december 2017 accs agenda item 04 - attachment 13 advisory ... · 13. beacon classical academy...

Beacon Classical Academy Petition

accs-dec17item04 Attachment 13 of 107

EACON

Beacon Classical Academy National City

A California Public Charter School

Petition for Charter School Authorization

Submitted to Trustees of the National School District

April22, 2015

Charter Term: July 1,2015 -June 30, 2020



TABLE OF CONTENTS

INTRODUCTION 3 ASSURANCES 4 BEACON CLASSICAL ACADEMY FOUNDING TEAM 8 ELEMENT ONE (A) -EDUCATIONAL PHILOSOPHY AND PROGRAM 11 ELEMENT TWO (B)- MEASURABLE STUDENT OUTCOMES 50 ELEMENT THREE (C) -METHOD OF ASSESSMENT 54 ELEMENT FOUR (D)- GOVERNANCE STRUCTURE 60 ELEMENT FIVE (E)- EMPLOYEE QUALIFICATIONS 63 ELEMENT SIX (F) -HEALTH AND SAFETY 70 ELEMENT SEVEN (G)- RACIAL AND ETHNIC BALANCE 73 ELEMENT EIGHT (H)- ADMISSION REQUIREMENTS 74 ELEMENT NINE (I) - PROTOCOL FOR FINANCIAL AUDITS 77 ELEMENT TEN (J)- STUDENT SUSPENSION AND EXPULSION 78 ELEMENT ELEVEN- (K) -EMPLOYEE BENEFITS 96 ELEMENT TWELVE (L)- PUBLIC SCHOOL ALTERNAT!VES FOR STUDENTS 97 ELEMENT THIRTEEN (M)- RETURN RIGHTS OF EMPLOYEE 98 ELEMENT FOURTEEN (N)- DISPUTE RESOLUTION 99 ELEMENT FIFTEEN (0) - PUBLIC SCHOOL EMPLOYER/COLLECTIVE BARGAINING (EERA) 101 ELEMENT SIXTEEN (P) -CLOSING PROCEDURES 102 OTHER CHARTER ELEMENTS 103 ATTACHMENTS

Attachment A -Teacher Petition Signatures

Attachment B -Independent Study Guidelines

Attachment C -Sample First Grade Curriculum

Attachment D -Bell Schedule

Attachment E-Organization Chart

Attachment F- Five-Year Enrollment Projection

Attachment G - First Year Operational Budget

AttachmentH-PlanningBudgetForFiveYears

BEACON CLASSICAL ACADEMY NATIONAL CITY PAGE 2 OF 118 CHARTER PETITION 2015-2020

BEACON CLASSICAL ACADEMY NATIONAL CITY PAGE 3 OF 118

CHARTER PETITION 2015-2020

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INTRODUCTION

This charter school shall be known as Beacon Classical Academy National City (hereafter

"Beacon Classical Academy" or "Charter School"). This petition for charter school application

applies to Beacon Classical Academy, a charter school composed of grades K-8 students. Beacon

Classical Academy will be located at 2400 Euclid Ave. National City, California, within the

boundaries of the National School District ("District").

Beacon Classical Academy is devoted to traditional learning and the development of personal

character through a content-rich curriculum that reinforces scholarship and citizenship. The

Academy is open to all students K-8; is nonsectarian in its programs, admission policies,

employment practices, and all other operations. It will not charge tuition and will not

discriminate against any pupil on the basis of any of the characteristics listed in Education Code

Section 220.

The Charter Schools Act of 1992 opened the door for innovation in California public schools

that embraced parent voice and choice. In accordance to Education Code Section 47601, charter

schools were created as a method to accomplish all of the following:

Improve pupil learning.

Increase learning opportunities for all pupils with special emphasis on expanded

leanring. Opportunities for pupils who are identified as academically low achieving.

Encourage the use of different and innovative teaching methods.

Create new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the school site. Provide parents and pupils with expanded choices in the types of educational

opportunities that are available within the public school system.

Hold the schools established accountable for meeting measurable pupil outcomes

and provide the schools with a method to change from rule-based to performance

based accountability systems.

Provide vigorous competition within the public school system to stimulate continual improvements in all public schools.

The Charter School will comply with State laws relating to independent study as set forth in

Education Code 47612.5. Beacon Classical Academy plans to open in fall 2015. The Charter

School will begin with a projected enrollment of 204 students. It will follow a modified

traditional year-round school calendar. Subject to the limitations of Education Code section

for independent study pupils, Beacon Classical Academy is open to any child who wishes to

enroll and will draw upon the ·student population in the surrounding neighborhoods of its facility

in National City, California. Beacon Classical Academy will organize as a nonprofit

corporation. The Charter School will be directly funded by the State, operating under a separate

charter with its own CDS number. Beacon Classical Academy, Inc. will act as the employer of

all staff of the Charter School. The Charter School requests to participate as a "school of the

district" for purposes of special education. In this and all respects, Beacon Classical Academy

will comply with a Memoranda of Understanding with Beacon Classical Academy and National

School District and its SELPA.

BEACON CLASSICAL ACADEMY NATIONAL CITY PAGE4 OF 118




ASSURANCES

As the authorized lead petitioner, I, Alma Van Nice, hereby certify that the information

submitted in this petition for a California public charter school to be named Beacon Classical

Academy National City ("Beacon Classical Academy," or the "Charter School"), and to be

located within the boundaries of the National School District (the "District") is true to the best of

my knowledge and belief; I also certify that this petition does not constitute the conversion of a

private school to the status of a public charter school; and further, I understand that if awarded a

charter, the Charter School will follow any and all federal, state, and local laws and regulations

that apply to the Charter School, including but not limited to:

1. The petition is signed by a number of teachers that is equivalent to at least one-half of the

number of teachers that the charter school estimates will be the number of teachers employed at the school during its first year of operation [California Education Code

47605(a)].

2. Beacon Classical Academy will be nonsectarian in its programs, admissions policies,

employment practices, and all other operations. [California Education Code 47605(d)(l)].

3. Beacon Classical Academy shall not charge tuition [California Education Code

47605(d)(1)].

4. Beacon Classical Academy shall not discriminate on the basis of the characteristics listed in Section 220 (actual or perceived disability, gender, gender expression, gender identity,

gender orientation, nationality, race or ethnicity, religion, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code

or association with an individual who has any of the aforementioned characteristics) [Education Code Section 47605(d)(1)].

Beacon Classical Academy shall admit all students who wish to attend the Charter

School, and who submit a timely application, unless the Charter School receives a greater number of applications than there are spaces for students, in which case, each application

will be given equal chance of admission through a public random drawing process. Except as required by Education Code Section 47605(d)(2), admission to the Charter

School shall not be determined according to the place of residence of the student or his or

her parents within the State, save for admission preferences. Admission preferences are stipulated in Element Eight (H) Admission Requirements. Preference in the public

random drawing shall be given as required by Education Code Section 47605(d)(2)(B). In the event of a drawing, the chartering authority shall make reasonable efforts to

accommodate the growth of the Charter School by not taking any actions to impede the charter school from expanding enrollment to meet pupil demand in accordance with

Education Code Section 47605(d)(2)(C). 5. Beacon Classical Academy shall comply with all laws establishing the minimum and

maximum age for public school enrollment [California Education Code Sections

47612(b), 47610].





6. Beacon Classical Academy shall serve students with disabilities in the same manner as

such students who are served in other public schools and adhere to all applicable

provisions of Federal law relating to students with disabilities, including, but not limited

to, the Individuals with Disabilities in Education Improvement Act of 2004, Section 504

of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act of

1990.

7. Beacon Classical Academy shall ensure that teachers in the charter school shall hold a

Commission on Teacher Credentialing certificate, permit, or other document equivalent

to that which a teacher in other public schools would be required to hold. These

documents shall be maintained on file at the charter school and are subject to periodic

inspection by the chartering authority. It is the intent of the Legislature that charter

schools be given flexibility with regard to noncore, non-college preparatory courses

[California Education Code Section 47605(1)].

8. Beacon Classical Academy shall require its teachers of core academic subjects to satisfy

applicable, highly qualified requirements in accordance with the No Child Left Behind

Act.

9. Beacon Classical Academy shall comply with Education Code Section 44237 in the

submittal of fingerprints prepared by the employer or school to the Department of Justice

for the purpose of obtaining criminal record summary of employees or regular volunteers

who are in contact with minor pupils.

10. Beacon Classical Academy, Inc. shall be deemed the exclusive public school employer of

the employees of the charter school for the purposes of the Educational Employment Relations Act [California Education Code 47605(b)(5)(0)].

11. Beacon Classical Academy shall meet all requirements for employment set forth in applicable provisions of law, including, but not limited to, credentials, as necessary.

[Title 5 California Code of Regulations Section 11967.5.1(£)(5)].

12.Beacon Classical Academy shall for each fiscal year, offer at a minimum, the number of

minutes of instruction per grade level as required by Education Code Section 47612.5(a)(1)(A)-(D), comply with all course requirements and meet all State Academic

Standards applicable to charter schools, and shall meet or exceed the legally required minimum of school days [Title 5 California Code of Regulations Section 11960].

13. Beacon Classical Academy shall meet all statewide standards and conduct the student

assessments required, pursuant to Education Code Sections 60605 and 60851, and any other Statewide Standards authorized in statute, or student assessments applicable to

students in non-charter public schools [California Education Code 47605(c)(1)].

14. Beacon Classical Academy shall adhere to reporting requirements including, but not

limited to, CAASPP, CBEDS, ADA, SARC, LCAP, annual audits and all financial reports and data and promptly respond to all reasonable inquiries from the District, the





county office of education, or the Superintendent of Public Instruction, including, but not

limited to, inquiries regarding its financial records. [California Education Code Section

47604.3].

15. If a pupil is expelled or leaves the School without graduating or completing the school

year for any reason, 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 [California Education Code Section 47605(d)(3)].

16. Beacon Classical Academy shall maintain accurate and contemporaneous written records

that document all pupil attendance and make these records available for audit and

inspection [California Education Code Section 47612.5(a)].

17. Beacon Classical Academy shall, on a regular basis, consult with its parents and teachers

regarding the Charter School's education programs [California Education Code Section

47605(c)].

18. Beacon Classical Academy shall comply with any jurisdictional limitations to locations

of its facilities [California Education Code Section 47605.1] and comply with the

Education Code Section 47610 and 47610.5 and the California Building Standards Code

(Part 2 Section 101) of title 24 of the California Code of Regulations as applicable to the

facilities operated by the School unless the charter school facilities are exclusively owned

or controlled by an entity that is not subject to the California Building Standards Code,

including, but not limited to, the Federal government.

19. Beacon Classical Academy shall, as required by Education Code Section 47612.5, meet

the requirements of Education Code Section 51745 (a) 1-5 related to independent study.

20. Beacon Classical Academy shall identify and report to the Superintendent of Public

Instruction (SPI) any portion of its average daily attendance that is generated through

nonclassroom-based instruction, including, but not limited to, Independent Study as

defined by Beacon Classical Academy as home study, academy instruction, distance and

computer-based education, field trips, and learning center learning opportunities.

21. Beacon Classical Academy shall comply with any non-academic instruction funding

determination requirement according to Senate Bill 740.

22. Beacon Classical Academy shall comply with the Public Records Act.

23. Beacon Classical Academy shall comply with the Family Educational Rights and Privacy

Act (FERPA).

24. Beacon Classical Academy shall comply with the Ralph M. Brown Act.

25. Beacon Classical Academy shall comply with Elementary & Secondary Education Act.





Subtitle B. and Section 1034, now known as the McKinney Vento Education for

Homeless Children & Youth Act, 2007.

26. Beacon Classical Academy shall comply with all applicable portions of the No Child Left

Behind Act.

27. Beacon Classical Academy shall, at all times, maintain all necessary and appropriate

Insurance coverage.

28. Beacon Classical Academy shall meet the requirements of Education 47611 regarding the

State Teachers' Retirement System.

Authorized Representative's Signature Date 4/22/20 15





BEACON CLASSICAL ACADEMY FOUNDING TEAM

The members of Beacon Classical Academy National City Founding Team bring a variety of

expertise across diverse areas of charter school administration (direct-funded, independent study

and classroom-based), charter school finance, accounting, business/marketing, school facilities,

and instructional experience from preschool through the university level.

Dr. Alma D. Van Nice (Charter School Administration/Lead Petitioner)

Dr. Alma D. Van Nice has a comprehensive tenure of 24 years as a public school educator, in

which she has served as a Charter School Principal (Independent Study and Classroom-based),

District Vice Principal, Preschool Director, College Adjunct English Professor, Language Arts

and Reading Specialist, Literacy Coordinator, District Mentor Teacher, Beginning Teacher

Support Provider (BTSA), Classroom Teacher, and Preschool Teacher. Under Dr. Van Nice's

leadership and support her schools attained Western Association of School and Colleges

(WASC) accreditation, met API and AYP target growth goals, and achieved Title 1 Academic

Achievement Awards. Dr. Van Nice completed her Doctorate of Education Degree (Ed.D) from

Nova Southeastern University in Organizational Leadership and received Educational

Leadership preparation from Point Lorna Nazarene University. She graduated from San Diego

State University with a M.A. in Reading Education and B.A. in Liberal Studies, and holds the

following California Professional Clear Credentials and Certificates: Administrative Services,

Reading and Language Arts Specialist, and Multiple Subjects; and a Bilingual Certificate of

Competence in Spanish.

Mr. Douglas A. Harrell (Charter School Administration)

Mr. Doug Harrell has extensive administrative background in the public school system. His 33

years of educational experience includes K-12 school administration and instruction. As Chief

Academic Officer for King Chavez Neighborhood of Schools and Vice President of Education

Services for California Edison, his expertise and oversight helped these schools to consistently

meet API and AYP target growth goals and attain Title 1 Achievement Award and Four Star

Academic status for exceptional academic growth and healthy school culture. Presently, Mr.

Harrell coordinates the Administrative Credentialing program with the San Diego County Office

of Education. Mr. Harrell graduated from University of California with a M.A. in Sociology. He

holds a California Professional Clear Administrative Credential.

Mr. Mark D. Liuag (Business Manager)

Mr. Liuag has 30 years experience in business as Vice President of Operations, General

Manager, and Director. He has worked with startups and companies experiencing tremendous

growth and change. His areas of expertise include manufacturing and support, program

management, contracts, procurement, business systems, and finance. He is versed in Lean

Enterprise, Six-Sigma, Theory Constraints, Project Life Cycle Management (PLM), ISO

Implementations 9001 & 2000 ERP/MRP conversions and implementations quality assurance,

capacity management, master scheduling, training and development of personnel, configuration

management, and strategic planning. Mr. Liuag holds a B.S. degree in Business Administration

and Finance with a minor in Industrial Organizational Psychology. His affiliations include:





Chula Vista (CV) Planning Commission, Friends of CV Parks/Recreation Treasurer, CV

Chamber of Commerce Economic Development Board, San Marcos (SM) Chairman of Junior

Achievement Steering Committee, SM School District Budgetary Review Commission,

Committee of SM Master Plan Development, Secretary for SM Manufacturing Association, and

Chairman of School Development for Willow Creek neighborhood

Dr. Z. Horace Grey (Educator and Author)

Dr. Grey holds a Doctorate of Philosophy in Psychology and a Master's in General Psychology

from U.S. International University of San Diego. He has 20 years experience as a college and

university professor. He is an author, coach, and a consultant in leadership and human behavior.

He has served as Vice President of the City Heights Town Council as the board member directly

responsible for education and special programs.

Mr. Rick Navarro (Former Charter Business Manager/Independent Tax Consultant)

Mr. Richard A. Navarro has over 21 years of business management experience with budgets,

human resources, facilities maintenance, and purchasing. Mr. Navarro graduated from San

Diego State University with a B.A in Finance. He also holds a California Tax Preparer's

License. He has served as an accountant and assisted in various areas including payroll, accounts

receivable, accounts payable, and purchasing:

Mr. Ricky Feria (Former Accountant/Chief Administrator)

Mr. Ricky Feria has held management positions in accounting and finance in both public and

private sector organizations for over 25 years. His experience ranges from wholesale distribution

companies, city and county government, to nonprofit organizations and private schools. He is a

graduate of the University of California, San Diego with a B.A in Economics and minor in

Music, and holds M.A. degrees in Religion and Pastoral Studies from Azusa Pacific University.

He is currently the chief administrator and music director for South Bay Community Church in

National City, Ca.

Mr. Daniel E. Van Nice (Facilities and Business Consultant)

Mr. Daniel Van Nice graduated from San Diego City College with an A.A. in Real Estate. He is

trained in Occupational Health and Safety from Southwestern College. His background includes

utility consulting and general facilities, which spans over 20 years of experience with facility

renovations, new construction, plumbing and painting, and all utilities set up.

Ms. Karen Azhocar (Finance)

McManus Ms. Karen Azhocar McManus has worked over 35 years in the community banking

industry specializing in residential, commercial real estate servicing and branch operations. She

is an experienced professional who has managed multiple departments and branch locations as a

Senior Personal Banker, Assistant Vice President, Branch Sales Manager and Vice President

Branch Manager. Community positions include serving as a board member of Catholic Charities,



accs-dec17item04 Attachment 13

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Pregnancy, Parenting and Adoption Services, board member and past President of Mother Goose

Parade Association, board member and treasurer of the San Diego Organizing Project (SDOP),

Chula Vista Chamber, Chula Vista Rotary and National City Chamber of Commerce.





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ELEMENT ONE (A) - EDUCATIONAL PHILOSOPHY AND PROGRAM

A description of the educational program of the school, designed, among other things, to identify

those pupils whom the school is attempting to educate, what it means to be an "educated person"

in the 21st century, and how learning best occurs. The goals identified in that program shall

include the objective of enabling pupils to become self-motivated, competent, and lifelong

learners. (ii) A description, for the charter school, of annual goals, for all pupils and for each

subgroup of pupils identified pursuant to Section 52052, to be achieved in the State priorities, as

described in subdivision (d) of Section 52060, that apply for the grade levels served, or the

nature of the program operated, by the charter school, and specific annual actions to achieve

those goals. A charter petition may identify additional school priorities, the goals for the school

priorities, and the specific annual actions to achieve those goals. - Education Code Section

47605(b)(5)(A).

Vision

Our vision is to serve as a BEACON of virtue, truth, and beauty enlightening young hearts and

minds to benefit society at large.

Mission

The mission of Beacon Classical Academy is to train the minds, improve the hearts, and develop

the innate talent of young people through a rigorous, classical education in the liberal arts and

sciences, moral character, and civic virtue.

Essential Elements of Beacon Classical Academy Elementary

Beacon Classical Academy adheres to the following key characteristics and components:

The study of Western tradition through history, literature, philosophy, and fine arts.

Examination of moral, philosophical, political, and historical traditions of the American

literary genre.

The use of explicit phonics instruction for the teaching of reading.

The teaching of Latin to provide meaning to over half of the words used in English and to offer a bridge to

learning other languages.

A school culture that demonstrates moral virtue, decorum, respect, discipline, and

scholarship among the students and faculty.

A curriculum that is content-rich and follows the "great books" approach.

Well-educated and articulate teachers that explicitly convey knowledge to students using

traditional teaching methods and based on proven methods.

A school that uses technology effectively to supplement instruction not supplant

instruction.

Personalized learning plans that include grade level curriculum and appropriate

differentiation to address students' varying needs.

Beacon Classical Academy will seek the Western Association of School and Colleges (WASC)

accreditation in order to measure the progress of realizing our mission, essential elements, and





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educational philosophy through the self-inquiry review process that 1s used for WASC

accreditation.

Historical Legacy of Classical Education for Modern Times

Classical education for modem times has its roots in the past, yet is an excellent way to prepare

young people to assume positions in the present and future society as a means to become well

educated, responsible, and articulate citizens.

Classical education began in ancient civilization, advanced in Greece, was embraced by the

Romans, and flourished during the Italian Renaissance. Classical study spread to England, and

then to America. Our Founding Fathers were educated in classical education. Classical education

is the legacy of our nation. It began with ancient civilizations that established the core literacy

foundation of the classical philosophy. Hebrews, Greeks, and Romans created a blueprint for

political, cultural, and moral order from which Western civilization emerged.

Traditional classical education is based on a three-part process of training the mind (called the

"trivium") and the Socratic-style of inquiry. The Core Knowledge Sequence (CKS) of study

functions as the trivium, the "three ways," of grammar, logic, and rhetoric. Grammar is the first

stage where students acquire a discipline's academic vocabulary, basic knowledge, and skills.

The grammar stage begins whenever we venture to learn something new. Although grammar is

emphasized more in the elementary years, the grammar process continues with the study of new

subjects throughout the grades and beyond. In the grammar stage students first learn the basic

skills of their academic subjects and then begin to apply their understanding. It is in the grammar

stage that concepts, principles, and facts of the academic foundation are laid.

Beacon's classical education will build upon the grammar with logic. When students know the

grammar of a subject, then they can engage in it with logical questions. Through the Socratic

method of "What is?" students will be challenged to explain their knowledge of a subject's

grammar and use logic to understand and think about a subject deeply. During the logic stage

students share their curiosity and ask questions about what they learn. In the rhetoric stage

students' judgments are based on the grammar they have learned, the "logistical" questions they

have asked, and the arguments they have raised. Grammar without logic and rhetoric, however, is

incomplete. Information storing systems can house vast amounts of grammar but cannot apply the

knowledge. Logic will provide the ability to use judgment. Articulation, both spoken and written,

is a well-developed argument about logically tested grammar. Mastery of grammar, reasoning

about it and implementing it, is the bedrock of a classical education. The final goal is to arrive at

reasoned judgment in all subjects and to apply this knowledge in practical and meaningful ways to

benefit society at large.

At Beacon, our classical education Is a "back-to-basics" approach that includes a traditional

liberal arts focus in language studies and literature, math, history and government, the sciences,

music and art as a coherent, integrated program. World history is broken down into four major

periods - the Ancients, Rise and Fall of Roman Empire through the Renaissance, Early Modem

History, and Modem History. The curriculum is thematically integrated across the disciplines

based on the historical period of study. Students will read literature from or about the historical



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period. The study of science is based on the major discoveries of the time period studied, and

includes geography, biology, chemistry, and physics. The arts are taught through music, theatre,

painting, and drawing, sculpture, and architecture. The school will teach music and art as a study

in technique to appreciate and emulate the great works of the best masters: Bach, Mozart,

Beethoven, Raphael, Michelangelo, and Monet.

Children at a young age are capable of learning languages effortlessly. Beacon's classical

education will require the critical study of language: one's own and others. We will teach

English as a classical language, and study other languages, including Latin, Greek, Spanish, and

French as a basis to understand our own language and to become multilingual. Only mankind

possesses the power of language. Upon this concept, Aristotle said that human beings come

together in society in order to share their thoughts, through language.

At Beacon students will learn to apply skills of mind through the trivium and its focus on critical

analysis through Socratic discussions. By focusing on purpose, assumptions, implications,

students will have tools for thinking through a discipline. Critical thinking is the vehicle for

inquiry within any and all content. As students learn to master critical thinking, and they will

become more adept at giving meaning to content. The trivium is a learning process. Classical

education is a continual step on the trivium's path towards rhetorical mastery of a subject.

The trivium, although one of the paradigms of classical education, without a moral purpose only

aims at intelligence and not character. Therefore, Beacon Classical Academy will be a character

building classical school. Character will pervade the curriculum. Aristotle's dictum states that one

becomes virtuous by practicing the virtues. Students are encouraged to emulate the intellectual

and moral virtues of writers and scientists as heroes and heroines. In so doing, Beacon Classical

Academy will provide an education worthy of this nation's founding principles, the inalienable

rights of life, liberty, and the pursuit of happiness. We will advance students as citizens fully

cognizant of their moral rights and responsibilities to society.

Beacon Classical Academy will provide a 21st century political education reaffirming our

nation's founding principles. It will exalt the inalienable rights of life, liberty, and the pursuit of

happiness, as guaranteed by and realized through, the American frame of government. It will

ensure that its students enter the world as citizens fully cognizant of their rights and

responsibilities. It will teach students that true freedom and happiness are to be obtained through

limited, balanced, Federal, and accountable government protecting the rights and liberties of a

vibrant, enterprising people. Such political knowledge can only be gained by a thorough study of

American history and government: that study to consist principally in the reading of primary

sources. James Madison, the father of the Constitution, considered a "reverence for the laws" a

"prejudice," which even the most enlightened nations, cannot afford to be without.

An "Educated Person" In The 21st Century

Beacon Classical Academy National City will provide a 21st century educational program that

stands on the historic shoulders of the development of Western civilization. An approach that

looks at the legacy of the past and the constitutional promise of the future. The eminent Great

Britain's prime minister and historian Winston Churchill once said that, "The greatest advances







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in human civilization have come when we recovered what we had lost: when we learned the

lessons of history." Beacon's classical education will promote true tradition. "True tradition is

exactly like a sonnet; it is a symbol of the soul" (G.K. Chesterton, 1934).Beacon's classic

education program will seek to train the minds, improve the hearts, and develop the innate talent

of young people through a rigorous, classical education in the liberal arts and sciences, moral

character, and civic virtue.

Our quest at Beacon Classical Academy is to partner with parents to develop students with well

trained minds in a true 21st Century education. Our educational focus is built on the legacy of

Western philosophical thought and democracy.

We believe an educated person in the 21st century demonstrates:

A well-trained mind developed through a rigorous, content-rich classical education.

Recognition of students' unique talents and strengths to participate in a variety of

activities to further their own learning and benefit of society.

Industrious behavior, confidence, and self-motivation.

Integrity and acceptance of responsibility for personal decisions.

Management of time in a responsible manner.

Respect for differences among people and cultures.

Ability to work collaboratively with others.

Effective skills in diverse modes of English co1r.ununication with clear oral a11d written

communication skills.

Ability to listen, speak clearly and with confidence in formal and informal settings.

Critical reading for information gathering and extensive reading for pleasure.

Effective writing skills for a variety of purposes and audiences.

Keen critical and logical thinking skills.

Adaptability to new situations and use of new information to make informed judgments.

Mathematical principles to solve problems applying knowledge of number and

operations, algebra, geometry, statistics and probability, and readiness for calculus.

An overview of the history of mankind in all its diversity and possess an appreciation for

the American political process and development of Federal, State, and local government

structures.

