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Beacon Classical Academy Petition
accs-dec17item04 Attachment 13 Page 1 of 107
EACON
Beacon Classical Academy National City
A California Public Charter School
Petition for Charter School Authorization
Submitted to Trustees of the National School District
April22, 2015
Charter Term: July 1,2015 -June 30, 2020
Beacon Classical Academy Petition
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TABLE OF CONTENTS
INTRODUCTION 3 ASSURANCES 4 BEACON CLASSICAL ACADEMY FOUNDING TEAM 8 ELEMENT ONE (A) -EDUCATIONAL PHILOSOPHY AND PROGRAM 11 ELEMENT TWO (B)- MEASURABLE STUDENT OUTCOMES 50 ELEMENT THREE (C) -METHOD OF ASSESSMENT 54 ELEMENT FOUR (D)- GOVERNANCE STRUCTURE 60 ELEMENT FIVE (E)- EMPLOYEE QUALIFICATIONS 63 ELEMENT SIX (F) -HEALTH AND SAFETY 70 ELEMENT SEVEN (G)- RACIAL AND ETHNIC BALANCE 73 ELEMENT EIGHT (H)- ADMISSION REQUIREMENTS 74 ELEMENT NINE (I) - PROTOCOL FOR FINANCIAL AUDITS 77 ELEMENT TEN (J)- STUDENT SUSPENSION AND EXPULSION 78 ELEMENT ELEVEN- (K) -EMPLOYEE BENEFITS 96 ELEMENT TWELVE (L)- PUBLIC SCHOOL ALTERNAT!VES FOR STUDENTS 97 ELEMENT THIRTEEN (M)- RETURN RIGHTS OF EMPLOYEE 98 ELEMENT FOURTEEN (N)- DISPUTE RESOLUTION 99 ELEMENT FIFTEEN (0) - PUBLIC SCHOOL EMPLOYER/COLLECTIVE BARGAINING (EERA) 101 ELEMENT SIXTEEN (P) -CLOSING PROCEDURES 102 OTHER CHARTER ELEMENTS 103 ATTACHMENTS
Attachment A -Teacher Petition Signatures
Attachment B -Independent Study Guidelines
Attachment C -Sample First Grade Curriculum
Attachment D -Bell Schedule
Attachment E-Organization Chart
Attachment F- Five-Year Enrollment Projection
Attachment G - First Year Operational Budget
AttachmentH-PlanningBudgetForFiveYears
BEACON CLASSICAL ACADEMY NATIONAL CITY PAGE 2 OF 118 CHARTER PETITION 2015-2020
BEACON CLASSICAL ACADEMY NATIONAL CITY PAGE 3 OF 118
CHARTER PETITION 2015-2020
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INTRODUCTION
This charter school shall be known as Beacon Classical Academy National City (hereafter
"Beacon Classical Academy" or "Charter School"). This petition for charter school application
applies to Beacon Classical Academy, a charter school composed of grades K-8 students. Beacon
Classical Academy will be located at 2400 Euclid Ave. National City, California, within the
boundaries of the National School District ("District").
Beacon Classical Academy is devoted to traditional learning and the development of personal
character through a content-rich curriculum that reinforces scholarship and citizenship. The
Academy is open to all students K-8; is nonsectarian in its programs, admission policies,
employment practices, and all other operations. It will not charge tuition and will not
discriminate against any pupil on the basis of any of the characteristics listed in Education Code
Section 220.
The Charter Schools Act of 1992 opened the door for innovation in California public schools
that embraced parent voice and choice. In accordance to Education Code Section 47601, charter
schools were created as a method to accomplish all of the following:
Improve pupil learning.
Increase learning opportunities for all pupils with special emphasis on expanded
leanring. Opportunities for pupils who are identified as academically low achieving.
Encourage the use of different and innovative teaching methods.
Create new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the school site. Provide parents and pupils with expanded choices in the types of educational
opportunities that are available within the public school system.
Hold the schools established accountable for meeting measurable pupil outcomes
and provide the schools with a method to change from rule-based to performance
based accountability systems.
Provide vigorous competition within the public school system to stimulate continual improvements in all public schools.
The Charter School will comply with State laws relating to independent study as set forth in
Education Code 47612.5. Beacon Classical Academy plans to open in fall 2015. The Charter
School will begin with a projected enrollment of 204 students. It will follow a modified
traditional year-round school calendar. Subject to the limitations of Education Code section
for independent study pupils, Beacon Classical Academy is open to any child who wishes to
enroll and will draw upon the ·student population in the surrounding neighborhoods of its facility
in National City, California. Beacon Classical Academy will organize as a nonprofit
corporation. The Charter School will be directly funded by the State, operating under a separate
charter with its own CDS number. Beacon Classical Academy, Inc. will act as the employer of
all staff of the Charter School. The Charter School requests to participate as a "school of the
district" for purposes of special education. In this and all respects, Beacon Classical Academy
will comply with a Memoranda of Understanding with Beacon Classical Academy and National
School District and its SELPA.
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ASSURANCES
As the authorized lead petitioner, I, Alma Van Nice, hereby certify that the information
submitted in this petition for a California public charter school to be named Beacon Classical
Academy National City ("Beacon Classical Academy," or the "Charter School"), and to be
located within the boundaries of the National School District (the "District") is true to the best of
my knowledge and belief; I also certify that this petition does not constitute the conversion of a
private school to the status of a public charter school; and further, I understand that if awarded a
charter, the Charter School will follow any and all federal, state, and local laws and regulations
that apply to the Charter School, including but not limited to:
1. The petition is signed by a number of teachers that is equivalent to at least one-half of the
number of teachers that the charter school estimates will be the number of teachers employed at the school during its first year of operation [California Education Code
47605(a)].
2. Beacon Classical Academy will be nonsectarian in its programs, admissions policies,
employment practices, and all other operations. [California Education Code 47605(d)(l)].
3. Beacon Classical Academy shall not charge tuition [California Education Code
47605(d)(1)].
4. Beacon Classical Academy shall not discriminate on the basis of the characteristics listed in Section 220 (actual or perceived disability, gender, gender expression, gender identity,
gender orientation, nationality, race or ethnicity, religion, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code
or association with an individual who has any of the aforementioned characteristics) [Education Code Section 47605(d)(1)].
Beacon Classical Academy shall admit all students who wish to attend the Charter
School, and who submit a timely application, unless the Charter School receives a greater number of applications than there are spaces for students, in which case, each application
will be given equal chance of admission through a public random drawing process. Except as required by Education Code Section 47605(d)(2), admission to the Charter
School shall not be determined according to the place of residence of the student or his or
her parents within the State, save for admission preferences. Admission preferences are stipulated in Element Eight (H) Admission Requirements. Preference in the public
random drawing shall be given as required by Education Code Section 47605(d)(2)(B). In the event of a drawing, the chartering authority shall make reasonable efforts to
accommodate the growth of the Charter School by not taking any actions to impede the charter school from expanding enrollment to meet pupil demand in accordance with
Education Code Section 47605(d)(2)(C). 5. Beacon Classical Academy shall comply with all laws establishing the minimum and
maximum age for public school enrollment [California Education Code Sections
47612(b), 47610].
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6. Beacon Classical Academy shall serve students with disabilities in the same manner as
such students who are served in other public schools and adhere to all applicable
provisions of Federal law relating to students with disabilities, including, but not limited
to, the Individuals with Disabilities in Education Improvement Act of 2004, Section 504
of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act of
1990.
7. Beacon Classical Academy shall ensure that teachers in the charter school shall hold a
Commission on Teacher Credentialing certificate, permit, or other document equivalent
to that which a teacher in other public schools would be required to hold. These
documents shall be maintained on file at the charter school and are subject to periodic
inspection by the chartering authority. It is the intent of the Legislature that charter
schools be given flexibility with regard to noncore, non-college preparatory courses
[California Education Code Section 47605(1)].
8. Beacon Classical Academy shall require its teachers of core academic subjects to satisfy
applicable, highly qualified requirements in accordance with the No Child Left Behind
Act.
9. Beacon Classical Academy shall comply with Education Code Section 44237 in the
submittal of fingerprints prepared by the employer or school to the Department of Justice
for the purpose of obtaining criminal record summary of employees or regular volunteers
who are in contact with minor pupils.
10. Beacon Classical Academy, Inc. shall be deemed the exclusive public school employer of
the employees of the charter school for the purposes of the Educational Employment Relations Act [California Education Code 47605(b)(5)(0)].
11. Beacon Classical Academy shall meet all requirements for employment set forth in applicable provisions of law, including, but not limited to, credentials, as necessary.
[Title 5 California Code of Regulations Section 11967.5.1(£)(5)].
12.Beacon Classical Academy shall for each fiscal year, offer at a minimum, the number of
minutes of instruction per grade level as required by Education Code Section 47612.5(a)(1)(A)-(D), comply with all course requirements and meet all State Academic
Standards applicable to charter schools, and shall meet or exceed the legally required minimum of school days [Title 5 California Code of Regulations Section 11960].
13. Beacon Classical Academy shall meet all statewide standards and conduct the student
assessments required, pursuant to Education Code Sections 60605 and 60851, and any other Statewide Standards authorized in statute, or student assessments applicable to
students in non-charter public schools [California Education Code 47605(c)(1)].
14. Beacon Classical Academy shall adhere to reporting requirements including, but not
limited to, CAASPP, CBEDS, ADA, SARC, LCAP, annual audits and all financial reports and data and promptly respond to all reasonable inquiries from the District, the
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county office of education, or the Superintendent of Public Instruction, including, but not
limited to, inquiries regarding its financial records. [California Education Code Section
47604.3].
15. If a pupil is expelled or leaves the School without graduating or completing the school
year for any reason, notify the superintendent of the school district of the pupil's last
known address within 30 days, and shall, upon request, provide that school district with a
copy of the cumulative record of the pupil, including a transcript of grades or report card,
and health information [California Education Code Section 47605(d)(3)].
16. Beacon Classical Academy shall maintain accurate and contemporaneous written records
that document all pupil attendance and make these records available for audit and
inspection [California Education Code Section 47612.5(a)].
17. Beacon Classical Academy shall, on a regular basis, consult with its parents and teachers
regarding the Charter School's education programs [California Education Code Section
47605(c)].
18. Beacon Classical Academy shall comply with any jurisdictional limitations to locations
of its facilities [California Education Code Section 47605.1] and comply with the
Education Code Section 47610 and 47610.5 and the California Building Standards Code
(Part 2 Section 101) of title 24 of the California Code of Regulations as applicable to the
facilities operated by the School unless the charter school facilities are exclusively owned
or controlled by an entity that is not subject to the California Building Standards Code,
including, but not limited to, the Federal government.
19. Beacon Classical Academy shall, as required by Education Code Section 47612.5, meet
the requirements of Education Code Section 51745 (a) 1-5 related to independent study.
20. Beacon Classical Academy shall identify and report to the Superintendent of Public
Instruction (SPI) any portion of its average daily attendance that is generated through
nonclassroom-based instruction, including, but not limited to, Independent Study as
defined by Beacon Classical Academy as home study, academy instruction, distance and
computer-based education, field trips, and learning center learning opportunities.
21. Beacon Classical Academy shall comply with any non-academic instruction funding
determination requirement according to Senate Bill 740.
22. Beacon Classical Academy shall comply with the Public Records Act.
23. Beacon Classical Academy shall comply with the Family Educational Rights and Privacy
Act (FERPA).
24. Beacon Classical Academy shall comply with the Ralph M. Brown Act.
25. Beacon Classical Academy shall comply with Elementary & Secondary Education Act.
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Subtitle B. and Section 1034, now known as the McKinney Vento Education for
Homeless Children & Youth Act, 2007.
26. Beacon Classical Academy shall comply with all applicable portions of the No Child Left
Behind Act.
27. Beacon Classical Academy shall, at all times, maintain all necessary and appropriate
Insurance coverage.
28. Beacon Classical Academy shall meet the requirements of Education 47611 regarding the
State Teachers' Retirement System.
Authorized Representative's Signature Date 4/22/20 15
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BEACON CLASSICAL ACADEMY FOUNDING TEAM
The members of Beacon Classical Academy National City Founding Team bring a variety of
expertise across diverse areas of charter school administration (direct-funded, independent study
and classroom-based), charter school finance, accounting, business/marketing, school facilities,
and instructional experience from preschool through the university level.
Dr. Alma D. Van Nice (Charter School Administration/Lead Petitioner)
Dr. Alma D. Van Nice has a comprehensive tenure of 24 years as a public school educator, in
which she has served as a Charter School Principal (Independent Study and Classroom-based),
District Vice Principal, Preschool Director, College Adjunct English Professor, Language Arts
and Reading Specialist, Literacy Coordinator, District Mentor Teacher, Beginning Teacher
Support Provider (BTSA), Classroom Teacher, and Preschool Teacher. Under Dr. Van Nice's
leadership and support her schools attained Western Association of School and Colleges
(WASC) accreditation, met API and AYP target growth goals, and achieved Title 1 Academic
Achievement Awards. Dr. Van Nice completed her Doctorate of Education Degree (Ed.D) from
Nova Southeastern University in Organizational Leadership and received Educational
Leadership preparation from Point Lorna Nazarene University. She graduated from San Diego
State University with a M.A. in Reading Education and B.A. in Liberal Studies, and holds the
following California Professional Clear Credentials and Certificates: Administrative Services,
Reading and Language Arts Specialist, and Multiple Subjects; and a Bilingual Certificate of
Competence in Spanish.
Mr. Douglas A. Harrell (Charter School Administration)
Mr. Doug Harrell has extensive administrative background in the public school system. His 33
years of educational experience includes K-12 school administration and instruction. As Chief
Academic Officer for King Chavez Neighborhood of Schools and Vice President of Education
Services for California Edison, his expertise and oversight helped these schools to consistently
meet API and AYP target growth goals and attain Title 1 Achievement Award and Four Star
Academic status for exceptional academic growth and healthy school culture. Presently, Mr.
Harrell coordinates the Administrative Credentialing program with the San Diego County Office
of Education. Mr. Harrell graduated from University of California with a M.A. in Sociology. He
holds a California Professional Clear Administrative Credential.
Mr. Mark D. Liuag (Business Manager)
Mr. Liuag has 30 years experience in business as Vice President of Operations, General
Manager, and Director. He has worked with startups and companies experiencing tremendous
growth and change. His areas of expertise include manufacturing and support, program
management, contracts, procurement, business systems, and finance. He is versed in Lean
Enterprise, Six-Sigma, Theory Constraints, Project Life Cycle Management (PLM), ISO
Implementations 9001 & 2000 ERP/MRP conversions and implementations quality assurance,
capacity management, master scheduling, training and development of personnel, configuration
management, and strategic planning. Mr. Liuag holds a B.S. degree in Business Administration
and Finance with a minor in Industrial Organizational Psychology. His affiliations include:
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Chula Vista (CV) Planning Commission, Friends of CV Parks/Recreation Treasurer, CV
Chamber of Commerce Economic Development Board, San Marcos (SM) Chairman of Junior
Achievement Steering Committee, SM School District Budgetary Review Commission,
Committee of SM Master Plan Development, Secretary for SM Manufacturing Association, and
Chairman of School Development for Willow Creek neighborhood
Dr. Z. Horace Grey (Educator and Author)
Dr. Grey holds a Doctorate of Philosophy in Psychology and a Master's in General Psychology
from U.S. International University of San Diego. He has 20 years experience as a college and
university professor. He is an author, coach, and a consultant in leadership and human behavior.
He has served as Vice President of the City Heights Town Council as the board member directly
responsible for education and special programs.
Mr. Rick Navarro (Former Charter Business Manager/Independent Tax Consultant)
Mr. Richard A. Navarro has over 21 years of business management experience with budgets,
human resources, facilities maintenance, and purchasing. Mr. Navarro graduated from San
Diego State University with a B.A in Finance. He also holds a California Tax Preparer's
License. He has served as an accountant and assisted in various areas including payroll, accounts
receivable, accounts payable, and purchasing:
Mr. Ricky Feria (Former Accountant/Chief Administrator)
Mr. Ricky Feria has held management positions in accounting and finance in both public and
private sector organizations for over 25 years. His experience ranges from wholesale distribution
companies, city and county government, to nonprofit organizations and private schools. He is a
graduate of the University of California, San Diego with a B.A in Economics and minor in
Music, and holds M.A. degrees in Religion and Pastoral Studies from Azusa Pacific University.
He is currently the chief administrator and music director for South Bay Community Church in
National City, Ca.
Mr. Daniel E. Van Nice (Facilities and Business Consultant)
Mr. Daniel Van Nice graduated from San Diego City College with an A.A. in Real Estate. He is
trained in Occupational Health and Safety from Southwestern College. His background includes
utility consulting and general facilities, which spans over 20 years of experience with facility
renovations, new construction, plumbing and painting, and all utilities set up.
Ms. Karen Azhocar (Finance)
McManus Ms. Karen Azhocar McManus has worked over 35 years in the community banking
industry specializing in residential, commercial real estate servicing and branch operations. She
is an experienced professional who has managed multiple departments and branch locations as a
Senior Personal Banker, Assistant Vice President, Branch Sales Manager and Vice President
Branch Manager. Community positions include serving as a board member of Catholic Charities,
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Pregnancy, Parenting and Adoption Services, board member and past President of Mother Goose
Parade Association, board member and treasurer of the San Diego Organizing Project (SDOP),
Chula Vista Chamber, Chula Vista Rotary and National City Chamber of Commerce.
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ELEMENT ONE (A) - EDUCATIONAL PHILOSOPHY AND PROGRAM
A description of the educational program of the school, designed, among other things, to identify
those pupils whom the school is attempting to educate, what it means to be an "educated person"
in the 21st century, and how learning best occurs. The goals identified in that program shall
include the objective of enabling pupils to become self-motivated, competent, and lifelong
learners. (ii) A description, for the charter school, of annual goals, for all pupils and for each
subgroup of pupils identified pursuant to Section 52052, to be achieved in the State priorities, as
described in subdivision (d) of Section 52060, that apply for the grade levels served, or the
nature of the program operated, by the charter school, and specific annual actions to achieve
those goals. A charter petition may identify additional school priorities, the goals for the school
priorities, and the specific annual actions to achieve those goals. - Education Code Section
47605(b)(5)(A).
Vision
Our vision is to serve as a BEACON of virtue, truth, and beauty enlightening young hearts and
minds to benefit society at large.
Mission
The mission of Beacon Classical Academy is to train the minds, improve the hearts, and develop
the innate talent of young people through a rigorous, classical education in the liberal arts and
sciences, moral character, and civic virtue.
Essential Elements of Beacon Classical Academy Elementary
Beacon Classical Academy adheres to the following key characteristics and components:
The study of Western tradition through history, literature, philosophy, and fine arts.
Examination of moral, philosophical, political, and historical traditions of the American
literary genre.
The use of explicit phonics instruction for the teaching of reading.
The teaching of Latin to provide meaning to over half of the words used in English and to offer a bridge to
learning other languages.
A school culture that demonstrates moral virtue, decorum, respect, discipline, and
scholarship among the students and faculty.
A curriculum that is content-rich and follows the "great books" approach.
Well-educated and articulate teachers that explicitly convey knowledge to students using
traditional teaching methods and based on proven methods.
A school that uses technology effectively to supplement instruction not supplant
instruction.
Personalized learning plans that include grade level curriculum and appropriate
differentiation to address students' varying needs.
Beacon Classical Academy will seek the Western Association of School and Colleges (WASC)
accreditation in order to measure the progress of realizing our mission, essential elements, and
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educational philosophy through the self-inquiry review process that 1s used for WASC
accreditation.
Historical Legacy of Classical Education for Modern Times
Classical education for modem times has its roots in the past, yet is an excellent way to prepare
young people to assume positions in the present and future society as a means to become well
educated, responsible, and articulate citizens.
Classical education began in ancient civilization, advanced in Greece, was embraced by the
Romans, and flourished during the Italian Renaissance. Classical study spread to England, and
then to America. Our Founding Fathers were educated in classical education. Classical education
is the legacy of our nation. It began with ancient civilizations that established the core literacy
foundation of the classical philosophy. Hebrews, Greeks, and Romans created a blueprint for
political, cultural, and moral order from which Western civilization emerged.
Traditional classical education is based on a three-part process of training the mind (called the
"trivium") and the Socratic-style of inquiry. The Core Knowledge Sequence (CKS) of study
functions as the trivium, the "three ways," of grammar, logic, and rhetoric. Grammar is the first
stage where students acquire a discipline's academic vocabulary, basic knowledge, and skills.
The grammar stage begins whenever we venture to learn something new. Although grammar is
emphasized more in the elementary years, the grammar process continues with the study of new
subjects throughout the grades and beyond. In the grammar stage students first learn the basic
skills of their academic subjects and then begin to apply their understanding. It is in the grammar
stage that concepts, principles, and facts of the academic foundation are laid.
Beacon's classical education will build upon the grammar with logic. When students know the
grammar of a subject, then they can engage in it with logical questions. Through the Socratic
method of "What is?" students will be challenged to explain their knowledge of a subject's
grammar and use logic to understand and think about a subject deeply. During the logic stage
students share their curiosity and ask questions about what they learn. In the rhetoric stage
students' judgments are based on the grammar they have learned, the "logistical" questions they
have asked, and the arguments they have raised. Grammar without logic and rhetoric, however, is
incomplete. Information storing systems can house vast amounts of grammar but cannot apply the
knowledge. Logic will provide the ability to use judgment. Articulation, both spoken and written,
is a well-developed argument about logically tested grammar. Mastery of grammar, reasoning
about it and implementing it, is the bedrock of a classical education. The final goal is to arrive at
reasoned judgment in all subjects and to apply this knowledge in practical and meaningful ways to
benefit society at large.
At Beacon, our classical education Is a "back-to-basics" approach that includes a traditional
liberal arts focus in language studies and literature, math, history and government, the sciences,
music and art as a coherent, integrated program. World history is broken down into four major
periods - the Ancients, Rise and Fall of Roman Empire through the Renaissance, Early Modem
History, and Modem History. The curriculum is thematically integrated across the disciplines
based on the historical period of study. Students will read literature from or about the historical
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period. The study of science is based on the major discoveries of the time period studied, and
includes geography, biology, chemistry, and physics. The arts are taught through music, theatre,
painting, and drawing, sculpture, and architecture. The school will teach music and art as a study
in technique to appreciate and emulate the great works of the best masters: Bach, Mozart,
Beethoven, Raphael, Michelangelo, and Monet.
Children at a young age are capable of learning languages effortlessly. Beacon's classical
education will require the critical study of language: one's own and others. We will teach
English as a classical language, and study other languages, including Latin, Greek, Spanish, and
French as a basis to understand our own language and to become multilingual. Only mankind
possesses the power of language. Upon this concept, Aristotle said that human beings come
together in society in order to share their thoughts, through language.
At Beacon students will learn to apply skills of mind through the trivium and its focus on critical
analysis through Socratic discussions. By focusing on purpose, assumptions, implications,
students will have tools for thinking through a discipline. Critical thinking is the vehicle for
inquiry within any and all content. As students learn to master critical thinking, and they will
become more adept at giving meaning to content. The trivium is a learning process. Classical
education is a continual step on the trivium's path towards rhetorical mastery of a subject.
The trivium, although one of the paradigms of classical education, without a moral purpose only
aims at intelligence and not character. Therefore, Beacon Classical Academy will be a character
building classical school. Character will pervade the curriculum. Aristotle's dictum states that one
becomes virtuous by practicing the virtues. Students are encouraged to emulate the intellectual
and moral virtues of writers and scientists as heroes and heroines. In so doing, Beacon Classical
Academy will provide an education worthy of this nation's founding principles, the inalienable
rights of life, liberty, and the pursuit of happiness. We will advance students as citizens fully
cognizant of their moral rights and responsibilities to society.
Beacon Classical Academy will provide a 21st century political education reaffirming our
nation's founding principles. It will exalt the inalienable rights of life, liberty, and the pursuit of
happiness, as guaranteed by and realized through, the American frame of government. It will
ensure that its students enter the world as citizens fully cognizant of their rights and
responsibilities. It will teach students that true freedom and happiness are to be obtained through
limited, balanced, Federal, and accountable government protecting the rights and liberties of a
vibrant, enterprising people. Such political knowledge can only be gained by a thorough study of
American history and government: that study to consist principally in the reading of primary
sources. James Madison, the father of the Constitution, considered a "reverence for the laws" a
"prejudice," which even the most enlightened nations, cannot afford to be without.
An "Educated Person" In The 21st Century
Beacon Classical Academy National City will provide a 21st century educational program that
stands on the historic shoulders of the development of Western civilization. An approach that
looks at the legacy of the past and the constitutional promise of the future. The eminent Great
Britain's prime minister and historian Winston Churchill once said that, "The greatest advances
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in human civilization have come when we recovered what we had lost: when we learned the
lessons of history." Beacon's classical education will promote true tradition. "True tradition is
exactly like a sonnet; it is a symbol of the soul" (G.K. Chesterton, 1934).Beacon's classic
education program will seek to train the minds, improve the hearts, and develop the innate talent
of young people through a rigorous, classical education in the liberal arts and sciences, moral
character, and civic virtue.
Our quest at Beacon Classical Academy is to partner with parents to develop students with well
trained minds in a true 21st Century education. Our educational focus is built on the legacy of
Western philosophical thought and democracy.
We believe an educated person in the 21st century demonstrates:
A well-trained mind developed through a rigorous, content-rich classical education.
Recognition of students' unique talents and strengths to participate in a variety of
activities to further their own learning and benefit of society.
Industrious behavior, confidence, and self-motivation.
Integrity and acceptance of responsibility for personal decisions.
Management of time in a responsible manner.
Respect for differences among people and cultures.
Ability to work collaboratively with others.
Effective skills in diverse modes of English co1r.ununication with clear oral a11d written
communication skills.
Ability to listen, speak clearly and with confidence in formal and informal settings.
Critical reading for information gathering and extensive reading for pleasure.
Effective writing skills for a variety of purposes and audiences.
Keen critical and logical thinking skills.
Adaptability to new situations and use of new information to make informed judgments.
Mathematical principles to solve problems applying knowledge of number and
operations, algebra, geometry, statistics and probability, and readiness for calculus.
An overview of the history of mankind in all its diversity and possess an appreciation for
the American political process and development of Federal, State, and local government
structures.
An understanding of how to enter the world as citizens fully cognizant of their rights and
responsibilities.
Strong analytical foundation in scientific thinking to observe, explain and find solutions
to problems.
Fundamental literacy in all core subjects.
