1.+Educational+Program

I. Mission and Vision II. Students to be served III. Educational philosophy
 * Building relationships between staff, students, families, and communities
 * High level of student, staff, family, community engagement and interaction
 * Educated person in the 21 st Century - I believe we have to stand in the 22nd C. and see how this will lead us there.
 * How learning best occurs
 * Educate means to lead or bring out, not to put information in

IV. Curriculum and instructional design
 * Demonstrates California State Standards Competencies
 * Provides clear articulation/demonstration that methodology will enable target students to master standards and achieve objectives
 * Describes learning environment • Details instructional focus • Details instructional approaches • Details school and classroom structure • Details curriculum and materials
 * Demonstrates program implementation and cohesion
 * Provides research that supports your outlined program
 * Conveys details that provide evidence of expertise and smooth implementation/administration
 * Details Day in the Life
 * Special Education
 * Low achieving students
 * High achieving students
 * English language learners

Partnership for 21st C. Skills

UC Course Requirements Intro

UC School Accreditation "New Schools" Info

UC Course Submission Template

Honors Level Courses (Don't have to worry about until 11th-12th grade)

Udacity.com (Free university level courses online)

From On Course for Success: (Go to link for sample syllabi in English, Math, and Science)

The results of this study are clear: In high schools with significant minority and low-income student populations, students can be prepared to succeed in credit-bearing first-year college courses. And we know that the skills expected for college are also the skills needed to enter today’s workforce. So whether students plan further education or work after high school graduation, they need to graduate college-ready. These are the common components we found at the high schools we studied that put students On Course for Success:


 * High-level college-oriented content**. Successful students were enrolled in college-preparatory courses in their high schools and learning the skills they need to be ready for college-level work. The content of these courses put students on a trajectory toward college from Grade 9 through Grade 12.


 * Well-qualified teachers**. Teachers of successful high school courses were qualified to teach their academic discipline in high school, and many held advanced degrees.


 * Flexible pedagogical styles**. The teachers commanded flexible pedagogical styles, allowing informal rapport with their students. To assist in the comprehension of difficult concepts, the teachers made connections to former learning, to current events, to popular culture, and across the curriculum.


 * Tutorial support**. In the 10 schools and 69 courses we studied, both the schools and the teachers of the courses supported students with tutorial help, both formally and informally.

Our findings for each academic discipline give details about the components above that put students On Course for Success. The report includes model course syllabi and descriptions of key courses in English, mathematics, and science drawn from the materials submitted by the teachers, interview transcripts, and classroom observations. These sets of course-specific descriptions and materials can be used to facilitate reevaluation of high school curricula that will prepare all students for college and work.


 * Teaching that is flexible and responsive to students**

The predominant mode of instruction was what the study team calls “exposition and questioning.” The study surveys asked teachers about the most prevalent mode of teaching they employed. While most chose “lecture,” the 41 classroom observations showed that traditional delivery from a podium was not what the teachers meant. The study team decided to call the activity “exposition and questioning,” because we observed the teacher explaining a point and asking the students questions to check for student understanding. The pedagogy was clearly teacher-directed, but, in most classes, there was a constant flow of questioning, both from the teacher to check for understanding and provoke further thought, and from the students seeking clarification and help.

For the most part, the teachers conveyed enthusiasm for their academic discipline. They had an easy rapport with students, exchanging jokes and casual remarks as they worked with them. They helped students to make meaningful connections to the content they were teaching by using examples from previously learned material, popular culture, current events, and students’ own lives.

A mathematics teacher said: “I believe that successful teachers must establish good rapport with their students. I make it my goal to speak to each student in class at least once. I make it a point to go to each student’s desk and look at his or her work at least once during a class period and to give feedback on the work’s accuracy."

In most of the observed classrooms, no time was wasted, despite teachers’ indulgence in a few minutes of banter with students as they took their seats. The lessons and assignments submitted for review and the activities observed were found to be focused and relevant to the topic.

Most courses were also characterized by attention to the language and rules of discourse in the disciplines. This means that students were asked to think and behave like English scholars, mathematicians, or scientists as part of their coursework. Most teachers insisted on good work habits such as note-taking, found universally across the schools, with some teachers monitoring students’ note-taking as they walked around the classroom.

In general, through their obvious love of their academic discipline (English, mathematics, and science), their relations with the students, and their focus on the material in the curriculum, these teachers conveyed to the students the importance of what they were teaching and their expectations that the students could master the work and move to the next course.