An understanding of how to enter the world as citizens fully cognizant of their rights and

responsibilities.

Strong analytical foundation in scientific thinking to observe, explain and find solutions

to problems.

Fundamental literacy in all core subjects.

Higher order thinking skills to make connections among various disciplines of thought.

Physical, mental, and emotional life-long health skills emphasizing wellness and fitness.

Involvement in the local community with an effective work ethic.

Technological competence to enhance learning options and productivity.



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Students To Be Served

Beacon Classical Academy will offer the following grades: kindergarten through 8th. As State

funds permit, Beacon will also offer transitional kindergarten. During its first year, grade levels

TK-2nd will be filled in priority order, then grades 3 through 8. Beacon Classical Academy will

seek to serve approximately 204 students during its first year. Its projected growth per year will

range from 30 to 60 students each year thereafter depending on whether the funding for

transitional kinder continues. Please refer to Appendix F for a five-year projection. Recruitment

efforts will focus on students who live in the surrounding area of National City, Ca. Beacon

Classical Academy believes it will draw many of its students from within the boundaries of

National School District, and students from outside the boundaries of these Districts and its

surrounding cities and school districts within San Diego County, and in the future its contiguous

counties (Orange, Riverside, and Imperial).

Beacon Classical Academy believes its student body population may closely reflect the current

demographics of the District. Beacon Classical Academy will be located within the National

School District boundaries and will most likely reflect a population that is high in English

language learners and Socioeconomically Disadvantaged students (Free and Reduced Meal

Percentage). A table below shows the demographics of the National School District:

Student Demographics National School District (District-wide

Grades K-6)

Hispanic 83.5%

African-American 2%

Filipino 6.4%

Asian 3.8%

White 2%

English Language Learners 66%

Students with Disabilities 13%

Socioeconomically Disadvantaged 82.67%

The district-wide local educational agency (LEA) academic performance index (API) for

National School District was 792 with the following breakdown per subgroups shown in the

table below.

2013 Academic Performance Index National School District (District-wide Grades K-6)

District-wide I School-wide 792

Hispanic 778

African-American 745

Filipino 901

Asian 880

White 801

English Language Learners 786

Students with Disabilities 652

Socioeconomically Disadvantaged 792







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The students to be served will include students throughout San Diego County and its contiguous

counties and may include a majority of underserved students from communities who are at-risk

and low achieving. Characteristics of at-risk students include students with a history of academic

failure, have less effective reading and study skills, earn lower grades, obtain lower achievement

test scores, and are more likely to have repeated a grade level, have emotional behavioral

problems, and lack of psychological attachment to school (Omrod, 2006). Behaviors of at-risk

students include incomplete assignments, not attending to the task, lack of motivation and

organizational skills, and high absenteeism (Borman & Rachuba, 2001). Low achieving students

demonstrate low self-regulation and academic self-perceptions and poor attitudes toward school.

Additionally, low achieving students lack critical analysis and metacognitive, self-monitoring

learning .strategies, and possess limited academic vocabulary development and oral and written

expressive language skills (Mcoach, 2001).

Regardless of students' ethnicity, primary language or socioeconomic status, Beacon Classical

Academy National City adheres to the following belief statements:

We believe every student has the potential to achieve no matter his or her socio-economic

level, ethnicity orfamily background.

We believe all students can develop critical thinking through analytical reasoning and

problem-solving opportunities.

We believe Beacon students will not only meet Common Core State Standards, but will exceed

them by the application of Classical Education Foundation Standards to succeed in school

and life.

We believe student learning occurs best through a positive strong home and school, and

community partnerships.

How Learning Best Occurs

Beacon Classical Academy will provide an educational program for families seeking a non

traditional educational setting. Beacon Classical Academy believes that learning best occurs

when students are educated through a liberal arts, fine arts, sciences, and content-rich classical

education that develops student potential by promoting moral character and civic virtue. Beacon

students will develop a strong sense of identity and community, and be accountable for their

actions. The Independent Study educational approach will promote high levels of parent

collaboration and mutual support between the home and the charter school.

At Beacon Classical Academy we recognize the need for the practical application of aligned

standards, curriculum, and sound pedagogy. Teachers and Parent-Teachers (PT) will apply

standards developed by the Core Knowledge Foundation and Common Core State Standards

(CCSS). This dual standards-based instruction will implement critical thinking tasks with hands

on learning contexts. The Common Core State Standards will be integrated into our grade level

Core Knowledge Sequence (CKS) curriculum maps. The goal is to provide a comprehensive



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curriculum that promotes content and process knowledge by enabling students to make

connections to the past, present, and future possibilities, and promote the integration of concepts

across the curriculum. We will implement this approach by promoting the use of expressive and

interactive language activities that develop a strong oral language base with a focus on

vocabulary to ensure development of academic language. History will be the organizing theme

of the curriculum.

Activities that promote reading success include the implementation of the following literacy

approaches, highly effective in improving low socioeconomic students' success in learning to

read:

Explicit and systematic phonics instruction (National Reading Panel, 2000). Guided, shared, and independent reading and writing (Armbruster, 2001). Use of hands-on curriculum that supports multisensory (visual, auditory, and kinesthetic) learning and rich interactive language experiences (Birsh, 1999).

Music, motor skills, visuals, and realia to make learning comprehensible to support all

learners (Alibali, M, 2006, Lozanov & Gateva, 1960).

Learning centers for student choice to practice and further explore concepts (Diller,

2003).

Modeling, mediated and scaffold learning to accelerate acquisition of content and skills

and improve retention (Dennen, 2004).

Questioning to promote inquiry and thoughtful reflection (Rosenshine, 20 12).

Critical discourse through "Socratic seminars" to advance high levels of abstract

reasoning abilities (Lam, 2011).

Spiral review of concepts to anchor and extend learning and conceptual .applications

(Bruner, 1960)

Direct metacognitive instruction to develop self-monitoring comprehension tools to

promote independent reading skills (Van Nice, 1996).

Beacon Classical Academy believes learning can be accelerated when all students actively

participate through metacognitive learning to synthesize "new learning" through problem

solving, practice and application, and thoughtful questioning that aids all learners in:

Connecting concepts. Making inferences. Increasing awareness. Encouraging creative and imaginative thought. Aiding critical thinking processes. Helping learners explore deeper levels of knowing, thinking, and understanding.

Educational Program Choices

Beacon Classical Academy will offer a grade-level appropriate, personalized learning model

that is based on classical education and current educational research. Schooling at Beacon

Classical Academy is available to K-8 students in San Diego County and contiguous

counties.







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Beacon Classical Academy will provide a site-based program and will also support parents in an

independent study program. Both programs will include the surrounding community as an

extension of the learning program through field trips, outreach activities, guest speakers, and

afterschool community sponsored clubs. Field trips will play a major component of our

programs. BCA will provide all students with hands-on learning activities and real world

experiences to excel. Field trips with a specific academic focus will be integrated. They

typically will be planned for the culmination of a unit of study or at the commencement of a new

unit. Field trips will be planned by Grade Level Teams in collaboration with the Parent Teacher

Organization and will be placed in the "timeline" of curricular classical studies.

Beacon's Academy, site-based instruction will provide studeJ.?.ts with a thematic learning

experience in the required educational activities under the supervision of a credentialed teacher

in accordance with subdivision (1) of Education Code Section 47605. Average daily attendance

for Beacon's site-based instruction will require at least 80 percent of the instructional time that

is offered take place at Beacon's school site pursuant to California Education Code paragraph

(1) of subdivision (a) of Section 47612.5

Beacon's independent study program will consist of educational activities conducted

through home study, learning center teaching, distance and computer-based education, and

field trips. The Charter School will comply with all applicable Independent Study (IS) laws

and as required, will operate pursuant to an adopted Independent Study program policy

guidelines, maintain a Master Student Agreement (MSA) for each student and other

corresponding files and reports as a funding determination and condition of funding, as

required by State laws relating to Independent Study as set forth in Education Code

§47612.5. Pursuant to Independent Study requirements, the parent(s)/guardian(s) of each

student will meet with the Teacher of Record, a credentialed teacher, to develop an

appropriate curricula adaptation based upon grade level expectations and students'

educational needs and objectives. The Master Student Agreement will be based on a

personalized learning plan signed by the student, the parent/guardian, and the Teacher of

Record. The Master Student Agreement will describe the student's individual educational

goals and curriculum for each semester that the student is enrolled with Beacon Classical

Academy. The Master Student Agreement further describes the manner for submitting

assignments for both teacher and parent for reporting progress and the frequency of parent

and teacher meetings. The curricula will describe the student's course(s) of study, the

method(s) of ascertaining competence in designated course(s) of study and, if applicable, the

credit(s) the student will receive upon successfully demonstrating competence and

completing the course of study. At Beacon, we believe that student learning is measured by

performance towards competency standards, not just being an observer of an educational

activity.

Parents who seek to enroll their children at Beacon Classical Academy must complete the

enrollment admission criteria and make a commitment to be actively involved in their child's

education. Enrollment may be limited by site or program capacity, need in the community,

and availability of highly qualified, trained NCLB-certified credentialed teachers. Upon

enrollment, the family selects one of the three options. Each option is reviewed with the

BEACON CLASSICAL ACADEMY NATIONAL CITY PAGE 19OF 118




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parent for appropriate program placement that best matches the needs of the student and

family. Enrollment options include Academy, Home Study Plus, and Home Study.

Academy Option (4 or 4.5 days of site-based learning)

Academy students attend on-site learning activities Monday through Friday. Wednesdays are

minimum days. This option offers continuity of teachers, programs, and expectations to enhance

academic, social and emotional growth to develop student confidence. The Academy

instructional program emphasizes the mastery of fundamental academic skills necessary for

success. BCA provides self-contained and multiage classroom experiences for grades K-8.

Activities in the fine arts accent and enhance units and themes studied in the classroom. Students

read and write extensively and develop study skills in all academic disciplines. Students have the

opportunity to reflect and share their individual learning experiences through a variety of venues

including culmination projects and student led conferences. The students receive direct

instruction, teacher modeling of concepts, guided practice, work in small-guided reading and

math groups, and participate in blended learning opportunities (computer assisted). Instructional

activities will provide students with a variety of learning methods, which include hands-on

learning activities and theme-related projects, Socratic seminars, discussions, textbooks,

including online e-learning. BCA will enable students to become lifelong learners, self

motivated, and competent by providing them with a strong foundation in reading, math, science,

arts, and athletics through a program that trains the mind and educates the whole child. Student

progress will be tracked through quarterly benchmarks, units of study assessments, culmination

performance-based projects, and portfolio assessments. Student progress is tracked through an

online grade book, which will allow full communication between the teacher, parent, and

student. If 4 days are opted, the school day or the school year will be lengthened to accommodate

for the minimum instructional minutes.

Home Study Plus 2-Day Option (2-day Academy learning course integration and Home

Study)

Beacon offers a 2-day program on Monday and Tuesday or Thursday and Friday forK-8th grade

learners who want to participate in a supportive academy and home learning environment. Our

2-day students integrate into the grade level academy classes or choose multiage courses. While

attending the Academy they participate together in inquiry learning activities and share with their

peers what they are learning at home. Student progress will be tracked through quarterly

benchmarks, units of study assessments, culmination performance-based projects, and portfolio

assessments. Student progress tracked through an online grade book, which will allow full

communication between the teacher, parent, and student.

Home Study Option (Traditional homeschool)

With this option students and parents together participate on a learning journey. Parents are

mentored by a certificated teacher to assist their children in learning. Wednesdays are an

optional day for home study families to meet at the Beacon. Childcare is provided for parents to

meet with their facilitators (teachers of record), attend workshops, or participate in a coop

(families learning and sharing together). Student progress will be tracked through quarterly

benchmarks, units of study assessments, culmination performance-based projects, and portfolio





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assessments. Student progress tracked through an online grade book, which will allow full

communication between the teacher, parent, and student.

Students in the Home Study program will have the opportunity to work independently and have

parental and credentialed teacher support and guidance. For purposes of the Home Study

educational option the "parent(s)" or legal guardian(s) may designate an alternate party to act in

place of the parent(s).

Beacon will work with its Home Study students and parents by providing them with high quality

appropriate educational resources and an assigned Teacher of Record, a California credentialed

teacher, who will provide additional support services to ensure an appropriate grade level,

individualized learning plan for the Home Study student.

The Teacher of Record will support and encourage parents in the education of their children with

curriculum, lesson planning, time management, and assessments to drive instruction. Teachers

will meet and communicate with each family at least twice a month. Once a month face-to-face

and once by phone, email or Facetime, additional meeting times will be provided as needed.

Student progress is monitored as stated in the Master Student Agreement along with individual

learning plans, and quarterly progress reports. The Teacher of Record is responsible for regular,

periodic evaluation of student academic progress and the parent/guardian is responsible for

student completion of assignments and for collecting evidence of learning. Families will receive

the classical education curriculum and any supplemental intervention or enrichment educational

materials and/or learning opportunities from Beacon. Students will participate in regular grade

level Core Knowledge Sequence (CKS) curriculum learning objectives, Common Core State

Standards benchmark assessments, ELSRs, and any culminating performance-based projects.

Home Study families will enjoy the choice of a home learning while benefiting from traditional

school activities, e.g. physical education, the arts, school pictures, yearbooks, open house,

science fairs and art fairs, assemblies, learning center academic courses, after school enrichment

clubs, and special performances. Students will be able to participate in field trips, lending library,

health and fitness programs, and instructional programs offered at the campus. The BCA will

provide intervention modules and enrichment workshops for Home Study students. Guest

speakers, core academics and performing arts workshops will be offered. These workshops are

intended to supplement the Home Study program. The campus will also provide an opportunity

for student socialization, practice with Socratic-style discussions, and help the parents connect

with other Home Study parents. Parent workshops will provide support for the parent-teachers.

Parent Compacts, Master Agreements, Learning Plans, and Progress Reports

Parent compacts will be required for students enrolled in the Academy program. Included with

all three program options are individualized Learning Plans. Learning Plans provide specific

goals for each student and a full continuum of learning activities and assessments for the subjects

listed in the Grade Level Syllables and Master Student Agreements. Learning plans will

document types of learning objectives, activities, and assessments, i.e, unit tests, quarterly

benchmark assessments, and performance-based culmination projects. Progress Reports will

track the student's progress against Core Knowledge, Common Core State Standards and BCA's

Expected School-wide Learning Results (ESLRS) to identify students who need additional



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support or enrichment.

Educational Program Minimum Requirements

Beacon Classical Academy National City will offer, at a minimum, the number of minutes of

instruction per grade level as required by Education Code Sections 47612.5(a)(1)(A)-(D) and

46201(a)(3). The typical school day will begin at approximately 7:30A.M. and end at 2:30P.M.

On minimum days the students will be released at 11:00 A.M. The School will, at minimum,

adhere to State standards for the number of instructional minutes in each subject e.g. 200 minutes

of physical education every 10 days. The Independent Study program will comply with all State

laws relating to Independent Study as set forth in Education Code§ 47612.5.

Curriculum and Instructional Design

Classical education will provide the rich content to engage students and uphold the standards of

excellence. A classical view of education begins with the premise that human beings are

intelligent beings. We are inquisitive. We search for truth. As young children, we observe

everything around us. We absorb language easily. We ask questions of everything. We are

natural learners. Our educational perspective takes advantage of young people's natural

curiosity. We believe that as children grow, their questions become more complex, and their

abilities to assimilate their observations more advanced. We know that children possess an arsenal

-of mental capacities: memory, reason, imagination, capacity for beauty, and a facility for

language. We propose that classical education feeds and directs and strengthens children's mental

abilities. The mind, like the body, atrophies when not well trained. The emphasis of a classical

education is on rigorous mental training. The curriculum will promote the higher order of thought,

reasoning, and expression.

The educational program of Beacon Classical Academy National City is based on The Core

Knowledge Foundation Standards Series: Resource Books for Kindergarten Through Grade

Eighth (Hirsh, 1996), A Thomas Jefferson Education (Van Mile, 2009), Cultural Literacy

(Hirsch, 1988), Paul-Elder's Model of Critical Thinking, and A Thinker's Guide to Historical

Thinking (Gorzychi & Elder, 2011). The Well-Trained Mind is a language and history-intensive

guide on building vocabulary and understanding the history of human endeavor from past to

present. A Thomas Jefferson Education focuses on how to develop educational philosophy and

implement a methodology for building mission-driven leaders. Cultural Literacy lays the

foundation of what every student should know. It is the basis of the Core Knowledge Sequence

(CKS) of pedagogy, which aligns with Common Core, but goes beyond. Paul-Elder's Model of

Critical Thinking includes the Intellectual Standards, Elements of Thinking, and Intellectual

Traits applied to all disciplines of study. A Thinker's Guide to Historical Thinking presents a

mode of thinking about history rather than a list of disconnected names, places, and dates.

Grammar

Grammar refers to the fundamentals of all skills and subjects, which are the sine qua non of all

subsequent thought. It is the explicit teaching of the fundamentals and is therefore the

foundation of "higher-level thinking" or "critical thinking." Memorization is the key at this stage





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of learning. The approach validates that the human mind longs to know things; that children and

young people have the mental capacities for learning; that the memory is arguably the strongest

of these capacities and must be exercised regularly-as would any muscle-so as to get stronger;

that learning discrete facts about the world around them enables young people to begin to

understand that world and thereby gain insight and confidence, thus inviting further inquiry.

The early years will focus on a foundation of learning and applying facts, which will

systematically lay the foundation for advanced study and critical analysis. Students will learn to

think critically through arguments and express themselves with clarity. Our curriculum will

incorporate critical analysis to gain an understanding of the history of mankind and the major

developments of scientific discoveries and inquiry. methods, the political processes, appreciation

of the arts, the development of personal talents and gifts, and moral character to enhance the

world.

Rhetoric and Logic

Beacon believes that even young children are capable of learning foundational critical thinking

concepts and skills to realize their full potential as learners. With appropriate support children

will begin to apply intellectual standards to their thinking (such as clarity, accuracy, relevance,

and logic) and develop intellectual virtues (such as perseverance, humility, and integrity).

Students will learn to analyze and assess their own thinking, assess the thinking of others, and

take thinking apart in order to identify problems in it. It is essential for students to understand

critical thinking as a set of skills and dispositions that can only be developed over a time and

through dailypractice.

Our critical thinking curriculum approach will include the Paul-Elder Critical Thinking Model.

Students in upper elementary will learn how to make claims based on evidence. Students will be

introduced to first principles in every discipline and will require students to argue based on

evidence and sound reasoning. "Where is your evidence?" will be the question constantly asked

by teachers in every discipline.

Students will study the classic speeches from Greece and Rome to those of the American

political tradition. Students will also learn the formal methods of constructing a speech, the use

of argument and counter-argument in debate, how to employ humor and beautiful language, the

effects of analogy and storytelling, in short, the methods of the great speakers of the past.

Our goal at Beacon is to design methods for daily practice in analytical thinking and infuse the

critical thinking concepts into everything. We believe in designing practice so that students learn

to think within the logic of content so that students incrementally improve both their ability to

think within the content of study and in their reasoning abilities in general. To understand the

content of any kind is to think in a disciplined way within that content.

Sample of Curriculum

The Charter will follow the State of California Common Core Framework/Content Standards in

all subjects including Reading, Language Arts, Math, Science, Social Studies, Physical





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Education, and Art. Beacon Classical Academy will implement the instructional scope and

sequence of skills to be taught as outlined in the various standards aligned curricula. Classical

Education uses history as its organizing principle. For example, when students study Ancient

Greece, they concurrently study Ancient Grecian art, music, and literature. As students progress

through the classical curriculum, they are able to build from a broader to a deeper understanding

of history, work with more sophisticated texts, and develop a clearer concept of how ideas have

unfolded over time. Classical education provides an essential foundation in basic literacy skills

scaffold with rigor to help students achieve academic success, especially for students from

socially disadvantaged backgrounds.

Classical Academies Charter Schools, which are located in North County San Diego, have used

the Classical curriculum we are proposing to use. Their first charter called Coastal Academy was

the first in the State of California to receive recognition as being an Exemplary Independent

Study Program and was designated as a California Distinguished School. Classical Academy,

their second charter was the second charter school in the State of California to receive an

Exemplary Independent Study Program. The specific achievements of Singapore Math were

shown to be the top of the world three times in fourth and eighth grade mathematical

achievement (TIMSS 2011). Additionally, the Riggs (The Writing and Spelling Road to Reading

and Thinking) language arts program taught daily through an explicit phonics program will be

implemented. A 14-month research study of this program (Riggs, 1979) demonstrated success in

raising student achievement levels in an inner-city Omaha, Nebraska school from the fall of 1977

through January of 1979. Almost all children of ethnic backgrounds, and approximately one-half

of the children who had been in the Title I remedial program the previous year, after only 2.5

months of instruction, the school was no longer eli!ible for Title I funding because there were

only 7 students left with test scores below the 50 percentile; The class average showed 2nd

graders at the 96th percentile who had never been taught with any other method.

Students from all ethnic and social economic backgrounds can benefit from the classical

literature and history-based curriculum, Singapore math, and Riggs language arts. Additionally,

Our science program will implement the The Full Option Science System (FOSS), a philosophy of teaching and learning from the Lawrence Hall of Science for a successful active-learning

science curricula. The FOSS Program bridges research and practice by providing tools and strategies to engage students in experiences that lead to a deeper understanding of their world.

The FOSS program is designed to meet the challenge of providing meaningful science education for all students and to prepare them for life in the 21st century. Local, national, and world-wide

research attest to the success of the programs we intend to use. Please see a sample curriculum map for grade one in Appendix C.

The curricula will be central in defining professional development, instructional methods, and additional resources consistent with and supportive of student progress towards meeting State Standards.

Professional development for teachers and parents will include training in classical education,

guided reading, aligning and teaching to the Common Core State Standards, Core Knowledge Foundation Series of common learning, Riggs (The Writing And Spelling Road To Reading And

Thinking), Singapore Math, FOSS science instruction, standards-aligned writing, teaching







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English language learners, how to differentiate curriculum delivery for students with different

learning modalities, critical thinking, Socratic seminars, standardized tests, California

frameworks, character development, conflict intervention, and health and safety issues. A

Response to Intervention (RTI) model for academic and behavior interventions will support

students with special needs. Teachers will be trained in the RTI intervention model, Student

Success Study process, and the process for special education referrals.

Teachers will collaborate with grade level colleagues, administrators, special education staff, and

parents to develop and implement strategic, intensive learning opportunities for students needing

additional support. These opportunities include:

Building reteach time into the curriculum:

Differentiated instruction and assignments.

o Using individualized learning software to target and monitor student growth.

Personalized plans designed to foster student success reaching goals specified for each

child:

Reading/Math Intervention.

Small group intervention targeted for student needs (reading, writing, and math

interventions, fine motor interventions, group and individual supports, progress

monitoring, and in-classroom supports).

At Beacon Classical Academy National City we understand the differences between high

achieving students and low achieving students' academic self-perceptions, attitudes toward

school, attitudes toward teachers, and motivation/self-regulation. We will implement a character

education program that will increase students' academic self-perceptions, self-regulatory skills to

monitor their own learning, and provide opportunities to engage students' interest and motivation

through choice activities. The curriculum, instructional approaches, and learning environment

for all students will address effective reading and study skills, conflict resolution strategies for

students with emotional behavioral problems, and promote a school culture of success and

inclusiveness to develop students' psychological attachment to school.

Literacy

Experience has shown that students coming from other schools may require remediation in

reading, spelling, and particularly writing. To this end, the school will provide a robust

intervention literacy program to work with special education students and students who do not

qualify for special ed. but have not reached grade level in reading. The intervention program will

lead with phonics and instruction in strategic close reading. These lessons will be conducted

largely during times in the student's schedule that do not conflict with core courses and may be

substituted for an elective or other non-core course as determined.

Other avenues may also be used to immerse students in language with sufficient English

language development and instruction in phonics-based reading and spelling. Students receiving

intervention will receive an instructional emphasis on solid literacy (reading complex texts,

spelling, grammar, writing, and immersion in rich vocabulary). The teachers of all disciplines

will emphasize correct speaking and writing, not just the English teachers.



o

o

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Reading and Spelling will be taught daily through an explicit phonics program, Riggs (The

Writing and Spelling Road to Reading and Thinking). Students will learn how to "sound out"

words based upon the rules of phonics and spelling will be taught by applying phonetic rules.

The Writing and Spelling Road to Reading and Thinking (subtitled A Neurolinguistic Approach

to Cognitive Development and English Literacy) is an "Orton-based" language arts method that

complies with "No Child Left Behind (NCLB)" research-based requirements. It provides

practical help to teach the following language arts "strands" and cognitive development:

•

•

•

•

•

•

•

•

•

•

•

•

"Explicit" phonics with dictated initial letter formation.

The alphabetic principle.

Phonemic & graphemic awareness.

Correct spelling with 47 rules.

Fluent oral and silent reading.

Oral and print comprehension.

Vocabulary.

Pronunciation & speech.

Creative & organizational composition.

Grammar/syntax/punctuation/capitalization.

Analytical & inferential thinking.

Auditory/visual/verbal/motor cognitive development in:

Attention

Discrimination

Association

Memory

Vocabulary development is a daily focus. Words are taught in context explicitly through Latin

and Greek roots. The teaching of Latin provides meaning to over half of the words used in

English and offers a bridge to learning other languages. Students will learn how to use

dictionaries and context to understand different shades of meanings and the function of words or

speech parts. Students are required to speak Standard English.

The writing curriculum we will implement will provide sound writing instruction to students.

Our writing program will focus on a specific, Common Core State Standards aligned genre. With

teacher modeling serving as a key component to instruction, detailed examples will be provided

to ensure successful student learning experiences. The writing program will include the

implementation of The Elk Grove Unified School District (EGUSD) Common Core State

Standards-aligned writing rubrics. These rubrics will assist teachers in instructional planning and

provide guidance in assisting students with the writing process. Our program will include:

Alignment to Common Core State Standards.

Embedded "Six Traits of Writing."

Common language across grade levels.

Spiral structure that overlaps within and across genres.

Comprehensive lessons for every objective.



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Manageable instructional portions.

Suggestions for differentiated instruction.

Suggestions for English learner support.

Literature is taught through a content-rich curriculum and follows the "great books" approach.

The reading of classic literature rich in language in the early grades includes i.e. fairy tales,

fables, and poetry, with the memorization of idioms, famous lines, and poems. The will be a

focus on storytelling as an oral tradition of historical communication.

