0
-;j
( /)
-0
~
0._
C
70%
0
0
0
60%
50%
Blue bars= LWL

Gray line = OU SD schools within 1 mile of LWL
L WL has historically served a highJ2roportion of students that gualify for free- or reduced priced-
lunch. In the five years prior to LWL's conversion to a charter school about 91 % ofLWL's
students ualified for free- or reduced-priced lunch. This was on par with other schools serving
similar rades in the Fruitvale nei hborhood. In the first four ears of L WL' s current charter
term about 92% ofLWL ' s students gualified for free- or reduced- riced lunch. This is almost
identical to the rate prior to charter conversion and aligns with FRL population in district schools
within 1 mile of the LWL cam us over the same time eriod.
For the past three school years, L WL has had approximately 31-37 Special Education students,
which is 7-9% of its student population. As indicated in the table below, we provide tier 2 and 3
academic behavioral and social-emotional tier 2 and 3 services to man other students as well.
The table highlights the number of children who reguire tier 2 and 3 services above and be ond
children who qualify for Special Education services.
Tier 2 and 3 Interventions (All Students - Academic. Behavioral,

Social-Emotional}
14-15 15-16 16-17*
Tier 3 Only 6 28 28
Tier 2 Only 124 107 80
Total 162 136 125
Tier 2 and 3 Interventions - Students with IEPs OnlyJAf!
Streams)
14-15 15-16 16-17*
43
Tier 3 Only 19 14 20
Tier 2 Only 8 4 4
Total
- - 31
- -37 -32
* 16- 17 re2resents year-to-date counts that only: include one intervention c cle
The Academic Needs of Our Students
EFC works with site instructional leadershi12 to evaluate site-level 12erformance data on a guarterly
basis. The 12umose of these sessions is to use the data to determine whether the strategies being
im12lemented are having targeted im12act and to identify and monitor ongoing and new academic
needs. Current performance data indicates the following:
•!• Promising growth in 12roficiency rates, yet also seeing increases in students scoring
scoring 'Not Met'
•!• Math 12erformance is slightly below ELA 12erformance
•!• ELA 12roficiency growth is strong at all grades, while Math 12roficiency growth varies by
grade
Since opening its doors in 2007 , Learning VVithout Limits has had both successes and
challenges. L WL has been on a steady 12ath of academic im12rovement, though students are not
achieving academicallv at levels with which we are satisfied. L WL is a top achieving school in
Oakland for high 12overty students, but we must and we will continue to work towards the day
when all students will demonstrate 12roficiency using standardized and nonstandardized measures.
Overall the percentage of 12roficient students li.&_scoring at Proficient and Advanced Met or
Exceeded on SBAC assessment) has increased in both English Language Arts and Mathematics.
However, the Learning VVithout Limits students are not achieving academically at levels with
which we are satisfied. In 2011 , 38.?In 2016, 31 % percent of students scored a twere Proficient
or /\dvanced in English +Language Arts (ELA) and 59 .9 percent scored at Proficient or
Advanced27% were 12roficient in Mathematics.
LWL 's pu72.il outcomes, disaggregated bv mafor subgrou12.s in com72_liance with Education Code
section 47607(b)(5)(A)(ii) are as follows:
Metric DescriQtion Met 15-

13-14 14-15 15-16 15-16
16
Result Result Result Target
Target?
2AASPP Increase students Overall NIA 26% 27% 31% N

\.1ath scoring Level 3 or
Level 4 by 5
percent annually Hispanic NIA 30% 31% 35% N
-
OR achieve a
level of70% African - y
American
NIA 3% 17% 8% -
44
English
NIA 11% 12% 16% N
I Learners -
::::AASPP Increase students Overall NIA 23% 31% 28% y

scoring Level 3 or
- -- -
-~
Level 4 by 5
percent annually Hispanic NIA 27% 35% 32%
--
y
OR achieve a
level of 70% African - y
American
NIA
- 6% 21% 11%
-- -
English y
NIA
- - 3% 13% 8%
I Learners -
DRA Each xear, 60 Overall 81% 77% 73% 60% y

percent of students
will increase I
2:rade level OR Hispanic 83% 75% 72%
-- 60% y
achieve
proficiency African - y
73% 78% 74% 60%
-- -
American
English y
68% 60% 63% 60%
I Learners -
~ f PED A verae:e % of
goals met
Students
with IEP
44% 36% 41% 41% y
::::ELDTI Each vear 40% of

ELPAC ELs will im12rove
one 12roficiency y
Overall 38% 55% 51%
- - -40%
- -
level OR maintain
proficiency on
CELDTIELPAC.
:::: hronic Each year, less Overall NIA 6.5% 10.3% 8% N

v-\,. bsence than 8% 12ercent of
Rate students will be
absent more than Hispanic NIA 5.6% 7.7% 8% y
- -
I 0% of enrolled
daxs. African -
American
NIA
- - 13 .2%
- - 21.0% 8%
- N
-
English y
-NIA 3.7% 4.2% 8% -
I Learners -- -
Students
NIA 6.1% 13.2% 8% N
I with IEP
~chool Each year, at least Families NIA 94% 95% 75% y

---
45
hafety 75% of students
and families
12ositively rate
school safetv. (As
Students (Gr y
measured by
3-5)
NIA
-- 75% 79% 75% -
School Climate
Assessment
Instrument)
li\cademic Each vear at least Families NIA 100% 97% 75% y

-
nstruction 75 % of students
and families
12ositi vely rate
academic
instruction. (As
measured by Students (Gr y
NIA
- - 87% 88%
--
75% -
School Climate 3-5)
Assessment
Instrument)

--
b ecision- 75% of students
Making and families
12ositively rate
their void in
school decision-
making and/or
012portunity for Students (Gr y
N -
feedback . (As - IA 89% 87% 75 %
3-5
measured by
School Climate
Assessment
Instrument)
English Language Arts

Leaming Without Limits has made gains in decreasing the percentage of students in the lov,er
performance bands, significantly decreasing the percentage of students in Far Below and Below
Basic in English Language Arts. As a result of a focus on fluency, the guidance of an
experienced and talented Literacy Coach, the use of GLAD strategies, targeted intervention and
extended professional development .vith a focus on teacher collaboration using data to guide
1
instruction, we increased the percentage of students scoring at/above proficient by 18.7

percentage points from 2007 2008 to 2010 11. During the same time period we reduced the
percentage of students scoring Far Below and Belov, in English Language l\.rts by 23 percentage
points. HO\vever, moving all students out of the 10\.vest performance bands continues to be a
focus of our work.
46
English Language Art:,: Pe,formance /Jand8
100%
90%
80%
70%
60% • Prof/Adv
50%
Basic
40%
30% • FBB/ BB
20%
10%
0%
2007-2008 2008-2009 2009-2010 2010-2011
As seen in the chart below, success in English Language Arts has varied by grade level. Because
of the declining proficiency on the CST in the 3Hl grade, vie are engaged in an inquiry process to
determine the causes of this decline and focusing resources to improve the results in---J.Hl grade.
For instance, our initial inquiry has identified that the standards aligned assessments in 3tt1---graae
gave inflated results relative to the rigor of the CST so additional monitoring tools are being
utilized to provide more accurate data. This will allow teachers to more accurately respond to
students' academic needs.
English Language Arts: Percent i,;,roficient and Advanced

100
90
80
70
• overall
60 • 2nd grade
48
50
42
38.~ 9 3rd grade
40
30
• 4th grade
20 • 5th grade
10
0
2007-2008 2008-2009 2009-2010 2010-2011
47
Afathematics
Overall, Leaming \Vithout Limits has seen a steady increase in the percentage of students at
Proficient and Advanced, from 19.6 percent to 38 .7 percent. \Ve are dedicated to improving that
trajectory significantly. As seen below, LWL experienced solid growth both in the Proficient and
Advanced category and in the decrease of Far Below and Belov1 Basic category for the first three
years of operation. However, this past year the data was relatively flat, with a slight increase in
both the upper and the lower bands. L\VL attributes the early gro\vth as a result of a focus on
automaticity with math facts , utilizing the concrete to representational to abstract approach for
teaching mathematics, incorporating Si Swun methods, targeting intervention and extended
professional development. Overall, we increased the percentage of students scoring at/above
Proficient by 16. 9 percentage points in Math from 2007 2008 to 2010 11. During the same time
period we reduced the percentage of students scoring Far Below and Below by 12 percentage
points.
48
A{at!iematics: Performance Bands
100%
90%
80%
70%
60% • Prof/Adv
50%
Basic
40%
30% • FBB/ BB
20%
10%
0%
2007-2008 2008-2009 2009-2010 2010-2011
100
90
80 73 72
70
68 • overall
62
60
52 • 2nd grade
50
3rd grade
40 33
30 • 4th grade
20 • 5th grade
10
0
2007-2008 2008-2009 2009-2010 2010-2011
In conclusion, while we are making some strong gains , we recognize that only about 60 percent of
our fifth graders \vent on to middle school last year scoring Proficient or Advanced in
Mathematics and that just under 50 percent of 5ttt graders went to middle school Proficient or
49
Advanced in English Language Arts. Our continuing focus, therefore, must be on accelerating
student learning to ensure our children who are still struggling at Basic, Belov; Basic, or Far
Below Basic in ELA or Math make rapid growth at the pace necessary to go on to middle school
academically prepared for success._ \Ve also recognize that the great majority of our student
population are English Language Learners, and we must continue to build our capacity to scaffold
and shelter content instruction and teach explicit English Language Development.
The Social/Emotional Needs of Ou_r_Families !!!!!I Students
49 percent of households in Fruitvale earned an income of less than $30,000 in 1999 as compared
to 28 percent in Alameda County as a whole (SOURCES: Census 2000 Sample Data and
Alameda County Public Health Department). The Fruitvale has seen tremendous economic
gro'vvth over the years, and an increasing number of homes arc single family homes that are
owner occupied, but poverty and crime are still pervasive in this neighborhood . 92.7 percent of
the current LWL students qualify for free and reduced priced lunch , which means that the vast
majority of the school ' s students live at or below the poverty line.
The Fruitvale is home to a tremendous number of resources for families and children, from legal
support to early childhood education to healthcare. We recognize, hov1ever, that one of the
biggest challenges to providing quality services to families and children is knowing what families
and children need. That is why at LWL we have focused intensely on developing strong
relationships between the LV,/L staff and families . These relationships enable the LWL staff to be
a resource for children and families and allow us to knov1 intimately what our children and their
families need. V"/e arc then able to target programs and resources to specific families to ensure
they get the support they need. We are also able to more effectively partner with families to
support academic learning.
At LWL, we also recognize the gifts and the challenges of truly serving a multicultural and
m'dltilingual community. \Ve recognize that schools can bring a community of privileged
edticators with a deficit orientation into lower socioeconomic status (SES) communities and that
cultural sensitivity can be shallow. LWL commits to being thoughtful about what we bring into
our \vork as a staff and how to truly empower parents and students. 'Ne .vill continue to evolve
1
our equity centered professional learning community to deepen our dialogue and push our
thinking. \Ve .vill engage partners like the National Equity Project to build our capacity and our
1
reflective practice around issues of inequities related to culture, class, race, and gender and their
very real presence Nithin the school.
1
50
SBAC Profici ency: LWL - ELA
All 2015 23°0 144)
Grades
2016 28% (59) (65
3 2015 51% (35) 26% (18) 23% (16)

2016 34% (24) . 34% 124)
4 2015 57% (39) 21% (14)
2016 25% (18) 34% (24)
5 2015 52%(28) 22% (12) 6 (14)
2016 25% (17) 28% (19)
a Not Met Nearly Met a Me Exceeded

In 2015, about about 24% of LWL's student were proficient in English Language Arts (ELA) on
the SBAC assessment. LWL experienced a 7 percentage point increase in ELA proficiency
from 2015 to 2016. This trend holds for all rade levels with ains of 8 percentage points, 12
percentage points, and 2 percentages points in Grades 3, 4, and 5, respectively. In addition to
these gains in proficiency, LWL also moved students out of the lowest level. Specifically,
LWL ex erienced a 12 percentage point decrease in the percent of students scoring 'Not
Met' from 2015 to 2016.
We believe that these results reflect positively on our theory of accelerated growth. Specifically,
we expect students to achieve accelerated growth in early grades in order to QITPare them to
achieve roficienc b 5th rade and be ond. We also believe that as students have more
_g_posure to Common Core curricula the will be better prepared to achieve roficienc on the
SBAC assessments. As a result so we anticipate increased levels of proficiency year after year.
Mathematics
SBAC Proficiency: LWL - Math

All 2015
Grades
2016
3 2015 51% (35) 28% (19) 22% ( 15)
2016 39% (28) 32%(23)
4 2015 26% (18) 44% (30) (20)
2016 31% (22) 40% (29) (21 )
5 2015 53% (29)

- - --22% (12)
- --r----'
2016 51% (35) 30% (21 )
a Not Met Nearly Met a Mel/Exceeded
In 2015 26% of L WL' s students scored roficient in Mathematics on the SBAC assessment. In
2016, math proficiency increased incrementally by 1 percentage point while the percent of
51
students scoring in the lowest level of 'Not Met' decreased by 7 percentage points. In
contrast to ELA there is more variance at each rade level. Specifically, Grade 3 proficiency
increased by 10 percentage points, while Grade 5 proficiency decreased by 6 percentage points.

Standard Exceeded
Standard Met
ELA
Standard early Met LWL EO 2016 -+ 1.1% 53% (24) 29% (13)
Standard ot Met
2015 65% (31) 19% (9) 15% (7)
R-FEP 2016 f" 20.1% 32% (15) 40% (19) 23% (11)
2015 15%(7) 42% (20) 25% (12) 19%(9)
EL 2016 f" 8.3% 78% (28) 14%(5)
2015 95% (36)
Cohort-Matched Proficiency by Ethnicity

ELA Math
Hispanic 2016 f" 13.0% 31%(28) 28% (25) 26% (23) -+ -0.4% 33% (29) 37% (33) 19% (17)
2015 46% (42) 26% (24) 18%(16) 34% (31) 35% (32) 20% (18)
Black or 2016 ... 5.1% 67%(16) 21 %(5) ... 4.6% 63%(15) 29% (7 )
African
Amencan
2015 81%(22) 56%(15) 41%(1 1)
In reviewing cohort matched proficiency data for significant subgroups, in ELA, EL students are
dramatically underperforming R-FEP and EO students, making K-2 early language development a
priority moving forward. The Common Core standards and the CAASSP have illuminated the
significance of early language development in addition to early literacy as a foundation for
accessing Common Core content in the upper grades.
We are also seeing a significant discrepancy with respect to the performance of African-American
students as compared to Hispanic students in both ELA and Mathematics. This ali ns to the
attendance discrepancy as well. Our equity-centered PLC inquiry will prioritize regularly
analyzing disaggregated data throughout the year to push hard conversations and strategic moves
at the classroom level. In addition L WL will rioritize African-American attendance as a lever
for improving African-American performance.
Although the school has shown that they are making continued progress and data is trending up
for all subgroups, during the self-study we identified several areas for growth. We identified the
followin needs in order to teach the whole child brin the school to the next level implement
Common Core, and to truly prepare students for high school and the 21 st century.
52
•!• A focus on rigor and facilitating learning experiences at Depth of Knowledge (DOK)
levels 3 and 4
•:• Increased targeted interventions and greater personalization of instruction to accelerate
learning for all students with a focus on struggling subgroups
•:• Develo ment of social-emotional skills and resilienc strate ies
•:• Continued parent and community: involvement to ensure student success
•:• Ensuring strong attendance of African American students
•!• Continue to focus on early literacy and language development
•!• Continue to build a strong, positive, coherent and collaborative faculty culture in the
context of the current Human Capital piQeline cha1lenge
What it Means to Bebe an Educated Person in the 21st Century
An educated person in the 21st Century is one who has the knowledge, emotional intelligence,
agility, and skills to navigate an ever-evolving future . This person is a learner who knows how to
ask questions, critique information, find evidence, and present his/her understanding to a variety
of audiences using a variety of mediums. (S)he is curious, open to new ideas and able to
synthesize and analyze new information. At L WL, we also believe that the challenges of the
future require our children !.Q_grow to become leaders who are able to lead and make critical
As the College, Career and Civic Life (C3) Framework for Social Studies State Standards 12uts it:
"Now more than ever students need the intellectual ower to recoonize societal roblems· ask
consequences; separate evidence-based claims from parochial o inions· and communicate and act
upon what they learn. And most importantly, they must possess the capability and commitment to
repeat that process as lon as is necessa . Youn eople need strong tools for, and methods of,
clear and disci lined thinkin in order to traverse successfull the worlds of colle e career and
civic life."
We are also conscious of the predictable patterns of success or lack of success apparent in today 's
society. African-American and Latino representation is minimal in leadership positions in almost
every sector. In order for our children to achieve success as people of color coming from low
SES backgrounds, they must be incredibly self-aware and conscious of their strengths and
weaknesses. They must be able to read the politics in a situation12olitical environment and
determine how best to navigate a situation. They must know how to respond to racism and
classism and remain self-confident even in situations where they have no allies . Our children
must have tremendous pride in who they are and where they come from and know how to
leverage the strength of their stories and their heritage. They must be able to interact and be in
relationship with people from all backgrounds and cultures as they weave through an increasingly
multicultural world.
Our goal at L WL is to enable its students to become self-motivated, competent, and lifelong
53
their personal responsibilities, to_,_ their communities. Ultimately, we intend our school to be a
vehicle for community empowerment and development. The L WL children of today will grow to
be the educated citizens and leaders of this community tomorrow.
How Learning Best Occurs
The L WL team holds that learning best occurs when students are offered a rigorous educational
program that is inclusive of the tenets listed below. These six key practices and four key
structures are all built around supporting the students and families we serve, utilizing instructional
practices that have a strong theoretical underpinning (see Appendix A 2 for Theoretical
Underpinnings and Original LVVL Small Schools Design ).,_
See Appendix A2 for LWL Small Schools Original Design Blueprint
Six Key L WL Practices
1. High expectations align with the California framewefksCCSS and are communicated
clearly to stakeholders.
LWL seeks to provide meaningful, rigorous learning, as displayed by students' ability to apply
and extend a given objective. The Standards Movement came about as a result of the
achievement gap prevalent across the American public school system. The Small Schools
Movement came about to address the persistent underperformance of flatlands schools in
Oakland. Al+These small schools were required to develop a program~ that operated with the
highest expectations for all children where, designed to ensure all children achieves mastery-et
the priority California standards.
Therefore, teachers at each grade level collaborate to prioritize and integrate standards to maintain
focus on depth of learning over breadth of curriculum. Meaningful learning can only take place if
the objectives taught in classes are extended into children's lives outside the classroom.
Therefore, L WL emphasizes fieldwork and curriculum that involves families in learning ( e.g.
student interviews that lead to a written family history).
2. Balanced Literacy
At L WL, we pursue aour balanced literacy approach based on the Asp ire Public Schoolsincludes
a blended learning rotational model-,- with adaptive ELA software, guided reading, and literacy
centers in addition to ex licit teaching of vocabulary, writing workshog, ghonics and word study,
and shared and close reading,_
Through this program every student becomes an independent, driven reader and writer who is
engaged in reading and writing activities for communication as well as artistry._,_ Our literacy
model assures that each learner will become a fluent reader, skilled writer, confident speaker and
thoughtful listener. Reading, writing, speaking and listening skills are personalized. In order to
achieve our goal, we draw from a number of pedagogiesresearch-based pedagogical structures
54
such as Guided Reading, and Literature Circles, Open Court Phonics and Shared Inquiry, a ll
within the "workshop" format. Each pedagogy provides a different piece of scaffolding to
personalize literacy instruction for each learner. Within this model , learners are provided rich
literature, both literary and informational, for required and choice reading to create links across
content areas (i.e., social studies, math, science, visual and performing arts).
Our ELA curriculum is guided by the California State Standards, the Instructional
Guidelines, CCSS and cycles of inquiry informed by formative assessments of student learning.
Ongoing assessment drives instruction. Running records, alternate rankings, the Developmental
Reading Assessment, (DRA), anecdotal records and student samples are tools that provide
necessary information. Teachers analyze this information independently and in grade level
collaboration meetings to address the learners' needs (see Appendix /\ 2 for LWL and P/\LS
Instructional Guid e lines). as well as during data conferences and 12rogress monitoring meetings
held each trimester to address each learner's needs.
3. Aeademie lnterven-ti&n:
Our educational program maintains high expectations for every child. The standards are the same
for every child, the expectations for achievement remaining constant. What is then constantly
evaluated and therefore constantly evolving is the instruction that enables mastery. Our Response
to Interventions process ensures students are regularly assessed, and that that assessment data is
analyzed. Students who need additional support beyond the general education classroom are
provided research based, high quality interventions, and the effectiveness of all support is
evaluated using data. This ensures children do not "fall through the cracks."
All students receive differentiated instruction in class including one on one and small group
support from the teacher, facilitated by the use of the workshop model. ln addition, LWL partners
with Reading Partners to provide reading intervention to 2ttt1 through 5th graders who are
performing far below grade level. This consists of one on one tutoring using a leveled reading
curriculum supervised by a literacy specialist. Kindergarten and first graders receive one on one
pull out intervention using the Reading Tutor program. L'NL teachers also provide two hours a
week each of before and/or after school support to students in reading and math.
4J. Learning Targets and Authentic Assessment

The diversity of our student population demands an assessment system that truly analyzes the
growth of children in multiple ways while holding all children to the same high expectations.
Teachers utilize the CST Blueprints and the Curricular Pacing Guides/Assessment
BlueprintsCCSS to inform the sequence of and context within which the standards will be taught.
We formally benchmark our students' performance against these standards to monitor progress
and determine the need for interventions tA-feemulti le times during the school year:- using CCSS
ali ned benchmarks the DRA and common formative assessments. Teachers afSe-use common
formative assessments that measure students' growth throughout the benchmark pe riod, so our
teach e rs canyear, to better target interventions and accelerate learning.~ and equ a lly important, as
importantly, so that students can monitor their own progress follmt1ing and take note of what they
have mastered and what they need to work on. These fonnative assessments include selected
response questions (short answer, matching, true false), extended response (essay) and
55
performance tasks in order to ensure that students are able to demonstrate their answe rthinking in
a number of ways. Finally, a variety of diagnostic assessments (eg-:-~ the BP ST-III, the IWT,
etc., depending on the subject matter and grade level) are administered in order to ensure that
teachers understand where each student's Zone of Proximal Development is, and where students
may be struggling.
As technolo y improves, we increasingly use adaptive software and other computer-based

programs to personalize instruction to individual student's needs and increase the fre uency and
quality of feedback students receive from teachers, peers and software and throu h self-
assessment.
4. Academic Socio-Emotional and Behavior Interventions
Our educational program maintains high expectations for every child. The standards are the same
for every child, the expectations for achievement remainin constant. What is then constant!
evaluated and therefore constant[ evolvin is the instruction that enables mastery. Our Multi-
Tiered S stem of Su ports (MTSS) 12rocess ensures students are re ularl assessed and that that
assessment data is analyzed. Students who need additional support beyond the general education
classroom are provided research-based, high-qualit interventions and the effectiveness of all
su port is evaluated using data. This ensures children do not "fall through the cracks."
Tiered support include social emotional learning, behavioral supports and academic supports. A
comprehensive process that includes data analysis, coordination of services, SUP.QOrt teams, and
progress monitoring guides our rocesses to ensure all student needs are met.
All students receive differentiated instruction in class including one-on-one and small-group
sup2ort from the teacher facilitated b the use of the workshoQ model. In addition LWL artners
with Reading Partners to provide reading intervention to 2nd through 5th graders who are
12erformin far below rade level. This consists of one-on-one tutorin usin a leveled readin
curriculum supervised by a literacy specialist. Kindergarten and first graders receive one-on-one
pull-out intervention using the Reading Tutor PIQgram. L WL teachers also provide two hours per
week each of before and/or after school support to students in reading and math.
5. Emphasis on Cross-Curricular Connections
Students learn best when they are able to relate new learning to multiple topic areas and approach
learning using different modalities. We therefore take advantage of opportunities to maximize
cross-curricular connections in the California Content Standards in English Language Arts , Social
Studies, Science and Math. Cross-curricular connections support €4::English language and
Academic English learners in building content knowledge and academic vocabulary and in
making those critical connections that help them build meaning. Each grade has 5-6 units of
stud and ided readin books are often connected to the content of the unit.
6. Emphasis on the Relational Element of Learning
Brain research is clear that students learn best when they have a low affective filter; that is when
56
they feel a sense of physical and emotional safety, a sense of belonging and of feeling known and
significant. We therefore take every opportunity to get to know our students and their families
through sharing in classroom morning meetings, arranging opportunities for shared experiences
outside of school, home visits and frequent conversations with students and their families focused
on the individual studen(s ' personal context and needs.
Four Key L WL Structures
1. Supports for a Positive School Culture and Climate
L WL has daily rituals, ongoing traditions, and strong systems in place to affirm and reaffirm a
fundamental sense of positivity and connectedness in all students and staff Starting each
morning with a communal recitation of our school vision, students then participate in morning
meetings in their classroom. Throughout the day, students experience school structures that make
them feel safe physically and emotionally, lowering their affective filter, motivating them to do
their absolute best, and thereby maximizing learning.
At LWL, we are proud of our progress toward creating a school where all students feel loved and
cared for and where students see themselves as colleo-e-bound. One of the reasons that we have
school affirms each morning. Later in this document is a descri tion of each com anent of the
vision followed by the systems, plans and training we use to support the positive climate
necessar for the realization of our vision.
2. The after-school and summer program extend student learning.
L WL partners with Reading Partners and Bay Area Community Resources to provide an after-
school program to 90 students. These students receive support with homework, literacy
enrichment as well as exposure to music, art, technology instruction and drama.
LWL's summer program serves pre-kindergarten students new to school and rising 1st through
rising 4th grade students in need of extra academic support to be prepared for the coming grade
level. Our pre-kindergarten program has effectively prepared studeA-tsfacilitates greater
readiness for the expectations of full-day kindergarten. Our summer intervention for students
entering 1st through 4th grades has provided differentiated support to students who need
additional support with reading and math.
3. Family and community partnerships are prioritized.
whole child. We recognize the challenge of developing a culture and program that is
authentically inclusive of families and community members. We engage families in regular
conversations about student progress, hold parent: teacher conferences three times a ger year,
conduct home visits,. and regularly hold events that bring families into the school. Our staff has
formed a Family Engagement Committee to support the work of bringing families more deeply
into the community. Our family education program includes English as a Second Language
Instruction and direct engagement with classrooms that provides instruction to families around
57
what to look for in classrooms and what kinds of questions to ask of teachers. EFC facilitates a
Famil Leadershi Council that em owers arent voice in school and or anization-wide policies
and strategies.
4. Equity-Centered Professional Learning Community (ECPLC)
At LWL, we feel urgent about raising our students' level of achievement so that all students will
be prepared for the path to college when they go on to middle school. To that end, we are always
asking ourselves the four questions put forth by Rick Dufour- ~
What do you expect students to learn? How will you know when they have learned-ii-Z. What do
y ou do for those who haven't learned it? What will you do for students who have already learned
it?
At LWL, our Equity-Centered Professional Leaming Community is a tangible structure. All staff
members are aware of the value of the ECPLC as the main vehicle for formalizing reflective
practice and for codifying agreements key to bringing about positive gains for students within the
school.
Through the organizing structure of the ECPLC, we have collaboration time for grade level teams
to address these questions by finding and creating formative assessments, analyzing the results of
those assessments and making plans to differentiate instruction to support individual students'
growth as well as sharing best instructional practices that effectively lead to student mastery of
specific learning targets.
Schoolwide Program Overview & Methods of Instruction
Leaming Without Limits provides students with broad knowledge and problem-solving
experience. We equip them with the skills they need to leave our school at the end of 5th grade on
the path to college, filled with curiosity and ready to persevere through challenges. Our
curriculum covers the following 9nine areas: English Language Arts, English Language
Development, Mathematics, Science, History-Social Science, Art, Physical Education, Social
Emotional Leaming and Technology. We utilize instructional methods that have strong
theoretical underpinnings to best serve our student population (see Appendix/\ 2 for Theoretical
Underpinnings and LVVL Small Schools Design). 0
KEY L\\1L_PRACTICE 1: High expectatjQ!!s alignExpectations Aligned with the Califar!l!!!

frameworksCCSS and are communicated elearlyCommunicated Clearly to s Stakeholders.
The instructional program at Leaming Without Limits is driven by the high expectations and rigor
of the CaliforniaCommon Core State standards. The standards movement "... developed out of
the commonsense notion that student effort and achievement are directly affected by
expectations set by parents , teachers , schools and society at large" (McLaughlin and Shepard
1995) and Standards. We believe that by setting clear objectives, all students €9-W€ican achieve at
high levels. At Leaming Without Limits, we organize our instructional model around the
standards: deconstructing studying the standards, developing learning targets needed to achieve
those standards, and communicating those expectations to parents and students. We have clear
structures in place to communicate academic expectations and progress to families . These
58
discussions take place at parent teacher conferences, home visits and at various reading or math
nights that the school hosts throughout the year.
ENGLlSHLANGUACEARTS
The team is implementing the following strategies in the areas of ELA, ELD, science and social
science:
• Backwards mapping from the Common Core standards and skills across the year using
Understanding by Design as a guiding framework
• Identifxing, aligning to and assessing measurable objectives
• Implementation of a targeted intervention program for struggling students
• Standards-based focused and tar eted readin comprehension instruction
• Differentiating reading instruction through flexible groupings and increased guided
reading opportunities to meet all students' needs, especially ELs, including data-driven
instruction
• Build a Balanced Literacurogram, which includes shared and close readin~licit
teaching of phonics and word study, and small group instruction through guided reading
and literature circles
• Expand ELD instruction and ensure consistency across the school
• Inte rate social science and science content in uided and shared readin and throu h
thematic units
• ImRlement a personalized learning rotational model to differentiate and Rersonalize
instruction which includes literac centers and uided readin
• Provide additional explicit vocabulary instruction
• Desi nate time in the da for writin workshop
• Integrate technology into instruction
We describe all aspects of this program in detail below.
ENGLISH LANGUAGE ARTS
Goals
1::Wb2sLearning Without Limits' elementary English Language Arts (ELA) program uses
standards-based instruction to support student mastery of grade level English Language Arts
standards (see /\ppendix /\ 4. Our focal goals include:
• In English Language Arts, L WL students will meet our targeted annual growth in
proficiency on measures that include DRA, California Smarter Balanced annual
assessment and Common Core benchmarks
• Students will make accelerated growth towards mastery of the rade-level Common Core
standards
• Students will be able to read, write, and speak for samplea variety of pumoses to a variety
of audiences
• Students will be able to interpret and analyze a variety of texts for different purposes
59
and civic-minded citizens
• Students will be able to demonstrate master of 5th grade level state/national standards in
ELA Standards Map).
Curriculum
L WL provides students with a high-quality, cross-curricular, balanced literacy curriculum that
differentiates support of a range of academic needs while promoting the rigorous cognitive and
language competencies required to succeed in college and career.
Leaming Without Limits ' English Language Arts curriculum is rooted to a reading and writing
workshop approach, using curriculum from Pam Allyn's Core Ready to support instruction. The
ELA program focuses on areas that research shows are critical to the development of proficient
readers and writers, namely__phonemic awareness and phonics (National Reading Panel 2000,
Lyon 2004), fluency (National Reading Panel 2000, Allington 1983 , Kuhn 2003), vocabulary
instruction (National Reading Panel 2000, Biemiller 2000, Beck, McKeown, Kucan 2002) and
text comprehension instruction (National Readin Panel 2000 Pressle et al 1992 Goodman
1994, Rosenblatt 1994).
These elements are supported throu h LWL' s balanced literac framework. This includes a
systematic a12.proach that includes assessment-based instruction phonolo ical and 12honemic
instruction. For specifics, please refer to Ke Practice 2: Balanced Literac later in this etition.
See Agpendix A3 (or ELA Literacy Framework

The peda o ical structures of this framework include explicit phonics instruction, guided reading,
explicit vocabulary instruction, shared reading, close reading of complex text and writing
workshop. Additionally, we are incoruoratin the teachin of social science and science into our
ELA program, through shared reading and writing workshops, and through thematic readings
rnorted by materials such as the Core Ready Units and class sets of leveled informational texts.
We are implementing a phonemic awareness and phonics curriculum.
The elementary reading program is standards-based and primarily consists of teacher-developed

standards-based lessons, units, and a developed system for providing students opportunities to
learn and practice comprehension strategies using texts at their respective independent and
instructional reading levels. The instructional structures come from LWL's partnership in the
P/\LS program . Additional as well as engaging in work around complex texts. Core tools and
resources include:
• Scholastic Leveled i[) braries in every classroom

• Open Court Reading Phonics
60
• Falling in Love with Close Reading, Roberts
• The Next Ste sin Guided Reading, Richardson
• Fallin in Love with Close Readina Lehman & Roberts
• Strategies that Work, Harvey & Goudvis
• Reading with Meaning, Miller
• The Art of Teaching Reading, Calkins
• Guiding Readers and Writers Grades 3-6, Fountas & Pinnell
• Literacy Work Stations, Making Literacy Centers Work, Diller
• Practice With Purpose, Literacy Work Station Grades 3-6, Diller
• GLAD Tools Created tools created and A.§:ccumulated by Teachers
• Planning tools adapted from Insight Educational Group
See Appendi>e A 3 for LWL and PALS Instructional Guidelines and A 4 for sample standards
alignment, deconstructing standards and learning targets, and sample unit plan

LWL's elementary program uses a balanced approach to reading instruction. This includes a
systematic approach that includes assessment based instruction, phonological and phonemic
awareness, phonics and 1.vord study instruction, leveled reading instruction, and writing process
instruction. For specifics, please refer to Key Practice 2: Balanced Literacy later in this petition .
See Appendix A4 for LWL-Developed Sample ELA Lesson
Assessment
L WL will useuses the EFC Common Core-Aligned English Language Arts benchmark
assessments , much in the same way as hov, they have used the OUSD assessments in the past,.
Teachers use a variety of formative and diagnostic assessment including Accelerated Reader
online quizzes, DIBELS, ORA, and BPST,LWL Phonics screener DRA readin diagnostic, CCSS
aligned quick checks and other assessments used by individual teachers. For more detail, please
refer to Key Practice 2: Balanced Literacy later in this petition.
ENGLISH LANGUAGE DEVELOPMENT
Goals
• English language learners make adequate annual progress in English proficiency

• The proportion of English language learners redesignating as English proficient meets or
exceeds annual targets

LWL's elementary English Language Development program uses standards-based instruction to
support student mastery of grade level English Language Development standards.
61
English Language Learners (ELLs) at Leaming Without Limits receive daily supplemental ELD
instruction. Research demonstrates that ELD instruction should include hi h levels of oral
engagement with multiple opportunities to practice. Grouping students by level of proficiency
enhances the effectiveness of the program, maximizing students' development of critical language
skills and linkin Ian ua e structures and skills to all core sub· ects.
In accordance with the California Framework for ELA/ELD, LWL will be supporting its English
learners through a combination of integrated and supplemental designated English language
development approaches and strategies. The supplemental ELD program will focus on curriculum
and framework that supports the Next Generation ELD Standards, such as Susana Dutro's
Systematic ELD curriculum and framework. The staff will also draw from the ELD framework as
they continue to refine their practice. Each teacher will designate time during the day for
supplemental ELD instruction, in which students are grouped by English language proficiency
level and curricular materials target specific language functions.
Integrated support of ELs weaves throughout the day, most notably during our balanced literacy
program above, particularly the adaptive personalized learning, guided reading, explicit
vocabulary instruction, strategic shared and close reading instructional strategies, opportunities
for academic discourse and the Core Read curriculum. Our newcomers are su orted b the
supplemental ELD time (during which they will be in the smallest class sizes possible), balanced
literac a mroach and by immersion in the English language. In addition we will be using the
SIPPS Phonics curriculum, whose research indicates effectiveness in improving reading and
language levels for ELs.
Dutro and Moran describe a well-designed aQProach to English language development (ELD)
instruction throughout the day that includes: Systematic ELD, front-loading language for content
instruction and maximizin the "teachable moment." 4
Decades ofresearch demonstrates that effective instructional experiences for English learners are:
• Interactive and engaging, meaningful and relevant, and intellectually rich and challenging
• Value and build on home language and culture and other forms of prior knowledge
• Are appropriately scaffolded with su ort such as visuals rocesses ands ecific
instructional moves
• Build both Ian ua e and content knowled e5
Research conducted over the past decade, in particular, has demonstrated the positive effects of
focusin on domain _J s ecific and eneral academic vocabular with TK _ 12 EL students which
supports our explicit teaching of vocabulaiy .6 Studies on genre- and meaning-based approaches
to literacy education with EL students in the US and internationally have demonstrated the
4
Dutro and Moran 2003
5
Francis Rivera Lesaux Kieffer and Rivera 2006 · Genesee Lindholm Lea Saunders and Christian 2006 · Short
and Fitzsimmons, 2007
6
Au ust Carlo Dressler and Snow 2005· Calderon Au ust Slavin Duran Madden and Cheung , 2005; Carlo,
&:!_gust, McLaughlin , Snow, Dressler, Lippman , Lively and White 2004· Collins 2005· Kieffer and Lesaux 2008
201 O; Silverman , 2007; Snow, Lawrence and White, 2009; Spycher, 2009; Townsend & Collins, 2009
62
effectiveness of teach ing EL students about how language works to achieve different purposes in
a varie of contexts and disciplines. 7 These frontloading strategies are embedded at LWL in each
content-integrated thematic unit, particularly through the explicit teaching oflanguage functions
and setting expressive and receptive tasks before shared and close reading activities.
L WL recognizes the importance of teaching academic English and discourse, as well as

mainstreaming ELs as soon as possible and setting high expectations. This research has stressed
the imQortance of positioning English learners as competent and capable of achieving academic
literacies rovidin them with an intellectuall challen in curriculum with a ro riate levels of
support, apprenticing them into successfully using disciplinary language, and making the features
of academic language transparent in order to build proficiency with and critical awareness of the
features of academic language. 8
Teaching the grammatical patterns found in specific disciplines has been shown to help English
learners' reading comprehension and writing proficiency. The main pedagogical aims of this
research are to hel students become more conscious of how language is used to construct
mean in in different contexts and to rovide them with a wider range of linguistic resources,
enabling them to make agrnriate Ian ua e choices that they can comQrehend and construct
meanin within oral and written texts.
Accordingly, the instructional interventions studied in the applied research in this area have
focused on identi ing the language features of the academic texts students read and are expected
to write in school (e.g., narratives, explanations, arguments) and on developing their awareness of
and proficiency in using the language features of these academic registers (e.g., how ideas are
condensed in science texts through nominalization, how arguments are constructed by connecting
clauses in particular ways, or how agency is hidden in history texts by using the passive voice) so
that the can better com rehend and create academic texts .9 Our inte ration of social science and
science texts through thematic units aid in the goal of ensuring that students are proficient readers
in all disciplines . In 2016-2017, we will work to align our Designated ELD units to the other
content areas in order to deepen students' language skills along with their content knowledge.
Curriculum
• English Language Development is taught through the use of teacher created lesson plans tied
to the grammatical forms 1vvith \Vhich students need support as identified using the ,'\DEPT
assessment.
• Explicit instruction in English Language Development by ELD proficiency level groupings is
taught in grade level groupings through a fev, programs.
At early levels of oral language proficiency, Language for Learning is used. ELD instruction at
theseEnglish language proficiency is critical for our children. English proficiency in our society
serves as a owerful atekeeper 012ening doors to OQportunity for those who reach proficiency
and limiting or closing doors to OQportunity for those who do not. Access to high quality English
7
Achu ar Schie e rel! and Otefza 2007 · A uirre and Munoz Park Amabisca and Boscard in 2008 · Gebhard and
_Martin 20 1O; Schleppegrell , Achugar, and Otefza , 2004 ; Spycher, 2007
8
Christie , 2012 ; Derewianka , 20 11; Gibbons, 2009 ; Hall iday, 1993; Hyland , 2004 ; Schleppegrell , 2004
9
Gebhard Willett Jimenez and Piedra 201 1· Fan & Schie e rell 201 o· Gibbons 2008 · Hammond 2006· Rose
and Acevedo, 2006; Schleppegre ll and de Olveira 2006.
63
instruction for English Learners is an issue of equity. Leaming Without Limits is committed to
effectively serving children who are English Language Learners through a comprehensive
approach to language instruction. In particular, our ELD program will be guided by Susana
Dutro's Systematic English Language Development.
See A1212endix A5 for "Rethinking English Language Instruction" by Dutro and Moran
Systematic ELD refers to English instruction as its own discipline that follows a developmental
scope and sequence of language skills that builds from simple to complex structures within the
context of a range of everyday and academic language functions. Instruction is organized by
academic English proficiency level.
See A1212.endix A6 or Dutro 's S stematic ELD Rationale Ex12.licit Language (or Content
Instruction)
In "Rethinking English Language Instruction: An Architectural Agproach," Susana Dutro and

Carrol Moran present a framework for En lish Leamer instruction that is a student-centered
language-focused approach to planning and teaching. Designed to address one of the most
significant tensions in second language literature, the debate regarding language acquisition
versus language learning, the approach prioritizes saying, "yes" to both informal and formal
1
°
language learning opportunities. Further, the approach takes into consideration another tension
existing in the research, whether students should analyze lang~rocesses by looking_m
language as an object of study and seeking the patterns and rules oflanguage, or by intuiting
patterns and rules of language by engaging in pumoseful language activity. Their comprehensive
framework for English Leamer instruction is based on three elements:
• A Blueprint for English Language instruction

• Features of Explicit Language Instruction that backwards maps language instruction from
task analysis to instruction explicitly building rece tive and ex ressive lan u a ~
connecting reading, writing, listening and speaking
• Effective ro ram planning and teacher training
To supplement Dutro's framework and integrate ELD across content areas, we also plan to
incoq~orate asgects of:
• Guided Language Acquisition Desi GLAD

• Results: Academic Language and Literacy Instruction (RALLI)
• Marzano's a groach to exglicit vocabulary instruction
• Discussions 4 Leaming: an oral vocabulary and language grogram
• Personalized learning curriculum designed to supgort English Language learners
e-We have implemented Systematic ELD across the grades is leveled, and structured
ELD practiced throughout the lesson.
I 10
Beebe, Selinger, Genessee, Long , Cummins and Scover,1988; Bourhis, 1990.
64
/\t the second through fifth grade levels ,and eventually plan to train teachers create lessons
through collaboration with colleagues to serveon GLAD or RALL! to rovide even more
language supports for students of all ages and grade levels with si milar oral language needs . . :
See Appendix A 5 for proposal to OUSD for ELD curri cular fl ex ibility
These strategies work to make language function explicit during content instruction, make
vocabulary visible, comprehensible and relevant, and work to provide ELs access to the rigor
demanded by the Common Core. They provide strategies on reading complex literar and
informational texts, 12roviding access to and comprehension of rigorous academic content for our
ELs. These strategies explicitly tie to Leaming Without Limits' balanced literacy framework.
Instructional Strate ies and Materials

LWL im12lements the com12rehensive framework develo12ed by Dutro using the following
practices and the Blueprint for English Language Development (ELD) and /\cademic English
Development (/\ED) are taught in proficiency level groupingslnstruction. The blue rint includes
three components of ELD to grade level groups thirty minutesbe taught throughout the day:
• The first is a day (or for a total of 150 minutes a week). Grade level groupings have a
common instructional time and vertical slice of the curriculum. This is systematic ELD
referring to English instruction occurs by ELD as its own discipline that follows a
developmental scope and sequence of language skills that builds from simple to complex
structures within the context of a ran e of ever day and academic language functions.
Instruction is or anized b academic En lish proficiency levels in the following groupings :
K 1, 2 3, 4 5. Students receiving /\ED are often grouped with CELDT level 5 students and
receive English Now. This is the explicit ELD instruction-a-AG-.,_
• The second component of ELD is "front-loading language," which is instruction that occurs
throu hout the da as a horizontal slice of the curriculum across all content areas . Front-
loading of ELD describes a focus on ti-efe.Glanguage preceding a content lesson. The
linouistic demands of a content task are anal zed and tau ht in an up-front investment of
time to render the content understandable to the student. This front-loading refers not only
to the vocabulary"'" but also to the forms or structures of lan~ge needed to access and
discuss the content. This practice will be utilized in ELD instruction and integrated into
content instruction as well.
• The third component of English Ian ua e instruction maximizes the "teachable moment."
That is, the utilization of opportunities as they present themselves to use precise language to
fill a specific unantici ated need for a word or a wa to express a thought or idea. Fully
utilizin the teachable moment means 12roviding the next language skill needed to carry out
a task or respond to an im12rom12tu stimulus, like using a thunderstonn to stimulate a
discussion about weather, to expand and deepen language skills.
See Appendix A 7 for list o(ELL Pro ram materials
Assessment
ElementaryL WL students are assessed at the beginning fall of each school year by the /\DEPT,
CELDT, and the Language for Leaming program assessment best matched to their exit from the
programs the year prior, or if that data is unavailable , their level on the California English
Language Development Test (or CELDT) the year prior. These beginning of the yearCELDT).
65
The scores from the most recent CELDT administration determine groupsinitial groupings for
each grade cluster to begin with ..,_ Students are assessed twice more (at the end of fall and the
beginning of spring)using the Systematic ELD Unit assessments to monitor student progress and
inform teachers about changes needed to the composition of the groups and/or the pacing of
instruction within the program being used. The ADEPT is another tool LWL uses to assess ELD.
Students transition from Language for Writing to English Now 'Nhen mastery on the Language for
Writing assessments is demonstrated. Teacher judgment about whether the program continues to
be a ood match for the student can also 2rom12t a re-evaluation of Qlacement.
Future Goals
49 .2 percent of Ebbs, 76 percent of RFEP and 79 percent of I FEP students scored
Proficient/l . .dvanced on the CST ELA. 47 percent of Ebbs gained at least one proficiency level
on the CELDT from 2009 2010, with the majority of students \Vho did not gain a level remaining
at CELDT level 3 for two years in a row-:-
To address these needs. LWL may move away from Language for Learning since it is primarily a
structured oral language development program and lacks \vriting and reading comprehension
strategies. Not designed to be an ELD standards based program, it misses many ELD standards.
LWL is interested in exploring the possibility of implementing Susana Dutro and E.L. Achieve's
Systematic ELD Appro(1ch as well as Shcfelbine 's Results progmm, both of which are aligned to
ELD standards and provides a scope and sequence for teachers to develop backwards planned
standards aligned lessons.
Additionally, EFC's current schools are considering the use of the ADEPT, a valid and reliable
oral language assessment instrument (aligned with the CELDT), to assess key forms , or
grammatical structures, through carefully worded 12rom ts that elicit student res onses. It assesses
both receptive and ex12ressive English language 12roficiency at the first three levels (Beginning,
Early Intermediate, Intermediate) and expressive proficiency at the fourth level (Early Advanced)__,.
We are researching additional ELD assessments to provide ongoing data on student growth
against the ELD standards.
We seek assessments that offer online assessment stron~ porting features for both
administrative and classroom use and are nationall normed. Since California is in the rocess of
revising its ELD assessment, we are not as of yet formally committing to any given assessment
but are conducting thorough analyses of these roducts and others so we can decide guickly once
California's ELD assessment direction becomes clearer.
MATHEMATICS
The 12rimary focus of the EFC mathematics program is the develo ment of a conceptual
understandin of mathematics cou led with rocedural fluenc . This a12proach emphasizes
several ver s ecific strategies: multiple representations of both conce12ts and procedures,
enhancement of number sense throu h decomposition , side-by-side comparisons of algorithms
and the systematic progression from the concrete to the semi-concrete to the abstract. Teachers
model the meta-cognitive strategies for problem solving so that students can learn those strategies
and then utilize them in mathematical am:~lications.
66
Goals
L WL ' s elementary mathematics program uses standards-based instruction to support student

mastery of grade level mathematics standards. Our goals include:
• All students will make accelerated progress towards meeting the grade level requirements
~ressed in the Common Core Content Standards for Mathematics ~paring them for
higher mathematics in middle school, high school , college, and the workplace.
• All students will utilize a conceptual understanding of mathematics to solve problems
using multiple strategies.
problem-solving_process.
• Students will be able to exchan e mathematical ideas and collaborativel solve roblems .
• Students will be able to explain their reasoning in math, justify their thinking, argue for
and against a stance, defend answers and construct new wa s of thinkin about a tork,_
• Students will be able to ap 1 mathematical concepts to real world scenarios.
Curriculum
L\VL uses teacher developed standards based lessons, Pearson's Envision MATH, and Si Swun
for its math instruction. Many teachers supplement 1.vith conceptual development lessons from
Marilyn Burns.
The mathematics Rro ram at Leamin Without Limits focuses on areas that research shows are
critical to the develo12ment of both conceptual and rocedural understand in s ecificall multiple
11 12 13
representations , side-by-side com12arisons , decomposition and a systematic progression from
14
concrete re resentations to the semi-concrete to the abstract al orithm. Ke strate ic
investments to accelerate mathematical learning include content development, lesson design,
instructional coachin and assessment. EFC utilizes a K-5 Common Core-ali ned mathematics
assessment system in alignment with its curriculum guides. These curriculum guides are designed
to ensure teachers are teachin Common Core standards to master with time for assessment and
re-teaching embedded into unit acin . In addition to content mathematics instmction focuses on
pro12er mathematical syntax, academic vocabulary, independent student note-taking and student
talk.
Learnin Without Limits will im lement standards-based curriculum En ageNY for K-5. We will
fil!.Rplement the curriculum with other resources including lessons from the Math Coaching
Consortium out of West Contra Costa Unified School District and from Great Minds' Eureka
Math to be sure to include relational thinkin and technolo y-based tools. L WL currently uses
MIND Research Institute ' s ST Math com uter ada tive rogram to support students at their
developmental level, though LWL is constantly evaluating and seeking strong adaptive on line
11
Dubinsk & Hare! 1992
12
Kilpatrick , Swafford , and Findell , 2001
13
Ma , 1999
14
Van de Wa ll e, Karp , Bay-Williams, 2009
67
math programs that build conceptual understanding and are appropriate and effective for English
Language Learners.

Leaming Without Limits' mathematics program supports the development of a conceptual
understanding of mathematics coupled with procedural fluency. This is approached using several
very specific strategies:
•!• Extended time for math, taught five days a week

•!• Warm-u s or Math Meeting at start oflessons
•:• Small group instruction on most days (15-30 minutes)
•!• Focus on relational thinking including the use of:
o Decomposition
o Bar models
o Ten frames
o Number lines
o Build-It, Draw-It, Write-It
•!• MultiRle re resentations and algorithms
•!• Side-b -side com arisons
•!• Justif ing their thinking using academic language
•!• Engg,gmg in classroom discussions about math
•:• Makin mathematical connections across the rades
•:+ Using appropriate syntax
•!• Students note-takin in 3rd-5th rades students in 2nd
work in a notebook)
•!• Implementing data-based mitigations
Leamin Without Limits supports a variety of pedagogies including direct instruction that teaches
and reinforces key mathematical concepts using multiple strategies, guided discovery___,_
collaborative group work, and differentiated small-group work in order to best meet the needs of
all students.
L WL ' s mathematics program is designed to maFFycombine algorithmic proficiency with strong

conceptual understanding. Students construct their understanding of mathematical concepts by
moving through the stages from concrete to representational to abstract. Teachers support
students' movement through these stages by using manipulatives and tangible representations of
concepts whenever appropriate. Teachers also flow systematically and thoughtfully through
strategies to deepen student mathematical understanding. Strategies include multiple
representations of concepts and procedures; supporting number sense through decom12osition,
number lines, and ten frames; side-by-side comparisons of algorithms with ex12licit connections
made; and modeling mathematical thinking through bar models and drawings. Strategies are
infused with a focus on precision and syntax.
In 1st -41hthrough 5th grades, there is-a dedicated math facts practice time to build automaticity at
least three days a week. Within all parts of math instruction, consensus building, oral math
development, and math reasoning are prioritized. Teachers are building their ca12acity to be strong
discussion facilitators where students hold the co nitive load and defend a12proaches to problem
68
solving. Within math discussions teachers are providing oral supports for ELs, creating safe risk-
taking environments, promoting the use of academic language, and pose 12!![pOseful questions.
Explicit Direct Instruction

Our direct instruction model allows students multiple entry points and immediate corrective
feedback. Teachers introduce content and model strategies for students. Through a gradual
release of responsibility, students complete guided practice and finally independent practice using
manipulatives when needed to support their conceptual understanding. Students who need more
1
support work in a small group with the teacher while other students complete their independent
1
work. These groups may continue to use concrete representations or are explicitly supported in
moving towards more abstract understanding while other students have mastered this on their
own.
Teaching/or Mastery
L WL teachers understand that high-level math concepts build upon one another; therefore, they
pay close attention to the sequence of lessons so students develop the strongest foundation
possible. Through carefully sequenced standards-based lessons, thoughtful lesson design, clear
objectives, and constant spiral review, teachers work toward developing a high level of
proficiency for all students. L WL uses formative assessments throughout math lessons to inform
the flow and progression of teaching. Additionally, teachers dedicate time to helping students
memorize math facts so that students can later apply their energy to solving multi-step, complex
problems rather than struggling with basic computation (see Appendix A 6 for a sample Math
Pacing Guide and Math Lesson).~
Small Group Instruction

Students have the opportunity to practice mathematical concepts within a structured small group.
The math groups are created so that the teacher can from exit tickets formative assessments and
benchmark data. Teachers work with homogeneous groups to target standards they have not yet
mastered from the current or previous grade levels or to meet the needs of advanced learners.
This structure allows teachers to differentiate for both skill level and learning style. When the
teacher meets with homogeneous groups, other students are formed into heterogeneous groupings
so that students can build their mathematical knowledge and reasoning from each other while
practicing and reinforcing previously taught content. Students also have access to structured
blended learnin s aces in classrooms that allow for roductive small rou work with the
teacher. When students have com12leted independent work with feedback, they move on to
ada tive software such as ST Math to support their current math fluency, skill or specific
mathematical idea.
See Appendix A8 (or a Sample Math Curriculum Guide

See A@endix A9 or a EFC Math Framework
See Appendix AJO for Ena eNY K-5 Standards Ma[2_
Assessment
[n the past, LWL has used teacher developed formative assessments, Swun unit assessments, and
standards based district benchmark exams. As an EFG charter school , LWL plans to replace the
standards based district benchmark exams 1.vith standards based EFG benchmark exams.
69
Assessment is an integral component of the mathematics program as it informs teachers'
instructional decisions. L WL uses the EFC standards-based unit tests in grade K-5 using
Common Core-aligned questions. Students are exposed to multiple choice, selected response, and
open response questions. Teachers also create common formative assessments to monitor student
leamin throu hout each unit to inform their instruction and rovide feedback to students.
In order to increase the use of critical thinkin in math L WL teachers will add more o _gortunities
for students to en~ge in meaningful math tasks, both as a fo1m of guided discovery for new
content as well as another form of authentic assessment. These include problem-based
performance tasks and investigations based on inquiry questions . They also include "math
openers," which are investigations to be used as a "hook" to open the unit and engage students,
and "math closers" as performance tasks at the end of the unit.
See A12pendix A l 1 for a Sample Math Unit Assessment
Future Goals
Student performance on the Spring 2011 administration of the CST indicates that 65 percent of
elementary students at L'.VL scored proficient or advanced. Strongest performance in math on the
CST 1.vere:
Place Value, Statistics, Data Algebra and Statistics, Data

Addition and and Probability Functions (82%) Analysis and
Subtractioo f+7%) Operations and Probability
~ Measurement Factoring (80%) ~
Measurement and Geometry Algebra and
and Geometry 6-9% Functions (69%)
fti:%1
The t\vo weakest areas of performance on the CST in math \Vere:
Wea-lrnesses in Eleme11tal'V Math PeFfoFmanee 0n the-GS+

6-ffl.fle..± GwHl-e J G'>""fltle 4 GY.€itl-e ~
Algebra aHd Adeition, Statistics, Data estimation,
Functions (69%) Subtraction, Analysis and Percents and
Statistics, Data Multiplication Probability Factoring (59%)
and Probability and Division ~ Operations with
~ ~ Measurement Fractions ane
Algebra and and Geometry Decimals (64%)
FunctiOHS (64%) pq%)
70
To address Ulese-gaps in student learning, L WL is usinguses frequent data analysis to identify
students who are not mastering key content standards and then providing them with daily small
group re-teach lessons to support them in developing their skills and understanding.
L WL is working to develop students' ability to diagram word problems and go beyond just using
key words~ords to determine what to do to solve a problem. This is the result of our
observation that many students were becoming confused by -key----wef9skeywords, rather than
helped, since the words were sometimes hidden in a tricky sentence or context that required
background knowledge and grade level vocabulary skills in English. Furthermore, L WL is
working to help students develop the skills they need to solve problems in multiple ways and be
adept at justifying their thinking with multiple types of evidence.
SCIENCE
Goals
l:Wb'.sLearning Without Limits ' science program uses standards-based instruction to support
student mastery of grade level science standards. Goals include:
•!• All students will be able to demonstrate the rocess of scientific inguiry through
•!• Students will be instilled with a curiosity about the world around them that will foster a
lifelong interest in Science
•!• Students will be able to recognize the role of Science in the world and use that knowledge
to solve real world roblems
•!• Students will be able to use technology as a tool to strengthen Science learning
Curriculum
::r---AeLearning Without Limits' science curriculum in LWL's program is a mixture ofutilizes teacher-
developed standards based lessons, units , and arts and music integrated thematic units , and use
of tho Lawrence Hall of Scionco's curriculum, leveraging the Full Options Science System (FOSS)
kits and accompanying lessons. /\dditionally , from Lawrence Hall of Science. Arts and music
instruction is integrated wherever possible. Sup-12lemental resources include expository Science
texts. When the recommendations from the state suggest curriculum that aligns with the NGSS,
we will reevaluate whether another curriculum or supplemental rosourcosmaterials are tl-&0-9,
including tho use of non fiction (or expository) needed to su1mort students in science texts within
English Language /\rts (see.,_
See Appendix A-+Al 2.for a standards aligned science lesson).Foss Modules ConceQtual Map
Providin all students with hands-on science experiences that are aP.Qropriate to their co mtlve
stage of development and serve as a foundation for more advanced ideas is a central tenet in
LWL's science instruction at the elementa levels. Teachers use cooperative learning groups and
m_guiry-based learning to create a learning environment for all skill levels and learning styles.
Teachers develop science units grounded in core information texts and informational writing
about the topics students are exploring. Students develop and leverage their knowledge of
71
informational text structure to learn about the world around them. Students are taught explicitly to
access information throu h literac and research and find answers to guestions about the world.
L WL's science program is designed to developinspire students' curiosity about the world around
them while developing students ' mastery of key grade level content standards. Students will
construct their understanding of scientific concepts by engaging in hands-on scientific inquiry and
fieldwork, applying the scientific method to questions about the world around them, researching
related science topics in non fiction nonfiction texts and on the Internet, and writing research
reports based on their findings. Teachers Students will leverage their knowledge in science to
develop design engineering projects to solve a problem in the world around them. Teachers will
build students' scientific understanding by using FOSS kits as well as supplementary s _S_cience
lessons and materials. As more curricular materials are develo ed that ali n to the NGSS we will
research and consider acquiring such a curriculum.
Assessment
Students' mastery of key science standards i-swill be assessed through a combination of formative
and summative assessments that are standards-aligned and taken from the FOSS curriculum, as
well as science projects and research reports that are embedded in thematic projects. inquiry
ro ·ects from Science-related literac themes. Semester 12erformance assessments will monitor
student mastery of content standards and expose students to SBAC-like assessments.
Future Goals
-1::WbLearnin Without Limits seeks to further develop its science instruction so that it is inquiry-
based and within the context of thematic projects that feature arts and music integration. When
students learn science in the context of a thematic project and not as discrete content,
discom1ected from the world around them, it will enable them to develop deeper understanding of
content and make more meaningful com1ections.
L WL currently provides its teachers with extensive collaboration time, including time to plan
cross-curricular com1ections. As L WL takes next steps toward providing instruction in thematic
units, more collaborative opportunities will be provided for teachers to create thematic units to
further com1ect science instruction to real world application, and prepare students more
effectively by the end of fifth grade for a rigorous middle school program.
HISTORY-SOCIAL SCIENCE
Durin the course of the 2014-15 school ear LWL's Grade Level Leadershi Team met to
revise the social studies content students would learn over the course of their time at LWL to have
a shared intention regarding student ex12osure to social studies content during their K-5
ex12enence.
See A[!Pendix Al 3 for Unit Analysis and Social Studies
Goals
L WL's elementary history-social science program uses standards-based instruction to support
student mastery of grade level history-social science standards. We are in the process of
72
transitioning to the College, Career and Civic Life (C3) Framework for Social Studies Standards.
Goals include:
•!• Students will practice the key social science skills of historical empathy as well as
recognizing multiple perspectives
•!• Students will learn K-5 social studies and science content through a range of reading
expenence
Curriculum
The history-social science curriculum in LWL' s elementary program is a mixture of teacher-
developed standards-based lessons and arts thematic units that depend heavily on GLAD
strategies to support student understanding and develop students ' skills with organizing
information. LWL teachers use the district adopted textbook series Reflections and its
accompanying lessons, and other supplemental resources including historical fiction within
English Language Arts, internet resources and artifacts, photos, and primary source documents
(see Appendix/\ 8 for a standards based Social Science lesson). As we develop familiarity
with the C3 Framework, L WL students will study the social sciences by a) developing questions
and lannin in uiries b a1212lying disciplinary conce12ts and tools, c) evaluating sources and
using evidence, and d) communicating conclusions and taking informed action.

Strands such as geography, history, and government are covered each year and the content spirals
as students progress, increasing in complexity as they advance in years. Throughout our school
there is a focus on teaching multiple perspectives and the history of not just the celebrated leaders,
but also all the participants who helped bring about social change.
LWL' s history-social science program is designed to develop students' curiosity and awareness
about the world around them, both past and present, while developing students' mastery of key
grade level content standards. Students construct their understanding of historical themes, events,
and figures by engaging in historical role plays and research on history topics in RBR-
fi.e.t.ie.Rnonfiction texts and the Internet, reading and analyzing historical fiction, examining
artifacts and first-hand accounts, and writing research reports based on their findings . Teachers
build students' historical understanding and knowledge by using Harcourt's Reflections
curriculum as well as supplementary history lessons and materials from Internet resources, and
other sources.
Assessment
Students' mastery of key history-social science standards is assessed through a combination of
formative and summative assessments that are standards-aligned and taken from the Reflections
curriculum, as well as history projects and research reports that are embedded in classroom
instruction and include role plays.
Future Goals
LWL seeks to move its history-social science instruction more fully toward inquiry-based
instruction within the context of thematic projects. In addition, our work to consider which
standards should be taught deeply at which grade levels and which should be taught more quickly
is ongoing. This is part of an effort to make sure content is aligned and sequenced so as to
provide students wide breadth of knowledge over the course of their time at L WL, while depth
73
within each grade level allows students to engage meaningfully and deeply with a level of
complexity appropriate to the grade level. This is especially necessary in the area of social
science because the CST does not include a history social science test for elementary grades.
Absentgiven research by E.D. Hirsch that EJ.a.t.ademonstrates students content knowledge
significantly impacts reading comprehension and an accompanying California State Department
of Education Blueprint, teachers must prioritize together, in grade and cross grade level teams.
problem-solving ability.
ART, DRAMA and MUSIC INTEGRATION (VISUAL AND PERFORMING ARTS)

VISUAL AND PERFORMING ARTS
Goals
•:• Learnin Without Limit's enrichment rogram will develoR students beyond academic
skill building and support academic skill building. During the course of their time at
L WL students will be exposed to enrichment opportunities including visual arts, music
instruction, gardening, nutrition and building/ making opportunities. Visual arts and
musical instruction will be standards based. All enrichment areas will su ort
development of problem solving and critical thinking skills.
•:• LWL's elementary visual and performing arts program uses standards-based instruction in
arts and integration of arts and music into classroom instruction to support students in
meeting grade level visual and performing arts standards.
Curriculum
Art is both a discree t~ program and an integral part of every dayeveryday life at L WL. Students
have a SO-minute art class once a week with a designated art teacher. The program is designed to
increase students' understanding of visual art and drama in accordance with California state art
standards, as well as to build their confidence, self-esteem, and self-expression. Our artists are
taught to use multiple mediums such as watercolor, ceramics, collage, and digital media--fsee
Appendix A 9 for an arts scope and sequence and sample art lessons) ..:
Our school has a successful drum team and stepping crew that meets daily for morning practice
and performs for the school community weekly. The drum team exemplifies and is the public face
of our core values of perseverance and leadership. This modeling takes place within the school
a-fltlas well as out in the community.

L WL provides two models of art instruction to its students. The first is a skill-building art
instruction model that takes place during the primaryelementar teacher's preparation time and is
facilitated by an art teacher. The second is through arts integration. Both models use the
California State visual and perfonning arts standards as a vehicle to create and implement
curricula that is relevant and meaningful to students' lives, development, and experiences.
In the first model of skill building art instruction, the visual and performing arts standards are
used as a guide/framework to ensure that students are able to develop and refine their gross and
fine motor skills as well as have access and exposure to historical and cultural arts-related
knowledge. Most students receive an hour per week of this type of instruction.
74
In the second, Reader's Theatre and drama activities support students in public speaking as well
as speaking and reading with fluency and expression. In addition, teachers use art projects as
either the starting or ending point for reading, writing, history-social studies, and science projects.
We use GLAD-style pictorials, photographs, and other artistic representations of core content to
support vocabulary development particularly for our English Language learners. Our thematic
GLAD units include songs and chants taught to students by classroom teachers as well.
Assessment
The visual arts program at Learning VVithout Limits meets both state
Student artwork and national art standards. Furthermore , studentsstudent 2erformances are
encouraged to develop their creative thought process through a series of projects that allow for a
more open ended response .themselves the assessments. Student work iswill be assessed 4Hwe
primary ways. The first is through direct observation of student artwork, including a student's
development over time. The second means of assessment relates to student participation and
comprehensiontheir a12r:,lication of form and content taught. Students participate in discussions
regarding their own and classmates' work, as well as analyzing formal elements and themes in
multicultural works of art and connecting art to the themes of study. Together, these modes of
assessment take into account a student's artistic ability, as well as their comprehension and
enjoyment of the visual arts.
Future Goals
We seek to expand our arts integration so that art, music and drama permeate thematic units. \Ve
intend to become more proficient in planning and implementing inquiry based instruction within
the context of the arts and music integrated thematic projects so they are central to L'.VL's
history social studies instruction.
See Arm_endix Al 4 or a L WL Arts Units Overview
PHYSICAL EDUCATION, LHEALTH,LWELLNESS,----aooLLIFE SKILLS
Goals
LIJI/L's elementaryLeamin Without Limits' physical education program uses standards-based
instruction to support student mastery of grade level physical education standards. L WL ' s health,
wellness, and life skills program form the components of a Coordinated School Health Program
(CSHP) as outlined by the Center for Disease Control (CDC). Respectively, the program seeks
to: 1) systematically
•!• S stematicall provide students with increasingly sophisticated health related knowledge
aimed to motivate and support students to maintain and improve their health; 2) identify
and promote environmental factors that increase the 'Nell being of staff and students , and
identify and mitigate environmental factors that negatively effect the school community; 3)
develop emotional awareness , conflict resolution techniques, high self esteem and self
control.
•!• Identif and 12romote environmental factors that increase the wellbein of staff and
students and identif and miti ate environmental factors that ne ativel affect the school
community
•!• Develog emotional awareness, conflict resolution technigues hi h self-esteem and self-
control.
75
Curriculum:
Leaming Without Limits ' physical education program uses standards-based instruction to support
student masterY....Qf grade level Qhysical education standards. Physical education (PE) curriculum
in the elementary program is developed by L WL teachers and backwards planned from state
grade level physical education standards. L WL' s PE program is designed to build students' skills
and positive sportsmanship through both cooperative and competitive games. We provide daily
opportunities for students to practice the important components of health-related fitness: aerobic
capacity, muscular strength, muscular endurance and flexibility. The core curriculum comes from
PlaywWorks, whose coach runs biweekly standards-based PE classes and daily recess games.
Teachers provide the regular PE classes at least 3 times per week, in collaboration with the
Pla Works coach.
In the spirit of becoming a full-service community school, we provide dental and counseling
services to our students. Responsive Classroom and Second Step Violence Prevention programs
support the development of empathy and conflict resolution skills. We have begun a partnership
with Mindful Schools to teach children mindfulness, which helps with attending to task and
presentation. The county Harvest of the Month program and the Fresh Fruit and Vegetable
Program expose students to a wide variety of fruits and vegetables and uses for them. All teachers
supplement these programs with a wide array of their own life skills and wellness resources. All
fourth graders participate in the Too Good For Drugs program. Fifth graders participate in
puberty classes.
Instructional Strategies and Materials:

hW-bLeamin Without Limits teachers provide students with standards-based instruction in
physical education, health, and nutrition. The instruction may happen within the context of a unit
of instruction or independently of it. Instruction in these areas meets minimum requirements for
state: mandated instructional minutes. Students receive healthy snacks and nutrition education
through Harvest of the Month and through a partnership with Alameda County Nutrition, which
provides L WL students with a morning snack of fresh fruits and vegetables three times a week.
Our newly formed safety patrol supported by Champions for Change and Safe Routes to School
develops student leadership and models safe practices for travel to and from school.
The Physical Education 12rogram focuses on SQOrts-related activities and exercises to enhance
physical fitness as well as after-school sports programs. Students develoQ competency in a variety
of SQOrts techniques, develop motor skills and coordination, and learn different strategies for
different sports. The physical education program teaches students the essential skills for a variety
of sports, beginning with the motor skills necessary and then building on those skills with the
ultimate goal of students engaging in the sport itself. L WL includes the following in its physical
education program:
•!• Stretching
•!• Aerobic activity
•!• Explicit instruction of skills outlined in CA rade-level content standards with
Qtmortunities to practice and apply these skills in authentic way_§__{ e.g., during a soccer
unit, basketball unit, etc.)
76
•!• Explicit instruction of vocabulary (e .g., "dribbling," "foul," etc.) with opportunities to
practice and apply these words in authentic ways
•!• Incorporation of explicit strategies to build students' collaboration skills and
sportsmanship
•:• Explicit focus on develo in a healthier bod e.g., through goal-setting, readings on
health/nutrition etc.
•!• Developing skills and strategies to both recognize the signs and reduce the effects of stress
on the ghysical body
EFC believes that competency and excellence in athletics can lead to confidence and mental well-
being in life, and that team sports instill dedication and a sense of working for the collective good.
The pbysical education program therefore focuses on im rovin the h sical and mental health of
the students as well as on building an understanding of and ai:mreciation for collaboration and
shared outcomes through structured recreational activities.
In addition to PE instruction all L WL students will be provided with structured activities during
mornin and lunch recesses. Organized sports activities such as dance, running club or basketball
will be provided as an option for after school activities .
PE class will also assist students in reco nizin the value of h sical activi for health
enjoyment, challenge, self-expression and social interaction. Additionally, many teachers use
cooperative learning games to facilitate collaborative skills and positive sportsmanship. Students
will engage in cooperative 12lay that reguires 12roblem solving, decision-making, and game
strategies. Students will be given opportunities to develop leadershiQ skills while risk-taking
within the safe environment of team activities. In addition character education traits such as
following rules, knowing eguipment safety procedures, respect for others, sportsmanship, and
self-discipline will be reinforced. The topic of bullying will also be addressed during PE class
through the establishment of a 12ositive school culture, developing a sense of personal
resgonsibility for school climate, norms against bullying, and respect for diversity.
Assessment
Currently, LWLLearning Without Limits students arewill be assessed by the President's Physical
Fitness test in fi.fi 1h grade.
See Appendix A 15 for L WL 's PE Units Overview
Future Goals
Given the current obesity epidemic in the United States and the alarming rate of childhood
diabetes, the physical fitness, overall health, and understanding of nutrition by L WL students and
their families is an area of the LWL curriculum to be strengthened. LWL is interested in
accessing more of the nation's best practices around the integration of health, nutrition, and
fitness curricula and how to deliver this content to students and their families.
SOCIAL AND EMOTIONAL LEARNING
77
t:W-J::--'.sLeaming Without Limits' social and emotional learning program supports the development
of leaders with emotional intelligence who are able to resolve conflicts peacefully, demonstrate
empathy, and use interpersonal skill to enlist others in working together toward common larger
goals. The Collaborative for Academic, Social, and Emotional Leaming (CASEL) advocates for
the followin skills in terms of SEL:
•:• Self-awareness: The ability to accurately recognize one's emotions and thoughts and their
influence on behavior. This includes accurately assessing one's strengths and limitations,
taking responsibility for one's own actions, and possessing a well-grounded sense of
confidence and optimism and maintaining the strength of character needed to make choices
that may be unpopular, to avoid succumbing to negative peer pressure, and to counter bias.
•:• Self-management: The ability to regulate one's emotions, thoughts, and behaviors
effectively in different situations. This includes managing stress, controlling impulses,
persevering through challenging situations, and displaying motivation to set, and work
towards achieving personal and academic goals.
•:• Social awareness: The abili to take the ers ective of and empathize with others from
diverse backgrounds and cultures, to understand ethical norms for behavior, and to
recognize family, school, and community resources and supports. Additionally, to treat
others with respect and demonstrate tolerance and appreciation for others' differences,
whether cultural lin uistic socio-economic or ersonal.
•:• Relationship skills (interpersonal skills): The ability to establish and maintain healthy and
rewarding relationships with diverse individuals and groups. This includes communicating
clearly, listening actively, and cooperating, resisting inappropriate social pressure,
negotiating conflict constructively, and seeking and offering help when needed.
•:• Responsible decision-making: The ability to make constructive and res ectful choices
about ersonal behavior and social interactions based on consideration of ethical standards
safety concerns, social norms, the realistic evaluation of conseguences of various actions,
and the well-bein of self and others. This includes consistent! demonstrate honest and
integrity in all situations
Curriculum
LWL explicitly builds students' social-emotional competencies using Responsive Classroom-,a
and Toolbox. Res onsive Classroom and Toolbox are formal program~ designed to build
classroom communities. Responsive Classroom is a research-based approach to decreasing
problem behaviors in the classroom by explicitly teaching social skills and therefore increasing
time on task. LI/I/L's use of Responsive Classroom Toolbox includes a set of skills and practices
that im act the consciousness a enc and well-bein of children as well as their teachers and
parents- it helps children build resilience, self-mastery, and empathy for others. L WL ' s use of
Responsive Classroom, Toolbox, Vision Statement, CLAP, Second Step, Interactive Modeling,
Love and Logic, and our small school size emphasize on relationship development and
maintenance.
See A pendix A 16 fo r Toolbox Key Principles and Appendix Al 7 fo r Responsive Classroom

Alzproach
78
Our schoolThe students at Leaming Without Limits have several factors in their lives outside of
school that create stress-high unemployment and violence in the neighborhood, ove and the
transient nature of the population, just to name a few. This stress has significant effects on
academic achievement and emotional wellbeing. The majority of students in the Fruitvale have
historically not been successful once they reach middle and high school. The team also concluded
that althou h the school was providing effective Tier 1 behavioral and academic suRports (as
outlined above), the social-emotional supports in Tier 1 were lacking. As part of teaching the
whole child the team decided that LWL should be ex12licitly teaching social-emotional skills, in
particular, strategies to deal with stress and to provide students with the ability to be resilient and
successful, particularly outside of school and in the long-term. We want to build the capacity of
our students and families to create safety outside of the school walls, and to give them strategies
to build rit and resilience so the can cope with the daily challenges in their lives. Furthermore,
the key 21st century skills of collaboration, communication, flexibility and critical thinking are
closely aligned with social-emotional skills of self and social awareness, as well as relationship
skills.
Paul Tough, in his book How Students Succeed, outlines how stress, especially at the very early
ages of 2-5, can have a profound effect on a student's life, both academically and socio-
emotionally. In fact, many studies have indicated that stress especially at an earlY....§: e is one of
the Jar est im ediments to success. Youn children are exposed to situations and experiences that
are profoundly disturbing, which they do not understand and cannot process, but which have a
long-term effect on their well-being and success. Other studies have shown that they can actually
see the Rh sical effects of stress in children includin in their brain waves and blood work.
Althou h Leamin Without Limits has provided a safe and welcoming glace for students, the
students in the Fruitvale experience hi h levels of stress outside of school includin violence and
crime. Additionally, since 92% of students at L WL are low-income, our students face the stress
and effects of poverty daily, including food and housing insecurity. As such, we believe that it is
important to teach students strategies for resilience at a very early age.
Recent! research has raven that ·ust as there is Maslow's hierarch of needs there is also a
hierarchy of learning needs, with mindsets, learning strategies and habits coming before high
guality instruction. First and foremost, there is the Growth Mindset, popularized b Carol Dweck
at Stanford Universi :
Students with a rowth mindset realize that their abilities to think and do are a result o ·
their R_ast behaviors. The see e ·art as what makes eople smart, they are motivated to
focus on continued growth, and theYJ2.ersist in the ace o setbacks. On the other hand
when students see intelligence or abilities as fixed, they see e([ort as something only
incapable people need, they shy away from challenge, and they disengage when things get
hard. 15
For students to engage in rigorous, 21st century work, they must have the ability to persevere, and
to work hard-to complete their work and to not give up, even when presented with challenges.
15
Mueller and Dweck, 1998
79
These academic struggles mirror the challenges that our students see in everyday life; even when
their personal lives are difficult, they must get up every day and go to school, ready to learn.
Other ke mindsets for success include a sense ofbelon ing in the community, a belief that
16
students can succeed and an understanding that their work is relevant. Our focus on
multidisci lina learnin aims to focus on the mindset of relevance. School culture a stron
sense of community and teacher coaching will focus on the other mindsets.
The key learning habits are a mix of both the 21 st century skills of collaboration, creativity,
critical thinking and communication as well as the key social and emotional skills of self-
awareness, self-management, and social awareness detailed below. Essentially, "we must teach
kids how to learn," including how to learn independently and collaboratively, as well as what to
do when they have not mastered a skill or content. 17 Both multidisciplinary learning and the
increased rigor that occurs with the transition to the Common Core will aid in this goal. Finally,
the explicit teaching of social-emotional learning (SEL) content and skills, which we detail below,
will enable students to learn ke learnin habits. It is also im ortant to note that we believe that
these skills are im12ortant for all students to show long-term success, and not just those that are
stru gg_lj__rrg_,
L WL has adopted the daily morning meeting so that children can start the day feeling loved and
cared about, and so that they can bring their full selves to school. We have also adopted
energizers, "take a break", and interactive modeling, which have significantly reduced
disruptions. Students are given the tools to evaluate a situation, problem-solve and resolve
conflicts, and take responsibility for their own and their community's learning.
The vision statement recited every day at our school-wide morning meeting gives students a sense
of pride and a daily reminder of who they are becoming. The interactive modeling we do in every
classroom and in non-classroom settings helps students learn the expectations we hold for them.
Small school size and class size facilitate the building of strong relationships between adults and
students at the school. We invest time and energy into building deep relationships with our
students to support them in feeling safe, significant and a sense of belonging at school.
Assessment
Upper grades students participate in the California Healthy Kids Survey as directed by local
entities.
The school plans to assess the effectiveness of the SEL curriculum by collecting SCAI survey
data from students facul and families as well as longitudinal data from our graduates on
success. We have developed a rubric for our CLAP values that we use to communicate the
meaning of these values, and reward students who exhibit caring, leadership, achievement and
perseverance (see Appendix A 1 for the CLAP rubric).
See A l [or the CLAP poster and rubric
16
Briceno , E. "Mindsets and Student Agency ," UnBoxed, 2013.
http://www .hightechhigh.org/unboxed/issue10/mindsets and student agency contributors
17
Briceno, 2013
80
Future Goals
Because we have identified that our students struggle with social situations in middle school that
distract them from school work, we've begun working on the issue in LWL' s elementary
classrooms. In 4th and 5th grades we will use drama to help students role play challenging
situations they may encounter in middle school and help them strategize ways to manage these
situations. We hope that through drama, we can help students understand and access the 'codes'
of power, and practice code-switching between mannerisms, rhythms of speech, etc. that are
useful in different contexts. Drama allows students to try on new body movements and patterns
of speech without giving up cultural identity. We also believe the use of drama will be an
effective outlet for students to express emotion, contributing to the development of an
emotionally intelligent school culture.
While we have developed a rubric for the CLAP values, we intend to further integrate the use of
this tool into the life of the school.
TECHNOLOGY
BLENDED LEARNING
Goals
Leaming Without Limits uses a suite of adaptive software and other computer based programs to
personalize instruction so students are engaged in material within their respective ZPD's. In
grades 2-5 students have 1-1 Chromebooks to sup ort this rocess. We also use internet based
tools to su ort students as creators desi ners and s nthesizers of ideas. LWL ' s elementary
technology program teaches students to begin using technology to effectively communicate,
collaborate, and conduct research. This includes using computers to inspire and motivate
students and to supplement what they are learning in other classes , 1Nhile developing computer
skills. Finally, sinceINCE keyboarding is a fundamental computer skill, LWL seeks student
mastery of keyboarding skills. For the most part, technology instruction in the elementary
program is incorporated into the work the teacher is doing in the classroom.
In lieu of state technology standards L WL uses two sources to identify technology goals, the
International Society for Technology in Education and the federal government 's National
Educational Technology Education Standards (NETS) 2010. The NETS stresses preparing
students "to learn throughout their lives in settings far beyond classrooms." L WL' s technology
curriculum teaches NETS standards 1-6; students use technology to: enhance learning, increase
productivity and promote creativity; to locate, evaluate, and collect information from a variety of
sources; and to exhibit legal and ethical behaviors when using information and technology, and
discuss consequences of misuse.
Curriculum
Teachers in all grades, kindergarten through fifth grade, use computers in the classroom to
support student learning of core subjects. In kindergarten and first grade, computers are used
regularly during workshop time, so that students may use programs like Starfall, a phonics
instruction program. In second through fifth grades, computers are used regularly for Internet
research, taking Accelerated Reader quizzes (which demonstrate reading comprehension of
leveled books), typing up stories and essays, and for use of intervention software in English
81
Language Arts and math. In the upper grades, students learn to use technology to create visual
representations of ideas and stories using programs such as ComicLifoComic Li&_.

Teachers provide basic computer instruction through modeling the use of computers and direct
instruction regarding use of the basic components of computers - use of mouse, keyboard,
opening and closing of windows. Teachers generally provide this support in small group
instruction. Some teachers have begun to use iP ADs to support students' independent practice
during workshop time during both English Language Arts and Mathematics instruction.
Assessment
Assessment of technology use is done largely through observation and verbal feedback is
provided to support student development of basic computer skills.
Future Goals
LWL seeks to increase student and teacher collaboration using technology tools. This includes
leveraging technological advances to improve our use of technology in teaching the core
curriculum. This includes extending the technology curriculum to support student collaboration
with each other and with other students around the world. Such opportunities support deepening
cultural understanding and global awareness. L WL also hopes to leverage advances in
technology that allow students to gain and practice skills independently or with peers so that
precious teacher-student time can be used more strategically to ensure students learn skills that
cannot be gained through interaction with technology. Phonics practice using Star/all and the
increasing use of iPads for independent practice are indicative of potential future uses of
technology in the classroom.
KEY L\VL PRACTICE 2: Balanced Literac
ENGLISH LANG UAC E ARTS

Learnin Without Limits follows a balanced literac ~ 1wroach to instruction, which combines
instruction in explicit phonics and word study, shared and close reading with social science and
science content integration, guided reading and book clubs, explicit, sup12lemental ELD
instruction, and writing workshoQ.
Goals
As mentioned The research of Snow et al. states that ade uate 12rogress in Key Practice 1, LVVL's
elementarylearnin to read English Language Arts (ELA)(or any al12habetic language) depends on
18
students:
• Understanding the structure of spoken words
• Having a working understanding of how sounds and words are represented alphabetically
• Ex12osure to frequent, regular s12elling-sound relationships
• Sufficientl racticin readin to achieve fluenc with different kinds of texts
• Having sufficient background knowledge and vocabulary to render written texts
meaningful and interesting
18
Snow 1998.
82
• Gaining control over procedures for monitoring comprehension and repairing
misunderstandin s
• Continuing interest and motivation to read for a variety of purposes
• Using reading to obtain meaning from text
• Having frequent and intensive opportunities to read and write
19
Fitzgerald identifies three principles of a balanced literacy apgroach:
• First, teachers develop students' skills knowledge, including decoding skills, their strategy
knowledge for com2rehension and res12onding to literature, and their affective knowledge,
including nurturing students' love for reading.,_
• Second, teachers integrate instructional approaches that are seemingly oppositional such
as honics instruction and readin workshoQ. Effective teachers blend Rers12ectives to
20
strategically balance a variety of methods and contents , rather than strictly adheringj_Q
one perspective or another.
• Third students read a variet of readin materials from trade books to leveled books with
controlled vocabular and basal readin textbooks.
L WL's balanced literacy program-HSe-S, which combines ex12licit teaching of phonemic
awareness honics and spelling, as well as differentiated guided reading, standards-ba-see
instruction to support student mastery of grade level English Language Arts standards. aligned
Readin Worksho mini lessons, content-integrated shared reading_(TK-2) and close reading (2-
5), and multiple opportunities for writing, ensures that students are well on the path to reading
proficiently. The end goal of our balanced literacy program is to develop lifelong readers and
21
writers. SimJ2.ly_put, we aim to e9.!:!.i_p students with the specific literacy skills that will allow
them to be successful in middle school , high school, college and career.
Curriculum
L WL's balanced literacy model is designed to address students' targeted needs through small
group guided reading using instructional level text, continually building their skills to reach grade
level standards. LWL's balanced literacy program ensures those who are not at grade level have
access to grade level text through the use of the anthology, read aloud, and anchor texts. +he
instructional structures come from LVVL's partnership in the PALS program. Additional tools and
resources include:
•!• Scholastic Leveled libraries in every classroom

•!• Open Com1 Reading
•!• Strategies that Work, Harvey & Goudvis
•!• Reading with Meaning, Miller
•!• The Art of Teaching Reading, Calkins
•!• Guiding Readers and Writers Grades 3-6, Fountas & Pinnell
19
Fitzgerald 1999.
20
Baumann Hoffman Moon & Duff -Hester 1998· Duff 1991 · Wharton-MacDonald Pressle
& Mistretta 1997
21
Baumann & Ive 1997· Mclnt re & Pressley, 1996; Speigel , 1998; Strickland , 1994/1995;
Weaver 1998
83
•:• Literacy Work Stations, Making Literacy Centers Work, Diller
•:• Practice With Purpose, Literacy Work Station Grades 3-6, Diller
•:• GLAD Tools Created and Accumulated by Teachers
• Planning tools adapted from Insight Educational Group

LWL's elementary program uses a balanced approach to reading instruction. This involves takes a
systematic approach that includes assessment-based instruction, phonological and phonemic
instruction. Instructional decisions about different aspects of reading depend on what weight the
content standards at a particular grade require. deve lo mental readin continuum. For example, in
early grades, phonics instructioncreating a self-extending system that balances all three cueing
_§)'.stems is most significant, while in later grades, word studystudents focus their learning on
critical thinking and the use of a multisyllabic routine is significant.
deep comprehension. L WL' s instructional methods have evolved significantly and in
stages. L WL has maintained practices that proved effective, such as fluency practice and
ensuring students have access to grade level text, while coupling it with the PALS program. See
th 06 ha rt b e I91,v:use o f comp 1ex t ex.
t
I 200'7 08 2008 09 2009 10 1010 11 ion 12
E-bA Fluency Fluency to Increasing time Gontinue Differentiated
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at Je•,zel and using ReaEling
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84
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Explicit
When referring to a balanced literacy Rrogram, it is important to define the Core Instructional
ComQ_onents:
• Interaction with Comolex Text
0 Read Aloud
0 Shared Reading
0 Close Reading
• Phonemic Awareness, Phonics, and Word Study
0 Phonemic Awareness
0 Phonics
85
o Word Study
o Vocabular
• Differentiated Reading Instruction of Comprehension Strategies
2.__Gw=Guided reading (K-2)
o Book clubs (3-8)
o Literacy centers
• Writing
o Whole class mini lessons
o Interactive writing
o Writing workshop
Development of Phonemic Awareness and Phonics Instruction: Explicit Direct Instruction

Word Study Instruction
Phonemic awareness and phonics instruction couples whole group comprehension skills and
strategyare critical initial building blocks to decoding words (NRP 2000, Hulme et al. 2002,
Adams 1990). The National Reading Panel (2000) found that phonemic awareness instruction
using grade level shared text (usually from an Open Court Reading anthology) with small group
guided practice using text at students' " .. . exerted strong and significant effects on Reading and
~pelling development." Learnin Without Limits teachers will use curriculum such as the Core
Knowled e lessons to ex licitl teach the sounds letters make and create o _portunities for
them and mani ulate those sounds. Students eng~ge in
honeme isolation i::,honeme deletion and addition se mentin rhyming, and blending phonemes
as some instructional level. This allows all students access to grade level text as well as the
opportunity to practice standards based skills at their appropriate level. 1Nhole groupactivities
that develoQ phonemic awareness .
Systematic phonics instruction utilizes the transactional strategy instruction model that releases
the strategies and skills to was identified by the student after teachers have modeled and
provided explicit National Reading Panel as an essential component of reading instruction.
Connecting the sounds, or phonemes, to the SRellings is the goal of phonics instruction. Through
this model .phonics instruction and morphology students often •.vorl< •.vith culturally relevant , high
interest textleam that the spellings in English are predictable and logical with only 4 percent of
words being true oddities (Moats 2000). As students are explicitly taught the sound spelling
c01Tes12ondences the 12ractice decoding in controlled text or decodables (Blachman 2004,
Sha itz . These texts ensure that on] the sound s ellin s students have learned are in the text
so students are able to systematically practice what they have learned through a1212lication in text.
Both Rhonemic awareness instruction and honics instruction rel heavil on the ex12licit direct
instruction model of teaching. The direct instruction model gradually releases the cognitive
responsibility to students, which helps foster student engagement. (seewe colloguially refer to
as "I do we do ou do." Teachers introduce content and model for students. Throu ha radual
release of res12onsibility, students com12lete guided 12ractice and independent practice. As is best
12ractice in differentiated classrooms students who need more su12,12ort either in the form of
reteaching or guided practice work in a small rou with the teacher while other students
complete their inde12endent work.
L WL will continue instruction on ex honics and word stud along a continuum.
86
In K-1 we teach explicit phonemic awareness. In K-2 we teach explicit phonics, differentiating
instruction as needed. In 3-5, we embed phonics lessons as needed in guided reading lessons, and
engage students in word study. We anticipate using a blend ofresources such as the Words Their
Way toolkit, Core Knowledge, SIPPS, and SIPPs Plus to support instruction in this area. EFC's
Kil Dia nostic informed b the Basic Phonics Skills Test BPSTIII Concepts About Print, and
Primary Spelling Inventory (PSI) will enable teachers to differentiate early reading and phonics
instruction and monitor progress.
In rades 3-5 students at L WL will move from ex licit honics instruction to word stud m
which teachers provide students with opportunities to investigate and understand the patterns in
words. Students learn that spelling patterns exist, such as syllable patterns, affixes, and Greek and
Latin roots and that these 12attems help to explain how to s12ell read write, and understand
words. It also develops students' abilities in phonics, word recognition, and vocabulary. 22 Word
stud is also desi ned to build word knowled e that can be a122lied to both reading and s12elling. 23
See Appendix /\ 4 for a Al8 or Phonics Instructional Framework Overview and Agpendix A19
and Ar212_endix A20 for sample literacy block plan).Qhonics curricular sco12.e and sequences
Shared Reading and Close Reading

Proficient readers construct meaning from text. The act of constructing meaning is:
• Interactive - it involves not just the reader but also the text and the context in which
24
reading takes Rlace
• Strate ic - readers have Qurposes for their reading and use a variety of strategies and
skills as they construct meaning 25
• Ada2table - readers chan e the strate ies the use as the read different kinds of text or
as they read for different purposes 26
To ensure that all students at L WL meet these criteria for roficienc
work developed through its initial augmentation of the Open Court curriculum to desi n and teach
content-integrated thematic units. These units aim to deliver the content outlined by the California
History-Social Science Content Standards and the Next Generation Science Standards, provide
QpQortunity for high-level academic discourse in speaking and writing, integrate sum:1orts for
English Learners (more on this in the ELD section below), engage all students with complex,
ade level texts and address the Common Core standards in ELA.
These units incorporate the use of close reading to give students access to complex, grade-level
texts and to teach students how to engage in deeQ studx of information from text all of which are
key components of the ELA CCSS. Specifically, in grades TK-2, much of the text will be
delivered throu h shared reading experiences where the teacher and students read the text
to ether until the students are able to read po1iions independently, whereas in grades 3-5 the onus
22
Baker 2000.
23
Henderson 1992· Zutell 1998.
24
Heilman, Blair, and Rupley , 1998
25
Baker and Brown 1984
26
Dole et al. 1991
87
of reading is more firmly on the students. In all grades, text dependent questions that strategically
increase in co nitive demand will teach students to close read and ound their learnin in texts .
Differentiation and Acceleration through Guided Readin .

Reading instruction at L WL is centered around guided reading groups. Guided reading texts are
matched to a student's instructional level and cover various enres. The focus of the small roup
instruction, is continually moving students to the next instructional level to meet or exceed
standards. Reading texts for guided reading or grade level whole group comprehension instruction
are selected based on how well the text illustrates, or allows students to am~ly a certain ELA
standard. Students meet in small groups multiple times a week to work with text and practice
responding appropriately to literature, based on state standards. This ensures students are working
in their Zone of Proximal Development (Vygotsky) and provides the teacher regular formative
assessment data to inform ongoing lessons. All teachers use the Scholastic Guided Reading
library to implement uided readin and utilize runnin records as art of the Developmental
Reading Assessment (DRA) to track growth and progress.
See Appendix A2 l or L WL Guidance on Guided Readin
Guided reading, in which teachers work with small groups of students at their instructional
reading level, is an essential practice that supports struggling students and promotes equity.. .,
During this instructional time, teachers bring a small group of students (4-6) together who read at
a similar level and need to focus on a similar skill set. The flexible grou12ing_provides readers the
opportunity to develo12 systems of strategic actions for processing increasingly challenging texts.
During the lesson, teachers provide feedback and coaching to students as they attempt to apply
strate ies to com rehend text which has been carefull chosen to be sli htl above their
inde endent readin level. Graduall teachers ive students more and more responsibility for
performing strategies independently and evaluating their own performance. 27 The ability to
differentiate based on students' readin proficiency and to match text and reader and task
provides powerful tools to accelerate reading proficiency levels.
In lannin for each lesson the teacher anal zes individual DRA data and identifies atterns
across students to determine similar reader needs. Teacher uses this data to determine teachin
points (the teaching point is the focus of the Guided Reading lesson). The teacher also notes
individual student needs to address durin individual conferences this might be something only 1
or 2 students needs su1212ort with). Additionally, they might administer a running record to gauge
student progress towards the lesson goal.
According to Irene Fountas and Gay Su Pinnell, during guided readin "some students will work
on very basic reading skills such as word analysis and comprehending simple texts" while other
students may be working on more advanced reading skills and strategies with increasingly
27
J Pearson and Dole 1987
88
challenging texts. In addition, "all students need instructional support so they can expand their
28
competence across a ITTeater variety of increasingly challenging texts."
Teachers at LWL are using a blended model from Great Habits, Great Readers, Fountas and
Pinnell's Guided Reading, Reading Recove1y, and Jan Richardson 's Next Step in Guided Reading
as the framework for lannin and delivering differentiated reading instruction. Guided reading at
L WL is supported by leveled libraries that span all levels and genres, such as those provided by
Scholastic and Son Lake Books. We will continue to assess and PIQgress monitor via the
Developmental Reading Assessment (DRA2).
See Appendix A22 for EFC Guided Reading Overview, Appendix A23 fo r a sample Guided
Reading Checklist and Rubric and A 12endix A24 or a sample Guided Reading Planning Tool.
Opportunities to Practice Reading

Students have ample opportunity to work in small groups , with partners, and independently to
practice reading ski lls throughout the day. At all grade levels, students read books matched to
their independent reading level and interest during a sustained reading time to promote reading
for pleasure. To support this, all classrooms have a wide selection of text for students to choose
from , including books organized by genre, topic and reading level. During guided reading
instruction, students are paired with reading material targeted to their instructional level and are
supported through a gradual release of responsibility to assume control over novel features of
challenging text. As lea rned through the Guided Language Acquisition Design (GLAD) mod el ,
'Ne know tha t a ll students, in particular our English Language Learners , learn best us in g the I
do/we do/you do format (i.e . gradual release of responsibility) . Additionally , students practice
reading for fluency or automaticity daily.
Word Study Explicit Comprehension Instruction: Transactional Strategy Instruction

Our K 2 teachers use the Open Court Reading program as the foundation for their phonemic
av1areness, phonics, and vocabulary standards based instruction. However, we have made some
modifications to the sequence of instruction to better meet the needs of our students. For
example, in first grade, phonics instruction is largely tied to skills in the order presented on the
Basic Phonics Skills Test (BPST). They also use Words Their Way for letter/sound sorts, word
work, and phonics games. Students receive additional differentiated phonics instruction and
reading fluency instruction in small group instruction.
Our 3 5* grade teachers use Open Court's "Green Section" as a resource to teach the \Verd
analysis standards. In addition, we explicitly teach affixes and etymology as the core of
vocabulary development. Our \Verd study blocks are standards based and data driven aimed
towards giving students tools to attack unknovm \Vords on their own. For example, the SIPPS
curriculum is used to help students dissect m11lti syllabic words into component parts. \Ve 'dSe
numerous assessment tools like the Bas ic Phonics Skills Test (BPST) and the Irregular Word Test
(IWT) and DIBELS measures to inform instruction and to monitor student progress (see
Appendix A 4 for sample phonics and phonemic awareness lesson)
28
Fountas and Pinnell. Guided readin : Good first teachin for all children. Portsmith :
Heinemann 1996.
89
Guided Reading
Reading instruction is centered around guided reading groups. Guided reading texts are matched
to a student's instructional level and cover various genres . State standards drive the focus of the
small group instruction, continually moving students to the next instructional level to meet or
exceed the state standards. Reading texts for guided reading or grade level whole group
comprehension instruction are selected based on how well the text illustrates, or lets students
apply a certain ELA standard. Students meet in small groups multiple times a \veek to work \Vith
text and practice responding appropriately to literature based on state standards. This ensures
students are •.vorking in their Zone of Proximal Development (Vygotsky) and provides the teacher
regular fonnative assessment data to inform ongoing lessons. All teachers use the Scholastic
Guided Reading library to implement guided reading and utilize nmning records as part of the
Developmental Reading Assessment (ORA) to track grov,th and progress.
Wrilers WorkshflfJ
Students are provided frequent opportunities to write for authentic purposes through journaling,
topical investigations and personal narrative writing . In addition, on going writing projects are
organized by grade level and are designed to emphasize strategy and skill standards while
simultaneously reinforcing students' experiential understanding of the writing process. Students
also regularly respond to prompts in order to support their ability to write \veil for various
contexts. \Vhile students are \vriting, teachers meet with individual students or groups of students
to provide feedback and present minl lessons. The teacher also provides strategic whole class
mini lessons that support students' ability to write independently. During the individual
meetings, the teacher carefully tracks and monitors student growth and uses that data to inform
lesson planning so the child receives the next strategic lesson to move his/her \vriting forward.
Hybrid LiteraGyOur reading instruction couples whole group comprehension skills and strategy
instruction using grade-level shared text with small group guided practice using text at students'
instructional level. This allows all students access to rade-level text as well as the o ortunity to
practice standards-based skills at their appropriate level. Whole group instruction utilizes the
gradual release ofresponsibility strategy instruction model that releases the strategies and skills to
the student after teachers have modeled and provided explicit instruction. Through this model ,
students often work with cultural! relevant hi h-interest text which helps foster student
engagement.
Comprehension is" .. .intentional thinking during which meaning is constructed through

interactions between text and reader" (Harris & Hodges, 1995). Using the transactional strategy
instruction model, teachers increase students' ability to independently apply the strategies and
skills as they become more fluent readers. Students' ability to build independence is critical to
their ongoing achievement. All the decoding and fluency skills are the foundation for
com rehension the ultimate oal ofreadin . Teachers utilize various instructional desi ns to
explicitly teach students the strategies and skills that research shows good readers have. For
instance, when reading the selection, teachers model the metacognitive reading strategies and then
have students use those strategies themselves to better understand the text with which they are
interacting.
90
Vocabulary instruction is foundational to students ' ability to comprehend text. When students
struggle with the meaning of words in the text and have no strategies for determining what they
mean, comprehending the text becomes limited. Students need both explicit instruction in specific
word meaning, as well as effective strategies to attack unfamiliar words. 29 Students need explicit
instruction in the various tiers of vocabula ,'__,__Qarticularly academic vocabulary that have
eneralizable uses across disciplines (tier 2 words). 30 As with instruction of comprehension
strategies, vocabulary strategies are effectively taught using the transactional strategy model, on
which the instructor raduall releases more of the res onsibilit of em lo in a articular
strategy to the students.
Over the past several decades, research has repeatedly identified vocabulary knowledge as a
critical and powerful factor underlying language and literacy_proficienc:x includin disciplinary
literacy. 31 Explicit and strategic teaching of vocabulary as well as pre-teaching vocabulary prior
to students readin a text SUQports deep reading comprehension, as well as writing 12roficiency.
Biemiller and Boote found that while re-readin stories im roved students ' understanding of
word meanin s b 12% an additional 10% ain occurred when word ex lanations were tau ht
directly during the reading of the storybook. This research suggests that teachers introduce more
rather than fewer word meanin s during read-alouds, stating that increasing the oral vocabulary of
TK- 2 students by 400 word meanings per year leads to increased reading proficiency.
Nash and Snowling's research found that using a contextual approach to instruction produced
eater vocabular ains than lessons that em hasized learnin word definitions alone.
Additionally, application and extension activities that allow students to use the new words
increase learning and vocabulary acf:juisition. Furthermore, scaffolding questions, that is, moving
from low-demand questions to high-demand questions along Bloom's taxonomy, promotes
reater ains in word leamin .3 2
To respond to the implications of this research, teachers at LWL will begin to em lo and
enhance Marzano's six-step process to provide direct instruction on tier 2 words that are critical to
new content for the most powerful learning. The six ste12s include 33 :
1. Provide a description, explanation, or example of the new term. Teachers model and
explicitly define the new word.
2. Ask students to restate the descri tion explanation, or example in their own words.
3. Ask students to construct a picture, symbol, or graphic re12resentin the term or phrase.
4. Engage students periodically in activities that help them add to their knowledge of the
terms in their notebooks.
29
Biemiller 2000
30
Beck McKeown Kucan 2002
31
Graves 1986· Chall Jacobs & Baldwin 1990· Beck & McKeown 1991 · Hart & Risle , 1995;
Blachowicz & Fisher 2000· Baumann Kameenui & Ash 2003· Bowers & Kirb 2009· Carlisle
201 o· Mccutchen & Lo an 2011
32
Blewitt, Rump , Shealy, & Cook , 2009
33
Marzano R. J. & Pickering D. J., Building Academic Vocabulary: Teacher's Manual.
Alexandria, VA: ASCD, 2005.
91
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that allow them to play with terms.
In Kinder classrooms teachers and instructional tutors will also utilize dialo and
~eated read alouds for vocabula instruction.
See AJ212.endix A25 {gr a Comprehensive A12.proach to Vocabulary Instruction, by Marzano
Content Integrated Reading

In order to increase social science and science content instruction, the ELA program will strive to
integrate specific history, science texts via the thematic and multidisciplinary units described
below. In grades 3-5, teachers will implement close reading strategies, as promoted by the
Common Core. During these structures, students engage in deliberate deep readin and anal sis
of com12lex text, using 12eer discussion and teacher questioning to think criticall and ex ress
ideas in speaking and writing. Additionally resources such as the CIA Units o Stud develo ed
by Sarah Collinge, Beers and Probst's Note and Notice framework, and Pam Allyn's Core Ready
will provide our 3-5 teachers with explicit lessons and strategies to support these thematic units.
Research shows that throu hout the earl rades readin curricula should include explicit
instruction on strategies such as summarizing the main idea, predicting events and outcomes of
upcoming text, drawing inferences, and monitoring for coherence and misunderstandings. 34
Research b Barton and Billme er su ports this, showing that "effective readers are strate ic.
They make predictions, organize information, and interact with text. They evaluate the ideas they
are reading about in light of what they already know." 35 Additionally, "good readers of all ages
engage in conscious, active comprehension strategies before, during, and after reading." 36 The
oal of LWL' s inte rated units is to ensure all students are deep, strategic readers.
See Appendix A26 for a sample Content Integrated Reading Unit
Fluency: ExJl_/icit Instruction and Practice through Re[!_eated Reading

"Fluenc it seems serves as a brid e between word reco nition and com rehension. Because
fluent readers are able to identi words accurately and automatically, they can focus most of their
attention on comprehension ... " 37
In order to be stron readers students must read fluent!

accuracy, automaticity, and rosod . Students who read accuratel are able to read with minimal
errors. Students with automaticit s end ver little mental effort on decodin and can attend to
content. They !Vpically are reading at a grade level ap_Qropriate rate. Students who read with
rosod read with ex ression that demonstrates com rehension of the text and are able to chunk
unfamiliar text appropriately based on syntax and semantics. Leaming Without Limits teachers
will ensure that all three readin com onents are taught and practiced.
34
Snow et al. 1998
35
Barton & Billme er 1998
36
Pressle & Wharton-McDonald 1997
37
J. Osborn Lehr and Hieber 2003.
92
Teachers at L WL will ensure that all three fluency comgonents are explicitly taught and Rracticed.
Fluency instruction tygically relies on modeling, particularly for automaticity and prosody
instruction, followed by practice. Students who are struggling with accuracy will receive small
group instruction using direct instruction methods in the problematic sound-spellings, and then
ractice blendin or usin multis llabic blendin routines as the need dictates. Students struggli_rrg
with accuracy practice reading using controlled texts, until accuracy is no longer an issue. For
students who are stru !in with automaticity, instruction might include multi-syllabic blending
or learning sight syllables. Students struggling with automaticity and prosody practice reading
texts at their independent reading levels. For students who are struggling with prosody, modeling
and phrase cue is the main form of instruction. Students working on prosody often use Reader's
Theater to improve their ability to read with a1mropriate exRression. In addition students will
utilize programs like Reading Assistant to be able to get daily practice and feedback on accuracy
and automaticity,_
The paired reading procedure for fluenc y_12ractice is the same for students working on accuracy,
automaticity, or prosod . Students are aired with another student and ractice regeated reading
of text that is at their inde endent level. Students ive one another feedback as does the teacher
who listens in to observe and hear airs readin . Whether the focus is on accurac automatlc1ty
or prosody, teachers use the repeated reading of text to build fluency. Students who are above
benchmark standards en a e in Literature Circles durin fluenc L_Qractice so they develog the
skills necessary to comprehend increasingly complex text.
Personalized Learning by Leveraging Technology

Leamin Without Limits believes that the ke to learning and especially accelerated leamin~
through well-structured lessons in students' Zone of Proximal Development (ZPD) and
individualized suQ_port to Rractice and a1ml those lessons. 38 We believe it is unrealistic to rovide
ZPD leamin re ularl in the traditional school model. Therefore L WL current! im lements a
personalized learning model that enables students to use online adaptive software durin
group reading and math instruction.
ob· ectives for individual students to or anize those students b learnin ob· ectives and to use
flexible homogenous group instruction to provide targeted instruction in students' ZPD and to
leverage technology and leveled texts to facilitate targeted practice. At EFC, we believe
ersonalized leamin addresses two needs: 1 The level of differentiation and scaffoldin
required to serve ALL of our students, and 2) the Rrogrammatic structure reguired to authenticall
build capaci to self-mana e leamin .
Education for Chan e believes that havin a coherent instructional PKQgram is essential for
student success. A coherent ro am ensures that students experience an instructional model that
builds on previous knowledge and skills, and has uniformly high expectations to allow students to
focus on the new content in their ZPD . Usin online ada tive curriculum serves three critical
purposes: 1) The adaptive nature of some literacy software enables students to be receivin the
38
Vyg otsky, L. Mind and Society. Cam bridg e, MA: Harvard University Press, 1978. 79-91.
93
targeted lessons and practicing the skills appropriate to their ZPD, 2) content can be made
accessible by: adapting the reading level and providing scaffolding and supports, and 3) teachers
can then focus their lessons and precious student time on developing and facilitating more
challenging performance tasks, building the skills dictated by the higher levels of Bloom's
Taxonomy (facilitating debate, discussion, ingQ![Y.J:1ro·ects research and anal sis .
Initial results at organizations that have implemented personalized learning like KIPP, Firstline
Schools, Summit, Rocketship, and AsQire show that 12ersonalized learning hel12s to accelerate
learnin both for those who are behind in ELA and for those who are at and above grade level. 39
It is also effective in enabling access to content because it can adagt to a student's reading level or
12rovide immediate sugport and scaffolding with vocabulary words or concepts that are
challengmg,J2articularly for English Language Learners and students with learning disabilities.
See Appendix A27 for USDOE Evaluation of Online Learning
Online learning has been in place for decades, especially at the secondary level and college levels.
More recently, online adaptive learning has been embraced by K-8 schools as a means to more
effectivel differentiate instruction and enable students to receive instruction in their ZPD. Man
schools also use online adaptive learning to enable more strategic human capital models, become
more creative around schedulin and enable tier 2 interventions. EFC allies and artner
organizations like Aspire, Rocketship, Summit, Firstline Schools, and Alpha have shared their
learnings and tools to support our work and school develo ment process. ERES Academy,
As ire ' s K-8 school in the Fruitvale servin an identical student opulation as most of EFC ' s
schools, saw a 47-point API gain after fully implementing a blended rotation model. Liz Arney,
Aspire's personalized learning lead at the time, attributed that growth to their increased ability to
differentiate and more effectively deliver small group instruction. They expanded their pilot to
their other schools nationwide as a result of their initial success. In addition artner school Unity
High has been implementing personalized learning rotations in their Algebra classes since 2011 ,
and they have seen dramatic increases in Algebra performance, doubling proficiency rates serving
a ver similar student po ulation here in Oakland.
Online ada tive leamin enables the followin -
_• _ _R_eQetition: Students can re eat lessons as needed without the teacher havin to reteach an
entire class. For example in a Khan Academ video students can re-watch the video
multiple times, if needed.
• Adaptivity: Many online software gro ams will ad·ust the content that a student sees
based on whether the ·ust responded correctly or incorrectly. The pathway through the
curriculum is thus customized to each student's needs.
• Failure as motivation: Man online software rograms use game design to ensure that
students stay motivated. Thus, students who are struggling receive encouragement to
i..!!mrove rather than messages of failure simply because they are moving at a slower pace.
39
"Blended Learning." Michael and Susan Dell Foundation. Michael and Susan Dell Foundation ,
n.d. Web. 17 Aug 2013. http://www.msdf.org/programs/urban-education/initiatives/united-
states/blended-learning.
94
Unfortunately, because the implementation of rersonalized learn in in TK-8 settin sis still
relatively young, there is minimal research on the impact of personalized learning in TK-8
settings. The US Department of Education recently published a meta-analysis of the research
literature from 1996 throu h 2008 reviewin over a thousand em irical studies of online learning._
The studies were screened to find those that a contrasted an online to a face-to-face condition
(b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided
adequate information to calculate an effect size. The found that students in online learnin
conditions "performed modestly better than those receiving face-to-face instruction." The effects
were lar er in those schools that blended elements of online and face-to-face instruction. 40
The Dell Foundation developed a set of case studies around the im lementation of ersonalized
learning in K-12 schools. We reviewed these case studies in detail and developed partnerships
with man of the or anizations hi hli hted. All of the or anizations have shared that the
implementation of personalized learning has resulted in increased student outcomes.
See Appendix A28 or ASCEND 's outcomes under 72.ersonalized learnin and AP72.endix A29 and
Appendix A30 for the Dell Foundation's Blended Learning Re art and i-Read 's National
Growth Anal sis.
In an effort to differentiate instruction and to provide targeted feedback to students, L WL is

working to imglement gersonalized learning in all grades. To suggort differentiated reading time
in all classrooms at L WL students rotate throu h adaptive online content, guided reading lessons
with the teacher, and finally to literacy centers. With the help of technology, this instructional
block maximizes differentiated and personalized learning. While at the personalized learning
station, students engage in literacy-based software, such as ReadingPlus, iReady, and Reading
Assistant. These adaptive, web-based software provides informational texts to students at their
individual instructional reading level, monitors for comgrehension, and provides extension
activities. Through this software, students receive personalized instruction to meet their needs and
§.!filPOrt them to accelerate readin roficienc . Preliminary analyses suggest a correlation
between growth on standardized assessments and use of the personalized learning programs. This
data is being used to strengthen further implementation of personalized learning at L WL.
Accelerated Reader supplements our core language arts curriculum and provides students the
opportunity to choose books of interest, read at their independent reading level and follow-up
with online quizzes that are unique to each selection. The combination of engaging technology
and immediate feedback on progress motivates students to independently tackle short-term
progress goals for literacy comprehension. The chief benefits are the fostering of an independent
love of reading and greater access to "just right" books. Moreover, Accelerated Reader further
allows teachers to continually monitor their students' reading comprehension progress by
providing data beyond what is generated through guided reading. We also use other ada tive
software such as iReady, Raz Kids and Lexia to support students with reading and writing.
40
Means Barbara Yukie To ama et al. United States. De artment of Education . Evaluation of
Evidence-Based Practices in Online Learning. Washington DC: 2010. Print.
95
See Appendix A-'JA31 for LVVL's 2008 applicationBlended Learning at LWL
Literacy Centers
During literacy centers, students will engage in a variety of activities, including literature circles,
accountable independent and partner reading, reciprocal teaching and extension activities. All of
these strategies have been proven to OUSDimprove reading and comprehension skills. They also
give students time to practice inde endentl or with a artner and rovide a measure of
accountability for reading progress. These are high leverage literacy activities that provide
feedback to students.
Research shows that "readers need to read a lot because it is durin the P/\Ls partnership and
actual reading that they can practice all those complicated strategies and skills they are
developing in unison .. . The only way to do this is to design interventions such that struggling
readers engage in lots of text reading." 4 1 Currently, we are working to ensure all students spend
significant time engaging in independent or partner reading practice during literacy centers at
LWL.
These literacy centers, in coordination with blended rotation and guided reading, will provide
each student with a differentiated reading experience that effectively works to accelerate reading
proficiency.
Writing Workshop
L WL teachers aim to ensure that students are writing every day. In addition to many writing
Q_pportunities across all content areas ex licit and tar eted writin instruction will occur throu h
writin workshop, which will be aligned to the EL/\ History: /\ shift to P/\LS Common Core
writing standards. Teachers will deconstruct specific text types, and all students will receive
differentiated feedback on mechanics process and craft using the Core Ready curriculum as a
guide in this work. In alignment with the Common Core, writing workshop will emphasize
informative and ersuasive writin in addition to narratives and the revision sta e of the writin
process.
Ongoing writing projects are organized by grade-level and are designed to emphasize strategy and
skill standards while simultaneousl reinforcin students' ex eriential understandin of the
writing process. Students regularly respond to prompts in order to support their ability to write
well for various contexts. While students are writin teachers meet with individual students or
groups of students to provide feedback and present mini-lessons. The teacher also provides
strate ic whole-class mini-lessons that su ort students ' abilit to write independently. During
the individual meetin s the teacher carefull tracks and monitors student owth and uses that
data to inform lesson planning so the child receives the next strategic lesson to move his/her
writing forward.
41
Allington R. A. What Reali Matters in Res onse to Intervention: Research ! based Desi ns.
Boston MA: Pearson Education 2009.
96
Eventually, students will receive differentiated feedback during writing workshop through guided
writing grouRS and individual writin conferences.
Writing workshops will include the following strategies:
• Explicit quick lessons on mechanics rocess and craft of writin

• Units focusing on text types
• Workshop time for students to receive differentiated guided practice
• Writing conferences
• " Share" time
We will continue drawing on a number of curriculums to ensure we meet the needs of students
and teacher. Current! we are usin Core Read which includes a pacing guide and an EL
component and is ali ed to the Core Read units used for readin instruction. We are also
drawing from Lucy Calkins, Writing Workshop, Step Up to Writing, Being a Writer, and the
SEEDS of Early Literac framework.
Listening and Speaking

Students will learn to use academic discourse to express their ideas, opinions and thoughts, using
evidence to su ort them. Students will be provided with academic discussion stems and
protocols to support their ability to engage in discussion with each other in small group and whole
class settings.
Students will be explicitly taught the oral language they are expected to :produce in their writing.
Many standard oral language ractice routines are inte ated into the classroom to ensure that all
students are racticin oral academic language on a regular basis. These routines include: think
Qair share talkin sticks lines of communication ive one et one and discussion cards.
To further support oral language development for all students, LWL will provide through__§:
combination of online adaptive programs and teacher-led lessons:
• Ex licit instruction in vocabular front-loadin for ELs and o _portunities to appjy

vocabulary strategies in authentic ways
• Explicit instruction of word structure (roots, prefixes and suffixes)
• Ex licit instruction of read in com rehension strate ies in authentic wa s and
QPportunities to practice reading comprehension strategies
• Explicit instruction of writing strategies in a variety of genres
• Ex licit instruction of conventions and o ortunities to ractice and agp]_y writing
conventions in authentic ways
• Ex licit instruction of oral response strategies includin the use of sentence stems and
starters to strengthen academic English, and opportunities to use these strategies in
authentic ways
See section on Su porting English Language Learners for more details .
Assessment
97
ln the past, LWL has used teacher developed formative assessments and standards based district
benchmark exams to assess student performance in English Language Arts and reading. In
addition , teachers use common interim assessments as v1ell as Accelerated Reader online quizzes,
DlBELS, DRA , and BPST, and other assessments used by individual teachers . As an EFG charter
school , LWL will continue to use the majority of the assessments it currently uses . Its current
standards based district benchmark exams in English Language Arts and Mathematics \Vould be
replaced with standards based EFG benchmark exams in English Language Arts and
Mathematics.
Currently, Fourth and Fifth grade .vriting is assessed through the Oakland Writes Process \Vriting
1
Assessment (PWA), \vhich comes out of collaboration between the Oakland Unified School and
the Bay Area Writing Project. The assessment is administered three times a year and includes a
district adopted rubric and anchor papers. The PWA assesses certain genres and the levels of
process. After scoring, teachers and coaches develop instructional response plans. Second and
Third grade give the benchmark writing assessments three times a year.
Future Goals
Student performance on the Spring 2011 administration of the CST indicates that 38.7 percent of
elementary students at LWL scored proficient or advanced in English Language Arts. Strongest
performance in ELA were as follows :
~ h s in Elemental"',' EbA Pe ..-fo.¥.RHl-&ee an the GS+

Gnul-e -2 Gmdc• 3 Grnd-e 4 Grode~
Literary Literary Writin:g Written and Oral
Res13onse and Response and A1313lications Conventions
Analysis (64%) Analysis (63%) f6+%1 ~
Word Analysis J.Vord Analysis J,l.Z:ord Analysis Reading
and Vocabulary and Vocabulary and Vocabulary Comprehension
~ ~ f66%) ~
*Average Percent Correct
Reading Written and Oral Reading

Comprehension Conventions Comprehension
(59%)* Writing (46%) ~
Strategies (41 %)
The two weakest areas of 13erformance \Vere Writing Strategies and Reading Comprehension. To
address these gaps in student learning, LWL is engaging teachers in data based cycles of inquiry
designed to hone in on the standards students strnggle with most. Teachers use benchmark data to
identify these standards, theorize about the root cause(s) of students' strnggles, collaboratively
design lessons and assessments that address these standards, and then begin the cycle again by
examining new assessment data. In addition, as \Ve more fully im13lement a balanced literacy
98
approach including a well developed writing \vorkshop , we expect our students ' writing and
scores will improve significantly.
See Appendix A 10 to see the L'NL's Big Goals for ELA for the 2011 12 school year
Each component of our balanced literacy program will have its own assessment Qrogram. The
primary formative assessments will be the Developmental Reading Assessment (DRA2) and the
K./1 Diagnostic (an EFC designed assessment that assesses early reading behaviors, phonemic
awareness, letter names/sounds, and basic phonics) to guide instruction and grouping. We also are
im,plementin Common Core based benchmark assessments desi ned specificall by Amplify
(formerly Intel-Assess) to inform overall progress towards Common Core mastery. Additionally,
teachers will create formative assessments using a Common Core-ali ned item bank and short
standards-aligned Quick Check assessments from Amplify (Intel-Assess).
As our multifaceted balanced literacy program will require a lot of support and collaboration,
L WL intends to designate significant time towards grade level planning, data analysis on
progress and professional development.
Research on readin shows that successful readers receive:

• Systematic and explicit instruction in phonemic awareness, phonics, fluency, vocabulary,
and reading comprehension strategies
• Ample opportunities for guided practice
• Systemic cueing of appropriate strategies in context
• ApQropriate levels of scaffolding as children learn to apply new skills (Lyon 2004)
Teachers utilize various instructional desi ns to ex licitly teach students the strategies and skills
that research shows good readers and writers have. For instance, when reading a selection,
teachers model the metacognitive reading strategies and then have students use those strategies
themselves to better understand the text with which they are interacting. Guided Reading provides
time for students to receive individualized instruction at their instructional reading level, and
Close Reading allows students to appl their learnin to comglex, grade level texts . This balance
re ares students for future success in school and be ond.
KEY L\\'L PRACTICE 3: Learning Targets and Authentic Assessment
Goals
As an Equity Centered Professional Learning Community, we constantly ask ourselves the four
questions typical of a Professional Learning Community as given by Rick DuF our. We describe
here how we seek to address the first two of these questions: What do we want students to learn?
How will we know if they learned it?
What do we expect students to learn? This seems like a simple question, but we have discovered
that the better we get at answering it, the more effective we are at leading students to academic
success. LVVL teachers ans'Ner this question in two ways: First, by prioritizing standards as high
P1 s standards that are high priority and encompass multiple skills often embedded in other
standards, P2s standards that represent discrete skills , the acquisition of which are needed to
99
achieve mastery of P1 sand P3s standards that can be de prioritized because they neither
represent big ideas nor necessary steps to reach mastery of P1 sThrough study of the Common
Core Standards, analysis of benchmark assessment items based on those standards, and a careful
look at prere uisite skills needed to master standards we ain a dee er understanding of what we
should expect students to learn in core skill areas of English Language Arts and math .
The second way teachers answer the question "\¥hat do we 1.vant students to learn?" is by going
through a process of deconstructing standards into learning targets (see Appendix A 14 for
examples of deconstructed standards). One standard may have as many as fifteen or tv1enty
discrete learning targets that students need to be able to demonstrate mastery of in order to master
the standard as a whole. Teachers do the work of deconstructing standards into learning targets as
part of the Collaborative Grade Level Planning time described in the section headed "Equity
Centered Professional Leaming Community"
Once standards are deconstructed to learning targets, the targets are shared 1.vith students.
Sometimes they 're shared with the class as a whole. Sometimes, individ'..1al students ·.vork on
differentiated learning targets, depending on 1.vhat they have already demonstrated proficiency
with. Students then work with the teacher to determine when they have demonstrated mastery on
learning targets, often using "tick" or goal sheets (see Appendix A 4 for examples of "tick" or
goal sheets).
We have become increasin I mindful of the fact that as E.D. Hirsch uts it "the more students
social studies and content students receive ex osure to over the course of their ears at L WL. A
team of grade level leads dedicate a significant amount of time to vertically aligning content in
social studies.
How will we know if students have learned it? Gooeln addition to benchmark and formal
assessments, teachers have broken dovm standards into learning targets, they devise formative
assessments specific to ea€A-leaming target§. Sometimes these assessments are strictly
observational and take only moments to conduct, such as when a teacher observes that a student
can write the letter "c" or listen to the student say out loud the sequence of events of their
morning before coming to school. Sometimes the learning targets call for "exit tickets" or other
quick written assessments, such as when students are asked to show they remember how to add
two digit numbers without regrouping before moving on to re-grouping. For some learning
targets, common formative assessments are warranted. Teachers give common formative
assessments when a learning target is pivotal for future understanding and/or when teachers have
different methods for teaching a target and would like to collaboratively determine the relative
effectiveness of strategies and/or when teachers cumulatively assess groups of learning targets or
standards to determine the need for intervention across a grade level.
Future Goals
We have begun the work of deconstructing the California State Standards but we are still in the
midst of this work. As we move for.vard with this, weAssessment
In addition to week! formative assessments the Assessment Matrix below provides a list of the
assessments that Leaming Without Limits assessments students will complete. More information
100
about specific assessments is included in each of the curricular areas described within Key
Element 1.
Assessment Matrix
I Subject Grade Levels Assessment Annual Freguency
ELA GrK- I Kil Readin12: 1 - 4x

I Diagnostic
ELA Gr 2- 5 Standards-based 2 - 3x
--
I benchmark
ELA
--
GrK- 5 DeveloRmental 3 - 4x
Reading Assessment
(DRA)
I ELA
- - Gr 3 - 5 SBAC lx
ELA GrK-5 Writing Performance 2 - 3x

I Task
Math
--
GrK- 5 Standards-based unit 5 - 8x
--
I assessments
I Math
--
Gr3-5 SBAC lx
ELD
--
GrK- 5 CELDT (will lx
-
I transition to ELPAC)
Science Gr5 California Science -lx

I Test (CAST)
Phvsical Fitness Gr5 Physical Fitness Test lx

I (PFT)
I Multigle GrK- 5 Common Formative Daily
Leaming Without Limits teachers use data from the assessments outlined in the above
Assessment Matrix to:
•:• Understand what students are learning where the ~s in understanding are, and to bridg e
those gags through instruction
•:• To monitor grogress and identify where intervention is needed to close achievement gags
•:• To identify teachers or grade levels that are having success in specific standards, learn
from those best oractices and share them across the community to improve instruction
101
In addition to data from the assessments listed in the Assessment Matrix, LWL teachers use data
from inq!!i!:Y-J2rojects, exit tickets, observational monitoring logs, presentations, and other artifacts
to regularly monitor progress student progress and adjust instruction.
Assessment of Learning: Data Analysis

Standards-based benchmark assessment will be used as the primary driver of the assessment of
learnin Sti gins) data analysis cycle, where teachers see what's been learned and what needs
reteaching. LWL uses EFC's data analysis grotocol that leads to specific instructional response
plans and goals. After each benchmark assessment, grade level teams analyze their classroom
data utilizin data re orts that show rade level classroom and individual student results. These
re12orts provide disag re ated data b relevant subgroups such as ethnicity and English
proficiency.
Teachers also review item analysis reports that are sorted bx the ke standards and allow for error
analysis. Analysis of writing prompts is another source of data that is used to develop
mitigations, instructional responses . Once areas of strength and weaknesses are identified,
s ecific oals are set for the identified areas of weakness. Once teachers have conducted the data
analysis and set goals, they develo:p instructional mitigations, instructional responses, which
depending on the data may be whole group reteach or sgecific small group instruction lessons.
Once these mitigation lessons are taught, teachers use formative assessments to determine what
students have learned and whether they have mastered the objective of the instructional
miti ation. The benchmark results and formative assessment results can also be anal zed to see if
particular teachers are havin reater success than others. Within the collaborative rofessional
culture the expectation is that teachers would share their best :practices so that everxone can
benefit from their successful practices.
See Appendix A32 for Sample Data Analysis Protocol
Professional development in how to analyze data and the necessary content knowledge to develop
instructional im lications is a vital com onent of addressing the needs of low-achieving students.
Site professional development and collaboration time allows teachers the op12ortunity to analyze
data develo content ex ertise delve into the curriculum stud the com onents of the
curriculum that address the needs of low-achievin students learn from one another and Ian
collaboratively to improve the instruction delivered in the classroom. Some exam Jes of
professional development activities that su12port the data analysis cycle include:
•!• Analyzing student data into sgecific rou s such as non-decoder low nonfluent and mid
nonfluent. Within each group determining the specific need, which may entail utilizing
multiple assessments to determine that need. For instance are students who are not
decoding stmggling with the same sound-s12elling patterns? Once the s ecific needs are
determined develo in instructional miti ations based on those needs.
•!• Develoging content knowledge in the Readin Process or Mathematical content
•!• Plannin small rou instruction/ miti ation lessons and formative assessments
•:• Collaboratively, cognitivelulanning lessons to maximize the engagement of all students
articular! intensive need students includin scaffolding instruction for students so all
can have access to the core curriculum
102
•!• Conducting a gap analysis in the instruction, and designing enhancements to upcoming
lessons to effectively address the standards and student needs
Assessment !JJr Learning

As discussed in Assessment of Leaming above, formative assessments allow teachers to
determine if students have mastered the standards-based ob· ective rior to the next summative
as the are "assessments or leamin " where students are encoura ed to take char e of their own
learning (Stiggins). Students will set personal goals, know what the next step in their growth
needs to be in order to move to grade-level mastery or beyond. This process will allow students
to self assess and develop a "road map" for the skills the will develo to reach or exceed rade
level mastery. Using this self-reflection, goal setting and progress monitoring rocess students
will lead their report card conferences reflecting on their own areas of strength, areas of focus for
growth and the s ecific skills the need to work on. Students will reflect on their growth over the
year during the end-of-year Exposition of Leaming.
Future Goals
We are taking into account the Common Core Standards and identifying areas of overlap and
difference with the California State Standards. As grade levels make progress with their
deconstructing work, we intend to engage in cross-grade level collaboration in order to have a
school-wide articulation of learning targets that we use for all students.
We also have noticed that students tend to master those learning targets most completely that are
not just taught and practiced once or a couple of times, but are practiced as part of a daily routine.
We therefore intend to identify ways to build in routines that give maximum opportunities for
students to authentically practice the skills in key learning targets in the context of meaningful
curriculum. See "Future Goals" under "Key L WL Practice 5: Emphasize Cross Curricular
Connections" for more on this topic.
KEY LWL PRACTICE 4: Academic, Socio-Emotional and Behavioral Intervention
Goo-1-s
As an Equity Centered Professional Leaming Community, we ask ourselves constantly, hov1 1.vill
we respond when students don't learn what we expect? How 1,vill we respond when students
already have mastered the material?
Instructional Stra~ies
Through the data analysis cycles described in the section titled "Equity Centered Professional
Leaming Community," teachers analyze the results of common formative assessments and EFG
benchmarks to determine what to re teach and to whom. Often teachers will decide to have
students s·.vitch classrooms for a portion of a day after analyzing assessment results so that
teachers can work together across the grade level to provide differentiated support to all students.
We also have a series of academic interventions at LWL as described in detail in the Appendix
and section within this petition that addresses our Response to Intervention System. Briefly,
students receive small group and one on one support in the classroom using the workshop model.
103
Pull out tutoring is provided by Reading Partners for 2H<l through 5* graders struggling with
reading, and pull out support for kindergarten and first graders is provided using the Reading
Tutor curriculum. ln addition , all teachers provide two hours a week of before/after school
intervention for students.
Assessment
Our interventions team is comprised of administration, the special education team, and teachers.
This team meets regularly to support children referred by adults for social, emotional , and
academic issues . The team develops an individualized interventions plan for each child referred
and monitors the progress of the children.
Since Spring 2014 Leaming Without Limits has been participating in a grant-funded program
called Unconditional Education (UE) in 12artnership with Seneca Family of Agencies. UE is a
whole-school intervention that incorporates a trauma-informed understanding of the mental health
and academic challenges that underlie many students' needs in an innovative multi-tiered
intervention framework that integrates academic, behavioral, and social-emotional supports. SRI
has completed an inde12endent 12reliminary evaluation of the first year of implementation for the
UE pro ram at L WL and three other EFC schools ASCEND Cox Academ and Lazear Charter
Academy). In the evaluation SRI compares students attending schools participating in the UE
12rogram to similar Oakland students attending schools not participating in the the UE program.
Preliminar results are ve 12ositive and not only highlight a positive impact of the UE program
itself, but also highlight how LWL 's UE implementation has been particularly positive.
Findings for All Students

I
Outcomes Learning Without Limits Oakland UE Oakland Comparison
SBAC ELA 2432 2438 2446
On avera e L WL students performed 6 points lower in ELA but 10 points higher in mathematics
relative to Oakland UE. Additional] , L WL students performed 14 points lower in ELA but 9
points higher in mathematics relative to Oakland com arison. L WL students attended school at
the same rate as Oakland UE and Oakland comparison and ex12erienced fewer sus ensions than
both Oakland UE and Oakland com arison students.
Findings for English Learners

Outcomes : Learning Without Limits ! C>akland UE j Qakland Comparison
SBACELA 2400 2373 2392
On average, ELL L WL students performed 27 and 25 points higher in ELA and mathematics
respectively (relative to Oakland UE). ELL L WL students also performed 8 and 15 points higher
in ELA and mathematics res ectivel relative to Oakland com arison . ELL LWL students
104
attended school at a higher rate, and experienced fewer suspensions than both Oakland UE and
Oakland comQarison students.
Ensuring all students succeed through our partnership with Seneca Family of Agencies to
implement their Unconditional Education model
The All In! Partnership between Education for Change and Seneca was formed in 2012 to
collaborate on the im lementation of the Unconditional Education model· as stem of school-
wide academic and social-emotional interventions that aim to improve the success and well-being
of all students. Learnin Without Limits carries out the Unconditional Education model b
realigning resources to support early intervention, supporting students before they fail , and
facilitatin the rovision and coordination of both academic and non-academic services thereb
removing barriers to student success.
EFC utilizes the Multi-Tiered System of Sup

academic and social emotional approaches to prevent student struggle and remedy existing gaps.
MTSS establishes criterion for decision-making around three tiers of services, with Tier 1
services implemented school-wide, and Tiers 2 and 3 targeting students who require additional
services to succeed. The integrated, data-driven approach of MTSS has been shown to be
effective in enhancing student achievement school-wide, but its implementation is often hindered
by the level of expertise required for implementation and coordination of different levels of
service rovision. In addition to the ex ertise of existing school 12ersonnel, the All In! Partnership
levera es the ca acit of Seneca Famil of A encies whose core com etenc lies in service
coordination and the delivery of more intensive education and social emotional services. When
this com12etenc is introduced into a school where leadershi and staff are committed to success
for each student, the path towards school effectiveness for ALL children is accelerated, and
students are ushed to hi her levels of achievement. The 12rocess re uires consistent
communication on assessments anecdotal data and other check-ins between Seneca teachers
and other service roviders in order to im rove student success.
The graQhic below illustrates the levels of interventions Learnin Without Limits is committed to
providing as part of a com rehensive student su ort s stem. LWL facilitates a Coordination of
Services Team that oversees the im12lementation of the tiered SUQQOrt system. Clinicians and
Student Su1wort Assistants 12rovide Tier 2 and 3 behavioral interventions, as they have expertise
.!.!l_Qroviding intensive SUQQOrt services for students who require targeted sul2.Port in learning
ositive behaviors. Tier 2 and 3 socio-emotional interventions can be 12rovided by Clinicians and
other strategic staff as agQroQriate. The Academic Intervention S12ecialist (traditionally the
Resource S ecialist holding a Special Education teaching credentiai)_Qrovides Tier 2 and 3
Academic interventions. Tier 2 readin intervention is also Qrovided by LWL's Reading
Interventionist. Tier 1 behavioral interventions are imRlemented by classroom teachers with
su ort from the administration and Seneca staff throu h the PBIS framework. Tier 1 Academic
interventions are 12rovided b the classroom teacher and the school su ort staff. Tier 1 Social
Emotional Interventions were identified as a need at the school and is described in more detail
below.
See Appendix A33 for the All In! Program Overview
105
I Process
All-In! Multi-Tiered Model for Intervention
TIER3 • INTENSIVE:
The mos1 in1ensive of 1he 1hree tiers often requires o ne-to- DATA-BASED
one support or addresses a considerable skill gap for COORDINATION OF
s1u den1s o11he lowes1 levels of academic or social SERVICES
emo1 ionol ochievemen1. Inc luded in 1his group ore many
s1u dents with IEPs for a range of disabilities.
Seneca's team structures and
facilitates a high functioning process
to support integrated service
TIER 2 • TARGETED : planning an d develops school-
wide procedures to ensure the
Students receiving 1orge1ed interventions hove identification of students
demonstrated the need for support to su pplement requiring additional
what is offered in the classroom. These ore most
often small gro up interventio ns delivered to
special or general education students with in the
classroom or as a pu II-ou t.
TIER l • UNIVERSAL:
As port of high quality instruction, in a
clim ate of positive classroom cu lture,
students rece ive interventions at many
points throughout the day. Skillfu I
teachers pion for and execute
interventions that adju st and
accommodate to the un ique
behaviora l and academic
need s of their students.
Tier
3 curriculum to core rovided Plannin BIP and Case Therapy
by specialist) Management
Tier Academic Intervention and Behavior Support Planning Social Skills and Therapy
2 S ecial Education (BSP) and Case Management Groups
(supplemental support in/out
of classroom setting)
Tier Ri orous Cuniculum Classroom and School-wide School-wide Social

1 delivered throu h Hi hl Positive Behavior Emotional Curriculum and
Differentiated Instructional Interventions and Su 011s ositive School Climate
Methods
106
Goal 1: To increase the capacity to deliver effective interventions for all students through
the implementation of a multi-tiered framework
Intervention Assessment and Planning

On an annual basis, the partners will, as part of the annual site planning process, examine the
current status of student su orts and create a schoolwide intervention Ian that builds on the
11articular strengths, challenges and aspirations of the individual school community. The
assessment process 2rovides the ogportunity to dive deeRlY into the culture of the school, build
trustin relationshi s with staff and ose uestions that will inform the collaborative creation of
shared goals and strategies for the school year.
See Appendix A34 for the L WL Interventions Plan
The All-in! Partnership ensures that systems are in place to romote continuous erformance
im rovement throu h the collection and anal sis of multi le sources of data and feedback: ( 1)
through the use of an annual staff survey, the All-in! Partnershig gathers insight from staff
members regarding the effectiveness of current interventions, including whether or not services
are integrated, data-driven , and youth-centered, (2) data on the distribution of staff and student
time across the three tiers of service are collected and analyzed to help inform decisions about the
future allocation ofresources 3 the School Wide Positive Behavioral Interventions and
Supports (SWPBS) Self-Assessment Survey (SAS) is implemented annually, to identify staff
perce12tions of the status and priority for improvement in behavioral interventions at the school-
wide, classroom, and individual student levels, and (4) The Alliance for the Study of School
Climate's (ASSC) School Climate Assessment Instrument (SCAI) is implemented annually,
which considers climate across ei ht dimensions - Qhysical environment, faculty relationshiQ§.,
student interactions, leadership and decisions, management and discipline, learning and
assessment attitude and culture communi relations and s ecial education - effectivel
42
encompassing the critical components of school climate identified in current research. All of
these assessment components are s nthesized into a summative re ort and the school team uses
this information to create a res onsive im lementation Jan that contains Qrioritized goals and
strategies for each new school year.
Coordination of Services Team (COST)

This team consists of 8-10 key stakeholders, includin administration intervention staff
illQresentatives delivering tier two and three interventions including members of the special
education and mental health teams and classroom teachers. The team creates a uniform
com12rehensive referral form for teachers to use when concerns arise about a student's academic,
behavioral or social-emotional challen es. Each week the team discusses teacher referrals
tria in students for more in-de th discussion and matchin them with correct su port services,
including_§QQ ortive interventions that can be im lemented b teachers within the classroom.
Teams also s end time focusin on school-wide academic behavioral and social-emotional data
{including academic assessment scores, office discipline referral data, and attendance rates) to
determine 12riorities establish thresholds for different levels of intervention and match resources
42
Austin et al., 2011; Zulig et al. , 2010.
107
to needs. Each week, the team also completes one-week reviews and eight-week reviews for
students who have been assigned to specific interventions.
See AQpendix A35 (or a COST system flowchart and A/!/2.endix A36 (or a COST form .
Cross-S stem Collaboration

Students with the most critical need of support, including those with disabilities, are often served
b multipk__Qroviders both on and off cam us. The All-in! Partnershi ensures that expertise and
services provided by mental health, child welfare, and probation agencies are seamlessly
inte rated into a student's school-based intervention 12lan. This includes 12roviding education to
teachers and school staff around the role of these public agencies and coaching them around their
res onsibility and opportunities for coordination on individual cases.
Goal 2: To increase achievement for stru gling students 43 , including students with
disabilities
The primary focus is to ensure that high quality, universal interventions are implemented at tier
one, through the provision of training and support in differentiated school-wide academic,
behavioral and social emotional curricula as detailed in earlier sections of this document. Tier 2
and Tier 3 services are provided by a team of credentialed and licensed service professionals (i.e.
special education providers, school 12sychologists, reading specialists, therapists, social workers,
~peech-langua~pathologists, occupational therapists, and behavioral analysts). These high
quality, customized, data-driven interventions are designed to reduce the need for later referral to
hi her levels of service. The multi-tiered framework serves as a vessel for the deliver of
evidence-based practices that are selected based on the unique needs of the school and students.
Students identified for Tier 2 services will en age in six to ten week cycles of intervention
focused on remediating specific gaps. All intervention specialists engage in regular progress
monitoring to evaluate the effectiveness and to gain valuable information about adjustments
needed. A team of interventionists provides both push-in and pull-out instructional su12ports
aligned with Tier 2 and Tier 3 student goals. With such prompt and targeted intervention, many
students guickly improve and can be sufficiently su12 orted b school-wide or classroom-based
tier one interventions. Students who do not res ond to Tier 2 interventions are considered
candidates to receive su12 ort at the third tier of intensive services. This is a critical as ect of our
~R.Proach - levera in tier 1 to minimize the need for tier 2 and levera in tier 2 to minimize the
need for tier 3. Overall where EFC has been particularly successful is providing intensive tier 3
services as appropriate AND leveraging tier 2 to minimize the need for tier 3. In a typical system,
an IEP often tri ers both tier 2 and 3 services but at L WL and across EFC the COST rocess
can trigger intensive supports without an IEP.
Tier 3 Onl 14
I 43
Students receivin Tier 2 or 3 academic behavioral and/or social -emotional interventions
108
Tiers 2 and 3 22 19
Tier 2 Only 107 0
TOTAL -157 -33
Learning Without Limits provided 157 children, more than one-third of its student population,
with intensive surmorts above and beyond tier 1 general education scaffolding, personalization
and differentiation , though there are only 33 children with IEPs. This included academic
interventions from specialists, counseling and social emotional groups, behavioral interventions
and support, and social work/family supports.
See A12.12.endix A37 for a list of Academic Interventions.
Tier One, Academic

Our academic leadershi team com rised of administrators coachin staff and the Instructional
Leadershi Team work to build capaci of L WL teachers to im lement research-based curricula
instructional methods and assessments focused on differentiation and the engagement of diverse
learners. Fidelity to the implementation of identified curricula and assessments are monitored by
re larl observin classrooms and hel in the school to establish s stems to track classroom
data. Use of data to ersonalize instruction has become a recent focus at L WL. In the classrooms
teachers have transitioned over the ast five ears from a more whole-classroom with
differentiation approach to a small group personalized approach leveraging online adaptive
software usin data to form strate ic and flexible homo enous rougings to target direct
instruction.
Tier Two, Academic

The intervention team reviews formal and informal school-wide data at each of our three c cles
throughout the year to develop targeted intervention groups. In addition, the intervention team
reviews formative data at monthly grade level meetings. The COST team works to develo12
thresholds for the initiation of Tier 2 services considerin data athered from various
assessments. Students are identified to participate in 8-10 week c cles of ush-in or pull-out
academic groups, targeting the s12ecific content gru2s revealed throu h assessment data. Pro ess
is measured throu ha ro riate standardized tools such as the Diao-nostic Readin Assessment
DRA honics screeners benchmark exams and observation. Each student's ro ress is
assessed at the end of the cycle by the COST team to determine if the are read to return to Tier
1 levels of support, if they need an alternative type of intervention, or if they may be candidates
for Tier 3 services. Students in rades 1-3 who re uire additional intensive support in literacy
growth are targeted for summer programming. This past summer, participating students grew an
average of 1 month versus sliding 3 months (prior year data indicated 3 months of summer slide
without summer intervention).
Tier Three, Academic

Tier 3 academic services are mostly grovided for students with Individualized Education
Programs (IEPs) who require intensive daily instruction in a curricular program that replaces the
general education curriculum in a specific content area because the general education curriculum
109
even with modification is not appropriate based on the individual student's needs. These are
push-in and/or ull-out services rovided by trained s ecial education teachers as indicated b the
student's' IEP and progress on IEP goals are closely monitored over time. IEP goals are reviewed
at least annually and students are re-assessed for tier 3 services every three years .
Tiered Behavioral Services

The foundation of the school culture approach is Positive Behavioral Interventions and Supports
(PBIS), a PIQ_gram utilized in many EFC schools and supported by our partnership with Seneca
Famil of A encies. PBIS is not a curriculum or a rogram. It is part of our larger MTSS
framework for behavior support. It is an approach designed to intervene effectively and prevent
escalation of problematic behaviors. PBIS emphasizes four integrated elements: (a) using data
strategically to inform decisions, (b) setting clear measurable outcomes, ( c) identifying practices
that will deliver those outcomes, and (d) systems that efficiently and effectively support
im lementation of these ractices. At the foundation of PBIS is classroom-level su port and
training to ensure teachers are creating supportive and rigorous classroom cultures with clear
systems and procedures in place to promote positive behavior and that they have a strong toolkit
of strategies to Qrevent and address roblematic behaviors at a Tier 1 level. The school then
needs a set of support systems at Tiers 2 and 3 to ensure students with more intensive behaviors
have access to those resources.
Learning Without Limits utilizes School-Wide Positive Behavioral Interventions and Su1worts
(SWPBS), an evidence-based practice that has proven effective at reducing behavioral challenges
44
for students includin students with disabilities. SWPBS rovides the architecture for buildin
s stem chan e within a school that is aimed at brin in about ositive school climate. An
SWPBS team is formed consistin of six to ten key stakeholders with representation from
administrative leadership, intervention and support staff, general education teachers, and
famil /communi liaisons. The team under oes a trainin series 2-3 da s er school ear to
build understandina of the model ' s core features ex lore various behavioral intervention
strate ies at each tier and learn about the tools and rocess of monitoring progress and fidelity.
Tier One Behavioral

The SWPBS team la s a ke role in the develo ment and im lementation of Tier 1 ractices .
Through a collaborative process that takes into account the uni ue culture and climate of the
school the team works to 1 identi school-wide behavioral expectations 2 create a clear
Qicture of what these ex ectations look like and 3 ensure that these behavioral expectations are
~ licitly taught to students. Once these expectations are clearly articulated and taught to the
entire school communi the team creates a s stem in which students can be positively
acknowledged for demonstrating these behaviors. Another important role of the SWPBS school
team is to review the school's disciplinary practices for clarity and consistency and to ensure that
office discipline referral ODR information is collected in such a wa that data can be easily
monitored and aggregated for the pumose of trackin outcomes and makin informed decisions
about referrin students to hi her levels of intervention. Our Culture lead is a key member of our
SWPBS team. He coordinates and delivers in class supports to our higher needs students, tracks
and analyzes behavior data, and communicates with teachers and families, in order to provide
44
Bradshaw et al. 201 o· Chene & Walker 2004 · Eber et al. 2002 .
110
comprehensive behavioral and emotional supports to our students.
Tier Two, Behavioral

The COST team works to develo thresholds for the initiation of Tier 2 services considerin data
gathered office discipline referrals and attendance. The team works to create behavior support
2lans for students in need of additional or alternative su art strate ies in the classroom. One
such evidence-based practice that facilitates this process is Check-in Check-Out (CICO). This
~gproach offers additional motivation and counseling support for students who struggle to meet
the school-wide ex ectations. Students on CICO receive 2 dail "check-ins " or 10 minute
counseling sessions, from a trusted staff member around a small set of behavioral goals. These
goals are created based off of the school-wide expectations and the individual student's strengths
and rowth areas. Staff work with the student to create an incentive menu that incor orates the
student's interests. Students can then use the points that they earn by meeting their behavioral
goals to purchase incentives. Each student's pro ress is assessed after ei ht weeks to determine if
they are ready to return to Tier 1 levels of support, or if they may be candidates for Tier 3
services.
Tier Three Behavioral

These services include Functional Behavioral Analysis (FBA . FBAs identif antecedents to
problem behaviors, the purpose or function of the problem behavior, possible replacement
behaviors that could be taught to the student and strategies for ensuring that desirable behaviors
are reinforced and problem behaviors are not. The process culminates in the development of an
individualized behavior 12lan that is carried out and close! monitored b the team. Student
.fu!pport Assistants (SSAs) and Behavior Support Specialists (BSSs) deliver Behavior Intervention
Services in the classroom to aid students in utilizing replacement behaviors, remaining engaged in
class activities and accessin classroom curriculum.
Tier One Social-Emotional

To assess school-wide climate and social-emotional needs Leaming Without Limits collects data
annuall throu h the SCAI and the Social-Emotional Screener SES . In our 2015-2016 SCAI
"Student Interactions" emer ed as the most si nificant need at L WL. In addition research
supports that children growing up in violent communities in hi h overt ex erience a level of
stress that limits their abilities to excel academicall . Therefore L WL has identified tier one
social emotional-learnin as an area of need. We are exploring multiple steps towards building
our Tier 1 SEL prQgram, including the implementation of trauma-informed ractices and a
school-wide social-emotional curriculum using Restorative Justice.
See A endix A38 or the SCA! results

See ApQendix A39 or the SCA! surve
Please see the section below on social-emotional learnin
Tier Two Social-Emotional

The COST team works to develo thresholds for initiation of Tier 2 social-emotional services
considering office discipline referral and attendance data as well as information athered throu h
the social-emotional screener. Students are identified to participate in 6-10 week cycles of grou12
and individual thera12y, such as Brothers on the Rise and Superflex, targeting the specific risk-
111
factors revealed through assessment data. Progress is measured through appropriate, standardized
tools such as the Strengths and Difficulties Questionnaire. Each student's progress is assessed at
the end of the cycle to determine if they are ready to return to tier one levels of support, or if they
may be in need of intensive, Tier 3 services.
See A12]2endix A40 (or list o[Social Emotional and Behavioral Interventions
Tier Three Social-Emotional

These services include individual and family therapy, provided by licensed clinical professionals.
Clinicians collaborate with outh and families to com lete the Children and Adolescent Needs
and Strengths (CANS) assessment to identify the domains of greatest need for intervention. The
assessment rovides a basis for the development of an individualized treatment Ian which
consists of measurable goals that are used to monitor treatment progress. Clinicians also utilize
the Partners for Change Outcome Measurement System to track clients' own view of their
progress throughout the course of treatment.
Professional Development and Coaching

An essential goal of the All-in! Partnershi has been to build internal ca aci for sustained
implementation within each school community. This is done in large part through ongoing and
res onsive rofessional develo12ment on a wide range of topics, including Recognizing and
Responding to the Effects of Trauma, and Sel{--care for Teachers Experience Vicarious Trauma.
All trainings are aimed at sum:;,ortin teachers' capacity to meet the needs of struggling students
and students with disabilities within the classroom/school settin . A customized rofessional
development structure is set each school year, with additional content adjustments made
throughout the year to res12ond to the emer in needs of teachers . At Leamin Without Limits
teachers will participate in select trainings as appropriate.
Caregiver Involvement
In a review of the literature the National Center for Famil and Communit Connections with
Schools found that parent involvement has been shown to benefit students' academic, behavioral,
45
and social outcomes. The All-in! artnership works to promote active caregiver involvement
both at the school-wide communi level and the individual student level. Processes are in lace
to enable famil members to ex erience themselves as active participants in the education of their
children. In some cases, this might include building bridges, by sup12orting leadership in
establishin welcomin environments the Adult Leaming Center, communication in parents'
12rimary language, etc.) and events (weekly parent meetings, cultural gerformances, fairs, etc.),
and working with active parents to serve as famil liaisons and 12erform outreach work with the
larger parent community:. Based on the ex ressed need of each school community, All-in!
provides trainings and workshops for arents to address such topics as child development
ositive parenting, and behavior mana ement.
KEY L\\'L PRACTICE 5: Em basis on Cross-Curricular Connections
Goals
45
Henderson & Mapp, 2002.
112
By maximizing cross-curricular connections, we deepen student understanding of ideas and
strengthen their skills in all curricular areas .
Instructional Strate ies

In preparation for each school year, teachers go through a standards mapping process. They create
a map of English Language Arts standards to determine the best sequence to teach the standards,
taking into account the content and timing of benchmark assessments, developmental needs of
children over the course of the year, and learnings from the previous year regarding the sequence
of content. Teachers then identify standards in science, social studies and mathematics that lend
themselves to connections with individual ELA standards and plan to teach them at the same
times of the year. Using a combination of standards-based planning, backwards planning!.,_
Understanding by Design (UbD), GLAD and Insight Education modelsthe C3 Framework for
Social Studies, teachers build units that maximize the opportunities for cross-curricular
connections (see Appendix A 4 for ELA standards maps with cross curricular themes) ..:
See Appendix A41 for LWL Cross-Curricular Units
Future Goals
It is our intention to build on the backwards planning work described here and the work we have
done deconstructing standards described above and create a series of thematic units that further
deepen§ the cross-curricular connections embedded in student learning and ensure that students
master learning targets and standards.
LWL's Grade Level Leadershi Team is in the rocess ofreviewin our current units with a oal
of identifying opportunities to enhance inguiry arcs, embed opportunities for making/building.,_
integrate experiential and service learning opportunities, and maximize the use of techno logy to
support students' academic skill development, their facility with using technological tools to
create products, and to their curiosity.
KEY -bWb-PRACTICE 6: Em basis on Relational Element of Learnin
Goals
WeLWL teachers tell students every day that we designed Leaming Without Limits so we could
have a school where everyone feels loved and cared about. We use curriculum, provide structures
and systems and model practices that encourage habits of kindness and caring among our
students.

As discussed in the Social Emotional Learning section of the charter, L WL uses Responsive
Classroom to create and maintain a classroom and schoolwide sense of community. Classroom
meetings are held in classrooms each morning in which students receive a message from the
teacher about the day and share something about themselves, lowering their affective filter and
preparing them to be in a learning space. All teachers use interactive modeling so that students
know and have the chance to practice and debrief the procedures and routines in the classroom.
Love and Logic is no longer explicitly taught to teachers as a set curriculum, but its tenets
continue to permeate our work at L WL. Teachers lead with empathy in addressing student
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mistakes, and often delay consequences so they can collaboratively identify consequences that are
natural and tailored in response to the misstep.
Hiring Practices
One of the things that allows LWL to have such a powerful climate of caring relationships at the
school is that we screen for candidates who recognize the power of relationships to facilitate high
quality instruction. Without exception, the teaching staff at L WL recognizes the importance of
getting to know students and their families and actively works to get to know and understand the
personal and distinct set of past experiences and proclivities individual students bring with them
to school.
Partners
At LWL, we actively seek out partners who share our understanding of the need for powerful
relationships and support students with strategies for building relationships. Playworks
teaches We teach students collaboration and teamwork on the school yard, as well as strategies
for resolving minor conflicts easily and without escalation or the need for adult intervention.
They work with the sense that we need a world full of people who know how to play with each
other nicely - and who know how to solve conflicts when they arise. Mindful Schools is a new
partner for LWL whose work is focused on helping students pay attention to themselves, to
others and to the task at hand . Roots of Empathy, a partner program we ' re welcoming this fall ,
brings community infants into classrooms with their parents to help students develop empathy.
We also contract with a Social Worker who supervises counseling interns meeting with students
one on one who are in need of emotional support.
We believe in the value of students having experiences off campus together, particularly
overnight experiences. In addition to day field trips taken throughout the school year, for the last
tweseven years, we have been able to send 4th graders on a multi-day trip to Camp Arroyo where
they bond with one another and learn about the importance of taking care of the environment
through reducing waste, reusing materials and recycling.
We have also been fortunate to be able to take our 5th graders on a week-long trip to Mosaic for
the last tweseveral years. On this trip, students bond with one another and learn how to "make
peace not poison," and gain deeper appreciation of what it means to come from different cultural
and ethnic backgrounds. These trips have been made possible through the additional support of
grants written by teachers. We hope to continue offering these trips, depending on resources
available from our budget and additional grant funding secured.
Future Goals
We are always looking for ways to enhance the relationships among students, between students
and adults, and among adults.
KEY L\\'L STRUCTURE 1: Supports for a Positive School Culture and Climate
At L WL, we are proud of our progress toward creating a school where all students feel loved and
cared aee-H-tfor, and where students see themselves as college-bound. One of the reasons that we
have been successful is that we have a clear vision that we always come back to and that the
whole school affirms each morning. Below is a description of each component of the vision
114
followed by systems, plans and training we use to support the positive climate necessary for the
realization of our vision.
Vision Statement
filled with curiosity, and we know that even when we face challenges we will achieve.
We stand on the shoulders of those who came before us ...

As we walk out of the school's doors, we appreciate all our teachers outside of school who have
made us who we are and have taught us by the way they live their lives. We have deepened our
knowledge that there is goodness in where we come from because we have studied the histories
and stories of our ancestors. We also have learned about and respect the contributions of the
ancestors of our peers of different cultures. We commit to leaiping more about our cultural
heritage. We are proud to represent our ancestors who made sacrifices so that we could be here
climbing the mountain to college. We will continue to follow the lead of our ancestors and leave
our own mark.
As we grow into leaders ...

As we walk out the school's doors, we continue to make good choices about how we live our
lives. We are good helpers who guide peers and push them to try harder. We set good examples.
We excel at presenting what we have learned. By the time we graduate from elementary school,
we know how to use computers to help us communicate because that is part ofleading in the 21st
Century. We know how to construct a web page and put together a Pmver PointPowerPoint
Presentation. Because being a leader means communicating with different audiences, we know
how to code-switch with our body language and speech. Leaders are problem-solvers and we
have successfully solved many types of problems including math puzzles, clarifying concepts in
history and literature and interpersonal problems. We know that not all problems have one right
answer and we identify and evaluate alternatives. We feel safe taking risks and we know how to
make others feel safe. As we go on to middle school, we advocate for ourselves and remember
who we are instead of letting others tell us who to be.
Who are passionate and ...

By the time we walk out of the school's doors, we have found subjects that fascinate us. We are
experts among our peers in areas we have chosen and we share our expertise publicly as we learn
from the expertise of our peers. We intend to deepen our understanding of our area of expertise
and find other areas to learn more about.
Care about making our world better ...

Walking out of the school's doors, we take pride in helping our peers. When we grow up we
want to do something to give back to the community. We seek to understand those around us and
so we listen to their stories and we share our own, because by listening, understanding and
sharing, we promote peace.
We are equipped with skills and knowledge; filled with curiosity

When we walk out of the school's doors, we have academic skills that will ensure we are
prepared to succeed in an academically rigorous middle school. We have expanded the wealth of
115
knowledge and questions that we brought with us to school. We know how to pursue answers to
our questions. We know that our voices and our questions are valid. Our curiosity grows with
each new experience. We also excel on performance-based and standards-based assessments.
We are scholars who have solved many problems and bring strategies with us as we come across
new concepts and ideas. We have gained a broad range of knowledge so we are able to quickly
incorporate new information into our thinking and apply it to situations we are familiar with.
Even when we face challenges we will achieve.

We walk out of our school's doors knowing we are good people who are talented and fabulous .
We have taken on healthy habits of body and mind that will help us persevere through challenges.
We know we can accomplish anything we set our minds to because we have experienced
meaningful successes in school. We are persistent when we encounter frustration. We are
resilient. Even though there are powerful forces that would stop us, we overcome. Even after we
leave, we will keep affirming one another.
The following are some of the trainings, systems, plans and trainingsadditional supports that we
have put in place that have supportedto su1212ort our progress.
Trainings
•!• In-house training on engagement strategies that support instruction - As a school, we
recognize that engaging instruction is the most important element in creating a positive
classroom climate.
•!• Responsive Classroom - This is a system designed to support classroom and school-wide
community. All teachers at L WL attend a one week training in Responsive Classroom
methods, including how to:
)> Run a morning meeting
)> Interactively model all the behaviors and procedures that are desired
)> Use teacher language that supports desired student behaviors
•!• Clear expectations communicated to staff regarding how we respond to student behavior
through the "LWL Guide to Responding to Student Behavior"
•!• Love and Logic - While teachers are no longer trained formally to use love and logic
strategies, many of the basic strategies are school-wide practice, including the shared
expectation that the one who breaks something fixes it and the delaying of consequences
to support reflection and provide adequate think time for adults to find natural
consequences suited to the circumstance. We also continue to hold the philosophy that it
is folly to try to plan out exact consequences for every possible scenario. Rather, human
judgment is necessary to account for the nuances of individual situations.
•!• Toolbox - All of our facult administration and after school staff have been trained to
use this social emotional curriculum aimed at 12roviding students the tools they can use to
re ulate their emotions behaviors and the wa s the interact with eers and adults in
their communities. The Toolbox curriculum is tau ht b teachers throu bout the school
year and reinforced daily with the use of Toolbox "fan decks" worn b all staff. On-site
clinical staff are also available to conduct Rush in sessions as needed.
See Appendix A--+A42 jor #:teLWL Guide to Responding to Student Behavior
Systems
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•> Referral system - office referral conversations start with students writing a reflection.
Then they focus on healing relationships by making a plan for alternate choices in the
future.
•:• Buddy referral system - teachers send students to a buddy class when taking a break in
class was not successful
•:• Teacher buddies - students needing extra emotional support are assigned teacher buddies
who check in with students. Teachers do not take on more than 2 buddies.
•:• Regular COST meetings - teachers submit referrals to the Coordination of Services Team,
which determines whether students will be prioritized for a SST or counseling, etc.
•:• Weekly yard supervision meetings - yard supervision team meets weekly with the
principal to identify areas of concern and make adjustments. Love and Logic training also
takes place during these meetings.
Additional Positive Culture and Climate Supports

•:• Two counseling internscounselors carry a joint caseload of 16 students who they meet
with regularly. They also arrange outside services for students with ongoing needs, run
four social emotional su ort rougs with a total of 22 students, and meet with a wide
range of students for one-time crisis counseling.
•:• School-wide morning meetings: Every morning our school meets as a whole to say our
vision statement and sing. We make sure to start the day in a positive, connected way.
•:• CLAP values are communicated in every classroom and monthly CLAP Awards recognize
one student from each classroom that has demonstrated those values the most. A 12oster
with ghotos of CLAP Award recipients is 12laced in the school entrance.
•:• Students can express their a12 reciation and acknowledgement of their geers on the Show
Some Love wall coordinated b the Culture and Climate Committee C3 .
•:• Drum troupe: A group of student volunteers practice drumming each morning before
school. On Fridays, they play at the school-wide morning meeting.
•:• Positive climate coaching: Baba 1/1.'ain meetsOur Deans of Culture meet with maA-)lmost
of the students who are sent to the office. He helps They helg them reflect and decides on
consequences. MeThey also fl:1-fIBrun affinity groups and Baba Wain continues to teach
and guide the drum troupe.
•:• Physical beautification: We take advantage of volunteer opportunities to beautify our
space with the belief that, as Tram Ngyuen puts it, students come to believe that they
deserve to be surrounded by beauty when we make the effort to beautify their space. We
artnered with the Sierra Club Tree Team to lant 25 trees on the blocks surroundin our
school site and families volunteered to water and tend to them over the summer.
•:• Uniforms: The LWL uniform is worn with pride by mestall students. The uniform
displays the school logo on the front - nurturing hands cupping a tree stylized to look like
people growing beyond the limits of a rainbow, with a butterfly flying beyond the
rainbow. The back of our uniform contains the uplifting message from the end of our
vision statement: " ... we wi 11 achieve." Future versions of the uniform may include the
CLAP values on the back and our new student-selected school mascot: the dra on.
KEY L\VL STRUCTURE 2: After School and Summer Pro ram Extends Student
Learning
117
The Reading Partners Plus after school program works in unity and collaboration with the school
day staff, students and LWL community to provide after school programming to 90 LWL students
from the end of the school day until 6 p.m. LWL and RPP believe that all students need a safe,
nurturing and engaging environment during after school hours. RPP creates after school time
with an academic foundation that creates unique learning opportunities for students and
incorporates elements that connect to the school day and the state/district approved learni-n-g
standards. Activities vVill teach and reinforce literacy comprehension skills that support students '
1
learning during the school day. The afterschool program is supported by community volunteers ,
\vhich enhance the students ' educational experience.
Oakland Leafs social impact pro osition is for East Oakland outh to be creative thriving and
contributing to their community. Oakland Leaf provides intentional programming to support
youth's ghysical social and emotional well-bein . academic success and commitment to social
justice activism. The Learning Without Limits and Oakland Leaf partnership helps students grow
into leaders who care about their peers and who are able to act in support of what they believe in.
Our outh-centered programming emphasizes identity and self-expression, empathy and
reflection empowerment and leadership develo12ment, critical thinking, independence and
equality. Students and their families are a 12art of a communi where relationshi s are nurtured
and student growth is a collaborative effort.
LWL's summer program serves students entering kindergarten, many of whom have their first
experience with school during this time. This serves as an important socialization experience for
them so that they begin kindergarten accustomed to the rhythms of school. Our first-through:
fourth: grade students who are achieving below grade level attend summer intervention for four
weeks to help them prepare for the coming fall. During summer intervention, district benchmarks
have been used as pre: and post: assessments to measure student( growth. Because we found in
previous years that the summer intervention was most effective for younger students, we
prioritized making spots available for younger students in the program.
KEY bWb-STRUCTURE 3_;_ Family and Community Partnerships are Prioritized
Family Engagement
-bWbGoals:
•!• Create empowered families that actively participate in school decisions
•!• Build strong family and school relationships
•!• Maintain clear, consistent, regular communication
•!• Galvanize community partners to best serve the students at Learning Without Limits
Strategies/ Structures:
Leaming Without Limits operates under the premise that parents are their children's first and
most important teachers and that the teachers arents/ouardians and students by their own
choice must work to ether as artners to create the potential for a gualit education. Parents are a
vital part of this partnership, and accordingly, L WL will work to encourage all Rarents, even those
who traditionally have not engaged with the school community, to participate. We therefore seek
to partner closely with parents in the effort to make sure students feel loved and cared about at
school and when they leave our doors on the path to college. Parents are a vital part of this
partnership , and accordingly, LVVL works to encourage all parents , even those who traditionally
have not engaged with the school community, to participate .
118
Families are partners in the education of their children. Students and staff at L WL will make
families welcome, know them well, and engage them actively in the life and decision making of
the school. Regular communication and multiple opportunities for participation encourage
families to be strong partners in their children's learning.
Other opportunities for parent involvement include report card pick up, parent conferences that
occur three times a year (and more often for students 1vvho are underperforming) , newsletters,
school events (such as the Back to School Night and Winter Celebration) volunteer opportunities
and Study Tours (field trips). L\VL parents and guardians are also encouraged to take an active
role in supporting all aspects of the school. Hundreds of families shovv' up to events at school
including the Fall Festival and end of year carnival.
One highlight of family engagement has been the Family Literacy Class this past year that has
served many families on our campus. In addition to English as a Second Language classes,
parents were coached to observe classrooms and gained skills around vvhat to look for in
classrooms and what questions to ask of teachers. Though this is not cu1Tently available to us, 1vve
hope to re establish a similar class.
Famil involvement and communit partnershi s are fundamental to meetin the needs of the
whole child. We mean equal participation of and appreciation for all the individuals and
organizations who work for and with our children. We recognize the challenge of developing a
culture and 12rogram that is authenticall inclusive of families and communi members. Towards
our goal of valued and integral 12artnershiQ we will im12lement the following:
•:• Parent/teacher conferences: Teachers s end extra time with arents and students in order
to ensure that there is time for quality dialogue on student pro ress. These conferences are
mandatory for every family.We have been close to this goal and achieved 90%
12artici ation at the last conference week in 2016. Teachers review the standards-based
re ort cards and show student work to demonstrate student 12ro ress towards these
standards. Students are expected to participate activel in this rocess in all rades and are
empowered to lead these conversations in middle school. The conference is an opportunity
for students to ractice bein reflective celebratin what the have learned and settin new
goals.
•:• Parent education on curriculum and data: L WL holds regular meetings with parents to
review the latest data from assessments what children are learn in in the u . coming
trimester and how they are learning it, give suggestions on helpin with homework and
review future units. Teachers hold informational meetin s s ecific to their classroom
including an Open House at the beginning of the year.
•:• The Famil Leadership Council: Parents currently have a fonnal voice in the decision-
making of the school through the English Language /\dvisory Council and the School
S+teFamily Leadership Council. These bodies meet (FLC). The FLC meets regularly to
advise the principal and participate in important decisions affecting the school. Schools at
Education for Change have a The Family Leadership Council, which consists of two
representatives from each classroom. LWL also recruited and hired a Famil Resource
Coordinator to guide the Family Leadership Council, support coordination of events, and
serve as the main liaison between our FLC and school administration. Parents have a vital
119
voice in every important decision made at LWL such as budgeting, student programs, and
curriculum. In addition, Education for Change is committed to having parent voice on the
EFC Board. Two members ofLWL's FLC attend EFC Board meetings regularly and one
of L WL's parent leaders was elected as a Board Member this year.
Future Goals
For the last year, a teacher Family Engagement Committee has met monthly to brainstorm ways
to bring more parents into the life of the school. This has led to the planning of successful events
such as Family Movie Night in an effort to make the school a space ·.vhere families get to know
one another when they are not busy with picking up children and running from one task to the
next. We plan to form a Family Leadership Council so families have an additional formal voice
in the life of the school.
Other opportunities for 12arent involvement include newsletters school events such as the Back
to School Night and Winter Celebration), volunteer opportunities, and Study Tours (field trips).
L WL parents and guardians are also encouraged to take an active role in supporting all aspects of
the school. Hundreds of families show up to events at school includin the Fall Festival Famil
Reading Night, and end of year Carnival.
One highlight of family engagement has been the Computer Literacy Class this past year that has
served several families on our cam us. We ho e to offer this class a ain in addition to re-
establishing English as a Second Language classes for parents. Another stand out is our Family
Reading Night which for the second consecutive year has drawn local authors to visit our school
to interact with families and students and gives our teachers an OQportunity to 12rovide helpful tiQS
!Q_parents about suworting learning at home and helping their children make growth in much
needed reading skills.
Community Engagemen tPartnerships

Building strong links with the local community is critically important to the school's success. +-Re
schoolLearning Without Limits and EFC partner with individuals and organizations in the
community that are dedicated to helping students obtain their academic goals and providing total
child support and development.
and sco12e of its current 12artnershi12s. LWL's community 12artnershir.1s fall into two main
cate ories: those that serve the varie of famil needs and those that are tar eted at providing
academic and enrichment services to students.
Current partners include:
• Reading Partners
• Bay Area Community Resources
• oco
• National Equity Project
• Oakland Schools Foundation
• Oakland Leaf
120
• Oakland Schools Safety Patrol
• Berkele Chess School
• Fresh Fruit and Vegetable Program
• U2ward Roots
• Roots of Empathy
• PlayWorks
• Seneca Center
• Alameda County Food Bank
• Casa de! Sol
• MOSAIC Project
• Developmental Teacher Education, UC Berkeley
Assessment
Parents are surveyed about their satisfaction with the school, including whether they feel welcome
at the school site, the depth of their relationshiQS with school staff the degree to which the school
empowers them to be 2art of the decision making rocess and how well the school communicates
with them . Other metrics such as arent participation in the various meetings and events, parent
attendance at parent conferences, and the number and effectiveness of community pa1iners will
also be considered in the assessment of the goals.
Future Goals
For the last year, the Family Leadership Council has met weekl to brainstorm wa s to brin
more arents into the life of the school. This has led to the lannin of successful events such as
Family Movie Night, our first annual Talent Show, and first upcoming Walk-A-Thon, in an effort
to make the school a s ace where families et to know one another when the are not bus with
picking up children and running from one task to the next. We hope to institutionalize these
events and make them a regular Rart of family participation in the school community.
L WL and EFC will continue to reach out to a wide range of organizations to develop relationships
and to provide much needed support to the school community.
kWb- -
KEY STRUCTURE 4: E uit Centered Professional Learnin Communit
same context to support each other in asking the four questions named by Rick Dufour as
defining the work of a PLC: Whet do we expect students to leern? How will we know when
they 've learned it? What will we do ·when they Jiai,;en 't learned it? Wht11 will v.;e do when they
elreat(fl knorv it?
l\s described above, .vc have begun an intense process around getting specific 'vVith regard to what
1
we expect students to learn. 'Ne do this by 1) identifying ·.vhich arc priority or power standards
and de emphasizing standards that arc neither high leverage nor support the acquisition of skills
or knowledge needed to reach mastery of power standards, and 2) by dcconstructing standards
121
into discrete pieces so we can support students in learning each piece of a standard needed to gain
mastery.
See Appendix A 4 on deconstructing standards
At LWL, teachers take seriously the commitment to educate all students, and the commitment to
alter the traditional pattern of performance results . We are very proud, for example that from
2008 201 I, we reduced the percentage of African American students scoring FBB and BB on the
CST from 67 percent to 38 percent. While this is not good enough , it is a change in the pattern, as
a similar proportion of students as a \Vhole scored at those performance levels.
See Appendix A 10 for CST Data by Ethnicity and Language Group Over Time
Our results have not always been uniformly positive. For example, our third grade scores have
declined over the last two years, and during the 2009 10 school year, our Els scores dipped as a
group. Rather than make excuses, vie engage in deep inqairy around the reasons for negative
results . As Richard Dufour writes, taking responsibility for student learning means asking and re
asking the question: What are other schools doing that are achieving resf;llts that we admire?
Especially ·.vhen we get results we are disappointed by, LWL teachers and staff readily seek out
opportunities to visit schools that have been successful in the areas where we have not. In all
cases, \Ve do not expect students to adjust to teachers ' current methods . Rather, 1.ve adjust to
students ' needs and do \Vhat is necessary to ensure that every student learns in our classrooms
LWL educators set goals for children and the intensity of the expectation that students meet those
goals communicates what we think students are capable of. Students respond to those
expectations. V,/e ·.vill be relentless in our pursuit of results and we will communicate with
families and students every step of the .vay. ln other parts of this petition, we refer to the goal
1
Every teacher keeps track of student progress tov1ard goals on benchmark assessments and DR.A
reading levels and the ADEPT assessment and this progress is shared in real time \Vith
administration and coaches. After each benchmark, teachers participate in hour long one on one
conversations with the principal regarding student progress.
See Appendix /•£ 4 for Deconstructed Standards and Leaming Targets

See Appendix A 10 for a sample Data Tracking Sheet
See Appendix A l O for Data Conference Questions
'.Vhen teachers engage with each other in collaborative planning teams like those described above,
it supports student achievement in the short and long term. Teachers build knowledge over time
through this process, and just as importantly, teachers provide each other with emotional support
through collaboration. Teachers rejuvenate when they use each other as sounding boards to
bounce ideas off of and hear hovl other teachers have solved problems similar to theirs. They do
not feel alone in the work, because they share the struggle and have support. They benefit from
one another' s creativity. At LWL, teacher retention has been outstanding relative to other
Oakland schools, having lost only 4 teachers in 4 years.
122
Dam Cycles
\Ve embrace data in a variety of forms including teachers' observations, students' daily work,
school wide administrations of writing assessments, and benchmark assessments and state tests.
The data we collect to measure progress toward our students' goals leads us to regularly ask
ourselves "what WO'..tld it take for students to meet our highest expectations?" and then implement
the answers. Through the data analysis process, we are able to reflect on \Vhat has worked in our
past practice and what has not. We bring our content knovvledge from input PD as we plan out
instructional responses to the data. For instance, after an early jump in English Language Arts
CST scores and then relatively flat growth, we analyzed both our instruction and our instructional
program and realized that our students did not have enough opportunities to practice reading text
at their instructional level. As a result, \Ve conducted an inquiry and decided that integrating
Guided Reading v1ould be the best approach to addressing this issue .
+he chart bclov; presents an example of all the structured collaboration opportunities provided
during one year at LWL.
n-- ___,_ ... ! - -

Time - - _ , - ... t' ·-- ....
Summer
3 day retreat in June to begin year long planning and engage in a cycle of
mqulfy
3 day retreat in August to complete 1mit planning for first unit, commit to
sci:lool and team norms
School ¥ear +cachcrs arc released in grade level teams to write and rctine tl:icir Uflit
Rel case Days plans and identify/create common formative assessments based on
deconstructed standards.
School ¥ear l x/month EbD planning session
Tuesdays I x/montl:i committee meetiHgs
2x/month optional inquiry teams
3:l§ 4:4§
School ¥car Input PD +we EbA, l EbD and I math PD per month
'.:Vcdncsdays
2:1§ 3:1!~
School ¥car Grade bevel Pla1ming development and analysis of common formative
Wednesdays assessments
~ 4: l §
bWb's collective and individual professional development plans are carefully constructed for
maximal impact within tl:ie context of the ongoing work within the ECPLC. The topic of
professional development is addressed in the next section.
EFC wide Professional DeYelopment
123
Education for Change sees professional development as a key driver to improving instruction and
student outcomes. As teachers and administrators gain deeper content and pedagogical
knowledge, results for students improves. Education for Change defines professional
development in the most global sense. We see professional development as more than workshops,
\vhich are one form of professional development. Grade level collaboration, professional learning
communities, observing colleagues, demonstration lessons, and coaching are often some of the
most po1vverful forms of professional development, especially when they are coupled with nevi
knowledge from a workshop .
As schools v1ith the same goals and similar populations, but different instructional models join the
EFG network, the opportunity for growth and cross pollination of great ideas increases. Schools
have had success in different arenas and can learn from one another. For instance, mathematics is
an area where the three current EFG schools ' model can inform some of the work that LWL is
moving towards . EFG schools have a strong track record in mathematics instruction, \vith school
wide CST Math proficiency rates ranging from 68.6 percent to 76 .8 percent. Education for
Change employs a method similar to LWL that moves from concrete to representational to
abstract. However, EFG has added the multiple representation approach to this method. Students
learn about different ways to represent and solve problems to build their conceptual understanding
and then apply them to a variety of problems in both cooperative and independent settings.
Students must be able to explain their thinking for each of the side by side solutions. L\VL plans
to engage in an inquiry process to learn about EFC ' s multiple representation method and
determine which strategies could enhance their currene-m-athematics approach.
Colla /Jort1tion
EFG is committed to differentiating professional development to best meet the needs of the
teachers in the organization. As a school community, administrators and staff will identify
inquiry areas and professional learning needs to drive site based professional development and
inquiry. As individuals, teachers, together with their administrators will develop goals and
professional learning plans to move their instruction forward. Teachers in the EFG netv,ork will
be encouraged to observe one another and other excellent teachers in the community as a method
of learning from one another. Teachers are expected to exchange best practices .vith their site
1
colleagues and teachers at other EFG schools. Professional development involves not only
structured workshops and planning, but also individualized support and coaching to best serve
each teacher's needs . Every moment of professional development is maximized and aligned with
the school's and EFC's goals.
Coaching
Education for Change believes that coaching teachers and administrators is critical to improving
practice. EFG schools use their data to determine •.vhere they want to place coaching resources.
Administrators typically receive coaching from Home Office staff \Vhether it is teacher
coaching or administrator coaching, the approach is that of a thought partner. Problems of
practice are analyzed, research conducted, observations made and solutions sought in this
collaborative model. LWL has already identified that strong coaching at the site as one of the
contributing factors to their growth.
Data bt1setl Inquiry cycles
124
All EFG schools participate in data inquiry cycles. Time is allotted for teachers to analyze their
data, develop targeted instructional responses, be they vthole group or small group, and then time
to reflect on the results of those instructional plans. LWL 's culture-ef-eata analysis dovetails
1
.vith this component of EFC's professional development vision.
Goal
The goal for EFC's focus on professional development is to create think tanks and educational
laboratories for ideas, strategies, best practices, and success at each school site. Leveraging the
knowledge base and creativity of motivated and dedicated staff across multiple schools will
eventuallyover time provide Leaming Without Limits and the other EFC schools with a vast
repertoire of tools to utilize in their work toward providing an excellent education for all its
students.
EFC firmly believes that reinventing the wheel time and time again is not in the best interests of
teachers and their students, so it continues to provide the support and assistance to help capture
the most effective practices at each school, organize them into instructional procedures and
scaffolds, and disseminate them to all of EFC.

• Analyze student data to create differentiated groups with individual instructional plans
• Track and monitor student growth and intervene and support as necessary
• Employ small-group instruction throughout the curriculum to meet each student's
• Collaboratively plan lessons and units that maximize the engagement of all students
• Utilize the school culture systems and rituals to engage students and sup12ort their ongoing
character development
At Leaming Without Limits, we seek to

• Create powerful, positive, unified, and collaborative learning communities where high
guality instruction and student achievement are the driving forces
• Provide professional development opportunities that allow instructional staff to grow
professionally and hone the craft of teaching
• Ensure staff have the capacity and content knowledge to fully implement the instructional
i;>rogram develoi;>ed in this charter i;>etition
Strategies and Structures

Education for Change sees i;>rofessional development as a key driver to improving instruction and
student outcomes. Our experience has shown that as teachers and administrators gain deeper
content and i;>edagogical knowledge, the results for students improve. As a cornerstone for all
EFC schools, all staff professional development is developed and conducted with the intent of
creating collaborative, supportive, continuous learning environments at each school. Just as we
encourage our students to achieve through high exi;>ectations and by providing the best
educational services possible, we look similarly at building this same culture of achievement,
SUQQOrt, and quality for teachers.
We define i;>rofessional development broadly, not simply as workshops that deliver new content,
although thex are one form of professional development, but all professional learning community
125
activities (grade-level meetings, data analysis, enhancement planning, mitigation planning,
formative assessment coachin observing collea ues teacher inQ.ill.IY..
As schoo ls with the same oals and similar QOpulations, but different instructional models, join
the EFC network, the opportunity for growth and cross-pollination of great ideas increases.
ASCEND and Leaming Without Limits both began imQlementing personalized leamin school
wide after a year of pilots, and they have served as a resource for personalized learning. Each of
the schools in the EFC portfolio will have had success in different instructional arenas, which
then can inform others to improve outcomes for all.
Resources and Structures to Support PD
Teacher Professional Development I Collaboration Time

This daily professional develogment and collaboration time provides teachers with much-needed
time set aside for rofessional develo ment and collaboration with collea ues within the school
as well as with other EFC schools. Providing additional dedicated time each day that is fully
compensated allows all teachers at each school the time to move instruction to a high quality level
and trul build an environment and culture where high__ex12ectations for student ach ievement can
be a reality.
EFC teachers' workday is extended to 412m to ensure there is time for rofessional learning
activities at the end of the day. This end-of-the-day dai ly collaboration time provides teachers
with much-needed time for meeting with colleagues. Also imbedded into the schedule is
collaboration and planning time during the school day. Teachers have common planning times
integrated into the schedule to ensure strong alignment across content areas and grade levels.
Learning Without Limits enhances beginning of the year professional develoQment time for
teachers/staff by adding additional, fully compensated professional development da s. A majori!)'.
of these days are usually scheduled for the week prior to the start of school to provide teachers
with comgensated time to prepare their classrooms as well as engage in orientation and
professional development sessions focused on implementing the EFC instructional program and
buildin the EFC culture at the school.
See Ap12_endix A 43 for L WL 's Bell Schedule and Appendix A 44 or the 16-17 calendar.
LWL Professional Development

Leaming Without Limits is deeply committed to the power of professional development. LWL
leverages a variety of powerful professional development models including Professional Leaming
Communities (PLCs), Inquiry, coaching, cycles of data analysis, and input of new content. The
overarching structure of professional development is the establishment of PLCs to develop
collaborative learning communities that focus on equitable student outcomes. Professional
Develo ment is tied to our Hi h Prioi Instructional Practices HPIPs that are set each ear.
See A12Qendix A45 jjJr LWL Proiessional Learning_Ajjg_nment Plan
Summer Institutes
Professional development begins with the summer institute prior to the opening of the academic
school year. The first part of this institute takes place immediately following the conclusion of the
126
previous school year. Teachers begin to create or modify their yearlong year-long, standards-
based plans based on experience with the just concluded school year, following the Insight
Strategic Design method of backwards planning and defining ~ standards. These plans are
again revised at the end of summer institute once we have CST data to help guide our practice.
In addition to creating our yearlong plans, teachers receive training in various areas. Topics from
previous summer institutes include guided reading, Assessment for Learning, /\ccelerated
Reader, Responsive Classroom, and GLAD , and Insight Strategic Design. The summer institute
is followed by weekly professional development sessions during the school year that carry the
same threads introduced during the summer institute.
Schoolwide Focus
At the end of each year, our staff reviews our vision statement and analyzes how well we are
aligned with that vision. Out of this process, we prioritize three to four areas that need further
attention. Teams then meet monthly throughout the following year to address these topics. Every
year and every content area has had a specific focus area for professional development.
Leaming Without Limits has successfully retained the great majority of its teaching staff since its
inception. As a result, LWL teachers have been ableat a rate sufficient to focus annually on
specific practices, build mastery of those practices, and then identify and master additional high-
leverage strategies to move towards a more complete implementation of its instructional
model (see Appendix A 11 for chart of LWL high leverage practices and implementation
calendar). New teachers to L WL are trained and coached in these strategies and expected to
implement them as they learn them.
• Guided Language Acquisition Design (GLAD): All teachers completed a weeklong

institute followed by two years of on-site coaching including teacher observations with
feedback from GLAD coaches and reviewing of key strategies. All new teachers are
required to receive GLAD training.
o Frontloading through Susana Dutro: Many teachers participated in district in service

training during our first two years as a school and the literacy coach has subsequently and is
expected to train the rest of the staff
• Responsive Classroom: The majority of teachers at LWL completed a weeklong training,

and all teachers participate in ongoing application of that model to our site.
o Open Court Reading: For several years, all teachers attended weeklong, grade level specific
trainings in the use of the Open Court program . The Open Court program is focused on
direct, explicit phonics and reading comprehension strategies instruction. Our school has
focused our follo\V up professional development on the "Green Section" of OCR and
Frontloading. '.'Ve continue to teach the OCR comprehension skills and strategies during
reading mini lessons and guided reading instruction. Almost all teachers have at least tv,io
years of Open Court training at their grade level.
o Leading for Equity (LfE): Every teacher and many staff have participated in the Leading for
Equity institute led by the National Equity Project. In this three day institute, educators and
administrators from across the country dive into issues of equity including race, socio
127
economic status, and gender that are present in our schools. At LFE, we share our 01vvn
experiences in order to better understand what it is that our children may go through. Through
a deeper :mderstanding of ourselves we have been better able to address the needs of our
students and provide an equitable learning environment.
Continued implementation of the PALs program is the focus for the beginning of this year and
writing instruction has been identified as a focus for the second half of the school year. Future
professional development plans include deeper implementation of the PALs pror:,Tfam, through the
implementation of the shared inquiry component.
EFC's Alignment with LWL's Instruetienal Pregram
Since its founding in 2005, EFG has accelerated student learning and achievement in the three
schools it operates. Notably, the API in its three schools has risen by 226, 214, and 223 46 points in
that period, respectively . EFG has learned that a robust curricular model requires thoughtful and
systematic implementation, a research basis, targeted professional development, progress
monitoring, and motivating accountability. The three schools EFG operates currently have a high
level of instructional coherence, with strong instruction across subjects, and especially in English
Language Arts and Mathematics.
L\¥L comes to EFG with its own robust instructional program and a high level of instructional
coherence. It includes many similarities to EFC's programs serving similar student populations,
having a laser like focus on improving and aligning instruction, and using research based best
practices to accelerate student learning and achievement. Similar to EFCPS, many resources are
dedicated to providing coaching to teachers, collaborative planning, and intensive professional
development. Like EFG, LWL's teachers focus intensely on data inquiry, using student
performance data to drive planning and instructional decision making.
Education for Change Public Schools is about to conclude its strategic planning process 1.vhere
EFG stakeholders are visioning EFCPSv2. \¥hen EFG launched in 2005, its students were
predominantly scoring Far Below Basic and Below Basic on the CST in both Math and English
Language Arts and the average teacher was a first or second year teacher. Today, the great
majority of students arc basic, proficient, and advanced in both Math and ELA, and the average
EFG teacher has been teaching for 5.4 years. The organization's goal is to build on the
foundation and success of EFCPSv 1 and take the organization and the teaching to the next level.
Stakeholders have been visioning the traits and skills of the graduating EFG child, and a Strategic
Planning team has been engaging in a School Program alignment process to identify the current
EFG strategies and programs that align with this vision and also identify the gaps in the EFG
program with respect to achieving our vision. The final plan 1.vill outline a five year timeline and
strategy for moving EFG from "good" to "great".
Instructionally, over time, EFG teachers 1.vill be moving gradually and strategically towards
standards based planning that is increasingly interdisciplinary and develop a larger repertoire of
instructional strategies that arc more student directed and inquiry oriented and explicitly build
46
Comparing Achieve Academy to the EOCC (now World Academy) API when it was K 4
128
critical thinking skills. This nrocess
to t-' he
support teacher aeveJopea enhancements to th
enhancements to Q13en Cn,,.-JQoaA · I\ . c
s' w ~ Asy5:em WI e prefessional aeveJopment
u gan l ast year ,.. ,tJ:i
. ,t ·6
e (1)(0,1 n4afr1 pregram ana this tall " 'I.th
. ,. tv.u' I'tc-c;iu111g n eb /\ St d T . v.
p1lotea Reaaers, Theater last year and·;;, .. te' "I u yearn l~okmg to impreve stuaent fluency
of t . , ' fl e
, ms ruchonal structures and strategies . I
~
su~port their instruction. Currentlv. a' I?Lw~ Sacd1ers syst~m vnde can use Readers ' Theater to
a·"-tu-y +eam d. .
"eagage m mquiry areufld a flumbe,
,
werkshop, and more integrat,·on of no +~ It~c u mg gu1?ea reaamg. literature circles "'r,· ter' s
1a · · ' -fl,ie·teft texct b I · · ,"
t I~ mqu1ry will support the use of tJ:iese stru t s . ~ (e with_ Readers' Theater, the results of
w~ile a haAdfol of EFG teachers have ~ied .:e=:::: strategies system wide ift the futu,e. Aftd
syst•'.". wide professional developmeAt on JaAear , 21' at sta~~ards based lessAA desigA, a day of
analyzmg standards and baclc"aras pla . d Y . , 2012 will mclude instruction on task
usage 'mec h arncs,
· ana spelling. vv nrnng to esign stanearas 61
b aseessons
Svste ,, ,·d _ in grammar
Jes · · fl m vvJtte teachers "'Iii I:, · 1 · ,
J
sons mt e blue section with tfleir own sta~dara~ wd legm re~ acmg Open Gourt Reading
s ase essons this year.
1:1 aaaition, EF_C has partnerea with Seneca Center to .

ncaaemy m alignment with a ae\v Special Eauc . pilot a Response to Intervention pilot at Cox
campuses as well. An RTI inteP 'e11t1·on t I atlon program that-will grow to our other
Ea · • , u ~eac-1er ana an R+J 13 » ·
:ucat,on teachers to expand their toolkit and b ·1d h : e nv10r specialist work with GeAeral
I ,~ervenhons for struggling students. +his pi!;; . : e·'1~capac1ty to develop strategic in class tier
nee s of tne remaining Far Belo·" Basic a B I is u1. mg teachers, capacity to aaaress the
"w'Rom l:i
:ave w
comp"* needs and challenges. an ConAee
e 01vv Basic- student · -elf
--~---·s'" th · elassreoms, many of
;ox s :+1 I
program bring a greater focus on the n•h:~ed tn:15, ~e partnersr.ip witR SeAeca and
eyon qual~ty mstruction to reach their pote f A II ~ 11
i" an what EFC's chilaren neea
support se~v1ces, extended day programmin na~~. n FC schools are providing mental health
programmmg through our family resource c~nters~nncl:iment, ana family support ana eaucation
Learning From One Another
EFG is poisea to support LWL ~~ 1 ma portfolio

.r "'t»· . of h 1
common themes and values: sc oo programs that align arouna a set of
+ Researcl:i eased standards alicxnea instruct"

level of fiaelity across all cla;sr
I .
,ona programs implementea with a nigh
+ 'I\' compre:ens1ve
» . ooms
assessment system that b
mathematws ana incluaes a batt , f B en_chmarks stuaents regularly in ELA and
+ nI\ _R~esponse to Intervention approach
ery o ~rm'1tP 1e ana Eiiag f
to su~po·rt_n?s ic assessments
alignment with tne Special Eauc f m g strugglmg students tnat works in
-A F a 10n program
• orma I structures for family and staff I
+ Explicit iaentification of ana . t . ea_Eiersn1p. ana Eiecision6 making
A /\ I' .
• nn exp !Cit goal of mo"ing a Ion .:u
ms ruction m a set of artic I t h
a e sc ool values or hal:,its
s ~ ent1rected, that focuses increasing! )', on h.ig·»onatecomes
t El a. v g a contmuum of mstructi tn b
sk-i-1-ls er level Bloom's critical increasingly
th. I ·
.,. . · tt!H ,mg
• +Re mtegration of tecl:inology into the classroo .

max11111ze efficiency in instruction a a m ans mto the school's programming to
t n assessment ana t 1· · 1
o use tne computer as a tool for ]ear . _ o ~xp ,cit y teach students now
learning. nmg, tesearch, analysis, ans Eiemonstration of
129
EFG is explicitly
EFGPS,,2 build.mg its
. capacity and I" . .
. v . bur
ffb has effecti.,el ,. a ignmg its resources .
movmgforward interdisci 'r y n~_plemented many of the str to move ,ts scl!ools towards
mstruct1on in values and ha:i::ary ,:qmry oriented teaching :~~g,es EFG IS looking to implement
practices. EFG is ali . . an can become a de ' .~ct,ve RT! , and ex lici
LWL will benefit fro!n~ng ,ts resourees to support its ::"'';"''on site for many of~hes~
~-: _o ; practices. In additi::gl,~~L~:. ~IMtwork of scl!oo Is oa~i~~n;ovmg in ti! at direction' and
." '°' have led to dra . ' H . " I benefit from EF ' . resources towards a .
;::entions, which h::~:;~~":i::d~-ath outcomes at Ii~~' p:::t:::s in t••thematies in,:~::::
. ourth and fifth grad ers out of imp ementat1on
Far B . ofand
EL'n '
e1Ovv
,., Basw Be Iow
EFG·is an orgamzation
. dedic . .
dpart· of
. the EFG Inst ructional
eciswns around corricol
. ated
M to bnngmg its lead ers togetile
~anagemeat Team (!MT) ; : r regolarly to share Oest pr .
:1lot1ng new initiatives. ~:;:?,'~s~octio_nal direction, ~rore':s::~ ;~es organi,ational aetlce as
l~';'::.' ~/rofessional learning co:m~rsh1p will benefit tremendo:sly e/elopment structores, and
. . wl benefittremendous ' umty focused purel . on .,· . rom bemg part of a
of EFCPSv2, EFG is de"eio l) from tl!e experience of ti?. L":o,mg mstrnction, and tl!e EFG
:o_s,'t;ons for experience~ .!1:;,an~~ teacher retention plan~tl!a~nstruct10nal leadership. As part
e, e .oper' teach er curriculum d;,c;h e teachers JMT teacher le.:;reates many new Ieadership
posiaons will be designed to g ... ' e oper' demonstration teach er' teacher profession al
many seasoned teaehe .,.· Ive sea_soned teachers m er, emergmg princi al e
S
~~.f
support teacher retenti ~n ·~:I~ " osit1
· oned to benefitrr:':r~~:on~:b ility and autl!:ri~
ne,, plan and It moy, m _
tc
5
i,~~~se
· turn
upport for Academieall) ' L 0'11

. ' neh1e·,ing
• . St ude11ts '
R '
esponse to lnter ·entio

LHfflUS
'L l high
. ~ II
not meetmg
. outcomes to he!for all sR~ El ~nts ane is committee ,., .
expectations
~~==:~nt system designed~::::ka::;ve at_expected levelsto ;:;,,~~; with students who are
st d .j e assessments that track st d mom tor stodent gro·, ·th Th s a comprehensive
an "' s T h u eat gre,,.th " · ese are b la
specific chiJ::,::d0 : . ~ ~ assessment
LWL .
sy;,:;,
v op strategic lessons
,:n!;:::i:r their mastery~i;!;.i:::7ive and
to accelerateelf overall plannin g, d1frerentiate
growth . . fe,
'as part o! Education f .

to Intervention S 'Ste or ~hange Public School ,., .
system with grea; su:· Educat10n for Change Pobli:· .,11,mplement a comprnhensi"
ensures , LL . ess at Cox Academ ' in Schools" current! , im ,e Response
. '' ch1ldfen ,eceive the t ) partnership with the 8 ) plementmg this
arise, argeted support ne eded to addresseneca Center
indi"id I . Th ,s system
v ua needs as they
R'.fl IS
· a framenrorJ
vv ~r p .d .
C f;
practice.
inform dRTI is a prevention
. . ~ov, onented
i~g comprehensive
a support to students and . .
ensunng appropriat e i.6ent1ficat10n

. ~1ently to
of stueents
130
with disabilities.
/'. rigorous prevention system provides for the early identification of learning and behavioral
challenges and timely intervention for students who are at risk for long term learning problems.
continuum of supports. Many schools use more than one intervention vefithin a given level of
prevention.
-+ Primary (tier 1) prevention: high quality core instruction that meets the needs of most
students
-+ Secondary (tier 2) prevention: evidence based intervention(s) of moderate intensity that
addresses the learning or behavioral challenges of most at risk students
-+ Tertiary prevention (tier 3): individualized intervention(s) of increased intensity for
students .vho show minimal response to secondary prevention
1
At all levels, attention is on fidelity of implementation, 1.vith consideration for cultural and
linguistic responsiveness and recognition of student strengths.
How RTI Works
Once a student is identified as not making appropriate grov,rth academically or a student is

struggling socially or emotionally, the LWL case manager, in partnership with the classroom
teacher, immediately develops an in class interventions plan that clarifies the student's current
level of performance, documents areas of concern, and outlines a specific plan to differentiate,
modify, and individualize instruction for that student. Modifications or accommodations could be
changes in seat assignments, strategic grouping, giving fewer more targeted assignments or
problems, or providing additional resources or tools to complete an assignment (manipulatives,
calculator, computer, etc.). The student will be assigned strategically to different groups to
support his or her learning. (S)he may be in a heterogeneous group if there is a cooperative
learning assignment where children are expected to work collaboratively to solve a problem.
(S)he 'Nould be assigned to a homogeneous group for mini lessons or for guided reading to ensure
(s)he is getting instruction in his or her Zone of Proximal Development. In class supports are
explained in greater detail below.
lf a student makes inadequate progress in the classroom or across classrooms with Tier l
interventions, the teacher would then refer the child to the Student Study Team (SST) to access
more of the school's resources for addressing the specific child's challenges. At the SST, the SST
facilitator 1>vould convene all necessary stakeholders and allies in the child's learning to ensure the
group has greater understanding of the whole child. This team conducts a Root Cause Analysis
and incorporates data from the after school program, from home, and from other teachers across
the school. Based on the Root Cause Analysis, an SST plan is developed for that child that
outlines the areas of strength, areas of concern, and a strategic plan to support that child utilizing
both Tier 1 and Tier 2 interventions. Tier 2 interventions .vould include all potential resources
1
outside of the classroom setting that could supplement the Tier 1 interventions taking place in the
classroom.
131
lf the student makes inadequate progress at Tier 2, the SST reconvenes and the team collects
additional data. i\t this juncture, the SST team may alter the SST plan by adding or subtracting
interventions or recommending Tier 3 interventions, which are generally individualized intensive
]f the student has demonstrated that he or she may be eligible for Special Education services, the
SST may refer the child for assessment by the IEP team to determine eligibility for Special
Education services.
LWL is excited to enter into the EFG Seneca partnership to provide these services to our students
(see Appendix A 12 for the Pyramid of Interventions and Program Services).
Support for High Aehieving Students
The differentiation and individualization strategies used to support low achieving students also
support high achieving students to stretch and extend their learning so they do not become bored
or complacent, but instead continue to feel challenged and supported. This includes in class
individual and small group \Vork by classroom teachers before , during , or after school ; before
or after school enrichment classes by non classroom educators, access to learning sofhvarc and
curriculum materials designed for their mastery level , and opp01tunitics to participate in classes or
lessons designated for higher grades.
Support for English Learners
i\lmost 60 percent of the LWL current student body is English language learners. Meeting the
needs of this specific subgroup is a top priority. English language learners (ELLs) have full
access to L'NL's educational program (see Appendix AS for LWL ELD Curricular Autonomy
npp
A r1cat10n
. ).
Home Language Survey and the CELDT
As required by California law, all parents arc asked to complete and sign a Home Language
Survey. This fo1m is part of the orientation packet that is filled out once students arc enrolled at
LWL. If a language other than English is indicated on the Home Language Survey, students are
administered the California English Language Development Test (CELDT) within 30 days of
enrollment to evaluate their listening, speaking, reading, and i.vriting abilities in English and at
least annually thereafter between faly 1 and October 31st until re designated as fluent English
proficient. The official results arc mailed to parents and shared with classroom teachers within 30
days of receiving the results from the publisher. The CELDT shall be used to fulfill the
requirements under the No Child Left Behind Act for annual English proficiency testing. Any
child in the countr; less then twelve months will be given the state ' s Designated Primary
Language Test (e.g. the Aprenda and Standards Based Tests in Spanish) to determine the
student's academic proficiency when tested in his/her home language.
Rcelassifieation Procedures
Reclassification procedures utilize multiple criteria in determining whether to classify a pupil as
proficient in English including, but not limited to , all of the following:
+ Assessment of language proficiency using an objective assessment instrument including,
132
but not limited to , the CELDT; .. ff ..,·th d. t
~ Participation of the pupil 's classroom teachers and any othe~ cert1f1cated sta 11,1 ~, 1rec
• responsibility for teaching or placement decisions of the pupil to evaluate the pupil s
curriculum mastery; d. s of the
~ Parental opinion and consultation , achieved through notice to parents o~ g~arian
• language reclassification and placement. The notice will include_a descn~t1~n of the
reclassification process and the parents' or guardians' oppo~t.un1~y to part1c1pate, and
encourage parents or guardians to participate_ in t~e recla_ss1f1cat1on pr?ced,ure . .
~ Comparison of the pl:lf)il 's performance in basic skills against an emp1ncall~ establ1s~ed
• n e of erformance and basic skills based upon the performance of English pro~1~1ent_
;~p~ls of ~he same age that demonstrate _to others t~at the pupil i? sufficiently prof1c1ent IA
English to participate effectively in a curnculum designed for pupils of the same age
whose native language is English.
See Appendix A 14 for Reclassification form
High Expectations and Access to Core Curriculum
Like all students at L\VL, our ELL students are held to clearly_articulated high expe_ct~tion~,
pro"ided access to the school ' s standards based, rigorous cum cu Ium, and offered d1fter~nt1:te_d
su v ort as needed. English language learners are expected to meet state_and school stan ar s m
ac::emic and non academic areas of the instructional program. \Ve believe that hold1_~~ EL~ to
h · h expectations \Vill ensure that every student is intellectually challenged to reach h1srher full
p~~ential. We expect that all our students \Vill be given the support they need to become self
directed, self motivated learners.
English Language Development
The LVVL English Language Development program has three ~i?tinct c_ o mponents that tog:ther
ensure all EL students have full access to the curriculum ; explicit ELD 1nstruct1on , sheltere
instruction , and content frontloading.
Explicit ELD Instruction
All students at LVVL receive explicit ELD instruction based on the follovving principles:
• Regular blocl<.s of dedicated time when ELD is taught explicitly

• Instruction at students' assessed level of English Language Development to ensure
smooth development of a solid English language foundation and to challenge students to
stretch their ability to use language flexibly
1 ddl
-n a--1-1on to the CELDT , L'll'L
n
assesses all students designated ELL
h using the ADEPT
I, groupthree
times per year The results of the ADEPT assessment are used toomogenou_s 'r~ ~ d
(Z1°i:; •4~:)i::~:~ui;i:~~\~:::i=~=~~"o~";!~m:~h:~t~ ~i: ~•t:s~o~=~=~s~=~~=~ "f~:~:~ing

· ' ' · , forms and functions, based on the assessed needs an s a e
sk1l~sd:r::1c~1:;1~~=::::~heat comprise the daily ELD block are developed_by t~~chers in
:~nsultati~n with the Grammatical Forms Matrix to specifically match the 1dent1f1ed oral and
written language needs of students (see Appendix A5: Sample ELD Lesson Planner).
133
At LWL , ELD does not replace English Language Arts instruction or any other content instruction.
Rather, it equips our English Learners with the language skills they:
+ /\re not likely to learn ot1tside of school,

+- Will not be tat1ght in any other content area,
+- Need to express the sophistication of their thinking to st1cceed in college, and
+- /\re expected to t1se every day for academic and real life purposes.
Sheltered Instruetion
The second ·.vay that LVVL meets the needs of its English language learners is through
an inclusive, sheltered English immersion model in which all students are instructed in
English by teachers who use Specially Designed Academic Instruction in English
(SDAIE) strategies and other methods that promote acquisition of academic English as
•.veil as academic knowledge in the core subjects .
Throughout the instructional day, teachers intentionally weave pictorials, poems and
chants , cognitive content dictionaries and signal words to teach and reinforce key
vocabulary for English Language , as ·.vell as to support musical and kinesthetic learners.
LWL teachers consistently use realia, picture file cards , maps, timelines, and other visual
aids to appeal to Ells who are primarily visual learners. In order to support Ells who
gravitate tm.vards tactile learning experiences , students are broken into heterogeneous ,
cooperative "expert groups" who learn and then teach specific content to their peers
during science and social studies instruction. This additionally supports the acquisition
of reading , note taking , listening and speaking skills , all important for academic success .
Research based GLAD strategies also figure prominently in LVVL content instruction and
are key to actively promoting English language acquisition , academic achievement, and
cross cultural skills within all content areas. GLAD units are built from the grade level
standards with the goal of providing full access to core curriculum for all students , and
particularly Ells. As a complement to SDAIE strategies, the GLAD model supports
positive and effective peer and teacher student learning relationships, while
simultaneously increasing students' metacognitive handle on sophisticated academic
language (see Appendix /\ 5 for GL/\D Strategy Documentation).
Content frontloading
In addition to sheltered instruction and explicit ELD , content frontloading is designed to

provide a timely infusion of focused instruction to remove language barriers prior to
launching new content instruction. /\II teachers have been trained in Frontloading
through Susana Dutro's E.L. Achieve program. The program includes both language
functions and forms. Teachers revimv key vocabulary and use sentence frames to teach
and reviev.i specific vocabulary and language structures that will be in use within a
particular lesson or unit. Nmv vocabulary is presented in an accessible manner and
134
language structures are taught first with familiar content and then applied to the content
areas.
Affirming the Home Language

At----bWL, we believe that children who come to school speaking a language other than
English come with an asset to be affirmed and maintained. Many of our teachers are
bilingual and several hold BGLAD certificates for Spanish. We use our language skills to
support students in making connections bet>.veen their home language and academt€
English. When applicable , we employ contrastive analysis by using our knowledge of
Spanish phonics and language structures to help students see hovv the languages are
both similar and different. It is a priority for us to have as many bilingual staff members
as possible, especially in our front office. Our teachers and staff's language skills help
us maintain our partnership vvith Spanish dominant family membef&..
In addition, as part of our after school program , students have access to home language
instruction so they are able to continue to develop in their native languages and ideally
-become bilingual biliterate citizens .
Additional Support Systems
English language learners also benefit from a six 1.veek after school program taught by
student teachers from U.G. Berkeley. The after school program focuses exclusively on
English language development skills through engaging, pr0ject based learning. The
student teachers work in collaboration with classroom teachers to design and target
instruction to students' specific needs.
Professional Development Days

As a cornerstone for all EFC schools staff rofessional develo ment is develo ed and conducted
with the intent of creating collaborative, sugportive continuous learning environments at each
school. Just as we encourage our students to achieve through high expectations and by_providing
the best educational services ossible we look similar] at buildin this same culture of
achievement, support and guali for our teachers.
The principals set the tone and develop the conditions under which staff members become the
keepers of the school ' s culture and values. As a result, staff development SUJ2Ports the school ' s
mission and basic values b fosterin a ositive cam us culture sharin the best instructional
practices, and encouraging individual teacher growth. Beginning with staff orientation before the
start of the school year, the principal and members of EFC ' s academic sur,mort team ensure that
teachers full understand and sui:mort EFC's mission , goals, and basic values, emphasizing a
rigorous, standards-based instructional program. This orientation involves specific activities
designed to ali n the staff and foster teamwork and the buildin of a Qrofessional learning
community.
During the school year, staff develo12ment continues through professional development days,
12rofessional development sessions, whole staff meetings, and grade-level team meetings.
135
Professional development typically takes place during the Wednesday minimum day. Education
for Chan e has built in a total of 14 da s throu hout the school ear to su port staff in data
analysis (individual, team , and school-wide), collaborative planning, and report card and
conference preparation.
The Leamin Without Limits Site Instructional Leadershi Team works with EfC's Instructional
Management Team to determine session content based on identified school site needs.
Instructional Coaching
In addition to the formally 12lanned professional development trainin s EfC has committed to
supporting teachers and improving teaching through instructional coaching. L WL has worked to
streamline our coachin model that also provides focused instructional expertise for teachers .
Instructional coaches work with teachers in intensive coachin c cles that focus either on a
s ecific area of need at one rade level or a s ecific need with intensive coach in of individuals.
The focus for each coaching cycle is identified through teacher observations and the analysis of
student data. In this practice-based PD model , the coaches work weekly with teachers for
extended periods (!ypically a trimester), demonstratin the ex ected practice, co-teaching with
them, diagnosing students' skills and providing ongoing feedback to teachers on their
instructional ractice. At times based on an overall assessment of need coaches work with a
broader focus of supporting strategic refinements in practice. The goal, simply put, is to transform
practice in order to speed the pace of improved outcomes for students.
Collaborative Learning
same context to support each other in asking the four guestions named by Rick Dufour as
definin the work of a PLC: What do we ex ect students to learn ? How will we know when
thev 've learned it? What will we do when they haven 't learned it? What will we do when they
already kno w it?
Rebecca Dufour. We will 12rovide teachers with collaborative structures and clear rocesses for:
• Engaging in inguiry-based dialogue

• Analyzing student data to ether
• Sharing best instructional practices
• Strategic planning to meet the needs of under12erforming students
The LWL team establishes a strong professional learning community (DuFour), facilitated by the
su12port team, partners, and the PLC structures imbedded in the schedule and Q_[Qgram. The PLC
structure creates the 01212ortunity for collaboration around instruction where teams regularly
anal ze assessment data to ether set oals develop instructional mitigations for the data, teach
them, re-assess and come back to reflect on success and challenges they faced. The teams
relentlessly work on improving student outcomes by sharing best practices, developing their own
knowledge-base, cognitively_planning lessons together, demonstrating their teaching to one
another and ivin each other feedback. An EFC non-ne otiable for all of our schools is school-
wide coherence and fideli ty of im12lementation to the school's ap12roved 12rogram.
136
We believe strongly that collaboration is the foundation for improving ractice but EFC is
committed to differentiating professional development to best meet the needs of the teachers in
the organization. As a school community, administrators and staff will identify inguiry areas and
professional learning needs that will drive site-based professional development and inquiry. As
individuals teachers to ether with their administrators will develop goals and grofessional
learning plans to move their instruction forward. Coaching, BTSA inquiry, and teacher inguiry
groups all support the growth of individual teachers toward meeting their goals.
When teachers engage with each other in collaborati~lanning teams like those described above,
it supports student achievement in the short and long term. Teachers build knowledge over time
through this grocess, an<ijust as imgortantly, teachers provide each other with emotional SUQport
through collaboration. Teachers rejuvenate when they use each other as sounding boards to
bounce ideas off of and hear how other teachers have solved problems similar to theirs. They do
not feel alone in the work, because they share the struggle and have support. They benefit from
one another's creativity:. At L WL teacher retention has been outstandin relative to other
Oakland schools.
Data-Based Inquiry Cycles

All EFC schools 12artici12ate in data inquiry cycles. Time is allotted for teachers to analyze their
data, develop targeted instructional responses, be they whole group or small group, and then time
to reflect on the results of those instructional plans. Site-level instructional leadership teams
composed of coaches and co-principals that meet with the Instructional Management Team 4-6
times per year to review student growth data and get support and thought partnership around
instructional responses, professional develo ment and coachina moves. These sessions are also
designed to build coach and administrators" capacity around instructional leadership.
Leaming Without Limits believes not only in collecting data from a range of sources to inform its
academic programs and ensure students' success - but also that professional development for
instruction is a vital com12onent ofLWL's success in addressing the needs of low-achieving
students and in differentiating and personalizin instruction. We structure 12rofessional
development to regularly look at grade-level standards and a range of data to ensure all students
are on track.
In Au ust teachers anal

of becoming low achieving and to 12lan for their needs based on ga12 areas. Throughout the year, in
approximately six-week cycles, teachers continue to engage in formal data analysis. As described
above, they go through a structured 12rocess of engaging with their data to create action plans
aligned to goals. During these sessions, assessments are analyzed throu h the lens of both whole-
class and individual learning ga12s .
The following are two examples of data analysis tools that teachers at L WL may use to im12rove
instruction dialogue, and prioritize next steps:
• Anal sis of Practices and Results: A reflection form and rocess throu h which teachers
examine, from the 12revious ear rade level erformance and trends individual class
137
performance and trends, personal professional goals and accomplishments, and individual
student trends, e.g. students who gained or dro1:med significantly
• ELA Interim Analysis: A reflection for teachers to connect test questions to standards
being assessed, common student misunderstandings on those questions/standards, possible
sources of confusion, and next steps to address misunderstanding~
• A focal data point for our inquiry is students' DRA scores. Time and energ~pent in
understanding exactly what students' skill strengths and gaps are within their current DRA
level, setting goals designed to help them move to the next level, enrolling students in the
effort to achieve those goals, and aligning Guided Reading instruction and practice to
those goals.
Our results have not always been uniformly ROSitive. Rather than make excuses, we engage in
deep inquiry around the reasons for negative results. As Richard DuFour writes, taking
responsibility for student learning means asking and re-asking the guestion: What are other
schools doing that are achieving results that we admire? Especially when we get results we are
disappointed by, L WL teachers and staff readily seek out opportunities to visit schools that have
been successful in the areas where we have not. In all cases, we do not expect students to adjust
to teachers' current methods. Rather, we adjust to students' needs and do what is necessary to
ensure that every student learns in our classrooms
L WL educators set goals for children and the intensity of the expectation that students meet those
goals communicates what we think students are capable of. Students respond to those
~ectations. We will be relentless in our pursuit ofresults and we will communicate with
families and students every step of the way. In other parts of this petition, we refer to the goal-
Every teacher keeps track of student progress toward goals on benchmark assessments and DRA
reading levels and the ADEPT assessment and this progress is shared in real time with
administration and coaches. After each benchmark, teachers RarticiRate in hour-long one-on-one
conversations with the princi12al regarding student progress.
See Appendix A46 (or a sample Data Tracking Sheet

See A32 (or sample Data Analysis Protocol
We embrace data in a variety of forms including teachers' observations, students' daily work,
school-wide administrations of writing assessments, and benchmark assessments and state tests.
The data we collect to measure progress toward our students' goals leads us to regularly ask
ourselves "what would it take for students to meet our highest expectations?" and then implement
the answers.
Through the data analysis t1rocess, we are able to reflect on what has worked in our Rast practice
and what has not. We bring our content knowledge from input PD as we plan out instructional
responses to the data. For instance, after seeing a growing number of students scoring proficient
on the DRA but at Basic on benchmarks, we analyzed the gaps and identified steRS to address
those gaps. The chart below presents an example of all the structured collaboration op_Qortunities
Qrovided during one year at L WL.
138
I Time Descriotion
Summer
2 day retreat in June to begin year-long Qlanning and engage in a cycle of
lllill!!!Y
3 day retreat in August to com12lete unit 12lanning for first unit, commit to
school and team norms
School Year Teachers are released in grade level teams to write and refine their unit
Release Days Qlans, identify/create common formative assessments based on
deconstructed standards, analyze data from summative assessments, and to
com12lete re12ort cards.
Mid-Year Retreat Teachers and Staff engage in Inguiry regarding school successes and next
steQs toward our vision.
Tuesdays Grade Level Lead Team meets to engage in consultancies regarding
3:15 - 3:45 formative assessments
I
Wednesdays LeadershiQ Team meets to make instructional decisions review 12lans for
3:45 - 5: 15 !!l2Coming Professional Develo12ment and Qroblem-solve systems issues.
I
Wednesdays I!:!.Qut PD - Two ELA, 1 ELD and 1 math PD Qer month
I 2:05 - 3:00
Wednesdays Common Formative Assessment Planning and Analysis
I 3:00 - 4:00
L WL's collective and individual Qrofessional develoQment 12lans are carefully constructed for
maximal imQact within the context of the ongoing work within the ECPLC. The toQic of
Qrofessional develoQment is addressed in the next section.
Observation and Feedback

Our teacher evaluation tool is aligned with walkthrough tools, and all tools will utilize the same
rubric across all sites. This will enable LWL to collect and monitor data on identified high
priority Qractices. It will also allow site leadership to 12.rovide immediate feedback on teacher
Qractice and track growth over time . Teachers are able to access the TNTP rubric, review their
walkthrough and observation data, more actively and regularly reflect on formative observation
data and track their own learning and develogment. Along with this, QrinciQals observe teachers
and meet one-one weekly to debrief observations, review goals, and Qlan next ste12s.
Teachers are encouraged to observe one another and other excellent teachers in the community,
and they receive regular feedback on their Qerformance, goals, and growth. LWL has budgeted for
substitutes to cover grade level teams to observe other classrooms across EFC, within L WL and
across the larger community. Teachers are ex12ected to consistently exchange best 12ractices with
each other and teachers at other EFC schools. Professional develoQment involves not only
structured whole-staff and small-grou12 practices, but also individualized su1212ort and coaching to
best serve each teacher' s needs. Every moment of professional development is maximized and
aligned with the school's and EFC's goals.
139
Instructional Leadership Development
EFC is working in partnership with the Reach Institute around principal and assistant princi12al
professional development. As part of this partnership, EFC co-principals are coached and
supported on improving their capacity to improve teacher practice as part of the observation and
feedback rocess . Usin a tool called the Instructional Leadership Performance Evaluation
(ILPA), Reach coached site leaders in this process. EFC has integrated the ILPA into its site
leadership evaluation process.
The instrument reveals the Instructional Leader's abili in five dimensions:
• Diagnosis of the affective state of the teacher

• Keen observation of instructional se uences
• Analysis of instructional seguences with research-based criteria of effectiveness ( use of
evidence)
• Understanding of learning trajectories along dimensions of instructional competence
• Coaching skills: engaging the participant emotionally, interpersonally, and cognitively in
the process through coaching language and practices. Appropriate use of and shifting of
stance throughout.
EFC has also artnered with National Academ for Advanced Teacher Education NAATE to
facilitate deeper professional learning for our administrators and teacher leaders. The core
NAA TE pedagogy is the case-study method of instruction used extensively to train doctors,
lawyers, journalists, and other professionals, but rarely used in the classroom teaching
profession. In facilitated case discussions, participants uncover a range of potential solutions and
through dee12 analysis, 2eer-to- eer discourse and civil debate the exercise inductive reasonin
skills to draw broader implications. Teacher and Administrator Fellows depart the program eager
to aJ2Pjy_profoundly transforrnative ways of thinking.
140
SUPPORTING ALL STUDENTS
Support for Students with Disabilities
Philosophy
Our general belief at Leaming Without Limits is that whether ALL children are English language
learners, Special Education, or academic English learners , our children are all able to excel and
succeed if instruction is aligned and differentiated to their needs and designed to accelerate and
individualize.
Therefore, the best way to support the great majority of students who qualify for Special
Education services is through differentiated, scaffolded, and individualized instruction in grade
J.e.v-e.lgeneral education settings where children have access to ~ ~ lfilJ...12ro12riate content and
concepts and are provided the support and modifications many of our other populations require to
access the curriculum. Our RTI-based interventions system, in partnership with our
comprehensive assessment system, supports students with disabilities by providing them
maximum interventions and supports through the general education program.
Overview
b-W-b-Leaming Without Limits shall comply with all applicable State and Federal Laws in serving
children with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act
("Section 504"), the Americans with Disabilities Act ("ADA") and the Individuals with
Disabilities in Education Improvement Act ("IDEIA"). California law gives schools various
options on how to deliver special education and related services either as (1) an arm of the
charter-granting agency, (2) an independent local education agency, or (3) as a charter SELPA.
The School shall be~ its own local education agency ("LEA") in conformity with Education
Code Section 47641(a). The School LEA has applied to become~ a member of the El Dorado
District Office of Education ("EDCOE") Special Education Local Plan Area ("SELP A~ "), which
is the cunent SELP A for all of the existing Education for Change schools.
See Appendix A 12 for SELPA intent letter.
The School shall comply with all state and federal laws related to the provision of special
education instruction and related services and all SELPAEDCOE policies and procedures; and
shall utilize appropriate SELPAEDCOE forms. The School shall not discriminate against any
pupil with a disability in the admissions process or any other aspect of operation. The school
recognizes its res.Ronsibility to enroll and SURQOrt students with disabilities.
The School shall be solely responsible for its compliance with the IDEIA, Section 504 and the
ADA. The facilities to be utilized by the School shall be accessible for all children with
disabilities . The facilities to be utilized by the School shall provide children with disabilities equal
access to all aspects of the educational program.
As described above Education for Change Public Schools is in the process of pilotinghas a
strategic partnership with Seneca Center to develop and implement a comgrehensive multi-tiered
system of su1212orts in alignment with our mental health and Special Education programgrograms.
We integrate Special Education into the larger interventions framework and ensure that it is in
141
greater alignment with a the larger schoolwideschool-wide student support system. This program
is being piloted at Cox Academy this school year. The foundation of this system is a
comprehensive assessment program that regularly assesses students using a variety of tools to
track progress and growth every six-JQ_eight weeks . The Response to Intervention program in
alignment with the Coordination of Services and Student Study Team processes integrates vvith
this assessment calendar. TeachersThis data is reviewed by grade level teams, and !Re
administration receive regular data reports communicating student growth , and a lack ofstudents
not making ag12ropriate progress +sare flagged immediately. for in-class interventions. If a student
continues to not make progress, the teacher refers the student to the COST team. Through the
RTI program, teachers are coached and supported in developing both behavioral and academic
interventions plans for their students. Students not making adequate progress through the in-class
tiier 1 interventions within six to eight weeks are referred to the Student Study Team and can
receive either a revised tiier 1 intervention plan or more intensive supports called tierTier 2
services. Should the SS-Tteam observe evidence that a child may be eligible for Special
Education services after numerous tiier 1 and tiier 2 interventions, they can submit a referral for
Special Education to the Special Education DirectorCOST team who will develop an assessment
plan if appropriate.
A student with an Individualized Education Plan will have access to ALL of the interventions
available schoolwide school wide as part of their individualized education plan. The Coordination
of Services team in partnership with the Special Education teacher or lead ensures Special
Education student plans are developed strategically and implemented with fidelity and utilizes all
the resources available at the school to infonn the development of the IEP. For example, a
Special Education student could have as part of their IEP 45 minutes daily of a tier 2 reading
intervention available to all general education students to address his reading goals, receive
strategic instrnction from the Resource Specialist twice a week specific to organizational and
processingexecutive functioning skills, and participate in an after-school support group to address
socio-emotional goals . While this student is receiving strategic services from a designated and
appropriately-credentialed Special Education provider, he is also receiving services and
interventions available to all General Education students as part of his plan. The EFCPS Special
Education program is designed specifically to accelerate a student's growth in target areas and
ensure that student's ability to succeed in the General Education setting both academically and
socially.
Seetion
- - 504 of the Rehabilitation
-· - ~. ~-·-Aet
The School recognizes its legal responsibility to ensure that no qualified person ·.vith a disability
shall , on the basis of disability, be excluded from participation, be denied the benefits of, or
othenvise be subjected to discrimination under any program of the School. Any student, \Vho has
an objectively identified disability, \Vhich substantially limits a major life activity including but
not limited to learning, is eligible for accommodation by the School.
A 504 team will be assembled by the Executive Director of a school and shall include the
parent/guardian, the student (where appropriate) and other qualified persons knov,rledgeable about
the student, the meaning of the evaluation data, placement options, and accommodations. The
504 team \Vill reviev,r the student's existing records; including academic, social and behavioral
records, and is responsible for making a determination as to whether an evaluation for 504
services is appropriate. If the student has already been evaluated under the IDEIA but found
142
ineligible for special education instruction or related services under the !DEL\, those evaluations
carried out by the 504 team, \.Vhich will evaluate the nature of the student's disability and its
impact upon the student' s education. This evaluation will include consideration of any behaviors
that interfere \Vith regular participation in the educational program and/or activities . The 504
team may also consider the fol101.ving information in its evaluation:
which they are used and are administered by trained personnel.
\Vith impaired sensory, manual or speaking skills, the test results accurately reflect the
student's aptitude or achievement level , or whatever factor the test purports to measure,
rather than reflecting the student's impaired sensory, manual or speaking skills.
The final determination of whether the student ·.viii or 1.vill not be identified as a person with a
disability is made by the 504 team in 1Nriting and notice is given in writing to the parent or
of the student for special education per the IDEIA, a referral for assessment under the IDEIA \Viii
be made by the 504 team.
be responsible for determining what, if any, accommodations or services are needed to ensure that
the student receives a free and appropriate public education ("FAPE"). In developing the 504
Plan, the 504 team shall consider all relevant information utilized during the evaluation of the
student, drawing ~tpon a variety of sources, including, but not limited to, assessments conducted
by the School's professional staff. The 504 Plan shall describe the Section 504 disability and any
program accommodations, modifications or services that may be necessary.
education, including substitutes and tutors, must have a copy of each student's 504 Plan. The site
administrator will ensure that teachers include 504 Plans 1vvith lesson plans for short term
substitutes and that he/she review the 504 Plan with a long term substitute. A copy of the 504
Plan shall be maintained in the student' s file . Student's 504 Plan vlill be reviewed at least once
per year to determine the appropriateness of the Plan, needed modifications to the plan, and
EFC is proud of its Special Education programs, and we have presented at the California Charter
Schools Association several times on the topic of implementing quality special education
programming and integrating resources from Special Education, mental health, and general
education to ensure Special Education students receive the services and supports they need to be
successful. Our belief is that the great majority of Special Education students can be served
effectively in a general education setting with targeted sugport. EFC has leveraged county mental
health and SELPA low incidence resources to effectively serve students with moderate to severe
disabilities. One exam12le is a young man we have renamed Jose12h Starr who entered an EFC
school as a fourth grader scoring Far Below Basic in both mathematics and ELA with an IEP
indicating he required a Non-Public School placement for extreme behavior challenges. We
supported him in the general education setting with targeted support services, and he recently
143
graduated from the school proficient in both mathematics and ELA and meeting all of this
academic and behavioral goals.
See Appendix A47 for the Joseph Starr story.
Services for Students under the IDEIA (Search and Serve)

LWL Charter School will be
Leaming Without Limits is an LEA member of the EDCOE Charter SELPA in accordance with
Education Code section 4764l(a). LVVL Charter SchoolLearning Without Limits makes the
following assurances:
• Free Appropriate Public Education - The School will assure that a free appropriate public
education shall be provided to all enrolled students including children with disabilities
who have been expelled from school and that no assessment or evaluation will be used for
admissions P!!!J20Ses. No student will be denied admission to the school because he or she
is in need of special education services.
Child Find The School \Vil! assure that all students .vith disabilities are identified in
1
accordance 1vvith the policies and procedures of the SELPA•.

