high tech middle · 2019. 7. 11. · high tech middle renewal charter h igh t e ch mi ddle...

H I G H T E C H M I D D L ER e n e w a l C h a r t e r

D D L EH I G H E C H E T E M I

Presented to the San DIego Unified School DistrictCharter term July 1, 2019 - June 30, 2024

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suparkTypewritten TextSDUSD December 4, 2018

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TABLEOFCONTENTS

PAGE NUMBER

INTRODUCTION ........................................................................................................................ 1

THE FIFTEEN REQUIRED CHARTER ELEMENTS (A-O) ....................................................... 6Element One (A): Educational Program .................................................................................. 6Element Two (B): Measurable Outcomes ............................................................................. 19Element Three (C): Method of Measuring of Student Progress ............................................ 22Element Four (D): Governance ............................................................................................. 25Element Five (E): Human Resources ................................................................................... 27Element Six (F): Health and Safety Procedures ................................................................... 31Element Seven (G): Racial and Ethnic Balance ................................................................... 32Element Eight (H): Student Admissions and Attendance ...................................................... 33Element Nine (I): Annual Independent Financial Audits ....................................................... 36Element Ten (J): Student Suspensions and Expulsions ....................................................... 37Element Eleven (K): Retirement Systems ............................................................................. 44Element Twelve (L): Public School Attendance Alternatives ................................................ 45Element Thirteen (M): Employee Return Rights ................................................................... 46Element Fourteen (N): Dispute Resolution Process ............................................................. 47Element Fifteen (O): Closure Procedures ............................................................................. 48

ASSURANCES ........................................................................................................................ 49

APPENDICES AppendixA:BudgetandCashFlow AppendixB:LocalControlandAccountabilityPlan2018-19 AppendixC:ArticlesofIncorporation AppendixD:ActiveCorporationStatus AppendixE:ConflictofInterestCode AppendixF:UniformComplaintPolicyandForms AppendixG:BoardRoster AppendixH:Bylaws AppendixI:Student&ParentHandbook2018-19

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INTRODUCTION

OriginallydevelopedbyacoalitionofSanDiegocivicleadersandeducators,thefirstGaryandJerri-AnnJacobsHighTechHighcharterpetitionwasapprovedbytheSanDiegoUnifiedSchoolDistrict(“District”)onSeptember14,1999,andopenedasasmallhighschoolonSeptember1,2000.

Today,sevenHighTechHighcharterschoolsareauthorizedbytheDistrict,includingHighTechMiddle(“HTM”),whichopenedonSeptember2,2003.Thetablebelowprovidesanoverviewofthelocationsandgradelevels.

HIGHTECHHIGHBOARD

HighTechElementary

HighTechElementaryExplorer

HighTechMiddle

HTMMediaArts

HighTechHigh

HighTechHigh

MediaArts

HighTechHigh

International

GradesK-5 GradesK-5 Grades6-8 Grades6-8 Grades9-12 Grades9-12 Grades9-12

2150CushingRoad,SanDiego

2230TruxtunRoad,SanDiego



2861WombleRoad,SanDiego


2855FarragutRoad,SanDiego

HTMisseekingrenewalofitscharterforafive-yeartermbeginningJuly1,2019,andendingJune30,2024.ThefollowingtableprovidesasummaryofHTM’sinitialcharterpetition,renewals,andterms.

DistrictAction MeetingDate CharterTerm

Initialcharterpetition February25,2003 July1,2003–June30,2003

Renewalofcharter June20,2008 July1,2008–June30,2009

Renewalofcharter June2,2009 July1,2009–June30,2014

Renewalofcharter December3,2013 July1,2014–June30,2019

HTMMeetsRenewalCriteria

AccordingtoEducationCodeSection47607,“theauthoritythatgrantedthechartershallconsiderincreasesinpupilacademicachievementforallgroupsofpupilsservedbythecharterschoolasthemostimportantfactorindeterminingwhethertograntacharterrenewal.”Section47607(a)(3)(A).Forthispurpose,“allgroupsofpupilsservedbythecharterschool,”meansanumericallysignificantpupilsubgroupasdefinedbyparagraph(3)ofsubdivision(a)ofSection52052,servedbythecharterschool.”Section47607(a)(3)(B).

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Forachartertoberenewed,a“charterschoolshallmeetatleastoneofthefollowingcriteria:”

1. AttaineditsAcademicPerformanceIndex(“API”)growthtargetintheprioryearorintwoofthelastthreeyears,bothschoolwideandforallgroupsofpupilsservedbythecharterschool.

2. Rankedindeciles4to10,inclusive,ontheAPIintheprioryearorintwoofthelastthreeyears.

3. Rankedindeciles4to10,inclusive,ontheAPIforademographicallycomparableschoolintheprioryearorintwoofthelastthreeyears.

4. Theentitythatgrantedthecharterdeterminesthattheacademicperformanceofthecharterschoolisatleastequaltotheacademicperformanceofthepublicschoolsthatthecharterschoolpupilswouldotherwisehavebeenrequiredtoattend,aswellastheacademicperformanceoftheschoolsintheschooldistrictinwhichthecharterschoolislocated,takingintoaccountthecompositionofthepupilpopulationthatisservedatthecharterschool.Section47607(b)(1)-(4).

HTMhasdemonstratedincreasesinpupilacademicachievementtosupportarenewalofitscharterbasedonthefollowinginformation.

API,StateRank,andSimilarSchoolsRankforHTM

API StateRank SimilarSchoolsRank

2011 815 7 2

2012 828 7 3

2013 832 7 4

SchoolwideCaliforniaAssessmentofStudentPerformanceandProgress(“CAASPP”)forHTM

ELAPercentMetorExceeded

MathPercentMetorExceeded

2014-15 51% 32%

2015-16 54% 36%

2016-17 59% 41%

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ComparisonofCAASPPfor2016-17



HTM 59% 41%

Correia 67% 55%

Roosevelt 49% 31%

MemorialPrep 33% 20%

Mann 32% 23%

Bell 31% 19%

Montgomery 28% 25%

Knox 18% 8%

SubgroupCAASPPforHTM2016-17



StudentswithDisabilities 19% 22%

SocioeconomicallyDisadvantaged 38% 24%

EnglishLearners 7% 7%

HispanicorLatino 52% 35%

White 69% 54%

AfricanAmerican 34% 7%

Twoormoreraces 77% 46%

Asian 72% 61%

Filipino -- --

EducationCodeSection47607(b)(4)supportsthepresentationofmultiplemeasuresofschoolaccountability.Additionaldatapoints,includingprogressonHTM’sLocalControlandAccountabilityPlan(“LCAP”)aredetailedinthedescriptionofElementTwo(B):MeasurableOutcomes.

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LikeallotherHighTechHighcharterschools,HTMworkswithintentionatbeinganintegratedschoolthatisrepresentativeofthedemographicsofthelargercommunitywhichitserves.ThetablebelowillustratesthemostrecentdemographicrepresentationofHTMstudentbody.

StudentDemographics2017-18HTM

TotalEnrollment 322Students

SocioeconomicallyDisadvantaged 48.8%

EnglishLearners 6.2%

StudentswithDisabilities 13.4%

HomelessYouth 0.0%

HispanicorLatino 42.9%

White 30.4%

AfricanAmerican 9.6%

Twoormoreraces 9.6%

Asian 4.0%

Filipino 2.2%

AmericanIndianorAlaskaNative 1.2%

PacificIslander 0.0%

TheenrollmentatHTMhasremainedconsistentthroughouttheyears.Admissionsapplicationsindicateastronginterestintheeducationalprogram.Overall,thecombinedgroupofHighTechHighcharterschoolsannuallyreceivesfarmoreapplicationsthanspacesavailable,demonstratingcommunitysupportforrenewalofthischarter.Basedonhistoricaldata,theprojectedenrollmentforHTMisdescribedbelowinthetable.

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ProjectedEnrollmentforHTM

2019-20 2020-21 2021-22 2022-23 2023-24

Grade6 112 112 112 112 112

Grade7 112 112 112 112 112

Grade8 108 108 108 108 108

Total 332 332 332 332 332

AspartoftheHighTechHighorganization,HTMisguidedbyfourconnecteddesignprinciples—equity,personalization,authenticwork,andcollaborativedesign.HTMstrivesforacommonmission:toprovideallstudentswithrigorousandrelevantacademic,civicandlifeskills,whilepreparingallgraduatesforpostsecondarysuccessandproductivecitizenship.Withthesedesignprinciplesandcommonmissioninmind,HTMaimstocreatesociallyintegrated,non-trackedlearningenvironments.

Studentsareknownwellbytheirteachers,engageinandcreatemeaningfulwork,andarechallengedtodevelopgrowthmindsetsastheymeethighexpectationsatHTM.Studentsareencouragedtothinkofthemselvesasinquisitive,resilient,andlifelonglearners,andtodevelopasenseofbelongingnessinacademicandreal-worldsettings.Fromtheearlyyearsonforward,universityispartofthediscourseatHTM,wherefacultyandstudentsdemystifyanddiscusscollegeasanaccessible,viablegoal.

TheteachersatHTMcreateanddirectdiverse,innovativecurriculatopursuerigorous,in-depthlearning,withpersonalizedandProject-BasedLearningpractices.Theprogramisrigorous,providingthefoundationforentryandsuccessattheUniversityofCalifornia(“UC”)andelsewhere.Assessmentisperformance-based:studentsofallagesregularlypresenttheirlearningtotheirpeers,family,andcommunity-at-large.

AcomprehensivedescriptionofHTM’seducationalprogramandotherrequiredelementsareprovidedinthischarter.

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THEFIFTEENREQUIREDCHARTERELEMENTS(A-O)

ElementOne(A):EducationalProgram

BelowHTMdescribestheeducationaldesignprinciples,and,morespecifically,theeducationalprograminaccordancewithEducationCodeSection47605(b)(5)(A).

1. DesignPrinciples

Asnotedpreviously,theworkatHTMandallHighTechHighschoolsisguidedbyfourconnecteddesignprinciples—equity,personalization,authenticwork,andcollaborativedesign—thatsetaspirationalgoalsandcreateafoundationforunderstandingHTM’sapproach.

a. Equity:HTMisanequityproject.Teachersworktoaddressinequitiesandhelp

studentsreachtheirfullpotential.HTMisintentionallydiverseandintegrated,enrollingstudentsthroughazipcode-basedlotteryaimedatcreatingschoolsthatarereflectiveofthecommunitiesweserve.Teachersrecognizethevalueofhavingstudentsfromdifferentbackgroundsworkingtogether,andemployavarietyofapproachestoaccommodatediverselearnerswithoutacademictracking.HTMhasanacutefocusoncollegeentranceandcollegecompletionforallstudents.

b. Personalization:Teacherspracticealearner-centered,inclusiveapproachthatsupportsandchallengeseachstudent.Studentspursuetheirpassionsthroughprojectsandreflectontheirlearning.Recognizingthatidentitydevelopmentandpersonalgrowthoccurinthecontextofcommunity,HTMfostersrelationshipsoftrust,caring,andmutualrespectamongstudentsandadultsthroughprogramdesignelementssuchassmallschoolsize,smallclasses,homevisits,advisories,andstudentcollaborativework.

c. AuthenticWork:Projectsforstudentsintegratehandsandmindsandincorporateinquiryacrossmultipledisciplines,leadingtothecreationofmeaningfulandbeautifulwork.Studentsengageinworkthatmatterstothem,totheirteachers,andtotheworldoutsideofschool.Studentsconnecttheirstudiestotheworldthroughfieldwork,communityservice,andconsultationwithoutsideexperts.HTMfacilitiesarecollaborativeworkplaceswithsmall-grouplearningandprojectareas,relevanttechnology,andcommonspaceswhereartwork,prototypes,andotherartifactsofstudentthinkingarecreatedanddisplayed.