 * It’s also worth noting that with one exception, the schools maintained traditional bell schedules and 45- or 50-minute periods. Only one high school had block scheduling with 90-minute periods. Of the nine schools with traditional schedules, one had a block schedule for the Honors program at Grades 8 and 9, while another had a block schedule at Grade 9.**

Flex Days

Advisory Period-Seminar

Literacy in English

Literacy in History-Social Sciences

Literacy in Mathematics

Literacy in Sciences

PE/Health

Art

Music

Dance

Theatre

Media Arts

(someday) Culinary Arts

9th Grade Program

10th Grade Program

11th Grade Program

12th Grade Program

Gap Year ~ ~ ~ ~ ~

NOTES

From CA Ed Code: code (A) (i) 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. code

code (ii) If the proposed school will serve high school pupils, a description of the manner in which the **charter** school will inform parents about the transferability of courses to other public high schools and the eligibility of courses to meet college entrance requirements. Courses offered by the **charter** school that are accredited by the Western Association of Schools and Colleges may be considered transferable and courses approved by the University of California or the California State University as creditable under the "A" to "G" admissions criteria may be considered to meet college entrance requirements. code

code (2) **Charter** schools shall, on a regular basis, consult with their parents, legal guardians, and teachers regarding the school's educational programs.

code Ideas:

What to Teach, from: Reforming American High Schools "Of all of the competency areas, **literacy** was first on the list at more than half of the highly successful schools we visited. Literacy includes the need for students **to be able to read, write, speak, listen, and observe well** if they are to be effective lifelong learners. Writing is a key enabling skill, and schools are committed to writing across disciplines.

In reading, many of the schools observed have used data to identify the requirements that students must meet to be successful in their post-high school experiences. As a result, these schools are making a major commitment to reading across the curriculum in grades 9–12.

In addition, several of the schools studied found that **a large percentage of entering 9th grade students were not proficient enough in reading to benefit from the instructional materials used at the high school**. For those students, a major commitment was made in 9th grade to an **intensive literacy program**, including remedial reading and intensive writing. The schools seemed to recognize that **if strong literacy skills are not developed by the time these students enter 10th grade, they will struggle academically and will be headed toward underachievement, frustration, and possibly even dropping out of school.** The schools are deeply committed to teaching **reading in the content area**, and teachers are trained and expected to teach reading within their individual disciplines in virtually all courses in these high schools.

The 11th and 12th grades in the 30 high schools also look different from many other high schools across the country. In the successful schools, we found a deep commitment to comprehensive and rigorous 11th and 12th grade academic programs. These grades are **not stacked full of electives**. Instead, students take advanced mathematics, science, language arts, and social studies courses. Often, the schools require a major “senior project” for graduation, as well." (How do we fit the electives in for students who are not at grade level, unless we extend the school day?)

No tracked/leveled classes, all will be college prep (See Finland model) Students will be the cafeteria workers and custodians of the school (See Japan?)

What we teach: focus (mindfulness practice): Edutopia Infographic on Effects of Meditation (other habits of mind - marshmallow book?) 10 philosophies you cannot live without? How to be a learner (from Buddhism): 1. "listen well" (w/ appropriate motivation), be open-minded don't learn w/ attachment or aversion "then your mind will become like a container or cup that holds poison" 2. "listen fully" (w/ proper attention), do not be distracted, direct your mind to what you are learning over and over again, don't be like a cup that is turned upside-down 3. "hold it in your mind" (retain your learning), do not be like a leaky cup and forget what you have learned

Teachers there from 7-3 (Per. 0-7), 8-4 (Per. 1-8), or 9-5 (Per. 2-9), with one prep and one lunch per. daily. Teachers eat breakfast & lunch w/ students, but have two student-free prep pers. per day. See this article for reasons why students and teachers should mingle (and shared bathrooms?). Students take a min. of 6 courses, up to 8 if they want (must have lunch break), can have other breaks as well, e.g. Classes Per. 0-1, Break per. 2, Classes Per. 3-4, Break Per 5., Classes Per. 6-7, Break per. 8, Class Per. 9)

Seminar || ELA || Lit. Lab || HSS || LUNCH || Math || PE || Art/Sci. || Art/Sci. ||  ||
 * Advisory Period (8-9) || Per. 1 (9-10) || Per. 2 (10-11) || Per. 3 (11-12) || Per. 4 (12-1) || Per. 5 (1-2) || Per. 6 (2-3) || Per. 7 (3-4) || Per. 8 (4-5) || Per. 9 (5-6) ||
 * Breakfast/
 * " ||  || ELA || Lit. Lab || LUNCH || HSS || Math || PE || Art/Sci. || Art/Sci. ||
 * " || Art/Sci. || Art/Sci. || ELA || LUNCH || Lit. Lab. || HSS || Math || PE ||  ||
 * " || PE || Art/Sci. || Art/Sci. || LUNCH || ELA || Lit. Lab || HSS || Math ||  ||
 * " || Math || PE ||  || LUNCH || Math || ELA || Lit. Lab || HSS ||   ||

Bell schedule: Classes begin on the hour. More of a church chime than an obnoxious bell. Chimes the hour. Should classes rotate (except 0, 8-9) or not? Block periods/alternate day or not? so nutrition classes have a chance to do different types of foods and teachers/students have a chance to experience different classes at different times of day? or not?

