Ocean Charter School's Educational Program and Operations: Charter Renewal Petition 2013, Summaries of Geography

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Ocean Charter School is a non-profit 501(c)3 A California Public Benefit Corporation Charter Renewal Petition 2013 - 2017 Submitted to: LOS ANGELES UNIFIED SCHOOL DISTRICT Charter Schools Division 333 South Beaudry Avenue, 20th Floor Los Angeles, CA 90017 213-241-0399 November 27, 2012 Table of Contents Affirmations and Assurances ....................................................................................................................... 4 Introduction ........................................................................................................................................................ 5 ELEMENT 1 The Description of the Educational Program ...................................................... 6 Description of the School ................................................................................................................................................ 6 The Students Ocean Charter School Proposes to Serve ..................................................................................... 9 Grade Level Comparison between OCS and LAUSD Home Schools ............................................................. 17 What it Means to be an Educated Person in the 21st Century ...................................................................... 19 How Learning Best Occurs ........................................................................................................................................... 20 Creating Self-motivated, Competent, and Life-long Learners ........................................................................ 21 A Typical Day at Ocean Charter School ................................................................................................................... 28 Instructional Program and Curriculum ................................................................................................................... 30 Teaching Methodologies ............................................................................................................................................... 35 How OCS’ Methodologies and Instructional Program Address the Needs of Our Target Population .................................................................................................................................................................................................. 36 Textbooks and Instructional Resources ................................................................................................................. 50 Meeting the Needs of Special Populations ............................................................................................................. 56 Special Education ............................................................................................................................................................. 60 Special Education Program .......................................................................................................................................... 61 Implementation Plan ...................................................................................................................................................... 62 ELEMENT 2 Measurable Student Outcomes ............................................................................... 64 Academic Achievement Outcomes ............................................................................................................................ 64 Assessing Pupil Outcomes ............................................................................................................................................ 65 Accountability .................................................................................................................................................................... 66 ELEMENT 3 Means to Assess Pupil Progress ............................................................................. 67 Assessment Methods ...................................................................................................................................................... 67 “In house” Benchmark Assessments ........................................................................................................................ 68 How Assessment Data Will Be Used ......................................................................................................................... 69 ELEMENT 4 Governance .................................................................................................................... 71 Ocean Charter School Organizational Chart .......................................................................................................... 72 OCS Board of Trustees .................................................................................................................................................... 72 ELEMENT 5 Employee Qualifications .......................................................................................... 76 Executive Director ........................................................................................................................................................... 77 Director ................................................................................................................................................................................ 78 Faculty and Instructional Support ............................................................................................................................ 78 Special Education Service Providers ........................................................................................................................ 80 Administrative Staff ........................................................................................................................................................ 81 ELEMENT 6 Health and Safety ......................................................................................................... 84 ELEMENT 7 Racial and Ethnic Balance ........................................................................................ 88 Commitment to Achieving a Reflective Racial and Ethnic Balance ............................................................. 90 Target Population ............................................................................................................................................................ 91 ELEMENT 8 Admission Requirements ..................................................................................... 103 ELEMENT 9 Financial Audits ....................................................................................................... 106 ELEMENT 10 Suspensions and Expulsions ............................................................................. 110 General Discipline Policies in Place at the School with Regards to Suspension and Expulsion ... 110 Ocean Charter School Charter Renewal Petition 2013 4 Affirmations and Assurances Ocean Charter School (also referred to herein as, “OCS” and “Charter School”) shall:  Be nonsectarian in its programs, admission policies, employment practices and all other operations.  Not charge tuition.  Not discriminate against any student on the basis of disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code.  Admit all pupils who wish to attend the school. EC 47605(d)(2)(A)  Determine admission by a public random drawing, if the number of pupils who wish to attend the school exceeds the school capacity, and preference shall be extended to pupils who currently attend the Charter School and pupils who reside in the District. EC 47605(d)(2)(B)  Not enroll pupils over nineteen (19) years of age unless continuously enrolled in public school and making satisfactory progress toward high school diploma requirements.  Not require any child to attend the Charter School nor any employee to work at the charter school.  In accordance with Education Code Section 47605(d)(3), if a pupil is expelled or leaves the charter school without graduation or completing the school year for any reason, the charter school shall notify the superintendent of the school district of the pupil‘s last known address within 30 days, and shall, upon request, provide that school district with a copy of the cumulative record of the pupil, including a transcript of grades or report card, and health information. OCS accepts and understands its obligations to comply with specific sections of the Educations Code §47611 (STRS) and 41365 (Revolving Loan Fund), and all laws establishing minimum age for public school attendance. Ocean Charter School Charter Renewal Petition 2013 5 Introduction Ocean Charter School Vision Ocean Charter School is a community of families and educators using innovative teaching methods to nurture and educate children in a multi-cultural, urban environment. We are committed to achieving academic excellence through experiential learning and to enhancing the growth of curiosity and imagination through the rigorous practice of an arts integrated curriculum. This approach addresses the whole child, promoting the development of healthy, responsible, and creative human beings. Our graduates will have the vision, desire and skill to live meaningful lives, balance technology and humanity, and create a sustainable future. Ocean Charter School Mission Ocean Charter School addresses the California State Standards and Common Core Standards through the mindful implementation of Waldorf Education. Our curriculum is built on a foundation of creativity and self-confidence, and grows with the child to balance imagination, critical thinking and academic excellence. This foundation, combined with a focus on ecological and social responsibility, nurtures a sense of delight and wonder about the world, as well as respect for nature and humanity. Our goal is to graduate students who will positively shape our culture, rather than merely reflecting it. Our curriculum is designed to empower each student with the knowledge that she or he matters as an individual and shapes not only her or his own life, but, ultimately, our shared future. A thoughtful and detailed self-review narrative of the extent to which Ocean Charter School has achieved its mission is provided in Appendix A. Ocean Charter School Charter Renewal Petition 2013 6 ELEMENT 1 The Description of the Educational 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.‖ Ed. Code § 47605 (b)(5)(A) Description of the School The address of Ocean Charter School Mar Vista campus is 12606 Culver Blvd. Los Angeles, CA 90066. Grade levels at OCS Mar Vista campus are K, 1 st , 2 nd , 6 th , 7 th , and 8th. The phone number of OCS Mar Vista campus is 310-827-5511. The contact person for OCS Mar Vista campus is Stephanie Edwards, Executive Director. The address of Ocean Charter School Playa Vista campus is 13150 West Bluff Creek Dr., Playa Vista, CA 90094. Grade levels at OCS Playa Vista campus are 3 rd , 4 th , and 5 th. The phone number of OCS Playa Vista is 310-862-9751. The contact person for OCS Playa Vista is Kristy Mack-Fett, Director. The term of this charter shall be from July 1, 2013 to June 30, 2018. The grade configuration is Kindergarten through 8 th grade. The 2013-2014 opening date of Ocean Charter School will be August 6 2013. The admission requirements include: California state residency is the only requirement for enrollment and OCS will admit all pupils who wish to attend subject only to capacity. The enrollment capacity is 532. (Enrollment capacity is defined as all students who are enrolled in Charter School regardless of student‘s residency). OCEAN CHARTER SCHOOL Calendar 2013 - 2014 OPENING DAY OF SCHOOL Mon., Aug. 26, 2013 LABOR DAY HOLIDAY Mon., Sept. 2, 2013 FALL RECESS DAY Thu., Sep. 5, 2013 FALL RECESS DAY Mon., Oct. 14, 2013 Professional Development Day (STUDENT FREE) Fri., Nov. 1, 2013 FALL RECESS DAY Mon., Nov. 11, 2013 THANKSGIVING HOLIDAY Wed.-Fri Nov. 27-29, 2013 WINTER BREAK Mon.-Fri., Dec. 23, 2013- Jan 3, 2014 DR. MARTIN LUTHER KING JR. HOLIDAY Fri.-Mon., Jan 17-20, 2014 Professional Development Day (STUDENT FREE) Fri., Jan. 31, 2014 PRESIDENT'S DAY HOLIDAY Fri.-Mon., Feb 14-17, 2014 SPRING BREAK Fri-Fri, Apr. 18-25, 2014 MEMORIAL DAY HOLIDAY Mon., May 26, 2014 LAST DAY OF SCHOOL FOR STUDENTS Fri., June 13, 2014 ~Dates subject to change Ocean Charter School Charter Renewal Petition 2013 9 The Students Ocean Charter School Proposes to Serve Ocean Charter School (herein referred to as OCS or Charter School) is a public school serving students who seek an alternative educational environment that addresses their needs through an innovative, arts-integrated, standards-based curriculum. We are a site-based span school currently serving 439 students from the Los Angeles area in grades K-8. At full capacity, we will serve up to 532 students in grades K-8. The majority of OCS students come from the surrounding communities such as Mar Vista 90066, Venice 90291, Marina Del Rey 90202, 90295, Playa Vista 90094, 90096, Westchester 90045, Playa del Rey 90293, 90296 and Baldwin Hills 90056, 90008. Ocean Charter School is committed to equaling or surpassing the racial and ethnic balance of 60:40 by increasing PHBAO students from 45% to 60-65%, and decreasing OW students by 55% to 35-40%. Please refer to the Demographic Information for Census data for percentages and the total numbers of ethnicities for the target population to understand the OCS outreach goal (3% per year, per racial and ethnic balance of 60:40). As a public charter school, OCS will be open to all students who reside in the state of California. OCS recognizes diversity as central to excellence in education and we support diversity in all its forms. Our curriculum, based on Waldorf Education and the CA State Standards and Common Core Standards, fosters a safe atmosphere where every member of the community is respected and multiple viewpoints can be peacefully expressed. Furthermore, OCS is committed to the belief that household income should not be a barrier to receiving quality education; the economically disadvantaged in our community need equal access to innovative educational choices. OCS agrees with the sentiments expressed by LAUSD Board Member Steve Zimmer when he explained that arts-integrated education should be available to all students, not just those who can afford it: “We must help people understand that the arts are not an elective. The arts are an essential component of our core curriculum. The arts open windows to literacy that would otherwise be closed. The arts connect children to school who would otherwise be lost. The arts are not a „nice addition‟ to the curriculum, they are the curriculum.” —Arts for LA, ―LAUSD Board Member Steve Zimmer on Arts Education‖ - Sept. 7, 2010 OCS is proud of the progress we have made towards serving the full diversity of students in our surrounding communities. OCS‘s ethnic diversity has steadily increased from 21% Pre- dominantly Hispanic, Black, Asian, and Other Non-Anglo (herein referred to as PHBAO) to 45% PHBAO (data from CBEDS/CALPADS) over the last 5 years and our percentage of students qualifying for free or reduced lunch has increased from 1% to 18% (CDE API Demographic Report). Moreover, OCS has continually served special needs students in high percentages, serving 11% in 2008 and 16% in 2012, according to the CDE API Demographic Report. 