Higher order thinking skills to make connections among various disciplines of thought.
Physical, mental, and emotional life-long health skills emphasizing wellness and fitness.
Involvement in the local community with an effective work ethic.
Technological competence to enhance learning options and productivity.
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Students To Be Served
Beacon Classical Academy will offer the following grades: kindergarten through 8th. As State
funds permit, Beacon will also offer transitional kindergarten. During its first year, grade levels
TK-2nd will be filled in priority order, then grades 3 through 8. Beacon Classical Academy will
seek to serve approximately 204 students during its first year. Its projected growth per year will
range from 30 to 60 students each year thereafter depending on whether the funding for
transitional kinder continues. Please refer to Appendix F for a five-year projection. Recruitment
efforts will focus on students who live in the surrounding area of National City, Ca. Beacon
Classical Academy believes it will draw many of its students from within the boundaries of
National School District, and students from outside the boundaries of these Districts and its
surrounding cities and school districts within San Diego County, and in the future its contiguous
counties (Orange, Riverside, and Imperial).
Beacon Classical Academy believes its student body population may closely reflect the current
demographics of the District. Beacon Classical Academy will be located within the National
School District boundaries and will most likely reflect a population that is high in English
language learners and Socioeconomically Disadvantaged students (Free and Reduced Meal
Percentage). A table below shows the demographics of the National School District:
Student Demographics National School District (District-wide
Grades K-6)
Hispanic 83.5%
African-American 2%
Filipino 6.4%
Asian 3.8%
White 2%
English Language Learners 66%
Students with Disabilities 13%
Socioeconomically Disadvantaged 82.67%
The district-wide local educational agency (LEA) academic performance index (API) for
National School District was 792 with the following breakdown per subgroups shown in the
table below.
2013 Academic Performance Index National School District (District-wide Grades K-6)
District-wide I School-wide 792
Hispanic 778
African-American 745
Filipino 901
Asian 880
White 801
English Language Learners 786
Students with Disabilities 652
Socioeconomically Disadvantaged 792
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The students to be served will include students throughout San Diego County and its contiguous
counties and may include a majority of underserved students from communities who are at-risk
and low achieving. Characteristics of at-risk students include students with a history of academic
failure, have less effective reading and study skills, earn lower grades, obtain lower achievement
test scores, and are more likely to have repeated a grade level, have emotional behavioral
problems, and lack of psychological attachment to school (Omrod, 2006). Behaviors of at-risk
students include incomplete assignments, not attending to the task, lack of motivation and
organizational skills, and high absenteeism (Borman & Rachuba, 2001). Low achieving students
demonstrate low self-regulation and academic self-perceptions and poor attitudes toward school.
Additionally, low achieving students lack critical analysis and metacognitive, self-monitoring
learning .strategies, and possess limited academic vocabulary development and oral and written
expressive language skills (Mcoach, 2001).
Regardless of students' ethnicity, primary language or socioeconomic status, Beacon Classical
Academy National City adheres to the following belief statements:
We believe every student has the potential to achieve no matter his or her socio-economic
level, ethnicity orfamily background.
We believe all students can develop critical thinking through analytical reasoning and
problem-solving opportunities.
We believe Beacon students will not only meet Common Core State Standards, but will exceed
them by the application of Classical Education Foundation Standards to succeed in school
and life.
We believe student learning occurs best through a positive strong home and school, and
community partnerships.
How Learning Best Occurs
Beacon Classical Academy will provide an educational program for families seeking a non
traditional educational setting. Beacon Classical Academy believes that learning best occurs
when students are educated through a liberal arts, fine arts, sciences, and content-rich classical
education that develops student potential by promoting moral character and civic virtue. Beacon
students will develop a strong sense of identity and community, and be accountable for their
actions. The Independent Study educational approach will promote high levels of parent
collaboration and mutual support between the home and the charter school.
At Beacon Classical Academy we recognize the need for the practical application of aligned
standards, curriculum, and sound pedagogy. Teachers and Parent-Teachers (PT) will apply
standards developed by the Core Knowledge Foundation and Common Core State Standards
(CCSS). This dual standards-based instruction will implement critical thinking tasks with hands
on learning contexts. The Common Core State Standards will be integrated into our grade level
Core Knowledge Sequence (CKS) curriculum maps. The goal is to provide a comprehensive
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curriculum that promotes content and process knowledge by enabling students to make
connections to the past, present, and future possibilities, and promote the integration of concepts
across the curriculum. We will implement this approach by promoting the use of expressive and
interactive language activities that develop a strong oral language base with a focus on
vocabulary to ensure development of academic language. History will be the organizing theme
of the curriculum.
Activities that promote reading success include the implementation of the following literacy
approaches, highly effective in improving low socioeconomic students' success in learning to
read:
Explicit and systematic phonics instruction (National Reading Panel, 2000). Guided, shared, and independent reading and writing (Armbruster, 2001). Use of hands-on curriculum that supports multisensory (visual, auditory, and kinesthetic) learning and rich interactive language experiences (Birsh, 1999).
Music, motor skills, visuals, and realia to make learning comprehensible to support all
learners (Alibali, M, 2006, Lozanov & Gateva, 1960).
Learning centers for student choice to practice and further explore concepts (Diller,
2003).
Modeling, mediated and scaffold learning to accelerate acquisition of content and skills
and improve retention (Dennen, 2004).
Questioning to promote inquiry and thoughtful reflection (Rosenshine, 20 12).
Critical discourse through "Socratic seminars" to advance high levels of abstract
reasoning abilities (Lam, 2011).
Spiral review of concepts to anchor and extend learning and conceptual .applications
(Bruner, 1960)
Direct metacognitive instruction to develop self-monitoring comprehension tools to
promote independent reading skills (Van Nice, 1996).
Beacon Classical Academy believes learning can be accelerated when all students actively
participate through metacognitive learning to synthesize "new learning" through problem
solving, practice and application, and thoughtful questioning that aids all learners in:
Connecting concepts. Making inferences. Increasing awareness. Encouraging creative and imaginative thought. Aiding critical thinking processes. Helping learners explore deeper levels of knowing, thinking, and understanding.
Educational Program Choices
Beacon Classical Academy will offer a grade-level appropriate, personalized learning model
that is based on classical education and current educational research. Schooling at Beacon
Classical Academy is available to K-8 students in San Diego County and contiguous
counties.
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Beacon Classical Academy will provide a site-based program and will also support parents in an
independent study program. Both programs will include the surrounding community as an
extension of the learning program through field trips, outreach activities, guest speakers, and
afterschool community sponsored clubs. Field trips will play a major component of our
programs. BCA will provide all students with hands-on learning activities and real world
experiences to excel. Field trips with a specific academic focus will be integrated. They
typically will be planned for the culmination of a unit of study or at the commencement of a new
unit. Field trips will be planned by Grade Level Teams in collaboration with the Parent Teacher
Organization and will be placed in the "timeline" of curricular classical studies.
Beacon's Academy, site-based instruction will provide studeJ.?.ts with a thematic learning
experience in the required educational activities under the supervision of a credentialed teacher
in accordance with subdivision (1) of Education Code Section 47605. Average daily attendance
for Beacon's site-based instruction will require at least 80 percent of the instructional time that
is offered take place at Beacon's school site pursuant to California Education Code paragraph
(1) of subdivision (a) of Section 47612.5
Beacon's independent study program will consist of educational activities conducted
through home study, learning center teaching, distance and computer-based education, and
field trips. The Charter School will comply with all applicable Independent Study (IS) laws
and as required, will operate pursuant to an adopted Independent Study program policy
guidelines, maintain a Master Student Agreement (MSA) for each student and other
corresponding files and reports as a funding determination and condition of funding, as
required by State laws relating to Independent Study as set forth in Education Code
§47612.5. Pursuant to Independent Study requirements, the parent(s)/guardian(s) of each
student will meet with the Teacher of Record, a credentialed teacher, to develop an
appropriate curricula adaptation based upon grade level expectations and students'
educational needs and objectives. The Master Student Agreement will be based on a
personalized learning plan signed by the student, the parent/guardian, and the Teacher of
Record. The Master Student Agreement will describe the student's individual educational
goals and curriculum for each semester that the student is enrolled with Beacon Classical
Academy. The Master Student Agreement further describes the manner for submitting
assignments for both teacher and parent for reporting progress and the frequency of parent
and teacher meetings. The curricula will describe the student's course(s) of study, the
method(s) of ascertaining competence in designated course(s) of study and, if applicable, the
credit(s) the student will receive upon successfully demonstrating competence and
completing the course of study. At Beacon, we believe that student learning is measured by
performance towards competency standards, not just being an observer of an educational
activity.
Parents who seek to enroll their children at Beacon Classical Academy must complete the
enrollment admission criteria and make a commitment to be actively involved in their child's
education. Enrollment may be limited by site or program capacity, need in the community,
and availability of highly qualified, trained NCLB-certified credentialed teachers. Upon
enrollment, the family selects one of the three options. Each option is reviewed with the
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parent for appropriate program placement that best matches the needs of the student and
family. Enrollment options include Academy, Home Study Plus, and Home Study.
Academy Option (4 or 4.5 days of site-based learning)
Academy students attend on-site learning activities Monday through Friday. Wednesdays are
minimum days. This option offers continuity of teachers, programs, and expectations to enhance
academic, social and emotional growth to develop student confidence. The Academy
instructional program emphasizes the mastery of fundamental academic skills necessary for
success. BCA provides self-contained and multiage classroom experiences for grades K-8.
Activities in the fine arts accent and enhance units and themes studied in the classroom. Students
read and write extensively and develop study skills in all academic disciplines. Students have the
opportunity to reflect and share their individual learning experiences through a variety of venues
including culmination projects and student led conferences. The students receive direct
instruction, teacher modeling of concepts, guided practice, work in small-guided reading and
math groups, and participate in blended learning opportunities (computer assisted). Instructional
activities will provide students with a variety of learning methods, which include hands-on
learning activities and theme-related projects, Socratic seminars, discussions, textbooks,
including online e-learning. BCA will enable students to become lifelong learners, self
motivated, and competent by providing them with a strong foundation in reading, math, science,
arts, and athletics through a program that trains the mind and educates the whole child. Student
progress will be tracked through quarterly benchmarks, units of study assessments, culmination
performance-based projects, and portfolio assessments. Student progress is tracked through an
online grade book, which will allow full communication between the teacher, parent, and
student. If 4 days are opted, the school day or the school year will be lengthened to accommodate
for the minimum instructional minutes.
Home Study Plus 2-Day Option (2-day Academy learning course integration and Home
Study)
Beacon offers a 2-day program on Monday and Tuesday or Thursday and Friday forK-8th grade
learners who want to participate in a supportive academy and home learning environment. Our
2-day students integrate into the grade level academy classes or choose multiage courses. While
attending the Academy they participate together in inquiry learning activities and share with their
peers what they are learning at home. Student progress will be tracked through quarterly
benchmarks, units of study assessments, culmination performance-based projects, and portfolio
assessments. Student progress tracked through an online grade book, which will allow full
communication between the teacher, parent, and student.
Home Study Option (Traditional homeschool)
With this option students and parents together participate on a learning journey. Parents are
mentored by a certificated teacher to assist their children in learning. Wednesdays are an
optional day for home study families to meet at the Beacon. Childcare is provided for parents to
meet with their facilitators (teachers of record), attend workshops, or participate in a coop
(families learning and sharing together). Student progress will be tracked through quarterly
benchmarks, units of study assessments, culmination performance-based projects, and portfolio
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assessments. Student progress tracked through an online grade book, which will allow full
communication between the teacher, parent, and student.
Students in the Home Study program will have the opportunity to work independently and have
parental and credentialed teacher support and guidance. For purposes of the Home Study
educational option the "parent(s)" or legal guardian(s) may designate an alternate party to act in
place of the parent(s).
Beacon will work with its Home Study students and parents by providing them with high quality
appropriate educational resources and an assigned Teacher of Record, a California credentialed
teacher, who will provide additional support services to ensure an appropriate grade level,
individualized learning plan for the Home Study student.
The Teacher of Record will support and encourage parents in the education of their children with
curriculum, lesson planning, time management, and assessments to drive instruction. Teachers
will meet and communicate with each family at least twice a month. Once a month face-to-face
and once by phone, email or Facetime, additional meeting times will be provided as needed.
Student progress is monitored as stated in the Master Student Agreement along with individual
learning plans, and quarterly progress reports. The Teacher of Record is responsible for regular,
periodic evaluation of student academic progress and the parent/guardian is responsible for
student completion of assignments and for collecting evidence of learning. Families will receive
the classical education curriculum and any supplemental intervention or enrichment educational
materials and/or learning opportunities from Beacon. Students will participate in regular grade
level Core Knowledge Sequence (CKS) curriculum learning objectives, Common Core State
Standards benchmark assessments, ELSRs, and any culminating performance-based projects.
Home Study families will enjoy the choice of a home learning while benefiting from traditional
school activities, e.g. physical education, the arts, school pictures, yearbooks, open house,
science fairs and art fairs, assemblies, learning center academic courses, after school enrichment
clubs, and special performances. Students will be able to participate in field trips, lending library,
health and fitness programs, and instructional programs offered at the campus. The BCA will
provide intervention modules and enrichment workshops for Home Study students. Guest
speakers, core academics and performing arts workshops will be offered. These workshops are
intended to supplement the Home Study program. The campus will also provide an opportunity
for student socialization, practice with Socratic-style discussions, and help the parents connect
with other Home Study parents. Parent workshops will provide support for the parent-teachers.
Parent Compacts, Master Agreements, Learning Plans, and Progress Reports
Parent compacts will be required for students enrolled in the Academy program. Included with
all three program options are individualized Learning Plans. Learning Plans provide specific
goals for each student and a full continuum of learning activities and assessments for the subjects
listed in the Grade Level Syllables and Master Student Agreements. Learning plans will
document types of learning objectives, activities, and assessments, i.e, unit tests, quarterly
benchmark assessments, and performance-based culmination projects. Progress Reports will
track the student's progress against Core Knowledge, Common Core State Standards and BCA's
Expected School-wide Learning Results (ESLRS) to identify students who need additional
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support or enrichment.
Educational Program Minimum Requirements
Beacon Classical Academy National City will offer, at a minimum, the number of minutes of
instruction per grade level as required by Education Code Sections 47612.5(a)(1)(A)-(D) and
46201(a)(3). The typical school day will begin at approximately 7:30A.M. and end at 2:30P.M.
On minimum days the students will be released at 11:00 A.M. The School will, at minimum,
adhere to State standards for the number of instructional minutes in each subject e.g. 200 minutes
of physical education every 10 days. The Independent Study program will comply with all State
laws relating to Independent Study as set forth in Education Code§ 47612.5.
Curriculum and Instructional Design
Classical education will provide the rich content to engage students and uphold the standards of
excellence. A classical view of education begins with the premise that human beings are
intelligent beings. We are inquisitive. We search for truth. As young children, we observe
everything around us. We absorb language easily. We ask questions of everything. We are
natural learners. Our educational perspective takes advantage of young people's natural
curiosity. We believe that as children grow, their questions become more complex, and their
abilities to assimilate their observations more advanced. We know that children possess an arsenal
-of mental capacities: memory, reason, imagination, capacity for beauty, and a facility for
language. We propose that classical education feeds and directs and strengthens children's mental
abilities. The mind, like the body, atrophies when not well trained. The emphasis of a classical
education is on rigorous mental training. The curriculum will promote the higher order of thought,
reasoning, and expression.
The educational program of Beacon Classical Academy National City is based on The Core
Knowledge Foundation Standards Series: Resource Books for Kindergarten Through Grade
Eighth (Hirsh, 1996), A Thomas Jefferson Education (Van Mile, 2009), Cultural Literacy
(Hirsch, 1988), Paul-Elder's Model of Critical Thinking, and A Thinker's Guide to Historical
Thinking (Gorzychi & Elder, 2011). The Well-Trained Mind is a language and history-intensive
guide on building vocabulary and understanding the history of human endeavor from past to
present. A Thomas Jefferson Education focuses on how to develop educational philosophy and
implement a methodology for building mission-driven leaders. Cultural Literacy lays the
foundation of what every student should know. It is the basis of the Core Knowledge Sequence
(CKS) of pedagogy, which aligns with Common Core, but goes beyond. Paul-Elder's Model of
Critical Thinking includes the Intellectual Standards, Elements of Thinking, and Intellectual
Traits applied to all disciplines of study. A Thinker's Guide to Historical Thinking presents a
mode of thinking about history rather than a list of disconnected names, places, and dates.
Grammar
Grammar refers to the fundamentals of all skills and subjects, which are the sine qua non of all
subsequent thought. It is the explicit teaching of the fundamentals and is therefore the
foundation of "higher-level thinking" or "critical thinking." Memorization is the key at this stage
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of learning. The approach validates that the human mind longs to know things; that children and
young people have the mental capacities for learning; that the memory is arguably the strongest
of these capacities and must be exercised regularly-as would any muscle-so as to get stronger;
that learning discrete facts about the world around them enables young people to begin to
understand that world and thereby gain insight and confidence, thus inviting further inquiry.
The early years will focus on a foundation of learning and applying facts, which will
systematically lay the foundation for advanced study and critical analysis. Students will learn to
think critically through arguments and express themselves with clarity. Our curriculum will
incorporate critical analysis to gain an understanding of the history of mankind and the major
developments of scientific discoveries and inquiry. methods, the political processes, appreciation
of the arts, the development of personal talents and gifts, and moral character to enhance the
world.
Rhetoric and Logic
Beacon believes that even young children are capable of learning foundational critical thinking
concepts and skills to realize their full potential as learners. With appropriate support children
will begin to apply intellectual standards to their thinking (such as clarity, accuracy, relevance,
and logic) and develop intellectual virtues (such as perseverance, humility, and integrity).
Students will learn to analyze and assess their own thinking, assess the thinking of others, and
take thinking apart in order to identify problems in it. It is essential for students to understand
critical thinking as a set of skills and dispositions that can only be developed over a time and
through dailypractice.
Our critical thinking curriculum approach will include the Paul-Elder Critical Thinking Model.
Students in upper elementary will learn how to make claims based on evidence. Students will be
introduced to first principles in every discipline and will require students to argue based on
evidence and sound reasoning. "Where is your evidence?" will be the question constantly asked
by teachers in every discipline.
Students will study the classic speeches from Greece and Rome to those of the American
political tradition. Students will also learn the formal methods of constructing a speech, the use
of argument and counter-argument in debate, how to employ humor and beautiful language, the
effects of analogy and storytelling, in short, the methods of the great speakers of the past.
Our goal at Beacon is to design methods for daily practice in analytical thinking and infuse the
critical thinking concepts into everything. We believe in designing practice so that students learn
to think within the logic of content so that students incrementally improve both their ability to
think within the content of study and in their reasoning abilities in general. To understand the
content of any kind is to think in a disciplined way within that content.
Sample of Curriculum
The Charter will follow the State of California Common Core Framework/Content Standards in
all subjects including Reading, Language Arts, Math, Science, Social Studies, Physical
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Education, and Art. Beacon Classical Academy will implement the instructional scope and
sequence of skills to be taught as outlined in the various standards aligned curricula. Classical
Education uses history as its organizing principle. For example, when students study Ancient
Greece, they concurrently study Ancient Grecian art, music, and literature. As students progress
through the classical curriculum, they are able to build from a broader to a deeper understanding
of history, work with more sophisticated texts, and develop a clearer concept of how ideas have
unfolded over time. Classical education provides an essential foundation in basic literacy skills
scaffold with rigor to help students achieve academic success, especially for students from
socially disadvantaged backgrounds.
Classical Academies Charter Schools, which are located in North County San Diego, have used
the Classical curriculum we are proposing to use. Their first charter called Coastal Academy was
the first in the State of California to receive recognition as being an Exemplary Independent
Study Program and was designated as a California Distinguished School. Classical Academy,
their second charter was the second charter school in the State of California to receive an
Exemplary Independent Study Program. The specific achievements of Singapore Math were
shown to be the top of the world three times in fourth and eighth grade mathematical
achievement (TIMSS 2011). Additionally, the Riggs (The Writing and Spelling Road to Reading
and Thinking) language arts program taught daily through an explicit phonics program will be
implemented. A 14-month research study of this program (Riggs, 1979) demonstrated success in
raising student achievement levels in an inner-city Omaha, Nebraska school from the fall of 1977
through January of 1979. Almost all children of ethnic backgrounds, and approximately one-half
of the children who had been in the Title I remedial program the previous year, after only 2.5
months of instruction, the school was no longer eli!ible for Title I funding because there were
only 7 students left with test scores below the 50 percentile; The class average showed 2nd
graders at the 96th percentile who had never been taught with any other method.
Students from all ethnic and social economic backgrounds can benefit from the classical
literature and history-based curriculum, Singapore math, and Riggs language arts. Additionally,
Our science program will implement the The Full Option Science System (FOSS), a philosophy of teaching and learning from the Lawrence Hall of Science for a successful active-learning
science curricula. The FOSS Program bridges research and practice by providing tools and strategies to engage students in experiences that lead to a deeper understanding of their world.
The FOSS program is designed to meet the challenge of providing meaningful science education for all students and to prepare them for life in the 21st century. Local, national, and world-wide
research attest to the success of the programs we intend to use. Please see a sample curriculum map for grade one in Appendix C.
The curricula will be central in defining professional development, instructional methods, and additional resources consistent with and supportive of student progress towards meeting State Standards.
Professional development for teachers and parents will include training in classical education,
guided reading, aligning and teaching to the Common Core State Standards, Core Knowledge Foundation Series of common learning, Riggs (The Writing And Spelling Road To Reading And
Thinking), Singapore Math, FOSS science instruction, standards-aligned writing, teaching
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English language learners, how to differentiate curriculum delivery for students with different
learning modalities, critical thinking, Socratic seminars, standardized tests, California
frameworks, character development, conflict intervention, and health and safety issues. A
Response to Intervention (RTI) model for academic and behavior interventions will support
students with special needs. Teachers will be trained in the RTI intervention model, Student
Success Study process, and the process for special education referrals.
Teachers will collaborate with grade level colleagues, administrators, special education staff, and
parents to develop and implement strategic, intensive learning opportunities for students needing
additional support. These opportunities include:
Building reteach time into the curriculum:
Differentiated instruction and assignments.
o Using individualized learning software to target and monitor student growth.
Personalized plans designed to foster student success reaching goals specified for each
child:
Reading/Math Intervention.
Small group intervention targeted for student needs (reading, writing, and math
interventions, fine motor interventions, group and individual supports, progress
monitoring, and in-classroom supports).
At Beacon Classical Academy National City we understand the differences between high
achieving students and low achieving students' academic self-perceptions, attitudes toward
school, attitudes toward teachers, and motivation/self-regulation. We will implement a character
education program that will increase students' academic self-perceptions, self-regulatory skills to
monitor their own learning, and provide opportunities to engage students' interest and motivation
through choice activities. The curriculum, instructional approaches, and learning environment
for all students will address effective reading and study skills, conflict resolution strategies for
students with emotional behavioral problems, and promote a school culture of success and
inclusiveness to develop students' psychological attachment to school.
Literacy
Experience has shown that students coming from other schools may require remediation in
reading, spelling, and particularly writing. To this end, the school will provide a robust
intervention literacy program to work with special education students and students who do not
qualify for special ed. but have not reached grade level in reading. The intervention program will
lead with phonics and instruction in strategic close reading. These lessons will be conducted
largely during times in the student's schedule that do not conflict with core courses and may be
substituted for an elective or other non-core course as determined.
Other avenues may also be used to immerse students in language with sufficient English
language development and instruction in phonics-based reading and spelling. Students receiving
intervention will receive an instructional emphasis on solid literacy (reading complex texts,
spelling, grammar, writing, and immersion in rich vocabulary). The teachers of all disciplines
will emphasize correct speaking and writing, not just the English teachers.
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Reading and Spelling will be taught daily through an explicit phonics program, Riggs (The
Writing and Spelling Road to Reading and Thinking). Students will learn how to "sound out"
words based upon the rules of phonics and spelling will be taught by applying phonetic rules.
The Writing and Spelling Road to Reading and Thinking (subtitled A Neurolinguistic Approach
to Cognitive Development and English Literacy) is an "Orton-based" language arts method that
complies with "No Child Left Behind (NCLB)" research-based requirements. It provides
practical help to teach the following language arts "strands" and cognitive development:
•
•
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•
•
•
•
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"Explicit" phonics with dictated initial letter formation.
The alphabetic principle.
Phonemic & graphemic awareness.
Correct spelling with 47 rules.
Fluent oral and silent reading.
Oral and print comprehension.
Vocabulary.
Pronunciation & speech.
Creative & organizational composition.
Grammar/syntax/punctuation/capitalization.
Analytical & inferential thinking.
Auditory/visual/verbal/motor cognitive development in:
Attention
Discrimination
Association
Memory
Vocabulary development is a daily focus. Words are taught in context explicitly through Latin
and Greek roots. The teaching of Latin provides meaning to over half of the words used in
English and offers a bridge to learning other languages. Students will learn how to use
dictionaries and context to understand different shades of meanings and the function of words or
speech parts. Students are required to speak Standard English.
The writing curriculum we will implement will provide sound writing instruction to students.
Our writing program will focus on a specific, Common Core State Standards aligned genre. With
teacher modeling serving as a key component to instruction, detailed examples will be provided
to ensure successful student learning experiences. The writing program will include the
implementation of The Elk Grove Unified School District (EGUSD) Common Core State
Standards-aligned writing rubrics. These rubrics will assist teachers in instructional planning and
provide guidance in assisting students with the writing process. Our program will include:
Alignment to Common Core State Standards.
Embedded "Six Traits of Writing."
Common language across grade levels.
Spiral structure that overlaps within and across genres.
Comprehensive lessons for every objective.
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Manageable instructional portions.
Suggestions for differentiated instruction.
Suggestions for English learner support.
Literature is taught through a content-rich curriculum and follows the "great books" approach.
The reading of classic literature rich in language in the early grades includes i.e. fairy tales,
fables, and poetry, with the memorization of idioms, famous lines, and poems. The will be a
focus on storytelling as an oral tradition of historical communication.
In the upper elementary grades the Socratic method will govern most literary discussions. The
Socratic method is a systematic questioning of the students about key passages and themes that
requires students to think carefully about the story and to consider the insights that a story offers
into human nature. Great literature will be seen as moral, that is, showing the decisions
characters must make in certain settings and crises that are either virtuous or vicious, just or
unjust, and that consequently lead either to greatness or infamy, happiness or misery.