Blend the before, after school, and night classes programs (for parents, community)? No clear distinctions (except adults can only come after 5)?

Max class size: 25

Keep it small, ideally, 75 per grade, then core content teachers teach two grade levels (get same kids two years in a row), 300 whole school. Elective teachers may have 1 or 2 periods of supervising other school areas (grounds crew, library/lab, etc.)

Math/science don't have to be by grade level (look at standards to see how this works)

Students can have empty periods (Study Hall), for snack, library/lab, medit. room, etc., more like a college schedule. We make the offerings, they sign up for what they want/need (based on guidelines). Can't rotate classes if we do this, though. Study Hall will be in a library-like setting, also the time-out room for students who need to be sent out to work somewhere else.

Student classes: LA Math Sci HSS PE (dance or gym)? See CA requirements.

Elective (art, music, theatre, media/tech, mindfulness, morning pages)
 * Dance Standards** - http://www.cde.ca.gov/be/st/ss/daproficient.asp
 * Music Standards -** http://www.cde.ca.gov/be/st/ss/muproficient.asp
 * Theatre Standards** - http://www.cde.ca.gov/be/st/ss/thmain.asp
 * Visual Standards -** http://www.cde.ca.gov/be/st/ss/vamain.asp

Service (Culinary Arts/Kitchen Clean Up, Grounds Crew, Tutoring (getting--it is a service to the school to do your best! or giving), Preschool?, TA, Fundraising, or off campus work) Seminar (to investigate who they are and where they want to go in life)

Put all optional (break-time) activities in one location: library, media center, cafeteria, auditorium, meditation room, office so we can supervise students who are not in classes. Break-time activities: eating, reading/book groups, meditation/tai chi/yoga, research lab, quiet work areas, news/current events, etc.

Staff and student lunch room are the same (Staff eat w/ students or in their own rooms, not in a staff room. No bad-mouthing of students. If you're having a problem with a student, eat lunch w/ him or her instead of talking about him/her behind his/her back. 4-5 teachers in the lunch room at a time, in charge of 25 students on their side of the room.

Library: book funding? e-book loaning to student devices? how will this work?

See Arts Schools Network for more info on becoming an arts-based school: []


 * STANDARDS/CURRICULUM**

AP Courses

Articles: High School Students Bored w/ School Why students are bored:


 * material not interesting
 * material not relevant to their lives
 * lack of interaction with their teacher (35%)

What students said would excite or engage them:


 * More opportunities to be creative at school (82% agreed)
 * Discussion and debate (especially when "there are no clear answers") (65% agreed)
 * Group projects
 * Projects and lessons involving technology

High School Students Want More from School Students who have thought about dropping out continue to cite a lack of engagement with the school as a reason:


 * considered dropping out because they didn't like the school (50%)
 * because they didn't like the teachers (39%)
 * because they didn't see the value in the work they were asked to do (42%)

The Full Report

Survey Home Page

Standards: Common Core ELA, H/SS, Sci

Common Core Math

California Content Standards

High School Graduation Requirements Should we require max. (UC requirements) for all students or allow them to choose by 10th-11th grade?

Doorways to UC

CAHSEE

CAHSEE Program Resources

TC2
 * Critical Thinking**


 * Mindfulness**

Mindfulness in Education Network

Mindful Schools

Mindfulness for Children Podcasts

Multitasking Results in "Mental Brownout"

Initiative on Contemplation and Education

Mindful Awareness Research Center at UCLA

Charter School Autonomy: A Half-Broken Promise []

Potential Staff and Student Reading: Linchpin by Seth Godin http://mcpopmb.ning.com/group/mediaeducationliteracy/forum/topic/show?id=2665237%3ATopic%3A114042&xg_source=msg

College Application Essay Prep (Past/Present/Future) []

Civic Engagement / Service Learning / Philanthropy [] []

(have Brian and James from Nook in to talk about restaurant business, cooking?) nutritionists menu planning kitchen and food safety breakfast/snack, lunch, afternoon tea (on those 3-tiered stands) CSA's Whole Foods? rooftop gardening? Culinary Arts Schools in LA Culinary Art School
 * Culinary Arts**


 * Student Development**

Student Study Tips / Homework []

What Middle School Parents Should Know (Part 1 of 3) []

Who Am I and What Am I Going to Do With My Life? []

