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The Gary and Jerri-Ann Jacobs HIGH TECH HIGH Renewal Charter Jaco b s T h e Ga r n r d Jerr y an i -An n Presented to the San DIego Unified School District Charter term July 1, 2019 - June 30, 2024

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  • The Gary and Jerri-Ann Jacobs

    H I G H T E C H H I G HR e n e w a l C h a r t e r

    J a c o b sT h e G a r nr d J e r ry a n i - A n n

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

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  • i

    TABLEOFCONTENTS

    PAGE NUMBER

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

    THEFIFTEENREQUIREDCHARTERELEMENTS(A-O).....................................................................6

    ElementOne(A):EducationalProgram...........................................................................................6ElementTwo(B):MeasurableOutcomes......................................................................................21ElementThree(C):MethodofMeasuringofStudentProgress....................................................25ElementFour(D):Governance......................................................................................................28ElementFive(E):HumanResources..............................................................................................30ElementSix(F):HealthandSafetyProcedures.............................................................................34ElementSeven(G):RacialandEthnicBalance..............................................................................35ElementEight(H):StudentAdmissionsandAttendance..............................................................36ElementNine(I):AnnualIndependentFinancialAudits................................................................39ElementTen(J):StudentSuspensionsandExpulsions..................................................................40ElementEleven(K):RetirementSystems......................................................................................48ElementTwelve(L):PublicSchoolAttendanceAlternatives.........................................................49ElementThirteen(M):EmployeeReturnRights............................................................................50ElementFourteen(N):DisputeResolutionProcess.......................................................................51ElementFifteen(O):ClosureProcedures......................................................................................52

    ASSURANCES.............................................................................................................................53

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

  • 1

    INTRODUCTION

    OriginallydevelopedbyacoalitionofSanDiegocivicleadersandeducators,thefirstGaryandJerri-AnnJacobsHighTechHigh(“HTH”)charterpetitionwasapprovedbytheSanDiegoUnifiedSchoolDistrict(“District”)onSeptember14,1999,andopenedasasmallhighschoolonSeptember1,2000.

    Today,sevenHTHcharterschoolsareauthorizedbytheDistrict.Thetablebelowprovidesanoverviewofthelocationsandgradelevelsoftheseschools.

    HIGHTECHHIGHBOARD

    HighTechElementary

    HighTechElementaryExplorer

    HighTechMiddle

    HighTechMiddle

    MediaArts

    HighTechHigh

    HighTechHigh

    MediaArts

    HighTechHigh

    International

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

    2150CushingRoad,SanDiego

    2230TruxtunRoad,SanDiego

    2359TruxtunRoad,SanDiego

    2230TruxtunRoad,SanDiego

    2861WombleRoad,SanDiego

    2230TruxtunRoad,SanDiego

    2855FarragutRoad,SanDiego

    HTHisseekingrenewalofitscharterforafive-yeartermbeginningJuly1,2019,andendingJune30,2024.ThefollowingtableprovidesasummaryofHTH’sinitialcharterpetition,renewals,andterms.

    DistrictAction MeetingDate CharterTerm

    Initialcharterpetition September14,1999 July1,2000–June30,2004

    Renewalofcharter February24,2004 July1,2004–June30,2009

    Renewalofcharter June2,2009 July1,2009–June30,2014

    Renewalofcharter December3,2013 July1,2014–June30,2019

    HTHMeetsRenewalCriteria

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

  • 2

    Forachartertoberenewed,a“charterschoolshallmeetatleastoneofthefollowingcriteria:”

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

    2. Rankedindeciles4to10,inclusive,ontheAPIintheprioryearorintwoofthelastthreeyears.

    3. Rankedindeciles4to10,inclusive,ontheAPIforademographicallycomparableschoolintheprioryearorintwoofthelastthreeyears.

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

    HTHhasdemonstratedincreasesinpupilacademicachievementtosupportarenewalofitscharterbasedonthefollowinginformation.

    StateRankandSimilarSchoolsRankforHTH

    API StateRank SimilarSchoolsRank

    2011 805 8 6

    2012 796 7 6

    2013 807 8 8

    SchoolwideCaliforniaAssessmentofStudentPerformanceandProgress(“CAASPP”)forHTH

    ELAPercentMetorExceeded

    MathPercentMetorExceeded

    2014-15 66% 42%

    2015-16 63% 42%

    2016-17 82% 49%

  • 3

    ComparisonofCAASPPfor2016-17

    ELAPercentMetorExceeded

    MathPercentMetorExceeded

    HTH 82% 49%

    ScrippsRanchHigh 86% 67%

    PointLomaHigh 66% 35%

    ClairemontHigh 58% 27%

    HooverHigh 46% 20%

    LincolnHigh 27% 11%

    KearnyHighComplex 74%–87% 35%–43%

    SanDiegoHighComplex 28%–85% 10%–47%

    SubgroupCAASPPforHTH2016-17

    ELAPercentMetorExceeded

    MathPercentMetorExceeded

    StudentswithDisabilities 45% 18%

    SocioeconomicallyDisadvantaged 69% 35%

    EnglishLearners -- --

    HispanicorLatino 74% 41%

    White 93% 61%

    AfricanAmerican -- --

    Twoormoreraces 83% 67%

    Asian -- --

    Filipino -- --

  • 4

    2016-17Four-YearAdjustedCohortGraduationRate

    CohortGraduationRate

    HTH 99.3%

    SanDiegoUnifiedSchoolDistrict 82.0%

    StateofCalifornia 82.7%

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

    LikeallotherHTHcharterschools,HTHworkswithintentionatbeinganintegratedschoolthatisrepresentativeofthedemographicsofthelargercommunitywhichitserves.ThetablebelowillustratesthemostrecentdemographicrepresentationofHTHstudentbody.

    StudentDemographics2017-18HTH

    TotalEnrollment 558Students

    SocioeconomicallyDisadvantaged 40.5%

    EnglishLearners 4.1%

    StudentswithDisabilities 11.6%

    HomelessYouth 0.5%

    HispanicorLatino 46.2%

    White 33.5%

    AfricanAmerican 5.2%

    Twoormoreraces 8.1%

    Asian 3.4%

    Filipino 2.5%

    AmericanIndianorAlaskaNative 0.7%

    PacificIslander 0.4%

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    TheenrollmentatHTHhasremainedconsistentthroughouttheyears.Admissionsapplicationsindicateastronginterestintheeducationalprogram.Overall,thecombinedgroupofHTHcharterschoolsannuallyreceivesfarmoreapplicationsthanspacesavailable,demonstratingcommunitysupportforrenewalofthischarter.Basedonhistoricaldata,theprojectedenrollmentforHTHisdescribedbelowinthetable.

    ProjectedEnrollmentforHTH

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

    Grade9 157 157 157 157 157

    Grade10 134 134 134 134 134

    Grade11 129 129 129 129 129

    Grade12 138 138 138 138 138

    Total 558 558 558 558 558

    AspartoftheHTHorganization,HTHisguidedbyfourconnecteddesignprinciples—equity,personalization,authenticwork,andcollaborativedesign.HTHstrivesforacommonmission:toprovideallstudentswithrigorousandrelevantacademic,civicandlifeskills,whilepreparingallgraduatesforpostsecondarysuccessandproductivecitizenship.Withthesedesignprinciplesandcommonmissioninmind,HTHaimstocreatesociallyintegrated,non-trackedlearningenvironments.

    Studentsareknownwellbytheirteachers,engageinandcreatemeaningfulwork,andarechallengedtodevelopgrowthmindsetsastheymeethighexpectationsatHTH.Studentsareencouragedtothinkofthemselvesasinquisitive,resilient,andlifelonglearners,andtodevelopasenseofbelongingnessinacademicandreal-worldsettings.Fromtheearlyyearsonforward,universityispartofthediscourseatHTH,wherefacultyandstudentsdemystifyanddiscusscollegeasanaccessible,viablegoal.

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

    AcomprehensivedescriptionofHTH’seducationalprogramandotherrequiredelementsareprovidedinthischarter.