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d. CollaborativeDesign:Teacherscollaboratetodesigncurriculumandprojects,leadprofessionaldevelopment,andparticipateinhiring,whileseekingstudentexperienceandvoiceineachoftheseareas.Withstudentsasdesignpartners,stafffunctionsasreflectivepractitioners,conductinginquiryintoequitableteachingandlearning,schoolculture,projectdesign,andauthenticassessment.Weareallstilllearning.

2. MissionandGoals

AllHighTechHighschools,whetherattheelementary,middle,orhighschoollevel,striveforacommonmission:toprovideallstudentswithrigorousandrelevantacademic,civicandlifeskills,whilepreparingallgraduatesforpostsecondarysuccessandproductivecitizenship.Inthiscontext,HTM’sprimarygoalsare:

a. ToprovideallHighTechHighstudentswithameaningfuleducation,andtograduatestudentswhowillbethoughtful,engagedcitizenspreparedtotakeontheleadershipchallengesofthe21stcentury.

b. Topreparestudentsforpostsecondaryeducationandforleadershipinahightechnologysocietybyintegratingtechnicalandacademiceducation.

c. Toincreasethenumberofsocioeconomicallydisadvantagedstudentswhosucceedinhighschoolandpostsecondaryeducation,andinthefieldsofmath,computerscience,engineering,andrelatedfields.

d. ToimprovepubliceducationinCaliforniabytrainingandpreparingeducatorstoteachin,andlead,innovativepublicschools.

TeacherscreatelearningexperiencesdesignedtofosterDeeperLearningcompetencies1instudentsincluding:

● CriticalThinkingandProblemSolving● Collaboration● EffectiveCommunication● Self-DirectedLearning● AcademicMindset● MasteryofCoreAcademicContent

DevelopmentoftheseDeeperLearningcompetenciesishowHTMdefinesaneducatedpersoninthe21stcenturyandpreparesstudentstonavigatethecomplexchallengesofanincreasinglymulticulturalsocietyandglobaleconomy.HTMimplementsaninstructionalstrategyalignedwith

1Definitionof“DeeperLearning,”fromTheHewlettFoundation.

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theStudentCenteredLearningModeldevelopedbyJobsfortheFuture.2Thismodeldescribesthefollowingcharacteristicsaskeytostudentscenteredpractice:learningispersonalized,competencybased,takesplaceanytime/anywhere,andstudentsexertownershipovertheirlearning.Thismodelbringstogetherresearchfromvariousfieldsincludingthelearningsciencestoarguethatanemphasisonstudentcenteredpracticesordeeperlearningleadstotheknowledge,skills,anddispositionstosucceedincollege,career,andciviclife.3Thisresearch-basedstrategythatastudentcenteredapproachenhancescollegereadinessandcapacitysupportsthetheoryofactionattheheartofHTM.

3. CurriculumandInstructionalDesign

HTM’steachersworkinteamstocreatecurriculumthatisintegratedacrosssubjectsandalignedwithCommonCoreStateStandardsthroughthreekeyintegrationsthatunifyHTM’seducationalprogram.TheseintegrationsreflectHTM’sbeliefofhowlearningbestoccurs.

a. IntegratingStudents:HTM’sinstructionaldesignisrootedinitscommitmenttoservingstudentsfromacrosstheacademicspectruminafullyintegratedenvironment.ThereisnotrackingatHTM--acommitmentthatextendstospecialeducation.Ratherthanseparatingstudentsonthebasisofperceivedability,studentsworkalongsidepeersfromwidelydifferentbackgrounds.Underlyingthisapproachisabeliefthatheterogeneousgroupingbenefitsstudentsfromacrosstheacademicspectrum.Ratherthanmis-predictingstudents’futuretrajectoriesonthebasisofperceivedacademicability,HTMpreparesallofitsstudentsforadmissiontoafour-yearuniversity.

b. IntegratingSchoolandCommunity:HTMlearningenvironmentextendswellbeyondthewallsofitsclassroomstoleverageeducationalopportunitiesinthecommunity.Studentsinvestigateauthenticproblemsconfrontingthecommunity,conductscientificandethnographicresearchinthefield,partnerwithadultprofessionals,andcreateproductsthatbenefitstakeholdersinthecommunity.

c. IntegratingHandsandMinds:StudentsatHTMusetechnologytoengageinscientific,mathematical,literary,historical,andartisticpursuits.BothacademicandtechnicalstrandsarestronglyinevidenceatHTM.

2Seehttps://www.jff.org3Seehttps://studentsatthecenterhub.org/about/

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HTM’sguidingpedagogy,whichbindsthethreeintegrations,isProject-BasedLearning.Project-BasedLearningcanbedefinedas4:

● Engaginglearningexperiencesthatinvolvestudentsincomplex,real-worldprojectsthroughwhichtheydevelopandapplyskillsandknowledge

● Astrategythatrecognizesthatsignificantlearningtapsstudents’inherentdrivetolearn,capabilitytodowork,andneedtobetakenseriously

● Learninginwhichcurricularoutcomescanbeidentifiedupfront,butinwhichtheoutcomesofthestudent’slearningprocessareneitherpredeterminednorfullypredictable

● Learningthatrequiresstudentstodrawfrommanyinformationsourcesanddisciplinesinordertosolveproblems

● Experiencesthroughwhichstudentslearntomanageandallocateresourcessuchastimeandmaterials

HTM’sProject-BasedLearningapproachisthekeytoitssuccessinservingadiversepopulationofstudents.Studentsbecomeactiveparticipantsintheirlearningandarerequiredtodemonstratetheirlearningpubliclythroughexhibitions,presentations,andportfolios,introducinganadditional,andarguablymoreauthentic,elementofaccountabilityforqualitywork.

4. StructuresthatSupportEducationalExcellenceHTMworksdiligentlytoprovideexemplarsofoutstandingproject-basedinstructiontoitsteacherssothatallteachersmayachievebasemasteryinteachingpractices.Projectdesignsaredocumentedandsharedonteachers’digitalportfolios,andprojectworkiscuratedpubliclyinHTMfacilitiestomakeproductsandprocesstransparent.

TopromoteexcellenceinprojectdesignandfacilitationacrossallHighTechHighschoolsandteachers,HTMplacesgreatemphasisonprofessionaldevelopmentandadultlearning.AllnewfacultyparticipateinanintensiveNewTeacherOdysseyweekthatincludesexperientiallearning,workshops,projecttunings,andcollaborationtimewithexperiencedfaculty.Teachersengageinongoingprofessionaldevelopmentthroughweeklymorningmeetingtimeanddedicatedstaffdays.

Teachersworkincross-disciplinaryteamstoincreasetheintegrationanddepthofsubjectmatter,aswellastoincreasecollegiallearningthroughcollaboration.Tofacilitatethiscollaboration,teachingpartnersoftenshareacommonprepperiod,acommonoffice,and

4 DefinitionfromAutodeskFoundation.

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adjoiningclassroomsthatopenupintoacommonspacewherethepartnerscanco-teachtheirsharedgroupofstudents.

SchoolDirectorsprioritizeinstructionalcoachingandspendasignificantpercentageoftheirtimeobservinginclassroomsanddebriefingwithteachers.HTMhasstructuresforcollegialcoaching,aswellasofficialmentor-menteepartnershipsforteachersundergoinginduction.

TheHighTechHighCredentialingProgramandtheHighTechHighGraduateSchoolofEducationprovideHTM’sfaculty,andteachersthroughouttheneighboringdistricts,andelsewhere,withabundantopportunitiesforprofessionaldevelopment,enrichment,andgrowth.

5. PlanforStudentsWhoAreNotAchievingAtorAboveExpectedLevels

HTMhasdevelopedanumberofstrategiestoaddresstheneedsofstudentswithawiderangeofpriorexperienceandachievement.

a. SmallClassSizes:HTM’ssmallclasssizesandfocusonProject-BasedLearningallowteachersincreasedflexibilitytospendtimewithstudentsneedingextrasupportonbothprojectsandcoreskills.

b. StaffMeetingsandProtocols:RegularmorningstaffmeetingtimeisdedicatedtoEquityProtocolsthroughwhichteachershavetheopportunitytoconsultwithcolleaguesaboutstudentswhoarestrugglingandbrainstormadditionalstrategiesforsupportingtheiracademicgrowth.TheEquityProtocolsalsoinviteteacherstoexaminecriticallytheircurriculumandinstructionalstrategiestoincreaseaccesstolearningforallstudents.

c. AcademicTutoring:Studentsmayreceivetutoring,includingorganizationskillssupport,fromteachersduringXBlock,lunch,beforeschool,andafterschool.

d. SupplementalSchoolLearningResources:Supplementallearningmaterialsaremadeavailabletostudentsthroughtextresources,aswellasinformationtechnology.

e. AcademicCoachesandEducationSpecialists:Duringthecoreday,academiccoachesembeddedintheclassroomsprovideadditionalsupporttostudentswhoarestrugglingwithintheclassroomcontext.Educationspecialists,whotrainandsupervisetheacademiccoaches,alsospendsignificanttimeinclassroomsobservingstudentswhoarestrugglingacademicallyorsociallyandcollaboratewithcoreteachers,aswellastheacademiccoaches,todevisesupportplansandstrategies.

f. StudentSupportConferencesandAdvisors:Whenastudentisidentifiedtobeprogressingatanunsatisfactoryrate,astudentsupportconferenceiscalled,duringwhichfacultyandparents/guardiansdiscussstrategiesforsupportingthestudent’s

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learning.Eachstudenthasadedicatedadvisorwhomonitorsthestudent’sgradesandconvenesthesemeetingsasnecessary.Eachadvisor,withthesupportofthedean,director,andeducationspecialists,monitorsprogressandensuresthatactionstepsareimplemented.

g. SummerPrograms:HTMoffersasummerbridgeprogramfornewstudents,includingstudentswithbelowgrade-levelskillsinmathandEnglish.HTMalsoofferssummerschoolprogramsforexistingstudentswhoneedadditionalacademicsupportandgraderecovery.

h. SocialEmotionalSupportPractices:Manystudentswhostruggleacademicallyarealsoinneedofsocial-emotionalsupport.Inadditiontoprovidingacademicsupport,teachersoffersocial-emotionalsupportthroughintentionalclassroomstrategies,includinggroupcirclesandrestorativejusticepractices.Schoolpsychologists,social-emotionalcoordinators,and/ordeansdevelopandmodelthesepractices.Schoolpsychologistsalsocoachteachersandconsultwithstaffaboutspecificstudentswhoneedadditionalsupport.

i. TeachingTeamStructureandIntegrationofSubjects:Theteamstructure(whereapairofteacherssharesagroupofapproximately50students)andtheintegrationofsubjects(forexample,Englishandsocialstudiescombinedintohumanities)allowstudentstorotatethroughfewerteachersoverthecourseofaday,resultingingreaterattentionforstrugglingstudents.Theintentionalteamstructure--sharingacoregroupofstudents,alongwithcommonprepperiodsandasharedoffice--facilitatesincreaseddialogueaboutstudentneeds,withdedicatedtimetodiscussstrategiesforsupportingstrugglingstudents.

