Hardy Brown College Prep Charter School Petition

CHARTER SCHOOL PETITION OF HARDY BROWN COLLEGE PREP A CHARTER SCHOOL OF PROJECT PIPELINE
Presented to: SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT San Bernardino, California
Petitioners Point of Contact: Susan Nisonger Director of Program Development Project Pipeline 2035 Hurley Way Ste. 200 Sacramento, CA 95825 (916) 924-8633 Date submitted: July 1, 2009 Revised August 10, 2009
CONTENTS A. EDUCATIONAL PHILOSOPHY AND PROGRAM ....................................................... 1 1) Mission .......................................................................................................................... 1 2) Educational Philosophy ................................................................................................... 1 3) Students to be Served .................................................................................................... 2 4) Curriculum and Instructional Design ................................................................................ 3 5) Plan for Students Who Are Academically Low Achieving ................................................. 10 6) Plan for Students Who Are Academically High Achieving................................................. 13 7) Plan for English Language Learners............................................................................... 14 8) Plan for Special Education ............................................................................................ 16 9) Education Partners ....................................................................................................... 16 B. MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA ....................... 18 1) Measurable Student Outcomes ..................................................................................... 18 2) Academic Performance Index ....................................................................................... 26 3) Methods of Assessment ................................................................................................ 26 4) Use and Reporting of Data ........................................................................................... 30 C. FOUNDERS AND GOVERNANCE STRUCTURE ....................................................... 31 1) Founding Group. .......................................................................................................... 31 2) Fiscal Management ...................................................................................................... 33 2) Legal and Governance Structure ................................................................................... 33 D. HUMAN RESOURCES ............................................................................................ 38 1) Staffing Plan ................................................................................................................ 38 2) Qualifications of School Employees ............................................................................... 38 3) Professional Development Plan ..................................................................................... 42 4) Compensation and Benefits .......................................................................................... 45 5) Employee Representation ............................................................................................. 46 6) Rights of School District Employees............................................................................... 46 7) Health and Safety ........................................................................................................ 47 8) Dispute Resolution ....................................................................................................... 50 E. STUDENT ADMISSIONS, ATTENDANCE, AND SUSPENSION/EXPULSION POLICIES .............................................................................................................................53 1) Student Admission Policies and Procedures.................................................................... 53 2) Recruiting and Admissions Cycle ................................................................................... 53 3) Timeline for Recruiting and Enrollment .......................................................................... 54 4) Lottery- Public Random Drawing ................................................................................... 54
5) Attendance Tracking .................................................................................................... 54 6) Nondiscrimination ........................................................................................................ 55 7) Public School Attendance Alternatives ........................................................................... 56 8) Suspension/Expulsion Procedures ................................................................................. 56 F. FINANCIAL PLANNING, REPORTING AND ACCOUNTABLITY .............................. 63 1) Budget ........................................................................................................................ 63 2) Financial Reporting ...................................................................................................... 63 3) Insurance .................................................................................................................... 64 4) Administrative Services ................................................................................................ 65 5) Facilities ...................................................................................................................... 65 6) Transportation ............................................................................................................. 66 7) Audits ......................................................................................................................... 66 8) Closure Protocol........................................................................................................... 68 9) Financial Management and School Management Contracts ............................................. 68 G. IMPACT ON THE CHARTER AUTHORIZER ............................................................ 70 1) Facilities ...................................................................................................................... 70 2) Administrative Services ................................................................................................ 70 3) Civil Liability ................................................................................................................ 70 4) General Provisions of the Proposed Charter ................................................................... 71
ATTACHED EXHIBITS I. Petitioner Signatures .......................................................................................... 73 II. Assurances ......................................................................................................... 74 III. Curriculum Series .............................................................................................. 75 IV. Charter School Planning Budget ....................................................................... 78 V. 5000 Series Breakdown ..................................................................................... 83 VI. Five Year Cash Flow Projections ....................................................................... 84 VII. 501 (c)(3) ......................................................................................................... 89
A. EDUCATIONAL PHILOSOPHY AND PROGRAM
A description of the educational program of the school designed, among other things, to identify those whom the school is attempting to educate, what it means to be an educated person in the 21st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners. California Education Code section 47605(b)(5)(A)(i).
1) Mission The mission of Hardy Brown College Prep is to graduate high-achieving students of good character prepared for college and citizenship in a democratic society. Project Pipeline aims to create a K-12 K-8 learning environment where students, faculty and parents embrace and strive to achieve a standard of excellence in academic achievement, ethics and citizenship. Students will participate in a rigorous, college preparatory program that is characterized by low student-teacher ratios, an extended instructional day, frequent benchmark assessments of student progress and a series of intensive interventions that are focused on quickly accelerating the learning of scholars who are performing far below grade level. When students graduate from Hardy Brown College Prep, they will be self-motivated, industrious, critically-thinking students who are passionate about learning and committed to service. They will be well prepared to meet the challenges of high school, higher education, and employment and fully embrace their rights and responsibilities as citizens in our democratic society.
2) Educational Philosophy An Educated Person in the 21st Century Being an educated person in the 21st Century means to have a high level of academic mastery as well as innovative skills that will provide opportunities for higher education and beyond. Hardy Brown College Prep seeks to graduate students with the highest levels of academic achievement and character. These academic and life skills will give students the tools to meet the educational, professional and personal challenges of the 21st century. How Learning Best Occurs Hardy Brown College Prep will adhere to a modified version of the Five Pillars originally developed by the KIPP (Knowledge Is Power Program). The Five Pillars (High Expectations, Choice and Commitment, More Time, Power to Lead, and Focus on Results) will guide the operation of Hardy Brown College Prep and serve as the values by which administrators, faculty and staff serve and interact with students.
1 Revised August 10, 2009
Hardy Brown College Prep Five Principles 1. High Expectations- We have high expectations for academic achievement and conduct that are clearly designed, measurable and make no excuses based on the background of the students. Students, parents, teachers and staff create and reinforce a culture of achievement and support. 2. Choice and Commitment- Students, their parents and staff choose to participate in the program. Everyone must make and uphold a commitment to the school and to each other to put in the time and effort required for success. 3. More Time- We know that there are no shortcuts when it comes to success in academics and life. With an extended school day, week and year, students, teachers, school leaders, parents and staff dedicate more time. This ensures that students acquire the knowledge and skills that prepare them for competitive colleges, as well as opportunities to engage in diverse extracurricular activities. 4. Focus on Results- We focus relentlessly on high student performance through standardized tests and other objective measures. Just as there are no shortcuts, there are no exceptions. Students are expected to achieve a level of academic performance that will enable them to succeed in the nations best colleges and the world beyond. 5. Citizenship- We strongly believe that the measure of a persons success is in what he or she gives to others. Through community service, students develop a strong sense of civic responsibility and establish the foundation for a lifetime of meaningful community involvement. Students also deepen and demonstrate their learning and are empowered to become productive citizens in the community in which they live.
3) Students to be Served While open to all students in the state, Hardy Brown College Prep will target students and families living in the San Bernardino City Unified School District (SBCUSD, The District). Hardy Brown College Prep students will be diverse in culture, language, ethnicity, and socioeconomic background. Hardy Brown College Prep will focus on students who come from economically disadvantaged families and may be significantly behind in reading and math. Hardy Brown College Prep will be open to all students. The school will actively recruit a diverse student population. Hardy Brown will strive through recruiting efforts to achieve a racial and ethnic balance of students that reflect the general population within the territorial jurisdiction of the San Bernardino City Unified School District. This also school will have as a part of its unique focus a specific mission to target the lowest performing students in the San Bernardino City schools. These students belong to the African American sub-group. State
reports of academic achievement in the district show African American students performing below English language learners. In fact, the only sub-group African Americans out-perform is students with disabilities. To be clear, Hardy Brown College Prep will serve all students who choose to enroll and will be fully prepared to serve English language learners. Hardy Brown College Prep will be inclusive of students with a wide range of talents and abilities, including those with special needs and those who are English Learners. Hardy Brown College Prep anticipates that 85% of the students will come from economically disadvantaged families. In addition, we anticipate that 75% of students enrolled will be below grade level in reading and math. We expect 31-47% of our students will need intense intervention in English Language Arts and 20-36% of students will need intense intervention in math. As it relates to the City Schools lowest performing sub group, Hardy Brown College Prep has the opportunity to dramatically improve African American student achievement in the district. Making gains with San Bernardino City students could also move the needle up for African American student achievement on a statewide basis because San Bernardino has the second largest African American student enrollment in California. Some of the challenges the lowest performing students face are English Language Arts (ELA), math and college readiness. Let's examine the case of English Language Arts. The goal is for students to be proficient, in other words, performing at grade level. Right now, only 28 percent of African American third graders are reading at grade level. At 38 percent, the district wide percentage of third graders reading at grade level is not much better. Therefore, Hardy Brown College Prep will look to high performing public schools outside the region that have been successful with its target population. This will present the opportunity to expose San Bernardino educators and parents to schools that are beating the odds. All students who enroll in Hardy Brown College Prep will possess a strong desire to attend a school that emphasizes high academic achievement and promotes community involvement through service-learning projects that focus on the improvement of the surrounding neighborhood of the school. In its initial year of operation, Hardy Brown College Prep will serve 235 students in kindergarten, first, second, third and sixth grades operating on a modified year-round calendar. The school will add two grade levels each year until it is a K-8 school.
4) Curriculum and Instructional Design In February 2009, the Hardy Brown College Prep Design Team visited a high performing charter school, PS7 in Sacramento. The team toured the K-8 school with Principal Herinder Pegany and spoke to reading and math teachers with experience delivering the school's intervention programs. The site visit culminated in a roundtable discussion with Principal Pegany in which team members, including parents from San Bernardino, asked questions. In 2008, the California Department of Education reported that PS7s API was 804 and the Similar Schools Ranking was a 10. The goal of Hardy Brown College Prep is to match the PS7 results as a high performing charter school. Hardy Brown College Prep is modeling its
instructional program after PS7, which earned its results over a period of five years. Pegany continues to work closely with Project Pipeline in order to replicate PS7 at Hardy Brown College Prep. School Leadership Design The Hardy Brown College Prep will have a Principal, Counselor and lead teachers for K-2, 35 and 6-8. The Principal will be the instructional leader of Hardy Brown College Prep. As such, the Principal will supervise the teachers and counselor. The principal will be responsible for professional development, teacher training, and using assessment data to guide instruction. Lead teachers will collaborate with the principal and other staff to ensure that these elements are aligned to the academic goals of the school. The Principal will also oversee the financial and managerial aspects of Hardy Brown College Prep operations as well as maintain a school culture of respect and discipline that will ensure a learning environment that is physically and emotionally safe. The Counselor will serve as the primary ambassador for Hardy Brown College Prep to our families, emphasizing the need for parents and guardians to be actively involved in their child(ren)s education. The role of the Counselor will also be to promote a college-going culture by tracking student progress, arranging interventions and enrichment opportunities as wells as monitoring students Individual Learning Plans. Curriculum and Content In this section, we outline the academic standards for Hardy Brown College Prep and introduce our character development expectations (page 4). We provide an overview of the charter schools curriculum selection process and include background information about key education consultants advising on the schools curriculum (page 6). This section also names the state-adopted textbooks and curriculum Hardy Brown will use for grades K-8, in English language arts, math, science and social science. We name the textbooks and curriculum for both core and supplemental intervention programs (page 7). Furthermore, we provide descriptive information about the components of the programs. In the exhibits to the petition, we map out the instructional day, in other words the bell schedule, grades K-8 (see Exhibit III, page 67). In addition, this section on Curriculum and Content spells out our curricular resources with a discussion of the library and technology (page 7), our instructional strategies (pages 8-9) and a highly specialized intervention program for 6th graders, called the Super Sixth Grade (page 9). This section goes on to explain our expectations for parent education and participation and introduces a program to promote good citizenship for high achieving students, called the Urban Corps (pages 9-10). Sections 5-8 provide further evidence of the curriculum content for Hardy Brown College Prep. These sections lay out comprehensive plans for appropriate placement for all students who attend Hardy Brown College Prep. Student placements will be determined by analyzing multiple assessment data including California Standards Tests (CST), California English Language Development Test (CELDT), curriculum-based diagnostic assessments, and benchmark testing of English language proficiency. In these sections, the petition goes into great detail about plans for students who are:
Academically low achieving (Section 5, beginning on page 10) Academically high achieving (Section 6, beginning on page 13) English language learners (Section 7, beginning on page 14) Identified with special needs (section 8, beginning on page 15)
In order to meet the diverse needs of the Hardy Brown College Prep student body, the School will provide all students with the following: 1. Academic Standards The ultimate goal for students at Hardy Brown College Prep is to attend and graduate from a four-year university. The a-g requirements are the guiding standards for students entering into a public four-year university in California. These standards will guide the academic plans for all students at Hardy Brown College Prep. Starting in kindergarten, the academic plans will be skillfully crafted along a continuum of learning. Crucial skills needed to be successful in college will be built upon year after year. Specific focus will be on reading and math to give students the foundation to reach higher levels of learning in middle and high school. In particular, all students will be prepared to pass Algebra in the 8th grade, stay on grade level in reading, pass the High School Exit Exam in the 10th grade and show college readiness on the EPA exam in 11th grade. The California State Board of Education has established rigorous world-class content and performance standards (1997-1999). Hardy Brown College Prep will ensure that students are mastering these standards in the core disciplines (English/language arts, mathematics, history/social science, and science). Every student, teacher, and parent associated with Hardy Brown College Prep will be familiar with the standards for his/her grade level. To achieve this, grade-level appropriate standards shall be clearly articulated and posted in every classroom, integrated into all lesson plans and classroom activities, and shall be referenced in the homework assigned to students. 2. Character Development Hardy Brown College Prep students will acquire life skills that provide a meaningful connection to their world outside of school. Unfortunately, school and the real world are often disconnected for far too many young people. As a result, they may perceive the educational process as nothing more than an exercise in obtaining useless information. The Hardy Brown College Prep Character Development (Life Skills) curriculum will enable students to apply classroom learning in meaningful contexts within the real world. Life skills also equip students to participate fully and positively in our society. The Hardy Brown College Prep Character Development Curriculum will include all of the following: Communication Cooperation Critical Thinking Caring and Respect Citizenship Conflict Resolution Responsibility Study Skills Technology Literacy
3. Curriculum Selection Vicki Alterwitz, of Action Learning Systems, is a key consultant on the project. Alterwitz consulted the design team on curriculum adoption. She will also be an advisor on the professional development of the school's teachers. Vicki Alterwitz is a former director of secondary English Language Arts for the Sacramento County Office of Education and an expert in K-12 curriculum adoption and teacher professional development. She was the key advisor for PS7 on their instructional design for their academic program. She is now with Action Learning Systems; a company that helps school communities find strategic solutions by offering standards-based instruction and materials, research-based strategies, training and coaching and intervention programs. Action Learning Systems is a state-approved school assistance and intervention (SAIT) provider. Hardy Brown College Preps goal is to adopt and implement a balanced and comprehensive curriculum that provides Hardy Brown College Prep teachers with instructional resources that include: Assessment. A system for placement of students in small-group or 1:1 learning environments, and a monitoring system to gauge student learning. Skills Development. A set of instructional strategies and resources to develop student mastery of each of the core subject content standards. Intervention. A specific academic plan and course of action for students who are below basic or far below grade level and whose learning must be quickly accelerated in order to be on track to meeting state standards expeditiously. Re-Teach. Strategies and resources for students who did not attain mastery the first time a lesson on a specific standard was presented. Hands-on Learning. Learning should be interactive and engage all students. English Language Learners. Materials that help students develop oral and literacy skills in the English language. African American Vernacular English. Materials that help students develop Standard English Language oral and written skills.
4. Hardy Brown College Prep Curriculum: Focus on Results Hardy Brown College Prep has adopted curricula that provide both rigorous, standards-based instructional resources and effective tools for timely and very specific interventions for students who are not yet at grade level academically. Figure 3 shows the Hardy Brown College Prep curriculum. We have adopted program curriculum in English Language Arts, Mathematics, Science, and Social Science for grades K-8. The program curriculum includes text books; teaching guides; curriculum maps; assessments (diagnostic, curriculum-embedded and benchmark); along with resources for low-achieving and high achieving students, English Learners and students with special needs.
Figure 3: Hardy Brown College Prep Curriculum Elements Subject English Language Arts Core Program RA/ McGraw Hill Imagine It (K-5) Holt Literature and Language Arts (6-8) Supplemental Intervention Program Steck Vaughn California Gateways (grades 4-8 Intense Intervention) Steck Vaughn California Gateways (Beginning and Early Intermediate EL Students) Harcourt Fast Forward Math (4-7 Intense Intervention) Holt Algebra Readiness (8 Intense Intervention)
Mathematics
Harcourt Math 2007 (K-5) Holt Mathematics 2007 (6-7) Holt Algebra 1 (8)
Science
Harcourt Science (K-5) Holt Science (6-8)
Social Science
Harcourt Social Studies Holt Social Studies
5. Curricular Resources We believe strongly in the need to enhance learning through a variety of means inside and outside of the classroom. The Hardy Brown College Prep curriculum will be enhanced by library and technology resources that are readily available to all students: Library Resources. Each Hardy Brown College Prep classroom will have its own library of literary selections (leveled by readability) that complements grade-level core instructional programs. Technology Resources. Hardy Brown College Prep will be equipped with smart classrooms that will have an instructor station equipped with computer and audiovisual equipment, allowing the instructor to teach using a wide variety of media. These include DVD and VHS playback, PowerPoint presentations and other resources, all displayed through a data projector. This technology will allow students to build computer literacy skills. Students will use computers to conduct research, write reports, and create presentations. Hardy Brown College Prep believes that technology is a tool, just like a students pencil, that should be available at any given moment as a students learning needs arise in the classroom.
Instructional Strategies Hardy Brown College Prep will give students opportunities to learn academic and life skills from teachers, parents, classmates, and caring community members. The instructional strategies employed at Hardy Brown College Prep will be: 1. Low Student-Teacher Ratios Class-size reduction will be in effect in all Hardy Brown College Prep classrooms. We will seek to limit class sizes to 20 students in the primary grades (K-3), and 25 students in the intermediate and middle school grades (4-8). For students needing intense intervention in math and reading, student teacher rations will ideally be no more than 10:1. 2. Individualized Learning Plans Students are unique individuals with specific needs. In order for instruction to be most effective, the particular levels and learning styles of students must be taken into account. Therefore, Hardy Brown College Prep will create Individualized Learning Plans for each student which maps out where a student is starting off, what goals are being set academically and socially for that child, and what the School will do to ensure the student meets those goals. Hardy Brown College Preps principal and teachers will work collaboratively to develop these plans. 3. Differentiated Instruction All too often, teachers teach to the middle, meaning instruction is geared toward the mid-range of academic levels in the classroom. This severely hampers students who are struggling and those who are excelling. In order to maximize the learning opportunities and achievement for all students, Hardy Brown College Prep will utilize a variety of differentiated instructional strategies. Specifically, instruction at Hardy Brown College Prep will be delivered through a variety of modalities (auditory, visual, multi-media, hands-on) and flexible grouping strategies (whole class, cooperative groups, project-based learning) which ensures that all students needs are being met. 4. Extended Day and Year Hardy Brown College Prep will serve populations of students who often come to school far below grade level and without the foundational academic skills necessary to thrive in an environment of high standards. A core principle of Hardy Brown College Prep is More Time, understanding that students will often need this time in order to efficiently reach grade level proficiency. Numerous studies have found that after-school programs can effectively address students academic, recreational and cultural needs, especially when the programs insist on structure.1 Hardy Brown College Prep will provide a structured tutoring program for students in its afterschool program. Individualized, after-school tutoring will be provided for students who are in need of extra assistance. Additionally, Hardy Brown College Prep will have a modified year-round educational calendar, which has been shown to be more conducive to students retention of academic information and skills. Students will start school each year in August and
1
Bronfenbrenner, U. (1986) Alienation and the four worlds of childhood. Phi Delta Kappan, 67, (6) 430, 432-36. Summary of study results by Pierce, Hamm, & Vandell in the Review of Extended Day and After-School Programs and their Effectiveness, Olatokonbo S. Fashola, Johns Hopkins University, Report No. 24, October 1998.
school will end in June (with a six week summer break and trimester breaks of 3 weeks each). The regular school year will be 180 days. However, students who are not making progress towards grade level standards will also attend inter-sessions and summer programs. 5. Field Trips Field trips are an important opportunity for students to receive direct experiences beyond the text and classroom discussions. Each year there will be an overnight field trip taken by every class, kindergarten through eighth. These trips will provide a rich, in-depth experience with the natural environment that cannot be provided by classroom activities, guest speakers, or short day-long excursions. Each teacher will work to develop a curriculum which will be enhanced by the trip and have appropriate follow-through in the succeeding days. Super Sixth Grade In its first year of operation, Hardy Brown College Prep will admit 75 sixth grade students to begin the middle school. This group of sixth graders, called Super Sixth Grade, will have had six years of prior school experiences. This group of sixth graders will also have varying levels of math and reading skills. It will be important for Hardy Brown College Prep to establish a culture of high expectations and academic commitment with its inaugural 6th grade class. Hardy Brown College Prep will expect students coming into the sixth grade to reach grade level proficiency within two years of enrolling in the School. In order to meet this goal, students will begin in July with a summer program that will focus on accelerating skills and building culture. Students will be initially assessed in reading and math in July at which point they will be placed in appropriate groupings for skill development. Students considered intensive learners will receive intense reading and math intervention. Once the school year begins, intensive learners will continue in the reading intervention program until they are within two years of grade level. At that point they will move into grade level language arts with added support. Parent Education and Participation Studies have shown that students whose parents are involved in their education generally have higher grades and test scores, better attendance, more consistently complete homework, higher graduation rates and greater enrollment in postsecondary education.2 Hardy Brown College Prep parents will be actively involved in the education of students. After signing a Commitment to Excellence Contract, parents will complete 40 or more service hours each academic year. Project Pipeline Urban Corps Project Pipeline will utilize all of its expertise working with inner city youth to provide a variety of support services and programs that help to ensure the success of Hardy Brown College Prep. In particular, Project Pipeline will manage a grassroots leadership training and community service initiative called Urban Corps that will mobilize students to contribute to the betterment of the San Bernardino community. Not only will Urban Corps volunteers tutor and provide classroom support at Hardy Brown College Prep, they will organize neighborhood and city community service projects.
2
The National PTA. Building Successful Partnerships. Bloomington: National Education Service, 2000. 12.
Exceptional Hardy Brown College Prep students will be invited to apply to be in the Urban Corps and participate in training the summer after 8th grade.
5) Plan for Students Who Are Academically Low Achieving Struggling Readers (Strategic Learners) Students considered Strategic Learners may be one to two years behind the grade level standards. Their learning difficulties can often be addressed by the regular classroom teacher with minimal assistance within the classroom environment. However, strategic learners need additional time with systematic and occasionally intensive concentrated support. Additional materials are provided in each of the adopted programs to provide effective, efficient, and explicit instruction for struggling readers (any student experiencing difficulty learning to read; may include students who use African American vernacular English, English Learners, and students with disabilities). SRAs Imagine It includes instructional materials for struggling readers that will help students to be successful in all the core program curricula.
Imagine It support materials include:

