annenberg · 2013. 3. 13. · three central principles guiding wallis annenberg high school 1....
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Wallis Annenberg High School, Charter Petition to LAUSD 1
Charter of
Wallis Annenberg High School A California Public Charter School
Part of
The Accelerated Schools
Petition submitted on March 19th
2013
WALLIS ANNENBERG
HIGH SCHOOL
Wallis Annenberg High School, Charter Petition to LAUSD 2
TABLE OF CONTENTS
Components Page
Affirmations and Assurances……………………………………………4
Element Section
1. Educational Program…………………………………………………….5
Philosophy and Vision
Three Central Principles Guiding Wallis Annenberg High School
Values of The Accelerated Schools
An Educated Citizen of the 21st Century
Student Population
Instructional Program and Curriculum
Instructional Approach
How Learning Occurs Best
“Typical Day”at Wallis Annenberg High School.
Curriculum
Graduation Requirements
WAHS Curriculum Maps
Accreditation
Course Transferability/Eligibility
Intervention and Enrichment Programs
Socioeconomically Disadvantaged Students
Students Achieving Below Grade Level
English Language Learners
Staff Recruitment/Selection Process
Teacher Selection Process
Gifted/Talented students
Special Education
Professional Development
2. Measurable Student Outcomes…………………………………………72
3. Method By Which Student Outcomes Will Be Measured……………85
4. Governance………………………………………………………………89
5. Employee Qualifications………………………………………………..99
6. Health and Safety………………………………………………………102
7. Racial and Ethnic Balance……………………………………………108
8. Admissions Requirements……………………………………………111
9. Financial Audits………………………………………………………113
10. Student Expulsion……………………………………………….……117
11. Retirement Programs…………………………………………………126
Wallis Annenberg High School, Charter Petition to LAUSD 3
12. Student Attendance Alternatives…………………………………….127
13. Employee Rights………………………………………………………128
14. Dispute Resolution…………………………………………………….131
15. Exclusive Public School Employer……………………………..……133
16. Procedures to be Used if Charter Closes……………………………134
APPENDIX LIST
A School History
B ELL Plan
C Bylaws
D Articles of Incorporation
E Proposed 3-Year Budgets
F Safety Plan
G Faculty & Staff Biographies
H Student Behavior Referral forms
I Test Scores and School Comparisons
J Due Diligence Questionnaires
K
L
M
N
O
P
Q
R
S
Resolution from Board of Trustees
School Calendar
Bell Schedule
Lottery and Enrollment forms
Board resumes and questionnaires
Collective Bargaining Agreement between The Accelerated
School (TAS) and United Teachers Los Angeles (UTLA) for
7/1/2012 through 6/30/2015
Conflict of Interest policy
School Performance Framework
WAHS Textbook Distribution
Wallis Annenberg High School, Charter Petition to LAUSD 4
AFFIRMATIONS AND ASSURANCES:
The Wallis Annenberg High School shall:
Be nonsectarian in its programs, admission policies, employment practices and all
other operations.
Not charge tuition.
Not discriminate against any student on the basis of disability, gender, gender
identity, gender expression, nationality, race or ethnicity, religion, sexual
orientation, or any other characteristic that is contained in the definition of hate
crimes set forth in Section 422.55 of the Penal Code.
Admit all pupils who wish to attend the school. EC 47605(d)(2)(A)
Determine admission by a public random drawing, if the number of pupils who
wish to attend the school exceeds the school capacity, and preference shall be
extended to pupils who currently attend the Charter School and pupils who reside
in the District. EC 47605(d)(2)(B)
Not enroll pupils over nineteen (19) years of age unless continuously enrolled in
public school and making satisfactory progress toward high school diploma
requirements.
Not require any child to attend the Charter School nor any employee to work at the
charter school.
In accordance with Education Code Section 47605(d)(3)], if a pupil is expelled or
leaves the charter school without graduation or completing the school year for any
reason, the charter school shall notify the superintendent of the school district of
the pupil‟s last known address within 30 days, and shall, upon request, provide that
school district with a copy of the cumulative record of the pupil, including a
transcript of grades or report card, and health information.
Wallis Annenberg High School, Charter Petition to LAUSD 5
ELEMENT 1: EDUCATIONAL PROGRAM This section satisfies Education Code § 47605(b)(5)(A), which requires a description of:
The educational program of the school, designed, among other things, to identify those whom the
school is attempting to educate, what it means to be an educated person in the 21st century, and
how learning best occurs. The goals identified in this program shall include the objective of
enabling pupils to become self-motivated, confident, and lifelong learners.
The address of the Charter School is 4000 South Main Street, Los Angeles, California
90037.
The phone number of the Charter School is 323-235-6343.
The contact person for the Charter School is Johnathan Williams, Founder and CEO.
The term of this charter shall be from 2013 to 2018.
The grade configuration is 9th
-12th.
The number of students in the first year will be 500.
The grade level(s) of the students the first year will be 9th
-12th
.
The scheduled opening date of the Charter School is: The Charter School‟s first day of
school for the 2013-2014 school year will tentatively be August 12, 2013.
The admission requirements include: refer to Element 8.
The enrollment capacity is 600. (Enrollment capacity is defined as all students who are
enrolled in Charter School regardless of student‟s residency).
The instructional calendar will be approved by the TAS Board and reflect the required
number of instructional days and minutes as stated by the CDE. (Appendix L)
Wallis Annenberg High School, Charter Petition to LAUSD 6
The bell schedule for the Charter School will be: 7:55a.m. – 3:00 p.m.
If space is available, traveling students will have the option to attend.
Wallis Annenberg High School, Charter Petition to LAUSD 7
Bell Schedule for the 2013-2014 school year
Monday Tuesday Wednesday Thursday Friday
7:55-8:00 Passing
7:55-8:00 Passing
7:55-8:00 Passing
7:55-8:00 Passing
7:55-8:00 Passing
8:00-8:50 Period 1(C) (NC)
8:00-8:50 Enrich/Support 7th (non-core)
8:00-8:50 Enrich/Support 8th (non-core)
8:00-8:50 Enrich/Support 7th (non-core)
8:00-8:50 Enrich/Support 8th (non-core)
8:50-9:05 Nutrition
8:50-9:10 Nutrition
8:50-9:10 Nutrition
8:50-9:10 Nutrition
8:50-9:10 Nutrition
9:05-9:10 Passing
9:10-9:16 Passing
9:10-9:16 Passing
9:10-9:16 Passing
9:10-9:16 Passing
9:10-10:00 Period 2 (C) (NC)
9:16-10:58 Period 1(C)
(NC)
9:16-10:58 Period 2(C)
(NC)
9:16-10:58 Period 1(C)
(NC)
9:16-10:58 Period 2(C)
(NC)
10:00-10:05 Passing
10:58-11:04 Passing
10:58-11:04 Passing
10:58-11:04 Passing
10:58-11:04 Passing
10:05-10:55 Period 3 (C)(NC)
11:04-12:45 Period 3(C)
(NC)
11:04-12:45 Period 4(C)
(NC)
11:04-12:45 Period 3(C)
(NC)
11:04-12:45 Period 4(C)
(NC)
10:55-11:00
Passing
12:45-1:15 Lunch
1:15-1:20 Passing
12:45-1:15 Lunch
1:15-1:20 Passing
12:45-1:15 Lunch
1:15-1:20 Passing
12:45-1:15 Lunch
1:15-1:20 Passing
11:00-11:50 Period 4 (C) (NC)
1:20-3:00 Period 5(C)
(NC)
1:20-3:00 Period 6(C)
(NC)
1:20-3:00 Period 5(C)
(NC)
1:20-3:00 Period 6(C)
(NC)
370 370 370 370
11:50-11:55 Passing
11:55-12:45 Period 5 (C) (NC)
12:45-12:50 Passing
12:50-1:40 Period 6 (C) (NC)
Lunch Optional at 1: 40
325
Wallis Annenberg High School, Charter Petition to LAUSD 8
PHILOSOPHY AND VISION OF WALLIS ANNENBERG HIGH SCHOOL
Wallis Annenberg High School‟s (also referred to herein as “WAHS” and “Charter
School”) educational philosophy was originally based upon the nationally recognized
Accelerated School‟s Model1 dedicated to the idea that every child can accelerate her/his
progress and achieve at high levels through powerful learning experiences. In this model,
powerful learning depends on a rigorous, standards-based curriculum where learning is
related to the personal experiences of the students and calls for higher order critical
thinking skills. The instructional strategies that support powerful learning include active
learning, projects, technology, heterogeneous grouping, and alternative assessments.
WAHS prepares its students to take their rightful place as confident and compassionate
citizens eager to achieve and contribute to a global society. WAHS has graduated students
who are prepared to succeed at the university of his/her choice; who have entered the
workplace as informed and productive employees, entrepreneurs, and community leaders;
and who will act as responsible citizens.
The guiding principles and values, described below, are integrated at WAHS to create and
sustain a highly supportive educational environment that provides students, parents and
the community with high expectations of personal achievement and active learning
experiences.
Three Central Principles Guiding Wallis Annenberg High School
1. Unity of Purpose refers to a drive among parents, teachers, support staff, students,
administrators, the district, and the local community toward a common set of goals for the
school that become the focal point of everyone's efforts.
2. Empowerment Coupled with Responsibility refers to the ability of all participants in
a school community to (1) make important educational decisions, (2) share responsibility
for implementing those decisions, and (3) share responsibility for the outcomes of those
decisions.
3. Building on Strengths refers to sharing and utilizing all of the human resources that
students, parents, school staff, districts, and local communities bring to the educational
experience.
Values of The Accelerated Schools
1. Equity: All students can learn and have an equal right to a high-quality education.
2. Participation: Everyone participates in the decision making process and the creation
of powerful learning experiences.
1 BETH M. KELLER, “ACCELERATED SCHOOLS PROJECT,” VOL. 3, NUMBER 2, STANFORD UNIVERSITY, WINTER 1994
Wallis Annenberg High School, Charter Petition to LAUSD 9
3. Communication and collaboration: All members of the school community work
together and share ideas. The entire school community collaboratively works toward a
shared purpose by learning from each other's experiences.
4. Community Spirit: School staff, parents, students, district office representatives, and
the local community are all part of the school community. When they succeed, they do so
together, because they've built strong connections with each other--all in the service of the
children.
5. Reflection: The entire school community continuously scrutinizes the work of the
school and addresses challenges to school improvement.
6. Experimentation and discovery: All staff, parents, and students explore, design, and
implement experimental programs after communicating about and reflecting on the
school's challenges and participating in discovery exercises.
7. Trust: The entire school community establishes a foundation of trust based on the
faith, support, and development of each individual‟s strengths.
8. Risk Taking: All parties are encouraged to be entrepreneurial in their efforts.
9. School as center of expertise: The members of the school community recognize that
they possess the vision and the talent they need to make their dreams a reality. The school
is a professional community with the expertise to create the best programs for its children,
staff, and parents.
An Educated Citizen of the 21st Century
An educated citizen participates constructively in society. (S)he demonstrates knowledge
and appreciation for the arts, diverse cultures, literature, history, social sciences,
mathematics, science, technology and career ethics. Skills in reading, writing, speaking,
and listening have been acquired. Quantitative reasoning, logic, problem solving,
research, and independent study have been integral parts of this person‟s educational
background. (S)he values friendship, responsibility, cultural diversity, and respect for self
and others. This person has a broad knowledge base and has acquired skills that prepare
him or her to enter the economic mainstream. (S)he works cooperatively to achieve
constructive answers to difficult questions for the benefit of society. (S)he has acquired an
acute awareness of global diversity and his/her responsibility to the global community.
(S)he sees himself/herself as an integral member of this diverse community. It is our goal
that WAHS students are prepared for life in the 21st century when they graduate.
Student Population
WAHS‟s enrollment is composed of graduates from The Accelerated School and
students drawn from other local LAUSD schools via lottery, including the flowing
schools, Adams MS (statewide ranking of 2and a similar school ranking of,6), Carver
MS (statewide ranking of 1 and a similar school ranking of ,2), Jefferson HS (statewide
Wallis Annenberg High School, Charter Petition to LAUSD 10
ranking of 1 and a similar school ranking of 2), or Manual Arts HS (statewide ranking of 1
and a similar school ranking of ,3). WAHS is currently has a statewide ranking of 5, and a
similar school ranking of 10. WAHS student population reflects the South Central Los
Angeles community in which WAHS resides: 8% African American, 89% Hispanic and
3% other. Based on the current demographics of the population at WAHS more than 97%
of our students are eligible for the free or reduced lunch program and 30% are English
Language Learners.
WAHS is located in one of the densest areas in Los Angeles with a population
density averaging 19,474 persons per a square mile. Based on data from the U.S. Census
Bureau website, economic distress abounds: high unemployment rates, significant
numbers of single parent households, over 67% of grandparents caring for school age
grandchildren, lack of affordable housing, and abandoned businesses. Set just south of
downtown Los Angeles, the majority of the families are considered “working poor” by
most standards, with just over 36% of living below the poverty level. The economy relies
heavily on low wage industry and service jobs. Nearly half of the residents receive some
form of public assistance (Calworks-27%/General Relief-8%) and 74.2% have less than a
high school education. WAHS addresses these challenges by preparing its graduates to
transcend the obstacles of the environment and lead fulfilling lives of dignity.
WAHS began 2003-04 with 37 students in 9th
grade and has added one grade level
per year. WAHS graduated its first senior class in 2006-2007. At capacity, WAHS will
serve a total student population of 600. The chart below displays the past and projected
annual student enrollment. The school population is projected to grow to 600 students (we
do not anticipate any attrition, however the chart below allows for some at the ninth grade
level). This number of students will allow WAHS to keep student to teacher ratios
between 25;1 and 28:1. Additionally, by limiting the number of classes offered and
keeping the enrollment numbers limited to 600 the master schedule can be structured to
limit the number of preparations for high school faculty to four and provide common
planning time to each department or grade level, allowing teachers time to collaborate and
better plan lesson and include cross-curricular content.
Wallis Annenberg High School, Charter Petition to LAUSD 11
Wallis Annenberg High School Sample Master Schedule 2013-2014
Subject Period 1
(C)(NC)
Period 2
(C)(NC)
Period 3
(C)(NC)
Period 4
(C)(NC)
Period 5
(C)(NC)
Period 6
(C)(NC)
Period 7
(NC)
Period 8
(NC)
English A119 AP Lang (C) Am. Lit. (C) Am. Lit. (C)
Prep Am. Lit. (C) Honors Eng. 9(C)
Senior Sem. (NC)
Senior Sem. (NC)
A117 Rhetoric (C) Rhetoric (C) AP Lit (C) Prep Rhetoric (C) Urban Lit
(C)
Senior Sem.
(NC)
Senior Sem.
(NC)
A104 Eng. 10A (C) Honors Eng 10A(C) Eng. 10A(C)
Prep Eng. 10A(C) Eng. 10A(C)
ELD (NC)
ELD (NC)
A101 Eng. 9A (C) Eng. 9A(C) Eng. 9A(C) Prep Eng. 9A(C) Eng. 9A(C) Eng. Intervention
(NC)
Eng. Intervention
(NC)
Math A312 Alg A(C) Alg A(C) Prep. Alg. 1A(C) Alg. 1A(C) Alg. 1A(C) Math Int. (NC)
Math Int. (NC)
A314 Geo. A(C) Geo. A(C) Prep. Geo. A(C) Geo. A(C) Geo. A(C) Math Int.
(NC)
Math Int.
(NC)
A319 Alg 2 A AP Calc AB Prep. Alg 2 A Alg 2 A Alg 2 A SAT (NC)
SAT (NC)
A315 Pre. Calc. (C) Pre. Calc. (C) Prep. Pre. Calc.
(C)
Pre. Calc.
(C)
Stats (NC) SAT Prep
(NC)
SAT Prep
(NC)
Science A201 Bio A(C) Bio A(C) Bio A(C) Bio (C) Prep. Bio A(C) Health (NC)
Intro to Kin. (NC)
A301 Chem (C) Honors Chem (C) Chem (C) AP Chem(C) Prep. Enviro(NC) Health
(NC)
Math Int.
A304 Physics(C) Astronomy (C) Physics (C) Physics(C) Prep. Physics(C) Health (NC)
Math Int. (NC)
A204 Chem A (C) Bio A(C) Bio A(C) Chem A (C) Prep. Chem A
(C)
Health
(NC)
Math Int.
(NC)
Social Studies
A222
Prep. Econ(C) Econ(C) Prep Econ(C) Journalism
(NC)
Model UN
(NC)
Model UN
(NC)
A219 Prep. World Hist. A (C) US Hist
(C) AP US Hist
(C) US Hist (C) Us Hist A
(C)
US Hist. through
film (NC)
US Hist. through film
(NC)
A206 Prep. World Hist. A (C) World Hist.
A (C)
World Hist.
A (C)
World Hist
A (C)
World Hist
A(C)
Psych (NC) World Hist. through
film (NC)
Spanish A414 AP Span. Lang.
(CP)
AP Span. Lit. (CP) AP Span.
Lang. (CP)
AP Span.
Lit. (CP)
AP Span.
Lang.(CP)
Prep. SAT Prep (NC) SAT Prep (NC)
A404 Span. Nat. 2A
(C)
Span. Nat. 3A
(C)
Span.
Nat. 1A (C)
Span. Nat.
2A (C)
Span. Nat.
1A(C)
Prep. ELD (NC) ELD (NC)
A402 Span. 3A(C) Span 2A (C) Span 1A(C) Span 2A(C) Span 1 A(C) Prep. SAT Prep (NC) SAT Prep (NC)
P.E. Team 2(C) Team 2(C) Team2(C) Team 2(C) Team 2 (C) Prep. Health (NC) APEX (NC)
GYM Team 1(C) Prep. Team 1(C) Team 1(C) Team 1(C) Prep. AD AD
VAPA
Basement
Choir (NC) Guitar (C) Choir(C) Prep. Guitar(C) Intro to
Music (NC)
Music Comp (NC) Rock Band
(NC)
A122 Drawing 1 (C) Draw 1 (C)
Prep. Draw 1(C) Draw 2(C) Draw 1(C) Intro. To Art (NC) Intro. To Art
(NC)
Wallis Annenberg High School, Charter Petition to LAUSD 12
Teacher assignment will be based on teacher credentialing.
Academic
Year
Grade 9 Grade 10 Grade 11 Grade 12 Total
2003-2004 31 X X X 31
2003-2004 83 33 X X 116
2005-2006 93 83 38 X 214
2006-2007 87 84 65 41 277
2007-2008 123 77 73 60 333
2008-2009 146 121 70 68 405
2009-2010 123 115 107 64 409
2010-2011 134 123 111 96 464
2011-2012 113 109 113 106 441
2012-2013 156 97 103 107 463
2013-2014
(projected)
150 156 97 103 506
2014-2015 150 150 156 97 553
2015-2016 150 150 150 156 606
2016-2017 150 150 150 150 600
2017-2018 150 150 150 150 600
Projected maximum enrollment by the end of the petition period is 600 students,
approximately 150 at each grade level.
Instructional Program and Curriculum
Preparing students for success in college through their mastery of the common
core standards is the primary goal of WAHS. Other goals include providing students
better educational opportunities than what is currently available in this part of the city;
providing additional student seats in an impacted area; training our teachers in the use of
effective teaching practices; and encouraging innovation WAHS as well as other public
schools that serve educationally disadvantaged students. Our expected school wide
learning results are that students will be educationally prepared leaders, confident and
resilient achievers, and compassionate citizens with a global perspective.
Instructional Approach
Based on the Accelerated Schools Model, WAHS supports each student to
accelerate their progress and achieve at high levels through powerful teaching. Powerful
teaching is based on a rigorous standards-based curriculum that is interdisciplinary and
thematic. Effective teaching is related to the personal experience and differentiated based
the developmental stage and different learning modalities of the students and calls for
higher order skills. The instructional strategies that support powerful teaching include
active learning, projects, integrated technology, heterogeneous intervention grouping, and
alternative assessments.
Wallis Annenberg High School, Charter Petition to LAUSD 13
WAHS‟s instructional program is aligned with the California Content Standards as
well as summative assessments and teachers have begun to move toward the full
implementation of Common Core Standards. The faculty is developing common core
standards-based course descriptions to be submitted to the College Board that identify:
Areas of interdisciplinary and/or integrated curriculum;
Clearly stated expectations for what students will be held responsible for in each of
the core areas;
Descriptions of acceptable and exemplary performance that assist in the creation of
rubrics;
A culminating task will be presented to an audience beyond the classroom
A list of resources including required and suggested readings;
Major themes to explore and skills for each student to master A plan for ongoing
assessments in and across discipline areas, including a criterion-referenced test for
the core subjects;
Additional resources and expertise needed to provide high quality learning
opportunities;
How Learning Best Occurs
Guided by the best practices, based on NEA research titled Learning and Teaching
and an understanding of the student population WAHS staff utilizes an educational
approach that:
Has a clear and common focus on improving each student‟s academic achievement
Maintains high standards and expectations for all students
Provides supportive, personalized and relevant learning
Fosters parent/community involvement
Continuously monitors and analyzes student assessment data to refine teaching
methods
Has an curriculum that is aligned to common core standards and is grounded in
research based pedagogy
Provides teachers and support staff with professional development opportunities to
improve teaching and learning outcomes
Maintains a small learning environment and emphasizes individualized instruction
Allows time for teachers to collaborate on curriculum, instruction, and assessment;
Provide regular and frequent opportunities for advisement and counseling
Create heterogeneous instructional grouping that ensures equal access to rigorous
and interesting curriculum;
Use instructional strategies that focus on active learning and hands-on approaches;
Provide activities that take place beyond the school day that continue to engage the
student's mind in ways that promote social awareness through community service
projects such as beach clean ups, recycling projects and e-waste collection projects
and a healthy lifestyle;
Integrates technology into the curriculum in meaningful ways.
The integration of technology into the curriculum is an important part of the WAHS
instructional program and will be guided by National Educational Technology Standards
as well as State content standards where applicable. To support an multidisciplinary
approach to technology integration, our teachers: link digital content to educational
Wallis Annenberg High School, Charter Petition to LAUSD 14
objectives through the use of online resources as well as a growing library of software
titles, use an online assessment and data collection system to facilitate the collection,
reporting, and analysis of periodic assessment, and evaluate student outcomes to refine
and improve our instructional and institutional practices.
The WAHS technology plan, included in the appendix, includes a schedule for
upgrading hardware, providing professional development to staff and a list of software to
add to the school library as funds allow.
Typical Day at Wallis Annenberg High School
With the noise of the downtown LA fading into the exterior, students, faculty, and
parents leave the complications of urban life behind and enter the convivial Wallis
Annenberg High School campus. All are greeted by Administrators, carefully directing
traffic and welcoming the students and staff. The pristine campus is already buzzing with
activity: students discuss SAT prep classes and details about their latest university tour.
As the sun begins to peak through the morning haze, it is clear that today will be a prolific
day at WAHS.
With the 8:00am start time (Appendix M) approaching, teachers greet students at
the classroom door with welcoming smiles that set the tone for a day of powerful inquiry-
based learning. Students take their seats promptly and are immediately engaged in “bell
work” in order to maximize instructional time. For the first 50 minutes of instruction,
students participate in intervention, enrichment or other non-core class. Following this
Support or Enrichment period, the regular day schedule proceeds using a modified block
schedule. Mondays follow an abbreviated schedule in order to accommodate staff
development where staff discusses improving student learning opportunities, meeting the
standards across the curriculum, and supporting individual learning needs.
Enthusiasm and passion for learning is apparent when observing the highly
qualified teachers who are engaging students in diverse and innovative learning methods.
Students come to class prepared and enjoy expanded choices provided by differentiated
instruction. A visitor will witness teachers supporting powerful learning with activities
that include active learning, projects, technology, heterogeneous grouping and alternative
assessments.
As we follow several students to their math class, we examine a teacher
surrounded by a cluster of students exclaiming their excitement at solving “The Problem
of the Week”. Extensive student support is a regular practice within the math department,
with daily after-school tutoring as well as math intervention classes, which targets students
below proficiency with additional academic instruction and support twice a week. With a
goal of making the math curriculum relevant to all students, WAHS mathematics
classrooms employ all the following strategies: discovery-based learning, graphing
calculators, wireless teacher/student calculator systems (TI-navigator), interactive note
sheets, online animations, and a problem solving based curriculum.
The words of Shakespeare summon us to an English classroom where a student
performance of the play has made its way beyond the limits of the room with the opening
of the state of the art classroom‟s garage door. Students break from their dramatic
reading, intermittently, to compare universal themes of the play to Things Fall Apart, one
of the core novels read earlier in the year. The classroom is lively with student
participation and cooperative learning. On the wall, student work provides evidence of a
writer‟s workshop where students have benefited from scaffolding and learning the
Wallis Annenberg High School, Charter Petition to LAUSD 15
rewriting process. The use of a school-wide rubric is apparent, with expectations designed
to prepare students for the college level English courses. Another English class is engaged
in reflective journal writing as the classroom teacher pulls a small group for
teacher/student conferencing and targeted assistance. This individualized instruction
bookends the school day, with morning and after-school tutoring, SAT prep, and
additional support for students who are preparing for the CAHSEE. The Core Literature
program comes alive in the English classrooms with the incorporation of outside materials
including essays, biographies, short stories, and poems, which connect expository reading
and writing through the study of fictional works.
“Imagine you are a German family during World War II and your Jewish
neighbors come to you and ask if they can hide in your home from the impending Nazis,”
says the eleventh grade History teacher to his students as they engage in role play (an
example of the hands on and inquiry learning approach practiced in the WAHS History
classrooms). As students contemplate this life-bearing issue, they are able to relate to a
historical experience and become reflective, concerned, and competent citizens. Twelfth
grade Economic students shop online for a new car, after guided instruction on real life
economic skills through graphing, budgeting, and stock exchange. Groups claim various
areas of a neighboring classroom, as backboards and student made websites come to life,
displaying weeks of research and organization for the “History Day”.
The imagination and natural curiosity of WAHS Science students is being
stimulated by hands on lab activities, where the scientific method of inquiry exercises
students‟ cognitive and logical skills. Hands shoot up as the teacher asks the students to
report their findings and many “why” questions pop up in an environment that celebrates
human inquiry.
Upstairs, Spanish students are celebrating their outstanding performance on last
year‟s AP tests. The instructor focuses the students‟ attention back to the rigorous
language and literature curriculum that will prepare them for this year‟s Spanish Literature
AP exam. After direct instruction, students branch out into reading groups where they
discuss Spanish novels, short stories, and poetry that represent both classic and modern
literature. First year Spanish students are studying proper grammar and usage and the
teacher breaks from a mini-lecture, asking partners to turn toward one another quickly and
use the conjugation of the day to converse in Spanish.
As we approach the Art room, we encounter several students scattered around the
quad, sketching their interpretations of the modern school architecture. They capture the
clean lines, angled shadows, and silhouettes of towering palm trees with their charcoal
pencils. The teacher calls the students back to the room where they reflect on a renowned
artist‟s use of shadows and light to dramatize human passion, imagination, and strife. The
teacher led PowerPoint leads to reciprocal teaching where students express and
communicate the identity, nature, and culture of the school community with their
developing aesthetic vocabulary.
The end of instruction day bell rings, marking the end of a rigorous day of
powerful learning and the start of a variety of after-school activities. Students make their
way to after-school tutoring, athletics and yearbook. A group of athletes are running up
and down the school‟s four flights of stairs, getting in shape for a successful season and
learning the value of teamwork and self-discipline.
Wallis Annenberg High School, Charter Petition to LAUSD 16
Curriculum
The curriculum is based on the California Content Standards as well as the
upcoming California Common Core Standards and meets the University of California‟s A-
G admission requirements. Just as importantly, the curriculum of WAHS provides
students opportunities to learn the foundational requirements to be an educated and
intellectually curious person. In order to learn effectively and retain information, children
need a sparking of their curiosity and imagination as well as intrinsic motivation. To serve
that need, the curriculum introduces tools such as graphic organizers, Cornell Notes, an
incentive based reading program to assist student with the comprehension of the basic
courses of study. Additionally teachers set aside time each week to provide direct
instruction in study skills such as the use of notes, flash cards, setting up study groups and
to build critical skills such as time management and project planning through the use of
planners and calendars. In other words, at WAHS, students learn how to learn. Students
experience and understand that all actions have consequences and that we do not live in
isolation but in relationship with all people and all things.
WAHS is dedicated to the idea that every child can accelerate her/his progress and
achieve at high levels through powerful learning. Powerful learning depends on a rigorous
curriculum that is interdisciplinary and thematic, where learning is related to the personal
experience of the students and calls for higher order skills. The curriculum is balanced
toward mainstream core knowledge and also celebrates the cultural richness that creates a
21st century American. The academic program promotes collaborative learning and
encourages children to learn outside of school, to see how their subjects are important
beyond the classroom, and to use their learning skills outside of the school walls.
Preparing students for success in college through their mastery of state content and
upcoming Common Core standards is the primary goal of WAHS. Other goals include
providing students better educational opportunities than what are currently available in
this part of the city; creating additional student seats in an impacted area; training local
educators in the use of effective teaching practices; and encouraging innovation in other
public schools that serve educationally disadvantaged students.
WAHS provides each and every student with a rigorous course of study, which
exceeds A-G requirements. Each student is expected to graduate A-G qualified and
supports have been put into place to provide students with every opportunity to be
successful. These supports include support classes, opportunities for tutoring during the
school week and on weekends, and frequent counseling sessions with two academic deans
as well as principal and assistant principal when necessary.
Teacher assignment will be based on teacher credentialing.
ENGLISH
English 9 – A-G-Core
English 10 - A-G-Core
H English 10-Core
American Literature and Composition- A-G-
Core
AP English Language - A-G – College Prep.
Wallis Annenberg High School, Charter Petition to LAUSD 17
Expository Composition- A-G- Core
AP English Literature- A-G-College Prep.
The Core Literature program developed by teachers and administration for this
department is a comprehensive approach for the delivery of a rigorous, results-oriented
language arts program that will prepare students for college success. At WAHS all ELA
courses are considered core curriculum. Each of the fifteen core novels or plays listed
below is read deeply, incorporating outside materials (essays, biographies, short stories,
poems, and research). The hallmark of this approach is to connect expository reading and
writing through the study of fictional works. This provides students with a common
literary experience with key works that are relevant to their continued study of both fiction
and nonfiction. Instruction is data-driven with strategies modified as necessary to ensure
that all students are progressing toward mastery. The primary instructional
methods/strategies used are:
1. Reciprocal Teaching
2. Cross Curricular Units with Social Studies and History
3. SDAIE
4. Group work
5. Mini-Lectures
6. Writing workshops
7. Teacher/student conferencing
8. Accelerated Reader, reading-incentive program
Students read daily both assigned and independently selected fiction/nonfiction
toward the goal of reading two million words by grade 12, per CA state standards.
Progress towards this goal is monitored by teachers using a computerized
assessment program. This software assesses the student‟s comprehension of titles
read and students are awarded points for each book they complete and take the
assessment for. These points can then be redeemed for tangible rewards.