6. PlanforStudentsWhoAreAchievingSubstantiallyAboveGradeLevelExpectations

HTMdoesnottrackstudents.Rather,withineachclass,teacherschallengeandsupporteachstudenttoaimfortheirpersonalbest,employingavarietyofstrategiesforinspiringandrecognizinghighachievement,including,butnotlimitedto,thefollowing:

a. SmallClassSizes:HTM’ssmallclasssizesandfocusonProject-BasedLearningallowteachersincreasedflexibilitytospendtimewithstudentstoofferenrichmentopportunitiesonbothprojectsandcoreskills.

b. StaffMeetingsandProtocols:RegularmorningstaffmeetingtimeisdedicatedtoEquityProtocolsthroughwhichteachershavetheopportunitytoconsultwith

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colleaguesaboutstudentswhoarehighachievingandbrainstormadditionalstrategiesforsupportingtheiracademicgrowth.TheEquityProtocolsalsoinviteteacherstoexaminecriticallytheircurriculumandinstructionalstrategiestoincreaseaccesstolearningforallstudents.

c. SupplementalSchoolLearningResources:Supplementallearningmaterialsaremadeavailabletostudentsthroughtextresources,aswellasinformationtechnology.

d. AlternativeAssignments:Alternative“challenge”assignmentsforreading,writing,problemsolving,andinquiryareroutinelyofferedtoallstudentstogivethemtheopportunitytogainadeeperunderstandingofcoursecontent.Anystudentmaychoosetopursueany,all,ornoneofthese“challenge”assignments.

e. AcademicEnrichment:StudentsmayreceiveenrichmentfromteachersduringXBlock,lunch,beforeschool,andafterschool.

7. PlanforEnglishLearners

HTMaimstoensureeducationalequityforEnglishLearners(“ELs”),whichmeansthateachstudentreceiveswhatheorsheneedstodevelophisorherfullacademicandsocialpotential.5InordertoeffectivelyeducateELs,HTMstrivestocreateaneducationalprogramthatdoesthreethingsforELs:(i)promotethestudents’socioculturalintegration;(ii)cultivatetheirlanguageproficiency;and(iii)holisticallysupporttheiracademicachievement6HTMmeetsapplicablelegalrequirementsforELsastheypertaintoannualnotificationtoparents/guardians,studentidentification,placement,programoptions,ELandcorecontentinstruction,teacherqualificationsandtraining,reclassificationtofluentEnglishproficientstatus,monitoringandevaluatingprogrameffectiveness,andstandardizedtestingrequirements.HTMwillimplementpoliciestoensureproperplacement,evaluation,andcommunicationregardingELsandtherightsofstudentsandparents/guardians.ThegoalfortheELprogramistodevelopcollege-readystudentswhoareproficientinEnglishandtocapitalizeonstudents’multilingualandmulticulturalproficiencies.

5NationalEquityProject 6 Scanlan,M.,&Zisselsberger,M.(2015).TheFormationofCommunitiesofPracticeinaNetworkofSchoolsServingCulturallyand

LinguisticallyDiverseStudents.JournalofEducationforStudentsPlacedatRisk(JESPAR),20(1-2),58–78.

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HTMwilladministerahomelanguagesurveyuponastudent’sinitialenrollmentintoHTMifthisisthestudent’sfirstenrollmentinaCaliforniapublicschool.StudentswhoindicatethattheirprimarylanguageisotherthanEnglishwillbegiventheInitialEnglishLanguageProficiencyAssessmentsforCalifornia(“ELPAC”)todeterminetheirEnglishlanguageproficiencystatus.HTMwilladministertheSummativeELPACtostudentswhohavepreviouslybeenidentifiedasanEL.TheSummativeELPACmeasureshowwelltheyareprogressingwithEnglishdevelopmentineachofthefourdomains:Listening,Speaking,Reading,andWriting.HTMwilladministertheSummativeELPACtoELsonanannualbasisuntiltheyarereclassifiedasfluentEnglishproficient.HTMwillnotifyparents/guardiansofELsannuallyoftheirchild’sstatus,assessmentresults,andotherrequiredinformation.EmbeddedinHTM’sProjectBasedLearningapproachschoolwidearemanypedagogicalpracticeswhichareinformedbyandalignedwiththeoriesofEnglishlanguageacquisition.ThefollowingtheoriesinformHTM’swork:

a. MerrillSwain’swork7highlightstheimportanceofmeaningfuloutput.AccordingtoSwain,meaningfuloutputiscentraltolanguageacquisitionbecauseitprovideslearnerswithopportunitiestoworkwithdevelopinglanguageincontextualized,meaningfulsituations.InHTM’sproject-basedsetting,ELshaverichcontextandauthenticpurposesfortheirinteractions.TheyregularlyengageingrouptaskswhichallowthemtonegotiatemeaningandproducemeaningfuloutputinEnglish.Inshort,HTMstudentsareconstantlyengagedinconversationswithpeersandteachersthatfostermeaningfuloutput.

b. ResearcherJimCummins8underscorestheimportanceofembeddingacademiclanguageincontext,makingacademicallydemandingcontenteasierforELstounderstand.Throughthehands-onlearningthathappensatHTM,academiccontentisregularlyembeddedinrichcontext.Studentsfrequentlyengageinhands-onlearning,withmaterials,tools,andmanipulativesthatgiveELscontextfortheiracademiclearning.

7Swain,M.(1985)Communicativecompetence:Somerolesofcomprehensibleinputandcomprehensibleoutputinitsdevelopment.InS.Gass&C.Madden(Eds.),Inputinsecondlanguageacquisition(pp.235-53).Rowley,MA:NewburyHouse.8Cummins,J.(1984).Bilingualismandspecialeducation:Issuesinassessmentpedagogy.SanFrancisco:College-HillPress.

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c. StephenKrashen9assertsthatlearnershaveanaffectivefilterthatinfluenceshow

muchlearningcantakeplace.Studentswhohavehighlearneranxiety,lowself-confidence,andlowmotivationaresaidtohavehighaffectivefiltersthatcanpreventthemfromlearning.ELsareespeciallypronetohavingahighaffectivefilter.HTM’ssmallclasssize,thedesignprincipleofpersonalization,aswellasHTM’sfocusonsocial-emotionallearning,createsaschoolcultureinwhichELscanexperiencealoweraffectivefilter,makingthelearningmoreaccessibletothem.Inaddition,thehighmotivationthatresultsfromengaginginProjectBasedLearningalsoreducesthisfilterforELs.KrashenalsohypothesizesthatEnglishlearningrequirescomprehensibleinput--meaningfulinputbasedonrealcommunicationthatisimmediatelycomprehensibletothelanguagelearner.Histheoryisrepresentedbytheformulai+1,withthe“i”representingtheinputand“+1”representingthenextlevelwherelanguageisadvancedjustenoughsothatthelearnerischallengedbutabletolearn.EmbeddedwithinHTMclassroomsareampleopportunitiesforstudentstoreceivecomprehensibleinput.ELsarestrategicallygroupedwithpeerswhocanprovidethisi+1input.Inaddition,teachersdifferentiatereadingselectionstobecomprehensibletoELs.BecauseHTMteachersoftenusewebresourcesandauthentictexts(ratherthantextbooks),theycanselecttheappropriatetextsforemergingreaders.

InadditiontothepedagogicalpracticesthatsupportELsintheclassroom,HTMalsoprovidesadditional,personalizedsupportwhereappropriate.HTMemploysacademiccoacheswhoprovideextrasupporttostudents,includingELs,withintheclassroom.HTMeducationspecialists,inconjunctionwithclassroomteachers,overseetheworkoftheacademiccoachesandtheprogressofELs.HTMalsoemploysanELcoordinator.ELcoordinatorsthroughouttheHighTechHighorganizationleadprofessionaldevelopmentrelatedtoEnglishlearning,supportteachersinemployingstrategiestosupportELs,andtracktheprogressofELstomakesuretheyareshowinggrowth.ELsneedsupportinhowEnglishworks.ThisinstructiontakesplacethroughdailylessonsinEnglishLanguageDevelopment(“ELD”).ThepurposeofthisDesignatedELDistodevelopEnglishlanguageproficiencyasrapidlyandeffectivelyaspossible.TeacherswillbeguidedbytheCaliforniaELDStandardsinplanningtheirlessons.

9Krashen,S.(1982).Principlesandpracticeinsecondlanguageacquisition.Oxford:PergamonPress.

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Research-basedstrategies10,11toprovideELsfullaccesstothecurriculumsothattheyunderstandthecontentinclude:● Realia:realobjectsandmaterials● Manipulatives:drawings,posters,brainstorming-clusters,graphs,tables,

maps,props,multimediapresentations,storyboards,andstorymaps● Visuals:study-prints,textbookillustrations,overheads-projected

prints,reproductionsofpaintingsanddocuments,anddocuments● Graphicorganizers:matrices,Venndiagramsandwebs● Plannedopportunitiesforinteractionbetweenallindividualsinthe

classrooms:creatingaskitandactingitout,cooperativelearning,collaborativegroupsandstudent-generatedwritingbasedonpersonalexperience

● Embeddedlanguageinstructionwhilestudentsarelearningcontent● Opportunitiesforlearningthataremeaningfulandrelevant● Explicitinstructionofkeyvocabularyandcognates● Scaffoldingtext,suchasanticipatorypre-readingoftext● Leveledreadingmaterial● Teachersexplicitlymodelthetypeoflanguagestudentsareexpectedtouse,

providingappropriatesupportsforELs,suchassentencestartersandleveledquestions

TheCommonCoreStandardsraisetheexpectationsforallstudentsandwillrequireahigherlevelofexpertiseandsupportforELs.HTMwillusetheCaliforniaELDStandardsintandemwiththeCommonCoreStandardsandNextGenerationScienceStandards.TeachersreceiveongoingprofessionaldevelopmentonservingELsinanumberofways.

a. TeachersearningapreliminaryteachingcredentialthroughtheHighTechHighteacherinterncredentialingprogramcompleteaCCTCapprovedcourseentitled“PreparationtoTeachEnglishLanguageLearners.”Inthiscourse,newteacherslearnstrategiestohelpensurethesuccessofELsinanacademicenvironment.Theyexaminethetheoreticalperspectivesofsecondlanguageacquisition,exploreteachingstrategiesforELs,andpracticeapplyingsuchstrategiesinaProjectBasedLearningenvironment.

b. TeachersintheirfirsttwoyearsatHTMreceiveInductionsupportwhichincludesamoduleonteachingELs.

c. NewteachersreceiveongoingcoachingfromaninstructionalcoachtrainedinteachingELs.

10Rubinstein-Avila,E.(2006).ConnectingwithLatinolearners.EducationalLeadership,63(5),38-43.11HTHteachersareencouragedtolookatExpeditionaryLearning’s“GuidetosupportingEnglishLanguageLearners.”AlthoughfocusedonK-8,therearemanypracticesusefulacrosstheK-12continuum.

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d. NewteachersarriveaboutthreeweeksbeforethestartofschoolforanOdyssey

experienceaimedatdevelopingtheirunderstandingofHTMteachingpractices,includingpracticesaimedatsupportingELs.

e. ReturningteachersarriveaboutoneweekbeforethestartofschoolforongoingprofessionaldevelopmentincludingsupportformeetingtheneedsofELs.

f. Teachersparticipateinmorningorafternoonmeetingseveryweekthroughouttheyearfocusedonprofessionaldevelopmentforimprovingteachingpractices,includingELsupport.

ELswhomeetestablishedcriteriawillbereclassified.MultiplecriteriawillbeusedindeterminingwhethertoclassifyapupilasproficientinEnglish.TheELcoordinatorimplementsfollow-upprocedurestomonitorandsupportReclassifiedFluentEnglishProficientStudents(“RFEPs”)aswellasassureELsshowyearlyprogresstowardsmeetingthecriteriatobecomeEnglishproficient.