• Full Educational Opportunity - The School will assure that all students with disabilities
have access to the full range of programs available to non-disabled students-:
• Least Restrictive Environment- The School will assure that students with disabilities are
educated with students who are not disabled to the maximum extent appropriate. This will
be addressed through the use of supplementary aids and services in the general education
environment in accordance with each student's IEP.
• Individualized Education Program - The School will assure that an Individualized
Education Program ("IEP") is developed, reviewed and revised for each eligible student
under the IDEIA-:
• Assessments - The School will assure that an IEP review shall be conducted on an annual
basis at a minimum. In addition a reassessment shall be conducted at least once every
three years, in accordance with the IDEIA, and more often if conditions warrant or
requested by the student's parents or teacher. Parents will receive reports on their
individual student's progress toward IEP goals and progress at the IEP meeting and
student-led conferences.
• Confidentiality and Procedural Safeguards - The School will assure that the
confidentiality of identifiable data shall be protected at the collection, storage, disclosure
and destruction stages. In addition, students and their parents shall be provided with
safeguards through the identification evaluation and placement process and provisions for
a free appropriate public education.
• Personnel Standards - The School will attract, recruit and hire appropriately trained and
credentialed personnel to provide special education services to children with disabilities-:
• State Assessments - The School will assure that students with disabilities either under the
Individuals with Disabilities Improvement Act ("IDEIA") or Section 504 are included in
State assessment programs with appropriate accommodations and modifications when
necessary and appropriate. These assessments include, but are not limited to, the California
Standards Test and the C/\T 6Srnarter Balanced Assessment.
144
• Child Find - The School will assure that all students with disabilities are identified in
accordance with the golicies and grocedures of the EDCOE SELPA
Search and Serve

Leaming Without Limits shall actively and systematically seek out all individuals with
excegtional needs and provide for the identification and assessment of an individual's excegtional
needs and the planning of an instructional program to meet the assessed needs. Identification
rocedures shall include s stematic methods of utilizin referrals of students from teachers
parents, agencies, appropriate professional persons, and from other members of the public.
Identification rocedures shall be coordinated with school site rocedures for referral of students
with needs that cannot be met with modification of the general instructional program.
A student shall be referred for special educational instruction and services only after the resources
of the general education program have been considered and, where appropriate, utilized. Parents
have the right to reguest in writin that their child be assessed to determine eli ibilit for special
education services. Through the COST grocess a student ma be referred for assessment to
determine eli ibilit for sgecial education services. The flowchart below outlines the grocess
once a referral has been:
145
WRITTE:'11 I - - --+
PRJOR WRITIDi :"IOTICE AN D1--- PARENT RESPONDS
REFERRAL 15 ASSESSMEt"\T PLA.~ 15 TO ASSESS'.\'IE l'' iT
RECEIVED DAYS"' DEVELOPED THE:'11 GJVEt"\ TO DAYS"' PLAN
PARENT
.- --- - - ---- ------- -- -- --- 60 DAYS~----------------- - -------~
REFERRAL
PAREt"\T :"IOTIFIED ASSESSME "TS PROCESS
OF IEP MEETING CO:-iDUCTED STOPS
REASO '.A.BLE
N O CE
IEP
·- IEP TEAM MEETL~G DEVELOPED A.I\ "UAL
REVIEW
YES IEP
IMPLEMENTED
PER IEP
STOP
• CALENDAR lJA YS (except non-school days greater than 5 consecutive days) NO

Please note: A school break of 5 days or less docs not meet this critc1 a-
AGREED UPON DUE PROCESS t"\OT FILED BY

SERVICES
DISTRICT FOR REFERRAL OF
IMPLEMEt"\TED Il'ilTIAL PLACEME1'iT
The referral process is a formal, ongoing review of infonnation related to students who are
suspected of having additional needs and show potential signs of needing special education and
related services. The parent of any student sus]Jected of needing or gualifying for special
education services may also make a referral for an evaluation. Any such referrals will be
responded to in writing by Leaming Without Limits within 15 days. Parents will be informed via
the Special Education lead that special education and related services are provided at no cost to
them.
If Leaming Without Limits concludes that an assessment is appropriate, the parent will receive a
written Assessment Plan within 15 days. The parent will be given at least 15 days to provide
written consent to the Assessment Plan. Assessments will be done only upon receipt of written
parent permission. The assessment will be completed and an Individualized Education Program
(IEP) meeting held within 60 days ofreceipt of the parent's written consent for assessment.
Assessment
The Special Education site lead will be responsible for gathering all pertinent information and
146
sharing such information with Leaming Without Limits. Information gathered will be used as
tools to determine the student's disability, eligibility for services, and determining the nature and
extent of required services. Assessment procedures will be conducted in the student's primary
language, and an interpreter will be provided if needed . The types of assessments that may be
used for determining eligibility for specialized instruction and services will include, but not be
limited to:
• Individual testing;
• Teacher observations;
• Interviews;
• Review of school records, reports and work samples; and
• Parent input.
Unless conflicting with EDCOE SELPA policies and procedures, Leaming Without Limits will
follow the following assessment guidelines. If a conflict with EDCOE policies and procedures
exists, then EDCOE SELPA policies and procedures will govern.
• Parents or guardians of any student referred for assessment must give their written consent
for the school to administer the assessment;
• The assessment will be completed and an Individualized Education Program (IEP)
meeting held within 60 days ofreceipt of the parent's written consent for assessment;
• The student must be evaluated in all areas related to his/her sus12ected disability;
• Assessments must be conducted by a person with knowledge of the student's suspected
disability, and administered by trained and knowledgeable personnel and in accordance
with any instructions provided by the producer of the assessments. Individually
administered tests of intellectual or emotional functioning must be administered by a
credentialed school psychologist;
• Assessments must be selected and administered so as not to be racially, culturally, or
sexually discriminatory;
• Assessments will be delivered in the student's primary language, and a qualified
interpreter will be provided if needed;
• Assessment tools must be used for purposes for which the assessments or measures are
valid and reliable; and
• Assessments will be adapted as necessary for students with impaired sensory, 12hysical or
~peaking skills; and
• A multidisciplinary team will be assembled to assess the student, including a teacher
knowledgeable in the disability.
• Upon com12letion of the assessment, an IEP team will be assembled to review the results
of the assessment and determine the student's need for special education. Leaming
Without Limits will be responsible for scheduling, coordinating and facilitating the IEP
meeting. Educators qualified to interpret test results will present the assessment data at the
IEP meeting. Parents will be provided with written notice of the IEP meeting, and the
meeting will be held at a mutually agreeable time and place.
Development and Implementation of IEP

Every student who is assessed by the school will have an IEP that documents assessment results
and eligibility determination for special education services. Leaming Without Limits will ensure
147
that all aspects of the IEP and school site implementation are maintained. Leaming Without
Limits will grovide modifications and accommodations (outlined within each individual's IEP) in
the general education environment taught by the general education teacher. Students at the school
who have IEP's will be served in the Least Restrictive Environment (LRE). Each student who
has an IEP will have an IEP team that oversees the IEP develo ment im lementation and
,12ro ress of the student. All decisions concemin the s ecial education ro rams and services to
be provided to a student with a disability are to be made by the IEP team. The IEP team must
include all of the followin members:
• The parent or guardian of the student for whom the IEP was develoged;
• The student, if appropriate
• The princiRal or administrative designee;
• At least one special education teacher;
• A General Education teacher who is familiar with the curriculum appropriate to that
student, if the student is, or may be, participating in the general education environment;
• If the child was recently assessed, the individual who conducted the assessment or who is
gualified to interpret the assessment results ;
• Others familiar with the student may be invited as needed.
Leaming Without Limits views the garent as a key stakeholder in these meetings and will make
every effort to accommodate parents' schedules and needs so that they will be able to participate
effectively on the IEP team. The school will provide an interpreter if necessary to ensure that all
12arents and/or guardians understand and can participate in the IEP process. If a parent cannot
attend the IEP meetin the school will ensure his/her artici ation usin other methods such as
conferencing by telephone or meetin at the parent's home. A copy of the IEP will be iven to
the 12arent in accordance with state laws and SELPA olicies. U12on the 12arent or guardian's
written consent the IEP will be im lemented b Learnin Without Limits in coo eration with the
EDCOE SELPA in which Leamin Without Limits is a member.
!:LJ2on the parent or uardian 's written consent the IEP will be im lemented b Learnin Without
Limits. The IEP will include all reguired components and be written on SELP A forms.
The student' s IEP will include the following:
• A statement of the student' s 12resent levels of academic achievement and functional

performance;
• The rationale for 12lacement decisions;
• The services the student will receive and the means for deliverin those services·
• A description of when services will be in how often the student will receive them who
will provide them, and where and when they will be delivered;
• Measurable annual goals and short-term objectives focusing on the student's current level
of 12erformance;
• A description of how the student's progress toward meeting the annual goals will be
measured and monitored and when re orts will be rovided · and
• Accommodations necessa to measure the academic achievement and
functional performance of the Q.!Jpil on state and district assessments;
148
• For students 16 years of age and older, measurable postsecondary goals related to training,
education, employment and independent living skills, along with transition services
needed to assist the student in reaching those goals.
IEP meetings will be held according to the following schedule:
• Yearly to review the student's progress and make any necessary changes;
• Every three years to review the results of a mandatory comprehensive reevaluation of the
student's progress;
• After the student has received a formal assessment or reassessment;
• When a parent or teacher feels that the student has demonstrated significant educational
growth or a lack of anticipated Rrogress (consistent with state and federal law, IEP
meetings will be held within 30 days of a parent's reguest)_;
• When an Individual Transition Plan (ITP) is required at the appropriate age;
• When Leaming Without Limits seeks to suspend or remove the student for a period of 10
days or more for the same behavior, in order to determine if the student's misconduct was
a manifestation of his/her disability.
IEP Reviews
The IEP team will formally review the student's IEP at least once a year to determine how the
IEP is meeting his/her needs. In accordance with IDEIA regulations, the IEP team will also
conduct a formal review of the IEP once every three years, in which the student is reassessed and
the IEP is reviewed as part of an overall comprehensive reevaluation of the student's progress. If
a parent or faculty member feels the student's educational needs are not being met, they may
request a reassessment or a review of the IEP by the IEP team at any time during the year via
written notice to the school. Once the request is received, Leaming Without Limits will have
thirty days, not including school vacations greater than five days, to hold the IEP meeting.
Unless otherwise specified on the student's IEP, parents will be informed three times
annuallx(which is the same freguency as progress is reported to all students and parents) of the
student's progress toward meeting annual goals and whether the student is expected to meet
his/her annual goals . This will serve to document the method by which the student's progress
toward achieving the annual goal is measured, the student's 12rogress during the relevant 12eriod,
the extent to which it is anticipated the student will meet the annual goal prior to the next annual
review, and where needed, the reasons the student did not meet the goal.
In addition, the school shall comply with the EDCOE Local Master Plan and perform all
corrective actions deemed necessary by the EDCOE SELP A. The Director of Special
Education Student Suimort Services at Education for Change will work with manage the s+te
principal to develop an annual budget, hire necessary staff, and contract for appropriate services
and take responsibility for meeting the special education compliance and quality requirements .
LWL Charter School supports all special education students in compliance \Vith state and federal
laws. No student will be denied admission to the school because he or she is in need of special
education services .
149
The Director of Professional Learning for Special Education Staff
The Director of Student Su ort Services at Education for Change and other team members will
work with the EDCOE leadershipteam to provide regular professional development that builds the
capacity of the special education staff in the areas of promising instructional practices,
compliance with state and federal statutes, reporting requirements and use of instructional data.
:b-WbLearning Without Limits will send its Special Education staff to the Education for Change
SPED monthly trainings-: in addition to strategic EDCOE trainings. In addition, all staff members
will be provided a personalized professional learning plan that will identify high leverages
capacity-building learning activities for the teacher.
The Education for Change Director of Special Education •.viii ensure that the Special Education
program at LVVL Charter School operates in alignment with the Response to Interventions
system. /\II children eligible for Special Education services •.viii have access to the school •.vide
interventions as part of their individualized education plans. In addition, Special Education
teachers will receive training to ensure they have research-based instructional strategies specific
to supporting Special Education students - strategies like the Slingerland method, or Lindamood
Bell, Wilson Reading, Orton-Gillingham, or Davis Math. This is to ensure that all students
receive the targeted academic interventions as well as the interventions specific to supporting
their disabilities.
Free and Appropriate Education
Since LWL Charter School intends to operateLeaming Without Limits operates as an LEA of the
EDCOE SELPA in accordance with Education Code section 47641(a), the District shall have no
responsibility to ensure that the students who attend LVVL Charter SchoolLearning Without Limits
are provided a free appropriate public education. In accordance with state and federal law, each
student eligible under the IDEIA will be provided a free and appropriate education in the least
restrictive environment. The decisions regarding the specific services each student will receive are
the responsibility of the Individualized Education Program Team. The team includes the
involvement of parents and the decisions are formulated in a written plan (referred to as an IEP).
LWL Charter School supports all special education students in compliance with state and federal
laws. No student 1.vill be denied admission to the School because he or she is in need of special
education services.
8ehedule and Aeademie Calendar

Students .vill attend school Monday through Friday from 8:00 a.m. to 2:45 p.m. On 'Nednesdays,
1
in accordance with standard OUSD practice, school will end at 1:35 p.m. (minimum day) for all
students in order to provide teachers \Vith dedicated professional development time each week. ln
addition, school ends at 1:35 on Fridays to allow for a second prep period for teachers. Because it
is a common preparation period, this time is widely used for collaborative planning.
Sample Daily Sehedule
Kindergarte and 1st Grade

II 08:00 AM 1
9:35 AM I Period 1
150
I 9:35 AM 9:59 1'1r,~.4 Reeess
I 9:59AM l l:95 AM PeFioEI 2
I I l:95 AM l l:45 AM btmBlt
11 :45 AM 2:45 PM PerioEI 3
M,+,+h
I 11 :45 AM 1:35 PM PeFioEI 3 :i;;:,f
I 98:99 AM 9:35 AM PerioEl l

I -9-c-5-Q-AM lQ:95 AM Reeess
I 19:95 AM I l:35 AM PeFioEI 2
I l l:35 AM 12:15 PM btmc--lt
12: 15 PM 2:45 PM PerioEI 3
M,+,+h
I 12: 15 PM 1:35 PM PerioEI 3 \V,F
4th and !,th Grnde

I 98:99 AM 9:35 AM PeFioEl 1
I 19:95 AM lQ:29 AM Reeess
I 19:29 AM 12:95 PM PeFioEI 2
I 12:95 PM 12:45 PM btmBlt
12:45PM 2:45 PM PerioEI 3
M,+,+h
I 12:45 PM l:35 PM PerioEI 3 W,F
Nights and \\'eelfends

A,s with all sruEleHt aHEI eommtmity seFViee Ofganizations, the sehool oeeasionally holes sehool
aHEl,lof staff RmetioHs in the evenings anEI on Satureays. +hese funetions have ineluEleEI parent
teaehef eoA:ferenees, JEP meetings, v1hole seho el performanees, sehool fairs, Data Nights, staff
Fetreats, and etf!eF staff 13refessi0Aal eevelo13me nt sessions. +hese events/aetivities mainly are
sel:ieElule eoHstrniHeEI EpareAt \vork seheElules, professional ElevelopmeHt previder availability
seheeules). +l:iey are aAnouHeeEI \Vith suffieient aElvanee notiee anEI are kept to a minimum
threughout the year.
Staff Prep
bWb pFe•Ades weeldy prepantien time fer all teaehers te ensure teaeheFS have adequate
time te integrnte the arts, plan leaFning expe ditiens and develep peweFful standaFds aligned
lessens.
151
Class Size
Smaller elass sizes are one of L\\'L's most effective structures for enabling personalization
and ensuring strong relationships are developed between students and teachers, between
families and teacher and beh~ieen teachers themselves. LWL implements a 24 to 1 class size
reduction in grades K 3. L'WL's goal ·Nill be to implement upper grade class reduction to
have an average fourth and fifth grade class size of 24. These sizes may be changed due to
budget considerations.
Annual Seheel Calendar
LWL 1vvill follow applicable state law to assure that students enrolled in the school attend a school
calendar offering a minimum of 175 days. Education for Change generally attempts to align its
annual school calendar 1vvith the Oakland Unified School District's. I--fo,.vever, all EFG schools
1.vill maintain flexibility for an earlier school year start and end date in order to provide more time
off for professional development days throughout the school year. The school enhances the
beginning of the year for professional development time for teachers/staff by adding up to three
additional, fully compensated professional development days . A majority of these days are
usually scheduled for the week prior to the start of school to provide teachers with compensated
time to prepare their classrooms as 1vvell as engage in orientation and professional development
sessions focused on implementing the instructional program and building the school culture. All
EFG schools are allowed to allocate additional resources for professional development at the
beginning and end of the school years .
LWL 1.vill offer the required instructional minutes as established in Education Code Section
47612.S(a).
See Appendix A 13 for EFG draft calendar for 2012 2013
152
Elements 2 and 3 Measurable Pupil Outeomes and Methods to Measure Pupil Progress
Toward Meeting Outcomes
Section 504 of the Rehabilitation Act
Learning Without Limits recognizes its legal responsibility to ensure that no qualified person with
a disability shall, on the basis of disability, be excluded from RarticiRation , be denied the benefits
of, or otherwise be subjected to discrimination under any program of the School. Any student,
who has an objectively identified disability, which substantially limits a major life activity
including but not limited to learning, is eligible for accommodation by the School.
A 504 team will be assembled by the Principal of Learning Without Limits and includes the
parent/guardian, the student (where ap12ropriate) and other qualified persons knowledgeable about
the student, the meaning of the evaluation data, placement options, and accommodations. The
504 team will review the student ' s existing records; including academic, social and behavioral
records, and is responsible for making a determination as to whether an evaluation for 504
services is appropriate. If the student has already been evaluated under the IDEIA but found
ineligible for special education instruction or related services under the IDEIA, those evaluations
carried out by the 504 team, which will evaluate the nature of the student's disability and its effect
.!!J20n the student's education. This evaluation will include consideration of any behaviors that
interfere with regular participation in the educational program and/or activities. The 504 team
may also consider the following information in its evaluation:
which they are used and are administered by trained personnel
with impaired sensory, manual or speaking skills, the test results accurately reflect the
student's a12titude or achievement level, or whatever factor the test pur12orts to measure,
rather than reflecting the student's impaired sensory, manual or speaking skills
The final determination of whether the student will or will not be identified as a person with a
disability is made by the 504 team in writing and notice is given in writing to the parent or
of the student for special education 12er the IDEIA, a referral for assessment under the IDEIA will
be made by the 504 team.
be res12onsible for determining what, if any, accommodations or services are needed to ensure that
the student receives a free and ap_propriate public education ("F APE") . In developing the 504
Plan, the 504 team shall consider all relevant information utilized during the evaluation of the
student, drawing upon a variety of sources, including, but not limited to, assessments conducted
by the School's professional staff. The 504 Plan shall describe the Section 504 disabili:ty and any
program accommodations, modifications or services that may be necessary.
education, including substitutes and tutors, must have a copy of each student's 504 Plan. The site
153
administrator will ensure that teachers include 504 Plans with lesson plans for short-term
substitutes and that he/she review the 504 Plan with a long-term substitute. A copy of the 504
Plan shall be maintained in the student's file. A student's 504 Plan will be reviewed at least once
per year to determine the appropriateness of the plan, needed modifications to the plan, and
Parents with Disabilities
Communications with parents with disabilities must be as effective as communications with other
parents. Appropriate auxiliary aids and services (such as Braille materials or a sign language
interpreter) will be made available whenever they are necessary to ensure equally effective
communication with parents with hearing, vision,___Q[_§.Qeech disabilities .
Dispute Resolution and Complaint Procedures
The Education for Chan e olic is to com ly with applicable federal and state laws and
regulations . EFC is the local agency primarily res12onsible for compliance with federal and state
laws and regulations governing educational programs. Pursuant to this policy, there is a board-
adopted complaint 12olicy and procedure to 12rovide a uniform system of complaint processing for
the following types of complaints:
1) Complaints of discrimination against any protected group including actual or perceived,

includin discrimination on the basis of ag~ sex, sexual orientation, gender, ethnic group
identification, race, ancestry, national origin, religion, color, or mental or physical
disability, or on the basis of a erson's association with a erson or roup with one or
more of these actual or perceived characteristics in any Leaming Without Limits program
or activity; and
2) Com laints of violations of state or federal law and re ulations oveming the following
Rehabilitation Act, consolidated categorical aid, No Child Left Behind mi rant education
career technical and technical education training programs, child care and development
programs, child nutrition program.
See Appendix A48 (o r the Unifo rm Com plain t Policy and Procedure
Support for Students Who Are English Language Learners
Identification and Reclassification of En Jish Learners
A cornerstone of Learnin Without Limits' vision for equity is our school-wide goal to reclassify
each of our English Learners as English proficient b no later than the end of 3th rade. Leaming
Without Limits utilizes multiple criteria in determinin whether to reclassif a upil as proficient
in English, including but not limited to all of the following:_
• Assessment of language proficiency using an ob· ective assessment instrument includin but
not limited to the CELDT/ELPAC
154
• Grades K - 2: Student performance on Developmental Reading Assessment (DRA)
• Grades 3 - 8: Student performance on the English Language Arts portion of the SBAC
• School and teacher evaluations/assessments of whether the student has mastered grade-level
standards
• Parental opinion and consultation
Leaming Without Limits will meet all state and federal reguirements for English Language
Learners as pertains to annual notification to 12arents, student identification, Qlacement, 12rogram
oQtions, English Language Development (ELD) and core content instruction, teacher
qualifications and training, re-classification to fluent English proficient status, monitoring and
evaluating program effectiveness, and standardized testing requirements. English learners have
access to all programs, services and resources described in this document.
See A12pendix A49 for the EFC Reclassification Form
How Students are Identified as ELLs
Learning Without Limits will administer the home language survey upon a student's initial
enrollment into the school. All children who indicate that their home language is other than
English are given the CELDT within 30 days of enrollment to evaluate their Listening, Speaking,
Reading and Writing abilities in English. This test is given at least annually between July 1 and
October 31 until the student is re-designated as fluent English proficient.
Learning Without Limits will notify all parents of its responsibility for CELDT/ELP AC testing
and of CELDT/ELP AC results within 30 days of receiving test results from the publisher. All
parents or guardians of students classified as English Language Learners are notified in writing,_
The School translates materials as needed to ensure that Qarents of ELLs understand all
communications and are involved in all processes related to the English language development of
their child.
ExRlicit ELD
Leaming Without Limits anticipates that its EL population will remain near 60%. To address the
needs of English Language Learners, ELD teachers will utilize Susana Dutro's Explicit ELD
curriculum and framework to provide differentiated targeted ELD instruction in alignment with
students' English proficiency levels and areas of need. The ELD program is outlined in greater
detail above in Element 2.
Content teachers will utilize the strategies outlined the California Framework for ELA/ELD as
well as utilizing curriculum resources such as the CLRP English Language Leamer Support
Guide which has differentiated sentence frames linked to language structures and tiered academic
vocabulary lessons. The focus of the integrated ELD approach is on helping teachers make sound
instructional decisions about students who are not 12roficient on benchmark assessments of grade-
level content standards, with a particular focus on literacy and academic English language
development for English learners .
155
The ultimate goal is to help teachers increase the academic achievement of all their students
across all subject areas, through developi!lg competencies to effectively assess and teach the
continuum of language skills, academic content knowledge, and instructional strategies that
promote English language proficiency and academic success, incorporating a review of the
California English Language Development (ELD) Standards, the English Language Arts and
other content standards and a link to instructional materials.
Our a1:mroach to integrated ELD emphasizes the following core tenants in imglementation of
practices to serve English Learners:
• Acquiring Reading skills in a second language (L2) is similar to the process of acquiring
Reading skills in a first language (L 1)
• Formative assessments are essential for gauging progress, strengths, and weaknesses and
for guiding instruction
• EL students need increased o ortunities to develo so histicated academic En lish
vocabulary
• It is important to assess students' prior knowledge and build background (content)
knowledge before reading challenging text
• Academic English-Language Development (AELD) instruction cannot be separated from
En lish Lan a e Arts or other core content-area instruction
• Teachers need extensive rofessional develo ment and sugport in using curriculum
materials effectively to teach academic English
• Teaching academic English includes providing students with access to core curriculum,
exglicitly teachin them academic vocabula and rammar and includin both content
and language objectives for instructional planning and teaching
• EL students need multiple opportunities for structured, oral English-language practices
about academic topics and text
Teaching Language Functions
Leaming Without Limits will teach language functions by ex12licitly teaching students to:
• Describe
• Ask questions
• Estimate
• Infer
• Identify cause & effect
• Predict
• Compare & contrast
• Persuade
• Summarize
Teaching Linguistic Elements
Learning Without Limits will teach lin uistic elements b teachin students:
• Academic vocabulai:y
156
o Domain-specific and general
o Morphology
• Syntax and grammatical features
o Sentence structures
o Parts of speech
o Verb tense/mood
o Subject/verb agreement
• Discourse gattems
Learnin Without Limits will maximize student OQQOrtunity to gractice Listening, Sgeaking,
Reading and Writing to accelerate the development of fluency in each of these areas.
Overarching integrated ELD instructional strategies that are gart of Learning Without Limits'
grogram include:
• Teachers re-teach strategies through modeling, think-alouds, and guided Qractice across a
variety of ap12ro riate-level texts
• Teachers are aware that when they use rade-level text at a student's frustration level in
reading accuracy, they should read the content to the student, and guide and gractice
comprehension orally
• Teachers grioritize imgortant and often overlooked as12ects of comprehension instruction
including:
o Teaching what the strategyj_§
o Teaching why it is important
o Teaching when it should be used
o Teaching how to do the strategy' s "thinking steps"
• Teachers teach the language of test questions that signal what kind of strategy or skill is
being assessed
Academic English Development
Academic English language instruction at Leaming Without Limits will also be based on the
integrated ELD aQRroach and includes three arts: cognitive tasks , academic language, and
12roficiency.
• Co nitive tasks include language functions

• Academic language includes lin istic functions
• Proficiency includes language fluency
Instructional practices focus on:
• Identifying discipline-specific language

• Connecting Listening, Speaking, Reading and Writing
• Building recegtive and exgressive academic language
157
Academic language proficiency is a separate skill from everyday speech and writing. It is the
lan~e of texts of academic discussion and rofessional writin . Without it students will not
achieve long-term success in school and beyond. Formal, academic English is used to problem-
solve, weigh evidence, and think critically. It is required to negotiate the dense-print paperwork
associated with adult independence, such as: banking, healthcare, and property rental. Yet, once
man students reach the Intermediate and Advanced levels of ELD the no lon er receive formal
language instruction. When students learning English transition into core content courses,
increased emRhasis on sub ·ect matter knowled e allows little time for Ian ua e instruction.
This shift often leaves the Intermediate English learner orally fluent, but with critical gaps in
language knowledge and vocabulary. Accessing prior knowledge and assuring student motivation
and interaction is critical to assure student leamin but it is not enou h. Academic En lish must
be continuously developed and explicitly taught across all subject areas . Leaming Without Limits
teachers will ensure ELLs are rovided with Academic English language instruction so they can
access core content. Leaming Without Limits ' ELA coach working with Jeff Zwiers, a senior
researcher at Stanford University Graduate School of Education and the director of the Academic
Language Development Network. This network has developed a series of teaching resources to
support the development of academic language and specifically, academic discourse. His
a roach focuses on the develogment of five conversation skills across disciplines . The diagram
below illustrates these critical academic conversation skills. Leaming Without Limits teachers
will explicitly integrate these conversation skills in ELA, Math, Social Studies and Science and
recei ve coaching and suwort in usin these tools to build student ca acit around academic
discourse.
See AJ2Pendix A50 fo r the Academic Language fo r Thinking Skills Chart.
Interventions for English Language Learners
The Res onse to Interventions s stem develo ed in artnershi with Seneca Center is desi ned to
target the root cause of the student's individual challenges. Students not making grogress
academically because there are specific challenges with his/her English language develorment
will receive a targeted ELD intervention at Tier 1. Teachers are trained in Dutro ' s framework and
will be able to use the ADEPT to pingoint language develo12ment @PS and 12rovide targeted direct
instruction in the ga area. Should that student not make ade uate ro ress and require additional
ongoing Tier 2 support in addition to the Tier 1 targeted ELD instruction, he or she would receive
158
Tier 2 ELD interventions during the interventions block described below under Support for
Students Who Are Academically Low-Achieving. The student can also receive targeted suwort
during the summer interventions program. Leaming Without Limits is also exploring other
supports for newcomers such as newcomers pull-out class and technology.
As a Rersonalized learning school, we continue to research and seek strong English Language
Development programs that are online and adaptive . We are considering Achieve 3000
Intervention to support English Language Learners at CELDT levels 3 and higher who are not
making_progress (at EFC, this is the subgroui:;, that struggles to make continued Rrogress).
Achieve 3000 tracks student learning in ELD standards, specifically focuses on Academic English
and vocabulary development, and is adai:;,tive to a student's reading level. In their ELL Lexile
Study, English Language Learners using Achieve 3000 showed gains more than 2.5 times their
expected Lexile growth. Again, because the online curriculum space is growing daily and
research on effectiveness is being produced monthly, we reserve the right to continue to research
this space and select the strongest program with proven results for our struggling English
Language Learners.
In addition to finding a strong online adaptive program to suwlement and suwort our
interventions programming, Learning Without Limits will provide targeted Tier 2 instruction
using a research-based comprehensive interventions curriculum like Language Central, a product
EFC and Seneca have used for ELD interventions effectively over time.
Su1mort for Students Who Are Academically Low-Achieving
Multi-Tiered System of Supports
Leaming Without Limits has high expectations for all students and is committed to working with
students who are not meeting outcomes to help them achieve at expected levels. Learning
Without Limits has developed a comprehensive assessment system designed to track and monitor
student growth. These are both summative and formative assessments that track student growth
and monitor their mastery of grade-level standards. Teachers will use the assessment system to
inform their overall i:;,lanning, differentiate for SRecific children, and develop strategic lessons to
accelerate growth.
Learning Without Limits, as i:;,art of Education for Change Public Schools implements a
comprehensive multi-tiered system of supports (MTSS) in partnership with the Seneca Center to
12rovide students the academic, behavioral and social-emotional supports they need.
MTSS is a framework for 12roviding com12rehensive su1212ort to students and is not an instructional
practice. It is a prevention-oriented a12proach to linking assessment and instruction that can inform
educators' decisions about how best to teach their students. A goal of MTSS is to minimize the
risk for long-term negative learning outcomes by responding guickly and efficientlyJQ
documented learning or behavioral 12roblems and ensuring_J!QPropriate identification of students
with disabilities.
A rigorous prevention system provides for the early identification of learning and behavioral
challenges and timely intervention for students who are at risk for long-term learning problems.
159
continuum of su ports. Man schools use more than one intervention within a iven level of
prevention.
•:• Primary (Tier I) prevention: high quality core instruction that meets the needs of most
students
•!• Secondary (Tier 2) prevention: evidence-based intervention(s) of moderate intensity that
addresses the learning or behavioral challenges of most at-risk students
•:• Tertiary prevention Tier 3 : individualized intervention s of increased intensi for
students who show minimal response to secondary prevention
At all levels attention is on fideli of im12lementation with consideration for cultural and
linguistic responsiveness and recognition of student strengths. See Key Element 5 above for
greater detail on our multi-tiered system of suppmts.
How Our Support System Works
Once a student is identified as not making a12propriate growth academically or a student is

struggling social] or emotionall the classroom teacher will immediate! develoQ an in-class
interventions plan that clarifies the student's current level of performance, documents areas of
concern, and outlines a specific plan to differentiate, modify, and individualize instruction for that
student. Modifications or accommodations could include chan es in seat assi nments strate ic
grouping, giving fewer more targeted assignments or problems, or providing additional resources
or tools to complete an assignment (manipulatives, calculator, com12uter etc.). The student will
be assigned strategically to different groups to support his or her learning. (S)he may be in a
heterogeneous group if there is a cooperative learning assignment where children are expected to
work collaboratively to solve a problem. (S)he would be assigned to a homogeneous grou12 for
mini-lessons or for guided reading to ensure (s)he is getting instruction in his or her Zone of
Proximal Development. In-class SUp)20rts are explained in greater detail below.
If a student makes inadeguate progress in the classroom or across classrooms with Tier 1
interventions the teacher would then refer the child to the Coordination of Services Team
(COST) to access more of the school's resources for addressin the s ecific child's challen es.
At the COST the COST facilitator would convene all necessar stakeholders and allies in the
child's learning to ensure the group has greater understanding of the whole child. This team
conducts a Root Cause Analysis and incorporates data from the after-school Rrogram, from home,
and from other teachers across the school. Based on the Root Cause Anal sis a COST plan is
developed for that child that outlines the areas of strength, areas of concern, and a strateg~lan to
fil!P_QOrt that child utilizin both Tier 1 and Tier 2 interventions. Tier 2 interventions would
include all potential resources outside of the classroom setting that could supplement the Tier 1
interventions taking lace in the classroom.
See A37 or the Academic Interventions Menu
If the student makes inade uate ro ress at Tier 2 the COST reconvenes and the team collects
additional data. At this juncture, the COST may alter the COST plan by adding or subtracting
interventions or recornmendin Tier 3 interventions which are enerall individualized intensive
160
If the student has demonstrated that he or she may be eligible for Special Education services, the
COST may refer the child for assessment by the IEP team to determine eligibility for Special
Education services.
Leaming Without Limits believes not only: in collecting data from a range of sources to inform its
academic programs and ensure students' success - but also that professional development for
teachers to effectively analyze and use the data is critical. Using data to inform 2lanning and
instruction will be a vital component of Leaming Without Limits' success in addressing the needs
of low-achieving students. We structure professional development to regularly look at grade-
level standards and a range of data to ensure all students are on track.
Rebecca Dufour. We will provide teachers with collaborative structures and clear processes for:
•:• Engaging in inquiry-based dialogue

•:• Analyzing student data together
•:• Sharing best instructional practices
•:• Strategic planning to meet the needs of underperforming students
•:• Analyze student data to create differentiated groups with individual instructional plans
•:• Employ small-group instruction throughout the curriculum to meet each student's
•:• Utilize the strategies in John Shefellbine's Results for English Language Learners
framework to successfully scaffold instruction, so all students can access to the core
curriculum
•:• Collaboratively plan lessons that maximize the engagement of all students, particularly
low-performing students
In August, teachers analyze SBAC data to identify students who are potentially at risk of
becoming low achieving and to Qlan for their needs based on gaQ areas. Throughout the year, in
fil2proximately six-week cycles, teachers continue to engage in formal data analysis. As described
above, they go through a structured process of engaging with their data to create action plans
aligned to goals. During these sessions, assessments are analyzed through the lens of both whole-
class and individual learning gaps.
The following are two examples of data analysis tools that teachers at Learning Without Limits
may use to improve instruction, dialogue, and prioritize next ste~
•:• Analysis of Practices and Results: A reflection form and process through which
teachers examine, from the previous year, grade level performance and trends,
individual class performance and trends, personal professional goals and
161
accomplishments, and individual student trends, e.g. students who gained or dropped
significantly
•:• ELA Interim Anal sis: A reflection for teachers to connect test guestions to standards
being assessed, common student misunderstandings on those questions/standards,
possible sources of confusion, and next steps to address misunderstandings
As a art of Education for Chan e Learn in Without Limits will also benefit from shared best
practices and collaboration facilitated by the network. EFC ' s rigorous focus on using data to
inform instruction and holdin all students to hi h academic standards both ali ns with Leaming
Without Limits' policies and practices to date and will support Learning Without Limits in
continuing to improve and achieve, taking its results to the next level.
Su1mort for Students Who Are High-Achieving
Learning Without Limits believes that all children possess gifts and talents that are unique and
precious. The high achieving students at Leaming Without Limits will benefit from all the same
programmatic structures that low-achieving students will. The curriculum will have multiple
QI?POrtunities for the high-achieving students to expand their knowledge and skills through higher
level inquiry and small group instruction. As student capabilities expand, the state content
standards will be met at an ever-increasing rate and the pace of the rigorous curriculum will
accelerate.
Teachers will develop proficiency level descriptors for each Essential Standard, which will define
what it means to be exceedin rade level master for that standard. These descri tors will allow
students to self-assess and ive them a "road ma " for the skills the need to develo to exceed
grade level mastery. Teachers will use these descriptors to ensure that high achieving students are
challenged with instruction that meets their distinctive needs . Attention will also be paid to high
achieving students who might be sliding by without working hard, monitoring their work to make
sure they are performing to their potential.
Most of the curriculum for hi h achievin students will be within whole class instruction.
Lessons and assessments will be designed for different levels of performance with high achieving
students ex ected to stretch and reach for the more demandin work. The ma ·or eda o that
will serve hi h achievin students in K-5 is inguir leamin . The in uir model for inco orates
many GATE strategies . Inguiry learning will offer students the opportunities to 12ursue tonics to
greater depth through both individual and small group work; students will have the 012portunityJQ
become experts on a articular sub· ect. This in uir model will also offer the element of choice
as students will be able to choose a articular focus e . which animal habitat to develo ex ertise
in· which historical artifacts to recreate and inter12ret for their Ancient EgY.J2t museum exhibit).
Finally, inguiry learning will offer multi le o ortunities for students to self-assess and make
judgments about their work as they engage in project-based learning.
162
ELEMENT 2: MEASURABLE STUDENT OUTCOMES
Governing Law: 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)
Gf:wemi.ng Law: The method by which pupil progress in meeting those pupil outcomes is to be
measured.
PUPIL OUTCOMES
Promotion from kWbLearning Without Limits
EFC and -1:::WbLeaming Without Limits place a high priority on measurable pupil outcomes that
value academic achievement and preparation for high achieving middle and high schools. They
are the focus of each student's educational journey and help keep stakeholders focused on the
achievement of a shared set of goals. EFC's goal is to ensure that students being promoted from
its programs meet high expectations and ensure they are competitive heading into middle or high
school.
Specifically, students who graduateare promoted from -1:::WbLeaming Without Limits will be
academically, socially, emotionally, and intellectually prepared for the middle and high school of
their choice and well on their way to becoming powerful, contributing citizens of the world.
-1:::Wb's goal is to have all children graduate with the follov,ing core competencies.
"Care" A.eademie Content and Perfurmanee Standards

Aligned with the California State Standards, students will achieve appropriate age or grade level
mastery of:
Language Arts literacy

• Students ·.vill be able to read, v1rite, and speak for a variety of purposes to a variety
of audiences.
• Students will be able to interpret and analyze a variety of texts for different
purposes.
Mathematiwl Literacy
• Students 'Nill be able to solve problems using multiple strategies, communicate an
understanding of mathematical logic in the problem solving process, and apply
mathematical concepts to real world scenarios.
Historirnl and Civic Literac:y
163
• Students will be able to analyze the past and present events through multiple
perspectives.
• Students ,,vill demonstrate an understanding of how geography, government,
economics, and culture shape their own lives and the lives of others:-
Scientffic Literacy
• Students \vill be able to demonstrate the process of scientific inquiry through
experimentation, data collection and analysis, and problem solving.
21st Century Learning
An educated person in the 21 st Century is one who has the knowledge, emotional intelligence,
agility, and skills to navigate an ever-evolving future . This person is a learner who knows how to
ask questions, critique information, find evidence, and 12resent his/her understandin to a variety
of audiences using a variety of mediums. (S)he is curious, open to new ideas and able to
synthesize and anal ze new information. At L WL we also believe that the challen es of the
As the Colle e Career and Civic Life C3 Framework for Social Studies State Standards uts it:
"Now more than ever students need the intellectual power to recognize societal problems; ask
good questions and develo12 robust investigations into them; consider possible solutions and
consequences; separate evidence-based claims from parochial opinions· and communicate and act
gpon what the learn. And most importantly, they must possess the capability and commitment to
repeat that process as long as is necessary. Young people need strong tools for, and methods of,
clear and disciplined thinking in order to traverse successfully the worlds of college, career, and
civic life."
We are also conscious of the predictable patterns of success or lack of success apparent in today' s
society. African-American and Latino representation is minimal in leadership positions in almost
ever sector. In order for our children to achieve success as ~le of color coming from low
SES back rounds the must be incredibl self-aware and conscious of their stren ths and
weaknesses. They must be able to read the political environment and determine how best to
confident even in situations where the have no allies. Our children must have tremendous ride
in who the are and where the come from and know how to leverage the strength of their stories
Our oal at LWL is to enable its students to become self-motivated com etent and lifelon
learners who have the self-awareness, confidence, foundational knowled e and critical thinkin
skills to excel in any context and an settin . The will be able to excel on multiple forms of
164
vehicle for community empowerment and develo12ment. The L WL children of today will grow to
be the educated citizens and leaders of this community tomorrow.
Guiding Principles
In order to ensure we are developing students who are not only prepared for college or a career of
their choice, but that students are becoming self-motivated, reflective, life long lifelong learners,
Leaming Without Limits will employ several guiding principles.
Caring
• We think before we act. We consider how our actions affect the people around us. We
choose to act in a way that helps people and never hurts people.
• We put ourselves in others' shoes. We try to understand what others are feeling.
• We cooperate and work together.
Leadership
• We assert our opinions - we speak up for ourselves and others.
Achievement
• We always produce our very best work.
• We always try to do a little better than the last time.
• We are always thinking of questions or ideas or about how to solve a problem.
Perseverance
• We know that even when we face challenges we will find ways to achieve.
• We learn from mistakes. Mistakes are part of learning, so we are not afraid to make them.
The above list outlines the LWL's larger goals ·.vith respect to pupil outcomes. The tables belov,r
illustrate the API targets for EFG goals and the alignment of EFG' s overarching goals with
LWL's site goals for specific benchmark assessments. This alignment is meant to ensure all
e-h:--i-ldren make adequate progress tov,rards mastery in all subject areas.
API Targets
Academic Content and Performance Standards
Aligned with the California State Standards in English Language Arts and Mathematics, students
will achieve aggroRriate age- or grade-level mastery of the goals below:
Outcome 1: ELA Goals

ELA
• Students will be able to leave LWL with a foundation in College Readiness skills in ELA
165
and civic minded citizens
Outcome 2: English Language Development Goals
• Leaming Without Limits' English Language Learners will meet the annual EL growth
targets (ELLs at Beginning, Early Intermediate or Intermediate levels must gain one
proficiency level, ELLs at Early Advanced or Advanced must reach the English proficient
level, and ELLs at English proficient level must maintain that level until they are
reclassified).
Outcome 3: Mathematics Goals

• Students will demonstrate mastery of the 5th grade level standards, which will prepare
them for higher mathematics in high school, college and the workplace
• Students will utilize a concq~tual understanding of mathematics to solve problems using
multiple strategies
problem-solving process
• Students will be able to apply mathematical concepts to real world scenarios
• Students will be able to exchange mathematical ideas, collaboratively solve problems, and
engage in peer teaching
Outcome 4: History/Social Science Goals

• Students will develop knowledge of history, cultural and historical empathy, an
understanding of democracy and constitutional heritage and the critical thinking skills to
~are them for American citizenship
Outcome 5: Science Goals
• All students will develop 21 st Century Skills that will prepare students for higher
education, rewarding careers, and the challenges of an ever-changing world
• All students will cultivate an appreciation of the vital role of Science in today's world and
they will be able to apply their analytical skills to their daily lives
• All students will be able to demonstrate the process of scientific inguiry through
See Appendix A51 for PartnershiJ2...for 21st Century Skills
Outcome 6: Technology Goals

• All students will be able to use technology to effectively communicate, collaborate, and
conduct research
• Students will learn basic comi;:,uter skills such as word i;:,rocessing, arranging presentations,
creating spreadsheets, developing simple websites, basic communications, and using
Google Drive
• Students will learn basic keyboarding skills
• All students will learn the ISTE standards
o Creativity and Innovation
o Communication and Collaboration
o Research and Information Fluency
166
o Critical Thinking, Problem Solving, and Decision Making
o Digital CitizenshiQ
o Technology Operations and Concepts
Outcome 7: Arts Goals:

• Students will be able to apply artistic skills to core disciplines of ELA science and social
science.
• Students will master California art standards for elementar school.
• Students will engage in artistic pursuits to cultivate the skills of creativity and
collaboration.
Outcome 8: Phxsical Fitness Goals:

• Students will demonstrate mastery of 5th grade level h sical education standards
• Students will demonstrate an understandin of the wa s nutrition and exercise im12act their
physical and emotional health
• Students will be able to make health choices with res ect to their diet and exercise
• Students will have identified at least one fitness activit
Outcome 9: Social-Emotional Goals

• Students will develoQ self-awareness and self-management skills to achieve school and
life success.
o Identify and manage one's emotions and behavior.
o Recognize 12ersonal qualities and external sup12orts.
o Demonstrate skills related to achieving personal and academic goals.
• Students will use social-awareness and inter ersonal skills to establish and maintain
QOsitive relationships
o Reco ize the feelin s and 12ers12ectives of others.
o Recognize individual and group similarities and differences.
o Use communication and social skills to interact effective! with others.
o Demonstrate an ability to 12revent, manage, and resolve intemersonal conflicts in
constructive wa s.
• Students will demonstrate decision-makin skills and resQonsible behaviors in personal
school and communi contexts.
o Consider ethi~ safety, and societal factors in making_ decisions.
o Apgly decision-making skills to deal res12onsibly with daily academic and social
situations.
o Contribute to the well-bein of one 's school and community___,_
Learning Without Limits has engaged with staff and families through the Local Control
Accountability Plan (LCAP) 12rocess to identify Measurable PuQil Outcomes (MPOs) that are
aligned to the griorities identified by the California Degartment of Education (CDE). MPOs
include all significant subgrouQS.
In accordance with SB 1290 LWL u ii outcomes will be set related to increases in l2.!:!J2i1
academic achievement both schoolwide and or all arou u ils served b ; the charter school
167
as that term is defined in subparagraph (B) ofparagraph (3) o{subdivision (a) o{section 47607.
The u ii outcomes shall alian with state priorities, as described in subdivision (cl) o(Section
52060, that apply for the grade levels served, or the nature o[the program operated, by the
charter school.
Metric Description Grade Subgro

Target
I Levels ups
CAASPP Math By the end of the -All

charter term Student
increase the s
pro12ortion of
students scoring African-
level 3 or 4 bv 5 Americ
percenta~Qoints an
-
OR achieve 70% 5% point increase

CAASPPELA of students Gr 3-5 Latino
--
OR 70% proficient
scoring level 3 or
4 English
Learner
s
Special
Educati
-on
DRA Each year, 60% Gr K-3 -All

of students will Student
increase 1 grade s
level OR achieve
oroficiencv African-
Americ
-an
I Latino 60%
English
Learner
§
Special
Educati
on
I CELDTI ELP AC Each year, 40% All

- English 40%
168
of ELs will Grades Learner
1m12rove one §
Qroficiency level
OR maintain
Qroficiency on
CELDT /ELP AC.
Chroni CutTent School's Board Schools All

C Approved Applying to be Grades
Absenc EFC Schools:
e Rate ~ **Pending EFG
Board
ApprovalBy the All
-
end of the charter Student 10%
term, less than s
10% Qercent of
students will be
absent more than
10% of enrolled
days .
Ashieve CG* )ftJorld Learning

Academy Acade Acade \.\li-t-h out
my my-Afri bi-mi-ts
bWb
can-
Americ
an
-
2009 2010 +gg R9 -7-S-eLati

-
I no
20102011 ~ +W 8-4-eEng ~
-lish
+9J
Learner
s
2011 2012 849 +gg Me_S_pe -18-&

cial g2J
Educati
-on
&79Each year, at &G-8

least 70% of
2012 2013 School Safety ~ All 8-7-aFam
--
students and &eJ70%
Grades ilies
-
families positively
rate school safety.
169
MBGr ~ Stud ~
I 2013 2014 009
3-5 ents
ggJ70%
-
2014 201 §Academic Instruction 9-dSEach vear at &7-9A11 9JeFam 8-6-&

least 70% of Grades -ilies
students and
~ 70%
families 12ositively
rate academic
instruction
Gr 3-5 Student
70%
I §_
Each year, at least All

- Familie
70%
70% of students Grades s
and families
QOSitivelv rate Gr 3-5 Student
Decision -Making their voice in §_
school decision-
70%
makirni and/or
01212ortunitv for
feedback.
* Ge* Aeademy aHEi We Fla Aeaaemy wil I Reed te ae adj'.---lStea as they e*eeedea the if 2,(H Q 2,Q l l
gea+
** PeAdiAg EFG Beard l\ppreval
170
*EFC is leading the charge to co-create a common School Performance Framework for all public schools in Oakland, both charter and
district-run . This process may change the EFC MPOs moving forward.
Charter School Outcomes Aligned to State Priorities
Asses Assess F-fett -P-ffl-fi beaming Withaut Lin1its

~ ~ ttefley- ~ API: 7S8
+ools +ypes y
Gook
Results IO 11 I Exf)ee te d +i
Gl'awth 11 Annual G rn·Nth 12
.µ
ba EFG approved SlaAdards Diagnostic and standards A+ I :m I Rfft Ef'C approved [ GeOOf
Hg based ELA Benehmark aligned benchmarksState -ieas- g Standurd:; based t
Priority #1. The degree to t ELA Benchmark grew+
ti-fr
which teachers are ~ Elcpecled lt
ge e!tf Ba.,eliAe: 65% laffet--'-
b .
-Af ~ppropriately assigned (E.C. Anlieipuled ~

ts §44258.9) and fully elemenlary a-ltfH:ffi
credentialed, and every pJ!]2il target: ai=S% tty

has sufficient access to
standards-aligned
instructional materials (E.C.
§ 60119), and school
facilities are maintained in
ood repair (E.C. § 17002(.Q}}
ALS Slandtm.ls based Diagnostic and standards H P-Fe-f ~ May transition
ELA Benehmarlc Mid year aligned benchmarksAnnual 1:i+tte tete i---e-f ~
/ArJSm
Goal ~ nt £ltteefl a1313roved
ttf 6f ts Standards
A. All teachers will be A-ti-¥ Seefi-A based ~bA
~Qpr_Qpriately assigned afle ~ Benchmark
and fully credentialed to ee ±-7 Annual
supgort a high-quality, ~
Targets
171
broad course of study. ~ •:• 95%
B. F :16-% teachers
~
esearch and adoQ.1 ;M-%
rate-
- as
Common Core aligned ~ Highly
cuITicular materials 4±% Qualified
proven successful for •:• I
similar Q.Q.pulations %
A:-C. I Teacher
nsure school facilities are Misalign
maintained and in good ments
@_pair •:•
t least
80%
family
satisfactio
n with
school
facilities
on SCAI
•:•
t least
75% staff
intend to
return to
LWL for
the
following
year
•!• -
eet all
@9Utreme
nts on
EFC
facilities
172
checklist
~ ~b ~ Pref Nel l:hetl i1~ IQ 11 Efa:;eliAe tlala
e-i-Rg ~ 1:-tffie -i€re System for aggregating this data is currently in 1~eetletl liefeFe
e &-ye flt-ftt progress Annual Actions to Achieve Targets realislie goul:;
00 tl-f (-}f CUA be :,el.
Years 1-5
~ ti-be
-v-e
1. To retain teachers - build in ample time
lifOO into schedule for
e planning/preparation/collaboration; conduct
-le-v-e surveys to assess morale and needs; provide
+ coaching and regular feedback; create
Qpportunities for teacher leadership; hold site
leadership accountable for develoi:1in~
strong professional learning culture
2. To attract and recruit HQT teachers -
Jlli)Vide a competitive salary and benefits
QI.QROsal; begin recruitment for teachers in
winter; implement recruitment plan in fall;
utilize signing bonus incentive as needed;
pa1iner with teacher greparation grograms and
teacher recrnitment 11rograms to attract
teachers; incentivize referrals within the
organization; 11artner with teacher gregaration
organizations to recruit and place teaching
fellows; develop and set aside resources for
12iJ2eline programs.
3. Irnglement facilities walkthroughs four
times annually using a walkthrough rubric;
develop standards for facilities.
Califurnia Sl1:1AEl1:1FEls +esl Standards aligned hfy -P-ret' G-veml- O,ernll: 4'1% Goo&
(CS+) gratles 2 8 assessmentState Priority #2. etl-f tete -1--:----;+% Els: 32% 1:
ImQlementation of Common flt as-:- ~ grewt

ef B-% 3: 41% ( 39+ 2) It
Core State Standards, A-ti-v- ~ 4: 22% ( 1H'.71 ~
including how EL students !lfle ~ §: §§% ( 48+'.71 ~
173
will be enabled to gain ee ~ tttffittft
academic content knowledge B% Hy

4-:-
and English language 4&%
Qroficiency §.-;
State Priorit)" #4. PuQil 4+%

achievement, as measured by
all of the following, as
~Imlicable:
A. Statewide
assessments (STAR,
or any subsequent
assessment as
certified by SBE)
B . The Academic
Performance Tndex
(API)
C. Percentage of QUQils
who have
successfully
com12leted courses
that satisfy UC/CSU
entrance
reguirements, or
career technical
education
D. Percentage of QUQils
who have passed an
AP exam with a score
of 3 or higher
A:-E. Percentage of
Qupils who 12artici12ate
in and demonstrate
college oreoaredness
174
Qursuant to the Early
Assessment Program
(E.C. §99300 et seq_.}
or any subseguent
assessment of colleM
Q.@_Qaredness
Fluency Running 3 times/year Low Risk Midyec:r Percent of Cohort grov,'lh large!:
Record/Timed :,tudenl:, "Low R isle" +5% annually
Reading 9-ve-ra-11~
~ .
~
+.----3-0%
~
I BP-£+ 9iagnostic This dala is collected and ana ly,~ed al the :Hudenl und classroom level.
PNT/L\.l/L 133 Diagtiostic This data is collected and analy,~ed at the student and clussroom leYel.
Elrregular sigl,t
~
Letter naming 9iagnostic Tbis salu is collectes aREi anal'.)>'olcd al ltte .1tudenl and classrnom !e'l>'el.
I fttfefl€y
IRitial Sound 9iat,_'Tiostic This data is collected 1:1ntl analyl'ed at the student and cla:,sroom leYel.
I FlueRcy
Multi syllabic Diagnostic This tln1t1 is collectetl and analyzed at lhe .,tudent ans classroom level.
I iH'v'ef!IOI)'
R-ep&l Sttm-m-a b-!yett 4---ett-t Currently Hot From RC1 to RC3 , Increase % ofAnnual
Gare ry f ef--§. aggregated al a increase % of sh:1Elents Targets
doCUl'l'le f*ttR-l :;chool wise scorin§ 4,1§ on majority of
•!• +5% students
ntofall fUeRe -lew ELA stanElarEls by §% ;
~ Elecrease % of stl:lElents either scoring 41-e
~ scerin§ 112 en majority of en majority of ELA
EL/\ stanElarEls by stanElarEls by §% ;
4-G-%Annual Goals Elecrease level >=
A. Teachers 3 or makingJ!!
develoQ and least one level
im12lement strong growth OR 70% of
Common Core students scoring
aligned units of W Qroficient on
studv and lessons the ELA section of
175
that gush student CAASPP
thinking at the •!• +5% students
higher levels of either scoring
Bloom's taxonomy level >= 3 or
B. Students are making at least
s12ending increased one level growth
time leamingjrr OR 70% of
their Zone of students scoring
Proximal proficient
Develogment by (including
implementing significant
Guided Reading subgrouP.§)_ on
integrated with majoritythe Math
ada12tive online section of HA
software 12roven for standards by
our target +%CAASPP
QQ.Qulation •!• Each year,
C. Technology;_ 40% ofELs will
All teachers and improve one
students have proficiency level
access to 21st OR maintain
century technology proficiency on
and Rersonalized CELDT/ELPAC.
learning
.Q.Q.QOrtunities.
D. Professional
Develnpment: All
teachers receive
targeted, high-
guality professional
develo12rnent
aligned to high
priority
instructional
176
12ractices that
12ositively im12acts
student academic
achievement and
social-ernoti on al
develo2ment.
E. Response to
Tnterventions:
Imglement a
rigorous Res12onse
to Intervention
model to address
the Tier! , Tier2 ,
and Tier3
academic,
behavioral and
social needs of all
students.
Mffilt- eFC BflflF8\'etl fliag1~eslie aAd ~ K---3--c ~ EFG apfJreved Gel~e1l grew!A
e-ffltlti-es Slantlartls ~J!antlards fflyefrf Es1ablishetl ~ S laAtil1rd~ based Large!: : 5%
ba~etl MaHi a-1-ttmetl
b
4 8: Proficient 4.-£-%- EL/\ Benehmark annually
Benehmark benchmarks -5--43-%- ~tttee
elementary larget :
+3-%
Califemia Standards -Wyear Prnfieienl er ~ ~ Geiier! grtw,•th

Standards Tes! ttti-g-Ree Advaneed :,-;---4+% 3S7% t 52+51 target: +5%
ECST1 - assessrneAt 4:----ti-% •l :48%f 41 ++1 aAAually
grndes 2 8 ~ 5 :'.79% f n ... +1
Reper 8tttttm ~ 4-mtt CurreAlly nol From RC1 Annual Actions to RC3, increase ttte-rett
t--Gtt-rEI ary ftf ~ aggregates al s-e--.9/o
%Achieve Targets
dee-tt-m ~ a seheel v,ide
Year 0
ef
eithrf' fttffi£ .J-e-v-eJ. sttttie
a-U l. Balanced Literacy: Deepen balanced ms
assess- literacv implementation through S€eftft
177
meflt5- structured glanning and grofcssional g--4-B
6ft
develo12ment to align to a strong
scoge and seguence of students fflftJBf
tty-Bf
sceFin§ 4/a en rnajeFity ef rnatl=i grade s-tafle-tl
level standards by a% ; decrnase % ef res---by
students scerin§ 1/2 .,_ ~
2. Writing: Im12Iement two EFC 6e€-feft

se-%
created Writing Tasks, focused on e-f
the CCSS writing genres. s-lttde
3. Math: Continued focus on rnajeFity ef fttS
using both oral and written S€ftftft
academic language during_t_:nath g---+R

et!-
lessons and ex12laining and ffttljBf
defending math standaFdsreasoning tty-Bf
on cornglex tasks. s-tafle-tl
4. Science: Integration of science res---by
-1.lJ4,
content in enhanced units of stucly
5. ELD: Continue to irn12Iement
Systematic ELD as a designated
ELD grogram, and focus on crafting
lessons that sug12ort languag~
develo12ment of s12ecific vocabulary
and grammatical forms that students
need suggort with at each Jan~
level as measured by CELDT.
6. Tier 2 Academics: Exglore summer
12artnershi12 with S12ringboard
Collaborative; continue with a full
time gosition to 12rovide Tier 2
Academic interventions
7. Art: Art 12rogram cutTiculum
develogment
8. PD: Invest in coaching and
orofessional develooment focused
178
on higb_Qriori!Y instructional
12ractices and data driven instruction
Year 1
l. Writing: I11112lernent three EFC
created Writing Tasks this year,
focused on the CCSS writing
genres.
2. Math: Im12lement EngageNY math
ctmiculum
3. Blended Leaming: I11112lement
blended learning 12lan for ELA and
math.
4. Content integration: Structured unit
12lanning to develo12 skills in UBD
a1212roach across contents su1212orted
by 4-G-%an instructional coach.
5. Art: Align art curriculum to
academic content
6. Tier 2: Sui:rnort our Tier 2 Literacy
Interventionist by targeting students
scoring below grade level in grades
K-3.
Year 2
l. Writing: Imrlement targeted writing
curriculum for all grades (see ELA
section for more s12ecifics).
2. Content integration: develo12
vertically aligned scguence of
content integrated units grades K-5.
3. Science: Ex12lore NOSS-aligned
curriculum
179
Year3
I. Technology: [ntegrate technology
into al I content areas
2. Content integration: refine
curricular units; begin student-led
collaborative grojects.
,.,
.) . ELD: integrate strong ELD
gractices into content integrated
strands
4. Writing: focus on writing across the
curricula.
Year4
1. Content integration: Full integration
of cross-cunicular learning across
ELA, math, science, art and social
science; focus on rubric
development and authentic
assessments.
-h-2.Evaluate student growth for exiting
iili._graders and assess strengths and
weakness; develop a plan/revise the
grogram to address ga12s .
State Priority #3. Parental involvement, including efforts to seek 12arent input for making decisions for
schools, and how the school will promote parent oartici_12.ation
A. Build parent understanding of Common •:• 90% families 12artici12ate in rego1i card
Core standards and overall instructional conferences
design •:• Parent leadershi.tr Increase number of
B. Build 12arent caQacity to monitor and parent leaders by two leaders annually until
guide student learning and growth there are 2 parent leaders reQresenting every
C. Develop a robust 12arent leadership culture cohort of students
and bodv •:• Families nositivelv rate (average of 3.5 or
180
higher} school climate in the areas of:
• Leadershig Decisions
• Community Relations
• Attitude and Culture
• Learnin2:/ Assessment
Year 0:
I. FLC targets ORA growth by develo)2D!g__Qarent understanding of the ORA and ensuring students
are reading at home inde12endently every night
2. Levera~garent leadership to im12lement consistent positive behavior incentives to increase
student attendance rates.
3. Recruit Parent Re12s and develo12 capacity to facilitate FLC committee aligned to clear, defined
goals.
Year!:
I. Provide leadership training for 12arent leaders.
2. Conduct 12arent workshops on blended learning and SEL curriculum.
3. Invite Q_§rents to targeted Instructional Leadershig Team Meetings.
4. Ex12and Qill·ent communication and translation services.
Year 2:
I. Create Parent Teacher Academic Team with regular meeting schedule.
2. Create a differentiated list of 12arent volunteer op12ortunities and a system for sign-up.
.,
.) . Actively recruit bilingual staff when hiring new staff members .
4. Explore revitalized 12arent ed programs in technology and English.
Years 3-5:
1. Implement one home visit per family__per year.
2. Plan yearly Ex12ositions of student work based u12on integrated cross-curricular learning.c
3. Expand parent education op12ortunities.
State Priority #5. Puoil engagement, as measured by all of the following, as aoolicable:
181
A. School attendance rates
B. Chronic absenteeism rates
C. Middle school dropout rates (EC §52052. l(a){]_)_}
D. High school dropout rates
E. High school graduation rates
State Priorit)' #6. School climate, as measured by all of the following, as applicable:
A. Pupil suspension rates
B. Pupil expulsion rates
C. Other local measures, including surveys of puQils, parents, and teachers on the sense of safety
and school connectedness
A. Family Services: Engage families as •:• < 10% of all students are chronically absent
12artners in student achievement, school •:• <= 5% of enrolled students are sus12ended
culture and community engagement. out of school
Em12owcr families to review data and make •!• 0% of enrolled students are expelled
decisions around site investments •!• 95% average daily attendance (P2-ADA)
B. Response to Interventions : Im12lement a •!• Family average >= 3.5 on Domain 7:
rigorous Res12onse to Intervention model to Attitude and Culture of the SCAT Survey
address the Tier I , Tier2, and Tier3 academic, •:• Student average >= 3.5 on Domain 7:
behavioral and social needs of all students. Attitude and Culture of the SCAI Survey
•!• Teacher average >= 3.5 on Domain 7:
Attitude and Culture of the SCAT Survey
Year 0
I. Enhance PBIS systems with a focus on increasing the positive incentive systems in classrooms
and school wide.
2. Align SEL work throughout the school and grovide more supgort for teachers on Tier 1
strategies for behavior intervention.
,,
.) . Strengthen the COST 12rocess and the creation of behavioral su1212ort 12lans for Tier 2 & 3
students.
Year I
I. Summer Institute - Train all teachers in SEL cuniculum.
182
2. Create a defined identity by adopting school colors and a mascot.
3. Provide student leadcrshiQ through implementing a student council , incorporating more
elementary student voice through this structure.
4. Investigate and implement other behavioral plans and incentives to supplement new SEL
12rograrn.
5. Implement a chronic absence team .
6. Revise safety Qian.
Years 2-5
1. Continue to imQlernent SEL program .
2. Train parents in SEL 12rogra111.
"' .
.) Ex11and RTJ Qian.
4. Deegen case management resources for chronically absent students and students with more than
5 sus12ensions.
5. Facilitate targeted tier I behavioral coaching for teachers.
6. DeveloQ a 12arent 12atrol for di smissal.
State Priority #7. The extent to which ]2_l:!Qils have access to, and are enrolled in, a broad course of
study, including 12rograms and services develo12ed and 12rovided to undu12licated students (classified as
EL, FRPM-eligible, or foster youth; E.C . §42238.02) and students with exce12tional needs.
"Broad course of study" includes the followin~ 1mlicable:
Grades 1-6: English, mathematics, social sciences, science, visual and Qerforming arts, health, physical
education, and other as prescribed by the governing board. (E.C. §51210)
Grades 7- 12 : English, social sci ences, foreign languag~ Qhysical education , science, mathematics,
visual and 12erforming arts, am2lied arts, and career technical education. (E.C. §51220(a)-Q)}
D. 100% of students •!•95 % of students arc a receiving broad
are enrolled in a broad course of study that course of study including arts and PE
includes English, Mathematics, Social
Sciences, Science, Visual Arts, and
Health/Physical Educaticm_,__preparing them to
be on track for middle school and a high
school course of studv that exceeds the UC A-
183
G requirements
Year I
I. Develo12 a11s 12rogram and a11s course.
2. Designate time for PE.
3. Ex12lore owortunities for music education .
4. Jrn12lement content integrated cuniculum
5. Ensure there are adeguate numbers of student com12uters to im12lement 12ersonalized learning
Qrogram
Year 2:
1. Teachers integrate hands-on science.
2. Integrate science into art projects.
,..,
.) . Ex12and PE offering.
4. Integrate instruction in technology course.
5. Dee12en content-integrated cuniculum
Year 3-5:
1. Tm12lement fully integrated cross-curricular learning 12rogram.
State Priority #8. Pu12il outcomes, if available, in the subject areas described above in CA Ed Code
Section 51210, as ai;1.12licable.
Annual Goals Annual Tar~
A. Teachers are able to teach writing across •:• CCSA Statewide Rank: + I OR at least a 4
the curricula and improve ELA outcomes OR a at least a 6 for similar schools
B. Teachers are able to teach targeted and •:• Increase the number of students
strategic ELD and scaffold and shelter content demonstrating mastery of 4/6 of the Qhysical
for EL students fitness test by 5% annually
C. Teachers are able to design and •:• 60% of students will increase 1 grade level
imQlement units of study that are OR achieve 12roficiency on the DRA
rnultidisci12linary - integrate the arts and
technology, build student ca12acity to
collaborate around a common goal , build
student leadershio and facilitation skills. and
184
imwove student academic discourse I I
Year 0
l. Im12lement 12rofessional develo12mcnt Qian focusing on complex text and academic discourse.
2. DeeRcn daily ELD instruction.
3. Deepen arts curricular offerinfil.,__ill__ught by specialist.
4. Im12lement PE 12rogral1l, taught QY classroom teachers
5. Integrate science instruction in units of study.
6. DeeRcn implementation of SEL curriculum
Year I
I . Ensure all teachers begin school year with cwTiculum maps drive support mastery of Common
Core standards.
2. Monitor and increase student time learning in the Zone of Proximal Dcvelogment (blended
learning),
3. Deepen implementation of RTI program.
Year-
- 2
1. Integrate content into ELA units of study.
2. Focus on close reading.
3. Focus on technology integrated technology.
Year 3
l. Implement technology as a lever for enhancing instruction across the curricula.
2. Implement integrated cross-curricular learning ap12roach.
3. Summer institute and ongoing_12rofessional dcvclo12ment for teachers to focus on
rnultidisci12linary teaching.
4. Continue with focus on writing integrating across the cu1Ticula ..
Years 4/5:
1. Weave ELD and writing through0t:!!_12rogram.
2. Continue infusing instruction with technology,_
3. Reflect on progress against goals and iterate.
185
*All actions outlined in the chaii above are subject to revision as Qart ofEFC's annual strategic site Qlanning_Qrocess. EFC docs not
commit to the SQccific actions as outlined above
LWL 's 72.upil outcomes, related to increases in 72.u12.il academic achievement both schoolwide and /j)r all grou12..s o[.12.u72.ils served bl!. the
charter school, as that term is defined in sub12.aragra12.h (B) o[.parag(!dQh (3) al.subdivision {gj__Q[_section 47607, shall be aligned with
state 72.riorities, as described in subdivision (d) al.Section 52060, are as [allows:
LWL's Performance aeainst OUSD Collective MPOs
Subjeet Assessment Proficiency Learning \11.fithowt

Assessment Frequencyl 3-
-A-FeftS To&tsDescriHt Gea-1£14-15 Limits API:
+yf}eS- 14 Result
Metric ion Result 1--5315-16 Result
Results 19 11 E*(:)eeteEI Grnwth Annual Grewth
I .J+..H -t--i--l-1
~ Califernia SlaRd1:1rds aligRed Grade:; 5 & Prefieie1H er Grade 5: 40% Grade 5: 47% Target: + 5%
Standards Te-1l assessmeRl & AdvaReed annually
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The plan above, 1vvhich lists measurable pupil outcomes, will drive work at L\VL and
collaboration between LWL and EFG. Grade level teaching teams will be provided regular
dedicated time to review their plans for the achievement of the outcomes below, align those
plans with the diagnostic assessment data of their students, and develop plans to differentiate
teaching and support for students based on their performance at the time and what they need to
learn to meet or exceed outcome expectations. EFG and LWL will collaborate to ensure that
measurable pupil outcomes are realized and that 1vve operate with clarity about what students
need to knmv to be promoted to middle or high school, that we knmv ho N they're doing on their
1
way there, and that they're being supported 1vvith effective teaching and tiered interventions when
adequate progress toi.vard the expected outcomes is not being made.
B I Jul I 2015 and annual! therea ier L WL shall u date the oafs and actions identi ted in
the charter to provide the following, as set forth in Education Code section 47606.5(a):
• A review o(the progress towards the goals included in the charter, an assessment of the
effectiveness of specific actions toward achieving those goals, and a description of the
chem es to the s12.eci ic actions the charter school will make as a result o the review and
assessment.
• Listino and descri tion o the ex enditures or the zscal ear in im lementino the specific
actions included in the charter as a result of the reviews and assessments, classified
usin the Cali ornia School Accountin J'vfanual.
Under Education Code section 47607.3 i the charter school ails to im12.rove outcomes or 3 or
i ·1ess than 3 all upil subgroups in 3 or 4 consecutive school ears
•
evaluation rubric ado ted by the State Board.
• The Su erintendent ma assion at the re uest o the charterino authori and approval of
the State Board the California Collaborative for Educational Excellence to provide
advice and assistance to the charter schools.
• The chartering authority shall consider or revocation an charter school to which the
Cali ornia Collaborative or Educational Excellence has rovided advice and assistance
and has made mdinos that: I the charter school has ailed or is unable to im lement
the recommendations o the Cali orn ia Collaborative or Educational Excellence· or 21
that the inadequate per ormance o the charter school based u on the evaluation rubric
is so persistent or so acute so as to require revocation of the charter.
ELEMENT 3: METHODS OF ASSESSING PUPIL PROGRESS TOW ARDS MEETING
OUTCOMES
Governing Law: The method b which QUf!.ilJJ_rogress in meeting those pupil outcomes is to be
measured.
METHODS TO MEASURE PUPIL OUTCOMES
Theory of Action on Assessments
EFC will support teachers at hWbLearning Without Limits to provide instruction that develops
student mastery of grade: level content standards. EFC-wide and site specific professional
development w ill strengthen both organizations. EFC and hWbLearning Without Limits believe
that high quality instruction should yield high levels of learning and perf01mance on multiple
forms of assessments . Further, we believe that ongoing monitoring of student performance on
assessments tells us about what students are learning and not learning and that the more we
understand e-f---this process, the better aeJ.e-.we are able to adjust instruction to better meet student
needs and design instruction for achievement of the measurable pupil outcomes. Taken together,
measurable pupil outcomes and student performance on assessments are at the heart of
community accountability for student learning.
Multiple Measures/Assessments Selected
The Measurable Pupil Outcomes and Assessment Matrix above outlines the measurable puptl
outcomes and thebelow includes multiple forms of assessments to be used at LWL and
supported by EFC. This formal assessment system is designed to ensure all students make
adequate and consistent progress toward the measurable pupil outcomes and that teachers at
l:::WbLearning Without Limits and administrators and staff at EFC can monitor that progress for
each student.
LWL's measurable pupil outcomes include absolute measures of achievement, goals relative to
external standards, and annual goals for expected growth. Proficiency levels outside the
California Standards Test are set at 80 percent (numeric scale) or 3 of 4 (rubric) across subject
areas . The targets listed in the matrix below are school \vide averages.
Assessment Matrix
Subject Grade Levels Assessment Annual Freguency
ELA
-- Gr K- 1 Kil Reading 1 - 4x
Diagnostic
ELA
--
Gr 2 - 5 Standards-based 2 - 3x
benchmark
2
ELA
--
GrK- 5 Developmental 3 - 4x
Reading Assessment
(DRA)
I ELA
- - Gr 3 - 5 SBAC -lx
ELA GrK- 5 Writing Performance 2 - 3x

I Task
Math
--
GrK-5 Standards-based unit 5 - 8x
I assessments
I Math Gr 3 - 5 SBAC lx
ELD
- - GrK- 5 CELDT (will lx
I transition to ELP AC)
Science Gr5 California Science -lx

I Test (CAST)
I Physical Fitness Gr5 Physical Fitness Test -lx

(PFT)
The measurable pupil outcomes draw upon the California Frameworks for their subject areas and
the Common Core state standards. They are specific, measureable, attainable, results-based and
time-bound to ensure that school improvement efforts are concrete, motivating and realistic .
Performances on these measures, taken together, will indicate each child's progress toward
"meeting statewide standards," as required by law, though no one measure alone will constitute a
sole indicator of satisfactory or unsatisfactory progress.
EFG currently administers "Standards Based A1ath Benchmark Assessments" for mathematics
and "SCOE Reading Lions Assessments" for English Language Arts. EFG is currently leading a
strategic project to identify a standards based English Language Arts assessment for use EFG
•.vide. Effective standards based English Language Arts assessments being considered by the
Assessment Study Team for use next year and include, but are not limited to, the follmving:
Action Learning Systems (ALS), NWEA Common Core Aligned Assessments, Curriculum
Associates, and OARS Standards Aligned Assessments. Members of the Assessment Study
Team will pilot assessments this year. Their experiences .vill inform selection of the assessment
1
to be used EFG wide beginning Fall 2012 . Other assessments listed on the ,A,1atrix have been
identified because they have been used successfully at LWL in the past and are part of LV/L's
current practice. LV/L with EFC's approval may continue to use the District's assessment as
negotiated betv,1cen EFG, L'.VL, and the District. All current and future EFG sites, including
LWL, will administer the EFG approved standards based benchmarks in math and English
Language Arts.
3
EFG and LVVLEFC currently administers Common Core aligned unit tests for Mathematics and
Common Core aligned trimester benchmarks in English Language Arts. All current and future
EFC sites, including Learning Without Limits, will administer the EFC standards-based
benchmarks in Math and English Language Arts.
EFC and Leaming Without Limits do not commit to using the specific assessments listed
forever; the School commits to using assessments that can be given frequently, allow instant
reporting, are diagnostic, provide data on growth, and provide growth towards grade-level
standards mastery. The School eagerly awaits the launch of several exciting new products in the
coming year in alignment with the Common Core standards and will provide a final assessment
list when changes to the plans outlined here are made.
Criterion-Referenced and Formative Assessments
Criterion-referenced/standards-aligned assessments and Ggiagnostic/formative assessments are

key parts of the EFC and L WL -specific assessment plan. Criterion-referenced assessments will
be used to monitor whether students are mastering grade level standards, and to identify focus
standards for each classroom. These assessments are also disaggregated to identify trends, find
specific areas of instructional strength and weakness, and to ensure students are making progress
towards grade-level mastery of all state standards.
Formative assessments will be used not just to inform instruction but also to track and monitor
student growth and learning. bWhLeamin Without Limits distinguishes between three types of
formative assessments as distinct from organization-wide benchmark assessments. Checks for
understanding will take place continuously and give teachers immediate information about
student understanding !9_allow for immediate feedback to students. Common Formative
Assessments are created or found during grade level collaboration time and are connected to
individual learning targets deconstructed from standards and/or groups of targets. Interim
benchmark assessments are cumulative common formative assessments that give teachers
information not just about the most recent unit of study, but about all major content and skills
covered in the year up to the time of administration. bWhLeaming Without Limits teachers
currentlywill use C.Qhecks for Understandingunderstandin common formative assessments and
Common Formative Assessments and aspire to regularly use interim assessments. Additionally
teachers utilize blended learning data to track usage and 12rogress on blended learning programs.
Teachers will use collaborative time to analyze the results of common formative assessments,
share best practices surfaced by the results of assessments, and make plans to intervene on behalf
of students who have not yet mastered the covered material.
In addition, all assessment data will be captured in student report cards. EFC has standards-based
report cards, based on the current California standards. EFC plans to revise its report card to
align with the Common Core standards. The current report card guidelines indicate that scores,
which align with the GS+SBAC performance bands, should be based on multiple forms of data
including student work, formal assessments, quizzes, classwork. Report card scores are not
based on cumulative averages, but rather against the criteria of whether the student has
demonstrated mastery of the standard.
4
See Appendix A52 for sample LWL report cards
State Assessments
Pursuant to California Education Code Section 47605(c), -bW-bLearning Without Limits with
support from EFC, will conduct state pupil assessments, including the ST/\R (California
Standards Test), CAASPP, the California English Language Development Test (CELDT) or
English Language Proficiency Assessments of California ELP AC), and any other assessments
as mandated by ( e.g. SABE or its equivalent, California Fitness Exam). L WL is subject to all
state (API) and federal (A YP) assessment and accountability requirements.
The results of these state assessments will be an indicator of overall school wide performance,
class performance, grade-level performance, and subgroup performance. These tests will be one
of multiple assessment methods used to document and monitor student growth on a continuum of
achievement.
Pursuant to the transition to California's Common Core and the accompan in shit in the state
accountability testing svstem, LWL will establish baseline performance in the first year o(testing
administration and will demonstrate rowth in er ormance each ear therea ter.
I LWL does not test i.e. CAASPP with the District LWL hereb rants authori to the State o
California to provide a copy of all test results directly to the District as well as the charter
school.
Test results for the prior year, i(not {2_rovided direct! to the District b the State will be
12rovided by the charter school to the District no later than Se{2_tember 1 of each year
State Assessment Modifications and Accommodations
Children with disabilities under the Individuals with Disabilities Improvement Act or Section
504 are included in State standardized testing and will be afforded the appropriate
accommodations/ modifications where necessary and appropriate.
Promotion and Retention Policies
The purpose of this Retention Policy is to have procedures to follmv that have been presented
and accepted by our parents, teachers and staff. This policy must be board approved. It 'Nill be
Education for Chan e has a board-aQRroved olic called the EFC Student Intervention and
Promotion Polic . It is aligned with California' s Education Code Section 48070-48070.5.
\Ve must understand that the possibility of retaining any student is a very serious matter and
retention should be the last intervention used to improve or enhance student's learning outcomes
Students are retained for low achievement with parental agreement •.vhen all available
interventions have not yielded significant student progress, \vhen English Language proficiency
has been ruled out as a major contributor to student lack of success, and when no learning
disability appears to be the cause of the student's struggles. They are retained when the Student
5
Study Team concludes that retention could be a powerful intervention to support student
acceleration. Retention is not an effective tool without parental support, and is an intervention
that should be used \Vith great caution.
The multiple measures for K 8 retention are: 1) EFG benchmark assessments in math and
language arts subsumed into the standards based report card grades, along with 2) the results of
the California Standards Test (CST) at grades 2 8, and 3) the results of the DIBELS and BPST
Ill diagnostic and progress monitoring tools.
Students at risk of retention are those performing at the Far Belo•.v Basic and Below Basic level
on the CST and report card. Retention is explored as a possible intervention when a student is
Far Below Basic on all four measures (Math and Language /\rts CST and Math and Language
/\rts report card) or on three out of the four measures.
/\ series of Student Success Team meetings are called, a variety of interventions are put in
place, and the teacher's recommendation shared with the administrator and parent before any
final determination of retention occurs (ed code 48070.5). The final decision is made by the
entire Student Success Team, including the parent, teacher(s) , and administrator.
When the decision is made to retain a student, members of the Student Success Team develop an
Individual Leaming Plan indicating hov,1 that student will be supported the follo\ving year to
assist in meeting grade level standards.
There is very little research to support retention as a strategy for academic acceleration should a
student be academicall behind. In eneral Education for Chan e does not believe retention
without a targeted and strategic acceleration program is of benefit to a struggling student, and
EFC definite! does not believe that formulaic retention tri ers that do not take into
consideration individual circumstances, age of child, access to strategic programming, and the
student's personal feelings should be used at all.
EFC's retention 12olicy is as follows:
If students have received comgrehensive academic and social/emotional interventions and fail to
make adeguate grogress, a site ma consider those students for retention if all of the retention
criteria are met. Final retention decisions for students meetin the indicated will be made at the
site level b the Coordination of Services COS Team with Home Office final a proval.
Criteria
1. The COS team must conclude that retention is in the best interests of the student and
consider emotional and social conseguences.
2 . Schools must have 12rovided a retained student with a com12rehensive interventions plan
the year prior and followed the interventions re uirements outlined in the intervention
golicy (including parent contact and progress reportin in the timeline outlined .
3. There is a distinct and tar eted retention plan develo ed for that student - one that
rovides a master teacher with a track record of acceleratin instruction a com rehensive
interventions plan that includes summer school , before/after school programming, in-
6
school interventions classes, and social/emotional support that academically motivates
the student.
4. Identification of students at-risk ofretention must take place at least eight weeks prior to
the end of the school year. Parent(s)/guardian(s) of identified students must be notified in
writing at least six week rior to the end of the school ear. Retention Jans must be
develoged b the COS team and aggroved by the Home Office at least three weeks grior
to the end of the school year.
Retention decisions will be reversed in the fall if the student scores at levels 3 or 4 in either
English Language Arts or Mathematics on the California state assessment.
English Language Learners
English Learners at EL levels 1, 2, or 3 who have been enrolled in schools in the United States
three years or fewer may not be retained. Should a teacher or parent feel that retention would
benefit a student who meets this criteria, they must make a formal request to the Home Office.
Students in the Programs for Exceptional Children
S ecial education students can onl retained as art of their Individualized Education Plan.
Use of Assessment Data
Inte ration of Technolo and Assessment S stems
Education for Change currently uses the Online /\ssessment Reporting System
(0/\RS)Illuminate Education as a technology platform for assessments. 0/\RS is a web based
software tool that allm.vs teachers to collect datahouse student information and €-Fe-ate
assessment data. Additionally, we use Schoolzilla to create reports for analysis. teachers
coaches, and principals. All EFC standards-based benchmark assessment data, &+ARCAASP
data, and CELDT/ELPAC data is housed on 0/\RS. in Illuminate and im orted into Schoolzilla
for reporting. All assessments are scanned into 0/\RS illuminate and the data is available
instantly. In addition, teachers are able to create scan sheets for teacher created formative
assessments and create standards-based formative assessments. 0/\RS has numerous reporting
functions thatVia the Schoolzilla latform we create customized reports using data from
111uminate. These reports will allow teachers and administrators to analyze growth in specific
strands, conduct detailed item analysis, aggregate various sources of data for analysis .and
create intervention groups to monitor performance of intervention groups.
/\II reports color code the scoring bands (either CST bands or 4 point bands) to facilitate
analysis. Reports are also available at the grade leve l, school and GMO level. If the reporting
within the system are not sufficient, one is able to download the data in CSV and Excel format.
Typically, we use this option to conduct correlation coefficient analysis. EFG is reviewing
various options for its assessment platform. LWL with EFC 's approval may continue to use the
District's assessment platform if it chooses to use the district's assessments.
EFC is committed to the importance of data inquiry cycles and sharing data with parents and
community. The data reports are used during teacher data analysis and instructional response
planning. Parents and community members have access to the data through school
7
f*lblications , the school website and during parent meetings.Data is shared regularly with the
Family Leadership Council and the Staff Leadership Council and shared more broadly with all
parents through newsletters released throughout the school year. In addition, schools facilitate
data accountability and inquiry sessions at the classroom level. Most recently, EFC has been
Qiloting 12arent worksho12s during summer session and at the kindergarten/TK levels where
parents learn about the DRA and their child's Rerformance on the DRA, set targets for their child
and get trained in how to do strategic literacy work at home to facilitate achievement of that
target.
Cycles of Inquiry
EFC will facilitate professional development about cycles of inquiry to support practice at
t:WbLearning Without Limits. Teachers and administrators at LWL will be engaged in on-going
cycles of inquiry into their practice and its connection to the measurable pupil outcomes
described in the matrix above. A new cycle of inquiry will begin every 6 to 8 weeks and will
include review of benchmarkassessment data in English Language Arts and Mathematics, and
performance in 1.vriting, science , history social studies Writing, Science, History-Social Studies,
ELD, and social emotional learning. Teachers will be guided to examine how students
performed on multiple measures during that six to eight week cycle, identify patterns of
underperformance or high performance, and identify focus students who are not making
adequate progress. Collaborative teams will use these opportunities to form questions that arise
from the data, develop hypotheses around the questions, develop an instructional response plan,
and pursue different strategies or actions to improve student outcomes. Teachers will be coached
in using various inquiry protocols to ensure the LWLLearning Without Limits is building teacher
capacity to facilitate and conduct cycles of inquiry both formally and informally.
Reporting and Accountability to Authorizer
EFC and bWhLeaming Without Limits will promptly meet all reasonable inquiries for data from
the Authorizer or other authorized agency and assure timely scheduled data reporting to our
Authorizer in compliance with the law; further EFC and bWhLeaming Without Limits hereby
grants authority to the State of California to furarrish copies of all test results directly to the
Authorizer, as well as to the School.
Use and Reporting of Data to School Stewards and Stakeholders
EFC and LVVL hasLeaming Without Limits will have a goal of every family having access to
student performance data on a regular basis. EFC will support bWhLearning Without Limits to
communicate student progress and attainment of measurable pupil outcomes regularly with
students and their families. This will include school-wide meetings for families, and
family/teacher conferences.
In addition, EFC and bWhLeaming Without Limits will utilize multiple streams of data to review
program effectiveness and inform programmatic decisions on a regular basis. Sources of data
include, but are not limited to, /\Pl scores , /\YP details , CSTCAASPP results, benchmark
assessment results, unit assessment results, student reflections, portfolio evaluations, report
8
cards, student, staff and family satisfaction surveys, discipline referrals, attendance rates, and
student/family attrition rates.
EFC will provide bW-hLeaming Without Limits with disaggregated data by subgroups, grade-
level, individual class, and student, and will be collected, analyzed, and disseminated in a
transparent manner that promotes accountability and continuous improvement amongst members
of the school community. EFC and [insert site name]Leaming Without Limits will employ a
universal inquiry cycle to review the various types of data generated about the school program.
EFC and bW-hLeaming Without Limits will continuously review academic content and
instruction in light of the data produced in accordance with this section, and will make
improvements in curriculum, instruction and professional development as appropriate. To this
end, a school improvement plan will be developed each year with input from the School's
community, staff, and board.
Charged with stewardship of public school funds, the EFC Board will systematically review
hW-b--'.sLeaming Without Limits' data in order to monitor trends in student learning outcomes and
ensure that there are sufficient and appropriate financial and human resources to properly enact
the School 's program and remain true to the charter. The Board will work in conjunction with
the bW-hEFC and Leaming Without Limits leadership and community to make necessary
changes in response to identified needs as reflected in the .s_~chool' s data streams.
In accordance with Title III, bW-hLeaming Without Limits will adhere to all mandated reporting
guidelines in relation to English Learners, including notification to parents regarding CELDT
results and reclassification. In accordance with IDEIA, bW-hLeaming Without Limits will
comply with all state and federal laws regarding reporting requirements for children with IEPs,
including, at a minimum, trimester reports to a Special Education student's parents on progress
towards goals stated within the IEP . .,_
Reporting to Broader Community
The School will annually publish the School Accountability Report Card (SARC) in accordance
with state and federal laws as they apply to charters.
District Visitation/Ins ection
The School will comply with a District requested visitation process to enable the District to
gather information needed to validate the School's performance and compliance with the terms
of this charter. The School agrees to and submits to the right of the District to make random
visits and inspections or observations in order to carry out its statutorily required oversight in
accordance with Education Code Section 47607.
Pursuant to Education Code Section 47604.3 the School shall promptly respond to all reasonable
inquiries including, but not limited to inquiries regarding its financial records from the District
9
Office of Education, District Board of Education, and the State Superintendent of Public
Instruction.
10
ElementSchedule and Academic Calendar
Students currently attend school Monday through Friday from 8:00 a.m. to 2:55 p.m, though
these hours are subject to review on an annual basis. On Wednesdays, in accordance with
standard OUSD practice, school will end at 1:35 p.m. (minimum day) for all students in order to
provide teachers with dedicated professional development time each week. In addition, school
ends at 1:35 on Frida s to allow for a second 12rep period for teachers. Because it is a common
preparation period, this time is widely used for collaborative planning. Again, the use and
assignment of minimum days is subject to annual review.
L WL will follow applicable state laws to assure that students enrolled in the school attend a
school calendar offering a minimum of 175 days. Education for Change generally attempts to
align its annual school calendar with the Oakland Unified School District's. However, all EFC
schools will maintain flexibility for an earlier school year start and end date in order to provide
more time off for professional development days throughout the school year. The school
enhances the beginning of the year for professional development time for teachers/staff by
adding up to three additional, fully compensated 12rofessional development days. A majority of
these days are usually scheduled for the week prior to the start of school to provide teachers with
compensated time to prepare their classrooms as well as engage in orientation and professional
development sessions focused on implementing the instructional ro am and buildin the
school culture. All EFC schools are allowed to allocate additional resources for rofessional
develo ment at the be inn in and end of the school ears.
LWL will offer the re uired instructional minutes as established in Education Code Section
47612.5(a).
See A43 for LWL 's Bell Schedule and A44 for EFC SYJ 7 calendar.
Extended Learning Opportunities
As community eng~ement and whole-child development are key areas of focus for all EFC
schools the school looks to rovide extended learnin opportunities for its students and
eventuall for the wider communi . Some activities that have been offered include:
For students:
• Small grouQ intervention instruction
• Homework heir sessions
• Enrichment classes ~g. arts, dance, SQOrts, clubs)
For the community (times may vary):

• School fairs Back to School Ni ht Ex~en House)
• Parent engagement classes (with topics such as assisting your child with homework,
holdin our child accountable at home and school nutrition an prevention and
computer literacy)
11
All of these programs are staffed by community volunteers, community groups, service
providers, and teachers wishing to particiP.filtiwith additional compensation).
Nights and Weekends

As with all student and community service organizations, LWL occasionally holds school and/or
staff functions in the evenings and on Saturdays. These functions have included parent-teacher
conferences, IEP meetings, whole-school performances, school fairs, Data Nights, staff retreats,
and other staff professional develo ment sessions. These events/activities main! are schedule-
constrained (parent work schedules, professional development 12rovider availability schedules).
They are announced with sufficient advance notice and are kept to a minimum throughout the
year.
Staff PreQ
L WL provides weekly preparation time for all teachers to ensure teachers have adequate time to
integrate lessons, plan cross-curricular activities and develop powerful standards-aligned lessons.
Class Size
Smaller class sizes are one of L WL' s most effective structures for enablin personalization and
ensuring strong relationships are developed between students and teachers, between families and
teacher and between teachers themselves. L WL implements a 24-to-1 class size reduction in
grades K-3. LWL's goal will be to implement upper-grade class reduction to have an average
fourth and fifth grade class size of 24. These sizes may be changed due to budget considerations
12
ELEMENT 4: Covernanee GOVERNANCE
Governing Law--c
The Governing 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).
Non Profit Publie Benefit Corporation
Learning 'Nithout Limits School shall be a directly fundedAs an independent charter school---fffi6:
will be, LWL, operated as or by the California non profitits nonprofit public benefit corporation,
Education for Change, pursuant to Education Code Section 47604.
Learning VVithout Limits shall operate autonomously from the District, with the exception of the
supervisory oversight as required by statute and other contracted services as negotiated with the
district. Pursuant to California Education Code Section 47604 (c), the District shall not be liableis
a separate legal entity and shall be solely responsible for the debts and obligations of the Charter
School , Learning Without Limits, operated by Education for Change , a California non profit
benefit corporation or for claims arising from the performance of acts, errors, or omissions by the
Charter School as long as the District has complied with all oversight responsibilities required by
'taw--cL WL.
See .Appendices B 1 and B2 for the Education for Change .Articles of Incorporation, Corporate
Bylaws
EFC shall ensure that at all times throu hout the term o the Charter the bvlaws o its overnin
board and/or non ro ,t cor oration are and remain consistent with the rovisions o(this Charter.
In the event that the overnin board and/or nonprofit corporation operating L WL amends the
bylaws, EFC shall provide a coPJ!_Q the amended b laws to the OCS within 30 da so adoQtion.
EFC shall send to the the OCS co ies o all aovernin board meetin a endas at the same time
that the are osted in accordance with the Brown Act. LWL shall also send to the OCS co ies of
all board meetin minutes within one week o(governing board a12 roval o the minutes. Timel
posting of agendas and minutes on EFC 's website will satisfy this requirement.
The District reserves the ri ht but is not obli ated to a R~O~in~.t_a~s~,_·n~- -"-- - ~ - - - - - ~
LEGAL AND POLICY COMPLIANCE
licable ederal state and local laws and re tlations and District
policy as it relates to charter schools, as they ma be amended ram time to time.
13
LWL shall comply with all applicable federal and state reporting requirements, including but not
limited to the re uirements o CBEDS CALPADS the Public Schools Accountability Act of 1999,
and Education Code section 47604.33.
EFC shall comply with the Brown Act and the Public Records Act.
NOTIFICATION OF THE DISTRICT
investi . ations b outside re ulatorv or investi ative a encies lawsuits chan es in cor orate or
legal status (e.g. loss of IRS 501 c 3 status or other formal complaints or notices, within one
week o(receipt o(such notices by LWL. Unless prohibited by law, LWL shall notify the OCS in
~ ( a n y internal investigations within one week of commencing investigation. LWL shall
notify the OCS within 24 hours of any dire emergency or serious threat to the health and safety of
students or staff The District will follow all privacy requirements with respect to confidential
pupil and personnel data provided to the District.
STUDENT RECORDS
Upon receiving a records request rom a receivinu school/school district LWL shall trans er a
co 1 o ·the student's com lete cumulative record within ten 10 school da s in accordance with
Education Code section 49068. L WL shall comply with the requirements of California Code of
Re ulations title 5 section 3024 re ardin the trans er of student special education records. In
the event LWL closes, L WL shall comply with the student records transfer provisions in Element
16. LWL shall comp! with the reauirements o Education Code section 49060 et se ., regarding
Learning Without Limits acknowledges that pursuant to Article XVI section 8.5(e) of the
California Constitution, sections 2(e), 6, and 8 of ProQosition 98, and sections 33126.1(b),
35256(c), and 35258 o(the Education Code require schools, including Learning Without Limits
!Q..Jzrovide certain information in certain formats in certain ways to the general public and
§Qecifically to parents o students at Learninu Without Limits and o the District. Learninu
Without Limits further acl01owledges that it has the obligation to provide all of such information
to the District that is required b these re erenced authorities in a timelv manner so that the
District ma meet its obli ations under those authorities as well. To the extent that there is
in ormation that the District has but that Learninu Without Limits does not have that Learning
Without Limits needs in order to meet its obliuations the District shall rovide the same to
Learnin Without Limits in a reasonabl
section 47604.3."
Learning Without Limits will maintain sufficient staff and systems including technology, required
to ensure timelv reporting necessary to comply with the law and to meet all reasonable inquiries
from District and other authorized reporting agencies.
Learnin Without Limits in accordance with Education. Code Section 47604.3 shall romptlv
but not limited to in uiries regarding financial
14
records, from the District and shall consult with the District regarding anv such inquiries.
Learnin Without Limits acknowled es that it is sub ·ect to audit b OUSD i OUSD seeks an
audit ofLearning Without Limits it shall assume all costs of such audit. This obligation for the
District to pav for an audit only applies if the audit requested is speci{icallv requested by the
District and is not otherwise re uired to be com feted b Learnirw Without Limits b law or
charter rovisions.
standards and OUSD 's Charter School policies and regulations regarding ethics and conflicts o{
interest so long as such policies and regulations are not in conflict with any then-existing
a licable statutes or re ulations a licable to charter schools.
Learning Without Lim.its and/or its non-profit corporation will be solely responsible for the debts
and obligations of the charter school.
To the extent that Learning Without Limits is a recipient offederal (imds, including federal Title I,
Part A unds Learn in Without Limits has a reed to meet all o the '2fl}grammatic, fiscal and
other regulatory requirements of the No Child Left Behind Act and other applicable federal grant
12ro rams. Learnin Without Limits a rees that it will kee and make available to the District
any documentation necessarv to demonstrate compliance with the requirements of the No Child
Left Behind Act and other applicable federal [!_ro rams includin but not limited to
documentation related to re uired arental noti ications a[!_ ro riate credentialin o[teaching
and paraprofessional statt· where applicable, or any other mandated federal program
requirement. The mandated requirements o NCLB include but are not the limited to the
following:
• Notify parents at the beginning of each school year of their "right to know " the
ro essional uali teat ions o their child's classroom teacher includin a time! notice to
more consecutive weeks by, a teacher who is not highly qualified.
• Develop jointly with, and distribute to, parents ofparticipating children, a school-parent
com act.
• Hold an annual Title I meeting for J2_arents ofpartici[!_atin Title I students.
• Develo ·ointl with a ree on with and distribute to articipating children a
written parent involvement 12olicy.
Learn in Without Limits also understands that as art o its oversi ht o the school the O tee o
Charter Schools may conduct pro ram review o[federal and state compliance issues. "
E UAL EMPLOYMENT OPPORTUNITY
15
medical condition, genetic information, militarv and veteran status, or any other characteristic
12.rotected by California or federal law. Equal employment OJ2POrtunity shall be extended to all
upgrading, training, promotion, transfer, discipline, layo{l' recall, and dismissal from
em12_loyment.
ESEA/NCLB AND CREDENTIALING REQUIREMENTS
LWL shall adhere to all requirements o[the Elementarv and Seconda,y Education Act (ESEA,
paraprofessional employees. LWL shall ensure that all teachers meet applicable state
requirements for certificated employment, including the provisions o{Education Code section
47605(!). LWL shall maintain current cop__ies of all teacher credentials and make them readily
As part of the Fall Information Update, LWL will notify the District in writing of the application
deadline and proposed lottery date. L WL will ensure that all application materials will re(erence
these dates as well as p__rovide complete information regarding a12p__lication procedures, key dates,
and admissions preferences and requirements consistent with approved charter.
NON-PROFIT PUBLIC BENEFIT CORPORATION

Education for Change, Inc., is a California nonprofit 50l(c)(3) corporation incorporated in 2005
I which manages threesix charter schools, each separately chartered by the Oakland Unified School
District or Alameda County Office of Education. The charter applicant and holder for all
Education for Change schools is the Board of Directors ("Board of Directors or Governing
Board") of Education for Change, which operates in accordance with its adopted corporate
I bylaws~which shall be maintained to align with this charter and applicable law. The Oakland
Unified School District is expected to be the chartering authority for all EFC schools with the
I exception of Cox Elementary, which isAcademy and Lazear Charter Academy, both chartered by
the Alameda County Office of Education. Each EFC school maintains a separate budget and
undergoes its own financial audit each year. EFC also creates combined financial statements
annually.
EFC complies with all state, federal and local regulations and laws applicable to its operation, and
will comply with the District guidelines and requirements for charter schools. It will retain its
own counsel when necessary. It has purchased and will maintain as necessary general liability,
workers compensation, property, errors and omissions and unemployment insurance policies.
As indicated in the Assurances, Education for Change •.viii:
LWL will operate autonomously from the District, with the exception of the supervisory oversight
as refjuired by statute and other contracted services as negotiated between the District and the
School. Pursuant to California Education Code Section 47604(c), the District shall not be liable
for the debts and obligations of Achieve, 012erated by a California nonprofit benefit comoration or
for claims arising from the performance of acts, errors, or omissions by L WL as long as the
District has complied with all oversight responsibilities reguired by law.
16
Members of LWL's governing board, any administrators, managers, or employees, and any other
committees of the School shall at all times comply with federal and state laws, nonprofit integrity
standards, and OUSD's Charter School policies and regulations regarding ethics and conflicts of
interest so long as such policies and regulations are not in conflict with any existing applicable
statutes or regulations ap_Qlicable to charter schools.
As an inde12endent charter school, LWL, 012erated as or by its nonprofit public benefit

corporation, is a separate legal entity and shall be solely responsible for the debts and obligations
ofLWL.
L WL shall be a directly funded charter school and will be OQerated by the California non-profit
public benefit corporation, Education for Change, 12ursuant to Education Code Section 47604.
See A@endix Bl for the EFC Articles of]ncorporation and A@endix B2 for the EFC Corporate
Bylaws
Education for Change will:
• Collaborate with the Oakland Unified School District (OUSD) and the Alameda County
Office of Education.1
• Be operated as an independent 501(c)(3) tax-exempt California nonprofit public benefit
corporation.
• Be governed by its Board of Directors, as defined by the California Corporations Code.
• Operate in accordance with all applicable federal, state, and local laws, the Articles of
Incorporation, and Bylaws of the nonprofit corporation, which will be maintained to align
with the charter.
• Operate public schools and not charge tuition.
• Encourage ethnic diversity in its programs, policies, and practices.
• Not discriminate in any programs, policies and practices based upon race, ethnicity,
religion, gender, sexual orientation, or disability or any other characteristic described in
Education Code Section 220.
• Be nonsectarian in its programs, admission policies, employment practices, and all other
operations.
Term and Renewal
The duration of the charter will be five years, beginning July 1, 20121 . Renewal of the Learning
VVithout LimitsL WL charter shall be in accordance with the standards set forth in the Education
Code Section 47605. Education for Change will submit a petition for renewal by January 31 of
the year Learning VVithout Limits'LWL's charter is scheduled to expire.
Education For Change Governing Board

The mandate of the Governing Board and stakeholders of Education for Change is to promote
the guiding mission of Leaming Without Limits School as articulated in this charter. In order to
do so, the EFG Board is empowered to operate as the decision making body in regard to school
17
wide policies. The governing structure is designed to foster participation by all stakeholders anti
assure the effectiveness of local school control and accountability. A,s such, the EFG Board will
exist to affirm or reject policy recommendations and to evaluate the Chief Executive Officer.
Board of Directors Responsibilities
The Board of Directors of EFC is responsible for:
• Legal and fiscal well-being and compliance of the organization and each EFC school.
• Hiring and evaluating the EFC Chief Executive Officer.
+ Oversight in hiring, evaluation, and, when necessary, termination of members of the

faculty and staff, upon recommendation of CEO.
+ Strategic Planning
• Approving and monitoring the implementation of the organization's policies-aoo
ensuring the terms of the charter are met.
• Developing and monitoring an overall operational business plan that focuses on student
achievement.
• Approving and monitoring the organization's annual budget and fiscal policies.
• Acting as fiscal agent. This includes the receipt and management of funds for the
operation of the organization in accordance with all applicable laws and the mission
statement of the organization.
• Contracting with an external auditor to produce an independent annual financial audit
according to generally accepted accounting practices.
• Regularly measuring both student and staff performance.
• Encouraging active involvement of students, parents/guardians, grandparents, and the
communi!)'-'-
• Performing all of the responsibilities provided for in the California Comorations code,
the Articles of Incorporation, Bylaws, and this charter as required to ensure the proper
operation of the organization and member schools.
• Oversight in hiring, evaluation, and, when necessary, termination of members of the
faculty and staff, upon recommendation of CEO
.!_______Ap__Qroving and monitoring the implementation of the organization's QOlicies and ensuring
the terms of the charter are met
• Ensuring there are policies to enable student behavior and performance including but not
limited to academic achievement and mitigation, attendance, dress and decorum,
maintenance of a clean campus, open campus and other privileges, participation in
extracurricular activities, and discipline proceedings
18
+ Encouraging active involvement of students , parents/guardians , grandparents, and
the community.
+ Performing all of the responsibilities provided for in the California Corporations code,
the Articles of Incorporation, Bylaws, and this charter as required to ensure the
proper operation of the organization and member schools.
The Education For Change Governing

The Board may initiate and carry on any program or activity or may otherwise act in a manner
WflfB-Rthat is not in conflict with or inconsistent with or preempted by any law and V.'hich arethat
is not in conflict with this charter or the purposes for which the schools are established.
The Education For Change Governing Board may execute any powers delegated by law to it and
shall discharge any duty imposed by law upon it and may delegate to an employee of its schools
any of those duties with the exception of budget approval or revision, approval of the fiscal audit
and performance report, hiring and evaluation of the CEO, termination of employees, and the
adoption of board policies. These delegated duties will focus on implementation rather than
policy setting as this is the responsibility of the Board. The EFG Board , however, retains
ultimate responsibility over the performance of those powers or duties so delegated. Delegation
of said duties will be in writing delineating the specific tasks to be delegated and the timeframe
of these duties .
The mandate of the Govemin Board and stakeholders of Education for Chan e is to romote
em owered to o erate as the decision-makin bod in re ard to school-wide olicies. The

governing structure is desi ned to foster artici ation b all stakeholders and assure the
effectiveness of local school control and accountability. As such, the EFC Board will exist to
affirm or reject policy recommendations and to evaluate the Chief Executive Officer.
Composition of the Education For Change Governing Board
The EFG Board shall consist of no fewer than five and no more than 11 members. The EFC
Board of Directors will consist of at least S but not more than 11 votin members. EFC recruits
gualified and aP.PKQP-riate candidates for the board from education non rofit communi
business, and legal organizations so that the current board is diverse in skill sets, perspectives,
and backgrounds and can fully and responsibly govern the organization and schools while
maintaining a unifying and passionate commitment to the vision and mission of EFC. The Board
has appointed a President, a Treasurer, and a Secretary. The Education for Change board
reserves the right to expand its board member seats should a law change or the need arise.
Should a law change or desire for additional skill sets necessitate a change in Board composition,
such change may be made by the Education for Change Governing Board in alignment with the
bylaws and the articles of incorporation.
19
See Appendix B3 for biographies of EFC Board Directors and Appendix B4 for a matrix
outlining the skills and competencies olthe board and leadershi team
All acts or decisions of the Board of Directors will be by majority vote of the directors in
attendance at the Board meeting, based upon the presence of a quorum. In accordance with
Education Code Section 4 7604(b ), the District is entitled to appoint a single representative as a
member of the Board of Directors of EFC.
When necessary and applicable, OUSD is responsible for providing facilities under Proposition
39 and its imRlementing regulations.
The Board ma include an executive committee and other sgecial gurpose committees as deemed
necessary. The EFC Board has met regularly since its ince tion with the Chair of the Board
presidin over the meetin s. The EFC Board will continue to meet re ularl . EFC will comQ.ly
with the Brown Act.
EFC maintains in effect eneral liabilit and board errors and omissions insurance policies .
LWL complies with the OUSD policy related to charter schools to the extent it aligns with and
does not exceed the law applicable to charter schools, as it may be changed from time to time as
long as L WL has been given written notice of the policy change.
Recruitment Selection and Develo ment of Board Members
New board members are recruited and selected based on the provisions of EFC 's bylaws. The
CEO of Education for Change works closely with the Board of Directors to ensure that they are
in full alignment with the organization's mission, culture , and goals. Board Members
The qualifications sought in candidates interested in serving on the Board include but are not -ee
limited to:
• Dedication to furthering the vision and mission of EFC;

• Willingness to volunteer for one or more board committees and the ability to contribute
appropriate time and energy necessary to follow through on assigned tasks;
• Ability to work within a team structure;
• Expectation that all children can and will realize high academic achievement; and
• Specific knowledge, experience, and/or interest in at least one element of governance for
EFC.
New board members are recruited and selected based on the provisions of EFC's bylaws. The
CEO of Education for Chan e works close! with the Board of Directors to ensure that the are
in full alignment with the organization's mission, culture, and goals.
Education For Change has sought, and continues to seek, qualified and appropriate candidates
for the board from education, nonprofit, community, business, and legal organizations so that the
20
current board is diverse in skill sets, perspectives, and backgrounds and can fully and responsibly
govern the organization and schools while maintaining a unifying and passionate commitment to
the vision and mission of EFC. In addition, the board seeks EFC family representation through a
ReW-Family Leadership Council nomination structure that will allowhas EFC parents and
guardians, through the Family Leadership Council, to nominate and elect two family
representatives to serve on the Board of Directors"'" (see Family Leadership Council section
below).
Development of Board Members
All board members receive an annual training on open meeting laws, conflict of interest policy,
ethics, essential policies and procedures, legal and financial responsibilities, and charter school
oversight. EFCPS also ensures new board members receive training on basic roles and
responsibilities, committees, board recruitment, public relations and marketing, evaluating the
board and CEO, running an effective meeting, expulsion policies, human resources policies, and
Special Education. Training may include attending conferences whereby relevant governance
trainin is available and additional trainin s and worksho s to be held at special and regularly
scheduled Board meetings each year. Trainings may be provided by the EFC's le al counsel the
California Charter Schools Association, or other experts.
Board Member Terms
Each EFC Board member serves a term of three (3) years, with the opportunity to renew for an
unlimited number of terms. There shall be no term limit (number of consecutive times a member
may run for election).
Board members' terms will expire in accordance with the Bylaws. Terms for the current
Directors shall expire as stated in the chart below. Board members shall have experience in one
or more areas critical to charter schools success: education, school administration, school
finance, corporate structure, accounting, legal compliance, leadership or fundraising.
See Appendix B3 and B4 for biographies of EFG Board Directors and matrix outlining the skills
and competencies of the board and leadership team
Education for Change Board of Directors with Term Expiration Dates
rftmi fThl
I Brian Rogers Gl=laiF, Finance aAs Exec Committee Julv 20 1J9
MaFk PatelMike
-- Finance Committee Gl=laiF, TrnasurnF July 201 3~
I Barr
I Sudhir Ao-o-arwal Student Outcomes Committee Julv2018
AAtOAiO SecrntmyChair, Executive Committee July 201 4.2
GesielNick Driver
Adam Smith Finance Committee, Communications July 2019
advisor
21
Jessica Lindl Eva Vice Chair, Academic July 201 42
Camp AccountabilityStudent Outcomes
Committee, Executive Committee
Nick DriverDirk Academic AccountabilityVice Chair July 2014 February
Tillotson Student Outcomes Committee, 2017
A-Ha-itExecutive Committee
I Rov Benford Board Member Mav 2019
Family Leadership .:r-ggf amily Leadership Council July 2012February
Council Member 1 Re12resentative 2018
Kathv Cash
Family Leadership .:r-ggf amilv Leadershio Council July 2012February
Council Member Reoresentative. Executive Committee 2018
--
~Paul Bvrd
Chair of the Governing Board
Each year, the EFC Board will elect a Chair pursuant to the Bylaws. Any voting member of the
Board may be eligible for this position. The Chair may choose to resign the Chainnanship with a
letter of resignation, in which case the EFC Board will elect a new president for the remainder of
that term.
Governing Board Meetings
The Education for Change Governing Board shall meet monthlyat least every other month or
more often as needed.
See Appendix B5c, Governing Board Meeting Schedule , 2011 12Schedules 2016-17
The Education for Change Governing Board solicits the participation of members of the
community who do not have a direct stake in or accountability for Learning VVithout
Limits's LWL ' s educational mission and outcomes as expressed in this charter. Members of the
community are always welcome to attend board meetings consistent with open meeting
requirements.
L WL and the EFC Board shall corn l with the Brown Act and the Public Records Act. All EFC
Board meetings are held in accordance with the Brown Act. Regular meeting agendas are posted
at least 72 hours prior to regular meetings in various locations in Oakland, especially at the
Education for Change headquarters and on each EFC campus. Special meeting agendas are
posted at least 24 hours prior to special meetings. Meeting minutes and Board actions are always
posted within 72 hours following the meeting in the office. Other notifications include the EFC
website. Phone messages are delivered to students and parents. Parents who make their e mail
addresses available to the school receive meeting notices , Board actions , and minutes.
Governanee 8trueture
22
Education for Change believes that vie best serve our students with a distributive leadership
structure that involves and includes parents, teachers and site leadership. To that end, EFG
created the following two councils.
The Staff Leadership Council \>Vas formed so that staff members from each school could provide
information from and to the Home Office. Staff Leadership Council members are nominated by
their principals, and all staff are invited to the meetings. Because the member must be able to
engage in discussions and inform organization wide issues, principals arc encouraged to
nominate staff who have had site leadership responsibilities. They arc also encouraged to
nominate at least one teacher and one operations staff person. Typically, administrators are not
part of the meetings, so that staff members may feel free to discuss issues.
The agenda is developed at the end of each meeting by the Staff Leadership Council members.
The Staff Leadership Council meeting notes are distributed to all staff after the meeting. Any
staff member can ask for clarification or comment on items discussed during the meeting. The
dates for the meetings are voted on and agreed upon by the current members. The role of the
Staff Leadership Council is to:
l) To advise the Home Office leadership on instructional, operations, and budgetary issues, in
order to ensure that the staff has the opportunity to consistently provide input into decision
making and collaboratively craft solutions to problems .
Education for Change.
3) To aid in the implementation of the new initiatives amongst the entire organization .
4) To have delegates participate in the selection committee for EFCPS leadership positions
CEO, COO, CAO, principals.
In addition, Staff Leadership Council members are encouraged and able to participate on EFG
Governing Board Committees to help inform board policies and provide valuable input to the
Board in execution of their responsibilities.
In addition to the Staff Leadership Council, Leaming Without Limits' successful ILT will
continue to meet regularly to advise the Principal on matters pertaining to Leaming Without
Limits, as per the following purpose statement:
1) To advise the administration on instructional , operations, and budgetary issues, in order to

ensure that the faculty has the opportunity to consistently provide input into decision making and
collaboratively craft solutions to problems.
2) To assist the administration in developing proposals to address issues faced by Leaming
Without Limits.
3) To aid in the implementation of the nev,r initiatives amongst the entire faculty.
23
LWL Distributive Leadership ·w ith Regards to Budgeting
The following describes the steps we take as a community when important decisions about the
budget need to be made:
l) Per pupil revenue projections become available

2) Principal prepares a budget summary.
3) Instructional Leadership Team reviev,rs summary and inform teachers regarding the
general outlook
4) Teachers complete a survey both quantitative and qualitative
5) The School Site Council (SSC)/Family Leadership Council (FLC) reviews data from
teacher surveys
6) Final proposal made by principal reviewed by SSC and I-b+--c
7) Site Plan Finalized.
Attached to this document is a copy of the survey distributed to teachers and a sample
aggregation of the quantitative portion of the data.
See Appendix B6 for a sample survey
Family Leaderslljp Council
Parent involvement is a key success factor at Learning Without Limits, and one of the
foundational elements of the school. The same is true for Education for Change, which has
established a Family Leadership Council to ensure ongoing, consistent involvement and training
for parent leadership development. Each EFCPS school site FLC will elect two representatives
to the EFG Family Leadership Council. The Family Leadership Council participates in ongoing
evaluation of the organization's programs and operations, schools and community concerns and
priorities for improvement.
In 2011, Education For Change instituted a nevi governing board structure that mandates parent
leadership on the governing board, as well as a clear pathv.,ray for the election of parents to the
governing board. The election shall proceed as follows:
Beginning in fall 2011, t\vo seats on the governing board shall be reserved for family
representatives nominated by the Education for Change Family Leadership Council. These
parent EFG board members will be recruited with the same criteria as for other board members:
each parent board member shall possess one or more of the board desired backgrounds, such as
community , education, legal and finance. These members shall serve tenns of one (1) year each,
1vvith no term limits.
Leaming Without Limits and all other Education for Change schools shall have active school site
Family Leadership Councils composed of two family members from each classroom. Leaming
Without Limits ' school site family Leadership Council shall have between 24 and 36 members,
or up to two for each classroom. Each year, Learning Without Limits' Family Leadership
24
Council shall elect tv10 representatives to serve on the Education for Change Family Leadership
Council.
In addition to the hvo elected formal board member seats, the school site Family Leadership
governing board, giving family members two types of meaningful input on the strengths and
·.veaknesses of all of its schools, programs and operations. The Education for Change Family
the Education for Change governing board.
EFG promotes parent engagement programs at all of its schools. As enrollment at EFG is based
expectations the school has for their children is critical. Parents/guardians are expected to
children to achieve at the highest levels, scheduling specific homework time, and providing a
quiet environment for their children 's studies.
See Appendix B7 for description of Family Leadership Council
Relationship Beh>i'een EFC and the Learning Without Limits Prin.:ri:P:!!!
EFG, as the nonprofit operating Leaming Without Limits, is responsible for overseeing the
operations of the school, and the Board delegates management powers to its Chief Executive
Officer. Under the policies established by the Board of Directors of EFG, the Principal reports to
the Chief Executive Officer for day to day management issues. The principal coordinates all
campus level planning and decision making that involves the school's professional staff,
parents/guardians, and community members in establishing and reviewing the school's
educational plans, goals, performance objectives, and major classroom instructional programs.
This allows the principal, teachers, parents/guardians, and community members to make school
based decisions within the bo-...mdaries of the decisions and policies set by the Board of Directors.
The Principal of Leaming \Vithout Limits will be an active member of EFG staff leadership and
the Instructional Management Team. Beyond the Chief Executive Officer, the Education for
Change Home Office has numerous positions designed to support the Principal in the
management and operation of his/her school.
See Appendices B8 and B9 for Current and Future Organization Charts
Chief Exeeuti:Ye Offieer Du-ties
As specified above, the Board of Directors delegates day to day management responsibilities to
the Chief Executive Officer. The position of EFG Chief Executive Officer is designed to lead and
manage the entire non profit organization and all schools. This person is responsible for
administering a school in all of the aspects of its day to day operations, working with the Board
of Directors, the Authorizer, children, parents, and community members . The CEO is the leader
of Education for Change, and reports directly to the Board of Directors, and s/he is responsible
25
].. aeflv eperat10n
. 0 f the Eaucatien fOf Change s cl=teels ans the supervision ef all
fOf tne Of Y
I Duties incluae:
employees in tkat schoo . . ,,. . and guiding principles of
d upport the mission , "1s1on
.,. Understand , promote an s t the mission, vision and
• Education Fer Ghan!1estaff understand , promote and supper
+ Ensure th~t ~II scho ducation for Change.
~ guiding p" nc1 pies .~fr~he sch eels' p reg rams. .

Develop and morn o ,.,·d ·nstructional practices an
d pedagogica I a PP roach to staff,
.;. Communicate system ·~ :o~munity. . dministrators and teachers

parents , children ~n:,~~ely and consistently suppert1~~d:nt academic outcomes llA
to maxim12e the qu . h Chief Operating Officer

,!
+ Ensure_s EFG IS e :lily of instruction and there_tore ensure the ongoing fiscal hea
EFG beard
+ Work strategically wit~ t e ular financial reporting to th~ ding of and support fer
of the organization an r?g meting a deeper unders an
+ Engage all stakeholders in pre er•ice oriented support fer
EFC's mission . th home office staff to ensure s "
~ lfl'ork strategically with e 1· . s and regulations to
• school
n sites . h th EFG Board to impleme_nt pe-1c1e-
•
+ Work strategicallylw1~, a~d direction fer EFG_'s m~ss10:nd establish aew
provide support, can 'r, then existing relations ,ps
+ Work strategically to streafn community ments.
4
relationships With th:/~,:~ d: rd ized tests and_;th,?rt:i:s:::ritica I iAq LI iry" lhfOLI9h
Coordinate the use tel a system w1 e e h aad evaluat10A
..:._ Contribute to the ?ev?lop~e=I and classroom based researc
• t ipatmg IA SC O f
actively pane
activities focused on ' mproving practice. d
d ongoing revimvs of stu en t achievement data -or
1
rterly an ·
+ Lead anau~-.,qua;;,,p;;,vement
continual sys em .
. l A of relevant materials, usiag
review aad acqu1s110 . .
.,. Ensure continual curncu;ar nalysis to drive dec,s1.on mak1ni~·growth aad strategic
+• sManage
tu dent achievement da a_a I mentation of EFG s strateg
and facilitate the imp e
direction
See Appensix Bl O fer Ch.ie f Executive Officer Jo

· b descfiptien
.. Duties end lmportenee Ei

Chief Operating Olheer " £ Education fer Change. Un er
t · I !eauer o, "" ·
The Chief Operating Officer is. tfhe efiscal ans s/he
Officer manages the sc ho I , busgets ans their
operat10na
the direction of the Chief Execu iv '
operations. . .
See Appen d . B 1I fer Chief Operatmg

. Officer job descnpt1on
, d lmportenee . S la I
Prineipel Dulles en . "'itlaout bim1ts -c oo- ,
. . . i al leass and manages Leammg ,r "ironment anE:i structure
T!,e beaming Without L,~~o:::!ty members to pro~iEie ':~,:::\:~~est improvements on
inspiring staff, families1 anh the freesom ans flex1b1hty tom
·
for stuE:ient leammg. Srhe as 26
hexisting · .
practices,
ome office . , mstructional
as well as to request fi nancial · and matenal
. supports tirom the
investigation of any complaint filed with EFG alleging its noncompliance 1vvith these laws or
alleging any actions which would be prohibited by these Jaws.
EFG will adopt and publicize any grievance procedures providing for prompt and equitable
EFG 'vvill implement specific and continuing steps to notify applicants for admission and
employment, students and parents of elementary and secondary school students, employees,
sources of referral of applicants for admission and employment that it does not discriminate on
the basis of sex or mental or physical disability in the educational program or activity that it
operates and that it is required by Title IX and Section 504 not to discriminate in such a manner.
Standing Committees
The EFC Board has both standing and temporary (ad hoc) committees to focus on specific tasks
and/or policies such as those listed in the initial description of the Board's purview stated
previously. All EFC Board committees shall be comprised with board members serving as
chairs. Education for Change may appoint faculty, parents, community members or other
members of the public with varying areas of expertise to its advisory committees. The purpose
of a committee is to provide advice, expertise and resources as necessary related to charter
schools, finances , facilities, and other areas relevant to the success of the school. All non-board
member committee members will be selected by the Board of Directors upon recommendation of
the CEO.
Standing committees include, but are not limited to, the following:
• Finance/Fundrais ing : all finance:_related matters are handled first on this committee, as
well as fundraising-;-
+ /\udit: responsible for reviewing the annual audit and selecting the outside auditor;
• /\cademic Accountability Student Outcomes : Performance, curriculum, instructional
delivery, professional development, and technology-;-
• Executive/Board Development: responsible for recruiting and making recommendations
for selection of new board members-c
Changes to standing committees (e.g. , composition, purview, etc.) may be made at any time by
the EFC Board and shall not be considered a material revision to the charter.
The EFC Board has clearly defined the purpose and decision-making authority of each standing
committee. Consistent with legal requirements, standing committees will continue to make it a
practice to seek input of the stakeholders by publishing their meeting times and agendas and by
communicating with the school community on a regular basis. Meetings of the standing
28
committees will be in accordance with the Brown Act. In fulfilling its defined purpose, each
standing committee will seek input from affected stakeholders at Learning VVithout LimitsL WL.
The EFC Board has the option of establishing Board policy through recommendations by
standing committees or Board-established ad hoc committees that can draft policy
recommendations to submit to the EFC Board. In non-policy decisions, whenever possible, and
appropriate, the EFC Board will seek input from standing or Board-established ad hoc
committees. The EFC Board will not be required to seek input on any matter that would legally
be heard in closed session pursuant to the Brown Act.
Fiscal Management
The Chief Executive Officer is responsible for all budgetary matters. On a day-to-day basis, the
Chief Operating Officer (COO) operates and makes recommendations to the CEO for the
b-ea-ffling Without LimitsL WL budget, with input from the Principal, Advisory Instructional
Leadership Team and Family Leadership Council. The COO works closely with an outside CPA
for the audit of the school's end of year financial statements and for appropriate review of
procedures and internal control. The EFC Board may authorize the Finance Committee to make
final financial decisions regarding portions of the schools' budget.
Compensation for Board Members and Committee Leadership
Directors may not receive compensation for their services as directors or officers, only such
reimbursement of expenses as the Board of Directors may establish by resolution to be just and
reasonable as to the corporation at the time that the resolution is adopted.
Revocation
OUSD's right to revoke the Learning Without LimitsLWL charter shall be subject to prior appeal
rights under California Education Code 47607. In accordance with Education Code Section
47607, #te--OUSD may revoke the Learning VVithout LimitsLWL charter on any of the following
grounds:
• Learning VVithout LimitsL WL, as part of EFC, commits a material violation of any of the
conditions, standards, or procedures set forth in the charter.,.
• Learning \/Vithout LimitsL WL, as part of EFC, fails to meet or pursue any of the student
outcomes identified in the charter.,.
• Education for Change fails to meet generally accepted accounting principles, or engages
in fiscal mismanagement.,.
• Learning Without LimitsL WL violates any provisions oflaw.,.
Prior to revocation and in accordance with California Ed Code Section 47607(d), OUSD will
notify Education for Change in writing of the specific violation. OUSD will give Education for
Change a reasonable opportunity to remedy the violation.
29
In accordance with Education Code Section 47607, OUSD shall retain the right to revoke the
charter without notice and a reasonable opportunity to remedy, if the District Board finds in
writing that Education For Change, or Learning VVithout Limits School L WL, is engaging in or
has engaged in activities that constitute a severe and imminent threat to the health and safety of
the students. Dispute resolution procedures are inapplicable to revocation proceedings.
Conflict efOf Interest
Education For Change has adopted a conflict of interest document that complies with the
Political Reform Act. Members of Education For Change ' s Governing Board, any
administrators, managers or employees, and any other committees of the School shall at all times
comply with federal and state laws, nonprofit integrity standards and OUSD's Charter School
policies and regulations regarding ethics and conflicts of interest so long as such policies and
regulations are not in conflict with any then-existing applicable statutes or regulations applicable
to charter schools.
See Appendix B6 for EFC Conjjict o[Interest Code
determined to be unenforceable or invalid under the provisions of California State Charter
Schools Act or other relevant state and/or federal statu!es, the remainder of the charter shall
remain in effect unless mutually agreed otherwise by OUSD and the Governing Board of EFC.
The District and EFC agree to meet to discuss and resolve any issue differences relating to
invalidated provisions in a timely, good faith fashion in accordance with dispute resolution
See Appendix B 13 for EFG Conflicts Code
Amending the Governing Structure
The governing structure of Education for Change may be revised. Amendments to this charter
may be proposed in writing and submitted to the Governing Board by any stakeholder.
Amendments must then be approved by the Governing Board. Material revisions shall be
submitted to OUSD in accordance with Education Code Section 47607.and are governed by the
standards and criteria of Education Code Section 47605 .
District Required Provisions
Learning VVithout LimitsLWL as governed by EFC will comply with the District policy related to
charter schools to the extent it aligns with and does not exceed the law applicable to charter
schools, as it may be changed from time to time as long as the charter schoolL WL has been
given written notice of the policy change.
Learning \/1/ithout LimitsL WL as governed by EFC in accordance with Education Code Section
47604.3, shall promptly respond to all reasonable inquiries, including but not limited to, inquiries
30
regarding financial records, from the District and shall consult with the District regarding any
such inquiries.
Learning 1/Vithout LimitsL WL as governed by EFC acknowledges that it is subject to audit by

OUSD if OUSD seeks an audit of Learning Without LimitsLWL, it shall assume all costs of such
Without LimitsL WL by law or charter provisions.
Members of Education For Change's Governing Board, any administrators, managers or

employees, and any other committees of the School shall at all times comply with federal and
state laws, nonprofit integrity standards and OUSD's Charter School policies and regulations
regarding ethics and conflicts of interest so long as such policies and regulations are not in
conflict with any then-existing applicable statutes or regulations applicable to charter schools.
Learning Without LimitsLWL shall ensure that, at all times throughout the term of the Charter,
the bylaws of its governing board and/or its non profitnonprofit corporation are and remain
consistent with the provisions of this Charter. In the event that the governing board and/or
nonprofit comoration operating LWL amends the bylaws, L WL shall provide a copy of the
amended b laws to the OCS within 30 da s of adoption.
LWL shall comply with all applicable federal state and local laws and re ulations and District
LWL shall comr1ly with all applicable federal and state reporting requirements, including but not
limited to the re uirements of CBEDS CALP ADS the Public Schools Accountabilit Act of
1999, and Education Code section 47604.33.
Governance Structures
Education for Chan e believes that we best serve our students with a distributive leadershiQ
structure that involves and includes arents teachers and site leadershi . To that end EFC
created the followin two councils.
The Staff LeadershiQ Council was formed so that staff members from each school could provide
information from and to the Home Office. Staff Leadership Council members are elected b their
site staffs and a roved b the rinci als and all staff are invited to the meetin s. Because the
member must be able to engage in discussions and inform organization-wide issues, princi2als
are encoura ed to nominate staff who have had site leadership res2onsibilities. They are also
encoura ed to nominate at least one teacher and one o erations staff erson. T icall
administrators are not part of the meetings, so that staff members may feel free to discuss issues.
31
The Staff Leadership Council meeting notes are distributed to all staff after meetings. Any staff
member can ask for clarification or comment on items discussed during the meeting. The role of
the Staff Leadership Council is to:
1) To advise the Home Office leadership on instructional, operations, and budgetary issues, in
order to ensure that the staff has the oJmortuni!Y to consistently provide input into decision-
making and collaboratively craft solutions to problems
3) To aid in the implementation of the new initiatives amongst the entire organization
In addition, Staff Leadership Council members are encouraged and able to particiQate on EFC
Governing Board Committees to help inform board policies and provide valuable input to the
Board in execution of their responsibilities.
Family Leadership Council

Parent involvement is a key success factor at LWL, and one of the foundational elements of the
school. The same is true for Education for Change, which has established a Family Leadership
Council to ensure ongoing, consistent involvement and training for parent leadershiQ
development. Each EFCPS school site FLC will be solelyelect two representatives to the EFC
Family Leadershii:, Council. The Family Leadership Council participates in the ongoing
evaluation of the organization's programs and operations, schools and communi!Y concerns and
priorities for improvement.
See Appendix B7 for the Family Leadership Council Guidebook
Education For Change has instituted a governing board structure that facilitates parent leadership
on the governing board, as well as a clear pathway for the election of parents to the governing
board. Two seats on the governing board shall be reserved for family representatives nominated
by the Education for Change Family LeadershiQ Council. These parent EFC board members will
be recruited with the same criteria as for other board members: each parent board member shall
possess one or more of the board-desired backgrounds, such as communi!Y, education, legal and
finance. These members shall serve terms of one (D__year each, with no term limits.
L WL and all other Education for Change schools shall have active school site Family Leadership
Councils composed of two family members from each classroom. LWL's school site Family
LeadershiQ Council shall have between 24 and 36 members, or UQ to two for each classroom.
Each year, L WL's Family Leadership Council shall elect two representatives to serve on the
Education for Change Family LeadershiQ Council.
In addition to the two elected formal board member seats, the school site Familx LeadershiQ
governing board, giving family members two types of meaningful in12ut on the strengths and
weaknesses of all of its schools, programs and 012erations . The Education for Change Family
the Education for Change CEO and governing board.
32
EFC promotes parent engagement programs at all of its schools. As enrollment at EFC is based
ex ectations the school has for their children is critical. Parents/ uardians are expected to
children to LWL at the highest levels, scheduling specific homework time, and providing a quiet
environment for their children's studies.
Relationship Between EFC and the L WL Principal

EFC as the non12rofit 012erating L WL, is responsible for its debtsoverseeing the operations of the
school. Under the policies established by the Board of Directors of EFC, the school principal or
director reports to EFC Leadership for day-to-day management issues. The principal coordinates
with EFC Home Office support and supervision all campus-level planning and decision-making
that involves the school ' s professional staff, parents/guardians and community members in
establishing and reviewing the school ' s educational plans, goals, 12erformance objectives, and
major classroom instructional programs. Thi s allows the principal, teachers, parents/guardians,
and communi members to make school-based decisions within the boundaries of the decisions
and policies set by the Board of Directors. The Education for Change Home Office has numerous
12ositions designed to support the principals in the management and operation of his/her school.
See AQQ_endix B8 {o r the EFC Home Office Organization Chart
School Supervision by Chief Team
As s ecified above the Board of Directors delegates day-to-day management responsibilities of

the larger organization to the Chief Executive Officer who then delegates management of
.Principal and school sites to the Chief Team. Different Chiefs are assigned to supervise a school
in all of the aspects of its day-to-day operations, working with the other Home Office staff, the
Board of Directors the Authorizer children parents and communit members. The Chief Team
is responsible for the orderly operation of the Education for Change schools and the supervision
of all employees in that school. Our responsibilities include:
• Oversee up to 12 school sites, with bottom line responsibility for both fiscal and
academic erformance
• Work with the CAO and COO in the im lementation of annual site planning and budget
development process for sites
• Develop and lead Principals and Assistant Principals in their roles as instructional leaders
and site mana ers
o Support site leadership to ensure high quality implementation of aQ.Proved
instructional programs, including standards, assessments, instructional guidelines,
and culture.
o Support principals in effective and efficient budget and human resource
management
• Act as liaison with Home Office staff to ensure school sites receive necessary support;
33
work closely with Home Office staff to improve systems and processes to serve the
schools
• Develop and appraise site administration effectively. Take corrective action as necessarx
on a timely basis and in accordance with comQ._~!!Y.J20licy. Consult with Human
Resources as approQriate.
• Cultivate relationships with local district officials and community leaders to further EFC
and individual school goals.
• Demonstrate knowledge of, and support, the EFC mission, vision, value statements,
standards, policies and procedures, operating instructions, confidentiality standards, and
the code of ethical behavior.
• Work collaboratively with the Instructional Management team to support the
development of instructional leadership at the administrative, coach, and teacher leader
level.
L WL PrinciQfil
The L WL Principal leads and manages L WL, inspiring staff, families and community members
to provide the best environment and structure for student learning. He has the freedom and
flexibility to make or suggest improvements on existing practices, as well as to request financial,
instructional and material supports from the Home Office.
The L WL Principal' s primary responsibilities are:
• Lead L WL in accordance with the EFC vision and mission

• Lead and manage the planning and implementation ofLWL's strategic site plan
• Provide instructional leadershiR guidance including monitoring of the im12lementation of the
established curriculum, identifying_professional development needs for the staff, maintain
high expectations and standards for all student achievement, coordinate administration of
standardized testing, and monitor and support classroom instruction
• Manage and lead staff leadership teams (which includes representatives from
administration, teachers, SUQPOrt staff)
• Facilitate communication between all school stakeholders
• Su12ervise, evaluate, and ensure discipline of all other employees according to the mission,
philosopl:!y, and obligations defined in the charter petition. Provide overall supervision of
student teachers, interns, and other unpaid classroom and school volunteers at the school.
Element 5: Qualifieations For 8ehool Employees
• Oversee the day-to-day_Qperations of the school

34
• Report to the school's stakeholders, including the CEO and the EFC Board, on the progress
of the school in achieving educational success
• Oversee and support the development and implementation of all programs
• Involve parents and the larger community
• Develop a sense of community while respecting and responding appropriately to the
strengths and needs of staff. Be available to staff on a consistent daily basis to help address
their individual and collective needs. Act as a liaison, when necessary and appropriate,
between parents and staff. Actively seek Qarent, student and staff input and involvement in
key decisions that affect the school.
• Be available to parents on a regular basis. Keep_parents informed of and involved in policy
changes at the school. Encourage parent supp01i and cooperation and enlist their efforts to
sustain well-kept school structure. Plan and conduct interesting and informative parent
meetings.
• Attend EFC's administrative meetings as necessary and stay in direct contact with EFC
changes, progress, etc.
• Communicate and coordinate as necessary with EFC staff on Board meeting_J!gendas,
including professional development scheduling, grant writing and fundraising, 12olicies and
procedures, documenting and sharing of best practices, and annual budgeting
• Participate in the dispute resolution procedure and the complaint procedure when necessary
• Collaborate with other EFC principals and Home Office staff
Grievance Procedure for Parents and Students

Education For Change will designate at least one employee to coordinate its efforts to comply
with and carry out its responsibilities under the Title IX of the Education Amendments of 1972
(Title IX and Section 504 of the Rehabilitation Act of 1973 (Section 504 including any
investigation of any com2laint filed with EFC alleging its noncom12liance with these laws or
alleging any actions which would be prohibited by these laws.
EFC will adoQt and publicize any grievance procedures providing for 2rompt and equitable
EFC will imQlement specific and continuing steps to notify applicants for admission and
employment, students and parents of students, employees, sources of referral of applicants for
admission and employment that it does not discriminate on the basis of sex or mental or physical
disability in the educational program or activity that it 012erates and that it is required by Title IX
and Section 504 not to discriminate in such a manner.
35
ELEMENT 5: QUALIFICATIONS FOR SCHOOL EMPLOYEES
Governing Law: The qualifications to be met by individuals to be employed by the school.

-California Education Code Section 47605(b)(5)(E)
Beliefs
L WL is driven by its mission statement to provide rigorous, culturally relevant and empoweriflg
education grounded in caring, leadership, achievement, and perseverance. The school is founded
on the belief that caring relationships allow students to lov1er their affective filter, facilitating
learning. \V:hen students feel valued and understood they are able to bring their full selves to the
classroom. In this context, students grow into leaders who are problem solvers, who set gooo
examples, and who ]mow how to communicate effectively with different audiences.
LVVL students are resilient , persevering through challenges because they are self directed, self
motivated learneFS-Who can drive and advocate for their own learning. LVVL was designed
through a partnership behveen familiesmission and teachers who shared a dream of what a
school should be. This partnershipvision, as well as the new partnership with Education fEor
Change, will drive our school's decisions as we Mission to provide a superior public education to
Oakland's most underserved children by creating a system of publ ic schools that relentlessly
focus es on the continuous refinement of high quality instruction , strive to close the
achievement gap and raise empov;ered leaders who will exit our doors on the path to college!
In order to achieve excellence and nurture diversit L WL and Education for Chan e must have a
strategy and a plan to ensure the School has the human capital and talent necessary to realize its
VISIOll .
Education for Chan e will com 1 with Education Code 44237 and 45125.1 re ardin the
requirement to fingerprint and obtain background clearance of employees and contractors. New
emplo ees not possessing a valid California Teaching Credential must submit two sets of
fingerprints to the California Department of Justice for the purpose of obtaining a criminal record
summar . The EFC Chief O eratin Officer COO shall monitor compliance with this 12olicy:
and report to the Board of Directors on a regular basis. The COO will also monitor fingerprinting
and background clearance of all non-teaching staff Prior to emplQYment, each employee must
furnish an up-to- date Mantoux Tuberculosis (TB) test result and documents establishing legal
emill.Q ment status.
Egual Employment Opportunity
Education for Chan e acknowled es and agrees that all 12ersons are entitled to equal emp]Qyment
_QQQOrtunit . EFC shall not discriminate a ainst a licants or em lQyees on the basis of race .
color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy,
national ori in ancestr citizenshi ~ marital status, ph sical disabili mental disabilit
medical condition enetic information milita and veteran status or an other characteristic
Qrotected b California or federal law . Equal employment opportunity shall be extended to all
as12ects of the em12loyer-em12loyee relationship, including recruitment, selection, hiring,
36
upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from
employment.
Code of Professionalism
All members recognize the magnitude of the responsibility being accepted educators acceQ! in
the field of education. their chosen profession. In order to ensure the effectiveness of our
programs and the success of students in meeting learning outcomes, all staff members must be
committed to our collective mission and vision. Every stakeholder is accountable for the
academic and social growth of our students.
Applieation Pro~ss
Members of EFC's Governing Board, any administrators, managers or employees, and any other
committees of the EFC Board shall at all times comply with federal and state laws, non12rofit
integrity standards and OUSD's Charter School policies and regulations regarding ethics and
conflicts of interest so long as such policies and regulations are not in conflict with any then-
existing applicable statutes or regulations applicable to charter schools.
Employee Recruitment and Selection
Education for Change will not discriminate against any employee on the basis of race, color,
creed, age, gender, national origin, disability, religion, sexual orientation, or marital status.
Education for Change will adhere to California laws, including fingerprinting and prohibitions
regarding the employment of any person who has been convicted of a violent or serious felony.
Education for Change implements specific and continuing steps to notify applicants for
admission and employment, students and parents of elementary and secondary school students,
employees, sources of referral of applicants for admission and employment, and all unions or
professional organizations holding collective bargaining or professional agreements with the
recipient, that it does not discriminate on the basis of sex or mental or physical disability or any
other characteristic described in Education Code Section 220 in the educational program or
activity which it operates, and that it is required by Title IX and Section 504 not to discriminate
in such a manner.
Criminal Background Clearances And Fingerprinting
EFC shall comply with all reguirements of Education Code sections 4423 7 and 45125 .1. EFC
shall desi nate and maintain at all times at least one Custodian of Records dul authorized b the
California Department of Justice.
EFC shall maintain on file and available for ins12ection evidence that (1) EFC has performed
criminal background checks and cleared for employment all empJQyees prior to employment; (2)
EFC has obtained certification from each of its contractin entities/inde endent contractors that
the entity/contractor has conducted reguired criminal back round clearances for its em loyees
prior to provision of school site services and/or any contact with students and has reguested
37
and cleared for service all volunteers not direct! supervised by staff and who may have contact
su ervised b staff. U on re uest EFC shall rovide a copy of Depaitment of Justice
All employees must furnish or be able to provide:
1) Proof of negative tuberculosis (TB) testing or negative chest X-ray for TB in accordance
with Education Code Section 49406.,.
2) Fingerprinting for a criminal record check. Education for Change will process all
background checks as required by Education Code Section 44237.,.
_3)~ _Documents establishing legal employment status.,.
Immunization And Health Screening Requirements
i:~rior to em lo ment/service in accordance with Education Code section 49406. EFC shall
maintain TB clearance records and certifications on file.
Employees' job classification and work basis will be specified in individual employment
agreements. These agreements may take the form of employment contracts, at-will employment
agreements, or other agreements. All agreements not specifically stating that they are
employment contracts will be deemed to be at-will employment agreements . Agreements may be
renewed based on demonstration of meeting or exceeding the requirements of individual
agreements and adhering to policies, procedures, and expectations. These expectations will be
designed to support the mission and vision of the school and to comply with state laws.
The teaching application procedure will include a .vritten application and reviev, of references
1
and may include teaching observations. Prior to the signing of agreements, .vhen possible,
1
applicants will be encouraged to spend time .vith the principal and teachers or other staff
1
members to ensure that they share the school's mission and vision.
Chief Exeeutive Offieer
The EFG CEO develops and coordinates the hiring and evaluation process for principals.
leaders .vho both have had s1wcess with and are committed to effectively serving traditionally
1
underperfonning groups of students are ideal candidates.
=R=le--EFC is dedicated to hirin rofessional and hig.hl_y_gualified staff. All staff to be hired at the
school must demonstrate an understandin and commitment to EFC's mission vision and
educational Qhiloso h . The Director of Recruitment and the Chief Talent Officer at the EFC
38
Home Office will be responsible for staff recruitment- posting the position in strategic websites
and publications· workin with the principal on presenting at career fairs, conferences, and
appropriate events; reaching out to and networking at events with innovative and experienced
educators; and utilizing print and news media as appropriate. The Principal will be responsible
for selecting all staff with support from the EFC Home Office. The Principal will establish a
Selection Committee com2osed of site staff, students (as appropriate), and parents that will work
with the Principal to select staff.
To ensure the selection of the hi uality staff, we will implement the following selection
process:
1) Reguest resumes cover letters and written resg-"-

o= n=
se=--=s----'t=o----'e=s-=-sa=-.J-==--''-==~ -=~c=-_=c..c=-=-=-
Recruitment team),
2) Brief screening interview (by phone) as needed (Home Office Recruitment team),
3) Follow-up interview, including a sample teaching lesson or other demonstration of job-
related abilities (site level selection team
4) Verification of credentials and gast employment, state and federal background checks,
and rofessional and ersonal reference checks Home Office Human Resources
Manager),
2} Finalize a selection (Home Office Recruitment team),
6 Finalize contract and extend offers of em loyment (Home Office Human Resources
Manager).
Employee Qualifications and Job Descriptions
All EFC and school staff commit to:
• Abide by federal, state, and local laws;

• Maintain a professional relationship with all students;
• Refrain from the abuse of alcohol or drugs during the course of professional practice;
• Exemplify honor and integrity in the course of professional practice particularly in the
use of 12ublic funds and ro ert ·
• Comply with state, federal, and local laws regarding the confidentiality of student
records;
• Fulfill the terms and obli ations detailed in the charter·
• File necessary reports of child abuse ; and
• Maintain a high level of professional conduct.
ESEA/NCLB And Credentialing Reguirements
EFC shall adhere to all re uirements of the Elementar and Seconda Education Act ESEA
paraprofessional employees. EFC shall ensure that all teachers meet applicable state
39
requirements for certificated employment, including the provisions of Education Code section
47605(D. EFC shall maintain current co ies of all teacher credentials and make them readil
Home Office
Education for Change as a charter management organization has an experienced Home Office
team responsible for supporting L WL and its team in implementing a quality instructional
program in alignment with the charter petition.
The following positions are EFC Home Office positions that will support L WL in its operations:
Management Team
• Chief Executive Officer must: Manages the strategic direction of EFC
• Provide regular ongoing oral and written feedback and coaching to all administrative
staff to ensure the Essentials drive all decision making
.!_Work strategically with the Chief of Staff - Manages strategic priorities
.!_Chief Academic Officer to ensure EFG is effectively and consistently Leads the
• Chief Talent Officer- Leads recruitment, selection, retention and development of human
ca ital· leads human strate ic initiatives
• Chief of Schools - Manages and supervise all schools· leads leadership development
initiatives
• Director of ELA and ELD

• Director of Mathematics
• Director of Data Systems and Analysis
o Data Manager
Finance and Operations Team
ecialist
• Student Recruitment Team
• Director Internal O erations
• Finance T earn
• Facilities Manaw
• IT Team
40
See Appendix B9 (or iob descriptions for the CEO. Appendix BIO (or the COO iob description
and the AJ212_endix Bl 1 Chie ·o Schools ·ob descri tion. These are the PRIMARY Home O !ice
leaders with respect to supporting administrators and teachers to maximize the quality of
instruction and therefore student academic outcomessites. Any other Home Office iob
descriptions can be made available as requested.
• \\1ork strategieally \Vith the Chief Operating Officer to ensure the ongoing fiscal health
of the organization
• ·work strategieally to ensure EFG actively seeks staff input and respond appropriately to
maximize work conditions and organizational effectiveness
• Engage all stakeholders in promoting a deeper understanding of and support for EFC's
ffilSSIOn
• \\1ork strategieally \Vith the Home Office staff to ensure service oriented support for
school sites
• \ \1ork strategieally v,ith the EFG Board to implement policies and regulations to provide
support, clarity, and direction for EFC's mission
• \ \1ork strategieally to strengthen existing relationships and establish new relationships
with the funding community
See Appendix B 10 for a job description of the Chief Executive Officer
Administrative Staff
The Principal is responsible for hiring all other school site administrative staff according to the
budget and \vith input from appropriate Home Office staff. Selection is based on proven
experience in educational leadership, educational vision , demonstrated ability in program design
and ability to provide effective instructional leadership, and interest in and commitment to
educational reform.
The LWL and any other EFG Principal must:
• Keep current with observations and feedback

• Lead PD and teacher development at the school site supported by Home Office staff
• Be adequately prepared and organized to engage in ongoing progress discussions (with
complete and accurate documentation) on where each teacher is in his/her development
while making sure that this is consistently and clearly communicated to each and eYery
teacher
• Be clear 1.vith classified staff about what the EFG standard is and support them and give
them ongoing feedback so they reach and maintain it
• Set and reinforce an appropriate high standard of behavior for all students: make it clear
that, e.g., all rules will be followed; at EFG adults do not make requests multiple times to
achieve compliance; adults do not try to talk over children
• Hold ongoing planning meetings with appropriate staff members to ensure good
communication, smooth operations, and a high degree of efficiency
• Maintain the same standard for EFG students that they do for their own
children/relatives
41
• Come to the table focused on how EFG can make this happen
The following job descriptions outline the school positions, including qualifications and
res onsibilities. The will be revised as necessa to reflect the specific needs of L WL.
Principal
Under direction of the Chief of Schools

Q_perations ofLWL. The Principal's res onsibilities include management and oversight of all
instruction and operations. In collaboration with the EFC Home Office, the Principal develops
and implements school level policies in compliance with EFC's organization-wide policies,
administers and su12ervises the school and its em lo ees su orts staff and 12arent leadership and
a model of shared decision making, manages the implementation of the instructional 12rogram in
alignment with the school's approved instructional frameworks and annual site plans, fosters a
culture of ositive en a ed learners and serves as stron advocates for the school's philosophy.
See Appendix B---+±Bl 2 for a-the Princi12.al job description of the Principal
Teachers
As with students and parents/guardians, teachers make a specific choice to be part of the L WL
team, as well as part of the non profit Education for Change team.~EFC teachers meet the
requirements for employment as stipulated by the California Education Code section 47605(1).
Primary teachers of core, college preparatory subjects (English- language arts, mathematics,
science, history, and special education) hold a Commission on Teacher Credentialing certificate,
permit, or other document equivalent to that which a teacher in a non-charter public school
would be required to hold. These documents are maintained on file at EFC and at the school and
are subject to periodic inspection by OUSD and the Alameda County Office of Education.
Teachers in non-core, non- college preparatory subjects meet the requirements the State allows
for a charter school.
EFC follows the development of the regulations to implement "Highly Qualified" requirements
under the No Child Left Behind Act (NCLB) and ensures that the qualifications for all teachers
follow the regulatory guidelines set by the state with regard to this law. This includes monitoring
that the "highly qualified" teacher requirements of NCLB are met which ensure that teachers
meet the following three factors criteria unless otherwise exempt under the law:
1. 4c-Teacher possesses appropriate state certification or license;

2. & Teacher holds a bachelor's degree; and
3. ~ Teacher passed a rigorous test, relevant major or coursework, or state evaluation
demonstrating subject matter competency.
Selection of teachers is based on their teaching experience, the degree of subject matter
expertise, their "fit" with the team and the organization at large, their ability to develop strong
42
relationships with colleagues, students, and families, and their ability to demonstrate effective
classroom instructional capabilities. Inexperienced or emergency credentialed teacher~ are hired
on educational experience, work experiences deemed beneficial to education, and resumes with
good references. All teaching staff must meet guidelines and standards set by the school and
EFC.
Responsibilities and essential qualities for the teachers include:
• Preparing and implementing effective lesson plans and units of study that lead to student
understanding of the pre established curriculum content7
• Assessing and facilitating student progress in line with the student and school outcome
goals7
• Maintaining accurate records7
• Participating in professional development activities7
• Maintaining frequent communication with students and their families , colleagues, and
other school stakeholders7
• Maintaining regular, punctual attendance7
• Consistently delivering ~ LWL's instructional program with a high level of student
engagement and appropriate rigor
• Consistent cognitive planning with adopted curricul-Hm_1!
• Engaging in ongoing collaborative work with colleagues to strengthen ~ L WL's
ability to deliver high level homogenous outcomes for all students
• Aligning instruction to the needs of English Language Learners, Special Education, High
and Low Achieving students
• Being self-reflective and always strive.mg to improve at the craft of teaching
• Using data effectively to improve student, grade level, and school academic outcomes
• Consistently holding all students to high standards of work and behavior
• Maintaining open and effective lines of communication with all stakeholders
• Maintaining a positive, organized, and productive learning environment
• Developing strong and productive relationships with students and families
See Appendix G-4-B 13 for the EFG teacher job descriptionLWL Teacher Job Description
All Staff Requirements
All EFG and school staff commit to :

+ /\bide by federal , state , and local laws;
+ Maintain a professional relationship with all students;
+ Refrain from the abuse of alcohol or drugs during the course of professional practice ;
+ Exemplify honor and integrity in the course of professional practice, particularly in the use of
public funds and property;
43
+-----Gemply with state, federal, and local lav,s regarding the confidentiality of student records;
+ fulfill the terms and obligations detailed in the charter;
+ file necessary reports of child abuse; and
+ Maintain a high level of professional conduct.
Other Certificated Staff
A pool of day-to-day at-will ( on-call) qualified substitutes, with appropriate background

clearances, is established and a list of qualified substitutes is maintained.
Classified Personnel
Classified personnel are selected by the principal with the support of EFC's staff on an
application and interview basis. Selection is based on the ability to pefform the job duties for the
positions consistent \Vith the philosophy and mission of the school as set forth in the charter
petition, and will include office personnel and custodial personnel. Classified positions at the
school site include administrative assistants, office managers, and other clerical positions as
needed and allov;red in the budget.
At Learning Without LimitsL WL, additional staff persons feeyend principal and teacher) include:
+ Language Arts Intervention Specialist

+ Technology Specialist
• Cafeteria Worker Job Description
+ - Custodian Job Description

• Literary Coach Job Description
• Office Manager Job Description
+ CEP Sub Job Description

• StteSchool Services Assistant
• Assistant PrinciQ.fil
• Parent Coordinator
• IT Specialist
• ELA and Math Coaches
See Appendix C2 for a job description for the Language Arts Intervention Specialist
See Appendix C3 Technology Specialist
See Appendix C4 B 14 (or the Cafeteria Worker Job bD1-t-:e~SHGrl-li pcttt-tt-iOtt-n1--- - - -description
See Appendix Gf:>BJ 5 for the Custodian Job Description description
See Appendix C6 Literary Coach Job Description
See Appendix C7 Office Manager Job Description
See Appendix C8 CEP Sub Job Description
44
See Appendix G9 SiteB16 for the School Services Assistant Job description
Staff EYaJuation Plan
See Arzpendix B 17 for the Office Manager Job descri12_tion

See Ap12_endix B 18 for the Assistant Principal Job description
See A12pendix B 19 (or the Parent Coordinator Job description
See Appendix B20 for the IT Specialist Job description
See Appendix B21 for the ELA/ELD Coach Job description (Math position is identical)
Evaluations
The principal +sand assistant principal are responsible for evaluating all teachers and support
staff. School staff evaluation is performed at least annually. The principal may request support
from the EFC academic support team to observe teachers in the classroom in order to determine
their effectiveness as facilitators of learning and their ability to reach children using various
modalities. A critical part of teacher evaluation and retention will be based on performance
outcomes, measuring students'their growth as a teacher, student achievement, professionalism,
and "fit" with the teacher's implementation of the curriculum .larger or anization and school.
EFG is in the process of refining ne•..v evaluation tools aligned to the essentials of each position.
For example, teacher evaluation places heavy emphasis on implementing the instructional
programs with fidelity and demonstrating a high level of competence in their instructional
practice as outlined above as the skills of an effective teacher.
EFC is also changing the expectations of the principals, making each site leader more directly
responsible for the success of their schools. Principals are allowed a higher level of autonomy in
exchange for strict accountability. To ensure accountability for autonomy, EFCPS has
developed an accountability calendar to ensure EFG schools are implementing best practices
with respect to operating their schools.
See Appendix C 10 for site accountability calendar.

See Appendix C 11 for principal evaluations forms
See Appendix Cl 2 for current teacher evaluation forms
See Appendix C 13 for Staff Handbook
• Make sure both principal and teacher

understand the purpose of evaluation
Coal Setting Conferenee • Teacher develops a performance

agreement and sets goals for professional
development
• Revimv rationale for each of the teacher's
professional goals
• Evaluate goals in relation to observations
• Require one or more different goals, if
45
• /\gree on goals for professional
eevelopment
• ~or eaeA goal, elearly estal31isA tAe means
of aeAievement ane tAe eriteria for sl::leeess
• +eaeAer writes l::lp tAe agreement
•---Prineipal reviews, approves , ane saves for
fl::ltl::lre evall::lation
Performanee Progress • Reviev1 J:JfOfessioRal goals: meaAs of

Conferenee achievement aAd eriteria fur success
• Qescriae J:JerformaAce related to criteria
• Gomt:Jare 13erfuffilaRce to criteria
• GiscHss oasei=vatien,levall:latioR
• Qiseuss goals fer ne*t J:Jeriod
• PriRcipal summarizes goals, criteria, aAd
fiRaiRgS
• ff in agreemeAt, teacher aRd 13rineipal sigR
and file review
• (Ne~,t period eegiRs prncess ffom the
eegiiming •.vith iR131:1t ffom receRtly
coRcluded reviev.,z 13eriod to ee iRcoFJ3orated1
elementSee A1212_endix B22 fj)r Princieal Evaluation Rubric, A12.12.endix B23 {or the P rincipal
Evaluation Survey_, and Al2]2_endix B24 for the Princival Evaluation Performance Ass essment
See Avvendix B25 for Teacher Evaluation Rubric and Al2]2_endix B26 fj)r Teacher Evaluation
Summarv Form
Just as staff are ex12ected and encouraged to grow and achieve at high levels, so are these
~ectations a1212lied to the orinciQal and the school. The EFC Home Office staff wo rk with the
sites to ensure that the mission of the school is being met, that all students are meeti ng high
levels of achievement that staff are well suoported, and that the sites are safe learn in g
environments.
EFC shall com12lv with the reguirements set forth in Education Code section 44939 .5 regarding
the re12orting of egregious misconduct committed by certificated em12Ioxees.
EFC will maintain sufficient staff and systems including technolo~uired to ens ure timely
reQorting necessary to com12lv with the law and to meet all reasonable inquiries from District and
other authorized reporting agencies.
46
47
ELEMENT 6: Health and Safety HEAL TH AND SAFETY
Governing Law: The procedures that the school will follow to ensure the health and safety of
pupils and staff These procedures shall include the requirement that each employee of the
school furnish the school with a criminal record summary as described in Section 44237.
California Education Code Section 44237. 47605 (bffl15ffl1F)
Procedures for .Background Cheeks

All EFG schoolsHEALTH, SAFETY AND EMERGENCY PLAN
LWL shall have a com rehensive site-sQeci zc Health Sa(ety and Emergency Plan , including but
not limited to the acquisition and maintenance of adequate onsite emergency supplies, in place
prior to beginning operation o[LWL each school year.
LWL shall ensure that all staff members receive annual training on LWL 's health, safetv, and
emergencyJ2_rocedures includin but not limited to trainin on bloodborne pathogens and shall
maintain a calendar {or, and conduct, emergency response drills for students and staff
LWL shall provide all employees, and other persons working on behalfofLWL who are
mandated re orters with annual training on child abuse detection and reQorting, which shall
occur within the first six weeks of each school year, or within the first six weeks ofa person's
employment if employed after the beginning o(the school year, in accordance with the
~uirements o AB 1432 2014.
LWL shall stock and maintain the required number and type of emergency epinephrine auto-
in ·ectors onsite and rovide train in a to em. lo ee volunteers in the storage and use of the
~pinephrine auto-in ·ector as re uired by SB 1266 (2014) .
LWL shall comply with the provisionsrequirements of Education Code Sectionsection 49475
regarding concussions/head iniuries with respect to an ; athletic ro ram as de med in
Education Code 49475 o ·ered b or on behal o LWL.
and
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT FERPA
LWL including its emplovees and ofitcers shall com l with the Famil Educational Riahts and
Privac)!__ Act FERPA and Education Code section 49060 et se . at all times.
CRIMlNAL BACKGROUND CLEARANCES AND FINGERPRINTING
48
LWL shall comply with all requirements a/Education Code sections 44237 and 45125.1
regarding the fingerprinting and . LWL shall desi nate and maintain at all times at least one
Custodian o(Records duly authorized by the California Department o{Justice.
EFC shall maintain on (ile and available for inspection evidence that (1) EFC has performed
criminal background clearance of employees, contractschecks and cleared for emplovment all
employees prior to employment,· (2) EFC has obtained certification from each o{its contracting
entities/independent contractors and volunteers and work site participants prior to employment,
and/or contract, or for volunteers any one on onethat the entity/contractor has conducted
required criminal background clearances for its employees prior to provision of school site
services and/or anv contact with pupils of the school 1.vithout the supervision of a credentialed
employee . The Human Resources Manager monitors this students and has re uested subse uent
arrest notification service; and (3) EFC has performed criminal background checks and cleared
or service all volunteers not direct! su[2_ervised b staff and who may have contact with
students. EFC shall also ensure that it requests and receives subsequent arrest notifications from
the California Department of Justice for all employees and volunteers not directly supervised by
§J!!ff, Upon request, EFC shall Qrovide a copy of De[2_artment ofJustice confirmation of
Custodian of Records status for each Custodian of Records.
the reporting of egregious misconduct committed by certificated emp_lo ees.
IMMUNIZATION AND HEALTH SCREENING RE UIREMENTS
EFC shall require all emplovees, and any volunteer or vendor/contracting entity employee who
ma have re uent or rolon ed contact with students to under o a risk assessment and/or be
examined and determined to be ree o active tuberculosis TB within the eriod of 60 days prior
to emplovment/service, in accordance with Education Code section 49406. EFC shall maintain
TB clearance records and certi ications on tie.
EFC shall complv with all federal and state legal requirements related to student immunization
health examination and health screenin includin but not limited to screenin or vzswn
hearin and scoliosis to the same extent as would be required if the students were attending a
non-charter ublic school. EFC shall maintain student immunization health examination and
health screening records on file.
SAFE PLACE TO LEARN ACT

licable requirements o the Sa e Place to Learn Act Education
Code section 234 et seQ..:._
GUN-FREE SCHOOLS Acr

EFCl shall com l with the federal Gun-Free Schools Act.
TOBACCO USE PREVENTION

EFC shall enact policies to prohibit the use of Tobacco near its school site in accordance with
the provisions of California Health and Safety Code section 104495."
49
ComQrehensive Sexual Harassment Policies and Procedures
Education for Change and L WL are committed to providing a school that is free from sexual
harassment, as well as any harassment based upon such factors as race, religion, creed, color,
national origin, ancestry, age, medical condition, marital status, sexual orientation, or disability.
Education for Chan e has a com rehensive policy to prevent and immediatelx remediate an
concerns about sexual discrimination or harassment at the School (including employee to
employee, emplo ee to student and student to em lo ee misconduct . Misconduct of this nature
is very serious and will be addressed in a sexual misconduct policy that will be developed prior
to hiring any employees. All supervisors are required to participate in regular trainings around
their legal responsibilities .
See A endix B27 or the EFC Em lo ee Handbook
Role of Staff as Mandated Child Abuse Reporters
All classified and certificated staff are~ mandated child abuse reporters and follow all applicable
reporting laws, the same policies and procedures used by schools within the Alameda County
Office of Education Service Area.
L WL shall provide all employees, and other persons working on behalf of L WL who are
occur within the first six weeks of each school ear or within the first six weeks of a erson's
requirements of AB 1432 (2014).
TB Testing
All staff at the school will meet the Alameda County Office of Education TB testing
requirements in accordance with Education Code Section 49406 .
Immunizations
The school adheres to all law related to legally required immunizations for entering students
pursuant to Health and Safety Code Sections 120325 120375 and Title 17, California Code of
Regulations Sections 6000 6075.
EFC shall require all em12loyees, and any volunteer or vendor/contracting entity employee who
ma have fre uent or rolon ed contact with students to under o a risk assessment and/or be
prior to em12loyment/service, in accordance with Education Code section 49406. EFC shall
maintain TB clearance records and certifications on file .
Medication in School
The school adheres to Education Code Section 49423 regarding administration of medication in
school.
50
injectors onsite and provide training to emgloy_ee volunteers in the storage and use of the
epinephrine auto-injector as required by SB 1266 (2014).
Vision/Hearing/Scoliosis
The school adheres to Education Code Section 49450 et seq. as applicable to the grade levels
served.
Emergeney Preparedness
The school adheres to an Emergency Preparedness Handbook drafted for Education for Change.
This handbook includes but is no limited to the following responses: fire, flood, earthquake,
terrorist threats, hostage situations, and heart attacks .
Blood-Borne Pathogens
The principal, or designee, meets state and federal standards for dealing with blood-borne
pathogens and other potentially infectious materials in the workplace. The principal, or designee,
has established a written "Exposure Control Plan" designed to protect employees from possible
infection due to contact with blood-borne viruses, including human immunodeficiency virus
(HIV) and hepatitis B virus (HBV).
Whenever exposed to blood or other body fluids through injury or accident, students and staff
should follow the latest medical protocol for disinfecting procedures.
Drug Free/ Smoke Free Environment

The school maintains a drug and alcohol and smoke free environment.
L WL shall ensure that all staff members receive annual trainin on EFC' s health safet and
emer enc rocedures includin but not limited to trainin on bloodborne athogens, and shall
maintain a calendar for and conduct emergency response drills for students and staff.
Facility Safety
LWL will comply with Education Code §47610 by either utilizing facilities that are compliant
with the Field Act or facilities that are compliant with the State Building Code, including
provisions for seismic safety. L WL agrees to test sprinkler s stems fire extin uishers and fire
alarms annuall at its facilities to ensure that the are maintained in an o erable condition at all
times.
Fire Earthquake, and Evacuation Drills
Students and staff will garticipate in earthquake drills every other month, fire drills monthly, and
at least one lock-down drill annuall
Emergency Preparedness
51
The school adheres to an Emergency Preparedness Handbook drafted for LWL. This handbook
includes but is not limited to the followin res12onses: fire, flood, earthquake, terrorist threats,
hostage situations, and heart attacks. Education for Change requires that instructional and
administrative staff receive training in emergency response, including apQropriate "first
responder" training or its e uivalent.
concussions/head in .uries with respect to any athletic program (as defined in Education Code
49475 offered b or on behalf ofLWL.
See Appendix B28 for the LWL Safety Plan
Procedures
The school has adopted procedures to implement the policy statements listed above prior to
operation. The school has developed a school safety plan. The school safety plan is guided by
Education Code Section 35294(a). LWL shall 12eriodicall review and u12date and/or modify as
necessary, its Health, Safety and Emergency Plan, and keep it readily available for use and
review upon CSD request.
See Appendix H for the EFG Safety Plan

See Appendix I for the EFG Emergency Preparedness Orientation
Element 7: Means to Achieve Racial and Ethnic Balance
ELEMENT 7: MEANS TO ACHIEVE RACIAL AND ETHNIC BALANCE
Governing Law: The means by which the school will achieve a racial and ethnic balance among
its pupils that is reflective of the general population residing within the territorial jurisdiction of
the school district to which the charter petition is submitted. - California Education Code
Section 47605(b)(5)(G)
LVVL will start with 360 students in /\ugust of 2012. Leaming Without Limits serves
ill2 roximatel 420 students in ades K-5. The school maintains a waitin list to ensure the
school will meet enrollment goals. It is the absolute goal of L WL to serve the general student
population of Oakland, and the school will strive to achieve a racial and ethnic balance that will
reflect the general population residing in the territorial jurisdiction of the Oakland Unified
School District and the demographics of the local elementary and middle schools, consistent
with the admissions preferences as required of conversion schools pursuant to California
Education Code section 47605(d)(l). In 2012 LWL formall converted to become a charter
school operated b:x Education for Change. As a conversion charter school, LWL is obligated to
serving the traditionally underserved student population in the original L WL attendance
boundary.
52
Each fall, the principal in conjunction with the Board and faculty, will review the currently
enrolled student demographics. If at any time a significant disparity among the racial and ethnic
demographics of our students is identified relative to surrounding OUSD schools, the principal
will initiate dialogue and meetings with community leaders from the underrepresented racial
groups. The objective of that dialogue will be to guide L WL into creating more culturally
inclusive and competent marketing strategies, and ultimately, a more culturally inclusive and
competent school.
Recruitment Strate ies
Earned Media
Earned Media is the cheapest and one of the most effective strategies for garnering widespread
attention to a charter school. LWL will utilize the experience and relationships of its' founding
team membersEFC Home Office to strategically get articles placed in local newspapers that
focuses on the innovative programs offered at the School.
Collateral Materials/Leave Behinds

Professionally designed brochures, flyers, and posters will be created showcasingshowcase the
benefits and opportunities that an education from L WL will provide. All materials will be
created with the end-reader kept in mind and will be assured to make no false claims. These
collateral materials will be printed in English and Spanish and will be designed to demonstrate
the diversity and cultural appreciation that occur at L WL. All marketing material samples will
be provided to OUSD upon request.
Grassroots Community Outreach

The Principal and other staff will all be tasked with conducting public presentations to the
community in an effort to gain awareness . With permission from Oakland Unified, L WL would
leave brochures or other collateral materials at any one of the Child Development Centers within
the district. EFC will provide presentations or collateral materials to Oakland Head Starts and
other pre-schools that allow access or opportunity to inform their parents of L WL. In addition,
EFC will do targeted outreach throughout the Fruitvale community through the Unity Council,
the libraries, stores, restaurants, and markets in the area, and community-based organizations like
La Clinica de la Raza.
LWL Open Houses

In the spring and fall of every year, LWL will host community informational meetings, so that
interested parents or community members can come and learn about the opportunities that will
be provided by L WL. EFC Home Office leadership will be invited to attend and participate in
all open houses, especially in the case should parents have specific questions that should be
directed to Home Office personnel. Information for each of these open houses will be distributed
to all the local daily and weekly newspapers, on radio where available, and via a concerted
online and word of mouth grass roots strategy. Dates and times for the open houses have not yet
been confirmed, but they will be set to maximize the number of parents that are able to
attend. Proposed dates include meetings in December, February, March, and April of each
year. Meetings will be held on weeknights and on weekends.
53
L WL also understands that as part of its oversight of the school, OUSD may conduct program
review of federal and state compliance issues.
Element 8: Admissions Requirements
54
ELEMENT 8: ADMISSIONS REQUIREMENTS
Governing Law: Admission Requirements, if applicable. -California Education Code Section

47605(b)(5)(H)
LWL accepts all students who are residents of the State of California and \Viii not discriminate
on the basis of race, ethnicity, gender, religion , national origin or disability or any other
characteristic described in Education Code Section 220. As L\VL will be a conversion charter
school, students living in the previous attendance area \Viii have preference for admission. The
school is a public elementary and middle school and does not charge tuition. EFG is committed
to maintaining a diverse student population, utilizing outreach efforts to recruit students \Vho
traditionally have been underserved. No student residing within the boundaries of the Oakland
Unified School District shall be required to attend the charter school, and alternative school
choices are available at other elementary schools within the Oakland Unified School District.
To ensure families have access to LWL, in addition to the outreach activities outlined above,
LWL .vill participate in the District's enrollment and options processes. All students who are
1
interested in enrolling at the school are required to complete the required District application and
enrollment forms . Applicants must meet the minimum age for public school admission.
No specialized admission tests are required ; however, after admission , tests may be
administered to determine the proper placement of students. In alignment with the preferences
outlined in the District's enrollment policies, all students who wish to enroll in the school are
enrolled unless the number of applications DOCUMENTATION OF ADMISSIONS AND
ENROLLMENT PROCESSES
LWL shall maintain com lete and accurate records o its annual admissions and enrollment
processes, including but not limited to documentation o{implementation oflottery and waitlist
crderia and procedures in accordance with the terms o(the Charter. These records shall be
made available to the District u12_on request.
HOMELESS AND FOSTER YOUTH
the same free, ap ro riate ublic education as rovided to other children and ouths. LWL
shall 12rovide speci zc in ormation in its outreach materials websites at communi meetin s
o en arums and re ion al center meetin s that noti ,es parents that L WL is open to enroll and
provide services for all students, and provides a standard District contact number for access to
additional in ormation re ardina enrollment. LWL shall com ly with all applicable rovisions
o Education Code sections 48850- 48859.
NON-DISCRIMINATION
55
L WL shall not require a parent/legal guardian/student to provide information regarding a
student's disability, gender, gender identity, gender expression, nationality, legal or economic
status, prima,y language or English Learner status, race or ethnicity, religion, sexual
orientation, or anv other characteristic that is contained in the definition of hate crimes set
forth in section 422.55 of the Penal Code, or any other in ormation that would violate ederal
or state law, prior to admission, participation in an admissions or attendance lottery, or pre-
enrollment event or process, or as a condition of admission or enrollment. LWL may request,
at the time of and as part of conducting its lottery process. the provision o{j.!J_formation
necessary to apply speciflc admissions preferences set forth in this Charter.
LWL shall not request or require submission ofa student's IEP, 504 Plan, or any other record
or related in(ormarion prior to admission, participation in an I admissions or attendance
lottery, or pre-enrollment event or process, or as a condition of admission or enrollment.
PARENT ENGAGEMENT
LWL shall not require a parent or legal guardian ofa prospective or enrolled student to
12.er{orm volunteer service hours, or make 12.avment of fees or other monies, aoods or services
in lieu o{per{orming volunteer service, as a condition o{his/her child's admission, continued
enrollment attendance or participation in the school's educational activities, or otherwise
discriminate against a student in any manner because his/her parent cannot, has not, or will
not rovide volunteer service to LWL.
As a non-sectarian tuition-free ublic school, Learning Without Limits will admit all grade-
level eligible pupils who wish to attend up to the school's capacity, in accordance with
Education Code §4 7605(.g)ffi(A). L WL will be a school of choice, and in compliance with
Education Code §47605(£) no student will be required to attend LWL Academy. Admission
shall not be determined based on the place of residence of the pupil or of his/her parent or
guardian. However, in the event of a public random draw in admissions preference may be
granted to residents of the Oakland Unified School District and to the students residing in the
original L WL attendance boundary.
In accordance with Education Code 48000 a children must meet minimum a e requirements
for enrollment. LWL will abide by any future amendments to the Education Code regarding
minimum age for ublic schools. Proof of the child's a e must be presented at the time of
enrollment as described in Education code 48002.
Admission and Enrollment Process
Learning Without Limits is garticigating in the Oakland Common Enrollment process. In order
to ensure that all students will be glaced approgriately and benefit fully from L WL, parents will
be strongly encouraged to participate in a pre-admission meeting and a school tour. Unon
admission, parents will be encouraged to attend a famil orientation.
All students who wish to attend L WL shall be admitted, up to capacity. Admission to L WL shall
not be determined b ~ lace ofresidence of the student or his or her parent in the State exceQt
56
as rovided in Education Code Section 47605 d 2 . If the number of u ils who wish to attend
L WL exceeds the number of seats available .. At that point, the District •.vill utilize a public
random drawing to assign students to LWL.
Existing students of LWL have an automatic right to continued enrollment in the school should
~ wish to do so. If there are additional spaces, EFG through the OUSD enrollment office will
hold a 'Neighted lottery to comply with the terms of the Public Charter School Grant Program.
If the number of student applicants exceeds the School'sschool ' s capacity, attendance, except
for existing pupils of the School shall be determined by a public random drawing"'"4+ Existing
students who (" lottery"). Students currently enrolled in the school are re enrolling arc
exemptcdexemm from the lotter . In the case of a 12ublic random drawing. If there arc more
applicants than spaces, greater weight in the drawing , the following will be given in alignment
1.vith the OUSD policies as follows exempt from the lottery for admission to the school :
l. Sibling (students ,vho have an older sibling living at the same address who is already attending
the applicant's first choice school and will be continuing at the school in the Fall of 2012.)
2. Neighborhood (students \Vho live in the neighborhood boundary ofa school; see
mapstacker.ousd. kl 2.ca.us for your neighborhood schools)
3. ElementaJ)' students who are re directed from their neighborhood school to another school
within their middle school boundary
4-,.
Siblings of students currently emolled
The following weighted numerical preferences will be employed during a public random
lottery:
• Applicants who reside in the former OUSD attendance bounda of the school will be
given a 5: 1 preference .
.!______Armlicants who reside within Oakland Unified School District will be iven a 10: 1
preference .
.!______AJ2Plicants who attend a school in Program Improvement School neighborhood (students
who livewill be given a 4: 1 preference .
.!______Applicants who live outside of Oakland will be given a 1: I preference.
All ap2lications drawn after reaching capacity will be placed on a wait-list, in a

neighborhood where the local school(s) is (are) Program Improvement school(s)
5. Students residing in Oakland, California
order in which they are drawn. Any applications submitted by the deadline and not accepted
through th+s~ public random drawing due to capacity limitations will be assigned to another
·-ourifl/!, llfl_<' p<.:fio<l of P ublie Cl.arrer Sehools Gr.,flt Prop;ram fuA<liAp;, rhe r,ublie rnfldbm <lra«iAp; will be l.el<l as ofle siAgle «eip:hted
lotter _, ifl aeeonhflee «-·it!, r!.e rermJ of th<.: St,tte Board of I :dueatioft appro, e<l Reciuur fer ,'ip[3liearions (" RF,\") .
57
school through the OUSD options process. Appeals of school assignments can be submitted
to the OUSD Enrollment Office in alignment with the OUSD. placed on the wait-list in the order
determined by lottery . Applications received after the deadline will be offered admission
(§_pots on the wait-list) in the order received AFTER all armlicants who submitted by the lottery
deadline have been served.
Element 9: Financial and Programmatic Audit
Families who submitted com leted armlication forms prior to the deadline will be notified in
writing regarding the date, time, and location of the public lottery , and rules for the lottery
process. Date time and location of the ublic lotter and rules for the lotte1 process are
included in site FAOs and are posted online. Parents do not have to be present to participate in
the lottery . The lottery drawing will be held on the school grounds in spring. EFC will ensure
that the lottery process will be:
• Public transparent, and fair

• Held in a ublic space large enough to accommodate all interested
• Facilitated by an uninterested party charged with conducting the process
Results will be mailed to all applicants and follow-up phone calls will be made. Families of
students who are offered admission will have three weeks to confirm in writin their intent to
enroll and submit an enrollment packet including proof of age, proof of address, and
immunization records. An families who decline admission or who fail to confirm will lose
their position to the next name on the waiting list. The waiting li st will be kept on file at the
school and will be valid for the duration of the school year. If a student leaves the school , that
wace will be offered to the next erson on the waitin list b mail and by phone. A student
who is offered a position off of the waiting list will be reguired to confirm in writing their
intent to enroll.
U on admission to Leaming Without Limits, the registration process 1s comprised of the

following:
• Completion of a student registration form;

• Proof of Immunization·
• Home Lan uage Survey~
• Completion of Emergency Medical Information Form;
• Proof of minimum and maximum age reguirements, e.g. birth certificate;
• Authorization for the school to request and receive from schools the student has
attended or is current! attendin ·
• A CORY of any existing Student Study Team (SST) evaluations and recommendations for
the student shall be provided;
• A copy of any existing 504 or Individual Education Plan (IEP) for the student shall be
2rovided.
Family Educational Rights And Privacy Act (FERP A)
58
Leaming Without Limits, including its employees and officers, shall comply with the Family
Educational Rights and Privacx Act (FERP A) and Education Code section 49060 et seg. at all
times.
See Appendix B29 for 16-17 EFC Student Application (oaper-based), Appendix B30 {or the
Common Enrollment Student ARJ2lication (online) , and Appendix B3 l for 17-18 Enrollment
Information Sessions Flyer
59
ELEMENT 9: FINANCIAL AND PROGRAMMATIC AUDIT
Governing Law: The petitioner or petitioners shall also be required to provide fina-HB+a+
statements that include a proposed first year operational budget, including startup costs , and
cash flow and financial projections for the first three years of operation. California manner in
which annual, independent financial audits shall be conducted, which shall employ generally
accepted accounting principles, and the manner in which audit exceptions and de iciencies shall
be resolved to the satisfaction o[the chartering authority.
- California Education Code Section 47605(1gb)(5)(1)
Budgets
Preliminary estimated budgets for the next five years and five years of cash flow for Learning
Without Limits are attached.
See Appendix B32 and Appendix B33 for Preliminarv Estimated Budgets and Cash Flow
See AQRendix B34 for Budget Narrative
Fiscal Autonomy
Education for Change will maintain the highest level of integrity in fiscal management while
seeking all available resources and using them effectively to support the instructional program.
The business philosophy of EFC is entrepreneurial and community-based. Every effort will be
made to maximize revenue from all sources while maximizing the effectiveness of all
expenditures through the utilization of a "better, faster, cheaper" and "in the best interest of the
students" test.
Local Control and Accountability Plan
In accordance with Cali ornia Education Code sections 47604.33 and 47606.5 Learnin Without
Limits shall include in its annual u date a "listin and descri tion o[the expenditures for the
fiscal year implementin the s eci 1c actions included in the charter as a result o the reviews and
assessment required by paragraph (I)" of section 4 7606. 5 a . These expenditures shall be
"classi ied usin the Cali ornia School Accountin Manual ursuant to Section 41010." Ed.
Code §' 47606.5(b).)
Budget Development/LCAP Development
Budget development will begin each year immediately following the January announcement of
the governor's KTK-12 State Budget Proposals and be continually refined through the May
Revise to the Final State Budget Act. Budgeted resources will always be consistent with #le
tW!:,!.sLearning Without Limits' goals as identified by the EFC Board~ and the annual site
planning process guided by the ongoing cycles of data i n ~ A year-end estimate of actuals
and interim reports will be submitted as well.
60
See Appendix El for Preliminary Estimated Budgets
See Appendix E2 for Budget Narrative
See Appendix E3 for Cash Flow Statement
EFC has developed and is implementing a comprehensive annual site planning process across all
of its schools. Data in uiry takes Rlace every trimester following benchmarks assessments. The
timeline for the site 12lanning 12rocess be ins in mid-Januar and continues throu h June when the
EFC Board approves first the LCAP and then the aligned budgets. The goals for this 12rocess are
as follows:
• DeveloQ a clear vision

• Engage all stakeholders authentically
• Ensure all stakeholders have a clear and shared understanding of the instructional
program, resource allocation, and priority focus moving forward
• State com liance to the LCAP
• Develop a transparent and strategic action plan and aligned budget that ensures resources
(time, people, money) are prioritized to accelerate student outcomes and meet identified
targets
Site Planning Process
11111
Ill lllifJI
Ill ..
Ill ..
....
61
D
( I)
1/4 Behavior dashboard live X -
1/5 LCAP dashboard shared X
1/15 Attendance dashboard live X
Site Planning Launch: define core vs
investments. stakeholder
engagement calendaring (frame the
12rocess, engage with data identify
priorities work in teams to create
1/115 plans, action olan for feedbac]u X
Create stakeholder engagement
1/15 calendar X
Initial stakeholder engagement
com12lete: overview, visioning: ILT,
2/1 FLC, Staff, Community X
Site Qlanning work session: master
2,15 schedules and staffing olans X
-
2/115 Initial budgets available - X
Review data with IL T, FLC, staff,
community, and students: identify
needs and 12ro12osed 12riorities
2/18 (utilize surveys) - X
2/2~ T2 data available X
Review T2 data with IL T, FLC,
staff community. and students:
3/7 focus on staffing plan decisions X
Complete staffing 12lan and master
3/11 schedule - X
Site 12lannirn:?: work session: Review
su1morting documents (SPLAP, EL,
curriculum, tech, family, facilities,
3/11 culture) X
-
Submit Master Schedule to CAO for
3/11 ai:,_1:,_roval X
Com12lete data analysis needs
assessment. annual review and
identified oriorities and tarnets
3/14 sections of Site Plan X
3/25 Staffing conversations comolete - X
Com12lete interventions, SPLAP,
EL curriculum technology,
4,15 facilities olans X
Site Qlanning work session: 012en
4/8 work session X
62
Stakeholder engagement as needed:
ILT. FLC Staff community
4/115 students X
0
4/20 SCAI data available X
Com12lete SCAI data analysis and
4/215 familv and culture and climate olans - X
Present 12riorities and targets and
action olan to ILT FLC Staff
4/28 Community - - X
Submit Instructional Minutes to
51~ Director of Data for aooroval - X
Finalize 12riorities, targets and action
51~ plan - X
5112 Site Plans due to CAO for review X
519 Feedback from CAO to site leads X
5/113 Final Site Plans due X
5/116 Mav revise: finalize budgets X

-
5/18 All 2016-17 budgets finalized X
-
5/20 CAO oooulates LCAPs X
Site 12lans/LCAPs sent for a1212roval
to Academic Accountability
5/21 Committee - X
Budgets a1212roved by Finance
5/214 Committee X -
0
5/30 All last minute revisions comolete - X
Site Plans and LCAPs annroved bv
6, 1 Board - X
Deadline for all Master Schedules to
6,~ be innutted into Illuminate - X
See ADDendix B35 f'or Learning Without Limits 16-1 7 LCAP
Financial Reporting
The Chief Operating Officer and Chief Executive Officer in in collaboration with the principal of
L\JVL submitLearnin Without Limits in coordination with the CEO of EFC submits an annual
budget to the EFC Board of Directors during the spring of each year. The EFC annual fiscal
period runs from July 1 through June 30.
In order to ensure the necessa,y oversight and review of mandated reports.for which the
authorizer must determine fiscal health and sustainability, the following schedule of reporting
deadline to the District will apply each year of the term of this charter;
• September I - Final Unaudited Financial Report.for Prior Year

• December I -Final Audited Financial Report for Prior Year
63
• December 1 -First Interim Financial Report.for Current Year
• March 1 - Second Interim Financial Report for Current Year
• Jun e 15 - Prelimina,y Budget for Subsequent Year
EFC has developed financial planning, financial reporting systems and budgets. The school
principal and Chief Operating Officer in conjunction with appropriate EFC staff +sare responsible
for producing monthly financial reports and designing a policy of internal controls to ensure
fiscal responsibility. The principal, EFC staff, and the EFC Board has also developed other
policies and procedures including employee benefits, compensation, evaluations, dispute
resolution, disciplinary actions, student information systems, and parental involvement.
Financial records will be regularly maintained and a financial report prepared quarterly for e-vei=y
meeting of the EFC Board of Directors. The EFC Board Finance Committee will work closely
with the COO and the Finance Team to ensure fiscal oversight.
EFC has established strict policies governing internal controls. These policies ensure that the
internal control mechanisms address legal compliance, conflicts of interest, signature authorities,
government access to records, accounting procedures, cash management, and budget
development, financial reporting, property management and procurement.
Attendance Accounting
The school maintains contemporaneous documentation of attendance in a format acceptable to

the State. Required reports regarding daily attendance will be completed and submitted to the
requesting agencies.
Budget Allocation aAnd Vendor Selection
The EFC Board is responsible for approving annual budgets7, with substantial input from the
Chief Operating Officer (COO) and the Chief Executive Officer (CEO) . The COO and principal
develop the budget proposals and have latitude in detennining how funds are best used within
budget categories. EFC may delegate authority to the principal to select vendors below a contract
amount to be determined, but retains overall responsibility for contract approvals. EFC has
created an economy of scale by creating a highly accountable internally staffed back office
business service department.
Potential Users e.fOf Financial Information
Financial statements such as a Balance Sheet, Income Statement, and Statement of Cash Flow
are prepared by the Home Office. Financial statements are used by the independent auditors who
the EFC Board hlrescontracts each year. The financial statements are also available for review as
desired by any of the school's officers, managers, or Board members who want to assess the
school's financial condition. In addition, Board members use the financial statements to confirm
existing policies or to create new policies. Finally, EFC submits its annual audited financial
statement to the appropriate authorities within the California Department of Education, State
Controller's Office, Alameda County Superintendent of Schools, and OUSD as described above.
64
Insurance
EFC maintains general liability, (including fire legal liability), workers compensation, (including
employers liability: coverage), errors and omissions, commercial auto liabilit includin owned
leased, hired, and non-owned), Fidelity Bond, sexual molestation and abuse coverage,
employment practices legal liability coverage, Directors and Officers Liability, Cyber Liability
and other necessary insurance coverage as required by OUSD. Should EFG and the District
agree, EFG shall pay Oal<land Unified School District to be included in the District's general
liability insurance plan.
Title 1 E!Jnding
For purposes of our budget feasibility report, 85% of our student body is eligible for Title 1
funding (per OUSD data). For the 2010 2011 school year, we have identified 85% of our
students eligible for free or reduced meals.
Fiscal Audit
EFG must engage a certified public accountant, certified by the State of California, •.vith
education experience to audit the school 's annual financial statement in accordance 'Nith
generally accepted accounting principles and auditing standards and the audit guide issued by
the Controller of the State of California. An annual independent financial audit of the books and
records of EFC will be conducted as required by Education Code Sections 47605(b)(5)(1) and
47605(m). The books and records of EFC will be kept in accordance with generally acceQted
accounting principles, and as required by applicable law and the audit will employ generally
accepted accounting procedures. The audit shall be conducted in accordance with a licable
provisions within the California Code of Regulations governing audits of charter schools as
12ublished in the State Controller's K-12 Audit Guide. To the extent required under a12plicable
federal law, the audit scope will be expanded to include items and processes specified in
applicable Office of Management and Budget Circulars.
The Education for Chan e Board of Directors will hire an inde endent auditor who has at a
minimum, a CPA, experience in education finance, and is ap___Qroved by: the State Controller on its
12ublished list as an educational audit rovider is familiar with the Audit Guide for Charter
Schools. This auditor will com lete an annual audit ofLeamin Without Limits' financial books
and records. This audit will be conducted in accordance with the a1mlicable Generall Acee ted
Accounting Princi Jes and the Audit Guide for Charter Schools. It will verif the accuracY....Qf
EFC and L WL' s financial statements includin balance sheets income statements and cash
flow statements attendance and enrollment reporting 12ractices, internal controls, and any other
documents or systems required b law.
EFC will prepare the necessary unaudited financial reports to be submitted to OUSD. Two
interim reports and a year-end report, in a format to be provided by OUSD, that will include
actual and revised budget figures, projected revenues, expenditures, and fund balances will be
submitted to OUSD unless a different system is agreed to by all parties. In addition, year-end
financial statements audited by a Certified Public Accountant will be submitted to OUSD within
65
four months following the close of the fiscal year. Audit deficiencies are communicated to the
Board and to the Authorizer by the Chief Operating Officer, and he or she is responsible for
managing the audit process with oversight from the Audit Committee The cost of the audit will be
a fixed cost in the annual bud et to ensure EFC is able to comply with this reguirement.
The annual audit will be com leted and forwarded to the District Superintendent, the State
Controller, and to the CDE by the 15 111 of December of each year. At the conclusion of the audit,
any exce12tions or deficiencies will be reviewed b the Audit Committee with the Chief
Operating Officer. The Audit Committee will report the findings and recommendations to the
Board of Directors. The Board will then re ort to the District to address how the exce tions and
deficiencies have been or will be resolved to the satisfaction of the Authorizing Entity. EFC will
a ree to writin a timeline for resolution of audit exce tions and deficiencies. Audit a12.12eals or
requests for summarx review shall be submitted to the Education Audit A1212eals Panel ("EAAP")
in accordance with applicable law. The independent fiscal audit of Leaming Without Limits is
public record to be provided to the public upon request.
EFC will be responsible for its own financial services (accounting, budgeting, and payroll) and
personnel services.
EFC shall conduct all of its financial operations in a timely manner and for all programs (regular,
categorical, and special education) through procedures established by the State of California and
the Federal Government, as appropriate. For Federal programs, including Title I, the criteria for
eligibility and fiscal guidelines will be as established by the Federal Government. In receiving
this funding directly, EFC is responsible for meeting eligibility and fiscal requirements
established by the Federal Government and for completing the Consolidated Application. EFC
shall provide OUSD with all financial and related reports, including enrollment attendance, to
enable OUSD to meet its requirements by law.
Audit and Inspection o{Reconls
LWL agrees to observe and abide bv the following terms and conditions as a req_uirement for
receivin and maintainin its charter authorization:
• LWL is sub ·ect to District oversi ht.

• The District's statutory oversight resp_onsibility continues throughout the life of the
Charter and re uires that the District amon other thin s monitors the iscal
condition of L WL.
•
mismanagement.
Accordin l the District hereb reserves the ri ht ursuant to its oversio-ht res onsibili to
audit LWL books records data p_rocesses and procedures through the District Office of the
Ins ector General or other means.
areas:
66
• Compliance with terms and conditions prescribed in the Charter agreement,
• Internal controls. both financial and 012erational in nature
• The accuracy, recording and/or reporting o(LWL 's financial information,
• LWL 's debt structure
• Governance 12olicies, procedures and historv
• LWL 's enrollment process,
• Compliance with safety plans and procedures. and
• Compliance with applicable grant req_uirements.
LWL shall cooperate fullv with such audits and shall make available anv and all records
necessmy for the performance of the audit u on 30 da s notice to LWL. When 30 davs notice
mav de eat the ur ose o the audit the District ma conduct the audit u on 24- hours notice.
Federal Funds
To the extent that Learnin Without Limits is a reci ient of federal funds, including federal Title
L Part A funds LWL has agreed to meet a11 of the Qrogrammatic, fiscal and other regulatory
reguirements of the No Child Left Behind Act and other a12plicable federal grant programs.
L WL agrees that it will kee and make available to the District an documentation necessar to
demonstrate com12liance with the reguirements of the No Child Left Behind Act and other
applicable federal programs, including, but not limited to, documentation related to required
parental notifications, ap12ropriate credentialing of teachin and ara rofessional staff where
applicable, or any other mandated federal program requirement. The mandated requirements of
NCLB include, but are not the limited to, the followinK
more consecutive weeks b a teacher who is not highly qualified
• Developjointly with, and distribute to, parents of participating children, a school-parent
compact
• Hold an annual Title I meetin for arents of 12artici atin Title I students
• Developjointly with, agree on with, and distribute to, parents of participating children a
written parent involvement policy
L WL also understands that as 12art of its oversight of the school, the Office of Charter Schools
may conduct program review of federal and state compliance issues."
L WL shall promptly respond to all reasonable inquiries, including, but not limited to, inquiries
regarding financial records, from OUSD and shall consult with OUSD regarding these inquiries.
Cash Reserves
67
EFC acknowledges that the recommended cash reserve is 5% o[ expenditures. as provided in
section 15450 title 5 o the Cali ornia Code o Re lations.
Third Part)'. Contracts
EFC shall ensure that all third artv contracts whether oral or written. for supplies. equipment.
goods and/or services, for the direct or indirect benefit of, or otherwise related to the operation
of, Learning Without Limits. require com12_liance with and othetwise con orm to all a licable
local, state. and federal policies, regulations. laws. and guidelines. including but not limited to
licensing and permit re uirements as well as requirements related to protection of health and
safety.
fu!ecial Education Revenue Adjustment/Payment for Services
in the event that Learning Without Limits owes funds to the District for the provision of agreed
upon or fee for service or special education services or as a result o the State's ad·ustment to
allocation o s ecial education revenues rom LWL LWL authorizes the District to deduct an
and all of the in lieu propert)1 taxes that LWL otherwise would be eligible to receive under
section 47635 of the Education Code to cover such owed amounts. LWL fitrther understands and
agrees that the District shall make appropriate deductions from the in lieu propertv tax amounts
otherwise owed to LWL. Should this revenue stream be insufficient in anv fiscal year to cover
an such costs LWL agrees that it will reimburse the District or the additional costs within
forty -five (45) business davs of being notified of the amounts owed.
Programmatic Audit
EFC will compile and provide to OUSD an annual performance report on behalf of
kWbLearning Without Limits. This report will include the following data:
• Summary data showing pupil progress toward the goals and outcomes specified in
Element 2
• A summary of major decisions and policies established by the EFC Board during the year
• Data regarding the number of staff working at the school
• A summary of any major changes to the school 's health and safety policies
• Data regarding the numbers of pupils enrolled, the number on waiting lists, and the
number of pupils suspended and/or expelled
Revenue Flow/Depository/Accounting
As a directly funded charter school, most of the school's state and federal revenue flows directly
from the state to the school ' s account in the CountyDistrict Treasury, which is administered
through ACOEOUSD .
Funds flowing through OUSD (payments in lieu of property taxes, supplemental instructional
hours, etc.) will be transferred via cash journal in the most expeditious manner possible.
68
All such revenue deposits will be recorded in the financial system at ACOEOUSD . All
expenditures, including payroll, will be drawn on the CountyDistrict Treasury, which enables the
ACOE OUSD financial system to account for all revenue and expenditures. Revolving accounts
with a local financial institution may be established for day-to-day expenditures from the
General Fund, Food Services, and other miscellaneous accounts. All expenditures over $500.00
from local accounts will continue to require two signatures.
Attendance Accounting Procedures
Existing attendance accounting procedures that provide excellent checks and balances will
continue to be used unless a more efficient system can be devised that will satisfy state
requirements.
Mandated Costs Reimbursement Program
In order to meet the health, safety, and public accountability requirements of all public school
children at hW-hOUSD, the school will be required to comply with the following programs and
activities:
• Annual Parent Notifications II
• Behavior Intervention Plans
• California English Language Development Test
• Comprehensive School Safety Plan
• Criminal Background Check
• Emergency Procedures: Earthquake and Disasters
• Habitual Truant Conferences
• Open Meeting Act/Brown Act
• Pupil Classroom Suspension by Teacher
• Physical Performance Tests
• Pupil Exclusions
• Pupil Health Screenings
• Pupil Promotion and Retention
• Suspensions and Expulsions
• School Accountability Report Cards
• School Bus Safety I and II
• Standardized Testing and Reporting
• STRS Creditable Compensation
• Any other current or future mandates of charter schools
It is the expressed intent of EFC to comply with all of the aforementioned mandates and file
directly for reimbursements. If a reimbursement claim can be filed only through OUSD, OUSD
agrees to fold EFC's claim into its claim and pass through ~ Learning Without Limits' funds
when received.
69
Eligible expenses that OUSD incurs as a result of current charter school law, subsequent charter
school legislation, or CDE interpretations of these laws are not the responsibility of #re-LWL and
should be addressed by OUSD through the State's Mandated Cost Reimbursement Program.
70
Administrative SerYiees
Governing Law: The manner in which administrative services of the School arc to be provided.
California Education Code Section 47605(g)
With the exception of services performed by OUSD in providing supervisorial oversight to EFG
as defined by Education Code Section 47604.32, all charter requested services from OUSD are
likely to be on a fee for service basis. Mutually agreed upon fees must be in place prior to the
charter requested service. EFG will establish a competitive bid process balancing quality and
price to outsource many of the services not retained from OUSD.
EFG will contract with the district for some of its administrative services. The EFG staff .vi 11
1
cooperate fully with OUSD staff in the preparation and reporting of all required data and
financial information. The District and EFG will negotiate the District services provided to the
School and the fees for these services and document those agreements in a separate Facilities and
Operations Agreement. Neither party is obligated to provide or accept such services, but may do
so by mutual agreement. The Superintendent of OUSD or the dcsignee of the district is
authorized to negotiate and enter into an agreement to provide services to the School.
In accordance \Vith Education Code 47613, the chartering agency may charge for the actual costs
of supervisory oversight of the L\VL pursuant to 47604.32 not to exceed 1 percent of the revenue
of the School. For purposes of this charter, "revenue of the charter school" means the general
purpose entitlement and categorical block grant, as defined in subdivisions (a) and (b) of Section
47632. The services described above are additional services outside the definition of supervisory
oversight.
71
Element 10: Suspension/Expulsion Proeedures
LWL in accordance with Education Code Section 47604.3 shall promptly respond to all
reasonable inguiries, including but not limited to, inguiries regarding financial records, from the
District and shall consult with the District regarding any such inguiries. L WL acknowled es that
it is subject to audit b OUSD ifOUSD seeks an audit ofLWL it shall assume all costs of such
Without Limits by law or charter provisions.
Internal Fiscal Controls
EFC will develog_ and maintain sound internal iscal control olicies governing all financial
activities.
A}mortionment Eligibility for Students Over 19 Years of Age
EFC acknowledges that, in order ~ u p i l over nineteen (19) years o[_age to remain eligible
for generating charter school apportionment, the pupil shall be continuously enrolled in public
school and make satis[_actory pro ress toward award o a hi h school di lama. Ed. Code
47612(b).)
EFC shall be deemed the exclusive public school emplover o(the emplovees o[LWL for the
I!Y:J.12_oses o the Educational Emg_lo 1ment Relations Act. Government Code section 3540 et se U
Charter School shall comply with all applicable requirements of the EERA, and the exclusive
of their choice for collective bargaining QUrposes."
72
ELEMENT 10: SUSPENSION / EXPULSION PROCEDURES
Governin Law: The procedures by which pupils can be suspended or expelled. - California
Education Code Section 47605(b)(5)(J)
L\VL believes that positive behavior leads to success. LV/L specifically teaches and monitors
growth in the six ways to CLAP. The LWL staff regularly discusses these characteristics with the
students and rev;ards positive behavior that represents:
Caring
• \Ve think before .ve act.
1
• We consider how our actions affect others.

• We choose to act in ways that help people and do not hurt them.
• \Ve put ourselves in others' shoes.
• 1Ne cooperate and work together.
Leadership
• We speak up for ourselves and others.
• I/Ve share our opinions even if they are not popular.
Achievement
• \Ve have goals that we are working tovv<ards.
• Our actions show that ·.ve are trying to do better than last time .
..a.-:we look for new ways to solve problems .
• We are curious. We explore and experiment.
Perseveran ee
• We know that even when we face challenges we \viii find .vays to achieve.
1
• \Ve learn from mistakes. Mistakes are part of learning, so we are not afraid to make
tfieffr.
(see Appendix 1 for CLAP rubric)
Code of Conduct
The goal of the bWhLearning Without Limits Code of Conduct is to create conditions that foster
student self-discipline in a warm, supportive school climate that is conducive to maximum
learning for all students. The Code of Conduct is a general guide for behavior, not a mechanism
for rigid control. The individual personalities of students or extenuating circumstances will be
73
considered before corrective measures are prescribed. (R ef erence Ed Code Sections 48900 and
48915 and Health and Safety Code 11007)
The code of conduct is presented in the student/parent handbook. Every family receives a new
copy of the student/parentParent-Student handbook annually.
See Appendix F1 : Parent StudentB36 for LWL Family_ Handbook. Note that this handbook is
also available in Sp_anish.
Each student and his or her parent or guardian will be provided with a copy of the following
discipline policies including suspension and expulsion and will be required to verify that they
have reviewed and understand the policies prior to enrollment.
At L WL, all students will wear the approved L WL school uniform. The school uniform policy
will be set by the Family LeadershiR Council at the school site and the rincipal will be
accountable for enforcing the ap12roved uniform 12olicv.:
Suspension and Expulsion
The following Pupil Suspension and Expulsion Policy has been established in order to promote
learning and protect the safety and well being of all students at L WL. When the policy is
violated, it may be necessary to suspend or expel a student from regular classroom instruction.
This policy shall serve as School's policy and procedures for student suspension and expulsion,
and it may be amended from time to time without the need to amend the charter so long as the
amendments comport with legal requirements.
Staff shall enforce disciplinary rules and procedures fairly and consistently among all students.
This Policy and its Procedures will clearly describe discipline expectations, and it will be printed
and distributed as part of the Student Handbook~ which is sent to each student at the beginning of
the school year. The School administration shall ensure that students and their parents/guardians
are notified in writing upon enrollment of all discipline policies and procedures.
Discipline includes but is not limited to advising and counseling students, conferring with
parents/guardians, detention during and after school hours, use of alternative educational
environments, suspension and expulsion.
Corporal punishment shall not be used as a disciplinary measure against any student. Corporal
punishment includes the willful infliction of or willfully causing the infliction of physical pain on
a student. For purposes of the Policy, corporal punishment does not include an employee's use
74
of force that is reasonable and necessary to protect the employee, students, staff or other persons
or to prevent damage to school property.
Suspended or expelled students shall be excluded from all school and school-related activities
unless otherwise agreed during the period of suspension or expulsion.
A student identified as an individual with disabilities or for whom School has a basis of
Improvement Act of 2004 ("IDEIA") or who is qualified for services under Section 504 of the
Rehabilitation Act of 1973 ("Section 504") is subject to the same grounds for suspension and
expulsion and is accorded the same due process procedures applicable to regular education
students except when federal and state law mandates additional or different procedures. The
School will follow all applicable federal and state laws when imposing any form of discipline on
a student identified as an individual with disabilities or for whom +!he 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.
Grounds for Suspension and Expulsion of Students

A student may be suspended or expelled for prohibited misconduct if the act is 1) related to
school activity, 2) school attendance occurring at +!he School or at any other school, or 3) a
School sponsored event. A P-12upil may be suspended or expelled for acts that are enumerated
below and related to school activity or attendance that occur at any time, including, but not
limited to, and of the following:
a) * while on school grounds;

b) Gj-while going to or coming from school;
c) et-during the lunch period, whether on or off the school campus; or
d) etduring, going to, or coming from a school-sponsored activity.
Suspension Offenses
Discretiona Sus ension Offenses. Students may be suspended for any of the following acts
when it is determined the pupil:
1. Caused, attempted to cause, or threatened to cause physical injury to another person.
2. Willfully used force of violence upon the person of another, except self-defense.
3. Unlawfully possessed, used, sold or otherwise furnished , or was under the influence of
75
4. Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in
5. Committed or attempted to commit robbery or extortion.
6. Caused or attempted to cause damage to school property or private property.
7. Stole or attempted to steal school property or private property.
8. Possessed or used tobacco or products containing tobacco or nicotine products, including

9. Committed an obscene act or engaged in habitual profanity or vulgarity.
10. Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug
paraphernalia, as defined in Health and Safety Code 11014.5 .
11 . Disrupted school activities or otherwise willfully defied the valid authority of

12. Knowingly received stolen school property or private property.
13. Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially similar
that the replica is a firearm.
14. Committed or attempted to commit a sexual assault as defined in Penal code 261, 266c,
286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code 243.4.
15. Harassed, threatened, or intimidated a student who is a complaining witness or witness in

16. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug
Soma.
76
~ Engaged in, or attempted to engage in hazing. For the purposes of this subdivision,
"hazing" means a method of initiation or pre initiation into a pupil organization or body,
\Vhether or not the organization or body is officially recognized by an educational
institution, i.vhich is likely to cause serious bodily injury or personal degradation or
For purposes of this section, "hazing" does not include athletic events or school
sanctioned events.
2. Made terrorist threats against school officials and/or school property. for purposes of
person who v1illfully threatens to commit a crime which will result in death, great bodily
injury to another person , or property damage in excess of one thousand dollars ($1,000),
intent of actually carrying it out, .vhich, on its face and under the circumstances in which
1

01.vn safety or for his or her immediate family's safety, or for the protection of school
family.


extent of having the actual and reasonably expected effect of materially disrupting class
work, creating substantial disorder and invading student rights by creating an intimidating
or hostile educational environment. This section shall apply to pupils in any of grades 4
to 12, inclusive.
7. i\ pupil who aids or abets, as defined in Section 31 of the Penal Q9~e, the infliction or
77
but no~ expulsion, ~xcept that a pupil who has been adjudged by a juvenile court to ha"e
committed, as an ~1de!· ~nd abetto~, a crime of physical violence in •.vhich the victim "
::~~:~~v~:~:! ~~tly mJury or senous bodily injury shall be subject to discipline pursuant
Non Discretionary Suspension Offenses· Students mu t 8

expulsion for any of the follo'"ing
fr
acts ""'h.en
'
~=
it is d et ermine- t-e
shuspen?ed
pupil: and recommended for
a) Po~sessed, sol?, or otherwise furnished any firearm, knife, explosive or other dan erous
o~ eet ea~ ~ss, m the ease. of possession of aoy obj eet of this type, the' students had g
:h
t~n.ed _wr;ttenle~1ss1on to possess the item from a certificated school employee mith
e nnc1pa or es1gnee's concurrence. ' n
Suspension Proeedure
Suspensions shall so initiated according to the following procedures:
1. Conference
Suspension shall so preced d ·t ·131
This conference shall so held within two school da ,5 I865 · ,., -., · · ·
physically unasle to attend f , . . Y ' un .th? pupil .. a1ves this right or 1s
hospitalization. -Or any reason including, sut not limited to, incarceration or
upon attendance sy the pupil's parent or guardia~ atthB cone;erence.

e pup1 s a I not 80 contingent
78
wish to ask the parent/guardian to confer regarding matters pertinent to the suspension, the
notice may request that the parent/guardian respond to such requests without delay.
Suspensions, v,rhen not including a recommendation for expulsion, shall not exceed five (5)
consecutive school days per suspension.
Upon a recommendation of Expulsion by the Principal or Principal' s designee, the pupil and
the pupil's guardian or representative \vill be invited to a conference to determine if the
suspension for the pupil should be extended pending an expulsion hearing. This
determination will be made by the Principal or designee upon either of the following
determinations: 1) the pupil's presence will be disruptive to the education process; or 2) the
pupil poses a threat or danger to others. Upon either detem1ination, the pupil's suspension
will be extended pending the results of an expulsion hearing.
Expellable Offenses
Discretionary Expellable Offenses: Students may be expelled or any of the following acts vvhen
it is determined the pupil:
a) Caused, attempted to cause, or threatened to cause physical injury to another person.
b) Willfully used force of violence upon the person of another, except self defense.
c) Unlawfully possessed, used, sold or otherwise furnished, or was under the influence of
any controlled substance, as defined in Health and Safety Code 11053 11058, alcoholic

Health and Safety Code 11053 11058, alcoholic beverage or intoxicant of any kind, and
f) Caused or attempted to cause damage to school property or private property.

i) Committed an obscene act or engaged in habitual profanity or vulgarity .
79
j) Unlawfully possessed or unlav,fully offered, arranged, or negotiated to sell any drug
k) Disrupted school activities or othenvise willfully defied the valid authority-e.f

I) Knowingly received stolen school property or private properey-:-

that the replica is a firear---m-:-
n) Committed or attempted to commit a sexual assault as defined in Penal code 261, 266c,
286,288, n8a or 289, or committed a sexual battery as defined in Penal Code 243 .4.
o) Harassed, threatened, or intimidated a student who is a complaining witness or witness---i-n

p) Unlav,rfully offered, arranged to sell, negotiated to sell, or sold the prescription drug
Sefru:t-:
17. Engaged in, or attempted to engage in hazing. For the purposes of this subdivision,
"hazing" means a method of pre- initiation or pre initiation into a pupil organization or
body, whether or not the organization or body is officially recognized by an educational
sanctioned events.
18. Made terrorist threats against school officials and/or school property. For purposes of
injury to another person, or property damage in excess of one thousand dollars ($1 ,000),
intent of actually carrying it out, which, on its face and under the circumstances in which
family.
80

extent of having the actual and reasonably expected effect of materially disrupting class
wefkclasswork, creating substantial disorder and invading student rights by creating an
23. A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or
attem ted infliction of h sical in'u to another erson ma be sub·ect to sus ension
but not ex ulsion exce t that a 12upil who has been adjudged by a juvenile court to have
committed as an aider and abettor a crime of h sical violence in which the victim
suffered great bodily inju or serious bodil in·ur shall be sub·ect to disci line pursuant
to subdivision (1).
Non- Discretionar Sus ension Offenses: Students must be sus12ended and recommended for
expulsion for any of the following acts when it is determined the puJ2.il
a Possessed sold or otherwise furnished any firearm, knife, exQlosive, or other dangerous
ob ·ect unless in the case of ossession of an ob ·ect of this t e the students had
obtained written permission to ossess the item from a certificated school empj_Qyee, with
Suspension Procedure
Suspensions shall be initiated accordin to the followin rocedures:
81
1. Conference
Suspension shall be preceded, if possible, by a conference conducted by the Principal or
the Principal's designee with the student and his or her parent and, whenever practical, the
teacher, supervisor or school employee who referred the student to the Principal. The
conference may be omitted if the Principal or designee determines that an emer™
situation exists. An "emergency situation" involves a clear and present danger to the
lives, safety or health of students or school personnel. If a student is suspended without
this conference, both the parent/guardian and student shall be notified of the student's
ri ht to return to school for the 12!!illOSe of a conference. At the conference the 12upil shall
be informed of the reason for the disciplinary action and the evidence against him or her
and shall be given the opportunity to present his or her version and evidence in his or her
defense. This conference shall be held within two school da s unless the pu12il waives
this right or is Phvsically unable to attend for any reason including, but not limited to,
incarceration or hospitalization. No penalties may be imposed on a pupil for failure of the
pupil's parent or guardian to attend a conference with school officials. Reinstatement of
the suspended pupil shall not be contingent upon attendance by the pu12il 's parent or
guardian at the conference.
At the time of sus12ension, the Principal or designee shall make a reasonable effo1t to
contact the parent/guardian by telephone or in person. Whenever a student is suspended,
the parent/guardian shall be notified in writing of the suspension and the date of return
following suspension. This notice shall state the specific offense committed by the
student. In addition the notice ma also state the date and time when the student ma
return to school. If school officials wish to ask the 12arent/guardian to confer regarding
matters ertinent to the suspension, the notice max reguest that the parent/guardian
respond to such reguests without delay_,_

Sus12ensions, when not including a recommendation for ex12ulsion, shall not exceed five
(5) consecutive school days per suspension.
Upon a recommendation of Expulsion by the Principal or Principal ' s designee, the P!!Pil and the
P.!!Pil' s guardian or re12resentative will be invited to a conference to determine if the sus ens ion
for the 12upil should be extended pending an expulsion hearin . This determination wi ll be made
by the Principal or designee upon either of the following determinations: 1) the P!!Pil's presence
will be disru tive to the education 2rocess; or 2) the puciLPoses a threat or danger to others .
.!1.Qon either determination the upil's suspension will be extended pending the results of an
expulsion hearing.
82
Expellable Offenses
Discretionary Expellable Offenses: Students may be expelled or any of the followin acts when it
is determined the pupil:
a) Caused, attempted to cause, or threatened to cause physical injury to another person .
b) Willfull used force of violence upon the person of another, except self-defense.
c) Unlawfully possessed, used, sold or otherwise furnished , or was under the influence of
bevera~ or intoxicant of an kind.