In the upper elementary grades the Socratic method will govern most literary discussions. The

Socratic method is a systematic questioning of the students about key passages and themes that

requires students to think carefully about the story and to consider the insights that a story offers

into human nature. Great literature will be seen as moral, that is, showing the decisions

characters must make in certain settings and crises that are either virtuous or vicious, just or

unjust, and that consequently lead either to greatness or infamy, happiness or misery.

As a result, great literature at the classical school will be studied philosophically. At the classical

school, students will come to understand love and hate, victory and defeat, justice and injustice,

beauty and ugliness, temperance and intemperance, courage and cowardice, glory and shame

by reading and wrestling with the great stories and characters of Western literature and gain

insights into their own human souls and be inspired to strive for virtue.

Classical literature is used as a stand-alone curriculum or as a supplement to another curriculum.

It includes works from Hans Christian Anderson's "Fairy Tales," Aesop's Fables, Homer's

"Iliad" and Chaucer's "Canterbury Tales" to Twain's "The Adventures of Huckleberry Finn" and

well-known masterpieces of the Greek, Roman, and other ancient civilizations.

Mathematics

Number sense includes the learning of the concepts behind numerical relations and the

memorizing of math facts in all branches of arithmetic. Students will understand the

mathematics behind the equation and algorithm. Students will learn the "real math" behind the

algorithm, not simply perform the various operations without understanding what those

operations really mean, but enabling students to understand mathematics, as do real

mathematicians. Students will understand fully what is place value, a fraction, and what does it

mean to multiply and divide using models and problem solving word problem scenarios.

Students will be experts at mental calculations. Premature use of calculators is detriment to

"number sense." Students will use calculators in the later grades after they have mastered how to

mentally calculate, but will not be allowed to rely on calculators as a crutch.

Beacon Classical Academy will employ Singapore Math, a teaching method and curriculum

based on teaching students to learn and master fewer mathematical concepts at greater detail

using a three-step learning process. The three steps are concrete, pictorial, and abstract. In the

concrete step, students engage in hands-on learning experiences using concrete objects, followed

by drawing pictorial representations of mathematical concepts. Students then solve mathematical

problems in an abstract way by using numbers and symbols.





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Singapore Math focuses on problem solving, rich in math applications, which . seeks to improve

student learning of mathematics through gradual incremental development of concepts through

practice and spiral review. A research inquiry of effective math programs, Trends in

International Mathematics and Science Study (TIMSS) has shown Singapore Math at the top of

the world three times in fourth and eighth grade mathematical achievement. The program

includes manipulative and mental mathematics. It provides cumulative assessments at regular

intervals.

Science

The Full Option Science System (FOSS), is a research-based science curriculum for grades

K-8 developed at the Lawrence Hall of Science, University of California at Berkeley. FOSS

is also an ongoing research project dedicated to improving the learning and teaching of

science. The FOSS project began over 40 years ago. The development of the FOSS program

was, and continues to be, guided by advances in the understanding of how youngsters think

and learn.

Science is an active enterprise, made active by our human capacity to think. Scientific

knowledge advances when scientists observe objects and events, think about how they relate to

what is known, test their ideas in logical ways, and generate explanations that integrate the new

information into the established order. Thus the scientific enterprise is both what we know

(content) and how we come to know it (process). The best way for students to appreciate the

scientific enterprise, learn important scientific concepts, and develop the ability to think

critically is to actively construct ideas through their own inquiries, investigations, and analyses.

The FOSS program was created to engage students in these processes as they explore the

natural world.

Cultural Literacy

Beacon Classical Academy embraces the principle of cultural literacy. Cultural literacy refers to

the fundamental knowledge or core elements of our American cultural heritage to attain full

literacy. To be able to communicate with fellow citizens, students must have things to think

about, a basic cultural literacy that is necessary to read, speak, and write in any field of inquiry.

Beacon will use the Core Knowledge Foundation Series of curriculum sequence of common

learning (Core Knowledge Preschool Sequence and the Core Knowledge Sequence, K-8), which

state explicitly what students should learn at each grade level) by Professor E. D. Hirsch as its

main curriculum. The Core Knowledge Foundation Standards Content-rich Curriculum

sequence outlines the basic curricul.um in the subjects of English literature, history and

geography, science, music, and art. The Core Knowledge Foundation Standards Content-rich

Curriculum outlines what to teach, but lets teachers decide how to teach these topics. Teachers

will need to be scholars, do their own research to acquire competency in order to live up to the

demands of the core.

The students will learn and memorize the elements of knowledge prescribed in the Core

Sequence. They will know, for example, when, why, and how Columbus discovered America

and what were the positive and negative implications, what Crusoe did on his island, where the





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states and capitals are, who Michelangelo was and what he painted and sculpted, why the

colonies declared Independence, how photosynthesis works, what Newton's laws of motion are,

and so on. The minds of our students will be storehouses well stocked with knowledge, and that

knowledge will be ordered and re-supplied daily.

Latin and other Foreign Languages

Beacon will begin formal Latin in the elementary school beginning in kindergarten. The

teaching of Latin will extend beyond the teaching of Latin and Greek roots and require

instruction in Latin grammar and Latin-English, English-Latin translation by a trained Latinist.

The teaching of Latin is an integral part of the classical school's rigorous literacy curriculum. Its

complex grammar enables students to gain a critical knowledge of English sentence structure.

Latin allows one to achieve the heights of English literacy since so many Latin phrases are used

in modem speech: e.g. (exempli gratia), ex post facto, ex officio, id est (i.e.), ex nihilo, ibid.

(ibidem), gravitas, E pluribus unum, A.D. (Anno Domini), homo sapiens, etcetera. Latin is still

very much alive in today's vernacular.

The teaching of Latin offers a bridge to learning other languages. The school may teach a

modem foreign language as an elective or as a required course. If the school offers this

opportunity, the language will be taught predominantly by the immersion method conducted in

the target language by a native speaker.

Moral and Civic Literacy

The classical school will inculcate good character in its students by maintaining order and

decorum at the learning center, holding students accountable for their assignments and personal

conduct, and explicitly teaching them the fundamentals of good character.

A set of core virtues will be adopted school-wide whose purpose is to build students' moral

vocabulary and thereby point them to the character traits necessary to live a good, socially

productive ·and fulfilling life. The virtues will be explained to students in detail. The discipline

and decorum of the school will be based upon these virtues being practiced. Virtues are more

than values; they are excellences in behavior, the development of good character. A moral

culture that will pervade the classrooms and the halls and thereby create an environment of

"positive peer pressure."

The school will teach character through the great stories of the Western and American literary

tradition, through noble examples of the biographies of heroes and the achievements of peoples,

and the art and music of our tradition to reveal the beauty of order and style. The students of the

classical school will have not only their minds expanded but also their souls enriched by living

vicariously through the great moral efforts of human beings.

Civic education, teaching concerning the political order and the individual's rights and

responsibilities in that order, begins, of course, in the elementary school. Students will learn

through American history the basic facts that led to the creation of the American Republic and





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about Americans' subsequent efforts to maintain liberty and justice under the rule of law.

Further, they will be taught the first principles of our constitutional order through reciting the

Pledge and attention to national symbols.

Just as the students' civic education will dwell on the principles of self-government, so the

prevailing theme for teaching good character will be that of individual self-government. To this

end, the directors, teachers, and parents will pay special attention to student behavior: both in

order to ensure proper discipline in the school and to teach the positive aspects of character.

Separate lectures on the core virtues may be offered and required. Character will be engrained in

students by studying and practicing the virtues.

Fine Arts

In the fine arts, students will continue to study classics of music, painting, and sculpture, while

working on their own performance. Music and art are an integral part of the core curriculum.

Students will study and perform in the arts, most likely in elective courses, though the school

may have a fine arts requirement. Music courses will include choir, band, and orchestra (once

the budget allows). Art will include drawing and painting, and art history.

The effort will be made to teach students how the arts are, on the one hand, a reflection of the

philosophy and ethos of a given age and, on the other, a striving of human beings to reach the

realm of the beautiful, and thus providing transcendent and timeless lessons to ·human beings.

Therefore, while technique and composition in either music performance or painting and

sculpture are important matters to study, students should explore the overall theme and meaning

of any work of art or music.

Transitional Kindergarten

Beacon Classical Academy will offer transitional kindergarten each year as long as state funds

permit. The curriculum for transitional kindergarten will prepare students for kindergarten. It

will focus on oral language development through poetry, rhyming words, sing and clap-alongs,

fingerplay, movement, beginning sounds, songs, stories, history, science, and art. The

curriculum will include Core Knowledge Sequence (CKS) from the following two books: What

Your Preschooler Needs To Know: Activities to Get Ready for Kindergarten, Volumes 1 and 2

and What Your Kindergartner Needs To Know by Hirsch.

Extracurricular Activities

The classical school will encourage a robust extracurricular life in music, drama, leadership,

community service, public speaking, chess, math and science clubs, team sports, and families:

cross-age group activities, etc. These activities, however, will occur after school hours, not

during the regular school day. Choir, band, and orchestra will be considered a part of the fine

arts curriculum and therefore will be taught during the school day as funding permits. Show

choirs, jazz bands, and other select groups will hold practices after school. Students must

maintain a sufficiently high G.P.A. (as determined by school policy and monitored by the

principal) in order to take part in extracurricular activities.







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The clearest findings suggest that music instruction can increase math ability and that drama is

an effective tool for enhancing reading skills. At Beacon Classical Academy the arts programs

will be part of an arts-integrated curriculum developed explicitly to enhance academic outcomes.

Research has shown that music instruction increases spatial skills. "Music instruction clearly

enhances spatial skills"(Hetland, 2000, p. 226). "The effect [of music on spatial skills] cannot be

explained away by a Hawthorne effect, nonequivalence of experimental groups, experimenter

bias, or study quality. It is a solid finding"(p. 220). Studying music is also associated with higher

math scores. "Yes. A small [statistically significant] association between the voluntary study of

music and mathematics achievement was found when twenty studies with correlational designs

were combined"(Vaughn, p. 163). Listening to music improves performance on spatial temporal

tasks was shown in the study “is there a Mozart Effect?” It is limited, however, to a specific type of

spatial task that requires mental rotation in the absence of a physical model"(p. 136). Overall the

research has shown that visual arts enhances creativity and participation in drama has a positive

effect on children's verbal ability . "The results of the seven meta analyses [containing 107

studies] show clearly that drama instruction has a positive, robust effect on a range of verbal

outcomes"(Podlozny, 2000, p. 264). The summary of studies revealed that "the results of these

meta-analyses are very encouraging for educators who wish to use drama in the classroom to promote

deeper learning in a variety of verbal domains. Clearly, drama is an effective tool for increasing

achievement in story understanding, reading achievement, reading readiness and writing"(p. 268).

Specific extracurricular art classes will be taught by teachers who are skilled in these areas and by

community artists. Professional development in the arts for curriculum integration will be provided to

all teachers and parents for integration of the arts in their regular instruction.

Families: Cross-Age Group Activities as Extracurricular Collaborative Learning

Beacon Classical Academy students may also participate in cross-age group of kindergarten

through eighth grade students headed by a teacher in a "family" that may meet once a week.

Families will provide students the opportunity to develop relationships with students of different

ages, interests, and abilities. "Family" activities would be theme related to promote learning and

collaboration with older students assisting and nurturing younger students, allowing for the

understanding and appreciation of one another.

Meeting the Needs of All Students

The School will meet the needs of all students through a multifaceted approach founded on

individualized learning plans and interventions, guided learning, and integrated Common Core

State Standards and Core Knowledge Sequence curriculum subject matter. Embedded in this

process are ongoing parental communication and involvement.

Literacy efforts will target the needs of English Learners, across the curriculum. ELL children

will be identified through the California English Language Development Test (CELDT) and staff

will be Cross-Cultural Language Acquisition Design (CLAD) certified or have equivalent

certification.

Beacon Classical Academy will adopt policies and procedures and implement plans to ensure:



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Identification of students who are academically low achieving.

Identification of students who are academically high achieving.

Identification of ELL students, program placement, and reclassification:

o Development of a program designed to provide assistance to ELL students.

o Development of appropriate evaluation standards, including formalized testing

procedures to identify the level of proficiency.

Identification of students who need special education support.

Plan for Students who are Academically Low Achieving

Response to Intervention (RTI) is a general education intervention process that provides support

at 3 different levels of need. There are three levels of intervention.

Tier 1 - Primary/General Level - Teacher and parent will collaborate to design the optimal

personalized learning plan. Students will ·be assessed upon admission to Beacon Classical

Academy to identify their grade levels of proficiency in reading, language usage, mathematics,

and metacomprehension strategies. Parents and students will be surveyed about history,

attitudes, and interests, and then a learning plan will be established to guide students' progress

toward success. According to students' needs, differentiated instruction, curriculum

modifications, effective classroom management, and general system-wide supports will be

provided.

Literacy Support - All students will receive a minimum of 20 minutes per day of leveled literacy

instruction either one-on-one or in a small group. Students will participate in daily-guided

reading to learn necessary literacy skills: (phonics, vocabulary development, fluency, reading

comprehension strategies and skills). Technology support is offered through Accelerated

Reader, Blended Learning, and Reading Assistant program. Students may also be supported in

after school reading and math intervention clubs and homework club.

Math Support- Students participate in guided math instruction to learn necessary math skills. All

students will receive a minimum of 20 minutes per day of leveled math instruction.

Reinforcement of math concepts occurs through:

Daily spiral review to reinforce learned concepts.

Math fact practice to promote automaticity.

Math center/games to keep learning relevant and novel.

Problem solving activities to apply math skills.

The goal is that every student receives the opportunity to work with their instructor one-on-one

or in a small group setting and receive focused instruction at their level to reinforce and extend

their understanding of literacy and mathematical concepts.

Learning Contracts are implemented with parents of children who have been identified as being

"at risk" during parent conferences as early as November. The contract includes:

What the parents will do, what the teacher will do, and what the students will do.



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Provide support to help the students make grade level academic progress.

Students who are being referred to SST (Student Success Team) will also have a

Learning Contract. Behavior Contracts are implemented to address behaviors that

interfere with building relationships with other students and impede academic

progress in the academy program. The contract specifically describes:

What the target student behavior goals are.

What the teacher will do to provide positive support to assist the student in

reaching his/her behavior goals.

What the parent will do to reinforce positive behavior at home and school.

For the Behavior Contract the school day is divided into smaller time slots (15-20 minutes). At

the end of each time slot the student and teacher conference on progress toward target behavior.

The student's progress is monitored through points earned for demonstrating target behavior.

Behavior goals and point attainment goals are mutually developed and agreed on by teacher,

parent, and student. Points are cumulative. Celebrations incorporate relationship building

activities, e.g. lunch with teacher, special activity with friend; parent plays game or sport with

child.

Tier 2 - Secondary Level - Team Intervention - At this level the intervention of moderate

intensity addresses the learning or behavioral challenges of most at-risk students that are not

progressing within the tier 1 structure. The Student Success Team (SST) process target will

target students who are struggling with academics below the 50th percentile threshold, behavior,

or both. The SST focuses on individual progress with specific goals. Interventions are selected

and monitored. Key players are involved: general education teacher, special education teacher,

parent, administrative staff, and school psychologist.

Interventions - Teachers collaborate with grade level colleagues, administrators, special

education staff, and parents to develop and implement strategic, intensive learning opportunities

for students needing additional support. These opportunities include:

Building reteach time into the curriculum:

Differentiated instruction and assignments.

Using individualized learning software to target and monitor student growth.

Personalized plans designed to foster student success reaching goals specified for each

child:

Reading/Math Intervention.

Small group intervention targeted for student needs (reading, writing, and math

interventions, fine motor interventions, group and individual supports, progress

monitoring, and in-classroom supports).

Ongoing support for and evaluation of student progress by means of regular curriculum

benchmark data analysis and results of specific measurable individual learning objectives will

drive instruction and measure growth.

Tier 3 - Tertiary Level - Special Education or 504 Referral - Individualized intervention of

increased intensity for 5% of the students who show minimal response to secondary prevention.



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Interventions are selected and monitored, support services are identified and goals are created

based on student needs. Services involve collaboration of general education teacher, special

education teacher, school psychologist, parents, student (when appropriate), and administrative

staff. Special education assessments/services include behavior diagnostic, behavior support plan

(BSP), functional behavior assessment (FBA), speech language pathologist, audiological

services, physical therapy (PT), adapted physical education (APE), occupational therapy (OT),

visual impairment (VI), deaf/hard of hearing (DHH), mental health, and 504 Plans.

Plan for Students who are Academically High Achieving

High achieving students will be identified by the staff through ongoing progress reports,

placement tests, course tests, standardized test results, GATE identification from the prior

school, and parent and teacher observations. High achieving students will be given the

opportunity to expedite their learning by participating in extended studies according to their

ability. Personalized learning plans of high achieving students will be designed to suit their

individual needs and allow them to accelerate at the pace of their learning and/or to pursue more

challenging studies. Because the staff of Beacon Classical Academy understands that bright

students often have academic gain "sprints," students who have mastered their grade level

standards will be encouraged to participate in in-depth study with more complexity and novelty

and opportunities to take on leadership roles. Aside from extended learning opportunities that

promote in-depth interdisciplinary study through community and research projects, high

achieving students will also have the opportunity participate in speech and debate tournaments,

storytelling festivals, design computer simulated engineering feats as well as serve as peer

leaders and mentors. Students are challenged to find resources in the larger community to

explore areas of interest and make deeper connections with higher level content and concepts.

Support may include accelerated pacing or grade acceleration. Great care will be taken before

deciding to accelerate students, either academically or through a grade level change. Parent

notification will be provided at the onset of GATE identification during the inception of the

school year. Written notification will be provided and parents will be invited to attend a

conference in which the support system in place will be delineated to assist their child in their

ongoing development through specific learning objectives and methods for determining progress.

Plan for English Language Learners

The school will comply with all Federal, State, and District mandates regarding English language

learners and redesignation of ELL students. The school will meet all requirements of Federal

and State law relative to equal access to the curriculum for English language learners. If the

School has 20 or more LL students the School shall form an English Advisory Committee.

(ELAC). The committee shall assist the school in everything related to the following

items, according to the Master Plan for ELs and Education Code 62002.5.

As a community school surrounded by a concentrated Latino population, the majority of our staff

will speak Spanish. For speakers of Spanish, we will provide Spanish support as needed for

English language acquisition of English language learners (ELL) within an English immersion

program. For all ELLs and for those who speak a language other than Spanish, we will use





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SDAIE approaches as an integral part of our instructional program. A school process will be

used to identify students who are English language learners.

Initial Identification

• At the time of enrollment, all parents fill out a Student Application, which includes a

Home Language Survey (HLS). The survey is used to determine the primary language of

the student and will be on file for each student in the Beacon Classical Academy office in

the cumulative folder and in the student's English Learner folder. The application and

language survey is available in English and Spanish. All students, including English only

students, must have a completed HLS on file. Each completed HLS must include a

parent's signature and date.

• If responses on the HLS indicate a language other than English, the student will be

assessed within thirty school days with the California English Language Development

Test (CELDT) in English listening, speaking, reading, and writing. The results of this

assessment will enable school personnel to determine the English language proficiency

level of the students. If the person administering the HLS suspects that the form is

completed incorrectly or that there may actually be a home language other than English

present, school personnel will conference with the parents to confirm the HLS results.

• For students transferring from another California school district, the HLS will be

administered. However, only the initial HLS taken upon the students' first enrollment in a

California school district is valid. For placement purposes while cumulative student

records are in transit the student shall be assessed for English language proficiency

through the California English Language Development Test (CELDT). Upon the receipt

of student transfer records, the student's language status as determined by the originating

district shall be honored.

Program Placement Options

• English Language Development (ELD) is a part of each English Learner's instructional

program; a portion of the day will focus on instruction in ELD and will be geared towards

each student's language proficiency level. In order to teach at the proficiency level of

each student, teachers will combine or divide their students into homogeneous

proficiency groupings. ELD will be incorporated within the language arts curriculum and

taught daily for a minimum of 30 minutes in grades K-8. The State-adopted ELD

Standards establishes a framework for teachers to follow as they facilitate students'

development of the skills necessary to meet the ELD standards in English Language Arts

and the content areas.

• The ELD Standards describe what students should know and be able to do at each of the

five levels of English proficiency. By the end of the early advanced proficiency level,

students are expected to be reclassified and meet the same standards that native English

speakers are expected to master.

• In order to determine the student's progress in English, each English Learner is assessed

annually with the California English Language Development Test (CELDT). Additional

assessment obtained from the ELD curriculum and teacher observation are also

considered to determine progress. This process will enable us to identify the individual







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performance and progress of students and if necessary, communicate these findings to

parents and other educators.

ELL Curriculum

All EL students will be taught using a variety of English support materials as well as at least one

State approved curriculum specifically designed for ELD instruction. The following is a listing

of materials that contain specific ELD instructional standards our program may use at different

grade levels.

• Hampton-Brown/ National Geographic: Avenues to ELA and Content (grades K-8);

English at Your Command (grades K-8); Just the Right Word (grades 1-5); Picture

Perfect Word Book and Dictionary (grades K-5); English to a Beat! (Grades 1-5);

Avenues (grades K-5).

• Pearson Education/AGS/Globe Pearson: English for the World of Work (grades 7-8); Basic English Composition (grades 6-8); Life Skills English (grades 6-12); English to

Use (grades 6-8); Basic English Grammar (grades 6-8); Reading Skills for Life (grades 78); Pacemaker Adapted Classics (grades 5-8); World Myths and Legends (grades 6-8);

Pacemaker Basic English (grades 6-8); Be a Better Reader (grades 5-8); Writer tool Kit (grades 6-8); Pacemaker Classics (grades 5-8).

All English language learners will be provided specific English instruction according to their English proficiency level at the academy and at home. Students will participate in a 30-45

minute school-wide daily block of English Language Development (ELD) instruction according to their English proficiency level and grade level. Instructional strategies are grouped into three main categories: Metacognitive, Cognitive, and Social. Some examples of the strategies that all teachers are expected to implement into daily lessons include: Specially designed academic instruction in English (SDAIE), modeling and scaffolding "chunking down" of information/concepts to accommodate student needs, Bloom's taxonomy for questioning and application of concepts and higher order thinking, predicting, self-questioning, spiral review/practice of learned concepts, building background, using graphic organizers, using sentence frames, rereading, highlighting, vocabulary preview/review, mnemonics/metaphors and analogies applied to enhance memory and anchor learning concepts, interaction, partner talk, self-talk, and group discussions. Visuals and graphic organizers will be utilized for organization of information to aid in student comprehension. Use of a computer tablet to aid learning and provide instructional practice.

Reclassification

Education Code Section 11308 requires that each English Learner who 1) has demonstrated

English language proficiency comparable to that of the average native English speaker, and 2) who can participate effectively in a curriculum designed for pupils of the same age whose native

language is English be reclassified as Fluent English Proficient (R- FEP).

When the student has demonstrated that s/he is ready to participate fully in all English instruction without special support services, the student will be recommended for reclassification. Readiness is determined through multiple measures, including: 1) teacher evaluation of the student's





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classroom performance, 2) parent opinion and consultation, 3) objective assessment of the

·student's English language proficiency using the CELDT, and 4) core content achievement as

measured by the new STAR State Common Core Assessment.

Reclassification Criteria

The State Board of Education's Reclassification Guidelines serve as the foundation for Beacon

Classical Academy's reclassification criteria. Evaluation minimum scores required for each of

the reclassification criteria are:

• CELDT Level 4 overall; no domain score less than 3.

• CST/CMA/CAPA: English Language Arts Mid Basic (325 scale score).

• School-wide Assessments aligned to Common Core State Standards.

• Writing Assessment Score of 3 (4 pts. possible) using a California Standards-based

writing rubric.

• Grade level achievement of grade level content per school-wide benchmarks.

Reclassification Process

Reclassification is conducted in the fall and spring; however, the classroom teacher, administrators, or parents may initiate the process at any time. In preparation of the

reclassification process, Beacon Classical Academy personnel will collect objective assessment

data and disseminate a list of English Learners who achieved English proficiency as well as basic

skills requirements. The English Language Advisor; Committee (ELAC), which was formed

when the school attained 20 or more ELL students, will review the student data and fill out a

reclassification candidate form requesting that the teacher 1) conduct an evaluation of the

student's achievement in the core content areas, 2) conduct a writing assessment, 3) assess the

student's oral English proficiency by using the SOLOM, and 4) recommend or deny the

student's reclassification to fluent English proficient. Consultation of the student's parents will be

conducted by a face-to-face conference with the student's parents or guardians. A certificated

teacher/EL coordinator holding a credential authorizing instruction of English Learners from the

ELAC Committee will review and sign the Student Reclassification Worksheet. The signed

documentation is placed in the student's cumulative file. Beacon Classical Academy does not

recommend reclassification of students under grade 2.

Parent Notification and Involvement

School will notify parents of CELDT testing results within 30 calendar days following receipt of

test results. Parents or guardians will be informed of their rights, and they will be encouraged to

participate in the reclassification process.

Monitoring of Reclassified Students

The No Child Left Behind Act of 2001, Title III requires that reclassified students be monitored

for a period of at least 24 months following reclassification. The EL Coordinator and the

Director will oversee the process of monitoring reclassified students every 6-8 weeks using

benchmark assessments, multiple measure scores, teacher assessments, and observations to





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monitor the progress of R- FEP students for a period no less than 24 months after

reclassification. School staff will also use the CST/CMA/CAP A and annual measurements.

Those students found to be regressing in their academic performance will be referred to receive

an academic intervention in the specific area of need.

ELL Parent Support

English Language Learners and their families are a primary focus of the school. Parent support

will be accomplished by translating parent materials into Spanish, providing Spanish language

books to support core concepts in content areas, providing translators at parent events, meetings,

and trainings as necessary according to attendees, and ensuring that all instructional staff

development efforts specifically address the needs of English Language Learners.

Plan for Special Education

Overview

The Charter School shall comply with all applicable state and federal laws in serving students

with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act ("Section

504"), the Americans with Disabilities Act ("ADA") and the Individuals with Disabilities in

Education Improvement Act ("IDEIA").

The Charter School shall be categorized as a public school of the District in accordance with

Education Code Section 47641(b).