  • 6

    THEFIFTEENREQUIREDCHARTERELEMENTS(A-O)

    ElementOne(A):EducationalProgram

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

    1. DesignPrinciples

    Asnotedpreviously,theworkatHTHandallHTHschoolsisguidedbyfourconnecteddesignprinciples—equity,personalization,authenticwork,andcollaborativedesign—thatsetaspirationalgoalsandcreateafoundationforunderstandingHTH’sapproach.

    a. Equity:HTHisanequityproject.Teachersworktoaddressinequitiesandhelp

    studentsreachtheirfullpotential.HTHisintentionallydiverseandintegrated,enrollingstudentsthroughazipcode-basedlotteryaimedatcreatingschoolsthatarereflectiveofthecommunitiesweserve.Teachersrecognizethevalueofhavingstudentsfromdifferentbackgroundsworkingtogether,andemployavarietyofapproachestoaccommodatediverselearnerswithoutacademictracking.HTHhasanacutefocusoncollegeentranceandcollegecompletionforallstudents.

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

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

    d. CollaborativeDesign:Teacherscollaboratetodesigncurriculumandprojects,leadprofessionaldevelopment,andparticipateinhiring,whileseekingstudent

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    experienceandvoiceineachoftheseareas.Withstudentsasdesignpartners,stafffunctionsasreflectivepractitioners,conductinginquiryintoequitableteachingandlearning,schoolculture,projectdesign,andauthenticassessment.Weareallstilllearning.

    2. MissionandGoals

    AllHTHschools,whetherattheelementary,middle,orhighschoollevel,striveforacommonmission:toprovideallstudentswithrigorousandrelevantacademic,civicandlifeskills,whilepreparingallgraduatesforpostsecondarysuccessandproductivecitizenship.Inthiscontext,HTH’sprimarygoalsare:

    a. ToprovideallHTHstudentswithameaningfuleducation,andtograduatestudentswhowillbethoughtful,engagedcitizenspreparedtotakeontheleadershipchallengesofthe21stcentury.

    b. Topreparestudentsforpostsecondaryeducationandforleadershipinahightechnologysocietybyintegratingtechnicalandacademiceducation.

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

    d. ToimprovepubliceducationinCaliforniabytrainingandpreparingeducatorstoteachin,andlead,innovativepublicschools.

    TeacherscreatelearningexperiencesdesignedtofosterDeeperLearningcompetencies1instudentsincluding:

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

    DevelopmentoftheseDeeperLearningcompetenciesishowHTHdefinesaneducatedpersoninthe21stcenturyandpreparesstudentstonavigatethecomplexchallengesofanincreasinglymulticulturalsocietyandglobaleconomy.HTHimplementsaninstructionalstrategyalignedwiththeStudentCenteredLearningModeldevelopedbyJobsfortheFuture.2Thismodeldescribesthe

    1Definitionof“DeeperLearning,”fromTheHewlettFoundation. 2Seehttps://www.jff.org

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    followingcharacteristicsaskeytostudentscenteredpractice:learningispersonalized,competencybased,takesplaceanytime/anywhere,andstudentsexertownershipovertheirlearning.Thismodelbringstogetherresearchfromvariousfieldsincludingthelearningsciencestoarguethatanemphasisonstudentcenteredpracticesordeeperlearningleadstotheknowledge,skills,anddispositionstosucceedincollege,career,andciviclife.3Thisresearch-basedstrategythatastudentcenteredapproachenhancescollegereadinessandcapacitysupportsthetheoryofactionattheheartofHTH.

    3. CurriculumandInstructionalDesign

    HTH’steachersworkinteamstocreatecurriculumthatisintegratedacrosssubjectsandalignedwithCommonCoreStateStandardsthroughthreekeyintegrationsthatunifyHTH’seducationalprogram.TheseintegrationsreflectHTH’sbeliefofhowlearningbestoccurs.

    a. IntegratingStudents:HTH’sinstructionaldesignisrootedinitscommitmenttoservingstudentsfromacrosstheacademicspectruminafullyintegratedenvironment.ThereisnotrackingatHTH--acommitmentthatextendstospecialeducation.Ratherthanseparatingstudentsonthebasisofperceivedability,studentsworkalongsidepeersfromwidelydifferentbackgrounds.Underlyingthisapproachisabeliefthatheterogeneousgroupingbenefitsstudentsfromacrosstheacademicspectrum.Ratherthanmis-predictingstudents’futuretrajectoriesonthebasisofperceivedacademicability,HTHpreparesallofitsstudentsforadmissiontoafour-yearuniversity.

    b. IntegratingSchoolandCommunity:HTHlearningenvironmentextendswellbeyondthewallsofitsclassroomstoleverageeducationalopportunitiesinthecommunity.Studentsinvestigateauthenticproblemsconfrontingthecommunity,conductscientificandethnographicresearchinthefield,partnerwithadultprofessionals,andcreateproductsthatbenefitstakeholdersinthecommunity.Eachstudentmustcompleteaworkplace“academicinternship,”anexperiencethatteachershelptofacilitatebyprovidingacontextwherestudentscanreflectontheirpersonalandprofessionalgrowth.

    c. IntegratingHandsandMinds:StudentsatHTHusetechnologytoengageinscientific,mathematical,literary,historical,andartisticpursuits.BothacademicandtechnicalstrandsarestronglyinevidenceatHTH.HTHhasreverseda100-yearhistoryofseparatingtechnicalandacademicsubjectsinAmericanhighschoolsbylinkingthetwoinaProject-BasedLearningenvironment.

    3Seehttps://studentsatthecenterhub.org/about/

  • 9

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

    ● Engaginglearningexperiencesthatinvolvestudentsincomplex,real-worldprojectsthroughwhichtheydevelopandapplyskillsandknowledge

    ● Astrategythatrecognizesthatsignificantlearningtapsstudents’inherentdrivetolearn,capabilitytodowork,andneedtobetakenseriously

    ● Learninginwhichcurricularoutcomescanbeidentifiedupfront,butinwhichtheoutcomesofthestudent’slearningprocessareneitherpredeterminednorfullypredictable

    ● Learningthatrequiresstudentstodrawfrommanyinformationsourcesanddisciplinesinordertosolveproblems

    ● Experiencesthroughwhichstudentslearntomanageandallocateresourcessuchastimeandmaterials

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

    4. StructuresthatSupportEducationalExcellence

    HTHworksdiligentlytoprovideexemplarsofoutstandingproject-basedinstructiontoitsteacherssothatallteachersmayachievebasemasteryinteachingpractices.Projectdesignsaredocumentedandsharedonteachers’digitalportfolios,andprojectworkiscuratedpubliclyinHTHfacilitiestomakeproductsandprocesstransparent.

    TopromoteexcellenceinprojectdesignandfacilitationacrossallHTHschoolsandteachers,HTHplacesgreatemphasisonprofessionaldevelopmentandadultlearning.AllnewfacultyparticipateinanintensiveNewTeacherOdysseyweekthatincludesexperientiallearning,workshops,projecttunings,andcollaborationtimewithexperiencedfaculty.Teachersengageinongoingprofessionaldevelopmentthroughweeklymorningmeetingtimeanddedicatedstaffdays.

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

    4 DefinitionfromAutodeskFoundation.

  • 10

    adjoiningclassroomsthatopenupintoacommonspacewherethepartnerscanco-teachtheirsharedgroupofstudents.

    SchoolDirectorsprioritizeinstructionalcoachingandspendasignificantpercentageoftheirtimeobservinginclassroomsanddebriefingwithteachers.HTHhasstructuresforcollegialcoaching,aswellasofficialmentor-menteepartnershipsforteachersundergoinginduction.

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

    5. PlanforStudentsWhoAreNotAchievingAtorAboveExpectedLevels

    HTHhasdevelopedanumberofstrategiestoaddresstheneedsofstudentswithawiderangeofpriorexperienceandachievement.

    a. SmallClassSizes:HTH’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.

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    f. StudentSupportConferencesandAdvisors:Whenastudentisidentifiedtobeprogressingatanunsatisfactoryrate,astudentsupportconferenceiscalled,duringwhichfacultyandparents/guardiansdiscussstrategiesforsupportingthestudent’slearning.Eachstudenthasadedicatedadvisorwhomonitorsthestudent’sgradesandconvenesthesemeetingsasnecessary.Eachadvisor,withthesupportofthedean,director,andeducationspecialists,monitorsprogressandensuresthatactionstepsareimplemented.

    g. SummerPrograms:HTHoffersasummerbridgeprogramfornewstudents,includingstudentswithbelowgrade-levelskillsinmathandEnglish.HTHalsoofferssummerschoolprogramsforexistingstudentswhoneedadditionalacademicsupportandgraderecovery.