Thirty minutes of additional instructional materials daily Teacher edition and student materials that reinforce and extend the regular program daily lessons Additional opportunities for checking students understanding Instruction to increase background knowledge, prerequisite skills, and concepts Additional opportunities for vocabulary development Additional practice in the key skills and strategies taught in the lesson Opportunities to pre-teach material that will be taught in the lesson
African American Vernacular English Speakers A significant population of struggling readers at Hardy Brown College Prep will be speakers of African American vernacular English (AAVE). SRAs Imagine It also includes: Additional support for students who use African American vernacular English, including all the aspects above Standard academic English structures of oral and written language, including spelling and grammar
English Learners Another significant population we anticipate enrolling in Hardy Brown College Prep is English Learners. They will also participate in the core curriculum, SRAs Imagine It with strategic support focused on language development. In addition to the core program, the EnglishLanguage Development component of SRAs Imagine It will address four additional elements and require an extra hour of daily English-language development instruction. ELD instructional materials include: Lessons that address the Beginning, Early Intermediate, Intermediate and Early Advanced levels of English-language proficiency at every grade level. Teacher edition and student materials are focused and efficient to ensure English Learners acquire proficiency in English as quickly and effectively as possible. Additional ELD instructional support will be given to English Learners (beyond the basic program) for one hour daily.
Math for Strategic Learners Students in the strategic group may be one to two standard deviations below the mean on standardized tests. Their challenges can usually be addressed by their classroom teacher. The grade-level collaboration among teachers will require studying the benchmarks, grouping students according to skill levels, building in time for re-teaching and plans to accelerate the students progress to grade-level standards. Students will participate in the grade level Harcourt Math program in ability groups. Students will also participate in the Fast Forward curriculum during the extended school day, intersession and possibly the summer if they are still not meeting the standards. Intensive Intervention (Intensive Learners) Reading Students who are significantly below grade level in reading will be considered our Intensive Learners. These students will not be prepared to access the core curriculum of Imagine It and will need a stand-alone, intensive, accelerated reading/language arts program. The program, California Gateways, provides 2 to 3 hours of daily instruction designed to address the instructional needs of students whose reading achievement is two or more years below grade level. There are two purposes for the intensive intervention: (1) to teach students to read and (2) to teach students grade-level standards they have not previously mastered. Based on curriculum-embedded diagnostic assessment, California Gateways will position students to progress rapidly toward successful reentry into the core English-language arts program at their appropriate grade level. This program has multiple levels of entry and every student will be placed in their appropriate skill level. The students will have small group instruction to guarantee rapid advancement through the program. The California Gateways curriculum provides guidance to teachers in efficient and effective instruction- primarily in the following strands of the English-language arts content standards:
Phonemic awareness and phonics Word recognition and spelling Oral reading fluency Vocabulary and morphology Grammar and usage Listening and reading comprehension Sentence structure Writing
Intensive Reading Intervention Program for English Learners (Grades 4-8) Similar to our Intensive Learners English Learners who are reading more than two years below grade level will not be prepared to access the core curriculum and will need a standalone, intensive, accelerated reading/language arts program. the instructional needs of English Learners. This stand-alone reading/language arts intervention program addresses literacy and language development.
California Gateways, provides 2 to 3 hours of daily instruction. It is designed to address
Based on curriculum-embedded diagnostic assessment, California Gateways will position students to progress rapidly toward successful reentry into the core English-language arts program at their appropriate grade level within two years. This program has multiple levels of entry and every student will be placed in their appropriate skill level. The class size will be small group instruction to guarantee rapid advancement through the program. The California Gateways curriculum emphasizes academic language, vocabulary and concept development, sentence structure, grammar, organization and delivery of oral communication, and speaking applications. Materials provide guidance to teachers on how to instruct English Learners to master the English-language arts content standards so learners can read, write, comprehend, and speak English for personal use and at the proficient level for academic schoolwork. Teacher and student editions assist English Learners in developing proficiency in the English language and the concepts and skills contained in the English-Language Arts Content Standards. Emphasis is placed on: Instruction in the skills that are transferable from students primary language to English and non-transferable skills Acquisition of academic vocabulary Phonological, morphological, syntactical, and semantic structures of English
The materials provide explicit, sequential, linguistically logical, and systematic instruction, practice, application and diagnostic support in areas in which students are likely to have difficulty- primarily the following strands and sub-strands of English-language arts content standards, grades one through six: Phonemic awareness and phonics Word recognition and spelling Oral reading fluency
Vocabulary and morphology Grammar and usage Listening and reading comprehension Sentence structure Speaking and Writing
Math Intensive Intervention Students who have trouble in mathematics are at risk of failing to meet the standards, becoming discouraged and eventually giving up in mathematics all together. Students in the intensive group are seriously at risk of failing to meet the standards as indicated by their extremely and chronically low performance on one or more measures. These students perform more than two years below grade level in math. All students at Hardy Brown College Prep will participate in the core Harcourt Math and Holt Mathematics programs in grades K-7. Students requiring intensive intervention in math will also participate in the Harcourt Fast Forward Math program for an additional 30 minutes each day. This group of students will also be required to attend intersession and summer session until they meet the grade standards. One of Hardy Brown College Preps goals is that all students will be proficient in Algebra by the end of 8th grade. Students in the 8th grade who are not ready for Algebra 1 will be placed in the Holt Algebra Readiness program in the summer prior to eighth grade. Students will continue through an intense intervention until they are prepared for Algebra 1. Algebra 1 curriculum will begin as soon as each student has mastered the prerequisite standards. Students will be expected to complete Algebra 1 prior to entering the 9th grade. This means students will be required to follow an intense, structured plan that will require additional time after school, during inter-sessions, summer sessions and Saturdays.
6) Plan for Students Who Are Academically High Achieving Curriculum Students who are identified as advanced perform above grade level on standardized measures. Teachers will use systematically planned differentiation strategies to ensure appropriately challenging curriculum and instruction. Each of the adopted programs includes pacing, depth, complexity and novelty for advanced learners. Teachers will provide advanced learners opportunities to enhance their learning and will be challenged to further their achievement to reach and exceed the standards. In addition, high-interest books and computer-based programs will also be differentiated for advanced learners. Enrichment In addition to program-based differentiation, high-achieving students will have other opportunities outside of the school day for enrichment. Hardy Brown College Prep will offer after school learning modules for advanced students in science, art, music and foreign language. A key component of the academic program will also be field trips which will give students a variety of real life experiences to encourage higher levels of thinking.
7) Plan for English Learners Hardy Brown College Prep will comply with all applicable state and federal laws in regard to services and the education of English Learner (EL) students. Specifically, Hardy Brown College Prep will develop, implement and maintain policies and procedures for EL students in accordance with guidelines published by the Office of Civil Rights of the U.S. Department of Education, State and Federal Court decisions and policies, and California Education Code. These policies and procedures will: Ensure outreach to parents of English Learners, provide training and hold regular meetings to inform them how to be involved in the education of their children; Inform parents of English Learners of the placement of their children in English language classrooms, Structured English Immersion classrooms, and notify them of their opportunity to apply for an exception waiver for their children to participate in an alternative program; Properly identify English Learners through the Home Language Survey and assess their primary language and English language proficiency through the California English Language Development Test (CELDT) and benchmark testing of English language proficiency; Allocate general funds for core instruction of English Learners, as well as categorical funds for services that supplement the core curriculum; Develop in compliance with state criteria and regulations, a program informed by a sound educational theory recognized by experts in the field or deemed a legitimate experimental strategy, and ensure that steps are taken to implement effectively the educational theory adopted by the school; Examine the program for English Learners for indications that language barriers confronting students are actually being overcome, and modify the program, if needed; Place English Learners in classrooms that enable them to have equal access to the Schools educational program, and ensure they receive instruction in English Language Development and the core curriculum; Ensure that English Learners are taught by qualified staff, have sufficient curricular materials, and the facilities are in a clean and safe condition; and Develop appropriate evaluation standards, including program exit criteria, for measuring the progress of students.
Reclassification of English Learners Hardy Brown College Prep has developed a policy and procedures for English Learner (EL) reclassification based on the four criteria set forth in Education Code Section 313(d). The following reclassification guidelines will be used by Hardy Brown College Prep when evaluating a students readiness for reclassification from English Learner to English proficient (RFEP). Assessment of English Proficiency: Review of CELDT results from annual assessment. Students must score at early advanced or higher overall and
score at intermediate or higher in listening and speaking, reading, and writing. Comparison of Performance in Basic Skills: Review of results of latest California English-Language Arts Standards Test (CST in English-Language Arts). Although the State has set the Basic level on the CST in EnglishLanguage Arts as the minimum for English Learners to be eligible for reclassification, Hardy Brown College Prep will set the Proficient level on the CST in English-Language Arts as the minimum for English Learners to be eligible for reclassification. Teacher Evaluation of Student Academic Performance: Review of students academic performance. Students must meet academic performance indicators established by Hardy Brown College Prep. Specifically, this would include a grade of 80% or higher on all academic work in EnglishLanguage Arts: class work, curriculum-embedded and informal assessments (formative and summative), and homework. Students will be provided opportunities for re-taking assessments or making up any academic work that does not receive an 80% or higher mark. Parent or Guardian Opinion or Consultation: Hardy Brown College Prep will provide notice to parents and guardians of their rights to participate in the reclassification process. Hardy Brown College Prep will encourage parents or guardians to participate in the reclassification process and attend a face-to-face meeting. Reclassification: Hardy Brown College Prep English Learners will reclassify any student who meets the above criteria as fluent English proficient (RFEP). Parents or guardians will be notified of their students reclassification, and school records will be updated. Upon reclassification of any English Learner to RFEP, Hardy Brown College Prep will continue to monitor the students progress for two years.
Hardy Brown College Prep may elect to conduct a self-review and/or have an outside consultant conduct an annual audit to comply with federal and state guidelines. All of the curriculum adopted by Hardy Brown College Prep will include instructional materials for English Learners that will provide support for students to allow them to successfully participate in and progress through the daily lessons from the core programs with their peers. Instructional materials will provide comprehensive guidance for teachers and effective, efficient, and explicit instruction for English Learners. These extra-support instructional materials are specifically designed daily lessons for teachers to pre-teach concepts and for teachers to help students develop critical technical skills in all subject areas. African American Vernacular English Hardy Brown College Prep will expect to serve a significant number of students who are speakers of African American Vernacular English (AAVE), the linguistic system used by and among many African Americans in everyday life. African American Vernacular English is a term used in the California Curriculum Commission Adoption Criteria. Hardy Brown College Prep curriculum, staff development and instruction will be designed to ensure that all children, regardless of social, ethnic, or linguistic background, have the ability to read and
write English in ways that lead to academic success. The goal is that all students will learn standard academic English, without a focus on eliminating AAVE. Hardy Brown College Prep teachers will be trained to understand AAVE as a language system with well-formed rules for sounds, grammar and meaning. Children whose speech follow these rules will be helped to learn standard academic English by receiving special practice at just those points where their language differs from standard. While there are numerous patterns that are unique to AAVE, Hardy Brown College Prep instruction will concentrate on those patterns that have the most immediate effect on reading and writing. These patterns include: Sounds Pronunciations Consonant clusters The verb system The past tense The possessive system Existential constructions The plural marking system The negative system
In addition to linguistic patterns and features that impact language and literacy learning for AAVE-speaking children in K-8 classrooms, there are socio-cultural perspectives and attitudes that need to be taken into consideration. Hardy Brown College Prep will support AAVE-speaking students who exhibit resistance to learning standard academic English by helping students to understand that it is possible to acquire mastery of standard academic English without rejecting the language used by their families and community. The students will learn that what is appropriate in one setting is not appropriate in another so that they can shift easily and competently between varieties in different social context. Teachers will deliver the message that non-standard varieties are different, rather than inferior. Standard academic English will be taught in a way that respects the richness, legitimacy, and vitality of their home language.
8) Plan for Special Education Hardy Brown College Prep is well aware of the importance of special education to the District and the education community at large. No child will be excluded from the School because of his/her particular special education needs unless the students Individualized Education Plan team determines, pursuant to the law, that Hardy Brown College Prep is not the right placement/match for that student. Hardy Brown College Prep will abide by the federal IDEA legislation, the State of California regulations for implementation (Solis Bill) including Part 30 of the California Education Code relative to Special Education programs, and relevant parts of Chapters 3 and 5.1 Division 1 of Title 5 of the California Code of Regulations relative to the special education of students and youth with disabilities and uniform complaint procedures.
As we will be working in partnership with a SELPA in Special Education, persons hired to provide special education services will be credentialed by the State of California and will receive the specialized training to provide the appropriate services to Special Education students. Project Pipeline may seek to negotiate an agreement with the SELPA for the provision of Special Education Services within the MOU. Hardy Brown College Prep reserves the right to seek and obtain LEA status in a SELPA so that we may best serve our student population. 9) Educational Partners The Black Voice Foundation The Black Voice Foundation for Media, History & the Arts was founded in 1988 with a mission to train and educate individuals in print media. With the digital revolution, the rapid growth of technology in the world of communications and media, and the need to impact lives through a diverse set of multi-media platforms, the Foundation has expanded its mission to include digital and electronic media and a burgeoning set of projects in the fields of media, history, and the arts. BLU Educational Foundation Project Pipeline has contracted with BLU Educational Foundation for community and parent organizing. BLU has a seven-month contract to conduct community meetings, phone banks, parent round tables, community leader outreach, church visits and a signature drive for the charter petition. BLU is a San Bernardino-based non-profit organization designed to provide educational and human services programs to youth, adults and families in order to build healthy, productive communities. BLU has led 345 parents through a school visualization exercise called "I See a School." Project Pipeline designed the exercise as a research tool to gather parent input for the school design. Project Pipeline's Research and Development Department has tallied and categorized all the parent input for consideration by the design team. Education.com Project Pipeline has secured a partnership with Education.com for Hardy Brown College Prep. This partnership will provide the school with online content to support its parent involvement program. Education.com (www.education.com) has 1.4 million users and is the Web MD of education for parents. Parents come to the site to get the information they need to support their children's unique educational and developmental needs, and to find ideas for how to make learning more fun. Education.com is an on-line resource for parents that provide them quick and free access to the answers they need to help bring learning to life for their children.
B. MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA
1) Measurable Student Outcomes
The measurable pupil outcomes identified for use by the charter school. Education Code section 47605(b)(5)(B).
Our primary objective at Hardy Brown College Prep is to expose our students to rigorous academic and character development standards and hold ourselves accountable to ensuring students meet those standards. As such, Project Pipeline has identified very clear and measurable outcome goals that will drive our work and determine our level of success at Hardy Brown College Prep. The goals include Student Academic Goals, Student Character Goals, and School Outcome Goals. Student Academic Goals Goal One: Hardy Brown College Prep students will demonstrate mastery of grade level appropriate mathematical computation and problem solving skills and concepts. Hardy Brown College Prep students will become proficient readers of the English language. Hardy Brown College Prep students will become proficient writers of the English language. Hardy Brown College Prep students will demonstrate mastery of grade level appropriate scientific concepts, principles, reasoning, and theories. Hardy Brown College Prep students will demonstrate mastery in the grade level appropriate skills of understanding, analyzing, and evaluating history, geography, and social studies. Hardy Brown College Prep English Learners will demonstrate English proficiency by meeting reclassification guidelines for English Learners (please see page 7), which include review of CELDT, California Standards Test in English, and teacher evaluation.
Goal Two: Goal Three: Goal Four:
Goal Five:
Goal Six:
Measures for these goals may be found in Figures 4 - 9 below.
Figure 4: Measures for Academic Goal One Goal One: Hardy Brown College Prep students will demonstrate mastery of grade level appropriate mathematical computation and problem solving skills and concepts. Measure: Measure: Measure: Measure: 50% of all 3rd grade students at Hardy Brown College Prep will score at proficient or advanced levels. 55% of all 5th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. 60% of all 7th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. 65% of all 8th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels.
Figure 5: Measures for Academic Goal Two Goal Two: Hardy Brown College Prep students will become proficient readers of the English language. Measure: Measure: Measure: Measure: 50% of all 3rd grade students at Hardy Brown College Prep will score at proficient or advanced levels. 55% of all 5th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. 60% of all 7th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Every year, each Hardy Brown College Prep student will read 20 or more books and demonstrate understanding of what they read.
Figure 6: Measures for Academic Goal Three Goal Three: Hardy Brown College Prep students will become proficient writers of the English language. Measure: Measure: Measure: Measure: 60% of all 4th and 7th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. 100% of 3rd through 8th graders will keep a writing portfolio consisting of at least 5 writing assignments each year. Hardy Brown College Prep 7th grade students will exceed the average performance levels of students in schools with similar demographics in writing. In the 6th through 8th grades students will complete an expository writing assignment that will include (a) identifying a topic; (b) conduct research; (c) write an expository analysis and (d) create a digital media presentation as a final draft. 90% of students will meet or exceed the academic standards measured by teacherdesigned rubrics for this assignment. 85% of 3rd through 8th grade students will score a 3 or better on the School-Wide Writing Assessment each year.
Measure:
Figure 7: Measures for Academic Goal Four Goal Four: Hardy Brown College Prep students will demonstrate mastery of grade level appropriate scientific concepts, principles, reasoning, and theories. Measure: Measure: Measure: Measure: 60% of all 5th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. 70% of all 8th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Hardy Brown College Prep students will exceed the average performance levels of students in schools with similar demographics in SBCUSD in science. In the 8th grade, students at Hardy Brown College Prep will complete a scientific investigation that includes (a) forming a hypothesis about a scientific question; (b) designing an experiment; (c) conducting an investigation and collecting data; (d) organizing the data and analyzing the results; and (e) drawing a conclusion. 90% of students will meet or exceed the academic standards measured by teacherdesigned rubrics for this assignment.
Figure 8: Measures for Academic Goal Five Goal Five: Hardy Brown College Prep students will demonstrate mastery in the grade level appropriate skills of understanding, analyzing, and evaluating history, geography, and social studies. Measure: Measure: 60% of all 7th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels Each year, all students will earn a score of 70% or higher on a geography test, consisting of a blank map that the students must label, as follows: (a) in 5th grade, a map of all fifty states and their capital cities; (b) in 6th and 7th grade, a map of specific countries, major bodies of water, and mountain ranges, in Africa, Asia, Australia, Europe, North America, and South America; and (c) in 8th grade, a map of all major cities, rivers, lakes, mountains, deserts, and historic sites in the United States. In the 7th grade, Hardy Brown College Prep students will complete a 2,000 word historical research paper that (a) includes a thesis statement; (b) uses multiple primary and secondary sources; (c) directly quotes and summarizes the work of others; (c) draws appropriate conclusions; and (d) correctly cites work in footnotes and a bibliography. 90% of students will meet or exceed the academic standards measured by this assignment.
Measure:
Figure 9: Measures for Academic Goal Six Goal Six: Hardy Brown College Prep English Learners will demonstrate English proficiency by meeting reclassification guidelines for English Learners (please see page 14), which include review of CELDT, California Standards Test in English, and teacher evaluation of student academic performance. Measure: 60% of all English Learners who have been at Hardy Brown College Prep for at least four years will score at early advanced or higher overall and score at intermediate or higher in listening and speaking, reading, and writing on the CELDT. 60% of all English Learners who have been at Hardy Brown College Prep for at least four years will score at proficient levels on the CST in English Language Arts. 60% of all English Learners who have been at Hardy Brown College Prep for at least four years will earn a grade of 80% or higher on all academic work in English-Language Arts: class work, curriculumembedded and informal assessments (formative and summative), and homework.
Measure:
Measure:
Student Character Goals Hardy Brown College Preps Character Development goals are aligned with the schools values and 5 Principals.
Goal One:
Hardy Brown College Prep students will demonstrate community awareness and a commitment to serving the community. Hardy Brown College Prep students will demonstrate strong study skills. Hardy Brown College Prep students will demonstrate a strong work ethic. Hardy Brown College Prep students will demonstrate teamwork. Hardy Brown College Prep students will develop strong social skills
Goal Two: Goal Three: Goal Four: Goal Five:
Measures for these goals may be found in Figure 9 13 below.
Figure 9: Measures for Character Goal One Goal One: Hardy Brown College Prep students will demonstrate community awareness and a commitment to serving the community. Measure: Measure: Students will complete at least 40 hours of one or more service projects per year. Students will learn about at least 5 community organizations per year that are serving the community.
Figure 10: Measures for Character Goal Two Goal Two: Hardy Brown College Prep students will demonstrate strong study skills. Measure: Measure: At least 90% of daily homework assignments will be completed and handed in. At least 90% of the tutors assigned to Hardy Brown College Prep will indicate that the students they are working with demonstrate good or very good student skills.
Figure 11: Measures for Character Goal Three Goal Three: Hardy Brown College Prep students will demonstrate a strong work ethic. Measure: Measure: 95% ADA 100% of students will turn in the signed Commitment to Excellence contracts.
Figure 12: Measures for Character Goal Four Goal Four: Hardy Brown College Prep students will demonstrate teamwork. Measure: Each year, 100% of Hardy Brown College Prep students will work collaboratively within a small group to complete and present a group project in at least one class. Students will be evaluated on teamwork.
Figure 13: Measures for Character Goal Five Goal Five: Hardy Brown College Prep students will develop strong social skills. Measure: At least 80% of parents who respond to the annual parent survey will describe Hardy Brown College Prep students as respectful and will agree with the statement that the school makes my child more hard-working, responsible and respectful. At least 80% of visitors completing the visitor survey will answer with a 4 or 5 rating (with 5 being the highest) to the statements Students were polite and respectful in their interactions with adults and Students were polite and respectful in their interactions with other students. 100% of Hardy Brown College Prep students will be dressed in school uniform, maintain healthy, neat and well-kept bodies.
Measure:
Measure
School Outcome Goals Hardy Brown College Preps School Outcome Goals address three key areas: high quality education program; fiscally sound business and management structure; and stakeholders: Goal One: Goal Two: Goal Three: Goal Four: Goal Five: Goal Six: Hardy Brown College Prep will provide a high quality educational program for its students. Hardy Brown College Prep will meet all state and federal targets for student achievement. Hardy Brown College Prep will maintain a healthy budget and cash flow. Faculty at Hardy Brown College Prep will constantly improve their teaching practice. Parents will be active participants in their childrens education and log 40 hours service to the school. Hardy Brown College Prep will maintain a strong relationship with the District.
Measures for these goals may be found in Figures 14 19 below. Figure 14: Measures for School Outcome Goal One Goal One: Hardy Brown College Prep will provide a high-quality educational program for its students. Measure: Measure: Measure: Measure: Hardy Brown College Prep will exceed the average performance levels of schools with similar demographics. Hardy Brown College Prep will make Adequate Yearly Progress (AYP), as outlined in No Child Left Behind. Hardy Brown College Prep will have an average daily attendance rate of 95%. Hardy Brown College Preps disciplinary actions, suspension and expulsion rates will be below those of SBCUSD.
Figure 15: Measures for School Outcome Goal Two Goal Two: Hardy Brown College Prep will meet all state and federal targets for student achievement. Measure: Measure: Hardy Brown College Prep will make Adequate Yearly Progress (AYP) as outlined in No Child Left Behind. Hardy Brown College Prep will meet API targets as set forth by the California Department of Education.
Figure 16: Measures for School Outcome Goal Three Goal Three: Hardy Brown College Prep will maintain a healthy budget and cash flow. Measure: Measure: Measure: Measure: Hardy Brown College Prep will implement sound fiscal policies and controls. Hardy Brown College Prep will raise sufficient funds for all programs and operation expenses. Hardy Brown College Prep will manage operations and financial reporting to obtain an acceptable audit at the end of each fiscal year. Hardy Brown College Prep will meet its goal of recruiting and retaining 90% of its students at each grade level each year.
Figure 17: Measures for School Outcome Goal Four Goal Four: Faculty at Hardy Brown College Prep will constantly improve their teaching practice. Measure: Measure: Measure: Measure: Hardy Brown College Prep faculty will participate in individualized and teamfocused professional development. Hardy Brown College Prep teachers will engage in a faculty evaluation process including quarterly written performance reviews. Hardy Brown College Prep teachers will share best practices with each other and other Project Pipeline teachers. Project Pipeline will provide teacher development opportunities through BTSA, District Internship Programs, Masters Program in Curriculum and Instruction and Masters Program in Special Education which will be offered to Hardy Brown College Prep faculty.
Figure 18: Measures for School Outcome Goal Five Goal Five: Measure: Measure: Measure: Parents will be active participants in their childrens education. At least 90% of Hardy Brown College Prep parents will respond to the annual Parent Survey. 100% of Hardy Brown College Prep parents will read, sign, and return their childs Commitment to Excellence contract. 95% of parents will complete their 40 hour service requirements.
Figure 19: Measures for School Outcome Goal Six Goal Six: Measure: Measure: Hardy Brown College Prep will maintain a strong relationship with the District. Hardy Brown College Prep will exchange best practices with other schools in SBCUSD. Hardy Brown College Prep will communicate regularly with the school leaders of other schools in SBCUSD.
2) Academic Performance Index API Goal According to the California Department of Education, the goal of public education in California is to provide all students with the knowledge and skills necessary to become proficient in each academic subject and to prepare them for future success in the global economy. California has set the statewide performance target of 800 for schools to be considered high performing. Hardy Brown College Prep expects to be a high performing school within the first five years of opening. The school that we are modeling our program after, PS7 started with an API of 638 in their first year (2003-04). By year five they exceeded the statewide performance target of 800. PS7s 2008 API is 804 and their similar schools rank is a 10. Hardy Brown College Prep expects to achieve the same performance growth and score 800 or above by year 5 in the academic year 2014-15.
3) Methods of Assessment
The method by which pupil progress in meeting those pupil outcomes is to be measured. California Education Code section 47605(b)(5)(C).
Measurement Tools for Element B Goals A methodology and specific tools have been identified to measure pupil progress towards specified outcomes. Figures 20 - 22 highlight the assessment tools and methods aligned with each goal.
Figure 20: Assessment Tools/Methods for Student Academic Goals Student Academic Goals Goal One: Hardy Brown College Prep students will demonstrate mastery of grade level appropriate mathematical computation and problem solving skills and concepts. Hardy Brown College Prep students will become proficient readers of the English language. Assessment Tools/Methods Goal Three: Hardy Brown College Prep students will become proficient writers of the English language. Hardy Brown College Prep students will demonstrate mastery of grade level appropriate scientific concepts, principles, reasoning, and theories. Goal Five: Hardy Brown College Prep students will demonstrate mastery in the grade level appropriate skills of understanding, analyzing, and evaluating history, geography, and social studies. Hardy Brown College Prep English Learners will demonstrate English proficiency by meeting reclassification guidelines for English Learners (please see page 14). Goal Six: Math California Standards Tests (CSTs) Harcourt diagnostic, benchmark, unit and chapter assessments Holt diagnostic, benchmark, unit and chapter assessments ELA California Standards Test (CST) Student Reading Logs SRA Imagine It diagnostic, benchmark, unit and chapter assessments Holt diagnostic, benchmark, unit and chapter assessments Writing Portion of the ELA California Standards Test (CST) Writing portfolio rubrics School-Wide Writing Assessment (Rubric) Science California Standards Test (CST) Teacher-designed Rubrics Harcourt diagnostic, benchmark, unit and chapter assessments Holt diagnostic, benchmark, unit and chapter assessments Social Studies California Standards Test (CST) Teacher designed tests with maps Teacher designed grading rubric Harcourt diagnostic, benchmark, unit and chapter assessments Holt diagnostic, benchmark, unit and chapter assessments California English Language Development Test (CELDT) English California Standards Test (CST) Harcourt diagnostic, benchmark, unit and chapter assessments Holt diagnostic, benchmark, unit and chapter assessments
Goal Two:
Goal Four:
Hardy Brown College Prep recognizes that multiple assessments are the best way to determine what students know and are able to do. Within the language arts and math programs, there are a variety of curriculum-embedded assessments including checking for
understanding, rubric-based performance assessments, chapter and unit assessments as well as benchmark assessments. However, in the social science and science programs, there are fewer curriculum-embedded performance tasks. Therefore, following the example of San Bernardino Citys Professional Learning Communities, teachers will be trained in developing standards-based assessments, rubrics and performance tasks that align with key skills students should know and be able to do in science and social studies.
Figure 21: Assessment Tools/Methods for Student Character Goals Student Character Goals Goal One: Hardy Brown College Prep students will demonstrate community awareness and a commitment to serving the community. Hardy Brown College Prep students will demonstrate strong study skills. Hardy Brown College Prep students will demonstrate a strong work ethic. Hardy Brown College Prep students will demonstrate teamwork. Hardy Brown College Prep students will develop strong social skills. Assessment Tools/Methods Students community service logs Students field lesson reflection journals Community organization project teacher-designed rubric Homework logs and grade reporting Tutor survey Student attendance reporting Commitment to Excellence contracts log Teacher-designed project Students self-reflections on projects Parent Survey Visitor Survey
Goal Two: Goal Three: Goal Four: Goal Five:
Figure 22: Assessment Tools/Methods for School Outcome Goals Student Character Goals Goal One: Hardy Brown College Prep will provide a high quality educational program for its students. Assessment Tools/Methods CA State API Score (Similar Schools ranking) AYP Report Student attendance reporting Hardy Brown College Prep discipline logs and SBCUSD data Independent Financial Audit Hardy Brown College Prep Professional Development plan and log Human Resources files Parent Survey Commitment to Excellence contract logs Community Service logs Charter Renewal Minutes of Meetings Written Communications with District Administrative and School Personnel
Goal Two: Goal Three:
Hardy Brown College Prep will maintain a healthy budget and cash flow. Faculty at Hardy Brown College Prep will constantly improve their teaching practice. Parents will be active participants in their childrens education and log 40 hours community service. Hardy Brown College Prep will maintain a strong relationship with the District.
Goal Four:
Goal Five:
4) Use and Reporting of Data Data Assessment Project Pipeline will be accountable for meeting the goals presented in Element B, and Hardy Brown College Prep will tightly monitor the progress of student learning for all students including English Learners. Assessments (standardized, diagnostic/criterionreferenced, rubrics, portfolio, etc.) will inform and drive Hardy Brown College Preps instruction. Teachers, including those of English Learners will consistently monitor student needs and progress will be monitored consistently throughout the school year through a system of benchmark assessments. Diagnostic, benchmark, unit and chapter assessments will be monitored through a data system and enable Hardy Brown College Prep to gauge student learning on a continual basis. Hardy Brown College Prep will purchase and utilizes Edusoft, a data and assessment program into which all student data will be entered for analysis. Project Pipelines Director of K-12 Schools will maintain the database for storing and analyzing the student achievement data. The director will be our point of contact with the district, supplying student data to San Bernardino Citys data department freely, openly and in a spirit of cooperation. Teachers including those of English Learners will analyze student data to ensure that instruction is being appropriately modified and that students are progressing toward their stated learning outcomes (including measurable outcomes for English Learners). Grade-level meetings, held every two weeks will be an appropriate time for teacher teams to look at the data and plan for instructional modifications and interventions. Project Pipeline will provide training, coaching and model-lesson development for faculty. Teacher leaders and the principal will also assist teachers by reviewing student achievement data, identifying what standards students learned and did not learn and developing strategies to re-teach materials and move students to mastery.
C. FOUNDERS AND GOVERNANCE STRUCTURE
The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement. California Education Code section 47605(b)(5)(D)
1) Founding Group The program will be supervised by Project Pipeline, a California educational organization with a mission to prepare teachers to address the complex needs of students in California public schools. Project Pipeline was founded by former school district superintendent Dr. Rex Fortune and has been preparing teachers for 20 years in over 90 school districts throughout California. Hardy Brown College Prep proudly derives its name from one of San Bernardinos most influential leaders and a pillar in the African American community. The program will work in conjunction with the Black Voice Foundation, started by Hardy Brown, to focus on providing quality after school, mentoring, and support services for the charter schools students. The programs founding members include some of Californias most influential educational leaders and reformers. Margaret Fortune, President/CEO, Project Pipeline In March 2008, Margaret Fortune, of Sacramento, was named CEO of Project Pipeline, a Sacramento-based nonprofit with a 20-year track record credentialing public school teachers. Fortune is a member of the Board of Trustees of The California State University (2008-2016). Since 2006, Fortune served as a senior advisor to Governor Arnold Schwarzenegger. From 2005 to 2006, Fortune served as an education advisor and director of public affairs for the Office of Governor Arnold Schwarzenegger. Prior to that, she was superintendent of St. HOPE Public Schools, a Sacramento-based K-12 charter school district serving 1,800 students, where she started Sacramento Charter High School. Her experience also includes two years as assistant secretary in the Office of the Secretary for Education, chair of the Commission on Teacher Credentialing and service on the California Children and Families Commission. Fortune holds a baccalaureate degree in Political Science from the University of California at Berkeley. She earned her Masters in Public Policy from Harvard University's Kennedy School of Government. Paulette Brown-Hinds, PhD, Chief Executive Officer, Black Voice Foundation Paulette Brown-Hinds, Ph.D. is a second-generation publisher and adjunct professor. As managing partner of BPC MediaWorks she is responsible for managing all Brown Publishing Companys entities including The Black Voice News, Black Voice Foundation for Media, History & the Arts, and Black Voice Footsteps to Freedom Study Tours.
She holds a doctorate degree in English from the University of California, Riverside and has written and taught extensively on memory and cultural continuity in contemporary AfricanAmerican literature and culture. She has also lectured on the subject throughout the United States and Europe, including The Salzburg Seminar in American Studies in Austria and the American Studies Center Aarhus in Denmark. As an expert in ethnic media Dr. Brown-Hinds is often asked to participate in forums on ethnic media for various trade and academic organizations including: New America Media, West Coast Black Publishers Association, National Newspaper Publishers Association, the Aspen Institute for Communications and Media, and Columbia Universitys Graduate School of Journalism Diversity Workshops. Rex C. Fortune, Ph.D., Founder, Project Pipeline. Dr. Fortune is the author of Leadership on Purpose, a study of 13 high performing minority schools in California that are beating the odds. He is a retired superintendent with over 40 years experience in K-12 public schools. Fortune was associate superintendent of the State of California under State Superintendent, Wilson Riles. In 1989, he founded Project Pipeline a teacher preparation program that has produced over 1,000 public school teachers in shortage areas like math, science and special education. Dr. Fortune earned his doctorate at Stanford University. Gary Borden, Education Lawyer and Policy Consultant Gary Borden is an education lawyer and policy consultant, working with charter schools and education reform organizations across California, including the California Charter Schools Association and several of Californias most prominent charter management organizations. He joined the staff of the California State Board of Education in 2006 and most recently served as interim Executive Director of the California State Board of Education. From 20032006, Borden was legal counsel and consultant for the Charter Schools Development Center. Since that time he has also handled government relations for CharterVoice, a non-profit public charter school policy and advocacy organization. From 2001-2003, Borden was an associate at the San Francisco-based law firm of Cooley Godward LLP. He previously served from 1995-1998 as a consultant for Accenture Consulting in Philadelphia, PA. Project Team Joette Spencer-Campbell, Chair, Concerned African American Parents Alliance (CAAPA), San Bernardino Dina Walker, Executive Director, BLU Educational Foundation, Inland Empire Margaret Spencer, Learning and Developing Intellectually, Emotionally and Socially (LADIES), San Bernardino Dr. Daniel Walker, Professor, San Bernardino Valley College Vicki Lee, Community Member, San Bernardino
Charlene Davis-Long, Community Member, San Bernardino Susan Nisonger, Director of Program Development, Project Pipeline of Education Bonnie Benson, Chief Financial Officer, Project Pipeline of Education Mari Harris, Coordinator of Instruction, Project Pipeline of Education Kiyomi Meeker, Coordinator of Supervision, Project Pipeline of Education 2) Fiscal Management Bonnie Bensen, Chief Financial Officer The schools finances will be the responsibility of Bonnie Bensen, Chief Financial Officer for Project Pipeline. Bonnie is a certified public accountant with extensive experience in school finance. She served as the Accounting Manager for Center Unified School District and has spent 15 years providing accounting and consulting services to K-12 school districts. She has been responsible for Project Pipelines finances since 1992. Her experience includes developing the business office procedures manual for the charter schools within the Twin Ridges Elementary School District. In addition, she has served as the Interim Chief Financial Officer of St. HOPE Public Schools which includes both an elementary charter school and a charter high school. The California Department of Education contracted with her to provide AB1200 oversight to a financially troubled joint district/county office of education. Her staff at Project Pipeline will perform the accounting functions for the school.
3) Legal and Governance Structure Hardy Brown College Prep will be governed by a unique blending of local San Bernardino leaders and California educational experts. The school will be operated by a non-profit governing board and school-based parent and community advisory councils to ensure a close nexus between the parents and students and the schools decision-makers. The program will be supervised by Project Pipeline, a California educational organization with a mission to prepare teachers to address the complex needs of students in California public schools. Project Pipeline was founded by retired school district superintendent Dr. Rex Fortune and has been preparing teachers for 20 years in over 90 school districts throughout California. Hardy Brown College Prep proudly derives its name from one of San Bernardinos most influential leaders and a pillar in the African American community. The program will work in conjunction with the Black Voice Foundation, started by Hardy Brown, to focus on providing quality after school, mentoring, and support services for the charter schools students. The programs founding members include some of Californias most influential educational leaders and reformers. A short biographical sketch of those individuals is attached. The founders of Hardy Brown College Prep believe that a clear and transparent governance infrastructure forms the foundation of a high-performing academic environment. As such, the governing board will hold its meetings in open public session, and will ensure that the schools decisions and key documents are readily accessible to parents, key stakeholders, and the public at large.
The Hardy Brown College Prep Board will hold quarterly meetings in accordance with the Brown Act. Members of the Hardy Brown College Prep community will have opportunities to address the Board, and the Board will provide a means by which the Hardy Brown College Prep community can have input in identifying problems and suggesting solutions to meet the Schools goals. Conflicts of Interest Policies and Assurances Hardy Brown believes deeply in maintaining transparency and accountability in order to protect the public funds and preserve the public trust. Hardy Brown will follow the states conflicts of interest laws that apply to California public charter schools in addition to those applicable to California non-profit public benefit corporations. Prior to opening, Hardy Brown will adopt a conflicts of interest code and policy and will require annual financial disclosures of relevant financial holdings of its board members, pursuant to California law and governance best practices. These disclosures will be made available to the public. Governance Structure, Roles and Responsibilities Hardy Brown College Preps governance responsibilities will primarily be divided between the governing board and the schools Principal (further described below). The Principal and teachers will carry out the day-to-day operations of the school, with the principal having primary responsibility to conduct and manage the daily operations. The governing board will set policy, approve the budget, oversee key staff, and assure that the school maintains high academic, financial, and legal standards. The Hardy Brown governing board shall have ultimate responsibility to oversee the operation and activities of the school. The governing boards major roles and responsibilities will include: 1) Establishing and approving all major educational and operational policies 2) Approving all major contracts 3) Approving the schools annual budget and overseeing the schools fiscal affairs 4) Developing annual goals for the school and long range plans with input from the Principal, teachers, school site council, and other parent advisory members 5) Receiving reports from, and providing directions to, the Principal and school staff. 6) Assessing Hardy Brown goals, objectives, academic achievements/student progress, financial status, and any need for redirection 7) Evaluating school and student performance The governing board is responsible for the accountability requirements established by the California Charter Schools Act of 1992 and this Charter. One of the governing boards primary responsibilities is to ensure that Hardy Brown is meeting annual accountability targets. The governing board will routinely evaluate the academic, financial, and legal/compliance health of the charter school and will work with San Bernardino Unified School District officials on Hardy Browns annual academic accountability plan. The governing boards
objective is to ensure fitness to an accountability plan that demonstrates measurable annual progress toward meeting the schools high standards for pupil success. The governing board will foster a close working relationship with school district officials to help ensure that Hardy Brown is meeting its accountability targets. Election, Term, and Removal Process for Board Members The Hardy Brown governing board will consist of (5) members. The initial members of the governing board shall be appointed by the chair of the Project Pipeline Board of Directors. Governing board members will serve two or three year staggered terms, which are renewable at the end of the term. Three (3) of the members shall have a three (3) year term. Two (2) of the members shall have a two (2) year term, initially. Two of the members shall represent the local San Bernardino community. Three of the members shall be from the Project Pipeline Board of Directors, including the chair or his/her designee. Vacancies and expired terms on the governing board shall be filled by a majority vote of then-existing governing board members following a search and recommendation process by a nominating committee of board members, convened for the purpose of on-going recruitment of board members. The nominating committee shall include at least one member of the Project Pipeline Board of Directors. Potential board members will be selected based on the organizations needs for content knowledge expertise on the board balanced with the need for representation from the community in which Hardy Brown College Prep operates. For example, Hardy Brown College Prep believes the governance structure should include expertise in financial management, legal matters, curriculum and instructional matters, and should include community representation to ensure a close nexus to the population of students served. Candidates for potential Hardy Brown governing board seats will submit a narrative statement regarding their qualifications for a position on the governing board that includes a description of their expertise in matters pertaining to the charter schools operations and their demonstrated commitment to Hardy Browns mission and targeted student population. The then-seated governing board will review candidates narrative statements, and determine the selection with an attempt to achieve the desired commitment level and the mix of skills and expertise necessary to effectively govern the charter school. Then-seated governing board members will vote to select new board members. The Hardy Brown governing board may remove a board member pursuant to the governing boards removal policy and procedure that will be set forth in the schools governance policies prior to commencing school instruction. A governing board member may be removed by a vote of a majority of the board members then in office. Examples of removable rationale include a board members failure to persistently exercise due care in the conduct of her/his duties (i.e. persistently missing board meetings or performing other obligations) and failure to exercise the board members duty of loyalty (i.e. failure conduct his/her actions in a manner that puts first the best interest of Hardy Brown College Prep and the students it serves).
Board Training and Sustainability Hardy Browns founders and board members are committed to continuous improvement and on-going training to assist the governing board in fulfilling its responsibilities to act as stewards for the charter school. To this end, the governing board will seek appropriate training and educational opportunities to more effectively govern Hardy Browns operations. Such training experiences may include individual training sessions with legal counsel or other experts familiar with public school governance, and/or training sessions with charter school governance experts. Such trainings or professional development may be made available to individual board members to enhance skills they need to effectively perform a critical role on the boards behalf, or may include full board training and professional development on matters applicable to the full board. This may include, for example, training on open meetings laws, conflicts of interest procedures and protocol, disclosure of public records, fiscal oversight and management, oversight of employment programs, and academic program operation and accountability to be sure the board is fulfilling its oversight responsibilities with fitness. Finally, Hardy Brown College Prep is excited to work in collaboration with San Bernardino City School District to form high functioning, public charter schools designed to serve the needs of students whose needs have proven challenging to meet. The program plans to work closely with school district, city, and county officials focused on preparing San Bernardino students for college and career readiness. Project Pipeline Director of K-12 Schools The Project Pipeline Director of K-12 Schools will supervise and evaluate the principal of the school, develop and manage the professional development plan for the staff of the school and manage the student data system. The director will also fundraise, help craft and maintain policies and procedures, and participate in the dispute resolution procedures of the school as necessary. The director will be an experienced and successful professional with an extensive background in charter school management and educational leadership.
Principal of Hardy Brown College Prep The principal of Hardy Brown College Prep shall manage the day-to-day operations of The School. The principal will report to the Project Pipeline Chief Academic Officer directly and present regularly to the Board of Directors. The principal, along with the Director of K-12 Schools, will be responsible for all hiring, direction, and evaluation of faculty and staff and all personnel discipline. The principal will also be responsible for the implementation of all Project Pipeline policies and procedures, including student discipline and organization of all instruction, academic support, and health and counseling services for kindergarten through eighth grades. The principal will be an employee of Project Pipeline. Listed below is a more detailed breakdown of the Hardy Brown College Prep-related responsibilities of the principal.
Governance. Charter oversight, Hardy Brown College Prep board relations, policy development and oversight, inter-action with Hardy Brown College Preps Advisory Council. Educational Program. Curriculum and instruction oversight, including Special Education and EL programs, development and implementation of assessment plan, development and evaluation of support programs, short and long range strategic planning, design and implementation of technology plan. Students. Recruitment, admissions, enrollment, discipline, suspension, expulsion, and counseling. Community Relations. Development and facilitation of external relations surrounding community, businesses, organizations, and media relations. Staff. Personnel supervision and oversight, hiring of faculty, and professional development of faculty. Facilities Management. Development and implementation of school security and safety plan, oversight of facility maintenance, and long-term facility management.
School Site Council Hardy Brown College Prep will have a School Site Council (SSC) which will be comprised of Hardy Brown College Prep parents, educators, and community leaders. The SSC will provide input to the Board through the principal on the operations of the School, staff, teachers and students. It will review and provide input on policies and procedures for expulsions, curriculum, fundraising and governance. The SSC will be made up of 2 staff representatives, 2 teaching staff representatives, 4 elected parents, and nominated student leaders.
Parent Groups One goal of Hardy Brown College Prep is to empower parents as educational partners. Parents should feel that their voice and participation at the School influences the development of Hardy Brown College Prep and its components. Parents will have the opportunity to participate in a variety of meaningful ways at the School, and their presence on campus and assisting teachers in the classroom will be most important. In order to ensure significant parent involvement, the School will encourage the development of parent based groups. These groups will be responsible for recruiting parents in the activities of the School for the purpose of strengthening the community. All parents and guardians will be encouraged to attend parent-led meetings.
Special Education Governance Hardy Brown College Prep plans to join a SELPA for the governance and management of the Special Education Program. Legal Affirmations
Hardy Brown College Prep will be non-sectarian in its programs, admissions policies, employment practices, and all other operations, shall not charge tuition, and shall not discriminate on the basis of race, ethnicity, national origin, gender, or disability. Pursuant to Education Code Section 47604(c), the school district in performing its oversight of Hardy Brown College Prep shall not be liable for the debts and 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. As a non-profit corporation, Hardy Brown College Prep will not operate to the private benefit of any individual or group of individuals, and will instead operate for the benefit of the California public school students it serves.
D. HUMAN RESOURCES 1) Staffing Plan The Hardy Brown College Prep will have a leadership team composed of a principal, counselor and lead teachers for K-2, 3-5 and 6-8. The Principal will be the instructional leader of Hardy Brown College Prep. As such, the principal will supervise the teachers and counselor. In addition the staffing plan calls for classroom teachers, intervention specialists, a school secretary, custodian/campus monitor, after school program tutors. For the administration for the schools back office, the staffing plan includes the following part time positions: Director of K-12 Schools CFO Fiscal Services Technician Personnel Technician Administrative Assistant 2) Qualifications of School Employees
The qualifications to be met by individuals to be employed by the school." California Education Code section 47605(b)(5)(E)
The principal will be responsible for professional development, teacher training, and using assessment data to guide instruction. Lead teachers will collaborate with the principal and other staff to ensure that these elements are aligned to the academic goals of the school. The principal will also oversee the financial and managerial aspects of Hardy Brown College
Prep operations as well as maintain a school culture of respect and discipline that will ensure a learning environment that is physically and emotionally safe. The counselor will serve as the primary ambassador for Hardy Brown College Prep to our families, emphasizing the need for parents and guardians to be actively involved in their child(ren)s education. The role of the counselor will also be to promote a college going culture by tracking student progress, arranging interventions and enrichment opportunities as wells as monitoring students Individual Learning Plans. All employees will be teachers and role models. Because of their love for students, employees will be not only innovative individuals with a passion for life-long learning, but also coaches and facilitators of learning. They will be committed to developing the social, civic, character and academic potential of each student. It is the intent of Hardy Brown College Prep to employ staffs who is dedicated to providing instruction for children according to the academic content standards adopted by the California State Board of Education. Each Hardy Brown College Employee will sign a Commitment to Excellence Contract that outlines these tenets. Selection and appointment of Hardy Brown College Prep employees will be the exclusive prerogative of Project Pipeline. Project Pipeline holds recruit/release authority for all Hardy Brown College Prep staff, and sets the terms and conditions of employment, within the parameters of the Project Pipeline policies and procedures. Project Pipeline does not and will not discriminate against any applicant on the basis of his/her race, creed, color, national origin, age, gender, disability or any other basis prohibited by law. All candidates must show evidence of compliance with the California criminal clearance process. All employees are provided a thorough orientation program that highlights State and Federal guidelines for public school staff, as well as Project Pipeline Policies and Procedures. Additionally, the orientation program helps new staff to gain an appreciation and understanding of the unique Project Pipeline culture that has high expectations for improving student performance. Principal The principal of Hardy Brown College Prep shall possess leadership abilities and a comprehensive educational vision that is consistent with the Hardy Brown College Prep mission and educational program, as well as experience related to their areas of responsibility. In addition, the principal shall have strong knowledge of the academic content standards adopted by the California State Board of Education. All candidates must show evidence of compliance with the California criminal clearance process. Counselor The school counselor will hold a Pupil Services Credential from the California Commission on Teacher Credentialing. The school counselor will provide academic, career, college readiness, and personal/social competencies to all students and other stakeholders. The school counselor will establish the program and develop activities and resources to implement and evaluate the program. The school counselor will provide individual and group counseling services to meet the developmental, preventative and remedial needs of students. The school counselor will consult with students, parents, teachers, and other school and community personnel to assist in meeting the needs of students.
School Secretary The school secretary will have five years of experience in a similar role and a baccalaureate degree or the equivalent. The secretary will provide administrative clerical support; purchasing; substitute teacher coordination; heavy telephones, customer service to students and school staff; communicating via email, telephone and in writing. The school secretary will be the office manager; assist with human resources; and assist for health concerns for students. Teachers All teachers in Hardy Brown College Prep that are required to hold a Commission on Teacher Credentialing certificate as per the federal No Child Left Behind Act (NCLB) and California Educational Code covering Charter Schools (i.e., The California Charter School Act) shall do so. These documents shall be maintained on file at the charter school and shall be subject to periodic inspection by the District. Teachers shall provide instruction in core subjects, including English/language arts, mathematics, history/social science, and science. They shall be responsible for overseeing the students academic progress and for monitoring grading and matriculation decisions as specified in the Schools operational policies. The most important qualifications for our teachers are: (1) commitment to developing the academic potential of all Hardy Brown College Prep students; (2) demonstrated competency in the subject matter they will be teaching; (3) proficiency in instructional practices relevant to diverse populations; (4) familiarity with or willingness to be trained in learning styles and the Schools curriculum sequence; and (5) willingness to work hard, take responsibility and exercise leadership for the School as a whole. Specific teacher qualifications include: Possession of a certificate, permit or other document issued by the California Commission on Teacher Credentialing, as required by California Charter School Act of 1992 and the No Child Left Behind Act; Monitoring of Credentials: The Personnel Technician in conjunction with Project Pipelines Credentials Analyst will be responsible for the inspection and monitoring of teacher credentials. Teachers will be required to provide an original copy of their credential and this information will be verified through the CCTCs website. A tracking process will be implemented to ensure that credentials remain valid. Teachers will be notified prior to the expiration of their credential that the credential must be renewed in order to remain eligible for employment. Possession of one of the documents issued by the California Commission on Teacher Credentialing (CCTC) that authorizes instruction to English Learners (EL). Including, but not limited to: Multiple or Single Subject Teaching Credential with English Learner Authorization or CLAD/BCLAD Emphasis, District Intern Credential with English Learner Authorization/BCLAD Emphasis, Bilingual Cross-cultural Specialist
Credential, or CLAD/BLCAD Certificate. (per Credential Leaflet: CL-622 from California Commission on Teacher Credentialing). Strong knowledge of state-adopted academic content standards; Willingness to devote time, energy and effort in developing the Schools program; Willingness to use data and assessments to drive instructional practices; Commitment to working with parents as educational partners; Willingness to become learners as well as teachers/coaches in the School; Knowledge of or willingness to become knowledgeable about the developmental needs of the students; Sensitivity to social as well as academic needs of the students; Willingness and ability to plan cooperatively with other teachers; Willingness to be trained in the use of different curricula and learning styles in the classroom; Willingness to be an active participant in staff meetings; Willingness to work closely with the administration by providing any information regarding a students behavior change, attitude and/or classroom performance; Willingness to take a leadership role in some aspect of the Schools development; Strong knowledge of their personal strengths and weaknesses; Willingness to continue education through additional courses and training, workshops, seminars and professional development; and Willingness to work collaboratively with Hardy Browns university, college, business and community partners.
After School Tutors Tutors will be caring, responsible adults, likely college students, parents and community leaders who meet the highest standards of personal integrity and character. Tutors will be volunteers in the first two years of the program and will be paid positions in the following years. All other staff members shall meet the basic criteria for employment as identified by the Board and shall possess those qualities referred to in Employees above. In addition, all other staff members will possess experience and expertise appropriate for their position according to the Schools adopted personnel policies. Hardy Brown College Prep may employ or retain instructional support staff in any case where a prospective staff member has the appropriate mix of subject matter expertise, professional experience, and the demonstrated capacity to work successfully in an instructional support capacity. Project Pipeline will employ advanced teacher-development programs to ensure that all teachers serve students in the most effective manner possible. This will include coaches with expertise in child education techniques.
3) Professional Development Plan for Instructional Staff The professional development plan for instructional staff at Hardy Brown College Prep will be directed by Project Pipeline. Through its teacher credential and masters degree programs, Project Pipeline has an exhaustive wealth of knowledge, and access to leading professionals in the field of education. Project Pipelines program graduates, of nearly 1,000 members, are leaders within their school districts with a demonstrated commitment to urban education, closing the achievement gap, and collaborative professional development. Further, Project Pipeline employs nearly 200 adjunct faculty, including administrators, BTSA directors, school superintendents, and academics from neighboring universities. Project Pipelines professional community will provide extensive, ongoing, collaborative professional development to the instructional staff at Hardy Brown College Prep. Project Pipeline will provide a comprehensive professional development, induction, and peer review program for its staff. Project Pipelines substantial, yearlong program will begin with a two week in-service, through which its faculty will introduce all new colleagues to the philosophy and operation of Hardy Brown College Prep and help teachers develop and refine their practices. Project Pipelines professional development and induction programs will focus on four main themes: Building and deepening teacher knowledge; Integrating new practitioners into a teaching community and school culture that support the continuous professional growth of all teachers; Supporting the constant development of the teaching community in the school; and Encouraging a professional dialogue that articulates the goals, values, and best practices of Hardy Brown College Prep as a school community. 3
Project Pipelines organized, systematic professional development program will create a professional teaching environment in which all teachers: work collaboratively on problems that focus on student learning; feel a collective responsibility for the growth and learning of all teachers and all students in the school; understand that no individual has all the answers, but that each has important knowledge to contribute; focus on jointly creating new knowledge and see their own and their students learning as an ongoing process; work in cohorts of colleagues and with groups of students, whom they get to know well over time; have structured time to observe and reflect on each others work and to serve as critical friends in support of each other;
(2005). Induction into learning communities. National Commission on Teaching and Americas Future. Washington DC.
commit to shared norms, with shared responsibility for growth in learning of all teachers and students in the school; build understanding of each others styles and techniques so they can learn from one another and complement each others work with students; value open and regular communications that are the foundation of trust, shared goals, and professional norms among teachers, administrators, students, parents, and community members. 4
Professional development opportunities at Hardy Brown College Prep will be ongoing and systematically embedded in the design of school programming. While the first year professional development program will be set forth by Project Pipeline, subsequent years professional development programs will be designed collaboratively through the Professional Development Design Team, with input from administrators, teachers, classified personnel, parents, and community leaders. An example of a monthly cycle of professional development at Hardy Brown College Prep is found below. 1st Wednesday
Whole staff Introduction of monthly theme; guest speaker/presentation; Guiding question: How does this affect our school and community?
2nd Wednesday
Department/small group Revisit of monthly theme; data collection and analysis; group norming of practices Guiding question: How does this apply to our department or smaller group?
3rd Wednesday
Independent Individual teachers implement professional development practices, collect and interpret data; prepare for presentation Guiding question: How does this affect my students/me?
4th Wednesday
Whole staff Presentation of data; reflection; recommendations; next steps; Guiding question: How can we use this information to affect our students, school, and teaching environment?
Hardy Brown College Prep Professional Development Monthly Cycle
Ibid.
Specific development opportunities for staff include, but are not limited to: Classroom Observations by Instructional Experts. Perhaps the most important development opportunity for a teacher is the chance to have an instructional expert observe their practice and give critical feedback. To that end, Hardy Brown College Prep will have instructional experts making regular visits to classrooms to provide this experience to teachers. Part of the goal of these observations will be to tie instructional practices and their effectiveness to the achievement data provided above. Subject specific trainings. These Content pedagogy, trainings will expose teachers to the strategies and approaches that are necessary to teach specific subject areas as per the adopted curriculum. In compliance with AB 466, all teachers will be trained by a state approved provider; with ongoing support to deepen content knowledge and exercise specific strategies. Project Pipeline will provide subject-specific mentoring, demonstration lessons, and seminars through its faculty and alumni. Common planning time for subject areas or grade levels. In order to ensure that there is alignment of curriculum across our grade levels and opportunities to share best practices, Hardy Brown College Prep will schedule common planning time for teachers. A collaborative model through which administrators and lead teachers will articulate goals for planning time will be adopted. Lead teachers will guide planning time discussions, with clearly directed, data-driven outcomes that will reliably and predictably lead to school wide academic improvements, such as student placement for intervention programs and inter-sessions. Demonstration Lessons. Hardy Brown College Prep teachers will be given the chance to observe a skilled, master teacher deliver a lesson to the same population of students that the teacher work with everyday. These opportunities shall be provided on a regular basis through scheduled release time. Teachers will be expected to adopt successful instructional approaches and skills that enhance instruction, such as the use of information technologies, interpersonal, and classroom management skills. Data interpretation and analysis trainings. Hardy Brown College Prep teachers will participate in workshops conducted by our Research and Data department on how to best utilize and access data reports. Membership in e-communities. Hardy Brown College Prep teachers will join professional on-line communities as well as maintain communication with staff and other critical friends through the use of blogs and other online technologies. Collaborative partnerships with critical friends. Hardy Brown College Prep teachers will enjoy membership in a greater educational community including the Project Pipeline Teacher Credential Program, which offers a comprehensive teacher credential program and Masters Program in Education; as well as a BTSA program and an Administrative Credential program. Further, through collaboration with critical friends such as local community leaders, local university faculty; local school district leaders, and local BTSA leaders, teachers will develop the foundational skills needed to successfully include parents, business, and community resources in their students learning.