The Charter School shall comply with all state and federal laws related to the provision of special

education instruction and related services and all SELPA policies and procedures; and shall

utilize appropriate SELPA forms.

The Charter School shall be solely responsible for its compliance with Section 504 and the ADA.

The facilities to be utilized by the Charter School shall be accessible for all students with

disabilities.

Services for Students under the "IDEIA"

The following description regarding how special education and related services will be provided and funded is being proposed by the Charter School for the sole purpose of providing a

reasonably comprehensive description of the special education program in the Charter Petition,

and is not binding on the District. The specific manner in which special education and related services will be provided and funded shall be set forth in a Memorandum of Understanding

("MOU"), delineating the respective responsibilities of the Charter School and the District.

The Charter School shall provide special education instruction and related services in accordance

with the IDEIA, Education Code requirements, and applicable policies and practices of the

Special Education Local Plan Area ("SELPA"). The Charter School shall remain, by default, a

public school of the District for purposes of Special Education pursuant to Education Code

Section 47641(b). However, the Charter School reserves the right to make written verifiable



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assurances that the Charter School shall become an independent LEA and join a SELPA pursuant

to Education Code Section 47641(a) either on its own or with a grouping of charter school LEAs

as a consortium.

As a public school of the District, solely for purposes of providing special education and related

services under the IDEIA pursuant to Education Code Section 47641(b), in accordance with

Education Code Section 47646 and 20 U.S.C. 1413, the Charter School seeks services from the

District for special education students enrolled in the Charter School in the same manner as is

provided to students in other District schools. The Charter School will follow the District and

SELPA policies and procedures, and shall utilize SELPA forms in seeking out and identifying

and serving students who may qualify for special education programs and services and for

responding to record requests and parent complaints, and maintaining the confidentiality of pupil

records. The Charter School will comply with District protocol as to the delineation of duties

between the District central office and the local school site in providing special education

instruction and related services to identified pupils. An annual meeting between the Charter

School and the District to review special education policies, procedures, protocols, and forms of

the District and the SELPA and District protocol, will ensure that the Charter School and the

District have an ongoing mutual understanding of District protocol and will facilitate ongoing

compliance.

As long as the Charter School functions as a public school of the District solely for purposes of

providing special education and related services under the IDEIA pursuant to Education Code

Section 47641(b), then we would anticipate that a Memorandum of Understanding ("MOU")

would be developed between the District and the Charter School which spells out in detail the

responsibilities for provision of special education services and the manner in which special

education funding will flow to the students of the Charter School.

The District shall be designated the Local Educational Agency ("LEA") serving Charter School

students. Accordingly, the Charter School shall be deemed a public school of the District

pursuant to Education Code Section 47641(b) and 47646(a). The Charter School agrees to

adhere to the requirements of the Local Plan for Special Education and to District policies. As a

public school of the District, solely for purposes of providing special education and related

services under the IDEIA pursuant to Education Code Section 47641(b), in accordance with

Education Code Section 47646 and 20 U.S.C. 1413, the Charter School seeks services from the

District for special education students enrolled in the Charter School in the same manner as is

provided to students in other District schools.

The Charter School acknowledges the importance of cooperating with the District so that the

District can provide special education services to Charter School students. The Charter School

agrees to promptly respond to all District inquiries, to comply with reasonable District directives,

and to allow the District access to Charter School students, staff, facilities, equipment and

records as required to fulfill all District obligations under this Agreement or imposed by law. The

Charter School believes that the allocation of responsibility for the provision of services

(including but not limited to referral, identification, assessment, case management,

Individualized Education Program ("IEP") development, modification and implementation) shall

be divided in a manner consistent with their allocation between the District and its school sites.





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Staffing

All special education services at the Charter School will be delivered by individuals or agencies

qualified to provide special education services as required by California's Education Code and the IDEIA. Charter School staff shall participate in all mandatory District in-service training

relating to special education.

It is the Charter School's understanding that the District will be responsible for the hiring,

training, and employment of site staff necessary to provide special education services to its

students, including, without limitation, special education teachers, paraprofessionals, and

resource specialists unless the District directs the Charter School that current District practice is

for the individual school sites to hire site special education staff or the District and the Charter

School agree that the Charter School must hire on-site special education staff. In that instance,

the Charter School shall ensure that all special education staff hired by the Charter School is

qualified pursuant to District and SEPLA policies, as well as meet all legal requirements. The

District may review the qualifications of all special education staff hired by the Charter School

(with the agreement of the District) and may require pre-approval by the District of all hires to

ensure consistency with District and SELPA policies. The District shall be responsible for the

hiring, training, and employment of itinerant staff necessary to provide special education services

to Charter School students, including, without limitation, speech therapists, occupational

therapists, behavioral therapists, and psychologists.

Notification and Coordination

The Charter School shall follow District policies as they apply to all District schools for responding to implementation of special education services. The Charter School will adopt and implement District polices relating to notification of the District for all special education issues and referrals.

The Charter School shall follow District policies as they apply to all District schools for

notifying District personnel regarding the discipline of special education students to ensure

District pre-approval prior to imposing a suspension or expulsion. The Charter School shall

assist in the coordination of any communications and immediately act according to District

administrative policies relating to disciplining special education students.

Identification and Referral

The Charter School shall have the responsibility to identify, refer, and work cooperatively in locating Charter School students who have or may have exceptional needs that qualify them to

receive special education services. The Charter School will implement District and SELPA policies and procedures to ensure timely identification and referral of students who have, or may

have, such exceptional needs. A pupil shall be referred for special education only after the resources of the regular education program have been considered, and where appropriate,

utilized.


CHARTER PETITION 20 15-2020



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It is the Charter School's understanding that the District shall provide the Charter School with

any assistance that it generally provides its schools in the identification and referral processes,

and will ensure that the Charter School is provided with notification and relevant files of all

students who have an existing IEP and who are transferring to the Charter School from a District

school. The District shall have unfettered access to all Charter School student records and

information in order to serve all of Charter School's students' special needs.

In the event that the Charter School receives a parent written request for assessment, it will work

collaboratively with the District and the parent to address the request. Unless otherwise

appropriate pursuant to applicable State and Federal law, the Charter School and the District will

provide the parent with a written assessment plan within fifteen days of receipt of the written

request and shall hold an IEP within sixty days of parent's consent to the assessment plan to

consider the results of any assessment.

The Charter School will follow District child-find procedures to identify all students who may

require assessment to consider special education eligibility and special education and related

services in the case that general education interventions do not provide a free appropriate public

education to the student in question.

Assessments

The term "assessments" shall have the same meaning as the term "evaluation" in the IDEIA, as

provided in Section 1414, Title 20 of the United States Code. The District will determine what

assessments, if any, are necessary and arrange for such assessments for referred or eligible

students in accordance with the District's general practice and procedure and applicable law.

The Charter School shall work in collaboration with the District to obtain parent/guardian

consent to assess Charter School students. The Charter School shall not conduct special

education assessments unless directed by the District.

IEP Meetings

It is the Charter School's understanding that the District shall arrange and notice the necessary

IEP meetings. IEP team membership shall be in compliance with state and federal law. The

Charter School shall be responsible for having the following individuals in attendance at the IEP

meetings or as otherwise agreed upon by the District and Charter School: the Executive Director

and/or the Charter School designated representative with appropriate administrative authority as

required by the IDEIA; the student's special education teacher; the student's general education

teacher if the student is or may be in a regular education classroom; the student, if appropriate;

and other Charter School representatives who are knowledgeable about the regular education

program at the Charter School and/or about the student. It is the Charter School's understanding

that the District shall arrange for the attendance or participation of all other necessary staff that

may include, but are not limited to, an appropriate administrator to comply with the requirements

of the IDEIA, a speech therapist, psychologist, resource specialist, and behavior specialist; and

shall document the IEP meeting and provide of notice of parental rights.





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IEP Development

The Charter School understands that the decisions regarding eligibility, goals/objectives,

program, services, placement, and exit from special education shall be the decision of the IEP

team, pursuant to the District's IEP process. Programs, services and placements shall be provided

to all eligible Charter School students in accordance with the policies, procedures and

requirements of the District and of the SELPA and State and Federal law.

The Charter School shall promptly notify the District of all requests it receives for assessment,

services, IEP meetings, reimbursement, compensatory education, mediation, and/or due process

whether these requests are verbal or in writing.

IEP Implementation

Pursuant to District policy and how the District operates special education at all other public

schools in the District, the District shall be responsible for all school site implementation of the

IEP. The Charter School shall assist the District in implementing IEPs, pursuant to District and

SELPA polices in the same manner as any other school of the District. The District and Charter

School will need to be jointly involved in all aspects of the special education program, with the

District holding ultimate authority over implementation and supervision of services. As part of

this responsibility, the Charter School shall provide the District and the parents with timely

reports on the student's progress as provided in the student's IEP at least as frequently as report

cards are provided for the Charter School's non-special education students. The Charter School

shall also provide all home-school coordination and information exchange unless directed

otherwise by the District. The Charter School shall also be responsible for providing all

curriculum, classroom materials, classroom modifications, and assistive technology unless

directed otherwise by the District. The Charter School shall comply with any directive of the

District as relates to the coordination of the Charter School and District for IEP implementation

including but not limited to adequate notification of student progress and immediate notification

of any considered discipline of special education students in such matters, the petitioners would

notify the District of relevant circumstances and communications immediately and act according

to District administrative authority.

Interim and Initial Placements of New Charter School Students

The Charter School shall comply with Education Code Section 56325 with regard to students

transferring into the Charter School within the academic school year. In accordance with

Education Code Section 56325(a)(1), for students who enroll in the Charter School from another

school district within the State, but outside of the SELPA with a current IEP within the same

academic year, the District and the Charter School shall provide the pupil with a free appropriate

public education, including services comparable to those described in the previously approved

IEP, in consultation with the parent, for a period not to exceed thirty (30) days, by which time

the District and Charter School shall adopt the previously approved IEP or shall develop, adopt,

and implement a new IEP that is consistent with federal and state law. In accordance with

Education Code Section 56325(a)(2), in the case of an individual with exceptional needs who has

an IEP and transfers into the Charter School from a district operated program under the same





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special education local plan area of the District within the same academic year, the District and

the Charter School shall continue, without delay, to provide services comparable to those

described in the existing approved IEP, unless the parent and the District agree to develop, adopt,

and implement a new IEP that is consistent with federal and state law. For students transferring

to the Charter School with an IEP from outside of California during the same academic year, the

District and the Charter School shall provide the pupil with a free appropriate public education,

including services comparable to those described in the previously approved IEP in consultation

with the parents, until the District conducts and assessment pursuant to paragraph (1) of

subsection (a) of Section 1414 of Title 20 of the United States Code, if determined to be

necessary by the District, and develops a new IEP, if appropriate that is consistent with federal

and state law.

Non-Public Placements/Non-Public Agencies

The District shall be solely responsible for selecting, contracting with, and overseeing all non

public schools and non-public agencies used to serve special education students. The Charter

School shall not hire, request services from, or pay any non-public school or agency to provide

education or services to special education students without the prior written approval of the

District. The Charter School shall immediately notify the District of all parental requests for

services from non-public schools or agencies, unilateral placements, and/or requests for

reimbursement.

Non-discrimination

It is understood and agreed that all children will have access to the Charter School and no student

shall be denied admission nor counseled out of the Charter School due to the nature, extent, or

severity of his/her disability or due to the student's request for, or actual need for, special

education services.

Parent/Guardian Concerns and Complaints

The Charter School shall follow District policies as they apply to all District schools for

responding to parental concerns or complaints related to special education services. The Charter

School shall instruct parents/guardians to raise concerns regarding special education services,

related services and rights to the District unless otherwise directed by the District. The Charter

School shall immediately notify the District of any concerns raised by parents. In addition, the

Charter School and the District shall immediately bring to the other's attention any concern or

complaint by a parent/guardian that is in writing and/or which involves a potential violation of

state or federal law.

The District's designated representative, in consultation with the Charter School's designated

representative, shall investigate as necessary, respond to, and address the parent/guardian

concern or complaint. The Charter School shall allow the District access to all facilities,

equipment, students, personnel, and records to conduct such an investigation.

BEACON CLASSICAL ACADEMY NATIONAL CITY PAGE420F 118




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The Charter School and the District shall timely notify the other of any meetings scheduled with

parents/guardians or their representatives to address the parent/guardian concerns or complaints

so that a representative of each entity may attend. The District, as the LEA, shall be ultimately

responsible for determining how to respond to parent concerns or complaints, and the Charter

School shall comply with the District's decision.

The Charter School and the District shall cooperate in responding to any complaint to or

investigation by the California Department of Education, the United States Department of

Education, or any other agency, and shall provide timely notice to the other upon receipt of such

a complaint or request for investigation.

Due Process Hearings

The District may initiate a due process hearing or request for mediation with respect to a student

enrolled in Charter School if the District determines such action is legally necessary or advisable.

The Charter School agrees to cooperate fully with the District in such a proceeding. In the event

that the parents/ guardians file for a due process hearing, or request mediation, the District and

the Charter School shall work together to defend the case. In the event that the District

determines that legal representation is needed, the Charter School agrees that it shall be jointly

represented by legal counsel of the District's choosing.

The Charter School understands that the District shall have sole discretion to settle any matter in

mediation or due process. The District shall also have sole discretion to file an appeal from a

due process hearing or take other legal action involving any Charter School student necessary to

protect its rights.

SELPA Representation

It is the Charter School's understanding that the District shall represent the Charter School at all

SELPA meetings and report to the Charter School of SELPA activities in the same manner as is

reported to all schools within the District.

Funding

The Charter School understands that it will enter into a MOU with the District regarding Special

Education funding, and cannot at this time unilaterally dictate the funding relationship between

the District and the Charter School. The Charter School anticipates, based upon State and Federal

law that the fiscal relationship could be summarized as follows:

Retention of Special Education Funds by the District

The District shall retain all state and federal special education funding allocated for Charter

School students though the SELPA Annual Budget Plan, and shall be entitled to count Charter

School students as its own for all such purposes.







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Retention of ADA Funds by the District for Non-Public Placements

The Parties acknowledge that the District may be required to pay for or provide Charter School

students with placements at locations other than at the Charter School's school site in order to

provide them with a free appropriate public education. Such placements could include, without

limitation, programs or services in other District schools, in other public school districts within

the SELPA, in a County Office of Education program, in a non-public school, at home, at a

hospital, or in a residential program. When such programs or services are provided at District

expense, the District shall be entitled to receive from the Charter School the pro rata share of all

funding received for such student, including, without limitation, all ADA funds, based on the

number of instructional days or minutes per day that the student is not at the Charter School site.

Contribution to Encroachment

The Charter School shall contribute its fair share to offset special education's encroachment

upon the District's general fund. Accordingly, the Charter School shall pay to the District a pro

rata share of the District's unfunded special education costs ("encroachment"). At the end of

each fiscal year, the District shall invoice the Charter School for the Charter School's pro-rata

share of the District-wide encroachment for that year as calculated by the total unfunded special

education costs of the District (including those costs attributable to Charter School) divided by

the total number of District ADA (including Charter School students), and multiplied by the total

number of Charter School ADA. The Charter School ADA shall include all Charter School

students, regardless of home district.

Section 504

The School is solely responsible for its compliance with Section 504 and the Americans with

Disabilities Act (ADA). All facilities of the School are accessible for all students with disabilities

in accordance with the ADA. Further, the School recognizes its legal responsibility to ensure that

no qualified person with a disability is, on the basis of disability, excluded from participation,

denied the benefits of, or otherwise subjected to discrimination under any program of the School.

Any student who has an objectively identified disability, which substantially limits a major life

activity including, but not limited to learning, is eligible for accommodation by the School.

Beacon Classical Academy recognizes its legal responsibility to ensure that no qualified person

with a disability shall, on the basis of disability, be excluded from participation, be denied the

benefits of, or otherwise be subjected to discrimination under any program of Beacon Classical

Academy. Any student, who has an objectively identified disability, which substantially limits a

major life activity including but not limited to learning, is eligible for accommodation by the

school.

A 504 team will be assembled by the School Executive Director and shall include the

parent/guardian, the student, a qualified staff member, and other qualified persons

knowledgeable about the student, the meaning of the evaluation data, placement options, and

accommodations. The 504 team will review the student's existing records; including academic,

social and behavioral records, and is responsible for making a determination as to whether an

evaluation for 504 services is appropriate. If the student has already been evaluated under the

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IDEIA but found ineligible for special education instruction or related services under the IDEIA,

those evaluations may be used to help determine eligibility under Section 504.

The 504 team will evaluate the nature of the student's disability and the impact upon the

student's education. If the student is found by the 504 team to have a disability under Section

504, the 504 team is responsible for determining what, if any, accommodations or services are

needed to ensure that the student receives an education according to Free and Appropriate Public

Education (FAPE) law. The 504 team who will evaluate the nature of the student's disability and

the impact upon the student's education shall carry out the student evaluation. This evaluation

will include consideration of any behaviors that interfere with regular participation in the

educational program and/or activities. The 504 Plan describes the Section 504 disability and any

program accommodations, modifications or services that are necessary. The 504 team may also

consider the following information in its evaluation:

Tests and other evaluation materials that have been validated for the specific purpose for

which they are used and are administered by trained personnel.

Tests and other evaluation materials include those tailored to assess specific areas of

educational need, and not merely those, which are designed to provide a single general

intelligent quotient.

Tests are selected and administered to ensure that when a test is administered to a student

with impaired sensory, manual or speaking skills, the test results accurately reflect the

student's aptitude or achievement level, or whatever factor the test purports to measure,

rather than reflecting the student's impaired sensory, manual or speaking skills.

The final determination of whether the student will or will not be identified as a person with a

disability is made by the 504 team in writing and notice is given in writing to the parent or

guardian of the student in their primary language along with the procedural safeguards available

to them. If during the evaluation, the 504 team obtains information indicating possible eligibility

of the student for special education per the IDEA, a referral for assessment under the IDEA will

be made by the 504 team.

If the student is found by the 504 team to have a disability under Section 504, the 504 team shall

be responsible for determining what, if any, accommodations or services are needed to ensure

that the student receives the free and appropriate public education ("FAPE"). In developing the

504 Plan, the 504 team shall consider all relevant information utilized during the evaluation of

the student, drawing upon a variety of sources, including, but not limited to, assessments

conducted by the School's professional staff. The 504 Plan shall describe the Section 504

disability and any program accommodations, modifications or services that may be necessary.

All 504 team participants, parents, guardians, teachers and any other participants in the student's

education, including substitutes and tutors, must have a copy of each student's 504 Plan. The

School Director will ensure that teachers include 504 Plans with lesson plans for short-term

substitutes and that he/she review the 504 Plan with a long-term substitute. A copy of the 504

Plan shall be maintained in the student's file. Each student's 504 Plan will be reviewed at least

once per year to determine the appropriateness of the Plan, needed modifications to the plan, and

continued eligibility.

BEACON CLASSICAL ACADEMY NATIONAL CITY PAGE45 OF 118






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Instructional Approaches and Support

The methods of teaching practiced by the teachers of the classical school will be more from a

traditional approach rather than progressive. Teachers will be scholars who will expertly instruct

by engaging their students minds to explicitly impart and cultivate knowledge. Traditional

learning holds that only knowledgeable teachers can be effective teachers. Consequently, the

teachers of the classical school will foremost be knowledgeable men and women, trained in the

arts and sciences, direct instruction, classical approaches, including Socratic seminars, and

implement the latest brain research methods to engage students and anchor learning concepts.

Additionally, cognitive coaching will be employed to support teachers and parent teachers.

Cognitive coaching as a means of teacher support arises from the belief that teachers are capable

of teaching well if they are willing to improve their practice and are provided additional support

to achieve their capacity for effective teaching (Daley, G., Phil, M. and Valdes, R., 2006, Value

added analysis and classroom observation as measures of teacher performance: A preliminary

report, LAUSD, publication number 311).

Cognitive coaching enhances the intellectual capacities of teachers, which in tum produces

greater intellectual achievement in students (Learning to Change: School Coaching for Systemic

Reform, Bill & Melinda Gates Foundation, February 2005). Research shows that teachers with

higher conceptual levels: vary their use of instructional strategies, elict more conceptual

responses from students, a_re more effective with a wider range of students, and demonstrate

more flexibility, toleration for stress, and adaptability (Costa, A. & Garmston, R (1994).

Teachers will develop a greater understanding of Core Knowledge Sequence (CKS) and

Common Core State Standards-aligned curriculum, effective classroom management, high

quality instruction, and use of ongoing assessment to increase student achievement through

support provided by walk-throughs, cognitive coaching, and staff development.

Skillful direct instruction will be the norm rather than cooperative learning. Cooperative learning

will not be used as a means to instruct students. Cooperative activities will occur after students

have learned the concepts, therefore project-based learning, as a means of learning will not be

implemented, instead collaborative projects will be performance-based as demonstrations of

concepts learned.

In the school's classrooms, students will listen attentively, learn how to take notes with graphic

organizers, as teachers skillfully impart and model concepts from a lesson central to all in the

front of the class. Teachers will instruct by inquiry and modeling repeatedly until students can

articulate understanding and demonstrate learning. Once teachers ascertain student

comprehension of a concept, then students will participate in a guided practice activity with

teachers continuing to check for student understanding.

The Beacon Classical approach proposes that the core subjects are intrinsically interesting and

that knowledge of real subjects is both a marketable commodity and valuable for its own sake.

Young people will acknowledge the importance of Core Knowledge Sequence (CKS) once they

are shown its relevance and application for today's issues.



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An effective lesson plan will follow the subsequent sequence:

Step 1-Anticipatory Set: Teacher will whet students' appetite for learning by employing the following: a review of prior learning, provide a simulation or share a related story to illicit a metaphor, etc.

Step 2-Goal(s)/Objectives for Student Learning: Teacher will state what the students will learn 1n a clear, conc1se student friendly and "comprehensible" manner.

Step 3 - Purpose: Immediately after stating the objective the teacher will explain to the students why it is important for the students to learn the objective and how it will help them in the present and the future.

Step 4 -Input/Modeling: Teacher will explain/tell them, show them, and practice the concept with them. The method of breaking down material down into small chunks of information, using a graphic organizer, word wall or word lists for important/difficult words, and vocabulary/definition cards with visuals will be employed.

Step 5- Check for Understanding: Teacher will check for understanding. If students do not understand the teacher will "pull back"tell them and show them again and practice it with them until students can demonstrate understanding.

Step6-GuidedPractice: When students can articulate and demonstrate understanding the teacher will have the students complete 2-3 problems or write a summary of what they learned while the teacher circulates the classroom and continues to guide learning and monitor student comprehension.

Step 7 - Closure: Every lesson will have closure, a time for students to tell their teacher what they learned, why it is important, and how it will help them.

Step 8- Independent Practice: Students will be assigned further practice work independently to demonstrate understanding and mastery of the concept.

Throughout the lesson the teacher will engage students through inquiry, Socratic methods, and

appropriate verbal expression, pacing and animation. The teacher will ask students to reiterate

and partner talk the objective and purpose of the lesson throughout. Frequent spiral review of

previously learned concepts will be adhered to as well as the integration of new and formerly

learned concepts through learning activities or projects.





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Teacher Professional Development

Professional development hours and days will meet or exceed District norms. Teachers will be

provided with training in how to effectively teach English language learners (ELL) and students

with disabilities (SWD) using research-based instructional strategies and how to differentiate the

delivery of the curriculum tailored for students' unique needs. The professional development for

teachers will include:

A one-week long teacher preparation session in classical approaches in early July before

the opening of school.

Ongoing professional development every other Wednesday from 12:15 - 4:00p.m. and

during Monday some Monday staff meetings.

Four day-long professional development sessions throughout the year.

Professional development for teachers and parents will include training in classical

education, guided reading, aligning and teaching to the California Common Core State

Standards (CCSS), Core Knowledge Sequence (CKS) Standards, Riggs (The Writing

And Spelling Road To Reading And Thinking), Singapore Math, Standards-align writing,

teaching English language learners, how to differentiate curriculum delivery for students

with different learning modalities, critical thinking, Socratic seminars, standardized tests,

California frameworks, character development, conflict intervention, RTI intervention,

Student Success Study process, special education referrals, and health and safety issues.

Ongoing focus on the development of a balanced literacy program that includes

approaches with highly effective research-based learning strategies to promote cognitive

flexibility through self-monitoring learning tools.

Opportunities for grade and cross-level teams to meet and collaborate on establishing- a

standards-based "timeline" that incorporates integrated content rich units of study to tap

into multiple intelligences, modes of learning and comprehension for all English Language

Learners.

Instructional strategies that address types of interactions between students and adults in

positive ways across all formats while providing constructive feedback to guide student

growth, soliciting participation from disengaged students, and honing communicative skills

to listen actively and attentively to address student responses or requests.

Specific strategies for devising individual student learning plans and assessments to

measure student accomplishments both on a student level and program level.

Approaches that actively focus on the development of the whole child, effective for

motivating student interest in a supportive learning environment.

Development for Parents as Teachers

The professional development for parents will include:

Training in Classical Education, guided reading, aligning and teaching to the

California Common Core State Standards to the proficient level, Riggs (The Writing

and Spelling Road to Reading and Thinking), Singapore Math, Writing by Design,

critical thinking, Socratic seminars, standardized tests, California frameworks, and

character development.





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Focus on the development of a balanced literacy that includes approaches with

highly effective research-based learning strategies to promote cognitive flexibility

through monitoring learning tools.

Instructional strategies that address types of interactions between students and adults

in a positive ways across all formats providing constructive feedback to guide student

growth, soliciting participation from disengaged students, and honing communicative

skills to listen actively and attentively to address student responses or requests.

Specific strategies for devising individual student learning plans and assessments to

measure student accomplishments both on a student level and program level.

Approaches that actively focus on the development of the whole child, effective for

motivating student interest in a supportive learning environment.

Beacon Classical Academy believes that parent involvement. is critical to student achievement

and encourages the highest levels of participation. Beacon will empower parents to be effectively

involved in their child's education by providing regular communication. Beacon Classical

Academy supports its students and parents with appropriate training, materials, and a team of

teachers and advisors to assist parents and students in all aspects of fulfilling students'

educational goals.

Parents shall be informed about the curricula. The curricula shall describe the student's course(s)

of study, method(s) to assess proficiency and the credit(s) the student will earn upon completion

of the course(s) of study and will detail the transferability of courses to other public high schools

and the eligibility of courses to meet college entrance requirements.