Entry Level Assessments:
All students undergo reading and writing exams created using the online
assessment program at the beginning of the year to determine where each student‟s areas
of strength and need are and to document growth during the year. These assessments are
based on California content standards and published CST blueprints.
Formative Assessments:
All assessment data is used to determine whether re-teaching is necessary before
moving on in the curriculum. These assessments include: quizzes and tests (pre, post and
interval); verbal (individual and group) checks for understanding; projects developed for
the end of novel extensions; writing assessments scored with a rubric; and reading
logs/journals for response to literature assignments.
Wallis Annenberg High School, Charter Petition to LAUSD 18
Summative Assessments:
Summative assessments are used at the end of a novel or as a unit assessment. These
assessments are composed of multiple-choice, short answer , as well as essay response.
The following components comprise the grade a student receives in the course:
Homework
Independent reading
In Class reading
Essay assignments
Tests and quizzes
Projects (independent, group, or partner)
Oral presentations
Journal work
Class participation
Benchmark and final exams
Core Novels Options Curriculum 9th
-12th
A Place Where the Sea Remembers by Sandra Benitez
The Underdogs by Mariano Arzuela
Antigone by Sophocles
Macbeth by William Shakespeare
The House on Mango Street by Sandra Cisneros
To Kill a Mockingbird by Harper Lee
The Miracle Worker by William Gibson
The Tragedy of Romeo and Juliet by William Shakespeare
The Catcher in the Rye by J.D. Salinger
Of Mice and Men by John Steinbeck
The Souls of Black Folks by W.E.B. DuBois
Hamlet by William Shakespeare
Things Fall Apart by Chinua Achebe
Go Tell it on the Mountain by James Baldwin
Kaffir Boy by Mark Mathabane
Professional Development
The ELA department, composed of four teachers, is actively engaged in school
wide implementation of SIOP as well as implementation of Common Core Standards. In
addition the ELA department is actively participating in ongoing professional
development to support our students with different learning needs. Each department has
common planning time so that they are able to collaborate and analyze assessment data.
Based on the results of the analysis, the WAHS administration and teachers identify
professional development needs and schedule opportunities for the ELA teachers to attend
appropriate trainings. These trainings include those given by LACOE, LAUSD, publishers
or other outside consultants from local universities or educational organizations.
Wallis Annenberg High School, Charter Petition to LAUSD 19
Teacher assignment will be based on teacher credentialing.
History-Social Science
Modern World History- A-G- Core
U.S. History-20th
century- A-G-Core
Government/Economics- A-G-Core
AP US History A-G College Prep.
Students at WAHS take all four of the following courses to complete their A-G
graduation requirements: Modern World History (10th
grade), 20th
Century US History
(11th
grade), Principles of American Democracy (12th
grade) and Economics (12th
grade).
Advanced Placement United States History (APUSH) is also offered to students interested
in an intensive study of the nation‟s past. Students in grades 9 through 12 may also choose
from the following electives: Introduction to Psychology, United States History Through
Cinema, World History Through Cinema, and Model United Nations.
Our History classes study the concept of change over time and its impact on
contemporary events. In the 10th
and 11th
grade classes we have two key themes. First, the
Social Science faculty guides students in exploring the past from a variety of perspectives,
which helps place current events into context. Second, historical events are multifaceted
and require in-depth analysis to fully comprehend their significance. In the 12th
grade
“Principles of American Democracy” course students learn the importance of citizenship
and our nation‟s governmental structure. The course encourages students to become
reflective, concerned, and competent citizens. Economics students are taught real life
economic skills such as graphing, budgeting, and how to manage household expenses.
Our social science curriculum is committed to providing students a wide array of
academic mediums to explore historical content. Students are exposed to a variety of
primary and secondary sources in the various social science classes. This allows students
to utilize critical thinking skills that are critical for academic success. Students are also
provided with the opportunity to develop standard-based projects and papers, which are
grade level appropriate, and offer alternative accessibility to content material. Geography
is a critical component of the social science curriculum and is emphasized throughout the
grade levels. By implementing geographic elements, students develop a sense of spatial
context when analyzing the events of past and present. In the modern global, social, and
economic culture, students need to know the location and attributes of places to have a
sense of global orientation and geographic relation. Academic requirements for
coursework include:
Lecture Notes
Power Point Presentations
Independent/Group Reading
Individual/Group Projects
Oral Presentations
Essay Assignments
Formative Assessments
Wallis Annenberg High School, Charter Petition to LAUSD 20
Summative Assessments
Simulation Activities
Class work
Homework
Advanced Placement
Aside from the core classes, the Social Science department offers Advanced
Placement United States History to students interested in taking the national AP exam.
The class wills emphasis the reading, writing, researching, and the analytical skills
necessary to succeed at the college level. Students must meet with the instructor prior to
the fall semester and complete a summer assignment in preparation for the course.
Required Texts
Faragher, John M., et al. Out of Many: A History of the American People. Sixth
Edition. (*AP)
Appleby, Joyce, Ph.D., et al., The American Republic Since 1877 (Glencoe)
Spielvogel, Jackson, Ph.D., World History Modern Times (Glencoe)
Miller, Roger LeRoy, Ph.D., Economics Today and Tomorrow (Glencoe)
McClenaghan, William A., Magruder’s American Government (Prentice Hall)
Kasschau, Richard A. Ph.D., Understanding Psychology
Professional Development
Social Science teachers routinely collaborate to sharpen professional skills and
develop engaging lessons for the classroom. Social Science Teachers are actively engaged
in school wide implementation of SIOP strategies and continued professional development
for students with learning differences. Each department has common planning time so that
they are able to collaborate and analyze assessment data. Based on the results of the
analysis, the WAHS administration and teachers identify professional development needs
and schedule opportunities for the teachers to attend appropriate trainings. These trainings
include those given by LACOE, LAUSD, publishers or other outside consultants from
local universities or educational organizations.
Teacher assignment will be based on teacher credentialing.
MATHEMATICS
Algebra I- A-G
Geometry- A-G
Algebra II - A-G
Trigonometry / Pre-calculus- A-G
Statistics- A-G
AP Calculus – College Prep.
Wallis Annenberg High School, Charter Petition to LAUSD 21
Math is fundamental to all other foundation courses in the academic curriculum.
Students will acquire a solid foundation of mathematical knowledge, logical thinking
skills from the early grades and will expand their mathematical capacity through
challenging courses and experiences.
It provides reassurance and confidence in consistency and enhances overall
problem solving abilities in life. Students are taught to understand math while doing rather
than to “do” math to accomplish the task. Math imbues transaction with meaning, making
the abstraction of numbers real and actual in student‟s lives.
Curriculum, Instruction, and Professional Development
To accomplish the goal of making the math curriculum relevant to all students, the math
department at WAHS will employ the following strategies in each of their mathematics
classrooms: discovery based learning, graphing calculators, wireless teacher/student
calculator systems (TI-navigator), interactive note sheets, boogie boards, online
animations, and a problem solving based curriculum. To ensure that teachers are capable
of instructing mathematics at the highest levels, WAHS will be committed to sending the
mathematics department to on-going training and conferences so that the department can
stay up to date with the current developments in mathematics education as well as prepare
for transition into the common core standards. Each department has common planning
time so that they are able to collaborate and analyze assessment data. Based on the results
of the analysis, the WAHS administration and teachers identify professional development
needs and schedule opportunities for the teachers to attend appropriate trainings. These
trainings include those given by LACOE, LAUSD, publishers or other outside consultants
from local universities or educational organizations.
Student Readiness and Placement
Students scoring at the level of far below (FBB) and below basic (BB) on the
California standardized tests (CST) have a high likelihood of not being successful in their
next mathematics course. Taking this into account, WAHS uses a four level system to
determine if students are ready to matriculate to the next mathematics course. Parents and
students are notified of this process through parent teacher conference and parent
meetings. The four level system includes using the results of the mathematics subject
level CST test, the math UCLA readiness test, and the grade the student earns in their
previous math course. Students showing below proficiency in three of the four areas are
recommended to retake their previous math course. This process is monitored and
overseen by the Math Department Chair, academic deans and assistant principal.
WAHS supports student readiness in mathematics by offering a summer math
program to all students. The summer courses are used to prepare students for an upcoming
course or allow students to re-take a course. Summer courses are conducted using the core
as well as supplemental materials for any needed remediation. In addition to the summer
math courses, WAHS offers math enrichment or support during the regular academic
school year to assist students in successfully completing their math course. Once a
student‟s benchmark assessments and grades indicate that they have reached proficiency
they are exited from the support classes and moved into an enrichment course. These
Wallis Annenberg High School, Charter Petition to LAUSD 22
courses are credit earning courses however students earn two and a half credits a semester
instead of the five credits earned in core classes. This number of credits corresponds with
the number of instructional minutes for each course.
SCIENCE
Biology- A-G- core
Chemistry- A-G-core
Physics - A-G-core
Environmental Science- A-G-core
Science celebrates the wonder of human inquiry, enhances our natural curiosity
and facilitates seeking and finding deeper meaning in all aspects of life, often beyond the
physical and sensory world.
Children need the opportunity to be curious, and to have their curiosity and
imagination nurtured and opened by asking “why” of all things. They need to be taught
that life is important and needs to be respected, to learn about all the different forms of life
and the process and outcome of life cycles. To be the most effective, this learning should
take place predominately through actual physical encounters and interaction with nature.
According to the theory of Constructivism learning is an active, contextualized process of
constructing knowledge rather than acquiring it. Knowledge is constructed based on
personal experiences and hypotheses of the environment (Raf Vanderstraeten and Gert
Biesta, 1998, Constructivism, Educational Research, and John Dewey, Utrecht University
Once the imagination and natural curiosity are stimulated and students are
engaged, the scientific method of inquiry and its history provides a framework for the
exploration of life, a guidance system that builds the students cognitive and logical skills,
lifelong companions to a lifetime of learning.
At WAHS all science courses are considered core. The department focuses on four
major components in each class critical thinking skills, teaching California mandated
content, support students through hands-on learning, and equipping students with the skills
necessary to be successful in today‟s challenging world.
Critical thinking is a required skill if an individual is to think like a scientist. This
skill set is one that can be applied far beyond the realm of science and into any real- life
situation. Critical thinking, focusing mostly on inquiry and inference, is embedded in
daily lesson planning and pedagogy. This is established through constant and consistent
questioning; having students explain and elaborate on their answers; as well as proposing
hypothetical situations and asking students to view them through different perspectives.
The science department is committed to adhering to the California State Content
standards. Daily instruction is in alignment with science standards. Focusing on the
standards helps to prepare our students by exposing them to curriculum that is rigorous
and not only prepares them for college-level content, but allows our students to perform
with proficiency on the California Standardized Test and CAHSEE. As California makes
the transition to the Common Core Standards, we are dedicated to transitioning as well in
Wallis Annenberg High School, Charter Petition to LAUSD 23
terms of lesson planning and pedagogy. Critical thinking is an essential element of the
Common Core Standards, therefore our department will easily adjust to the new changes.
For students to better grasp scientific concepts, hands on activities in safe and
controlled environments are necessary. Safety is the top priority in this setting. Students
are given a safety test and aptitude is assessed by the instructor. Students are able to make
a realistic and tangible connection with the content in the laboratory. These activities also
increase student interest and engagement, which improves their overall success.
It is the goal of the science department for students to use the skills they have
acquired outside of the classroom. The new skill set, inquire, hypothesize, investigate and
conclude, will encourage critical thinking, good decision making, continuous inquiry and
discovery, as well as increasing interest in other academic areas beyond the general
sciences. It is our hope that lessons learned in science classes are ones that will lay a
foundation of persistent hard work and achievement.
Professional Development
Each department has common planning time so that they are able to collaborate
and analyze assessment data. Based on the results of the analysis, the WAHS
administration and teachers identify professional development needs and schedule
opportunities for the teachers to attend appropriate trainings. These trainings include those
given by LACOE, LAUSD, publishers or other outside consultants from local universities
or educational organizations.
Teacher assignment will be based on teacher credentialing.
FOREIGN LANGUAGE
Spanish I- A-G- core
Spanish II- A-G-core
Spanish III- A-G-core
AP Spanish Language- A-G-College Prep.
AP Spanish Literature- A-G-College Prep.
The ability to understand, speak, read, and write the Romance Language of
Spanish serves to create a well-balanced scholar. Through the study of Spanish students
become more familiar with the customs, traditions and culture of the many people here
and abroad who use this language. WAHS students will strive to become bilingual by
studying at least two years of Spanish, and will also have the option to continue learning
the language along with the literature. Students studying Spanish literature will be able to
read novels, short stories, and poetry, classic and modern literature; based on the list
provided by the College Board in preparation for the Advanced Placement exam. The
foreign language curriculum will include conversational use of the language, development
of proper grammar and usage, reading of newspapers and magazines, and culture.
Students at WAHS have a 97% passing rate on the AP Spanish Language and AP Spanish
Literature exams.
Each department has common planning time so that they are able to collaborate
and analyze assessment data. Based on the results of the analysis, the WAHS
administration and teachers identify professional development needs and schedule
opportunities for the teachers to attend appropriate trainings. These trainings include those
Wallis Annenberg High School, Charter Petition to LAUSD 24
given by LACOE, LAUSD, publishers or other outside consultants from local universities
or educational organizations including.
Teacher assignment will be based on teacher credentialing.
VISUAL AND PERFORMING ARTS
The WAHS Arts Department consists of Music and Visual Art. The courses
offered are Choir, Guitar, Music Composition, Drawing 1, Drawing 2. During enrichment
hours there is an Introduction to Art and Music class, and a small ensemble band. We also
house a full functioning music studio in our basement that benefits our whole student
population K-12.
Through rubrics, our art students self and peer assess their original compositions
helping them to become independent thinkers. Peer assessments allow students to interact
and learn vital communication skills. . Since our visual and performing arts students must
have a minimum 2.0 GPA to participate in our extracurricular, after-school art related
activities, it gives them motivation to learn and keep their grades up. The arts also help to
maintain a positive school environment. If students drop below a 2.0 GPA they continue
with their core art course and move into tutoring or counseling as needed during the
afterschool hours until they are able to bring their GPA back over a 2.0.
Through building professional portfolios, our art students prepare themselves for
not only the art world, but the professional business world as well. Our art department has
fundraised very successfully over recent years providing our students the access to all of
the current technologies they will be exposed to in college, and in their near future.
The visual and performing arts provide the invaluable expressive element that
connects and enhances all subject areas and activities at WAHS, and is an integral and
essential aspect to all learning at every level. The majority of our after-school events are
possible because of the strength of our arts program. The arts also serve WAHS in the
expression and communication of its identity, nature and culture of the school community
to those outside of its walls. Parents, family members, and fellow community members all
benefit from the art program here at WAHS through our concerts, festivals, and art shows.
Each department has common planning time so that they are able to collaborate
and analyze assessment data. Based on the results of the analysis, the WAHS
administration and teachers identify professional development needs and schedule
opportunities for the teachers to attend appropriate trainings. These trainings include those
given by LACOE, LAUSD, publishers or other outside consultants from local universities
or educational organizations including LACMA, MOCA and other local museums and
concert halls.
Teacher assignment will be based on teacher credentialing.
Wallis Annenberg High School, Charter Petition to LAUSD 25
PHYSICAL EDUCATION
WAHS‟s Physical Education (PE) Department prides itself on learning a variety of
different aspects of overall health, physical fitness, and sport. Our program continues to
develop and progress into a quality PE program where students can utilize the skills and
knowledge learned and apply them over their lifespan. The PE program will also
implement technology, making students aware of the technological resources that can be
utilized during PE, and what impact those resources have on overall health and fitness.
Our school is striving to educate our students and making them aware of certain health
related illnesses such as, diabetes and heart disease, which will assist our community in
understanding the importance of living a healthy lifestyle.
Assessment
Assessment is an important aspect of our program. Assessments are done
cognitively, testing their knowledge on certain aspects of health, sport, or fitness, and
physically, by examining certain psychomotor skills related to health, athletics and overall
fitness. These assessments make sure that our students are proficient in all aspects of PE.
The state mandated FitnessGram will be administered to every 9th
grade students
and will be repeated, every year, until they meet the standards or graduate. This
assessment measures their cardiovascular endurance, muscular strength and endurance,
flexibility, and body composition through a variety of exercises.
Professional Development
The PE teachers will attend a yearly conference to assist them in improving their
PE lessons. This conference will provide the teachers with a variety of instructional
techniques and keep them up to date with the advances made in the PE profession.
Additionally they will attend all professional development given on site to better assist
students in core academic courses.
Each department has common planning time so that they are able to collaborate
and analyze assessment data. Based on the results of the analysis, the WAHS
administration and teachers identify professional development needs and schedule
opportunities for the teachers to attend appropriate trainings. These trainings include those
given by LACOE, LAUSD, publishers or other outside consultants from local universities
or educational organizations.
ATHLETICS
WAHS‟s athletic department works in conjunction with the academic mission of
the school. Our student-athletes are enrolled in a rigorous college preparatory program
along with participating in competitive interscholastic athletics in the greater Los Angeles
area. We prepare our student-athletes to be successful on and off the field. Our hope is
each student-athlete has an opportunity to earn an academic and/or athletic scholarship. It
is the responsibility of the athletic director and coaching staff to stay in constant
communication with classroom teachers to monitor student progress. Coaches will hold
study halls before or after to practice so our students don‟t fall behind in their class work.
Wallis Annenberg High School, Charter Petition to LAUSD 26
Student-athletes are also required to submit weekly grade checks and attend tutoring
sessions. Time management is of the utmost importance to a student-athletes daily
schedule and our coaches do an excellent job of helping our student-athletes balance both.
We expect our Athletic Director and coaching staff to stay current with their
CPR/First Aid certifications, pass the CIF approved Coaching Education course, and
attend professional developments conferences. The entire staff is required to become
well-educated in the necessary information the student-athlete needs in terms of applying
to a college or university, dealing with the NCAA clearing house, contacting college
coaches, etc.
At WAHS, we want our parents to be a part of the academic/athletic process as
well. Each sport holds beginning of the year meetings to gain parent support and to
inform them what they can do to be involved in their child‟s academic and athletic
endeavors. Student-athletes will be motivated to succeed on and off the field if they know
they have full support from their parents.
Overall, we have a strong academic and athletic program here at WAHS. Our
student-athletes take pride in the fact they represent WAHS in a positive light. They are
challenged every step of the way and always find a way to get it done on and off the field.
This willingness to strive to be the best in all that they do allows our WAHS student-
athletes to stand out from others in the application process to a specific college or
university.
TECHNOLOGY
Technology is now an integral part of everyday life and learning: children are
immersed in it from birth. Students at WAHS will be taught how to actively use
technology as communication, education and entertainment tools. Technology facilitates
getting to a specific goal faster and easier and is a powerful organization tool. It
significantly increases access to information and the ability to process information
efficiently. Technology facilitates modern communication on a personal and global level,
and is a potent catalyst and facilitator of creativity in a variety of forms. Technology is an
essential part of the modern learning experience, providing valuable motivation and a
sense of mastery for children.
While technology is an increasingly valuable tool in life and education, the roles of
imaginary play and teacher and group activity are fundamental: creativity, adult guidance
and collaboration are essential to effective learning. WAHS students will use technology
frequently and in a variety of settings and groupings. WAHS currently has a
library/computer lab, which includes 40 computer stations, three mobile laptop charts, and
each classroom has a minimum of three student computer stations. Our current student to
computer ratio is 4:1.
Each teacher will be provided with the opportunity to integrate technology into
their curriculum and instruction. The WAHS technology department provides professional
development on the use of technology and monitors the usage of all equipment. Each
Wallis Annenberg High School, Charter Petition to LAUSD 27
teacher is issued a laptop computer, a document camera, and has access to an online
assessment and reporting system, has been provided training and access to a teacher
website. The teacher websites have enough capacity to upload videos, syllabus, study
guides, current assignments, and upcoming events. This available technology will allow
students to access more paths to learning. Computers in each classroom are standard, as
well as an open computer labs available for teacher use. All academic departments expect
students to use technology to present their work using software such as PowerPoint.
Graduation Requirements/Core Sequencing
(Please see course of study by grade level. For a list of all courses offered please see
below.)
Wallis Annenberg Minimum Graduation Requirements
Credits Semesters Subject Area/Discipline
40 8 English Total
10
10
10
10
2
2
2
2
English 9AB
English 10AB
Am Lit/Cont. Comp
Expo Comp/Mod Lit
30 6 Social Studies Total
10
10
10
2
2
2
World History
US History
Government/Economics
40 8 Math Total
2
2
2
2
Algebra 1AB
Geometry AB
Algebra 2AB
Pre-calculus
Calculus
40 8 Science
2
2
2
2
Life Science (Biology)
Physical Science (Chemistry)
Physical Science (Physics)
AP Science or Environmental
Science or Anatomy and
Physiology
30 6 Foreign Language (Spanish)
Spanish 1, 2 and 3
10 2 Visual or Performing Arts
Total
40 8 Elective Total
Psychology
U.S. History Through Film
Senior Seminar
Wallis Annenberg High School, Charter Petition to LAUSD 28
Subject WAHS CA LAUSD
English
Social Studies
Math
LifeSci Lab
PhySci Lab
Advanced
Science
ForLang
FineArts
AppliedTech
Physical Ed
Health
Life Skills
Electives
Totals
40
30
40
10
20
10
30
10
20
5
40
255
30
30
20
10
10
10
20
130
40
30
20
10
10
10
10
20
5
5
70
230
40
20
30
10
10
140
140
The curriculum will be developed so that each student will receive a minimum of the
following in preparation for meeting the California A-G requirements:
Subject Year(s)
A. History / Social Science 3
B. English 4
Intro to Music
Model UN
World History Through Film
SAT Prep
Rock Band
Yearbook
Health
20 4 PE Total
5 1 Health
Total
255
Additional Requirements
20 Hours 9th
grade community service
20 hours 10th
grade community service
30 hours 11th
grade community service
30 hours 12th
grade community service
These are required hours for graduation at WAHS.
Parents and students are notified of these requirements
through parent teacher meetings, required parents
information meetings and the Parent Handbook.
Wallis Annenberg High School, Charter Petition to LAUSD 29
C. Mathematics (Algebra, Geometry, Intermediate Algebra) 4
D. Laboratory Science 3
E. Foreign Language (minimum years of same language) 3
F. Visual and Performing Arts 1
G. An Additional Year from subject areas above 1
Total Required Subjects 19
WAHS currently offers the following classes. All A-G subject courses UC approved.
English-Language Arts History / Social Science
English 9 – A-G Modern World History- A-G
English 10 - A-G U.S. History-20th
century- A-G
H English 10
American Literature and Composition-
A-G
AP English Language - A-G
Government/Economics- A-G
Expository Composition- A-G
AP English Literature- A-G
Electives: Electives:
Psychology World History Through Film- A-G non
core
U.S. History Through Film- A-G
Senior Seminar - A-G
Intro to Music - A-G
Model UN- A-G
SAT Prep- A-G non core
Rock Band-A-G non core
Yearbook-A-G non core
Health- A-GA-G
Mathematics Science
Algebra I- A-G Biology- A-G
Geometry- A-G Chemistry- A-G
Algebra II - A-G Physics - A-G
Trigonometry / Pre-calculus- A-G
Statistics- A-G
Environmental Science- A-G
AP Calculus
Foreign Language
Spanish I- A-G
Spanish II- A-G
Spanish III- A-G
AP Spanish Language- A-G
AP Spanish Literature- A-G
Sports Teams
Football
Basketball, Girls and Boys
Volleyball, Girls and Boys
Soccer, Girls and Boys
Physical Education
General PE - A-G
Fine Arts
Introduction to Art - A-G
Wallis Annenberg High School, Charter Petition to LAUSD 30
Expected course schedule for WAHS students
Subject 9th
Grade 10th
Grade 11th
Grade 12th
Grade
History /
Social
Science
Modern
World
History
U.S. History American
Government/Economics
English English 9 English 10 American Lit
and Comp.
Expository
Composition/Modern
Literature
Mathematics Algebra 1
or Geometry
Geometry
or Algebra
II
Trigonometry
/ Pre-calculus
Probability and
Statistics or Calculus
Science Biology Chemistry Physics AP Physics or AP
Chemistry
Foreign
Language
Spanish I
Students can place
out of Spanish one
based on teacher
recommendation.
Spanish II Spanish III AP Spanish Language
AP Spanish Literature
Arts Choice from Arts
Courses in
Drawing (Drawing
1 or 2) or Music
(guitar 1 or 2, Rock
Band)
Physical
Education
P.E. Courses P.E.
Courses
Elective Health Elective Elective Elective
Elective
For a list of
electives
offered
please see
below.
Math/ELA
intervention
Elective Elective Elective
Department Course Textbook Publisher Year
English
9AB
The
Language of
Literature
Grade 9
Novel: The House on Mango
Street
Screenplay: To Kill a
Mockingbird
Novel: To Kill a Mockingbird
Play: The Miracle Worker
Play: The Tragedy of Romeo
and Juliet
Play: The Taming of the
Shrew
Knopf, Inc.
McDougal Littell
McDougal Littell
HarperCollins
McDougal Littell
Washington
Square Press
2004
1997
2002
2002
2002
2002
Wallis Annenberg High School, Charter Petition to LAUSD 31
McDougal
Littell
Anthology: Poetry 180 Random House
Trade
2003
English
English
10AB
The
Language of
Literature
Grade 10
McDougal
Littell
Novel: …And the Earth Did
Not Devour Him
Novel: Always Running
Novel: A Place Where the
Sea Remembers
Novel: The Underdogs
Play: Antigone
Play: Macbeth
Play: As You Like It
Non-Fiction: Mythology
McDougal Littell
Simon & Schuster
McDougal Littell
McDougal Littell
Oxford University
Press
McDougal Littell
Oxford University
Press
Little, Brown &
Company
1997
2005
2003
2004
1989
2002
2002
1998
Auth Comp
AB
The
Language of
Literature
Grade 11
McDougal
Littell
Novel: The Catcher in the
Rye
Novel: Of Mice and Men
Novel: The Souls of Black
Folk
Play: Hamlet
Play: The Tempest
Little, Brown &
Company
Penguin Books
McDougal Littell
McDougal Littell
Washington
Square Press
2001
1993
1998
2002
1994
Expos
Comp
Handbook: Expository
Reading and Writing Course
Reading Institute
for Academic
Preparation,
CSULA
2007
Textbooks by department and course
Department Course Textbook Publisher Year
Modern
World
History
World History: Modern Times Glencoe 2008
History
20th
Century
US History
The American Republic 1877-
Present
Glencoe 2006
Principles
of
American
Democracy
The United States
Government: Democracy in
Action
Glencoe 2006
Economics Economic Principles &
Practices
Glencoe 2005
Wallis Annenberg High School, Charter Petition to LAUSD 32
Course Textbooks 9
th Grade English Curriculum Map
Text Concept/Topic California
State
Standards*
Instructional
Material/Assessment
Novel: The House
on Mango Street
Screenplay: To
Kill a Mockingbird
Novel: To Kill a
Mockingbird
Play: The Miracle
Worker
Play: The Taming
of the Shrew
Play: The Tragedy
of Romeo and
Juliet
1.0 Word Analysis,
Fluency, and
systematic Vocabulary
Development
• 2.0 Reading
Comprehension
•
2.2 Write responses to
Literature
2.4 Deliver Oral
Responses to
Literature
3.0 LITERARY
RESPONSE and
ANALYSIS
-Students read and
respond to historically
or culturally significant
works of literature that
reflect and enhance
their studies of history
and social science.
They conduct in-depth
analyses of recurrent
patterns and themes.
1.0
2.0
2.2 a-d
2.4 a-d
3.0, 3.1-3.2,
3.3-3.10, 3.11-
3.12
Supplemental Materials:
-Related readings that
span poetry, short-stories,
non-fiction, and essays.
-Graphic Organizers
-Photographs
-Primary Sources
-Related Films
Assessment:
-Tests and Quizzes
-Checks for
Understanding
-Projects
-End of Novel Exams
-Reading Logs/ Journals
-Short-answer responses
-Writing Assessments
Department Course Textbook Publisher Year
Algebra I Discovering Algebra Key Curriculum
Press
2002
Math
Geometry Discovering Geometry Key Curriculum
Press
2004
Algebra II Discovering Advanced
Algebra
Key Curriculum
Press
2004
Pre-Calculus/
Trigonometry
Algebra and Trigonometry Thompson
Publishing
2007
Calculus Calculus and Early
Transcendentals
Thompson
Publishing
2007
Department
Department Course
Wallis Annenberg High School, Charter Petition to LAUSD 33
The Language of
Literature Grade 9
McDougal Littell
Reading
1.0 WORD
ANALYSIS,
FLUENCY, AND
SYSTEMATIC
VOCABULARY
DEVELOPMENT
-Literal, figurative,
denotative, and
connotative meanings
-Origin of words
-Greek and Roman
mythology
2.0 READING
COMPREHENSION -Focus on informational
materials
-Analyze organizational
patterns, arguments,
and positions
-Structural Features of
Informational Materials
-Prepare a bibliography
of reference materials
-Comprehension and
Analysis of grade-
Level-appropriate text
-Expository Critique
3.0 LITERARY
RESPONSE and
ANALYSIS
-Structural Features
-Narrative Analysis
-Literary Criticism
1.0 WRITING
STRATEGIES
-Organization/Focus
-Research/Technology
-Evaluation/Revision
2.0 WRITING
APPLICATIONS
-Rhetorical strategies:
Biographical
Autobiographical
Narratives
Short stories
Responses to literature
Expository
Compositions,
Persuasive
compositions
Business letters
Technical documents
1.0-1.3
2.0-2.8
3.0-3.12
1.0-1.9
2.0-2.6
Assessment:
-Tests and Quizzes
-Checks for
Understanding
-Projects
-End of Novel Exams
-Reading Logs/ Journals
-Short-answer responses
-Writing Assessments
Wallis Annenberg High School, Charter Petition to LAUSD 34
1.0 WRITTEN AND
ORAL ENGLISH
LANGUAGE
CONVENTIONS
-Grammar &
Mechanics
-Manuscript Form
1.0 LISTENING AND
SPEAKING
STRATEGIES
-Oral Communication
-Analysis and
Evaluation of Oral and
Media Communications
2.0 SPEAKING
APPLICATIONS
1.0-1.14
1.0-1.14
2.0-2.6
10th
Grade English Curriculum Map
Text Concept/Topic California CST’s Instructional
Material/Assessment
Novel: …And the
Earth Did Not
Devour Him
Novel: Always Running
Novel: A Place
Where the Sea
Remembers
Novel: The
Underdogs
Play: Antigone
Play: Macbeth
Play: As You Like It
Non-Fiction:
Mythology
1.0 Word Analysis,
Fluency, and
systematic Vocabulary
Development
• 2.0 Reading
Comprehension
2.2 Write responses to
Literature
2.4 Deliver Oral
Responses to
Literature
3.0 LITERARY
RESPONSE and
ANALYSIS
-Students read and
respond to historically
or culturally significant
works of literature that
reflect and enhance
their studies of history
and social science. They
conduct in-depth
analyses of recurrent
patterns and themes.
1.0
2.0
2.2 a-d
2.4 a-d
3.0, 3.1-3.2, 3.3-
3.10, 3.11-3.12
Supplemental
Materials:
-Related readings that
span poetry, short-
stories, non-fiction,
and essays.