    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

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

    a. SmallClassSizes:HTH’ssmallclasssizesandfocusonProject-BasedLearningallowteachersincreasedflexibilitytospendtimewithstudentstoofferenrichmentopportunitiesonbothprojectsandcoreskills.

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    b. StaffMeetingsandProtocols:Regularmorningstaffmeetingtimeisdedicatedto

    EquityProtocolsthroughwhichteachershavetheopportunitytoconsultwithcolleaguesaboutstudentswhoarehighachievingandbrainstormadditionalstrategiesforsupportingtheiracademicgrowth.TheEquityProtocolsalsoinviteteacherstoexaminecriticallytheircurriculumandinstructionalstrategiestoincreaseaccesstolearningforallstudents.

    c. SupplementalSchoolLearningResources:Supplementallearningmaterialsaremadeavailabletostudentsthroughtextresources,aswellasinformationtechnology.

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

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

    f. HonorsOption:Studentsmayelectatthebeginningofthetermtopursueanhonorsoptionincertainacademiccorecoursesbypreparingaseparateportfolioofcumulative“honorswork”inadditiontotheregularcoursework.Requirementsandperformancestandardsforthehonorsoptionaresetandannouncedbythecourseinstructor.Studentswhosuccessfullypursuethehonorsoptioninacoursehavethatcoursedesignatedasanhonorscourseandweightedaccordinglyontheirtranscript.

    7. PlanforEnglishLearners

    HTHaimstoensureeducationalequityforEnglishLearners(“ELs”),whichmeansthateachstudentreceiveswhatheorsheneedstodevelophisorherfullacademicandsocialpotential.5InordertoeffectivelyeducateELs,HTHstrivestocreateaneducationalprogramthatdoesthreethingsforELs:(i)promotethestudents’socioculturalintegration;(ii)cultivatetheirlanguageproficiency;and(iii)holisticallysupporttheiracademicachievement6.

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

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

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    HTHmeetsapplicablelegalrequirementsforELsastheypertaintoannualnotificationtoparents/guardians,studentidentification,placement,programoptions,ELandcorecontentinstruction,teacherqualificationsandtraining,reclassificationtofluentEnglishproficientstatus,monitoringandevaluatingprogrameffectiveness,andstandardizedtestingrequirements.HTHwillimplementpoliciestoensureproperplacement,evaluation,andcommunicationregardingELsandtherightsofstudentsandparents/guardians.ThegoalfortheELprogramistodevelopcollege-readystudentswhoareproficientinEnglishandtocapitalizeonstudents’multilingualandmulticulturalproficiencies.HTHwilladministerahomelanguagesurveyuponastudent’sinitialenrollmentintoHTHifthisisthestudent’sfirstenrollmentinaCaliforniapublicschool.StudentswhoindicatethattheirprimarylanguageisotherthanEnglishwillbegiventheInitialEnglishLanguageProficiencyAssessmentsforCalifornia(“ELPAC”)todeterminetheirEnglishlanguageproficiencystatus.HTHwilladministertheSummativeELPACtostudentswhohavepreviouslybeenidentifiedasanEL.TheSummativeELPACmeasureshowwelltheyareprogressingwithEnglishdevelopmentineachofthefourdomains:Listening,Speaking,Reading,andWriting.HTHwilladministertheSummativeELPACtoELsonanannualbasisuntiltheyarereclassifiedasfluentEnglishproficient.HTHwillnotifyparents/guardiansofELsannuallyoftheirchild’sstatus,assessmentresults,andotherrequiredinformation.EmbeddedinHTH’sProjectBasedLearningapproachschoolwidearemanypedagogicalpracticeswhichareinformedbyandalignedwiththeoriesofEnglishlanguageacquisition.ThefollowingtheoriesinformHTH’swork:

    a. MerrillSwain’swork7highlightstheimportanceofmeaningfuloutput.AccordingtoSwain,meaningfuloutputiscentraltolanguageacquisitionbecauseitprovideslearnerswithopportunitiestoworkwithdevelopinglanguageincontextualized,meaningfulsituations.InHTH’sproject-basedsetting,ELshaverichcontextandauthenticpurposesfortheirinteractions.TheyregularlyengageingrouptaskswhichallowthemtonegotiatemeaningandproducemeaningfuloutputinEnglish.Inshort,HTHstudentsareconstantlyengagedinconversationswithpeersandteachersthatfostermeaningfuloutput.

    7Swain,M.(1985)Communicativecompetence:Somerolesofcomprehensibleinputandcomprehensibleoutputinitsdevelopment.InS.Gass&C.Madden(Eds.),Inputinsecondlanguageacquisition(pp.235-53).Rowley,MA:NewburyHouse.

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

    c. StephenKrashen9assertsthatlearnershaveanaffectivefilterthatinfluenceshowmuchlearningcantakeplace.Studentswhohavehighlearneranxiety,lowself-confidence,andlowmotivationaresaidtohavehighaffectivefiltersthatcanpreventthemfromlearning.ELsareespeciallypronetohavingahighaffectivefilter.HTH’ssmallclasssize,thedesignprincipleofpersonalization,aswellasHTH’sfocusonsocial-emotionallearning,createsaschoolcultureinwhichELscanexperiencealoweraffectivefilter,makingthelearningmoreaccessibletothem.Inaddition,thehighmotivationthatresultsfromengaginginProjectBasedLearningalsoreducesthisfilterforELs.KrashenalsohypothesizesthatEnglishlearningrequirescomprehensibleinput--meaningfulinputbasedonrealcommunicationthatisimmediatelycomprehensibletothelanguagelearner.Histheoryisrepresentedbytheformulai+1,withthe“i”representingtheinputand“+1”representingthenextlevelwherelanguageisadvancedjustenoughsothatthelearnerischallengedbutabletolearn.EmbeddedwithinHTHclassroomsareampleopportunitiesforstudentstoreceivecomprehensibleinput.ELsarestrategicallygroupedwithpeerswhocanprovidethisi+1input.Inaddition,teachersdifferentiatereadingselectionstobecomprehensibletoELs.BecauseHTHteachersoftenusewebresourcesandauthentictexts(ratherthantextbooks),theycanselecttheappropriatetextsforemergingreaders.

    InadditiontothepedagogicalpracticesthatsupportELsintheclassroom,HTHalsoprovidesadditional,personalizedsupportwhereappropriate.HTHemploysacademiccoacheswhoprovideextrasupporttostudents,includingELs,withintheclassroom.HTHeducationspecialists,inconjunctionwithclassroomteachers,overseetheworkoftheacademiccoachesandtheprogressofELs.HTHalsoemploysanELcoordinator.ELcoordinatorsthroughouttheHTHorganizationleadprofessionaldevelopmentrelatedto

    8Cummins,J.(1984).Bilingualismandspecialeducation:Issuesinassessmentpedagogy.SanFrancisco:College-HillPress.9Krashen,S.(1982).Principlesandpracticeinsecondlanguageacquisition.Oxford:PergamonPress.

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    Englishlearning,supportteachersinemployingstrategiestosupportELs,andtracktheprogressofELstomakesuretheyareshowinggrowth.ELsneedsupportinhowEnglishworks.ThisinstructiontakesplacethroughdailylessonsinEnglishLanguageDevelopment(“ELD”).ThepurposeofthisDesignatedELDistodevelopEnglishlanguageproficiencyasrapidlyandeffectivelyaspossible.TeacherswillbeguidedbytheCaliforniaELDStandardsinplanningtheirlessons.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.HTHwillusetheCaliforniaELDStandardsintandemwiththeCommonCoreStandardsandNextGenerationScienceStandards.TeachersreceiveongoingprofessionaldevelopmentonservingELsinanumberofways.

    a. TeachersearningapreliminaryteachingcredentialthroughtheHighTechHighteacherinterncredentialingprogramcompleteaCCTCapprovedcourseentitled“PreparationtoTeachEnglishLanguageLearners.”Inthiscourse,newteacherslearnstrategiestohelpensurethesuccessofELsinanacademicenvironment.They

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

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    examinethetheoreticalperspectivesofsecondlanguageacquisition,exploreteachingstrategiesforELs,andpracticeapplyingsuchstrategiesinaProjectBasedLearningenvironment.

    b. TeachersintheirfirsttwoyearsatHTHreceiveInductionsupportwhichincludesamoduleonteachingELs.

    c. NewteachersreceiveongoingcoachingfromaninstructionalcoachtrainedinteachingELs.

    d. NewteachersarriveaboutthreeweeksbeforethestartofschoolforanOdysseyexperienceaimedatdevelopingtheirunderstandingofHTHteachingpractices,includingpracticesaimedatsupportingELs.

    e. ReturningteachersarriveaboutoneweekbeforethestartofschoolforongoingprofessionaldevelopmentincludingsupportformeetingtheneedsofELs.

    f. Teachersparticipateinmorningorafternoonmeetingseveryweekthroughouttheyearfocusedonprofessionaldevelopmentforimprovingteachingpractices,includingELsupport.