WASC Accreditation. Hardy Brown College Prep will pursue WASC Accreditation. The accreditation process will guide the standards through which instructional staff operate, including but not limited to, focusing on Standards-Based Student Learning through Curriculum, Instruction, Assessment and Accountability; as well as School Culture and Support for Student Personal and Academic Growth. The WASC Accreditation process will allow, and indeed require, all staff at Hardy Brown College Prep to ensure that the schools mission and vision are being accomplished through the educational program.
Project Pipelines commitment to professional development is best evidenced by the allocation of fiscal resources as seen by the line item on the budget. A large-scale study in 1997 revealed that every additional dollar spent on raising teacher quality netted greater student achievement gains than did any other use of school resources. 5 By allocating funds to develop, provide, and evaluate a comprehensive professional development program, all staff at Hardy Brown College Prep will have access to professional induction that is based on a detailed and comprehensive analysis of the needs of Hardy Brown College Prep students and is consistent with the schools mission and professional standards. 4) Compensation and Benefits Staff at Hardy Brown College Prep will participate in the federal social security system as required by law and will have access to other school-sponsored retirement plans according to policies developed by the board of directors and adopted as the school's employee policies. Hardy Brown College Prep currently plans to participate in Californias State Teacher Retirement System (STRS) for its certificated staff and plans to offer an Internal Revenue Code section 403(b) plan with an employer contribution or other comparable benefits plan in conjunction with Social Security for all other staff. Teachers and staff may also have access to other school-sponsored retirement plans according to policies developed by the Hardy Brown College Prep governing board. If the board chooses STRS in accordance with Education Code Section 47611.3, the county shall create any reports required by STRS. At the countys request, the school shall pay the county a reasonable fee for the provision of such services. Hardy Brown College Prep retains the option for its governing board to choose to participate in Californias State Teacher Retirement System (STRS), Public Employees Retirements System (PERS) or Social Security depending upon employee eligibility and what the board determines is in the best interest of the staff and the school as a whole. This determination will be reflected in Hardy Brown College Prep personnel policies and employment handbook and will be presented to employees prior to their employment with the charter school. Salary Hardy Brown College Prep does not anticipate adopting a formal salary schedule. Instead, Hardy Brown College Prep plans to compensate its faculty and staff using a salary scale that ties salary to each individuals qualifications for their specific position. Hardy Brown College Prep plans to use a rubric that specifies the qualifications and experience levels desired for each given position and will base individual salaries and salary increases on the employees possession and attainment of these qualifications. Additional salary increases and bonus
5
Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New York: National Commission on Teaching & America's Future.
compensation may be provided to individual employees for their contribution to school and student success. This salary structure will be detailed in Hardy Brown College Preps personnel policies and employment handbook. Although Hardy Brown College Prep does not plan to use a formal salary schedule, Hardy Brown College Prep recognizes that many of our teachers and staff members might also be considering positions in surrounding school districts. Hardy Brown College Prep will likely therefore seek salary levels similar to the general salary levels being offered by these surrounding districts.
5) Employee Representation
A declaration whether or not the charter school shall be deemed the exclusive public school employer of the employees of the charter school for the purposes of the Educational Employment Relations Act. California Education Code section 47605(b)(5)(O)
Hardy Brown College Prep shall be deemed the exclusive public school employer of the employees of the charter school for the purposes of the Education Employment Relations Act (EERA). Under the EERA, Hardy Brown College Prep employees shall have the right to form a collective bargaining unit and to negotiate directly with the charter school. If the employees lawfully form a collective bargaining unit with a representative designated to negotiate with the charter school on their behalf, the charter school shall negotiate matters covered by the EERA directly with that representative. These matters may include such items as salary levels (which may be based upon such factors as educational degree attained, years of teaching experience and/or other factors), employee benefits (health plan provider, levels of coverage and co-payments, retirement plans, vacation days, dental and vision coverage, etc.), number of work days per year and number of teaching hours per day, and work rules (including required breaks).
6) Rights of School District Employees Description of the rights of any employee of the school district upon leaving the
employment of the school district to work in a charter school and of any rights of return to the school district after employment at a charter school. Education Code section 47605(b)(5)(M)
Members of Hardy Brown College Prep staff who leave employment in the San Bernardino City Unified School District to work at Hardy Brown College Prep shall not have any right to return to employment within the district without prior consent by the district. Employees of Hardy Brown College Prep who were not previous employees of the school district will not become employees of the school district and will not have the right to employment within the district upon leaving the employment of the charter school. Upon dismissal from the charter school, no previous school district employee may return to the district for employment without the prior written consent of the school district.
San Bernardino City Unified School District employees cannot be required to work at Hardy Brown College Prep, nor can the district require the charter school to hire district classified, certificated, or confidential employees, with the exception of district employees provided to the charter school as part of an agreement for services paid to the school district by Hardy Brown College Prep under a separately negotiated agreement or memorandum of understanding. Charter school employees are not subject to district transfers without written consent of that employee. The Hardy Brown College Prep governing board will adopt salary and benefit levels, working conditions and work year characteristics (e.g., length of year and day and vacation policies) for all employees that will allow Hardy Brown College Prep to attract and retain the caliber of employees necessary for the Schools success.
7) Health and Safety
The procedures that the school will follow to ensure the health and safety of pupils and staff. These procedures shall include the requirement that each employee of the school furnish the school with a criminal record summary as described in section 4437. Education Code section 47605(b)(5)(F)
Hardy Brown College Prep believes that it is our responsibility to nurture not only students minds but also their emotional and physical well-being. Prior to commencing instruction, Hardy Brown College Prep will adopt and implement a comprehensive set of health, safety, and risk management policies. In general, health and safety matters will be dealt with in accordance with these Hardy Brown College Prep policies. These policies will be developed in consultation with the schools insurance carriers and at a minimum will address the topics discussed below. These policies and procedures will be incorporated as appropriate into the schools student and staff handbooks and will be reviewed on an ongoing basis in the schools staff development efforts and governing board policies. Specifically, these policies and procedures will address the following topics: All enrolling students and staff provide records documenting immunizations to the extent required for enrollment in non-charter public schools Response to natural disasters and emergencies, including fires, floods and earthquakes through a disaster plan that shall be developed in consultation with Camp and School Consulting, which specializes in emergency preparedness and risk management, including disaster plan development (www.campandschool.com). Preventing contact with blood-borne pathogens Instructional and administrative staff receive training in emergency response, including appropriate first responder training or its equivalent Administration of prescription drugs and other medicines
Hardy Brown College Prep will be housed in facilities that have received state Fire Marshal approval and that have been evaluated by a licensed structural engineer who has determined that the facilities present no substantial seismic safety hazard Hardy Brown College Prep will function as a drug, alcohol and tobacco free workplace Each employee of the School will furnish a criminal record summary as required by Education Code Section 44237 A policy that all guest lecturers or volunteers complete a background statement and be under the supervision of the classroom teacher, or designated person at all times A policy that Hardy Brown College Prep utilize security personnel and school monitors A policy that all visitors be required to sign-in at the reception desk and wear a visitors badge at all times while on Hardy Brown College Prep premises A policy that Hardy Brown College Prep establish a safe place off the grounds to move students in the event of danger
Immunizations and Criminal Background Check All faculty and staff members shall be in compliance with California Education Code Section 44237. All enrolling students and staff must provide records documenting immunizations to the extent required by law, including mandatory tuberculosis screening for staff and volunteers expected to have prolonged contact with students, pursuant to Education Code section 49406, and vision, hearing and scoliosis screening for students as required by law. As a condition of employment, tuberculosis screening and fingerprinting will be required with clearance by the Department of Justice before the employees start date. Each employee of the school shall submit to a criminal background check and furnish a criminal record summary as required by Education Code Section 44237. Further, tuberculosis screening shall be required every four (4) years pursuant to the requirements of Education Code section 49406(b). Hardy Brown will provide notification to staff and volunteers with prolonged student contact with sufficient advanced notice to enable those individuals to timely complete their mandatory tuberculosis screening. Fingerprinting/Criminal Background Check Process Each employee of the school shall submit to a criminal background check and furnish a criminal record summary as required by Education Code Section 44237. The Livescan form for both the Department of Justice and the FBI fingerprinting/criminal background check will be distributed by the schools Personnel Technician. Candidates will be able to go to any Livescan station to get the fingerprinting done. Once the candidate has notified the school that they have completed the fingerprinting process, the Personnel Technician will follow up with the Department of Justice to request documentation as proof to verify clearance and make the determination to allow a candidate to begin employment or not. This documentation will be maintained in the employees personnel file.
The process must be completed before the employees start date. If the candidate is not cleared, they will not be eligible for employment. Immunization forms and other pertinent medical records will be kept (confidentially) on file by the school administration. Parents are expected to ensure that their children obtain proper immunizations prior to matriculating pursuant to Chapter 1 (commencing with 120325) of Part 2 of Division 105 of the Health and Safety Code. The school may exempt students from enrolling who are not properly immunized pursuant to 48216 (a-c) of the Education Code. Those parents who are having difficulty obtaining immunizations for their children will be provided information on where to get immunized in their community. Documentation is on file in the students records or employee records held in security at the schools primary administrative office. Copies of employee records and student records can be made available at the request of the school district. Student Health Hardy Brown College Prep plans to ensure every student in the school receives proper health care. We will develop a plan to have referral services available to offer low-cost health care to its students and families who are uninsured. Future plans include a health center that will be available to all students at Hardy Brown College Prep. Hardy Brown College Prep also recognizes that student health is directly related to appropriate measures to ensure proper hygiene. Hardy Brown College Prep plans to open a salon/barber shop that will allow access to students for haircuts, skin care and other grooming needs. The salon will also be a training facility for cosmetology students where Hardy Brown College Prep students can eventually participate in enrichment classes and training. If required by federal or state law, the school will provide screening for student vision, hearing and scoliosis, and students will show the required proof of immunization. The school will maintain records of legally required tests and immunizations of students and staff. Hardy Brown College Prep will also have a policy establishing the school as a drug, alcohol, and tobacco free workplace. Blood-borne Pathogens Hardy Brown College Prep will implement policies relating to preventing contact with bloodborne pathogens. Project Pipelines Director of K-12 Schools shall ensure that Hardy Brown College Prep meets state and federal standards for dealing with blood-borne pathogens and other potentially infectious materials in the workplace. Project Pipelines Director of K-12 Schools shall establish a written Exposure Control Plan designed to protect employees from possible infection due to contact with blood-borne viruses, including human immunodeficiency virus (HIV) and hepatitis B virus (HBV). Whenever exposed to blood or other body fluids through injury or accident, students, and staff should follow the latest medical protocol for disinfecting procedures.
Child Abuse Prevention and Reporting Hardy Brown College Prep will maintain detailed policies and procedures for the immediate reporting of suspected child abuse, acts of violence, or other improprieties. Such policies will detail the role and obligation of staff in the reporting of child abuse pursuant to CA Penal Code Section 11164. California Penal Code section 11166 requires any child care custodian who has knowledge of, or observes, a child in his or her professional capacity or within the scope of his or her employment whom she or he knows or reasonably suspects has been the victim of child abuse to report the known or suspected instance of child abuse to a child protective agency immediately, or as soon as practically possible, by telephone and to prepare and send a written report thereof within thirty-six (36) hours of receiving the information concerning the incident. All appropriate staff shall be required to certify that he or she has knowledge of California Penal Code section 11166 and will comply with its provisions before being hired. 8) Dispute Resolution Hardy Brown College Prep will adopt policies and processes for aiding and resolving internal and external disputes. Intent The intent of this dispute resolution process is to (1) resolve disputes within the school pursuant to the schools policies, (2) minimize the oversight burden on the San Bernardino City Unified School District as the charter schools authorizing agent, (3) insure a fair and timely resolution of disputes, and (4) frame a charter oversight and renewal process and timeline so as to avoid disputes regarding oversight and renewal matters. Public Comments The staff and governing board members of Hardy Brown College Prep and the San Bernardino City Unified School District agree to resolve all disputes regarding this charter school pursuant to the terms of this section. Both agree to refrain from public commentary regarding any disputes until the matter has progressed through this dispute resolution process. Disputes Arising From Within the School Disputes over personnel discipline will not be covered by the charter school dispute resolution process, and instead, will be resolved through the personnel policies and procedures. The charter school shall adopt comprehensive personnel policies and procedures, approved by the Hardy Brown College Prep governing board that will be provided to each employee upon hire. These policies will set forth personnel obligations, rights, responsibilities, complaint procedures, discipline procedures, and other pertinent policies essential to preserving a safe and harmonious work environment. The schools principal will resolve complaints and grievances and will administer any personnel discipline, with the assistance of the governing board, if necessary, in accordance with these policies. The San Bernardino City Unified School District agrees to refer all complaints regarding the school's operations to the Hardy Brown College Prep Project Pipelines Director of K-12
Schools for resolution in accordance with the school's adopted policies. Parents, students, governing board members, volunteers, and staff at the charter school will be provided with a copy of the school's policies and dispute resolution process and will agree to work within its bounds. 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 Hardy Brown College Prep governing board unless the matter directly relates to one of the reasons specified in law for which a charter may be revoked (e.g., gross fiscal mismanagement or student health and safety risks). Disputes arising from within the school, including all disputes among and between students, staff, parents, volunteers, advisors, and partner organizations and governing board members of the school, shall be resolved by the charter school and the governing board pursuant to policies and procedures developed by the charter school governing board, which shall ensure that such policies and procedures are drafted in accordance with applicable laws. The San Bernardino City Unified School District shall not intervene in any such internal disputes without the consent of the governing board of the charter school and shall refer any complaints or reports regarding such disputes to the chairperson of the governing board/or the principal for resolution pursuant to the charter schools policies. The San Bernardino City Unified School District agrees not to intervene or become involved in the dispute unless the dispute has given the school district reasonable cause to believe that a violation of this charter or related laws or agreements has occurred, or unless the governing board of the charter school has requested the school district to intervene in the dispute. Disputes Between the Charter School and The District In the event that the charter school and the school district have disputes regarding the terms of this charter or any other issue regarding the charter school, both parties agree to follow the process outlined below. In the event of a dispute between the school and the school district, the staff and governing board members of the school and district agree to first frame the issue in written format and refer the issue to the school district superintendent, or his/her designee, and Project Pipelines Director of K-12 Schools. In the event there is a dispute between the parties and the issue does not rise to the level of a revocation of the Charter, the dispute shall be resolved by the following steps. a. The charter school representative and the district superintendent, or his/her designee, shall informally meet and confer in a timely fashion to attempt to resolve the dispute. b. In the event that this informal meeting fails to resolve the dispute, both parties shall identify two board members from their respective boards who shall jointly meet with the superintendent of the district, or his/her designee, and the representative of the charter school and attempt to resolve the dispute. c. If this joint meeting fails to resolve the dispute, the superintendent, or his/her designee, and the charter school representative shall meet to jointly identify a neutral, third party mediator, and shall follow the process for mediation described in subsection d below.
In the event that the district superintendent, or his/her designee, believes that the dispute relates to an issue that could lead to revocation of the charter, this shall be specifically noted in the written dispute statement and the following will be taken first: a. Cause of Revocation: The District may revoke the charter if the district finds that Hardy Brown College Prep did any of the following: 1) committed a material violation of any of the conditions, standards, or procedures set forth in the charter; 2) failed to meet or pursue the pupil outcomes identified in the charter; 3) failed to meet generally accepted accounting principles or engaged in fiscal mismanagement; 4) violated any provision of law relating to the charter school. b. Notice of Intent to Revoke Charter ("Notice"): Prior to the revocation of the charter, the District shall provide written notice to Hardy Brown College Prep which details the following: 1) those sections or laws violated by Hardy Brown College Prep; 2) all facts in support of the Notice; 3) all available documents to support the Notice. c. Opportunity to Cure: The District shall give Hardy Brown College Prep a reasonable opportunity to cure the violations. Normally the opportunity to cure shall be 30 days after service of the Notice. This period may be extended by mutual agreement of the parties. The cure period may be shortened or foregone if the District determines, in writing, that the violation constitutes a severe and imminent threat to the health or safety of the pupils of Hardy Brown College Prep. d. Mediation: Within 30 days of service of the Notice, the parties shall schedule a mediation to resolve the matter. The parties shall mediate in good faith. The mediator shall be selected by mutual agreement of the parties. e. Arbitration: Within 60 days of the Notice of Intent to Revoke Charter and in the event that the mediation is unsuccessful, the dispute shall be referred to Arbitration. The arbitrator shall be selected by mutual agreement and the format of the arbitration session shall be developed jointly. The district and charter shall incorporate informal rules of evidence and procedure unless both parties agree otherwise. The arbitrator shall issue a written decision. The findings or recommendations of the arbitrator shall be non-binding, unless the boards of the charter school and the district jointly agree to bind themselves. f. Cost of Mediation: The cost of mediation shall be borne equally by both parties. g. Decision by the District Board: Within 30 calendar days of the arbitrator's decision the school district Board shall either affirm or overturn the opinion of the arbitrator. If the Board overturns the decision of the arbitrator, it shall state its reasons and evidence in writing.
E. STUDENT ADMISSIONS, ATTENDANCE, AND SUSPENSION/EXPULSION POLICIES 1) Student Admission Policies and Procedures Hardy Brown College Prep will actively recruit a diverse student population. Admission will be open to any California resident, and all students will be considered for admission without regard to race, ethnicity, national origin, gender or disability. Hardy Brown College Prep will strive through recruiting efforts to achieve a racial and ethnic balance of students that reflect the general population within the territorial jurisdiction of the San Bernardino City Unified School District. Hardy Brown College Prep seeks to enroll students committed to a rigorous educational experience. Families who understand and value the schools mission and will commit to the schools instructional and operational philosophy will be actively recruited. Prospective students and their parents or guardians will be briefed regarding the schools instructional and operational philosophy and will be informed of the schools student-related policies. In order for students to be admitted to Hardy Brown College Prep, they must first fill out a Student Application in concert with their parents. Students and their parents/guardians must be willing to take part in an orientation session that will introduce the Schools philosophical and operational underpinnings and policies. At orientation, students, parents/guardians will be asked to sign an annual parent/student contract to acknowledge that they understand and support Hardy Brown College Preps outcomes, philosophy, program and any other applicable requirements. Though parents will be strongly encouraged to sign the contract, a student will not be punished for the failures of his/her parents whether it is the signing of the contract or the fulfilling of its terms. A student will not be suspended or expelled from Hardy Brown College Prep for breaching the contract without due process. In the event that the number of students who wish to attend Hardy Brown exceeds the Schools capacity, admission preference will be given in the following order: children of founding members of Hardy Brown College Prep, children of Hardy Brown staff members, siblings of current students, pupils who reside in the District, pupils placed on the waiting list the previous year, and then the general public. A lottery system will be used to determine those selected from whichever category above reaches the capacity limit. The lottery process will continue until all applicants have been assigned a number for admission. Applicants who are not admitted will be placed on a waiting list in the order in which they were selected in the lottery. 2) Recruiting and Admissions Cycle The school will establish an annual recruiting and admissions cycle, which shall include reasonable time for all of the following: (1) outreach and marketing, (2) orientation sessions for students and parents, (3) an admissions application period, (4) an admissions lottery, if necessary, and (5) enrollment. The school may fill vacancies or openings that become available after this process using either a waiting list or any other nondiscriminatory process. The school will admit students at any time during the school year on an openended basis in order to best serve the needs of students.
3) Timeline for Recruiting and Enrollment For our first year, recruiting for admission will commence immediately upon approval of the charter petition. Our goal is to enroll up to 235 students during the first year, per our plan for enrollment and growth. Applications for admission will be made immediately available and the school will hold parent information meetings prior to commencing instruction. For future years, applications for admission will be made available in March of our first year and will be due by the third Friday in April. Hardy Brown College Prep will hold parent information meetings between January and April so parents can learn more about the School as they apply. 4) Lottery Public Random Drawing If the number of applications does not exceed the capacity of the charter school there will be no lottery, and all students who submitted qualified applications will be enrolled. In the event that the number of students seeking admission to any grade level exceeds capacity, a lottery will be held. It will be completed by pulling slips of paper with applicants names on them out of a container, and the drawing will be held in a public forum. All eligible names will be drawn from the container and those exceeding the number of available spaces will be placed on a waiting list in the order drawn. Hardy Brown College Prep may grant priority in admissions to current students and residents of the school district, as provided in current law. The School may also grant admission preference to children of school founders, siblings, and children of staff and board members, provided that students admitted under any such preference shall not constitute more than 10 percent of the school's total enrollment. If greater than 10 percent of the schools total enrollment seeks admission in a given year via a preference, an initial lottery will be conducted to select up to 10 percent of those seeking admission via preference. Following this lottery, those not selected via the preference lottery will be placed in the general lottery with the general applicant pool. After the lottery, families will receive their official enrollment forms and will be informed of the enrollment process detailed below. Currently-enrolled students will not participate in the random drawing, as they are automatically reserved a space for the following year. Admission will not be based on prior student performance or admission testing. Post matriculation, various assessments may be administered to determine the students readiness for the grade of entrance requirements or maintenance of said grade. These instruments aid in the development of Individualized Learning Plans for children. Children who are working below grade level or need a little extra help will be required to attend programs such as, summer school, afterschool classes, and academic support classes, designed to remediate any academic deficiencies. Hardy Brown College Prep will be nonsectarian in its programs, admissions policies, employment practices, and all other operations, shall not charge tuition, and shall not discriminate on the basis of race, ethnicity, national origin, gender, or disability. 5) Attendance Tracking San Bernardino County has the second largest black student population in the state; it also has some of the highest dropout rates. In 2008, the California Department of Education reported that African American male students living in San Bernardino County had a dropout
rate of 46.6%, dwarfing the statewide rate for all boys, which was 27.5%. Some sources say San Bernardino City Schools has the lowest graduation rate in America. A 2006 report from the Manhattan Institute for Policy Research, found that among the nation's 100 largest public school districts, the lowest graduation rate was in San Bernardino City Unified School District followed by Detroit and New York City. Hardy Brown College Prep recognizes that the most important factor in student achievement is that students are at school every day. Managing the attendance of students in a timely and effective manner will require the implementation of a technology-based student information system. Hardy Brown College Prep will use PowerSchool for the student information system. PowerSchool allows school staff to track student attendance by teachers taking role at the beginning of each class. The school secretary will be able to access the reports and make phone calls home for students not at school. The system will help reduce truancy and prevent chronic absences that lead to high drop-out rates. PowerSchool will also be accessible for parents to monitor their child(ren)s attendance. For inter-sessions and summer, attendance will be tracked hourly in compliance with supplemental program funding. 6) Non-Discrimination
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. California Education Code section 47605(b)(5)(G)
Hardy Brown College Prep will implement a student recruitment strategy that will be represented by, but is not necessarily limited to, a combination of the following elements or strategies to ensure a diverse student body and a racial and ethnic balance among students that is reflective of the district: An enrollment process that is scheduled and adopted to include a timeline that allows for a broad-based recruiting and application process. The development and distribution of promotional and informational material that appeals to all of the various racial and ethnic groups represented in the San Bernardino City Unified School District, including materials in languages other than English to appeal to limited English proficient populations. The distribution of promotional and informational materials to a broad variety of community groups and agencies. Outreach meetings in several areas of the district to reach prospective students and parents. The school will keep a record of the number and location of these community presentations. Use of brochures, newsletter, TV/radio public service announcements, print and nonprint media for outreach communications. Discussions and distribution of application materials to the school district central office, middle schools, small autonomous schools, district high schools, private schools, and other events and areas where diverse student families might be reached. Collaboration with community based organizations to support outreach efforts.
Focused recruitment of groups that may be underrepresented among Hardy Brown College Prep student population, using brochures, public meetings, and door-to-door outreach.
7) Public School Attendance Alternatives
The public school attendance alternatives for pupils residing within the school district that choose not to attend charter schools. California Education Code Section 47605(b)(5)(L)
No student is required to attend Hardy Brown College Prep. Students who do not attend the school may attend their local school district of residence or pursue an inter-district transfer in accordance with existing enrollment and transfer policies of their school district or county of residence. Parents or guardians of each student enrolled in the charter school will be informed, at the time they enroll and within the student/parent handbook, that the student has no right to admission in a particular school of any local education agency as a consequence of enrollment at Hardy Brown College Prep, except to the extent that such a right is offered by the school district. 8) Discipline, Suspension/Expulsion Procedures
The Procedures by which pupils can be suspended or expelled. California Education Code section 47605(b)(5)(J)
Hardy Brown College Prep will have high standards for academic achievement and student conduct that are clearly defined, quantitatively measurable, and will not allow for excuses based on the background of students. All adults and students on the Hardy Brown College Prep campus will share the responsibility for creating and preserving a school environment that is safe, orderly, and exemplifies Hardy Brown College Preps five principles. Students will be expected to be responsible for their own behavior and where appropriate clear and consistent consequences will be strictly applied and enforced. This includes disciplinary action up to and including suspension and expulsion. The purposes of discipline at Hardy Brown College Prep will be as follows: Promote genuine pupil development; Increase respect for authority; Assist in the growth of self-discipline; and Provide an orderly atmosphere conducive to learning and to promote character training.
Hardy Brown College Prep will adopt student discipline policies. These policies will be distributed as part of the school's student handbook and will clearly describe the school's expectations regarding academic expectations, attendance, substance abuse, safety, and work habits. Each student will be required to verify that they have reviewed and understand the policies prior to enrollment. The Principal of Hardy Brown College Prep will ensure that students and parents/guardians are notified in writing of all discipline policies, rules, and procedures and given an opportunity to provide input and feedback on discipline policies and procedures. The notice shall state that these disciplinary rules and procedures are available on request at the charter school office. The Hardy Brown College Prep governing
board shall review the student discipline policies at least annually, and more frequently if necessary, to determine if the policies should be modified to more accurately meet the needs of the charter school. The school will reserve the right to suspend or expel students pursuant to the policy and procedures established by the governing board , and in accordance with the pertinent sections of all federal and state law, as further enumerated below. Disciplinary procedures for students with disabilities will be addressed by the IEP team in accordance with both federal and state law and the students IEP. Frequent interaction among students, and between students and faculty, will occur mostly online via one-on-one and collaborative communication tools. These participants may also interact from time-to-time during field trips and proctored testing events. The school will have disciplinary procedures for student academic, interpersonal, and internet conduct. Discipline follows a process of escalating responses to each subsequent violation, with proper notifications and appropriate interventions at each step. Interpersonal communication and conduct, in whatever form or arena it occurs, will be subject to Hardy Brown College Prep policies that establish: a) expectations for civil and courteous student behavior; b) a process for investigating violations or alleged violations of same; and c) any lawful penalties or interventions to be imposed as a result. Hardy Brown College Prep written procedures for ensuring academic integrity and proper etiquette on the internet will be incorporated into the schools student/parent handbook. These terms are clearly defined (for example, the several forms of plagiarism are described), and expectations and penalties are clearly set forth. Penalties are stepped up for each subsequent offense until the student becomes a candidate for expulsion. Suspension and Expulsion Suspension and expulsion of students will be conducted in accordance with all applicable federal and state laws, including federal and state statutory law, in addition to pertinent provisions and protections of the federal and California state constitutions. Students may be suspended or expelled for any of the following acts when it is determined the pupil, while under the direction and control of school officials: 1. Caused, attempted to cause, or threatened to cause physical injury to another person or willfully used force or violence upon the person of another, except in self-defense. 2. Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certificated school employee, with the schools principal or designees concurrence. 3. 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.
4. Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code 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. 5. Committed or attempted to commit robbery or extortion. 6. Caused or attempted to cause damage to school property or private property. 7. Stole or attempted to steal school property or private property (whether physical or electronic). 8. Possessed or used tobacco or any products containing tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. 9. Committed an obscene act or engaged in habitual profanity or vulgarity. 10. Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code 11014.5 11. 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. 12. Knowingly received stolen school property or private property. 13. 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. 14. Committed or attempted to commit a sexual assault as defined in Penal Code 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code 243.4. 15. 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. 16. Made terrorist threats against school officials and/or school property. 17. Committed sexual harassment. Due Process Protections Prior to student discipline, especially those involving suspension or expulsion or other limitation of fundamentally protected student rights, every student will have access to the maximum due process protections provided under the law,
within the context of the circumstances. Students who are being considered for suspension and expulsion will be provided the specific due process protections provided below to safeguard the students interests within the situation. Suspension Procedure Suspensions shall be initiated according to the following procedures: Informal Conference: Suspension shall be preceded by an informal conference conducted by the principal or designee with the student and whenever practicable, the teacher, supervisor or school employee who referred the student to the principal. The conference may be omitted if the principal 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 school personnel. If a student is suspended without this conference, both the parent/guardian and student shall be notified of the students right to return to school for the purpose of a conference. Notice to Parents/Guardians: At the time of the suspension, a charter school employee 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. 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 school officials wish to ask the parent/guardian to confer regarding matters pertinent to the suspension, the notice may add that state law requires the parent/guardian to respond to such requests without delay. Authority to Expel Only the Hardy Brown College Prep governing board, upon the recommendation of the expulsion panel, may expel a student. The governing board may expel any student found to have committed an expellable offense(s) listed in the Grounds for Suspension and Expulsion in the student handbook. Except for expulsions for offenses listed under Education Code Section 48915(c), a student may only be expelled upon the findings and recommendations of the expulsion panel if the charter school governing board finds that the student committed the expellable offense and at least one of the following findings may be substantiated: 1) That other means of correction are not feasible or have repeatedly failed to bring about proper conduct. 2) That due to the nature of the violation, the presence of the student causes a continuing danger to the physical safety of the student or others. Expulsion Procedure Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. The hearing shall be held within thirty (30) school days after
the charter school director or designee determines that one of the acts listed under Grounds for Suspension and Expulsion has occurred. The hearing will be presided over by an appointee of the governing board. The charter school principal will make a recommendation to the expulsion panel. Written notice of the hearing shall be forwarded to the student and the students parent/guardian at least ten (10) calendar days before the date of the hearing. The notice shall include: 1) The date and place of the hearing; 2) A statement of the specific facts, charges and offense upon which the proposed expulsion is based; 3) A copy of Hardy Browns disciplinary rules which relate to the alleged violation; 4) Notification of the students or parent/guardians obligation to provide information about the students status in Hardy Brown to any other district in which the student seeks enrollment; 5) The opportunity for the student or the students parent/guardian to appear in person or to employ and be represented by counsel; 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; and 8) The opportunity to question all evidence presented and to present oral and documentary evidence on the students behalf including witnesses. 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 an expulsion hearing, 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 expulsion panel to expel must be supported by substantial evidence that the student committed any of the acts listed in Grounds for Suspension and Expulsion in the student handbook Finding of facts shall be based solely on the evidence at the hearing. While no evidence shall be based solely on hearsay, sworn declarations may be admitted as testimony from witnesses whose disclosure of their identity or testimony at the hearing may subject them to an unreasonable risk of physical or psychological harm. The decision of the expulsion panel shall be in the form of a recommendation to the charter school governing board which will make a final determination regarding the expulsion. Written Notice to Expel The charter school principal or designee following a decision of the charter school governing board to expel shall send written notice of the decision to expel to the student or parent/guardian. This notice shall include the following: 1) The specific offense committed by the student or any of the acts listed in Grounds for Suspension and Expulsion in the student handbook 2) Notice of the right to appeal the expulsion 3) Notice of the students or parent /guardians obligation to inform any new district in which the student seeks to enroll of the students status with the charter school The principal, or designee, shall send written notice of the decision to expel to the students district of residence and the county office of education. This notice shall include the following: 1) The students name 2) The specific offense committed by the student Upon expulsion from the charter school, students will attend school pursuant to the procedure of their district of residence pertaining to expelled students. Additional Due Process Rights Every student is entitled under fundamental principles of due process to know precisely what conduct is prohibited prior to being disciplined for such conduct, and to possess ample opportunity to review the evidence presented and provide a response to such evidence. The due process protections afforded to pupils prior to suspension and expulsion are provided above, and further rights, such as the right to appeal, record-keeping, and rehabilitation and re-admittance are included below. Alternatives to suspension or expulsion will first be attempted with students who are truant, tardy, or otherwise absent from assigned school activities. Appeal Rights Following receipt of the notice of expulsion or suspension, the student shall have the right to appeal that decision to the full Hardy Brown College Prep governing board. The student
shall have 10 days to present her/his intention to appeal the decision. Upon the appeal, the student shall have the right to a de novo review in front of the full governing board in closed session, including the full complement of due process rights available to the student during the initial hearing. The full governing board will then render a final decision regarding the students appeal. Disciplinary Records The School shall maintain records of all student suspensions and expulsions at Hardy Brown College Prep. Such records shall be made available for the districts review upon request, but neither the district nor county office of education shall be involved in the disciplinary decision. 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. Rehabilitation Plans Students who are expelled from Hardy Brown College Prep shall be given a rehabilitation plan upon expulsion as developed by the governing board at the time of the expulsion order, which may include, but is not limited to, periodic review as well as assessment at the time of review for readmission. The rehabilitation plan should include a date not later than one year from the date of expulsion when the pupil may reapply to Hardy Brown College Prep 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 governing board following a meeting with principal and the pupil and guardian or representative, to determine whether the pupil has successfully completed the rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The principal shall make a recommendation to the governing board following the meeting regarding his or her determination.
F. FINANCIAL PLANNING, REPORTING, AND ACCOUNTABILITY 1) Budgets A financial plan for the school, including a proposed first-year operational budget and threeyear cash flows and financial projections, is attached. This plan is based on the best data available to the developers at the time the plan was assembled. 2) Financial Reporting Financial Systems and Processes Project Pipeline will perform the business operations for Hardy Brown College. The Chief Financial Officer will oversee those services to ensure that they are meeting the needs of the charter school. Project Pipeline will organize the schools chart of accounts in an accounting software package that can accommodate all reporting needs. Accounting System Project Pipeline currently uses Cougar Mountain Softwares Fund Accounting Suite to maintain its financial records. This is a fully integrated fund accounting package developed for non-profits that includes modules for accounts payable, accounts receivable, payroll, purchasing, inventory and cash management in addition to the general ledger. The chart of accounts allows for a user defined account code structure that can accommodate the SACS account segments. However, we are researching other systems such as Escape Technologies and we will implement the system that best meets all of the charter schools and districts reporting requirements. Budget and Financial Reporting Schedule Hardy Brown College Prep will annually prepare and submit its financial information to the San Bernardino City Unified School District as follows: On or before July 1 May 20, a preliminary budget for the next fiscal year On or before December 15 1, an interim financial report which reflects changes to the preliminary budget through October 31 On or before March 15 1, a second interim financial report which reflects changes to the preliminary budget through January 31 On or before September 15 1, a final unaudited financial report for the prior full fiscal year
Other Financial Reports Hardy Brown College Prep will implement an attendance recording and accounting system which complies with state law and the school districts requirements. Hardy Brown College Prep anticipates applying for the Charter School Revolving Loan Fund. If it does so, Hardy Brown College Prep understands that it must comply with Education Code section 41365 if it receives funds. Hardy Brown College Prep will be a direct-funded charter school. Hardy Brown College Prep anticipates depositing its funds in a non-speculative and federally insured bank account for use by the school.
Hardy Brown College Prep will provide the following reports that are required by law: California Basic Educational Data System (CBEDS), actual Average Daily Attendance reports, and School Accountability Report Card (SARC). 3) Insurance Hardy Brown College Prep shall secure and maintain, as a minimum, insurance as set forth below to protect Hardy Brown College Prep from claims that may arise from its operations. The following insurance policies are required: 1. Workers' Compensation Insurance in accordance with provisions of the California Labor Code, adequate to protect Hardy Brown College Prep (employer) from claims under Workers' Compensation Acts, which may arise from its operations. 2. General Liability, Comprehensive Bodily Injury and Property Damage Liability for combined single limit coverage of not less than $1,000,000 for each occurrence. Commercial General Liability, Comprehensive Bodily Injury and Property Damage Liability with combined limits of at least $2,000,000 for each occurrence and $20,000,000 aggregate. 3. Fidelity Bond coverage shall be maintained by Hardy Brown College Prep to cover all charter school employees who handle, process, or otherwise have responsibility for charter school funds, supplies, equipment or other assets. Minimum amount of coverage shall be $50,000 per occurrence, with no self-insured retention. Insurance Certificates Hardy Brown College Prep shall keep on file certificates signed by an authorized representative of the insurance carrier. Certificates shall be endorsed as follows: The insurance afforded by this policy shall not be suspended, cancelled, reduced in coverage or limits or non-renewed except after thirty (30) days prior written notice by certified mail, return receipt requested, has been given to the district. Facsimile or reproduced signatures are not acceptable. The district reserves the right to require complete certified copies of the required insurance policies. The Board, the SBCUSD and it officers, and its employees shall be named as additional insureds on such policy. Copies of certificates and notices shall be sent by the insurance carrier directly to the Board and the SBCUSD. Optional Insurance Should Hardy Brown College Prep deem it prudent and/or desirable to have insurance coverage for professional liability, auto liability, damage or theft to school, employee or student property, for student accident, or any other type of insurance coverage not listed above, such insurance shall not be provided by the district and its purchase shall be the responsibility of the charter school. Indemnification With respect to its operations under this charter, Hardy Brown College Prep shall, to the fullest extent permitted by law, hold harmless, indemnify, and defend the district, its officers, directors, and employees from and against any and all claims, demands, actions, suits, losses, liability expenses and costs including, without limitation, attorneys fees and costs arising out of injury to any persons, including death or damage to any property caused by, connected with, or attributable to the willful misconduct, negligent acts, errors or omissions of Hardy Brown College Prep or its officers, employees, agents and consultants,
excepting only those claims, demands, actions, suits, losses, liability expenses and costs caused by the negligence or willful misconduct of the district, its officers, directors and employees. The district shall be named as an additional insured under all insurance carried on behalf of Hardy Brown College Prep as outlined above. With respect to its operations under this charter, the district shall, to the fullest extent permitted by law, hold harmless, indemnify, and defend Hardy Brown College Prep, its officers, directors, and employees from and against any and all claims, demands, actions, suits, losses, liability expenses and costs including, without limitation, attorneys fees and costs arising out of injury to any persons, including death or damage to any property caused by, connected with, or attributable to the willful misconduct, negligent acts, errors or omissions of the district or its officers, employees, agents and consultants, excepting only those claims, demands, actions, suits, losses, liability expenses and costs caused by the negligence or willful misconduct of Hardy Brown College Prep, its officers, directors and employees. 4) Administrative Services Hardy Brown College Prep CFO will be responsible for administering the school under policies adopted by Hardy Brown College Prep governing board. The school anticipates that it will work with Project Pipeline for the provision of much of its administrative services. Project Pipeline has a demonstrated track-record of experience managing California public funds and providing similar services for various publicly funded California programs, including the Troops for Teachers Program. Project Pipeline will meet the charter schools service needs based on mandatory state data tracking and reporting requirements. The human resources services include payroll, accounts payable, student accounting, and financial reporting. Hardy Brown College Prep anticipates contracting with a SELPA for special education programs. The specific terms and cost for these services will be the subject of an annual operational agreement or memorandum of understanding between Hardy Brown College Prep and the SELPA. Pursuant to California law, San Bernardino City Unified School District will be required to provide oversight and performance monitoring services, including monitoring school and student performance data, reviewing the schools financial statements and audit reports, performing annual site visits, engaging in the dispute resolution process, and considering charter amendments and renewal requests. Hardy Brown College Prep will coordinate with the county to report pertinent STRS payroll data if STRS is used. The county may request a reasonable fee for coordinating this transfer of data. The school plans on obtaining its own health benefits via small business plan type offerings from local vendors (e.g., Kaiser and Blue Cross). Employee benefits will include health, dental, and vision insurance. 5) Facilities Hardy Brown College Prep will be located on the west side of San Bernardino in the historically African American community. Project Pipeline will lease commercial facilities for Hardy Brown College Prep.
The planning team has begun looking at facilities with a local realtor in west San Bernardino. Hardy Brown College Prep anticipates 11% of the operating budget will be for facilities, which is $792.00 per pupil student cost for the facility. 6) Transportation Transportation to and from Hardy Brown College Prep shall be the responsibility of the students parents or guardians. 7) 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. California Education Code section 47605(b)(5)(I)
Hardy Brown College Prep governing board will form an audit committee each fiscal year to oversee selection of an independent auditor and the completion of an annual audit of the schools financial affairs. We are considering using Perry Smith and Company as our independent auditors as the firm has extensive experience in school finance. The audit will verify the accuracy of the schools financial statements, attendance and enrollment, and accounting practices, and will review the schools internal controls. The audit will be conducted in accordance with generally accepted accounting principles applicable to the school. To the extent required under applicable federal law, the audit scope will be expanded to include items and processes specified in any applicable Office of Management and Budget Circulars. The annual audit will be completed and submitted to the requisite parties (the school district CFO, the County Office of Education, the State Superintendent of Public Instruction and the State Controllers Office) by December 15 each year in accordance with the Districts Charter School Audit Guidelines no later than December 15 following the close of the school year. The schools audit committee will review any audit exceptions or deficiencies and report to the schools governing board with recommendations on how to resolve them. The governing board will report to the district regarding how the exceptions and deficiencies have been or will be resolved. Any disputes regarding the resolution of audit exceptions and deficiencies will be referred to the dispute resolution process contained in this charter. Hardy Brown College Prep shall provide the San Bernardino City Unified School District with interim financial statements, pursuant to Education Code section 47604.33. Hardy Brown College Prep and the school district will jointly develop the content, evaluation criteria, timelines, and process for the annual performance reports. In addition, both entities will jointly develop an annual site visitation process and protocol to enable the school district to gather information needed to confirm the schools performance and compliance with the terms of this charter. Performance Audit Hardy Brown College Prep will compile and provide to the district an annual performance report. This report will, at a minimum, include the following data: 1. Summary data showing student progress toward the goals and outcomes specified in section II of this charter petition, as indicated by the assessment instruments and techniques listed in section III of this charter petition.
2. An analysis of whether student performance is meeting the goals specified in section II of this charter petition. This data will be displayed on both a school-wide basis and disaggregated by major racial and ethnic categories to the extent feasible without compromising student confidentiality. 3. A summary and analysis of the schools performance on state-mandated assessments, including the Academic Performance Index or an alternative measure. 4. A summary of major decisions and policies established by the schools governing board during the year. 5. Data on the level of parent involvement in the schools governance (and other aspects of the school, if applicable) and summary data from an annual parent and student satisfaction survey. 6. Data regarding the number of staff working for the charter school and their qualifications. 7. A copy of the schools health and safety policies and/or a summary of any major changes to those policies during the year. 8. Information demonstrating whether the school implemented the means listed in this charter petition to achieve a racially and ethnically balanced student population. 9. An overview of the schools admissions practices during the year and data regarding the numbers of students enrolled, the number on waiting lists, and the numbers of students expelled and/or suspended. 10. Analyses of the effectiveness of the schools internal and external dispute mechanisms and data on the number and resolution of disputes and complaints. 11. Other information regarding the educational program and the administrative, legal, and governance operations of the school relative to compliance with the terms of the charter generally. 12. Suspension and expulsion data. Annual Reports Hardy Brown College Prep and the San Bernardino City Unified School District will jointly develop the content, evaluation criteria, timelines, and process for the annual performance reports. The charter school and the district will also jointly develop an annual site visitation process and protocol to enable the district to gather information needed to confirm the schools performance and compliance with the terms of this charter. Hardy Brown College Prep and the school district agree to work together to accomplish all tasks necessary to fully implement this charter, including the submission of any necessary and duly prepared waiver requests to the State Board of Education. The district agrees to receive and review the annual fiscal and programmatic audit and performance report as specified in this section. Within sixty days of receipt, the district will notify the charter school as to whether it deems the school to be making satisfactory progress toward the goals specified in the charter. This notification will include the specific reasons for the districts conclusions. If the district concludes the school is not making satisfactory progress the school shall be provided with specifics regarding areas of concern, and the school and the district will work together in good faith to develop a plan to address these areas of concern.
8) Closure Protocol
A description of the procedures to be used if the charter school closes. The procedures shall ensure a final audit of the school to determine the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets and for the maintenance and transfer of pupil records. California Education Code section 47605(b)(5)(P)
Financial In the event that Hardy Brown College Prep closes, the assets and liabilities of the school will be disposed of by the schools governing board to another charter school, non-profit, or other appropriate entity in accordance with the asset disposition provisions of the schools bylaws. The Hardy Brown College Prep governing board members will attend to enumerating and disposing of the assets and liabilities as directed in the bylaws, and the board treasurer shall ensure that a final audit of the schools assets and liabilities is performed. Students, Families and Staff Should the charter terminate or not renew, Hardy Brown College Prep will notify staff, student families, and resident districts of pending school closure, in writing, as far in advance as possible. The school website will provide links to resident school district enrollment/transfer procedures if these are published online (limited to the home districts of currently enrolled students). Copies of student records will be sent to each resident district, and transcripts will be mailed to parents/guardians. Hardy Brown College Prep will maintain student records for a term and in a manner consistent with applicable federal and state law. 9) Financial Management and School Management Contracts Financial Management The Project Pipeline CFO will be responsible for administering the school under policies adopted by Hardy Brown College Prep governing board. As described further below, the school anticipates that it will receive the majority of its operational, administrative, and financial planning services from Project Pipeline. Project Pipeline has a demonstrated track record of experience with managing public funds, and will meet the charter schools service needs based on mandatory state data tracking and reporting requirements. The cost for these services will be set forth in an annual operational budget of Hardy Brown College Prep. All financial management and administrative services will be overseen by Project Pipeline. Material Contracts Hardy Brown College Prep anticipates maintaining the following material agreements for services:
An agreement with a SELPA to provide special education services to Hardy Brown College Prep as described in this charter petition. An agreement with an independent financial auditor that meets the certification and licensure requirements for conducting an independent financial audit of California public schools. This agreement will be made upon terms and conditions that are standard for the industry and will ensure a legally compliant annual audit of Hardy Brown College Prep finances.
G. IMPACT ON THE CHARTER AUTHORIZER This section is intended to satisfy the requirement of Education Code section 47605(g) that the charter school provide the school district with a district impact statement. This section provides information regarding the proposed operation and potential effects of Hardy Brown College Prep on the San Bernardino City Unified School District. It is intended to assist the school district in understanding how the charter school may affect the school district but it is not intended to govern the relationship of the charter school and the school district. The relationship between the charter school and the school district will be governed by the charter petition and any subsequent written agreement between these parties. 1) Facilities Hardy Brown College Prep will lease commercial facilities in west San Bernardino. 2) Administrative Services Hardy Brown College Prep will be constituted as a California Non-Profit Public Benefit Corporation and will be governed by a board of directors as described above. Project Pipelines CFO will have lead responsibility for administering the school under policies adopted by the schools governing board and oversight given by the governing boards Executive Committee. The school anticipates that it will provide its own administrative services independent of the school district. These include financial and operations management, personnel, and instructional program development. If Hardy Brown College Prep desires to purchase any administrative services from the school district, Hardy Brown College Prep will seek to define the specific terms and cost for any such services in an annual memorandum of understanding with the school district. Hardy Brown College Prep does anticipate operating as a school of the district for purposes of special education and related services. As such, the school will request services from the school district under the terms of a memorandum of understanding between the charter school and the school district. Pursuant to California law, the school district will be required to provide oversight and performance monitoring services, including monitoring school and student performance data, reviewing the schools audit reports, performing annual site visits, engaging in any necessary dispute resolution processes, and considering charter amendment and renewal requests. 3) Civil Liability Project Pipeline is a non-profit public benefit corporation, and will be responsible for governing Hardy Brown College Prep pursuant to Education Code section 47604. Pursuant to Education Code section 47604(c) the San Bernardino City Unified School District is not 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, so long as the district performs its oversight responsibilities. In the event that the school district does not complete its responsibilities for charter school oversight under the Charter Schools Act, the school district may expose itself to liability. The school intends to purchase liability, property, and errors and omissions insurance as outlined above to protect the schools assets, staff, governing board members, and, where appropriate, the district from unforeseen liability.
4) General Provisions of the Proposed Charter Term The term of this Charter shall be 1st of July 2010 through the 30th of June 2015. This Charter may be renewed for one or more subsequent five (5) year terms upon the mutual agreement of the parties. Revisions Material revisions of this Charter may be made in writing with the mutual consent of the San Bernardino City Unified School District and the Hardy Brown College Prep governing board. Material revisions and amendments shall be made pursuant to the standards, criteria, and timelines set forth in Education Code section 47605; provided however that the charter school shall not be required to obtain petition signatures prior to making material amendments to the charter petition. Severability 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 respective boards of Hardy Brown College Prep and the San Bernardino City Unified School District. The district and school agree to meet to discuss and resolve any issues or differences relating to invalidated provisions in a timely and good faith manner. Miscellaneous The San Bernardino City Unified School District and the charter school shall engage in a mutually agreeable memorandum of understanding (MOU), which outlines further details of the relationship between the district and the charter school. The MOU may include, but not be limited to, the following: special education services and funding formulas, transportation and food services to be provided by the district, if any, services to be purchased by the charter school from the district, and the fee schedule for such services, details of the oversight and monitoring relationship between the charter school and the district, mutual indemnification from loss, cash advances to handle cash flow issues, if necessary, charter schools receipt of mandated cost reimbursement, fiscal reporting requirements to the state, either independently or through the district, and district support for the charter school in seeking additional funding.
The charter school may purchase administrative services from the district upon mutual agreement between both parties. Such services include site budgeting, instructional programs, development, custodial services, food services, accounting, payroll and purchasing services, and some degree of personnel support. Specific terms of most of these
services should be covered by the memorandum of understanding. The charter school reserves the rights to purchase additional administrative or other goods or services from any third party as needed. The school district will be expected to provide oversight and performance monitoring services, including the monitoring of school and student performance data, reviewing the schools financial statement and audit reports, performing annual site visits, and considering charter amendment and renewal requests. The MOU will delineate the liability of the San Bernardino City Unified School District if Hardy Brown College Prep should default. As a nonprofit organization, Hardy Brown College Prep anticipates that the school districts liability will be limited as long as the district performs its oversight functions, according to law. Communication and Notices All official communication between Hardy Brown College Prep and the school district will be sent via first class mail or other appropriate means to the charter school Chief Academic Officer and the Superintendent of the district, at the following locations. Project Pipeline 2035 Hurley Way Ste. 200 Sacramento, CA 95825 Office of the Superintendant San Bernardino City Unified School District 777 North F. Street San Bernardino, CA 92410
[EXHIBITS FOLLOW THIS PAGE]
EXHIBIT I - Petitioner Signatures PETITION FOR THE ESTABLISHMENT OF Hardy Brown College Prep A CALIFORNIA PUBLIC CHARTER SCHOOL TO BE OPERATED BY PROJECT PIPELINE Project Pipeline is submitting verifiable signatures from parents who are meaningfully interested in enrolling their students in the charter school. A network of local community organizers and volunteers provided parents an opportunity to read the charter petition during a signature drive that involved one-on-one contact and community meetings. A summary of the petition is also widely available online at www.bluedservices.com. The signature requirement for this petition is half of our enrollment projections for the schools first year in operation. We intend to open Hardy Brown College Prep with 235 students grades K-3 and 6. Project Pipeline has exceeded the signature requirement for this petition with signatures from 261 parents of 342 children interested in enrolling in Hardy Brown College Prep. The petitioners listed below certify that they are meaningfully interested in enrolling their student(s) in Hardy Brown College Prep. As such, petitioners believe that the charter merits consideration and hereby petition the governing board of San Bernardino City Unified School District to grant approval of the charter pursuant to Education Code 47600 et seq. The petitioners authorize the Leadership Team to negotiate any amendments to the charter necessary to secure approval by the District Board. The signature pages were attached to the petition upon signature.
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EXHIBIT II Assurances As the authorized representative of the applicant, I hereby certify that the information submitted in this application for a charter for Hardy Brown College Prep to be authorized by the San Bernardino Unified School District is true to the best of my knowledge and belief; I also certify that this application 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 school: Will meet all statewide standards and conduct the student assessments required, pursuant to Education Code 60605, and any other statewide standards authorized in statute, or student assessments applicable to students in non-charter public schools. [Ref. California
Education Code 47605(c)(1)]
Will be deemed the exclusive public school employer of the employees of the charter school for the purposes of the Educational Employment Act (Chapter 10.7 (commencing with 3540) of Division 4 of Title 4 of Title 1 of the Government Code. [Ref. California
Education Code 47605(b)(5)(O)]
Will be nonsectarian in its programs, admissions policies, employment practices, and all other operations. [Ref. California Education Code 47605(d)(1)] Will not charge tuition. [Ref. California Education Code 47605(d)(1)] Will admit all students who wish to attend the school, and who submit a timely application, unless the school receives a greater number of applications than there are spaces for students, in which case each applicant will be given equal chance of admission through a random lottery process. [Ref. California Education Code 47605(d)(2)(B)] Will not discriminate against any student on the basis of ethnic background, national origin, gender, or disability. [Ref. California Education Code 47605(d)(1)] Will adhere to all provisions of federal law relating to students with disabilities, including the IDEA, Section 504 of the Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990, that are applicable to it. Will meet all requirements for employment set forth in applicable provisions of law, including, but not limited to credentials, as necessary. [Ref. Criteria for Review, 11967.5.1(f)(5)] Will ensure that teachers in the school hold a Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in other public schools are required to hold. As allowed by statute, flexibility will be given to non-core, non-college preparatory teachers. [Ref. California Education Code 47605(l)] Will at all times maintain all necessary and appropriate insurance coverage. Will follow any and all other federal, state, and local laws and regulations that pertain to the applicant or the operation of the charter school.
In the case of any petition to establish a charter school that is approved by the State Board of Education, the charter school must be deemed the exclusive public school employer.
Authorized Representatives Signature
________________________________________________________________
Date
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EXHIBIT III
BELL SCHEDULE KINDERGARTEN Early Birds
Activity
Begin
7:30 a.m. 8:00 a.m. 10:15 a.m. 10:40 a.m. 12:10 p.m. 12:10 p.m. 1:10 p.m. 12:50 p.m. 2:10 p.m.
End
7:55 a.m. 10:15 a.m. 10:35 a.m. 12:10 p.m. 1:10 p.m. 12:50 p.m. 2:10 p.m. 2:10 p.m. 2:40 p.m. 2:45 p.m.
Instructional Minutes/Day
135 minutes
Instructional Minutes/Year
Breakfast (in class) Language Arts Recess/Snack Mathematics Lunch/P.E. (M Th.) Lunch/Break (Friday) Science/Social Studies (M Th.) Science/Social Studies (Friday) Study Hall/Homework Help Dismissal: Students must be signed out by parent/guardian (or other authorized adult).
110 minutes
60 minutes 80 minutes 30 minutes Total: 57,575 minutes
Minimum Instructional Minutes for Kindergarten = 36,000 minutes/year.