-Graphic organizers
-Photographs
-Primary Sources
-Related Films
Assessment:
-Tests and Quizzes
-Checks for
Understanding
-Projects
-End of Novel Exams
-Reading Logs/
Journals
-Short-answer
responses
-Writing Assessments
Wallis Annenberg High School, Charter Petition to LAUSD 35
The Language of
Literature Grade 10
McDougal Littell
Reading
1.0 WORD
ANALYSIS,
FLUENCY, AND
SYSTEMATIC
VOCABULARY
DEVELOPMENT
-Literal, figurative,
denotative, and
connotative meanings
-Origin of words
-Greek and Roman
mythology
2.0 READING
COMPREHENSION -Focus on informational
materials
-Analyze organizational
patterns, arguments, and
positions
-Structural Features of
Informational Materials
-Prepare a bibliography
of reference materials
-Comprehension and
Analysis of grade-
Level-appropriate text
-Expository Critique
3.0 LITERARY
RESPONSE and
ANALYSIS
-Structural Features
-Narrative Analysis
-Literary Criticism
1.0 WRITING
STRATEGIES
-Organization/Focus
-Research/Technology
-Evaluation/Revision
2.0 WRITING
APPLICATIONS
-Rhetorical strategies:
Biographical
Autobiographical
Narratives
Short stories
Responses to literature
Expository
Compositions,
Persuasive
compositions
Business letters
Technical documents
1.0-1.3
2.0-2.8
3.0-3.12
1.0-1.9
2.0-2.6
Assessment:
-Tests and Quizzes
-Checks for
Understanding
-Projects
-End of Novel Exams
-Reading Logs/
Journals
-Short-answer
responses
-Writing Assessments
Wallis Annenberg High School, Charter Petition to LAUSD 36
1.0 WRITTEN AND
ORAL ENGLISH
LANGUAGE
CONVENTIONS
-Grammar & mechanics
-Manuscript Form
1.0 LISTENING AND
SPEAKING
STRATEGIES
-Comprehension
--Organization and
Delivery of Oral
Communication
-Analysis and
Evaluation of Oral and
Media Communications
2.0 SPEAKING
APPLICATIONS
1.0-1.3
1.0-1.14
2.0-2.6
Wallis Annenberg High School, Charter Petition to LAUSD 37
11th
Grade English Curriculum Map
American Literature
Text Concept/Topic California CST’s Instructional
Material/Assessment
Novel: The Catcher in the
Rye
Novel: Of Mice and Men
Play: The Crucible
1.0 Word Analysis,
Fluency, and
systematic Vocabulary
Development
• 2.0 Reading
Comprehension
-Comprehension and
Analysis of Grade level
appropriate text
2.3 Deliver Oral
Responses to
Literature
2.0 Writing
Applications
-Responses to Literature
3.0 LITERARY
RESPONSE and
ANALYSIS
-Students read and
respond to historically
or culturally significant
works of literature that
reflect and enhance
their studies of history
and social science. They
conduct in-depth
analyses of recurrent
patterns and themes.
1.0
2.0,
2.2-2.5
2.3 a-e
2.2 a-e
3.0-3.9
Supplemental
Materials:
-Related readings that
span poetry, short-
stories, non-fiction,
and essays.
-Graphic organizers
-Photographs
-Primary Sources
-Related Films
Assessment:
-Tests and Quizzes
-Checks for
Understanding
-Projects
-End of Novel Exams
-Reading Logs/
Journals
-Short-answer
responses
-Writing Assessments
The Language of
Literature Grade 11
McDougal Littell
Handbook: Expository Reading
and Writing Course
(Reading Institute
for Academic
Preparation,
CSULA)
Reading
1.0 WORD
ANALYSIS,
FLUENCY, AND
SYSTEMATIC
VOCABULARY
DEVELOPMENT
- vocabulary concepts
and analysis
-etymology
-Greek, Latin, and
Anglo-Saxon Roots and
Affixes
-Analogies
2.0 READING
COMPREHENSION -Structural Features of
Informational Materials
-Comprehension and
Analysis
-Defend and Clarify
1.0-1.3
2.0-2.6
Assessment:
-Tests and Quizzes
-Checks for
Understanding
-Projects
-End of Novel Exams
-Reading Logs/
Journals
-Short-answer
responses
-Writing Assessments
Wallis Annenberg High School, Charter Petition to LAUSD 38
Interpretations
-Expository Critique
3.0 LITERARY
RESPONSE and
ANALYSIS
-Structural Features
-Narrative Analysis
-Literary Criticism
1.0 WRITING
STRATEGIES
-Organization/Focus
-Research/Technology
-Evaluation/Revision
2.0 WRITING
APPLICATIONS
-Rhetorical strategies:
Biographical
Autobiographical
Narratives
Short stories
Responses to literature
Historical Investigation
Job Applications
Resumes
Multimedia
presentations
1.0 WRITTEN AND
ORAL ENGLISH
LANGUAGE
CONVENTIONS
-Grammar & mechanics
-Manuscript Form
1.0 LISTENING AND
SPEAKING
STRATEGIES
-Comprehension
-Organization and
Delivery of Oral
Communication
-Analysis and
Evaluation of Oral and
Media Communications
2.0 SPEAKING
APPLICATIONS
3.0-3.9
1.0-1.9
2.0-2.6
1.0-1.3
1.0-1.14
2.0-2.5
Wallis Annenberg High School, Charter Petition to LAUSD 39
12th
Grade English Curriculum Map
Rhetoric
Text Concept/Topic California CST’s Instructional
Material/Assessment
Novel:
Nervous Conditions
Novel:
Things Fall Apart
Novel:
Go Tell It on the
Mountain
Novel: Kaffir Boy
1.0 Word Analysis,
Fluency, and
systematic Vocabulary
Development
• 2.0 Reading
Comprehension
-Comprehension and
Analysis of Grade level
appropriate text
2.3 Deliver Oral
Responses to
Literature
2.0 Writing
Applications
-Responses to Literature
3.0 LITERARY
RESPONSE and
ANALYSIS
-Students read and
respond to historically
or culturally significant
works of literature that
reflect and enhance
their studies of history
and social science. They
conduct in-depth
analyses of recurrent
patterns and themes.
1.0
2.0,
2.2-2.5
2.3 a-e
2.2 a-e
3.0-3.9
Supplemental
Materials:
-Related readings that
span poetry, short-
stories, non-fiction,
and essays.
-Graphic organizers
-Photographs
-Primary Sources
-Related Films
Assessment:
-Tests and Quizzes
-Checks for
Understanding
-Projects
-End of Novel Exams
-Reading Logs/
Journals
-Short-answer
responses
-Writing Assessments
The Language of
Literature Grade 12
McDougal Littell
Handbook: Expository Reading
and Writing Course
(Reading Institute
for Academic
Preparation,
CSULA)
Reading
1.0 WORD
ANALYSIS,
FLUENCY, AND
SYSTEMATIC
VOCABULARY
DEVELOPMENT
- vocabulary concepts
and analysis
-etymology
-Greek, Latin, and
Anglo-Saxon Roots and
Affixes
-Analogies
2.0 READING
COMPREHENSION -Structural Features of
Informational Materials
-Comprehension and
Analysis
-Defend and Clarify
1.0-1.3
2.0-2.6
Assessment:
-Tests and Quizzes
-Checks for
Understanding
-Projects
-End of Novel Exams
-Reading Logs/
Journals
-Short-answer
responses
-Writing Assessments
Wallis Annenberg High School, Charter Petition to LAUSD 40
Interpretations
-Expository Critique
3.0 LITERARY
RESPONSE and
ANALYSIS
-Structural Features
-Narrative Analysis
-Literary Criticism
1.0 WRITING
STRATEGIES
-Organization/Focus
-Research/Technology
-Evaluation/Revision
2.0 WRITING
APPLICATIONS
-Rhetorical strategies:
Biographical
Autobiographical
Narratives
Short stories
Responses to literature
Historical Investigation
Job Applications
Resumes
Multimedia
presentations
1.0 WRITTEN AND
ORAL ENGLISH
LANGUAGE
CONVENTIONS
-Grammar & mechanics
-Manuscript Form
1.0 LISTENING AND
SPEAKING
STRATEGIES
-Comprehension
-Organization and
Delivery of Oral
Communication
-Analysis and
Evaluation of Oral and
Media Communications
2.0 SPEAKING
APPLICATIONS
3.0-3.9
1.0-1.9
2.0-2.6
1.0-1.3
1.0-1.14
2.0-2.5
Wallis Annenberg High School, Charter Petition to LAUSD 41
10th
Grade Modern World History
Textbook: World History: Modern Times, Glencoe
Chapter Unit/Concept/Topic California
CST’s
Instructional
Material/Assessment
2, 3,4 The Greco-Roman
World‟s influence on
Western thought
10.1-10.1.3 Teacher created test
4, 5 Renaissance and
Reformation
10.1, 10.1.1 Renaissance Project – Students
choose 2 to complete
A. Travel Brochure
B. Magazine Article
C. Cartoon Strip
7, 10, 11 Glorious Revolution,
American Revolution,
and French Revolution
10.2 – 10.2.5 1. Active Reading/Comparison
Compare the Constitution with
ideas from the Enlightenment:
Students locate and list the
ideas found
2. Time-line: Absolute
Monarchs of Europe
3. Active Reading/Comparison
Compare the American Bill or
Rights with the English Bill or
Rights
4. Poster Presentation – Quotes
of the Enlightenment Hobbes,
Montesquieu, Locke, Voltaire
12, 13, 15.3 Effects of the
Industrial Revolution
in Europe, Japan and
the US
10.3 – 10.3.7 1. Map worksheet/handout
Label a map of Africa
indicating the effects of
Imperialism on the continent
2. Letter: Write a letter from
the perspective of an
industrialized nation to a non-
industrialized nation
highlighting the effects of
industrialization upon the
country
14, 15.1, 15.2 Imperialism in
Southeast Asia, China
and Latin America
10.4 – 10.4.4 Teacher created Test
16 Cause and Course of
WWI
10.5 – 10.5.5 1. Comic Strip: pick a cause
and effect of WWI and
illustrate it
2. Teacher created test
17, 18 The world between the
wars
10.6 - 10.6.4,
10.7 – 10.7.3
1. Socratic Seminar: Animal
Farm, including a packet with
key terms and questions
19 World War II: Causes 10.8 – 10.8.6 Teacher created test
Wallis Annenberg High School, Charter Petition to LAUSD 42
and Consequences Video: All Quiet on the
Western Front
20 Post World WW II
and the Cold War
10.9.1 – 10.9.8 Teacher created test
21, 22, 23,24 Nation Building in the
contemporary world:
10.10 – 10.10.3 Teacher created test
11th
grade US History Curriculum Map
Textbook: The American Republic: 1877 – Present, Glencoe
Chapter Unit/Concept/Topic California CST’s Instructional
Material/Assessment
2, 3, 5, 6, 7 Foundations of
America's political
ideals and the role of
religion in the
founding of America
11.1 - 11.1.4, 11.3 -
11.3.2, 11.3.5 Political Cartoons
Religion in early
America court room
simulation
9, 10, 11, 13 Industrialization and
Progressivism
11.2 - 11.2.5, 11.2.7
- 11.2.9 Teacher created test
How the Other Half
Lives, Robert Riis
The Jungle, Upton
Sinclair
12, 14 America Becomes a
World Power
11.4 - 11.4.6 Political Cartoons
Teacher created test
15, 16 The Jazz Age 11.5 - 11.5.7 Classroom Literary
Salon
Classroom Art
Gallery
Classroom platter
party
17, 18 The Great
Depression
11.6 - 11.6.2 Video: Grapes of
Wrath
Teacher created test
18 The New Deal 11.6.3 - 11.6.5 Teacher created test
Supreme Court
Simulation
19, 20 America enters
World War II
11.7 - 11.7.8 Maps: WWII battle
Pie Chart and line
graph: Major battles
of WWII with
casualty figures
21, 22, 23 The Cold War, New
Frontier and Great
Society
11.8.2, 11.8.5,
11.8.8 11.9 - 11.9.5 Life Size time-line
project
Video: Goodnight
and Good Luck
Wallis Annenberg High School, Charter Petition to LAUSD 43
24 The Civil Rights
Movement
11.10 - 11.10.7 Teacher created test
Video: Eyes on the
Prize
25, 26, 27, 28 Social and Domestic
policies of modern
America
11.11 - 11.11.7 Teacher created test
Research paper
12th
grade Principles of American Democracy
Textbook: The United States Government: Democracy in Action, Glencoe
Chapter Unit/Concept/Topic California CST’s Instructional
Material/Assessment
1, 2, 3,4 Fundamental
principles of
American
Democracy
12.1 – 12.1.6,
12.3.4, 12.4.2 Project: create a lesson
on the “purpose of
govt” to teach to a 6th
grade class
Oral presentation: Find
newspaper article
related to the unit topic
Inspect item assessment
created using OARS
13, 14 1st amendment rights
and Citizenship
12.2 – 12.2.6,
12.3-12.3.3 Memorize 1
st
amendment
Teacher created test
Inspect item assessment
created using OARS
5, 6, 7 Role of the
Legislative Branch
12.4 – 12.4.1 Teacher created test
Project: Profile of
the 110th
Congress
8, 9 Role of the
Executive Branch
12.4, 12.4.4 Workshop: How a Bill
Becomes a Law
11, 12 Role of the Judicial
Branch
12.4, 12.4.5,
12.4.6
Teacher created test
Various chapters
and supplemental
publisher materials
The Supreme Court
interprets the
constitution
12.5-12.5-4 Technology group
project/Oral presentation:
Students pick one major
court case and present it to
the class
16, 17, 18 Participating in
Government:
National, state,
elective offices
12.6-12.6.6 Mock Election
Teacher created test
19 Influence of Mass
Media on American
Politics
12.8-12.8.3 Group Project: Media
presentation
21, 22, 23, 24 Public Policy and
Services: national,
12.7 – 12.7.8 Teacher created test
Wallis Annenberg High School, Charter Petition to LAUSD 44
state, local
government
25, 26 Political and
Economic Systems
around the World
12.9-12.9.8 Teacher created test
12th
grade Economics
Textbook: Economic Principles & Practices, Glencoe
Chapter Unit/Concept/Topic California CST’s Instructional
Material/Assessment
1,2,3 Fundamental
Economic Concepts
12.1 – 12.1.5 Daily Warm Ups
Unit Project
Buying a Car
Simulation
4, 5, 6, 7.1, 7.2 America‟s Market
Economy:
Microeconomics
12.2 – 12.2.10 Daily Warm Ups
Unit Project
Create a personal
budget
7.3, 8, 9, 10, 11 Government‟s Role
in Economics:
Macroeconomics
12.3 – 12.3.4 Daily Warm Ups
Unit Project
Mock Stock
Market
Simulation
14, 15 US Labor market in
a Global setting
12.4 – 12.4.4 Daily Warm Ups
Unit Project
16 Achieving
Economic Stability
12.5 – 12.5.3 Daily Warm Ups
Unit Project
17, 18, 19, 20 International and
Global Economics
12.6 – 12.6.4 Daily Warm Ups
Unit Project
Algebra 1 Curriculum Map
Textbook: Discovering Algebra – An Investigative Approach
Chapter Unit/Concept/Topic California State
Standards
Instructional
Material/Assessment
0 Fractions and Fractals 1.1, 25.2 Project
1 Data Exploration None Addressed Problem of the Week
Interactive Notebook
Portfolio
Animations
OARS inspect
assessment
2 Proprotional Reasoning
and Probability
1.1, 2.0, 6.0,
15.0, 25.1, 25.2
Problem of the Week
Interactive Notebook
Portfolio
Wallis Annenberg High School, Charter Petition to LAUSD 45
Unit Test
OARS inspect
assessment
3 Variation and Graphs 2.0, 4.0, 5.0, 6.0,
10.0, 15.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
OARS inspect
assessment
4 Linear Equations 1.1, 2.0, 4.0, 5.0,
6.0, 7.0, 11.0,
15.0, 25.1,25.2
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
OARS inspect
assessment
5 Fitting a Line to Data 4.0, 5.0, 6.0, 7.0,
9.0, 10.0, 15.0,
25.3
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
OARS inspect
assessment
6 Systems of Equations and
Inequalities
1.1, 2.0, 7.0,
10.0, 25.1, 25.2
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
OARS inspect
assessment
7 Exponents and Exponential
Models
2.0, 3.0, 4.0, 7.0,
9.0, 10.0, 15.0,
16.0, 17.0, 18.0,
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
OARS inspect
assessment
8 Functions 1.1, 4.0, 10.0,
12.0, 13.0, 15.0,
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
OARS inspect
assessment
9 Transformations 1.1, 2.0, 10.0,
11.0, 12.0, 13.0,
14.0, 16.0, 17.0,
18.0, 19.0, 20.0,
21.0, 22.0, 23.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
OARS inspect
assessment
10 Quadratic Models 2.0, 3.0, 7.0,
10.0,
Problem of the Week
Interactive Notebook
Portfolio
Wallis Annenberg High School, Charter Petition to LAUSD 46
Unit Test
OARS inspect
assessment
CST
REVIEW/PREPARATION
Teacher Created CST
problems
State Released CST
problems
OARS inspect
assessment
11 Introduction to Geometry 2.0, 7.0, 8.0,
10.0, 15.0, 20.0,
21.0, 22.0, 24.1,
24.2, 24.3, 25.1
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
OARS inspect
assessment
Geometry Curriculum Map
Textbook: Discovering Geometry – An Investigative Approach
Chapter Unit/Concept/Topic California State
Standards
Instructional
Material/Assessment
1 Introducing Geometry 1.0, 3.0, 4.0,
12.0, 17.0
Problem of the Week
Interactive Notebook
Portfolio
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assessment
2 Reasoning in Geometry 1.0, 2.0, 3.0, 7.0 Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
3 Using Tools of Geometry 16.0 Construction Catalog
Interactive Notebook
Portfolio
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assessment
4 Discovering and Proving
Triangle Properties
1.0, 2.0, 4.0, 5.0,
6.0, 12.0, 13.0,
22.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
5 Discovering and Proving
Polygon Properties
1.0, 2.0, 3.0, 4.0,
7.0, 12.0, 13.0,
17.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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Wallis Annenberg High School, Charter Petition to LAUSD 47
assessment
6 Discovering and Proving
Circle Properties
1.0, 2.0, 7.0, 8.0,
21.0
Lawn POW
Interactive Notebook
Portfolio
Unit Test
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assessment
7 Transformations and
Tessellations
22.0 Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
8 Area 8.0, 10.0 Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
9 The Pythagorean Theorem 2.0, 5.0, 14.0,
17.0, 20.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
10 Volume 3.0, 8.0, 9.0, 11.0 Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
11 Similarity 2.0, 3.0, 4.0, 5.0,
11.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
12 Trigonometry 3.0, 18.0, 19.0 Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
CST
REVIEW/PREPARATION
Teacher Created CST
problems
State Released CST
problems
Algebra 2 Preview
Wallis Annenberg High School, Charter Petition to LAUSD 48
Algebra 2 Curriculum Map
Textbook: Discovering Advanced Algebra – An Investigative Approach
Chapter Unit/Concept/Topic California State
Standards
Instructional
Material/Assessment
1 Patterns and Recursion Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
2 Describing Data Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
3 Linear Models and
Systems
1.0, 2.0 Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
4 Functions, Relations, and
Transformations
9.0 Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
5 Exponential, Power, and
Logarithmic Functions
11.0, 11.1, 11.2,
12.0, 13.0, 14.0,
24.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
6 Matrices and Linear
Systems
2.0 Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
7 Quadratic and Other
Polynomial Functions
3.0, 4.0, 5.0, 6.0,
8.0, 9.0, 10.0,
24.0, 25.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
9 Conic Sections and 7.0, 15.0, 16.0, Problem of the Week
Wallis Annenberg High School, Charter Petition to LAUSD 49
Rational Functions 17.0, Interactive Notebook
Portfolio
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assessment
11 Series 21.0, 22.0, 23.0 Problem of the Week
Interactive Notebook
Portfolio
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assessment
12 Probability 18.0, 19.0, 20.0, Problem of the Week
Interactive Notebook
Portfolio
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assessment
CST
REVIEW/PREPARATION
Teacher Created CST
problems
State Released CST
problems
10 Trigonometric Functions
8 Parametric Equations and
Trigonometry
Precalculus Curriculum Map
Textbook: Algebra and Trigonometry, Thompson Publishing
Chapter Unit/Concept/Topic California State
Standards
MA(Mathematical
Analysis)
PS(Probability and
Statistics)
Trigonometry
(TRIG), LA
(Linear Algebra)
Instructional
Material/Assessment
1 Equations and Inequalities Interactive Notebook
Portfolio
Unit Test
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assessment
2 Coordinates and Graphs Problem of the Week
Interactive Notebook
Portfolio
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assessment
Wallis Annenberg High School, Charter Petition to LAUSD 50
3 Functions Interactive Notebook
Portfolio
Unit Test
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assessment
4 Polynomial and Rational
Functions
MA2.0, MA5.0,
MA6.0
Interactive Notebook
Portfolio
Unit Test
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assessment
5 Exponential and
Logarithmic Functions
Interactive Notebook
Portfolio
Unit Test
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assessment
6 Trigonometric Functions
and Angles
TRIG1.0, TRIG2.0,
TRIG3.0, TRIG4.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
7 Trigonometric Functions of
Real Numbers
TRIG 5.0, TRIG 6.0,
TRIG 7.0, TRIG 8.0,
TRIG 9.0, TRIG
10.0
Interactive Notebook
Portfolio
Unit Test
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assessment
8 Analytic Trigonometry MA8.0, TRIG 11.0,
TRIG12.0, TRIG
13.0, TRIG 14.0
Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
9 Polar Coordinates and
Vectors
MA1.0, TRIG 17.0,
TRIG 18.0, TRIG
19.0
Interactive Notebook
Portfolio
Unit Test
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assessment
10 Systems of Equations and
Inequalities
LA10.0, LA11.0 Problem of the Week
Interactive Notebook
Portfolio
Unit Test
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assessment
11 Analytic Geometry MA5.1, MA5.2 Interactive Notebook
Portfolio
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assessment
Wallis Annenberg High School, Charter Petition to LAUSD 51
12 Sequences and Series MA3.0 Problem of the Week
Interactive Notebook
Portfolio
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assessment
13 Counting and Probablitiy PS1.0, PS2.0, PS3.0,
PS4.0, PS5.0, PS6.0,
PS7.0, PS8.0
Interactive Notebook
Portfolio
Unit Test
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assessment
CST
REVIEW/PREPARATION
Teacher Created CST
problems
State Released CST
problems
Calculus Curriculum Map
Textbook: Calculus, Early Transcendentals, Thompson Publishing
Chapter Unit/Concept/Topic California State
Standards
Instructional
Material/Assessment
1 Functions and
Limits
1.1, 1.2, 1.3, 2.0,
13.0
Interactive Notebook
Portfolio
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assessment
2 Derivatives 3.0, 4.1, 4.2, 4.3,
4.4, 7.0
Interactive Notebook
Portfolio
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assessment
3 Inverse Functions 3.0, 4.1, 4.2, 4.3,
4.4, 18.0
Interactive Notebook
Portfolio
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assessment
4 Applications of
Differentiation
3.0, 4.1, 4.2, 4.3,
4.4, 5.0, 7.0, 8.0,
9.0, 10.0, 11.0, 12.0
Interactive Notebook
Portfolio
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assessment
5 Integrals 13.0, 15.0 Interactive Notebook
Portfolio
Unit Test
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assessment
6 Techniques of
Integration
6.0, 15.0, 17.0, 18.0,
19.0, 20.0, 22.0
Interactive Notebook
Portfolio
Wallis Annenberg High School, Charter Petition to LAUSD 52
Unit Test
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7 Applications of
Integration
14.0, 15.0, 16.0,
21.0, 27.0
Interactive Notebook
Portfolio
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assessment
8 Series 23.0, 24.0, 25.0,
26.0
Interactive Notebook
Portfolio
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assessment
9 Parametric
Equations and Polar
Coordinates
6.0 Interactive Notebook
Portfolio
Unit Test
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assessment
10 Vectors and The
Geometry of Space
6.0 Interactive Notebook
Portfolio
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assessment
11 Partial Derivatives Interactive Notebook
Portfolio
Unit Test
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assessment
12 Multiple Integrals Interactive Notebook
Portfolio
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assessment
13 Vector Calculus Interactive Notebook
Portfolio
Unit Test
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Biology Curriculum Map
Textbook: Biology, Prentice Hall
Chapter Unit/Concept/Topic California State
Standards
Instructional
Material/Assessment
1-2 The Nature of Life General
references to all
CA Biology
Standards
Student Portfolio
Student Presentations
Quick Lab
Unit Test
Wallis Annenberg High School, Charter Petition to LAUSD 53
OARS inspect
assessment
3-6 Ecology 6a, 6b, 6c, 6d, 6e,
6f, 6g
Student Portfolio
Lab
Unit Test
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assessment
7-10 Cells 1a, 1b, 1c, 1d, 1e,
1f, 1g, 1h, 1i, 1j
Student Portfolio
Student Presentations
Quick Lab
Unit Test
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assessment
11-14 Genetics 2a, 2b, 2c, 2d, 2e,
2f, 2g, 3a, 3b, 3c,
3d, 4a, 4b, 4c,
4d, 4e, 4f, 5a, 5b,
5c, 5d, 5e
Student Portfolio
Lab
Unit Test
Applied Science
Project
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assessment
15-18 Evolution 7a, 7b, 7c, 7d, 7e,
7f, 8a, 8b, 8c, 8d,
8e, 8f, 8g
Student Portfolio
Student Presentations
Quick Lab
Unit Test
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assessment
22-25 Plants 6a, 6b, 6c, 6d, 6e,
6f, 6g
OARS inspect
assessment
35-40 The Human Body 9a, 9b, 9c, 9d, 9e,
9f, 9g, 9h, 9i,
10a, 10b, 10c,
10d, 10e, 10f
Student Portfolio
Student Presentations
Quick Lab
Unit Test
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assessment
19-21 Microorganisms and Fungi Student Portfolio
Lab
Unit Test
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assessment
CST
REVIEW/PREPARATION
Teacher Created CST
problems
State Released CST
problems
OARS inspect
assessment
26-29 Invertebrates Student Portfolio
Student Presentations
Quick Lab
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30-34 Chordates Student Portfolio
Lab
Unit Test
Applied Science
Project
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assessment
Chemistry Curriculum Map
Textbook: Chemistry – Matter and Change, Glencoe
Chapter Unit/Concept/Topic California State
Standards
Instructional
Material/Assessment
1 Introduction to Chemistry Student Portfolio
Student Presentations
Quick Lab
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assessment
2 Data Analysis Student Portfolio
Lab
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assessment
3 Matter – Properties and
Change
Student Portfolio
Student Presentations
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assessment
4 The Structure of the Atom 1a, 1b, 1c, 1d, 1e Student Portfolio
Lab
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assessment
5 Electrons in Atoms 1a, 1b, 1g, 1h, 1i,
1j
Student Portfolio
Student Presentations
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assessment
6 The Periodic table and
Periodic Law
1a, 1b, 1c, 1f, 1g Student Portfolio
Lab
Unit Test
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Wallis Annenberg High School, Charter Petition to LAUSD 55
assessment
7 The Elements 1a, 1b, 1c, 1d, 1e,
1f, 1g, 1h, 1i, 1j
Student Portfolio
Student Presentations
Quick Lab
Unit Test
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assessment
8 Ionic Compounds 2a, 2b, 2c, 2g Student Portfolio
Lab
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assessment
9 Covalent Bonding 2b, 2c, 2d, 2e, 2f Student Portfolio
Student Presentations
Quick Lab
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assessment
10 Chemical Reactions 2a, 2b, 3a, 3g Student Portfolio
Lab
Unit Test
Applied Science
Project
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assessment
11 The Mole 3b, 3c, 3d, 3e, Student Portfolio
Student Presentations
Quick Lab
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assessment
12 Stoichiometry 3a, 3c, 3d, 3f, 3g Student Portfolio
Lab
Unit Test
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assessment
13 States of Matter 2a, 3d, 3e Student Portfolio
Student Presentations
Quick Lab
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assessment
14 Gases 4a, 4b, 4c, 4d, 4e,
4f, 4g, 4h, 4i
Student Portfolio
Lab
Unit Test
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assessment
15 Solutions 6a, 6b, 6c, 6d, 6e, Student Portfolio
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6f Student Presentations
Quick Lab
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assessment
16 Energy and Chemical
Change
7a, 7b, 7c, 7d, 7e,
7f
Student Portfolio
Lab
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assessment
17 Reaction Rates 8a, 8b, 8c, 8d Student Portfolio
Student Presentations
Quick Lab
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assessment
18 Chemical Equilibrium 9a, 9b, 9c Student Portfolio
Lab
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assessment
19 Acids and Bases 5a, 5b, 5c, 5d, 5e Student Portfolio
Student Presentations
Quick Lab
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assessment
22 Hydrocarbons 10a, 10b, 10c,
10d, 10e, 10f
Student Portfolio
Lab
Unit Test
23 Substituted Hydrocarbons
and Their Reactions
10e, 10f Student Portfolio
Student Presentations
Quick Lab
Unit Test
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assessment
CST
REVIEW/PREPARATION
Teacher Created CST
problems
State Released CST
problems
OARS inspect
assessment
24 The Chemistry of Life Student Portfolio
Lab
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25 Nuclear Chemistry 11a, 11b, 11c, Student Portfolio
Wallis Annenberg High School, Charter Petition to LAUSD 57
11d, 11e, 11f,
11g
Student Presentations
Quick Lab
Unit Test
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assessment
26 Chemistry in the
Environment
Student Portfolio
Lab
Unit Test
Applied Science
Project
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assessment
Physics Curriculum Map
Textbook: Conceptual Physics, Addison Wesley
Chapter Unit/Concept/Topic California State
Standards
Instructional
Material/Assessment
1 About Science Student Portfolio
Quick Lab
Unit Test
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assessment
2-16 Mechanics
Motion
Newton‟s Law‟s
Vectors
Momentum
Energy
Circular Motion
Center of Gravity
Rotational Mechanics
Universal Gravitation
Satellite Motion
Relativity
1a, 1b, 1c, 1d,
1e, 1f, 1g, 1h, 1i,
1j, 1k, 1l, 1m,
2a, 2b, 2c, 2d,
2e, 2f, 2g, 2h
Student Portfolio
Lab(s)
Quick Lab(s)
Unit Test(s)
OARS inspect
assessment
17-20 Properties of Matter
The Atomic Nature of
Matter
Solids
Liquids
Gases
Chemistry
Standards
Student Portfolio
Lab(s)
Quick Lab(s)
Unit Test(s)
Applied Science
Project
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assessment
21-24 Heat
Temperature and Heat
Change of State
Thermodynamics
3a, 3b, 3c, 3d,
3e, 3f, 3g
Student Portfolio
Lab(s)
Quick Lab(s)
Unit Test(s)
Wallis Annenberg High School, Charter Petition to LAUSD 58
OARS inspect
assessment
25-31 Sound and Light
Vibrations and Waves
Sound
Light
Color
Reflection and Refraction
Lenses
Diffraction and Interference
4a, 4b, 4c, 4d,
4e, 4f
Student Portfolio
Lab(s)
Quick Lab(s)
Unit Test(s)
OARS inspect
assessment
32-37 Electricity and Magnetism
Electrostatics
Electric Fields and Potential
Electric Current/Circuits
Magnetism/Electromagnetic
5a, 5b, 5c, 5d,
5e, 5f, 5g, 5h, 5i,
5j, 5k, 5l, 5m,
5n, 5o
Student Portfolio
Lab(s)
Quick Lab(s)
Unit Test(s)
Applied Science
Project
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assessment
CST
REVIEW/PREPARATION
Teacher Created CST
problems
State Released CST
problems
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assessment
Accreditation
WAHS is WASC accredited through June 2014. We are applying for reaccreditation
during the 2013-2014 school year. In preparation for WASC accreditation we will
establish a self- study process organized to support the ongoing student improvement
efforts. This process will consist of engaging all school stakeholders through
interdisciplinary focus groups, as well as parent and student groups. This process will be
overseen by a WASC committee.