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

    8. PlanforStudentswithDisabilities

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

    ThedeliveryofspecialeducationservicestoHTH’sstudentsshallbeprovidedbyacredentialedspecialeducationteacher,knownasanEducationSpecialistatHTH.TheEducationSpecialistshallalsoserveasthecasemanagerforeachspecialeducationstudent

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    andoverseetheprovisionsofallservicesincludedwithineachIEP.HTHshalldirectlyemploy,orindependentlycontractwith,serviceprovidersforanyrequiredelementofspecialeducationsupportsuchaspsychologicalservices,speechtherapy,occupationaltherapy,andotherrelatedservicesnecessaryfortheprovisionofafreeappropriatepubliceducation.

    Theprimarymethodofidentifyingstudentseligibleforspecialeducationservicesisthroughtheadmissionsandregistrationprocess,althoughspecialeducationstatushasnoimpactonadmissiontoHTH.Studentsarealsoeligibleforspecialeducationidentificationandeligibilitydeterminationthrougha“childfind”process.Instructionalstaffaretrainedinandknowledgeableofreferralprocedurestoidentify,respond,andmeettheneedsofstudentswithdisabilities.HTHprovidespsycho-educationaldiagnosticservicestoassessstudentsforeachofthedisablingconditionsasdefinedbystateandfederallaw.

    HTHparticipatesasalocaleducationalagency(“LEA”)memberoftheDesert/MountainSpecialEducationLocalPlanArea(“SELPA”).HTHreservestherighttoparticipateinanalternativeSELPAduringthischarterterm,subjecttorequestingtheDistrict’sapprovalofamaterialrevisiontothecharter.

    AsamemberoftheDesert/MountainSELPA,HTHmakesthefollowingassurances:

    a. FreeAppropriatePublicEducation:HTHshallassurethatafreeappropriatepubliceducationwillbeprovidedtoallenrolledstudentsincludingchildrenwithdisabilitieswhohavebeensuspendedorexpelledfromHTH.

    b. FullEducationalOpportunity:HTHshallassurethatallstudentswithdisabilitieshaveaccesstothevarietyofeducationalprogramsandservicesavailabletonon-disabledstudents.

    c. ChildFind:HTHshallassurethatallstudentswithdisabilitiesareidentified,located,andevaluated.

    d. IEP:HTHshallassurethatanIEPisdeveloped,reviewedandrevisedforeachchildwithadisabilitywhoiseligibleforspecialeducationservices.

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

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

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

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

    i. PersonnelStandards:HTHshallassurethatitwillmakegoodfaitheffortstorecruitandhireappropriatelyandadequatelytrainedpersonneltoprovidespecialeducationandrelatedservicestochildrenwithdisabilities.

    j. ParticipationinAssessments:HTHshallassurethatstudentswithdisabilitiesareincludedingeneralStateandDistrict-wideassessmentprogramswithappropriateaccommodations,whennecessary.

    TheoversightofthespecialeducationprogramsatHTHisprovidedbytheDirectorofSpecialEducationwhoconcentratesontheareaofspecialeducationservicedeliveryandstateandfederalstatutesandregulations.Additionally,HTHisrequiredtodemonstrateanadequatecapacitytoprovidestudentsinspecialeducationwithafreeandappropriatepubliceducation.HTHdevelopsanannualspecialeducationbudget,hiresnecessarypersonnel,contractsforappropriateservicesasneeded,anddocumentsthequalificationsandcompetencyofsiteadministrativestafftomeetspecialeducationqualityandcompliancerequirements.

    TheDirectorofSpecialEducationisaccessibletoHTHthroughpersonalschoolsitevisitsandreviews,aswellasvideoandtelephoneconferencing.Inaddition,theDesert/MountainSELPAcurrentlyhasthetechnologicalresourcestoengageindistancelearningthroughtheuseofinteractivevideoconferencing.ThisactivityisenhancedbyregularlyscheduledpersonalvisitstoallparticipatingLEAsbyateamofhighlyqualifiedEducationSpecialists.AllEducationSpecialistsareengagedincollegialcommunitiesofpracticeandthoseintheinductionprogramreceivesubstantialmentoringfromInductionMentors.SpecificandtargetedstaffdevelopmentopportunitiesarealsoprovidedbyHTHandtheDesert/MountainSELPAduringtheAnnualSummerInstitutethatisco-sponsoredbyHTH.

    9. IndependentStudyProgram

    HTHreservestherighttoimplementanindependentstudyprogramcalled“Flex”todemonstratehowHTH’sinnovativedesignprinciplesandteachingmethodologiescanexistwithinahybridonlineandin-personlearningenvironment.ThedevelopmentworkunderlyingtheFlexoptionisstillaworkinprogress.

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    10. TransferabilityofCoursesandGraduationRequirements

    HTHhasreceivedasix-yearaccreditationfromtheWesternAssociationofSchoolsandColleges(“WASC”)throughJune30,2023.Studentsareinformedofthetransferabilityofcoursestootherpublichighschools,andtheeligibilityofcoursestomeetcollegeentrancerequirements,throughtheStudent&ParentHandbook.Graduationrequirements,whicharesummarizedinthetablebelow,arealignedwiththeminimumentryrequirementsoftheUniversityofCalifornia(“UC”)andCaliforniaStateUniversity(“CSU”)systems.Inaddition,inordertograduate,studentsmustcompleteasemester-longacademicinternshipandasuccessfulTransitionalPresentationofLearning(“tPOL”)attheendofeachschoolyear.

    GraduationRequirements

    SUBJECTAREA

    REQUIREMENT

    English 4years

    History 3years

    Mathematics 4years

    LabScience 4years

    LanguageotherthanEnglish 2years(ofthesamelanguage)

    VisualorPerformingArts 1year(ofthesameartcourse)

    CollegePreparatoryElective 1year

    PrinciplesofEngineering 1semester

    AcademicInternship 1semester

    SeniorProject Projectcompletion

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    HTH’scorecoursesareapprovedorareintheprocessofbeingapprovedbytheUC.WehaveseenthatcoursescompletedatHTHareastransferableasthoseofatraditionaldistricthighschooltootherschools,andarerecognizedassuchbycollegesanduniversities.However,HTHdoesnotofferthesamecoursesorthesamesequenceofcourses,asdomanyotherschools.Insomeinstances,thishascaused11thand12thgradestudentstransferringtootherschoolstoneedtomake-upcoursesthatwerenotofferedinthetraditionalsequence,oratall,atHTH.Forexample,HTHdoesnotofferhighschoolcreditforPhysicalEducation,whichmaybeagraduationrequirementatotherschools.Studentsandparents/guardiansareadvisedtotakeHTH’suniqueacademicprogramintoaccountwhenmakingdecisionstoenrollatHTHandtotransfertootherschools.

    HTHrequiresthatstudentsreceiveaC-orhigherinallcoreacademiccoursestoreceivecredit,consistentwithUCentrancerequirements.StudentsnotreceivingaC-orbetterinallcorecourseshavetheoptionofattendingsummerschoolorrepeatingthegradeinordertoachievetheminimumgraderequirementforcorecourses.