8. PlanforStudentswithDisabilities

Asrequiredbyfederalandstatestatutesandregulations,eachspecialeducationstudenteligibleundertheIndividualswithDisabilitiesEducationAct(“IDEA”)willbeprovidedafreeappropriatepubliceducationintheleastrestrictiveenvironment.Tomeeteachstudent’suniqueneeds,HTMfocusesontheprovisionofeducationalenhancementservicessuchasassistivetechnology,in-classtutorialassistance,smallgroupandindividualinstruction,andnote-takingservicesinthegeneraleducationenvironmentratherthanamorerestrictivespecialeducationnon-inclusivelearningenvironment.DecisionsregardingtheabovearetheresponsibilityoftheIndividualizedEducationProgram(“IEP”)team,asformulatedinawrittenplanandwithfullconsentoftheparent/guardian.WhileHTMfullysupportsthefederalandstatestatuteandregulatoryprovisionsthatrequirespecialeducationservicesbeprovidedintheleastrestrictiveenvironment,itiscognizantoftheneedtocraftthedeliveryofsuchservicesappropriately.

ThedeliveryofspecialeducationservicestoHTM’sstudentsshallbeprovidedbyacredentialedspecialeducationteacher,knownasanEducationSpecialistatHTM.TheEducationSpecialistshallalsoserveasthecasemanagerforeachspecialeducationstudentandoverseetheprovisionsofallservicesincludedwithineachIEP.HTMshalldirectlyemploy,orindependentlycontractwith,serviceprovidersforanyrequiredelementofspecialeducationsupportsuchaspsychologicalservices,speechtherapy,occupationaltherapy,andotherrelatedservicesnecessaryfortheprovisionofafreeappropriatepubliceducation.

Theprimarymethodofidentifyingstudentseligibleforspecialeducationservicesisthroughtheadmissionsandregistrationprocess,althoughspecialeducationstatushasnoimpactonadmissiontoHTM.Studentsarealsoeligibleforspecialeducationidentification

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andeligibilitydeterminationthrougha“childfind”process.Instructionalstaffaretrainedinandknowledgeableofreferralprocedurestoidentify,respond,andmeettheneedsofstudentswithdisabilities.HTMprovidespsycho-educationaldiagnosticservicestoassessstudentsforeachofthedisablingconditionsasdefinedbystateandfederallaw.

HTMparticipatesasalocaleducationalagency(“LEA”)memberoftheDesert/MountainSpecialEducationLocalPlanArea(“SELPA”).HTMreservestherighttoparticipateinanalternativeSELPAduringthischarterterm,subjecttorequestingtheDistrict’sapprovalofamaterialrevisiontothecharter.

AsamemberoftheDesert/MountainSELPA,HTMmakesthefollowingassurances:

a. FreeAppropriatePublicEducation:HTMshallassurethatafreeappropriatepubliceducationwillbeprovidedtoallenrolledstudentsincludingchildrenwithdisabilitieswhohavebeensuspendedorexpelledfromHTM.

b. FullEducationalOpportunity:HTMshallassurethatallstudentswithdisabilitieshaveaccesstothevarietyofeducationalprogramsandservicesavailabletonon-disabledstudents.

c. ChildFind:HTMshallassurethatallstudentswithdisabilitiesareidentified,located,andevaluated.

d. IEP:HTMshallassurethatanIEPisdeveloped,reviewedandrevisedforeachchildwithadisabilitywhoiseligibleforspecialeducationservices.

e. LeastRestrictiveEnvironment:HTMshallassurethat,tothemaximumextentappropriate,studentswithdisabilitiesareeducatedwithstudentswhoarenotdisabled.Placementsintheleastrestrictiveenvironmentshallbepursuedforstudentswithdisabilitiesthroughtheutilizationofsupplementaryaidsandservicesinthegeneraleducationlearningenvironment.

f. ProceduralSafeguards:HTMshallassurethatchildrenwithdisabilitiesandtheirparents/guardiansshallbeprovidedwithsafeguardsthroughtheidentification,evaluation,andplacementprocessandprovisionsforafreeappropriatepubliceducation.

g. AnnualandTriennialAssessments:HTMshallassurethatanIEPreviewshallbeconductedonatleastanannualbasis.Additionally,areassessmentshallbeconductedatleastonceeverythreeyearsormoreoftenifconditionswarrant,orrequestedbythestudent’sparent/guardianorteacher.

h. Confidentiality:HTMshallassurethattheconfidentialityofpersonallyidentifiabledatashallbeprotectedatcollection,storage,disclosure,anddestruction.

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i. PersonnelStandards:HTMshallassurethatitwillmakegoodfaitheffortstorecruitandhireappropriatelyandadequatelytrainedpersonneltoprovidespecialeducationandrelatedservicestochildrenwithdisabilities.

j. ParticipationinAssessments:HTMshallassurethatstudentswithdisabilitiesareincludedingeneralStateandDistrict-wideassessmentprogramswithappropriateaccommodations,whennecessary.

TheoversightofthespecialeducationprogramsatHTMisprovidedbytheDirectorofSpecialEducationwhoconcentratesontheareaofspecialeducationservicedeliveryandstateandfederalstatutesandregulations.Additionally,HTMisrequiredtodemonstrateanadequatecapacitytoprovidestudentsinspecialeducationwithafreeandappropriatepubliceducation.HTMdevelopsanannualspecialeducationbudget,hiresnecessarypersonnel,contractsforappropriateservicesasneeded,anddocumentsthequalificationsandcompetencyofsiteadministrativestafftomeetspecialeducationqualityandcompliancerequirements.

TheDirectorofSpecialEducationisaccessibletoHTMthroughpersonalschoolsitevisitsandreviews,aswellasvideoandtelephoneconferencing.Inaddition,theDesert/MountainSELPAcurrentlyhasthetechnologicalresourcestoengageindistancelearningthroughtheuseofinteractivevideoconferencing.ThisactivityisenhancedbyregularlyscheduledpersonalvisitstoallparticipatingLEAsbyateamofhighlyqualifiedEducationSpecialists.AllEducationSpecialistsareengagedincollegialcommunitiesofpracticeandthoseintheinductionprogramreceivesubstantialmentoringfromInductionMentors.SpecificandtargetedstaffdevelopmentopportunitiesarealsoprovidedbyHTMandtheDesert/MountainSELPAduringtheAnnualSummerInstitutethatisco-sponsoredbyHTM.

9. IndependentStudyProgram

HTMreservestherighttoimplementanindependentstudyprogramcalled“Flex”todemonstratehowHTM’sinnovativedesignprinciplesandteachingmethodologiescanexistwithinahybridonlineandin-personlearningenvironment.ThedevelopmentworkunderlyingtheFlexoptionisstillaworkinprogress.

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ElementTwo(B):MeasurableOutcomes

ThetablesbelowdescribeHTM’sprogressonmeasurableoutcomesandalignmentwiththestate’seightpriorities.Theseoutcomesspecifytheskills,knowledge,andattitudesthatreflectHTM’seducationalobjectivesandaresufficientlydetailedenoughtodeterminewhetherstudentsaremakingsatisfactoryprogress.HTM,throughtheLCAPannualupdateandothermeans,frequentlyevaluatestheeffectivenessofitsoutcomesandmodifiesinstructionforindividualstudentsandforgroupsofstudents.

LCAPAnnualUpdate2017-18asofMay29,2018

LCAPGoal StatewidePriority

ExpectedAnnualMeasurableOutcomes

ReportedActualAnnualMeasurableOutcomes

ReduceChronicAbsenteeism

5 ChronicAbsenteeismRate6.8%ChronicAbsenteeismRateSEDStudentsof8%P2Attendance96.1%

ChronicAbsenteeismRate5%ChronicAbsenteeismRateSEDStudentsof7.9%P2Attendance96%

RestorativePracticestoReduceSuspensions

5 SuspensionRate2.5%NationalpercentilerankingonYouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair85%NationalpercentilerankingonYouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity96%

SuspensionRate3.5%NationalpercentilerankingonYouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair89%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity91%

ImproveoutcomesforEnglishLearners

4 ImproveELReclassificationRate

ELReclassificationRate78.9%

ImproveLiteracyInstruction

2,4,7 Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS96%

Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%

ImproveMathematicsInstruction

2,4,7 Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS96%

Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%

ImproveScienceInstruction

2,4,7 SciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity67%

SciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity76%

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ImproveprocessesforrespondingtostrugglingstudentsbyimplementingCPSmodel

3,4,7 Have25studentsparticipatinginCPS(problemsolving)

MonitorstudentparticipationinCPSprocess

Supportstudentsinpubliclypresentingtheirlearningtofamiliesandthebroadercommunity

2,3 Percentageofstudentsparticipatingeachyearinanexhibition,presentationsoflearning,and/orstudent-ledconference96%Percentageoffamiliesattendanexhibition,presentationsoflearning,orstudent-ledconference91%

Percentageofstudentsparticipatingeachyearinanexhibition,presentationsoflearning,and/orstudent-ledconference100%Percentageoffamiliesattendanexhibition,presentationsoflearning,orstudent-ledconference92%

IncreaseCollegeAccessandPersistence

4,8 PercentageofHTHstudentsinA-Gcoursework96%PercentageofHTHstudentsreportingenrollingincollege95%PercentageofHTHSEDstudentsawardedaCalGrant70%

PercentageofHTHstudentsinA-Gcoursework(pending)PercentageofHTHstudentsreportingenrollingincollege(pending)PercentageofHTHSEDstudentsawardedaCalGrant64%

Improveuseofsurveydatatoguideimprovementefforts

3,5,6 Percentageofteacherswhohavecompletedaprocessofanalyzingstudentsurveyresults40%

Percentageofteacherswhohavecompletedaprocessofanalyzingstudentsurveyresults100%

Maintainbasicservices

1 Percentofcredentialedteachers100%Percentofteacherswithaccesstoabudgettopurchaseinstructionalmaterials100%Percentofmaintenancerequestsfilledwithinaweek75%

Percentofcredentialedteachers100%Percentofteacherswithaccesstoabudgettopurchaseinstructionalmaterials100%Percentofmaintenancerequestsfilledwithinaweekmet/exceeded75%

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LCAPGoalsandOutcomes2018-19asofMay29,2018

Goal StatewidePriority

ExpectedAnnualMeasurableOutcomes

EnsureHighQualityWork:Studentscreatehigh-qualityworkcharacterizedbycomplexity,authenticity,andcraftsmanshipthatinvitesfamilyandcommunitymemberstoparticipateinstudentlearningandreflection.

2,3,5,7,8 Percentageofstudentprojectexhibitionsthatincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%Percentageoffamiliesattendinganexhibition,presentationsoflearning,orstudent-ledconference91%YouthTruthfamilysurveydescribingthedegree:Iunderstandmyschool'sgoals.NationalPercentileRanking80%YouthTruthfamilysurveydescribingthedegree:Iwouldrecommendmyschooltoparentsseekingaschoolfortheirchild.NationalPercentileRanking68%

ImproveStudent-CenteredInstruction:Teachersdesignclassroominstructionthatprovideaccessandchallengeforallstudents,encouragingthemtograpple,sharetheirthinking,andconstructknowledgetogether.

2,4,5,7 ELReclassificationStatusIndicator80%LCFFRubricELA:GreenLCFFRubricMath:GreenIncreasepercentageofsciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity77%

NurtureaCultureofBelonging:Createsafe,inclusiveenvironmentswhereallstudentsfeelasenseofbelonging,aresupportedwithsocio-emotionalneeds,developstrongrelationshipsandexperiencejoy.

5,6 Improvechronicabsenteeismratesschoolwide(4.5%)andforSEDstudents(6.6%),improveP-2attendancerate(96%),andlowersuspensionratesschoolwideandforSEDstudents.