Course Transferability/Eligibility
All students and parents are informed of the transferability of courses to other public high
schools and eligibility of courses to meet college entrance requirements via a parent
orientation to current 8th
grade families at The Accelerated School (TAS). All new
families joining WAHS through the lottery from schools other than TAS are required to
attend an individual informational conference with the academic deans. In addition,
WAHS holds mandatory monthly parent meetings throughout the academic school year in
order to disseminate course information. Furthermore, students regularly meet with their
deans to develop an individual action plan for their academic career.
Wallis Annenberg High School, Charter Petition to LAUSD 59
Intervention and Enrichment Programs
WAHS will provide the necessary support to ensure that students meet standards,
including provision of:
after school homework tutoring
Support and Enrichment courses
Student Success Teams (SST)
counseling services
mentoring
parenting classes
after school clubs
Socioeconomically Disadvantaged Students
WAHS seeks to serve a population comprised of students who are socioeconomically
disadvantaged. Students are identified using enrollment form and applications for free or
reduced lunch an accepted measure of socioeconomic status. The school‟s mission, vision,
and instructional programs are designed to provide and ensure equal access for all students
particularly those students who are designated as socioeconomically disadvantaged based
upon the poverty index. At its core, WAHS believes in high expectations for each of its
students regardless of background.
WAHS has designed its instructional program to support students from socioeconomically
disadvantaged backgrounds in each of the following ways:
Real life experiences embedded into curriculum
“College Bound” culture including trips to universities and courses focused
on the university application process
Working with the families to create supportive learning environments at
home and during the required monthly parent meetings
Flexible meeting times with families, 6:00AM – 8:00PM
Providing opportunities within the school such as access to technology,
physical education, art, and drama
Tutoring and homework support
Incorporating technology into lessons and student work
Using Instructional Assistants to target specific needs
Counseling services
Parent workshops on topics such as nutrition, computers, and parenting
Additional extra-curricular activities that include MESA, Astronomy Club,
Outdoors Club, and varsity athletics
Teachers at WAHS regularly attend professional development through the Los Angeles
County Office of Education and Los Angeles Unified School District in order to provide
students with the support they need to be successful. These trainings include
differentiation of instruction, project based learning and culturally responsive pedagogy.
Wallis Annenberg High School, Charter Petition to LAUSD 60
Students Achieving Below Grade Level
Students who are performing below grade level in each of the content areas as measured
by informal and formal classroom assessments will receive individual and small group
instruction to target their individual needs. During whole class instruction, the teacher may
differentiate instruction based upon students‟ needs, interests, readiness, and learning
profile. In addition, other types of instructional support utilized to support students
achieving below grade level include:
Support classes built into the regular school day (homogenous based on needs)
Individual, small group, and tutoring time targeting specific standards
More time to increase the learning opportunities, including supplemented day,
intervention classes and summer school
Scaffolding in classroom instruction
Technology supports such as Success Maker, and Accelerated Reader
Valuing strengths and build self-confidence
Tutoring and homework support
If after implementing the aforementioned instructional support strategies no significant
growth is shown, students achieving below grade level may be referred by the teacher or
by the parent for a Student Success Team (SST)/Response to Intervention (RTI) meeting.
In these meetings, the classroom teachers, the parent, an administrator, the dean, and any
other relevant party will convene to discuss the child‟s strengths and areas of concern. In
this meeting interventions and actions steps will be decided upon in order to further assist
this child in academic and/or behavioral growth. A follow up meeting will be scheduled to
reconvene and discuss the student‟s progress.
If significant progress has not been made as measured by assessments, the student may be
referred for assessment to determine if the child is eligible for special education services
under the Individuals with Disabilities Education Act (IDEA) if appropriate,. The school
will make efforts to ensure an exhaustive list of interventions is utilized to avoid over
identification of students in Special Education
English Language Learners
WAHS has developed and will implement its own EL Master Plan, which can be found in
Appendix B. All students including ELL are monitored through the online data reporting
system. All ELL students, including LTELs and RFEPS participate in all benchmark,
blueprint and classroom assessments. The online data system is used to follow each
students progress over the course of the school year during data reflection meetings as
well as department meetings. Additionally CELDT results are also added to the online
data system. The CELDT data along online data results and other criteria are used to
monitor overall progress of our ELL Students. Each student is provided support through
Wallis Annenberg High School, Charter Petition to LAUSD 61
ELD classes (EL1-3), primary language support as well as tutoring and support classes.
Progress for all students is monitored by both teachers and administration including
Principal, Assistant Principal and Academic Deans.
English Learner Instruction WAHS is required to timely identify potential English Learner students and provide them
with an effective English language acquisition program that affords meaningful access to
the school‟s academic core curriculum. Instructional plans for English Learners (EL)
must be (1) based on sound educational theory; (2) adequately supported with trained
teachers and appropriate materials and resources; and (3) periodically evaluated to make
sure the program is successful and modified when the program is not successful.
On an annual basis (on or about October 1), WAHS shall submit a certification to the
District that certifies that they will either adopt and implement LAUSD‟s English Learner
Master Plan or implement the Charter School‟s own English Learner Instructional/Master
Plan. If Charter School chooses to implement its own EL plan, the instructional plan shall
encompass the following, including but not limited to:
How ELs‟ needs will be identified;
What services will be offered;
How, where and by whom the services will be provided;
How the program for ELS is evaluated each year and how the results of this
assessment will be used to improve those services (annual report of the
assessments)
WAHS shall provide to CSD a copy of its entire, current plan upon request such as during
the annual oversight review process.
WAHS shall administer the CELDT annually. WAHS shall also ensure that it will
provide outreach services and inform parents with limited English proficiency with
important information regarding school matters to the same extent as other parents.
The goal of our English Language Learner program is to ensure the academic success of
WAHS English Language Learners (ELL) in all academic areas. Second, our ELL
students will be prepared for success at the university, of their choice, upon
graduation. Both of these goals will be achieved by providing each ELL student has equal
access to the core curriculum and the support needed to be successful.
New ELL students are identified according to their home language and their scores on the
California English Language Development Test (CELDT). Identified ELL students will
be monitored by teacher observations; the CELDT test; and their academic progress
monitored by teachers and administration. Progress of all students is monitored by both
teachers and school administration during staff data meetings. The online data collection
system is an integral part of these data meetings as it provides not only test item analysis
but can be used to track progress over time. The English Language Development
Program is a process through which the students achieve advanced fluency in all areas of
language: thinking, speaking, writing, and reading. Options will include the following:
English Enrichment class, ELD class a combination ELL/SDAIE class, or Mainstream
English Program. Students will be programmed into the appropriate class using multiple
Wallis Annenberg High School, Charter Petition to LAUSD 62
measures including CELDT scores, CST scores, Teacher input, work samples, and parent
input. The primary curriculum for ELL students is High Point. To help ensure access of
ELL students to all content areas, WAHS provides staff development to all teachers of
ELL students in instructional methodologies that support the special learning needs of
second language students including formal training in SiOP and SDAIE strategies.
Additionally, any teacher who teaches English classes specifically designed to support
English acquisition of English Learners hold either a B-CLAD or a CLAD certificate, or
will demonstrate satisfactory progress toward obtaining such certificates. This requirement
is monitored by the Human Resource office.
To help involve parents whose primary language is not English, WAHS will implement
many strategies which have proved successful, including providing simultaneous
translation during parent meetings; providing translation services for all parent
conferences; staffing the office with appropriate bilingual support; encouraging the use of
the parent center; and sending home school information in both English and Spanish.
WAHS will adhere to all federal, state, and judicial mandates for English Learners.
Specific outcomes for ELL students are described later in Appendix B.
Staff Recruitment/Selection Process
WAHS seeks a group of professionals committed to the education of all children. The
guiding principles of the Accelerated Schools Model demand that we involve students in
rich, meaningful learning experiences, which will encourage them to become life-long
learners. In order to fully implement this program, all staff members must be equally
committed and actively involved in the planning, performance, implementation, and
evaluation of the instructional program and school operations. In addition, WAHS‟
Human Resources department is responsible for hiring of all WAHS staff including
ensuring compliance with all applicable laws and provisions of the collective bargaining
agreement. The selection procedure shall not discriminate on the basis of ethnicity,
national origin, religion, gender, age, disability, or sexual orientation. WAHS staff shall
consist of persons who are committed to WAHS's philosophy.
Each core subject teacher will have appropriate teaching credentials provided by State
Commission on Teacher Credentialing for his/her teaching assignment. Teachers of non-
core classes such as support, enrichment or study skills classes will have qualifications
consistent with the requirements of state legislation. Requirements related to the No Child
Left Behind Act are detailed under the heading of Title I at the end of this document.
All candidates will go through a hiring process led by one to two department chairs,
principal, and other key instruction leaders on campus. The hiring process will help ensure
that candidates are a good fit for the school and that the school is a good fit for the
candidate.
Wallis Annenberg High School, Charter Petition to LAUSD 63
Teacher Selection Process
1. The selection process will include the following steps:
a. research and establish job qualifications
b. announce opening(s)
c. recruit applicant(s)
d. request resume, references, and credentials
e. verify previous employment
f. interview (may be more than once) candidate(s)
g. select top candidate
2. Medical clearance - proof of TB testing
3. Fingerprinting - applicant will submit prints which will be forwarded to appropriate
agencies for criminal record check prior to employment in a manner consistent with
applicable state law
4. Check for employment eligibility and require child-abuse sign-off
Announce openings
Edjoin website
California Charter School Association recruitment fair held at our school annually
UCLA school of education
CSULA school of education
Word of mouth/inter office emails
Gifted and Talented Students
Using the guiding principles and values of The Accelerated Schools Model, faculty and
staff at WAHS treat all students as gifted; WAHS does not implement a separate program
for gifted students. Accordingly, faculty and staff differentiate instruction based upon the
individual needs of the students and will push all students to achieve at high levels.
Teachers will differentiate in the forms of acceleration, depth, complexity, and creativity.
They will make a distinction between the process, content, or product to meet the needs of
all students.
Enrichment and Support Classes
Enrichment and support classes are intervention classes that supplement the core. The
focus for Math support is teaching basic skills that students might be missing or providing
reteaching for concepts introduced in a core class.
Wallis Annenberg High School, Charter Petition to LAUSD 64
SPECIAL EDUCATION
Charter is appealing to the District for consideration to be included in Option 3. Should
this pending appeal be successful, Charter will be amended to reflect Option 3.
Special Education Program All charter schools must adhere to all terms and conditions of the Chanda Smith Modified
Consent Decree (“MCD”) and any other court orders and/or consent decrees imposed
upon the LAUSD as they pertain to special education. Charter schools must ensure that no
student otherwise eligible to enroll in their charter school will be denied enrollment due to
a disability or to the charter school‟s inability to provide necessary services. Policies and
procedures are in place to ensure the recruitment, enrollment and retention of students
with disabilities at charter schools.
Prior to Los Angeles Unified School District (“LAUSD” or “District”) Governing Board
approval, WAHS will either execute a Memorandum of Understanding (“MOU”) by and
between LAUSD and WAHS regarding the provision and funding of special education
services consistent with the requirements of the LAUSD Special Education Local Plan
Area (“SELPA”) Local Plan for Special Education.
SELPA Reorganization
The Los Angeles Unified School District is approved to operate as a single-District
SELPA under the provisions of Education Code § 56195.1(a) and intends to continue
operating as a single-District SELPA as in the current structure but has created two school
sections (District-operated Programs and Charter-operated Programs) under the
administration of one single Administrative Unit pursuant to a reorganization plan
approved by the Board of Education on January 4, 2011 (149/10-11). Full implementation
of the reorganized LAUSD SELPA will begin in the 2013-2014 school year requiring all
District-authorized charter-operated schools to elect one of the three options available
under the LAUSD SELPA. Prior to an Option election, all District-authorized charter
schools shall participate as a school of the District under the District-Operated Programs
Unit. Prior to the beginning of the 2013-2014 school year, all District-authorized charter
schools, other than those that have previously executed an Option 3 Memorandum of
Understanding (“MOU”), will be required to execute a new MOU setting forth the
LAUSD SELPA option election for the remainder of the charter petition term. The
Charter-operated schools will not have a LEA status but will function in a similar role in
that each charter school will be responsible for all special education issues including
services, placement, due process, related services, special education classes, and special
education supports. Charter schools may apply for membership in the Charter-operated
Program section of the SELPA. These schools will receive support from a Special
Education Director for the Charter-operated Programs.
Modified Consent Decree Requirements
All charter schools chartered by LAUSD Board of Education are bound by and must
adhere to the terms, conditions and requirements of the Chanda Smith Modified Consent
Decree (“MCD”) and other court orders imposed upon District pertaining to special
education. The MCD is a consent decree entered in a federal court class action lawsuit
Wallis Annenberg High School, Charter Petition to LAUSD 65
initially brought on behalf of students with disabilities in LAUSD. It is an agreement of
the parties approved by the federal court and monitored by a court-appointed independent
monitor. The MCD includes nineteen statistically measureable outcomes and facilities
obligations that the District has to achieve to disengage from the MCD and federal court
oversight. All charter schools are required to use the District‟s Special Education Policies
and Procedures Manual and Welligent, the District-wide web-based software system used
for online Individualized Education Programs (“IEPs”) and tracking of related services
provided to students during the course of their education.
As part of fulfilling the District‟s obligations under the Modified Consent Decree, data
requests from charter schools that are not connected to the District‟s current Student
Information Systems (“SIS”) are made on a regular basis. The requested data must be
submitted in the Office of the Independent Monitor‟s required format and are as follows:
o The Independent Charter School Suspension/Expulsion Report, due
monthly throughout the school year.
o Paper SESAC Report and Welligent Student Listing Verification,
due monthly throughout the school year.
o CBEDS, which is due at the end of October of Each School Year.
o All Students Enrolled December 1 of Each School Year, due at the
end of December every school year.
o Graduation Status of 12th
Grade Students Enrolled on December 1,
due at the end of June every school year.
The MCD requires charter schools to implement the District‟s Integrated Student
Information System (ISIS). ISIS is a suite of applications which is designed to capture all
District student data.
Procedural Safeguards/Due Process Hearings
The District may invoke dispute resolution provisions set out in the charter petition,
initiate due process hearings, and for utilize other procedures applicable to the Charter
School if the District determines that such action is legally necessary to ensure
compliance with federal and state special education laws and regulations and for the
Modified Consent Decree. In the event that a parent or guardian of a student attending the
Charter School initiates due process proceedings, both the Charter School and the District
will be named as respondents. Whenever possible, the District and the Charter School
shall work together in an attempt to resolve the matter at an early stage (informal
settlement or mediation). During due process proceedings and any other legal proceedings
or actions involving special education, the Charter School will be responsible for its own
representation. If the Charter School retains legal representation for a due process
proceeding or other legal proceeding or action, the Charter School will be responsible for
the cost of such representation.
Wallis Annenberg High School, Charter Petition to LAUSD 66
Because the Charter School will manage and is fiscally responsible for its students'
special education instruction and services, the Charter School will be responsible for any
prospective special education and related services, compensatory education and/or
reimbursement awarded by a due process hearing office or settlement based on an
allegation or allegations that solely the Charter School failed to fulfill its responsibilities
under state and federal special education laws and regulations (which include, among
other things identifying students with disabilities, assessing students, conducting IEP
team meetings developing appropriate IEPs and implementing IEPs). The District will
be responsible for any prospective special education and related services, compensatory
education and/or reimbursement awarded by a due process hearing officer, court or
settlement based on an allegation or allegations that solely the District failed to fulfill its
responsibilities under state and federal special education laws and regulations
If parents' attorneys ' fees and costs are to be paid because parents are the prevailing party
as a result of a due process hearing or settlement agreement based on the Charter
School's alleged failure to fulfill its responsibilities under state and federal special
education laws and regulations, the Charter School will be responsible for payment of
those attorneys' fees and costs. If parents' attorneys' fees and costs are to be paid because
parents are the prevailing party as a result of a due process hearing or settlement
agreement based on the District's alleged failure to fulfill its responsibilities under state
and federal special education laws and regulations, the District will be responsible for
payment of those attorneys' fees and costs.
Complaints
The District will investigate and respond to all special education complaints the District
receives pertaining to the Charter Schools including the District‟s Uniform Complaint
Procedures, Office for Civil Rights and California Department of Education Special
Education Compliance Complaints. The Charter School will cooperate with the District in
any such investigations and provide the District with any and all documentation that is
needed to respond to complaints. The Charter School will be solely responsible for any
and all costs resulting from, arising out of, or associated with the investigation and
implementation of appropriate remedies.
Special Education Local Plan Area (SELPA)
The District is approved to operate as a single-district SELPA under the provisions of the
California Education Code, Section 56195.1(a). Charter schools authorized by the District
are deemed to be public schools within the District for purposes of special education. The
District will determine the policies and procedures necessary to ensure that the protections
of special education law extend to students in the charter schools in the same manner as
students in all District schools.
District Responsibilities Relating to Charter School Special Education Program
As long as charter schools operate as public schools within the District, the District shall
provide information to the school regarding District special education decisions, policies,
and procedures to the same extent as they are provided to other schools within the District.
Wallis Annenberg High School, Charter Petition to LAUSD 67
To the extent that the District provides training opportunities and/or information regarding
special education to other school site staff, such opportunities and/or information shall be
made available to Charter School staff.
Modifications to Special Education Responsibilities and Funding
The special education responsibilities of the Charter School and the District, and the
special education funding model may be modified, supplemented or clarified through a
mutually agreed upon Memorandum of Understanding (“MOU”). If such an MOU is
executed its provisions shall be incorporated by reference into this Charter and shall, to the
extent necessary to carry out the intent of the MOU, supersede the provisions on special
education responsibilities and funding set forth above.
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Professional Development
Draft Professional Development Calendar for 2013-2014
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Wallis Annenberg High School, Charter Petition to LAUSD 70
Wallis Annenberg High School, Charter Petition to LAUSD 71
WAHS is a professional learning community and infuses the three organizing principles of the
Accelerated Schools Model into our school-wide professional development plan:
Unity of Purpose: Professional development for all staff is directed towards meeting the
school‟s mission of preparing each student to meet rigorous state standards and for
success at the university of his/her choice.
Empowerment Coupled with Responsibility: Staff select professional development
programs by department and are responsible for showing the positive impact on meeting
student needs.
Building on Strengths: The school is the center of expertise, and ongoing professional
development is integral to the School‟s continuous improvement of student outcomes,
both academically and socially.
The selection of professional development will be based on school-wide priorities through a
process of inquiry where quantitative and qualitative data are analyzed, including work samples,
standardized test results, stakeholder surveys, portfolios, self-evaluations, administrator
observations, and peer observations. Based on this data, plans are developed to address needs
for individual teachers, grade levels, content area specialists, and for school-wide staff
development initiatives. Staff will meet weekly by departments for professional development
and to take care of individual department needs.
APPENDIX list:
Appendix B: ELL Plan
Appendix G: Faculty & Staff Biographies
Appendix H: Student Behavior Referral forms
Appendix L: School Calendar
Appendix M: Bell Schedule
Wallis Annenberg High School, Charter Petition to LAUSD 72
ELEMENT 2: Measurable Student Outcomes SB1290 requires charter petitions to contain descriptions of how the charter school will meet pupil academic achievement outcomes for both schoolwide and all groups served by the charter school. SB 1290 requires petitions to describe pupil academic achievement outcomes for both schoolwide and for all groups of pupils served by the charter school. SB 1290 revises Education Code sections 47605 to specify that “all groups of pupils served by the charter school” means “a numerically significant pupil subgroup” as defined by Education Code section 52052(a)(3). In particular, section 52052(a)(3) (also recently revised), specifies that a “numerically significant pupil subgroup” is one that meets both of the following criteria:
(1) The subgroup consists of at least 50 pupils, each of whom has a valid test score; and (2) The subgroup constitutes at least 15 percent of the total population of pupils at a school who have valid test scores.
If a subgroup does not constitute 15 percent of the total population of pupils at a school who have valid test scores, the subgroup may constitute a numerically significant pupil subgroup if it has at least 100 valid test scores. Examples of potentially significant student subgroups include ethnic subgroups, socioeconomically disadvantaged pupils, English learners, and pupils with disabilities. (Ed. Code § 52052(a)(2).
I. School-Wide Outcome Goals
WAHS prepares its students to take their rightful place as confident and compassionate citizens
eager to achieve and contribute to a global society. WAHS has graduated students who are
prepared to succeed at the university of his/her choice; who have entered the workplace as
informed and productive employees, entrepreneurs, and community leaders; and who will act as
responsible citizens. To achieve this mission our expectations for students enrolled for four
years is:
1. 100% of students will graduate from high school
2. 100% of students will pass the CAHSEE exam and meet all the California University A-
G requirements
3. 100% of students will continue their education and enter a four year university or
community college.
II. Assessment Goals
WAHS participates in all state sponsored testing programs. While maintaining the expectation
that each WAHS student will show continuous improvement as measured by instruments
adopted by the State of California, WAHS commits to the following goals for all content areas:
WAHS will have a 100% pass rate for all students taking the CAHSEE by graduation
for the school years 2013-2014, 2014-2015, 2015-2016 and 2017-2018.
WAHS will increase 10 API points each year during the expected renewal term, by 2018
our API will be at 802
WAHS will meet or exceed AYP criteria for the charter term 2013-2018.
III. Curriculum Development
Guided by each department chair and school principal, all academic departments are responsible
for choosing appropriate curriculum and instructional materials to ensure a rigorous and
demanding curriculum. Department chairs will ensure materials are aligned to the common core
by ensuring they are trained through professional development opportunities provided by the
administration and by serving as coaches for staff (to ensure all staff are aligning curriculum
Wallis Annenberg High School, Charter Petition to LAUSD 73
through common core). The weeklong professional development week at the beginning of the
year will focus on department chairs working with their staff to align curriculum and create
pacing plans that will enable students to master the common core. The curriculum is geared to
prepare students to meet all A-G requirements so that all students have the opportunity to apply
to a UC/CSU school as well as perform at proficient levels on state standardized tests. It is also
the responsibility of each department to evaluate school wide assessment results; teachers are
required to evaluate and administer 3 benchmark assessments per year through the curriculum.
The results will help determine student progress and guide further instructional decision-
making.
WAHS is responsible for implementing the Common Core State Standards and is committed to
ensure that every student is prepared to enter college. These measurable outcomes include:
Wallis Annenberg High School, Charter Petition to LAUSD 74
Curricular Focus Measurable Outcomes Course
English/Language Arts
Students will read with comprehension, write with clarity,
speak with meaning, and possess familiarity with literary
works.
English – Grades 9-10
AP English Language
AP English Literature
American Literature and
Composition
Expository Composition
Mathematics
Students will demonstrate an understanding of the
symbolic language of mathematics and the use of
mathematics in a variety of problem-solving situations.
Algebra 1 (as needed)
Geometry
Algebra 2
Trigonometry/Pre-calculus
Students will be able to use geometric skills and concepts.
They will be able to construct formal, logical arguments
and proofs in geometric settings and problems.
A.P. Calculus A/B
Statistics
Students will gain experience with algebraic solutions of
problems, including the solution of systems of quadratic
equations, logarithmic and exponential functions and the
binomial theorem, and the complex number system
Students will be able to use trigonometric functions and
the ability to provide basic identities regarding them for
the study of more advanced mathematics and science.
Students will be able to apply mathematics and its intrinsic
theory.
Biological/Physical
Science
Students will demonstrate through investigation and
experimentation, an understanding of the principles of
physical and life science as well as ecology.
Physics
Chemistry
Environmental Science
Biology
History/Social Science
Students will demonstrate intellectual reasoning,
reflections, and research skills related to chronological and
spatial thinking, historical interpretations, and research,
evidence and point of view. Students will demonstrate an
understanding of American history, government,
economics and a belief in the values of democracy and
capitalism.
World History
US History (AP)
Economics
Foreign language and
literature
Students will demonstrate the ability in a foreign language
to read with comprehension, write with clarity and speak
with meaning, as well as possess familiarity with literary
works.
Spanish 1- 3 (AP)
AP Spanish Language
AP Spanish Literature
Visual and Performing
Arts
Students will demonstrate some facility with a fine or
performing art. Students will understand the place of art in
society.
Introduction to Art
Introduction to Music (Elective)
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Community Service
Students will demonstrate that they are active members of
their community. Students will participate in meaningful
community volunteer efforts.
Service Learning / Internships
through Senior Seminar. The
Academic Dean will monitor the
community service.
Health Education
Students will demonstrate that they value lifelong, positive
health-related attitudes and behaviors towards their own
well being through healthy physical, social and mental
habits.
Advisory Groups Physical
Education Health Education
IV. DATA
A. GRADUATION RATES
Of the sixty students who graduated in 2010, 59% met UC/CSU requirements. This is greatly
improved over the 19% of students who met US/CSU requirements in WAHS‟s first graduating
class of 2007. WAHS continues to significantly outperform both the state and LAUSD in
graduation rates. WAHS will graduate 95% of its students for the school years 2013-2014 and
100% of its students in the years 2014-2015, 2015-2016 and 2017-2018.
WAHS
Percentage to
Graduate
LAUSD
Percentage to
Graduate
State
Percentage to
Graduate
Class of 2007-2008 85.25 71.14 80.21
Class of 2008-2009 82.67 69.09 78.59
Class of 2009-2010 90.91 68.72 80.53
Class of 2010-2011 92 61.09 76.26
Class of 2011-2012 95
Class of 2012-2013 100
Class of 2013-2014 100
Class of 2014-2015 100
Class of 2015-2016 100
Class of 2016-2017 100
Class of 2017-2018 100
B. California High School Exit Exam (CAHSEE)
For the past three years, WAHS students have outperformed the district and state average
CAHSEE pass rate for first time sophomore test-takers. By 2012, 95% of students passed the
Math section and 91% of students passed the ELA section. WAHS continues to outperform both
LAUSD and the state in CAHSEE passing rates.
Despite the fact that there are no special CAHSEE preparation programs in place at WAHS, the
school has a 97% pass rate for all students taking the test by graduation. WAHS will have a
100% pass rate for all students taking the CAHSEE by graduation. for the school years 2013-
2014, 2014-2015, 2015-2016 and 2017-2018.Students receive preparation through the regular
course of study in each subject area tested, with an increasing focus on instruction and support
for English Learners.
Wallis Annenberg High School, Charter Petition to LAUSD 76
OVERALL CAHSEE PASS RATE AT WAHS 2010-2018
Subject 2010 2011 2012 2013 2014 2015 2016 2017 2018
WAHS ELA 84% 85% 91% 96% 100% 100% 100% 100% 100%
WAHS
Math 98% 93% 95% 97% 100% 100% 100% 100% 100%
LAUSD
ELA 74% 76% 77%
LAUSD
Math 73% 76% 78%
CA ELA 80% 83% 83%
CA Math 81% 83% 84%
C. STAR / CST
Since the 2007 reporting period, our API has increased sixty-one points from 689 to 750.
WAHS will increase 10 API points each year during the expected renewal term, by 2018 our
API will be at 802
ACADEMIC PERFORMANCE INDEX (API)
School-wide API
Target
Growth: API API Statewide
Rank
Similar
Schools
Rank
Met API
Schoolwide
Target? 5 By Year Growth
2009 715 4 6 6 Yes
2010 740 25 7 8 Yes
2011 750 10 7 8 Yes
2012 742 (-8) Yes
2013 752 10
2014 762 10
2015 772 10
2016 782 10
2017 792 10
2018 802 10
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AYP/AMAO
2008 Met: Y 2009 Met: N 2010 Met: N 2011 Met: Y 2012 Met: Y
ELA Target % Pro/Adv Target
% Pro/Adv Target
% Pro/Adv Target
% Pro/Adv Target
% Pro/Adv
Schoolwide 33.4 45.2 44.5 49.6 55.6 52.2 66.7 53.8 77.8 59.6
Subgroups
Hispanic or Latino 33.4 45.1 44.5 48.4 55.6 52.8 66.7 56.1 77.8 60.4
Socioeconomically Disadvantaged 33.4 53.1 44.5 37.5 55.6 51.9 66.7 54 77.8 59.6
English Learners 33.4 33.3 44.5 32.1 55.6 9.5 66.7 31 77.8 42.9
Overall, ELA proficiency rates has increased over the last 5 years since 2008:
Schoolwide the school has increased by 14.4%
Hispanic or Latino Subgroup has increased by 15.3%
Socioeconomically Disadvantaged Subgroup has increased by 6.5%
English Learners Subgroup has increased by 9.6%
ELA AYP/AMAO Projected Targets 2013-2018
ELA 2013 Projected Target
% Pro/Adv
2014 Projected Target
% Pro/Adv
2015 Projected Target
% Pro/Adv
2016 Projected Target
% Pro/Adv
2017 Projected Target
% Pro/Adv
2018 Projected Target
% Pro/Adv
Schoolwide 7% 67% 7% 74% 7% 81% 7% 88% 7% 95% 5% 100%
Subgroups
Hispanic or Latino
7% 67% 7% 74% 7% 81% 7% 88% 7% 95% 5% 100%
Socioeconomically Disadvantaged 7% 67% 7% 74% 7% 81% 7% 88% 7% 95% 5% 100%
English Learners 10% 53% 10% 63% 10% 73% 10% 83% 10% 93% 7% 100%
Expected ELA CST Targets for Renewal Term 2013-2018:
Schoolwide ELA will increase a minimum of 7% every year for the 2013-2018 school years, by 2018 our target will be 100%
Wallis Annenberg High School, Charter Petition to LAUSD 78
proficiency.
Hispanic or Latino Subgroup will increase a minimum of 7% every year for the 2013-2018 school years, by 2018 our target will be
100% proficiency.
Socioeconomically Disadvantaged Subgroup will increase a minimum of 7% every year for the 2013-2018 school years, by 2018 our
target will be 100% proficiency.
English Learners (AMAO 3) Subgroup will increase a minimum of 10% every year for the 2013-2018 school years, by 2018 our target
will be 100% proficiency.