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    ElementTwo(B):MeasurableOutcomes

    ThetablesbelowdescribeHTH’sprogressonmeasurableoutcomesandalignmentwiththestate’seightpriorities.Theseoutcomesspecifytheskills,knowledge,andattitudesthatreflectHTH’seducationalobjectivesandaresufficientlydetailedenoughtodeterminewhetherstudentsaremakingsatisfactoryprogress.HTH,throughtheLCAPannualupdateandothermeans,frequentlyevaluatestheeffectivenessofitsoutcomesandmodifiesinstructionforindividualstudentsandforgroupsofstudents.

    LCAPAnnualUpdate2017-18asofMay30,2018

    LCAPGoal StatewidePriority

    ExpectedAnnualMeasurableOutcomes

    ReportedActualAnnualMeasurableOutcomes

    ReduceChronicAbsenteeism

    5 ChronicAbsenteeismRate10.5%ChronicAbsenteeismRateSEDStudentsof11.5%P2Attendance94.4%

    ChronicAbsenteeismRate11.2%ChronicAbsenteeismRateSEDStudentsof14.9%P2Attendance94.9%

    RestorativePracticestoReduceSuspensions

    5 SuspensionRate0.5%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair83%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity68%

    SuspensionRate3.8%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair86%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity81%

    ImproveoutcomesforEnglishLearners

    4,7 ImproveELReclassificationRateYouthTruthstudentsurveysummarymeasuredescribingthedegreeofEnglishLearnerstudentengagement66%

    ELReclassificationRate85%YouthTruthstudentsurveysummarymeasuredescribingthedegreeofEnglishLearnerstudentengagement80%

    ImproveLiteracyInstruction

    2,4,7 Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS95%

    Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%

    ImproveMathematicsInstruction

    2,4,7 Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS96%

    Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%

    ImproveScienceInstruction

    2,4,7 SciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity67%

    SciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity76%

    ImproveprocessesforrespondingtostrugglingstudentsbyimplementingCPSmodel

    3,4,7 Have25studentsparticipatinginCPS(problemsolving)

    MonitorstudentparticipationinCPSprocess

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    LCAPGoal StatewidePriority

    ExpectedAnnualMeasurableOutcomes

    ReportedActualAnnualMeasurableOutcomes

    Supportstudentsinpubliclypresentingtheirlearningtofamiliesandthebroadercommunity

    2,3 Percentageofstudentsparticipatingeachyearinanexhibition,presentationsoflearning,and/orstudent-ledconference100%Percentageoffamiliesattendanexhibition,presentationsoflearning,orstudent-ledconference91%

    Percentageofstudentsparticipatingeachyearinanexhibition,presentationsoflearning,and/orstudent-ledconference100%Percentageoffamiliesattendanexhibition,presentationsoflearning,orstudent-ledconference80%

    IncreaseCollegeAccessandPersistence

    4,8 PercentageofstudentsinA-Gcoursework96%PercentageofstudentscompletingtheSATorACT94%Percentageofstudentsreportingenrollingincollege95%PercentageofstudentscompletingFAFSA91%PercentageoflowincomestudentsawardedaCalGrant72%

    PercentageofstudentsinA-Gcoursework(pending)PercentageofstudentscompletingtheSATorACT(pending)Percentageofstudentsreportingenrollingincollege(pending)PercentageofstudentscompletingFAFSA77%PercentageofHTHlowincomestudentsawardedaCalGrant61%

    Improveuseofsurveydatatoguideimprovementefforts

    3,5,6 YouthTruthstudentsurveymeasuredescribingthedegreeofstudentengagement67%nationalpercentilePercentageofteacherswhohavecompletedaprocessofanalyzingYouthTruthresults50%

    YouthTruthstudentsurveymeasuredescribingthedegreeofstudentengagement83%nationalpercentilePercentageofteacherswhohavecompletedaprocessofanalyzingYouthTruthresults100%

    Maintainbasicservices

    1 Percentofcredentialedteachers100%Percentofteacherswithaccesstoabudgettopurchaseinstructionalmaterials100%Percentofmaintenancerequestsfilledwithinaweek75%

    Percentofcredentialedteachers100%Percentofteacherswithaccesstoabudgettopurchaseinstructionalmaterials100%Percentofmaintenancerequestsfilledwithinaweekmet/exceeded75%

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    LCAPGoalsandOutcomes2018-19asofMay30,2018

    Goal StatewidePriority

    ExpectedAnnualMeasurableOutcomes

    EnsureHighQualityWork:Studentscreatehigh-qualityworkcharacterizedbycomplexity,authenticity,andcraftsmanshipthatinvitesfamilyandcommunitymemberstoparticipateinstudentlearningandreflection.

    2,3,5,7,8 Percentageofstudentprojectexhibitionsthatincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%Percentageoffamiliesattendinganexhibition,presentationsoflearning,orstudent-ledconference91%EstablishbaselineoffacultyreportingcreatingprojectsthatmeetcommunityneedsYouthTruthfamilysurveydescribingthedegree:Iunderstandmyschool'sgoals.NationalPercentileRanking57%YouthTruthfamilysurveydescribingthedegree:Iwouldrecommendmyschooltoparentsseekingaschoolfortheirchild.NationalPercentileRanking59%

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

    2,4,5,7 ELReclassificationStatusIndicator85%IncreasepercentageofsciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity79%

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

    5,6 Improvechronicabsenteeismratesschoolwide(11%)andforSEDstudents(14.5%),improveP-2attendancerate(95%),andlowersuspensionratesschoolwide(2%)andforSEDstudents(3%).YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair.Nationalpercentilerankingof86%.YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity.Nationalpercentilerankingof82%YouthTruthstudentsurveysummarymeasuredescribingthedegreeofEnglishLearnerstudentengagement.Nationalpercentilerankingof81%YouthTruthfamilysurveydescribingthedegreetowhichteachersandstudentscareabouteachother.Nationalpercentilerankingof88%

    IncreaseSupportforStrugglingStudents:Providetargetedinterventionstostudentsinneedofadditionalsupport.

    4,5,6 IncreasenumberofPlanBmeetingsto30

    EnsureCollegeAccess&Persistence:Supportallstudentsinaccessingandexcellingin

    4,7 IncreasepercentageofstudentsinA-Gapprovedcourseworkto96%

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    Goal StatewidePriority

    ExpectedAnnualMeasurableOutcomes

    college. IncreasepercentageofstudentscompletingtheSATorACTto95%Increasepercentageofstudentsreportingenrollingincollegeto96%IncreasepercentageofstudentscompletingFAFSAto82%IncreasepercentageofSEDstudentsawardedaCalGrantto65%Increasepercentageofstudentsenrollinginafour-yearcollegeto70%Increasesix-yearcollegegraduationrate54%

    MaintainBasicServices 1 Maintain100%ofcredentialedteachersMaintain100%ofteacherswithaccesstoabudgettopurchaseinstructionalmaterialsIncreasepercentofmaintenancerequestsfilledwithinaweekto76%

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    ElementThree(C)–MethodofMeasuringofStudentProgress

    HTH implements a wide assortment of ongoing authentic assessments. The assessments are linked to the standards for literacy, mathematics, science, history-social science, and applied learning. The goal of assessment is to provide information for:

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

    Inadditiontostandardizedtesting,HTHimplementsperformance-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:Aformalprogressreporttoparents/guardiansissenthometwotimesperyear.Studentsareassessedinallacademicareas.Manycurricularareasareassessedbasedonrubricscoring.

    6. Conferences:Avarietyofconferencesareconductedthroughouttheschoolyearandinclude:

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

    b. Student/TeacherConferences:Meetingsarescheduledwiththestudentandteachertodiscussandevaluateastudent’sprogress.

    c. OtherConferences:Thesearescheduledasneededtoensurethattheprogramismeetingthestudent’sneeds.

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    ThefollowingtableoutlinessomeoftheassessmentandstudentoutcomestoolsusedbyHTH.

    ASSESSMENTS/OUTCOMES PURPOSEFORADMINISTERING/MONITORING

    PresentationsofLearning(“POL”) Toensurelearninggoalsaremetforeachindividualstudent.

    Exhibitions Demonstratepresentationsoflearningtoteachers,parents,andcommunity.

    CaliforniaAssessmentofStudentPerformanceandProgress(“CAASPP”)

    TestsstudentproficiencyoftheCaliforniaStateStandards.

    FITNESSGRAM Ensurestudentsarephysicallyfit.