IncreaseSupportforStrugglingStudents:Providetargetedinterventionstostudentsinneedofadditionalsupport.

4,5,6 EstablishbaselinenumberofPlanB/ALSUPmeetings.

EnsureCollegeAccess&Persistence:Supportallstudentsinaccessingandexcellingincollege.

4,7 PercentageofHTHstudentsreportingenrollingincollege96.8%

MaintainBasicServices 1 Maintain100%ofcredentialedteachersMaintain100%ofteacherswithaccesstoabudgettopurchaseinstructionalmaterialsIncreasepercentofmaintenancerequestsfilledwithinaweekto76%

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ElementThree(C)–MethodofMeasuringofStudentProgress

HTMimplementsawideassortmentofongoingauthenticassessments.Theassessmentsarelinkedtothestandardsforliteracy,mathematics,science,history-socialscience,andappliedlearning.Thegoalofassessmentistoprovideinformationfor:

● Curriculumplanning,determiningandplanninginstructionalpractices● Specialneedsandinterestsofstudents● Feedbacktostudentsregardingtheirindividualprogress● Programevaluationandaccountability● Studentstobeself-assessorsoftheirownwork● Communicationtoparents,guardian,andthelargercommunity

Inadditiontostandardizedtesting,HTMimplementsperformance-basedassessmentsinwaysthatenablestudentstodemonstratewhattheyknowandwhattheyareabletodoinmeetingthestatewidestandards.Performance-basedassessmentsinclude,butarenotlimitedto:

1. Exhibitions,PresentationsofLearning,andOthers:Theseprojectsrepresentaculminationofthestudent’slearningincurricularareas;theymaybewrittenororal.Theymayalsoreflectinterdisciplinarythemesappliedtocorecurriculum.

2. CalendaredClassroomAssessments:Teachersassessstudentsregularlyinreading,writing,andmathematics.

3. TeacherPreparedAssessmentInstruments:Teachersdesignappropriatetasksthatmeasureunderstandingsandmasteryofclassroomwork.

4. StudentJournals:Studentskeepjournalsinwriting,science,andinterdisciplinarythematiccurriculum.Thesereflecttheirunderstandingandthinkingskills.

5. FormalAssessmentReportstoParents/Guardians:Aformalprogressreportto

parents/guardiansissenthometwotimesperyear.Studentsareassessedinallacademicareas.Manycurricularareasareassessedbasedonrubricscoring.

6. Conferences:Avarietyofconferencesareconductedthroughouttheschoolyearandinclude:

a. StudentLedConferences:Studentssharetheirgoalsandexpectationsfortheyear.Parents/guardiansmayshareanyconcernstheyhave.Theteacherreportsacademicaswellassocialprogress.

b. Student/TeacherConferences:Meetingsarescheduledwiththestudentandteachertodiscussandevaluateastudent’sprogress.

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c. OtherConferences:Thesearescheduledasneededtoensurethattheprogramismeetingthestudent’sneeds.

ThefollowingtableoutlinessomeoftheassessmentandstudentoutcomestoolsusedbyHTM.

ASSESSMENTS/OUTCOMES PURPOSEFORADMINISTERING/MONITORING

PresentationsofLearning(“POL”) Toensurelearninggoalsaremetforeachindividualstudent.

Exhibitions Demonstratepresentationsoflearningtoteachers,parents,andcommunity.

CaliforniaAssessmentofStudentPerformanceandProgress(“CAASPP”)

TestsstudentproficiencyoftheCaliforniaStateStandards.

FITNESSGRAM Ensurestudentsarephysicallyfit.

EnglishLanguageProficiencyAssessmentsforCalifornia(“ELPAC”)

ToassessEnglishlanguageproficiencyandreclassifystudents.

Surveys Solicitspecificfeedbacktogaugeparent/guardianandstudentsatisfactionwithlearningoutcomesandprogramdesignofHTM.

AttendanceandChronicAbsenteeism EnsurestudentshaveaccesstothecurriculumandhavesupportstoaddressanybarrierstoattendingHTMregularly.

HTMmakesregularuseofstudentperformancedatatoinforminstructionalpracticesandreportsachievementtostaff,parents,andguardiansonanongoingbasis.Inthecontextofweeklymorningstaffmeetings,staffmembersmayreviewstudentworkanddiscusshowpracticesmaybeadjustedtomeettheindividualneedsofstudents.Teachersreceivesupportfromoneanothertoassiststudentsinachievingthestandards,andteachersmaygiveadvicesothattheymaygobacktotheirclassroomandprovideadditionalsupport.Thesediscussionsmaybebroadenedtoincludeparents/guardianaswellasthestudentsthemselvessothatcoordinatedinterventionandsupportservicescanbeofferedtoimprovestudents’learning.Assuch,thisstaffdevelopmentprotocolensuresthatthecontemporaneousanalysisofstudentperformancedataisinformingrefinementofpracticeintheclassroom,providingabasisforregularcommunicationwithparents/guardiansandstudents,andsupportingstudentachievement.Attheclassroomlevel,teachersuseavarietyofstrategiestomonitorstudentunderstandingandprogressonadailyandweeklybasis.Theseincludequizzes,weeklystudentreflections,anddaily“check-ins,”forexample,askingstudentsattheendofaclasssessiontowriteandsubmitaquickreflection.Inaddition,teachershaveestablishedprotocolsforweeklyreviewsofstudentworkincludingusinglearninglogsorjournals,andusingweeklycheck-instogaugeprogressonprojects.

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HTMissuesregularprogressreportstoinformresponsiblestaffwhotoofferinterventionstosupportstudentswhomaybeindangerofnotreceivingpassinggrades.Suchinterventionincludesthehostingofmeetingswithstudents’parents/guardianstoassesswhatadditionalsupportsneedtobemadeavailabletoassistthestudentswiththeirlearning.HTMalsoprovidesparents/guardianswithcurrentinformationaboutstudents’gradesviaweb-enabledpasswordaccesstoHTM’sStudentInformationSystem.

HTMcollectsandanalyzesdataonitseffortstoimproveeducationaloutcomes.Improvementteamsusethatdataandanalysistoinformtheirpractice,teaching,andlearning.

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ElementFour(D):Governance

Since2000,theHighTechHighnetworkhasevolvedandgrowntoincludeanintegratedgroupofatotaloffourteencharterschoolsspanninggradesK-12acrossfourcampuses.AsnotedintheIntroduction,theDistricthasauthorizedsevenofthecharterschoolsoperatedbyHighTechHigh,aCalifornianonprofit,publicbenefitcorporation.ThesesevencharterschoolsarelocatedonthePointLomaCampusandcollectivelyservegradesK-12.Inaddition,HighTechHighoperatessevenothercharterschoolsauthorizedbytheCaliforniaStateBoardofEducation(“SBE”)underasingularStatewideBenefitCharter.ThespecificlocationsofeachcampusaredetailedintheStudent&ParentHandbook(AppendixI)aswellasthewww.hightechhigh.orgwebsite.TheBoardofDirectorsofHighTechHigh(“HighTechHighBoard”)governsoverandoperatesalloftheDistrict-authorizedandSBE-authorizedcharterschools.TheHighTechHighBoardhaslegalandfiduciaryresponsibilityforallofthecharterschoolsthatitoperates.TheHighTechHighBoardmeetsatleastquarterlyandholdsitsmeetingspursuanttotheRalphM.BrownAct(“BrownAct”).Moreover,theHighTechHighBoardoperatesunderaConflictofInterestCodefiledpursuanttotheCaliforniaPoliticalReformAct,GovernmentCodeSection81000,etseq.TheHighTechHighBoardiscomprisedoffivemembers,inaccordancewithitsbylaws,whichareattachedasAppendixH.PotentialboardmembersarescreenedtoensurethattheypossesstheskillsandexperiencenecessarytofulfilltheresponsibilitiesentrustedtotheHighTechHighBoard.Boardmembersrepresentthebusinesscommunityandthecommunity-at-large.Boardmembersserveoneyeartermsandreceivetrainingregardingtheirlegalandfiduciaryresponsibilities,includingtherequirementsoftheBrownActandconflictofinterestlaws.IntheeventtheDistrictappointsarepresentativetotheHighTechHighBoard,anadditionalboardmembermaybeselectedbytheHighTechHighBoard.HTMsecuresparentalinvolvement,participation,andinputinavarietyofways.Forexample,theSchoolDirectormeetsformallywithparentsandguardiansatleasttwiceayearregardingTitleIspendingandtheLCAP.MeetingagendascoversubjectsincludingreviewandanalysisofCAASPPresults,aswellasbudgetdevelopment,asitpertainstoTitleIfundsandtheLCAP.HTMfeaturesactiveparentalinvolvement,asparentinvolvementisakeyfactorinstudentacademicachievement.HTMhasaParentAssociation.Activitiesthattheparentassociationmayundertakeincludes,butisnotlimitedto:

● CreatinganddistributingaParentAssociationNewsletter

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● SendingParentAssociationannouncementsviaemailand/orothermeans

● MeetingregularlyandservingasaliaisontootherstakeholdergroupssuchasHTM’sadministrators,associatedstudentbodygroups,andothers

● Sponsoring/supportingcommunity-buildingactivities,suchasorientations,schoolphotos,socials,specialfundraisingevents,andcommunity-serviceactivities

● Supportingclassroomsdirectly,suchasRoom/TeamParentcoordination,teacherwishlists,andchaperoning

● Coordinatingschool-widefundraising,suchasbookfairs,eScrip,andotherfundraisingpartnershipswithlocalbusinesses

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ElementFive(E):HumanResources

ThegeneralqualificationsforallemployeesofHTMarethattheymeetspecificqualificationsidentifiedfortheirpositionandsubmittoacriminalbackgroundcheckandtuberculosisriskassessment.Candidates’resumesandapplicationinformationarereviewed,andengagementwithcandidatesmayincludephoneinterviewsandin-personinterviews.1. DelineationofSchool-BasedandCentralResponsibilities

AmongtheHighTechHighcharterschools,thereisahighlevelofcoordinationandcooperationbetweenschool-basedstaffmembersandcentralstaffmembers.

School-BasedStaffResponsibilities CentralStaffResponsibilities

● SchoolDirector–responsibleforoverseeingallaspectsoftheschool’slocaloperationsincludingresponsibilityforensuringthattheschool’sinstructionalprogramfeaturesfullimplementationofDesignPrinciplesanddeliversthemeasurableoutcomes.TheSchoolDirectorisresponsibleforhiringallsite-basedstaffand,workingincollaborationwithcentralstaff,forpreparingabudgetforapprovalbytheHighTechHighBoard.

● DeanofStudents–worksinclosepartnershipwiththeSchoolDirectortoensurethatstudentsafetyismaintainedatalltimesandthatacultureandstandardofdisciplineconducivetostudentlearningissupportedbyallsitestudentsandparents/guardians.

● ITDirector–workscloselywithcentralstafftoensurethatITsystemsarchitectureisfullyimplementedattheHTMsitelevel,providingthesite’sstudents,parents/guardians,andstafffullaccesstothearrayofITservicesthatsupportteaching,learningandsiteoperations.

● SiteManager–ensuresthatadministrative,clerical,andfrontoffice

Atthecentrallevel,theHighTechHighorganizationoffersadministrativesupportservices.Servicesperformedatthecentrallevelinclude,butarenotlimitedto:

● HighTechHighBoardSupport ● GovernanceSupport ● StrategicPlanning ● OperationandFiscalPlanning ● Property/FacilitiesAcquisitionand

Financing ● FacilitiesDesign,Renovationand

Maintenance ● Payroll,Benefits ● HumanResourcesSupport ● ITServices ● BusinessServices ● LunchProgramOperations ● Admissions ● LegalSupport ● AdministrativeServices ● CharterDevelopment ● CommunityEngagement ● TeacherCredentialing ● CurriculumDevelopmentSupport ● ProfessionalDevelopmentfor

DirectorsandTeachers ● ProgramMonitoring,Compliance,and

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School-BasedStaffResponsibilities CentralStaffResponsibilities

functionsareperformedattheHTMsitelevelandworkscloselywiththecentralstafftomakesurethatinformationfromthesiteisavailableonatimelybasisregardingcompliancemattersandfiscalcontrol.