School as Developmental Contexts During Adolescence []

A Plethora of Adolescent Development Articles []

Program should be developmentally appropriate: Erikson Stages of Development 13-21 years, Identity vs. Role Confusion


 * Communications Theory**

Wikipedia

Defining Communication Theories

CA Career Technical Education Framework 15 areas: Agriculture and Natural Resources Industry Sector 139 Arts, Media, and Entertainment Industry Sector 173 Building Trades and Construction Industry Sector 196 Education, Child Development, and Family Services Industry Sector 212 Energy and Utilities Industry Sector 234 Engineering and Design Industry Sector 252 Fashion and Interior Design Industry Sector 274 Finance and Business Industry Sector 285 Health Science and Medical Technology Industry Sector 298 Hospitality, Tourism, and Recreation Industry Sector 325 Information Technology Industry Sector 343 Manufacturing and Product Development Industry Sector 363 Marketing, Sales, and Service Industry Sector 389 Public Services Industry Sector 409 Transportation Industry Sector 42 We should see what community and career demand there is for each sector to decide what to offer.


 * Media Literacy**

PBS NewsHour

Visual Literacy

Infographics

Media Literacy Curriculum Ideas DeviantArt Tour

Media Education Foundation


 * Common Core Standards**

Bringing the Common Core to Life

Women's History Month, race & ethnic studies, etc.
 * Culture Studies**

code 47645. An agency reviewing a request by a **charter** school to participate as a local educational agency in a special **education** local plan area may not treat the **charter** school differently from the manner in which it treats a similar request made by a school district. In reviewing and approving a request by a **charter** school to participate as a local educational agency in a special **education** local plan area, a local or state agency shall ensure all of the following: (a) The special **education** local plan area complies with Section 56140.  (b) The **charter** school participates in state and federal funding for special **education** and the allocation plan developed pursuant to subdivision (i) of Section 56195.7 or Section 56836.05 in the same manner as other local educational agencies of the special **education** local plan area. (c) The **charter** school participates in governance of the special throughout the special **education** local plan area, in the same manner as other local educational agencies of the special **education**local plan area. code
 * SPECIAL ED.**
 * education** local plan area and benefits from services provided

code 47646. (a) A **charter** school that is deemed to be a public school of the local educational agency that granted the **charter** for purposes of special **education** shall participate in state and federal funding for special **education** in the same manner as any other public school of that local educational agency. A child with disabilities attending the **charter** school shall receive special **education** instruction or designated instruction and services, or both, in the same manner as a child with disabilities who attends another public school of that local educational agency. The agency that granted the **charter** shall ensure that all children with disabilities enrolled in the **charter** school receive special **education** and designated instruction and services in a manner that is consistent with their individualized with Disabilities **Education** Act (20 U.S.C. Sec. 1400 et seq.) and implementing regulations, including Section 300.209 of Title 34 of the **Code** of Federal Regulations. (b) In administering the local operation of special **education** pursuant to the local plan established pursuant to Chapter 3 (commencing with Section 56205) of Part 30, in which the local educational agency that granted the **charter** participates, the local educational agency that granted the **charter** shall ensure that each and services consisting of either, or both, of the following: (1) State and federal funding provided to support special both, provided or procured by the **charter** school that serves pupils enrolled in and attending the **charter** school. Notwithstanding any other provision of this chapter, a **charter** school may report average daily attendance to accommodate eligible pupils who require extended year services as part of an individualized **education** program. (2) Any necessary special **education** services, including administrative and support services and itinerant services, that are provided by the local educational agency on behalf of pupils with disabilities enrolled in the **charter** school. (c) In administering the local operation of special **education** pursuant to the local plan established pursuant to Chapter 3 (commencing with Section 56205) of Part 30, in which the local educational agency that granted the **charter** participates, the local educational agency that granted the **charter** shall ensure that each block grant funding to support districtwide special **education** instruction and services, including, but not limited to, special enrolled in the **charter** school. code
 * education** program and is in compliance with the federal Individuals
 * charter** school that is deemed a public school for purposes of special
 * education** receives an equitable share of special **education** funding
 * education** instruction or designated instruction and services, or
 * charter** school that is deemed a public school for purposes of special
 * education** also contributes an equitable share of its **charter** school
 * education** instruction and services for pupils with disabilities

code (1) For each fiscal year, offer, at a minimum, the following number of minutes of instruction: (A) To pupils in kindergarten, 36,000 minutes. (B) To pupils in grades 1 to 3, inclusive, 50,400 minutes. (C) To pupils in grades 4 to 8, inclusive, 54,000 minutes. (D) To pupils in grades 9 to 12, inclusive, 64,800 minutes.
 * SCHOOL YEAR/CALENDAR**

code