2008 2012 % PHBAO 21% 45% % Eligible for Free or Reduced Lunch 1% 18% % Special Needs 11% 16% Ocean Charter School Charter Renewal Petition 2013 10 Despite this progress, OCS recognizes that much more must be accomplished. Increasing our student diversity in the areas of ethnicity, socio-economic status, and English Language Learners continues to be a top priority. Another diversity goal relates to our faculty diversity; OCS is proud that our faculty diversity has increased from 7% non-white in 2007-08 to 11% non-white in 2011-12. Continued growth in both these areas, with a clear emphasis on student diversity, is part of the OCS diversity outreach plan. See Element 7 for details of our plan. The Demographic Information for Ocean Charter School documents the academic performance, socio-economic status, percentage of special needs students, percentage of English Learners, and dominant ethnicities of the LAUSD Resident and Comparison Schools surrounding Ocean Charter. Demographic Information for Ocean Charter School LAUSD SCHOOLS # of Student s Multi- Track School? Program Improvemen t? Met Schoolwid e Growth Target? Met Subgroup Growth Target? API Score API State Rankin g Similar Schools Rank % Students Eligible for Free/Reduc ed Lunch % of Special Ed. Students % of ELL Students % Majority Ethnicit y #1 % Majority Ethnicit y #2 % Majority Ethnicit y #3 Beethoven 349 Single No Yes Yes 901 9 9 56% 10% 24% Hispanic 57% White 33% Af. Am. 5% Braddock 404 Single No Yes No 839 7 9 72% 9% 30% Hispanic 78% Af. Am. 9% White 8% Broadway 329 Single No Yes Yes 885 8 10 100% 16% 22% Hispanic 54% Asian 21% Af. Am. 12% Charnock 362 Single No Yes Yes 796 4 5 74% 12% 43% Hispanic 64% Af. Am. 12% Asian 12% Grand View 535 Single Yes Yes No 777 3 5 75% 13% 52% Hispanic 80% Af. Am. 9% White 8% Marina Del Rey Middle 870 Single Yes No No 725 4 8 86% 13% 14% Hispanic 58% Af. Am. 33% White 7% Mark Twain Middle 700 Single Yes Yes Yes 715 2 6 100% 14% 17% Hispanic 77% Af. Am. 13% White 7% Pacific Palisades 496 Single No Yes Yes 947 10 5 5% 10% 2% White 83% Hispanic 7% Asian 7% Short Ave. 379 Single Yes 0 0 0 52% 8% 17% Hispanic 58% White 24% Af. Am. 11% Stoner 354 Single Yes Yes Yes 787 3 7 100% 14% 59% Hispanic 93% Af. Am. 4% White/Asian 1% each Walgrove 342 Single Yes Yes No 813 5 3 44% 20% 13% White 43% Hispanic 37% Af. Am. 11% Westport Heights 413 Single Yes Yes Yes 843 4 3 58% 8% 8% Af. Am. 49% Hispanic 29% White 10% CHARTER SCHOOLS # of Student s Multi- Track School? Program Improvemen t? Met Schoolwid e Growth Target? Met Subgroup Growth Target? API Score API State Rankin g Similar Schools Rank % Students Eligible for Free/Reduc ed Lunch % of Special Ed. Students % of ELL Students % Majority Ethnicit y #1 % Majority Ethnicit y #2 % Majority Ethnicit y #3 Goethe 159 Single No Yes Yes 892 10 10 9% 13% White 47% Hispanic 19% Asian 12% Magnolia Science Academy #4 105 Single No Yes No 766 6 10 59% 9% 22% Hispanic 63% Af. Am. 16% White 15% New West Charter 340 Single No Yes Yes 942 10 10 11% 10% 3% White 49% Hispanic 21% Af. Am. 11% Ocean Charter 431 Single No Yes Yes 872 8 3 22% 12% 2% White 59% Hispanic 23% Af. Am. 8% Ocean Charter School Charter Renewal Petition 2013 11 WISH 138 Single No Yes Yes 838 7 12% 4% White 39% Af. Am. 28% Hispanic 25% Academic Comparisons: Of the 12 district resident and comparison schools, 7 are in Program Improvement, 1 did not meet School wide Growth Target, 4 did not meet Subgroup Growth Target, 3 have an API State Ranking lower than 4, and 2 have a Similar Schools Ranking lower than 4. Of the 4 charter comparison schools, none are in Program Improvement, all of them met their School wide Growth Target, 1 did not meet its Subgroup Growth Target, none of them are below 4 on API State Ranking, and none have a Similar Schools ranking below 4. In comparison, OCS is not in Program Improvement, met both its Schoolwide Growth Target and its Subgroup Growth Target, is ranked 8 on the API State Ranking, and 3 on the Similar Schools Rank. It is important to note here that of the ―100 Similar Schools‖ used by the CDE to calculate OCS‘ Similar Schools rank, only 12, including OCS, have the span configuration of K-8; in other words, the other 88 are K-5 elementary schools only. Furthermore, of the 12 schools that offer K-8 programs, including OCS, OCS is the only program that offers Waldorf Education in a public school setting; it therefore offers a unique, truly innovative instructional program for families in the Los Angeles area. Demographic Comparisons: The Resident Schools‘ median for % Students Eligible for Free/Reduced Lunch is 58% and the Comparison Schools‘ median is 73% compared to OCS‘ 22%. The Resident Schools‘ median for % of EL students is 17% and the Comparison Schools‘ median is 21% compared to OCS‘ 2%. The Resident Schools‘ median for % Hispanic is 57% and the Comparison Schools‘ median is 61% compared to OCS‘ 22%. The Resident Schools‘ median for % African American is 12% and the Comparison Schools‘ median is 10% compared to OCS‘ 3%. The Resident Schools‘ median for % Asian is 4% and the Comparison Schools‘ median is 3% compared to OCS‘ 4%. The Resident Schools‘ median for % White is 10% and the Comparison Schools‘ median is 8% compared to OCS‘ 55%. Notably, the % Two or More Races is not given for the Resident Schools or the Comparison schools. However, OCS tracks this information and is currently at 16% Two or More Races. In our efforts to recruit a more diverse student body, OCS has examined the 2010 U.S. Census data as well as the 2006-2012 American Community Survey for the census tracks of our two schools sites in Mar Vista and Playa Vista. Our examination revealed the following information. Mar Vista Campus: The community surrounding the Mar Vista campus (census tract 2753.11) is comprised of 57% Whites, 3% African Americans, 21% Asians, 6% with two or more races, and 13% of other race. Among all residents of this census tract (all races), 28% identify as Hispanic ethnicity. Among residents of this census tract, 15% are under the age of 18 and 9% of households earn less than $25,000 annually. The annual median household income is $62,734 Playa Vista Campus: For the community surrounding the Playa Vista campus (census tract 2756.02), the corresponding figures are: 56% Whites, 11% African Americans, 23% Asians, 7% with two or more races, and 3% of other race. Among residents of any race, 11% identify as Hispanic. Ocean Charter School Charter Renewal Petition 2013 14 Compared to the 6 most likely attended home middle schools of our students, OCS had the second greatest percent of Hispanic students scoring proficient or above on the 2011- 12 Math CST in 6 th grade. (Comparison data for 7 th and 8 th grades was unavailable.) Socioeconomically Disadvantaged Subgroup comparison broken down according to elementary and middle school comparisons to compare “like” data. Compared to the 5 most likely attended elementary home schools of our students, OCS had the second greatest percent of socio-economically disadvantaged students scoring proficient or above on the 2011-12 ELA CST. Ocean Charter School Charter Renewal Petition 2013 15 Compared to the 6 most likely attended home middle schools of our students, OCS had the greatest percent of socio-economically disadvantaged students scoring proficient or above on the 2011-12 ELA CST. Compared to the 5 most likely attended elementary home schools of our students, OCS had the fourth greatest percent of socio-economically disadvantaged students scoring proficient or above on the 2011-12 Math CST. Ocean Charter School Charter Renewal Petition 2013 16 Compared to the 6 most likely attended home middle schools of our students, OCS had the second greatest percent of socio-economically disadvantaged students scoring proficient or above on the 2011-12 Math CST in 6 th grade. (Comparison data for 7 th and 8 th grades was unavailable.) Ocean Charter School Charter Renewal Petition 2013 19 In summary, this analysis indicates that OCS is doing an exceptional job meeting the needs of our subgroups as compared to our students‘ home schools in the area of English Language Arts and a fair to good job of meeting the needs of our subgroups as compared to their home schools in the area of math. OCS‘ program that features a span model running from K-8 th grade, the practice of looping (teachers stay with their students for multiple years), and the full integration of the arts into every academic area has demonstrated the effectiveness of these core elements for our students. What it Means to be an Educated Person in the 21st Century An educated person in the 21st century understands that she or he is an inextricable part of the world. The educated person possesses the knowledge, skills and attitudes necessary to be a successful and interdependent member of society while being empowered to follow his or her own unique path within the diverse global community. These skills and knowledge focus on combining the traditional academic areas of reading, writing, and arithmetic with the new ―4Cs‖ of Critical thinking and problem solving, Communication, Collaboration and Creativity and innovation. Moreover, they include life and career skills as well as information, media, and technology skills so that an educated person has the holistic capacities, as described in our mission and vision ―to live meaningful lives, balance technology and humanity, and create a sustainable future.‖ An educated person in the 21st Century possesses 1 A. Individual Intelligence B. Social Intelligence C. Environmental Intelligence A. Individual Intelligence  Self- motivated, self-directed and self-governing  A life-long learner  Literate  Ability to communicate clearly, both orally and in writing  Ability to think creatively, analytically and logically and use these skills to solve problems  Ability to gather and organize information and critically assess data  Ability to use technology to collect and analyze data  Has a strong grasp of the fundamental concepts in science, mathematics, and the humanities and can apply the concepts in everyday life  Has mastery of the English language and some fluency in at least one other world language  Understands that actions have consequences  Experiences the richness and beauty of art and music B. Social Intelligence 1 Trilling, B., Fadel, C. 21st century skills: learning for life in our times. (2009). San Francisco, CA: Jossey-Bass. http://www.21stenturyskillsbook.com/index.php US Department of Labor, Secretary‘s Commission on Achieving Necessary Skills (SCANS). (1992). Learning a living: A blueprint for high performance. Washington, DC: US Department of Labor. Ocean Charter School Charter Renewal Petition 2013 20  Ability to concentrate, focus and persevere  Works cooperatively and understands and respects individual and cultural differences  Values relationships, respect for the other and for authority  Through a sense of wonder and curiosity, has enthusiasm and passion for learning  Has a sense of social justice and feels a sense of responsibility to the local and global community  Has the skills to enter and be successful in the economic mainstream  Sees others as individuals, not as members of a group  Has a clearly developed emotional intelligence  Gives of themselves  Works to make ethical decisions C. Environmental Intelligence  Understands living systems and the language of nature  Understands the link between ecology and community  Appreciates that he or she is part of the ecological web  Has a sense of wonder about the beauty of the natural world as well as an understanding of the scientific processes that occur therein  Sees all of life as an evolving living system  Understands the concept of global interdependence and the need to be a global citizen How Learning Best Occurs Ocean Charter School believes that learning best occurs when there are clear educational objectives that are detailed, quantified, and measurable. We focus on intensive language and math literacy, as well as social literacy so that students are firmly grounded in the world around them and have the skills needed to navigate in it successfully. We maintain an overall small school culture with average class sizes of 28 that enable teachers and students to develop more meaningful connections and delve more deeply into learning. Some of the benefits of small schools are noted in a study conducted by UCLA stating that ―at their best, small schools are seen as enhancing strong personal bonds, home and community involvement, improved instructional quality and accountability, and improved teacher working conditions and job satisfaction.‖ 2 Although currently located on two sites with grades K-8, OCS is still a small school with approximately 440 students. Faculty and staff know our students by name and face, greeting students personally as well as their families on a daily basis. Many of our community members share ties that extend 5 years or longer, span multiple ages of children, and include school activities that occur before, during and after the traditional school day. An example of this small school community is the way our parents, students and teachers celebrate each individual child‘s birthday—a personalized celebration choreographed by the teacher that acknowledges each child and welcomes his/her family into the celebration. OCS involves parents in their child‘s learning goals and in creating a supportive home environment, including support of a healthy home diet, monitoring the influence of media and video games and ensuring appropriate use of technology. Like their teaching colleagues around 2 Center for Mental Health in Schools. (2009). Learning Supports and Small Schools. Los Angeles, CA: Author. Ocean Charter School Charter Renewal Petition 2013 21 the country 3 , teachers at Ocean Charter School have been concerned about excess media expo- sure and the effect on students' learning outcomes. 4 Our teachers have found that when media exposure is limited to weekends only, students are more focused, calm and engaged in their academic learning. When students watch television and play video games during the school week, the teachers at Ocean Charter School have noted a qualitative difference in students' behavior; including exclusive rather than cooperative play, a lack of socialization experiences, a lack of imagination in their work, and an enhanced need for immediate gratification. Therefore, to engender an environment in which learning best occurs, Ocean Charter School has adopted a policy of limiting media exposure for students, especially in the lower grades. Creating Self-motivated, Competent, and Life-long Learners OCS’ Sixteen Learning Strategies, Based on Principles of Waldorf Education Our approach at OCS is teacher-led yet child-centered. The curriculum‘s approach strives to increase capacities for learning as opposed to one that focuses on an information-based model. Educational models are used in which both the process and outcome are valued. Academic components are framed within an artistic, creative and imaginative context. This framework sets the foundation for our students to become self-motivated, competent and life-long learners. Our curriculum is based on 16 learning strategies that describe what is taught, when it is taught, and how it is taught to the cognitive, psychosocial, and kinesthetic phases of child development. These are: 1. Community Learning & Teaching Long before the state and district mandated transitional kindergarten, OCS offered a two-year kindergarten program. In most cases, the Kindergarten is the child‘s introduction to Ocean Charter School and initiates the child‘s and the family‘s long-term involvement with the school. In the Kindergarten we welcome children into a nurturing environment and slowly acclimate them to the larger school community. This gradual transition from pre-school or home to elementary school paves the way for a rich and satisfying journey through the grades. In Grades 1–8, the class teacher has the opportunity to take the same children through the grades for multiple years, teaching all the main lesson subjects. We call this looping. Looping provides the child with a sense of camaraderie and commitment, and affords the teacher the opportunity to work more deeply with the children and their families. This model offers stability and continuing guidance to each child and supports the continuing transition from early childhood to the elementary curriculum. The class teacher is not the only teacher the students see each day. To the degree possible, specialty teachers teach world languages, music, games, eurhythmy, movement, 3 New York times article, ―Technology Changing How Students Learn, Teachers Say‖ that presents the results of the Common Sense project study or 685 teachers surveyed. 4 Our teacher-led research into the effects of television on student learning, OCS teachers found a number of published articles (listed below) on child development and education that examine the negative effects on children of television exposure, especially in their early years. Strasburger, V.C., Jordan, A.B., and Donnerstein, E. ―Health Effects of Media on Children and Adolescents‖. Pediatrics, Vol. 125 No. 4, April 2010, p. 756-767. Mistry, K.B., Minkovitz, C.S., Strobino, D.M., and Borzekowski, D. ―Children's television exposure and behavioral and social outcomes at 5.5 years: does timing of exposure matter?‖ Pediatrics, Vol. 120 No. 4, October 2007, p. 762-769. Johnson, S. R., ―Teaching Our Children to Write, Read and Spell: A Developmental Approach.‖ www.youandyourchildshealth.org, May 7, 2007. Buzzell, K. The Children of Cyclops: the influence of television viewing on the developing human brain. California: AWSNA, 1998. Healy, J. Endangered Minds: Why Children Don't Think and What We Can Do About It. New York: Simon and Schuster, 1990. Oppenheimer, T. ―Schooling the imagination‖. The Atlantic Monthly, September 1999. McViegh, T. ―Computer Games Stunt Teen Brains.‖ The Observer International, August 19, 2001. Ocean Charter School Charter Renewal Petition 2013 24 Partnership for 21st Century Skills states, ―people in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. Moreover, the Center for Media Literacy recognizes in its vision statement that there is a need to develop a new vision of literacy for the 21 st century: ―The ability to communicate competently in all media forms as well as to access, understand, analyze, evaluate and participate with powerful images, words and sounds that make up our contemporary mass media culture. Indeed, we believe these skills of media literacy are essential for both children and adults as individuals and as citizens of a democratic society.