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ELEMENT TWO (B)- MEASURABLE STUDENT OUTCOMES

The measurable pupil outcomes identified for use by the charter school "Pupil outcomes} }} for

purposes of this part} means the extent to which all pupils of the school demonstrate that they

have attained the skills} knowledge} and attitudes specified as goals in the school }s educational

program. Pupil outcomes shall include outcomes that address increases in pupil academic

achievement both school-wide and for all groups of pupils served by the charter school} as that

term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of Section 47607. The

pupil outcomes shall align with the State priorities} as described in subdivision (d) of Section

52060} that apply for the grade levels served, or the nature of the program operated, by the

charter school. -Education Code Section 47605(b)(5)(B).

School-Wide Outcomes

Beacon Classical Academy National City is committed to establishing clear, measurable goals,

and to regularly monitor and adjust its actions towards evidence of increased student learning.

Informed teamwork will occur through the regular collection and analysis of performance data,

which will provide meaningful and vital feedback, encouragement, and momentum toward

continued improvement.

Assurances of growth for all subgroups will include Master Agreement goals, benchmark

assessments based on common core (CCSS) and Core Knowledge Sequence (CKS)

competencies, ELL classification records and data of progress monitoring, IEP goals, average

daily attendance rates, and participation in State mandated tests.

Outcome Benchmarks

Student outcomes shall address increases in pupil academic achievement both school-wide and

for all sub groups of pupils served by Beacon. Benchmark assessments will be given regularly

every 6-8 weeks to monitor growth towards 85% proficiency outcomes.

Outcomes Benchmark Assessment

Proficiency

in English

Language

Arts

85% of students will demonstrate at least one

year of growth towards grade-level proficiency in

English reading and language arts.

Students who are below grade level will make at

least .5 years of growth.

Pre-post reading/language arts

diagnostics

Curriculum embedded

benchmark assessment aligned

with CCSS & CKS

State test data

Classroom-based assessments

Proficiency in

English

Language

Arts

Students will meet or exceed the average

performance levels of students with similar

demographics on speaking, reading, and writing

assessments.

School-wide

data

and State testing

Proficiency in

Math

85% of students will demonstrate at least one

year of growth towards grade-level proficiency in

math.

Students who are below grade level will make

at least .5 years of growth.

Pre-post math diagnostics

Curriculum embedded

benchmark assessment aligned

with CCSS & CKS

State test data Classroom-based

assessments





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Beacon Classical Academy students will demonstrate the attainment of essential skills,

knowledge, and behaviors specified as criteria for educated persons in the 21st century. Beacon

Essential School-wide Learning Results (ESLRs) represent the most essential things that students

should know and be able to do by the time they graduate. Our Beacon ESLRs represent not only

what students should know, but also how they will approach their learning, and how they will

relate that knowledge to the world around them. ESLRs will be embedded in all units of study,

and will provide a focus and continuity for the students' learning experiences. Students will

demonstrate Beacon ESLRs through a rigorous, content-rich classical education that is built on

historical renowned competency skills merged with 21st century goals (global awareness,

financial, economic, business, entrepreneurial literacy, and civic literacy).

Beacon ESLRs will help students to read, write and communicate effectively, think critically,

analyze information, manage resources and solve problems, be computer and technology literate,

and exhibit personal responsibility and respect for self and community through character development and virtue. The extent to which students achieve these Essential School-wide

Learning Results is determined by the mastery of the following ESLRs that . will be measured against an 85% proficiency level attainment using multiple measures such as benchmark

assessments, rubrics, writing samples, performance projects, classroom assignments, and teacher observations:

1. Communicative Literacy - Effective skills in diverse modes of English communication with clear oral and written communication skills. The students will:

Develop abilities to reason logically and critically evaluate information.

Write effectively for a variety of purposes and audiences.

Read critically and extensively for both pleasure and information gathering.

Listen actively and attentively to comprehend information and others' points of view.

Speak clearly and with confidence in formal and informal settings.

Possess keen critical and logical thinking skills to make informed decisions.

Use technology to enhance learning and communication options, including Internet

research, computer-aided instruction, and multimedia presentations.

Gain proficiency in speaking, reading, writing, and listening comprehension in at least one

language in addition to English. Students understand key aspects of the culture, both past and present, of the second language.

2. Mathematical Literacy - Students will demonstrate the ability to understand and apply

mathematical principles to solve problems and demonstrate their knowledge of mathematic skills, conceptual understanding, and problem solving in:

Number and operations. Algebra 1, 2.





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Geometry.

Statistics and probability.

3. Historical/Cultural Literacy - Students will develop an overview of the history of mankind in all its

diversity and possess an appreciation for the American political process. They will:

Develop appreciation for differing viewpoints and beliefs.

Demonstrate an understanding of and appreciation for the arts, e.g., music, visual arts,

drama, and dance.

Compare and contrast past and present events and situations, anticipating the future by

drawing conclusions and applying the lessons of the past.

Apply physical and cultural geography to understand societies.

Understand basic economic principles at the personal, national, and international level.

Understand the structure, operations, and relationships of American Federal, State, and

local governments.

Understand American political processes and recognize the benefits of participating as an

informed citizen.

4. Scientific Literacy - Students will apply scientific concepts, research and inquiry methods to

understand and apply the major concepts underlying various branches of science, which may

include physics, chemistry, biology, ecology, astronomy, and earth sciences to explain the world

and find solutions to its problems. They will:

Observe, order, compare, and categorize characteristics and behaviors.

Recognize the practical application of the sciences and technology on one another and the

environment.

Explore the four themes of science: energy, interactions, patterns, and change.

Relate information and scientific theories to make inferences about unknown or unseen

processes.

5. Moral and Civic Literacy- Students will demonstrate good character. They will:

Hold themselves accountable for their assignments and personal conduct.

Participate in a variety of activities to further their own learning.

Demonstrate good management of time in a responsible manner.

Show industrious behavior, confidence, and self-motivation.

Exemplify integrity and acceptance of responsibility for personal decisions.

Respect differences among people and cultures.

Demonstrate virtue and respect in the way they communicate and behave with other

students. Work collaboratively with others.

6. Personal Efficacy - Students will understand fundamental literacy in all core subjects and make

connections among various disciplines of thought throughout the ages to function in the world as

citizens fully cognizant of their responsibilities and rights. They will:





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• Develop physical, mental, and emotional life-long health skills emphasizing wellness and

fitness.

• Set educational, vocational, and personal goals and identify skills to be learned for selected

fields.

• Apply personal financial skills and be an informed consumer.

• Establish an effective work ethic, both in school and in the community.

Local Control and Accountability Plan

Pursuant to the California Education Code Section 52060(d) under the Local Control Funding Formula (LCFF) Beacon will prepare a Local Control and Accountability Plan (LCAP) describing how we intend to meet annual goals for all pupils, with specific activities and outcomes that will address state and local priorities identified.

Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must

describe goals and specific actions to achieve those goals for all pupils and each subgroup of

pupils identified in Education Code section 52052, including pupils with disabilities, for each of

the state priorities as applicable and any locally identified priorities. For charter schools, the

inclusion and description of goals for state priorities in the LCAP may be modified to meet the

grade levels served and the nature of the programs provided, including modifications to reflect

only the statutory requirements explicitly applicable to charter schools in the Education Code.

To comply with LCAP requirements, Beacon Classical Academy will address the LCAP law

changes with a preliminary LCAP that will be prepared as required by state law. It will include

an initial scope of the details for each and every goal that will be fully developed and aligned

with stated petition goals and outcomes in the LCAP for 2015/16.

Since Beacon Classical Academy is a new charter with an enrollment of students coming from

throughout San Diego county, this preliminary LCAP will include student data received from

National School District, and uses data of what parents and stakeholders would like to see

implemented at Beacon from ongoing parent and community surveys. In this preliminary

LCAP, Beacon Classical Academy will include clearly stated goals and outcomes from the

petition and will ensure that these goals and outcomes are aligned and supported with more

detail in the LCAP for its 2015/16 plan and subsequent annual reviews.

Specifically, the LCAP will include a description of the annual goals to be achieved for each

student group for each state priority. Goals will address each of the state priorities and any

additional local priorities with some goals addressing multiple priorities. The LCAP will reflect

the annual incremental actions, services, and expenditures towards the annual anticipated

progress that Beacon expects to achieve for each student group. These annual benchmarks will

assist Beacon and the community to monitor the progress of the plan.





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ELEMENT THREE (C) -METHOD OF ASSESSMENT

The method by which pupil progress in meeting those pupil outcomes is to be measured. To the extent practicable, the method for measuring pupil outcomes for State priorities shall be

consistent with the way information is reported on a school accountability report card. Education Code Section 47605(b)(5)(C).

Beacon Classical Academy National City believes all students can achieve proficiency of the

Common Core State Standards and Core Knowledge Sequence essential learnings by graduation

when offered appropriate curriculum, time, and support. Teachers shall consider each student's

individual abilities, interests, talents, and training in utilizing these measurements. All students

will have grade level content learning goals developed to meet their current academic needs, and

a plan to attain grade level objectives with consideration of needs, learning styles, and interests

to meet or exceed the challenges of grade level work. Students performing substantially below

grade level expectations will be referred to a team of teachers and administrators to discuss the

parents' and teacher's concerns. This team called The Student Success Team will develop a plan

for meeting the student's needs, including evaluating curriculum used by the student and the

delivery method(s). Targeted learning allows students who are high achieving to accelerate their

learning or spend additional time more deeply engaged in core subject areas. Beacon Classical

Academy assists parents through academic screening, counseling, and curriculum choices to

support high achieving students.

Beacon Classical Academy will administer the mandated State assessments as an independent

entity and will also meet any required State performance standards developed. Students will

participate in all State-mandated testing programs [i.e., Statewide academic testing, the

California English Language Development Test (CELDT), and the physical performance tests

and meet performance objectives which are consistent with State accountability targets as

defined by the new California Academic Performance Index (API). The School will certify that

its pupils have participated in the State-testing program in the same manner as other District

students.

The majority of Beacon Classical Academy students will attain:

• Basic, Proficient or Advanced levels in grades 3-8 on State testing.

• Progress toward Proficient or Advanced levels in regularly administered current school

wide standards-based assessments.

• Beacon Classical Academy will utilize a wide variety of measures to assess the school's

accomplishments and to gauge the overall effectiveness of its educational program and

achieving our school-wide outcomes.

Beacon Classical Academy will:

Meet or exceed the yearly State growth targets.

Outperform comparison schools and/or neighborhood, as measured by State

proficiency rates.

Achieve at least 95% participation rate on the State tests.





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Maintain the same or higher attendance rates than the District and surrounding districts' averages.

Achieve a high-level parent participation/community engagement/parent satisfaction.

Beacon Classical Academy will conduct tri-annual in-house evaluations of student academic

performance in ELA and mathematics (K-8) and Science (3-8) to determine if students are

achieving academic levels that are at least equivalent to or exceeding those achieved by students

in similar type schools both within the County of San Diego and across the State of California.

Beacon Classical Academy will implement Northwest Evaluation Association (NWEA)

Measures of Academic Progress (MAP) assessments in math, reading, and language arts. MAP

assessments will provide critical information to help our school effectively transition to Common

Core. This data will help us to know if students are making progress in Common Core skills and

will provide insight on what instructional corrections to apply. The data will enable us to

demonstrate school-wide growth with subgroups and increase accountability with parents and the

public.

Measures of Academic Progress (MAP) by Northwest Evaluation Association (NEA) is an

assessment system we are planning to implement to provide critical information to help Beacon

Classical Academy National City effectively prepare their students for the new State Common

Core State Standards (CCSS) computerized assessments. The MAP assessments will evaluate

academic growth in math, reading, language arts for students K-8 and science for grades 3-8. The

data obtained from the MAP assessments will be important on two levels: the student and the

school. MAP assessments will help Beacon teachers and parents to measure their students'

progress in attaining proficiency in CCSS. Results will help teachers and parents show

transparency and accountability with parents and the public. Additionally, with MAP

assessments Beacon will be able to determine academic success school-wide with subgroups.

Additionally, we are looking into creating custom assessments based on Core Knowledge

Sequence (CKS). MAP assessments and our CKS assessments will provide the necessary tools

for the comparative analysis and disaggregation of data obtained from regular academic

benchmarks and from beginning and end of school year assessments. This will allow Beacon to

perform formative and summative evaluations. The goal is to compare disaggregated student

achievement data with data broken down by quartile ranking, grade, teacher, race, and gender.

Multiple Measures

Student progress will be assessed through a balanced system of multiple assessments including State mandated assessment. The purpose is to measure attainment of student mastery of 21st

century content and skills. The data will be used to inform instruction. The following is a comprehensive list of the multiple measures we will employ:

Monthly review of contracted academic work as outlined 1n the Master Student

Agreement.

Student work samples.

Student self-evaluation.

Staff/parent observations, student interviews and parent/student conferences.





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School-wide standards-based assessments (CST NWEA MAP Assessments,

CST/CMA/CAPA.

CELDT, SABE/2)

Norm-referenced assessments (i.e., Measures of Academic Progress-MAP, State-

mandated) standardized tests.

Teacher-created assessments.

Parent, student, and teacher observation.

Curricula-embedded assessments.

Performance-based/authentic assessments.

Rubric-assessed tasks, performances, exhibits, demonstrations.

Screening tests, checklists (running records, fluency, etc.).

Portfolios of student work that demonstrate growth and mastery of 21st century skills and

Core Knowledge Sequence standard skills.

Student progress reports.

Grade level assessments.

Continuous assessments through Independent Study courses.

Student conduct records.

Other relevant student records or data.

Longitudinal studies.

Program audits/school self-studies.

Stakeholder surveys.

Moreover, the Master Student Agreements' personalized learning goals and discipline records

will also be included in analysis of the disaggregated student achievement data. This data will

drive instruction, student intervention and enrichment, and promote continuous improvement of

systemic growth. Administrators and teachers will use assessments to monitor academic growth

of Common Core State Standards and the impact of differentiated instruction. This approach will

facilitate effective monitoring, evaluation and management of student achievement and

intervention programs from the classroom to the boardroom.

Reporting of Data

The Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP)

assessments in Math, Reading, and Language Arts will enable us to demonstrate school-wide

growth with subgroups and increase accountability with all our stakeholders. The results

gathered in the student's first year, including an entry assessment will serve as baseline data from

individual progress reports to disaggregated and school-wide performance analyses while other

types of data (demographic and surveys) will be found posted on the website such as the School

Accountability Report Card (SARC) and in a WASC Self Study.

As required in each student's Master Student Agreement, monthly meetings are scheduled

between the Teacher of Record and Home Study learning families. Student work, progress, and

results of data are reviewed and students and parents are provided with assignments for the next

learning period at these meetings.



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Academy homeroom teachers will meet with parents and students regularly at least once a

quarter to discuss student strengths, needs, progress, and to identify learning goals and other

factors that may impact student learning. Home study parents and teachers will meet at least

twice a month. The School will issue Report Cards and/or Progress reports a minimum of three

times a year. All students will develop a portfolio of information, work samples, evaluations, and

reflections on learning. Beacon Classical Academy will maintain contemporaneous written

records that document pupil attendance and shall make these records available for audit and

inspection.

Additionally, each student will have an in-house green student portfolio in which test data,

learning styles, strengths/weaknesses and where particular issues or limitations or

accommodations are noted. This portfolio is passed on from grade to grade so that no time is lost

in understanding the student's needs as each transition from year to year.

Monitoring and Improving the Educational Program

Data is collected, analyzed, and reported in a timely manner as part of an aligned system of

measurement that supports improvements in student learning. Staff development includes the

developing the expertise to use data to understand student challenges and develop skills needed

to individualize instruction, address student deficiencies, and modify program elements. Data are

also used to monitor student progress and identify students for accelerated learning or those who

need additional support. Monitoring systems examine students as individuals and as groups. The

School Accountability Report Card (SARC) will be disseminated annually and will provide a

report of disaggregated data by subgroups (e.g. ethnicity, gender, English learners,

socioeconomically disadvantaged students, and students with disabilities. Additionally data to

improve the school's education program will include annual staff, student, and parent surveys.

The results of the surveys are reviewed along with information on program effectiveness from

other assessments of effectiveness such as student engagement reports and test results. Feedback

is given to stakeholders to indicate how the survey suggestions were used.

LEA Plan

Beacon's LEA Plan will describe the actions that Beacon will take to ensure that it meets certain

programmatic requirements, including student academic services designed to increase student

achievement and performance, coordination of services, needs assessments, consultations, school

choice, supplemental services, services to homeless students, and others as required. The LEA

Plan will summarize assessment data, school goals and activities and provide a summary of all

existing state and federal programs to establish a focus for raising the academic performance of

all student groups to achieve state academic standards. The plan will describe improvements in

instruction, professional development, and identify prevention programs that will be used as a

means for achieving specific academic and support services goals for all groups of students,

including identified under-performing student groups. The LEA Plan will consist of the

following steps for plan development.







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Step One: Measure the Effectiveness of Current Improvement Strategies Beacon will conduct a comprehensive data analysis of student achievement, including multiple

measures of student performance. Identify all relevant assessments and apply thoughtful analyses

of current educational practices to establish benchmarks aimed at raising academic performance

for all students, especially identified student groups.

Beacon will identify, review, and analyze data and all related information on factors such as

educational practices, parent and community involvement, professional development, support

services, and resources that have an impact on student learning.

The following self-assessments will be used to evaluate these factors and others needed to

support academic student achievement:

The Academic Program Survey (APS) and/or District Assistance Survey (DAS) -survey

of status of implementation of the nine essential program components

Least Restrictive Environment Assessment - to examine educational practices for

students with disabilities

English Learner Subgroup Self Assessment (ELSSA) -to improve outcomes for English

Learners

Step Two Seek Input from Staff, ..t. \.dvisory Committees, and Community Members

All constituencies: site administrators, teachers, parents and community members tL. d school

committees or groups, e.g., school site council; English language advisory council, budget, gifted

and talented education, special education, etc., vvill be consulted in the planning, development,

and revision of the LEA Plan. The combined process will include the requirements of every

program involved.

Step Three: Develop or Revise Performance Goals

Beacon will use the five NCLB performance goals and/or other state developed goals and

indicators to develop local performance targets that are: a) derived from school and student

subgroup performance data and analysis of related, research-based educational practices; b)

attainable in the period specified in this Plan and consistent with statewide targets for all students

and subgroups; c) specific to the participants (i.e., students, teachers, administrators,

paraprofessionals); and d) measurable.

Step Four: Revise Improvement Strategies and Expenditures

Beacon will identify the participants, expected performance gains, and means of evaluating gains

with specific improvements and practical monitoring of their implementation and effectiveness

described.

Beacon will identify all available resources through the Consolidated Application for funding of

district-operated programs (including reservations from Title I for various purposes, Title II,



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Title IV, and Tobacco-Use Prevention) as well as for school-operated programs (including Title

I, Parts A and D, Title III, Title V, School Improvement, and Economic Impact Aid).




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ELEMENT FOUR (D) - GOVERNANCE STRUCTURE

The governance structure of the school, including, but not limited to, the process to be followed

by the school to ensure parent/guardian involvement. - Education Code Section 47605

(b)(5)(D).

Non-Profit Public Benefit Corporation

The Charter ·School will be a directly funded independent charter school and will be operated by

Beacon Classical Academy, Inc., a California non-profit public benefit corporation, pursuant to

California law upon approval of this charter.

The Charter School will operate autonomously from the District, with the exception of the

supervisory oversight as required by statute and other contracted services as negotiated between

the District and the Charter School. Pursuant to Education Code Section 47604(c), the District

shall not be liable for the debts and obligations of the Charter School, operated by a California

non-profit public benefit corporation, or for claims arising from the performance of acts, errors,

or omissions by the Charter School as long as the District has complied with all oversight

responsibilities required by law.

Board of Trustees

The Charter School is governed by the Board of Trustees of Beacon Classical Academy, Inc.,

whose major roles and responsibilities include, but are not limited to: establishing and approving

all major educational and operational policies, approving all major contracts, approving the

school's annual budget, overseeing the school's fiscal affairs, and selecting and evaluating the

school's Executive Director.

The composition of the Board will include members of the community, non-employees of the

school, and a District representative. The Board shall comply with Government Code Section

1090. The Board of Trustees will include a minimum of 5 and a maximum of 7 members.

Qualifications will include that they are upstanding professional, business members and

educators from the community. The National School District shall be entitled to appoint a

representative to serve on the Board of Trustees. All other future board members will be

selected with skills and experience to match their board responsibilities by a majority vote of the

current board. An organizational chart that shows the relationship between the Board,

Authorizer, and school staff is attached in Appendix E.

The Board of Trustees complies with all applicable Federal, State and local laws. The Board is

governed in its operations and its actions by the corporate bylaws, which are consistent with the

terms of this Charter, the Charter Schools Act, and all other applicable laws and delineate

membership, voting rights, term, etc. of the members of the Board. The day-to-day management

of the Charter School is delegated to the Charter School Executive Director or the Executive

Director's designee (Associate School Director).





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The Board of Trustees may initiate and carry on any program, activity, or may otherwise act in

any manner which is not in conflict with, or inconsistent with, or preempted by any law and

which is not in conflict with the purposes for which charter schools are established.

The Board of Trustees may execute any powers delegated by law to it and shall discharge any

duty imposed by law upon it and may delegate to an officer or employee of the Charter School or

a third party any of those duties. The Board of Trustees, however, retains ultimate responsibility

over the performance of those powers or duties so delegated.

The Board shall meet as frequently as necessary but at least once per month, particularly in the

first three years of School operation, but no less than six times a year when operations have

stabilized. The Beacon Classical Academy and its Board will conform to all requirements of

applicable laws pertaining to open meetings; e.g., the Brown Act.

Conflict Of Interest

Beacon Classical Academy shall comply with Government Code Section 1090 et seq. and the

Political Reform Act. The Beacon Classical Academy National City Board of Trustees will adopt

a Conflict of Interest Code necessary to comply with the Political Reform Act and submit it for

approval to the County Board of Supervisors. This Conflict of Interest Code will specify the

Form 700 filing requirements for both board members and designated employees in accordance

with law.

Board members with a conflict of interest shall disclose the conflict of interest to the Board of

Trustees and shall not make, participate in making, or in any way attempt to influence a decision

in which he/she has a financial interest. Further, the Board of Trustees shall determine whether

this conflict prevents even the disinterested directors from approving a contract or transaction

pursuant to the more stringent provisions of Government Code 1090 et seq. In addition to the

requirements above, no employee shall be a member of the Beacon Classical Academy National

City Board of Trustees.

Obligations

Beacon Classical Academy National City realizes that, in accordance with the California

Corporations Code, it has a legal and fiduciary responsibility for the well-being of the school. As

such, the Charter School will provide professional development for initial training, yearly

retreats, and ongoing training to ensure that all Board members have the necessary information

and capacity to be effective. The Charter shall set the terms and working conditions for all

employees, and will do so consistent with State (EERA) and Federal law, and shall be the

employer of all of the Charter School employees for collective bargaining purposes. The Charter

School will provide the sponsoring agency with a copy of its statement of Facts, to be filed with

the Secretary of State, to notify the District of changes in the membership of the governing body

of the corporation. The District shall in no way be held liable for any unpaid debts or obligations

of the charter school. It is understood that the District shall have the right of access to all Charter

School records to carry out their oversight responsibilities, and that the records of the Charter

School are subject to the California Public Records Act.







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School Advisory Committees

Beacon Classical Academy National City will develop a School Site Council. The School Site

Council (SSC) will be a recommendation-making body that represents all stakeholders of the

school community. The school administration, teachers, other school personnel, and parents will

make up this group. Their primary responsibility is to identify common goals and assist the

leadership of the school in establishing a plan to achieve the goals. The administrator(s) and

teachers will contribute background knowledge in instructional and operational practices. Other

personnel at the school, such as counselors, instructional aides, and clerical staff will share

insights on how the school can function to support student learning. Parents will provide

feedback on how effectively the school is working. As a school leadership team the SSC will

help develop, monitor, and revise the Single Plan for Student Achievement (Education Code

64001) and make recommendations to allocate resources to support the plan. The Executive

Director will consider all recommendations and make any final decisions. School Site Council

(SSC), English Learners Advisory Committee (ELAC), and Budget Committee meetings will all

be open to the public; minutes will be recorded according to the Brown Act.

Beacon Classical Academy National City will develop an English Learners Advisory Committee

(ELAC) to provide information and receive input regarding the EL program and the progress of

the EL population. This Committee will work specifically to monitor English language progress

toward proficiency and to develop an understanding between cultures on campus. The

committee shall assist the school in everything related to the following items, according

to the Master Plan for ELs and Education Code 62002.5.

Along with the SSC and ELAC, Beacon Classical Academy will also develop a Parent Teacher

Organization (PTO) to sponsor school and classroom special activities. The purpose of this

organization is to encourage parents to assist with various school activities/functions/services,

provide financial assistance through grants, donations, and fundraising where needs are

identified, foster a community climate, and support the mission of the school.

Beacon Classical Academy National City will develop a Budget Committee. Members of the

Budget Committee will be trained in the financial planning, reporting and accountability

necessary for charter school management.

Community Involvement

Beacon Classical Academy will engage parents, teachers, and community leaders, meeting on a

periodic basis, to advise Beacon Classical Academy on the operations of the School program,

staff, teachers, students and fundraising, all with the purpose of increasing student achievement.

The School will hold about four Parent Nights annually, in addition to about three annual Parent

Workshops.





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ELEMENT FIVE (E)- EMPLOYEE QUALIFICATIONS

The qualifications to be met by individuals to be employed by the school. - Education Code

Section 47605(b)(5)(E).

Beacon Classical Academy National City will recruit professional, effective, and qualified

personnel for all administrative, instructional, instructional· and non-instructional support

capacities concurring with the philosophy outlined in its vision statement. In accordance with

Education Code 47605(d)(l), Beacon Classical Academy National City will not discriminate

against any applicant or employee on the basis of race, creed, color, national origin, age, gender,

gender identity, gender expression, gender orientation, disability, or other bases prohibited by

law.