KINDERGARTEN Later Gators
Activity
Begin
8:45 a.m. 10:20 a.m. 10:40 a.m. 11:10 a.m. 12:10 p.m. 12:10 p.m. 1:10 p.m. 12:50 p.m. 2:10 p.m. 3:10 p.m.
End
10:15 a.m. 10:35 a.m. 11:10 a.m. 12:10 p.m. 1:10 p.m. 12:50 p.m. 2:10 p.m. 2:10 p.m. 3:10 p.m. 3:40 p.m. 3:45 p.m.
90 minutes
Language Arts Recess/Snack Language Arts Mathematics Lunch/P.E. (M Th.) Lunch/Break (Friday) Mathematics (M Th.) Mathematics (Friday) Science/Social Studies Study Hall/Homework Help Dismissal: Students must be signed out by parent/guardian (or other authorized adult).
30 minutes 55 minutes
60 minutes 80 minutes 60 minutes 30 minutes Total: 57,575 minutes
Minimum Instructional Minutes for Kindergarten = 36,000 minutes/year.
75
GRADE 1
Activity
Begin
7:30 a.m. 8:00 a.m. 10:15 a.m. 10:40 a.m. 11:05 a.m. 12:10 p.m. 12:10 p.m. 1:10 p.m. 12:50 p.m. 2:10 p.m. 3:10 p.m.
End
7:55 a.m. 10:15 a.m. 10:35 a.m. 11:05 a.m. 12:10 p.m. 1:10 p.m. 12:50 p.m. 2:10 p.m. 2:10 p.m. 3:10 p.m. 3:40 p.m. 3:45 p.m.
135 minutes
Breakfast (in class) Language Arts Recess/Snack Language Arts Mathematics Lunch/PE (Monday-Thursday) Lunch (Friday) Mathematics (Monday-Thursday) Mathematics (Friday) Science/Social Studies Study Hall/Homework Dismissal
25 minutes 65 minutes 60 minutes 40 minutes 60 minutes 80 minutes 60 minutes 30 minutes Total: 66,325 minutes
Minimum Instructional Minutes for Grades 1 = 50,400 minutes/year.

