North Oakland Community Charter School
Petition for Charter Renewal
Submitted to the
Oakland Unified School District
Board of Education
January 14, 2015
Celebrating 15 Years! 2000 – 2015
Celebrating 15 Years! 2000 – 2015
January 14, 2015
Superintendent Antwan Wilson
Oakland Unified School District
1000 Broadway
Oakland, CA 94607
Dear Superintendent Wilson,
As Executive Director of North Oakland Community Charter School (NOCCS) and on
behalf of the Board of Trustees and the students, staff, and families at NOCCS, I hereby
authorize the submission of the enclosed 2015 Charter Renewal Petition for the school
charter term of 2015 - 2020.
This is an incredibly exciting time to be part of the Oakland Public Education Community. We are proud to join you and the OUSD Community in working towards of our collective
vision of providing a high quality public school option for every child and family in our city. We believe that our school's fifteen year track record of innovation and success, as well as
the ambitious plan we have laid forth in the enclosed charter renewal petition can help to
contribute to an equitable, successful, and joyful educational community here in Oakland. We look forward to collaborating with you to make this vision a reality.
With much care and respect,
Carolyn Gramstorff
Executive Director
North Oakland Community Charter School
Enclosures:
charter renewal petition
charter renewal school performance report (appendix a)
red-lined copy of petition (appendix o)
supporting appendices (a-o)
Cc: Silke M. Bradford, Director of Quality Diverse Providers, Office of Charter Schools
North Oakland Community Charter School
STATEMENT OF ASSURANCES
As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that the
information submitted in this petition for a charter for North Oakland Community Charter School located at
1000 42nd Street, Oakland, CA 94608 is true to the best of my knowledge and belief; and further, I certify that,
if awarded a charter, the school:
1. Will not charge tuition, fees, or other mandatory payments for attendance at the charter school or for
participation in programs that are required for students.
2. Will enroll any eligible student who submits a timely and complete application, unless the school receives a
greater number of applications than there are spaces for students, in which case a lottery will take place in
accordance with California charter laws and regulations.
3. Will be non‐secular in its curriculum, programs, admissions, policies, governance, employment practices,
and all other operations.
4. Will be open to all students, on a space available basis, and shall not discriminate on the basis of race, color,
national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic
performance, special need, proficiency in the English language or a foreign language, or academic
achievement.
5. Will not base admission on the student’s or parent’s/guardian’s place of residence, except that a conversion
school shall give admission preference to students who reside within the former attendance area of the public
school.
6. Will offer at least the minimum amount of instructional time at each grade level as required by law.
7. Will provide to the Office of Charter Schools information regarding the proposed operation and potential
effects of the school, including, but not limited to, the facilities to be used by the school, including where the
school intends to locate, the manner in which administrative services will be provided, and potential civil
liability effects, if any, upon the school and authorizing board.
8. Will adhere to all applicable provisions of federal law relating to students with disabilities, including the
Individuals with Disabilities Education Act; section 504 of the Rehabilitation Act of 1974; and Title II of the
Americans with Disabilities Act of 1990.
9. Will adhere to all applicable provisions of federal law relating to students who are English language learners,
including Title VI of the Civil Rights Act of 1964; the Equal Educational Opportunities Act of 1974; MGL c. 76, §
5; and MGL c. 89, 71 § (f) and (I).
10. Will comply with all other applicable federal and state laws and regulations.
11. Will submit an annual report and annual independent audits to the OUSD Office of Charter
Schools by all required deadlines.
12. Will submit required enrollment data each March to the OUSD Office of Charter Schools by the
required deadline.
13. Will operate in compliance with generally accepted government accounting principles.
14. Will maintain separate accountings of all funds received and disbursed by the school.
15. Will participate in the California State Teachers’ Retirement System as applicable.
16. Will obtain and keep current all necessary permits, licenses, and certifications related to fire,
health and safety within the building(s) and on school property.
17. Will at all times maintain all necessary and appropriate insurance coverage.
18. Will submit to the OUSD Office of Charter Schools the names, mailing addresses, and