The Beacon Classical Academy Executive Director will determine staffing needs and be

responsible for creating a list of qualifications and specifications to be included in the posting

for the position through the Education Job Opportunity Network (EdJoin.org), the California

Charter Schools Association (CCSA), the Charter School Development Center, and/or other

local vehicles. An Interview Committee will be formed by the Executive Director to manage

interview and screening procedures. This committee may determine additional processes to

evaluate prospective employees, to include, but not be limited to: a review of a candidate's

portfolio, video-taped demonstrations of performance, and/or other evidence of good teaching

practices as defined in Beacon Classical Academy National City teacher screening process. In

the event that the Interview Committee selects no qualified candidate, the position will be

reposted and a more extensive search for qualified candidates will be conducted. The Interview

Committee will make a recommendation to the Executive Director for the final ·approval to

hire the candidate. The Executive Director will have the authority to hire, assign, evaluate,

discipline, and with Board consent, dismiss personnel.

All Beacon Classical Academy National City employees will comply with all applicable State

and Federal laws regarding background checks and clearance of all personnel and with all

State and Federal mandates and legal guidelines relative to NCLB. The Charter will comply

with all State and Federal laws concerning the maintenance and disclosure of employee

records. All personnel will be fingerprinted and shall successfully pass all required

Department of Justice/Federal Bureau of Investigation and Live Scan safeguards, and submit

tuberculosis (TB) test results to provide for the health and safety of Beacon Classical

Academy's administrators, teachers, staff, and students. Beacon Classical Academy National

City will maintain a current copy of the teacher's certificates on file, available for audit, along

with a record of their fingerprinting and background screening, and a current tuberculosis

(TB) test. Employees of Beacon Classical Academy National City will also be CPR/first aid

trained. The Charter is a school of choice and no employee will be forced to work there.

The School will seek particularly well-qualified teachers that also demonstrate high interest in

Classical Education, literacy, math, science, the visual and performing arts, physical education,

as well as facility with Latin, Greek, Spanish, and French. The School will avail itself of any and

all credentialing methods approved by the State of California, as needed. This includes the

development of or participation in a charter intern program consistent with standards established

by the California Commission on Teacher Credentialing.





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All Beacon Classical Academy National City employees will be held accountable to the

provisions of the Charter and the identified program outcomes. The Charter will evaluate

teachers based on Attitude, Attendance, Character, Competence, Dedication, and Teaching

Excellence. The Executive Director by means of objective measures and instruments will

complete annual evaluations before March 15th. At that time teachers will be informed of their

contract renewal to work at the School for the next year. Employees shall be subject to discipline

and dismissal in conjunction with Board policies.

All employees of Beacon Classical Academy National City will demonstrate an on-going and

consistent:

Commitment to the goals of Beacon Classical Academy Elementary.

Sensitivity to and understanding of working in a diverse, multicultural, and multiethnic

student and community environment.

Acceptance of a climate of change, innovation, and accountability to promote student

achievement.

Dedication to a program of continuous personal and professional growth.

Promotion to the success of all employees in achieving personal and organizational goals.

Commitment to developing personal technology skills/goals and the integration of

technology into the curriculum.

Teachers will receive a stipend for all training days that extend beyond their normal contracted

year as allowable per State funding. In addition, staff may be compensated while assigned in

accordance with compensation principles that may include performance-based incentives

and/or extra pay for extra duty.

Qualifications for Teachers

Beacon Classical Academy National City shall comply with Education Code Section 47605(1),

which states in pertinent part: Teachers in charter schools shall be required to hold a

Commission on Teacher Credentialing certificate, permit or other document equivalent to that

which a teacher in other public schools would be required to hold. These documents shall be

maintained on file at Beacon Classical Academy National City and shall be subject to periodic

inspection by chartering authority. It is the intent of the Legislature that charter schools be given

flexibility with regard to non-core, non-college preparatory courses.

Teachers must meet all California credentialing requirements as they apply to charter schools in

all academic subjects. All teachers who provide instruction to English Language Learner (ELL)

students must hold a CLAD/LDS or BCLAD certificate and permits as may be required under

the charter law and mandates of No Child Left Behind (NCLB). Additionally, core teachers, as

defined by the No Child Left Behind Act (NCLB), shall meet the applicable requirements of a

highly qualified teacher.

Beacon Classical Academy National City core subject educators are required to hold a current

California teaching credential and must have subject matter expertise, professional experience,



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and the demonstrated ability to engage learner's participation in the educational process as

determined by Beacon Classical Academy National City and meet any applicable requirements

of the No Child Left Behind (NCLB). Bilingual (English/Spanish) candidates are preferred and

native-like language fluency is required for teachers instructing in foreign language immersion

classes.

Beacon Classical Academy National City may hire temporary, auxiliary, short-term employees.

The Beacon Classical Academy Executive Director will determine the necessary qualifications

and conditions for these persons. Teaching credentials may not be required if a candidate is not

the teacher of record, core subject instructor, and can demonstrate and document possession of

an exceptional skill from which the learning community will benefit. Beacon Classical

Academy National City staff agrees that personnel whose contracts have beginning and ending

dates for a particular school year are considered temporary, auxiliary, or short term at-will

employees. Credentialed and classified contracts may be issued for all or part of a school year.

Core teaching faculty, as providers of day-to-day teaching and guidance to the students, are the

primary resources of Beacon Classical Academy Elementary. In a school culture that prepares

students to think independently, critically, and creatively, grade level core teachers are

responsible for, but not limited to:

Teaching mastery of learning skills central to educational success.

Curriculum planning proved by research.

Collaboration with colleagues and administrators.

Monitoring and documenting student progress to ensure student success.

Promoting a partnership between home, school, and community.

Recognizing that the arts are supportive of the whole child and learning in all curricular

areas.

Implementing a rigorous curriculum that moves students toward higher levels of

thinking.

Candidates for core teaching positions at Beacon Classical Academy National City must

possess the personal characteristics, knowledge base, and successful experiences in the

responsibilities and qualifications in the posted job description - and will promote the success

of all students by:

Demonstrating a commitment to students and learning.

Remaining reflective, inquisitive, focused on improving their craft, and action-oriented.

Encouraging the use of technology as a tool to enhance teaching and student learning.

Demonstrating a commitment to upholding the interests and goals of Beacon Classical

Academy Elementary.

Beacon Classical Academy National City will hire highly qualified instructors. As need arises

and as budget allows, full time/part time instructional staff with specific skills and talents to

enrich the educational experience of Beacon Classical Academy National City learning

community may be hired. Such positions include, but are not limited to the following:







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• In-house Resource Specialist.

• Reading/English Language Learner (ELL) and Assessment Specialist.

• Math Specialist.

• Science Specialist.

• Music, Art, Language, Physical Education Instructors, as needed.

• Technology/Curriculum Development Specialist.

Beacon Classical Academy National City reserves the right to hire part time staff, temporary

consultants, auxiliary personnel, and short-term employees.

Qualifications for Foreign Language Program Teachers

To promote oral language fluency in a foreign for students, Beacon Classical Academy

National City will hire foreign language program teachers. Qualifications will include, but are

not limited to the following: candidates must demonstrate excellent language skills, be well

informed about current teaching strategies, and dedicated to working collaboratively to provide

a carefully developed, articulated program.

Qualifications for Reading/English Language Learner (ELL) and Assessment Specialist

As the budget allows, Beacon Classical Academy National City may hire a Reading/English

Language Learner (ELL) and Assessment Specialist. This teacher must meet all California

credentialing requirements as they apply to charter schools in all academic subjects and hold a

CLAD/LDS or BCLAD certificate and permits as may be required under the charter law and

mandates of No Child Left Behind (NCLB). Candidates must demonstrate successful experience

in working with students at differing age levels, possess strong classroom management and

organizational skills, experience and knowledge in teaching a variety of lessons to increase

English proficiency (e.g. phonics, word work, vocabulary, and written conventions) and applying

English Language Development (ELD) strategies. Additionally, candidates must have

experience in teaching diverse populations of students at varying levels of English proficiency,

possess the ability and proven experience in using assessment and data to monitor and plan for

instruction, demonstrate a proven ability in working positively and collaboratively with students,

teachers, staff, and community.

Technology/Curriculum Development Specialist

As the budget allows, Beacon Classical Academy National City may hire a

Technology/Curriculum Development Specialist. This teacher must meet all California

credentialing requirements as they apply to charter schools in all academic subjects and hold a


mandates of No Child Left Behind (NCLB). The Technology/Curriculum Development

Specialist plans, coordinates, organizes, and directs technology for the Charter School.

Candidates must demonstrate a willingness and ability to develop and adapt a comprehensive

curriculum for computer use, be skilled in teaching staff and students to use technology as a tool

to support learning, demonstrate a proven ability to differentiate instruction to meet diverse

learning needs, and communicate success in establishing positive rapport with students,



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teachers, staff, and the community. Furthermore, candidates must possess the ability to

investigate and determine the role of new technologies, and identify, apply for, and implement

grants and other external funding opportunities to promote academic achievement at Beacon

Classical Academy Elementary.

Qualifications for Music, Art, Drama, and/or Physical Education Instructors

As the budget allows, Beacon Classical Academy National City may hire a Music, Art, Drama,

and/or Physical Education Instructor. This teacher must meet all California credentialing

requirements as they apply to charter schools in all academic subjects and hold a CLAD/LDS or

BCLAD certificate and permits as may be required under the charter law and mandates of No

Child Left Behind (NCLB). Instructor(s) shall perform duties assisting in the implementation of

creative arts goals, providing student activities in the creative arts, including dance, drama,

music, visual arts, mime, and/or literature. Bilingual (English/Spanish) candidates preferred.

Qualifications for Counselor

As the budget allows, Beacon Classical Academy National City may hire a counselor. The

counselor must meet all California credentialing requirements as they apply to charter schools

and hold certificate and permits as may be required under the charter law and mandates of No

Child Left Behind (NCLB). Counselor shall perform duties assisting in the implementation of

character education to promote moral virtue, individual and group counseling, student discipline

and behavioral intervention support for teachers, and other duties as assigned. Bilingual

(English/Spanish) candidate preferred.

Qualifications for Special Education Services (Resource Specialist, Language, Speech, and

Hearing Specialist, Psychologist)

Beacon Classical Academy National City shall be deemed to be a public school of the National

School District for purposes of special education pursuant to Education Code Section

47641(b). A child with disabilities attending Beacon Classical Academy National City shall

receive special education instruction and designated instruction and services provided either

in-house or by contract with a qualified third-party in accordance with the Individualized

Educational Program (IEP) in the same manner as a child with disabilities who attends

National School District.

Qualifications for Associate Director(s)

As the budget allows, Beacon Classical Academy National City may hire Associate Director(s).

The Associate Director(s) shall hold a California Administrative Services and Teaching

Credential and Master's Degree and must meet all California credentialing requirements, hold a


mandates of No Child Left Behind (NCLB). Previous experience as a School Administrator or

Associate Director preferred, but not required. The Associate Director(s) shall assist the

Executive Director in instructional leadership, administrative compliance reports, instructional

data analysis, and safe learning environment responsibilities. This individual(s) should be an





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exemplary communicator(s) both in person and in written communications and possess the

organizational and interpersonal skills necessary to run a school in the absence of the Executive

Director. Bilingual (English/Spanish) candidate preferred.

Qualifications for Executive Director

The Executive Director serves as the chief administrative official, providing organizational and

instructional leadership and development. The Executive Director fosters connections between

the school and the community, oversees regulatory compliance of the school, manages day-to

day operations, and the academic operations of the school. The Executive Director is accountable

to the Board of Trustees and is responsible for upholding the school's mission and executing the

schoors Strategic Plan. The Executive Director will have extensive background in

organizational development; possess experience as a charter school educator and administrator,

and hold a California Teaching and Administrative Services Credential, a Master's Degree and/or

Doctorate Degree. Bilingual (English/Spanish) candidate preferred.

Qualifications for School Business Manager

The School Business Manager shall hold a B.A. Degree and/or Master's in finance and have a

minimum of five years as a school charter school business manager. Under the general

supervision of the Executive Director, the School Business Manager is responsible for all fiscal

and operational aspects of the charter. The School Business Manager is responsible for:

accounting, budget development, purchasing, and food services. The School Business Manager

implements sound fiscal procedures and meets compliance of all applications for State and the

funding. The School Business Manager researches grants and solicits financial strategies to

maximize new income. The School Business Manager conducts new employee process1ng,

administers the Risk Management Program, and supervises building maintenance.

Qualifications for Office Manager

Under general supervision of the Executive Director, the office manager will be able to

perform a variety of complex computer and clerical office duties requiring specialized

knowledge of attendance accounting as well as the ability to implement health office

procedures. Essential job duties will include, but are not limited to: registering students,

volunteers, visitors, and substitute employees; maintaining emergency cards and cumulative

records; typing and translating communication letters, email, forms, memos, newsletters, and

calendars; recording and monitoring daily student attendance, Independent Study contracts,

medication administration, and health office visits. Bilingual (English/Spanish) candidate

preferred.

Qualifications for Instructional Assistants

As its budget allows, Beacon Classical Academy National City may hire instructional

assistants. Instructional assistants, as defined by the No Child Left Behind Act (NCLB), shall

meet the applicable requirements of a highly qualified paraprofessional, which includes 12

units of child development or 6 units of child development while concurrently enrolled in





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classes towards fulfilling the required 12 units. As with all of Beacon Classical Academy

National City employees, instructional assistants will be required to submit a current

tuberculosis (TB) test and have a verified background check before they can begin employment

at Beacon Classical Academy Elementary. Candidates must demonstrate evidence of strong

communication skills. Candidates must have the ability to establish and maintain effective

working relationships with students and adults, perform a variety of complex tasks, understand

and carry out English oral and written instructions, prepare reports as required, possess a

knowledge of correct language usage, spelling, grammar, and punctuation. California State Law

requires that all personnel working in an instructional setting must demonstrate high school

proficiency in the areas of reading, writing, and mathematics. Education requirement includes

graduation from high school or equivalent, preferably supplemented by two years college

course work in childcare specialization or equivalent. Bilingual (English/Spanish) candidates

preferred.

Qualifications for Custodian

Beacon Classical Academy National City may employ a custodian who, under general

supervision of the Director, keeps Beacon Classical Academy National City facility complex

clean, sanitary, safe, secure, and orderly; maintains areas and grounds outside of the school; and

performs other duties as assigned. As with all charter school employees, custodians are required

to submit a current tuberculosis (TB) test and have a verified background check before they can

begin employment at Beacon Classical Academy Elementary. Essential job qualifications

include, but are not limited to, some recent experience in janitorial and security work preferred,

ability to understand and carry out oral and written directions, maintain a schedule for periodic

cleaning of assigned facilities, observe and report needs for maintenance, perform duties without

immediate supervision, thorough knowledge of methods, materials, safety practices, and

equipment used in janitorial work, and works well with others. Applicants must have graduated

from high school or equivalent. Bilingual (English/Spanish) candidate preferred.





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ELEMENT SIX (F) -HEALTH AND SAFETY

The procedures that the school will follow to ensure the health and safety of students and staff

These procedures shall include the requirement that each school employee furnish the school

with a criminal record summary as described in Education Code Section 4423 7. - Education

Code Section 47605(b)(5)(F).

In order to provide safety for all students and staff, the Charter School will adopt and implement

full health and safety policies and procedures and risk management policies at its school site in

consultation with its insurance carriers and risk management experts. These policies will be

incorporated into the Charter School's student and staff handbooks and will be reviewed on an

ongoing basis by the School Executive Director and Board of Trustees. The Charter School shall

ensure that staff arc trained annually on the health and safety policies. A full draft will be

provided to the District for review.

The following is a summary of the health and safety policies of the Charter School:

Procedures for Background Checks

Employees and contractors of the Charter School will be required to submit to a criminal

background check and to furnish a criminal record summary as required by Education Code

Sections 44237 and 45125.1. Applicants for employment must submit two sets of fingerprints to

the California Department of Justice for the purpose of obtaining a criminal record summary.

The Executive Director of the Charter School shall monitor compliance with this policy.

Volunteers who will volunteer outside of the direct supervision of a credentialed employee shall

be fingerprinted and receive background clearance prior to volunteering without the direct

supervision of a credentialed employee.

Role of Staff as Mandated Child Abuse Reporters

All non-certificated and certificated staff will be mandated child abuse reporters and will follow

all applicable reporting laws, the same policies and procedures used by the District.

Tuberculosis Testing

Faculty and staff will be tested for tuberculosis prior to commencing employment and working

with students as required by Education Code Section 49406.

Immunizations

All enrolled students and staff will be required to provide records documenting immunizations as

is required at public schools pursuant to Health and Safety Code Sections 120325-120375, and

Title 17, California Code of Regulations Sections 6000-6075. All rising ih grade students must

be immunized with a pertussis (whooping cough) vaccine booster.





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Medication in School

The Charter School will adhere to Education Code Section 49423 regarding administration of medication in school.

Vision, Hearing, and Scoliosis

Students will be screened for vision, hearing and scoliosis. The Charter School will adhere to

Education Code Section 49450, et seq., as applicable to the grade levels served by the Charter

School.

Diabetes

The Charter School will provide an information sheet regarding type 2 diabetes to the parent or guardian of incoming 7 t h grade students, pursuant to Education Code Section 49452.7. The information sheet shall include, but shall not be limited to, all of the following:

1. A description of type 2 diabetes.

2. A description of the risk factors and warning signs associated with type 2 diabetes.

3. A recommendation that students displaying or possibly suffering from risk factors or

warning signs associated with type 2 diabetes should be screened for type 2 diabetes.

4. A description of treatments and prevention of methods of type 2 diabetes.

5. A description of the different types of diabetes screening tests available.

Emergency Preparedness

The Charter School shall adhere to an Emergency Preparedness Handbook drafted specifically to

the needs of the school site in conjunction with law enforcement and the Fire Marshall. This

handbook shall include, but not be limited to the following responses: fire, flood, earthquake,

terrorist threats, and hostage situations. If assuming a facility that was previously used as a

school site, any existing emergency preparedness plan for the school site shall be used as a

starting basis for updating the handbook for the Charter School.

Blood borne Pathogens

The Charter School shall meet state and federal standards for dealing with blood borne pathogens

and other potentially infectious materials in the work place. The Board shall establish a written infectious control plan designed to protect employees and students from possible infection due to

contact with blood borne viruses, including human immunodeficiency virus ("HIV") and hepatitis B virus ("HBV").




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Whenever exposed to blood or other bodily fluids through injury or accident, staff and students

shall follow the latest medical protocol for disinfecting procedures.

Drug-, Alcohol-, and Smoke-Free Environment

The Charter School shall function as a drug-, alcohol-, and smoke-free environment.

Facility Safety

The Charter School shall comply with Education Code Section 47610 by utilizing facilities that

are either compliant with the Field Act or facilities that are compliant with the California

Building Standards Code. The Charter School agrees to test sprinkler systems, fire

extinguishers, and fire alarms annually at its facilities to ensure that they are maintained in an

operable condition at all times. The Charter School shall conduct fire drills as required under

Education Code Section 32001 and in conjunction with the District (if at District facilities).

Comprehensive Discrimination and Harassment Policies and Procedures

The Charter School is committed to providing a school that is free from discrimination and

sexual harassment, as well as any harassment based upon such factors as race, religion, creed,

color, gender, gender identity, gender expression, national origin, ancestry, age, medical

condition, marital status, sexual orientation, or disability. The Charter School shall develop a

comprehensive policy to prevent and immediately remediate any concerns about discrimination

or harassment at the Charter School (including employee to employee, employee to student, and

student to employee misconduct). Misconduct of this nature is very serious and will be addressed

in accordance with the Charter School's discrimination and harassment policies.





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ELEMENT SEVEN (G)- RACIAL AND ETHNIC BALANCE

The means by which the school will achieve a racial and ethnic balance among its pupils that is

reflective of the general population residing within the territorial jurisdiction of the school

district to which the charter petition is submitted. - Education Code Section 47605(b)(5)(G).

The School will, at a minimum, do the following as it strives to achieve a racial and ethnic

balance of students that reflects the general population of the entire school District:

Expend at least 20 hours of staff time annually in community and regional outreach

efforts, including presence at public meetings, to recruit applicants of diverse backgrounds.

Announce the School's interest in seeking applications in publications for such purposes.

Expend at least $500 annually on print and electronic media, flyers and direct mail to

recruit applicants of diverse backgrounds.

Prior to its first year of operation, Beacon Classical Academy will expend considerably more

time recruiting than specified above to fill its initial applicant pool.

The School will establish an open enrollment period of at least 30 consecutive days each year

within the months of January through June. Notice of the open enrollment period, the admissions

process, and the place of any lottery will be included in public literature. This includes the

appropriate recruitment materials, advertisements, and forums mentioned above.

The School will maintain auditable records of the above activities and expenditures. The School

will also maintain an accurate accounting of the ethnic and racial balance of students enrolled in

the School. Recruitment materials will include the following information about admission

requirements.







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ELEMENT EIGHT (H)- ADMISSION REQUIREMENTS

Admission requirements, if applicable.- Education Code Section 47605(b)(5)(H).

Beacon Classical Academy National City assures that it will not charge tuition, nor discriminate

against any student based upon the characteristics listed in Section 220 (actual or perceived

disability, gender, gender expression, gender identity, nationality, race or ethnicity, religion,

sexual orientation, or any other characteristics that are contained in the definition of hate crimes

as set forth in Section 422.55 of the Penal Code or association with an individual who has any of

the aforementioned characteristics). The Charter will adhere to all State and Federal laws

regarding the minimum age of students. Admission eligibility will not be determined by the

place of residence of a pupil, except as otherwise required by law. The Charter assures that there

will be an open enrollment period with no specific requirements for admission (e.g., minimum

grade point average, test scores discipline records, etc.) as outlined in Education Code

47605(d)(2)(A) and will enroll all students who wish to attend to the extent that space will allow.

Beacon Classical Academy National City seeks a diverse student body that reflects the racial,

ethnic, and economic diversity of the general population residing within the District. Beacon

Classical Academy National City will be nonsectarian in its programs, admission policies,

employment practices, and all other operations.

Should Beacon Classical Academy National City receive a number of applications from potential

students exceeding the number of spaces available within the school, the school will conduct a

random public lottery complying with all State laws using the following rules and procedures,

which will be communicated to all interested parties at least 30 days prior to holding the lottery.

Applications for the following school year will be accepted at the beginning of January.

The lottery will take place on the Beacon Classical Academy campus in a room large enough to

allow all interested parties to observe the drawing, or at another public venue near the school

large enough to accommodate all interested parties. The lottery will take place on a weekday

evening or other time when most interested parties who wish to attend may do so. All interested

parties will know, prior to the holding of the lottery, how many openings are available in the

school and in the different grades served by the school.

Prior to filing an application, the prospective student with a parent/guardian is encouraged to

attend an orientation and furthermore, both students and parents must sign an agreement stating

that, if drawn, they are choosing to come to the school of their own free will. Preferences will be

extended to potential students in the following order:

Children of the Charter School employees;

Children and/or grandchildren of Founding Members of the Charter School (no more than

10% of the student body):

o Founders are defined to be the group of people responsible for drafting of

documents and for efforts, which resulted in the petition being approved and

opening the school;

Siblings of students who have their names drawn during the lottery shall receive a

guarantee of admission unless the sibling is to enroll in a grade that has all of its spaces

already filled in the drawing, in which case the sibling would be put on the waiting list



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for admission to that grade ahead of all others on the waiting list for that grade; Residents of the District; All other students.

The lottery shall draw names from pools of ballots differentiated by grade level. Beginning with

the lowest grade, the ballots shall be drawn by a representative of the outside agency or

organization confirming the results of the lottery. The drawing shall continue until all names for

that grade level are drawn. Those individuals whose names are drawn after all spaces have been

filled will be placed on the waiting list in the order drawn, except if the preferences described

above require otherwise. Potential students on the waiting list shall provide contact information

to be used in the event space becomes available. Families promoted off of the waiting list shall

be informed in writing and shall have seven (7) days from the date of postage to respond. In

addition, the Charter School shall attempt on at least two separate occasions to contact the

parents/ guardians of promoted students by telephone. Those families not responding within the

7-day period will forfeit their right to enroll their student in the school for that school year.

The application process for the Beacon Classical Academy National City is comprised of the

following:

Completion of Student Enrollment Form Proof of Immunization Home Language Survey Completion of Emergency Medical Information Form Parent and student signatures on the Home and School Compact

Beacon Classical Academy will endeavor to accommodate all students who apply for admission.

For applicants to qualify for admission:

The student and a parent or guardian must together attend one complete Beacon Classical

Academy orientation session. These sessions will be held at convenient times. They will

detail what the School expects of the student and his or her family as well as what the

student and family should expect of the School.

A parent or guardian must complete and return a simple, non-discriminatory application

by a published deadline ending the open enrollment period.

The student and a parent or guardian must sign a statement that they are familiar with and

agree to abide by all policies and procedures set forth in the School's student handbook.

A student seeking admission to any grade within Beacon Classical Academy must be

successfully promoted from their prior grade.

All qualified applicants from the open enrollment period become members of the School's

applicant pool. Grade levels K-2nd grade shall be filled in priority order, then grades 3 through 8.

At such point that filling a priority would exceed the capacity of the grade, then a lottery shall be

held for all and only qualified applicants within that priority. Applicants will be admitted in the

order their names are drawn from a lottery hat. After capacity has been reached for that grade,

names shall be placed on a waiting list, again in the order they are drawn from the hat. Sibling

applicants shall be drawn individually and then given the same placement on the waiting list in





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their respective grades as the best one drawn . between them. Should a grade level lottery pool

consist of less than 40% of one gender or the other, that pool shall be split into two pools, one for

each gender and a name shall be taken from each gender hat in repeating cycles, starting with the

underrepresented gender hat.

An adult citizen of good standing, not otherwise employed by the School, will testify in writing,

under penalty of perjury, that he or she personally witnessed each lottery pursuant to the above,

and that each was random, public, and conducted as advertised.

Students not admitted because of space limitations will be placed on a wait list. The wait list

shall begin at the end of the enrollment period when the classroom spaces become full. If more

students enrolled that space could accommodate, student names will be placed in a lottery. Once

spots are' full, the order of students on the waiting list will also by lottery. As space becomes

available during a school year, the School will mail a letter to the applicant with the highest rank

on the applicable waiting list, return receipt required. The letter will give the applicant five full

business days from receipt of the letter to notify the School Director or clerk, verbally or in

writing, of the applicant's intentions. The School will also attempt at least twice to contact by

phone those applicants with phones. In the absence of an affirmative or timely response, the

School will eliminate the applicant from the pool and proceed to the next eligible applicant. All

waiting lists extinguish annually at the end of the School's formal academic year, or as otherwise

determined by the Beacon Classical Academy Board of Trustees.