● Custodian–ensuringthatthefacilityismaintainedinamannerthatsupportsteachingandlearning.

QualityAssurance ● SpecialEducationServices ● Fundraising ● GrantGeneration ● EnvironmentalHealthandSafety

2. SchoolDirectorHTMiscommittedtocarefullyselectingathoughtful,inspired,andtalentedSchoolDirectorasakeypositionintheadministrativecategory.TheSchoolDirectormusthaveagraspofHTM’sdesignprinciplesandacommitmenttoHTM’smissionandgoals.TheSchoolDirectormustdemonstratetheskillsetsnecessarytoworkwellwithstudents,teachers,parentsandguardians,andthecommunity-at-large.TheSchoolDirectorshouldunderstandtheeducationalprogramsufficientlytosupportandinspiretheirfaculty.TheSchoolDirectormusthavetheskillstohireandmanagestaffmembers,managebudgets,andthedemandsoftherigorouseducationalprogram.HTMmayfinditsSchoolDirectorinavarietyofways,includingwithinitsownteachertalentpool,inworkingwiththeHighTechHighGraduateSchoolofEducation,orrecruitingfromotherorganizations.

3. Teachers

HTMiscommittedtohiringtalented,knowledgeable,andpassionateteachersaskeypositionsintheinstructionalcategory.HTMdoesthisbyholdinghiringfairs,workingwiththeHighTechHighGraduateSchoolofEducation,postingpositionswithotheruniversitiesandeducationwebsites,recruitingfromindustry,andsupportingnewteachersthroughitsowncredentialingprograms,amongotherthings.Interviewsaretypicallyfollowedbyarigorousfull-dayreviewduringwhichcandidatesteachaclass(andareevaluatedbystudents),havealuncheoninterviewwithstudents,andinterviewwithcurrentteachersandadministrators.TeachersamongtheHighTechHighcharterschoolsrepresentarangeofexperiences,includingformerbiotechengineers,communitycollegeprofessors,andgraphicdesigners.InAugust2004,theHighTechHighorganizationwasthefirstcharterschooltoreceive

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approvalfromtheCaliforniaCommissiononTeacherCredentialing(“CTC”)tooffersingle-subjectcredentials.TheHighTechHighorganizationhasexpandeditscredentialingworkandnowhasauthorityfromtheCTCtoofferamultiple-subjectcredentialinternprogramelementaryschoolteachers,amongothercredentials.

HTMrecognizesthatitsteachersofcoreacademicsubjectsmustmeettheEveryStudentSucceedsAct(“ESSA”)requirements.HTM’steachersarerequiredtoholdaCTCcertificate,permit,orotherdocumentequivalenttothatwhichanypublicschoolteacherisrequiredtohold.However,HTMbelievesthataninterdisciplinarystructureisanimportantcomponentofitsProject-BasedLearningapproach,andteachersmaybecalledupontoteachmorethanonesubject.Inaccordancewithapplicablelaw,HTMmayexerciseflexibilitywithregardtothoseteachingnon-core,non-collegepreparatorycourses.Moreover,withintheprovisionsofthelaw,HTMreservestherighttorecruitandhirethebestqualifiedpersontofillanyofitspositionvacancies.

4. OtherStaffMembers

OtherstaffmemberswhomaybeemployedbyHTMinclude,butarenotlimitedto,theDeanofStudentsandAcademicCoachesforinstructionalsupport,aswellasSiteManagersfornon-instructionalsupport.Theexpectationisthatallemployeeswillmeetthespecificqualificationsidentifiedfortheirpositions.

5. PolicyAgainstDiscrimination

HTMdoesnotdiscriminateagainstanyapplicantoremployeeonthebasisoftheactualorperceivedcharacteristicsofrace,religion,creed,color,gender,genderidentity,genderexpression,nationality,nationalorigin,ancestry,ethnicgroupidentification,geneticinformation,age,medicalcondition,maritalstatus,sexualorientation,pregnancy,physicalormentaldisability,childbirthorrelatedmedicalconditions,oronthebasisofaperson’sassociationwithapersonorgroupwithoneormoreoftheseactualorperceivedcharacteristics,oranyotherbasisprotectedbyfederal,state,locallaw,ordinanceorregulation.

6. ProfessionalDevelopment

Professionaldevelopmentconsistsofbothschool-basedandorganization-widelearningopportunities.Bydesign,professionaldevelopmentislargelycontextual,integratedintoteachers’day-to-dayworkandaddressingissuesthatemergetherein.

Morningstaffmeetingsareheldatleastonceaweekandaffordtheopportunityforregularcheck-insanddiscussionsaboutpractice.Thesemeetingsmayincludediscussions

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aboutexhibitions,presentationsoflearning,assessments,andothertopics.Veteranandnewteachershavetheopportunitytocollaborateatmorningmeetings.

CollegialcoachingisanotherimportantpartofHTM’sprofessionaldevelopmentprocess.StartingatfirstwithobservationandconsultationbytheSchoolDirector,colleagues,and,attimes,otheradministrators,teachersareengagedinclassroomobservationandfeedback.

Staffretreatsanddesignatedstaffdayspresentadditionalopportunitiesforschoolteachingcommunitiestogatherandengageindeeperdivesonparticularsubjects.

Additionaltrainingsareofferedtotheteachers,deans,schooldirectors,andotherstaffmembersthroughHighTechHigh’sCredentialingProgram,theHighTechHighGraduateSchoolofEducation,andotherformaladultlearningprogramsaswellasthefollowing:

a. TheNewTeacherOdysseyheldeveryAugustbeforethestartofthenewschoolyearwhereSchoolDirectors,veteranteachers,andothermembersoftheHighTechHighcommunitycometogetherforaweekofnewteacherpreparationandprojectdevelopmentandtuning.

b. WinterOdysseyheldnearthemid-yearforallteachersasaforumforacheck-inandprojectdevelopmentandtuning,amongotherpracticesupport.

c. WeeklyDirectorsMeetingsheldatthestartofalmosteveryweekwhereSchoolDirectorscometogetherwithcentraladministratorstodiscusspertinentandtimelyschoolmanagementmattersandprogramdelivery.

d. DirectorProfessionalDevelopmentMeetingsareheldapproximatelytentimesayear.ThesemeetingsofferSchoolDirectorstheopportunitytodivedeeperintokeytopics.

e. DeanMeetingsareheldapproximatelysixtimesayear.Deansgettogethertodiscusscurrentissues,engageincasestudies,andreviewdataregardingstudentdisciplineandschoolculturematters.

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ElementSix(F):HealthandSafetyProcedures

HTMwillcomplywithallapplicablehealthandsafetylaws.Towardthisend,HTMhasadoptedacompletesetofhealthandsafetypolicies.ThesepoliciesincludeanInjuryandIllnessPreventionProgram,HazardousCommunicationProgram,BloodbornePathogensExposureControlProgram,andEmergencyPlansandProcedures.HTMwilldevelopfurtherhealth,safety,andriskmanagementpoliciesinconsultationwithitsinsurancecarriersandriskmanagementexpertsasrequiredbylaw.HTMwillassessitsfacilitiesforstructuralsafety,usingtheapplicablestate,county,andcitystandards.HTM,atitsowncostandexpense,willberesponsibleforobtainingappropriatepermitsfromthelocalpublicentitywithjurisdictionovertheissuanceofsuchpermits,includingbuildingpermits,occupancypermits,fire/lifesafetyinspectionsandconditionalusepermits,allasmayberequiredtoensuresafefacilitiesforstudentsandstaff.HTMrequiresthateachemployeeandcontractorfurnishHTMwithacriminalrecordsummaryasdescribedinEducationSections44237and45125.1,includingtherequirementthat,asaconditionofemployment,eachnewemployeenotpossessingavalidCaliforniaTeachingCredentialmustsubmittwosetsoffingerprintstotheCaliforniaDepartmentofJusticeforthepurposeofobtainingacriminalrecordsummary.HTMwillcomplywithEducationCodeSection44830.1regardingtherestrictiononhiringofapplicantswithseriousfelonyrecordsasdefinedinthatsection.HTMshallensurethatallemployeesprovideappropriatedocumentationofmandatedtuberculosisriskassessment.HTMshallrequirestudentimmunizationsasaconditionofattendancetothesameextentaswouldapplyifthestudentsattendedanon-charterpublicschool.HTMshallprovidestudenthealthscreenings,includingvisionandhearing,arecompletedtothesameextentaswouldberequiredifthestudentsattendedanon-charterpublicschool.

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ElementSeven(G):RacialandEthnicBalance

HTMshallnotdiscriminateonthebasisofthecharacteristicslistedinEducationCodeSection220(actualorperceiveddisability,gender,genderidentity,genderexpression,nationality,raceorethnicity,religion,sexualorientation,oranyothercharacteristicthatiscontainedinthedefinitionofhatecrimessetforthinSection422.55ofthePenalCodeorassociationwithanindividualwhohasanyoftheaforementionedcharacteristics).HTMfocusesitsrecruitmenteffortsonachievingdiversitywithintheparametersofapplicablelawinanefforttoservestudentbodiesthatarereflectiveoftheracial,ethnic,andsocioeconomicdemographicsofthebroadergeographicareaswherethecampusislocated.HTMworkscooperativelywiththeDistrict,theSanDiegoCountyOfficeofEducation,otherlocalcharterschools,preschools,andcommunity-basedorganizationstoengageinoutreachtostudentsandcommunitymembersinordertoprovideprograminformationandapplicationstoeligibleapplicants.Staffmembersconductinformationalpresentationsthroughoutthesurroundingareatoprovideinformationtoprospectiveapplicants.PublicinformationmeetingsareheldaboutHTM.SpecialemphasisisplacedonholdingsuchmeetingsincommunitiesthatstaffmembershaveidentifiedasthoserepresentingdemographicsthatareunderrepresentedintheapplicantpoolandthatwillbringHTMtowardthegoalofsocio-economicandculturaldiversity.Programdescriptionsandstudentrecruitmentinformationispresentedinamannerthatprovidesaccesstoabroadgroupofstudentsandtheirparentsandguardians.

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ElementEight(H):StudentAdmissionsandAttendance

1. AdmissionsInformationAdmissionsinformationonHTM’swebsiteisaccessibleinmultiplelanguagesthroughtheuseofatranslationfeature.PaperapplicationsarealsoavailableatHTMoffice.

2. GeneralProceduresforNewApplicantsforAdmission

Thefollowingareadmissionsrequirementsfornewapplicants:

a. Aparentorguardianmustcompleteandsubmitasimple,non-discriminatory

applicationformbyapublisheddeadlinebeforetheendingoftheopenenrollmentperiod.

b. AparentorguardianmustsignastatementagreeingtoabidebyallpoliciesandproceduressetforthintheStudent&ParentHandbook.

HTMinformsparentsandguardiansthatvolunteeringatHTMisencouraged,butitisnotrequiredforadmissionorenrollment.Applicationswillbeacceptedduringapubliclyadvertisedopenenrollmentperiodeachyearforenrollmentinthefollowingschoolyear.Moreinformationregardingtheadmissionsprocessandprocedures,includinganonlineapplication,maybefoundatwww.hightechhigh.org/admissions.