‖ At OCS, we are committed to preparing our students in light of the new age of media so that they can be fully involved citizens in our democracy. With the new Common Core Standards that integrate technology throughout the curriculum and require computer literacy starting in 3 rd grade, OCS teachers and administration are currently developing a technology plan that fully integrates this important element throughout our curriculum. The OCS Common Core Standards Technology Plan is attached at Appendix 1.11. OCS looks forward to being a leader among public schools using Waldorf Education in successfully integrating technology in a manner that continues to honor the natural development of children‘s imagination. 7. Deep Learning A rhythmic approach to teaching enhances learning and memory. Information that is not im- mediately ‗regurgitated‘ can be absorbed and later ‗re-remembered‘ within a wider context that includes the student‘s own experiences. Teachers introduce new experiences allowing time for students to assimilate previously taught material. Subjects that need regular practice (world languages, music, spelling etc.) are distinguished from the subjects focusing on new content. Topics follow a period of concentration of 2-4 weeks. This allows for information to settle, and time for data and information to become knowledge, eventually leading to understanding. 8. The Whole Class Dynamic Teachers focus on the class as a dynamic whole. Teachers constantly work to shift and reintegrate smaller groups—such as peer groups for math and reading—back into the whole class. A class of mixed-ability children is a model of community. Students learn from each other. The whole-class dynamic celebrates differences. The beauty of the variety of subjects in our curriculum is that children experience themselves and each other in different roles leading others in an area of strength or learning from others in an area of challenge. The opportunity to be seen and understood in multiple ways, places where one can shine and places where one needs help, develops students‘ positive self-image and engagement, thus empowering them as learners. Teachers avoid giving rewards for being first or best. Teachers are aware that rewards and prizes make students compete for prizes rather than working from inherent motivation. Teachers endeavor for a creative balance between cooperation and competition among students, aiming for them to be enlightened and inspired by each other as well as by the teacher. 9. Teaching Through Narrative The use of narrative gives students a conceptual framework within which they can orient themselves and understand their experiences. Students listen to stories told by a teacher in his/her own words, fables and folktales with the younger students and biographies or history with the Ocean Charter School Charter Renewal Petition 2013 25 older students. In classroom observation, Goetz and Sadowski (1996) found that storytelling engages students of all ages profoundly in the learning process. Students are inwardly active when listening and processing stories. 11 Ocean Charter School teachers inspire students to identify with characters in stories and develop linguistic and listening skills. They use story as a classroom management tool, incorporating inspirational or thought-provoking stories that take the place of moralizing or lecturing students. History is taught in the early grades through narrative and stories from a wide range of sources: fairy and folk tale, legend, fable, parable, mythology, and literature before moving on to re- corded history and historical fact. Teachers share content in oral form, especially in the earlier grades. Biography is used to strengthen student identification with people who made a difference. Communicating, exchanging viewpoints, dialogue and debate are part of lessons. The groundwork for such abilities is laid down in the younger classes. Teachers cultivate the quality of listening and speaking in class. Children who engaged in storytelling and story reading in class and at home had increased scores in creativity, literacy tests and problem solving when compared to children who did not engage in such activities (Peters, 1993). 12 10. The Use of Imagery The use of imagery or ―mental pictures‖ is an essential element when implementing Waldorf Education. When presenting factual information teachers will strive to present information with both a pictorial and emotional element. Teachers focus not on abstract concepts throughout the primary years (ages 6-12) but rather on an emphasis of the pictorial element, which grows with students‘ changing understanding of the world. Teachers use imagery that evokes strong sensory impressions and stimulates the imagination wherever appropriate. This ability to imagine or visualize patterns requires an inner sense of space in which processes unfold in time. Through such repeated movements, the child establishes time within space. This synchronized ability to visualize and pattern forms the building blocks to skills such as reading comprehension, expository writing and completing mathematical processes (Mitchell & Livingston, 1999). 13 Teachers make the transition to more abstract intellectual processes in grades 4 to 8 when the ability to think in abstract and causal terms begins to emerge. From grades 4 to 7, teachers adopt metaphor, simile, and comparison to create mental images. In grades 6 to 8, teachers construct imagery from history and current events. When we visualize or paint images within our minds, we use the same cognitive areas of the brain as in visual perception (Gleissner, et al. 1998; Farah 1995). 14 11. “Living” Resources Classroom Although teachers use a wide variety of materials and resources including prepared worksheets, texts, vocabulary lists, maps, diagrams, and multimedia, it is the student-created main lesson books that are at the heart of the classroom materials. Teachers develop the main lesson from a 11 Goetz, Ernest and Sadowski, Mark. Empirical Approaches to Literature and Aesthetics. Norwood, NJ: Ablex Publishing Corp. 1996. Daniel, Alastair K. Storytelling across the Curriculum. Florence, KY: Routledge, Taylor and Francis Group. 2011. 12 Peters, Sandra. 1993. ―Where have the children gone? Story Reading in Kindergarten and Pre-kindergarten Classes.‖ Early Child Development & Care. July 1-15. 13 Schwartz, D.L. and Heiser, J. Spatial Representations and Imagery in Learning. Stanford University To appear in the Handbook of the Learning Sciences. K. Sawyer (Ed.), Cambridge University Press Reiser, J. J., Garing, A. E., & Young, M. E. (1994). Imagery, action, and young children‘s spatial orientation. It‘s not being there that counts, it‘s what one has in mind. Child Development, 65, 1262-1278. 14 Gleissner, U.; C. Helmstaedter; C.E. Elger. ―Right hippocampal contribution to memory: A presurgical and postsurgical study in patients with temporal lobe epilepsy.‖ Journal of Neurology, Neurosurgery, and Psychology. Nov; 65(s): 665-9. 1998. Farah, Martha. ―The neural basis of mental imagery.‖ The Cognitive Neurosciences (pp. 963-75); Cambridge, MA: MIT Press. 1995. Ocean Charter School Charter Renewal Petition 2013 26 variety of sources. Students write and illustrate what they have learned and observed into their main lesson books. The main lesson books are alive with the students' hand-made art, writing and illustrations. As an important record of learning and a way in which art is integrated into every subject, each main lesson book is unique to the student and the student ―owns‖ and ―lives‖ the material within. A collection of Main Lesson Books: Grades 1-8 are attached as Appendices 1.2 - 1.9. The classroom is also used to exhibit student watercolor paintings (and other forms of visual artwork in the upper grades) that represent and reflect the theme of the topic being studied, beeswax models that are made as part of the students‘ studies, and living plants or flowers that bring nature and life into each classroom. The OCS classroom is alive inside the student and in their surroundings. As a matter of course, books such as dictionaries, atlases and other reference material are also an integral part of the classroom. Assignments and projects arising out of the lesson theme give students opportunities to develop competence in a range of information-retrieval skills by the time they reach age 12. 12. Learning to Lead The personal behavior of adults and teachers at Ocean Charter School is an example to the students. In addition, students learn about how to be a leader in different ways at different stages of their development:  Kindergarten teachers endeavor to be a model of kindness, strength, and daily rhythm to the students, knowing that children at this age imitate adult behavior on their path towards becoming their own individual.  Class teacher of grades one to five endeavor to set clear guidance and boundaries for the class as a whole, knowing that children at this age rely on guidance and boundaries to continue developing their individuality.  Class teachers of grades six to eight endeavor to be experts in their subjects, knowing that at this age students want to be led by teachers they respect as experts to develop themselves into enthusiastic lifelong learners. 13. Respect, tolerance, and understanding Each class, moving through the years together, is a learning community for respect and understanding of different individual academic and social gifts and challenges as well as for varied social and cultural backgrounds. The class—that includes the parents as an inextricable part of the whole—develops principles that enable the class to encounter and manage the kinds of crises that occur as part of normal development. Kindness, sharing and the ability to listen to others are actively encouraged. Students are inspired to take pride in their work and to achieve the highest standards of which they are personally capable. Teachers work to balance an atmosphere of positive competition and collaboration. Students appraise their fellow students‘ achievements in an objective, though positive and constructive way. Teamwork and problem solving is practiced. The school community as a whole works to reflect these principles. 14. The Continuous Learning Community Ocean Charter School is designed to function as a living system that balances initiative and accountability. All teachers, staff, and participants are asked to make a commitment to develop him or herself along with the students, as described by Parker Palmers‘ adage: ―We teach who we are.‖ 15 Our fundamental assumption is that there is always room for improvement. We make 15 Parker Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher‘s Life. 1998, Jossey-Bass, Inc. San Francisco Ocean Charter School Charter Renewal Petition 2013 29 process as a group with teacher guidance and student input, students are progressively creating more of their own independent, original writing. The magic of the story told at the close of the lesson persists, albeit the fourth grade tales are often darker, such as the trials and tribulations of the Norse gods, or more historically-based such as stories of California‘s indigenous peoples. In the seventh and eighth grades, the students are all involved in playing a musical instrument (cellos, violin, percussion, guitar) and singing, and continue to begin their day with music, song, poetry and movement, however the time allocated to these activities is less as the volume of academic content increases. The flow of the lesson remains the same, but again, the content is grade level specific. Biographies become the content of the stories and bring to life the passions of Joan of Arc, Leonardo Da Vinci, Thomas Jefferson, Martin Luther King Jr., and other major figures of historical import. These biographies are shared throughout the disciplines, bringing the struggles and unexpected victories of scientists and mathematicians, such as Galileo, Fibonacci, Pythagoras and Einstein to life. In 1 st -8 th grade, teachers present thematic teaching units in blocks which last several weeks. Teachers at Ocean Charter School use this Main Lesson format to address a progressive range of competencies in mathematics, language arts, science and humanities. The arts, such as beeswax modeling, performing arts, puppetry and painting are integrated throughout the Main Lesson and day. After Main Lesson there is a break for snack and recess. The rest of the day is divided into Specialty Classes and practice periods. Specialty subjects could include Japanese, Handwork, Movement/Games, Music, or Dance. Each is taught within the week and is linked to the thematic units of the Main Lesson. The children learn songs, games, poems and world languages beginning in the first grade. Through the grades, the world language program expands to include reading, writing and grammar. Lunch and recess are generally followed by practice periods where targeted skills are addressed such as specific math or language arts skills, additional science material, nature studies and Council (a group time to practice listening and speaking from the heart, as well as practice conflict resolution and/or express gratitude). After a closing poem is recited together, the day ends with another handshake at the door. Eye contact is made and the teacher-student relationship is again solidified. The typical Ocean Charter School day is one of focused learning integrated with practical and lively arts. A visitor might see children playing on the monkey bars, listening intently to their teachers, working in the garden, taking a math test, sewing costumes for a play, practicing hand- writing, sanding knitting needles, writing Kanji, playing the violin, singing ―America the Beautiful‖, running relay races, writing a report, baking bread and quietly observing butterflies hatching. A regular part of our school life involves festivals that celebrate a particular season or quality, such as bravery. For example, as the darker winter season approaches, our younger students (K- 2nd) create lanterns after hearing stories from cultural traditions around the world of the power of light during times of darkness. The students build their lanterns and culminate this block with an evening lantern walk through the neighborhood with their parents and teachers. Their pride and sense of security based on ―lighting the way‖ for themselves and others are tangible. Ocean Charter School Charter Renewal Petition 2013 30 Instructional Program and Curriculum Instructional Framework OCS‘ instructional framework is created by the implementation of Waldorf Education to address the Common Core Standards and the California State Content Standards (for areas not yet outlined in the Common Core Standards). It is based on the 16 learning/teaching strategies (described earlier) composed of:  Community Learning and Teaching  Focused Concentration  Specialty Programs  Thematic Learning  A Stimulating Learning Environment  Media and Technology  Deep Learning  The Whole Class Dynamic  Teaching Through Narrative  The Use of Imagery  A ―Living‖ Resources Classroom  Learning to Lead  Respect, Tolerance and Understanding  The Continuous Learning Community  Living Systems Learning  Community Service Core Subjects The following information describes the core subjects OCS teaches in grades K-8. In addition, a brief description of the scope and sequence at each grade level for each subject is included. For a full breakdown of OCS‘ Scope and Sequence, based on the standards, and described with anticipated skills and knowledge, measurable outcomes, and assessments, see Appendix 2.1. KINDERGARTEN The Ocean Charter School Kindergarten, literally ―child‘s garden‖ when translated from the German, is the foundation for subsequent formal education. The core subjects of Language Arts, Math, Science, and History are brought to the children through daily imaginative storytelling, rhythmic work, observation, and experiential learning opportunities. Our two-year, developmentally attuned program cultivates creativity, imagination and initiative through the serious and vital activity of play. Through baking, storytelling, dramatic play, household arts, painting and time outdoors in nature, children develop skills in listening, following directions, getting along with others and taking care of their classroom and each other. Environmental awareness is cultivated by celebrating seasonal festivals that make the pupils aware of the yearly rhythms of nature and the interconnectedness of nature and people, even in an urban environ- ment. Time spent working with natural materials (such as wood, wool, water, and sand) gives pupils sensory experiences that evolve into a keen sense of the world around them. Allowing children‘s imagination to more fully develop in Kindergarten prepares them for the increased academic rigor in the grades, especially a sense of wonder and the search for answers, which are the foundations of the scientific method of inquiry. Ocean Charter School Charter Renewal Petition 2013 31 FIRST GRADE Math: Qualities of numbers up to 100; introduction to the four operations of arithmetic- addition, subtraction, multiplication, and division; counting, Roman numerals. English & Language Arts: Formal introduction to letters, writing and reading through story, images and phonics; fairy tales from around the world; poetry recitation; speech, spelling, simple sentences. SDAIE