    EnglishLanguageProficiencyAssessmentsforCalifornia(“ELPAC”)

    ToassessEnglishlanguageproficiencyandreclassifystudents.

    Surveys Solicitspecificfeedbacktogaugeparent/guardianandstudentsatisfactionwithlearningoutcomesandprogramdesignofHTH.

    AttendanceandChronicAbsenteeism EnsurestudentshaveaccesstothecurriculumandhavesupportstoaddressanybarrierstoattendingHTHregularly.

    “A-G”collegerequirementsandhighschoolgraduationrate

    Preparestudentsforcollegeentrywithrigorouscurriculum.

    Collegeacceptanceandcompletionrates

    Measuretheextenttowhichstudentsarepreparedandabletoimplementtheirpreparationathigherlearninginstitutions.

    HTHmakesregularuseofstudentperformancedatatoinforminstructionalpracticesandreportsachievementtostaff,parents,andguardiansonanongoingbasis.Inthecontextofweeklymorningstaffmeetings,staffmembersmayreviewstudentworkanddiscusshowpracticesmaybeadjustedtomeettheindividualneedsofstudents.Teachersreceivesupportfromoneanothertoassiststudentsinachievingthestandards,andteachersmaygiveadvicesothattheymaygobacktotheirclassroomandprovideadditionalsupport.Thesediscussionsmaybebroadenedtoincludeparents/guardianaswellasthestudentsthemselvessothatcoordinatedinterventionandsupportservicescanbeofferedtoimprovestudents’learning.Assuch,thisstaffdevelopmentprotocolensuresthatthecontemporaneousanalysisofstudentperformancedataisinformingrefinementofpracticeintheclassroom,providingabasisforregularcommunicationwithparents/guardiansandstudents,andsupportingstudentachievement.

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    Attheclassroomlevel,teachersuseavarietyofstrategiestomonitorstudentunderstandingandprogressonadailyandweeklybasis.Theseincludequizzes,weeklystudentreflections,anddaily“check-ins,”forexample,askingstudentsattheendofaclasssessiontowriteandsubmitaquickreflection.Inaddition,teachershaveestablishedprotocolsforweeklyreviewsofstudentworkincludingusinglearninglogsorjournals,andusingweeklycheck-instogaugeprogressonprojects.

    HTHissuesregularprogressreportstoinformresponsiblestaffwhotoofferinterventionstosupportstudentswhomaybeindangerofnotreceivingpassinggrades.Suchinterventionincludesthehostingofmeetingswithstudents’parents/guardianstoassesswhatadditionalsupportsneedtobemadeavailabletoassistthestudentswiththeirlearning.HTHalsoprovidesparents/guardianswithcurrentinformationaboutstudents’gradesviaweb-enabledpasswordaccesstoHTH’sStudentInformationSystem.

    HTHcollectsandanalyzesdataonitseffortstoimproveeducationaloutcomes.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.HTHsecuresparentalinvolvement,participation,andinputinavarietyofways.Forexample,theSchoolDirectormeetsformallywithparentsandguardiansatleasttwiceayearregardingTitleIspendingandtheLCAP.MeetingagendascoversubjectsincludingreviewandanalysisofCAASPPresults,aswellasbudgetdevelopment,asitpertainstoTitleIfundsandtheLCAP.HTHfeaturesactiveparentalinvolvement,asparentinvolvementisakeyfactorinstudentacademicachievement.HTHhasaParentAssociation.ActivitiesthattheParentAssociationmayundertakeincludes,butisnotlimitedto:

    ● CreatinganddistributingaParentAssociationNewsletter

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    ● SendingParentAssociationannouncementsviaemailand/orothermeans

    ● MeetingregularlyandservingasaliaisontootherstakeholdergroupssuchasHTH’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

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

    AmongtheHTHcharterschools,thereisahighlevelofcoordinationandcooperationbetweenschool-basedstaffmembersandcentralstaffmembers.

    School-BasedStaffResponsibilities CentralStaffResponsibilities

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

    ● DeanofStudents–worksinclosepartnershipwiththeSchoolDirectortoensurethatstudentsafetyismaintainedatalltimesandthatacultureandstandardofdisciplineconducivetostudentlearningissupportedbyallsitestudentsandparents/guardians.

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

    ● SiteManager–ensuresthatadministrative,clerical,andfrontoffice

    Atthecentrallevel,theHTHorganizationoffersadministrativesupportservices.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

    QualityAssurance

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    School-BasedStaffResponsibilities CentralStaffResponsibilities

    functionsareperformedattheHTHsitelevelandworkscloselywiththecentralstafftomakesurethatinformationfromthesiteisavailableonatimelybasisregardingcompliancemattersandfiscalcontrol.

    ● Custodian–ensuringthatthefacilityismaintainedinamannerthatsupportsteachingandlearning.

    ● CollegeAdvisor–ensuresthatallstudentsinHTHhavethesupportneededtoearnacceptancetoandenrollinaninstitutionofhigherlearning.

    ● SpecialEducationServices ● Fundraising ● GrantGeneration ● EnvironmentalHealthandSafety

    2. SchoolDirectorHTHiscommittedtocarefullyselectingathoughtful,inspired,andtalentedSchoolDirectorasakeypositionintheadministrativecategory.TheSchoolDirectormusthaveagraspofHTH’sdesignprinciplesandacommitmenttoHTH’smissionandgoals.TheSchoolDirectormustdemonstratetheskillsetsnecessarytoworkwellwithstudents,teachers,parentsandguardians,andthecommunity-at-large.TheSchoolDirectorshouldunderstandtheeducationalprogramsufficientlytosupportandinspiretheirfaculty.TheSchoolDirectormusthavetheskillstohireandmanagestaffmembers,managebudgets,andthedemandsoftherigorouseducationalprogram.HTHmayfinditsSchoolDirectorinavarietyofways,includingwithinitsownteachertalentpool,inworkingwiththeHTHGraduateSchoolofEducation,orrecruitingfromotherorganizations.

    3. Teachers

    HTHiscommittedtohiringtalented,knowledgeable,andpassionateteachersaskeypositionsintheinstructionalcategory.HTHdoesthisbyholdinghiringfairs,workingwiththeHTHGraduateSchoolofEducation,postingpositionswithotheruniversitiesandeducationwebsites,recruitingfromindustry,andsupportingnewteachersthroughitsowncredentialingprograms,amongotherthings.Interviewsaretypicallyfollowedbyarigorousfull-dayreviewduringwhichcandidatesteachaclass(andareevaluatedbystudents),havealuncheoninterviewwithstudents,andinterviewwithcurrentteachersandadministrators.

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    TeachersamongtheHTHcharterschoolsrepresentarangeofexperiences,includingformerbiotechengineers,communitycollegeprofessors,andgraphicdesigners.InAugust2004,theHTHorganizationwasthefirstcharterschooltoreceiveapprovalfromtheCaliforniaCommissiononTeacherCredentialing(“CTC”)tooffersingle-subjectcredentials.TheHTHorganizationhasexpandeditscredentialingworkandnowhasauthorityfromtheCTCtoofferamultiple-subjectcredentialinternprogramelementaryschoolteachers,amongothercredentials.

    HTHrecognizesthatitsteachersofcoreacademicsubjectsmustmeettheEveryStudentSucceedsAct(“ESSA”)requirements.HTH’steachersarerequiredtoholdaCTCcertificate,permit,orotherdocumentequivalenttothatwhichanypublicschoolteacherisrequiredtohold.However,HTHbelievesthataninterdisciplinarystructureisanimportantcomponentofitsProject-BasedLearningapproach,andteachersmaybecalledupontoteachmorethanonesubject.Inaccordancewithapplicablelaw,HTHmayexerciseflexibilitywithregardtothoseteachingnon-core,non-collegepreparatorycourses.Moreover,withintheprovisionsofthelaw,HTHreservestherighttorecruitandhirethebestqualifiedpersontofillanyofitspositionvacancies.

    4. OtherStaffMembers

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

    5. PolicyAgainstDiscrimination

    HTHdoesnotdiscriminateagainstanyapplicantoremployeeonthebasisoftheactualorperceivedcharacteristicsofrace,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.