2008 Met: Y 2009 Met: Y 2010 Met: Y 2011 Met: Y 2012 Met: N
Math Target % Pro/Adv Target
% Pro/Adv Target
% Pro/Adv Target
% Pro/Adv Target
% Pro/Adv
Schoolwide 32.2 55.7 43.5 65.5 54.8 74.8 66.1 59.8 77.4 59.6
Subgroups 32.2
Hispanic or Latino 32.2 59.2 43.5 67 54.8 77.4 66.1 60.7 77.4 63.7 Socioeconomically Disadvantaged 32.2 57.6 43.5 56.5 54.8 78.3 66.1 59.3 77.4 59.6
English Learners 32.2 58.3 43.5 57.1 54.8 42.9 66.1 51.7 77.4 47.6
Overall, math proficiency rates has increased over the last 5 years since 2008:
Schoolwide the school has increased by 3.9%
Hispanic or Latino Subgroup has increased by 4.5%
Socioeconomically Disadvantaged Subgroup has increased by 2%
Math AYP/AMAO Projected Targets 2013-2018
Math 2013 ProjectedTarget
% Pro/Adv
2014 Projected Target
% Pro/Adv
2015 Projected Target
% Pro/Adv
2016 Projected Target
% Pro/Adv
2017 Projected Target
% Pro/Adv
2018 Projected Target
% Pro/Adv
Schoolwide 7% 67% 7% 74% 7% 81% 7% 88% 7% 95% 5% 100%
Subgroups
Hispanic or Latino
6% 70% 6% 76% 6% 82% 6% 88% 6% 94% 6% 100%
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Socioeconomically Disadvantaged 7% 67% 7% 74% 7% 81% 7% 88% 7% 95% 5% 100%
English Learners 9% 57% 9% 66% 9% 75% 9% 84 9% 93 7% 100%
Expected Math CST Targets for Renewal Term 2013-2018:
Schoolwide Math will increase a minimum of 7% every year for the 2013-2018 school years, by 2018 our target will be 100%
proficiency.
Hispanic or Latino Subgroup will increase a minimum of 6% every year for the 2013-2018 school years, by 2018 our target will be
100% proficiency.
Socioeconomically Disadvantaged Subgroup will increase a minimum of 7% every year for the 2013-2018 school years, by 2018 our
target will be 100% proficiency.
English Learners Subgroup will increase a minimum of 9% every year for the 2013-2018 school years, by 2018 our target will be 100%
proficiency.
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D. CELDT - English Language Learners
The Accelerated School, a primary feeder school of WAHS, is working diligently to re-
designate English Language Learners out of the English Language Development Program.
Nonetheless, it is expected that approximately 10% of incoming TAS graduates and 50% of
other incoming students will be classified as ELLs.
AMAO 1: Percent of EL Students Making Annual Progress in Learning English
2011-
12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Projected Target 56.00
% 5%
Growth 5%
Growth 5%
Growth 5%
Growth 5%
Growth 5%
Growth
Percent Meeting Target
63.30%
68% 73% 78% 83% 88% 93%
Was Target Met? (Y/N) YES
In serving these students, expected AMAO 1 outcomes include:
WAHS will increase a minimum of 5% every year for the 2013-2018 school years, by
2018 our target will be 93% proficiency.
CELDT scores for English Language Learners will increase at a level equal to or better
than the LAUSD average for similar schools.
The increase in percentage points of students scoring “ Early Advanced” &
“Advanced” on the CELDT is 1.25 times the medium increase for comparison schools.
Annual Progress in Attaining English Language Proficiency (AMAO 2) Percent of ELs in a language instruction educational program for fewer than 5 years met the English Proficient level on CELDT: AMAO 2: Percent of EL Students Attaining English Proficiency WAHS will increase a minimum of 10% every year for the 2013-2018 school years, by 2018
our target will be 87% proficiency.
Year 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Target 20.1 10%
Growth 10%
Growth 10%
Growth 10%
Growth 10%
Growth 10%
Growth
% Meeting Target
26.6 37% 47% 57% 67% 77% 87%
Target Met?
Y
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Long Term English Language Learners Percent of ELs in a language instruction educational program for 5 years or more met the English Proficient level on CELDT: AMAO 2: Percent of EL Students Attaining English Proficiency WAHS will increase a minimum of 7% every year for the 2013-2018 school years, by 2018 our
target will be 100% proficiency.
Year 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Target 45.1 7%
Growth 7%
Growth 7%
Growth 7%
Growth 7%
Growth 4%
Growth
% Meeting Target
61.2 68% 75% 82% 89% 96% 100%
Target Met?
Y
E. SAT
WAHS has made slight gains over a three-year period. In order to help our students improve
their scores, all 11th
grade students have been placed in an SAT preparation course that meets
three times per week for 50 minutes per session. The program was piloted for a six-week mini-
course for twenty-three 12th
grade students in the fall of 2010, and all participants saw gains on
their results from the December, 2010 exam. WAHS is providing students course materials,
trained teachers, and full access to an online SAT preparation website (contracted by the
school.)
F. ADVANCED PLACEMENT
In 2009, WAHS began to add Advanced Placement courses as an option for students seeking a
means to accrue college credits before graduation. Beginning with AP Spanish Language and
later adding AP Spanish Literature and AP Calculus AB, WAHS students have passed at a
92.5% success rate, with 133 students in total taking the exams. For the 2010-11 school year,
AP English Language and Composition and AP Calculus BC are offered to students. WAHS
has added AP Physics, AP US History and AP English Literature for the 2011-2012 school
years. WAHS will add AP Government, AP Economics, AP Chemistry and AP Biology by
2018; our target passing rate (3 or better) for every year is 50% proficient so that students may
continue to push themselves academically and intellectually as well as increase their
opportunities for college credits.
G. Physical Fitness Exam
2011-2012
Total Tested¹ in Grade 9 # Tested In HFZ % HFZ % Needs Imp
% High Risk
Body Composition 86 26 30.2 9.3 60.5
Abdominal Strength 86 82 95.3 4.7 N/A
Trunk Extension Strength 86 83 96.5 3.5 N/A
Upper Body Strength 86 60 69.8 30.2 N/A
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Flexibility 86 82 95.3 4.7 N/A
Aerobic Capacity 86 43 50 18.6 31.4
WAHS 9th
grade students will build on the success of the K-8 physical fitness program at The
Accelerated School by:
Reducing the % of high risk students by 30%
Having no more than 5% of students in needs improvement for any category of the
Physical Fitness Exam
H. Benchmarks to be met
The achievement of the charter school will be measured in both growth and absolute measures
and will be compared to the achievement of selected District schools that are similar in
demographics and other characteristics. Teachers administer benchmarks three times a year
based on curricular assessments. Data from the benchmarks are available on OARS (Online
Assessment Reporting System) and are published for the Board of Trustees.
I. SUMMARY
Wallis Annenberg High School strives to provide a safe learning environment in which students
are challenged and supported to succeed at high levels. Despite limited per-pupil spending,
class sizes are relatively small and teacher-to-student ratios are low. All students participate in
a standards-based curriculum taught by qualified instructors. There are few suspensions for
behavior reasons, and no students expelled for violence. Advisory classes and a structured
afterschool program have contributed to the safe campus and positive school culture. Student
learning is measured through a variety of means, including numerous and varied classroom-
based formative and summative assessments as well as state and national tests, such as
Standardized Testing and Reporting (STAR) / California Standards Test (CST), Smarter
Balanced Assessments, California High School Exit Exam (CAHSEE), Scholastic Aptitude Test
(SAT), and Advanced Placement exams. Benchmarks are used in core academic content areas to
target student learning of specific standards and to provide timely interventions.
School Performance Framework
Status Performance
2011-2012 Status Points
CST% Prof & Adv ELA 3
CST% FBB & BB ELA 2
CST% Prof & Adv Math 1
CST% FBB & BB Math 1
ALG 1 Prof & Adv 1
ALG 1 FBB & BB 1
4-Year Cohort Grad Rate 5
1st Time CAHSEE Pass Rate 5
Total 19
Wallis Annenberg High School, Charter Petition to LAUSD 83
WAHS is committed to utilizing LAUSD‟s School Performance Framework as a reference for
growth and a tool for identifying areas of need. We are currently at Service and Support but our
goal is be at Excelling by 2017-2018. To do this we will meet all CST goals as stated in the
petition which will enable us to:
Meet our target CST Math and ELA targets for the next 5 years (see targets below).
Increase Algebra I performance by 4 status points by 2017-2018 for both % of Adv/Prof
and FBB/BB and 4 growth points.
Increase CST math performance by 4 status points by 2017-2018 for both % of Adv/Prof
and FBB/BB (focus on Algebra 1 and Geometry as seen in the WAHS state goals for
math)
Increase performance of CAHSEE AGT math by at least 2 points by 2017-2018
Increase 2 status points for grade 9 ELA by 2017-2018.
WAHS ELA/MATH Goals
Expected ELA CST Targets for Renewal Term 2013-2018:
Schoolwide ELA will increase a minimum of 7% every year for the 2013-2018 school
years, by 2018 our target will be 100% proficiency.
Hispanic or Latino Subgroup will increase a minimum of 7% every year for the 2013-
2018 school years, by 2018 our target will be 100% proficiency.
Socioeconomically Disadvantaged Subgroup will increase a minimum of 7% every year
for the 2013-2018 school years, by 2018 our target will be 100% proficiency.
English Learners (AMAO 3) Subgroup will increase a minimum of 10% every year for
the 2013-2018 school years, by 2018 our target will be 100% proficiency
Expected Math CST Targets for Renewal Term 2013-2018:
Schoolwide Math will increase a minimum of 7% every year for the 2013-2018 school
years, by 2018 our target will be 100% proficiency.
Hispanic or Latino Subgroup will increase a minimum of 6% every year for the 2013-
2018 school years, by 2018 our target will be 100% proficiency.
Socioeconomically Disadvantaged Subgroup will increase a minimum of 7% every year
for the 2013-2018 school years, by 2018 our target will be 100% proficiency.
English Learners Subgroup will increase a minimum of 9% every year for the 2013-
2018 school years, by 2018 our target will be 100% proficiency.
Growth Performance
Alg 1 AGT 1
ELA 9 AGT 0
CAHSEE ELA AGT 1
CAHSEE Math AGT 0
Total 2
2011-2012 SPF Classification: Yellow
Service and
Support
2012-2013 SPF Classification: Yellow
Service and
Support
Wallis Annenberg High School, Charter Petition to LAUSD 84
WAHS has set state and SPF goals. To reach those goals teachers are now required to:
Select 5 focus students who are FBB-B in each period.
Monitor focus students and class performance from our new OARS data management
system by providing 3 benchmarks throughout the year and giving weekly assessments
from the curriculum
Provide interventions during and after class
Adjust weekly lesson plans (submitted to principal weekly) based on student
performance
Provide interventions during 7th
/8th
period to struggling learners
Analysis of the data with respect to student performance establishes that the school is meeting
most of its targets, but there is a lot of work yet to be done to ensure that all WAHS students are
able to meet rigorous academic standards and achieve the school‟s SPF and State goals. We are
moving toward adopting a school-wide program to help us better meet the needs of English
Learners and enable students to achieve at higher levels. In order to address the latter concern,
we have altered our graduation requirements and will add courses so that students will meet the
UC “a-g” requirements as part of their minimum graduation requirements at WAHS. The
CAHSEE scores indicate students that the students are receiving adequate preparation for high
school graduation, but we aim to increase the requirements and hold the students to more
rigorous standards, so that they are better prepared for college.
Wallis Annenberg High School, Charter Petition to LAUSD 85
ELEMENT 3: Outcome Measurement Process
Overview
Measurement of desired student outcomes is critical for continuous improvement at all
programmatic levels, including school-wide evaluation, various subject areas, specific classes
and programs, subgroups of students (disaggregated by gender, race, income levels, and English
proficiency), individual teachers, and individual students. The WAHS team is committed to
growing a school culture that embraces the information attained through valid assessment
processes. To ensure that valid collection is completed and pupil assessments conducted,
WAHS will have the WAHS assistant principal manage our testing program. The assistant
principal will work with department chairs to ensure that students meet statewide performance
standards and develop plans to improve pupil learning. WAHS is committed to the Smarter
Balanced Assessments and the proper administration of the assessment when it comes available.
While there are many ongoing assessments designed to measure student outcomes, this section
will focus on the measurable outcomes detailed in Element 2.
Outcome Measurements
WAHS will administer both State adopted and locally developed/adopted measurements
as listed in the tables below:
Schedule of State Testing to Measure Student Outcomes
State Adopted Test
Grade Frequency
9 10 11 12
STAR Program California Standards Test
Smarter Balanced Assessment
■ ■ ■ Annual
California English Language Development Test (As
applicable)
■ ■ ■ ■ Annual
Physical Fitness ■ Annual
California High School Exit Exam ■ ■ ■ As
mandated
by state
Other Testing to measure student growth
Grade
9 10 11 12
Frequency
OARS Math diagnostic testing ■ ■ ■ Twice annually
Scholastic Aptitude Test (SAT) ■ ■ ■ Twice annually
Advanced Placement (AP) exams ■ ■ ■ ■ Twice annually
Schedule of WAHS Adopted / Developed Measurements
WAHS Adopted / Developed Measurement Grade Frequency
9 10 11 12
Grade 9-12 Benchmark I ■ ■ ■ ■ 3 times a year
Grade 9-12 Benchmark II ■ ■ ■ ■ 3 times a year
Grade 9-12 Benchmark III ■ ■ ■ ■ 3 times a year
Teacher created objective tests and quizzes ■ ■ ■ ■ As needed
Wallis Annenberg High School, Charter Petition to LAUSD 86
Assessment of Measurable Student Outcomes
The student outcome goals described in Element 2 are listed below with the
corresponding measurement process to be utilized by WAHS.
Student Outcome Goal Measurement Process
Passing necessary coursework for matriculation
into 11th
Grade and graduation
Teacher grades and related rubrics
Passing necessary projects, portfolios, and
demonstrations for matriculation into 11th
Grade
and graduation
School assessments and related
rubrics
WAHS will rank at or above the average for
similar schools in the Los Angeles Unified
School District (LAUSD) on the Academic
Performance Index (API).
State Academic Performance Index
ranking of similar schools
CELDT scores (AMAO 2) for English Language
Learners (less than 5 years in EL Program) will
meet the minimum target of 20% proficiency and
50% proficiency for ELL students who have
been in an EL program 5 years or more.
CELDT
English learner subgroup Academic Performance
growth targets are met each academic year,
Subgroup will increase at a minimum 6 points
per year.
Academic Performance Index (API)
Student Outcome Goal Measurement Process
Attendance rates for WAHS students will meet
or exceed the average for LAUSD high school
attendance rates
LAUSD Attendance Reports
WAHS students will participate in a community
service project
School Developed rubrics, School
records
WAHS students passage rate for the CAHSEE
exam will meet or exceed the LAUSD average
pass rate for similar schools
California High School Exit Exam
Will meet or exceed the average passing rate on
fitness standards for LAUSD high schools
California Physical Fitness Test
WAHS academic deans will collect data to track
each 12th
grade student: Where he/she went to
college
Graduation Rates/Data Collection
Assessment
WAHS currently is 59.6% proficient in both ELA and Math. Our goal is to be 100%
proficient/advanced in both ELA and Math by the 2018 CST test administration. A achievement
gap is not present in our Latino/Hispanic and Socioeconomic subgroups to our overall
ELA/Math achievement (<4%), but an achievement gap is present in our English Language
Learners for both ELA and Math (>10%). Our goal is to close this achievement gap by
Wallis Annenberg High School, Charter Petition to LAUSD 87
increasing our EL CST performance by 10% for ELA each year and 9% for Math each year; this
would close the achievement gap by 2018. By closing the achievement gap and meeting our
previously stated CST goals we would meet our 2018 goal of being an excelling school. We
currently have instituted an EL Master Plan and provide specific classes tailored to EL students.
Our goal is also to transition over into smarter balanced assessments/common core with the next
two years. The WAHS staff continues to analyze summative state assessment results in order to
determine how learning is taking place and where students either need support or advancement
in specific areas. Unfortunately, these results usually arrive after a student has already moved
on to a new schedule or grade. Because of this, departments are continually looking for ways to
create assessments that would allow for accurate appraisals of students‟ learning levels and
enable teachers to address these needs. To that end, all departments are working towards
developing common assessments in order to track progress more frequently and accurately and
allow teachers to modify and differentiate instruction and provide interventions in the
classroom.
The process of creating, standardizing, and analyzing assessment data can be accurately
described as an emerging practice within WAHS. Teachers affirm the administration‟s call to
standardize practices within the department and are working collaboratively to do so in order to
optimize their successes and change practices that do not produce desired outcomes for all
learners. This process has already begun in earnest during department gatherings in which
teachers candidly discussed their present curriculum utilization, began composing pacing
guides, and mapped out benchmarks and assessments. It is the teachers‟ belief that their
persistent efforts will improve the results measured by statewide summative assessments.
Data Collection/Analysis/Reporting
WAHS uses a variety of local and standardized assessment tools that are appropriate to the
skills, knowledge, or attitudes being assessed at the school. These tools are used throughout the
academic school year and results are shared to faculty, students, and parents at the appropriate
times. WAHS uses an online data system to catalog the results for all students in one central
location. This system allows for ease of access by faculty and staff. We use OARS (Online
Assessment Reporting System) to centralize our data and enables staff to aggregate data to fit
their needs.
Faculty and staff have the opportunity to analyze standardized test results and local assessments
given at the end of the previous school year during the school‟s week long professional
development curriculum institute. The curriculum institute is held the week prior to school
starting. The results are used to place students into appropriate classes as well determine
whether or not intervention classes will be needed for individual students. A student action plan
is designed for students that are below grade level in core academic areas. These students will
be given the support necessary to have access to the schools‟ rigorous educational program. In
addition, faculty and staff have regular opportunities during the school year to meet with others
to review and update student growth. These opportunities are provided at the weekly
professional development institutes and department meetings. These regular meetings help the
school monitor student progress as well inform and guide teacher instruction.
Students and families are continuously informed of student achievement during monthly parent
meetings and conferences, five week progress reports sent home in the mail, and teacher
generated weekly progress reports inform families of student progress. All teachers have an
Wallis Annenberg High School, Charter Petition to LAUSD 88
open door policy for parents to meet at any time. It is of utmost importance for families to have
access to teachers. This access helps the communication of student growth and behavior, family
participation, and student achievement.
The Charter School agrees to comply with and adhere to the State requirements for participation
and administration of all state mandated tests. If the Charter School does not test (i.e., STAR,
CELDT, CAHSEE) with the District, the Charter School hereby grants authority to the state of
California to provide a copy of all test results directly to the District as well as the Charter
School.
Wallis Annenberg High School, Charter Petition to LAUSD 89
ELEMENT 4: Governance This section satisfies Education Code §47605 (b) (5) (D) which requires a description of: The governance
structure of the school, including, but not limited to, the process to be followed by the school to ensure
parental involvement.
Evidence of Non-Profit Incorporation
WAHS is a fiscally independent charter school authorized by the Los Angeles Unified School
District (LAUSD) and the CA State Board of Education. WAHS is organized and run by The
Accelerated School. The Accelerated School is organized as a 501(c)(3) corporation. WAHS
and/or its non-profit corporation is a separate legal entity and will be solely responsible for the
debts and obligations of the Charter School. The Articles of Incorporation are in Appendix D.
Evidence of Organizational and Technical Design
The governance structure is organized to serve the educational vision of the Charter School by
ensuring that decision-making is responsive to school needs and that staff are held accountable
for student outcomes. Additionally, the governance structure is designed to:
1. Assure that every member of the staff shares decision-making responsibility;
2. Include parents in the process of decision-making;
3. Avoid domination by any select individual or group;
4. Develop increased organizational capacity and assure the viability of local school
control and accountability.
To accomplish this, WAHS implements a governance structure that has been successfully
implemented at TAS since 1994. WAHS will have two major decision-making bodies, The
Accelerated School Board of Trustees and, what is commonly referred to as “the School as a
Whole” (SAW). WAHS recognizes that reporting structures are critical, but that it is more
important that the organizational culture demonstrates that student success is the primary focus.
The Board of Trustees will provide external accountability, oversight and guidance to ensure the
school„s ongoing success. It will meet a minimum of six times a year (every other month) to
review WAHS„s achievements and provide support in achieving short-term and long-term goals
set by the board.
The Chief Executive Officer and Principal shall be responsible for day-to-day management of
WAHS.
The Accelerated Schools Board of Trustees
The Board of Trustees makes all policy and business decisions regarding the school's
legal and fiscal viability. The Accelerated School Board of Trustees will serve as the
Board of WAHS. The Accelerated School Board of Trustees is fully committed to the
establishment and sustenance of the Wallis Annenberg High School and has the
necessary charter school experience as well as the necessary business, educational,
facilities, philanthropic and managerial expertise to do so. A list of the members of The
Accelerated School Board of Trustees can be found in Appendix O.
The Board is comprised of a minimum of 5 members and no more than 21, who are
nominated and an additionally will also include an elected parent representative from
each charter, with a minimum total of 10 members. Also, an ex-officio non-voting
Wallis Annenberg High School, Charter Petition to LAUSD 90
representative nominated by the Los Angeles Unified School District can sit on the
board. The Board of Trustees is authorized to create and modify its bylaws to help
detail the Board's rules and procedures, including increasing its membership and setting
terms of Board Members. Current bylaws of The Accelerated Schools‟ Board of
Trustees can be found in Appendix C.
The Board of Trustees meets six times a year, usually on an every other month basis,
and as needed. Dates and times will be published in the Charter School‟s weekly parent
reminders, which are published and distributed weekly by the main office personnel.
Agendas will be posted in areas that are convenient to staff, students, and parents for
viewing, including, but not limited to: the school website, on doors to the school, and
main office. The Board will allocate the first portion of each meeting for public
speakers (staff, parents, students, community members, etc.) to address the Board.
People are invited to address the Board with relevant school issues. Public speakers
may sign up to speak at the beginning of every board meeting. Every speaker will have
two minutes to address the board on every matter, regardless of whether their item is on
the agenda. The Board of Trustees proceedings are held in accordance with the Brown
Act.
One of the key roles of the Board of Trustees is to oversee and evaluate the Chief
Executive Officer who is responsible for managing the day-to-day affairs of the
organization. To effectively support and guide the CEO, the President of the Board will
meet monthly with the CEO for review of the work plan and priorities in carrying out
the objectives of the organization. Additionally, the evaluation process of the CEO will
include survey results from school staff and parents to help ensure that the needs of the
School are being met. This process of evaluation of the CEO has been in place at TAS
and has helped to create a safe environment in which difficult issues can be discussed
openly to the benefit of the organization‟s continuous growth and improvement.
Board Duties
The Board of Trustees is fully responsible for the operation and fiscal affairs of the
Charter School. It will maintain active and effective control of the charter school,
through the exercise of the following duties, including but not limited to:
. Hire and evaluate the Chief Executive Officer of schools
. Approve all contractual agreements and purchases over $10,000
. Approve and monitor the implementation of general policies of WAHS
. Develop and monitor an operational business plan that focuses on
student achievement
. Approve and monitor WAHS„s annual budget.
The School as a Whole (SAW)
The SAW, a component of the Accelerated Schools Model, is comprised a multiple
advisory entities. Several different groups within the school provide leadership,
direction, guidance and support. There is School Based Council (SBC), English Learners
Advisory Council (ELAC), Teacher Leadership and Administrative input. These varied
groups are a large advisory body of people that includes faculty, staff and parent,
student, and community representatives. Each component makes school wide policy
decisions in established areas of jurisdiction (i.e. character development programs,
Wallis Annenberg High School, Charter Petition to LAUSD 91
uniform / dress code policies, parent programs, fundraising guidelines, etc.). This is
established by through the Accelerated Schools Process or by the Board of Trustees.
School Based Council
In accordance with State regulations for receiving supplemental funding,
WAHS maintains a School Based Council (SBC). The School Based
Council will advise the Principal and staff on the planning,
implementation, and evaluation of the school improvement plan, and to
allocate SIP funds from the state to support the goals of the school plan.
The SBC reviews the progress of the school in achieving the goals of the
plan.
The School Based Council will be comprised of one teacher from each
grade level, one parent/guardian from each grade level, and the school
Principal. Additionally, a student representative will attend. The School
Based Council will report to the Board of Trustees and the Chief
Executive Officer. The School Based Council with meet monthly. Parents
serve on the School Based Council on a volunteer basis. If more than one
parent volunteers per grade level, the parents will vote for a
representative.
English Learners Advisory Committee
The purpose of the ELAC is to advise the principal and school staff on
programs and services for English learners and the SBC on the
development of the Single School Plan for Student Achievement. The
ELAC also assists the school on other tasks; such the development of the
Single School Plan for Student Achievement (BSC/SPSA), the school‟s
needs assessment, the school‟s annual language census (R-30 LC Report)
and coordinates the efforts to make parents aware of the importance of
regular school attendance.
Leadership Team
The purpose of the leadership team is to provide all teachers an avenue to
administration where they can voice their comments, concerns and
conversations on a regular basis. Teachers and administrators participate
in leadership team meetings. This allows for collaboration between
administration and the teaching staff on a regular basis. It also provides
the opportunity for the dissemination of information more efficiently than
traditional methods. This structure helps administration to cultivate
future leaders within the teaching ranks. This body is a collaborative and
information sharing group and is not listed in the organization chart.
Site Administration
The resumes of the Chief Executive Officer, Mr. Johnathan Williams and
the Principal, Ms. Katherine Aguirre, can be found in Appendix J.
Chief Executive Officer
The CEO is responsible for the school environment and student
performance at WAHS, TAS, and ACES. The CEO is also
Wallis Annenberg High School, Charter Petition to LAUSD 92
responsible for the implementation of policies, procedures, and
practices that will ensure the ongoing financial and legal viability
of the schools. The Chief Executive Officer approves purchases
and contractual agreements under $10,000. The duties include:
principal support and supervision, support and supervision of
Central Services staff, fundraising, facilities development, serving
as a spokesperson for the Accelerated Charter Schools and charter
schools in general, weekly school visitations and observations;
monthly presentations to the staff, parents, and students of
WAHS; and managing the hiring process of the WAHS Principal.
Chief Operation Officer
The COO leads and manages departmental staff in human
resources, systems and data management, operations, compliance,
communication, health services, and food services. In addition,
the COO works directly with site administration to oversee the
day to day school operations and provide support in all necessary
areas.
Principal of the High School
The WAHS Principal is responsible for establishing a positive
school culture and high levels of student achievement. The
principal‟s duties will include facilitating curriculum
development; teacher selection, supervision and evaluation;
facilitating parent involvement in school governance,
volunteering at school, and supporting student learning at home;
monitoring and supporting professional development for all
WAHS staff; the implementation of student support programs;
weekly visits of each class; managing school discipline; and
supervising other support staff as assigned. Additionally, the
principal manages the WAHS teacher selection and curriculum
development process.
Assistant Principal
The Assistant Principal‟s primary areas of responsibility are:
instruction, instructional coaching, student discipline, student and
staff attendance, and student activities supervision. The Assistant
Principal also participates in duties related to school activities and
the administration, management and operation of our school.
Academic Dean
The Academic Dean‟s primary responsibility is to ensure that
every student is on track to enter a four-year university and that
optimal conditions are met in order to serve the academic needs of
all students, through the participation in the administration,
management, and operation of our schools. In addition, the
Academic Dean assists the Principal and Assistant Principal in
Wallis Annenberg High School, Charter Petition to LAUSD 93
areas of instruction, student discipline, testing and student
activities supervision.
Process for Selecting Board Members
The Board of Trustees will be composed of highly qualified individuals who have demonstrated
a passion for advancing educational opportunities for children, particularly children that have
historically been underserved.
One (1) trustee and one (1) alternate shall be nominated by the Wallis Annenberg High School
parents (i.e., grades 9-12), voting at a meeting of such parents that has been duly held and
noticed (generally, in September of each year), and each shall be a parent of one or more
children who are actively enrolled in the Annenberg High School during such parent‟s entire
term as a trustee (or alternate).
One trustee may be nominated by the Los Angeles Unified School District (“LAUSD”), at its
option, to serve as a trustee of the Board.
The remaining trustees shall be nominated by a nominating committee appointed by the Chair
of the Board, with approval of the Board.
Board Meeting Frequency
The Board of Trustees will meet a minimum of six times a year. With meetings, generally
beginning in August, right after school starts, and the last in June, right after school ends.
Subcommittees will meet regularly and report to the entire Board at each Board meeting. All
Board meetings will be conducted in accordance with the Brown Act.
Annually the Board shall meet for the purpose of organization, election of trustees, appointment of officers and the transaction of such other business as may properly be brought before the meeting. This meeting shall be held in October, or as soon thereafter as practicable as determined by the Board, at a time, date and place as may be specified and noticed by resolution of the Board.
Public Notification of Meetings
According to the Ralph M. Brown Act, regular meetings of the Board of Trustees, including
annual meetings, shall be held at such times and places as may from time to time be fixed by the
Board of Directors. At least 72 hours before a regular meeting, the Board of Trustees, or its
designee, shall post an agenda containing a brief general description of each item of business to
be transacted or discussed at the meeting. Agendas will be posted in areas that are convenient
to staff, students, and parents for viewing, including, but not limited to: the school website, on
doors to the school and main office.
In accordance with the Brown Act, special meetings of the Board of Trustees may be held only
after twenty-four (24) hours‟ notice is given to each Director and to the public through the
posting of an agenda.
The Secretary is responsible for taking minutes at every meeting. Minutes for regular and
special meetings will record all actions taken by the Board of Trustees. Minutes of the previous
Wallis Annenberg High School, Charter Petition to LAUSD 94
meeting will be included in the following month„s agenda and all recorded minutes will be
archived and available to the public upon request.
Wallis Annenberg High School, Charter Petition to LAUSD 95
Term of Charter, Revocation, and Amendment
The term of this charter shall be for the period of five years, beginning July 1, 2013 and
expiring on June 30, 2018. The District may revoke the charter if WAHS commits a breach of
any terms of its charter. The District may revoke the Charter if WAHS commits a breach of any
provision set forth in a policy related to Charter Schools adopted by the District Board of
Education and/or any provisions set forth in the Charter School Act of 1992. The District may
revoke the charter of the WAHS if the District finds, through a showing of substantial evidence,
that the Charter School did any of the following:
WAHS committed a material violation of any of the conditions, standards, or procedures
set forth in the charter.
WAHS failed to meet or pursue any of the pupil outcomes identified in the charter.
WAHS failed to meet generally accepted accounting principles, or engaged in fiscal
mismanagement.
WAHS violated any provision of law.
Charter Renewal
Wallis Annenberg must submit its renewal petition to the district‟s charter school division no
earlier than September of the year before the charter is due to expires and no later than January
31st of the year the charter is scheduled to expire.
Relationship to LAUSD
The Board of Education of the Los Angeles Unified School District and authorized LAUSD
staff has the right to inspect WAHS as necessary to fulfill its oversight responsibilities. WAHS
will comply with all processes and timelines set forth by the District for charter renewal. This
charter petition may be amended only by agreement in writing executed by the Co-Directors of
The Accelerated School, and by the authorized agents of the Los Angeles Unified School
District. Material revisions and amendments will be made pursuant to the standards set forth in
Education Code 47605.