strategies are incorporated here as learning supports for ELs. History and Social Studies: Multicultural stories, myths and legends. Science: Nature stories; nature walks; observations; gardening; seasonal changes. Environmental Stewardship: Stories of nature teach students about their unique place in the ecosystem and their personal ability to affect change. Music: Singing; pentatonic flute (develops finger coordination, concentration, and breath control.) Art: Form drawing; painting (emphasizing an experience of working with color rather than creating formed pictures); beeswax modeling; crayon illustrations. Class Play: Originates from the curriculum. World Language(s): Japanese is taught through plays, songs, rhythms, and games. Handwork: Knitting (promotes eye-hand coordination, fine motor skills, visual tracking skills, and sequencing.) P.E./Games/Movement: Gross motor movement such as skipping, hopping, galloping, starting and stopping are practiced; and matching these movements to pace and rhythm. Class Play: Originates from the curriculum. SECOND GRADE Math: Continue with four operations of arithmetic; story problems; counting by 2,3, 5, and10; beginning multiplication tables; graphs and tables; place value to 1,000; mental math, regrouping, estimation. English & Language Arts: Elements of grammar (adjectives); spelling, reading (using context, word recognition, reading out loud); animal fables and legends from around the world; writing teacher generated paragraphs and beginning to write student generated paragraphs. History & Social Studies: Multicultural stories, myths and legends. Science: Garden and nature studies; observation and inquiry Environmental Stewardship: Stories with themes of transformation teach the concept of evolution in an imaginative way laying a metaphorical foundation for the forces of nature that will be studied scientifically later. Stories of heroic individuals, such as the Rev. Martin Luther King, Jr., Henry David Thoreau, or Jane Goodall teach students about their unique place in the ecosystem and their personal ability to affect change. Music: Singing up to an octave; pentatonic flute, singing in rounds by end of year Art: Continue form drawing; painting (complementary colors); beeswax modeling. Class Play: Originates from the curriculum. World Language: Japanese continues. (Songs, plays, poetry, stories counting, games, and simple conversations.) Handwork: Knitting patterns of knit and purl (pattern recognition and perpetuation, concentration, fine motor skill development) resulting in specific projects such as rabbits, balls and hats. P.E./Games/Movement: Gross motor movement such as skipping, hopping, galloping, jumping and sliding; and matching these movements to pace and rhythm; chasing, dodging, jumping rope, and striking a ball. THIRD GRADE Ocean Charter School Charter Renewal Petition 2013 34 English & Language Arts: Creative writing; grammar; spelling and punctuation; classical literature; lyric poetry; play writing; letter writing, essay writing, Shakespeare History & Social Studies: The Renaissance; Age of Exploration; beginnings of modern science. Geography: Africa, Central and South America. Science: Physics; light/optics; acoustics; mechanics; human physiology and sexuality; astronomy continued; inorganic chemistry; nutrition. Environmental Stewardship: Focus is on food choices and nutrition by investigating the effects of food production, diet, and nutrition on human health and the environment. Continuing with organic gardening, composting and recycling. Music: Singing; duets; recorder; percussion/strings/chorus/dance electives. Art: Perspective drawing; spatial solids; Chiaroscuro technique; veil painting. Class Play: Originates from the curriculum. World Language: Japanese continues with speaking, reading, and writing. Handwork : Hand and machine-sewing from a pattern to create personal clothing. P.E./Games/Movement: Meeting challenges and making decisions. Perform a variety of dances. Offer basic offensive / defensive strategies. Participation in vigorous activity for 20 minutes. Know warm-up and cool-down activities and how to measure heart rate. Offering rule changes to improve a game. Team cooperation. Track & Field events (running, sprinting, long jump); push-ups; team sports. Technology: Keyboarding, internet source work; media literacy; safe and responsible use of the internet. EIGHTH GRADE Math: Algebra; quadratic equations; solid geometry. English & Language Arts: Epic poetry; non-fiction; business and practical writing; writing process; 8th grade report. History & Social Studies: Study of Revolutions (French, Russian, Industrial and American); American history; Current events. Geography: World geography. Science: Physics; organic chemistry; anatomy- skeletal system; meteorology. Environmental Stewardship: Students explore the sources, production, uses, and environmental effects of energy in the study of the historical birth of the industrial age and the economic globalization in contemporary times. Field trips and field study are a large part of the learning. Continue with organic gardening, composting and recycling. Music: Singing; recorder; percussion/chorus/strings/dance electives. Art: Black & white drawing; clay modeling; veil painting. Class Play: Originates from the curriculum. World Language: Reading, writing and speaking in Japanese. Handwork: Machine sewing. P.E./Games/Movement: Working as a team to solve problems. Perform a variety of dances. Offer basic offensive/defensive strategies. Participation in vigorous activity for 20 minutes. Know warm-up and cool-down activities and how to measure heart rate. Offering rule changes to improve a game. Team cooperation. Team sports and fitness. Technology: Use of presentation software; Internet source work; media literacy; safe and responsible use of the internet. Ocean Charter School Charter Renewal Petition 2013 35 Teaching Methodologies Ocean Charter School will use the following, broadly described teaching methodologies to address the Common Core Standards and the California Content Standards. In addition, OCS uses Waldorf Education to augment and extend our curricular program beyond the Common Core Standards and California State Content Standards. 1) Backwards planning that starts with the Common Core Standards and/or California State Standards. As noted in our October 2012 annual site review, ―there is clear implementation of the California State Standards and areas of the Common Core State Standards since teachers submit lesson plans that specifically identify concepts and skills of the standards and how they are aligned to the common core. Samples of these lesson plans are found in Appendix 1.1: Common Core Standards Sample Lesson Plans 2) Differentiated instruction that addresses Gardner‘s multiple intelligences through arts- integration in every core content area. Arts-integration has been proven to have positive effects on student achievement, engagement, and 21st Century Capacities. 16  Arts-integration includes visual, musical, and performance arts  Gardner‘s multiple intelligences include gross motor (movement), visual (drawing, painting), auditory (music, storytelling), inter and intra social-emotional (cooperative groups, council), and fine motor (sculpting, handwork)  SDAIE- Specifically Designed Academic Instruction in English strategies are incorporated to meet the needs of ELs. Examples of these strategies include, but are not limited to: Choral Reading, Brainstorming, Clustering/Webbing/Mapping, Comprehension Check, Cooperative Dialogue, Directed Reading-Thinking Activity, Journals, Prediction, Quickwriting, Reading Circles/ Book Clubs, Reading Log, Think-Pair-Share, Visualization, and Vocabulary Cards. As the What the Arts Change About the Learning Experience study concludes, ―Involvement with the arts provides unparalleled opportunities for learning, enabling young people to reach for and attain higher levels of achievement.‖ 17 As the study describes, integrating the arts in education changes the learning experience in multiple ways:  The arts reach students who are not otherwise being reached.  The arts reach students in ways that they are not otherwise being reached  The arts connect students to themselves and each other.  The arts transform the environment for learning.  The arts provide learning opportunities for the adults in the lives of young people.  The arts provide new challenges for those students already considered successful.  The arts connect learning experiences to the world of real work. The arts are integrated on a daily basis through the interdisciplinary, thematic instruction in the daily Main Lesson. See our collection of Grades 1-8 Main Lesson Books, Appendices 1.2–1.9. In addition to the benefits noted above, ―arts integration holds relevance in today‘s educational climate for both students and teachers, leading to increased academic achievement and student 16 Ingram, D. & Meath, M. (2007). Arts for academic achievement: A compilation of evaluation findings from 2004-2006. Center for Applied Research and Educational Improvement. 17 "Champions for Change." ARTSEDGE: The Kennedy Center's Arts Education Network. Ocean Charter School Charter Renewal Petition 2013 36 retention while nourishing teachers personally and professionally, helping them to move toward ―highly qualified‖ criteria, and be effective and innovative in the teaching profession.‖ 18 1) Project-based learning that includes, but is not limited to:  Experiential, hands-on lessons that allow students to experience with multiple senses and modalities an item or problem to solve  Writer‘s workshop  Reader‘s workshop  Reciprocal teaching 2) Data-driven decision making  Formative and summative assessment results are used to inform instructional practices on a regular basis, including decisions about: o Cooperative learning groups o Curricular and instructional materials o Targeted intervention o Enrichment  Assessment results guide ongoing professional development and staffing o Data from stakeholders affects administrative operational procedures and communication with all community members 3) Professional Learning Communities  Collaborative lesson planning within grade levels  Scope and sequence planning across grade levels, within ―loops‖  Sharing of effective lessons and strategies within and across grade levels  Collaborative teaching- teachers modeling for other teachers areas of particular expertise Ocean Charter School is in the process of shifting the basis for our scope and sequence from the California State Standards to the new Common Core Standards. For all subjects possible, teachers plan according to the Common Core Standards. In subjects where the Common Core Standards have not yet been released, OCS teachers use the California State Standards as the basis for their instructional planning. OCS uses Waldorf Education to augment and extend our curricular program beyond the Common Core and California State Content Standards. Our students are prepared for state testing every year using the California State Standards, and are beginning to prepare for the new Common Core assessment using the Common Core Standards. How OCS’ Methodologies and Instructional Program Address the Needs of Our Target Population The methodologies described above are implemented on a daily basis to provide all our students access to an innovative, arts-integrated curriculum that meets their individual academic needs as well as fosters their physical and social-emotional well being. Research supports the particular effectiveness of arts-integrated instruction for our subgroups: ―Findings indicate teachers ….may benefit students by integrating the art into instruction, especially among economically disadvantaged and EL students.‖ 19 In particular, ―the arts have a profound ability to enrich the 18 Voices from the field: Teachers‘ views on the relevane of arts integration. Bellisario, K. & Donovan, L. (2012). Voices from the field: Teachers‘ views on the relevance of arts integration. Cambridge, MA: Lesley University. 19 Ingram, D. & Riedel, E., (2003). Arts for Academic Achievement: What does arts integration do for students? University of Minnesota: Center for Applied Research and Educational Improvement, College of Education and Human Development. Ocean Charter School Charter Renewal Petition 2013 39 In our middle school grades 6 th -8 th , our Hispanic subgroup percent proficient or advanced increased over the past 3 years from 56% to 73%. OCS is particularly proud of the continual improvement of this subgroup‘s performance in the area of English Language Arts. OCS‘ CST Math scores show more variation in performance for our Hispanic subgroup than our ELA scores do. Our schoolwide math scores for our Hispanic subgroup has varied over the past 3 years from 49% to 62% to 52% as the total number of students is this subgroup has consistently risen. Ocean Charter School Charter Renewal Petition 2013 40 In our elementary grades 2 nd -5 th , our Hispanic subgroup percent proficient or advanced varied from 53% to 73% to 56%. In our middle school grades 6 th -8 th , our Hispanic subgroup has shown significant and consistent growth from 33% in 2010, to 42% in 2011, to 44% in 2012. OCS is concentrating on our younger Hispanic students in the area of math so that they show the consistent growth performance of their older counterparts. Ocean Charter School Charter Renewal Petition 2013 41 Socio-economically Disadvantaged Subgroup Over the past three years, our socio-economic subgroup has shown consistent levels of proficient or advanced performance on the CST ELA when viewed schoolwide. In grades 2 nd – 5 th , our socio-economically disadvantaged students have performed consistently at 70%, 61%, and 69% proficient or above over the last 3 years. Ocean Charter School Charter Renewal Petition 2013 44 African American Subgroup African American students‘ scores on the ELA CST moved from 69% proficient or advanced in 2009 to 75% proficient or advanced in 2012. OCS plans to continue this positive growth. African American students went from 38% scoring proficient or advanced in 2009 to 50% scoring proficient or advanced in 2012. Also noteworthy is that no African American students have scored in the Far Below Basic category over the past 4 years. OCS‘ goal is to increase the percentage of African American students scoring proficient or above by 5% per year. Ocean Charter School Charter Renewal Petition 2013 45 White Subgroup The percentage of white students scoring proficient or above on the ELA CST has dropped from 86% in 2009 to 74% in 2011. OCS‘ goal is to increase this percentage by 5% annually. White students scores fluctuated from 72% proficient or above in 2009 to 75% proficient or above in 2011. OCS‘s goal is to continue this upward trend. Ocean Charter School Charter Renewal Petition 2013 46 Students with Disabilities Subgroup Overall, our schoolwide scores in ELA for students with disabilities have improved from 27% to 45% over the past 3 years. In grades 2 nd -5 th , our students with disabilities moved from 19% to 33% proficient or above over the past 3 years. Ocean Charter School Charter Renewal Petition 2013 49 Students of Two or More Races Subgroup As the chart indicates, this is a rapidly growing subgroup at OCS. Their performance on the ELA CST schoolwide shows remarkable growth: from 74% in 2010 to 68% in 2011 to 81% in 2012. Our students of two or more races have shown consistent growth in the area of math, moving from 63% proficient in 2010 to 74% in 2012. As we predict this subgroup will continue to grow, OCS plans to continue to meet the needs of these students with this high degree of success. Ocean Charter School Charter Renewal Petition 2013 50 Textbooks and Instructional Resources Instructional Materials Ocean Charter School teachers use a variety of sources to deliver our standards-based curriculum implemented through Waldorf Education. They carefully craft their presentations to feature stories and imagery that engage the children‘s imagination. In all the grades, high quality materials designed give students the experience of success in their school activities, promoting self-esteem, a sense of value for quality work, and increased motivation for accomplishment. For example, using quality colored pencils, paints, and crayons on appropriate drawing and painting paper allows students to create rich colors, blend colors for subtle hues, and create detailed and beautiful writing, pictures, and designs. OCS‘ textbooks and other instructional materials that address the state standards are described fully in Appendix 1.10: OCS Instructional Resources. In addition to these resources, teachers at OCS draw upon a broad range of instructional resources to successfully bring standards-based Waldorf Education to their students. What follows is an overview of these additional, Waldorf- based instructional materials. Kindergarten teachers‘ instructional materials are chosen to enhance the children‘s imaginary play, to deliver stories and songs that are rich in language and imagery, and to support the purposeful activities the children participate in daily. In the Kindergartens and lower grades, age- appropriate play