GRADES 2 & 3
Activity
Begin
7:30 a.m. 8:00 a.m. 9:30 a.m. 9:55 a.m. 11:00 a.m. 11:00 a.m. 12:00 p.m. 11:40 a.m. 2:00 p.m. 3:10 p.m.
End
7:55 a.m. 9:30 a.m. 9:50 a.m. 11:00 a.m. 12:00 p.m. 11:40 a.m. 2:00 p.m. 2:00 p.m. 3:10 p.m. 3:40 p.m. (Grade 2) 3:55 p.m. (Grade 3)
90 minutes
Breakfast (in class) Language Arts Recess Language Arts Lunch/PE (Monday-Thursday) Lunch (Friday) Mathematics (Monday-Thursday) Mathematics (Friday) Science/Social Studies Study Hall/Homework
65 minutes
120 minutes 140 minutes 70 minutes 30 minutes 45 minutes
Dismissal
3:45 p.m. (Grade 2) 4:00 p.m. (Grade 3)
66,325 minutes 67,375 minutes
Minimum Instructional Minutes for Grades 2 & 3 = 50,400 minutes/year.
76
GRADES 4 & 5
Activity
Begin
7:30 a.m. 7:45 a.m. 8:00 a.m. 10:00 a.m. 10:20 a.m. 12:25 p.m. 1:10 p.m. 1:10 p.m. 2:10 p.m. 1:50 p.m. 3:30 p.m.
End
7:45 a.m. 8:00 a.m. 10:00 a.m. 10:15 a.m. 12:20 p.m. 1:10 p.m. 2:10 p.m. 1:50 p.m. 3:30 p.m. 3:30 p.m. 4:00 p.m. 4:00 p.m.
Instructional Minutes./Year
Morning Work/Thinking Skills Breakfast Period 1 Recess/Snack Period 2 Period 3 Lunch/P.E. (Monday Thursday) Lunch (Friday) Period 3 (Monday Thursday) Period 3 (Friday) Study Hall/Homework Help Dismissal
120 minutes
120 minutes 35 minutes
Minimum Instructional Minutes for Grades 4 & 5 = 54,000 minutes/year.