Health and Safe Code 11053-1105 8 alcoholic beverage or intoxicant of any kind, and
Q Caused or attempted to cause damage to school Rroperty or private property.

prescription 12roducts bll.Q!!Qil.
Committed an obscene act or en a
i) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug

para hemalia as defined in Health and Safe Code 11014.5.
k) Disru12ted school activities or otherwise willfull defied the valid authority of

engaged in the performance of their duties .
D Knowing!):' received stolen school property or private pro12erty.
83
in physical properties to an existing firearm as to lead a reasonable erson to conclude
that the re12lica is a firearm.
n) Committed or attempted to commit a sexual assault as defined in Penal code 261 26~
286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code 243.4.
Q). Harassed, threatened, or intimidated a student who is a complaining witness or witness in

witness and/or retaliating against that student for being a witness .
p) Unlawfully offered, arranged to sill negotiated to sell, or sold the prescription drug
Soma.
g). Engaged in, or attempted to engage in hazing. For the purposes of this subdivision,
"hazing" means a method of initiation or pre-initiation into a pupil organization or bod
disgrace resulting in Qhysical or mental harm to a fonner, current, or prospective puQi1
For pur oses of this section "hazin "does not include athletic events or school-
sanctioned events.
r) Made terrorist threats against school officials and/or school property. For purposes of
this section "terroristic threat" shall include an statement whether written or oral b a
mjury to another 12erson, or Qroperty damage in excess of one thousand dollars ($1,000),
with the specific intent that the statement is to be taken as a threat even if there is no
intent of actually carryin it out which on its face and under the circumstances in which
it is made is so uneguivocal unconditional immediate and specific as to convey to the
12ro12erty, or the ersonal ro12erty of the person threatened or his or her immediate
family .
~ Committed sexual harassment as defined in Education Code Section 212.5. For the
pu oses of this section the conduct described in Section 212.5 must be considered b ~
reasonable person of the same ender as the victim to be sufficient! severe or gervasive
84
intimidating, hostile, or offensive educational environment. This section shall apl2.1Y.JQ
gupils in any of grades 4 to 12 inclusive.
t Caused attem ted to cause threaten to cause or artici ated in an act of hate violence as
defined in subdivision e of Section 233 of the Education Code. This section shall a
!!) Intentionally harassed threatened or intimidated a student or

extent of having the actual and reasonably exgected effect of materially disrul2!i!!g
classwork creatin substantial disorder and invadin student rights by creating an
v) Engaged in an act of bullying, including, but not limited to, bullying committed by means
of an electronic act, as defined in subdivisions ill and (g) of Section 32261 of the
Education Code, directed SRecifically toward a 12upil or school personnel.
ajw) A pupil who aids or abets, as defined in Section 31 of the Penal Code ,Section 31
of the Penal Code, the infliction or attempted infliction of physical injury to another
person may be subject to suspension, but not expulsion, except that a pupil who has been
adjudged by a juvenile court to have committed, as an aider and abettor, a crime of
physical violence in which the victim suffered great bodily injury or serious bodily injury
shall be subject to discipline pursuant to subdivision (1).
Non -Discretionary Expellable Offenses: Students must be expelled for any of the following acts
when it is determined pursuant to the procedures below that the pupil:
a) Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous
the Principal or designee ' s concurrence.
If it is determined by the Governing Board that a student has brought a fire armfirearm or
destructive device, as defined in Section 921 of Title 18 of the United States Code, e&-teonto
campus or to have possessed a firearm or dangerous device on campus, the student shall be
expelled for one year, pursuant to the Federal Gun Free Schools Act of 1994.
The term "firearm" means (A) any weapon (including a starter gun) which will or is designed to
or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or
85
receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive
device. Such term does not include an antique firearm .
The term "destructive device" means (A) any explosive, incendiary, or poison gas, including but
not limited to: (i) bomb, (ii) grenade, (iii) rocket having a propellant charge of more than four
ounces, (iv) missile having an explosive or incendiary charge of more than one-quarter ounce, (v)
mine, or (vi) device similar to any of the devices described in the preceding clauses.
Authority to Expel
A student may be expelled either by the Board following a hearing before it or by the Board upon
the recommendation of an Administrative Panel to be assigned by the Board as needed. The
Administrative Panel should consist of at least three members who are certificated and neither a
teacher of the pupil or a Board member of the EFC's governing board. The Administrative Panel
may recommend expulsion of any student found to have committed an expellable offense.
Expulsion Procedures
Students recommended for expulsion are entitled to a hearing to determine whether the student
should be expelled. Unless postponed for good cause, the hearing shall be held within thirty (30)
school days after the Principal or designee determines that the Pupil has committed an expellable
offense.
In the event an administrative panel hears the case, it will make a recommendation to the Board
for a final decision whether to expel. The hearing shall be held in closed session unless the pupil
makes a written request for a public hearing three (3) days prior to the hearing.
Written notice of the hearing shall be forwarded to the student and the student's parent/guardian
at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be
deemed served upon the pupil. The notice shall include:
1. The date and place of the expulsion hearing;

2. A statement of the specific facts , charges and offenses upon which the proposed
expulsion is based;
3. A copy of the School's disciplinary rules which relate to the a11eged violation;
4. Notification of the student's or parent/guardian's obligation to provide information about
the student's status at the school to any other school district or school to which the student
seeks enrollment;
5. The opportunity for the student or the student's parent/guardian to appear in person or to
employ and be represented by counsel or a non-attorney advisor;
6. The right to inspect and obtain copies of all documents to be used at the hearing;
7. The opportunity to confront and question all witnesses who testify at the hearing;
86
8. The opportunity to question all evidence presented and to present oral and documentary
evidence on the student's behalf including witnesses.
Special Procedures for Expulsion Hearings Involving Sexual Assault or Battery Offenses
The School may, upon a finding of good cause, determine that the disclosure of either the
identity of the witness or the testimony of that witness at the hearing, or both, would subject the
witness to an unreasonable risk of psychological or physical harm. Upon this determination, the
testimony of the witness may be presented at the hearing in the form of sworn declarations.,_
which shall be examined only by the School, Panel Chair or the hearing officer in the
expulsion. Copies of these sworn declarations, edited to delete the name and identity of the
witness, shall be made available to the pupil.
1. The complaining witness in any sexual assault or battery case must be provided
with a copy of the applicable disciplinary rules and advised of his/her right to (a) receive
five days notice of his/her scheduled testimony, (b) have up to two (2) adult support
persons of his/her choosing present in the hearing at the time he/she testifies, which may
include a parent, guardian, or legal counsel, and (c) elect to have the hearing closed while
testifying.
2. 2. The School must also provide the victim a room separate from the hearing room
for the complaining witness' use prior to and during breaks in testimony.
3. 3. At the discretion of the person or panel conducting the hearing, the complaining
witness shall be allowed periods of relief from examination and cross-examination during
which he or she may leave the hearing room.
4. 4. The person conducting the expulsion hearing may also arrange the seating within
the hearing room to facilitate a less intimidating environment for the complaining
witness.
5. 5. The person conducting the expulsion hearing may also limit time for taking the
testimony of the complaining witness to the hours he/she is normally in school, if there is
no good cause to take the testimony during other hours .
6. 6. Prior to a complaining witness testifying, the support persons must be admonished

that the hearing is confidential. Nothing in the law precludes the person presiding over
the hearing from removing a support person whom the presiding person finds is
disrupting the hearing. The person conducting the hearing may permit any one of the
support persons for the complaining witness to accompany him or her to the witness
stand.
87
7. 7. If one or both of the support persons is also a witness, the School must present
evidence that the witness' presence is both desired by the witness and will be helpful to
the School. The person presiding over the hearing shall permit the witness to stay unless
it is established that there is a substantial risk that the testimony of the complaining
witness would be influenced by the support person, in which case the presiding official
shall admonish the support person or persons not to prompt, sway, or influence the
witness in any way. Nothing shall preclude the presiding officer from exercising his or
her discretion to remove a person from the hearing whom he or she believes is prompting,
swaying, or influencing the witness.
8. 8. The testimony of the support person shall be presented before the testimony of the
complaining witness and the complaining witness shall be excluded from the courtroom
during that testimony.
9. 9. Especially for charges involving sexual assault or battery, if the hearing is to be

conducted in the public at the request of the pupil being expelled, the complaining
witness shall have the right to have his/her testimony heard in a closed session when
testifying at a public meeting would threaten serious psychological harm to the
complaining witness and there are no alternative procedures to avoid the threatened
harm. The alternative procedures may include videotaped depositions or
contemporaneous examination in another place communicated to the hearing room by
means of closed-circuit television .
10. 10. Evidence of specific instances of a complaining witness' prior sexual conduct is
presumed inadmissible and shall not be heard absent a determination by the person
conducting the hearing that extraordinary circumstances exist requiring the evidence be
heard. Before such a determination regarding extraordinary circumstance can be made,
the witness shall be provided notice and an opportunity to present opposition to the
introduction of the evidence. In the hearing on the admissibility of the evidence, the
complaining witness shall be entitled to be represented by a parent, legal counsel, or other
support person. Reputation or opinion evidence regarding the sexual behavior of the
complaining witness is not admissible for any purpose.
Students With Disabilities
A pupil identified as an individual with disabilities or for whom the School has a basis of
Improvement Act ("IDEIA") or who is qualified for services under Section 504 of the
Rehabilitation Act of 1973 ("Section 504") is subject to the same grounds for disciplinary action,
including suspension and expulsion, and is accorded the same due process procedures applicable
to regular education pupils except when federal and state law mandates additional or different
88
procedures. the School will follow the IDEIA, Section 504, and all applicable federal and state
laws when imposing any form of discipline on a pupil identified as an individual with disabilities
or for whom the School has a basis of knowledge of a suspected disability or who is otherwise
qualified for such services or protections in according due process to such pupils. The following
procedures shall be followed when a student with a disability is considered for suspension or
expulsion. These procedures will be updated if there is a change in the law.
1. Notification of District
The School shall immediately notify the District and coordinate the procedures in this policy
with the District the discipline of any student with a disability or student who the School or
District would be deemed to have knowledge that the student had a disability.
2. Services During Suspension

Students suspended for more than ten ( 10) school days in a school year shall continue to receive
services so as to enable the student to continue to participate in the general education curriculum,
although in another setting, and to progress toward meeting the goals set out in the child's IEP;
and receive, as appropriate, a functional behavioral assessment or functional analysis, and
behavioral intervention services and modifications, that are designed to address the behavior
violation so that it does not recur. These services may be provided in an interim alterative
educational setting.
3. Procedural Safe uards/Manifestation Determination

Within ten ( 10) school days of a recommendation for expulsion or any decision to change the
placement of a child with a disability because of a violation of a code of student conduct, the
School, the parent, and relevant members of the IEP Team shall review all relevant information
in the student's file, including the child's IEP, any teacher observations, and any relevant
information provided by the parents to determine:
A. If the conduct in question was caused by, or had a direct and substantial relationship to,
the child's disability-;-BF.,_
B. If the conduct in question was the direct result of the local educational agency's failure to
implement the IEP.
If the School, the parent, and relevant members of the IEP Team determine that either of the
above is applicable for the child, the conduct shall be determined to be a manifestation of the
child's disability.
If the School, the parent, and relevant members of the IEP Team make the determination that the
conduct was a manifestation of the child's disability, the IEP Team shall:
1. Conduct a functional behavioral assessment or a functional analysis assessment, and

implement a behavioral intervention plan for such child, provided that the School had not
conducted such assessment prior to such determination before the behavior that resulted in a
change in placement-;-
89
2. If a behavioral intervention plan has been developed, review the behavioral intervention plan
if the child already has such a behavioral intervention plan, and modify it, as necessary, to
address the behavior-;-a,RG
3. Return the child to the placement from which the child was removed, unless the parent and
the School agree to a change of placement as part of the modification of the behavioral
intervention plan.
If the School, the parent, and relevant members of the IEP team determine that the behavior was
not a manifestation of the student's disability and that the conduct in question was not a result of
the failure to implement the IEP, then the School may apply the relevant disciplinary procedures
to children with disabilities in the same manner and for the same duration as the procedures
would be applied to students without disabilities.
4. Due Process Appeals

The parent of a child with a disability who disagrees with any decision regarding placement, or
the manifestation determination, or the School believes that maintaining the current placement of
the child is substantially likely to result in injury to the child or to others, may request an
expedited administrative hearing through the Special Education Unit of the Office of
Administrative Hearings.
When an appeal relating to the placement of the student or the manifestation determination has
been requested by either the parent or the School, the student shall remain in the interim
alternative educational setting pending the decision of the hearing officer or until the expiration
of the forty-five (45) day time period provided for in an interim alternative educational setting,
whichever occurs first, unless the parent and the School agree otherwise.
5. Special Circumstances
L WL personnel may consider any unique circumstances on a case-by-case basis when
determining whether to order a change in placement for a child with a disability who violates a
code of student conduct.
The Principal or designee may remove a student to an interim alternative educational setting for
not more than forty-five (45) days without regard to whether the behavior is determined to be a
manifestation of the student's disability in cases where a student:
1. Carries or possesses a weapon, as defined in 18 USC 930, to or at school, on

school premises, or to or at a school function;
2. 2. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a
controlled substance, while at school, on school premises, or at a school function; or
3. 3. Has inflicted serious bodily injury, as defined by 20 USC 1415(k)(7)(D), upon a
person while at school, on school premises, or at a school function.
6. Interim Alternative Educational Settin
90
The student's interim alternative educational setting shall be determined by the student's IEP
team.
7.
A student who has not been identified as an individual with disabilities pursuant to IDEIA and
who has violated the district's disciplinary procedures may assert the procedural safeguards
granted under this administrative regulation only if the School had knowledge that the student
was disabled before the behavior occurred.
The School shall be deemed to have knowledge that the student had a disability if one of the
following conditions exists:
1. The parent/guardian has expressed concern in writing, or orally if the

parent/guardian does not know how to write or has a disability that prevents a written
statement, to The School's supervisory or administrative personnel, or to one of the
child's teachers, that the student is in need of special education or related services.
2. 2. The parent has requested an evaluation of the child.
3. 3. The child's teacher, or other School personnel, has expressed specific concerns
about a pattern of behavior demonstrated by the child, directly to the director of special
education or to other School supervisory personnel.
If the School knew or should have known the student had a disability under any of the three (3)
circumstances described above, the student may assert any of the protections available to IDEIA-
eligible children with disabilities, including the right to stay-put. If the School had no basis for
knowledge of the student's disability, it shall proceed with the proposed discipline. The School
shall conduct an expedited evaluation if requested by the parents; however the student shall
remain in the education placement determined by the School pending the results of the
evaluation.
The School shall not be deemed to have knowledge of that the student had a disability if the
parent has not allowed an evaluation, refused services, or if the student has been evaluated and
detennined to not be eligible.
Record of Hearing
A record of the hearing shall be made and may be maintained by any means, including electronic
recording, as long as a reasonably accurate and complete written transcription of the proceedings
can be made.
Presentation of Evidence
While technical rules of evidence do not apply to expulsion hearings, evidence may be admitted
and used as proof only if it is the kind of evidence on which reasonable persons can rely in the
conduct of serious affairs. A recommendation by the Administrative Panel to expel must be
supported by substantial evidence that the student committed an expellable offense.
91
Findings of fact shall be based solely on the evidence at the hearing. While hearsay evidence is
admissible, no decision to expel shall be based solely on hearsay. Sworn declarations may be
admitted as testimony from witnesses of whom the Board, Panel or designee determines that
disclosure of their identity or testimony at the hearing may subject them to an unreasonable risk
of physical or psychological harm .
If, due to a written request by the expelled pupil, the hearing is held at a public meeting, and the
charge is committing or attempting to commit a sexual assault or committing a sexual battery as
defined in Education Code Section 48900, a complaining witness shall have the right to have his
or her testimony heard in a session closed to the public.
The decision of the Administrative Panel shall be in the form of written findings of fact and a
written recommendation to the Board who will make a final determination regarding the
expulsion. The final decision by the Board shall be made within ten ( l 0) school days following
the conclusion of the hearing. The Decision of the Board is final.
If the expulsion: hearing panel decides not to recommend expulsion, the pupil shall immediately
be returned to his/her educational program.
Written Notice to Expel

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

2. Notice of the student's or parent/guardian's obligation to inform any new district in which
the student seeks to enroll of the student's status with the School.
The Principal or designee shall send a copy of the written notice of the decision to expel to the
County.District. This notice shall include the following:
This notice shall include the follovving:
a) The student's name

b) The specific expellable offense committed by the student
The Board's decision to expel shall be final.
Disciplinary Records
The School shall maintain records of all student suspensions and expulsions at the School. Such
records shall be made available to the CountyDistrict upon request.
Expelled Pupils/Alternative Education

Pupils who are expelled shall be responsible for seeking alternative education programs
including, but not limited to, programs within the County District or their school district of
residence.
92
Rehabilitation Plans
Students who are expelled from the School shall be given a rehabilitation plan upon expulsion as
developed by the Board at the time of the expulsion order, which may include, but is not limited
to, periodic review as well as assessment at the time of review for readmission. The
rehabilitation plan should include a date not later than one year from the date of expulsion when
the pupil may reapply to the School for readmission.
Readmission
The decision to readmit a pupil or to admit a previously expelled pupil from another school
district or charter school shall be in the sole discretion of the Board following a meeting with the
Principal and the pupil and guardian or representative to determine whether the pupil has
successfully completed the rehabilitation plan and to determine whether the pupil poses a threat
to others or will be disruptive to the school environment. The Principal Home Office team shall
make a recommendation to the Board following the meeting regarding his or her determination.
The pupil's readmission is also contingent upon the School's capacity at the time the student
seeks readmission.
Element
93
ELEMENT 11: Retirement PregramsRETIREMENT PROGRAMS
Governing Law: The manner by which staff members of the charter schools will be covered by
the State Teachers' Retirement System, the Public Employees' Retirement System, or the
f ederal social security. - California Education Code Section 4 7605(b)(5)(K)
Work Basis
Employee hours per week will be based upon individual employee work agreements. The
standard work week for all staff is 40 hours per week.
Compensation
EFC provides total compensation to individual employees that is competitive with other private
and public schools for comparably qualified and experienced employees, i.e. , bWbLearning
Without Limits offers compensation that assures the successful recruitment of employees that
enable the school to fulfill its mission and goals. Specific salaries and stipends are identified
within the individual work agreements. Currently, teaching salary averages are as follows:
ISalary 2008 09 1 Salary 2009 IO
1~iaH $43,707 $44,696

$51,519
$79,555
See Appendix JB37.for the EFC Teacher Salary Schedule

See Appendix K for the EFG Benefits
See Appendix L for EFG Salary Benefits Description
Benefits
Mandatory benefits such as workers compensation, unemployment insurance, Medicare and

social security (for non-STRS or non-PERS employees) are provided by EFC, as well as life,
health, dental, vision, and related benefits as part of the total compensation package for each
employee determined as part of the individual work agreement.
See Appendix B38 or EFC Benefits Guide
Retirement
EFC will make any contribution that is legally required of the em12Joyer including STRS,
PERS, and federal social security.
Eligible certificated employees participate in State Teachers Retirement System (STRS), in

which the employer and the employee each contribute the statutory amount. Eligible classified
94
employees participate in Public Employee Retirement System (PERS), in which the employer
and the employee each contribute the statutory amount. All employees, with the exception of
STRS participants, participate in the Federal Social Security Program. EFC also currently
provides an option to participate in a 403b retirement plan with no employer match. If the IRS
decides in the future that Public Charter Schools are not eli ible to articipate in STRS or
PERS EFC plans to provide an employer match via a 403b retirement plan or 457 retirement
plan or both, that would be competitive in the market place. Also note that certificated
em lo ees would articipate in the Federal Social security program if they are ruled ineligible
for STRS by the IRS . Currently, EFC eligible employees participate in PERS and STRS.
Element 12: Publie 8ehool Attendanee Alternatives
95
ELEMENT 12: PUBLIC SCHOOL ATTENDANCE ALTERNATIVES
Governin Law: 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)
As a conversion charter school, hWt:Learning Without Limits shall keep its attendance area
boundary. However, students of Oakland Unified School District (OUSD) are free to attend other
OUSD schools with available spaces rather than LWL under its choice policy. Alternatively,
students may wish to seek inter- or intradistrict attendance alternatives in accordance with OUSD
policy. Parents/guardians will be informed that no student shall be granted an automatic right to
enrollment in any school or program of OUSD on the basis of that student's enrollment or
application to L WL.
Elemen~ils who choose not to attend LWL ma choose to attend other ublic schools in their
district of residence or 12ursue inter-district trans ers in accordance with existino enrollment and
trans er olicies o the District. Parents or uardians o each upil enrolled in LWL shall be
in armed that the u il has no right to admission in a 12.articular school of..f!m!.. local educational
agency (LEA) (or pro ram o an LEA as a conse uence o enrollment in the charter school
exce t to the extent that such a ri ht is extended b the LEA.
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ELEMENT 13: Employee RightsEMPLOYEE RIGHTS
Governing Law: A description of the rights of any employee of the school district upon leaving
the employment of the school district to work in a charter school, and of any rights of return to
the school district after employment at a charter school. -California Education Code Section
47605(b)(5)(M)
Job applicants for positions at EFG schools are considered through an open and fair process, and
those persons hired enter into a work agreement ·.vith EFG. Any OUSD union employee who is
offered employment and chooses to v1ork for EFG is not covered by his or her respective
collective bargaining agreement unless a side letter is specifically negotiated, although
comparable protections and benefits may be extended in the individual ·work agreements.
Former District employees mast consult 1vvith the District to determine their eligibility for leave.
/\11 provisions pertaining to leave and return rights for OUSD employees must be negotiated 1vvith
OUSD. Education for Change and LWL recognize that they may not confer any return rights
upon any former employee of the District.
ElementEducation for Change shall be deemed the exclusive public school employer of
Leaming Without Limits teachers, staff and other employees of L WL for purposes of the
Educational Em12lo ment Relations Act. EFC reco nizes the em12loyees' rights under the
EERA provisions to organize for collective bargaining. No em12loyee shall be required to work
at L WL or EFC.
speci teal! aranted b the District throiwh a leave o absence or other aareement or olic o
the District as ali ned with the collective bar ainin a reements o the District. Leave and
return rights for District union-represented employees and former emplo ees who acce t
em lo ment with EFC will be administered in accordance with a licable collective
bargaining agreements and anv applicable iudicial rulings.
97
ELEMENT 14 : Dispute Resolution ProeeduresDISPUTE RESOLUTION PROCEDURES
Governing Law: 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)
Internal Disputes
Education for Change has establishedEFC will establish complaint procedures that address
both complaints alleging discrimination or violations of law and complaints regarding other
areas. LWL and Education for Change will not, at any time, refer complaints to the District. If the
District receives any complaints about LWL , the District will refer any complaints or reports to
the Board or administrative staff of Education for Change for resolution. OUSD staff will instruct
any LWL stakeholder who attempts to lodge a complaint with OUSD to stop their explanation of
the situation and inform them that all complaints must be directed directly to EFG or LVVL
fIBFSBnnel. OUSD agrees not to intervene or become involved in any internal dispute unless the
Board of EFG has requested OUSD to intervene in the dispute. EFC will not, at any time, refer
com72.laints to the District.
The complaint procedures will include the clear information with respect to the response
time line of the school, whether the school's response will be in writing, the party identified to
respond to complaints, the party identified and charged with making_final decisions regarding
complaints, and whether the final decision will be issued in writing. The procedures will also
identify an ombudspersonfor situations in which the school leader is the subject of the
complaint. The complaint procedures arewill be clearly articulated in the school's student and
family handbook aooor distributed widely.
Education for ChangeEFC will designate at least one employee to coordinate its efforts to
comply with and carry out its responsibilities under Title IX of the Education Amendments of
1972 (Title IX) and Section 504 of the Rehabilitation Act of 1973 (Section 504) including any
investigation of any complaint filed with Education for ChangeEFC alleging its noncompliance
with these laws or alleging any actions which would be prohibited by these laws. hWhEFC will
notify all its students and employees of the name, office address, and telephone number of the
designated employee or employees.
Education for ChangeEFC will adopt and publish grievance procedures providing.for prompt
and equitable resolution of student and employee complaints alleging any action, which would
be prohibited by Title IX, or Section 504.
EFC will implements eci LC and continuina steps to notify a1212.licants for admission and
employment. students and arents o ·elementa, and seconda, school students em lovees
sources of referral ofa12J2.licants for admission and employment, and all unions or {2_ro{essional
organizations holding collective bargaining or professional agreements with the recipient, that it
does not discriminate on the basis o[sex or mental or physical disabilitv in the educational
program or activity which it operates. and that it is required by Title IX and Section 504 not to
discriminate in such a manner.
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EFC is deemed the exclusive public school employer of all employees o{LWL for collective
bargaining purposes. As such, EFC shall comply with all provisions of the Educational
Em lo ment Relations Act "EERA" and shall act inde endentl i om OUSD or collective
0
bargaining purposes. In accordance with the EERA. employees may join and be represented by
an organization of their choice for collective bargaining purposes.
Disputes with the District
The staff and fik.G.Governing Board members ofLWL and EFC agree to attempt to resolve all
disputes between the District and LWL regarding this charter pursuant to the terms of this
section. Both will refrain from public commentary regarding any disputes until the matter has
progressed through the dispute resolution process.
Any controversy or claim arising out of or relating to the charter agreement between the District
and L WL, except any controversy or claim that in any way related to revocation of this charter,
shall be handled first through an informal process in accordance with the procedures set forth
below..,
(1) Any controversy or claim arising out of or relating to the charter agreement, except any
controversy or claim that in any way related to revocation of this charter, must be put in writing
("Written Notification") by the party asserting the existence of such dispute. I the substance o a
dispute is a matter that could result in the taking o('appropriate action, including, but not limited
to revocation o the charter in accordance with Education Code section 47607 c the matter
will be addressed at the District's discretion in accordance with that provision o[law and any
regulations pertaining thereto. The Written Notification must identify the nature of the dispute
and all supporting.facts known to the party giving the Written Notification. The Written
Not[fication may be tendered by personal delivery, by.facsimile, or by cert[fied mail. The
Written Notification shall be deemed received (a) ifpersonally delivered, upon date of delivery
to the address of the person to receive such notice if delivered by 5:00 PM or otherwise on the
business day following personal delive,y,· (b) if by facsimile, upon electronic confirmation of
receipt,· or (c) if by mail, two (2) business days after deposit in the US. Mail. All written notices
shall be addressed as follows:
To Charter School:
--____,L,_,\. .,AJ+-LEFC , c/o CEO:
% Education for Change
303 Hegenberger Road Suite 301
- - -3265 Logan Street
Oakland, CA 94~ Q1
510 904 6300
To Coordinator, Office of Charter Schools:

99
- - -1000 Broadway, 6th Floor, Suite 639
Oakland Unified School District CA 94607
1025 Second Avenue, Room 206
Oakland, California 94606
(2) A written response ("Written Response") shall be tendered to the party providing the Written
Notification within twenty (20) business days fi·om the date of receipt of the Written Not(fication.
The Written Response shall state the responding party's position on all issues stated in the
Written Notification and set forth all facts #la-twhich the responding party believes support§. its
position. The Written Response may be tendered by personal delivery, by.facsimile, or by
certified mail. The Written Response shall be deemed received (a) ifpersonally delivered, upon
date of delivery to the address of the person to receive such notice if delivered by
5:00p.m., OOpm, or otherwise on the business day following personal delivery; (b) ifby facsimile,
upon electronic confirmation of receipt; or (c) if by mail, two (2) business days after deposit in
the U.S. Mail. The parties agree to schedule a conference to discuss the claim or controversy
("Issue Conference"). The Issue Conference shall take place within fifteen (15) business days
from the date the Written Response is received by the other party.
(3) If the controversy, claim, or dispute is not resolved by mutual agreement at the Issue
Conference, then either party may request that the matter be resolved by mediation. Each party
shall bear its own costs and expenses associated with the mediation. The mediator's.fees and the
administrative fees of the mediation shall be shared equally among the parties. Mediation
proceedings shall commence within 60 days.from the date of the Issue Conference. The parties
shall mutually agree upon the selection of a mediator to resolve the controversy or claim at
dispute. If no agreement on a mediator is reached within 30 days after a request to mediate, the
parties will use the processes and procedures of the American Arbitration Association ( "AAA")
to have an arbitrator appointed.
(4) If the mediation is not successful, the parties agree that each party has exhausted its
administrative remedies and shall have any such recourse available by law:.
Element 15: Labor Relations and Colleetive Bargaining
Governing law: A declaration whether or not the charter school shall be deemed the exclusive
public school employer of the clrnrtcr school.for the purposes of the Educational Employment
Relations Act (Chapter 10. 7 {commencing with Section 35 40} o,f division 4 of Title l of the
Governme,"'lt Code). California Edurntion Code Section 47605(h)(5)(0)
EFG shall be deemed the exclusive public school employer of LWL for the purposes of the
Education Employment Relations Act (EER.i\) as specified in Chapter 10.7 (commencing with
section 3540) of Division 4 of Title I of the California State Education Code [47611.S(b)] and
shall adhere to EERA and any other applicable laws.
100
ln accordance \vith this code, EFG employees have the right to join organizations of their choice,
to be represented by such organizations in their professional and employment relations \Vith
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.
Should EFG employees choose to join an organization of their choice or fon11 an organization of
their choice and choose to be represented by such an organization, EFG \Vil! negotiate a complete
independent agreement with the professional associations representing employees. 1f at any time
union representation for EFG changes, EFG 1.vill act accordingly in compliance \Vith EERA.
Current staff members are considered employees of EFG. If certificated staff members organize,
their rights shall be enumerated in the appropriate collective bargaining agreement and MOU's
•.vith their independent collective bargaining unit. The rights of other employees are addressed in
the EFG staff handbook.
Element 16: SehooI Closure Protoeol
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ELEMENT 15: SCHOOL CLOSURE PROTOCOL
Govern in Law: A description of the procedures to be used if the charter school closes. The
procedures shall ensure a final audit o{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 ofl2J,!J2il records
- California Education Code Section 47605(b)(5)(p)
Closure of REVOCATION OF THE CHARTER
The District may revoke the School will be documented Charter ifLWL commits a breach of any_
provision set forth in a policy related to charter schools adopted by official action of the District
Board of Directors. The action will identifyEducation and/or any provisions set forth in the
reason for closure. Charter Schools Act o 1992. The official action will also identify an entity
artGDistrict ma revoke the charter o L WL i the District mds throu h a showin o
substantial evidence that LWL did an o ·the ollowin :
• LWL committed a material violation o ·anv o ·the conditions standards or procedures
set orth in the Charter.
• LWL failed to meet or pursue an y of the pupil outcomes identified in the Charter.
• LWL failed to meet genera!lv accep_ted accountin rinci les or en aged in fiscal
mismanagement.
• LWL violated anyJ2_rovision o ·1aw.
Prior to revocation and in accordance with Education Code section 47607 d and state
regulations, the OUSD Board of Education will notify LWL in writing o(the sp_eciflc violation,
and give LWL a reasonable op12..ortuni to cure the violation unless the OUSD Board o ·
Education determines, in writing, that the violation constitutes a severe and imminent threat to
the health or safety of the pu,zils. Revocation roceedin s are not sub ·ect to the dis ute
resolution clause set orth in this Charter.
Pursuant to AB 97, charter schools may be identified for assistance based on state evaluation
rubrics and be sub ·ect to revocation pursuant to Education Code section 47607.3.
CLOSURE ACTION
The decision to close LWL overnin board ofEFC or by the OUSD Board of
Education, must be documented in a "Closure Action". A Closure Action shall be deemed to
have been automatically taken when any of the following occur: the Charter is revoked (subiect
to the 12.rovisions of Education Code section 47607(i)) or non-renewed by the OUSD Board of
Education- the overnin board o LWL votes to close LWL· or the Charter la ses.
CLOSURE PROCEDURES
102
The procedures for charter school closure set forth below are guided by Education Code
sections 47604.32 47605 and 47607 as well as Cali ornia Code o(Regulations, title 5, sections
11962 and 11962.1, and are based on "Charter School Closure Requirements and
Recommendations (Revised 08/2009)" posted on the California Department o{Education
website. All re erences to "Charter School'' a l to LWL includin its non ro tt car oration
~nation of Responsible Person(s) and Funding of Closure
Prior to or at the time o ·the taking_Q a Closure Action b either the overnin
the OUSD Board o{Education, the governing board o(EFC shall designate a person or persons
responsible.for conducting and overseeing all closure-related 2.rocedures and activities-; and
allocate sufhcient undin or or otherwise determine how LWL will und these activities.
U on the takin o a Closure Action LWL shall send written notice o 'its closure to:
1. The OUSD OCS. LWL shall provide the OCS with written notice of the person(s)
desi nated to be res onsible or conductin and overseeina all closure activities and the
undin or such activities. 1 the Closure Action is an act o LWL LWL shall rovide the
OCS with a copy o(the governing board resolution or minutes that documents its Closure
Action.
2. Parents/guardians o(all students of LWL , the District, the , and all maiority age and
emancipated minor students current! enrolled in LWL within 72 hours o ·the Closure
Action. LWL shall simultaneously provide a copy o(the written parent notification to the
ocs.
L Alameda County Office of Education , the School 's (ACOE). LWL shall send written
notification of the Closure Action to ACOE by registered mail within 72 hours of the
Closure Action. LWL shall simultaneously provide a copy o(this notification to the OCS.
4. The S2.ecial Education Local Plan Area (SELPA,--#te-) in which LWL participates. LWL
shall send written noti tcation o 'the Closure Action to the SELPA in which LWL
2.artici ates b re istered mail within 72 hours o the Closure Action. LWL shall
simultaneously2.rovide a co o this noti tcation to the OCS.
5. The retirement systems in which the School 'sLWL 's employees participate (e.g., State
Teachers '. Within ourteen 14 calendar da so the Closure Action LWL shall noti as
a12plicable, the State Teachers Retirement System , and federal social security), and the
(STRS), Public Employees Retirement System (PERS), the Social Security Administration,
and the Alameda Coun O fice o{Education of the Closure Action, and allow their
respective procedures for dissolvin contracts and re12.ortirw. L WL shall rovide a COl!J!.
o(this notification and correspondence to the OCS.
6. The California Department of Education of the closure as well as the (CDE). LWL shall
send written noti ,cation o the Closure Action to the CDE b re istered mail within 72
hours of the Closure Action. LWL shall 2.rovide a copy of this notification to the OCS.
7. An school district that ma be responsible for rovidin education services to the armer
LWL. LWL shall send written noti 1cation o the Closure Action within 72
103
hours o(the Closure Action. This notice must include a list o(potentially returning
students and their home schools based on student residence. LWL shall rovide a co/2Y_Qf
these notifications, i(anv, to the OCS.
8. All LWL employees and vendors within 72 hours o(the Closure Action. LWL shall
simultaneously grovide a co 1 o the written em12_loyee and vendor notification to the
ocs.
Notification of all the arties above with the exceJ2_tion of em12_loyees and vendors, must include
but is not limited to the ollowin in ormation:
1. The effective date o_f the closure. This notice will also include the o(LWL
2. The name(s) ef-and contact information.for the person(s) to whom reasonable handling
inquiries may be made regarding the closure; the pupils'
3. The students' school districts of residence; and the manner in which
-J.-:.4.How parents/guardians of all students, and all maiority age and emancipated 1ninor
students may obtain copies of f*lf)Hstudent records and transcripts, including specific
information on completed courses and credits that meet graduation requirements .,.
The Board will ensure that theln addition to the four required items above, notification teQj the
parents and students of LWL CDE shall also include:
1. A description o(the circumstances o_f the closure provides information
2. The location of student and personnel records
In addition to assist parentsthe our re uired items above noti ication o parents/guardians of
all students, and all maiority age and emancipated minor students in locating suitable
alternative programs. This shall also include:
1. In ormation on how to enroll or trans er the student to an a p_ropriate school

-J.-:.2.A certified packet of student information that includes closure notice will be provided
promptly following the Board's decision to close the School. a co]2)!_2f the student's
cumulative record which will include arade reports, discipline records, immunization
records com feted coursework credits that meet araduation requirements, a transcript
and state testing results
3. Information on student completion of college entrance re uirements or all hiah school
students affected bv the closure
Notification of employees and vendors shall include:

L_The Board will also develop a efJ.ective date o the closure o LWL
2. The name s and contact in ormation or the erson(s) handling inquiries regarding the
closure
3. The date and manner which shall be no later than 30 davs ram the efective date of the
closure o(LWL, by which LWL shall R.rovide em loyees with written verification of
employment
Within 30 da so "thee Tective date o_fclosure, LWL shall provide all em lo ees with written
verification of employment. LWL shall send copies of such letters to the OCS.
104
Records Retention and Trans&
LWL shall comply with all applicable laws as well as District policies and procedures, as they
may change from time to time, regarding the transfer and maintenance o(LWL records,
includin student records. These re uirements include:
1. LWL shall rovide the District with ori inal student cumulative zles and behavior
records, pursuant to District policy and applicable District handbook(s) regarding cumulative
records or secondm and elementar schools or all students both active and inactive o ·
LWL. Transfer o{the complete and organized original student records to the District, in
accordance with District procedures applicable at the time of closure, shall occur within seven
(7) calendar days of the effective date of closure.
student records to receivino- schools shall be in

or students movin rom one school to another.
3. LWL shall repare and rovide an electronic master list of f*tf*lsall students to the
Charter Schools Division in accordance with the District procedures applicable at the time of
closure. This list shall include the student's identification number, Statewide Student Identifier
(SSID), birthdate rade ull name address home school/school district enrollment date exit
code, exit date, parent/guardian name(s), and phone number(s). If the LWL closure occurs
be ore the end o 'the school ear the list also shall indicate the name o the school to which
each student is transferring, i(known. This electronic master list shall be delivered to the OCS
in the orm o a CD or otherwise in accordance with District rocedures.
4. L WL must or anize the ori inal cumulative iles for delivery to the District in two
cate ories: active students and inactive students. LWL will coordinate with the OCS or the
delivery and/or picku o student records.
itudinal Pu il Achievement
rior to closin .
6. LWL must provide to the OCS a copv o(student attendance records, teacher gradebooks,
LWL a roll and · ersonnel records and Title I records i a licable. Personnel records must
include an and all em lo ee records includin.o- but not limited to records related to
R§![ormance and grievance.
7. LWL shall ensure that all records are boxed and clear!
8. LWL shall provide to the responsible J!..erson(s) designated by the governing board of
LWL to conduct all closure-related activities a list o{students in each grade level and-#te-Ji!.r_
each student, a list of classes they have completed, together with information on and the pupils'
districtsstudent's district of residence, which they 1..vill provide to the.:.
105
Financial Close-Out
After receiving notification of closure, the CDE will notify LWL and the authorizing entity
responsible for closure related activities. o(any liabilities LWL owes the state, which may
include overpayment of apportionments, unpaid revolving /itnd loans or grants, and/or similar
liabilities. The CDE ma ask the Countv O ice of Education to conduct an audit o(the charter
school i(it has reason to believe that the school received state /imding for which it was not
eligible.
As applicable, the School \Vill provide parents, students and the District \Vith copies of all
appropriate student records and will otherwise assist students in transferring to their next school.
All transfers of student records will be made in compliance with the Family Educational Rights
and Privacy Act ("fERPA") 20 U.S.C. § 1232g. The School will ask the District to store original
records of LWL students. All records of the School shall be transferred to the District upon
School closure. If the District \Vil! not or cannot store the records, LWL shall work with the
Alameda County Office of Education to deterrnine a suitable alternative location for storage.
All state assessment results, special education records, and personnel records will be transferred
to and maintained by the entity responsible for closure related activities in accordance 'vvith
applicable law·.
As soon as reasonably practical, LVVL will prepare final financial records . LWL will also have
an independent audit completed LWL shall ensure completion o(an independent final audit
within six months after the closure-:2[ LWL will pay for the final audit. The audit will be
prepared by a qualified Certified Public Accountant selected by LWL and will be provided to
the District promptly upon its completion. The final audit will include anthat includes:
I . An accounting of all financial assets , including. These may include cash and accounts
receivable and an inventory ofproperty, equipment, and other items of material value.,.-aR
accounting of the liabilities, including accounts payable and any reduction in
apportionments as a result of audit findings or other investigations, loans, and unpaid
staff compensation, and an assessment of the disposition of any restricted funds
received by or due to the School.,.
2. An accounting of all liabilities. These may include accounts payable or reduction in
gp...12.ortionments due to loans un aid sta com ensation audit findings or other
investigations.
3. An assessment o the disposition o{any restricted funds received b or due to LWL.
This audit ma serve as LWL 's annual audit.
LWL shall a or the mancial closeout audit o LWL. This audit will complete be conducted
by a neutral, inde12.endent licensed CPA who will em12.loy generallv accepted accounting
12rinci les. An liabili or debt incurred b LWL will be the res onsibili o LWL and file any
not OUSD. LWL understands and acknowled es that LWL will cover the outstandin debts or
liabilities o LWL. An unused monies at the time o the audit will be returned to the
g1212.ropriate fitndino- source. LWL understands and acknowledo-es that on! unrestricted unds
106
will be used to pay creditors. Any unused AB 602 funds or other special education funding will
be returned to the District SELFA or the SELFA in which L WL artid12.ates and other
categorical (imds will be returned to the source offunds.
LWL shall ensure the completion and filing of any annual reports required pursuant to
Education Code section 47604.33 .. These reports include but are not necessaril limited to:
Interim financial reports

Second interim inancial reports
4. Final unaudited reports
These re orts must be submitted to the CDE and the authorizin enti 1 in the orm re uired. J
EFC chooses to submit this in ormation be ore the arms and so tware are available or the
flscal year, alternative forms can be used i(they are a12proved in advance by the CDE. These
reports should be submitted as soon as possible after the Closure Action, but no later than the
required deadline for reporting for the fiscal year.
For ap2.ortionment of categorical pro rams the CDE will count the rior ear avera e dail
attendance (ADA) or enrollment data o{the closed LWL with the data o{the authorizing entitv.
This practice will occur in the first year after the closure of LWL , alland will continue until
CDE data collection rocesses re ect ADA or enrollment ad ·ustments or all a ected LEAs
due to the charter closure.
Dis osition o Liabilities and Assets
rocedures must also ensure a propriate disposal, in accordance with LWL 's governing board
b laws is cal rocedures and an other a12plicable laws and regulations, of any net assets
remaining after all liabilities of the School , includingLWL have been aid or otherwise
addressed. Such dis osal includes but is not limited to all leaseholds ,.,:
1. LWL at its cost and expense shall return to the District an and all 12I!2J2.erty, furniture,
~ment, sup lies and other assets rovided to L WL b or on behal o the District.
The District discloses that the Cali ornia Education Code sets orth the re uirements or
the dis osition o "the District's personal property, intellectual property and all ADA
apportionments and other revenues generated by students attending the School , remain
the sole property of LWL and shall be distributed in accordance with the Articles of
Incorporation upon the dissolution of the non profit public benefit corporation to another
California public educational entity. Any assets acquired from the District or District
property will be promptly returned upon School closure to the District. The distribution
shall include return of any unspentL WL shall bear res onsibili and liabili
dis osition in violation o statutorv re uirements.
2. The return of anv donated materials and pro ertv in accordance with an terms and
conditions set when the donations were acce12.ted.
107
3. The return of any grant fw::le.s.-and restricted categorical.funds to their source in
accordance with sources according to the terms of the grant or state and federal law,-as
appropriate , which may include ,.
-!---:-4. The submission offinal expenditure reports for any entitlement grants and the fi ling of
any required Final Expenditure Reports and Final Performance Reports, as well as the
return of any donated materials and property in accordance •.vith any conditions
established ·.vhen the donation of such materials or property was accepted. appropriate.
On closure, L\VL shall remain solely responsible for all liabilities arising from the operation of
the School.
As[[ LWL is operated by a RBA profit public benefitnon{2_rofit corporation, shouldand if the
corporation dissolve with the closure of the School, the Board will follow the procedures set
forth in the California Corporations Code for the dissolution of a non profit public benefit does
not have anv functions other than operation o(LWL, the corporation and file all necessary
filings with the shall be dissolved accordin to its b laws.
LWL shall retain su]icient sta(l as deemed appropriate state and federal agencies .
LWL .vill utilize its reserve fund to undertake any expenses associated with the closure
1
procedures identified above:-
lmpaet on the Charter Authorizer
Governing Law: The by the EFC governing board of-a-to complete all necessa,y tasks and
12.rocedures re uired to close the school district shall require that the petitioner or
petitionersand trans/ir records in accordance with these closure procedures.
EFC's governing board shall ado12i!!:._plan for wind-u o 'LWL and i ·necessa the
car oration in accordance with the re uirements ofthe Corporations Code.
LWL shall provide information regarding the proposed operation and potential effectsOUSD
within fourteen (14) calendar davs o(the Closure Action with written notice o,f the schoo!any
outstanding payments due to staff and the time frame and method b which LWL will make the
payments.
Prior to final close-out, LWL shall complete all actions required by armlicable law, including,
but not limited to, the following:
A.
B. File a Federal Notice o Discontinuance with the De artment o Treasw Treasurv

Form 63).
C. Make final federal tax Qavrnents (emplovee taxes, etc.)
D . File its mal withholdin tax return Treasw Form 165 .
E. File its mal return with the IRS Form 990 and Schedule .
108
This Element 16 shall survive the revocation ex iration termination cancellation o this
Charter, or any other act or event that would end L WL 's authorization to operate as a charter
school or cause LWL to cease o eration. LWL a rees that due to the nature o the __!_Ql2§r1J!._
and activities that are the subiect o(this Charter, the District and public shall suffer
irreparable harm should LWL breach an obliaation under this Element 16. The District
therefore reserves the right to seek equitable relie(to enforce any right arising under this
Element 16 or an rovision o this Element 16 or to prevent or cure any breach of any
obligation undertaken without in an wa re ·udicin an other leaal remed available to the
District. Such legal relief shall include, without limitation, the seeking of a temporcuy or
permanent iniunction, restraining order, or order for specific performance, and mav be sought
in any appropriate court.
109
FACILITIES
Governin Law: The descri tion o · acilities to be utilizedused by the charter school,t/:te
manner in which administrative serwces of shall s12.ecify where the school are to be provided,
a-nd potential civil liability effects, if any, upon the school and upon the school district. (intends
to locate. -Cali ornia Education Code Section 47605(gf)--,)
Education for Change agrees to permit the districtPursuant to Progosition 39 as a conversion

charter school, Leaming Without Limits intends to occupy the same facility that it occugied prior
to its conversion to charter status at 2035 40th Avenue Oakland CA 94601 and will occupy it
consistent with the requirements and obligations of Proposition 39. Currently, Education for
Chan e maintains a Joint Use A reement with Oakland Unified School District for the LWL
facility at 203 5 40th A venue. The terms of this agreement are from July 1, 2012 through June
30, 2017 with a five year renewal term from July 1, 2017 through June 30, 2022. A letter was
submitted to Oakland Unified School District on Se tember 7 2016 rovidin written notice that
LWL was exercisin its o tions to renew the Agreement for five more years.
See A1212.endix B39 or OUSD-LWL-ASCEND Facilities Use Agreement and Option to Renew
Letter
Since LWL is usin District facilities as o{the date ofthe submittal of this charter petition
renewal petition, or request for material revision. or takes occupancy of District facilities prior
to the a12 roval o this charter etition L WL has executed an a reement rovided b the District
for the use of the District facilities. If at any time after the approval of this charter petition.
renewal petition, or request or material revision LWL will occu v and use any District
acilities L WL shall execute an a reement rovided b the District for the use of the District
facilities prior to occu12anc 1 and commencin use. LWL shall im12.lement and otherwise comply
with the terms o an and all a'2Qlicable acilities use a reements between LWL and the District.
Notwithstanding any provision of anv existing agreement for the use o District acilities no
acrreement or the use o District acilities shall automaticall renew or extend its term with the
renewal of the charter petition unless otherwise stated in the agreement. The circumstances of
LWL 's occu anc o District acilities ma chan e over time such as but not limited to
ro rams and the conditions o ctcilities and the District has a vested interest in
Pro12. 39 Sin le Year Co-Location Use A reement shall be limited to one

ex ire on the date stated in said instrument unless otherwise a reed to b
no automatic renewal.
For an other use a reement the term shall not exceed ive 5 ears or shall be co-terminus
with the charter 12.etition whichever is shorter and may be one (1) school year in duration. at the
QJ2.tion o the District unless the District and Charter School acrree to a Ion er term for the use
ggreement. LWL and the District shall negotiate any modifications o(the a reement with the
goal of such amendment or new agreement being considered bv the OUSD Board o{Education
110
with the renewal of the charter petition. JfLWL and the District cannot execute an agreement in
time or such to be considered b the Board o Education with the renewal o the charter
petition, LWL shall be permitted to remain in occupancv of the District facilities under the terms
and conditions o(the immediately preceding, executed use agreement,· provided, that ifLWL and
the District cannot a ree u on and execute an amendment or new use a reement by said
deadline LWL shall vacate the District acilities on or be ore June 30th o said school ear.
LWL agrees that occupancy and use ofDistrict facilities shall be in compliance with applicable
laws and District olicies or the o eration and maintenance o District acilities and urnishing§_
and equipment. All District facilities (i.e. schools) will remain subiect to those laws applicable to
public schools.
In the event o{an emergenc all District acilities i.e. schools are available or use by the
American Red Cross and public agencies as emergency locations. which mav disrupt or prevent
LWL from. conducting its educational programs. l{LWL will share the use ofDistrict facilities
with other District user groups LWL a rees it will artici ate in and observe all District sa e
policies (e.g. emer enc chain o(information and participation in safetv drills).
The use agreements provided by the District for District facilities shall contain terms and
conditions addressing issues such as. but not limited to, the following:
• Use: LWL will be restricted to usin the District acilities or the o eration o ·a ublic
school providing educational instruction to public school students consistent with the
terms o 'the Charter and incidental related uses. The District shall have the ri ht to
inspect District facilities upon reasonable notice to LWL.
• Furnishings and Equipment: The District shall retain ownership of any furnishings and
gffuigment includin technolo "F&E" that it grovides to LWL for use. LWL, at its
sole cost and expense, shall provide maintenance and other services for the good and
sa e o eration o ·the F &E.
• Leasing; Licensing: Use of the District facilities by any person or entity other than L WL
shall be administered b the District. The arties ma a ree to an alternative
arran ement in the use a reement.
• Pro rams Services and Activities Outside Instructional Program.· Third Party Vendors
{j)_ Any program, service, or activity provided outside the instructional pro ram shall be
sub ·ect to the terms and rovisions o the use a reement and additionall ma re uire a
license, permit, or additional agreement issued b the District. The term "instructional
grooram" is de med er Education Code section 47612 and 5 CCR section 11960 as those
re uired educational activities that enerate undina based on "avera e dail attendance" and
12.artici ate in and do not re uire the a ment o an consideration or ee.

ii Anv ro ram service or activity requiring the payment of any consideration or fee or
provided by a third 12.arty vendor (defined as any person or enti I other than LWL whether paid
111
or volunteer and regardless of whether such may be within the instructional program, shall be
subject to the terms and rovisions o 'the use a reement and such third ar vendor shall be
required to obtain a license, permit, or additional agreement from the District.
Minimum Payments or Charges to be Paid to District Arising From the Facilities:
(i) Pro Rata Share: The District shall collect and LWL shall pav a Pro Rata Share for
acilities costs as rovided in the Charter Schools Act o 1992 and its re ulations. The arties
mav agree to an alternative arrangement regarding facilities costs in the use agreement,· and
the use a reement.
Maintenance & 0 erations Services: In the event the District a rees to allow LWL to
12.erform any of the 012.eration and maintenance services the District shall have the ri ht to
ins ect the District acilities and the costs incurred in such ins ection shall be paid by LWL.
(i) Co-Location: IfLWL is co-locating or sharing the District facilities with another user,
the District shall rovide the o erations and maintenance services or the District acilities and
LWL shall a the Pro Rata Share. The 12._arties ma a ree to an alternative arran ement
regarding performance of the operations and maintenance services and payment for such in the
use agreement.
(ii) Sole Occupant: 1 LWL is a sole occu[l_ant a/District facilities. the District shall allow
LWL at its sole cost and ex ense to rovide some o erations and maintenance services or the
District acilities in accordance with a licable laws and OUSD 's olicies on operations and
maintenance services or acilities and F&E. NOTWITHSTANDING THE FOREGOING the
District shall rovide all services or re ulator ins ections which as the owner o the real
property it is required to submit and de erred maintenance and LWL shall av OUSD [or the
cost and expense ofproviding those services. The p_arties mav aaree to an alternative
~ement regarding performance of the operations and maintenance services and payment
or such services in the use a reement.
12.articipate in OUSD 's I2I2.J2erty insurance or, i{LWL is the sole occupant ofOUSD facilities
obtain and maintain se[l_arate proper insurance or the OUSD acilities. LWL shall not have the
QQtion of obtaining and maintaining separate property insurance for the OUSD (acilitv IF LWL
is co-locating or sharina the OUSD acili with another user.
Non -District-Owned Facilities

Occu anc and Use o 'the Site: Prior to occu ancv or use o ·an school site or acilitv LWL
shall [l_rovide the OCS with a current Certificate of Occupancy or equivalent document issued by
the applicable permittina a enc that allows LWL to use and occu y the site as a charter school.
LWL shall not exceed the operating capaci o the site and shall o erate within an limitations
or requirements provided by the Certificate of Occupancy and any applicable permit. LWL mav
112
not open or operate without providing a copy ofan appropriate Certificate o[Occupancy to the
OCS. JfLWL intends to move or expand to another acili 1 durin the term o this Charter LWL
shall adhere to any and all District policies and procedures regarding charter material revision
and non-material amendment. Prior to occupancy or use o[any such additional or changed
school site LWL shall rovide an a2 ro riate Certi tcate o Occu anc to the OCS or such
facility. Notwithstanding any Ian uaue to the contra, in this Charter the inter relation
application, and enforcement of this provision are not subject to the Dispute Resolution Process
outlined in Element 14.
Facility Compliance: Prior to occupancv or use of any school site or facilitv. LWL shall provide
adequate documentation to the OCS that the facility complies with all applicable building codes,
standards and regulations adopted bv the city and/or county agencies responsible for building
and sa[ety standards for the city in which LWL is to be located, federal and state accessibility
requirements includin the Americans with Disabilities Act ADA and Section 504 and all
other applicable fire, health, and structural safetv and access requirements. This requirement
shall also apply to the construction, reconstruction, alteration of or addition to the [acilitv. L WL
shall resolve in a time! manner an and all corrective actions orders to com l or notices
issued by the authorized building and safety agency or the District. L WL cannot exempt itself'
from applicable buildin and zonin codes ordinances and ADA/Section 504 re uirements.
LWL shall maintain on ile readilv accessible records that document acilities com liance and
rovide such documentation to the OCS u on re uest.
Asbestos Management: L WL shall comply with the asbestos requirement as cited in the Asbestos
Hazard Emergency Response Act AHERA 40 C.F.R. art 763. AHERA re uires that an
building leased or acquired that is to be used as a school or administrative buildin shall
1 LWL ails to submit a certi zcate o occu anc or other valid documentation to the District
verifying that the intended facility in which the school will operate com lies with Education
Code Section 47610 not less than 30 da s be ore the school is scheduled to beuin o eration
OCS and/or the local planning department or equivalent agency.
in this charter the inter relation a lication and

enforcement of this provision are not subiect to the Dispute Resolution Process.
113
ADMINISTRATIVE SERVICES
Governing Law: The manner in which administrative services of the School are to be provided.
- California Education Code Section 47605(g)
With the exception of services performed by OUSD in providing supervisorial oversight to EFC
as defined by Education Code Section 47604.32, all charter-requested services from OUSD are
likely to be on a fee-for-service basis. Mutually agreed-upon fees must be in place prior to the
charter-requested service. EFC will establish a competitive bid process balancing quality and
price to outsource man of the services not retained from OUSD.
EFC may contract with the district for some of its administrative services. The EFC staff will
cooperate fully with OUSD staff in the QITparation and reporting of all required data and
financial information. The district and the charter school may enter negotiations to provide
services to the charter school. Such services will be mutually agreed upon. Neither Qarty is
obligated to provide or accept such services, but may do so by mutual a reement. The
Superintendent of OUSD or the designee of the district is authorized tone otiate and enter into
an agreement to 12rovide services to the charter school.
The District ma char e or the actual costs o su ervisorial oversi

Limits not to exceed 1% o the charter school 's revenue or the District ma char e or the
actual costs o(supervisorial oversight of the LWL not to exceed 3% i(Learning Without Limits is
able to obtain substantially rent free facilities from the District. Notwithstanding the fore~
the District ma char e the maximum supervisorial oversight fee allowed under the law as it
mav change from time to time.
114
DISTRICT IMPACT STATEMENT
Learnirw Without Limits must submit its renewal etition to the Office of Charter Schools no
earlier than 270 days before the charter is due to expire unless otherwise agreed by the Office of
Charter Schools ... "
"The District ma revoke the charter o Learnin Without Limits in accordance with Education
Code Section 47607, any successor provisions to section 47607, or other statuto,y provisions, i(
enacted after the date o{the charter, regarding the revocation of charters.
Learn in Without Limits a rees to observe and abide b the ollowin terms and conditions as a
requirement for receiving and maintaining their charter authorization:
• Learn in Without Limits is sub ·ect to District oversi ht.
• The District's statutory oversight responsibility continues throughout the life of the
charter and re uires that it amon other thin s monitor the iscal condition o Learning
Without Limits.
• The District is authorized to revoke this charter for, among other reasons, the failure of
Learn in Without Limits to meet enerall acce ted accountin principles or i(it
engages in fiscal mismana ement in accordance with Education Code Section 47607.
Accordinglv, the District herebv reserves the right, at District cost, pursuant to its oversight
res onsibili to audit Learnin Without Limits books records data rocesses and procedures
through the Office of Charter Schools or other means. The audit mav include, but is not limited
to, the following areas:
• Compliance with terms and conditions prescribed in the charter

• The accuracv, recording and/or reporting ofschool financial information,
• The school's debt structure
•
•
• rocedures and arent
•
•
Learni,w Without Limits shall cooperate fully with such audits and to make available any and all
records necessary (or the per ormance o the audit u on 30 dav 's notice to Learnina Without
Limits. When 30 da ys notice mav defeat the purpose of the audit, the District may conduct the
audit u on 24 hour's notice.
115
In addition, if an allegation of waste, fraud or abuse related to Learning Without Limits
o erations is received b the District Learnin Without Limits shall be expected to cooperate
with anv investigation undertaken bv the Office of Charter Schools, at District cost. This
obligation for the District to pav for an audit only applies if the audit requested is specifically
re uested b the District and is not otherwise re uired to be com feted b Learnina Without
Limits by laiv or charter provisions.
Education for Change agrees to Qerrnit the District to inspect and receive copies of all records
relating to the operation of the school, including financial , personnel , and pupil records. EFC
shall promptly comply with all such reasonable written requests . The records of the School are
public records under shall comply with the California Public Records Act.
hW-hLearning Without Limits shall be operated by a California nonprofit public benefit

corporation, Education for Change. This corporation is organized and operated exclusively for
charitable purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code and
California Revenue and Taxation Code Section 23701 d.
Pursuant to Education Code Section 47604(c) , an entity that grants a charter to a charter school
operated by or as a nonprofit public benefit corporation shall not be liable for the debts or
obligations of the School or for claims arising from the performance of acts, errors or omissions
by the School if the authority has complied with all oversight responsibilities required by law.
The School shall work diligently to assist the District in meeting any and all oversight
obligations under the law, including monthly meetings, reporting, or other District-requested
protocol to ensure the District shall not be liable for the operation of the School.
The corporate bylaws of Education for GhangeEFC shall provide for indemnification of the
School's Board, officers, agents, and employees, and EFC has purchased general liability
insurance, Board Members and Officer's insurance, and fidelity bonding to secure against
financial risks. Insurance amounts are determined by recommendation of EFC ' s insurance
company for schools of similar size, location, and student population. The District shall be
named an additional insured on the general liability insurance of L WL. Should the District-aA-a
EFG agree, EFG shall pay the District at agreed upon rates to be included in their general
liability insurance plan.
The EFC Board will institute appropriate risk management practices as discussed herein,
including screening of employees, establishing codes of conduct for students, and dispute
resolution.
Faeilities
Governing Law: The description of facilities to be used by the charter school shall specify where
the school intends to locate. California Education Code Section 47605(g)
LWL will occupy the same facility that it occupied prior to charter status at 2035 40+1\ Avenue.
Oakland, CA 9460 l. The specific terms of occupancy will be determined and agreed upon by
EFG and the District and dictated in a separate Facilities and Operations Agreement.
116
Notwithstanding any language to the contrary in this charter, the interpretation, application, and
enforcement of this provision are not subject to the Dispute Resolution Process.
Transportation
Except as may be required by an individualized education program (IEP) under the IDEA, EFG
will not be responsible for the transportation
117
TERM RENEW AL AND INDEMNIFICATION
The term of this charter shall be for five ears beginning July 1, 2017, and ex12iring on June 30,
2022. Education for Change will comply with all processes and timelines set forth by the
Oakland Unified School District for charter renewal.
LWL must submit its renewal petition to the Ofl,ce o Charter Schools no earlier than 270 da s
before the charter is due to expire unless otherwise agreed by the Office of' Charter Schools.
The District may revoke the charter of pupils to and from school, and it vlill be responsibility of
the parent or guardian of the pupil to provide transportation to the school.
Miscellaneous
mlearnina Without Limits in accordance with Education Code Section 47607, the OUSD may
revoke the LWL charter on any of the following grounds:
~ Education for Change commits a material violation of any of the conditions, standards,
or procedures set forth in the an successor rovisions to section 47607 or other
statutory provisions, if enacted a(ter the date of the charter7
• LWL fails to meet or pursue any of the student outcomes identified in the charter.
• Education For Change fails to meet generally accepted accounting principles, or engages
in fiscal mismanagement.
• Education For Change violates any provisions of law .
Prior to , regarding the revocation and in accordance with California Ed Code Section 4767(d),
OUSD will notify LWL and EFG in writing of the specific violation. OUSD will give Education
For Change a reasonable opportunity to remedy any LVVL violationo(charters.
In accordance with Education Code Section 47607 , OUSD shall retain the right to revoke the
charter immediately if the District Board finds in writing that LWL or EFG is engaging in or has
engaged in activities that constitute a severe and imminent threat to the health and safety of the
students. Dispute resolution procedures are inapplicable to revocation proceedings.
Term, Renewal and Indemnification
The duration of the charter \viii be five years. In accordance with OUSD policies, the term of the
charter shall start July 1, 2012.
Renewal
118
Renewal of the charter shall be in accordance with the standards set forth in the Education Code
Section 47605. LWL must submit a petition for renewal by January 31 of the year the charter is
scheduled to expire.
Severability
determined to be unenforceable or invalid under the provisions of the California State Charter
Schools Act or other relevant state and or federal statu!es, the remainder of the charter shall
remain in effect, unless mutually agreed otherwise by OUSD and the EFC Board. The District
and schoolEFC agree to meet to discuss and resolve any issues or differences relating to
invalidated provisions in a timely, good faith fashion in accordance with the dispute resolution
Indemnification
To the fullest extent permitted by the law, Education For Change does hereby agree, at its own
expense, to indemnify, defend, and hold harmless OUSD and the Board of Education and their
against any and all claims, damages, losses, and expenses, including but not limited to
attorney's fees , bought by any person or entity whatsoever, arising out of, or relating to, this
charter agreement, except for any such claims, damages, losses, and expenses, including but
not limited to attorney's fees , that result from the actions or omission of actions of OUSD.
Education For GhangeEFC further agrees to the fullest extent permitted by law at its own
expense to indemnify, defend, and hold harmless OUSD and the Board of Education and their
against any and all claims, damages, losses, and expenses, including but not limited to
attorney' s fees, brought by any person or entity whatsoever for claims damages, losses, and
expenses arising from or relating to acts or omissions of acts committed by Education For
GhangeEFC and its officers, directors, employees, or volunteers, except for any such claims,
damages, losses, and expenses, including but not limited to attorney's fees , that result from the
actions or omission of actions of OUSD. Moreover, Education For ChangeEFC agrees to
indemnify and hold harmless the District for any contractual liability resulting from third pa1ty
contracts between Education For GhangeEFC and its vendors, contractors, partners, or
sponsors.
119
CHARTER RENEWAL PERFORMANCE REPORT GUIDELINES
In reviewing your performance report, the Office of Charter Schools is seeking an honest and reflective self- appraisal of strengths and
weaknesses of the school's charter, with credible and compelling plans for building on success, maintaining momentum, and making
necessary changes for improvement of the school.
;,a,- Where appropriate, please be evaluative and state your focus outcomes for students . When descriptive responses are requested , please provide
comprehensive, yet concise responses.
;;.,. Please rate yourself by placing an "X" in the appropriate box (5-1) which most accurately reflects your judgment of overall quality in response to
the questions .
;;.,. Please note that your ratings given here are intended to provide guidance for the inquiry that will occur during the renewal process, primarily at
the time of the Renewal School Site Visit.
;;.,. If there are sections where you feel you are not in a position to respond , please consider eliciting responses from more appropriate parties (i .e.
governing board president).
A draft of this report needs to be submitted to the Office of Charter Schools via e-mail to silke.bradford@ousd.org and leslie.jimenez@ousd.org in Word
format at least 2 weeks in advance of the Renewal School Site Visit. The final draft qf this Performance Report needs to be submitted as an Appendix in
the Renewal Charter Petition.
1
Charter Renewal Performance Report
1 What is distinctive about your school?
Learning Without Limits is a successful K-5 school in the Fruitvale neighborhood that believes strongly in the balance between constructivist learning and
knowledge-based learning using culturally relevant pedagogy. We strive to prepare stu dents for academic and social-emotional success in middle school and
beyond . The school is founded on the belief that caring relationships allow students to lower their affective filter, facilitating learning. When students feel valued
and understood they are able to bring their full selves to the classroom. In this context, students grow into leaders who are problem solvers, who set good
examples, and who know how to communicate effectively with different audiences. Learning Without Limits' students are resilient, persevering through
challenges because they are self-directed, self-motivated learners who can drive and advocate for their own learning.
Our school was designed through a partnership between families and teachers who shared a dream of what a school should be. This partnership, as well as the
partnership with Education for Change, will drive ou r school's decisions as we relentlessly focus on the continuous refinement of high quality instruction, strive to
close the achievement gap and raise empowered leaders who will exit our doors on the path to college.
2 How effective is your school overall?
5 4 3 2 1
X
Evaluation : Un sa ti sfa ctory
Excellent
How do you know?
Academic performance data indicates that Learning Without Limits is accelerating academic performance for our students. On the 2016 CAASP, 31 % of students achieved
proficiency in ELA and 27% in Mathematics. This is an increase of 7.5% in ELA and 1.1% in Mathematics from 2015 CAASP scores. While we are in no way satisfied with the
2
current perc\._.lroficient rates, comparab le data indicates that we are moving in the riu rection and are confident in the efficacy of the efforts being made to i' - .ve.
The California Charter Schools Association (CCSA) created a Similar Students Measure (SSM) decile ranking to identify schoo ls that over- and under-perform compared to
schools serving similar students statewide. On this measure, LWL scored a 8. Learning Without Limits also scores near the top when compared to schools serving similar
populations in the Bay Area and in Oakland . Innovate Public Schools ranked the top 208 Bay Area schools for serving low income Latino students (63.2% of Learning Without
Limits students) . Learning Without Limits was in the top 15% of 208 Bay Area schools with an enrollment percentage of low income Latino students greater than the state
average . In Oakland, Learning Without Limits ranked 2nd in ELA and 1st in Math .
Teacher satisfaction at Learning Without Limits is quite high - 100% of teachers responded with the top score when asked "How satisfied are you with your experience at
your school site?" on the Spring 2016 Staff Survey. This sentiment is backed up by the fact that close to 89% of the teaching staff returned for the 2016-2017 school year . We
attribute this high level of satisfaction to the longevity and responsiveness of the site administration and leadership teams . Principal Fuchs has provided consistent and
effective leadership for the school since the school's founding, and the teachers, students and families feel like a team, all focused on what is best for the students in the
Learning Without Limits school community.
Parent and student satisfaction with Learning Without Limits is also quite high with parents giving the school an overall score of 4.32 on a five point scale and students
giving Learning Without Limits a score of 3. 78.
What are its notable strengths?

Learning Without Limits' greatest strengths include a strong core of veteran teachers who have enabled LWL to reach their current level of performance and now lead the
transition to more student-led instruction; strong staff buy-in and satisfaction has led to strong staff retention; comprehensive support systems for children and families
have built a strong school culture; a focused approach to school improvement using data consistently at the schoolwide and classroom level to guide decision-making; and a
consistent and effective administrative team that has extensive personal experience accelerating outcomes for East Oakland children.
The positive school culture is a strength and source of pride at Learning Without Limits. We have daily rituals, ongoing traditions, and strong systems in place to affirm and
reaffirm a fundamental sense of positivity and connectedness in all students and staff. Throughout the day, students experience school structures that make them feel safe
3
physically and emotionally, lowering their affective filter, motivating them to do their absolute best, and thereby maximizing student learning.
What are the main priorities for improvement?

The main priorities for improvement at Learning Without Limits include providing differentiated and targeted supports for English Language Learners; using formative
assessments to assess mastery of common core standards and personalize instruction accordingly; and moving from teacher-directed instruction to more student-led
learning. In order to accomplish this all professional development and coaching will be done with a lens of supporting English Learners.
3 How well is the school regarded by its students and parents?
5 4 3 2 1
X
Evaluation: Unsatisfactory
Excellent
How do you know?
We administer the SCAI survey annually to staff, students in grades 3-5, and families. Students and families scored the school across the following dimensions - physical
appearance, faculty relationships, student interactions, leadership and decisions, discipline, learning and assessment, attitude and culture, community relations, and special
education . Students overall rated the school a 3.78, and families rated the school 4.32 on a 5-point scale . SCAI scores of 4.0 or higher have been highly correlated to API
scores of 800 and higher as reported by the Alliance for the Study of School Climate.
What do (a) students and (b) parents most like about the school?
SCAI survey data indicates parents scored the school relatively consistently across the dimensions. Students scored the school highest in being in tune with students and
the community and being welcoming to outsiders. The highest scores given by parents were in the areas of communications with community, supportive and respectful
interactions with students, cooperative learning, welcoming to parents, and attention to varied learning styles.
4
What do tfi"- ~ el needs improvement, and what action is being taken?
-
Students rated the following dimensions lowest among the various dimensions : Impact of popular students, sense of classroom community, and student responsibility for
-
others' behavior. Parents rated the following dimensions lowest among the various dimensions : Student responsibility for others' behavior, parent engagement, and
welcoming to outsiders. While these dimensions were ranked lowest relative to other dimensions they were still ranked very high with both student and parent average
rankings at or above 3.99 on a 5 point scale for the lowest ranked dimension . As a school we regularly review this survey data and develop strategies for addressing
concerns that surface from the data collected. Based on the data, we have allocated professional development time focused on developing a positive school culture
through our positive discipline approach . We have also sought out resources on de-escalating conflicts, from our Seneca Partners, which will be shared and discussed by
teachers and support staff. Personal responsibility for oneself and one' s peers is a theme across the school and we will continue to develop our students' sense of
compassion and collective responsibility throughout the year.
4 How well do students achieve?
1 1·1:l'l'i 5
Evaluation : Unsatisfactory
Excel lent
How do you know?
Academic performance data indicates that Learning Without Limits is accelerating academic performance for our st udents. On the 2016 CAASP, 31% of students achieved
proficiency in ELA and 27% in Math ematics. This is an increase of 7.5% in ELA and 1.1% in Mathematics from 2015 CAASP sco res. While we are in no way satisfied with the current
percent proficient rates, comparable data indicates that we are moving in the right direction and are confident in the efficacy of the efforts being made to improve. The California
Charter Schools Association (CCSA) created a Similar Students Measure (SSM} decile ranking to identify school s that over- and under-perform compared to schools serving similar
students statewide . On this measure, LWL scored a 8. Learning Without Limits also scores near the top when compared to schools serving similar popul ations in the Bay Area and in
Oakland. Innovate Public Schools ranked the top 208 Bay Area schools for serving low income Latino students (63 .2% of Learning Without Limits st udents) . Learning Without Limits
was in the top 15% of 208 Bay Area school s with an enrollment percentage of low income Latino students greater than the state average . In Oakland, Learning Without Limits
ranked 2nd in ELA and 1st in Math.
In which subjects and grades do students do best, and why?

31% of Learning Without Limits students achieved proficiency in ELA compared to 27% in Mathematics. LWL has had a stronger system of data inquiry during the year in ELA,
supported by the DRA assessment. We are using tools like ST Math to support a similar process in Math and are hopeful that we will build as strong a system in Math. In 2016, 34% of
4'hgraders achieved proficiency in ELA versus 31 % of 3,d graders (5th grade excluded due to an outlier teacher issue) . A significant number of Learning Without Limits students arrive
as kindergarteners speaking little to no English . Only X to Y, have attended a preK program . Because the CAASPP assessments require a high level of English proficiency to access, we
believe that students' performance on these assessments will accelerate in higher grades as their English Language Developm ent improves.
In which subjects and grades is improvement needed, and what action is being taken?
On all of our Common Core aligned ELA and Math assessments, our youngest students underperform our older students because of their lower English language proficiency . To
accelerate English language development, we have trained all teachers in Dutro's Systematic ELD and adopted Systematic ELD to ensure all ELL students are receiving targeted
instruction . In addition, all t eachers are integrati ng ELD into content to ensure children are getting opportunities to learn vocabulary in context and apply English in academic
discourse and in written language. We believe our older students will benefit from skill building in accessing complex te xts . In SY2017, our PD focus is around supporting teachers to
implement strategi es (such as close reading) to help student s access complex texts.
Is there evidence of differential attainment according to gender, ethnic background or other grouping and, if so, what action is being taken?
There is no differential attainment according to gender. In reviewing cohort matched proficiency data for significant subgroups, in ELA, EL students are dramatically underperforming
R-FEP and EO students, making K-2 early language development a priority moving forward. The Common Core standards and the CAASSP have illuminated the significance of early
language development in addition to early literacy as a foundation for accessing Common Core content in the upper grades.
While we did see significant subgroup growth across all groups, we also seeing a significant discrepancy in overall proficiency with respect to the performance of African-American
students as compared to Hispanic students in both ELA and Mathematics. This aligns to an attendance discrepancy as well. We have established an equity-centered PLC inquiry that
will prioritize regularly ana lyzing disaggregated data throughout the year to push hard conversations and strategic moves at the cla ssroom level. In addition, we will prioritize
6
African-Am attendance as a lever for improving African-American performance.
Lastly, only 13% of students with IEPs were on-track in ELA versus 41% in general education . Special education student performance is still significantly underperforming general
education performance . To address thi s gap, we are working with Seneca Center, our special education partner, to go deeper into the data to see which students (which
disabilities/p rogram s) are making the most growth and which are struggling. We are rethinking our progra mming for our most behaviorally-challenged students - primarily with
autism or emotional disturbance - to provide more out-of-classroom targeted social emotional instruction as part of an inclu sion model. To date, we have erred on the side of
providing service in an inclusion model with push-in behavioral and academic support, minimizing time out of the classroom. We are finding some of our most sensitive students
require more out-of-class time to receive targeted support and coaching.
5 How effective is the quality of instruction, including teaching, learning and curriculum?
5 4 3 2 1
X
Excellent
How do you know?
EFC ha s adopted th e TNTP Core Teaching Rubric as our teacher eva luati on tool and as our guiding docum ent for defining quality t eachi ng and learning. We have ado pted this tool
because it is student-focused and oriented towards student engagement, discourse, and the qu ality of work. It allows us to assess teaching practice and student learning with the
sa me tool.
Administrators, coaches and EFC Home Office staff are all using the same tool to provide feedback, align and calibrate practice, and collect data on teacher practice to inform
decision-making. The four areas in which we are collecting data include -
l. Are all students engaged in the work of the lesso n from start to finish? 2. Are all students working with content aligned to the appropriate sta nd ard s for their grade and subject? 3.
Are all students re sponsible for doing the thinking in thi s classroom? 4. Do all students demonstrate that they are learning? 49% of observations have scored at profici ent or high er
(32% at approaching) in category 1, 54% are proficient or higher (35% approaching) in category 2. Only 9% have scored at proficient or higher in category 3 (47.5% approaching). 17%
have scored proficient or higher in category 4 (46% approaching). This tells us that teacher practice in the areas of engagement and grade-level planning is generally strong while
7
practice in the areas of student-led learn ing and student demonstration of learning are much lower. This data provides direction and focus for our professional development and
coaching activit ies on helping teachers to provide opportunities for student driven learning and to focus on student performance tasks.
Which are the strongest features of teaching and learning, and why?
Over the past two years, Learning Without Limits has been transitioning to the Common Core, has adopted CC-aligned benchmarks and assessments and has shifted from OCR to
Common Core integrated units of study and guided reading integrated with blended learning. This shift has pushed the staff to move from a fairly teacher-directed direct instruction
model to a more student-directed differentiated inquiry approach. The adoption of the TNTP rubric was made to facilitate that transition across all of EFC's schools. The initial TNTP
data clearly shows that their strength is in grade-level standards-based instruction and student engagement/classroom culture . Thi s makes sense as Learning Without Limits achieved
a high level of proficiency in teacher-directed direct instruction of grade-level curricula.
What aspects of teaching and learning most need improvement, and what action is being taken?
The initial TNTP data also clearly shows that the area of growth is in student-led learning and student demonstrations of learning. Learning Without limits' high priority instructional
practices this year include helping students to access complex text, using effective questioning to shift the cognitive load from teachers to students, and developing a lens for
supporting English Learners in all curricular areas. All professional development and coaching is aligned to these foci. Learning Without Limits has invested in increased teacher
planning/collaboration time (3+ hours weekly), robust coaching supports (1.SFTE Literacy and .5 FTE Math coaches as well as induction coaches for new teachers), as well as 14
targeted PD/planning days embedded throughout the summer and school year above and beyond Wednesday minimum days. This year, professional development focused on
implementation of Close Reading strategi es and ELD inquiry, providing an opportunity to explore strategies that support English Learners. Through this professional development we
saw growth in reading outcomes on the DRA. However, disparate scores on DRA and benchmark have moved us to continue to develop teachers in building strategies that support
students working with complex text.
6 How effective are the professional development opportunities provided to teachers and administrators?
5 4 3 2 1
X
Excellent
How do you know?
EFC tracks professional development across sites, collecting survey data for ALL PD offerings. In spring 2016, 88% of Learning Without Limits teachers indicated that " Professional
learning this year was aligned to identified high priority instructional practices." Despite this clear connection between professional development content and the site's high priority
instructional practices the quality and daily applicability of learning was not rated as favorably that school year. In response to the survey question "The professional development
8
that I parti ,d in this year has positively impacted my instructional practice ." only 56% ff agreed. Conversely when asked " Site-based collaborative planning time
1
positively i ted my instructional practice" 88% of teachers agreed . Based on thi s data i sed time and attention will be spent on site based collaborative planning t' /'Or
teaching staff.
One of our explicit concerns around the tremendou s investment we make in teacher development (release time, PD days, PD resources, workshops, coaches, admin time) is how we
evaluate our return on investment and how we evaluate the effectiveness of any of these specific PD investments. Teacher survey data is an initial step, but we are working to
determine how we become much more targeted around our analysis - mapping student and teacher growth data to specific coaches, looking for targeted moves following PD, etc.
Which are the strongest features of professional development, and why?

Survey data from 15-16 indicates teacher collaboration and planning time is the most highly valued by teachers, though we have little way of measuring the impact of that time .
Teachers have traditionally rated collaboration and planning time highest as they have the most control over that time .
We have become much more strategic around how data inquiry takes place and the high score for the most recent data inquiry PD day indicates data inquiry is becoming a strength .
The highest score went to " I understand how my students have grown academically since the start of school." We believe that the high scores around data inquiry comes from the
significant training and coaching our instructional coaches received specific to facilitating this day. All coaches spent a day with the Directors of ELA/ELD and Mathematics and the
Director of Assess ment, Data and Analysis planning this day so there was consistent implementation across the schools and to ensure high quality facilitation.
How are professional development activities selected and evaluated?

As stated above, PD activities are evaluated primarily through survey data and more recently using the TNTP evaluation rubric tool to look for increases in scores in dimensions
focused on in PD sessions . In addition, coach evaluations are tied to growth in teacher practice . PD activities and investments are identified through a rigorous site planning process
that takes place in the spring of the prior year. This is led by the CAO, and all site administrators and coaches participate in several workshops to build their capacity around strategic
resource allocation . Every school is paired with a HO lead who provides thought partnership and targeted coaching. What drives these conversations is school-level performance
data and the 5-year charter petition. Through this process, schools identify high priority instructional practices, evaluate their staff's competencies specific to these practices and
then lay out how they will use coaches, ad min, relea se days, PD days, Wednesdays, planning days, etc to build these competencies. All schools are required to submit a SP LAP (a site
professional learning action plan) as part of their site plan that lays out how they are using their resources.
What aspects of teaching and learning most need improvement, and what action is being taken?
The initial TNTP data clearly shows that the area of growth for teacher practice at Learning Without Limits is in student-led learning and student demonstrations of learning.
Student achievement data shows proficiency growing year over year and ELA results coming out stronger than Math with ELL students underperforming other subgroups in both
areas. Based on these facts Learning Without Limits' high priority instructional practices this year include : a clear focus on ELD in all PD and coaching activities, efforts to shift the
cognitive load to students through thoughtful questioning and effective discussion practices, and developing teacher skill in helping students access complex text through strategies
such as close reading. All professional development and coaching are aligned to these foci.
9
7 How effective is the assessment of student learning?
5 4 3 2 1
X
Excellent
How do you know?
EFC is proud that we have been aggressive around adopting new assessments well before CAASPP was impl emented to push teacher practice and transition to the Common Core and
push a culture of data inquiry and growth mindset. Schools implement the Developmental Readin g Assessment grades K-3 (4-5 optional) to drive guided reading instru ction, Common
Core unit assessments in math in grades K-1, a writing performance task in grades K-5, a phonics inventory assessment in TK, K, and 1st, Common Core benchmark assessments in
grades 2-5, and Systematic ELD assessments. Learning Without Limits' teachers receive three full days during the school year to do data analysis and one full day during the summer.
At the last data analysis day for the 15-16 school year, teachers at Learning Without Limits unanimously reported that they feel strongly that they know how their students are
progressing against Common Core standards and that the academic data informed their instructional planning.
What are the strongest features of assessment?

EFC has done tremendous work evaluating and analyzing various assessments and adopting assessments that are highly correlated with the CAASSP . We have also adopted aggressive
targets that focus on growth and that allow us to accurately evaluate various programs and progress with specific subgroups. We believe that defining the targets clearly and focusing
on growth has helped site leaders focus their resource s and accelerate growth.
EFC has erred on the side of provid ing a fairly comprehensive bank of assessments for teachers to push greater understanding of the Common Core and to provide actionable data on
a fairly consistent basis using multiple tool s. We have a strong Home Office instructional team that has provided strong coaching and support to administrators and coaches around
data inquiry planning facilitation, data analysis, and progress monitoring. We have also received strong praise for the writing performance task as a flexi ble curriculum-embedded
10
assessment has really informed writing instruction , especially at the upper grade level
What aspects need improvement, and what action is being taken?

Teachers have complained that there are too many assessments and that some of the assessments are not as actionable as others. They have struggled to figure out how to use
computer adaptive assessments to drive instruction. We believe this is because teachers struggle with personalization and that data that is highly personalized to specific students
overwhelms teachers who are looking for actionable whole-classroom data. To address this issue, we have eva luated the usefulness of our various assessment tools and made
severa l of the assessments optional. We are also building teachers' capacity around using some of these assessments as formative assessments for immediate use in shifting
instructional practices. For example, our long term goal is to provide an item bank of Common Core assessment items, allowing teachers to pull more authentically from the bank,
versus evaluating item s accord ing to a fairly rigid scope and seque nce .
In addition, we believe we need greater alignment between K-2 assessments and 3-5 assessments as K-2 data especially in mathematics is not predictive of 3-5 performance. We are
looking at the NWEA MAP for Primary Grades (MPG) as a possible sol ution to this challenge .
8 How effective are the strategy and processes that you have put in place to ensure your school enrolls a diverse student population (i.e. representation
11
of English language learners, students with disabilities, or of homeless status)?
5 4 3 2 1
X
Evaluati on: Unsati sfactory
Excel lent
How do you know?
12
LWL '-.I 421 100% Total 42 1 v 1 00% Total 421 100%,
298 Gen Ed 390 93%

f-'ispanic or Latino 71% EL 183 .n. ~
Black or African American 75 18% SPED 31 7~·0
-FEP G'/ 16%
\i\11,ite 5 10,.;)
EO 163 39%
Other Asian 11 3%
1-FEP 7 2%
Otl1er Pacific Islander 6 1%
TBD i 0%
Refused to Identify 6 1%
')
Filipino -· 1%
Cambodian 5 10·,O
Vietnamese 6 1~/()
American Indian Or Alaska Nati. . 1 0%
Laotian 2 0%
Asian Indian 1 QUiJ
Chinese 2 Q~.o
92% of Learning Without Limits students qualify for free and reduced lunch and 43% are ELL students. Learning Without Limits is a former OUSD elementary school built to serve
the surrounding neighborhood, and we strive to be a strong neighborhood option for Fruitvale families . Unlike many other charter schools, we do not do citywide recruitment
because we seek to reflect the immediate community we serve. Because we serve more students who qualify for FRL than the surrounding OUSD schools, and because Learning
13
Without Limits enrolls students throughout the school year and has no waitlist (many of the OUSD schools in the neighborhood are top choices and fill quickly}, we believe that we
serve some of the neediest children and families in the Fruitvale .
What are the strongest aspects of efforts to a diverse student population?

We believe in strong parent and community engagement at Learning Without Limits and have allocated re sources to support families in becoming involved in the school. We have
hired two part time parent coordinators, each representing a different segment of our student population, in order to further strengthen the ties between Learning Without Limits
and the surrounding community. We also offer free bus passes for homeless students and provide discounted and free uniforms for families in need . We provide translation services
for our parent engagement meetings and notifications and take other actions to make Learning Without Limits a welcoming and inclusive place for Fruitvale families . We have a
strong after school program which includes providing a healthy and nutritiou s snack as well as academic supports . These programs bring in the neediest families in the Fruitvale.
What aspects need improvement, and what action is being taken?

Ours is a heavily Latino school in a neighborhood that does have more African-American and Asian families than Learning Without Limits reflects. The neighborhood preschools
reflect the demographics of Learning Without Limits, but we believe that we should do greater outreach to African- American and Asian families that may not be in the immediate
neighborhood but above Foothill or north of 23rd where there are larger African American and Asian populations . To address, we are reaching out to preschools and family resources
in those target neighborhoods and flvering in multiple languages.
9 How effective is the leadership and management of the school?
5 4 3 2 1
X
Evaluation: Unsa tisfactory
Excellent
How do you know?
Leo Fuchs is the principal for Learning Without Limits . Leo has been the principal for Learning without Limits since before it became a charter school and has provided con sistent
and effective leadership ever since . 87% of the Learning Without Limits staff reported on the spring 2016 leadership 360 survey that they were happy with their work experience at
Learning Without Limits, a very high number for any site. 88% of site staff reported that the administration wa s caring, 92% felt they were respectful and professional, 87% felt they
had trusting relation ships, 95% said they understood what wa s expected of them, and 98% felt communications was strong. The comments made by teachers and staff speak for
themselves. "It is wonderful to work with Leo, to be at a school with consistent leadership." "I appreciate Leo for being a principal who truly cares about his staff and his leadership
role in our school and community at large."
In addition to the site administration, EFC has a Home Office that supports the leadership and management of Learning Without Limits . This team ensures the Learning Without
Limits team has the coaching, professional development, thought partnership and school wide systems to effectively lead .
14
How does :hoof monitor teacher and staff implementation of the school's curricu/u/ uding its alignment with the California State Standards?
We use multiple data so urces to monitor teacher and staff implementation. First and foremost, we use student performance data
- DRA, Common Core benchmark assessments, CAASPP, Systematic ELD assessments, writing performance tasks, and M ath unit tests. We also have a robust teacher evaluation
system that includes a rubric for what effective instruction shou ld look like. In addition, we use teacher practice data collected through walkthrough observations by multiple
sources using the rubric.
What steps are taken if school administrators and teachers are not effectively implementing the curriculum?
As an organization committed to growth mindset that prides itse lf in being a learning organization, we always st art with focused conversation, feedback and sup port. Support will
always include targeted coaching and regular observation/feedback. It can also include collaborative planning, elbow teaching, release days for observing other teachers, targeted
workshops, etc. Should there be inadequate progress, clear targets would be identified and a deeper root cause analysis would be conducted to determine why there is inadequate
progress. If progress continu es to lag or if adult will is at the heart of why progress is lagging, once a staff person has not hit identified targets, a written improvement plan is
developed that outl in es targets and expectations, consequences, and supports . Failure to meet the identified targets would result in a release from employment if the staff person
is at-will. If the staff person has a contract that requires unsatisfactory ratings on their eva lu ation to be released, the evaluation would be completed prior to release.
Which aspects of leading and managing the academic performance of the school work best, and why?
EFC uses multiple data sources to ensure a balanced approach to evaluating leadership and performance. Site leaders are evaluated and coached using 360 su rvey data, the ILPA,
schoo lwide performance targets, school cu lture data, and performance on a leadership rubric. Similarly, academic performance of a school is evaluated looking at teacher practice
data, staff retention data, staff/stud ent/fam ily survey data, school culture data, student academic performance data, and other qualitative data measures. Overall, we believe in a
balanced approach to leading and managing because leading and managing academic performance is complicated and requires a leve l of thoughtfulness around what drives
performance and why performance may be hindered at a specifi c site.
10 How well does the charter school collaborate with parents to encourage active participation in their student's education?
I I I I I I
15
5 4 3 2 1
X
Excellent
How do you know?

On the most recent SCAI survey (spring 2016), Learning Without Limits parents gave the school an overall score of 4.32 out of 5.00, which is a very high score. Particularly high
scores were in areas of communication with the community, supportive and respectful interactions with students, cooperative learning and being welcoming to parents . A large
majority of parents regularly attend report card conferences . There is an active Family Leadership Council on site and parents come together monthly as part of this council.
Which are the strongest features, and why?

One of the strongest features of Learning Without Limits collaboration with parents is our weekly Family leadership Council (FLC) meetings. These meetings are well attended with
a core group of parents having participated for many years . All of the FLC members are active participants and have planned programs such as the Talent Show, Walk-A-Thon and
many other enrichment activities for students. These parents are committed to the academic and social-emotiona l success of all of the Learning Without Limits students . This
group also serves to provide input on the site planning process and to do thi s they engage in multiple meetings and activities to analyze data, problem solve and to set measurable
targets and goals.
What most needs improvement, and what action is being taken?

An area of ongoing growth is building on the work during the year to engage parents more regularly as teachers of their children . One highlight of family engagement has been th e
Computer Literacy Class this past year that has served several families on our campus . We hope to offer this class again in addition to re-establishing English as a Second Langu age
classes for parents. Another stand out is our Family Reading Night which for th e second consecutive year has drawn local authors to visit our school to interact with families and
st udents and gives our teachers an opportunity to provide helpful tips to parents about supporting learning at home and helping their children make growth in much needed
reading skills. We want to continue working on these efforts to ensure greater impact and ultimately, we need to build teacher capacity to engage families as teachers of their
children ..
11 How effectively does the school community analyze and use school-wide data for continuous improvement?
16
5 4 3 ( ) 1
X
Excellent
How do you know?
Teacher analysis and use of data is the most high leverage data inquiry work at the school level. This is an ongoing area of growth and development, but we have a robust
assessment system that provides multiple data points to ana lyze. On the last data inquiry PD day, 75% of teacher felt strongly that " I have access to frequent and accurate academic
data and effective tools that enable me to make strategic instructional decisions that positively impact student learning." Teachers have 4 full days to review and analyze data (1 in
the summer and 3 embedded throughout the school year).
The site and EFC Family Leadership Councils review academic data regularly and do progress monitoring of benchmark data throughout the school year. The EFC Home Office
facilitates three data talks per year where site leadership and coaches meet with HO leadership to do a targeted data protocol that facilitates organizational-level inqu iry around a
given schoo l's data performance. The EFC Academic Accountability Committee of the Board of Directors comes together quarterly to review org-wide and school-leve l performance
data to ensure the schools are making appropriate progress towards board-approved Key Performance Indicators.
To what extent does the staff as a whole discuss and analyze performance data for programmatic improvement and to modify instruction?
The schoo l staff comes together 4 times per year (full day data inquiry sess ion s) to review and analyze academic performance data and to develop plans to address the data. At
learning Without Limits we also analyze performance data in grade level teams on a regular basis in order to modify instruction to meet the specific needs of our students.
Describe how the school is training administrators and teachers to understand and use assessment data.
The EFC Home Office facilitates three data talks per year where site lead ership and coaches meet with HO leadership to do a targeted data protocol that facilitates organizational-
level inquiry around a given schoo l's data performance. Thi s is intentional ly designed to build principal capacity to ana lyze their data. In addition, the CAO faci litates a 3-month
comprehensive site planning process that goes deep into data analysis to inform resource allocation, PD planning, and prioritization . All site leaders are provided HO partners who
are coached to be thought partners. Coaches participate in bimonthly Professional Learning Communities where data inquiry is expl icit ly coached and supported. These coaches are
the primary drivers of teacher-level data inquiry and do this capacity building through grade level collaboration time, whole-school professional development time, and one-on-one
coaching time.
To what extent are parents and students informed of student performance data individually and schoolwide?
EFC report cards distributed three times a year have student performance/assessmen t data as part of the report card. Parents also receive SBAC reports in the summer. At the
schoolwide level, data inquiry takes place at the Family Leadership Council level where parent leaders come together to review targets, progress monitor and evaluate growth .

Building teacher capacity to use formative assessment to personalize and drive instruction on a hourly basis is an ongoing focus . Teachers are often too dependent on benchmarks
17
or larger assess ments. We are working to build teacher understanding and confidence around the Common Co re so they ca n build their own formative assessments and utilize data
more frequently in daily instruction. This is an ongoing area of instructional coaching. We are also looking to build a stronger item bank that teachers can leverage.
Building parent capacity to understand t heir ch ild' s leve ls and do targeted work at home is also an ongoing area of growth for us. We are focusing our efforts here on lower
elementary wh ere we are bringing parents in to share their children's reading leve ls and provide targeted coaching around how to read with their children at home.
12 How effective are the methods and strategies by which your school assures that students with disabilities are provided a free appropriate public
education in the least restrictive environment and English Language Learners are supported?
5 4 3 2 1
X
Excel lent
How do you know?
With respect to servin g students w ith disabilities, we partnered with Seneca in 2013 t o deliver not only specia l education services but also a comprehensive pyramid of academic,
socia l-emotional , and behavioral interventions to intervene early in the general education settin g. All of our special education students are served in the general education setting
with targeted pullout as appropriate. We attempt to push in support as much as we can . The SCAI survey asks parents about special education services. Th e scores were as follows-
18
climate of i .on {4.39}, students feel a sense of belonging {4.25), services are integrate·' ), peer support skills taught {4.34), parent engagement {4.13), and inclusi
extracurricLl't-~.,..Jctivities {4.26). However, our Special education student academic outcome' - ,a is mixed. Within Learning Without Limits,, Special Education students did
achieve the same level of on-track performance as their general education peers {13% on track in SPED vs 41% in general education) . In comparison to OUSD Special Education
students, a higher percentage of Learning Without Limits students achieve proficiency on the CAASP in ELA (14% v. 5%). In addition, Learning Without Limits Special Education
students have a higher attendance rate {96% v. 95%) and a far lower suspension rate (1 v. 9 per 100 students) when compared to OUSD peers .
With respect to ELL students, we have adopted Systematic ELD to provide daily targeted ELD instruction and to integrate ELD into content-based units of study. In addition, we are
using academic interventions to provide targeted push in and pull out reading instruction to ELL students. Using guided reading, we are leveraging small group leveled instruction
to support ELL students in their Zones of Proximal Development. Newcomer students are supported through targeted pull out support, in class support through GLAD strategies for
language acquisition. Newcomer students are also paired with buddy students who ca n help build their school language skills and help them to feel comfortable and as a part of
the school despite any language barriers they may face . These students also have access to strategic software programs during guided reading in struction .

Our Seneca partnership is very strong, and we have been recogniz ed nationally for our work around delivering a comprehensive program in the general education setting. We
leverage Seneca as a partner because their competency in addressing tier 3 academic and social -emotional needs is much higher than ours.
The implementation of Systematic ELD ha s been a success, as we have seen teachers transition from a cookie cutter approach to ELD to a much more personalized and strategic
approach to ELD . In addition, teacher understanding of English Development has grown as a result of the trainings.

Specific to special education, Learning Without Limits is engaging in deep inquiry to identify what type of interventions work best for which students. We are iterating on our
approach to servi ng se verely emotionally disturbed students and Auti stic students with considerable behavioral challenges. We are looking at a slightly more restrictive approach
where stude nts are integrated into general education as the default but are provided a special education home base that allows strategic pullout and breaks as appropriate .
Specific to ELD, we sti ll need to dramatically increase our redesignation rates at S'h grade to ensure students move on the middle school RFEPed. We also need to have a more
targeted newcomer program to accelerate their learning faster. Last, we need to bu ild teacher capacity to move from relatively teacher-directed to much more student-led, to
facilitate more student disco urse and greater student agency. To address these needs, we are design ing a Fruitvale-wide newcomer program that will align and target resource s at a
given EFC site; we are focusing coaching on student discourse and student agency; and we are looking to partner with Stanford to develop a tool to provide daily feedback on
student agency to support teacher inquiry.
19
13 How effective is your education program at diagnosing and addressing the needs of the following students: English
Language Learners, students with disabilities, gifted students, and students in need of remediation.
5 4 3 2 1
X
Evaluation : Unsati sfacto ry
Excellent
How do you know?

All ELL students are tested annually to evaluate growth on English Language Development. All students with disabilities have annual IEP assessments and plans developed to
address their specific needs. Learning Without Limits provides rigorous academic opportunities and programming for ALL children and does not provide specialized services only for
gifted children . Children who are functioning above grade level have access to guided reading groups at their levels, regular opportunities for a wide range of enrichment activities
including dance, music, art, gardening and drumming.
Learning Without Limits has a comprehensive assessment system that provides reg ular monitoring for student academic progress. A student who is struggling regardless of label can
be identified by teachers, site leaders and by other staff members. Students who are not on- track will be flagged at the administrative level and are subjects of data talks at the
classroom level. Those students can be referred for COST meetings (Coordination of Services Team) where the team will work to identify the root cause of the lack of growth and
target interventions. Those students can also be assigned to strategic interventions by administration as appropriate . Learning Without Limits provides both push in and pull out tier
2 academic interventions, social emotional support through groups and counseling, behavioral supports through behavior interventionists and student support assistants, family
support through family resource se rvices provided by our parent coordinator, and a plethora of other creative interventions to address individual needs such as buddy classes,
targeted adult check ins and social skills classes .
While we are proud of the system as well as the depth of intervention offerings, we are working to evaluate the effectiveness of our interventions to ensure equitable on-track
performance for all children.
20
Which are ,; l ongest features, and why?
The stronge).,~c.::ature is the breadth of offerings for behavior and social-emotional support\...'tl ents struggling with either SEL challenges or with behavioral challenges re
immediate and targeted support. Teachers report dramatic improvement in many of those students. Partnering with specialists in these areas has allowed us to focus our work on
the academics.

Learning Without Limits has a large number of newcomers, and while teachers do small group leveled instruction, EFC believes that we need a more targeted newcomer program
that provides intensive specialist support, strategic use of software, and more conversation- based, community-based programming. EFC Home Office is working to develop a
stronger newcomer strategy across all EFC school s.
14 How effective is the governing board of the school?
5 4 3 2 1
X
Excellent
How do you know?

The EFC board has received generally positive feedback and positive reviews from our authorizers over the years around board accountabil ity, knowledge, systems, and processes .
21
Our legal counsel has al so provided positive feedback in their reviews of board practice . The board has several oversight committees to ensure acad emic and financial
accountability, they annually review the CEO, there is an approved strategic plan, and they set annu al targets to ensure we are on track to achieving our vi sion .
Describe the process for selecting your governing board members. List all current board members, board committees and provide a current resume for each individual as an
attachment to this report.
1. The executive committee create s a list of skills, experiences and characteristics that the board is looking for in its new members.
2. Any current Board Member can propose a potential board member.
3. Once proposed, the executive committee (or representative) will contact that person about their interest in joining th e board.
4. If the person is interested in joining the board, the Board Chair (or appointee) will meet with the interested candidate to explain board roles, responsibilities and expectation s.
5. If the potential board member remains interested in joining the board and seems to be a good fit, the Executive Committee will make a recommendation to the board .
Board Member Executive Committee Finance Committee Student Outcom es Committee
Nick Dri ver, Boa rd Chair X X
Bri an Rogers X
Adam Smith X
Eva Ca mp X X
Dirk Tillotson X X
Paul Byrd X X
Mi ke Barr X
Sudhir Aggarwa l X
K ath y Cash
Roy Benfo rd
22
Describe t, erning board's primary roles and responsibilities. In addition, give an ex,
1 of a recent issue/policy that the board is working on.
• Legal and fiscal well-being and compliance of the organization and each EFC sc hool.
• Hiring and evaluating the EFC Chief Executive Officer
• Approving and monitoring the implementation of the organization's policies and ensuring the terms of the charter are met
• Developing and monitoring an overall operationa l business plan that focuses on student achievement
• Approvin g and monitoring the organization's annual budget and fiscal policies
• Acting as fiscal agent. This includes the receipt and management of funds for th e operation of the organization in accordance with all applicable laws and the
mission statement of the organization .
• Contracting with an external auditor to produce an independent annual financial audit according to generally accepted accounting practices
• Regularly measuring both student and staff performance
• Ensuring there are policies to enable student behavior and performance including but not limited to academ ic achievement and mitigation, attendance, dress and
decorum, maintenance of a clean campus, open campus and other privileges, participation in extracurricular activities, and discipline proceedings
• Encouraging active involvement of students, parents/guardians, grandparents, and the community
• Performing all of the responsibilities provided for in the California Corporations code, the Articles of Incorporation, Bylaws, and this charter as required to ensure the proper
operation of the organization and member schools
Currently, the board is working on it s own internal evaluation - how do they assess their own effectiveness as a board. We are loo king at potential partners to help us develop an
evaluation process. We are also working on financial policies around our reserves .
What are the notable features of the governing board in the school?
We have quite a few members who have significant experience in public education and specifically with charter schools. Nick Driver and Dirk Tillotson both current ly work in
supporting charter schools nationally. Brian Rogers is a significant education funder in Oakland and has served on both the EFC and Lighthou se boards for over a decade. Eva Camp
is also a funder whose organization - Full Circle Fund - has made significant contributions in public education in Oakland . Mike Barr is the form er CFO for Aspire Public Schools. In
addition, we have two parents of EFC students on our board - Kathy Cash and Paul Byrd .
How effectively does the governing board work with the school leader/s?
The governing board works directly with the CEO and Home Office leadership. They have minimal interaction w ith school leaders specifically.
23
15 How effective is the school at involving parents, teachers, and community members in the governance of the school?
5 4 3 2 1
X
Excellent
How do you know?
EFC is one of very few CM Os whose governing board includes parents . Each EFC school has a Family Leadership Council comprised of parent representatives from every classroom.
The FLC meets monthly and has the responsibility of setting targets through the site plan process, progress monitoring throughout the year, and developing a budget that
strategically aligns resources to needs. The site FLC elects two representatives to the EFC-wide FLC. This body meets monthly to review organization-wide targets, monitors progress
across the organization, provides thought partnership to the Hom e Office on strategic initiatives, operates as the communication between Home Office and sites, and engages in
strategic planning at the organizational level. The EFC-wide FLC elects two representatives to the EFC Board of Directors . These are voting members of the Board who help direct
organization-wide policy. Currently, a Learning Without Limits parent is on the governing board .
At the staff level, EFC has a staff leadership council that includes a classified and certificated representative from each site. Thi s body reviews and provides strategic partnership
around organization-wide initiatives and acts as the liaison to the site from Home Office. At the site level, all EFC schools have si te leadership teams who support the principal in
making site level decisions and participate in annual site planning. EFC also has an administrator advisory panel that convenes monthly to provide administrator perspective on
strategic EFC initiatives and ensure administrative voice in organizational direction.

One of the strongest features for involving parents, teachers and the community at Learning Without Limits is the site leadership team which includes teacher representatives
24
from every( ' level, the parent coordinator and parents. This group meets for 120 min y. There is also a grade level leadership team that focuses more on curricu. 1d
1
instructiona,- ..les at the site . These team s create a two way exchange of information and .vs for a wide range of diverse perspectives on any given issue.

FLC participation is an area in which we would like to increase our impact. Currently a strong group of parents participate regularly in site FLC meetings and we would like to increase
participation and ensure that representation is present from every classroom at Lea rning Without Limits. We will work to increase participation through a 1-1 outreach campaign in
which staff reaches out to pe rs onally contact and encourage participation of parents from each classroom. We w ill also use the August community day event to recruit additional
parent and community participation . The voice of classified staff at the site level is still significantly smaller than that of certificated staff. We are pushing our site leaders to
authentically engage classified staff at a leadership level and to build structures to facilitate that leadership. Site leaders are held accountable for this via annual surveys and 360s.
25
16 How effective is the school at ensuring fiscal soundness and legal compliance?
5 4 3 2 1
X
Evaluation : Unsatisfa ctory
Excellent
How do you know?

Th e EFC Board carefully oversees each school site to ensure that the site operates within its financial mean s, which includes making sure that the site is accountable for
building a sufficient operating reserve to weather potential financial storm s. The Board also ensures that one-time expenses are used for one time purposes and that future
trend s are considered when modeling multi-year projection s and ma king long term decisions. EFC uses lawyers respe cted in the charter industry for legal guidance. Al so,
th ere have been no significant findings when audited, which demon strates proper fi scal management and legal compliance .

The strongest features of Learning Without Limits' financial soundness and legal compliance include an experienced and knowledgeable admini strator who is a savvy
budget manager as well as in structional leader, an experienced finance and operation s Home Office team that ha s over 55 years of combined charter financial management
experience and an operating Boa rd that is diverse and has many years of charter fiscal management experience .

Although the current financial system (APTA Fund) is reliable and comprehensive, it lacks in some aspects of reporting especially for site administrators who have to rely on
the Budget Analyst for some aspects of reporting. EFC is currently pa rticipating in a cohort that is testing a supportive financial platform called Balance by Allovue that
potentially remedies thi s.
17 How effectively is the school managed fiscally?
26
0 5
X
4 3 2
0
Excellent
How do you know?
The EFC Board carefully oversees each school site to ensure that the site operates within its financial means, which includes making sure that the site is accountable for
building a sufficient operating reserve to weather potential financial storms. The Board also ensures that one-time expenses are used for one time purposes and that
future trends are considered when modeling multi-year projections and making long term decisions . EFC uses lawyers respected in the charter industry for legal guidance.
Also, there have been no significant findings when audited, which demonstrates proper fiscal management and legal compliance .
Which aspects of the school's fiscal operations work best?

The budgeting process is effective in that all key stakeholders are involved including the EFC Board Finance Committee, site administration, parents, site staff, the EFC
Finance and Operations team and the EFC Academic team. The budget is built in lock step with the LCAP to ensure it aligns with the needs of the school. The finances are
managed primarily by the site administrator and the budget analyst. They meet on a regular basis to review where the current expenses stand against the Board approved
budget. Each administrator has an excellent knowledge of where the budget stands at any given point, so that they can make the appropriate programmatic decisions that
will have the largest impact. EFC leadership also monitors each site budget to ensure that sites remain on track.
In what ways can the school's fiscal systems or operations be improved, and what action is being taken?
EFC is currently participating in a cohort (including a number of California School Districts) that is testing a supportive financial platform called Balance by Allovue that will
augment the current financial system . This platform takes the actual expenditures and projected budgets and turns them into a customizable visual dashboard-like version
of the current budget that allows for tagging by various topics, and provides a user friendly search engine to view actual transactions. This will make for a more easily
accessible real -time view of the current status of each site' s budget to allow for better decision making. We are encouraged by the early_r:eturns regarding this platform .
18 What are the most significant aids and/or barriers to raising student achievement?
Significant aids to raising student achievement include -
• A new teacher evaluation system using TNTP's rubric and the Tripod Student Survey to help align and calibrate organizational understanding of effective
teacher practice and to provide actionable data on teacher practice
• A comprehensive site planning process that builds principal capacity to strategically align resources and make re source decisions
• A comprehensive assessment system that provides regular actionable data for teachers, staff, administration and EFC Home Office - to guide day to day
instruction and more strategic decision making
27
• Personalized learning through on line adaptive software and small group leveled instruction guided by formative assessment data
• An investment in coaching resources to build teacher capacity on a day-to-day basis
• A human capital strategy focused on attracting and retaining stronger teachers and facilitating teacher leadership
• A professional development strategy focused on building principal capacity as instructional leaders
Significant barriers to raising student achievement include -
• A lack of quality preschool access for the great majority of Learning Without Limits students
• A human capital market that has fewer and fewer people going into education
• Employer STRS contributions more than doubling over the next few years and employee STRS contributions increasing as well
• Insufficient resources to provide the level of support and intervention so many of our children need to truly serve them well.
28
Charter Renewal Data Document
Name of school : Lea rnin g Without Limits Name of School Leade r: Leo Fuchs
s. year of renewal
Financial Information Yea r 20 16-17
$4, 632,071 projecte d $11,055 proj ect e d

Total Operatio nal Budget Per Student Revenue
$4,622,679 projected $11,033 projected
Total Expendit ure Expenditure Per Student
$402,496 projected $411,488
Balance brought forward from previous year Projected balance carried forward to next year
Special Populations 1" yea r of renewal 2. year of ren ewal 3"' year of renewa l 4,. year of renewal s. year of renew al
Percentage of studen t s 57 .7% 77 .5% 90.1% 88.3% 67.5%

receiving
f ree/reduced lunch
Percentage of ELL stud ents 28 .4% 32.8% 32.7% 39.1% 43.47%
Percentage of students wit h IEPS 12.0% 12.1% 10.4% 8.9% 7.6%
Percentage of students with 504 plans 0.3% 0. 2% 0%
Pupil mobility in th e school in prior ye ar Number of

students
Students who joined the sc hool other than at the usual tim e of first ad mission 4.4%
29
Students who left the schoo l other than at the usual time of leaving (excluding exp ulsions) 4.8%
Attendance for current and prior year 1" year z. year of renewal 3,, year of 4. year of 5th Year of renewal
of renewal renewa l
P-2ADA Year to date
renewal
Sc hool data 359 .57 370.49 396.29 400.49 404.41

(94.05 (96.04%) (96.48%) (95 .86%) (96.91%)
%)
Background of students Number of Discipline - prior school year Suspension Expulsion

4,. year of renewal students/Percent of
# of # of incidents
Students
incidents
African-America n 82 / 18.9% African-America n 1 0
Asian/Pacific Isl ander 34 /7 .8% Asian/Pacific Islander 0 0
Hispanic 297 / 68.6% Hispa nic 0 0
Wh ite 4 I o.9% Wh ite 0 0
Mixed/ No Response/ Native 16/3.7% Mixed/ No Response 0 0
Gender (male/ fem ale) M: 206 / 47.6% ELL 0 0
F: 227 / 52.4%
Homeless Students 0/0% SPED 0 0
Gender (male/female) 0/1 0/0
Homeless Students 0 0
30
lottery/Waitlist Information
Date of Grades of Number of Number of Number of Students on Waiting
Lottery Applicants Applicants Available List
(per grade) Spaces(per (per grade)
grade)
EXAMPLE 6 150 100 50

(add rows as necessary to
capture all grade levels
7 200 100 100
served)
8 160 100 60
1. year of re newa l K N/A N/A N/A
12/13 SY
(Enrollment conducted 1st N/A N/A N/A
through OUSD enro llm ent
center 2,d N/A N/A N/A
3,d N/A N/A N/A
4 th N/A N/A N/A
5th N/A N/A N/A
2. year of renewa l 2/26/13 K 60 72 N/A

13/14 SY
31
(data as of 7/31/13) No lottery/ 1" 7 10 N/A
fewer
ap plicants 2•d 4 13 N/A
than spots
3,d 6 16 N/A
4th 1 15 N/A
5th 6 7 N/A
3. year of renewa l 2/27/14 K 55 72 N/A

14/ 15 SY
(data as of 6/27 /14 No lottery/ 1" 3 3 N/A
4/ 9/15) fewer
applicants 2nd 4 4 N/A
than spot s
3,d 3 7 N/A
4,h 0 2 N/A
5th 2 4 N/A
4. year of renewal 2/19/15 K 41 72 N/A

15/16 SY
(data as of 4/ 9/15) No lottery/ 1" 0 2 N/A
fewer
applicants 2nd 0 4 N/A
than spots
3,d 0 0 N/A
4,h 0 0 N/A
5th 0 0 N/A
Graduation Information l " year of 2nd year of 3,d year of 4•h year of s•h year of renewal
I I I I
32
• 1
HS only Graduation Rate -
12. Grade
renewal
N/A
renewal
N/A
renewal
N/A
( ""~wal
.f/A N/A
Retention Rate(% of 12. N/A N/A N/A N/A N/A

grade enro ll ed since grade
9)
Post-Graduation Plans - HS Only

% attending 4-year col lege N/A N/A N/A N/A
% attending 2-year col lege N/A N/A N/A N/A
% attending vocationa l/ N/A N/A N/A N/A

technical training
I
% joined military N/A N/A N/A N/A
% worki ng exclusively N/A N/A N/A N/A
Teacher Recruitment/Retention
l "year of 2nd year of 3,d year of 41hyear of 5,h year of renewal
renewal renewal renewal renewal 2016 / 2017
2012 / 2013 2013 / 2014 2014 / 2015 2015 / 2016
Tota l# of 18 18 18 18 18
Teachers
#/% New 8 / 44.4% 5 / 27 .78% 5/27.78 5/27.78 2 / 11.11%

Hires
#/% Retain ed 10 / 55 .56% 13 / 72.22% 13 / 13 / 72.22% 16 / 88.89%
from 72.22%
Prior Year
Total number of vacant teaching posts currently (FTE) 0
33
AYP 1. year of renewal 2~year of renewal 3. year of renewal 4. year of renewal s. year of renewal
AYP Met? No (8/17 Met) Yes (9/9 Met)
% AMOS Met 35.5 % / 47.4%
% 26.3% / 26.3% s.3% / 2.6%

Proficient-AMOS
:
African-America
n
% 55 .2% / 76.7% 41.2% / 50.0%

Proficient-AMOS
: Asian/Pl
% 35 .4% / 45.8% 27 .0% I 29 .5%

Proficient-AMOS
: Hispanic
% -- --
Proficient-AMOS
: Mixed/No
response
% -- --
Proficient-AMOS
: Wh ite
% 35 .0% / 47.3% 23 .6% / 24.6%

Proficient-AMOS
:
Socioeconomical
ly Disadvantaged
ELL 37.2 % I s1.0% 26 .9% / 34.2 %
Students 11.1% / 14.3% s .3% / 10.0%

with
disabilities
34
AP/
API Growth
C 1. year of renewal
-40 (No)
2. year of renewal 3. year of renewal 4. ye\ ~ ewal s. year of renewal
Statewide rank 1
Similar schools 1
rank
CST 1. year of renewal 2. year of renewal 3. yea r of renewal 4. year of renewal s. year of renewal
ELA
Proficient/ Advance 89 (34.1%)

d
Basic 96 {36.8%)
Below Basic/Far 76 (29 .1%)

Below Basic
MATH
Proficient/ Advance 117 (45 .2%)

d
Basic 65 (25 .1%)
Below Basic/Far 77 (29.7%)

Below Basic
CAHSEE 1. year of renewal 2. year of renewal 3.. year of renewal 4. year of renewal s. year of renewal
10.. grade pass N/A N/A N/A N/A N/A

rate
35
Measurable Pupil Outcomes and LCAP Goals
OUSD Collective MPOs
Metric Description 13-14 Met 15-16
14-15 Result 15-16 Result 15-16 Target
Result Target?
CAASPP Increase students scoring N/A

Math Level 3 or Level 4 by 5 Overall {CAASP not 26% 27% 31% N
percent annually OR given)
achieve a level of 70%
Hispanic N/A 30% 31% 35% N
African-Am erican N/A 3% 17% 8% y
Engli sh Learners N/A 11% 12% 16% N
CAASPP Increase students scoring Overall N/A 23% 31% 28% y

ELA Level 3 or Level 4 by 5
percent annually OR Hispani c N/A 27% 35% 32% y
African -American N/A 6% 21% 11% y
English Learn ers N/A 3% 13% 8% y
ORA Each yea r, 60 pe rcent of Overall 81% 77% 73% 60% y

students will increase 1
grade level OR achieve Hispanic 83% 75% 72% 60% y
proficiency
African-American 73% 78% 74% 60% y
English Learners 68% 60% 63% 60% y
SPED Average % of goals met Students with IEP 44% 36% 41% 41 % y
CE LDT/ Each year, 40% of Els will Overall 38% 55% 51% 40% y
36
ELPAC ir( ) e one proficiency
levt."r'OR maintain l)
proficiency on
CE LDT/E LPAC.
Chro nic Each year, less than 8% N/A

Absence percent of students will (Data
Rate be absent more t han 10% systems
Overall 6.5% 10.3% 8% N
of enro lled days. were not
set up to
track this)
Hispanic N/A 5.6% 7.7% 8% y
African-American N/A 13.2% 21.0% 8% N
English Learners N/A 3.7% 4 .2% 8% y
Students with IEP N/A 6.1% 13.2% 8% N
School Each year, at lea st 75% of N/A

Safety students and families (data not
Fami lies 94% 95 % 75 % y
positively rate schoo l ana lyzed in
sa fety. (As measured by this way)
School Climate
Assessment In stru ment,
see question text below) Students (Gr 3-5) N/A 75 % 79% 75% y
Aca - Each year, at least 75% of Fami lies N/A 100% 97% 75% y
demic students and families
lnstruc- positively rate academic Students (Gr 3-5) N/A 87% 88% 75 % y
tion instruction . (As
measured by Schoo l
Climate Assessment
Instrument, see question
text below)
37
School Each year, at least 75% of Families N/A 100% 96% 75% y
Decision students and famili es
-Making positively rate their role
in school decision- making
and/or opportunity for
feedback. (As measured y
Students (Gr 3-5) N/A 89 % 87% 75 %
by School Climate
Assessment Instrument,
see question te xt below)
Due to the historically high proportion of students that qualify for free- or reduced-priced lunch (FRL), Learning Without Limits has qualified as a Provision 2 school and
therefore is not required to collect FRL applications annually. As a result, data is not disaggregated based on lunch status because the group of non-FRL students is not
significant.
Domain Elementary Students (Gr 3-5) Families
School Safety At thi s school, I feel safe: (5) All stu de nts feel sa fe at the school.
(3) Everywhere in school. (3) Most stud ents feel sa fe ge nerally but acce pt
(2) Only in my cla ssroom . minor act s of harassment from oth er stud ents.
(1) Som e days and not others. (1) Many stud ents do not feel safe from bullying,
harassment, or verbal abuse .
Academic Instruction The work in my cla ss: (5) Instruction is dynamic, learner-centered, and
(3) Makes me think and chall enges me . challen ging.
(2) Is mostly about rememberin g what the t ea cher (3) Instruction is mostly based on rel evant ideas
or t extb ook sa ys. but often seems to be busy-work.
(1) Is mostly about keeping us all busy. (1) Instru ction in my cl asses is mostly independent
work.
School Decision-Making In my cla ss: (5) Vi sion comes from the colle ctive will of the
(3) We make a lot of th e decisions along with th e school community.
teacher. (3) Vi sion comes from th e leadership.
38
(2) The tea cher lets us choose sometimes. (1) Vi sion is absent.
(1) The teach er makes all the decisions.
LCAP Metrics
Metric State Priority Description Met 15-16
13-14 Result 14-lS Result 15-16 Result 15-16 Target
Target?
Attendance Pupil Engagement 95% average daily

96% 96% 96% 95 % y
Rate attendance (P2-ADA)
CAASPP ELA Pupil Achievement Increase students scoring

Level 3 or Level 4 by 5 y
percent annually OR
N/A 23% 43 % 28%
CAASPP Pupil Ach ievement Increase students sco ring

Math Level 3 or Level 4 by 5 y
percent annually OR
N/A 26% 36% 31%
Chronic Pupil Engagement <10% of all students are

Ab sence chronically absent See data in OUSD Collective MPOs table above .
Rate
Curriculum Implementation of Meet all requirements

y y y y y
checklist State Standards
EL: CELDT Pupil Ach ievement Each year, 40% of Els will
improve one proficiency
level OR maintain See data in OUSD Collective MPOs table above .
proficiency on
CE LDT/ELPAC.
Expulsion Pupil Engagement 0% of enrolled students y

0% 0% 0% 0%
Rate are expelled
Facilities Basic M eet all facilities N/A N/A y y y

Walkthrough requirements (Walkthrough
39
Checklist tool not yet
establi shed)
Highly
Qualified 95% teachers rate as 100% 100% 100% 95% y
Teachers Basic Highly Qualified
Master
y y y y y
Schedules Cou rse Acces s Meet all requirements
+5 % of stud ents
meet/exceed expected
Fall to Spring RIT growth
51 % 74% 74% 79% N
OR
NWEA MAP 70% of students will score
Math Pupil Achievement > = 40th percentile
NWEA MAP Pupil Achievement +5 % of students

Reading meet/exceed expected
Fall to Spring RIT growth
41% 74% 79% 57% N
OR
70% of students will score
> = 40th percentile
Parent Parental Involvement 90% familie s participate in N/A

Participation report card conferences at (syst em for
least 2x/yr tracking data N/A 93% 90% y
not
esta bli shed)
SCAI Survey - Pupil Engagement Family average >= 3.5

Domain 7:
4 .3 4 .4 4.29 3.5 y
Attitude and
Culture
SCAI Survey - Pupil Engagement Student average >= 3.5

Domain 7:
3.8 3.6 3.7 3.5 y
Attitude and
Culture
SCAI Survey - Pupil Engagement Teacher average >= 3.5 4 .2 4 .2 4.1 3.5
40
Domain 7:
Attitude and
Culture
0 u y
Suspension Pupil Engagement <= 5% of enrolled students

Rate are suspended out of 0% 0.5% 0.2 % 5% y
school
Charter MPOs Prior to Collective MPOs

Subject Assessment Metric 12-13 Result 13-14 Result 14-15 Result Target Met Target?
English Common Core % of students

Language Benchmark (Gr 2 proficient on
NA NA 16% NA NA
Arts - 8) EOY
benchmark
ALS Standards-
based ELA % proficient
Replaced with Common Core benchmark
Benchmark or advanced
(OUSD)
DRA2 % proficient
40% 52% 55% See Collective MPOs above
or advanced
CST (Gr 2-8) % proficient

34% NA NA 44% N
or advanced
Fluency % proficient
This data is collected and analyzed at the student and classroom level.
or advanced
BPST Varies by
Thi s data is collected and analyzed at the student and classroom level.
grade level
IWT Varies by
This data is collected and analyzed at the student and classroom level.
grade level
Letter naming
Diagnostic This data is collected and analyzed at the student and classroom level.
fluency
Initial Sound Diagnostic This data is collected and analyzed at the student and classroom level.
41
Fluency
Multi-syllabic
Diagnostic Thi s data is collected and analyzed at the student and classroom level.
inventory
Report Card % of st udents
scoring 4 or 5
Not possible to track this data in our student information system .
on majority
of standards
Math Common Core % proficient
Math Benchmark on EOY NA NA 24% NA NA
(Gr2-8) benchmark
California
Standards Test % proficient
46% NA NA 60% N
(CST) = grades 2- or advanced
8
Portfolio of
performance- Score 4 out of
Not possible to track this data in our assessment management system .
based 5 on rubric
assessments
Report Card % of students

scoring 4 or 5
on majority
of standards
Sci ence California
% proficient
Standards Test 19% 37 % 27% 47% N
or advanced
{CST)
Report Card % of students

scoring 4 or 5
on majority
of standards
History/Soci Report Card % of students
al Science scoring 4 or 5
on majority
of standards
42
English
Language
Develop me
l \
'-'
% of students
scoring
advanced or
u
Not used school-wide. Tool for individual teachers.
nt early
adva nced
CELDT % of students
increasing
See data in Collective MPO s table above.
proficiency
level
Special Tri and Annual Meeting all

100% annually 100% annually 100% annual ly 100% annually y
Education Reviews IEP goals
Physical Report Card % of students

Education scoring 4 or 5
and Health on majority
of standards
Physical Fitness % of students
Test (Gr 5 and 7) in Healthy 12-13 : N
Fitness Zone 64% 81% 85% 80% 13-14: Y
for at least 4 14-15 : Y
standard s
Technology Report Card % of students

scoring 4 or 5
Not possible to track this data in our student information system.
on majo rity
of standard s
Social Report Card % of students

Emotional scoring 4 or 5 Not possible to track this data in our student information system .
Learning on majority
of standards
In regard to the LCAP goals you have had in place for the past two years, please address the following:
43
A review of the progress towards the goals included in the charter, an assessment of the effectiveness of specific actions toward achieving
those goals, and a description of the changes to the specific actions the charter school will make as a result of the review and assessment.
A listing and description of the expenditures for the fiscal year in implementing the specific actions included in the charter as a result of the
reviews and assessments. (Education Code section 47606.5.)
* If your school adopted the Collective MPOs, you will include your progress on these goals for the 2015-16 school year
Learning Without Limits named 9 goals in its 2016-17 LCAP:
# 2016-17 LCAP Goal
1 Curriculum: All teachers will access and implement engaging, high-quality, standards-aligned curriculum in a
broad course of study, including math , science, social studies , English language development, writing and
language arts ..
2 Technology: All teachers and students have access to 21st century technology and personalized learning
opportunities.
3 Staffing: All teachers will be appropriately assigned and fully credentialed to support a high-quality, broad
course of study.
4 Professional Development: All teachers receive high-quality professional development aligned to high priority
instructional practices that positively impacts student academic achievement and social-emotional
development.
5 Family Services: Empower families to participate in decisions regarding implementation of curriculum , school
culture, and community engagement. Empower families to review data and make decisions around site
priorities and resource allocation.
6 Response to Interventions: Implement a rigorous Response to Intervention model to address the Tier 1, Tier 2,
and Tier 3 academic, behavioral and social needs of all students.
7 English Language Learners: All English language learners receive high-quality, integrated and designated
44
(suppleme( )language instruction that supports consistent and effective Eng Ii{ ) guage development..
-
8 School Climate: All students attend school in a safe , engaging and nurturing environment.
9 Basic Services: All students have access to a safe and clean learning environment and appropriate educational
resources, learning opportunities and services
Learning Without Limits utilizes the following metrics and targets to measure progress on the above goals:
State Priority Metric Target

=+5% students either scoring level >= 3 or making at least
one level growth OR
70% of students scoring proficient (including significant
Pupil Achievement CAASPP ELA subgroups)
=+5% students either scoring level >= 3 or making at least
one level growth OR
70% of students scoring proficient (including significant
Pupil Achievement CAASPP Math subgroups)
Increase the percent of Els who grow at least one overall
Pupil Achievement EL: CELDT proficiency level on CELDT
50% of EL students attending an EFC school for at least 5
Pupil Achievement EL: Reclassification Rate yrs will be redesignated as Fluent English Proficient
=+5% of students meeUexceed expected Fall to Spring RIT
growth OR
Pupil Achievement NWEA MAP Math 70% of students will score > = 40th percentile
=+5% of students meeUexceed expected Fall to Spring RIT

growth OR
Pupil Achievement NWEA MAP Reading 70% of students will score > = 40th percentile
Pupil Engagement Attendance Rate 95% average daily attendance
Pupil Engagement Chronic Absence Rate <10% of all students are chronically absent
45
Pupil Engagement Expulsion Rate 0% of enrolled students are expelled
90% families participate in report card conferences at least

Parental Involvement Parent Participation 2x/yr
SCAI Survey - Domain 7:
Pupil Engagement Attitude and Culture Family average >= 3.5
Pupil Engagement Attitude and Culture Student average >= 3.5
Pupil Engagement Attitude and Culture Teacher average>= 3.5
Pupil Engagement Suspension Rate <= 5% of enrolled students are suspended out of school
Implementation of
State Standards Curriculum checklist Meets EFC's curricular requirements
Facilities Walkthrough
Basic Checklist Meet all facilities requirements
Basic Highly Qualified Teachers 95% teachers rate as Highly Qualified
Course Access Master Schedules Meet EFC's master schedule requirements
2013-14 and 2015-16 provided a baseline measure on many of these metrics . The following table shows our progress to date
2015-16 LCAP 2015-16

Target 2013-14 Result 2014-15 Result Target Result
5% students either scoring level >= 3 or

making at least one level growth OR
N/A 23% 28% 42 .86%
70% of students scoring proficient
(School-wide , ELA)
5% students either scoring level >= 3 or N/A 26% 31% 36 .31%

making at least one level growth OR
70% of students scoring proficient
46
"' )
(School-wic(
1ath)
Increase the percent of Els who grow at
least one overall proficiency level on 38% 55% 40% 50 .81 %
CEL DT
50% of EL students attend ing an EFC

school for at least 5 yrs wi ll be
redesignated as Fluent English Proficient
+5% of students meet/exceed expected

Fa ll to Spring RIT growth OR
41 % 74% 79% 57 .34%
70% of students wil l score > = 40th
percentile (School-wide, ELA)
+5% of students meet/exceed expected

Fall to Spring RIT growth OR
51 % 74% 79% 73 .52 %
70% of students wi ll score > = 40th
percentile (School-wide , Math)
95% average daily attendance 96% 96% 95% 96%
<10% of all students are chronically

9% 11.69%
absent
0% of enrolled students are expelled 0% 0% 0% 0%
90% families participate in report card

90% 93%
conferences at least 2x/yr
Family average >= 3.5 4.28 4.4 3.5 4.29
Student average >= 3.5 3.77 3.64 3.5 3.7
Teacher average>= 3.5 4.2 4.16 3.5 4.07
<= 5% of enrolled students are 0% 0.47% 5% 0.24%

suspended out of school
47
Meet all master schedule requirements y y y y
Meet all facilities requirements y y
95% teachers rate as Highly Qualified 100% 100% 95% 100%
Meets EFC's curricular requirements y y y y
Please reference the table below for narrative on reflection of progress made in each goal and needs moving forward :
Goal Narrative
#
1 This year, we implemented a new ELD curriculum in grades 2-5 that we will continue to use in the coming school
year. We had good results implementing a Guided Reading Program . We implemented a new math curriculum
and continued to supplement with materials from Engage NY. We continued to use several adaptive software
programs to support skill building in ELA and Math .
In the coming year, we will be adopting a new phonics curriculum in 1st grade to pilot. There will be no
additional expense. We will be adopting a new math facts fluency program for grades 2-5
2 This year we continued to use iReady, ST Math, AR Reading and reading assistant. We will continue with these
blended programs this year, but purchase Lexia instead of iReady. We will continue to have 1-1 computers in
grades 2-5 and purchase new devices for K/1.
3 This year in addition to core teaching staff, we staffed a music program, an art program, a playworks coach, and
school climate and safety personnel. We had over enrollment in our 5th grade classes and thus are hiring a third
fifth grade teacher next year .
4 This year, professional development focused on implementation of Close Reading strategies and ELD inquiry,
providing an opportunity to explore strategies that support English Learners. Through this professional
development we saw growth in reading outcomes on the DRA. However, disparate scores on DRA and benchmark
have moved us to continue to develop teachers in building strategies that support students working with complex
text.
48
5 Fort t time, we budgeted for a half time Parent Coordinator position, and f( )._ e position with two
people presenting different segments of our community. Unfortunately, one of c-.-.e people hired decided not
to continue prior to the beginning of the school year, and we have been working to hire this position. We look
forward to having it fully staffed next year.
6 This year we had 2.5 intervention teachers providing Tier 1,2 and 3 intervention in reading support. Most of our
FBB and BB st udents received intervention . This year our IEP caseload grew and we will need to add a .5 SPED
teacher for next year.
7 We shifted our 2-5 ELD program this year to focus on vocabulary acquisition and support for use of forms and
functions through observation of visual art using the Discussions For Learning curriculum . We will continue to
use this program next year.
8 We will end our partnership with PlayWorks and use the savings to hire an Assistant Dean of Student Leadership
who has been trained with PlayWorks skills, will support a positive climate in shared spaces, and implement
programs that develop student leadership.
9 Due to incorrect enrollment projections, 5th grade class size for the 2015-16 school year was too large. We will
add a 5th grade class next year in order to have approximately a 24:1 student:teacher ratio .
The table below provides a summary of Learning Without Limits' budgeted actions and services aligned to LCAP goals for the current fiscal year:
Goal Actions , services, or expenditures Estimated Costs Funding

# Sources
1
• Additional guided reading texts and continued • $5000 a year • Title I/Title
expansion of our leveled libraries. 1111mm
• New phon ics curriculum for Kinder and 1st grade
• $9,000 • GP
(Core Knowledge Skills Strand) (consumables &
one time cost)
• Sipps GR books for 1st Grade • $2,300 one time
• GP
cost
• Additional supp lies to enrich units • $1000
• GP
• Additional books for GR intervention • $800 one time
• GP
49
• Math facts fluency adaptive software cost • GP
• $3,400
2
• Purchase new adaptive software (Lexia) . End use • Net increase of • GP
of i-Ready $7,000
• Purchase devices for k/1 in order to have a 1:2 • $15,000 • GP
ratio
3
• We will have a third 5th grade class • $83,197 • GP
• We will hire new staff to provide alternate • $48,000 • GP
enrichment opportunities for students and
partner with outside organizations to provide
alternate enrichment opportunities for students
• $10,000 • GP
• We will add additional yard supervision staff
• $51,300 • GP
• 1.0 Assistant Dean of Student Leadership
4
• GLAD training for new teachers and teachers • $6,000 • GP
who have not previously been trained
• 0.5 FTE & 1.0 FTE Instructional Facilitator focused • $88,000 • Title I
on Literacy (Literacy Coach)
• 0.5 FTE Math Coach
• $51,525 • Title I
5
• 2 x 0.25 FTE = 0.5 FTE Parent Coordinator • $24,568 • GP
6
• Hire .5 k/1 Literacy Intervention Teacher • $45,825 • Title Ill
• 3 kinder aides • $29,577 LEP/GP
• Reading Partners • $19,000 • GP
• Summer Intervention (DTE) • $12,000 • GP
• GP
7
• #4
8
• Positive Climate Coach • $55,000 • GP
• Dean • $60,900 • GP
so
( ~
...
ssistant Dean fo r Student Leadership
Attendance Incentives
•
•
$51,300
$2,000
u •
•
GP
GP
• Community Building Events • $3,000 • GP
9
• Furn iture for 3rd 5th Grade Class room • $5,000 • GP
51
FACILITIES AND FUTURE PLANS
FACILITIES/ADA-APPLIES ONLY TO NON-OUSD FACILITIES (CURRENT OR PLANNED)
Is the facility meeting the needs of your staff and students? Yes
Will the facility continue to accommodate your growth needs? Yes
If applicable is your current lease still valid? Yes
Does your lease extend through the end of your requested charter term? Yes
If the lease does not extend through the end of your charter term please describe your plans for a facility solution
which includes either:
. A letter of intent, signed by the building owner, to lease or sell the proposed facility to your organization; or
. A memorandum of understanding, signed by the building owner that describes the status of negotiations
with your organization regarding the possible lease or purchase of the building, describes any foreseeable
conditions, circumstances or considerations that may affect the decision to lease or sell the building to your
organization, specifies any decision-making process that may be required before an agreement can be
finalized, specifies a date by which a decision to lease or sell is likely
Describe the condition of your current facility.
Learning Without Limits' facility is in good repair and suitable for use by students.
What procedures are in place for handling facility repairs?
Learning Without Limits is currently using OUSD's Buildings and Grounds Department for the appropriate items listed
on Attachment A of the "Facilities and Operations Agreement By and Between The Oakland Unified School District, The
Oakland Unified School District Partner Schools, Ascend and Learning Without Limits and Education For Change". For
52
those ite tare the charters responsibility on the "Guide for Charter Scho Oakland Unified School District
Facilities" document (Attachment A), EFC has hired a Facilities Manager. The funtfion of the Facilities Manager
includes, but is not limited to, assuring that the school is in good repair.
Describe your systems for ongoing maintenance of the facility and if applicable, provide a copy of the contract for
provision of maintenance services for the facility.
Learning Without Limits contracts with OUSD for custodial services and custodial supplies. Lea rning Without
Limits' Principal, EFC's Facilities Manager and OUSD meet periodically to assure that the appropriate level of
services are being received at the school site. There is also coordination and planning regarding Summer deep
cleaning to take into account Summer instructional programs offered by EFC.
FUTURE
PLANS
As applicable: Describe any proposals for additional campuses your school may be approved for N
and/or are considering seeking approval for during this renewal period .
N/A
As applicable: Describe any material revisions to your charter and rationale for this renewal period. N
This
request will be considered as part of the renewal process.
Material revisions include, but are not limited to, adding additional grades, potentially
growing student enrollment beyond the capacity, changing the school 's mission, purchasing a
new facility, etc.
In order to have the material revision to your charter approved, your school needs to:
o State the revision(s) the school 's governing board wishes to make to the charter.
0 Describe the reasons for the request(s).
o Describe the changes in the operations of the school that will be impacted by the proposed
53
revision(s). Indicate how student enrollment, curriculum, staffing, governance, facilities, and
budge may or will be impacted in the current school year and in the subsequent school years.
N/A
23 . If the revision(s) directly affect(s) the students, explain if and how the proposed
revision has been discussed with the parents.
N/A
If appropriate, describe how student achievement may be ~mpacted by the proposed revision(s) .
54
Education far Change
Public Schools
As the authorized lead petitioners, we, Education for Change Public Schools (EFC) and Hae-Sin
Thomas, hereby certify under the penalties of perjury that the information submitted in this
renewal petition for Leaming Without Limits (LWL) (the "School"), located at 2035 40th
Avenue, Oakland, CA 94601 within the boundaries of the Oakland Unified School District
(OUSD), is true to the best of our knowledge and belief; and further we certify that if granted
this charter, LWL:
•!• Shall not charge tuition, fees, or other mandatory payments for attendance at the charter
school or for participation in programs that are required for students. [Ref. Education Code
Section 47605(d)(l)]
•!• Shall admit all students who wish to attend the School who submit a timely application,
unless the School receives a greater number of applications than there are spaces for students, in
which case each application will be given equal chance of admission through a public random
drawing process. Preference in a public random drawing shall be provided as described in
Education Code Section 4 7605( d)(2)(B). In the event of a drawing the chartering authority shall
make reasonable efforts to accommodate the growth of the School in accordance with Education
Code Section 47605(d)(2)(C) and Education Code Section 51747.3. [Ref. Education Code
Section 4 7605(d)(2)(A)-(B)]
•!• Shall be nonsectarian in its programs, admissions policies, employment practices, and all
other operations. [Ref. Education Code Section 47605(d)(l)]
•!• Shall not discriminate on the basis of the characteristics listed in Section 220 (actual or
orientation, mental or physical disability, age, ancestry, athletic performance, special need,
proficiency in the English language or a foreign language, or academic achievement 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)(l)]
•!• Shall not determine admission according to the place of residence of the student or his or
her parents within the State except that a conversion school shall give admission preference to
students who reside within the former attendance area of the public school as provided in
Education Code Section 4 7605( d)(2).
•!• Shall meet all statewide standards and conduct the student assessments required pursuant
3265 Logan Street, Oakland , CA 94601•510-568-7936 • www.efcps.org

statute or student assessments applicable to students in non-charter public schools. [Ref.
•!• Shall shall comply with all applicable portions of the No Child Left Behind Act.
•!• Shall consult, on a regular basis, with parents, guardians and teachers regarding its
educational programs, as required by Education Code section 47605(c)(2).
•!• 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)(l)(A)-(D) and comply with Title
5, California Code of Regulations, section 11960(b) with respect to the legally required
•!• Shall comply with the conditions of apportionment set forth in Education Code section
resident, and that " a pupil over 19 years of age shall be continuously enrolled in public school
and make satisfactory progress towards award of a high school diploma," to remain eligible for
generating charter school apportionments.
•!• Shall provide to the Office of Charter Schools information regarding the proposed
operation and potential effects of the school, including, but not limited to, the facilities to be used
by the school, including where the school intends to locate, the manner in which administrative
services will be provided, and potential civil liability effects, if any, upon the school and
authorizing board.
•!• Shall adhere to all provisions of federal law related to students with disabilities including,
2004.
•!• Shall notify, within 30 days, the superintendent of the school district of any pupil who is
expelled or leaves the School without graduating or completing the school year for any reason.
The school district notified shall be dete1mined by the pupil's last known address. 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)]
•!• Shall adhere to all applicable provisions of federal law relating to students who are
English language learners, including Title VI of the Civil Rights Act of 1964; the Equal
Educational Opportunities Act of 1974; MGL c. 76, §5; and MGL c. 89, 71 § (f) and (I).
•!• Shall comply with the Family Educational Rights and Privacy Act (20 U.S .C. § 1232g;
34 CFR Part 99 ).
•!• Shall submit an annual report and annual independent audits to the OUSD Office of
Charter Schools by all required deadlines.
•!• Shall shall maintain accurate and contemporaneous written records that document all
pupil attendance and make these records available for audit and inspection, as required by
Education Code section 47612.5(a)(2).
Achieve Academy • ASC END • Cox Academy • Epic Middle School • Lazear Charter Academy • Learn ing Without Limits
3265 Logan Street, Oakland , CA 94601 • 510-568-7936 • www.efcps.org

•!• Shall submit required enrollment data each March to the OUSD Office of Charter
Schools by the required deadline.
•!• Shall comply with "[a]ll laws establishing minimum age for public school attendance," as
required by Education Code section 4 7 610(c).
•!• Shall operate in compliance with generally accepted government accounting principles.
•!• Shall maintain separate accountings of all funds received and disbursed by the school.
•!• Shall participate in the California State Teachers' Retirement System and other
retirement systems, as applicable.
•!• Shall obtain, keep current, and make available for inspection all necessary permits,
licenses, and certifications related to fire, health and safety within the building(s) and on school
property.
•!• Shall obtain, keep current, and make available for inspection all necessary teacher
certifications, permits or other documents as required under EC Section 47605(1)
•!• Shall at all times maintain all necessary and appropriate insurance coverage.
•!• Shall submit to the OUSD Office of Charter Schools the names, mailing addresses, and
employment and educational histories of proposed new members of the Board of Trustees prior
to their service.
•!• Shall, in the event the Board of Trustees intends to procure substantially all educational
services for the charter school through a contract with another person or entity, provide for
approval of such contract by the Board of Education in advance of the beginning of the contract
period.
•!• Shall require the Governing Board to comply with the provisions of the Ralph M. Brown
Act (California Government section Code 54950 et seq.).
•!• Shall comply with the provisions of the California Public Records Act (California
Government Code section 6250 et seq. ).
•!• Shall provide financial statements that include a proposed first-year operational budget
with start-up costs and anticipated revenues and expenditures necessary to operate the school,
including special education; and cash-flow and financial projections for the first three years of
operation.
•!• Shall provide to the Office of Charter Schools a school code of conduct, Board of Trustee
bylaws, an enrollment policy, and an approved certificate of building occupancy for each facility
in use by the school, according to the schedule set by the Office of Charter Schools but in any
event prior to the opening of the school.
•!• Shall be located within the geographical boundaries of the District in locating its site, or
otherwise comply with the requirements in Education Code section 47605 and 47605.1
•!• Shall follow any and all other federal, state, and local laws and regulations that apply to
o Shall comply with the California Code of Regulations.
3265 Logan Street, Oakland , CA 94601• 510-568-7936 • www.efcps.org

o Shall ensure that teachers hold a Commission on Teacher Credentialing
certificate, permit, or other document equivalent to that which a teacher in other public
schools is required to hold. As allowed by statute, flexibility will be given to non-core,
non-college preparatory teachers. [Ref. California Education Code Section 47605(1)]
o 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.l(f)(5)(C)]
o Shall comply with Article 5.5 (sections 51745-51749.3) of Chapter 5 of Part 28
of the Education Code and implementing regulations adopted thereafter for the purpose
of implementing short term independent study.
o Shall comply with all laws establishing the minimum and maximum age for
public school enrollment.
Hae-Sin Thomas, CEO, Education/or Change
3265 Logan Street, Oakland , CA 94601• 510-568-7936 • www.efcps .org

ICar1ng
. I belong :in this academic community.
L eadersh1 ··
chiev.· ·
perSeVefanCe
grow with my effort.
My ability and confidence
Student Name:
Teacher:
School: Learning Without Limits
eaming \,V,~h u t L ,nuts Year: 2016 - 2017
,, Grade: 3
,t I A("
..
' •/ LWL CLAP Values Comments (Trimester 1):
Caring Tl T2 T3 -loves to help adults. He is very respectful and shows
Shows caring and respect by consistently acting in ways that caring for his friends. At times, he can get distracted and is
3
help people. working on his stamina with independent work and listening
Listens and follows directions. 3 during whole group lessons. Overall, - wants to do well
3 and responds quickly to praise and reminders.
Follows class rules.
Follows school rules . 3
Accepts and respects authority. 3
Respects rights and properties of others . 3
Leadership Tl T2 T3
Consistently makes good decisions and stands up for what is 3
right .
Demonstrates skill in relating to others. Participates and
2
cooperates in group settings.
Accepts responsibility for their own behavior. 3
Achievement Tl T2 T3
Finds creative ways to reach goals. 3 Comments (Trimester 2) :
Asks for help and learns from role models. 3
Uses time effectively. 3
Completes class work. 3
Completes and returns homework on time . 3
Produces neat and organized work. 2
Perseverance Tl T2 T3
Finds ways to achieve when faced with challenges. 3
Learns from mistakes . Knows that mistakes are a part of
3
learning.
Finds multiple ways to solve problems. 2
4=Exceeding Expectations
3=Meeting Expectations tlll
C
2=Working towards expectations -0
~
l=Not meeting expectations I.D
Comments (Trimester 3):
Parent/Guardian Signature: Date: Teacher Initials:

LEARNING WITHOUT LIMITS ORIGINAL DESIGN BLUEPRINT
A THEORETICAL BASIS FOR LWL EDUCATIONAL PROGRAM
At the heart of our theory of action is the belief that neither the traditional associationist
approach to education of the 1920s as espoused by Edward Thorndike nor the progressive ideas
of John Dewey are by themselves adequate to the task of educating our children. Neither is
either set of ideas dismissible. Rather, both approaches contain elements that are needed to
effectively educate our children. Taking from both sets of ideas, a new approach is possible. We
are not the only ones who believe this. Lauren Resnick and Megan Hall, E.D. Hirsch, Geneva
Gay and Lisa Delpit all share some form of this view. We will describe some of our reasons for
believing that 'progressive' and 'traditional' approaches to educating our children must be
married for us to make real progress. We will then describe the combination of learning
practices that we will use to address our children's needs.
ln brief, the traditional view holds that knowledge must be broken down into little pieces and
presented to learners in a very specific order of content. It is associated with a view that
intelligence is fixed and that what people are born with they are stuck with as far as their
intelligence is concerned. Progressives like John Dewy are associated with the view that
children can construct the knowledge that they need and that content and skills education get in
the way of constructing knowledge. As a result, traditionalists have been seen as concerned with
skills and progressives have been seen as concerned with process.
Knowledge-Based Constructivism
Lauren Resnick and Megan Hall call for a new learning theory and a new aptitude theory that
incorporates the strength of both the traditional and the progressive approach to schooling. They
call the new learning theory 'Knowledge-Based Constructivism' and the new aptitude theory
'Efforts-Based Learning.' Knowledge-based constructivism holds that people must construct
their understanding and that students get better at constructing understanding the more
knowledge they have with which to construct. For example, the balanced literacy approach
recommends that students need both to be taught phonics explicitly and to be exposed to
literature that gives them the opportunity to intuit phonics rules and puzzle out rules they may
not have learned through explicit instruction. The notion of balanced literacy fits seamlessly
within knowledge-based constructivist theory. In essence this new theory holds that knowledge
and thinking are intertwined.
Because so many of our students are students of color, we are particularly sensitive to the voices
of researchers of color who have found that the progressive focus on process alone and the
traditional focus on skills alone each by itself are, at best, not useful enough for children of color.
Geneva Gay is one researcher of color who explains the merit of both progressive and traditional
approaches to learning, particularly for students of color. She describes how collaborative
structures utilize the preferred communication patterns of some students of color because it
facilitates a more inductive, collaborative inquiry process, where they start from a general
concept, and move towards specific details which support that concept. She adds that
collaborative structures give students the opportunity to construct knowledge together and
develop personal connections with their peers.
Lisa Delpit is another researcher of color who is explicit about the need for progressive and
traditional ideas to work together. As a teacher, Delpit found that when she exclusively used
progressive methods such as learning centers and creative writing without any use of a basal
reader or explicit skills instruction, her white students excelled and her black students fell
behind. When she began to incorporate more seatwork, handwriting practice and grammar drills,
her black students performed better but still lagged behind their white counterparts. This led her
to a more balanced approach where "skills are a necessary but insufficient aspect of black and
minority students ' education." She advises that rather than get caught up in attaching ourselves
to one philosophy or another we educators need to find a way to "help students establish their
own voices, and to coach those voices to produce notes that will be heard by the larger society."
We take from Lisa Delpit the idea that it is our responsibility to affirm what students bring with
them to school and to teach them the skills they will need to gain access to the codes of power --
the skills that many white, suburban students intuit from their families such as speaking in
Standard Academic English and the mannerisms and body language used in the corridors where
decisions get made.
Funds of Knowledge and Culturally Relevant Pedagogy

The idea that students bring knowledge with them to school that should be affirmed is also
advocated by Luis Moll. Moll observed that students bring with them to school great funds of
knowledge that have been passed down from generation to generation and allowed families to
survive and thrive. Recognizing this and building on the knowledge students bring with them is
one of the key elements of our approach to student learning and also one part of Gloria
Ladson-Billings definition of Culturally Relevant Pedagogy. A second part of Ladson-Billings'
definition of Culturally Relevant Pedagogy is that through learning, students experience
collective as well as individual empowerment. It is our intention that through inquiry and
interactive learning students will experience such empowerment. A third part of
Ladson-Billings ' definition is that students will maintain cultural competence. We expect that as
students ask questions related to their cultural experience and pursue answers, inquiry will help
them to maintain cultural competence as will other opportunities for cultural sharing that the
school will facilitate.
The New Aptitude Theory: Efforts-Based Leaming

Efforts-Based Learning is the new aptitude theory described by Resnick and Hall. It is consistent
with constructivist Jerome Bruner's claim that even at young ages learners can learn anything
when the instruction is well organized. Resnick and Hall support this idea and describe studies
that have been conducted that show that when cognitive skills are taught directly, students
improve their performance on assessments of intelligence temporarily. When teachers act as if
students are intelligent, students rise to meet that expectation. When teachers act as if
intelligence can grow, they teach with greater urgency and sense of purpose, and learners absorb
and reflect that attitude.
EFC Literacy Fram,ework
EFC Literacy Framework Instructional Practices:
Components: Research based choices abo ut how instruction is delivered
Research based fram ework about how
instruction is or,qanized
Reading Workshog Mini lesson
Guided Reading: Book ClubsL
• Components: Literature
• Phonics/Word Work
• Familiar Read Circles:
• New Book Intro 3 -8 : 4-5 Days/ week
• Stagge red Start
Independen t Reading
Differenti ated Read ing • Conference/ Running Record
• Teaching Point
• Com prehension
K-2 : 4-5 Days/ week
3 -8 : only as needed for remediation
Phonics Word Studt

lnde12endent Reading andLor Partner Reading
Literact Centers + Blended Learning
Designated ELD Strategic Language Objectives
K-8: 4-5 Davs/week Structured Language Practice: Student Talk Structures
Think Pair Share

Cross-Curricular integration of ELD
Integrated ELD: lnforms1I Writing 01212ortunities for English
K-8: Dailv integrated into Integrated Language Learners
Content Units, math, and/or writing
instruction Retelling with Els
Think Pair Share
Mini-lesson: Modeling and
Mentor Texts Embed Phonics
Mini-lessons
Formal Writing Process Conferencing
K-8 : 3-5 Davslweek Stages of Writing Process
Sharing WritingLAuthor's Chair
Other:
Quick WriteLProm12ted Journaling
Informal Writing
AnticiQatiQn Guide
to Process Thinking
K-8: Doilv integrated into Integrated
Summarizing
Content Units, math, and/or Difierentiated Exit Ticket
Reading
Other:
Integrated Content Units Close Reading
with Complex Texts Text De12endent Questions
K-8: 3-5 Days/week Academic Discourse
Using ELA CCSS, NGSS!SS Standards/
Other:
6-8 Literacv in Content Areas CCSS
VOCAB Development
K-8: Dailv integrated into Integrated Infused throughout Literacy Instruction
Content Units, math, and/or Di[[erentiated
Reading
Instructional Practice: Reading W orkshop Mini Lesson
ELA CCSS Addressed : All Readi ng Anchor Standards

Purpose
The reading workshop mini lesson usually happens before students are re leased to gu ided read ing and/or blended
learning rotations . The mini lesson is the time where teachers use the Common Core State Standards to plan
interactive read alouds where they model their thinking using high quality texts at or above grade level. Whi le the
the teacher reads aloud to students, both the teacher and students think about, ta lk about, and respond to the
text. The time provide s for:
• Students with a model of fluent reading
• Expands speaking and reading vocabulary
• Expan ds content knowledge (synthesizing)
• Developing understanding of the elements of literature (analyzing)
• Exposes students to rich sources of texts from various genres and formats, students develop an enjoyment
and appreciation of text above their reading level.
Mini lessons topics include, but are not limited to:

• Effective reading habits and behaviors
• Strategies and skills
• Literacy ana lys is
Mini lesson guidelines:

• Introduce with clear m ini-less on statement
• Explain the rationale behind the teac hing point
• Explicitly model how to use the strategy and/or skill
• Gu ided practice- rea der's apply their learning thro ugh answering severa l quest ions either ora lly and/or in
writing
• Check for understanding
Process
1. With help from literacy coach and/or curricu lum identify selected common core standards that will be
addressed during the unit
2. Unpack standards and write objectives aka teach ing points that include a skill and a strategy
3. Sequence teaching points
4. Select anchor texts to use for each teaching point (can use the same t ext for mu lt iple teaching points)
5. Read book and identify places to model the teaching point using a think aloud
6. Plan the anchor chart you will use to capture your thinking
7. Plan questions to check for student understand ing an d plan exemplar answers
8. Anticipate potentia l misconceptions
9. Plan independ ent work (if applicab le) for students to complete during independent reading (ski ll
application)
10. Execute lesson
a. Opening: Review and bui ld background knowledge and preview the story and vocabulary
i. Hook students - restate or recapture what happened in previous lesson if applicable
ii. Draw attention to connections (to life and/o r other books)
iii. Make predictions based on title
iv. Think aloud about style and/or topic
v. Alert students to un usual text feat ures
vi. Highlight the genre
vii. Provide background knowledge as needed
viii. Pose question for readers to consider
ix. Preview the story
x. Revi ew vocabulary
b. During Reading: The teache r explicitly teaches a stra t egy by thinking aloud, charting throughout
the story, and questioning . Teacher stops stra t egica lly at pre-planned point s and t hinks aloud,
charts, and/or poses questions for students t o answer. Anchor charts are crucial to record class
thinking and should be referenced in subsequent lessons.
c. Workshop:
i. Students read independently and/or in partner pairs during wo rkshop/blended
rota t ions/ independent read ing
ii. When applicab le, students apply the ski ll t o the ir own independent books
11 . Analyze data when applicable (formal : exit ticket, inform al: conferen ce notes, independent pra ctice,
read ing journal, post-its, etc.)
Assessment Method Resources
Formative Summative
-Read ing confere nces -Un it tests • Core Ready Curri cu lum
not es -Benchmarks • Core Ready on line resources
-Post-its -SBAC • Common Core State Standards
-Reading journal • Teacher's College Reading Videos-Grades 3-8
-DRA • Teacher's College Reading Videos -Grades K-2
• Teaching Channel-Reading Workshog
• Question Stems by Common Core Standards
Grade 2-8
• Text Degendent Questions Framework and
Resources
• ELD Framework
• Steph anie Harvey's Tool kits
• Fountas and Pinnell's Interactive Read Aloud
Continuum
• Lucy Calkins Curricul um-Reading Workshop
Instructional Practice: Guided Reading

ELA CCSS Addressed:
• CCSS .ELA-LJTERACY.CCR >\.R.1
• CCSS.ELA-LITER>\CY.CCR >\.R.10
Purpose:
Guided Reading is an instructional approach where teach ers bring a small group of students (4-6) together
who read at a similar level and need t o focus on a similar skill set in order to help readers develop systems of
strategic actions for processing increasingly challenging t eJ\.1:S.
• Helps readers develop a system of strategic reading behaviors fo r processing increasingly complex
texts.
• Produ ce systematic and continuous reading growth.
• Reading fo r comprehension and flu ency across a gradi ent of texts with increasing demands.
All K-2 students should receive Guided Reading 4x/ week. Around grade 3 and above, Guided Reading
becomes an intervention strat egy fo r students who are n ot quite ready for b ook clubs/ literature circles, or
need additional suooort.
Process
1. Students are put in flexible groups of 4-6 students b ased on instructional reading level AND r eading
beh avior (note: students may b e at the same reading level and have different instructional needs).
DRA data and/or running record data is used t o create and adjust groups.
2. Teacher analyzes individual DRA data and identifies patterns across students to determine similar
reader needs. Teacher uses this dat a to determin e teaching points (the teaching p oint is th e fo cus of
the Guided Reading lesson) . Teacher also n otes individu al student needs to address during individual
conferences (this might be something only 1 or 2 stu dents needs support with).
3. Select a text that gives students the opportunity to practice th e t eaching point multiple times
throughout the text. Text selection is half th e b attle!
4. Teacher plans a guided reading lesson .
5. Teacher executes the lesson :
Before Reading (K/ 1 only- 2nd/ 3rd as n eeded depending on level):
o Familiar read: Students b egin lesson looking over a book fro m th e previous day and/ or one
fro m their book box while teach er ch eck-ins, administers a running record, ch ecks sight word
progress, etc.
o Sight word review: quick review of sight words ( can be fl ashcards or other quick review)
Before Reading (all levels):
o Book Introduction (1-2 mins): Teach er gives brief overview of the book, explains any
unknown vocabulary, and explains the purpose for reading this teJ\.1:.
o Establish Purpose for Reading (1-2 mins):
i. Word solving, flu ency, and/ or compreh ension strategies are reviewed (or taught if
new), refer t o an ch or ch arts and/ or other visuals
ii. Teacher sets purpose for reading, often a guiding question to focus on while reading
iii. If using post-its (higher DRA levels, to track comprehension), use is reviewed
During Reading
• Every student should whisper or silent read (depending on the level) INDEPENDENTLY at
th eir own pace while you listen in. Intervene only when a child is having difficulty in
understanding the story or when he or sh e is at an impasse. The teacher might ch oose to
chunk the t ext in sections b ased on t argeted comprehension conversation points.
• If child h as difficulty with t ext, use prompts to encourage th em to use problem solving
strat egies
• Monitor all students to ensure th at 100 % are on-task and reading
• Confer with 2-3 students daily t o determin e student progress on goals as det ermin ed by
DRA/ running r ecord/etc data. This sh ould include taking inform al running records.
• Teacher takes n otes
• Stt1dents m·e N OT l'Ot1nd-robin reading, choral l'eading , or popcorn l'eading, and teachers
shot1/d NOT l'ead alot1d along with stt1dents 1101· shot1ld they read to students.
Post Reading/Comprehension Conversation
• Ask pre-planned open-ended factual , inferential, critical thinking, and "about the text
questions" about books students read (note-this may be difficult depending on level-A/ B/ C
books don't always have a "deeper message" but can ask students favorite part, why author
did this, connections, etc.)
• Types of comprehension questions:
0 Factual questions: One correct answer, and used to make sure that students understand
the literal meaning of a text. Might ask students to:
• recall details
• recap descriptions of people, places, or events
• establish time and sequence
0
• explain relationship among characters
Inferential questions: adding clues within the text with background and/ or content
knowledge to understand what is not being stated directly
0 Critical thinking questions: adding up clues and inferences from throughout the text and
combining them with background and/ or content knowledge to develop an
interpretation
Word work -
• Depending on level, teacher might include a word work activity to follow-up
Extension Activity
• This can be completed independently at students' desks. (e.g. prompted writing to
demonstrate comprehension)
6. During guided reading/ small group instruction, the remainder of the class is independently involved
in blended learning, independent reading and response, book clubs or discussion, writing to learn
activities, vocabulary, or other literacy center.
7. Teachers with students around levels 24 and above can consider shifting to book clubs:
• Teachers should use their professional judgement
• When shifting genres, students may need to step back into Guided Reading briefly
• Check the Fountas and Pinnell continuum ofliteracv to determine whether students also
exhibit the appropriate behaviors to move into book clubs
• Text complexity will also play a role in whether students are ready for book clubs
8. Teacher uses literacy data and/ or information gathered during the lesson to determine future
teaching points based on student reading behavior and mastery of day's lesson
Resources
K-1: Guided Reading Resources from New Videos
Teacher Training • Jan Ri ch ardson VideQ Clii:is
2-3: Guided Reading Resources from New
• Great Habits Great Readers Video Clip
Teacher Training
• Vi deo of 5th Guided Reading lesson
• Guided Reading with Jenna: 5th Grade
Series on Teaching Channel
2-3 shared folder--Upload what ~Qu'd like tQ
share! • Kinder (level A) guided reading lesson
•1st grade guided rea ding lesson
4 -8: Guided Readi ng Resources from New • 2nd grade gi,1ided reading ksson
Teacher Training •2nd grade ruided reading using LLI
•3rd grade guided reading ksson
The First Twentv Davs •4th grade guided reading lesson (remedial)
General :
• Ai:ii:irenticeshil) in Literacx
• Jan Richardson Resources bx Stage
• Fountas & Pinnell Reading Con tinuum
• Promi:iting Guides
•Gen eral Guided Reading Proml)ts
•Stages of Readin g Develoi:iment
•Running Record Codes: Cheat Sheet
•Research Base for Guided Reading as an
InstructiQnal ArmrQach
Assessment Method
Formative Summative
• Informal running record data • Benchmark data
• DRA2 • SBAC
• Conferencing notes
Instructional Practice: Book Clubs/ Lit Circles
ELA CCSS Anchor Standards Addressed:
Reading: CCRA.R .1, CCRA.R.2 , CCRA.R.3 , CCRA.R.4 , CCRA.R.5 , CCRA.R.6 , CCRA.R.7, CCRA.R.8 ,
CCRA.R.g , CCRA.R.10
Language: CCRA .L.3 , CCRA.L.4, CCRA.L.5 , CCRA.L.6
Listening & Speaking: CCRA.SL.1, CCRA.SL.2. CCRA.SL.3 , CCRA.SL.4, CCRA.SL.5 , CCRA.SL.6
Purpose:
Students who have strong decoding skills and comprehension strategies can be challenged to further develop
and practice their reading skills and strategies by reading in Book Clubs or Lit circles.
There are many form ats and routines th at can b e used within Book Club/ Lit Circle time. The m ain idea is t o
h elp students to h ave a greater voice in th eir learning and to become curious, engaged readers. Initially, the
teacher can choose which routin es to set up and then fa cilitate Lit Circles in a way that gradually allows
students to assume greater control and choice over their reading.
Lit Circles/ Book Clubs provide an opportunity for students

• to engage in academic conversations around what is inter esting, confusing, inspiring in th eir reading
• to read indepen dently in a book of their choice
• to develop th eir readin g compreh ension at a deeper level
• furth er develop a love of reading
Process
Essentially, a Lit Circle/Book Club is when a small group of students (4-6) who are reading the same text
come togetl1er t o discuss a porti on of tl1 e t ext th at th ey have already read. The teachers initially facilitates
and models th e conversati on. This structure works b est fo r students at DRA levels 30 and above.
The introduction of Lit Circles needs to be done very purposefully and phased in so that, over time, students
can assume th e responsibilities of this work as well as have a fu n time reading together. The objective of
this reading needs to be the fo cus of the preparation for Lit Circles. Students will need support in removing
th e scaffold of sentence frames so that they can build auth entic, meaningful conversations about th eir
books. Expectations by the teacher need to be clarified.
Structure of Conversation:
The stru cture and routines of Lit Circles/ Book Clubs need to be phased in gradually:
• Phase 1: Run by teacher with discussion prompts already prepared
• Phase 2: Run by students with teacher present but noting participation for accountability
• Phase 3: Run by students witl10ut teacher present after students know how t o ask their own
questions
Options for Book Choice:

• Option 1: Students can choose th e book for the Lit Circle within th e genre or content area that th e
class is studying.
• Option 2: The t each er can decide on a group of books from which the students ch oose to mal<e sure
that the reading level is appropriate and th ere is enough interestin g writing to discuss.
• Option 3: The t eacher can assign a b ook to tl1e students.
**Book options should be high quality, worthy of discussion, and at students' high instructional / low
independent level.
Before Reading- Ch oosing a book:

The teacher does a "book sale" to build excitement and motivation around reading th e book. The teacher
needs to make sure that students h ave all the materials they need for a successful discussion- books,
discussion mat erials, exit tickets, etc. The teacher can introduce vocabulary th at is critical t o understanding
the b ook and guiding question(s) for the reading assignment.
During Book Club/Lit Circle Discussion:

When the Lit Circl e/Book Club meets, students n eed t o come prepared to parti cipate. Whether th e group
decides to engage in assigned roles for th e discussion or not, everyone needs t o underst and that they need to
participate and be prepared to list en , share ideas, and develop ideas. During the discussion , th e students
address the guiding question , concerns/ qu estions they have from the reading, quotes th at excited them, and
deeper th ematic conn ections. To get to th e place wh ere students are able to have this kind of conversation
requires significant scaffolding from th e teach er during class time that builds student parti cipati on and
manv different onnort unities to oractice this tvoe of conversation.
After Book Club/Lit Circle Discussion:
The students or teacher decide on the assignment for th e next meeting and spend class time, when other
groups are doing Guided Reading, to complete their assignment. Students can decide how much they want to
h ave read by the next meeting or the teacher can assign th e reading. Students can complet e an exit ti cket for
th e t eacher that addresses the reading, their personal parti cipation , and/ or the quality of the group's work. It
is important that students h ave som e means (rubric, exit ticket , etc.) that holds the quality of their work,
both academic and social, to a high level.

Formative Summative
DRA 3xyear Amplify Fountas and Pinnell, Guidin g Readers and Writers,
Daily Worksheets, Journal Benchmarks Grades 3-6, section 4, Literature Study
entries, or other paper Harvey Daniels, Literature Circles : Voice and Choice in
collected: Each Book Club/ Lit Book Clubs and Readin g Grougs
Circle can have a paper Fountas and Pinnell, The Continuum of Literacv
component th at can be Learnin g PreK-8
collected aft er th e center Recigrocal Teaching
rotations and can be evaluated CA ELALELD Frameworks: Chapter 2
for h ow students are Examgle Book Club Pregaration Form
progressing in learnin g th e
material. Videos
• ,:1th !!rade introduction to literature circles
Phonics Instructional Practice: Phonics Instruction

**Most Foundational Skills standards in K-5 apply to Phonics
Purpose :
Phonics instruction teaches students to m atch sounds with their corresponding ,.vritten representation.
Phonics is one component of a fluent reader's system for reading and writin g t ext, and is typically developed
in the earlv grades (K-2}.
Process:
Below are some recommended instructional techniques fo r t eaching ph onics:

• Using Word Study in small differentiat ed groups as a form of phonics instruction with your students.
• Start with th e child's name and th eir favorite things - you can make a class or personal alphabet
based on community members and interests.
• Sing the alphabet song with both letters and their sounds included (some songs also include a motion
or an example/alliteration using th at sound which can also b e h elpful).
• Reading alphabet books at the lowest reading levels
• Using an alphabet pocket chart or magnet letters wh ere students manipulate letters t o spell words
• Stopping when you read to identify letters, or spelling patterns you notice in th e words you read. This
is especially helpful when students h ave access to the text as well as the t eacher (morning message,
big books, projected/ doc. camera books)
• Stopping when you model ~iting to identify letters, or spelling patterns you notice in the words you
~ite. This is especially helpful when students have access to th e text as well as th e teacher
(projected/ doc. camera ~iting, writing on cha1t paper)
• Using songs (with lyric written), poems, and books that include alliteration and/ or rhyming and
talking about these literary techniques with students can help them learn common spelling patterns.
• For more suggestions, please see th e Literacy Centers page as well as Resources b elow.
The basic sequence for phonics instruction is as follows:

1. Initial alphabet letter-sounds (1:1 ratio, using only consonants and sho1t vowels (long vowels come
later})
2. Short-vowel word families (Ex. -at, -an, -ad ; -et, -eg, -en; -ug, -ut, -un .. .)
3. Initial consonant digraphs (Ex. sh , ch, th , wh , ph)
4. Final consonant digraphs (Ex. sh, ch , th, ph)
5. Initial consonant blends (Ex. st-, sm-, -sw-, er-, cl-, tw- ...)
6. Final consonant blends (Ex. -ng, -mp, -nt, -nd, -nk}
7. R-controlled vowels (Ex. -or, -ar)
8. Short vowels vs. long vowels (CVC vs. CVCe)
9. Short vowels vs. long vowels (CVC vs. CVCe vs. CVVC)
10. Long vowel digraphs
11. R-controlled vowel patterns (Ex. ar, are, air ... )
12. Vowel diphthongs (Ex. oo, aw, au, oy .... )
13. Beginning and ending complex consonants clusters (scr-, str-, spr-; -dge, -tch ....)
14. Contractions
15. Infl ectional endings (plural, past tense, possessive)

Formative Summative
(Depends on time of Curriculum:
literacy instruction 1. Words Their Wav - Word Study
and grade) 2. Reading A-Z: Using alphabet texts
3. Core Knowledge: Skills - Phonics
• K/ 1 Diagnostic 4. Primarv Phonics - Phonics
• Words Their Way 5 . Explode The Code - Phonics
sound spelling
inventory Books:
• Student work
completed at a
1. Next Steris in Guided Reading by Jan Richardson.
Her website has great videos and resource as well!
phonics center 2. Great Habits. Great Readers by Paul
Bambrick-Santoyo, Aja Settles, and Juliana Worrell.
Video clips with this book are in attached disk and
on Google Drive.
Websites for Phonics Activity Resources:

1. Reading A-Z: Using the worksheets and wordless
books that correspond to each text title and their
various levels.
2 . Florida Center fgr Reading Research: Common Core
aligned Literacy Centers
3. Evervthing Literacv: A resource of sites that have
ideas and resources for Literacy Centers.
4. Our Class Web : A site with a lot oflinks to CCSS
aligned center ideas and printable resources
5. CA ELALELD Framewgrks: Chapter 2
Word Study Instructional Practice:

K-2 Focus: Spelling Patterns
3-5 Focus: Affixes and Derivationa1 Relations
ELA CCSS Anchor Standards Addressed: (depends upon the centers offered .. .)
**Most Foundational Skills standards in K-5 apply to Word Study
Purpose:
Instruction about words is referred to as Word Study. Word Study teaches children the knowledge and skills
to unlock the meaning of the printed word. Word Study instruction helps students notice the patterns within
written language (both reading and writing). Word Study can include a focus on the spelling patterns in
words (phonics), and attention to meaning elements of words (affixes, roots etc.) .
Word study is different from vocabulary instruction as it has more to do with analyzing the part of words
(orthographic knowledge): letters, onsets, rhymes, morphemes, and affixes; and seeing how these parts work
together to create words with meaning. Vocabulary instruction focuses on words as a whole, their meanings,
and how these words can be used in a variety of contexts (syntax and semantics).
Process:
Word Study instruction can be done at it's own time during the day and/ or can be complemented by time
during Literacy Centers and Morning Meeting. Word Study is usually 10-20 minutes/ day, depending upon
the instructional task and lesson. It is recommended that Word Study instruction be based off of data
(usually a spelling inventory) so that you are able to start where you student's Zone of Proximal
Development is. In general, you want to make Word Study an active, decision-making process in which
children classify words according to the similarity of their sounds and spelling patterns.It is also helpful to
base Word Study on contrasting words with different sounds or spelling patterns. Most impmtantly, keep
comprehension as the goal!
Below are a list of examples of what active instruction can look like in a Word Study program.
• Teachers provide explicit instruction concerning which letters represent which onsets, rimes, and
phonemes.
• Students sort picture cards on the basis on onset, rimes, or phonemes contained in the pictured
word.
• Teachers model how to segment words into their constituent sound and link those sounds to letters.
• Teachers explain and demonstrate how to blend individual phonemes to form words.
• Children sort word cards on the basis of common spelling patterns.
• Children read text with repetitions of both high frequency words and different words with common
spelling patterns.
• Children create words-study journals to record words that share common features of spelling such as
phonemes and phonograms or features of meaning such as affixes and root words.

Formative Summative
Daily Worksheets, Students should take Curriculum:
Journal entries, a spelling inventory 1. ,vords Their Wav - Word Study
or other paper at the end of every 2. CA ELA/ELD Frameworks: Chapter 2
collected : Each quarter/trimester to
center can have a reassess their
paper component phonics progress.
that can be collected
after the center
rotations and can b e
evaluated for how
students are
progressing in
learning the
material.
Word work can be

practiced and
assessed during
literacy centers using
a weekly spelling
test .
In d epen dent Reading Instructio nal Practice:

All Grades

Reading: CCRA.R.1, CCRA .R.2, CCRA.R.3, CCRA.R.4, CCRA.R.5, CCRA.R.6, CCRA.R.7, CCRA.R .8,
CCRA.R.g, CCRA.R.10
Language: CCRA.L.1, CCRA.L.2, CCRA.L.3 , CCRA.1.4, CCRA.L.5, CCRA.L.6
Writing: CCRA.W.1 , CCRA.W.2, CCRA.W.3 , CCRA.W.4, CCRA .W.5, CCRA.W.6, CCRA.W.7,
CCRA.W.8, CCRA.W.g, CCRA.W.10
Listening & Speaking: CCRA.SL.1, CCRA.SL.2, CCRA.SL.3, CCRA.SL.4, CCRA.SL.5, CCRA.SL.6
**Most Foundational Skills standards in K-5 apply to Independent & Partner Reading
Purpose:
The ultimate goal ofliteracy instruction is independent (mostly silent) reading with good
comprehension. Independent Reading allows educators the opportunity to h elp students b ecome
r eaders who enjoy reading, develop their own likes and interests, and consistently learn through
their own practice. Independent reading time increases the amount of reading students do,
improves their automaticitv with sight words, increases fluency and gives students the
opportunity to practice strategies they have learned. Independent and partner reading are options
for students to engage in during centers/rotation time.
Process:
Before the Lesson:
1. Build an organized leveled library that suppmts learners in selecting appropriate books,
which engage them in many genres both fictional and informational
2. Initi ally students may only be able to read independently for a shmt period of time. Set a
goal with them and build their stamina for reading independently over time by increasing
their goal each day.
During the Lesson:

1. Introduce students to Independent and Partner Reading through mini-lessons on how to
select and evaluate books that interest them and are at an appropriate independent reading
level in both literature and informational texts.
2. Provide the class with a clear procedure and expectations for how to read vvith a partner
(taking turns, reading chorally, when to stop and ask questions, wh at sorts of questions to
ask)
3. Provide ample class time to read (again, this stamina will build over time)
4. While the learners are reading, the teacher is able to have one-on-one conferences with
her/his learners about their reading. Teachers will assign text dependent questions or
graphic organizers to suppo1t each student in understanding the text
5. Teacher will develop oppo1tunities for social interaction regarding the read text
Grades 3-5: Students can write whil e they are reading. Be sure to plan this into lessons and
expectations regardless of genre. Writing can be on post-its, in graphic organizers, or in a journal.

Formative Summative
Student should be Students should be Books:
assessed once every assessed at the 1. Next Steps in Guided Reading by Jan Richardson.
6 weeks using DRA beginning of the Her website has great videos and resource as well!
progress monitoring. school year and at 2. Great Habits, Great Readers by Paul
Use the running the end of each Bambrick-Santoyo, Aja Settles, and Juliana Worrell.
records to do a trimester using the Video clips with this book are in attached disk and
miscue analysis and DRA. on Google Drive.
determine 3. Strategies that Work by Stephanie Harvey and Anne
Goudvis
independent ai1d
4. CA ELA/ELD Frameworks: Chapter 2
instructional
reading level.
Instructional Practice: Literacy Centers

K-2 Focus: Phonics (emphasized from what is below)
3-5 Focus: Book Clubs & Research (emphasized from what is below)
ELA CCSS Anchor Standards Addressed: (depends upon the centers offered ...)
Reading: all
Language: CCRA.L.1 , CCRA.L.2, CCRA.L.3, CCRA.L.4, CCRA.L.5, CCRA.L.6
Writing: CCRA.W.1, CCRA.W.2, CCRA.W.3 , CCRA.W.4, CCRA.W.5, CCRA.W.6, CCRA.W.7,
CCRA.W.8, CCRA.W.q, CCRA.W.10
Listening & Speaking: CCRA.SL.1, CCRA.SL.2 , CCRA.SL.3 , CCRA.SL.4, CCRA.SL.5, CCRA.SL. 6
**Most Foundational Skills standards in K-5 apply to Literacy Centers
Purpose:
The rotational model offered during literacy centers provides students with more targeted, differentiated
instruction and is an optimal time for students to work independently and/ or collaboratively witl1 peers to
practice skills and content from other literacy instruction through out the day such as phonics, word study,
vocabulary, Guided Reading, integrated units, process writing, or English Language Development. This is
time for students to practice annlying skills th ey nreviouslv learned (and is not a time to learn new skills).
Process:
While a small group of students spends time in Guided Reading with the teacher, the rest of the class rotates
through Literacy Centers (the students can physically rotate or the centers can rotate) . Each center should
offer students opportunities to practice skills and knowledge that are in their Zone of Proximal
Development. These centers should be developed as a result of looking at running records, comprehension
assessments, sight word inventories, phonics assessments and other such sources of data. The information
gathered from all of these assessments will help the teacher create learning tasks that students need to
further their mastery in any given area.
Some examples of easily differentiated centers include, but are not limited to:
• Blended Learning (iReady, RAZ kids, Reading Egg, Lexia, and other reading software programs)
• Independent Reading (students may choose a book at their level from book bag/ library and read
on their own, may have comprehension question tied or prompted journal entry after reading)
• Partner Reading (homogenous/ heterogeneous pairing, take turns or choral reading, specific
guidance for when to stop and ask questions to partner about reading)
• Doing Research: For those classes working on research projects, this is a great time to have
student investigate their topic more deeply
• Word Work (using Words Their Way or another word sorting curricula)
• Phonics (using magnet letters, targeted worksheets, resources from Florida Center for Reading
Research (FCRR))
Assessment Method Resource
Formative Summative
(Depends on time of The material Curriculum:
literacy instruction practiced during 1. Words Their Wav - Word Study
and grade) literacy centers 2. Core Knowledge : Skills - Phonics
should be assessed in 3. Primarv Phonics - Phonics
Daily Worksheets, the time of day 4. Explode The Code - Phonics
Journal entries, where it is taught.
or other paper Books:
collected: Each Students should take 1. Next Steps in Guided Reading by Jan Richardson.
center can have a a spelling inventory Her ~ has great videos and resource as well!
2 . Great Habits. Great Readers by Paul
paper component at the end of every
that can be collect ed quarter/trimester to Bambrick-Santoyo, Aja Settles, and Juliana Worrell.
after the center reassess their
on Google Drive.
rotations and can be phonics progress.
3. Strategies that Work by Stephanie Harvey and Anne
evaluated for how
Goudvis
students are Reading levels
progressing in sh ould be formally Websites for Center Ideas & Resources:
learning the assessed using DRA 1. Reading A-Z: Using the worksheets and wordless
material. at the beginning of books that correspond to each text title and their
the school year and various levels.
Word work can be at the end of each 2. CA ELA/ELD Frameworks: Chapter 2
practiced and t rimester.
assessed during
literacy centers using
a weekly spelling
test.
Sight words and

reading levels should
be assessed once
every 6 weeks. Please
see DRA progress
monitoring and
EFC's K/1 Diagnostic
for more details.
Instructional Practice: Language Objectives
EIA CCSS Addressed:

Reading: CCRA.R.1, CCRA.R.2, CCRA.R.3, CCRA.R.4, CCRA.R.5, CCRA.R.6, CCRA .R.7, CCRA.R .8, CCRA.R.9, CCRA.R.JO
Language: CCRA.L.1, CCRA.L.2 , CCRA.l...3, CCRA.L.4, CCRA.L.5, CCRA.L.6
Writing: CCR.A.W.1, CCRA.W.2, CCRA.W.3 , CCRA.W.4 , CCRA.W.5, CCRA.W.6 , CCRA.W.7, CCRA.W.8, CCRA.W.9 , CCRA.W.10
Listening & Speaking: CCRA.SL.1, CCRA.SL.2 CCRA.SL.3, CCRA.S L.4 , CCRA.SL.5, CCRA.SL.6
Purpose:
Language objectives are critical for effective English Language Development because they clarify for both
teachers and students what exact language is being focused on . Language Objectives should identify the way
students will use language to engage with the content of the lesson as well as the specific components of target
language (vocabulary, language structures etc.) that students will need to master to accomplish the objectives.
With advanced planning, language objectives help to identify the scaffolds that teachers must have ready to
support differentiated instruction for their Els
Process
When creating language objectives it is imi;iortant to begin by clarifying and identifying the following :
•Content objective - identify the content objective that you plan to supp lement with language objectives
•Knowledge of Student Levels - build an understanding of students' language proficiency levels so that
you know how to adjust the language objectives
•Domain - identify the domain (Listening, Speaking, Reading, Writing) that you plan to focus on . It often
helps to think about what you are asking students to do (e.g., a debate-focused content objective would
lend itself to a Speaking language objective)
Furthermore, it is important to consider both the language function and the support needed for students to be
successfu l in working on the language objective :
1. Language function - the purpose of the language or linguistic processes required in conveying a
message, which includes a verb or action that describes what a student should do (e.g., identify,
interpret, eva luate, describe)
2. Support - identifies the supports and scaffolds (se nsory, graphic, interactive) that the students will need
(e.g., vocabulary sheets, visuals, etc.)
Things to con sider in pla nni ng language objectives
• Objectives explain what a student will learn and/or be able to do as a result of engaging in the lesson
(not what t hey will do during the actual lesson)
• Create objectives that he lp deve lop academic vocabulary and various grammatical structures from
complex texts and tasks
• Build language awareness of how English works and is used to make meaning- complex texts and tasks
including wide and close reading of text
• Prompt students to use language skillfully when writing different text types and in different content
areas.Plan for students to engage in a variety of academic co llaborative interactions (independent,
paired, smal l group and whole group) and discussions about content and complex text
Sample Language Objectives
0 Students will be able to use topic-specific nouns and present tense verbs to tell about what they did on
their field trio.
0 Students will be able to state an opinion supported by reasons about the effect of figurative language in
a poem using sentence starters and a word bank (e .g., When the authors say_ it makes the reader
feel ).
0 Students will be able to use regular and irregular past tense verbs (i.e, grammar) to orally describe the
dailv life of a Native American .
0 After orally describing life in the mission, students will be able to appropriately use regular and irregular
past tense verbs to write a paragraph about daily mission life.
Assessment Met hod Resources
Format ive Summative
Observational Notes ADEPT 1. CA ELAlELD Frameworks: Cha1)ter 2
2. Guided Language AcguisitiQn Design
Exit Ticket CELDT 3. RALL! : Results Academic Language and Literacy Instruction
Express Placement (K-6)
(SysELD) 4. Svstematic ELD
5- Cornell Participation Guide
6. Pearson Learning
Instructi onal Practi ce : Struct ured Language Practice
ELA CCSS Addressed:

Language : CCR.A.LI , CCRA.L.2, CCRA.L.3 , CCRA.L.4 , CCR.A.Ls, CCRA.L.6
Listening & Speaking: CCRA.SL.1 , CCR.A.SL.2, CCRA.SL.3, CCRA.SL.4, CCRA.SL.5, CCRA.SL.6

Purpose:
In order to support students in improving their English language development, classrooms should be
organized in ways that/ to? maximize opportunities to learn, practice and authentically use new language.
Structured Language Practices offer an effective way for students to internalize newly learned vocabulary
and to develou grammatical accuracy through various routines. After new language structures/vocabulary
are taught to students, it is critical that students have multiple opportunities to practice what they have
learned.
Structured Language Practices are an important part of Designated ELD time as well as throughout the
day, in other content times. While students are participating in Structured Language Practice routines, the
emphasis is on having them develop automatic and fluent accuracy and therefore it is important for to
teachers to pay attention to students' language, not just what is being said but also how it is said (language
structures, grammar, expression, tone etc). Structured Language Practice routines allow for teachers to
group students for maximum engagement and accountability since students are practicing newly learned
language in groups or partners as opposed to responding individually. By participating in Structured
Language Practice routines, students practice newly learned language patterns, grammatical forms and
topic vocabulary through multiple opportunities to practice in engaging and supportive settings. The
Structured Language Practice routines also support student use of increasingly precise and varied
language for interesting purposes.
Process
Depending on the language objective, the teacher will thoughtfully match a Structured Language Practice
that supports the language goal. Teachers provide explicit instruction and effective modeling around how
the Structured Language Practice should work. Using a small group of students to fishbowl will support all
students in understanding how the Structured Language Practice looks, as well as allow the teacher to
problem solve. Once students are paired off or put in strategic groups, the teacher will circulate from group
to group listening to students, supporting students with corrections as necessary. Ideally, the teacher will be
able to take observational notes while listening how students are using new language and have a system to
hear grouos of students throughout the week.
Structure Language Practices
1. Give One Get One
In this whole-class activity students have a task-to give and get information. They walk around the room
and randomly select partners with whom to share information and get new information about an assigned
topic
*Before beginning, give quiet time to consider what they know about a particular topic and to record a
number of possible responses ( sketches, words, phrases, or sentences)
• Instructions
• Pose a question that is open-ended enough to generate a range of responses
• Point out resources available to students to support in generating ideas
• Provide a set amount of time to find a classmate to share with
• Partners ask for clarification about details, comment on anything of interest, thens select
one idea from the others list to add it to their own , with their partner's name next to it
• When one exchange is completed, students move to a new partner
• At the end of the exchange period, teacher facilitates a class debriefing of ideas using the
language structure
1 learnedfrom __ that _ _ .
_ _ said that _ __
I found out from _ _ that _ _ _ __
2. Numbered Heads Together

The purpose ofN.H.T is for students to practice negotiating language in small groups by generating
multiple responses together. Students will increase flexibility of language by working in small groups to
respond to a prompt in several ways and summarize whole-group responses.
• Instructions
• Number students in groups
• Model the interaction and language structure(s) to be used
• Allow for think/ talk/write time
• Signal group to stop
• Call numbered students to share out
3. Lines of Communication
This language practice provides multiple opportunities for language production. Repeated practice in a low
stress situation and gives shy/ reluctant students more confidence to share and take risks.
• Instructions
• Teacher gives prompt or asks question
• Students stand in two rows facing each other
• Students take turns responding to the prompt with the person standing across from them
and then discuss together for a minute or so
• At signal (bell, chime) students wrap up their comments and move one position to the
left. Student at the end of the line who is left without a partner moves down the center
aisle to the far oosition of the onnosite line to find a new partner
• Teacher chooses a new prompt and the procedure continues until everyone has h ad a
ch ance to share with every other member of the group
4. Talking Chips
This is an excellent activity to both encourage reticent speakers to contribute (they h ave to use their talking
chips) and to limit the domination of th ose more assertive and confident (they can only contribute as much
as everyone else)
• Instructions
• Each member receives the same number of chips (plastic markers, pennies). Each time a
student wishes t o speak, she/he puts a chip into the center of the table.
• Once individuals have used up their chips, they can no longer speak
• The discussion continues until all m embers h ave used their whole supply of chips

Formative Summative
Observational Notes ADEPT Svstematic ELD
Exit Ticket CELDT CA ELA/ELD Frameworks: Chapter 2
RALLI: Results Acade mic J..,angua ge an d Literacv Instruclion (K- 6)
Express Placement
S sELD)
Instructional Practice:
ELA CCSS Addressed: Speaking and Lis tening Standards:

• CCSS.EU\-LITERACY.CCRA.R.1 • CCSS .ELA-LITERACY.CCRA.SL.1
• CCSS. ELA-LITERACY.CCRA.R. 2 • CCSS .ELA-LITERACY.CCRA.SL.3
• CCSS.EU\-LJTERACY.CCRA.R.3 • CCSS.ELA-LITERACY.CCRA.SL.4
• CCSS.EU\-LITERACY.CCRA.R. 4 • CCSS .ELA-LITERACY.CCRA.S L.6
• CCSS.EU\ -LIT ERACY.CCRA.R.5
• CCSS.EU \ -LITERACY.CCRA.R. 6
• CCSS.EU\ -LITERACY.CCRA.R.7
• CCSS.EU\-LITERACY.CCRA.R. 8
• CCSS.EU\-LITERACY.CCRA.R. 9
• CCSS.ELA-LITERACY.CCRA.R.10
Purpose:
"Turn-and-talk" or "think-pair-share" is an instructional strategy where an individual, often the teacher, poses an
open-ended question to a group of students and gives them the opportunity to think about their answer before
sharing with a partner. While pairs or trios of students are talking, the teacher will circulate, listen to conversations
and gather data, or pose probing questions to deepen the conversation (if this strategy is being used during
Designated ELD, give specific corrective feedback to make sure language is being practiced properly. ) The
conversations may or may not result in a larger whole class discussion. The goal of a "turn-and-talk" is to increase
student talk as well as shift the cognitive load in the classroom and give students the opportunity to share ideas with
one another. When students have more opportunities to participate in class while processing information they are
more engaged and more likely to master and retain the content .
This strategy can be used in all content areas, in small group or whole group settings, when teachers want to give all
students the chance to respond to an open-ended question and listen to each other. The strategy is most effective
when questions require students to engage in deeper thinking, problem-solving, and/ or critical analysis.
In order to avoid the commonly confused, "turn-and-tell," students must be taught active listening skills to enable
them to respond to their partner's answer before sharing their own.
Advantages of the think-pair-share includ e the engagement of all students in the classroom (particul arly the
opportunity to give voice to quieter students who might have difficulty sharing in a larger group as well as language
learners multiple opportunities for language practice), quick feedback for the instructor (e.g., the revelation of
student misconceptions) , encouragem ent and support for higher levels of thinking of the students.
Process
1. Teach students explicit routines and procedures for turn-and-talk structure, including assigning
partnerships (if applicable), who speaks first, components of active listening, voice level volume, how to
respond, what to do when finished, etc. (make an anchor chart with class to refer for future turn and talks)
2 . Students practice turn-and-talk routine with familiar questions, not related to academics. For example,
where is your favorite place to visit and why, describe your best halloween costume, if you could have any
superpower, what would it be and why, etc.
3. Once students have mastered the routines using familiar questions, the teacher plans out questions aligned
to a lesson obiective.
a. Note: Questions should be open-ended in order to give students the opportunity to engage in
multi-turn conversations around a given topic. See a guide to t ext-dependent questi ons as an
example.
4. At different points of the lesson, teacher poses questions and gives students a specified amount of time,
usually no more than a minute, to think about their response prior to sharing with a partner.
5. Remind students of "turn-and-talk" expectations (refer to anchor chart) and check for understanding of the
task by cold calling a student to repeat back what question students are responding to.
6. Teacher designates a certain amount of "talk" time and sets a timer.
7. Students discuss and teacher circulates checking in with various partners by listening in, collecting data,
and/ or asking probing questions to deepen student understand.
8. Students are brought back together and one to two students may be asked to share their pa1tner's response -
this promotes active listening by holding th em accountable for what their partner shared.

Formative Summative
-Conferencing notes CELDT • N ew Teacher Center Turn and Talk
-Exit ticket data r esource
Instructional Practice: Integrated ELD

ELA CCSS Addressed:
Reading: CCRA.R.1 , CCRA.R.2, CCRA.R.3 , CCRA.R.4 , CCRA.R.5 , CCRA.R.6 , CCRA.R.7, CCRA. R.8 , CCRA.R .9 , CCRA.R.10
Language: CCRA.L.1 , CCRA. L. 2, CCRA.L.3 , CCRA.L.4, CCRA.L. 5, CCR.A.L.6
Writing: CCRA.W.1, CCRA.W.2, CCRA.W.3 , CCRA.W.4 , CCRA.W. 5, CCRA.W.6, CCRA.W.7, CCRA.W.8 , CCRA.W.9 ,
CCRA.W.10
Listeninl! & Sueakin2: CCRA .SL.1 CCRA.Sl...2 CCRA.SL. q CCRA.SL.a CCRA.SL. c CCRA.S L.6
Purpose:
Integrated English Language Development (ELD) refers to ELD throughout the day and across the
disciplines. All t eachers with ELs in their classrooms provide Integrated ELD instruction by using the CA
ELD Standards in addition to their focal CA CCSS for ELA/Literacy and other content standards to support
their ELs' linguistic and academic progress. While engaging in activities in which EL's listen to, read,
analyze, interpret, discuss, and create a variety ofliterary and informational t ext types, Integrated ELD
provides the necessary language suppotts for EL's to be able to engage in the cont ent. Through these
experiences, they develop an understanding of how language is a complex and dynamic resource for making
meaning, and they develop language awareness, including an appreciation for their primary language as a
valuable resource in its own right and for learning English. They demonstrate lmowledge of content through
oral presentations, writing, collaborative conversations, and multimedia, and they develop proficiency in
shifting language use based on task, purpose, audience, and text type. (Ch. 2, CA ELD Frameworks)
Process
Language Learning Objectives Throughout the Day:
• A language learning objective is one that details the language form, language function , and/or
vocabulary students will focus on in a given lesson.
• During each lesson throughout the day, students should have language objectives in addition to
content objectives. These language objectives can correspond to the vocabulary and sentence
structures you are practicing during ELD (when possible), or they can be different, while also
adapting to th e content area being t aught in each lesson.
• Use the ELD standards as a guide for what students need to master .
For Example, Here are some possible language objectives for different content instruction:
Math Integrat ed Units of Study Guided Reading
Students can orally share with a Students can use the compare Students can retell the the fiction
partner h ow they solve 2-digit and contrast vocabulary text they read using adj ectives
multiplication problems using "however" and "similarly" to before each of the nouns in their
using the sentence sequencing discuss how frog habitats and sentences (as practiced in ELD) .
starters: first, next, then, and hermit crab habitats are similar
last; and the vocabulary words: and different in small groups .
one's place, ten's place, multiply
and regroup.
Strategic Participation/Talking Structures Throughout the Day:

• Turn and Talk/Think-Pair-Share
• Whip-Around
• Numbered H eads
• Give One and Get One
• Outcome Statem ents
• Brainstorming
• Role-Playing
• Concentric Circles
• And SO much more! See Resources for more ideas & ell.1Jl anations

Formative Summative
All formative and All formative and
summative assessm ent summative assessm ent 1. CA ELALELD Frameworks: Cha12ter 2
for Integr at ed ELD will for Integrated ELD will 2. Guided Language AcQ.uisition Design
be reflected in be r eflect ed in 3. RALLI : Results Academic Language and Literacv
designated ELD desi gnat ed ELD Instruction (K-6)
assessment s. assessments. 4. Svstematic ELD
5. Cornell Partici12ation Guide
6. Pearson Learnine:
Please email Kathryn Fireman with questions or feedback on this componen t of the Literacy Framework.
Instructional Practice: Informal Writing Opportunities
ELA CCSS Addressed :

• CCSS.ELA-LITERACY.CCRA.W.10
CA ELD Standards
• Part I: Interacting in Meaningful Ways
o A. Collaborative
• Interacting with others in written English in variou s communicative forms (print, communicative techno logy, an d
multim edi a)
o C. Productive
a Composing/writ ing literary and informational te xts to present, describe, and explain ideas and information, using
appropriate t echnology
• Supporting own opinions and evaluating others' opinion s in speaking and writing
Purpose:
English Language Learners (ELL) need to have many positive opportunities to deve lop their writing skil ls
in a variety of formats in order to strengthen their commun ication skil ls. Too often, ELL students are
presented with writing assignments that are significant and "high stakes" without informa l writing
opportunities leading up to them, which can be overwhelming. Additionally, essays and reports do not
necessarily support stud ents in formulating their thinking throughout a unit of study.
It is important for students to interact with w riting in a positive way by examining creativ ity and word
usage, in addition to the mechan ics of writing. Many Ells wi ll focus negatively on problems with
mechanics and miss the strengths they display in their writing . It is important to ensure that w ritin g
instruction creates meaningful opportunities to communicate rather than mechan ical exerci ses for writing
production . Including informa l writing opportunities throughout every lesson and unit of study offers all students a
fle xible, low stakes way to put thei r thinking in writing. This devel ops language as well as understanding of the
content.
Depen ding on their writing skill level in their first lang uage and their English languag e abi lities, writing
may come more easily or may be frustrating . ELL stud ents need opportunities to get their ideas down in
writing in such sim pl e approaches as jotting their thoughts after a turn and talk, gisting the main idea of
a reading in their own words , or writing journal entries or reflections abo ut a topic at hand. Students
need to en gage in a variety of writing to develop an understand ing of different types of writing and to
identify their strengths and weaknesses as a writer.
Process
There are many ways to include multiple opportunities for students to engage in inform al writing every day - an
approach shown to greatly strengthen language development. Here are a list of suggestions to ea si ly and
successfully incorporate more informal writing with your stu dents :
• Provide students with opportun iti es to read and discuss topics before writing about them
• Enco urage an d support a littl e writing in every class including note tak ing, dictation of a few sentences in
collaborative groups, writing a short paragraph or journal entry about their weekend
• To warm up towards formal, higher stakes writing such as an essay, a great communicative technique is to
break up the cl ass into groups or pairs, and let them work out so me of the writing topic details together.
Brainstorming is one of th e most important aspects within writing and your stu dents can build on their
writing through discussion
• Encourage student writing in such formats as journals, Readers Notebooks, timed writing
• Use approaches such as writing gist sta t ements w hen close read in g
• Ask students to end a class sess ion by wr iting 3-5 ideas about their experience in t he day's lesson,
expressing both new underst andings and needs for clarification
• Ut ili ze interactive writing approaches such as Write Round Robi n, Jot Thoughts, or Chalk Talk
• Integrate vis ual and writt en expression with activities like storyboarding

Formative Summative
Examp les of formative Wh en use d frequently, Exam ples of Informal Writing in Action :
informal writing ongoing informal writi ng
assessments may include : opportunities wi ll • Video: Preparing For An Academic
• Exit tickets ultimately support Conversation, Day 2: Constructing Arguments
• Journal entries students in developing
Using Science Notebooks
• Readers Notebook more formal su mmative
•
•
entries
Brainstorm notes
Class notes
writing such as narrative,
informational, and
argumentative essays;
• Video: Getting Ready To Write: Evaluating The
Quality Of Evidence From Worthy Texts

• Group work notes resea rch papers or reports; •
• Jot thoughts ebooks; blog posts, etc.
• Round Robin Oth er EFC Literacy Framework Resources:
writing notes • Instructional Practice: Quick Writes
• Chalk tal ks • Instructional Practice: Antici1:1ation Guide
• DBQ Sourcing • Instructional Practice: Summarizing
Documents • Instructional Practice: Exit Ticket
Instructional Practice: Informal Writing Opportunities
ElA CCSS Addressed:

• CCSS.ELA-LITERACY. CCRA .W.10
CA ELD Stan dards

• Part I: Interacting in Meaningful Ways
0 A. Collaborative
• Interacting with others in written English in various communicative form s (print, co mmunicative technology, and
multimedia)
0 C. Productive
• Composing/writing literary and informatio nal texts to present, describe, an d explain ideas and information , using
app ropriate technology
• Supporting own opinion s an d evaluating others' opinions in speaking and writ ing
Purpose:
English Language Learners (E LL) need to have many positive opportunities to deve lop their writing skills
in a variety of formats in order to strengthen their comm uni cation skills. Too often, ELL students are
presented with wri ting assignments that are significant and "hig h stakes" without informal writing
opportunities leadin g up to them, whic h can be overw helming. Additionally, essays and reports do not
necessarily support students in formulating their thinking th roughout a unit of study.
It is important for students to interact with w riting in a positive way by exa mining creativity and word
usage, in addition to the mechanics of writing. Many Ells wi ll focus negatively on problems with
mechanics and miss the strengths they display in their w riting. It is important to ensu re that writing
instruction creates meaningful opportunities to com municate rather than mechanical exercises for writing
production . Including informal writing opportunities throughout every lesson and unit of studv offers all students a
flexible, low stakes way to put their thinking in writing. This develops language as well as understanding of the
content.
Depending on their writing skil l level in their first language and their English language abilities, writing
may come more easily or may be frustrating. ELL students need opportunities to get their ideas down in
writing in such simple approaches as jotting their thoughts after a turn and talk, gisting the main idea of
a reading in their own words, or writing journal entries or reflections about a topic at hand. Students
need to engage in a variety of writing to develop an understanding of different types of writing and to
identify their strengths and weaknesses as a writer.
Process
There are many ways to include multiple opportunities for students to engage in informal writing every day - an
approach shown to greatly strengthen language development. Here are a list of suggestions to easily and
successfully incorporate more informal writing with your students:
• Provide students with opportunities to read and discuss topics before writin g about them
• Encourage and support a little writing in every class including note taking, dictation of a few sentences in
collaborative groups, writing a short paragraph or journal entry about their weekend
• To warm up towards formal, higher stakes writing such as an essay, a great communicative technique is to
break up the class into groups or pairs, and let them work out some of the writing topic details together.
Brainstorming is one of the most important aspects within writing and your students can build on their
writing through discussion
• Encourage student writing in such formats as journals, Readers Notebooks, timed writing
• Use approaches such as writing gist statements when close reading
• Ask students to end a class session by writing 3-5 ideas about their experience in the day's lesson,
expressing both new understandings and needs for clarification
• Utilize interactive writing approaches such as Write Round Robin, Jot Thoughts, or Chalk Talk
• Integrate visual and written expression with activities like storyboarding

Formative Summative
Examples of formative When used frequently, Examples of Informal Writing in Action:
informal writing ongoing informal writing
assessments may include: opportunities will • Video: Preparing For An Academic
• Exit tickets ultimately support Conversation, Day 2: Constructing Arguments
• Journal entries students in developing
Using Science Notebooks
• Readers Notebook more formal summative
entries writing such as narrative,
• Video: Getting Ready To Write: Eva lu ating The
• Brainstorm notes informat ion al, and
• Class notes argumentative essays; Qua lity Of Evidence From Worthy Texts
• Group work notes research papers or reports; •
• Jot thoughts ebooks; blog posts, etc.
• Round Robin Other EFC Literacy Framework Resources:
writing notes • Instructional Practice: Quick Writes
• Chalk talks • Instructional Practice: Anticipation Guide
• DBQ Sourcing • Instructional Practice: Summarizing
Documents • Instructional Practice: Exit Ticket
Instructional Practice: Retelling with ELLS
Standards Addressed
ELD Standards
ELA CCSS Addressed:

Speaking and Listening Anchor Standard 2: Integrate and evaluate information presented in diverse media
and formats , including visually, quantitatively, and orally.
Speaking and Listening Anchor Standard 4: Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the organization, development, and style are appropriate
to task, purpose, and audience.
Larnmage Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
What it is
Retelling is a strategy that can be used with all students in which they retell what they remember from either
reading or listening to any genre of text (Moss, 2004). With ELLs, retelling might look like oral and/or
written opportunities in which students express what they remember from either reading, viewing, or
listening to a text.
Purpose
The practice of encouraging students to retell fiction or what they recall from a non-fiction text can benefit
ELLs for a variety of reasons. Firstly, retelling can improve comprehension and retention information
learned from the text (Moss, 2 004). Secondly, retelling provides well rounded formative assessment tool for
gauging what students understand. Additionally, students get to use their own words to express what they
think happens in the texi, which can help students to develop their language usage. (Afflerbach, 2007)
Process
There are many structures and protocols that can be used related to retelling. Below are a variety of
resources to support with retelling.
Partner Practice Protocol (adapted from Hoyt, 2002)

1. Have students find a partner (Students A and B) .
2. Student A reads as much as she can cover with one of her hands.
3. After reading, student A covers the text just read with tl1eir hand.
4. Student A tries her best to retell what she read
5. Partner B can ask her a clarifying question or restate what student A said by rephrasing what was shared.
6. Switch roles and partner B continues reading the passage.
7. Student B tries her best to retell what she read
8. Partner A can ask her a clarifying question or restate what student B said by rephrasing what was shared.
9. Continue until text is complete, or increase the amount of text each student reads during each turn and
then repeat the protocol.
Sequencing
Teaching students words to help them sequence events in a story. Some good lesson resources are here.
Modeling: Retelling, Scaffolds, and Reading Logs

The following ideas about reading and retelling are from this article at Brown Universitv. Before students
retell on their own, teachers may want to model what a retell looks like and sounds like. The following
prompts are helpful in retelling:
The characters in this story are ...

This story takes place in .. .
The problem in the story is . . .
The character wants ...
Which words tell us that ...
After ELLs finish reading a passage or book, the teacher ask students to retell or recall orally what they have
read. For beginners, teachers may scaffold retelling vvith story picture cards, sentence strips, and incomplete
sentences that students can finish . In cases where the teacher understands the student's home language,
retelling in that language can serve as an excellent way to assess comprehension, as distinct from speaking
ability. Teachers can also ask ELLs comprehension questions at several levels of difficulty (e.g. , literal,
interpretive, generalizing, and personalizing).
Take notes on what students do and do not understand, on what kinds of scaffolding and prompts students
need in order to read and retell the story, and on students' vocabulary comprehension and word use. Notes
should be used to determine next instructional steps for the student.
ELLs should keep reading logs in which they record information and reactions what they read. The process
of keeping a reading log should be modeled and practiced in class.

Formative Summative
Retelling Rubri cs Guide to Scoring Articl e from National Association for the Education of
Retells on the Youn" Children abnut Retellin" and Readincr with ELLS
Take notes on a Teacher's College
stu dent's retell Reading Assessment Lesson ideas with books to use for retelling with
scguencelens
Student's reading logs DRA Retell Rubric
Instructional Practice : W riting Mini-Lessons
ELA CCSS Anch or Standards Addressed :

Language: CCRA.L.1 , CCRA.L.2, CCRA.L.3 , CCRA.L.4, CCRA.L.5 , CCRA.L.6
Writing: CCRA.W.1, CCRA.W.2 , CCRA.W.3 , CCRA.W.4, CCRA.W.5, CCRA.W.6, CCRA.W.7,
CCRA.W.8, CCRA.W.9 , CCRA.W .10
Listening & Speaking: CCRA.SL.1, CCRA.SL.2, CCRA.SL.3 , CCRA.SL.4 , CCRA.SL.5, CCRA.SL.6
Purpose:
Mini lessons provide a jam-packed, short time of explicit, direct writ ing instruction by the teacher. The min i lesson
provides a focus for the day's writing and is informed by the challenges and needs of the class and of the genre.
The main purpose is to guide students in the ir writ ing so that the qua lity of the writing can improve, students can
learn about new areas t o grow as writers, and students have opportunities to practice whatever was taught in the
mini lesson.
Process
The mini lesson usua ll y happens at the open ing of the lesson and lasts no more than 15 minutes to provide amp le
time to implement this instruction in the writing.
COMPONENTS OF A MINILESSON
CONNECTION- 3 minutes
The teacher connects the new instructional concepts to the context of chi ldren's ongoing work, giv ing purpose for
this new work.
TEACH ING-5 minutes

The teacher introduces the new concept of writing a nd teache s in ways that move children along gradient of
difficulty. The teacher needs to plan the method as we ll as the content of teaching and show write rs w hen an d
why they' ll use what is being taught .
ACTIVE ENGAGEMENT-4 minutes

Students are set up to use what has just been ta ught. This quick app lication might happen on a whiteboard, turn
and talk, or notes in their journal. The main idea is that th is is an opportunity for them to app ly what was just
taug ht .
LINK-2 minutes
The teacher reminds the class of teaching point and tries to ensure students apply it to ongoing work today
Assessment Method Resou rces

Formative Summative
• Teacher review • Stu dent Lucy Calkins Launching the Writers Workshog, Nu t s and
of student implementatio Bolts of the Writers Workshog.
wo rk to n of min i lesson link to Teac hers Co llege videos
dete rm ine work.
effect iveness of
mini lesso n.
Instructional Practice: Writing M ini-Lessons
ELA CCSS Anch or Stand ards Addressed:

Language : CCRA.L.1, CCRA.L.2, CCRA.L.3, CCRA.L.4, CCRA.L.5, CCRA.L.6
Writing: CCRA.W.1, CCRA.W.2 , CCRA.W.3 , CCRA.W.4, CCRA.W.5, CCRA.W.6, CCRA.W.7,
CCRA.W.8 CCRA.W.g CCRA.W.10
Listening & Speaking: CCRA.SL.1, CCRA.SL.2, CCRA.SL. 3 , CCRA.SL.4 , CCRA.SL.5 , CCRA.SL.6
Pu rpose:
Mini lessons provide a jam-packed, short time of explicit, direct writing instruction by the teacher. The mini lesson
provides a focus for the day' s writing and is informed by the challenges and needs of the class and of the genre.
The main purpose is to guide students in their writing so that the quality of the writing can improve, students can
learn about new areas to grow as writers, and students have opportunities to practice whatever was taught in the
minilesson .
Process
The mini lesson usually happens at the opening of the lesson and la sts no more than 15 minutes to provide ample
time to implement this instruction in the writing.
COM PONENTS OF A M INILESSON

CONNECTION- 3 minutes
The teacher connects the new instructional concepts to the context of chi ldren's ongoing work, giving purpose for
this new work.
TEACHING-5 minute s
The teacher introduces the new concept of writing and teaches in ways that move children along gradient of
difficu lty. The teacher needs to plan the method as well as the content of teaching and show writers when and
why they'll use what is being taught .
ACTIVE ENGAGEMENT-4 minutes

Students are set up to use what has just been taught . This quick application m ight happen on a whiteboard, turn
and talk, or notes in their journal. The main idea is that this is an opportunity for them to apply what was just
taught .
LINK-2 minutes
The teacher reminds the class of teaching point and tries to ensure students apply it to ongoing work today

Formative Summative
• Teacher review • Student Lucy Ca lkins Lau nching the Writers Workshog, Nuts and
of student implementatio Bolts of the Writers Workshog .
work to n of mini lesson link to Teachers Col lege v ideos
determine work.
effectiveness of
min i lesson .
Instructional Practice: Author' s Chair

Language: CCRA.L.1, CCRA.L.2, CCRA.L.3, CCRA.L.4, CCRA.L.5, CCRA.L.6
Writing: CCRA.W.1, CCRA.W.2, CCRA.W.3, CCRA.W-4, CCRA.W.5, CCRA.W.6, CCRA.W.7, CCRA.W.8 ,
CCRA.W.g, CCRA.W.10
Listening & Speaking: CCRA.SL.1 , CCRA.SL.2 , CCRA.SL.3 , CCRA.SL.4, CCRA.SL. 5, CCRA.SL.6
Purpose:
Author's Chair is an instructional strategy that can be used at different times throughout the writing process, but
often is used at the end of a lesson (or writing workshop) or at the end of a unit.
At the end of workshop time, the teacher might select 1-3 students to share their writing with the class . While it
can be an entire piece, it can also be a paragraph, sentence, or whatever part of the writing the student is currently
working on. For example, if the teacher did a mini lesson on adding effective hooks, a student might share the
revised hook they wrote . The purpose can be to build investment in writing (students LOVE sharing their work) ,
provide closure to a lesson, get peer feedback on writing, teach students to give constructive feedback, and teach
the writer to receive such feedback .
At the end of a writing unit, hosting a more formal author's chair provides studen t s the opportunity to share the a
piece of work that they are most proud of from the unit (th is is usually the piece that they have taken through
publishing). This is a highly impactful way to build investment in writing workshop throughout the unit and in
future units. Students can even create invitations to family members or classmates . This is a great way to bring
fami lies into the learning process. Decorate a fancy cha ir or serve smal l treats at the end, even Martinelli's in
plastic champagne flutes to really get students excited!
Process
1. Teach stu dents explicit ly how t o give constructive feedback and specific compliments
2. Have students practice on a neutral piece of writing (try digging one up if you have any from grade school,
they wi ll abso lute ly love it)
3. Exp li cit ly teach stud ent s how to take fe ed back and ha ve them practice
4 . Start on ly with compliments
5. At the end of a writing lesson in vites a coup le students to read aloud t heir piece and then prov id e time for
feedback
6. At the end of a unit, invite students and fami li es to an author's chair ce lebration
7. Have students take turns reading in front of their classmat es, schoo lmates, and families members.
a. Consider spreading it over several days if students are younger and/or may get very antsy

Formative Summative
N/ A N/A Lucy Calkins
Could use a rubri c t o assess Speaking Need to add
an d Listening Standards
Instructional Practice: Quick Write

Writing: CCRA.W.1, CCRA.W.2,CCRA.W.3 , CCRA.W.4, CCRA.W.10
Language: CCRA.L.1, CCRA.L.2 , CCRA.L.5 , CCRA.L.6
Purpose:
Literacy involves four components: reading, writing speaking and listening. CCSS calls for students to spend
more time writing for a variety of purposes. When completing a Quick Write, students are required to
summarize, s01t, sift, organize, and / or synthesize information from a variety of text types and range of
complexity. Writing improves retention of content information as well as reveals depth of comprehension
and any misconceptions. Additionally, students have increased opp01tunity to practice evidence-based
writing for a variety of purposes. Quick Writes embedded within content instruction allows students to
process their thinking at different points within a lesson thereby "writing to learn. " Quick Writes can be
used at the beginning, middle or end of the lesson to support comprehension of content information and as
an formative assessment for the teacher.
Process
1. Explain to students the purpose of a Quick Write. It will help them engage in the task and content.
Emphasize that they need to focus on ideas and information that is relevant to the prompt. They
shouldn't stress about grammar and spelling.
2. Identify a prompt related to the text students are reading and the learning objective (summarize,
make connection to previous learning, explain a concept, describe, make a prediction, etc.).
3- Discuss the prompt with students and how it supports the learning objective.
4 - Provide a time frame for the writing (5-10 minutes).
Beginning of the Lesson

• Activates prior knowledge
• Activates further thinking
During the l esson
• Stop and collect thoughts
• Sort out ideas
• Notice and record thinking
• To ensure everyone is on task and thinking
• Get ready to move ahead
End of the lesson
• Synthesize learning
• Connect to other texts
• Reflect on learning
Assessment Method I Resources
Formative I Summative I
Can be completed Complete at the • h!;m: Unrhs.nred.orglwww lnred nrhslsitelhost
during the lesson, at end of the unit of inglLitera~ WebsitelLiterac:I,'. Strateg:I,'.
th e end of lesson, or study or at an Tem11lateslQuick Write descriytion.ndf
any point during the appropriate place • htt.u :l l oncourseworkshoJ>.comllife-long-learnin
unit as a checkfor in the unit where glsix-way::,-use-guick-writes-nromote-learningl
understanding via: content can be
• Exit ticket assessed relative
• Think-Pair-S to a meeting a
hare goal or standard
• Vocabulary via:
application • On-deman
d writing
prompt
Instructional Practice : Anticipation Guide

Reading:
CCRA.R.1, CCRA.W.9 ,
Writi ng:
RH .10.6-8
Purpose
The anticipation guide is a comprehension strategy t hat is used prior to reading. The anticipation guide
engages readers and writers by providing an opportun ity to access prior know ledge about a topic,
predict/anticipate/verify, and bui ld curiosity. As students utilize opportu nities for making connections with
prior know ledge and new content, retention and comprehension improve, as the focus for reading is clear.
Essentially students will read over a list of teacher-generated statements and will be asked to note any of the
fo ll owing:
Is each statement true or false?
Do yo u agree or disagree?
Process
Create anticipation guide:

• Decide whether yo u are going to use a true/fa lse format or an agree/disagree format
• List 4-8 statements about key concepts/content in the text aligned w/ the lesson obj ectives
0 If using the true/fa lse format, some of t hese should be t rue and some shou ld be fa lse
• Crea t e a co lumn to the right of the statements where st udents will note true/fa lse OR agree/disagree
Lesson Plan :
• Determine appropriate in lesson to have students comp lete the anticipation guide before beginning
reading
• Students independently or w/ a partner comp lete true/false or agree/di sagree . Rem ind students they
shou ld be prepared to discuss and debate the ir reactions to the statements after comp leting the
anticipation gu ide
• Partners/sma ll groups discuss (focu s is NOT on correct answers but rather on reasoning)
• Stud ents read the text noting whe re it supports or diverges from their initia l t hinki ng
• Give students time to reflect and then discuss after reading :
0 In what ways did the text support your in itial thinking?
0 In wha t ways was the text different than your initia l think ing?
0 How has your opinion changed afte r reading th e text? Why or w hy not?
0 Encourage students to refer directly back to the text during the discussion
Assessm ent Meth od Resou rces

Format ive Summ ative
• observationa l • exit tickets htt12:Uwww.readingrockets.orglstrategieslanticiQation
notes during • benchm ark exa ms ~
discussion (in terms of using
this strategy to htt12 :Uwww.a dlit.orglstrategiesl19712l
comprehend text )
Instructional Practice: Summary Writing
ELA CCSS Anchor Standards Addressed :

Read ing:
CCRA.R.l, CCRA.R.2, CCRA.R.7 , CCRA.R.10, CCRA.W .9 ,
Writing:
CCRA.W.8 , CCRA.W.9. CCRA.W.10
Speaking and Listening:
CCRA.SL2
La nguage:
CCRA.L.1-6
Grades 6-12 Literacy:
RH.10.6-8
Purpose:
Summarizing provides students with practice discerning important ideas from smaller details and irrelevant
information . As students summarize, they pra ctice integrating ideas in logica l and meaningful ways as they manage
larger sections of text. Additionally, memory and retention of information improves. Summarizing can be utilized
across all content areas.
Process
• Choose a text that supports su mmarization {one with multiple key points that
require summarizing)
• Dev elop questions to guide students in identifying the main idea and supporting
details . {e .g. What was the main idea? Which details support the main idea?
Which details are irrelevant? Etc.). Be prepared with text dependent questions
that students may need to determ ine main idea and details
• Provide students with key phrases and terms and/or graphic organizer
• Model the process and provide guided practice

Formative Summative
• Collect and htti;i:LLwww. read ingrockets.orgLcontentLQdfsLsu mm ari
grade zing Strategies.gdf
summaries
• Exit tickets
Instructional Practice: Exit Tickets

Reading:
CCRA.R 1. CCRA.R.2, CCRA.R.7, CCRA.R.10. CCRA.W.9,
Writing:
CCRA.W.8 , CCRA.W.9. CCRA.W.10
Speaking and Li sten ing:
CCRA.SL2
Language :
CCRA.L.1-6
Grades 6-12 Literacy:
RH .10.6-8
Purpose:
Exit tickets are a way for teachers to check for und ersta nd ing and to use the data formative ly to guide upcoming
instruction . Checks for underst anding are critical to best teachin g practices. Exit tickets are aligned to the learning
objective and utilized by the t eacher to determine the degree to wh ich the stu dent has mastered t he lea rning
objective. Additionally, students have an opportunity to practice writing and summarizing skills. Exit tickets enable to
the teacher to use the informa l data in the form of a perm anent product to analvze errors an d misconceptions.
Process
• As you plan the lesson, ask yourself, " After I have taught this lesson, what is
one question s or skill students should be able to answer or demonstrate?"
• Plan for 2-5 minutes. Th e task should be relatively simple so that the teacher is
able to use the ticket as a formative assess ment
• Questions/prompts can ask students to make connections between th e current
lesson and previous learning
• Questions/prompts should :
0 document learning
0 empha size the learning process
0 provoke deepe r thinking about t he content
0 provide opportunity for self-evalu ation
• Students should complete the ticket in writing and turn in to th e t each er as
th ey leave the class room
• Teachers analyze student respon ses to inform upcoming inst ruction
Assessment Method
- Resources
Formative Summative
Used at the end of lesson
to check comprehension
• htti;i:LLwww.brown.edu[aboutLadministratio
nlsheri da n-ce nter Ltea chin g-1 earning[ effectiv
and concept
e-classroom-i;iracticeslentrance-exit-ticketsls
understanding, identify
misconceptions, monitor ami;ile
language conventions: • htt11:LLwww.readingrockets.org[strategiesLexit
quick write, exit ticket , sligs
e ntry t icket
In structional Practice : Close Reading

ELA CCSS Addressed: ALL STANDARDS!
• CCSS .ELA-LITERACY.CCRA.R.10
Purpose:
The purpose of close reading is to deeply understand a rich text at all its layers of nuance. Close reading is a
deep examination of text, with multiple readings done over the course of a lesson or series of lessons. It is
common to use shmt er texts or portions of text t o closely examine so that the process is manageable and
meaningful for students. Students are guided through multiple levels of understanding, including
comprehension, analysis, and deep thematic understanding, through the use of text-based questioning and
discussions. Gradually, students assume more responsibility, both through indepen dent reading and
independent analysis of the text (Brown and Kappes, 2012) . Close readin g exists both as ( 1) a lesson
structure and (2) a strategy or "way of thinking and processing text" embedded into traditional literature
classes to help drive text-dependent thinking on a complex section of text (Brown and Kappes, 2 012 ) .
Close reading is driven by teirt-dependent questioning (insert hyper link to this description) and thinking.
The teacher crafts rigorous questions based on what ever complex, rich information is presented in the text.
Close reading should not be a daily designat ed instructional block, rather it should be used at any time
during a unit, in any instructional block. Students can "closely read" a variety of text types, throughout many
instructional blocks. A critical part of any successful of close read is that the text chosen is one wo1thy of
reading closely.
Characteristics of close reading include, but are not limited t o:

• Engage students with rich, complex texts through multiple reads
• Ask a seri es of increasingly-rigorous text dependent questions that push students t o reread and use
textual evidence t o analyze and evaluate
• Allow fo r peer-to-peer and whole-class discussions that strike a balance of independence and teacher
facilitation
• Develop close reading skills such that scholars can (a) successfully tackle complex texts
independently and (b) transfer skills outside of close reading lessons.
Process:
1. Text Sel ection: Teacher selects a standard or t opic they wish t o focus on during a close reading and
selects a text (or part of a text) t o use for a single lesson (read repeatedly) or for a series ofl essons. It
is crucial that the selected text is truly worthy of multiple reads or students will lose interest.
2. Get really familiar with the text: Teacher reads the text repeatedly and annotates the tell.1:
ahead oftim e.
a. Pay close attention to parts of th e text students may not understand.
3. Assess text complexity: Teach er assesses text complexity evaluating qualitative and quantitative
factors, and considering the rel ati onship between reader and t ask. See Common Core Standards
Appendix A for more inform ation about CCSS approach to measming text comple>.itv.
4 . Keep the big picture in mind: Teach er determines the theme or author's message, as well as a
deep understanding of textual meaning, auth or's craft, and other key t extual nuan ces, and keeps this
in mind wh en planning text-dependent questions at th e literal and analytical phases, to ensure th at
student thinking is on track to determine and analyze theme.
5. Start with the end in mind: Teacher drafts (in his/ h er own words) exemplary responses fo r all
student work. These are included on th e t eacher lesson plan/ teacher packet.
6. Paraphrase key sections: Teacher par aphrases sections, stanzas, or paragraphs of the text to
serve as exemplars for when students paraphrase the teis.1.
7. Craft Text-Dependent Questions: Teach er crafts rigorous t ext-dependent questi ons to drive
analysis or the text; questions take a variety of formats, such as multiple choice, sh o1t response,
discussion , or annotation . Each question will require students t o use textual evidence in their
responses. Pa1ticularly at the inference/ analytical phase, the teacher will need to craft questions th at
(a) get at the nuan ced meaning of the t ext, and (b) build up the type of sch olar thinking that will be
required in the thematic phase. See EFC's Text Dependent Questions one pager fo r clarifi cation.
8. Plan key moments of discussion: The t eacher should select a few rigorous text-dependent
qu estions th at lend th emselves to discussion . The teach er should determine which m ode of
discussion b est serves the question (e.g., partner talk, groups of 4, whole-class). The teacher shoul d
use at least one method of accountability fo r discussion , such as cold calling or jotting down a
synthesis of th e discussion.
9. Anticipate student misunderstandings: For each text-dependent questi on, the teacher should
anticipate which misunderstandings or misconceptions students may h ave. The teach er should craft
ways to overcome that misunderst anding and redirect student thinking without lowering-the-level,
rounding up, or giving away the answer.
10. Plan lesson execution: Decide text will be read aloud by teach er, rea d aloud by students, read
independently by students or in pairs, or a hybrid. h ow and where will students respond to questions,
etc.
11. Execute Lesson

Formative Summative
-Exit tick ets -Interim b en chmark Close Reading Google Drive Folder
-Student a n swer s to -SBAC Common Core Au12endix B - Exem12lar Text§
t ext dependent -Unit t ests Text Dependent Questions Google Drive Folder
qu estions Text: Rigorous Reading - full of video cli12s!
-Teacher ob servation CA ELAlELD Frameworks: Chapter?
- Classroom Text : Notice and N ot e :
discu ssion rubric T e>,.1:: Falling in Love with Close Reading
Videos
Close Reading in 2nd Grade - ~aining knowledge
about a to12ic
Close Reading in 3rd Grade - checks for
understanding and student talk
Close Reading in 5th Grade - main idea and details
Instructional Practice: Text Dependent Questions
ELA CCSS Addressed:

• CCSS.EU-LITER..1>,CY.CCRA.R.1 ..• CCSS.EU-LITERACY.CCRA.R. 5
CCSS.ELA-LITERACY.CCRA.R.6
..
• CCSS.ELt>,- LJTERACY. CCRA.R. 2
CCSS.ELt>,-LJTERACY.CCRA. R.3 .• CCSS.EU-LITERACY.CCRA.R.7
CCSS .EU-LITERACY.CCRA.R.8
CCSS.EU-LITERACY.CCRA.R-4
. CCSS .ELt>,-LJTERACY.CCRA.R.9
CCSS.EU-LITERACY.CCRA.R.10
Purpose:
The Common Core State Standards fo r reading strongly fo cus on students gath ering evidence, knowledge, and
insight from what th ey read. Indeed, eighty to ninety per cent of th e Reading Standards in each grade require
t ext dependent analysis; accordingly, aligned curri culum materials sh ould have a similar percentage of t ext
dependent questions. As the name suggests, a text dependent question specifically asks a question that can only
be answered by referring eis.'Plicitly back to the text being read. It does not rely on any particular backgr ound
inform ation extraneous to th e t ext nor depend on students h aving other experiences or kn owledge; inst ead it
pti vileges the t ext itself and what students can extract from what is b efore them.
An effective set of text dependent questions delves systematically into a text to guide students in extracting the
key meanings or ideas found there. They typically begin by exploring specific words, details, and arguments and
then moves on to examine the impact of those specifics on the text as a whole. Along the way they target
academic vocabulary and specific sentence structures as critical focus points for gaining comprehension.
When Should I Ask Them?

• Whenever you want students to think deeply about a text (aka as often as possible!)
• These should be asked throughout your lessons, exit tickets, quizzes, and unit tests
What are Text Dependent Questions?

• Specifically asks a question that can only be answered by referring explicitly back to the text to find
evidence.
• TDQ's are rigorous enough to require students to go back to analyze the text, as well as cite language
from the text in order to support their analyses.
• Require students to think critically about the text!
• Inferential questions
• Use neutral question sterns!
What ARE NOT Text Dependent Questions?