As a result, great literature at the classical school will be studied philosophically. At the classical
school, students will come to understand love and hate, victory and defeat, justice and injustice,
beauty and ugliness, temperance and intemperance, courage and cowardice, glory and shame
by reading and wrestling with the great stories and characters of Western literature and gain
insights into their own human souls and be inspired to strive for virtue.
Classical literature is used as a stand-alone curriculum or as a supplement to another curriculum.
It includes works from Hans Christian Anderson's "Fairy Tales," Aesop's Fables, Homer's
"Iliad" and Chaucer's "Canterbury Tales" to Twain's "The Adventures of Huckleberry Finn" and
well-known masterpieces of the Greek, Roman, and other ancient civilizations.
Mathematics
Number sense includes the learning of the concepts behind numerical relations and the
memorizing of math facts in all branches of arithmetic. Students will understand the
mathematics behind the equation and algorithm. Students will learn the "real math" behind the
algorithm, not simply perform the various operations without understanding what those
operations really mean, but enabling students to understand mathematics, as do real
mathematicians. Students will understand fully what is place value, a fraction, and what does it
mean to multiply and divide using models and problem solving word problem scenarios.
Students will be experts at mental calculations. Premature use of calculators is detriment to
"number sense." Students will use calculators in the later grades after they have mastered how to
mentally calculate, but will not be allowed to rely on calculators as a crutch.
Beacon Classical Academy will employ Singapore Math, a teaching method and curriculum
based on teaching students to learn and master fewer mathematical concepts at greater detail
using a three-step learning process. The three steps are concrete, pictorial, and abstract. In the
concrete step, students engage in hands-on learning experiences using concrete objects, followed
by drawing pictorial representations of mathematical concepts. Students then solve mathematical
problems in an abstract way by using numbers and symbols.
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Singapore Math focuses on problem solving, rich in math applications, which . seeks to improve
student learning of mathematics through gradual incremental development of concepts through
practice and spiral review. A research inquiry of effective math programs, Trends in
International Mathematics and Science Study (TIMSS) has shown Singapore Math at the top of
the world three times in fourth and eighth grade mathematical achievement. The program
includes manipulative and mental mathematics. It provides cumulative assessments at regular
intervals.
Science
The Full Option Science System (FOSS), is a research-based science curriculum for grades
K-8 developed at the Lawrence Hall of Science, University of California at Berkeley. FOSS
is also an ongoing research project dedicated to improving the learning and teaching of
science. The FOSS project began over 40 years ago. The development of the FOSS program
was, and continues to be, guided by advances in the understanding of how youngsters think
and learn.
Science is an active enterprise, made active by our human capacity to think. Scientific
knowledge advances when scientists observe objects and events, think about how they relate to
what is known, test their ideas in logical ways, and generate explanations that integrate the new
information into the established order. Thus the scientific enterprise is both what we know
(content) and how we come to know it (process). The best way for students to appreciate the
scientific enterprise, learn important scientific concepts, and develop the ability to think
critically is to actively construct ideas through their own inquiries, investigations, and analyses.
The FOSS program was created to engage students in these processes as they explore the
natural world.
Cultural Literacy
Beacon Classical Academy embraces the principle of cultural literacy. Cultural literacy refers to
the fundamental knowledge or core elements of our American cultural heritage to attain full
literacy. To be able to communicate with fellow citizens, students must have things to think
about, a basic cultural literacy that is necessary to read, speak, and write in any field of inquiry.
Beacon will use the Core Knowledge Foundation Series of curriculum sequence of common
learning (Core Knowledge Preschool Sequence and the Core Knowledge Sequence, K-8), which
state explicitly what students should learn at each grade level) by Professor E. D. Hirsch as its
main curriculum. The Core Knowledge Foundation Standards Content-rich Curriculum
sequence outlines the basic curricul.um in the subjects of English literature, history and
geography, science, music, and art. The Core Knowledge Foundation Standards Content-rich
Curriculum outlines what to teach, but lets teachers decide how to teach these topics. Teachers
will need to be scholars, do their own research to acquire competency in order to live up to the
demands of the core.
The students will learn and memorize the elements of knowledge prescribed in the Core
Sequence. They will know, for example, when, why, and how Columbus discovered America
and what were the positive and negative implications, what Crusoe did on his island, where the
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states and capitals are, who Michelangelo was and what he painted and sculpted, why the
colonies declared Independence, how photosynthesis works, what Newton's laws of motion are,
and so on. The minds of our students will be storehouses well stocked with knowledge, and that
knowledge will be ordered and re-supplied daily.
Latin and other Foreign Languages
Beacon will begin formal Latin in the elementary school beginning in kindergarten. The
teaching of Latin will extend beyond the teaching of Latin and Greek roots and require
instruction in Latin grammar and Latin-English, English-Latin translation by a trained Latinist.
The teaching of Latin is an integral part of the classical school's rigorous literacy curriculum. Its
complex grammar enables students to gain a critical knowledge of English sentence structure.
Latin allows one to achieve the heights of English literacy since so many Latin phrases are used
in modem speech: e.g. (exempli gratia), ex post facto, ex officio, id est (i.e.), ex nihilo, ibid.
(ibidem), gravitas, E pluribus unum, A.D. (Anno Domini), homo sapiens, etcetera. Latin is still
very much alive in today's vernacular.
The teaching of Latin offers a bridge to learning other languages. The school may teach a
modem foreign language as an elective or as a required course. If the school offers this
opportunity, the language will be taught predominantly by the immersion method conducted in
the target language by a native speaker.
Moral and Civic Literacy
The classical school will inculcate good character in its students by maintaining order and
decorum at the learning center, holding students accountable for their assignments and personal
conduct, and explicitly teaching them the fundamentals of good character.
A set of core virtues will be adopted school-wide whose purpose is to build students' moral
vocabulary and thereby point them to the character traits necessary to live a good, socially
productive ·and fulfilling life. The virtues will be explained to students in detail. The discipline
and decorum of the school will be based upon these virtues being practiced. Virtues are more
than values; they are excellences in behavior, the development of good character. A moral
culture that will pervade the classrooms and the halls and thereby create an environment of
"positive peer pressure."
The school will teach character through the great stories of the Western and American literary
tradition, through noble examples of the biographies of heroes and the achievements of peoples,
and the art and music of our tradition to reveal the beauty of order and style. The students of the
classical school will have not only their minds expanded but also their souls enriched by living
vicariously through the great moral efforts of human beings.
Civic education, teaching concerning the political order and the individual's rights and
responsibilities in that order, begins, of course, in the elementary school. Students will learn
through American history the basic facts that led to the creation of the American Republic and
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about Americans' subsequent efforts to maintain liberty and justice under the rule of law.
Further, they will be taught the first principles of our constitutional order through reciting the
Pledge and attention to national symbols.
Just as the students' civic education will dwell on the principles of self-government, so the
prevailing theme for teaching good character will be that of individual self-government. To this
end, the directors, teachers, and parents will pay special attention to student behavior: both in
order to ensure proper discipline in the school and to teach the positive aspects of character.
Separate lectures on the core virtues may be offered and required. Character will be engrained in
students by studying and practicing the virtues.
Fine Arts
In the fine arts, students will continue to study classics of music, painting, and sculpture, while
working on their own performance. Music and art are an integral part of the core curriculum.
Students will study and perform in the arts, most likely in elective courses, though the school
may have a fine arts requirement. Music courses will include choir, band, and orchestra (once
the budget allows). Art will include drawing and painting, and art history.
The effort will be made to teach students how the arts are, on the one hand, a reflection of the
philosophy and ethos of a given age and, on the other, a striving of human beings to reach the
realm of the beautiful, and thus providing transcendent and timeless lessons to ·human beings.
Therefore, while technique and composition in either music performance or painting and
sculpture are important matters to study, students should explore the overall theme and meaning
of any work of art or music.
Transitional Kindergarten
Beacon Classical Academy will offer transitional kindergarten each year as long as state funds
permit. The curriculum for transitional kindergarten will prepare students for kindergarten. It
will focus on oral language development through poetry, rhyming words, sing and clap-alongs,
fingerplay, movement, beginning sounds, songs, stories, history, science, and art. The
curriculum will include Core Knowledge Sequence (CKS) from the following two books: What
Your Preschooler Needs To Know: Activities to Get Ready for Kindergarten, Volumes 1 and 2
and What Your Kindergartner Needs To Know by Hirsch.
Extracurricular Activities
The classical school will encourage a robust extracurricular life in music, drama, leadership,
community service, public speaking, chess, math and science clubs, team sports, and families:
cross-age group activities, etc. These activities, however, will occur after school hours, not
during the regular school day. Choir, band, and orchestra will be considered a part of the fine
arts curriculum and therefore will be taught during the school day as funding permits. Show
choirs, jazz bands, and other select groups will hold practices after school. Students must
maintain a sufficiently high G.P.A. (as determined by school policy and monitored by the
principal) in order to take part in extracurricular activities.
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The clearest findings suggest that music instruction can increase math ability and that drama is
an effective tool for enhancing reading skills. At Beacon Classical Academy the arts programs
will be part of an arts-integrated curriculum developed explicitly to enhance academic outcomes.
Research has shown that music instruction increases spatial skills. "Music instruction clearly
enhances spatial skills"(Hetland, 2000, p. 226). "The effect [of music on spatial skills] cannot be
explained away by a Hawthorne effect, nonequivalence of experimental groups, experimenter
bias, or study quality. It is a solid finding"(p. 220). Studying music is also associated with higher
math scores. "Yes. A small [statistically significant] association between the voluntary study of
music and mathematics achievement was found when twenty studies with correlational designs
were combined"(Vaughn, p. 163). Listening to music improves performance on spatial temporal
tasks was shown in the study “is there a Mozart Effect?” It is limited, however, to a specific type of
spatial task that requires mental rotation in the absence of a physical model"(p. 136). Overall the
research has shown that visual arts enhances creativity and participation in drama has a positive
effect on children's verbal ability . "The results of the seven meta analyses [containing 107
studies] show clearly that drama instruction has a positive, robust effect on a range of verbal
outcomes"(Podlozny, 2000, p. 264). The summary of studies revealed that "the results of these
meta-analyses are very encouraging for educators who wish to use drama in the classroom to promote
deeper learning in a variety of verbal domains. Clearly, drama is an effective tool for increasing
achievement in story understanding, reading achievement, reading readiness and writing"(p. 268).
Specific extracurricular art classes will be taught by teachers who are skilled in these areas and by
community artists. Professional development in the arts for curriculum integration will be provided to
all teachers and parents for integration of the arts in their regular instruction.
Families: Cross-Age Group Activities as Extracurricular Collaborative Learning
Beacon Classical Academy students may also participate in cross-age group of kindergarten
through eighth grade students headed by a teacher in a "family" that may meet once a week.
Families will provide students the opportunity to develop relationships with students of different
ages, interests, and abilities. "Family" activities would be theme related to promote learning and
collaboration with older students assisting and nurturing younger students, allowing for the
understanding and appreciation of one another.
Meeting the Needs of All Students
The School will meet the needs of all students through a multifaceted approach founded on
individualized learning plans and interventions, guided learning, and integrated Common Core
State Standards and Core Knowledge Sequence curriculum subject matter. Embedded in this
process are ongoing parental communication and involvement.
Literacy efforts will target the needs of English Learners, across the curriculum. ELL children
will be identified through the California English Language Development Test (CELDT) and staff
will be Cross-Cultural Language Acquisition Design (CLAD) certified or have equivalent
certification.
Beacon Classical Academy will adopt policies and procedures and implement plans to ensure:
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Identification of students who are academically low achieving.
Identification of students who are academically high achieving.
Identification of ELL students, program placement, and reclassification:
o Development of a program designed to provide assistance to ELL students.
o Development of appropriate evaluation standards, including formalized testing
procedures to identify the level of proficiency.
Identification of students who need special education support.
Plan for Students who are Academically Low Achieving
Response to Intervention (RTI) is a general education intervention process that provides support
at 3 different levels of need. There are three levels of intervention.
Tier 1 - Primary/General Level - Teacher and parent will collaborate to design the optimal
personalized learning plan. Students will ·be assessed upon admission to Beacon Classical
Academy to identify their grade levels of proficiency in reading, language usage, mathematics,
and metacomprehension strategies. Parents and students will be surveyed about history,
attitudes, and interests, and then a learning plan will be established to guide students' progress
toward success. According to students' needs, differentiated instruction, curriculum
modifications, effective classroom management, and general system-wide supports will be
provided.
Literacy Support - All students will receive a minimum of 20 minutes per day of leveled literacy
instruction either one-on-one or in a small group. Students will participate in daily-guided
reading to learn necessary literacy skills: (phonics, vocabulary development, fluency, reading
comprehension strategies and skills). Technology support is offered through Accelerated
Reader, Blended Learning, and Reading Assistant program. Students may also be supported in
after school reading and math intervention clubs and homework club.
Math Support- Students participate in guided math instruction to learn necessary math skills. All
students will receive a minimum of 20 minutes per day of leveled math instruction.
Reinforcement of math concepts occurs through:
Daily spiral review to reinforce learned concepts.
Math fact practice to promote automaticity.
Math center/games to keep learning relevant and novel.
Problem solving activities to apply math skills.
The goal is that every student receives the opportunity to work with their instructor one-on-one
or in a small group setting and receive focused instruction at their level to reinforce and extend
their understanding of literacy and mathematical concepts.
Learning Contracts are implemented with parents of children who have been identified as being
"at risk" during parent conferences as early as November. The contract includes:
What the parents will do, what the teacher will do, and what the students will do.
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Provide support to help the students make grade level academic progress.
Students who are being referred to SST (Student Success Team) will also have a
Learning Contract. Behavior Contracts are implemented to address behaviors that
interfere with building relationships with other students and impede academic
progress in the academy program. The contract specifically describes:
What the target student behavior goals are.
What the teacher will do to provide positive support to assist the student in
reaching his/her behavior goals.
What the parent will do to reinforce positive behavior at home and school.
For the Behavior Contract the school day is divided into smaller time slots (15-20 minutes). At
the end of each time slot the student and teacher conference on progress toward target behavior.
The student's progress is monitored through points earned for demonstrating target behavior.
Behavior goals and point attainment goals are mutually developed and agreed on by teacher,
parent, and student. Points are cumulative. Celebrations incorporate relationship building
activities, e.g. lunch with teacher, special activity with friend; parent plays game or sport with
child.
Tier 2 - Secondary Level - Team Intervention - At this level the intervention of moderate
intensity addresses the learning or behavioral challenges of most at-risk students that are not
progressing within the tier 1 structure. The Student Success Team (SST) process target will
target students who are struggling with academics below the 50th percentile threshold, behavior,
or both. The SST focuses on individual progress with specific goals. Interventions are selected
and monitored. Key players are involved: general education teacher, special education teacher,
parent, administrative staff, and school psychologist.
Interventions - Teachers collaborate with grade level colleagues, administrators, special
education staff, and parents to develop and implement strategic, intensive learning opportunities
for students needing additional support. These opportunities include:
Building reteach time into the curriculum:
Differentiated instruction and assignments.
Using individualized learning software to target and monitor student growth.
Personalized plans designed to foster student success reaching goals specified for each
child:
Reading/Math Intervention.
Small group intervention targeted for student needs (reading, writing, and math
interventions, fine motor interventions, group and individual supports, progress
monitoring, and in-classroom supports).
Ongoing support for and evaluation of student progress by means of regular curriculum
benchmark data analysis and results of specific measurable individual learning objectives will
drive instruction and measure growth.
Tier 3 - Tertiary Level - Special Education or 504 Referral - Individualized intervention of
increased intensity for 5% of the students who show minimal response to secondary prevention.
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Interventions are selected and monitored, support services are identified and goals are created
based on student needs. Services involve collaboration of general education teacher, special
education teacher, school psychologist, parents, student (when appropriate), and administrative
staff. Special education assessments/services include behavior diagnostic, behavior support plan
(BSP), functional behavior assessment (FBA), speech language pathologist, audiological
services, physical therapy (PT), adapted physical education (APE), occupational therapy (OT),
visual impairment (VI), deaf/hard of hearing (DHH), mental health, and 504 Plans.
Plan for Students who are Academically High Achieving
High achieving students will be identified by the staff through ongoing progress reports,
placement tests, course tests, standardized test results, GATE identification from the prior
school, and parent and teacher observations. High achieving students will be given the
opportunity to expedite their learning by participating in extended studies according to their
ability. Personalized learning plans of high achieving students will be designed to suit their
individual needs and allow them to accelerate at the pace of their learning and/or to pursue more
challenging studies. Because the staff of Beacon Classical Academy understands that bright
students often have academic gain "sprints," students who have mastered their grade level
standards will be encouraged to participate in in-depth study with more complexity and novelty
and opportunities to take on leadership roles. Aside from extended learning opportunities that
promote in-depth interdisciplinary study through community and research projects, high
achieving students will also have the opportunity participate in speech and debate tournaments,
storytelling festivals, design computer simulated engineering feats as well as serve as peer
leaders and mentors. Students are challenged to find resources in the larger community to
explore areas of interest and make deeper connections with higher level content and concepts.
Support may include accelerated pacing or grade acceleration. Great care will be taken before
deciding to accelerate students, either academically or through a grade level change. Parent
notification will be provided at the onset of GATE identification during the inception of the
school year. Written notification will be provided and parents will be invited to attend a
conference in which the support system in place will be delineated to assist their child in their
ongoing development through specific learning objectives and methods for determining progress.
Plan for English Language Learners
The school will comply with all Federal, State, and District mandates regarding English language
learners and redesignation of ELL students. The school will meet all requirements of Federal
and State law relative to equal access to the curriculum for English language learners. If the
School has 20 or more LL students the School shall form an English Advisory Committee.
(ELAC). The committee shall assist the school in everything related to the following
items, according to the Master Plan for ELs and Education Code 62002.5.
As a community school surrounded by a concentrated Latino population, the majority of our staff
will speak Spanish. For speakers of Spanish, we will provide Spanish support as needed for
English language acquisition of English language learners (ELL) within an English immersion
program. For all ELLs and for those who speak a language other than Spanish, we will use
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SDAIE approaches as an integral part of our instructional program. A school process will be
used to identify students who are English language learners.
Initial Identification
• At the time of enrollment, all parents fill out a Student Application, which includes a
Home Language Survey (HLS). The survey is used to determine the primary language of
the student and will be on file for each student in the Beacon Classical Academy office in
the cumulative folder and in the student's English Learner folder. The application and
language survey is available in English and Spanish. All students, including English only
students, must have a completed HLS on file. Each completed HLS must include a
parent's signature and date.
• If responses on the HLS indicate a language other than English, the student will be
assessed within thirty school days with the California English Language Development
Test (CELDT) in English listening, speaking, reading, and writing. The results of this
assessment will enable school personnel to determine the English language proficiency
level of the students. If the person administering the HLS suspects that the form is
completed incorrectly or that there may actually be a home language other than English
present, school personnel will conference with the parents to confirm the HLS results.
• For students transferring from another California school district, the HLS will be
administered. However, only the initial HLS taken upon the students' first enrollment in a
California school district is valid. For placement purposes while cumulative student
records are in transit the student shall be assessed for English language proficiency
through the California English Language Development Test (CELDT). Upon the receipt
of student transfer records, the student's language status as determined by the originating
district shall be honored.
Program Placement Options
• English Language Development (ELD) is a part of each English Learner's instructional
program; a portion of the day will focus on instruction in ELD and will be geared towards
each student's language proficiency level. In order to teach at the proficiency level of
each student, teachers will combine or divide their students into homogeneous
proficiency groupings. ELD will be incorporated within the language arts curriculum and
taught daily for a minimum of 30 minutes in grades K-8. The State-adopted ELD
Standards establishes a framework for teachers to follow as they facilitate students'
development of the skills necessary to meet the ELD standards in English Language Arts
and the content areas.
• The ELD Standards describe what students should know and be able to do at each of the
five levels of English proficiency. By the end of the early advanced proficiency level,
students are expected to be reclassified and meet the same standards that native English
speakers are expected to master.
• In order to determine the student's progress in English, each English Learner is assessed
annually with the California English Language Development Test (CELDT). Additional
assessment obtained from the ELD curriculum and teacher observation are also
considered to determine progress. This process will enable us to identify the individual
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performance and progress of students and if necessary, communicate these findings to
parents and other educators.
ELL Curriculum
All EL students will be taught using a variety of English support materials as well as at least one
State approved curriculum specifically designed for ELD instruction. The following is a listing
of materials that contain specific ELD instructional standards our program may use at different
grade levels.
• Hampton-Brown/ National Geographic: Avenues to ELA and Content (grades K-8);
English at Your Command (grades K-8); Just the Right Word (grades 1-5); Picture
Perfect Word Book and Dictionary (grades K-5); English to a Beat! (Grades 1-5);
Avenues (grades K-5).
• Pearson Education/AGS/Globe Pearson: English for the World of Work (grades 7-8); Basic English Composition (grades 6-8); Life Skills English (grades 6-12); English to
Use (grades 6-8); Basic English Grammar (grades 6-8); Reading Skills for Life (grades 78); Pacemaker Adapted Classics (grades 5-8); World Myths and Legends (grades 6-8);
Pacemaker Basic English (grades 6-8); Be a Better Reader (grades 5-8); Writer tool Kit (grades 6-8); Pacemaker Classics (grades 5-8).
All English language learners will be provided specific English instruction according to their English proficiency level at the academy and at home. Students will participate in a 30-45
minute school-wide daily block of English Language Development (ELD) instruction according to their English proficiency level and grade level. Instructional strategies are grouped into three main categories: Metacognitive, Cognitive, and Social. Some examples of the strategies that all teachers are expected to implement into daily lessons include: Specially designed academic instruction in English (SDAIE), modeling and scaffolding "chunking down" of information/concepts to accommodate student needs, Bloom's taxonomy for questioning and application of concepts and higher order thinking, predicting, self-questioning, spiral review/practice of learned concepts, building background, using graphic organizers, using sentence frames, rereading, highlighting, vocabulary preview/review, mnemonics/metaphors and analogies applied to enhance memory and anchor learning concepts, interaction, partner talk, self-talk, and group discussions. Visuals and graphic organizers will be utilized for organization of information to aid in student comprehension. Use of a computer tablet to aid learning and provide instructional practice.
Reclassification
Education Code Section 11308 requires that each English Learner who 1) has demonstrated
English language proficiency comparable to that of the average native English speaker, and 2) who can participate effectively in a curriculum designed for pupils of the same age whose native
language is English be reclassified as Fluent English Proficient (R- FEP).
When the student has demonstrated that s/he is ready to participate fully in all English instruction without special support services, the student will be recommended for reclassification. Readiness is determined through multiple measures, including: 1) teacher evaluation of the student's
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classroom performance, 2) parent opinion and consultation, 3) objective assessment of the
·student's English language proficiency using the CELDT, and 4) core content achievement as
measured by the new STAR State Common Core Assessment.
Reclassification Criteria
The State Board of Education's Reclassification Guidelines serve as the foundation for Beacon
Classical Academy's reclassification criteria. Evaluation minimum scores required for each of
the reclassification criteria are:
• CELDT Level 4 overall; no domain score less than 3.
• CST/CMA/CAPA: English Language Arts Mid Basic (325 scale score).
• School-wide Assessments aligned to Common Core State Standards.
• Writing Assessment Score of 3 (4 pts. possible) using a California Standards-based
writing rubric.
• Grade level achievement of grade level content per school-wide benchmarks.
Reclassification Process
Reclassification is conducted in the fall and spring; however, the classroom teacher, administrators, or parents may initiate the process at any time. In preparation of the
reclassification process, Beacon Classical Academy personnel will collect objective assessment
data and disseminate a list of English Learners who achieved English proficiency as well as basic
skills requirements. The English Language Advisor; Committee (ELAC), which was formed
when the school attained 20 or more ELL students, will review the student data and fill out a
reclassification candidate form requesting that the teacher 1) conduct an evaluation of the
student's achievement in the core content areas, 2) conduct a writing assessment, 3) assess the
student's oral English proficiency by using the SOLOM, and 4) recommend or deny the
student's reclassification to fluent English proficient. Consultation of the student's parents will be
conducted by a face-to-face conference with the student's parents or guardians. A certificated
teacher/EL coordinator holding a credential authorizing instruction of English Learners from the
ELAC Committee will review and sign the Student Reclassification Worksheet. The signed
documentation is placed in the student's cumulative file. Beacon Classical Academy does not
recommend reclassification of students under grade 2.
Parent Notification and Involvement
School will notify parents of CELDT testing results within 30 calendar days following receipt of
test results. Parents or guardians will be informed of their rights, and they will be encouraged to
participate in the reclassification process.
Monitoring of Reclassified Students
The No Child Left Behind Act of 2001, Title III requires that reclassified students be monitored
for a period of at least 24 months following reclassification. The EL Coordinator and the
Director will oversee the process of monitoring reclassified students every 6-8 weeks using
benchmark assessments, multiple measure scores, teacher assessments, and observations to
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monitor the progress of R- FEP students for a period no less than 24 months after
reclassification. School staff will also use the CST/CMA/CAP A and annual measurements.
Those students found to be regressing in their academic performance will be referred to receive
an academic intervention in the specific area of need.
ELL Parent Support
English Language Learners and their families are a primary focus of the school. Parent support
will be accomplished by translating parent materials into Spanish, providing Spanish language
books to support core concepts in content areas, providing translators at parent events, meetings,
and trainings as necessary according to attendees, and ensuring that all instructional staff
development efforts specifically address the needs of English Language Learners.
Plan for Special Education
Overview
The Charter School shall comply with all applicable state and federal laws in serving students
with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act ("Section
504"), the Americans with Disabilities Act ("ADA") and the Individuals with Disabilities in
Education Improvement Act ("IDEIA").
The Charter School shall be categorized as a public school of the District in accordance with
Education Code Section 47641(b).
The Charter School shall comply with all state and federal laws related to the provision of special
education instruction and related services and all SELPA policies and procedures; and shall
utilize appropriate SELPA forms.
The Charter School shall be solely responsible for its compliance with Section 504 and the ADA.
The facilities to be utilized by the Charter School shall be accessible for all students with
disabilities.
Services for Students under the "IDEIA"
The following description regarding how special education and related services will be provided and funded is being proposed by the Charter School for the sole purpose of providing a
reasonably comprehensive description of the special education program in the Charter Petition,
and is not binding on the District. The specific manner in which special education and related services will be provided and funded shall be set forth in a Memorandum of Understanding
("MOU"), delineating the respective responsibilities of the Charter School and the District.