GRADE 6
Activity
Begin
7:30 a.m. 7:45 a.m. 8:00 a.m. 10:00 a.m. 10:20 a.m. 11:40 12:25 p.m. 1:10 p.m. 1:10 p.m. 2:10 p.m. 1:50 p.m. 3:30 p.m.
End
7:45 a.m. 8:00 a.m. 10:00 a.m. 10:15 a.m. 11:40 p.m. 12:20 1:10 p.m. 2:10 p.m. 1:50 p.m. 3:30 p.m. 3:30 p.m. 4:00 p.m. 4:00 p.m.
120 minutes 80 minutes 40 minutes 35 minutes
Instructional Minutes./Year
Morning Work/Thinking Skills Breakfast Language Arts Recess/Snack Math Math Skills Social Studies Lunch/P.E.(Monday Thursday) Lunch (Friday) Science (Monday Thursday) Science (Friday) Study Hall/Homework Help Dismissal
Minimum Instructional Minutes for Grade 6 = 54,000 minutes/year.
77
Exhibit IV
78
79
80
81
82
Exhibit V
83
Exhibit VI
84
85
86
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Hardy Brown College Prep Charter School Petition

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Hardy Brown College Prep Charter School Petition

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CHARTER SCHOOL PETITION OF HARDY BROWN COLLEGE PREP A CHARTER SCHOOL OF PROJECT PIPELINE

A. EDUCATIONAL PHILOSOPHY AND PROGRAM

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Harcourt Science (K-5) Holt Science (6-8)

Harcourt Social Studies Holt Social Studies

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Imagine It support materials include:

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California Gateways, provides 2 to 3 hours of daily instruction. It is designed to address

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B. MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA

1) Measurable Student Outcomes

Goal Two: Goal Three: Goal Four:

Measures for these goals may be found in Figures 4 - 9 below.

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Goal Two: Goal Three: Goal Four: Goal Five:

Measures for these goals may be found in Figure 9 13 below.

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Goal Two: Goal Three: Goal Four: Goal Five:

Goal Two: Goal Three:

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C. FOUNDERS AND GOVERNANCE STRUCTURE

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Hardy Brown College Prep Professional Development Monthly Cycle

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7) Health and Safety