employment and educational histories of proposed new members of the Board of Trustees prior
to their service.
19. Will, in the event the Board of Trustees intends to procure substantially all educational services
for the charter school through a contract with another person or entity, provide for approval of such
contract by the Board of Education in advance of the beginning of the contract period.
20. Will provide financial statements that include a proposed first‐year operational budget with start‐
up costs and anticipated revenues and expenditures necessary to operate the school, including
special education; and cash‐flow and financial projections for the first three years of operation.
21. Will provide to the Office of Charter Schools a school code of conduct, Board of Trustee
bylaws, an enrollment policy, and an approved certificate of building occupancy for each facility
in use by the school, according to the schedule set by the Office of Charter Schools but in any
event prior to the opening of the school.
Carolyn Gramstorff
Executive Director
North Oakland Community Charter School
Date
Table of Contents
Section A: Education Program
Mission – Guiding Principles – Vision…3
Population Served by NOCCS…3
An Educated Person in the 21st Century…7
How Learning Best Occurs…8
Educational Philosophy and Research-Based Pedagogical Principles…10
Strategic Priorities, Charter School Annual Goals, and
Actions to Achieve State Priorities…12
Instructional Program Structures…39
School Calendar and Schedule…41
Outcomes, Curriculum, Instruction, and Assessment…43
English-Language Arts Outcomes, Curriculum and Instruction…44
Mathematics Outcomes, Curriculum, Instruction, and Assessments…49
Science Outcomes, Curriculum, Instruction, and Assessments…52
Social Studies Outcomes, Curriculum, Instruction, and Assessments…55
Peacemaking/REAL and Enrichment Curriculum and Instruction…58
Plan for Students who are Academically Low Achieving…64
Plan for Students who are Academically High Achieving…77
Plan for English Language Learners…78
Plan for Special Education and Section 504 of the Rehabilitation Act and the
Americans with Disabilities Act (ADA)…86
Proposed Integrated Response to Intervention and Special Education Services
Model…90
Section B: Measurable Pupil Outcomes
Section C: Methods for Assessing Pupil Progress
California Assessment of Student Performance and Progress System (CAASPP
System)…109
Progress Reports…109
Reading Assessments…111
Interim/Formative/Trimester Mathematics Assesments…111
Initial and Guided Performances of Understanding…112
Culminating Performances of Understanding…112
Graduate Portfolio-Presentations and Defense…112
Spelling, Phonics, and Phonemic Awareness Inventories
Writing Rubrics…113
Formative and Other On-Going Assessments…113
!
Curriculum Embedded and Other On-Going Assessments…113
Observation and Interview...113
NOCCS Student Outcomes and Aligned Assessments…114
Use and Communication of Assessment Data…118
Section D: School Governance Structure
Legal Structure…137
Board Composition…138
Governance Experience and Operating Plan…138
Compliance…139
Section E: Employee Qualifications
Section F: Health and Safety Procedures
Section G: Means to Achieve Racial/Ethnic Balance Reflective of the District
Section H: Admissions Requirements
Section I: Financial and Programmatic Audit
Section J: Pupil Expulsion and Expulsion
Section K: Retirement System
Section L: Attendance Alternative
Section M: Employee Rights
Section N: Dispute Resolution Process, Oversight, Reporting, and Renewal
Section O: Labor Relations
Section P: School Closure Procedures
Section Q: Miscellaneous Clauses
Section R: Assurances
Section S: Conclusion
!
Appendices
A: NOCCS School Performance Report
B: NOCCS General School Day Schedule and School Year Calendar
C: ELA and TfU Curriculum Map Samples
D: PeaceMaking Curriculum and TfU Unit Plan Samples
E: Common Core Progress Report Samples
F: Bylaws
G: NOCCS Articles of Incorporation
H: NOCCS Tax Exempt Status
I: Board Member Resumes
J: Student-Family Handbook
K: Current Admissions Policy and Procedures
L: 2015 – 2020 Admissions Policy and Procedures
M: Audit
N: NOCCS Petition Budget
O: 2010 Charter Renewal Redline Version
!
Mission Statement
The North Oakland Community Charter School is a public school dedicated to
helping children become thoughtful, informed, and inquisitive citizens.
NOCCS is a vibrant, diverse learning community driven by respect for each child’s
unique intelligence and history. The school’s dynamic and challenging educational
approach deepens the intellectual and social capacities of each child.
Core Principles
The founders of NOCCS developed ten principles that anchor and guide our
community and its work, and provide a vision to which we aspire.
Respect
for children
and their
learning
Commitment
to equity
1|Page
High
expectations
Families'
contributions
A caring
community
of learners
Valuing
diversity
Connections
to the world
Respect for
teachers and
teaching
Creativity
Teaching for
understanding
2|Page
Section A. Education Program
Mission – Guiding Principles - Vision