materials, and instructional support tools are selected or handmade from wood, silk, wool, and other natural materials. Students feel more connected to the environment using materials made from the natural world. Students also tend to focus better and feel more relaxed and nurtured when warmly surrounded by an environment of beauty and simplicity, avoiding business in classroom décor. These Waldorf instructional materials support OCS arts-integration within the framework of the state standards. In grades 1-8, much of the thematic Main Lesson is delivered orally, and then written with imagery hand-drawn on blackboards. The students copy it into specially designed blank books, known as Main Lesson Books, creating their own thematic subject or ―text‖ books for each unit block. As students‘ skills develop, they start to take their own notes, transposing them into text for their books. Standard textbooks are used directly in the classroom for math, and in all other subject areas as teacher resources for lesson preparation, as well as important research tools for students to augment their lessons. Teacher Recruitment The Administration searches for the best possible candidates for available teaching positions at Ocean Charter School. Specifically, administration recruits teachers who are above all, highly qualified according to NCLB and the State of California, as evidenced by our annual NCLB grids. Accordingly, teachers with CLAD and BCLAD certifications are recruited. Secondly, we recruit teachers who are Waldorf trained, experienced with the arts, and/or willing to receive training in the arts and arts-integration into the core content areas. Recruitment begins with posts on the primary California education website, on the primary California charter school website, and on the primary Waldorf employment website. Job list flyers are sent to Waldorf training centers throughout the country, as well as to local universities Ocean Charter School Charter Renewal Petition 2013 51 that offer teacher credentialing programs. The posts describe our ideal candidate as California State certified and having Waldorf training and experience. The administration reviews the submissions looking for:  California teaching credential  Quality educational background  Classroom teaching experience  Training or familiarity with Waldorf methods  A deep desire to teach in an arts-integrated charter school  Background in or a passion for the arts  Excellent professional references  Articulate and polished cover letters  An interest in Ocean Charter School The qualified candidate is invited to spend the day to observe a Main Lesson class, a specialty class and/or a practice period before an interview with administration. Selected candidates perform 2 demonstration lessons in two different grade levels and are observed by administration and a current OCS teacher, whenever possible. The administration makes hiring and placement decisions considering the following criteria:  Meeting basic credential requirements  The teacher‘s previous experience  Their interviews and demonstration lessons  Their fit with the students in the class  How they would benefit/contribute to their loop colleagues  The grade or age they expressed a preference for  Reference reports Ongoing Professional Development Teachers are the educational leaders of Ocean Charter School. Our standards-based curriculum that is implemented through Waldorf Education calls for certificated teachers who have been especially trained to work with an arts-integrated, inter-disciplinary curriculum. Our professional development focuses on two main threads of educational practices in our curri- culum, and is continually refocused based on our analysis of student achievement data. 1) Expertise in developing student mastery of the Common Core and CA State Standards, and 2) Expertise in Waldorf Education that focuses on arts-integration, child development, and instructional strategies. Each year, teachers engage in a number of professional development opportunities. These include: 1. Beginning of year retreat focused on sharing our analysis of the STAR data from the previous year, sharing strategies to address areas for improvement and celebrating areas of success, and recommitting to our mission and vision Ocean Charter School Charter Renewal Petition 2013 54 OCEAN CHARTER SCHOOL Calendar 2013 - 2014 OPENING DAY OF SCHOOL Mon., Aug. 26, 2013 LABOR DAY HOLIDAY Mon., Sept. 2, 2013 FALL RECESS DAY Thu., Sep. 5, 2013 FALL RECESS DAY Mon., Oct. 14, 2013 Professional Development Day (STUDENT FREE) Fri., Nov. 1, 2013 FALL RECESS DAY Mon., Nov. 11, 2013 THANKSGIVING HOLIDAY Wed.-Fri Nov. 27-29, 2013 WINTER BREAK Mon.-Fri., Dec. 23, 2013- Jan 3, 2014 DR. MARTIN LUTHER KING JR. HOLIDAY Fri.-Mon., Jan 17-20, 2014 Professional Development Day (STUDENT FREE) Fri., Jan. 31, 2014 PRESIDENT'S DAY HOLIDAY Fri.-Mon., Feb 14-17, 2014 SPRING BREAK Fri-Fri, Apr. 18-25, 2014 MEMORIAL DAY HOLIDAY Mon., May 26, 2014 LAST DAY OF SCHOOL FOR STUDENTS Fri., June 13, 2014 ~Dates subject to change Sample Individual Class Plan Eighth Grade Weekly Schedule Ms. Mendoza 2012-2013 Time Monday Tuesday Wed.Sche dule Wednesday Thursday Friday 8:00- 10:05 Main Lesson Main Lesson 8:00-10:05 Main Lesson Main Lesson Main Lesson 10:05- 10:15 Nutrition Nutrition 10:05- 10:15 Nutrition Nutrition Nutrition 10:15- 10:30 Recess Recess 10:15- 10:30 Recess Recess Recess 10:30- 11:25 Games Painting 10:30- 11:20 Games Japanese Language Arts 11:25- 12:20 Math Math 11:20- 12:10 Math Math Math 12:20- 12:35 Lunch Lunch 12:10- 12:15 Early Dismissal Lunch Lunch 12:35- 1:05 Recess Recess Recess Recess 1:05-2:00 Language Arts Language Arts Language Arts Library/Coun cil 2:00-2:55 Japanese Electives Electives Extra Period 2:55-3:05 Closing/Dismi ssal Closing/Dism issal Closing/Dismi ssal Closing/Dismi ssal OCS has always offered and will continue to offer more than the minimum number of required instructional minutes set forth in Education Code 47612.5. See the Instructional Minutes chart below for details on the 2013-14 instructional minute count. Ocean Charter School Charter Renewal Petition 2013 55 Ocean Charter School Instructional Minutes Chart 2013 – 2014 Allocation of Instructional Time Main Lesson: The Main Lesson is the cornerstone of the day, a 1 hour and 45 minutes period for grades 1 and 2 and a two-hour period for grades 3-8 in the morning when children are most awake and eager for academic work. Using the Block Learning technique, the class teacher focuses on one interdisciplinary theme over several weeks so students have an opportunity to develop an in-depth relationship with every subject studied. Practice Periods and Specialty Classes: After the morning Main Lesson, the students will attend a combination of practice periods and specialty classes for the rest of the day. Practice periods include daily math practice and multiple language arts practice periods over the course of the week, in addition to the daily math and language arts the students receive in Main Lesson. Specialty classes include world language, handwork, games/movement, and music. Most specialty classes at Ocean Charter School begin in the First grade and continue through Eighth grade. A Balanced Rhythm: The classes are scheduled to give the students a rhythmic experience of both the day and the week, balancing more inwardly focused times of concentration with more outwardly focused activities that require interpersonal skills and capacities. This balance of inward and outward experiences is referred to as ―breathing‖, and the incorporation of this breathing into the individual lessons of the teacher, as well as the daily schedule of every class, and the weekly schedule of the classes is quite intentional. OCS‘ conscious effort to work Ocean Charter School Charter Renewal Petition 2013 56 with—not against—students‘ natural rhythms in this manner is part of the reason why OCS students appear so engaged, as noted in our annual site visits by the LAUSD. Meeting the Needs of Special Populations English Learners Ocean Charter School is required to timely identify potential English Learner students and provide them with an effective English language acquisition program that affords meaningful access to the school‘s academic core curriculum. Instructional plans for English Learners (EL) must be: (1) based on sound educational theory; (2) adequately supported with trained teachers and appropriate materials and resources; and (3) periodically evaluated to make sure the program is successful and modified when the program is not successful. On an annual basis (on or about October 1), Ocean Charter School shall submit a certification to the District that certifies that they will either adopt and implement LAUSD‘s English Learner Master Plan or implement the Charter School‘s own English Learner Instructional/Master Plan. If Ocean Charter School chooses to implement its own EL plan, the instructional plan shall encompass the following, including but not limited to: -How ELs‘ needs will be identified; -What services will be offered; -How, where and by whom the services will be provided; -How the program for ELs is evaluated each year and how the results of this assessment will be used to improve those services (annual report of the assessments) Ocean Charter School shall provide to LAUSD a copy of its entire, current plan upon request such as during the annual oversight review process. Ocean Charter School shall administer the CELDT annually. Ocean Charter School shall also ensure that it will provide outreach services and inform parents with limited English proficiency with important information regarding school matters to the same extent as other parents. OCS has adopted and is implementing the district‘s English Learner Master Plan. Furthermore, OCS is committed to attracting a larger number of ELs as outlined in Element 7, particularly as our language-rich curriculum is so well geared towards meeting the needs ELs. OCS offers a full immersion program to all students, taught in small class sizes. Primary language support is given for students still developing their English language proficiency. Students are identified as ELs at OCS in compliance with the district‘s English Learner Master Plan, using our home language survey (and other indicators if results are in doubt) for initial placement and then ongoing monitoring through CELDT administration. OCS‘s curriculum has incorporated all of SDAIE‘s eight components, including extensive scaffolding through multiple modalities. The school provides a vocabulary- rich environment, paired with visual and hands-on experiences, repetition, use of multiple learning modalities, and an emphasis on oral language development. This includes speech, poetry, articulation, and performance. Teachers present culturally relevant lessons orally, using visual aids and kinesthetic activities to adhere to the needs of all learning modalities. These strategies incorporate the best practices of English language instruction, including: Total Physical Response, cooperative learning, Dictated Stories, and Learning Journals. Ocean Charter School Charter Renewal Petition 2013 59  Parents are invited to provide support and chaperone presence on field trips and other curricular events- another way to connect with and become educated about the OCS curriculum and pedagogy  Educational intervention is offered multiple times over the week at no cost  With our emphasis on practical arts and handmade materials, parents and students are able to participate in and contribute to school plays, festivals, and other events at no monetary expense  In a constantly changing economic environment, students at OCS engage in learning activities that withstand the test of time and are not tied to expensive tools or resources: gardening, cooking, and handwork provide practical life skills that build self-confidence and independence, as well as have authentic economic value. Gifted Students Ocean Charter School ensures that each individual student‘s needs are met and that all students will be challenged to achieve their potential. Inherent in our standards-based curriculum taught through the implementation of Waldorf Education is the opportunity to stimulate each child‘s learning needs through a fully arts-integrated curriculum and through stimulating higher level thinking skills. Students who are recognized and identified as gifted, talented, or high ability will be provided with enrichment activities within the classroom focusing on meeting their individual levels of curiosity and intellectual capacity. Students are identified using the LAUSD‘s gifted screening process. Teachers will expand the course work for students recognized and identified as gifted and talented, giving them opportunities for divergent thinking, analysis, and logic providing them with the opportunity to lead and to be led. Examples of ways learning will be deepened and expanded include: posing open-ended questions that require higher-level thinking; modeling thinking strategies, such as decision-making and evaluation; accepting ideas and suggestions from students and expanding on them; facilitating original and independent problems and solutions; helping students identify rules, principles, and relationships; and, taking time to explain the nature of errors. 21 Every effort will be made to offer extra-curricular activities to meet these students‘ needs. OCS is proud to announce our latest extra-curricular offering of Math Olympics, a competitive after-school math club for students interested in applying their math skills to complex, real-world problems. Although the club is open to all students, it meets the needs of our gifted students particularly well. Our after school Chess Club also offers additional challenge for our gifted students. Students Achieving Below Grade Level At OCS, each student‘s needs are met at his or her own individual developmental levels. An analysis of student work and assessments by the teacher as to if the work meets Common Core grade level standards leads to the identification of students achieving below grade level. Students achieving below grade level are given instructional supports focused on teaching them the specific skills they need to achieve grade level standards and benchmarks. Progress is moni- tored through benchmark, formative and summative assessments; student learning portfolios; and, collected work samples from each student‘s Main Lesson Book. Assessment data, learning portfolios, and student work samples are used to determine what curricular content needs to be revisited and reviewed for each student and to determine mastery of content areas. Additionally, OCS practices a looping system where the main class teacher remains with the students over multiple year periods. Looping supports the needs of students achieving below 21 Stepanek, J. ―The Inclusive Classroom- Meeting the Needs of Gifted Students: Differentiating Mathematics and Science Instruction‖, Mathematics and Science Education Center, Northwest Regional Educational Laboratory, December 1999. Ocean Charter School Charter Renewal Petition 2013 60 grade level as the teacher builds one-on-one relationships with the student and his/her family over several years. Interventions and accommodations used at OCS to meet these students‘ needs include, but are not limited to the following: frequent assessments for progress and to identify areas of need, in- class interventions with instructional aides or the resource teacher, after-school tutoring, peer tutoring, small group instruction and use of the SST process. The above steps are implemented according to our three tiered support plan. Tier I: Classroom Interventions include cooperative groups, learning centers, peer discussions, focused teaching through multiple learning modalities, and frequent progress monitoring. Tier II: Intervention Outside Core Instruction: At this time, a Student Success Team (SST) will be formed to determine the course of action. The team will design a strategy to meet the student‘s needs, often through small group intervention instruction offered during the school day and after school. Tier III: If the SST determines through ongoing assessment that the student should be screened for a possible learning disability, the SST would move to Tier III, and with parental consent, the student would be assessed to determine whether she or he meets eligibility for special education. If eligible, the student would then have an IEP that will be implemented by OCS‘s Special Education Department. Special Education Outreach Efforts As discussed earlier, OCS has a long track record of attracting students with special needs. Families of students with special needs have consistently found OCS for their children as they recognize that our developmentally attune approach to education is uniquely designed to meet the needs of students with special needs. After taking a tour through our classrooms and seeing all of the children happily at work, these parents realize that despite the high number of students with special needs here, including students with Autism, no one can tell who the special needs children are as they are so seamlessly integrated into the general education