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    Morningstaffmeetingsareheldatleastonceaweekandaffordtheopportunityforregularcheck-insanddiscussionsaboutpractice.Thesemeetingsmayincludediscussionsaboutexhibitions,presentationsoflearning,assessments,andothertopics.Veteranandnewteachershavetheopportunitytocollaborateatmorningmeetings.

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

    Staffretreatsanddesignatedstaffdayspresentadditionalopportunitiesforschoolteachingcommunitiestogatherandengageindeeperdivesonparticularsubjects.

    Additionaltrainingsareofferedtotheteachers,deans,schooldirectors,andotherstaffmembersthroughHTH’sCredentialingProgram,theHTHGraduateSchoolofEducation,andotherformaladultlearningprogramsaswellasthefollowing:

    a. TheNewTeacherOdysseyheldeveryAugustbeforethestartofthenewschoolyearwhereSchoolDirectors,veteranteachers,andothermembersoftheHTHcommunitycometogetherforaweekofnewteacherpreparationandprojectdevelopmentandtuning.

    b. WinterOdysseyheldnearthemid-yearforallteachersasaforumforacheck-inandprojectdevelopmentandtuning,amongotherpracticesupport.

    c. WeeklyDirectorsMeetingsheldatthestartofalmosteveryweekwhereSchoolDirectorscometogetherwithcentraladministratorstodiscusspertinentandtimelyschoolmanagementmattersandprogramdelivery.

    d. DirectorProfessionalDevelopmentMeetingsareheldapproximatelytentimesayear.ThesemeetingsofferSchoolDirectorstheopportunitytodivedeeperintokeytopics.

    e. DeanMeetingsareheldapproximatelysixtimesayear.Deansgettogethertodiscusscurrentissues,engageincasestudies,andreviewdataregardingstudentdisciplineandschoolculturematters.

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    ElementSix(F):HealthandSafetyProcedures

    HTHwillcomplywithallapplicablehealthandsafetylaws.Towardthisend,HTHhasadoptedacompletesetofhealthandsafetypolicies.ThesepoliciesincludeanInjuryandIllnessPreventionProgram,HazardousCommunicationProgram,BloodbornePathogensExposureControlProgram,andEmergencyPlansandProcedures.HTHwilldevelopfurtherhealth,safety,andriskmanagementpoliciesinconsultationwithitsinsurancecarriersandriskmanagementexpertsasrequiredbylaw.HTHwillassessitsfacilitiesforstructuralsafety,usingtheapplicablestate,county,andcitystandards.HTH,atitsowncostandexpense,willberesponsibleforobtainingappropriatepermitsfromthelocalpublicentitywithjurisdictionovertheissuanceofsuchpermits,includingbuildingpermits,occupancypermits,fire/lifesafetyinspectionsandconditionalusepermits,allasmayberequiredtoensuresafefacilitiesforstudentsandstaff.HTHrequiresthateachemployeeandcontractorfurnishHTHwithacriminalrecordsummaryasdescribedinEducationSections44237and45125.1,includingtherequirementthat,asaconditionofemployment,eachnewemployeenotpossessingavalidCaliforniaTeachingCredentialmustsubmittwosetsoffingerprintstotheCaliforniaDepartmentofJusticeforthepurposeofobtainingacriminalrecordsummary.HTHwillcomplywithEducationCodeSection44830.1regardingtherestrictiononhiringofapplicantswithseriousfelonyrecordsasdefinedinthatsection.HTHshallensurethatallemployeesprovideappropriatedocumentationofmandatedtuberculosisriskassessment.HTHshallrequirestudentimmunizationsasaconditionofattendancetothesameextentaswouldapplyifthestudentsattendedanon-charterpublicschool.HTHshallprovidestudenthealthscreenings,includingvisionandhearing,arecompletedtothesameextentaswouldberequiredifthestudentsattendedanon-charterpublicschool.

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    ElementSeven(G):RacialandEthnicBalance

    HTHshallnotdiscriminateonthebasisofthecharacteristicslistedinEducationCodeSection220(actualorperceiveddisability,gender,genderidentity,genderexpression,nationality,raceorethnicity,religion,sexualorientation,oranyothercharacteristicthatiscontainedinthedefinitionofhatecrimessetforthinSection422.55ofthePenalCodeorassociationwithanindividualwhohasanyoftheaforementionedcharacteristics).HTHfocusesitsrecruitmenteffortsonachievingdiversitywithintheparametersofapplicablelawinanefforttoservestudentbodiesthatarereflectiveoftheracial,ethnic,andsocioeconomicdemographicsofthebroadergeographicareaswherethecampusislocated.HTHworkscooperativelywiththeDistrict,theSanDiegoCountyOfficeofEducation,otherlocalcharterschools,preschools,andcommunity-basedorganizationstoengageinoutreachtostudentsandcommunitymembersinordertoprovideprograminformationandapplicationstoeligibleapplicants.Staffmembersconductinformationalpresentationsthroughoutthesurroundingareatoprovideinformationtoprospectiveapplicants.PublicinformationmeetingsareheldaboutHTH.SpecialemphasisisplacedonholdingsuchmeetingsincommunitiesthatstaffmembershaveidentifiedasthoserepresentingdemographicsthatareunderrepresentedintheapplicantpoolandthatwillbringHTHtowardthegoalofsocio-economicandculturaldiversity.Programdescriptionsandstudentrecruitmentinformationispresentedinamannerthatprovidesaccesstoabroadgroupofstudentsandtheirparentsandguardians.

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    ElementEight(H):StudentAdmissionsandAttendance

    1. AdmissionsInformationAdmissionsinformationonHTH’swebsiteisaccessibleinmultiplelanguagesthroughtheuseofatranslationfeature.PaperapplicationsarealsoavailableattheHTHoffice.

    2. GeneralProceduresforNewApplicantsforAdmission

    Thefollowingareadmissionsrequirementsfornewapplicants:

    a. Aparentorguardianmustcompleteandsubmitasimple,non-discriminatory

    applicationformbyapublisheddeadlinebeforetheendingoftheopenenrollmentperiod.

    b. AparentorguardianmustsignastatementagreeingtoabidebyallpoliciesandproceduressetforthintheStudent&ParentHandbook.

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

    3. MatriculationandTransfersofCurrentHTHStudents

    StudentswhoareenrolledatoneoftheHTHcharterschoolsmaycontinuetomatriculatethrough12thgrade,providedtheysatisfactorilycompletethecourseofstudyofferedbytheirpriorHTHcharterschool,andremainingoodacademicstanding.Forexample,astudentattendingHighTechElementaryorHighTechElementaryExplorerwhosatisfactorilycompletesthecourseofstudythrough5thgrade,maymatriculatetoHighTechMiddleorHighTechMiddleMediaArts,and,uponsatisfactorycompletionthrough8thgrade,mayproceedtoHTH,HTHInternational,orHTHMediaArts.HTHmayconsideratransferforanycurrentstudentingoodstandingwhosubmitsatimelytransferrequestseekingtotransferfromoneHTHcharterschooltoanother.However,transfersareanexceptionandareapprovedinlimitedcircumstances.

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    Forpurposesofmatriculationandtransfers,satisfactorycompletionmeansthatthestudentpassedthecourseshe/shetookinthepreviousgrade.Forexample,astudentwhofailshis/her8thgradecourseswouldnotbeconsideredfora9thgradeseat,asthatstudentisstillconsideredtobean8thgrader.