The Charter School shall provide special education instruction and related services in accordance
with the IDEIA, Education Code requirements, and applicable policies and practices of the
Special Education Local Plan Area ("SELPA"). The Charter School shall remain, by default, a
public school of the District for purposes of Special Education pursuant to Education Code
Section 47641(b). However, the Charter School reserves the right to make written verifiable
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assurances that the Charter School shall become an independent LEA and join a SELPA pursuant
to Education Code Section 47641(a) either on its own or with a grouping of charter school LEAs
as a consortium.
As a public school of the District, solely for purposes of providing special education and related
services under the IDEIA pursuant to Education Code Section 47641(b), in accordance with
Education Code Section 47646 and 20 U.S.C. 1413, the Charter School seeks services from the
District for special education students enrolled in the Charter School in the same manner as is
provided to students in other District schools. The Charter School will follow the District and
SELPA policies and procedures, and shall utilize SELPA forms in seeking out and identifying
and serving students who may qualify for special education programs and services and for
responding to record requests and parent complaints, and maintaining the confidentiality of pupil
records. The Charter School will comply with District protocol as to the delineation of duties
between the District central office and the local school site in providing special education
instruction and related services to identified pupils. An annual meeting between the Charter
School and the District to review special education policies, procedures, protocols, and forms of
the District and the SELPA and District protocol, will ensure that the Charter School and the
District have an ongoing mutual understanding of District protocol and will facilitate ongoing
compliance.
As long as the Charter School functions as a public school of the District solely for purposes of
providing special education and related services under the IDEIA pursuant to Education Code
Section 47641(b), then we would anticipate that a Memorandum of Understanding ("MOU")
would be developed between the District and the Charter School which spells out in detail the
responsibilities for provision of special education services and the manner in which special
education funding will flow to the students of the Charter School.
The District shall be designated the Local Educational Agency ("LEA") serving Charter School
students. Accordingly, the Charter School shall be deemed a public school of the District
pursuant to Education Code Section 47641(b) and 47646(a). The Charter School agrees to
adhere to the requirements of the Local Plan for Special Education and to District policies. As a
public school of the District, solely for purposes of providing special education and related
services under the IDEIA pursuant to Education Code Section 47641(b), in accordance with
Education Code Section 47646 and 20 U.S.C. 1413, the Charter School seeks services from the
District for special education students enrolled in the Charter School in the same manner as is
provided to students in other District schools.
The Charter School acknowledges the importance of cooperating with the District so that the
District can provide special education services to Charter School students. The Charter School
agrees to promptly respond to all District inquiries, to comply with reasonable District directives,
and to allow the District access to Charter School students, staff, facilities, equipment and
records as required to fulfill all District obligations under this Agreement or imposed by law. The
Charter School believes that the allocation of responsibility for the provision of services
(including but not limited to referral, identification, assessment, case management,
Individualized Education Program ("IEP") development, modification and implementation) shall
be divided in a manner consistent with their allocation between the District and its school sites.
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Staffing
All special education services at the Charter School will be delivered by individuals or agencies
qualified to provide special education services as required by California's Education Code and the IDEIA. Charter School staff shall participate in all mandatory District in-service training
relating to special education.
It is the Charter School's understanding that the District will be responsible for the hiring,
training, and employment of site staff necessary to provide special education services to its
students, including, without limitation, special education teachers, paraprofessionals, and
resource specialists unless the District directs the Charter School that current District practice is
for the individual school sites to hire site special education staff or the District and the Charter
School agree that the Charter School must hire on-site special education staff. In that instance,
the Charter School shall ensure that all special education staff hired by the Charter School is
qualified pursuant to District and SEPLA policies, as well as meet all legal requirements. The
District may review the qualifications of all special education staff hired by the Charter School
(with the agreement of the District) and may require pre-approval by the District of all hires to
ensure consistency with District and SELPA policies. The District shall be responsible for the
hiring, training, and employment of itinerant staff necessary to provide special education services
to Charter School students, including, without limitation, speech therapists, occupational
therapists, behavioral therapists, and psychologists.
Notification and Coordination
The Charter School shall follow District policies as they apply to all District schools for responding to implementation of special education services. The Charter School will adopt and implement District polices relating to notification of the District for all special education issues and referrals.
The Charter School shall follow District policies as they apply to all District schools for
notifying District personnel regarding the discipline of special education students to ensure
District pre-approval prior to imposing a suspension or expulsion. The Charter School shall
assist in the coordination of any communications and immediately act according to District
administrative policies relating to disciplining special education students.
Identification and Referral
The Charter School shall have the responsibility to identify, refer, and work cooperatively in locating Charter School students who have or may have exceptional needs that qualify them to
receive special education services. The Charter School will implement District and SELPA policies and procedures to ensure timely identification and referral of students who have, or may
have, such exceptional needs. A pupil shall be referred for special education only after the resources of the regular education program have been considered, and where appropriate,
utilized.
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It is the Charter School's understanding that the District shall provide the Charter School with
any assistance that it generally provides its schools in the identification and referral processes,
and will ensure that the Charter School is provided with notification and relevant files of all
students who have an existing IEP and who are transferring to the Charter School from a District
school. The District shall have unfettered access to all Charter School student records and
information in order to serve all of Charter School's students' special needs.
In the event that the Charter School receives a parent written request for assessment, it will work
collaboratively with the District and the parent to address the request. Unless otherwise
appropriate pursuant to applicable State and Federal law, the Charter School and the District will
provide the parent with a written assessment plan within fifteen days of receipt of the written
request and shall hold an IEP within sixty days of parent's consent to the assessment plan to
consider the results of any assessment.
The Charter School will follow District child-find procedures to identify all students who may
require assessment to consider special education eligibility and special education and related
services in the case that general education interventions do not provide a free appropriate public
education to the student in question.
Assessments
The term "assessments" shall have the same meaning as the term "evaluation" in the IDEIA, as
provided in Section 1414, Title 20 of the United States Code. The District will determine what
assessments, if any, are necessary and arrange for such assessments for referred or eligible
students in accordance with the District's general practice and procedure and applicable law.
The Charter School shall work in collaboration with the District to obtain parent/guardian
consent to assess Charter School students. The Charter School shall not conduct special
education assessments unless directed by the District.
IEP Meetings
It is the Charter School's understanding that the District shall arrange and notice the necessary
IEP meetings. IEP team membership shall be in compliance with state and federal law. The
Charter School shall be responsible for having the following individuals in attendance at the IEP
meetings or as otherwise agreed upon by the District and Charter School: the Executive Director
and/or the Charter School designated representative with appropriate administrative authority as
required by the IDEIA; the student's special education teacher; the student's general education
teacher if the student is or may be in a regular education classroom; the student, if appropriate;
and other Charter School representatives who are knowledgeable about the regular education
program at the Charter School and/or about the student. It is the Charter School's understanding
that the District shall arrange for the attendance or participation of all other necessary staff that
may include, but are not limited to, an appropriate administrator to comply with the requirements
of the IDEIA, a speech therapist, psychologist, resource specialist, and behavior specialist; and
shall document the IEP meeting and provide of notice of parental rights.
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IEP Development
The Charter School understands that the decisions regarding eligibility, goals/objectives,
program, services, placement, and exit from special education shall be the decision of the IEP
team, pursuant to the District's IEP process. Programs, services and placements shall be provided
to all eligible Charter School students in accordance with the policies, procedures and
requirements of the District and of the SELPA and State and Federal law.
The Charter School shall promptly notify the District of all requests it receives for assessment,
services, IEP meetings, reimbursement, compensatory education, mediation, and/or due process
whether these requests are verbal or in writing.
IEP Implementation
Pursuant to District policy and how the District operates special education at all other public
schools in the District, the District shall be responsible for all school site implementation of the
IEP. The Charter School shall assist the District in implementing IEPs, pursuant to District and
SELPA polices in the same manner as any other school of the District. The District and Charter
School will need to be jointly involved in all aspects of the special education program, with the
District holding ultimate authority over implementation and supervision of services. As part of
this responsibility, the Charter School shall provide the District and the parents with timely
reports on the student's progress as provided in the student's IEP at least as frequently as report
cards are provided for the Charter School's non-special education students. The Charter School
shall also provide all home-school coordination and information exchange unless directed
otherwise by the District. The Charter School shall also be responsible for providing all
curriculum, classroom materials, classroom modifications, and assistive technology unless
directed otherwise by the District. The Charter School shall comply with any directive of the
District as relates to the coordination of the Charter School and District for IEP implementation
including but not limited to adequate notification of student progress and immediate notification
of any considered discipline of special education students in such matters, the petitioners would
notify the District of relevant circumstances and communications immediately and act according
to District administrative authority.
Interim and Initial Placements of New Charter School Students
The Charter School shall comply with Education Code Section 56325 with regard to students
transferring into the Charter School within the academic school year. In accordance with
Education Code Section 56325(a)(1), for students who enroll in the Charter School from another
school district within the State, but outside of the SELPA with a current IEP within the same
academic year, the District and the Charter School shall provide the pupil with a free appropriate
public education, including services comparable to those described in the previously approved
IEP, in consultation with the parent, for a period not to exceed thirty (30) days, by which time
the District and Charter School shall adopt the previously approved IEP or shall develop, adopt,
and implement a new IEP that is consistent with federal and state law. In accordance with
Education Code Section 56325(a)(2), in the case of an individual with exceptional needs who has
an IEP and transfers into the Charter School from a district operated program under the same
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special education local plan area of the District within the same academic year, the District and
the Charter School shall continue, without delay, to provide services comparable to those
described in the existing approved IEP, unless the parent and the District agree to develop, adopt,
and implement a new IEP that is consistent with federal and state law. For students transferring
to the Charter School with an IEP from outside of California during the same academic year, the
District and the Charter School shall provide the pupil with a free appropriate public education,
including services comparable to those described in the previously approved IEP in consultation
with the parents, until the District conducts and assessment pursuant to paragraph (1) of
subsection (a) of Section 1414 of Title 20 of the United States Code, if determined to be
necessary by the District, and develops a new IEP, if appropriate that is consistent with federal
and state law.
Non-Public Placements/Non-Public Agencies
The District shall be solely responsible for selecting, contracting with, and overseeing all non
public schools and non-public agencies used to serve special education students. The Charter
School shall not hire, request services from, or pay any non-public school or agency to provide
education or services to special education students without the prior written approval of the
District. The Charter School shall immediately notify the District of all parental requests for
services from non-public schools or agencies, unilateral placements, and/or requests for
reimbursement.
Non-discrimination
It is understood and agreed that all children will have access to the Charter School and no student
shall be denied admission nor counseled out of the Charter School due to the nature, extent, or
severity of his/her disability or due to the student's request for, or actual need for, special
education services.
Parent/Guardian Concerns and Complaints
The Charter School shall follow District policies as they apply to all District schools for
responding to parental concerns or complaints related to special education services. The Charter
School shall instruct parents/guardians to raise concerns regarding special education services,
related services and rights to the District unless otherwise directed by the District. The Charter
School shall immediately notify the District of any concerns raised by parents. In addition, the
Charter School and the District shall immediately bring to the other's attention any concern or
complaint by a parent/guardian that is in writing and/or which involves a potential violation of
state or federal law.
The District's designated representative, in consultation with the Charter School's designated
representative, shall investigate as necessary, respond to, and address the parent/guardian
concern or complaint. The Charter School shall allow the District access to all facilities,
equipment, students, personnel, and records to conduct such an investigation.
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The Charter School and the District shall timely notify the other of any meetings scheduled with
parents/guardians or their representatives to address the parent/guardian concerns or complaints
so that a representative of each entity may attend. The District, as the LEA, shall be ultimately
responsible for determining how to respond to parent concerns or complaints, and the Charter
School shall comply with the District's decision.
The Charter School and the District shall cooperate in responding to any complaint to or
investigation by the California Department of Education, the United States Department of
Education, or any other agency, and shall provide timely notice to the other upon receipt of such
a complaint or request for investigation.
Due Process Hearings
The District may initiate a due process hearing or request for mediation with respect to a student
enrolled in Charter School if the District determines such action is legally necessary or advisable.
The Charter School agrees to cooperate fully with the District in such a proceeding. In the event
that the parents/ guardians file for a due process hearing, or request mediation, the District and
the Charter School shall work together to defend the case. In the event that the District
determines that legal representation is needed, the Charter School agrees that it shall be jointly
represented by legal counsel of the District's choosing.
The Charter School understands that the District shall have sole discretion to settle any matter in
mediation or due process. The District shall also have sole discretion to file an appeal from a
due process hearing or take other legal action involving any Charter School student necessary to
protect its rights.
SELPA Representation
It is the Charter School's understanding that the District shall represent the Charter School at all
SELPA meetings and report to the Charter School of SELPA activities in the same manner as is
reported to all schools within the District.
Funding
The Charter School understands that it will enter into a MOU with the District regarding Special
Education funding, and cannot at this time unilaterally dictate the funding relationship between
the District and the Charter School. The Charter School anticipates, based upon State and Federal
law that the fiscal relationship could be summarized as follows:
Retention of Special Education Funds by the District
The District shall retain all state and federal special education funding allocated for Charter
School students though the SELPA Annual Budget Plan, and shall be entitled to count Charter
School students as its own for all such purposes.
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Retention of ADA Funds by the District for Non-Public Placements
The Parties acknowledge that the District may be required to pay for or provide Charter School
students with placements at locations other than at the Charter School's school site in order to
provide them with a free appropriate public education. Such placements could include, without
limitation, programs or services in other District schools, in other public school districts within
the SELPA, in a County Office of Education program, in a non-public school, at home, at a
hospital, or in a residential program. When such programs or services are provided at District
expense, the District shall be entitled to receive from the Charter School the pro rata share of all
funding received for such student, including, without limitation, all ADA funds, based on the
number of instructional days or minutes per day that the student is not at the Charter School site.
Contribution to Encroachment
The Charter School shall contribute its fair share to offset special education's encroachment
upon the District's general fund. Accordingly, the Charter School shall pay to the District a pro
rata share of the District's unfunded special education costs ("encroachment"). At the end of
each fiscal year, the District shall invoice the Charter School for the Charter School's pro-rata
share of the District-wide encroachment for that year as calculated by the total unfunded special
education costs of the District (including those costs attributable to Charter School) divided by
the total number of District ADA (including Charter School students), and multiplied by the total
number of Charter School ADA. The Charter School ADA shall include all Charter School
students, regardless of home district.
Section 504
The School is solely responsible for its compliance with Section 504 and the Americans with
Disabilities Act (ADA). All facilities of the School are accessible for all students with disabilities
in accordance with the ADA. Further, the School recognizes its legal responsibility to ensure that
no qualified person with a disability is, on the basis of disability, excluded from participation,
denied the benefits of, or otherwise subjected to discrimination under any program of the School.
Any student who has an objectively identified disability, which substantially limits a major life
activity including, but not limited to learning, is eligible for accommodation by the School.
Beacon Classical Academy recognizes its legal responsibility to ensure that no qualified person
with a disability shall, on the basis of disability, be excluded from participation, be denied the
benefits of, or otherwise be subjected to discrimination under any program of Beacon Classical
Academy. Any student, who has an objectively identified disability, which substantially limits a
major life activity including but not limited to learning, is eligible for accommodation by the
school.
A 504 team will be assembled by the School Executive Director and shall include the
parent/guardian, the student, a qualified staff member, and other qualified persons
knowledgeable about the student, the meaning of the evaluation data, placement options, and
accommodations. The 504 team will review the student's existing records; including academic,
social and behavioral records, and is responsible for making a determination as to whether an
evaluation for 504 services is appropriate. If the student has already been evaluated under the
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IDEIA but found ineligible for special education instruction or related services under the IDEIA,
those evaluations may be used to help determine eligibility under Section 504.
The 504 team will evaluate the nature of the student's disability and the impact upon the
student's education. If the student is found by the 504 team to have a disability under Section
504, the 504 team is responsible for determining what, if any, accommodations or services are
needed to ensure that the student receives an education according to Free and Appropriate Public
Education (FAPE) law. The 504 team who will evaluate the nature of the student's disability and
the impact upon the student's education shall carry out the student evaluation. This evaluation
will include consideration of any behaviors that interfere with regular participation in the
educational program and/or activities. The 504 Plan describes the Section 504 disability and any
program accommodations, modifications or services that are necessary. The 504 team may also
consider the following information in its evaluation:
Tests and other evaluation materials that have been validated for the specific purpose for
which they are used and are administered by trained personnel.
Tests and other evaluation materials include those tailored to assess specific areas of
educational need, and not merely those, which are designed to provide a single general
intelligent quotient.
Tests are selected and administered to ensure that when a test is administered to a student
with impaired sensory, manual or speaking skills, the test results accurately reflect the
student's aptitude or achievement level, or whatever factor the test purports to measure,
rather than reflecting the student's impaired sensory, manual or speaking skills.
The final determination of whether the student will or will not be identified as a person with a
disability is made by the 504 team in writing and notice is given in writing to the parent or
guardian of the student in their primary language along with the procedural safeguards available
to them. If during the evaluation, the 504 team obtains information indicating possible eligibility
of the student for special education per the IDEA, a referral for assessment under the IDEA will
be made by the 504 team.
If the student is found by the 504 team to have a disability under Section 504, the 504 team shall
be responsible for determining what, if any, accommodations or services are needed to ensure
that the student receives the free and appropriate public education ("FAPE"). In developing the
504 Plan, the 504 team shall consider all relevant information utilized during the evaluation of
the student, drawing upon a variety of sources, including, but not limited to, assessments
conducted by the School's professional staff. The 504 Plan shall describe the Section 504
disability and any program accommodations, modifications or services that may be necessary.
All 504 team participants, parents, guardians, teachers and any other participants in the student's
education, including substitutes and tutors, must have a copy of each student's 504 Plan. The
School Director will ensure that teachers include 504 Plans with lesson plans for short-term
substitutes and that he/she review the 504 Plan with a long-term substitute. A copy of the 504
Plan shall be maintained in the student's file. Each student's 504 Plan will be reviewed at least
once per year to determine the appropriateness of the Plan, needed modifications to the plan, and
continued eligibility.
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Instructional Approaches and Support
The methods of teaching practiced by the teachers of the classical school will be more from a
traditional approach rather than progressive. Teachers will be scholars who will expertly instruct
by engaging their students minds to explicitly impart and cultivate knowledge. Traditional
learning holds that only knowledgeable teachers can be effective teachers. Consequently, the
teachers of the classical school will foremost be knowledgeable men and women, trained in the
arts and sciences, direct instruction, classical approaches, including Socratic seminars, and
implement the latest brain research methods to engage students and anchor learning concepts.
Additionally, cognitive coaching will be employed to support teachers and parent teachers.
Cognitive coaching as a means of teacher support arises from the belief that teachers are capable
of teaching well if they are willing to improve their practice and are provided additional support
to achieve their capacity for effective teaching (Daley, G., Phil, M. and Valdes, R., 2006, Value
added analysis and classroom observation as measures of teacher performance: A preliminary
report, LAUSD, publication number 311).
Cognitive coaching enhances the intellectual capacities of teachers, which in tum produces
greater intellectual achievement in students (Learning to Change: School Coaching for Systemic
Reform, Bill & Melinda Gates Foundation, February 2005). Research shows that teachers with
higher conceptual levels: vary their use of instructional strategies, elict more conceptual
responses from students, a_re more effective with a wider range of students, and demonstrate
more flexibility, toleration for stress, and adaptability (Costa, A. & Garmston, R (1994).
Teachers will develop a greater understanding of Core Knowledge Sequence (CKS) and
Common Core State Standards-aligned curriculum, effective classroom management, high
quality instruction, and use of ongoing assessment to increase student achievement through
support provided by walk-throughs, cognitive coaching, and staff development.
Skillful direct instruction will be the norm rather than cooperative learning. Cooperative learning
will not be used as a means to instruct students. Cooperative activities will occur after students
have learned the concepts, therefore project-based learning, as a means of learning will not be
implemented, instead collaborative projects will be performance-based as demonstrations of
concepts learned.
In the school's classrooms, students will listen attentively, learn how to take notes with graphic
organizers, as teachers skillfully impart and model concepts from a lesson central to all in the
front of the class. Teachers will instruct by inquiry and modeling repeatedly until students can
articulate understanding and demonstrate learning. Once teachers ascertain student
comprehension of a concept, then students will participate in a guided practice activity with
teachers continuing to check for student understanding.
The Beacon Classical approach proposes that the core subjects are intrinsically interesting and
that knowledge of real subjects is both a marketable commodity and valuable for its own sake.
Young people will acknowledge the importance of Core Knowledge Sequence (CKS) once they
are shown its relevance and application for today's issues.
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An effective lesson plan will follow the subsequent sequence:
Step 1-Anticipatory Set: Teacher will whet students' appetite for learning by employing the following: a review of prior learning, provide a simulation or share a related story to illicit a metaphor, etc.
Step 2-Goal(s)/Objectives for Student Learning: Teacher will state what the students will learn 1n a clear, conc1se student friendly and "comprehensible" manner.
Step 3 - Purpose: Immediately after stating the objective the teacher will explain to the students why it is important for the students to learn the objective and how it will help them in the present and the future.
Step 4 -Input/Modeling: Teacher will explain/tell them, show them, and practice the concept with them. The method of breaking down material down into small chunks of information, using a graphic organizer, word wall or word lists for important/difficult words, and vocabulary/definition cards with visuals will be employed.
Step 5- Check for Understanding: Teacher will check for understanding. If students do not understand the teacher will "pull back"tell them and show them again and practice it with them until students can demonstrate understanding.
Step6-GuidedPractice: When students can articulate and demonstrate understanding the teacher will have the students complete 2-3 problems or write a summary of what they learned while the teacher circulates the classroom and continues to guide learning and monitor student comprehension.
Step 7 - Closure: Every lesson will have closure, a time for students to tell their teacher what they learned, why it is important, and how it will help them.
Step 8- Independent Practice: Students will be assigned further practice work independently to demonstrate understanding and mastery of the concept.
Throughout the lesson the teacher will engage students through inquiry, Socratic methods, and
appropriate verbal expression, pacing and animation. The teacher will ask students to reiterate
and partner talk the objective and purpose of the lesson throughout. Frequent spiral review of
previously learned concepts will be adhered to as well as the integration of new and formerly
learned concepts through learning activities or projects.
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Teacher Professional Development
Professional development hours and days will meet or exceed District norms. Teachers will be
provided with training in how to effectively teach English language learners (ELL) and students
with disabilities (SWD) using research-based instructional strategies and how to differentiate the
delivery of the curriculum tailored for students' unique needs. The professional development for
teachers will include:
A one-week long teacher preparation session in classical approaches in early July before
the opening of school.
Ongoing professional development every other Wednesday from 12:15 - 4:00p.m. and
during Monday some Monday staff meetings.
Four day-long professional development sessions throughout the year.
Professional development for teachers and parents will include training in classical
education, guided reading, aligning and teaching to the California Common Core State
Standards (CCSS), Core Knowledge Sequence (CKS) Standards, Riggs (The Writing
And Spelling Road To Reading And Thinking), Singapore Math, Standards-align writing,
teaching English language learners, how to differentiate curriculum delivery for students
with different learning modalities, critical thinking, Socratic seminars, standardized tests,
California frameworks, character development, conflict intervention, RTI intervention,
Student Success Study process, special education referrals, and health and safety issues.
Ongoing focus on the development of a balanced literacy program that includes
approaches with highly effective research-based learning strategies to promote cognitive
flexibility through self-monitoring learning tools.
Opportunities for grade and cross-level teams to meet and collaborate on establishing- a
standards-based "timeline" that incorporates integrated content rich units of study to tap
into multiple intelligences, modes of learning and comprehension for all English Language
Learners.
Instructional strategies that address types of interactions between students and adults in
positive ways across all formats while providing constructive feedback to guide student
growth, soliciting participation from disengaged students, and honing communicative skills
to listen actively and attentively to address student responses or requests.
Specific strategies for devising individual student learning plans and assessments to
measure student accomplishments both on a student level and program level.
Approaches that actively focus on the development of the whole child, effective for
motivating student interest in a supportive learning environment.
Development for Parents as Teachers
The professional development for parents will include:
Training in Classical Education, guided reading, aligning and teaching to the
California Common Core State Standards to the proficient level, Riggs (The Writing
and Spelling Road to Reading and Thinking), Singapore Math, Writing by Design,
critical thinking, Socratic seminars, standardized tests, California frameworks, and
character development.
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Focus on the development of a balanced literacy that includes approaches with
highly effective research-based learning strategies to promote cognitive flexibility
through monitoring learning tools.
Instructional strategies that address types of interactions between students and adults
in a positive ways across all formats providing constructive feedback to guide student
growth, soliciting participation from disengaged students, and honing communicative
skills to listen actively and attentively to address student responses or requests.
Specific strategies for devising individual student learning plans and assessments to
measure student accomplishments both on a student level and program level.
Approaches that actively focus on the development of the whole child, effective for
motivating student interest in a supportive learning environment.
Beacon Classical Academy believes that parent involvement. is critical to student achievement
and encourages the highest levels of participation. Beacon will empower parents to be effectively
involved in their child's education by providing regular communication. Beacon Classical
Academy supports its students and parents with appropriate training, materials, and a team of
teachers and advisors to assist parents and students in all aspects of fulfilling students'
educational goals.
Parents shall be informed about the curricula. The curricula shall describe the student's course(s)
of study, method(s) to assess proficiency and the credit(s) the student will earn upon completion
of the course(s) of study and will detail the transferability of courses to other public high schools
and the eligibility of courses to meet college entrance requirements.
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ELEMENT TWO (B)- MEASURABLE STUDENT OUTCOMES
The measurable pupil outcomes identified for use by the charter school "Pupil outcomes} }} for
purposes of this part} means the extent to which all pupils of the school demonstrate that they
have attained the skills} knowledge} and attitudes specified as goals in the school }s educational
program. Pupil outcomes shall include outcomes that address increases in pupil academic
achievement both school-wide and for all groups of pupils served by the charter school} as that
term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of Section 47607. The
pupil outcomes shall align with the State priorities} as described in subdivision (d) of Section
52060} that apply for the grade levels served, or the nature of the program operated, by the
charter school. -Education Code Section 47605(b)(5)(B).
School-Wide Outcomes
Beacon Classical Academy National City is committed to establishing clear, measurable goals,
and to regularly monitor and adjust its actions towards evidence of increased student learning.
Informed teamwork will occur through the regular collection and analysis of performance data,
which will provide meaningful and vital feedback, encouragement, and momentum toward
continued improvement.