environment. These parents experience firsthand that OCS is a school that supports their child‘s academic learning while also offering such a wide variety of activities and learning experiences that every child experiences success on a daily basis. The words of an OCS parent say it best: Our daughter is autistic and has a speech and language impairment. When we enrolled her at Ocean Charter School, we took a real leap of faith. The child who could scarcely speak when she started Kindergarten, now sings and belts out her lines during the annual class play. The child who could not use her left arm or hand properly, now swings across the monkey bars at recess, knits and sews, and writes in cursive. The child who did not know how to play—with toys or people—now makes up imaginative games and has no shortage of friends. The child who used to tantrum every day— sometimes for hours on end—now goes to school joyfully. The child who we were told might never be self-supporting, now loves to learn. She adores her teachers, and they adore her, too. The transformation they have wrought in her is nothing short of magic. Delivery of Special Education Instruction Due to the high number of special needs students at OCS, OCS employs two credentialed, highly qualified RSP teachers. These teachers provide all resource services, as well as during school and Ocean Charter School Charter Renewal Petition 2013 61 after school intervention. In addition to our resource teachers, OCS employs or contracts for service providers for speech and language, occupational therapy, physical therapy, counseling, BII, and paraprofessionals. Special Education Program A Memorandum of Understanding (―MOU‖) will be executed by and between the Los Angeles Unified School District and Ocean Charter School regarding the provision and funding of special education services consistent with the requirements of the LAUSD SELPA Local Plan for Special Education. All charter schools must adhere to all terms and conditions of the Chanda Smith Modified Consent Decree (―MCD‖) and any other court orders and/or consent decrees imposed upon the LAUSD as they pertain to special education. Charter schools must ensure that no student otherwise eligible to enroll in their charter school will be denied enrollment due to a disability or to the charter school‘s inability to provide necessary services. Policies and procedures are in place to ensure the recruitment, enrollment and retention of students with disabilities at charter schools. Prior to Los Angeles Unified School District (―LAUSD‖ or ―District‖) Governing Board approval, Ocean Charter School will either execute a Memorandum of Understanding (―MOU‖) by and between LAUSD and Ocean Charter School regarding the provision and funding of special education services consistent with the requirements of the LAUSD Special Education Local Plan Area (―SELPA‖) Local Plan for Special Education. SELPA Reorganization The Los Angeles Unified School District is approved to operate as a single-District SELPA under the provisions of Education Code § 56195.1(a) and intends to continue operating as a single- District SELPA as in the current structure but has created two school sections (District- operated Programs and Charter-operated Programs) under the administration of one single Administrative Unit pursuant to a reorganization plan approved by the Board of Education on January 4, 2011 (149/10-11). Full implementation of the reorganized LAUSD SELPA will begin in the 2013-2014 school year requiring all District-authorized charter-operated schools to elect one of the three options available under the LAUSD SELPA. Prior to an Option election, all District-authorized charter schools shall participate as a school of the District under the District-Operated Programs Unit. Prior to the beginning of the 2013-2014 school year, all District-authorized charter schools, other than those that have previously executed an Option 3 Memorandum of Understanding (―MOU‖), will be required to execute a new MOU setting forth the LAUSD SELPA option election for the remainder of the charter petition term. The Charter-operated schools will not have a LEA status but will function in a similar role in that each charter school will be responsible for all special education issues including services, placement, due process, related services, special education classes, and special education supports. Charter schools may apply for membership in the Charter-operated Program section of the SELPA. These schools will receive support from a Special Education Director for the Charter-operated Programs. See Appendix 1.13 for the Ocean Charter School signed Memorandum of Understanding (MOU) available under the LAUSD SELPA. Ocean Charter School Charter Renewal Petition 2013 64 ELEMENT 2 Measurable Student Outcomes ―The measurable pupil outcomes identified for use by the charter school. ―Pupil outcomes‖, for purposes of this part, means the extent to which all pupils of the school demonstrate that they have attained the skills, knowledge and attitudes specified as goals in the school‘s educational program.‖ Ed Code 47605 (b)(5)(B) Skills and Knowledge Outcomes In addition to the expectations set out in the Common Core Standards and California State Standards, OCS has described our anticipated skills and knowledge, measurable outcomes, and methods of assessment in our Scope and Sequence. OCS Scope and Sequence is Appendix 2.1. Academic Achievement Outcomes Student Achievement Targets- Schoolwide The following chart indicates OCS‘ incremental targets for growth for schoolwide API and AYP for the years 2013-2017. 2012- 13 2013- 14 2014- 15 2015- 16 2016- 17 API Growth Target 882 892 902 912 922 School wide Target for AYP % Adv/Prof in ELA 80% 83% 86% 89% 92% School wide Target for AYP % Adv/Prof in Math 70% 73% 76% 79% 82% Student Achievement Targets - By Subgroup In addition to these schoolwide targets, OCS has established the following incremental subgroup growth targets for the numerically significant subgroups in our target population. These targets reflect realistic goals for our school for the next five years, but do not fully reflect our ultimate goal of closing the achievement gap fully within the next ten years. API Numerically Significant Subgroups 2012-13 2013-14 2014-15 2015-16 2016-17 Hispanic or Latino 850 860 870 880 890 White 894 899 904 909 914 Socioeconomically Disadvantaged 842 852 862 872 882 AYP Chart indicates % advanced/proficient for each subgroup Numerically Significant Subgroups 2012-13 2013-14 2014-15 2015-16 2016-17 Hispanic or Latino 79% ELA 60% Math 82% ELA 65% Math 85% ELA 70% Math 88% ELA 75% Math 90% ELA 80% Math White 80% ELA 83% ELA 86% ELA 89% ELA 90% ELA Ocean Charter School Charter Renewal Petition 2013 65 75% Math 78% Math 81% Math 84% Math 87% Math Two or More Races 83% ELA 68% Math 86% ELA 71% Math 89% ELA 74% Math 90% ELA 77% Math 91% ELA 80% Math Socioeconomically Disadvantaged 70% ELA 60% Math 75% ELA 65% Math 80% ELA 70% Math 85% ELA 75% Math 90% ELA 80% Math Students with Disabilities 53% ELA 40% Math 58% ELA 45% Math 61% ELA 50% Math 64% ELA 55% Math 67% ELA 60% Math Ocean Charter School is committed to meeting or exceeding NCLB targets. The chart above indicates our incremental progress to achieve NCLB targets. CELDT Targets OCS‘ goal in relation to reclassification rates is to exceed the rates of our resident schools and comparison schools that ranged between 17% and 23% in the 2011-12 school year. To achieve this goal, we have established the following, incremental targets that indicate the percentage of ELs being reclassified in each year. These percentages also reflect what percentage of ELs will achieve early advanced to advanced levels in ELD as measured by CELDT. All ELs will advance at least one CELDT level per year. 2012-13 2013-14 2014-15 2015-16 2016-17 Reclassification Rate 23% 26% 29% 32% 35% ADA Targets OCS has had consistently high attendance rates, always close to 95%. We believe this shows a firm commitment in our entire school community to being at school and benefitting from daily classroom instruction. Our goal is to maintain this 95% attendance rate at a minimum as well as target a 96% or 97% attendance rate, as long as reaching this goal does not implicitly mean that students would attend school when truly not healthy enough to do so. OCS places a high value on overall health, from diet to fitness to sleep. Our parents are educated about the benefits of bringing their children up with healthy habits in all these areas, and know the value of having their children in school every day. To summarize, OCS has the following ADA targets for the next five years. 2012-13 2013-14 2014-15 2015-16 2016-17 ADA Rate 95% 96% 96% 97% 97% Assessing Pupil Outcomes A summary and outline that include the content area, a description of the measurable outcome, the assessment tools, the frequency of assessment, and the goal for students achieving proficiency at grade level are provided in the OCS Scope and Sequence, Appendix 2.1.This appendix also includes innovative components of our OCS curriculum with details on what the measurable outcomes are as well as information about how students will be assessed and how Ocean Charter School Charter Renewal Petition 2013 66 frequently. All of OCS‘ measurable outcomes are aligned with our instructional program as outlined in Element 1 and as they are drawn from our foundation of Waldorf Education. Accountability Teachers will be accountable for student progress as it relates to student achievement. All OCS teachers are highly qualified, according to NCLB and the state of California. Ocean Charter School Charter Renewal Petition 2013 69  Teacher created performance assessments that are designed specifically around grade level science blocks and may include science journals, diagrams, main lesson book work, models, reports, experiments and experiment write-ups, quizzes and tests. History:  Teacher created performance assessments that are designed specifically around grade level history blocks and may include reenactments/plays, essays, letters written from the perspective of an historical figure, quizzes and tests. First Grade Readiness:  First Grade Readiness Assessment: Given to kindergarten students once a year, or more often if needed- This assessment helps teachers determine students‘ readiness to move from Kindergarten to First Grade. The First Grade Readiness Assessment measures fine and gross motor skills; visual, tactile and auditory development; speech, language, and cognitive development; social and emotional integration; and other aspects of early child- hood development. Much of our grades curriculum is delivered through the teachers‘ rich oral presentation of international and multicultural myths, histories, and biographies. Students deepen their learning of this material by listening, and then being able to recreate what they have learned orally, artistically, and in writing. This means that our students, beginning in first grade, need to be able to sit and focus quietly for extended periods of time during listening and seatwork activities, such as writing and illustrating. The First Grade Readiness Assessment Rubric is attached as Appendix 3.5. Assurance Regarding State Testing Ocean Charter School agrees to comply with and adhere to the State requirements for participation and administration of all state mandated tests pursuant. If Ocean Charter School does not test (i.e., STAR, CELDT, CAHSEE) with the District, OCS hereby grants authority to the state of California to provide a copy of all test results directly to the District as well as OCS. How Assessment Data Will Be Used Ongoing analysis of student performance data continuously informs our organization‘s development as a learning community. Formal and systematic data gathering and analysis occurs in the following ways: Annual STAR Result Analysis STAR reports, along with longitudinal data, are analyzed by the faculty and administration at the start of the school year to identify areas of instructional strength and weakness. This analysis is used to 1) inform professional development plans for the teachers for the coming year, and 2) guide instructional planning for the teachers on each academic block. Ongoing Performance Assessments OCS‘s internal benchmark assessments in grade-level Math and Language Arts, which include standard tools such as DIBELS and the QRI (Qualitative Reading Inventory) as well as OCS created math assessments, are administered to students three times a year. Their results are reported to parents, to the OCS Board of Trustees and used by teachers to inform instruction for re-teaching, tracking student progress, and referring students for intervention. Finally, they are Ocean Charter School Charter Renewal Petition 2013 70 also used by the administration to assess overall trends and identify areas for improvement and professional development. The results of these assessments also inform the school‘s academic strategic plan and budgetary decisions regarding staffing, support services, and materials. Additional Data Analysis Other forms of data analysis include teacher reports, parental satisfaction surveys, Special Education program assessments, analysis of mentoring program, tracking which schools OCS graduates attend and their ability to test out of basic math and English classes in their freshman year for more advanced classes continuously informs OCS‘s academic strategic goals. Keeping Parents Informed Parents are regularly informed of their child‘s progress as measured by our assessments through both informal and formal communications. Informal communication between teachers and parents occurs throughout the year through notes, evaluated work sent home, phone calls, and meetings. Formal communication occurs for all students in multiple ways and at numerous times over the course of the year.  K - 8 th Grade Fall & Spring Evaluation: Teachers meet with individual parents once in the Fall and again in the Spring (for struggling students) to review student progress. Written feedback is provided that includes results of benchmark assessments as well as ongoing, formative teacher assessments and observations. Student work is shared as further evidence of student performance and growth towards meeting schoolwide and grade level expectations. A sample Conference Report is included as Appendix 3.6.  K-5 th Grade Teacher Evaluation: Although students in grades K-5 do not receive letter grades, teachers provide evaluation of all students in all grade levels based on student work. These evaluations indicate how well students are progressing in meeting grade level standards, and are communicated to parents at least twice and, as needed, three times a year. The first teacher evaluation is shared in writing and orally at the Fall Teacher/Parent Conferences. For students struggling to meet grade level expectations, teachers meet again with parents in the Spring and provide evaluation both in writing and orally. Finally, all students receive teacher evaluations at the end of the year in detailed narrative reports called End of Year Reports. These reports are further described below.  6 th - 8 th Grade Report Cards: Teachers provide reports, with letter grades and advisory comments that are assigned to all subjects taught. These reports are utilized to keep parents apprised of student progress and students apprised of their own progress three times per year. A sample Progress Report Card is included as Appendix 3.7.  