Brown Act Assurances
Wallis Annenberg High School will comply with the Brown Act and Government Code 1090.
Legal Assurances
WAHS and/or its non-profit corporation is a separate legal entity and will be solely responsible
for the debts and obligations of the Charter School.
Any amendments to the charter school„s bylaws that affect or impact the charter or school
operations must be approved through the District„s petition amendment process.
Members of the Wallis Annenberg High School‟s Board of Trustees, any administrators,
managers or employees, and any other committees of the school shall comply with Federal and
State laws, non-profit integrity standards and the LAUSD„s Charter School policies and
regulations regarding ethics and conflicts of interest.
Wallis Annenberg High School, Charter Petition to LAUSD 96
LAUSD Charter Policy WAHS will comply with the District policy related to charter schools, as it may be changed
from time to time after notice and reasonable opportunity for input from the Charter School
Collaborative.
Responding to Inquiries
WAHS and/or its nonprofit corporation shall promptly respond to all inquiries, including but not
limited to, inquiries regarding financial records, from the District and shall consult with the
District regarding any inquiries. WAHS and/or its nonprofit corporation acknowledges that it is
subject to audit by LAUSD including, without limitation, audit by the District Office of the
Inspector General.
If an allegation of waste, fraud or abuse related to the Charter School operations is received by
the District, the Charter School shall be expected to cooperate with any investigation undertaken
by the District and/or the Office of the Inspector General, Investigations Unit.
The District reserves the right to appoint a single representative to the charter school board
pursuant to Education Code section 47604(b).
Notifications
Notification is to be made to the Charter Schools Division in writing of any notices of
workplace hazards, investigations by outside regulatory agencies, lawsuits, or other formal
complaints, within one week of receipt of such notices by WAHS.
Audit and Inspection of Records
Wallis Annenberg High School agrees to observe and abide by the following terms and
conditions as a requirement for receiving and maintaining their charter authorization:
. WAHS 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 WAHS
. The District is authorized to revoke this charter for, among other reasons, the
failure of WAHS to meet generally accepted accounting principles or if it
engages in fiscal mismanagement
Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to
audit WAHS books, records, data, processes and procedures through the District Office of the
Inspector General or other means. The audit may include, but is not limited to, the following
areas:
. Compliance with terms and conditions prescribed in the Charter agreement,
. Internal controls, both financial and operational in nature,
. The accuracy, recording and/or reporting of school financial information,
. The school„s debt structure,
. Governance policies, procedures and history,
. The recording and reporting of attendance data,
. The school„s enrollment process,
. Compliance with safety plans and procedures, and
. Compliance with applicable grant requirements
Wallis Annenberg High School, Charter Petition to LAUSD 97
Wallis Annenberg High School shall cooperate fully with such audits and to make available any
and all records necessary for the performance of the audit upon 30 days‟ notice to Charter
School. When 30 days‟ notice may defeat the purpose of the audit, the District may conduct the
audit upon 24 hours‟ notice.
In addition, if an allegation of waste, fraud or abuse related to WAHS operations is received by
the District, WAHS shall be expected to cooperate with any investigation undertaken by the
Office of the Inspector General, Investigations Unit.
Members of the WAHS‟ executive board, any administrators, managers or employees, and any
other committees of the School shall comply with federal and state laws, nonprofit integrity
standards and LAUSD‟s Charter School policies and regulations regarding ethics and conflicts
of interest.
Grievance Procedure for Parents and Students
WAHS 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 WAHS alleging its noncompliance with these laws or alleging any actions
which would be prohibited by these laws. WAHS will notify all its students and employees of
the name, office address, and telephone number of the designated employee or employees.
WAHS 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.
WAHS will implement specific and continuing steps to notify applicants for admission and
employment, students and parents of elementary and secondary school students, employees,
sources of referral of applicants for admission and employment, and all unions or professional
organizations holding collective bargaining or professional agreements with the recipient, that it
does not discriminate on the basis of sex or mental or physical disability in the educational
program or activity which it operates, and that it is required by Title IX and Section 504 not to
discriminate in such a manner.
Parental Involvement
Parental involvement is critical to the success of WAHS students. Modeled after the successful
parent program at TAS, the goal of parent involvement at WAHS is to create the strongest
possible partnership between home and school with the ultimate goal of increasing student
achievement. Parent school involvement is critical for student success. Opportunities for
parental involvement, include:
1. Governance: Parent participation in SAW, ELAC, SBC and other governance
meetings. Parents will also be encouraged to run for election to serve on the
Board of Trustees.
2. Special Events: Coordinating special events and activities
3. Assisting: Assisting teachers in the classroom
4. Personal Improvement: Throughout the school year the school offers
educational opportunities solely for the continuing education of the parents.
Wallis Annenberg High School, Charter Petition to LAUSD 98
Such opportunities may include classes on parenting, health and exercise, open
communication, domestic violence and ESL or SSL (Spanish as a Second
Language). Participating in these activities, which support student learning and
set a good example for the students can count towards the parent fulfilling the
time commitment requirement of the parent agreement.
Wallis Annenberg High School, Charter Petition to LAUSD 99
ELEMENT 5: Employee Qualifications This section satisfies Education Code §47605(b)(5)(E), which requires a description of:
The qualifications to be met by individuals employed by the school, including the credentials
held by the teachers of the school.
Description of a WAHS Teacher
The employees of WAHS will be a group of professionals committed to the education of all
children. The guiding principles of the Accelerated Schools Model demand that we involve
students in rich, meaningful learning experiences which will encourage them to become life-
long learners. In order to fully implement this program, all staff members must be equally
committed and actively involved in the planning, performance, implementation, and evaluation
of the instructional program and school operations. See faculty biographies in Appendix G.
Non-Discrimination Statement
WAHS shall select its own staff. WAHS staff shall consist of persons who are committed to
WAHS's philosophy. WAHS believes that all persons are entitled to equal employment
opportunity. Charter School shall not discriminate against qualified applicants or employees on
the basis of race, color, religion, sex, gender identity, sexual orientation, pregnancy, national
origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical
condition, 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, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and
dismissal from employment.
Teacher Qualifications
Each core subject teacher /college-preparatory classes (Language Arts, Mathematics, Science,
Foreign Language, Arts and Social Science) will have appropriate teaching credentials provided
by State Commission on Teacher Credentialing for his/her teaching assignment. They will be
required to hold at least a bachelor‟s degree from an accredited university, hold the appropriate
teaching credential and demonstrate subject-matter competency in each core academic subject
taught.
Teachers of non-core classes (choir, creative writing, psychology, drawing, Model UN, music
composition, rock band, SAT prep, US history through film, world history through film) will
have qualifications consistent with the requirements of state legislation. Teachers of non-core
subjects will be required to hold a valid teaching credential
All teachers must have a valid California teaching credential authorizing English language
services; teachers who are out of state and do not hold an approved English Learner
authorization or for California prepared teachers who earned a Ryan or Standard teaching
credential must obtain the CLAD authorization by examination or approved coursework prior to
employment or apply for an Emergency CLAD Permit.
The Charter School will meet all requirements for employment set forth in applicable provisions
of law. Requirements related to the No Child Left Behind Act are detailed under the heading of
Title I at the end of this document. Those teaching in the Early College program will have
advanced degrees such as MA‟s or PHD‟s in their appropriate area of expertise.
Wallis Annenberg High School, Charter Petition to LAUSD 100
As required by LAUSD Charter Schools Division annual visit, The Accelerated Schools will
provide CSD with our NCLB audit (credentials, background check, TB) spreadsheet during our
annual site visit. The Director of Human Resources is responsible for monitoring teacher
credentials.
The charter school will conform to the legal requirement that all charter school teachers hold a
valid Commission on Teacher Credentialing certificate, permit or other document equivalent to
that which a teacher in other public schools would be required to hold. Teachers will be “highly
qualified” according to the NCLB.
Administrator(s) Qualifications
Minimum qualifications may include: at least 2 years of prior experience in high school as a
Principal, Assistant Principal, Head of School, Lead Teacher, or equivalent; at least 2 years
experience as a teacher; at least 2 years of experience working in Title I schools; demonstrated
leadership in providing professional development to high school staff; and proof of working
collaboratively with parents and staff. Administrators are not required to have neither a
teaching nor administrator credential.
Instructional Assistant(s) Qualifications
Instructional Assistants provide in classroom support to teachers. All instructional assistants
will meet any requirements as made necessary by state or federal legislation. All Instructional
Assistants are reflected in the budget.
Instructional Assistants must have a high school diploma or GED and have the following
requirements per NCLB:
Have 60 semester or 90 quarter units from a recognized college or university and pass a
proficiency test OR
Have an associate degree from a recognized college or university or
Pass the Instructional Assistance Test
Day-to-Day Substitute Teachers
WAHS will establish and maintain a list of qualified substitutes who will be contacted as
needed and pull from the “teachers on reserve” when necessary. All substitute teachers of core
and college-preparatory classes will at a minimum have passed all CBEST sections.
Teacher Selection Process
The selection process will include the following steps:
research and establish job qualifications
announce opening(s)
recruit applicant(s)
request resume, references, and credentials
interview candidate(s)
candidates present demo lesson to a class
select top candidate
verify previous employment
Medical clearance - proof of TB testing
Fingerprinting - applicant will submit prints which will be forwarded to appropriate agencies for
criminal record check prior to employment in a manner consistent with applicable state law
Wallis Annenberg High School, Charter Petition to LAUSD 101
Check for employment eligibility and require child-abuse sign-off
WAHS will keep a record of the teacher‟s current credentials on file
WAHS will keep a record of the teacher‟s current credentials on file and are available upon
request in the Human Resources office of The accelerated Schools.
The principal is responsible for evaluating teacher performance using the process established in
WAHS‟s Collective Bargaining Agreement with UTLA (Appendix P).
When a teacher is hired we input them into LACOE HRS (Human Resource System). HRS has
a function where we can add their credential information such as what type of credential they
hold and when it expires. LACOE (Los Angeles County Office of Education) monitors the
credential and sends us reports 2-4 months in advance of when a teachers credential is going to
expire. Once we receive those reports, we send the teacher a cure letter informing them that
their credential expiration is nearing.
When a teacher and staff member is hired, we schedule a fingerprinting appointment with
LAUSD and LAUSD notifies us whether or not they have cleared their background check. If
they clear their background check, we receive a clearance letter from LAUSD with the date they
have cleared.
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ELEMENT 6: Health and Safety This section meets the requirements of Education Code §47605(5) (F), which requires a description of:
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 Education Code § 44237. The procedures shall also address safe
housing and employee clearance for tuberculosis.
The entire school community of WAHS will work together to provide a safe school
environment for its students. WAHS will adhere to all required health and safety regulations,
including those relating to emergency procedures.
Immunizations and Health Services
WAHS enforces LAUSD policies as related to student immunization requirements and records.
The Charter School will require immunization of students as a condition of school attendance to
the same extent as would apply if the pupils attended a non-charter public school. WAHS staff
members will be trained in basic first aid. Office staff, under the supervision of the WAHS
Principal, will make medical referrals as necessary. WAHS students have access to the health
services provided at the on-site Health Clinic. Additionally, WAHS will provide screening of
pupils‟ vision and hearing.
Tuberculosis Screening
WAHS will require the examination of faculty and staff for tuberculosis as described in
Education Code section 49406. A prospective employee will not begin a work assignment until
he/she has obtained medical clearance for tuberculosis.
Pupil Vision and Hearing
WAHS will provide vision and hearing screening to students to the same extent as would be
required to do if its students attended a non-charter public school. WAHS will adhere to
Education Code Section 49450, et seq., as applicable to the grade level served by the school.
Criminal Record Check
A prospective employee will not begin a work assignment until he/she is cleared through a
fingerprinting screening process that is consistent with applicable state law and Education Code
§ 44237.
Safe Auxiliary Services
WAHS will require providers of auxiliary services to present proof of health and safety
compliance before entering into a contract with such providers. Evidence must be provided to
the office of the CEO.
Reporting Child Abuse and Alleged Improprieties
Procedures for reporting child abuse, acts of violence, and other improprieties will be adhered to
as mandated by federal, state, and local agencies. During the hiring process, all employees are
made aware of these requirements.
Pursuant to Penal Code section 11164 and 11166 all WAHS employees will be responsible for
reporting suspected cases of child abuse to the appropriate authorities.
Wallis Annenberg High School, Charter Petition to LAUSD 103
The reporter needs to only “reasonably suspect that abuse or neglect has occurred. The principal
will provide professional development to make sure the entire staff understands the procedures
for reporting child abuse. All staff will understand that they are mandated reporters and that
failure to report is a misdemeanor punishable by law.
WAHS staff will immediately notify the Department of Children Services and/or the LAPD d
there is suspicion of abuse. Further, the reporter will submit a written report of the incident to
those same agencies. The reporting person will be responsible to provide all necessary
information and reports to the proper investigating authorities.
If a child needs to be removed from the school based on the recommendation of the DCS or law
enforcement, WAHS will obtain the contact information of the agency person removing the
student. This information will be available to the parent/guardian.
Sexual Harassment
Sexual Harassment is not tolerated on campus. During the professional development week prior
to the start of every academic year all of the WAHS staff is informed about the school‟s sexual
harassment policy. The CEO, principal and assistant principal attend off campus training
provided by ASCIP insurance.
The charter will help ensure a workplace free of sexual harassment by providing regular
trainings to all staff and students. Additionally, all staff and students will be notified of the
Uniform Complaint Procedures. Uniform complaint procedures are posted in public areas
convenient for staff, students and parents; such as, main office, staff lounge, cafeteria, and
principals‟ offices. Reports of harassment will be investigated appropriately following the
established uniform complaint procedures. Complaints related to any staff will be channeled
through the Director of Human Resources. If the complaint involves the CEO, the Board
President will be notified and will oversee the response to the complaint.
Facilities
The permanent site for WAHS is located at the corner of E. Martin Luther King, Jr. Blvd. and S.
Main Street in South Los Angeles, the physical address being 4000 South Main Street, Los
Angeles, CA 90037. Through a partnership arrangement with LAUSD and private funding
secured by The Accelerated School Board of Trustees, this project was approved by the
Department of Toxic Substances Control, Division of the State Architect, and the Office of
Public School Construction. WAHS shares its facilities with TAS K-8, and includes a health
center, student services center, gymnasium, parent center and K-8th
library. The two schools
share common facilities as appropriate along with the W. M. Keck Early Learning Center.
Certificate of Occupancy Assurance
Funding by LAUSD Proposition BB funds, State Proposition IA funds, and privately secured
gifts by The Accelerated School, the facility development process is a model for public/private
partnership in providing added school seats to students in overcrowded sections of the city.
The facilities will meet all the necessary requirements as approved by the Los Angeles Unified
School District, the California Department of Education, the Division of the State Architect, and
the Fire Department. The facilities will meet state building codes, the requirements of the
American Disabilities Act and any other applicable fire, health, and structural safety
Wallis Annenberg High School, Charter Petition to LAUSD 104
requirements, and maintain on file readily accessible records documenting such compliance.
WAHS will be responsible for all maintenance, operations services, and utilities. WAHS shall
occupy facilities that comply with the Asbestos requirement as cited in the Asbestos Hazard
Emergency Response Act (AHERA), 40 CFR parts 763.
WAHS shall comply with the Healthy Schools Act – Education Code section 17608, which
details pest management requirements for schools.
Occupancy of the Site: The charter petitioner or developer shall provide the District with a
final Certificate of Occupancy issued by the applicable permitting agency, allowing the
petitioner to use and occupy the site. The Charter School may not open without providing a
copy of the Certificate of Occupancy for the designated use of the facility. If the Charter School
moves or expands to another facility during the term of this charter, the Charter School shall
provide a Certificate of Occupancy to the District for each facility before the school is
scheduled to open or operate in the facility or facilities. 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.
Maintenance Operations
WAHS‟s mission for Maintenance and Operations is consistent with the School District‟s
mission: to maintain, repair and operate building and grounds effectively, with the ultimate goal
of promoting learning, by having a clean and safe environment for the School community.
To achieve this mission, the Board of Trustees adopts a budget that anticipates the costs of basic
maintenance and operations.
The Facility Manager is responsible for the day-to-day operation of the WAHS school facility,
in partnership with the custodians, maintenance staff and gardeners. All rooms are inspected
and cleaned by the custodians. All general areas are inspected and cleaned by the gardeners.
Service Calls - At times the Maintenance and Operations team receives a call that requires
support beyond the skills of staff. Calls are evaluated based on need/urgency and are
addressed in order of impact. The School has service contracts for its heating and air
conditioning systems. These systems are routinely inspected by the service providers, and
school staff. Most calls are usually addressed within a few hours, except when the
expertise of a service provider causes otherwise. In this rare instance, issues are addressed
within 5 business days.
Asbestos - Operations staff works with our insurer, Alliance for Schools Cooperative
Insurance Programs (ASCIP) to acquire the necessary awareness training. We also
contract the services of ASCIP affiliates to assist with the assessment and abatement
planning. Since the WAHS facility was developed in partnership with LAUSD, the
Asbestos Technical Unit was also involved during the construction phase. ATU
conducted the initial inspection for compliance with the Asbestos Hazardous Emergency
Response Act (AHERA).
Graffiti & Vandalism - Graffiti and vandalism occurs with some regularity in the
neighborhood. The Charter School is not often vandalized, but when it does happen, the
Wallis Annenberg High School, Charter Petition to LAUSD 105
Charter School operations team is quick to remove/paint over graffiti, usually within the
hour of it being reported.
Pest Management - The Charter School has a service provider contracted to conduct
regular inspections and treatment procedures. Monthly inspections are performed.
Heavy & Detailed Cleaning - Custodial Staff does detail cleaning as needed, with the
majority of the heavy cleaning performed during times when the campus is not in regular
use. Staff is trained to use floor stripping and buffing equipment, as well as carpet
cleaning machines.
Tree Trimming - The Gardener is responsible for keeping trees and shrubs and bamboo
trimmed. At times, lifts are needed to get to branches that are out of normal reach.
Food Services
The State approved the National School Lunch Program, and so the Directly Funded Charter
School directly receives reimbursements for meals served and makes the appropriate claims to
the State. Currently, WAHS has a full functioning cafeteria that provides all the meals for all
the students on this site. All students are offered breakfast before school and during their
nutrition break. All students are offered lunch during the afternoon break. In addition, WAHS
is currently participating in the supper program, offering students the opportunity to have a meal
after school.
School Safety
The WAHS safety coordinator keeps a copy of the school safety plan on file and the school
faculty is familiarized with the plan on a semester basis. A copy of our safety plan is attached
in Appendix F.
Insurance Requirements No coverage shall be provided to the Charter School by the District under any of the District‟s
self-insured programs or commercial insurance policies. The Charter School shall secure and
maintain, at a minimum, insurance as set forth below with insurance companies acceptable to
the District [A.M. Best A-, VII or better] to protect the Charter School from claims which may
arise from its operations. Each Charter School location shall meet the below insurance
requirements individually.
It shall be the Charter School‟s responsibility, not the District‟s, to monitor its vendors,
contractors, partners or sponsors for compliance with the insurance requirements.
The following insurance policies are required:
1. Commercial General Liability, including Fire Legal Liability, coverage of $5,000,000
per Occurrence and in the Aggregate. The policy shall be endorsed to name the Los
Angeles Unified School District and the Board of Education of the City of Los Angeles
(“Board of Education”) as named additional insured and shall provide specifically that
any insurance carried by the District which may be applicable to any claims or loss shall
be deemed excess and the Charter School's insurance shall be primary despite any
conflicting provisions in the Charter School's policy. Coverage shall be maintained with
Wallis Annenberg High School, Charter Petition to LAUSD 106
no Self-Insured Retention above $15,000 without the prior written approval of the
Office of Risk Management for the LAUSD.
2. Workers' Compensation Insurance in accordance with provisions of the California Labor
Code adequate to protect the Charter School from claims that may arise from its
operations pursuant to the Workers' Compensation Act (Statutory Coverage). The
Workers‟ Compensation Insurance coverage must also include Employers Liability
coverage with limits of $1,000,000/$1,000,000/$1,000,000.
3. Commercial Auto Liability, including Owned, Leased, Hired, and Non-owned, coverage
with limits of $1,000,000 Combined Single Limit per Occurrence if the Charter School
does not operate a student bus service. If the Charter School provides student bus
services, the required coverage limit is $5,000,000 Combined Single Limit per
Occurrence.
4. Fidelity Bond coverage shall be maintained by the Charter School to cover all Charter
School employees who handle, process or otherwise have responsibility for Charter
School funds, supplies, equipment or other assets. Minimum amount of coverage shall
be $50,000 per occurrence, with no self-insured retention.
5. Professional Educators Errors and Omissions liability coverage with minimum limits of
$3,000,000 per occurrence and $3,000,000 general aggregate.
6. Sexual Molestation and Abuse coverage with minimum limits of $3,000,000 per
occurrence and $3,000,000 general aggregate. Coverage may be held as a separate
policy or included by endorsement in the Commercial General Liability or the Errors
and Omissions Policy.
7. Employment Practices Legal Liability coverage with limits of $3,000,000 per
occurrence and $3,000,000 general aggregate.
8. Excess/umbrella insurance with limits of not less than $10,000,000 is required of all
high schools and any other school that participates in competitive interscholastic or
intramural sports programs.
Coverages and limits of insurance may be accomplished through individual primary policies or
through a combination of primary and excess policies. The policy shall be endorsed to name the
Los Angeles Unified School District and the Board of Education of the City of Los Angeles as
named additional insureds and shall provide specifically that any insurance carried by the
District which may be applicable to any claims or loss shall be deemed excess and the Charter
School's insurance shall be primary despite any conflicting provisions in the Charter School's
policy.
Insurance Certificates The Charter School shall furnish to the District‟s Office of Risk Management and Insurance Services
located at 333 S. Beaudry Ave, 28th Floor, Los Angeles CA 90017 within 30 days of all new policies
inceptions, renewals or changes, certificates or such insurance signed by authorized representatives of
the insurance carrier. Certificates shall be endorsed as follows:
Wallis Annenberg High School, Charter Petition to LAUSD 107
“The insurance afforded by this policy shall not be suspended, cancelled, reduced in coverage
or limits or non-renewed except after thirty (30) days prior written notice by certified mail,
return receipt requested, has been given to the District.”
Facsimile or reproduced signatures may be acceptable upon review by the Office of Risk
Management and Insurance Services. However, the District reserves the right to require
certified copies of any required insurance policies.
Should the Charter School deem it prudent and/or desirable to have insurance coverage for
damage or theft to school, employee or student property, for student accident, or any other type
of insurance coverage not listed above, such insurance shall not be provided by the District and
its purchase shall be the responsibility of the Charter School.
Hold Harmless / Indemnification
To the fullest extent permitted by law, the Charter School does hereby agree, at its own
expense, to indemnify, defend and hold harmless the LAUSD and the Board of Education and
their members, officers, directors, agents, representatives, employees and volunteers from and
against any and all claims, damages, losses and expenses including but not limited to attorney‟s
fees, brought by any person or entity whatsoever, arising out of, or relating to this Charter
agreement. The Charter School further agrees to the fullest extent permitted by law, at its own
expense, to indemnify, defend, and hold harmless the LAUSD and the Board of Education and
their members, officers, directors, agents, representatives, employees and volunteers from and
against any and all claims, damages, losses and expenses including but not limited to attorney‟s
fees, brought by any person or entity whatsoever for claims, damages, losses and expenses
arising from or relating to acts or omission of acts committed by the Charter School, and their
officers, directors, employees or volunteers. Moreover, the Charter School agrees to indemnify
and hold harmless the District for any contractual liability resulting from third party contracts
with its vendors, contractors, partners or sponsors.
Health, Safety and Emergency Plan The [Charter School] will have a Health, Safety and Emergency Plan in place prior to beginning
the operation of the Charter School. The [Charter School] will ensure that staff has been trained
in health, safety, and emergency procedures and will maintain a calendar and conduct
emergency response drills for students and staff.
FERPA The [Charter School], its employees and officers will comply with the Family Educational
Rights and Privacy Act (FERPA) at all times.
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ELEMENT 7: Racial and Ethnic Balance This section meets the requirements of Education Code §47605(5)(G), which requires a description of:
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.
Outreach Efforts
WAHS makes diligent efforts to recruit students of various racial and ethnic groups so as to
achieve a balance that is reflective of the general population residing within the territorial
jurisdiction of the school district. Recruitment includes publicizing our instructional program,
hosting Open House, providing tours of the school, and speaking to interested parents.
WAHS will maintain an accurate accounting of ethnic and racial balance of students enrolled in
the school. It will also keep on file documentation on the efforts the school made to achieve
racial and ethnic balance.
The School will provide outreach materials to prospective parents and students in English and
Spanish. The School will maintain a web site that allows parents and students to learn about the
school. The School will also maintain a presence on various lists of charter schools that
prospective parents utilize, including those provided by the California Charter Schools
Association and the Los Angeles Unified School District.
Geographic Target Area
WAHS is located on the Main Street Corridor and is at the corner of Martin Luther King Blvd
and Main Street in South Los Angeles. The students recruited and who will attend, a majority
will be from this area.
Outreach Languages
WAHS currently produces recruiting materials in English and Spanish. These are the two major
representative languages of the school‟s target area.
No Child Left Behind-Public School Choice (NCLB-PSC) Traveling Students
The District and WAHS are committed to providing all students with quality educational
alternatives in compliance with all federal and state laws, including students who are enrolled in
schools of the District identified by the California Department of Education as in need of
Program Improvement. Public School Choice (“NCLB-PSC”) placement with charter schools is
an alternative strongly encouraged by the No Child Left Behind Act of 2001(“NCLB”). The
Charter School agrees to discuss with the District the possibility of accepting for enrollment
District students participating in the District‟s NCLB-PSC program. The parties agree to
memorialize separately any agreed-to number of NCLB-PSC placements of District students at
the school.
As required under NCLB, all NCLB-PSC students attending [charter school] shall have the right
to continue attending [charter school] until the highest grade level of the charter. However, the
obligation of the District to provide transportation for a NCLB-PSC student to WAHS shall end
in the event the NCLB-PSC student‟s resident District school exits Program Improvement
status.
WAHS will ensure that all of its NCLB-PSC students are treated in the same manner as other
Wallis Annenberg High School, Charter Petition to LAUSD 109
students attending the school. NCLB-PSC students are and will be eligible for all applicable
instructional and extra-curricular activities at the school. The Charter School will make
reasonable efforts to invite and encourage the participation of the parents of NCLB-PSC
students in the activities and meetings at the school.
Determination of student eligibility for this NCLB-PSC option, including the grade level of
eligibility, will be made solely by the District, based on the District‟s NCLB-PSC process,
guidelines, policies and the requirements of NCLB. In the event demand for places at [charter
school] under the NCLB-PSC program increases in subsequent years, Charter School agrees to
discuss with the District the possibility of increasing the number of NCLB-PSC places available
at the school.
Court Ordered Integration
The Charter School shall comply with all requirements of the Crawford v. Board of Education,
City of Los Angeles court order and the LAUSD Integration Policy adopted and maintained
pursuant to the Crawford court order, by the Office of Student Integration Services (collectively
the “Court-ordered Integration Program”). The Court-ordered Integration Program applies to all
schools within or chartered through LAUSD. The School will provide a written plan in the
charter petition and upon further request by the District outlining how it would achieve and
maintain the LAUSD‟s ethnic goal of 70:30 or 30:70 ratio.
The District receives neither average daily attendance allocations nor Court-ordered Integration
Program cost reimbursements for charter school students. Instead, the District now receives the
Targeted Instruction Improvement Grant (TIIG) for its Court-ordered Integration Program. The
District retains sole discretion over the allocation of TIIG funding, where available, and cannot
guarantee the availability of this Funding.
Federal Compliance As a recipient of federal funds, including federal Title I, Part A funds, WAHS has agreed to
meet all of the programmatic, fiscal and other regulatory requirements of the No Child Left
Behind Act of 2001 (NCLB) and other applicable federal grant programs. WAHS understands
that it is a local educational agency [LEA] for purposes of federal compliance and reporting
purposes. WAHS agrees that it will keep and make available to the District any documentation
necessary to demonstrate compliance with the requirements of NCLB and other applicable
federal programs, including, but not limited to, documentation related to funding, required
parental notifications, appropriate credentialing of teaching and paraprofessional staff, the
implementation of Public School Choice and Supplemental Educational Services, where
applicable, or any other mandated federal program requirement. The mandated requirements of
NCLB, Title I, Part A include, but are not limited to, the following:
Notify parents at the beginning of each school year of their “right to know” the
professional qualifications of their child‟s classroom teacher including a timely notice to
each individual parent that the parent‟s child has been assigned, or taught for four or
more consecutive weeks by, a teacher who is not highly qualified
Develop jointly with, and distribute to, parents of participating children, a school-parent
compact
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Hold an annual Title I meeting for parents of participating Title I students
Develop jointly with, agree on with, and distribute to, parents of participating children a
written parent involvement policy
Submit biannual Consolidated Application to California Department of Education
(CDE) requesting federal funds
Complete and submit Local Education Agency (LEA) Plan to CDE
Complete reform planning process with stakeholders and submit to CDE all appropriate
documents for Title I school wide status, if applicable; otherwise, identify and maintain
roster of eligible students for the Title I Targeted Assistance School Program
Maintain inventory of equipment purchased with categorical funds, where applicable;
and
Maintain appropriate time-reporting documentation, including semi-annual certification
and personnel activity report, for staff funded with categorical resources, where
applicable
WAHS also understands that as part of its oversight of the Charter School, the District may
conduct program review of federal and state compliance issues.
Wallis Annenberg High School, Charter Petition to LAUSD 111
ELEMENT 8: Admissions Requirements This section meets the requirements of Education Code §47605(5)(H), which requires a description of: admission
requirements, if applicable.
WAHS is a free public school that is open to all residents of the State of California who are of
legal age. WAHS will be non sectarian in programs and admission policies. WAHS shall not
enroll pupils over nineteen (19) years of age unless continuously enrolled in public school and
making satisfactory progress toward high school diploma requirements. WAHS does not require
any person to attend the school, nor is tuition charged to students. Preference will be given to
students who live within the boundaries of the Los Angeles Unified School District. WAHS
utilizes District enrollment forms and cumulative records. WAHS adheres to all procedures
related to confidentiality and privacy of records by ensuring all confidential student information
is secured and accessed only by authorized personnel. WAHS shall not discriminate against
any student on the basis of disability, gender, gender identity, gender expression, nationality,
race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the
definition of hate crimes set forth in Section 422.55 of the Penal Code.
Public Random Lottery If the number of pupils who wish to attend the school exceeds the school capacity, then
admission shall be determined by a public random drawing in accordance with Education Code
§ 47605 (d)(2). The Office Manager is responsible for maintaining the waitlist and holding the
public random lotteries. In order to build a sense of community, the Charter School will give
admissions preference to:
Children who have siblings already enrolled in the school
Pupils who reside within LAUSD attendance area
Children of employees and board members (not to exceed 10% of the school‟s total
enrollment)
All other applicants
The Charter School will follow all state and federal laws and regulations regarding charter
school admissions policies and practices. The process to notify potential students about the
WAHS admissions process will begin in March based on the predicted number of openings for
the upcoming school year. See timeline below for an overview of the admissions process.