The North Oakland Community Charter School (NOCCS) is a school and organization
that is aligned to and driven by a powerful mission, vision, and set of guiding principles.
Mission: The North Oakland Community Charter School (NOCCS) is a public school
dedicated to helping children to become thoughtful, informed, and inquisitive citizens.
NOCCS is a vibrant, diverse learning community driven by respect for each child’s
unique intelligence and history. Our school’s dynamic and challenging educational
approach deepens the intellectual and social capacities of each child that we serve.
Guiding Principles: NOCCS is driven by ten core principles that anchor and guide our
community and its work, and provide a vision to which we aspire as a learning
community. These principles include: (1) respect for children and their learning; (2) high
expectations; (3) a caring community of learners; (4) valuing diversity; (5) connections to
the world; (6) a commitment to equity; (7) families' contributions; (8) respect for teachers
and teaching; (9) creativity; and (10) teaching for understanding.
Vision: Our graduate profile sets forth our school’s vision for what each student,
throughout their career and upon their 8th grade graduation from NOCCS, shall know
and be able to concretely evidence through various forms of assessment and student
work in four domains – (1) critical and creative thinking, (2) powerful communication, (3)
community engagement, and (4) exemplary scholarship.
Population Served by NOCCS
NOCCS serves students from Kindergarten through 8th grade. Over the past five years,
we have grown our school to a full K-8. In the Spring of 2015, we will graduate our fifth
8th grade class. The school intends to maintain an enrollment of approximately 225
students in grades K-8 for our next charter term (2015 – 2020).
As required by Education Code Section 47605(d)(2)(A)-(B), NOCCS is open to all
students in the State of California. We serve all families that submit an application for
their children in available grades up to our enrollment capacity. Should applications
exceed the number of available spaces, a random public lottery is held.
NOCCS is proud to be a part of the Oakland public school community, and to join other
district and charter operated schools in moving towards the vision of providing an array
of high quality options for the students and families in our city.
Over the past fifteen years, the public school landscape in northwest Oakland1, where
NOCCS is currently located, has evolved and changed. In 2000, OUSD operated two
1
For the purposes of this document, we rely on a combination of historical documentation and current
geographic and school boundary areas to define Northwest Oakland as the Longfellow and Santa Fe
3|Page
elementary schools in northwest Oakland (Golden Gate and Santa Fe). Since that time,
both district operated public schools were closed and attendance zones redrawn.
Students living in these neighborhood areas were reassigned to district operated public
schools. All of these schools, however, are currently located east of Shattuck Avenue in
North Oakland (Sankofa and Emerson) or south of 40th Street in West Oakland (Hoover).
At the same time, NOCCS and one other OUSD-chartered public school have
opened/located in northwest Oakland. In the Fall of 2006, NOCCS moved to its current,
and permanent, location at 1000 42nd Street. In our 2010 charter renewal, we stated,
“now in its permanent facility, NOCCS seeks to be a school of choice for the local
community…”
Over the past five years, and specifically with the closure of Santa Fe Elementary
School, NOCCS has taken important steps in playing an increasingly important role in
providing a high quality public school option for the students in our area. This includes
collaborating with OUSD’s Office of Charter Schools to adjust our admissions
procedures to provide a lottery preference for students zoned to attend Emerson and
Hoover Elementary Schools – both of which were rezoned to accept students who
formerly attended Santa Fe prior to its closure in 2012.
As a result of new policies, as well as our intentional outreach and involvement as an
institution in our area, NOCCS has increasingly enrolled students from our local
neighborhood. According to OUSD’s most current live-go data, in just two years, from
2011 - 2012 to 2013 – 2014, NOCCS’ has increased its enrollment of students from our
local northwest Oakland neighborhood area2 by 8%. As of the 2013 – 2014 school year,
almost half (48.7%) of our total K-5 student population are residents of northwest
Oakland.
Neighborhood areas. These two areas are located west of Shattuck/Telegraph Avenue, south of the
rd
Berkeley border, and north of 33 Street.
2
This includes students who were or are now zoned to attend OUSD elementary schools in northwest
Oakland including Santa Fe, Emerson, Sankofa, Peralta/Sankofa, and Hoover.
4|Page
2011 - 2014
Neighborhood School Enrollment
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Santa Fe (K- Emerson (K- Sankofa (K- Peralta/San
5)
5)
5)
kofa (K-5)
Hoover (K5)