• Low-level, literal, or "right there" questions
• Questions that merely ask students to find and repeat back a section of the text as the answer
• Hooks or motivational questions
• Accessing Background Knowledge
• Contextualization
• Predictions
Process:
A Process for Creating High Quality Text Dependent Questions

Note: While there is no set process for generating a complete and coherent body of text dependent questions for
a text, the following process is a good guide that can serve to generate a core series of questions for close reading
of any given text.
• Articulate core understandings and key ideas oftext(s)
• Identify key sections of the text(s) where these key ideas and understandings develop
• Within these sections, assess text demands to determine what will most likely trip
students up
o background knowledge
o highly charged/tough/sophisticated vocab
o complex sentence structure
o complicated ideas/arguments
• Sequence questions to:
o Get students unpack key text sections by confronting text complexities as previously assessed
(both in terms oflanguage and ideas)
o bridge between these key sections of text in order to land on key ideas and understands
• Repeat with additional sections and/or additional texts, and then create questions to
bridge between multiple texts in order to illuminate the broader ideas/understandings
across the texts (same as step 4, but with multiple texts)
Option 2
Step One: Identify the Core Understandings/Key Ideas of the Text AND the corresponding
CCSS: As in any good reverse engineering or "backwards design" process, teachers should start by identifying
the key insights they want students to understand from the text-keeping one eye on the major points being
made is crucial for fashioning an overarching set of successful questions and critical for creating an appropriate
culminating assignment. Additionally, teachers can take stock of what standards relate to the identified key
insights to inform the design of the series of questions.
Step Two: Create the Culminating Assessment: Develop a culminating activity around the key ideas or
understandings identified earlier that reflects (a) mastery of one or more of the standards, (b) involves writing,
and (c) is structured to be completed by students independently.
Step Three: Start Small to Build Confidence: The opening questions should be ones that help orientate
students to the text and be sufficiently specific enough for them to answer so that they gain confidence to tackle
more difficult questions later on.
Step Four: Target Vocabulary and Text Structure: Locate key text structures and the most powerful
academic words in the text that are connected to the key ideas and understandings, and craft questions that
illuminate these connections.
Step Five: Tackle Tough Sections Head-on: Find the sections of the text that will present the greatest
difficultv and craft auestions that suooort students in mastering these sections (these could be sections with
difficult syntax, particularly dense information, and tricky transitions or places th at offer a va riety of possible
inferences).
Stell. Six: Create Cohe1·ent Seguences o[.Text DeJ!.endent Questions: The sequence of questions should
not be random but sh ould build toward more coherent understanding and analysis to ensure that students learn
to stay focused on the text to bring them to a gradual understanding of its meaning.
Criteria to Evaluate Quality of Text Dependent Questions (TDQs)

. Focus on meaty section(s) of text that are critical to larger ideas in the text
- The meatiest TDQ's require students to synthesize details from throughout the text t o
exnlain or anal~e a central idea
- Scaffolding TDO's may focus on one meaty section of text that relates to larger idea(s)
. Require students to deeply analyze text(s)/ take students deeply into/ across text(s)
. Require that students ground their responses in textual evidence (this is also assumed as part of a TDQ
culture)
. Align to text demands, anticipate t e>.1:ual misconceptions
. Demonstrat e meaningful understanding of Common Core grade-level demands
. Are part of a meaningful sequence, i.e. part of an arc of questions (most import ant in close rea ding
lessons)

Formative Summative
Exit ticket data Interim Benchmarks Common Core Appendix B- Perform ance Tasks (after
SBAC the exemplar texts)
Unit Tests Text Dependent Quef2tions Google Drive Folder
Text: Rigorous Reading - full of video cli1)s!
2nd-8th Grade Question Stems b:¥ Standard
CA ELAl'.ELD Frameworks: Chagter 2
Instructional Practice: Vocabulary Development

Reading: CCRA.R.1, CCRA.R.4, CCRA.R.7, CCRA.R.10
Language: CCRA .L.3, CCRA.L.4, CCRA.L.5, CCRA.L.6
Listening & Speaking: CCRA.SL.1 ,C(;RA.SL.6
Purpose:
Books and oth er reading materials used by students at school feature well over 100,000 different words. The
average student enters school with a very small reading vocabulary in English, this is especially true for our
English Language Learners . However, once they are at school, a child's reading vocabulary in English is
likely to rise at a rat e of 3,000-4,000 words a year. This leads to them reading almost 25,000 words by the
time they are in 8th grade and over 50,000 by the end of high school (Graves 2006).
There is ampl e evidence that having a large vocabulary is conducive to success in reading, and increasing
evidence that the vocabularies of many children of poverty entering school are much smaller than those of
their middle-class counterparts . . This makes vocabulary instruction of critical importance for students with
limited vocabulary (National Reading Panel, 2000; Hart & Risley, 2003). Focusing on vocabulary as a
vehicle fo r understanding will lead to improvements in word knowledge and in comprehension of texts and
conversation containing these words (Beck, 2002).
The ELA Common Core State Standards break vocabulary into 3 tiers:
• Tier 1 includes the most basic everyday words: clock, baby, happy, walk etc. Words in this tier only
require instru ction when you know the student does not know these words, which can be the case
with English Language Learners, for example.
• Tier 2 consists of high utility words that are found across a variety of domains/ content areas .
Examples include analyze, compare, and endure . Because of the large role th ese words play in
communicating effectively, rich knowledge of these words can have a powerful impact on a student's
understanding. As a result, focusing vocabulary instruction on Tier 2 words is oft en seen as most
oroductive.
• Tier 3 is made up of domain-specific academic words that are used with much less frequency than
the other two tiers and is limited to specific domains/ content areas. Some examples include isotope,
peninsula, and refinery. These words are useful to teach and use with learners, but only in the
contexts for which they are relevant (Ex. teaching peninsula in a lesson on geographical information).
Process:
Vocabulary development cuts across all language experiences: listening, speaking, reading, and writing.
Implicit and explicit instruction on vocabulary happens throughout the school day. The reason why
vocabulary runs throughout all of the components ofliteracy in the framework is that words are critical to
expressing oneself as well as learning new information in all areas of instruction. Below is an outline of
guidance for what vocabulary instruction can look like in multiple components of EFC's Literacy
Framework:
Guided Reading Instruction: There is an opportunity to do some brief vocabulary instruction at the end
of the book introduction just before students start reading. Choose vocabulary words that are unknown to
the student so that they are able to read them when encountered in the text (e.g. if a student does not know
the word chimney at all, no amount of decoding or using syntax or meaning will help them strategically
figure out the word):
Process:
• During this introduction, the teacher may read the word, explain the meaning, have students
use it in a sentence, and a student find the word in the book. This way the students have used
a personal, relevant experience and can identify what the word will look like in the book
before reading.
Literacy Centers & Book Clubs: These are great opportunities for students to practice content and skills
that your students are learning in other times during the day. Because vocabulary is woven into instruction
throughout the day, Literacy Centers can provide a great opportunity to practice vocabulary students are
learning in Designated ELD, thematic units of study, or even in their specials.
Process:
• This might look like having the group practice using specific words in conversation with a
partner/ small group.
• Depending on the age, you might have students write sentences/paragraphs using vocabulary
in context.
• You may have your students read/write a script using vocabulary or have them read several
passages and analyze how the word is used similarly/ differently across texts.
Process Writing: When students write words, it helps to cement not only their meaning, but also
semantics and syntax for using words to convey ideas.
Process:
• In writing where students are encouraged to choose their own ideas, you might direct them to
your class' Word Wall or Vocabulary Journal to think of ideas, or anchor charts that use
vocabulary from your integrated content unit of study.
• The process of rereading one's writing prompts a student to become metacognitive about the
words they are choosing and are used and placed in sentence to convey meaning.
• Structures like Author's Chair, where students get to read their writing daily to their class in
the a special chair can cause students to reflect on their own writing in this way.
• Similarly, having students revise their writing offers them opportunities to reconsider their
word choices and ensure that they are being thoughtful of how they are composing their
thoughts before publishing their work. Structures and habits such as these help to weave
meaningful use of vocabulary into a student's compositions.
Integrated Content Units: It is often recommended in integrated content units to sift through the unit
before you start teaching it and note which words you will select to pre-teach as vocabulary words and which
words students will be able to learn within the context of reading or listening.
Process:
• For the pre-taught vocabulary words, it is often recommended that the teacher write these
words down, define them, and give an example on some sort of anchor chart or other
vocabulary wall in the classroom.
• Likewise, student can have their own vocabulary journals where they can document the
vocabulary, definitions, and examples they are learning.
• A teacher may choose to introduce all of the vocabulary at once before the lesson, or (s)he
might stop throughout the lesson to teach the vocabulary and add it to the unit's list.
• The more interactive students are in identifying, defining, and using the vocabulary in
authentic ways throughout instruction, the more likely they will be to retain it and use it after
the lesson.
• Integrated content units provide an opportunity for teachers to bring focus to Tier II and Tier
III vocabulary in particular.
Content Vocabularv
Interactive Word Wall:
Select Tier 2 & 3 words from unit
1.
Match words with pictures
2.
3. Create con cept map to represent words
4 . Introduce words throughout th e unit and add to th e concept map
Repeated Exposure:
1. Select Tier 2 & 3 words from unit
2. Create anchor charts to hi ghli ght words and create context for students (orint rich environment)
Direct Vocabularv Instruction
Marzano & Lemov:
1. Describe/ defin e
2 . Rest ate/ Multiple Takes
3. Representation/ Stress Syntax
4 . Activities/Combine, Compare & Contrast
5. Discuss/ Picture This
6. Games (option al eirtension)
Beck
1. Select Tier 2 words
2. Develop stu dent-friendly definitions
3. Read book aloud
4 . Introduce words and definitions
5. Engage students in using the words
6. Provide multiple encounters with the words
Vocabulary Discussions
Give students an opportunity to discuss the shades of meaning and use prior kn owledge as schema to ground their
understanding in new tier 2 & 3 words.
Shade of Meaning
1. Select Tier 2 & 3 words fro m unit
2 . Place known word(s) in concept eff or sem anti c gradi ent
3. Identify in text or generate words that are related to th e given word
4. Students discuss the relationship of words within concept egg or semantic gradient
Word Associations
1. Vari ation 1-students attach descriptions to target word
2 . Variation 2 - students associate a person , place or thing with a word and provide an explanati on
~- Variation ~- students revise using target words
Formative Summative
(Depends on time of (Dep ends on time of Books:
literacy instruction literacy instruction 1. Bringing Words to Life by Isab el L. Beck,
and grade) and grade) Margaret G. McKeown, a nd Linda Kucan
2 . Vocabularv for the Common Core b y Robert
Daily Exit Ticket End of unit J . M a r zano and Julia A. Simms
or Weekly Quiz: assessment: 3. Vocab Rehab: How do I teach vocabulai:y
students need to us e stude nts n eed to u se effectivelv ,-vith limited time? by Marilee
the words in th eir th e words in th eir Sprenger
own sentences (in own sentences (in
writing or orally) . writing or orally). Articles :
1. Effective Vocabulary Instruction by By Joan
Sedita
2. A R~view of the Current Research Qn VQcabularv
Instruction by National Reading Technical
Assistance Center
3. The Art and Science of Teaching/_ Six Steps to
Better Vocabularv Instruction by Robe1t J .
Marzan o
4. Word Ug: The Must Dos ofVocabulai:y
Instruction by Rebecca Alber
5. Vocabularv Instruction: Guidelines for Word
Selection by Reading First in Virginia
6. 10 Wavs to Use Technolo~ to Build Vocabularv
by Bridget Dalton, and Dana L. Grish am
7. CA ELA/_ELD Frameworks : Chanter 2
Please email Catie Saelens with questions or feedback on this componen t of the Literacy Framework.
I. Thematic ELA Lesson
IWBAT evaluate evidence to prepare for persuasive writing

CCStandard : 4.1 Write opinion pieces on topics pr texts, supporting a point of view with reasons and
information
Key vocabulary is underlined

Relevant materials are hyperlinked
• Review editorial assignment - pair share what an editorial is and what the author's purpose is
(persuasive)
• As teams, brainstorm pros/advantages for coming to CA for the gold rush - write in notebooks - share
out and add to class poster
• Possible pros: striking it rich to send it home , adventure , starting a new life, you don't need specialized
knowledge , legal system, entertainers
• Repeat with cons/disadvantages
• Possible cons : high prices, long and dangerous journey, long hard work , expensive tools, coyote
mining is dangerous , rampant racism , unsanitary living conditions , hunger
• Many of these reasons apply to the majority - white American men . You also want to include info in
your editorial for minorities who may be considering coming to CA.
• Review - what is a minority? Was a foreigner a minority in 1849 CA?
• Activity with switching cards (model this with a pro card , a con card , and a neutral card) and jotting P,
C, or N along with your initials on the back (can get help from partner)
• "My card says_. I think this is a pro/con/neutral because_."
• "My card says_. I don't know if this is a pro, con , or neutral. What do you think?"
• Debrief on carpet
• For selected cards - kids share out whether they think it is a pro, con , or neutral - and explain why.
• Tack up card about James Marshall standing up for Native Americans - is this pro, con , or neutral?
Why?
• Tack up 5 cards: What about Beckwourth, Biddy Mason , Lotta Crabtree , Livingston , Mrs. H. H. Smith -
are these success stories "pros"? Can you extrapolate that because one African American woman like
Mason was successful , all African American women should try to come to CA?
• If time - synthesize several pieces of evidence into a few additional pro/con reasons for class chart.
E.g. look at evidence about Chinese miners and pair share. Students should be able to synthesize that
if you were Chinese , you might face mistreatment/injustice and the miners' laws would probably not
protect you .
• Thursday: Choose 2 or more minority groups to research in more detail - African American , Latino,
Chinese, Native American , women . Distribute these texts. Students will read , annotate, and synthesize
additional pro/con reasons to add to the ir graphic organizers. Then , partners give star/check/delta on
reasons and begin hunting for relevant evidence.
II. Whole Group Mini-Lesson
Objective: Students will use google search to conduct short research project about
ocean animal.
Standard: CCSS. ELA-LITERACY.W.4.6

With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as wel l as to interact and collaborate with
others ; demonstrate sufficient command of keyboarding skills to type a minimum
of one page in a single sitting.
CCSS. ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
Summary: The previous day I modeled/we practiced together how to use google
search to research some basic information about salmon. Students practiced doing this
independently with the same information but with an animal of their choice. Today we
will continue with the modeling process and then students will use the remaining time to
research their animal. On the days that follow, students will use the information they
have gathered to create a trading card of their animal. I will do another mini lesson on
writing in complete sentences and combining information into complete sentences,
which students will use to complete their cards.
Procedure: Students will have their graphic organizers in front of them. We will gather
information together using google search about salmon. I will elicit from students ideas
about how to ask questions to find information and how to review the sources until you
find accurate information. When we complete the salmon exemplar, students will work
independently on their own animal. I will circulate to help students find the information
they are looking for.
Assessment: For today's lesson I will informally observe students note taking sheet to
see if they can use technology to find information for their research. I will use their final
trading card more formally to see if they can use accurate researched information and
complete sentences. Students will have a checklist for success.
Ill. Guided Reading Lesson Plan
Group Information: Level 38, focus group
This is day 2 meeting. We are reading Phoebe the Spy, a book about an
African-American girl who is sent by her father to be a spy to find out who is plotting to
kill George Washington. In the first lesson I introduced the book, we made predictions in
the form of questions we thought might be answered by the rest of the story, and
introduced some key vocabulary. Students read the first few pages as I supported and
monitored and we discussed some key story elements such as character, setting, and
problem. For their assignment, students were asked to write three questions they think
might be answered later in the story, and do a five finger retell for the assigned pages.
Introduction: I will have students read some of the questions they wrote for their
assignment and I will write them so that we can refer to them later. I will introduce the
vocabulary word, harbor, that they will encounter in their reading of the day.
Focus Strategy: VIP (retell comprehension strategy). I will explain the focus strategy of
the day VIP (very important part). I will explain that this strategy will help them
understand what they are reading better because it helps them focus on the most
important parts, not every single detail. Sometimes the most important part is an action,
but it can also be what the character is feeling or a relationship. I will model the strategy
and have students do it along with me. I will read a page, determine the sentence I think
is the most important on the page, and write it down on my sticky note. I will explain why
I think it is the most important part. I will have students quietly read several pages doing
the VIP strategy on every page. I will listen to individuals read and coach them/ask retell
information as I circulate. We will come together at the end of the section and discuss
our VIPs.
Assessment: I will record my observations of student reading and of the use of the VIP
strategy in group discussion.
Rethinking English Language Instruction: An Architectural Approach
Susana Dutro and Carrol Moran
Introduction
In this chapter we will present an approach for rethinking English language
instruction using an architectural metaphor. We will lay out a blueprint for infusing
English language development (ELD) throughout the instructional program, and
describe the design features and general instructional principles that underpin high
quality, rigorous second language teaching. In other words, we will outline how to
conceptualize an ELD program, how to design instruction, and how to teach English for
academic purposes.
We join Wong Fillmore and Snow (2000) in their call for including linguistic
knowledge in the wide range of competencies required by teachers. We further suggest
that all teachers need not only linguistic knowledge, but also knowledge of how to
design a comprehensive approach to ELD. We will lay out an approach for academic
language instruction that helps resolve the acquisition versus direct teaching tension in
the second language literature and provides a workable model for incorporating
language teaching throughout the instructional day.
Given the increasingly multilingual populations in our schools, to effectively
prepare students for success in academic subjects, teachers need a focused approach to
teaching language in every classroom, in every subject area, every day. It is clear that
the need for second language instruction is growing steadily. In 1980 over half of the
teachers in the United States either had English language learners or had taught them
previously whereas only one in seventeen had any coursework in teaching English as a
second language (Hamayan, 1990). The number of English language learners in the
United States has increased dramatically in the past decade. The most recent statistics
indicate there were nearly three and a half million limited English proficient students in
K-12 schools across the country in 1997-1998. (Macias, 2000). These estimates are
considered conservative. Clearly, the demand for teacher expertise in English language
development is immediate and widespread. It is time for us to embrace this need and
define the skill base needed by teachers to successfully develop academic language
competence in all students.
The theoretical basis for our approach stems from the major tensions in the second
language literature (Beebe, Selinger, Genessee, Long, Cummins and Scover, 1988,
Bourhis, 1990). The research has uncovered a number of tensions related to language
instruction (Hakuta and McLaughlin, 1996). The most influential of these lies in the
debate regarding language acquisition versus language learning.
The two theories, that second language is acquired in the same way as first language
(Krashen & Terrel, 1983), or that it ought to be systematically and explicitly taught
(McLaughlin, 1985), have been discussed at length in the literature. Krashen's influence
on second language acquisition in the classroom greatly influenced practices in
California for the past twenty years. Under the guise of "natural language acquisition"
many teachers resisted direct teaching of language and instead provided cooperative
learning environments for students to learn from one another. There is significant
evidence that, though more interaction occurred, learning language in this way did not
develop sufficient language skills for academic success (Schmida, 1996). We also have
evidence that aspects of language can be developed in different sequences and can be
learned more quickly through explicit formal teaching (McLaughlin, 1985). A
comprehensive theory of action for classroom instruction should say "yes" to both
informal and formal language learning opportunities.
Cummins also raised the distinction between learners responding to embedded
versus disembedded language (Cummins, 1984). He suggests creating instructional
environments that provide context clues that foster language understanding, rather
than the decontextualized language of the academic lecture, which contain no visual
cues or gestures. What we know is that words often have multiple meanings. To gain
the breadth of those meanings, learners must encounter words many times in a variety
of contexts with a range of cues and triangulating experiences that validate those
meanings. In this way, the learner can move from functioning in highly language
embedded contexts to the disembedded language contexts that are often the norm in
high school classrooms and college lecture halls. This suggests the need for preteaching
linguistic forms, scaffolding linguistic input, and developing opportunities for practice.
Another tension is whether students should analyze language processes by looking
at language as an object of study and seeking the patterns and rules of language, or by
intuiting patterns and rules of language by engaging in purposeful language activity.
DRAFT Rethinking English Language Instruction/Susana Dutro & Carrol Moran/2 .02
The blueprint we propose embraces these tensions and focuses on the development
of academic language, or the language of school, literacy, content, and higher learning.
We advocate a rethinking of some common practices in ELD instruction and take the
position that language instruction requires teaching English, not just teaching "in"
English or simply providing opportunities for students to interact with each other in
English. We believe ELD requires purposeful daily instruction in both a developmental
program and as explicit preparation for content courses with ample opportunities for
both formal and informal learning across the curriculum and throughout the
instructional day. This includes everything from interactive practice, building scaffolds
from contextualized experiences where meaning is carried through visual cues, and
props and gestures, to decontextualized input, where students can function with
minimal supports. In the application or practice of skills to develop fluency, this
instruction also consciously provides for output of language as an important part of the
language learning process, not just as the assessment or outcome of language
development (Swain, 1986).
The blueprint includes three components of ELD taught throughout the day. The first
component is a vertical slice of the curriculum. This is systematic ELD referring to
English instruction as its own discipline that follows a developmental scope and
sequence of language skills that builds from simple to complex structures within the
context of a range of everyday and academic language functions.
We term the second component of ELD "front-loading language;" this instruction
occurs throughout the day as a horizontal slice of the curriculum, across all content
areas. The term front-loading comes from the investment world. Front-loading of ELD
describes a focus on language preceding a content lesson. The linguistic demands of a
content task are analyzed and taught in an up-front investment of time to render the
content understandable to the student. This front-loading refers not only to the
vocabulary, but also to the forms or structures of language needed to discuss the content.
The content instruction, like the action of a piston, switches back and forth from focus on
language, to focus on content, and back to language.
The third component of English language instruction maximizes the "teachable
moment." That is, the utilization of opportunities as they present themselves to use
precise language to fill a specific, unanticipated need for a word or a way to express a
thought or idea. Fully utilizing the teachable moment means providing the next
DRAFT Rethinking English Language Instruction/Susana Dutro & Carrol Moran/2.02 2

• TAB ONE
A F o c u s e d Approach
Explicit Language for Content Instruction
Constructing
Meaning
TABLE OF CONTENTS
I. Rationale for Constructing Meaning: I. I

Explicit Language for Content Area Instruction
• The Challenge 1.2
• Setting the Context 1.3
• What Good Readers Do 1.4
• Defining Academic English 1.6
11. A Focused Approach:

Features of Explicit Language Instruction 1.8
• Language Functions (cognitive tasks) 1.9
• Practice at the passage level 1.10
• Language Tools (bricks and mortar) I. I I
• Practice at the paragraph/sentence level I. I 3
• Examples across content areas I.IS
• Instruction & Application: Building fluency 1.17
• Thumbnail Look at Common Functions 1.18
111. CM Analysis T cols 1.19

• Text Analysis for Reading Comprehension 1.20
• Task Analysis for Language Production 1.21
• I Do/We Do: Sample Analysis 1.22
0
0
RATIONALE
Secondary education is a complex endeavor: fast-paced schedules, specialized courses, rigorous content,
high-stakes assessment, and varying instructional methods place a high demand on any student. Yet for our
long-term English learners, who must tackle the coursework while simultaneously acquiring the English
language, the demands intensify significantly.
Acknowledging this, and recognizing that it is our responsibility to provide our English learners with
instruction that supports them in meeting this demand, we developed A Focused Approach to Constructing
Meaning.
Students come to us as the products of a myriad of environments that include home, culture, language, and
prior schooling. How they respond to the teaching you provide will depend, in part, on these prior
experiences and how you mediate critical instructional gaps in language and content.
Two guiding questions have been the driving force behind the development of A Focused Approach to
Constructing Meaning:
1. Why are English language learners continuing to perform consistently below their native-English
speaking peers?
2. What model can we propose that infuses explicit language instruction into the teaching of grade level
content standards?
The content of A Focused Approach to Constructing Meaning seeks to optimize language and content
learning for long-term English learners by examining more closely these recurring themes:
+ Knowing our students
+ Identifying discipline-specific language
+ Connecting listening, speaking, reading and writing
+ Building receptive and expressive academic language
One Teacher' s Stated Goal

To equip students with the language they need to express the
so histication of their thinkin for academic and real life ur oses.
Dutro & Levy A Focused A pproach to Constructi ng Meaning I. I

© 2008/E.L.Acheive www.elachieve.org
THE CHALLENGE
English learners face a daunting task. They must gain a multi-faceted knowledge of the
English language as they learn grade level subject matter content. They must do all this
while competing with native-English speaking peers who are rapidly increasing their
knowledge of the English language and applying that knowledge to the content standards.
How quickly and efficiently an English learner progresses in acquiring and learning a second language
depends on a number of factors, including: his or her level of language and literacy development in the
primary language, time in U.S. schools, type of instructional program, age, individual experiences and, most
importantly, quality of instruction.
Experience tells us that a student 's receptive and expressive language abilities are often at different levels.
For example, a student' s ability to understand oral explanations and answer specific questions may far
exceed his or her ability to fully express her understanding of content. Many students are able to express their
thinking more clearly when speaking than when writing. English learners who have studied English
previously may be more competent reading and writing English than speaking or understanding spoken
English. Many long-term English learners have been exposed to everyday language and have developed oral
English proficiency, but may be limited in formal oral and
written English.
Without consistent, explicit
instruction and regular practice,
Students glean a great deal of English knowledge from daily
secondary English learners may not
experiences in the natural process of language learning.
internalize the forms of academic
However, it is important to note that while an English learner
language and may instead continue
may have internalized certain complex verb forms, he or she may
to rely on a partial command of
consistently misuse others and lack knowledge of abstract or
the rules and structures of
precise vocabulary. academic English.
Students learning English as a second language must learn every

word and sentence combination native English speakers have spent thousands of hours internalizing during
their early childhoods. This must be done in a condensed time frame, and often only during the hours a
student is in school. Additionally, they must learn the language being taught in every subject area. This
includes the conceptual and concrete language taught not only in the cun-ent year, but also the foundational
vocabulary taught in each previous year. Consider what it takes to learn abstract concepts like "plot," ideas
like "democracy," and techniques like "estimating" in a second language.
English also happens to be rich in idioms and figurative language. English learners must learn both the literal
and idiomatic meanings of hundreds of sayings and expressions English speakers use on a daily basis. The
challenges are enormous when learning terms like "off the record" or "tongue-in-cheek."
Without consistent, explicit instruction and regular practice, secondary English learners may not internalize
the forms of academic language and may instead continue to rely on a partial command of the rules and
structures of academic English .
1.2 Explicit La nguage for Content Instruction Dutro & Levy

© 2008/E.L.Achieve
SETTING THE CONTEXT
It is well understood that a student's academic success depends on learning to read well. Learning to read
well depends on rich language knowledge - which presents unique challenges for English learners and others
who have not acquired academic English.
English learners with several years of schooling in the United States have acquired
a great deal of English through experiences in school and community. They have
learned the social/conversational language skills to appear fluent in English, but
they often score low on academic tests and tasks requiring academic language
proficiency. It is important to note that a lack of adequate progress in reading is not
necessarily a sign that students have a language or reading disability, but often is the result of insufficient
explicit instruction in the vocabulary and language forms of academic English.
Why do so many long-term Engl ish learners struggle with academic language
proficiency?
One reason may be that explicit instruction in how English works is rarely provided beyond the intermediate
level. The gap between the language students need to thrive in everyday settings and the language required to
succeed academically may not have been identified and advanced English language instruction may not be
provided.
Academic language proficiency is a separate skill from everyday speech and writing- it is the language of
texts, of academic discussion, and professional writing. Without it, students will not achieve long-term
success in school and beyond. Formal , academic English is used to problem-solve, weigh evidence, and think
critically. It is required to negotiate the dense-print paperwork associated with adult independence, such as:
banking, health care, and property rental. Yet, once many students reach the Intermediate and Advanced
levels of ELD , they no longer receive formal language instruction. When EL students transition into core
content courses, increased emphasis on subject matter knowledge allows little time for language instruction.
This shift often leaves the Intermediate English learner orally fluent, but with critical gaps in language
knowledge and vocabulary.
Accessing prior knowledge and assuring student motivation and interaction is critical assure student learning-
but it is not enough. Academic English must be continuously developed and explicitly taught across all
subject areas.
Staying Focused on Language Demands
Adolescent English Learners require specific guidance with regard to

language learning, including kinds and uses of texts.
- Mar Schie e rell
Dutro & Levy A Focused A pproach to Constructing Meaning 1.3

© 2008/E.L.Acheive www.elachieve.org
WHAT GOOD READERS Do
Defined simply, reading is a motivated act that combines decoding and comprehension. But reading is a
deceptively complex task. It requires the development and synthesis of many skills, as illustrated in the
graphic below.
Framework fo r Reading Assessment & Instruction, John Shefelbine
Motivation
Decoding Comprehension
Word Recognition Academic Comprehension

Fluency
Strategies Language Strategies
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The majority of second language students come to content area classrooms with basic word recognition
strategies and a certain level of reading fluency . (For those students who do not, a reading intervention
class may be necessary.)
However, motivation, knowledge of academic language, and comprehension strategies are also essential
to successful reading. Academic English requires a general knowledge of words used differently across
subject areas and specialized knowledge of topic-related concepts in a particular subject area. Consider the
background knowledge and vocabulary required to understand the context for the following words: braise,
mince, saute, fold , blanche . Then consider the knowledge of text structure needed to read a recipe for
artichoke bisque vers us Pablo Neruda' s Ode to the Artichoke.
Reading proficiency requires the reader to not only automatically and accurately recognize a vast number of
words and contexts, but also to comprehend what is being read.
Good readers:
• Determine what each word means within the context of the particular phrase, sentence and passage .
• Call upon a broader knowledge of the language and text structures for that content-area .
• Actively monitor their own comprehension as they read. They must understand the details of what the
author has written- from the literal level to thought-intensive, analytic, and interpretive levels.
• Mentally (re)organize text by making connections with previous knowledge and arriving at new
associations, ideas, and relationships while reading.
Adolescent English learners need to learn and practice the language, skills, and strategies employed by
accomp lished readers. They do not have the luxury of listening to and absorbing the forms and structures of
academic English over an extended period of time. To accelerate transitioning English learners, teachers of
all disciplines must make "visible" the otherwise "invisible" skills of comprehending content-specific text. In
an English class, this may mean demonstrating and modeling how the same punctuation mark is read
1.4 Explicit Language for Content Instruction Dutro & Levy

© 2008/E.LAchieve
differently in prose and verse. In a science class, this may mean teaching students how to explain the solution
to a problem by sequencing a series of discrete steps.
Knowing what good reading "looks like" moves the act of comprehension from that of abstract concept into
the realm of observable action. Providing them with concrete comprehension strategies (Effective Practices
for Developing Reading Comprehension, Duke & Pearson, 2002) will help English learners establish
tangible, behavioral goals.
Utilizing Our Expertise (Th ink, Pair, Share)

Directions: Working with a partner, complete the right side of th e T-Chart below:
Practices that support students in using effective

Good readers are active readers, who:
strategies include:
Have clear goals in mind for their reading. They

constantly evaluate whether the text, and their
reading of it, is meeting their goals.
Typically l ook over the text before they read,

noting such things as the structure of the text and
text sections that might be most relevant to their
reading goals.
Make predictions about what is to come.
Rea d selectively, continually make decisions

about their reading-what to read carefully, what to
read quickly, what not to read , what to re-read, and
so on.
Construct, revise, and question the meanings as

they read.
Try to determine the meaning of unfamiliar

words and concepts in the text, and deal with
inconsistencies or gaps as needed .
Draw upon, compare, and integrate their prior

knowledge with material in the text.
Read different kinds of text differently.
Dutro & Levy A Focused A pproach to Constru cti ng Meaning 1.5

© 2008/E.L.Ache ive www.elachieve.org
ACADEMIC ENGLISH
Developing a Shared Understanding

Directions: Read the following excerpts. What common recommendations or ideas do they share?
Academic English is the language that specific disciplines and academic areas of focus use to impart new
infonnation, describe concepts, and explain abstract ideas . It includes key vocabulary, but goes beyond
vocabulary to include the ways in which language is used within each academic discipline - how things are
organized, and discussed, read and written about. It includes the terms, meta-linguistic skills, and discourse
patterns a student needs in order to comprehend the text, to write, and to speak appropriately. Academic
English also provides the thinking skills that enable students to analyze, compare, contrast, and justify,
describe, classify, debate, synthesize, and evaluate information within that discipline.
Academic English is not picked up through normal social interaction. It needs to be intentionally and
systematically developed through direct teaching, through active reading in the academic area, and through
modeling.
Laurie Olsen, Seconda,y School l eadership for El Success
Academic English is a variety or register of English used in professional books and characterized by the
specific linguistic features associated with academic disciplines. The term "register" refers to a constellation
of linguistic features that are used in particular situational contexts (Halliday & Hasan, 1989; Martin, 1990).
Academic English tasks include reading abstracts, taking notes on key ideas from lectures, and writing
critiques, summaries, annotated bibliographies, reports, case studies, research projects, and expository
essays. Academic English is a wide range of genres (Savaille-Troike, 1994; Swales, 1990). Examples of
academic genres include lab reports and journal articles . Academic English includes many diverse sub-
registers associated with different disciplines such as science, economics, and mathematics (John, 1997). It is
not possible to "do" science, " do" economics, or "do" mathematics with only ordinary language (Halliday &
Martin, 1993 ; Lemke, 1990). One must "do" discipline-specific work with academic and discipline-specific
language.
Robin Scarcell a,
Accelerating Academic English: A Focus on English Learners
Academic English is a cognitively demanding and relatively decontextualized register (Cummins, 1984). It
relies on a broad knowledge of words, concepts, language structures, and interpretation strategies. Skills
related to mastery of academic English include summarizing, analyzing, extracting and interpreting meaning,
evaluating evidence, composin g, and editing. Acquiring academic English is a challenge for English
language learners, and native speakers. Few children arrive at school competent in this register. For the most
part, academic English is learned over the course of schooling through frequent engagement in classroom
talk, reading textbooks, and writing. Teachers need to recognize that all students need support to acquire the
structures and vocabulary associated with academic English, and they need to know how to provide it.
Lily Wong Fillmore and Catherine Snow,
What Tea chers Need to Kno w About Language
1.6 Expl icit Language for Content Instruction Dutro & Levy
© 2008/E.L.Achieve
www.elachieve.or2
ELL Program Materials Description
Systematic ELD Handbook, K-6 Detailed frameworks for designing an ELD program that teaches
and practices the vocabulary and grammatical structures of
English for a wide range of purposes at each level of proficiency.
Each handbook is specific to a qroupinq of qrade levels.
Systematic ELD Support Kit Includes tools that encourage interactive language practice
among students . All tools are generic so they can be utilized in
conjunction with Systematic ELD Instructional Units.
Systematic ELD Instructional Units Systematic ELD Instructional Units available for purchase or can
be created by teachers using planning tools provided in the
Systematic ELD Handbook.
ELD Matrix of Grammatical Forms A reference tool for teachers that organizes the complexities of
English grammar into detailed scope and sequence of
grammatical forms across five levels of proficiency. Aligned to
California English Language Development standards. Identifies
the grammatical tools children need in order to accomplish the
competencies described there . Progression not static or used to
limit children. English Learners have real world needs and
experiences that regularly take them into grammatical forms in
higher levels. Teachers help them navigate. English Learners
also have gaps and need to learn grammatical forms from the
level before. Helps provide support in using language as
communicative needs arise and provide consciously planned
systematic instruction, practice, and application of language skills
at child 's proficiency level.
I d1w,111n11 /11rt I 111
*We recommend incorporating problem solving throughout all your lessons and not teaching it in isolation. To this end, the
"Problem Solving Lessons" in MyMath can be skipped to make days for tasks or other formative assessments.*
Grade 3, Unit 2/3 Curriculum Guide

Multiplication & Division
October 19 - January 29 {55 days}
Days
Standard ( / 55 days)
Strategies Resources
Entry Level Task 1 EFC Task Spreadsheet
3.0A.1 Interpret products of whole numbers, e.g ., -Incorporate the following methods to I MM Chapter 4: Understand Multiplication
interpret 5 x 7 as the total number of objects in 5 model multiplication:
groups of 7 objects each . • Bar Model I Ready Common Core Lesson 6
• Number Line
3.0A.3 Use multiplication and division within 100 to • Grouping Model MCC Lesson : Basic Fact Multiplication
solve word problems in situations involving equal • Repeated Addition
groups, arrays , and measurement quantities, e.g., by • Array
using drawings and equations with a symbol for the • Area Model (Common Core 3.MD.5,
9
unknown number to represent the problem . 3.MD.6 , 3.MD.7)
• Area Model with Partial Products
*Area connection to multiplication as
a standard taught in Unit 5
• Generic Rectangle
• Word Problems (Common Core
3.0A.3, 3.0A.8)
-Skip Lessons 5 & 6
3.0A.2 Interpret whole-number quotients of whole -Incorporate the following methods to MM Chapter 5: Understand Division
numbers, e.g. , interpret 5618 as the number of objects model division:
in each share when 56 objects are partitioned equally • Word Problems (Common Core Enhancements 57 and 58:
into 8 shares, or as a number of shares when 56 3.0A.3, 3.0A.8) Intro to Division
objects are partitioned into equal shares of 8 objects • Divvy Out (models)
8
each. • Number Line Ready Common Core Lesson 4
• Repeated Subtraction
3.0A.7 Fluently multiply and-divide within 100, using • Array MCC Lesson: Divvy out Greater Numbers
strategies such as the relationship between • Area Model (pg .10, Divvy out basic facts)
multiplication and division or properties of operations. • Divvy Out (numbers)
Page 1 of 4 07/16/2015
l .1l1w11ti111 1/,,,ll1m1:1
By end of grade 3, know from memory all products of • Partial Quotients

2 one-digit numbers. • Multiplication Table
-Skip Lesson 6
• Daily fact practice MM Chapter 6: Multiplication and Division
3.0A.3 Use multiplication and-division within 100 to • Flash cards (multiplication) Patterns
solve word problems in situations involving equal • Timed tests
groups , arrays, and measurement quantities, e.g., by • Sing multiples MCC Lesson: Mastering the MultiRlication
using drawings and equations with a symbol for the • Dice multiplication Table through Student Talk
unknown number to represent the problem. • War multiplication
• www.xtramath .org Ready Common Core Lesson 6
3.0A.4 Determine the unknown whole number in a www.sumdog .com
multiplication or division equation relating 3 whole MCC Lesson : Basic Fact MultiRlication
numbers. -Skip Lesson 6
-Combine Lessons 7 & 8 Enhancements 57 and 58 :
3.0A.7 Fluently multiply and-divide within 100, using Intro to Division
strategies such as the relationship between
multiplication and division or properties of operations . Ready Common Core Lesson 4
By end of grade 3, know from memory all products of 9
2 one-digit numbers. MCC Lesson: Divvy out Greater Numbers
(pg .10, Divvy out basic facts)
3.0A.9 Identify arithmetic patterns (including patterns
in the addition table or multiplication table) & explain MCC Lesson : If I Can MultiRIY, Then I Can
them using properties of operations. Divide ! - Using Base 10 Blocks to
MultiRIY and Divide, Part 1
3.NBT.3 Multiply one-digit numbers by multiples of 10
in range of 10-90 using strategies based on place MCC Lesson : If I Can MultiRIY, Then I Can
value & properties of operations. Divide ! - Using Base 10 Blocks to
MultiRIY and Divide, Part 2
Ready Common Core Lesson 5
3.0A.2 Interpret whole-number quotients of whole -Skip Lesson 6 MM Chapter 7: Multiplication and Division
8
numbers, e.g. , interpret 56/8 as the number of objects
in each share when 56 objects are partitioned equally Ready Common Core Lesson 6 (see 3.0A.7)
into 8 shares, or as a number of shares when 56
objects are partitioned into equal shares of 8 objects Eureka : Module 3, Lesson 11
each.
Page 2 of 4 07/16/20 '

I ,l11n,1in11 /m 111:11
3.0A.3 Use multiplication and division within 100 to

solve word problems in situations involving equal
groups, arrays, and measurement quantities, e.g., by
using drawings and equations with a symbol for the
unknown number to represent the problem.
3.0A.4 Determine the unknown whole number in a

multiplication or division equation relating 3 whole
numbers.

in the addition table or multiplication table) & explain
them using properties of operations.
3.0A.1 Interpret products of whole numbers, e.g., -Skip Lesson 7 MM Chapter 8: Apply Multiplication and
interpret 5 x 7 as the total number of objects in 5 Division
groups of 7 objects each.
Ready Common Core Lessons 12 and 13
3.0A.2 Interpret whole-number quotients of whole
numbers, e.g. , interpret 56/8 as the number of objects
in each share when 56 objects are partitioned equally
into 8 shares, or as a number of shares when 56
objects are partitioned into equal shares of 8 objects
each.
8
3.0A.3 Use multiplication and-division within 100 to
solve word problems in situations involving equal
groups, arrays, and measurement quantities, e.g ., by
using drawings and equations with a symbol for the
unknown number to represent the problem.
3.0A.7 Fluently multiply and-divide within 100, using

strategies such as the relationship between
multiplication and division or properties of operations.
By end of grade 3, know from memory all products of
2 one-digit numbers.
Page 3 of 4 07/16/2015
e
I .d1wu1irn 1/11, ( h,111:.:,

in the addition table or multiplication table) & explain
them using properties of operations.
3.0A.5 Apply properties of operations as strategies to -Skip Lesson 9 MM Chapter 9: Properties and Equations
multiply and divide . 9 -Combine Lessons 5 & 6
MCC Lesson : ProQerties of Mu ltiQlication
3.0A.8 Solve 2-step word problems using the fottt In Lesson 7 ...
[three: + - x] operations. Represent these problems *Do NOT teach word/phrase Ready Common Core Lessons 2 and 3
using equations with a letter standing for the unknown association to solve word
quantity. Assess reasonableness of answers using
mental computation and estimation strategies
problems*
includin!=) roundin!=).
Unit Assessment MM SBAC Book
Summative Task 3 EFC Task Spreadsheet
Mitij;jation/ Extension
Page 4 of 4 07/16/201
EFC r'-}athematics Framework Math
Content
Adult
Content
Knowledge \
' \
\
\
\
\
EFC
Math Lesson
Design
Academic
Discourse
Lesson
Delivery
Education/or Change
Pu._ .. , l
EFC Mathematics Framework
The EFC Mathematics Framework was written to capture our best practices in
Math instruction and learning. It is aligned around five instructional
components: Math Content, Lesson Design, Lesson Delivery, Academic
Discourse, and Adult Content Knowledge. We believe in standards-based
Math instruction that builds conceptual understanding through multiple
methods. We aim to create deeper, more effective and efficient
mathematical learning experiences for our students. Lessons are designed to
intentionally promote rigor, moving from the concrete to the abstract using
gradual release and/or guided discovery. All students are given the
opportunity to engage in complex discourse in order to express their learning
and address common misconceptions. In addition, EFC strives to continue
supporting all adult stakeholders as lifelong learners of mathematics.
Instructional Instructional Instructional
Components Practices Strategies
(Shifts in the CCSS-Mathematics Standards)
Number lines, 10-frames,
Multiple Methods Decomposition, Area models, Partial
Math Content algorithms, Traditional algorithms
Focus Side-by-side multiple Connections between the multiple
methods methods made explicitly
Modeling mathematical Bar models and drawings as a strategy
thinking to make sense of word problems
Connections to prior (and future) math knowledge made
Coherence
explicitly
Bu ild It- Draw It- Write It (Concrete 7
Conceptual Semi-Concrete 7 Abstract)
understanding Using manipulatives appropriately at
ALL grade levels
Fluency Da ily fact practice at ALL grades
Procedural skills Syntax
Entry Level Tasks (Problem-Based
Tasks/ PBTs) used for exploration with
new content
Rigor
Summative Tasks (Performance Tasks)
used as culminating projects and/ or
assessments
Application
Real world problems/ situations
Literature connections
Opportunities for written
explanations and reflections
Word problems consistently used and
not taught in isolation
Components Practices Strat egies
Clear learning goals
Embedded Checks Fo r Understanding
Lesson Design (CFUs) throughout lesson
Appropriately quick pacing
Scaffolded instruction, including
t houghtful Examples, You Tries, HW
Teaching using different DOK levels
Differentiating; opportunities
incorporated for genuine challenge as well
as mediation
Clear scope and sequence aligned with EFC Curriculum Guides
CCSS-M
Use of baseline curriculum MyMath (K-5)
Use of supplementary curriculum as
identified in the EFC Units of Study
EFC Benchmark Assessments
Teache r-created Formative
Assessments Assessments (exit tickets, quizzes,
etc.)
Unit Assessments ~
Instruction shifts based on: CFUs
(during the lesson), Exit Tickets (after
the lesson), Tasks and Unit Tests (after
Data-driven instruction
the unit), etc.
Regular mitigations based on data
Student goals for growth
) Components Practices Strategies
Extended time for math,
taught 5 days a week:
Lesson Delivery Protected Math block time • K: minimum of 60 min.
• Grades 1-2: minimum of 75 min .
• Grades 3-5: minimum of 90 min .
Warm-ups/ Math Meeting used to spiral 15-20 minutes da ily
review and preview
Direct Instruction (I Do- We Do- You Do)
Incorporation of Guided Discovery
Independent practice incorporated into
each lesson
Teacher pulling small groups/ Workshop 15-30 minutes, 3x/ week
on a weekly basis Based on data
30 minutes/ week
Daily Fact/ Fluency practice Configured depending on grade-level
and teacher preference
Note taking is taught, modeled, and
expected at Grades 2-8
Fluently and thoughtfully moving
Students grouped in various ways between whole class, small groups,
and partners
Multiple modalities addressed
Effective and appropriate incorporation of
technology
Components Practices Strategies
Appropriate use of academic language
Opportunities for students to expla in/
Academic Discourse display their thinking in multiple ways
Choral response
Use of a variety of engagement strategies Think- Pair- Share
Individual responses
Math journals (opportunities for
Opportunities for students to justify their
writing in math)
reasoning
Proofs
Opportunities for student-guided
discussions
Promoting multiple levels of risk-taking so
that all students can see mistakes as
learning opportunities
Integrated ELD
Support for Els Using sentence stems/ frames
(written, verbal, or both)
Bloom's Taxonomy
Effective and varied questioning
Depth of Knowledge stems ,......
Dedicated time for teacher collaboration

in Math
Continuously Improving Continuously increasing Math content
Adult Content knowledge for teachers
Math Coaching
Knowledge Teacher knowledge of Progressions
within the CCSS-M
High quality, differentiated PD for
teachers
Parent University Nights
Home School Connection
Parent Meetings focused on Math
Math PD for Administrators
r•il'l',~•.•'?"~,. • .,,~~!?; .: "',7-, --/f' 7; >'"..,t-..~''JJ'}"!;• ..,_,.fl '~I'~;"- •,:' C • 'I f'':• ,; ~:. '1\' ' t' ' ~~ j ..:'"' ~ •' \1!
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Mathematics Curriculum
CCLS Checklist for A Story of Units

Table of Contents:
Introduction ...... ..... .... .... ...................................... ..... ........... .. .... ... .............. .... .... ... ......... .... .1
Pre-Kindergarten .. ....................... ................ .... .... ............ .... .... .... .. ..... ...... ... ... ... .... .... .. ... .. ...2
Kindergarten ..... ... .. ....... .... .. .... .... .. .. ... .. ....... ....... ................ ... ..... ..... ... ..... ... .. .. ......... .... .. ..... .. 3
Grade 1 ... ....... ....... .......... ....... .. .. .... ... .... ............. .. ...... .. ........ .. .... ...... .... ................ ... ... .... ...... 4
Grade 2 .... ..... .... .. ..... .... .. ..... ...... ... .... .... ...... .. ..... .... ... ... ...... ........... ..... ... ....... ..... ... ......... ....... .5
Grade 3 ..... ..... ...... .. ....... .. .................... .. ............................ ............ ..... .. .......... ....... .. .... .... .. ... 6
Grade 4 ... .. ... ...... .... ........... ... ...... .... ... ... .. ............ .. .............. .... ................. .......... .. .. ............... 7
Grade 5 ... .... .. ......................... .... .. ..... .. ......... .. ....... ........ ............... ................. .. .... ...... ........ .. .8
Introduction
Th is document includes grade-level charts providing an at-a-glance view of when each standard is addressed.
Note that, for grades K-5, standards included in clusters designated as Major Emphases by the New York
State Education Department are fo llowed by an aste ri sk( * ). In grades 3-5, al l standards designated as "May-
June" on the New York State Education Department Pre-Post Mat h Standa rds document, are indicated by a
plus sign(+).
Please refer to the Curriculum Overview of A Story of Un its for a curriculum map and detailed grade-level
descriptions including a summary of the year, a rationale of the module sequence, and a standards alignment
chart.
COM MON I CCLS Checklist for A Story of Units

II CORE Dat e : 7/ 6/ 13 engage"Y 1
© 2013 Common Core, Inc. Some rights rese rved. commoncore.org r~,::J9!iiiiiP;!!ii'!i.ii
.
cc 1°) 4 H1>7·W
• · - .... - - -
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Un ported.License.
NYS COMMON CORE MATHEMATICS CURRICULUM CCLS Checklist for A Story of Units
PRE-KINDERGARTEN MODULES
CCLS
1
2 X
3a X X
----4 ----
PK.CC
3b
3c
X
X
----
I X
X
4 X X
5 X X X
6 X X
1 X
PK.QA
2 X X
1 X
PK.MD
2 X X X
1 X
2 X
PK.G
3 X
4 X
COMMON I CCLS Checklist for A Story of Units

II CORE Date: 7/6/ 13 engage"Y 2
CO 2013 Co mmon Core, Inc. Some rights reserved. commoncore.org rr.:':::-.\i~,i;;i,!iii!ii&

\,cc,J pa:tPilt?·W
This work is licensed under a
Creative Commons Attributio n-NonCo mme rcia l-ShareAl ike 3. 0 Un ported. License .
KINDERGARTEN MODULES
CCLS
1*
2*
--+-
3* X X
4a* X X
4b* X X
K.CC
4c* X X
4d * X
S* X X
6* X
7* X
1* X
2* X
K.OA 3* X X
4* X
S* X
K.NBT 1* X
1 X
K.MD 2 X
3 X X
1 X
2 X
3 X
K. G
4 X X
5 X
6 X
• Major Emphases Standard
COMMON
II CORE
I CCLS Checklist for A Story of Units
Date: 7/ 6/ 13 engage"Y 3
r,~;;;;;;;;;;.;;;;;;iiii This wo rk is lice nsed under a

© 2013 Common Core, Inc. Some rights reserved . commoncore.org I(cc) f:ij:(§7·p Creative Commons Attribution-NonCommercial -ShareAlike 3.0 Unported.license.
GRADE 1 MODULES
CCLS
1* X X X X
2* X
3* X X
4* X X
1.0A
S* X
6* X X
7* X
8* X
1* X X
2a * X X X
2b* X
2c* X X
1.NBT
3* X X
4* X X
S* X X
6* X X
1* X
2* X
1.MD
3 X X
4 X
1 X
1.G 2 X
3 X
• Major Em phases Standard

II CORE Date : 7/ 6/ 13 engage"Y 4
© 2013 Common Core, Inc. Some rights reserved. com mon core.org I(cc) i:£§U4i·@ This work is license d und er a
Creative Commons Attribution-NonCommercial ~ShareAl ike 3.0 Unported.Ucense.
GRADE 2 MODULES .
CCLS
1* X X
2* X
2.0A
3* X
4* X
la*
lb*
2* X
3* X
4* X
2.NBT 5* X X
6* X
7*
---- X X
8* X X
9* X X
1* X X
2* X J_ - X
3* X X
4* X
t X
5* X X
2.MD 6* X
X
7
8 X
9 X
10 X
1 X
2.G 2 X
3 X
* Major Emph ases Stand a rd
COMMON I
II CORE
CCLS Checklist for A Story of Units
r,;,"""yiiii;iiiiii;;iiiii This wo rk is lice nsed under a

© 2013 Common Core, Inc. Some rights reserved. commoncore.org I (cc) i:@:[§7·p Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Un ported.license.
GRADE 3'MODULES
CCLS
1* X
2* X
3* X X
4* X X
3.0A S* X X
6* X
7* X X
8* X X
9* X
1 X
3.NBT 2 X
3 X
1* X
2a* X
2b* X
3.NF 3a* X
3b* X
3c* X
3d* X
1* X
2* X
3 X
4+ X X
Sa*
Sb*
X
X
i
3.MD
6*
7a*
7b*
---- X
X
X
7c* X
7d* X
8+ X
1+ X
3.G ...
2 X
• Major Empha ses Standard

+ Pre- Post May-June Standard

II CORE Date : 7/ 6/ 13 engage"Y 6
© 2013 Common Core, Inc. Some rights reserved . commoncore.org I(cc) N:\IU§t·W This work is licensed under a
Creative Commo ns Attribution·NonCommercia l-ShareAl ike 3.0 Unport ed.License.
GRADE 4 MODULES
CCLS
1* X
2* X
4.0A 3* X
4
s
1* X
2* X
3* X
4.NBT
4* X
S* X X
6* X
1* X
2* X
3a* X
3b* X
3c* X
3d* X
4.NF
4a* X
4b* t X
4c* X
S*+ X
6*+ X
-,--
7*+ X
1+ X _J_ X
2+
3
X
X
X X
- X
4 X
4.MD
Sa X
Sb X
6 X
7 X
1 X
4.G 2 X
3 X
• Major Emphases Standard

+ Pre- Post M ay-Ju ne Stand ard
COMMON
II CORE
Date : 7/6/13 engage"Y 7
© 2013 Common Core, Inc. Some rights reserved . commoncore.o rg rr.~:\P.!iiiir.iir.r..iii

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GRADE 5 MODULES .
CCLS
1
+-
S.OA 2
3+ X
1*
2*
X
x ----- X
X t
3a* X
3b* X
S.NBT
4* X
S* X
6*
7*
1*
X -- X
X
t
X
X
2* X
3* +
X
4a* ----+- -
X
--
--4-- -
4b* X
S.NF
-----<,--------------
Sa* X
Sb* i X
6* X
7a* X
7b* X
7c* X
1 X X X
2 X
3a* I X
S.MD
3b*
-;-
t X
4* X
Sa* X
Sb* X
Sc* X
1+ X
2+ X
S.G
3 X
4 X
* Major Empha ses Standard

+ Pre- Post May-Ju ne St an da rd
COMMON
II CORE
© 2013 Common Core, Inc. Some rights reserved. commoncore.org r~

.
?.:Ji!iiiiii!!iii!!iiiii
cc ..l:\4~[!D--7·W
·-··-- -
This wo rk is licensed under a
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2016-2017 Math: Grade 5 Unit 1
Unit 1 - Numbers and Operations in Base 10
Teacher Rationale
AE135905 © 2016 Fluence Learning LLC. All Rights Reserved .

Rationale: 2016-2017 Math: Grade 5 Unit 1
About the Teacher Rationale
This document contains the specific definitions for the 2016-2017 Math: Grade 5 Unit 1
assessment. This includes:
(a) The item number as it appears on the assessment.

(b) The item.
(c) The standard, standard description, and Depth of Knowledge (DOK) level of the item.
(d) The correct answer and rationale for each incorrect response for each multiple-choice item
and scoring rubric for each short constructed response or constructed response item.
These specifications have been included to help you look for consistencies in student errors, and
the specific cause of the student error - in turn, this should help guide your intervention and re-
teach strategies.
AE135905 © 20 16 Fl uence Learning LLC. All Rights Reserved.

Test Definition File
Item# Correct Answer(s) Standard

1 C MA.5 .NBT.A.1
2 C MA.5 .NBT.A.4
3 D MA.5 .NBT.A.2
4 B MA.5.NBT.A.1
5 B MA.5.NBT.A.2
6 A MA.5 .NBT.A.2
7 A MA.5 .NBT.A.3.b
8 C MA.5.NBT.A.3.a
9 B MA.5 .MD.A.1
10 D MA.5.NBT.A.3.a
11 C MA.5 .NBT.A.l
12 See Scoring Rubric MA.5 .NBT.A.3 .b
-3-
AE135905
© 2016 Flu ence Learning LLC. Al l Rights Reserved .
Rationale: 2016-2017 Math: Grade 5 Un it 1
Standards Coverage Summary: CC
... N ~ "l:t'
-....
~ ~ ~ ~ IU
0 0 0 0 0
Standard 0 0 0 0 I-
MA. 5. NBT.A. l 2 1 0 0 3
MA.5 .NBT.A.2 3 0 0 0 3
MA.5 .NBT.A.3.a 2 0 0 0 2
MA.5 .NBT.A.3.b 2 0 0 0 2
MA.5 .NBT.A.4 1 0 0 0 1
MA.5 .MD.A.l 0 1 0 0 1
Total 10 2 0 0 12
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Rationale
Question #1 (E171742) MA.5.NBT.A.1 > DOK 2
Sara filled 10 bottles with water for her soccer Recogni ze th at in a multi -dig it number. a digit in one
team to drink during practice. Each bottle place represents 10 times as much as it represents in
contains exactly 1.35 liters of water. What is the the place to its right and 1/10 of what it represents in
total amount of water Sara used to fill the 10 the place to its left.
bottles? Answer Choice Rationales
A. 1.350 liters A. This is the result of incorrectly adding a Oto the
B. 10 .35 liters amount in one bottle , confusing the strategy of
C. 13 .5 liters adding a Oto a whole number to multiply by 10.
D. 135 liters B. This is the result of incorrectly multiplying 1 liter x
10 = 10 liters and leaving the decimals in the same
place.
C. Correct: Moving the decimal one place to the
right multiplies the amount by 10. 1.35 x 10
= 13.5.
D. This is the result of incorrectly moving the dec imal
point two places.
Which number rounds to 18.3? Use place value understanding to round decimals to
any place .
A. 17 .28 Answer Choice Rationales
B. 17.93
c. 18.34 A. This is the result of correctly rounding the decimal
D. 18.35 but incorrectly decreasing the value of the whole
number.
B. This is the result of incorrectly rounding the whole
number up based on the digit in the tenths place ,
but the tenths place would not be a 3.
C. Correct: This is the result of understanding
that the digit four in the hundredths place
means to leave the digit in the tenths place
the same; 18.34 rounds to 18.3.
D. This is the result of incorrectly rounding, not adding
one to the 3 based on the 5 in the hundredths
place .
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Rationale: 2016-2017 Math: Grade 5 Un it 1

Explain patterns in the number of zeros of the product
Which of the following has a value of 104?
when multiplying a number by powers of 10, and
explain patterns in the placement of the decimal point
A. 10 X 10 X 10 X 10 - 10
when a decimal is multiplied or divided by a power of
8. 10 X 10 X 10 X 10 X 10
10. Use whole-number exponents to denote powers of
C. 10 X 10 X 10 + 10
10.
D. 10 X 10 X 10 X 10
Answer Choice Rationales
A. This is the result of not understanding that the
exponent 4 in 10 4 shows that 10 is used as a factor
4 times, not 4 times then subtracted once.
B. This is the result of not understanding that the
4 times, not 5 times.
C. This is the result of not understanding that the
4 times, not 4 times then added once.
D. Correct: This is the result of understanding
that the exponent 4 in 104 shows that 10 is
used as a factor 4 times.
Look at the number shown. Recognize that in a multi-digit number, a digit in one
place represents 10 times as much as it represents i.L
the place to its right and 1/10 of what it represents i
2,875,016 the place to its left.

In which of the following numbers is the value of
the digit 7 ten times greater than the value of A. This number has a 7 in the ten thousands place,
the digit 7 in the number above? which is the same value as in the number
2,875,016 .
A. 2,575 ,036 B. Correct: This number has the digit 7 in the
B. 2,785,106 hundred thousands place, which is ten times
C. 2,815,076 greater than the digit 7 in the ten thousands
D. 2,857,106 place.
C. This number has the digit 7 in the tens place, which
has a value 100 times less than the value of the 7
in the ten thousands place .
D. This number has the digit 7 in the thousands place ,
which has a value 10 times less than the 7 in the
ten thousands place.
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Which power of 10 is another way of writing Explain patterns in the number of zeros of the product
100,000? when multiplying a number by powers of 10, and
A. 1003 when a decimal is multiplied or divided by a power of
10 . Use whole-number exponents to denote powers of
B. 10 s 10 .
c. 106
D. 10 1
A. This results from thinking that the exponent of 100
is a 3 because there are 3 zeros after the 100.
B. Correct: The exponent of a positive power of
ten is the same as the number of zeros in the
power of ten.
C. This results from thinking that the number of digits
in the number is the power of ten.
D. This results from counting the number of zeros
after the 1 incorrectly.
Look at the number sentence below. Explain patterns in the number of zeros of the product
when multiplying a number by powers of 10, and
3,100 X ? = 3,100,000 when a decimal is multiplied or divided by a power of
10. Use whole-number exponents to denote powers of
10.
Which statement gives the missing factor and
explains how the product is found? Answer Choice Rationales
A. Correct: When multiplying by powers of ten,
A. Multiply by 10 3 and add 3 zeroes to 3,100. move the decimal to the right the same
B. Multiply by 10 3 and subtract 3 zeroes from 3,100 . number of places as the exponent; if there
C. Multiply by 10 5 and add 5 zeroes to 3,100. are no digits, add zeros as place holders.
D. Multiply by 10Sand subtract 5 zeroes from 3,100. B. This is the result of identifying the correct power of
ten but using subtraction instead of addition .
C. This is the result of seeing 5 zeros in the product,
using that as the exponent, and thinking that 5
zeroes need to be added.
D. This is the result of identifying the incorrect power
of ten and using subtraction instead of addition .
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Question #7 (El71805) MA.5.NBT.A.3 > DOK 1

'' -"
Look at the equation below. Re ad, write , and compare decima ls to t housandths .
MA.S.NBT.A.3.b > DOK 1

97.6 =? Compare two decimals to thousa ndths based on
meanings of the digits in each place, us ing > ,= ,and<
symbols to record the results of comparisons .
Which of the following numbers correctly
completes the equation? Answer Choice Rationales
A. Correct: This is the correct answer, since .6
A. 97.600 = .600.
B. 97 .66 B. This is the result of incorrectly equating .66 and .
c. 97 .06 60 .
D. 97.006 C. This is the result of incorrectly equating .06 and .
60 .
D. Th is is the result of incorrectly equating .006 and .
600 .
Question #8 (El84637) MA.S.NBT.A.3 > DOK 1
Look at the number in the box. Read , write , and compare decimals to thousandths.
MA.S.NBT.A.3.a > DOK 1

Ione hundred eighty-three and fifty-six thousandths I Read and write dec imals to thousandths using base-ten
numerals, number names, and expanded form , e.g. ,
Which of the following is the standard form of 34 7. 392 = 3 X 100 + 4 X 10 + 7 X 1 + 3 X (1/10) + 9
X (1/100) + 2 X (1/1000) .
the number?
A. 156 .083
B. 156 .830 A. Th is switches the whole number digits with the
C. 183 .056 decimal digits .
D. 183.560 B. This switches the whole numbe r digits with the
decimal digits and places the 83 incorrectly .
C. Correct: This correctly identifies the standard
form of the given number.
D. This plac es the 5 and the 6 incorrectly.
-8-
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Question #9 (E258856) MA.5 .MD.A.1 > DOK 2
On the local swim team, 6 members each swam Convert among different-sized standard measurement
1,685 meters during the season. How many total units within a g iven measurement system (e .g.,
kilometers did the 6 members swim during the convert 5 cm to 0 .05 m) , and use these conversions in
season? sol ving multi-ste p, real world problems.

A. 10.08 km
8. 10.11 km A. This is the result of incorrectly multiplying 1,685 by
C. 100.8 km 6 to get 10,080 and then converting to kilometers.
D. 101.1 km 8. Correct: This is the result of correctly
multiplying 1,685 x 6 and converting to
kilometers by dividing by 1,000.
C. This is the result of incorrectly multiplying 1685 by
6 to get 10,080 and dividing by 100 instead of
1,000 to convert to kilometers .
D. This is the resul t of correctly multiplying 1685 by 6
but t hen divid in g by 100 instead of 1,000 to
convert to kil ometers.
What is the expanded form of 720.058? Read, write, and compare decimals to thousandths.
MA.5.NBT.A.3.a > DOK 1

A. 1 1
(7 X 1000) + (2 X 10) + (5 X lOO) + (8 X lOOO) Read and write decimals to thousandths using base-ten
B. 1 1 numerals, number names, and expanded form, e.g.,
(7 X 1000) + (2 X 10) + (5 X 10) + (8 X lOOO)
347.392 = 3 X 100 + 4 X 10 + 7 X 1 + 3 X (1/10) + 9
c. + (2 + (5
1 1 X (1/100) + 2 X (1/1000) .
(7 X 100) X 10) X
10 ) + (8 X lOOO)
D. 1 1 Answer Choice Rationales
(7 X 100) + (2 X 10) + (5 X lOO) + (8 X lOOO)
A. This is the result of incorrectly placing the 7 in the
thousands place instead of the hundreds place .
B. This is the result of incorrectly plac ing the 7 in the
thousands place instead of the hundreds place and
the 5 in the tenths place instead of the hundredths
place .
C. This is the result of incorrectly placing the 5 in the
tenths place instead of the hundredths place.
D. Correct: This is the result of correctly writing
the given decimal in expanded form.
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Emma wrote the number below. Recognize that in a multi-digit number, a digit in one
place represents 10 times as much as it represents in
the place to its right and 1/10 of what it represents in
3871.69 the place to its left.

Matt wrote another number in which the value of A. This is the result of not moving the digit 6 and
the digit 6 is 10 times larger than it is in Emma's leaving it in the same place.
number. Which number could be Matt's number? B. This is the result of incorrectly placing the 6 in the
tens place, which is 100 times larger than the 6 in
A. 4327.69 the tenths place in Emma's original number.
B. 4369 .27 C. Correct: The digit 6 is in the ones place,
c. 4376.29 which is to the right and 10 times larger than
D. 4379.26 than the 6 in the tenths place in Emma's
number.
D. This is the result of moving the digit 6 one place in
the wrong direction, to the hundredths place.
This number sentence is incorrect. Read, write , and compare decimals to thousandths.
MA.5.NBT.A.3.b > DOK 1

34.091 > 34.88 Compare two decimals to thousandths based on
Explain why it is incorrect. Include the correct

number sentence in your explanation.
meanings of the digits in each place, using> , =. and <
symbols to record the results of comparisons .
2 Point Response:
c
The response is correct and complete . A sample 2-
point response is shown below.
Sample Correct Answer:
The number sentence is incorrect because O tenths is
less than 8 tenths. The correct number sentence
should be 34.091 < 34.88 .
1 Point Response:
The response is partially correct.
O Point Response:
The response is incorrect or there is no response .
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The FOSS Program has conceptual structure at the module and course level. The
concepts are carefully selected and organized in a sequence that makes sense to students
when presented as intended . In the last half decade, there has been a great deal of
research focused on learning progressions. The idea behind a learning progression is that
core ideas in science are complex and wide-reaching-ideas such as the structure of
matter or the relationship between the structure and function of organisms. From the age
of awareness throughout life, matter and organisms are important to us. There are things
we can and should understand about them in our primary school years , and progressively
more complex and sophisticated things we should know about them as we gain experience
and develop our cognitive abilities. Determining those logical progressions enables us to
develop meaningful and effective curriculum.
FOSS has elaborated learning progressions for core ideas in science for kindergarten
through grade 8. Developing learning progressions involves identifying successively more
sophisticated ways of thinking about core ideas over multiple years. "If mastery of a core
idea in a science discipline is the ultimate educational destination , then well-designed
learning progressions provide a map of the routes that can be taken to reach that
destination" (National Research Council , A Framework for Science Education, 2011 ). Most
of this work is behind the scenes , never seen by the user of the FOSS Program. It does
surface, however, in two places.
• The conceptual framework represents the structure of scientific knowledge taught and
assessed in a module or course.
• The conceptual flow is a graphic and narrative description of the sequence of ideas,
presented in the Background for the Teacher section of each FOSS Investigation.
FOSS Next Generation-K-8 Sequence
P HY SICA L SC I E N CE EART H SC IEN C E LIF E SC IEN CE
AT MOSP HE RE STRU CTUaE /
AND EARTH FUNCTION
6- 8
Weathe1 andWater
Mlxture5 an<I
5 Ear1h andSun Uvln g SyS1ffllS'
Solutions
Soils, Rocks.
4 Energy Emlronments
and landfom,s
','a ter and

Mollonand Matter S rucllmis of Life
Climate
Solidsand Pebbles. Sand,

Insects and Plants
Liquids and Slit
Plants and
Sound an d llgh1 Air andWeather
Animals
Trees and AnimalsTwoby

,•a erlals.1ndMot on •:eather Two
The FOSS modules and courses are organized into three domains: physical science, earth
science, and life science. Each domain is divided into two strands, which represent a core
scientific idea , as shown in the columns in the table : matter/energy and change; dynamic
atmosphere/rocks and landforms; and structure and function/complex systems. The
sequence of modules and courses in each strand relates to the core ideas described in the
national framework. Modules at the bottom of the table form the foundation in the primary
grades . The core ideas develop in complexity as you proceed up the columns.
For more detailed information , download the Framework chapter from any module or
course.
Unit AnalY.r'-.,.and Social Studies
Purpose: We will have a shared understanding of what social studies we currently teach, what we don 't teach, and what we should teach.
Resources:
• California Content Standards (hand out and http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd .pdf)
• Core Knowledge Sequence for Social Studies (handout an
http://www.coreknowledge.org/mimik/mimik uploads/documents/480/CKFSeguence Rev.pdf pages 284-285)
• LWL U nits.LF notes (https://docs.google.com/a/efcps.net/document/d/1 kFK751 VrH mXn 1fJylclmS4-jzGC N lcn5dsb F-16T gM/edit)
• Engage NY ELA Units http://www.coreknowledge.org/mimik/mimik uploads/documents/967/CKLA Domains.pdf
• Core Knowledge Units link http://www.coreknowledge.org/ckla-4-5
• Engage NY Units
o https://www.engageny.org/resource/kindergarten-ela-curriculum-map
o https://www.engageny.org/resource/grade-1 -ela-curriculum -map
o tps://www.engageny.org/resource/grade-2-ela-curriculum-mapht
o https://www.engageny.org/resource/grade-3-ela-curriculum -map
o https://www.engageny.org/resource/grade-4-ela-curriculum-map
o https://www.engageny.org/resource/grade-5-ela-curriculum-map
• Links Monica has found for Core Knowledge
• http://www.coreknowledge.org/ckla-files/ (you can download any on the CKLA units here)
0
Steps:
• Fill in the chart below using both the California Social Studies Standards and the Core Knowledge Sequence for Social Studies . GLTs write
in their ideas for their grade level.
• GLT discusses each grade level's content
• Look at the current units - which ones are we wedded to? Which ones can shift to include more social studies content?
• Make a proposal for units for each grade and solidify and finalize by April 3
BLUE - If taught in another grade level

RED - Should be taught somewhere
GLT Analysis
Grade We do it. (What unit is it in?) We don't do it and we should. We don't do it and it is
Level italics means we do it, but it could be stronger lower priority.
k K.1.1 Following rules , taking turns <r v, bcl,-.• .• ,ir' 1 Cf· 'V tr I ' ,1 j.)rij . "l' tr 11 1.2 patriotism in American and
K.1.2 Honesty, courage, determination world history
K. 3 Work people do and jobs at school and in • 2 nationa l and state symbols
• li ke state flags , ba ld eagle , and
the community Statue of Liberty (5)
K.4.1 Determine relative positions using and historical accounts of such
positional language people (heroes)
K.4.5 Demonstrate familiarity with the school's CK American II. Native

layout and the jobs people do there American Peop les , past and
K.5 Put events in temporal order using a present (3-5)
CK American Ill. Early
calendar, placing days, weeks, and months in
explorati on and settleme nt
proper order (4-5)
We will do it:
(mapping unit)
fli: lrlLJ N,·en lm1d nr·d Welte 0
maps and globes cJ'lJ loca•e nm18r ii c1re·i
·eferencf'ci i'1 histonr,,11 egn 1ds ,ircl r.tonw,
4.3 ldenWy traffl(, syr~iuuls &·cl rr:1p c-v.l"lb
" ind Welter. roc1cb c1ti..: s)
4 C orstr Jct ·1,aps and rr•oc'.el~,
g 1borhoc~s r c., L d1'1C1 po'ic E· ..rn
st,1t1ors, c irports bdnhs. ilovp t·ils
SL pennarket::. harbors schoD s. ho1res. placps
of wor<,t 10, and transportation I nw,
t•'l•Ouf]h rrnd-alOL cf~. no lfl 1ts own 1ir1•)

.: Krow beliefs cind rf'lc1twJ bn'lav or' ,-,f
r:raractE>rs 1~ ::,tor1A, from t1rw·, . > ic,~ r=iro
urderstand tre conse (]UE''1CP'> ot t 1E'
rarncters actions
• tt1en ar.d '1ow rist,xy
• ristory dround figures ke Ruly BndJes
Kb J Uriaerstdncl ·,ow people I ved 1n Pc rl1e
t rr,E'S ~nd row the r lives wot.Id b-.: cl1fforf'r··
toJay
( pick 8-10 diverse neroes a1'd "ol cay·, •c

I .,U I JI 1C t \
K.6.1 Identify the purposes of commemorative
'-ys, including the human struggles that
the basis for the events
poles, oceans, continents
1 1.1 Fair play, good sportsmanship , respect for 1.1 Understand the rule making process in direct and 1.6 Fre e Market economy : use
representative democracies, examples of each , know of money, special ized work that
others, "golden rule" (1st unit: I Belong -
people do to make , transport
Oakland , neighborhood, classroom , school) and explain how U .S. is a democracy (A New Nation) and market goods, value of
1.2 Understand maps - local community, ·-· uu,--, working from home
country, world, continents, oceans CK World II: Early Civili zations
(Mesopotamia, An cient Egypt,
CK World I: Geography (1st unit: I Belong) 1.2 Describe geography, climate and environment affect History of World Religions)
1.3 U.S. Traditions: heroes, social movements, the way people live (all areas of life) CK American I: Early Peo pl e
protest, voting , Civil Rights movement (Unit: 1.3 U.S. Traditions and symbols: Pledge of Allegiance , an d Civili zations (Ma ya, Inca,
songs, American values , symbols (flag , bald eagle , Aztec)
We Are Heroes)
CK American Ill: American
1.4 Study past ways of life: biographies, social Statue of Liberty) , Constitution , Declaration of Revolution (5)
movements (Unit: We Are Heroes) Independence, people and events CK American II: Early
1.5 American citizens: we are all part of the CK American V : Symbols and Figures Exploration and Settlement
(4-5)
same community, we are different from each 1.4 Study past ways of life : schools , transportation , CK American IV: Early
other but can work together (1st unit: I Belong clothing , folklore (timelines , life changes over time , past Exploration of the American
and We Are Heroes) and present) West(4)
1.5 American Indians and immigrants: how have they
We will do it next year: helped American culture? Diversity in the U .S . - beliefs,
CK American IV. Presidents, past and present customs, traditions, social practices ( using Folklore )
1.1 Understand the rule making process in CK World Ill: Mexico
direct and representative democracies,
examples of each , know and explain how U.S .
is a democracy (A New Nation)
poles , hemispheres , equator
Astrono I 1r m c1 1c ' B
OVt'C •o 1s•
2 2. 1 Students differentiate between things that

happened long ago and things that happened
yesterday Taught in unit Where I Am From.
Trace family history
Place important events in their families
lives, via timeline or story board.
NOTE: Could be stronger. Would need
to integrate more historical examples American:
and literature about life long ago. I. American Government: The constitution (5th
grade)
Arnencan CKV/· Ctvr/ Rights 2 5 Student~ IV. 1111 Wa· (2rc 1wnde Corf Kr'owlmlqP J ,,t; A 1a,or
understand the mmortance of i11C11vidual Eh'tton 1u 1 I- )est f nKe cl Stdnd u 11t rr Crvil Wnr hwoc.c,.
and rharacter and exptam how heroes from Also 4th)
long ago and the recent past have made a VI. Civil rights (Heroes/Take a Stand unit in 3rd grade)
differ 'C' ·-; ") V. Immigration and Citizenship (4th)
- This year, we didn 't teach this in a World.
specific unit, but did study heroes in the I. Geography
beginning of the year, as well as Human Body:Building Blocks and Nutrition (1st and 5th
examples through literature when we Science and 1st)
studied character traits in ELA. Greek Myths (4th)
Fairy Tales and Tall Tales
(we did a combined RLA and Writing unit about
Fairy Tales but did not touch upon tall tales)
Using our resources-we touched on the way
we use natural resources what what people are
doing to help and protect the environment and
what challenges we are facing
3 3. 1 Students describe the physical and human Astronomy:Our Solar System and Beyond (moved to 3.3 Students draw from
geography and use maps, tables, graphs, and 1st) historical and community
resources to organize the
charts to organize information about people, Native Americans Regions and Cultures sequence of local historical
places and environments in a spatial context: Ecology (4th and 5th) events and describe how each
geographical features of local region, use of period of settlement left its
mark on the land (4 - sort of)
resources (not integrated)
CK Ancient Rome
3.2 Students describe the American Indian CK The Vikings
nations in their local region long ago and in the
recent past (not integrated, taught with 3. 1)
(Also comes up in 4th grade in context

of Central Valley region and Gold Rush)
3 4 Students uriderstand the rolE" o' rules and

laws rn our daily lives and ~'le basic strurture
f the US governrient (talk to Kaycee about
her government unit)
B'lts learn t..,e !hree branche.:, of

,- -
111ent
4 4.1 CA geography: regions of CA incl. how CK Europe in the Middle Ages

CK Spread of Islam and "Holy
physical environment affects human activity
Wars"
(context of Native American tribes, Gold Rush , CK Early and Medieval African
westward expansion) Kingdoms
4 4 St ,dents explain h,,w CA bnc<1Pl CK China: Dynasties and
Conquerors
4.1 CA geography: Pacific Ocean, rivers, ann ind.ic;tnal prwer. trnunq ti
CK Early Presidents and
valleys, mountain passes; explain how they LA t](,()fl , Hid ts O 1l1t1c-al c1 10 ( Jltur cl (lfJvPlr •pr·1 Politics
affect growth of towns u,e 1~50s. (Planning to tec1ch ~ome of this m CK Reformers (prior to Civil
our final unit, focused on immigration I m not sur War)
CK Symbols and Figures: Spirit
4.2 Students describe social, political, cultural, we need to teach all this m depth) of '76 , White House , Capitol
and econ life and interactions among people of Building , Great Seal of the
CA from pre-Columbian societies to Spanish A £wc::r; r United States
missions and Mexican rancho periods how c.onw1,1"1 ·1
w Id 1tt cl m l
4.3 Students explain the econ, social, and 1c.os ,1rc1 _,c1,...s~ ~rtc-,t1,)r (focus on usmq d fferent
political life in CA from the establishment of the types of maps/111fograph1cs to supplement le ons
Bear Flag Republic through the
Mexican-American War, the Gold Rush, and ,<
the granting of statehood (by far our strongest
historical period was Gold Rush history)
CK Spatial sense (working with maps, globes,

and other geographic tools)
CK Early Exploration of North America

CK the Earliest Americans (4-5)
3.3 Students draw from historical and

community resources to organize the sequence
of local historical events and describe how
each period of settlement left its mark on the
land (4 - sort of)
We will do it:
l•wnl d
(Planning to teach some ot tn1s m
unit, focused on immigration I'm n
we need to teach all this in depth)
se maps/chart5/p1c..
s 1r l A w1
i "1iff ( .Ii
1
Question: how to teach social studies in a

robust way when we are in the midst of a
non-social studies unit? Reading from the
textbook without significant context
building does not help students retain
much.
5 5.1 (Unit 1) CK World Geography; CK US orr b 6 rardsr1p, o• weir O'"' fdrn I zinc! ~·ol c1"c, from 5.3 Great Awakening
frcm cnntnental ce,rgres-s (shift in religious ideas)
geography; CK European
Explorations; Describe pre-Columbian CK Mesa-American civilization
settlements: Native Americans (influence of K.6.2 Know the triumphs in American legends (around CK Renaissan ce
regional geography and climate , customs & Western Expansion) CK England from Golden to
Revolution
traditions, economies & government) CK Russia
5.2 (done briefly) Trace routes of early CK American IV. Presidents, past and present CK Feudal Japan
explorers to the Americas CK American V. American symbols and figures (5)
5.3 (Unit 2) CK Native Americans;
Cooperation and conflict between American
Indians with other nations and with new
settlers ( competition between European
countries, broken treaties and massacres,
significant leaders
5.4 (Unit 2) Colonial Era ( 13 colonies, major
leaders and groups, religious aspects, political
self-government, introduction of slavery, early
dr - ~.0cratic ideas and practices)
Unit 3) Causes of American Revolution
po,ftical, religious , and economic opposition to
crown , first and second continental congress,
drafting and signing of Declaration of
Independence, specific individual and leaders)
5.6 (Unit 3) Course and Consequences of the
American Revolution (military battles,
contributions of France, women 's role , ideals of
Declaration of Independence
5.7 (Unit 3) US Constitution : shortcomings of
Articles of Confederation , new Constitution of
1787, principles of democracy, liberty from
limited central government, American creed,
know songs of American ideals
5.8 1789 - 1800s CK Westward Expansion ; CK
Civil war (? not planned yet)
4.5 Students understand the structures,
functions , and powers of the local, state, and
federal governments as described in the US
Constitution
CK Early Exploration of North America
CK American Revolution
CK Making a Constitutional Government
CK the Earliest Americans (4-5)
CK The Thirteen Colonies: Life and Times
Before the Revolution (5)
School-w I We will do it next year:

ide in
Morning
Meetings
and/or
assembli
es
Notes on big ideas that emerge in conversation :

branches of government
timeline and history - the difference between yesterday and millions of years ago
Big concepts students struggle with :

• time and history and past, distant past vs. recent past, timelines in every grade
• spatial/geographical sense - maps in every grade to connect stories to spaces
• connecting character motivations in fiction and non-fiction
• cause and effect in history
•
School-wide ideas
• school-wide or cluster wide routine for when a place comes up on a map , we look at it on the map, what country and continent it is located
in , what oceans it is adjacent to, what is north/south/east/west of it, see how far it is from Oakland, look at the longitude and latitude, maybe
they have a personal map, identify whether a city, state, country (color coded?)
• one strong geography unit or lesson at the beg inning of the year (maybe two weeks) that can be referred to each unit when looking at text
that refers to a place
• current events- history is being made now
• post SBAC week long intensive units - economy unit, astronomy unit, also could be done with countries/continents
• What heroes and holidays should we teach in which grade?
Agreements
• All grade levels will teach a few lessons on geography at the beginning of the year and refer to longitude, latitude, equator, directionality and
point out important places studied on a map
o Notes: 1st no, Kinder yes, 2nd no (perhaps tie into current units, e.g. look at African countries when learning about African
instruments), 4th yes (but only the basics) , 3rd yes (each table researched and mapped different continents and countries) , 5th
(region/landform notes during Native American studies , plus some basic exposure
o Ideas: quick competition style map game
• All grade levels will distinguish between state, country, city, continent (consider using Google Earth)
o Notes: Kinder used google earth to look at student houses, 3rd grade zoomed in from macro to micro level (and zoomed out during
GR), 4th and 5th (use the terminology consistently, but haven 't assessed)
o Ideas: flipbook with different size pages so you can zoom/flip in or out; HW that requires you to write out places correctly (e.g .
Oakland, CA); include city and state when identifying setting during GR/read aloud ; identify which units really lend themselves to
mapping practice (e.g. Civil War, Gold Rush - what's close to what?)
• timelines in every grade
o Notes: 3rd yes currently (bills and events during civil rights movement), 2nd wants to use it in math (tie double digit subtraction to
event dates during unit) ; 4th yes but not doing much beyond adding to it
o Ideas: Using timeline in math to help build spatial awareness and provide purpose (how long ago did _ ?); master timeline across the
whole year; build understanding about relative distances across time
• connecting character motivations in fiction and non-fiction
• cause and effect in history
• ) deas to be shared in the future - how to do current events (e.g ~Ti qie For Kids)
Date Grade: Tk-1 Grade 2-3 Grade 4-5
Unit Making our Mark: Elements of Art Art as Healing Art as Healing
Enduring Understandings Art is an expansive term Art is an expansive term Art is both a process and a product
and Concepts Art is both a process and a product Art is both a process and a prod uct Art is a means for expressing oneself and communicating wi th
A rt is a means for expressing oneself and Art is a mea ns for expressing oneself and communicating with others
commu nicating with others others
Students explore various mediums while they hone Students develop an expansive concept of what constitutes art. Art is Students develop an expansive concept of what constitutes art. Art is
their fine motor skills by making ma rks. Through more than a picture in a frame. It is all that someone authentically more than a picture in a frame. It is all that someone authentically
making these ma rks , they become increasing ly creates, whether that be our writing, our speech, the way we carry creates , whether that be our writing , our speech, the way we carry
ourselves, and the way we approach challenges . Art can be a product ourselves, and the way we approach challenges. Art can be a product
famil ia r with the elements of art.
but also a process that allows us to honestly express and understand but also a process that allows us to honestly express and understand
ourselves. Students wi ll employ a range of basic artistic techniques to ourselves . Students will employ a range of basic artistic techniques to
grapple wi th their own identity. grapple with their own identity.
Essential Questions How do I use and take care of Materia ls:? What makes me unique? Important? Beautifu l? What makes me unique? Important? Beautiful?
What different ways can I make ma rks to express How can I express my roots , my interests, my pain , and my How can I express my roots , my interests, my pai n, and my
myself? happiness so that others can see my authentic se lf? happiness so that others can see my authentic self?
(How do I use and take care of Materials:? What different ways (How do I use and take care of Materials:? What different ways
can I make marks to express myself?) can I make marks to express myself?)
Students will know I can use art to express my mood I can use art to express my mood I can use art to express my mood
I can use art to express my 'identity' I can use art to express my 'identity' I can use art to express my 'identity'
I can use different types of art to express myself in I can use different types of art to express myself in different I can use different types of art to express myse lf in different ways
different ways ways
Students will be able to I can identify and use lines, shapes, colors, and I can use art eleme nts in abstract art to express mood/emotion I can use art elements in abstract art to express mood/emotion
textures to create works of art.
I can create different types of self portraits to express who I am I can create different types of self portraits to express who I am
Week 1 8/22-8/26 Lesson : Who amt? I am a work of Art ! Lesson : Who am I? I am a work of Art! Less on : Who am I? I am a work of Art !
Art Activity : Using one color, different shades , Art Activity : Using the colors that make you fee l good color in Art Activity : Using one color, different shades , write name and
color in name tag name tag color in name tag
Materials : Names written on index ca rd s, crayo ns Materials : Names written on index cards, crayons, ba ll of yarn Materials : Blank Index Cards, marke rs, crayons, ba ll of yarn
Objectives: Students will create a name ca rd for Objectives : Students will create a name ca rd for th eir fo lder Objectives : Students wi ll create a name card fo r their fo lder
thei r fo lder using their favorite color using a color that makes them fee l good in different shades using a color that makes them fee l good in diffe rent shades
Vocab : A rtist, Color, Line , Shade Vocab : Artist, Co lor, Line , Shade , Heal, Teach , Survive Vocab : Co lor, Line , Shade
Process : Process : Process :
1. Brainstorm : W hat is an artist? 1. Story: Gael and "t ca nt" 1. Story: Gael and "I cant"
2. Mi ngle Mingle Mingle getting to know you 2. Affi rmation : I am a work of ART 2. Affirma tion: I am a work of ART
3. (Practice Atten ti on Getters) 3. Studio Time: Music, vo ices zero 3. Stud io Time: Music, voices ze ro
4. Circle with talking piece: Sha re name and 4. Color in/des ign name card 4. Color in/des ign name card
favori te co lor 5. Closing: Clean Up 5. Closing : Clean Up
5. Color Name ca rd. Practice attention getters
and add in cha llenge
6. Closing: Rug. Review what we think an artist
is. Pair Share- How ca n we become that?
Week 2 8/29- 9/2 Lesson : Intro to Line: Mark it up line page Lesson : Who am I? I am a work of Art! Part 2 Lesson : Who am I? I am a work of Art ! Part 2
Art Activity : Art Activity : Artist card- I am a work of Art Art Activity : Artist ca rd- I am a work of Art
Materials : White paper, crayons Materials : Nice paper- cut 4 x 4 Materia ls: Nice paper- cut 4 x 4
Obj ectives : Students learn their are many different Objectives : Students understand that they can practice seeing Objectives :
kinds of lines and practice making each type the beauty in themselves and others. Students get to know what Vocab :
Vocab : makes their classmates proud Process :
Process : Vocab : Artist card, beauty, proud
1. Rug- Review kinds of lines. Have students Process :
make ha nd motions 1. Story- No Mirrors in my Nana 's House (10)
2. Lines song 2. Reflection- What happened to the girl when she grew up
3. Studio Time Challenge : Practice making as with no mirrors? (2)
many different types of lines as you can with 3. Affirmation (2)
different colors (model) 4. Partner Share (3)
4. Group Line Ca ll Out: Turn pape r over write 5. Game- I am a work of art because (6)
"lines" Practice different types one by one 6. Studio Time- Artist ca rds
5. Review lines with song or hand signa ls a. Prompts : "I am a work of art" or "I am _ _
(Adjective)"
b. Dra!Vsketch up (5)
c. Final (20)
7. Reflection and Clean up (10)
Week 3 9/5-9/9 Lesson : Harold and the Purple Crayon Lesson : Imagining a new reality : Power Words Lesson :
Art Activity : Students write thei r own story with one Art Activity : Make book, Make cover wi th purple crayon on Art Activity : Materials ::
crayon black paper. Glue cover on book Objectives :
Materials : : Ha lf sheets of white paper, enough for 4 Materials : Book- Harold and the Purple Crayon , purple Vocab :
per student crayons , book paper, black covers cut Process :
Objectives : Students use different line types to Objectives : Students know the importance of learning and 10.
imagine thei r own story setting recording new vocabu lary wo rds.
Vocab : Imagination/Imagine, Line vocab Students understand that they can use their imag inations to
Process : problem solve
1. Review line kinds, Sing Song (10) Vocab : Imagination, Vocabu lary
2. Read Harold and Purple Crayon, Identify line Pro cess :
types (10) 1. Draw on board an app le and wri te apple: What can
3. Wri te our own one color story. Ca ll and give pictures do? What ca n words do? (d iscuss in partners)
them 5 min utes to draw wha t they would do 2. Discuss as a group.
there (ocean, desert, space, BREAK: 3. Word of the day: Power. Wordsmith changes every
Review problems Harold encountered and week
how he made them better. school: how could a. What is powe r?
we make it bette r) (25) 4. Today we will develop our folders so we can have
4. Review Song somewhere to keep ou r words and our pictures. We will
make a book for the new words we learn; the more we
5. Reflection: Review images as a class, notice know, the more power we have to make a difference
line types and guess setting (10)
... Administer Jobs : read off names . We will switch jobs after
christmas. Not responsible in class , lose job
5. Label Front pocket "Still Working" label back pocket

"Done" (5) time it
6. Model book making: first draw cover (write Power
Words , do one line drawing) , then add white paper,
punch , band/stick (5)
7. Work on covers : Label it Power Words and do the one
line drawing (15)
8. Build book (10)
9. Clean up song
Week 4 9/12-9/16 Lesson : Lines to Music Lesson : Art As Healing- Dolan 's Story (No Friday Classes) Lesson :
Art Activity : Draw with crayons on paper Art Activity : Lines to music. If time allows, do name one next Art Activ ity : Materials :
Materials : Larger printer paper with 4 sections Materials : Pastels , Crayons , Word of Week Written on Objectives :
Objectives : Students are inspired to create varied Construction paper Vocab :
types of lines in response to sound Objectives : Process :
Vocab : Line types , mood, instrument 1. Students know where to write down Word of the Week
Process : 2. Students write definition for Word of the Week
1. Practice Lines Song 3. Students understand that abstract art does not copy or
2. We will be using lines to "draw" what we show people, places , or things from the real world . It
hear in music. Your cha llenge is to listen for uses lines , shapes and colors to express emotions or
and draw each new instrument. Every time ideas.
you hear a new instrument come in , add Vocab : Abstract, Healing
new lines . Process :
3. Watch me demo: Fold Paper in 3's, turn on 1. Affirmation and introduce trainer (Draw from jar and
music. Have them trace the air to it. Now change every week) . Check in- wha t does I am a work
have them hands down and watch me. of art mean?? (5)
4 . Go to tables, have Supply Crew and Paper 2. Introduce words of the day- Abstract, Healing. Say
Passers pass out papers while I call out letters and copy down as I spell it. Put a sma ll check
names on fo lders and send to seats every time you hear word in story (6)
5. Fo ld Paper in 3s and put name on it 3. Dolan 's Story (Dolan would put songs in his head to help
6. Play each selection of music for 4 minutes . him fee l better) (6)
Do not start drawing until first 10 seconds 4. Define Abstract (5)
are up so you can soak in music. 5. Model lines to music- (5)
7. Clean up song 6. Lines to music- 2 songs , whole paper (20)
7. Clean up (2)
8. Artist of the day (3)
Week 5 9/19 -9/23 Lesson : 30 Li ne c ollage Lesson : Catch Up Week- Friday Classes Lines to Music , Lesson :
Art Activity : Build a Park Thursday classes see more examples of abstract art, learn Art Activity : Materials : :
Materials : : Cardboard , paper strips , glue, about the amazing things crayons can do, make abstract name Objectives :
slideshow of school playground elements art, add drawing of what abstract means to power words books. Vocab :
Objectives : 1. Use a strip of paper to fo rm Art Activity : Name Abstract Process :
various line types (Straight, curved , wavy, Materials ::
zigzag, spi ra l, horizonta l, parallel.) Objectives : Critique sandwich , reinforce job expectations,
2 . Operate a gluestick add to power words books
Vocab :
3 . Use their imagination to create a sculpture of
Process :
their ideal playground
4. Take a 2-dimensiona l lin e and manipulate it
to form a 3-d imensiona l shape or form .
Vocab : 2-D , 3-D
Process :
1. Story and slideshow. Stewart searches for
butterfly on playground but can 't climb tall
enough. Identifying shapes in playground
pictures
2. Model giving lines feet and gluing onto
cardboard
3. Studio Time bu ilding
4. Clean up song
Week 6 9/26-9/30 Lesson : 3D Line Collage Part 2- turning lines Lesson : Drawing Me- Figure Drawing Techniques ILesson : Drawing Me- Figure Drawing Techniques
into shapes Art Activity : Contour no lift pencil drawing, no look at paper Art Activity : Contour no lift pencil drawing, no look at paper
Art Activity : Build up collage drawing with paper on pencil as shield, left hand drawing, model drawing with paper on pencil as shie ld, left hand drawing, model
Materials : cardboard pieces , gluesticks, contour. contour.
construction paper Materials : Long paper divided into 3 sections front and back for Materials : Long paper divided into 3 sections front and back for
Objectives : Build a stable structure , bui ld up, figure above techniques . above techniques .
out how to achieve stabi lity and height. Practice 30 Objectives : 1 Rep ticket for quiz, who can answer what words Objectives : 1 Rep ticket for quiz, who can answer what words of
squares , triangle lines , and fl at lines to make of the week from previous weeks mean . Benefits of taking the week from previous weeks mean. Benefits of taking notes.
multiple story buildings and trees notes. Critique sandwich . Listening hunt for word of week Critique sandwich . Listening hunt for word of week
Vocab : word of day 3 Dimensional Shape Vocab : Vocab :
Process : 1. Represent: Like we hear in REP . An image, model, or 3. Represent : Like we hear in REP. An image, model, or
1. Get into artist mind. Show poste r. I am symbol that looks like something in the real world , to symbol that looks like something in the real world, to take
creati ve, I am strong , I can experiment take something's place something 's place
1. Introduce word hunt: practice counting on 2. Contour: Outline 4. Contour: Outline
fingers Process : Process :
2. Do word hunt while I model build ing a city 1. Slide show of one line drawings while books and fo lders 12. Slide show of one line drawings while books and folders
turning 20 lines into 30 Shapes. # of class are being passed out (5) are being passed out (5)
points according to how many get it 2. Define represent, write in book. Define contour, write in 13. Define represen t, write in book . Define contour, write in
3. Talk about paper has memory. Practice the book (6) book (6)
long stand up fold as a group. Practice 3. Demo using contour line to represent an object (3) 14. Demo using contour line to represent an object (3)
making a ci rcle and tear drop shape 4. 3 minute timed challenges (10) 15. 3 minute timed challenges (10)
4. Show neat freaks a clean desk. Cue supply a. Blind contou r a. Blind contour
crew and paper passers . Cue neat freaks b. Blind contou r no picking up pencil b. Blind contou r no picking up pencil
5. Studio Time c. Blind contou r left hand c. Blind contour left hand
6. Clean up 5. Reflect in pairs- what was difficult? Could you find a way 16. Reflect in pai rs- what was difficult? Could you find a way
7. Art cri ti que- I notice to make it easier while still playing by the rules? to make it easier while still playing by the rules?
6. Blind con tour hand (3) 17. Blind contour hand (3)
7. Cold ca ll on a model, body outline (10) 18. Co ld call on a model, body outline (10)
8. 1 minute clean up, REP tickets for first table ready 19. 1 minute clean up , REP tickets for first table ready
9. Critique sandwich in pairs , then whole group. 20 . Critique sandwich in pairs , then whole group.
10. Rep ticket fo r remembering represent and contour AND 21. Rep ticket for remembering represen t and contour AND
having it w ritten down. Rep for the lifeline having it written down. Rep fo r the lifeline
11. Folder and Supply Crew Collection- Partner share--use 22. Folder and Supply Crew Collection- Partner share--use
represent and contour in a sentence represent and conto ur in a sentence
1. Ms Tombs- Mandala Project. Ms Natasha Guest Speaker
Friday 10/7 no classes : Sub does line puzzle
Week 710/3-10/7 Lesson : Shape trace Drawing Practice Part 2 Drawing Practice Part 2
Art Activity :
Sub Friday. Missed Tombs, Materials :: Word of the day written out Power word : Subject : The person or thing that is being shown Power word : Subject: The person or thing that is being shown in
Dow, McKnight, Jones Objectives : in a work of art. The person or thing being represen ted in a a work of art. The person or th ing being represented in a work or
Academic : work or art. art.
1. Students wi ll be able to recognize and name
various geometric shapes. 2. Old power word review. You may review however you 7. Old power word review. You may review however you
2. Students wi ll be ab le to trace geometric need to to remember wha t the words mean. You can need to to remember wha t the words mean . You can talk
shapes talk with a neighbor or look in your power words book or wi th a neighbor or look in your power words book or at
Procedu ral : at your old artwork for clues. (2) your old artwork for clues . (2)
1. Discuss their own works of art using 3. Jeopardy. Write it down on a paper. Present to the class 8. Jeopardy. Write it down on a paper. Present to the class
appropriate art vocabulary (5) (5)
4. New power word . Subject. Show slides first then write 9. New power word. Subject. Show slides first then write
Vocab : Trace , shape , pattern 5. Exercises : (3 sectioned paper double sided) : 10 . Exercises : (3 sectioned paper double sided ):
Process : a . ASK What is the s ubject?! ?! a. ASK What is the s ubject?l ? I
1. Rug time : guided meditation : pretend you b. Blind contou r of hand with pen b. Blind contour of hand with pen
are in an artist studio. Close your eyes and c. Blind wi th paste l c. Blind with pastel
picture different line types . Take 4 breaths . d . Blind Model with pastel d. Blind Model with pastel
Ca lm into the mind of an artist. (3) e . Scribble to fill in the inside : 1 object on desk e. Scribble to fil l in the inside : 1 object on desk
2. Lines song (2) f. Scribble to fill in the inside : 1 model f. Scribble to fil l in the inside : 1 model
3. Practice hand raising /call out (1) 6. Challenge : Do 4 poses for 10 seconds . Remember and 11 . Challenge : Do 4 poses for 10 seconds . Remember and
4. Make a shape chart (6) draw all four draw all four
5. Introduce vocab words. Mode l tracing a
shape to make a pattern (3)
6. Practice Studio Time and Bum Buda Bum
Bum. Introduce refocus chair (3)
7. Studio Time- Shape pattern trace (15)
8. Artist Critique- I notice _ _ _ (5)
9. Clean Up song (10)
Week 8 10/10-10/14 Lesson : Shape Trace with overlapping shapes Lesson : Art Critique (1st-5th) Lesson :
(Tk-Kinder) Art Activity:
Minimum Day Week, No Art Activity : Materia ls ::
class Friday. Missed: Torres, Art Activity : Trace Blocks/fou nd objects with Materials : : Austins Butterfly Video Objectives :
Jones, Dow Mckight markers , overlapping shapes. Color in the Objectives : Students lea rn that multiple drafts/ revisions can Vocab :
ove rlapping shapes with crayons improve a piece of work. Students know that feedback helps an Process :
Materia ls : Found objects , blocks, markers, artist improve their work .
crayons Vocab : Specific, Honest, Helpful, Advice , Goal
Objectives : Students practice tracing and Process :
identifying different types of shapes . Students know 1. Show Video
that a shape is any enclosed space 2. Discuss as a class : What kinds of advice did Austins
Vocab : Classmates give him to make his drawings even better?
Process : a. What could Austin change in his first drawing?
1. Show Shapes Slideshow b. What could Austin add?
2. Work on Tracing and coloring in shapes 3. Model- If my goal was to draw this model or this athlete ,
3. (should have had them trace first then cue what sho uld I change or add?
when to color in) a. Practice in pairs
Week 9 10/17-10/21 Lesson : Shape Trace with Crayon and Lesson : Portraits Lesson :
watercolor Art Activity : Art Activity : Materials: :
Art Activity : Make a pattern traci ng shapes wi th Materials : Print out of a close up of Frida's face , colored Objectives :
crayons, paint in with wa tercolors pencils, sharpened thick pencil , white paper Vocab :
Materials : Objectives : Process :
Objectives : 1. Students will know that people can learn more about
Vocab : themse lves and tell the world stories about themselves
Process : and others throug h portraits
2. Students know who Frida is , and that she used
self-portraits to show her truth, represent her emotions
3. Students will be able to practice drawing based on what
they see in front of them (activity)
4. Students will know what a portrait and self portrait are (a
painting , drawing or photo of a person
Vocab : Representational , Represent: A type of Art that clearly
shows something from the real world
Portrait, Subject: A painting , drawi ng, or photo of a person
Emotion : feeling, state of mind , mood
Process :
1. Review: Which Power Word describes each pictu re ABC
Jeopard y (5)
1. Write word of day, dont define (come up with definition
as a class after slideshow) Portrait
2. Remember Dolan ? He made abstract art? What Did
Dolan's art help him do? (point for table who answers
rig ht). He also drew portraits
1. (2) Share Dolan's Pictures
2. (5) Share Frida's Slideshow
3. Turn and tal k-- what is a portrait?
4. In ou r own words- come up with definition of portrait
5. Power Words:
a. Portra it: A painting , drawing, or photo of a person
6. Pass Out close up of Frida's Face
a. (1) With pencil. Outline her head
b. MODEL: What shape is the head .
i. Teach pencil measuring technique .
ii. Where are the eyes, nose , mouth . Outline
with finger. What shape are they
7. (5) Practice beginning to copy the face based on what
you see
8. Pause : Feedback . Focus on eyes. What could they
change? What could they add?
9. Continue: Can add colored pencil
10. Jeopardy: What is a portrait? Where do the eyes go on a
head
Week 10 10/24- 10/28 Lesson : Pape I Picado Lesson : Cempasuchitl Flowers https ://www.youtube .com/watch?v=LVttJThmgRQ
Art Activity : Fold and cut shapes and patterns Art Activity : Paper flowe r making
into construction paper Materials :: Tissue paper cut in rectangles , ya rn, coloring
Materials :: sheets
https ://www.youtube .com/watch?v=-v4-1wFEzM Objectives :
!! Vocab :
Process :
Construction paper, scissors
Objectives : 1. Opening question: Think of someone you love. If you
Vocab : Symmetry, Pattern could get them anything in the whole world what would
Process : you get them?
1. Discuss-- What holidays are coming up? a. Now imagine that person was coming over to
2. Watch Video visit. What would you do for them?
3. Debrief- b. Segway into Day of The Dead-- People prepa re
a. Pair Share : What did you notice? for their loved ones to visit
(Flowers, Skeletons , Papel Picado) 2. Watch video :
4. Slideshow: We will make Papel Picado https://www.youtube .com/watch?v=-v4-1wFEzMO
5. Model: 3. Pause on the frame of her altar. What do you see?
a. Fold paper in half. Draw half a 4. Mode l making flowers
shape. Unfold. Symmetry: both sides 5. Options :
are the sa me. a. Make one fl ower, and then design a calavera or
b. Add Pattern? Add pattern to either work on portrait
side of the shape on the same fo ld b. Make many fl owers
6. You do it: 6. Clos ing: What will you be doing with the items you just
a. Step 1: yarn fold made?
b. Step 2: Fold in half
c. Step 3: Build a pattern
d. Step 1: Trace half of shapes on fold

e. Step 2: cut out your trace lines
Week 1110/31-11/4 Lesson : :Shapes and lines make designs: Fabric Lesson : Portrait Collage Lesson : Portrait Shading Techniques
Design Art Activity : Cut out facial features to make proportional self Art Activity : Practice Va lue sca le, draw and shade a portrait
Dia De los Muertos Art Activity : Make "batik" dyed fabric with crayon portraits from observation , looking at photocopy and drawing onto face
and blue water color on water co lor paper Materials : Constru ction paper, bins to collect paper scraps , map
Materials :: Watercolor paper cut in halves, white scissors, glue Materials : : Va lue Sca le worksheet, face map worksheet, copies
crayons, blue paint Objectives : of faces to draw (student copies , Tupac, Frida , Juan Gabrie l,
Objectives : 1. Students demonstrate familiarity wi th basic facial Se lena, MR Torres, Ms Gaeddert)
1. Practice fine motor skills colori ng and proportions Objectives :
painting 2. Students are able to practice use scissors to cut a 1. Students can recognize areas of light and dark in a black
2. Understand concept of pattern variety of shapes and lines and white photo
3. Understand concept of symmetry Vocab : Portrait 2. Students understand that darker areas require more
4. Understand that watercolor and way dont Process : ma rks and lighter areas require less
mix Value exercise . Challenge: Make this square dark without 3. Students are able to create and use a va lue scale to
Vocab : Pattern , Design, Symmetry coloring it in shade a portrait
Process : Vocab : Value
1. Video of lkat dyeing Process :
2. Discussion of Symmetry and pattern 0. Do now: Draw where the facial features belong on this
3. Model: Use white crayon to make pattern. portrait map (show slide of Frida with Ines drawn through
Paint over with blue to look like fabric her)
1. Revisit Frida : Drawing herself and is proud of it. Does it
NOTES always look perfect? Beautiful? No. But she got lost in the
technique to heal herself. Well practice getting lost in the
Give teachers cutting practice HW shading technique .
NOTES : Check to see if students have learned word "portrait" a. Consider Questioning PTAR. Do Now: show
picture of a ba ll drawn . Ask: is this a flat circl e or a
round ball. How do you know?
b. Show images of different shadi ng techniques.
What kinds of marks/lines do you see here?
c. How can I make all these different shade with on ly
one color (grey penci l)
d. Model creating valu e sca le
2. Students create their own value sca le
3. When students finish, have them start drawing an image
and adding the value scale OR work with their previous
Frida Drawing
Week 12 11/7-11/11 Lesson : Shapes and lines make designs: Fabric Lesson : Self Portraits : Representing th e Self Part 1
Design : Clothing design Art Activity : trace over photo of yourself on tracing paper,
outline in sharpie
Art Activity : Students cut out paper dolls. Students Materials ::
design clothes with pencil on their lkat fabric from Objectives :
last week, cu t it out and glue it on doll. Can make Vocab :
dress, pants, headscarves, shoes Process :
Materials :
Obj ectives :
Vocab :
Process :
1. Talk about cutting in whole group. Model
cutting on the lines.
2. Have students go to desk and practice
cutting out paper dolls
3. Come back to rug:
a. Show different clothing designs.
b. Mode l tracing my doll, designing
clothing , and cutting out
c. Model gluing on doll
4. Students work
5. Extra time-- practice cutting on cutting
worksheet OR make more clothes out of
plain construction paper
TK: Mosaic
Week 13 11/14-11/18 Lesson : I like Me: Doll mak ing Lesson : Self Portrait: They many sides of me: What you
see and what you dont Lesson : Se lf Portraits : Representing the Self Part 1
Art Activity : Students practice blend ing two crayon Art Activity : Half photo ha lf portrait: one side black and white Art Activity : Add va lue to image from last week or make another
colors to find their skin tone . Students co lor in doll and one side color of yourself, picture I brought, or the photos you brought from
form and give it hair Materials :: home
Objectives : Materials ::
Materials : Vocab : Objectives :
Objectives : Process : Vocab :
Vocab : Process :
Process :
6. Talk about cutting in whole group. Model Introduce homework, revisit Frida slides: People see one
cutting on the lines. thing, but she is showin g the world what SHE wants them
7. Have students go to desk and practice to know
cutting out paper dolls
8. Come back to rug :
a. Show different clothing designs.
b. Model tracing my doll , designing
clothing , and cutting out
c. Model gluing on doll
9. Students work
10 . Extra time-- practice cutting on cutting
worksheet OR make more clothes out of
plain construction paper
TK: Name/letter clay mosaic

Thanksg iving Bre ak BREAK : Give out worksheet scaffold ing th inki ng about
11 /21-11/25 what I love about myself, what people see when they look
at me,
Week 1411 /28-12/2 Handmade paints Cont: The many sides of me . Cut out half and ha lf se lf Co lor study/background painting
portrait and put it on construction paper. Section paper so
there are lines coming out like a ray of sun behind the (Potentially the one line drawing in crayon plus watercolors
head . In every other section , use b lack to write what the OR we could do those squares with circles inside (some
worl d sees , in the others use colors and pictures to show famous artist) or mexican textile design
what you want them to see .
Wee k 15 12/5-12/9 Dolls for your family members with different Dolls Cut out construction paper for behind face , glue on
clothes packground painting
Add sentance : I am ---

Week 16 12/12-12/16 Paper Boxes Craft
Win ter Break 1. Portrait paper collage

12/19-1/3 2. Practice drawing using mirrors and a portra it
template , practice one line mirror contour portrait
drawing
3. Trace a portrait on water co lor paper in pencil.
Outline in sharpie
4. Co lor in with water colors , come to station to make a
quick background with paren volunteer
Objectives : Learn about proportions/where features belong

on a face, practice observational drawing of your own
features , practice water color techniques
Lesson : :Shapes and lines make designs : Fab ri c Sample Objectives : 1. Revisit Frida : Drawing herself and is proud of it. Does
Designs : Mud Cloth it always look perfect? Beautiful? No. But she got
Art Activity : Make mud cloth fabri c (Natasha's Recognize , list, idenlify the features of a self portrail lost in the technique to heal herself. Well practice
Lesson) getting lost in the shading technique .
Materia ls :: q-tips, white paint, black paper Understand what a self portrait consists of a. Cons ider Questioning PTAR . Do Now: show
Objectives : picture of a ball drawn. Ask : is this a flat circle
5. Practice fine motor skills coloring and Students will be able to determine how people use color to or a round ball. How do you know?
painting express emotion b. Show images of different shading techniques .
6. Understand concept of pattern What kinds of marks/lines do you see here?
7. Understand concept of symmetry Students be able to create a drawi ng from observation, not c . How can I turn this white square dark without
8. Understand that watercolor and way don! imagi nation co loring it in?
mix
Vocab : Pattern, Design , Symmetry
Process : End of year jeopardy: Shading practice using penci l and looking at Fridas photo
4. Video of lkat dyeing See Fishe r and Fray pg 43 . Have students create questions and as a reference , use template with the lines. Project image
5. Discussion of Symmetry and pattern give them points 1-6 for knowledge to ana lysis questions. with lines drawn onto Frida 's face. (bring photocopies of
6. Model: Use white crayon to make pattern. other peop le besides Frida? Man who just passed? Tupac
Paint over wi th blue to look li ke fab ric Free art day. Pull out old work and add to one . (Take photos during class)
2. Observational drawing of their face . Draw it on white
NOTES paper and outline with thin sharpie pen
3. Practice value with water color pencils and template ,
Give teachers cutting practice HW practice on whole water color paper to make a
background
4. Water color the face, cut out and mount on their
watercolored paper
5. Build a frame , write a poem/letter, learn how to make
a box
Objectives :
Learn shading/value and water color techn iques, create a
beautiful piece of work , build confidence moving into more
abstract self portraits (different sides of me) and facial
features unit
OR :
1. Shading technique with value scale
2. Review value in jeopardy. " Which image has value? "
Decide where the eye line , nose line, and mouth line
go on this face. Draw portrait map (guided) general
head shape , add in guide lines). Observational
drawing of face in pencil on water color paper.
Outline in pen, with time begin shading
3. Practice value with colored pencils or tempura paint.
Paint a background
4. Continue drawing portrait, if finished early cut,
mount, and draw another.
5. Build a frame , make a card
NEED : skinny sharpies or felt tip pens , practice using

crayon and watercolor pencil
lear Lesson : Abstract Portraits : The many sides of me : Different

emotions
Art Activity: Make a booklet of many different mouths , noses ,
and eyes for each student. Students spend 5 minutes practicing
different fea tures. Then they pick a few (and a re encou raged to
make up their own) tha t represent their different emotions
Take home : practice these fea tures and make up you r own
Materi als : copy of features booklet, colored pencils ,
crayons , markers , and glue
Objectives :
Vocab : Emotions
Process :
Take photos for next weeks class

Physical Education at Learning Without Limits 2016-17
Grades 2nd-5th
Trimester 1
• Playground/4-Square Games (2 weeks)
• Tag Games (2 weeks)
• Calisthenics (3 weeks)
• Yoga (3 weeks)
• Jump Rope Skills (2 weeks)
Trimester 2
• Jump Rope Skills (2 weeks)
• Cooperative Games (3 weeks)
• Dancing/Rhythmic Skills (3 weeks)
• Street Hockey/Soccer skills/games (2 weeks)
Trimester 3
• Street Hockey/Soccer skills/games (2 weeks)
• Kickball skills/games (3 weeks)
• Baseball skills/games (3 weeks)
• Volleyball skills/games (3 weeks)
• Dodgeball Games (4 weeks)
TOOLBOX'" Key Principles
'
TOOLBOX™ KEY PRINCIPLES
Innate Capacity
Beli ef in a child 's innate capacity to find solutions is imperative to their success (e.g., " I believe in
you ") . TOOLBOX suppo rts chil dren in understanding and managing their emotional , social, and
academi c success by uncovering 12 hum an capacities (Tools) that reside within all of us.
Safe and Caring Learning Environment

Optimal learni ng and academic achievement happen within a safe and car ing lea rnin g environment
- one built on appreciation, kindness, collaboration, and trust.
Inquiry-Based Approach
An inquiry-based approach (e. g., "What three Tools can you use?") promotes a growth mindset and
authentic connection and relationship- teaching children to trust their innate knowing.
Resiliency
To lea rn res ili ency, a chi ld needs a car ing re lationsh ip with an adult (res ili ence factor #1), high
expectation messages (e.g., " I bel ieve in you."), and opportunities to participate and co ntribute in
meaningful ways. 1
Going First (Modeling)

Adults model for children how to be in the world. Our effectiveness at teaching TOOLBOX is
dependent on ou r wi llingness to use the 12 Tools personal ly (what we cal l, "going first").
Common Language
The commo n language of TOOLBOX is a simp le set of words, symbols, and metaphors that are
un ive rsally understood and easi ly shared between children and adults. Having a common language
assists children 's growth and development, communication, and understanding.
Practice, Practice, Practice

Through practice, we bui ld skills that help us become resourceful , resi li ent, and more confident.
Regularly inviting use of the Tools allows children to acquire and maintain proficiency and self-
mastery.
Imagination
Use of im agination is fundamental for academi c achi evement and success in life. To see ourselves
and others in new ways creates new possibi lities.
Emotional Intelligence
Feelings and emotions give us crucia l information . Emotiona l Intelligence (EQ) is the intelli gence of
our emotions. When we pay attention to our emotions, we learn from our body w isdom.
Integrated Approach
Ch il dren and ed ucators integrate the use of each Tool across multiple contexts (e.g., classroom,
playground, fami ly, friends, academics, behavior man agement, and relationship with se lf).
'Benard, B. Resiliency: What We Ha ve Learned
There is a simple path to kindness.
© 2016 Dovetail Learning, Inc. All rights reserved. www.dovetaillearning .org
. 1.
TOOLBOX-----
BY D OV E T A I L L EA R N I NG
The 12 Tools
Tools far L earning • Tools far Life
Breathing Tool
I calm myself and check-in.
Quiet/Safe Place Tool
I remember my quiet/safe place.
Listening Tool
I listen with my ears, eyes, and heart.
Empathy Tool
I care for others. I care for myself.
Personal Space Tool
I have a right to my space and so do you.
Using Our Words Tool
I use the "right" words in the "right" way.
Garbage Can Tool
I let the little things go.
Taking Time Tool
I take time-in and time-away.
Please & Thank You Tool
I treat others with kindness and appreciation.
Apology & Forgiveness Tool
I admit my mistakes and work to forgive yours.
Patience Tool
I am strong enough to wait.
Courage Tool
I have the courage to do the "right" thing.
© 2016 Mark A. Collin. All rights reserved. www.dovetaillearning.org

What Is the Responsive Classroom Approach?
Responsive Classroom is a research-based approach to education that gives teachers
the tools they need to be highly effective instructors. For over thirty years, schools
and districts using this approach have experienced increased teacher effectiveness,
higher student achievement, and
improved school climate.
Research on the
Several studies, including a large-scale Responsive Classroom Approach
randomized, controlled trial recently
completed by researchers at the Uni- esearch by the University of Virginia has found
versity of Virginia, have found that
teachers' use of Responsive Classroom
R that teachers' use of Responsive Classroom
practices is associated with:
practices is associated with growth
if Higher quality standards-based instruction
in student academic achievement
and social skills. That recent study " Greater student achievement in math and read-
also shows the practices to be equally ing, regardless of socioeconomic background
beneficial for students from all socio -
fl Greater gains for low-achieving students
economic backgrounds. Furthermore,
children who struggle with school t Improved social skills in children
show even greater achievement gains t Improved teache r-student interactions
than their classmates. (See box.)
~ More positive feeli ngs toward school among
Development of the Responsive Class- children and teachers
room approach began in 1981 with Findings are from the Social and Academic Lea rn ing
a group of public school educators. Study (2001-2004) or the Responsive Classroom Effi-
Their goal was to resolve the discon- cacy Study (2008-201 1). For more information, go to
nect between teachers' universal www.responsiveclassroom.org/resea rch.
desire to deliver great teaching and
what was actually happening in class-
rooms. They recognized that academic and social learning go hand in hand: that optimal
learning happens when teachers teach positive social skills while teaching academics.
Drawing upon best practices in education, they began to articulate concrete, highly
practical teaching strategies that would integrate academic and social-emotional learn-
ing (A+SEL) throughout the school day.
Responsive Classroom developers continually refine not only the teaching practices but
also how they deliver professional development to classroom teachers, instructional
leaders, and school and district administrators.
2
Teachers' Skills: Continuous Learning
in Four Key Domains
As a growing body of research shows, teacher effectiveness is one of the most impor-
tant factors determining how well students do in school. Lora Hodges observes that
"although teachers begin their careers with many skills, it's unlikely that any teacher
comes into the classroom with all the practical skills or strategies needed to effectively
teach every child. Our world is just changing too rapidly for thaf'
Hodges goes on to note that "managing a classroom

where children are actively engaged in their learning,
participating in lively dialogues, and developing
higher-order thinking is vastly different from man-
aging a classroom where children are expected to
be compliant completers of worksheets:'
Responsive Classroom professional development

focuses on building 21st century teacher skills in
four crucial, interrelated domains:
is Engaging Academics: Effective teaching requires that teachers know how to offer
academic lessons, assignments, and activities that are active and interactive, appro-
priately challenging, purposeful, and connected to students' interests.
Ji Effective Management: Effective teaching is possible only in well-managed class-

rooms and schools. In such classrooms, teachers establish and teach behavior
expectations, manage the schedule, and organize physical spaces in ways that
enable students to work with autonomy and focus.
ii Positive Community: Effective teaching requires a classroom and school where

every child feels safe, valued, and fully included in the learning community; where
teacher and students share a common purpose along with regular routines and tradi-
tions that form a comforting underpinning for their days; and where a sense of joy
envelops hard work.
~ Developmental Awareness: Effective teaching results when teachers have knowledge

of child development and use that knowledge, along with regular observations of
students, to create a developmentally appropriate environment for learning.
These four key domains enable and enrich each other; no one of them reaches its maxi-
mum power without the others. To teach effectively, teachers need specific skills in all
four areas. The following table summarizes the skills associated with each of the domains.
3
The Four Domains of Responsive Classroom
Engaging Effective Positive
Academics Management Community
• Designing in- • Developing meaningful • Building a sense • Creating an

struction that rules that connect to of community and organized
is active and children's learning goals shared purpose physical
interactive during the first environment
• Explicitly teaching weeks of school that matches
• Giving clear behavioral expectations developmental
directions • Providing structures needs
• Establishing efficient that allow students
• Asking open- routines that allow for a and teachers to get • Structuring
ended questions high degree of autonomy to know one another appropriately
and appreciate challenging
• Pacing lessons • Intervening before differences lessons
and activities to behavior goes off track
keep students • Devising routines • Connecting
engaged • Providing clear, respectful, that provide a learning to chil-
and immediate feedback sense of safety dren's strengths
• Offering mean- when behavior does go and predictability and interests
ingful learning off track
choices • Creating community
• Keeping the class's learn- traditions that nurture
• Giving high- ing momentum going a sense of belonging,
quality feedback while calmly handling significance, and fun
disruptions
Skills to Use Throughout the School Day

The Responsive Classroom approach is not an add-on, a package oflessons to deliver
once or twice a week, or a series of books to read and discuss with students. Instead,
it's a set of practices that teachers can use to help students acquire academic and social-
emotional skills throughout the day, every day-not only while teaching math, science,
reading, and other subjects, but also while guiding students through morning arrival,
recess, lunch, specials, and all other parts of the school day.
The benefits of this integrated approach include the following:
Makes the most of teaching time. First, integrated teaching preserves teachers' most
precious commodity: time. Dr. Ruth Gilbert-Whitner, superintendent of the Whitman-
Hanson Regional School District in Massachusetts, notes that "teachers feel comfortable
4
with Responsive Classroom from the start. They see it not as an add-on but as something
that's easily part of what they do every single day:' Teachers don't have to carve out extra
time during the school day to "do" Responsive Classroom . Instead, Responsive Classroom
techniques become part of what teachers do throughout the day as they conduct their
regular lessons and activities.
Enables wider learning. Students feel the benefits of Responsive Classroom teaching
constantly, not just during an isolated part of their day or week. In this way, they realize
that the skills they're developing apply to all aspects of their learning and their lives-
inside and outside of school.
Improves school climate. By integrating Responsive Classroom teaching practices into

everything they do, teachers change their classroom climate. And when all teachers in
a school use the Responsive Classroom approach, the very culture of the school is trans-
formed into one of caring, respect, rigorous learning, and joyful growth.
Creating the Conditions for

Responsive Classroom Success
Research and thirty-plus years of Responsive Classroom implementation by schools
nationwide have shown that certain conditions must be in place for all teachers in a
school to use the Responsive Classroom approach consistently and well. Chief among
these conditions are strong school leadership and a positive adult community climate.
Specifically, teachers are more likely to use Responsive Classroom practices when:
" Their principal shows buy-in to the Responsive

Classroom approach and prioritizes its adoption.
'i They receive coaching and other follow-up
support while trying new Responsive Classroom
practices.
le Their school offers validation and social support

for trying the Responsive Classroom approach.
~ They have time to reflect on their practice, observe

colleagues in action, share observations, and discuss experiences.
These conditions enable teachers to experience a simple but powerful learning cycle:
implement a new practice, reflect on it, make refinements, and repeat the cycle.
5
Stages of Responsive Classroom Implementation
Schools or districts that adopt the Responsive Classroom approach typically
proceed through several stages of implementation, supported at each stage
by professional development materials and highly skilled trainers and
coaches. Here are the typical implementation stages:
1 Building staff understanding and buy-in. It's critical that school

and district leaders strongly demonstrate their commitment to any
new initiative. One way that leaders launch Responsive Classroom
implementation is to introduce it at a staff meeting, using a video
and a conversation guide supplied by their consultant.
2 Securing professional development for all teachers. Schools typi-

cally begin by providing training for all teachers in the key Responsive
Classroom practices of Morning Meeting, Academic Choice, rule
creation, Interactive Modeling, positive teacher language, and effective
responses to misbehavior. Teachers explore these practices in a 28-hour
Responsive Classroom course that can be completed either in a single
week or over several months.
3 Providing tailored follow-up support. Many schools provide teach-

ers with an additional day of professional development to deepen
practice in one area, such as using Morning Meeting to reinforce
academics. Other schools use the additional day to introduce support
staff, special area teachers, or other school adults to the Responsive
Classroom approach.
4 Keeping the momentum going. With support from their consultant

and coaches, school and district leaders actively sustain teachers' use
of Responsive Classroom practices and make the approach part of the
permanent school culture. Resources include webinars, conferences,
books, DVDs, and self-study kits, as well as a website and a blog where
teachers can share questions and ideas with colleagues around the
country and the world.
6
Let's Change the Future
In the coming years of the 21st century, America's reliance on its schools to prepare chil-
dren for an increasingly complex, interconnected, and technological world is likely to
grow rather than diminish. More and more, we will need our schools to provide every
child with that critical blend of top-notch academics and social-emotional learning.
"Effective teaching changes the future;' emphasizes Lora Hodges. "Effective teaching
responds to the national sense of urgency to ensure that all students, no matter where
they live, receive the academically rigorous education that will enable them to live full,
positive, and productive lives:'
Administrators have a huge role to play in ensuring that every child receives a high-
quality education every day. As instructional leaders and guides, administrators can
commit to providing high-quality professional development for all teachers throughout
their careers. And administrators can promote and support teachers' consistent use of
newly learned skills in the journey toward ever-greater teaching excellence. We need
to undertake these tasks as if the future depended upon them. Because it does.
7
Public Schools
Phonics Instructional Practice: Phonics Instruction

**Most Foundational Skills standards in K-5 apply to Phonics
Purpose:
Phonics instruction teaches students to match sounds with their corresponding written representation.
Phonics is one component of a fluent reader's system for reading and writing text, and is typically developed
in the early grades (K-2).
Process:
Below are some recommended instructional techniques for teaching phonics:

• Using Word Study in small differentiated groups as a form of phonics instruction with your students.
• Start with the child's name and their favorite things - you can make a class or personal alphabet
based on community members and interests.
• Sing the alphabet song with both letters and their sounds included (some songs also include a motion
or an example/alliteration using that sound which can also be helpful).
• Reading alphabet books at the lowest reading levels
• Using an alphabet pocket chart or magnet letters where students manipulate letters to spell words
• Stopping when you read to identify letters, or spelling patterns you notice in the words you read. This
is especially helpful when students have access to the text as well as the teacher (morning message,
big books, projected/doc. camera books)
• Stopping when you model writing to identify letters, or spelling patterns you notice in the words you
write. This is especially helpful when students have access to the text as well as the teacher
(projected/ doc. camera writing, writing on chart paper)
• Using songs (with lyric written), poems, and books that include alliteration and/or rhyming and
talking about these literary techniques with students can help them learn common spelling patterns.
• For more suggestions, please see the Literacy Centers page as well as Resources below.
The basic sequence for phonics instruction is as follows:

1. Initial alphabet letter-sounds (1:1 ratio, using only consonants and short vowels (long vowels come
later))
2. Short-vowel word families (Ex. -at, -an, -ad; -et, -eg, -en; -ug, -ut, -un ... )
3. Initial consonant digraphs (Ex. sh, ch, th, wh, ph)
4. Final consonant digraphs (Ex. sh, ch, th, ph)
) 5. Initial consonant blends (Ex. st-, sm-, -sw-, er-, cl-, tw-.. .)
6. Final consonant blends (Ex. -ng, -mp, -nt, -nd, -nk)
7. R-controlled vowels (Ex. -or, -ar)
8. Short vowels vs. long vowels (CVC vs. CVCe)
Public Schools
9. Short vowels vs. long vowels (CVC vs. CVCe vs. CVVC)
10. Long vowel digraphs
11. R-controlled vowel patterns (Ex. ar, are, air ... )
12. Vowel diphthongs (Ex. oo, aw, au, oy .... )
13. Beginning and ending complex consonants clusters (scr-, str-, spr-; -dge, -tch .... )
14. Contractions
15. Inflectional endings (plural, past tense, possessive)

Formative Summative
(Depends on time of Curriculum:
literacy instruction 1. Words Their Way - Word Study
and grade) 2. Reading A-Z: Using alphabet texts
3. Core Knowledge: Skills - Phonics
• K/ 1 Diagnostic 4. Primary Phonics - Phonics
• Words Their Way 5. Explode The Code - Phonics
sound spelling
inventory Books:
Next Steps in Guided Reading by Jan Richardson.
• Student work
completed at a
1.
Her website has great videos and resource as well! -
phonics center 2. Great Habits, Great Readers by Paul
Bambrick-Santoyo, Aja Settles, and Juliana Worrell.
on Google Drive.
Websites for Phonics Activity Resources:

1. Reading A-Z: Using the worksheets and wordless
books that correspond to each text title and their
various levels.
2. Florida Center for Reading Research: Common Core
aligned Literacy Centers
3. Everything Literacy: A resource of sites that have
ideas and resources for Literacy Centers.
4. Our Class Web : A site with a lot oflinks to CCSS
aligned center ideas and printable resources
5. CA ELA/ELD Frameworks: Chapter 2
Core Knowledge Language Arts®
Scope and Sequence • Skills Strand • Kindergarten
The Skills strand of the Core Knowledge Language Arts program teaches students the decoding skills
needed for (future) independent reading. Each Skills lesson begins with a warm-up, reviewing previously
taught content in reading, writing, and/or grammar. All reading times-denoted below as demonstration
stories or whole group, small group, or partner reading-consist of a story preview, presentation, and
discussion. For a unit-by-unit alignment of Skills learning objectives to the Common Core State Standards,
please visit http:l!www.enqaqeny.orqlresource!kinderqarten-enqlish-lanquaqe-arts.
Unit 1 (10-13 days)

Phonics & Reading Grammar Spelling Writing
Lesson 1 Awareness of Noises Prewriting Skills: Drawing
LefURight Discrimination on a Vertical Surface
Lesson 2 Awareness of Noises Prewriting Skills: Vertical
LefURight Discrimination Line*
Lesson 3 Awareness of Noises Prewriting Skills: Vertical
LefURight Discrimination Line
Lesson 4 Awareness of Noises Prewriting Skills:

LefURight Discrimination Horizontal Line*
Blending Pretest
Lesson 5 Awareness of Noises and Prewriting Skills: Circle*
Words*
LefURight Discrimination
Lesson 6 Awareness of Noises, Writing Strokes Pretest
Words, and Phrases* Prewriting Skills: Circle
Lesson 7 Awareness of Noises and Prewriting Skills:
Words Diagonal Line*
Tracking Practice
Lesson 8 Awareness of Words Prewriting Skills: Square;
Vertical and Horizontal
Lines-Review
Lesson 9 Awareness of Words Prewriting Skills:
Triangle; Circle and
Diagonal Line-Review
Lesson 10 Awareness of Words and Prewriting Skills
Phrases Assessment
Tracking Assessment*
Pausing Review: Awareness of Review: Prewriting Skills
Point Noises, Words, and
Phrases
Review: Directionality and
Tracking
*Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with . In such cases, the marker(*) appears on a blank line.
© 201 3 Core Knowledge Foundation
DRAFT VERSIO N
Unit 2 (10-13 days)

Lesson 1 Tracking Practice Prewriting Skills: Cup*
Lesson 2 Blending Syllables and Prewriting Skills: Hump*
Sounds
Lesson 3 Blending Sounds into Prewriting Skills: Zigzag *
Words
Differentiating Shapes
Lesson 4 Blending Sounds into Prewriting Skills: Wavy
Words Line*
Beginning/End
Recognition
Lesson 5 Blending Sounds into Prewriting Skills: Spiral
Words Handwriting: Own Name*
Lesson 6 Blending Sounds into Prewriting Skills: X, +*

Words Handwriting: Own Name
Lesson 7 Blending Sounds into Prewriting Skills: Loop
Words Handwriting: Own Name*
Lesson 8 Blending Sounds into Prewriting Skills: Cane*

Words Handwriting : Own Name
Lesson 9 Blending Sounds into Prewriting Skills: Hook*
Words Handwriting: Own Name
Lesson 1O Blending Sounds into Handwriting: Own Name
Words Prewriting Skills
Sound Blending Assessment
Assessment
Pausing Review: Syllable and Review: Prewriting Skills

Point Sound Blending , Blending Review: Handwriting-
Sounds into Words Own Name
Review: Tracking
during the lesson it is correlated with . In such cases, the marker(*) appears on a blank line.
© 20 13 Core Knowled ge Foundation 2
DRAFT VERSI ON
Unit 3 (14-17 days)

Lesson 1 Sound !ml Spelled 'm' Handwriting 'm': Letter
Lesson 2 Sound /a/ Spelled 'a' Handwriting 'a': Letter
Lesson 3 Sound JU Spelled 't' Handwriting 't': Letter
Chaining: One-Syllable
Short Vowel Sounds
Lesson 4 Sound /d/ Spelled 'd' Handwriting 'd': Letter
Short Vowel Sounds
Lesson 5 Review: Oral Blending Chaining: One-Syllable Review: Handwriting 'm',

and Sound Spelling Short Vowel Sounds1 'a', 't', 'd'- Letter
Short Vowel Sounds1
Lesson 6 Sound lo/ Spelled 'o' Handwriting 'o': Letter
Chaining : One-Syllable Handwriting 'm', 'a', 't' ,
Short Vowel Sounds 'd': Words*
•
Lesson 7 Sound /k/ Spelled 'c' Handwriting 'c': Letter
Short Vowel Sounds
Lesson 8 Sound /g/ Spelled 'g' Handwriting 'g': Letter

Short Vowel Sounds
Lesson 9 Sound /i/ Spelled 'i' Handwriting 'i': Letter and
Chaining: One-Syllable Word*
Short Vowel Sounds*
Lesson 10 Review: Oral Blending Chaining : One-Syllable Review: Handwriting 'm',
1
and Sound Spelling Short Vowel Sounds 1 'a'I 't', 'd , '0 1, 'c', 'g'I T-
Chaining: One-Syllable Letters and Words*
Short Vowel Sounds 1
*
Lesson 11 Chaining: One-Syllable Chaining: One-Syllable Word Writing: One-
Short Vowel Sounds1 Short Vowel Sounds 1 Syllable Short Vowel
Reading Assessment eve Words (with Cues)
•
Lesson 12 Chaining: One-Syllable Chaining: One-Syllable Word Writing: One-
Short Vowel Sounds 1 Short Vowel Sou nds 1 Syllable Short Vowel
Reading Assessment eve Words (with Cues)
Lesson 13 • Stomp and Spell: One- Word Writing: One-
Reading Assessment Syllable Short Vowel VC Syllable Short Vowel
and CVC Words CVC Words (with Cues)
© 201 3 Core Knowledge Foundation 3
DRAFT VERSION

Lesson 14 Reading Assessment Stomp and Spell : One- Word Writing : One-
Syllable Short Vowel eve Syllable Short Vowel
Words eve Words (with Cues)
Pausing Review: Oral Blending Chaining: One-Syllable Review: Handwriting-
Point and Sound Spelling Short Vowel Sounds Letters and Words
Word Writing: One-
Syllable Short Vowel
eve Words (with Cues)
during the lesson it is correlated with. In such cases, the marker (*) appears on a blank line.
t Chaining appears in both columns as both Chaining for Reading and Chaining for Spelling are practiced in this lesson.
© 2013 Core Knowledge Foundation 4
DRAFT VERSION
Unit 4 (15-18 days)

Lesson 1 Sound /n/ Spelled 'n' Handwriting 'n': Letter and
Chaining: One-Syllable Words
Short Vowel Words
Lesson 2 Sound /h/ Spelled 'h'* Handwriting 'h': Letter and
Short Vowel Words
Lesson 3 Sound /s/ Spelled 's' Handwriting 's': Letter and
Short Vowel Words
Lesson 4 Sound /f/ Spelled 'f' Handwriting 'f': Letter and
Chaining: One-Syllable Words*
Short Vowel Words
Lesson 5 Practice Reading Words Chaining: One-Syllable
Short Vowel Words
Lesson 6 Sound /v/ Spelled 'v'* Handwriting 'v': Letter and
Chaining: One-Syllable Words*
Short Vowel Words
Lesson 7 Sound /z/ Spelled 'z'* Dictation: Sounds Handwriting 'z', 'c', 'a', 'd',
Chaining: One-Syllable 'g': Letters
Short Vowel Words
Lesson 8 Sound /p/ Spelled 'p'* Handwriting 'p': Letter and
Chaining : One-Syllable Words
Short Vowel Words
Lesson 9 Sound /el Spelled 'e' Handwriting 'e': Letter and
Short Vowel Words
Lesson 10 * Introduction to Phrases Chaining: One-Syllable
Short Vowel Words
Dictation : Sounds
Lesson 11 Practice Reading Phrases Chaining: One-Syllable Review: Handwriting 'm',
Reading Assessment Short Vowel Words ·n', 'h', 's', 'f', 'v 'z', 'p',
1
,
Dictation: Sounds 'e'- Letters
Lesson 12 Demonstration Story Dictation: Sounds Word Writing: One-

Practice Reading Words Syllable Short Vowel eve
Words (with Cues)
Reading Assessment
Lesson 13 Demonstration Story Dictation: Sounds and Word Writing: One-
Practice Reading Words* Words Syllable Short Vowel eve
Words (with Cues)
Reading Assessment
Lesson 14 Reading : Wiggle Cards Dictation: Words Word Writing: One-
Practice Reading Words Syllable Short Vowel eve
Words (with Cues)
Reading Assessment
DRAFT VERSION

Lesson 15 Practice Reading Words* Word Writing: One-
Reading Assessment Syllable Short Vowel eve
Words (with Cues)*
Pausing Review: Segmenting and Dictation: Sounds and Review: Handwriting-
Point Sound Spelling One-Syllable Short Letters and Words
Practice Reading Words Vowel eve Words Word Writing: One-
and Phrases Syllable Short Vowel eve
Demonstration Story Words (with Cues)
'Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with . In such cases, the marker (') appears on a blank line.

DRAFT VERSION
Unit 5 (16-19 days)

Lesson 1 Sound /b/ Spelled 'b'* Chaining: One-Syllable Handwriting 'b': Letter
Sound /d/ Spelled 'd'* Short Vowel Words and Words
Word Writing: One-
eve Words (with Cues)*
Lesson 2 Sound /1/ Spelled 'I'* Handwriting 'I': Letter and
Words
Word Writing: One-
Lesson 3 Sound /r/ Spelled 'r' Handwriting 'r': Letter and
Words
Word Writing: One-
Lesson 4 Sound /u/ Spelled 'u'* Handwriting 'u': Letter
Reading : Wiggle Cards and Words*
Word Writing: One-
Lesson 5 Chaining: One-Syllable Word Writing: One-
Short Vowel Words Syllable Short Vowel
Lesson 6 Sound /w/ Spelled 'w' Chaining : One-Syllable Handwriting 'w': Letter
Short Vowel Words and Words
Word Writing: One-
eve Words (with Cu es)*
Lesson 7 Sound /j/ Spelled 'j' Handwriting 'j': Letter and
Words
Word Writing: One-
CVC Words (with Cues)*
Lesson 8 Sound /y/ Spelled 'y'* Handwriting 'y': Letter
and Words
Word Writing: One-
eve Words (with Cu es)*
Lesson 9 Sound /x/ Spelled 'x' Chaining: One-Syllable Handwriting 'x': Letter
* Short Vowel Words and Words
Phrase Writing: One-
DRAFT VERSION

Lesson 10 Spelling Alternative for /k/ Chaining: One-Syllable Handwriting 'k': Letter
Spelled 'k' Short Vowel Words and Words
Practice Reading Words Phrase Writing: One-
Syllable Short Vowel VC
and eve Words (with
Cues)
Word Writing: One-
Lesson 11 • Dictation: Sounds Word Writing: One-
Practice Spelling Words: Syllable Short Vowel
Stomp and Spell eve Words (with Cues)
Lesson 12 Reading Assessment Chaining: One-Syllable Review: Handwriting 'b',
Short Vowel Words T, 'r', u', 'w', 'k', 'y', 'x',
1
'j'-Letters
Lesson 13 Demonstration Story Chaining: One-Syllable Word Writing: One-
Practice Reading Words Short Vowel Words Syllable Short Vowel
Reading Assessment
Lesson 14 Demonstration Story Chaining: One-Syllable Word Writing: One-
Practice Reading Phrases Short Vowel Words Syllable Short Vowel
Reading Assessment
Lesson 15 Demonstration Story Word Writing: One-
Reading Assessment Syllable Short Vowel
CVC Words (with Cues)
Lesson 16 Demonstration Story Dictation: Sounds
Practice Reading Practice Spelling Words:
Phrases* Spelling Hopscotch
Reading Assessment
Pausing Review: Sound Spelling Chaining: One-Syllable Word Writing: One-
Point Short Vowel Words Syllable Short Vowel
Review: Dictation- eve Words (with Cues)
Sounds Review: Handwriting-
Letters and Words
' Add itional practice offered with Take-H ome Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with . In such cases, the marker (') appears on a blank line.
DRAFT VERSION
Unit 6 (15-18 days)

Lesson 1 Alphabet/Letter Names Chaining: One-Syllable
Demonstration Story Short Vowel Words with
Consonant Blends,
*
Clusters, and/or Digraphs
Lesson 2 Alphabet/Letter Names Chaining Dictation: One- Word Writing: One-
Demonstration Story Syllable Short Vowel Syllable Short Vowel
Words with Consonant Words with Consonant
Blends, Clusters, and/or Blends, Clusters, and/or
Digraphs Digraphs (with Cues)
Lesson 3 Alphabet/Letter Names* Chaining: One-Syllable Word Writing: One-
Sound /z/ spelled 's' Short Vowel Words with Syllable Short Vowel VC
Consonant Blends, and CVC Words (with
Demonstration Story*
Clusters, and/or Digraphs Cues)
Lesson 4 Sounds /s/ and /z/ Word Writing: One-
Partner Reading Syllable Short Vowel
Words in which 's' > /s/ or
/z/ (with Cues)*
Lesson 5 Alphabet/Letter Names
Demonstration Story
Small Group Reading
*
Lesson 6 Reading: Wiggle Cards Chaining : One-Syllable
Small Group Reading* Short Vowel eve Words
Lesson 7 Demonstration Story Dictation: One-Syllable

Small Group Reading* Short Vowel eve, ccvc,
and CVCC Words
*
Lesson 8 Rhyming Words Chaining: One-Syllable
Small Group Reading Short Vowel Words with
Consonant Blends,
Partner Reading* Short Vowel CVC, CVCC,
CCVC, and CCVCC
Words
Lesson 10 Demonstration Story Practice: Tap and Spell
Small Group Reading *
•
Lesson 11 Review: Rhyming Words Chaining: One-Syllable
Small Group Reading Short Vowel Words with
Consonant Blends,
DRAFT VERSION

Lesson 12 Review: Letter Names,
Rhyming Words*
Demonstration Story
Whole Group Reading*
Lesson 13 Review: Letter Names* Chaining: One-Syllable Word Writing: One-
Short Vowel Words with Syllable Short Vowel
Consonant Blends, CVCC and CCVCC
Clusters, and/or Digraphs Words (with Cues)
Small Group Reading Short Vowel CVC, CCVC,
CVCC, and CCVCC
Words
Lesson 15 Assessment: Letter Word Writing: One-
Names, Rhyming Words Syllable Short Vowel
Small Group Reading CVCC, CCVC, and
CCVCC Words (with
Reading Assessment
Cues)
Analysis and
Interpretation Assessment
Pausing Review: Sound Spelling , Chaining : One-Syllable Word Writing : One-
Point Letter Names, Rhyming Short Vowel Words with Syllable Short Vowel
Words* Digraphs CVCC, CVCCC, and
Demonstration Stories Dictation: Words and CCVCC Words (with
Phrases Cues)
Partner Reading*
Review: Handwriting-
Letters and Words
' Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with . In such cases, the marker (') appears on a blank line. Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

DRAFT VERSION
Unit 7 (17-20 days)

Lesson 1 Sound /ch/ Spelled 'ch' Handwriting 'ch': Letters
and Words
Word Writing: One-
CCVCC and CVCCC
Words (with Cues)
Lesson 2 Sound /sh/ Spelled 'sh'* Chaining: One-Syllable Handwriting 'sh': Letters
Short Vowel Words with and Words
Digraphs
Lesson 3 Review: Sounds /ch/ Chaining: One-Syllable
Spelled 'ch' and /sh/ Short Vowel Words with
Spelled 'sh'* Digraphs
Reading: Wiggle Cards
Lesson 4 Sound /th/ Spelled 'th' Chaining: One-Syllable Handwriting 'th': Letters
Short Vowel Words with and Words
Digraphs
Lesson 5 Sound /th/ Spelled 'th'* Handwriting 'th': Letters
and Words
Lesson 6 Chaining: One-Syllable Handwriting: One-
Digraphs Words
Word Writing: One-
CVCC and CVCCC
Words (with Cues)
Lesson 7 Sound /qu/ Spelled 'qu' Chaining: One-Syllable Handwriting 'qu': Letters
* Short Vowel Words with and Words
Digraphs
Lesson 8 Sound /ng/ Spelled 'ng' Handwriting 'ng': Letters
and Words
Word Writing: One-
CVCC, CCVC, and
CCVCC Words (with
Cues)
Lesson 9 Practice: Segmenting into Dictation: Sounds with Handwriting: Review
Phonemes Digraph Spellings
Demonstration Story
*
Lesson 10 Demonstration Story Dictation Identification: Handwriting: One-

Partner Reading One-Syllable Short Vowel Syllable Short Vowel
CCVC, CVCC, and CCVC, CVCC, and
CCVCC Words CCVCC Words
DRAFT VERSION

Lesson 11 Practice Reading Phrases
Reading Assessment
Demonstration Story
Small Group Reading*
Lesson 12 Chaining: One-Syllable Word Writing: One-

-
Digraphs CCVC, CVCC, CVCCC,
Reading Assessment and CCVCC Words (with
Cues)
Lesson 13 Demonstration Story Chaining: One-Syllable
Partner Reading Short Vowel Words with
Digraphs
Reading Assessment
Lesson 14 Reading Assessment Word Writing : One-
Demonstration Story Syllable Short Vowel
CCVC and CVCC Words
(with Cues)
Lesson 15 Reading Assessment Practice: Tap and Spell Word Writing: One-
Small Group Reading* Syllable Short Vowel
CVCC and CCVCC
Words (with Cues)
Lesson 16 Reading: Wiggle Cards Word Writing: One-
Practice Reading Words Syllable Short Vowel
CVCC, CVCCC,
Reading Assessment
CCCVCC, and CCVC
Demonstration Story Words (with Cues)
Small Group Reading
Lesson 17 Practice Reading Phrases
Reading Assessment
Pausing Review: Sounds Spelling Review: Handwriting-

Point Practice Reading Words Letters and Words
and Phrases* Word Writing: One-
Demonstration Stories Syllable Short Vowel
CCVC, CVCC, CCVCC,
Partner Reading*
CCCVCC and CCVCCC
Words (with Cues)
'Additional practice offered with Take-Home Material. Occasionally, Ta ke-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker (') appears on a blank line. Further, in all cases of reading practice, the story is
DRAFT VERSION
Scope and Sequence• SkillsStrand • Kindergarten
Unit 8 (20-23 days)

Lesson 1 Tricky Words: the, a* Word Writing: One-
Demonstration Story Syllable Tricky Words*
Generative Sentence
Writing: Including Tricky
Words
Handwriting: Words
Vocabulary: Pictorial
Representations
Lesson 2 Tricky Words: of, all Word Writing : One-
Small Group Reading Syllable Short Vowel
Tricky Words*
Generative Sentence
Writing: Including Tricky
Words
Lesson 3 Review: Tricky Words* Dictation : Tricky Words Handwriting: Words,
Demonstration Story including Tricky Words
Small Group Reading Vocabulary: Pictorial
Representations
Lesson 4 Review: Tricky Words,
Rhyming Words
Small Group Reading
Lesson 5 Tricky Words: from, one Word Writing: One-
Demonstration Story Syllable Short Vowel
Tricky Words (with Cues)
Partner Reading*
Handwriting: Words
Representations
Lesson 6 Demonstration Story Dictation : One Syllable Handwriting: Words
Small Group Reading* Short Vowel Words with Vocabulary: Pictorial
Initial or Final Blends Representations
and/or Clusters
Lesson 7 Chaining: One-Syllable Phrases Writing:
Short Vowel Words with Including One-Syllable
Initial or Final Blends, Short Vowel Words with
Clusters, or Digraphs Digraphs (with Cues)
Small Group Reading
Lesson 8 Tricky Word: was* Dictation : Tricky Words Handwriting: Tricky
Demonstration Story Words
Partner Reading
Lesson 9 Review: Rhyming Words Dictation: Tricky Words Handwriting: Tricky
Practice Reading Phrases Words
DRAFT VERSION

Lesson 10 Double-Letter Spellings Word Writing : One
for Consonant Sounds Syllable Short Vowel
Chaining : One-Syllable Words with a Double
Short Vowel Words with Consonant Final Spelling
Initial or Final Blends, (with Cues)
Clusters, or Consonant
Digraphs
Lesson 11 Chaining: One-Syllable Dictation: Tricky Words
Short Vowel Words with
Initial or Final Blends,
Clusters, or Consonant
Digraphs
Partner Reading
Lesson 12 Double-Letter Spellings Handwriting: Words
-
for Consonant Sounds* Vocabulary: Pictorial
Demonstration Story Representations
Whole Group Reading
Lesson 13 Practice Reading Sounds, Handwriting: Words
Words, and Sentences Vocabulary: Pictorial
Demonstration Story* Representations
*
Lesson 14 Practice Reading Phrases Word Writing: One- -
Partner Reading* Syllable Short Vowel
Words with Double-Letter
Spellings for Consonant
Sounds (with Cues)
Lesson 15 Word Recognition Word Writing: One-
Assessment Syllable Short Vowel
Demonstration Story Words with Double-Letter
Whole Group Reading
Sounds (with Cues)
Lesson 16 Lowercase Letter Name Word Writing: One-
Assessment Syllable Short Vowel
Small Group/Partner Words with Double-Letter
Reading Spellings for Consonant
Sounds (with Cues)
Practice: Rhyming Words
Reading Assessment
Lesson 17 Tricky Word Assessment Handwriting: Words -
Demonstration Story Vocabulary: Pictorial
Practice Reading Phrases Representations
Code Knowledge
Diagnostic Assessment
DRAFT VERSION

Lesson 18 Partner Reading* Word Writing : One-
Story Reading Syllable Short Vowel
Assessment Words with Double-Letter
Code Knowledge
Sounds (with Cues)
Diagnostic Assessment
Lesson 19 Demonstration Story Word Writing: One-
Small Group Reading* Syllable Short Vowel
Sounds (with Cues)
Lesson 20 Review: Rhyming Words Dictation : Tricky Words Handwriting: Tricky
Small Group Reading Words
Pausing Review: Tricky Words, Dictation: Words and Word Writing: One-
Point Sound Spelling, Rhyming Phrases Syllable Short Vowel
Words Words with Double-Letter
Partner Reading* Spellings for Consonant
Sounds (with Cues)
Review: Handwriting-
Double-Letter Spellings
for Consonant Sounds,
Words-Tricky Words
during the lesson it is correlated with. In such cases, the marker (' ) appears on a blank line. Further, in all cases of reading practice, th e story is
© 201 3 Core Knowl edge Foundation 15
DRAFT VERSION
Unit 9 (23-26 days)

Lesson 1 Tricky Words: when, Handwriting 'A' 'B' 'C' 'D';
word* Tricky Words: Letters and
Uppercase Letters: 'A', Words*
'B', 'C', 'D'
,- ~
Lesson 2 Tricky Words: why, to Response to Text

Whole Group Reading Vocabulary: Pictorial
Representations
Lesson 3 Uppercase Letters: 'E' 'F' Handwriting 'E' 'F' 'G' 'H';
'G' 'H' Tricky Words: Letters and
Small Group Reading Words*
Representations
Lesson 4 Review: Uppercase Response to Text
-
Letters
Small Group Reading•
Lesson 5 Tricky Words: where, no, I Sentence Writing (with
Cues)
Word Writing: Tricky
Words (with Cues)
Lesson 6 Uppercase Letters: 'I' 'J' Handwriting 'I' 'J' 'K' 'L'
'K' 'L' 'M' 'M'; Tricky Words: Letters
Whole Group Reading and Words*
Response to Text
Representations
Lesson 7 Tricky Words: what, so Handwriting 'N' 'O' 'P' 'Q'
Uppercase Letters: 'N' ·o· 'R'; Tricky Words: Letters
P' 'Q' 'R'
1
and Words*
Lesson 8 Small Group Read ing* Chaining: One-Syllable
Short Vowel Words with
Consonant Blends,
Clusters, and/or
Consonant Digraphs
Dictation: Letters
Lesson 9 Review: Tricky Words Word Writing: Tricky
Small Group Reading Words (with Cues)
Response to Text
Lesson 10 Tricky Word: which Handwriting 'S' T 'U' 'V'
Uppercase Letters: 'S' T 'W'; Tricky Words: Letters
'U' 'V' 'W' and Words
Small Group Reading• Vocabulary: Pictorial
Representations

DRAFT VERSION

Lesson 11 Review: Uppercase Response to Text
Letters •
Tricky Word: once
Small Group Reading
Lesson 12 Uppercase Letters: 'X' 'Y' Handwriting 'X' 'Y' 'Z';
'Z' Tricky Words: Letters and
Partner Reading* Words
Words (with Cues)
Response to Text
Lesson 13 Tricky Words: said, says Word Writing: Tricky
Small Group Reading Words
Lesson 14 Small Group Reading * Review: Handwriting-
Capital Letters
Response to Text
Lesson 15 Reading: Wiggle Cards Word Writing: Tricky
Practice Reading Words (with Cues)
Sentences
Lesson 16 Tricky Words: are, were Response to Text
Partner Reading* Handwriting: One-
Words (with Cues)
Representations
Lesson 17 Tricky Words: here, there* Word Writing: Tricky
Whole Group Reading Words
Response to Text
Handwriting: One-
Words (with Cues)
Representations
Lesson 18 Review: Tricky Words Dictation: Phrases Word Writing: Tricky
Small Group Reading* Words (with Cues)
Handwriting : One-
Words (with Cues)
Representations
Lesson 19 Small Group Reading* Handwriting '?' '.' '!'
Reading Assessment Response to Text
Lesson 20 Small Group Reading Word Writing: Tricky
Reading Assessment Words (with Cues)
Sentence Writing (with
Cues)
DRAFT VERSION

Lesson 21 Small Group Reading* Review: Handwriting-
Reading Assessment Capital Letters
Response to Text
Lesson 22 Whole Group Reading* Response to Text
Reading Assessment Handwriting: One-
Words (with Cues)
Representations
Lesson 23 Partner Reading* Sentence Writing (with
Reading Assessment Cues)
Response to Text
Handwriting: One-
Words (with Cues)
Representations
Pausing Review: Tricky Words, Review: Spelling Dictation Response to Text
Point Uppercase Letters Review: Handwriting-
Partner Reading* Capital Letters, Tricky
Words
Word Writing : Tricky
Words (with Cues)

DRAFT VERSION
Scope and Sequence• SkillsStrand • Kindergarten
Unit 10 (29-32 days)

Lesson 1 Sound lee/ Spelled 'ee' Handwriting 'ee': Letters
Small Group Reading and Words
Handwriting: One-
Words
Representations
Lesson 2 Small Group Reading Word Writing : One
Syllable 'ee' Words (with
Cues)*
Response to Text
Lesson 3 Chaining: One-Syllable
Long Vowel Words
Tricky Words: he, she, we
Small Group Reading
Lesson 4 Small Group Reading Dictation: One-Syllable Response to Text
Short and Long Vowel
eve, CCVC, CVCC,
ewe, and ccvcc
Words
Lesson 5 Tricky Words: be, me Response to Text
Lesson 6 Reading : Wiggle Cards Dictation: Tricky Words Response to Text
Review: Tricky Words Word Writing : Tricky
Words, Long 'e' Words
Lesson 7 Sound /ae/ Spelled 'a_e' Handwriting 'a_e': Words
Small Group Reading* Writing the Spelling
Lesson 8 Tricky Words: they, their Large Card Chaining Response to Text
Lesson 9 Whole Group Reading* Response to Text
Word Writing: One-
Words (with Cues)
Representations
Lesson 10 Partner Reading* Dictation Identification: Word Writing: One-
One-Syllable Long and Syllable Long Vowel
Short Vowel Words Words (with Cues)
Response to Text

DRAFT VERSION

Lesson 11 Sound /ie/ Spelled 'i_e' Handwriting 'i_e': Words
Small Group Reading* Word Writing: One-
Syllable Long Vowel
Words (with Cues)
Representations
Lesson 12 Small Group Reading Word Writing: One-
Syllable Long Vowel
Words (with Cues)
Response to Text
Lesson 13 Tricky Word: my Chaining: One-Syllable Word Writing: One-
Small Group Reading Short and Long Vowel Syllable Long Vowel
Words with the Final -e Words (with Cues)*
Spelling Vocabulary: Pictorial
Representations
Lesson 14 Practice: Reading Words Response to Text
with the Final -e Spelling
Lesson 15 Tricky Word: by Response to Text
Reading: Wiggle Cards Word Writing: One-
Partner Reading Syllable Short Vowel
• Words (with Cues)
Representations
Lesson 16 Review: Tricky Words Dictation: Tricky Words Response to Text
* Word Writing: Tricky
Words
Lesson 17 Sound foe/ Spelled 'o_e' Handwriting 'o_e': Words
Small Group Reading* Word Writing: One-
Words
Representations
Lesson 18 Small Group Reading Word Writing : One-
Syllable Long Vowel
Words (with Cues)
Response to Text
Lesson 19 Review: Sound Spelling Response to Text
Partner Reading* Word Writing: One-
Syllable Short and Long
Vowel Words
Representations

DRAFT VERSION

Lesson 20 Small Group Reading Dictation Identification: Word Writing: One-
One-Syllable Long Vowel Syllable Long Vowel
Words Words (with Cues)
Representations
Lesson 21 Small Group Reading* Chaining: One-Syllable Response to Text
Long and Short Vowel
Words
Lesson 22 Sound /ue/ Spelled 'u_e' Handwriting 'u_e': Words
Small Group Reading * Word Writing: One-
Syllable Short and Long
Vowel Words (with Cues)
Representations
Lesson 23 Tricky Words: you, your Chaining : One-Syllable Response to Text
Small Group Reading Long Vowel Words with *
the Final -e Spelling
Lesson 24 Whole Group Reading * Chaining : One-Syllable Response to Text
Long Vowel Words with Word Writing : One-
the Final -e Spelling Syllable Short Vowel
Words (with Cues)
Lesson 25 Reading: Wiggle Cards Dictation: Tricky Words Response to Text
Words
Lesson 26 End-of-the-Year Response to Text
Assessment: Word Word Writing: One-
Reading Syllable Short and Long
Partner Reading* Vowel Words (with Cues)
Representations
Lesson 27 Whole Group Reading* End-of-the-Year Response to Text
End-of-the-Year Assessment: Sound Word Writing: One-
Assessment: Letter Writing Syllable Short and Long
Sounds Vowel Words (with Cues)
Lesson 28 End-of-the-Year Chaining: One-Syllable End-of-the-Year
Assessment: Uppercase Long Vowel Words with Assessment: Writing
Letter Names the Final -e Spelling Lowercase Letters
End-of-the-Year
Assessment: Letter
Sounds
Lesson 29 Small Group Reading* Chaining: One-Syllable Response to Text
End-of-the-Year Short and Long Vowel
Assessment: Letter Words
Sounds

DRAFT VERSION

Pausing Review: Digraphs, Sound Chaining: One-Syllable Word Writing: One-
Point Spelling, Tricky Words Long Vowel Words with Syllable Long Vowel
Reading: Wiggle Cards the Final -e Spelling Words (with Cues)
Partner Reading* Dictation: One-Syllable Response to Text
Short and Long Vowel Handwriting: Tricky
Words Words
*Add1t1onal practice offered with Take-Home Material. Occasionally, Take-Home Matenal consists of a review of pnor content not practiced
during the lesson it is correl ated with. In such cases, the marker (*) appears on a blank line. Further, in all cases of reading practice, the story is
© 201 3 Core Kn owl ed ge Foundation 22

DRAFT VERSION
· Core ~n~wle~ge. Langu~ge Arts®': ·. · :.' · .· .
_Scope and.$eque~~e ~.:Skills Stran{• Gr.ad_e 1 /, .
•..; > 1'1' ' -. ~ /I' :,~ :, "'~l•,:• ,, '• • >" < • ,l ' I < •
I,
t'
·• \ . :- • : :
•~:~t,, I
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-
'
The Skills strand of the Core Knowledge Language Arts program teaches students the decoding skills needed for
(future) independent reading. Each Skills lesson begins with a warm-up, reviewing previously taught content in
reading, writing, and/or grammar. All reading times-denoted below as demonstration stories or whole group, small
group, or partner reading-consist of a story preview, presentation, and discussion. For a unit-by-unit alignment of
Skills learning objectives to the Common Core State Standards, please visit
http://www. engagen y. org!resou rcelgrade -1-english-la nguage-arts.
Unit 1 (32-35 days)

Phonics & Readin Grammar Writin
Lesson 1 Sounds /p/, /k/, lg/, Inf, /al Handwriting 'a' 'A' 'p' 'P'
Spelled 'p'- 'P', 'c'- 'C', 'n' 'N ' 'c' 'C' 'g' 'G': Letters
g'-'G', 'n'- 'N', a'- 'A'
1 1
and Words
Short Vowel Words
Lesson 2 Sounds /i/, fol, It!, Id/ Handwriting 'i' 'I' 'o' 'O' 't'
Spelled 'i'-'I', 'o'- 'O', 'T' 'd' 'D': Letters
't'-'T', 'd'- 'D'* Word Writing: One-
Chaining: One-Syllable Syllable Short Vowel eve
Short Vowel Words Words (with Cues)
Lesson 3 Tricky Words: a, I Identifying Nouns Review: Handwriting-
Letters
Word Writing: One-
Syllable Short Vowel eve
Words (with Cues)
Lesson 4 Sounds /m/, /f/, /v/ Spelled Handwriting 'm' 'M' 'f 'F'
'm'-'M ', 'f-'F', v'- 'V'* 1
'v' 'V': Letters
Chaining : One-Syllable Phrase Writing: One-
Short Vowel Words Syllable Short Vowel
Words (with Cues)
Lesson 5 Sounds /s/, /z/, /h/ Spelled Large Card Chaining : Handwriting 's' 'S' 'z' 'Z'
's'-'S', 'z'- 'Z', 'h'- 'H' One-Syllable Short 'h' 'H': Letters and Words
Tricky Words: no, so, of Vowel Words
Practice Reading Phrases
Lesson 6 Word Recognition
Assessment
Partner Reading
Lesson 7 Reading Assessment Vocabulary: Pictorial
Independent Reading Representations
Lesson 10 Reading Assessment Word Writing : Using
Independent Reading Letters to Make Words
Lesson 11 Sister Sounds /s/ and /z/, Chaining: One-Syllable Review: Handwriting-
/fl and /vi* Short Vowel Words Letters and Words
Tricky Words: is, to
DRAFT VERSION
·~, I
. Core Knowledge Language Arts®
,. Scope and Sequence • Skills Strand • Grade 1

:"'\-,' ·- ._ ' : • ,', - j

Lesson 12 Sounds /b/, /1/, /r/ Spelled Chaining: One-Syllable Handwriting 'b' 'B' 'I' 'L' 'r'
1
'b'- 'B', 1'-'L', 'r'-'R' Short Vowel Words 'R': Letters and Words
Word Writing: One-
Syllable Short Vowel eve
and CVCC Words (with
Cues)
Lesson 13 Sounds /w/, /el, Jul Chaining: One-Syllable Handwriting 'w' 'W' 'e' 'E'
Spelled 'w'- 'W', 'e'- 'E', Short Vowel Words 'u' 'U': Letters
'u'-'U' Word Writing: Tricky
Tricky Words: a//, some* Words (with Cues)
Lesson 14 Tricky Words: from, word Identifying Nouns Review: Handwriting-
Reading Phrases Letters and Words
Lesson 15 Sounds /j/, /y/ Spelled 'j'- Chaining: One-Syllable Handwriting 'j' 'J' 'y' 'Y':
'J', 'y'-'Y' Short Vowel Words Letters and Words
Tricky Words: are, have,
were*
Reading Phrases
Lesson 16 Sounds /xi, /kl Spelled Chaining : One-Syllable Handwriting 'x' 'X' 'k' 'K':
'x'- 'X', 'k'- 'K' Short Vowel Words1 Letters and Words
Short Vowel Wordst
Tricky Words: one, once
Lesson 17 Sounds /ch/, /sh/ Spelled Identifying Nouns Handwriting 'ch' 'sh':
'ch', 'sh' Letters and Words
Short Vowel Words
Tricky Words: do, two*
Lesson 18 Sister Sounds /th/ and Handwriting 'th': Letters
/th/* and Words
Short Vowel Words
Practice Reading Phrases
and Sentences
Lesson 19 Tricky Words: the, who Response to Text:
Demonstration Story Sentences
Partner Reading
Reading Comprehension:
Multiple Choice
Lesson 20 Sounds Ing/, /qu/ Spelled Handwriting 'ng' 'qu':
'ng', 'qu'* Letters and Words
Tricky Words: said, says Response to Text:
Partner Reading
Reading Comprehension :
Multiple Choice

DRAFT VERSION
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Lesson 21 Review: Vowel Sounds Response to Text:
Partner Reading
Multiple Choice
Lesson 22 Review: Consonant and Identifying Nouns
Vowel Sounds
Lesson 23 Sounds /k/, /b/, /d/, /f/, lg/, Response to Text:
Ill, /ml, Isl Spelled 'ck', Sentences
'bb', 'dd', 'ff ', 'gg', 'II',
'mm', 'ss'
Multiple Choice
Lesson 24 Sounds /k/, /n/, /p/, /r/, /U, Word Writing: One
/z/ Spelled 'cc', 'nn ', 'pp', Syllable Short Vowel
'rr', tt', 'zz'
1
Sound /k/ Spelled 'c', 'ck', Spellings (with Cues)
'k', ee'
1
Lesson 25 Sister Sounds /s/ and /z/

Tricky Words: was, when,
why
*
Lesson 26 Demonstration Story Identifying Nouns* Response to Text:
Small Group Reading Sentences
Multiple Choice
Lesson 27 Tricky Words: where, Review: Question Mark
what, which
Lesson 28 Partner Reading Response to Text:
Review: Tricky Words Sentences
*
Lesson 29 Tricky Words: here, there Identifying Nouns Dictation: One-Syllable
Partner Reading Review: Question Mark Short Vowel Words
Lesson 30 Review: Letter Names Dictation: One-Syllable Response to Text:
Demonstration Story Short Vowel Words with Sentences
Double-Letter Spellings
Small Group Reading
Multiple Choice
Lesson 31 Review: Tricky Words Response to Text:

Partner Reading Sentences
DRAFT VERSION
, I ,
1. Core Knowledge Language Arts® . .. · · . t , · · ·.·. • ·. ·

:. Sc~pe and Sequence• Skill~ Str~nd • Grade.1 ·J·· _·
..• ~ • • l I ~ ' ~ _ • ' , 1 :· ._. • ~ ' :_..,. : ' L:"
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Partner Reading* Sentences
Multiple Choice
Pausing Review: Sound Spelling, Chaining Review: Handwriting-
Point Tricky Words, Alphabet Dictation Letters
Partner Reading* Word and Phrase Writing:
Practice Reading One-Syllable Short Vowel
Phrases* Words (with Cues)
Reading Comprehension: Response to Text:
Multiple Choice Sentences
during the lesson ii is correlated with . In such cases, the marker (' ) appears on a blank line. Further, in all cases of reading practice, the story is
1Chaining appears in both columns as both Chaining for Reading and Chaining for Spelling are practiced in this lesson.
© 20 13 Core Kn owledge Foundation 4
DRAFT VERSION
Scope and Sequence • Skills Strand • Grade 1
Unit 2 (19-22 days)

Lesson 1 Vowel Digraph 'ee'* Handwriting 'ee': Letters
Demonstration Story and Words
Reading Comprehension : Response to Text:
Multiple Choice Sentences
Lesson 2 Chaining : One-Syllable Identifying Proper Nouns Response to Text:
Long Vowel Words Sentences
Tricky Words: he, she, be,
me, we
Multiple Choice
Lesson 3 Vowel Digraph 'a_e' Dictation: One-Syllable Word Writing: One-
Small Group Reading* Words with Long Vowel Syllable Words with Long
Digraphs Vowel Digraphs
Lesson 4 Review: Vowel Digraphs Chaining: One-Syllable Response to Text:
Demonstration Story Long Vowel Words Sentences, Pictorial
Representation
Small Group Reading
Multiple Choice
Lesson 5 Tricky Words: they, their* Chaining: One-Syllable Response to Text:
Whole Group Reading Long Vowel Words Sentences
Small Group Reading
Multiple Choice
Lesson 6 Vowel Digraph 'i_e' Dictation : One-Syllable Word Writing : One-
Partner Reading Words with Long Vowel Syllable Words with Long
Response to Text:
Sentences
Multiple Choice
Lesson 8 Vowel Digraph 'o_e' Chaining: One-Syllable Word Writing: One-
Long Vowel Words Syllable Words with Long
Dictation : One-Syllable Vowel Digraphs
Words with Long Vowel Handwriting 'o_e': Words
Digraphs
Lesson 9 Small Group Reading Identifying Nouns Chaining: One-Syllable
Long Vowel Words
DRAFT VERSION
. , I I 1\
Core Knowledge Language Arts® 1 • • • •• • ' •

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. & Rea d'ma

Ph onics Grammar Spellina Writina
Lesson 10 Tricky Words: my, by Response to Text:
Multiple Choice
-
Lesson 11 Review: Tricky Words Identifying Nouns Chaining: One-Syllable Word Writing: One-
Partner Reading Long Vowel Words Syllable Words with Long
Vowel Digraphs
Multiple Choice Response to Text:
Sentences
*
-
Lesson 12 Vowel Digraph 'u_e' Dictation : One-Syllable Word Writing: One-
Demonstration Story* Words with Long Vowel Syllable Words with Long
Response to Text:
Sentences
--
Lesson 13 Partner Reading Dictation: One-Syllable Word Writing: One-

Reading Comprehension: Words with Long Vowel Syllable Words with Long
Multiple Choice Digraphs Vowel Digraphs
* Response to Text:
Sentences
Lesson 14 Tricky Words: you, your
Small Group Reading
Lesson 15 Review: Tricky Words Review: Identifying
Demonstration Story* Nouns
Review: Sound Spelling
Lesson 16 Small Group Reading Review: Identifying
Review: Sound Spelling , Nouns
Tricky Words
Partner Reading Review: Identifying Response to Text:
-
Lesson 17
Reading Comprehension: Nouns Sentence, Pictorial
Multiple Choice Representation
Review: Sound Spelling,
Tricky Words*
Lesson 18 Word Recognition
Assessment
Lesson 19 Small Group Reading Assessment: Identifying
Nouns
DRAFT VERSION

Pausing Review: Sound Spelling , Review: Identifying Chaining: One-Syllable Review: Handwriting-
Point Tricky Words* Nouns Words Words with Vowel
Partner Reading* Dictation Identification: Digraphs, Tricky Words
Reading Comprehension: One-Syllable Words with Word Writing : One-
Multiple Choice Long Vowel Digraphs Syllable Words with Long
Vowel Digraphs (with
Cues)
Response to Text:
Sentences, Pictorial
Representation
'Add1t1 onal practice offered with Take-Home Material. Occasionally, Ta ke-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker(') appears on a blank line. Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their ch ildren read aloud to them.
DRAFT VERSION
Core Knowledge Language Arts® · ] ·~ ·
Scope and Sequence • Skills Str~nd • G~ad~ 1, ;· · ·.· _. . · ·. ;·
Unit 3 (19-22 days)

Lesson 1 Sound loo/ Spelled 'oo' Spelling Words Handwriting 'oo': Letters
Whole Group Reading Introduction: same, and Words
green, stone, line, make, Response to Text:
hide, seed, they* Sentences (with Citation)
Multiple Choice (with
Citation)
Lesson 2 Tricky Word because Dictation: One-Syllable Planning a Fictional
* Words Narrative
Response to Text
Lesson 3 Review: Sound loo/ Drafting a Fictional
Partner Reading Narrative
Lesson 4 Small Group Reading Editing a Fictional
Reading Comprehension : Narrative
Multiple Choice (with Response to Text:
Citation) Sentences (with Citation)
Lesson 5 Review: Tricky Words Spelling Assessment Handwriting 'oo': Letters
Sound loo/ Spelled 'oo' and Words
*
Lesson 6 Small Group Reading Spelling Words Planning and Drafting a
Reading Comprehension : Introduction: frog, moth, Book Report
Multiple Choice (with quote, wood, took, Response to Text:
Citation) spoon, tooth, why* Sentences (with Citation)
Lesson 7 Tricky Spelling 'oo'* Editing a Book Report
Tricky Words: could, Word Writing: One-
should, would Syllable 'oo' Words (with
Cues)
Lesson 8 Small Group Reading Identifying Verbs Writing a Book Report
Word Writing: One-
Syllable Words (with
Cues)
Lesson 9 Sound /ou/ Spelled 'ou' Handwriting 'ou': Letters
Lesson 10 Tricky Word down Identifying Verbs Spelling Assessment Word Writing: One-
Chaining: One-Syllable Syllable Words (with
Words Cues)
Whole Group Reading* Vocabulary: Pictorial
Representations
Lesson 11 Chaining: One-Syllable Spelling Words Word Writing: One-
Words Introduction: brook, Syllable Words (with
Reading: Wiggle Cards stood, booth, room, Cues)
south, proud, shout,
Review: Tricky Words
down
Yes/No Questions
DRAFT VERSION
Scope and Sequence .~Skills Strand • Grad_e t . , :-,_. ,:_ -·_-; ..: , · : , ·

Lesson 12 Sound /oi/ Spelled 'oi '* Handwriting 'oi': Letters
Multiple Choice (with Sentences, Pictorial
Citation) Representation (with
Citation)
Lesson 13 Review: Sounds Identifying Past- and Chaining: One-Syllable
Small Group Reading Present-Tense Verbs Words
Lesson 14 Small Group Reading Chaining : One-Syllable Word Writing: One-
Words Syllable Words
Lesson 15 Sound /aw/ Spelled 'aw' Spelling Assessment Handwriting 'aw': Letters
Reading: Wiggle Cards and Sounds
Lesson 16 Review: Tricky Words* Identifying Present- and Response to Text:
Whole Group Reading Past-Tense Verbs Pictorial Representation
Citation)
Lesson 17 Small Group/Partner Chaining: One-Syllable Word Writing: One-
Reading* Words Syllable Words
Lesson 18 Review: Tricky Words Word Writing: One-
Chaining: One-Syllable Syllable Words
Words Response to Text:
Small Group Reading Sentences, Pictorial
Representation (with
Citation)
Citation)
Lesson 19 Word Recognition Story Comprehension
Assessment Assessment
Story Comprehension
Assessment
Pausing Review: Sound Spelling , Review: Identifying Chaining: One-Syllable Word Writing: One-
Point Tricky Words, Words with Verbs, Identifying Nouns Words Syllable Words, Tricky
Vowel Digraphs Dictation Identification: Words (with Cues)
Practice Reading Phrases One-Syllable Words, Review: Handwriting-
and Sentences Phrases, and Sentences Words with Double-Letter
Partner Reading Consonant Sounds
Multiple Choice (with Sentences, Pictorial
Citation) Representation (with
Citation)
DRAFT VERSION
Unit 4 (28-31 days)

Lesson 1 Sound /er/ Spelled 'er' Spelling Words
Introduction: Sunday,
Monday, Tuesday,
Wednesday, Thursday,
Friday, Saturday*
Lesson 2 Review: Sound /er/ Contractions Word Writing: One-

Speller 'er'* Syllable Words (with
Whole Group Reading Cues)
Lesson 3 Small Group Reading Contractions Handwriting 'er': Letters

Reading Comprehension: and Words
Multiple Choice (with Word Writing: One-
Citation) Syllable Words (with
Cues)
Response to Text:
Sentences
Lesson 4 Medial Sounds Handwriting 'ar': Letters
Sound far! Spelled 'ar'* and Words
Whole Group Reading
Lesson 5 Review: Medial Sounds Spelling Assessment Word Writing: One-
Small Group Reading* Dictation: One-Syllable Syllable Words with /er/
Words with /er/ and /ar/ and far/
Lesson 6 Reading : Wiggle Cards Contractions Spelling Words Word Writing: One-
Introduction: sharp, fern, Syllable Words (with
start, spoil, verb, shark, Cues)
crawl, because*
Lesson 7 Minimal Pairs * Two-Syllable Words Handwriting 'or': Letters
Reading: Wiggle Cards and Words
Sound /or/ Spelled 'or' *
Lesson 8 Two-Syllable Words Dictation: Tricky Words Word Writing: Tricky

Tricky Words: yesterday, Words
today, tomorrow
Lesson 9 Two-Syllable Words Identifying Nouns and Dictation: One-Syllable Word Writing: One-
Small Group Reading Verbs Words with Digraph Syllable Words with
Vowel Sounds or an r- Digraph Vowel Sounds or
Controlled Syllable an r-Controlled Syllable
Multiple Choice
Response to Text:
Sentences

DRAFT VERSION
Lesson 10 Chaining: Two-Syllable Spelling Assessment Response to Text:
Words Sentences
Multiple Choice
Lesson 11 Chaining with Two- Spelling Words Word Writing : Two-
Syllable Words Introduction: barking, Syllable Words (with
Reading: Wiggle Cards carpet, zipper, perfume, Cues)
border, morning, forest,
*
today*
Dictation Identification:
Two-Syllable Words
(with Cues)
Lesson 12 Reading : Wiggle Cards Verb Identification: Present Sentence Writing (with
Small Group Reading * and Past Tense Cues)
Reading Comprehension: Response to Text: Fill-in-
Multiple Choice (with the-Blank, Sentence
Citation)
Lesson 13 Small Group Reading Past, Present, and Future Word Writing: Two-
• Verb Tenses Syllable, Past-Tense
Verbs (with Cues)
Lesson 14 Clapping and Reading Word Writing: One- and
Two-Syllable Words Two-Syllable Words (with
Review: Vowel Sounds Cues)
Reading: Wiggle Cards Response to Text:
Sentences
Small Group Reading
Multiple Choice
Lesson 15 Partner Reading Spelling Assessment Response to Text:
Chaining: One-Syllable Sentences
Words
Lesson 16 Whole Group Reading Verb Identification Spelling Words Response to Text:
Introduction: sounded, Sentences
lifted, pointed, parked,
waved, grinned, tripped,
have*
Lesson 17 Small Group Reading Identifying Nouns and •
Verbs
Lesson 18 Chaining: Two-Syllable Using Adjectives Chaining: One-Syllable
Words with Endings - Wordst
ness and -/esst
Lesson 19 Partner Reading Past-Tense Verbs Word Writing: Two-

Syllable, Past-Tense
Verbs (with Cues)
Response to Text:
Sentences
DRAFT VERSION
· Core Knowledge Language Arts®
'. $co_
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Lesson 20 Review: Sounds /ar/ and Spelling Assessment Descriptive Writing :
/er/ Planning
Word Writing : Two-
Syllable Words (with
Cues)
Lesson 21 Small Group Reading Descriptive Writing:
Reading Comprehension: Drafting*
Citation) Sentences
Lesson 22 Past-Tense Marker - ed Descriptive Writing:
Planning and Research
Using Informational Text
Word Writing: Two-
Syllable, Past-Tense
Verbs
Lesson 23 Small Group Reading . Descriptive Writing:
Drafting
Lesson 24 Review: Word Reading Descriptive Writing :
Editing
Word Writing : Two-
Syllable, Compound
Words (with Cues)
Lesson 25 Small Group Reading Grammar Assessment Dictation Assessment Dictation Assessment
Descriptive Writing:
Review
Lesson 26 Reading Comprehension
Assessment
Word Reading in Isolation
Assessment
Assessment
Assessment
Assessment
Assessment
Pausing Review: Recognizing and Identifying Verbs and Dictation Identification: Review: Handwriting-
Point Isolating Sounds, Tricky Adjectives in One-Syllable Words Letters and Words
Words, Minimal Pairs Phrases/Sentences Chaining: One-Syllable Word Writing: One- and
Reading Phrases and Understanding Past, Words Two-Syllable Words (with
Sentences Present, and Future Tense Cues)
Reading Decodable Response to Text:
Stories* Sentences, Paragraph
during the lesson it is correlated with. In such cases, the marker (*) appears on a blank line. Further, in all cases of reading practice, the story is
t Chaining appears in both columns as both Chaining for Reading and Chaining for Spelling are practiced in this lesson.
© 20 13 Core Kn owledge Foundation 12

DRAFT VERSION
Core Knowledge Lang~age Arts®
Scope and Sequence • Skills

.
Strand • Grade 1
~ .{ '
· .
Unit 5 (22-25 days)*

Lesson 1 Spelling Alternatives 'p' Plural Nouns Spelling Words Word Writing: One-
and 'pp' for /p/ Root Words Introduction: horn, porch, Syllable Singular and
short, park, barns, herd, Plural Nouns (with Cues);
verb, said* Two-Syllable Words with
-ed and -ing Endings
Lesson 2 Tricky Word how Plural Nouns Word Writing: One-
Whole Group Reading Syllable Singular and
Plural Nouns (with Cues)
Lesson 3 Spelling Alternatives 'b' Statements and Word Writing: Two-
and 'bb' for /b/ Questions Syllable Words with -ed
and - ing Endings (with
Cues)
Handwriting '?''.': Marks
and Sentences
Lesson 4 Spelling Alternatives 'c' 'k' Response to Text:

'cc' 'ck' for /kl* Sentences (with Citation)
Citation)
Lesson 5 Spelling Alternatives 'c' 'k' Root Words Spelling Assessment Word Writing: Two-
'cc' 'ck' for /k/ Statements and Syllable Words with -ed
Questions and -ing Endings (with
Cues)
Sentence Writing:
Correcting Punctuation
and Capitalization
Lesson 6 Spelling Alternatives 'ch' Spelling Words Word Writing : One- and
and 'tch ' for /ch/ Introduction: chips, much, Two-Syllable Words (with
Small Group Reading catch, fetch, marsh, Cues)
shine, flash, how*
Lesson 7 Spelling Alternatives 'g' Statements and Sentence Writing:
and 'gg' for /g/ Questions Correcting Punctuation
Partner Reading and Capitalization
Reading Comprehension : Response to Image
Citation) Sentences, Pictorial
* Representation
Lesson 8 Spelling Alternatives 'j' Response to Text:
'g' 'ge' for /j/ Sentences, Pictorial
Partner Reading* Representation
Multiple Choice

DRAFT VERSION
~ Scope and Sequence • Skills Strand • Grade 1

!. . . \ . ,: ~ . . -

Lesson 9 Tricky Spelling 'g' for /g/ Review: Plural Nouns* Word Writing: One- and
and /j/ Two-Syllable Words with
Small Group Reading 'g' > lg/ or /j/ (with Cues)
Multiple Choice (with Sentences (with Citation)
Citation)
Lesson 10 Review: Sound Spelling Spelling Assessment Response to Text:
Small Group Reading Paragraph
Citation)
Lesson 11 Spelling Alternatives 't' 'tt' Statements, Questions, Spelling Words Word Writing: One- and
'ed' for /U and Exclamations Introduction: jumping, Two-Syllable Words with
jars, germ, gem, charged, 't', 'tt', or 'ed' > IU (with
fringe, magic, your* Cues)
*
Handwriting '!' '?' '.':
Marks and Sentences
Lesson 12 Review: Sister Sounds Word Writing: One- and
Spelling Alternatives 'd' Two-Syllable Words with
'dd' 'ed ' for /d/ 'd', 'dd', 'ed' > /di (with
Cues)
Tricky Word (stage)coach
Response to Text:
Small Group Reading
Sentences (with Citation)
Citation)
*
Lesson 13 Spelling Alternatives 'f' 'ff Statements, Questions, Word Writing: One- and
for /fl and Exclamations Two-Syllable Words (with
Small Group Reading Cues)
Handwriting '!' '?' '.':
Marks and Sentences
Response to Text: Fill-in-
the-Blank, Sentence,
Pictorial Representation
(with Citation)
Lesson 14 Spelling Alternatives 'v' Statements, Questions, Word Writing- One- and
've' for /v/ and Exclamations Two-Syllable Words (with
Tricky Word picture Cues)
Small Group Reading* Response to Text:
Sentence (with Citation)
Citation)
Lesson 15 Partner Reading Spelling Assessment Introduction to Opinion
Writing

DRAFT VERSION
~cope
.
and Sequence • Skills Strand • Grade 1 . ., ,

Lesson 16 Spelling Alternatives 'r' 'rr' Spelling Words Word Writing: One- and
'wr' for /r/ Introduction: trucker, Two-Syllable Words with
kitten, parked, duck, add, 'r', 'rr', 'wr' > /r/ (with
planned, offer, was* Cues)
Writing an Opinion
Paragraph (Whole
Group)
Lesson 17 Reading: Wiggle Cards Writing and Opinion
Small Group Reading Paragraph (Independent)
Citation) *
Lesson 18 * Sentence Building Editing an Opinion
Paragraph
Lesson 19 Spelling Alternatives 'I' 'II' Word Writing: One-
for mi Syllable Words with 'I', 'II'
Partner Reading > /1/ (with Cues)
Lesson 20 Reading : Wiggle Cards Review: Adjectives Spelling Assessment Response to Text:
Review: Tricky Words Sentences (with Citation)
Partner Reading*
Lesson 21 Review: Two-Syllable Word Writing: Two-
Words Syllable Words (with
Partner Reading Cues)
Citation)
*
Lesson 22 Word Recognition Grammar Assessment Response to Text
Assessment Response to Text:
Partner Reading Sentences (with Citation)
Citation)
Pausing Review: Sound Spelling, Review: Statements, Chaining: One- and Two- Review: Handwriting-
Point Tricky Words, Minimal Questions, and Syllable Words Letters and Words
Pairs, Sister Sounds, Exclamations; Building Dictation Identification: Word Writing: One- and
Tricky Spellings Sentences One- and Two-Syllable Two-Syllable Words (with
Partner Reading* Words Cues)
Reading Comprehension: Sentence Writing (with
Multiple Choice (with Cues)
Citation) Response to Text:
Sentences, Friendly
Letter (with Citation)
DRAFT VERSION

Lesson 1 Spelling Alternative 'c' for Spelling Words Introduction to Personal
Isl Introduction: swimming, Narratives
rotten, hidden, batter,
shredded, popping,
nodded, their*
Lesson 2 Tricky Spelling 'c' for Isl Planning a Personal
and /k/ Narrative (Whole Group)*
Word Writing: One- and
Two-Syllable Word with
'c' > /k/ or Isl (with Cues)
Lesson 3 Review: Tricky Spelling 'c' Writing a Personal
Narrative (Whole Group)
Lesson 4 Spelling Alternatives 'ce' Planning and Writing a
'se' for /s/ Personal Narrative
(Individual)
Word Writing: One-
Syllable Words with 'ce'
or 'se' > /s/ (with Cues)
Lesson 5 Spelling Assessment Editing and Publishing a
Personal Narrative
Lesson 6 Review: Tricky Spelling Spelling Words Response to Text:
'c', Spelling Alternatives Introduction : sun, kiss, Sentence (with Citation)
for /s/ cent, prince, jazz, pigs,
Whole Group Reading zip, here*
Reading Comprehension
(with Citation)
Lesson 7 Small Group Reading* Nouns and Pronouns Word Writing: Pronouns
Lesson 8 Review: Tricky Spelling Response to Text:
'g ', Spelling Alternatives Sentences (with Citation)
for /j/
Small Group Reading
Lesson 9 Small Group Reading Nouns and Pronouns Word Writing: Pronouns,
One-Syllable Words (with
Cues)*
Response to Text:
Lesson 10 Spelling Alternative 'kn ' Spelling Assessment Response to Text:
for In/ Sentences (with Citation)
Small Group Reading Word Writing: One- and
Two-Syllable Word with
's', 'ss', or 'c' > /s/ (with
Cues)*

DRAFT VERSION
Lesson 11 Review: Spelling Spelling Words Word Writing: One- or
Alternatives for /s/ and In/ Introduction: maps, mice, Two-Syllable Words with
Small Group Reading hammer, trimmed, 'n' 'nn' or 'kn' > /n/ (with
' '
skipped, scrub, space, Cues), One-Syllable
could* Words with -ed and -ing
Endings
Response to Text:
Small Group Reading Sentences (with Citation)
Lesson 13 Small Group Reading* Nouns and Pronouns Word Writing : Pronouns
Response to Text:
Lesson 14 Small Group Reading Building Sentences with Response to Text:
Adjectives and Sentences (with Citation)
Prepositions
Lesson 15 Partner Reading Review: Plural Nouns Spelling Assessment Word Writing: One-
Syllable Plural Nouns
(with Cues)
Response to Text:
Lesson 16 Spelling Alternative 'wh' Spelling Words Response to Text:
for /w/ Introduction: knit, kneel, Sentences (with Citation)
Small Group Reading nose, center, nugget,
running, winner, which*
Lesson 17 Partner Reading Dictation: Consonant Response to Text:
Sounds Sentences (with Citation)
Lesson 18 Spelling Alternative 'n' for
/ng/
Lesson 19 Tricky Spelling 'n' for /n/ Word Writing: One-
and /ng/ Syllable Words with 'n' >
Small Group Reading /n/ or /ng/ (with Cues)
Response to Text:
Lesson 20 Partner Reading Review: Pronouns Spelling Assessment Response to Text:
Lesson 21 Review: Root Words and Word Writing: Two-
Endings Syllable Words with -ed
Small Group Reading* or -ing Endings
Response to Text:
Lesson 22 Small Group Reading Dictation: Words with Response to Text:
Vowel Digraphs Sentences (with Citation)

DRAFT VERSION
_': Sc~pe and Sequ~rice • Skms St~and ~ Grad~·1 I · ..

Lesson 23 Tricky Word cow Word Writing: One- and
Small Group Reading Two- Syllable Words
(with Cues)
Response to Text:
Lesson 24 Word Recognition Response to Text:
Assessment Sentences (with Citation)
Wiggle Cards
Small Group Reading
Lesson 25 Story Comprehension Response to Text:
Assessment Sentences (with Citation)
Wiggle Cards
Pausing Review: Sound Spelling, Review: Building Dictation Identification: Word Writing: One- and
Point Tricky Words Sentences with Adjectives One- and Two-Syllable Two-Syllable Words (with
Partner Reading* and Prepositions, Words Cues)
Pronouns Planning and Drafting
Descriptions
Response to Text:
one previously read which parents are encouraged to have their child ren read aloud to them.

DRAFT VERSION
,Scope and Sequence• SkillsStrand • Grade 1
Unit 7 (20-23 days)

Lesson 1 Spelling Alternatives for Spelling Words Word Writing: One-
Jae/ Introduction: fade, Syllable Words with 'ai'
Reading: Wiggle Cards knocked, knitting, pitch, and 'ay' > /ae/ (with
wrapper, hands, drinking, Cues)
by*
Lesson 2 Chaining : One-Syllable Word Writing: One-
Words Syllable Words with 'ai'
Whole Group Reading and 'ay' > /ae/ (with
Cues)*
Lesson 3 Small Group Reading Review: Plural Nouns Response to Text:
Lesson 4 Small Group Reading Noun-Verb Agreement Word Writing: Nouns and
Reading Comprehension: Verbs, One- and Two-
Multiple Choice (with Syllable Words (with
Citation) Cues)
Response to Text:
Paragraph
Lesson 5 Reading Comprehension: Spelling Assessment
Multiple Choice
Lesson 6 Small Group Reading Noun-Verb Agreement Spelling Words Word Writing: Nouns and
Reading Comprehension : Introduction: rain, hair, Verbs (with Cues)
Multiple Choice (with explain, stay, stray, Response to Text:
Citation) display, escape, your* Sentences (with Citation)
Lesson 7 Partner Reading Commas in a Series Response to Text:
Sentences (with Citation),
Friendly Letter
Lesson 8 Small Group Reading* Review: Root Words and Word Writing : Two-
Reading Comprehension : Endings Syllable Words with -ed
Multiple Choice (with and -ing Endings
Citation) Sentence Writing
Response to Text:
Sentence (with Citation)
Lesson 9 Partner Reading Review: Punctuation * Response to Text:
Lesson 10 Small Group Reading Review: Punctuation Spelling Assessment
Lesson 11 Spelling Alternatives for Spelling Words Response to Text:
Joel Introduction: classmate, Sentences (with Citation)
Small Group Reading airplane, gain,
brainstorm, railway, layer,
playground, who*
Lesson 12 Small Group Reading Building Sentences with Word Writing : One-
Conjunctions Syllable Words with 'oa' >
Joel or 'ai', 'ay' > Jae/
(with Cues)
Response to Text:
DRAFT VERSION

Lesson 13 Whole Group Reading Response to Text:
Sentences (with Citation),
Instructional Writing:
Introduction
Lesson 14 Small Group Reading* Instructional Writing :
Sequencing Steps
Lesson 15 Small Group Reading Spelling Assessment Response to Text:
Reading Comprehension: Sentences (with Citation)
Multiple Choice (with Instructional Writing:
Citation) Giving Good Oral
Instructions
Lesson 16 Partner Reading Response to Text:
Reading Comprehension : Sentences (with Citation)
Multiple Choice (with Instructional Writing :
Citation) Planning and Drafting
Lesson 17 Small Group Reading Instructional Writing:
Editing and Publishing
Lesson 18 Small Group Reading * Noun-Verb Agreement Response to Text:
Commas in a Series Sentences (with Citation)
Lesson 19 Silent Reading Response to Text:
Comprehension Sentences (with Citation)
Assessment
Small Group Reading
Lesson 20 Fluency Assessment Response to Text:
Reading: Wiggle Cards Sentences (with Citation)
Small Group Reading
Lesson 21 Word Reading in Isolation Word Writing: One- and
Assessment Two-Syllable Words (with
Reading: Wiggle Cards Cues)
Pausing Review: Spelling Review: Quotation Marks, Chaining : One-Syllable Word Writing: One- and
Point Alternatives Commas Words Two-Syllable Words (with
Reading: Wiggle Cards Dictation Identification: Cues)
Reading Comprehension: Sounds, Words, Phrases,
Multiple Choice and Sentences
during the lesson it is correlated with . In such cases, the marker (*) appears on a blank line. Further, in all cases of reading practice, the story is

DRAFT VERSION
The Skills strand of the Core Knowledge Language Arts program teaches students the decoding skills needed for
(future) independent reading. Each Skills lesson begins with a warm-up, reviewing previously taught content in
reading, writing, and/or grammar. All reading times-denoted below as demonstration stories or whole group, small
group, or partner reading-consist of a story preview, presentation, and discussion. For a unit-by-unit alignment of
Skills learning objectives to the Common Core State Standards, please visit
http:llwww.engagenv.org!resource/grade-2-english-/anguage-arts.
Unit 1 (22-25 days)

Phonics & Readin Grammar Spelling Writin
Basic Code Spellings for Dictation: One-Syllable Word Writing: One-
Lesson 1 /al, Iii, Ip/, /b/, /U, Id/ Short Vowel Words Syllable Short Vowel
Short Vowel Words
Whole Group Reading
Multiple Choice
Lesson 2 lo/, le/, /u/, /k/, lg/ Short Vowel Words Syllable Short Vowel
Short Vowel Words
Whole Group Reading *
Multiple Choice
Lesson 3 /k/, /j/, /v/, If/, /h/, nl Short Vowel Words Syllable Short Vowel
Short Vowel Words
Multiple Choice
Basic Code Spellings for Dictation : One-Syllable Word Writing: One-
Lesson 4 /th/, /th/, /n/, Ing/, /sh/, /ch/ Short Vowel Words Syllable Short Vowel
Short Vowel Words
Multiple Choice
Lesson 5 Isl, lzl, Im/, lwl, Ir/, /y/, Ix/, Short Vowel Words Syllable Short Vowel
/qu/ Words
Short Vowel Words
Multiple Choice
© 20 13 Core Knowledge Foundation
DRAFT VERSION

Story Reading Word Writing: Creating
Lesson 6 Assessment Compound Words
Story Reading Multi-Sentence
Lesson 7 Assessment Description
Word Reading Pictorial Representation
Assessment
Story Reading
Lesson 8 Assessment
Word Reading
Assessment
Story Reading Pictorial Representation
Lesson 9 Assessment Word Writing: Creating
Word Reading Compound Words
Assessment
Word Reading Pictorial Representation
Lesson 10 Assessment Multi-Sentence
Description
Tricky Words: the, he, she, Spelling Words
Lesson 11 we, be, me Introduction: bandit,
Double Letter Spellings shelf, sprang, munch,
'bb', 'cc', 'ck', 'dd', 'ff ', 'gg', picnic, think, wish, drift,
'II' box, she*
Partner Reading
Tricky Words: was, of, a*
Lesson 12
Double Letter Spellings
'mm', 'nn', 'pp', ·rr', 'ss', 'tt',
'zi ;
Whole Group Reading
Order of Events
Two-Syllable Words Word Writing: Two-
Lesson 13 Syllable Words with -ing
Endings
Multiple Choice Response to Text:
Sentence
Tricky Words: do, down, Word Writing : One- and
Lesson 14 how, to Two-Syllable Words with
Tricky Spelling 'g' 'g' > lgl or ljl
Small Group Reading
Tricky Spelling 'c' Spelling Assessment Word Writing: One- and
Lesson 15 Two-Syllable Words with
Small Group Reading
'c' > lk/ or Isl
DRAFT VERSION

Spelling Alternatives 'qu', Spelling Words Word Writing : One-
Lesson 16 'wh', 'wr', 'kn' Introduction: snacking, Syllable Words (with
Whole Group Reading mixing, smelling, running, Cues)
kissing, buzzing, hitting,
until, problem, how*
Spelling Alternatives 'ge',
Lesson 17 've'
Tricky Words: what,
where, why, from*
Tricky Words: once, one
Lesson 18
Spelling Alternatives 'se',
'ce', 'tch'
Small Group Reading Past Tense -ed Word Writing: Two-
Lesson 19 Syllable Words with -ed
Multiple Choice Endings
Response to Text:
Sentences
Tricky Spelling 's' Spelling Assessment Word Writing: One- and
Lesson 20 Two-Syllable Words with
's' > /s/ or /z/
Tricky Spelling 'n' Spelling Words Response to Text:
Lesson 21 Introduction: sand, sang, Sentences
Tricky Words: could,
would, should sank, hunt, hung, hunk,
thin, thing, think, should*
Partner Reading*
Multiple Choice
Tricky Words: there, said, Skills Assessment Spelling Assessment
Lesson 22 says, word Dictation Identification
Reading : Wiggle Cards Assessment
Reading: Wiggle Cards Review: Capitalization, Word Writing: One- and
Pausing Punctuation, Two-Syllable Words (with
Point Cues)
Short Vowel Words Past Tense -ed
Review: Sound Spelling,
Digraphs, Spelling
Alternatives, Tricky Words,
Tricky Spellings
during the lesson it is correlated with . In such cases, the marker(*) appears on a blank line. Further. in all cases of reading practice, the story is
one previously read wh ich parents are encouraged to have their children read aloud to them.
DRAFT VERSION
Unit 2 (16-19 days)

Review: Basic Code Spelling Words Response to Text:
Lesson 1 Spellings for /ae/ and /ie/ Introduction: yelled, Sentences (with Citation)
Chaining: One-Syllable yanked, slumped, *
Words with Magic 'e' limped, plopped, smiled,
Ending shrugged, liked, patted,
you*
Tricky Words: I, you, your,
street
Whole Group Reading
Citation)
Review: Basic Code
Lesson 2 Spellings for /oe/ and /ue/*
Words with Magic 'e'
Ending
Reading Two-Syllable
Words
Tricky Words: my, by,
have
Partner Reading
Basic Code Spellings /eel Response to Text: Multi-
Lesson 3 Sentence Description
Words with Magic 'e'
Close Reading*
Tricky Words: a//, who Quotation Marks Handwriti ng: Quotations
Lesson 4
Small Group Reading Response to Text:
Reading Comprehension : Sentences (with
Multiple Choice (with Citation)*
Citation)
Review: Tricky Spelling Spelling Assessment
Lesson 5 'oo'
Tricky Words: no, go, so
Small Group Reading
Tricky Words: are, were, Spelling Words Planning a Fictional
Lesson 6 some Introduction: smiling, Narrative
racing, hoping, baking,
inviting, confusing,
tasting, competing,
hopping, were*
Basic Code 'ou' and 'ow' Drafting a Fictional
Lesson 7 for foul Narrative (Whole Group)
Basic Code 'oi' and 'oy' for Chaining : One-Syllable Editing a Fictional
Lesson 8 toy/ Words Narrative (Whole Group)
*

DRAFT VERSION

Close Reading Quotation Marks Handwriting: Quotations
Lesson 9
Reading Comprehension : Word Writing: One-
Multiple Choice Syllable Words (with
Cues)
Response to Text: Multi-
Sentence Description
(with Citation)
Tricky Words: they, their+ Spelling Assessment Word and Sentence
Lesson 10 Writing: Two-Syllable
Review: Basic Code
Spellings for /er/ Words with /er/ Endings
(with Cues)
Partner Reading
Response to Text:
Read ing Comprehension :
Citation)
Review: Basic Code Quotation Marks Spelling Words Word Writing: One- and
Lesson 11 Spellings for /or/ and /ar/ Introduction: it's, that's, Two-Syllable Words (with
she's, isn't, aren 't, Cues)
wasn't, I'll, you 'll, she'll, Handwriting: Quotations
their* •
Close Reading* Planning and Drafting a
Lesson 12 Narrative Book Report
Response to Text: Multi-
Partner Reading* Antonyms Editing a Narrative Book
Lesson 13 Report
Multiple Choice, Response to Text:
Sequencing Sentence
Antonyms Editing and Writing a
Lesson 14 Final Narrative Book
Report
Whole Group Reading Spelling Assessment Response to Text: Fill-in-
Lesson 15 the-Blank, Multi-
Sentence Description,
Reading Comprehension Dictation Identification
Lesson 16 Assessment Assessment
Words Correct Per Minute
Assessment
DRAFT VERSION

Review: Sound Spelling, Review: Quotation Marks Chaining: One-Syllable Review: Fictional
Pausing Tricky Words, Tricky Words Narrative Writing,
Point Spelling Narrative Book Report
Dictation Identification:
Reading: Wiggle Cards, One-Syllable Words Writing
Two-Syllable Words Word Writing: One- and
Reading Comprehension: Two-Syllable Words (with
Yes/No Questions, Cues)
Multiple Choice Sentence Writing
Independent Reading Response to Text:
Pictorial Representation,
Multi-Sentence
Description, Sentences
'Add1tmnal practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced

DRAFT VERSION
Unit 3 (25-28 days)

Lesson 1 Spelling Alternatives for Spelling Words *
/ae/ Introduction: sister, letter,
Review: Tricky Words expert, born, sports,
short, mark, started,
backyard, some*
Lesson 2 Spelling Alternatives for Word Writing : One- and

/ae/: 'a_e', 'ai', 'ay'* Two-Syllable Words with
Partner Reading 'ai ', 'ay', or 'a_e' > /ae/
Multiple Choice* Sentences (with Citation)
Lesson 3 Spelling Alternatives for Chaining Word Writing: One- and
/ae/: 'a' Two-Syllable Words with
Tricky Spelling 'a' /ae/ Sound Spelling (with
Cues)
Partner Reading*
Response to Text:
Fill-in-the-Blank
Lesson 4 Review: Spelling Response to Text: Venn
Alternatives Diagram
Tricky Spelling 'a'
Close Reading
Fill-in-the-Blank
Lesson 5 Review: Spelling Spelling Assessment Word and Sentence
Alternatives Writing: One- and Two-
Syllable Words with
'a_e', 'a', 'ai', or 'ay' >
/ae/
Lesson 6 Spelling Alternatives for Spelling Words
Joel Introduction: page, germ,
Whole Group Reading* digit, gray, space, face,
cell, center, carpet, are*
Yes/No Questions*
Lesson 7 Spelling Alternatives for Common Nouns Word and Sentence
/oe/: 'oa', 'oe'* Writing: One- and Two-
Chaining: One-Syllable Syllable Words with 'oa',
Words 'oe', or 'o_e' > foe/,
Nouns
Lesson 8 Spelling Alternatives for Word Writing : One- and
foe/: 'o' Two-Syllable Words with
1
'0 'oa 'oe', 'o_e'
1
Tricky Spelling 'o' , ,
Close Reading Response to Text: Venn

Diagram*
DRAFT VERSION

Lesson 9 Review: Spelling Word Writing: Building
Alternatives Two-Syllable Words (with
Tricky Spelling 'o' Cues)
Small Group Reading
Fill-in-the-Blank
Lesson 10 Review: Spelling Spelling Assessment Word Writing: One- and
Alternatives Two-Syllable Words with
Small Group Reading /oe/ Sound Spelling (with
Cues)
Fill-in-the-Blank
Lesson 11 Spelling Alternatives for Spelling Words Writing the Spelling
/ie/ Introduction: knotted, Word Writing: One- and
Close Reading knitting, knocked, Two-Syllable Words (with
wringing, wronged, Cues)
whipped, whined,
Fill-in-the-Blank,
quitting, quacked, air
Sequencing Events
Lesson 12 Spelling Alternatives for Common and Proper Sentence Writing:
/i e/: 'ie', 'i' Nouns Common and Proper
Nouns
Lesson 13 Tricky Spelling 'i' Word Writing: One- and
Review: Spelling Two-Syllable Words with
Alternatives /ie/ Sound Spelling (with
Cues)
*
Fill-in-the-Blank*
Lesson 14 Partner Reading Capitalization Word and Sentence
Common and Proper Writing: Correcting
Nouns Grammar (with Cues)*
Lesson 15 Dictation Decoding Plural Nouns Spelling Assessment Word Writing: Plural
Assessment Nouns
Lesson 16 Spelling Alternatives for Spelling Words Word Writing: One- and
/ue/ Introduction: under, Two-Syllable Words (with
Partner Read ing noise, open, brave, cute, Cues)
over, silence, close,
scared, ugly, minus, last,
Fill-in-the-Blank
foe, robber, road,
subtract, final, rival,
bandit, street*
Lesson 17 Spelling Alternatives for Plural Nouns Word Writing: One-,
/ue/: 'u', 'u_e', 'ue' Two-, and Three-Syllable
Reading Comprehension: Words (with Cues),
Fill in the Blank Plural Nouns
© 2013 Core Knowl edge Foundatio n 8

DRAFT VERSION

Lesson 18 Review: Spelling Word and Sentence
Alternatives Writing: One-, Two-, and
Close Reading Three- Syllable Words
with /ue/ Sound Spelling
(with Cues)
Fill in the Blank
Response to Tex:
Adjectives
Lesson 19 Spelling Alternatives for Response to Text:

/aw/: 'aw', 'au' Sentence (with Citation)
Partner Reading
Citation)
Lesson 20 Spelling Alternatives for Spelling Assessment Response to Text:
/aw/: 'augh ' Adjectives
Close Reading
Lesson 21 Review: Spelling Planning a Personal
Alternatives for /aw/ Narrative (Whole
Reading Comprehension: Group)*
Yes/No Questions* *
Lesson 22 Action Verbs Planning and Drafting a
Personal Narrative
(Whole Group)*
Lesson 23 Action Verbs Planning and Drafting a
Personal Narrative
(Independent)
Sentence Writing*
Lesson 24 Edit and Rewrite a
Personal Narrative
(Independent)
*
Lesson 25 Reading Comprehension Grammar Assessment Dictation Identification
Assessment Assessment
Pausing Review: Spelling Review: Nouns, Verbs, Chaining : One- and Two- Sentence Writing (with
Point Alternatives, Tricky Words Synonyms and Syllable Words Cues)
Chaining: One- and Two- Antonyms Dictation: Long Vowel Word Writing: One-,
Syllable Words Words Two-, and Three-
Reading Comprehension: Syllable Words (with
Fill in the Blank, Yes/No Cues)
Questions, Multiple Choice Response to Text:
Pictorial Representation,
Sentences
Narrative Writing
DRAFT VERSION

DRAFT VERSION
Unit 4 (25-28 days)

Spelling Alternatives for Spelling Words
Lesson 1 /er/: 'er', 'ur', 'ir' Introduction: hawk, yarn,
Reading Comprehension: crawl, vault, haunted,
Yes/No Questions causes, oil, spoiled, coin,
cowboy, enjoy, destroy,
Review: Tricky Words
moon, spool, cartoon*
Spelling Alternatives for
Lesson 2 /er/: 'er', 'ur', 'ir'*
Yes/No Questions
Whole Group Reading
Spelling Alternative for /ii: Word Writing: One-,
Lesson 3 'y' Two-, and Three-Syllable
Reading Comprehension: Words (with Cues)
Yes/No Questions Fill in
the Blank*
Partner Reading*
Spelling Alternatives for Word Writing: One- and
Lesson 4 /ie/: 'i' in One-Syllable Two-Syllable Words (with
Words Cues)
Reading Comprehension: Response to Text: Multi-
Fill in the Blank Sentence Description
Close Reading
Spelling Alternative for /ie/: Synonyms and Spelling Assessment Word Writing: Synonyms
Lesson 5 'igh' Antonyms and Antonyms (with
Multiple Choice Sentence
Spelling Alternative for /ie/: Spelling Words Word Writing: Plural
Lesson 6 'y' Introduction: car, bar, Words
Reading : Wiggle Cards store, chore, nerve,
serve, stir, shirt, girl, bird,
Changing 'y' to 'i' and
fur, hurt, turn, purse, air
Adding -es
Partner Reading
Whole Group Reading Singular and Plural Word Writing : Plural
Lesson 7 Nouns Words
Response to Text:
Sentences
Tricky Spelling 'o' Action Verbs Word Writing : One-
Lesson 8 Syllable Words
Spelling Alternative for
Joel: 'o' in One-Syllable Response to Text:
Words Summary Paragraph *
Fill in the Blank
Close Reading*

DRAFT VERSION

Spelling Alternative for Nouns and Action Verbs Word Writing: One-
Lesson 9 foe/: 'ow' Syllable Words with 'ow'
Tricky Spelling 'ow' > /oe/ or /owl
Whole Group Reading
Partner Reading Regular and Irregular Spelling Assessment Word and Sentence
Lesson 10 Singular and Plural Writing: Plural Nouns
Nouns Response to Text:
Sentences
Tricky Spelling 'e' Spelling Words
Lesson 11 Introduction: below,
/ee/: 'e' yellow, elbow, rainbow,
snow, sorrow, arrow,
Whole Group Reading
plow, flowers, growling,
• powder, shower, meow,
chow, your*
• Proper Nouns Word and Sentence
Lesson 12 Writing: Proper Nouns
Introduction to a
Persuasive Writing
• Proper Nouns Word and Sentence
Lesson 13 Writing: Proper Nouns
Planning and Drafting a
Persuasive Letter
•
Introduction of to be as a Word and Sentence
Lesson 14 Verb Writing : Verb 'to be'
Writing the Spelling
Persuasive Letter
Close Reading Spelling Assessment Response to Text: Multi-
Persuasive Letter
Partner Reading Spelling Words Word Writing: One-,
Lesson 16 Introduction: eve, Two-, Three-Syllable
Fill in the Blank complete, creek, week, Words with /ie/ Sound
meeting, she, we, fever, Spelling
zero, pretend, squeak, Editing a Persuasive
meal, wheat, seal, Letter
people*
Tricky Spelling 'y' Word Writing: One- and
Lesson 17 Two-Syllable Words (with
/ee/: 'y', 'ey' Cues)*
Reading Comprehension: Response to Text: List
Fill in the Blank*
Close Reading

DRAFT VERSION
Phonics & Reading Grammar Spelli ng Writing

Tricky Spelling 'y' Word Writing: One-,
Lesson 18 Two-, and Th ree-Syl lable
Changing 'y' to 'i' and
Adding - es Words with 'y' (with
Cues}, Nouns and Verbs
Small Group Read ing
*
Partner Reading *
Small Group Reading Present and Past Tense: Word and Sentence
Lesson 19 to be Writing: to be
Partner Reading
Grammar Review Spelling Assessment Editing a Persuasive
-
Lesson 20 Letter
Spelling Alternative for Word Writing: One-,
Lesson 21 /aw/: 'a' + 'I' Two-, and Three-Syllable
Reading Comprehension: Words (with Cues)*
Fill in the Blank*
Whole Group Reading
Reading Comprehension Grammar Assessment Response to Text
Lesson 22 Assessment
Reading : Wiggle Cards
Oral Reading Fluency
Word Identification and
Decoding Skills
Assessment
Review: Sound Spelling , Review of Synonyms and Dictation: High- Word Writing: One-,
Pausing Tricky Spelling Antonyms Frequ ency Words Two-, and Three-Syllable
Point Words (with Cues)
Independent Reading Review of Singular,
Reading Comprehension: Plural, Proper Nouns Response to Text:
Fill in the Blank, Yes/No Review of Action Ve rbs Sentences
Questions
during the lesson it is correlated with. In such cases, the marker (' ) appears on a blank line. Further, in all cases of read ing practice, the story is
DRAFT VERSION

Phonics & Readin Grammar Spellin Writin
Spelling Alternatives for Introducing Adjectives Spelling Words
Lesson 1 Jul: 'o', 'ou', 'o_e' Introduction: quickly,
slowly, daddy, neatly,
funny, happy, ugly, angry,
pretty, jelly, empty,
grumpy, chilly, mommy,
alphabet*
Spelling Alternative for Word Writing: One- and
Lesson 2 /u/: 'o' Two-Syllable Words with
Reading Comprehension: 'u' or 'o' > Jul
Fill in the Blank *
Spelling Alternative for Word and Sentence
Lesson 3 lul: 'o_e', 'ou' Writing: Words with Jul
Partner Reading* Sound Spelling
*
Close Reading Adjectives Response to Text:
Lesson 4 Defining well
Review: Spelling Spelling Assessment Word Writing: Words with
Lesson 5 Alternatives for Jul /u/ Sound Spelling (with
Reading Comprehension: Response to Text: Multi-
Fill in the Blank, Multiple Sentence Description
Choice
Review: Spelling Subject and Predicate Spelling Words Response to Text: Parts
Lesson 6 Alternatives for /u/ Introduction: knight, light, of Speech (with
* nearby, might, bright, Citation), Sentence or
trying, high, crying, sky, Story
right, pry, drying,
frightened, why,
kingdom*
Spelling Alternatives for Response to Text: List,
Lesson 7 Schwa /a/: 'a', 'e' Sentences
Close Reading *
Spelling Alternatives for Dictation: One-, Two-, Word Writing: One-,
Lesson 8 /al: 'a', 'e' and Three-Syllable Two-, and Three-Syllable
Whole Group Reading* Words with /a/ or /u/ Words with /a/ or /u/
Response to Text:
Sentences, Parts of
Speech
Spelling Alternatives for Compound Subjects and Response to Text:
Lesson 9 /al: 'a', 'e' Predicates Summary
Small Group Partner Writing the Spelling
Reading
Matching

DRAFT VERSION

Review: Parts of Speech Spelling Assessment Sentence Writing
Lesson 10
Subject and Predicate
Spelling Alternatives for Spelling Words Word Writing: Words with
Lesson 11 /al+ M 'al', 'ii', 'ul' Introduction: field, the 'ul, 'al', or 'ii' Ending
Small Group Partner achieve, niece, piece, Response to Text:
Reading* relief, cookies, shield, Sentences
grief, ladies, thief, yield,
*
babies, kitties, movie,
water*
Review: Spelling Review Word Writing: One-,
Lesson 12 Alternatives for /al + /1/: Two-, and Three-Syllable
'al', 'ii ', 'ul' Words (with Cues)
Reading Comprehension: Sentence and Word
Fill in the Blank Writing: Correcting
Grammar
Lesson 13 la/ + /1/: 'el', 'I'*
Review: Syllable
Chunking
Whole Group Reading
Review: Spelling Review Word Writing: One-,
Lesson 14 Alternatives for /al + /1/: Two-, and Three-Syllable
'el ', 'I Words (with Cues)
Reading Comprehension: Response to Text: Parts
Fill in the Blank of Speech, Sentence or
Close Reading Story
Spelling Alternatives for Spelling Assessment Word Writing: Two- and
Lesson 15 /sh/ /a/ /n/: 'lion' Three-Syllable Words
Reading Comprehension: (with Cues)
Fill in the Blank Response to Text: List,
Whole Group Reading Sentences, Pictorial
Representation
Review: Spelling Spelling Words Word Writing: Two- and
Lesson 16 Alternatives for /sh/ /a/ Introduction: yelled, Three- Syllable Words
/n/: 'lion' symbol, yawn, yarn, (with Cues)
Reading Comprehension: system, sticky, yellow,
Fill in the Blank, cry, lying, yes, frying,
Sequencing Events energy, myth, satisfy,
edge*
Close Reading
Changing Action Verb Word Writing: Past

Lesson 17 Tense Tense Verbs
Writing a Different
Ending

DRAFT VERSION
'

Partner Reading* Writing a Different
Lesson 18 Ending
Matching Response to Text:
Sentence
Changing Action Verb Sentence Writing: Future
Lesson 19 Tense Tense Verbs
Writing and Editing a
New Ending
Partner Reading Spelling Assessment Word Writing:
Lesson 20 Alphabetizing
Response to Text:
Sentences, Parts of
Speech
Tricky Spelling 'a'* Spelling Words Word Writing: Words with
Lesson 21 Introduction: turtle, label, the Tricky Spelling 'a'
Partner Reading
education, bundle, angel, Response to Text:
inspection, pickle, gravel, Sentences, Pictorial
motion, shuffle, jewel, Representation
question, cattle, fiction,
schwa*
Tricky Spelling 'e'* Response to Text:
Lesson 22 Sentences, Parts of
Multiple Choice Speech
Partner Reading Word Writing : Words with
the Tricky Spelling 'e'
Tricky Spelling 'o'* Word Writing: Words with
Lesson 23 the Tricky Spelling 'o'
Close Reading
Response to Text: List,
Sentences
Tricky Spelling 'o_e' Word Writing : Words with
Lesson 24 the Tricky Spelling 'o_e'*
Partner Reading
Matching Summary
Tricky Spelling 'ou' Spelling Assessment Word Writing: Words with
Lesson 25 the Tricky Spelling 'ou'
Whole Group Reading
Multiple Choice, Sentences
Sequencing Events
Reading Assessment Grammar Assessment
Lesson 26
Decoding Assessment Response to Text:
Lesson 27 Sentences
Whole Group Reading
Reading Comprehension: Writing the Spelling
Sequencing Events
Alphabetizing
Assessment

DRAFT VERSION

Individual Decoding
Individual Sight Word
Assessment
Individual Decoding
Assessment
Individual Decoding
Assessment
Review: Tricky Spellings, Review Dictation Word Writing: One-,
Pausing Sound Spelling, Two-, and Three-Syllable
Point Alphabetizing Words with Tricky
Reading Comprehension: Spellings
Fill in the Blank, Yes/No Sentence Writing:
Questions, Matching Correcting Grammar
'Add1t1onal practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with . In such cases, the marker(') appears on a blank line. Further, in all cases of read ing practice, th e story is
© 201 3 Core Kn owl edge Foundation 17

DRAFT VERSION
Unit 6 (40-43 days)

Spelling Alternative for /f/: Review: Nouns, Spelling Words Word Writing: Multi-
Lesson 1 'ph' Adjectives, Verbs Introduction: noise, ferret, Syllabic Words (with
Reading Comprehension: jolly, dolphin, night, Cues)
Fill in the Blank whistle, ginger, graph,
kneel, window, gentle,
finish, wrinkle, western,
margin, traffic, ripple,
jungle, photo, Britain*
Whole Group Reading Word Writing : One-,
Lesson 2 Two-, and Three-Syllable
Spelling Alternative for /f/:
'ph' Words (with Cues)
•
Yes/No Questions, Fill in
the Blank*
Whole Group Reading Word Writing: One- and
Lesson 3 Two-Syllable Words (with
Tricky Spelling 'ea'
Cues)
Fill in the Blank
Whole Group Reading
Lesson 4
Tricky Words: Great Spelling Assessment
Lesson 5 Britain, Europe, native,
Americans, signature, war
Whole Group Reading
Citation)
Partner Reading* Spelling Words
Lesson 6 Introduction: after,
Multiple Choice (with birthday, burden, marker,
Citation) informer, barber, swirling,
furnace, parcel, organize,
camera, thirteen,
/er/
hamburger, ramparts,
perform, difference,
chirping, turtle, safari,
war*
Whole Group Reading Introducing Adverbs Sentence Writing:
Lesson 7 Adverbs
Whole Group Reading* Adverbs
Lesson 8
/er/: 'ar' and 'or'
Small Group Reading Adverbs Response to Text:

Lesson 9 Speech
True/False* •

DRAFT VERSION
~---------------------------------------------- -- -----

Complete vs. Incomplete Spelling Assessment Sentence Writing
Lesson 10 Sentences Response to Text: Parts
of Speech
Tricky Words: imagine, Spelling Words Word Writing: One-,
Lesson 11 soldier, Washington Introduction: revenge, Two-, and Three-Syllable
Whole Group Reading* nudge, direction, option, Words with 'ch'
cottage, large, huge,
fraction, action, addition,
True/False, Sequencing
judge, locomotion,
Events
change, caption, fudge,
Spelling Alternatives for attention, stations, range,
/k/: 'ch' Europe*
Close Reading Run-On Sentences Sentence Writing :
Lesson 12 Correcting Grammar
Review: Adjectives,
Adverbs
Tricky Word: iron Word Writing: Words with
Lesson 13 Tricky Spelling 'i'
Whole Group Reading
Tricky Spelling 'i'
Close Reading* Word Writing: Multi-
Lesson 14 Syllabic Words (with
Multiple Choice, Fill in the Cues)*
Blank*
Tricky Spelling 'i'
Tricky Word: special Run-On Sentences Spelling Assessment Response to Text: Multi-
Whole Group Reading
Reading Comprehension: Sentence Writing:
Sequencing Events Correcting Grammar
Close Reading * Spelling Words
Lesson 16 Introduction: Madison,
Tricky Spelling 'i'
Washington, Dolley,
monarchy, support,
president, impressment,
merchants, navy, troops,
Congress, cannon,
paved, battle, painting,
British, death, hawks,
march, Ironsides*
Tricky Word: shoe Building Sentences Response to Text: Parts
Lesson 17 of Speech, Multi-
Sentence Writing:
Correcting Grammar
Small Group Reading Building Sentences Sentence Writing
Lesson 18
Citation)
DRAFT VERSION

Tricky Word: Fort
Lesson 19 McHenry
/al
Partner Reading Spelling Assessment Response to Text:
Lesson 20 Sentences (with Citation)
Citation)
Tricky Words: early, Spelling Words Response to Text:
Lesson 21 whose, broad, bomb Introduction: ransacked, Pictorial Representation
Whole Group Reading* ship, poem, construct, Word Writing: One-,
White House, Two-, and Three-Syllable
commander, anthem, Words (with Cues)
True/False (with Citation),
burned, harbor, rockets,
Fill in the Blank
dawn, stitching, flag,
* McHenry, giant, fifteen,
stripes, brave, port,
bomb*
Close Reading Identifying a Topic
Lesson 22 Sentence
Fill in the Blank Sentence Writing
Word Writing: Multi-
Syllabic Words (with
Cues)
Whole Group Reading* Alphabetizing to the Response to Text:
Lesson 23 Second Letter Sentences
Tricky Words: Andrew,
new Writing Paragraphs
Close Reading Review Sentence Writing:
Lesson 24 Correcting Grammar
Whole Group Reading Spelling Assessment Response to Text:
Lesson 25 Sentence
Multiple Choice (with Word Writing: Words with
Citation), Fill in the Blank Initial 'w'
/o/: 'a'
Close Reading* Spelling Words
Lesson 26 Introduction: general,
/o/: 'a' peace, traders, drains,
streak, mortar, treaty,
river, orphan, defend,
Matching
ragtag, soldiers, goods,
fired, hickory, knotty,
Mississippi, highways,
proud, New Orleans*

DRAFT VERSION

Reading Comprehension Review Writing a Letter
Lesson 27 Assessment Response to Text: Parts
Review: Tricky Spelling of Speech, Multi-
'a' Sentence Description
Review: Tricky Spelling Alphabetizing to the Drafting a Report
Lesson 28 'a' Second Letter Word Writing : One-,
Reading Comprehension: Two-, and Three-
Fill in the Blank Syllable Words (with
Cues)
Drafting a Report
Lesson 29
Topic Sentences and
Concluding Sentences*
Partner Reading Spelling Assessment Identifying Topic and
Lesson 30 Irrelevant Sentences
Whole Group Reading Response to Text:
Lesson 31 Taking Notes
Whole Group Reading Response to Text:
Lesson 32 Taking Notes
Silent Reading Drafting a Report
Lesson 33 Comprehension
Assessment
Optional Fluency Drafting and Editing a
Lesson 34 Assessment Report
Optional Word Reading in Editing and Writing a
Lesson 35 Isolation Assessment Report for Final
Publication
Optional Fluency Editing and Writing a
Lesson 36 Assessment Report for Final
Optional Word Reading in Publication
Isolation Assessment
Review: Sound Spelling, Review: Verbs and Review: Weekly Spelling Word Writing : Multi-
Pausing Tricky Spelling Adverbs , Complete Words Syllabic Words (with
Point Sentences, Run-On Cues)
Partner Reading
Sentences Sentence Writing:
Multiple Choice Correcting Grammar
Paragraph Writing
Response to Text:
Sentences
during the lesson it is correlated with . In such cases, the marker(') appears on a blank line. Further, in all cases of reading practice, the story is
DRAFT VERSION
Scope and Sequence
BEGINN ING LEVEL SCOPE AND SEQUENCE CHART

LESSON PHONEME AWARENESS PHONICS SIGHT WORDS
1A-1D oral blending: words and syllables; phoneme I; see
recognition
2A-2D oral blending: words and syllables; phoneme the
recognition
3 oral blending: words and syllables; phoneme position n
4 oral blending: words and syllables; phoneme position you
5 oral blending: onset/ rime; phoneme position
6 oral blending: onset/rime; phoneme position can
7 aral blending: anset/ rime; phoneme position me
8 aral blending: onset/rime; phoneme position m and
9 oral blending: phonemes; phoneme position
10 oral blending: phonemes; phoneme position we
MASTERY TEST
11 oral blending: phonemes; phoneme position a-
12 oral blending: phonemes; phoneme position
13 oral blending: phonemes; segmentation on
14 oral blending: phonemes; segmentation
15 oral blending: phonemes; segmentation is
16 aral blending: phonemes; segmentation yes
17 oral blending: phonemes; segmentation -
i are; no
MASTERY TEST
21 rhyming; segmentation h he;she
22 rhyming; segmentation get; can't
23 rhyming; segmentation u - under
24 rhyming; segmentation to
25 rhyming; segmentation d was
26 rhyming; segmentation go; down
27 rhyming; segmentation c; k; _ck saw
28 rhyming; segmentation all my
29 rhyming; segmentation 0
- where
30 rhyming; segmentation b;_y here
MASTERY TEST
31 rhyming; segmentation they; little
32 rhyming; oral blending: phonemes p put
33 rhyming; segmentation what; do
34 rhyming; oral blending: phonemes g like; have
35 rhyming; segmentation home; said
36 rhyming; oral blending: phonemes her; of
37 rhyming; segmentation e - out
308 I SIP PS Beginning Level
SIPPS™ © Developmental Studies Center www.devstu.org

Scope and Sequence
LESSON PHONEME AWARENESS PHONICS SIGHT WORDS

38 rhyming; oral blending: phonemes some; come;
make
39 rhyming; segmentation w soy; says; be
40 rhyming; segmentation
MASTERY TEST
41 segmentation; manipulation th{2)
42 segmentation; manipulation there; over
43 oral blending: phonemes; manipulation V look
44 segmentation; manipulation sh want
45 segmentation; manipulation water
46 oral blending : phonemes; segmentation x ; old from
47 segmentation; manipulation ch; _tch for
48 segmentation; manipulation find
49 oral blending: phonemes; segmentation j; _dge again; many;
people
so segmentation; manipulation y_ your; very
MASTERY TEST
51 segmentation; manipulation z were; could;
would; should
52 segmentation; manipulation wh one; two; both;
good
53 oral blending: phonemes; manipulation _ing does; other
54 segmentation; manipulation _ed {3) woman; women;
every; around
55 segmentation; manipulation qu_ toward; their
MASTERY TEST
SIPPS Beginning L evel 309
SIPPS™ © Developm ental Studies Center www.devstu.org

RESERVED FOR
DOCUMENT INSERTION
Public Schools
Instructional Practice: Guided Readin~

ELA CCSS Addressed:
Purpose:
Guided Reading is an instructional approach where teachers bring a small group of students (4-6) together
who read at a similar level and need to focus on a similar skill set in order to help readers develop systems of
strategic actions for processing increasingly challenging texts.
• Helps readers develop a system of strategic reading behaviors for processing increasingly complex
texts.
• Produce systematic and continuous reading growth.
• Reading for comprehension and fluency across a gradient of texts with increasing demands.
All K-2 students should receive Guided Reading 4x/week. Around grade 3 and above, Guided Reading
becomes an intervention strategy for students who are not quite ready for book clubs/literature circles, or
need additional support.
Process
1. Students are put in flexible groups of 4-6 students based on instructional reading level AND reading
behavior (note: students may be at the same reading level and have different instructional needs).
DRA data and/or running record data is used to create and adjust groups.
2. Teacher analyzes individual DRA data and identifies patterns across students to determine similar
reader needs. Teacher uses this data to determine teaching points (the teaching point is the focus of
the Guided Reading lesson). Teacher also notes individual student needs to address during individual
conferences (this might be something only 1 or 2 students needs support with).
3. Select a text that gives students the opportunity to practice the teaching point multiple times
throughout the text. Text selection is half the battle!
4. Teacher plans a guided reading lesson.
5. Teacher executes the lesson:
Before Reading (K/1 only- 2nd/3rd as needed depending on level):
o Familiar read: Students begin lesson looking over a book from the previous day and/ or one
from their book box while teacher check-ins, administers a running record, checks sight word
progress, etc.
o Sight word review: quick review of sight words (can be flashcards or other quick review)
Before Reading (all levels):
o Book Introduction (1-2 mins) : Teacher gives brief overview of the book, explains any
unknown vocabulary, and explains the purpose for reading this text.
o Establish Purpose for Reading (1-2 mins):
1. Word solving, fluency, and/or comprehension strategies are reviewed (or taught if
new), refer to anchor charts and/or other visuals
C n.
iii.
Teacher sets purpose for reading, often a guiding question to focus on while reading
If using post-its (higher DRA levels, to track comprehension), use is reviewed
During Reading
Public Schools
• Every student should whisper or silent read (depending on the level) INDEPENDENTLY at
their own pace while you listen in. Intervene only when a child is having difficulty in
understanding the story or when he or she is at an impasse. The teacher might choose to
chunk the text in sections based on targeted comprehension conversation points.
• If child has difficulty with text, use prompts to encourage them to use problem solving
strategies
• Monitor all students to ensure that 100% are on-task and reading
• Confer with 2-3 students daily to determine student progress on goals as determined by
ORA/running record/etc data. This should include taking informal running records .
• Teacher takes notes
• Students are NOT round-robin reading, choral reading, or popcorn reading, and teachers
should NOT read aloud along with students nor should they read to students.
Post Reading/Comprehension Conversation
• Ask pre-planned open-ended factual, inferential, critical thinking, and "about the text
questions" about books students read (note-this may be difficult depending on level-A/B/ C
books don't always have a "deeper message" but can ask students favorite part, why author
did this, connections, etc.)
• Types of comprehension questions:
o Factual questions: One correct answer, and used to make sure that students understand
the literal meaning of a text. Might ask students to:
• recall details
• recap descriptions of people, places, or events
• establish time and sequence
• explain relationship among characters
o Inferential questions: adding clues within the text with background and/or content
knowledge to understand what is not being stated directly
o Critical thinking questions: adding up clues and inferences from throughout the text and
combining them with background and/ or content knowledge to develop an
interpretation
Word work
• Depending on level, teacher might include a word work activity to follow-up
Extension Activity
• This can be completed independently at students' desks. (e.g. prompted writing to
demonstrate comprehension)
6. During guided reading/ small group instruction, the remainder of the class is independently involved
in blended learning, independent reading and response, book clubs or discussion, writing to learn
activities, vocabulary, or other literacy center.
7. Teachers with students around levels 24 and above can consider shifting to book clubs:
• Teachers should use their professional judgement
• When shifting genres, students may need to step back into Guided Reading briefly
• Check the Fountas and Pinnell continuum of literacy to determine whether students also
exhibit the appropriate behaviors to move into book clubs
• Text complexity will also play a role in whether students are ready for book clubs
8. Teacher uses literacy data and/or information gathered during the lesson to determine future
teaching points based on student reading behavior and mastery of day's lesson
Public Sc ols
Resources
K-1: Guided Reading Resources from New Videos
Teacher Training •
Jan Richardson Video Cli:ps
2-3: Guided Reading Resources from New

•
Great Habits Great Readers Video Clip
Teacher Training
•
Video of 5th Guided Reading lesson
•
Guided Reading with Jenna: 5th Grade
Series on Teaching Channel
2-3 shared folder--Upload what you'd like to
share! •
Kinder (level A) guided reading lesson
• 1st grade guided reading lesson
4-8: Guided Reading Resources from New •
2nd grade guided reading lesson
Teacher Training •
2nd grade guided reading using LLI
• 3rd grade guided reading lesson
The First Twenty Days •
4th grade guided reading lesson (remedial)
General:
•
Ai;mrenticeship in Literacy
•
Jan Richardson Resources by Stage
•
Fountas & Pinnell Reading Continuum
•
Prompting Guides
• General Guided Reading Prompts
• Stages of Reading Development
• Running Record Codes: Cheat Sheet
•
Research Base for Guided Reading as an
Instructional Approach
Assessment Method
Formative Summative
• Informal running record data • Benchmark data
• DRA2 • SBAC
• Conferencing notes
Next Step in Guided Reading, Rubrics
Rubric for Pre A Small Group Lesson
,
.
This rubric can be used for self-evaluation, observation or coaching.
Record comments on reverse side. Working
towards
Not
ev ident
Classroom Environment
Other students were working independently in literacy workstations.
Small group lesson materials were organized· table was free of clutter.
Teacher was not interrupted by other students in the room.
Each student had an alphabet cha1t.
Teacher had an undated letter/sound chart for the students in the grouo.
Workine with Letters and Names

Teacher gave each student a personal letter bag of known letters.
Students did one activity from the handbook using their known letters.
Teacher worked with individual students asking for letters and/or sounds.
Name activity (optional): name puzzle, magnetic letters or rainbow writing.
Time: 3-4 min.
Working with Sounds

Students did one of the following activities (circle)
Clapped syllables worked with rhyming words, picture sorts
Time: 3-4 min.
( ~ orking with Books

Students previewed the book by discussing the oictures.
Students read the book with the teacher (first readirnz).
Teacher worked with individual students prompting for concepts such as one to one
matching, finding the 1st word on a page, finding a capital letter etc.
Students may have read the book independentlv as a second readin2:.
After reading, the teacher did one or two teaching points from the lesson olan.
Time: Not more than 5 min.
Interactive Writine
Each student had an alphabet chart and a drv erase marker.
The teacher dictated a simple sentence (4-6 words).
Children rehearsed the sentence while the teacher drew a line for each word on a
sentence strip.
Students took turns writing a letter in the sentence. The teacher supported correct
letter formation.
While one student wrote on a sentence strip, the other students practiced writing the
letter on their alohabet chart.
Teacher cut the sentence apart and gave each student one or two words .
( ,Students used their word cards to remake the sentence.
;fime: Not more than 5 min.
TOTAL LESSON -15-20 minutes
Rubric for Coaching an Emergent Guided Reading Lesson (Levels A-C; 1- 4)
. can b e use d f or se If-eva Iua f 10n, o b serva f 10n or coac h.mg.
Th.1s ru b nc
Record comments on reverse side. Working Not
towards evident
Guided reading materials were organized; table was free of clutter.
Sh!ht Word Review (1 min.)