The School will maintain records of the above activities.

Students once are admitted will participate in an academic assessment to inform the development

of the Student Master Agreement and to determine appropriate academic placement.





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ELEMENT NINE (I) -PROTOCOL FOR FINANCIAL AUDITS

The manner in which an annual, independent financial audit shall be conducted, which shall

employ generally accepted accounting principles, and the manner in which audit exceptions and

deficiencies shall be resolved to the satisfaction of the chartering authority. - Education Code

Section 47605(b)(5)(1).

An annual independent financial audit of the books and records of the Charter School will be

conducted as required by Education Code Sections 47605(b)(5)(I) and 47605(m). The books and

records of the Charter School will be kept in accordance with generally accepted accounting

principles, and as required by applicable law, the audit will employ generally accepted

accounting procedures. The audit shall be conducted in accordance with applicable provisions

within the California Code of Regulations governing audits of charter schools as published in the

State Controller's K-12 Audit Guide.

The Charter School will select an independent auditor through a request for proposal format. · The auditor will have, at a minimum, a CPA and educational institution audit experience and will be approved by the State Controller on its published list as an educational audit provider. To the extent required under applicable federal law, the audit scope will be expanded to include items and processes specified in applicable Office of Management and Budget Circulars.

The annual audit will be completed and forwarded to the District, the County Superintendent of

Schools, the State Controller, and to the CDE by the 15th of December of each year. The

Executive Director, along with the audit committee, if any, will review any audit exceptions or

deficiencies and report to the Charter School Board of Trustees with recommendations on how to

resolve them. The Board will submit a report to the District describing how the exceptions and

deficiencies have been or will be resolved to the satisfaction of the District along with an

anticipated timeline for the same. Audit appeals or requests for summary review shall be

submitted to the Education Audit Appeals Panel ("EAAP") in accordance with applicable law.

The independent financial audit of the Charter School is a public record to be provided to the

public upon request.





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ELEMENT TEN (J) - STUDENT SUSPENSION AND EXPULSION

The procedures by which pupils can be suspended or expelled. - Education Code Section

47605(b)(5)(J).

This Pupil Suspension and Expulsion Policy has been established in order to promote learning

and protect the safety and well-being of all students at the Charter School. In creating this policy,

the Charter School has reviewed Education Code Section 48900 et seq. which describes the

noncharter schools' list of offenses and procedures to establish its list of offenses and procedures

for suspensions and expulsions. The language that follows closely mirrors the language of

Education Code Section 48900 et seq. The Charter School is committed to annual review of

policies and procedures surrounding suspensions and expulsions and, as necessary, modification

of the lists of offenses for which students are subject to suspension or expulsion.

When the Policy is violated, it may be necessary to suspend or expel a student from regular

classroom instruction. This policy shall serve as the Charter School's policy and procedures for

student suspension and expulsion and it may be amended from time to time without the need to

amend the charter so long as the amendments comport with legal requirements. Charter School

staff shall enforce disciplinary rules and procedures fairly and consistently among all students.

This Policy and its Procedures will be printed and distributed as part of the Student Handbook

and will clearly describe discipline expectations. Corporal punishment shall not be used as a

disciplinary measure against any student. Corporal punishment includes the willful infliction of

or willfully causing the infliction of physical pain on a student. For purposes of the Policy,

corporal punishment does not include an employee's use of force that is reasonable and

necessary to protect the employee, students, staff or other persons or to prevent damage to school

property.

The Charter School administration shall ensure that students and their parents/ guardians are

notified in writing upon enrollment of all discipline policies and procedures. The notice shall

state that this Policy and Procedures are available on request at the Executive Director's office.

Suspended or expelled students shall be excluded from all school and school-related activities

unless otherwise agreed during the period of suspension or expulsion.

A student identified as an individual with disabilities or for whom the Charter School has a basis

of knowledge of a suspected disability pursuant to the Individuals with Disabilities Education

Improvement Act of 2004 ("IDEIA") or who is qualified for services under Section 504 of the

Rehabilitation Act of 1973 ("Section 504") is subject to the same grounds for suspension and

expulsion and is accorded the same due process procedures applicable to general education

students except when federal and state law mandates additional or different procedures. The

Charter School will follow all applicable federal and state laws including but not limited to the

California Education Code, when imposing any form of discipline on a student identified as an

individual with disabilities or for whom the Charter School has a basis of knowledge of a

suspected disability or who is otherwise qualified for such services or protections in according

due process to such students.







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Grounds for Suspension and Expulsion of Students

A student may be suspended or expelled for prohibited misconduct if the act is related to school

activity or school attendance occurring at any time including but not limited to: a) while on

school grounds; b) while going to or coming from school; c) during the lunch period, whether on

or off the school campus; d) during, going to, or coming from a school-sponsored activity.

Enumerated Offenses

1. Discretionary Suspension Offenses. Students may be suspended for any of the following

acts when it is determined the pupil:

a) Caused, attempted to cause, or threatened to cause physical injury to another

person.

b) Willfully used force or violence upon the person of another, except self-defense.

c) Unlawfully possessed, used, sold or otherwise furnished, or was under the

influence of any controlled substance, as defined in Health and Safety Code

11053-11058, alcoholic beverage, or intoxicant of any kind.

d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as

defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or

intoxicant of any kind, and then sold, delivered or otherwise furnished to any

person another liquid substance or material and represented same as controlled

substance, alcoholic beverage or intoxicant.

e) Committed or attempted to commit robbery or extortion.

f) Caused or attempted to cause damage to school property or private property.

g) Stole or attempted to steal school property or private property.

h) Possessed or used tobacco or products containing tobacco or nicotine products,

including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes,

smokeless tobacco, snuff, chew packets and betel. This section does not prohibit

the use of his or her own prescription products by a pupil.

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 Health and Safety Code Section 11014.5.

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

supervisors, teachers, administrators, other school officials, or other school

personnel engaged in the performance of their duties.



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(1) Except as provided in Education Code Section 48910, a pupil enrolled in

kindergarten or any of grades 1 to 3, inclusive, shall not be suspended for any

of the acts enumerated in this subdivision.

1) Knowingly received stolen school property or private property.

m) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially

similar 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 Penal Code

Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as

defined in Penal Code Section 243.4.

o) Harassed, threatened, or intimidated a student who is a complaining witness or

witness in a school disciplinary proceeding for the purpose of preventing that

student from being a witness and/or retaliating against that student for being a

witness.

p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription

drug Soma.

q) Engaged in, or attempted to engage in hazing. For the purposes of this

subdivision, "hazing" means a method of initiation or preinitiation into a pupil

organization or body, whether or not the organization or body is officially

recognized by an educational institution, which is likely to cause serious bodily

injury or personal degradation or disgrace resulting in physical or mental harm to

a former, current, or prospective pupil. For purposes of this section, "hazing"

does not include athletic events or school-sanctioned events.

r) Made terroristic threats against school officials and/or school property. For

purposes of this section, "terroristic threat" shall include any statement, whether

written or oral, by a person who willfully threatens to commit a crime which will

result in death, great bodily injury to another person, or property damage in

excess of one thousand dollars ($1,000), with the specific intent that the statement

is to be taken as a threat, even if there is no intent of actually 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 property, or the personal property of the person threatened or his or her

immediate family.





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s) Committed sexual harassment, as defined in Education Code Section 212.5. For

the purposes of this section, the conduct described in Section 212.5 must be

considered by a reasonable person of the same gender as the victim to be

sufficiently severe or pervasive to have a negative impact upon the individual's

academic performance or to create an intimidating, hostile, or offensive

educational environment. This section shall apply to pupils in any of grades 4 to

12, inclusive.

t) Caused, attempted to cause, threatened to cause or participated in an act of hate

violence, as defined in subdivision (e) of Section 233 of the Education

Code. This section shall apply to pupils in any of grades 4 to 12, inclusive.

u) Intentionally harassed, threatened or intimidated a student or group of students to

the extent of having the actual and reasonably expected effect of materially

disrupting class work, creating substantial disorder and invading student rights by

creating an intimidating or hostile educational environment. This section shall

apply to pupils in any of grades 4 to 12, inclusive.

v) Engaged in an act of bullying, including, but not limited to, bullying committed

by means of an electronic act.

1) "Bullying" means any severe or pervasive physical or verbal act or conduct,

including communications made in writing or by means of an electronic act,

and including one or more acts committed by a student or group of students

which would be deemed hate violence or harassment, threats, or intimidation,

which are directed toward one or more students that has or can be reasonably

predicted to have the effect of one or more of the following:

1. Placing a reasonable student (defined as a student, including, but is

not limited to, a student with exceptional needs, who exercises

average care, skill, and judgment in conduct for a person of his or

her age, or for a person of his or her age with exceptional needs) or

students in fear of harm to that student's or those students' person

or property.

11. Causing a reasonable student to experience a substantially

detrimental effect on his or her physical or mental health.

111. Causing a reasonable student to experience substantial interference

with his or her academic performance.

IV. Causing a reasonable student to experience substantial interference

with his or her ability to participate in or benefit from the services,

activities, or privileges provided by the Charter School.

2) "Electronic Act" means the creation and transmission originated on or off the

schoolsite, by means of an electronic device, including, but not limited to, a

telephone, wireless telephone, or other wireless communication device,





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computer, or pager, of a communication, including, but not limited to, any of

the following:

i. A message, text, sound, or image.

ii. A post on a social network Internet Web site including, but not limited to:

a. Posting to or creating a bum page. A "bum page" means an Internet Web site created for the purpose of having one or more of the effects as listed in subparagraph (1) above.

b. Creating a credible impersonation of another actual pupil

for the purpose of having one or more of the effects listed in

subparagraph above. "Credible impersonation" means to

knowingly and without consent impersonate a pupil for the

purpose of bullying the pupil and such that another pupil

would reasonably believe, or has reasonably believed, that

the pupil was or is the pupil who was impersonated.

c. Creating a false profile for the purpose of having one or

more of the effects listed in subparagraph (1) above. "False

profile" means a profile of a fictitious pupil or a profile

using the likeness or attributes of an actual pupil other than

the pupil who created the false profile.

iii. Notwithstanding subparagraphs (1) and (2) above, an electronic act shall

not constitute pervasive conduct solely on the basis that it has been

transmitted on the Internet or is currently posted on the Internet.

w) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the

infliction or attempted infliction of physical injury to another person may be

subject to suspension, but not expulsion, except that a pupil who has been

adjudged by a juvenile court to have committed, as an aider and abettor, a crime

of physical violence in which the victim suffered great bodily injury or serious

bodily injury shall be subject to discipline pursuant to subdivision (1).

x) Possessed, sold, or otherwise furnished any knife unless, in the case of possession

of any object of this type, the student had obtained written permission to possess

the item from a certificated school employee, with the Executive Director or

designee's concurrence.

2. Non-Discretionary Suspension Offenses: Students must be suspended and recommended

for expulsion for any of the following acts when it is determined the pupil:

a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous

object unless, in the case of possession of any object of this type, the students had

obtained written permission to possess the item from a certificated school

employee, with the Executive Director or designee's concurrence.





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3. Discretionary Expellable Offenses: Students may be recommended for expulsion for any

of the following acts when it is determined the pupil:

a) Caused, attempted to cause, or threatened to cause physical injury to another

person.

b) Willfully used force or violence upon the person of another, except self-defense.

c) Unlawfully possessed, used, sold or otherwise furnished, or was under the

influence of any controlled substance, as defined in Health and Safety Code

Sections 11053-11058, alcoholic beverage, or intoxicant of any kind.

d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as

defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or

intoxicant of any kind, and then sold, delivered or otherwise furnished to any

person another liquid substance or material and represented same as controlled

substance, alcoholic beverage or intoxicant.

e) Committed or attempted to commit robbery or extortion.

f) Caused or attempted to cause damage to school property or private property.

g) Stole or attempted to steal school property or private property.

h) Possessed or used tobacco or products containing tobacco or nicotine products,

including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes,

smokeless tobacco, snuff, chew packets and betel. This section does not prohibit

the use of his or her own prescription products by a pupil.

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 Health and Safety Code Section 11014.5.

k) Knowingly received stolen school property or private property.

1) Possessed an imitation firearm, i.e.: 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.

m) Committed or attempted to commit a sexual assault as defined in Penal Code

Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as

defined in Penal Code Section 243.4.

n) Harassed, threatened, or intimidated a student who is a complaining witness or

witness in a school disciplinary proceeding for the purpose of preventing that





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student from being a witness and/or retaliating against that student for being a

witness.

o) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription

drug Soma.

p) Engaged in, or attempted to engage in hazing. For the purposes of this

subdivision, "hazing" means a method of initiation or preinitiation into a pupil

organization or body, whether or not the organization or body is officially

recognized by an educational institution, which is likely to cause serious bodily

injury or personal degradation or disgrace resulting in physical or mental harm to

a former, current, or prospective pupil. For purposes of this section, "hazing"

does not include athletic events or school-sanctioned events.

q) Made terroristic threats against school officials and/or school property. For

purposes of this section, "terroristic threat" shall include any statement, whether

written or oral, by a person who willfully threatens to commit a crime which will

result in death, great bodily injury to another person, or property damage in

excess of one thousand dollars ($1,000), with the specific intent that the statement

is to be taken as a threat, even if there is no intent of actually 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 property, or the personal property of the person threatened or his or her

immediate family.

r) Committed sexual harassment, as defined in Education Code Section 212.5. For

the purposes of this section, the conduct described in Section 212.5 must be

considered by a reasonable person of the same gender as the victim to be

sufficiently severe or pervasive to have a negative impact upon the individual's

academic performance or to create an intimidating, hostile, or offensive

educational environment. This section shall apply to pupils in any of grades 4 to

12, inclusive.

s) Caused, attempted to cause, threatened to cause or participated in an act of hate

violence, as defined in subdivision (e) of Section 233 of the Education

Code. This section shall apply to pupils in any of grades 4 to 12, inclusive.

t) Intentionally harassed, threatened or intimidated a student or group of students to

the extent of having the actual and reasonably expected effect of materially

disrupting class work, creating substantial disorder and invading student rights by

creating an intimidating or hostile educational environment. This section shall

apply to pupils in any of grades 4 to 12, inclusive.





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u) Engaged in an act of bullying, including, but not limited to, bullying committed

by means of an electronic act.

1) "Bullying" means any severe or pervasive physical or verbal act or conduct,

including communications made in writing or by means of an electronic act,

and including one or more acts committed by a student or group of students

which would be deemed hate violence or harassment, threats, or intimidation,

which are directed toward one or more students that has or can be reasonably

predicted to have the effect of one or more of the following:

i. Placing a reasonable student (defined as a student, including, but is

not limited to, a student with exceptional needs, who exercises

average care, skill, and judgment in conduct for a person of his or

her age, or for a person of his or her age with exceptional needs)

or students in fear of harm to that student's or those students' person

or property.

ii. Causing a reasonable student to experience a substantially

detrimental effect on his or her physical or mental health.

iii. Causing a reasonable student to experience substantial

interference with his or her academic performance.

iv. Causing a reasonable student to experience substantial

interference with his or her ability to participate in or benefit

from the services, activities, or privileges provided by the Charter

School.

2) "Electronic Act" means the creation and transmission originated on or off the

schoolsite, by means of an electronic device, including, but not limited to, a

telephone, wireless telephone, or other wireless communication device,

computer, or pager, of a communication, including, but not limited to, any of

the following:

i. A message, text, sound, or image.

ii. A post on a social network Internet Web site including, but not limited

to:

(a) Posting to or creating a bum page. A "bum page" means an

Internet Web site created for the purpose of having one or more of

the effects as listed in subparagraph (1) above.

(b) Creating a credible impersonation of another actual pupil for the

purpose of having one or more of the effects listed in subparagraph

(1) above. "Credible impersonation" means to knowingly and

without consent impersonate a pupil for the purpose of bullying the

pupil and such that another pupil would reasonably believe, or has

reasonably believed, that the pupil was or is the pupil who was

impersonated.

(c) Creating a false profile for the purpose of having one or more of

the effects listed in subparagraph (1) above. "False profile" means

a profile of a fictitious pupil or a profile using the likeness or





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attributes of an actual pupil other than the pupil who created the

false profile.

iii. Notwithstanding subparagraphs (1) and (2) above, an electronic act

shall not constitute pervasive conduct solely on the basis that it has

been transmitted on the Internet or is currently posted on the Internet.

v) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the

infliction or attempted infliction of physical injury to another person may be

subject to suspension, but not expulsion, except that a pupil who has been

adjudged by a juvenile court to have committed, as an aider and abettor, a crime

of physical violence in which the victim suffered great bodily injury or serious

bodily injury shall be subject to discipline pursuant to subdivision (1).

w) Possessed, sold, or otherwise furnished any knife unless , in the case of possession

of any object of this type, the student had obtained written permission to possess

the item from a certificated school employee, with the Executive Director or

designee's concurrence.

4. Non-Discretionary Expellable Offenses: Students must be recommended for expulsion for

any of the following acts when it is determined pursuant to the procedures below that the

pupil:

a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous

object unless, in the case of possession of any object of this type, the students had

obtained written permission to possess the item from a certificated school

employee, with the Executive Director or designee's concurrence.

If it is determined by the Board of Trustees that a student has brought a fire arm or destructive

device, as defined in Section 921 of Title 18 of the United States Code, on to campus or to have

possessed a firearm or dangerous device on campus, the student shall be expelled for one year,

pursuant to the Federal Gun Free Schools Act of 1994.

The term "firearm" means (A) any weapon (including a starter gun) which will or is designed to

or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or

receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive

device. Such term does not include an antique firearm.

The term "destructive device" means (A) any explosive, incendiary, or poison gas, including but

not limited to: (i) bomb, (ii) grenade, (iii) rocket having a propellant charge of more than four

ounces, (iv) missile having an explosive or incendiary charge of more than one-quarter ounce,

(v) mine, or (vi) device similar to any of the devices described in the preceding clauses.

Suspension Procedure

Suspensions shall be initiated according to the following procedures:





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1. Conference

Suspension shall be preceded, if possible, by a conference conducted by the Executive

Director or the Executive Director's designee with the student and his or her parent and,

whenever practical, the teacher, supervisor or Charter School employee who referred the

student to the Executive Director or designee.

The conference may be omitted if the Executive Director or designee determines that an

emergency situation exists. An "emergency situation" involves a clear and present danger to

the lives, safety or health of students or Charter School personnel. If a student is suspended

without this conference, both the parent/guardian and student shall be notified of the

student's right to return to school for the purpose of a conference.

At the conference, the pupil shall be informed of the reason for the disciplinary action and

the evidence against him or her and shall be given the opportunity to present his or her

version and evidence in his or her defense. This conference shall be held within two school

days, unless the pupil waives this right or is physically unable to attend for any reason

including, but not limited to, incarceration or hospitalization. No penalties may be imposed

on a pupil for failure of the pupil's parent or guardian to attend a conference with Charter

School officials. Reinstatement of the suspended pupil shall not be contingent upon

attendance by the pupil's parent or guardian at the conference.

2. Notice to Parents/Guardians

At the time of the suspension, an administrator or designee shall make a reasonable effort to

contact the parent/guardian by telephone or in person. Whenever a student is suspended, the

parent/guardian shall be notified in writing of the suspension and the date of return following

suspension. This notice shall state the specific offense committed by the student. In addition,

the notice may also state the date and time when the student may return to school. If Charter

School officials wish to ask the parent/guardian to confer regarding matters pertinent to the

suspension, the notice may request that the parent/guardian respond to such requests without

delay.

3. Suspension Time Limits/Recommendation for Expulsion

Suspensions, when not including a recommendation for expulsion, shall not exceed five (5)

consecutive school days per suspension. Upon a recommendation of expulsion by the

Executive Director or Executive Director's designee, the pupil and the pupil's guardian or

representative will be invited to a conference to determine if the suspension for the pupil

should be extended pending an expulsion hearing. This determination will be made by the

Executive Director or designee upon either of the following: 1) the pupil's presence will be

disruptive to the education process; or 2) the pupil poses a threat or danger to others. Upon

either determination, the pupil's suspension will be extended pending the results of an

expulsion hearing.





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Authority to Expel

A student may be expelled either by the Charter School Board of Trustees following a hearing

before it or by the Charter School Board of Trustees upon the recommendation of an

Administrative Panel, to be assigned by the Board of Directors as needed. The Administrative

Panel should consist of at least three members who are certificated and neither a teacher of the

pupil or a member of the Charter School Board of Trustees. The Administrative Panel may

recommend expulsion of any student found to have committed an expellable offense.

Expulsion Procedures

Students recommended for expulsion are entitled to a hearing to determine whether the student

should be expelled. Unless postponed for good cause, the hearing shall be held within thirty (30)

school days after the Executive Director or designee determines that the pupil has committed an

expellable offense.

In the event an Administrative Panel hears the case, it will make a recommendation to the Board

for a final decision whether to expel. The hearing shall be held in closed session (complying with

all pupil confidentiality rules under FERPA) unless the pupil makes a written request for a public

hearing three (3) days prior to the hearing.

Written notice of the hearing shall be forwarded to the student and the student's parent/guardian

at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be

deemed served upon the pupil. The notice shall include:

1. The date and place of the expulsion hearing;

2. A statement of the specific facts, charges and offenses upon which the proposed

expulsion is based;

3. A copy of the Charter School's disciplinary rules which relate to the alleged violation;

4. Notification of the student's or parent/guardian's obligation to provide information about

the student's status at the Charter School to any other school district or school to which

the student seeks enrollment;

5. The opportunity for the student or the student's parent/guardian to appear in person or to

employ and be represented by counsel or a non-attorney advisor;

6. The right to inspect and obtain copies of all documents to be used at the hearing;

7. The opportunity to confront and question all witnesses who testify at the hearing;

8. The opportunity to question all evidence presented and to present oral and documentary

evidence on the student's behalf including witnesses.

Special Procedures for Expulsion Hearings Involving Sexual Assault or Battery Offenses

The Charter School may, upon a finding of good cause, determine that the disclosure of either

the identity of the witness or the testimony of that witness at the hearing, or both, would subject

the witness to an unreasonable risk of psychological or physical harm. Upon this determination,

the testimony of the witness may be presented at the hearing in the form of sworn declarations

that shall be examined only by the Charter School or the hearing officer. Copies of these sworn





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declarations, edited to delete the name and identity of the witness, shall be made available to the

pupil.

1. The complaining witness in any sexual assault or battery case must be provided with a

copy of the applicable disciplinary rules and advised of his/her right to (a) receive five

days notice of his/her scheduled testimony, (b) have up to two (2) adult support persons

of his/her choosing present in the hearing at the time he/she testifies, which may include a

parent, guardian, or legal counsel, and (c) elect to have the hearing closed while

testifying.

2. The Charter School must also provide the victim a room separate from the hearing room

for the complaining witness' use prior to and during breaks in testimony.

3. At the discretion of the entity conducting the expulsion hearing, the complaining. witness

shall be allowed periods of relief from examination and cross-examination during which

he or she may leave the hearing room.

4. The entity conducting the expulsion hearing may also arrange the seating within the

hearing room to facilitate a less intimidating environment for the complaining witness.

5. The entity conducting the expulsion hearing may also limit time for taking the testimony

of the complaining witness to the hours he/she is normally in school, if there is no good

cause to take the testimony during other hours.

6. Prior to a complaining witness testifying, the support persons must be admonished that

the hearing is confidential. Nothing in the law preclu4es the person presiding over the

hearing from removing a support person whom the presiding person finds is disrupting

the hearing. The entity conducting the hearing may permit any one of the support persons

for the complaining witness to accompany him or her to the witness stand.

7. If one or both of the support persons is also a witness, the Charter School must present

evidence that the witness' presence is both desired by the witness and will be helpful to

the Charter School. The person presiding over the hearing shall permit the witness to stay

unless it is established that there is a substantial risk that the testimony of the

complaining witness would be influenced by the support person, in which case the

presiding official shall admonish the support person or persons not to prompt, sway, or

influence the witness in any way. Nothing shall preclude the presiding officer from

exercising his or her discretion to remove a person from the hearing whom he or she

believes is prompting, swaying, or influencing the witness.

8. The testimony of the support person shall be presented before the testimony of the

complaining witness and the complaining witness shall be excluded from the courtroom

during that testimony.

9. Especially for charges involving sexual assault or battery, if the hearing is to be

conducted in public at the request of the pupil being expelled, the complaining witness





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shall have the right to have his/her testimony .heard in a closed session when testifying at

a public meeting would threaten serious psychological harm to the complaining witness

and there are no alternative procedures to avoid the threatened harm. The alternative

procedures may include videotaped depositions or contemporaneous examination in

another place communicated to the hearing room by means of closed-circuit television.

10. Evidence of specific instances of a complaining witness' prior sexual conduct is

presumed inadmissible and shall not be heard absent a determination by the person

conducting the hearing that extraordinary circumstances exist requiring the evidence be

heard. Before such a determination regarding extraordinary circumstance can be made,

the witness shall be provided notice and an opportunity to present opposition to the

introduction of the evidence. In the hearing on the admissibility of the evidence, the

complaining witness shall be entitled to be represented by a parent, legal counsel, or other

support person. Reputation or opinion evidence regarding the sexual behavior of the

complaining witness is not admissible for any purpose.

Record of Hearing

A record of the hearing shall be made and may be maintained by any means, including electronic

recording, as long as a reasonably accurate and complete written transcription of the proceedings

can be made.

Presentation of Evidence

While technical rules of evidence do not apply to expulsion hearings, evidence may be admitted

and used as proof only if it is the kind of evidence on which reasonable persons can rely in the

conduct of serious affairs. A recommendation by the Administrative Panel to expel must be

supported by substantial evidence that the student committed an expellable offense. Findings of

fact shall be based solely on the evidence at the hearing. While hearsay evidence is admissible,

no decision to expel shall be based solely on hearsay. Sworn declarations may be admitted as

testimony from witnesses of whom the Board or Administrative Panel determines that disclosure

of their identity or testimony at the hearing may subject them to an unreasonable risk of physical

or psychological harm.