All students and families are notified about the lottery through a letter in the mail and/or by
phone. Flyers advertising the lottery and admissions are posted in local public libraries.
Admissions forms and lottery dates are also posted on our website. In addition, lottery and
admissions information is posted in public school areas such as, main office, parent center,
administrative offices, staff lounge, cafeteria and school front gate. In preparation for the
lottery signs are posted at the school‟s front gate informing parents of lottery day, time and
location. The campus is open to all visitors who wish to observe the lottery. The COO attends
the lottery to observe that lottery procedures are followed and that it is executed in a fair
manner.
The lottery is held in the Multi-Purpose Room (MPR or Gym) of WAHS. Staff use a box filled
with every interested student‟s name and randomly pull each card assigning each card a number,
Wallis Annenberg High School, Charter Petition to LAUSD 112
until every card has been pulled and assigned a number. The first name pulled receives the
number 1 and continues in numerical order, until every name is pulled. That random numerical
order will determine placement order in the school‟s available spaces. Should any student pass
on our admission offer, the next number in the waitlist will be contacted and admitted. That list
will continue to be used throughout the school year should any vacancies open up. The random
lottery will be held every year. See timeline below for the overview of the admissions cycle.
Students do not need to be in attendance to have their name drawn. All families will be notified
through a letter or by phone of their selection from the wait list.
All students and families who have been admitted off the wait list for WAHS are notified by
mail to attend an open house and informational meeting. The meeting will focus on school
expectations of students and families, and the general make up of student life at WAHS. Two
separate meetings are scheduled so that families have ample opportunity to attend the
informational sessions. Though it is not mandatory to attend the meeting, it is highly
recommended. Families will not lose their space if they are unable to attend.
Selected Students
All students admitted through the lottery are given two weeks to accept admissions to the school
by bringing in all appropriate enrollment materials to the school‟s main office.
In the event that a selected student declines their seat at WAHS, another student will be taken
from the wait list. The CEO, COO, Principal, and front office staff of WAHS will maintain a
copy of the above lottery protocol. This protocol will be available upon request
Admissions Timeline
End of Fall Semester (Early February) – Identify possible openings for next school year.
Late February – Send out notices for admissions informational meetings to all waitlisted
students.
March – Lottery drawing
End of March – Hold informational meetings on two separate nights to inform parents of the
academic and extracurricular activities at WAHS.
All Year – open enrollment for students to add their name to the school‟s waitlist.
McKinney-Vento Homeless Assistance Act
The Charter School will 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.
The Charter School will include specific information in their outreach materials, websites, at
community meetings, open forums, and regional center meetings notifying parents that the
school is open to enroll and provide services for all students which shall include a District
standard contact number to access additional information regarding enrollment. A student‟s IEP
will never be required prior to participation in any attendance lottery or as a condition for
enrollment.
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ELEMENT 9: Financial Audits This section meets the requirements of Education Code § 47605(5)(1), which requires a
description of: The manner in which annual, independent, financial audits shall be conducted, which shall employ
generally accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be
resolved to the satisfaction of the chartering authority.
WAHS engages an independent public accountant, certified by the State of California, to audit
the school's financial statements in accordance with generally accepted auditing standards and
the audit guide issued by the Controller of the State of California. Our independent public
accountants, Wilkinson Hadley King & Co, who perform the audit of Wallis Annenberg High
School‟s financial statements work with David Borovay, Chief Financial Officer, of The
Accelerated Schools. Mr. Borovay coordinates and provides all information necessary by the
auditors to perform their work. The independent public accountant and the charter school
prepares the necessary financial reports to be submitted to the LAUSD Charter Schools
Division. In addition, financial statements audited by a Certified Public Accountant are
submitted to the District within four months following the close of the fiscal year. The Certified
Public Accountant selected will have experience in education finance. Audit deficiencies are to
be resolved to the satisfaction of the District.
Prior to the start of the Fiscal Year a budget for WAHS is developed by the Fiscal Service
Department of The Accelerated Schools and adopted by the Board of Trustees. On a monthly
basis financial data for WAHS is developed from our Accounting Systems, which includes a
monthly Statement of Financial Position, Statement of Activities, Statement of Cash Flow and
analysis of actual results to budget. These reports are utilized to prepare the information for the
submissions to LAUSD. A first interim report is submitted to LAUSD‟s Charter Schools
Division in November showing the WAHS Budget for that Fiscal Year and the operating results
for the four month ended October 31st. The second interim report is submitted to LAUSD‟s
Charter Schools Division by the end of February showing the operating results for WAHS
through January 31st along with the initial budget and the revised budget. In early August of
the following fiscal year the unaudited actuals for the preceding fiscal year of WAHS are sent to
LAUSD‟s Charter Schools Division, which are prepared from the accounting records and
reports outlined above. No later than December 15th
the independent auditors send the annual
audit report for the preceding fiscal year ended June 30th
to the appropriate agencies.
Historic and current information derived from our accounting systems, SAGE Fund
Accounting, PeopleSoft and Excel based spreadsheets, along with previous templates are used
to generate the information for the audit of WAHS. There is an initial request for information,
which is gathered and complied by the Fiscal Service Department headed by the Chief Financial
Officer. A review of the material is completed and any additional information is procured or
developed to address any questions. As the audit progresses all financial questions by the
auditors are directed to the Chief Financial Officer of The Accelerated Schools. After the
fieldwork is completed all outstanding issues or questions are submitted by the auditors and
reviewed and answered by the Chief Financial Officer.
Financial Matters
According to Education Code § 47630.5(b) Charter Schools assigned a number by the State
Board of Education after June 1, 1999 are funded based on the Charter School Block Grant.
The charter school may select to receive its funds directly or locally, through its charter-granting
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agency. WAHS will continue to be a direct funded charter school. They must apply directly for
categorical funding outside the block grant and complete their own Consolidated Application.
The Charter school must engage an independent public accountant, certified by the State of
California, to audit the school's financial statements in accordance with generally accepted
auditing standards and the audit guide issued by the Controller of the State of California. The
independent public accountant and the charter school will prepare the necessary financial
reports to be submitted to the District. Two interim reports and a year-end report, in a format to
be provided by the District, which will include actual and revised budget figures and projected
revenues, expenditures and fund balances, will be submitted to the sponsoring district unless a
different system is agreed to by all parties. In addition, financial statements audited by a
Certified Public Accountant will be submitted to the sponsoring District within four months
following the close of the fiscal year.
WAHS is responsible for its own financial services (accounting, budgeting, and payroll) and
personnel services.
WAHS conducts 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. Charter
schools that elect to receive funding directly are responsible for meeting eligibility and fiscal
requirements established by the Federal Government and for completing the Consolidated
Application. The charter shall provide the District with all financial and related reports,
including enrollment attendance to enable the District to meet its requirements by law.
Notwithstanding the petitioners' expectation to receive Title I funding under Federal guidelines,
said funding may not be forthcoming until the school meets established criteria for a determined
school year.
The District may at its discretion provide services to WAHS on a fee for service basis, if
requested by the WAHS to do so. In such a case, the District will determine the cost of
providing such services.
District Oversight Costs
The District may charge for the actual costs of supervisorial oversight of the Charter
School not to exceed 1% of the Charter School‟s revenue, or the District may charge for
the actual costs of supervisorial oversight of the Charter School not to exceed 3% if the
Charter School 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. The
supervisorial oversight fee provided herein is separate and distinct from the charges
arising under the charter school/facilities use agreements.
The supervisorial oversight fee provided herein is separate and distinct from the charges
arising under the charter school/facilities agreement.
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Balance Reserves Additionally, it is recommended that the Charter School maintain a funds balance (reserve) of
its expenditures as outlined in section 15450, Title 5 of the California Code of Regulations.
Special Education Revenue Adjustment/Payment for Services In the event that the Charter School owes funds to the District for the provision of agreed upon or fee for
service or special education services or as a result of the State‟s adjustment to allocation of special
education revenues from the Charter School, the Charter School authorizes the District to deduct any and
all of the in lieu property taxes that the Charter School otherwise would be eligible to receive under
section 47635 of the Education Code to cover such owed amounts. The Charter School further
understands and agrees that the District shall make appropriate deductions from the in lieu property tax
amounts otherwise owed to the Charter School. Should this revenue stream be insufficient in any fiscal
year to cover any such costs, the Charter School agrees that it will reimburse the District for the
additional costs within forty-five (45) business days of being notified of the amounts owed.
Audit and Inspection of Records
Charter School agrees to observe and abide by the following terms and conditions as a
requirement for receiving and maintaining their charter authorization:
Charter School is subject to District oversight.
The District‟s statutory oversight responsibility continues throughout the life of the
Charter and requires that it, among other things, monitors the fiscal condition of the
Charter School.
The District is authorized to revoke this Charter for, among other reasons, the failure of
the Charter School to meet generally accepted accounting principles or if it engages in
fiscal mismanagement.
Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to
audit Charter School books, records, data, processes and procedures through the District Office
of the Inspector General or other means. The audit may include, but is not limited to, the
following areas:
Compliance with terms and conditions prescribed in the Charter agreement,
Internal controls, both financial and operational in nature,
The accuracy, recording and/or reporting of the Charter School‟s financial information,
The Charter School‟s debt structure,
Governance policies, procedures and history,
The recording and reporting of attendance data,
The Charter School‟s enrollment process,
Compliance with safety plans and procedures, and
Compliance with applicable grant requirements.
The Charter School shall cooperate fully with such audits and shall make available any and all
records necessary for the performance of the audit upon 30 days notice to Charter School.
When 30 days notice may defeat the purpose of the audit, the District may conduct the audit
upon 24- hours notice.
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The WAHS will develop and maintain internal fiscal control policies governing all financial
activities.
“The following reports will be submitted to LAUSD, in the required format and within timelines to be specified by
LAUSD each year”:
a. Provisional Budget – Spring prior to operating fiscal year
b. Final Budget – July of the budget fiscal year
c. First Interim Projections – November of operating fiscal year
d. Second Interim Projections – February of operating fiscal year
e. Unaudited Actuals – July following the end of the fiscal year
f. Audited Actuals – November following the end of the fiscal year
g. Classification Report – monthly the Monday after close of the last day of the school month
h. Statistical Report – monthly the Friday after the last day of the school month. In addition:
P1, first week of January
P2, first week of April
i. Bell Schedule – annually by November
j. Other reports as requested by the District
Appendix E: Proposed 3 Year Budgets
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ELEMENT 10: Student Expulsion This section meets the requirements of Education Code §47605(5) (J), which requires a description of:
The procedures by which pupils can be suspended or expelled (and a description of any appeal process)
The main goal of WAHS is to help students become compassionate citizens at their school and
surrounding community. To assist in this, it is constantly stressed that students must have pride
in their school, themselves and their fellow classmates. This is to create a productive school
environment and the student‟s own development as a leader. To support this goal, the school
will also have a clear code of conduct.
Code of Conduct
At all times, all WAHS students are expected to be safe, orderly, and respectful of the rights of
others. All students at WAHS:
1. Will be courteous and respectful, to each other and to all staff members.
Students will express themselves, both verbally and nonverbally, in a polite
and nonviolent manner.
2. Will follow directions the first time given by any staff member.
3. Will wear clothing that meets the uniform policy and school expectations.
4. Will keep school buildings and grounds, furniture, instructional materials and
all equipment in good condition.
5. Will obey all rules, regulations, ordinances and laws, whether at school or out
of school. Students will accept responsibility for their actions and inactions.
6. Will not bring on campus (nor use) weapons of any kind, tobacco, alcohol or
any other controlled substance or paraphernalia
Discipline Policies and Due Process
To create a productive and safe learning environment for all learners, it is also important to have
clear policies and consequences for behavior that is not consistent with good citizenship or that
interferes with the creation of a positive and safe learning environment. Students who do not
direct adequate effort to learning or do not follow the rules will receive appropriate disciplinary
action.
The discipline policy is not discriminatory, arbitrary, nor implemented in a capricious manner.
All provisions of IDEA shall be complied with in regards to the disciplining of students
determined eligible for special education services. Parents are informed of the School‟s
discipline procedures and their rights to due process in the Charter School‟s Student and Parent
handbook.
Suspensions and Expulsions
Charter School shall provide due process for all students, including adequate notice to
parents/guardians and students regarding the grounds for suspension and expulsion and their
due process rights regarding suspension and expulsion, including rights to appeal.
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Charter School shall ensure that its policies and procedures regarding suspension and expulsion
will be periodically reviewed, and modified as necessary, including, for example, any
modification of the lists of offenses for which students are subject to suspension or expulsion.
Charter School shall be responsible for the appropriate interim placement of students during and
pending the completion of the school„s student expulsion process.
Charter School will implement operational and procedural guidelines ensuring federal and state
laws and regulations regarding the discipline of students with disabilities are met. The Charter
School will also ensure staff is knowledgeable about and complies with the District„s Discipline
Foundation Policy. If the student receives or is eligible for special education, WAHS shall
identify and provide special education programs and services at the appropriate interim
educational placement, pending the completion of the expulsion process, to be coordinated with
the LAUSD Special Education Service Center.
Charter School shall document the alternatives to suspension and expulsion the Charter School
utilizes with students who are truant, tardy, or otherwise absent from compulsory school
activities.
If a student is expelled from the Charter School, the Charter School shall forward student
records upon request of the receiving school district in a timely fashion. Charter School shall
also submit an expulsion packet to the Charter Schools Division immediately or as soon as
practically possible, containing:
-pupil„s last known address
-a copy of the cumulative record
-transcript of grades or report card
-health information
- documentation of the expulsion proceeding, including specific facts supporting
the expulsion and documentation that the Charter School‟s policies and
procedures were followed
-student„s current educational placement
-copy of parental notice expulsion
-copy of documentation of expulsion provided to parent stating reason for
expulsion, term of expulsion, rehabilitation plan, reinstatement notice with
eligibility date and instructions for providing proof of student„s compliance for
reinstatement, appeal process and options for enrollment; and
-if the Student is eligible for Special Education, the Charter School must provide
documentation related to expulsion pursuant to IDEA including conducting a
manifestation determination IEP prior to expulsion. If the student is eligible for
Section 504 Accommodations, the Charter School must provide evidence that it
convened a Link Determination meeting to address two questions:
A) Was the misconduct caused by, or directly and substantially related to
the student‟s disability?
B) Was the misconduct a direct result of the Charter School„s failure to
implement 504 Plan?
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WAHS discipline policy for expulsion and suspension is aligned to California Education Code
§48900 as follows: A pupil may not be suspended from school or recommended for expulsion, unless the superintendent or
the principal of the school in which the pupil is enrolled determines that the pupil has committed an act
as defined pursuant to any of subdivisions (a) to (q), inclusive:
(a) (1) Caused, attempted to cause, or threatened to cause physical injury to
another person.
(2) Willfully used force or violence upon the person of another, except in self-
defense.
(b) Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other
dangerous object, unless, in the case of possession of any object of this type, the pupil
had obtained written permission to possess the item from a certificated school employee,
which is concurred in by the principal or the designee of the principal.
(c) Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence
of, any controlled substance listed in Chapter 2 (commencing with Section 11053) of
Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of
any kind.
(d) Unlawfully offered, arranged, or negotiated to sell any controlled substance listed in
Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety
Code, an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or
otherwise furnished to any person another liquid, substance, or material and
represented the liquid, substance, or material as a controlled substance, alcoholic
beverage, or intoxicant.
(e) Committed or attempted to commit robbery or extortion.
(f) Caused or attempted to cause damage to school property or private property.
(g) Stolen or attempted to steal school property or private property.
(h) Possessed or used tobacco, or any products containing tobacco or nicotine products,
including, but not limited to, cigarettes, cigars, miniature cigars, clove cigarettes,
smokeless tobacco, snuff, chew packets, and betel. However, this section does not
prohibit use or possession by a pupil of his/her own prescription products.
(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
paraphernalia, as defined in Section 11014.5 of the Health and Safety Code.
(k) Disrupted school activities or otherwise willfully defied the valid authority of
supervisors, teachers, administrators, school officials, or other school personnel
engaged in the performance of their duties.
(l) Knowingly received stolen school property or private property.
(m) Possessed an imitation firearm. As used in this section, "imitation firearm" means a
replica of a firearm 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.
(n) Committed or attempted to commit a sexual assault as defined in Section 261, 266c,
286, 288, 288a, or 289 of the Penal Code or committed a sexual battery as defined in
Section 243.4 of the Penal Code.
(o) Harassed, threatened, or intimidated a pupil who is a complaining witness or a
witness in a school disciplinary proceeding for the purpose of either preventing that
pupil from being a witness or retaliating against that pupil for being a witness, or both.
(p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug
Soma.
(q) Engaged in, or attempted to engage in, hazing as defined in subdivision (b) of
Section 245.6 of the Penal Code.
(r) 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,
Wallis Annenberg High School, Charter Petition to LAUSD 120
directed specifically toward a pupil or school personnel.
A pupil may not be suspended or expelled for any of the acts enumerated in this
section, unless that act is related to school activity or school attendance occurring
within a school under the jurisdiction of the superintendent or principal or occurring
within any other school district. A pupil may be suspended or expelled for acts that
are enumerated in this section and related to school activity or attendance that occur
at any time, including, but not limited to, any of the following:
(s) 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 suffer suspension, but
not expulsion, pursuant to this section, 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 (a).
(t) As used in this section, "school property" includes, but is not limited to, electronic
files and databases.
(u) A superintendent or principal may use his or her discretion to provide alternatives to
suspension or expulsion, including, but not limited to, counseling and an anger
management program, for a pupil subject to discipline under this section.
(v) It is the intent of the Legislature that alternatives to suspension or expulsion be
imposed against any pupil who is truant, tardy, or otherwise absent from school
activities
As part of or instead of disciplinary action prescribed by this article, the principal of a school, the
principal's designee, the superintendent of schools or the governing board may require a pupil to
perform community service on school grounds or, with written permission of the parent or guardian of
the pupil, off school grounds, during the pupil's non-school hours. For the purposes of this section,
"community service" may include, but is not limited to, work performed in the community or on school
grounds in the areas of outdoor beautification, community or campus betterment, and teacher, peer, or
youth assistance programs. This section does not apply if a pupil has been suspended, pending
expulsion, pursuant to Section §48915. However, this section applies if the recommended expulsion is
not implemented or is, itself, suspended by stipulation or other administrative action.
Definition of Terrorist Threat (From §48900.7)
For the 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 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 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 district property, or
the personal property of the person threatened or his or her immediate family.
Offenses which Principal has Discretion to Recommend Expulsion (From §48915)
(a) Except as provided in subdivisions (c) and (e), the principal shall recommend the
expulsion of a pupil for any of the following acts committed at school or at a school
activity off school grounds, unless the principal finds that expulsion is inappropriate,
due to the particular circumstance:
(1) Causing serious physical injury to another person, except in self-defense.
(2) Possession of any knife or other dangerous object of no reasonable use to
the pupil.
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(3) Unlawful possession of any controlled substance listed in Chapter 2
(commencing with Section §11053) of Division 10 of the Health and Safety
Code, except for the first offense for the possession of not more than one
avoirdupois ounce of marijuana, other than concentrated cannabis.
(4) Robbery or extortion.
(5) Assault or battery, as defined in Sections 240 and 242 of the
Penal Code, upon any school employee.
(b) Upon recommendation by the principal the governing board may order a pupil
expelled upon finding that the pupil committed an act listed in subdivision (a) or in
subdivision (a), (b), (c), (d), or
(e) of Section §48900. A decision to expel shall be based on a finding of one or both of
the following:
(1) Other means of correction are not feasible or have repeatedly failed to bring
about proper conduct
(2) Due to the nature of the act, the presence of the pupil causes a continuing
danger to the physical safety of the pupil or others.
Offenses which Principal is mandated to Recommend Expulsion (From §48915)
(c) The principal or superintendent of schools shall immediately suspend, pursuant to
Section §48911, and shall recommend expulsion of a pupil that he or she determines has
committed any of the following acts at school or at a school activity off school grounds:
(1) Possessing, selling, or otherwise furnishing a firearm. This subdivision does
not apply to an act of possessing a firearm if the pupil had obtained prior
written permission to possess the firearm from a certificated school employee,
which is concurred in by the principal or the designee of the principal. This
subdivision applies to an act of possessing a firearm only if the possession is
verified by an employee of a school district.
(2) Brandishing a knife at another person.
(3) Unlawfully selling a controlled substance listed in Chapter 2 (commencing
with Section §11053) of Division 10 of the Health and Safety Code.
(4) Committing or attempting to commit a sexual assault as defined in
subdivision (n) of Section §48900 or committing a sexual battery as defined in
subdivision (n) of Section §48900.
(5) Possession of an explosive.
(d) The governing board shall order a pupil expelled upon finding that the pupil
committed an act listed in subdivision (c), and shall refer that pupil to a program of
study that meets all of the following conditions:
(1) Is appropriately prepared to accommodate pupils who exhibit discipline
problems.
(2) Is not provided at a comprehensive middle, junior, or senior high school, or
at any elementary school.
(3) Is not housed at the school site attended by the pupil at the time of
suspension.
(e) Upon recommendation by the principal or the governing board may order a pupil
expelled upon finding that the pupil, at school or at a school activity off of school
grounds violated subdivision (f), (g), (h), (i), (j), (k), (l), or (m) of Section §48900, or
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Section §48900.2, §48900.3, or §48900.4, and either of the following:
(1) That other means of correction are not feasible or have repeatedly failed to
bring about proper conduct.
(2) That due to the nature of the violation, the presence of the pupil causes a
continuing danger to the physical safety of the pupil or others.
(f) The governing board shall refer a pupil who has been expelled pursuant to
subdivision (b) or (e) to a program of study which meets all of the conditions specified
in subdivision (d). Notwithstanding this subdivision, with respect to a pupil expelled
pursuant to subdivision (e), if the county superintendent of schools certifies that an
alternative program of study is not available at a site away from a comprehensive
middle, junior, or senior high school, or an elementary school, and that the only option
for placement is at another comprehensive middle, junior, or senior high school, or
another elementary school, the pupil may be referred to a program of study that is
provided at a comprehensive middle, junior, or senior high school, or at an elementary
school. (g) As used in this section, "knife" means any dirk, dagger, or other weapon with
a fixed, sharpened blade fitted primarily for stabbing, a weapon with a blade fitted
primarily for stabbing, a weapon with a blade longer than 31/2 inches, a folding knife
with a blade that locks into place, or a razor with an unguarded blade. (h) As used in
this section, the term "explosive" means "destructive device" as described in Section 921
of Title 18 of the United States Code
Suspension
Any student that commits an act as defined in Educational Code §48900 (a) to (r) will be
recommended for suspension or expulsion as appropriate. Anytime a student is referred to
the administrative office for alleged student actions that can merit a suspension or expulsion, an
impartial process is implemented to investigate the action. Only authorized staff, Principal or
designee can implement the investigation, which may include the questioning of staff and
students, as well as reviewing the site of the allegation. Upon review and investigation of the
alleged student action, the Principal or designee will determine if the course of administrative
action includes suspension or possible expulsion of the student.
All suspensions will be done at home, unless otherwise noted on the suspension letter. A
student who violates the Education Code 48900 (a) to (r) will be sent home for the remainder of
that school day and for the next consecutive school day. A student may be suspended for 1 to 4
days, depending on the severity of the action. Additionally, after a student‟s first suspension,
each subsequent suspension will merit a family meeting with further restrictions placed on the
student. A conditional contract describing the appropriate consequences for continued
misbehavior will be agreed upon by the school, student, and family.
Suspension: Policies and Due Process
If, after review and investigation of an alleged student action, Principal or designee determines
that suspension is the appropriate course of administrative action, WAHS will implement the
following procedures. The Charter School makes every effort to speak directly with the
student‟s parent upon determination of a suspension. If a parent is contacted they are notified of
the incident and requested to pick the child up from School as soon as possible. The student is
kept in the office until picked-up. The parent and/ or guardian also receives a suspension letter
explaining the incident, indicating the number of days of the suspension, and establishing an
appointment time to discuss the incident with the administrator and appropriate parties. The
Wallis Annenberg High School, Charter Petition to LAUSD 123
child is expected to remain engaged with schoolwork while suspended. Each teacher will
provide work for students to complete while at home that can be picked up in the front office by
a parent. WAHS will provide the student with work for this period. The maximum number of
consecutive days for a suspension is four and a maximum of 20 days per school year.
Parents may appeal the suspension by meeting with the Chief Operating Officer (C.O.O.) on the
day of the suspension if the parent arrives before 4:00 pm or on the morning of the day after the
suspension, after 7:45 am. Parents will need an appointment to meet with the administrator on
site. The C.O.O. will hear the appeal and the parent may also recommend an alternative fair
punishment for the infraction. The appeal can also be delivered in writing, in which case
C.O.O. will review the document and make a determination within two-hours upon receipt,
between the times of 7:45 am to 4:30 pm. With the approval of the C.O.O., the suspension can
be removed from the student‟s record and the student can return to the classroom. If the C.O.O.
denies the appeal and enforces the suspension, the parent can appeal to the Board of Trustees.
The Board of Trustees or designated discipline subcommittee, composed of administrative staff,
teachers and classified staff, will hear the appeal at its next regularly scheduled meeting. An
appeal to the discipline Committee will not reinstate the student in school for the day(s) to be
suspended. In reviewing the appeal, Discipline Committee, with a majority vote, may remove
the suspension from the student‟s records.
Expulsion: Procedures and Due Process
If, after review and investigation of an alleged student action, Principal or designee determines
that expulsion is the appropriate course of administrative action, WAHS will implement the
following procedures.
In addition to the consequences for suspension, a hearing by the Discipline Committee (DC)
will be arranged.
A discipline subcommittee, composed of administrative staff, teachers and classified staff, will
convene at an appropriate time to determine whether or not the recommendation of expulsion
will be accepted. If it is determined by the Discipline Committee that the expulsion will not
be accepted, then the DC will determine an alternative consequence, such as Saturday
school, and provide the family and students with a conditional contract that is agreed upon by
the DC, student, and family. If the recommendation for expulsion is upheld, then the school
Principal speaks directly with the student‟s parent about the expulsion. During the meeting
WAHS will work collaboratively with the student‟s home school district, county, and/or private
schools to assist with the educational placement of the student. WAHS will communicate any
incident of violent/serious behavior to the district and/or school to which an expelled student
matriculates. WAHS will also notify the appropriate city, county, and/or state agency as
required by law.
If the DC decides that student expulsion is the best course of action, and the parent does not
agree, then the Principal will inform the parent(s) of the expulsion and the procedures for
appealing the decision.
The parent(s) will be informed by letter that they will have 5 school days to file an appeal to the
Board of Trustees by writing a letter to the Office of the CEO. Once the written request for
appeal is received The Board of Trustees (or authorized board subcommittee) will decide on the
Wallis Annenberg High School, Charter Petition to LAUSD 124
matter within fifteen (15) school days. Members of the Board may hear from the student,
parent, teacher, authorized administrator, and other invited speakers in accordance with school
policies. Each party will have the opportunity to present information for the Board to consider
including school records, anecdotal information and any other relevant information. The Board
may determine expulsion, alternative disciplinary action, or remove the allegations from the
students‟ records. The Board‟s decision is final.
DC Hearing Agenda
05 minutes – Introduction
10 minutes – Family Response
15 minutes – Question and Answers from DC
30 minute – Deliberation
05 minutes – Family Closing Comments
05 minutes – Decision of the Committee
The decision to readmit a pupil or to admit a previously expelled pupil from another school
shall be in the sole discretion of WAHS governing board 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 pupil‟s readmission is also contingent upon the capacity of WAHS at the
time the pupil‟s readmission.
Pupils who are expelled from the charter school shall be given a rehabilitation plan upon
expulsion as developed by the charter school‟s governing board at the time of the expulsion
order, which may include, but is not limited to, periodic review as well as assessment at the time
of review for readmission. The rehabilitation plan should include a date not later than one year
from the date of expulsion when the pupil may reapply to the charter school for 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 charter school‟s governing board
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 pupil‟s readmission is also contingent upon
the capacity of the charter school at the time the pupil seeks readmission.
Outcome Data Charter School shall maintain all data involving placement, tracking, and monitoring of student
suspensions, expulsions, and reinstatements, and make such outcome data readily available to
the District upon request.
Rehabilitation Plans Pupils who are expelled from the Charter School shall be given a rehabilitation plan upon
expulsion as developed by the Charter School‟s governing board at the time of the expulsion
order, which may include, but is not limited to, periodic review as well as assessment at the time
of review for readmission. Terms of expulsion should be reasonable and fair with the weight of
the expelling offense taken into consideration when determining the length of expulsion.
Therefore, the rehabilitation plan should include a date not later than one (1) year from the date
of expulsion when the pupil may reapply to the Charter School for readmission.
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Readmission The Charter School‟s governing board shall adopt rules establishing a procedure for the filing
and processing of requests for readmission and the process for the required review of all
expelled pupils for readmission. Upon completion of the readmission process, the Charter
School‟s governing board shall readmit the pupil, unless the Charter School‟s governing board
makes a finding that the pupil has not met the conditions of the rehabilitation plan or continues
to pose a danger to campus safety. A description of the procedure shall be made available to the
pupil and the pupil‟s parent or guardian at the time the expulsion order is entered and the
decision of the governing board, including any related findings, must be provided to the pupil
and the pupil‟s parent/guardian within a reasonable time.
Reinstatement The Charter School‟s governing board shall adopt rules establishing a procedure for processing
reinstatements, including the review of documents regarding the rehabilitation plan. The Charter
School is responsible for reinstating the student upon the conclusion of the expulsion period in a
timely manner.
Special Education Students In the case of a student who has an Individualized Education Program (“IEP”), or a student who
has a 504 Plan, the Charter School will ensure that it follows the correct disciplinary procedures
to comply with the mandates of state and federal laws, including IDEA and Section 504 of the
Rehabilitation Plan of 1973. As set forth in the MOU regarding special education between the
District and the Charter School an IEP team, including a District representative, will meet to
conduct a manifestation determination and to discuss alternative placement utilizing the
District„s Policies and Procedures Manual. Prior to re-commending expulsion for a student with
a 504 Plan, the Charter School„s administrator will convene a Link Determination meeting to
ask the following two questions:
A) Was the misconduct caused by, or directly and substantially related to the student„s
disability?
B) Was the misconduct a direct result of the Charter School„s failure to implement 504?
Gun Free Schools Act
The Charter School shall comply with the federal Gun Free Schools Act.
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ELEMENT 11: Retirement Programs This section meets the requirements of Education Code §47605(5)(K), which requires a description of:
The manner by which staff members of charter school will be covered by the State Teachers
Retirement System and federal social security.
State Teachers Retirement Systems (STRS)
All full-time certificated employees participate in STRS. The Human Resource/Business
Services manager is responsible for ensuring that appropriate arrangements for STRS, and
Social Security coverage has been made.