Students wrote three high-frequency words.
Teacher prompted students who had difficulty.
Teacher used chart to record progress.
Book Introduction (not more than 5 min.)

(Day 1 only) Teacher gave short introduction.
Students looked through book and discussed the pictures.
Teacher introduced new vocabulary .
Readin2 with Teacher Promptin2 (8-10 min.)

(Days 1 & 2) Students read the book independently (not chorally). On Day 2 students
may read other familiar books.
Book was at the appropriate level (slightly challenging).
Teacher listened to individual students read and took anecdotal notes.
()
Teacher prompted students to use strategies.
Teacher did one or two teaching points from the lesson plan.
Discussion prompt: Teacher asked higher-level thinking question, if appropriate for
the text.
Si2ht Word (1-2 min.)

Followed all four procedures: What's missing, mix & fix , table writing, white boards.
New word was in the book.
New word was appropriate for text level.
Word Study- (5 min. Day 1 only)

Circle activity used: Picture so1is, making words sound boxes
Students said the words slowly as they worked with magnetic letters, or wrote the
words in boxes. (Teacher did not say the word for the children!)
Guided Writin2 - (Day 2 only) (5-8 min.)

Students repeated sentence before writing it in their journals.
Teacher prompted students to stretch sounds in words.
Students reread their sentence to help them remember the next word. J
Used practice page for letter formation, sight words, & sound boxes .
TOTAL LESSON TIME: 20 minutes
Rubric fo r Coaching an Early Guided Reading Lesson Plan (Levels D-1; 5-1 6)
0 This rubric can be used for self-evaluation, observation or coaching.
Working Not
Record comments on reverse side.
towards evident
Sieht Word Review - (optional after level E) (1 min.)

Students wrote three known words.
Teacher prompted students who had difficulty.
Teacher used chart to record progress.
Book Introduction (Dav 1 only) - (<5 min.)

Teacher gave a short introduction.
Students looked through book to construct meaning of story.
Teacher introduced new vocabulary.
Reading the book (Day 1&2) (8-10 min.)

Book was at the appropriate level (slightly challenging).
( \Students read the book independently (not chorally).
" students read without pointing.
Teacher listened to students read orally and took anecdotal notes.
Teacher prompted students for monitoring decoding, fluency or retell.
Teacher asked discussion prompt (higher-level question).
Teacher taught strategies appropriate for the group.
Taught 1 new sight word (Optional after level E) (1-2 min.)

Did all four procedures: What's missing, mix & fix table writing, white board
Word Study- (Day 1 only) (5 min.)

Circle activity used: Picture sorts, making words, sound boxes, analogy chart.
Teacher followed procedures.
Students said the words slowly as they worked with magnetic letters or wrote the
words in boxes. (Teacher did not say the words slowly for the children!)
Guided Writing - (D ay 2 only) (5-8 min.)

Circle activity used: Dictated or open-ended sentence, B-M-E, S-W-B-S,
Other:
Students wrote mostly independently with teacher prompting at difficulty.
Students reread sentence.
l. iused practice page for letter formation sight words & sound boxes.
I TOTAL LESSON TIME: 20 min.
Rubric for Coaching a Transitional Guided Reading Lesson (Levels J-P)

. can b e use d for se lf-eva1ua f 10n, o b serva f 10n, or coach.mg.
Th.1s ru b nc
Record comments on reverse side Working Not
towards evident
Other students were working independently (reading, writing, or literacy stations).
Book Introduction (Dav 1) (not more than 5 min.)

Teacher gave short introduction (gist statement).
Students previewed the text and made predictions.
Teacher introduced new vocabulary (no more than 5 words).
Reading the Book with Teacher Prompting (10-15 min.)

Students read softly and independently (not chorally).
Book was at the appropriate level (s lightly challenging).
Teacher listened to individual students and took anecdotal notes.
Teacher appropriately prompted each student for monitori ng, decoding, fluency,
or comprehension.
Teaching Points (circle 2 items taught) (2-3 min.) (

Decoding (reread endings analogies, chunk big words)
Fluency (phrasing, bold words, dialogue)
Vocabulary strategies (reread & check picture, use known parts)
Comprehension (B-M-E, 5-finger retell, S-W-B-S, character's fee lings)
Discussion Prompt: Higher-level thinking question
Word Study-Optional if students are good decoders. (3-5 min.)

Sound boxes analo!!v chart, make a big word. Used correct procedures.
*Guided Writing (15-20 min.)

Students used a personal word wall for spelling support.
Students wrote mostly independently with teacher promoting at difficultv.
TOTAL LESSON TIME: 20 min.
* Guided writing is done the day after th e students finish reading the book. Some of the
20-minute lesson on day 3 may include rereading a portion of the text for flue ncy.
Rubric for Fluent Guided Reading Lesson (Levels N+)
Th 1s
. ru b nc
. can b e use d for se If-eva Iuation, o b servation, or coac h ing.
' Record comments on bottom of page Working Not

towa rds evid ent
Materials were organized and handy; table was free of clutter.
Other students were working independently in reading, writing, or literacy
activities.
Introduction (Not more than 5 minutes)

Teacher gave a short introduction or gist statement. Todav vou will read. ...
Students quickly previewed the text and shared predictions.
Teacher introduced new vocabulary (no more than 5 words).
Teacher used the four steps to efficiently define the new words:
1) Teacher gave a definition 2) Teacher connected the word to the students
3) Teacher related the word to the book 4) Students talked to each other
and related the word to personal experiences.
Teacher modeled strate!!V (if necessary)
Readin2 with Teacher Promoting (10- 1 2 minutes)

Students were engaged with reading and writing.
Book was at the appropriate level (slightly challenging) .
.J.;tudents wrote short responses according to the strategy focus .
Teacher may have listened to some students read orally, if appropriate.
Teacher prompted individual students for vocabulary and/or comprehension.
Teacher monitored individual students' comprehension by reading written
responses and asking questions.
Teacher took anecdotal notes on students.
Sharin2 and Discussion (5 minutes)

Students shared written responses while teacher facilitated the discussion.
Teacher asked higher-level questions to enhance discussion and extend
comprehension.
Teacher taught vocabulary strategies, if appropriate.
Students added two words to their "New Word List."
TOTAL LESSON TIME: 20 minutes

Guided Reading Level A/B
Uses illustrations to Uses one to one Uses and locates known Carries the pattern Reads with fluency
figure out words matching - Points once words
under each word
Prompts~ -check the picture -use your strong finger -this is a word wall -let me read it first -make it sound like
-what do you see? -make your finger hop word -say it after I say it you 're talking
-(teacher points to at each word -check the word wall -turn back to the last -reread in a smooth
the picture) -point under the word -point at and read the page and reread the voice
Students -does it match? words you know pattern
Observations:
Student Student Student Student Student Student
Guided Reading Level C
Uses first letters and last Recognizes/Reads Looks at picture and gets Uses the pattern Reads with fluency
letters to read tricky Sight words mouth ready
words
Prompts-t -look at the first letter(s)/ -what words do -check the picture and get -look at the page -scoop up the words
last letter(s) you know? your mouth ready before -sound like a teacher
-look across the whole -that's a word wall -what sound does it make?- -what was the -reread it smoothly
word word get your mouth ready pattern on this page
-what does the picture (the page before)?
Students show vou? Now read it.
0 bservati ons:
Guided Reading Level D
Makes sure it makes Self Corrects and Reads known words Makes return sweep Reads fluently
sense, looks right, cross-checks with automatically (sight on more than one without finger
sounds right (integrates unused source of words/ word wall line of print pointing
sources of info) information words)
Prompts- -does that make sense -go back and check -check the word wall -where do we read -take your finger
AND sound right? it/ fix it next? away
-does that look right -go back and reread -where are the -hold the book with
AND sound right? -get your mouth words? two hands
-does that make sense ready ~follow the words - "scoop" up more
AND look right? -think about what 's words
happening in the -use your talking
Students storv voice
Observations:
Guided Reading Level E
Uses internal parts Makes sure it makes Self Corrects and Reads known Reads with fluency
of words- with sense (M), looks right cross-checks with words without finger pointing
beginnings and (V), sounds right(S) - unused source of automatically
endings integrates sources of information (sight words/ word
info wall words)
Prompts-t -look for words -does that make sense -go back and check it -check the word -take your finger away
you see inside that AND sound right? -go back and fix it wall -hold the book with two
word -does that look right -go back and reread hands
AND sound right? -get your mouth ready - "scoop" up more
-does that make sense -think about what words
Students AND look rizht? happening in the story -use vour talkinz voice
Observations:
Guided Reading Level F
Uses parts from Makes sure it makes Self Corrects at the Uses context to Reads with fluency and
known words to sense (M), looks right point of error figure out phrasing
read unknown (V), sounds right(S) - unfamiliar word or
words integrates sources of info vocabulary
(P+and+a =
Panda)
Prompts---+ -look inside the -does that make sense AND -think of what 's -what does that -say it like the
word sound right? happening in the mean? character would say it
-does that look right AND
-do you see a little sound right?
story. Now check -what 's happening -read it like you 're
word inside? -does that make sense AND that now? talking
look right? -get your mouth -what could it be? -how would (th e
-check the first letter ready -think about what's character) say that?
-check the end letter -now read it ROinR on in this part
-cover th e ending
Students smoothly
Observations·
Guided Reading Level G
Uses parts from Makes sure it makes Self Corrects at the Uses context to figure Reads with fluency and
known words to sense (M), looks right point of error out unfamiliar word or phrasing
read unknown (V), sounds right(S) - vocabulary
words integrates sources of
(P+and+a = Panda) info
Prompts-+ -look for a part that -does that make sense -check that -what does that mean? -say it like the
you know AND sound right? -get your mouth -what's happening character would say it
-look for words you -does that look right ready now? -read it like you 're
see inside that word AND sound right? -go back and reread -what could it be? talking
- -does that make sense -what could fit -think about what's -how would (the
Students AND look right? there? JZOinJZ on in this part character) say that?
Observations:
Guided Readi ng Level H
Stops and Self Envisions the text Can tell what a Keeps the Reads with fluency and
Con-ects at point of to compensate for word means even if accumulating story phrasing
en-or lower picture pronounced events ( or content)
support incon-ectlv (Vocab.) in mind
Prompts---+ -check that -what are you -what does that mean ? -what's happening -say it like the character
-get your mouth picturing now? -what 's another word now? would say it
.for that? -how would (th e character)
ready -what's happening -skip the word and read
-retell the important
-go back and reread now? parts say that?
on to.figure it out
-what could fit -get a picture in -read be.fore the word -how does that fit -pay attention to the
there? y our mind of what's and think about what's with what has punctuation (period,
happening happening. What would happened before in comma, dash, ellipses,
fit ? quotation marks, etc.).
the book?
Now reread
Students
Observations:
Guided Reading Level I
Stops and Self Envisions the text to Can tell what a Keeps the Reads with fluency and
Corrects at point of compensate for lower word means even if accumulating story phrasing
error picture support (stops pronounced events ( or content) in
and pictures what's incorrectly (Vocab.) mind
going on)
Prompts- -check that -what are you -what does that mean ? -what's happening -say it like the character
-get your ,nouth picturing now? -what 's another word now? would say it
for that? -how would {the character)
ready -what's happening -skip the word and read
-retell the important say that?
-go back and reread now? on to figure it out parts -pay attention to the
-what could fit -get a picture in your -read before the word -how does that fit punctuation (period, comma,
there? mind of what's and think about what 's with what has dash, ellipses, quotation
happening happening. What would happened before in marks, etc.). Now reread
fit ?
Students the book?
Observations:
Guided Reading Level J
Reads around tricky Word solving is Knows the author's Stops and thinks Reads dialogue like
word to figure out under control and message/main idea about what's going how character
what it says/means independent- at the of the text on in the story would say it
point of error (fluency)
Prompts- -skip the word and -reread and fix it -what does the -stop and jot -say it like the character
read on to figure it before you read on author want us to -stop and jot your would .rny it
out -how would (the
-go back and fix it think/ feel/ believe thought on your
character) say that?
-read before the word -check the word about character/ post it -pay attention to the
and think about topic? -what are you punctuation (period,
what 's happening. (this is only if the -what's the big thinking now comma, dash, ellipses,
What would fit ? quotation marks, etc.)
word is already in message so far?
-read 'around ' the now reread
the reader 's - what lesson are
word -scoop up more words
vocabulary) you learning from (read in phrases)
Students this?
Observations:
Guided Reading Level KIL
Solves difficult Self corrects easily Knows the big Makes inferences Matches voice to
words with ease at point of error message the author about subtle events the meaning/tone of
is trying to give in the story the story- reads
with fluency and
phrasing
Prompts- -try the other sound -reread and fix it -what do es the author -what does that -reread and pay
for that letter (hard g/ before y ou read on want us to mean? atten lion to the
soft g, hard cl soft c) think/feel/believe punctuation
-go back and fix it -what is character
-think about the setting/
-try the other sound -check the word about character/ really thinking? character/ problem/
for that letter (long or topic ? -how is character change, and reread to
short vowel sounds) (this is only if the -what 's the big really feeling ? make your voice match
-think of a word that message so far? -what's really going -reread to make it
word is already in
looks like that -what lesson are you sound like you 're telling
the reader's on here?
-what does that word learning/ram this ? a sto,y
vocabulary) -what are y ou --scoop up more words
look like?
Students picturing here? (read in phrases)
Observations :
Robert J. Marzano
page
31
A Comprehensive Approach to
n 2000, the National Reading Panel
I
mated that 88,500 unique terms can be found
published a landmark review of the in reading material encountered by students in
grades 3 through 9 alone-far too many to be
research on reading entitled The
considered viable for direct instruction. But Beck,
Report of the National Reading Panel McKeown, and Omanson (1987) offered a useful
(National Institute of Child Health and perspective on the numbers of terms students en-
Human Development, 2000). This report counter and the number of terms they should be
identified five elements as focus areas for taught. They noted that of those 88,500 terms,
about half would be encountered only once in the
reading instruction: phonemic awareness, lifetime of an avid reader. In other words, they
phonics, fluency, vocabulary, and compre- highlighted the fact that not all terms in the Eng-
hension. Of these, vocabulary was singled lish language should receive equal consideration
out. As reported by Kamil and Hiebert, from an instructional perspective, since a large
proportion of terms are not very frequently en-
"Vocabulary holds a special place among
countered in typical reading.
these components" (2005, p. 2 ). For the purposes of instruction, Beck and
McK.eown (1985) suggested th.at vocabulary
The importance of vocabulary development and,
terms be categorized into tl1ree tiers. Later,
consequently, vocabulary instruction was recog-
Beck, McKeown, and Kucan (2002) described
nized long before the National Reading Panel
the first tier as those terms that are basic to tl1e
report. Numerous studies have docwnented its
English language because of their high frequency
critical role relative to learning in general and
in oral and written language use-terms such as
reading in particular. For example, as early as
big, clock, walk, baby, and so on. They noted tl1at
1941, researchers estimated that there was about
"Words in this tier rarely require instructional
a 6000-word gap between students at the 25th
attention to their meanings in school" (2002, p.
and 50th percentiles in both fourth and twelfth
8).
grades (Nagy & Herman, 1984). In 1984, Nagy
Tier 2 terms are those that appear infre-
and Herman estimated tl1e difference to be be-
quently enough that they will probably not be
tween 4,500 and 5,400 words for low- versus
learned incidentally by students. Such terms
high-achieving students.
might include nimble, feeble, vigor, and so on.
They are good candidates for direct vocabulary
What Vocabulary Should Be
instruction.
Taught? Tier 3 terms are subject-specific terms that,
\Vhile the importance of vocabulary knowledge altl1ough not frequently found in the course of
to all students is almost self-evident, the specific general speaking or reading, are important to
vocabulary words students should be taught are general literacy in specific subject areas . For
not. Indeed, Nagy and Anderson (J 984) esti - example, tl1e term cellular response might not be
Voices from the Middle, Volume 20 Number I , September 2012

Marzano I A Comprehensive Approach to Vocabulary Instruction
f1oge
32 frequently encountered in general speaking or families and the gap between the groups widens
reading, but it is important to science at the high over time. There is also evidence that direct in-
school level. Subject-specific tier 3 terms are also st1-uction in tier 1 terms is important for English
good candidates for direct instruction. Addition- language learners (Calderon et al. , 2005; Biemil-
ally, tier 3 terms include terms in the general vo- ler & Slonim, 2001; McLaughlin et al., 2000).
cabulary that are so infrequent as to be unlikely In the book Teaching Basic and Advanced Vo-
candidates for direct instruction-terms like be- cabulary (Marzano, 2010), I identified 2,845 tier
s1nirch, chattel, and begone. 1 terms that I refer to as "basic terms." Those
In short, Beck and her colleagues provided words are organized into 420 semantic clusters
a template for identifying terms that are impor- that are themselves rank-ordered in terms of how
tant for student success basic their constituent words are. To illustrate,
Organizing the basic terms in their K-12 academic cluster 102 (of the 420) entitled Bodies of Wa-
experiences: tier 1 terms ter includes the following basic terms: lake, ocean,
into clusters provides
that are so frequent they puddle, river, sea, stream, bay, creek, and pond. In
teachers with a scaffold probably do not require contrast, cluster 10 entitled "Cause/Effect Rela-
direct instruction , tier 2 tionship Markers" includes the following basic
infrastructure that can be
terms from the general tern1s: because, by, for, from , if, since, so, then, to,
used in instruction. vocabulary that should and because of While cluster 102 contains 9 basic
receive direct instruc- terms and cluster 10 contains 10 basic terms, the
tion due to their importance and lack of frequen- difference in their rank (i.e., rank 10 versus 102)
cy, and the subject-specific terms from tier 3. is primarily because the basic terms in cluster 10
Unfortunately, the tenns in these tiers were not are more frequent in the English language than
explicitly identified-at least, not w1til recently. the basic terms in cluster I 02.
Organizing the basic terms into clusters pro-
What Are the Tier 1, 2, and 3 vides teachers with a scaffold infrastructure that
Terms? can be used in instruction. Specifically, more than
vVhile the specific terms in tiers 1, 2, and 3 have one basic word can be addressed at a time, par-
historically been discussed in an abstract manner ticularly if a sn1dent is already familiar with one
only, progress has been made recently in identi- or more of the basic terms in a given cluster. For
fying this corpus. example, if a student is already familiar with the
terms lake, puddle, and stream from cluster 102,
Tier 1 Terms this knowledge can be used as a starting point for
introducing any unfamiliar terms in the cluster.
As described above, Beck and her colleagues
The 420 clusters of basic terms are also or-
made a case that tier 1 terms do not have to be
ganized into larger groups, referred to as super-
taught since they are quite frequent in the En-
clusters. Super-clusters are topical categories
glish language and will typically be understood
that include two or more clusters. For example,
by most students upon entrance to Kindergar-
one of the 60 super-clusters into which the basic
ten or first grade. However, this generalization
terms have been organized is entitled Animals. It
is not true for all students. Indeed, there is con-
includes the following clusters: Birds, Baby Ani-
siderable evidence that vocabulary knowledge is
mals, Cats/Dogs, Land Animals, Sea Animals,
highly correlated with family income and socio-
Reptiles and Mythical Animals, Insects, Actions
economic status (SES) (Nagy & Herman, 1984;
Related to Animals, Parts of Animals, Rodents,
Graves & Slater, 1987). For example, Hart and
Dwellings for Animals, General Names for Ani-
Risley (1995) estimated that 36-month-old chil-
mals, Shellfish, Equipment Used with Animals,
dren from welfare families have only 45 percent
and Primates. This super-cluster contains 131
of the vocabulary of children from professional
Voices from the Middle, Volume 20 1 umber 1, September 2012

Marzano I A Comprehensive Approach to Vocabu lary Instruction
pt1!(e
basic terms and is designed to be used in whole- arts (general), dance, music, theatre, visual arts, 33
group instruction when a teacher is addressing and technology. Since the publication of that
content that relates to the general topic of ani- book, a few states (e.g. , Tennessee and Okla-
mals. For example, if a teacher were planning a homa) have developed state-level lists that are
unit of instruction that directly or indirectly ad - specific to their state standards. Similar efforts
dressed animals, terms could be selected from this have been made by a host of districts across tl1 e
sup er-cluster to augment the teacher's vocabu- country.
lary instruction, particularly for stud ents who do
not come to school with a working knowledge of Considering Tier 1, 2, and 3 Terms as
ti er I terms. a Whole
If one combines tl1e lists of ti er 1, tier 2, and
Tier 2 Terms tier 3 terms described above, their total num-
As described above, tier 2 terms are important to ber is 15,930. However,
a general understanding of tl1e English language about 900 of the terms There are about 15,000
but are not used frequently enough tl1at teach- on the subject-specific
ers can assume they are known to most students
unique terms . .. that ap-
li sts are also found on
from English-speaking homes. Teaching Basic the tier 1 or tier 2 lists . pear critical to a student's
and Advanced Vocabulary (Marzano, 2010) identi- For example, tl1e terms
fies 5,162 such terms, referred to as "advanced"
understanding of general
computer and letter are
terms. Each is associated witl1 a cluster of basic on subject-specific lists English vocabulary and the
terms. For example, consider the aforementioned and on the tier I list. In
cluster 102 entitled Bodies of Water. In addi-
vocabulary necessary for
all, then, there are about
tion to the nine basic terms, it contains 25 tier 2 15,000 unique terms basic literacy in the major
terms, such as brook, gulf, inlet, strnit, lagoon, and that constitute tier 1,
tributaty (to name a few). Similarly, in addition to tier 2, and tier 3- terms K- I 2 subject areas .
the 10 basic terms in cluster 10 entitled Cause/ that appear critical to a
Effect Rel ationship Markers, there are 31 tier 2 student's understanding of general English vo-
terms, such as if only, now that, ther~fore, whereas, cabulary and the vocabulary necessary for basic
according61, and hence. literacy in the major K-1 2 subject areas.
The identification of 15,000 term s is a far cry
Tier 3 Terms from the 88,5 00 terms alluded to by Nagy and
Of course, tier 3 terms contain every word in the Anderson in grades 3-9 alone, and considerably
English language that does not bel ong to tier 1 shrinks tl1e scope of the task if a school district
or tier 2. As di scussed above, the vast majority of were to set as a goal that all students would leave
such terms are too infrequent to justify direct in- their K-12 experience with a basic understand-
struction in th ei r meaning. However, tier 3 also ing of the tier 1, tier 2, and subject-specific ti er
includes terms that are specific to academic con- 3 terms. This is not to say that all 15,000 terms
tent, terms that, altl1ough not used frequently in should be taught directly. Indeed, a school or
everyday lan guage, are critical to understanding district should have a well-crafted, efficient, an d
tl1 eir respective subject areas. In tl1e book Build- comprehensive plan for instruction regarding
ing Background Knowledge for Academic Achieve- these 15,000 terms.
ment (Ma rzano, 2004), I identified 7,923 such
terms across th e following subj ect areas: matl1- A Comprehensive Plan for
ematics, science, English language arts, general Vocabulary Instruction
history, US history, world history, geography, A comprehensive plan for vocabul ary instruction
civics, economics, health, physical education, the would include the identification of those students
Voices from the Middle, Volume 20 Number I , September 2012

Marzano I A Comprehensive Approach to VocabuJa1y Instruction
page
34 who would benefit greatly from direct instruc- subject-specific tier 3 terms. After words are ini-
tion in the tier 1 terms. These students would re- tially recorded in these notebooks, they would be
ceive highly focused instruction outside of their revisited and revised by students as their knowl-
regular classes in order to provide them with a edge of the terms deepens, misconceptions are
working knowledge of as many of the 2,845 basic corrected, and new information is added.
terms in as short a time as possible. The cluster
and super-cluster framework would be used to An Idea Whose Time Has Come
help students link known words with unknown When the view of vocabulary was that students
words, thus avoiding the trap of teaching words must learn over 88,000 terms in grades 3-9
in isolation. alone, the viability of direct vocabulary instruc-
Tier 2 terms would be taught as needed as a tion appeared severely limited. Ind eed, by simple
ft.mction of regular classroom instruction. Again, extrapolation, it appeared as though a compre-
not all of the 5,162 tier hensive program of direct vocabulary instruction
When a school or district terms would or should
would involve over 100,000 terms across grades
ensures that tier 1 and be taught directly or in K-12. Of course, such an effort would be impos-
isolation. As tier 2 terms sible to execute.
tier 2 terms are addressed naturally occurred in However, the insights by Beck and her col-
elsewhere, the vocabulary the context of class- leagues provided a vision of a more focused ap-
room instrnction, they proach, and the recent listings of tier 1, tier 2, and
instruction load on subject would be introduced to subject-specific tier 3 terms described above has
matter teachers is lessened students and then deep- provided a new, more feasible vision that can be
ened over time through carried out across a K-12 continuum. Given this
considerably. repeated use and exami-
new vision and accompanying lists of pertinent
nation. tier 3 academic terms, I see no reason why any student should
terms would be taught in the context of their leave grade 12 without a firm grounding in the
respective subject areas. It should be relatively terms across tiers 1, 2, and 3. All that is required
easy to ensure that these terms receive adequate is for schools and districts to accept the challenge
attention as their numbers are not that great. For of implementing a comprehensive approach to
example, I identified only 201 mathematics-spe- vocabulary instruction.
cific terms in grades 6-8, and 214 matl1ematics-
specific terms in grades 9-12. Similarly, there are References
only 225 science-specific terms in grades 6-8 and
Beck, I. , & McKeown, M. (1985 ). Teaching vocabu-
282 in grades 9-12. These numbers might seem lary: Making the instructions fit the goal. Educa-
inordinately small, but when a school or district tional Perspectives, 23 (l ) , 11-1 5.
ensures that tier 1 and tier 2 terms are addressed Beck, 1. L., McKeown, M. G., & Kucan, L. (2002 ).
elsewhere, the vocabulary instruction load on BringinJJ words to l~fe: Robust vocabulary instrnc-
subject matter teachers is lessened considerably. tion. New York, NY: Guilford Press.
Stated differently, most subject matter teachers Beck, I. L. , McKeown , M. G. , & Omanson, R. (1987).
currently have the burden of teaching not only T he effects and uses of diverse vocabulary instruc-
tional techniques. In M. G. McKeown & M. E.
the terms important to their subject areas but
Curtis (Eds .), The nature of vocabulary acquisition
also tl1e tier 1 and tier 2 terms students have not (pp . 147-163 ). Mahwah, NJ: Erlbaum.
learned as a part of their general education. Beimiller, A., & Slonim, N. (2001 ). Estimating root
Vocabulary notebooks can play a critical word vocabulary growth in normative and ad-
role in a comprehensive approach to vocabu- va ntaged populations: Evidence for a common
lary instruction. Students at all levels can keep sequence of vocabulary acquisition. Journal of
notebooks in which they record their tier 2 and Educational Psychology, 93, 498-520.
Voices from the Middle, Volwne 20 Number I, September 2012

Marzano I A Comprehensive Approach to VocabuJary Instruction
page
Calderon, M., August, D., Slavin, R., Duran, D ., Mad- instruction . Boston, MA: Heinle. 35
den, N., & Cheung, A. (2005 ). Bringing words to McLaughlin, B. , August, D. , Snow, C. , Carlo, M. ,
lite in classrooms with English-language learners. Dressler, C., White, C ., Lively, T. , & Lippman , D.
In E. F. Hiebert & M. L. Kami! (Eds. ), Teaching (2000 , April ). Vocabulai7 improvement and read-
and learning vocabulary: Bringing research to prac- ing in English language lea1-ners: An inten1ention
tice (pp. 115-136 ). Mahwah , NJ: Erlbaum. study. Paper presen ted at the Research Symposium
Graves, M . F, & Slater, W. H. (1987, April). The devel- on High Standards in Reading for Students from
op1nent of reading vocabula1'ies in rural disadvan- Diverse Language Groups: Researc h, Practice, &
taged students, inner-city disadvantaged students, Policy, Washington, DC (US Department of Edu -
and middle-class suburban students. Paper presented cation , Office of Bilingual Education and Minority
at the meeting of the American Educational Re- Languages Affairs [OBEMLA ]) .
search Association, Washington, DC. Nagy, W. E. , & Anderson , R. C. (1984). How many
Hart, B., & Risley, T. R. (1995 ). Meaningful differ- words are there in printed school English; Reading
ences in the everyday experience ofyoung American Research Quarterly, 19, 304-330.
children. Baltimore: Paul H. Brookes. Nagy, W. E ., & Herman, P. A. (1984). Limitations of
Kami!, M. L. , & Hiebert, E. F. (2005 ). Teaching and vocabulary instruction (Tech Report No. 326).
learning vocabulary: Perspectives and persistent is- Urbana, IL: University of Illinois, Center for the
sues. In E. F. H iebert & M . L. Kami! (Eds .), Teach- Study of Reading (ERIC Document Reproduction
ing and learning Jlocabulary: Bringing resea rch to Service No. ED248498 ).
practice (pp. 1-23 ). Mahwah , NJ: Erlbaum. lational Institute of Child Health and Human Devel -
Marzano, R. J. (2004 ). Building background knowledge opment. (2000 ). Report of the National R eading
for academic achieJ>ement: Research on what worlzs Panel: Teaching children to read: An evidence-based
in schools. Alexandria, VA : ASCD. assessment of the scientific resea1-ch literature on
Marzano, R. J. (2010 ). Teaching basic and advanced reading and its implications fo r reading instruction:
J>Ocabulary: A frameworh for direct 17ocabulary Reports of the subgroups. Washington, DC: Author.
Robert J. Marzano is C.E.O. of Marzano Research Laboratory and Executive Director of REL
Central. He can be reached at Robcrt.Marzano@marzanorcscarch.com
2012 NCTE Election Results

In NCTE's 20 12 elections, E lementary Section member Kathy Short, University of Arizona, Tucson, was cho-
sen vice president. Short will take office during the NCTE Annual Convention in November.
T h e M iddle Level Section also elected new members. Elected to a four-year term on the Steering Comm it-
tee we re Matthew Skillen, Elizabethtown College, Pennsylvania, and Shelbie Witte, Florida State U1uve rsity,
Tallahassee. E lected to the 2012-20 13 Nominating Committee were Zanetta Robinson, T hurgood Marsha ll
Fundamental Middle School , St. Petersburg, Florida, chair; Mollie Blackburn, Ohio State University, Colum-
bus; and Katrina Gonzales, Eldorado Middle School, Texas.
On the NCTE website, see additional 2012 election results and details on submitting nominations for t he
2013 elections (http://w,vw.ncte .org/volunteer/elections).
Voices from the Middle , Volume 20 Number 1, September 2012

.C.I.A.
Collect, Interpret , Applv
Unit of Studv
TH
GRADE
VOLUME 5.1
Realistic Fiction Adventure

Earthquake Terror
Sarah Collinge
with Bethany Robinson
Seattle, Washington
Portland, Oregon
Denver, Colorado
Vancouver, B.C.
Scottsdale, Arizona
Minneapolis, Minnesota
Copyright© 2012 by Read Side by Side
First Printing November 2011

Second Printing September 2015
ISBN: 978- 1-59849-190-6

Library of Congress Control Number: 2015951269
Primed in the United States of America
Design: Soundview Design Studio
All rights reserved. No part of this book may be transmitted in any form
or by any means, electronic or mechanical, including photocopying,
recording, or by any information storage or retrieval system, in part,
in any form, without the permission of the author.
Requests for such permissions should be addressed to:
Peanut Butter Publishing

943 NE Boat Street
Seattle, Washington 98105
206-860-4900
www.peanutbutterpublishing.com
Table of Contents
Welcome to the C. I. A. Unit of Study for Earthquake Terror .. ............ ......... .. ............ ...... .... .... ....... ...5
Get to Know the C . I. A. Approach .... .... .... ........ ..... .. ..... .. .. ...... ...... ...... .. ... .......... .. ........ .. .. ...... ..... .. ...6
Visualize the Year .......... .... ............ ................ ... .. ..... ... ........ .... .. ....... ... ... ... ...... ... ... ... ....... .. .. .. .. ... ....... ..8
Set Up for Success .. ... ....... .... ..... ... ...... ....... ........... ... .......... ... ... ........ ........ .. .... ..... ....... ..... ....... ....... ... 10
Prepare a Teacher's Guide ...... ........ ....... ... .......... .... .... ...... ... ..... ....... ...... .. ..... ..... .. ....... ....... ....... .. 10
Designate a Daily Read-Aloud Block ..... .. ... ..... .... ... .... ... .... ................ ... ......... .. .......... .... ..... ... .... 11
Prepare a Meeting Area ........ ... ... ... ... .... ... ....... .. ... ....... ..... ........ ......... ..... .......... ....... ........... ... ..... . 12
Get Ready for Turn and Talk ...... .. .. ........ ......... ... ..... ...... .... ..... .... ... .. .... ... ..... .... ....... ....... ....... ... .. 13
Prepare Reader's Notebooks ........... ... .......... ....... ... ....... ..... ................ ..... .. .. ........ ...... ......... ... ...... 16
Get Ready for Vocabulary Instruction .. ...... .......... ..... ........ .... .. ..... ..... .. .... ..... ....... ...... ........... ..... 17
Locate Multiple Copies of the Text .. .. .... .... ...... .... .. ...... ......... .. ............... ... ...... .. .. ..... .. ...... ....... .. . 19
Input Daily Lessons Into Your Plan Book .. ...... ... .. ... .... ..... .. ........... ... ....... ... ... ......... ...... ..... ....... . 19
Prepare for Assessment .... .... ............... .... ......... ... .. ... ..... ..... ................. .. ...... ............... ...... ..... ..... 20
Alignment to the Common Core State Standards .. .... ... ... ... .. ..... ... ... ....... ...... ... .. ... ... ...... ... ...... ..... ....21
Earthquake Terror Unit of Study-Distribution of Standards ..... ... ... ... ...... .... .... ........... .. .... .. .. .... 22
Earthquake Terror Text Complexity ... ...... ...... ... ..... .. ............. .... ........ ........ ........ ... .... ........ ......... .. 27
Earthquake Terror Scope and Sequence ... ......... ........ ..... ... .. .... ..... ............... ........ ......... .... .......... ... .... 28
Earthquake Terror Stems List .. ... ...... .... ......... ............ ...... ... .... ..... .......... .............. ......... ... ... ....... ... .... .33
Suggestions for Supporting Guided Practice .... .. .... ..... .. ... ............. .................. .. .. .... ..... ..... ........ ... ....35
C. I. A. Lesson Plans: Earthquake Terror ... .... ... .. ...... .... ... .. ...... ...... .... .. ...... ... ..... ... .............. ... .... ... .... 37
Collect Critical Information .. ....... ... ... .......... .... .... .... .. .................. .... ....... ... ......... ... ........ ..... .... ....... .39
Day 1 - Blurb ... .. ....... ..... .... ......... ......... ........... ................ ...... .. .. ....... ..... .... ..... .. ....... .... ............. 40
D ay 1 - Mark Each Quadrant of the Text ... ...... ....... ... ...... ... ..... ...... .. .. ...... ...... .. ..... .... .. ........ ... .. 44
Day 2 - Genre .... ....... .. .... ........ ..... ...... ......... ..... ... .. ...... ....... ............. .... .. .... .... ..... ...... .... ......... .. ..46
Day 3 - Character List ............ .. .... ...... .................. ........... .... ........ ..... ... ..... .............. ... ......... .... .. 50
D ay 3 - Mood .... ...................... ... ...... .. ...... .. .... ....... ....... ....... ..... ......... ..... ......... .... .... .. ... ...... ...... 54
D ay 4 - Setting Map ... ....................... .. .......... ... .. ........ .... ... ... .................... ............. .. ...... .. ......... 56
D ay 5 - Problem/Solution/Opinion Writing ... ... ........ .......... .. .. .... ..... .. .. ... ....... ...... ..... .... .... ....... 61
Day 6 - Problems List .... ...... ...... ... ... ... .... ...... ..... ..................... .... ... .. ....... .... ...... .. ....... ..... ..... ..... 66
Day 7 - Important Events .... ..... ..... ... ... ... .. ......... ..... ... ......... .. ...... ..... ...... ... ... ..... ......... .............. .70
D ay 8 - Important Events .............. ... ........ ... ... .... ................ ....... ..... ... .... .... ....... ... ................ .....74
D ay 9 - Retell Summary Writing .... .. ..... .. .... .. ... ... ... .. ... .... .... ... .. ...... .. .. .. ..... ..... ..... .... ... .. .. ....... ...78
D ay 10 - Outside Text: "Earthquake" ...... .... .. .. ....... ....... .... ... .... ... .... ............ .............. ............... 81
Earthquake Terror Unit of Study 3

Interpret the Text (1) ....................................................................................................................... 85
Day 11 - Infer Character Traits ............................................................ .. ................. ..... ............. 86
Day 12 -Author's Craft & Line ofThinking ............................................................................. 91
Day 13 - Cause and Effect ............................. .................. ..... ......... ................. .......................... 98
Day 14 - Cause and Effect Writing .......... ...... .... ... ......... ..... ................... ....... .... ...... ................ 102
Day 15 - Outside Text: "Your Cool Facts and T ips on Flooding" ............................................ 106
Interpret the Text (2) ...................................... ........... .................................................... ... ... .......... 111
Day 16 - Collect Evidence ...................................................................................................... 112
Day 17 - Revise the Setting Map ....... .......................... .. ... ...................................... .. ........ .... .. 117
Day 18 - Identify the Second Plot .................. .. .............. ....... .................................................. 123
Day 19 - Turning Point .......................................................................................................... 129
Day 20 - Turning Point Writing .............................................................................................. 134
Apply to Your Life ......................................................................................................................... 137

Day 21 - Read-In ........................... ..... ... .... ............................................................................. 138
Day 22 - Synthesis Summary Writing ..................................................................................... 140
Day 23 - Outside Text: Topic-San Francisco Earthquake, 1989 ............................ .. .............. 143
Day 24 - Evaluation Writing ................................................................................................... 150
Days 25-30 - Formal Writing: Book Review .......................................................................... 153
References ...... .............. ................ ................ ............ ....... .......................... ......... ... ....... ... .............. 156
Vocabulary Handbook .................................................................................................................. 15 7
Earthquake Terror Highlighting Directions and Labels for the Instructor's Book .............. ... .. ......... 178
4 Earthquake Terror Unit of Study

Welcome to the C. I. A. Unit of Study for Earthquake Terror
This read-aloud unit of study was put together for the purpose of teaching students how to read lon-
ger, more complex text. Unfortunately, in classrooms where only basal readers are used, many stu-
dents do not learn how to make the transition from picture books, to series books, to more complex
chapter books. As a result, students struggle during independent reading. This unit of study will
teach students the fundamental processes of reading text, specifically longer, more complex chapter
books. It follows an approach described in its companion text, Raising the Standards through Chapter
Books: The C. I. A. Approach (available for purchase at shop.readsidebyside.com) . I hope you enjoy
guiding your students through the authentic work of expert readers!
The book Earthquake Terror, by Peg Kehrer, was selected for its writing style and genre. The
yearlong series of C. I. A. units for fifth grade is designed to explicitly teach students how to read a
variety of genres. While fifth-grade students have typically had a wide exposure to realistic fiction,
they may not understand the nuances that characterize a variety of different types of realistic fiction.
In this unit, students will learn what to expect from realistic fiction-adventure. They will examine
key themes that arise within this genre, and explore the idea of man vs. nature.
Peg Kehret's dramatic writing style will grip your students, and they will beg you to keep read-
ing each day. Many students will search out other rides by this author and essentially conduct their
own independent author studies over the course of their fifth-grade year. Peg Kehrer has also written
many other exciting books for the middle grades, and students will enjoy getting hooked on books
by this prolific and popular author.
Before getting started, you will want to familiarize yourself with the C. I. A. approach. You will
then need to lay the groundwork for optimizing your success with this unit in your classroom by:
• Designating a read-aloud block in your daily schedule
• Setting up a meeting area
• Planning for turn and talk
• Preparing reader's notebooks
• Printing vocabulary handbooks
• Locating multiple copies of the text
• Inputting daily lessons into your plan book
• Preparing for assessment

The check sheets and rubrics available on che Read Side by Side website have been designed to
make it easier for you to collect evidence of student progress relative to grade-level standards over
rime. These cools facilitate the grading of both writing skills and reading comprehension.
While grading student entries, it is important to remember char all notebook entries should be
well organized and easy to read. If the reader's notebook is going to be used as a tool for comprehen-
sion, then students should be able to easily find and read pages in their notebooks. I find that fifth-
grade students are still motivated by stickers and smiley faces. Use these motivators to encourage
neat work.
Alignment to the Common Core State Standards

All lessons in this unit of study are aligned to our nation's Common Core Seate Standards (Common
Core State Standards Initiative [CCSSI], 2010). Ac the beginning of each lesson, you will see an out-
line of the learning targets for that particular day. The following abbreviations are used to link these
targets to the Common Core State Standards:
RL Reading Standards for Literature
RI Reading Standards for Informational Text
w Writing Standards
SL Speaking and Listening Standards
L Language Standards
The yearlong series of C. I. A. read-aloud units, partnered with the C. I. A. Book Club Teacher's
Guides, provide a comprehensive English language arcs curriculum for grades 3-6. All C. I. A. read-
aloud and book club units are available at shop.readsidebyside.com. These units expose students co
grade-level and above standards, in text char is marched to the complexity bands of the Common
Core Scace Standards.
To download a copy of the Common Core Scace Standards, visit hnp://www.corestandards.org/
the-standards.
To download a copy of the vertical progressions of the Common Core Scace Standards, and ad-
ditional Common Core resources, visit readsidebyside.com .

~
N Distribution of Common Core State Standards, C. I. A. Unit of Study Realistic Fiction- Adventure, Earthquake Terror, 5.1
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I needed.
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...,__ Distribution of Common Core State Standards, C. I. A. Unit of Study Realistic Fiction-Adventure, Earthquake Terror 5.1
#1 Not expli citly taught in thi s unit of study.

Follow rules of Engli sh . .. .
Students are expected to use proper Engli sh gra mmar and usage when writing and speaking m this unit. Supplement the un it with grammar and usage lessons as needed.
gra mm ar an d usage
#2 Not ex pli citly ta ught in thi s un it of study.
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Stude nts are expected to use proper Engli sh capita lization, punctuation and spe ll ing when writing. Supplement the unit with th ese lessons as needed.
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#4 I x I x I I x I x I x I x I x I I x I I x I x I I x I x I x I x I I I x
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u nknown words :
Context
Morphemes
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#5 I x I x I I x I x I x I x I x I I x I I x I x I I x I x I x I x I I I x
Compre hend language:
Figurative la nguage
Word r e lationships
Idioms, a dages, proverbs
tl"J Synonyms
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#4 X X X X X X X X X X X X X X X X I X I X I X I X I X I X I X I X I X
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s ueeort
#6 I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X I X
Use forma l Engl ish when
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Distribution of Common Core State Standards, C. I. A. Unit of Study Realistic Fiction-Adventure, Earthquake Terror 5.1
#1 I I I I I X I I I I I I I I I I I I I I I X I X
Write an oeinion ei ece
#2 I I I I I I X I I I I X I I I I I I X I I X
Write an exeository ei ece
#3
Write a narra tive eiece I I I I
Production and Distribution of Writin
#4 I I I I I X I I I I X I I I I I X I I I I I X I I X I I X I X
Write cl early
Organize a ppropria tely
Con sider tas k, purpose,
a nd aud ience
#5 X
Stre ngthen writing
through the stages of th e
writing erocess
#6 I I I I I I I I I I I I I I I I I I I I IX
Produce a nd publi sh
writin
Research to Build and Present Knowledge
#7 I I I I I I I I I I I I I I I I I I I I X
Invest igate differe nt
ase ects of 1 toeic
#8 I X I X I X I X I X IXI X I X I I X I X I X I X I I X I X I X I X I X I I X I X I X
~
Recall inform a tio n
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Earthquake Terror Text Complexity
QUALITATIVE MEASURES QUANTITATIVE MEASURES
Levels of Meaning The Lexile level for Earthquake Terror is 690

While the apparent aim of the text is to based on word frequency and sentence length.
illustrate that nature is powerful enough This is in the upper range of the complexity
to defeat man, the book also shows how band for 2nd_3 rd grade according to the
family members work together and how Common Core State Standards.
determination can create unexpected heroes.
READER TASK CONSIDERATIONS
Structure
Overall, the narrative uses a fairly simple, These should be determined locally with
explicit, and conventional story structure. A reference to motivation, knowledge, and
slightly more complex structure near the end experiences as well as to the purpose and
of the text calls on students to navigate two complexity of the tasks assigned and the
overlapping plot lines-what happens to questions posed.
Jonathan and Abby over a period of time, and
what happens to Mom and Dad over the same
time frame.
Language Conventionality and Clarity

Peg Kehret uses language that is generally
clear and accessible. She does, however, use
the literary devices of personification and
foreshadowing, making overall comprehension
slightly more difficult.
Knowledge Demands
While the central theme is fairly simple, there
are also multiple secondary themes. General
background knowledge about earthquakes and
cause and effect relationships related to natural
disasters is necessary.

DAY 3, PART 1: CHARACTER LIST-CHAPTER 1, PP. 1-5
Instructional Read-Aloud
In this chapter .. . the Palmers are camping on Magpie Island in October. Abby uses a walker because
her legs are partially paralyzed. It takes the Palmers a long time to hike to Magpie Lake. When Mrs.
Palmer is splashing in the lake, she breaks her ankle. Jonathan offers to stay with Abby on the island
while Mr. Palmer takes Mrs. Palmer to the hospital.
In this lesson ... you will model how readers pay attention to important characters and infer charac-
ter traits . You will demonstrate how readers keep track of characters while reading by working with
your students to co-create a character list that can be used as a tool for comprehension monitoring.
While clues about the setting will be revealed, wait to note this information till day 4, when you will
reread the chapter looking for setting clues.
Learning Targets:
Read closely to monitor comprehension (RL 1)
• Infer character traits
• Visualize
Show understanding of story elements (RL 3)

• Character
Use what you know about genre to help you understand the story better (RL 5)
Gather and categorize information through note taking (W 8)
Convey ideas precisely using appropriate vocabulary (L 3, 6)
Engage in collaborative discussion (SL l, 2, 4, 6)
Connect:
We have been learning...
. . . that good readers think about what they know about the genre to help them predict what will
happen in the book.

Teach:
Today I am going to teach you ...
. . . that good readers use comprehension strategies to identify important characters and infer
character traits. You are each going to make a character list in your reader's notebook as we read
chapter 1. The character list will be a tool that we will use while reading this book; it will help
us improve our comprehension when we are confused. Today we will also be paying attention
to clues about these characters that we find in the story, and we will be using these clues to infer
character traits.
Watch me as I model how I think about who the important characters are as I'm reading.
Notice how I use clues in the story to help me think about what I know about these characters.
Today we will be using this stem for turn and talk:

When the book said___ , I thought this was an important detail because___ . This makes
me think
Open your reader's notebooks and tide a clean page Character List. As we create the list togeth-
er on the easel, you will each copy down the information on a list in your own reader's notebook.
C/l/ Begin reading chapter 1 of Earthquake Terror, starting on page 1.

~
Model:
LIA/ Stop after: "Today and tomorrow were planning days for teachers, so Jonathan did not
~ have school." (p. 2)
We need to add Jonathan to our character list. We know that he will be an important character
in the book. We can also add Jonathan's dog, Moose.
Now let's think about clues in the text that help us understand the main character.
When the book said Jonathan walked fast even though it was hot out, I thought this was an
important detail because it shows chat he is in great physical shape. This makes me think
Jonathan is athletic.
(Model adding this chinking and any other important derails to che character list.)

Guided Practice:
.U'A/ Stop after: "Now they slept in a small trailer because Abby needed a real bed, with a mat-
~ - tress, not a sleeping bag on the ground." (p. 3)
We have some new characters to add to our character list: Mrs. Palmer, Mr. Palmer, and Abby.
Grandma Whitney is also mentioned on page 3. Do you think she will be an important charac-
ter in this book?
This part of the text focuses on Abby. Let's think about what we know about her. Use the turn
and talk stem to think about important details relating to Abby.
Turn and talk to your partners using this stem:

When the book said ___ , I thought this was an important detail because ___ . This makes
me think _ __
(Model adding this thinking and any other important details to the character list.)
Guided Practice:
ClJ Stop after: " 'Go ahead,' Mr. Palmer said to his wife. 'I'll help Abby.' " (p. 5)
In chis part of the text, we learn new information about each of the characters. Which details
are important?
Turn and talk to your partners using this stem:

When the book said ___ , I thought this was an important derail because ___ . This makes
me think _ _
(Model adding chis thinking and any other important details to the character list.)
Link:
Today and every day when you read. ..
. . . I want you to think about what you know about important characters in order to make a char-
acter list for monitoring comprehension.

0
Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis and
Review of Online Learning Studies
U.S. Department of Education

Office of Planning, Evaluation, and Policy Development
Policy and Program Studies Service
Revised September 2010
Prepared by
Barbara Means
Yukie Toyama
Robert Murphy
Marianne Bakia
Karla Jones
Center for Technology in Leaming
Executive Summary
Online learning-for students and for teachers- is one of the fastest growing trends in
educational uses of technology. The National Center for Education Statistics (2008) estimated
that the number ofK-12 public school students enrolling in a technology-based distance
education course grew by 65 percent in the two years from 2002-03 to 2004-05. On the basis of a
more recent district survey, Picciano and Seaman (2009) estimated that more than a million K-
12 students took online courses in school year 2007-08.
Online learning overlaps with the broader category of distance learning, which encompasses
earlier technologies such as correspondence courses, educational television and
videoconferencing. Earlier studies of distance learning concluded that these technologies were
not significantly different from regular classroom learning in terms of effectiveness. Policy-
makers reasoned that if online instruction is no worse than traditional instruction in terms of
student outcomes, then online education initiatives could be justified on the basis of cost
efficiency or need to provide access to learners in settings where face-to-face instruction is not
feasible. The question of the relative efficacy of online and face-to-face instruction needs to be
revisited, however, in light of today's online learning applications, which can take advantage of a
wide range of Web resources, including not only multimedia but also Web-based applications
and new collaboration technologies. These forms of online learning are a far cry from the
televised broadcasts and videoconferencing that characterized earlier generations of distance
education. Moreover, interest in hybrid approaches that blend in-class and online activities is
increasing. Policy-makers and practitioners want to know about the effectiveness oflnternet-
based, interactive online learning approaches and need information about the conditions under
which online learning is effective.
The findings presented here are derived from (a) a systematic search for empirical studies of the
effectiveness of online learning and (b) a meta-analysis of those studies from which effect sizes
that contrasted online and face-to-face instruction could be extracted or estimated. A narrative
summary of studies comparing different forms of online learning is also provided.
These activities were undertaken to address four research questions :
I. How does the effectiveness of online learning compare with that offace-to-face
instruction?
2. Does supplementing face-to-face instruction with online instruction enhance learning?
3. What practices are associated with more effective online learning?
4. What conditions influence the effectiveness of online learning?
This meta-analysis and review of empirical online learning research are part of a broader study
of practices in online learning being conducted by SRI International for the Policy and Program
Studies Service of the U .S. Department of Education. The goal of the study as a whole is to
provide policy-makers, administrators and educators with research-based guidance about how to
implement online learning for K-12 education and teacher preparation. An unexpected finding of
the literature search, however, was the small number of published studies contrasting online and
XI
face-to-face learning conditions for K-12 students. Because the search encompassed the research
literature not only on K-12 education but also on career technology, medical and higher
education, as well as corporate and military training, it yielded enough studies with older learners
to justify a quantitative meta-analysis. Thus, analytic findings with implications for K-12
learning are reported here, but caution is required in generalizing to the K-12 population because
the results are derived for the most part from studies in other settings (e.g., medical training,
higher education).
This literature review and meta-analysis differ from recent meta-analyses of distance learning in
that they
• Limit the search to studies of Web-based instruction (i.e., eliminating studies of video-
and audio-based telecourses or stand-alone, computer-based instruction);
• Include only studies with random-assignment or controlled quasi-experimental designs;

and
• Examine effects only for objective measures of student learning (e.g., discarding effects
for student or teacher perceptions of learning or course quality, student affect, etc.).
This analysis and review distinguish between instruction that is offered entirely online and
instruction that combines online and face-to-face elements. The first of the alternatives to
classroom-based instruction, entirely online instruction, is attractive on the basis of cost and
convenience as long as it is as effective as classroom instruction. The second alternative, which
the online learning field generally refers to as blended or hybrid learning, needs to be more
effective than conventional face-to-face instruction to justify the additional time and costs it
entails. Because the evaluation criteria for the two types of learning differ, this meta-analysis
presents separate estimates of mean effect size for the two subsets of studies.
Literature Search
The most unexpected finding was that an extensive initial search of the published literature from
1996 through 2006 found no experimental or controlled quasi-experimental studies that both
compared the learning effectiveness of online and face-to-face instruction for K-12 students and
provided sufficient data for inclusion in a meta-analysis. A subsequent search extended the time
frame for studies through July 2008.
The computerized searches of online databases and citations in prior meta-analyses of distance
learning as well as a manual search of the last three years of key journals returned 1,132
abstracts. In two stages of screening of the abstracts and full texts of the articles, 17 6 online
learning research studies published between 1996 and 2008 were identified that used an
experimental or quasi-experimental design and objectively measured student learning outcomes.
Of these 176 studies, 99 had at least one contrast between an included online or blended learning
condition and face-to-face (offline) instruction that potentially could be used in the quantitative
meta-analysis. Just nine of these 99 involved K-12 learners. The 77 studies without a face-to-
face condition compared different variations of online learning (without a face-to-face control
condition) and were set aside for narrative synthesis.
Xll
Meta-Analysis
Meta-analysis is a technique for combining the results of multiple experiments or quasi-

experiments to obtain a composite estimate of the size of the effect. The result of each
experiment is expressed as an effect size, which is the difference between the mean for the
treatment group and the mean for the control group, divided by the pooled standard deviation. Of
the 99 studies comparing online and face-to-face conditions, 45 provided sufficient data to
compute or estimate 50 independent effect sizes (some studies included more than one effect).
Four of the nine studies involving K-12 learners were excluded from the meta-analysis: Two
were quasi-experiments without statistical control for preexisting group differences; the other
two failed to provide sufficient information to support computation of an effect size.
Most of the articles containing the 50 effects in the meta-analysis were published in 2004 or
more recently. The split between studies of purely online learning and those contrasting blended
online/face-to-face conditions against face-to-face instruction was fairly even, with 27 effects in
the first category and 23 in the second. The 50 estimated effect sizes included seven contrasts
from five studies conducted with K-12 learners-two from eighth-grade students in social
studies classes, one for eighth- and ninth-grade students taking Algebra I, two from a study of
middle school students taking Spanish, one for fifth-grade students in science classes in Taiwan,
and one from elementary-age students in special education classes. The types of learners in the
remaining studies were about evenly split between college or community college students and
graduate students or adults receiving professional training. All but two of the studies involved
formal instruction. The most common subject matter was medicine or health care. Other content
types were computer science, teacher education, mathematics, languages, science, social science,
and business. Among the 48 contrasts from studies that indicated the time period over which
instruction occurred, 19 involved instructional time frames of less than a month, and the
remainder involved longer periods. In terms of instructional features, the online learning
conditions in these studies were less likely to be instructor-directed (8 contrasts) than they were
to be student-directed, independent learning (17 contrasts) or interactive and collaborative in
nature (22 contrasts).
Effect sizes were computed or estimated for this final set of 50 contrasts. Among the 50
individual study effects, 11 were significantly positive, favoring the online or blended learning
condition. Three contrasts found a statistically significant effect favoring the traditional face-to-
face condition. 1
1
When a a. < .05 level of significance is used for contrasts, one would expect approximately 1 in 20 contrasts to
show a significant difference by chance. For 50 contrasts, then, one would expect 2 or 3 significant differences by
chance. The finding of 3 significant contrasts associated with face-to-face instruction is within the range one
would expect by chance; the 11 contrasts associated with online or hybrid instruction exceeds what one would
expect by chance.
XIJJ
Narrative Synthesis
In addition to the meta-analysis comparing online learning conditions with face-to-face

instruction, analysts reviewed and summarized experimental and quasi-experimental studies
contrasting different versions of online learning. Some of these studies contrasted purely online
learning conditions with classes that combined online and face-to-face interactions. Others
explored online learning with and without elements such as video, online quizzes, assigned
groups, or guidance for online activities. Five of these studies involved K-12 learners.
Key Findings
The main finding from the literature review was that
• Few rigorous research studies of the effectiveness of online learning/or K-12 students
have been published. A systematic search of the research literature from 1994 through
2006 found no experimental or controlled quasi-experimental studies comparing the
learning effects of online versus face-to-face instruction for K-12 students that provide
sufficient data to compute an effect size. A subsequent search that expanded the time
frame through July 2008 identified just five published studies meeting meta-analysis
criteria.
The meta-analysis of 50 study effects, 43 of which were drawn from research with older learners,
found that2
• Students in online conditions performed modestly better, on average, than those learning
the same material through traditional fac e-to-face instruction. Leaming outcomes for
students who engaged in online learning exceeded those of students receiving face-to-
face instruction, with an average effect size of +0.20 favoring online conditions. 3 The
mean difference between online and face-to-face conditions across the 50 contrasts is
statistically significant at the p < .001 level. 4 Interpretations of this result, however,
should take into consideration the fact that online and face-to-face conditions generally
differed on multiple dimensions, including the amount oftime that learners spent on task.
The advantages observed for online learning conditions therefore may be the product of
aspects of those treatment conditions other than the instructional delivery medium per se.
2
The meta-analysis was run also with just the 43 studies with older learners. Results were very similar to those for
the meta-analysis including all 50 contrasts. Variations in findings when K-12 studies are removed are described
in footnotes.
3
The + sign indicates that the outcome for the treatment condition was larger than that for the control condition. A
- sign before an effect estimate would indicate that students in the control condition had stronger outcomes than
those in the treatment condition. Cohen (1992) suggests that effect sizes of .20 can be considered "small," those of
approximately .50 "medium," and those of .80 or greater "large."
4
The p -value represents the likelihood that an effect of this size or larger will be found by chance if the two
populations under comparison do not differ. A p-value of less than .05 indicates that there is less than 1 chance in
20 that a difference of the observed size would be found for samples drawn from populations that do not differ.
XIV
xvn
Conclusions
In recent experimental and quasi-experimental studies contrasting blends of online and face-to-
face instruction with conventional face-to-face classes, blended instruction has been more
effective, providing a rationale for the effort required to design and implement blended
approaches. When used by itself, online learning appears to be as effective as conventional
classroom instruction, but not more so.
However, several caveats are in order: Despite what appears to be strong support for blended
learning applications, the studies in this meta-analysis do not demonstrate that online learning is
superior as a medium, In many of the studies showing an advantage for blended learning, the
on line and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was
the combination of elements in the treatment conditions (which was likely to have included
additional learning time and materials as well as additional opportunities for collaboration) that
produced the observed learning advantages. At the same time, one should note that online
learning is much more conducive to the expansion oflearning time than is face-to-face
instruction.
In addition, although the types of research designs used by the studies in the meta-analysis were
strong (i.e., experimental or controlled quasi-experimental), many of the studies suffered from
weaknesses such as small sample sizes; failure to report retention rates for students in the
conditions being contrasted; and, in many cases, potential bias stemming from the authors' dual
roles as experimenters and instructors.
Finally, the great majority of estimated effect sizes in the meta-analysis are for undergraduate
and older students, not elementary or secondary learners. Although this meta-analysis did not
find a significant effect by learner type, when learners' age groups are considered separately, the
mean effect size is significantly positive for undergraduate and other older learners but not for
K-12 students.
Another consideration is that various online learning implementation practices may have
differing effectiveness for K-12 learners than they do for older students. It is certainly possible
that younger online students could benefit from practices (such as embedding feedback, for
example) that did not have a positive impact for college students and older learners. Without new
random assignment or controlled quasi-experimental studies of the effects of online learning
options for K-12 students, policy-makers will lack scientific evidence of the effectiveness of
these emerging alternatives to face-to-face instruction.
xvm
By the Numbers Theory of Change with Blended Learning Implementation:
• Principal: Larissa Adam ASCEND's academic performance has been steadily improving since its inception in 2001
• Total Student Enrollment:
-432 as they have worked hard to align instruction, recruit and retain excellent teachers, and
• # of students with regular develop a strong interventions system. For the past three years, however, ASCEND has
access to blended learning
instruction: -432 struggled to make academic progress, with half of the students still performing at levels
• 2013 Growth API Score: 758 below proficient. Internal analysis led ASCEND to believe that staff struggle to fully provide
• 95% Free or reduced lunch
• 60% English Language the level of differentiation and personalization students need. From 3rd grade and beyond,
Learners the range of abilities in a given class becomes incredibly wide, and by 7th or 8th grade, even
the strongest teachers are not completely effective in personalizing learning for students'
different zones of proximal development (ZPD). To further raise student achievement,
ASCEND's blended implementation aims to dramatically increase the amount of time
students spend in lessons targeted to their ZPD, both on- and offiine.
Innovation
ASCEND's first blended model centered on identifying a specific adaptive program for each grade.
Due to varying student needs, they quickly learned that multiple adaptive programs are needed
at each grade level. To support this shift, ASCEND devised a strategy to share the multiple devices
required among classes as well as purchased hardware and headphones to support use of the
programs. Teachers were also trained on the programs and how to analyze different types of data
to understand student progress. In the end, ASCEND has been able to individualize instruction at
a whole new level. Students with gaps are getting the intensive support they need and advanced
students can be more challenged. Teachers have developed a high quality guided reading program
and their comfort and confidence with technology has resulted in more experimentation with tools
to enhance learning.
Goals
• Leverage blended, personalized learning to better meet students' individualized learning needs .
• Increase student achievement in English Language Arts, specifically in phonemic awareness/
phonics and reading.
• Increase student achievement in math .
Focus Areas for 2014/15

Over the next year, ASCEND will focus on the following areas to sustain and increase the
ROGERS effectiveness of blended, personalized learning.
FAMILY
FOUNDATION 1. Develop Professional Learning Communities (PLCs) focused on data-driven blended learning,
student data analysis and goal setting, and creating personalized learning plans based on
students' academic profiles.
2. Secure additional devices to spread implementation of Reading Assistant to more students.
3. Assess the effectiveness of current math digital content.
'/ Education far Change 4. Assess the current structure for the Tech Coach program (middle school student coaches for K-3
' Public Schools students during blended rotations) to ensure maximum effectiveness.
School Background
ASCEND is an arts-integrated
K-8 school that emphasizes
family and community
partnerships. The mission
of ASCEND is to close the
achievement gap in Oakland.
To make a positive difference
in the lives of young people,
ASCEND offers engaging and
rigorous instruction and builds
strong relationships between
parents, teachers/staff, students
and community. ASCEND is
dedicated to developing leaders
and mentors who create a more
compassionate, equitable and
just society.
"Job to Be Done" Tools or Program
Attendance, GPA, suspension, behavior AERIES SIS
Grades and Assessments NWEA MAP
The blended rotation
State Data CMA (by strand}, CST (3 years longitudina l), CELDT, SBAC
model had made it
possible for us to Benchmarks Illuminate
individualize instruction Digital Content Achieve3000, ST Math, Google Drive, Fast4Word, Reading Assistant, Exit
at a level we have Ticket
never before achieved. Account Management " Log-in with Google" and Clever
Students who have gaps
are getting the intensive Student and Teacher Fall 2013 Survey Results
support they need and During the Fall of 2013, ASCEND students and teachers were surveyed to understand their
advanced students are perspectives about implementation of blended, personalize learning. Highlights from the ASCE .
being more challenged. results are below.
Hae -Sin Thomas, CEO, The majority of ASCEND students agreed or strongly agreed with statements that working in small
Education for Change groups helps them understand the lesson better (61%) and working on the computer and online
programs helps them stay more on task (61%) than when they are "with the whole class getting
the lesson."
Small Groups vs. Whole Class: Computer/Online vs. Whole Class:
Understanding the Lesson Staying on Task
Hardware 7%, Disagree/
Strongly
• 200 Chrombooks
• 10 wireless access points
• iMac Lab and Linux Lab
• MacBook cart
Sample Student Schedule

• 8:30-8:55am Morning
Meeting/Buddy Reading or
Journal Learning
• 8:55-10: 10am Reading Teachers on the other hand were more in favor of working in small groups with students. Teachers
Workshop agreed or strongly agreed that small groups help students understand the lesson better {100%) and
• 10: 10-10:30am Recess stay more on task (83%) than when they deliver instruction to the whole class.
• 10:30-11 :25am Writing
Workshop Small Groups vs. Whole Class: Small Groups vs. Whole Class:
• 11 :25-11 :40am Read Understanding the Lesson Staying on Task
Aloud
• 11:40-12:25pm Lunch
• 12:25-1 :OOpm ELD
• 1:00-2:00pm Math
• 2:00-2:1Opm Recess
• 2:10-3:10pm Home
Language
• 3:10-3:15pm Clean-up,
Pack up and Dismissal
lf.J PARTf"ERSHIP WITH
Michael & Susan Dell
FOUNDATION
Robert Murphy . Eric Snow . Jessica M1slevy · Larry Gallagher · Andrew l<rurnr.-1 . Xin Wei
Blended Learning Report

Mav l014
/IAichael & Susan Dell
FOUNDATIOI\/
Executive Summary
BAC KC ROUN[1 and summative research effort During the 2011-12 school year, five
With the prevalence of digital instruction a! resources and access charter management organ izations (C/V\Os) received funding from
to high-speed bandwidth and devices, many districts. charter school the foundation to help support the development and expansion of
networks, and schools and teachers are experimenting with ways blended learn,ng models in a total of 13 schools serving low-income
to combine on line instruction with regular classroom inst ruction to communities and families The C/V\Os were Rocketship Education,
suppo rt teaching and improve students' learning experiences This Summit Public Schools, .Alliance-College Ready High Schools, Kl PP LA.
blending of on line and face-to -face instruction is expected to be and Firstline Schools .
standard practice in many classrooms in the future_
The study was motivated by the following research questions:
Since blended learning is an emerging field there are currently
many different conceptualizations of what it means to ''do" blended Do students in blended learning models show changes
learning. The definition adopted for this research report, following in academic achievement that differ significantly from
Staker and Horn (2012), has the following components.
the1 r peers'?
Do students in blended learning models show a
It involves teaching and learning within a formal
propensity to close the achievement gap?
education program
Are diffe1·ences in the way that blended learning
tudents learn at least in part through on line delivery
models are implemented associated with differences
of content and instruction
in learning outcomes 1
Students have some level of control over time, place,
Are blended learning models more effective for some
path, and/or pace of instruction
types of students or subject areas than fm others?
Part or all of instruction is delivered away from home
To what extent is each of the blended learning models
in a supervised, brick-and-mortar location
being implemented as intended?
With funding from the Michael & Susan Dell Foundation, the SR I
For many of the participating sites, the findings reported here are
International Center for Technology in Learning studied the adoption
based on the experiences of schools in their first or second year of
of blended learning models in selected schools in California and
implementing blended learning, and five schools were in their first
Louisiana. This research report presents the findings of this formative
WITH SUPPORT FROM :
,. .
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~ ~Ii~·:::•
.~II~ •
summit
public schools
~·
® ALLIANCE KIPP: LASchools

/tllichae/ & Susan Dell
FOUNDATION
2011-12 BLENDED LEARNING ADOPTION TABLE ES·l. RESEARCH SAMPLE SUMMARY

CHARTER
MANAGEMENT SCHOOLS GRADE LEVELS TEACHERS STUDENTS
PARTICIPATING IN STUDY PARTICIPATING PARTICIPATING
25% ORGANIZATION
Alli ance 3 high scl-i·x,Js 9.10 26 900

Of 12 SC HOOLS
IN RESEARCH
50 Fi rstL'ne 1 elem entar:> school K-8 20 460
. ockf tsh p 5 elemer; tary schools K- 5 70 2,381

25%
fiv<· \r,\K ," APOPTION
k. l PP LA 1 ele>nen1.a 1-y school l<-1 s 230
•• 5El0N[)Vf AR OF .~DOrTlrj'J
T'-IIRu ,·,AR OR M·;i'[ Of Af'O''IOM Surnrn t 2 h1g scl·ool s 9 3 230
year of oper;,tion Of the 12 schools part icipating in th e research, separate ly fro m the co re teacher-led instruction. oft en in a co mputer
6 w ere in their first year of adopt ion during the 2011-12 school or lea rn ing lab. Both of these rotation blended lea rni ng mod els-
year and three we re in the ir second year. .At all the sites- in clud in g cl ass room and lab ba sed- were adopted t o some degree by the
Rocketship, wh ich opened its first school in 2007-the organizations schools in the resea rch .
and schools continue to experiment and refine their blended learning
models to improve the ex perience and resu lts for teachers and EVIDENCE OF"'HE EFFECTIVENESS OF BLrnDED LEARNING
st ud ents. In severa l cases, the models stud ied during the 2011-12 Up t o th is po int, li m ited rigorous research has been con ducted on
school year ch anged significantly from the 2012-13 school year as the effectiveness of blended learn ing models, particul arly in K-12
th e organizat ions and schools reflected on their results, upgraded school settings (Means et al., 2009) Claims are made about t he
t echno logy, identified more promising instructiona l software and re lat ive effectiveness of various blended learning models relative
pra ctices, and rea llocated resources to better serve their students . to more t raditi onal fo rms of instruction. but thus far little evidence
Even t hough t he models stud ied and th e technology that supports has been col lected to back these claims. Clearly, more rigorous
t hem are evolving, our research findings are relevantto other research is needed to understand the utility of blended learn ing
organizations and schools that are preparing for or piloting thei r to support teaching and learning for all students withi n K-12
own blended learning models. learn ing environ ments.
The sample participating in the research w it hin each site inc luded
SUMMARY OF FIND INGS FR OM THE 2011-12 SCHOOL YEAR RESEARCH
both elementary and high schools spanning grades K- 10, all of which
This cross-site summary of select implementation findings is based
served students from low-income communit ies (Table ES-1 )
on interviews, observations, and teacher surveys within each of the
sites during the 2011- 12 school year. The findings reported are
BLE NDED LEARN I NG MO DELS related to issues with infrastructure and technology, elements of
The models that were the subject of SR l's research are sometimes the software design, perceived benefits to teaching and learning,
referred to as "rotation" bl end ed learning models (Staker and Horn, and student productivity
2012 ). During the school day, students move between regu lar
classroom instruction and on line instruction based on a schedule or
Infrastructure and Technology
at the teacher's discretion. The on line instruction may be organized
Unreliable Internet co nnectivity, inadequate bandwidth , and
as one of several stations in a classroom that students rotate among
problems with software programs hindered many schools' ability
during a class period. In another version, on line instruction occurs
to implement t hei r mod els. With a few except ions, a majority of
Due 10 the voriat,on ;r, the· l>lendcO. models adopted Vy each research site.findings relared ro the irnpact of~he vanous [,/ended IEarnrg models on student learning and
the sckoo/s' <1b1,'ity tt., close the higi)·mcon1e/lov1,1-income achievemt:nt gap ore rr?ported in eoch site :S research prof1'.e
4
11.~ichael & Susan Dell
FOUNDATIO N
the teachers at each site reported that either they or their students Site-based blended !ea rnin g coo,·dinators and teams provided critical
exper'1enced technical problems during the year. For teachers at t ec hnica l support for adm inistrators and teachers duri ng t he trans itio n
three of the five research sites, these probl ems w ere reported to to bl end ed learn ing. These pos1t'1ons were essential to reduce some
be either moderate or significant barriers to effective use of their of the burdens on administrators and teachers so they could stay
b!ended learning models. The most common ly cited technical issues focused on teaching and learning. People in these coordination roles
were the reliability of Internet connectivity and on line programs and were often responsible for identifying and piloting online programs,
insuffic'1ent bandwidth to run sorne of the programs. negotiating v1(1th vendo1-s, providing reports on student performance
in the on line programs, coordinating professional development and
overseeing the purchase of technology
SoflwiJ1c> Design Elc111E't1l'

"In general, sites were interested in identifying During the school year, sites continued to experiment w ith
different online instructional softwa re in ELA and math.
programs that (1) were comprehensive and They continually refined their models to best serve teachers and
students, which included searching for and piloting different on1·1ne
aligned with the Common Core standards,
programs. In general, sites were interested in ·1dentify'1ng programs
(2) were adaptive, (3) were interactive and that (1) were comprehensive and ali gned with the Common Core
standards, (2) were adaptive, (3) were interactive and engaging,
engaging, (4) were assignable, (5) provided
(4) were assignable . (5) provided valid reports of student learning,
valid reports of student learning, (6) allowed (6) allowed for integration into the school learning management
systems and had a single sign-on portal when more than one
for integration into the school learning prog ram was used, (7) were cloud based, and (8) were affordable.
management systems and had a single sign-on
How assi gnable on line instru ct ion progra ms are may limit the ir
portal when more than one program was used, int egrati on w ith the classroom curricul um. Many sites used online
instructional programs such as Dream Box and !station that are
(7) were cloud based, and (8) were affordable."
adaptive and enable students to work at their own pace on content
that is appropriately challenging. Given this self-pacing, students
may not be working on the same topic at the same time or at the
same time the teacher is presenting the material in the classroom.
Many of the programs do not allow teachers or administrators to
On-site IT support and contingent instructional activities provided assign the on line content for students. The importance of program
critical support in the wake of problems with technology. Technology- ass1gnab1lity to the implementation of a blended learning model
related problems need to be anti cipated and planned fo r. Three of depends on the role of on line instruction in the model. That is,
the five research sites hired staff to provide on -site IT support, assignability is less critical if the on line programs are being used for
which freed teachers from this burden. Yet even with on -site IT staff remediation by allowing students to proceed through the content
availabl e, administrators, teachers, and lab monitors in several sites at their own pace and level as theyfill 1n gaps in their knowledge as
expressed the need for backup activities and software programs for needed. Assignability is more critical when teachers are using the
th e times t ec hnol ogy issues arose Examples of such activiti es in lab online instruction as an integrated supplemental activity to directly
rotation models were the use of worksheets or off-Ii ne projects or the support the lessons they are presenting in the classroom.
use of software programs that resided on the students ' computers
hool s' servers .
/1/licha e/ & Susan Dell
FOUNDATION
Teachers in the study reported that the quality of the online software monitors in efficiently identify"1ng students who were struggling or
prog ra ms varied by subject . Across sites. teachers and administrators falling behind progress expectations. Teachers also reported that
tended to be more satisfied with the content and quality of software progress and performance measures were often not aligned with
programs developed for math skills than for English language arts (ELA) . state content standards or the schools' curriculum, leaving them less
For ELA, the greatest quality concerns were about supporting writing able to anticipate how students might pe1·form on state-mandated
instruction. assessments or internal benchmark exams.
Several facto rs limited teachers' use of data from on line systems to Teachers' and administrators'trust in the assessments embedded
inform instru ction. All of the sites participating in the research had in the on line programs was limited; several reported they trusted
strong cultu res of using student performance data to make informed their own formative assessments more than a program's mea sure
instructional decisions. In general, however, schools and t eache rs of content mastery because of uncertainties in the validity of the
underutili zed data from the on line instructional programs. Teachers program's measures.
and administrators noted sever aI cha Ilenges to leveraging the student
data. One challenge related to the quality of dashboards used to Several sites that used more than one on line program in their blended
report student progress in some of the programs. Teachers reported learning model faced the challenge of integrating multiple strea ms of
that either the dashboards were difficult to access or the information student performance data from the programs into their own stude
on student progress was difficult to interpret in terms of the schools' information systems . Because the data from the online programs
own content standards. In turn , that hindered teachers and lab were not well integrated into a single dashboard, many teachers
6
Allichae/ & Susan Dell
FOUNDAT I ON
found that reviewing the data was too time consuming to do on a were more effective at helping students recall basic facts than at
regular basis Third-party providers such as Educatior, Elements have helping them develop higher order thinking skills. This firding held
entered the market to help schools package data for use by educators. true across subject areas. Teachers· perceptions of studem skill
(Education El ements worked with KIPP LA and Alliance during the development reflected their schools' blended learning model as a
2011- 12 school year.) However. during this study, the research sites whole- the combination ofonline and offiine instruction-and not
were left to make sense of the multistream data on thei r own. just the on line component.
Benefits to Teaching and l.earn:ng

The sites use blended !earning models to pe rsonalize learning through
self-pa ced programs, adaptive on line instructional co ntent, and
facilitation of smal l-group instruction for students with the greatest
''According to a majority of the administrators,
academic needs. Administrators and teachers described several uses
and benefits of blended learning to personalize students' work. Self- teachers, and lab monitors interviewed, weekly
paced and adaptive math software programs like Dream Box Learning,
goal-setting helped students to become more
ST Math, and !station support personalized learning by individualizing
instruction, challenging students with the appropriate level of invested in their learning and to see both the
content and directin g th eir path through th e prog ram based on prior
successes. Students progress through the material at different speeds
rewards of meeting goals and consequences of
on their learning needs. They may take more time to complete failing to meet them."
n topi c, skip topics they already know, repeat topics they need
help on, and explore content that is beyond the curriculum. A majority
of th e t eac hers su rveyed reported that tech nology and co mputer-
mediated instruction played a major role in providing enrichment fo r
advanced students and remediation for struggling students.
Goal -setting promotes self-directed learning in the blended learn ing
Learning was further personalized within all the sites by teachers environment. The goal-setting practices sites used to direct student
using blended learning to fa cilitate small grou p instruction. For progress in th e blended instructional environment tended to promote
exam ple, students with the greatest academic needs at Firstline·s within students a sense of accountability and ownership over the
Arthur Ashe school spent their lab time in a "learning support" learning process. Most often, goal setting was associated with
classroom, rotating in small groups between teacher-led activities, students' weekly goals for progress on the on line programs. According
online workstations, and independent practice. In KIPP Empowe r to a majo rity of the adm in1strators, teachers, and lab monitors
Ac ademy's in -cla ss rotati on mod el. students during En gli sh language interviewed, w eekly goal-setting helped stud ents to becom e more
instruction were grouped by ability and teachers differentiated their invested in their learning and to see both the rewards of meeting
inst ruction based on the level of each group. As on e group of students goals and consequences of failing to meet them.
worked on adaptive onlin e softwa re programs, other students

rece ived instruction from teache rs in the classroom. Teache rs reported that students' readiness for sel f- directed learning
may vary by their academic preparation. Whil e t eachers cited
Tea chers re port that blended learni ng ben efits students ' procedural advantages with their school's blended learning model. they generally
skil ls deve lopment m ore than higher ord er thinking. Perhaps because indicated that students did not reap these benefits equally Acros s
of the on line instructional programs' empha sis on providing students sites, a la rge majority of teachers reported that their models were at
w ith opportunities to practice basic skills and proced ures, a majo rity least somewhat effective fo r all students but those who benefited
chers su rveyed across sites reported that th eir bl ended models most were students whose academic work w as either ahead of,
7
lv1ichael & Susan Dell
FOUNDATION
or at the same level as, most students their age. The models were instruction All sites used the online instructional component of
possibly less effective for students whose academic work was below their model to supp.lement their core instruction, providing students
their expected grade level. In addition, many teachers interviewed additional opportunities to practice skills they had just learned for
felt a student's ability to self-manage and self-direct their learning remediation and enrichment. None of the schools, with the exception
determined which ch ·11dren would most likely thrive in a blended of one Alliance high school, used on line learning programs as the
learning model. primary source of instruction.
Teachers' satisfaction with their school's blended learning models Given the schools' early-stage adoption of blended learning and the
varied . Most teachers at Firstline. Kl PP Empower Academy, and continuing evolution of the models at each site. it is much too early
Summit reported that they were satisfied with blended learning to judge the effectiveness of these models relative to other ways to
in their instruction and would recommend it to other teachers. organize instruction. As new and refined blended learning models
However. approximately half the teachers at .Alliance and .Rockets hip emerge and show promise. more rigorous evaluations are needed
reported they were less satisfied . Data collected during site visits to study their benefits at scale and identify the design and features
and responses to the teacher survey suggest some explanations needed to help all teachers and students succeed in a blended
for these differences. Within Rocketship schools, teachers by design learning environment.
were largely disconnected from what took place within the learning
lab, and this may have infiuenced their feelings about the on line During this research. several important facilitating factors emerged
instructional component of the model. Many Alliance teachers spoke that wil l most likely deserve consideration by others looking to
of the classroom management challenges in implementing an in -class adopt blended learning models like those implemented by schools
rotation model with large class sizes and high school students. other in the study
teachers at Alliance, particularly those in subjects other than math, also
reported that the three-station model (direct instruction, independent, Blended learning coordin ators played an important role in supporting
and collaboration) was not ideal for the content they were teaching. schoo ls' adoption of blended learning. Each of the research sites had
someone or a team of people who supported the schools in their
Student Productivity
adoption of blended learning. freeing administrators and teachers of
Strong classroom/learning lab management practices are critical to the logistical burdens associated with the adoption process including
ensure student productivity in online environments. Teachers and negotiating with software and hardware vendors, consultants, and
lab monitors alike stressed the importance of establishing the proper Internet providers. Without such support, these schools probably
academic culture, norms, and behavior management practices for a would not have had the success in implementing their models that
blended learning model to be successful This is especially important they did this early in their adoption cycle.
in managing student transitions between on line and teacher-led
instructional blocks, particularly with younger children. Establishing productive, self-directed learning cultures is important
for students to fully benefit from on line learning. Students as young
as 5 and 6 years old are spending up to a few hours each day receiving
on line instru ction in a number of schools in the study, in cluding those
associated with Rocketship, Firstline's Arthur Ashe Academy, and KIPP
Implications and Future Research Em power Academy. Each of these sites spent considerable time over
the prior summer and throughout the school year helping students
Charter management organizations and schools in the study during make efficient transitions between regular classroom instruction
the 2011-12 school year experimented with ways of organizing their and the ir online instruction time. Setting weekly goals for student
instruction to best meet the needs of their students. Throughout the progress as a mechanism to focus students and increase productivit
study. many of th e sites continued to pilot different on line offerings was a practice that emerged across the school year in most of the
and ways of combining and integrating on line and face-to-face schools in the study.
8
Michael & Susan Dell
FOUNDATION
Single sign-on portals allow even very young children to quickly and teachers must be able to trust that on ine programs' measures of
access on line programs. Reliable, single sign-on portals we1·e an content mastery (when avai able) are valid and can be used to inform
important feature of efficient transitions betvveen teacher-led and instruction and identify students who are struggling and need more
online instruct ional activities. support. For a maJorty of the on line programs used by schools in
this study. this was not the case. To monitor student learning. most
A reliable Internet connection and sufficient bandwidth are critical. administrators and teachero continued to rely on their own formative
A maJority of teachers and staff managing learning labs reported assessments. Underutilization of the online data 1s compounded
that insufficient bandwidth and unreliable Internet connections were when multiple on line programs are being used, each with its own
significant ba1·riers to their effective adopt ion of blended learning. way of measuring and communicating student performance and
progress The burden for administrators and teachers of interpreting
On-site IT support and backup plans are critical to buffer schools and making sense of these multiple data streams for instructional
from the inevitable technology issues. Schools implementing blended purposes is too great, so potentially valuable real -time learning data
lea ming must anticipate and plan for technology-related problems are not being used. Until there is standardization of what constitutes
lh at interfere with the delivery of instruction. Across all schools. mastery across onl1ne programs providing instruction in the same
teache1·s reported that technology issues had greatly reduced the subject area, the potential benefits of having ready access to real-time
schools' ability to effectively implement their models. learn ing data will most likely go untapped.
Finally, we need a better understanding of how to help all students

succeed in self-directed online learning environments. Some
students will l.1kely be better prepared to succeed in on line learning
her Research and Development environments than others Research is needed to understand the role
of noncognitive student characteristics - e g, motivation, pers istence.
As more schools plan to adopt blended learning models, research resourcefulness-in students' success in self-directed on line learning
and developm ent efforts should consider the support teachers and environments and the features of on line learning programs that better
students need to more effectively benefit from blended learning support learners with different levels of preparation. More emphasis
environments. is needed to understand who 1s flourishing and failing 1n these
environments and why. Programs and blended learning models can
Online programs must be designed to support integration of content then be developed with the supports that help all students succeed.
into the curriculum . For schools and teachers to better utilize online
content in thei r instruction, it needs to be designed and organized
so it can be flexibly integrated with regular teacher-led instruction.
At a minimum. the content needs to be aligned with the school's
cur riculum standards or allow teachers or curriculum coordinators
to easily map th e content to their local standards. The onl ine content
must be sea rchable and assignable and clearly mapped to grade-level
state content standards.
Reports of student progress within the on line programs must be easy

for administrators and teachers to access and interpret. Developers
and system integrators need to address seve ra l challenges to realize
the promise of on line learning programs as a tool to collect and report
r" -tim e learnin g data to students and teache1·s. First, administrators
9
0
0
~ i-Ready®
i-Ready Instruction Shown

to Drive Significant Growth
2013-2014 School Year Analysis
....._~Curriculum Associates i-Ready.com/Tour

Spending 45+ minutes per week on i-Ready lnstrudion
leads to significant gains
Students using i-Ready Instruction for 45 or more minutes per week for at least 25 weeks showed significantly greater gains
than average student growth on i-Ready.
In Grades K- 2, students using Instruction for 45+ minutes per week grew 17%-39% more than the average student
nationally. In Grades 3- 5, students with this amount of instruction usage "outgrew"the national average by 22%-88%. In
Grades 6- 8, the results were even more dramatic-students who had sufficient i-Ready Instruction usage showed growth
that was more than twice that of the national average.
The charts below show student growth on i-Ready Diagnostic for Reading and Mathematics during the 2013-2014
school year.
Students spending at least 45 minutes per week

on i-Ready lnstrudion show greater growth!
In Reading
70 138% Student Growth on i-Ready Reading
60
• >=45min
- Average Student Growth
VI
so
.5
re
\!:I 40
...0
Q)
u
Vl 255%
30
Q)
~
u
Vl
20
10
0
K 2 3 4 5 6 7 8
(Note: n=300- 2.4K)
2 i-Ready.com/Tour 10.2014
Students spending at least 45 minutes per week
on i-Ready Instruction show greater growth!
In Mathematics
70 Student Growth on i-Ready Math

137%
60
139% >=45min
so - Average Student Growth

VI
.f: 132%
~
~ 40
~ 122%
8
V\ 30
Q) 156%
r6
u 210% 300%
V\ 20
317%
10
0
K 2 3 4 5 6 7 8
(Note: n=400- l .6K)
3 i-Ready.com/Tour 10.2014
LWL Blended ~ drning 2016-17
Blended Learning refers to the integration of te chnology into the school day in such a way that stu dents are lea rning some of th eir co ntent and gaining som e skill s through interaction
with technology in addition to th e work th ey do with th e teacher.
Why Blended Learning: At LWL , we are constantly looking for better ways to differentiate for students at different levels, especially
students who are outliers at both ends of the achievement curve . We also want to use technology to support students in engaging in
higher order thinking and with having the tools to interact with the world.
Our hope is that adaptive software that meets students at their respective skill levels will allow us more time and energy to focus on
developing students who are equipped with knowledge , filled with curiosity and who are passionate and care about making our world
better. We think that if we leverage technology to meet students at their respective levels in developing many basic skills , teachers
will be able to use more class time to teach higher order thinking , cross-curricular and character goal integrated lessons.
What software Do We Use
Grade Levels I'Cl'assroo"m Rotatlcm
K (2:1 tablets) Ii-Re·atty {EL:A as rotation 'tturing GR indeprentlent

work) ... teacher discretion
Lexi~
R'a-zKids
Rreatting A-Z
ST Mafh
1 (2:1 tablets)
Rre-ad irn9 A'srs1ist"arnt ·,-1FilrtYe1n t.Y

R:&ad'i1mg fA.,z
Sr '!Math Prenttlrrrg Oratlle IU-eV'el 10:Erdis[iofn rsro:ro trniiril x
wlk;)
R'efletx M·ai h fihn;mcy)
Accceletatetl 'Rrecarderr for R'e:;ading 'CbaUen'ge
2 i-Ready (ELA as rotation during GR independent Seleclett s tudents panic ipa~ in Language
work) = teacher discretion v2 (a program in Fast Fotwbrd)
Lexia
RazKids Reading Assistant - Fluency
ReadingA-Z
Accelerated Reader for R&ading Challenge
ST Math
Reflex Math (fluency)
3 (1 to 1 Gooru available (Exit Ticket) Selected students panit ipate in Language

laptops) Google Docs available v2 (a program in Fast Forward)
I-ready
Lexia (as t'i'etded per reacting level) Reading Assistant ,,. Fluency
At Geler-ated Reader for Ind. Reatting
ST Math
4-5 (1 to 1 Gooru (ExitTicket) Selected students fYaffit ipale in Langw-ge

laptops) i-Ready (60-90 mins per week) v2 (a program in Fa$f f ,orword)
Lexia (as needed per reading level)
Google Docs R'eading ,Assistant - Fluency
Accelerated Reader for Ind. Reading
ST Math (Pending Grade Level Decision) (60-90 mins)
How: You can use this link as a launch page for each of these pieces of software: http ://goo .gl/ueu80
Teachers : If you make this the homepage on your computers for students , students can just click on the icon and go to the
appropriate program. You have probably received emails with links that allow you to access username and password info for your
students for the various pieces of software. If you need username and password info for your students, and aren 't sure how to get it,
Alix or I will help you.
Pu hue School
Name: Assessment/Content Area: ELA Benchmark # Grade:
Purpose of ELA Benchmarks

EFC's ELA Benchmarks are part of our assessment portfolio. The ELA Benchmark is one tool that measures student ability to independently
apply grade level Common Core aligned skills. This assessment mirrors parts of the SBAC and is an example of the full level of rigor of the
CCSS. From this assessment, we can see an overall snapshot of current student achievement levels in ELA. We use the ELA Benchmark to infer
instructional next steps both for the class and for individuals. For a full picture of why students are performing at a certain level, teachers should
use this benchmark combined with other sources of data, such as the ORA, Writing Performance Tasks, in-class observations, and Common
Core aligned formative assessments that include a range of question types beyond multiple choice.
A) Celebrations
1) Where are you seeing your students performing well? 2) What about your students and/or your instruction contributed to
this? What does this mean for your teaching moving forward?
e E<lucation . /or Change
Puh· '
...
B) Data Description Directions
1) Look at your data. Choose proficiency pattern(s) to analyze further (circle ones you chose):
Standards Clusters:
o Key Ideas and Details (1-3)
o Craft and Structure (4-6)
o Integration of Knowledge and Ideas (7-9)
2) Get the Teacher Rationale or the Response Frequency Report in Illuminate and click on the items. This will allow you to see the passages ,
questions, standards and DOK level so that you can describe in more detail the trends you see in student performance. You might also look at
hard copies of student tests so that you can look for patterns in their annotations. Describe and analyze your data in the table below. See the
example as a possible guide.
B) Data Description: Describe the data you C) Analyze and Predict: What do you think led D) Actionable Next Steps: What is the right next
see. (Consider: How does the data to these patterns and trends? See below for step for your students based on your
breakdown by DOK level? How does it item level analysis if desired. analysis/predictions? What makes sense to
break down by student subgroup? How does address based on your upcoming unit/plans?
it break down by fiction vs. nonfiction? How
does the language of the question play in?)
Example: Key Ideas and Details (1-3) Example: Because a lot of students chose the Example: As a whole class, we will read at least
• Roughly 60% of the class got questions about second best answer, this makes me think that some two non-fiction texts each week that relate to our
Key Ideas and Details (questions 9, 10, and test talk is needed--kids haven 't gotten enough content unit. I'll also do non-fiction texts in guided
13) correct that were DOK 1 and have practice with distinguishing an OK answer from the reading with my students who are reading below
answers that are found directly in the text. BEST answer. We also did a lot more work with grade level.
• Students did less well on main ideas questions fiction texts this trimester, so kids might not have • Once a week I'll do a formative assessment with
based in Informational texts. I noticed that had enough experience with applying skill to NF a question stem that is similar to the types of
90% of my students chose the second best texts. questions kids see on benchmark/ SBAC .. .for
answer for question #2. example, student will read a passage and write
a paragraph in their journal about what the main
idea is and support that with evidence. Then I
will read it. And I will give feedback to students I
use students' data to determine next
instructional steps.
u
E<lucatiun.for Change
Puhli,· Schoot,..
Name: Assessment/Content Area: ELA Benchmark #_ _ Grade:
B) Data Description: Describe the data you C) Analyze and Predict: What do you think led D) Actionable Next Steps: What is the right next
see. (Consider: How does the data to these patterns and trends? See below for step for your students based on your
breakdown by DOK level? How does it item level analysis if desired. analysis/predictions? What makes sense to
break down by student subgroup? How does address based on your upcoming unit/plans?
it break down by fiction vs. nonfiction? How
does the language of the question play in?)
E) Support: What supports do you need? Planning support from a coach ? Observation and feedback from a coach? Observe a colleague? Other?
Public Sch
OPTIONAL:
C) Item analysis: For each standard identified above, complete the table below.
Standard :
Most common What does that tell you about what they misunderstood?
answer? (E.g., Was it an issue of content knowledge, distractors, Depth of Knowledge, test language, student language ability, text
complexity, etc.? Look back at the items! text and unpack them in relation to that issue.)
Question xx
Question xx
Question xx
Standard :
answer? (E.g. , Was it an issue of content knowledge, distractors, Depth of Knowledge, test language, student language ability, text
Question xx
Question xx
Question xx
Standard:
answer? (E.g., Was it an issue of content knowledge, distractors, Depth of Knowledge, test language, student language ability, text
Question xx
The Organization Behind All-In!
The parent organization of All-In! is Seneca Family of Agencies, or Seneca for short. Seneca was
founded in 1985 because several caring, visionary people saw a tragedy unfolding: far too many
children were failing in group homes and foster family care . In response, Seneca set out to develop
mental health treatment and support services on the principle that troubled youth do not themselves
fail, but are instead failed by systems unable to address their complex and specialized needs.
Throughout the 1990s and into the 21st century, Seneca has dedicated itself to becoming a " system of
care" agency providing a comprehensive continuum of community-based and family-focused
treatment services for children and families. Seneca' s continuum of care now includes: in-home
wraparound services; foster family-based treatment; mobile crisis response services; integrated day
treatment and special education services; after-school therapeutic recreation services; public
school-based mental health services, and resident ial treatment.
From this foundation of developing successful programming for many of Cal ifornia's most profoundly
troubled youth, Seneca has launched an innovative program initiative aimed at providing early
intervention for students in California ' s most profoundly t roubled schools. By realigning resources
towards early intervention, our goal is to prevent these students from ever needing these higher levels
of care .
Seneca Family of Agencies is proud to be accredited by The Joint Commission, Western Association of
Schools and Colleges, and California Alliance of Child and Family Services .
From its nearly 30 years of experience serving the state' s most troubled youth, Seneca has successfully
leveraged its core competencies and values and piloted its Allied Interventions
Seneca's Core Principles
1. Unconditional Care: Once accepted into care, no child is ejected from Seneca due to challenging behaviors or
service needs. Seneca tailors treatment and support services to address those behaviors and meet those needs,
even as they change over time.
2. Parent-Driven, Strength-Based Service Planning: At Seneca, we form partnerships with parents and focus on
families' strengths and competencies when planning and delivering services.
3. Individualized Care: To enable troubled children to succeed at home, at school and in the community, Seneca
works with each child and family to design and provide an individualized package of services tailored to meet
their unique needs and circumstances.
4. Cultural Competence: Seneca's culturally and ethnically diverse teams of professionals respect client strengths,
talents and cultural heritage, working with each child and family in the context of their histories and experience .
5. lnteragency Collaboration: Seneca staff work closely with county agencies, school districts, and other
community-based providers to ensure that children and families receive the supportive services they need to
achieve lasting success.
(All-In!) Partnership Project in an area that it considers to be at the highest level of crisis: our
public schools .
The Impetus for All-In!
Our nation's schools are in crisis and in need of effective interventions that work. Attempts to improve
outcomes for our nation's most struggling youth have often been piecemeal and uncoordinated,
leading to a system full of inefficiencies and producing limited results . This gap in service delivery fails
to meet the needs of children who face the most severe challenges, including:
• Students in Special Education

Across the county, 40% of children with learning disabilities drop out of high school. This is
twice the rate of students without learning disabilities. Of those who do graduate, less than two
percent attend a four year college, despite the fact that many are above average intelligence
(Bost, 2008).
• Students who are English Language Learners

The percentage of students in our schools who are English Language Learners is growing. In the
209-2010 school year, this student population represented 10% of all students, an increase of
2% from the previous year (The Condition of Education, 2012). Statistics in California show that
during the same 2009-2010 school year, 56.6% of ELL students dropped out of high school
(California Department of Education, 2012).
• Students in Foster Care
Youth in foster care graduate at relatively low rates and are less likely to complete high school
than their non-foster care peers {National Working Group on Foster Care in Education, 2011) .
• Students who are Already Behind

Students who do not read proficiently by third grade are four times more likely to leave school
without a diploma when compared to proficient readers . The number rises when those kids
also come from poverty (Hernandez, 2012) .
As a broad based mental health provider and education agency, Seneca Family of Agencies aims to fill
this gap by establishing meaningful partnerships that together weave a continuum of service offerings
throughout a school that will ultimately target the individual needs of students and families while
overall benefitting all members of the school community. Focusing service delivery in this way will help
close the achievement gap, accelerate school turnaround and have significant impact in California's
educational system .
All-In! Program Differentiators
All-In! is an integrated overall school improvement strategy with synergistic results that accelerate the
growth in low-performing schools guided by the fo llowing foundational principles:
• Belief in Partnership
Seneca understands the tremendous value of creating unbreakable partnerships that thrive on
shared values, common goals, and effective collaboration. These partnerships are the vehicle that
enables Seneca to successfully implement a continuum of care service delivery model that
appropriately identifies and intervenes for our most vulnerable children. Seneca develops deep
relationships with all of its partners and believes that these partnerships are the foundation for
program success .
• Continuum of Services and Expertise

Seneca was built on the principle that coordinated and integrated services lead to a more
meaningful experience and more fruitful outcomes for students and families. All-In! leverages
this experience to build programs that engage in shared problem solving across disciplines and
integrate academic, behavioral, and social emotional services into a single plan for success. In
addition, All-In! brings to the table the backing and collective expertise of Seneca's 1,000 staff, as
well as access to agency services when confronted by barriers to students' success . Supporting
this expertise is the nationally recognized, accredited Seneca Training Institute, an unmatched
proprietary resource for participating schools.
• Unconditional Care
Seneca is founded on the belief that kids don't fail, but systems fail kids : successful outcomes can
occur when systems are adjusted to fit young people's existing needs. The most essential mission
of All-In! is to apply this lens of unconditional care to the most struggling students in our schools,
prompting out-of-the-box thinking to remove barriers to school success . The willingness to " do
whatever it takes", even when doing so proves to be a tremendous challenge, is a cornerstone of
the Seneca service philosophy.
The All-In! Three Tiered Model
All-In! provides a unique model that provides aligned academic, behavioral and therapeutic
approaches both to prevent student struggles and to remedy gaps that may already exist. Utilizing the
Response to Intervention (RTI) tiered framework, the team takes a collaborative approach to working
with school leaders and staff to help design, implement, and track a wide array of targeted
interventions and key services to meet the assessed needs of all students . The All-In! premise is that a
blended, data-driven approach to identifying and monitori ng struggling students, along with the
professional development teachers need to be effective and engagement of all families as partners in
their children's progress, will improve school-wide outcomes by accelerating results . In particular,
All-In! :
./ Partners with schools where existing leadership holds a vision of high expectations and staff
are committed to meeting the needs of all students
./ Draws upon the expertise of the Seneca Family of Agencies to build the capacity of
existing leadersh ip and staff
./ With minimal add itional inputs, realigns existing resources towards early intervention,
more efficiently meeting students' needs and reducing the need for later higher levels of
service
./ Builds synergetic partnerships and sees service alignment as an essential component of its
program strategy
The All-In! approach is characterized by a tiered system of interventions and services that work
together to thoughtfully inform decision making about each student. Seneca partners with the school
leade rship to build school wide practices inclusive of all lea rn ers and systems focused on early
identification of intervention with students whose needs are not being addressed by baseline services
and instruction.
The program has two specific goals : (1) to

increase the academic performance of the most
struggling students; and (2) to increase the
performance of the participating schools in
delivering effective interventions for all
students .
All-In! enables school success by (1) realigning resources toward early intervention, (2) supporting
students before they fa il, and (3) coordinating the provision of academic, behavioral and social-
emotional support services, thereby removing additional barriers to student success.
All-In! Services
School Intervention Assessment

In collaboration with school leadership, the Seneca ' s team helps plan and administer a variety of
measures to assess the school's practices of tiered intervention . The assessment process includes
structured observations, stakeholder interviews, and the administration of the ASSC School Climate
Quality Analytic Survey, a comprehensive inventory correlated with API performance . The team then
scaffolds and facilitates the school's interaction with the data and develops a customized plan for service
delivery.
Tiered Intervention Master Planning & Leadership Support

Seneca's program administrators collaborate with the school' s leadership to engage in a strategic
planning process. The team develops a plan to create, schedule, deliver, and monitor interventions at
each of the three tiers. Seneca' s experienced administrators provide regular support for school leaders to
engage their educational teams in the effective delivery and monitoring of high quality tiered
interventions.
Intervention Data Management & Analysis

The Seneca team builds upon the school's current data management practices and integrates the use of
multiple data systems to track service delivery and monitor student progress. In addition, the team builds
on current networks for information sharing amongst relevant school staff, partner service providers,
families, and the greater school community.
Universal Designs for Learning

Our multi-disciplinary team provides collaborative planning and conferencing with teachers to
differentiate and intervene to support the learning needs of all students . Experienced trainers and
instructional coaches lead teacher, team or school wide cycles of inquiry to analyze student data and
pl an for student growth .
Targeted and Intensive Interventions

Credentialed education specialists, licensed related service providers (speech therapists, occupational
therapists, low incidence disability specialists, etc.), licensed therapists and certified behavioral analysts
oversee and/or provide key interventions to students who require more support. The Seneca team
oversees referral, assessment, and service delivery and ensures compliance with related professional,
state and federal educational requirements . In addition, the team coordinates an array of targeted early
interventions designed to reduce the need for later referral. Seneca facilitates the collection and analysis
of progress monitoring data and produce all necessary documentation associated with the services
provided .
Coordination of Services
Seneca's team structures and facilitates a high functioning data-based process to support integrated
service planning and develops school-wide procedures to ensure the identification of students requiring
additional intervention.
Responsive Professional Development

In collaboration with the school leadership, the Seneca team selects, designs, and presents professional
development on a wide range of topics aimed at supporting the effective implementation of tiered
interventions. Training may occur during planned professional development sessions or through ongoing
consultation, coaching, mentoring and reciprocal teaching opportunities.
The Seneca Training Institute
Professional development and training are essential components of each All-In! service module and
integrated into all aspects of implementation . Seneca's Training Institute provides more than 6,500
hours of professional development each year, including numerous trainings on educational topics,
evidence-based practices and mental health approaches, and multiple trainings for trainers. Our
Training Institute incorporates best practices around adult learning and implementation science to
ensure effective transfer of knowledge and shifts in practice. The Seneca Training Institute enables
All-In! to strategically direct professional development wit hin a single school site, as well as across
program sites via shared learning communities. Professional development topics include
differentiation, sheltered instruction, special education inclusion, positive classroom management,
and instructional techniques for engagement of all learners. A customized professional development
structure is set each school year, with additional content adjustments made throughout the year to
respond to emerging needs of teachers.
The Seneca Training Institute provides high-quality training to employees and to the wider provider
community serving children in out-of-home care . All Seneca Center employees and clinical
interns/trainees participate in an array of training opportunities to ensure quality services for youth
and families as well as to support their professional development and growth. The institute's diverse
offerings fo r external providers include evening and weekend classes for foster parents, customized
in- service trainings for East Bay group homes, as well as the 40-hour Group Home Administrator
Initial Certification Training. Employees, interns/ trainees, foster parents, and the larger community
of providers are invited to participate in a range of free specialty training, computer classes, national
field experts, clinical licensure courses and more.
The Seneca Training Institute is committed to supporting Seneca and other agency staff by
providing interventions and services that are proven to be successful in working with youth in
out-of-home care. To this end, the Institute supports implementation of evidence based practices
throughout the agency as well as Family Finding training and technical assistance provided
nationwide by Kevin Campbell and various trainers.
Seneca Center is approved by the Board of Behavioral Sciences to provide BBS CEUs and many
Institute courses are approved for Group Home Administrator CEUs.
Seneca's Department of Strategic Initiatives assists the Training Institute in dissemination of
knowledge through conference presentations, policy briefs, and published evaluation findings.
Goals and Essential Strategy
PROJECT GOAL 1: To increase the academic performance and social emotional well-being
of the most struggling students at the school (further defined as students performing at
Below Basic or Far Below Basic on California State Tests, English Language Learners,
students with disabilities, and students placed in foster care)
Effective school turnaround requires that schools make systematic changes that emphasize
campus-wide achievement while targeting student subgroups that have been underserved
as a result of gaps in school services. All-In! focuses on improving learning outcomes for all
students, while specifically targeting students with a history of school failure, including
students with special needs and English Language Learners.
STRATEGY 1.1: Create and Implement Universal Designs for Learning through Professional
Development for All Teachers. All-In! relies upon on a mu lti-tiered intervention approach that
supports schools in serving all students as a means to reduce the need for later referral to higher
levels of service. Tier one supports, which are part of the regular school program and benefit all
students, will be enhanced through the following strategic activities :
Activity 1.1.1: Develop school wide sets of research based curricula, assessments and instructional
methods focused on differentiation and the engagement of diverse learners. All-In! prepares school
leaders and teachers to implement proven research-based methods.
Activity 1.1.l: Ensure fidelity in the implementation of identified curricula, assessments and methods.
All- In! provides an expert team to partner with each school ' s instructional leadership, regularly
observe classrooms, and track classroom data to ensure that all students are receiving the benefits of
its research- based curricula and instructional methods .
Activity 1.1.3: Facilitate coaching, training seminars, and professional learning communities focused
on (1) developing the capacity of school staff to implement identified curricula, assessments and
methods, (2) expanding teachers' repertoire of effective and innovative strategies to address the
varied academic, social emotional and behavioral needs of each student, and (3) increasing the ability
of school staff to identify students who need additional support to achieve at a high level. All-In!
leverages the capacity of the Seneca Training Institute to equip schools to create and maintain
inclusive environments for all students. Each year, the Institute provides over 8,000 hours of training
to practitioners throughout California . The Seneca Training Institute enables All-In! to strategically
direct professional development within a single school site, as well as across program sites via shared
learn ing communities . Professional development topics include differentiation, sheltered instruction,
special education inclusion, positive classroom management, and instructional techniques for
engagement of all learners. A customized professional development structure is set each school year,
w ith additional content adjustments made throughout the year to respond to emerging needs of
teachers.
Activity 1.1.4: Implement universal screening procedures in each school to ensure early
identification of students who are struggling academically and/or facing non academic barriers to
school success. In order to ensure that no student is overlooked, All-In! deploys universal screening
measures three times during each school year. Students at risk for social - emotional difficulties will
be identified through school behavioral referral and attendance data, as well as by through the use
of teacher reporting behavior rating scale.
STRATEGY 1.2: Deploy Targeted and Intensive Intervention Services Aimed At the Most
Struggling Students. To benefit students who need additional resources t o make educational
progress, All-In! provides customized, data-driven intervention services . Th is second tier of
targeted instruction provides six to ten week cycles of intervention focused on remediating specific
gaps. With such prompt and targeted inte rvention, many students quickly improve. Students who
do not respond are considered candidates to receive support at the thi rd tier of intensive services.
Interventions in tiers two and three are designed to ameliorate studen t s' academ ic and social
difficulties and return them to high levels of school succe ss.
Activity 1.2.1: Recruit and deploy a network of experts with a demonstra ted history of successful
interventions with students. Intervention services at the second and third tiers leverage Seneca's
network of talent, which includes credentialed education specialists, speech therapists, occupational
therapists, licensed mental health clinicians, medical st aff, certified behavioral analysts, and other
subject-matte r experts who provide multi-lingual assessment and services.
Activity 1.2.2: Implement effective, research based intervention strategies to support students.
All-In! oversees referral , assessment, and delivery of all academic and social-emotional interventions
to ensure compliance with related professional, state and federal requirements, while providing
ongoing supervision to ensure the implementation of best practices in ea ch field .
Activity 1.2.3: Engage in regular progress monitoring to evaluate effectiveness of interventions and
inform intervention decisions for each student. Each All-In! intervention specialist engages in regular
progress monitoring to evaluate the effectiveness and to gain valuable information about
adjustments needed in the program . Tools such as AIMSWeb and Seneca' s proprietary database are
used to track interventions and student progress.
STRATEGY 1.3: Provide All Schools with Data-Based Coordination of Services. In addition
to its direct se rvice capacity, Seneca will provide case management/coo rdination of services so
that interventions are implemented with consistency and focused on student needs.
Activity 1.3.1: Establish thresholds for initiation and termination of services. Identifying which
students need more support and how they are to be weaned from services is essential to building a
successful intervention system. Threshold levels for intervention will be implemented at all school
sites for all tier two and tier three students, utilizing school resources to target students with the
highest needs, and then adjusting targets to shift intervention focus to the lower tiers .
Activity 1.3.2: Recruit an Effective Coordination of Services Team {COST) . A stellar COST includes
representatives from all providers on each campus as well as at least one member of the school 's
leadership team . The team meets weekly to monitor school wide academic performance data as well
as referral volume and results . The COST may conduct ad hoc record reviews and/or further
diagnostic assessments, as well as identify st udent services to be provided .
Activity 1.3.3: Engage in interagency collaboration and integrated service planning. Students in tiers
one and two are often served by multiple service providers both on and off campus. In order to
successfully address academic struggles and non-academic barriers to success, All-In! provides case
management and integrated service planning with external providers .
STRATEGY 1.4: Build partnerships with families to support academic and

social-emotional growth. Parents provide a critical perspective on students' learning challenges
and often know which student strengths can be leveraged in the intervention process.
Activity 1.4.1: Involve parents in decision making and monitoring of interventions for their children.
Once a student is identified as needing support beyond the classroom, All-In! connects with parents
to discuss a course of action, and provides quarterly reports and regular informal communication to
parents throughout the school year on progress toward the agreed upon plan.
Activity 1.4.2: Build families ' support networks beyond the school. All-In! applies a strengths-based
approach to enhance family support systems beyond the school.
GOAL 2: To increase each school's efficiency in providing interventions through the

implementation of a Multi-tiered Intervention framework
All-In! is designed to make initial investments in students' educational progress so that more
students remain on track and referrals to higher levels of service (such as special education) are
minimized.
STRATEGY 2.1: Engage Schools in Strategic Planning and Leadership Coaching to Align
Resources with Priorities for Early Intervention. All-In! focuses on systemic change to shift
resources toward early intervention. Implementing this change, while continuing to meet all levels of
student needs, requires strategic planning and backwards design.
Activity 2.1.1: Reallocate staff resources to reflect the multi-tiered intervention model. Additional
staffing to support tier one activities, while providing tier two targeted intervention services, enables
the initial reallocation of resources to better address all students' levels of need in the long run .
Activity 2.1.2: Master Schedule Development. A schedule that seamlessly embeds intervention into the
regular day enables more students to be successful within t he school program.
STRATEGY 2.2 Facilitate Integration of All School's Systems to Increase Efficiency in

Service Delivery. All-In! leverages the competencies of a rich and diverse set of partner agencies
and eliminates redundancies to increase overall system efficiency.
Activity 2.2.1: Develop interagency protocols and agreements required to share student information.
All- In! develops and deploys protocols for efficient information-sharing across agencies, ensuring
that services are integrated to meet the needs of the whole child .
Activity 2.2.2: Create models of blended funding for all schools. All-In! encourages and
demonstrates blended funding models to efficiently and effectively shape service delivery for
students . Schools can then create a customized package of services designed to address the un ique
needs of each student and family .
Key Metrics
All-In! seeks to accelerated improvement on numerous academic achievement and

social emotional measures, thus signaling that a greater number of students are college ready
upon leaving school. More specifically, Seneca expects to see the following outcomes :
GOALl • Teachers will report that they feel supported to effectively meet the
academic and social-emotional needs of their most struggling students in the
classroom setting
• Parents of struggling students will report that t hey feel supported to
effectively meet the academic and social emotional needs of their
children
• Students who are most struggling will demonstrate improved behavior and
social interactions, as measured by a reduction in suspensions
• Students who are most struggling will exh ibit a greater connection to
school and learning, as demonstrated by improved attendance
• Students who are most struggling will show significant improvement in
academic achievement, as measured by the CST and other benchmark and
progress monitoring academic assessments
• Schools' allocation of resources and student services will more closely
align with those recommended in the Tiered Intervention literature (80%
at tier one, 15% at tier two, 5% at tier three)
GOAL2 • Schools' allocation of resources and student services will more closely align
with those recommended by the RTI Framework (80% at tier one, 15% at tier
two, and 5% at tier three)
• Schools will reduce the number of students requiring tier two or tier three
interventions
0
0
2016-17 LWL
Interventions Plan
blt1,·.1111,11
PART 1: Team Info

Coordination of Service Team (COST) Members
(For site planning purposes, complete the left columns. When implementing th is plan in the fall, please complete the columns on the right.)
Site Plan Team Members (Sprina) Implementation Team Members (Fall)

Adm inistrator(s}:
UE Coach:
After-School Pro,qram Contact:
Other Partnership Staff: (i.e. readin_q partners, EBAC, etc]
Clinical Intervention Specialists (2)
Academic Intervention Specialists (2)
PART 2: Interventions Overview & Service Details
2015-2016 Site Student En rollmen t

• Enrollment (link)= 410
15% • Tier Three (link)= 33
• Tier Two (link) = 124
80% • Tier One= 410
i,. ,
. i ·1
...
~ l -~ '· :i
'r_,.. ,".", - .- Reading
.
. . .. Newcomer . Math Behavior Clinical
Target number of All students scoring All students new to Classroom Based Currently serving 1 Currently serving 38
students assigned to FBB/ 88 on EOY ORA the country in the Intervention Only student directly. students. 16 in Tier 3
intervention current school year 5 students are on and 22 in Tier 2
behavior plans Throughout the year
developed with Tier 2 services could
general education serve between 35-120
teachers and students.
supported by Seneca
staff as needed.
Given your priorities, Data Source: DRA Data Source: Data Source: Data Source: Data Source:
what data source and
Criteria: Tier 3: IEP:
llluminate
Criteria: Tier 3: IEP:
Office Discipline
Referrals
• social
what criteria will be emotional
used to assign Mandated services, as Criteria: All students Mandated services, as COST referra ls screener
determined by the IEP new to the co untry in determined by the IEP Observation data • SDQ
students to
intervention? Tier 27
team. the current school
year
team.
Criteria:
• Teacher
referra l
Tier 37 Tier 3: • COST
Tier 2: All students IEP: Mandated • Admin referral
scoring FBB/BB not
receiving Tier 3
services, as determined
by the IEP team.
• Caregiver/
Family referra l
services
Tier 2: N/A
• Referral
review
. . - -
- V
' Criteria:
Tier 2
1. Staff/parent identify
stud ent has need s related
to the identified theme of
gro up (including but not
limited to socia l ski ll s, self
esteem, grief and lo ss, se lf
regulation) which would
not be better served by a
different tier of services.
2. Students who meet
these criteria are ab le to
benefit from, participate
in, and contribute to a
functional group
dynamic.
Tier 3
1. Emotional needs or
trauma history result in
student exhibiting
behaviors which impact
ab ility to access academic
in struction appropriate ly
(ie internalizing
behaviors such as
depression, withdrawal,
failure to comp lete
classwork, dissociating
('checking out'), lack of
peer intera ctio n and
externa li zin g behaviors
such as defiance,
disruption, impul sivity,
peer conflict and/or
verbal and physical
aggression.
2. Student mental hea lth
needs would be best
served on s ite du e to a
hi gh nee d for
collabora ti on be twee n
me ntal hea lth
professional, sc hool s taff
a nd fam ily.
3. Students wh o meet
these crite ri a who are
un able to access se rvices
in t he comm unity d ue to
tran sporta tion o r o th e r
resource cha ll en ges will
be prior it ized.
Intervention Target 80% of students wh o Curriculum Based

and Measure receive Tier 2 reading Measures
intervention will
de monstrate targ eted
accelerated g rowth on
DRA
Who are the Reading Partners Student Support On-site clinicians

intervention and Seneca Assistant
providers? Other Learning Lab
staff (Clinicians,
AIS, UE Coach)
What blended Reading Assistant Starla/I ST Math

software will be used Accelerated Reader
to provide targeted Raz Kids
interventions and who
will monitor?
What partnerships Reading Partners

will provide Seneca
supplemental
interventions? (e.g.,
- ~
/
RP, SES, EBAC)
Frequency and Intervention frequency Intervention frequency

duration of this type and duration will vary and duration will vary
of intervention? based on needs of based on needs of
students, as students or as dictated
determined by the by IEP service
intervention team at minutes.
the start of each cycle.
For example, 4x/30

minutes weekly
What curriculum and Appropriate

methodology w ill the curriculum &
interventionist methodology will be
utilize? determined by
intervention team
after analyzing
academic data and
determining
intervention goals.
How will Collaboration Time

interventionists be will be grade level
integrated into specific
collaboration/
planning time with
teachers?
PART 3: Interventions Calendar
Cycle 1 Cycle 2 Cycle 3
Cycle period Dates to be completed in the fall.
Date initial data

available
First day of
interventions
Last day of
interventions
Goals
assessment
period
Progress
reports
completed by
Meeting#l:
Reviewing
individual
student data
Meeting #2:
Analyzing
themes and
strategy
Meeting #3:
Reviewing
Schedule and
Plan
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COST Referral
a
Date Referral Submitted:
-------------
Referred By: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Student: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D.O.B . _ _ _ _ _ _ _ _ _ Grade
Address:
- - - - - - - - - - - - - Home
Phone_ _ _ _ _ _Work/CellPhone_ _ _ _ _ _ _ __
Student's Teacher _ _ _ _ _ _ _ _ _ _ _ _ _ Room#_ _ _ __
ParenUGuardian- - - - - - - - - - - - - - - - - -
Student Receiving : Chapter I ELD ______ Speech _ _ _ _ __

Counseling _ _ _ __
Circle Grade of retention if applicable: K1 2 3 4 5
Please list any significant health

concerns :
-------------------------------------
CST Test Scores: Date : _ _ _ _ _ _ Language:

- - - - - - - - - -Math :- - - - - - - - - - - -
Proficiesncies:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Please describe the strengths of this

student:
-------------------------------------
Please describe specific academic concerns regarding this

student: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Please describe specific non-academic or behavioral concerns regarding this

student: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Have you met with the parent or guardian to discuss your concerns and to explain the COST process?
YES NO
Results of Parent/Guardian
contact: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
COST Meeting Scheduled:
Date : ________________ Time :

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Room :_ _ _ __
Academic lnter'vention Menu
ELA Math WritinQ
Intervention • Language! • V Math
Programs to
Supplant
Intervention • Slingerland • FocusMath (essential math • Language for Writing

Programs to • Lindamood-Bell LiPs ski lls by grade level) • Step up to Wr iting
Supplement • Lindamood-Bell Seeing Sta rs • Touch Math (computation)
• Lindamood-Bell Talkies • Making Math Real
• Lindamood-Bell Visualizing Verbalizing
• Stepping Stones to Lite racy (pre-literacy skills)
• Phonics for Reading (decoding, some
fluency/comprehension)
• Corrective Reading (decoding, fluency,
comprehension)
• Gu ided Read ing/Reciproca l Teach ing (com prehension)
• SRA - Phone mi c Awareness
Additional Tools • Words Their Way (decod ing) • Handwriting w ithout

• Phonem ic Awareness in Young Ch ild ren Act ivity Book Tears
Technology • ReadNat urally (fl uen cy) STMath

Intervention • Fast ForWord (reading skills and decoding)
Programs • Reading Assistant (reading accuracy, fluency,
comprehension)
Additional • Raz Kids

Apps/Tech Tool • StarFall
• ReadingA-Z
School Climate Assessment Instrument (SCAI): Learning Without Limits
2015- l 6 School Year
Number of Respondents # Respondents
179
168
-• Ill
148
113
I
95
-
66
I r
- -
28 23
15
4.32 4.43 4.33

4.08 4.14 4.05
3.83 3.74 3.78
2014 2015 2016 2014 2015 2016 2014 2015 2016
Note: Overa ll averages do not incl ude Special Education (Di mension 9) scores for Staff and Parent categories.
# Respondents
Year
Elementary Staff Parent 2014
2015
2016
179 Survey Type

II Elementary
• Staff
168
Parent
148
113
95
66
28
23
15
Distinct count of Response ID and distinct count of Response ID for each Year broken down by Survey Type. The marks are labeled by distinct count of Re
sponse ID. For pane Distinct count of Response ID: Color shows details about Year. For pane Distinct count of Response ID (2): Color shows details about
Survey Type. The~ Altered on School, which keeps Learning Without Limits.
Summary by Dimension
Physical Faculty Student Leadership & Learning & Community Special

Discipline Attitude & Culture
Appearance Relationships Interactions Decisions Assessment Relations Education
4 15
3.84 3.93
3.70
Elementary
4 .30 4 14 4 .05 4. 07 3.98

3.89 3.88
Staff
4. 28 4.25 4.25 4 ~2 4 40 4.29 4.36 4 .27
Parent
4.04 4.14 4.19 4.00 4.03 3.98 4 19 ~ 22

3.81
Average
l) Physical Appearance
Welcoming to O w nership of . Pride in Student Maintenance of Relation ships w ith Presence of Graffiti
Use of School Colors S h A Presence of Litter
Outsiders c oo I ppearance Work School Property Custodial Staff on Campus
4.07 3.94 4.07

3.70
Elementary
4 33
3.80
Staff
4.~S
'+ . .1.'+
4.25
"
Parent
4.20 4.40
4.18 4.02 4.11
3.75
3.40
3.20
Average
0 0 0
2) Faculty Relationships
Faculty Constructive Positive Faculty Coordination Sense of

Tearn Problem Use of Mutual Attendance at Seeking
Collab - Problem Regard for Meeting of Teacher Camara-
Solving Planning Time Respect School Events Leade rsh ip
oration Solving Colleagues Productivity Lead ership derie
Elementary
4 73 ,1 60
4 S3
4 33
.: 13 107 4 13
Staff
4.53 4.60
4.35 4.33 4.33 4.33 4.33
4.13 4.07 4.13
3.73
Average
3) Student Interactions
Equity and Attendance at Impact of

Sense of Connected- ness Zero Tolerance School Events Emergence of Perspective of .
"Popular" Sense of Safety S d L d S d A hi Student Rights Student Jobs
Belonging of Student of Put- Do w ns {Students) tu ent ea ers tu ent t ete s
Students
Groups
4.09
3.65 3.83 3.72 3.80
3.34
Elementary
4.00 4.14 4 21
3.64 3.71
3.50
Staff
4.21 4.38 4.21 4.26

4.17
Parent
4.21 4.09
4.00 3.92 3.84 3.96 3.97
3.71 3.77
3.36
Average
0 0 0-
4} Leadership & Decisions
Sense of Grounding of Shared In Tune with Trust and Under-

Vi sion is Staff Feel Shared Values Account- Faculty
Vision and Decisions in Deci sion Students and Re spect for standing of
Shared Valued are Cultivated ability Leadership
Mission School Mission Making Community Leadership School Climate
4 l',
Elementary
4 31 ,1 l8
~ .08
3.85 3.77
Staff
4.37 4.20 4.19

~
Parent
r :
I
r I
I
I
4.22 4.23 4.31 4.38
4.10 3.92 4.08 4.08 4.04 4.08
3.85
Average
5) Discipline
Supportive and Use of Logical

Clear Consistent Functional Management of Positive Sense of
. Consideration Focus on Respectful Consequences
Expectations for f S d Discipline Understanding Student Interventions to Classroom
Behavior o tu ent 1nput Behavior Interactions with Over
Practice of Behavior Autonomy Behavior Community
Students Punishment
4 20
3.76
Elementary
4.54 4.54
4.23 4 23 4 31 4.31
3.46
Staff
,______.
4.37 4 49
,,., 4.61
1 .,..
4.45
Parent
'
I
i
I
I
I
I
I I' I
I I
I
I I
I !
I
I
4.54
4.23 4.16 4.3 1 4.30 4 .24
3.83 3.85 3.99
3.46
Average
0 0 0-
6) Learning & Assessment
Attention to Clear and Dynamic Opper- Support of

Assessment Promotion of
Varied Obtainable Cooperative Learner Growth Learning is !unities for Successful Use of Higher
Informs Internal
Learning Learning Learning Centered Mindset In-Depth Student Student Self Level Thinking
Learning Control
Styles Targets Instruction Reflection Regulation
4.01 4.09
3.88
Elementary
4 25 4 J7 4 25 4B
3.83 3.83
Staff
4 SG
4.41 4.26 4.36
Parent
4.25 4.12 4.11 4.17 4.18 4.17

3.90 4.05 3.92 3.83 3.83
Average
7) Attitude & Culture
Student
Sense of Sense of Respon- Students Seek Students Students Think
Schoo l Sense of Shared High Use of Peer
Classroom Collective sibility for Student Voice Support of Speak Proudly School is the
Traditions Connection Expectations Mediation
Belonging Goals Others' Adults About School Best
Behavior
3.27
- -
4.07
l
3.72
_,
::).IL
·~ -
3.75
Elementary .b·-·'·(~
/J!ff-t; .
,
~·-·
;:.,~. . ~-
',;'!r,."~
Jt,--~.;s[f.
w~,
(;.~-~.: {~;'
;:~~:ir,>~·
4.73
4.0'l
Staff
Parent
·--
4.38
- 4.32
--- 3.~~
'
4.36
~
4.37
4.33 4.53
4.27 4.09 4.23 4.06 4.27
3.91 3.75
3.36 3.57
Average
0 0 0-
8) Community Relations
Approach to Service Attendance at School Coach-Parent Communication with Community Members Coordination of
Welcoming to Parents
Learning Events (Community) Relationships Community Invited to Class Volunteers
Elementary
- 3.83 4.03
4.45
42 4 09
'91 3.64
3.36
Staff
4.G, 4 49
4.41 ~- - 4.2~
4.18 4 .19
-
Ii
. ··l'
- -
f - :!"--
-~-
I
!
I
Parent I
I
I
I I I
I
I I
I
I I
I
I
- - __j
I
4.54
4.27 4.20
3.89 4.04 3 .86 3.91
Average
9) Special Education
Effective Teaching Inclusion in Students Feel a

Climate of Parent Peer Support Services are Time for
Differentiation and Management Extracurricular Sense of
Inclusion Engagement Skills Taught Integ rated Collaboration
Strategies Activities Belonging
4.36
3.82
Staff
,,,_
4.39
1-
4.26
·-- 4.13
--
4.34
·-
4.2 7
- 4.25
Parent
4.38
4.22 4.1 7 4.23 4.13
3.9 1 3.88 3.82
3.73
Average
0 0 0-
School Climate Assessment Instrument (SCAI) Staff Survey
~ TRO DUCTION
This survey is based on the All iance for the Study of School Cl imate, School Climate Assessment Instrument (ASSC
SCAI) and utilizes ratings of school faculty and staff to consider strength of school climate across nine dimensions:
Physical Environment, Faculty Relationships, Student Interaction s, Leadership and Decisions, Management and
Discipline, Learning and Assess ment, Attitude and Culture, Community Relations, and Special Education. The average
overall score of this particular survey has been shown to have a strong correlation with student achievement (API) .
DIRECTIONS
Within the nine dimensions of sch ool climate, there are a total of 86 items to rank from "High" to "Low" . Using the
attached answer sheet, plea se choose the ranking for each item that best correlates with the climate of your school .
Each item should receive only 1 rating/mark. The survey should take about 35 minutes to complete . All responses will
be anonymous .
,\. .;/
Physical Appearance /,-'
High High-Middle Middle F"' Middle-1.:ow Low
1. --------------o------------------------------o-----------------------------0---------------------- ~ ----o----------------------------0----------------
Welcom ing to outsiders, the Some signage for vi sitors as Little concern for the image
school projects its identity to they ente r t he bu ilding. of the school.
visitors .
-
. . -------------- o------------------------------o---------------------------- -o--- - ------ ----------------- -0----------------------------o----------------
~
hool colors are easy to find School spirit and use of Very little appearance of
and reflect a high level of school colors is related school colors and/or school
school spirit. mostly to sports. spirit.
'~
3. --------------0------------------------------o------- '"" ------------------0----------------------------o----------------------------o----------------
\
Staff and students t ake Staff regularly have input The school's appearance is
ownership of physical on school appearance, but left solely to the janitorial
appearance. students do not feel any staff.
sense of personal
ownership .
4. --------------o------------ ------------------o-----------------------------0----------------------------o----------------------------o----------------
There is essentially no litter. Litter cleaned at the end of People have given up the
day. battle over litter.
5. --- -----------0- -----------------------------o-----------------------------o----------------------------o----------------------------o-------------- --
Curre nt student work is Some student work is Few and/or only top
displayed to show pride and displayed . performances/products are
ownership by students. displayed.
6. --------------0------------------------------o-----------------------------o----------------------------o---------------------------- o--- ------- --- ---
Things work and/or get fixed Th ings get fi xed when Many essential fixtures,
immediately. someone complains appliances and structural
enough . items remain broken .
( ; . --------------o------------------------------o-----------------------------o----------------------------o---------------------- ------0----------------
~- Staff and students have Most staff members are Custodians are demeaned.
respect for custodians . cordial with custodian s.
©Alliance for the Study of School Climate 1

8. --------------o ------------------------------o -----------------------------o ----------------------------o ----------------------------0----------------
Graffiti is rare because Graffiti occurs occasionally, Graffiti occurs frequently
students feel some sense of but is dealt with by the staff. and projects the hosti lity of
ownership of the school. students toward their
schoo l. I
Faculty Relations
High High-Middle Middle Middle-Low Low
9. --------------o ------------------------------o-----------------------------o ----------------------------o ----------------------------0----------------
Faculty members commonly Most faculty members are Typically facu lty members
collaborate on matters of congenial to one another, view one another
teaching . and occasiona lly competitively.
collaborate.
10. -------------0------------------------------o-----------------------------o----------------------------o----------------------------o---------------
Faculty members approach Faculty members attend to Facu lty members expect
problems as a problems as related to the ir someone else to solve
team/co llective . own interests.
- ., prob lems.
11. -------------o------------------------------o -----------------------------0------------------

' "''
, , -----o----------------------------0---------------
Faculty members use their Faculty members use ti me Most of faculty members'
planning time constructively efficiently but com mo9. ly free t ime is spent talking
and refrain from denigrating feel the need to discu ss about st udents' short
students in teacher areas. students' sho rt comi ngs. comings .
12. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Faculty members are Faculty members w ait for Faculty members commonly
typically constructive when safe opportunities to share use unflattering names for
speaking of each othe r co mp la ints about other other faculty and/or
and/or administrators. teache rs and/or administration in private.
administrators.
·;).
13. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
/,; .
Facu lty members fee l a Faculty members give Faculty members are
collective sense of sincere "lip se rvice " to the content with the status quo
dissatisfaction with status idea of making things and often resentfu l toward
quo, and find ways to take better. change-minded staff.
action to improve.
14. -------------o------------------------------0-----------------------------o----------------------------o----------------------------o---------------
Facu lty members exhibit high Faculty members exhibit Faculty members exhibit
level of respect fo r one respect for a few of the ir little respect for se lf or
anothe r. prominent members . others.
15. -------------0------------------------------o-----------------------------o----------------------------o----------------------------o---------------
Faculty meetings are Faculty meetings are an Facu lty meetings are seen
attended by most all, and ob ligation that most attend, as a waste of time and
address
,. relevant content: but are usua lly seen as a avoided when possible .
forma lity.
16. -------------o------------------------------0-----------------------------o----------------------------o----------------------------o---------------
Many teachers frequently go There are few regular Faculty and staff do a
to schoo l events. attendees at schoo l events . minimum of investing in
school-re lated matters.

17. -------------0------------------------------o-----------------------------o----------------------------o----------------------------o---------------
Leadership ro les are most Leadership roles are Leadership is avoided, and
likely performed by faculty accepted grudgingly by those who do take
embers with other facu lty facu lty. leade rship ro les moti ves are
expressing appreciation. questioned.
18. -------------0------------------------------o-----------------------------o----------------------------o----------------------------o---------------
Teacher leadership is Teacher leadership develops Teacher leadership exists
systemat ic and well- in response to particular info rm al ly or not at all.
coord inat ed. situations .
19. -------------0------------------------------o-----------------------------o----------------------------o----------------------------o---------------
Faculty members have the Faculty members Facu lty members typica lly
t ime and interest to congregate in smal l cordia l see no nee d t o relat e
commune with one another, groups, yet commonly feel a outs ide the wa ll s of their
and feel very little isolation . sense isolation in their job . classrooms.
Stu dent Interactions ,.

High High-Middle Middle /."( Middle-Low Low
'./ ~
20. -------------o------------------------------o-----------------------------o----------------------------0----------------------------o---------------
Students fee l li ke they are part Students like schoo l and would Stude nts feel no se nse of
of the school family. rather come to school th an affiliat ion with the school.
not.
21. -------------o------------------------------0-----------------------------o--------- ,\ -----------------o----------------------------0---------------

Q tudents of various cultures Students of va rious Students of different
d sub-groups spent time and sub-groups avoid each other cultures and sub-groups are
do things together, and all and some groups feel less hostile t o one another.
groups fee l valued . valued .
22. -------------o------------------------------0-----------------------------o----------------------------o ----------------------------o---------------

Students readi ly accept the Students think put-downs are Put-downs lead to
purpose of zero tolerance fo r just part of their everyday arguments and fights.
"p ut-downs." ',._,. language.
" ,_.
23. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Many students attend school A few regulars attend school It is un-cool to attend schoo l
events. events. events.
24. -------------o------------------------------0-----------------------------o----------------------------o----------------------------o---------------
"Popular" students feel an "Popular" students treat the " Popula r" students use their
ob ligation to serve, not a sense other popular students well. social capital to oppress
of ent it lement. those less popu lar.
25. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
Al l st udents fee l safe at the Most students feel safe Many stu dents do not fee l
schoo l. gene rally, but accept mino r saf e from bullying,
acts of harassment from other harassment or verbal abuse.
students.
-
0
26. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Leaders are easy to find due to Leaders come from a sma ll Students avoid leadership
the wide range of gifts that are clique of students. for fea r of being labeled as
va lidated and harnessed . ''Teachers' Pets ."
27. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Athletes are positive ro le A few ath letes are given Most athletes expect special
models and refrain from specia l treatment and feel a treatment and feel entitled
projecting entitlement. sense of entitlement. to be disrespectful of
others.
28. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Students expect that they will Students se ldom get a say in Most students assume that
have a say in decisions that things, but don't do anything they have no rights.
affect them. about it.
Leadership/Decisions
High High-Middle Middle ./. M iddle-Low Low
29. -------------o------------------------------0-----------------------------o---------- /...C. ------------0----------------------------o---------------
School has a sense of vision and School has a set of po licies, a School has policies t hat are
a mission that is shared by al l written mission, but no used inconsistently.
staff. cohesive vision . /
3 0. ----- ··------o ------------------------------0 -----------------------------0 ----------------------------o----------------------------0---------------
Vision comes from the Vision com es from leadership. Vision is absent.
collective will of the school .
community. \
\\~
31. -------------o------------------------------o-----------------------------o----------------------------0----------------------------o---------------
-.
Schoo l's decisions are Poli cies and mission exist but Mission may exist but is
conspicuously grounded in the are not meaningful toward essentially ignored .
mission. staff action .
~/ .
32. -------------0--------------------- ... ------0------ ,,. --------------------o----------------------------0----------------------------o---------------
Vast majority of staff members
."
Selected staff members fee l Administ ration is seen as
feel va lued and listened to. occasiona lly recognized . playing favorites .
33. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
A sense of "shared values" is Most share a common value Guiding schoo l values are ..
purposefully cultivated . to do what is best for their absent or in constant
students. conflict.
34. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Staff understands and uses a There is some shared decision Decisions are made
clear system for selecting making but most real powe r is autocratically or
priority needs, and has a high ly in a " loop" of accidentally.
functional team for "shared insiders/decision-makers.
decision-making."
35. -------------o------------------------------0-----------------------------o----------------------------o----------------------------o---------------
-
Most of the facu lty and staff Some facu lty and staff Most fac ulty and staff
have a high level of trust and members have respect for members fee l at odds with
respect in leadership. leadership. the leadership.

36. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
Teacher leadersh ip is Some teachers take leadership Leadership is seen as solely
( ' )stemat ic and integral to the roles when they feel a great the domain of the
- chool 's leadership strategy. enough sense of responsibil it y. administration.
37. -------------0------------------------------o-----------------------------o----------------------------o----------------------------o---------------
Leadershi p demonstrates a Leadership is highly political Leadership seems
high level of accountabil ity, and about how resources are disconnected to outcomes
finds ways to "make it happen ." allocated and often deflects and find countless rea so ns
responsibility. why "it can 't happen."
38. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
Leade rs hip is in tune with Leadership has selected Leadership is isolated from
students and community. sources of info about the the students and
community and students. community.
39. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Leadership is in tune with Leadership ha s se lected Leaders hip is iso lated from
others' experience of the sources of info about the the students and
quality of school climate. community and students. community.
Disci pline Environment ....___

-... -;--~
High High-Middle Middle _7-.... Middle-Low Low
40. ---------------o---------------------------------o--------------------------------0---------- / ------------------0------------------------------o------------------
Schoo l-wide discipline policy is School-wid e discipl ine po licy is School-wide discipline policy
consistently applied. used by some st aff. exists in writing only.
r-'1. ---------------o---------------------------------o--------------------------------o-------------------------------o------------------------------0------------------
It is evident from student In many classrooms there are Students have to determine
behavior that there are clear clear expectation s and most what each teacher expects
expectations and consistency in tea chers are fair and unbiased. and behavioral
the discipline policy. intervention s are highly
subjective .
42. ---------------0------------------------ ,,. ----0-------.,, -----------------------0-------------------------------o------------------------------o------------------
Most teachers use effective Most teachers use some form Most teachers accept the
disciplin e strategies that are of positive or assertive notion that the only thing
defined by logical discipline but accept the the students in the sc hool
consequences and refrain from notion that punishment and understand is punishment
puni sh ments or shaming. shaming are necessary with and/or personal challenges.
some students.
43. ---------------o---------------------------------o--------------------------------o-------------------------------o------------------------------0------------------
Classrooms are positive places, Most teachers maintain a Classrooms are places
and teachers maintain a positive climate, but some where teachers get easily
positive affect, and follow- days they just feel the need to angered by students and
through with consequences in a complain about the class there is a sense of
calm and non -personal manner. and/or get fed up with the antagonism between the
"ba d kids." class and the teacher.

44. ---------------o---------------------------------o--------------------------------0-------------------------------o------------------------------o-----------------
An intention exists for a There is occasional use of It is assumed that the

maximum use of student- student-generated ideas. teacher makes the rules and
generated ideas and input. students should follow
them .
45. ---------------o---------------------------------o--------------------------------o-------------------------------o------------------------------0------------------
Most consider teaching and Most have some sensitivity to Most view all student
discipline within the lens of student needs, but the misconduct as disobedience
basic student needs that must primary goal of classroom and/or the student's fault.
be met for a functional class . management is control.
46. ---------------o---------------------------------o--------------------------------0-------------------------------o------------------------------o------------------
Teacher-student interactions Teacher-student interactions Teacher-student
could be typically described as could be typically described as interactions are mostly
supportive and respectful. fair but teacher-dominated. teacher-dominated and
reactive.
47. ---------------0---------------------------------o--------------------------------o-------------------------------o------------------------------o------------------
/
When disciplining students, When discipl ining students, / When disciplining students,
teachers typically focus on the teachers are t ypically assertive teachers are typically
problematic behavior, not the yet often reactive, and give an personal and often
student as a person. overall inconsistent message. antagonistic.
48. ---------------0---------------------------------o--------------------------------o----------------------- " ----o------------------------------0------------------
Behavior management Behavior management Behavior management
strategies consistently promote strategies promote acceptable strategies result in mixed
increased student self-direction level s of classroom cont rol results: some classes seem
over time. ove r time, but are ,.mbstly to improve over time, while
t eacl'i er-centered. others seem to decline .
49. ---------------o---------------------------------o--------------------------------0-------------------------------o------------------------------o------------------
Teachers successfully create a Teachers su ccessfully create a Teachers create a
sense of community in their fun ctioning society in their competitive environment in
classes. classes. their classes.
/
... / a
Learning/ Assessment
50. ---------------o---------------------------------o--------------------------------o-------------------------------o------------------------------0------------------
Assessment targets are clear and Most high-achieving Students see grades as
attainable for learners. students can find a way to relating to personal or
meet the teacher's target. random purposes.
51. ---------------o---------------------------------o--------------------------------0-------------------------------o------------------------------o------------------
Instruction/Assessment Instruction/Assessment is Instruction/Assessment is

promotes students' internal most often focused on focused on bits of
locus of control, and sense of relevant learning, yet mostly knowledge that can be
responsibility. rewards the high-ach ievers. explained and then tested.
52. ---------------o---------------------------------o--------------------------------o-------------------------------o------------------------------0------------------
Student-controlled behavior Student-controlled behavior Only quantifiable academic
(investment, process, effort, is verbal ly rewarded. and athletic outcomes are
etc.) is rewarded and even rewarded.
assessed when possible .

53. ---------------o---------------------------------0--------------------------------o-------------------------------o------------------------------o------------------
Teachers have some mode of Teachers are aware of Teachers expect all students
making sense of, and being learning styles as a concept, to conform to their teaching
' sponsive to, varying learning and make some attempt in style.
styles. that area .
54. ---------------0---------------------------------o--------------------------------o-------------------------------o------------------------------o------------------
Instruction is dynamic, Instruction is mostly based Instruction is mostly
involving, learner-centered, and on relevant ideas but often independent seatwork.
challenging. seems to be busy-work.
55. ---------------o---------------------------------0--------------------------------o-------------------------------o------------------------------o------------------
Students learn to work Some teachers incorporate Cooperative learning is rare
cooperatively and as members cooperative learning. as it is seen as leading to
of teams . chaos and cheating.
56. ---------------o---------------------------------o--------------------------------o-------------------------------0------------------------------o------------------
Students are given systematic Mostly advanced students Teaching is seen as
opportunities to reflect on their are given opportunities to providing maximum input,
learning progress . reflect on their learn ing in and little opportunity for
some classe s. reflection exists.
~.. . ;
,
57. ---------------o---------------------------------o--------------------------------0-------------------------------o------------------------------o------------------
.. '
Students are seen as the Assess ment is see n as Assessment is used to
primary users of assessment something t hat occurs at compare students to one
information, and assessment is the end of assignm ents. another and/or to send a
used for the purpose of Grades are used prim arily message to lazy students.
informing the learn ing process for stu dent-to-stude nt
( ) nd is never used to punish or com pari so n.
shame.
58. ---------------0---------------------------------o----------------------------- --o-------------------------------o------------------------------o------------------

Classroom dialogue is Cla ssroo m dialogue is active Classroom dialogue is
characterized by higher-order and engaging but mostly infrequent and/or involves a
thinking (e.g., ana lys is, rela t ed to obtain ing right small proportion of
application, and synthesi s). answe rs. students.
59. ---------------0----------------------/ '-' ------0------ //A---------------------0-------------------------------o------------------------------o------------------
Students consistently feel as Students are engaged in Students feel the content is
though they are learn ing quality content, but the only occasionally
subjects in-depth. focu s is mostly on content mean ingful and rarely
coverage . covered in -depth.
60. ---------------o---------------------------------o--------------------------------0-------------------------------o------------------------------o------------------
Teachers promote the view Teachers promote the view Teachers promote the view
that intell igence and ab ility are that effort has a lot to do that intelligence and abi lity
a function of each students' with how much students are are fixed/innate traits and
effort and application, and are ab le to accomplish. The not all students have what it
not fixed . The major emphasis major emphasis is placed on takes. The major emphasis
is placed on the process over working to produce good is on the comparison of
the product. products. products/grades.

Attitude and Culture
61. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o--------------·
Most students feel as though Most students fee l as Many students feel as
they are part of a classroom though they are part of a though they just putting in
family/ community. functioning classroom t ime.
society.
62. -------------o------------------------------o-----------------------------o----------------------------0----------------------------o---------------
Students self-correct peers who Students seek adu lt Students accept verbal
use destructive and/or abusive ass istance to stop blatant abuse as a normal part of
language. verbal abuse. their day.
63. -------------o------------------------------0-----------------------------o----------------------------o----------------------------o---------------
Students fee l as though they Students fee l as though they Students feel as though they
are working toward col lective are working toward are competing with other
goals. independent goals . students for scarce
resources .
...+' "
64. -------------o------------------------------o-----------------------------0----------------------------o---- '/ ---------------------0---------------
'
Most students speak about the Most students speak of the Many students speak poorly
school in proud, positive term s. sch ool in neutral Dr mixed of t he school when they
terms. refer to it.
\\ # -...:;,
65. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
Most stude nts feel li stened to, Most stude nts see some Most stu dents feel that they
repre sented, and that they evid ence of stu dent voi ce in have very little vo ice in their
have a voice in their classroom . t heir classroom. classroom .
\ .....
66. -------------o------------------------------0-----------------------------o----------------------------o----------------------------o---------------
Most students fee l a sense of M ost students see some Most students feel alone,
belonging to someth ing large r. evidence that efforts are alienated and/or part of a
made to promote schoo l hostile environment.
/) spirit.
,.,:
-
67. -------------0----------------- / ~.., -----o----- jVA -----------------o----------------------------o----------------------------0---------------
Teachers share common ly high Most teachers have high Often teachers openly
expectations for al l students . expectation s for students express doubts about the
who show prom ise. potential of some students.
68. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
Most students fee l like their Most stude nts think their Most students are envious
school is the best around . school is pretty good . of those at other schools .
69. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Students feel welcome and Some students have a few Students assume adults do
comfortable in talking t o adults. staff that they target for not have any interest in
advice . their problems.
70. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
School maintains traditions that School maintains traditions School has given up on
promote school pride and a that some student s are maintaining traditions due A
sense of historical continuity. aware of but most see as to apathy.

irrelevant to their
experience . I
Community Relations
,·
1. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
• School is perceived as
welcoming to all parents.
School is perceived as
welcom ing to certain
parents.
School is susp icious of why
parents wou ld want to visit.
72. -------------o ------------------------------o-----------------------------o----------------------------o----------------------------0---------------

School sends ou t regular School sends out Schoo l sends out
communication to commun ity, communication as a communication on ly as a
includ ing invitations to attend forma lity - it may be forma lity.
key events. plentifu l but is not created
with the community's needs
in mind.
73. -------------0------------------------------o-----------------------------o----------------------------o----------------------------o---------------
Community mem bers are Inconvenience leads to few The vast majority of
regularly invit ed to speak or community members community membe rs have
volunteer in classe s. speaking or volunteering in not seen the inside of the
classes. school.
7 4. -------------o------------------------------o-----------------------------o----------------------------0----------------------------o---------------
Service learning efforts are Service learning is Service learning is seen as
regu lar, promoting student performed, but very just a glorified field trip and
learning and positive infreq uently due to therefore not worth the
comm unity-relati ons. perceived inconvenien ce. time or expense.
5. ------------- o-- - --- ----------- -------- ---- - o--------- - ------- - - -------- - -o - - - ----- --- - - ----- ---- - -----o---- -------------------- ---- 0------ --- ------
~ arents and coaches all work Parents su pport the coaches Parents fee l free t o
for the best interest of student- an d tea ms if things are challenge coaches, coaches
ath letes. going we ll. mist rust pa rents .
• -. J,\
76. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
/
Vo lunteer effort s are well Volunteers are wil ling, but Voluntee rs are hard to find
coo rdinated, volunteers are are often unaware of the or unreliable.
plentiful, and co nsp icuo usly events and/or feel a lack of
appreciated. guidance.
77. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
School event s are we ll Schoo l events are attended Schoo l events are poorly
atten ded due t o del iberat e by a die-hard fol lowing. att ended.
efforts toward promotion.
Special Education
78. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
The school leadersh ip clearly School leadership may urge Student s part icipate
demonstrates a philosophy of inclusion, but struggles to minim ally with thei r
inclusion, w here all st udents, im pleme nt appropriate non -disab led peers in t he
ore rega rdless of disabi lity status,

we lcome an d supported at
schoo l.
supports for some students. general ed ucation settin g.

79. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Time is set aside for genera l Collaboration between Teachers have few
and special education staff to general education teachers strategies to support
plan collaboratively on and specia l education students with disabi lities.
supporting students to reach providers is encouraged, but
their I EP goals. no specific time is provided
for this to occur.
80. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
School has adopted specific Training on strategies for Teachers have few
instructional and classroom working with students with strategies to support
management practices that special needs is provided on students with disabilities.
support a wide range of an as needed basis.
learners in the classroom.
81. -------------0------------------------------o-----------------------------o----------------------------o----------------------------o---------------
Students with special needs Students with special needs Many students with special
generally feel a sense of fee l accepted with so me needs feel isolated from the
acceptance and belonging at teachers, or in some of the students and st aff in the
the school and are ful ly programs at the school. general education program
included in all aspects of the at the school.
school program.
82. -------------o------------------------------o-----------------------------0----------------------------o---- ., . ---------------------0---------------
Services provided to students Specia l education services There is little integration
with special needs are seem piece-meal and and/ or coordination of
comp limentary and create a students often m iss services for students with
holistic and coordinated important classroom special needs .
education program. instruction to receive t hese
Students receive explicit

services.
83. -------------o------------------------------0-----------------------------o------ ,. -------------------o----------------------------0---------------
School staff ensure Students with di sab il ities
0
j
teaching on how to support respectful interaction s may be enrolled in
and col laborate with all of their between students, but there mainstream classrooms and
peers, including those with are few structured activities, but are often
special needs and challenges . opportunities for al ienated from their non-
meaningfu l interactions or disab led pee rs in these
/
sha red learn ing. environments.
- ''-"
84. -------------0------------------------------o----- ,/ ,---------------------0----------------------------o----------------------------o---------------
'
Parents consistently come to Parents of specia l needs Parents of students with

and participate as active students attend special special needs may be
members in special education education meetings, but notified of specia l education
meetings and they are may not know or meetings, but they often do
knowledgeable about the ir understand special not attend, or participate
spec ial education procedures education procedures or minima lly in decisions of the
and the ir parental rights. their parental rights . team.
85. -------------o------------------------------o-----------------------------0----------------------------o----------------------------o---------------
Lessons are designed for Some lessons taught t o Inst ruction does not address
students w ith a variety of skill students are designed for t he nee ds of students with
levels and learning styles. students with a variety of higher or lower skil l levels or
skill levels and learning differing learning sty les.
styles.
86. -------------o------------------------------o-----------------------------o----------------------------o----------------------------0---------------
Supports for students with Supports for students with Supports for stud ents wit h
specia l needs are provided at
all extra-curricu lar activities and
specia l needs are provided
at some extra -c urricular
special needs are not
provided during ~
events. activities and events. extracurricu lar activit ies and
events.

School Climate A ssessment Instrument (SCAI ): Secondary Student Survey
IRECTIONS
ithin the nine dimensions of school climate, there are a total of 86 items to rank from "High" to "Low" . Using the
attached answer sheet, please choose the ranking for each item that best correlates wit h the cli mate of your schoo l.
Each item shou ld receive only 1 rating/mark. The survey should take about 35 minutes to complete. All responses will
be anonymous.
Physical Appearance
High High-Middle Middle Midd le-Low Low
1 . --------------5------------------------------4-----------------------------3---------------------------- 2----------------------------1----------------
My schoo l projects a There are signs at the My school is not very
welcoming exterior. It is easy school, but it is only welcoming to outsiders .
to find my way around somewhat welcoming .
2. --------------5------------------------------4-----------------------------3 ----------------------------2 ---------------------------- 1----------------
There is a purposeful use of There is some use of school Students at the schoo l
school colors/symbols. colors/symbols but mostly associate school colors
associated w ith sports. negatively.
3 . --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1----------------
Students feel ownership of Students mostly refrain Students have no respect

the schools appearance. from vandalism and litter. for the school and it shows.
( i-------------- 5 ------------------------------4-----------------------------3----------------------------2 ----------------------------1----------------
- I see little if any litter. Litter cleaned at the end of
most days.
Peop le have given up the
battle over litter.
5 . --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1----------------
Current student work is I see few and/ or only top All I can see are decades-old
disp layed to show pride and performances are displayed . trophies and athletic
ownership by students. records in dusty cases .
6 . --------------5 ------------------------------4-----------------------------3----------------------------2 ----------------------------1----------------
Most thi ngs at the school There are always a few There are many things at
work . th ings broken . the school that are broken.
7 . --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1----------------
Staff and students have Most staff members are Custod ians are demeaned.
respect for custodian s. cordial with custodians.
8 . --------------5 ------------------------------4-----------------------------3----------------------------2 - ---------------------------1----------------
Graffiti is rare because Graffiti occurs occasionally, Graffiti occurs frequently

students feel some sense of but is dealt with by the staff. and projects the hostility of
ownership of the school. students toward their
school.

Student Interactions
High High-Middle Middle Middle- Low Low
9 . --------------5 ------------------------------4-----------------------------3---------------------------- 2---------------------------- 1--------------- (J
My schoo l fees like a I have friends at the school I would rather not have to
community in which I be long. and fee l safe, but do not go to this school.
fee l any special connection
to it.
10. --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

Most students get along. Most students stick to the ir There is conflict regularly,
Students of different groups own group, but there is a and different groups are
interact positively. great dea l of conflict . mostly hosti le to one
another.
11. --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

11
Students readily accept the Students think put-downs" ((Put-downs" lead to
purpose of zero tolerance for are just part of their hostility and occasiona l
,,put-downs" . everyday language. violence.
12. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

Many students attend school A few regulars attend schoo l It is un-cool to attend school
events events. events.
13. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

,,Popular" students are ,,Popu lar" students treat the ,,Popular(( students use
respectful of the other other popula r students well. popularity to disrespect less
students at the school. popular student s.
14. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

Most students feel safe from Most students don't expect Most students do not fee l
vio lence. much severe vio lence but safe from violent acts, large
accept minor acts of or small.
harassment almost daily.
15. -------------- 5------------------------------4-----------------------------3----------------------------2----------------------------1--------------

Many students of al l groups Some students get invo lved Most students avoid
are active in school in school leadership. leadership roles of any kind.
leadership.
16. -------------- 5------------------------------4 -----------------------------3----------------------------2----------------------------1--------------

Most student ath letes are Most students assume that Student ath letes tend to
humble and act as leaders at student ath letes are just treat othe r students poorly
the schoo l. jocks and feel entitled. and feel entitled and
special.
17. -------------- 5------------------------------4-----------------------------3----------------------------2----------------------------1--------------

Most student s expect to be Most students are upset Most student s assume that
given ownership over when rights are withdrawn, they have no rights.
decisions that affect them . but typically take little
action.
18. -------------- 5------------------------------4-----------------------------3----------------------------2----------------------------1--------------

Most ly in my classes, I feel like In my classes, I have to figure I only care about a few
I am given responsibility for my out what each teacher classes, where I think the
learning. expects, but I usually do. teachers care.

Discipline Environment
Middle
r J.--------------High High-Middle Middle-Low Low
- 5------------------------------4-___ ------------_____________ 3-___________________ ________ 2 __________________________ --1--------------
My impression is that the

school has a consistent
discipline policy.
It seems li ke the school has a
discipline policy, but it is not
cons istent.
I see no evidence that the
school has a discipline
po licy.
2 0. --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
In my classes the behavioral In some of my classes the I have a difficult tim e
expectations are clear. behavioral expectations are understanding w hat the
clear. teacher expects in my
classes.
21. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

Most t eachers use effective Most teachers use some form Most teachers accept th e
discipline strat egies that are of positive or assertive notion that the only thing
defined by logica l discipline but accept the th e students in the schoo l
consequences and refrain from notion that punishment and understand is punishment
punishments or sham in g. shaming are necessa ry w ith and/or pe rsona l challenges.
some stude nts.
22. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

Classrooms are pos itive places, Most teachers maintain a Classrooms are places
and t eache rs maintain a positive climate, but some where teache rs get easi ly
pos itive attitu de, and follow- days they ju st fee l the need to angered by st udents and
through with conseq uences in a comp lain about the class there is a sense of
(..-) m and non-personal manne r. and/or get fed up with the antagonism between the
"bad kids." class and the teacher.
2 3. --------------5------------------------------4-----------------------------3---------------------------- 2 ----------------------------1--------------
I have had some- say in making The teachers make the rules, The teachers resen t it when
the ru les in my class. but consider our feelings . we question why a rule
exists.
2 4. --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
I fee l my bas ic need for powe r, I can te ll the teachers care Student needs for powe r,
belonging, freedom and fun are about my needs, but they are freedo m, fun and belonging
mostly met. se ldom met. are not respected or
considered .
2 S. --------------5------------------------------4-----------------------------3---------------------------- 2 ----------------------------1--------------
Teacher-student interactions Teacher-student interactions Teacher-student
could be typ ical ly described as cou ld be typically described as interactions are mostly
su pportive and respectful. fa ir but teacher-dom inated . teacher-d ominated and
reactive.
2 6 . -------------- 5------------- -----------------4-----------------------------3----------------------------2 ----------------------------1--------------

When disciplining stud ents, When disciplining students, When disciplining students,
teachers typi cal ly focus on t he teachers are typical ly asserti ve teachers are t ypi ca lly
problemat ic behavior, not the yet ofte n reactive, and give an pe rso nal and often
student as a person . overall inconsistent message. ant agonist ic.
©Al liance for the Study of School Climate 3

2 7. --------------5------------------------------4-----------------------------3----------------------------2----------------------------1--------------
I feel like I am given a greater I do not th ink that th e It seems like the discipline
degree of self-direction and discipline at the school does at the school just tends to
responsibility. I feel like I am much to improve us as people, make us all mostly host ile
growing as a person. it is just about getting order. over time .
28. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
In most of my classes, I feel as I feel that in most of my In most of my classes there

sense of belongi ng and classes things run smoothly. are perpetual student
community. behavioral problems .
Learning/Assessment
2 9. --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
I know what it takes to get a I feel like the grading is fair in It see ms li ke sometimes
good grade in my classes. the school, but the goals are grades are given for random
not always clear. and personal reasons.
3 0. -------------- 5------------------------------4----------------------------- 3----------------------------2 ----------------------------1--------------

I feel motiva ted and in control I feel like I am learning I feel like what I am learning
of my learning. valuable content, but I often is not very valuable, and I
feel passive and unmotivated . am not learning what I do
think is valuable .
31. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

The grading in my classes Focusing on the process is Teachers only seem to care
focuses on both the end resu lt encouraged but what is about and grade the final
and the process. graded is mostly the end result products.
of the work.
3 2. -------------- 5------------------------------4----------------------------- 3----------------------------2 ----------------------------1--------------
In most of my classes my In my classes we do a variety Most of the learning tasks

teacher knows my learn ing of different kinds of learn ing are si milar at the school,
style. tasks, but few or none of my and there is little or no
teachers have formally mention of learning styles.
determined my learning style .
3 3. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

Instruction in my classes is Instruction in my classes is Instruction in my classes is
dynamic, involving, learner- mostly ba sed on relevant mostly based on lectures
centered, and challenging. ideas but often seems to be and tests .
bu sy-work.
34. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------

In most every class, stu dents In so me of my classes the In most of the classes
learn to work cooperatively and teachers buy into the idea of cooperative learning is see n
as members of teams. cooperative learning. as lead ing to chaos and
cheating so is rare or non-
existent.
3 5. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1-------------- 0
In my classes we are Most of the time stu dents Most of the focus is on the I
encouraged to reflect on the tend to focus on what 1s next product and there are few

quality of our work and the and occasionally on the opportunities to formally
process aspects of the task. process of the learning. reflect .
3 6. --------------5------------------------------4-----------------------------3---------------------------- 2 -------------------------- --1--------------
Q Students are seen as the

primary users of assessment
Assessment is seen as
something that occurs at the
Assessment is used to
compare students to one
information , and assessment is end of assignments . Grades another and/or to send a
used for the purpose of are used primarily for student- message to lazy students.
informing the learning process to-student comparison .
and is never used to punish or
shame.
3 7. --------------5------------------------------4-----------------------------3---------------------------- 2----------------------------1--------------
The discussions in class The discussions in class are I feel like there are few class
encourage us to think critically helpful, but mostly related to discussions, and those that
and process concepts . the facts and the practical do take place are mostly
aspects of the assignment. teacher-dominated .
3 8. --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
I feel like I learn the subject I feel like I learn the most I feel like the subject matter
matter in my classes in-depth. essential content in my I learn in my classes is not
classes, but not always in very meaningful.
depth.
3 9. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
Teachers promote the view Teachers promote the view Teachers promote the view
that intelligence and ability are that effort has a lot to do with that intelligence and ability
a function of each students' how much students are able are fixed/innate traits and
? foct aod appUcat;oo, aod ace to accomplish. The major not all students have what it
ot fixed. The major emphasis emphasis is placed on working takes. The major emphasis
s placed on the process over to produce good products. is on the comparison of
the product. products/grades.
Attitude and Culture

High Hig h-Middle Middle Middle-Low Low
40. -------------- 5------------------------------4-----------------------------3---------------------------- 2 ----------------------------1--------------
At school I feel as though I am At school I feel as though I am At school I feel as though I

part of a community. part of a functional society. am an outsider or a visitor.
41. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
Students self-correct peers who Students seek adult assistance Students accept verbal
use destructive and/or abusive to stop blatant verbal abuse. abuse as a normal part of
language . their day.
42. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
Students feel as though they Students feel as though they Students feel as though they
are working toward collective are working toward are competing with other
goals. independent goals . students for scarce
resources.
ol 43. -------------- 5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
Students speak about the

hool in proud, positive terms.
Students speak of the school
in neutral or mixed terms.
Students denigrate the
school when they refer to it.

44. -------------- 5------------------------------4-----------------------------3----------------------------2----------------------------1--------------
Most students fee l listened to, Most students see some Most students f eel they
represented, and that they eviden ce that some students have very little voice when
have a voice. have a voice . at school.
45. -------------- 5-------------- ----------------4----------------------------- 3----------------------------2----------------------------1--------------
Most st udents fee l a se nse of Most students see some Most students fee l alone,
belonging to somethi ng larger. evidence that efforts are made ali enated and/or part of a
to promote school spirit. hostile environment.
46. --------------5------------------------------4-----------------------------3----------------------------2----------------------------1--------------
Teachers share commonly high M ost tea chers have high Often teachers openly
expectations for al l students. expectations for stude nts who express doubts abo ut the
show promise. ability of some students.
4 7. --------------5------------------------------4 -----------------------------3 ----------------------------2 ----------------------------1--------------
Most students feel as though Graduates feel that they had A high number of students
they owe t heir school a debt of an acceptable school graduate fee ling cheated .
gratitude upon graduation . experience.
48. -------------- 5------------------------------4-----------------------------3----------------------------2----------------------------1--------------
Students f ee l we lcome and Some students have a few Stud ents assume adults do
comfortab le in t alking to adults staff that they target for not have any interest in
and/or designated peer advice . their prob lems .
counselors .
4 9. --------------5------------------------------4-----------------------------3----------------------------2 ---------------------------- 1--------------
School mainta ins traditions that School main tains tradition s School has given up on
promote school pride and a that some students are aware mainta ini ng tradit ions due
sense of historical co ntinuity. of but most see as irrelevant the fact that no one cares.
to the ir experience .
Community Relations
so. --------------5------------------------------4-----------------------------3 ---------------------------- 2 ----------------------------1--------------
School is perceived as welcoming to all Schoo l is perceived as School is suspicious of why
parents. welcom ing to certain parents wou ld want to visit .
parents.
51. --------------5------------------------------4-----------------------------3 ----------------------------2 ---------------------------- 1--------------
School sends out regu lar School sends out a good Schoo l sends out minimal
communication to community, amount of basic information and bas ic information to
includ ing invitations to attend to parents. parents.
key events.
o
5 2. --------------5 ------------------------------4 -----------------------------3---------------------------- 2 ----------------------------1--------------
Community members are Inconvenience lead s to few The va st majority of

regularly invited to speak in community members community members have
cla sses. speaking in cla sses. not seen the inside of the
school. I
5 3. --------------5------------------------------4 -----------------------------3----------------------------2 ----------------------------1--------------
Se rvice learn ing effort s are Service learn ing is Service lea rni ng is see n as
regular, promot ing student performed, but very just a glori fied field trip and
learn ing and positive infrequently due to the refo re not worth the
community-relations . perceived inconvenience. t ime or expense .
54. --------------5------------------------------4----------------------------- 3---------------------------- 2--------------------------- -1--------------
Parents and coaches all work Parents support the coaches Parents fee l free to
fo r t he best int erest of student - and teams if things are cha ll enge coaches, coaches
ath let es . going well. mist rust parents.
5 5. --------------5 ------------------------------4-----------------------------3 ---------------------------- 2----------------------------1--------------
Vo lunt eer effo rts are we ll Voluntee rs are wil ling, but Vo lu nteers are hard to find
coo rdinated, vo lunt ee rs are are often unaware of the or unreliable.
plentifu l, and consp icuously events and/or fee l a lack of
app rec iated. guidance .
5 6. --------------5------------------------------4-----------------------------3----------------------------2 ----------------------------1--------------
At hletic events and Fine Arts Athletic event s and Arts Ath letic events and Fine Arts
performances are wel l performances are attended performances are poorly
attended due to deliberate by a die-ha rd fo ll owing att ended and as a result
efforts towa rd prom otion and and/or only w hen th ings are progressive ly less effo rt is
crowd ap preciation. going w ell. made by pa rticipant s.
©Al liance for the Study of School Climate 7

111 llll 111111111111111 111 111111111 1111111111111
747-267 07
Sch oo l C limate Assessment In strument (SCAI) - Pa rent Survey
Grade level of student(s}: C!:) CI) (TI 0 CTI CI)

Directions: Rate each item below. For each item there are 3 descriptions. Select the rating that best describes the current state of
your school as a whole (high, midd le, or low}. If you feel that the practices at your school rate between two of the descriptions
provided then select the middle leve l option. Each item should receive on ly l rating/ mark.
PHYSICAL APPEARANCE
l. 0 © 0 0 0
Welcoming to Some signage for Little concern for
outsiders, the school vis itors as they enter the image of the
projects its identity to the bui lding . school.
visitors.
2. 0 © 0 0 0
Staff and students Staff regularly have The school's
take ownership of inp ut on school appearance is left
physical appea ra nce, but so lely to the
appearance . stude nts do not feel janitorial staff.
any sense of
perso nal ownership.
3. 0 © 0 0 0
Current student work Some student work is Few and/or only top
is displayed to show displayed. performances/
pride and ownership products are
by students . displayed.
STUDENT INTERACTIONS
4. 0 © 0 0 0
Students fee l like Students like schoo l Students feel no
they ore a part of the and would rather sense of affiliation
school fami ly. come to school than with the school .
not.
5. 0 © 0 0 0
Students of various Students of various Students of different
cultures and sub-groups sub-groups avoid cultures and sub-groups
spend time together, each other and are hostile to one
and all groups feel some groups feel another.
va lued. less valued.
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6 66-22 6 141
School C lim ate Assessment Instrument (SCAI) - Pa rent Survey
STU DENT INTE RACTIONS
High High -Middle Midd le Midd le-Low Low
6. ® © 0 0 0
Many students A few regulars It is un-cool to
attend school attend school attend school
events. events. events.
7. ® © 0 0 0
All students feel safe Most students feel Many students do
at the school. safe generally, but not fee l safe from
accept minor acts bul lying,
of harassment from harassment, or
other students. verbal abuse.
8. ® © 0 0 0
Students expect that Students seldom get Most students
they wil l have a say a say in things , but assume that they
in the decisions that don't do anything have no rights .
affect them. about it.
'
LEAD ERSHI P DECISIONS

High High-Middle Midd le Middle-Low Low
9. ® © 0 0 0
School has a sen se Schoo l has a set of Schoo l has po licies
of vision a nd a policies, a written that are used
mission that is mission, but no inconsistently.
shared by a ll staff. cohesive vision.
10. ® © 0 0 0
Vision comes from Vision come s from Vision is absent.
the collective will of leadership.
the schoo l
community.
11. ® © 0 0 0
Leadership is in tune Leadership has Leadersh ip is
with stude nts and se lected sou rces of isolated from the
community. information about students and
the commun ity and community.
students.
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667-58 1778
Sch oo l Cl im ate Assessm ent Instrument (SCAI) - Parent Survey
DISCIPLINE ENVIRONMENT

12 . ® © 0 0 0
It is evident from In many classrooms Stude nts have to
student behavior there are clear determine what
that there are clear expectations and each teacher
expectations and most teachers are expects and
consistency in the fair and unbiased. behavioral
discipline policy . interventions are
highly subjective.
'
13. ® © 0 0 0
Most teachers use Most teachers use Most teachers accept
effective discipline some form of the notion that the
strategies that are positive or assertive only th ing the
defined by logical disciplin e but students in the
consequences and accept the notion school understand is
refrain from that punishment punishment and/o r
punishments or and sharming are persona l chal lenges .
shaming . necessary with
some students .
'
14. ® © 0 0 0
Teacher-stud ent Teacher-student Teacher-student
interactions could be interactions could interactions are
typically described as be typically most teachly
supportive and described as fair but teacher-dominated
respectful. teacher-dominated . and reactive.
15. ® © 0 0 0
Behavior Behavior management Management
management strategies promote strategies result in
strategies acceptable levels of mixed results : some
consistently promote classroom control over classes seem to
increased student time, but are mostly imporve over time,
self-direction over teacher-centered. while others seem to
time. decline.
16. ® © 0 0 0
Teachers Teachers Teachers create a
successfully create a successfully create a competitive
sense of community functioning society environment in their
in their classes . in their classes . classes.
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668-66406
School Climate Assessment Instrument (SCAI) - Parent Survey
LEARNING/ASSESSMENT
High High -Midd le Midd le Middle-Low Low
17. ® © 0 0 0
Teachers have some Teachers are aware Teachers expect al l
mode of making of learning styles as stu dents to conform
sense of, and being a concept, and to their teaching
responsive to make some attempt style.
varyling learning in that area.
styles.
18. ® © 0 0 0
Instruction is dynamic, Instruction is mostly Instruction is mostly
learner-centered, and based on relevant independent
challenging . ideas but often seems seatwork.
to be busy-work.
19. ® © 0 0 0
Students learn to So me teachers Cooperative
wo rk cooperatively incorpo rate learning is rare as it
and as members of i:opperative is seen as leading to
teams . learning. chaos and cheating.
20. ® © 0 0 0
Students Students are Students feel the
consistently feel as engaged in quality content is only
though they are content, but the occasional ly
learning sub jects focus is mostly on meaningful and rarely
in-depth . content coverage. covered in-depth .
ATTITUDE AND CULTURE

High High-Midd le Middle Middle-Low Low
21. ® © 0 0 0
Students self-correct Students seek adult Students accept
peers who use assistance to stop verba l ab use as a
destructive and/or blatant verba l normal part of their
abusive language. abuse . day.
22 . 0 © 0 0 0
Most students spea k Most students speak Many students
about the school in of the school in speak poorly of th e
proud, positive neutra l o r mixed school when they
terms. terms . refer to it.
4
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669-988342
Schoo l Cli mate Assessment Instrument (SCAI ) - Parent Survey
ATTITUDE AND CULTURE
High High-Midd le Middle Midd le-Low Low
23 . 0 © 0 0 (D
Teachers share Most teachers have Often teachers
commonly high high expectations openly express
expectations for a ll for students who doubts about the
students. show promise. potential of some
students .
24. 0 © 0 0 (D
Students feel Some students Students assume
welcome and have a few staff adults do not have
comfortab le in that they target for any interest in their
talking to adults. audience. problems .
25 . 0 © 0 0 (D
School maintain s School maintai ns School has given up
traditions that tra ditions that on maintaining
promote school some students a re traditions.
pride and a sense of aware of but most
historical see as irreleva nt
community . to their
experience.
-
COMMUNITY RELATI ONS

High // High-Middle Middle Middle-Low Low
'
26. 0 © 0 0 (D
School is pe rcei ved School is perceived School is suspicious
as welcoming to all as welcoming to of why parents
parents. certain parents . wo uld want to visit.
27. 0 © 0 0 (D
School sends out School sends out School sends out

regular communication as a communication only
commun ication to formality - it may be as a formality.
community, plentiful but is not
including created with the
invitations to attend community's needs
key events. in mind.
28 . 0 © 0 0 (D
Community Inconven ience leads The vast majority of
members are to few community community
reg ularly invited to members speaking members have not
speak or vo lunteer or vo lunteering in been inside of the
in classes. classes . school.
5
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628-169873
School Climate Assessment Instrument (SCAI) - Parent Survey
COMMUNITY RELATIONS
High High -Middle Midd le Middle-Low Low
29. ® © 0 0 0
Service learning Service learning is Service learning is
efforts are regular, performed, bu1 very seen as ju s1 a
promoting student infrequenil y due to glorified field trip
learning and perceived and therefore not
positive community- inconven ience . worth the time or
relations. expense.
30. ® © 0 0 0
Vo lunteer efforts Volu nteers are Volunteers are hard
are we ll willing, but ore to find or
coord inated, often una ware of unreliable.
volunteers are the events and/ or
plentiful, and fee l a lack f
conspicuously guidanc
appreciated.
3 1. ® © 0 0 0
Schoo l events are Schoo l ev r s are School events are
wel l attended due to atte ded by a die-hard poorly attended .
deliberate effo rts following.
toward promotion .
~
'
1f.
SPECIAL EDUCATION
** PLEAS E ON LY COMPL E THI ECTION IF YOUR CHILD(REN) IS IN SPECIAL EDUCATION **
High High-Mi ddle Middle Middle- Low Low
32. ® © 0 0
The school leadership School lead ersh ip Stud ents participate
clearly demonstrates may urge in clus io n, min ima ll y with their
a phi losophy of but struggles to non -disabled peers
in clusion, where a ll implement in the general
students, regardless of appropriate education setting.
disabil ity status , are supports fo r so me
welcome and students.
supported at school.
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llll 111 111111111111 1111111111111
Schoo l C limate Assessm ent Instrument (SCAI) - Pa re nt Survey
SPEC IAL EDUCATION
Hig h Hig h-M iddle M iddle Middle-Low Low
33. ® © 0 0 0
Students with special Students with special Many students with
needs general ly feel a needs fee l accepted specia l needs fee l
sense of acceptance and with some teachers, isolated from the
belong ing at the schoo l or in som e of the students and staff in the
a nd are fully included in programs at the general education
all aspects of the schoo l school. program at the schoo l.
program .
34 . ® © 0 ® 0
Services provided to Specia l education Th ere is little
students with specia l servi ces seem piece- mea l integration and/ or
needs are and students often miss coord ination of
complimentary and im portant cl assro o m services for stude nts
create a holistic and in struction to receive with specia l needs .
coordinated education these se rvices.
program .
35 . 0 © 0 ® 0
Students recei ve expl icit Sch ool staff ensure Stude nts with
teach ing on how to respectful interactions disabi lities may be
support and between students, but enro lled in mainstream
collaborate with all of there are few structured classrooms and
their pee rs, including opportunities for activities, but are often
those with special mea ningfu l interactions alienated from their
needs and challe ng es . or shared learning . non-disabled peers in
th ese envi ronme nts.
36 . 0 © 0 ® 0
Parents consistently Parents of special Parents of students with
come to a nd needs students attend specia l needs may be
participate as active specia l education notified of specia l
me mbers in special meetings, but may not educatio n meetings, but
education meetings know or understand they often do not
and they are special education attend, o r participate
knowledgeab le about procedures or their minima lly in decisions
th eir specia l education pare nta l rig hts. of the team .
procedures and their
parental rights .
37. 0 © 0 0 0
Supportsfor~uden~ Supports for students Supports for students
with special needs are with special needs ore wi th specia l needs are
provided at all extra- provided at some not provided du ring
curricu lar activities extra-curricular extracurricu lar
an d eve nts. activities and events. activities a nd events .
7
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Student Directions: For each item record your answers on the attached answer sheet by bubbling in the
letter (a, b, or c} that best describes your school experience.
crom what I can tell, this school is

a. A great place for people to visit.
b. An okay place for people to visit.
c. Not a place people want to vis it.
2. In my experience, at this school

a. Everything works, or gets fixed quickly.
b. A few things are broken, but mostly things here work.
c. A lot of things are broken .
3. When I look around at this school I see

a. Lots of color and kids' work is up everywhere.
b. Some color and kids' work is up in some places .
c. Mostly blank walls.
4. Most of the students at this school

a. Help the teachers and other kids make the school clean and nice to look at.
b. Keep the school clean because we would get in trouble if we did not.
c. Don't keep the school pretty and clean even with teachers tell us to.
5. My teacher spends time with other teachers

a. Planning, talking and teaching together often .
b. Talking mostly at recess or school events.
c. Only at lunch or not at all.
hen I am at school, I feel like

a. The teachers, classmates, and I are like a family.
b. I am part of a good school, but not really a fa mily.
c. No one cares about me at this school.
7. At this school
a. Students all get along no matter what they look like or where they are from.
b. Students who are ali ke or friends get along.
c. A lot of students don't get al ong.
8. The popular students at this school

a. Are nice to the other students.
b. Are nice to the other popular students.
c. Think they are better and are often mean to others.
9. In my class
a. We make a lot of the decisions along with the teacher.
b. The teacher lets us choose sometimes.
c. The teacher makes all the decisions.
10. In my class
a. There are lots of classroom jobs and we all take turns doing them.
b. There are a few jobs for students in the class.
c. Students only do classroom jobs because they have to, or have gotten in trouble.
ASSC School Climate Instrument SCAI-E-S v3.1 www.calstatela.edu/schoolclimate

11. School events such as games, plays, performances, meetings, or conferences are attended by
a. Lots of people.
b. Some people who care about that event.
c. Not many people .
12. At this school, I feel safe

a. Everywhere in the school.
b. Only in my classroom.
c. Some days and not other days.
13. At this school

a. Many students are in leadership roles in and out of class.
b. A few students are picked by the teachers to be leaders.
c. There are few or no students in leadership roles.
14. This school's Principal

a. Can be seen around the school talking to teachers and students.
b. Is friendly, but stays in his/her office most of the time.
c. Is not friendly to students.
15. At this school

a. The students and teacher from different classrooms work toget her on many projects.
b. The students work together on projects in their class.
c. Students do not work together on projects.
16. In my class, the rules

a. Are clear and help the kids get along.
b. Are clear and keep the kids from misbehaving.
c. Are not clear and the kids are afraid of doing som ething to make the teacher angry.
17. When students break rules

a. The teacher gives them a fair consequence and helps them understand why.
b. The teacher gives consequences sometimes.
c. The teacher gets upset at t he students publically.
18. In my judgment, I would say that

a. I am learning to be more responsible every day because of my teacher.
b. I am learning to do what the teacher wants.
c. I feel like, if I did what I wanted to do, I would get in trouble.
19. I would say that

a. I can see clear evidence that my teacher respects and cares about me .
b. When I show my teacher respect, he/she shows me respect.
c. I try to respect my teacher, but sometimes I feel like I am not respected.
20. In my class
a. Things run smoothly because the teacher makes things very clear.
b. Things run pretty well because the teacher has a lot of control.
c. A lot of the time things do not run smoothly.
ASSC School Climate Instrument SCAI-E-S v3.1 www.calstatela.edu/schoolclimate

21. When it comes to grades and assignments
a. What it takes to get a good grade is very clear to me .
b. Most of the time I understand what is expected .
c. Often I am confused as to why I get the grades I do.
22. What is important in my class is

a. How much we try and the effort we put into our work.
b. Getting right answers and good grades.
c. Doing what makes the teacher happy.
23. I would describe the work in my class as

a. Active, hands-on and interesting.
b. Interesting but mostly out of the book.
c. Mostly worksheets and the teacher talking.
24. The work in my class

a. Makes me think and challenges me.
b. Is mostly about remembering what the teacher or textbook says
c. Is mostly about keeping us all busy
25. At this school when a student uses mean language

a. Other students point out to them that it is not right .
b. Sometimes they get in trouble from an adult.
c. Usually nothing happens to them, so they keep doing it.
26. At this school

a. I trust and can talk to most of the adults.
b. There are one or two adults that I can trust to ta lk to, but not many.
c. I do not feel like I can be honest with the adults at t he schoo l.
27. On the playground

a. We have peer mediators an d/or 'J;,eace makers" that help the students solve their own problems .
b. We have peer mediators and/ o r " Peacem akers," but they mostly just get kids in trouble.
c. There are only adults t o supervise.
28. The best way to describe how I feel about this school is
a. I am very proud to be a student here .
b. I like this school.
c. This school is okay, but I would rather be at another school .
29. My parents
a. Feel welcome to come to the school.
b. Mostly just come to school for events that are expected such as parent-teacher conferences.
c. Don't come to the school very often .
30. At this school

a. We have lots of guests, visitors, and volunteers.
b. We have a few guests, visitors and volunteers.
c. There are not many guests, vis itors or volunteers.
ASSC School Climate Instrument SCAl·E-S v3.l www.calstatela.edu/schoolclimate

I
Q) 0 i...
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Menu of Evidence-Based Interventions 0
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School-Wide Positive Behavioral Interventions & Supports: An evidence-
based framework for improving student academic and behavior outcomes by
ensuring that all students have access to the most effective and accurately X X X
implemented instructional and behavioral interventions possible. Used in
suooort of students of all aqes.
Second Step: An evidence-based social emotional curriculum designed to
teach students self-regulation, executive functioning, empathy, communication
X X
and problem solving skills. Developmentally-based curriculum available for
students in K-ffh grade.
Olweus Bullying Prevention: An evidence-based model that includes
school-wide and classroom level interventions to address and prevent X X
bullying, for use in elementary through high school
Incredible Years. An evidence-based parenting program that provides
parents the skills and understanding to address challenging behaviors. Used X X X
with parents of children aged 6 to 12.
Collaborative Problem Solving: An evidence-based model that addresses
specific behavioral difficulties through a collaborative process that identifies
what skills would help students successfully avoid and/or navigate their X X X
specific challenge, and ensuring that those skills are taught and practiced by
the student. Used in suooort of students of all aqes.
Cognitive Behavioral Intervention for Trauma in Schools (CBITS). An
evidence-based practice that targets youth in 5th through 1th grade who have
witnessed or experienced traumatic life events. Designed to reduce symptoms
X X
of post-traumatic-stress disorder (PTSD) , depression, and behavioral
problems, and to improve functioning, grades and attendance, peer and
parent support, and cooinq skills.
Aggression Replacement Training. An evidence-based practice that
teaches social skill, anger management, and moral reasoning to youth ages X X
11 to 17.
Functional Behavioral Assessment (FBA): A scientifically validated
approach, the FBA process assists in determining the purposes of specific
behaviors so that interventions can be designed to address the negative
X
behavior and reinforce more appropriate alternative behaviors. Model versions
of FBA such as Prevent, Teach, Reinforce (PTR) may be used as
appropriate. Used in support of students of all ages.
LWL Units
Notes to think abo ut w hile creating plans, how can we improve/add:

0 I. Hook
0 2. essenti a l question
0 3. cu lmin atin g pi ece
0 4. research ex pl orati o n
0 5. fie ld trip s
0 6. Vis ion component/ connection
0 buildin g and making
0 serv ice learnin g
0 tec hn ology
Grade Unit I Unit 2 Unit 3 Unit4 Unit 5 Unit 6
K C lassroom Procedures Un it I : A ll About Me(+ Unit 2: Community He lpers U nit 3: Pl ant Protectors: U nit 4: Oviparous anim a ls Unit 5: Inventions
Mapping) (+ Mapp in g) Env ironmentali sm and the (Eng ineering , Des ign)
Weeks I and 2 ht112s ://docs. 1,Qogle.com/ doc Scientifi c Method ht t12s ://docs. google.com/doc htt12s ://docs. ioog le.com/ doc
umen t/d,'l MZrh3YWY!.iAC https://docs.gQQgle.com/ doc ument/d/ 11QrwB INEHg 5cgj ument/d/ lHb;tPhgWu-G3TJ2
F8VfDf2 Hk PZ)'NlmpU;tB9 ument/d/ 160c50sOcYAWik https ://docs.goog le.com/ doc oWzOY5k OhM lh Uz5CJIR ahCS PmTODE Pt4Y8Ub jP5
Gk)'cFKSzaS)'S/edit I ZCIAknJ5NseX5 HT8eUK ument/d/ Io YV7yhSe07VF e 8 1ml4U RO/ed it G7 iKS5Q xrc/ed it
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ht112s://drive.goog le.com/ope 9NmU m31M/edit h ttps: //dri ve. google. com/o12e ASCEND Unit stuff
n?id=OB;tzk3 VLt QAfnZZ Big Idea n?id=OB-HWTeig-mxEfjN
UIJtaUwz!.G l4VFV)'MTdP In a commun ity, people help Big Idea QcmZNS29!.!.b2FoeHZgV I NGSS standa rds
Y3dha25VTHZjVm9DTn lY each other - The wo rld is sick, pl ants gOZS02Z3Z6SFEzS31 I Z DF
Y05maTBxVDBzSDA&aut grow and change, liv ing jODBkcO I jZ n122dzA&authu Big Idea:
huse1= 0 ASCEND U nit stuff things have needs (TBD) ser=O - fai l to learn
- iterati ng
ASCEND unit stu ff Essenti al Questions Essentia l Questions: FOSS An ima ls 2x2 -The world is a malleable
- What is a community? - What do pl ants need to place. You have th e ab ili ty
Big Idea - What are the different grow? Big Ideas to shape it. Eve rything
Peopl e Are Alike and co mmuni ties I' m a part of? - How do we use different - Livi ng thin gs grow and around yo u was created by
D ifferen t - How do peopl e hel p eac h parts of plants? change someone jus t like you. Take
other in a community? - So me livin g th in gs grow in something , a nd make it
Essential Questions Vocab ul ary: roots, stem, eggs, some grow ins ide th eir better. (ite rate)
- What ' s specia l about me? Co ntent Questions seed, fl ower, fruit , 1110 1115
- What's specia l about my - W ho are so me commun ity organi sm, co mpost, Look up- Agency B y
classmates? he lpers? nutTi ents Next gen: K -ESS3 Ea rth Des ign (at Harvard)
- How are we a like? - How are the people in my and Hu man Activity
- How are we differe nt? community (geograph ica ll y) Texts: Essenti al Questions:
connected? Tops a nd bottoms Essenti a l Questions :
Vocabu lary: same, different, - W hat ca n T learn from a 5 books abou t pl ant parts Whi ch anima ls grow in
self portrait, identity, home, map? The Lorax eggs? Act ivities:
fa mily, relati ves, cl assmates, Co mpost Stew How do anima ls grow in - shade strncture
Vocab ul ary: communi ty, eggs? - design chall enges: cup
Acti viti es lo ts of different profess ions Writing: What do anima ls need to stacks, spaghetti and
• Draw a se lf portrait (different kinds o f sc ientists, - how to grow a pla nt (5 surv ive? marshma ll ows , newspaper
• D raw your fam il y etc. ) thin gs plants need) ro ll structu res
• B rin g in pi ctures o f - intro to persuas ive: Urban Montessori Anc ho r
home/ fami ly Activities convince the Onceler to take Vocabu lary : oviparous, Text- A nima ls lose their
• A ll About Me • Ne ighborhood Walk care o f the earth viviparo us, emb1yo , hatch, homes, students have to
co ll age • Bu il d a map of the feathers, w ings, inc ub ato r, bu i Id a home fo r th e
• Star o f the Day ne ighborhood yo lk anim als. c on sider the
• Make a c lass bi g (who le group? Ac ti v iti es: constraints- w hat kind of fur
book- we are a li ke, Maybe have each - liv ing/non- liv ing Songs/Poems: do they have? H ow big are
we are different kid draw/ build their powerpoint a nd so rt they? *Then do a more
• How to draw people own house, and then - 5 senses Activi ties : open-ended proj ect
lesso n add in fea t11res i.e. - grow ing a bean plant Use a mode l to represent th e a fte rwa rd s.
• How to draw houses bu s stops, stop - root boxes re lati onship betwee n the Brainstorm a lis t of things
lesson signs, etc .) out of - compost window box needs o f different plants or the students mi g ht need ,
• Make a list o f recyc lables - garden tasks: weeding, anima ls (inc lud ing humans) then pic k a few good ideas.
everyone who can • Have communi ty watering, and the places they li ve. - Maybe students work in
be in a fami ly helpers (pare nts and look al the needs o f different groups??
• Bring in pi es o f LWL staff) come Soc ia l studi es standards : oviparious anima ls
fam ily, share w ith visit, ask them the • ch ick fo lde r -Learn about some
c lass mates questions (di agrams, writ ing, importa nt invention s and
• Make a co ll age/ • Bu il d a class Big Link to Uni t: poems, math how they we re c reated.
fa mi ly tree Book with I page integration) Maybe do as a month ly
• Kids Like for each C H who • in tegrat ing w ith fa mily proj ect!
• Cnunp led Hearl came to visit/ each how-to and • W ho in vented this?
• Equity - Needs C H we stud ied v ia pe rsuasive wr it ing • What is the ir story?
• R ights and books/ videos • what hatch ed? • What was their
Responsibi liti es project & expert moti vation ?
Songs/ Poems gro up wri ting • What was the
Songs/ Poems / Reso urces • When T Grow Up (grap hic organi zers) in vention process
• I Like My Face • • guided drawing o f a li ke?
hen
• My fami ly is not Read-A louds • What was the world
like yours • Ti ny books about Socia l studies standards: like before this was
• Teachi ng To lerance various CHs in vented? What is it
• Re think ing Schools Link lo Unit: like after?
• A BCs ofLGBTQ **check w ith Jayson and (probl em-so luti on,
Juli e locating inve ntions
Read-A louds on a time li ne)
• We Are Alike, We Socia l studies standards:
Are Different 4.2 Di st ingui sh between
• Hea th er Has 2 land a nd water on maps and Songs/ Poems:
Mommies g lobes and loca te genera l
• Tan go areas refe renced in hi sto ri ca l Read Alouds:
• Daddy Works the legends and stories Sonya has a book li st w ith
Night Shi ft 4.3 Identi fy traffic symbols her MakerSpace stu ff
• Todd Parr Fam il y and map symbo ls (land,
Book waler, roads, c ities) Fie ld Trips:
• bel l hoo ks - Sk in 4.4 Construct maps and Bay Area Discovery
Aga in mode ls of ne ighborhoods Museum
• Pelitos includin g police and fire
stations, a irports, banks, Adventure Playground
Ideas/resources for next year hospita ls, superma rkets,
• Life size harbo rs, schoo ls, homes, Vocabul ary: e ngineer,
se lf-portra its places of worship , and innovate
• htt12://www. rethinki tra nsportation lin es
ngschoo ls.org/archi CK World I. Geography - D ates:
ve/22 03/29-3 john Spatial Sense Science
son .shtml C K W orld II. Overview of Vi sion Co mpon ent:
• The amazing so ng the seven continents Ex peri ence/ Fie ld Trip :
(Sesa me Street): (t hrough read-a loud s; not in Ca lkin s Genre:
htt12s://www.youtub its own unit) Standards: NGSS PS.2.1,
e.co m/watch?v=VW • pol es, oceans, PS 2.2, ETS I. I, ETS 1.2,
ri,:5b2DQb E continents ETSl.3
Achievement
Link to Unit:
nex t gen: K-PS3 Energy -
Use tools and materi a ls to
design and bui ld a structure
that will reduce th e wam,ing
e ffect o f s unl igh t on an
area. * (Energy, making)
Social studi es standards:
Link to Unit:
Socia l Stud ies Content for (pick 2-3 diverse heroes and 1.3 Know be li efs and re lated (pick 2-3 di verse heroes and (pick 2-3 di verse heroes and (pick 2-3 diverse heroes and
Kinder that is not part of the holidays to discuss behaviors of characters in ho lidays to di sc uss ho lidays to discuss ho lidays to di sc uss
uni t but we wa nt to throughout the year) stories from times past and throughout the year) throughout the year) throughout the year)
fa mi liari ze students with K.6.1 Identify the purposes understand the K.6. 1 Ide ntify th e purposes K.6. 1 Identify the purposes K.6. 1 Identify the purposes
during thi s unit of commemorative ho lidays, conseq uences of the of commemorative ho li days, of commemorative ho lidays , of comme morat ive ho lidays ,
including the human characters ' action s inc ludin g the human including the human includ ing the human
struggles that were the bas is • then and now strugg les that were the basis struggles that were the bas is struggl es that were the bas is
for the events hi story for the events for the events for the events
• hi sto ry around
fi gures like Ruby 1.3 Know beliefs and related K.6.3 Understand how
Bridges be haviors of characters in people lived in earlier times
K .6.3 Understand how sto ries from times past and and how th eir lives would
people li ved in earlier times understand the be different today
and how their lives wou ld co nsequences of the
be diffe rent today characters ' actions
• then and now
(pick 2-3 dive rse heroes and history
ho lidays to d iscuss • hi story around
tlu·oughout th e year) figure s like Ruby
K.6. 1 Identify the purposes Bridges
of commemorative holidays ,
including the human
struggles that were the basis
for the events
I T itle: Fab les and Stories T itle: The Human Body Title: Fairy Tales Title: Animals and Habitats
Dates: 6 weeks Dates: 6 weeks (maybe not do this?) Dates: 6-7 weeks Title: The History of the Dates: 8 weeks
Science or Social Stud ies : Science or Soc ial Studies: Title: A New Nation Science or Socia l St11dies: Earth Sc ience or Soc ial Studi es:
Social Studies Science Dates: 6 weeks Social Studies Dates : 6 weeks Sc ience
Visi on Compon ent: Read ing Vision Compon ent: Science or Social Studies: Vision Compone nt: Science or Social Studies: Vision Component: make
Comprehension (ski ll s) knowledge, curiosity Social Studies Ca lkins Genre: Fiction Science the wor ld better, know ledge
Experience/ Fie ld Trip: Experience/ Fie ld Trip: Vision Component: chapter books Vision Component: Experience/ Fie ld Trip:
Neighborhood walk to Calkins Genre: Nonfiction Persevera nce, mak ing our Essential Questions: What curiosity, knowledge Ca lkin s Genre: Nonfiction
library in fo rm ative teac hing book world better are the elements of a fairy Ex perience/ Field Trip: informative teaching book
Calkins Genre: Perso nal Essenti al Questions: What Ex perience/ Field Trip: ta le? What is the author's Calkins Genre: Nonfiction Essenti al questi ons: What
Narrati ve (small moments) are the elements of a Calkins Genre: Opinion message/moral of each fa ity informati ve leachin g book are th e characteristics of
Essential Questions : What non -fiction tex t? What are Essenti al Questions: Why ta le? What are the problems Essential Questions: Whal different habi tats? How
are the elements of a the systems in the human did our coun try declare and solutions in each fa iry are th e geographi cal features have an imals adapted lo
fictiona l story? (characters, body and what do they do? independence? Who were tale? What do different fa iry of the earth 's sur face? their habitats?
setting, problem/so lution) , What are health y habits? so me leaders durin g the tale characters have in What is inside of the
What do good readers do? Revo lution? Did our leaders co mm on?
(favorite part , connection) rea ll y create a nation with earth? What are the
Iiberty and j usti ce fo r all? (Sleeping Beauty, Rapunzel. characteri stics of its vari ous Link to Unit:
Link to Unit: Link to Un it : Rumpelstiltskin, Hansel and layers? h tt12s://dri ve. goog le.com/one
htt12s://drive.google.co m/012e htt12s://drive. googl e. co m/ope Gretel, Th e Frog Prince, n?id=OB:,,zk3 VLt QAfnc3
n?id=0B:,,zk3 VLt QAfkJI https ://drive.goog le.com/o[)e n?id=0B:,,zk3 VLt QAfiTI compa red characters, h tt12s://dri ve. googl e.com/012e MOd ZWmQ IYEtoeU9BdG
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ser=O dFA IZWFNdO RjVOYgQ jg authuser=O OU3d:,,N jhoVOdWTlk&aulh
&authuser=O Link lo Unit : user=O
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Soc ial Studi es Content for

First Grade that is not part
of the unit but we want to
fam iliarize students with
during thi s unit
2 Title: Fighting for a Cause Title: Family Traditions Title: Rock Cycle Title: In My Opinion .. . Tille: Underground Railroad Title: Co mparati ve
(Core Knowl edge Units) *introduce MAPS Dates: 6 Weeks Dates : 5 Weeks Fairytales
Dates: 6 weeks -basic geographic terms Dates: 6 Weeks Social Studi es : Social Studies -try to in co rporate vari ous
Science or Social Studies: -conti nue to work on Science: Pebbles, Sand and Environmental Iss ues Vision: vers ions of stories from
Visio n Co mponent : Caring tim e lines Silt Cycles in Nature? Experience/Field Trip: around th e wo rld or maybe
and Others We studi ed tradti ons around Visio n Co mponent: Filled Vision Co mponent: Stand Writing: Histori ca l Fiction : sw itch for another social
Ex peri ence/ Field Trip: the world with curiosity on the shou ld ers ... Di ary of an escaped slave studies
Writing: Poetry Rosh Hashana Experiences/Field Trip: Experi ence/ Field Trip: FOSS: Dates: 8
FOSS: Balance and Moti on Chin ese New Years Lawrence Hall of Science Writing: Opinion Writing Science or Socia l Studies:
Russian Winter Festival Writing: Expositoiy FOSS: Essential Questions: Solids/Liquids/Gas
Dia Day los Muertos FOSS: Pebbles, Sa nd and Vision Component: skill s
Silt Esse ntial Questions: and knowledge
Essentia l Question s*: - Da tes: 6 Wee ks I . What is a natural What was life like as an Experi ence/ Fie ld Trip :
What is poetry? Socia l Studies: Essentia l Question : resource? enslaved person on a Writing: Fai1y tale (5wks),
Vi sion Component: stand on l. How can people tell w hat plantation in the Sou th ? Co mparative Paragraph
- How are poems "Powerful the shoulders 2. In what ways are humans
has happened to the Earth? (5wks)
thoughts in tiny pac kages?" Experi ence/ Fi e ld Trip : po lluting the Earth? W hat invent ion s and FOSS:
Writing : Persona l Narrative 2.What arc the 3 ma in types fa shions did and didn ' t ex ist Title
- Why do writers write 3. What are some of
FOSS: Ba lance and Motion of rocks? in the I 800 ' s? (We ' ve Read :
poems? Oak land ' s strengths and
3 . Why should we be Different Versions of
- What are some differe nces Essential Q uestions c ha ll enges? W hat was the Undergro und Ci ndere ll a, Jack a nd th e
What are trad iti ons and why concerned with studying Railroad?
between a short story and a 4. Wh at is somethin g we Bean Sta lk, Th e Th ree Littl e
are they val uab le? rocks? can do to help our Pi gs .. .
poem? Who was Harri et Tubman? (dinosaurs)
What can we learn from 4. How I Why do rocks go commun ity?
- What do poets think and
studying traditions around through a cycl e?
write about?
the wo rld? 5. What Earth features and Link to Unit: +
- What insp ires poehy?
How are foods an important phenom ena are caused by (Ba lance and Motion)
• How do poets paint
pa rt of fami ly tradition s? the rock cycle?
pictures/images
6. Why does it take so long
w ith words? for rocks to go through a
-What makes me who I am? cyc le?
*2.1 Students differentiate
between things that *World CK I. Geography
happened long ago and 2.2 Students demon strate
Link to Unit: things that happened map skill s by describing the
yesterday. Taught in unit abso lute and re lati ve
https: //drive.google.com/dri
Wh ere I A III From. locations of people, places,
ve/u/ I /fo lders/OB;xzk3 VLt
QAfnJURV[lwNkdDdWIF • Trace f amily hist01y and environments.
YOowZ jRvVFNWNF9 jZW • Place important NOTE : Map ski ll s are
R I XzlMR2FVLUdWb0DrT events in th eir BRJEFLYtouched upon in
QtaNDA/0B;xz k3 VLt QAf families lives, via the Where I am From, and
m5tV XozR2F nNkhMN FRz time line or sto,y the Environmenta l Issues
S2RxV IJoTldzNkQtM 2JYa Opi ni o n unit. Map skill s
board.
GR4S2Y5Z I JPVEwzVG s/0 should be more exp li citly
B;xzk3 VLt QA ti IJQjBSM NOTE: Could be stronger. taught, and per th e SS
W40V ll)aTklm L!JN IM OYw Would need to integrate standard.
c2ZiTF25VTZgZORpNkh5S more historical examples
nY2a!JVvOFE/QB;xzkJ V Lt and literature about life
QAfJJhMHlnaTRjejlWbzN long ago. Link to Un it:
OeVUtWUVreDQ5TH l)aRi I
rR3U I Z;t l gNTVDYIMwc2 *American CKVl: Civil
.8. Rights 2.5 Students
understand the importance
(Th is is the CA standard :
of individual action and
2.5 Students
understand the importance character a11d explain how
of indi vidua l action and heroesfi·o111 lo11g ago a11d
character and exp lain how the recent past have made a
heroes from long ago a nd difference ....
th e recent past have made a
difference in oth ers' lives
• This year, we did11 't
teach this in a
(e.g. , from biographi es of specific unit, hut did
Abraham Lincoln , Louis study heroes i11 the
Pasteur, Sitting Bull , George beginning of the
Washington Carve r, Marie year, as well as
Curie, A lbert Einstein , examples through
Go lda Meir, Jackie liternture when we
Robin son, Sally Ride).) studied charncter
Might help with dec iding traits in ELA .
who to teach but doesn't
match w ith the peo pl e Link to Unit:
taught in the core
knowledge)
Soc ia l Stud ies Co ntent for

2nd Grade that is not part of
the unit but we wa nt to
fa miliari ze students with
during thi s unit
3 Title: Culture and Titl e:Civi l Rights/CIA Book Title: Solar System Tflle: Water Cycle Title: Native Ameri can Title: Anima l Adaptations
Tradition : Japan -In clude lots of in formation Dates: 6 Weeks Dales: 6 Weeki· Regions and Tribes/ Dates: 6 Weeks 5/2 - 6/10
Experi ence/ Fie ld Trip : abo ut the government Science or Soc ia l Studies: Science or Social Studies: Fo lkta les (stories that teach) Science or Socia l Stud ies:
Dates: 9/7 - 10/9 (5 weeks) president key decision , Vi sion Component: Science Dates: 6 Weeks 3/14 - 4/29 Structures of Life
Science or Social Studies: different branches, judicial Experience/ Field Trip: Vision Compo11 e11t: Science or Soc ia l Studi es: Vision Compo nent:
social stud ies deci sion Chabot Space and Science Erperiencel Field Trip: Kids Vis ion Componen t:
Vi sion Component: Center for the Bay series Experience/ Field Tri p :
Expe ri ence/ Field Trip: Make reference cha rt for th e Dating: I I/23 - I/22 Based on Kicl5 for the Bay Oak lan d Museum Writing: Informational
Magic Tree House (Japan three branches Writing: In fo rmational Curriculum (ch eck in with Writing:Fables/Folktales w riti ng on animal
Then a nd Now and then Dales : 5 Weeks - I 0/1 2 - 4th) Narrative adaptati ons
sl11dyi ng different countri es) 11 /20 Dates: 1/25 - 3/ 11
Science or Soc ial * Matter, Water Cycle, Writing: Expositmy Poetry?
Writing: paragraph (or Studies:Social Studies Structures of Life Students w ill examine the Link to
multiparagraph?) report Vision Component: water cycle and watersheds. Link to Unit: Unit: https://dQcs. google.co
Grammar: subject/predicate; Leadership Students w ill read from their https: //docs.google.com/doc m/document/d/1 cln9P8Rzth
capita!izat ion;punctuation Experience/ Fie ld Trip: Link to Un it: centra l text, One Well: The ument/d/ 10Hy1Jt_ur21SNOP cF9D rg3Kc9n9sA5GOi,S3t
Writing: Core Knowledge Story of Water on Earth, to mcMe940sCk8xJvZ I ktqyTD OxcGQfU2sxOQ/ed it
Link to Unit: https://docs.google.com/doc identify th e spec ifi c detai ls BqmuZk/edi t?ts=5744d565
Link to ument/d/ 141 LRKWF6gQ-xg about pollution, access, and
Unit:https://docs.google.cQ AfuA3 l fWfo79XgUE9rPv the demand fo r water. They
m/document/d/ ldPApQE ar Narrative: Narrative about a 6sBfg7busE/edi t w ill take no tes on each Core Know ledge
8oUoaEkFNW2YVZgS Du time you overcame https://drive .goog le.com/dri
VfdAI-1 WRJsDg I jvc/edit so methin g or foug ht fo r https: //drivegoogle.com/driv Link to Unit: Section and ve/u/O/folders/0Byzk3 _ VU
so methin g you be lieved in e/ u/O/folde rs/0Byzk3 _ VU_ turn those notes into _ QA fl o5TldMYm VfSDRm
sam ple report: QAfnltQklxMOxSXOdaVH infoimational paragraphs. bEFjanZVeGdTS IVHREJO
h ttgs ://docs. google.com/doc RKN3ZsbmNvZ25rNmpTc b2s lcUduL WNSU2NUUOF
ument/d/1 Oh W5r8pg63CZF Link to Unit: UpH TI IJYlcl c2k lTDZITT Change writing to uTUO
coO:ffi'UXUkTjgABS 9HA6 A persuasive/opi ni on? Can use
aw5 hnJJg89Q/ed it the central text to form ulate
and op ini o n and write a n
scaffo lded report: op inion essay
httgs://drive.google.com/ fo l Goal: 5 paragraph essay
derview?id=OB9YFXhL I HI about why it is impo rta nt to
o5 QkVTNFBROXFEV jQ& take care of our water cyc le.
usp=sharing eid
Anchor Text: Water around
*introduce MAPS the World
-basic geographi c term s Link to Unit:
-continue to wo rk o n httgs://docs.goog le.com/doc
timelin es ument/d/ l Wn I -nMOdskA
We stud ied tradtio ns around MNUhRQRDxo0v4NgSSM
the world LwXaEFCJJecKE/ed it
Exampl e of Student Final

Work:
https ://docs .google.com/doc

urnent/d/1 Oh W5r8pq63CZF
co0ywUXUkTjqABS9HA6
aw5 hnJJp89Q/ed it
Soc
ial Studies Content for 3rd
Grade that is not part of th e
unit but we want to
fami liarize students with
duri ng thi s unit
4 Titl e: Mytho logy ( 10 weeks) Ti tle : Eureka! Di gg ing into Titl e: Geo logy Rocks ! (6 Titl e: Commotion in the Titl e: Immi gration Nati o n Th roughout all units :
How have anc ient cultures the Gold Rush (6 weeks) weeks) Ocean (6 weeks) ( 10 weeks)
used myth s to try to ex pl a in How has th e Go ld Rush Hook: Cook ie mining? What th reatens our ocea n Why do peopl e immi grate? CK Spati a l sense (wo rki ng
the worl d? changed Ca li fo rni a? creatures and how can we How has im mi gra ti on with maps, g lobes, a nd o th er
With potentia l 2-week unit Hoo k: S trikin g it ri ch on the Sc ience or Soc ial Studi es : mitigate those threats? enri ched Ca li fo rni a's geographi c too ls)
on CA hi story leadin g up to ya rd' Go lden coffee bean Sc ience Hoo k: Ga ll ery wa lk, B lue cul tu re? 4. 1 CA geography: reg ions
Go ld Rush mining. Pl anet Hook: of CA incl. how physica l
H ook: ? Experience/ Field Trip: environment affects human
Scie nce or Soc ial Studi es: Hiking trip? Academy of Sc ience o r Soc ial Studi es: Sc ience or Soc ial Studi es: acti v ity (co ntex t of Nati ve
Sc ience or Socia l Stud ies: Socia l Stu d ies Sc iences? Science Soc ia l Studi es America n tribes, Go ld Rush,
Some Soc ia l Sn1di es wes tward ex pans ion)
( geo graphy, map-readi ng, Ex perience/ F ield Tri p: Projects: ( I) Research a Experi ence/ Fie ld Trip: Ex perience/ Fie ld Tri p: 4. 1 CA geography: latitude,
time line) O MCA Gold Rush ex hibit spec ifi c geo log ic event - Academy of Sciences?, K ids long in1de, po les, equator,
and go ld panning acti vity in fo rmationa l (2) Write a fo r the Bay?, Trout in the Proj ects: prime meridian, tropics,
Ex peri ence/ Fie ld T rip: (not o ffe red until later in myth lo explain a geologic Classroo m, Recyc ling hemi spheres, coo rdinates,
Ex ploratorium (ti es to year) event for an cient times - Center Read a loud : Es peranza s tate cap ita l
FOSS: narrative (3) Imag ine you Ri sing? Dragonw ings pl ay? Pac i fi e Ocea n, ri ve rs,
magnetism/e lectri c ity) Projects: ( I) Mining logs - were al ive at the time ofa Projects: ( I) Ocean creature Pi cture books in cluding va ll eys, mounta in passes;
narrati ve (2) G uidebooks to fa mous geo logic event - trading card - in fo rm ati ona l Coo li es, Th e G reat ex pl a in how they affect
Projects: the Go ld Rus h - na1Tative (2) C lass letter to OakJand M igration, etc. growth o f towns
( I) Wri te a rete lling of a in fo rmati onal Tribun e about sav in g the Use maps/charts/ pi es to
myth - narrati ve (2) Choose Read aloud: ? Bay - persuas ive (3) Team Resources: Dragonw ings, In desc ribe how co mmuniti es
a constell ati on and ex pl a in Read a loud : C hildre n of the posters about po lluti on types the Yea r of th e Boar and in C A vary in land use,
its myth - inform ati ona l (3) Gol d Ru sh (w ith C. I .A. Resources: MANY Reading - persuas ive (4) Independent Jackie Robi nso n, Jar o f vegetation, wi ld li fe, clim ate,
make constell ation c ircu it - lesso ns) and/or By the Great A-Z books, I Survived th e books or posters about Dreams, Th e C ircuit, Inside populati on density,
science connectio n Horn Spoon (shared 1906 Earthquake, saving an endangered O ut and Back Aga in architectm e, serv ices, and
read ing) Earthquake !, MTH spec ies - persuas ive (poetry), Ho me of the Brave transportatio n ( foc us on
Read A loud: many G reek Earthquake in th e Early (poetry), Es peranza R is ing using different types of
myths, several versions of Resources: tex tbook, Go ld Morning, Dragonw ings, A Read aloud : Co me Bac k, maps/in fograp hics to
the Odyssey? Rush simul ati on packet PD F C ity Tossed and Broken, Sa lmo n (and picture books?) Need: Co lor Me Dark s uppl ement lessons)
MTH Fact Tracker
Reso urces: Ted- Ed video, Need: Seeds of Hope Tsunamis and other Natural Resources : Ca lk ins Genre: All genres
Pandora Gets Jea lous (G R), Di sas ters Video: epi sode o f Pl anet
Athena the Brain (G R), Ca lkins Genre: Focus on Core Know led ge Geolo gy Earth and/or Blue Pl ane t Soc ial Studi es:
Li ghtnin g Thi ef (GR or read in fo rmati ona l resources (Nettli x) 4.4 St11dents ex pl ain how
aloud) , Th e Odyssey (GR or CA became an agricultu ra l
read aloud) , Illustrated Socia l Studi es: Need: MTH Vacati on Under GR : MAN Y Readin g A-Z and indu stria l power, trac ing
Anthology of My ths 4. 3 Stude nts exp la in the the Volcano books, Shark Lady, MTH the transfom1ati on of the
eco n, soc ial, and po li tical Dark D ay in· th e Deep Sea, CA econ and its politi cal
Need: multi -cultura l life in CA fro m the Ca lki ns Genre: Focus on Do lphin 's First Day, a nd cul tura l deve lopment
myths/legends, Ameri ca n estab li shment of the Bear in fo rmatio nal Endangered A nima ls, T he since th e 1850s.
Guide to Responding to Student Behavior
Principles:
If yo u break it, yo u fix it . If yo u mess it up, clean it up. If yo u wronged, yo u ri g ht it.
Use logical consequences .
Behaviors that call for In -class re-direction or time out by the adult
present at time of occurrence
1) G eneral off-ta sk, slightly inappropriate behavior
2) Min or name-calling
3) "Playing" too much or inappropri ately
4) Bein g too loud
5) Min or un safe behavior in pl aygro und
These behaviors need remind ers by th e teacher s. If we "sweat th e sm all stuff," lar ger
problems will not occur. Th ese behav iors are usually the res ult of lac k of judg ment and
are norm al fo r children. It is 9 5% of what we deal with . Often, children ar e just play ing
or being for getful. Always in ves tigate - don't jump to conclusions because th at is when
bi as occurs.
Recommended actions:
1) Reminding: Opportunity for student to redirect herself/ himself.