Assurances of growth for all subgroups will include Master Agreement goals, benchmark
assessments based on common core (CCSS) and Core Knowledge Sequence (CKS)
competencies, ELL classification records and data of progress monitoring, IEP goals, average
daily attendance rates, and participation in State mandated tests.
Outcome Benchmarks
Student outcomes shall address increases in pupil academic achievement both school-wide and
for all sub groups of pupils served by Beacon. Benchmark assessments will be given regularly
every 6-8 weeks to monitor growth towards 85% proficiency outcomes.
Outcomes Benchmark Assessment
Proficiency
in English
Language
Arts
85% of students will demonstrate at least one
year of growth towards grade-level proficiency in
English reading and language arts.
Students who are below grade level will make at
least .5 years of growth.
Pre-post reading/language arts
diagnostics
Curriculum embedded
benchmark assessment aligned
with CCSS & CKS
State test data
Classroom-based assessments
Proficiency in
English
Language
Arts
Students will meet or exceed the average
performance levels of students with similar
demographics on speaking, reading, and writing
assessments.
School-wide
data
and State testing
Proficiency in
Math
85% of students will demonstrate at least one
year of growth towards grade-level proficiency in
math.
Students who are below grade level will make
at least .5 years of growth.
Pre-post math diagnostics
Curriculum embedded
benchmark assessment aligned
with CCSS & CKS
State test data Classroom-based
assessments
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Beacon Classical Academy students will demonstrate the attainment of essential skills,
knowledge, and behaviors specified as criteria for educated persons in the 21st century. Beacon
Essential School-wide Learning Results (ESLRs) represent the most essential things that students
should know and be able to do by the time they graduate. Our Beacon ESLRs represent not only
what students should know, but also how they will approach their learning, and how they will
relate that knowledge to the world around them. ESLRs will be embedded in all units of study,
and will provide a focus and continuity for the students' learning experiences. Students will
demonstrate Beacon ESLRs through a rigorous, content-rich classical education that is built on
historical renowned competency skills merged with 21st century goals (global awareness,
financial, economic, business, entrepreneurial literacy, and civic literacy).
Beacon ESLRs will help students to read, write and communicate effectively, think critically,
analyze information, manage resources and solve problems, be computer and technology literate,
and exhibit personal responsibility and respect for self and community through character development and virtue. The extent to which students achieve these Essential School-wide
Learning Results is determined by the mastery of the following ESLRs that . will be measured against an 85% proficiency level attainment using multiple measures such as benchmark
assessments, rubrics, writing samples, performance projects, classroom assignments, and teacher observations:
1. Communicative Literacy - Effective skills in diverse modes of English communication with clear oral and written communication skills. The students will:
Develop abilities to reason logically and critically evaluate information.
Write effectively for a variety of purposes and audiences.
Read critically and extensively for both pleasure and information gathering.
Listen actively and attentively to comprehend information and others' points of view.
Speak clearly and with confidence in formal and informal settings.
Possess keen critical and logical thinking skills to make informed decisions.
Use technology to enhance learning and communication options, including Internet
research, computer-aided instruction, and multimedia presentations.
Gain proficiency in speaking, reading, writing, and listening comprehension in at least one
language in addition to English. Students understand key aspects of the culture, both past and present, of the second language.
2. Mathematical Literacy - Students will demonstrate the ability to understand and apply
mathematical principles to solve problems and demonstrate their knowledge of mathematic skills, conceptual understanding, and problem solving in:
Number and operations. Algebra 1, 2.
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Geometry.
Statistics and probability.
3. Historical/Cultural Literacy - Students will develop an overview of the history of mankind in all its
diversity and possess an appreciation for the American political process. They will:
Develop appreciation for differing viewpoints and beliefs.
Demonstrate an understanding of and appreciation for the arts, e.g., music, visual arts,
drama, and dance.
Compare and contrast past and present events and situations, anticipating the future by
drawing conclusions and applying the lessons of the past.
Apply physical and cultural geography to understand societies.
Understand basic economic principles at the personal, national, and international level.
Understand the structure, operations, and relationships of American Federal, State, and
local governments.
Understand American political processes and recognize the benefits of participating as an
informed citizen.
4. Scientific Literacy - Students will apply scientific concepts, research and inquiry methods to
understand and apply the major concepts underlying various branches of science, which may
include physics, chemistry, biology, ecology, astronomy, and earth sciences to explain the world
and find solutions to its problems. They will:
Observe, order, compare, and categorize characteristics and behaviors.
Recognize the practical application of the sciences and technology on one another and the
environment.
Explore the four themes of science: energy, interactions, patterns, and change.
Relate information and scientific theories to make inferences about unknown or unseen
processes.
5. Moral and Civic Literacy- Students will demonstrate good character. They will:
Hold themselves accountable for their assignments and personal conduct.
Participate in a variety of activities to further their own learning.
Demonstrate good management of time in a responsible manner.
Show industrious behavior, confidence, and self-motivation.
Exemplify integrity and acceptance of responsibility for personal decisions.
Respect differences among people and cultures.
Demonstrate virtue and respect in the way they communicate and behave with other
students. Work collaboratively with others.
6. Personal Efficacy - Students will understand fundamental literacy in all core subjects and make
connections among various disciplines of thought throughout the ages to function in the world as
citizens fully cognizant of their responsibilities and rights. They will:
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• Develop physical, mental, and emotional life-long health skills emphasizing wellness and
fitness.
• Set educational, vocational, and personal goals and identify skills to be learned for selected
fields.
• Apply personal financial skills and be an informed consumer.
• Establish an effective work ethic, both in school and in the community.
Local Control and Accountability Plan
Pursuant to the California Education Code Section 52060(d) under the Local Control Funding Formula (LCFF) Beacon will prepare a Local Control and Accountability Plan (LCAP) describing how we intend to meet annual goals for all pupils, with specific activities and outcomes that will address state and local priorities identified.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must
describe goals and specific actions to achieve those goals for all pupils and each subgroup of
pupils identified in Education Code section 52052, including pupils with disabilities, for each of
the state priorities as applicable and any locally identified priorities. For charter schools, the
inclusion and description of goals for state priorities in the LCAP may be modified to meet the
grade levels served and the nature of the programs provided, including modifications to reflect
only the statutory requirements explicitly applicable to charter schools in the Education Code.
To comply with LCAP requirements, Beacon Classical Academy will address the LCAP law
changes with a preliminary LCAP that will be prepared as required by state law. It will include
an initial scope of the details for each and every goal that will be fully developed and aligned
with stated petition goals and outcomes in the LCAP for 2015/16.
Since Beacon Classical Academy is a new charter with an enrollment of students coming from
throughout San Diego county, this preliminary LCAP will include student data received from
National School District, and uses data of what parents and stakeholders would like to see
implemented at Beacon from ongoing parent and community surveys. In this preliminary
LCAP, Beacon Classical Academy will include clearly stated goals and outcomes from the
petition and will ensure that these goals and outcomes are aligned and supported with more
detail in the LCAP for its 2015/16 plan and subsequent annual reviews.
Specifically, the LCAP will include a description of the annual goals to be achieved for each
student group for each state priority. Goals will address each of the state priorities and any
additional local priorities with some goals addressing multiple priorities. The LCAP will reflect
the annual incremental actions, services, and expenditures towards the annual anticipated
progress that Beacon expects to achieve for each student group. These annual benchmarks will
assist Beacon and the community to monitor the progress of the plan.
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ELEMENT THREE (C) -METHOD OF ASSESSMENT
The method by which pupil progress in meeting those pupil outcomes is to be measured. To the extent practicable, the method for measuring pupil outcomes for State priorities shall be
consistent with the way information is reported on a school accountability report card. Education Code Section 47605(b)(5)(C).
Beacon Classical Academy National City believes all students can achieve proficiency of the
Common Core State Standards and Core Knowledge Sequence essential learnings by graduation
when offered appropriate curriculum, time, and support. Teachers shall consider each student's
individual abilities, interests, talents, and training in utilizing these measurements. All students
will have grade level content learning goals developed to meet their current academic needs, and
a plan to attain grade level objectives with consideration of needs, learning styles, and interests
to meet or exceed the challenges of grade level work. Students performing substantially below
grade level expectations will be referred to a team of teachers and administrators to discuss the
parents' and teacher's concerns. This team called The Student Success Team will develop a plan
for meeting the student's needs, including evaluating curriculum used by the student and the
delivery method(s). Targeted learning allows students who are high achieving to accelerate their
learning or spend additional time more deeply engaged in core subject areas. Beacon Classical
Academy assists parents through academic screening, counseling, and curriculum choices to
support high achieving students.
Beacon Classical Academy will administer the mandated State assessments as an independent
entity and will also meet any required State performance standards developed. Students will
participate in all State-mandated testing programs [i.e., Statewide academic testing, the
California English Language Development Test (CELDT), and the physical performance tests
and meet performance objectives which are consistent with State accountability targets as
defined by the new California Academic Performance Index (API). The School will certify that
its pupils have participated in the State-testing program in the same manner as other District
students.
The majority of Beacon Classical Academy students will attain:
• Basic, Proficient or Advanced levels in grades 3-8 on State testing.
• Progress toward Proficient or Advanced levels in regularly administered current school
wide standards-based assessments.
• Beacon Classical Academy will utilize a wide variety of measures to assess the school's
accomplishments and to gauge the overall effectiveness of its educational program and
achieving our school-wide outcomes.
Beacon Classical Academy will:
Meet or exceed the yearly State growth targets.
Outperform comparison schools and/or neighborhood, as measured by State
proficiency rates.
Achieve at least 95% participation rate on the State tests.
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Maintain the same or higher attendance rates than the District and surrounding districts' averages.
Achieve a high-level parent participation/community engagement/parent satisfaction.
Beacon Classical Academy will conduct tri-annual in-house evaluations of student academic
performance in ELA and mathematics (K-8) and Science (3-8) to determine if students are
achieving academic levels that are at least equivalent to or exceeding those achieved by students
in similar type schools both within the County of San Diego and across the State of California.
Beacon Classical Academy will implement Northwest Evaluation Association (NWEA)
Measures of Academic Progress (MAP) assessments in math, reading, and language arts. MAP
assessments will provide critical information to help our school effectively transition to Common
Core. This data will help us to know if students are making progress in Common Core skills and
will provide insight on what instructional corrections to apply. The data will enable us to
demonstrate school-wide growth with subgroups and increase accountability with parents and the
public.
Measures of Academic Progress (MAP) by Northwest Evaluation Association (NEA) is an
assessment system we are planning to implement to provide critical information to help Beacon
Classical Academy National City effectively prepare their students for the new State Common
Core State Standards (CCSS) computerized assessments. The MAP assessments will evaluate
academic growth in math, reading, language arts for students K-8 and science for grades 3-8. The
data obtained from the MAP assessments will be important on two levels: the student and the
school. MAP assessments will help Beacon teachers and parents to measure their students'
progress in attaining proficiency in CCSS. Results will help teachers and parents show
transparency and accountability with parents and the public. Additionally, with MAP
assessments Beacon will be able to determine academic success school-wide with subgroups.
Additionally, we are looking into creating custom assessments based on Core Knowledge
Sequence (CKS). MAP assessments and our CKS assessments will provide the necessary tools
for the comparative analysis and disaggregation of data obtained from regular academic
benchmarks and from beginning and end of school year assessments. This will allow Beacon to
perform formative and summative evaluations. The goal is to compare disaggregated student
achievement data with data broken down by quartile ranking, grade, teacher, race, and gender.
Multiple Measures
Student progress will be assessed through a balanced system of multiple assessments including State mandated assessment. The purpose is to measure attainment of student mastery of 21st
century content and skills. The data will be used to inform instruction. The following is a comprehensive list of the multiple measures we will employ:
Monthly review of contracted academic work as outlined 1n the Master Student
Agreement.
Student work samples.
Student self-evaluation.
Staff/parent observations, student interviews and parent/student conferences.
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School-wide standards-based assessments (CST NWEA MAP Assessments,
CST/CMA/CAPA.
CELDT, SABE/2)
Norm-referenced assessments (i.e., Measures of Academic Progress-MAP, State-
mandated) standardized tests.
Teacher-created assessments.
Parent, student, and teacher observation.
Curricula-embedded assessments.
Performance-based/authentic assessments.
Rubric-assessed tasks, performances, exhibits, demonstrations.
Screening tests, checklists (running records, fluency, etc.).
Portfolios of student work that demonstrate growth and mastery of 21st century skills and
Core Knowledge Sequence standard skills.
Student progress reports.
Grade level assessments.
Continuous assessments through Independent Study courses.
Student conduct records.
Other relevant student records or data.
Longitudinal studies.
Program audits/school self-studies.
Stakeholder surveys.
Moreover, the Master Student Agreements' personalized learning goals and discipline records
will also be included in analysis of the disaggregated student achievement data. This data will
drive instruction, student intervention and enrichment, and promote continuous improvement of
systemic growth. Administrators and teachers will use assessments to monitor academic growth
of Common Core State Standards and the impact of differentiated instruction. This approach will
facilitate effective monitoring, evaluation and management of student achievement and
intervention programs from the classroom to the boardroom.
Reporting of Data
The Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP)
assessments in Math, Reading, and Language Arts will enable us to demonstrate school-wide
growth with subgroups and increase accountability with all our stakeholders. The results
gathered in the student's first year, including an entry assessment will serve as baseline data from
individual progress reports to disaggregated and school-wide performance analyses while other
types of data (demographic and surveys) will be found posted on the website such as the School
Accountability Report Card (SARC) and in a WASC Self Study.
As required in each student's Master Student Agreement, monthly meetings are scheduled
between the Teacher of Record and Home Study learning families. Student work, progress, and
results of data are reviewed and students and parents are provided with assignments for the next
learning period at these meetings.
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Academy homeroom teachers will meet with parents and students regularly at least once a
quarter to discuss student strengths, needs, progress, and to identify learning goals and other
factors that may impact student learning. Home study parents and teachers will meet at least
twice a month. The School will issue Report Cards and/or Progress reports a minimum of three
times a year. All students will develop a portfolio of information, work samples, evaluations, and
reflections on learning. Beacon Classical Academy will maintain contemporaneous written
records that document pupil attendance and shall make these records available for audit and
inspection.
Additionally, each student will have an in-house green student portfolio in which test data,
learning styles, strengths/weaknesses and where particular issues or limitations or
accommodations are noted. This portfolio is passed on from grade to grade so that no time is lost
in understanding the student's needs as each transition from year to year.
Monitoring and Improving the Educational Program
Data is collected, analyzed, and reported in a timely manner as part of an aligned system of
measurement that supports improvements in student learning. Staff development includes the
developing the expertise to use data to understand student challenges and develop skills needed
to individualize instruction, address student deficiencies, and modify program elements. Data are
also used to monitor student progress and identify students for accelerated learning or those who
need additional support. Monitoring systems examine students as individuals and as groups. The
School Accountability Report Card (SARC) will be disseminated annually and will provide a
report of disaggregated data by subgroups (e.g. ethnicity, gender, English learners,
socioeconomically disadvantaged students, and students with disabilities. Additionally data to
improve the school's education program will include annual staff, student, and parent surveys.
The results of the surveys are reviewed along with information on program effectiveness from
other assessments of effectiveness such as student engagement reports and test results. Feedback
is given to stakeholders to indicate how the survey suggestions were used.
LEA Plan
Beacon's LEA Plan will describe the actions that Beacon will take to ensure that it meets certain
programmatic requirements, including student academic services designed to increase student
achievement and performance, coordination of services, needs assessments, consultations, school
choice, supplemental services, services to homeless students, and others as required. The LEA
Plan will summarize assessment data, school goals and activities and provide a summary of all
existing state and federal programs to establish a focus for raising the academic performance of
all student groups to achieve state academic standards. The plan will describe improvements in
instruction, professional development, and identify prevention programs that will be used as a
means for achieving specific academic and support services goals for all groups of students,
including identified under-performing student groups. The LEA Plan will consist of the
following steps for plan development.
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Step One: Measure the Effectiveness of Current Improvement Strategies Beacon will conduct a comprehensive data analysis of student achievement, including multiple
measures of student performance. Identify all relevant assessments and apply thoughtful analyses
of current educational practices to establish benchmarks aimed at raising academic performance
for all students, especially identified student groups.
Beacon will identify, review, and analyze data and all related information on factors such as
educational practices, parent and community involvement, professional development, support
services, and resources that have an impact on student learning.
The following self-assessments will be used to evaluate these factors and others needed to
support academic student achievement:
The Academic Program Survey (APS) and/or District Assistance Survey (DAS) -survey
of status of implementation of the nine essential program components
Least Restrictive Environment Assessment - to examine educational practices for
students with disabilities
English Learner Subgroup Self Assessment (ELSSA) -to improve outcomes for English
Learners
Step Two Seek Input from Staff, ..t. \.dvisory Committees, and Community Members
All constituencies: site administrators, teachers, parents and community members tL. d school
committees or groups, e.g., school site council; English language advisory council, budget, gifted
and talented education, special education, etc., vvill be consulted in the planning, development,
and revision of the LEA Plan. The combined process will include the requirements of every
program involved.
Step Three: Develop or Revise Performance Goals
Beacon will use the five NCLB performance goals and/or other state developed goals and
indicators to develop local performance targets that are: a) derived from school and student
subgroup performance data and analysis of related, research-based educational practices; b)
attainable in the period specified in this Plan and consistent with statewide targets for all students
and subgroups; c) specific to the participants (i.e., students, teachers, administrators,
paraprofessionals); and d) measurable.
Step Four: Revise Improvement Strategies and Expenditures
Beacon will identify the participants, expected performance gains, and means of evaluating gains
with specific improvements and practical monitoring of their implementation and effectiveness
described.
Beacon will identify all available resources through the Consolidated Application for funding of
district-operated programs (including reservations from Title I for various purposes, Title II,
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Title IV, and Tobacco-Use Prevention) as well as for school-operated programs (including Title
I, Parts A and D, Title III, Title V, School Improvement, and Economic Impact Aid).
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ELEMENT FOUR (D) - GOVERNANCE STRUCTURE
The governance structure of the school, including, but not limited to, the process to be followed
by the school to ensure parent/guardian involvement. - Education Code Section 47605
(b)(5)(D).
Non-Profit Public Benefit Corporation
The Charter ·School will be a directly funded independent charter school and will be operated by
Beacon Classical Academy, Inc., a California non-profit public benefit corporation, pursuant to
California law upon approval of this charter.
The Charter School will operate autonomously from the District, with the exception of the
supervisory oversight as required by statute and other contracted services as negotiated between
the District and the Charter School. Pursuant to Education Code Section 47604(c), the District
shall not be liable for the debts and obligations of the Charter School, operated by a California
non-profit public benefit corporation, or for claims arising from the performance of acts, errors,
or omissions by the Charter School as long as the District has complied with all oversight
responsibilities required by law.
Board of Trustees
The Charter School is governed by the Board of Trustees of Beacon Classical Academy, Inc.,
whose major roles and responsibilities include, but are not limited to: establishing and approving
all major educational and operational policies, approving all major contracts, approving the
school's annual budget, overseeing the school's fiscal affairs, and selecting and evaluating the
school's Executive Director.
The composition of the Board will include members of the community, non-employees of the
school, and a District representative. The Board shall comply with Government Code Section
1090. The Board of Trustees will include a minimum of 5 and a maximum of 7 members.
Qualifications will include that they are upstanding professional, business members and
educators from the community. The National School District shall be entitled to appoint a
representative to serve on the Board of Trustees. All other future board members will be
selected with skills and experience to match their board responsibilities by a majority vote of the
current board. An organizational chart that shows the relationship between the Board,
Authorizer, and school staff is attached in Appendix E.
The Board of Trustees complies with all applicable Federal, State and local laws. The Board is
governed in its operations and its actions by the corporate bylaws, which are consistent with the
terms of this Charter, the Charter Schools Act, and all other applicable laws and delineate
membership, voting rights, term, etc. of the members of the Board. The day-to-day management
of the Charter School is delegated to the Charter School Executive Director or the Executive
Director's designee (Associate School Director).
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The Board of Trustees may initiate and carry on any program, activity, or may otherwise act in
any manner which is not in conflict with, or inconsistent with, or preempted by any law and
which is not in conflict with the purposes for which charter schools are established.
The Board of Trustees may execute any powers delegated by law to it and shall discharge any
duty imposed by law upon it and may delegate to an officer or employee of the Charter School or
a third party any of those duties. The Board of Trustees, however, retains ultimate responsibility
over the performance of those powers or duties so delegated.
The Board shall meet as frequently as necessary but at least once per month, particularly in the
first three years of School operation, but no less than six times a year when operations have
stabilized. The Beacon Classical Academy and its Board will conform to all requirements of
applicable laws pertaining to open meetings; e.g., the Brown Act.
Conflict Of Interest
Beacon Classical Academy shall comply with Government Code Section 1090 et seq. and the
Political Reform Act. The Beacon Classical Academy National City Board of Trustees will adopt
a Conflict of Interest Code necessary to comply with the Political Reform Act and submit it for
approval to the County Board of Supervisors. This Conflict of Interest Code will specify the
Form 700 filing requirements for both board members and designated employees in accordance
with law.
Board members with a conflict of interest shall disclose the conflict of interest to the Board of
Trustees and shall not make, participate in making, or in any way attempt to influence a decision
in which he/she has a financial interest. Further, the Board of Trustees shall determine whether
this conflict prevents even the disinterested directors from approving a contract or transaction
pursuant to the more stringent provisions of Government Code 1090 et seq. In addition to the
requirements above, no employee shall be a member of the Beacon Classical Academy National
City Board of Trustees.
Obligations
Beacon Classical Academy National City realizes that, in accordance with the California
Corporations Code, it has a legal and fiduciary responsibility for the well-being of the school. As
such, the Charter School will provide professional development for initial training, yearly
retreats, and ongoing training to ensure that all Board members have the necessary information
and capacity to be effective. The Charter shall set the terms and working conditions for all
employees, and will do so consistent with State (EERA) and Federal law, and shall be the
employer of all of the Charter School employees for collective bargaining purposes. The Charter
School will provide the sponsoring agency with a copy of its statement of Facts, to be filed with
the Secretary of State, to notify the District of changes in the membership of the governing body
of the corporation. The District shall in no way be held liable for any unpaid debts or obligations
of the charter school. It is understood that the District shall have the right of access to all Charter
School records to carry out their oversight responsibilities, and that the records of the Charter
School are subject to the California Public Records Act.
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School Advisory Committees
Beacon Classical Academy National City will develop a School Site Council. The School Site
Council (SSC) will be a recommendation-making body that represents all stakeholders of the
school community. The school administration, teachers, other school personnel, and parents will
make up this group. Their primary responsibility is to identify common goals and assist the
leadership of the school in establishing a plan to achieve the goals. The administrator(s) and
teachers will contribute background knowledge in instructional and operational practices. Other
personnel at the school, such as counselors, instructional aides, and clerical staff will share
insights on how the school can function to support student learning. Parents will provide
feedback on how effectively the school is working. As a school leadership team the SSC will
help develop, monitor, and revise the Single Plan for Student Achievement (Education Code
64001) and make recommendations to allocate resources to support the plan. The Executive
Director will consider all recommendations and make any final decisions. School Site Council
(SSC), English Learners Advisory Committee (ELAC), and Budget Committee meetings will all
be open to the public; minutes will be recorded according to the Brown Act.
Beacon Classical Academy National City will develop an English Learners Advisory Committee
(ELAC) to provide information and receive input regarding the EL program and the progress of
the EL population. This Committee will work specifically to monitor English language progress
toward proficiency and to develop an understanding between cultures on campus. The
committee shall assist the school in everything related to the following items, according
to the Master Plan for ELs and Education Code 62002.5.
Along with the SSC and ELAC, Beacon Classical Academy will also develop a Parent Teacher
Organization (PTO) to sponsor school and classroom special activities. The purpose of this
organization is to encourage parents to assist with various school activities/functions/services,
provide financial assistance through grants, donations, and fundraising where needs are
identified, foster a community climate, and support the mission of the school.
Beacon Classical Academy National City will develop a Budget Committee. Members of the
Budget Committee will be trained in the financial planning, reporting and accountability
necessary for charter school management.
Community Involvement
Beacon Classical Academy will engage parents, teachers, and community leaders, meeting on a
periodic basis, to advise Beacon Classical Academy on the operations of the School program,
staff, teachers, students and fundraising, all with the purpose of increasing student achievement.
The School will hold about four Parent Nights annually, in addition to about three annual Parent
Workshops.
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ELEMENT FIVE (E)- EMPLOYEE QUALIFICATIONS
The qualifications to be met by individuals to be employed by the school. - Education Code
Section 47605(b)(5)(E).
Beacon Classical Academy National City will recruit professional, effective, and qualified
personnel for all administrative, instructional, instructional· and non-instructional support
capacities concurring with the philosophy outlined in its vision statement. In accordance with
Education Code 47605(d)(l), Beacon Classical Academy National City will not discriminate
against any applicant or employee on the basis of race, creed, color, national origin, age, gender,
gender identity, gender expression, gender orientation, disability, or other bases prohibited by
law.
The Beacon Classical Academy Executive Director will determine staffing needs and be
responsible for creating a list of qualifications and specifications to be included in the posting
for the position through the Education Job Opportunity Network (EdJoin.org), the California
Charter Schools Association (CCSA), the Charter School Development Center, and/or other
local vehicles. An Interview Committee will be formed by the Executive Director to manage
interview and screening procedures. This committee may determine additional processes to
evaluate prospective employees, to include, but not be limited to: a review of a candidate's
portfolio, video-taped demonstrations of performance, and/or other evidence of good teaching
practices as defined in Beacon Classical Academy National City teacher screening process. In
the event that the Interview Committee selects no qualified candidate, the position will be
reposted and a more extensive search for qualified candidates will be conducted. The Interview
Committee will make a recommendation to the Executive Director for the final ·approval to
hire the candidate. The Executive Director will have the authority to hire, assign, evaluate,
discipline, and with Board consent, dismiss personnel.
All Beacon Classical Academy National City employees will comply with all applicable State
and Federal laws regarding background checks and clearance of all personnel and with all
State and Federal mandates and legal guidelines relative to NCLB. The Charter will comply
with all State and Federal laws concerning the maintenance and disclosure of employee
records. All personnel will be fingerprinted and shall successfully pass all required
Department of Justice/Federal Bureau of Investigation and Live Scan safeguards, and submit
tuberculosis (TB) test results to provide for the health and safety of Beacon Classical
Academy's administrators, teachers, staff, and students. Beacon Classical Academy National
City will maintain a current copy of the teacher's certificates on file, available for audit, along
with a record of their fingerprinting and background screening, and a current tuberculosis
(TB) test. Employees of Beacon Classical Academy National City will also be CPR/first aid
trained. The Charter is a school of choice and no employee will be forced to work there.