    4. AdmissionsPriorities

    Intheeventapplicationsforadmissionexceedavailability,priorityforadmissionshallbeassignedinthefollowingorder:

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

    b. ChildrenofemployeesorboardmembersofHTH,HTHFoundation,orHTHLearning.Thispriorityiscappedat10%oftotalenrollment.

    c. StudentsbeingpromotedfromortransferringfromanotherschoolthatisoperatedbyHTH(whoalsocompletetheapplicationprocessinatimelyfashion).

    d. SiblingsofstudentscurrentlyattendingschoolsoperatedbyHTH,ifthereisspaceavailablewithintheapplicant’szipcodecluster(seebelow).

    e. Allotherstudentspermittedbylaw.5. AdmissionsLottery

    IfHTHreceivesmoreapplicationsthantherearespacesavailable,apublic,computerizedlotterywillbeheldtodetermineadmissions.Notificationofthelotterydatewillbemadetothepublicandmembersofthepublicwillbeabletowitnessthecomputerizedlotteryprocess.Withinthecontextofthisadmissionprocess,HTHseekstodeliveronthespiritandintentofBrownvs.BoardofEducationbyusinglegally-permissiblemeanstoenrollaprofileofstudentsrepresentativeoftheracial,ethnic,andsocioeconomicdiversityoftheregionwhereHTHoperates.Inthisregard,HTHemployscertainweightingmechanismsinrelationtoitscomputerizedlotterythatfosterdiversityandthatfitsquarelywithinacceptableadmissionsprotocols.Weightingsforgeographyandsocioeconomicstatusareemployedasdescribedbelow.Theseweightingsareadjustedtoaccountforthenumbersofstudents

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    fromaparticularzipcodeclusterthathavebeenadmittedfromreturning,promotingandtransferringstudents,siblingpreferencesandboardmemberoremployeepreferences.

    a. GeographicZipCodeWeighting:InordertomeettherequirementthatpreferenceforadmissionbeofferedtostudentswhoresideintheschooldistrictwhereHTHislocated,HTHensuresthatapproximately85%ofslotsforadmissionwillbeallocatedtostudentsresidingwithintheattendanceboundariesoftheDistrict.AspartoftheHTHcharterschools,HTHidentifiesattendanceregionsconsistingofseveralcontiguouszipcodeareasor“clusters.”UsingUnitedStatesCensusdata,HTHdeterminesthepercentageofschool-agedstudentsresidingwithineachzipcodeclusterandprovidesweightingwithinthelotteriesdesignedtoencourageacorrespondinglevelofenrollmentfromeachzipcodecluster.

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

    6. Acceptance,NotificationandWaitingPool

    Oncetheinitialopeningshavebeenfilledusingtheproceduresdescribedabove,HTHwillnotifychosenapplicantsandinformthemoftheiroptiontoenrollinHTH.Applicantswhohavenotbeenchosenwillhavetheirnamesmaintainedwithintheapplicantwaitingpool.Asadditionalopeningsbecomeavailableaftertheinitialstageofdrawingnames,nameswillbedrawnfromthewaitingpoolinkeepingwithHTH’sadmissionspoliciesasdelineatedabove.Whennamesaredrawn,HTHwillnotifytheapplicantsthattheyhavetheoptionofenrollinginHTH.Notificationswillgiveapplicantsatleastthreefullbusinessdaystoinformtheschooloftheapplicant'sintentions.Intheabsenceofanaffirmativeandtimelyresponsebyphone,letter,oremail,HTHwilleliminatetheapplicantfromconsiderationanddrawanothernamefromthewaitingpool.Theapplicantwaitingpoolexpiresannuallyattheendoftheformalacademicyear,orasotherwisedeterminedbyHighTechHighBoard.

    7. InternationalExchangeStudents

    HTHseekstoprovideitsstudentswithadditionalopportunitiesforculturalexchange.Tothisend,intheeventthatHTHdeterminesthatitcanaccommodateexchangestudentswithinanygivenschoolyear,HTHreservestherighttoadmitoneortwohighschooljuniorsand/orseniorsforoneexchangeyeareach.

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    ElementTen(J):StudentSuspensionsandExpulsions

    HTHregardssuspensionandexpulsionasalastresort.TheproceduresbywhichastudentcanbesuspendedorexpelledfromHTHfordisciplinaryreasonsorotherwiseinvoluntarilyremovedfromHTHforanyreasonwillbeconsistentwithallapplicablefederalandstateconstitutionalproceduralandsubstantivedueprocessrequirements.1. OverviewofDisciplinaryActions

    ThepurposeofdisciplinaryactionatHTHistoensurethatindividualstudents,theirparents/guardiansandtheHTHcommunitystayfocusedongrowthandlearning.Promptresolutionoftheproblemorissuesisexpected.Disciplinemayincludeanyone,acombinationand/orallofthefollowingdependingonthecircumstances,andatHTHadministration’ssolediscretion.

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

    and/ortotakecertainaffirmativeactionstoimprove● AmeetingwiththeDeanofStudents,Director,orsomeotherschooladministratoror

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

    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. ViolationsofHTH’sacademicpolicies,including,butnotlimitedtoplagiarismand/orcheating.

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

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

    Forsuspensionsoffewerthanten(10)days:

    ● TheSchoolDirector(orhis/herdesignee)shallprovideoralorwrittennoticeofthechargesagainstthestudent.

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

    Forsuspensionsoften(10)daysormoreandallexpulsionsfordisciplinaryreasons,bothofthefollowing:

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

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

    NostudentshallbeinvoluntarilyandpermanentlyremovedbyHTHforanyreasonunlesstheparent/guardianofthestudenthasbeenprovidedwrittennoticeofintenttoremovethestudentnolessthanfiveschooldaysbeforetheeffectivedate

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    oftheaction.Thewrittennoticeshallbeinthenativelanguageofthestudentorthestudent’sparent/guardianor,ifthestudentisafosterchildoryouthorahomelesschildoryouth,thestudent’seducationalrightsholder,andshallinformhimorheroftherighttoinitiatetheabove-specifiedproceduresregardingahearingadjudicatedbyaneutralofficer,beforetheeffectivedateoftheaction.Ifthestudent’sparent/guardian,oreducationalrightsholderinitiatestheabove-specifiedhearingprocedures,thestudentshallremainenrolledandshallnotberemoveduntilHTHissuesafinaldecision.Forpurposesofthisclause,“involuntarilyremoved”includesdisenrolled,dismissed,transferred,orterminated,butdoesnotincludeabove-specifiedsuspensionsorexpulsionspertheprocessdescribedintheStudent&ParentHandbook.EducationCodeSection47605(b)(5)(J)(iii).

    b. SuspensionPendingExpulsionHearing

    IftheSchoolDirector(orhis/herdesignee)determinesattheoutsetthatanexpulsionhearingiswarranted,theSchoolDirector(orhis/herdesignee)mayimposeasuspensionpendinganexpulsionhearing.TheSchoolDirector(orhis/herdesignee)shallprovidewrittennoticetothestudent’sparentsand/orguardiansofthesuspension,thereasonsforthesuspensionandtheexpulsionhearing,givenoticeoftheexpulsionhearingandprovideinformationregardingHTH’sexpulsionprocedures(“SuspensionPendingExpulsionHearingNotice”).

    c. DisciplineReviewMeetingIfastudentisplacedonasuspensionofanyform,theschoolmaycallforaDisciplineReviewMeetingwiththeparentsand/orguardians.DuringthecourseoftheDisciplineReviewMeeting,theSchoolDirector(orhis/herdesignee)willdiscusswiththeparentsand/orguardiansthe:(1)natureoftheoffense;(2)theinformationandevidencegatheredtodate;and,(3)nextsteps.IftheSchoolDirector(orhis/herdesignee)determinesthattheschoolwillmoveforwardtoanexpulsionhearing,andtheschoolhasnotyetgivenformalnoticeofanexpulsionhearing,theSchoolDirector(orhis/herdesignee)willprovidetheparentsand/orguardianswithaSuspensionPendingExpulsionHearingNotice.

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    ElementEleven(K):RetirementSystems

    HTHwilloffercompensationaccordingtotheapprovedcompensationframeworksapprovedbytheHighTechHighBoard.AlleligibleemployeesofHTHwillparticipateintheStateTeachers’RetirementSystem(“STRS”)andthePublicEmployees’RetirementSystem(“PERS”).PositionsatHTHparticipatinginSTRSincludeteachers,schooldirectors,schoolpsychologists,andothers.PositionsatHTHparticipatinginPERSandfederalsocialsecurityincludesitemanagers,ITdirector,andothers.TeachersandotherpersonsworkingatHTHwillretainallpreviouslyvestedrightsintheirrespectiveretirementsystems,includingbutnotlimitedtoSTRS,PERS,andfederalsocialsecurity.HTH’sfinanceandbusinessstaffmembersareresponsibleforensuringthatappropriatearrangementsforcoverage,includingappropriatecontributions,havebeenmadefortheretirementsystems.

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    ElementTwelve(L):PublicSchoolAttendanceAlternatives

    HTHisaschoolofchoice.NostudentisrequiredtoattendHTH.Studentschoosing