2) Redirection by teacher
3) Repar ation
4) Loss of Privilege
5) On e-on-one conference as necessary (one-on-ones shoul d always be priva te).
6) Time-out for reflection in class
7) Time-o ut in another cl ass (see buddy r eferral procedures)
8) Phone call home.
In one-on-ones, we are car eful not to lecture. We as k students to r efl ect on why t he
conversation is takin g place, and as k th e student to cr eate and im plement a solution. W e
m ake sure to speak with the child 1- 1.
Behaviors referred to the office
As a ge ner al rul e, the primary adult-child r elationship in school is bet ween the child and
t he teacher . F or th at r eason, it is often most effective fo r th e teacher to be the primary
person to interve ne with the student. Th erefo re, except in the mos t extrem e cases, it is
at the discr eti on of the teacher to determine whether to manage students' bad choices in
the classroom or send them to the offi ce.
1) Continuous minor behavior pro blems (s tudent does not seem able to redirect
himself/ her self after va rious conversations and phone call)
2) Serious verbal abu se - discrimination, offensive personal comments,
intimidation, threat s, more serious name-callin g, constan t name-calling, cursing
at a person . (If it appears minor, but th e receiver of the abuse is upset, this is
cau se fo r an office referral)
• If the teacher feels it is best to deal with this or m ake this a learn ing
moment: th ey m ay choose to not send student to th e offi ce, and deal with
it in the cl assroom. The office should still be informed of the situation.
3) Unw anted intentional physical contact - pushing, hitting , kickin g, throwing
thin gs at, pulling hair.
4) If stud ents need confli ct resoluti on that can' t wait, and the teacher is not
available to medi ate, students should go to th e offi ce for medi ati on.
5) Substance use or possession, possession of a weapon, un wanted sexual contact or
sugges tion ar e all offenses which mu st be r eported to the offi ce and m ay r equire
suspension on th e fir st offense.
Ojffre referral actions:

1. Student speaks to administrator who will gu ide them throu gh Refl ection Sheet
2. Admini strator goes throu g h Office Referral Ch ecklist
3. Three copies are m ade I) offi ce binder 2) teacher record 3) sent home to fami ly
Recommended actions:
1) Opportuni ty given to student to refl ect on behavior and to develop their own
solution to the situ ation
2) Counselin g / dialogue about severity of situ ation - develop consequ ences
together
3) Phone call hom e
4) P arent conference arranged (after 3 rd offi ce r eferral durin g th at trimester or
depending on severity of behav ior )
5) In-school suspension
6) Recommend ati ons to SST
Below is a set of sugges ti ons fo r levels of consequences for r espo nses to students
referred to the office. These are meant to be sugges tions, not m anda tes. Always, the
discreti on of the person inter ac tin g with th e stud ent in consultation with the teacher
and others close to the situ ation should be more important in assig ning r ewards and
consequences th an strict adher ence to the sugges tions below.
F or contmuous mmo r be hav1or oro bl ems an d ver b al a b use

I sr Referral to 1) Refl ecti on Sh eet -- Opportunity given to student to refl ect on behavior and to
the offi ce develop th eir own solution to the situation
2) Co un seling / dialogue about sever ity of situ ation - develop consequences
t ogeth er
3) Call home
4) Ri ght th e wron g
2nd Referr al to 1) th ro ug h 4), plu s:
the office
5) Consequence th at m ay incl ude loss of recess, loss of privilege, cleanup duty
in th e cafeteria or on th e yard
3rdReferral to 1) th ro ug h 5) , plus:
the offi ce
within a
trimes ter's 6) SST se t up. Behav ior contrac t sig ned. Behavio r monitorin g system such as a
time chart is implemented.
4th Referr al to 1) th ro ug h 5), plus:
the offi ce and
beyo nd Conference with family to re-visit the contract, t he chart an d the root causes of
the behavior s.
Certain behaviors are gener ally mandated in-school suspension with immediate referral
to inter ventio ns team with parent conference. These behav iors incl ude phys ical and
verbal violence, illegal activity and actions th at threaten the ability of oth er commun ity
member s feel safe. This is, to some ex tent, at th e di scretion of the administration in
conference with the classroom teacher.
Things we as a staff should consisten tly avoid
1) J umping to conclu sions with out r es pectful in ves tigati on

2) Punitive meas ures th at have an academi c nature (writing lin es)
3) Intimid atin g stud ents
4) Threatening students
5) T ouching stud ents with fru stration or anger
6) No t allowin g students to speak fir st
7) Yelling at an individual stu den t
8) Over-reactin g
9) Humili atin g
10) Ass umin g nega tive intent
11) Lecturin g or being long-winded
12) H earing only one-side of a story
~ ··~
,-~w~~,
..~~"f:.'r}l i
~
Leaming Without Limits Lunch and Recess Schedule

2016-17
M,T,Th W,F Teacher Prep/
Start Time 8:00 8:00 Collaboration
End Time 2:55 1:45
W,F 2:00 - 4:30
Recess Lunch
From To From To
.,,,,; kindergarten and 9:55 10:10 11:25 12:05
1st grade ,-
I=
=
2nd and 3rd 10:10 10:25 11 :55 12:35
grade
4th and 5th grade 10:25 10:40 12:25 1:05
-
FY17 LWL Academic~and Position Calendar
Instructional Day s in Instructional Days in

Month Month
JULY2016
I [Ml - ~ WI ffll ~ [;] 1
0 JANUARY 2017
~ Im 'i1 WI ml ~ m
18
I I
0 2 ·o 2 1 1 7 New Years
0 0 0 0 9 Independence Day 1 2 1 1 14 IStudent Release
10 0 0 0 0 0 16 1 2 1 1 21 MLK Day
17 0 0 0 0 0 23 1 2 1 0 28 Student Release
24 0 0 0 0 0 30 29
lL
8 FEBRUARY 2017 15
ii [ WJ ml ~ ~
o I o I o 0 0 6 I2 I1 I1 I4
7 I O IOI0 0 __ Q 13 Paid Work Day
0
2
2
0
1
0
1
20
27
Paid Work Days
Start of School
119
26
r·l'7'r-----'
1 1
25 I Presidents Day
February Break
SEPTEMBER 2016 20 MARCH 2017 20

±
s M T w 'iiD
I I
~
I
~1
3
WI ml ~ ~
2 1 1 4
-
2 1 1 10 Labor Day 5 1 1 2 1 1 11 Student Release
11 1 1 2 1 .0 17 Student Release l 12 1 1 2 1 18 IStudent Release
18 1 1 2 1 1 24 19 0 1 2 1 1 25
25 1 1 2 1 1 I 26 1 1 2 1 Cesar Chavez Day
20 APRIL 2017
- - - -- 14
21 1 1 1 1 2 1 1 1 1 1 8 Spring Break
I 9 I 1 I 1 I 2 I 1 I O· 115 IStudent Release 1----+-- -t----+--+----+---+-----,' Student Release

16 1 1 2 1 1 22
FY17 LWL Academic and Position Calendar
UQ] I 23 I 1 I 1 I 2 I 1 I 1 I 29 j
1~:1 ~1112 30
-- ,;:,-,.;,- i 14 MAY 2017 21
Veteran's Day 7 1 1 2
End T1 14 1 1 2
Thanksgiving Break 1 1 2 1 27 ij Memorial Day
Student Release 1 2 Memorial Day
DECEMBER 2016 112 IJUNE 2017

115
.· -, · . ., ;~t ~. ~.J, ~ ~I"l;J I
15.!B,~·•· .. 1.,.A - I r;,:: ·"'IMI · 'ii' l'lJ -mi l;I: .(;]
j
1 1 3
4 1 1 2 1 1 10
11 1 1 2 1 1 17
Winter Break 18 1 1 0 0 24 I Last Day of School
Winter Break 25 0 0 0 0
2016-2017 LWL Professional
Learning Alignment Plan
I ,l111".11to11 1, , '
PART 1: Comm ittee Info

PART 1a: Instructional Leadership Tea m (ILT)
(For site planning purposes, complete the left columns. When implementing this plan in the fall, please complete the columns on the right.)
SPLAP Planning Committee

~~1
'lJ
Implementation Team Members (Fall) ;..~,~ ;ii, 11. ~- ~r· ~,~tq
•
Could be: Adm in, IL T, Coaches, Directors "
~~ 11 'f!'
t '=t
• Complete in Fall 2016
[.I il
C
lJ .:,1.IL
c;';I, '• . -
1
Admin, Coaches, LT
Describe how the SPLAP Planning Committee Members will be involved in this process .
1. Admin will create focus areas (recommended topics) for HPJP's based on data analysis
2. Coaches/ Admin will co-plan and facilitate the HPIP narrowing process with whole site
3. ILTwill wo rdsmith HPIP's
4. Admin w ill engage fami lies in HPIP revis ion process
5. Admin and coaches flesh ou t PD calendar
PART 2: High Priority Instructional Practices (HPIPs)
• What are the highest leverage and most strategic instructional practices to improve teaching and accelerate learning towards
academic targets?
• Describe each HPIP (observables). Clearly articulate rationale for and connection between priorities, targets and HPIPs.
HPIP Description Indicators of Success
ELA HPIP: We are planning to continue building on the work from this • We are going to craft clear
year with our ELA HPIP around close reading. This year, exemplars for success in this
Goal: Teachers will benchmark data highlighted that there is a significant gap process
implement strategies (such between ORA and benchmark scores. Teachers also • All teachers have a deeper
as close r eadin g) to help identified this as a content knowledge gap. understanding of the CCSS as
students access complex evidenced by lessons and unit
texts. We are hoping to expand on our depth of knowledge by plans
working across clusters to understand standards, look at • Teachers will create CFA's
Metri c: ORA, MAP, and student work, lesson plan and look at data from CF A's. connected to unit of study that
SBAC, student sense of are demanding and provide
self-efficacy insight into what changes to
make in practice
• Teachers will have a sense of
efficacy around CCSS standards
what how to assess for them in
complex ways
• ELA BM Data will improve
Math HPIP: We will continue to build on our math HPIP from this year. • Math BM data will improve
• Students will have more
Goal: Teachers will use We will also fold in schoolwide structures to support academic ownership over math
thoughtful questioning and cohesion in our math block These include: Facts fluency, • Math vocabulary will increase
other discussion practices and other math routines.
to shift the cognitive load to
students. We are also working on finding a universal math screener
so that we can begin to support students with math
Metric: Sense of intervention.
self-efficacy as problem
solvers, MAP, SBAC We will also continue work to ensure that teachers will
provide multiple opportunities to check for understanding.
ELD: We will make sure that all of our teachers are GLAD trained
this year and make intentional time in the schedule to
All PD and Coaching will be integrate the use of GLAD strategies in our units and bring
done with a lens of them to LIFE .
supporting English
Learners
PART 3: Professional Learning

PART 3a: Professional Learning Structures
Please consider the various professional learning structures you will have in place outside of PD meetings and complete the
following table.
Focus I Primary Lead Duration and Indicators of Success Support Needed Monitoring
purpose of the Frequency (e.g. from HO, outside (who, how often)
structure support providers,
etc.)
Instructional
Rounds
Collect data to measure
impact of PD and inform
Admin/co lx/trimester for
each content
• Happen as
scheduled
-Wou ld love to have
some HO staff join us
• Debrief
aches/LT with
(ILT Roun ds) future PD aligned w / team • Coaches report principal's
HPIP's 3 hours each time using data to coach each
inform PD, GLM's, trimester
and coaching OR debrief
• Walkthrough notes w/
ind icate impact of respective
PD, GLM 's, and Directors
coaching after each
Data Talks/ Inform instruction based Admin Once each • Increased use of -Would love to get • Coach/Adm
DRA progress on data, PM and trimester to look data to inform support with in PLC:
monitoring ELA/Math at ORA, instruction intervention data review
coach as benchmarks and • Increased depth of being more patterns
appropria mid way through analysis by accessible that
te the cycle PM teachers (Ill uminate?) emerged
meetings to look • Targeted goals set during Data
at focus students for students Talks at
conclusion
of each Data
Talk Cycle
(lx/trimest
er)
1:1 Coaching Improve teacher practice ELA Coach Coaching happens • Teacher goals are Coach/ Adm in
Cycles and facilitate shared Math weekly. met PLC
(Content, communication/ Coach Caseload are • Teachers and Coaching Log
induction, peer) messaging across the site Induction reviewed each coaches are
T1 Focus of Coaching: Coach trimest er (see meeting regularly
Math : focus on math criteria in Coach as planned
content knowledge and Plan below) • Positive survey
pedagogy feedback
ELA: focus on GR/Lit • Strong coach
Circles evaluations
T2:
TBD Based on data
CFA/ Weekly ELA: (ELD focus) Cycle of !LT ELD: Tuesdays • Increased Admin check in
PD analyzing student work, members from 3pm-4pm data-driven cu lture w ith coaches
CELDT, Adept, Benchmark with Math: Thursdays • Improved student weekly in
Data, ORA, and Running s upport from 3pm -4pm outcomes in ELD Coach/ Admin
Records from and Math PLC
ELA/ELD
Math: Cycle of developing and Math
math performance tas ks Coaches
a nd ana lyzing s tudent
work (compl eted math
performance tasks)
PD/CFA Cycle:
Kathryn and Manuel each meet with teams once a week. During the ELA meeting the ELA coach helps teachers zoom in on
the standard from the unit plan, and CFA can be planned.
On Wednesday, we flip the order so that 2-3 is CFA time when teachers are analyzing data with the coaches from their most
recent CFA connected to the standard of focus.
In the second hour, teachers as a group across grades , talk about thei r standard of focus and share ideas (if different
standards fo r different grades , this could be a consultancy protocol). Teachers share what has worked regarding complex
text shared text work. This results in pooling of best practices and gets documented over the course of the year.
This work happens in 3 week cycles. For 3 Wednesdays, k-2 meets with Kathryn and 3-5 meets with Manuel. The fourth
week is an inquiry week around ELD or writing. Then for three weeks Kathryn meets with k-2 and Manuel meets with 3-5,
and the fourth week is Inquiry. For the first cycle, k-2 meets together and 3-5 meets together. For the remainder of the
year, k-1 meets together and 3-5 meets together.
Week 1 CFA data, sharing of best practices, as a group identify an area of need across teachers. The coach then brings
back the following week some input on that area.
Week 2 CFA data, sharing of what's been tried and iterated on, new ideas, then input on the area identified the previous
week with time at the end for teachers to identify what they might try to use in the coming week.
Week 3 CFA data, sharing of what's been tried and iterated on, new ideas, then input on the area identified the previous
week with time at the end for teachers to identify what they might try to use in the coming week.
Week 4 Inquiry around Writing or ELD, possibly writing as extension of complex text work with response to literature
PART 3b: Professional Development Meetings
Use the table below to provide an overview of professional development meeting structures you will implement.
How will PD Meetings support:
o HPIPs
o Curriculum training, including blended learning implementation
o PBIS, Trauma, SEL
o Assessment training and calibration
Focus I Purpose T1 Focus I Purpose T2 Focus / Purpose Support Needed Monitoring

Finding the balance in T3 [e.g.from HO, outside (who, how often)
balanced literacy Writing support providers, etc.)
Whole class CCSS

aligned reading
instruction
August PD X X
' Vis ion
Team Build ' Resources
(Visioning, Team
building, new teacher,, ' Share SPLAP
from Seneca
HPIP launch) ' (support

for
de-esca latio n
structures for
teachers and
where each
HPIP "lives")
Kick off Culture
' PD: Positive
Discip line
Home Visits
'
Weekly PD meetings T1 Focus: (see T1 Focus: 1. TBD 1. Input
paragraph above) resources and
structuring
PD reso urces
from HO
2. Supp orts for
designing
quality math
performance
tasks
3. EFC's ORA
Calibration PD
4. Seneca
support
5. Blended
support for
PD from HO
Structured planning
days
"' Extended
periods of un it "' Extended
periods of unit "' Extended
periods of
"' none
planning planning unit

includi ng: including: planning
Incorporation of Incorporation of incl ud ing:
content-rich, comp lex, content-rich, complex, Incorporation of
grade level texts grad e leve l texts content-ric h,
Designated ELD Designated ELD comp lex, grade
Math unit unpacking and Math unit unpacking level texts
performance task and performance task Des ignated ELD
designing designing Math unit
unpacking and
performance task
designing
Data Analysis Days

"' Writing
Performance "' Writi ng
Performance
"' Writing
Performan
"' EFC's
Calibration
Task scoring Task scoring ce Task and Scoring
Benchmark scoring PD
"' Be nch mark Data
"'
Analysis Data Analysis
"' Bench mar
k Data "' BM analysis
tool
Analysis
Draft LWL PD Calendar 2015-16
PD Meeting
Date/Time Content Facilitator Audience Notes
august PD
DRA
Week 8/24/2016 none 12 weeks t ill Thanksgiving
8/31/2016 None 2 weeks till Winter Break
9/7/2016 Whole school 6 weeks till Feb Break
Faculty Mtg
9/14/2016 Whole school 6 weeks till Spring Break
9/21/2016 Cycle 1 8 weeks till end of yea r
9/28/2016 Cycle 1
10/5/2016 Cycle 1
10/12/2016 Cycle 1
10/19/2016 Cycle 1
10/26/2016 Cycle 1
11/2/2016 Whole school
11/9/2016 Whole school
DRA
week 11/16/2016 Report Cards
11/23/2016 THANKSGIVING
11/30/2016
12/7/2016
12/13/2017 no pd: report cards
12/20/2017 WINTER BREAK
12/27/2017 WINTER BREAK
1/4/2017 Cycle 2
1/11/2017 Cycle 2
1/18/2017 Cycle 2
1/25/2017 Cycle 2 LWL Retreat
2/1/2017 Cycle 2
2/8/2017 Cycle 2
Feb Break writing scoring? need more

than an hour/or put on feb
2/15/2017 planning days
2/22/2017 Cycle 3
* 3/1/2017 Cycle 3
3/8/2017 Cycle 3 Faculty Mtg
DRA
Week 3/15/2017 Cycle 3
DRA Faculty Mtg (?)
Week 3/22/2017 Cycle 3
* 3/29/2017 Cycle 3
4/5/2017 SPRING Break NWEA proctoring
Would you rather have another

planning day week of 3/16 (9
weeks until next planning day)
and do report cards on your
4/12/2017 Cycle 4 own time, or RC release day?
4/19/2017 Cycle 4
SBAC Training during CFA

4/26/2017 Cycle 4 time
5/3/2017 Cycle 4
5/10/2017 Cycle 4
? Faculty Mtg
5/17/2017 Cycle 4
* 5/24/2017 Whole Staff

5/31/2017 Whole Staff
6/7/2017 No PD
6/14/2017 No PD
6/21/2017 No PD Faculty Mtg
PART 4: Coaching Plan
Coaching plan goals:

• Align coaching goals, professional development and HPIPs
• Provide time and space for teachers to engage in coaching conversations
• Support teacher growth mindset
• Foster a professional learning culture
• Utilize multiple data sources to drive inquiry around teacher practice and student academic growth
Cycles Timeline
{When will coaching cycles occur at your site?)
Cycle 1: August-N ov
Cycle 2: December- February
Cycle 3: February- June
Matching Plan
{How will coaches be matched to teachers? Outline the criteria for matching teachers to coaches.)
• All of our teachers will be returning except 1 ! See plan above to see coaching plan. Coaches will meet with each grade level
cluster that they are working with once a week. Additionally, they will have a caseload of teachers based on needs identified by
teachers or by classroom visits.
0
0
Progress Monitoring
Tracker
CE LDT/ ADEPT EOY leve l from 2nd Cycle 3rd Cycle

leve l last yea r DRA BOY 1st Cycle Target DRA: Tl Target )RA: T2 Target DRA:EOY Notes
Date
Last Name First Name

0
0
I
Joseph Star's Story
L-----------------------1
+
Strengths: Joseph is a bright, articulate, and persuasive 11 year old boy. He has a good sense of humor and enjoys
connecting with others through performance and jokes. Joseph's parents describe him as attentive, detail
oriented , "advanced for his age" , helpful, "thinks fast on his feet", and someone who takes care of other people .
He is creative, sensitive, and takes pride in his appearance. Joseph enjoys sports, music, and dancing. School staff
report that he is a fast learner with an infectious smile who is open to trying almost any food and has built strong
bonds with adults who he trusts.
History: From the time of Joseph ' s birth, his parents have engaged in significant conflict in their relationship with
one another which has included verbal and physical altercations, both before and since their separation . Within
the past year, Joseph has witnessed physical altercations between his mother and step -mother as well as verbal
altercations between his parents and has been denied access to one or the other parent at different times .
Joseph's behavioral problems started when Joseph was in kindergarten . Hi s mother attributes his emotional
dysregulation to an early traumatic experience in which Joseph shot a gun and accidentally hit his grandmother in
the foot. The behaviors escalated significantly in second grade, when his grandmother passed away.
Presenting Behaviors: Joseph often speaks disrespectfully to school staff and peers, ha s difficulty following
directions, engages in classroom disruptions, refuses to complete assigned tasks, and has engaged in assaultive
behaviors . He often blames others for his misbehavior and ha s difficulties taking re sponsibility for his actions. In
addition, Joseph is easily annoyed/angered, has low frustration tolerance, and struggles to control his impulses. He
is unresponsive to consequences, often minimizing the impact of his behavior on others or dismissing the
importance of his behaviors to his own well-being . Recently, Joseph engaged in assaultive behaviors in the
community which re sulted in police involvement. Joseph's behaviors are significantly affecting his academic and
social progress and have placed him at risk of losing hi s current school placemen t throughout his enrollment.
At the onset of intervention, the mild form of the behavior occurred 10 times per day and consisted of ignoring
direction s by saying " no," contradicting direction s, arguing with caregivers, attempting to redirect or distract
caregivers, singing, humming, and making distracting noi ses. The moderate form of the behavior occurred 5 times
per day and consisted of Joseph banging objects on his desk in cla ss, swearing and threatening caregivers and
peers . The severe form of the behavior occured 2 time s per w eek and con sisted of Joseph assaulting peers and
leaving the cla ssroom without permission .
Interventions Utilized:
• Intensive individual and family therapy (provided separately for each ca regiver), which consisted of:
o Relational work to improve Joseph's understanding of himself in relation ship with others, his
ability to trust and rely on others for support, and his w illingness to respect and set boundaries in
order to preserve his safety and the safety of others .
o Cognitive Behavioral Therapy (downward arrow, thought record s, chain analysis, etc) to increase
Joseph's awareness of triggers and enhance hi s understanding of the connection between
thoughts, feelings, and behaviors .
o Unconditional positive regard in order to build rapport and create a safe space fo r Joseph to talk
about hi s emotions and needs.
o Teach ing parenting skills using the Positive Parenting Program (Triple P).
o Structural Family Therapy .
o Psychoeducation to caregivers and school staff to help develop awareness of how non-verbal and
verbal communication impacts relationship s and behaviors.
o Collaborating with teachers, administrators, and parents to develop and consistently implement
interventions across all supporting adults and environments .
Joseph Star's Story
• Therapeutic Behavioral Services, which consisted of
o Daily one-on-one behavioral coaching.

o Modeling to teach Joseph how to communicate effectively.
o Teaching coping skills through games and role play .
o Teaching anger management and frustration tolerance using STAR- Stop, Think and Replace (an
intervention intended to disrupt and reduce engagement in the target behavior by allowing an
opportunity to think of and use a replacement behavior) .
o Behavioral modification strategies (behavior contracts, positive reinforcement, routines and
schedules, behavior charts, token economy, nonverbal cueing, predictable consequences, etc) to
encourage use of pro-social replacement behaviors.
o Using emotion identification charts to recognize, identify and verbalize emotions.
o Teaching replacement behaviors to decrease engagement in the target behavior:
• Relaxation strategies: deep breathing

• Taking a time-limited walk
• Physical exercise : tether-ball, stretching, push-ups
• Retreating to a less stimulating area
• Verbalizing his thoughts, feelings and needs t o caregivers
• Using communication cube to verbalize thoughts, feelings and needs to caregivers
• Use of hand signals to communicate
Interventions by the Therapeutic Behavioral Individual/Family Additional Time (Including

Minute Services Counseling Resource Support and
One-to-One Help
Minutes 30,582 8,707 17,440
Outcomes based on Treatment Goals:
1. Joseph has decreased his engagement in physical and/or verbal altercations from 2 times per week to 1 time per
month as measured by reports from the client, the family, and school staff.
2. Joseph appropriately utilizes replacement behaviors 4 out of 5 times per week, up from O times in November of
2011.
3. Joseph is accessing pro-social coping strategies to manage frustration in 4 out of 5

Opportunities, an increase from a baseline of 1 out of 5 at treatment's start.
4. Joseph remains in the classroom 90% of the day as measured by school staff and teacher report.His baseline in
November of 2011 was 30%.
5. Joseph graduated from TBS in January after successfully meeting his treatment goals.
Total Cost of Intervention SELPA AB114 Mental Healh Medical Contributions Net Cost to School
Contributions
$114,873 $35,000 $79,873 $0

EDUCATION FOR CHANGE
UNIFORM COMPLAINT POLICY AND PROCEDURES
The Education for Change (the "Charter School") policy is to comply with applicable federal and state
laws and regulations. The Charter School is the local agency primarily responsible for compliance with
federal and state laws and regulations governing educational programs. Pursuant to this policy, persons
responsible for conducting investigations shall be knowledgeable about the laws and programs which
they are assigned to investigate. This complaint procedure is adopted to provide a uniform system of
complaint processing for the following types of complaints:
(1) Complaints of discrimination against any protected group including actual or perceived,
including discrimination on the basis of age, sex, sexual orientation, gender, ethnic group
identification, race, ancestry, national origin, religion, color, or mental or physical disability, or
on the basis of a person' s association with a person or group with one or more of these actual or
perceived characteristics in any Charter School program or activity ; and
(2) Complaints of violations of state or federal law and regulations governi ng the fo llowing
Rehabilitation Act, consolidated categorical aid, No Child Left Behind, migrant education,
career technical and technical education training programs, child care and development
programs, child nutrition program.
The Charter School acknowledges and respects every individual 's rights to privacy. Discrimination
complaints shall be investigated in a manner that protects [to the greatest extent reasonably possible]
the confidentiality of the parties and the integrity of the process. While the Charter School cannot
guarantee anonymity of the complainant, this includes keeping the identity of the complainant
confidential, as appropriate and except to the extent necessary to carry out the investigation or
proceedings, as determined by the Chief Executive Officer ("CEO") or designee on a case-by-case
basis.
The Charter School prohibits any form of retaliation against any complainant in the complaint process,
including but not limited to a complainant's filing of a complaint or the reporting of instances of
discrimination. Such participation shall not in any way affect the status, grades or work assignments of
the complainant.
Compliance Officers
The Governing Board designates the following compliance officer(s) to receive and investigate
complaints and to ensure the Charter School's compliance with law:
Hae_Sin Thomas
Chief Executive Officer
2430 Coolidge Ave
Oakland, CA 94601
510-568-7936
The CEO or designee shall ensure that employees designated to investigate complaints are
knowledgeable about the laws and programs for which they are responsible. Designated employees
may have access to legal counsel as determined by the CEO or designee.
Notifications
The CEO or designee shall annually provide written notification of the Charter School's uniform
complaint procedures to students, employees, parents/guardians, the Governing Board, appropriate
private officials or representatives, and other interested parties.
The CEO or designee shall make available copies of the Charter School's uniform complaint
procedures free of charge.
The notice shall:
1. Identify the person(s), position(s), or unit(s) responsible for receiving complaints.
2. Advise the complainant of any civil law remedies that may be available to him/her under state
or federal discrimination laws, if applicable.
3. Advise the complainant of the appeal process pursuant to Education Code Section 262.3,
including the complainant's right to take the complaint directly to the California Department of
Education ("CDE") or to pursue remedies before civil courts or other public agencies .
4. Include statements that:
a. The Charter School is primarily responsible for compliance with state and federal laws
and regulations;
b. The complaint review shall be completed within 60 calendar days from the date of
receipt of the complaint unless the complainant agrees in writing to an extension of the
time line;
c. An unlawful discrimination complaint must be filed not later than six months from the
date the alleged discrimination occurs, or six months from the date the complainant first
obtains knowledge of the facts of the alleged discrimination;
d. The complainant has a right to appeal the Charter School's decision to the CDE by
filing a written appeal within 15 days of receiving the Charter School's decision; and
e. The appeal to the CDE must include a copy of the complaint filed with the Charter
School and a copy of the Charter School's decision.
Procedures
The following procedures shall be used to address all complaints which allege that the Charter School
has violated federal or state laws or regulations governing educational programs. Compliance officers
shall maintain a record of each complaint and subsequent related actions.
All parties involved in allegations shall be notified when a complaint is filed , when a complaint
meeting or hearing is scheduled, and when a decision or ruling is made.
• Step 1: Filing of Complaint
Any individual, public agency, or organization may file a written complaint of alleged
noncompliance by the Charter School.
A complaint alleging unlawful discrimination shall be initiated no later than six months from
the date when the alleged discrimination occmTed, or six months from the date when the
complainant first obtained knowledge of the facts of the alleged discrimination. A complaint
may be filed by a person who alleges that he/she personally suffered unlawful discrimination or
by a person who believes that an individual or any specific class of individuals has been
subjected to unlawful discrimination.
The complaint shall be presented to the compliance officer who shall maintain a log of
complaints received, providing each with a code number and date stamp.
If a complainant is unable to put a complaint in writing due to conditions such as a disability or

illiteracy, Charter School staff shall assist him/her in the filing of the complaint.
• Step 2: Mediation
Within three days of receiving the complaint, the compliance officer may informally discuss
with the complainant the possibility of using mediation. If the complainant agrees to
mediation, the compliance officer shall make arrangements for this process.
Before initiating the mediation of a discrimination complaint, the compliance officer shall
ensure that all parties agree to make the mediator a party to related confidential information.
If the mediation process does not resolve the problem within the parameters of law, the
compliance officer shall proceed with his/her investigation of the complaint.
The use of mediation shall not extend the Charter School' s timelines for investigating and
resolving the complaint unless the complainant agrees in writing to such an extension of time.
• Step 3: Investigation of Complaint
The compliance officer is encouraged to hold an investigative meeting within five days of
receiving the complaint or an unsuccessful attempt to mediate the complaint. This meeting
shall provide an opportunity for the complainant and/or his/her representative to repeat the
complaint orally.
The complainant and/or his/her representative shall have an opportunity to present the
complaint and evidence or information leading to evidence to support the allegations in the
complaint.
A complainant's refusal to provide the Charter School' s investigator with documents or other
evidence related to the allegations in the complaint, or his/her failure or refusal to cooperate in
the investigation or his/her engagement in any other obstruction of the investigation, may result
in the dismissal of the complaint because of a lack of evidence to support the allegation.
The Charter School ' s refusal to provide the investigator with access to records and/or other
infonnation related to the allegation in the complaint, or its failure or refusal to cooperate in the
investigation or its engagement in any other obstruction of the investigation, may result in a
finding, based on evidence collected, that a violation has occurred and may result in the
imposition of a remedy in favor of the complainant.
• Step 4: Response
OPTION 1:
Unless extended by written agreement with the complainant, the compliance officer shall
prepare and send to the complainant a written report of the Charter School' s investigation and
decision, as described in Step #5 below, within 60 days of the Charter School ' s receipt of the
complaint.
OPTION 2:
Within 30 days of receiving the complaint, the compliance officer shall prepare and send to the
complainant a written report of the Charter School's investigation and decision, as described in
Step #5 below. If the complainant is dissatisfied with the compliance officer' s decision, he/she
may, within five days, file his/her complaint in writing with the Board.
The Board may consider the matter at its next regular Board meeting or at a special Board
meeting convened in order to meet the 60 day time limit within which the complaint must be
answered. The Board may decide not to hear the complaint, in which case the compliance
officer' s decision shall be final.
If the Board hears the complaint, the compliance officer shall send the Board's decision to the
complainant within 60 days of the Charter School's initial receipt of the complaint or within the
time period that has been specified in a written agreement with the complainant.
• Step 5: Final Written Decision
The Charter School's decision shall be in writing and sent to the complainant. The Charter
School's decision shall be written in English and in the language of the complainant whenever
feasible or as required by law.
The decision shall include:
1. The findings of fact based on evidence gathered.
2. The conclusion(s) of law.
3. Disposition of the complaint.
4. Rationale for such disposition.
5. Corrective actions, if any are warranted.
6. Notice of the complainant's right to appeal the Charter School's decision within fifteen
(15) days to the CDE and procedures to be followed for initiating such an appeal.
7. For discrimination complaints arising under state law, notice that the complainant must
wait until 60 days have elapsed from the filing of an appeal with the CDE before
pursuing civil law remedies.
8. For discrimination complaints arising under federal law such complaint may be made at
any time to the U.S. Department of Education, Office for Civil Rights.
If an employee is disciplined as a result of the complaint, the decision shall simply state that
effective action was taken and that the employee was infonned of the Charter School's
expectations. The report shall not give any further information as to the nature of the
disciplinary action.
Appeals to the California Department of Education
If dissatisfied with the Charter School's decision, the complainant may appeal in writing to the CDE
within fifteen (15) days of receiving the Charter School's decision. When appealing to the CDE, the
complainant must specify the basis for the appeal of the decision and whether the facts are incorrect
and/or the law has been misapplied. The appeal shall be accompanied by a copy of the locally filed
complaint and a copy of the Charter School's decision.
Upon notification by the CDE that the complainant has appealed the Charter School's decision, the
CEO or designee shall forward the following documents to the CDE:
1. A copy of the original complaint.

2. A copy of the decision.
3. A summary of the nature and extent of the investigation conducted by the Charter School, if not
covered by the decision.
4. A copy of the investigation file, including but not limited to all notes, interviews, and
documents submitted by all parties and gathered by the investigator.
5. A report of any action taken to resolve the complaint.
6. A copy of the Charter School's complaint procedures.
7. Other relevant information requested by the CDE.
The CDE may directly intervene in the complaint without waiting for action by the Charter School
when one of the conditions listed in Title 5, California Code of Regulations, Section 4650 exists,
including cases in which the Charter School has not taken action within 60 days of the date the
complaint was filed with the Charter School.
Civil Law Remedies
A complainant may pursue available civil law remedies outside of the Charter School's complaint
procedures. Complainants may seek assistance from mediation centers or public/private interest
attorneys. Civil law remedies that may be imposed by a court include, but are not limited to,
injunctions and restraining orders. For discrimination complaints arising under state law, however, a
complainant must wait until 60 days have elapsed from the filing of an appeal with the CDE before
pursuing civil law remedies. The moratorium does not apply to injunctive relief and is applicable only
if the Charter School has appropriately, and in a timely manner, apprised the complainant of his/her
right to file a complaint in accordance with 5 CCR 4622.
UNIFORM COMPLAINT PROCEDU RE FORM
Last Name:
- - - - - - - - - - - - - - - - - - - - First Name/MI: - - - - - - - - - - - - - -
Student Name (if applicable): _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Grade: _ _ _ Date ofB i11h: _ _ _ _ __
Street Address/Apt. #: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
City: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ State: _ _ _ __ _ _ Zip Code: _ _ _ _ _ _ __
Home Phone: - - - - - - - - - Ce ll Phone: - - - - - - - - - - Work Phone: - - - - - - - - - -
School/Office of Alleged Violatio n : - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
For allegation(s) of noncompliance, please check the program or activity referred to in yo ur complaint, if applicable:
D Adu lt Education D Consolidated Categorical Programs D Nutrition Services
D Careerrrechni ca l Education D Migrant and Indian Education D Special Education
D Child Development Programs
For allegation(s) of unlawful discrimination/harassment, please check the basis of the unlawful discrimination/harass ment
described in your complaint, if applicable:
D Age D Eth nic Group Identification D Religion

D Ancestry D Gender D Sex (Actual or Perceived)
D Co lor D ational Origin D Sexual Orientation (Actual or Perceived)
D Disability (Mental or Physica l) D Race
D Based on association with a person or group wi th one or more of these actual or perceived characteristi cs
1. Please give fac ts about the complaint. Provide details such as the names of those involved, dates, whether witnesses were
present, etc., that may be helpful to the comp laint investigator.
2. Have you discussed your compl aint or brought your complaint to any School personnel? If you have, to whom did you take
the complaint, and what was the result?
3. Please provide copies of any written documents that may be relevant or supportive of your complaint.
I have attached supporting documents. D Yes D No
Signature: - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - Date: _ _ _ _ _ _ __
Mail complaint and any relevant documents to :

2430 Coo lidge Ave
Oakland, CA 94601
510-568-7936
I· , hw;11in11 /,, ( lr,111..!•
2016-17 Reclassification Criteria for Determining English Proficiency
Student Name:
Permanent ID Number:
Grade:
Grades Criteria Signature and Date
K-1 st 0 Overall CELDT Level >=4

0 AND Speaking & Listening Levels >=3
0 AND DRA Proficiency Level => 3
2nd 0 Overall CELDT Level >=4

0 AND all other CELDT Levels >=3
0 AND DRA Proficiency Level >=3
3rd-8th 0 Overall CELDT Level >=4

0 AND all other CELDT Levels >=3
0 AND SBAC ELA Proficiency Level >=2
If the student meets the above criteda:
Teacher 0 Student meets basic ELA grade level

Evaluation expectation
If the student meets the teacher evaluation criteria, continue with the reclassification process.
Parent 0 Notice has been sent to parents to

Consultation notify them of their right to
participate in the reclassification
process .
0 Parent signature
Updating files: Cum file Updated _ _ _ _ _ _ Powerschool Updated

Academic ,nguage Chart
.. cadcmic th inki ng nin.s on academi c language- and viec ve rsa. Teac hers 1-iccd to develop activities t.hal scaffo ld studcnls ' use of language to organize ,
express lilci r thinki ng. Thi s chart offe rs examp les of vocab ulary, expressions, and fu nctions of Eng li.sb that dri ve (and show us) a s tudent 's academ ic thinking.
Leve
Thinking Type Language that expresses academic thinking Other responses
I
Observe & inquire, ask • Why ... , How ... , Would .. . , Should ... , Could ...
questions* & give answers • I wonder ... , I found the information in the (resource) . . .
• One answer might be .. .
• What do you think about. . . , What is vour opinion of. ..
Solve problems & • We need to define the problem, The main problem is .. .The conflict is mainly
hypothesize between ...
• There are different ways to solve it, The best solution is ... because ...
• I think that the answer is ... because .. .
Infer & Predict* • I predict that. .. ,I think that ... , I think we could infer that. .. , I bet
that. .. because, I hypothesize that ... , Based on ... I guess that. .. , The picture
(or other graphic) means ...
Determine importance & • The part where .. .is important because .. . , The gist of it is . .. , The main idea
main idea* is ... , The key details that support the main idea are ...
• The purpose of this text is ... , The author wanted to tell us ... , It' s about a . ..
that ...
Identify causes & effects • I think .... was caused by .. . , The main cause was probably ... ,I hypothesize
that ... caused ... , The most likely cause was ... , The .. . led to .... which led
to .. . ,The effects of. .. were ...
• That wasn't cause by . .. because ... , Just because it happened after ... , doesn't
mean it was caused by . ..
Compare & contrast • They are similar because ... ,The two differ because one . .. , while the other. .. ,
objects, ideas, or processes Ifwe look closely at. .. , we will see that .. .. is different from ...
• This is much like when ... Notice how the two compare. On the other hand, ...
Classify & categorize • It is important because .. . , It is not that important because ... , It belongs in the
objects, ideas, or processes category of. .. We should p ut this in the --- group, I wo uld call this a type of
... , It fits in this (column, fi le, genre, etc.),
• I don't think it fits anvwhere, It needs a new category
Analyze - separate whole • When we break it down into these areas, we can see that. .. ,The parts are
into parts and describe related in the following ways: ...
Jzw1ers 2/5/ 14
relationships & patterns • Let 's see how the pieces fit together to make ... Each component plays a key
among the parts role. First. .. · We can describe it as .. . , It' s important traits are . ..
Persuade & justify - use • That is a good point, but I think the evidence shows that. .. , What it seems to
evidence to support a come down to is ... versus ... , Even though both sides have merits, the greater
position or opinion good will come from ...,
• It is a difficult issue, but I feel that the (positives) of. .. outweigh the
(negatives) of.. ., If we look closely at. .. , we will see that it is better to . .. In
my opinion, we should ... because .. .
Synthesize - integrate • In a nutshell, it means that. .. , Other sources also argue that. .. , It all boils
multiple ideas into a new down to .. . , Even though it seems that the text is about. .. , I think that . .. , The
whole author is essentially saying .. .If we think about all the issues, we come up
with .. .
Interpret - understand • This part meant that. . .For us today, it could mean that. . .
figurative language, • The --- is a metaphor for ... , The --- is like a --- because ... , The author used
analogies, metaphors, etc. that analogy because ... , In the same way that people ... , the .. .
• It' s a figurative way to describe bow . .. , It's not literal-that' s the author' s
way to describe how . ..
Empathize - understand the • That is a great point, I feel the same way. I would like to add .. . , If I were in
thoughts and feelings of (person)'s shoes, l would .. .l think (person) fe lt. .. because ... ,
others in various situations • Let's remember the time in which (person) lived and what he/she went
and time periods through. First. .. , I bet (person) was thinking ...
• How would you feel if you were her/him? I would . ..
Apply ideas and concepts • It's not all that different today. Think about. .. , This is simi lar to solving
across different disciplines problems in science, because ... We also learned about ... in .. .l can use and
& time periods apply ideas about. .. to ...
• This relates a lot to the stuff about. .. in our English class. Tbe reading
strategy of ... works for this text too. This applies to my life because ...
Figure out and use • I guess the word means something like --- because of the words around it,
appropriate vocabulary and The word part (prefix, suffix, root) --- means . .. , l think it means ... , I think a
expressions* better word to use in this case is ... , --- is an important word because . . .
Evaluate - assess worth of • The idea is important because .. .The best solution is ... because ... , In looking
an idea, object, or process by at the criteria for . ... , the best idea is ...
using clear criteria with • It is not as valuable because it doesn't meet the criteria of. ..
• That was not a good idea because .. .That was good advice since . ..
Jzw1ers 2/5/14
evidence and exp lanation of
riorities
Content Area Thinking Language that expresses content thinking Other student responses Leve
I
History/Social Science
Science
jzwiers 2/5/1 4
0
A unified vision for learn ing to ensure student success in a world where change is
constant and learning never stops.
Standards and
Assessments
Curriculum and Instruction
Professional Development
Learning Environments
Copyright© 2007
21ST CENTURY STUDENT OUTCOMES AND

SUPPORT SYSTEMS
The P21 Framework for 21st Century Learning was developed with input from educators, education
experts, and business leaders to define and illustrate the skills, knowledge, expertise, and support
systems that students need to succeed in work, life, and citizenship.
The Framework continues to be used by thousands of educators and hundreds of schools in the U.S .
and abroad to put 21st century skills at the center of learning. All elements of the Framework are
critical to ensure 21st century readiness for every student.
When a school, district, or state builds on this foundation, combining knowledge and skills with
the necessary support systems of standards, assessments, curriculum and instruction, profess ional
development, and learning environments - students are more engaged in the learning process and
graduate better prepared to thrive in today's digitally and globally interconnected world.
Pu blica tion da te, 01/16

Key Subjects and 21st Century Themes Member
Mastery of key subjects and 21st century themes is essential to student success. Key subjects include Organizations
English, reading or language arts, world languages, arts, mathematics, economics, science, geography,
history, government and civics.
American Camp Associal
In addition, schools must promote an understanding of academic content at much higher levels by
AFT
weaving 21st century interdisciplinary themes into key subjects:
Global Awareness Apple Inc.
Financial, Econom ic, Business and Entrepreneurial Literacy AT&T

Civic Literacy
Bahcesehir K-12 Schools
Health Literacy
Environmental Literacy Crayola
CreativeFuture
Learning and Innovation Skills
Destination Imagination
Learning and innovation skills are what separate students who are prepared for increasingly complex life
and work environments in today's world and those who are not. They include: Duck Learning
Creativity and Innovation EF Education First

Critical Thinking and Problem Solving
ENA
Communication
Collaboration First Five Years Fund
Fisher-Price
Information, Media and Technology Skills
Ford Motor Company
Today, we live in a technology and media-driven environment, marked by access to an abundance Fund
of information, rapid changes in technology tools and the ability to collaborate and make individual
contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of Future Problem S0h,i ng
functional and critical thinking ski lls, such as: Program Intern ·
Information Literacy The Goddard School

Media Literacy
Intel Corporation
ICT (Information, Communications and Technology) Literacy
Learning.com
Life and Career Skills LEGO Education
Today's students need to develop thinking skills, content knowledge, and socia l and emotional
National Board for
competencies to navigate complex life and work environments. P21 's essential Life and Career Skills
Professional Teaching
include:
Standards
Flexibility and Adaptability
Initiative and Self-Direction National Education
Social and Cross-Cultural Skills Association
Productivity and Accountability
National Speech and
Leadership and Responsibility
Debate Association
PBS
21ST CENTURY SUPPORT SYSTEMS
Pearson
21st century learning requires and innovative support system to engage learners through applicable
skil ls and knowledge, appropriate technologies, and real-world connections to make learning relevant, Playworld
personalized, and engaging. P21 has identified five critical support systems to ensure all students Project Management
receive the kinds of learning experiences that build 21st century competency:
Institute Educational
21st Century Standards Foundation
• Assessments of 21st Century Skills
VIF International
21st Century Curriculum and Instruction
21st Century Professional Development Education
21st Century Learning Environments The Wa lt Disney
••..~~ P21~PARTNERSHIP FOR Company

For more informati on, vi sit P21 at www.P21.org. •:r::· 21ST CENTURY LEARNING
The following pages provide a glimpse into forthcoming report cards. It is
for demonstration purposes only and does not include actual data. More
information about entering grades will be provided soon.
Student Name: Alshugaa, Lma Teacher: Ranson
School: Achieve School Year: 16-17

Educat i nfar hang
u I n
Grade Level: K English Proficiency: English Learner
G• ·.,gKey 0
'ih,·1rltifflbhB4&fiHfi·@rffii4ii·MiM,i·i,ti=t!bttl,i·Mi·@tfflMtffit!ifflii,i¥1,i·11r\tMi¥1U·iltiH,l·ii4fi·@rffiii-i,B4·if - 7
3: Your child meets grade-level expectations. He/she shows independent understanding and application of grade level concepts.
2: Your child is below grade-level expectations. He/ she shows partial understanding and application of grade level concepts.
NA: Not Assessed - This area was not assessed .
Tl
English Overall
Language
Arts Reading - Informational
Writing
Reading - Literatue , 1.5 , .

. .
Reading Foundations
Math Overall
Number & Operations in Base Ten
Operations & Algebraic Thinking 2
Geometry 3.5
Measurement & Doto
Counting & Cardinality 3
Other Art 3
Subjects
History/Socia/ Science
Physical Education 2.5
Science
The numbers in each cell indicate your child's cumulative grade for the year in each subject and/or domain . The grade is determined by your child's teacher
and includes classwork, homework, assessments, and other data.
The goal for your child is to achieve a 3 by the end of the year, which indicates that he/she is meeting grade level expectations. For more detail about your
child's performance, please discuss with his/her teacher(s) .
Attendan ce Behavior
15-16 16-17 15-16 16-1 7

T2 T3 All T1 Al l T1 T2 T3 Total T1 Total
80 % 100% 95 % Offi ce Referral s Major

98% 98 %
% Present
(4) (0) (4) (1) (1 ) Minor 3 3
0
sent = The percent of days that your child has been present at school Office Referrals = The number of times your child has been sent to the offif
Jer of absences in parentheses). Goal is 9 7%. during class. Goal is 0 .
Suspensi ons Count

100% 100% 100% 98% 98%
% On Time
(0) (0) (0) (1) (1) Days
% On Time = The percent of present days that your child arrived to school on Suspensions = The number of times your child has been suspended and the to-
time (excludes absences; number of tardies in parentheses). Goal is 9 7%. tal number days missed due to suspension. Goal is 0.
K/1 Diagnostic - Reading ORA - Developmental Reading Assessme JJ J-<Ar
BOY 15-16
30 6
~5 ----------- -----
Cll
-.J
L
i4
0 . ~
t)
Cl) _ _ _ _ _ _ _ _ _ _ _ .2a., _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ (!) 3
0)
10 20 %2 3 3.33 3.33 3.67

12 12 "'
Cl)
ct 1 (28) (30) (30) (38)
0 0
Phonemic Uppercase Letters Lowercase Letters Letter Sounds Sept '15 Nov '15 Feb '16 June'16
Awareness
The ORA tracks your child's reading development. The bars show your child's
The K/1 Diagnostic tracks your child's progress in four skills that are required assessed reading grade level. The dashed Jines indicate your child's target
for proficiency readers . The bars show your child's score in each of the four reading level.
dmains. The dashed lines indicate the target score for each domain.
Math - Unit Tests

100%
0
~
u0 50%
;t.
29%
14%
0%
Unit 1 Unit 2
ild is assessed at the end of each Math unit. The Unit Tests measure
d's knowledge of grade-level Math content. The bars show your
ch,, score on each Math Unit Test. The dashed line shows the target score
of 70%.
Trimester 1 Comments
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis
natoque penatibus et magnis dis parturient mantes, nascetur ridiculus mus. Donec quam felis, ultricies nee, pellentesque eu,
pretium quis, sem. Nulla consequat massa quis enim. Donec pede justo, fringilla vel, aliquet nee, vulputate eget, arcu. In enim
justo, rhoncus ut, imperdiet a, venenatis vitae, justo. Nullam dictum felis eu pede mollis pretium. Integer tincidunt. Cras
dapibus. Vivamus elementum semper nisi. Aenean vulputate eleifend tellus. Aenean lea ligula, porttitor eu, consequat vitae,
eleifend ac, enim. Aliquam lorem ante, dap ibus in, viverra quis, feugiat a, tellus. Phasellus viverra nulla ut metus varius laoreet.
Quisque rutrum. Aenean imperdiet. Etiam ultricies nisi vel augue. Curabitur ullamcorper ultricies nisi. Nam eget dui. Etiam
rhoncus. Maecenas tempus, tellus eget condimentum rhoncus, sem quam semper libero, sit amet adipiscing sem neque sed
ipsum. N
The following pages provide a glimpse into forthcoming report cards. It is
for demonstration purposes only and does not include actual data. More
information about entering grades will be provided soon.
Student Name: Ab do Alshugaa, Adam
School: Achieve
Teacher:
School Year:
Holder Olivares
16-17
EducatQ/J~l~ F•
HI
Grade Level: 5th En glish Proficiency: English Learner
Gr( lKey
Obdfflr.Jfflffl'.#F\·@ttm1J·MM,iMi=tffilffl1i·Mi·@tffli·i,i·rffitifflii,@l,i·11tlfiiiiD·i®i·l,l·ii4ki·tlfliH-1,M·if -
3: Your child meets grade-level expectations. He/she shows independent understanding and application of grade level concepts.
2: Your child is below grade-level expectations. He/she shows partial understanding and application of grade level concepts.
NA: Not Assessed - Th is area was not assessed.
Tl
English Overall
Language
Arts
Reading - Literature 3
Reading· Informational 3.5
Writing 2.5
Math Overall
Number & Operations in Base Ten
Operations & Algebraic Thinking
Geometry
Measurement & Data
Other History/Social Science 2.5

Subjects
Physical Education
Science
Technology
The numbers in each cell indicate your child's cumulative grade for the year in each subject and/or domain. The grade is determined by your child's teacher
and includes classwork, homework, assessments, and other data.
The goal for your child is to achieve a 3 by the end of the year, which indicates that he/she is meeting grade level expectations. For more detail about your
child's performance, please discuss with his/her teacher(s).
Attendance Behavior
15-16 16-17 15-16 16-17
T2 T3 All T1 All T1 T2 T3 Total T1 Total
Office Referrals Major 2 2

98% 100% 99% 98% 98 %
% Present
(1) (0) (1) (1) (1) Minor
r nt = The percent of days that your child has been present at school Office Referrals= The number of times your child has been sent to the office
of absences in parentheses). Goal is 97%. during class. Goal is 0.
Suspensions Count
100% 100% 100% 98% 98%
% On Time
(0) (0) (0) (1) (1 ) Days
% On Time = The percent of present days that your child arrived to school on Suspensions = The number of times your child has been suspended and the to-
time (excludes absences; number of tardies in parentheses). Goal is 97%. tal number days missed due to suspension. Goal is O.
DRA - Developmental Reading Assessment English - Benchmarks
15-16 100%
6
80%
o35
:,
--------
Q'
(I)
-0
ue 60%
(!' 0
l'.J 3 u
tJi
s 'cf2. 40°/o 79%
15 2 3. 33 3.33
3.67
(I) 3 (38) 63%
Cl: (28) (30) (30)
20%
0
Sept '15 Nov'15 Feb '16 June'16 0%
T1 T2
The ORA tracks your child's reading development. The bars show your child's
assessed reading grade level. The dashed lines indicate your child's target The ELA benchmark your child's knowledge of grade-level ELA content. The
reading level. bars show your child's scare on the assessment. The dashed lines show the
proficiency target of 70%.
Math - Unit Tests

100%
u
e
u0 50 %
29%
14%
0%
Unit 1 Unit 2
\', .1ild is assessed at the end of each Math unit. The Unit Tests measure
your child's knowledge of grade-level Math content. The bars show your
child's score on each Math Unit Test. The dashed line shows the target score
of70%.
Trimester 1 Comments
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis
natoque penatibus et magnis dis parturient mantes, nascetur ridiculus mus. Donec quam felis, ultricies nee, pellentesque eu,
pretium quis, sem . Nulla consequat massa quis enim. Donec pede justo, fringilla vel, aliquet nee, vulputate eget, arcu. In enim
justo, rhoncus ut, imperdiet a, venenatis vitae, justo. Nu Ilam dictum felis eu pede moll is pretium. Integer tincidunt. Cras
dapibus . Viva mus elementum semper nisi. Aenean vulputate eleifend tell us. Aenean lea ligu la, porttitor eu, consequa t vitae,
eleifend ac, enim. Aliquam lorem ante, dapibus in, viverra quis, feugiat a, tellus. Phasellus viverra nulla ut metus varius laoreet.
Quisque rutrum. Aenean imperdiet. Etiam ultricies nisi vel augue. Curabitur ullamcorper ultricies nisi. Nam eget dui . Etiam
rhoncus. Maecenas tempus, tellus eget condimentum rhoncus, sem quam semper libero, sit amet adipiscing sem neque sed
ipsum. N
I
It ta
SECRETARY OF STATE
I, Kevin Shelley, Secretary of State of the State of ·

California, hereby certify:
That the attached transcript of page(s) hasJ
been compared with the record on file in this office, of .
which it purports to be a copy, and that it is full, true
and correct.
IN WITNESS WHEREOF, I execute this
certificate and affix the Great Seal of
the State of California this day of
FEB .w f~ ZD05
Sec/State Form CE-107 (rev. 1/03)

ARTICLES OFINC0RP0RA110N .f:=ND0R$ED .. FILED
. · OF . in the office of lhe Se<:retary of State
EJ){!CATION FOR CHANGE of the State of California
JAN 2 1 2005 .
KEVIN SHELLEY
ARTIQ.BI
Secretary of State
ARTICLEil
A. This ccq>oration is a nonprofit public beoefit coiporatian and is _n ot

orgaoiud for the private gain of any person. It is orgaub;ed under~ Caiifomia Nonprofit
Public Bentiit Corporation Law frr cbstimb1e pmposes.
B. The specific and primary purpose of this corporation is to . engage in

charitable md ~ activities within: the meaning of Section S01(c){'3) at 1ho Jntema1
R.ove.tl.ue Code of 1986, as ame,uded. ·or the couesponding provisions of any fatme United
States inte.ma1 revenue law (tbe "Code").
The name and address in this state of this corporation's initial agent for the
service of process is Dest.en Broach. 485 Boulevald. Way. Oakland, CA 94610.
ARTICLEIV
.A. Thia carpnlioD is orgimii.ed_ aud operated , exclusively foe exempt

pmposes within me meaning of Section S01(c)(3) of the Code. Notwithstanding any olbea'
provision of these_Articles, this earpcration shall not catty on aey activities Dot penrrittM to
be camed on (1) by a coipomlioll exempt frQD1 federal income tax unckr Seetioa S01(c)(3)
of the Code, or (2) by a coipo,:ation. contributions to which are deductible under Section&
170(e)(2). 20SS(a)(2). 2106(a)(2XA)(d). 2S22(a)(2). or 2S22(b)(2) of the c.ode.
B. Except as pemutted by Jaw, no substantial part cJl.1he acd'ritit:s of this

C<Xp(Xlition shall OODSist of the cmyiDg cm of ~ or otherw.ise attr.mptmg to
influmcc legislation, nor shall 1hi.s c:otporatlon participate in, or iu.taveu in (mcloding the
-1-
- - - - - - - - - - - -- - ----- ---
. - .
ARTICLEV
The property of t1lis oxporation is mvo<:ably dedieatctl to ~ l e

puxposes, and no put of the net income or assets of this corptta1ion shall eva ~ to the
benefit of any director. officer, or member. if any, of this co:pomtioo. or my otba- private
peno.o. Upon the ~ - up and di!solution of 1hi$ corporation-and aftrt. paying or
adequately providing for the dcbt5 and obliptiou of this COipCdticin, 1be remaining .asaets
shall be distttbut.ed to a nonprofit ~ founda~ or corporation which is organu:ed and
opeated exclnsivdy for charitable purposes and that has .established its tax-exempt status
_undcl' Section 501(c)(3) of the Code.
DATBD: Ja:rwary~ 200.5
-2-
BYLAWS
of
EDUCATION FOR CHANGE PUBLIC SCHOOLS
Revised April 18, 2013

TABLE OF CONTENTS
ARTICLE I -- PRINCIPAL OFFICE 2
ARTICLE II-- MEMBERSHIP 2
ARTICLE III -- BOARD OF DIRECTORS 2

Section 1. Powers 2
Section 2. Number and Qualification of Directors 2
Section 3. Limitations on Interested Persons 2
Section 4. Selection and Term of Office of Directors 3
Section 5. Vacancies 3
Section 6. Resignation and Removal 3
Section 7. Annual Meetings 3
Section 8. Special Meetings 3
Section 9. Notice 3
Section 10. Waiver of Notice 3
Section 11. Quorum 4
Section 12. Action Without .i! Meeting 4
Section 13. Telephone and Electronic Meetings 4
Section 14. Standard of Care 4
A. General 4
B. Investments 5
Section 15. Inspection 5
Section 16. Director Compensation 5
Section 17. Executive Compensation Review 5
ARTICLE IV -- COMMITTEES 6
Section 1. Board Committees 6
Section 2. Advisory Committees 6
Section 3. Audit Committee 6
Section 4. Meetings 7
A. Of Board Committees 7
B. Of Advisory Committees 7
2
ARTICLE V -- OFFICERS 7
Section 1. Officers 8
Section 2 . Election 8
Section 3. Removal 8
Section 4. Resignation 8
Section 5. Vacancies 8
Section 6. President 8
Section 7. Vice President 8
Section 8. Sec re tar):'. 8
Section 9. Treasurer 8
ARTICLE VI-- CERTAIN TRANSACTIONS 9

Section 1. Loans 9
Section 2. Self-Dealing Transactions 9
Section 3. Approval 9
ARTICLE VII -- INDEMNIFICATION AND INSURANCE 9

Section 1. Right of Indemnity 9
Section 2. Approval of Indemnity 10
Section 3. Advancing Expenses 10
Section 4. Insurance 10
AR TI CLE VIII -- MISCELLANEOUS 10

Section 1. Fiscal Year 10
Section 2. Contracts, Notes, and Checks 10
Section 3. Annual Reports to Directors 11
Section 4. Required Financial Audits 11
Section 5. Electronic Transmissions 12
Section 6. Amendments 12
Section 7. Governing Law 12
3
BYLAWS
of
ARTICLE I
PRINCIPAL OFFICE
The principal office of this corporation shall be located in the county of Alameda,
California.
ARTICLE II
MEMBERSHIP
This corporation shall have no voting members, but the Board of Directors may,
by resolution, establish one or more classes of nonvoting members and provide for eligibility
requirements for membership and rights and duties of members, including the obligation to pay
dues.
ARTICLE Ill
BOARD OF DIRECTORS
Section 1. Powers. This corporation shall have powers to the full extent
allowed by law. All powers and activities of this corporation shall be exercised and managed by
the Board of Directors of this corporation directly or, if delegated, under the ultimate direction of
the Board.
Section 2. Number and Qualification of Directors. The number of directors

shall be not less than five nor more than eleven, with the exact authorized number of directors to
be fixed from time to time by resolution of the Board of Directors. Two of the seats on the
Board will be reserved for representatives from the EFCPS Family Leadership Council. The
Family Leadership Council membership will elect two representatives to be recommended to the
Board of Directors.
Section 3. Limitations on Interested Persons. At all times, not more than 49%
of the directors of this corporation may be interested persons. An interested person means either:
(a) any person currently being compensated by this corporation for services
rendered to it within the previous twelve months, whether as a full-time or part-time employee,
independent contractor, or otherwise, excluding any reasonable compensation paid to a director
in his or her capacity as director; or
4
(b) any brother, sister, ancestor, descendant, spouse, brother-in-law,
sister-in-law, son-in-law, daughter-in-law, mother-in-law, or father-in-law of any such person.
Section 4. Selection and Tem1 of Office of Directors. The directors then in

office shall elect successors to the directors. Except for the initial directors appointed by the
incorporator, and as provided below, each elected director shall be elected for a tenn of three
years and shall hold office until a successor has been elected. Directors who are representatives
from the Family Leadership Council will serve a one-year term.
(a) Staggered Terms. One-third of the total authorized number of directors

shall be elected in each year, at the annual meeting or as soon as practical thereafter. Whenever
a new director position is authorized as provided in Article III, Section 2, the Board may elect
the initial incumbent to an initial term of one or two years in lieu of the standard term of three
years, so that approximately one-third of all directors' terms shall expire each year. If the total
authorized number of directors at any time shall not be evenly divisible by three so that a
different number of directors must be elected one year out of every three, this different number
shall be elected in every third year after 2005.
Section 5. Vacancies. A vacancy shall be deemed to exist on the Board in the

event that the actual number of directors is less than the authorized number for any reason.
Vacancies may be filled by the remaining directors for the unexpired portion of the term.
Section 6. Resignation and Removal. Resignations shall be effective upon

receipt in writing by the President (if any), the Secretary, or the Board of Directors of this
corporation, unless a later effective date is specified in the resignation. A majority of the
directors then in office may remove any director at any time, with or without cause.
Section 7. Annual Meetings. A meeting of the Board of Directors shall be

held at least once a year. Annual meetings shall be called by the President (if any), or any two
directors, and noticed in accordance with Section 9.
Section 8. Special Meetings. Special meetings of the Board of Directors may

be called by the President (if any), or any two directors, and noticed in accordance with Section
9.
Section 9. Notice. Notice of the annual meeting and any special meetings of
the Board of Directors shall state the date, place, and time of the meeting and shall be given to
each director at least four days before any such meeting if given by first-class mail or forty-eight
hours before any such meeting if given personally or by telephone, including a voice messaging
system, or by other electronic transmission such as e-mail, in compliance with Article VIII,
Section 5 of these Bylaws.
Section 10. Waiver of Notice. The transactions of any meeting of the Board of
Directors, however called and noticed and wherever held, shall be valid as though taken at a
5
meeting duly held after proper call and notice, if a quorum is present, and if, either before or
after the meeting, each of the directors not present provides a waiver of notice, a consent to
holding the meeting, or an approval of the minutes in writing. The waiver of notice or consent
need not specify the purpose of the meeting. All waivers, consents and approvals shall be filed
with the corporate records or made a part of the minutes of the meeting. Notice of a meeting
shall also be deemed given to any director who attends the meeting without protesting the lack of
adequate notice before the meeting or at its commencement.
Section 11 . Quorum. A majority of the total number of directors then in office

shall constitute a quorum, provided that in no event shall the required quorum be less than
one-fifth of the authorized number of directors or two directors, whichever is larger. The act of a
majority of the directors present at a meeting at which a quorum is present shall be the act of the
Board of Directors, except as otherwise provided in Article III, Sections 5 (filling board
vacancies), 6 (removing directors) and 12 (taking action without a meeting); Article IV, Section
1 (appointing Board Committees); Article VI, Section 3 (approving self-dealing transactions);
Article VII, Section 2 (approving indemnification); and Article VIII, Section 6 (amending
Bylaws), of these Bylaws or in the California Nonprofit Public Benefit Corporation Law. A
meeting at which a quorum is initially present may continue to transact business notwithstanding
the withdrawal of directors, if any action taken is approved by at least a majority of the required
quorum for such meeting.
Section 12. Action Without.!! Meeting. Any action required or permitted to be

taken by the Board may be taken without a meeting if all members of the Board shall
individually or collectively consent to such action in writing. Such written consents shall be
filed with the minutes of the proceedings of the Board, and shall have the same force and effect
as the unanimous vote of such directors.
Section 13 . Telephone and Electronic Meetings. Directors may participate in a

meeting through use of conference telephone, electronic video screen communication, or other
electronic transmission in compliance with Article VIII, Section 5 of these Bylaws so long as all
of the following apply:
(a) each director participating in the meeting can communicate with all of the
other directors concurrently, and
(b) each director is provided with the means of participating in all matters
before the Board, including the capacity to propose, or to interpose an objection to, a specific
action to be taken by the corporation.
Members shall state their name upon joining the meeting. Upon establishing a quorum, the chair
will announce the names of all of the members in attendance. Each member should seek
recognition from the chair before beginning to speak. Members shall state their name upon
joining the meeting. Each member should identify himself or herself prior to speaking. Motions
6
will be voted on by voice vote. If the chair has a problem determining the vote, he or she may
call for a roll call vote.
Section 14. Standard of Care.
A. General. A director shall perform the duties of a director, including duties

as a member of any Board Committee on which the director may serve, in good faith, in a
manner such director believes to be in the best interest of this corporation and with such care,
including reasonable inquiry, as an ordinarily prudent person in a like situation would use under
similar circumstances.
In performing the duties of a director, a director shall be entitled to rely on

information, opinions, reports, or statements, including financial statements and other financial
data, in each case prepared or presented by:
(i) one or more officers or employees of this corporation whom the director
believes to be reliable and competent as to the matters presented;
(ii) counsel, independent accountants, or other persons as to matters which the

director believes to be within such person's professional or expert competence; or
(iii) a Board Committee upon which the director does not serve, as to matters
within its designated authority, provided that the director believes such Committee merits
confidence;
so long as in any such case, the director acts in good faith after reasonable inquiry when the need
therefor is indicated by the circumstances and without knowledge that would cause such reliance
to be unwarranted.
Except as provided in Article Vl below, a person who performs the duties of a

director in accordance with this Section shall have no liability based upon any failure or alleged
failure to discharge that person's obligations as a director, including, without limiting the
generality of the foregoing, any actions or omissions which exceed or defeat a public or
charitable purpose to which a corporation, or assets held by it, are dedicated.
B. Investments. Except with respect to assets held for use or used directly in
carrying out this corporation's public or charitable activities, in investing, reinvesting,
purchasing or acquiring, exchanging, selling, and managing this corporation ' s investments, the
Board shall avoid speculation, looking instead to the pemrnnent disposition of the funds ,
considering the probable income as well as the probable safety of this corporation's capital. No
investment violates this section where it conforms to provisions authorizing such investment
contained in an instrument or agreement pursuant to which the assets were contributed to this
corporation.
7
Section 15. Inspection. Every director shall have the absolute right at any
reasonable time to inspect and copy all books, records, and documents, and to inspect the
physical properties of this corporation.
Section 16. Director Compensation. The Board may authorize the advance or
reimbursement to a director of actual reasonable expenses incurred in carrying out his or her
duties as a director, such as for attending meetings of the Board and Board Committees.
Section 17. Executive Compensation Review. The Board of Directors (or a

Board Committee) shall review any compensation packages (including all benefits) of the
President or the chief executive officer and the Treasurer or chief financial officer, regardless of
job title, and such other officers as may be required by law or which shall be so designated by
resolution of the Board of Directors from time to time, and shall approve such compensation
only after determining that the compensation is just and reasonable. This review and approval
shall occur when such officer is hired, when the term of employment of such officer is renewed
or extended, and when the compensation of such officer is modified, unless the modification
applies to substantially all of the employees of this corporation.
8
ARTICLE IV
COMMITTEES
Section 1. Board Committees. The Board of Directors may, by resolution

adopted by a majority of the directors then in office, create any number of Board Committees,
each consisting of at least one director, and no more than two members of the Staff Leadership
Council and the Family Leadership Council, to serve at the pleasure of the Board. Appointments
to any Board Committee shall be by a majority vote of the directors then in office. Board
Committees may be given all the authority of the Board, except for the powers to:
(a) set the number of directors within a range specified in these Bylaws;
(b) elect directors or remove directors without cause;
(c) fill vacancies on the Board of Directors or on any Board Committee;
(d) fix compensation of directors for serving on the Board or any Board
Committee;
(e) amend or repeal these Bylaws or adopt new Bylaws;
(f) adopt amendments to the Articles of Incorporation of this corporation;
(g) amend or repeal any resolution of the Board of Directors which by its
express terms is not so amendable or repealable;
(h) create any other Board Committees or appoint the members of any Board
Committees; or
(i) approve any merger, reorganization, voluntary dissolution, or disposition

of substantially all of the assets of this corporation.
Section 2. Advisory Committees. The Board of Directors may establish one

or more Advisory Committees to the Board. The members of any Advisory Committee may
consist of directors or non-directors and may be appointed as the Board dete1mines . Advisory
committees may not exercise the authority of the Board to make decisions on behalf of this
corporation, but shall be restricted to making recommendations to the Board or Board
Committees, and implementing Board or Board Committee decisions and policies under the
supervision and control of the Board or Board Committee.
Education for Change Public Schools will operate a Family Leadership Council and a Staff
Leadership Council which will meet regularly with the President to advise on EFCPS and send
de legates to Board meetings to advise the Board as needed .
9
Section 3. Audit Committee. For any tax year in which this corporation has
gross revenues of $2 million or more, this corporation shall have an Audit Committee whose
members shall be appointed by the Board of Directors, and who may include both directors and
non-directors, subject to the following limitations: (a) a majority of the members of the Audit
Committee may not consist of members of the Finance Committee, if any; (b) the chair of the
Audit Committee may not be a member of the Finance Committee, if any; (c) the Audit
Committee may not include any member of the staff or the President or Treasurer; (d) the Audit
Committee may not include any person who has a material financial interest in any entity doing
business with this corporation; and (e) Audit Committee members who are not directors may not
receive compensation greater than the compensation paid to directors for their Board service.
If the Audit Committee is composed and appointed as required by Section 1

above (concerning Board Committees), it shall be deemed a Board Committee on which the
other directors are entitled to rely as provided in Article III, Section 14 of these Bylaws;
otherwise, the Board of Directors shall remain responsible for oversight and supervision of the
Audit Committee as an Advisory Committee.
The Audit Committee shall: (1) recommend to the Board of Directors the
retention and, when appropriate, the termination of an independent certified public accountant
to serve as auditor, (2) negotiate the compensation of the auditor on behalf of the Board, (3)
confer with the auditor to satisfy the Audit Committee members that the financial affairs of this
corporation are in order, (4) review and determine whether to accept the audit, and (5) approve
perfo1mance of any non-audit services provided to this corporation by the auditor's firm.
Section 4. Meetings.
A. Of Board Committees. Meetings and actions of Board Committees shall

be governed by and held and taken in accordance with the provisions of Article III of these
Bylaws concerning meetings and actions of the Board of Directors, with such changes in the
content of those Bylaws as are necessary to substitute the Board Committee and its members for
the Board of Directors and its members. Minutes shall be kept of each meeting of any Board
Committee and shall be filed with the corporate records.
B. Of Adviso1:y Committees. Subject to the authority of the Board of

Directors, Advisory Committees may determine their own meeting rules and whether minutes
shall be kept.
The Board of Directors may adopt rules for the governance of any Board or
Advisory Committee not inconsistent with the provisions of these Bylaws.
10
ARTICLE V
OFFICERS
Section 1. Officers. The officers of this corporation shall be a President, a

Vice President, a Secretary, and a Treasurer. The corporation may also have, at the discretion of
the directors, such other officers as may be appointed by the Board of Directors. Any number of
offices may be held by the same person, except that neither the Secretary nor the Treasurer may
serve concurrently as the President of the Board, if any. The President shall be elected from
among the directors of the corporation and must remain a director to be eligible to continue to
serve as President.
Section 2. Election. Except for the initial officers appointed by the

incorporator, the officers of this corporation shall be elected annually by the Board of Directors,
and each shall serve at the pleasure of the Board, subject to the rights, if any, of an officer under
any contract of employment.
Section 3. Removal. Subject to the rights, if any, of an officer under any

contract of employment, any officer may be removed, with or without cause, by the Board of
Directors or by an officer on whom such power of removal may be confened by the Board of
Directors.
Section 4. Resignation. Any officer may resign at any time by giving written
notice to this corporation. Any resignation shall take effect on receipt of that notice by any other
officer than the person resigning or at any later time specified by that notice and, unless
otherwise specified in that notice, the acceptance of the resignation shall not be necessary to
make it effective. Any resignation is without prejudice to the rights, if any, of this corporation
under any contract to which the officer is a party.
Section 5. Vacancies. A vacancy in any office for any reason shall be filled
in the same manner as these Bylaws provide for election to that office.
Section 6. President. The President shall preside at all meetings of the Board
of Directors and shall have such other powers and duties as may be prescribed by the Board or
these Bylaws.
Section 7. Vice President. The Vice President shall, in the absence of the
President, can-y out the duties of the President and shall have such other powers and duties as
may be prescribed by the Board or these Bylaws.
Section 8. Secretary. The Secretary shall supervise the keeping of a full and
complete record of the proceedings of the Board of Directors and its committees, shall supervise
the giving of such notices as may be proper or necessary, shall supervise the keeping of the
minute books of this corporation, and shall have such other powers and duties as may be
prescribed by the Board or these Bylaws.
11
Section 9. Treasurer. The Treasurer shall be the chief financial officer of this
corporation and shall supervise the charge and custody of all funds of this corporation, the
deposit of such funds in the manner prescribed by the Board of Directors, and the keeping and
maintaining of adequate and correct accounts of this corporation 's properties and business
transactions, shall render reports and accountings as required, and shall have such other powers
and duties as may be prescribed by the Board or these Bylaws.
12
ARTICLE VI
CERTAIN TRANSACTIONS
Section 1. Loans. Except as pennitted by Section 5236 of the California

Nonprofit Public Benefit Corporation Law, this corporation shall not make any loan of money or
property to, or guarantee the obligation of, any director or officer; provided, however, that this
corporation may advance money to a director or officer of this corporation or any subsidiary for
expenses reasonably anticipated to be incurred in perfonnance of the duties of such director or
officer so long as such individual would be entitled to be reimbursed for such expenses absent
that advance.
Section 2. Self-Dealing Transactions. Except as provided in Section 3 below,

the Board of Directors shall not approve, or permit the corporation to engage in, any self-dealing
transaction. A self-dealing transaction is a transaction to which this corporation is a party and in
which one or more of its directors has a material financial interest, unless the transaction comes
within California Corporations Code Section 5233(b ).
Section 3. Approval. This corporation may engage in a self-dealing

transaction if the transaction is approved by a court or by the Attorney General. This corporation
may also engage in a self-dealing transaction if the Board determines, before the transaction, that
(a) this corporation is entering into the transaction for its own benefit; (b) the transaction is fair
and reasonable to this corporation at the time; and (c) after reasonable investigation, the Board
determines that it could not have obtained a more advantageous arrangement with reasonable
effort under the circumstances. Such detern1inations must be made by the Board in good faith,
with knowledge of the material facts concerning the transaction and the director's interest in the
transaction, and by a vote of a majority of the directors then in office, without counting the vote
of the interested director or directors .
Where it is not reasonably practicable to obtain approval of the Board before

entering into a self-dealing transaction, a Board Committee may approve such transaction in a
manner consistent with the requirements above ; provided that, at its next meeting, the full Board
determines in good faith that the Board Committee' s approval of the transaction was consistent
with the requirements above and that it was not reasonably practical to obtain advance approval
by the full Board, and ratifies the transaction by a majority of the directors then in office without
the vote of any interested director.
ARTICLE VII
INDEMNIFICATION AND INSURANCE
Section 1. Right of Indemnity. To the fullest extent allowed by Section 5238

of the California Nonprofit Public Benefit Corporation Law, this corporation may indemnify its
agents, in connection with any proceeding, and in accordance with Section 5238. For purposes
of this Article, "agent" shall have the same meaning as in Section 5238(a), including directors,
13
officers, employees, other agents, and persons formerly occupying such positions; "proceeding"
shall have the same meaning as in Section 5238(a), including any threatened action or
investigation under Section 5233 or brought by the Attorney General; and "expenses" shall have
the same meaning as in Section 5238(a), including reasonable attorneys ' fees.
Section 2. Approval of Indemnity. On written request to the Board of

Directors in each specific case by any agent seeking indemnification, to the extent that the agent
has been successful on the merits, the Board shall promptly authorize indemnification in
accordance with Section 5238(d). Otherwise, the Board shall promptly determine, by a majority
vote of a quorum consisting of directors who are not parties to the proceeding, whether, in the
specific case, the agent has met the applicable standard of conduct stated in Section 5238(b) or
Section 523 8( c), and, if so, may authorize indenmification to the extent permitted thereby.
Section 3. Advancing Expenses . The Board of Directors may authorize the

advance of expenses incuned by or on behalf of an agent of this corporation in defending any
proceeding prior to final disposition, if the Board finds that:
(a) the requested advances are reasonable in amount under the circumstances;
and
(b) before any advance is made, the agent will submit a written undertaking
satisfactory to the Board to repay the advance unless it is ultimately detennined that the agent is
entitled to indemnification for the expenses under this Article.
The Board shall determine whether the undertaking must be secured, and whether interest shall
accrue on the obligation created thereby.
Section 4. Insurance. The Board of Directors may adopt a resolution

authorizing the purchase of insurance on behalf of any agent against any liability asserted against
or incuned by the agent in such capacity or arising out of the agent's status as such, and such
insurance may provide for coverage against liabilities beyond this corporation's power to
indemnify the agent under law.
ARTICLE VIII
MISCELLANEOUS
Section 1. Fiscal Year. The fiscal year of this corporation shall end each year
on June 30.
Section 2. Contracts, Notes, and Checks. All contracts entered into on behalf
of this corporation must be authorized by the Board of Directors or the person or persons on
whom such power may be confened by the Board from time to time, and, except as otherwise
provided by law, every check, draft, promissory note, money order, or other evidence of
14
indebtedness of this corporation shall be signed by the person or persons on whom such power
may be conferred by the Board from time to time.
Section 3. Annual Reports to Directors. Within 120 days after the end of this
corporation's fiscal year, the President shall furnish a written report to all directors of this
corporation containing the following information:
(a) the assets and liabilities, including the trust funds of this corporation, as of
the end of the fiscal year;
(b) the principal changes in assets and liabilities, including trust funds , during
the fiscal year;
(c) the revenue or receipts of this corporation, both unrestricted and restricted
to particular purposes, for the fiscal year;
(d) the expenses or disbursements of this corporation, for both general and
restricted purposes, for the fiscal year; and
(e) any transaction during the previous fiscal year involving more than
$50,000 between this corporation (or its parent or subsidiaries, if any) and any of its directors or
officers ( or the directors or officers of its parent or subsidiaries, if any) or any holder of more
than ten percent of the voting power of this corporation or its parent or subsidiaries, if any, or
any of a number of such transactions in which the same person had a direct or indirect material
financial interest, and which transactions in the aggregate involved more than $50,000, as well as
the amount and circumstances of any indemnifications or advances aggregating more than
$10,000 paid during the fiscal year to any director or officer of this corporation. For each
transaction, the report must disclose the names of the interested persons involved in such
transaction, stating such person's relationship to this corporation, the nature of such person 's
interest in the transaction and, where practicable, the value of such interest.
The foregoing report shall be accompanied by any repo1i thereon of independent accountants or,
if there is no such report, the certificate of an authorized officer of this corporation that such
statements were prepared without an audit from the books and records of this corporation. The
repmi and any accompanying material may be sent by electronic transmission in compliance
with Article VIII, Section 5 of these Bylaws.
Section 4. Required Financial Audits. This corporation shall obtain a

financia l audit for any tax year in which it receives or accrues gross revenue of $2 million or
more, excluding grant or contract income from any governmental entity for which the
governmental entity requires an accounting. Whether or not they are required by law, any
audited financial statements obtained by this corporation shall be made available for inspection
by the Attorney General and the general public within nine months after the close of the fiscal
year to which the statements relate, and shall remain available for three years ( 1) by making
15
them available at this corporation' s principal, regional , and district offices during regular
business hours and (2) either by mailing a copy to any person who so requests in person or in
writing or by posting them on this corporation ' s website.
Section 5. Electronic Transmissions. Unless otherwise provided in these

Bylaws, and subject to any guidelines and procedures that the Board of Directors may adopt
from time to time, the terms "written" and "in writing" as used in these Bylaws include any form
of recorded message in the English language capable of comprehension by ordinary visual
means, and may include electronic transmissions, such as facsimile or email, provided (i) for
electronic transmissions from the corporation, the corporation has obtained an unrevoked written
consent from the recipient to the use of such means of communication; (ii) for electronic
transmissions to the corporation, the corporation has in effect reasonable measures to verify that
the sender is the individual purporting to have sent such transmission; and (iii) the transmission
creates a record that can be retained, retrieved, reviewed, and rendered into clearly legible
tangible form .
Section 6. Amendments. Proposed amendments to these Bylaws shall be

submitted in writing to the directors at least one week in advance of any Board meeting at which
they will be considered for adoption. The vote of a majority of the directors then in office or the
unanimous written consent of the directors shall be required to adopt a bylaw amendment.
Section 7. Governing Law. In all matters not specified in these Bylaws, or in

the event these Bylaws shall not comply with applicable law, the California Nonprofit Public
Benefit Corporation Law as then in effect shall apply.
16
CERTIFICATE OF SECRETARY
I ce1iify that I am presently the duly elected and acting Secretary of Education for
Change, a California nonprofit public benefit corporation, and that the above Bylaws, consisting
of eleven thirteen pages, are the Bylaws of this corporation as adopted by the board of directors
on April 19th, 2005 and amended on October 15, 2011.
DATED: October 15, 2011
_ _ __ _ _ _ _ _ , Secretary
17
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Brian Rogers currently serves as the Chief Executive Officer of the Rogers Family Foundation located in
Oakland, California. Having served as Executive Director of the Rogers Family Foundation from 2003 to
2014, Brian was promoted to the role of Chief Executive Officer in 2014. During his tenure at the
foundation, Brian has helped to create and grow Oakland education organizations such as Great
Oakland Public Schools Leadership Center, the Oakland Education Fund, the Oakland Charter
Collaborative and the Oakland Literacy Coalition. Brian currently serves on the Board of Directors of
the Lighthouse Community Charter Schools and Education for Change Public Schools. Before joining
the Rogers Family Foundation, Brian was the manager of the Lair of the Bear, a family summer camp
run by the University of California, Berkeley, Alumni Association. Prior to that, Brian was an English
teacher and Varsity Tennis Coach at his alma mater, Bishop O'Dowd High School in Oakland. Brian
graduated from UC Berkeley's Haas Business School as an undergraduate in 1995 and received his
California single subject teaching credential from St. Ma ry's College in 2000. Brian currently lives in
Orinda with his wife Katie and their three children.
Dirk Tillotson is the Founder and Director of Great School Choices , a nonprofit developed to
seed and grow strong and sustainable community-based charter schools dedicated to educating
underserved student populations in New York, where he helped launch 17 schools. Prior to his
work there , he served as COO and interim CEO for the New York City Center for Charter School
Excellence, and consulted for the National Alliance for Public Charter Schools post-Katrina in
New Orleans, as the first national charter school boots on the ground , post storm. He also led
the school based aspects of RAND education 's largest project; reform of the education system
of the Middle Eastern nation of Qatar, and the implementation of charter-like "independent
schools" there. His charter school work began in Oakland , California, where he led or
developed several high achieving schools and founded a charter support organization under the
aegis of ARC Associates, Oakland Charters Together.
Eva Camp also serves on the Board of Full Circle Fund . A mother of three children , she
dedicates her time to improving education. She currently leads the Parents Association with
over 600 volunteers and serves on the Board of Trustees at Head-Royce, her children's school.
She also serves on the Board of National Equity Project (formerly BAYCES), which coaches
people to become the leaders who deliver on the promise of a quality education for every child
in America. Eva worked for more than 10 years at Microsoft, marketing some of the company's
most successful products, including Word , Office and consumer titles. Her last role there was
Director of Market Planning and Analysis for Microsoft's line of home products. Other highlights
at Microsoft include helping lead the turnaround in the company's Japanese application
software business during a 3 year stint in Microsoft's Far East region and leading the first
worldwide launch of Microsoft Office in over 25 languages. Prior to Microsoft, she worked in
product management at Proctor & Gamble. Eva has a BA from Harvard University.
Kathy Cash is the proud mother of Sophia , a student at Learning Without Limits. She has been
an active parent since her, now 4th grader, was in Head Start (92nd Head Start). Since then ,
she has taken on bigger leadership roles , including working with amazing organizers from OCO ,
and serving as a Pitco Federation board member. At the site level , Kathy has focused on being
a true partner at LWL - leading and planning school events and fundraisers and facilitating
traffic patrol. Kathy was born in Nicaragua and grew up here in California. Kathy is excited to
serve on the EFC board member. Her goal in this role is to be more involved in her daughter's
education , positively impact the educational journeys of students inspire other parents to do the
same. One of Kathy's favorite quote is "knowledge comes but wisdom lingers".
Mike Barr is the CFO of Reading Partners, an Oakland-based national non-profit focused on
improving childhood literacy. After working in the tech sector for a number of years, Mike joined
Aspire Public Schools as their CFO in 2004. Over the next 7 years, he oversaw Aspire 's growth
from 10 schools serving 3,000 children to 30 schools serving 10,000 children . Since leaving
Aspire in 2011, Mike has served as Interim CFO for a variety of educational non-profits at
various stages of their life cycle , including StudentsFirst, Oakland Schools Foundation (now the
Oakland Public Education Fund), Envision Education , and College Track. Mike has also done
consulting for a number of other education-related organizations over the past few years. Mike
lives in Oakland with his wife and two daughters, both of whom proudly attend public schools in
Oakland. He also serves on the board of Oakland School for the Arts.
Nick Driver works to support new school growth and strategic development for Charter School
Management Corporation, a California social venture that supports the public charter school
movement as well as district public schools. Nick joined CSMC in 2011 after diverse experiences in
education advocacy and advice, research, and business. From 2004 until 2011, he supported hundreds
of public schools through his work at the California Charter Schools Association, the country's largest
charter school support organization. At both CSMC and CCSA, he has served on school design teams,
trained school leaders and board members, advocated for quality schools at school board meetings,
and provided technical, political and operational advice for charter and district public schools.
Over the past 12 years, in Oakland, San Francisco and across the state, Nick has helped design and
campaigned for a range of successful public school funding measures and policies passed by voters,
policies that support a public school sector that has since 2004 grown by 800 schools and 400,000
students.
A parent of two students in San Francisco, Nick has also served as an active parent organizer, as a
board member, staff member and volunteer. In the San Francisco Unified School District, he served on
the Alvarado Elementary School Site Council for six years, was selected to the SFUSD Citizens' Bond
Oversight Committee, and served as member and chair of the district's Parent Advisory Council.
At Education for Change, in addition to chairing the board, Nick serves on the executive and academic
accountability committees. He takes an active role in the strategic direction of the organization as it
seeks to make a difference for its 3,000+ Oakland students, as well as the overall direction of public
education in Oakland.
Paul Byrd Jr. serves the role of not only a Parent Board Member but also a Parent Leader at
Achieve Academy. Paul Byrd Jr. is committed to helping the development, enrichment and
expansion of EFC (Education for Change) and its commitment, to education and the community
that it serves. He believes that change begins with a thought and with that thought comes
action . Our future resides in knowing we did everything to give every child the life they deserve,
and it's starts with their education and safety. Paul Byrd Jr. is committed to EFC for these great
reasons.
Roy Benford is the founder and CEO of Benford & Associates LLC, a real estate consulting
company located in Oakland , California. He has worked as a fulltime real estate professional
since 1990. Roy has two sons and 4 grandsons. They motivate him to rise and shine each and
every day to help others reach their goals and objectives.
His enthusiasm for his work as a real estate professional and his civic activities have made him
well known in his East Bay community. Roy is widely known and respected by his colleagues
and clients alike for his calm demeanor, his win-win negotiating and keen problem solving skills.
Sudhir Aggarwal is an accomplished CEO, finan cier, private investor and business advisor.
Currently, he is "Advisor to the CEO" for multiple companies , including a publishing company, a
40 1k plan administrator, a saas model database company, an internet retailer, and a digital
marketing company. Sudhir has invested in private companies , taken board roles , and overseen
and guided management teams through periods of growth and transition . At present, he is
Chairman of Zuca , a specialty consumer products company, and a Director of Skyline, a general
contractor, and Earth Mama Angel Baby, an organic baby products firm . Sudhir completed his
undergraduate work at Dartmouth College and holds a MBA from Stanford. Throughout his
career, he has supported reform efforts in publ ic educati on .
0
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Brian Kingwell Rogers
24 Brookside Road
Orinda, CA 94563
(H) 925-386-0747 - (C) 510-910-0059
brogers@rogersfoundation.org
Education
1991-1995 University of California at Berkeley - Class of 1995
B.S. Business Administration - Haas School of Business
1999-2000 Saint Mary's College of California

State of California Teaching Credential (BCLAD, Single Subject)
Work Experience
6/14 - Present Rogers Family Foundation - Chief Executive Officer
1/04- 5/14 Rogers Family Foundation - Executive Director

Responsible f or the strategic planning of the organization, management of staff
and annual disp ersement of 5 million dollars in community grants in the areas
of education, medical research and y outh developm ent.
11/01 - 8/03 Lair of the Golden Bear - Manager

Recruited and managed a staff of 60 employees that serviced and entertained
3000 campers each summ er at the University of California Alumni Association
f amily camp in Pinecrest, CA.
9/00 - 9/01 Bishop O'Dowd High School- English Teacher, Tennis Coach
Taught the subjects of Grammar, American literature and Ethnic literature lo
Freshmen, Juniors and Seniors at a Catholic high school in Oakland, CA. Also
coached both the Boys and Girls varsity and junior varsity tennis teams.
2199 - 9/00 7171 Co. LLC - President

Founded a construction development company that constructed single-family
homes in Oakland, CA.
9/98 - 1/99 Mahalovich Partners - Associate

Assisted General Partner in securing commercial real estate clients in San
Francisco, CA.
3/98 - 8/98 Il Fornaio Restaurant - Host/Waiter
5/97 - 9/97 Lair of the Golden Bear - Athletic Director

Organized and officiated over all sporting events and tournam ents for 300
campers a week. Also taught tennis, volleyball, basketball and swimming lessons
to both children and adults.
10/96 - 5/97 Northstar-at-Tahoe - Ski Instructor

Instructed both children and adults of all levels to snow ski in Lake Tah oe, CA .
Board and Advisor Board Service Current
Lighthouse Community Charter School
Oakland Reads 2020 Steering Committe (Chair)
Education for Change Public Schools (President)
Board and Advisor Board Service Past

Bring Me A Book Foundation (President)
Chabot Space and Science Center Foundation
Bishop O'Dowd High School Board of Regents
Sigma Alpha Epsilon Cal Beta Alumni Housing Corporation - (President)
Collegeworks - (President)
St. Elizabeth's Elementary School -Advisory Board
UC Berkeley Graduate School of Education - Advisory Board
Oakland Schools Foundation
Aim High East Bay Advisory Board
Other Achievements Pursuits and Membershi s

100 Club, Member
Oakland Rotary, Member
Candidate, Oakland Unified School District Board of Education- District 1 - 2008
Co - Founder - Oakland Education Funders
Co - Founder- Oakland Charter Collaborative
Founder - Oakland Literacy Coalition
2000 - 2004 Head Tennis Coach - Bishop O'Dowd High School
5/91 - present Eagle Scout
5/96 - 9/96 U.S. Baseball Stadium Tour
1/99 Summited Mount Kilimanjaro in Tanzania
1994 Head Yell Leader - University of California at Berkeley
Eva Lum Camp
98 Sea View Avenue, Piedmont, CA 94611 • 510-594-2267 • eva_ camp@hotmail.com
Community Experience
Full Circle Fund, Board Member 2003 - Present

Full Circle Fund is an alliance of emerging business leaders who address publ ic problems in the Bay Area through
engaged philanthropy and public policy advocacy.
Head-Royce School, Parents Association President, Board Member,

Auction Chair 2010-2012
National Equity Project, Board Member 2008-2011
Work Experience
Microsoft Corporation 1991 - 2001

Director of Market Planning and Analysis, Home Products Division Oct '99- Oct '01
Identified, assessed and prioritized market and customer information needs for Microsoft's line of consumer
products. Developed a research plan and managed a team to execute it.
Contributed to strategic planning and analysis for Microsoft's Home Products Division. Worked with different
functions across the division, including finance, product management, sales and corporate communications.
Director of Channel Marketing Jan '98 - Sept '99
Created and managed Microsoft's retail channel marketing organization. Responsible for developing channel
promotions, the group played a critical role in balancing conflicting priorities between the sales organization and
product marketing organization.
Group Marketing Manager, Far East Headquarters {based in Tokyo) Jan '95 - Dec '97
Responsible for strategic planning and marketing consulting for Microsoft's consumer businesses in Japan, Korea,
Hong Kong, Tai wan and China subsidiaries, reporting to the regional Vice President.
In particular, drove regional efforts to win the word processing market against entrenched local competitors.
Helped persuade subsidiary management to focus on Microsoft Word when they thought it was futile. Facilitated
extra fund ing to support aggressive marketing, established measurements in each country to identify areas of
strength and weaknesses as well as to provide benchmarks for measuring progress. These efforts resulted in
Microsoft Word becoming the # 1 word processor in the company's biggest market, Japan.
Group Product Manager, Microsoft Office June '94 - Dec '94

Managed team of product managers to develop and execute competitive response strategies, demand-
generating marketing activities such as channel promotions, manufacturing, sales tools and events.
International Product Manager, Microsoft Office Aug '92 - May '94

Led first worldwide launch of Office in over 25 languages. Established worldwide sales and marketing training
and SKU naming strategy. Pioneered communication infrastructure to work more closely with subsidiaries and
incorporated their requirements, many of which are used today.
Analyzed worldwide business and established rational localization strategy for Microsoft Office.
Product Manager, Microsoft Word Apr '91 - July '92

Managed Word's end-user marketing activities including end-user satisfaction programs, switcher seminar efforts
and customer-focused market research plan.
Procter & Gamble
Assistant Brand Manager, Paper Division Oct '90 - Mar '91
Defined market opportunity and developed positioning and marketing plans for a new toilet tissue product,
including advertising, pricing, packaging and promotions - for test market and national expansion.
Repositioned a premium niche product for mass market.
Brand Assistant, Paper Division Sept '89 - Sept '90

Contributed to 20% growth in market share by developing and implementing successful promotion plan involving
coupons, direct mail, samples and pricing controls such as pre-priced packages.
Initiated Brand entrance into warehouse clubs, the fastest growing segment of the supermarket industry.
Negotiated pricing strategy and designed product format.
Led multi-functional teams to rapidly execute package changes that saved the brand over $3 million.
Education
Harvard University Sept '85 - June '89

Bachelor of Arts degree with Honors in History of Science, June 1989. Specialization in Computer Science and
Asian history. Elected President of Asian American Association, a 500-member group. Awarded 4-year
Grumman Science and Engineering Scholarship (which covered 25% of college tuition) based on academic
achievement and leadership qualities.
Other Interests
Travel, cooking, my three children .
Paul Byrd
3411 East 12th St Apt 205 I Oakland , CA 94601
paulbyrdjr@gmail.com I Tel : 510-866-5221
Online Portfolio : http ://www.coroflot.com/paulbyrdjr
OBJECTIVE Print, Illustration , Graphic Design , Motion Graphics/ Film/ Video, Marketing , in
he Entertainment or Advertising Agency
TECHNICAL Skilled Proficient

QUALIFICATIONS
Adobe CC Photoshop CC/ Illustrator CC
Apple Final Cut Studio / X Adobe After Effects CC
Microsoft Word / IWorks Final Cut Pro / Adobe Premiere
cc
SKILLS Technical Skills Include:
Hand Illustration: sketching , pencil , pen and ink , color pencil , marker,
watercolor, Storyboarding , Painting and other mixed medias.
Graphic Design Skills Include :

Adobe CC/ Photoshop / Illustrator, Painter, Photo Restoration and
Manipulation , Logo design , Page layout, Info Graphics, Banners & posters etc .
Video Post Production Skills : Shooting Video/ Film , Photography, Lighting ,

Green Screen Shooting .
Video Post Production Skills Include : Adobe After Effects , Adobe Premiere ,
Final Cut Studio , Green Screen Video Compositing
Sound Production Skills : Audio Cleanup/ Restoration , Royalty free Music

Creation
Other Skills
I have some web experience with Adobe Dreamweaver and Adobe Flash
Banner creations. DVD Authorizing done with DVD Studio Pro. Some 3d with
Cinema 4d for 30 Logo Design and modeling .
EXPERIENCE D.P.W Cleaner greener campaign , D.P.W Pick it up campaign

06/ 14/01 to 07/10/01 and 03/ 06/02 to 04/12/02
The objective to both of these projects were to create print ads that show a
cleaner city thru character design mixed with images of schools and landmarks
located in San Francisco. The main goal for the designs were to
create fun looking but eco conscious characters that will pull junior highand
high school students into a program to help keep the streets of San Fran cisco
clean. This project comprised of various print work from
bookmarks , Book covers , D.P.W card, posters, banners, bus ads and billboard
layouts. My role in this project was to create concepts for cha ra cters also
handle all print aspects such as design layout and typography. Methods used
or both projects were a combination of hand illustration, Adobe Photoshop,
dobe Illustrator and Adobe lndesign .
Def Con 3 Energy Drink

06/ 04/02 to 11/01 /02
Def Con 3 is an energy drink created by Russel l Simmons Beverages ; the

project consisted of design and print work. The first part was to create labels
or the packag ing of the beverage Logo was created with Adobe Illustrator and
packaging design was done in Adobe Photoshop and Adobe lndesign . For the
project I had to make Ads that went into magazines ,
Different Print materials and in store displays.
Def Jam and the Hip Hop Summit

02/ 11 /03 to 03/11 /03
Main responsibility was to create and design concepts for logo and do print
ark for the hip-hop summit. The programs used were Adobe Illustrator and
dobe Photoshop .
San Fran cisco All About The Arts Campaign

09/ 07 /03 to 09/14/03
he main objectives for this project was to take images provided by the team
and graphically enhance them with effects and color correction for ad spaces
and television spots .
P.H.A.T Prom oting Healthy Activities together Campaign for CAN Fit
Organization .
02/ 01 /04 to 03/10/04
Main goal was to create characters to identify with demographics in area to

promote healthy eating . I had to create character concepts and then once
approved do poster, mailers , cards and package design for video.
Team X
03/ 12/04 to 05/12/04
Responsibilities for Team X were to come up with a logo and do print material
or the project. The logo was done in freehand Illustration and then traced and
cleaned up in Adobe Illustrator. Once done in Illustrator I
ook it into Cinema 4d to make it into 3d.
U.S.G Clothing
05/ 20/04 to Present
My goals were to first design the logos for the clothing brand and then come
up with concept designs that would be used for merchandise . My other task
consisted of doing all print and web work from flyers , web
banners to in store ads .
Pursuit of Equality
06/ 12/04 to 10/20/06
My many responsibilities for this project included logo concept and design ,
print material such as banners , posters , mailers, business cards and all media
packets and so on.
Youth Uprising
07 I 06/06 to Present
My respons ibilities for this project included logo design, character desi gn and
such as banners , posters , mailers , flyers .
MA MAS BOY Clothing

02/ 01 / 09 to Present
My role in this clothing line is to crea te various designs for shirts, hood ies,
jackets etc. Besides that I am respons ible for all print and web materia ls.
Dolby
Design the Future FY14 Worldwide Sales and Marketing Conference
Creating Graphics , Motion Graphics and Video Edit for video highlight of
event.
Sony 4K Napa Val ley Film Festival Challenge 2013

Film Is Hey Mickey
https://vimeo.com/80116000
Password is : MONKEYBUSINESS
https://vimeo.com/80183906
Brad Thorson was the lead for sony on the festival
Doritos Sample Commercials 2014

1 Chip or 1 Bag Kids Compilation
https://vimeo.com /80183906
Herbalife
05/ 10/ 09 to Present
[Video Production and print materials for various shows and conferences.
References
Enough Said Productions

Michael Shaw
Owner
enoughsaidproductions@yahoo.com
1415 867 2200
Project Description : Contract work

Projects done for Enough Said Productions were for print, video and web.
Working on such projects ranging from the city of San Francisco's Cleaner
Greener and Pick it up campaign , Def Jam and the Hip Hop Summit to
entertainment, non-profit and corporate identity. My main task for Enough Said
Productions was to create designs in print, web and video that have high
impact visuals that produce results for a project and its product
Herbalife
Lisa Wonson
Event Manager North America
Herbalife International of America , Inc. 310-410-9600 x22916 I Direct 310-258-
7116
Lisawo@herbalife.com
idea production & presentations for various vacation trips
Main task was motion graph ics and editing pieces for quick turnaround with
high quality and impact to viewers .
Jacky Johnson
Public Relations / Project Manager The National Action Network
·ackyjohnson@gmail .com
510 717 2260

Project was for contract to make print work and logo design for a program
awards youth empowerment and education for a facil ity in Oakland . My role
as to create animated characters that fit their demographic of
participants that would sign up for the ir programs. I also did print work for
various projects and events for Youth Uprising . Recently working on print
material to be put in the Youth Uprising center focused on Oakland musicians ,
actors etc.
Sciortino Design Group

Rich Sciortino
Owner
510 824 6960
Rich@sciortino .com
Projects done for Sciotino Design Group were for print, video and web. Allot of
he design work done was for manufacturing and apparel websites. Print work
such as cards, flyers posters etc.
EMPLOYMENT Enough Said Productions, San Francisco , CA

Graph ic Design , Video production, Post production
Independent Contractor
Sciortino Mfg, West Oakland , CA

Graphic Design , Video production , Post production
Independent Contractor
Samples of Motion graphic editing work .
My Motion Graphic / Video Demo
Here is a project I did for RAVN a social outi ng site. I did the photoshop
composition and Animation
htt :// outu.be/nJiF8V Uia
Uncle Junior (EXTENDED ) Trai ler Editing and Mostion graphi cs
htt :// outu .be/ECWNUnRHfQU
Hey Mickey Sony 4K Film Challenge Napa Valley Fim Festival I did th e ed iting .
b..llir//vimeo.com/80116000Video for Herbalife Video , editing , photoshop layout
and Motion Graphics
https://www.youtube.com/watch?v=t272v AMk I
LifeBotanica Presentation (WIP) photoshop layout and Motion Graphics
http://youtu .be/k6D1 yFj_g rHQ
Sample Motion graphic Connect Marketing photoshop layout and Motion
Graphics
http://www.youtube .com/watch?v=-MqRVqhWMt8
Motion graphic video for Canyon Beachwear photoshop layout and Motion
Graphics
https://www.voutube.com/watch?v=5RdAN4i-1Rw
Pipe Spy logo graphic
https ://www. voutu be. com/watch ?v= 8wvL v22 Ev8
DIRK TILLOTSON, Esq.
2618 Monticello Ave
Oakland, CA 94619
Dirk.tillotson@charterschoolincubator.org
EDUCATION
DEPARTMENT OF JURISPRUDENCE AND SOCIAL POLICY, UC BERKELEY
Jurisprudence and Social Policy, M.A. December 2004
Fields: Law and Economics, Constitutional Law
Thesis: Charter Schools and the "Market" in Urban Education
Awards: Graduate Opportunity Fellowship 1994-95, Olin
Fellowship 1997 and 2000, Mentored Research Fellowship
1998-99
BOALT HALL SCHOOL OF LAW, UNIVERSITY OF CALIFORNIA,
BERKELEY
Juris Doctor, May 1995
STATE UNIVERSITY OF NEW YORK AT ALBANY
Political science, Sociology minor, B.A. (1991)
STATE UNIVERSITY OF NEW YORK AT BROCKPORT (1987-1 989)
PROFESSIONAL EXPERIENCE
NEW YORK CHARTER SCHOOL INCUBATOR,
Founder and Executive Director (Sept 2008-present)
*Designed, founded, and led program to incubate community based
charter schools catering to underserved students
*Successfully incubated and opened 17 community based charter schools
in NYS encompassing a variety of innovative models, including the first autism-inclusion
chaiter, first college prep charter that targeted students with mental health challenges,
first Montessori charter, and a range of other models
NEW YORK CITY CENTER FOR CHARTER SCHOOL EXCELLENCE
Chief Operations Officer (Jan 2007-Sept. 2008), Interim Chief Executive Officer
(March 2007-Sept. 2008)
*Responsible for providing comprehensive support to 60 current NYC
charter schools and new schools and development groups
*Oversight of $41 million organization, responsible for program
development and implementation of initiatives to suppo1t the range of NYC
schools
TILLOTSON AND ASSOCIATES , Oakland, California
President (Aug. 2005-Jan. 2007)
*Provided comprehensive charter school development and program
implementation consulting services for primarily independent, community-grown
charter schools
*Served as senior advisor for the National Alliance for Public Charter
Schools during 5 month residency in New Orleans for comprehensive support
structures for charter school reform post-Katrina
RAND EDUCATION, Doha, Qatar
Senior Independent School Advisor (Jan. 2004- Aug. 2005)
*Served as senior policy advisor for comprehensive education reform in
the Middle Eastern state of Qatar
*Developed charter law and regulations, reviewed applicants, and assisted
in selecting school operators
*Served as senior policy advisor on national school facilities plan for
independent schools
*Guided new school operators through all stages of development and
implementation
*Developed and implemented school and contractor evaluation protocols
OAKLAND CHARTERS TOGETHER, Oakland, California
Founder, School Governance Specialist (2001-2003)
*Served as primary program staff for federally-funded urban cha1ter
school collaborative
*Doubled number of charter schools during program, with charters
showing the highest student gains and highest overall achievement at particular levels
*Coordinated and directed school collaborative, conducted trainings,
disseminated best practices, conducted needs assessments and delivered technical
assistance
AMERICAN INDIAN PUBLIC CHARTER SCHOOL, Oakland, California
President, Board of Directors (2000-2003)
*Defended school in revocation procedures and oversaw restructuring that
led to extremely successful education outcomes and naming as a "National Charter
School Success Story" school,
http: //www.ncsc.info/newsletter/may2003 /american_indian.htm
*Greatest Academic Perforn1ance Index (API) gain of any middle school
in California 2000-2002
*Reviewed and revised all major policies, oversaw all aspects of school
operation
DIRK TILLOTSON, ATTORNEY AT LAW, Oakland, California
Solo Practitioner, Consultant ( 1996-Present)
*Manages solo practice focusing primarily on education and non profit
corporation law
*Provides comprehensive charter school organizational and operational
consulting services
UNIVERSITY OF CALIFORNIA AT BERKELEY, LEGAL STUDIES
DEPARTMENT
Graduate Student Instructor ( 1993-1998)
*Taught undergraduates in the subject areas of law and economics and
courts and social policy
*Taught law students in academic support program constitutional law and
to11s
MORRISON & FOERSTER L.L.C. , San Francisco, California
Law Clerk ( 1994)
*Drafted memoranda on numerous litigation issues
PUBLIC ADVOCATES INC., San Francisco, California
Law Clerk (1993)
*Wrote memoranda on wide-ranging civil rights issues including arguing
for affirmative action in the San Francisco Police Department and implementation of
sufficient bilingual programs in the Oakland Unified School District
*Developed suggestions for preliminary contract language for guidelines
to promote cultural competency in managed health care
NORTHEAST PARENT AND CHILD SOCIETY, Schenectady, New York
Counselor (1989-1992)
*Counseling of emotionally disturbed adolescents
PRACTICAL SKILLS
Trained extensively, and wide range of experience, in conflict resolution and third
party mediation
Familiarity with broad range of school startup and implementation issues
Legislative drafting and policy promulgation
Extensive experience working with and organizing underrepresented communities
around educational opporhmities
Successful grant writer and fundraiser
References available upon request

MICHAEL P. BARR, CMA
4046 Waterhouse Road• Oakland, California 94602 • Cell : (415) 613-2277 • barr.mike@gmail.com
Finance executive with over 25 years of increasingly responsible positions leading financial teams to partner with key
stakeholders in achieving successful and rapid growth. Experience includes leadership roles in companies ranging
from multi-national to start-ups in both the private and public sectors. Executed key transactions including IPO,
secondary offering , mergers & acquisitions , debt restructuring and public bond issuance.
PROFESSIONAL EXPERIENCE
Reading Partners. Oakland , CA April 2014 - Present
Chief Financial Officer

Nation-wide non-profit focused on addressing childhood literacy by engaging community volunteers to provide
one-on-one tutoring to elementary school students.
• Reported to: CEO ; Revenue : $23m ; Managing Team of: 10.

• Oversaw completion of FY15 budget.
• Oversaw completion of FY14 tax returns.
• Negotiating lines of credit to support expansion .
• Overseeing FY14 year-end close and working with external auditors to address previous year audit issues.
Independent Consultant July 2011 - May 2014

Providing executive-level Finance consulting to early-stage and high-growth clients , with a focus on planning for
successful and predictable growth. Selected engagements include :
College Track, Oakland , CA (Interim CFO) April 2013 - May 2014

• Upon departure of former CFO , overseeing a seamless transition to a new organizational structure that
consists of a COO and a Director of Finance
• Completely revamped monthly reporting tools to increase the value of the data while dramatically decreasing
the effort required to prepare
• Completely revamped monthly cash flow tool to better project future balances
• Oversaw complete overhaul of organization 's benefits plans, yielding $150k in annual savings
• Overseeing implementation of online timesheet tool that will dramatically improve accuracy while
dramatically decreasing the level of effort required
Envision Education . Oakland, CA (Interim CFO) April 2013 - December 2013

• Upon departure of former CFO , oversaw a seamless transition to a new organizational structure that
consists of a COO and a Controller
• Revised monthly forecasting tool to better meet needs of schools and departments
• Created monthly cash flow tool to better project borrowing needs
• Re-negotiated line of credit to ensure access to cash for organizational needs
• Oversaw successful completion of annual audit
Great Oakland Public Schools. Oakland. CA February 2013 - Present

• Worked with the Executive Director and Managing Director to implement a new financial structure
• Providing high-level strategic financial guidance , including board communications
• Revamped monthly forecast tool to meet needs of organization
• Currently covering for Director of Finance & Operations who is on maternity leave
• Identifying process improvements within the finance. accounting, and operations areas
Oakland Schools Foundation. Oakland. CA (Interim VP of Finance & Ops) June 2012 - March 2013
• Brought in by Board of Directors to serve in a turnaround role as Vice President of Finance and Operations
and Co-Executive Director overseeing all finance , administrative and operations functions
• Identified and implemented multiple efficiency in tools and processes, including:
o Revised budget reports to clients to provide accurate and timely information
o Redesigned internal documents and processes to ensure sufficient controls are in place for all
transactions
o Revamped HR processes and employee handbook to ensure compliance with regulations
o Converted from outdated , inefficient email solution to a true corporate email solution
• Oversaw annual audit and tax return for 2011-12 fiscal year
Learning Matters Educational Group. Glendale. AZ April 2012 - August 2013

• Provided deep financial analysis of affiliated school in San Bernardino for client's founder
• Negotiated settlement of disputed contractual amounts with affiliated school in San Bernardino, generating
over $500k of upside to client
• Created budgets for charter petitions for two new affiliated schools in California
• Providing ongoing updates on charter funding in California
Fortune Schools. Sacramento. CA January 2012 - March 2012

• Designed and conducted 2-day retreat of Cabinet-level staff retreat to plan for future growth.
• Provided insight into a road map for the organization 's growth plans as they expand from 2 schools to 10 or
more over the next few years.
• Working with staff to prepare a 3-year organizational budget that will serve as a model for affordability of
home office staffing costs.
StudentsFirst. Sacramento. CA (Interim CFO) September 2011 - March 2012

• Served as organization 's first CFO on an interim capacity during length of project
• Established policies and practices to meet the organization 's complex 501 c3 and 501 c4 reporting
requirements .
• Implemented fully automated solutions for Payroll and Time & Attendance (using ADP)
• Implemented fully automated , paperless expense reporting solution using Concur
• Selected and developed implementation plan for financial and accounting system.
• Oversaw completion of organization 's first audit and first tax returns.
Harlem Village Academies. New York. NY August 2011 - February 2012

• Established matrix of responsibilities and job definitions for HVA's Finance team to support organization 's
two current schools and expansion to four schools.
• Assisted with interviewing of senior-level Finance position .
• Provide guidance to senior staff about best practices for a growing charter organization .
• Assisted with long-term financial modeling .
Aspire Public Schools. Oakland , CA March 2004 - June 2011
Chief Financial Officer/ Treasurer

Aspire is a non-profit that is widely recognized as one of the leadi ng Charter Management Organizations in the
country, providing educational choice to underserved communities. Responsible for all Finance. Accounting , Payroll
and Treasury and Legal functions .
• Reported to: CEO; Revenue Growth : $22m to $90m; Managed Team of. 7 to 15
• Oversaw growth from 10 schools serving 3,000 students to 30 schools serving over 9,800 students.
• In April 2010, led a $93m tax-exempt bond issuance to finance permanent homes for 10 Aspire schools. This
deal is the largest charter school bond issuance to date in the U.S. and was rated investment grade.
• Worked closely with banks and other lenders on loans and lines of credit to navigate through significant cash
deferrals implemented by the state of California. In August 2010, Aspire became the first statewide charter
operator in California to issue Revenue Anticipation Notes, commercial paper with the flexibility of a revolving
loan.
• Conservative approach to budgeting at the school site level helped avoid staff layoffs during the state financial
crisis which led to a 17% reduction in per-student funding over 3 years.
• In conjunction with Aspire's Facilities staff, oversaw the on-time and on-budget construction of 10 schools.
• In 2005, refinanced tax-exempt bonds, resulting in lowered interest rate from 7.25% to 4.64% .
• Led implementation of MIP Fund Accounting (G/L Software) and Payroll.
• Led efforts to revamp and improve forecasting, budgeting and reporting tools.
• Board Activity (service was in conjunction with my role at Aspire)
• Served as member of the Board of the California Charters Schools Association's Insurance Joint
Powers Authority from January 2007 to June 2011 ; served as Board Chairman from November 2007 June
2011.
• Served on the board of St. HOPE Public Schools in Sacramento from December 2006 to September 2009
NightFire Software. Oakland, CA Jan 2001-0ct 2003
Vice President, Finance and Administration / Controller I Treasurer

Responsible for all Finance , Accounting, Treasury, Legal , Administration and Human Resources functions for a
venture-backed telecommunications software company.
• Reported to: CFO , then President/CEO; Revenue Growth : $6m to $20m; Managed Team of: 4 to 6
• Supported revenue growth of 68% in 2001 and 158% in 2002 ; profitability was reached temporarily in early 2002
and on a sustained basis in 2003.
• Completed sale of NightFire's assets to NeuStar, Inc., in August 2003.
• Simultaneously closed a restructuring of a long-term loan facility ($3.6m), senior credit arrangement ($5.0m),
and Series D funding ($11.7m).
• Implemented a cash management system that provided an early-warning system that led to pro-active cost
reductions .
• Reduced close process from 25 days to 7 days and audit process from 9 months in 2001 to 4 months in 2003.
• Moved the HR function beyond start up mode by revamping internal performance review process, providing
NightFire's first management training classes, and publishing first employee handbook.
• Structured deal pricing in to align with corporate objectives and ensure compliance with Revenue Recognition
guidelines (SOP 97-2).
Scient Corporation, San Francisco, CA
Apr 1998 - Dec 2000
Global Systems Controller I Controller

As first member of finance team , established : all Finance and Accounting policies and procedures; Banking,
Insurance, and Audit relationships ; internal budgeting , reporting , and analysis procedures; and vendor selection for
Payroll , Relocation, Stock Transfer, and Travel.
Reported to: CFO, then SVP-Finance; Revenue Growth : $0 to $400m run-rate ; Managed Team of: 8
Built and led an F&A team to support Scient's growth from 40 to 1,900 employees.
Led the hands-on work to complete Scient's IPO (May 1999) and secondary offering (December 1999), including
SEC documentation and reporting , S-1 preparation , and interface with auditor and bankers.
Managed ongoing SEC reporting , including 10-Q and 10-K filings , financial press releases , and preparation for
analyst calls.
Implemented Leadership Team Dashboard , which was used by executive management to manage the business
on a daily basis and was used as an early-warning reporting system.
Led implementation of PeopleSoft financials and two subsequent upgrades to the software, including the
integration of new Scient entities in UK, Singapore, France , Hong Kong , and Japan.
Electronic Data Systems. Inc. Pleasanton , CA and Dallas, TX Sep 1985 - Feb 1998
Business Unit Controller, Pleasanton , CA Aug 1991 - Feb 1998

Helped launch the Hi Tech Business Unit, which became one of the fastest growing and highest margin units within
EDS.
• Reported to : Business Unit President {dotted line) & Group Controller (direct line); Revenue Growth : $40m to
$440m ; Managed Team of: 13
• Worked closely with Sales , Business Development, Marketing and Operations managers to ensure Business
Unit goals were set, measured , and achieved.
• Managed team of New Business Analysts who were responsible for building detailed 5- to 10-year cost
projections. Closed business with total contract value over $2.5b ; 95% of deals performed at or above cost
model projections.
• Managed team of Financial Analysts who were responsible for all budgeting, monthly close , invoicing ,
collections, and reporting functions for the accounts they supported.
• Managed team that was responsible for all FP&A functions for the Business Unit and ensured integration with
up-stream consolidations.
Financial Manager/Financial Supervisor/Financial Analyst, Dallas, TX Sep 1985 - Jul 1991
Held a series of increasingly responsible positions , moving up the management chain within EDS's financial
organization.
Provided financial support for two subsidiaries and two joint ventures in the telecom business unit; led team of
five Financial Analysts.
Led due diligence and financial integration of two acquisitions.
Provided competitive analysis within EDS's International, Commercial , and Consumer Services Group, leading a
team of two Financial Analysts.
Served as group lead during implementation and integration of new corporate-wide budgeting system , and led
corporate-wide budgeting process for two years.
Other major projects included FP&A, Account Support, Stock Tracking , and development of automated invoicing
procedure.
EDUCATION
Oregon State University
B.S., Financial Planning & Analysis
Adam Smith 1sl PREMIUM
Sen ior Partner at Lippincott

San Francisco Bay Area Management Consulting
Cu • 1t Lippincott, Bonfire Communications

Previous Hill & Knowlton , PriceWaterhou seCoopers, Bank One / American National Bank
Education Northwestern University - Kellogg School of Management
Send a message ... 500+

c<,n'lect1ons
IJ:l https://www.linkedin.comfln/adamdsmith 1!!11 Contact Info
Relationship
(!) l!I Note ti' Reminder ~ Tag
Connected 7 months ago

ial 4/28/2016
Background
~ Summary
Dynamic business leader with a team-oriented approach to implementing and manag ing operational ,
financial and strategic initiatives. Demonstrated expertise in strategic consu lting , financial analysis,
marketing comm unications and interactive technology.
Specialties: Strategic consulting , financial analysis, marketing communications , interactive technology,

HR managment
EB Experience
Senior Partner LI PP INCOTT

Lippincott
September 2014 - Present (2 years 4 months) I San Francisco
Lippincott (www.lippincott.com) is a leading , global brand strategy and identity firm. Lippincott pioneered
the discipline of corporate identity nearl y 70 years ago. Today, we continue to assist the world's leading
brands define differentiating and powerful go-to-market strategies. While Lippincott has se rved hundreds
f clients over the years, recent clients of note include IBM , Walmart , Starbucks, McDonald 's, Wells
rgo , Visa and lnfiniti.
-
Chief Operating Officer
Bonfire Communications
July 2005 - Present (11 years 6 months)
Bonfire leverages a deep understanding of organizational development and change management to
provide an array of audience-centric employee commu nications services. Our offerings--ranging from the
design of the function to the creation and implementation of multi-phased multimedia campaigns--raise
awareness, deepen understanding, inspire commitment and drive action.
Why We Do What We Do
Senior Vice President

Hill & Knowlton t+:+: .
April 2000 - January 2005 (4 years 1O months)
Managed the day-to-day operations for H&K's onl in e com munications practice with staff in San
Francisco ; Washington , D.C.; and New York.
Consultant
PriceWaterhou seCoopers
June 1999 - April 2000 (11 months)
Worked with Fortune 500 clients to improve their business process planning and manage large-scale
corporate transformation projects.
Vice President
Bank One / American National Bank
1991 - 1999 (8 years) I Greater Chicago Area
Specialized in highly leveraged loan transactions includ ing management buyouts,

recapitalizations, mezzan ine financing and busi ness acquisitions.
Vice President
American National Bank & Trust Co. of Chicago
1991 - 1999 (8 years)
Specialized in highly leveraged loan transactions including management buyouts,

recapi talizations, mezzanine fi nancing and business acq uisitions.
~ Volunteer Experience & Causes
Board Member
January 2013 - Present (4 years) I Education
Oakland , California based cha rter management organization that specializes in converting ex isting
district public schools to charter schools.
Causes Adam cares about:

• Animal Welfare
• Education
A Skills
Top Skills
Internal Communications
Management
Organizational. ..
Leadership
II Fin ance
II Strategic Communications
a Financial Analysis
Adam also knows about. ..
a Employee Engagement a Public Relations II Strategic Consulting
a Business Process a Operations Management a Employer Branding
Interactive Technology
/J.f Education
Northwestern University - Kellogg School of Management

MBA, Marketing & Management Strategy
96- 1999
Indiana University
BS , Finance
August 1987 - January 1991
Honors & Awards
Additional Honors & Awards

Bonfire Communications- Bay Area 's Best Places to Work in 2007 & 2008
Bonfire Communications- Inc. 5000 fastest growin g private companies in the US for 2007
Hill and Knowlton-Finalist for PR Week's PR Innovation of the Year Award in 2004.
Roy Benford 2 nd PREMIUM
Experienced Bay Area Real Estate Consultant Helping Clients Buy,Sell and
Manage Real Estate
San Francisco Bay Area Real Estate
Current Benford & Associates LLC, RE/MAX Accord

Previous Network for Teaching Entrepreneurship, American Red Cross Bay Area, Organizing For America - 2008
Obama Campaigh
Education College of Marin
687
follm,ers
!!ii https://www.l1nkedin.com!in/roybenford 11M Contact Info
+&ti
Published by Roy See more ~
Home Ownership Workshop Education For Change Justice Antonin Scalia's

in SF Sponsors Home Ownership... Quote Is An Affront to ...
November 1, 2016 September 29, 2016 December 13, 2015
Background
~ Summary
Living and working in the San Francisco Bay Area since 1970 has provided Roy with a broad perspective
on lifestyles and demographics of the most desirable comm unities in wh ich to buy and sell real estate.
His enth usiasm for his work as a real estate professional and his civic activities have made him a favorite
son in his East Bay community. Roy is widely known and respected by his coll eagues and clients alike for
his calm demeanor, his win-win negotiating and keen problem solving skills.
Roy 's involvement in community issues affecting his community is well known . He is ofte n seen at city
cou ncil meetings, or conversing with joggers walking around Lake Merritt. His quality of character and
cooperative energy gives his cl ients assurance that their transaction wi ll close successfu lly.
Roy knows real estate! He has sold properties from San Lean dro in the East Bay to San Anselmo in
Marin County, and just about every city in between . Whether it's a hard-to-sell listing , or a hard-to-find
jewel of a dream home , let Roy be yo ur first choice for knowledgeable representation. ©20 13 Benford &
Associates , LLC
He is founder and CEO of Benford & Associates LLC, a real estate consu lting company located in
Oakland, Californ ia. He has worked as a fu ll-ti me real estate professional since 1990. He ranked in the
top 10 percent of the 11 ,000 RE/MAX Sales Associates in the California/Hawaii Region in 2004, 2005
and 2006. He was the top listing agent in September 2006 in an office of 110 agents at RE/MAX In
Motion, Castro Valley California. Roy has two sons and 4 grandsons. They motivate him to rise and shine
each and every day to help others reach their goals and objectives.
kl s
Top Skills
El Sellers
II Real Estate
m Investm ent Properties
II Real Estate Transactions
II Residential Homes
II Property
II Referrals
m Foreclosures
II Selling
II First Time Home Buyers
Roy also knows about. ..
Investors a Buyers II Short Sales II Relocation II Leadership
Real Estate Development II Single Family Homes II Sales
II Contract Negotiation • Relocation Buyers • Property Management
• Commercial Real Estate II Market Analysis II Social Networking II Luxury
See 18+ >
I Experience
Realtor/CEO
Benford & Associates LLC
August 2007 - Present (9 years 5 months} I 2070 Mountain Blvd . Oakland CA
Duties and responsibil iti es include actively listening to buyers and sellers to determine their goals and
objectives for purchasing , selling or managing residential and commercial property, pre-qualifying buyers
to help them determine their affordable price range. Answering questions and finding solutions to real
estate problems. Generate Comparative Market Analysis to determine a property's value. Show homes
that are currently for sale to prospective buye rs. Negotiate purchase prices, and Li sting Agreements.
Prepare disclosures and net sheets.
Confer with title and escrow companies , lenders, attorneys, home inspectors, contractors, othe r agents,
and pest control companies. Establi sh and maintain good communications between all parties to a
transaction. Coordinate escrow closings . Keep in contact with past clients . Prospect for new buyers and
sell ers. Preview homes that are newly listed for sale by other agents to see if any of them meet my
clients ' needs and wants. Participate in office meetings, workshops and coaching sessions.
1 recommendation
Joel Freid
Deputy Attorney IV, Caltrans , Legal Division
To whom it may concern: Roy Benford is a principled and dedicated leader who would be a valuable asset
for any client or organization lucky enough to have him. I've worked closely with Roy for several years on
an interfaith non-profit... View .
Realtor
RE/ MAX Accord
October 2011 - Present (5 years 3 months} I Montclair Village Oakland, CA 94611
Full service listing and buyers' agent. Real Estate Sales.Comparative Market Analysis , Property
Management, Marketing Presentations, Contract Negotiations, Escrow Cordinating.
T 7 recommendations, including:
Igor Tregub Majett Whiteside

Engineer/Deputy Operations Team Lead .. Real Estate Professional
J
Roy is a community-oriented broker who uses his Roy is an experienced real estate professional. He
experience to not only help his clients cut through helped to identify several investment opportunities.
red tape to get a square ... View . but more... View .
5 more recommendations .I
Volunteer
Network for Teaching Entrepreneurship
2009 - 2015 (6 years)
As a business plan coach , I am responsible for helping students to

develop their business ideas and fine-tune their business plans by focusing on specific areas, including
the plan review, market analysis and segment, competitive advantage, economics of one unit, and
presentation of the business plan to judges for state .regional,, and national competition.
~ 1 organization
External Realtions Committee

American Red Cross Bay Area
2012 - 2013 (1 year)
As a member of the External Relations Committee my activities included building relationships with local
business leaders, faith based organizations and City of Oakland officials in order to help the Red Cross
utilize local resources more efficiently to prepare for, prevent and respond to disasters.
Precinct Captain
Organizing For America - 2008 Obama Campaigh
2007 - 2012 (5 years) I Oakland CA
Served as commun ication source between assigned Precinct and local campaign headquarters. The
primary objective: Increase voter turnout.
Realtor
RE/MAX In Motion
2002 - 2007 (5 years) I Castro Valley. CA
Full service listing and buyers' agent. Real Estate Sales, Market Analysis , Contract Negotiations,
Property Management,
Marketing Presentations.Contract Negotiations, Escrow Cordinating.
T 1 recommendation
Winnie Wang
San Francisco Bay Area Real Estate Consultant/ Property Manager, CCRM
It was a pleasure to work with Roy in the real estate business. Roy is a dedicated and trustworthy real
estate professional that I would highly recommend to anyone! View .I
Past Co-Chair Public Ministry Committee

Allen Temple Baptist Church
2002 - 2004 (2 years)
Past Vice Chair Youth Services for ARCBA ...

experiences young people need to become leaders. ARCBA covers six of the nine Bay Area counties.
My responsibilities included chairing monthly meetings , plan ing and coordinating youth activities and
maintai ning communications between the six Youth Services Coordinators - one for each county:
Alameda, Contra Costa, Marin, San Francisco, San Mateo, and Sanoma.
Realtor
RE/MAX of Central Marin
1996 - 2001 (5 years) I San Rafael , CA
Real Estate Sales, Listing Agent , Property Management, Marketing Presentations , Contract
Negotiations,Escrow Cordinating.
Computer Systems Analyst

Bank of America
1980 - 1984 (4 years) I San Francisco, CA
System Analyst on project team that automated Bank of America 's Remittance Accounting Procedures
for world-wide wi re transfers.
If{ Education
College of Marin
Real Estate License. Real Estate Principles, Ethics
88-1990
Prairie View A&M University

Industrial Education/Business, Industrial Edu cation/Business
1963-1967
Activities and Societies: Prairie View A&M University National Alumni Association
Additional Info
Interests
Real estate consulting services, social networking, progressive politics, reading , writing , volunteering with
the American Red Cross. Racquetball , fishing. Working with buyers, Sellers, Investors, in Oakland ,
Berkeley, Emeryville, San Leandro, Montclair, Piedmont. Church, Family. Dating. Marketing, Referrals ,
Networking , Commercial Real Estate, Residential Real Estate, Property Management, Strategic
Planning , Foreclosures, Real Estate Development, REOs, CMA, Relocation. Referral Network,
Facebook, Linkedln, Twitter.
Personal Details
Birthday December 30
Advice for Contacting Roy
ail roy@ benfordproperties.com

w.roybenford.com
M Honors & Awards

Additional Honors & Awards
Top Listing Agent for the month of September, 2006 in an office of 110 agents at RE/MAX In Motion.
Community Service Award , Oakland Coalition of Congregations in 2006
~ Organizations
Burbank Elementary School , Oakland CA

Founder and President of Burbank PTA
2001 - 2003
This opportunity came about when an issue arose on the playground at Burbank where my grandson
attended El ementary school. I suggested to the principal that we take the issue to the PTA (Parent
Teacher Association) , and was surprised to learn that there was no PTA at the school. My first thought
was to enroll my grandson in another school where there was a PTA. And then this thought occured to
me: .. . more
Network For Teaching Entreprenership

Business Plan Coach/Judge
2008- 2015
The Network for Teaching Entrepreneurship inspires young people from low-income communities to find
their paths to success.
We work closely with educators in high-need schools to re-engage students in learning , introduce them to
business concepts , and open up thei r possibilities for the future.
As a volunteer with NFTE, my roll is to use my business expertise to help students turn their... more
Allen Temple Baptist Church

Co-Chair Public Ministry Committee
2002- 2004
The Public Ministry Committee at Allen Temple Baptist Chu rch is on standby to respond to ad hoc issues
and other reques ts made by the Pastor. We host and serve the Community Thanksgiving Dinner,
Children 's Christmas Party, local political candidates ' Mixers, and publish recommendatio ns for balloting
on local measures and propositions. The Public Ministry Committee continues to work on
economic ... more
Additional Organizations
Oakland Association of Realtors , California Association of Realtors, National Association of Realtors ,
American Apartment Owners Association . Prairie View A&M University National Alumni Association,
American Red Cross Leadership Council , American Red Cross Bay Area External Relations Committee.
Education For Change ; member, board of directors.
~ Languages
English
Native or bilingual proficiency
!C\ Publications
Bay Area Housing Market: Trends For 2016

1st
Nick Driver
Vice President, Strategic and Client Services
San Francisco Bay Area Education Management
Cu1rent CSMC, Education for Change Public Schools, Educate Our

State
Prev California Charter Schools Association , San Francisco
Examiner, Clear Thinking
University of California, Berkeley
Send a message • 500+
(!jl https://www.linkedin.comfln/nick-driver-4a2373 l!IIPI Contact Info
Relationship
(!) II! Note ~ Reminder ~ Tag
@ Connected 7 months ago

Ii 4/28/2016
Summary
Specialties: Collective action and organizing to develop and support publi c schools in California. Creating
or locating value-added services to strengthen schools and provide better learning outcomes for kids.
I Experience
Vice President, Strategic and Client Services

CSMC
((•
November 2011 - Present (5 years 2 months) I California
CSMC
Behind every great school is a solid teaching staff and leadership, impeccable governance and sound
financial practices. CSMC is the national leader for services and tools to help schools and their boards
improve their performance .. so that teachers and leaders can focus on educating students.
~ 1 project
Board Member
May 2011 - Present (5 years 8 months) I Oakland, CA
Education for Change 's mission is to provide a superior public education to Oakland 's most underserved
children by creating a system of public schools that relentlessly focuses on our students' academic
ac hievement. We bel ieve that high quality instruction , and its continuous refinement, will lead to success
r our students. When ou r students succeed , they will be prepared to make thoughtful and informed
oices that will set them on a path for a successful life.
Board Member
Educate Our State
August 2011 - Present (5 years 5 months)
Editor, Reporter
San Francisco Examiner -~ minrr
2001 - 2003 (2 years)
Consultant
I CLEAR
Tiil NKING
CiROUP.
I
Clear Thinking
1995 - 2000 (5 years)
Co.s .'.\n11rlts l!:imrs

Correspondent \.l I, I) \ lo ltO L I
los angeles times

1988 - 1992 (4 years)
.
CJJ Projects

Starting December 2012
Positioning and messaging project for Education for Change, a network of Oakland neighborhood
schools working in collaboration with teachers and parents to turnaround education for all Oakland
students
2 team members
Nick Driver Jennifer Johnson

•" Vice President, Strategic and Client Serv .. Vice President Corporate Marketing at A..
II
IJ.f Education
University of California, Berkeley

Bachelor of Arts , A sian Studies
1985 - 1989
Leadership San Francisco

Sudhir Aggarwal 2 nd
Managing Director at TransitionCo

San Francisco Bay Area Internet
Curren, Earth Mama Angel Baby, Cruiser Customizing , Inc. ,

TransitionCo
Prev,cus Mercury Media, Cruiser Customizing , Ancora
Education Stanford University Graduate School of Business
549
[Iii ht1ps://www.ltnkedin.comfln/sudhir-aggarwal-763b311 Ill Contact Info
Background
I Experience
Board Member
Earth Mama Angel Baby
2014 - Present (2 years) I Portland , Oregon Area
11,,J!ember of the Board

ruiser Customizing , Inc.
2013 - Present (3 years) I San Francisco Bay Area
Managing Director
TransitionCo
Advisor to the C EO for a number of growing compan ies. Providing manage ment guidance and access to
resources, helping these first time CEO 's become outstand ing managers and assisting their companies
to scale.
Board Member
X
Skyl ine Construction S KY\ INF
Chairman m zoca
Zucalnc
2007 - Present (9 years) I Milpitas, CA
Interim CEO
Mercury Media
2013 - 2013 (less than a year) MerruryMedia
CEO
Cruiser Customizing
2010 - 2013 (3 years) I Livermore, CA
CEO
Ancora
January 2001 - December 2004 (4 years)
CEO (Turnaround)
National Pen Corporation
January 2000 - May 2001 (1 year 5 months)
Senior Vice President

Bank of America/Ban k of Boston
1990 - 1998 (8 years)
II
Banking Associate
J.P. Morgan
1986 - 1989 (3 years)
II
A Skills
Top Skills
m Management
El New Busi ness Developme nt
m Start-ups
m Business Strategy
m Entrepreneurship
m Mergers & Acquisitions
m Bankru ptcy
m Strategic Pl anning
m Venture Capital
m Strategy
Sudhir also knows about. ..
m Business Development m Private Equity m Corporate Development
m Strategic Partnerships a Executive Management II E-commerce
II Restructuring II Mergers
IJ.! Education
Stanford University Graduate School of Business

Master of Business Administration (M BA)
1984- 1986
Dartmouth College
AB , Economics and Engineering Sciences
1979-1983
II
LWL Leader"»-.-.,., Skills Matrix
Director or Leader Hae-Sin Larissa Noah Sundar Fabi ola Paul Brian Dirk Adam Sudhir Mike Nick Eva Kathy Roy Leo
Thomas Adam Bradley Chari Harvey Byrd Rogers Ti llotson Smith Aggarwal Barr Driver Camp Cash Benford Fuchs
Staff Leadership Skills (CEO ) (CTO) (CAO) (COS) (COO) (Board) (Board) (Boa rd ) (Board ) (Board) (Board) (Board) (Board) (Board) (Board) (Prin )
Educa tional Program X X X X X X X
School Turnaround Experie nce X X X X X X X X X
Charter School Finance X X X X X X X X X
Charter School Facilities X X X X X X X
Governance and Law X X X X X X X X X
Development / Fundra ising X X X X X
School Administration &

Operations X X X X X X X X X X
Educational Technology X X X X X X X X
Family Leadership X X X X X X
Community Outreach X X X X X X X X
0
0
EFC Board Calendar 16-17
Please click on dates (e.g. 6.1 .17) for agenda and links to relevant documents for that meeting.
Committee Committee Committee Ad-Hoc

Full Board Execut ive Finance Student Outcomes Comm unit y
Deve lopment
Ju ly 7.26.16
Special-
August 8.3.16
September 9.1.16 9.29.16
Oct ober TBD 10.25.16
November 11.3.16 11.3.16
Decembe r
1.12.17-
Jan uary ret reat
February 2.2.17 3.16.17
M arch 3.23 .17 TBD
Ap ril 4.13 .17 5.4.17 (joint committee meeting)
M ay 5.11.17 TBD 5.25 .17
June 6.1.17 6.22 .17
6.27.17
Interim
Drivers: Reporting Data Results
Special meetings and non-regularly scheduled meetings are not reflected above but may be scheduled as needed. Calendar
subject to changes as needed.
FULL BOARD
When? All FULL board meetings will begin at 4 :30pm .
Where? The location of these meetings wi ll rotate across school sites . Click on links above for locations and topics .
Who? All board members, Hae-Sin Thomas (CEO), and appropriate HO chiefs and directors.
FI NANCE COMMITIEE
Whe re? EFC Home Office, Patten College Wesley Hall Conference Room, 3265 Logan St, Oakland , CA 94601
Who? Mike Barr (chair), Adam Smith, Brian Rogers, Fabiola Harvey (COO), Rich McNeel (Director Revenues)
STUDENT OUTCOMES COM MITIEE

Where? EFC Home Office, Patten College Wes ley Ha ll Conference Room, 3265 Logan St, Oakland , CA 94601
Who? Dirk Till otson (chair), Eva Camp, Paul Byrd , Sudhir Aggarwal , Nick Driver, Noah Bradley (CAO), Jonathan Stewart
(Director Assessment)
EXECUTIVE COMM ITIE E

Where? EF C Home Office, Patten College Wes ley Hall Conference Room, 3265 Logan St, Oakland , CA 94601
Who? Nick Driver (c hair), Eva Camp, Dirk Tillotson, Paul Byrd, Hae-Sin Thomas (CEO)
Patten College Faculty House 3265 Logan Street· Oakland , CA 94601

Achieve • ASCEND • Cox • Epic • Lazear • Learning Without Limits
www.efcps.org
CONFLICT OF INTEREST CODE
I. ADOPTION
In compliance with the Political Reform Act of 1974, California Government Code Section
87100, et seq. , the Education for Change Public Schools hereby adopts this Conflict of Interest
Code ("Code"), which shall apply to all governing board members, candidates for member of the
governing board, and all other designated employees of Education for Change Public Schools
("Charter Management Organization"), as specifically required by California Government Code
Section 87300.
II. DEFINITION OF TERMS
As applicable to a California public charter school, the definitions contained in the Political
Reform Act of 1974, the regulations of the Fair Political Practices Commission, specifically
California Code of Regulations Section 18730, and any amendments or modifications to the Act
and regulations are incorporated by reference to this Code.
III. DESIGNATED EMPLOYEES
Employees of this Charter Management Organization, including governing board members and
candidates for election and/or appointment to the governing board, who hold positions that
involve the making or participation in the making, of decisions that may foreseeably have a
material effect on any financial interest, shall be "designated employees." The designated
positions are listed in "Exhibit A" attached to this policy and incorporated by reference herein.
IV. STATEMENT OF ECONOMIC INTERESTS: FILING
Each designated employee, including governing board members and candidates for election
and/or appointment to the governing board, shall file a Statement of Economic Interest
("Statement") at the time and manner prescribed by California Code of Regulations, title 2,
section 18730, disclosing reportable investments, interests in real property, business positions,
and income required to be reported under the category or categories to which the employee's
EDUCATION FOR CHAN GE P UBLIC SCHOOLS PAGE 1 OF 1

CONFLICT OF INTEREST COD E
EXHJBIT B
position is assigned in "Exhibit A."
An investment, interest in real property or income shall be reportable, if the business entity in
which the investment is held, the interest in real property, the business position, or source of
income may foreseeably be affected materially by a decision made or participated in by the
designated employee by virtue of his or her position. The specific disclosure responsibilities
assigned to each position are set forth in "Exhibit B."
Statements Filed With the Charter Management Organization: All Statements shall be supplied
by the Chatter Management Organization. All Statements shall be filed with the Charter
Management Organization. The Cha1ter Management Organization's filing officer shall make
and retain a copy of the Statement and forward the original to the County Board of Supervisors.
V. DISQUALIFICATION
No designated employee shall make, participate in making, or try to use his/her official position
to influence any Charter Management Organization decision which he/she knows or has reason
to know will have a reasonably foreseeable material financial effect, distinguishable from its
effect on the public generally, on the official or a member of his or her immediate family .
VI. MANNER OF DISQUALIFICATION
A. Non-Governing Board Member Designated Employees
When a non-Governing Board member designated employee detennines that he/she should not
make a decision because of a disqualifying interest, he/she should submit a written disclosure of
the disqualifying interest to his/her immediate supervisor. The supervisor shall immediately
reassign the matter to another employee and shall forward the disclosure notice to the Charter
Management Organization Chief Executive Officer, who shall record the employee' s
disqualification. In the case of a designated employee who is head of an agency, this
determination and disclosure shall be made in writing to his/her appointing authority.
B. Governing Board Member Designated Employees
Governing Board members shall disclose a disqualifying interest at the meeting during which
consideration of the decision takes place. This disclosure shall be made part of the Board's
official record. The Board member shall refrain from participating in the decision in any way
(i.e. , the Board member with the disqualifying interest shall refrain from voting on the matter and
shall leave the room during Board discussion and when the final vote is taken) and comply with
any applicable provisions of the Charter Management Organization bylaws.
EDUCATION FOR CHANGE PUBLI C SCHOOLS PAGEloFl

CONFLICT OF INTEREST CooE
EXHJBIT B
EXHIBIT A
Designated Positions
I. Persons occupying the following positions are designated employees and must disclose financial
interests in all categories defined in "Exhibit B" (i.e. , categories 1, 2, and 3).
A. Members of the Governing Board and their alternates (if applicable)

B. Candidates for Member of the Governing Board
C. Corporate Officers ( e.g., CEO/President, CFO/Treasurer, Secretary, etc.)
D. Chief Executive Officer of Charter Management Organization
E. Principal of Chatter School
F. Assistant Principals
G. Chief Business Officer
H. Director Personnel Services
I. Assistant Director of Personnel Serv ices
I
J. Consultants
II. Persons occupying the following positions are designated employees and must disclose financial
interests defined in Category l of "Exhibit B."
A. Purchasing Manager
B. Assistant Business Officer
111. Persons occupying the following positions are designated employees and must disclose financial
interests defined in Categories 2 and 3 of "Exhibit B."
A. Information Systems Technician