Claremont
(6-8)
11-12 % of Enrollment
21.4%
14.3%
0.0%
4.3%
0.7%
43.3%
13-14 % of Enrollment
0.0%
27.1%
13.2%
5.6%
2.8%
40.0%
While we see this trend as promising, we believe we can go further and do more. Over
the next five years, through a range of strategies and in collaboration with the Oakland
public school community, NOCCS seeks to deepen and expand our role in ensuring that
students in northwest Oakland have access to a high quality public education.
We believe that NOCCS can and must play an important role in the education of
students from Northwest Oakland. We state this for three main reasons. First, as
permanent residents within this area, NOCCS believes it is our obligation and mandate
as an institution to first and foremost serve our local community. Due to both our small
size as well as other factors such as existing sibling preferences, while progress has
been made, our school has yet to fully achieve this goal. Second, due to both
geographic and economic barriers, many students and families in our neighborhood
community are challenged in accessing their OUSD zoned school. For example,
students and families who live in our neighborhood face challenges in getting to their
OUSD zoned schools due to walking distance as well as traffic/safety concerns. Third,
in examining comparison data – both composite and subgroup API – with the OUSD
public schools that currently serve the students from our neighborhood and surrounding
community we see a gap in student achievement levels between NOCCS and these
institutions. Specifically, over the past three years, NOCCS has outperformed other
OUSD schools that service students and families from Northwest Oakland by an
5|Page
average of 152 (elementary) and 186 (middle school) API points. This is also true in
terms of API ranking among subgroups. NOCCS’ African American, Hispanic-Latino,
Economically Disadvantaged, and Students with Disabilities outperformed their
Northwest Oakland Neighborhood elementary school counterparts by an average of 82
API points and middle school counterparts by an average of 139 API points.
API Ranking - Northwest Oakland Neighborhood
Schools
1000
900
800
700
600
500
400
300
200
100
0
Santa Fe
Elementary
School (21%
in 11-12)
Emerson
(27%)
Sankofa
(13%)
2011 API
723
714
750
705
720
901
2012 API
713
758
773
709
679
881
696
728
705
713
891
722
746
706
705
891
2013 API
Weighted Average API
718
Claremont
Middle
Hoover (3%)
School
(40%)
NOCCS
Given this data, we are particularly dedicated to serving as a high quality public school of
choice for the children and families who reside in the Longfellow and Santa Fe
Neighborhoods3 of Northwest Oakland. As such, in our coming charter term, we intend
to focus our outreach efforts and seek to provide lottery preferences in order to increase
equitable access to students from the OUSD attendance zones for Sankofa, Emerson,
3
The Longfellow and Santa Fe Neighborhoods are historically defined located in North Oakland defined as
rd
west of Shattuck/Telegraph Avenue, south of the Berkeley border, and (approximately) north of 33
Street. These neighborhoods were formerly zoned by OUSD to be served by Santa Fe and Golden Gate
Elementary Schools. With the closures of these two schools over the past decade, these neighborhoods
are now zoned as attendance zones for Sankofa, Emerson, and Hoover Elementary Schools, and
Claremont Middle School. As such, NOCCS particularly seeks to serve students and families within these
OUSD attendance zones.
6|Page
and Hoover Elementary Schools, as well as Claremont Middle School. In addition,
NOCCS is also committed to joining and partnering with OUSD, through a diversity of
collaborations and strategies, in its vision to ensure that every student in our city has
access to a high quality public school.
We believe that in partnership with the Oakland Public School community, we can
ensure that all families in Oakland have nothing but great choices in terms of where to
educate their children – and we are eager to do this work.
An Educated Person in the 21st Century
We believe an educated person in the 21st century is a life-long learner who possesses
self-motivation, competence, and responsibility – this is firmly rooted in our school’s
mission and vision.
We believe that an educated is person is a thoughtful, informed, and inquisitive citizen.
North Oakland Community Charter School will enable students to become thoughtful,
informed, and inquisitive citizens in the 21st Century by ensuring that all students can
concretely demonstrate knowledge, skills, and habits in each of the following four
domains of our NOCCS Graduate Profile: (1) critical and creative thinking, (2) powerful
communication, (3) community engagement, and (4) exemplary scholarship.
Each of the domains of our Graduate Profile is further defined by a set of specific,
developmentally appropriate outcomes that we support every student at NOCCS to
concretely demonstrate throughout, at the completion of, and beyond their careers at our
school. These include:
Creative and Critical Thinking