K - 8 th Grade End of Year Narrative Report: In addition to the forms of feedback cited above, the End-of-year Report provides an in-depth, personalized evaluation of each child‘s progress. The teacher writes a descriptive narrative of the child‘s achievements, challenges, and participation in major areas of schoolwork—such as math, reading, writing, social studies, science, specialty subjects, social/ emotional interactions, and physical activities. These reports are mailed to parents after the last day of school. Ocean Charter School Charter Renewal Petition 2013 71 ELEMENT 4 Governance ―The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement‖ Ed. Code § 47605 (b)(5)(D) Ocean Charter School is an independent grassroots charter school and operates as a California, public benefit nonprofit corporation governed by the OCS Board of Trustees in accordance with California law and the OCS Bylaws. Ocean Charter School seeks a 5-year independent charter renewal term from the Los Angeles Unified School District. Our organizational structure is designed to function as a living system that balances initiative and accountability to achieve a high level of student performance. Our aim is to work collaboratively together and to seek consensus in making decisions at every level. All participants will experience room to think creatively in realizing the vision of their school. An important facet of the Ocean Charter School is the involvement of the larger community. This will be accomplished by establishing relationships with community groups, other educational institutions, as well as through community service projects. Selection of OCS Board of Trustees The OCS governance structure is based on a consensus model involving key stakeholders such as parents, teachers, staff, and community members. Board members may be added through an appointment or election process in accordance with the OCS Bylaws and the OCS Board of Trustees Elections Policies and Procedures, attached as Appendix 4.XX. Prior to placement, appointed members are screened and interviewed by the standing board appointment committee. Final selection is made by the full board. The Board ratifies all Board seats in accordance with the OCS Bylaws. The Los Angeles Unified School District reserves the right to appoint a single representative to the charter school board pursuant to Education Code section 47604(b). Ocean Charter School is committed to the highest level of ethical standards and guards against any conflicts of interest by operating in compliance with Government Code 1090. Members of the Ocean Charter School‘s executive board, any administrators, managers, or employees, and any other committees of the School shall comply with federal and state laws, nonprofit integrity standards and LAUSD‘s Charter School policies and regulations regarding ethics and conflicts of interest. The OCS Articles of Incorporation, the OCS Bylaws, the OCS Conflict of Interest Policy and the Brown Act Certification are attached as Appendices 4.1, 4.2, 4.3, 4.4. Ocean Charter School Charter Renewal Petition 2013 74 membership, one of the elected ACG ―Governors‖ serves as an ex officio member of the Board of Trustees. Grievance Procedure for Parents and Students Ocean Charter School will designate at least one employee to coordinate its efforts to comply with and carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title IX) and Section 504 of the Rehabilitation Act of 1973 (Section 504) including any inves- tigation of any complaint filed with Ocean Charter School alleging its noncompliance with these laws or alleging any actions which would be prohibited by these laws. Ocean Charter School will notify all its students and employees of the name, office address, and telephone number of the designated employee or employees. Ocean Charter School will adopt and publish grievance procedures providing for prompt and equitable resolution of student and employee complaints alleging any action, which would be prohibited by Title IX, or Section 504. Ocean Charter School will implement specific and continuing steps to notify applicants for ad- mission and employment, students and parents of elementary and secondary school students, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with the recipient, that it does not discriminate on the basis of sex or mental or physical disability in the educational program or activity which it operates, and that it is required by Title IX and Section 504 not to discriminate in such a manner. LAUSD Charter Policy Ocean Charter School will comply with the LAUSD policy related to charter schools, as it may be changed from time to time after notice and reasonable opportunity for input from the Charter School Collaborative. Responding to Inquiries Ocean Charter School and/or its non-profit corporation shall promptly respond to all inquiries, including but not limited to, inquiries regarding financial records, from the District and shall consult with the District regarding any inquiries. Ocean Charter School and/or its non-profit corporation acknowledges that it is subject to audit by LAUSD including, without limitation, audit by the District Office of the Inspector General. If an allegation of waste, fraud or abuse related to Ocean Charter School operations is received by the LAUSD, Ocean Charter School shall be expected to cooperate with any investigation undertaken by LAUSD and/or the Office of the Inspector General, Investigations Unit. Notifications Notification is to be made to the Charter Schools Division In writing of any notices of workplace hazards, investigations by outside regulatory agencies, lawsuits, or other formal complaints, within one week of receipt of such notices by Ocean Charter School. Debts and Obligations Ocean Charter School and/or its non-profit corporation is a separate legal entity and will be solely responsible for the debts and obligations of the Charter School. Bylaws Ocean Charter School Charter Renewal Petition 2013 75 Any amendments to its bylaws, or the bylaws of a ―parent‖ nonprofit corporation, that affect or impact the charter or Ocean Charter School operations must be approved through the District‘s petition amendment process. Ocean Charter School Charter Renewal Petition 2013 76 ELEMENT 5 Employee Qualifications ―The qualifications to be met by individuals to be employed by the school.‖ Ed. Code § 47605 (b)(5)(E) As an independent charter school, Ocean Charter School shall select its own staff. Ocean Charter School believes that all persons are entitled to equal employment opportunity. Charter School shall not discriminate against qualified applicants or employees on the basis of race, color, religion, sex, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including recruitment, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment. In order to ensure the effectiveness of our programs and the success of students in meeting learning outcomes, all staff members must be committed to Ocean Charter School‘s mission and vision. Ocean Charter School will adhere to the existing state of California laws regarding fingerprinting and drug testing of employees. OCS will adhere to school policy pertaining to the safety and health of all employees and students. All employees of Ocean will be required to have a criminal record summary on file as described Education Code section 44237. An employee will not be permitted to begin work until that employee provides a TB clearance and has been cleared by the Department of Justice. All selected employees shall be required to:  Meet the NCLB requirements, if applicable (highly qualified)  Provide medical clearance (TB test results) as specified in E.C. 49406  Submit fingerprints for criminal background investigation as required in E.C. 44237  Provide proof of legal status  Certify knowledge of child abuse reporting requirement  Certify knowledge of drug-free environment requirement Employees‘ job descriptions and work schedules will be reviewed and modified as necessary to meet the needs of the school. The qualifications shall be sufficient to ensure the health and safety of the school's faculty, staff, and students. Ocean Charter School will meet all requirements for employment set forth in applicable provisions of law. Compensation for credentialed teachers is set forth in the certificated employee salary schedule in by the Collective Bargaining Agreement between Ocean Charter School and the Ocean Charter Teachers Association (OCTA.) All other non-represented employee compensation is commensurate with the individual position. Employee benefits for certificated employees are set Ocean Charter School Charter Renewal Petition 2013 79 The Executive Director and Director on an application and interview basis will select teachers. Selection of teachers will be based on their current California credentials and Public Waldorf certification/commitment to enroll in a certification program. Teachers must have the ability to impart the Common Core Standards using an arts integrated, Waldorf informed approach, while maintaining classroom management. The criteria and procedures used in evaluation of the teachers is outlined in the OCTA contract, Appendix 11.1 and 11.2. The Executive Director and the Director are responsible for evaluating the teachers. When certificated vacancies occur, the Executive Director and Director shall:  Post openings.  Screen cover letters, credentials, and resumes.  Interview applicants.  Observe demonstration lesson(s).  Conduct follow-up interviews  Check references  Make offer of employment contingent on Live scan and TB clearances. Teachers:  Provide a Common Core standards-based, arts integrated, Waldorf informed curriculum.  Provide continual assessment of student progress and maintain records.  Continually evaluate classroom performance to meet the needs of all students.  Provide an effective classroom environment that reflects and facilitates Waldorf Education.  Provide peer assistance to fellow teachers.  Continue professional growth in Common Core Standards, Waldorf Education, and other areas as needed.  Maintain continuous and open communication with parents and community members. Ocean Charter School teachers will meet the requirements for employment as stipulated by the California Education Code section 47605(l). K-8 class teachers are required to hold a Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in other public schools would be required to hold. Teachers will have a credential based on No Child Left Behind, and the school will comply with federal guidelines on the NCLB Act. The OCS business office will maintain current copies of all teacher credentials and they are readily available for inspection. In addition, K-8 class teachers will maintain a Public Waldorf teaching certification, or will enroll in a certification program. Instructional Support The Executive Director and Director on an application and interview basis will select the Instructional Support Employees, including teacher assistants and recess supervisors. Teacher assistants and recess supervisors must meet all of the legal qualifications required of public school employees, including a current live scan and TB clearance. Selection of these employees will be based on their educational experience, the degree of subject matter expertise, and their ability to demonstrate instructional support capabilities. Ocean Charter School Charter Renewal Petition 2013 80 Substitute Teachers A pool of day-to-day substitutes will be established and a list of qualified substitutes will be maintained. Special Education Service Providers Resource Specialist Teacher The primary responsibility of the Resource Specialist teacher is to follow the guidelines and requirements set forth under IDEA. The Resource Specialist teacher will identify students with disabilities and will assist students who have already been identified as having disabilities and providing an individualized ―push-in‖ or ―pull-out‖ program. Resource Specialist Teacher qualifications:  California Commission on Teacher Credentialing Mild/Moderate Education Specialist Credential  Verification of three or more years of teaching experience  Knowledge and skills in education assessment, consulting, coordination, interpretation and implementation of laws and regulations, staff development, and parent education  Effective interpersonal skills and flexibility in meeting new and/or changing conditions The Resource Specialist Teacher:  Provides a ―push-in‖, ―pull-out‖ model of instruction that supports OCS special education students within the IEP service model.  Plans and schedules IEP meetings with teachers, parents, and administrators in a compliant fashion with proper notice (ten day) written to all.  Prepares a clear, accurate, well-written IEP that is signed and given to the parent upon the conclusion of the IEP meeting.  Provides teachers with Present Level of Performance form prior to the meeting so they may gather appropriate work samples and provide the parents with the strengths and areas of concern.  Ensures that all Cumulative Record folders of special education students have an inserted colored folder (green for IEP) that contain all IEPs (past and present) and attached to the outside of said folder is a sign-out log).  Develops, maintains, and reviews assessments and IEPs in the format required by the District and enters assessment and IEP data into the District's designated data system in accordance with LAUSD policies and procedures.  Tracks services in Welligent  Develops Individual Transition Plans to help students with disabilities, age 14 and older, in transitioning to adult living.  Conducts IEP team meetings with students transitioning from other schools to Ocean Charter School and executes contracts as necessary to facilitate the students' transition to Ocean Charter School.  Develops assessment plans for students with suspected disabilities, or, in the alternative, provides appropriate written notices to parents when a request for assessment is denied.  Ensures that teachers are knowledgeable of the content of the student's IEP. Ocean Charter School Charter Renewal Petition 2013 81 Paraprofessionals The Executive Director and Director on an application and interview basis will select the Special Education Paraprofessionals. Selection of these employees will be based on their educational experience, the degree of subject matter expertise, and their ability to demonstrate instructional support capabilities. Responsibilities of Special Education Paraprofessionals include: assisting teachers in maintaining discipline and encouraging acceptable behavior by the students, presenting lessons or portions of lessons to a student or a group of students, checking accuracy of work and presenting additional assignments as directed by the teacher, and implementing behavior management plans consistent with teacher implementation/instruction. Qualifications of Special Education Paraprofessionals include at least two years of experience working with students in a classroom setting or experience with special needs students, possession of an associate‘s or higher degree from a recognized college or university or proficiency in spoken and written language and basic math skills, and the ability to communicate and relate effectively with students and parents. Other Service Providers The Executive Director and Director on an application and interview basis will select the Special Education other Service Providers, including Speech Therapists, Occupational Administrative Staff. Selection of these employees will be based on their educational experience, the degree of subject matter expertise, and their ability to demonstrate instructional support capabilities. The qualifications for Speech Therapists include an earned Master‘s degree from an accredited college or university in Speech-Language Pathology or Communicative Disorders, and a California License as a Speech-Language Pathologist. Speech Therapist responsibilities include developing and implementing educationally-based IEP communication goals using a variety of service delivery models to support the classroom curriculum. School-based speech-language therapy focuses on oral communication activities to support the student‘s ability to access his/her educational program in the following communication domains: receptive/expressive/pragmatic language, articulation/phonology, voice, fluency, augmentative and alternate communication. The qualifications for Occupational Therapists include an earned bachelor‘s or master‘s degree from an accredited college or university in Occupational Therapy, a certificate from National Board for Certification in Occupational Therapy, and a California Occupational Therapy License. Occupational Therapist responsibilities include purposeful, goal-directed activities to improve student function within the educational environment, in the following areas: postural stability, fine motor skills, visual perception and integration, activities of daily living, motor planning, coordination, sensory processing, self-help activities, social and play abilities, environmental adaptations, and use of assistive devices. The qualifications for Physical Therapists include an earned bachelor‘s or master‘s degree from an accredited college or university, and a California Physical Therapy License. Physical Therapist responsibilities include purposeful, goal-directed activities to improve student function within the educational environment, in the following areas: motor planning, sensorimotor coordination, posture, balance, functional mobility, activities of daily living, accessibility, environmental adaptations, and use of assistive devices. Administrative Staff The Executive Director and Director on an application and interview basis will select the Human Resources Coordinator, Enrollment Coordinator, and Administrative Assistants. The Ocean Charter School Charter Renewal Petition 2013 84 ELEMENT 6 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 § 44237.‖ Ed. Code § 47605 (b)(5)(F) Employees of the School As a condition for employment, all Ocean Charter School faculty and staff shall be required to:  Submit fingerprints for a criminal background investigation that furnish a criminal record summary as required by E.C. 44237.  Provide medical clearance for Tuberculosis (TB test) as required by E.C. 49406.  