B. Contractor
EXHIBIT B
The Charter Management Organization Chief Executive Officer may determine, in writing, that a particular
consultant, although a "designated position," is hired to perform a range of duties that is limited in scope and thus
jj,<b~ES.<WJJ;r?okOcJiTu'c~Cfi!ML~c~l-9rJBrsdisclosure requirements in this section. Such written flxfrlTib\?1on shall
es!wtrc-ll cWiR.Y:HtiR.Jr et;J~e consultant' s duties and, based upon that description , a statement of the extent of
~~~P1if requirements. The Charter Management Organization Chief Executive Officer's detem1ination is a public
record and shall be retained for public inspection in the same manner and location of interest code.
Disclosure Categories
Category 1 Reporting:
A. Interest in real properzy which is located in whole or in part either (1) within the boundaries of the
District, or (2) within two miles of the boundaries of the District, including any leasehold,
beneficial or ownership interests or option to acquire such interest in real property.
(Interests in real property of an individual include a business entity' s share of interest in real
property of any business entity or tlust in which the designated employee or his or her spouse
owns, directly, indirectly, or beneficially, a 10% interest or greater.)
B. Investments in or income from persons or business entities which are contractors or

sub-contractors which are or have been within the previous two-year period engaged in the
performance of building construction or design within the District.
C. Investments in or income from persons or business entities engaged in the acquisition or disposal
of real property within the jurisdiction.
(Investment includes any financial interest in or security issued by a business entity, including but
not limited to common stock, preferred stock, rights , warrants, options, debt instruments and any
partnership interest or other ownership interests.)
(Investments of any individual include a pro rata share of investments of any business entity or
trust in which the designated employee or his or her spouse owns, directly, indirectly or
beneficially, a ten percent interest or greater.)
(Investment does not include a time or demand deposit in a financial institution, shares in a credit
union , any insurance policy, or any bond or other debt instrument issued by any government or
government agency.)
A. Investments in or income from business entities which manufacture or sell supplies, books,
machinery or equipment of the type utilized by the department for which the designated employee
is Manager or Cha1ter Management Organization Chief Executive Officer. Investments include
interests described in Category I.
A. Investments in or income from business entities which are contractors or sub-contractors engaged
in the performance of work or services of the type utilized by the depaitment for which the
designated employee is Manager or Charter Management Organization Chief Executive Officer.
Investments include the interests described in Category 1.
ED UCATION FOR CHANGE PUBLIC SCHOOLS PAGE 1 OF 1

CONFLICT OF L><TEREST CODE
ExHJBIT B
l·:dtl! ',11io11 fill'( :11.111µ;<·
Guidebook for EFG Family Leadership Councils
Table of Contents
1. Background and Purpose: Why Family Partnerships are Important Page 2
2. Basic Structure of the EFC Family Leadership Councils Page 3
3. Invitation to Parents Page 5
4. Election of Classroom Representatives Page 8
5. Monthly Family Leadership Council Meetings: Page 8
6. Classroom Support Page 10
7. Building a Relational School Culture through 1-ls Page 11
8. Community Organizing Page 12
9. Celebration/Recognition for Family Leaders Page 13
10. End notes
1
Background and Purpose
Research shows that strong home-school partnerships are important for student
1
academic achievement , and for teacher retention 2. There is a perception, however,
that low-income parents of color are too busy, too overwhelmed or too apathetic to
get involved in their children's school. More than a dozen years of community
3
organizing in Oakland schools has proven this perception to be false. The purpose
of the EFC Family leadership council Guidebook is to provide a helpful structure that
encourages close relationships between parents and educators, promotes shared
decision-making within schools, and leverages the strengths and resources of the
community in service of the students.
Necessary Conditions
All parents can play a critical role in their children's education if the right conditions
exist:
1) The entire school staff-principal, teachers, office manager, security guard and
lunch lady-value parents as partners
2) Teachers, administrators and classified staff adopt behaviors that are welcoming
to families, and reach out when things are going well, as well as when there is a
problem
3) The school creates structures to support Family leadership development
4) The school allocates resources for parental involvement, such as funding for a
parent coordinator position; routine translation of written communications;
translation for parent meetings; childcare for meetings; and scheduling
meetings/events at times when parents are able to come
5) The school intentionally connects families to resources and services designed to

support and promote healthy families and communities
Core Beliefs
Parents in affluent neighborhoods are involved in every aspect of their child's school
experience, and low-income families can be as well. Two core beliefs underlying
EFC's approach:
1
Henderson and Mapp, A New Wave of Evidence
2
Futernick/West Ed Study
3
Annenberg study
2
• All parents have hopes and dreams for their children
• All families have the capacity to support their student's learning
We also believe that it is important to support a variety of parent partnership

practices, and to link parent activities to student learning4 . We expect parents to
show interest in their student's work; to make decisions about their children's
education; to advocate on behalf of their children; to share in the day to day life of
the school as volunteers and decision makers; and to build political will in the
larger community to protect and advance the interests of our students and the
school.
The Bulls Eye of High Leverage Parental Activities

Affluent parents move with agility among diverse spheres of activities, and our goal
is for all parents to feel confident and competent in doing the same. The family
leadership council structure is designed to support parents to act as full partners in
their child's education. Below is a graphic representing parent activities associated
5
directly or indirectly with student academic growth. The strongest association is
for "Parent Interest in Student Work."
4
Beyond the Bake Sale
5
3
Basic Structure of the EFC Family leadership councils
Purpose and Function:

The family leadership council is a group of Family leaders representing every
classroom in the school that meets monthly with the principal. The family
leadership council helps set the direction of the school, becoming familiar with
school achievement data, and participating in programmatic decisions. The Family
leaders provide a dynamic link between the classroom and the home, working
closely with the teacher and with other parents from their child's class. Family
leadership council representatives help the classroom teacher to conduct meetings
and events with parents during the school year. Family leadership council leaders
also fundraise for the school.
When necessary, the family leadership council takes on outside issues that impact
the families in the school, such as public safety, and other neighborhood concerns.
The family leadership council might also take on issues that arise with the Alameda
County Department of Education, the Oakland Unified School District, as necessary,
acting as advocates for the school.
Cl.-issroo ms elect
repre ·entative ·
to the par nt
counril
Classrooms elect Clas -rooms elect

2 represntatives
to the parent Classrooms representatives
to th parent
council
elect counci l
representatives
to the parent
council
Class rooms elect Classrooms elect

representatives representatives
to the parent to the pa rent
council council
4
Organization:
The family leadership council consists of one to four elected representatives for
every classroom in the school. The family leadership council members are elected
by each classroom's parents on back to school night. If a class fails to elect a family
leadership council representative on back to school night, then the teacher will
recommend a parent to represent his/her class. The family leadership council meets
once a month with the principal. There are no elected officers for the family
leadership council, rather agenda preparation and facilitation of the meetings
rotates between grade levels, so that many parents gain leadership experience and
feel confident in creating agendas and running meetings.
Family Leaders Build a Classroom Constituency

Family leaders are charged with representing the families from their classroom, so
they must develop the practice of listening to other parents. They bring information,
concerns and discussions from the classroom to the council, and from the council to
the classroom. Family leaders are trained in the practice of "1-1" visits as a way to
build and maintain strong relationships with other parents. See page_ for more
information about "1-l's." Periodically, Family leaders hold classroom meetings,
which are co-planned with the teacher.
Connection to the EFC Regional Council and Governing Board

The family leadership council from each EFC affiliated school elects two
representatives to the EFC-wide family leadership council, which meets with the
CEO of EFC on a regular basis. The EFC-wide family leadership council elects a
parent representative to the EFC Governing Board. Below is a chart of the structure:
EFC Governing
Board
EFC-wide
Family Council
earning Lazear Family World-Achieve Cox Academy Ascend Family

Without Limits
Council Family Council Family Council Council
Famil Council
Invitation
5
Role of the School, Role of the Family
In the book Beyond the Bake Sale, Karen Mapp and Anne Henderson argue that the
primary responsibility for building a partnership between home and school lies with
6
the school staff, especially school leaders. This is because there are "lopsided"
power dynamics between teachers and principals, who are education professionals,
and parents, who are not. The power difference becomes magnified when educators
come from a different racial, cultural or economic background than the parents.
Mapp and Henderson observe that "reaching out" is easier for educators than
7
"reaching in" is for parents.
Parents are more likely to participate in their children's education if they feel
invited by school staff, and by their child; if they believe their involvement will help;
and if the culture of the school and of the community expects parents to be involved.
This cultural expectation can be thought of almost as a "job description" for parents.
Interestingly, teachers also need to feel invited by their peers in order to be
8
comfortable reaching out to families.
The most effective invitation to parents is always personal. Sending home a letter is
rarely enough for parents to feel genuinely welcomed and needed . Teacher phone
calls, and/or a personalized student note, are good ways to follow-up a on a letter.
Below is text for a one-page family leadership council flyer, which can be given to
families prior to back to school night. It is based on a document used by ASCEND.
BE A FAMILY LEADER AT (Name of school)!
• Who is on the Family Leadership Council?

Elementary: 2 or more parents from each classroom
Middle School: 4 or more parents from each grade level
Family Leaders are selected by their peers in each classroom during Back
to School Night
• What does the Family Leadership Council do?

Family Leaders are a "bridge" between teachers and other parents - they
support both parties to communicate with each other (through one-on-one
meetings, phone calls, and co-facilitation of grade level parent meetings)
Family Leaders participate in analysis and discussion of school data and
our instructional program in order to set budget priorities. Their
6
Anne T. Henderson and Karen L. Mapp, Beyond the Bake Sale
7
Anne T. Henderson and Karen L. Mapp, Beyond the Bake Sale
8
IBID
6
recommendations, along with those of the staff, are forwarded to the EFC
Regional Family leadership council, and the EFC Governing Board during
budget planning. The Family leaders are also consulted for input on any
major issue facing the school (safety, academic program, etc.)
Family leaders choose 1-2 community issues to focus on for the year. For
example, leaders might choose to work with city officials to improve traffic
safety around the school.
Some Family leaders also participate in meetings, leadership training
sessions, and community actions with partner organizations, such as OCO.
Family leaders help to organize and/or volunteer at events such as the
Exposition of Student Learning, student registration, and school festivals.
The Family Leaders Fundraising Committee raises money for fieldtrips.
This group raises money through food sales at events such as the
Exposition of Student Learning and through sales of various items
throughout the year. The fundraising committee fundraises for every
grade, not just for the grades represented by its members.
• How often do the Family leaders meet?

The entire family leadership council meets once a month, with additional
meetings scheduled as needed in order to organize major events.
• Who sets the agenda for and facilitates Family Leadership Council meetings?
The meetings are co-planned and co-facilitated by a team consisting of the
principal and 3-4 Family leaders. They meet one week prior to the family
leadership council meeting to set the agenda and designate meeting roles
and responsibilities.
• What are our goals for the future?

A greater emphasis on formal training in leadership, with a particular
focus on meeting facilitation.
If for some reason, not enough Family leaders are selected during back to school
night for every grade level, then teachers can nominate parents to represent their
classrooms on the family leadership council. Here is a sample letter that ASCEND
uses for this purpose:
September 16, 2011
I am writing you because you have been recommended by your child's teacher to
represent 's class as a parent leader. Our Family leaders group
meets one Thursday a month from 6 p.m. to 7:15 p.m. to work on issues that will
improve ASCEND School and make it a great place for our kids to learn. At these
7
meetings, we work together to fund raise for specific grades as well as the whole
school, identify ways that we can get more parents involved in classroom and
school-wide activities, learn more about how ASCEND students are doing academically,
and work on issues that affect all students (like traffic safety, or school clean liness).
The responsibilities of being a classroom representative are:

);a>. Attending our once a month meetings
);a>. Helping 3-4 times per year to call about 10 parents in your child's classroom to
invite them to participate in class or school events

);a>. Communicating with your child's teacher regularly to see if there are any issues
to address in your child's grade level
Our first meeting is on Thursday, September 22, from 6:00 to 7: 15 p.m. in Room
202. We will have childcare; we all bring food to share so that we can snack during
the meeting (potluck-style). This will be an important meeting where Family leaders
will discuss and decide on the direction of ASCEND in the future.
Please indicate below if you would do us the honor of serving as your child's classroom
representative this year, and return the bottom part of this letter to the office. We
hope that you will join us!
Sincerely,
Larissa Adam , Principal

::-<--------------------------- ------------------ ------------- ---------------------------------- -------- ::-<
Parent Name: _ _ _ _ _ _ _ _ _ __ Child's name: _ _ _ _ _ _ _ __
D Yes , I will represent _ _ _ _ _ _ _ ' s class as a parent leader this year.
D No , I will not be able to represent _ _ _ _ _ _ _ 's class as a parent leader this

year.
Election of Family leaders

Back to school night should start with a whole school meeting where the principal
welcomes families, introduces teachers, briefly talks about the goals for the year,
and describes the family leadership council.
During the classroom portion of back to school night, set aside ten minutes for the
election of parent representatives. Make a warm invitation, clearly describing the
duties of Family leaders (attend monthly meeting, make phone calls) and offer to
support the people who take on this role.
8
Write the names of the people willing to participate on a whiteboard or chart paper.
There should be at least one person, but as many as four are welcome, if you have an
enthusiastic group. Ask parents to vote "Yes" or "No" on slips of paper, indicating if
they agree for the parents who have volunteered to be their representatives. If
there are more than four parents who want to be on the council, ask everyone to
vote by writing four names on the paper. Count the ballots immediately and
announce the outcome. If someone volunteered but was not elected, talk to that
person afterward, and offer to help them find another way to participate with the
class or school.
Monthly Family Leadership Council Meetings

The family leadership council meetings are co-planned and co-facilitated by the
principal and Family leaders. The Family leaders rotate each month by grade level,
so everyone gets the experience of planning and running a meeting. The principal
can select the grade level to start with, and then a schedule is created for the rest of
the year. The agenda should be planned a few days before the meeting, to give
parents time to get comfortable with their roles, and to do reminder calls to other
Family leaders.
Agenda template:
1. Welcome and ice breaker/introductions (5-10 minutes)
2. Purpose/outcomes (2 minutes)
3. Review norms (2 minutes)
4. Brief reports on tasks from the previous meeting (5 minutes)
5. Presentation/discussion of main topic, with a training component (30 min.)
6. One to one reports: parents share concerns they are hearing (10 minutes)
7. Next Steps (5 minutes)
Length of meeting
The family leadership council meetings should last no longer than 1 hour and 15
minutes. Parents will return next month if they know that their time will be
respected. Time keeping is an essential role. The principal or a parent leader can
offer to meet offline with people who need more time to discuss a particular item.
Evaluation
9
After the meeting, gather the small group of Family leaders who prepared the
agenda and facilitated the meeting into a circle, and do a 5 minute evaluation with
them. Ask how they feel, what went well, what could have gone better, and what
they learned. Recognize people for what they did well. It is important to do the
evaluation immediately and to keep it brief. At a later time, you can follow-up with
more thoughtful conversations to explore what each parent learned from leading
the meeting.
Food and Childcare

Ask people to come early if there will be food at the meeting, or if they need to take
their children to childcare, so that the meeting can start within 5 minutes of the start
time on the agenda. It is essential to always start on time, even if not every parent
has arrived. This will establish discipline in the group and encourage regular
attendance at the meetings.
Time line of topics

There is a reciprocal nature to the family leadership council. The principal generates
topics that are related to the school program and follow a predictable timeline that
can be scheduled in advance. Parents will also generate topics, and these are not as
predictable, although the basic practice oflistening to others before and after
meetings creates a predictable pattern for parent activity and learning.
Here are some ideas for topics that will position Family leaders to be able to make
recommendations at the appropriate times in the budget cycle for EFC Schools, to
fundr aise, and to address community issues that directly impact the school. Care
should be taken to allow parents to choose topics and shape the agendas, finding a
balance between the necessary timeline for program and budget decisions, and the
interests and passion of parents. Teachers will plan some events, such as data
nights or science nights, with parents playing a supportive role.
September:
1. Discuss school wide achievement data (CSTs and other local assessments)
2. Establish a calendar of fundraising activities and parent nights
October:
1. Study subgroup achievement data, with a focus on those who are behind
2. Plan the first fundraiser; provide phone support for a parent night
November:
1. Research effective programs or teaching practices for subgroups
2. Plan a second fundraiser as part of the winter holiday celebration
December:
1. Continue research on effective interventions or programs for subgroups
2. Evaluation of first fundraisers and parent nights
10
January:
1. Study mid-year bench mark data
2. Phone support for student led conferences
February:
1. Discuss program and budget recommendations for next year
2. Begin to organizing around larger community concerns
March:
1. Discuss program and budget recommendations for next year
2. Continue organizing around larger community concerns
April:
1. Finalize program and budget recommendations
2. Conduct a community action
May:
1. Plan spring fundraiser
2. Phone support for student led conferences
June:
1. Reflect on what was learned
2. Celebration and recognition of Family leaders
Classroom Support
The Family leaders and the classroom teacher will form a team that works closely
together over the year. At the beginning of the year, the teacher and parents should
get to know each other through one to one conversations and/ or small group
meetings. The goal is to build trust and a level of comfort that makes it easy to work
together. Family leaders support the teacher with classroom projects that require
parent participation by activating a parent phone tree. Such projects could include
field trips, class parties, fundraisers, parent nights and student led conferences.
Family leaders are trained to listen to other parents, engaging them in intentional
"one to one" conversations, and can play a mediating role with an angry parent if
needed. The goal of the parent leader and the teacher is to build trust and unity by
being responsive and respectful to families.
Building a Relational Culture in the School

Unfortunately, most schools function as small bureaucracies nested inside a larger
bureaucracy. As a result, almost everyone involved-parents, teachers, students and
even the principal-feel powerless to some extent. But schools don't have to be so
bureaucratic. We can choose to create a relational school culture.
11
Bureaucratic Culture vs. Relational Culture
Unilateral Reciprocal
Subject to Object Subject to Subject
Communication=transmission of info Art of Conversation=exchange of ideas
Fixed activities endlessly repeat Flexible, dynamic activities
Decisions are made "top-down" Decisions are made together
Power "over"=the ability to act Power "with"=the ability to act and
to be acted upon
The hazards of a bureaucratic school culture:

• The same people do the same things in an unexamined way
• New talent and energy is not discovered or engaged
• Group meetings get certain tasks done, but only use the skills of folks which
app~tothesetagenda
• Leaders and followers grow fatigued over time and ask: why do the same
people do everything around here?
The benefits of building a relational school culture:

• Leaders come to know each other beyond a task-oriented agenda, begin to
trust one another, and find room to try new things in new wayso
• New people can be engaged around their own interests, rather than finding a
way to fit into an existing plan
• The school grows a network of people who know and trust each other, and
over time are able to take action in a variety of ways
• There is a stronger, more dynamic, more creative school life.
The practice of "one to one" visits can transform school culture

Doing individual "one to one" meetings is the essential strategy for creating a
relational school culture over time. Parent and teacher leaders learn how to use the
art of conversation. "One to ones" are not interviews, nor are they focused on a
specific task. These conversations represent an exchange of views, judgments, and
commitments. The~ are about uncovering issues, developing relationships and
cultivating leaders.
A "one to one" visit is

• A 30-4 5 minute face -to-face conversation with another person
• Getting to know another person and being known by that person
• An inquiry into what matters deeply to a person and why
• An opportunity to know the private motivations each person has for doing
public action
• A search for leaders with the talent and desire to change a situation
• A way to identify issues the community cares about
9
Annenberg Study
12
Community Organizing
Oakland has a rich history of community organizing and a diverse group of
"base-building" community groups involved with public schools. A recent study by
the Annenberg Institute for School Reform documents the contributions of
community organizing to improve public education in low-performing schools and
districts. These contributions include new or upgraded facilities, whole school
reform programs, new resources for teaching and curriculum, and new funding for
afterschool programs and family support. 9 In addition, community organizing
addresses outside issues that directly or indirectly impact schools, such as traffic,
violence prevention, affordable housing, jobs, immigration, and health care. Good
administrators see community organizers as allies, and make time to meet with
them.
Care should be taken to understand the community the school serves, and to
thoughtfully select the community organizing group with whom the school will
partner. Base building groups are somewhat territorial, and unaware
administrators can unintentionally set up competition. For example, Oakland
Community Organizations agreed not to organize on the ACORN Woodland
Elementary School Campus, nor in the East Bay Asian Youth Center Schools, so as
not to create competition with ACORN or EBAYC, who had their own parent
organizing efforts. OCO took on the role of ally instead. Sometimes two
base-building groups can peacefully co-exist in one school, if the roles and
relationships are intentionally worked out ahead of time, or in the case of large high
schools with multiple student organizing groups. GO Public Schools and OCO have
been able to work in the same schools because their roles are slightly different, and
their goals are closely aligned. The value that organizing adds to the school
community makes it well worth the effort to figure these things out.
Celebration/Recognition for Family Leaders

Family leaders put in long hours over the course of the year in their efforts to
support the school. They are internally motivated to do so, out of love for the
children, and a sense of responsibility to the community and to the next generation.
While Family leaders are not externally motivated, they should be thanked and
recognized for their efforts none-the-less. Simple acts of gratitude, a comment,
phone call or note after a big event; and planned group activites such as a party or
dinner mid-way through the year, or a picnic at the end of the year are important
ways of celebrating the accomplishments of the Family leaders, and signaling that
their efforts are noticed and valued by teachers and the principal.
13
~
Public Schools
FY 2017
Chief Talent Officer Principals/Co-Directors
Lariss a Adam Lucy Schmidt/Stephanie Richard s - ACHIEVE
Morgan Alcocher/Jeff Embleton - ASCEND
Funded out of site budgets Kevin King/David Norri s - COX
Funded through fund rai sed dol la rs Ruth Nega sh/ Alyss a Munson - EPIC
New position * Sarah Morrill/Jennifer Koelling - LAZEAR
Leo Fuchs/Manuel Herrera - LWL
Induction Coaches
Phuong Anh Saeturn
Luca s Bartsh
Gabriel Sanchez
Director of Staff Recruitment Staff Recruitment Assistant

Reb ecca Reynold s Naw Baw Baw
CEP-Sub
James Parkinson
-- -- - ,
''
Chief Operating Officer Director of Human Resources Payroll Analyst
Fabiola Harvey LaRayne Povl sen Qiaolin Cheung_
IT Support
Technology Manager Simon Vang
Amo Kaci Ada Crutchfield
Director of Revenue & Acquisitions Reporting Manager

Richard McNeel TBH
Chief Executive Officer Assistant Controller

Hae-Sin Thomas Natalia Fuentes
Director of Internal Operations Home Office Managers

Sandra Barrios Nicole Williams
Community Relations Assistant*

Maria Mena
Student Recruitment Specialist

Lucia Jim enez
Facilities Manager
Speed Thomas
Director of Site Operations Asst Director Site Operations *

Tavita Robles Yolanda Sanchez
Operations & Office Managers

Ana in Arciga - ACHIEVE
Ana Buenrostro - ASCEND
Sophia Ramirez - COX
Belen Mora-Navarro/ El izabeth Cortez - EPIC
TBH - LAZEAR
Vito Jimenez - LWL
Chief Academic Officer Deputy Chief of School Improvement

Noah Bradley Jen Nguyen
ELA Coaches
Catie Baetens
Caitlin Bergman
Kaitlin Friedman
Hatti Saunders
Heather Thompson
Director of Assessment, Data & Analysis Data Manager

Jonathon Stewart Tammy Le
Middle School PL Coach

Wendy Baty
Director of Mathematics & Science Math Coaches
Arantxa Alvarez Latanya Brown
Carmen Ceremuga
Daniel Golub
Sarah Moynihan
Michelle Sutorik
Middle School Science Coach (PT)
Devon McCrory
Director of Student Support Services *
Yas hid Joseph
Chief of Staff* Chief Support Specialist*

Sundar Chari Bere nice Co rt ez
Communications Specialist*
Derrick Be ll
Community Engagement Specialist (PT) *

Gu adal upe Nun o
I d1w;1l111r1 1 1 11

CIDEF EXECUTIVE OFFICER
Background
nonprofit public benefit corporation. As a Charter School Management Organization, EFC
operates public elementary schools designed to offer a high quality education at no cost to
parents. EFC serves ethnically and economically diverse student bodies. EFC cunently enrolls
over 1200 students at three elementary schools in Oakland, California: Education for Change at
Cox Elementary, World Academy and Achieve Academy.
The mission of Education for Change is straightforward: to provide a superior public education to
Oakland's most underserved children by maintaining a system of public schools that relentlessly
focuses on academic achievement. The high quality instruction at EFC and its continuous
refinement is the key to success for their students. Since its inception, all three EFC schools have
experienced substantial growth on the APL Cox gained 148 points, improving from 581 to 729;
Achieve gained 117 points, improving from 672 to 789; and World gained 182 points, improving
from 603 to 785.
Education for Change has several core beliefs that are at the foundation of the organization. They
strive to hire individuals who share their beliefs about what makes a great school - and what it
takes for all children to succeed in school and in life. EFC believes that organizations can only be
successful when people are aligned around a co1ru11on purpose and a shared set of goals. This
applies to their schools and to Education for Change as a whole.
Through a shared set of core beliefs, EFC is building one community of adults across multiple
schools that share responsibility for the EFC mission. The following is a list of EFC's core
beliefs :
l. Every child has a right to a high quality, free, public education.

3. The most impmtant attribute of successful schools is the ability to have consistently high
quality instruction in every classroom.
4. Building a professional learning community is the key to a schools' success.
5. Every child will succeed when a school is organized around a coherent, comprehensive,
rigorous, standards-based curriculum and when school leaders make decisions about how to
improve instruction based on data.
1
7. Every adult within the school community - principals, teachers, staff, parents/guardians,
and administrators - is responsible for student performance.
Additional infonnation about Education for Change can be found at www.efcps.org.
Opportunity
Education for Change is seeking a visionary Chief Executive Officer who can capitalize on the
momentum of the past five years and work collaboratively with the board and dedicated staff to
take the organization to the next level. EFC is well-positioned to have a significant impact on the
education landscape in Oakland for a number of reasons. First, EFC has a strong academic
foundation and schools continue to experience significant academic gains every year. Second, the
organization is financially stable. And third, the board has recently restructured and added several
new members . They are united in their commitment to create more quality educational options for
traditionally underserved families , and they are engaged around finding a strong CEO who can
lead this effort.
Additionally, the new CEO will be have the opportunity to galvanize the team behind a shared
vision and build a dynamic organizational culture that is embraced by school level and central
office staff.
Specifically, over the next two to three years, the new CEO will be expected to:
Evaluate potential expansion models and execute on a growth strategy m order to

increase the number of students served by EFC;
Achieve aggressive academic targets by supporting the instructional team;
Build the EFC brand in the community by engaging stakeholders at all levels;
Create a culture of openness and trust where there is collaboration between central office
and school staff, and where all employees feel supported and empowered with the tools
they needs to be successful.
Responsibilities
In addition to leading the growth and replication of EFC, the CEO will be responsible for
overseeing the central office team and working with them collaboratively to create sustainable,
scalable systems and policies that will suppo11 the schools and enable them to maintain their focus
on delivering high quality instruction.
S/he will address the strategic challenges the organization will face as it transitions into a growth
mode and will consider specific strategic questions including the following: How does EFC
maintain a focus on improving academic outcomes while pursuing growth? What is the ideal
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growth model? Where should the next school(s) be located? How will the organization secure the
financial resources necessary to fund its growth in an increasingly tight economic environment?
What types of human capital systems are necessary to support the growth of the organization and
ensure that there are enough high quality teachers and administrators to staff new schools?
The specific responsibilities of the CEO include:
Strategic Planning: In partnership with the Board of Directors, the CEO will finalize a
strategic plan to set the stage for both short and long tenn growth;
Team Building: CEO will be responsible for creating the team necessary to carry out the
expansion of the organization and provide ongoing operations and instructional support to
the established schools;
Advancement: The CEO will further advance the mission of the organization by
identifying and securing new sources of funding from foundations , corporations and
individual donors, and by forming additional strategic partnerships;
Governance: The CEO will work with the Board Chair to ensure that the Board of
Directors fulfills its governance functions . S/he will be responsible for facilitating
optimum perfonnance of the Board, its committees, and individual members;
External Relations: The CEO will serve as the chief spokesperson for the organization,
ensuring proper representation of the organization to the local civic, business and political
community, the greater education reform sector and other external constituents, including
parents and families ;
Financial Management: The CEO will oversee the financial systems of the
organization, including the development of the annual budget;
School Support: The CEO will provide support to instructional team as needed in the
areas of staff management and evaluation, hiring, HR issues, and other tasks that are
necessary to ensure that the mission of EFC is fulfilled.
Compliance - add description
The CEO will report directly to the EFC Board of Directors . S/he will directly manage the Chief
Operating Officer and the Chief Academic Officer.
Qualities & Qualifications
The ideal candidate will demonstrate the following qualities :
Commitment to Urban Education : Belief that reversing the racial and socio-economic
achievement gap is one of the greatest civil rights issues of our generation;
Philosophical Alignment: Belief that eve1y single student should be held to the highest
academic and behavioral expectations and that a structured environment is essential for
learning;
Relentlessness & Composure: Drive to do whatever it takes, regardless of
circumstances, to fulfill responsibilities and to achieve results. Ability to remain calm
even when faced with the relentlessness of the work and with unexpected challenges.
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High Emotional Intelligence: The requisite self-awareness, confidence, and maturity to
work productively with a wide variety of people and personalities;
Natural Transparency: An open, honest and transparent style that is effective with a
wide range of audiences ;
Collaborative Style: A management style that is collaborative, inclusive, supportive and
empowenng.
The ideal candidate will have some background in education, with experience leading a
successful classroom or school preferred . However, the board is open to traditional and
non-traditional candidates who possess the following qualifications:
At least 15 years of work experience including a track record of leadership, ideally in an

entrepreneurial, stait-up and/or high growth organization;
Specific and substantial management experience in at least two of the following
functions : human resources, information technology, general operations, strategic
planning, fundraising and marketing;
A track record of leading, motivating and developing high performance teams;
The executive presence to inspire confidence and passion in both internal and external
audiences;
Bachelor's degree from an accredited, four-year university ; advanced degree preferred
(e.g. MBA, JD , MPA).
4
Chief Operating Officer
Job Description
The Chief Operating Officer will be a member of the senior leadership team and will report to the CEO. S/he will play a critical role in
developing the systems and policies that will serve Education for Change as it pursues growth and long-term sustainability. S/he will
have primary responsibility for finances, operations, human resources, information systems, and strategic planning . This is an exciting
opportunity for an accompli shed finance executive with significant management experience who understands and appreciates the
charter school movement, even ifs/he has not worked within education in the past.
Skills/Required
The Chief Operating Officer will be a seasoned manager with at least ten years of progressively responsible financial and operations
management experience to create and expand systems and operations of a successful, fast-paced, start-up nonprofit organization
expected to make a major impact on the education of our nation's children . The Chief Operating Officer will demonstrate maturity,
leadership, intellectual acumen, and a commitment to the mission. Expertise in a wide range of management processes, including
strategic planning, organizational development, and financial management. Creativity in providing first-rate operations support to a
small but national non-profit will be critical. Flexibility, patience, resiliency, and tenacity along with an abundance of common sense and
good judgment.
Ma·or areas of res onsibilit :

1. Financial management and oversight
a. Maintain and manage the budget; fiscal oversight of the sites
b. Payroll and invoice payment
c. Manage cash effectively
d. Oversee fundraising and grant management
e. Financial planning for future
f. Manage state financial/operational reporting
2. General operations
a. Oversee payroll and benefits administration
b. Oversee general administrative support and contracts for home office
c. Oversee non-instructional, operational support and contracts for school sites
d. Oversee human resources administration (hiring, in-processing, integration)
e. Oversee staffing plan
f. Ove rsee information technology and student information systems
g. Manage and support meetings of the board of directors
3. Growth and strategy development

a. Coordinate petition submissions
b. Evaluate operational impact of new school growth opportunities
c. Financial planning and budget development for new schools
NON-DISCRIMINATION POLICY
EFC does not discriminate in any program, activity, or in employment on the basis of age, creed, sex, race, ethnic background, marital or
eteran status, national origin, disability, sexual orientation or religion .
p b IC S
POSITION: Chief of Schools
REPORTS TO: CEO
About Education for Change

Education for Change (EFC} is a charter management organization that manages a diverse portfolio of
charter schools in Oakland, California , all of which were district public schools that converted to
charter public schools.
The mission of Education for Change is straightforward : to provide a superior public education to
Oakland's most underserved children by maintaining a system of public schools that relentlessly
focuses on academic achievement. The high quality instruction at EFC and its continuous refinement is
the key to success for their students. Since its inception, all three EFC sc hools have experienced
substantial API growth .
Additional information about Education for Change can be found at www.efcps.org .
Responsibilities:
• Oversee up to 12 school sites, with bottom line responsibility for both fiscal and academic
performance
• Facilitate principal and assistant principal professional development and ensure a strong principal
pipeline
• Lead the site planning and budget development process for sites
• Facilitate autonomy for accountability of schools and principals
• Develop and lead Principals and Assistant Principals in their roles as instructional leaders and site
managerso
o Support site leadership to ensure high quality implementation of approved instructional
programs, including standards, assessments, instructional guidelines, and culture.o
o Support principals in effective and efficient budget and human resource management
• Act as liaison with Home Office staff to ensure school sites receive necessary support; work closely
with Home Office staff to improve systems and processes to serve the schools
• Recruit highly qualified Principals and Assistant Principals: hire, develop and appraise staff
effectively. Take corrective action as necessary on a timely basis and in accordance with company
policy. Consult with Human Resources as appropriate.
• Cultivate relationships with local district officials and community leaders to further EFC and
individual school goals.
• Demonstrate knowledge of, and support, the EFC mission, vision, value statements, standards,
policies and procedures, operating instructions, confidentiality standards, and the code of ethical
behavior.
• Performs other related duties as required and assigned.
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• Monitor student performance data and effectiveness of instructional responses and interventi ons
at an organization-level
• Work collaboratively with the Instructional Management team to support the development of
instructional leadership at the administrative, coach, and teacher leader level
• Work with the CEO in the development of new school proposals
Basic Qualifications:
• Demonstrated success as an instructional leader and in the professional development of teachers

and principals
• Demonstrated command of the intricacies of school operations and planning
• Exceptional management skills including planning, directing, reporting, budgeting and
administrative responsibilities
• Knowledge of chara cteristics of successful schools and how to implement them
• Knowledge of California school finance
• Strong problem analysis and problem resolution at both a strategic and functional level
• Proven leadership skills with the ability to attract, develop and inspire a team; exceptional ability t o
bridge and enhance cooperative working relationships
• Entrepreneurial passion
• Masters Degree or Ph.D in education
• 5+ years teachin g
• 5+ years experien ce as a princi pal
Compensation and Benefits

EFC offers a highly competitive salary and benefits package in the Bay Area.
Application Process
All interested appli cants should submit a
• Cover letter of no more than one page that specifically addresses candidate' s qualifications and
qualities as described above
• Curriculum vita/resume and on line portfolio, if available
• Contact information for three references
Please submit inquiries and the documents above to jobs@efcps.net.
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PRINCIPAL
ORGANIZATION: Education for Chan ge
POSITION: Elementary Charter School Principal
REPORTS TO: CEO
instructional Leadership
Education for Change is looking for a dynamic instructional leader who will engage students, staff and
parents to ensure high student achievement. The site principal , as the instructional leader, communicates
and suppo1ts the mission of Education for Change, maintains the focus on high student achievement for
all students, creates a collaborative, results-oriented professional learning conmrnnity, analyzes and
responds to data, suppo1ts teachers in their growth, evaluates and responds to the effectiveness of
interventions and instructional practices . As the instructional leader, the principal creates an environment
in which school attendance, learning and high achievement are valued.
Having well developed knowledge of what is required to successfully manage an urban elementary school
with a high English Learner and low income population is critical. Being driven to achieve success is a
basic characteristic of the ideal candidate.
Responsibilities:
Instructional Leadership
• Establish and maintain an instruction and results- oriented professional learning community
• Analyze performance and observational data to determine professional development needs,
including content and pedagogical knowledge, ,grade level needs, teacher coaching and support
• Monitor student perfo1mance data and effectiveness of instructional responses and interventions
• Pro vide concrete and actionable feedback for teachers to drive instructional improvement
• Maintain and support the focus on high student achievement for all students through the
Education for Change instructional program
• Work collaboratively with the Instructional Management team to identify professional
development needs, develop and lead professional development
• Communicate a sense of urgency around student academic needs
• Utilize research-based content and pedagogical knowledge in core areas including the reading
and writing process, mathematics instruction, educational theory, research and current issues in
urban education
Personnel Performance Management and Interpersonal Relations:
• Attract, recruit and select high performing staff members

• Evaluate all personnel in an effective, timely manner
• Create support systems for staff improvement
• Motivate staff to excel
• Create a culture where the staff works as a dedicated professional team
• Hold staff accountab le for high qua I ity job perfonnance
• Involve staff in decision making appropriate to the situation including school site planning,
committees, etc.
• Actively commit to building a stro ng EFC Management Team
Site Management
• Lead school site planning and implementation processes

• Manage school budget, ensuring that expenditures are aligned to the school plan, in compliance
with restricted and categorical fund restrictions, compliance with assurances
• Fo llow all established EFC policies and procedures
• Develop systems, timelines and milestones for completion of initiatives
• Work collaborative ly w ith the Business Operations Manager to ensure that the school site is
safe, clean and well maintained
• Develop, lead and manage systems for efficient and efficacious daily operations
• Ensure effective, regular communication system with all staff
Co111111u11ity R elations
• Skillfully and appropriate ly involve parents and the community in school activities
• Maintain good community relations and effective, regular communication with parents
• Foster and maintain positive working relationship with co-located EFC school and neighboring
district schoo ls
• Organize and facilitate Parent Leadership Council and grade level specific parent education
meetings
• Develop and execute strategy to attract and retain students and families at school site, with the
goal of full enrollment with a waiting list
• Function as a collaborative team member ( EFC Management Team, Instructional Management
Team, with co-located school)
• Effectively collaborate and assume responsibility for organizational success
The site principal performs other related duties as assigned. The site principal is responsible fo r the
administration of the school within the regu lations of the Governing Board and reports to the Chief
Executive Officer
• Minimum of 3 years teaching experience with a minimum of 7 years teaching and/or

administrative experience
• Valid Teaching and Administrative Credentials
• Knowledge ofprimaiy/elementary curricu lum and administrative practices
• Successful experience working in a collaborative environment
• Experience working with diverse communities
Desired Qualifications:
• Experience as an Assistant Principal for aspiring Principals

• Spanish Bilingual
• Masters Degree
• Content Knowledge in the Reading Process, Writing Process, and Mathematics instruction
• Strong data analysis skills
• Experience working with English Language Learners
• Experience coaching, mentoring or developing teachers
• Strong community building skills
• Outstanding communication and organization skills
Ed ucation for Change has several core beliefs that are at the foundation of the organization . They strive to
hire individuals who share their beliefs about what makes a great school and what it takes for all chi ldren
to succeed in school and in life. EFC believes that organizations can only be successful w hen people are
aligned aro und a common purpose and a shared set of goals.
Through a shared set of core beliefs, EFC is building one community of adults across multiple schools
that share responsibility for the EFC mission. The following is a li st ofEFC's core beliefs:
1. Every child has a right to a high quali ty, free , public education.
3. The most important attribute of successfu l schools is the ability to have consistently high quality
instruction in every classroom .
4. Building a professional learning community is the key to a school ' s success.

5. Every child will succeed when a school is organized around a coherent, comprehensive, rigorous,
standards-based cmTiculum and when school leaders make decisions about how to improve instruction
based on data.
7. Every adult within the school community - principals, teachers, staff, parents/guardians, and
administrators - is responsible for student performance.
ELEMENTARY SCHOOLTEACHER
BASIC FUNCTION:
Under the direction of the Principal, to serve as a teacher in an elementary school.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
.I Organize and direct a classroom program meeting the individual needs of students,
implementing EFC and school instructions, goals and objectives .
.I Provide a classroom climate and learning experience that will fu1ther the emotional,
physical , social , and mental development of the student.
.I Make effective daily and long-range instructional plans .
.I Evaluate and record student progress .
.I Demonstrate knowledge of child growth and development by identifying student needs,
and, when necessary, referring to appropriate resources, such as health and psychological
services .
.I Demonstrate sensitivity to various family and cultural patterns in planning classroom
activities .
./ Maintain an attractive room environment appropriate to grade level and area of student
and maintain high standards of classroom neatness .
.I Work cooperatively with Home Office staff, support personnel, local school staff, and
parents to coordinate effective learning for students .
./ Supervise pupils in out of classroom activities during assigned work time, and accept
responsibility for maintaining behavior standards school wide .
./ Establish and maintain standards of pupil behavior needed to achieve a desirable learning
atmosphere in and out of the classroom .
.I Participate in and support activities that are conducive to staff rapport and morale and
positive school-community relationships .
.I Participate in professional growth activities such as classes, workshops, conferences,
school and District curriculum committees, and school community activities, (such as
advisory committees, PT A, youth organizations)
OTHER FUNCTIONS:
Perform related duties as assigned.
REQUIRED KNOWLEDGE AND ABILITIES:
./ Plan and prepare lessons .

.I Present lessons in a variety of instructional deliveries .
.I Maintain a climate conducive to student learning.
1
./ Create an appropriate physical environment.
./ Utilize a variety of classroom discipline strategies .
./ Develop and maintain open channels of communication between home and school.
./ Develop and maintain an atmosphere of mutual respect among students, teachers and
staff.
./ Diagnose and prescribe in order to enable the progress of pupils toward established
standards .
./ Evaluate academic progress .
./ Adhere to curricular objectives
./ Participate in curriculum development.
./ Incorporated within one or more of the previously mentioned performance
responsibilities, which are essential functions of this job description, are the following
essential physical requirements:
o Ability to read printed matter and computer screens.
o Ability to communicate so others will be able to clearly understand a normal
conversation.
o Ability to understand speech at normal levels.
o Ability to bend, twist, stoop, and reach.
o Ability to push, pull, and transport instrnctional materials.
o Ability to drive a personal vehicle to conduct business.
OTHER INFORMATION:
Employment is subject to and contingent upon the completion of a criminal

background check by the California Department of Justice. Convictions of
ce1iain crimes, including, but not limited to sex and narcotics offenses
and serious and violent felonies , as specified in the Education and Penal
Codes, will bar employment with the Organization. In addition, employees
will be required to provide a current verification ofa negative TB test
prior to employment
CREDENTIAL:
./ Must possess a valid California teacher credential authorizing service in a self-contained

elementary classroom, including an authorization to teach English Language Learners .
./ Must be NCLB compliant.
./ Must possess a valid California driver' s license.
2
Cafeteria Worker
Job Description:
Duties include but are not limited to the following:
• Perform routine food service activities related to the preparation and serving of foods
• Prepare food service facilities for the serving of food
• Assure that serving lines are properly stocked with adequate food , beverages and supplies;
count and set out food trays, heat items and serve meals
• Ensure safety of students by being visible and providing active supervision
• Assist in storing unused food and suppl ies to assure compliance with health and sanitation
standards
• Dispose of unusable leftovers and trash
• Operate a variety of standard kitchen equipment such as food warmer, can opener, etc
• Maintain work areas and serving areas in a clean, sanitary and safe condition
• Wash and clean counters and tables, wash and store equipment
• Proficient in Microsoft Outlook and trainable in " Mealtime" software
Physical Demands
Dexterity of hands and fingers to operate kitchen utensils and equ ipment; seeing to clean assigned
areas; bending at the waist, kneeling or crouching to clean assigned areas; reaching overhead, above
the shoulders and horizontally; standing for extended periods of time; lifting and carrying moderately
heavy objects.
Working conditions
Food service environment; heat from ovens and cold from refr igerators and freezers; exposure to
sharp knives .
Ability to:
Prepare and serve food in accordance with health and sanitation regulations
Learn and follow health and sanitation requirements
Maintain food service equipment and areas in a clean and sanitary condition
Follow oral and written instructions
Demonstrate interpersonal skills using tact, patience and courtesy
Maintain cordial relations with co-workers, children, school staff and public
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l·.d1u-,11io11 /nr( ·11,111!!1'
Custodian
Position Duties and Responsibilities:

• Clean and disinfect restrooms
• Vacuum carpet floors
• Wet and dry mop floors
• Operate power vacuums, scrubbing and buffing machines, and shampooing machines
• Clean, dust, and polish furniture, woodwork, lockers, walls, and metal work
• Coat special hardwood gym floor; chemically clean, prep, tack, and apply finish
• Clean and sweep walks, corridors, and entrances
• Clean and disinfect drinking fountains
• Clean and wash windows and glass doors
• Empty waste containers and carry out waste
• Move and rearrange desks, chairs, tables, furniture, and other equipment
• Replace light bulbs
• Lubricate and service equipment used in the course of work
• Report safety, sanitary, and fire prevention hazards
• Secure buildings and turn off lights
• Learn and implement safe work practices to meet safety standards
• Use cleaning methods, chemicals, and equipment for all phases of cust odial services
• Understand Hazard Communication Regulations and Material Safety Data Sheets
• Perform heavy physical labor
• Demonstrate a sensitivity to and understanding of the diverse academic, socioeconomic, cultural,
and ethnic backgrounds of staff and students, and of staff and students with physical and learning
disabilities
• Establish and maintain cooperative working relationships with faculty, staff, students, and others
contacted in the performance of duties
• Perform other related duties as required .
Education/Certifications:
• Equivalent to graduation from 12th grade
• Must possess a valid California Driver's License
Experience: Prior experience in custod ial work preferred
Skills:
• Knowledge of: Modern cleaning methods, procedures, equipment, and materials;
• Basic building maintenance and repair techniques;
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0
l· .tl1!l'nlifl11 /11r ( I1n11!.'•'
School Service Assistant
Job Description:
Duties include but are not limited to the following:
• Work with the Principals to insure smooth school operations and the promotion of
a high achieving school environment.
• Work with the Principals to provide and maintain safety for school sites.
• Ensure safety of students by being visible and providing active supervision on and
around school grounds and securing and monitoring all exits.
• Work with the Office Manager to provide on-going support to teachers and staff,
ex: supply orders, copying, providing office coverage, inventorying supplies, etc.
• Provide assistance, as needed, for all afterschool programs.
• Provide support for parent communication.
• Good communication and interpersonal skills; accuracy, discretion, and ability to
work independently and as part of a team; flexibility; and a willingness to learn
are essential.
• Solid computer skills - proficiency in Microsoft Office (Word, Excel)
• Spanish bilingual preferred.
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Job Description
Office Manager-School Site
The School Site Office Manager performs a variety of complex and diverse administrative duties
requiring independent judgment.
In conjunction with the Site Administrator, the School Site Office Manager will identify, implement
and monitor office administrative procedures and policies .
BASIC FUNCTIONS
• Prioritize the work and activities of a school office, ensuring the completion of a wide variety
of work related to operating a school
• Maintain and ensure accuracy of Student Information Systems and submit monthly
enrollment reports
• Maintain and ensure accuracy of data of daily attendance records for staff and submit
monthly report to Home Office Operations and Finance
• Prepare requisitions for school materials, provide budget line codes, monitor available funds
and verify receipt of materials
• Arrange for substitutes teachers, as needed, to ensure classes are covered; orient and explain
policies and procedures to substitutes
• Perform secretarial functions for the principal which include typing correspondence;
coordinating and maintaining calendars, master schedules, handbooks, reports and work
orders; arranging conferences, appointments and events; and ordering and maintaining office
and instructional supplies
• Maintain communications with Home Office and other schools
• Maintain absence, registration, transcripts, and other files and records related to students,
including confidential records, and assist in compiling information and preparing reports
• Process and distribute all incoming mail for the principal and staff
• Serve as chief information receptionist, greeting visitors and responding to routine inquiries
• Supervise schedules and work assignments for the school's support staff
• Be proficient with Microsoft Office applications and email system
• Perform all other tasks and duties assigned
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Charter School Vice-Principal
The site Vice-principal, as an instructional leader, communicates and supports the mission of
Education for Change, manages curriculum and instruction, supervises teaching, monitors student
progress and creates an environment in which school attendance, learning and high achievement are
valued. The site vice-principal is responsible for assisting the administration of the school within the
regulations of the Governing Board and reports to the Chief Executive Officer
Having well developed knowledge of what is required to successfully manage an urban elementary
school with a high English Learner and low income population is critical. Being driven to achieve
success is a basic characteristic of the ideal candidate .
• Minimum of 5 years teaching experience

• Valid Teaching and Administrative Credentials
• Knowledge of primary/elementary curriculum and administrative practices
• Successful experience working in a collaborative environment
• Experience working with diverse communities
Desired Qualifications:
• Spanish Bilingual
• Masters Degree
• Knowledge of Open Court Language Arts Program
• Experience working with English Language Learners
Responsibilities:
Instructional Leadership
• Assists principal to establish and maintain positive school climate

• Is knowledgeable about educational theory, research and current issues in urban education
• Able to effectively assist principal in assessment of instructional program
• Assist staff in the improvement of instruction
Personnel Performance Management and Interpersonal Relations :
• Assist principal in evaluating personnel in an effective, timely manner

• Helps motivate staff to excel
• Helps create a culture where the staff works as a dedicated professional unit
• Involves staff in decision making appropriate to the situation
Community Relations:
• Assists principal in skillfully and appropriately involving the community in school activities
• Helps maintain good community relations and effective regular communication
• Budget and Plant Management
• Helps support sound and strategic budgetary management
• Follows established business and operations procedures
• Functions as a Member of the EFC Management Team:
• Effectively collaborates and assumes responsibility for organizational success
Public Schools
JOB TITLE: FAMILY LIAISION
(PART-TIME)
REPORTS TO: PRINCIPAL
LOCATION: EPIC CHARTER SCHOOL
THE ORGANIZATION
Founded in 2005 by experienced educators and entrepreneurs, Education for Change (EFC) is a nonprofit public
benefit corporation . As a Charter School Management Organization, EFC operates public charter schools
designed to offer a high quality education at no cost to parents. EFC serves ethnically and economically diverse
student bodies. EFC currently operates six schools in Oakland, California: ASCEND, Achieve Academy, Cox
Academy, Lazear Academy, Learning Without Limits, and World Academy.
fhe mission of Education for Change is straightforward. We will provide a superior public education to
Oakland's most underserved children by creating a system of public schools that relentlessly focuses on our
students' academic achievement.
At Education for Change our core beliefs are the foundation for our organization. We have built strict and
deliberate screens into our hiring process to ensure that we hire only individuals that share our beliefs about
what makes a great school-and what it takes for all children to succeed in school and in life. We believe that
organizations can only be successful when people are aligned around a common purpose and a shared set of
goals. This applies to our schools, and Education for Change as a whole.
THE OPPORTUNITY
The Family Liaision will act as a liaison between parents and the school to enhance positive parent involvement
with the school.
RESPONSIBILITIES
• Help the school to develop a family-friendly school climate in cooperation with the principal, teachers,
guides and other staff
• Develop programs and activities designed to engage families in improving student achievement.
• Help teachers/guides and families develop strong partnerships and enhance communication between
parents/families and school staff
• Develop and implement effective family involvement strategies and activities to empower students and
their families
• Take part in opportunities for professional development.
• Help to recruit partners to become part of the school's family involvement program and to bring services
and program to the school
• Maintain a positive and welcoming family resource center with access to resources and programs
• Build parent capacity to monitor and track student progress data through the parent portal
• Develop strong relationships with families with a particular focus on families of struggling students
REQUIREMENTS
• Understands class and cultmal backgrounds of families and how to interpret culture of school to them
• Thinks and acts in ways that respect ethnic, cultural and language diversity
• Communicates successfully with teachers, families, administrators, and students
• Is computer-literate
• Strong interpersonal skills
• Shows organizational skills
• Outstanding problem solving skills
• Effective oral and written communication skills with an ability to communicate with various
constituencies and to work comfo1tably with a variety of staff at all levels within the organization
• Proactive, independent thinker, goal oriented
• Excellent team player with a high degree of willingness to be hands-on and do whatever it takes to
support the success of Education for Change
• Experience or strong interest in K-12 public education
• Spanish bilingual
TO APPLY
Applications should include a resume and a thoughtful cover letter describing your interest and qualifications.
Please also include 3 professional references. Email applications to lpovlsen@efcps.net.

Public Schools
JOB TITLE: INFORMATION TECHNOLOGY SUPPORT TECHNICIAN
REPORTS TO: IT MANAGER
START DATE: ASAP
LOCATION: HOME OFFICE AND SIX CAMPUSES
THE ORGANIZATION
EFC believes it is the right for every child to have access to a high-quality, 21st century education. Our
mission is to provide a superior public education to Oakland 's most underserved children by creating a system
of schools that focuses relentlessly on our student's academic achievement. EFC is a chatter management
organization that manages a diverse portfolio of K-8 schools, growing to a portfolio of preK-12 schools in the
Fruitvale and Elmhurst neighborhoods of Oakland, serving 2,500 children currently. Additional infom1ation
out Education for Change can be found at www.efcps.org.
THE OPPORTUNITY
The IT Support Technician will support EFC's IT department in technology support and customer service on
company supported technology systems, applications and platforms. It is important to EFC that the support
technician will effectively and efficiently take charge and provide solutions; ensuring users can continue to be
productive within the company. Additional responsibilities may include process improvement projects, in
collaboration with the IT team.
RESPONSIBILITIES
• Track work orders using our ticketing system

• Provide expert technical support to all users in a timely and efficient manner
• Perform desktop support duties including troubleshooting software and hardware issues
• Image new and older systems and deploy to end users
• Partner with teanunates and other departments to drive process improvement effo1ts
• Perform basic network troubleshooting and work with switches to activate ports
• Support Windows, Mac and Android OS platforms as well various corporate applications
• Various other technology support such as setting up for org-wide events.
• Provide feedback on technology purchasing decisions.
REQUIREMENTS
• Demonstrate strong customer service knowledge and skills, and the ability to develop those in others
• Technical knowledge of current network and operating systems, hardware, protocols, network
infrastructure and standards, including WANs, LANs, virtualization, cloud computing, network and
systems security, and web-based applications
• Experience configuring, managing and supporting devices and systems on various platforms
• Demonstrated ability to quickly learn new areas of knowledge, technology, and systems
• Track record of establishing effective relationships with business and technical staff.
• Excellent organization, time management and follow-up skills; high sense of urgency; demonstrated
ability to successfully handle multiple projects concurrently; ability to work independently
• Ability to research complex problems and develop cost effective solutions
• Bachelor's degree in computer science, educational technology/other systems and/or or equivalent work
experience demonstrated ability to document processes and improvement suggestions.
• Effective oral and written communication skills with an ability to communicate with various
constituencies and to work comfortably with a variety of staff at all levels within the organization
• Proactive, independent thinker, goal oriented
• Excellent team player with a high degree of willingness to be hands-on and do whatever it takes to
support the success of Education for Change
• Experience or strong interest in K-12 public education
• Familiarity with Google Apps, Microsoft Office required.
• Familiarity with Meraki access points, Cisco routers and Chromebooks preferred
TO APPLY
Apply online at www.efcps.org/immediate-openings.

Public Schools
ORGANIZATION: Education for Change
POSITION: K-8 Charter School Literacy Coach
LOCATION: Oakland, CA
REPORTS TO: Site Principal
POSITION SUMMARY
Education for Change is looking for a dynamic and visionary Literacy Coach who will support teachers in the
implementation of their site' s English Language Arts Framework to ensure high student achievement with the
Common Core State Standards . The Literacy Coach observes classroom English language arts instruction
daily. She/He provides content and pedagogical expe rtise, modeling best instructional practices, and
providing demonstrations, elbow coaching, and feedback for teachers. She/He assists with data analysis and
the implications for instruction . She/He is respons ible for helping guide the vision for, plan and deliver site
professional development in literacy. She/He works closely with individual teachers, grade level teams, site
leaders, other Literacy Coaches, and the Director of English Language Arts and English Language
Development. She/He knows how to successfully wo rk in urban elementa ry schools with a high English
Learner and low-income population .
ABOUT EDUCATION FOR CHANGE PUBLIC SCHOOLS

Education for Change Public Schools (EFCPS) believes it is the right for every child to have access to a
high-quality, 21st century education. Our mission is to provide a superior public education to Oakland' s most
underserved children by creating a system of schools that focuses relentlessly on our student' s academic
achievement. EFCPS is a charter management organi zation that manages a diverse portfolio of K-8 schools,
growing to a portfolio of preK-12 schools in the Fruitvale and Elmhurst neighborhoods of Oakland, serving
2,500 children currently. Additional information about Education for Change can be found at www.efcps.org.
RESPONSIBILITIES
Coaching
• Provide daily literacy support that can include : classroom visitations, demonstration lessons, elbow
coaching, etc.
• Provide feedback to teache rs on Common Core-al igned best in structional practices for teaching grade
level content.
• Maintain focus on moving teacher practice to support the Common Core's instructional shifts in
English language arts .
• Assist with individual or grade level lesson planning, helping teache rs collaboratively plan
standards-based lessons .
• Provide pedagogical expertise in research-based best practices, including reciprocal teaching, guided
reading, and reading and writing workshop .
Professional Development
• Participate in the collaborative development and presentation of literacy-based professional
development aligned to the Common Core State Standards.
• Provide summer PD and facilitate summer planning sessions as needed .
• Plan and facilitate Literacy Parent University Nights.
1 of 2
Assessment
• Support implementation of district benchmark assessments including administration, scoring, and
online reporting. Ensure teache rs have English language arts assessments in a timely manner and
monitor assessment scores being put online.
• Provide training in developing appropriate formative and diagnostic assessments, incl uding using item
banks, monitoring logs, and exit tickets.
• Assist with benchmark assessment analysis, including creating instructional mitigations that transform
instruction and improve student understanding and achievement in English language arts .
• Participate in the development and refinement of English language arts assessments.
Materials
• Assist teachers in finding resources required to deliver high quality literacy instruction .
• Organize and manage grade level resources .
• Ensure that every classroom has all the instructional materials they need .
• Assist with the beginning of year and end of year inventory and orde ring process.
Leadership
• Meet regularly with the Instructional Leadership Team, Literacy Coach PLC, and Director of English
Language Arts and English Language Development regarding coaching practice, professional
development, data analysis, etc .
• Meet regularly with the Principal and Assistant Principa l to plan coaching needs. Maintain regular
contact with the Principal regarding coaching schedule and focus areas.
• Serve as BTSA Support Provider.
• Mentor teacher leaders.
• Support the mission, vision, and core values of Education for Change.
REQUIRED QUALIFICATIONS:
• Bachelors Degree
• Valid California Multiple Subject Teaching Credential
• English Language Learner Authorization
• NCLB Highly Qualified
DESIRED QUALIFICATIONS:
• Experience accelerating student learning and achievement in low income communities
• Spanish language proficiency
COMPENSATION AND BENEFITS

EFCPS offers a highly competitive salary and benefits package. For details, email jobs@efcps.net.
APPLICATION PROCESS
Apply online at www.efcps.org/immediate-openings.
2 of 2
EDUCATI :OR CHANGE
ADMINIST R: JREVALUATION
Evaluatee: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Evaluation period: Year: ___________
Evaluator: ____________________
PERFORMANCE APPRAISAL OVERVIEW:

Performance appraisals are designed to improve performance, improve communication, give recognition for work well done, and promote an accountability model for
organization's goals. Employees will be evaluated in terms of the overall performance ba sed upon prescribed areas of re sponsibility (job requirements), competencies required
for the job, and attainment towards school targets and professional growth goals.
In this document, the individual being evaluated is referred to as the "emp loyee" or the "evaluatee." The individual conducting the evaluation is referred to as the "ma nag er" or
the "eva luator."
Employees will be formally evaluated once every year. The review period is July 1st through June 30 th.
PERFORMANCE APPRAISAL OVERVIEW:

The administrator's eva lua tion is composed of five distinct compo nents. Each component wil l be scored individually and weighted for an end of yea r summative score as follows :
20% School-wide KPI Targets - The evaluatee, in collaboration with the Chief Academic Officer and Chief Schools Officer, will set two Key Performance Indicator
(KPI) targets - one for math "on track" student achievement results, and one for ELA "o n-track " student achievement results.
20% Instructional Leadership Performance Assessment (ILPA) - Thi s is an instrument designed by the Reach Institute to assess an instructional leader's
ability around the teacher observation/assessment/feedback/coaching cycle. The instrument is scor ed by Reach staff.
20°/o Professional Growth Goals -The evaluator and eva luatee will confer and agree upon three professional goals aligned w ith the administrator eva luation rubric.
These should be identified areas of growth for the leader. Growth in the target areas will be evaluated by the evaluator.
20010 EFC Administrator Evaluation Rubric Scores - Using the rubric embedded in this document, all administrators wi ll be assessed on their competency in 5
key areas : 1. Organizational vision and planning for increased student achievement; 2. Instructional program management; 3. Human resources management;
4 . Financial and resource management; 5. Community engagement and communications.
20% 360 Degree Feedback - Using a survey tool provided to school staff, all administrators wi ll be assessed on their ability to inspire and lead a shared vision, to
proactively engage and lead stakeho ld ers in creative and innovative problem-solving, to model and lead an accountable, data-driven, positive and collaborative
school culture, to be responsive and productive in response to arising cha llenges, to meaningfully build staff capacity and leadership, and to design , refine, and
implement strong systems.
TIMELINE:
By October 15
1. The evaluatee, in collaboration with the Chief Academic Officer and Chief Schools Officer, will set two KPI targets. The eval uator must sign off on the targets .
2. The evaluatee, in co ll aboration with the evaluator, sets 3 professional goals aligned with the administrator eva luation rubric. The eva luator must sign off on the goals.
Ongoing throughout year, as often as necessary

Home Office walkthroughs of classrooms, collecting data on wa lkthrough tools
Ongo ing walkthroughs and meetings with the eva luator
End of October/November
Formal walkthroughs of classrooms, focused on implementatio n of HPIPs
Benchmark data analysis
No later than Jan. 5

Submit video and analysis for ILPA.
No later than the 4th Friday in February

Mid -year assessments are completed for administrators in their first t wo years at EFC, or at the discretio n of the Chief of Schools. The mid -year assessment only includ es the
following components : ILPA (30%), Professional Growth Goals (30%), and the EFC Administrator Evaluation Rubric Scores (40%). The evaluator docum en ts th e employee
evaluation on the Mid-year Eva luation Summary Form.
Page I of 17
ADMINISTRATOR EVALUATION
Evaluatee: -------------------
Evaluation period: Year: __________
Evaluator:
A~er joint review, the evaluator and evaluatee should sign the Mid-year Evaluation Summary Form. The evaluator submits the Evaluation Summary form to the Human
Resources department.
February/ March
Formal walkthroughs of classrooms, focused on implementation of HP!Ps
Benchmark data analysis
Administration of 360 Degree Feedback Survey
No later than April 30

Submit video and analysis for ILPA .
By June 30'h
This completed evaluation packet (including all required signatures on pp . 13-16) is submitted to the Human Resources department by June 30th . The evaluatee and evaluator
should also keep copies of these documents .
SUMMATIVE RATING SCALE (on a 100-point scale
Exemplary: 90-100 points
Strong: 75-89 points
Developing: 60-74 points
Unsatisfactory, below expectations: 0- 59 points OR receives less than 60% of points for ANY component described above.
FURTHER INSTRUCTIONS:
Evaluation Goals and Targets Sign-off Form {page 15): The evaluatee and evaluator sign to indicate their agreement to the KP! Targets and professional growth goals .
Mid-Vear and End of Year Evaluation Summary Forms {pp. 15-17): The evaluator completes the Mid-Year and End of Year Evaluation Summary forms by transferring the
ratings from numerous component scores . The evaluator should then give a holistic overall summary rating for the employee.
When providing an overall rating of " unsatisfactory, below ex pectations" or "Developing, " the evaluator must document and discuss with the employee next steps for improving
performance.
The Mid-Year and End of Year Evaluation Summary forms should be sent to Human Resources for placement in the emplo yee personnel file.
Page 2 of 17
EDUCATI 1
0R CHANGE
ADMINIST OR EVALUATION
Evaluatee: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Evaluation period : Year : ___________
Evaluator : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
School-wide KPI Targets
KPI Targets Mid year reflection (completed by evaluatee) End of year reflection (completed by
evaluatee)
Ta rget 1 : Math
Ta rget 2 : K-2 ELA
Target 3: 3-8 ELA
Ta rget 4 : Site-base d Target
Mid Year Evaluation Comments and Next Steps (completed by evaluator) Points
(up to 10 points per goal)
Target 1:
Page 3 of 17
Evaluatee: _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ __ Evaluation period: Year: ___________
Evaluator: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Target 2:
Target 3:
Target 4:
For each KPI Target:

10 pts = 100% of KPI Growth Target Met
9 pts = 90 % of KPI Growth Target Met
8 pts = 80% of KPI Growth Target Met
6 pts = 60% of KPI Growth Target Met School-wide KPI Targets section points: _ _ _ __
1 pt = 10% of KPI Growth Target Met
0 pts = 0 % of KPI Growth Targ et Met
Professional Growth Goals
Individual goal areas Indicators of Professional Development Mid Year Reflection End of Year Reflection
(must be aligned with the growth/attainment of goal Support Plan
(completed by evaluatee) (completed by evaluatee)
administrator evaluation What strategies will you
rubric; should be strategic use? What professional
high leverage areas where development support will
a leader's improvement you need?
will have a dramatic
impact on the school)
Goal 1
Page 4 of 17
EDUCATI ·OR CHANGE
ADMINIST REVALUATION
Evaluatee: _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ __ Evaluation period: Year: ___________
Evaluator : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Goal 2
Goal 3
Mid Vear Evaluation Comments and Next Steps (completed by evaluator) Points
Goal 1:
Goal 2:
Goal 3:
End of Vear Evaluation Comments and Next Steps (completed by evaluator) Points
Goal 1:
Goal 2:
Goal 3:
For each goa l :

0-5 points w ill be awarded, dependi ng on leve l of attainment of th e goal.
Mid Vear Evaluation Professional Growth Goals section score: x 1.25 = -------
End of Vear Evaluation Professional Growth Goals section score: x 1.25 = _______
Page S of 17
Evaluatee: Evaluation period: Year: ___________
-------------------
Evaluator: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
ADMINISTRATOR EVALUATION RUBRIC

ORGANIZATIONAL VISION AND PLANNING FOR INCREASED STUDENT ACHIEVEMENT
Leads the development of a shared vision of academic excellence and sustains focus on student outcomes .
Exemplary Strong Developinq Unsatisfactory: Below Expectations
D Inspires a shared vision that motivates D Hold s a shares vision with staff about D Attempts to motivate and encourage D Allows an isolated, individualistic
staff to achieve academic priorities. academic priorities. Develops shared others and sometimes communicates environment . Does not communicate
Develops shared ex pectations, ownership, ex pectations, ownership, and beliefs. beliefs or may send mixed messages
and responsibility for the school. responsibility for the school. about beliefs and priorities .
D Consistently demonstrates D Consistently demonstrates D Can articulate a commitment to high D Doesn 't clearly articulate core beliefs
commitment to high expectations and commitment to high expectation s and ex pectations and equity in students ' and valu es, or demonstrates a belief that
equity in students' opportunities to learn equity in students' opportunities to learn opportunities to learn an academically some students can't learn at high levels.
an academically rigorous curriculum . All an academically rigorous curriculum. rigorous curriculum but doesn 't always
behaviors and programs align to high Most behaviors and programs align to high demonstrate that commitment.
expectations and equity. ex pectations and equity.
D Leads (and develops capacity of others D Leads use of a variety of key data D Implements an ongoing cycle of inquiry D Uses data sporadically, may feel
to lead) use of a variety of key data strategically and continuously to engag e in an attempt to meet organization and overwhelmed by data (analysis paralysis);
strategically and continuously to engage staff in cycles of inquiry and to make school Site Plan goals but doesn't always does not effectively communicate key
staff in cycles of inquiry and to make decisions aligned to the priorities and use data strategically to prioritize data to staff, students or community. Site
decisions aligned to the priorities and goals in the Site Plan . decisions. Plan goals and objectives are not based
qoals in the Site Plan. upon achievement qap data analysis .
D Recognizes and probes for causes of D Recogn izes and probes for cau ses of D Recogni zes achi evement gaps but may D May recognize achievement gaps but
achievement gaps and develops different, achievement gaps. Develops targeted but focus on one gap and ignore another OR does not implement strategies to close the
effective strategies to address the highest limited strategies. lacks focus and attempts to address too gaps .
leveraqe areas. many gaps.
D Leads staff, families, and students (and D Leads staff, families, and students in D Attempts to lead staff, families, and D Does not lead staff, families , and
develops capacity of others to lead staff, use of culturally responsive practices students in use of culturally responsive students in use of culturally responsive
families, and students) in use of culturally related to school culture, instruction, and practices related to school culture, practices related to school culture,
responsive practices related to school family, staff and student communications. instruction, and family, staff and student instruction, and family, staff and student
culture, instruction , and family, staff and communications. Practices may not be communications .
student communications . consistently effective.
D Implements and sustains systems, D Implements and sustains systems, D Implements and sustains systems, D Implements few systems, rituals or
structures, rituals and routines that structures, rituals and routines that structures, ritual s and routines that routines, or they may not support
consistently support teaching and consistently support teaching and usually support teaching and learning, teaching and learning, site/organization
learning, site/organization core values and learning, site/organization core values and site/organization core values and goals. core values and goals .
goals. Broad communication and buy-in to goals. Growing buy-in to these systems,
these systems, structures, etc by staff, structures, etc by staff, students, and
students, and parents . parents .
Overall Score for Organizational Vision and Planning:
Mid Year:
0 EXEMPLARY D STRONG D DEVELOPING 0 UNSATISFACTORY: BELOW
EXPECTATIONS
Mid Year Evaluator Comments:
Mid Year Next Steps:
/" "\ r '\ l ".

Page 6 of 17
EDUCATI PR CHANGE
Evaluatee: Evaluation period: Year: ___________
-------------------
Evaluator : - - - - - - -- - - - -- - -
End of Vear:
0 EXEMPLARY D STRONG 0 DEVELOPING 0 UNSATISFACTORY: BELOW
EXPECTATIONS
End of Vear Evaluator Comments:
End of Vear Next Steps:
Page 7 of 17
Evaluator: _ _ _ _ _ _ _ _ _ __

INSTRUCTIONAL PROGRAM MANAGEMENT
Manaqes instructional proqrams to drive student achievement
Exemplary Strong Developing Unsatisfactory: Below Expectations
D Demonstrates consistent commitment D Strong commitment to curricular D Articulates, but may not consistently D Demonstrates little to no enhancement
to curricular improvement by improvement by implementing innovative, demonstrate commitment to the or improvement in curricula and
implementing innovative, research-based research-based instructional programs . improvement of curricula and instructional instructional programs at site.
instructional programs in collaboration Demonstrated willingness to collaborate programs .
with network and service providers. with network and service providers .
D Aligns all possible resources D Aligns professional development, D Mostly aligns professional D Rarely aligns professional
(professional development, coaching, coaching, and administrator time (eg. development, coaching, and administrator development, coaching, and administrator
administrator time, interventions, outside data collection and feedback) to achieve time (eg. data collection and feedback), time (eg. data collection and feedback) ;
providers, etc .) to achieve effective effective implementation of high priority or there is inconsistent implementation of there is little evidence of implementation
implementation of high priority instructional practices. high priority instructional practices. of high priority instructional practices .
instructional practices. Support for staff
is appropriately differentiated so that all
staff are growing within their zone of
proximal development.
D Understands and is able to articulate D Demonstrates fluency with standards, D Demonstrates familiarity with D Unaware of, ignores, or disregards
complex ities with standards, assessment, curriculum, assessments, student standards, curriculum, assessments, standards, curriculum, assessments and
student performance requirements. performance requirements for all subjects student performance requirements for student performance requirements .
Demonstrates ability to build capacity of and grad e levels in the school. most subjects and grade levels in the
others in this area . school.
D Emphasizes and ensures that all staff D Regularly and effectively uses D Frequently uses benchmark D Benchmark assessments rarely inform
develop capacity to use benchmark benchmark assessments to inform assessments to inform instructional instructional priorities .
assessments to inform instructional instructional priorities . priorities, or does so regularly but
priorities. outcome is inconsistent .
D Institutionalizes use of standards D Institutionalizes use of standards D Use of standards is not consistently D Little evidence of institutionalization of
throughout the school through a wide throughout the school using limited but institutionalized throughout the school, or use of standards.
variety of methods, including effective methods . methods are limited in their effectiveness.
examination/sharing of student work,
backwards mapping, and ongoing
discourse reoardinq standards masterv.
D Supports systematic use of multiple D Supports systematic use of multiple D Supports use of strategies to close D Rarely uses strategies to close gaps
intervention strategies/supports to close intervention strategies/ supports to close gaps and meet needs of some students, and meet needs of struggling students, or
gaps and meet needs of all students. gaps and meet needs of all students. but may not be systematic in approach or does not assess for effectiveness .
Continually assesses effectiveness, fosters Occasionally assesses effectiveness. regularly assess for effectiveness .
staff sharing of knowledge and skills .
Overall Score for Instructional Proqram Manaqement:
Mid Year:
D EXEMPLARY D STRONG 0 DEVELOPING 0 UNSATISFACTORY: BELOW
EXPECTATIONS
,"\ I'" '

g
EDUCATI PRCHANGE
Eval uatee: ------------------- Evaluation period: Year : _ _ _ _ __ __ __
Evaluator: ____________________
End of Year:
EXPECTATIONS
End of Year Evaluator Comments:
End of Year Next Steps:
Page 9 of 17
Evaluatee: ------------------- Evaluation period: Year: _ _ _ _ _ _ _ _ __
Evaluator: - - - -- - -- -- -- - - - - - - -

HUMAN RESOURCES MANAGEMENT
Optimal manaqement of staff includinq aooropriate resourcinq. Uses supervision and evaluation to promote high performance by teachers and staff.
Exemplary Solid Developinq Unsatisfactory: Below Expectations
D Strong systems are consistently D Strong systems are consistently D There is inconsistent implementation of D There are weak or no systems in
implemented to ensure that high quality implemented to ensure that high quality systems for recruitment, selection, and place for recruitment, selection, and
staff are recruited, selected, and retained. staff are recruited, selected, and retained. retention of high quality staff, or relevant retention of high quality staff.
Relevant stakeholders are always Relevant stakeholders are frequently stakeholders are only occasionally
meaninqfully engaged in the process. engaged in the process. engaged in the process .
D Routinely identifies, recruits, and D Identifies emerging leaders and recruits D Relies on a few individuals to share D Relies solely on self to maintain
develops emerging lead ers from across the but has provided limited professional expectations, ownership, and responsib ility ex pectations and take responsibility for
school. growth development. for the school. Focuses on a few the school. Does not actively seek or
individuals and mentors them as emerging develop emerging leaders.
leaders.
D Has system that uses a variety of data D Has system that uses variety of data D Implements some systems that use a D Implements few systems that use a
and feedback including formal and and feedback including formal and informal variety of data and feedback including variety of data and feedback including
informal observations; actively coaches observations; actively coaches staff for formal and informal observations; actively formal and informal observations;
staff for improvement. Consistently improvement. Consistently identifies next coaches most staff for improvement. actively coaches an inadequate number
identifies the highest leverage next steps steps to move a teacher's practice ; these Inconsistently identifies next steps to staff for improvement. Rarely identifi es
to move a teacher's practice, as evidence ste ps are frequently the highest levera ge move a teacher's practice ; these steps are next steps to move a teacher's
by steady growth in teacher practice . next steps and often result in changes in sometimes the highest leverage next steps practice; these steps are rarely the
teache r practice . and at times result in changes in teacher highest leverage next steps and do not
practice. often result in changes in teacher
practice .
D Regularly documents teaching or D Regularly documents teaching or D Usually docum ents performance D Rarely documents perfor mance w/
coaching and operations staff performance coaching and operations staff performance w/ evidence-based writing; identifies evidence-based writing and / or does not
in compliant, evidence-based writing, in compliant, evidence-based writing, strengths and areas for development. consistently identify strengths and
including all required evaluations . including all required evaluations. areas for development.
Identifies strengths and provides Identifies strengths and provides
prescriptions for improvement; prescriptions for improvement; frequently
consistently aligns resources to provide aligns resources to provide appropriate
aoorooriate sunnort. sun no rt.
D Makes difficult decisions and deals with D Ma kes difficult decisions and deals with D Sometimes makes difficult decisions D Avoids making difficult decisions and
challenging circumstances when staff is challenging circumstances when staff is and deals with challenging circumstances dealing with challenging circumstances
not meeting expectations. Communicates not meeting expectations. Follows EFC when staff is not meeting ex pectations related to staff performance . Does not
effectively and proactively with staff when process effectively. and/or sometimes does not follow EFC follow EFC procedure effectively.
making these decisions . Follows EFC process effectively.
process effectively. Effectively manages
staff culture during this process.
D Creates encouraging environment D Creates encouraging environment D Creates opportunities for staff to take D Rarely creates opportunities for staff
where staff are able to take risks in their where staff are able to take risks in their risks in their learning and collaborate, but to take risks in their learning and
learning. Develops reflective, mutually learning. Develops reflective, mutually participation and depth is uneven. collaborate. Rarely creates
supportive environment in wh ich faculty supportive environment in which faculty Develops a schoo l community in which opportunities for reflection.
make practice public, and in which staff make practice public, and in which staff members reflect individually but rarely
are improve their practice as a community are improve their practice as a community collectively .
and as ind ividuals. There is a strong sense and as individuals .
of mutual accountability amonq all staff.
D Creates an ...- -yi ronment where ethnic, Dcreates an environment where ethnic, .' i;;;:J Works towards valuinq and achievinq D Does not identify diversi'--.,..~ an
Page IO of 17
EDUCATIO PR CHANGE
ADMINIST • REVALUATION
Eval uatee: _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __ Evaluation period: Year:
Evaluator:
cu ltural and other forms of diversity are cu ltural and other forms of dive rsity are dive rsity within th e staff; encourages asset or priority. Suppresses other
va lued; creates syste ms for recurring va lued ; solicits and integ rates multipl e multiple points of view . poi nts of view and discourag es
open, honest discussion despite diverse points of view. disagreement or diverg ent thinking.
differences; works jointly with sta ff to
integrate multip le points of view in
decision - making .
Ov era ll Sco re for Hu man Resources Management:
Mid Year:
EXPECT A TIO NS
End of Year:
EXPECTATIONS
Page 11 of 17
AD MI NI STRATOR EVALUATIO N
Evaluatee : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Evalu ation pe ri od: Yea r : _ _ _ _ _ _ _ _ __
Evaluato r : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

FINANCIAL AND RESOURCE MANAGEMENT
Optim izes and alian s schoo l resources and finances accord inq to Site Plan aoa ls and obi ectives. Util izes m at eri al reso urces to ensure optima l lea rn inq enviro nm ent .
Exe mplary Strong Developing Unsatisfacto ry: Below Expectations
D Effective ly ide nt ifies, secures, and D Alig ns budgetary resources to meet D Genera lly successful in alig ning D Does not focus budgeta ry resources
uti lizes organization and externa l student achievement objectives and core budgeta ry reso urces but may fa ll short towards stude nt achieveme nt
reso urces t o meet student achieveme nt school f unctions as outlined in the Site occas iona lly. objectives .
objectives and core schoo l functio ns as Plan.
out lined in the Site Plan .
D Eva luates resource needs in advance D Eva luates resource needs in adva nce D Eva luates resource needs but doesn't D Does not gather necessary
and is abl e to antici pate and effectively and is ab le to anticipate and effective ly address gaps consistently. resources or services to support school.
address gaps. Effective ly so licits an d address ga ps. Makes attempts to so licit Ga ps are unidentified or unaddressed .
inco rp orates stakeholder inp ut dur ing this and incorporate stake holder in put during
process . t his process.
D Effect ive ly manages partnershi ps in D Effective ly man ag es partnerships in D Att em pts to manage partnerships; D Spends excessive time mana ging
orde r t o meet st uden t achievement order t o meet stud ent achievemen t partne r services inconsiste nt ly meet t he opera t ions in an inefficient ma nn er.
objectives and co re school functio ns as objectives and core schoo l functions as schoo l's student achieveme nt object ives Allows se rvice needs and gaps to
out lined in the Site Plan. Ensures that outli ned in t he Site Plan. and core sch oo l functions as out li ned in remain un notice d and/ or unreso lved.
partnership services comp lement each t he Site Plan. Partnership only res ults in partner's
other and t hat partners colla borate across goals being met; schoo l needs are not
orga ni zations. effectively addressed .
Overall Score for Financial and Resource Management:
Mid Year:
EXPECTATIONS
End of Year:
EXPECTATIONS
Page 12 of 17
EDUCATI PR CHANGE
Evaluator:
STAKEHOLDER ENGAGEMENT AND COMMUNICATIONS
Works effectively with and enqaqes all stakeholders. Builds a resoectful culture that emohasizes hiah exoectations for all members of the school community.
Exemplary Strong Developing Unsatisfactory: Below Expectations
D Implements systems and structures D Effectively implements systems and D Generally tries to respond to family and D Does not reach out to families or the
that provide an opportunity to surface and structures that provide an opportunity to community questions and concerns . community or address their concerns .
address issues that are important to address issues that are important to Response may sometimes be inadequate
families and the community . Family and families and the community. Famil y and or not very visible.
community needs are consistently and community needs are mostly addressed .
effectively addressed.
D Implements systems and structures D Effecti ve ly implements systems and D Generally tries to respond to student D Does not reach out to students or
that provide an opportunity to surface and structures that provide an opportunity to questions and concerns. Response may address their concerns .
address issues that are important to address issues that are important to sometimes be inadequate or not very
students . Student needs are consistently students. Student needs are mostl y visible.
and effectively addressed. addressed.
D Implements systems and structures D Effectively implements system s and D Gene rally tries to respond to staff D Does not reach out to staff or
that provide an opportunity to surface and structures that provide an opportunity to questions and concerns. Response may address their concerns .
address issues that are important to staff. address issues that are important to staff. sometimes be inadequate or not very
Staff needs are consistently and effectively Staff needs are mostly addressed . visible.
addressed.
D Creates multiple opportunities and D Creates some opportunities and means D Creates few opportunities and means D Does not build productive, strong
means for the school to connect famili es for the school to connect families and th e for the school to connect families and the community relation sh ips focused on
and the community to student learning . community to student learning . Provi des community to student learning . Provides student achievement . Does not provid e
Provides opportunities for parents to opportunities for parents to develop deep opportunities for parents to develop very substantive opportunities for parents/
develop deep understanding of understanding of achievement data , basic understanding of achievement data, caregivers to learn about student
achievement data, curriculum, and curriculum, and instruction. curriculum, and instruction . achievem ent, curriculum or instruction .
instruction .
D Facilitates Famil y Leadership Council to D Facilitates Family Leadership Council to D Attempts to facilitate Family Leadership D Lim ited evidence of or ineffective
identify and effectively act on strategic identify and effectively act on strategic Council to id entify and act on strategic facilitation of Family Leadership. There
goals related to the five types of EFC goals related to the five types of EFC goals related to the five types of EFC is a lack of clear goals and/or a lack of
family involvement: Parents' interest in family involvement: Parents' interest in family invo lvement : Parents' interest in alignment with larger school goals .
their children's work ; Parents making their children's work; Parents making their children's work; Parents making Action steps are unclear and/or
decisions regarding their children ; Parents decisions regarding th ei r children; Parents decis ions regarding their children; Parents ineffective .
advocating for their children; Parents advocating for their children; Parents advocating for thei r children; Parents
participating in the life of the school; and participating in the life of the school; and participating in the life of the school; and
Parents exercising political power. Has a Parents exercising political power. Has a Parents exercising political power. Goals
clear action plan and progress monitors clear action plan and progress monitors might not consistently be high leverage,
continually in order to adjust course. The continually in order to adjust course . may address inadequate t y pes of family
greater community is informed of the involvement, and/or actions may not be
goa ls and actions taken, and has sufficiently effective.
opportunities to give input .
D Anticipates varying needs and assets of D Assesses the needs and assets of D Inconsistently assesses the needs and D Rarely assesses the needs and
students, families, staff, and the students, families, staff, and the assets of students, families, staff, and the assets of students, families, staff, and
community; proactively plans for and community . In some cases proactively community and / or response plan is not the community and/or response plan is
addresses challenges before they arise. plans for and addresses challenges before consistently effective. rarely effective.
they arise.
D Understands constituent needs in order D Provides information in an aoorooriate, D Provides information, but sometimes D Rarely orovides information in an
Page 13 of 17
Evaluator : -------------------
to provide info rmation in an appropriate, clear and timely way . does not match the media to the message appropriate, clear and timely way.
clear, and timely way through a variety of and sometimes gives late or short notice.
media .
D Has clear boundaries for stud en t and family behaviors and has consistent systems to D Establishes boundaries for student and D Has not established bounda ries for
re inforce infractions. Consistently communicates boundaries and rationale . staff behaviors, but may inconsistently behavior. Stu dents and/ or staff do not
communicate those boundaries and/or agree when asked to articulate
apply systems to reinforce desired boundaries.
behaviors .
Overall Score for Stakeholder Engagement and Communications
Mid Year:
EXPECTATIONS
End of Year:
EXPECTATIONS
Page 14 of 17
EDUCATI
ADMINIST OR EVALUATION
Evaluatee: _ _ __ _ _ _ _ _ _ _ _ _ _ __ _ _ _ Evaluation period: Year: ___________
Evaluator: ____________________
EVALUATION GOALS AND TARGETS SIGN-OFF FORM
Objective Signature - Evaluatee Signature - Evaluator Date of agreement

I. Evaluatee and evaluator agree on 2 Key
Performance Indicator targets.
II. Evaluatee and evaluator agree on 3

professional goals aligned with the EFC
Administrator Evaluation Rubric.
Page 15 of 17
ADMIN I STRATOR EVALUATION
Evaluatee : - - - - - - - - - - - - - - - - - - - Evaluation period: Year: __________
Evaluator: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
MID-YEAR EVALUATION SUMMARY FORM

Instructional Leadership D Exem plary D Strong D Developing D Unsatisfactory: Below
Performance Evaluation (ILPA) Expe ctations
(30%)
Point TOTAL:
Professional Growth Goals (30%) D Exe mplary D Strong D Developing D Unsatisfactory : Below
Ex pectations
Point TOTAL:
EFC Administrator Evaluation D Exe mplary D Strong D Deve lopi ng D Unsatisfactory: Below
Rubric (40%) Ex pectations
Point TOTAL:
Mid-year Overall Rating D Exemplary D Strong D Developing D Unsatisfactory: Below

Expectations
Point TOTAL:
Evaluator Comments:
Next Steps:
SUMMATIVE RATING SCALE (on a 100-point scale):
Exemplary: 90-100 points

Developing: 60-74 poi nts
Unsatisfactory, below expectations: 0-59 points OR receives less tha n 60% of points for ANY co mponent described above.
Employee signature : _________________________________ Date : _ _ _ _ _ _ __
Evaluator sig nature: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Date : _ _ _ _ _ _ __
Page 16 of 17
EDUCATI ~ 0R CHANGE
1
ADMINISH REVALUATION
Evaluatee: - - - - - - - - - - - - - - - - - - - Evaluation period: Year: ___________
Evaluator: ____________________
END OF YEAR EVALUATION SUMMARY FORM
School-wide KPI Targets (20%) D Exempla ry D Stro ng D Developing D Unsatisfactory: Below

Ex pectations
Point TOTAL:
Instructional Leadership D Exemp lary D Strong D Developi ng D Unsatisfactory : Below

Performance Evaluation (ILPA) Ex pectati ons
(20%)
Point TOTAL:
Professional Growth Goals (20%) D Exem plary D Strong D Developing D Unsat isfa ct ory: Below
Ex pectati ons
Point TOTAL:
EFC Administrator Evaluation D Exem plary D Strong D Developing D Unsatisfa ct ory : Below
Rubric (20%) Ex pecta ti ons
Point TOTAL:
360 Degree Feedback (20%) D Exemplary D Strong D Developing D Unsatisfactory: Below

Ex pectations
Point TOTAL:
End of Year Overall Rating D Exemplary D Strong D Developing D Unsatisfactory: Below

Expectations
Point TOTAL:
Evaluator Comments:
Next Steps:
SUMMATIVE RATING SCALE (on a 100-point scale) :
Exem plary : 90-100 points

Developing: 60-74 points
Unsatisfactory, below expectati o ns: 0-59 poi nts OR receives less than 60 % of points fo r ANY component described above .
Emp loyee signature: _________________________________ Date: _ _ _ _ _ _ __

Signature ind ica t es receipt of pe rfo rmance rev iew , not ag reement or di sagreement .
Evaluator signature : - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Date : - - - - - - -~

Page 17 of 17
1/19/20 I 6 EFC Principal 360 Survey
EFC Principal 360 Survey

Welcome to the EFC Principal 360 Survey! Your feedback will help your principal strengthen
his/her leadership practices. We appreciate that you are taking the time to share your feedback
with us.
* Required
1. Please se lect your role at the site. *

Mark only one oval.
O Teacher
Q Non-teaching staff (operations staff, administrators , coaches, etc.)
2. Please indicate the number of years you have worked at this site . *
Mark only one oval.
0 0-4
Q 5ormore
Relationships
3. Please mark the degree to which you agree with each statement. *
Mark only one oval per row.
Strongly Strongly
Agree Neutral Disagree
Agree Disagree
My principal seems to care
about me as a person . CJ CJ CJ CJ CJ
My principal communicates
with me in a respectful and
professional manner.
0 0 0 0 0
My principal makes a
concerted effort to build a
trusting relationship with me .
CJ CJ CJ CJ CJ
4. Optional: Please comment on any of your responses in the Relationships secti on.
Comm unication
https://docs .google .com/a/efcps .net/form s/di IT4PRG MCO 82nigJDJ osyQ KzA_cl OB4x ktQztrW J4esy Y/ed it 1/6
1/ 19/20 I 6 EFC Princ ipal 360 Survey
Strongly Strongly
Agree Disagree
I know what my principal
expects of me at work.
C) C) C) C) C)
My principal communicates
school policies clearly.
C) C) C) 0 0
My principal clearly
communicates the school's C) C) C) C) C)
vision.
My principal clearly articulates
how we will make the vision a C) C) C) C) C)
reality.
My principal clearly articulates
how decisions are made, and
the rationale for those 0 0 C) 0 C)
decisions.
My principal constantly feeds
the team with information, and C) C) C) C) C)
makes it easily accessible.
6. Optional: Please comment on any of your responses in the Communication section.
Responsiveness
Strongly Strongly
Agree Disagree
When I need to meet with my
principal, I am able to meet
with him/her in a timely
C) 0 0 C) C)
manner.
When I email/text/call my
principal, I receive a timely
response.
C) C) C) 0 C)
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1/1 9/201 6 EFC Pri nc ipal 360 Survey
Strongly Strongly Not

Agree Disag ree Applicable
When I communicate a
problem or need to my
principal, s/he makes a C) C) C) C) C) C)
strong effort to address
the problem or need .
In the above situation
(when I communicate a
problem or need), my
principal follows up with
communication
C) C) C) C) C) C)
regarding next steps
and/or progress in
resolving the situation.
In the above situation
(when I communicate a
problem or need), my
principal follows through
C) C) C) C) C) C)
on the identified action
steps.
Strongly Strongly
Agree Disagree
I have opportunities to give
input on key site decisions. 0 0 C) 0 C)
When I give input on site
decisions, my opinions seem C) C) C) C) C)
to count.
10. Optional: Please comment on any of your responses in the Responsiveness section.
Leadership
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1/19/20 I 6 EFC Pri nc ipa l 360 Survey
11 . Please mark the degree to which you agree with each statement. *
Strongly Strongly
Agree Disagree
My principal actively promotes
ownership, responsibility , and
personal accountability in the
way that s/he involves staff in 0 0 CJ 0 0
key initiatives and decisions in
the team .
My principal fosters diversity of
viewpoints and experience,
using difference to focus and
foster clarity and
CJ CJ CJ CJ CJ
understanding.
My principal encourages me to
try out new, innovative ways to
do my work.
CJ CJ CJ CJ CJ
My principal and my assistant
principal work effectively as a
leadership team.
CJ CJ CJ CJ CJ
Supervision
If your principal is your evaluator, you will complete the Supervision section on the next page. If
your principal is NOT your evaluator, you will skip to the General Feedback section.
12. Is your principal your evaluator? *

Mark only one oval.
Q Yes Skip to question 13.
Q No Skip to question 15.
Supervision, continued
13. On average, how frequently does your principal observe you, coach you, and/or give
feedback on your performance? *
Mark only one oval.
Q At least once a week

Q Every other week
Q Once a month
Q Less than once a month
https ://docs .goog le .com/a/efcps .net/form s/di IT 4 PRG M COB 2nigJ DJ osyQ KzA_c IO 84XktQztrW J4esy Y /ed it 4/6
1/19/20 16 EFC Principal 360 Su rvey
Strongly Strongly
Agree Disagree
My principal's feedback is
clear and direct.
C) C) C) C) C)
My principal's feedback is
evidence-based .
C) 0 0 0 C)
My principal engages me in a
reflective process that builds
my capacity to recognize my
own strengths , areas for C) C) C) C) C)
growth , and concrete next
steps to strengthen my
instruction.
The activities/conversations I
have engaged in with my
principal have supported my
C) C) C) C) C)
professional growth .
General Feedback
15. The things my principal has done that are most helpful are ...
16. The things my principal has done that are least helpful are ...
17. Specific suggestions I have for my principal are:
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1/19/20 16 EFC Pri ncipa l 360 Survey
18. Other comments:
Survey Complete
Thank you for completing the EFC Principal 360 Survey!
Powered by
II Google Forms
https://docs .goog le .co m/a/efcps .net/forms/di IT4PRG M COB2nigJ DJ osyQ KzA_cI O B-lxktQztrW J4esy Y /ed it 6/6
Reach TIF Consortium, Instructional Leader Conferencing
Performance Task
Step 3: Conferencing (30-40 minutes)

Conference Video:
The conference will be video recorded.

Please place video camera close enough that we can hear and see both participants.
Please do not edit the video.
Ifyou need to compress the video to get it on the thumb drive, consider using Handbrake or similar
solutions.
Step 4: Post Conference Reflection

Complete right hand column in table in step 2
Page 8 of 8
TNTP Core Classroom Walk-Through Tool
TNTP Core Walk-Through Tool is a companion to the full TNTP Core Teaching Rubric and is al igned to the sa me vital performance areas. This
ool can be used alone to gu ide peer-to-pe er feedback, persona l reflection and non-evaluative coac hing. Observers who have experience with the
TNTP Core Teaching Rubric may also use the Walk-Thro ugh Tool as a note-taking and feedback resource for all classroom observations.
When you visit a classroom , ask yourse lf the four Essentia l Que st ions and record your notes and/or eviden ce in the box below. A sol id "yes" to an
Essential Que stion merits at least a "4" rating.
1. Are all students engaged in the work of the lesson from start to finish? RATING :
2. Are all students working with content aligned to the appropriate standards for their subject and grade?
RATING:
What did you see students doing, reading and working with? What work do the grade-leve l standards call for?
3. Are all students responsible for doing the thinking in this classroom?
RATING :
4. Do all students demonstrate that they are learning? RATING:
Follow-up Question s
What's keepi ng you from answering 'yes' to all four Essential Questions above?
What specific skill or technique will you and the te ache r pract ice and develop over the next cycle?
2015 Edition I5
0 Observation Information EEC TNTP Core Teaching Rubric Domains
a::~~;!on I Content Culturn of learning Essential Content Academic Ownership Demonstration of Learning ~~~:~:~ I:::~:,~:~~:~ ro ~,:~:~r
0
What spec ific skill or
technique will you and the
~
Observer I Date Tim e Area Ratin
9
Observation Data/
Questions
Ratin
9
O bservation Data/
Qu estions
Rati n
g
Obse rvation Data/
Quest ions
Rati n
9
Observati on Data/
Quest ions
Observatlon(s) Essential Questions? teac: ~~:':!x~:~::.,elop I~.~:~:~:::•:,~~ks to
8 videos,
y
y
y
I
l
I
Composite Score (MOY)
Co mposite Score (EOY)
Observ atio n Rating Effectiveness Leve l Composite Score Range

Skillful 4.7-5.0
Proficient 3.7-4.6
Developin~ 2.7-3 .6
Emerging 1.7-2 .6
Enterin g (Year 1y rneffective
(Year 2+r 1.0- 1.6
· Note: "Year" denotes yea rs in the teaching profession.
Midyear Evaluation Summary:
Culture of Learning
Essential Content
Academic Ownership
Demonstration of Learning
TNTP Rubric Summary
Tripod Student Perception Survey I I I I

Overall Evaluation Summary I oi I I
Teacher Signature Date Administrator Signature Date
Note : Signature indicates receipt of Eva luation Summary, not agreement or disagreement.
Effectiveness Level Composite Score Range Tripod Score Range TNTP Rubric Observati on Composite Score 80%
Skillful 4.7 - 5.0 >=360 Tripod Student Perception Survey
Profi cient 3.7 - 4.6 320-358 Co mposite Score 20%
Deve loping 2.7 - 3.6 282-318
Emerging 1.7- 2.6 242-280
Entering (Year 1)/
Ineffective (Yea r 2+)*1 1.0- 1.6 I <=240
End of 'tear Evaluation Summary:
Culture of Learning
Essential Content
Academic Ownership
Demonstration of Learning
TNTP Rubric Summary
Tripod Student Perception Survey* I I I I

Overall Evaluation Summary I ol I I
Teacher Signature Date Administrator Signature Date
Note: Signature indicates receipt of Evaluation Summary, not agreement or disagreement.
Effectiveness Level Composite Score Range Tripod Score Range TNTP Rubric Observation Composite Score 80%
Skillful 4.7 - 5.0 >=360 Tripod Student Perception Survey
Proficient 3.7 - 4.6 320-358 Composite Score 20%
Developing 2.7 - 3.6 282-318
Emerging 1.7 - 2.6 242-280
Entering (Year 1)/
Ineffective (Year 2+)* 1.0 - 1.6 <=240
*NOTE: For the End of Year evaluation, please enter the higher of the two (Fall & Spring) Tripod Student Perception Survey Composite Scores .
Public S ools
Employee Handbook
2016-17
Table of Contents
I. WHO WEARE Pg.1
II. THE EDUCATION FOR CHANGE WAY Pg.4
111. CONDITIONS OF EMPLOYMENT Pg.8
IV. WORKPLACE SAFETY Pg.22
V. COMPENSATION AND BENEFITS Pg.25
VI. EVALUATION AND RECORD KEEPING Pg.32
VII. HOLIDAYS, AND LEAVES Pg.34
VIII. DISCIPLINE AND TERMINATION Pg.45
IX. COMPLAINTS AGAINST PERSONNEL Pg.47
X. UNIFORM COMPLAINT POLICY Pg.SO
XI. EMPLOYEE ACKNOWLEDGEMENT Pg.57
Attachment B (SEXUAL HARASSMENT COMPLAIN T FORM) Pg.58

WHO WEARE
Introduction
As an Education for Change ("EFC") employee, you are an integral member of our team. Your dedication and
commitment are the primary ingredients of our success as an organization and of the success of our students.
We trust that you will find your employment with EFC to be both challenging and rewarding.
EFC recognizes that our strength as an organization lies in the quality of our employees and our ability to
work together as a team to achieve our shared mission. We believe that each individual makes a profound
and positive difference, not only in shaping the lives of our students, but also in contributing to the
effectiveness of our Leadership Team. Toward this end, we encourage you to engage in open communication
with the Leadership Team about any aspect of your employment with EFC.
Education for Change's History
Education for Change Public Schools ("EFC") was born in 2005 through a strategic partnership between the
Oakland Unified School District and the education reform community. It was originally designed to become a
charter management organization that would focus on converting existing OUSD Program Improvement
schools to charter schools to provide the flexibilities and agilities of charter law to existing district public
schools.
The designers of EFCPS operated under the belief that a laser-like focus on aligning curriculum
implementation and improving instruction in Mathematics and English Language Arts was the most critical
lever for improving student outcomes. EFC initially started with two schools, Achieve and Cox; over seven
years, that laser-like focus translated into enormous gains with Achieve and Cox achieving AP! gains of over
200 points on the former state assessment (California State Test).
In 2012, Lazear Charter Academy, ASCEND, and Learning Without Limits, formerly OUSD schools, converted
to become neighborhood charter schools as part of Education for Change. That same year, the EFC board
passed a strategic plan to transition EFC from a K-5 school turnaround charter management organization to a
preK-12 neighborhood transformation CMO. In 2014, as a response to community demand for a quality
middle school, EFC developed its first brand new school, Epic Middle School, a Next Generation Learning
Challenge school.
EFC's schools are heavily concentrated in two target neighborhoods - the Fruitvale and Elmhurst. EFC is
currently the largest K-8 public school operator in the Fruitvale and serves over 3,000 TK -8 students in six
schools throughout the Fruitvale and Elmhurst neighborhoods. We are committed to, over time, transforming
the neighborhood by using educational opportunity and outcomes to empower the families and their
children. In the short term, we will measure our impact through student outcomes, but over time, our impact
will be measured by how many children in our target neighborhoods graduate from college.
Our Governance Structure
EFC is a California Non-Profit Public Benefit Corporation, and is a tax-exempt 501(c)(3) organization. All EFC
schools operate as part of this single organization and all EFC employees are employees of this single non-
profit corporation. While local school boards approve our charters, neither they nor the local school districts
direct EFC's internal operating policies and procedures. EFC has the freedom to establish its own policies and
procedures, as long as they comply with the EFC charters and applicable state and federal law.
The leader(s) of each school are the school Principal(s) and the entire school staff reports to the Principal(s).
The principal, in turn, reports to the Chief Executive Officer of Education for Change or their designee. Each
Education for Change Public Schools Employee Handbook Page 1

principal will work with and receive guidance on local issues from the Home Office, Parent Liaison, and the
Parent Leadership Council, which include parents and community members
The EFC Board of Directors is responsible for governing the organization. The Trustees each have a personal
fiduciary duty to look out for the long-term well-being of EFC. The Board is responsible for dealing with the
strategic policies that affect the organization, as well as approving budgets, policies, and other important
decisions. The Board is composed of a broad cross-section of the school community, the community-at-large,
and professionals and community leaders.
Role of the EFC Home Office
The EFC Home Office provides support and assistance to each schoo l, and helps disseminate EFC's values,
programs, norms, and high standards. The Home Office focuses on:
• Facilitating learning across the community based on best practices, site innovation and research.
• Guiding school development, negotiating school district relationships, and building community
partnerships.
• Providing centralized services and support, including professional development, curriculum
development, financial management, enrollment-outreach, fundraising, human resources, recruiting,
payroll, facilities development, government compliance, technology planning, and purchasing.
EFC combines Home Office coordination and oversight with significant school authority. Centralized functions
have economies of scale and support our educational mission by enabling principals, teachers and school
staff to focus on teaching, students and learning. The goal of the Home Office is to provide services to the
schools far in excess of what a stand-a lone charter school would be able to afford or acquire on its own.
Charter Schools Background
Charter schools are independent public schools with rigorous curriculum programs and unique educational
approaches. In exchange for operational freedom and flexibility, charter schools are subject to higher levels of
accountability than traditional public schools. Charter schools, which are tuition-free and open to all students,
aim to offer quality and choice in the public education system. Charter schoo ls can design their own
innovative curriculum, hire their own staff, and control their own budget. They are publicly funded like other
public schools.
When lawmakers passed the Charter Schools Act of 1992, California became the second state in the country
(after Minnesota) to enact charter school legislation. The intent was to allow groups of educators, community
members, parents, or others to create an alternative type of public school.
A charter school is generally exempt from most laws governing school districts, except where specifically
noted in the law. For example, California public charter schools are required to participate in the statewide
testing program. The law also requires that a public charter school be nonsectarian in its programs,
admission policies, employment practices, and all other operations, and it prohibits the conversion of a
private school to a charter school. Public charter schools may not charge tuition and may not discriminate
against any person on the basis of ethnicity, national origin, gender, or disability.
The "charter" establishing each such school is a contract detailing the school's m1ss10n, program, goals,
students served, methods of assessment, and ways to measure success. In California, charters are granted for
five years. At the end of the term, the entity granting the charter ("authorizer") may renew the school's
contract. EFC has schools authorized by both the Oakland Unified School District and the Alameda County of
Education. Charter schools are accountable to their authorizer, and to the students and families they serve, to
produce positive academic results and adhere to the charter contract.

For additional information on charter schools, pl ease visit the fo llowing websites:
• California Charter School Association: www.charterassociation.org
• California Department of Education Charter Schools Home Page: www.cde.ca.gov/sp /cs/
• US Charter Schools : www.uscharterschools.org
• Charter Schools Development Center: www.cacharterschools.org
• US Department of Education Charter Schools Program: www.ed.gov/programs /charter /index.html

II. THE EDUCATION FOR CHANGE WAY
Our Mission
The mission of Education for Change is to provide a superior public education to Oakland's most underserved
children by creating a system of public schools that relentlessly focuses on our students' academic
achievement. We believe that high quality instruction, and its continuous refinement, will lead to success for
our students. When our students succeed, they will be prepared to make thoughtful and informed choices
that will set them on a path for a successful life.
Our Values
At EFC, our va lu es are the foundation for our organization. Just as we believe every adult within a schoo l must
be aligned around a common purpose and a shared set of goals to be successful, we also believe that our
organization must be similarly aligned. Through a shared set of values, we will build one community of adults
across multiple schools who share a common purpose. Our values are:
We collaborate. We are a team. We plan together, observe and analyze each other's work, collaborate with
our coaches, and site leaders, partner with our families, and together make decisions about our programming.
We are a learning organization. We approach our practice with an inquiry stance and a growth mindset; we
analyze, innovate, and iterate every day so that we continually improve. We believe in coaching and
developing people at every level of experience, at every level of the organization.
We are solution-oriented. We approach every challenge with a problem-solving orientation. We listen to

and encourage each other. We are resilient in the face of adversity.
We are accountable. Our mission is to provide a superior public education to Oakland's most underserved
children. We assume personal accountability for student growth we analyze multiple form data, and that
analysis drives our instruction.
We are student-focused. We form close relationships, utilize personalized learning, differentiate instruction,
make learning culturally relevant, engage families, and provide individualized interventions to meet the
needs of every child.
We listen. We are a small, responsive organization that values students, fam ily, and employee voice and
input.
We are rooted in community. Ours is a place-based strategy that works deeply with neighborhood leaders
and partners to serve our children. We understand that the cultures, values, traditions, and assets that our
families bring must be leveraged and honored to reach our children.
What Makes EFC Unique
EFC is an organization filled with passionate, thoughtful and driven leaders who stand together committed to
excell ent educational outcomes and equitable educational opportunities for every child in Oakland. There are
a few aspects of EFC that make us unique:
Diverse Portfolio of Schools

• No strict academic model
• Schools have instructional programs unique to their site but adhere to EFC non-negotiables
• Flexibility facilitates and encourages innovation across the schoo ls
Committed to Serving ALL Children

• Comprehensive system of academic, socioemotional, and behavioral interventions leveraging a
nationally-recognized partnership with Seneca
• Neighborhood schools serving neighborhood children and families
• Powerful Special Education model that serves a diverse range of disabilities
Education for Change Public Schools Employee Handbook Page4

• Personalizing learning to ensure every child receives what they need a nd they are empowered and
meta-cognitive as learners
Neighborhood Transformation
• Place-based strategy that builds powerful preK-12 neighborhood pipelines that ultimately have the
ability to transform neighborhoods
• Engage and empower parents as community leaders and partners to accelerate student learning and
neighborhood transformation
Our Board, our leadership, and our stakeholders have come together around a strategic plan to grow from a
K-5 network of schoo ls to a preK-12 pipeline to co ll ege by rethinking our educational approach to personalize
learning and acce lerate academic outcomes; offering a diverse portfolio of schoo l option s to fami li es in the
neighborhoods we serve; and ensuring every EFC school is preparing ALL children to access and succeed in
college and life.
EFC Non-negotiables
The EFC non-negotiables define what all sites are required to implement and the programmatic features that
ultimately define the EFC culture. These non -negotiables are a result of strategic planning work and input
from all staff.
EFC Non-negotiables
Coherent Instructional Model Strong Teacher Development Supporting the Whole Child
• Coherent, research-based, • Structures that enable • Family leadership council

standards-aligned coaching, mod eling, training, • RT! - research-based
instructional model feedback interventions at every tier
• EFC standards-aligned • Data-based inquiry • School-wide cu lture policy
benchmarks • Grade-level collaboration with clearly communicated
• Grade-level coherence: • Teacher values and expectations and
instructiona l goals, content, leadership/decision- making an aligned curriculum
instructional strategies, structure • Structures and practices to
pacing • Appropriate levels of teacher promote physically healthy
• Structures that support high planning time built into kids
levels of student schedule
engagement
• Rigor - higher levels of
Bloom's taxonomy
School-Level Site Planning
Every year, each school must engage community and staff stakeholders to develop their site plan. Each school
has the opportunity to refine their instructional programming within the parameters of the EFC non-
negotiables, their specific charter, and their budget. Specific a reas where sta ff members have input are:
Instructional Framework
Each schoo l develops an Instructional Framework that outlines the school's vision for their instructional
program in each content area as well as the strategic next steps towards that vision, including a professional

development plan, detailed descriptions of the phases of instruction, and assessment plan. The approved
instructional framework then drives the base and strategic investments described each year in the site plan.
Staff Feedback and Organization Participation
Employees (both classified and certificated) can apply to be part of the EFC Staff Leadership Council. The
employees meet with the CEO once monthly and hear about new ideas and changes for the organization. This
gives the CEO an opportunity to talk with employees directly about goals and concerns. It also gives
employees an opportunity to express their opinions about issues and concerns and be part of problem solving
within the organization. EFC Staff Leadership Council representatives are then expected to report back to the
entire site after each meeting to ensure that employees are aware of decisions being made and can give their
representatives their perspective. Please contact your Principal if you are interested in being a Staff
Leadership Council representative for your site and job classification. Please see job description for further
details.
Dine and Delve is another means for Home Office to employee communication link. Employees are invited to
explore certain topics in depth and give suggestions for solutions and hear the thinking of the Home Office
Team. Please contact the Home Office if you need more information about Dine and Delve.
Each grade level, department or circuit has a Grade Level Chair who is responsible for leading and facilitating
all grade level meetings and activities. The Grade Level Chair meets regularly with the grade level team about
math, language arts, ELD, school functions and reports to the Principal. The Grade Level Chair meets at least
monthly with all the Grade Level Chairs as part of the site Instructional Leadership Team. Please contact your
Principal if you are interested in serving as your Grade Level Chair. Please see job description for further
details.
Budget
Each school develops a school site plan that aligns resources to the goals for the school for the upcoming year.
Schools use the instructional program described in the Instructional Framework and their current data
analysis to set goals and strategic investments for the upcoming year.
Hiring
Schools are able to hire the qualified teachers they feel will best implement the instructional program at that
specific site. EFC feels that it is important for schools to be able to attract and retain the teachers that are
passionate about and skilled at implementing the school's instructional model.
Calendar and Scheduling
Schools use the base EFC calendar to create their own school-specific calendar that outlines professional
development days, parent conferences, school events, etc. In terms of scheduling, each school creates their
own bell schedules that best meet the needs of the families and the instructional program. Both the bell
schedule and calendar must ensure compliance with the state expectations for instructional minutes.
Scheduling also includes the setting of prep schedules, specials schedules, etc.
As a cornerstone for all EFC schools, staff professional development will be developed and conducted with the
intent of creating collaborative, supportive, continuous learning environments at each school. Just as we
encourage our students to achieve through high expectations and by providing the best educational services
possible, we look similarly at building this same culture of achievement, support, and quality for our teachers.
The professional development calendar and schedule varies by school and is outlined in the school's
Instructional Framework. Each school has some form of professional learning community or inquiry groups
as an anchor for teacher professional development.

During the school year, staff development will continue through professional development days, whole staff
meetings, and grade level team or department meetings. Additional staff development could includ e
stru ctured dialogues, conferences, workshops, school visits, peer obs ervation and coaching, videotaping in
the classroom, collaboration with partner organi zations, or involvement in other proj ects designed to
enhance one's professional skill and knowledge.
Data analysis is a critical component of our professional developm ent model. Teachers are expected to
analyze their data as part of a grade level process. Together they set goals, design instructional responses to
the data, implement th ose instructional responses, monitor students' progress and then assess whether th e
grade level has met th eir goa ls on the following assessment.
Preparation and Collaborative Planning
Preparation time is time for t eachers to prepare for their teaching. Th is can include cognitively pl anning
lessons, preparing necessary materials, planning instructional responses to data, etc. This also is a tim e when
teachers can meet with parents, schedul e pre- and post-observation conferences, meet with co lleagu es, give
stud ent assessme nts, etc. Actua l prep schedules are specifi c to each school site.
Collaboration time is critical to teacher development. Each school structures and schedules collabo ration time
based on its instructional model. Teachers are expected to attend the entire grade level me eting/professional
learn ing community meeting/inquiry group meeting and to arrive on time for it. If for any reaso n, a teacher
ca nn ot attend the grade level meeting they must clear it through the Principal and alert the grade leve l chair
that they will not be ava il able.

I III. CONDITIONS OF EMPLOYMENT
General Professional Expectations
As a charter and reform-minded community of schools, EFC requires staff roles to be different from some
traditional schools. EFC teachers and administrators will, at times, assume and incorporate new roles such as
student mentor, activity leader, peer coach, problem solver, and team member. It is important that each staff
member be accountable for their actions so that the intricate web of school functions remains intact. A
breakdown in any part of this web puts great strain on all members of the school community. The school
expects all staff to be professionals. The following professional expectations are the basis for staff to
recognize and develop those attitudes and responsibilities necessary to function as a member of EFC. EFC
staff will:
• Practice professional and respectful discourse in all communications with each other, students,
parents, other community members and school partners. Staff will strive to consider others' points
of view when identifying and solving problems. Whenever possible, we should seek to understand
before we seek to be understood. Assume good intentions.
• Wear appropriate professional attire. Our professional reputation and atmosphere is maintained, in
part, by the image that we present to the students, parents and community.
• Be on time to school, class, meetings and other scheduled events.
• Follow meeting norms, office norms and other agreed-upon norms.
• Model appropriate leadership and respectful behavior at school and all school events.
• Strive to support each other. Staff should go to the source when there is a conflict and use the
appropriate and agreed -up on measures for conflict resolution.
• Maintain confidentiality for sensitive and/or confidential issues involving students and other staff.
• Be honest (e.g., in communications and on employment documents and time reports).
• Collaborate to create a positive learning environment for all that is focused on teaching and learning.
• Help maintain a safe work environment, one free of workplace injuries. This includes, among other
things, not coming to work under the influence of alcohol or illegal drugs, not possessing firearms or
weapons at work, not engaging in physical aggression with any person at work, and not engaging in
the willful destruction of property or material.
• Model punctuality and appropriate attendance for students.
EFC takes professional expectations seriously as we want to create a positive place to work and learn.
By accepting employment with Education for Change, you are considered a disaster service worker. In the
event of a natural, manmade or war-caused emergency which results in conditions of disaster or extreme
peril to life, property and resources, all employees of Education for Change are subject to disaster service
activities as assigned to them by their supervisors.

Employment Status
First and Second Year: During the first two years of employment with EFC, employment is on a
probationary basis. During this probationary term, the employee may be released from employment without
cause if the employee is provided severance in the amount of one (1) month's salary. Annual non-renewal of
employment will be on an at-will basis. This means either party may terminate employme nt at th e end of a
contract year without advance notice or cause.
Third Year:
During the third complete consecutive year of emp loym ent with EFC, the employee sha ll be offered a fixed-
term employment agreement, where formal discipline (suspension without pay or dismissal) during the term
of employment may only be for cause as defined herein. Annual nonrenewal of employment will be on an at -
will basis. This means either party may terminate employment at the end of a contract year without advance
notice or cause.
Fourth Year and Thereafter:
Employees offered a fourth year of consecutive employment or greater shall serve on a fixed term
emp loym ent agreement where formal discipline (suspension without pay or dismissal) during the term of
employment may only be for cause as defined herein. Annual nonrenewal of employment may only occur if
the employee's annual final performance evaluation is unsatisfactory and EFC provides notice of non-renewal
by May 15 of that school year.
Procedures for a For Cause Release
General Provisions
The following independently or collectively are causes for discipline:
• Discourteous or disrespectful treatment of others, including parents or staff.

• Conduct that is vulgar, obscene, threatening, intimidating, or harassing is not acceptable.
• Dishonesty, including any falsifying of employment records, employment information, or other
School records;
• Theft or deliberate or careless damage or destruction of any School property, or the property of any
employee or student;
• Unauthorized use of School equipment, time, materials, or facilities;
• Possession of any firearms or any other dangerous weapons on School premises at any time;
• Possession of any intoxicant on School grounds, including alcohol or controlled substances (unless
such substances are supported by a valid prescription);
• Conviction of any felony or crime of moral turpitude;
• Insubordination, including but not limited to failure or refusal to obey the orders or instructions of a
supervisor or member of management;
• Absence without leave, repeated tardiness or abuse of leave privileges;
• Unprofessional conduct; treat all clients, associates, visitors, and fellow emp loyees in a respectful
manner;
• Violating any safety, health, security or School policy, rule, or procedure or engaging in any conduct
which risks injury to the employee or others;
• Engaging in conduct which constitutes a material co nflict of interest;
• Committing of or involvement in any act of unlawful harassment of another individual;
• Failure to maintain ap propriate credential(s) required for the position;
• Failure of good conduct either during or outside duty hours tending to injury the public service;
• Abandonment of position.

For Cause Suspension or Dismissal Process
Suspension or dismissal shall be initiated in writing by the Chief Executive Officer ("CEO") of EFC by
providing Notice of Recommended Discipline ("Recommendation") and serving such Recommendation upon
the employee in person or by certified mail. The Recommendation shall contain a statement, in ordinary
language, of the factual basis upon which the disciplinary action is based, any rule or regulation alleged to
have been violated, and the proposed penalty. The employee shall also be given a copy of any documentary
materials upon which such action is based and a statement of the employee's right to respond, verbally and in
writing, within five (5) working days prior to the proposed discipline being imposed, unless by agreement of
both the CEO and the employee, this deadline is extended. Following this period, the CEO may provide Notice
of Discipline to be served upon the employee in person or by certified mail.
If the employee wishes to appeal the imposition of disciplinary action to the Board of EFC, the appeal must be
filed with the office of the CEO within five (5) work days from the time the Notice of Discipline is served on
the employee. The appeal must be made in writing and delivered to the office of the CEO. The employee shall
be entitled to appear personally before the Board to present any evidence or testimony to contest the Notice
of Discipline. This appeal to the Board is not an evidentiary hearing. If the employee chooses to be
accompanied by legal counsel at such meeting, the employee shall bear any cost therein involved. The
employee shall be provided a written decision setting forth the decision of the Board.
During the pend ency of any disciplinary proceedings, the Board reserves the right to place the employee on
paid administrative leave.
Reference to or Reliance upon the Education Code
Provisions for certificated or classified discipline (suspension without pay or dismissal) which are
enumerated in the California Education Code or interpreting case law do not apply to EFC.
The CEO or the Human Resources Designee/Manager and Principal jointly are the only representatives who
have the authority to promise or enter into a written salary agreement or other employment contracts. To be
enforceable, any commitment must be in writing and signed by both parties.
Salary agreements are generally made on an annual basis and are renewed in approximately May or June
preceding the academic year. Staff members who do not intend to return to the school the following year
should inform the Principal of that decision by April 1.
lob Duties
When you begin working at EFC, your supervisor will review your job responsibilities and the performance
standards expected of you. Be aware that your job responsibilities may change at any time during your
employment. From time to time, you may be asked to work on special projects, or to assist with other work
necessary or important to the operation of your department or the organization. EFC depends on your
cooperation and assistance in performing such additional work, and reserves the right to alter or change job
responsibilities, reassign or transfer job positions, or assign additional job responsibilities.
School-site staff members are expected to attend all school arranged parent-teacher conferences, and to
assume supervisory responsibilities at school events/activities. In addition, teachers are expected to share
responsibility for attending Back to School Nights, Open House, Data Summits, other school-wide events, and
participating on school committees.
We know that at times, the administrators will need to be away from the schools. In this case, the Principal
appoints a Teacher in Charge who will act as principal in the absence of the administrators. The Teacher in
Charge makes decisions for the administrators, except with regard to pupil suspension.

Work Schedule
Following are work schedule expectatio ns for all staff. There are some staff members (e.g., receptionists,
custodians) whose specific job requirements demand their presence at certain times. Part-time staff may
have other hours, as determined by their supervisor. Occasionally, there will be events that req uire
attendance at non-school times of the day or week, and staff members are expected to be present.
• School Staff Arrival Time
School-site staff is expected to be at school every work day at least 30 minutes before school begins
in order to be ready for classes or work, or at th e time directed for other school
even ts/responsibilities. Other school-site staff may be required to be on campus earli er because of
their specific job responsibilities.
• School Staff Departure Time
Unless otherwise indicated or required, teachers are expected to be at school until 4:00 p.m. daily.
We expect teachers will do s ignificant instructional preparation and coursework correction at other
times and locations. Meetings, committees, tutoring and other responsibilities may require
ad ditional time at school. All other management staff (including Home Office staff) and
administrators are expected to be at the school (or office) until 4:30 p.m., although later hours will be
needed frequently. Supervisors will determine individual schedul es.
• Home Office Arrival and Departure Time
Hom e Office staff is generally expected to be in the office from 8:30 a.m. to 5:00 p.m. unless
arrangements are approved by one's supervisor. Longer hours will be req uired as needed.
Meal and Rest Periods
The duty-free lunch period for teachers and other certificated employees required by Education Code Section
44813, shall not be less than 30 minutes. It shall be allowed as near noon as is reasonably possible.
If the principal leaves the school premises during his/her duty-free lunch period, he/she shall leave the
ass istant principal or other certificated employee in charge.
As required by law, non-exempt employees who work five (5) hours/day or more are entitled to a 30 minute
unpaid meal period approximately in the middle of the day. Non-exempt employees are allowed a 10-minute
paid rest period for every four hours of work. Non-exempt employees will be relieved of all active
responsibilities during lunch periods and will not be compensated for that time. In addition, you may not
work during your lunch period without prior authorization.
Documentation Required Prior to Employment
All EFC employees are responsible for submitting the following forms required either by our charters,
insurance carriers, local law or state law: (a) a valid teaching certificate and transcripts for teachers; (b) a TB
test; (c) fingerprints clearance; (d) employee benefit forms, if applicable; (e) a W-4 form; and (f) an 1-9 Form.
Other required forms are specified in our new hire checklist provided to new employees. In addition, all
employees must consent to a background check as a condition of employment.

Egual Opportunity Employer
Education For Change is an equal opportunity employer and makes employment decisions on the basis of
merit. EFC strives to hire the best available people for each job. EFC cultivates a work environment that
encourages fairness, teamwork and respect among all employees. EFC is firmly committed to maintaining a
work atmosphere in which people of diverse backgrounds and lifestyles may grow personally and
professionally. EFC does not discriminate against employees and/or students based on their actual or
perceived sex, gender, sexual orientation, gender identity or expression, race, color, ancestry, national origin,
ethnic group identification, age, religion, marital or parental status, physical or mental disability or genetic
information, characteristics, family care status, or any other class protected by federal, state, or local laws.
Staff should be aware that AB1266 amended Education Code 221.5 to clarify that students must be
permitted to participate in sex-segregated school programs and activities, including athletic teams and
competitions, and use facilities consistent with their gender identity, regardless of the gender listed in
their student records.
EFC is committed to compliance with all applicable laws providing equal employment opportunities. This
commitment applies to all persons involved in the operations of EFC and prohibits unlawful discrimination by
any employee of EFC.
To comply with applicable laws ensuring equal employment opportunities to qualified individuals with a
disability, EFC will make reasonable accommodations for the known physical or mental limitations of an
otherwise qualified individual with a disability who is an applicant or an employee unless undue hardship
would result.
Policy Against Unlawful Harassment
Education for Change (the "School") is committed to providing a work and educational atmosphere that is
free of unlawful harassment. The School's policy prohibits sexual harassment and harassment based upon
sex (including pregnancy, childbirth, breastfeeding or related medical conditions); race/color; religion
(including religious dress and grooming practices); sexual orientation; gender perception or identity; national
origin/ancestry; physical or mental disability; medical condition; marital status; age; military /veteran status;
or any other basis protected by federal, state, local law, ordinance or regulation. The School will not condone
or tolerate harassment of any type by any employee, independent contractor or other person with which the
School does business with. This policy applies to all employee actions and relationships, regardless of
position or gender. The School will promptly and thoroughly investigate any complaint of harassment and
take appropriate corrective action, if warranted.
Prohibited Unlawful Harassment
• Verbal conduct such as epithets, derogatory jokes or comments or slurs;

• Physical conduct including assault, unwanted touching, intentionally blocking normal movement or
interfering with work because of sex, race or any other protected basis;
• Retaliation for reporting or threatening to report harassment
• Deferential or preferential treatment based on any of the protected classes above.
Prohibited Unlawful Sexual Harassment
In accordance with existing policy, discrimination on the basis of gender in education institutions is
prohibited. All persons, regardless of their gender, are afforded equal rights and opportunities and freedom
from unlawful discrimination in education programs or activities conducted by the School.

The School is committed to provide a workplace free of sexual harassment and cons iders such harassment to
be a major offense, which may res ult in disciplina ry action, up to, and including dismissal, of th e offending
employee.
Sexual harassment cons ist of sexual advances, req uest for sexual favors and other verbal or physical conduct
of a sexual nature when: (1) submission of the conduct is eith er made explicitly or impli citly a term or
condition of a n individual's employment; (2) an employment decision is based upon an individual's
acceptance or rejection of that conduct; (3) that co ndu ct interferes w ith a n individual's work perform ance or
crea tes an intimidating, hostil e or offensive working environment.
It is a lso unlawful to reta li ate in any way against an emp loyee who has articulated a good faith concern about
sexual haras sment aga inst him or her against another individual.
All supervisors of staff w ill receive sexual harassment training within six (6) months of th eir ass umption of a
supervisory position a nd will receive further trai ning once every two (2) years th ereafter. All staff will
receive sexual harassment training and /or instruction concerning sexua l harassment in th e workplace as
required by law.
Each employee has the respons ibility to ma intain a workplace free from any fo rm of sexual harass ment.
Consequently, should any individual, in particular those with supervisory responsibiliti es, beco me aware of
any conduct that may constitute sexual harassment or other prohibited behavior, immedia te action should be
taken to address such cond uct. Employees and students are expected to act in a positive and profess ional
mann er and to contribute to a prod uctive School environment that is free from harass ing or disruptive
activity. Any empl oyee who believes they have been harassed or has witnessed ha ra ss ment is encouraged to
imm ediately report such harassment to their supervisor or the Chief Executive Officer ("CEO"). See
Attachment B for th e "Harassment Complaint Form."
Sexual harassm ent may includ e, but is not limited to:
• Physica l assa ults of a sex ual nature, such as:

o Rape, sexual battery, mol estation or attempts to commit these assau lts
o Intentional physical conduct th at is sexual in nature, s uch as touching, pinching, patting,
grabbing, brushing aga inst anoth er's body, or poking anoth er's body.
• Unwanted sexual advances, propositions or other sexual comments, such as:

o Sexually oriented gestures, notices, remarks, jokes, or comments abo ut a person's sexuality
or sexual experience.
o Preferential treatment or promises of preferential treatment to an employee for submitting
to sexual cond uct, including soliciting or attempting to sol icit any em ployee to engage in
sexual activity for compensation or reward or deferential treatment for rejecting sexual
conduct.
o Subjecting or threats of subjecting an employee to unwelcome sexual attention or conduct or
intenti onally making performance of the employee's job more difficult because of the
emp loyee's sex.
• Sexual or di scriminatory displays or publications anywhere at the workplace by employees, such as:
o Displaying pictures, cartoons, posters, calendars, graffiti, objections, promotional materials,
rea ding materials, or other materials that are sexually suggestive, sexually demeaning or
porn ographic or bringing to work or possessing any such material to read, display or view at
work
o Reading publicly or otherwise publicizing in the work enviro nment materials that are in any
way sexually revealing, sexually suggestive, sexually demeaning or pornographic; and
o Displaying signs or other materials purporting to segregate an employee by sex in a n area of
the workplace (other than restrooms or similar rooms) .

The illustrations of harassment and sexual harassment above are not to be construed as an all-inclusive list of
prohibited acts under this policy.
Complainants and witnesses under these policies will be protected from further harassment and will not be
retaliated against in any aspect of their employment due to their participation, filing of a complaint or
reporting sexual harassment.
The School will investigate complaints promptly and provide a written report of the investigation and
decision as soon as practicable. The investigation will be handled in as confidential a manner as possible
consistent with a full, fair, and proper investigation.
Employees may also direct their complaints to the California Department of Fair Employment and Housing
("DFEH"), which has authority to conduct investigation of the facts. The deadline for filing complaints with
the DFEH is one year from the date of the alleged unlawful conduct. If the DFEH believes a complaint is valid
and settlement efforts fail, the DFEH may seek an administrative hearing before the California Fair
Employment and Housing Council ("FEHC") or file a lawsuit in court. Both the FEHC and the courts have
authority to award monetary and non-monetary relief in meritorious cases. Employees can contact the
nearest DFEH office or the FEHC by checking the State Government listings in the local telephone directory.
Whistleblower Policy
Education For Change Public Schools is committed to lawful and ethical behavior in all its activities and
requires board members, executives, directors and employees to act in accordance with all applicable laws,
regulations and policies and to observe high standards of business and personal ethics in the conduct of their
duties and responsibilities.
The objectives of Education for Change Public School's Whistleblower Policy are to establish policies and
procedures to:
• Prevent or detect and correct improper activities.
• Encourage each board member, executive, director, and employee (reporting individual) to report what
he or she in good faith believes to be a material violation of law, policy or questionable accounting or
auditing matters by EFCPS .
• Ensure the receipt, documentation, retention of records, and resolution of reports received under this
policy, protect reporting individuals from retaliatory action.
Reporting Responsibility
Each reporting individual has an obligation to report what he or she believes is a material violation of law, policy or
any questionable accounting or auditing matter by Education for Change Public Schools, its officers, directors,
executives, employees, or other representatives. Reporters must also notify Education for Change Public Schools if
an action needs to be taken in order for Education for Change Public Schools to be in compliance with law, policy
or with generally accepted accounting practices. The types of concerns that should be reported include, for
purposes of illustration and without being limited to, the following:
• Providing false or misleading information on the Education for Change Public Schools financial documents,
grant reports, tax returns or other public documents.
• Providing false information to or withholding material information from the Education for Change Public
Schools auditors, accountants, directors or other representatives responsible for ensuring compliance
with fiscal and legal responsibilities.
• Embezzlement, private benefit, or misappropriation of funds.

• Material violation of Education for Change Publi c Schools policy, including among others, confidentiality,
conflict of interest, whistleblower, ethics and document retention .
• Discrimination based on race, gender, sexual orientation, ethnicity, and di sa bility, or any other unlawful
biases.
• Facil itation or concealing any of the above or similar actions.
Reporting Concerns
All Education for Change Public Schools Employees:
Whenever possible, employees should seek to resolve concerns by reporting issues directly to his/her manager or
the next level of management as needed until matters are satisfactorily re so lved . However, if for any reason an
employee is not comfortable speaking to a manager or does not believe the issue is being properly addresse d, the
employee may contact the HR Director or Chief Executive Officer. If an employee does not believe that these
channel s of communication can or should be used to express his/her concerns, an employee may contact the
Board of Directors within Education for Change Publi c Schools.
Handling of Reporting Violations
Exce pt otherwise required by law, or as otherwise required by court order, Education for Change Public Schools
will investigate all reports filed in accordance with thi s policy with due care and promptness. Matters reported
internally without initial resolution will be investigated by the Chief Operating Officer or any Director to determine
if the allegations are true, whether the issue is material and what actions, if any, are necessary to correct the
problem. Education for Change Public Schools' staff will issue a full report of all matters raised under this policy to
the Board of Directors. The Board of Directors may conduct a further investigation upon re ceiving the report from
the CEO.
For matters reported directly to the Chairman of the Board of Directors, the Board of Directors shall promptly
acknowledge receipt of the complaint to the complainant if the identity of the complainant is known and conduct
an investigation to determ ine if the allegations are true and whether the issue is material and what, if any,
corrective action is necessary. Upon the conclusion of this invest igation, the Board of Directors shall promptly
report its findings to all pertinent parties.
Authority of Investigative Parties
The Investigative Parties (any Chief or the Board of Directors) sha ll have full authority to investigate concerns
raised in accordance with thi s policy and may retain outside legal counsel, accountants, private investigators, or
any other resource that is necessary to conduct a full and complete investigation of the allegations.
No Retaliation
This Whistleblower Policy is intended to encourage and enable executives, directors, and employees to raise
serious concerns within the organization for investigation and appropriate action. With this goal in mind, no
executive, director, or employee who, in good faith, reports a concern shall be threatened, discriminated again st
or otherwise subject to retaliation or, in the case of any employee, adverse employment consequences as a result
of such report. Moreover, an employee who retaliates against someone who has reported a concern in good faith
is subject to discipline up to and including termination of employment.

Acting in Good Faith
Anyone reporting a concern must act in good faith and have reasonable grounds for believing the matter raised is a
serious violation of law, policy or a materials accounting or auditing matter. The act of making allegations that
prove to be unsubstantiated, and that prove to have been made maliciously, recklessly, with gross negligence, or
with the foreknowledge that the allegations are false, will be viewed as a serious disciplinary offense and may
result in discipline, up to and including termination of employment. Depending on the circumstances, such conduct
may also give rise to other actions, including civil or criminal lawsuits.
Confidentiality
Reports of concerns, and investigations pertaining thereto, shall be kept confidential to the extent possible.
However, consistent with the need to conduct an adequate investigation, Education for Change Public Schools
cannot guarantee complete confidentiality. Disclosure of information relating to an investigation under this policy
by staff, directors, or others involved with the investigation of Education for Change Public Schools to individuals
not involved in the investigation may be viewed as a serious disciplinary offense and, with respect to Education for
Change Public Schools' employees, may (on a case by case basis) result in discipline, up to and including
termination of employment. Depending on the circumstances, such conduct may also give rise to other actions,
including civil or crimina l lawsuits.
Volunteers/Chaperones
EFC recognizes the importance of parent and community involvement in all aspects of our educational and
extracurricular school programming. Volunteers contribute to the success of our schools and allow schools to
expand many programs and activities. A volunteer is defined as someone who is not employed by EFC, and
who, for no compensation, wishes to be involved in school activities or programs four (4) or more times
during the school year.
EFC requires that:
1. Any volunteer who will be associated with any school program in any capacity and on a frequent basis
during the year, and who may have regular and/or unsupervised contact with students, will submit
fingerprints to allow for a criminal background check at the expense of the school. The volunteer may
also need to complete a TB test depending upon the frequency /duration of the volunteer's visits to
EFC. Administrators of each school will maintain records of volunteers and their number of visits to the
school.
2. All volunteers comply with all polices and regulations set forth by the school or EFC that involve the
safety of students, as well as have a signed "Volunteer Commitments & Oath" form on file with EFC.
3. All volunteers must sign in with the Office Staff when on school property.
4. All volunteers must work under the direction and supervision of a school employee.
5. All volunteers wear some form of proper identification (Volunteer Badge) visible to the entire staff and
outside visitors.
Implementation:
o Volunteers must check in with the Office Manager and/or main office. Office Manager will monitor
volunteer hours using a "Sign-in and out binder".
o Any volunteer who will be in schools and have significant and/or possibly unsupervised contact with
students must be fingerprinted.

Fingerprinting and TB Test process:
o Office Staff provides a fingerprint/TB test packet to the volunteer. Packets can be found at the Home
Office.
o Volunteer completes fingerprinting at the West Oakland location for appropriate billing
o Return at least one copy of the completed form to the Office Manager
o Return the original TB test results to Office Manager
o Office Manager maintains dated records for tracking purposes. For example, this may be a
spreadsheet noting volunteer name, volunteer dates, TB test, and submission of fingerprints to EFC
and DOJ results.
o EFC - HR Manager informs Office Manager of results and maintains confidential records
o EFC - HR Manager informs Principal of any updated DOJ information as it is available
Child Abuse Reporting Requirements
All EFC personnel are mandated reporters of suspected abuse and/or neglect. Mandated reporters must
report suspected child maltreatment immediately when they have "reasonable suspicion to believe that a
child who is 17 years of age or younger and known to them in a professional or official capacity has been
harmed or is in danger of being harmed - physically, sexually, or through neglect - and that a caregiver either
committed the harm or should have taken steps to prevent the child from harm."
EFC shall provide training to all personnel regarding the obligations as mandatory reporters and the steps
required to report suspected abuse. AB 1432 requires annual training for all our employees. This training is
provided as an on-line course using Lawroom.
California law requires that you acknowledge your understanding of child abuse reporting requirements and
that you will comply with these laws. Child abuse is defined as a physical injury which is inflicted by other
than accidental means, sexual abuse, willful cruelty or unjustifiable punishment, cruel or inhuman corporal
punishment or injury, and negligent treatment or maltreatment under circumstances indicating harm, or
threatened harm, to the child's health or welfare. The California Penal Code section and acknowledgement
are in your employment materials and must be filed with the Home Office.
Transportation of Students
Student transportation shall be allowed only with advance Administrator level approval. Any EFC employee
transporting students must have and provide to Administration a valid California Driver's License as well as
proof of auto insurance. A copy of the driver's license and current proof of auto insurance is to remain on file
in the Human Resource Department in the employee's file at the Home Office. Staff members are to complete
the EFC expense reimbursement form in order to be reimbursed for mileage relating to student
transportation (use Google Maps to document the mileage). Staff members are expected to keep the student
seating area free of trash and personal items and must have appropriate restraint devices required by law in
order to transport students. Staff and students are required to wear required restraints at all times (ie;
seatbelts). Students are not permitted to eat in the vehicle. EFC staff members are expected to obey all OMV
regulations while transporting students, including obeying posted speed limits and not texting and/or using
an electronic device that requires hands while driving or participating in any activity that compromises
safety. Staff members transporting students are expected to keep a first aid kit in the vehicle in case of an
emergency (this can be provided by the school).
Accident Policy while transporting students
1. Pull to the side of the road when it is safe to do so, putting vehicle in park and turning off the
engine.
2. Check yourself, students and other staff for injury. Provide first aid where necessary. Do not
move an injured person if it is likely to cause further injury unless leaving the individual in
the vehicle puts them at a higher risk (ie; car fire), then move the individual to safety.

3. Call 911 if there is serious injuries.
4. Call your immediate supervisor, giving them your location, phone number, license plate
number and names of any individuals in the vehicles.
5. If a second party is involved, call the police and make a police report. Do NOT admit
fault!
6. Obtain all pertinent driver information (ie; license plate, driver's license number,
make/model and color of vehicle, insurance card (take a photo if possible).
7. Notify your insurance carrier immediately.
8. Fill out EFC incident report form.
9. Notify appropriate Home Office personnel.
Student Files
Student files are kept under the supervision of the School Office Manager. All files are confidential and may
not be removed from the locked file cabinet without the express consent of the Office Manager. The school
makes every attempt to access the cumulative files of every student, though it is often a lengthy process to
obtain the information. When a student transfers out of EFC, the school will not release copies of the files
without written notification from the requesting school.
Confidentiality and Proprietary Information
The security of EFC property is of vital importance to EFC. School property includes not only tangible
property, such as desks and computers, but also intangible property such as data and information. All
employees share responsibility to ensure that proper security is maintained at all times. In the course of your
work, you may have access to confidential information regarding EFC, its students, its suppliers, its
customers, or perhaps even fellow employees. You have responsibility to prevent revealing or divulging any
such information unless it is necessary for you to do so in the performance of your duties. Access to
confidential information should be on a "need-to-know" basis and must be authorized by your supervisor.
Technology and Security of Passwords
EFC has developed an email system, voice mail system, access to the Internet and other technology systems to
assist employees in conducting EFC business. All information, data and messages created, received, sent or
stored in these systems are, at all times, the property of EFC. These systems are to be used solely for business
related purposes. EFC does not allow these systems to be used in creating, receiving, sending, or storing data
that may reasonably be considered to be maliciously defamato ry, obscene or harassing. EFC has software and
systems in place that are capable of monitoring and recoding all community traffic to and from any computer
employees may use. EFC reserves the right to inspect any and all files stored in all areas of the EFC
community in order to assure compliance with this and other policies.
EFC relies on Illuminate, student information system, and other software to run mission critical functions of
the school, such as student attendance, grades, scheduling, and transcripts. Each employee entrusted with a
network ID and password, and/or access to llluminate, must carefully protect the assigned passwords,
regularly change the passwords used, and use non-obvious passwords to avoid unauthorized access to the
system. When leaving a computer unattended, always lock the workstation or shut down the machine to

avoid unauthorized access by others on your account. Employees must acknowledge their acceptance of EFC
Acceptable Use Policy in order to use EFC technology resources.
Electronic Communications
This policy describes EFC's guidelines with regard to the use of electronic mail, voice mail, Internet access and
computer systems. This policy covers all EFC systems including all individual equipment (e.g., stand alone
computers and laptops). These systems are important assets of EFC and have been installed at substantial
expense to facilitate business communications.
EFC respects the individual privacy rights of its employees; however, employee privacy does not extend to the
employee's work-related conduct or to the use of our equipment or supplies. EFC operates under this policy
for several reasons includin g: (1) to ensure that these systems are only used for business purposes; (2) to
follow up on departing employees' work-in-progress; (3) to ensure that the confidentiality of these trade
secrets is being preserved; (4) to monitor employee performance; (5) to maintain the systems; and (6) to
monitor our customer service and relations with outside business. You should be aware that the following
guidelines might affect your privacy in the workplace.
Although each emp loyee may have individual passwords to access these systems, the systems belong to EFC
and the contents are to be accessible at all times by management for any business purpose. The systems may
be subject to periodic unannounced inspections, and should be treated like other shared filing systems. All
systems passwords must be given to EFC management and you may not use passwords that are unknown to
your supervisor or Human Resources Manager. Of course, these systems are intended solely for business use.
Employees should inform family members and friends not to use the systems for any confidential messages
(e.g., confidential voice mail or e-mail messages).
Do not assume that messages and files are confidential. EFC has the capability to access, review, and copy or
delete any messages sent, received or stored on the systems. EFC reserves the right to access, review, and
copy or delete all such messages for any purpose and to disclose them to any party (inside or outside of EFC)
it deems appropriate. Back-up copies of electronic mail messages, voicemail messages and computer files are
maintained and referenced for business and legal reasons.
These systems may not be used in any manner that would be discriminatory, harassing or obscene, or for any
other purpose which is illegal, or against EFC policy. Employees are not permitted to access the electronic
communications of other employees or third parties unless directed to do so by EFC management. Accessing
another employee's electronic communications is strictly forbidden. EFC reserves the right to access and
review files and messages and to monitor the use of electronic communications as is necessary to ensure that
there is no misuse or violation of EFC policy or any law. Employees who misuse these communication
systems will be subject to discipline up to and including termination.
Employees may not install personal software in EFC computer systems without prior written approval.
All electronic information created by any employee using any means of electronic communication provided
by EFC is the property of EFC and remains the property of EFC.
Use of e-mail on the Internet to copy and/or transmit any documents, software or other information
protected by copyright laws is prohibited.
Employees must exercise a greater degree of caution in transmitting EFC confidential information by e-mail
than they take with other means of communicating information, (e.g., written memoranda, letters or phone
calls) because of the reduced human effort required to red istribute such information. EFC confidential
information should never be transmitted or forwarded to outside individuals or companies not authorized to
receive that information and should not even be sent or forwarded to other employees inside EFC who do not
need to know the information.
Always use care in addressing e-mail messages to make sure that messages are not inadvertently sent to
outsiders or the wrong person inside EFC. In particular, exercise care when using distribution lists to make

sure that all addresses are appropriate recipients of the inform ation. Lists are not always kept current and
individuals using lists should take measures to ensure that the lists are current. Refrain from routinely
forwarding messages containing company confidential information to multiple parties unless there is clear
business need to do so.
Access to the Internet, Web sites and other types of EFC-paid co mputer access are to be used for EFC-related
business only.
Any EFC provided laptops or portable computers are covered by this policy at all times. They are not to be
used by employees for personal business activity.
Also, EFC strives to maintain a workplace that promotes a culture of respect. Therefore, EFC prohibits the use
of computers, access to the Internet, and the E-mail system in ways that are malicious, disruptive, offensive
to others, or harmful to morale.
For example, the display or transmission of sexually explicit images, messages, and cartoons is not allowed.
Other such misuse includes, but is not limited to, ethnic slurs, racial comments, off-color jokes, or anything
that may be construed as harassment or showing disrespect for others.
E-mail may not be used to solicit others for commercial ventures or purchases, religious or political causes,
outside organizations, or other non-business matters or fundraising not approved by the CEO.
Remember that EFC purchases and licenses the use of various computer software for business purposes and
does not own the copyright to this software or its related documentation. Unless authorized by the software
developer, EFC does not have the right to reproduce such software for use on more than one computer.
Employees may only use software on local area networks or on multiple machines according to the software
license agreement. EFC prohibits the illegal duplication of software and its related documentation.
Employees should notify their supervisor or Human Resources Manager upon learning of violations of this
policy.
Employees who violate this policy will be subject to disciplinary action, up to and including termination of
employment.
Cell Phone Policy
Cell phones (including ear pieces) of any type may not be used in the classroom during instructional time.
Cell phone usage, except for in the case of an emergency, should be limited to employee's break/lunch
periods. Cell phone usage during times of student supervision is prohibited. If you have a camera-phone, you
may not use the camera function in any areas where other employees and students may have an expectation
of privacy (eg: restrooms, locker rooms). Also, EFC has the legitimate expectation that you will respect all
confidential information when using your cell phone on EFC premises. Violation of either of these
expectations may result in discipline up to and including release from employment.
News Media Contacts
Employees may be approached for interviews or comments by the news media. Only individuals specifically
designated by the CEO or Principal may comment on behalf of EFC to news reporters regarding matters such
as EFC policy or events relevant to EFC.
Personal Property

EFC is not respons ibl e for any loss or damage that occurs to employees' personal property which is brought
onto its premises, in vehicles or in parking areas. Emp loyees are to use their own discretion when choosing to
bring personal property to the workplace and do so at their own risk. Employees should take necessary
precautions to protect their personal effects from theft, loss, or damage while on EFC premi ses.
Parking
Em ployees may park th eir vehicles in permissible public areas in the vicinity of EFC facilities. Employees may
not use loading zones or parking areas specifically designated other vehicles. EFC is not responsible for any
loss or damage to empl oyee vehicles or contents while parked during EFC sessions, nor is it responsible for
employees' parking violations. However, as a courtesy, EFC may reimburse up to $2 00 of cost to repair
vehicl e damage. Original receipts must be submitted for reimbursement.
Solicitation and Distribution of Literature
In order to ensure efficien t operati on of EFC's business and to prevent disrupti on to students and employees,
EFC has established contro l of solicitations and distribution of literature unrelated to EFC business on EFC
property.
Employees may not solicit or disturb other employees for any reason whatsoever during working time and
may not ci rcul ate, distribute, or post notices or other written material of any kind during working tim e or in
working areas. "Working time" is when an empl oyee should be performing his or her job duties. Non-
working time includes rest or meal periods, before or after ass igned work shifts, and other specifi ed periods,
if any, during the work day when employees are not expected to be performing their job duties.
Persons not em ployed by EFC may not sol icit nor distribute literature for any purpose at any time without th e
express auth orizatio n of the Principal or CEO.
Conflicts of Interest
All employees must avoid situations involvi ng actual or potential conflicts of interest. Perso nal or romantic
involvement with a competito r, supp lier, or subordinate employee of EFC, which impairs a n employee's
ability to exercise good judgment on behalf of EFC, creates an actual or potential conflict of interest.
Supervisor-subordinate romantic or personal relationships also can lead to supervisory problems, possible
claims of sexual harassmen t, and morale probl ems.
An employee involved in any of the types of relationships or situations described in this policy should
imm ediately and fully disclose the relevant circum stances to his or her immediate supervisor, or Human
Resources Director, for a determination abo ut wh ether a potential or actual confli ct exists. If an actual or
potential conflict is determi ned, EFC may take whatever corrective action appears approp riate according to
the circumstances. Failure to disclose facts shall constitute grounds for disciplinary action.
EFC has no prohibition against hiring relatives of our staff members. However, to avo id potential conflicts of
interest, relatives will not be hired, promoted, or transferred into positions in which there is a direct
relationship between relatives. Relatives include the emp loyee's spouse, children, parents, siblings, all in-
laws, gra ndpare nts, grandchildren, stepparents, stepchildren, domestic partner, and any rel ative living in th e
household of the employee or domestic partner.

IV. WORKPLACE SAFETY
Health and Safety
The School is committed to providing and maintaining a healthy and safe work environment for all
employees.
You are required to know and comply with the School's General Safety Rules and to follow safe and healthy
work practices at all times.
You are required to report immediately to your supervisor any potential health or safety hazards, and all
injuries or accidents.
In compliance with Proposition 65, the School will inform employees of any known exposure to a chemical
known to cause cancer or reproductive toxicity.
Security Protocols
EFC has developed guidelines to help maintain a secure workplace. Be aware of unknown persons loitering in
parking areas, walkways, entrances and exits and service areas. Report any suspicious persons or activities
to security personnel or your supervisor. Secure your desk or office at the end of the day. When called away
from your work area for an extended length of time, do not leave valuable or personal articles around your
work station that may be accessible. The security of facilities as well as the welfare of our employees depends
upon the alertness and sensitivity of every individual to potential security risks. You should immediately
notify your supervisor when keys are missing or if security access codes or passes have been breached.
Occupational Safety and Health
EFC will comply with applicable state and fed eral laws and regulations rela ting to Occupational Safety and
Health.
Any employee(s) shall report to the Principal, any possible health or safety hazards so that EFC may resolve
any such circumstances.
EFC's employees do have the right to file anonymous OSHA complaints if they see a need that is not being
addressed.
EFC agrees to take no retaliatory action against any employee for his/her actions in reporting possible health
or safety hazards.
Accident/Incident Reporting
It is the duty of every employee to immediately, or as soon as is practical, report any accident or injury
occurring during work or on EFC premises to the sites office personnel, so that arrangements can be made for
medical or first aid treatment, as well as for investigation and follow-up purposes. Every employee must
complete an incident report.
Reporting Fires and Emergencies
It is the duty of every employee to know how to report fires and other emergencies quickly and accurately.
Employees should report any such emergency by calling management. In addition, all employees should
know the local emergency numbers such as 911.
School Facilities and Security

EFC facilities are generally located in or near urban neighborhoods with higher than average crime rates. It is
critically important that staff follow security procedures established for each school, and carefully protect
keys, passwords, and other security related information.
Inspection of Property
In order to help ensure the health and safety of EFC students and staff, EFC reserves the right to inspect
School premises, as well as of any of the personal property of its employees on School premises during work
hours. An employee's consent to such a search is required as a condition of employment. By signing the
acknowledgement of receipt of this Handbook, employees understand that they do not have a reasonable
expectation of privacy with regards to EFC property and personal property while on EFC premises.
Drui: Free Workplace
Employees are expected to remain drug free. "Drug free" shall be understood to mean free from the use of
any illegal, non-physician prescribed drugs, alcohol, or other substances. Violation of this policy will not be
tolerated. Use of these substances, whether on or off the job can detract from an employee's work
performance, efficiency, safety, and health, and therefore seriously impair the employee's value to EFC. In
addition, the use or possession of these substances on the job constitutes a potential danger to the welfare
and safety of students and of other employees and exposes EFC to the risk of property loss or damage, or
injury to other persons.
Employees shall not use, purchase, sell, transfer, or possess any form of illegal drugs or any type of drug
paraphernalia on EFC property at any time or during working time in a professional capacity (e.g., with
students) anywhere. Likewise, employees shall not possess or consume alcoholic beverages on EFC property
or during work hours, including lunch and break periods. In addition, employees shall not report for work
under the influence of drugs or alcohol.
Where a violation of this policy is suspected, an employee may be asked to submit to drug and alcohol
screening and/or allow a search of his or her desk, work area, personal belongings, or vehicle. As stated
earlier in this Handbook, an employee's consent to such a search is required as a condition of employment.
Refusal to consent to a drug or alcohol screening or to allow a search of personal property will be considered
to be insubordination and a basis for discipline, including possible release from employment. . In addition,
EFC will decide, based on all other available information, whether a violation of the drug or alcohol
prohibition in this policy has occurred. Such a violation, if found, constitutes a separate and independent
basis for discipline or termination. EFC also may bring the matter to the attention of appropriate law
enforcement authorities.
An employee's conviction on a charge of illegal sale or possession of any controlled substance while in the
employment of EFC property will not be tolerated because such conduct, even while off duty, reflects
adversely on EFC. In addition, EFC must keep people who sell or possess controlled substances off EFC
premises in order to keep the controlled substances themselves off the premises.
Any employee who is using prescription or over-the-counter drugs that may impair the employee's ability to
safely perform the job, or affect the safety or well-being of others, must notify a supervisor of such use
immediately before starting or resuming work.
EFC will encourage and reasonably accommodate employees with alcohol or drug dependencies to seek
treatment and/or rehabilitation. Employees desiring such assistance should request a treatment or
rehabilitation leave. EFC is not obligated, however, to continue to employ any person whose performance of
essential job duties is impaired because of drug or alcohol use, nor is EFC obligated to re-employ any person
who has participated in treatment and/or rehabilitation if that person's job performance remains impaired as
a result of dependency. Additionally, employees who are given the opportunity to seek treatment and/or
rehabilitation, but fail to successfully overcome their dependency or problem, will not automatically be given
a second opportunity to seek treatment and/or rehabilitation. This policy on treatment and rehabilitation is
not intended to affect EFC's treatment of employees who violate the regulations described previously.

Rather, rehabilitation is an option for an employee who acknowledges a chemical dependency and voluntarily
seeks treatment to end that dependency.
On occasion, the EFC CEO may authorize the use of EFC premises for celebrations or gatherings wherein
alcohol is served. Employees participating in these gatherings are expected to show good judgment and
reasonable behavior with respect to alcohol.
Lactation Accommodation
EFC will provide a reasonable amount of break time to accommodate an employee desiring to express milk
for her infant child. The break time, if possible, must run concurrently with rest and meal periods already
provided to the employee. EFC will make reasonable efforts to provide a room or other respectful location for
an employee to express milk in private. This location may be a private room, if applicable. EFC may not be
able to provide additional break time if doing so would seriously disrupt operations. Please speak to the
Human Resources Director for additional information.
Employees' Children in the Workplace
Education for Change Public Schools strives to be a family-friendly employer that promotes healthy work-life
balance. We are aware that many of our employees are also caregivers and parents and respect the challenges
that arise when childcare emergencies or other unavoidabl e situations arise. However, EFC is liable for
incidents involving employees' children in the workplace. Therefore., the presences of children in the
workplace is to be avoided whenever possible. If bringing a child to work with the employee is unavoidable,
the employee must contact the principal/supervisor by email as soon as possible to discuss the situation and
obtain permission to have the child accompany the employee while working. Factors the leadership will
consider are the age of the child, how long the child needs to be present, the work environment in the
employee's area, and any possible disruption to the employee's and co-workers' work. A child brought to the
workplace in unavoidable situations will be the responsibility of the employee. Because of our liability, under
no circumstances will an employee's child be allowed at a school site during school hours unless they are old
enough (at least 10 years of age), to volunteer or assist in the classroom under the supervision of an
employee. A child who is ill cannot be brought to the workplace at any time.
Recycling. Waste Prevention, and Conservation
EFC actively recycles as many materials as possible. Please place aluminum cans, glass, white paper, and
envelopes in the proper recycling bins. Recycling containers are located near computer printers, copiers, and
in the staffroom. Please do your part to prevent waste, conserve resources, and recycle reusable materials.
Workplace Violence
EFC is committed to providing a safe workplace. We want to mm1m1ze the risk of personal injury to
employees and damage to property. We specifically discourage you from engaging in any physical
confrontation with a violent or potentially violent individual. However, we do expect and encourage you to
exercise reasonable judgment in identifying potentially dangerous situations and informing your supervisor
or appropriate manager.
Smoking
Pursuant to California law, no smoking will be allowed in school facilities or at school-related activities.
Employees choosing to smoke must do so only during their break and/or lunch periods, and must do so away
from school facilities

Iv. COMPENSATION AND BENEFITS
Salary Basis Employee Classifications
For salary administration purposes and to determine eligibility for certain employee benefits, EFC assigns
employees to one or more of the following employment categories:
10 Month Staff
10 Month Staff members typically work a 180-196 day work-year. School -Year staff typically does not have
scheduled work days between the end of June and mid-August. This category generally includes all classroom
teachers and some other school-site staff.
Payroll schedule and medical benefits run from September to August or August through Ju ly, depe nding on
date of hire.
11 Month Staff
11 Month Staff members typically work from 200-214 days per year, depending on the pos ition. These staff
members typically do not have scheduled work days in the month of July. This category generally includes
Reading Coaches and some other Intervention positions.
Payroll schedule and medical benefits run from July to June.
12 Month Staff/Year-Round Staff
Year-Rou nd staff typically works a 12 month work year. This category includes all Home Office and other
support staff such as school -site custodians. Site Office Managers and employees sched ule to work 222 days
are cons idered 12 month employees.
Payroll schedule and medical benefits run from July to June.
Full-Time Staff
Staff who are regular employees who are scheduled to work 8 hours per day and five days a week.
Part-Time Staff
Staff who are regular employees who regularly work less than 8 hours per day or less than five days per
week.
Temporary Staff
Temporary staff is those working for less than 90 days. Temporary staff is not eligible for certa in benefits,
including health insurance, or paid time off.
Non-Exempt Staff (Eligible for overtime)
Under federal and state law, employees in certain types of jobs are entitled to overtime pay for hours worked
in excess of eight (8) hours per day or forty (40) hours per workweek or for working seven consecutive days
during the workweek. These emp loyees are referred to as 'non-exempt' in this handbook. This means they
are not exempt from (and therefore should receive) overtime pay. Supervisors will approve any overtime
hours in advance and submit appropriate documentation for payroll purposes.

Salaried Non-Exempt Employees (Eli~ible for overtime)
Salaried Non-Exempt employees are generally salaried, i.e., not paid on an hourly basis, and eligible for
overtime for hours worked over eight (8) hours per day or 40 hours in a week. Supervisors must approve
any overtime hours in advance and will submit appropriate documentation for payroll purposes.
Exempt Employees (Not eligible for overtime)
Exempt employees include professional staff, teachers, supervisors, and executives, and others whose duties
and responsibilities allow them to be exempt from overtime pay provisions. Exempt employees are paid on a
salary basis, and their salary already takes into account that long hours are necessary at times. Change in
employment status may result from a job change, promotion, a change in working hours, or a change in a job
description.
Compensation
It is important to us that our compensation levels reflect the capabilities of our employees. It is EFC's
objective to attract and retain talented and dedicated employees. EFC desires to pay all regular employees'
wages and salaries that are competitive with other non-profit employers and local school districts. EFC has a
teacher compensation system like that of traditional public school districts.
Classified employees' annual salary will be based on work exp erience and qualifications, and will be based on
market rate salaries for similar positions. Classified employees will be paid on a semi-monthly basis and will
be paid in twenty (24) equal monthly payments, less statutory and other authorized deductions.
Certificated employees (teachers only): compensation shall be determined based on the EFC Teacher Salary
Schedule. Employees' annual salary will be based on verification of work experience and education-related
courses and/or content courses related to the area of the teacher's credential and teaching assignment. and
will be paid in twelve (12) equal monthly payments, less statutory and other authorized deductions. The
employee understands that his/her position is exempt from overtime under State and Federal law and other
applicable wage and hour laws. Until Employee submits appropriate verification, employee will be paid at the
equivalent of Step 1, Column l.
• Column and Step Movement (Teachers only)
Official transcripts must be submitted by October 1 st for fall movement and February 1 st for spring
movement. EFC does not retroactively adjust salaries due to incomplete transcripts or receiving late
documents. The EFC teacher salary schedule reflects compensation based on the number of semester
units completed after the issuance of a Bachelor's Degree. One quarter unit is equal to 2/3 of a
semester unit. Credit is given for education-related courses and/or content courses related to the
area of teacher's credentialing and teaching assignment. Courses taken outside of a USA institution
must state the amount of hours completed.
Completion of a program without hours specified will not be accepted for movement.
o Teachers hired between September and December will receive step increases during the fall.
o Teachers hired between January and March will receive step increases in February (Spring
Semester).
o Teachers hired between March and June will not receive a step increase until one school year of
teaching experience. Example: lfyou are hired May 15, 2007 you would not move a step until the
fall of 2008.

EFC does not reimburse for college course work taken during employment. Upper division courses
to graduate maybe taken for column movement
• Automatic Payroll Deposit
EFC requires automatic payroll deposit for all employees, either through a bank account or on the
new Aline Visa card. To begin automatic payroll deposit, you must submit a direct deposit form and a
cancelled check to the Home Office during the hiring process or be issued an Aline Visa Card . The
automatic deposit shou ld begin with the second payroll following the subm ission of your direct
deposit information. Your paycheck will be deposited on or before the last business day of each
month. Semi-monthly will be deposited on or before the 15th and on or before the last business day of
each month.
EFC has implemented the use of Aline Cards. These are Visa Cards that will be used in lieu of a
checking accounts for direct deposit. Payroll deposits will be uploaded to the cards for the employees
use. These Aline Cards are also available to any employee who is interested in using one. The card
can be used in addition to your direct deposit. A designated amount would need to be indicated to be
uploaded to the card. For more information, contact La Rayne Povlsen, in the HR/Payroll Dept
lpovlsen@efcps.net.
• Payroll Advance
A payroll advance may be granted to any regular employee when circumstances defined as
unforeseen, unplanned and unavoidable require a staff member to secure funds on short notice and
the employee has exhausted a ll other reasonable sources of financial relief. An employee may request
1 pay advance in a rolling 12 month period. Any additional pay advance requests must have CEO
approval. Repayments must be made through payroll deductions.
Payroll Information
Paydays for certificated staff are generally scheduled on the last business day of each month. Your paycheck
or pay statement wi ll includ e an itemization of the various deductions required by law or authorized in
writing by you. You should keep these statements for your personal records. Paychecks will be presented
only to the named employee. Requests for special handling of your check in certain cases must be arranged in
writing in advance with the Office Manager at the Site or the Home Office.
For non-exempt, hourly, temporary, or part-time employees on a semi-monthly pay schedule(including

substitute teachers), as well as full-time employees performing approved extra duties, timesheets sho uld be
kept from the 1st of the month through the 15 th of the month, then from the 16th day of the month through the
last working day of the following month. Timesheets should be submitted to your supervisor for approval no
later than the 15th, or last day of the month. Your supervisor will forward your approved timesheet to the
Home Office for processing. Employees using time and attendance online, must clock in when they start their
work schedule and clock out when they leave. If the employee is eligible for 30 minute unpaid lunch (working
5 or more hours), they must clock out for lunch and clock back in when they return from their lunch break.
If the 15th or the last day of the month fall s on a weekend or holiday, timesheets should be subm itted on the
schoo l day closest to the 15th and the last day of the month. You are responsible for accurately recording your
time on your timesheet. Falsification of any time records is cause for disciplinary action, up to and including
termination.
If you believe there is a mistake on your paycheck, notify the Payroll Analyst or Director of Human
Resources/Payroll.

Reimbursement/Purchasing Policy
EFC will pay reasonable expenses incurred in the course of an employee's work Employees must obtain
approval prior to incurring expenses on behalf of EFC to ensure the expenses are within budgetary guidelines.
In order to receive reimbursement, all costs should be itemized on an expense report, signed by your
supervisor and accompanied by original receipts affixed to a full sheet of paper and submitted to the Home
Office. Purchases made on behalf of EFC must be separated from personal items on the store receipt. All
reimbursement reports must be completed in one calendar month of purchase.
EFC will reimburse employees for reasonable and necessary travel, accommodations, and other actual
expenses incurred during the course of business travel. Use of an employee's personal automobile for
company business will be reimbursed at the IRS-approved mileage reimbursement amount per mile after
'basic' miles are deducted. Basic miles are the number of round trip miles from home to your regular
workplace.
Our EFC Operating Guidelines will contain more detailed information on our reimbursement and travel
policies. If you have any questions about EFC's expense reimbursement policy, please contact your Principal,
who is your liaison to the Home Office.
Employees requesting additional classroom supplies and/or instructional material must obtain approval
prior to incurring expenses on behalf of EFC, to ensure the expenses are within budgetary guidelines.
Group Benefits
Education for Change is committed to providing competitive benefits. The following benefits are currently
offered to those employees meeting eligibility requirements (e.g., those employees classified as Full-Time
and/or Part-time who are working in excess of 30 hours per week). Education for Change does not provide
for double coverage of health benefits for its employees. If spouses/domestic partners/or any dependent are
both employed by Education for Change they have the option of either: 1) Individual separate coverage, or 2)
being covered by spouse/domestic partner's plan. You are responsible for completing the necessary
paperwork in a timely matter to ensure activation of your benefits. Also, please refer to the separate EFC
benefits summary for more information. If there is any conflict between this handbook and the official
Summary Plan Descriptions ("SPD"s) or plan documents, the official SPDs and/or plan documents will govern.
As with all policies in this handbook, health care coverage may change at any time.
Health coverage runs consistently with your work term dates.
10 Month Employees: September -August or August -July, depending on date of hire.

11 Month Employees: July - June
12 Month Employees: July - June
• Medical Insurance
Beginning October 1, 2015, HealthNet is no longer one of EFC's medical providers.
Kaiser Permanente is our current medical provider. There a re 3 different plan options within our Kaiser
offering. EFC is continuing to offer our traditional HMO and HRA plan through Kaiser. The new plan with
Kaiser is an HSA "Health Savings Account". Specific plan details are in the Benefits Guide booklet. The
employees' cost share is 10% of the monthly premium . You will be given more information about the
specific plans upon enrollment.

• Dental Insurance
Dental benefits are provided by Delta Dental. The employees' cost share is 10% of the monthly
premium. Specific details on this account are in the Benefits Guide booklet.
• Vision Insurance
Vision benefits are provided by Vision Service Plan (VSP). The employees' cost share is 10% of the
monthly premium . You will be given more information about the specific plans upon enrollment. VSP has
added an additional benefit, TruHearing. All VSP members and their dependents have free access to
ValueAdd Program, which offers an average 25% discount on hearing aids. Specific details on these
accounts are in the Benefits Guide booklet.
• Employee Assistance Program (EAP)
Employee Assistance benefits are provided by Concern-EAP. EFC currently covers the entire cost of
the EAP plan for emp loyees and their dependents. Specific details on this acco unt are in the Benefits
Guide booklet.
• Flexible Spending Accounts (FSA)
Education for Change offers Flexible Spending Accounts to all employees. The plan year for Flexi ble
Spending Accounts begins in July and runs through June . The different Flexible Spending Accounts are:
Health Flexible Spending Account, Dependent Care Flexible Spending Account, and Commuter Benefits.
Specific details on these accounts are in the Benefits Gu ide booklet.
• Disability Insurance
All employees participate in California State Disability Insurance. The state designated amount is
deducted from your paycheck.
• Life Insurance
Life Insurance from Hartford is payable up to $30,000 in the event of your death, in accordance with
the policy. You ca n indicate your beneficiary or beneficiaries by submitting the appropriate
documents to Human Resources. You can change beneficiaries by submitting the change in writing.
• COBRA
The federal Consolidated Omnibus Budget Reconciliation Act ("COBRA"} gives you and your qualified
beneficiaries the opportunity to continue health insurance coverage under our hea lth plan when a
"qualifying event" would normally result in the loss of eligibility. Some com mon qualifying events
are: resignation, termination of employment, or death of an employee; a reduction in your hours or a
leave of absence; yo ur divorce or lega l separation; and a dependent child no longer meeting eligibility
requirements.
Under COBRA, you or your beneficiary pays the full cost of coverage at our group rates, plus an
admi nistration fee.

You will be provided with a written notice describing your rights granted under COBRA when you become
eligible for coverage under our health insurance plan. The notice contains important information about your
rights and obligations.
Health Insurance Portability
Under the Health Insurance Portability and Accountability Act, you and your qualified beneficiaries are
entitled to Certificates of Coverage from EFC when any of three circumstances are present. These Certificates
allow you and your dependents to transfer from one employer health plan to another without starting a new
pre-existing condition waiting period. The three conditions are:
• When you are no longer covered under the health plan, or you begin COBRA coverage (as in the case
of extended leaves of absence or termination);
• At the time your COBRA coverage ends; and
• When a request is made within 24 months of termination of coverage.
The term "portability" does not mean you may take your specific health insurance policy from one job to
another. It means that once you obtain health coverage, you will be able to use evidence of that insurance to
reduce or eliminate any pre-existing medical condition exclusion period that might otherwise have been
imposed on you when you move to another group health plan. Portability is designed to help people maintain
coverage by giving them credit for having been covered previously.
You will be advised in writing of any pre-existing condition clause in your health insurance plan when you are
hired. You may then request Certificate(s) from your previous employer (if applicable) to apply to your
current plan. You may also request Certificate(s) from us under the conditions mentioned above when
applicable.
Domestic Partners Coverage
EFC offers domestic partners insurance coverage. This policy gives you the opportunity to cover a long-term,
significant non-spouse partner under our medical and dental plans. A domestic partnership will be
recognized when it meets the provisions of Family Code Section 297 and when the couple has registered with
the California Secretary of State.
Unemployment Compensation
Depending upon the circumstances, employees may be eligible for unemployment compensation upon
termination of employment with EFC. Eligibility for unemployment compensation is determined by the State
Employment Development Department and not by EFC.
Retirement
EFC currently offers one of two mandatory retirement programs (depending on your job description and
status), and an additional voluntary retirement program available to all employees.
• Which Retirement Plan?
Mandatory participation: Full time non-teaching staff is automatically enrolled in the Public
Employee Retirement System ("PERS"). Teachers working greater than 50% of full time are
automatically enrolled in the California State Teachers Retirement System ("CalSTRS" or "STRS").
Special regulations dictate the participation of foreign teachers. In addition, any teacher or substitute
already enrolled in STRS through a previous job must participate in STRS while working at EFC.

Elective participation : Teachers working less than 50% of full tim e, who are not already members of
STRS, can elect to participate in STRS. However, membership in STRS b eco mes mandatory if a
teach er works more than 60 hours in any month. Sim il a rly, substitute teach ers who are not already
members of STRS can elect to participate in STRS. Membership in STRS becomes mandatory for
substitutes once they have served 100 days in a ny school year.
• Public Employee Retirement System
For eligible staff, EFC offers PERS, a "defined benefit" retirement plan wh ich covers most California
classified emp loyees. Employees contribute based on their PERS designation (Classic 7%. Pepra 6%) of
their salary, and EFC contributes 12.600% of the staff member's sa lary (these rates may change over
tim e). PERS has a five yea r vesting period; once vested, members are eligib le for retirement be nefi ts
based on a formula including the member's years of service and salary. Complete information on
PERS is available at www.calpers.com .
Accrued sick tim e from previous empl oyers maybe carried over to EFC within 90 days of initi al
employment. It is the res ponsibility of the employee to contact a previous employer to obtain official
documenta tion that lists th e sick balan ces of previous work years. If a previou s employer needs
authorization from EFC please contact the Human Resources Manager.
• California State Teachers Retirement System
For eli gibl e staff, EFC offers STRS, a "defined benefit" retirement plan wh ich covers most Californi a
public school teachers. Employees contribute based on their STRS des ign ation (Classic 10.25 %, Pepra
9.20%) of their salary, and EFC contributes 12.58% of the teacher's sa lary (these rates may change over
time). STRS has a five year vesting pe riod ; once vested, members are eligibl e for retirement benefi ts
based on a formula including the member's years of service and sa lary. Complete information on
STRS is availa ble at www.calstrs.com.
Accrued sick time from previous emp loyers may be carried ove r to EFC. It is the responsibility of th e
employee to co ntact a previous employer to obta in official documentation that lists the sick bala nces
of previous work years. If a previous employer needs authorization from EFC please contact the
Home Office.
• Voluntary Supplemental Retirement Plans - 403(b)
EFC allows additi onal voluntary retirement plans for e mployees who w ish to save additional money
for retirement on a pre-tax bas is. Participation is voluntary, and a ll employees are eligible to
participate. Employees can specify a percentage of salary or a flat amou nt to be withheld from each
paycheck (the IRS currently caps contributions at $18,000 for 2016). EFC does not contribute any
matching fund s to 403(b) accounts.
A limited list of 4038 carriers is ava ilab le for viewing. Specific details are in the Benefits Guide booklet.
• Social Security
EFC does not participate in federal Social Security for certificated staff members.

I VI. EVALUATION AND RECORD KEEPING
Support. Evaluation and Intervention
The support, evaluation, and intervention process for EFC faculty and staff is constantly being improved.
More than an evaluation process, it is a philosophy. This process considers all aspects of the person at work:
from the teacher in the classroom to the colleague in the faculty meeting or the staff person at a school or in
the Home Office. Home Office Staff will also use the same process adapted for administrative functions. The
evaluation process will typically occur annually.
The philosophy is that all staff can improve and that the eva luator is a support provider as well as an
evaluator. Asking for help is valued because it helps others help you, the employee.
Ongoing Support
EFC believes that being an educator is a professional role that can be enhanced through continued
scholarship, collegial interaction, evaluation, goal setting, self-assessment, and involvement in educational
work beyond the school.
EFC is committed to use faculty and staff development time to :
• Reflect on our own practice for improvement;

• Educate ourselves on current research and best practices; and
• Build collegiality through a structured system of collaborations, peer observations ("p eer coaching")
and other protocols.
Formal Certificated Evaluations
Formal evaluations for certificated staff occur once or twice each year, depending on the employee's job
classification, years of experience, and previous year's evaluation ratings.
We purposely set the performance standard high as we believe that highly effective teachers are critical to the
success of our students. We firmly believe that the most important resource that we can provide for each and
every one of our students is a highly skilled teacher. EFC is an appropriate organization for teachers who
recognize the depth and breadth of content and pedagogical knowledge necessary to perform at proficient
and advanced levels and who are committed to their own continuous growth as professionals.
Formal Classified Evaluations
Formal evaluations for classified staff occur twice each year (once in the fall and once in the spring). The
evaluation process is used to recognize high levels of performance and to help all employees continue to grow
as professionals.
Evaluation Periods
Fall Window: August 24 - January 15 - Evaluations are due to the Home Office by January 13.
Spring Window: January 20 - May 20 - Evaluations are due to the Home Office by May 26.

Personnel Files
EFC ma intain s a personnel fil e on each employee. The personnel file includes such information as your job
application, resume, records of training, documentation of performance appraisals and salary increases, and
other employment records.
Personnel fil es are the property of EFC and are kept in a locked file . Access to the information they contain is
restricted. Generally, only management personnel who have a legitimate reason to review information in a
fil e are allowed access.
You may review your personnel records and your payroll records if you wish. If you would like to review
these records, you s hould co ntact the Human Resou rces Manager. With reasonable advance notice, you may
review your own person nel fil e in the School's offices and in th e presence of th e Human Resources Manager.
Any records containing med ical information are kept in a separate file and they will not influence
employment decisions about you without your p ermi ssion.
EFC's records about you will not be disclosed in individually id entifiable form to people or organizations
outside EFC without your written approval unless di sclos ure is compelled for lega l reasons. The only other
exception will be to confirm you a re or were an employee, the dates of your employment and your title or
position. This information may be disclosed without yo ur au thorization in response to a request identifying
yo u by name.
Changes in Status
All e mployees are required to notify the Administration office of any status changes including
a) Name
b) Address
c) Marital status
d) Number of dependents
e) Telephone number (home, work, cell)
f) Person to be notified in ca se of emergency
g) Loss of driver's license, or restriction( s) in driving privileges
h) Felony arrest or pending charges or convictions
The following changes can be made directly by the employee in their ADP self-serve account.
a) Name
b) Address
c) Telephone numb er
ct) Person to be notifi ed in case of emergency
e) Change to your direct deposit inform ation-n ew account or additiona l account
f) Changes to federal exem ption number (W-4)
g) In an effort to reduce paper usage this is where you w ill find your pay state ments. You can print out
your pay statements, W-2, when you need them.

I VII. HOLIDAYS AND LEAVES
General Policies Regarding Paid Time Off. Sick Days, and Personal Days
It is EFC's expectation that aJI employees make every effort to schedule appointments outside of regular work
hours. In the event that is not possible to schedule a necessary appointment outside of regular hours,
employees may use sick leave for medical appointments and request personal leave for other important
appointments (i.e. court date or a residential emergency). Leave time is usually requested and used in half-
day increments. Should you have a need for minimal amount of leave time during regular work hours your
supervisor should be consulted to determine the best way to address the specific circumstances.
Staff must arrive at school, to class, and to meetings on time every day. We ask staff make every effort to
avoid absences on days preceding or following school vacations or long weekends. We strongly discourage
the families of EFC students from taking such days off, and it is important that we model the behavior we
request. Similarly, since students are not allowed to attend an after-school activity on a day during which
they have been absent, staff should avoid absences on days wh en their attendance is required after school.
Planned absences for medical and dental appointments are expected to be arranged, as much as possible,
during non-school hours and must be taken on either half-day or full-day blocks.
The school staff has an obligation to make sure their responsibilities are covered, including arranging
substitutes.
Observed Holidays
EFC observes the following 12 holidays for all staff:
New Year's Day

Martin Luther King Jr.'s Birthday
President's Day
Cesar Chavez Day
Memorial Day
Independence Day
Labor Day
Veteran's Day
Thanksgiving Day
Friday after Thanksgiving Day
Christmas Eve
Christmas Day
When a holiday falls on a Saturday or Sunday it is usually observed on the preceding Friday or the following
Monday. Specific holiday observance will be announced in advance. Holidays are not counted as part of the
work year.
Personal Necessity Days
All full -time employees are entitled to up to five paid personal days off per year. Teachers hired mid-year are
eligible for pro-rated personal leave. Employees must notify their supervisors as early as possible of their
intention to use a personal day. Supervisors must report employees' use of personal days to the Home Office.
It should be clear to all employees that personal days are to be used only in cases of necessity.
Staff must request personal days (paid or unpaid) at least 48 hours in advance. Personal days must be
approved by the employee's supervisor. Approval is subject to school/organizational needs (i.e., substitute
availability, number of staff out, etc.) Approval is limited to two requests for a particular day at each school

site, and then may be approved only after all other classes are covered and if the requesting teacher secures
coverage of her /his classes, and submits the plan for coverage along with her/his substitute plans.
Paid personal days will not be approved for the day before or after vacations (including the day before or
after a three day weekend) nor on Staff Development Days. In addition, it is recommended that personal days
may not be used consecutively when school is in session. Exceptions may be granted with
principal/supervisor's recommendation and final approval of the CEO.
If a faculty or staff member wants to take a personal day on the day before or after a vacation, he/she may
request an unpaid personal day. A request for an unpaid personal day will be considered on a case by case
basis. Any unused personal leave days shall be converted to accumulated sick leave at the end of each school
year for returning staff and will be part of that year's carry-over calculation.
Sick Leave
To help prevent loss of earnings that may be caused by accident or illness,, or by other emergencies, EFC
offers paid sick leave to its employees. Sick leave may be taken to receive preventive care (including annual
physical or flu shots) or to diagnose, treat, or care for an health condition. Employees may also use sick leave
to assist a family member (i.e., children, parents, spouse/domestic partners, grandparents, grandchildren, or
siblings) who must receive preventative care or a diagnosis, treatment, or care for an existing health
condition. Employees may also take sick leave to receive medical care or other assistance to address instances
of domestic violence, sexual assault, or stalking. Such family-related sick leave usage is subject to all of the
same conditions and restrictions which apply to each employee's use of earned sick leave for his or her own
personal illness.
If an employee has no spouse or registered domestic partner, the employee may designate one (1) person
that the employee may use paid sick leave to aid or care for that person in lieu of a spouse or registered
domestic partner. On an annual basis, the employee shall make or change such designation.
All full-time employees who work a ten (10) month work calendar are entitled to ten (10) days paid sick
leave per year, eleven (11) month employees who work an eleven (11) month calendar are entitled to eleven
(11) days paid sick leave per year, and twelve (12) month employees who work a twelve (12) month calendar
are entitled to twelve (12) days paid sick leave per year, granted at the beginning of the employment year.
Employees classified as 10 month, 11 month, or 12 month employees ("Staff') working more· than half-time
are eligible for pro-rated sick leave. Staff hired mig-year are eligible for pro-rated sick leave. Accrued sick
leave may carry over from year to year.
Non-exempt employees classified as "hourly" (hereafter "Hourly") shall accrue one (1) hour of sick leave for
every thirty (30) hours of work. Hourly employees may accrue up to thirty-two (32) hours of sick leave per
year. Accrued sick leave may carry over from year to year but shall not exceed seventy-two (72) hours.
All other employees classified as "substitutes" shall be credited with twenty-four (24) hours of sick leave at
the beginning of the of each work year. Accrued sick leave may carry over from year to year and shall not
exceed seventy-two (72) hours.
Paid sick leave is available to all school employees who work at least thirty (30) days within the span of a
single calendar year from the commencement of employment. Employees cannot use paid sick leave until the
ninetieth (90th) calendar day following the employee's start date. Sick leave must be taken by eligible
employees in increments of two (2) hours.
Eligible employees will receive pay at their normal base rate for any sick leave taken. However, no employee
will receive pay in lieu of sick leave for any granted but unused sick leave at the close of any calendar year or
at the time of termination.
Once an employee has exhausted sick leave, the employee may continue on an unpaid medical leave
depending upon the facts and circumstances of the employee's basis for leave beyond accrued sick leave
Employee requests for unpaid medical leave must be approved in advance by the School.

Employees must notify their immediate supervisors of their need to take sick leave as soon as practicable
and, in no event, no later than 30 minutes after their scheduled starting time.
If you are absent longer than three (3) days due to illness, medical evidence of your illness and/or medical
certification of your fitness to return to work satisfactory to the EFCI will be required before the EFC honors
any sick pay requests. EFC will not tolerate abuse or misuse of your sick leave privilege. If EFC suspects abuse
of sick leave, EFC may require a medical certification from an employee verifying the employee's absence.
For members of STRS or PERS unused sick leave counts toward service credit for retirement purposes.
Accrued sick time from previous employers may be carried over to EFC. It is the responsibility of the
employee to contact a previous employer to obtain official documentation that lists the sick balances of
previous work years. If a previous employer needs authorization from EFC, please contact the Home Office.
It is EFC's expectation that all employees make every effort to schedule appointments outside of regular work
hours. In the event that is not possible to schedule a necessary appointment outside of regular hours,
employees may use sick leave for medical appointments. Should you have a need for minimal amount of leave
during regular work hours your supervisor should be consulted to determine the best way to address the
specific circumstances.
Workers' Compensation/Industrial Illness Leave
EFC maintains a workers' compensation insurance policy for the benefit of all EFC employees with AmTrust
North America. This policy provides compensation for lost wages and medical expenses resulting from an on-
the-job injury or illness. It covers work-related injuries and illnesses only. The earnings benefit is provided
only in those instances where the employee cannot immediately return to work as a result of his/her injury.
Medical expenses are covered for any on-the-job injury that requires medical attention.
Any employee injured while performing work for EFC should report the incident immediately to his/her
supervisor. The supervisor will complete an incident report and submit to the Home Office immediately. You
are required to go to the EFC designated medical clinic to receive medical attention.
Workers' compensation coverage may be effective-upon the occurrence of a work-related injury; sick leave
may be used during the waiting period.
It is important that all employees use caution on a daily basis while working. For example not using furniture
for anything other than the purpose for what it was designed i.e. sitting on a table or standing on a chair.
Personal Unpaid Medical Leave
Any regular full-time employee who is temporarily disabled and unable to work due to a medical condition,
will, upon request, be granted a leave of absence without pay for the period of his or her disability, provided
such period shall not exceed 6 weeks, except where other laws require a greater leave entitlement. The term
"medical condition" as used in this policy encompasses all temporary medical disabilities including, but not
limited to, pregnancy, childbirth, and related medical conditions.
As soon as you become aware of a need for a medical leave of absence, you should request a leave from your
supervisor in writing. A physician's statement must be provided verifying the beginning and expected ending
dates of your leave of absence. Any changes in this information should be promptly reported to your
supervisor.
Except where other laws require a greater leave entitlement, eligible employees are normally granted leave
for the period of the disability, up to a maximum of 6 weeks. You must take any available paid sick leave or
paid time off as part of the approved period of leave. If paid time off or sick leave is used, the paid and unpaid
portions of the leave will be added together to total 6 weeks. You may also be eligible for State Disability
Insurance ("SDI"). You may not apply for Paid Family Leave benefits for your own disability.

Subject to the terms, conditions, and limitations of the applicable plans, health insurance benefits will be
provided until the first day of the month following the first full month of disability. After that time, you will
become responsible for the full costs of these benefits if you wish coverage to continue. When you return
from medical leave, benefits will again be provided by EFC according to the applicable plans. If you sustain a
work-related injury or illness, you are eligible for a medical leave of absence for the period of disability in
accordance with all applicable laws covering occupational disabilities.
Holiday benefits will be suspended and sick leave benefits will not continue to accrue during the approved
medical leave period.
Please notify EFC at least two weeks before the date you will be able to return to your job. Prior to returning
to your position, you must provide a written release from your doctor on or before your return date.
When a medical leave ends, every reasonable effort will be made to return you to the same position, if it is
available, or to a similar position for which you are qualified. However, EFC cannot guarantee reinstatement
in all cases.
If you fail to timely report to work at the end of the medical leave, we will assume that you have terminated
your employment in accordance with the policies herein.
Family Care and Medical Leave
EFC complies with the federal Family and Medical Leave Act ("FMLA") and the California Family Rights Act
("CFRA"), and all applicable state and local laws regarding staff leave. FMLA/CFRA authorizes an eligible
employee to take up to a total of twelve(12) workweeks of paid or unpaid job-protected leave during a
"rolling" twelve(12) month period for specified family and medical reasons. For purposes of this policy, all
leave taken under FMLA or CFRA will be referred to as "FMLA leave."
To be eligible for FMLA/CFRA leave, the employee must have been employed by EFC for at least 12
months and must have at least 1,250 hours of service preceding commencement of the FMLA leave.
Events That May Entitle An Employee To FMLA Leave
• To care for the employee's newborn child or a child placed with the employee for adoption or foster
care.
Leaves for this purpose must conclude 12 months after the birth, adoption, or placement. If both
parents are employed by EFC, they will be entitled to a combined total of 12 weeks of leave for this
purpose.
• Because of the employee's own serious health condition (including a serious health condition
resulting from an on-the-job illness or injury) that makes the employee unable to perform any one or
more of the essential functions of his or her job (other than a disability caused by pregnancy,
childbirth, or related medical conditions, which is covered by EFC's separate pregnancy disability
policy).
• To care for a spouse, domestic partner, child, or parent with a serious health condition.
A "serious health condition" is an illness, injury, impairment, or physical or mental condition that
involves: (1) inpatient care (i.e., an overnight stay) in a hospital, hospice, or residential medical care
facility, including any period of incapacity or any subsequent treatment in connection with such
inpatient care; or (2) continuing treatment by a health care provider.
• Leave due to the "active duty of a family member," which is leave due to a "qualifying exigency"
arising out of the fact that the employee's spouse, domestic partner, child or parent is on active duty
or has been notified of an impending call or order to active duty in the Armed Forces in support of a
contingency operation;

• For service member family leave, which is leave taken by an employee to care for an injured "covered
service member" when the employee is the spouse, domestic partner, child, parent or next of kin of
that service member.
Pay During FMLA Leave
Family care and medical leave is unpaid; except to the extent that paid sick leave is substituted for family care
or medical leave. An employee on FMLA leave because of his or her own serious health condition must use all
accrued paid sick leave and may use any or all accrued paid personal time at the beginning of any otherwise
unpaid FMLA leave period. An employee on FMLA leave for child care or to care for a spouse, domestic
partner, parent, or child with a serious health condition may use any or all accrued sick leave/personal leave
atthe beginning of any otherwise unpaid FMLA leave.
All other FMLA leaves are unpaid leaves
The receipt of sick leave pay, or State Disability Insurance, or worker compensation benefits will not extend
the length of the FMLA leave. Sick pay accrues during any period of unpaid FMLA leave only until the end of
the month in which unpaid leave began.
Health Benefits
The provisions of EFC's various employee benefit plans govern continuing eligibility during FMLA leave, and
these provisions may change from time to time. The health benefits of employees on FMLA leave will be paid
by EFC during the leave at the same level and under the same conditions as coverage would have been
provided if th e emp loyee had been continuously employed during the leave period. When a request for FMLA
leave is granted, EFC will give the employee written confirmation of the arrangements made for the payment
of insurance premiums during the leave period.
Seniority
An employee on FMLA leave remains an employee and the leave will not constitute a break in service. An
employee who returns from FMLA leave will return with the same seniority he or she had when the leave
commence.
Medical Certifications
1. An employee requesting FMLA leave because of his or her own or a relative's serious health condition
must provide medical certification from the appropriate health care provider [on a form supplied by EFC].
Failure to provide the required certification in a timely manner (within 15 days of the leave request) may
result in denial of the leave request until such certification is provided.
2. If EFC has reason to doubt the medical certification supporting a leave because of the employee's own
serious health condition, EFC may request a second opinion by a health care provider of its choice (paid
for by EFC). If the second opinion differs from the first one, EFC will pay for a third, mutually agreeable,
health care provider to provide a final and binding opinion.
3. Recertifications are required if leave is sought after expiration of the tim e estimated by the health care
provider. Failure to submit required recertifications can result in termination of the leave.

Procedures for Requesting and Scheduling FMLA Leave
1. An employee should request FMLA leave by completing a Request for Leave form and submitting it to
the HR Manager. An employee asking for a Request for Leave form will be given a copy of EFC's then-
current FMLA leave policy.
2. Employees should provide not less than 30 days' notice or such shorter notice as is practicable, for
foreseeable childbirth, placement, or any planned medical treatment for the employee or his/her spouse
domestic partner, child, or parent. Failure to provide such notice is grounds for denial of a leave
request, except if the need for FMLA leave was an emergency or was otherwise unforeseeable.
3. Where possible, employees must make a reasonable effort to schedule foreseeable planned medical
treatments so as not to unduly disrupt EFC's operations.
4. If FMLA leave is taken because of the employee's own serious health condition or the serious health
condition of the employee's spouse, domestic partner, parent or child, the leave may be taken
intermittently or on a reduced leave schedule when medically necessary, as determined by the health
care provider of the person with the serious health condition.
5. If FMLA leave is taken because of the birth of the employee's child or the placement of a child with the
employee for adoption or foster care, the minimum duration of leave is two weeks, except that EFC will
grant a request for FMLA leave for this purpose of at least one day but less than two weeks' duration on
any two occasions.
6. If an employee needs intermittent leave or leave on a reduced leave schedule that is foreseeable based
on planned medical treatment for the employee or a family member, the employee may be transferred
temporarily to an availab le alternative position for which he or she is qualified that has equivalent pay
and benefits and that better accommodates recurring periods of leave than the employee's regular
position.
7. In most cases, EFC will respond to a FMLA leave request within two days of acquiring knowledge that
the leave is being taken for an FM LA-qualifying reason and, in any event, within 10 days of receiving the
request. If an FMLA leave request is granted, EFC will notify the employee in writing that the leave will
be counted against the employee's FMLA leave entitlement. This notice will explain the employee's
obligations and the consequences of failing to satisfy them.
Return to Work
1. Upon timely return at the expiration of the FMLA leave period, an employee ( other than a "key"
employee whose reinstatement would cause serious and grievous injury to EFC's operations) is entitled
to the same or a comparable position with the same or similar duties and virtually identical pay,
benefits, and other terms and conditions of employment unless the same position and any comparable
position(s) have ceased to exist because of legitimate business reasons unrelated to the employee's
FMLA leave.
2. When a request for FMLA leave is granted to an employee (other than a "key" employee), EFC will give
the employee a written guarantee of reinstatement at the termination of the leave (with the limitations
explained above).
3. Before an employee will be permitted to return from FMLA leave taken because of his or her own
serious health condition, the employee must obtain a certification from his or her health care provider
that he or she is able to resume work
4. If an employee can return to work with limitations, EFC will evaluate those limitations and, if possible,
will accommodate the employee as required by law. If accommodation cannot be made, the employee
will be medically separated from EFC.

Limitations on Reinstatement
1. EFC may refuse to reinstate a "key" employee if the refusal is necessary to prevent substantial and
grievous injury to EFC's operations. A "key" employee is an exempt salaried employee who is among the
highest paid 10% of EFC's employees within 75 miles of the employee's worksite.
2. A "key" employee will be advised in writing at the time of a request for, or if earlier, at the time of
commencement of, FMLA leave, that he/she qualifies as a "key" employee and the potential consequences
with respect to reinstatement and maintenance of health benefits if EFC determines that substantial and
grievous injury to EFC's operations will result if the employee is reinstated from FMLA leave. At the time
it determines that refusal is necessary, EFC will notify the "key" employee in writing (by certified mail) of
its intent to refuse reinstatement and will explain the basis for finding that the employee's reinstatement
would cause EFC to suffer substantial and grievous injury. If EFC realizes after the leave has commenced
that refusal of reinstatement is necessary, it will give th e employee at least ten (10) days to return to
work following the notice of its intent to refuse reinstatement.
Employment During Leave
An employee on FMLA leave may not accept employment with any other employer without EFC's written
permission. An employee who accepts such employment will be deemed to have resigned from employment
at EFC.
Pregnancy Disability Leave
This policy explains how EFC complies with the California Pregnancy Disability Act, which requires EFC to
give each female employee an unpaid leave of absence of up to four (4) months, as needed, for the period(s)
of time a woman is actually disabled by pregnancy, childbirth, or related medical conditions.
Employee Eligibility Criteria
To be eligible for pregnancy disability leave, the employee must be disabled by pregnancy, childbirth, or a
related medical condition and must provide appropriate medical certification concerning the disability.
Events That May Entitle An Employee to Pregnancy Disability Leave
The four-month pregnancy disability leave allowance includes any time taken (with or without pay) for any of
the following reasons:
1. The employee is unable to work at all or is unable to perform any one or more of the essential functions
of her job without undue risk to herself, the successful completion of her pregnancy, or to other persons
because of pregnancy or childbirth, or because of any medically recognized physical or mental condition
that is related to pregnancy or childbirth (including severe morning sickness); or
2. The employee needs to take time off for prenatal care.
Duration Of Pregnancy Disability Leave
Pregnancy disability leave may be taken in one or more periods, but not to exceed four months total. "Four
months" means the number of days the employee would normally work within four months. For a full-time
employee who works five eight hour days per week, four months means 88 working and/or paid eight hour
days of leave entitlement based on an average of 22 working days per month for four months.
Pregnancy disability leave does count against the FMLA leave, does not count against CRFA leave which may
be available.

Pay During Pregnancy Disability Leave
l. An employee on pregnancy disability leave must use all accrued paid sick leave and may use any or all
accrued personal time at the beginning of any otherwise unpaid leave period.
2. The receipt of sick leave pay, or state disability insurance benefits will not extend the length of pregnancy
disability leave.
3. Sick pay accrues during any period of unpaid pregnancy disability leave only until the end of the month in
which the unpaid leave began.
Health Benefits
The provisions of EFC's various employee benefit plans govern continued eligibility during pregnancy
disability leave and these provisions may change from time to time. When a request for pregnancy disability
leave is granted, EFC will give the employee written confirmation of the arrangements made for the payment
of insurance premiums during the leave period.
Seniority
An employee on pregnancy disability leave remains an employee of EFC and a leave will not constitute a
break in service. When an employee returns from pregnancy disability leave, he or she will return with the
same seniority he or she had when the leave commenced.
Medical Certifications
1. An employee requesting a pregnancy disability leave must provide medical certification from her
healthcare provider on a form supplied by EFC. Failure to provide the required certification in a timely
manner (within fifteen (15) days of the leave request) may result in a denia l of the leave request until
such certification is provided.
2. Recertifications are required if leave is sought after expiration of the time estimated by the healthcare
provider. Failure to submit required recertifications can result in termination of the leave.
Requesting And Scheduling Pregnancy Disability Leave
1. An employee should request pregnancy disability leave by completing a Request for Leave form and
submitting it to her supervisor. An employee asking for a Request for Leave form will be referred
to EFC's current pregnancy disability leave policy.
2. Employee should provide not less than thirty (30) days or as much notice as is practicable, if the need for
the leave is foreseeable. Failure to provide such notice is grounds for denial of the leave request, except if
the need for pregnancy disability leave was an emergency and was otherwise unforeseeable.
3. Where possible, employees must make a reasonable effort to schedule foreseeab le planned medical
treatments so as not to unduly disrupt EFC's operations.
4. Pregnancy disability leave may be taken intermittently or on a reduced leave schedule when medically
advisable, as determined by the employee's healthcare provider.
5. If an employee needs intermittent leave or leave on a reduced leave schedule that is foreseeable based on
planned medical treatment, the employee may be transferred temporarily to an available alternative
position for which he or she is qualified that has equivalent pay and benefits that better accommodates
recurring periods of leave than the employee's regular position.
6. In most cases, EFC will respond to a pregnancy disability leave request within two (2) days of acquiring
knowledge that the leave qualifies as pregnancy disability and, in any event, within ten (10) days of
receiving the request. If a pregnancy disability leave request is granted, EFC will notify the employee in
writing and leave will be counted against the employee's pregnancy disability leave entitlement. This
notice will explain the employee's obligations and the consequences of failing to satisfy them.

Return To Work
1. Upon timely return at the expiration of the pregnancy disability leave period, an employee is entitled to
the same position unless the employee would not otherwise have been employed in the same position (at
the time reinstatement is requested). If the employee is not reinstated to the same position, she must be
reinstated to a comparable position unless there is no comparable position avai lable, but filling that
position with the returning employee would substantially undermine EFC's ability to operate the
business safely and efficiently. A "comparable" position is a position that involves the same or similar
duties and responsibilities and is virtually identical to the employee's original position in terms of pay,
benefits, and working conditions.
2. When a request for pregnancy disability leave is granted to an employee, EFC wil l give the employee a
written guarantee of reinstatement at the end of the leave (with the limitations expla in ed above).
3. Before an employee will be permitted to return from a pregnancy disability leave of three days or more,
the employee must obtain a certification from her healthcare provider that she is able to resume work.
4. If the employee can return to work with limitations, EFC will evaluate those limitations and, if possible,
will accommodate the employee as required by law. If accommodation cannot be made, the employee
will be medically separated from EFC.
Employment During Leave
An employee on pregnancy disability leave may not accept employment with any other employer without
EFC's written permission. An employee who accepts such employment will be deemed to have resigned from
employment with EFC.
Paid Family Leave (Wage Replacement Benefits)
Paid Family Leave ("PFL") does not create the right to a leave of absence but is part of the State Disability
Insurance program which provides wage replacement benefits for eligible employees. California emp loyees
may file a claim for up to six (6) weeks of PFL benefits with the Employment Development Department
("EDD") within a 12 month period to take time off work to care for a child, spouse, parent or domestic partner
or the child of a domestic partner with a serious health condition, or to bond with a newborn or a child under
eighteen (18) who has been placed in their home by adoption or foster care. The plan will provide benefits of
approximately 55% of lost wages after a 7-day waiting period. This leave is sponsored within the State
Disability Insurance ("SDI") program and funded through employee con tributi ons.
If you are eligible for either federal Family Medical Leave Act ("FMLA") and/or California Family Rights Act
("CFRA") leave, both of these leaves will overlap with your receipt of PFL benefits and you will be reinstated
to the same position, or to a similar available position for which you are qualified. If you are not eligible for
FMLA or CFRA, then reinstatement is not guaranteed.
PFL does not apply to your own illness or injury nor can benefits be applied to time off under medical leave,
workers' compensation leave or pregnancy disability leave. Before collecting paid time off under Paid Family
Leave, you must serve a seven (7)-day unpaid waiting period. If you have accrued unused personal leave, you
may apply one (1) week to the otherwise unpaid waiting period. You may apply accrued but unused sick
leave but are not required to do so.
Bereavement leave
Bereavement leave of up to three (3) days with pay will be granted to regular emp loyees, upon request and
approval by the Human Resources Manager, in the event of a death of the employee's spouse, child, parent,
parent-in-law, grandparent, grandparent-in-law, granddaughter, grandson, daughter-in-law, son-in-law,
stepparent, domestic partner, brother, sister, brother-in-law, sister-in-law, stepchild, or domestic partner's
child, and any relative living in the household of the employee or domestic partner. Upon request and
approval, up to (5) days may be granted if travel of 200 miles or more are required. Personal days or non-
scheduled days may be used in the event of a death of others not listed.

Time Off for School Children
Employees are encouraged to participate in the school activities of their child(ren) . Parents, guardians, or
grandparents having custody of schoolchildren are provided unpaid tim e off to participate in school or day
care activities. EFC may require proof of your participation in these activities. You may use accrued personal
leave or unpaid time off for this purpose. Please provid e reasonable notice to your supervisor before taking
time off for schoolchildren.
Military Leave of Absence
Any employee who is in any branch of the uniformed services or a similar government military operation may
take military service leave for military duty for up to five (5) years. Advance notice is required to maintain
such a leave status. Available time off may be used for the absence as military service leave is unpaid. For
tea ching staff a request must first be made to serve the time when school is not in session. Sick time and
holiday benefits will not accrue during a military service leave.
Domestic Violence Crime Victims Leave
Victims of domestic violence and sexual assault may take time off work to obtain help from a court, seek
medical attention, obtain services from a shelter, program, or crisis center, obtain counseling, or participate
in safety planning. You may also assist a member of your immediate family who has been a victim. EFC may
require proof of your participation in these activiti es. You may use accrued perso nal leave or granted sick
leave or time without pay. When possible, give your supervisor reasonable noti ce.
Bone Marrow and Organ Donation Leave
Organ donation: A leave not exceeding 30 days to an employee who is an organ donor in any one-year period,
for the purpose of donating his/her organ to another person.
Bone marrow donation: A leave not exceeding 5 days to an employee who is a bone marrow donor in any
one-year period, for the purpose of donating his /her bone marrow to another person.
Jury and Witness Duty
Staff should notify their supervisor and the Home Office upon receipt of a jury summons. In order to
maximize student education and school efficiency, staff must, whenever possible, request and use options
such as on-call status or postponement to school vacation times such as s ummer. Staff is also expected to
report to work as soon as the court releases them each day if there are any work hours left in the school day.
EFC permits you to take the necessary time off and wishes to help you avoid any financial Joss because of such
service. Except as otherwise required by Jaw, EFC will co ntinue your salary or pay during jury service for a
maximum of five business days . Beyond five days, non-exem pt employees will serve jury duty on an unpaid
basis and exempt employees will be paid for any week in which they do any work.
Staff required by law to appear in court as a witness may take personal days or unpaid days for such purpose.
EFC requests that advance arrangements be made with their supervisor and the Home Office, and any
necessary substitute pl ans are taken care of. Please submit a copy of your jury service verification to Home
Office.

Leave for Volunteer Firefighters and Emergency Personnel
If you are a volunteer firefighter, reserve peace officer or other type of emergency rescue personnel, you are
entitled to take up to fourteen (14) days off per calendar year to perform your duties, or to engage in fire or
law enforcement training. Leave is unpaid but you may apply any accrued paid time off to your absence.
If you receive notice that you must report for duty prior to coming to work, or leave work after you have
come to work, you must inform your immediate supervisor as soon as possible, stating the amount of time
you expect to be gone, if possible. You are expected to come back to work as soon as you are able to do so.
Voting Time Off
You are encouraged to fulfill your civic responsibilities by participating in elections. Generally, employees are
able to find time to vote either before or after their regular work schedule. If you are unable to vote in an
election during your non-working hours due to your work schedule, we will grant you up to two (2) hours of
paid time off to vote.
You should request time off to vote from your supervisor at least two (2) working days prior to the Election
Day. Time off will be scheduled at the beginning or end of the workday, whichever provides the least
disruption to the normal work schedule.
You must submit a voter's receipt to your supervisor on the first working day following the election to qualify
for paid time off.

VIII. DISCIPLINE AND TERMINATION
Discipline and Rules of Conduct
Rules of Conduct
The following conduct is prohibited and will not be tolerated by EFC. This list of prohibited conduct is
illustrative only and app li es to all employees of EFC; other types of conduct that threaten security, personal
safety, employee welfare and EFC operations also may be prohibited. If an employee is working und er a
contract with th e School which grants procedural rights prior to termination, the procedural terms in the
contract shall apply.
1. Insubordination - refusing to perform a task or duty assigned or act in accordance with instructions
provided by an em ployee's manager or proper authority.
2. Inefficiency- including deliberate restriction of output, carelessness or unnecessary wastes of time
or material, neglect of job, duties or responsibiliti es.
3. Unauthorized soli citing, collecting of contributions, distribution ofliterature, written or printed
matter is strictly prohibited on EFC property by non-employees and by em ployees. This rule do es not
cover periods of time when employees are off their jobs, such as lunch periods and break times.
However, employees prop erly off th eir jobs are prohibited from such activity with other employees
who are performing their work tasks.
4. Damaging, defacing, unauthorized removal, destruction or theft of another emp loye e's property or of
EFC property.
5. Fighting or instigating a fight on EFC premises.
6. Violations of the drug and alcohol policy.
7. Using or possessing firearms, weapons or explosives of any kind on EFC premises.
8. Gambling on EFC premises.
9. Tampering with or falsifying any report or record including, but not limited to, personnel, absentee,
sickness or production reports or records, specifically including applications for employment and
time cards.
10. Recording the clock card, when applicable, of another employee or permitting or arranging for
another employee to record your clock card.
11. Use of profane, abusive or threatening language in conversations with other employees and/or
intimidating or interfering with other emp loyees.
12. Conducting personal business during business hours an d/or unauthorized use of telephone lines for
personal ca lls.
13. Excessive absenteeism or tardiness excused or unexcused.
14. Posting any notices on EFC premises without prior written approval of management, unless posting
is on a n EFC bulletin board designated for employee postings.
15. Immoral or indecent conduct.
16. Conviction of a criminal act.
17. Engaging in sabotage or espionage (industrial or otherwise)
18. Violations of the sexual harass ment policy.
19. Failure to report a job-related accident to the employee's manager or failure to take or follow
prescribed tests, procedures or treatment.
20. Sleeping during work hours.
21. Release of confidential information without authorization.
22. Any other conduct detrimental to other employees or EFC's interests or its efficient operations.
23. Refusal to speak to supervisors or other emp loyees.
24. Intentional dishonesty.

• Staff Resignation Process
EFC may also consider that an employee has voluntarily terminated his or her employment if: (a)
the employee fails to return from an approved vacation or leave on the date agreed upon; or (b) the
employee fails to report for work without notice for three (3) consecutive days.
All EFC-owned property, including vehicles, computers, instructional materials, equipment, suppli es, keys,
security system fobs, uniforms, identification badges, and credit cards, must be returned immediately upon
termination of employment.

I IX. COMPLAINTS AGAINST PERSONNEL
Specific complaints of unlawful harassment are addressed under the School's "Policy Against Unlawful
Harassment."
INTERNAL COMPLAINTS
(Complaints by Employees Against Employees)
This section of the policy is for use when a Charter School employee raises a complaint or concern about a co-
worker.
If reasonably possible, internal complaints should be resolved at the lowest possible level, including attempts
to discuss/resolve concerns with the immediate supervisor. However, in the event an informal resolution
may not be achieved or is not appropriate, the following steps will be followed by the Chief Executive Officer
("CEO") or designee:
1. The complainant will bring the matter to the attention of the CEO as soon as possible after attempts
to resolve the complaint with the immediate supervisor have failed or if not appropriate; and
2. The complainant will reduce his or her complaint to writing, indicating all known and relevant facts.
The CEO or designee will then investigate the facts and provide a solution or explanation;
3. If the complaint is about the CEO, the complainant may file his or her complaint in a signed writing to
the Chair of the Board of Directors of the School, who will then confer with the Board and may
conduct a fact-finding or authorize a third party investigator on behalf of the Board. The Chair or
investigator will report his or her findings to the Board for review and action, if necessary.
This policy cannot guarantee that every problem will be resolved to the employee's satisfaction. However,
the School values each employee's ability to express concerns and the need for resolution without fear of
adverse consequence to emp loyment.
POLICY FOR COMPLAINTS AGAINST EMPLOYEES
(Complaints by Third Parties Against Employees)
This section of the policy is for use when a non-employee raises a complaint or concern about a Charter
School employee.
If complaints cannot be resolved informally, complainants may file a written complaint with the office of the
CEO or Board President (if the complaint concerns the CEO) as soon as possible after the events that give rise
to the employee's work-related concerns. The written complaint should set forth in detail the factual basis
for the employee's complaint.
In processing the complaint, CEO (or designee) shall abide by the following process:
1. The CEO or designee shall use his or her best efforts to talk with the parties identified in the
complaint and to ascertain the facts relating to the complaint.

2. In the event that the CEO (or designee) finds that a complaint against an employee is valid, the CEO
(or designee) may take appropriate disciplinary action against the employee. As appropriate, the
CEO (or designee) may also simply counsel/reprimand employees as to their conduct without
initiating formal disciplinary measures.
3. The CEO's (or designee's) decision relating to the complaint shall be final unless it is appealed to the
Board of Directors of the Charter School. The decision of the Board of Directors shall be final.
GENERAL REQUIREMENTS
1. Confidentiality: All complainants will be notified that information obtained from the complainants
and thereafter gathered will be maintained in a manner as confidential as possible, but in some
circumstances absolute confidentiality cannot be assured.
2. Non-Retaliation: All complainants will be advised that they will be protected against retaliation as a
result of the filing of any comp laints or participation in any complaint process.
3. Resolution: The Board (if a complaint is about the CEO) or the CEO or designee will investigate
complaints appropriately under the circumstances and pursuant to the applicable procedures, and if
necessary, take appropriate remedial measures to ensure effective resolution of any complaint.
Open Door Policy
Suggestions for improving EFC are always welcome. At some time, you may have a complaint, suggestion, or
question about your job, your working conditions, or the treatment you are receiving. We want to hear your
good-faith complaints, questions, and suggestions. If you wish to raise an issue, please take the fo ll owing
steps:
• Bring the situation to the attention of your immediate supervisor, who will then investigate and
provide a response or explanation.
• If the issue persists, you may describe it in writing and present it to the Human Resources Manager,
who will investigate and provide a response or explanation. We encourage you to bring the matter to
the Human Resources Manager as soon as possible after you believe that your immediate supervisor
has failed to resolve it.
• If the issue is not resolved, you may present it in writing to the CEO, who will attempt to reach a final
resolution.
This procedure, which we believe is important for both you and EFC, cannot guarantee that every problem
will be resolved to your satisfaction. However, EFC values your observations and you should feel free to raise
issues of concern, in good faith, without the fear of retaliation.

COMPLAINT FORM
Your Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___ Date: _ _ _ _ _ _ _ __ _ __

Date of Alleged Incident(s): _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ _ _ _ __
Name of Person(s) you have a complaint against: _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ __ _
List any witnesses that were present:

- - - - - - - - -- -- - - - - - - - - - - - - -
Where did the incident(s) occur?
Please describe the events or conduct that are the basis of your complaint by providing as much factual
detail as possible (i.e. specific statements; what, if any, physical contact was involved; any verbal
statements; what did you do to avoid the situation, etc .) (Attach additional pages, if needed):
I hereby authorize Education for Change to disclose the information I have provided as it finds necessary
in pursuing its investigation. I hereby certify that the information 1 have provided in this complaint is true
and correct and complete to the best of my knowledge and belief. I further understand providing false
information in this regard could result in disciplinary action up to and including termination.
Date:
- - - - - -- - - - - -
Signature of Complainant
Print Name
To be completed by School:
Received by: Date: _ _ _ _ _ _ _ _ _ _ __

IX. Uniform Complaint Policy
The Education for Change (th e "Charter School") poli cy is to comply w ith appli cabl e fed eral a nd stat e laws
and regul ati ons. Th e Cha rter Scho ol is th e local agency prim arily res ponsibl e fo r compli ance w ith federa l and
state laws and regulations governing edu cationa l programs. Purs uant to thi s poli cy, persons res p onsibl e for
con du cting investi gati ons s ha ll be knowledgea bl e abo ut th e laws and p rogra ms w hich th ey are ass igned to
investi gate. This compl aint pro cedure is adopted to p rovide a uniform system of co mpl aint p rocessing for th e
foll owi ng types of compl ai nts :
(1 ) Complaints of di scrimin ati on aga inst any prot ected group including actu al or perceived, including
discrimin ation on the bas is of age, sex, sexual ori entati on, ge nd er, ethni c group id entification, race,
ancest ry, nati ona l origin , religion, co lor, or mental or phys ical di sa bil ity, or on the basis of a person's
association with a person or group with one or more of these actual or perceived characteristics in
any Charter School program or activity; an d
(2) Com pl aints of violation s of state or fe dera l law and regul ati ons governing th e foll owing prog rams
includ ing but not limited to: sp ecial edu cation, Titl e II, Secti on 504 of the Rehabilitation Act,
co nso lid ated catego rical aid, No Ch ild Left Behin d, migra nt edu cati on, ca ree r technical and tec hn ical
edu cati on trainin g progra ms, child ca re and d evelopm ent progra ms, child nutriti on program.
The Charter School acknowledges and respects every individual's rights to privacy. Discrimination complaints
shall be investigated in a manner that protects [to the greatest extent reasonably possible] the confidentiality
of the parties and the integrity of the process. While the Charter School cannot guarantee anonymity of the
complainant, this includes keeping the identity of the complainant confidential, as appropriate and except to
the extent necessary to carry out the investigation or proceedings, as determined by the Chief Executive
Officer ("CEO") or designee on a case-by-case basis.
The Charter School prohibits any form of retaliation against any complainant in the complaint process,
including but not limited to a complainant's filing of a complaint or the reporting of instances of
discrimination. Such participation shall not in any way affect the status, grades or work assignments of the
complainant.
Compliance Officers
The Governing Board designates the following compliance officer(s) to receive and investigate complaints
and to ensure the Charter School's compliance with law:
Hae-Sin Thomas
Chief Executive Officer
3265 Logan Street
Oakland, CA 94601
510-568- 7936
The CEO or designee shall ensure that employees designated to investigate compl a ints are knowledgeable
about the laws and programs for which they are responsible. Designated employees may have access to legal
counsel as determined by the CEO or designee.
Education for Change Public Schools Employee Handbook Page SO

Notifications
The CEO or designee shall annually provide written notification of the Charter School's uniform complaint
procedures to students, employees, parents/guardians, the Governing Board, appropriate private officials or
representatives, and other interested parties.
The CEO or designee shall make available copies of the Charter School's uniform complaint procedures free of
charge.
The notice shall:
1. Identify the person(s), position(s), or unit(s) responsible for receiving complaints.
2. Advise the complainant of any civil law remedies that may be available to him/her under
state or federal discrimination laws, if applicable.
3. Advise the complainant of the appeal process pursuant to Education Code Section 262.3,
including the complainant's right to take the complaint directly to the California Department
of Education ("COE") or to pursue remedies before civil courts or other public agencies.
4. Include statements that:
a. The Charter School is primarily responsible for compliance with state and federal laws
and regulations;
b. The complaint review shall be completed within 60 calendar days from the date of
receipt of the complaint unless the complainant agrees in writing to an extension of the
timeline;
c. An unlawful discrimination complaint must be filed not later than six months from the
date the alleged discrimination occurs, or six months from the date the complainant first
obtains knowledge of the facts of the alleged discrimination;
d. The complainant has a right to appeal the Charter School's decision to the COE by filing a
written appeal within 15 days of receiving the Charter School's decision; and
e. The appeal to the COE must include a copy of the complaint filed with the Charter School
and a copy of the Charter School's decision.
Proce dures
The following procedures shall be used to address all complaints which allege that the Charter School has
violated federal or state laws or regulations governing educational programs. Compliance officers shall
maintai n a record of each complaint and subsequent related actions.
All parties involved in allegations shall be notified when a complaint is filed, when a complaint meeting or
hearing is scheduled, and when a decision or ruling is made.

• Step 1: Filing of Complaint
Any individual, public agency, or organization may file a written complaint of alleged noncompliance
by the Charter School.
A complaint alleging unlawful discrimination shall be initiated no later than six months from the date
when the alleged discrimination occurred, or six months from the date when the complainant first
obtained knowledge of the facts of the alleged discrimination. A complaint may be filed by a person
who alleges that he/she personally suffered unlawful discrimination or by a person who believes that
an individual or any specific class of individuals has been subjected to unlawful discrimination.
The complaint shall be presented to the compliance officer who shall maintain a log of complaints
received, providing each with a code number and date stamp.
If a complainant is unable to put a complaint in writing due to conditions such as a disability or

illiteracy, Charter School staff shall assist him/her in the filing of the complaint.
• Step 2: Mediation
Within three days of receiving the complaint, the compliance officer may informally discuss with the
complainant the possibility of using mediation. If the complainant agrees to mediation, the
compliance officer shall make arrangements for this process.
Before initiating the mediation of a discrimination complaint, the compliance officer shall ensure that
all parties agree to make the mediator a party to related confidential information.
If the mediation process does not resolve the problem within the parameters of law, the compliance
officer shall proceed with his/her investigation of the complaint.
The use of mediation shall not extend the Charter School's timelines for investigating and resolving
the complaint unless the complainant agrees in writing to such an extension of time.
• Step 3: Investigation of Complaint
The compliance officer is encouraged to hold an investigative meeting within five days of receiving
the complaint or an unsuccessful attempt to mediate the complaint. This meeting shall provide an
opportunity for the complainant and/or his/her representative to repeat the complaint orally.
The complainant and/or his/her representative shall have an opportunity to present the complaint
and evidence or information leading to evidence to support the allegations in the complaint.
A complainant's refusal to provide the Charter School's investigator with documents or other
evidence related to the allegations in the complaint, or his/her failure or refusal to cooperate in the
investigation or his/her engagement in any other obstruction of the investigation, may result in the
dismissal of the complaint because of a lack of evidence to support the allegation.
The Charter School's refusal to provide the investigator with access to records and/or other
information related to the allegation in the complaint, or its failure or refusal to cooperate in the
investigation or its engagement in any other obstruction of the investigation, may result in a finding,
based on evidence collected, that a violation has occurred and may result in the imposition of a
remedy in favor of the complainant.

• Step 4: Response
OPTION 1:
Unless extended by written agreement with the comp lainant, the comp li ance officer shall prepare
and send to the complainant a written report of the Charter School's investigation and decision, as
described in Step #5 below, within 60 days of the Charter School's receipt of the complaint.
OPTION 2:
Within 30 days of receiving the complaint, the compliance officer shall prepare and send to the
complainant a written repo rt of the Charter School's investigation and decision, as described in Step
#5 below. If the comp lainant is dissatisfied with the compliance officer's decision, he/she may,
within five days, file his/her complaint in writing with the Board.
The Board may consider the matter at its next regular Board meeting or at a spec ial Board meeting
convened in order to meet the 60 day time limit within which the complaint must be answered. The
Board may decide not to hear the complaint, in which case the compliance officer's decision shall be
final.
If th e Board hears the comp laint, the compliance officer shall send the Board's decision to the
complainant within 60 days of the Charter School's initial receipt of the complaint or within the time
period that has been specified in a written agreement with the complainant.
• Step 5: Final Written Decision
The Charter School's decision shall be in writing and sent to the complainant. The Charter School's
decision shall be written in English and in the language of the complainant whenever feasible or as
req uired by law.
The decision shall include:
l. The find ings of fact based on evidence gathered.
2. The conclusion(s) of law.
3. Disposition of the compla int.
4. Rationale for such disposition.
5. Corrective actions, if any are warranted.
6. Notice of the complaina nt's right to appeal the Charter School's decision wi thin fifte en (15)
days to the COE an d procedures to be fo ll owed fo r in itiating such an appeal.
7. For discrimination complaints arising under state law, notice that the complainant must wait
until 60 days have elapsed from the filing of an appeal with the COE before pursuing civil law
remedies.
8. For discrimination complaints arising under federal law such complaint may be made at any
time to the U.S. Department of Education, Office for Civil Rights.

If an employee is disciplined as a result of the complaint, the decision shall simply state that effective action
was taken and that the employee was informed of the Charter School's expectations. The report shall not give
any further information as to the nature of the disciplinary action.
Appeals to the California Department of Education
If dissatisfied with the Charter School's decision, the complainant may appeal in writing to the COE within
fifteen (15) days of receiving the Charter School's decision. When appealing to the COE, the complainant
must specify the basis for the appeal of the decision and whether the facts are incorrect and/or the law has
been misapplied. The appeal shall be accompanied by a copy of the locally filed complaint and a copy of the
Charter School's decision.
Upon notification by the COE that the complainant has appealed the Charter School's decision, the CEO or
designee shall forward the following documents to the COE:
1. A copy of the original complaint.
2. A copy of the decision.
3. A summary of the nature and extent of the investigation conducted by the Charter School, if not
covered by the decision.
4. A copy of the investigation file, including but not limited to all notes, interviews, and documents
submitted by all parties and gathered by the investigator.
5. A report of any action taken to resolve the complaint.
6. A copy of the Charter School's complaint procedures.
7. Other relevant information requested by the COE.
The COE may directly intervene in the complaint without waiting for action by the Charter School when one
of the conditions listed in Title 5, California Code of Regulations, Section 4650 exists, including cases in which
the Charter School has not taken action within 60 days of the date the complaint was filed with the Charter
School.
Civil Law Remedies
A complainant may pursue available civil law remedies outside of the Charter School's complaint procedures.
Complainants may seek assistance from mediation centers or public/private interest attorneys. Civil law
remedies that may be imposed by a court include, but are not limited to, injunctions and restraining orders.
For discrimination complaints arising under state law, however, a complainant must wait until 60 days have
elapsed from the filing of an appeal with the COE before pursuing civil law remedies. The moratorium does
not apply to injunctive relief and is applicable only if the Charter School has appropriately, and in a timely
manner, apprised the complainant of his/her right to file a complaint in accordance with 5 CCR 4622.

UNIFORM COMPLAINT PROCEDURE FORM
Last N a m e : - - - - - - - - - - - - - - - - - - - - First Name/Ml: _ _ _ _ _ _ _ _ _ _ _ _ __
Student Name (if applicable} : - - - - - - - - - - - - - - - - - Grade : _ _ _ Date of Birth:
Street Address/ Apt . # :
City: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ State : _ _ _ _ _ _ _ Zip Code: _ _ _ _ _ _ __
Home Phone : _ _ _ _ _ _ _ _ _ Cell Phone : _ _ _ _ _ _ _ _ _ _ Work Phone:
School/Office of Alleged Violation : - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
For allegation(s) of noncompliance, please check the program or activity referred to in your complaint, if applicable:
D Adult Education D Consolidated Categorical Programs D Nutrition Services
D Career/Technical Education D Migrant and Indian Education D Special Education
D Child Development Programs
For allegation(s) of unlawful discrimination/harassment, please check the basis of the unlawful
discrimination/harassment described in your complaint, if applicable:
D Age D Ethnic Group Id entification D Religion

D Ancestry D Gender D Sex (Actual or Perceived}
D Color D National Origin D Se xual Orientation (Actual or
Perceived)
D Disability (Mental or Physical) D Race
D Based on association with a person or group with one or more of these actual or perceived characteristics
1. Please give facts about the complaint. Provide detail s such as the names of those involved, dates, whether
witnesses were present, etc ., that may be helpful to the complaint investigator.

2. Have you discussed your complaint or brought your complaint to any School personnel? If you have, to whom did
you take the complaint, and what was the result?
3. Please provide copies of any written documents that may be relevant or supportive of your complaint.
I have attached supporting documents. D Yes D No
Signature: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date : _ _ _ _ _ __
Mail complaint and any relevant documents to:
Hae-Sin Thomas
Chief Executive Office r
3265 Logan Street
Oakland , CA 94601
510-568-7936

I XI. EMPLOYEE ACKNOWLEDGEMENT
PLEASE READ THE EDUCATION FOR CHANGE EMPLOYEE HANDBOOK AND FILL OUT AND
RETURN THIS PORTION TO YOUR PRINCIPAL OR OFFICE MANAGER WITHIN ONE WEEK OF
RECEIVING THE HANDBOOK. This Acknowledgement will be placed in the employee's
personnel file.
I acknowledge that I have received and read a copy of the Education for Change Employee
Handbook which outlines the policies, benefits and expectations of Education for Change, including
my responsibilities as an employee.
I agree to abide by the rules, policies, expectations and standards set forth in the handbook. I also
agree to the following Education for Change policies regarding: anti-harassment, discrimination
policy, child abuse reporting, alcohol and drug abuse, and technology use.
I understand that this handbook is a general guide and does not constitute an employment
agreement or a guarantee to continued employment. I also understand that the employer can make
changes to this handbook at any time without notice.
Employee's Signature Date
Employee's Printed Name

Attachment B
SEXUAL HARASSMENT COMPLAINT FORM
It is the policy of EFC that all of its employees be free from sexual harassment. This form is provided for
you to report what you believe to be sexual harassment, so that EFC may investigate and take
appropriate disciplinary or other action when the facts show that there has been sexual harassment.
If you are an employee of EFC, you may file this form with the Director or Board President.
Please review EFC's policies concerning sexual harassment for a definition of sexual harassment and a
description of the types of conduct that are considered to be sexual harassment.
EFC will undertake every effort to handle the investigation of your complaint in a confidential manner. In
that regard, EFC will disclose the contents of your complaint only to those persons having a need to
know. For example, to conduct its investigation, EFC will need to disclose portions of your factual
allegations to potential witnesses, including anyone you have identified as having knowledge of the facts
on which you are basing your complaint, as well as the alleged harasser.
In signing this form below, you authorize EFC to disclose to others the information you have provided
herein, and information you may provide in the future. Please note that the more detailed information
you provide, the more likely it is that EFC will be able to address your complaint to your satisfaction.
Charges of sexual harassment are taken very seriously by EFC both because of the harm caused to the
person harassed, and because of the potential sanctions that may be taken against the harasser. It is
therefore very important that you report the facts as accurately and completely as possible and that you
cooperate fully with the person or persons designated to investigate your complaint.
Your Name: __________________ Date: _ _ _ _ _ _ _ _ _ _ __

Date of Alleged lncident(s): _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Name of Person(s) you believe sexually harassed you or someone else:
List any witnesses that were present: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Where did the incident(s) occur?
Please describe the events or conduct that are the basis of your complaint by providing as much factual
detail as possible (i.e . specific statements; what, if any, physical contact was involved; any verbal
statements; what did you do to avoid the situation, etc.) (Attach additional pages, if needed):

I acknowledge that I have read and that I understand the above statements. I hereby authorize
EFC to di sclose the infonnation I have provided as it finds necessary in pursuing its
investigation.
I hereby certify that the information I have provided in this complaint is true and correct and complete
to the best of my knowledge and belief.
Date : - - - - - - - - - - - -
Signature of Complainant
Print Name
Received by: Date: _ _ _ _ _ _ _ _ _ _ __

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Table of Contents
Introduction
Purpose of the Plan
Scope of the Plan
Definitions
School Board Policy Statement
Situation Overview / Hazard Analysis Summary
District/School Population
Building Information
Threat, Vulnerability and Hazard Summary
Prevention, Mitigation and Preparedness Overview
Planning Assumptions and Limitations
Planning Assumptions
Limitations
CONCEPT OF OPERATIONS
National Incident Management System (NIMS)
Implementation of the Incident Command System (JCS)
Initial Response
ORGANIZATION AND ASSIGNMENT OF RESPONSIBILITIES

District Administrator /Principal /Building Administrator
Incident Commander
Teachers
Instructional Assistants
Counselors, Social Workers, and Psychologists DELETE OR ADD
POSITIONS ACCORDINGLY.
School Nurses/Health Assistants
Custodians/Maintenance Personnel
District/School Secretary/Office Staff
Food Service/Cafeteria Workers
Other Staff (e.g., Itinerant Staff, Substitute Teachers)
Students
Parents/Guardians
DIRECTION. CONTROL. AND COORDINATION
1
District/School Incident Command System (ICS)
Incident Command:
Operations Section:
Planning Section:
Logistics Section:
Finance/Administration Section:
Coordination with Policy/Coordination Group
Community Emergency Operations Plan {EOP)
Coordination with First Responders
Source and Use of Resources
COMMUNICATIONS
Communication Between Staff/Faculty Members
Communication with the School District Office
External Communications
Communication with First Responders
Communication with Parents
Communication with the Media
Handling Rumors
Communication After an Incident {Recovery Process)
ADMINISTRATION, FINANCE, AND LOGISTICS

Agreements and Contracts
Recordkeeping
Administrative Controls
Activity Logs
Incident Costs
Annual Incident Management Costs
Preservation of Records
PLAN DEVELOPMENT, MAINTENANCE, AND DISTRIBUTION

Approval and Dissemination of the Plan
Record of Changes
Record of Distribution
Plan Review and Updates
Training and Exercising the Plan
2
AUTHORITIES AND REFERENCES
3
Introduction
Purpose of the Plan
The purpose of the Education For Change (District) and Learning Without
Limits (School) Emergency Operations Plan (EOP) is to identify those threats,
vulnerabilities and hazards that pose a risk to the health and safety of students,
employees and visitors; to District/ School property; as well as to the safe and orderly
operation of the District/School. The EOP outlines responses to the identified risks that,
along with the exercise of professional judgment, empowers employees and students to
act quickly and appropriately in response to an incident. The plan is both a reference
and educational tool in that it provides emergency response guidance and is the basis
for training stakeholders in their roles and responsibilities before, during and after and
emergency incident.
The guidelines and procedures for dealing with incidents, contained in the basic plan,
functional annexes and incident specific annexes, provide an organized systematic
method to prevent, mitigate, respond and recover from various types of incidents. Not
every imaginable degree of risk can be covered in the plan, however the plan provides
the basics which when coupled with the professional judgment of staff provides a basis
for knowledgeable decision making in a wide variety of incidents. Employees and
students should receive annual training in in the plan relative to their respective
obligations and responsibilities for plan implementation.
Developing, maintaining and exercising the EOP is another way the District/School is
meeting its moral, ethical and legal obligations to the school community. Districts and
schools without established incident management plans have been held legally liable for
damages resulting from the lack of a plan and/ or training. While no plans or policies can
totally eliminate the potential for legal liabilities, establishing procedures and guidelines
on the best professional practices provides a margin of protection against legal liability.
This plan has been developed to further the primary goals of protecting the health and
welfare of students, staff and visitors, protecting District/School property against
damage and continuing the mission of educating our children.
Scope of the Plan
4
The District and School EOP outlines the expectations of staff/faculty; roles and
responsibilities; direction and control systems; internal and external communications
plans; training and sustainability plans; authority and references as defined by local and
Federal government mandates; common and specialized procedures; and
prevention/mitigation, preparation response and recovery associated with specific
identified risks.
Definitions
Definitions of terms may vary owing to the context within which the term is used. In
some emergency management publications certain terms may have more than one
meaning or use. For the purposes of the EOP the following definitions will apply.
Threat:
A natural or human caused event, which could have a negative impact on the
health and welfare of persons or result in the damage or destruction of property.
Examples would include: Tornados; hurricanes; earthquakes; fires;
transportation accidents; and, hazardous materials releases.
Hazard:
A naturally occurring or human caused condition that may be static or evolving
which has the potential to have a negative impact on the health and welfare of
persons or result in the damage or destruction of property. Examples would
include: Broken sidewalks; overloaded electrical systems; a sinkhole; a beachside
cliff; an untrained equipment operator.
Vulnerability:
Refers to weaknesses in, or lack of, systems, infrastructure, training, response
capability or any other protective system or condition subject to exploitation by
threats or hazards that might result in harm. Examples would include:
Geographic location; flaws in information technology protection systems;
inability to secure a premises; lack of training in the emergency operations plan;
weakened infrastructure systems.
Risk:
Is a combination of the probability that an event or incident will occur; the
possibility that it will impact assets (human, capital, material); and, the
consequence of that impact. For example: California (geographical vulnerability)
5
has a high probability of earthquakes (threat) which could be strong (impacting
assets) resulting in injury, death and property damage (consequence).
Incident:
An incident is an occurrence (natural, technological, or human-caused) that
requires a response to protect life or property. The
superintendent/principal/building administrator shall have the authority to
determine when an incident has occurred and to implement the procedures
within this Emergency Response Plan.
Board of Directors Policy Statement
It is the responsibility of District and School officials to use their best efforts to protect
students and staff during an emergency situation. The plan takes an all-hazard approach
based upon the four phases of emergency management: prevention - mitigation;
preparedness; response; and recovery. In compliance with Homeland Security
Presidential Directive 5, District and School utilizes the National Incident Management
System (NIMS) and the Incident Command System (ICS) when responding to and
managing emergencies.
There is no guarantee, either explicit or implied, that District and/or School will provide
a sufficient response system. As personnel and resources may be overwhelmed, District
and School can only endeavor to make every reasonable effort to respond to the
situation.
Situation Overview / Hazard Analysis Summary
District Overview
Education For Change Public Schools (District) is a Charter Management Organization

(CMO) that evolved through a strategic partnership between the State Administrator of
the Oakland Unified School District and the Education Reform community. The District
was originally designed to become a charter management organization that would focus
on converting existing OUSD Program Improvement schools to charter schools to
provide the flexibilities and agilities of charter law to existing district public schools. As
of the writing of this EO P, the District oversees six (6) charter schools in the Oakland /
Bay Area, including Learning Without Limits (School).
6
School Overview
The School's current enrollment is 419 students in grades K through 5 . The campus
consists of one main building plus an adjacent portable structure (pod)
currently sharing the campus with an Oakland Unified School District
school (Global Families) commonly known in the community as the
"Jefferson Campus". Employees on site consist of:
• 2 administrators
• 8 professional staff (nurse, psychologist, etc.)
• 4 office support staff
• 23 certificated teachers
• 6 instructional assistants
• 3 maintenance and custodial staff
• 3 cafeteria staff
• o staff from support organizations (not district employees)
• 8 regular volunteers (Reading Partners, Parent Volunteers)
• 1 student support staff (consultant, Positive Climate Coach)
• 7 after-school program staff (consultant, Oakland Leaf until 6 p.m.) See
Appendix E for After-School Program Emergency Plan
Should we add Global Families Staff as additional information and contact numbers?
The master schedule, along with daily attendance, the student and visitors' sign in and
out logs are maintained in the main office. Each classroom teacher maintains a daily
attendance log for his/her class.
Special Needs Population
The District and School are committed to serving the needs of our students and staff
with functional and access needs. The School's current population of students and staff
with special needs is 23 students with IEP's (Individual Educational Plan) and o
staff Unconfirmed. This number could increase should students or staff members
suffer a temporary disabling condition.
This population includes students and staff with:

• Limited English proficiency (Spanish)
• Visual disabilities
• Cognitive or emotional disabilities
• Hearing disabilities
• Speech disabilities
•
• Mobility/physical disabilities (permanent or temporary)
• Medically fragile health (including asthma and severe allergies)
7
• Mariah Iniguez, Insulin Dependent
Per mom, Mariah carries enough insulin with her at all times to
get through 48 hours.
First check: 10:15am (if low or high recheck in 15min.) report number to
mom and follow her instructions.
Lunch check: 12:20pm find out planned lunch carb intake, supervise while
MI enters numbers. Pump dispenses insulin accordingly. Stay in
communication with mom throughout the check. Make sure MI does not
consume any other food.
Afternoon check on MTTh prior to dismissal.
Primary: Lee Butler

Backup 1: Sierra Thai-Binh
Backup 2: Katie Ruffman
Also trained to support checks:
Manuel Herrera and Samantha Aubry
• Amari Aubry, severe food allergies, Epipen required
• Abel Maldonado, severe food allergies, Epipen required
• Chayanne Hugly, severe food allergies, Epipen required
• Kimari Hodges,severe food allergies, Epipen required
There is one Epipen in the office and each teacher has an
additional E i en for Amari, Abel and Chayanne. Parents will
supply with a food kit for each student to be laced in the
container.
Building Information
The School is located on a 4.3 acre lot and includes two schools with a total
building footprint of 72,000 sq ft. 41 classrooms, 1 room used as classroom,
1 library room, 2 multi-purpose rooms (cafeterias), 21
admin/ office/ conference room.
Site maps showing evacuation routes, assembly areas, command post location (primary
and alternate), emergency supplies storage, utility shut offs, access gates for fire
apparatus, mass casualty triage area constitute Appendix A.
8
Threat, Vulnerability and Hazard Summary
The District and School are exposed to many hazards, all of which have the potential for
disrupting the school community, causing casualties, and/or damaging or destroying
personal and school property.
District and School staff members and members of the school community engage in a
structured process to identify and prioritize the risk posed by those threats,
vulnerabilities and hazards which are likely to impact the District and/or School.
This process includes an assessment of the buildings' (interior and exterior) and
grounds of the site to identify hazardous conditions.
The following table identifies threats, vulnerabilities and hazards that may affect the
District and/ or School.
Identified Threats, Vulnerabilities and Hazards
Earthquake An earthquake is the most likely disaster to occur in the

greater Bay Area. Alameda County and the City of Oakland are
at high risk for significant earthquake related damage.
Incident of In today's world, no organization amassing tens if not

Targeted Mass hundreds of employees and pupils in a single or multiple
Violence locations can ignore the possibility of an attacked mounted
against the organization or members thereof.
Fire Annually, more than 5 ,000 fires occur in schools across the
United States with the majority occurring during the school
day. Proper prevention and mitigation measures combined
with effective response protocols has resulted in not a single
death in a school fire since 1958. Maintaining these efforts is
imperative to school safety.
9
Intruder An intruder is any person who comes upon the school grounds
with the intent to or after entry engages in any conduct that
threatens the health and safety of any person/s or disrupts the
safe and orderly operation of the school. This includes persons
who enter school grounds during non school hours and
misuse, vandalize or steal school property. At the very least,
intruders cause an emotional disruption to the good order of
the school.
Hazardous Hazardous materials incidents may range from accidental

Materials spillage of cleaning solutions and lab chemicals to incidents
Incident involving hazardous material pipelines and transportation
accidents.
Terrorism Once thought a foreign problem, terrorism is now a domestic

threat. It is not out of the question for a terrorist (individual or
organization) to make a political or religious statement by
attacking a defenseless school. More likely would be an attack
on a public venue hosting school children or an attack in the
school's neighborhood in which the school suffers collateral
damage.
This is where the District/School uses the Risk Index, Threat
and Vulnerability Assessment identification rating forms and
the site assessment to identify threats, vulnerabilities and
hazards and rank the risk. From this list the table is completed.
Prevention, Mitigation and Preparedness Overview
10
Prevention includes actions to avoid an incident or to intervene to stop an incident
from occurring. District/School is committed to taking proactive prevention measures
whenever possible to protect the safety and security of students and staff and prevent
lose or damage to property.
Mitigation includes activities to reduce the loss of life and property from natural
and/ or human-caused disasters by avoiding or lessening the impact of a disaster and
providing value to the public by creating safer communities.
Preparedness is achieved and maintained through a continuous cycle of planning,

organizing, training, equipping, exercising, evaluating, and taking corrective action.
Ongoing preparedness efforts require coordination among all those involved in
emergency management and incident response activities. District/School fosters
preparedness at all levels including students, parents, teachers, and staff. Examples of
preparedness actions include maintaining this plan, conducting training, planning and
implementing drills and exercises, etc.
Planning Assumptions and Limitations
Planning Assumptions
Stating the planning assumptions allows the District and School to deviate from the
plan if certain assumptions prove not to be true during operations. The EOP assumes:
• The District/School community will continue to be exposed and subject to

hazards and incidents described in the Threat, Vulnerability and Hazard
Summary, as well as lesser hazards and others that may develop in the future.
• A major disaster could occur at any time, and at any place. In some cases,
dissemination of warning to the public and implementation of increased
readiness measures may be possible; however, many emergency situations
occur with little or no warning.
• A single site incident (e.g., fire, gas main breakage) could occur at any time
without warning and the employees of the school affected cannot, and should
not, wait for direction from local response agencies. Action is required
immediately to save lives and protect school property.
11
• Following a major or catastrophic incident, the district/school may have to
rely on its own resources to be self-sustaining for up to 72 hours.
• There may be a number of injuries of varying degrees of seriousness to

faculty, staff, and/or students. Rapid and appropriate response will reduce
the number and severity of injuries.
• Outside assistance from local fire, law enforcement, and emergency

managers will be available in most serious incidents. Because it takes time to
request and dispatch external assistance, it is essential for the school to be
prepared to carry out the initial incident response until responders arrive at
the incident scene.
• Proper prevention, mitigation and preparedness actions, such as creating a

positive school environment and conducting fire inspections, will prevent or
reduce incident-related losses.
• Maintaining the District and School EOP and providing frequent

opportunities for stakeholders (staff, students, parents, first responders, etc.)
to exercise the plan can improve the school's readiness to respond to
incidents.
• A spirit of volunteerism among students and families will result in their

providing assistance and support to incident management efforts.
• District/School recognizes that during an incident or disaster the

District/School will maintain responsibility for its employees and pupils
regardless of the agency that has assumed command of the situation.
• Per Government Code§ 3100 - 3109: All government employees are disaster
workers and subject to "such disaster service activities as may be assigned to
them by their superiors or by law."
• The District/School recognizes that some employees are responsible for the
care and safety of infirm or disabled family members who, in an emergency,
will be unable to provide for their own welfare and/or safety. The
District/School may identify these employees and, after considering the
12
totality of the circumstances, release them for a period of time from their
statutory duties as a disaster worker.
Limitations
It is the policy of District and School that no guarantee is implied by this plan of a
perfect incident management system. As personnel and resources may be overwhelmed,
the District and/ or School can only endeavor to make every reasonable effort to manage
the situation with the resources and information available at the time.
CONCEPT OF OPERATIONS
This Plan is based upon the concept that the incident management functions that must
be performed by the School generally parallel some of their routine day-to-day
functions. To the extent possible, the same personnel and material resources used for
day-to-day activities will be employed during incidents. Because personnel and
equipment resources are limited, some routine functions that do not contribute directly
to the incident may be suspended. The personnel, equipment, and supplies that would
typically be required for those routine functions will be redirected to accomplish
assigned incident management tasks.
National Incident Management System (NIMS)
The National Incident Management System (NIMS) is a set of principles that provides a
systematic, proactive approach guiding government agencies at all levels,
nongovernmental organizations, and the private sector to work seamlessly to prevent,
mitigate, protect against, respond to and recover from and the effects of incidents,
regardless of cause, size, location, or complexity, in order to reduce the loss of life or
property and harm to the environment. This system ensures that those involved in
incident response/recovery understand what their roles are and have the tools they need
to be effective.
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According to Homeland Security Presidential Directive 5 and the U.S. Department of
Education, school districts are among local agencies that must adopt NIMS if they
receive Federal grant funds. As part of its NIMS implementation, District and School
participates in the local government's NIMS preparedness program and believes it is
essential to ensure that response/recovery services are delivered to schools in a timely
and effective manner.
District and School recognizes that District/School employees will be first responders
during an incident. Adopting NIMS enables staff to respond more effectively to an
incident and enhances cooperation, coordination, and communication among school
officials, first responders, and emergency managers.
District and School works with local government agencies to remain NIMS compliant.
NIMS compliance for school districts includes completing the following:
• Adopt the National Incident Management System (NIMS)
• Identify key district/school personnel who will complete IS-700.a National

Incident Management System An Introduction.
• Adopt the use of the Incident Command System (ICS).
• All staff who assume roles described in this system will receive ICS-100
training. ICS-100 SCa Introduction to ICS for Schools.
• District/School key personnel should also, as time permits, complete IS

200.b ICS For Single Resources and Initial Action Incidents and IS 800.b
National Response Framework An Introduction.
• The above courses are web based free of charge from the Federal Emergency
Management Agency (FEMA) Emergency Management Institute.
https: //training.fema.gov /is/nims.aspx
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• Participate in local government's NIMS preparedness program and align the
District and School Plan with the EOP's of the local government agencies
serving the District/School.
• Train and exercise the Plan on a regular and consistent basis.
• All staff and students are expected to participate in training and exercising the
plan's procedures and hazard-specific incident plans. The DistrictLSchool is
charged with ensuring that the training and equipment necessary for an
appropriate response/recovery operation are in place.
Implementation of the Incident Command System (ICS)
The Incident Command System (ICS) will be used to manage all incidents and major
planned events. [Note: The ICS system can be used in all phases of incident
management, including pre-incident activities, response, and recovery.]
The Incident Commander at the District and/ or School level will be delegated the
authority to direct all incident activities within the District's/School's jurisdiction.
The Incident Commander will establish an incident command post (ICP) and provide
an assessment of the situation to the principal or other officials, identify incident
management resources required, and direct the on-scene incident management
activities from the ICP. If no Incident Commander is present at the onset of the
incident, the most qualified individual will assume command until relieved by a
qualified Incident Commander.
Initial Response
School personnel are usually first on the scene of an incident in a school setting. Staff
and faculty are expected to take charge and manage the incident until it is resolved or
command is transferred to someone more qualified and/ or to an emergency
responder agency with legal authority to assume responsibility. In cases of transfer of
incident command or joint command the District/School retains the primary
responsibility for the custody and care of students and the direction of staff.
The principal or his/her designee is responsible for activating the School EOP,
including common and specialized procedures as well as incident specific plans. The
principal or designee will assign an Incident Commander based who is most qualified
15
to direct the response. Staff will seek guidance and direction from local officials and
seek technical assistance from State and Federal agencies and industry where
appropriate.
ORGANIZATION AND ASSIGNMENT OF RESPONSIBILITIES
This section establishes the operational organization that will be relied on to manage the
incident and includes:
• A list of the kinds of tasks to be performed by position and organization.
• An overview of individual responsibilities.
The principal and assistant principals are not able to manage all the aspects associated
with an incident without assistance. The school relies on other key school personnel to
perform tasks that will ensure the safety of students and staff during a crisis or critical
incident. The Incident Command System (ICS) uses a team approach to manage
incidents. It is difficult to form a team while a crisis or critical incident is unfolding.
Roles must be pre-assigned based on training and qualifications. Each staff member
and volunteer must be familiar with his or her role and responsibilities before an
incident occurs.
District and/ or School staff may be required to remain at school to assist in an incident.
(Government Code § 3100 - 3109) In the event that the District/School EOP is
activated, staff will be assigned to serve within the Incident Command System based on
their expertise~ ftfttl training and the needs of the incident.
District Administrator /Principal/Building Administrator
The District superintendent or the principal may serve as the Incident Commander or
can delegate that authority to a qualified individual. At all times, the superintendent or
the principal still retains the overall responsibility for the overall safety of students and
staff. However, delegating the authority to manage the incident allows the
superintendent/principal to focus on policy-level activities and interfacing with other
agencies and parents. The principal shall coordinate between the superintendent's
office and the Incident Commander.
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Incident Commander
The Incident Commander responsibilities include:
• Must be bilingual
• Assume overall direction of all incident management procedures based on

actions and procedures outlined in this EOP.
• Take steps deemed necessary to ensure the safety of students, staff, other
individuals within the District's/School's jurisdiction and to ensure the
preservation of district property and resources.
• Determine whether to implement incident response functions (Evacuation,

Reverse Evacuation, Shelter in Place, Lockdown, etc.), as described more fully
in the functional annexes in this document.
• Arrange for relocation of students, staff, and other individuals when safety is
threatened by an incident.
• Work with emergency services personnel, including utility companies and

public transportation agencies. Depending on the incident, community agencies
such as law enforcement or fire department may have jurisdiction for
investigations, evacuation, rescue procedures, etc.
• Keep the superintendent and/ or principal and other officials informed of the
situation.
Teachers
Teachers shall be responsible for the supervision of students and shall remain with
students until directed otherwise.
Responsibilities include:
• Supervise students under their charge.
• Take steps to ensure the safety of students, staff, and other individuals in the
implementation of incident management protocols.
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• Direct students in their charge to inside or outside assembly areas, in
accordance with signals, warning, written notification, or intercom orders
according to established incident management procedures.
• Give appropriate action command during an incident.
• Take attendance when class relocates to an outside or inside assembly area or

evacuates to another location.
• Report missing students to the Incident Commander or designee.
• Execute assignments as directed by the Incident Commander or JCS supervisor.
• Obtain first aid services for injured students from the school nurse or person
trained in first aid. Arrange for first aid for those unable to be moved.
• Render first aid if necessary. School staff will be trained and certified in first aid
and CPR.
Instructional Assistants
• Administer first aid or emergency treatment as needed.
• Supervise administration of first aid by those trained to provide it.
• Organize first aid and medical supplies.
Counselors, Social Workers, and Psychologists
Counselors, social workers, and psychologists provide assistance with the overall
direction of the incident management procedures at the site.
Responsibilities may include:
18
• Take steps to ensure the safety of students, staff, and other individuals in
the implementation of incident management protocols.
• Direct students in their charge according to established incident

management protocols.
• Render first aid if necessary.
• Assist in the relocation of students, staff, and other individuals when their
safety is threatened by an incident.
• Execute assignments as directed by the Incident Commander or ICS supervisor
Custodians/Maintenance Personnel
• Survey and report building damage to the Incident Commander or Operations

Section Chief.
• Control main shutoff valves for gas, water, and electricity and ensure that no
hazard results from broken or downed lines.
• Provide damage control as needed.
• Assist in the conservation, use, and disbursement of supplies and equipment.
• Keep Incident Commander or designee informed of condition of school.
District/ School Secretary/ Office Staff
• Answer phones and assist in receiving and providing consistent information to

callers.
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• Provide for the safety of essential school records and documents.
• Execute assignments as directed by the District/School Incident Commander or

ICS.
• Provide assistance to the principal and Policy/Coordination Group.
• Monitor radio emergency broadcasts.
• Assist with health incidents as needed, acting as messengers, etc.
• Other duties as assigned by the superintendent/principal/Incident

Commander.
Food Service/Cafeteria Workers
• Use, prepare, and serve food and water on a rationed basis whenever the
feeding of students and staff becomes necessary during an incident.
• Execute assignments as directed by the Incident Commander or ICS supervisor.
20
Transportation Employees (Study Tours)
• Supervise the care of students if disaster occurs while students are in the bus.
• Transfer students to new location when directed.
• Execute assignments as directed by the Incident Commander or ICS supervisor.
• Transport individuals in need of medical attention.
Issues
• Does EFC have an MOU for transportation services from another district?No
• If not, should EFC attempt to secure such services from another district?Not
sure
• Would such services be available in an area wide catastrophe?Not sure
• Does the law allow transportation of public school children on private buses
with drivers without CHP school bus driver certification?No
Other Staff (Itinerant Staff, Substitute Teachers)
• Substitute teachers will remain with their class unless relieved of that duty by the
Incident Commander or designee.
• Reporting to the Incident Commander or ICS supervisor if requested or

activated.
Students
• Cooperate during emergency drills and exercises, and during an incident.
• Learn to be responsible for themselves and others in an incident.
21
• Understand the importance of not being a bystander by reporting situations of
concern.
• Develop an awareness of natural, technological, and human-caused hazards

and associated prevention, preparedness, and mitigation measures, as age
appropriate.
• Take an active part in school incident response/recovery activities, as age

appropriate.
Parents/Guardians
The District and School recognizes that parents and guardians are a crucial part of our
school community and are a major influence on their child's academic and social
success. The District and School wants parents and guardians to be involved in and
informed of our efforts to ensure their child's safety and welfare while at school or
school functions. Parents and guardians are welcome to participate in School's
emergency planning by becoming a participating member in the school safety or site
committee.
• Ensure current telephone numbers and home address are on file at the School
by updating immediately when changes are made.
• When notified of an emergency at the School - adhering to instructions

including not to come to the school until requested.
• Encourage and support School safety, violence prevention, and incident

preparedness programs within the School.
• Participate in volunteer service projects for promoting School incident

preparedness.
• Provide the School with requested information concerning the incident, early
and late dismissals, and other related release information.
• Practice incident management preparedness in the home to reinforce School

22
training and ensure family safety.
• Understanding their roles during a School emergency.

DIRECTION, CONTROL, AND COORDINATION