Social Security
All non-certificated employees contribute to Social Security according to Federal and State laws
with WAHS matching at the rates prescribed by law, unless provisions are made for other
retirement options such as Public Employees Retirement System (PERS) or other retirement
systems.
Salary Schedule
WAHS determines each employee‟s salary based on years of experience, post baccalaureate
degree units, areas of specialty, and other factors as determined by collective bargaining
agreement (CBA).
Work Calendar
Each staff member works the number of days agreed upon in his/her individual contract or work
agreement, which will address the following:
Details related to holidays, illness, personal days, vacation, and bereavement per
Employee Personnel Handbook and collective bargaining agreement (CBA)
Determination of full-time or part-time status
Employee discipline procedures and the employee‟s due process rights for appealing
disciplinary action per collective bargaining agreement (CBA).
Performance Evaluation
Performance evaluations will be conducted annually and will be conducted in a fair and
judicious manner by their immediate supervisor per the collective bargaining agreement (CBA).
Other
WAHS shall adhere to applicable federal and state mandates, including:
Family Medical Leave Act (FMLA)
California Family Rights Act (CFRA)
Disability Insurance
Workers Compensation
Medicare
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ELEMENT 12: Student Attendance Alternatives This section meets the requirements of Education Code §47605(5)(L), which requires a description of:
The public school attendance alternatives for pupils residing within the school district who choose not to
attend charter schools.
Gun Free Schools Act
The Charter School shall comply with the federal Gun Free Schools Act.
Attendance Alternatives
Pupils who choose not to attend WAHS may choose to attend other public schools in their
district of residence or pursue an interdistrict-transfer in accordance with existing enrollment
and transfer policies of the District.
Parent Notification
Parents and guardians of each student enrolled in WAHS will be informed on admissions forms
that the students have no right to admission in a particular school of a local education agency as
a consequence of enrollment in WAHS, except to the extent that such a right is extended by the
local education agency. If space is available, traveling students will have the option to attend.
Governing Board Shall Not Require Charter Enrollment
WAHS recognizes that the governing School Board of LAUSD may not require any student to
attend WAHS.
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ELEMENT 13: Employee Rights This section meets the requirements of Education Code §47605(b) (5) (M), which requires 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.
Note: The Accelerated Schools (The Accelerated School K-8, Accelerated Charter Elementary
School, and Wallis Annenberg High School) and its teachers, represented by United Teachers
Los Angeles for the past two years, July 2010 through June 2012, have been a part of a
collective bargaining agreement that supports and guides the organization. In the summer of
2012, the two parties agreed upon an additional agreement, this one to last three school years,
through June 2015.
“PREAMBLE”: THIS AGREEMENT is made and entered into on this 24th day of August, 2010 between the
BOARD OF TRUSTEES OF THE ACCELERATED SCHOOLS, the exclusive public school employer under
Education Code Section 47605 (hereinafter referred to as “School” or “Employer”) and UNITED TEACHERS
LOS ANGELES, which together with its officers and representatives will be referred to in this Agreement as UTLA.
UTLA is affiliated with the California Teachers Association (CTA), California Federation of Teachers (CFT),
National Education Association and the American Federation of Teachers/AFL-CIO. This Agreement is entered
into pursuant to the Educational Employment Relations Act “EERA”, Govt. Code Sections 3540, et seq.
The term of the original Agreement was two years beginning July 1, 2010 through June 30, 2012. The terms of the
latest agreement are three years beginning July1, 2012 through June 30, 2015.
Recognition
The Accelerated School, Wallis Annenberg High School and The Accelerated Charter
Elementary School recognizes United Teachers Los Angeles (UTLA) as the exclusive
representative for the purpose of the Educational Employment Relations Act (EERA, Govt.
Code Sections 3540, et seq.) of all certificated employees in the broad classification of teacher
including but not limited to, instructors, advisers and counselors and excluding: all classified,
confidential, management and supervisory employees, and all substitute teachers.
Rights of District Employees
Leave and return rights for union-represented employees who accept employment with the
charter school will be administered in accordance with applicable collective bargaining
agreements between the employee‟s union and the District and also in accordance with any
applicable judicial rulings.
Employee Due Process Procedures
A grievance is a claim by the unit member, unit members or the union that a provision of this
collective bargaining agreement has been violated or misapplied with respect to that unit
member, or members, such that it resulted in an adverse consequence to the unit member(s). All
other claims, such as violations of statute, individual employment agreements, charters, board
policies, personnel policies or employee handbooks, shall be outside the terms of this grievance
procedure. Except as specified in Article IX A, personnel decisions including decisions
affecting employment status and discipline of employees shall not be subject to this grievance
procedure. Failure by a grievant to follow the timelines or requirements in any step of this
Article shall render the grievance withdrawn and shall be construed as a waiver of the party‟s
rights under this procedure.
Wallis Annenberg High School, Charter Petition to LAUSD 129
All timelines may be adjusted by mutual agreement between the grievant and WAHS.
Informal Resolution:
Any grievance shall first be addressed with the site administrator or immediate supervisor,
within seven (7) work days of when the grievant knew or should have known the event or
condition giving rise to the grievance. The grievant must identify the concern as a grievance
and request an informal meeting. The grievant may authorize the union representative to
represent him/her at any grievance meeting.
Formal Resolution:
Step 1
If the grievance is not resolved informally, a unit member having a grievance shall present the
grievance in writing to his or her site administrator or immediate supervisor within fifteen (15)
work days of the event or condition giving rise to the grievance. The grievance shall clearly
state all of the following: (1) the specific provisions of the Agreement alleged to have been
violated, (2) the specific facts of the alleged violation, and to the extent known dates, names of
witnesses, (3) the adverse consequence resulting to the unit member, or union and (4) the
remedy requested by the grievant. The site administrator or immediate supervisor shall meet
with the unit member and shall provide a written response within seven (7) working days of the
meeting.
Step 2
If the unit member is not satisfied with the response at Step 1, he/she shall, within five (5) work
days of the receipt of the written response at Step 1, notify the Chief Executive Officer that a
grievance has been denied or unresolved by the site administrator or immediate supervisor. The
Step 2 grievance shall specifically state any portions of the Step 1 response disputed by the
grievant. If not resolved, the Chief Executive Officer will convene a meeting with the grievant
within seven (7) work days of receipt. Any resolution shall be put in writing. The Chief
Executive Officer shall provide a written response within seven (7) work days of the meeting.
Step 3
If the unit member is not satisfied with the response at Step 2, he/she shall, within five (5) work
days of the receipt of the written response at Step 2, notify the Board President that he/she is
requesting that the grievance be submitted to Option A or B below:
A. A hearing before the Board of Trustees or Board designated committee, or
B. Advisory arbitration upon Union approval only.
Where option B is utilized the following steps shall govern the arbitration process:
1. The Union and WAHS shall attempt to agree upon an arbitrator. If no agreement can be
reached, the parties shall request that the State Conciliation Service supply a panel of five
names of persons experienced in hearing grievances in schools. Each party shall alternately
strike a name until only one name remains. The remaining panel member shall be the arbitrator.
The order of the striking shall be determined by lot.
2. If either WAHS or the Union so requests, a separate arbitrator shall be selected to hear the
merits of any issue rose regarding the arbitrability of a grievance. No hearing on the merits of
Wallis Annenberg High School, Charter Petition to LAUSD 130
the grievance will be conducted until the issue of arbitrability has been decided. The process to
be used in selecting an arbitrator shall be as set forth in Section 1 above.
3. The arbitrator shall, as soon as possible, hear evidence and render a decision on the issue or
issues submitted to him/her. If the parties cannot agree upon a submission agreement, the
arbitrator shall determine the issues by referring to the written grievance and the answers thereto
at each step.
4. WAHS and the Union agree that the jurisdiction and authority of the arbitrator so selected
and the opinions the arbitrator expresses will be confined exclusively to the interpretation of the
express provision or provisions of this Agreement at issue between the parties. The arbitrator
shall have no authority to add to, subtract from, alter, amend, or modify any provisions of this
Agreement or impose any limitations or obligations not specifically provided for under the
terms of this Agreement. The arbitrator shall be without power or authority to make any
recommendation that requires WAHS or the Union to do an act prohibited by law.
5. After a hearing and after both parties have had an opportunity to make written arguments, the
arbitrator shall submit, in writing to all parties, his/her findings and recommended award.
6. The recommended award of the arbitrator shall be advisory to the Board of Trustees who
shall make a final and binding decision on the resolution of the grievance after full review and
consideration of the recommendations of the arbitrator.
7. The fees and expenses of the arbitrator shall be shared equally by TAS and the Union. All
other expenses shall be borne by the party incurring them, and neither party shall be responsible
for the expense of witnesses called by the other. Either party may request a certified court
reporter to record the entire arbitration hearing. The cost of the services of such court reporter
shall be paid by the party requesting the reporter or shared by the parties if they mutually agree.
If the arbitrator requests a court reporter, then the costs shall be shared by both parties.
8. The Grievant shall be provided with reasonable release time to attend any grievance meeting
with WAHS or to testify at his or her own grievance meeting.
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ELEMENT 14: Dispute Resolution This section meets the requirements of Education Code §47605(5)(M), which requires: 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.
Mandatory Dispute Resolution Provisions
The staff and governing board members of WAHS agree to resolve any claim, controversy or
dispute arising out of or relating to the Charter agreement between the District and WAHS,
except any controversy or claim that is in any way related to revocation of this Charter,
(“Dispute”) pursuant to the terms of this Element 14.
Any Dispute between the District and WAHS shall be resolved in accordance with the
procedures set forth below:
1) Any Dispute shall be made in writing (“Written Notification”). The Written Notification
must identify the nature of the Dispute and any supporting facts. The Written Notification
shall be tendered to the other party by personal delivery, by facsimile, or by certified mail.
The Written Notification shall be deemed received (a) if personally delivered, upon date of
delivery to the address of the person to receive such notice if delivered by 5:00 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 Notifications shall be addressed as follows:
To Charter School: WAHS
c/o School Director 4000 S. Main Street
Los Angeles, CA 90037
To Director of Charter Schools: Charter Schools Division
Los Angeles Unified School District
333 South Beaudry Avenue, 20th
Floor
Los Angeles, California 90017
2) A written response (“Written Response”) shall be tendered to the other party within twenty
(20) business days from the date of receipt of the Written Notification. The parties agree to
schedule a conference to discuss the Dispute identified in the Written Notice (“Issue
Conference”). The Issue Conference shall take place within fifteen (15) business days from
the date the Written Response is received by the other party. The Written Response may be
tendered by personal delivery, by facsimile, or by certified mail. The Written Response
shall be deemed received (a) if personally delivered, upon date of delivery to the address of
the person to receive such notice if delivered by 5:00 p.m., 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.
3) If the Dispute cannot be resolved by mutual agreement at the Issue Conference, either party
may then request that the Dispute be resolved by mediation. Each party shall bear its own
attorneys‟ fees, costs and expenses associated with the mediation. The mediator‟s fees and
the administrative fees of the mediation shall be shared equally among the parties.
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Mediation proceedings shall commence within 120 days from the date of either party‟s
request for mediation following the Issue Conference. The parties shall mutually agree
upon the selection of a mediator to resolve the Dispute. The mediator may be selected from
the approved list of mediators prepared by the American Arbitration Association. Unless
the parties mutually agree otherwise, mediation proceedings shall be administered in
accordance with the commercial mediation procedures of the American Arbitration
Association.
4) If the mediation is not successful, then the parties agree to resolve the Dispute by binding
arbitration conducted by a single arbitrator. Unless the parties mutually agree otherwise,
arbitration proceedings shall be administered in accordance with the commercial arbitration
rules of the American Arbitration Association. The arbitrator must be an active member of
the State Bar of California or a retired judge of the state or federal judiciary of California.
Each party shall bear its own attorney‟s fees, costs and expenses associated with the
arbitration. The arbitrator‟s fees and the administrative fees of the arbitration shall be
shared equally among the parties. However, any party who fails or refuses to submit to
arbitration as set forth herein shall bear all attorney‟s fees, costs and expenses incurred by
such other party in compelling arbitration of any controversy or claim.
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ELEMENT 15: Exclusive Public School Employer This section meets the requirements of Education Code §47605(5)(O), which requires: A declaration
whether or not the charter school shall be deemed the exclusive public school Employer of the employees
of the charter school for the purposes of the Educational Employment Relations Act (Chapter 10.7
(commencing with §3540) of Division 4 of Title I of the Government Code)
Exclusive Employer Statement
Wallis Annenberg High School shall be deemed the exclusive public school employer of the
employees of Wallis Annenberg High School for the purposes of the Education Employment
Relations Act (“EERA”), and will act independently from LAUSD for bargaining purposes. In
accordance with the EERA, employees may join and be represented by an organization of their
choice for collective bargaining purposes. However, unless the employees elect to be
represented by an organization for bargaining purposes, all employees will be individually
contracted.
Wallis Annenberg High School will address any collective bargaining efforts in a manner
consistent with all applicable state and federal rules, laws, and regulations.
*Note: The teachers of The Accelerated Schools (The Accelerated School K-8, WAHS and
Accelerated Charter Elementary School) are members of the TAS/UTLA bargaining unit. As of
this summer, the organization and the teachers have reached a new CBA that will run from July
2012 through June 2015. For a copy of the TAS/UTLA CBA 2012 – 2015 please see Appendix
P.
The District may revoke the Charter if WAHS commits a breach of any provision set forth in a
policy related to Charter Schools adopted by the District Board of Education and/or any
provisions set forth in the Charter School Act of 1992. The District may revoke the charter of
the WAHS if the District finds, through a showing of substantial evidence, that the Charter
School did any of the following:
WAHS committed a material violation of any of the conditions, standards, or procedures
set forth in the charter.
WAHS failed to meet or pursue any of the pupil outcomes identified in the charter.
WAHS failed to meet generally accepted accounting principles, or engaged in fiscal
mismanagement.
WAHS violated any provision of law.
Prior to revocation, and in accordance with Cal. Educ. Code section 47607(d) and State
regulations, the LAUSD Board of Education will notify the WAHS in writing of the specific
violation, and give the WAHS a reasonable opportunity to cure the violation, unless the LAUSD
Board of Education determines, in writing, that the violation constitutes a severe and imminent
threat to the health or safety of the pupils. Revocation proceedings are not subject to the dispute
resolution clause set forth in this Charter.
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ELEMENT 16: Procedures to be Used if Charter School Closes This section meets the requirements of Education Code §47605(5) (P), which requires that there is a
description of the procedures to be used if the charter school closes. The procedures shall ensure a final
audit of the school to determine the disposition of all assets and liabilities of the charter school, including
plans for disposing of any net assets and for the maintenance and transfer of pupil records.
In the event that WAHS closes, the assets and liabilities of WAHS will be disposed of by The
Accelerated Schools‟ Board of Trustees in accordance with the closeout procedures listed
below. The Accelerated Schools‟ Board of Trustees will ensure that a final audit of the school‟s
assets and liabilities is performed and that any audit deficiencies will be resolved to the
satisfaction of LAUSD.
Charter Renewal
The Charter School must submit its renewal petition to the District‟s Charter Schools Division
no earlier than September of the year before the charter expires.
Revocation
The District may revoke the charter of WAHS if WAHS commits a breach of any terms of its
charter. Further, the District may revoke the charter if WAHS commits a breach of any
provision set forth in a policy related to charter schools adopted by the District Board of
Education and/or any provisions set forth in the Charter School Act of 1992. Furthermore, the
District may revoke the charter of the WAHS on any of the following grounds:
WAHS committed a material violation of any of the conditions, standards, or
procedures set forth in the charter.
WAHS failed to meet or pursue any of the pupil outcomes identified in the
charter.
WAHS failed to meet generally accepted accounting principles, or engaged in
fiscal mismanagement.
WAHS violated any provisions of law.
Prior to revocation, and in accordance with Cal. Educ. Code section 47607(d), the District will
notify the WAHS in writing of the specific violation, and give the WAHS a reasonable
opportunity to cure the violation, unless the District determines, in writing, that the violation
constitutes a severe and imminent threat to the health or safety of the pupils. Notwithstanding
the immediately preceding language, revocation proceedings are not subject to the dispute
resolution clause set forth in this charter.
Closure Action
The decision to close WAHS either by the WAHS governing Board or by the LAUSD Board of
Education, will be documented in a Closure Action. The Closure Action shall be deemed to
have been automatically made when any of the following occur: the charter is revoked or non-
renewed by the LAUSD Board of Education; the Charter School board votes to close the
Charter School; or the Charter lapses.
Closure Procedures
The procedures for charter school closure are guided by California Education Code sections
47604.32, 47605, 47605.6, and 47607 as well as California Code of Regulations, Title 5 (5
CCR), sections 11962 and 11962.1. A closed charter school must designate a responsible entity
Wallis Annenberg High School, Charter Petition to LAUSD 135
to conduct closure activities and identify how these activities will be funded. The procedures
outlined below are based on “Charter School Closure Requirements and Recommendations
(Revised 08/2009)” as posted on the California Department of Education website. References
to “Charter School” applies to the charter school‟s nonprofit corporation and/or governing
board.
Documentation of Closure Action
The revocation or non-renewal of a charter school must be documented by an official action of
the authorizing entity. Notice of a charter school„s closure for any reason must be provided by
the authorizing entity to the California Department of Education (CDE). In addition, the charter
school must send notice of its closure to:
1. Parents or guardians of students. Written notification to
parents/guardians/caregivers of the enrolled students of WAHS will be issued by
WAHS within 72 hours after the determination of a Closure Action and the
effective date of closure. A copy of the written notifications to parents is also to
be sent to LAUSD within the same time frames.
2. The authorizing entity
3. The county office of education. Written notification to the Los Angeles
County Office of Education of the Closure Action shall be made by WAHS by
registered mail within 72 hours of the decision to Closure Action. Charter School
shall provide a copy of this correspondence to the ICSD.
4. The special education local plan area in which the school participates. Written
notification to the Special Education Local Planning Area (SELPA) in which the
Charter School participates of the Closure Action shall be made by WAHS by
registered mail within 72 hours of the decision to Closure Action. Charter School
shall provide a copy of this correspondence to the ICSD.
5. The retirement systems in which the school„s employees participate. The
Charter School will within fourteen (14) calendar days of closure action contact
the State Teachers Retirement System (STRS), Public Employees Retirement
System (PERS), and the Los Angeles County office of Education and follow
their procedures for dissolving contracts and reporting. Charter School shall
provide a copy of this correspondence to the CSD.
6. The CDE. Written notification to the California Department of Education of
the Closure Action shall be made by WAHS by registered mail within 72 hours
of the decision to Closure Action. Charter School shall provide a copy of this
correspondence to the CSD.
Notice must be received by the CDE within ten calendar days of any official action taken by the
chartering authority. Notification of all the parties above must include at least the following:
1. The effective date of the closure
2. The name(s) of and contact information for the person(s) handling inquiries
regarding the closure
3. The students‟ school districts of residence
4. How parents or guardians may obtain copies of student records, including
specific information on completed courses and credits that meet graduation
requirements
In addition to the four required items above, notification to the CDE must also include:
Wallis Annenberg High School, Charter Petition to LAUSD 136
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 to parents, guardians, and students
should also include:
1. Information on how to transfer the student to an appropriate school
2. A certified packet of student information that includes closure notice, a copy
of their child„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
The charter school shall announce the closure to any school districts that may be responsible for
providing education services to the former students of the charter school within 72 hours of the
decision to Closure Action. This notice will include a list of returning students and their home
schools. Charter school closures should occur at the end of an academic year if it is feasible to
maintain a legally compliant program until then. If a conversion charter school is reverting to
non-charter status, notification of this change should be made to all parties listed in this section.
School and Student Records Retention and Transfer
WAHS shall observe the following in the transfer and maintenance of school and student
records:
1. The Charter School will provide the District with original cumulative files
pursuant to District policy and applicable handbook(s) regarding cumulative
records for secondary and elementary schools for all students both active and
inactive at the Charter School. Transfer of the complete and organized original
student records to the District will occur within seven calendar days of the
effective date of closure.
2. The process for transferring student records to the receiving schools shall be in
accordance with LAUSD procedures for students moving from one school to
another.
3. The Charter School will prepare an electronic master list of all students to the
Innovation and Charter Schools Division. This list will include the student„s
identification number, Statewide Student Identifier (SSID), birth date, grade, full
name, address, home school, enrollment date, exit code, exit date, parent/guardian
name(s), and phone number(s). If the Charter School closure occurs before the
end of the school year, the list should also indicate the name of the school that
each student is transferring to, if known. This electronic master list will be
delivered in the form of a CD.
4. The original cumulative files should be organized for delivery to the District in
two categories: active students and inactive students. The ICSD will coordinate
with the Charter School for the delivery and/or pickup of the student records.
5. The Charter School must update all student records in the California
Longitudinal Pupil Achievement Data System (CALPADS) prior to closing.
6. The Charter School will provide to the ICSD a copy of student attendance
records, teacher grade books, school payroll records, and Title I records (if
applicable). Submission of personnel records must include any employee records
Wallis Annenberg High School, Charter Petition to LAUSD 137
the charter school has. These include, but are not limited to, records related to
performance and grievance.
7. All records are to be boxed and labeled by classification of documents and the
required duration of storage.
Financial Close-Out
After receiving notification of closure, the CDE will notify the charter school and the
authorizing entity if it is aware of any liabilities the charter school owes the state. These may
include over- payment of apportionments, unpaid revolving fund loans or grants, or other
liabilities. The CDE may ask the county office of education to conduct an audit of the charter
school if it has reason to believe that the school received state funding for which it was not
eligible.
WAHS shall ensure completion of an independent final audit within six months after the closure
of the school that includes:
1. An accounting of all financial assets. These may include cash and accounts
receivable and an inventory of property, equipment, and other items of material
value.
2. An accounting of all liabilities. These may include accounts payable or
reduction in 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
the charter school.
This audit may serve as the school„s annual audit.
The financial closeout audit of the Charter School will be paid for by WAHS. This audit will be
conducted by a neutral, independent licensed CPA who will employ generally accepted
accounting principles. Any liability or debt incurred by WAHS will be the responsibility of
WAHS and not LAUSD. WAHS understands and acknowledges that WAHS will cover the
outstanding debts or liabilities of WAHS. Any unused monies at the time of the audit will be
returned to the appropriate funding source. WAHS understands and acknowledges that only
unrestricted funds will be used to pay creditors. Any unused AB 602 funds will be returned to
the District SELPA or the SELPA in which WAHS participates, and other categorical funds will
be returned to the source of funds.
WAHS shall ensure the completion and filing of any annual reports required. This includes:
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
the charter school chooses to submit this information before the forms and software are
available for the fiscal year, alternative forms can be used if they are approved in advance by
the CDE.
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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 charter school with the data of the
authorizing entity. This practice will occur in the first year after the closure and will continue
until CDE data collection processes reflect ADA or enrollment adjustments for all affected
LEAs due to the charter closure.
Disposition of Liabilities and Assets
The closeout audit must determine the disposition of all liabilities of the charter school. Charter
school closure procedures must also ensure disposal of any net assets remaining after all
liabilities of the charter school have been paid or otherwise addressed. Such disposal includes,
but is not limited to:
1. The return of any donated materials and property according to any conditions
set when the donations were accepted.
2. The return of any grants and restricted categorical funds to their source
according to the terms of the grant or state and federal law.
3. The submission of final expenditure reports for any entitlement grants and the
filing of Final Expenditure Reports and Final Performance Reports, as
appropriate.
Net assets of the charter school may be transferred to the authorizing entity. If the Charter
School is operated by a nonprofit corporation, and if the corporation does not have any other
functions than operation of the Charter School, the corporation will be dissolved according to its
bylaws.
a. The corporation‟s bylaws will address how assets are to be distributed at the
closure of the corporation.
b. A copy of the corporations bylaws containing the information on how assets are
to be distributed at the closure of the corporation, are to be provided to LAUSD
prior to approval of this Charter.
For six (6) calendar months from the Closure Action or until budget allows, whichever comes
first, sufficient staff as deemed appropriate by The Accelerated School‟s Board of Trustees, will
maintain employment to take care of all necessary tasks and procedures required for a smooth
closing of the school and student transfers.
The WAHS Board shall adopt a plan for wind-up of the school and, if necessary, the
corporation, in accordance with the requirements of the Corporations Code.
The Charter School shall provide LAUSD within fourteen (14) calendar days of closure action
prior written notice of any outstanding payments to staff and the method by which the school
will make the payments.
Prior to final closure, the Charter School shall do all of the following on behalf of the school's
employees, and anything else required by applicable law:
a. File all final federal, state, and local employer payroll tax returns and issue final
W-2s and Form 1099s by the statutory deadlines.
Wallis Annenberg High School, Charter Petition to LAUSD 139
b. File the Federal Notice of Discontinuance with the Department of Treasury
(Treasury Form 63).
c. Make final federal tax payments (employee taxes, etc.)
d. File the final withholding tax return (Treasury Form 165).
e. File the 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 WAHS„s right to operate as a Charter School or
cause WAHS to cease operation. WAHS and District agree that, due to the nature of the
property and activities that are the subject of this petition, the District and public shall suffer
irreparable harm should WAHS breach any obligation under this Element 16.
The District, therefore, shall have the right to seek equitable relief to enforce any right arising
under this Element 16 or any provision of this Element 16 or to prevent or cure any breach of
any obligation undertaken, without in any way prejudicing any other legal remedy available to
the District. Such legal relief shall include, without limitation, the seeking of a temporary or
permanent injunction, restraining order, or order for specific performance, and may be sought in
any appropriate court.
Facilities
1. Proposed Charter School Location: South Los Angeles region
2. Names of District school sites near proposed location: Santee Education Complex, Thomas
Jefferson High School, Frida Kahlo High School, John C. Fremont High School, Manual Arts
High School, and Crenshaw High School
3. Proposed Charter School to be located within the boundaries of LAUSD
District-Owned Facilities:
If Charter School is using LAUSD facilities as of the date of the submittal of this charter
petition or takes occupancy of LAUSD facilities prior to the approval of this charter petition,
Charter School shall execute an agreement provided by LAUSD for the use of the LAUSD
facilities as a condition of the approval of the charter petition. If at any time after the approval
of this charter petition Charter School will occupy and use any LAUSD facilities, Charter
School shall execute an agreement provided by LAUSD for the use of LAUSD facilities prior to
occupancy and commencing use.
WAHS agrees that occupancy and use of LAUSD facilities shall be in compliance with
applicable laws and LAUSD policies for the operation and maintenance of LAUSD facilities
and furnishings and equipment. All LAUSD facilities (i.e., schools) will remain subject to those
laws applicable to public schools which LAUSD observes.
In the event of an emergency, all LAUSD facilities (i.e., schools) are available for use by the
American Red Cross and public agencies as emergency locations which may disrupt or prevent
WAHS from conducting its educational programs. If WAHS will share the use of LAUSD
facilities with other LAUSD user groups, WAHS agrees it will participate in and observe all
LAUSD safety policies (e.g., emergency chain of information, participate in safety drills).
The use agreements provided by LAUSD for LAUSD facilities shall contain terms and
conditions addressing issues such as, but not limited to, the following:
Wallis Annenberg High School, Charter Petition to LAUSD 140
• Use. WAHS will be restricted to using the LAUSD facilities for the operation of
a public school providing educational instruction to public school students
consistent with the terms of the charter petition and incidental related uses.
LAUSD shall have the right to inspect LAUSD facilities upon reasonable notice
to Charter School.
• Furnishings and Equipment. LAUSD shall retain ownership of any furnishings
and equipment, including technology, (“F&E”) that it provides to WAHS for use.
WAHS, 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 LAUSD facilities by any person or entity other
than WAHS shall be administered by LAUSD. The parties may agree to an
alternative arrangement in the use agreement.
• Minimum Payments or Charges to be paid to LAUSD Arising from the
Facilities.
(i) Pro Rata Share. LAUSD shall collect and WAHS shall pay a Pro Rata
Share for facilities costs as provided in the Charter School Act of 1992
and its regulations. The parties may agree to an alternative arrangement
regarding facilities costs in the use agreement; and
(ii) Taxes; Assessments. Generally, Charter School shall pay any
assessment or fee imposed upon or levied on the LAUSD facilities that it
is occupying or Charter School„s legal or equitable interest created by the
use agreement.
• Maintenance & Operations Services. In the event LAUSD agrees to allow
WAHS to perform any of the operation and maintenance services, LAUSD shall
have the right to inspect the LAUSD facilities and the costs incurred in such
inspection shall be paid by Charter School.
(i) Co-Location. If WAHS is co-locating or sharing the LAUSD facilities
with another user, LAUSD shall provide the operations and maintenance
services for the LAUSD facilities and WAHS 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 WAHS is a sole occupant of LAUSD facilities,
LAUSD shall allow the Charter School, at its sole cost and expense, to
provide some operations and maintenance services for the LAUSD
facilities in accordance with applicable laws and LAUSD„s policies on
operations and maintenance services for facilities and F&E.
NOTWITHSTANDING THE FOREGOING, LAUSD shall provide all
services for regulatory inspections, which as the owner of the real property
is required to submit, and deferred maintenance and WAHS shall pay
LAUSD for the cost and expense of providing those services. The parties
may agree to an alternative arrangement regarding performance of the
operations and maintenance services and payment for such services in the
use agreement.
• Real Property Insurance. Prior to occupancy, WAHS shall satisfy those requirements
to participate in LAUSD„s property insurance or, if WAHS is the sole occupant of
LAUSD facilities, obtain and maintain separate property insurance for the LAUSD
facilities. WAHS shall not have the option of obtaining and maintaining separate
Wallis Annenberg High School, Charter Petition to LAUSD 141
property insurance for the LAUSD facility IF Charter School is co-locating or sharing
the LAUSD facility with another user.
Facility Status:
The charter petitioner must demonstrate control of a facility such as a commitment from the
landlord, to ensure that the property is actually available to the charter developer, and that the
facility is usable with or without conditions (such as a conditional code permit.) The charter
school facility shall comply with all applicable building codes, standards and regulations
adopted by the city and/or county agencies responsible for building and safety standards for the
city in which the charter school is to be located, and the Americans with Disabilities Act
(ADA). Applicable codes and ADA requirements shall also apply to the construction,
reconstruction, alteration of or addition to the proposed charter school facility. The Charter
School cannot exempt itself from applicable building and zoning codes, ordinances, and ADA
requirements. Charter schools are required to adhere to the program accessibility requirements
of Federal law (Americans with Disabilities Act and Section 504).
Occupancy of the Site:
The charter petitioner or developer shall provide the District with a final Certificate of issued by
the applicable permitting agency, allowing the petitioner to use and occupy the site. WAHS may
not open without providing a copy of the Certificate of Occupancy for the designated use of the
facility. If WAHS moves or expands to another facility during the term of this charter, then
WAHS shall provide a Certificate of Occupancy to the District for each facility before the
school is scheduled to open or operate in the facility or facilities. 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.
Health & Safety:
The school will comply with the Healthy Schools Act, California Education Code Section
17608, which details pest management requirements for schools, developers may find additional
information at: www.laschools.org/employee/mo/ipm.
Asbestos Management:
The charter school will comply with the asbestos requirement as cited in the Asbestos Hazard
Emergency Response Act (AHERA), 40CFR 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.