The School will seek particularly well-qualified teachers that also demonstrate high interest in
Classical Education, literacy, math, science, the visual and performing arts, physical education,
as well as facility with Latin, Greek, Spanish, and French. The School will avail itself of any and
all credentialing methods approved by the State of California, as needed. This includes the
development of or participation in a charter intern program consistent with standards established
by the California Commission on Teacher Credentialing.
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All Beacon Classical Academy National City employees will be held accountable to the
provisions of the Charter and the identified program outcomes. The Charter will evaluate
teachers based on Attitude, Attendance, Character, Competence, Dedication, and Teaching
Excellence. The Executive Director by means of objective measures and instruments will
complete annual evaluations before March 15th. At that time teachers will be informed of their
contract renewal to work at the School for the next year. Employees shall be subject to discipline
and dismissal in conjunction with Board policies.
All employees of Beacon Classical Academy National City will demonstrate an on-going and
consistent:
Commitment to the goals of Beacon Classical Academy Elementary.
Sensitivity to and understanding of working in a diverse, multicultural, and multiethnic
student and community environment.
Acceptance of a climate of change, innovation, and accountability to promote student
achievement.
Dedication to a program of continuous personal and professional growth.
Promotion to the success of all employees in achieving personal and organizational goals.
Commitment to developing personal technology skills/goals and the integration of
technology into the curriculum.
Teachers will receive a stipend for all training days that extend beyond their normal contracted
year as allowable per State funding. In addition, staff may be compensated while assigned in
accordance with compensation principles that may include performance-based incentives
and/or extra pay for extra duty.
Qualifications for Teachers
Beacon Classical Academy National City shall comply with Education Code Section 47605(1),
which states in pertinent part: Teachers in charter schools shall be required to hold a
Commission on Teacher Credentialing certificate, permit or other document equivalent to that
which a teacher in other public schools would be required to hold. These documents shall be
maintained on file at Beacon Classical Academy National City and shall be subject to periodic
inspection by chartering authority. It is the intent of the Legislature that charter schools be given
flexibility with regard to non-core, non-college preparatory courses.
Teachers must meet all California credentialing requirements as they apply to charter schools in
all academic subjects. All teachers who provide instruction to English Language Learner (ELL)
students must hold a CLAD/LDS or BCLAD certificate and permits as may be required under
the charter law and mandates of No Child Left Behind (NCLB). Additionally, core teachers, as
defined by the No Child Left Behind Act (NCLB), shall meet the applicable requirements of a
highly qualified teacher.
Beacon Classical Academy National City core subject educators are required to hold a current
California teaching credential and must have subject matter expertise, professional experience,
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and the demonstrated ability to engage learner's participation in the educational process as
determined by Beacon Classical Academy National City and meet any applicable requirements
of the No Child Left Behind (NCLB). Bilingual (English/Spanish) candidates are preferred and
native-like language fluency is required for teachers instructing in foreign language immersion
classes.
Beacon Classical Academy National City may hire temporary, auxiliary, short-term employees.
The Beacon Classical Academy Executive Director will determine the necessary qualifications
and conditions for these persons. Teaching credentials may not be required if a candidate is not
the teacher of record, core subject instructor, and can demonstrate and document possession of
an exceptional skill from which the learning community will benefit. Beacon Classical
Academy National City staff agrees that personnel whose contracts have beginning and ending
dates for a particular school year are considered temporary, auxiliary, or short term at-will
employees. Credentialed and classified contracts may be issued for all or part of a school year.
Core teaching faculty, as providers of day-to-day teaching and guidance to the students, are the
primary resources of Beacon Classical Academy Elementary. In a school culture that prepares
students to think independently, critically, and creatively, grade level core teachers are
responsible for, but not limited to:
Teaching mastery of learning skills central to educational success.
Curriculum planning proved by research.
Collaboration with colleagues and administrators.
Monitoring and documenting student progress to ensure student success.
Promoting a partnership between home, school, and community.
Recognizing that the arts are supportive of the whole child and learning in all curricular
areas.
Implementing a rigorous curriculum that moves students toward higher levels of
thinking.
Candidates for core teaching positions at Beacon Classical Academy National City must
possess the personal characteristics, knowledge base, and successful experiences in the
responsibilities and qualifications in the posted job description - and will promote the success
of all students by:
Demonstrating a commitment to students and learning.
Remaining reflective, inquisitive, focused on improving their craft, and action-oriented.
Encouraging the use of technology as a tool to enhance teaching and student learning.
Demonstrating a commitment to upholding the interests and goals of Beacon Classical
Academy Elementary.
Beacon Classical Academy National City will hire highly qualified instructors. As need arises
and as budget allows, full time/part time instructional staff with specific skills and talents to
enrich the educational experience of Beacon Classical Academy National City learning
community may be hired. Such positions include, but are not limited to the following:
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• In-house Resource Specialist.
• Reading/English Language Learner (ELL) and Assessment Specialist.
• Math Specialist.
• Science Specialist.
• Music, Art, Language, Physical Education Instructors, as needed.
• Technology/Curriculum Development Specialist.
Beacon Classical Academy National City reserves the right to hire part time staff, temporary
consultants, auxiliary personnel, and short-term employees.
Qualifications for Foreign Language Program Teachers
To promote oral language fluency in a foreign for students, Beacon Classical Academy
National City will hire foreign language program teachers. Qualifications will include, but are
not limited to the following: candidates must demonstrate excellent language skills, be well
informed about current teaching strategies, and dedicated to working collaboratively to provide
a carefully developed, articulated program.
Qualifications for Reading/English Language Learner (ELL) and Assessment Specialist
As the budget allows, Beacon Classical Academy National City may hire a Reading/English
Language Learner (ELL) and Assessment Specialist. This teacher must meet all California
credentialing requirements as they apply to charter schools in all academic subjects and hold a
CLAD/LDS or BCLAD certificate and permits as may be required under the charter law and
mandates of No Child Left Behind (NCLB). Candidates must demonstrate successful experience
in working with students at differing age levels, possess strong classroom management and
organizational skills, experience and knowledge in teaching a variety of lessons to increase
English proficiency (e.g. phonics, word work, vocabulary, and written conventions) and applying
English Language Development (ELD) strategies. Additionally, candidates must have
experience in teaching diverse populations of students at varying levels of English proficiency,
possess the ability and proven experience in using assessment and data to monitor and plan for
instruction, demonstrate a proven ability in working positively and collaboratively with students,
teachers, staff, and community.
Technology/Curriculum Development Specialist
As the budget allows, Beacon Classical Academy National City may hire a
Technology/Curriculum Development Specialist. This teacher must meet all California
credentialing requirements as they apply to charter schools in all academic subjects and hold a
CLAD/LDS or BCLAD certificate and permits as may be required under the charter law and
mandates of No Child Left Behind (NCLB). The Technology/Curriculum Development
Specialist plans, coordinates, organizes, and directs technology for the Charter School.
Candidates must demonstrate a willingness and ability to develop and adapt a comprehensive
curriculum for computer use, be skilled in teaching staff and students to use technology as a tool
to support learning, demonstrate a proven ability to differentiate instruction to meet diverse
learning needs, and communicate success in establishing positive rapport with students,
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teachers, staff, and the community. Furthermore, candidates must possess the ability to
investigate and determine the role of new technologies, and identify, apply for, and implement
grants and other external funding opportunities to promote academic achievement at Beacon
Classical Academy Elementary.
Qualifications for Music, Art, Drama, and/or Physical Education Instructors
As the budget allows, Beacon Classical Academy National City may hire a Music, Art, Drama,
and/or Physical Education Instructor. This teacher must meet all California credentialing
requirements as they apply to charter schools in all academic subjects and hold a CLAD/LDS or
BCLAD certificate and permits as may be required under the charter law and mandates of No
Child Left Behind (NCLB). Instructor(s) shall perform duties assisting in the implementation of
creative arts goals, providing student activities in the creative arts, including dance, drama,
music, visual arts, mime, and/or literature. Bilingual (English/Spanish) candidates preferred.
Qualifications for Counselor
As the budget allows, Beacon Classical Academy National City may hire a counselor. The
counselor must meet all California credentialing requirements as they apply to charter schools
and hold certificate and permits as may be required under the charter law and mandates of No
Child Left Behind (NCLB). Counselor shall perform duties assisting in the implementation of
character education to promote moral virtue, individual and group counseling, student discipline
and behavioral intervention support for teachers, and other duties as assigned. Bilingual
(English/Spanish) candidate preferred.
Qualifications for Special Education Services (Resource Specialist, Language, Speech, and
Hearing Specialist, Psychologist)
Beacon Classical Academy National City shall be deemed to be a public school of the National
School District for purposes of special education pursuant to Education Code Section
47641(b). A child with disabilities attending Beacon Classical Academy National City shall
receive special education instruction and designated instruction and services provided either
in-house or by contract with a qualified third-party in accordance with the Individualized
Educational Program (IEP) in the same manner as a child with disabilities who attends
National School District.
Qualifications for Associate Director(s)
As the budget allows, Beacon Classical Academy National City may hire Associate Director(s).
The Associate Director(s) shall hold a California Administrative Services and Teaching
Credential and Master's Degree and must meet all California credentialing requirements, hold a
CLAD/LDS or BCLAD certificate and permits as may be required under the charter law and
mandates of No Child Left Behind (NCLB). Previous experience as a School Administrator or
Associate Director preferred, but not required. The Associate Director(s) shall assist the
Executive Director in instructional leadership, administrative compliance reports, instructional
data analysis, and safe learning environment responsibilities. This individual(s) should be an
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exemplary communicator(s) both in person and in written communications and possess the
organizational and interpersonal skills necessary to run a school in the absence of the Executive
Director. Bilingual (English/Spanish) candidate preferred.
Qualifications for Executive Director
The Executive Director serves as the chief administrative official, providing organizational and
instructional leadership and development. The Executive Director fosters connections between
the school and the community, oversees regulatory compliance of the school, manages day-to
day operations, and the academic operations of the school. The Executive Director is accountable
to the Board of Trustees and is responsible for upholding the school's mission and executing the
schoors Strategic Plan. The Executive Director will have extensive background in
organizational development; possess experience as a charter school educator and administrator,
and hold a California Teaching and Administrative Services Credential, a Master's Degree and/or
Doctorate Degree. Bilingual (English/Spanish) candidate preferred.
Qualifications for School Business Manager
The School Business Manager shall hold a B.A. Degree and/or Master's in finance and have a
minimum of five years as a school charter school business manager. Under the general
supervision of the Executive Director, the School Business Manager is responsible for all fiscal
and operational aspects of the charter. The School Business Manager is responsible for:
accounting, budget development, purchasing, and food services. The School Business Manager
implements sound fiscal procedures and meets compliance of all applications for State and the
funding. The School Business Manager researches grants and solicits financial strategies to
maximize new income. The School Business Manager conducts new employee process1ng,
administers the Risk Management Program, and supervises building maintenance.
Qualifications for Office Manager
Under general supervision of the Executive Director, the office manager will be able to
perform a variety of complex computer and clerical office duties requiring specialized
knowledge of attendance accounting as well as the ability to implement health office
procedures. Essential job duties will include, but are not limited to: registering students,
volunteers, visitors, and substitute employees; maintaining emergency cards and cumulative
records; typing and translating communication letters, email, forms, memos, newsletters, and
calendars; recording and monitoring daily student attendance, Independent Study contracts,
medication administration, and health office visits. Bilingual (English/Spanish) candidate
preferred.
Qualifications for Instructional Assistants
As its budget allows, Beacon Classical Academy National City may hire instructional
assistants. Instructional assistants, as defined by the No Child Left Behind Act (NCLB), shall
meet the applicable requirements of a highly qualified paraprofessional, which includes 12
units of child development or 6 units of child development while concurrently enrolled in
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classes towards fulfilling the required 12 units. As with all of Beacon Classical Academy
National City employees, instructional assistants will be required to submit a current
tuberculosis (TB) test and have a verified background check before they can begin employment
at Beacon Classical Academy Elementary. Candidates must demonstrate evidence of strong
communication skills. Candidates must have the ability to establish and maintain effective
working relationships with students and adults, perform a variety of complex tasks, understand
and carry out English oral and written instructions, prepare reports as required, possess a
knowledge of correct language usage, spelling, grammar, and punctuation. California State Law
requires that all personnel working in an instructional setting must demonstrate high school
proficiency in the areas of reading, writing, and mathematics. Education requirement includes
graduation from high school or equivalent, preferably supplemented by two years college
course work in childcare specialization or equivalent. Bilingual (English/Spanish) candidates
preferred.
Qualifications for Custodian
Beacon Classical Academy National City may employ a custodian who, under general
supervision of the Director, keeps Beacon Classical Academy National City facility complex
clean, sanitary, safe, secure, and orderly; maintains areas and grounds outside of the school; and
performs other duties as assigned. As with all charter school employees, custodians are required
to submit a current tuberculosis (TB) test and have a verified background check before they can
begin employment at Beacon Classical Academy Elementary. Essential job qualifications
include, but are not limited to, some recent experience in janitorial and security work preferred,
ability to understand and carry out oral and written directions, maintain a schedule for periodic
cleaning of assigned facilities, observe and report needs for maintenance, perform duties without
immediate supervision, thorough knowledge of methods, materials, safety practices, and
equipment used in janitorial work, and works well with others. Applicants must have graduated
from high school or equivalent. Bilingual (English/Spanish) candidate preferred.
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ELEMENT SIX (F) -HEALTH AND SAFETY
The procedures that the school will follow to ensure the health and safety of students and staff
These procedures shall include the requirement that each school employee furnish the school
with a criminal record summary as described in Education Code Section 4423 7. - Education
Code Section 47605(b)(5)(F).
In order to provide safety for all students and staff, the Charter School will adopt and implement
full health and safety policies and procedures and risk management policies at its school site in
consultation with its insurance carriers and risk management experts. These policies will be
incorporated into the Charter School's student and staff handbooks and will be reviewed on an
ongoing basis by the School Executive Director and Board of Trustees. The Charter School shall
ensure that staff arc trained annually on the health and safety policies. A full draft will be
provided to the District for review.
The following is a summary of the health and safety policies of the Charter School:
Procedures for Background Checks
Employees and contractors of the Charter School will be required to submit to a criminal
background check and to furnish a criminal record summary as required by Education Code
Sections 44237 and 45125.1. Applicants for employment must submit two sets of fingerprints to
the California Department of Justice for the purpose of obtaining a criminal record summary.
The Executive Director of the Charter School shall monitor compliance with this policy.
Volunteers who will volunteer outside of the direct supervision of a credentialed employee shall
be fingerprinted and receive background clearance prior to volunteering without the direct
supervision of a credentialed employee.
Role of Staff as Mandated Child Abuse Reporters
All non-certificated and certificated staff will be mandated child abuse reporters and will follow
all applicable reporting laws, the same policies and procedures used by the District.
Tuberculosis Testing
Faculty and staff will be tested for tuberculosis prior to commencing employment and working
with students as required by Education Code Section 49406.
Immunizations
All enrolled students and staff will be required to provide records documenting immunizations as
is required at public schools pursuant to Health and Safety Code Sections 120325-120375, and
Title 17, California Code of Regulations Sections 6000-6075. All rising ih grade students must
be immunized with a pertussis (whooping cough) vaccine booster.
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Medication in School
The Charter School will adhere to Education Code Section 49423 regarding administration of medication in school.
Vision, Hearing, and Scoliosis
Students will be screened for vision, hearing and scoliosis. The Charter School will adhere to
Education Code Section 49450, et seq., as applicable to the grade levels served by the Charter
School.
Diabetes
The Charter School will provide an information sheet regarding type 2 diabetes to the parent or guardian of incoming 7 t h grade students, pursuant to Education Code Section 49452.7. The information sheet shall include, but shall not be limited to, all of the following:
1. A description of type 2 diabetes.
2. A description of the risk factors and warning signs associated with type 2 diabetes.
3. A recommendation that students displaying or possibly suffering from risk factors or
warning signs associated with type 2 diabetes should be screened for type 2 diabetes.
4. A description of treatments and prevention of methods of type 2 diabetes.
5. A description of the different types of diabetes screening tests available.
Emergency Preparedness
The Charter School shall adhere to an Emergency Preparedness Handbook drafted specifically to
the needs of the school site in conjunction with law enforcement and the Fire Marshall. This
handbook shall include, but not be limited to the following responses: fire, flood, earthquake,
terrorist threats, and hostage situations. If assuming a facility that was previously used as a
school site, any existing emergency preparedness plan for the school site shall be used as a
starting basis for updating the handbook for the Charter School.
Blood borne Pathogens
The Charter School shall meet state and federal standards for dealing with blood borne pathogens
and other potentially infectious materials in the work place. The Board shall establish a written infectious control plan designed to protect employees and students from possible infection due to
contact with blood borne viruses, including human immunodeficiency virus ("HIV") and hepatitis B virus ("HBV").
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Whenever exposed to blood or other bodily fluids through injury or accident, staff and students
shall follow the latest medical protocol for disinfecting procedures.
Drug-, Alcohol-, and Smoke-Free Environment
The Charter School shall function as a drug-, alcohol-, and smoke-free environment.
Facility Safety
The Charter School shall comply with Education Code Section 47610 by utilizing facilities that
are either compliant with the Field Act or facilities that are compliant with the California
Building Standards Code. The Charter School agrees to test sprinkler systems, fire
extinguishers, and fire alarms annually at its facilities to ensure that they are maintained in an
operable condition at all times. The Charter School shall conduct fire drills as required under
Education Code Section 32001 and in conjunction with the District (if at District facilities).
Comprehensive Discrimination and Harassment Policies and Procedures
The Charter School is committed to providing a school that is free from discrimination and
sexual harassment, as well as any harassment based upon such factors as race, religion, creed,
color, gender, gender identity, gender expression, national origin, ancestry, age, medical
condition, marital status, sexual orientation, or disability. The Charter School shall develop a
comprehensive policy to prevent and immediately remediate any concerns about discrimination
or harassment at the Charter School (including employee to employee, employee to student, and
student to employee misconduct). Misconduct of this nature is very serious and will be addressed
in accordance with the Charter School's discrimination and harassment policies.
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ELEMENT SEVEN (G)- RACIAL AND ETHNIC BALANCE
The means by which the school will achieve a racial and ethnic balance among its pupils that is
reflective of the general population residing within the territorial jurisdiction of the school
district to which the charter petition is submitted. - Education Code Section 47605(b)(5)(G).
The School will, at a minimum, do the following as it strives to achieve a racial and ethnic
balance of students that reflects the general population of the entire school District:
Expend at least 20 hours of staff time annually in community and regional outreach
efforts, including presence at public meetings, to recruit applicants of diverse backgrounds.
Announce the School's interest in seeking applications in publications for such purposes.
Expend at least $500 annually on print and electronic media, flyers and direct mail to
recruit applicants of diverse backgrounds.
Prior to its first year of operation, Beacon Classical Academy will expend considerably more
time recruiting than specified above to fill its initial applicant pool.
The School will establish an open enrollment period of at least 30 consecutive days each year
within the months of January through June. Notice of the open enrollment period, the admissions
process, and the place of any lottery will be included in public literature. This includes the
appropriate recruitment materials, advertisements, and forums mentioned above.
The School will maintain auditable records of the above activities and expenditures. The School
will also maintain an accurate accounting of the ethnic and racial balance of students enrolled in
the School. Recruitment materials will include the following information about admission
requirements.
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ELEMENT EIGHT (H)- ADMISSION REQUIREMENTS
Admission requirements, if applicable.- Education Code Section 47605(b)(5)(H).
Beacon Classical Academy National City assures that it will not charge tuition, nor discriminate
against any student based upon the characteristics listed in Section 220 (actual or perceived
disability, gender, gender expression, gender identity, nationality, race or ethnicity, religion,
sexual orientation, or any other characteristics that are contained in the definition of hate crimes
as set forth in Section 422.55 of the Penal Code or association with an individual who has any of
the aforementioned characteristics). The Charter will adhere to all State and Federal laws
regarding the minimum age of students. Admission eligibility will not be determined by the
place of residence of a pupil, except as otherwise required by law. The Charter assures that there
will be an open enrollment period with no specific requirements for admission (e.g., minimum
grade point average, test scores discipline records, etc.) as outlined in Education Code
47605(d)(2)(A) and will enroll all students who wish to attend to the extent that space will allow.
Beacon Classical Academy National City seeks a diverse student body that reflects the racial,
ethnic, and economic diversity of the general population residing within the District. Beacon
Classical Academy National City will be nonsectarian in its programs, admission policies,
employment practices, and all other operations.
Should Beacon Classical Academy National City receive a number of applications from potential
students exceeding the number of spaces available within the school, the school will conduct a
random public lottery complying with all State laws using the following rules and procedures,
which will be communicated to all interested parties at least 30 days prior to holding the lottery.
Applications for the following school year will be accepted at the beginning of January.
The lottery will take place on the Beacon Classical Academy campus in a room large enough to
allow all interested parties to observe the drawing, or at another public venue near the school
large enough to accommodate all interested parties. The lottery will take place on a weekday
evening or other time when most interested parties who wish to attend may do so. All interested
parties will know, prior to the holding of the lottery, how many openings are available in the
school and in the different grades served by the school.
Prior to filing an application, the prospective student with a parent/guardian is encouraged to
attend an orientation and furthermore, both students and parents must sign an agreement stating
that, if drawn, they are choosing to come to the school of their own free will. Preferences will be
extended to potential students in the following order:
Children of the Charter School employees;
Children and/or grandchildren of Founding Members of the Charter School (no more than
10% of the student body):
o Founders are defined to be the group of people responsible for drafting of
documents and for efforts, which resulted in the petition being approved and
opening the school;
Siblings of students who have their names drawn during the lottery shall receive a
guarantee of admission unless the sibling is to enroll in a grade that has all of its spaces
already filled in the drawing, in which case the sibling would be put on the waiting list
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for admission to that grade ahead of all others on the waiting list for that grade; Residents of the District; All other students.
The lottery shall draw names from pools of ballots differentiated by grade level. Beginning with
the lowest grade, the ballots shall be drawn by a representative of the outside agency or
organization confirming the results of the lottery. The drawing shall continue until all names for
that grade level are drawn. Those individuals whose names are drawn after all spaces have been
filled will be placed on the waiting list in the order drawn, except if the preferences described
above require otherwise. Potential students on the waiting list shall provide contact information
to be used in the event space becomes available. Families promoted off of the waiting list shall
be informed in writing and shall have seven (7) days from the date of postage to respond. In
addition, the Charter School shall attempt on at least two separate occasions to contact the
parents/ guardians of promoted students by telephone. Those families not responding within the
7-day period will forfeit their right to enroll their student in the school for that school year.
The application process for the Beacon Classical Academy National City is comprised of the
following:
Completion of Student Enrollment Form Proof of Immunization Home Language Survey Completion of Emergency Medical Information Form Parent and student signatures on the Home and School Compact
Beacon Classical Academy will endeavor to accommodate all students who apply for admission.
For applicants to qualify for admission:
The student and a parent or guardian must together attend one complete Beacon Classical
Academy orientation session. These sessions will be held at convenient times. They will
detail what the School expects of the student and his or her family as well as what the
student and family should expect of the School.
A parent or guardian must complete and return a simple, non-discriminatory application
by a published deadline ending the open enrollment period.
The student and a parent or guardian must sign a statement that they are familiar with and
agree to abide by all policies and procedures set forth in the School's student handbook.
A student seeking admission to any grade within Beacon Classical Academy must be
successfully promoted from their prior grade.
All qualified applicants from the open enrollment period become members of the School's
applicant pool. Grade levels K-2nd grade shall be filled in priority order, then grades 3 through 8.
At such point that filling a priority would exceed the capacity of the grade, then a lottery shall be
held for all and only qualified applicants within that priority. Applicants will be admitted in the
order their names are drawn from a lottery hat. After capacity has been reached for that grade,
names shall be placed on a waiting list, again in the order they are drawn from the hat. Sibling
applicants shall be drawn individually and then given the same placement on the waiting list in
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their respective grades as the best one drawn . between them. Should a grade level lottery pool
consist of less than 40% of one gender or the other, that pool shall be split into two pools, one for
each gender and a name shall be taken from each gender hat in repeating cycles, starting with the
underrepresented gender hat.
An adult citizen of good standing, not otherwise employed by the School, will testify in writing,
under penalty of perjury, that he or she personally witnessed each lottery pursuant to the above,
and that each was random, public, and conducted as advertised.
Students not admitted because of space limitations will be placed on a wait list. The wait list
shall begin at the end of the enrollment period when the classroom spaces become full. If more
students enrolled that space could accommodate, student names will be placed in a lottery. Once
spots are' full, the order of students on the waiting list will also by lottery. As space becomes
available during a school year, the School will mail a letter to the applicant with the highest rank
on the applicable waiting list, return receipt required. The letter will give the applicant five full
business days from receipt of the letter to notify the School Director or clerk, verbally or in
writing, of the applicant's intentions. The School will also attempt at least twice to contact by
phone those applicants with phones. In the absence of an affirmative or timely response, the
School will eliminate the applicant from the pool and proceed to the next eligible applicant. All
waiting lists extinguish annually at the end of the School's formal academic year, or as otherwise
determined by the Beacon Classical Academy Board of Trustees.
The School will maintain records of the above activities.
Students once are admitted will participate in an academic assessment to inform the development
of the Student Master Agreement and to determine appropriate academic placement.
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ELEMENT NINE (I) -PROTOCOL FOR FINANCIAL AUDITS
The manner in which an annual, independent financial audit shall be conducted, which shall
employ generally accepted accounting principles, and the manner in which audit exceptions and
deficiencies shall be resolved to the satisfaction of the chartering authority. - Education Code
Section 47605(b)(5)(1).
An annual independent financial audit of the books and records of the Charter School will be
conducted as required by Education Code Sections 47605(b)(5)(I) and 47605(m). The books and
records of the Charter School will be kept in accordance with generally accepted accounting
principles, and as required by applicable law, the audit will employ generally accepted
accounting procedures. The audit shall be conducted in accordance with applicable provisions
within the California Code of Regulations governing audits of charter schools as published in the
State Controller's K-12 Audit Guide.