3. MatriculationandTransfersofCurrentCharterSchoolStudents

StudentswhoareenrolledatoneoftheHighTechHighcharterschoolsmaycontinuetomatriculatethrough12thgrade,providedtheysatisfactorilycompletethecourseofstudyofferedbytheirpriorHighTechHighcharterschool,andremainingoodacademicstanding.Forexample,astudentattendingHighTechElementaryorHighTechElementaryExplorerwhosatisfactorilycompletesthecourseofstudythrough5thgrade,maymatriculatetoHTMorHTMMediaArts,and,uponsatisfactorycompletionthrough8thgrade,mayproceedtoHighTechHigh,HighTechHighInternational,orHighTechHighMediaArts.

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HTMmayconsideratransferforanycurrentstudentingoodstandingwhosubmitsatimelytransferrequestseekingtotransferfromoneHighTechHighcharterschooltoanother.However,transfersareanexceptionandareapprovedinlimitedcircumstances.Forpurposesofmatriculationandtransfers,satisfactorycompletionmeansthatthestudentpassedthecourseshe/shetookinthepreviousgrade.Forexample,astudentwhofailshis/her8thgradecourseswouldnotbeconsideredfora9thgradeseat,asthatstudentisstillconsideredtobean8thgrader.

4. AdmissionsPriorities

Intheeventapplicationsforadmissionexceedavailability,priorityforadmissionshallbeassignedinthefollowingorder:

a. ReturningorexistingstudentsingoodstandingareexemptfromthelotteryinaccordancewithEducationCodeSection47605(d)(2)(B).

b. ChildrenofemployeesorboardmembersofHighTechHigh,HighTechHighFoundation,orHighTechHighLearning.Thispriorityiscappedat10%oftotalenrollment.

c. StudentsbeingpromotedfromortransferringfromanotherschoolthatisoperatedbyHighTechHigh(whoalsocompletetheapplicationprocessinatimelyfashion).

d. SiblingsofstudentscurrentlyattendingschoolsoperatedbyHighTechHigh,ifthereisspaceavailablewithintheapplicant’szipcodecluster(seebelow).

e. Allotherstudentspermittedbylaw.5. AdmissionsLottery

IfHTMreceivesmoreapplicationsthantherearespacesavailable,apublic,computerizedlotterywillbeheldtodetermineadmissions.Notificationofthelotterydatewillbemadetothepublicandmembersofthepublicwillbeabletowitnessthecomputerizedlotteryprocess.Withinthecontextofthisadmissionprocess,HTMseekstodeliveronthespiritandintentofBrownvs.BoardofEducationbyusinglegally-permissiblemeanstoenrollaprofileofstudentsrepresentativeoftheracial,ethnic,andsocioeconomicdiversityoftheregion

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whereHTMoperates.Inthisregard,HTMemployscertainweightingmechanismsinrelationtoitscomputerizedlotterythatfosterdiversityandthatfitsquarelywithinacceptableadmissionsprotocols.Weightingsforgeographyandsocioeconomicstatusareemployedasdescribedbelow.Theseweightingsareadjustedtoaccountforthenumbersofstudentsfromaparticularzipcodeclusterthathavebeenadmittedfromreturning,promotingandtransferringstudents,siblingpreferencesandboardmemberoremployeepreferences.

a. GeographicZipCodeWeighting:InordertomeettherequirementthatpreferenceforadmissionbeofferedtostudentswhoresideintheschooldistrictwhereHTMislocated,HTMensuresthatapproximately85%ofslotsforadmissionwillbeallocatedtostudentsresidingwithintheattendanceboundariesoftheDistrict.AspartoftheHighTechHighcharterschools,HTMidentifiesattendanceregionsconsistingofseveralcontiguouszipcodeareasor“clusters.”UsingUnitedStatesCensusdata,HTMdeterminesthepercentageofschool-agedstudentsresidingwithineachzipcodeclusterandprovidesweightingwithinthelotteriesdesignedtoencourageacorrespondinglevelofenrollmentfromeachzipcodecluster.

b. SocioeconomicStatusWeighting:Similartothezipcodeweightings,weightingsareimplementedtoencouragesocioeconomicstatusdiversity.Weightingsforsocioeconomicstatusaredesignedtoensurethatatleastapproximately40%ofadmittedstudentsareeligibletoreceivefreeorreducedpricemealsundertheNationalSchoolLunchProgram.

6. Acceptance,NotificationandWaitingPool

Oncetheinitialopeningshavebeenfilledusingtheproceduresdescribedabove,HTMwillnotifychosenapplicantsandinformthemoftheiroptiontoenrollinHTM.Applicantswhohavenotbeenchosenwillhavetheirnamesmaintainedwithintheapplicantwaitingpool.Asadditionalopeningsbecomeavailableaftertheinitialstageofdrawingnames,nameswillbedrawnfromthewaitingpoolinkeepingwithHTM’sadmissionspoliciesasdelineatedabove.Whennamesaredrawn,HTMwillnotifytheapplicantsthattheyhavetheoptionofenrollinginHTM.Notificationswillgiveapplicantsatleastthreefullbusinessdaystoinformtheschooloftheapplicant'sintentions.Intheabsenceofanaffirmativeandtimelyresponsebyphone,letter,oremail,HTMwilleliminatetheapplicantfromconsiderationanddrawanothernamefromthewaitingpool.Theapplicantwaitingpoolexpiresannuallyattheendoftheformalacademicyear,orasotherwisedeterminedbytheHighTechHighBoard.

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ElementTen(J):StudentSuspensionsandExpulsions

HTMregardssuspensionandexpulsionasalastresort.TheproceduresbywhichastudentcanbesuspendedorexpelledfromHTMfordisciplinaryreasonsorotherwiseinvoluntarilyremovedfromHTMforanyreasonwillbeconsistentwithallapplicablefederalandstateconstitutionalproceduralandsubstantivedueprocessrequirements.1. OverviewofDisciplinaryActions

ThepurposeofdisciplinaryactionatHTMistoensurethatindividualstudents,theirparents/guardiansandHTMcommunitystayfocusedongrowthandlearning.Promptresolutionoftheproblemorissuesisexpected.Disciplinemayincludeanyone,acombinationand/orallofthefollowingdependingonthecircumstances,andatHTMadministration’ssolediscretion.

● Verbaland/orwrittenwarningtothestudent● Lossofprivilegesorremovalfromextra-curricularactivities● Parent/guardiannotification● Awrittencommitmentbythestudenttoimprovehis/herbehaviorand/orperformance

and/ortotakecertainaffirmativeactionstoimprove● AmeetingwiththeDeanofStudents,Director,orsomeotherschooladministratoror

facultymember● AcademicConsequences● Suspension● Expulsion● DenialofRe-admission● OtherformsofdisciplinethatHTMmaydetermineappropriate

2. SuspensionandExpulsionasDisciplinaryActionsCriteriaforsuspensionandexpulsionofstudentswillbeconsistentwithallapplicablefederalandstatestatutesandconstitutionalprovisions.Studentswillbeaffordeddueprocess,includingahearingandrightofappeal,asdescribedbelow.AstudentidentifiedasanindividualwithdisabilitiesorforwhomthereisabasisofknowledgeofasuspecteddisabilitypursuanttotheIndividualswithDisabilitiesAct(“IDEA”)orwhoisqualifiedforservicesunderSection504oftheRehabilitationActof1973(“Section504”)issubjecttothesamegroundsforsuspensionandexpulsionandisaccordedthesamedueprocessproceduresapplicabletoregulareducation

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studentsexceptwhenfederallaworspecialeducationlocalplanarea(“SELPA”)policiesrequireadditionalordifferentprocedures.Thegroundsformandatoryanddiscretionarysuspensionandexpulsionareasfollows:

1. MandatorySuspensionandMandatoryRecommendationofExpulsion.Thefollowingoffensesrepresentgroundsformandatorysuspensionandmandatoryrecommendationforexpulsion:

a. Possession,use,sale,orotherwisefurnishinganyfirearm,explosive,orotherdangerousobject.

2. DiscretionarySuspensionandDiscretionaryRecommendationofExpulsion.Thefollowingoffensesrepresentgroundsthatmayresultinsuspensionand/orsuspensionwitharecommendationforexpulsion:

a. Possessionof,useof,offering,arrangingand/ornegotiatingtosellorprovideaknife,imitationfirearm,otherweapon,oritemthatcouldbeconstruedand/orusedasaweapon.

b. Possessionof,useof,beingundertheinfluenceof,offering,arrangingand/ornegotiatingtoselland/ordistributetobacco,alcohol,drugs,othercontrolledsubstances,and/orintoxicantsofanykind,including,butnotlimitedtoover-the-countermedicationand/orprescriptiondrugs.

c. Possessionoroffering,orarranging,ornegotiatingtosellanydrugparaphernalia,asdefinedinHealthandSafetyCodeSection11014.5.

d. Thecausationorattemptedcausationofphysicalinjurytootherperson(s),orself,includingphysicalassault,sexualassault,otherformsofassault,andincluding,butnotlimitedtoaidingorabettinginthesame.

e. Thethreatofphysicalinjurytoself,otherindividual(s),and/ortheschoolcommunity,including,butnotlimitedtothreatsofsexualassault,orschool-wideviolence.

f. Disruptionand/ordefiance,including,butnotlimitedtodisruptionofschoolactivitiesand/orwillfuldefianceoftheauthorityofschoolpersonnel.

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g. Theft,robbery,attemptedtheft,and/orattemptedrobberyofschoolorprivateproperty,including,butnotlimitedtoattemptingtostealand/orreceivestolenproperty,aidingorabettinginthesame,and/orknowinglyreceivingstolenproperty.

h. Destructionof,attempteddestructionof,damageto,and/orattempteddamagetoschoolorprivateproperty.

i. Extortion.

j. Sexualharassment.

k. Threatening,harassing,bullying,and/orattemptingtointimidateothermembersofthecommunityincluding,butnotlimitedtoactsof“cyber-bullying.”

l. Obscenity/Profanity/Vulgarity,includingthecommissionofanobsceneactand/orengagementinhabitualprofanity/vulgarity,orsharingobscenevideosorpictures.

m. ViolationsofHTM’sacademicpolicies,including,butnotlimitedtoplagiarismand/orcheating.

n. ViolationsofHTM’sinformationtechnology(“IT”)policies,including,butnotlimitedtotransmittingcomputerviruses,usingorattemptingtouseother’saccounts,trespassinginanother’sportfolio,foldersorfiles,concealingormisrepresentingone’sidentitywhileusingtheITsystem.

o. ViolationsofHTM’scommunitystandardsandconductpoliciesasarticulatedthroughouttheStudent&ParentHandbook.

Astudentmayreceiveconsequencesforthoseactslistedaboveascommittedatanytime,including,butnotlimitedto,(a)whileonschoolgrounds;(b)whilegoingtoorfromschool;(c)duringlunchperiod,onoroffcampus;(d)during,orwhilegoingtoorfrom,aschoolsponsoredactivity;and,(e)duringnon-schooltimeandwhileoffcampusiftheschooldeterminesthatthereisanexusbetweentheactiontakenandtheschoolcommunitysufficienttowarrantactionbytheschool.Ifastudentisarrestedoffcampus,s/hemaybesuspendedatthattimeoruponreturntocampus.