If, due to a written request by the expelled pupil, the hearing is held at a public meeting, and the

charge is committing or attempting to commit a sexual assault or committing a sexual battery as

defined in Education Code Section 48900, a complaining witness shall have the right to have his

or her testimony heard in a session closed to the public.

The decision of the Administrative Panel shall be in the form of written findings of fact and a

written recommendation to the Board of Trustees, which will make a final determination

regarding the expulsion. The final decision by the Board of Trustees shall be made within ten

(10) school days following the conclusion of the hearing. The decision of the Board of Trustees

is final.

If the Administrative Panel decides not to recommend expulsion, the pupil shall immediately be





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returned to his/her educational program.

Written Notice to Expel

The Executive Director or designee, following a decision of the Board of Trustees to expel, shall

send written notice of the decision to expel, including the Board of Trustees' adopted findings of

fact, to the student or parent/guardian. This notice shall also include the following: (a) Notice of

the specific offense committed by the student; and (b) Notice of the student's or

parent/guardian's obligation to inform any new district in which the student seeks to enroll of the

student's status with the Charter School.

The Executive Director or designee shall send a copy of the written notice of the decision to

expel to the authorizer. This notice shall include the following: (a) The student's name; and (b)

The specific expellable offense committed by the student.

Disciplinary Records

The Charter School shall maintain records of all student suspensions and expulsions at the

Charter School. Suchrecords shall be made available to the authorizer upon request.

No Right to Appeal

The pupil shall have no right of appeal from expulsion from the Charter School as the Charter

School Board of Trustees' decision to expel shall be final.

Expelled Pupils/Alternative Education

Pupils who are expelled shall be responsible for seeking alternative education programs

including, but not limited to, programs within the County or their school district of residence.

The Charter School shall work cooperatively with parents/guardians as requested by

parents/guardians or by the school district of residence to assist with locating alternative

placements during expulsion.

Rehabilitation Plans

Students who are expelled from the Charter School shall be given a rehabilitation plan upon

expulsion as developed by the Board of Trustees 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.

Readmission

The decision to readmit a pupil or to admit a previously expelled pupil from another school

district or charter school shall be in the sole discretion of the Board of Trustees following a

meeting with the Executive Director or designee and the pupil and guardian or representative to





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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

Executive Director or designee shall make a recommendation to the Board of Trustees following

the meeting regarding his or her determination. The pupil's readmission is also contingent upon

the Charter School's capacity at the time the student seeks readmission.

Special Procedures for the Consideration of Suspension and Expulsion of Students with

Disabilities

1. Notification of District

The Charter School shall immediately notify the District and coordinate the procedures in

this policy with the District of the discipline of any student with a disability or student

who the Charter School or District would be deemed to have knowledge that the student

had a disability.

2. Services During Suspension

Students suspended for more than ten (10) school days in a school year shall continue to

receive services so as to enable the student to continue to participate in the general

education curriculum, although in another setting, and to progress toward n1eeting the

goals set out in the child's IEP/504 Plan; and receive, as appropriate, a functional

behavioral assessment and behavioral intervention services and modifications, that are

designed to address the behavior violation so that it does not recur. These services may

be provided in an interim alterative educational setting.

3. Procedural Safeguards/Manifestation Determination

Within ten (10) school days of a recommendation for expulsion or any decision to change

the placement of a child with a disability because of a violation of a code of student

conduct, the Charter School, the parent, and relevant members of the IEP/504 Team shall

review all relevant information in the student's file, including the child's IEP/504 Plan,

any teacher observations, and any relevant information provided by the parents to

determine:

a. If the conduct in question was caused by, or had a direct and substantial

relationship to, the child's disability; or

b. If the conduct in question was the direct result of the local educational agency's

failure to implement the IEP/504 Plan.

If the Charter School, the parent, and relevant members of the IEP/504 Team determine

that either of the above is applicable for the child, the conduct shall be determined to be a

manifestation of the child's disability.





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If the Charter School, the parent, and relevant members of the IEP/504 Team make the determination that the conduct was a manifestation of the child's disability, the IEP/504

Team shall:

a. Conduct a functional behavioral assessment and implement a behavioral

intervention plan for such child, provided that the Charter School had not

conducted such assessment prior to such determination before the behavior that

resulted in a change in placement;

b. If a behavioral intervention plan has been developed, review the behavioral

intervention plan if the child already has such a behavioral intervention plan, and

modify it, as necessary, to address the behavior; and c. Return the child to the placement from which the child was removed, unless the

parent and the Charter School agree to a change of placement as part of the

modification of the behavioral intervention plan.

If the Charter School, the parent, and relevant members of the IEP/504 Team determine

that the behavior was not a manifestation of the student's disability and that the conduct

in question was not a result of the failure to implement the IEP/504 Plan, then the Charter

School may apply the relevant disciplinary procedures to children with disabilities in the

same manner and for the same duration as the procedures would be applied to students

without disabilities.

4. Due Process Appeals

The parent of a child with a disability who disagrees with any decision regarding

placement, or the manifestation determination, or the Charter School believes that

maintaining the current placement of the child is substantially . likely to result in injury to

the child or to others, may request an expedited administrative hearing through the

Special Education Unit of the Office of Administrative Hearings or by utilizing the

dispute provisions of the 504 Policy and Procedures.

When an appeal relating to the placement of the student or the manifestation

determination has been requested by either the parent or the Charter School, the student

shall remain in the interim alternative educational setting pending the decision of the

hearing officer or until the expiration of the forty-five (45) day time period provided for

in an interim alternative educational setting, whichever occurs first, unless the parent and

the Charter School agree otherwise.

5. Special Circumstances

Charter School personnel may consider any unique circumstances on a case-by-case

basis when determining whether to order a change in placement for a child with a

disability who violates a code of student conduct.

The Executive Director or designee may remove a student to an interim alternative educational setting for not more than forty-five (45) days without regard to whether the





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behavior is determined to be a manifestation of the student's disability in cases where a

student:

a. Carries or possesses a weapon, as defined in 18 USC 930, to or at school, on

school premises, or to or at a school function;

b. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a

controlled substance, while at school, on school premises, or at a school function;

or

c. Has inflicted serious bodily injury, as defined by 20 USC 1415(k)(7)(D), upon a

person while at school, on school premises, or at a school function.

6. Interim Alternative Educational Setting

The student's interim alternative educational setting shall be determined by the student's

IEP/504 Team.

7. Procedures for Students Not Yet Eligible for Special Education Services

A student who has not been identified as an individual with disabilities pursuant to

IDEIA and who has violated the Charter School's disciplinary procedures may assert the

procedural safeguards granted under this administrative regulation only if the Charter

School had knowledge that the student was disabled before the behavior occurred .

The Charter School shall be deemed to have knowledge that the student had a disability if

one of the following conditions exists:

a. The parent/guardian has expressed concern in writing, or orally if the

parent/guardian does not know how to write or has a disability that prevents a

written statement, to Charter School supervisory or administrative personnel, or to

one of the child's teachers, that the student is in need of special education or

related services.

b. The parent has requested an evaluation of the child.

c. The child's teacher, or other Charter School personnel, has expressed specific

concerns about a pattern of behavior demonstrated by the child, directly to the

director of special education or to other Charter School supervisory personnel.

If the Charter School knew or should have known the student had a disability under any

of the three (3) circumstances described above, the student may assert any of the

protections available to IDEIA-eligible children with disabilities, including the right to

stay-put.

If the Charter School had no basis for knowledge of the student's disability, it shall

proceed with the proposed discipline. The Charter School shall conduct an expedited

evaluation if requested by the parents; however the student shall remain in the education

placement determined by the Charter School pending the results of the evaluation.





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The Charter School shall not be deemed to have knowledge that the student had a

disability if the parent has not allowed an evaluation, refused services, or if the student

has been evaluated and determined to not be eligible.




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ELEMENT ELEVEN (K) -EMPLOYEE BENEFITS

The manner by which staff members of the charter school will be covered by the State Teachers'

Retirement System, the Public Employees' Retirement System, or Federal social security.

Education Code Section 47605(b)(5)(K).

The School will elect to participate in the State Teachers Retirement System or Public

Employees Retirement System and/or 403(b) or 401(k) plans and coordinate such participation,

as appropriate, with the Social Security System or other reciprocal system. The School may

establish other retirement plans for employees that include, but shall not be limited to,

establishment of section 403(b) or 401(k) plans. Beacon Classical Academy will make all

employer contributions required by STRS, PERS and Social Security, and employer

contributions required for Workers' Compensation Insurance, Unemployment Insurance, and

other applicable payroll benefits.

The Charter will develop an employee handbook and other employee documents that detail the

rights and responsibilities of all employees including, but not limited to, job descriptions, leaves,

health benefits, "at-will" agreement terms, and so forth. The School's Board of Trustees will set

employee compensation and employee benefits.





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ELEMENT TWELVE (L)-PUBLIC SCHOOL ALTERNATIVES FOR STUDENTS

Thepublic school attendance alternatives for students residing within the district who

choose not to attend charter schools. -Education Code Section 47605(b)(5)(L).

Beacon Classical Academy is a school of choice. No student is required to attend. Students

choosing not to attend Beacon Classical Academy may attend other public schools within their

home school district. The School will provide information about attendance alternatives to

inquiring parents or students. Transportation is the parental responsibility for families who

choose to attend Beacon Classical Academy.





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ELEMENT THIRTEEN (M)- RETURN RIGHTS OF EMPLOYEE

A description of the rights of any district employee upon leaving district employment to work in a

charter school and of any rights of return to the district after employment at a charter school.

Education Code Section 47605(b)(5)(M).

No public school district employee shall be required to work at the Charter School. Employees of

the District who choose to leave the employment of the District to work at the Charter School

will have no automatic rights of return to the District after employment by the Charter School

unless specifically granted by the District through a leave of absence or other agreement.

Charter School employees shall have any right upon leaving the District to work in the Charter

School that the District may specify, any rights of return to employment in a school district after

employment in the Charter School that the District may specify, and any other rights upon

leaving employment to work in the Charter School that the District determines to be reasonable

and not in conflict with any law.

Persons employed by the School are not considered employees of the District for any purpose

whatsoever. Sick or vacation leave or years of service credit at the District or any other school

district will not be transferred to the Charter School. Employment by the Charter School

provides no rights of employment at any other entity, including any rights in the case of closure

of the Charter School.







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ELEMENT FOURTEEN (N)- DISPUTE RESOLUTION

The procedures to befollowed by the charter school and the entity granting the charter to

resolve disputes relating toprovisions of the charter. -Education Code Section 47605(b)(5)(N).

T)he District and Beacon Classical Academy will always attempt to resolve any disputes

between them amicably and reasonably without resorting to formal procedures. In the event of a

dispute between the School and the District regarding the terms of this charter or other issue

regarding the School's and the District's relationship, both parties agree to apprise the other, in

writing, of the specific disputed issue(s) and that writing shall include relevant facts. The dispute

resolution process permits oral notice, followed immediately by written notice.

In the event that the District Board of Education believes that the dispute relates to an issue that

could lead to revocation of the charter in accordance with Education Code Section 47607, the

Charter School requests that this shall be noted in the written dispute statement, although it

recognizes it cannot legally bind the District to do so. However, participation in the dispute

resolution procedures outlined in this section shall not be interpreted to impede or act as a pre

requisite to the District's ability to proceed with revocation in accordance with Education Code

Section 47607 and its implementing regulations.

Within 30 business days, or longer if both parties agree, of sending written correspondence, a

School representative and a District representative shall meet and confer in an attempt to resolve

the dispute. If this joint meeting fails to resolve the dispute, a School representative and a

District representative shall meet again within 10 business days, or longer if both parties agree,

to identify a neutral, third-party participant to assist in dispute resolution. The format of the

third-party aspect of the dispute resolution process shall be developed jointly by the

representatives and shall incorporate informal rules of evidence and procedure unless both

parties agree otherwise. The finding or recommendation of any arbiter shall be non-binding,

unless the governing boards of the School and District jointly agree to bind themselves. Unless

jointly agreed, the process involving the assistance of a third-party participant shall conclude

within 30 business days of identifying the mutually agreed to third-party. The School and the

District shall share all mediation and/or arbitration costs and all other costs associated with

dispute resolution equally.

In the event that the above process does not result in an agreement over the dispute, both parties

agree to continue negotiations in good faith toward a resolution of the dispute. If the matter

cannot be mutually resolved, the charter school shall be given a reasonable period of time to

correct the violation, unless the District determines, in writing, that the violation constitutes a

severe and imminent threat to the health and safety of the School's pupils. In such event, the

District reserves the right to take any action it deems appropriate and the School reserves the

right to seek legal redress for any such actions under the law. In addition, the dispute is not

required to be referred to mediation in those cases where the District determines the violation

constitutes a severe and imminent threat to the health and safety of the School's pupils.

Complaints to the District relating to the operation of the School and not to the terms of this

charter or other issue regarding the School's and the District's relationship will be resolved as set

forth below.



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The District agrees to refer all complaints regarding operations of Beacon Classical Academy to

the School's Executive Director for resolution in accordance with the School's adopted policies.

In the event that the School's adopted policies and processes fail to resolve the dispute, the

District agrees not to intervene in the dispute without the consent of the School unless the matter

directly relates to one of the reasons specified in law for which a charter may be revoked.

Notwithstanding the above, the District Board of Trustees shall have the ability to intervene in

and respond to complaints about the operation of Beacon Classical Academy as is required by

law.

The Beacon Classical Academy Board of Trustees will adopt policies and processes for airing

and resolving disputes (other than those between School District and Beacon Classical Academy

relating to provisions of this charter or the relationship between them).





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ELEMENT FIFTEEN (0) -PUBLIC SCHOOL EMPLOYER/COLLECTIVE BARGAINING (EERA)

A declaration whether or not the charter school shall be deemed the exclusive public school

employer of the employees of the charter school for purposes of Chapter 10.7 (commencing with

Section 3540) of Division 4 of Title 1 of the Government Code). - Education Code Section

47605(b)(5)(0).

Beacon Classical Academy, Inc. shall be the exclusive public school employer of the employees

at the School for the purposes of the Educational Employment Relations Act. Further, Beacon

Classical Academy shall retain the right to establish its own lawful procedures for discipline and

dismissal.

Beacon Classical Academy will select all school staff. Those selected for employment shall enter

into a contractual agreement with the School to make their services available to Beacon Classical

Academy. Beacon Classical Academy shall have the authority to terminate the position in

accordance with the terms of that agreement.

Employees shall have the option to join, or not to join, an exclusive representative of their

choice. The fact that an employee chooses to become a member of a particular exclusive

representative shall not make any collective bargaining agreement applicable to the School. The

Beacon Classical Academy Board of Trustees must expressly agree, consistent with legal

requirements for the recognition of exclusive representatives and the negotiation of collective

bargaining agreements, to be bound by the provisions of a collective bargaining agreement in

order for its provisions to apply to any employee of the School.





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ELEMENT SIXTEEN (P) - CLOSING PROCEDURES

The procedures to be used if the charter school closes. The procedures shall ensure a final audit

of the charter school to determine the disposition of all assets and liabilities of the school,

including plans for disposing of any net assets and for the maintenance and transfer of student records. -Education Code Section 47605(b)(5)(P).

Should the Charter School cease operation, all assets of the Charter School, including but not

limited to all leaseholds, personal property, intellectual property and all ADA apportionments

and other revenues generated by students attending the Charter School, remain the sole property

of the Charter School and upon the dissolution of the non-profit public benefit corporation shall

be distributed in accordance with the Articles of Incorporation.

All other assets will be distributed in accord with laws and regulations in force that govern the

dissolution of non-profit public benefit corporations. The charter will comply with all portions

ofEC 47605 (b)(5)(P), including the requirement that there shall be "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." District

property that is transferred to the charter school together with the facilities remains District

property, is not an asset of the charter school, and must be returned to the District when the

school closes.

Further, the school will notify parents, students, the California Department of Education, districts

affected by the closure, and the San Diego County Office of Education. This notice will be

provided promptly following the Board's decision to close the Charter School. The Board will

also develop a list of pupils in each grade level and the classes they have completed, together

with information on the pupils' districts of residence, which they will provide to the entity

responsible for closure-related activities. As applicable, the Charter School will provide parents,

students and the District with copies of all appropriate student records and will otherwise assist

students in transferring to their next school. All transfers of student records will be made in

compliance with the Family Educational Rights and Privacy Act (FERPA) 20 U.S.C. § 1232g.

All records of the Charter School shall be transferred to the District upon Charter School closure.

If the District will not or cannot store the records, the Charter School shall work with the County

Office of Education to determine a suitable alternative location for storage. All State assessment

results, special education records, and personnel records will be transferred to and maintained by

the entity responsible for closure-related activities in accordance with applicable law.

On closure, the Charter School shall remain solely responsible for all liabilities arising from the

operation of the Charter School. Accordingly, the Charter School will utilize the reserve fund to

undertake any expenses associated with the closure procedures identified above. Finally, the

Charter will complete and file any annual reports required pursuant to Education Code section

47604.33.





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OTHER CHARTER ELEMENTS

Facilities

The facilities to be utilized by the school. The description of the facilities to be used by the

charter school shall specify where the school intends to locate. - Education Code Section

47605(g).

Beacon Classical Academy is located in a facility in National City at 2400 Euclid Ave. National

City, California.. There is easy access off the Interstate 805 and State Route 54 highways, and a

public transportation bus stop directly in front of the property.

The site is owned and operated by South Bay Community Church and covers approximately

eight acres of property with a 25,000 square foot facility. Approximately 15,000 square feet of

the facility consists of seven classrooms, a multipurpose room, three offices, and two special

education classrooms. Additionally, six classrooms will be completed in the near future. These

rooms and office spaces are dedicated with City approved conditional use permits for

educational purposes.

Beacon will develop a safety and disaster plan appropriate to the school site that includes

practice drills and procedures for safety, natural disasters, and other emergencies.

Administrative Services

The manner in which administrative services of the school are to be provided. - Education Code

Section 47605(g).

The Executive Director will assume the lead role and responsibility for administering the Charter

School under the polices adopted by the Board of Trustees. The petitioners anticipate that the

Charter School will purchase back office services from the District including, but not limited to,

financial management, accounts payable/receivable, payroll, and human resources. The Charter

School may also contract with qualified third parties for such services. The specific terms and

cost for these services will be the subject of a memorandum of understanding between the

Charter School and the District and subject to District availability and willingness to provide

such services

The School will receive funding pursuant to Education Code Section 47613.5 and it successors

and opts to receive its funding directly from the state. The School and the District will negotiate

in good faith a Memorandum Of Understanding (MOU) separate from this Charter, one that

establishes more specifically the financial and service relationship between the two parties. The

School's purchase of goods and services, if any, from the District shall not negate the operational

independence of the School from the District.

The District may charge for the actual cost of supervisorial oversight of the School pursuant to

Education Code Section 47613





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Beacon Classical Academy will adhere to the District's reporting requirement and provide the

following reports .as required by law:

• CBEDS (California Basic Educational Data System).

• ADA (Average daily Attendance) Reports Jl8/19.

• SARC (School Accountability Report Card).

The Beacon Classical Academy Board of Trustees will meet routinely to review Charter's profit

and loss Statements, cash flow projections, reports of budget to actual results, and balance sheets.

It will also address audit deficiencies, if any, formal or informal, and determine the means for

resolving any such deficiencies in a timely fashion

Potential Civil Liability Upon District

Potential civil liability effects, if any, upon the school and upon the District. - Education Code Section 47605(g).

The Charter School shall be operated by a California non-profit public benefit corporation. This

corporation is organized and operated exclusively for charitable purposes within the meaning of

Section 501(c)(3) of the Internal Revenue Code and California Revenue and Taxation Code

Section 2370l(d).

Pursuant to Education Code Section 47604(c), an authority that grants a c.harter to a charter

school operated by or as a non-profit public benefit corporation shall not be liable for the debts

or obligations of the charter school · or for claims arising from the performance of acts, errors or

omissions by the charter school if the authority has complied with all oversight responsibilities

required by law. The Charter School shall work diligently to assist the District in meeting any

and all oversight obligations under the law, including monthly meetings, reporting, or other

District-requested protocol to ensure the District shall not be liable for the operation of the

Charter School.

Further, the Charter School and the District shall enter into a memorandum of understanding,

wherein the Charter School shall indemnify the District for the actions of the Charter School

under this charter.

The corporate bylaws of the Charter School shall provide for indemnification of the Charter

School's Board, officers, agents, and employees, and the Charter School will purchase general

liability insurance, Board Members and Officers insurance, and fidelity bonding to secure against

financial risks. The School will purchase General Liability and Auto Liability in the amount of

at least $2,000,000 per occurrence, $5,000,000 aggregate, naming the District as an additional

insured, and Worker's Compensation insurance within statutory limits. As an alternative, the

School may purchase and maintain insurance with limits and coverage as deemed mutually

acceptable to the District's risk manager and the School.







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The Charter School Board will institute appropriate risk management practices as discussed

herein, including screening of employees, establishing codes of conduct for students, and dispute

resolution.

First Year Operational Budget, Including Start-Up Costs

The petitioner or petitioners shall also be required to provide financial statements that include a

proposed first-year operational budget, including startup costs, and cashflow and financial

projections for the first three years of operation. -Education Code Section 47605(g).

The School will receive funding directly from the State of California through the County Treasurer and the County Office of Education in accordance with applicable law based on the

State's Local Control Funding Formula (LCFF) signed into Law July 1, 2013. Additionally, Beacon Classical Academy will apply for the Public School Charter Grant Program (PCSGP)

start-up monies, CDE revolving loan, and private investor loans to bridge the financial gaps until

the other monies come in. The School will act as its own fiscal agent. The District agrees it will use its ability to transfer funds from the School's Treasury Account to the District only with

specific permission from the School. The District agrees to forward the School's full share of local aid to the School's account with the County Treasurer each month when due and to send

separate notice to the School of each deposit amount without delay.

The budgets reflect an initial proposal. Budget proposals will be updated in June with a final budget adopted in July with all necessary administrative services and expert practices in place.

Refer to the Appendices G and H for the five-year budget projection and cash flow analysis. Beacon Classical Academy will provide in-house reporting for the provision of back office and

compliance services for the School. Beacon Classical Academy will provide oversight of accounting, fiscal, attendance, audit related, and compliance issues including, but not limited to

purchasing, grants, categorical funding, inventory, and mandated fiscal reports. An independent

certified public accountant will be contracted to review our monthly financials and we will outsource payroll services. For any contracted services, Beacon Classical Academy shall procure

3 bids and select the contractor that best provides the needed services.

The School will use any templates provided by the District financial operations office to complete required financial records. The School will annually prepare and submit the following

reports to the District and the County Superintendent of the schools as prescribed in education code section 47604.33:

On or before July 1, a preliminary budget, a charter school in its first year of operation, the information submitted pursuant to subdivision (g) of section 47605 satisfies this requirement.

By July 1, an annual update (LCAP) required pursuant to Education Code Section 47606.5.

On or before December 15, an interim financial report. This report shall reflect changes through October 31.

On or before March 15, a second interim financial report. This report shall reflect changes through January 31.



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On or before September 15, a final unaudited report for the full prior year.

School And District- Records, Reports, And Visits

Beacon Classical Academy agrees that the School will promptly respond to all reasonable

inquiries, including inquiries regarding its financial records. The records of the School are public

records under the California Public Records Act. The District may inspect or observe any part of

Beacon Classical Academy at any time. The District agrees it will not do so unreasonably,

without notice, or by causing a disruption of student instruction or School operations except in

the case of emergency.

The School shall provide the District reports as required by current law:

CBEDS. ADA reports J 18/19. Budget J210 - preliminary and final. School accountability report card using a State-approved format. Copies of the annual, independent financial audit.

And, as an accommodation to the District, the School shall further supply the District:

Reconciliation of the annual audit with the J210.

Copies of all State-mandated test results:

NWEA MAP Assessments, CST/CMA/CAPA.

CELDT.

SABE/2.

Finally, on or before September 15, the School will approve, in a format prescribed by the

Superintendent of Public Instruction, an annual Statement of all receipts and expenditures of the

School for the preceding fiscal year and will file a copy of that Statement with the District.

Changes in these reporting requirements may be incorporated by reference into this charter when

the District and the School mutually update their MOU.

The Charter School shall permit the District to inspect and receive copies of all records relating

to the operation of the Charter School, including financial, personnel and pupil records, unless

law prohibits disclosure to the District of any such records. The Charter School shall promptly

comply with all such reasonable written requests, the records of the Charter School are public

records under the Public Records Act (Government Code section 6520 et seq.). Pursuant to

Education Code § 47607 the District shall have the right to inspect or observe any part of the

Charter School at any time, upon reasonable notice.

Transferability of Credits

The School shall notify student parents or guardians of the reasons for its belief that all course

credits at Beacon Classical Academy are as transferable as those of a traditional district school to



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other schools. Such notice shall occur via School publications that may include recruiting

materials, parent and student handbooks, and occasional newsletters.

Mandated Cost

Recovery

The School will be responsible for recovering from the State all eligible mandated costs

applicable to the School. The District shall, within ninety days of receipt or as timely as

possible, reimburse the School for the School's pro rata share of mandated costs that the

District recovers using the School's enrollment or another basis that incorporates Beacon

Classical Academy to the extent that any such recovery exceeds the actual District cost

attributable to the School.

Charter

Term

The petitioners request the National School District Board of Trustees approve a term of

this charter that shall begin for a five-year period on July 1, 2015 and end June 30, 2020.

The School justifies this five-year term based on the research of the School's educational

program design, the administrative expertise and experience of the lead petitioner, the

financial consultant, and planning committee.

Charter

Revisions

Material revisions to a charter may be made only with Board approval. Material revisions

shall be governed by the same standards and criteria that apply to new charter petitions as

set forth in Education Code 47605 and shall include, but not be limited to, a reasonably

comprehensive description of any new requirement of charter schools enacted into law after

the charter was originally granted or last renewed. (Education Code 47607).

Severa

bility

The terms of this charter are severable. In the event that any of the provisions are

determined to be unenforceable or invalid for any reason, the remainder of the charter shall

remain in effect, unless mutually agreed otherwise by the District and Beacon Classical

Academy. The School District and Beacon Classical Academy agree to meet to discuss and

resolve any issue or differences relating to invalidated provisions in a timely

and proactive fashion

december 2017 accs agenda item 04 - attachment 13 advisory ... · 13. beacon classical academy...

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