The Charter School will select an independent auditor through a request for proposal format. · The auditor will have, at a minimum, a CPA and educational institution audit experience and will be approved by the State Controller on its published list as an educational audit provider. To the extent required under applicable federal law, the audit scope will be expanded to include items and processes specified in applicable Office of Management and Budget Circulars.
The annual audit will be completed and forwarded to the District, the County Superintendent of
Schools, the State Controller, and to the CDE by the 15th of December of each year. The
Executive Director, along with the audit committee, if any, will review any audit exceptions or
deficiencies and report to the Charter School Board of Trustees with recommendations on how to
resolve them. The Board will submit a report to the District describing how the exceptions and
deficiencies have been or will be resolved to the satisfaction of the District along with an
anticipated timeline for the same. Audit appeals or requests for summary review shall be
submitted to the Education Audit Appeals Panel ("EAAP") in accordance with applicable law.
The independent financial audit of the Charter School is a public record to be provided to the
public upon request.
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ELEMENT TEN (J) - STUDENT SUSPENSION AND EXPULSION
The procedures by which pupils can be suspended or expelled. - Education Code Section
47605(b)(5)(J).
This Pupil Suspension and Expulsion Policy has been established in order to promote learning
and protect the safety and well-being of all students at the Charter School. In creating this policy,
the Charter School has reviewed Education Code Section 48900 et seq. which describes the
noncharter schools' list of offenses and procedures to establish its list of offenses and procedures
for suspensions and expulsions. The language that follows closely mirrors the language of
Education Code Section 48900 et seq. The Charter School is committed to annual review of
policies and procedures surrounding suspensions and expulsions and, as necessary, modification
of the lists of offenses for which students are subject to suspension or expulsion.
When the Policy is violated, it may be necessary to suspend or expel a student from regular
classroom instruction. This policy shall serve as the Charter School's policy and procedures for
student suspension and expulsion and it may be amended from time to time without the need to
amend the charter so long as the amendments comport with legal requirements. Charter School
staff shall enforce disciplinary rules and procedures fairly and consistently among all students.
This Policy and its Procedures will be printed and distributed as part of the Student Handbook
and will clearly describe discipline expectations. Corporal punishment shall not be used as a
disciplinary measure against any student. Corporal punishment includes the willful infliction of
or willfully causing the infliction of physical pain on a student. For purposes of the Policy,
corporal punishment does not include an employee's use of force that is reasonable and
necessary to protect the employee, students, staff or other persons or to prevent damage to school
property.
The Charter School administration shall ensure that students and their parents/ guardians are
notified in writing upon enrollment of all discipline policies and procedures. The notice shall
state that this Policy and Procedures are available on request at the Executive Director's office.
Suspended or expelled students shall be excluded from all school and school-related activities
unless otherwise agreed during the period of suspension or expulsion.
A student identified as an individual with disabilities or for whom the Charter School has a basis
of knowledge of a suspected disability pursuant to the Individuals with Disabilities Education
Improvement Act of 2004 ("IDEIA") or who is qualified for services under Section 504 of the
Rehabilitation Act of 1973 ("Section 504") is subject to the same grounds for suspension and
expulsion and is accorded the same due process procedures applicable to general education
students except when federal and state law mandates additional or different procedures. The
Charter School will follow all applicable federal and state laws including but not limited to the
California Education Code, when imposing any form of discipline on a student identified as an
individual with disabilities or for whom the Charter School has a basis of knowledge of a
suspected disability or who is otherwise qualified for such services or protections in according
due process to such students.
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Grounds for Suspension and Expulsion of Students
A student may be suspended or expelled for prohibited misconduct if the act is related to school
activity or school attendance occurring at any time including but not limited to: a) while on
school grounds; b) while going to or coming from school; c) during the lunch period, whether on
or off the school campus; d) during, going to, or coming from a school-sponsored activity.
Enumerated Offenses
1. Discretionary Suspension Offenses. Students may be suspended for any of the following
acts when it is determined the pupil:
a) Caused, attempted to cause, or threatened to cause physical injury to another
person.
b) Willfully used force or violence upon the person of another, except self-defense.
c) Unlawfully possessed, used, sold or otherwise furnished, or was under the
influence of any controlled substance, as defined in Health and Safety Code
11053-11058, alcoholic beverage, or intoxicant of any kind.
d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as
defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or
intoxicant of any kind, and then sold, delivered or otherwise furnished to any
person another liquid substance or material and represented same as controlled
substance, alcoholic beverage or intoxicant.
e) Committed or attempted to commit robbery or extortion.
f) Caused or attempted to cause damage to school property or private property.
g) Stole or attempted to steal school property or private property.
h) Possessed or used tobacco or products containing tobacco or nicotine products,
including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes,
smokeless tobacco, snuff, chew packets and betel. This section does not prohibit
the use of his or her own prescription products by a pupil.
i) Committed an obscene act or engaged in habitual profanity or vulgarity.
j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any
drug paraphernalia, as defined in Health and Safety Code Section 11014.5.
k) Disrupted school activities or otherwise willfully defied the valid authority of
supervisors, teachers, administrators, other school officials, or other school
personnel engaged in the performance of their duties.
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(1) Except as provided in Education Code Section 48910, a pupil enrolled in
kindergarten or any of grades 1 to 3, inclusive, shall not be suspended for any
of the acts enumerated in this subdivision.
1) Knowingly received stolen school property or private property.
m) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially
similar in physical properties to an existing firearm as to lead a reasonable person
to conclude that the replica is a firearm.
n) Committed or attempted to commit a sexual assault as defined in Penal Code
Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as
defined in Penal Code Section 243.4.
o) Harassed, threatened, or intimidated a student who is a complaining witness or
witness in a school disciplinary proceeding for the purpose of preventing that
student from being a witness and/or retaliating against that student for being a
witness.
p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription
drug Soma.
q) Engaged in, or attempted to engage in hazing. For the purposes of this
subdivision, "hazing" means a method of initiation or preinitiation into a pupil
organization or body, whether or not the organization or body is officially
recognized by an educational institution, which is likely to cause serious bodily
injury or personal degradation or disgrace resulting in physical or mental harm to
a former, current, or prospective pupil. For purposes of this section, "hazing"
does not include athletic events or school-sanctioned events.
r) Made terroristic threats against school officials and/or school property. For
purposes of this section, "terroristic threat" shall include any statement, whether
written or oral, by a person who willfully threatens to commit a crime which will
result in death, great bodily injury to another person, or property damage in
excess of one thousand dollars ($1,000), with the specific intent that the statement
is to be taken as a threat, even if there is no intent of actually carrying it out,
which, on its face and under the circumstances in which it is made, is so
unequivocal, unconditional, immediate, and specific as to convey to the person
threatened, a gravity of purpose and an immediate prospect of execution of the
threat, and thereby causes that person reasonably to be in sustained fear for his or
her own safety or for his or her immediate family's safety, or for the protection of
school property, or the personal property of the person threatened or his or her
immediate family.
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s) Committed sexual harassment, as defined in Education Code Section 212.5. For
the purposes of this section, the conduct described in Section 212.5 must be
considered by a reasonable person of the same gender as the victim to be
sufficiently severe or pervasive to have a negative impact upon the individual's
academic performance or to create an intimidating, hostile, or offensive
educational environment. This section shall apply to pupils in any of grades 4 to
12, inclusive.
t) Caused, attempted to cause, threatened to cause or participated in an act of hate
violence, as defined in subdivision (e) of Section 233 of the Education
Code. This section shall apply to pupils in any of grades 4 to 12, inclusive.
u) Intentionally harassed, threatened or intimidated a student or group of students to
the extent of having the actual and reasonably expected effect of materially
disrupting class work, creating substantial disorder and invading student rights by
creating an intimidating or hostile educational environment. This section shall
apply to pupils in any of grades 4 to 12, inclusive.
v) Engaged in an act of bullying, including, but not limited to, bullying committed
by means of an electronic act.
1) "Bullying" means any severe or pervasive physical or verbal act or conduct,
including communications made in writing or by means of an electronic act,
and including one or more acts committed by a student or group of students
which would be deemed hate violence or harassment, threats, or intimidation,
which are directed toward one or more students that has or can be reasonably
predicted to have the effect of one or more of the following:
1. Placing a reasonable student (defined as a student, including, but is
not limited to, a student with exceptional needs, who exercises
average care, skill, and judgment in conduct for a person of his or
her age, or for a person of his or her age with exceptional needs) or
students in fear of harm to that student's or those students' person
or property.
11. Causing a reasonable student to experience a substantially
detrimental effect on his or her physical or mental health.
111. Causing a reasonable student to experience substantial interference
with his or her academic performance.
IV. Causing a reasonable student to experience substantial interference
with his or her ability to participate in or benefit from the services,
activities, or privileges provided by the Charter School.
2) "Electronic Act" means the creation and transmission originated on or off the
schoolsite, by means of an electronic device, including, but not limited to, a
telephone, wireless telephone, or other wireless communication device,
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computer, or pager, of a communication, including, but not limited to, any of
the following:
i. A message, text, sound, or image.
ii. A post on a social network Internet Web site including, but not limited to:
a. Posting to or creating a bum page. A "bum page" means an Internet Web site created for the purpose of having one or more of the effects as listed in subparagraph (1) above.
b. Creating a credible impersonation of another actual pupil
for the purpose of having one or more of the effects listed in
subparagraph above. "Credible impersonation" means to
knowingly and without consent impersonate a pupil for the
purpose of bullying the pupil and such that another pupil
would reasonably believe, or has reasonably believed, that
the pupil was or is the pupil who was impersonated.
c. Creating a false profile for the purpose of having one or
more of the effects listed in subparagraph (1) above. "False
profile" means a profile of a fictitious pupil or a profile
using the likeness or attributes of an actual pupil other than
the pupil who created the false profile.
iii. Notwithstanding subparagraphs (1) and (2) above, an electronic act shall
not constitute pervasive conduct solely on the basis that it has been
transmitted on the Internet or is currently posted on the Internet.
w) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the
infliction or attempted infliction of physical injury to another person may be
subject to suspension, but not expulsion, except that a pupil who has been
adjudged by a juvenile court to have committed, as an aider and abettor, a crime
of physical violence in which the victim suffered great bodily injury or serious
bodily injury shall be subject to discipline pursuant to subdivision (1).
x) Possessed, sold, or otherwise furnished any knife unless, in the case of possession
of any object of this type, the student had obtained written permission to possess
the item from a certificated school employee, with the Executive Director or
designee's concurrence.
2. Non-Discretionary Suspension Offenses: Students must be suspended and recommended
for expulsion for any of the following acts when it is determined the pupil:
a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous
object unless, in the case of possession of any object of this type, the students had
obtained written permission to possess the item from a certificated school
employee, with the Executive Director or designee's concurrence.
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3. Discretionary Expellable Offenses: Students may be recommended for expulsion for any
of the following acts when it is determined the pupil:
a) Caused, attempted to cause, or threatened to cause physical injury to another
person.
b) Willfully used force or violence upon the person of another, except self-defense.
c) Unlawfully possessed, used, sold or otherwise furnished, or was under the
influence of any controlled substance, as defined in Health and Safety Code
Sections 11053-11058, alcoholic beverage, or intoxicant of any kind.
d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as
defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or
intoxicant of any kind, and then sold, delivered or otherwise furnished to any
person another liquid substance or material and represented same as controlled
substance, alcoholic beverage or intoxicant.
e) Committed or attempted to commit robbery or extortion.
f) Caused or attempted to cause damage to school property or private property.
g) Stole or attempted to steal school property or private property.
h) Possessed or used tobacco or products containing tobacco or nicotine products,
including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes,
smokeless tobacco, snuff, chew packets and betel. This section does not prohibit
the use of his or her own prescription products by a pupil.
i) Committed an obscene act or engaged in habitual profanity or vulgarity.
j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any
drug paraphernalia, as defined in Health and Safety Code Section 11014.5.
k) Knowingly received stolen school property or private property.
1) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially
similar in physical properties to an existing firearm as to lead a reasonable person
to conclude that the replica is a firearm.
m) Committed or attempted to commit a sexual assault as defined in Penal Code
Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as
defined in Penal Code Section 243.4.
n) Harassed, threatened, or intimidated a student who is a complaining witness or
witness in a school disciplinary proceeding for the purpose of preventing that
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student from being a witness and/or retaliating against that student for being a
witness.
o) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription
drug Soma.
p) Engaged in, or attempted to engage in hazing. For the purposes of this
subdivision, "hazing" means a method of initiation or preinitiation into a pupil
organization or body, whether or not the organization or body is officially
recognized by an educational institution, which is likely to cause serious bodily
injury or personal degradation or disgrace resulting in physical or mental harm to
a former, current, or prospective pupil. For purposes of this section, "hazing"
does not include athletic events or school-sanctioned events.
q) Made terroristic threats against school officials and/or school property. For
purposes of this section, "terroristic threat" shall include any statement, whether
written or oral, by a person who willfully threatens to commit a crime which will
result in death, great bodily injury to another person, or property damage in
excess of one thousand dollars ($1,000), with the specific intent that the statement
is to be taken as a threat, even if there is no intent of actually carrying it out,
which, on its face and under the circumstances in which it is made, is so
unequivocal, unconditional, immediate, and specific as to convey to the person
threatened, a gravity of purpose and an immediate prospect of execution of the
threat, and thereby causes that person reasonably to be in sustained fear for his or
her own safety or for his or her immediate family's safety, or for the protection of
school property, or the personal property of the person threatened or his or her
immediate family.
r) Committed sexual harassment, as defined in Education Code Section 212.5. For
the purposes of this section, the conduct described in Section 212.5 must be
considered by a reasonable person of the same gender as the victim to be
sufficiently severe or pervasive to have a negative impact upon the individual's
academic performance or to create an intimidating, hostile, or offensive
educational environment. This section shall apply to pupils in any of grades 4 to
12, inclusive.
s) Caused, attempted to cause, threatened to cause or participated in an act of hate
violence, as defined in subdivision (e) of Section 233 of the Education
Code. This section shall apply to pupils in any of grades 4 to 12, inclusive.
t) Intentionally harassed, threatened or intimidated a student or group of students to
the extent of having the actual and reasonably expected effect of materially
disrupting class work, creating substantial disorder and invading student rights by
creating an intimidating or hostile educational environment. This section shall
apply to pupils in any of grades 4 to 12, inclusive.
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u) Engaged in an act of bullying, including, but not limited to, bullying committed
by means of an electronic act.
1) "Bullying" means any severe or pervasive physical or verbal act or conduct,
including communications made in writing or by means of an electronic act,
and including one or more acts committed by a student or group of students
which would be deemed hate violence or harassment, threats, or intimidation,
which are directed toward one or more students that has or can be reasonably
predicted to have the effect of one or more of the following:
i. Placing a reasonable student (defined as a student, including, but is
not limited to, a student with exceptional needs, who exercises
average care, skill, and judgment in conduct for a person of his or
her age, or for a person of his or her age with exceptional needs)
or students in fear of harm to that student's or those students' person
or property.
ii. Causing a reasonable student to experience a substantially
detrimental effect on his or her physical or mental health.
iii. Causing a reasonable student to experience substantial
interference with his or her academic performance.
iv. Causing a reasonable student to experience substantial
interference with his or her ability to participate in or benefit
from the services, activities, or privileges provided by the Charter
School.
2) "Electronic Act" means the creation and transmission originated on or off the
schoolsite, by means of an electronic device, including, but not limited to, a
telephone, wireless telephone, or other wireless communication device,
computer, or pager, of a communication, including, but not limited to, any of
the following:
i. A message, text, sound, or image.
ii. A post on a social network Internet Web site including, but not limited
to:
(a) Posting to or creating a bum page. A "bum page" means an
Internet Web site created for the purpose of having one or more of
the effects as listed in subparagraph (1) above.
(b) Creating a credible impersonation of another actual pupil for the
purpose of having one or more of the effects listed in subparagraph
(1) above. "Credible impersonation" means to knowingly and
without consent impersonate a pupil for the purpose of bullying the
pupil and such that another pupil would reasonably believe, or has
reasonably believed, that the pupil was or is the pupil who was
impersonated.
(c) Creating a false profile for the purpose of having one or more of
the effects listed in subparagraph (1) above. "False profile" means
a profile of a fictitious pupil or a profile using the likeness or
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attributes of an actual pupil other than the pupil who created the
false profile.
iii. Notwithstanding subparagraphs (1) and (2) above, an electronic act
shall not constitute pervasive conduct solely on the basis that it has
been transmitted on the Internet or is currently posted on the Internet.
v) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the
infliction or attempted infliction of physical injury to another person may be
subject to suspension, but not expulsion, except that a pupil who has been
adjudged by a juvenile court to have committed, as an aider and abettor, a crime
of physical violence in which the victim suffered great bodily injury or serious
bodily injury shall be subject to discipline pursuant to subdivision (1).
w) Possessed, sold, or otherwise furnished any knife unless , in the case of possession
of any object of this type, the student had obtained written permission to possess
the item from a certificated school employee, with the Executive Director or
designee's concurrence.
4. Non-Discretionary Expellable Offenses: Students must be recommended for expulsion for
any of the following acts when it is determined pursuant to the procedures below that the
pupil:
a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous
object unless, in the case of possession of any object of this type, the students had
obtained written permission to possess the item from a certificated school
employee, with the Executive Director or designee's concurrence.
If it is determined by the Board of Trustees that a student has brought a fire arm or destructive
device, as defined in Section 921 of Title 18 of the United States Code, on to campus or to have
possessed a firearm or dangerous device on campus, the student shall be expelled for one year,
pursuant to the Federal Gun Free Schools Act of 1994.
The term "firearm" means (A) any weapon (including a starter gun) which will or is designed to
or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or
receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive
device. Such term does not include an antique firearm.
The term "destructive device" means (A) any explosive, incendiary, or poison gas, including but
not limited to: (i) bomb, (ii) grenade, (iii) rocket having a propellant charge of more than four
ounces, (iv) missile having an explosive or incendiary charge of more than one-quarter ounce,
(v) mine, or (vi) device similar to any of the devices described in the preceding clauses.
Suspension Procedure
Suspensions shall be initiated according to the following procedures:
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1. Conference
Suspension shall be preceded, if possible, by a conference conducted by the Executive
Director or the Executive Director's designee with the student and his or her parent and,
whenever practical, the teacher, supervisor or Charter School employee who referred the
student to the Executive Director or designee.
The conference may be omitted if the Executive Director or designee determines that an
emergency situation exists. An "emergency situation" involves a clear and present danger to
the lives, safety or health of students or Charter School personnel. If a student is suspended
without this conference, both the parent/guardian and student shall be notified of the
student's right to return to school for the purpose of a conference.
At the conference, the pupil shall be informed of the reason for the disciplinary action and
the evidence against him or her and shall be given the opportunity to present his or her
version and evidence in his or her defense. This conference shall be held within two school
days, unless the pupil waives this right or is physically unable to attend for any reason
including, but not limited to, incarceration or hospitalization. No penalties may be imposed
on a pupil for failure of the pupil's parent or guardian to attend a conference with Charter
School officials. Reinstatement of the suspended pupil shall not be contingent upon
attendance by the pupil's parent or guardian at the conference.
2. Notice to Parents/Guardians
At the time of the suspension, an administrator or designee shall make a reasonable effort to
contact the parent/guardian by telephone or in person. Whenever a student is suspended, the
parent/guardian shall be notified in writing of the suspension and the date of return following
suspension. This notice shall state the specific offense committed by the student. In addition,
the notice may also state the date and time when the student may return to school. If Charter
School officials wish to ask the parent/guardian to confer regarding matters pertinent to the
suspension, the notice may request that the parent/guardian respond to such requests without
delay.
3. Suspension Time Limits/Recommendation for Expulsion
Suspensions, when not including a recommendation for expulsion, shall not exceed five (5)
consecutive school days per suspension. Upon a recommendation of expulsion by the
Executive Director or Executive Director's designee, the pupil and the pupil's guardian or
representative will be invited to a conference to determine if the suspension for the pupil
should be extended pending an expulsion hearing. This determination will be made by the
Executive Director or designee upon either of the following: 1) the pupil's presence will be
disruptive to the education process; or 2) the pupil poses a threat or danger to others. Upon
either determination, the pupil's suspension will be extended pending the results of an
expulsion hearing.
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Authority to Expel
A student may be expelled either by the Charter School Board of Trustees following a hearing
before it or by the Charter School Board of Trustees upon the recommendation of an
Administrative Panel, to be assigned by the Board of Directors as needed. The Administrative
Panel should consist of at least three members who are certificated and neither a teacher of the
pupil or a member of the Charter School Board of Trustees. The Administrative Panel may
recommend expulsion of any student found to have committed an expellable offense.
Expulsion Procedures
Students recommended for expulsion are entitled to a hearing to determine whether the student
should be expelled. Unless postponed for good cause, the hearing shall be held within thirty (30)
school days after the Executive Director or designee determines that the pupil has committed an
expellable offense.
In the event an Administrative Panel hears the case, it will make a recommendation to the Board
for a final decision whether to expel. The hearing shall be held in closed session (complying with
all pupil confidentiality rules under FERPA) unless the pupil makes a written request for a public
hearing three (3) days prior to the hearing.
Written notice of the hearing shall be forwarded to the student and the student's parent/guardian
at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be
deemed served upon the pupil. The notice shall include:
1. The date and place of the expulsion hearing;
2. A statement of the specific facts, charges and offenses upon which the proposed
expulsion is based;
3. A copy of the Charter School's disciplinary rules which relate to the alleged violation;
4. Notification of the student's or parent/guardian's obligation to provide information about
the student's status at the Charter School to any other school district or school to which
the student seeks enrollment;
5. The opportunity for the student or the student's parent/guardian to appear in person or to
employ and be represented by counsel or a non-attorney advisor;
6. The right to inspect and obtain copies of all documents to be used at the hearing;
7. The opportunity to confront and question all witnesses who testify at the hearing;
8. The opportunity to question all evidence presented and to present oral and documentary
evidence on the student's behalf including witnesses.
Special Procedures for Expulsion Hearings Involving Sexual Assault or Battery Offenses
The Charter School may, upon a finding of good cause, determine that the disclosure of either
the identity of the witness or the testimony of that witness at the hearing, or both, would subject
the witness to an unreasonable risk of psychological or physical harm. Upon this determination,
the testimony of the witness may be presented at the hearing in the form of sworn declarations
that shall be examined only by the Charter School or the hearing officer. Copies of these sworn
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declarations, edited to delete the name and identity of the witness, shall be made available to the
pupil.
1. The complaining witness in any sexual assault or battery case must be provided with a
copy of the applicable disciplinary rules and advised of his/her right to (a) receive five
days notice of his/her scheduled testimony, (b) have up to two (2) adult support persons
of his/her choosing present in the hearing at the time he/she testifies, which may include a
parent, guardian, or legal counsel, and (c) elect to have the hearing closed while
testifying.
2. The Charter School must also provide the victim a room separate from the hearing room
for the complaining witness' use prior to and during breaks in testimony.
3. At the discretion of the entity conducting the expulsion hearing, the complaining. witness
shall be allowed periods of relief from examination and cross-examination during which
he or she may leave the hearing room.
4. The entity conducting the expulsion hearing may also arrange the seating within the
hearing room to facilitate a less intimidating environment for the complaining witness.
5. The entity conducting the expulsion hearing may also limit time for taking the testimony
of the complaining witness to the hours he/she is normally in school, if there is no good
cause to take the testimony during other hours.
6. Prior to a complaining witness testifying, the support persons must be admonished that
the hearing is confidential. Nothing in the law preclu4es the person presiding over the
hearing from removing a support person whom the presiding person finds is disrupting
the hearing. The entity conducting the hearing may permit any one of the support persons
for the complaining witness to accompany him or her to the witness stand.
7. If one or both of the support persons is also a witness, the Charter School must present
evidence that the witness' presence is both desired by the witness and will be helpful to
the Charter School. The person presiding over the hearing shall permit the witness to stay
unless it is established that there is a substantial risk that the testimony of the
complaining witness would be influenced by the support person, in which case the
presiding official shall admonish the support person or persons not to prompt, sway, or
influence the witness in any way. Nothing shall preclude the presiding officer from
exercising his or her discretion to remove a person from the hearing whom he or she
believes is prompting, swaying, or influencing the witness.
8. The testimony of the support person shall be presented before the testimony of the
complaining witness and the complaining witness shall be excluded from the courtroom
during that testimony.
9. Especially for charges involving sexual assault or battery, if the hearing is to be
conducted in public at the request of the pupil being expelled, the complaining witness
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shall have the right to have his/her testimony .heard in a closed session when testifying at
a public meeting would threaten serious psychological harm to the complaining witness
and there are no alternative procedures to avoid the threatened harm. The alternative
procedures may include videotaped depositions or contemporaneous examination in
another place communicated to the hearing room by means of closed-circuit television.
10. Evidence of specific instances of a complaining witness' prior sexual conduct is
presumed inadmissible and shall not be heard absent a determination by the person
conducting the hearing that extraordinary circumstances exist requiring the evidence be
heard. Before such a determination regarding extraordinary circumstance can be made,
the witness shall be provided notice and an opportunity to present opposition to the
introduction of the evidence. In the hearing on the admissibility of the evidence, the
complaining witness shall be entitled to be represented by a parent, legal counsel, or other
support person. Reputation or opinion evidence regarding the sexual behavior of the
complaining witness is not admissible for any purpose.
Record of Hearing
A record of the hearing shall be made and may be maintained by any means, including electronic
recording, as long as a reasonably accurate and complete written transcription of the proceedings
can be made.
Presentation of Evidence
While technical rules of evidence do not apply to expulsion hearings, evidence may be admitted
and used as proof only if it is the kind of evidence on which reasonable persons can rely in the
conduct of serious affairs. A recommendation by the Administrative Panel to expel must be
supported by substantial evidence that the student committed an expellable offense. Findings of
fact shall be based solely on the evidence at the hearing. While hearsay evidence is admissible,
no decision to expel shall be based solely on hearsay. Sworn declarations may be admitted as
testimony from witnesses of whom the Board or Administrative Panel determines that disclosure
of their identity or testimony at the hearing may subject them to an unreasonable risk of physical
or psychological harm.
If, due to a written request by the expelled pupil, the hearing is held at a public meeting, and the
charge is committing or attempting to commit a sexual assault or committing a sexual battery as
defined in Education Code Section 48900, a complaining witness shall have the right to have his
or her testimony heard in a session closed to the public.
The decision of the Administrative Panel shall be in the form of written findings of fact and a
written recommendation to the Board of Trustees, which will make a final determination
regarding the expulsion. The final decision by the Board of Trustees shall be made within ten
(10) school days following the conclusion of the hearing. The decision of the Board of Trustees
is final.