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4. Suspensions

a. SuspensionPendingInvestigation

TheSchoolDirector(orhis/herdesignee)hasthediscretiontoandmayimposeasuspensiondirectlyifs/hedeterminesitisappropriate.IftheSchoolDirector(orhis/herdesignee)determinesthatastudentistobesuspended,theSchoolDirector(orhis/herdesignee)shallprovidewrittennoticetothestudent’sparentsand/orguardiansofthesuspensioninwriting,includingreasonsforthesuspensionandthetimeperiodforthesuspension(“SuspensionNotice”).Academicmake-upworkisrequiredduringsuspension.ReturntoschoolmaybecontingentuponsubmissionofawrittenessayaddressingtheissueathandandstatinghowthestudentintendstomoveforwardorsomeotherformofrestorativeprocessastheSchoolmaydetermineinitssolediscretion.

Forsuspensionsoffewerthantendays:

● TheSchoolDirector(orhis/herdesignee)shallprovideoralorwrittennoticeofthechargesagainstthestudent.

● Ifthestudentdeniesthecharges,theSchoolDirector(orhis/herdesignee)shallprovideanexplanationoftheevidencethatsupportsthechargesandanopportunityforthestudenttopresenthis/hersideofthestory.EducationCodeSection47605(b)(5)(J)(i).

Forsuspensionsoftendaysormoreandallotherexpulsionsfordisciplinaryreasons,bothofthefollowing:

● TheSchoolDirector(orhis/herdesignee)shallprovidetimely,writtennoticeofthechargesagainstthestudentandanexplanationofthestudent’sbasicrights;and

● HTMshallprovideahearingadjudicatedbyaneutralofficer(suchasaSchoolDirectororaSchoolDeanfromanotheroneoftheHTHschools),withinareasonablenumberofdays,atwhichthestudentshallhaveafairopportunitytopresenthis/hersideofthestory,andthestudentshallhavetherighttobringlegalcounseloranadvocate.EducationCodeSection47605(b)(5)(J)(ii).

NostudentshallbeinvoluntarilyandpermanentlyremovedbyHTMforanyreasonunlesstheparent/guardianofthestudenthasbeenprovidedwrittennoticeofintenttoremovethestudentnolessthanfiveschooldaysbeforetheeffectivedate

suparkTypewritten Text

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ElementTwelve(L):PublicSchoolAttendanceAlternatives

HTMisaschoolofchoice.NostudentisrequiredtoattendHTM.StudentschoosingnottoattendHTMmayattendotherpublicschoolswithintheirhomeschooldistrictofresidence.ParentsandguardiansofstudentsenrollinginHTMwillbeinformedintheadmissionsprocessthatstudentshavenorighttoadmissioninaparticularschooloftheDistrictoranyotherlocaleducationagencyasaconsequenceofenrollmentinHTM,excepttotheextentthatsucharightisextendedbytheDistrictorotherlocaleducationagency.HTMpledgestoworkcooperativelywiththeDistrict,withtheSanDiegoCountyOfficeofEducation,andotherlocaleducationagencies,schooldistricts,andcharterschoolsasnecessarytoexpeditiouslyprovideandreceivestudentinformationasmaybenecessarywhenstudentstransferbetweenHTMandotherpublicschoolattendancealternatives.

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ElementThirteen(M):EmployeeReturnRights

RegardingemployeesoftheDistrictwhotakeemploymentatHTM,thereisnorightforsuchemployeestoreturntotheDistrictunlesssuchaprovisionintheDistrict’spolicies,procedures,orcollectivebargainingagreementsapplies.

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ElementFifteen(O):ClosureProcedures

IfHTMclosesforanyreason,HTMwillfollowtheclosureproceduresassetforthinTitle5,CaliforniaCodeofRegulations,Section11962.TheHighTechHighBoardwilldesignatearesponsibleentity,whichmaybeaCharterSchoolemployeeorotherentity,toconductclosureactivities.ClosureactivitieswillbefundedbythereserveforeconomicuncertaintiesthatismaintainedbyHTM.Assetsremainingafterpaymentofalldebtsandliabilitiesandafinalauditwillbedistributedasfollows,inaccordancewithHTM’sArticlesofIncorporation:(1)AllassetsandpropertyofHTMwillbedistributedfirsttoHighTechHigh,ifitisstilloperating,(2)thentoHighTechHighFoundation(“Foundation”),forthebenefitofothercharterschoolsestablishedbytheFoundation,and(3)ifneitherorganizationisoperating,toaneducation-relatednonprofitpublicbenefitcorporationoftheHighTechHighBoard’schoiceinaccordancewithstatelaw.Further,HTMwillnotifyparents/guardians,students,theCaliforniaDepartmentofEducation,theretirementsystemsinwhichHTM’semployeesparticipate,anddistrictsandcountyofficesofeducationaffectedbytheclosureandwilltransferallpupilrecordsasappropriate.Finally,HTMwillprovidetheDistrictwithanindependentfinalauditwithinsixmonthsaftertheclosurethatdeterminesthedispositionofallassetsandliabilities.

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ASSURANCES

1. HighTechHighshallbedeemedtheexclusivepublicschoolemployeroftheemployeesofHTMforpurposesoftheEducationalEmploymentRelationsAct.

2. HTMshallmeetallstatewidestandardsandconductthepupilassessmentsrequiredpursuanttoEducationCodeSection60605andanyotherstatewidestandardsauthorizedinstatuteorpupilassessmentsapplicabletopupilsinnoncharterpublicschools.

3. HTMshall,onaregularbasis,consultwithparents,legalguardians,andteachersregardingHTM’seducationalprograms.

4. HTMshalladmitallstudentswhowishtoattendHTM,andwhosubmitatimelyapplication,unlessHTMreceivesagreaternumberofapplicationsthantherearespacesforstudents,inwhichcaseeachapplicantwillbegivenachanceofadmissionthrougharandomlotteryprocess.ExceptasrequiredbyEducationCodeSection47605(d)(2),orprovidedbythetermsofthischarter,admissiontoHTMshallnotbedeterminedaccordingtotheplaceofresidenceofthestudentorhisorherparentswithintheState.Preferenceinthepublicrandomdrawingshallbegiveninaccordancewiththetermsofthecharterandapplicablelaw.Intheeventofadrawing,theDistrictshallmakereasonableeffortstoaccommodatethegrowthofHTMinaccordancewithEducationCodeSection47605(d)(2)(C).

5. HTMshallbenonsectarianinitsprograms,admissionspolicies,employmentpracticesandallotheroperations,shallnotchargetuition,andshallnotdiscriminateonthebasisofthecharacteristicslistedinEducationCodeSection220(actualorperceiveddisability,gender,genderidentity,genderexpression,nationality,raceorethnicity,religion,sexualorientation,oranyothercharacteristicthatiscontainedinthedefinitionofhatecrimessetforthinSection422.55ofthePenalCodeorassociationwithanindividualwhohasanyoftheaforementionedcharacteristics).

6. HTMshalladheretoallapplicableprovisionsoffederallawrelatingtostudentswithdisabilities,includingtheIndividualswithDisabilitiesEducationAct,Section504oftheRehabilitationActof1973,andTitleIIoftheAmericanswithDisabilitiesActof1990.

7. HTMshallmeetallrequirementsforemploymentsetforthinapplicableprovisionsoflaw,includingbutnotlimitedtocredentials,asnecessary.

8. HTMshallensurethatitsteachersholdaCommissiononTeacherCredentialingcertificate,permit,orotherdocumentequivalenttothatwhichteachersinotherpublicschoolsarerequiredtohold.Asallowedbystatute,flexibilitymaybegiventonon-core,non-collegepreparatoryteachers.

9. HTMwillatalltimesmaintainallnecessaryandappropriateinsurancecoverage.10. HTMwill,foreachfiscalyear,offerataminimum,thenumberofminutesofinstructionper

gradelevelasrequiredbyEducationCodeSection47612.5(a)(1)(A)-(D).11. IfastudentisexpelledorleavesHTMwithoutgraduatingorcompletingtheschoolyearforany

reason,HTMshallnotifythesuperintendentoftheschooldistrictofthestudent’slastknownaddresswithinthirtydays,andshall,uponrequest,providethatschooldistrictwithacopyofthecumulativerecordofthestudent,includingatranscriptofgradesorreportcardandhealthinformation.

12. HTMwillmaintainaccurateandcontemporaneouswrittenrecordsthatdocumentallstudentattendanceandmaketheserecordsavailableforauditandinspection.

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13. HTMmaintainsschool-basedstaffandcentralstafftoprovideadministrativeservicesandsupporttoHTM.

14. HTMshallcomplywithanyapplicablejurisdictionallimitationstolocationsofitsfacilities.HTMservesgrades6-8onanon-District-ownedsitelocatedat2359TruxtunRoad,SanDiego,California.AneffectofHTMisthatsomeofthestudentsenrolledtheremayhaveotherwisebeenrequiredtoattendthefollowingnon-charterpublicschoolsoperatedbytheDistrict,includingRooseveltMiddle,CorreiaMiddle,KnoxMiddle,MannMiddle,MontgomeryMiddle,MemorialPrepMiddle,orBellMiddle.

15. HTMshallcomplywithalllawsestablishingtheminimumandmaximumageforpublicschoolenrollment.

16. HTMshallcomplywiththePublicRecordsAct.17. HTMshallcomplywiththeFamilyEducationalRightsandPrivacyAct.18. TheHighTechHighBoardshallcomplywiththeRalphM.BrownAct.19. HTMshallmeetorexceedthelegallyrequiredminimumnumberofschooldays.20. HTMwillfollowanyandallapplicablefederal,state,andlocallawsandregulations,including

anyandallnewrequirementssincethecharterwaslastrenewedonDecember3,2013,including,butnotlimitedto,thefollowing:

a. HTMprovidesemergencyepinephrineauto-injectorstotrainedpersonnelwhomayusethemtoprovideemergencymedicalaidtoastudentsuffering,orreasonablybelievedtobesuffering,fromananaphylacticreaction.EducationCodeSection49414.

b. HTMmayprovideemergencynaloxonehydrochlorideorotheropioidantagonisttotrainedpersonneltoprovideemergencymedicalaidetoastudentsuffering,orreasonablybelievedtobesuffering,fromanopioidoverdose.EducationCodeSection49414.3.

c. TheHighTechHighBoard,priortotakingfinalaction,shallorallyreportasummaryofrecommendationsforfinalactiononthesalaries,salaryschedules,orcompensationpaidintheformoffringebenefitsofalocalagencyexecutive,asdefinedinGovernmentCodeSection3511.1(d),duringtheopenmeetinginwhichthefinalactionistobetaken.GovernmentCodeSection54953.

d. IftheHighTechHighBoardlimitstimeforpubliccommentatameeting,itshallprovideatleasttwicetheallottedtimetoamemberofthepublicwhoutilizesatranslatortoensurethatnon-EnglishspeakersreceivethesameopportunitytodirectlytheHighTechHighBoard.GovernmentCodeSection54954.3.

e. HTM’sadmission,suspension,andexpulsionprocedurescomplywithfederalandstateconstitutionalanddueprocessrequirements.EducationCodeSection47605.

f. TheHighTechHighBoardadoptedastudentsuicidepreventionpolicythatwasdevelopedinconsultationwithHTMandcommunitystakeholders,mentalhealthprofessionalsemployedand/orcontractedbyHTM,andsuicidepreventionexperts.Thepolicyaddressesproceduresrelatingtosuicideprevention,intervention,andpostvention.EducationCodeSection215.

g. HTMhaspostedthenameandcontactinformationforitsTitleIXCoordinatoronthewww.hightechhigh.orgwebsite.EducationCodeSection221.61.

h. HTMprovidesfreemenstrualproducts,includingfemininehygieneproducts,tostudents.EducationCodeSection35292.6.

AppendixA: BudgetandCashFlow

AppendixB: LocalCo

high tech middle · 2019. 7. 11. · high tech middle renewal charter h igh t e ch mi ddle...

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