Sign an affidavit acknowledging their obligation mandated reporters of child abuse. Immunization of Students Ocean Charter School shall require immunization of pupils as a condition of school attendance to the same extent as would apply if the student attended a non-charter public school. Vision, Hearing and Scoliosis Screen Ocean Charter School shall provide for the screening of students‘ vision, hearing, and scoliosis to the same extent as would be required if the students attended a non-charter public school. The Addresses of the Ocean Charter School Facilities Ocean Charter School has the following two addresses: Mar Vista Campus (Grades K to 2; 6 to 8) 12606 Culver Blvd Los Angeles, CA 90066 Playa Vista (Grades 3 to 5) 13150 West Bluff Creek Dr Playa Vista, CA 90094 Compliance with Building Codes Ocean Charter School will comply with state building codes, Federal Americans with Disa- bilities Act (ADA) access requirements, and other applicable fire, health and structural safety requirements, and will maintain on file readily accessible records documenting such compliance. A certificate of occupancy for Ocean Charter School‘s Mar Vista Campus has been issued. (See Appendix 6.1.) Healthy Schools Act Ocean Charter School will comply with the Healthy Schools Act, California Education Code Section 17608, which details pest management requirements for schools. Insurance Requirements Ocean Charter School Charter Renewal Petition 2013 85 No coverage shall be provided to Ocean Charter School by the District under any of the District‘s self-insured programs or commercial insurance policies. Ocean Charter School shall secure and maintain, as a minimum, insurance as set forth below with insurance companies acceptable to the District [A.M. Best A-, VII or better] to protect the Charter School from claims which may arise from its operations. Each Charter School location shall meet the below insurance requirements individually. It shall be Ocean Charter School‘s responsibility, not the District‘s, to monitor its vendors, contractors, partners or sponsors for compliance with the insurance requirements. The following insurance policies are required: 1. Commercial General Liability including Fire Legal Liability, coverage of $5,000,000 per Occurrence and in the Aggregate. The policy shall be endorsed to name the Los Angeles Unified School District and the Board of Education of the City of Los Angeles ―Board of Education‖) as named additional insured and shall provide specifically that any insurance carried by the District which may be applicable to any claims or loss shall be deemed excess and the Charter School's insurance shall be primary despite any conflicting provisions in the Charter School's policy. Coverage shall be maintained with no Self- Insured Retention above $15,000 without the prior written approval of the Office of Risk Management for the LAUSD. 2. Workers' Compensation Insurance in accordance with provisions of the California Labor Code adequate to protect Ocean Charter School from claims that may arise from its operations pursuant to the Workers' Compensation Act (Statutory Coverage). The Workers‘ Compensation Insurance coverage must also include Employers Liability coverage with limits of $1,000,000/$1,000,000/$1,000,000. 3. Commercial Auto Liability coverage with limits of $1,000,000 Combined Single Limit per Occurrence if Ocean Charter School does not operate a student bus service. If Ocean Charter School provides student bus services, the required coverage limit is $5,000,000 Combined Single Limit per Occurrence. 4. Fidelity Bond coverage shall be maintained by Ocean Charter School to cover all Ocean Charter School employees who handle, process or otherwise have responsibility for Ocean Charter School funds, supplies, equipment or other assets. Minimum amount of coverage shall be $50,000 per occurrence, with no self-insured retention. 5. Professional Educators Errors and Omissions liability coverage with minimum limits of $3,000,000 per occurrence and $3,000,000 general aggregate. 6. Sexual Molestation and Abuse coverage with minimum limits of $3,000,000 per occurrence and $3,000,000 general aggregate. Coverage may be held as a separate policy or included by endorsement in the Commercial General Liability or the Errors and Omissions Policy. 7. Employment Practices Legal Liability coverage with limits of $3,000,000 per occurrence and $3,000,000 general aggregate. 8. Excess/umbrella insurance with limits of not less than $10,000,000 is required of all high schools and any other school that participates in competitive inter–scholastic or intramural sports programs. Ocean Charter School Charter Renewal Petition 2013 86 Coverages and limits of insurance may be accomplished through individual primary policies or through a combination of primary and excess policies. The policy shall be endorsed to name the Los Angeles Unified School District and the Board of Education of the City of Los Angeles as named additional insured and shall provide specifically that any insurance carried by the District which may be applicable to any claims or loss shall be deemed excess and the charter school's insurance primary despite any conflicting provisions in the charter school's policy. Evidence of Insurance Ocean Charter School shall furnish to the District‘s Office of Risk Management and Insurance Services located at 333 S. Beaudry Ave, 28 th Floor, Los Angeles CA 90017 within 30 days of all new policies inceptions, renewals or changes, certificates or such insurance signed by authorized representatives 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 may be acceptable upon review by the Office of Risk Management and Insurance Services. However, the District reserves the right to require certified copies of any required insurance policies. Should Ocean Charter School deem it prudent and/or desirable to have insurance coverage for 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 Ocean Charter School. Additionally, Ocean Charter School will at all times maintain a funds balance (reserve) of its expenditures as required by section 15543, Title 5 of the California Code of Regulations. Currently, the required reserve is 5% of total operational expenditures. Health, Safety and Emergency Plan Ocean Charter School will have a Health, Safety and Emergency Plan in place prior to beginning the operation of the Charter School. Ocean Charter School will ensure that staff has been trained in health, safety, and emergency procedures and maintains a calendar and conduct emergency response drills for students and staff. Additionally, Ocean Charter School conducts an annual safety walk-through, participates in an extensive risk management inspection through Joint Powers Authority and meets regularly with the landlord of the Mar Vista site to review conditions of the facility and address needs. There is a 24-hour maintenance person available at Ocean Charter‘s Mar Vista site and our custodial staff reports daily on any issues relating to safety so that they are immediately addressed. All auxiliary services provided to Ocean Charter School by independent vendors are verified to have health and safety protocols in place and that vendor‘s staff are trained in best practices to ensure services are provided in a safe and healthy manner. All employees of Ocean Charter School providing auxiliary services are trained in health and safety protocols and receive ongoing supervision that ensures adherence to OSHA guidelines. Hold Harmless/Indemnification Provision To the fullest extent permitted by law, Ocean Charter School does hereby agree, at its own expense, to indemnify, defend and hold harmless the LAUSD and the Board of Education and Ocean Charter School Charter Renewal Petition 2013 89 that it will keep and make available to the District any documentation necessary to demonstrate compliance with the requirements of the No Child Left Behind Act and other applicable federal programs, including, but not limited to, documentation related to funding, required parental notifications, appropriate credentialing of teaching and paraprofessional staff, the implementation of Public School Choice and Supplemental Educational Services, where applicable, or any other mandated federal program requirement. The mandated requirements of NCLB, Title I, Part A, include, but are not the limited to, the following:  Notify parents at the beginning of each school year of their ―right to know‖ the professional qualifications of their child‘s classroom teacher including a timely notice to each individual parent that the parent‘s child has been assigned, or taught for four or more consecutive weeks by, a teacher who is not highly qualified  Develop jointly with, and distribute to, parents of participating children, a school-parent compact  Hold an annual Title I meeting for parents of participating Title I students  Develop jointly with, agree on with, and distribute to, parents of participating children a written parent involvement policy.  Submit biannual Consolidated Application to California Department of Education (CDE) requesting federal funds  Complete and submit Local Education Agency (LEA) Plan to CDE  Complete reform planning process with stakeholders and submit to CDE all appropriate documents for Title I school wide status, if applicable; otherwise, identify and maintain roster of eligible students for the Title I Targeted Assistance School Program  Maintain inventory of equipment purchased with categorical funds, where applicable; and  Maintain appropriate time-reporting documentation, including semi-annual certification and personnel activity report, for staff funded with categorical resources, where applicable Ocean Charter School also understands that as part of its oversight of the school, the District may conduct program review of federal and state compliance issues. Court-Ordered Integration Ocean Charter School shall comply with all requirements of the Crawford v. Board of Education, City of Los Angeles court order and the LAUSD Integration Policy adopted and maintained pursuant to the Crawford court order, by Student Integration Services (collectively the ―Court ordered Integration Program‖). The Court-ordered Integration Program applies to all schools within or chartered through LAUSD. Ocean Charter School will provide a written plan in the charter petition and upon further request by the District outlining how it would achieve and maintain the LAUSD‘s ethnic goal of 70:30 or 60:40 ratio. (Ratio represents the percentage of Predominantly Hispanic Black Asian Other (PHBAO) compared to Other White (OW). The written plan should list specific dates, locations and recruitment activities to achieve the District‘s Racial and Ethnic Balance goal. The District receives neither average daily attendance allocations nor Court-ordered Integration Program cost reimbursements for charter school students. Instead, the District now receives the Targeted Instruction Improvement Grant (TIIG) for its Court-ordered Integration Program. The Ocean Charter School Charter Renewal Petition 2013 90 District retains sole discretion over the allocation of TIIG funding, where available, and cannot guarantee the availability of this Funding. Commitment to Achieving a Reflective Racial and Ethnic Balance A fundamental premise of the Ocean Charter School vision is a ―multicultural, urban school environment.‖ Ocean Charter School recognizes diversity as central to excellence in education and as a catalyst for educational reform. Located on the Westside of Los Angeles, Ocean Charter School‘s neighboring communities are by nature, ethnically, racially and socio-economically diverse. As such, our student recruitment methods focus on reaching out to our diverse, local communities. OCS has made significant progress in moving towards the district‘s Court-Ordered Integration ratio of 70:30 or 60:40. OCS has increased its % of Predominantly Hispanic, Black, Asian and Other (PHBAO) compared to Other White (OW) from 21% PHBAO and 79% OW in 2008 to 45% PHBAO and 55% OW in 2012. Specifically, a more detailed examination of the ethnic breakdown of our enrolled student body reveals solid expansion of both our Hispanic student population and our student population of multiple races. Ocean Charter School Charter Renewal Petition 2013 91 However, OCS recognizes that there is still significant work to do to reach the Court-Ordered Integration ratio. In short, by the time of our next renewal in 2016, OCS must continue to increase our percent of PHBAO students from 45% to 60-65% and decrease our percentage of OW students from 55% to 35-40%. Target Population Ocean Charter School is committed to achieving a ratio equal to or higher than 60:40 by increasing PHBAO students from45% to 60-65%, and decreasing OW students from 55% to 35- 40%. The school‘s goal is to increase the enrollment of PHBAO students by at least 3% annually. Ocean Charter School‘s target population mirrors the Court Ordered Integration ratio of 70:30 or 60:40 ratio of Predominantly Hispanic Black Asian Other (PHBAO) compared to Other White (OW). As achieving this target population has been an area of challenge for OCS, we have used the Demographic Matrix for Surrounding Schools Data (see below) to gain a better understanding of where our outreach efforts have succeeded and where we must do better. Ocean Charter School Charter Renewal Petition 2013 94 Hispanics are heavy users of the internet (51% vs. 33% of non-Hispanic whites) Source: Pew Research Center‘s Internet & American Life Project ―Mobile Access 2010‖ 2. Focus on Early Education Centers, Preschools, and Community Centers that Service Target Population Plan Executed Results Revised Plan Five years ago the Diversity Committee made a list of preschools within a 10 mile radius of OCS by doing a geographic Google search - The first year we tried to reach as many preschools and organizations on the list as possible. Some schools were better matches than others. Our efforts would yield better results if we prioritized the list. We therefore changed our strategy and divided the list into two tiers. We created the tiers based on several factors: o Geographic proximity to OCS o Racial/ethnic profile of students at the preschool and/or surrounding geography (using preschool and/or census data) o Conversations with preschool/organization directors and their receptivity to us making presentations to their parents and/or distributing material Ocean Charter School Charter Renewal Petition 2013 95 Our goal with Tier I preschools was to build a longer-term relationship such that they would become ―feeder schools‖ for OCS. Our strategy for Tier I schools is to: o Make personal contact with the directors at least once/year and to make presentations to the parents at least once/year. o Invite prospective parents to one or more community events at OCS each year (e.g. the OCS Winter Faire) to help them get acquainted with our school. o Offer mini workshops to preschool parents and staff to demonstrate our unique curriculum and teaching methods. For example, one workshop on finger knitting demonstrated how it helps young children develop reading and math readiness. o Distribute outreach materials in Spanish and English Good relationships with a handful of Tier I schools that expect our return each year. Their staffs are getting more familiar with OCS and are recommending us to their preschool parents as a good option, as evidenced by more parents applying. Continue to deepen these Tier 1 school relationships and add additional schools/organizations to the tier 1 list. Raised awareness about OCS by distributing printed (and/or digital) outreach materials to Tier 2 schools/organizations Increased applications from these schools as reported by applicants Continue efforts and expand Tier 2 list Attended a few community events to reach our target population of prospective students. Examples of such fairs included the Del Rey Community Council Day and the Venice Library middle school information night. Resulted in no new diverse applicants Focus more on efforts with direct relationships with Tier 1 and 2 schools and organizations Ocean Charter School Charter Renewal Petition 2013 96 Gave preschool presentations in both Spanish and English Made information about OCS more accessible to our target population Will continue to do this in 2013 Spanish translators were available at school information sessions, open houses, and school tours for prospective families Made information about OCS more accessible to our target population Will continue in 2013 Translated enrollment and outreach materials into Spanish Made information about OCS more accessible to our target population Will continue in 2012-13 Chose Tier I preschool as test case for application submission pilot program- submit on site instead of at OCS office Feedback indicated parents appreciated this option and more applied as a result. Test case in 2010-11 and 2011-2012 successful. Will continue and expand in 2012-2013. Offered help to prospective Hispanic parents in filling out the enrollment application (e.g. explaining proof of residency documents for LAUSD lottery preference) Feedback indicated this was very helpful Consider simplifying application based on applicant comments Expand pilot program to another Tier 1 preschool Simplified application Offer enrollment application on OCS website for first time in 2012. High computer ownership among Hispanics (75% of Hispanics either have a desktop or laptop computer vs. approx. 60% in the total U.S. population).* Source: Forrester Research, Online Benchmark Survey 2011 Hispanics are heavy users of the internet (51% vs. 33% of non-Hispanic whites) Source: Pew Research Center‘s Internet & American Life Project TBD Make as many school documents available online as possible