If the Administrative Panel decides not to recommend expulsion, the pupil shall immediately be
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returned to his/her educational program.
Written Notice to Expel
The Executive Director or designee, following a decision of the Board of Trustees to expel, shall
send written notice of the decision to expel, including the Board of Trustees' adopted findings of
fact, to the student or parent/guardian. This notice shall also include the following: (a) Notice of
the specific offense committed by the student; and (b) Notice of the student's or
parent/guardian's obligation to inform any new district in which the student seeks to enroll of the
student's status with the Charter School.
The Executive Director or designee shall send a copy of the written notice of the decision to
expel to the authorizer. This notice shall include the following: (a) The student's name; and (b)
The specific expellable offense committed by the student.
Disciplinary Records
The Charter School shall maintain records of all student suspensions and expulsions at the
Charter School. Suchrecords shall be made available to the authorizer upon request.
No Right to Appeal
The pupil shall have no right of appeal from expulsion from the Charter School as the Charter
School Board of Trustees' decision to expel shall be final.
Expelled Pupils/Alternative Education
Pupils who are expelled shall be responsible for seeking alternative education programs
including, but not limited to, programs within the County or their school district of residence.
The Charter School shall work cooperatively with parents/guardians as requested by
parents/guardians or by the school district of residence to assist with locating alternative
placements during expulsion.
Rehabilitation Plans
Students who are expelled from the Charter School shall be given a rehabilitation plan upon
expulsion as developed by the Board of Trustees at the time of the expulsion order, which may
include, but is not limited to, periodic review as well as assessment at the time of review for
readmission. The rehabilitation plan should include a date not later than one year from the date
of expulsion when the pupil may reapply to the Charter School for readmission.
Readmission
The decision to readmit a pupil or to admit a previously expelled pupil from another school
district or charter school shall be in the sole discretion of the Board of Trustees following a
meeting with the Executive Director or designee and the pupil and guardian or representative to
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determine whether the pupil has successfully completed the rehabilitation plan and to determine
whether the pupil poses a threat to others or will be disruptive to the school environment. The
Executive Director or designee shall make a recommendation to the Board of Trustees following
the meeting regarding his or her determination. The pupil's readmission is also contingent upon
the Charter School's capacity at the time the student seeks readmission.
Special Procedures for the Consideration of Suspension and Expulsion of Students with
Disabilities
1. Notification of District
The Charter School shall immediately notify the District and coordinate the procedures in
this policy with the District of the discipline of any student with a disability or student
who the Charter School or District would be deemed to have knowledge that the student
had a disability.
2. Services During Suspension
Students suspended for more than ten (10) school days in a school year shall continue to
receive services so as to enable the student to continue to participate in the general
education curriculum, although in another setting, and to progress toward n1eeting the
goals set out in the child's IEP/504 Plan; and receive, as appropriate, a functional
behavioral assessment and behavioral intervention services and modifications, that are
designed to address the behavior violation so that it does not recur. These services may
be provided in an interim alterative educational setting.
3. Procedural Safeguards/Manifestation Determination
Within ten (10) school days of a recommendation for expulsion or any decision to change
the placement of a child with a disability because of a violation of a code of student
conduct, the Charter School, the parent, and relevant members of the IEP/504 Team shall
review all relevant information in the student's file, including the child's IEP/504 Plan,
any teacher observations, and any relevant information provided by the parents to
determine:
a. If the conduct in question was caused by, or had a direct and substantial
relationship to, the child's disability; or
b. If the conduct in question was the direct result of the local educational agency's
failure to implement the IEP/504 Plan.
If the Charter School, the parent, and relevant members of the IEP/504 Team determine
that either of the above is applicable for the child, the conduct shall be determined to be a
manifestation of the child's disability.
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If the Charter School, the parent, and relevant members of the IEP/504 Team make the determination that the conduct was a manifestation of the child's disability, the IEP/504
Team shall:
a. Conduct a functional behavioral assessment and implement a behavioral
intervention plan for such child, provided that the Charter School had not
conducted such assessment prior to such determination before the behavior that
resulted in a change in placement;
b. If a behavioral intervention plan has been developed, review the behavioral
intervention plan if the child already has such a behavioral intervention plan, and
modify it, as necessary, to address the behavior; and c. Return the child to the placement from which the child was removed, unless the
parent and the Charter School agree to a change of placement as part of the
modification of the behavioral intervention plan.
If the Charter School, the parent, and relevant members of the IEP/504 Team determine
that the behavior was not a manifestation of the student's disability and that the conduct
in question was not a result of the failure to implement the IEP/504 Plan, then the Charter
School may apply the relevant disciplinary procedures to children with disabilities in the
same manner and for the same duration as the procedures would be applied to students
without disabilities.
4. Due Process Appeals
The parent of a child with a disability who disagrees with any decision regarding
placement, or the manifestation determination, or the Charter School believes that
maintaining the current placement of the child is substantially . likely to result in injury to
the child or to others, may request an expedited administrative hearing through the
Special Education Unit of the Office of Administrative Hearings or by utilizing the
dispute provisions of the 504 Policy and Procedures.
When an appeal relating to the placement of the student or the manifestation
determination has been requested by either the parent or the Charter School, the student
shall remain in the interim alternative educational setting pending the decision of the
hearing officer or until the expiration of the forty-five (45) day time period provided for
in an interim alternative educational setting, whichever occurs first, unless the parent and
the Charter School agree otherwise.
5. Special Circumstances
Charter School personnel may consider any unique circumstances on a case-by-case
basis when determining whether to order a change in placement for a child with a
disability who violates a code of student conduct.
The Executive Director or designee may remove a student to an interim alternative educational setting for not more than forty-five (45) days without regard to whether the
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behavior is determined to be a manifestation of the student's disability in cases where a
student:
a. Carries or possesses a weapon, as defined in 18 USC 930, to or at school, on
school premises, or to or at a school function;
b. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a
controlled substance, while at school, on school premises, or at a school function;
or
c. Has inflicted serious bodily injury, as defined by 20 USC 1415(k)(7)(D), upon a
person while at school, on school premises, or at a school function.
6. Interim Alternative Educational Setting
The student's interim alternative educational setting shall be determined by the student's
IEP/504 Team.
7. Procedures for Students Not Yet Eligible for Special Education Services
A student who has not been identified as an individual with disabilities pursuant to
IDEIA and who has violated the Charter School's disciplinary procedures may assert the
procedural safeguards granted under this administrative regulation only if the Charter
School had knowledge that the student was disabled before the behavior occurred .
The Charter School shall be deemed to have knowledge that the student had a disability if
one of the following conditions exists:
a. The parent/guardian has expressed concern in writing, or orally if the
parent/guardian does not know how to write or has a disability that prevents a
written statement, to Charter School supervisory or administrative personnel, or to
one of the child's teachers, that the student is in need of special education or
related services.
b. The parent has requested an evaluation of the child.
c. The child's teacher, or other Charter School personnel, has expressed specific
concerns about a pattern of behavior demonstrated by the child, directly to the
director of special education or to other Charter School supervisory personnel.
If the Charter School knew or should have known the student had a disability under any
of the three (3) circumstances described above, the student may assert any of the
protections available to IDEIA-eligible children with disabilities, including the right to
stay-put.
If the Charter School had no basis for knowledge of the student's disability, it shall
proceed with the proposed discipline. The Charter School shall conduct an expedited
evaluation if requested by the parents; however the student shall remain in the education
placement determined by the Charter School pending the results of the evaluation.
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The Charter School shall not be deemed to have knowledge that the student had a
disability if the parent has not allowed an evaluation, refused services, or if the student
has been evaluated and determined to not be eligible.
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ELEMENT ELEVEN (K) -EMPLOYEE BENEFITS
The manner by which staff members of the charter school will be covered by the State Teachers'
Retirement System, the Public Employees' Retirement System, or Federal social security.
Education Code Section 47605(b)(5)(K).
The School will elect to participate in the State Teachers Retirement System or Public
Employees Retirement System and/or 403(b) or 401(k) plans and coordinate such participation,
as appropriate, with the Social Security System or other reciprocal system. The School may
establish other retirement plans for employees that include, but shall not be limited to,
establishment of section 403(b) or 401(k) plans. Beacon Classical Academy will make all
employer contributions required by STRS, PERS and Social Security, and employer
contributions required for Workers' Compensation Insurance, Unemployment Insurance, and
other applicable payroll benefits.
The Charter will develop an employee handbook and other employee documents that detail the
rights and responsibilities of all employees including, but not limited to, job descriptions, leaves,
health benefits, "at-will" agreement terms, and so forth. The School's Board of Trustees will set
employee compensation and employee benefits.
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ELEMENT TWELVE (L)-PUBLIC SCHOOL ALTERNATIVES FOR STUDENTS
Thepublic school attendance alternatives for students residing within the district who
choose not to attend charter schools. -Education Code Section 47605(b)(5)(L).
Beacon Classical Academy is a school of choice. No student is required to attend. Students
choosing not to attend Beacon Classical Academy may attend other public schools within their
home school district. The School will provide information about attendance alternatives to
inquiring parents or students. Transportation is the parental responsibility for families who
choose to attend Beacon Classical Academy.
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ELEMENT THIRTEEN (M)- RETURN RIGHTS OF EMPLOYEE
A description of the rights of any district employee upon leaving district employment to work in a
charter school and of any rights of return to the district after employment at a charter school.
Education Code Section 47605(b)(5)(M).
No public school district employee shall be required to work at the Charter School. Employees of
the District who choose to leave the employment of the District to work at the Charter School
will have no automatic rights of return to the District after employment by the Charter School
unless specifically granted by the District through a leave of absence or other agreement.
Charter School employees shall have any right upon leaving the District to work in the Charter
School that the District may specify, any rights of return to employment in a school district after
employment in the Charter School that the District may specify, and any other rights upon
leaving employment to work in the Charter School that the District determines to be reasonable
and not in conflict with any law.
Persons employed by the School are not considered employees of the District for any purpose
whatsoever. Sick or vacation leave or years of service credit at the District or any other school
district will not be transferred to the Charter School. Employment by the Charter School
provides no rights of employment at any other entity, including any rights in the case of closure
of the Charter School.
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ELEMENT FOURTEEN (N)- DISPUTE RESOLUTION
The procedures to befollowed by the charter school and the entity granting the charter to
resolve disputes relating toprovisions of the charter. -Education Code Section 47605(b)(5)(N).
T)he District and Beacon Classical Academy will always attempt to resolve any disputes
between them amicably and reasonably without resorting to formal procedures. In the event of a
dispute between the School and the District regarding the terms of this charter or other issue
regarding the School's and the District's relationship, both parties agree to apprise the other, in
writing, of the specific disputed issue(s) and that writing shall include relevant facts. The dispute
resolution process permits oral notice, followed immediately by written notice.
In the event that the District Board of Education believes that the dispute relates to an issue that
could lead to revocation of the charter in accordance with Education Code Section 47607, the
Charter School requests that this shall be noted in the written dispute statement, although it
recognizes it cannot legally bind the District to do so. However, participation in the dispute
resolution procedures outlined in this section shall not be interpreted to impede or act as a pre
requisite to the District's ability to proceed with revocation in accordance with Education Code
Section 47607 and its implementing regulations.
Within 30 business days, or longer if both parties agree, of sending written correspondence, a
School representative and a District representative shall meet and confer in an attempt to resolve
the dispute. If this joint meeting fails to resolve the dispute, a School representative and a
District representative shall meet again within 10 business days, or longer if both parties agree,
to identify a neutral, third-party participant to assist in dispute resolution. The format of the
third-party aspect of the dispute resolution process shall be developed jointly by the
representatives and shall incorporate informal rules of evidence and procedure unless both
parties agree otherwise. The finding or recommendation of any arbiter shall be non-binding,
unless the governing boards of the School and District jointly agree to bind themselves. Unless
jointly agreed, the process involving the assistance of a third-party participant shall conclude
within 30 business days of identifying the mutually agreed to third-party. The School and the
District shall share all mediation and/or arbitration costs and all other costs associated with
dispute resolution equally.
In the event that the above process does not result in an agreement over the dispute, both parties
agree to continue negotiations in good faith toward a resolution of the dispute. If the matter
cannot be mutually resolved, the charter school shall be given a reasonable period of time to
correct the violation, unless the District determines, in writing, that the violation constitutes a
severe and imminent threat to the health and safety of the School's pupils. In such event, the
District reserves the right to take any action it deems appropriate and the School reserves the
right to seek legal redress for any such actions under the law. In addition, the dispute is not
required to be referred to mediation in those cases where the District determines the violation
constitutes a severe and imminent threat to the health and safety of the School's pupils.
Complaints to the District relating to the operation of the School and not to the terms of this
charter or other issue regarding the School's and the District's relationship will be resolved as set
forth below.
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The District agrees to refer all complaints regarding operations of Beacon Classical Academy to
the School's Executive Director for resolution in accordance with the School's adopted policies.
In the event that the School's adopted policies and processes fail to resolve the dispute, the
District agrees not to intervene in the dispute without the consent of the School unless the matter
directly relates to one of the reasons specified in law for which a charter may be revoked.
Notwithstanding the above, the District Board of Trustees shall have the ability to intervene in
and respond to complaints about the operation of Beacon Classical Academy as is required by
law.
The Beacon Classical Academy Board of Trustees will adopt policies and processes for airing
and resolving disputes (other than those between School District and Beacon Classical Academy
relating to provisions of this charter or the relationship between them).
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ELEMENT FIFTEEN (0) -PUBLIC SCHOOL EMPLOYER/COLLECTIVE BARGAINING (EERA)
A declaration whether or not the charter school shall be deemed the exclusive public school
employer of the employees of the charter school for purposes of Chapter 10.7 (commencing with
Section 3540) of Division 4 of Title 1 of the Government Code). - Education Code Section
47605(b)(5)(0).
Beacon Classical Academy, Inc. shall be the exclusive public school employer of the employees
at the School for the purposes of the Educational Employment Relations Act. Further, Beacon
Classical Academy shall retain the right to establish its own lawful procedures for discipline and
dismissal.
Beacon Classical Academy will select all school staff. Those selected for employment shall enter
into a contractual agreement with the School to make their services available to Beacon Classical
Academy. Beacon Classical Academy shall have the authority to terminate the position in
accordance with the terms of that agreement.
Employees shall have the option to join, or not to join, an exclusive representative of their
choice. The fact that an employee chooses to become a member of a particular exclusive
representative shall not make any collective bargaining agreement applicable to the School. The
Beacon Classical Academy Board of Trustees must expressly agree, consistent with legal
requirements for the recognition of exclusive representatives and the negotiation of collective
bargaining agreements, to be bound by the provisions of a collective bargaining agreement in
order for its provisions to apply to any employee of the School.
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ELEMENT SIXTEEN (P) - CLOSING PROCEDURES
The procedures to be used if the charter school closes. The procedures shall ensure a final audit
of the charter school to determine the disposition of all assets and liabilities of the school,
including plans for disposing of any net assets and for the maintenance and transfer of student records. -Education Code Section 47605(b)(5)(P).
Should the Charter School cease operation, all assets of the Charter School, including but not
limited to all leaseholds, personal property, intellectual property and all ADA apportionments
and other revenues generated by students attending the Charter School, remain the sole property
of the Charter School and upon the dissolution of the non-profit public benefit corporation shall
be distributed in accordance with the Articles of Incorporation.
All other assets will be distributed in accord with laws and regulations in force that govern the
dissolution of non-profit public benefit corporations. The charter will comply with all portions
ofEC 47605 (b)(5)(P), including the requirement that there shall be "a final audit of the school to
determine the disposition of all assets and liabilities of the charter school, including plans for
disposing of any net assets and for the maintenance and transfer of pupil records." District
property that is transferred to the charter school together with the facilities remains District
property, is not an asset of the charter school, and must be returned to the District when the
school closes.
Further, the school will notify parents, students, the California Department of Education, districts
affected by the closure, and the San Diego County Office of Education. This notice will be
provided promptly following the Board's decision to close the Charter School. The Board will
also develop a list of pupils in each grade level and the classes they have completed, together
with information on the pupils' districts of residence, which they will provide to the entity
responsible for closure-related activities. As applicable, the Charter School will provide parents,
students and the District with copies of all appropriate student records and will otherwise assist
students in transferring to their next school. All transfers of student records will be made in
compliance with the Family Educational Rights and Privacy Act (FERPA) 20 U.S.C. § 1232g.
All records of the Charter School shall be transferred to the District upon Charter School closure.
If the District will not or cannot store the records, the Charter School shall work with the County
Office of Education to determine a suitable alternative location for storage. All State assessment
results, special education records, and personnel records will be transferred to and maintained by
the entity responsible for closure-related activities in accordance with applicable law.
On closure, the Charter School shall remain solely responsible for all liabilities arising from the
operation of the Charter School. Accordingly, the Charter School will utilize the reserve fund to
undertake any expenses associated with the closure procedures identified above. Finally, the
Charter will complete and file any annual reports required pursuant to Education Code section
47604.33.
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OTHER CHARTER ELEMENTS
Facilities
The facilities to be utilized by the school. The description of the facilities to be used by the
charter school shall specify where the school intends to locate. - Education Code Section
47605(g).
Beacon Classical Academy is located in a facility in National City at 2400 Euclid Ave. National
City, California.. There is easy access off the Interstate 805 and State Route 54 highways, and a
public transportation bus stop directly in front of the property.
The site is owned and operated by South Bay Community Church and covers approximately
eight acres of property with a 25,000 square foot facility. Approximately 15,000 square feet of
the facility consists of seven classrooms, a multipurpose room, three offices, and two special
education classrooms. Additionally, six classrooms will be completed in the near future. These
rooms and office spaces are dedicated with City approved conditional use permits for
educational purposes.
Beacon will develop a safety and disaster plan appropriate to the school site that includes
practice drills and procedures for safety, natural disasters, and other emergencies.
Administrative Services
The manner in which administrative services of the school are to be provided. - Education Code
Section 47605(g).
The Executive Director will assume the lead role and responsibility for administering the Charter
School under the polices adopted by the Board of Trustees. The petitioners anticipate that the
Charter School will purchase back office services from the District including, but not limited to,
financial management, accounts payable/receivable, payroll, and human resources. The Charter
School may also contract with qualified third parties for such services. The specific terms and
cost for these services will be the subject of a memorandum of understanding between the
Charter School and the District and subject to District availability and willingness to provide
such services
The School will receive funding pursuant to Education Code Section 47613.5 and it successors
and opts to receive its funding directly from the state. The School and the District will negotiate
in good faith a Memorandum Of Understanding (MOU) separate from this Charter, one that
establishes more specifically the financial and service relationship between the two parties. The
School's purchase of goods and services, if any, from the District shall not negate the operational
independence of the School from the District.
The District may charge for the actual cost of supervisorial oversight of the School pursuant to
Education Code Section 47613
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Beacon Classical Academy will adhere to the District's reporting requirement and provide the
following reports .as required by law:
• CBEDS (California Basic Educational Data System).
• ADA (Average daily Attendance) Reports Jl8/19.
• SARC (School Accountability Report Card).
The Beacon Classical Academy Board of Trustees will meet routinely to review Charter's profit
and loss Statements, cash flow projections, reports of budget to actual results, and balance sheets.
It will also address audit deficiencies, if any, formal or informal, and determine the means for
resolving any such deficiencies in a timely fashion
Potential Civil Liability Upon District
Potential civil liability effects, if any, upon the school and upon the District. - Education Code Section 47605(g).
The Charter School shall be operated by a California non-profit public benefit corporation. This
corporation is organized and operated exclusively for charitable purposes within the meaning of
Section 501(c)(3) of the Internal Revenue Code and California Revenue and Taxation Code
Section 2370l(d).
Pursuant to Education Code Section 47604(c), an authority that grants a c.harter to a charter
school operated by or as a non-profit public benefit corporation shall not be liable for the debts
or obligations of the charter school · or for claims arising from the performance of acts, errors or
omissions by the charter school if the authority has complied with all oversight responsibilities
required by law. The Charter School shall work diligently to assist the District in meeting any
and all oversight obligations under the law, including monthly meetings, reporting, or other
District-requested protocol to ensure the District shall not be liable for the operation of the
Charter School.
Further, the Charter School and the District shall enter into a memorandum of understanding,
wherein the Charter School shall indemnify the District for the actions of the Charter School
under this charter.
The corporate bylaws of the Charter School shall provide for indemnification of the Charter
School's Board, officers, agents, and employees, and the Charter School will purchase general
liability insurance, Board Members and Officers insurance, and fidelity bonding to secure against
financial risks. The School will purchase General Liability and Auto Liability in the amount of
at least $2,000,000 per occurrence, $5,000,000 aggregate, naming the District as an additional
insured, and Worker's Compensation insurance within statutory limits. As an alternative, the
School may purchase and maintain insurance with limits and coverage as deemed mutually
acceptable to the District's risk manager and the School.
BEACON CLASSICAL ACADEMY NATIONAL CITY PAGE 104 OF 118
CHARTER PETITION 2015-2020
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CHARTER PETITION 2015-2020
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The Charter School Board will institute appropriate risk management practices as discussed
herein, including screening of employees, establishing codes of conduct for students, and dispute
resolution.
First Year Operational Budget, Including Start-Up Costs
The petitioner or petitioners shall also be required to provide financial statements that include a
proposed first-year operational budget, including startup costs, and cashflow and financial
projections for the first three years of operation. -Education Code Section 47605(g).
The School will receive funding directly from the State of California through the County Treasurer and the County Office of Education in accordance with applicable law based on the
State's Local Control Funding Formula (LCFF) signed into Law July 1, 2013. Additionally, Beacon Classical Academy will apply for the Public School Charter Grant Program (PCSGP)
start-up monies, CDE revolving loan, and private investor loans to bridge the financial gaps until
the other monies come in. The School will act as its own fiscal agent. The District agrees it will use its ability to transfer funds from the School's Treasury Account to the District only with
specific permission from the School. The District agrees to forward the School's full share of local aid to the School's account with the County Treasurer each month when due and to send
separate notice to the School of each deposit amount without delay.
The budgets reflect an initial proposal. Budget proposals will be updated in June with a final budget adopted in July with all necessary administrative services and expert practices in place.
Refer to the Appendices G and H for the five-year budget projection and cash flow analysis. Beacon Classical Academy will provide in-house reporting for the provision of back office and
compliance services for the School. Beacon Classical Academy will provide oversight of accounting, fiscal, attendance, audit related, and compliance issues including, but not limited to
purchasing, grants, categorical funding, inventory, and mandated fiscal reports. An independent
certified public accountant will be contracted to review our monthly financials and we will outsource payroll services. For any contracted services, Beacon Classical Academy shall procure
3 bids and select the contractor that best provides the needed services.
The School will use any templates provided by the District financial operations office to complete required financial records. The School will annually prepare and submit the following
reports to the District and the County Superintendent of the schools as prescribed in education code section 47604.33:
On or before July 1, a preliminary budget, a charter school in its first year of operation, the information submitted pursuant to subdivision (g) of section 47605 satisfies this requirement.
By July 1, an annual update (LCAP) required pursuant to Education Code Section 47606.5.
On or before December 15, an interim financial report. This report shall reflect changes through October 31.
On or before March 15, a second interim financial report. This report shall reflect changes through January 31.
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On or before September 15, a final unaudited report for the full prior year.
School And District- Records, Reports, And Visits
Beacon Classical Academy agrees that the School will promptly respond to all reasonable
inquiries, including inquiries regarding its financial records. The records of the School are public
records under the California Public Records Act. The District may inspect or observe any part of
Beacon Classical Academy at any time. The District agrees it will not do so unreasonably,
without notice, or by causing a disruption of student instruction or School operations except in
the case of emergency.
The School shall provide the District reports as required by current law:
CBEDS. ADA reports J 18/19. Budget J210 - preliminary and final. School accountability report card using a State-approved format. Copies of the annual, independent financial audit.
And, as an accommodation to the District, the School shall further supply the District:
Reconciliation of the annual audit with the J210.
Copies of all State-mandated test results:
NWEA MAP Assessments, CST/CMA/CAPA.
CELDT.
SABE/2.
Finally, on or before September 15, the School will approve, in a format prescribed by the
Superintendent of Public Instruction, an annual Statement of all receipts and expenditures of the
School for the preceding fiscal year and will file a copy of that Statement with the District.
Changes in these reporting requirements may be incorporated by reference into this charter when
the District and the School mutually update their MOU.
The Charter School shall permit the District to inspect and receive copies of all records relating
to the operation of the Charter School, including financial, personnel and pupil records, unless
law prohibits disclosure to the District of any such records. The Charter School shall promptly
comply with all such reasonable written requests, the records of the Charter School are public
records under the Public Records Act (Government Code section 6520 et seq.). Pursuant to
Education Code § 47607 the District shall have the right to inspect or observe any part of the
Charter School at any time, upon reasonable notice.
Transferability of Credits
The School shall notify student parents or guardians of the reasons for its belief that all course
credits at Beacon Classical Academy are as transferable as those of a traditional district school to
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other schools. Such notice shall occur via School publications that may include recruiting
materials, parent and student handbooks, and occasional newsletters.
Mandated Cost
Recovery
The School will be responsible for recovering from the State all eligible mandated costs
applicable to the School. The District shall, within ninety days of receipt or as timely as
possible, reimburse the School for the School's pro rata share of mandated costs that the
District recovers using the School's enrollment or another basis that incorporates Beacon
Classical Academy to the extent that any such recovery exceeds the actual District cost
attributable to the School.
Charter
Term
The petitioners request the National School District Board of Trustees approve a term of
this charter that shall begin for a five-year period on July 1, 2015 and end June 30, 2020.
The School justifies this five-year term based on the research of the School's educational
program design, the administrative expertise and experience of the lead petitioner, the
financial consultant, and planning committee.
Charter
Revisions
Material revisions to a charter may be made only with Board approval. Material revisions
shall be governed by the same standards and criteria that apply to new charter petitions as
set forth in Education Code 47605 and shall include, but not be limited to, a reasonably
comprehensive description of any new requirement of charter schools enacted into law after
the charter was originally granted or last renewed. (Education Code 47607).
Severa
bility
The terms of this charter are severable. In the event that any of the provisions are
determined to be unenforceable or invalid for any reason, the remainder of the charter shall
remain in effect, unless mutually agreed otherwise by the District and Beacon Classical
Academy. The School District and Beacon Classical Academy agree to meet to discuss and
resolve any issue or differences relating to invalidated provisions in a timely
and proactive fashion