District/School Incident Command System (ICS)
To provide for the effective direction, control, and coordination of an incident, either
single site or multi-incidents, the District and/or School EOP will be activated including
the implementation of the Incident Command System (ICS).
The Incident Commander is delegated the authority to direct tactical on-scene

operations until a coordinated incident management framework can be established with
local authorities. The Policy Group is responsible for providing the Incident
Commander with strategic guidance, information analysis, and needed resources.
Figure 1. Incident Management Team
Provides strategic Establishes

guidance and resource incident objectives
support. ~ / and directs all
I? response actions.
Policy Group
Incident
(Superintendent/ ------
Command
Principal)
I
I I I
Finance/
Operations Planning Logistics
Administration
Section Section Section
Section
I
Implements all Activated, only as needed, to support the
response/ tactical actions incident response directed by the Operations
to achieve the incident Section.
objectives.
23
The ICS is organized into the following functional areas:
(For a complete guide to the duties of each ICS position refer to FEMA ICS Resource
Center http://training.fema.gov/emiweb/is/icsresource/index.htm)
Incident Command:
Directs the incident management activities using strategic guidance provided by the
Policy Group.
School-related responsibilities and duties include:
• Establish and manage the Command Post, establish the incident organization,
and determine strategies to implement protocols and adapt as needed.
• Monitor incident safety conditions and develop measures for ensuring the safety
of building occupants (including students, staff, volunteers, and responders).
• Coordinate media relations and information dissemination with the principal.
• Develop working knowledge of local/regional agencies, serve as the primary

on-scene contact for outside agencies assigned to an incident, and assist in
accessing services when the need arises.
• Document all activities.
Operations Section:
Directs all tactical operations of an incident including implementation of

response/recovery activities according to established incident management procedures
and protocols, care of students, first aid, crisis intervention, search and rescue, site
security, damage assessment, evacuations, and the release of students to parents.
24
Specific responsibilities include:
• Implement the incident action plan.
• Monitor site utilities (i.e., electric, gas, water, heat/ventilation/air conditioning)

and shut off only if danger exists or directed by Incident Commander, and assist
in securing facility.
• Establish medical triage with staff trained in first aid and CPR, provide and
oversee care given to injured persons, distribute supplies, and request
additional supplies from the Logistics Section.
• Provide and access psychological first aid services for those in need, and access
local/regional providers for ongoing crisis counseling for students, staff, and
parents.
• Coordinate the rationed distribution of food and water, establish secondary

toilet facilities in the event of water or plumbing failure, and request needed
supplies from the Logistics Section.
• Activate the Parent Student Reunification Plan.
As needed, the types of Strike Teams described m the following table may be
established within the Operations Section.
25
Table 2. Operations Section Teams
Strike Team Potential Responsibilities
Search Search & Rescue Teams search the entire school facility,
& entering only after they have checked the outside for signs of
Rescue structural damage and determined that it is safe to enter.
Team Search & Rescue Teams are responsible for ensuring that all
students and staff evacuate the building (or, if it is unsafe to
move the persons, that their locations are documented so that
professional responders can locate them easily and extricate
them). Search and Rescue Teams are also responsible for:
· Identifying and marking unsafe areas.
· Conducting initial damage assessment.
· Obtaining mJury and m1ssmg student reports from
teachers.
• ICS Safety Officer may halt any search and rescue
operation he/she deems unsafe to conduct.
First First Aid Teams provide triage and first aid services. First Aid
Aid Teams are responsible for:
Team · Setting up first aid area(s) for students.
· Assessing and treating injuries.
· Completing master injury report.
Note: The Logistics Section provides care to responders (if

needed). The Operations Section First Aid Team is dedicated
to students and other disaster victims.
26
Strike Team Potential Responsibilities
Evacuation/S Evacuation, shelter, and student care in an incident are among
helter/ Care the most important tasks faced by schools. These tasks include
Team student accounting, protection from weather, providing for
sanitation needs, and providing for food and water. The
Evacuation/Shelter/Care Team is responsible for:
· Accounting for the whereabouts of all students, staff,
and volunteers.
· Setting up a secure assembly area.
· Managing sheltering and sanitation operations.
• Managing student feeding and hydration.
· Coordinating with the Student Release Team.
· Coordinating with the Logistics Section to secure the
needed space and supplies.
Facility & The Facility & Security Response Team is responsible for:
Security · Locating all utilities and turning them off, if necessary.
Response
· Securing and isolating Fire/HazMat.
Team
· Assessing and notifying officials of Fire/HazMat.
• Conducting perimeter control.
Crisis The Crisis Intervention Team is responsible for:
Intervention · Assessing need for onsite mental health support.
Team • Determining need for outside agency assistance.
· Providing onsite intervention/counseling.
· Monitoring well-being of school Incident Management
Team, staff, and students, and reporting all findings to the
Operations Section Chief.
27
Student Reunification refers to reuniting students with their parents or
Release guardians in an efficient and orderly manner. Reunification can
Team be an enormous challenge and takes a lot of planning. The
Student Release Team is responsible for:
Setting up a secure reunion area.
Checking student emergency cards for authorized releases.
Completing release logs.
Coordinating with the Public Information Officer on
external messages.
Planning Section:
Collects, evaluates, and disseminates information needed to measure the size,

scope, and seriousness of an incident and to plan appropriate incident management
activities.
Duties may include:
• Assist Incident Commander in the collection and evaluation of information

about an incident as it develops (including site map and area map of related
events), assist with ongoing planning efforts, and maintain incident time log.
Logistics Section:
Supports incident management operations by securing and providing needed

personnel, equipment, facilities, resources, and services required for incident
resolution; coordinating personnel; assembling and deploying volunteer teams; and
facilitating communication among incident responders. This function may involve a
major role in an extended incident.
28
Additional responsibilities include:
• Establish and oversee communications center and activities during an incident

(two-way radio, battery-powered radio, written updates, etc.), and develop
telephone tree for after-hours communication.
• Establish and maintain school and classroom preparedness kits, coordinate

access to and distribution of supplies during an incident, and monitor
inventory of supplies and equipment.
Finance/Administration Section:
Oversees all financial activities including purchasing necessary materials, tracking

incident costs, arranging contracts for services, timekeeping for emergency
responders, submitting documentation for reimbursement, and recovering school
records following an incident.
Additional duties may include:
• Assume responsibility for overall documentation and recordkeeping

activities; when possible, photograph or videotape damage to property.
• Develop a system to monitor and track expenses and financial losses, and
secure all records.
This section may not be established onsite at the incident. Rather, the District
management offices may assume responsibility for these functions.
29
Coordination with Policy/Coordination Group
In complex incidents, a Policy/Coordination Group will be convened at the school

district operations center. The role of the Policy/Coordination Group is to:
• Support the on-scene Incident Commander.
• Provide policy and strategic guidance.
• Help ensure that adequate resources are available.
• Identify and resolve issues common to all organizations.
• Keep elected officials and other executives informed of the situation

and decisions.
• Provide factual information, both internally and externally through the

Joint Information Center.
The school principal and Incident Commander will keep the Policy/Coordination
Group informed.
Community Emergency Operations Plan (EOP)
Education For Change (District) maintains a district Emergency Operations Plan (EOP)
to address hazards and incidents. The School EOP has been developed to fit into the
larger district EOP in the case of a large-scale incident.
Does EFC fall under OUSD 's EOP? Need to check.
Coordination with First Responders
30
An important component of the District and School EOP is a set of interagency
agreements with various county agencies to aid in timely communication and delivery of
services. These agreements help coordinate services between the agencies, District and
School.
Various agencies and services include county governmental agencies such as mental
health, law enforcement, and fire departments. The agreements specify the type of
communication and services provided by one agency to another. The agreements also
make school personnel available beyond the school setting in an incident or traumatic
event that is taking place in the community.
If a School incident is within the authorities of the first-responder community,
command will be transferred upon the arrival of qualified first responders. A transfer of
command briefing shall occur. The School Incident Commander may be integrated into
the Incident Command structure or assume a role within a Unified Command structure.
The District/School maintains responsibility for the control, safety and welfare of its
students and staff.
Source and Use of Resources
District and School will use its own resources and equipment to respond to incidents
until incident response personnel arrive. Parent volunteers and community members
have been trained to assist if called upon and available after an incident occurs.
The following organizations or agencies have agreed to be responsible for providing

additional resources or assistance:
• First aid kit and sanitation supplies will be provided by: EFC
• Cots and bedding supplies will be provided by: EFC
• Food/water supplies will be provided by: EFC
• Security will be provided by: school site
• Counseling services will be provided by: EFC
31
COMMUNICATIONS
Communication is a critical part of incident management. This section outlines the

District and School communications plan and supports its mission to provide clear,
effective internal and external communication between the school, staff, students,
parents, responders, and media.
Communication Between Staff/Faculty Members
Faculty and staff will be notified when an incident occurs and kept informed as
additional information becomes available and as plans for management of the
situation evolve. The following practices will be utilized to disseminate information
internally when appropriate:
• Telephone Tree/Robocall: A telephone tree is a simple, widely used system for

notifying staff of an incident when they are not at school. The tree originates
with the principal, who contacts the members of the Incident Management
Team. Team members then in turn will contact groups of staff (teachers,
administrators, and support staff).
• Morning Faculty Meeting: As appropriate, updated information about an

incident will be presented at the morning faculty meeting. Any new procedures
for the day will also be reviewed at this time.
• End-of-Day Faculty Meeting: As appropriate, updated information and a

review of the day's events will be presented at the end-of-day meeting. Staff
will also have the opportunity to address any misinformation or rumors.
Communication with the School District Office
The Incident Commander will use the School Emergency Radio Network to notify the
principal of School status and needs. The principal will notify the District office. The
District office will notify the chartering agency/ authorizer and/ or the County Office of
Education of the status of all district schools. He/she will designate staff member(s)
to monitor all communications.
32
External Communications
Communication with First Responders
The Incident Commander will maintain communication with first responders during an
incident. Transfer of command will occur when first responders arrive on the scene to
assume management of the incident under their jurisdiction. The District and School
frequently exercises the School EOP with first responders to practice effective
coordination and transfer of command.
Communicating with the larger school community begins before an incident occurs. In
the event of an incident, parents, media, and first responders will require clear and
concise messages from District/School about the incident, what is being done about it,
and the safety of the children and staff.
Communication With Parents
Before an incident occurs, the District and School will:
• Develop a relationship with parents so that they trust and know how to access
alerts and incident information.
• Inform parents about the school's Emergency Operations Plan, its purpose, and
its objectives. Information will be included in the school newsletter and a
presentation delivered at Back-to-School Night.
• Identify parents who are willing to volunteer in case of an incident, include them
in preparation efforts, and include them in training.
• Be prepared with translation services for non-English-speaking families and

students with limited English proficiency.
33
In the event of an incident, the District and School will:
• Disseminate information via text messages, radio announcements, and emails

to inform parents about exactly what is known to have happened.
• Implement the plan to manage phone calls and parents who arrive at school.
• Describe how the school and school district are handling the situation.
• Provide information regarding possible reactions of their children and ways to

talk with them.
• Provide a phone number, website address, or recorded hotline where parents

can receive updated incident information.
• Inform parents and students when and where school will resume.
After an incident, District and School administrators may schedule and attend an open
question-and-answer meeting for parents as soon as possible.
Communication With The Media
In the event of an incident, the Incident Commander will:
• Designate a Public Information Officer (Principal).
• Establish an off-campus briefing area for media representatives.
• Determine the need to establish or participate in a Joint Information Center.
• Coordinate messages with the principal and Policy Group.
All District/School employees are to refer all requests for information and questions to
the designated spokesperson or Joint Information Center (if established). Templates
for statements/press releases to the media, including standard procedures and
protocols, have been developed and are included in Appendix B.
34
Media contacts at the major television, internet, and radio stations are maintained by
the principal. In the case of an incident, these media contacts will broadcast District
and/or School's external communications plans, including the information hotline for
parents and guardians.
Handling Rumors
In addressing rumors the most effective strategy is to provide facts as soon as possible.
To combat rumors, the District and/ or School will:
• Provide appropriate information to internal groups including administrators,

teachers, students, custodians, secretaries, instructional assistants, and
cafeteria workers,. These people are primary sources of information and are
likely to be contacted in their neighborhoods, at grocery stores, etc.
• Hold a faculty/staff meeting before staff members are allowed to go home so

that what is (and is not) known can be clearly communicated.
• Designate and brief personnel answering calls to help control misinformation.
• Conduct briefings for community representatives directly associated with the

school.
• Enlist the help of the media to provide frequent updates to the public,
particularly providing accurate information where rumors need to be dispelled.
After the immediate incident response period, the District and School will conduct
public meetings as needed. These meeting are designed to provide the opportunity for
people to ask questions and receive accurate information.
35
Communication After an Incident (Recovery Process)
After the safety and status of staff and students have been assured, and emergency
conditions have abated following an incident, staff/faculty will assemble to support the
restoration of School's educational programs. Defining mission-critical operations and
staffing will be a starting point for the recovery process. Collecting and disseminating
information will facilitate the recovery process.
The staff/faculty teams will:
• Conduct a comprehensive assessment of the physical and operational recovery

needs.
• Assess physical security, data access, and all other critical services (e.g.,
plumbing, electrical).
• Examine critical information technology assets and personnel resources, and

determine the impact on the school operations for each asset and resource that is
unavailable or damaged.
• Document damaged facilities , lost equipment and resources, and special

personnel expenses that will be required for insurance claims and requests for
state and federal assistance.
• Provide detailed facilities data to the school district office so that it can estimate
temporary space reallocation needs and strategies.
• Arrange for ongoing status reports during the recovery activities to: estimate
when the educational program can be fully operational; and identify special
facility, equipment, and personnel issues or resources that will facilitate the
resumption of classes.
• Educate school personnel, students, and parents on available crisis counseling

serv1ces.
• Apprise the Oakland Unified School District, the county office of education and
any other public agency or entity have a legitimate need to know of recovery
status.
The District will:
• Identify recordkeeping requirements and sources of financial aid for state and
federal disaster assistance.
• Establish absentee policies for teachers/students after an incident.
• Establish an agreement with mental health organizations to provide counseling

to students and their families after an incident.
• Develop alternative teaching methods for students unable to return immediately

to classes: correspondence classes, video conferencing, telegroup tutoring, etc.
• Create a plan for conducting classes when facilities are damaged (e.g.,
alternative sites, half-day sessions, portable classrooms).
• Get stakeholder input on prevention and mitigation measures that can be

incorporated into short-term and long-term recovery plans.
Communication Tools
Some common internal and external communication tools that the District and School
may use include the following:
• Standard Telephone: The District and School may designate a school

telephone number as a recorded "hotline" for parents to call for information
during incidents. The goal is to keep other telephone lines free for
communication with first responders and others.
• Cellular Telephones: These phones may be the only tool working when electric
service is out. They are useful to faculty/staff en route to or from a site.
• Intercom Systems: The intercom system includes teacher-initiated

communication with the office using a handset rather than a wall-mounted
speaker.
• Bullhorns and Megaphones: A battery-powered bullhorn should be part of the

School's emergency to-go kit to address students and staff who are assembling
outside the School. Procedures governing storage and use will help ensure
readiness for use.
37
• Two-Way Radio: Two-way radios provide a reliable method of communication
between rooms and buildings at a single site. All staff will be trained to
understand how to operate the two-way radio.
• Computers: A wireless laptop computer may be used for communication both

within the School and to other sites and District. Email may be a useful tool
for updating information for staff, other schools in an affected area, and the
district superintendent. An assigned staff member(s) will post information
such as School evacuation, closure, or relocation on the home page of the
school and district website.
• Fax Machines: Possible uses include off-campus accidents where lists of

students and staff members involved, their locations, and needed telephone
numbers can be quickly and accurately communicated. Medical information,
release forms, and authorizations include the designated fax number.
• Alarm Systems: Bells or buzzers are in place and sound in different ways to
signal different types of incidents - for example, fire, lockdown, or special alert
(with instructions to follow). All staff/faculty, support staff, students, and
volunteers will be trained on what the sounds mean and how to respond to
them.
• Whistles: Whistles should be included in crisis kits in order to signal a need for
immediate attention or assistance
•
•
•
ADMINISTRATION, FINANCE, AND LOGISTICS
Agreements and Contracts
If school resources prove to be inadequate during an incident, the District and/ or

School will request assistance from local emergency services, other agencies, and
industry in accordance with existing mutual aid agreements and contracts (see
Direction, Control, and Coordination, for specific details). Such assistance includes
equipment, supplies, and/ or personnel. All agreements are entered into by authorized
school officials and are in writing. Agreements and contracts identify the school district
officials authorized to request assistance pursuant to those documents.
When normal operations are disrupted during an incident, the District Board or Policy
Group must approve all donations that are intended to support the District and/ or
School during the emergency. Noncommercial food items may or may not be accepted
by the District and/ or School.
Recordkeeping
Administrative Controls
District/School is responsible for establishing the administrative controls necessary to

manage the expenditure of funds and to provide reasonable accountability and
justification for expenditures made to support incident management operations. These
administrative controls will be done in accordance with the established local fiscal
policies and standard cost accounting procedures.
39
Activity Logs
The ICS Section Chiefs will maintain accurate logs recording key incident management
activities, including:
• Activation or deactivation of incident facilities.
• Significant changes in the incident situation.
• Major commitments of resources or requests for additional resources from

external sources.
• Issuance of protective action recommendations to the staff and students.
• Evacuations.
• Casualties.
• Containment or termination of the incident.
Incident Costs
Annual Incident Management Costs
The ICS Finance and Administration Section is responsible for maintaining records
summarizing the use of personnel, equipment, and supplies to obtain an estimate of
annual incident response costs that can be used in preparing future school budgets.
40
Incident Costs
The ICS Finance and Administration Section Chief will maintain detailed records of
costs for incident management and operations to include:
• Personnel costs, especially overtime costs.
• Equipment operations costs.
• Costs for leased or rented equipment.
• Costs for contract services to support incident management operations.
• Costs of specialized supplies expended for incident management operations.
These records may be used to recover costs from the responsible party or insurers or
as a basis for requesting financial assistance for certain allowable response and
recovery costs from the state and/ or federal government.
Preservation of Records
In order to continue normal school operations following an incident, vital records must
be protected. These include legal documents and student files as well as property and
tax records. The principal causes of damage to records are fire and water; therefore,
essential records should be protected accordingly. Details are outlined in the
41
Continuity of Operations (COOP) Procedures, a functional annex of this Plan.
PLAN DEVELOPMENT, MAINTENANCE, AND DISTRIBUTION
Education for Change (Operations Team) is responsible for the overall

maintenance and revision of the District/ School EOP. The Site Administrators
are responsible for coordinating, training and exercising the School EO P. Both teams
are expected to work closely together to make recommendations for revising and
enhancing the plan.
The District/School Board of Directors and the superintendent are responsible for
approving and promulgating this plan. Community fire, law enforcement, and
emergency manager approval and suggestions will also be requested.
Approval and Dissemination of the Plan
The District/School Board of Directors, together with the principal and

superintendent, will approve and disseminate the plan and its annexes following
these steps:
• Review & Validate the Plan
• Present The Plan (For Comment or Suggestion)
• Obtain Plan Approval (District/School Board of Directors)
• Distribute The Plan
Record of Changes
Each update or change to the Plan will be tracked. The record of changes will include:
the change number, the date of the change, and the name of the person who made the
change. The record of changes will be in table format and maintained by the
District/School Emergency Operations Planning Team.
42
Record of Distribution
Copies of plans and annexes will be distributed to those tasked in this document. The
record of distribution will be kept as proof that tasked individuals and organizations
have acknowledged their receipt, review, and acceptance of the Plan. The District and
School Emergency Operations Planning Team will indicate the title and name of the
person receiving the plan, the agency to which the receiver belongs, the date of
delivery, and the number of copies delivered. Copies of the plan may be made
available to the public and media without the sensitive information at the discretion
of the District/School Board of Directors.
Plan Review and Updates
The basic Plan and its annexes will be reviewed annually by the District and School
Emergency Operations Planning Team, emergency management agencies, and others
deemed appropriate by school administration. Annual review will be completed and
signed off by the reviewing committee members prior to the first day of August.
The District/School EOP will be updated as needed based upon deficiencies identified
during incident management activities and exercises and when changes in threat
hazards, resources and capabilities, or school structure occur.
(Updating may be done at any time without waiting for annual review.)
Training and Exercising the Plan
The District and School understand the importance of training, drills, and exercises
in maintaining and planning for an incident. To ensure that District and School
personnel and community first responders are aware of their duties and
43
responsibilities under the District/School Plan and the most current procedures, the
following training, drill, and exercise actions will occur. The Exercise Planning Team
will coordinate training and exercising efforts in accordance with the Homeland
Security Exercise and Evaluation Program.
Basic training and refresher training sessions will be conducted during the first
in-service day of the school year for all school personnel in coordination with local
fire, law enforcement, and emergency managers.
Mandatory School EOP training will include:
• Hazard and incident awareness training for all staff.
• Orientation to the District/School EOP.
• First aid and CPR for all staff.
• Team training to address specific incident response or recovery activities,

such as Parent/Student Reunification, Special Needs, and Relocation.
• Key personnel will complete the FEMA courses listed under Concept of
Operations on Pagen of this Plan.
Additional training will include drills, tabletop and functional exercises. Drills will be
conducted at least one (1) time per semester. Exercises will occur at least one (1)
time per school year. The details of training are outlined in the Multi-Year Training
and Exercise Plan (see Appendix C). Records of the training provided including
date(s), type of training, and participant roster will be maintained.
Approved parent volunteers and community members will also be incorporated into
larger training efforts.
All District and School staff members are expected to develop personal and family
emergency plans. Each family should anticipate that a staff member may be required
to remain at school following a catastrophic event. Knowing that the family is
prepared and can handle the situation will enable school staff to do their jobs more
effectively. A resource guide for family planning is included as Appendix D.
44
Appendix A (evacuation maps)
Learn in g Without Limits
"'
SECOND FLOOR PLAN

39THAVENUE
.
r - • • • • • • • · · - - - ..
I
II
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: SAFE ~
0 : DISPERSAL
--~+-~......'-+ AREA
1-
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~
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5
GROUND FLOOR PLANS 40THAVENUE
EVACUATION MAP
47
Appendix B (media protocol)
Appendix C (Multi-Year Training and Exercise Plan)
Appendix D (Personal and Family Emergency Plans Resource Guide)
http://www.ready.gov/sites /default/files/ documents /files /Family Emegen
cy Plan.pdf
Appendix E-After-School Program Emergency Plan(To be updated every
year and/ or if personnel changes)
Contact Information (Lead and instructors included)
Rona Yee ASP coordinator
Blanca Burciaga ASP assistant coordinator
Monica Woodworth Instructor
Kiran Romm Instructor
Edward Galan Instructor
Samantha Montemayor Instructor
Shay Thornton Instructor
Who to call in EFC
Leo
Bere
Erin
Who to call at OUSD
Need to be trained with all staff
Coordinator and Assistant part of the main team
Need access to emergency supplies
Need an emergency backpack (need a checklist)

Where families discover and enro
in Oakland's charter public school
The Enroll Oakland Charters mission is to empower
Oakland families to make informed choices about their
public school options and make the process of selecting
and enrolling in a charter public school easy, efficient
and equitable.
Enroll Oakland Charters

Oakland School Finder OUSD Application
Application
This tool can be used to explore If you already know which Oakland OUSD application opens
and compa re your publ ic school charter publ ic schoo l(s) you want December 5th, 2016 .
options in Oakland . to apply to, cl ick here.
0
0
Public Sc ools
2016-2017 Application
ation fo r Change Public Schools delivers success to our students through high quality instruction and its continuous improvement. We offer six
high-a chieving schoo ls in East Oakland : Achieve Academy, ASCEND, Cox Academy, Lazear Charter Academy, Learning Without Limits, and Epic Middle
School. All are~, public schools.
About our application process:

)> The deadline for applications is January 29, 2016 at 5PM. Mailed applications must be post-marked by January 29th or earlier.
)> To enroll, children must be five years old by September 1, 2016. For Transitional Kindergarten, priority is given to children who turn five between
September 2 and December 2, 2016 .
)> To apply, su bmit this application via hand delivery, mail, or fax to the nearest EFC school site. See below for school addresses.
)> You may use this form to apply to ONE OR MORE Education for Change school.
)> You must submit a separate application for EACH CHILD.
)> For a complete list of required documents that must accompany this application, please see the back of this form .
About our lottery process:

)> If there are more applicants than spots available, a random lottery will be held in late February.
)> Available spots will be allocated in the order determined by the lottery. All remaining children will be placed on a waitlist in the order also
determined by the lottery.
)> Lottery locations, dates, and additional details are available at www.efcps .org and at the school sites.
)> School lotteries are open to the publ ic and all are invited to attend. Attendance at the lottery is NOT require d for selection .
)> Notifications will be mailed by March 4, 2016. Acceptance forms will be due by April 1, 2016 .
)> Once Acceptance forms are turned in by the April 1, 2016 due date, registration packets will be available and due May 2, 2016.
List your selection in order of preference. Please ensure that all your choices are schools that you and your student will be willing to attend.
complete list of our schools can be found below.
3. 5.
2. 4. 6.
Achieve Academy ASCEND Cox Academy Epic Middle School Lazear Charter Learning Without
Grades TK-5 Grades K-8 Grades TK-5 Grades 6-8 Academy Limits
1700 28th Avenue 3709 E. l ih Street 9860 Sunnyside St . 1112 29th Avenue Grades TK-8 Grades K-5
Oakland, CA 94601 Oakland , CA 94601 Oakland, CA 94601 Oakland, Ca 94601 824 29th Avenue 2035 40th Avenue
0 (510) 904-6400 0 (510) 879-3140 0 (510) 904-6300 0 (510) 689-2035 Oakland, CA 94601 Oakland, CA 94601
F (510) 904-6770 F (510) 534-7377 F (510) 904-6730 F (510) 904-6743 0 (510) 689-2000 0 (510) 879-1282
F (510) 904-6765 F (510) 536-4470
STUDENT INFORMATION
Last Name First Name Middle Initial
Grade Next Year I Birthdate: Month/Day/Year Gender Student's Primary Language

Male Female
Street Address Apt/ Unit#
City I State Zip code Home Telephone

( )
Current or most recent school: City and State
/CE USE ONLY (Photocopy, sign, and attach all documentation) ONLY VALID IF COMPLETE
Date & time Taken by Site Proof of age Address proof 1 Address proof 2 Custody Sibling verified Date copy to
rec.'d verification parent
OVER
Student Name: (last, first) Grade - Fall 2016:
I
FAMILY INFORMATION
Who does the chil d live wi t h? D Mother D Fath er D Both D Relative D Lega l Guardian D Other :
Parent/Guardian Name 1 Parent/Guardian Name 2 (optional)
( )
Relationship Home Phone Relationship Home Phone
( ) ( )
Work Phone Cell Phone Work Phone Cell Phone

( ) ( ) ( ) ( )
Email Email
Does your child have healt h insurance? Yes--- No

If no, information abo ut Covered California is available in the schoo l office .
If you can't be reached at the above phone numbers, can we contact you through a friend or family member? If so, please include the name of the
person and their phone number here:
DOCUMENTATION REQUIREMENTS
>" Age verification: Birth certificate (preferred), a passport, an 1-94, a transcript, OR a report card from a California school.
>" Grade level verification (grades 2-12) : Transcript, promotion certificate, or the ch il d' s most recent report card.
>" Verification of residence (2 documents with the parent's, guardians, or caregiver's name and address on it): A utility bill dates within 45 days :
PG&E, EBMUD. In combination only, automobi le registrat ion and automobile in surance . Homeowner's/renter' s insurance policy. Lease
agreement with owner's documentation . Property tax statement. Official letter from a socia l services/governm ent agency within 45 days.
Add itiona l documentation may be requested . If you're strugg ling with acquiring any of these documents, pl ease contact us for assistance .
>" Transitional families : Transitional families reside at a non-permanent residence, such as a motel/hotel, shelter, car, or are doubled up with
relatives or friends due to hardship. Transitional fa milies unable to est ablish/document perm anent resi dency can contact th e school office for
residency verification and assistance.
>" Verification of cu stody: Parent's, guard ian's or caregive r's pa ss port, driver's license, or officia l ID Card in conjunction wi th documentation in fc.
of Birth Certificate, guardianship papers or court documents.
SIBLING INFORMATION
Does this applicant have a sibling who is living at the same address and who is already attending and will be attending your first choice school in
2015-16? D Yes D No
Student Name :_ _ _ _ _ __ DOB _ _ _ Grade :_ _ Attending (15/16) _ _ Enrolling (16/17) _ _ School: _ _ _ _ _ _ _ __
Student Name :_ _ __ _ __ DOB _ _ __ Grade: _ _ Attending (15/16) _ _ Enrolling (16/17) _ _ _ School :_ _ __ __ __
SIGNATURE
I, (print name) give pe rm ission for my child ' s name to be entered into the enrol lment lottery for
one or more Education for Change school as indicated by the school prefere nces above . I affi rm that t he information I have provided in this application
is true. I have read and understand both side s of this application. I understand that providing false information will render my applica ti on invalid and
may result in my child being removed from a schoo l even ifs/he has alrea dy been assigned. I also understand th at I will be notified of my stud ent's
schoo l assignm ent via US mail, and will then need to regi ster my child at his or her assigned sc hool.
Parent/Guardian Signature: Date :
How did you hear about EFC?

D Family, friend , or colleague D Presentation at school D Word of mouth D Poster/Flier D Postcard D Website
~" Education far Change
~~ Public Schools
Now Enrolling for the 2017-2018 School Year!
EXCEUENT TEACHERS RIGOROUS ACADEMICS
SUPPORT FOR THE RFTERSCHOOL

WHOLE CHILD PROGRAMS
PROUEN RESULTS TECHNOLOGY
Join us at an upcoming info session!

Or, come by a school office for more information.
Achieve Academy (PreK-5) Info sessions: Nov 15@ 10:00AM; Dec. 6@ 10:00AM
& Jan 10th & 17th @ 10:00am 1700 28th Avenue, Oakland, CA 94601 510-904-6440
ASCEND (TK-8) Info sessions: Dec.14 @ 8:45AM; Dec. 15@ 9:15AM; Jan. 12@ 8:45AM;
Jan. 19@ 9:15AM; Expo: May. 20, 11AM-3PM.
3709 East 12st Street, Oakland, CA 94601 510-879-3140
Cox Academy( PreK-5) Info session: Dec. 8@ 10AM and Dec 15@ 9AM : Jan. 12 & 19 @
9AM
9860 Sunnyside Street, Oakland, CA 94603 510-904-6300
Epic Middle School (6-8) Info sessions: Weekly Thursdays@ 10:00AM

1112 29th Avenue, Oakland, CA 94601 510-689-2035
Lazear Charter Academy (TK-8) Info sessions: Dec. 8th & 12th; Jan. 12th & 17th@
10:30AM
Learning Without Limits (K-5) Info sessions: Dec. 6@ 9:15AM; Dec. 14@ 10:30 AM, Jan.
11 @ 10:30AM, Jan 17,@ 10:00 am
Applications available at our schools and www.enrolloak.org

Public Schools
Estamos inscribiendo para el aiio escolar 2017-20 8!
EXCEHNTES RJGUROSO PROGRAM/I

MAESTROS ACADEMJCO
APPOYO PARR 1000 PROGRAM/IS DESPUES

DECLASES
El NINO
"
TECNOLOGIA
RESULTADOS
COMPROBADOS
Acompaiienos a las pr6ximas sesiones informativas

Para mas informaci6n visite la oficina de la escuela.
Achieve Academy (PreK-5) Sesion informativa: Nov. 15@ 10:00am Die. 6 @ 10:00AM; Ene.
10 y 17@ 10:00AM 1700 28th Avenue , Oakland, CA 94601 510-904-6440
ASCEND (TK-8) Sesion informativa: Die 14 @8:45; Die. 15@ 9:15AM; Ene. 12@ 8:45AM & Ene
19@ 9:15 AM 3709 East 12st Street, Oakland, CA 94601 510-879-3140
Cox Academy (PreK-5) Sesion informativa: Die. 8@ 10:00AM & Die. 15@ 9AM; Ene. 12 y 19@
9AM 9860 Sunnyside Street, Oakland, CA 94603 510-904-6300
Epic Middle School (6-8) Sesion informativa: los jueves@ 9AM

lll2 29th Avenue, Oakland, CA 94601 510-689-2035
Lazear Charter Academy (TK-8) Sesion informativa: Die. 8 y 12, Ene. 12 y 17 @ 10:30AM
Learning Without Limits (K-5) Sesion informativa: Die. 6@ 9:15AM; Die.14 @l0:30AM; Ene.
11 @ 10:30AM & Ene 17@ 10:00AM
Aplicaciones disponibles en nuestras escuelas y el sito web www.enrolloak.org

Leaming Without Limits FY16-l 7 Charter Petition Budget
LWL 16-17
GENERAL PURPOSE (8015) 2,483,241

IN LIEU of PROP TAX (8096) 825 ,306
EPA (14 00-8102) 521,757
Title IA 142,701
Title IIA (Prof. Development) 2,163
Title Ill (LEP) 18,020
Title Ill (Immigrant) 1,696
Fruit & Vegetable
IDEA Part B (Sped) 48,060
Migrant Ed (pass through Grant)
Medicaid
Input Federal #9
Input Federal #10
Input Federal #11
Input Federal #12
Food Service
Quest GranU Loca l Revenue
Contributions
SB 740
Sub Lease Income
CSFIGP 74,456
State Lottery-Unr 58 ,539
State Lotter- rest 18,293
MH Level 1
MH Level 2 & 3 3,288
State SPED 197,080
ASES 112,500
One Time Per ADA Grant 85 ,304
Mandated Bl ock Grant 5 ,691
BTSA
TOTAL REVENUES 4 ,598 ,095
Direct Site Expenses
Certificated Salaries
Teachers ( 1100) 1,362 ,086
Administrative (1300) 216 ,327
Total Certificated Salaries 1,578,413
Classified Salaries
Support (2200) 269 ,951
Administrative (2300) 52,860
Total Classified Salaries 322,811
Benefits
Total Benefits Expenses 650 ,521
Non Personnel Expenses

Books and Supplies (4000) 155,200
Services and other Operating Expenses (5000) 1,9 13,757
Total Non Personnel Expenses 2,068,957
Total Direct Site Expenses

Person nel 2,551 ,745
Non -P ersonnel 2,068 ,957
Total Direct Site Expenses 4,620,702
Revenue 1ess 01rect sne expenses {22,607)
Beginning Unrestricted Net Assets 526,40 1
Ending Unrestricted Net Assets 503,794
Unaudited Internal Financia l Statemen t

Learning Without Limits FY I 7-18 Charter Petition Budget
LWL 17-18
Revenue 1.015 COLA
GENERAL PURPOSE (80 15) 2,703,529
IN LIEU of PROP TAX (8096) 825,306
EPA (1400-8102) 480,016
Title IA 142,701
Title IIA (Prof. Development) 2,163
Title Ill (LEP) 18,020
Fruit & Vegetable
Migrant Ed (pass Through Grant)
Medicaid
Title V
Input Federal #10
Input Federal #11
Input Federal #12
Food Service
Quest Grant
Contributions
SB740
EIA Portion of Cat Block
CSFIGP 74,456
State Lottery-Unr 58,539
MH Level 1
MH Level 2 & 3 3,288
State SPED 200,036
ASES 112,500
One Time Common Core
Mandated Block Grant 5,691
BTSA
TOTAL REVENUES 4 ,694 ,294
Teachers (1 100) 1,382.517
Administrative (1300 ) 219,572
Cl ass ified Salaries

Support (2200) 274,000
Total Classified Sal aries 327,653
Ben efits
Tota l Benefits Expenses 663 ,531

Services and other Operating Expenses (5000) 1,923.757
Total Non Personnel Expenses 2,078 ,957

Personnel 2,593 ,274
Non-Personnel 2,078,957
Revenue 1ess u1reet sne expenses 22,063
Beginning Unrestricted Net Assets 503 ,794
Unaudited Internal Financial Statement

Learn ing Wi thout Limits FY 18-19 Charter Petition Budget
LWL 18-19
Revenue 1.015 COLA
GENERAL PURPOSE (8015) 3,020,421
EPA (1400-8102) 229,573
Title IA 142,701
Titl e II A (Prof. Development) 2, 163
Titl e Ill (LEP) 18,020
Title Il l (Immigrant) 1,696
Fruit & Vegetable
federal SPED Apportionment yr 2
Medicaid
Title V
Input Federal #10
Input Federal #11
Input Federal #12
Food Service
Contributions/ Home Office Fees
Con tributions
SB740
CSFIGP 74,456
MH Level 1
MH Level 2 & 3 3,288
State SPED 203,037
AS ES 112,500
Mandated Block Grant 5,691
BTSA
TOTAL REVENUES 4,763 ,744
Teachers (1100) 1,403,255
Administrative (1300) 222 ,865
Classifi ed Salaries
Support (2200) 278,110
Admi nistrative (2300) 54,458
Benefits
Certificated (3401)
Classified (3402)
Non Per sonnel Expenses

Services and other Operating Expenses (5000) 1,952,613
Total Non Personnel Expenses 2,110,141

Personnel 2,635 ,49 1
Non-Personnel 2, J J0, 14 1
Revenue ,ess u,rect sne

Expenses 18, 112
Beginning Unrestricted Net Assets 525 ,857
Endin g Unrestricted Net Assets 543,969

Leaming Without Limits FY 19-20 Charter Petiti on Budget
LWL 19-20
Revenue
GENERAL PU RPOSE (8015) 3,405,049 1.0 15 COLA
EPA (1400-8102)
TIiie IA 142,701
TIiie IIA (Prof. Developmen t) 2,163
TIiie Ill (LE P) 18,020
TIiie Ill (Immigrant) 1,696
Fruit & Vegetable
federal SPED Apportionment yr 2
Medicaid
Ti lleV
Input Federal # 10
Input Federal #11
Input Federal # 12
Food Service
Contributions/ Home Offi ce Fees
Contri butions
SS740
CSF IGP 74 ,456
State Lotlery-Unr 58,539
State Lotter- rest 18 ,293
MH Level 1
MH Level 2 & 3 3,288
State SPED 206,082
ASES 112 ,500
Mandated Bl ock Grant 5,691
BTSA
TOTAL REVENUES 4,921 ,844
Teachers (1100) 1,424 ,304
Admin istrative (1300) 226,208
Total Certificated Salaries 1,650 ,512
Classified Salaries
Support (2200) 282,282
Total Classified Salaries 337 ,556
Benefits
Certificated (340 1)
Classified (3402)

Books and Supplies (4000) 159 ,891
Services and other Operating Expenses (5000) 1,981 ,go3
Total Non Personnel Expenses 2,141 ,793

Personnel 2,678,407
Non-Personnel 2,141,793
Revenue 1ess uirect sne expenses 101 ,644
Beginning Unrestricted Net Assets 543,969
Unaud ited Interna l Financi al Statement

Learn ing Without Lim its FY20-2 I Charter Petition Budget
LWL20-2!
Revenue
GENERAL PU RPOS E (8015) 3,456,125 1.0 15 COLA
IN LIEU of PRO P TAX (8096) 837,686
EPA (1 4 00-8102)
Title IA 142,701
Tille IIA (Prof. Development) 2,163
Title Ill (LE P) 18,020
Fruit & Vegetable
federa l SPED Apportionment yr 2
Medicaid
TitleV
Input Federal #1 O
Input Federal #11
Input Federal #12
Food Service
Contributions/ Home Office Fees
Contributions
SB740
CSFIGP 74,4 56
State Lotter- rest 18.293
MH Level 1
MH Level 2 & 3 3,288
State SPED 209,174
AS ES 112,500
Mandated Block Grant 5,69 1
BTSA
TOTAL REVENUES 4 ,988,391
Teachers (1100) 1,445,668
Admin istrative (1300) 229,602
Classified Salaries
Support (2200) 286,516
Ad ministrative (2300) 56,104
Benefits
Certificated (340 1)
Class ified (3402)
Total Benefits Expenses 704,145

Books and Su pplies (4000) 162,289
Services an d other O perating Expenses (SOOD) 2,0 11 ,631
Total Non Personnel Expenses 2 ,173,920

Personnel 2,722,035
Non-Personnel 2, l 73 ,920
Kevenue 1ess unect site expenses 92,436
Beginning Unrestricted Net Assets 543,969

L c:iming Wilhout Limits FY\6-1 7 C hancr Petition Cash Flow
Object July Aug Sep t Oct Nov Oe< Jan Feb M a, Ap, M ay Ju ne Sub-to t al Accruals Tot al
Actuals t hrough Month of:
A Beginni ng cas h 9110 756,862 401 ,559 43 7,380 444,181 542,985 549,837 465,090 699,564 6JIS,256 613,580 756,772 671,677 756,862
B Re cei pts
Revenu e Limit Sources
Prln clpal Apportionment 8010-8019 124.162 124, 162 223.492 223,492 223,492 223, 492 223,49 2 223,492 223.492 223,492 223,492 2,259,749 223,492 2,483,241
EPA 130,439 130,439 130,439 391,318 130, 439 521,757
Property Taxes 8020-8079 49.518 99.037 66,024 66,024 66,024 66,02 4 66,024 115,543 57,771 57,771 57,771 767,535 57,771 825,306
M iscellaneous Funds 8080·8099
Federal Revenue 8 100-8299
Title ! 71,351 35,675 107,026 35,675 142,701
Tit le II
nt1e 111
- - - - -- 1,082
9,858 "'
4,929
1,622
14,787 '"
4,9 29
2, 163
19,716
Title V
SPED Fed
M igrant Ed (Pass Throu gh)
- 24,030 12,015 36,045 12,015 48,060
SB 740 8300-8599
St at e lottery 19,208 19,208 38,416 38,416 76,832
CSFIG 18,614 18,614 18,614 SS,842 18,614 74,456
OTHER St at e (8590)
.l
SPED
SPED MH Leve l 1
SPED Mental Healt h level 2 & 3
Prop 49 ASES/ Cent 21
Other State {Mandated Block)
j 3.981 25.088 9,578
81,000
17,737 17.737
5,69 1
14,253 24,438 12,219
31,500
12,219 12.2 19 169,469
112,500
5,691
27,611
3,288
197,080
3,21&
112,500
5,691
One Time Per ADA Grant 85,304 85,304 85,304
Other Loca l Revenue 8600-8799
lnterf und Tra nsfers In 8910-8929
All Other Financing So u rces 8930-8979
Ot her Receipt s/Non-Revenue TRANS
Tot al Receipts 173,680 227,180 463,658 380,094 307,251 648,800 323,769 363,472 558,4 18 293,482 305,497 4,045,304 552,791 4,598,095
C Disbursem ents
Ce rtificated Salaries 1000-1999 31,568 31,568 126,273 126,273 126.273 126,273 126,273 126,273 126,273 126.273 126,273 126,273 1,325,867 252,546.08 1,578,413
Classified Salaries 2000-2999 13,450 26,901 25,901 26,901 26,901 26,901 26,901 26,901 26,901 26,901 26,901 26,901 309,361 13,450 322,811
Employee Benefits 3000-3999 54,210 54,210 54,210 54,210 54,210 54,210 54,210 54,210 54,210 54,210 54,2 10 54,210 650,521 650,521
Books&Su pplies 4000-4999 1,552 6,208 24,832 23,280 38,800 6,208 6,208 6,208 23, 280 6,208 6, 208 6, 208 155,200 155,200
Services 5000-5999
Rent Payments 36.250 35,250 36,250 108,750 36,250 145,000
SPED Services
Other (utilities, con tracts)
Capital Outlay
!
6000-6599
20.272 40,54 5 40.545
75.514
50.681
75,514
40,545
75,514
77,971
75,514
77.971
75,514
77,971
75,514
77,971
75,514
77,971
75,514
77,971
75,5 14
77,971
679,622
738,385
75,514
275,237
755, 135
1,013,622
Other Outgo 7000-7499

lnter fund Transfers Out 7600-7629
All Other Financing Uses 7630-7699
Other Disburseme nt s/Non-Exp.
Tot al Disburse m ents 121,053 159432 272,761 393,109 362,242 367,076 403,326 367,076 384, 148 403,326 367076 367,076 3,967,705 652,997 4,620,702
D Prior Year Transact io ns PriorVrAmounts
Accoun t s Recelvable-9200 603,186 325,720 150,797 72,382 48.255 1.000 1.000 1,000 1,000 1,000 100 soo 381 603,135 603, 186
Due From Grantor Govts.-9290 0
Due From Othe r Funds-9310
Prepaid Ex pense -9330 21,846 -13,9 23 13,923 13,923 27,846
other Current Assets-9340 -9,000 -9,000 -9,000
Accounts Payablc -9SOO 861,493 559,970 129,224 20,000 20,000 12,000 12,00J 12,000 12,000 12,000 12,000 12,000 7,432 820,626 40,867 861,493
Due To Grantor Govts.-9590 0 0
Due to Other Funds-9610
Due to Other Agende s-9620
Current loans/TRANs-9640
Deferred Revenue-96SO 0 0
Total Pr, Yr . Transact ions (234,250) 2.1,573 52,382 28.ZSS 111.0001 (24,921) 111,000) (11,000) (11 ,000) (11,9001 {11,500) (16,051) (240,41 4) {26,8931 (239,461)
E Net Increase/Decrease {B -C+D) (355,303) 35,821 6,801 98,804 6,852 (84,746) 234,473 {54,308) (3 1,676) 143.192 (8 5,09 4) (77,630) (162,815) {127,099) (262,068)
F End ing Cas h fA+ E) 401,559 437,380 444,181 542,985 549,837 465,090 699,564 6"15,256 613,580 756,772 671,677 594,047 594,047
G Ending Cash plus Accruals L__ 466,948
Linau<li tc<llntcmal Fin:mci.ilS!;1 !cm cnt

Leami ng Wi1hout Li mits FY 17- 18 Charter Petition Cash Flow
Ob~ ct July Aug Sept Oct Nov oe, Jan Feb Mu Ap, May June Sub-t ota l Accruals Total
Actuals th rough Mo nth of:
A Begi nning Cash 9110 594,047 416,784 457,00 1 437, 143 587,546 616,474 564,279 715,451 679,019 665,073 8 16,275 749,227 594,047
8 Receipts
Revenue limit Sources
Princi pa l Apportionment 8010-8019 ll S,176 135,176 20 ,318 243,31 8 243,318 243,318 243,318 243,318 243,318 243,318 243, 318 2,460,211 24],318 2,703,529
---- --
EPA
Property Taxes -- 8020-8079
·- 49.5 18 99,0]7
120,004
66,024 66,024 66,024
120,004
66,024 66,02 4 115543
120,004
57,77 1 57,77 1 57,771
]60,012
767,535
120,004
57,77 1
480,016
825,306
Miscella neous Funds
--- 8080-8099
Fe de ral Revenue
Title I -
-- - -
8 100.8299
-- - 71 ,351 35,675 107,026 ] 5,675 142,701

Title II 1,082 54 1 1,622 m 2,163
- -- -- - -
Tltle Ill
TitleV
- -- 9,858 4,929 14,787 4,929 19,716
SPED Fed 24,030 12,015 36,045 12,015 48,060

Migrant Ed (pass th ro ugh grant)
SB 740 8300.8599
State lottery 19,208 19,208 38,4 16 38,416 76,8]2
CSFIG
- -- 18,6 14 18,6 14 18,614 55,842 18,614 74,456
I__-_:- --
j
OTHER State (8590)
SPED --
4,041 25, 465 9, 72 2 18,003 18,003 3'1 ,766 24,804 12,402 I2,'1 02 12,402 172,011 28,025 200,036
SPED MH Leve l l
SPED Menta l Health Level 2 3,288 3,288
Pro p 49 ASES/ Cent 21 81,000 31,500 112,500 112.500
Other State (Ma nda te d Block) - - 5,69 1 5,691 5,691
Other State - Common Core Conversion
Other local Reven ue 8600-8799
lnterfu nd Transfers In 8910-8929
All Other Financing Sources 8930-8979
Other Receipts/Non-Reve nue TRANS
Total Receipt s 0 184,695 238,254 473,425 400,064 327,345 567,461 344,108 383,665 567,992 313,491 331,197 4, 131,698 562,596 4,694,294
C Disbursements
Ce rtifica te d Sa laries
-- 1000-1999 32,042 32,042 128.167 128, 167 128,167 128,167 128,167 128,167 128,167 128,167 128,167 128,167 1,345,755 256,334 1,602,089
Cla ssified Sa larle!. 2000-2999 13.652 27,304 27,304 27,304 27,304 27,304 27,304 27,304 27,304 27,304 27,304 27,304 314,001 13,652 327,653
Emplovee Be nefi ts 3000-3999 15,000 55.294 55,294 SS,294 55.294 SS,294 55.294 55.294 SS.29'1 SS,294 55,294 55,294 623,237 40,294 663,531
Books & Supplies
Service!.
---- 400<>-4...
5000-5999
1,552 6,208 24,832 23,280 38,800 6,208 6,208 6,208 23, 280 6,208 6,208 6,208 155,200 155,200
-- -
Rent Payments
- - 36,250 36,250 36,250 108,750 36,250 145,000
SPED Se rvices
Other (util ities, co ntracts)
Capita l Outlay
l
6000-6599
10,968 43,870 43,870 S4,838
68.200
43,870
68,200
84,366
68,200
84,366
68,200
8'1,366
68,200
84,366
68,200
84.366
68,200
84,366
68,200
84, 366
S4S,600
787,978
136,400
308,779
682,000
1,096,757

---
lnterfundTransfers Out 7600-7629
-
All Other Fina ncing Uses
Othe r Disbursements/Non-Exp. - 7630-7699
Total Disbursements 73, 214 164,719 279,468 325, 134 361,636 369,540 40S,790 369,540 ] 86,612 405,790 369,540 369,540 ],880,521 791,710 4,672,23 1
D Prior Vear Tra nsact ions
-- PtlotYrAmou nll
Accou nts Receiv~ble-9200 552,791 326,147 138, 198 SS,279 22,112 2.5-00 2.000 1,500 1,000 1,000 1,000 1,000 684 552,419 372 SSZ,79 1
Due From Granter Govts.-9290
Due From Ot her Funds-93 10
Pre paid Expe nse -9330 13,923 · 13,923 -13,923 0 · 13,923
Olhe r Curre nt Assets-9340 0 0 0
Accounts Payable-9SOO 693,864 0 0, 196 11 7,957 20,000 20,000 12,000 12,000 12,000 12,000 12,000 12,000 12,000 16,062 688,215 5,649 693,864
Due To Gra nte r Govts.-9590 0
Due to othe r Funds-9610
Due to Othe r Agencies-9620
Current Loans/TRANs-9640
Defe rred Re venue -9650 0 0
Tota l Pr. Yr. Transactions (104,049) 20,241 21,356 2, 112 (9,500) (1 0,000) (1 0,500) (11,000) [11,000) (11,000) (11,000) !15,378) (149,718) (5,278) (154,996)
E Net Increase/Dec rease (B·C+O) [177,262) 40,217 (19,858) 150,403 28,928 {52,194) 15 1,172 (36,431) (13,947) 15 1,203 167,048) fS l ,7201 1149, 718) 15,278) l1S4,996)
F Ending Ca sh (A+E)
G Ending Cash plus Accruals
416,784 457,001 437,143 587,546 616,474 564,279 71 5,451 679,019

665,073 816,275 749,227 695,506 (149,718)
- (1S4,996J
Lt:am1ng Wi ihout Limit, FYIS- 19 Chm1cr Peti tion Cas h F1ov.
Ob)ed July Au! Sept O<t No, De< Jao Fob M" A_e_r May June Sub-total Accr uals Total
Actuals through Month of: L - - 1
A BeglnnlngCash 695, 506 38 1,801 420,570 437,892 48S,2 68 546, )42 S07,764 591,577 588 ,628 589 ,14 ) 67 8,403 619,913 695,~
B Receipts
Revenue limit Sources
Principal Apportionment 151,021 151,02 1 271 ,838 271 ,8)8 271, 8 ]8 271 ,838 271. 838 271 ,838 271 ,838 271,838 27 1.838 2, 748,511) 271 ,838 ],020,421
EPA 57,393 57,]9] 5 7,39 3 172,180 57,393 229, 573
Prope rtyTawes 8010-8079 49,518 99,0 37 66,014 66,024 66,024 66,024 66,024 115,54) 57,771 57,77 1 57, 771 767,515 57,77 1 825,106
M iscellaneous Funds 8080-8099
Federal Revenu e 8100-8299
Tltlel 71, ] Sl 1,.,1s 107,026 1S,67S 142,701
Tltlell 1,082 1,6.U 2,161
TitleUI 9, 858 4,929 14,787 4,929 19,716
TitleV
SPED Fed 24,030 12,015 16,045 12,015 48,060
M igrantEd(pass through grant)
58740
State Lottery 19,208 19,2 08 18,416 38,416 76,832
CSFIGP 18,6 14 18,61 4 18,614 55,842 18,614 74,456
OTHERState(8590j
SPED
SPED M H Level 1
4,101 25. 847 .... 18 ,273 18,2 73 35, 288 25, 177 12,S88 149,415 5),622 203 ,0 )7
SPED Menta1Heahhlevel2 ) ,288 1,288

Prop49ASES/ Cent21 ll l,SOO 112, 500
SHI
Cons Cat Block
OtherState(Mandated Block) 5,69 1 5, 691 S,691
Other State- Common Core Conversi on
Other l ocal Revenue 8600-8799
lnterfundTranslers In 8910-8929
All other Financing Sources 8930-8979
Other Receipts/Non-Rev enue TRANS
Total Receipts ZOO,Sl9 ZS4, lS9 0 1,101 447_,_)44 3 56, 136 515,027 391, 764 412 ,55 7 S15_0U 4 348, 223 347,115 4, 209,641 4 ,753,144
C Disbursements
Certificated Salaries 1000-1999 32,522 32, 522 H0,090 130,090 130,090 1)0,090 130,090 ll0,090 130,090 130,090 130,090 ll0,090 1,165, 941 260,179.29 1,626,121
Classified Salaries 2000-2999 13,M7 27,71 4 27, 71 4 27, 71 4 27,71 4 27,71 4 27, 714 27, 71 4 2 7,7 14 27,714 27,714 27,714 lll,711 13,B57 33Z,568
Employee Benefi ts
Books & Supplles
Services
.........
SOOO•S999
S6,400
t ,57S
S6,400
6,301
S6,400
25.204
56, 400
23,629
56,400
39,38 2
56,400
6,301
56,400
6,301
S6,400
6,30 1
56,400
23,629 "·""'
6, 30 1
56,400
6,)0 1
56,400
6,)01
676,802
157.528
676,80 2
157,528
Rent Payments 36.SOO 36,SOO 36,SOO 109,SOO 36, SOO 146,000

SPED Service s
Other(utilitie s,contract s) L 22, 492 44,98 5 44,98 5
68, 200
S6,23 1
68,200
44,985
68,200
86.~
68,200
8 6,509
68,200
8M09
68,200
86, ~
68,200
86,509
68,200
86,509
68,200
86.~
613,800
1119,2311
61, 200
105,376
68Ul00
1,124,613
Capital Outlav &ooo-6S99
lnterfundTransfersOut 7600-7629
All Other Financing Use s 7630-7699
Other Olsbursements/Non-hp.
Total Disbursements IZ6,847 167,9ZZ 284,393 398, 764 366,770 175,1 14 4 11, 714 4 11/ 14 l?5, Zl4 )75, 214 4,06 1,520 684,lU 4,745,632
D PriorVearTransactlons
Accoun ts Recelv;ible-9200 S6Z,968 104,003 140,74 2 67,SS6 4 S,OH 500 561,237 1,731 562, 968
Due From Grantor Govts.·9290
Due From Other Funds-9310
PrepaidExpense-9330
Ot her Current Assets-9340 ·9,000 ·9,000 '
-9,000
AccountsPavable-9SOO 791, 710 4 90,860 134,59 1 20,000 20,000 20,000 20,000 20,000 20,000 20,000 lS,000 12,000 ),402 795,115) -4 ,14) 7'1.1 10
Due To Grantor Govt s.·9590
Due to Other Fu nds·96 10
Due to Other Agenc ies-9620
Current loans/TRANs-9640
De ferred Revenue -9650
Total Pr. Vr. Transaction s (186,858) 6,151 47, 556 25,037 (19, 500) {19, 500) 119, 5001 f19, 500l [19,500) L14~S-~ (11 ,SOOI {U ,0031 (241,6161 S,874 @_!,7421
E Net Increase/Decrease (B-C+D) 1313.70'>1 38,768 11,111 47, )7 6 61,01' (l8,578 f 81,Bll (2,949) 89,11:iO 138,490) (39,901) {243, 6161 S,874 1217,742)
F Ending cash (A+EI 381,801 420,570 437,892 485,268 546,341 507,764 S91,S77 588,628 589,14] 678,40J 619,913 600,012 {143,6161
G Ending Cash plus Accru als l (237,742)
\ Jnauditt"d Internal f in;mci al St.-itcmcnl

Lc:iming Withou1 Li mits FV\9-20 C harier Pc1ition Cash Flow
July A,g Sept Oct No, Oec Feb Ma, Ap, May Jone Sub-total Accruals Total
Actuals through Month of:
''"
A Be1inningCash 600,012 349,301 42l,21S 451 ,930 489,646 570, 113 569,0113 632,4 57 667,904 70S,812 788,46 1 759,631 600,012
B Receipts
Revenue Limit Sources
Principal Apportionment 8010-8019 170,252 170,252 )06,454 )06,454 )06,454 306,454 306,454 )06,454 306,454 306,45 4 306,454 3,098,595 306,454 3,405,049
EPA
Property Ta.e s
Miscellaneous Funds
Federal Revenue
.........
8020•8079
8100-8299
49,518 99,037 66,024 66,024 66,024 66,024 66,024 II S,543 57,771 57,771 57,77 1 767,Sl5 57,771 125,306
Titlel 71 ,l Sl 3S,67S 107,026 l5,675 142, 701

r111e11 1,082 1.6Z2 2, 163
Title Ill 9,858 "''
4,929 14,787 '"
4,929 19,716
TitleV
SPED Fed
M igrant Ed(pass throughgranl)
24,030 12,0 15 36,IMS U ,015 .....
SB 740 8300-8599
State Lo ttery 19,203 19,208 31,416 ll,416 76,132
CSFIGP 18,614 18,6 14 18,614 SS ,842 18,614 74,456
OTHER State (8590) • - -
SPED 26,234 10,016 18,547 18,547 lS,817 25,554 12.777 151,65 6 54,426 206,082
SPEO MHLevel 1
SPED Mental Health Level2 3,288 l,218
Prop 49 ASES/ Cent 21 81 ,000 31,500 l!Z, 500 IU,500
SHI
Cons Cat Block
Other State (Mandated Block) 5,691 5,691 5,691
01her St ale- Common Core Conversion
Other local Revenue 8600-8799
lnterfund Transfers In 8910-1929
All Other Flnancin1 Sources 8'30-8979
Olher Recei pts/Non-Revenue
Tot.al Receipts 219,771 273,452 417,327 463,494 391,026 491 ,930 427,S04 447,S5 1 511,500 364,226 31 1,932 4, 319,714 532.llO 4,921 ,144
C Disbursem ents
Certificated Salaries 1000-1999 33,010 ll,010 132,041 1)2,041 132,04 1 132,041 132,041 132,041 132,041 1)2,041 132,041 132,041 1,316,4)0 264,011.97 1.650,S U
Classified Salaries 2000-2999 14,065 28,BO 28,130 28, llO 28,130 28,llO 28, 130 28, 130 28.130 28, 130 28,130 28, 130 lU.49 2 14,065 l31,SS6
Employee Benefits
Books & Supplies
Services
.........
3000-)999
5000·5999
S7,528
l,599
57,528
6,396
57,528
25,583
57,528
23,984
57,528
39,973
57,528
6,396
57,528
6, )96
S7,528
6, 396
57,528
23,984
57,528
6,396
S7,S28
6,396
S7,528
6,396
690,)38
159,891
690,338
159,891
Rent Payments l6,S00 l6,SOO 36,500 109,SOO 36,500 146,000

SPED Services
t 2],078 46,156 46, 156
68,200
S7,695
68,200
46,156
68,200
88,762
68,200
88,762
68,200
88 ,76)
68,200
88,762
68,200
88.762
68,200
88,762
68,200
88,762
61),800
840,514
68,200
313,329 """"'
1,153,903
capi ta l Outlay
Other Outgo
......,.
7000-7499
lnterfund Transfers Out 7600-7629
AtlOtherFlnancingUses 7630-7699
Other Disb ursements/Non-EJCp.
Total Disbursemenu 129,ZSO 171 ,220 404,078 311,056 311,056 398!644 ]11!056 )81,056 4,1~4,02S 696, 176 4,820,ZOO
D PrlorYearTrans.actlons
Accounts Recelvable-9200 555,133 300, I SO 138,95& 66,700 44,467 1.000 1,000 1,000 1,000 1,000 555,981 555,833
Due From Granter Govts.-9290
Prepaid EJCpense-9330 2l,4l9 U,439 2),09
OtherCu rrentAssets-9340 265 ,437 ~.coo 256,437 256,07
Accounts Payable-9SOO 679,%9 42),581 115,595 10,000 20,000 12,000 12,000 12,000 12,000 12,000 12,000 12,000 lS,279 676,45S l ,515 679,969
Due To Grant or Govts.-9S90
Due toOth er fund s-9610
Due l o Ot her Agencies-9620
Current Loans/TRANs·9640
Deferred Revenue-9650
Total Pr. Yr. Trans.actions f!!!_._43_1) 23!364 46,700 24,467 111,0001 111,000) 111,000) fll,000) (11,000 ) 111.294) [12,000) 124,279) 1129,47,tl 1!~~~1 155,740
E Net lncrease/Oecrease(B-C-t-D) 1250,711) 71 ,914 30,71 5 37,716 80,467 11,030) 63 ,374 35,448 37,907 82.6SO (21 ,830) !2l.403) ll6,216 (167,708) 257,314
F EndingCash(A-t-EJ )49,301 421,21S 45 1,930 489,646 570,113 569,083 63Z,4S7 667,904 705,812 788.461 759,631 736,228 736,221
G Endin1Cash plus Accruals 568,520
Unaudited Internal Financial Sratcmcn t

Lcamml! Without l.1m11s FY20-2 1 Charier l'ctition Cash Flow
July Aog Sept Oct N~ F,b Ma, Ap, June Accruals Total
"" ''" May Sub·total
A 8eginnlngCash 736,228 460,19) SU,371 5S5, 2t7 S96,618 674,480 670,380 749,)92 762,320 797.241 876,404 844 ,601 736,ZZS
8 Receipts
Rev enue limit Sources
Principa! Apportionment 172,806 171.806 lll,051 311.0SI )11,051 )ll.051 311,051 )11,051 311,051 lll,OS I 311,05 1 ],145,074 311,051 ],456,125
EPA
Prop erty Taxes
M lscellaneous Funds
Federo11Revenue
.........
8020-8079 50,26 1 100,521 67,0 l S 61,015 61,015 67,0 I S 67,015 117,276 58,638 SB,638 S8,fi38 719,04' sun 8)7,686
Titlel 71,)51 35,675 107,026 35,675 142, 701

Tittell 1,082 1,6ZZ l,IU
TiUelll 9.1158 4,929 14,787 4,929 19,716
TttleV
SPED Fed
MlgrantEd fpassthroughgrant)
24,030 12,015 36,045 12,0lS
"·""'
SB 740
State Lottery 19,208 19,208 38,416 38,416 nan
CSFIGP 18,614 18,614 18,61 4 SU4l. 18,6U 74,456
OTHERSto1tttU90f
SPED 4,2lS 26,628 10,166 18,826 18,126 ) 6, 354 25,938 12,969 153,931 55,14] 109,174
SPED M Ii levei 1
SPEDMenta1Healthlevel2 ),288 3,288
Propi19ASES/Ccnt21 81,000 IU,500
SHI
New Schools Block
Cons Ca t Block
OtherStatefMandated8lock) 5,691 S,691 5,691
Other State- Common Core Conversion
Other Loe.al Revenue 8600-8799
lnterfundTransfers ln 8910-8919
All Other Flnancln1 Sources 8930-8979
OtherRecelpts/Non•Revenue TIIANS
Tola1 Rec•lpl5 l77.!.5S4 196,891 454,265 5 11, 155 369,619 387,3'5
C Disbursements
Cer1ilic,i1tedSal.1ries 33.~S l),505 134,022 134,022 134,022 lH,021 134,022 134,022 1)4,022 lH,022 lJ4,022 u•.022 1,407,227 268,00.20 1,67S,Z70
Classified Salaries ,,...,,,, 14,276 21.552 ll,551 28,55 2 28,552 28,552 28,552 28.552 28,552 28,552 28,SS2 328,].4,1
Employee Benefits .,,..,,,, SB,679 58,679 51,679 58,679 S8,679 58,679 58,679 Sl,679 58,679 58,679 S8,679
28,552
Sl,619 704,145
14,276 342,610
704,145
8ooks&Supplies .,....,,, 1,623 6,492 2S,966 24, 34) 40,572 6,492 6,492 6,492 24.34) 6,492 6,492 6,492 162,289 162,219
Services
Rent Payment s
""-'"' 36,500 36,SOO 36,500 109,500 36,500 146,000
SPED Services
Other(utililles, contracts) l 23,673 4 7,345 47, 34 5
68,200
S9, 182
6'1,200
47,145
68,200
9 l ,o4 9
68)00
91,049
6&,200
9 1,049
61,200
91 ,049
6 8,200
91,049
68,200
91,049
61,200
9 1,049
613.800
162.230
68,200
321 ,401
612,000
1,181,63 1
Capital Outlay
Other outgo
lnterlundTransfe~Out
All Other Financing Uses
Other Disbursements/Non-hp.
Total Disbursements 131,7SS 174,571 294,564 409,477 1n,no 404,844 423,492 4,1 87,53 5 4,895,9SS
D PriorYear lransactlons
Accounts Recelvabl e-9200 532,130 287,350 133,031 63,856 42,570 ,.ooo ,.ooo SU, 219 532, 130
Due From Grantor Govts.·9290 p
l'repaidExpense·9330
Other Current Assets-9340 · 9,000
AccountsPayable-9SOO 696.17' 01,629 llll.l~ IS.ODO 15.000 15,000 15,000 15,000 15,000 15,000 IS,000 15,000 6,721 691 ,707 4,469 696,176
Oue To Grantor Govts.·9S90 p
OuetoOtherFunds-9610 '
Oue to Other Agenc ies-9620
Currentloans/TRANs-9640
OelerredRevenue-96SO
Total Pr. Yr. Transaction s 1164,046) !144,21 91 14,683 48,856 27,S70 !14,000) U4,000J (14,SOOI 114,5001 114.500) ~~) _(!4,_5~ (U,75BJ ,!,332,4741 ! 4,618) !164,046)
E Net lncrease/Decrease( B·C • O) {176,0341 63,177 31,846 77,862 14, 100) 79,011 12,928 34,921 79, 163 (31,803) tl4.355) (70,027) [174,621) 171,610)
F EndlngCash(ME) 460,191 52J,l7l 555,217 674,480 670,180 762,120 797,24 1 876,404 844,60 1 666,200
G Endlng CashplusAccruals 01,572
Unaudited Jnlcmal Fmancial Sta1cmcnt

0
0
Education for Change, Learning Without Limits
Multi-Year Budget Assumptions Narrative
The following assumptions are unaudited statements based on the current financial position of
Education for Change, Inc. and an estimate of Revenues and expenditures based on known charter
rates and Learning Without Limits' current and future program as an Education for Change school.
They are accurate to the best of the current information available as of October 31, 2016.
1. Learning Without Limits is projected to maintain current enrollment of 421. The average daily
attendance rate is budgeted at 96.56% based on LEARNING WITHOUT LIMITS's' P-2 from
FY15-16 for a projected paid count of 406.52. The paid count and enrollment is assumed to
remain steady over the balance of the next five years.
2. Learning Without Limits will continue to serve the targeted student population in the
neighborhood which is approximately 91% Free and Reduced Lunch students, approximately
46% English Language Learners and approximately 7% Special Education students.
3. The School calendar will consist of a schedule of 177 instructional days.
4. Local Control Funding Formula rates are based on the FCMAT (Fiscal Crisis & Management
Assistance Team) calculator (version 17.2b) rate of $9,422.18 per ADA (Average Daily
Attendance Rate) in FY16-17, $9,861 .39 in FY17-18, $10,024.85 in FY18-19, $10,406.26 in
FY19-20 and $10,562.35 in FY20-21 (based on a COLA increase of 1.5% in FY20-21). This
revenue is made up of State Aid Revenue, In Lieu Property Tax Revenue and EPA Revenue
(Education Protection Account also known as Prop 30).
5. Federal revenues include Title I assumed at approximately $143k, Title II assumed at

approximately $2k, Title Ill Limited English Proficiency assumed at approximately $18k, Title Ill
Immigrant Education assumed at approximately $1,700, and IDEA Special Education Revenue
assumed at approximately $48k. These revenues are assumed to remain flat in future years.
6. Learning Without Limits is budgeted to receive the one-time per ADA grant revenue of
approximately $85k in FY16-17. One-time monies are used to cover items that are not
recurring expenses. This revenue is not assumed in future years .
7. Learning Without Limits is budgeted for approximately $197k for AB 602 SPED (Special
Education) Revenue as a projected SELPA (Special Education Local Plan Area) member of
Eldorado County. A COLA of 1.5% is assumed for this revenue in future years.
8. Learning Without Limits is also budgeted to receive approximately $3k in ERM HS

(Educationally Related Mental Health Services) Level 2 Revenues based on the current year's
needs. If this revenue increases or decreases in future years, so will the corresponding
expenses. It is currently assumed to remain flat in future years .
9. Learning Without Limits is currently is in year two of a three year grant for the Charter School
Facilities Incentive Grant Program that represents approximately $74k in rent relief
reimbursement. This is assumed to continue beyond FY17-18 as it can be applied for again.
10. Learning Without Limits receives combined State Lottery revenue of approximately $77k and
approximately $6k in Mandated Block Grant reimbursement revenue .
11. Learning Without Limits receives funding for ASES (After School Education and Safety) of
approximately $112.Sk. This is assumed to remain funded in future years.
12. Learning Without Limits qualifies for the National School Lunch Program (NSLP) as certified by
the California Department of Education (CDE), and is currently a Provision Two School and will
continue to use Oakland Unified School District Food Services as a Lunch Provider. The lunch
program is budgeted at approximately $2 .5k. This primarily covers anticipated overages. A
COLA (Cost of Living Adjustment) increase of 1.5% is calculated for future year expenses.
13. Expenses are budgeted for a contract with a Special Education Services provider (Seneca
Center) that is estimated at approximately $473k. This is assumed to increase each year by a
COLA of 1.5%.
14. Rent is budgeted at approximately $159k per year. This rate is calculated to increase by the
1.5% COLA in future years.
15. Certificated Salaries are budgeted at approximately $1.58 Million, this includes all teachers,
coaches, administrators and substitute salary costs. There is a 1.5% COLA calculated in future
years .
16. Learning Without Limits is budgeted for approximately $322k in classified support personnel
costs. There is a 1.5% COLA calculated in future years.
17. Learning Without Limits provides STRS benefits to full time certificated employees and PERS
benefits for full time classified staff.
18. Learning Without Limits is budgeted for approximately $650k in benefits costs. This includes,
health benefits (medical, dental and vision), Retirement Plan Benefits, Workman's
Compensation and payroll taxes. Benefits increases are calculated to follow COLA increases in
future years and account for the ramp up of STRS and PERS .
19. Learning Without Limits is budgeted for Books and supplies costs at approximately $155k,
which translates to approximately $381 per ADA. This includes all books and supplies as well
as Chromebook computer replenishment as needed for students and staff. A COLA increase is
calculated at 1.5% for each year.
20. Learning Without Limits is budgeted for approximately $40k in Professional Development
expenses. A COLA increase is calculat ed at 1.5% for each year.
21. Dues and Memberships and Pupil Insurance is budgeted at approximately $10k projected to
increase at 1.5% COLA.
22 . Site utilities are budgeted at approximately $79k projected to in crease at 1.5% COLA.
23 . Janitorial Services are contracted as part of the MOU w ith OUSD and is budgeted for
approximately $110k with a 1.5% COLA increase built in for future years.
24. Maintenance and repair for the site is budgeted at approximately $10k with a 1.5% COLA
increase projected.
25 . Internet and communications are budgeted at approximately $3Sk projected to increase at

1.5% COLA.
26. Student Assessments, Student Information Systems and Student Health Services are budgeted
at approximately $15k projected to increase at 1.5% COLA.
27. Educational Consultants and other consultants are budgeted at approximately $264k and
these are projected to increase at the standard 1.5% COLA. These costs include a contract
with the Oakland Museum of Children's Art to provide an art based curriculum, Reading
intervention with Reading Partners, a contract with Oakland Leaf to run the ASES program, A
Positive Climate Coach consultant, an Art Coach, Induction Coaching and a Music consultant
among other costs.
28 . District Oversite Fees are budgeted at approximately $38k with an increase that corresponds
to revenue increases .
29 . Learning Without Limits is currently projected to end at approximately $504k reserve for
FY16-17 and to slightly increase each year. Note that although the budget projection is red in
FY16-17, this is due to an early arriving grant (from the Rainin Foundation) that was received
in the prior Fiscal Year 15-16 in late June that is being spent down in the current year. In
future years beginning in FY17-18 these one- time expenses are el iminated and the budget
reflects reserves slightly increasing each year.
0
[ Introduction:
LEA: _Learning Without Limits Contact (Name, Title, Email, Phone Number): Leo Fuchs, Principal, lfuchs@efcps.net, (510) 879-1282
LCAP Year: 2016-17
Local Control and Accountability Plan and Annual Update Template
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational
agencies' {LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066,
47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district,
goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including
pupils with disabilities, for each of the state priorities and any locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated
school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code
section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as
identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the
state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in
their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special
education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those
goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state
priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the
LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the
statutory requirements explicitly applicable to charter schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should
carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs
may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions,
and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code
section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans
(including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as
relevant in this document.
For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for
completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative
response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced
in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as
necessary to facilitate completion of the LCAP.
State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however,
school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities
in Education Code section 52060{d) that apply to the grade levels served, or the nature of the program operated, by the charter school.
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject
areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section
60119; and school facilities are maintained in good repair pursuant to Education Code section 17002{d). {Priority 1)
Implementation of State Standards: implementation of academic content and performance standards and English language development
standards adopted by the state board for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and
subdivisions (a) to (i}, inclusive, of Section 51220, as applicable. {Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926.
(Priority 9}
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share
information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
8. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready,
share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement
exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a} to (i), inclusive, of
Education Code section 51220, as applicable. (Priority 8)
C. Engagement:
Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in
programs for unduplicated pupils and special need subgroups. {Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school
graduations rates. {Priority 5}
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense
of safety and school connectedness. {Priority 6)
Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code
section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements
for school districts; Education Code sections 52066(9), 52068 and 52069 specify the minimum requirements for county offices of education, and
Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the
requ~m~~fer~ns~tioo~~rum~~-
lnstructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the
community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA' s goals, actions, services and
expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes,
describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals,
actions, services, and expenditures.
Guiding Questions:
1) How have applicable stakeholders (e .g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified
in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county
office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community
organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and
supporting implementation of the LCAP?
2) How have stakeholders been included in the LEA's process in a timely manner to allow for engagement in the development of the LCAP?
3) What information (e .g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and
used by the LEA to inform the LCAP goal setting process? How was the information made available?
4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA
through any of the LEA' s engagement processes?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections
52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code
section 42238.01?
6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?
7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved
outcomes for pupils, including unduplicated pupils, related to the state priorities?
Involvement Process Impact on LCAP
Date: January 30, 2016, 1:00 - 3:30 Through this process,
Audience: All teachers Teachers understood the scope of the site planning and
Goals: charter renewal process Engaged in input regarding
To engage all teachers in visioning for the future for site planning and charter instructional and programmatic priorities for the site plan
renewal To provide an overview of the site planning and charter renewal process
Date: February 10, 2016 5:30 - 7:00 Through this process,
Audience: Parents Participating parents understood the site planning process
Goals : Participating parents provided input on school goals
To engage families in the site planning process To share and review data to inform
prioritization of goals for the site plan
Date: February 16, 2016 Through this process,
Audience: All teachers Teachers and staff generated ideas about practices that
Goals: could support the development of student curiosity
Stimulate ideas about how to develop student curiosity by visiting schools engaged
in innovative work Generate ideas for priorities for site planning and charter
renewal that would support development of student curiosity
Date: April 21, 2016 8:15 a.m. Through this process,
Audience: Parents Participating parents understood the site planning process
Goals : Participating parents
prioritization of goals for the site plan
Date: April 14-21, 2016 Through this process,
Audience: Parents via Written Survey Participating parents understood the site planning process
Goals : Participating parents
prioritization of goals for the site plan Provide an opportunity for written feedback
for parents who could not attend a meeting
Date: April 22, 2016 Through this process:
School Culture Assessment Instrument We gained deeper understanding of student, staff and
Audience: Students, Staff, Parents parent perceptions of strengths and needs related to
Goals: school climate Initial priorities include delving more
Engage students, staff and parents in identifying priorities for supporting the deeply into why students score student interactions lower
school's culture and climate Provide an opportunity for written feedback for than expected
parents and students
Dates: February 15-17, February 21, 28, 3/1, 3/8, 3/15, 3/22, 3/29 6 weeks after chicago trip to discuss proposals and next
steps for the charter and site planning process. Open to all
School Visioning Meetings/ Charter Meetings teachers interested
Audience: Staff
Goals:
Add to mental model of what school based practices look like that cultivate student
curiosity Plan changes to instructional model and/or instruction planning that
contribute to the cultivation of student curiosity
Annual Update: (none) Annual Update: (none)
Section 2: Goals, Actions, Expenditures, and Progress Indicators
Instructions:
All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the
two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of
education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in
the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the
LCAP for the next three years that are based on this review and assessment.
Charter schools may adjust the table below to align with the term of the charter school's budget that is submitted to the school's authorizer
pursuant to Education Code section 47604.33.
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and
for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each
subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific action s
an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update
to include a review of progress towards the goals and describe any changes to the goals.
To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and
local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and
input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory
groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions
described in other plans that are being undertaken to meet the goal.
Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA's goals. Duplicate and expand
the fields as necessary.
Goal: Describe the goal:
When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils
with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and
subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not
applicable to a specific subgroup or schoolsite.
Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the
applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any
additional local priorities; however, one goal may address multiple priorities.
Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to
identify the need(s).
Schools: Identify the schoolsites to which the goal applies . LEAs may indicate "all" for all schools, specify an individual school or a subset of
schools, or specify grade spans (e.g., all high schools or grades K-5) .
Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate " all"
for all pupils.
Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using,
at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected
measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.
The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must
address all required metrics for every state priority in each LCAP year. The required metrics are t he specified measures and objectives
for each state priority as set forth in Education Code sections 52060(d) and 52066(d) . For the pupil engagement priority metrics, LEAs
must calculate the rates specified in Education Code sections 52060(d)(S)(B), (C), (D) and (E) as described in the Local Control
Accountability Plan and Annual Update Template Appendix, sections (a) through (d) .
Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may
describe a group of services that are implemented to achieve the identified goal.
Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered . LEAs may indicate " all" for all schools, specify
an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5) . If supplemental and concentration funds
are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.
Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of
service . If the action to be performed or the service to be provided is for all pupils, place a check mark next to "ALL."
For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable
unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the
additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education
Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section
52052 .
Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions,
including where those expenditures can be found in the LEA's budget. The LEA must reference all fund sources for each proposed expenditure .
Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and
47606.5 .
Guiding Questions:
1) What are the LEA's goal(s) to address state priorities related to "Conditions of Learning" ?
2) What are the LEA's goal(s) to address state priorities related to "Pupil Outcomes" ?
3) What are the LEA's goal(s) to address state priorities related to parent and pupil " Engagement" (e.g., parent involvement, pupil
engagement, and school climate)?
4) What are t he LEA' s goal(s) to address any locally-identified priorities?
5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual
schoolsite goals (e .g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth
school level data analysis, etc.)?
6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section
52052 that are different from the LEA's goals for all pupils?
7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?
8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or
local priority?
9) What information was considered/reviewed for individual schoolsites?
10) What information was considered/reviewed for subgroups identified in Education Code section 52052?
11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to
specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?
12) How do these actions/services link to identified goals and expected measurable outcomes?
13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the
LEA's budget?
Curriculum: All teachers will access and implement engaging, high-quality, standards-aligned Related State and/or Local Priorities:
GOAL 1:
curriculum in a broad course of study, including math, science, social studies, English language 1- 2X 3- 4X s- 6- 7- BX
development, writing and language arts. COE only: 9_ 10_
Local : Specify
: Lower grade teachers stated a need for a phonics curriculum that will align with their ELA units of study, as well as more computer
/ programs to support all levels of reading development during blended learning center time.
j We are looking into adopting a new blended option for ELA.

Identified Need :
j Math facts fluency program for grades 1-5.
'
: Teachers also stated a need for writing support .
Goal Applies to:

: Schools: I School -wide .
: Applicable Pupil Subgroups: IAll
LCAP Year 1: 2016-17
+5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score>
= 40th percentile as measured by the Math section of NWEA MAP
= 40th percentile as measured by the Reading section of NWEA MAP
Expected Annual
Measurable +5% students either scoring level >= 3 or making at least one level growth OR 70% of students
Outcomes: scoring proficient (including significant subgroups) on the ELA section of CAASPP
+5% students either scoring level >= 3 or making at least one level growth OR 70% of students
•scoring proficient (including significant subgroups) on the Math section of CAASPP
Meet all EFC requirements as measured by the curriculum checklist

Scope of Budgeted
Actions/Services Pupils to be served within identified scope of service
Service Expenditures
1) Additional guided reading texts and continued expansion School-wide XALL 1) $5000 - Title
of our leveled libraries. OR: I/Title 1111mm
_Low Income pupils _English Learners
2) New phonics curriculum for Kinder and 1st grade (Core _Foster Youth _Redesignated fluent English proficient 2) $9,000 - GP
Knowledge Skills Strand) _Other Subgroups:(Specify) _ _ _ _ _ _ _ _ __
3) $2,300 - GP
3) Sipps GR books for 1st Grade
OR : 4) $1,000-GP
4) Additional supplies to enrich units _Low Income pupils _English Learners
_Foster Youth _Redesignated fluent English proficient 5) $800 - GP
5) Additional books for GR intervention _Other Subgroups:(Specify) _ _ _ _ _ _ _ _ _ __
6) $3,400 - GP
6) Math facts fluency adaptive software
I +5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score>
Expected Annual
Measurable +5% students either scoring level>= 3 or making at least one level growth OR 70% of students
Outcomes: ,scoring proficient (including significant subgroups) on the ELA section of CAASPP
I +5% students either scoring level>= 3 or making at least one level growth OR 70% of students
scoring proficient (including significant subgroups) on the Math section of CAASPP
i Meet all EFC requirements as measured by the curriculum checklist

Scope of Budgeted
1) Additional guided reading texts and continued expansion School-wide XALL 1. $5056
of our leveled libraries.
OR:
2) New phonics curriculum for Kinder and 1st grade (Core 2. $9,100
_Foster Youth _Redesignated fluent English proficient
Knowledge Skills Strand) _Other Subgroups:(Specify) _ _ _ _ _ _ _ _ __
3) Sipps GR books for 1st Grade 3. $2,326

OR:
4) Additional supplies to enrich units 4.$809
_Other Subgroups:(Specify) _ _ __ _ _ _ _ __
5) Additional books for GR intervention 5.$3,438
·-

+5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score >
= 40th percentile as measured by the Read ing section of NWEA MAP
Expected Annual
Measurable I
1
+5% students either scoring level>= 3 or making at least one level growth OR 70% of students
·scoring proficient (including significant subgroups) on the ELA section of CAASPP
Outcomes:
I +5% students either scoring level >= 3 or making at least one level growth OR 70% of students
I scoring proficient (including significant subgroups) on the Math section of CAASPP
Meet all EFC requirements as measured by the curriculum checklist

Scope of Budgeted
Service Expenditu res
1) Additional guided reading texts and continued expansion School -wid e XALL 1. $5,178
.
of our leveled libraries . OR :
2) New phonics curriculum for Kinder and 1st grade (Core _Foster Youth _Redesignated flu ent English proficient 2. $9,320
Knowledge Skills Strand) _Other Subgroups : (Specify)
. .
3) Sipps GR books for 1st Grade 3. $2,382
OR :
_Low Income pupils _Engl ish Learners
4) Additional supplies to enrich units 4. $828
_Foster Youth _Redes ignated fluen t Engli sh proficient
_Other Subgroups: (Specify)
5) Additional books for GR intervention 5.$3,521
Related State and/or Local Priorities:
Technology: All teachers and students have access to 21st century technology and personalized
1- 2- 3
- 4X 5
- 6- 7- 8X
-
GOAL2: learning opportunities.
COE only: 9_ 10-
Local : Specify
Identified Need : : K/1 devices to support personalized learning; alternative ELA software needed
: Schools: I School-wide
Goal Applies to:
: Applicable Pupil Subgroups: I
All
I
I
,+5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score>
·+5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score>
Expected Annual i
Measurable +5% students either scoring level >= 3 or making at least one level growth OR 70% of students
Outcomes: .scoring proficient (including significant subgroups) on the ELA section of CAASPP
I +5% students either scoring level>= 3 or making at least one level growth OR 70% of students
I Meet all EFC facilities requirements as measured by the facilities walkthrough checklist
Scope of Budgeted
1) Purchase new adaptive software (Lexia). End use of i- School-wide XALL 1) $7,000
Ready
OR:
_Low Income pupils _English Learners 2) $15,000
2) Purchase devices for k/1 in order to have a 1:2 ratio
_Other Subgroups:(Specify)
OR:
Foster Youth _Redesignated fluent English proficient
-
+5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score >
I +5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score >
Expected Annual
I
I
Measurable , +5% students either scoring level >= 3 or making at least one level growth OR 70% of students
Outcomes: scoring proficient (including significant subgroups) on the ELA section of CAASPP
.Meet all EFC facilities requirements as measured by the facilities walkthrough checklist
Scope of Budgeted
Action s/Services Pupils to be served within identified scope of service
1) Purchase new adaptive software (Lexia). End use of i- School-wide 2S,ALL 1. $7,078
Ready OR:
2) Purchase devices for k/1 in ord er to have a 1:2 ratio _Foster Youth _Redesignated fluent English proficient 2. $15,167
OR:
_Other Subgroups :(Specify)

Expected Annual
Measurable
Outcomes:
scoring proficient (including significant subgroups) on the ELA section of CAASPP
l +5% students either scoring level >= 3 or making at least one level growth OR 70% of students
Meet all EFC facilities requirements as measured by the facilities walkthrough checklist
Scope of Budgeted
1) Purchase new adaptive software (Lexia). End use of i- School-wide XALL 1. $7,249
Ready -
OR :
2) Purchase devices for k/1 in order to have a 1:2 ratio _Foster Youth _Redesignated fluent English proficient 2. $15,534
OR :
_Other Subgroups : (Specify)
Staffing: All tea chers will be appropriately assigned and fully credentialed to support a high-quality,
1x 2_ 3_ 4_ s_ 6_ 7_ s_
GOAL 3: I broad course of study.
COE only : 9_ 10_
Local : Specify
Additional support for yard supervision at lunch tim e Smaller class sizes in 5th grade Support for Student Leadership and support for
Identified Need :
climate given end of PlayWorks partnership
Goal Applies to:

: Schoo ls: J
School-wide
: Applicable Pupil Subgroups: I
All
Expected Annual l 95% teachers rate as Highly Qualified
Measurable
Outcomes: I
Scope of Budgeted
1) We will have a third 5th grade class School-wide XALL 1) $83,197
OR :
2) We will hire new staff to provide alternate enrichment _Low Income pupils _English Learn ers 2) $48,000
opportunities for students and partner wit h outside _Foster Youth _Redesignated fluent English proficient
organizations to provide alternate enrichment _ Other Subgroups:(Specify) _ __ _ __ _ _ __
opportuniti es for students 3) $10,000
OR :
3) We will add additional yard supervision staff 4) $51,300
4) 1.0 Assistant Dean of Student Leadership _Other Subgroups:(Specify)_ _ _ _ _ _ _ _ __

Expected Annual 95% teachers rate as Highly Qualified
Measurable
Outcomes:
Scope of Budgeted
1) We will have a third 5th grade class School-wide XALL 1. $84,120
OR :
2) We will hire new staff to provide alternate enrichment _Low Income pupils _ English Learners 2. $48,533
opportunities for students and partner with outside
- Foster Youth Redesignated fluent English proficient
organizations to provide alternate enrichment _Other Subgroups :(Specify) -
opportunities for students
OR :
3) We will add additional yard supervision staff 3. $10,111
4) 1.0 Assistant Dean of Student Leadership 4. $51,869

Expected Annual 95% teachers rate as Highly Qualified
Measurable
Outcomes: l
Scope of Budgeted
1) We will have a third 5th grade class School-wide XALL 1. $84,120
OR:
2) We will hire new staff to provide alternate enrichment _Low Income pupils _English Learners 2. $48,533
opportunities for students and partner with outside _Foster Youth _Redesignated fluent English proficient
organizations to provide alternate enrichment Other Subgroups:(Specify)
opportunities for students
OR :
3) We will add additional yard supervis ion staff 3. $10,111
4) 1.0 Assistant Dean of Student Leadership 4. $51,869
Other Subgroups: (Specify)
Professional Development: All teachers receive high-quality professional development aligned to high Related State and/or Local Priorities:
priority instructional practices that positively impacts student academic achievement and social- 1- 2- 3- 4~ 5- 6- 7- 8~
GOAL4:
emotional development. COE only: 9_ 10_
Local : Specify
Identified Need : : Differentiation according to teacher strengths and gaps and connected with coaching cycle .
Goal Applies to:

Schools: I
School-wide
Applicable Pupil Subgroups: I All
I = 40th percentile as measured by the Math section of NWEA MAP
' +5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score>
Expected Annual i = 40th percentile as measured by the Reading section of NWEA MAP
Measurable
Outcomes:
Scope of Budgeted
1) 0.5 FTE & 1.0 FTE Instructional Facilitator focused on School-wide ~ALL 1) $88,000
Literacy (Literacy Coach) OR :
_Low Income pupils _English Learners 2) $51,525
2) 0.5 FTE Math Coach
OR:
--
- Foster Youth _Redesignated fluent English proficient
Expected Annual = 40th percentile as measured by the Reading section of NWEA MAP
Measurable
Outcomes:
Scope of Budgeted
1) 0.5 FTE & 1.0 FTE Instructional Facilitator focused on School-wide XALL 1. $88,977
Literacy (Literacy Coach) OR:
_Low Income pupils _English Learners 2. $52,097
2) 0.5 FTE Math Coach _Foster Youth _Redesignated fluent English proficient
··- -
OR:
_Fo ste r Youth _ Redesignated fluent English proficient

j = 40th percentile as measured by the Math section of NWEA MAP
Expected Annual
I = 40th percentile as measured by the Reading section of NWEA MAP
Measurable
Outcomes: +5% students either scoring level>= 3 or making at least one level growth OR 70% of students
Scope of Budgeted
1) 0.5 FTE & 1.0 FTE Instructional Facilitator focused on School-wide XALL 1. $91,130
Literacy (Literacy Coach} OR :
_Low Income pupils _English Learners 2. $53,358
2} 0.5 FTE Math Coach _Foster Youth _Redesignated fluent English proficient
·-
OR :
_Other Subgroups: (Specify}
Family Services : Engage fam ilies as partners in student achievement, school culture and community Related State and/or Local Priorities:
engagement . Empower families to review data and make decisions around site priorities and resource 1- 2- 3X 4 _5~ 6~ 7- 8-
GOALS:
allocation . COE only: 9_ 10_
Local : Specify
Identified Need: : Bilingual family liaison needed
Goal Applies to:

Schools: I School -wide
I .<10% of all students are chronically absent
1 0% of enrolled students are expelled
Expected Annual I 90% families participate in report card conferences at least 2x/yr
Measurable I 95% average daily attendance {P2-ADA)
Outcomes:
I Family average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
I Student average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
I ·Teacher average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Scope of Budgeted
1) 2 x 0.25 FTE = 0.5 FTE Parent Coordinator School-wide XALL 1) $24,568 - GP
OR :
_Low Income pup ils _English Learners
OR :
.<10% of all students are chronically absent
0% of enrolled students are expelled
90% families participate in report card conferences at least 2x/yr

Expected Annual
Measurable 95% average daily attendance (P2-ADA)
Outcomes:
: Family average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
I ·Teacher average >= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Scope of Budgeted
1) 2 x 0.25 FTE = 0.5 FTE Parent Coordinator School-wide ~ALL 1. 24,841
-
OR:
OR:
- Foster Youth _Redesignated fluent English profici ent
I <10% of all students are chronically absent

I 0% of enrolled students are expelled
Expected Annual I
Measurable I 90% families participate in report card conferences at least 2x/yr
Outcomes:
I 95% average daily attendance (P2-ADA)
Family average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Student average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
ITeacher average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Scope of Budgeted
1) 2 x 0.25 FTE = 0.5 FTE Parent Coordinator School-wide ~ALL 1. 25,442
OR:
_ Low Income pupils _English Learners
OR:
_Foster Youth _Redesignated fluent Engl ish proficient
Response to Interventions: Implement a rigorous Response to Intervention model to address the Tierl,
1- 2- 3- 4X 5- 6- 7- 8X
GOAL6: Tier2, and Tier3 academic, behavioral and social needs of all students.
COE only: 9_ 10_
Local : Specify
Identified Need : : Addition staff needed . Math intervention with universal screener. Continued need for more tier 2 intervention support.
Goal Applies to:

Schools: I School-wide --
j +5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score >
Expected Annual = 40th percentile as measured by the Reading section of NWEA MAP
Measurable
Outcomes:
·scoring proficient (including significant subgroups) on the ELA section of CAASPP
scoring proficie nt (including significant su bgroups) on the Math section of CAASPP
Scope of Budgeted
1) Hire .5 k/1 Literacy Intervention Teacher School-wide XALL 1) $45,825 -
OR: Title Ill LEP/GP
2) 3 kinder aides _Low Income pupils _English Learners
2) $29,577 - GP
- Foster Youth _Red esignated fluent English proficient
3) Reading Partners _Other Subgroups:(Specify)
3) $19,000 - GP
4) Summer Intervention (DTE)
OR :
4) $12,000- GP
_ Other Subgroups :(Specify)

Expected Annual
Measurable
I .+5% of students meet/exceed expected Fall to Spring RIT growth OR 70% of students will score>
Outcomes: +5% students either scoring level>= 3 or making at least one level growth OR 70% of students
j scoring proficient (including significant subgroups) on the ELA section of CAASPP
I +5% students either scoring level >= 3 or making at least one level growth OR 70% of students
I scoring proficient (including significant subgroups) on the Math section of CAASPP
Scope of Budgeted
1) Hire .5 k/1 Literacy Intervention Teacher School-wide XALL 1. $46,334
OR:
2) 3 kinder aides _Low Income pupils _English Learners 2. $29,905
_Foster Youth _Redesignated fluent English proficie nt
3) Reading Partners _Other Subgroups :(Specify) 3. $19,211
4) Summer Intervention (DTE) 4. $12,133

OR:
_Foster Youth _Redesigna t ed fluent English proficient
_ Other Subgroups:(Specify)

1
Expected Annual
Measurable
Outcomes: +5 % students either scoring level >= 3 or making at least one level growth OR 70% of students
Actions/Services Scope of Pupils to be served within identified scope of service Budgeted
1) Hire .5 k/1 Literacy Intervention Teacher School-wide ~ALL 1. $47,455
OR:
2) 3 kinder aides _Low Income pupils _English Learners 2. $30,629
3) Reading Partners _Other Subgroups:(Specify) 3. $19,676
4) Summer Intervention (DTE) - -- -- 4. $12,427

OR :
English Language Learners: All English language learners receive high-quality, integrated and Related State and/or Local Priorities:
GOAL 7:
designated (supplemental) language instruction that supports consistent and effective English 1- 2- 3- 4- sx 6- 7- 8-
language development. COE only: 9_ 10_
Local : Specify
Identified Need :
! GLAD train ing for all teachers. Continue to need support for strong grammar instruction, form s and functions and targeted writing
: support for our Ell's.
Goal Applies to:

: Schools: ISchool-wide
: Appl icable Pupil Subgroups: ! English Learners
Expected Annual 40% of Els grow at least one overall proficiency level on CELDT
Measurable 50% of EL students attending an EFC school for at least 5 yrs will be redesignated as Fluent
Outcomes: English Proficient
Scope of Budgeted
1) GLAD training for new teachers and teachers who have School -wide ALL 1) $6,000 - GP
not previously been tra ined OR :
_Low Income pupils XEnglish Learners
--
OR :
_Low Income pupils XEnglish Learners

I
Expected Annual ! 40% of Els grow at least one overall proficiency level on CE LDT
Actions/Services Scope of Pupils to be served within identified scope of service Budgeted
1) GLAD training for new teachers and teachers who have School-wide ALL 1. 6,067
not previously been trained
-
OR:
_Low Income pupils .2S_English Learners
_Other Subgroups:{Specify)
OR :
-
_Other Subgroups :{Specify)
Expected Annual 40% of Els grow at least one overall proficiency level on CELDT
Scope of Budgeted
1) GLAD training for new teachers and teachers who have School-wide _ ALL 1. 6,213
not previously been trained OR :
_Low Incom e pupils .2S_English Learners
_Other Subgroups:{Specify)
OR:
_Other Subgroups :{Specify)
Related State and/or Local Priorities :
GOALS:
School Climate : All students attend school in a safe, engaging and nurturing environment 1- 2- 3X 4- sx 6- 7- 8-
COE only: 9_ 10_
Local : Specify
: As students get older they are more likely to report that they get along with students who look like them or are friends as opposed to
Identified Need : j reporting that students get along no matter wh at they look like or where they are from . This is a focus area for growth . We see a need to
: develop students conflict resolution skills, and provide more opportunities for student lead ersh ip.
Goal Applies to:

: Schools: I School -wide
: Applicable Pupil Subgroups: I All
<= 5% of enrolled students are suspended out of school
' ·<10% of all students are chronically absent

Expected Annual 90% families participate in report card conferences at least 2x/yr
Measurable
Outcomes: 95% average daily attendance (P2-ADA)
Family average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Student average>= 3.5 on Domain 7: Attitude and Cuiture of the SCAI Survey
'Teacher average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Scope of Budgeted
1) Positive Climate Coach School-wide XALL 1) $55,000 - GP
2) Dean 2) $60,900 - GP
OR :
3) Assistant Dean for Student Leadership _Low Income pupils _English Learners
3) $51,300 - GP
4) Attendance Incentives _Other Subgroups:(Specify)
4) $2,000 - GP
5) Community Building Events 5) $3,000 - GP

<10% of all students are chronically absent
,0% of enrolled students a re expelled

Expected Annual 90% families participate in report card conferences at least 2x/yr
Measurable '
Outcomes: ;95% average daily attendance (P2-ADA)
: Family average >= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
1
j Teacher average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Scope of Budgeted
1) Positive Climate Coach School-wide ~ALL 1. $55,611
OR:
2)Dean _Low Income pupils _English Learners 2. $61,576
_Foster Youth _ Redesignated fluent English proficient
3) Assistant Dean for Student Leadership _Other Subgroups:(Specify) 3. $51,869
4) Attendance Incentives ----- - --- 4. $2,022

OR:
5) Community Building Events 5. $3,033

Expected Annual <10% of all students are chronically absent
Measurable
Outcomes: 0% of enrolled students are expelled
90% families participate in report card conferences at least 2x/yr

!
! 95% average daily attendance (P2-ADA)
I Family average >= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Student average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Teacher average>= 3.5 on Domain 7: Attitude and Culture of the SCAI Survey
Scope of Budgeted
1) Positive Climate Coach School-wide ~ALL 1. $56,956
OR :
2) Dean _Low Income pupils _English Learners 2. $63,066
3) Assistant Dean for Student Leadership - Foster Youth _Redesignated fluent English proficient 3. $53,125
4) Attendance Incentives OR: 4. $2,071

5) Community Building Events 5. $3,107
_ Foster Youth _Redesignated fluent English proficient
Basic Services: All students have access to a safe and clean learning environment and appropriate
125_ 225_ _ 4
GOAL9: educational resources, learning opportunities and services. - 5- 6- 725_ 8-
COE only: 9_ 10_
Local : Specify
Identified Need : : Additional 5th grade classroom needed. We will need to move the Seneca office to th e art room and have push in art.
Goal Applies to:

Schools: I School-wide --
Meet all EFC facilities requirements as measured by the facilities walkthrough
Expected Annual checklist
Measurable
Meet all EFC requirements as measured by master schedules
Outcomes:
I Meet all EFC requirements as measured by the curriculum checklist
I
Scope of Budgeted
1) Furniture for 3rd 5th Grade Classroom School-wide 2S,ALL 1) $5,000 - GP
OR :
-
OR:
_Low Income pupils _Engl is h Learners
-
Expected Annual Meet all EFC facilities requirements as measured by the facilities walkthrough
Measurable checklist
Outcomes: , Meet all EFC requirements as measured by master schedules
I Meet all EFC requirements as measured by the curriculum checklist
Scope of Budgeted
1) Furniture for 3rd 5th Grade Classroom School-wide ~ALL 1. 5,056
OR:
OR:

I Meet all EFC facilities requirements as measured by the facilities walkthrough
Expected Annual I 1
checklist
Measurable I
j i Meet all EFC requirements as measu red by master schedules
Outcomes:
I: Meet all EFC requirem ents as measured by the curriculum checklist
Scope of Budgeted
1) Furniture for 3rd 5th Grade Classroom School-wide ~ALL 1. 5,178
--
OR :
OR:
Other Subgroups: (Specify)
Complete a copy of this table for each of the LEA's goals. Duplicate and expand the fields as necessary.
Annual Update
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a
minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the
effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In
addition, review the applicability of each goal in the LCAP.
Guiding Questions:
1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052,
including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result
in the desired outcomes?
3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective
in achieving the desired outcomes?
4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?
5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in
making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of
the review of progress and assessment of the effectiveness of the actions and services?
6) 'vVhat differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any
differences?
Complete a copy of this table for each of the LEA's goals in the prior year LCAP. Duplicate and expand the fields as necessary.
Curriculum: All teachers will access and implement engaging, high-quality, rigorous, standards- Related State and/or Local Priorities:
Original GOAL 1
from prior year
aligned curriculum in a broad course of study, including math, sciene, social studies, English 1- 2X 3- 7-
4X 5- 6- BX
language development and language arts. COE only: 9_ 10_
LCAP:
Local : Specify
Goal Applies to:

Schools: I
School-wide
+5% of students meet/exceed expected Fall to Spring 2015-16 Data as
RIT growth OR 70% of students will score > = 40th 2014-15 Result 2015-16 LCAP Target of 5/1
percentile as measured by the Math section of NWEA
74% 79% N/A
MAP
74% 79% N/A
+5% of students meet/exceed expected Fall to Spring
RIT growth OR 70% of students will score>== 40th 23% 28% N/A
percentile as measured by the Reading section of
26% 31% N/A
Expected NWEA MAP
Actual Annual y y y
Annual +5% students either scoring level >== 3 or making at
Measurable
Measurable least one level growth OR 70% of stude nts scoring
Outcomes:
Outcomes: proficient (including sign ificant subgroups) on the ELA
se ct ion of CAASPP
+5% students either scoring level >= 3 or making at
least one level growth OR 70% of st udents scoring
proficient (including significant subgroups) on the
Math secti on of CAASPP
Meet all EFC requirements as measured by the
curriculum checklist
LCAP Year: 2015-16
Planned Actions/Services ' Actual Actions/Services
Estimated=Actual
Budgeted
Annual
Expenditures
Expenditures
1) $65,705.00 1) Purchase Basic Instructional Materials 1) $70,416 .00

1) Purchase Basic Instructional Materials 2) $13,824.00 2) My Math- Purchase standards aligned Math curriculum K-p 2) $8,093 .00
2) My Math- Purchase standards aligned Math 3) $3,413 .00 . 3) Accelerated Reader- renew contract 3) $850.00
·curriculum K-5
4) $1,500.00 4) After school supplies 4) $1,500 .00
3) Accelerated Reader- renew contract
5) $1,707.00 5) RAZ kids-renew contract 5) $0.00
4) After school supplies
6) $86,000.00 I 6) 1. Maintain current curricular materials for Math, ELA, Scif r
6) $80,859.00 J1es,
, 5) RAZ kids-renew contract student consumables, classroom libraries, guided reading bo K sets, grade level e>C
6) 1. Maintain current curricular materials for Math, Purchase curriculum to enhance standards-aligned curricula implementation
ELA, Science and Social Studies, including student
consumables, classroom libraries, guided reading book ,
;sets, grade level texts 2. Purchase curriculum to
enhance standards-aligned curricular implementation
Scope of service: 1School-wide Scope of service: I School-wide

XALL XALL
- - -------- --------·
OR: OR :
_Low Income pupils _English Learners _Low Income pupils _English Learners
_Foster Youth _Redesignated fluent English proficient _Foster Youth _Redesignated fluent English proficient
_Other Subgroups:(Specify) _ _ _ _ __ _Other Subgroups:(Specify) _ _ _ _ _ _ _ _ __
This year, we implemented a new ELD curriculum in grades 2-5 that we will continue to use in the coming school
What changes in actions, services, and year. We had good results implementing a Guided Reading Program. We implemented a new math curriculum and
expenditures will be made as a result of continued to supplement with materials from Engage NY. We continued to use several adaptive software
reviewing past progress and/or changes to programs to support skill building in ELA and Math.
goals?
In the coming year, we will be adopting a new phonics curriculum in 1st grade to pilot. There will be no additional
expense. We will be adopting a new math facts fluency program for grades 2-5
Original GOAL 2 Technology: All teachers and students have access to 21st century technology an d personalized
1- 2- 3- 4~ 5 6- 7- 8~
from prior year learning opportunities. -
COE only: 9_ 10_
LCAP:
Local : Specify
Goal Applies to:

Schools: I School-wide
+5% of students meet/exceed expected Fall to Spring 2015-16 Data as of
RIT growth OR 70% of students will score>= 40th 2014-15 Result 2015-16 LCAP Target 5/1
percentile as measured by the Math section of NWEA
74% 79% N/A
MAP
74% 79% N/A
RIT growth OR 70% of students will score > = 40th 23% 28% N/A
percentile as measured by the Reading section of
26% 31% N/A
Expected NWEA MAP
Actual Annual N/A y y
Annual +5% students either scoring level>= 3 or making at
Measurable
Measurable least one level growth OR 70% of students scoring
Outcomes:
Outcomes: proficient (including significant subgroups) on the ELA
section of CAASPP
least one level growth OR 70% of students scoring
Math section of CAASPP
Meet all EFC facilities requirements as measured by
the facilities walkthrough checklist
LCAP Year: 2015 -16
Planned Actions/Services Actual Actions/Services
Esti mated=Actual
Budgeted
Annual
Expenditures
Expenditures
1) Computer lab-updated computers purchase 1) $45,200.00 1) Computer lab-updated computers purchase 1) $45,259 .00
2) Computer accessories 2) $44,213.00 2) Computer accessories 2) $2,685 .00
3) Blended Learning Contracts- personalized learning- 3) $34,867.00 3) Blended Learning Contracts- personalized learning- 3) $18,565.00
:ST Math, iReady, Blended Learning Lead, Exit Ticket ST Math, iReady, Blended Learning Lead, Exit Ticket
4) $120,000.00 4) $66,509.00
'4) 1. Ensure all technology is current and upgraded to 4) 1. Ensure all technology is current and upgraded to
,support learning software 2. Ensure high quality support learning software 2. Ensure high quality
blended learning software is acquired/renewed to blended learning software is acquired/renewed to
:support personalized learning support personalized learning
Scope of service: ISchool-wide Scope of service: I School-wide

.2S_ALL .2S_ALL
OR: OR:
_Foster Youth _Redesignated fluent English proficient - Foster Youth _Redesignated fluent English proficient
_Other Subgroups:(Specify) _Other Subgroups :(Specify)
What changes in actions, services, and !

expenditures will be made as a result of I
This year we continued to use iReady, ST Math, AR Reading and reading assistant. We will continue with these
reviewing past progress and/or changes to j blended programs this year, but purchase Lexia instead of iReady. We will continue to have 1-1 computers in
goals? i grades 2-5 and purchase new devices for K/1.
Original GOAL 3
from prior year
Staffing: All teachers will be appropriately assigned and fully credentialed to support a high-
quality, broad course of study
I 1x 2- 3
- 4- 5- 6- 7- 8-
COE only: 9_ 10_
LCAP:
Local : Specify
Goal Applies to :
Expected 95% teachers rate as Highly Qualified 2015-16 Data as of
Actual Annual
Annual 2014-15 Result 2015-16 LCAP Target 5/1
Measurable
Measurable
Outcomes: 100% 95% 100%
Outcomes:
LCAP Year: 2015-16
Estimated=Actual
Budgeted
Annual
Expenditures
Expenditures
Ensure all core teachers are hired and rate highly qualified Ensure all core teachers are hired and rate highly qualified
$965,844 .00 $1,254,799 .00
(Salaries represented in budget amount) (Salaries represented in budget amount)
Scope of service : I School-wide

I
Scope of service : I School-wide
XALL XALL
OR: OR :
- Foster Youth _Redesignated fluent English proficient - Foster Youth _Redesignated fluent English proficient
_Other Subgroups:(Specify) _Other Subgroups :(Specify)
What changes in actions, services, and

expenditures will be made as a result of This year in addition to core teaching staff, we staffed a music program, an art program, a playworks coach, and
reviewing past progress and/or changes to school climate and safety personnel. We had over enrollment in our 5th grade classes and thus are hiring a third
goals? fifth grade teacher next year.
Profess ional Development: All teachers receive high-quality professional development aligned Related State and/or Local Priorities :
Original GOAL 4
to high priority instructional practices that po sitively impacts student academic achievement 1- 2- 3- 42$_ 5- 6- 7- 82$.
from prior year
and social-emotional development. COE only: 9_ 10_
LCAP:
Local : Specify
Goal Applies to :
Schoo ls: ISchool-wide
+5% of students meet/exceed expected Fall to Spring 2015 -16 Data as of
RIT growth OR 70% of students will score > = 40th 2014-15 Result 2015-16 LCAP Target 5/1
percentile as measured by the Math section of NWEA y y y
MAP
51% 74% 79%
RIT growth OR 70% of students will score>= 40th 41 % 74% 79%
Expected percentile as measured by the Reading section of
Actual Annual N/A 23 % 28%
Annual NWEA MAP
Measurable N/A 26% 31 %
Measurable +5% students either scoring level>= 3 or making at
Outcomes :
Outcomes: least one level growth OR 70% of students scoring
proficient (including significant subgroups) on the ELA
section of CAASPP
Math section of CAASPP
LCAP Year: 2015-16
Planned Actio ns/ Services Actual Actio ns/Services
Estimated,,Actual
Budgeted
Annual
Expenditures
Expenditures
Literacy Coach $14,455.00 Literacy Coach $142,776.00
Teacher Evaluation Tool $2,949 .00 Teacher Evaluation Tool $1,510.00

Induction Coaching $16,000.00 Induction Coaching $6,790.00
Principal and AP training $17,066.00 Principal and AP training $4,900.00
Other Conference Fees $13,374.00 Other Conference Fees $11,067.00
:Art Coaching $11,863.00 Art Coaching $4,000.00
Grade level Chair stipends $3,000.00 Grade level Chair stipends $3,000.00
Instructional Leadership Team Member, Data $3,000.00 Instructional Leadership Team Member, Data $3,000.00
Champion Champion
$5,163.00 $3,973.00
Any Other PD Any Other PD
$2,949.00 , I
$2,730.00
PD Food PD Food
$46,000.00 $183,746.00
· Provide ongoing peronalized PD for teachers and Site Provide ongoing peronalized PD for teachers and Site
Leaders Leaders
Scope of service: j School-wide Scope of service: l School-wide
XALL XALL
OR: OR:
_Other Subgroups :(Specify) _ _ _ _ __ _Other Subgroups:(Specify) _ _ _ _ _ _ _ _ __
I
What changes in actions, services, and I
This year, professional development focused on implementation of Close Reading strategies and ELD inquiry,
expenditures will be made as a result of : providing an opportunity to explore strategies that support English Learners . Through this professional
reviewing past progress and/or changes to I development we saw growth in reading outcomes on the ORA. However, disparate scores on ORA and benchmark
goals? I
have moved us to continue to develop teachers in building strategies that support students working with complex
l
text.
Related State and/or Local Priorities :
Original GOAL 5 Family Services: Elicit and empower family participation in decisions regarding implementation
1_ 2_ 3X 4_ 5X 6X 7_ 8_
from prior year of curriculum, school culture, and community engagement.
COE only: 9_ 10_
LCAP:
Local : Specify
Goal Applies to:

Schools: ISchool-wide
<10% of all students are chronically absent 2015-16 Data as of
2014-15 Result 2015-16 LCAP Target 5/1
Pending 9% N/A
90% families participate in report card conferences at
least 2x/yr 0% 0% N/A
Expected
95% average daily attendance (P2-ADA) Actual Annual N/A 90% 93%
Annual
Measurable
Measurable Family average>= 3.5 on Domain 7: Attitude and 96% 95% 96%
Outcomes:
Outcomes: Culture of the SCAI Survey
4.4 3.5 4.29
Student average >= 3.5 on Domain 7: Attitude and
Culture of the SCAI Survey 3.64 3.5 3.7
Teacher average>= 3.5 on Domain 7: Attitude and 4.16 3.5 4.07

Culture of the SCAI Survey
LCAP Year: 2015-16
Esti m ated.Actua I
Budgeted
Annual
Expenditures
Expenditures
$16,884.00 Parent Coordinator $19,987 .00

Parent Coordinator $1,365 .00 Bus Passes for homeless students $250.00
Bus Passes for homeless students $8,533.00 Buses, food $0 .00
Buses, food $8,533 .00 Uniform purchases $500.00
Uniform purchases $2,949.00 Blackboard-family robo call $1,070 .00
Blackboard-family robo call $1,500 .00 After School liason $1,500.00
After School liason $1,706.00 OCO-Participate in broad-based community $1,706.00
organization body, Oakland Community Organization,
OCO-Participate in broad-based community $41,000.00 $25,013.00
to engage families in the larger conversation
organization body, Oakland Community Organization,
surrounding ed reform
to engage families in the larger conversation
surrounding ed reform 1. Investment in key structures to ensure all families
have access to key informationand basic support to
1. Investment in key structures to ensure all families
ensure students can attend school 2. Maintain
have access to key informationand basic support to
Structures that seek to promote family participation in
ensure students can attend school 2. Maintain
siteObased decision making, aligned to the scool's
Structures that seek to promote family participation in
academic and social emotional development goals
1siteObased decision making, aligned to the scool's
academic and social emotional development goals
Scope of service: l School-wide Scope of service: I School-wide

XALL XALL
OR : OR :
_Other Subgroups:(Specify) _ _ _ _ __ _Other Subgroups:(Specify) _ __ _ _ _ _ _ __
What changes in actions, services, and

For the first time, we budgeted for a half time Parent Coordinator position, and filled the position with two people
expenditures will be made as a result of
representing different segments of our community. Unfortunately, one of the people hired decided not to
reviewing past progress and/or changes to
, continue prior to the beginning of the school year, and we have been working to hire this position. We look
goals?
I
forward to having it fully staffed next year.
Related State and/or Loca l Priorities:
Origina l GOAL 6 Response to Interventions: Implement a rigorous Response to Intervention model to address
1- 2- 3- 4X
- 5- 6- 7- 8X
-
from prior year the Tier 1, Tier 2 and Tier 3 academic, be havioral and social-emotional needs of all students .
COE only: 9_ 10_
LCAP:
I Local : Specify
Goal Applies to:

Schools: ISc hoo l-wi de
+5% of students meet/ exceed expected Fall to Spring 2015-16 Data as of
RIT growth OR 70% of students will score>= 40th 2014-15 Result 2015-16 LCAP Target 5/1
percentile as measured by the Math section of NW EA
74% 79% N/A
MAP
74% 79% N/A
RIT growth OR 70% of students will score>= 40th 23% 28% N/ A
Expected percentile as measured by the Reading section of
Actual Annual 26% 31% N/A
Annual NWEA MAP
Measurable
Measurable +5% students either scoring leve l >= 3 or making at
Outcomes:
Outcomes: least one level growth OR 70% of students sco ring
proficient (including significant subgroups) on the ELA
section of CAASPP
+5% students either scoring level>= 3 or making at
proficient (includ ing significant subgroups) on the
Mat h section of CAAS PP
LCAP Year : 2015-16
Planned Act ions/Services Actual Actions/Services

Estimated:Actual
Budgeted
Annual
Expenditures
Expenditures
Oakland Leaf-ASES-provide exten ded instructional
$109,500.00 $106,344.00
Oakland Leaf-ASES-provide extended instructional programming
programming $455,613.00 $348,850.00
Fed Sped-Formu la- MH level 2 and 1-Contract W ith
Fed Sped-Formula- MH level 2 and 1-Contract With $24,786.00 Seneca to provide for Tier 3 students needs $94,450.00
Seneca to provide for Tier 3 students needs
$32,426.00 Supportive extra services from Seneca $19,000.00
Supportive extra services from Seneca
$17,474.00 Reading Partners-renew partnersip $17,474.00 ,
Reading Partners-renew partnersip
$45,019.00 SES Provider costs $26,379 .00
SES Provider costs
$2,420.00 Kinder Aides $1,418.00
Kinder Aides
$81,000.00 Amplify Assessment $158,721 .00
Amplify Assessment
1. Contract with Academic Services to ensure that the
1. Contract with Academic Services to ensure that the Tier 1, Tier 2 and Tier 3 academic Social Emotional and
Tier 1, Tier 2 and Tier 3 academic Social Emotional and behavioral needs are effectively supported 2. Ensure
behavioral needs are effectively supported 2. Ensure robust progress-monitoring is in place to accurately
:robust progress-monitoring is in place to accurately understand the impact to services
understand the impact to services
Scope of service: I School-wide Scope of service : I School-wide

XALL 2S_ALL
OR: OR:
_Low Income pupils _Engl ish Learners _Low Income pupils _English Learners
_Other Subgroups :(Specify) _ _ _ _ __ _Other Subgroups:{Specify) _ _ _ _ _ _ _ _ _ __

expenditures will be made as a result of This year we had 2.5 intervention teachers providing Tier 1,2 and 3 intervention in reading support. Most of our
reviewing past progress and/or changes to
goals?
Il FBB and BB students received intervention. This year our IEP caseload grew and we will need to add a .5 SPED
teacher for next year.
Original GOAL 7 English Language Learners : All English language learners receive high-quality, targeted language
1- 2- 3- 4 5X 6- 7- 8-
from prior year instruction that supports consistent and effective Engl ish language development. -
COE only : 9_ 10-
LCAP:
Loca l : Specify
Goal Applies to:

40% of Els grow at least one overall proficiency level 2015-16 Data as of
Expected
on CELDT Actual Annual 2014-15 Result 2015-16 LCAP Target 5/1
Annual
50% of EL students attending an EFC school for at least Measurable
Measurable 55% 40% 50.81%
5 yrs will be redesignated as Fluent English Proficient Outcomes:
Outcomes:
N/A N/A N/A
LCAP Year: 2015-16
Estimated=Actual
Budgeted
Annual
Expenditures
Expenditures
1) Discussions for Learning-Purchase the D4L Curricula
1) Discussions for Learning-Pu rchase the D4L Curricula
to implement designated ELD in gr 3-5
to implement designated ELD in gr 3-5
2) OUSD PD-Sys-ELD PArtner with 050 to ensure
2) OUSD PD-Sys-ELD PArtner with OSD to ensure
access to E.L. Achieve Sytematic ELD Prgram
access to E.L. Achieve Sytematic ELD Prgram
3) CELDT testing costs 1) $17,066 .00 1) $5,075 .00
3) CELDT testing costs
4) ELD Lead-stipend an ELD Lead 2) $1,706.00 2) $1,000.00
4) ELD Lead-stipend an ELD Lead
5) 1. Ensure all EL support providers have access to 3) $1,706.00 3) $1,706.00
5) 1. Ensure all EL support providers have access to
rigorous, engaging, standards aligned currciulum that 4) $500.00 4) $500.00
rigorous, engaging, standards aligned currciu lum that
supports differentiated needs of all El's. 2. Ensure
5) $20,000 .00 supports differentiated needs of all El's. 2. Ensure 5) $8,281.00
there are professional development and assessment
there are professional development and assessment
structures in place to drive strategic implementation of
structures in place to drive strategic implementation of
curriculum, strong differentiation practices, and
curriculum, strong differentiation practices, and
instructional support to all practitioners
instructional support to all practitioners
Scope of service: I School-wide Scope of service: I School-wide
_ALL ALL
-
OR: OR:
_Low Income pupils XEnglish Learners _Low Income pupils XEnglish Learners
- Foster Youth _Redesignated fluent English proficient _Foster Youth _Redesignated fluent English proficient
_Other Subgroups:(Specify) _Other Subgroups:(Specify}
What changes in actions, services, and j

expenditures will be made as a result of I We shifted our 2-5 ELD program this year to focus on vocabulary acquisition and support for use of forms and
I
reviewing past progress and/or changes to functions through observation of visual art using the Discussions For Learning curriculum . We will continue to use
goals? I th is program next year.
Original GOAL 8
School Climate : All students attend school in a safe, engaging and nurturing environment. II 1- 2- 3- 4- 5- 6- 7- 8
from prior year
COE only: 9_ 10_
LCAP:
I Local : Specify
Goal Applies to:

<= 5% of enrolled students are suspended out of school 2015-16 Data as of
2014-15 Result 2015-16 LCAP Target 5/1
<10% of all students are chronically absent
0.47% 5% N/A
Pending 9% N/A
90% families participate in report card conferences at least
Expected
2x/yr Actual Annual 0% 0% N/A
Annual
Measurable
Measurable 95% average daily attendance (P2-ADA) N/A 90% 93%
Outcomes:
Outcomes:
Family average>= 3.5 96% 95% 96%
Student average>= 3.5 4.4 3.5 4.29
Teacher average >= 3.5 3.64 3.5 3.7
4.16 3.5 4.07

LCAP Year: 2015-16
Estimated~Actual
Budgeted
Annual
Expenditures
Expenditures
1) $53,771.00 1) $31,321.00
1) SSA-196-Hire staff to support student's strong
1) SSA-196-Hire staff to support student's strong
2) $30,719 .00 attendance by establishing strong family relationships 2) $18,000.00
attendance by establishing strong family relationships
3) $6,826.00 2) Music-Z Sharp 3) $4,051.00
2) Music-Z Sharp
4) $1,000.00 3) Other Food - Provide incentives for positive student 4) $1,000.00
3) Other Food- Provide incentives for positive student
behavior and Academic growth
behavior and Academic growth 5) $9,300.00 5) $185,323 .00
4) Staff Leadership Council -Stipend a role to serve as 4) Staff Leadership Council -Stipend a role to serve as
liaison between our staff and the broader EFC liaison between our staff and the broader EFC
organization and provide input in org-wide decision organization and provide input in org-wide decision
making making
5) l. Ensure staff and structures are in place to ensure 5) l. Ensure staff and structures are in place to ensure
LWL meets its' enrollment and daily attendance targets LWL meets its ' enrollment and daily attendance targets
2. Expand and deepen course offerings to promote 2. Expand and deepen course offerings to promote
' development of the whole child and develop an development of the whole child and develop an
environment in which all students can thrive 3. Ensure environment in which all students can thrive 3. En sure
staff and student structures are in place to analyze, staff and student structures are in place to analyze,
reflect upon, and improve school wide culture and reflect upon, and improve school wide cu ltu re and
climate climate
Scope of service: I School-wide Scope of service: I School-wide

~ALL ~ALL
OR : OR :
_Low Income pupils _Eng lish Learn ers _Low Income pupi ls _Engl is h Learners
_Foster Youth _Redesignated fluent Engl ish proficient _Foster Youth _Redesignated fluen t English proficient
_ Other Subgroups:(Specify) _ _ _ _ __ _Other Subgroups:(Specify) _ _ __ _ _ _ _ __
What changes in actions, services, and j We will end our partnership with PlayWorks and use the savings to hire an Assistant Dean of Student Leadership
expenditures will be made as a result of who has been tra ined with PlayWorks skills, will support a positive climate in shared spaces, and implement
I
reviewing past progress and/or changes to l programs that develop student leadership.
goals? I
Original GOAL g I Basic Services : Al l students have access to a safe and clean learn ing environment and lX 2X 3- 4- 5- 6- 7X 8-
from prior year appropriate educational resources, learning opportunities and services.
COE only: 9_ 10_
LCAP:
Loca l : Specify
Goal Applies to:
Meet all facilities requirements 2015-16 Data as of
Expected 2014-15 Result 2015-16 LCAP Target 5/1
Meet all master schedules Actual Annual
Annual requi rements N/A y y
Measurable
Measurable
Meet all curricular requirements Outcomes : y y y
Outcomes:
y y y
LCAP Year: 2015-16

Esti mated=Actua I
Budgeted
Annual
Expenditures
Expenditures
OUSD Contract-Faci lity & Maintenance
$159,063 .00 $146,000.00
OUSD Contract-Facility & Maintenance
Gas, Electric and Water- Utilities
$52,070.00 $63,467 .00
Gas, Electric and Water- Utilities
Copiers
$16,800.00 $20,382.00
Copiers
Waste
$13,781.00 $14,187.00
Waste
Water
$9,450.00 $8,500.00
Water
maintenance items not covered by OUSD Contract
$5,000 .00 $53 .00
maintenance items not covered by OUSD Contract
Transitio n to Illuminate & illuminate cost
$9,320.00 $9,210.00
Transition to Illuminate & illuminate cost
Maintenance Materials : Classroom
$4,500 .00 $0.00
Maintenance Materia ls: Classroom Ensure all facilities, maintenance and basic services are
$270,000.00 $262,984.00
Ensure all facilities. maintenance and basic services are met
met
Scope of service: I Sch ool-w ide Scope of service: ISchool-wide

XALL XALL
OR: OR :
_Foster Youth _Redesignated fluent Engl ish proficient _Foster Youth _Redesignated fluent English proficient
_Other Subgroups:(Specify) _Other Subgroups:(Specify)
I
expenditures will be made as a result of j Due to incorrect enro llment projections, 5th grade class size for the 2015 -16 school year was too la rge . We will
I
reviewing past progress and/or changes to add a 5th grade class next year in order to have approximately a 24:1 student teacher ratio .
goals? l
Complete a copy of this table for each of the LEA's goals in the prior year LCAP. Duplicate and expand the fields as necessary.
Section 3: Use of Supplemental and Concentration Grant funds and Proportionality
A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income,
foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(S).
Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a
districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.
For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of
unduplicated pupils at a schoolsit e in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide
manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the
district's goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)
Total amount of Supplemental and Concentration grant funds calculated: j$ 513,869

Learning Without Limits' supplemental and concentration grant funding is estimated at $513,869 as of the Governor's January proposed budget
using the FCMA T Calculator version 16.1 c. Learning Without Limits continues to focus funding on decisions that allow for rigorous curriculum,
more targeted multi-tiered support for students, a broad course of study for all students, targeted professional development opportunities for all
teachers, a positive school climate that fosters continuous improvement, and continued greater emphasis on personalized learning through
blended learning and differentiated instruction. With these focuses in mind, funding resources have been aligned to personnel, materials and
programs that increase services for target subgroups. Resource alignment is derived from stakeholder feedback.
B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the
services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).
Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster
youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided
for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met
using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the
services provided to all pupils.
i 15.42 I% I
As outlined in Section 3 A., increased funding will allow Learning Without Limits to continue to improve targeted and differentiated instruction
using technology, materials, personnel and programs at the estimated minimum proportionality ratio of 15.42%.
LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX
For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall
apply:
(a) "Chronic absenteeism rate" shall be calculated as follows:
(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1- June 30) who are
chronically absent where "chronic absentee" means a pupil who is absent 10 percent or more of the schooldays in the school year
when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually
taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district,
exclusive of Saturdays and Sundays.
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1- June 30).
(3) Divide (1) by (2) .
(b) "Middle School dropout rate" shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.
(c) "High school dropout rate" shall be calculated as follows:
(1) The number of cohort members who dropout by the end of year 4 in the cohort where "cohort" is defined as the number of first-
time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during
school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(3) Divide (1) by (2) .
(d) "High school graduation rate" shall be calculated as follows:
(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or
passed the California High School Proficiency Exam] by the end of year 4 in the cohort where "cohort" is defined as the number of
first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during
school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(3) Divide (1) by (2).
(e) "Suspension rate" sha ll be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July
1-June 30) .
(3) Divide (1) by (2).
(f) "Expulsion rate" shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1
-June 30).
(3) Divide (1) by (2).

01-13-15 [California Department of Education]
Manual
Familiar y
Normas de la
Escuela en
Espanol-
Pagina 8

College Preparatory Elementary School
Family Handbook and School Policies

2016-2017
Accidents and Illnesses

1. If a student is hurt, has a fever of 100 degrees or more, or comes down with any type of
sickness that prevents the student from continuing the school day, the student's family
will be called. The student must then stay in the main office until someone picks him/her
up.
2. Students are not allowed to bring medicine (non-prescription or prescription) to school
unless they have a "Physician's Request to Dispense Medicine" form signed by a doctor.
3. For dental and medical appointments, families should send a note to school letting us
know the date and time. If possible, families should plan these appointments for after
school or weekends. (See "Attendance" for pickup and drop off procedures.)
4. The office must be told about any medications being given during school and who is
responsible for giving them.
Arrival and Dismissal

1. Students are expected at morning meeting by 7:55 a.m. Morning Meeting will begin at
8:00.
2. All students must be at Morning Meeting , otherwise they are tardy.
3. Breakfast is available in the cafeteria from 7:30 until 7:55 a.m.
4. There will be supervision in the cafeteria starting at 7:30 and supervision on the yard
starting at 7:45. There is no adult available before these times; guardians must provide
supervision.
5. Students who arrive before 7:45 and who do not have a supervising adult must wait in
the cafeteria until 7:45
6. No students are allowed in the hallways or Pod before 7:50 without their supervising
adult.
7. Students are not allowed to leave the yard until 2:55 p.m. or until they are dismissed
from Homework Club or another school sponsored after school program. On
Wednesdays and Fridays, students may not leave until 1:45 p.m.
8. All students need to be picked up at their classroom door by someone listed on their
emergency card unless the student has a signed note from her/his guardian making
other arrangements.
Attendance
1. Students are expected to come to school every day. Being in school is necessary if
students are going to be successful academically.
2. A student is considered absent when s/he is not in school.
3. School starts for students at 8:00 a.m. A student is considered late ifs/he arrives after
8:00.
4. If a student arrives after the end of school morning meetings, s/he needs to go to the
office to get a late slip.
5. Families are asked to call the office (preferably by 9:00 a.m.) to let the school know if a
student will be arriving late or will be absent. If the office does not receive a reason as to
the student's absence , families will receive a phone call home.
6. For early pick-ups, an adult must sign the student out of the office before going to the
classroom. The school will only release a student to people listed on the student's
Emergency Card unless a guardian gives written permission to the office for someone
else to pick the student up.
7. Students are required to make up the work they miss when they are absent, even when
the absence is excused.
8. Excused absences are when a student
-is too sick to come to school
-has a medical or legal appointment
-has a death in the family
9. If a student has three unexcused absences, the school will require the family to have a
conference to come up with a plan for ensuring that the student does not fall behind in
school.
10. If you know in advance that your student is going to miss school for any amount of
days, the student's guardian must let the office know at least 2 weeks in advance so
that class assignments can be provided.
Bathrooms
1. Bathrooms should be kept clean and quiet at all times.
2. If there is a problem with a bathroom, students should tell a teacher and the teacher will
report the problem to the custodian or office as appropriate.
3. There is no playing, loud talking, or bullying allowed in the bathrooms.
4. Students must have a pass and a buddy to go to the bathroom except in the case of
emergency.
5. The only adults who should ever be in the student bathrooms are custodians and
teachers/staff who are supervising or dealing with a specific problem. If a student sees
an adult in the student bathroom whom s/he does not know, the student should leave the
bathroom and tell a teacher immediately.
6. Families and guests please see office for adult bathrooms.
Birthdays
In order to make things fair for all students, we are providing the following birthday celebration
rules. We understand that each child's birthday is a special event and we love celebrating with
you. However, we do not want these celebrations to create competition between our students or
to interfere with learning.
1. Students may bring one healthy treat to share with the whole class. If there is not
enough for everyone, treats will be sent back home.
2. Families must let the teacher know at least two days ahead of time if they want to bring
a treat.
3. Healthy treats should be dropped off at the beginning of the day. Families are welcome
to come back at a time set with the teacher for the celebration .
4. Families must provide all materials needed to serve and clean up from the treat, such as
napkins or spoons.
5. Families must be available to help if the treat involves serving students (such as cutting
a flan , distributing treats, etc.)
Bullying
1. No hate language is allowed at school. Hate language consists of words referring to
people by ethnicity, race, ability ("retard"), gender or sexuality with the intent to demean
or hurt. We take the use of this language very seriously.
2. No cursing or foul language is allowed at school.
3. No teasing, threatening, or intimidating is tolerated.
4. Families, if your child let's you know of any issues related to other students, please call
the office, speak to your student's teacher, or school administration.
Cafeteria
1. The cafeteria should be kept clean and calm at all times.
2. Once students get their food , they should sit down for at least ten minutes and wait in
their seats until an adult dismisses them.
3. Food may not be taken out of the cafeteria without a lunch pass.
4. All families are asked to complete and submit an application for Free and Reduced-Price
Meals at the beginning of the school year. Applications will be sent home on the first day
of school. The previous years status will remain in effect for the first two weeks of
school. As new applications are returned , the teacher or office staff will check to see
that they are complete. If not, they will be returned home, as forms won't be forwarded to
Food Services until all requested information is included.
5. Only students approved to receive free meal benefits may receive meals at no cost.
Likewise , only students approved to receive Reduced-Price meal benefits may receive
meals at a reduced price. All other students not approved for free or reduced-price meal
benefits must pay the full price.
Care and Supervision of Students

1. A teacher may not send a student from the school grounds for any reason without
permission from the principal.
2. If a student is to be kept after school hours, teachers must let families know ahead of
time. All students kept after dismissal must be supervised until they are picked up by the
student's guardian.
3. Teachers must get permission from a guardian to transport a student to or from school or
the CDC.
4. The school will only release a student to people listed on the student's Emergency Card
unless a guardian gives written permission to the office for someone else to pick the
student up.
5. Families must give permission before the school can take photographs of students for
publicity purposes.
Cell Phones
1. If a student needs to bring a cell phone, the student must get permission from the office
and it must be turned off and kept in the student's backpack during school.
2. The school is not responsible for lost, damaged or stolen cell phones.
Change of Address or Phone Number

1. It is the responsibility of families to inform the office and teachers if there is any change
of address/phone number during the school year.
2. Teachers will check all students' addresses and phone numbers during report card
conferences.
Dress Code and Uniform Policy

1. All students are expected to wear the Learning Without Limits uniform polo shirt.
2. Students are asked to wear navy blue uniform pants, shorts or skirts.
3. Skirts must come to two inches above the knee or longer.
4. We have PE and/or recess everyday so students must wear shoes that are suitable for
running and playing. Therefore, students may not wear heelies, dress shoes or shoes
that won't stay on when running and playing (shoes need to be closed toed shoes).
5. Students cannot wear hats, armbands, sweatbands, or bandanas in school.
6. If a student arrives at school not in uniform, the student will be given a loaner shirt to
borrow for the day.
7. Students may not wear make-up, lip-gloss, perfume or jewelry at school. Only stud
earrings are allowed. Watches are allowed as long as they do not make noise or disrupt
instruction .
8. Students are expected to maintain high standards of dress and grooming, and to present
themselves in a scholarly manner at all times.
Food
1. Families are responsible for letting the office, cafeteria and classroom teachers know
about students' food allergies and other dietary restrictions. Families are required to
submit a form for the student's dietary restrictions. Food substitutions will be made
when supported by a statement licensed physician, physician assistants, or nurse
practitioners.
2. No gum, candy, chips, soda , or sunflower seeds are allowed at school.
3. Fruit and vegetables are good snack alternatives.
4. If a student brings food that is not allowed, it will be taken and returned at the end of the
day. If a student continues to bring items, they will be taken and returned only to a
Guardian.
5. Students are discouraged from sharing food. Many children have food allergies or dietary
restrictions.
Hallways
1. Non-disruptive behavior is expected in the halls at all times.
1. Students walk on the right side of the hallway in quiet lines with their teacher or a
buddy and a hall pass.
2. There is no running , yelling, food or drinks allowed in the hallways.
2. Students sent anywhere in the building during school time must have a hall pass and a
buddy unless they are with an adult.
3. Students and teachers should greet each other and visitors in a friendly way.
Homework
1. Homework will be discussed and distributed in the classroom prior to dismissal.
2. All students are expected to read regularly outside of school. Please read with your
children in your language of choice .
Kindergarten families are asked to read to students for 20 minutes a night.
First and second grade families are asked to read to or with students for 20-30 minutes a
night.
· Upper grade students are expected to read for at least 30 minutes a night alone or with a
family member.
Leaving the Building

1. No student is allowed to leave the building or yard at any time without permission.
2. All notes from home requesting the dismissal of a student from school (doctor, dentist,
etc.) must be sent to the office in the morning.
3. Families picking up a student before dismissal must sign the student out at the office.
The
office will send a note to the classroom teacher to rel ease the student. Families should
then hold on to that note as proof that they have permission to take their student out of
school.
4. The school will only release a student to people listed on the student's Emergency Card
unless a guardian gives written or verbal permission to an adult in the office for
someone
else to pick the student up.
Library
1. Each class will visit the school library every other week.
2. Students and guardians are encouraged to check out books. Please see school librarian.
3. The student's family must pay for lost or damaged books.
Lost and Found

1. There is a lost and found rack outside the office.
2. Students' clothing and personal items should be plainly marked with the name and last
name of the student and , preferably, their room number.
3. Students should check their classroom and the playground for lost items.
4. Found items that have not been claimed will be donated at the end of each month.
Morning Meeting
1. All students are expected to attend Morning Meeting.
2. Morning Meeting starts at 8:00.
3. Families and friends are welcome to join us.
4. Mr. Fuchs will decide by 7:55 if Morning Meeting will be moved or cancelled due to rain.
School Day
The school schedule is as follows:
Monday, Tuesday, Wednesday, Friday

Thursday
8:00-2:55 8:00- 1:45
Toys
1. Students may not have personal toys, trading cards, music players, or electronic games
at school. These things often get lost, broken or taken and cause disagreements.
2. If a teacher sees any of these items out at school , s/he will hold the items for the
student until the end of the day. (Exceptions made for specific classroom sharing activities.)
Visitors
1. Visitors are always welcome to drop in , especially parents and guardians.
2. All visitors to the school must check in with the office before going to the classroom .
Volunteers
1. We welcome volunteers in our office and classrooms.
2. Anyone who volunteers in a classroom or program must sign up as a school volunteer
with the EFC Central Office.
3. Volunteers must sign in at the office before working with students.
Yard
1. Staff members will be on the yard with students during all recess times.
2. Students may not come into the buildings, classrooms or hallways during recess unless
accompanied by an adult or a note from a teacher.
3. During recess, students on the yard are expected to use the bathrooms next to the main
bu ilding and not enter the hallways.
What We Are Learning

Kindergarten First grade Second grade Third grade Fourth Grade Fifth grade
•
•
All About Me
Community helpers
• Fables and
Stories
• Fighting for a
Cause
• Culture and
Tradition:
•
•
Mythology
Eureka!
• us
Geography;
.c,
Digging into
~ Plant Protectors: • The Human • Family Japan
the Gold
Regions of
Environmentalism and Body Traditions • Civil Rights
Rush
US and
the Scientific Method • A New Nation • Rock Cycle • Solar Native
• Oviparous Animals
• Fairy Tales • In My System • Geology
Americans
• Inventions (Engineering , •
Design)
The History of Opinion .. . • Water Cycle
•
Rocks!
Commotion in
in each
the Earth • The • Native
the Ocean
region
• Animals and Undergroun American
• Immigration • Conflict
Habitats d Railroad Regions Resolution
Nation
~ Comparative and Tribes • From
Fairytales • Animal Conflict to a
~ Dinosaurs Adaptations New Nation
• Westward
Expansion
to the 50
States
• Human
Body
• States
Project and
Poetry unit
(_j
Family Guide to Discipline at LWL

2016 - 2017
When responding to student misbehavior, the staff at LWL take the following steps.
1) We try to understand what led the student to act the ways/he did,
2) We help the student reflect so that s/he understands how her/his actions hurt her/him and
other community members,
3) We help the student make things right with the people s/he hurt,
4) We help the student make a plan so that s/he does not have the same problem again or
knows how to handle it in the future.
In the classrooms, teachers establish expectations and rules with students. The teacher
reviews these agreements often, posts them, and consistently enforces them.
The following behaviors are usually addressed by an adult at the time they occur without the
student being sent to the office:
o General off-task, slightly inappropriate behavior
o Minor name-calling
o "Playing" too much or inappropriately
o Being too loud
o Disrupting instruction but able to refocus
o Minor unsafe behavior
These kinds of behaviors will likely bring about these responses:

o Opportunity for the student to redirect her/himself
o Redirection by the adult
o One-on-one conference as necessary (always private)
o Time-out for reflection
o Phone call home by teacher
Continuous minor behavior problems and minor verbal abuse may require a
referral to the office. When students are referred to the office for these reasons ,
the following actions are taken in the office. At LWL, consequences are
progressive so that when students repeat bad choices , the consequences
become more severe.
P 1 Referral 1) Reflection Sheet -- student reflects on behavior and develops her/his own
to the office solution to the situation
2) Counseling/dialogue about severity of situation - develop consequences
together
3) Call home
4) Right the wrong
2 nd Referral All of the above plus ...

to the office Consequence that may include loss of recess, loss of privilege , clean-up
duty in the cafeteria or on the yard , or other logical consequences needed to
right the wrong.
3 rd Referral all of the above plus ...

to the office Student Success Team (SST) set up
within a Behavior contract signed
month's Behavior monitoring system (such as a chart) implemented
time
4tti Referral All of the above plus ...

to the office Conference with family to re-visit the contract, the chart and the root causes
and beyond of the behaviors.
Consequences may include in-school or at-home suspension.
The following behaviors will result in a referral to the office and may result in any of the above
consequences, depending on the severity of the student's behavior:
o Serious verbal abuse- more severe or repeated name-calling , use of offensive or

discriminatory language (may be dealt with by the teacher but the principal should
also been informed), and other inappropriate language
o Unwanted intentional physical contact- pushing , hitting, kicking , chasing ,
throwing things, kissing or undressing
o Use or possession of drugs, alcohol, cigarettes or weapons
o Disrespecting or defying an adult.
Aprendiendo Sin Lf mites
Escue/a Elemental de Preparaci6n para el Co/egio
Manual Familiar y Normas de la Escuela

2016-2017
Accidentes y Enfermedades
1. Si un estudiante se accidenta , tiene una fiebre de 100 grados (F) o mas o contrae
cualquier enfermedad que le impide continuar con el dfa escolar, se llamara a su contacto.
El estudiante debera quedarse en la oficina de la escuela hasta que vengan a recogerle.
2. Los estudiantes no estan permitidos traer a la escuela medicina (con receta medica)
al menos de que tengan una forma firmada por el doctor indicando que se le suministre la
medicina que se llama "Physicians Request to Dispense Medicine " (Requerimiento del
Doctor para Suministrar Medicamentos).
3. Para citas medicas o para acudir al dentista, las familias deben mandar una nota a la
escuela
dejandonos saber el df a y la hora de esa cita. Si es posible, las familias deberfan planear
estas citas para horarios despues de la escuela o en fin de semana. (Vea "Asistencia" para
saber como proceder al recoger o dejar a su hijo/a)
4. El personal de la oficina debe ser informado de cualquier medicamento que deben tomar
durante el horario escolar y quien es el responsable de darle el medicamento.
Llegada y Salida
1. Se espera que los estudiantes esten en la reunion de la mariana a las 7:55 AM. La
Reunionde la Mariana empezara a las 8:00.
2. Todos los estudiantes deben estar en la Reunion de la Mariana.
3. El desayuno estara servido en la cafeteria desde las 7:30 hasta las 7:55 a.m.
4. Habra supervision en la cafeterfa empezando a las 7:30 yen el patio de la escuela a partir
de las 7:45. Antes de esta hora no hay adultos disponibles; los padres o guardianes deben
proveer supervision.
5. Los estudiantes que llegan antes de las 7:45 Y que no tienen a ningun adulto supervisando
deben esperar en la cafeterfa hasta las 7:45.
6. Nose permiten a estudiantes en los pasillos o en el patio antes de las 7:50 sin supervision
de un adulto.
7. Los estudiantes no saldran del patio de la escuela antes de las 2:55 p.m. o hasta que se
les permite ir del Club de Tarea o cualquier programa "Despues de Escuela" que este
programado. Los miercoles y los viernes los estudiantes saldran a la 1:45 p.m., pero no antes.
8. Todos los estudiantes deben ser recogidos en la puerta de su clase por alguien que este
nombrado en su tarjeta de emergencia, al menos que el estudiante tenga una nota
firmada por sus padres/tutores especificando otro arreglo.
Asistencia
1. Los estudiantes deben venir a clase cada dfa. Tener una buena asistencia es necesario
para que los estudiantes sean exitosos academicamente.
2. Se considera ausente al estudiante cuando no esta en la escuela.
3. La escuela comienza para los estudiantes a las 8:00 a.m. Si el estudiante llega despues
de las 8:00 se le considerara tarde.
4. Si el/la estudiante llega despues de la Reunion de la Mariana debe ir a la oficina a recoger
una hoja de
tardanza.
5. Se les pide a las familias que llamen a la oficina (a ser posible antes de las 9:00) para
avisar a la escuela si el estudiante llegara tarde o si estara ausente ese dfa.
6. Para recoger al estudiante temprano el adulto debe firmar en la oficina antes de ir a
recogerlo en su clase. La escuela solo dejara salir a estudiantes con las personas que
esten listadas en la tarjeta de emergencia a no sea que los padres/tutores den permiso escrito a
la oficina para que otra persona los recoja.
7. Los estudiantes tienen que mantenerse al tanto en su trabajo escolar a pesar de estar
ausentes, incluidas ausencias permitidas.
8. Ausencias excusadas o permitidas son cuando el estudiante:
-esta demasiado enfermo/a para venir a la escuela
-tiene una cita, medica o legal
-ha fallecido alguien en la familia
9. Si el estudiante excede tres ausencias no permitidas, la escuela requiere que se haga
una conferencia con un administrador para poder formar un plan para que el estudiante no se
retrase demasiado en sus estudios.
10. Si usted sabe por anticipado, un estudiante va a perder cualquier numero de d fas de clase ,
los padres/tutores deben dejarnos saber al menos dos semanas antes para que se puedan
planear y proveer tareas.
Banos
1. Los bafios deben estar limpios y sin ruido a todas horas.
2. Si hay un problema con un bafio las estudiantes deberian reportarlo a cualquier
maestro/a y el/ella se encargaran de decirselo al conserje o a la oficina.
3. No esta permitido jugar, gritar, hablar alto o acosar a otros estudiantes dentro de las
bafios.
4. Los estudiantes deben tener un pase y un amigo/a para ir al bafio excepto en el caso de
una emergencia.
5. Los (micas adultos que deben estar en las bafios de estudiantes son las conserjes y las
maestras/os que estan supervisando o tratando con un problema especffico. Si un estudiante
observa algun adulto a quien no conoce , el estudiante debe salir del bafio e inmediatamente
avisar a un maestro/a.
6. Familias par favor usen las bafios para adultos en la oficina.
Cumpleaiios
Para que seamos justos con todos las estudiantes, tenemos estas normas para las
celebraciones de cumpleafios. Entendemos que cada celebraci6n de cumpleafios es un
momenta especial y estamos encantados de poder celebrar con ustedes. Aun asf, no deseamos
que las celebraciones sean una competencia entre los estudiantes o que interfieran con el
aprendizaje.
1. Los estudiantes pueden traer solo un tipo de bocadito saludable o bebidas para
compartir con la clase. Si no hay suficiente para todos, la comida sera devuelta a casa .
2. Las familias deben avisar a los maestros/as al menos con dos dias de anticipaci6n si
quieren traer bocaditos a la escuela.
3. Los bocaditos se debe dejar en la clase al principio del dfa. Las familias son bienvenidas
a una hara que acuerden con la maestra/o para la celebraci6n .
4. Las familias deben proveer todos las utensilios que se necesitan para servir y limpiar la
comida , coma servilletas o cubiertos.
5. Las Familias deben estar disponibles a ayudar a servir y distribuir si la comida lo
necesita (coma flan, repartici6n de bocadillos, etc.)
Acoso Escolar
1. Esta prohibido usar lenguaje de odio en la escuela. El lenguaje de odio consiste de
palabras que se refieren a gente par su etnicidad, raza , capacidad ("retrasado"), genera o
sexualidad con la intenci6n de ofender y dafiar. Nosotros tomamos el uso de este lenguaje muy
seriamente.
2. No se permite decir groserias o usar lenguaje obsceno en la escuela.
3. No se tolerara la burla, amenazas, o intimidaci6n
4. Familias, si su estudiante le dice que alga ha pasado con otro estudiante par favor llame la
oficina, hable con su maestro/a, o las directores.
Cafeteria
1. La cafeteria debe estar limpia y calmada a todas horas.
2. Un vez los estudiantes tengan su comida, deben sentarse por lo menos diez minutes y
esperar en sus asientos hasta que un adulto les deje salir.
3. No se permite sacar corn id a de la cafeterfa a me nos que tengan un "pase para el
almuerzo".
4. A todas las familias se les requiere que completen y nos manden una forma para
Almuerzo Gratis o de Precio Reducido al principio del curso escolar. La solicitud se mandara el
primer dia de la escuela. El estatus de anos pasados se mantendra en efecto los primeros
dos semanas de clase. Cuando nos lleguen las primeras formas para solicitar a este programa,
las maestras/os o el equipo de la oficina las revisaran para ver si estan completas. Si no lo
estan , seran devueltas porque no se pueden mandar formas a los Servicios de Alimentaci6n
hasta que toda la informaci6n requerida este incluida.
5. Solo los estudiantes que esten aceptados en el programa de almuerzo gratis recibiran su
comida gratis. lgualmente, solo los estudiantes aceptados en el programa de Precio Reducido
tendra su comida con un descuento. Los demas estudiantes no aceptados en ningun programa
deben pagar el precio complete.
Cuidado y Supervision de los Estudiantes

1. Los Maestros/as no deben mandar a ningun estudiante fuera del recinto escolar por
ninguna raz6n a menos que tengan permiso del director.
2. Si un estudiante se retiene despues de la escuela, las maestras/os deben de notificar a
las familias antes de tiempo. Todos los estudiantes que se quedan despues del horario escolar
deben estar supervisados hasta que los padres les recojan.
3. Los maestros/as deben tener permiso de los padres o tutores para transportar al
estudiante fuera del recinto escolar o al CDC.
4. Solo se dejara al estudiante salir del recinto escolar acompanado de personas que esten
en la lista de la Tarjeta de Emergencia del estudiante a menos que el guardian de permiso
escrito para que otra persona recoja al estudiante.
5. Los maestros deben tener permiso de la familia para poder tomar fotograff as de los
estudiantes para publicidad.
Telefonos Celulares.
1. Si el estudiante necesita traer un celular, debe obtener permiso de la oficina y el celular
debe estar apagado y en la mochila durante el horario escolar.
2. La escuela no se responsabiliza por celulares perdidos, danados o robados.
Cambio de Direcci6n o Numero de Telefono.

1. Es la responsabilidad de las familias informar a la oficina y maestros/as si hay un
cambio de direcci6n o de numero de telefono durante el afio escolar.
2. Las maestras y maestros verificaran las direcciones y numeros de telefono de los
estudiantes durante las conferencias de tarjetas de reporte.
Normas de Vestir y Uso del Uniforme.

1. Se pide que todos los estudiantes usen el uniforme de Aprendiendo Sin Limites.
2. El uniforme consiste de pantalones, falda o shorts de color azul marina y la camisa de
polo de Aprendiendo Sin Limites.
3. Las faldas deben de estar dos pulgadas por encima de la rodilla o mas largas.
4. Tenemos Educaci6n Ffsica y/o recreo cada dfa. Los estudiantes deben usar el calzado
adecuado para jugar y correr. Nose permiten usar zapatos con "heelies" (patin trasero), zapatos
de vestir o zapatos que se caigan cuando el estudiante corra o juegue (zapatos necesitan ser
cerrados).
5. Los estudiantes no pueden usar cachuchas, sombreros, cintas alrededor del los brazos o
cabeza o bandanas en la escuela.
6. Si el estudiante llega a la escuela sin uniforme se le prestara una camisa para el dfa.
7. Los estudiantes no pueden usar maquillaje, brillo de labios, perfume o joyerfa en la
escuela. S61o se permiten pendientes simples, sin aro o zarcillo. Se permiten relojes que no
hagan ruido o sean una distracci6n para el aprendizaje.
8. Se espera de los estudiantes un estandar alto de arreglo personal e higiene, y de
presentarse en una manera academica a todas horas.
Comida
1. Las familias son responsables de comunicar a la oficina, la cafeteria y las maestras/os
si el estudiante tiene cualquier tipo de alergia o restricci6n en la alimentaci6n. Si su estudiante
tiene alergias or restricciones, tiene que llenar una forma con su doctor.
2. No se permite el chicle, los dulces, papas fritas, refrescos o semillas de girasol.
3. Las frutas y verduras son buenas alternativas para un aperitivo o almuerzo.
4. Si un estudiante trae comida que no esta permitida, se le retirara por el dfa y se le
devolvera al final del dfa. Si el estudiante continua trayendo comida no permitida, solo se le
devolvera a los padres o tutores.
5. Desaconsejamos que los estudiantes compartan comida. Muchos nirios tienen alergias a
ciertos alimentos o restricciones de dieta.
Pasillos y Corredores
1. No se permite actividades o comportamiento disruptivo en los pasillos, a todas horas.
a. Los estudiantes deben caminar del lado derecho del pasillo en una fila silenciosa con su
maestro/a o con un amigo/a y un pase para poder salir a los pasillos.
b. No se puede correr o gritar. No se permite comida o bebidas en los pasillos.
2. Estudiantes que son enviados a cualquier lugar en el recinto escolar en horas de clase
deben tener un "hall pass" (pase de corredor) y un amigo/a a menos que esten con un adulto.
3. Los estudiantes y maestros/as deben saludarse entre sf ya visitantes de una manera
cordial.
Tarea
1. Las tareas deben ser explicadas y distribuidas en la clase antes de salir de clases.
2. Se espera de todos los estudiantes que lean regularmente fuera de la escuela. Haga el
favor de leer con sus hijos/as en su idioma de preferencia.
Las familias con ninos/as en Kinder deben leer con los estudiantes por 20 minutos cada
noche.
Las familias de Primera y Segundo se les pide que lean con sus estudiantes por 20-30
minutos cada noche.
De los estudiantes de grados superiores esperamos que lean 20-30 minutos cada noche
solos o con un familiar.
Salir del edificio escolar

1. No esta permitido que ningun estudiante salga de su clase, edificio o campo de recreo
sin permiso.
2. Todas las notas de permiso para que un estudiante pueda salir de clase durante el dfa
(doctor, dentista, etc.) se deben mandar a la oficina en la manana.
3. Antes de recoger al estudiante durante el horario escolar las familias deben ir a la oficina
y firmar. La oficina entonces mandara una nota a la maestra/o de la clase para que el estudiante
pueda salir. Las familias deben quedarse con esa nota como recibo de que tienen permiso para
sacar al estudiante durante el horario escolar.
4. La escuela solo dejara al estudiante salir con gente que esta en la lista de su Tarjeta de
Emergencia, a menos que los padres o tutores den permiso escrito o verbal a alguien en la
oficina para que otra persona los recoja.
Biblioteca
1. Cada clase visitara la biblioteca una dos semana.
2. Recomendamos que los estudiantes y las familias saquen libros de la biblioteca. Por
favor hablen con la persona encargada de la biblioteca .
3. Las familias son responsables por libros perdidos o danados.
Objetos Perdidos
1. Hay un estante para objetos perdidos afuera de la oficina.
2. La ropa de los estudiantes deben estar marcada con el nombre y apellido del estudiante
y preferiblemente su numero de clase.
3. Los estudiantes deben buscar primero en su salon y en el patio de recreo por objetos
perdidos.
4. Objetos perdidos y que no han sido reclamados seran donados al final de cada mes.
Reunion de la Maiiana
1. Todos los estudiantes deben atender la Reunion del la Mariana.
2. La Reunion empieza a las 8:00.
3. Familiares y amigos son bienvenidos a estar con nosotros.
4. El Sr. Fuchs decidira a las 7:55 si la Reunion se cancela por mal tiempo
Horario Escolar
El Horario Escolar sera el siguiente:
Lunes, Martes, Miercoles, Viernes
Jueves
8:00-2:55 8:00-1 :45
Juguetes
1. Los estudiantes no deben traer juguetes personales, cartas para cambiar (pokemon,
etc.), aparatos reproductores de musica o juegos electr6nicos. Estos objetos muchas veces se
pierden, se rompen o alguien se los lleva y generan pleitos.
2. Si la maestra/o ve cualquiera de estos objetos o juguetes en la escuela, el/ella guardara
los objetos para el estudiante hasta que el horario escolar concluya. (se hacen excepciones para
actividades donde el estudiante quiere compartir con la clase)
Visitantes
1. Los visitantes son siempre bienvenidos, especialmente padres y tutores.
2. Todos las visitantes a la escuela deben pasar por la oficina para firmar antes de ir a la
clase.
Voluntarios
1. Los voluntarios son siempre bienvenidos en nuestras clases y en la oficina.
2. Cualquier persona que quiera ser un voluntario/a en una clase o programa debe darse de
alta coma voluntario/a en la Oficina Central de EFC (el distrito escolar)
3. Los voluntarios/as deben pasar por la oficina y firmar antes de trabajar con estudiantes.
Patio
1. Miembros del Staff (maestros, voluntarios, oficina) estaran en el patio con los
estudiantes durante todas las horas de recreo.
2. Los estudiantes no deben entrar al Pod , las salones o pasillos durante el recreo a menos
que esten acompafiados de un adulto o con una nota de maestra/o
3. Durante el recreo, las estudiantes en el patio deben usar los bafios que estan pr6ximos
al patio de la oficina, nunca los bafios que estan en los pasillos.
Que estamos aprendendiendo
Kinder Primer Grado Segundo Grado Tercer Grado Cuarto Grado Quinto Grado
Todo sobre mf Fabulas y Cuentos La lucha por una Cultura y Tradici6n: mitologfa EEUU Geograffa;
Ayudantes de la El Cuerpo Humano causa Japon iEureka! Las region es de los
comunidad Una Nueva Nacion tradiciones Guerra Civil Rocas de la Estados Unidos y
Protectores de Cuentos De Hadas famil iares Sistema Solar geologfa! los americanos
Plantas: El La Historia de la Cicio de las Rocas El Cicio Del Agua Conmocion en el nativos de cada
ambientalismo y el Tierra En Mi Opinion ... Region es y tribus de Oceano region
Metodo Cientffico Animales y Habitats Cuentos de hadas nativos americanos Nacion La Resoluci6n De
Animales ovfparos compara tivos Las adaptaciones de lnmigracion Conflictos
lnvenciones dinosaurios los animales Del conflicto a una
(lngenierfa , Nueva Nacion
Diseno) Expansion hacia el
oeste de los 50
Estados
cuerpo Humano
Estados del
Proyecto y la unidad
de Poesfa
Gufa Familiar para la Disciplina en LWL

2016-2017
Cuando se responda al mal comportamiento de un estudiante, el personal de LWL toma los

siguientes pasos.
1. Nosotros tratamos de entender que condujo al estudiante actuar en la manera que lo
hizo.
2. Nosotros ayudamos al estudiante a reflexionar para que entienda c6mo sus acciones
afectan al agredido y las demas miembros de la comunidad.
3. Nosotros ayudamos al estudiante hacer las cosas correctas con al gente agredida.
4. Nosotros ayudamos al estudiante hacer un plan para que no vuelva a repetir el mismo
problema o saber como manejarlo en el future
En el salon , los maestros establecen expectativas y reglas con los estudiantes. El maestro
revisa estos acuerdos con frecuencia, los pone a la vista y consistentemente a la oficina.
Los siguientes comportamientos son usualmente resueltos por un adulto al memento en que
ocurren sin enviar al estudiante a la oficina:
• Generalmente fuera de la rutina, comportamiento ligeramente inapropiado
• Decir nombres (apodos)
• Jugar demasiado o inapropiado
• Hablar muy alto
• lnterrumpir la instruccion pero ser capaz de volver a enfocarse
• Comportamiento ligero inseguro
Estas clases de comportamiento comunmente traen estas respuestas:

• Oportunidad para el estudiante de reorientarse (corregirse por sf mismo)
• Redireccion por un adulto
• Conferencia uno a uno cuantas veces sea necesarios (siempre en privado)
• Tiempo fuera de las actividades para reflexionar
• Llamar a la casa por telefono por el maestro
Continuacion de problemas de comportamiento menor y abuso verbal puede requerir ser

recomendado a la oficina. Cuando los estudiantes con recomendados a la oficina por estas
razones, las siguientes acciones son tomadas en la oficina. En LWL las consecuencias son
progresivas asf que los estud iantes que repiten malas decisiones, las consecuencias se tornan
mas severas.
1era 1) Hoja de Reflexion - el estudiante reflexiona sabre su comportamiento

Recomendac y desarrolla sus propias soluciones a la situacion
ion a la 2) Dialogo con el Concejal acerca de la severidad de la situacion-
oficina desarrollo de las consecuencias juntas.
3) Llamar a casa
4) Corregirr lo incorrecto
2 do Todo lo de arriba mas ...

Recomendac Consecuencias que puede incluir la perdida del recreo , perdida de
ion a la privilegios, trabajo de limpieza en la cafeterf a o en el patio, o otras
oficina consecuencias 16gicas necesarios para corregir lo incorrecto
3er Todo lo de arriba ...

Recomendac Una junta de SST. Con el equipo escolar para ayudar a los estudiantes a
ion a la tener exito.
oficina Firmar un contrato de comportamiento
lmplementar una sistema para observar el comportamiento (una grafica)
4to Todo lo de arriba .. .

Recomendac Conferencia con la familia para revisar el contrato , la grafica y ver la rafz
ion a la que causan los comportamientos.
oficina Consecuencias pueden incluir suspension en la escuela o en casa
Los siguientes comportamientos resultaran en recomendaci6n a la oficina y pueden ocurrir en
cualquiera de las consecuencias arriba mencionadas, dependiendo en la severidad del
comportamiento de estudiante:
• Serio abuso verbal - mas severo o repetir el llamar nombres, uso de lenguaje ofensivo y
discriminatorio (puede ser tratado por el maestro pero el director debe tambien ser
informado ), u otro lenguaje inapropiado
• No intencional contacto fisico - empujar, golpear, patear, perseguir, tirar objetos, besar o
desvestirse
• Uso o posesi6n de drogas, alcohol, cigarrillos, o armas
• Faltar al respeto , desafiar a un adulto- esto no parece serio , pero silo es.
EFC Teacher Salary Schedule
FY17 School Year
I .d111·n1in11 l,1·( 11.11 :1!1·
192 Work Days
STEPS BA BA+ 30 BA+45 BA+60 BA+75 BA+ 90

1 $ 47,156 $ 47,539 $ 47,908 $ 48,683 $ 50,501 $ 55,917
2 $ 47,908 $ 48,302 $ 48,683 $ 50 ,501 $ 52,306 $ 57,723
3 $ 48,683 $ 49,597 $ 50,501 $ 52,306 $ 54,111 $ 59 ,515
4 $ 50,501 $ 51,417 $ 52,306 $ 54 ,111 $ 55 ,917 $ 61,333
5 $ 52,306 $ 53,209 $ 54,111 $ 55,917 $ 57 ,723 $ 63 ,126
6 $ 54,111 $ 55,014 $ 55 ,917 $ 57 ,723 $ 59,515 $ 64 ,931
7 $ 55,917 $ 56,820 $ 57,723 $ 59,515 $ 61 ,393 $ 66 ,725
8 $ 57 ,773 $ 58,625 $ 59,515 $ 61 ,333 $ 63,126 $ 68 ,542
9 $ 59 ,515 $ 60,418 $ 61 ,333 $ 63,126 $ 64,931 $ 70 ,336
10 $ 61,333 $ 62,224 $ 63 ,126 $ 64,931 $ 66,725 $ 72 ,140
11 $ 63 ,126 $ 64,029 $ 64 ,931 $ 66,725 $ 68,542 $ 73 ,959
12 $ 64 ,931 $ 65,821 $ 66,725 $ 68 ,542 $ 70,336 $ 76 ,070
13 $ 64 ,931 $ 65 ,821 $ 66 ,725 $ 70 ,336 $ 72 ,140 $ 77 ,556
14 $ 64,931 $ 65,821 $ 66,725 $ 70,336 $ 73,959 $ 79 ,363
15 $ 64 ,931 $ 65,821 $ 66,725 $ 70,336 $ 73,959 $ 81 ,167
16 $ 66,725 $ 67,639 $ 68 ,542 $ 72 ,140 $ 75,751 $ 82 ,961
17 $ 68,542 $ 69,432 $ 70 ,336 $ 73 ,959 $ 77,556 $ 84 ,778
18-20 $ 69 ,571 $ 70,473 $ 71,390 $ 75,067 $ 78,720 $ 86,049
21 -24 $ 70,962 $ 71 ,882 $ 72,818 $ 76,568 $ 80,294 $ 87 ,770
Public Schools
Plan Guidelines
and 0
Evidence of Coverage Disclaimer
The benefit summaries listed in this benefits guide are brief summaries and plan
highlights only. They do not fully describe the benefits coverage for your health
and welfare plans. For details on the benefits coverage, please refer to the plan's
Evidence of Coverage. The Evidence of Coverage or Plan Summa ries is the
binding document between the elected plan carrier and the member.
Plan coverage levels are for education purposes only. A plan physician must determine that the services and supplies
are medically necessary to prevent, diagnose, or treat the members' medical condition. These services and supplies
must be provid ed, prescribed, authorized, or directed by the plan's network physician unless the member enrolls in the
Dental PPO plan where the member can use a non-network physician.
The HMO member must receive services and supplies at a health plan facility or skilled nursing facility inside the service
network except where specifically noted to the contrary in the Evidence of Coverage.
Fo r details on the benefit and claims review and adjudication procedures for each plan, please refer to the plan's
Evidence of Coverage on file with your Human Resources department. If there are any discrepancies between benefits
includ ed in this summary and the Evidence of Coverage or Pl an Summary description, the Evidence of Coverage or Pia
Summary description will prevail.
,,, Education for Change

Public S,·hools
Benefit Guide 2016-2017 2

TABLE OF CONTENTS
Ed ucation Fo r Change: Be nefits Guide 2016-2017
Introduction to 2016-2017 Benefits........ ... .. .. ..... ... ............... ........ ... ..... ........ ........... .... .... .... ..... ........ .4
Eligibi lity and Enro ll ment. ........ ....... .... ...... ... ... .. .. ...... ............... ... ... .... ............... ..... .... ...... .. .. ..... .. ...... 5
Medical Coverage ... ..... .... ....... .... .... ... ..... ... ............................ ........ ... .... .. .... ..... ............... ... ........ ..... .?
Denta l Coverage ... .... ........ ...................... .. ... ............... ..... ........... ..... ... ... .. ....... .. ..............................16
Vision Coverage ... ... .... ......... .... .... ........ .... .. .......................... ...... .. ..... .. ......... .... .... ... ....... .......... .... ..18
Car-rier Websites ... .. ... .. .. ..... ...... .. ... ...... ... ................ ..... ... .... ........ ..... ... ... ........ ... .. ....... ...... .......... ... .20
Cost of Coverage .. ..... ..... ...... .... .. .. ....... .. .......... ... ... ... ........... .............. ....... ...... .. ...... ...... ..... ......... ....21
Group Basic Life/ AD&D Coverage....... .. .... .. ..... .... ... ...... .... ... ..... .... ........................ ...... ... ... ........ .22
Hea lth Flexib le Spending Account (FSA) Coverage................ ................ ........... .... ....... ...... .. ... ... .23
Dependent Day Care Flexib le Spending Account Coverage.... .. ..... ... ... .... ... ...... ....... ... .... .. ..... ...24
Commuter Benefits Program. ... ... ................ ...... ........ .. .... .. ..... ... .. .. ..... .......... .......... ..... ... .... .. ........ .25
Emp loyee Assistance Prog1·am (EAP)... ...... ... .. .. .. ..... .. .... .. .... ...... .... ... .. ............ ......... ..... ... ... ......... .26
Pet lnsurance... .. .. .......... ...... ........ .... .. .... .. .. .................... ....... ... .. .. .. ...... ...... ...... ...... .. .. ..... ................27
403(b) Retirement Pl an ........ .. .... .. ......... ............................................... .... ........ .... ..... ..... .............. ..28
Member· Support ...... .......... .. ........ ... ..... ..... .... ... ....... .......... .. ..... ..... ... ..... ........ ... ....................... ..... .30
Directory & Resources ...... ........ ... .......... ..... ....................... ...... ... .... ... ... ... .... .. .... ... .. ..... .......... ... ... .. .31
Medicare Part D Notice.... .... .. ............ .. .. .. ..... ...... ...... .... ................... ................. ... .... ... .. .... .... .. ... ....32
Lega l Information Regarding Your Pl an ...... ..... .... .. ..... .. .......... ... .... ................ .......... ....... ....... ..... .. .33
EVE RY ELIGIBLE EMPLOYEE MUST COMPLETE AN ENROLLMENT

FORM OR COMPLETE A WAIV ER
~ ,,, Education.for Change

~1 Public School,-,

Introduction to 2016-2 0 17 Benefits
0
We are pleased to provide you with ou r 2016-2017 Employee Benefits
Guide.
At Edu cation For Change, we are committed to providing you and your eligib le dependents with a
comprehensive benefits package that wi ll meet your evolving needs. With respect to ou r emp loyee
benefits, our goal is to implement opti o ns, programs and resou rces which ali gn with your persona l
hea lth care , we ll-being and financia l objectives .
We also aim to :
Offer cos t-effective coverage
Provide meaningful programs and plan designs
Maintai n quality health care options
Remain competitive w ith our benefits package
This year we are proud to offer a range of benefits to our employees. The Employee Benefits Guide
can assist you in understanding y o ur choices of coverage and resources avai lab le to you . We have
included an overview of each option , along w ith plan summaries and cost comparisons .
We recognize t hat benefit se lectio ns are a pe rsona l decision and that health care costs have
continued to ri se on a national level. With these fa ctors in min d, we have ma de every effort to design
a benefits package that fits your lifestyle and rew ards your con tribution to o ur co mpany's success.
We encourage you to spend time reviewing the enc losed information in order to learn more abo ut the
benefits we are offering and ap prop riate ly select options that best suit you .
.,. Ed ucation f or Change

Public Schools

Eligibility and Enrollment
If you are a new employee or you are re-evaluating yo ur choices , the benefits
ogram offers a variety of coverage options
that are available to you.
Who Can Enroll

Regular full-time employees wo rk ing in excess of 30 hou rs per
week are eligible to participate in the benefits program . Eligibl e
employees may also choose to enroll eligible family me mb ers,
including a legal spouse / domestic partner and/or children . Your
domestic partner has to be of the sam e-sex, or can be opposite
sex if one or both of you are age 62 or older. Also, a dom esti c
partnership can be established when both persons file a Declaration
of Domestic Partnership with the California Secretary of State.
Registered partnerships must provide HR with the necess ary
documentation.
Children are considered eligible if they are:

You or your spouse 's / domestic partner's biological children,
stepchildren , adopted children or foster child up to age 26.
You or your spouse's / domestic partner's children of any ag e if th ey are incapabl e of self-support due to a
physical or mental disability.
hen Coverage Begins

For Newly Hired Employee's:
Your benefits will start on the 1st of the month follo w ing date of hire, as an active full time employee.
For Existing Employee's:
Your benefits plan year starts October 1st and ends Septe mbe r 30th.
Benefit Plans Available
Medical De pendent Day Care Flexible Spending Account

Dental Pet Insurance
Vision • Employee Assistanc e Program (EAP)
Group Basic Life Insurance and AD&D • 403(b) Retirem ent Pl an
Health Flexible Spending Account (FSA) • Commuter Benefits Program
Please note: If you miss the enrollment period, you may not enroll in the benefits program unless you have a
qualified change in status during the plan year.
Employees have an active op en enrollment period, meaning you are required to take action and re-enroll in your
benefits in order to continue coverag e. If you miss the enrollm ent period , you may not enroll in the benefits program
mless you have a qualified change in status during the plan year.
~ --- Education/or Change

~ Public Sdwols
Benef't Guide 2016-2017 5

Eligibility and Enrollment (Continued ...)
Changes During the Year
You are permitted to make changes to your benefits
outside of the Open Enrollm e nt peri od if you have a
qualified change in status as defined by the IRS .
Generally, depending on the type of event, you may add

or remove dependents from your benefits, as well as add ,
drop or change coverage if you submit your request for
change within 30 days of the event.
Exa mples include:

Marriage, divorce or leg al separation
Birth or adoption of a ch il d
Death of a dependent
You or your spouse's / domestic partner's loss
or gain of coverage through our organization or
another emp loyer
Change in residence affecting eligibility or access
If your change during the year is a result of the loss of

eligibi lity or enrollment in Medicaid , Medicare or state
health insurance programs, you must submit the request
for change within 30 days of the change event.
For a complete explanation of qualified status changes ,

please refer to the Legal Information Reg arding Your Plan
section of th is guide.
Paying for Coverage

Education For Change strives to provide you with a
valuab le benefits package at a reasonable cost. Based
on your benefit selections and coverage level, you may
be required to pay for a portion of the cost. The Cost
of Coverage section in t his gu ide outli nes t he rates and
frequency of payroll deductions for each benefit.
~t Education/or Change
1f.l Public Schools

Medical Coverage
Using Prescription Drug Coverage
Many FDA-approved prescription medications are covered through the benefits
program. Regardless of the plan you have, you will save money by filling
prescription requests at participating pharmacies. Additional important information
regarding your prescription drug coverage is outlined below:
Drug formularies, or lists of prescription drugs including both generic and
brand-name medications, with an applicab le co-pay for each are available.
If you obtain a medication that is not part of the formulary list, you will pay
th e highest co-pay.
Generic drugs are required by the FDA to contain the same active
ingredients as their brand-n ame counterparts
A brand-name medication is protected by a patent and can only be
produced by one specified manufacturer
Although you may be prescribed non-formulary prescriptions, these types of
drugs are not on the insurance company's preferred formulary list
Specialty medications most often treat chronic or complex conditions and
may require special storage or close monitoring
For a current version of the prescription drugs lists, visit the applicable carrier's
website. A directory is included at the end of this benefit guide. The summary
charts li sted on t he fol lowing pages contain plan coverage information.
Selecting a Plan that's Right for You information, log in
A s you evaluate your health plan options and in surance needs, consider the
fol lowing: - .
-
CHOICE: If you prefer to obtain services from specific physicians, specialists
or facilities , check to see if the medical plan option wil l cover services from
those providers. Whil e some health plans restrict your provider se lection,
others provide greater flexibility and choice.
COVERAGE: Wheth er rou tin e, surgica l, prescription o r another type of

coverage, determine if the plan covers the services and med ic al treatments
you value most. Pl an exclusions, restrictions and limitations may also guide
your se lect ion proc ess which are li sted in the plan highl ights.
COST: Cost may be a large determining factor in your selection and each
plan may contain a variety of cost components. Consider the amount of
yo ur payroll deduction , as we ll as other plan expenses such as deductibles,
co-payments or coinsurance .
Do you have questions regarding a plan that are not covered in this guide? As this
guide is not a compl ete overview of every plan detail, you can contact your local
HR representative and they can refer to the complete Summary Plan Descriptions
(SPD). You can also contact the carriers directly by referring to the Di rectory &
Resources section for contact information.
l!!J;, Education/or Change
~ Publ,c School-.
Bene'it GL 1cle 2016-2017 7

Medical Coverage
Whether you have a common cold or will be
undergoing surgery, medical benefits cover a range
of services and can provide peace of mind to help
you offset health care costs.
Your Medical Plan Options

The medical options availab le through Education For Change are provided by:
Kaiser Permanente HMO
Kaiser Permanente HRA
To help guide your plan selection, the following pages include details
concerning how the plans will operate, as we ll as plan highlights and features. orde~ a new card
For your reference, an illustration of rates is listed in The Cost of Coverage
section of the guide.
estimates for services
Using an HMO Plan
A Health Maintenance Organization (HMO) plan requires you and enrolled
dependents to select a Prim ary Care Physician (PCP) who wi ll direct the is on your Rian and
check what you~ pl
majority of your health care needs. Generally, an HMO operates as follows:
Review your medical records
With the exception of an OB/GYN specialist who is affiliated with your and test results
selected medical group, you must receive a referral from your PCP
Keep track of healtli care costs
before receiving services from a specialist
, Check what a wocedure may cost
You and your enrol led dependent(s) are not required to see the same See how much you've paid so far
PCP, and you may change your PCP at any time and how mucli you have left to Ray
Servic es may require a co-pay up front
You do not have to submit claim forms to your insurance company
Any services rendered out-of-network without the proper referral from
your PCP wi ll not be covered
With an HMO you mu st select a PCP from within network.
USING AN HRA PLAN

An HRA is an account that gives you money to pay for care. Once you 've
enrol led in your HRA plan, Education for Change sets up the account and puts
money into it. Because the money isn't counted as part of your wages, you
won 't be taxed on it.
Education for Change is sponsoring your HRA Deductible Account and
pledging $1,500 ind ividual/$3,000 for dependent coverage per plan year
(10/01 /2015-9/30/2016) toward deductible eligible expenses on your Kaiser
HRA deductible plan.
These Kaiser eligib le deductible expenses include:
, Office V isits
Inpatient Hospitalization
Outpatient Su rgery
Emergency Room Visits
,,, Education for C ha n ge

\ Public School,-

Public S, houb
September 7, 2016
VIA: C ERTIFIED M AIL RETURN RECEIPT REQUESTED

A ND E -MAIL TO SJI.K F..BRADFORD@OUSD.ORG
Silke Bradford, Director of Quality Diverse Providers

1000 Broadway, Suite 680
Oakland, CA 94607

Tilden School, Room 11
4551 Steele Street
Oakland, CA 94619
Attn: Coordinator
Re: Facilities and Operations Agreement By and Between the Oakland Unified
School District and Education for Change
Dear Ms. Bradford:
I am writing on behalf of Education for Change ("EFC") to discuss the future of the Facilities and
Operations Agreement ("Agreement") by and between the Oakland Unified School District ("District")
and EFC. Under the terms of the Agreement, as amended, ASCEND Elementary School ("ASCEND") is
authorized to use the facilities at 3709 E 12th Street, Oakland, CA 94601 and Leaming Without Limits
Elementary School ("LWL") is authorized to use the fac ilities at 2035 40th Avenue, Oakland, CA 94601
for a five-year term from July 1, 2012 to June 30, 2017, which runs concurrent with the terms of each
school ' s charters.
At the outset, we wish to express our appreciation for the partnership that has formed between the
EFC and the District. As set forth in the preamble to the Agreement, the approval of the charters for
ASCEND and L WL as well as that facilities arrangement for the schools grew out of the District Board of
Education ' s vision for the positive transformation of our community. Specifically, at the December 14,
2011 meeting, the District Board adopted a Theory of Action which stated that "based on the Community
Schools, Thriving Students strategic plan, we want to move decisively and fundamentally to transform our
district. We recognize that incremental change will not create the conditions for success for all." The
District Board further stated that " in service of high and equitable standards and outcomes for students,
we [will] maximize school site-based decision-making regarding staffing, finances , calendars, and
programs," and in order to "ensure high quality options in every neighborhood, we [will] partner with
diverse providers."
As further set forth in the preamble to the Agreement, the District and EFC realized the
opportunity to implement the District Board' s Theory of Action by creating a win-win situation and a
contractual relationship which would create the conditions for success by maximizing school based
decision-making and leveraging the District' s strengths. We sincerely appreciate the opportunity to
participate with the District in this strategic plan to transform our community, and we are excited about
the success of our partnership to date as well as the opportunity for future growth and continual
improvement for the benefit of all students in our community.
In light of the foregoing, EFC wishes to secure the continued use of the facilities for ASCEND
and L WL. Pursuant to Section 6.5 of the Agreement, EFC has the right to renew the Agreement for an
additional five-year term (as long as the charters are renewed) by providing written notice to the District
no later than February 28, 2017. We have previously been in contact with Ms. Silke Bradford regarding
our desire to renew the Agreement, and Ms. Bradford requested, in an e-mail dated August 15, 2016, that
we provide written notice early so that the parties can complete any necessary steps, such as execution of
a written agreement confirming the renewal of the Agreement, well in advance of the termination of the
Agreement. Accordingly, this letter shall serve as EFC's written notice that it is exercising the option to
renew the Agreement for an additional five-year term.
Notwithstanding our desire to renew the Agreement, our preference would be to discuss a longer-
term facilities arrangement, such as a fifteen- or twenty-year renewal term contingent upon the renewal of
the schools' charters. We have previously reached out to the District to initiate a discussion about this
proposal ; however, we have not yet had an opportunity to meet. As such, we request a meeting to discuss
this proposal further at a time in the near future that is convenient for both parties. Our hope would be that
a longer-term arrangement would benefit both parties by fostering stability. In addition, it would allow the
parties to devote more of our time and resources to our students rather than facilities renewals every five
years when both parties wi II already be devoting time to the charter renewals and the evaluation of
student progress and achievements.
If we are able to reach a longer-term agreement, we envision executing an amendment to the

Agreement in lieu of the renewal. Thus, we propose to meet as soon as practicable in September to initiate
this conversation, and to finalize any agreement by December of 2016. This timeline ensures that the
parties will have sufficient time to execute the renewal in the event that we are unable to reach a longer-
term agreement over the next few months. Please contact me at your earliest convenience to schedule a
date for a meeting. If I do not hear from you within a week or so, I will follow up with a phone call or an
e-mail.
I appreciate your attention to the above, your time, and your consideration . l look forward to
working with the District to finalize the facilities arrangement, and toward our broader goal of improving
the educational opportunities for all students in our community. Should you require any clarification of
the above or have any other questions, please do not hesitate to contact me at (510) 568-6440.
Sincerely,
cc:
Antwan Wilson, Superintendent, Via E-mail to: uperintendent@ousd .org
Jacqueline Minor, General Counsel, Via E-mail to: jacgueli ne.m inor@ousd.org
Board Office Use: Legislative File Info.
File ID Number - O · c.:::.
~ OAKLAND UNIFIED
1etme nt Date
~ SCHOOL DISTRICT
C C "•9 'i1 cJ
Memo
To Board of Education
From Jacqueline Minor, General Counsel
Board Meeting Date March 14, 2012

Subject Facilities and Operations Agreement By and Between The
Oakland Unified School District, The Oakland Unifi.ed School
District Partner Schools, Ascend and Learning Without Limits
and Education For Change
Action Requested Approval of Facilities and Operations Agreement By and

Between The Oakland Unified School District, The Oakland
Unified School District Partner Schools, Ascend and Learning
Without Limits and Education For Change
Background In the fall of 2011, ASCEND and LWL submitted charter petitions to
the Board of Education. The principal leaders of both schools, with the
support of a large percentage of their teaching staffs, believed that in
service of high standards and outcomes for students, becoming
charter schools would, among other things, give the schools the
desired flexibil ity to maximize school site decision-making. The Board
denied both cha rter petitions in January 2012 because the progress in
student achievement at both ASCEND and LWL is due to the
extraordinary partnership between the District and the schools;
strong, dedicated District teacher leadership at the schools; broaq
parental and community support; and the investment of more than
$35 Million dollars in Oakland citizens' approved bond monies in new
school buildings for ASCEND and LWL. Both schools filed appeals to
the County Board of Education seeking reversal of the Board's
decision.
At the Board's December 14, 2011, the Board adopted a Theory of
Action which among other things stated that "in service of high and
equitable standards and outcomes for students, we [will] maximize
school site-based decision-making regarding staffing, finances,
calendars, and programs," and in order to "ensure high quality options
in every neighborhood, we [will] partner with diverse providers."
In meetings with ASCEND and LWL, and eventually EFC, the Parties
realized the opportunity to implement the Board's Theory of Action, by
creating a win-win situation, by maximizing school based decision-
www.ou sd .k12 .ca .us

~ OAKLAND UNI FIED
~ SCHOO L DISTRICT
r r ~ ( )0(. _, T1,, • r ( EI I
making and leveraging the District's strengths by the District

contracting to provide certain services to the schools.
Discussion Under the terms of this Ag reement, ASCEND and LWL will become
District partner schools; will have use of their existing school facilities
that will continue to be maintained by District employed Custodians
and the District's Building and Grounds Department; will share access
to data systems, professional development , new teacher support, and
testing data; and among other things, will use the District's nutrition
services and technology su pport. Significantly, ASCEND and LWL will
contribute their pro rata share to the payment of the State Emergency
Loan. I n addition, with the expectation that conditions for school
success and accelerating student achievement will continue to
improve, the Agreement gives District employees, both classified and
certificated, who elect to transfer to the schools a two year leave of
absence. As the Parties approach the two year anniversary of this five
year ag reement, it is the District's desire and expectation that ASCEND
and LWL will reunite with t he unified school district.
Recommendation Approval by the Board of Educati on of the Facilities and Operations

Agreement By and Between The Oa kland Unified School District,
The Oakland Unified School District Partner Schools, Ascend and
Learning Without Limits and Education For Change
Fiscal Impact Reven ues to the District in the am ount of $774,704.00 per year
Attachments Faci lities and Operations Agreement By and Between The Oakland
Unified School District, The Oakland Unified School District Partner
Schools, Ascend and Learning Without Limits and Education For
Change
www.ousd.k12.ca .us
FACILITIES:AND OPE RATIONS AGRIEEMENT
BY AND BETWEEN
OAKLA~ND UNIFIED SCHOOL DISTRICT,
OAKLAND UNIF:IE D SCHOOL DIST'RICT
PARTNIER SCHOOLS,
AND
Facilities and Operations Agreement between OUSD, OUSD Pa1rtner Schools, and EFC
FACILITIES AND OPERATIONS AGREEMENT
BY AND BETWEEN
THE OAKLAND UNIFIED SCHOOL DISTRICT,
THE OAKLAND UNIFIED SCHOOL DISTRICT PARTNER SCHOOLS,
AND
TABLE OF CONTENTS
Preamble
ARTICLE 1 - FACILffiES PROVISIONS .................................................................................. 2
Section 1.1. Use of Dedicated Space ..... ... ......................................................................... 2
Section 1.1.1 Shared Space on the Jefferson Campus - Learning Without Limits and Global
Family Elementary School ................................................................................................ 3
Section 1.1.2 Emergency Procedures for Shared Sites ........................................................ 4
Section 1.2. Facility & Amenities - Occupancy & Use .......................................................... 4
Section 1.3. Maintenance and Operations .......................................................................... 5
Section 1.4. Annual Application Process and Reimbursement. .............. ..... .......................... 6
Section 1.5. Modernization ................. ...... ...................... .... ....... ... ........................... ...... ... 6
Section 1.6. Utilities and Custodial Services ....................................................................... 6
Section 1.7. Installation of Improvements ........... ................. .... ......... ............. .............. .... . 6
Section 1.8. Condition of Property ..... ... .......... ................. ...... ........ ................................... 7
Section 1.9. Title to Property ............................................................... ... .......................... 7
Section 1.10. Access ........................................................................................................ 7
Section 1.11. Surrender of Dedicated Space ...................................................................... 8
Section 1.12. Hold ing Over .............................................................................................. 8
Section 1.13. Liens .............................................................................. ............................ 8
Section 1.14. Damage and Destruction ......................................................................... .... 9
Section 1.15. Eminent Domain ......... ........ .. ............................. ................................... ...... 9
Section 1.16 Fingerprinting ................... ... ............ ... ..... .... ..... ... ................. .................... 10
ARTICLE 2 - OPERATIONS PROVISIONS ....................... ............................................ .......... 10
Section 2.1. Student Assignment, Enrollment and Options .................. ............. ................. 10
Section 2.2. Custodial Services ............... ... ......................... ... .. .............. ... ..... ... .............. 10
Section 2.3. English Learner Services ................................................................... ........... 10
Section 2.4. Nutrition Services and Farmers Markets . ...................................................... . 10
Section 2.5. Certificated Substitutes ............................. ....... ...................................... ...... 11
Section 2.6. Grants, Programs Sponsored by Third Parties .......... .... .................................. 11
Section 2.7. Beginning Teacher Support and Assessment {BTSA) ................. ..................... 11
Section 2.8. Professional Learning Support Services ......................................................... 11
Section 2.9. Family, Community Partnership Services ............................................. .. ........ 11
Section 2.10. Purchasing .. ....... ... .... .... ... ..................... ............ .. ... ...... ............................ 11
Section 2.11. Research, Assessment & Data {RAD) ........ .. ................................. ......... .... .. 12
Section 2.12 . Assessments ........................................... .. .. ..... ......................................... 12
Section 2.13. Student Records ........... ...... ... ...... ... .......... ........................ ......................... 12
Section 2.14. E-rate ............. ....................................... .. ............. ........ ........................... 13
Section 2.15. District Website ...................... ........ ................................. ............... .. ......... 13
Section 2.16. Technology Support Services .................... .... ........... ................... .. .............. 13
Facil ities and Operations Agreement between OUSD, OUSD Partner Schools, and EFC
Section 2.17. Telecommunications . .... ..................................... ................ ............. ... ........ 13
Section 2.18. Leave of Absence ...................................................................................... 13
Section 2.19. Other Services . .... .... .... ... ...................................................................... .... 14
Section 2.20. District Services Available to EFC Schools in Addition t o ASCEND and LWL. ... 14
ARTICLE 3 - CONTRIBUTION TO PAYMENT OF DISTRICT EMERGENCY STATE LOAN ............ . 14
ARTICLE 4 - DISTRICT OVERSIGHT AND CHARTER RESPONSIBILITIES ............... ...... ........... 14
Section 4.1 . Oversight Obligations ........ ......................... ... ....... .. ................. ......... ........... 14
Section 4.2. Compliance with Generally Accepted Accounting Principles ..................... ...... .. 16
Section 4.3. Oversight Fees .... ........................................................................... ............. 17
ARTICLE 5 - Legal Relationship and Compliance ................................................................. . 17
Section 5.1 .Legal Relationship ....................................................................................... 17
Section 5.2. No Liability for Debt; No Authority to Bind the District . .............. ..................... 17
Section 5.3. Non-Discrimination ...................... ................................................................ 17
Section 5.4. Drug-Free Workplace ...... ............................................................ .. ........ ...... 18
Section S.S. Safety ........................................................................................................ 18
Section 5.6. Compl iance with Laws . ... ...... .... ... .................... .... ................. ....... .. .............. 19
ARTICLE 6 - INDEMNIFICATION, INSURANCE; DEFAULT; DISPUTE RESOLUTION; EARLY
TERMINATION ................................................................................................................. 19
Section 6.1. Indemnification ..................................................................................... ...... 19
Section 6.2. Insurance . ............ ... ........ .. .. .... .. ............... ..... ...................... ........ ............... 20
Section 6.3. Default and Remedies .................................................................... ........ ..... 21
Section 6.4. Dispute Resol ution ..... .. ..... .......................................................................... 23
Section 6.5. Term ; Option to Renew ................................................................. ... .... ....... 24
ARTICLE 7 - PAYMENTS .................................................................................................... 24
Section 7.1. Payment. ...................... ........................................ .............. ....................... 24
ARTICLE 8 - POINT OF CONTACT; FUTURE RECONCILIATION; CONTINUOUS REVIEW; ANNUAL
QUALITY REVIEW; TWO YEAR REVIEW ............................................................................. 25
Section 8.1 . Point of Contact . ..... ... ............ ... ..... .. ................................................ ... ........ 25
Section 8.2. Future Adjustments or Reconciliations; Annual Review; Quality Review
Committee ... .... .................................................................................................. .. ........ 26
Section 8.3. Year Two Review ........................................................................................ 26
ARTICLE 9 - GENERAL PROVISIONS ....................................................................... .... .... ... 26
Section 9.1. Subcontract and Assignment .................................................... .. ....... .. ......... 26
Section 9.2. Independent Status ............................................................ ................. ........ 26
Section 9.3. Entire Agreement ...................................................................... .... ....... .. ..... 27
Section 9.4. California Law ....... .. ....................................................................... ........ ..... 27
Section 9.5. Waiver ............................................................................................... .. ...... 27
Section 9.6. Successors and Assigns .................................................................. ... .......... 27
Section 9.7. Counterparts .............................................................................................. 27
Section 9.8. Captions ........................................................................................... ... ....... 27
Section 9.9. Severability ......................... .. ..................................................... ...... ... ....... 27
Section 9.10. Incorporation of Recitals and Exhibits ........................................ ................. 27
Section 9.11. Notice ...................................................................................................... 27
Section 9.12. Modifications .. ............................................ .............................. ................ 28
Facilities and Operations Agreement between OUSD, OUSD Partner Schools, and EFC ii
Section 9.13. Force Majeure ........................................ ..... .. ............................................ 28
Section 9.14. Incorporation of Recitals and Exhibits ......................................................... ;.w
Facilities and Operations Agreement between OUSD, OUSD Partner Schools, and EFC iii
FACILmES AND OPERATIONS AGREEMENT
BY AND BETWEEN
THE OAKLAND UNIFIED SCHOOL DISTRICT,
THE OAKLAND UNIFIED SCHOOL DISTRICT PARTNER SCHOOLS,
ASCEND AND LEARNING WITHOUT LIMITS
AND
THIS AGREEMENT ("Agreement") is effective on March 7, 2012 and is entered into by

and between the Oakland Unified School District, a unified public school district organized and
existing under the laws of the State of California (the "District"), ASCEND ELEMENTARY
SCHOOL (''ASCEND"), LEARNING WITHOUT LIMITS ELEMENTARY SCHOOL C'LWL''), and
EDUCATION FOR CHANGE (''EFC''), a non-profit public benefit corporation, Charter Management
Organization which operates charter public schools in Oakland, California. After June 30, 2012,
all references to ASCEND shall refer to ASCEND Charter School and all references to LWL shall
refer to LWL Charter School. The District, ASCEND, LWL and EFC are collectively referred to as
"the Parties."
PREAMBLE
This Agreement between the District, ASCEND, LWL and EFC represents a strategic
collaboration and a comm itment to work together to provide all children in Oakland with a
public school education that prepares them with the skills and knowledge to succeed in college
and career. The Agreem ent also represents a fundamental change in the way the District and
charter schools have operated by identifying specific opportunities for the District and EFC to
leverage each others' strengths and to work together toward the common goal of serving the
children of Oakland. Ultimately, this Agreement should be seen as another example of the
District's commitment to serve all the children of Oakland by harnessing all the resources of this
community and using those resources in the most effective manner possible.
Since 2000, the District has undergone major transformations, including adoption by the
Board of Education of the New Small Autonomous Schools Policy, which resulted in the
incubation of forty-nine new small schools, including ASCEND and LWL. Over the last seven
years, the District has been progressing steadily and has improved faster than all other urban
districts in California. However, the changes that have occurred are not enough. Many children
are still not being well served by the system of schools in Oakland, and many school leaders,
teachers, fam ilies and communities are seeking more autonomy in order to continue to
accelerate the District's st udent performance.
Two District schools, ASCEND and LWL, took the step in the fall of 2011 of submitting
charter petitions to the District Board of Education . The principal leaders of both schools, with
the support of a large percentage of their teaching staffs, believed that in service of high
standards and outcomes for students, becoming charter schools would, among other things,
give the schools the desired flexibility to maximize school site decision-making regarding
staffing, finances, calendars, and programs. The Board of Education denied both charter
petitions in January 2012 because the dramatic progress in student achievement at both
ASCEND and LWL is due to the extraordinary partnership between the District and the schools;
strong, dedicated District teacher leadership at the schools; broad parental and community
support; and the investment of more than $35 Million dollars in Oakland citizens' approved bond
monies in new school buildings for ASCEND and LWL. Both schools filed appeals to the Alameda
Facilities and Operations Agreement between OUSD, OUSD Partner Schools, and EFC 1
County Board of Education seeking reversal of the charter denial decisions by the Board of
Education.
At the December 14, 2011, meeting of the Board of Education, the Board adopted a
Theory of Action which states that " based on the Community Schools, Thriving Students
strategic plan, we want to move decisively and fundamentally to transform our district. We
recognize that incremental changes will not create the conditions for success for all. " The Board
further stated that "in service of high and equitable standards and outcomes for students, we
[will] maximize school site-based decision-making regarding staffing, finances, calendars, and
programs," and in order to "ensure high quality options in every neighborhood, we [will]
partner with diverse providers."
In meetings with ASCEND and LWL, and eventually EFC, the Parties realized the
opportunity to implement the Board's Theory of Action, by creating a win-win situation and a
contractual relationship which would create the conditions for success by maximizing school
based decision-making and leveraging the District's strengths. Under the terms of this
Agreement, ASCEND and LWL will become District partner schools; will have use of the school
facilities that will continue to be maintained by District employed Custodians and the District's
Building and Grounds Department; will share access to data systems, professional development,
new teacher support, and testing data; and among other things, will use the District's nutrition
services and technology support. Significantly, ASCEND and LWL will contribute their pro rata
share to the payment of the State Emergency Loan. In addition, with the expectation that
conditions for school success and accelerating student achievement will continue to improve,
the Agreement gives District employees, both classified and certificated, who elect to transfer to
the schools a two year leave of absence. As the Parties approach the two year anniversary of
this five year agreement, it is the District's desire and expectation that ASCEND and LWL will
reunite with the unified school district.
NOW THEREFORE, in consideration of the covenants and agreements set forth, and
conditioned upon the approval by the District Board of Education of the revised charter petitions
submitted by EFC on behalf of ASCEND and LWL on February 22, 2012, the Parties agree as
follows:
ARTICLE 1 - FACILITIES PROVISIONS
Section 1.1. Use of Dedicated Space.

The District agrees to allow ASCEND and LWL exclusive use of the following Dedicated
Space:
Ascend Elementary School Learning Without Limits Elementary School
3709 E 1th Street 2035 40th Avenue
Oakland, CA 94601 Oakland, CA 94601
for the sole purpose of operating ASCEND and LWL educational programs in accordance with
ASCEND and LWL's charters. The ASCEND and LWL's right to exclusive use of the Dedicated
Space shall commence on July 1, 2012. Upon the termination of this Agreement, the right to
exclusive use and occupation of the Dedicated Space and the facilities and equipment thereon
shall revert to the District, subject to the parties' negotiation of a successor Agreement. As
titleholder to the Dedicated Space and the facilities and equipment located thereon, the District
reserves the right at the termination of this Agreemen t to recoup the full rights and benefits of
Facilities and Operations Agreement between OUSD, OUSD Partner Schools, and EFC
2
such ownership, including, but not limited to, use of such Dedicated Space, facilities and
equipment for District use.
Although ASCEND and LWL shall have the exclusive use of the Dedicated Space, District
with the prior consent of ASCEND and LWL, may agree to make the Dedicated Space available
to members of the community in accordance with the provisions of the Civic Center Act
(Education Code section 38131, et seq.) If EFC, ASCEND and LWL authorizes access to the
Dedicated Space pursuant to the Civic Center Act, EFC assumes the risk of loss or damage to
property as a result of such access.
For purposes of compliance with the Civil Center Act with respect to the Dedicated
Space only, the governing body of EFC shall hold the same powers and obligations applicable to
School District Boards of Trustees under Education Code sections 38130-38139 and shall also
follow District Board Policy and Administrative Regulations in making use of the facilities
accessible to members of the community.
Section 1.1.1 Shared Space on the Jefferson Campus - Learning Without
Limits and Global Family Elementary School
LWL shares the following space with Global Family Elementary School, a District school,
which is located on the Jefferson campus with LWL:
Cafeteria, library and produce market f'Shared Space'')
The District hereby grants to LWL the right to joint use of the "Shared Space" solely for
the purposes set forth in LWL's charter and on the terms and conditions set forth
herein:COMMON HALLWAYS: The District shall allow LWL students to use common hallways, to
the extent necessary, for ingress and egress to LWL Dedicated Space and to other shared
spaces. Said use of common hallways by LWL students shall be pursuant to a set schedule and
under the supervision of a LWL employee.
PARKING: The District shall allow LWL staff and faculty to access the employee parking
at the Site on the same basis as that permitted to District employees. The District shall make
parking available for LWL staff and visitors on the same basis as that permitted to other schools
on the Site.
LIBRARY/ ATHLETIC FACILITIES: The District shall allow LWL to schedule supervised
student use of the Site's library, gymnasium, locker rooms, and basketball/blacktop area so that
LWL will provide its own library and Physical Education programs within the school day using
these shared spaces. LWL shall coordinate with the Shared Site Committee to schedule its use
of said library and athletic facilities.
DINING AREA/CAFETERIA: The District shall allow LWL to schedule supervised student
use of the Site's dining area.
PRODUCE MARKET: The District's Director of Nutrition Services shall coordinate and
fa cilitate with LWL and Global Family School the continued operation of the shared Produce
Market for the students, families and communities of both schools.
COORDINATING SHARED USE: LWL use of the Shared Space shall be coordinated
through the Shared Site Committee. A clear and reasonable process shall be developed and
adopted prior to the start of school in August 2012. The principal of the District School at the
Site and principal of LWL may also, at their discretion, jointly refer other matters of shared site
operations of the schools to the Shared Site Committee. The District shall provide LWL with
appropriate keys to access shared space no fewer than seven days prior to the start of school in
August 2012. LWL will notify the District Office of Charter Schools in writing by August 15,
2012 of any concerns regarding either access to keys or coordination of use for the shared
space.
STUDENT DISCIPLINE: The principal of the District School at the Site and principal of
LWL will collaborate to resolve any student disciplinary issues t hat involve students and/or
property of both LWL and other District programs. The District shall otherwise have no
responsibility as it relates to student discipline of LWL students.
BELL SCHEDULE/ALARMS/ANNOUNCEMENTS: It is recognized that LWL may have a
separate bell schedule from the District's programs. I f deemed feasible, the dedicated space
wi ll have a separate intercom and bell system. If not feasible, the principal of LWL and the
principal of the District School shall collaborate in the development of a plan for modification of
the intercom and bell system.
Section 1.1.2 Emergency Procedures for Shared Sites.
The principal of LWL and the principal of the District School shall immediately inform
one another or their designees of any health and/or safety ernergency as they relate to the
safety of the schools on Site . This includes reports of any serious incident that takes place on
the Site where the pol ice, fi re department, or paramedics are involved, including, but not
limited to, incidents of physical or sexual abuse, bomb threats, weapons on the school Site, and
the sale of narcotics on the school Site. LWL staff, faculty, and students shall cooperate with,
and participate in, any lockdowns or exigent security procedures required by the District at the
Site.
LWL wi ll be notified two operating days in advance of scheduled fire drills and
emergency drills on the Site which may disrupt LWL and its operations. LWL will provide
notification two operating days in advance to the District School of scheduled fi re drills and
emergency drills on the Site which may disrupt the District School and its operations.
Fire and other security and emergency alarm testing will be limited to after-school hours
or non-teaching/training days. The principal of LWL and the principal of the District School shall
meet in September to identify appropriate dates and times through the year for these tests.
Section 1.2. Facility & Amenitiies - o,:cupancy & Use.
FURNISHINGS AND EQUIPMENT: At the t ime of the execution of this Agreement,
ASCEND, LWL and EFC agree that the furnishings and equipment located at the Dedicated
Space are owned by the District. The Parties shall, in cooperation, prepare a complete inventory
of all furnishings and equipment at tt1e Dedicated Space at the time this Agreement is executed.
Thereafter, ASCEND, LWL and EFC shall inventory all such property at the site on an
annual basis and provide an inventory list to the District within thirty (30) days setting forth the
property belonging to each party. The District may submit objections to the list within thirty
(30) days of receipt of the list. The list shall be made available and maintained at ASCEND and
LWL and in the District Fiscal Services Department. All parties shall meet in good fa ith to
resolve any disputes about the ownership of property in accordance with the dispute resolution
provisions in this Agreement.
SECURTIY: The Dedicated Space shall be wired to each Dedicated Space's alarm system.
ASCEND, LWL and EFC shall be responsible for costs incurred due to false alarms and security
breaches that are related to the Dedicated Space. ASCEND and LWL shall operate a closed
Facili ties and Operation s Agreement between OUSD, OUSD Partner Schools, and EFC
4
campus and cooperate with the District on security issues. ASCEND and LWL may have a
unique security code. If there is a fire at the property, ASCEND, LWL and EFC shall immediately
notify the District but no later than within one business day.
SCHOOL SAFETY OFFICER: If School Safety Officer services are to be provided to
ASCEND and LWL for the Dedicated Space, the District will be given the first opportunity to
provide service. If the District deems it is unable to provide service, ASCEND and LWL may
retain services from an external provider. ASCEND and LWL will be responsible for costs of on-
site security staff, whether provided by the District or an external provider.
EMERGENCY: In an emergency, including if the Space is destroyed or damaged in any
material way, the District reserves the right to temporarily interrupt ASCEND and LWL use of
the Space, or any Dedicated Space facilities or systems.
Section 1.3. Maintenance and Operations.
MAINTENANCE AND OPERATION DEFINED. Maintenance and Operations ('M&0'1 are
broadly and generally defined as maintaining, repairing, and operating buildings (including the
classrooms therein) and grounds efficiently on a regular basis, in a manner that promotes
learning in a safe, clean, and healthy environment.
DISTRICT AND CHARTER SCHOOL RESPONSIBUTIES. The District and ASCEND, LWL
and EFC shall be responsible for performing M&O on the Dedicated Space, including the
Dedicated Space, to maintain a good, safe and sanitary condition, as described in the Charter
School Facilities Guide attached hereto as Exhibit A. The District shall provide M&O services to
the Dedicated Space consistent with the District's M&O standards and policies and shall provide
these services at a service level similar to that provided to the District public schools. Costs of
M&O services provided by the District are included in the fees and costs paid by ASCEND, LWL
and EFC. If ASCEND, LWL and EFC requests any additional facilities-related services that are
above and beyond the service level provided to District public schools, the actual costs of such
services shall be billed to EFC; provided however, the District shall provide EFC in advance of
commencement of such additional facilities-related services a good faith estimate of the costs
and shall not commence such work until EFC provides the District with a written authorization to
commence the work .
DEFERRED MAINTENANCE PLAN AND SERVICES. "Deferred Maintenance" shall mean
facilities repair or replacement projects as described in Education Code section 17582(a) or
additionally approved by the State Allocation Board; and further detailed by Office of Public
School Construction Deferred Maintenance Program Handbook, as updated from time to time.
Those projects include, but are not limited to, work necessary to restore or replace deteriorated
or damaged building systems such as plumbing, heating, air conditioning, electrical, roofing,
flooring, and wall systems. The exterior and interior painting of school buildings, asphalt
paving, the inspection, sampling and analysis of building materials to determine the presence of
asbestos-containing materials, the encapsulation or removal of asbestos-containing materials,
the inspection, identification, sampling, and analysis of building materials to determine the
presence of lead-containing materials, the control, management, and removal of lead-
containing materials, or such other items as may be approved by the Board, to such condition
that the school build ings may be effectively utilized for their designated purposes. The Parties
acknowledge and agree that the District is responsible to deliver Deferred Maintenance to the
Dedicated Space. The District acknowledges and agrees that it will carry out its responsibilities
in a good and workmanlike manner by properly qualified and licensed personnel and in
accordance with all applicable laws and District policies. The District further acknowledges and
agrees that all work it is obligated will be timely commenced and diligently prosecuted through
completion .
Section 1.4. Annual Application Process and Reimbursement.
EFC shall not be required to submit a Prop. 39 request on an annual basis duri ng the
term of this Agreement. Further, the over-allocation provisions of 5 C.C.R. Section 11969.8 shall
not be applicable during the term of this Agreement; the District shall not collect a pro rata
share for the facility as outlined in 5 CCR 11969.7.
Section 1.5. Modernization.
In the event that the District designates matching facil ities funds for the facil ity and
begins modernizing the facility, the Parties will meet to discuss the issue of modernization for
the Dedicated Space and impact on the schools' occupancy.
Section 1.6. Utilities and Custodial Services.
Utilities. ASCEND, LWL and EFC shall be solely responsible for the cost of all utilities
used or consumed by ASCEND and LWL on the Dedicated Space, including charges for
electricity, natural gas, water, sewer, and waste disposal.
Custodial Services. Ascend, LWL and EFC shall agree to the recommended level of
custodial service identified by the District's Custodial Services Director; the recomm ended
number of FTE, which includes custodial supplies, shall be comparable to that of other District
school sites with the same or similar square footage . Throughout the term of this Agreement,
unless subsequently modified, each site shall maintain the agreed number of custodians, who
shall be District employees, and their salaries and benefits shall be reimbursed by EFC to the
District. Substitutes for illness and other District Leave, such as vacation and personal leaves,
and emergency cleaning shall be provided by the District but shall be paid for by EFC, provided
however for the term of this Agreement the custodial costs are included in the payments set
forth in Article 7 of this Agreement. ASCEND LWL and EFC may supplement the custod ial
services provided by District custodians with parent volunteers, or with prior written approval of
the District, a third party vendor, provided there is no reduction in the number of agreed upon
custodians provided by the District. Nothing in this section is intended to preclude ASCEND and
LWL from holding parent led Work Days whereby parent volunteers assist with clean up of the
Dedicated Space.
Section 1.7. Installation of Improvements.
IMPROVEMENTS: During the Term of this Agreement, ASCEND and LWL may not make
alterations, additions, or improvements to the Dedicated Space C'Improvements''), without the
prior written consent of the District, and if required, the Division of the State Architect C'DSA'').
ASCEND and LWL may submit a request to make Improvements to the Dedicated Space and
the District agrees to act upon such a timely and complete request within thirty (30) days. If
the District fails to provide a response within thirty (30) days, the request shall be deemed
approved. The District's approval of any Improvements, including the construction schedule,
work hours, and modifications, shall be at District's sole and absolute discretion, and District
may disapprove of such improvements without reason . Contractors retained by EFC shall be
fully licensed and bonded as required by law and must maintain levels of casualty, liability and
workers' compensation insurance and performance and payment bonds consistent with District
construction requirements. The construction or installation of Improvements shall be performed
in a sound and workmanlike manner, in compliance with all laws applicable to charter schools.
The District or the District's agent shall have a continuing right at all times during the period
that Improvements are being constructed or installed to enter the premises and to inspect the
work, provided that such entries and inspections do not unreasonably interfere with the
progress of the construction or interrupt instruction to students.
SIGNAGE: ASCEND and LWL may install signage at the Dedicated Space including one
sign at each school's main entrance stating the charter school name and that the school is an
OAKLAND UNIFIED SCHOOL DISTRICT PARTNER SCHOOL, a sign indicating the main
office of the Charter School, and other directional signs as appropriate. The signage shall not
require any Improvement to the Dedicated Space in order to erect such signage. Such signage
shall be in compliance with any District standards and ASCEND and LWL's receipt of any
applicable permits and approvals required under any municipal or other governmental laws,
ordinances, rules or regulations; provided, that in the event of any conflict between the
District's standards and any applicable municipal or governmental permit and/or approval, the
terms and conditions of the municipal or governmental permit and/or approval shall prevail.
ASCEND and LWL may place additional signs on the property with prior District approval.
Section 1.8. Condition of Property.
EFC, at its expense, shall comply with all applicable laws, regulations, rules and orders
with respect to their use and occupancy of the Dedicated Space, including, without limitation,
those relating to health, safety, noise, environmental protection, waste disposal, and water and
air quality. EFC shall not be responsible for any and all environmental conditions that existed
prior to their occupancy of the Dedicated Space. The District shall remain responsible for
compliance with all laws, including but not limited to, the ADA, FEHA, and other applicable
building code standards regarding access for any existing compliance issue prior to the date of
execution of this Agreement. EFC shall only assume responsibility for compliance with ADA and
FEHA access rights to the extent of any modifications or improvement made by ASCEND, LWL
and EFC.
Should any discharge, leakage, spillage, emission, or pollution of any type occur upon or
from the Dedicated Space due to ASCEND and LWL use and occupancy thereof, EFC at its
expense, shall be obligated to clean all the property affected, to the satisfaction of the District
and any governmental agencies having j urisdiction over the Dedicated Space.
Section 1.9. Title to Property.
The parties acknowledge that title to the Dedicated Space is held by the District and
shall remain in the District at all times.
Section 1.10. Access.
The District and its authorized representatives shall have the right, after forty-eight (48)
hours prior written notice to ASCEND, LWL and EFC, to enter the Dedicated Space during
normal business hours for the purpose of inspection and audit ['Inspection''); or to perform
Deferred Maintenance in or on the Dedicated Space. Nothing in this section shall prevent the
District from entering the Dedicated Space to address an emergency nor shall this provision
restrict the District's authority to enter the Dedicated Space without advanced notice to perform
its general oversight responsibilities under the terms of charters and applicable law. An
"emergency" shall be defined to include circu mstances that risk the health and safety of
students, personnel or other persons on the Dedicated Space, or circumstances that risk further
imminent damage or destruction to the facilities or property located at the Dedicated Space, or
otherwise jeopardizes the operation of the Dedicated Space including, but not limited to, the
safety and sanitary condition of the Dedicated Space.
Section 1.11. Surrender of Dedicated Space.
Upon the termination date or other termination of this Agreement, ASCEND, LWL and
EFC shall peaceably quit and surrender to the District the Dedicated Space together with the
Improvements and all alterations approved by the District in good order and cond ition, except
for normal wear and tear, or for any portion of the Dedicated Space condemned and any
damage and destruction for which ASCEND, LWL and EFC is not responsible hereunder.
Section 1.12. Holding Over.
EFC shall surrender possession of the Sites immediately upon the expiration of the term
or earlier term ination of this Agreement. ASCEND, LWL and EFC will not be permitted to hold
over possession of the Sites after such expiration or earlier termination of the Term without the
express written consent of the District, which consent the District may withhold in its sole and
absolute discretion. Subject to the Dispute Resolution provision in Section 6.4 below, any
holdover by ASCEND, LWL and EFC shall constitute a breach of this Agreement entitling the
District to pursue any and all remedies available at law and in equity, including without
limitation consequential damages resulting therefrom. During any hold over period, ASCEND,
LWL and EFC shall: (i) not occupy and use the premises during the hold over period except to
remove its personal property and Alterations as it has coordinated with District; and (ii)
authorize District to charge ASCEND, LWL and EFC $100 per day (or any portion thereof) on the
sixth day of the hold over and said per day rate shall increase by 100% for each 15 day period
thereafter.
Section 1.13. Liens.
ASCEND, LWL and EFC shall not suffer or permit any liens to stand against the
Dedicated Space, or any part thereof, by reason of any work, labor, services or materials done,
supplied, or claimed to have been done or supplied. If as a result of work performed by or
under the direction of ASCEND, LWL and EFC any such lien shall at any time be filed against
either Dedicated Space, ASCEND or LWL and EFC shall provide written notice thereof to the
District as soon as notice of such lien or action comes to their knowledge. ASCEND or LWL and
EFC shall cause the lien or action to be discharged of record within thirty (30) days after the
date of the filing of same, either by payment, deposit or bond, unless a bond therefore is
already in effect. Nothing in th is Agreement shall be construed as consent or agreement by the
District to subject its estate in the Sites or any estate that may be construed, in favor of either
charter school under this agreement to liability under any mechanics' lien law or to any
contractor or laborer for work performed.
If any such liens are not so discharged within thirty (30) days after the date of the filing
of the same, the District, without waiving its rights and remedies based on such breach by
ASCEND or LWL and EFC whose dealings gave rise to the lien and without releasing ASCEND or
LWL and EFC from any of its obligations, cause such liens to be released by any reasonable
means, including payment in satisfaction of the claim giving rise to such lien. The District's
rights under this Section 1.13 are not subject to the Dispute Resolution provision of this
Agreement.
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Section 1.14. Damage and Destruction.
NOTICE TO THE DISTRICT. ASCEND, LWL and EFC shall provide written notice to the
District immediately of any casualty that wholly or partially damages or destroys ASCEND or
LWL Dedicated Space.
(1) If the Parties mutually determine that all or substantially all of ASCEND or
LWL Dedicated Space are inaccessible or unusable by ASCEND or LWL in a safe manner, then
the parties may mutually agree to terminate Article 1 of this Agreement.
(2) If the Parties mutually determine that ASCEND or LWL can safely continue its
educational program, ASCEND, LWL and EFC may elect to continue Article 1 of this Agreement
in effect subject to adjustments in the fees.
(3) Upon mutual agreement between the parties, ASCEND or LWL and EFC may
elect to pay the District for the full estimated cost and expense to repair such damage or
destruction, or pay in accordance with a structured payment schedule agreed to by the District.
If ASCEND or LWL and EFC exercises such option, this Article 1 of this Agreement shall continue
in full force and effect subject to adjustments in the fees.
(4) If Article 1 of this Agreement is terminated as provided above, the District
shall house ASCEND or LWL's entire program in a single facility for the remainder of the school
year. If the District cannot provide ASCEND or LWL with a single facility, the District shall
provide sufficient classrooms to house ASCEND or LWL entire program across multiple facilities
or by temporary use of DSA compliant modular classrooms, as permitted by law, either on the
Dedicated Space or at other District real property that the District deems appropriate; provided,
that pursuant to Section 47614(b )(1) of the Education Code nothing herein shall obligate the
District to expend unrestricted general fund revenues.
Section 1.15. Eminent Domain
TERMINATION OF ARTICLE 1 OF THIS AGREEMENT. Article 1 of this Agreement shall
t erminate if all of ASCEND or LWL Dedicated Space is permanently taken under the power of
em inent domain. If only a part of ASCEND or LWL Dedicated Space is permanently taken under
the power of eminent domain, the District or EFC may elect to terminate Article 1 of this
Agreement as to the affected charter school by providing sixty (60) days' written notice to the
other party. In the event of a permanent partial taking which does not result in termination of
Article 1 of this Agreement, fees shall be proportionately reduced based on the portion of
ASCEND or LWL Dedicated Space rendered unusable, and the District shall restore ASCEND or
LWL Dedicated Space by constructing a demising wall deemed necessary by the District to
separate ASCEND or LWL Dedicated Space from the portion permanently taken. In the event
the District terminates Article 1 of this Agreement pursuant to this Section, the District shall
make best efforts to house ASCEND or LWL's entire program in a contiguous facility for the
remainder of the school year. If the District cannot house the entire program in a single
contiguous facility, the District shall make best efforts to provide ASCEND or LWL with sufficient
classrooms to house the entire program across multiple facilities or by use of temporary
modular classrooms .
ALLOCATION OF CONDEMNATION AWARD . In the event of a permanent condemnation
or taking of all or part of the Dedicated Space, the District shall be entitled to any and all
awards which may be made in such taking or condemnation relating to all interests, including
the fee title, to the Dedicated Space. Nothing contained in this Section 1.15 shall be deemed to
give the District any interest in or to require ASCEND, LWL or EFC to assign to the District any
separate award as designated by the condemning authority made to ASCEND, LWL or EFC for
(i) the taking of ASCEND, LWL or EFC's personal property, (ii) int erruption of or damage to
ASCEND, LWL or EFC's business, or (iii) amounts attributable to ASCEND, LWL or EFC's
relocation expenses.
TEMPORARY TAKING. No temporary taking of ASCEND or LWL Dedicated Space or any
part of ASCEND or LWL Dedicated Space under this Agreement shall terminate this Agreement
or give ASCEND, LWL and EFC any right to any abatement of any payments owed to the District
pursuant to this Agreement, provided that such temporary taking does not continue for more
than five (5) consecutive days or a total of five (5) non-consecutive days in any thi rty (30) day
period. Any award made by reason of such temporary taking shall belong ent irely to the
District, except as to compensation for (i) the temporary taking of personal property, (ii)
interruption of or damage to ASCEND, LWL or EFC's business, or (iii) amounts attribut able to
ASCEND, LWL or EFC's temporary relocation expenses.
Section 1.16 Fingerprinting
EFC shall be responsible for ensuring compliance with all applicable fingerprinting and
criminal background investigation requirements described in Education Code Section 45125.1.
In addition, the District shall be responsible for complying with all criminal background check
laws for all employees or vendors that it directs to the Ded icated Spare for any work to be
performed .
ARTICLE 2 - OPERATIONS PROVISIONS
Section 2.1. Student Assignment, Enrollment and Options.

ASCEND and LWL shall participate as if a school of the District in student assign ment,
including but not limited to Options, student assignment, assignment lottery and recruitment,
provided however, assignments to ASCEND and LWL shall not exceed class size ratios as
provided in their charters.
Section 2.2. Custodial Services.
See Article 1, Section 1.6 of this Agreement.
Section 2.3. English Learner Services.
The District shal l coordinate with ASCEND and LWL the initial English Language testing
for English Language Learners. Students who enroll at ASCEND and LWL shall complete a Home
Language Survey at the time of enrollment. ASCEND and LWL shall then fax the surveys to the
District. After t esting, the District shall upload the information into the District system and send
t he test results to ASCEND and LWL ..
Section 2.4. Nutrition Services and Farmers Markets.
EFC will request the District to provide food services for ASCEND and LWL under the
terms of the Food Service Agreement which is attached hereto as Exhibit B. The District shall
retain state, federal, and local revenue for food services provided to EFC. Further, the District
shall provide food services for EFC during the extended school year (i.e., summer school). The
District wi ll provide at minimum breakfast, lunch, and after school snack at all schools.
Additional services that can be provided include salad bar, fresh fruit & vegetable snack,
supper, and produce markets based on existing facilities and programs.
Section 2.5. Certificated Substitutes.
EFC may request teacher substitutes t hrough the District's electronic system called
SmartFindExpress. Substitutes assigned to EFC schools through SmartFindExpress shall be
employees or contractors of EFC and not the District and shall be paid at substitute rates
established by EFC.
Section 2.6. Grants, Programs Sponsored by Third Parties.
As District partner schools, the District will support the grant and additional funding
applications of ASCEND and LWL. If the District applies for additional sources of funding in the
form of grants and/or categorical funding at the request of and for the benefit of ASCEND or
LWL, which it may do in its sole discretion, the District will charge the maximum indirect costs
as allowed under law or as specified by the specific funding source. Funds shall be allocated to
EFC, on behalf of ASCEND or LWL on a prorated basis related to the formula that generates the
funds. For example, if funds are generated on a per eligible students basis, they shall be
allocated to ASCEND or LWL on a per eligible student basis minus the administration fee (i.e. ,
indirect cost fee) charged by the District.
Specifically for the ASES and 21st CCLC after school grants, there are additional
administrative and evaluation costs above the allowable 5 percent indirect that the California
Department of Education (COE) authorizes the District to assess against the grant award. These
additional costs include custodial services and the costs incurred by the District's After School
Programs Office for processing fiscal paperwork, as well as providing training, monitoring,
technical assistance, program evaluation costs, the Cityspan attendance database system, and
grant reporting to COE. The ASES and 21st CCLC grants set a maximum ceiling of 15 percent
for administrative costs overall, which includes no more than 5 percent indirect costs.
Section 2.7. Beginning Teacher Support and Assessment (BTSA).
During the first year of this Agreement, ASCEND and LWL, not to exceed four
participants per school, may participate in District provided BTSA training, programs and
services and the cost of such participation is included in this Agreement. After the first year of
the Agreement, the Parties shall meet and confer regarding the cost of continued participation
in the program .
Section 2.8. Professional Learning Support Services.

ASCEND, LWL and EFC, may at t heir option, participate in professional learning and
development opportunities or events provided by the District. ASCEND LWL and EFC shall
continue to obtain Full Option Science System C'FOSS'') kits and live organism support. The cost
of the initial system is included in this Agreement. Thereafter, the costs of damaged kits and
replacement kits are estimated at $150-250 per teacher.
Section 2.9. Family, Community Partnership Services.
The Parties shall meet and confer to determine the FCPS programs and services that
may be available to EFC schools.
Section 2.10. Purchasing.
ASCEND, LWL and EFC may access and order from the District E-Marketplace for
custodial, office, and classroom supplies. These orders shall be delivered to ASCEND, LWL and
EFC directly. EFC shall be invoiced as provided in Article 7 of th is Agreement for all purchases
under this Section.
Section 2.11. Research, Assessment & Data (RAD).
All students attending ASCEND and LWL shall be entered into the District's student
information system (Aeries) . ASCEND, LWL and EFC shall have the responsibility to maintain al l
student information in t he District's fo rmat.
The District shall obtain and utilize for record -keeping purposes the California School
Information Services (CSIS) numbers for ASCEND and LWL students. The Parties shall request a
waiver from the State to allow the District to obtain CSIS numbers for ASCEND and LWL
students. State CST testing shall be conducted independently by EFC, but RAD shall create the
"pre-ID file" for labeling of the tests from the District student information system. When test
results are returned a copy of the scores shall be sent to RAD to be uploaded into the District
system and ASCEND and LWL student files. RAD shall then run California English Language
Development Test (CELDT) pre ID labels for the students at from the Distri ct student
information system. RAD shall then also run the R30 count for ASCEND and LWL that is
subm itted to the State annually. RAD shall process and submit the Physical Fitness scores for
ASCEND and LWL students using each school's CDS Code. Further, RAD shall report student
scores on the EdusoftR system for analysis and review. ASCEND, LWL and EFC may request
Annual CELDT assessment services from RAD.
Section 2.12. Assessments.
Local
All District assessments administered in paper or electronic format will be available for
ASCEND and LWL. Paper assessments will be delivered to ASCEND and LWL in accordance with
predeterm ined District t imelines.
State
All state mandated assessments will be sent to ASCEND and LWL based on
predeterm ined State and District timeli nes. All reports sent by the California Department of
Education will be distributed to ASCEND, LWL and EFC in accordance with predetermined state
and district timelines .
Assessment Platform
EdusoftR and reports specific to EdusoftR will be accessible by ASCEND, LWL and EFC.
The District shall be responsible for uploading updated student fi les to EdusoftR according to
predetermined District timelines.
Data Reporting
All data reports currently created by the Data Support Team will be available for
ASCEND, LWL and EFC. Additional data requests may be available upon request at an add it ional
fee.
Training
All State mandated train ing sessions wi ll be available to ASCEND, LWL and EFC.
Section 2.13. Student Records.
ASCEND and LWL student information shall be entered into the District student
information system (Aeries) when a student enrolls. Each student shall be assigned a student
ID number as well as a CSIS student ID number. If the student is new, then ASCEND and LWL
shall create a cum folder for the student. If a student is transferring from a District school to
ASCEND and LWL, ASCEND and LWL shall send a request for records to the student's former
school . Either the former school or the District's Student Records Department shall send the
records to ASCEND or LWL office, as applicable. All student records shall to be maintained in
accordance with applicable law. All immunization history, suspensions and retention information
shall be entered into the District's student information system and also included in the student's
cum record.
Should a student leave ASCEND and LWL for a District school and the subsequent school
requests the student's records, ASCEND and LWL shall forward all records to that subsequent
school. If a student leaves for another school district, ASCEND and LWL shall send the student's
records to the District's Student Records Department accompanied by the receiving school
district's request.
At the end of each school year, ASCEND and LWL shall scan and send all records
electronically to the District's Student Records Department for students who have left during the
school year but for whom the records have not been sent to a subsequent school or district.
Section 2.14. E-rate.
ASCEND and LWL shall be considered a school of the District for purposes of E-rate
fil ing .
Section 2.15. District Website.
EFC schools shall have links off of the District website as OUSD partner schools.
Section 2.16. Technology Support Services.
Authorized personnel of ASCEND, LWL and EFC may access District applications
pertaining to ASCEND, LWL and EFC students and staff, including the Aeries student
information system. ASCEND, LWL and EFC shall observe District pol icies and regulations, and
state and federal laws, including the Family Education Rights and Privacy Act of 1974,
commonly known as FERPA, related to the confidentia lity of pupil and personnel records.
Section 2.17. Telecommunications.
The District shall provide data network service and local and long distance phone service
for ASCEND and LWL. For any problems with the service or special requests : ASCEND, LWL and
EFC shall prepare a work order and submit it to the appropriate District department.
Section 2.18. Leave of Absence.
Any employees who transfers to ASCEND or LWL from the District will be granted, upon
request, a leave of absence, not to exceed two years from July 1, 2012 to June 30, 2014. If an
employee desires to return to the District after one year, (effective for the 2013-14 school), the
employee must notify the District's Human Resources Department no later than February 28,
2013. At the end of the two year leave of absence, the employee shall 1) return to the District
or 2) resign from the District, effective June 30, 2014. If an employee desires to return to the
District after the second year, the employee must notify the District's Human Resources
Department no later than February 28, 2014.
The employees who were granted a leave of absence shall have the right to return to
the District, regardless of the reason that such employee leaves ASCEND or LWL unless the
employee was terminated by EFC for a reason that would normally result in termination of the
employee by the District. If an employee granted a leave of absence from the District returns
to the District, such employee will be considered by the District to have been employed
continuously by the District while employed by EFC at ASCEND or LWL for purposes of
calculating that employee's salary, tenure, or other District or state-wide benefits.
Section 2.19, Other Services.
Unless specified clearly in this Agreement as an obligation of the District, EFC shall be
fully responsible for the operations of ASCEND and LWL.
Section 2.20. District Services Available to EFC Schools in Addition to
ASCEND and LWL.
The following provisions of this Agreement, at EFC's option, apply to all EFC schools
(Cox, World, Achieve, Ascend and LWL):
Sections 2.1, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, and 2.10
ARTICLE 3 - CONTRIBUTION TO PAYMENT OF DISTRICT EMERGENCY STATE LOAN
EFC on behalf of ASCEND and LWL shall pay a prorated amount of the District's annual
loan repayment. The prorated amount shall be determined by:
Dividing the annual payment made by the District by the number of pupils enrolled in
the District combined with the number of District resident pupils enrolled in ASCEND and LWL to
derive a per pupil share of the annual loan payment; and then multiplying the per pupil share of
the loan payment by the number of pupils who reside within the District and are enrolled in
ASCEND and LWL.
ARTICLE 4 - DISTRICT OVERSIGHT AND CHARTER RESPONSIBILITIES
Section 4.1. Oversight Obligations

District oversight obligations include, but are not necessarily limited to, the
following:
a. Review and revision of this Agreement and any subsequent agreements to clarify
and interpret the charters of ASCEND and LWL and amendments thereto and the relationship
between EFC and the District
b. Monitoring performance and compliance with the ASCEND and LWL charters and
with applicable laws, including, without limitation, by way of the following:
• Identifying at least one District staff member as a contact person for the charter
school;
Visiting each charter school, ASCEND and LWL, at least once per year;
• Ensuring that EFC submits, on behalf of each charter school, all reports and
documents required of charter schools by law and this Agreement;
• Monitoring the fiscal condition of EFC and of each charter school ;
• Notifying the State of California upon the occurrence of any of the events
described in Education Code section 47604.32(e).
c. Reasonable inquiries made pursuant to Education Code section 47604.3, ,
including, but not limited to, inquiries regarding its financial records, from the District, the
Alameda County Office of Education, or from the Superintendent of Public Instruction, to which
ASCEND, LWL and EFC shall promptly respond and regarding which ASCEND, LWL and EFC
shall consult with such agencies.
d. Any process conducted in compliance with Education Code section 47607(c)
through (k), related to the issuance of a notice to remedy or other corrective notice related to
EFC's operations, including document requests, hearings, notices, and investigations, and
monitoring efforts to remedy operational problems identified by the District.
e. For purposes of fiscal oversight and monitoring by the District, the District
requires EFC to annually provide information and documentation related to its operations, some
of which is included in the Fall Information Update ("FIU'') . The District annually prepares a
calendar of key dates for charter schools including due dates for submission of required
financia l and attendance reports C'Reports''), as provided in the charter or applicable law or
regulation. EFC shall provide all information and documentation, on behalf of ASCEND and LWL,
in the form and at the times specified by the District. Whether listed in the calendar of key
dates or not, EFC shall provide the District with a copy of the following documents, data and
reports, in the form and at the times specified.
(A) Student Data
EFC shall submit student enrollment projections to the District by March 19 of the
preceding school year each year. During the school year, monthly enrollment and ADA reports
with respect to EFC shall be provided to the District. EFC shall annually provide the District a
list of names and addresses of students enrolled along with the school district of residence of
each respective student no later than September 1 of each year.
EFC shall maintain contemporaneous written records of enrollment and ADA and
make these records ava ilable to the District for inspection and audit upon request. EFC shall
provide copies of the P-1, P-2, and annual state attendance reports to the District by December
15, April 5, and June 25, respectively, each year, or as listed in the calendar of key dates,
whichever is later. Copies of amended state attendance reports, if any, shall be provided to the
District within 3 weeks of discovery of the need for an making such an amendment
EFC will cooperate with the District in correcting and clarifying student information
submitted the state student identification system, CalPADS.
(B) Personnel Data/Credential Data
Actual staffing data shall be provided to the District on an annual basis prior to
commencement of each school year. Teacher credentials, clearances, and permits for ASCEND
and LWL employees shall be maintained on fi le at EFC and shall be subject to periodic
inspection by the District. Copies of credentials and a list of teaching/class assignments for each
teacher working at ASCEND and LWL shall be provided to the District by EFC as indicated in the
calendar of key dates and no later than September 15, and whenever any changes in staffing,
credentials or assignments occur during the school year, along with written verification by EFC
that credentialing requirements imposed on EFC under NCLB have been met. EFC shall also
provide to the District at the commencement of each school year and no later than September
15, all available information to demonstrate compliance with Education Code section 44237
(criminal record check) for EFC employees working at ASCEND and LWL.
(C) Financial Reporting
In order to ensure the necessary oversight and review of mandated reports from which
the District must determine fiscal health and sustainability, the following schedule of reporting
deadlines to the District will apply each year:
September 1 - Final Unaudited Financial Report for Prior Year
December 1 - First Interim Financial Report for Current Year
March 1 - Second Interim Financial Report for Current Year
June 15 - Preliminary Budget for Subsequent Year
District shall be notified at least three weeks in advance of EFC Board of Directors action
to incur short or long term debt on behalf of EFC, ASCEND or LWL and financing documents
shall be made available for District review upon request.
(D) Audit
As provided in Education Code section 47605, EFC shall transit a copy of its
annual, independent financial audit report for the preceding fiscal year, to the state Controller,
the Alameda County Superintendent of Schools, and the state Department of Education by
December 15 of each year. The audit shall be submitted to the District by December 1 of each
year, for review prior to submission to the state and county authorities.
(E) Governing Board
EFC shall annually, at a date to be set by the District, transmit to the District a
roster of the members of its Board of Directors, officers and key employees; a schedule of its
meetings for the academic year; and copies of all agendas and minutes for meetings of the
Board of Directors and its committees from the preceding twelve (12) months. EFC shall submit
a revised roster whenever changes occur.
(F) Policies and Implementation
EFC shall annually, at a date to be set by the District, transmit copies of the most
recent board-approved versions of specified policies and procedures applicable to ASCEND and
LWL, and including, but not limited to policies covering student admissions and enrollment,
student retention and promotion, student suspension and expulsion, student code of conduct,
conflict of interest, fiscal management, and procedures for addressing complaints. EFC sha ll
also, as requested by the District, identify individuals responsible for specific areas of
compliance with such pol icies and applicable law, including but not limited to coordinators for
Section 504 of the Rehabilitation Act and the McKinney-Vento Homeless Assistance Act.
(G) Pupil Outcomes
Twice annually EFC shall, at dates to be set by the District, transmit information
documenting the performance of ASCEND and LWL with respect to the Measurable Pupil
Outcomes set forth in the schools' charters. Documentation shall be in a format specified by
the District, including data supporting the charter school's assessment of its performance
relative to the established targets.
Section 4.2. Compliance with Generally Accepted Accounting Principles
EFC shall comply with Generally Accepted Accounting Principles (GAAP) applicable to
public school finance and fiscal management. EFC shall maintain a minimum reserve for
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economic uncertainties (designated fund balance) in an amount to be determined appropriate
by the District but in no case less than 3 per cent of year end expenditures of EFC.
Section 4.3. Oversight Fees.
In addition to the fees in Article 7, EFC shall pay the District one percent (1 %) of EFC
revenues attributable to students attending ASCEND and LWL to cover the actual cost of
oversight of these schools. " EFC revenue" means the general purpose entitlement and
categorical block grant, as defined in subdivisions (a) and (b) of Section 47632. The District will
invoice EFC quarterly as provided in Article 7 below.
ARTICLE 5 - Legal Relationship and Compliance
Section 5.1. Legal Relationship.

EFC and District agree that EFC is a separate legal entity that operates the charter
school under the supervisorial oversight of the District. EFC retains all operating charter rights
and responsibilities, as provided by law, including but not limited to the charter law mega-
waiver in Section 47610 of the Education Code, access to charter State bonds and charter
appeal rights.
Section 5.2. No Liability for Debt; No Authority to Bind the District.
The District shall not be liable for the debts or obligations of EFC or for claims arising
from the performance of acts, errors, or omissions by EFC, as long as the District has performed
the oversight responsibilities described in Education Code Sections 47604.32 and 47605(m).
EFC shall not have the authority to enter into a contract that would bind the District,
nor to extend the credit of the District to any third person or party. EFC shall clearly indicate to
vendors and other entities and individuals outside the District with which or with whom EFC
enters into an agreement or contract for goods or services that the obligations of EFC and are
not the responsibility of the District.
Pursuant to Education Code section 47604, subdivision (c) EFC agrees that all loans
received by EFC shall be the sole responsibility of EFC and the District shall have no obligation
for repayment. The parties agree that it is their intent, consistent with Education Code section
47604, subdivision ( c), that "an authority that grants a charter to a charter school ... shall not
be liable for the debts or obligations of the charter school, or for claims arising from the
performance of acts, errors, or omissions by the charter school, if the authority has complied
with all oversight responsibilities required by law, including, but not limited to, those required
by Section 47604.32 and subdivision (m) of Section 47605." EFC agrees that all revenue
obtained by EFC shall only be used to provide educational services consistent with the charters,
this Agreement or any authorized amendments. All expenditures shall be in accordance with
applicable law.
Section 5.3. Non-Discrimination.
EFC agrees it will comply with Title VII of the Civil Rights Act of 1964 and that no person
shall, on the grounds of race, creed, color, disability, sex, sexual orientation, national origin,
age, religion, Vietnam era Veteran's status, political affiliation, or any other non-merit factor, be
excluded from participation in, be denied the benefits of, or be otherwise subjected to
discrimination under this Agreement.
a. EFC shall, in all solicitations or advertisements for applicants for employment
placed as a result of this Agreement, state that it is an "Equal Opportunity
Employer" or that all qualified applicants will receive consideration for
employment without regard to their race, creed, color, disability, sex, sexual
orientation, national origin, age, religion, Vietnam era Veteran's status, political
affiliation, or any other non-merit factor.
b. EFC shall, if requested to so do by the District, certify that it has not, in the
performance of this Agreement, discriminated against applicants or employees
because of their race, creed, color, disability, sex, sexual orientation, national
origin, age, religion, Vietnam era Veteran's status, political affil iation, or any
other non-merit factor.
c. If requested to do so by the District, EFC shall provide the District with access to
copies of all of its records pertaining or relating to its employment practices,
except to the extent such records or portions of such records are confidential or
privileged under state or federal law.
d. EFC shall recruit vigorously and encourage minority - and women-owned
businesses to bid its subcontracts.
e. Nothing contained in this Agreement shall be construed in any manner so as to
require or permit any act, which is prohibited by law.
f. EFC shall include the provisions set forth in paragraphs a through e (above) in
each of its subcontracts.
Section 5.4. Drug-Free V\jrorkplace.

EFC and EFC's employees shall comply with the District's policy of maintaining a
drug-free workplace. Neither EFC nor EFC's employees sha ll unlawfully manufacture, distribute,
dispense, possess or use controlled substances, as defined in 21 U.S. Code § 812, including, but
not limited to, marijuana, heroin, cocaine, and amphetamines, at any District facility or work
site. If EFC or any employee of EFC is convicted or pleads nolo contendere to a criminal drug
statute violation occurring at a District facility or work site, EFC within five days thereafter shall
notify the District' Charter School Office. Violation of this provision shall constitute a material
breach of this Agreement.
Section S.S. Safety.
If a death, serious personal injury or substantial property damage occurs, EFC, ASCEND
or LWL shall immediately notify the District by telephone. EFC, ASCEND or LWL shall promptly
submit to the District a written report, in such form as may be required by the District of all
accidents or serious injuries which occur in connection wth this Agreement. This report must
irclude the following information: (1) name and address of the inj ured or deceased person(s);
(2) name and address of witnesses; (3) name and address of EFC's liability insuranc:e carrier;
and (4) a detailed description of the accident and whether any of District property, equipment,
tools, material, or staff was involved. EFC, ASCEND or LWL further agree to take all reasonable
steps to preserve all physical evidence and information which may be relevant to the
circumstances surrounding a potential claim, while maintaining public safety, and to grant to
the District the opportunity to review and inspect such evidence, including the scene of the
accident.
18
Section 5.6. Compliance with Laws.
a. EFC will comply all applicable state and federal laws and regulations as
they may be amended or modified from time to tim e, including, without
limitation, the Ralph M. Brown Act (Gov't. Code, § 54950 et seq.), the
California Public Records Act (Gov. Code, § 6250 et seq. ), conflict of
interest laws, including without limitation, the Political Reform Act (Gov't.
Code, Section 87100) and Government Code section 1090 and the anti-
self-dealing provisions of the Corporation's Code applicable to nonprofit
public benefit corporations.
b. EFC shall also comply with all applicable federal and state laws and
regulations as they may be amended or modified from time to time,
concerning the maintenance and disclosure of student records, including,
without limitation, the Family Education Rights and Privacy Act of 1974
(20 U.S.C.A. § 1232g), all state and federal laws and regulations
concerning the improvement of student achievement, including, without
limitation, applicable provisions of the Elementary and Secondary
Education Act of 1965 (20 U.S.C.A. § 6301, et seq. as amended by the No
Child Left Behind Act of 2001 (hereinafter the law, state and federal
regulations referred to herein as "NCLB") and agrees to take appropriate
remedi al action if notified by the State of California of a violation of any
of the foregoing.
c. It shall be the sole responsibility of EFC to file, and update as required,
the "Statement of Facts Roster of Public Agencies" as required by
Government Code section 53051. The State of Facts Roster shall be
su bmitted to the District by October 31 each year. It shall also be the sole
responsibility of EFC to file an amendment to the Statement of Facts
within 10 days after a change in any of the required information.
d. Any complaints or concerns (including complaints filed with OCR, EEOC,
or FEHA) received by the District about any aspect of the operation of
ASCEND, LWL or EFC shall be forwarded by the District to the Chief
Executive Officer of EFC. The District may request that EFC, on behalf of
ASCEND or LWL, inform the District of how such concerns or complaints
are being addressed . EFC shall handle its own uniform complaints
pursuant' to a Uniform Complaint Procedure adopted in accordance with
California Code of Regulations, lltle 5, Section 4600 et seq.
ARTICLE 6 - INDEMNIFICATION, INSURANCE; DEFAULT; DISPUTE RESOLUTION;

EARLY TERMINATION
Section 6.1. Indemnification.

EFC shall indemnify, hold harmless, and defend the District, its trustees, officers,
employees and agents against and from any and all claims, demands, actions, suits, losses,
liability, expenses and costs for any injury, death or damage to any person or property
occurring in, on or about the Site after District delivers possession of the Dedicated Space to
EFC, arisi ng from EFC's use of the Dedicated Space or from the conduct of its business or from
any activity, work, or other things done, permitted or suffered by EFC in or about the Dedicated
Space; provided, however, that EFC shall not have any obligation to indemnify, hold harmless
or defend the District, its trustees, officers, employees and agents aga inst and from any and all
claims, demands, actions, suits, losses, liability, expenses and costs for any injury, death or
damage to any person or property occurring in, on or about the Site after the District delivers
possession of the Dedicated Space to EFC, resulting from or arising out of the sole negligence
or willful malfeasance of the District, its trustees, officers, employees and agents or any person
or entity not subject to EFC's control and supervision.
The District shall indemnify, hold harmless, and defend EFC, its trustees, officers,
employees and agents against and from any and all claims, demands, actions, suits, losses,
liability, expenses and costs for any injury, death or damage to any person or property
occurring in, on or about the Site after District delivers possession of the Dedicated Space to
EFC, arising from the District's use of the Dedicated Space or from the conduct of its business
or from any activity, work, or other things done, permitted or suffered by the District in or
about the Dedicated Space; provided, however, that the District shall not have any obligation to
indemnify, hold harmless or defend EFC, its trustees, officers, employees and agents against
and from any and all claims, demands, actions, suits, losses, liability, expenses and costs for
any injury, death or damage to any person or property occurring in, on or about the Site after
the District delivers possession of the Dedicated Space to EFC, resulting from or arising out of
the sole negligence or willful malfeasance of EFC, its trustees, officers, employees and agents or
any person or entity not subject to the District's control and supervision.
Section 6.2. Insurance.
EFC INSURANCE. EFC, at its sole cost and expense, shall both obtain and keep in full
force and effect, beginning on the commencement date and continuing until this Agreement
terminates, the following insurance policies for the Site, or, in lieu of maintaining coverage
through an insurance company, use a self-insurance mechanism that meets the following
criteria:
(1) Liability Insurance. Commercial general liabil ity insurance with respect to the
Dedicated Space, if any, and the operations of or on behalf of EFC in, on or about the
Dedicated Space, including but not limited to: bodily injury, product liability (if applicable),
blanket contractual, broad form property damage liability coverage and host liquor liability in an
amount not less than One Million Dollars ($1,000,000) in the aggregate, and excess liability
coverage on a basis consistent with coverage for schools of a type similar to EFC. The pol icy
shall be endorsed to name the Oakland Unified School District as named additional insured and
shall provide specifically that any insurance carried by the District which may be applicable to
any claims or loss shall be deemed excess and EFC's insurance primary, provided however, that
District's insurance shall be primary for claims caused by the actions of third parties, except to
the extent that the third party's actions arose as a result of the negligence, intentional disregard
or malfeasance of EFC.
(2) Property Insurance. Property insurance against fire, vandalism, malicious mischief
and such other additional perils as now are or hereafter may be included in a standard "All
Risks" coverage, including sprinkler leakage, insuring all of EFC's trade fixtures, furnishings,
equipment, stock, loss of income or extra expense, and other items of personal property
("Charter's Property'') in an amount not less than eighty hundred percent (80%) of fair market
value.
(3) Workers' Compensation, Employer Liability. Workers' compensation insurance in
accordance with provisions of the California Labor Code adequate to protect the charter school
from claims that may arise from its operati.ons pursuant to the Workers' Compensation Act.
(4) Fidelity Bond. Fidelity bond coverage for all of EFC's employees and who handle,
process, or otherwise have responsibility for funds, supplies, equipment or other assets.
Minimum amount of coverage shall be $50,000 per occurrence, with no self-insurance retention.
INSURANCE POLICY CRITERIA. All policies of insurance required to be carried by EFC
shall be written by responsible insurance companies authorized to do business in the State of
California. Any such insurance required of EFC hereunder may be furnished by EFC under any
blanket policy carried by it or under a separate policy therefor. A true and exact copy of each
paid-up policy evidencing such insurance or a certificate of the insurer, certifying that such
policy has been issued, providing the coverage required and containing the provisions specified
herein, shall be delivered to the District prior to the date EFC is given the right to possession of
the Dedicated Space. In addition, the District and the Board of Education shall be named as an
additional insured on the liability policies and a loss payee on the property coverages for the
Dedicated Space. The District may, at any time and from time to time, upon reasonable notice
to EFC and at no cost to EFC, inspect and/or copy any and all insurance policies required
hereunder, and in no event shall the then-limits of any policy be considered as limiting the
liability of EFC under this Agreement.
FAILURE TO OBTAIN INSURANCE. If EFC fails to procure, maintain and/or pay for at
the times and for the durations specified in this Agreement, the insurance required hereunder,
or fails to carry insurance required by any applicable law, the District may (but without
obligation to do so), and with concurrent notice to EFC, perform such obligations on behalf of
EFC, and the cost thereof, together with interest thereon at the Interest Rate from the date of
demand until paid, shall become due and payable as additional payment by EFC to the District.
EFC shall reimburse the District for cost of the premiums paid by the District for the insurance
carried by the District pursuant to the terms above.
DISTRICT INSURANCE. During the Term of this Agreement, the District shall maintain
insurance or shall self-insure against claims for injuries to persons or damages to property (real
and personal, including the structures on the Dedicated Space and any District-owned personal
property) in amounts equal to that which would be in place if the Dedicated Space were
occupied by another school of the District. For services provided by the District to EFC, the
District shall maintain responsibility for these services and such services shall be covered by the
District's self-insurance or any insurance that the District may maintain.
Section 6.3. Default and Remedies.
EFC's DEFAULT. The occurrence of any one of the following events shall be considered
a default of this Agreement by EFC:
(1) The failure of EFC to pay any charges or fees due and payable hereunder twenty
(20) business days after receipt of written notification of said failure to pay;
(2) The failure of EFC to observe or perform any of its covenants or obligations
hereunder, which failure continues past the notice and cure period provided herein. The
District shall provide EFC with written notice of default and EFC shall have twenty (20) business
days to provide a response to the District either evidencing compliance with the terms of this
Agreement or a plan to cure the default and a reasonable timeline acceptable by the District
within which EFC will diligently prosecute the same to completion. In no event shall such default
continue for more than ninety (90) days after written notice thereof by the District to EFC
without prior written agreement by the District. Any such notice shall be in lieu of, and not in
addition td, any notice required under Code of Civil Procedure section 1161; and such cure
period shall run concurrently with any cure period required under California law, including Code
of Civil Procedure section 1161;
(3) EFC's on behalf of ASCEND or LWL abandonment of the Dedicated Space for a
period of thirty (30) consecutive days, it being agreed that the fact that any of EFC's property
remains in EFCs Dedicated Space shall not be evidence that EFC has not vacated or abandoned
EFCs Dedicated Space; provided, however, any normal school holidays including summer and
inter-term breaks shall not constitute abandonment of EFCs Dedicated Space;
(4) The making by EFC of any general assignment or general arrangement for the
benefit of creditors; the filing by or against EFC of a petition to have EFC adjudged bankrupt or
a petition for reorganization or arrangement under any law relation to bankruptcy (unless the
same is dismissed within sixty (60) days); the appointment of a trustee or received to take
possession of substantially all of EFC's assets located at EFCs Dedicated Space, or of EFC's
interest in this Agreement, where possession is not restored to EFC within thirty (30) days; or
the attachment, execution or other judicial seizure of substantially all of EFC's assets located at
EFCs Dedicated Space or of EFC's interest in this Agreement, where such seizure is not
discharged within thirty (30) days.
(5) The cessation of ASCEND or LWL charter program after a revocation, nonrenewal or
surrender of the charter to the granting agency. However, EFC shall not be in default of this
Use Agreement until after EFC has exhausted all appeals subsequent to the revocation or
nonrenewal of its charter.
DISTRICT'S REMEDIES. (1) In the event of any default by EFC and if EFC fails to cure
such default within the time period specified in this Agreement after receipt of written notice
from the District of such default, the District shall have the right, in addition to all other rights
available to the District under this Agreement or now or later permitted by law or equity, to
terminate this Agreement by providing EFC with a ninety (90) day prior written notice of
termination . Upon termination, the District may recover any damages proximately caused by
EFC's failure to perform under this Agreement, or which are likely in the ordinary course of
business to be incurred, including any amount expended or to be expended by the District in an
effort to mitigate damages, as well as any other damages which the District is entitled to
recover under any statute now or later in effect.
(2) In accordance with Civil Code section 1951.4 (or any successor statute), EFC
acknowledges that in the event EFC has breached this Agreement and abandoned the
Dedicated Space, this Agreement shall continue in effect for so long as the District does not
t erminate EFC's right to possession, and the District may enforce all its rights and remedies
under this Agreement, including the right to recover fees as they becomes due under this
Agreement and the reasonable costs incurred to preserve the property. Acts of ma intenance or
preservation of the Dedicated Space or the appointment of a receiver upon initiative of the
District to protect the District's interest under this Agreement shall not constitute a termination
of EFC's right to possession . In addition to its other rights nder this Agreement, the District
has the remedy described in Civil Code section 1951.4.
(3) If EFC fails to perform any covenant or condition to be performed by EFC within a
the time period specified in this Agreement after EFC received written notice of such failure
from the District, the District may perform such covenant or condition at its option, after notice
to EFC. In the event of an Emergency, the District has the right to perform such activity to
mitigate the impact of the Emergency. All reasonable costs incurred by the District in so
performing shall be reimbursed to the District by EFC in accordance with section 5.2 hereof.
Any performance by the District of EFC's obligations shall not waive or cure such default. All
out-of-pocket, reasonable costs and expenses actually incurred by the District in collecting
payments due, or enforcing the obligations of EFC under this Agreement shall be paid by EFC to
the District.
(4) The rights and remedies of the District set forth herein are not exclusive, and the
District may exercise any other right or remedy now or later available to it under this
Agreement, at law or in equity.
(5) The termination of this Agreement does not effect ASCEND or LWL's charters. Said
charters may only be terminated or revoked as provided by California law.
DEFAULT BY DISTRICT. The occurrence of anyone of more of the following events shall
constitute a default and material breach of this Agreement by the District:
The failure by the District to observe or perform any of the express covenants,
conditions or provisions of this Agreement to be observed or performed by District where such
fai lure shall continue for a period of thirty (30) days after receipt of written notice thereof by
EFC to District; provided however, that if the nature of District's default is such that more than
thirty (30) days are reasonably required for its cure, then District shall not be deemed to be in
default if District commences such cure within said thirty (30) days period and thereafter
diligently prosecutes such cure to completion.
In addition, if the District fails to perform any service defined as an "emergency" in
Section 1.10 of this Agreement in a timely fashion, five (5) days after written notice to the
District, EFC or a vendor retained by EFC, shall have the right to perform said "emergency"
service and bill the cost thereof to the District.
Except in the instance of the revocation of EFC's charter or as otherwise provided in this
Agreement, neither party may terminate this Agreement without first complying with the
Dispute Resolution procedures outlined in Section 6.4 below.
Section 6.4. Dispute Resolution.
Notwithstanding anything in this Agreement to the contrary, disputes between EFC and
the District regarding this Agreement, including, the alleged violation, misinterpretation, or
misapplication of this Agreement shall be resolved using the dispute resolution process
identified below.
The party initiating the dispute resolution process shall prepare and send to the other
party a notice of dispute that shall include the following information : (1) the name, addresses
and phone numbers of designated representatives of the party (the designated representatives
must be an employees(s) of EFC or the District); (2) a statement of the facts of the dispute,
including information regarding the parties attempts to resolve the dispute; (3) the specific
sections of the Agreement that are in dispute; and ( 4) the specific resolution sought by the
party. Within ten (10) business days from receipt of the notice of dispute the representatives
from EFC shall meet with representatives from the District in an informal setting to try to
resolve the dispute.
If the informal meeting fails to resolve the dispute the party initiating the dispute
resolution process shall notify the other party (the responding party) in writing that it intends to
proceed to mediation of the dispute and shall request the State Mediation and Conciliation
Service to appoint a mediator within ten (10) business days to assist the parties in resolving the
dispute (if the State Mediation and Conciliation Service ("SMCS'') is unable or refuses to provide
a mediator the parties shall mutually agree upon a mediator with fifteen (15) days from notice
that SMCS will be unable to provide a mediator). The initiating party shall request appointment
of a mediator who is available to meet as soon as possible but not later than 30 calendar days
after receipt of the request for appointment. The party initiating the dispute shall forward a
copy of the notice of the dispute to the appointed mediator. The responding party shall file a
written response with the mediator and serve a copy on the initiating party within seven
business days of the first scheduled mediation. The mediation procedure shall be entirely
informal in nature; however, copies of exhibits upon which either party bases its case shall be
shared with the other party in advance of the mediation . The relevant facts should be elicited
in a narrative fashion to the extent possible, rather than through examination and cross
examination of witnesses. The rules of evidence will not apply and no record of the
proceedings will be made. If an agreement is reached, the agreement shall be reduced to
writing and shall be signed by the District and EFC on behalf of ASCEND and LWL.
Neither party may commence a civil action with respect to the matters submitted to
mediation until after the completion of the initial mediation session, or 60 calendar days after
the date of filing the written request for mediation, whichever occurs first. Mediation may
continue after the commencement of a civil action, if the parties so desire. If, foll owing
the mediation, the dispute remains unresolved, EFC, on behalf of ASCEND and LWL, shall
precede with the claims presentation process under Govt. Code section 900 et. seq. as a
prerequisite to initiating litigation, if applicable. Either party may file eq uitable remed ies such
as injunctive relief while proceeding through mediation in order to preserve the status quo.
Section 6.5. Term; Option to Renew
The Term of this Agreement shall be coterminous with the term of the ASCEND and LWL
charters (i.e., ending June 30, 2017). Subject to modifications which the Parties may mutually
negotiate, if the ASCEND or LWL charters are renewed by the District, EFC shall have the right
to renew this Agreement for one five (5) year renewal term. To exercise this option, EFC shall
provided written notice to the District no later than four months prior to the expiration of the
term of this Agreement (i.e., no later than February 28, 2017). The Parties acknowledge and
agree that the renewal term will be subject to the same terms and conditions, except as
expressly mutually renegotiated by the Parties, including, but not limited to renegotiation of
Article 7 of this Agreement.
ARTICLE 7 - PAYMENTS
Section 7.1. Payment.

In addition to the Oversight Fees provided in Section 4.3 of this Agreement, annually,
during the term of this Agreement, EFC shall pay the District a total of $774,704.00 for facility
use, contribution to the payment of the emergency State loan and contracted services. The
total amount includes the following costs:
Facility Use $274,997
Contribution to Payment of State Loan $128,171
Contracted Services $371,536
PAYMENT OF FEES. The District will invoice EFC and EFC will make installment payments
on this invoiced amount payable to "Oakland Unified School District" and delivered to the
District's Office of Charter Schools according to the fol lowing schedule :
25% by November 1;
25% by February 1;
25% by Mayl;
25% by August 1.
EFC may choose to prepay any of the installment payments without incurring a
prepayment penalty from the District. EFC payments of undisputed amounts that are more
than 30 calendar days late arriving at the District will incur a one (1%) percent per month
interest charge on the balance . The District will deduct from subsequent transfer payments
payable to EFC any undisputed scheduled payment amount due from this Agreement, plus
interest charges, that is more than 60 calendar days past due.
The Fee does not include Site-specific costs not specified in this Agreement which the
school must include in its own budget, including, but not limited to purchases through the
District E-Market or Procurement Department as provided in Section 2.10 of this Agreement..
I f EFC disputes any fee or charge, it shall send written notification to the District. EFC
has the right to submit the issue for resolution in accordance with the dispute resolution
procedures outlined herein. Pending resolution of any dispute resolution procedures relating to
the fee or charge, EFC shall only be required to continue paying any undisputed amount. Upon
resolution of the dispute relating to the fee or charge, and based upon the ultimate resolution
thereof, the Parties shall reconcile the amounts owed . EFC withholding disputed funds in not
grounds for revocation.
Except as specifically provided in this Agreement, all services and the costs associated
therewith outlined in this Agreement to be provided by the District shall be covered by the fees
provided for in this section; EFC shall only be responsible for those fees and costs that are
expressly stated herein.
ARTICLE 8 - POINT OF CONTACT; FUTURE RECONCILIATION; CONTINUOUS

REVIEW; ANNUAL QUALITY REVIEW; lWO YEAR REVIEW
Section 8.1. Point of Contact.

No later than July 1, 2012, the District shall appoint a " point of contact" in the Charter
School Office who shall be responsible for problem solvi ng and expediting the resolution of
issues and concerns related to the provision of services to ASCEND, LWL and EFC under this
Agreement. The initial contact is as follows :
4551 Steele Street
Oakland, CA 94619
guadal upe.navarro@ousd .k12.ca.us
Section 8.2. Future Adjustments or Reconciliations; Annual Review;
Quality Review Committee.
The District, EFC, on behalf of ASCEND or LWL , may, at any time convene a meeting to
discuss adjustments or reconciliation of payments whenever there is reason to believe that the
charges do not reflect actual amounts owing or the quality of services being provided by the
District to EFC. During the first year of this Ag reement, the Parties shall meet on January 15,
2013 and on May 15, 2013 to review implementation and discuss any needed modifications or
changes in this Agreement. After the first year, the Parties shall meet at least once on or
before March 1 of the fiscal year to review the services provided, to identify modifications in the
Agreement and for a thorough quality review. Further, the Parties shall establish a Qua lity
Review Committee with representatives from the District, EFC Home Office , ASCEND staff and
community and LWL staff and community that during the first year of the term, will meet two
weeks prior to the January 15, 2013 meeting and two weeks prior to May 15, 2013 meeting to
review the services provided by the District. To faci litate its work, the Quality Review Committee
shall develop a rubric to use to evaluate the services. The recommendations from the Qua lity
Review Committee will be reviewed by the Parties; changes and modifications as recommended
shall be incorporated into this Agreement by mutual agreement. After the first year, the Quality
Review Committee shall meet two weeks prior to the annual review (i.e., two weeks prior to
March 1 of each fiscal year after the first full year). If the Quality Review Committee determines
any service provided by the District as " poor" or "below average" for the preceding year, EFC
shall have the right to terminate that particu lar service from the Agreement and provide these
services directly or through a third party vendor; the parties shall negotiate a commensurate
reduction in the annual fee to be charged EFC.
Section 8.3. Year Two Review.
Representatives from the Parties agree that 4 months prior to the end of the second
year of the Agreement they will meet for a full review of the Agreement, the services provided
under the Agreement and the relationship of the Parties. A key component of the Year Two
Review is an assessment of conditions for school success and accelerating student achievement
such that ASCEND and LWL will reunite with the unified school district. Recommendations for
modifications or changes in the Agreement as a result of the year two review shall be
incorporated into this Agreement by mutual agreement.
ARTICLE 9 - GENERAL PROVISIONS
Section 9.1. Subcontract and Assignment.

Neither party shall assign its rights, duties or privi leges under this Agreement, nor shall
a party attempt to confer any of its rights, duties or privileges under this Agreement (including
that of sublease) on any third party, without the written consent of the other party.
Section 9.2. Independent Status.
This Agreement is by and between two independent entities and is not intended to and
shall not be construed to create the relationship of agent, serva nt, employee, partnership, joint
venture, or association .
Section 9.3. Entire Agreement.
The Charter and this Agreement constitute the entire agreement between the District
and EFC and supersede all prior discussions, negotiations and agreements, whether oral or
written. This agreement may be amended or modified only by a written instrument executed by
both the District and EFC expressly indicating the intent to modify or amend this Agreement.
Section 9.4. California Law.
This Agreement shall be governed by and the rights, duties and obligations of the
District and EFC shall be determined and enforced in accordance with the laws of the State of
California. The District and EFC further agree that any action or proceeding brought to enforce
the terms and conditions of this Agreement shall be maintained in Alameda District, California.
Section 9.5. Waiver.
The waiver by any party of any breach of any term, covenant, or condition herein
contained shall not be deemed to be a waiver of such term, covenant, co ndition, or any
subsequent breach of the same or any other term, covenant, or condition herein contained.
Section 9.6. Successors and Assigns.
This Agreement shall be binding upon and inure to the benefit of the District and EFC
hereto and their respective heirs, legal representatives, successors and assigns.
Section 9.7. Counterparts.
This Agreement and all amendments and supplements to it may be executed in
counterparts, and all counterparts together shall be construed as one document.
Section 9.8. Captions.
The captions contained in this Agreement are for convenience only and shall not in any
way affect the meaning or interpretation hereof nor serve as evidence of the interpretation
hereof, or of the intention of the District and EFC hereto .
Section 9.9. Severability.
Should any provision of this Agreement be determined to be invalid, illegal or
unenforceable in any respect, such provision shall be severed and the remaining provisions shall
continue as valid, legal and enforceable.
Section 9.10. Incorporation of Recitals and Exhibits.
The Recitals and each exhibit attached hereto are incorporated herein by reference.
Section 9.11. Notice.
Any notice required or permitted to be given under this Agreement shall be deemed to
have been given, served and received if given in writing and personally delivered or either
deposited in the United States mail, registered or certified mail, postage prepaid, return receipt
required, or sent by overnight delivery service or facsimile transmission, addressed as follows :
4551 Steele Street
Oakland, CA 94619
Attn : Coordinator
Ascend Elementary School
3709 E 1th Street
Oakland, CA 94601
Attn: Principa l
Learning Without Limits Elementary School

2035 401h Avenue
Oakland, CA 94601
Attn: Principa l

303 Hegenberger Road
Oakland, CA 94621
Attn : Executive Director
Any notice personally given or sent by facsimile t ransmission shall be effective upon
receipt. Any notice sent by overni9ht delivery service shall be eff,ective the business day next
following delivery thereof to the overnight delivery service. Any notice given by mai l shall be
effective three (3) days after deposit in the United States mail.
Section 9.12. Modificatio111s.
Modifications of this Agreement may be made by mutual written agreement at any time
and must express intent to modify this Agreement. Any modification of this agreement must be
in writing and executed by duly authorized representatives of both parties.
Section 9.13. Force Majeure.
Whenever either party hereto shall be required by the terms of this Agreement or by law
to perform any contract, act, work, construction, labor or services, or to perform and comply
with any laws, rules, orders., ordinances, regulations or zoning regulations, said party shall not
be deemed to be in default herein and the other party shall not enforce or exercise any of its
rights under this Agreement, if and so long as nonperformance or default herein shall be
directly caused by strikes, non-availability of materials, war or national defense preemptions or
civil disobedience, governmental restrictions, alien invasion, or other similar causes beyond the
reasonable control of the non-performing party.
Section 9.14. Incorporation of Recitals and Exhibits.
The Recitals and each exhibit attached hereto are incorporated herein by reference.
IN WITNESS WHEREOF, the parties hereto have executed this Agreement on t he date
first above written.
28
OOL
Larissa Ad , Principal
LEARN NG WITHOUT LIMITS ELEMENTARY SCHOOL
CT File ID Number: t 2- - 0:. 11> 3

Introduction Date: 3( 7{ ( z
Enactment Number: iL -£1 f Jl
Enactment Da te:
By: /Y)
'J{ 1 It 2_ =
Attachment A
OFFICE OF CHA RTER SCHOOLS
G ide f r a ter Schools i

aklan ified School Distric
acilities
2012-2013
Important Contact Information:

• OUSD Buildings & Grounds : 9SS High Street Oakland, CA 94601
Phone: (510) 879-8397 fax: (510) 879-8393
• OUSD Office of Charter Schools : 4SS1 Steele Street, Main Building, Rm . 11, Oakland, CA 94619
Phone: (510) 336-7500 ext. 1 Fax: TBD
4551 Steele Street Oakland, CA 94619 510.336.7500

www.ousd .k12.ca.us
OAKLAI\JD UNIFIED
SCHOOL DISTRICT .
-· ·---·------~------
. OFFICE OF CHARTER SCHOOLS
..... _, _______________________~-----
Bu il d.;r.gs & Grouncis Work Order Protocol
Please note: work orders are to be placed by designated Site Staff only. Please designate a minimum number of staff
responsible for placing work orders so as to minimize confusion and the opportunity for miscommunication.
l. Contact work control center at (510) 879-8400 with the following information :
a. Site Name (Site Number if applicable)
b. Contact Name and Phone Number
c. Exact nature of request (i.e. 2 light fixtures broken/missing in room 2 Main Building vs. replace light
fixtures) - Please specify if EMERGENCY
d. Specific location (Building/Room Number/Area)
e. Obtain your Work Order number; this is critical for tracking your order
Wort Control Hours are Monday throup Friday~7:30am - 4:oo,m
t. If there is an emergency and there is no answer. contact the Mlin Office:

ts10) s1g.s397.
2. If it Is after hours (for emergency only), contact On-Call Manager: (S10)
'1.77-7284.
The Work Control Center has the responsibility of evaluating and assigning a priority level to all work requests . General
1
Priority Levels and Time Lines are as follows :
l. Emergency Requests : same day response whenever possible or next business day, depending on nature of
problem and time rece ived .
c Emergencies consist of repairs/replacements that need to be addressed immediate ly in order to protect the
health and safety of a student, employee or other person at the site and/or prevent damage to the integrity
of the site.
2. Non-emergency requests that requ ire immediate attention, but do not require same day service completed
within 1-7 business days.
, Requests of a gene ral nature that do not pose an immediate threat to the safety of the facility or its
occupants to be completed within 10-30 business days.
If you have placed a work order and the request has not been addressed within the allotted timeframe, please
follow up with the Work Control Center at (510) 879-8400. Have your work order number and date of request .
J For pest management and custodial requests contact Custodial Se rvices at (510) 879-8352.
For environmental concerns contact Risk Management at (510) 879-8588 .
1
See Buildings & Ground Prioritization List for more detail.
4551 Ste ele Street Oakland, CA 94619 510.336.7500

www.ousd .k12.ca.us
OAKLAND Ul\!IFIED
SCHOOL DISTR ICT
OFFICE OF CHARTER SCHOOLS ·,·:\ · . . :_:
Buildings 8: GrnLl r,ds Prio ritii.aticr1of Work OrdHs
rhe Work Cont rol Center has the responsibility of evaluating and assign ing a priority level to all w ork requests r eceived 2 . The
)riority Levels and Time Lines are as follows :
: rio ri ~y :.ev::! ! - Emergen cy Req uest s - Repa irs that pose a health and safety concern and requ ire immediate attention .
Same day response whenever possible or next business day, depending on nature of problem and time received .
e Gas & Water Leaks (non-roofing)

" Power Shortage
• Hazards
• Sewer bac kups
• Graphic graffiti
• Floods
• Gain entries
• Elevator malfunction; trapped in shaft
• No Heat (entire bldg }/ No Ventilation- Priority Order: 1) CDC, 2} Elementary, 3) Midd le, 4 ) High, 5) Admin/Adu lt Ed
• Missing storm drai n cover
• Playground equipment
., Communication/Clocks/Bells
" Fallen Trees/Branches
• Personnel locked-in building
• Vandalized Toilet Fixtures
? ri(,r;ty : Eve:£ - !\Ion-emergen cy requests - Rep airs that requ ire immediate attention, but do not require same day service .
Requests to be completed with in 1-7 business days.
Genera I graffiti
Ramp repair
c Drinking fountain
Urinal/toilet backup
t Potholes
Roof leaks
Broken w indows / doors/ hardware/restroom accessories
l Fence repair
t Re-key ing/replacement of keys
Intrus ion/fire alarm repair
c Light bulbs (5 or more)
r No Heat (spec ific rooms) -Pr iority Order: 1)CDC 2)Elementary 3) Middle 4 )High S)Admin/Adult Ed
Thermostat Adjustment
Ple as e note that the pr iorit izat ion list governs wo rk order s for both distr ict and charter schoo ls. In some ca ses, the items listed
may be the re sponsibility of the cha rter school. Refer to t he Res po nsibi lity Ma t rix and your Faci lity Use Agreement for mor e
information .
4551 Steele Stre et Oakland. CA 94619 S10.33 6.7500

www.ousd .k'1 2.ca .us
OAKLA I\JD Ul\! IFIED
SCHOOL DISTRICT
·1 ' .....
OFFICE OF CHARTER SCHOOLS • I • . ."1 \ ' L_. Jr 1( , -; \ ,:·
t--=- - ~ - ~ ::-= -::..--,· :::1:-= u- ,,... - ~ -- -- -· -..:;::r-_.. ~ - - ; . - ·. ,:- ·.· -:. -.-...... -...-. • -r ·-. ~ - 1:1:;..•-; - g -- ,:: •-.r---· -e-oe : ~- - " ~~ · ·~
P~iority Le\1 e ! 3 - Requests of a general nature that do not pose an immed iate threat to the safety of the fac ility or its
occupants . Requests to be completed within 10-30 business days .
c Light bulbs (S or less)

r Miss ing ti les (ce iling/floor)
, Signage
r Broken windows (2nd floor)
, Furniture/ fixture repa ir
" Security lights (3 or more)
Priori'i:y LevE.I Li - Deferred Ma intenance/Improvement Services. Improvement requests take precedence over existing Facility
small projects, add itions, modifications and all work requests not associa t ed with a repair of the facility . All work requests
assigned a Level 4 Priority will be reviewed on a case -by-case basis and discussed with the appropriate parties for items such
as funding, feasib ility and t imeline for completion .
• Cha lkboards
• Pi n boards
• Partit ion wal ls
• Cabinetry
, Landscap ing
, Enhancement pain tin g
• Fencing add itions
c Elect ri ca l additions (i. e. compute r lab)
4551 Stee le Street Oakland, CA 94619 510 336. 7500

www.ousd .k12.ca .us
-: ,i
OFFICE OF CHARTER SCHOOLS
F2cility Task Respons ibHitv tv'latri,.

Below is a comprehensive list of facilities tasks that may arise at your site. The responsibility for each task, whether
District or charter scho ol, has been established by the facilities depa rtment as a ba se line . Each charter school's specific
Facility Use Agreement dictates the ultimate responsible party, and if the Agreement is not in alignment with the below
matrix, the Agreement shall trump the matrix.
Task Charter School OUSD

3
l. Broken lock replacement/repai r rep air replacement
2. Broke n window replacement X
3. Broken toilet repla cement/repa ir repair replaceme nt
4. Broke n sink repla cement/repair repair replacement
5. Painting exterior/interior of the campu s X
6. Replacement/repair of broken skylights repa ir replacem ent
7. Replacement/repai rs of broken kitchen equipment (capital equipment such as
stoves, ovens, refrigerators) X
8. Repa ir of heaters X
9. Repair/replacement of w indow blinds X
10. Repair/replace ment/u pgrade of phone system X
11. Repa ir/replaceme nt/u pgrade of security system X
12. Repl ace ment of broken floor tiles X
( -l,3. Re placement of broken ceiling tiles X
~ - Repa ir of broken electrical outlets X
~15 . Repa ir of broken white board s/chal k boards X
4
16. Asphalt repa ir routine non-routine
17 . Fence repair X
18. Sidewalk repa ir in front of and around school exterior X
19. Replacement of light fixtures (not ballasts or bulbs) X
20. Replacement of baseboards X
21. Repair of water damage X
22 . Repair/replacement of roofs X
23 . Pest manageme nt X
24. Repair/replacement of doors (interior and exterior) repair replacement
25 . Repair/replacement of door push bars repair replacement
26. Repa ir of internet cabling/jacks/conduits cabling, jacks conduits
27 . Repair of ga te s repair replacement
28. Repair/replacement of towel and soap fixtu res in bathrooms X
29 . Replacement of broken mirrors X
30. Repair of water fountains X
31. Repair of broken wooden cabinets and shelves X
3
Whe re "repa ir" and "replacement" are cited, this notes a disti nction in responsibility. For many tasks, a repair is the responsibility
of the charter sch oo l, wh ile replacement is the responsibility of t he district.
4
A distinction of whether a repair is ro uti ne or non-routine may be easily made . When it is not, consultation with District fa cilities
staff may be necessary.
4551 Steele Street Oakland, CA 94619 510.336.7500

www.ou sd .k'12.ca.us
Attachment B
California Department of Educati on School Nutrition Programs
Nutrition Services Divis ion September 2002
FOOD S.ER\ftCE AG.REEflliENY

dministering Sponsor:
.. I
Agreement Number: Vendor Number:
01-61 259-0000000-01 61 25-00
Rece iv ing Sponso r:

[name of charter school1
Agreement Number:
N/A I Ve ndor Number:
N/A
This Agreement, executed in duplicate and entered into on (date) , between the
Administering Sponsor, hereinafter referred to as School Food Authority (SFA), and the receiving
sponsor, [name of charter school] , hereinafter referred to as [name of charter school) created for
the purpose of provid ing : (check 0 all that apply)
X Lunches under the National School Lunch Program
X Breakfasts under the School Breakfast Program
X Snacks under the Meal Supplements in the National School Lunch Program
It is hereby ag reed that:
(1) The SFA will represent the [name of charter school] as the Child Nutrition Program
"Sponsor" and will claim reimbursement from the California Department of Education for all
meals served to children enrolled in the [name of charter school]. Reimbursement will be
claimed at the rate of one breakfasVlunch/snack per child per day, only for complete
meals/snacks counted at the point of service , and according to each child 's eligibility
category.
(2) Once approved by the Cal iforn ia Department of Education, this agreement will
automatica lly renew on an annual basis unless term inated . Either party may terminate th is
agreement for cause upon thirty days written notice . Either party may also terminate this
ag reement with out cause by giving written notice by June 1 preceding the upcoming school
year. Notice of termination will be provided in writing to the Californ ia Department of
Education, Nutrition Serv ices Division.
(3) The SFA will conduct the free and reduced-price application process , incl uding the
distribution, review, and approval of applications for the sites belonging to [name of ch arter
school]. (name of charter school] will create and update the student rosters and provide
current lists to the SFA as soon as possible after changes occur via email to
jennifer.lebarre@ousd.k12.ca .us . In turn the SFA will create and update eligibility rosters
and provide current lists to [name of charter sch ool] as soon as possible after changes
occur.
(L!-) The SFA will provide and pay sa lary and benefits for a permanent staff member to perform
the point of serv ice meal co unts while [name of charter school] shares a cafeteria with a
District school. If [name of charter school] moves from a shared site , [name of charte r
school] will perform the point of service meal counts ., The SFA will provide tra ining as
Sample Food Service Agreement Page 1 MB 02-11 2 August 2002

necessary to staff at [name of charter school] regard in g po int-of-service meal counts and
completion of all requ ired documents .
(5) The SFA will perform the required daily and monthly ed it checks .
(6) The SFA w ill ultimately be responsib le for meal count and claiming accountability , provided
however, if Oakland International High School is closed or is not co-located with Bay-Tech
but [name of charter school] remains at the site, [name of charter school] shall be
responsible for meal count accountability .
(7) The SFA will perform the verification process and will notify [name of charter school) of its
findings .
(8) [name of charter school) w ill assume responsibility for any over-claims identified during a
review or audit, and reimburse the State accordingly when [name of charter school] staff
completes the point-of-service meal counts .
(9) The SFA will provide meals (breakfast, lunch, and after school snack) to [name of charter
school) that comply with the nutrition standards established by the United States
Department of Agriculture for the Traditional menu planning option for Breakfast and After
School Snack and SHAPE Nutrient Standard menu planning option for Lunch .
(10) The SF A will prepare the meals/snacks in the kitchen , located at

, Oakland , CA 94609. This preparation s·,te will maintain the appropriate
state and loca\ 'nealth certifications for the facility . If [name of charter school) moves from
the shared location another preparation site may be assigned
(11) [name of charter school) will notify the SFA of the number of meals/snacks needed no later
than 9:00 each day for lu nch . Breakfast counts wi ll be established by the 2nd week of
school and that number of meals will be sent daily until [name of charter school) notifies
Oakland International cafeteria cook . The After School Snack counts will be established by
[name of charter school) and will be sent as ordered until [name of charter school) notifies
cafeteria cook . The adjustment for both Breakfast and Lunch must be made 2-3 business
days prior to effective date.
(12) [name of charter school) will be obligated to accept 2nd pay for the number of meals
requ ested (see ti: 20 for prices).
(13) The SFA will provide meals on day~ when the SFA is not open for bus iness . However the
meals will be modified to b&gged meals and staff will not be provided ..
( 14) The SFA will provide all the equipment necessary to transport and maintain proper
temperature for the meals/snacks, in cluding a milk cooler.
(i 5) If [name of charter school) moves from shared site , the SFA will be responsible for
transpo rting the meals/snacks from the preparation site cafete ria to [name of charter
school] . The delivery of prepared meals will be no later than 11 :OOam , unless otherwise
agreed upon by the SFA and [name of charter school) . Breakfast will be delivered with
Lunch for next day consumption . Snack will be delivered with Lunch .
Sample Food Service Agreement Page 2 MB 02- 112 August 2002

(1 6) Both parties will be respon sible for ma intaining the proper temperature ot me mea1s,s nacKs
until they are served.
(17) [name of charter school] will return on a daily basis any and all prop erty owned by the SFA.
) The SFA will provide the necessary trays , dishes, utensils, straws, and napkins .
(19) No later than one (1) week prior to the end of each month the SFA will provide to [name of
charter school] a monthly menu cons isting of the meals/snacks to be served the following
month . This menu will be made availab le online at www.ousd.k12 .ca.us .
(20) The SFA will submit to [name of charter school} itemized invoices for the meals/snacks .
Lunch provided by the Oakland International High School Cafeteria. The invoices will be
calculated using the foll owing pricing : Breakfast Paid students : $2.00 ; Breakfast Reduced
Stu dents $0 .30 ; Lunch Paid students $3 .50; Lunch Red uced Students $0.40 . All meals
ordered by [name of cha rter school), but not consumed will be charged at the paid student
rate , $2 .00 for Breakfast, $3 .50 for Lunch, and $0.75 for Snack. [name of charter school]
will submit payment to the SFA in such form as required by the SFA on or before the 15th
day of the following month . Prices are subject to ch ange annually at minimum and may
increase during the school year based on food costs. E>::ception: [name of charte r
school) will not be invo iced for meals purchased an d co nsumed by students as part
of regu lar meal service.
(21) When requested by [name of charter school], the SFA will provide sack lunches for field
trips that meet the meal pattern requ irements . Sack lunches for field tri ps will be requested
at least 10 working days in advance. The cost per lunch will remain the same as for the
regular lunch. [name of charter school) will be responsible for maintaining the appropriate
temperature of lunches until served .
(22) The gift or exchange of commodities is not permitted . Until students are served a
meal/snack, all food remains the property of the SFA.
(23) [name of charter school] will indemnify and hold the SFA and its offi ce rs, emp loyees , and
agents harmles s from any and all liab ility, cost, or expense incurred as a resu lt of
negligence on the part of [name of charter school] .
(24) [name of charter school) will keep and ma intain liabi lity insurance , including extended
coverage for product liability in an amount no less than $1,000,000 for each occurrence
and w ill provide the SFA with a certificate evidencing insurance in the amount, nam ing the
SFA as an ad ditiona l insured and specifying that the coverage will not be canceled or
modified without 30 days prior writte n notice to the SFA.
(25) The SFA will indemnify c?nd hold [name of cha rter schoo l] and its officers, employees, and
agents harmless from any and a.II liabi lity , cost, or expense incurred as a. resu lt of
negligence on the part of the SFA.
(26) The SFA wi ll keep and ma intain liab ility insura nce , including extended coverage fo r product
liability in an amount no less than $1,000.000 fo r each occurrence and will provide [name
of charter school] with a certificate evidencing insurance in the amount, naming [name of
charter school] as an additional insured and specifying that the coverage will not be
canceled or modified without 30 days prior written notice to [name of charter school]. The
Sample Food Service Agreement Page 3 MB 02-112 August 2002

parties agree that SFA is permissibly self-i nsu red and sha ll provide evidence thereof to
[n ame of charter school) upon request.
(27) Both parties will comply with all applicable federa l, state, and local statutes and regu lations
with regard to the preparation and service of National School Lunch Program and/or School
Breakfast Program meals , including , but not limited to , all applicable regulations relating to
the overt identification of needy pupils , the nutritional content of meals, and
nondiscrimination . All records ma intained by both parties shall be open and available to
inspection by Federal, State , and local authorities in accordance with applicable statutes
and regulations.
(28) All business and inform ation rel ating to the execution of this agreement and the services
thereof, including kitchen visitations , will be directed to the Director, SFA or designee.
Name and Title of SFA Official Telephone Number
( )
Signature of SFA Official Date
Name and Title of Receiving Agency Official Telephone Number
( )
Signature of Rece iving Agency Official Date
California Department of Education D Approved D Denied Date

Signature
Sample Food Service Agreement Page 4 MB 02-112 August 2002

16-2737 Education For Change - Learning Without Limits Charter School - Petition and Charter (Renewal) - Grades K-5

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16-2737 Education For Change - Learning Without Limits Charter School - Petition and Charter (Renewal) - Grades K-5

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File ID No.: 16-2737

O A K LAND U N I FIED S CHOO L DISTRI CT

D ECEMBER 14, 2016

For a term of July 1, 2017 - June 30, 2022

Charter Renewal Petition Table of Contents

I. Charter Renewal Binder 1 of 2

II. Charter Renewal Binder 2 of 2

December 14, 2016

Office of Charter Schools

Dear OUSD Board of Education,

3265 Logan Street, Oakland , CA 94601• 510-568-7936 • www.efcps.org

For a term of July 1, 2017 - June 30, 2022

Hae-Sin Thomas, CEO, Education for Change

Education for Change Mission Statement

Learning Without Limits

History and Accomplishments at Learning Without Limits

See Appendix A 1 for CLAP poster and ruhrfr·.

What Children at Leaming Without Limits Experience

Education for Change - History and Accomplishments

• Coherent, • Structures that enable • Family leadership

3 EFC 16% 22%

OUSD 14% 20%

4 EFC 19% 19%

OUSD 15% 15%

5 EFC 22% 16%

OUSD 21% 14%

Gr 3-5 EFC 19% 19%

OUSD - 17% - 16%

6 EFC 17% 11%

OUSD 16% 11%

7 EFC 22% 13%

OUSD 18% 11%

8 EFC 31% 17%

Gr6 -8 EFC 22% - 13%

OUSD 20% - 10%

We are solution-oriented. We approach every challenge with a problem-solving orientation.

We are student-focused. We fonn close relationships, utilize personalized learning,

SCAI School Culture Survey 2015-16

Elementary Staff Parent

2014 2015 2016 2014 2015 2016 2014 2015 2016

Serving the Most Underserved Children

Hae-Sin Thomas, Chief Executive Officer

Sundar Chari, Chief of Staff

Fabiola Harvey, Chief Operating Officer

Noah Bradley, Chief Academic Officer

Larissa Adam. Chief Talent Officer

Site Leadership Team

Leo Fuchs, Principal

Manuel Herrera, Assistant Principal

EC 47607 threshold renewal criteria

%EL O/o School Name %M/E Rank Operator Name

Standard Mel ELA Maltl

Standard Nearly Met LWL EO 2016 -+ 1.1% 53% (24) 29%(13)

2015 65% (31) 19% (9) 15% (7)

R-FEP 2016 .... 20.1% 32% (1 5) 40% (19) 23% (11)

2015 15% (7 ) 42% (20) 25% (12) 19%(9)

EL 2016 "t 8.3% 78% (28) 14% (5)

2015 95% (36)

Education Code Section 47605(b)(5)(A)

Education for Change Mission Statement

Learning Without Limits Mission Statement

The mission of L WL is to provide rigorous, culturally relevant and empowering education