I listen critically, ask meaningful questions, and reflect
I conduct processes of inquiry and research
I analyze, compare, and synthesize text and other sources of information
that come from or contain multiple perspectives
I identify and use appropriate resources, skills, and tools for problem
solving and can apply these skills to new situations
Powerful Communication



7|Page
I am an active and respectful listener
I adapt and change how I communicate based on the
context/environment I am in
I organize and write powerful narratives, persuasive pieces, and

explanatory/research texts
I express my understanding in multiple forms (visual arts, poetry, song,
dramatic performances, formal presentations, debates, etc.)
Community Engagement



I work effectively in collaborative groups and can play many roles within
the group
I value diversity, demonstrate empathy, and use these skills to build a
kind and inclusive community
I recognize needs and inequities in my community and affect positive
change by working towards solutions
Exemplary Scholarship



I advocate and take responsibility for my own learning and needs by
recognizing and articulating my goals, accomplishments, and areas of
continued growth
I effectively manage my time and projects including recognizing or
establishing benchmarks and outcomes
I engage in a cycle of peer and teacher feedback to reflect on my own
and others’ work, incorporating suggestions to make improvements
How Learning Best Occurs
Guiding Principles
The founders of the North Oakland Community Charter School developed ten principles
that anchor and guide our community and its work, and provide a vision to which we
aspire, including how we structure and carry forth our educational programming, inform
our decision making, and shape our school climate and culture. Our guiding principles
are:
Respect for children and their learning: At the heart of our school is a
profound appreciation, attentiveness, and respect for children's ideas. Our
teachers learn by looking closely at children's understanding, and how their
questions and curiosity lead them to explore their world. The insights they garner
from these observations inform their practice in a powerful way.
High expectations: We believe that attention to children's thinking goes hand in
hand with the high expectations and rigorous academic standards we hold for
children's work. Sharing, critiquing, and reflecting on student work help our
students improve their work and performance. In this way, our school
encourages children to reach beyond their limits.
8|Page
A caring community of learners: Our school seeks to be a place where
teachers, parents, and children create stable, warm, supportive relationships. We
believe that the social climate is as important as the academic subjects taught in
our classrooms. It is within the safe harbor of caring, compassionate
relationships that children and adults are inspired to produce their best work.
Valuing diversity: We are committed to ensuring that the diversity of North
Oakland is represented in our school -- its students, faculty, and governance. Our
learning community seeks to be a dynamic exchange of the perspectives, talents,
and ideas of all its members. Students, parents and faculty are encouraged to
draw on, value, and respect the richness of their own and each other's cultures
and histories, together with those of other communities.
Connections to the world . Our school seeks to bring the world into the
classroom and the classroom into the world to create a vital exchange between
the two. When children connect what they learn to the world they live in and the
problems they face, they come to see their lives in a new way.
A commitment to equity: Our school believes that all children can learn at a
high level and that any child's intellectual and social growth can be developed
through practice and effort. Race, culture, income, and ethnicity will not be
predictors of achievement. Instead, our school holds uncompromisingly high
standards for all of its students, while providing active and flexible support to
ensure their success.
Families' contributions: Families are their children's first and most important
teachers. They create the bridge between the cultures that children bring from
home to the one they create at school. Parents and caregivers understand their
children -- their passionate interests, their character, and their learning styles.
When they share their wealth of knowledge with teachers, both are better able to
support children's social, academic, and intellectual growth.
Respect for teachers and teaching: Our teachers bring a deep understanding
of subject matter, children and their learning, and the craft of teaching. We
respect their knowledge and support their growth and development as
professionals and learners.
Creativity: Our school seeks to be a place where learning is graced with the
creativity and inventiveness of children. Art in all its forms – the visual arts,
dance, music, drama, poetry, and storytelling – are routes for children to
examine, interpret, and render the world. Art is a tool of the imagination, but it is
also a vehicle of the intellect that allows children to demonstrate and construct
their knowledge across the disciplines.
9|Page
Teaching for understanding. In our school, teachers seek to design thoughtprovoking tasks that call on students to demonstrate a deep understanding of
important subject matter. Using various forms of inquiry that engage their
curiosity and wonder, students ask probing questions, conduct research, test
their theories, make inferences, connect what they learn to the real world, and
ultimately, apply their understanding on their own.
Educational Philosophy and Research-Based Pedagogical Principles
Directed by and aligned to our powerful guiding principles, NOCCS embraces and is
built upon a progressive and equitable educational philosophy and program. A NOCCS
education seeks to develop in all students the ability to think critically and creatively,
communicate powerfully, engage in community, and exemplify scholarship in an
increasingly complex and interconnected world.
We believe that deep and authentic learning – the type of understanding, thinking, and
acting needed to succeed in the 21st century – occurs best when students are
consistently challenged – from a very young age – to critically consider, analyze, and
synthesize multiple viewpoints and sources of data; consciously understand and
implement a variety of strategies when attempting to solve problems; effectively work
both autonomously as well as collaboratively to develop, revise, expand and express
their understanding of concepts and their demonstration of skills; and to authentically
empathize and to work in a kind, caring manner to understand and resolve conflicts in a
way that strengthens and builds our community of learners. As such, our educational
program is centered around the following research–based pedagogical principles:

Cognitive: The most powerful learning comes from developing sophisticated
understanding of concepts and higher order thinking associated with various
fields of inquiry (Bruner, 1966 & 1996; Wiggins & McTighe, 2005).

Developmental: Schooling matches its activities to the developmental level of
children and then accelerates learning. Investigating students' own questions
should take precedence when studying content and teachers must “hook”
students when necessary content does not naturally pique student interest
(Bruner, 1966 & 1996; Piaget 1969; Wiggins & McTighe, 2005).

Rigorous: Students learn best when faced with genuine challenges to think
about new interpretations and possibilities, to see patterns and analyze them
(Doll, 1993; Bruner, 1966; Vygotsky, 1978; Wiggins & McTighe, 2005).

Promoting Critical Thinking: Children should be taught how to think and be
offered questions to think about. Through authentic dialogue students develop an
10 | P a g e
awareness of reality and bias which then helps them examine new possibilities
(Burbules, 1993; Cortez, 1986; Freire, 1996; Olsen, 1999; Shor, 1992; Wiggins &
McTigh,2005;).

Reflective: Ample opportunities for learners to look back, to reflect, and to
debrief about both what they know and don’t yet know must be provided
(Dewey, 1971; Doll, 1993; Freire,1996).

Authentic: Real, rich, complex ideas and materials are at the heart of the
curriculum because active, hands-on, minds-on, concrete experiences are the
most powerful form of learning. Children learn best when they encounter whole,
real ideas, events, and materials in purposeful context and not by only studying
sub-parts isolated from actual use. Content is made relevant by making
connections to life outside the classroom (Doll, 1993; Gardner, 1991; Piaget,
1969; Wiggins & McTighe, 2005).

Standards-Based: To adequately prepare students for academic success as
measured by state indicators, our students will be fully immersed in the
articulated content standards (Ainsworth, 2003).

Collaborative: Cooperative learning activities tap the social power of learning
especially for children learning a second language. Learning is socially
constructed; students working together collaboratively in a variety of different
groupings maximizes learning for all students regardless of their achievement
levels (Cummins, 1986; Lindholm-Leary, 2001; Lazarowitz & Karsenty; Slavin,
1994; Vygotsky, 1978, 1990).

Recursive: Ideas, concepts and themes are not just taught once and forgotten.
They are revisited throughout a child’s education, building understandings into
more sophisticated levels each time (Bruner, 1966; Dewey, 1971; Doll, 1993;
Piaget, 1969; Whitehead, 1967; Wiggins and McTighe, 2005).

Transformational: Children do not just receive knowledge; they create it within
the cognitive systems they encounter; fostering new ways to see and act (Doll,
1993; Freire, 1996, Bruner,1966; Shor, 1992).

Promoting the Development of Character: The classroom and school are model
communities where students learn the skills and practices they need to live as
productive citizens of the greater community. Students learn to take full
responsibility for their own learning (Nelson, 2000; Kohn, 1993).

Data-Driven: In order to be effective, teachers must provide instruction within a
child’s zone of proximal development. In order to provide this finely calibrated
11 | P a g e
instruction, teachers must use a variety of assessments and informational
sources to effectively target their instruction to meet the needs of the learner
(Bruner, 1966 & 1996; Piaget 1969; Jamentz, 1996; McTighe, 2005; Wiggins,
1998; Leahy, Lyon, Thompson, Wiliam, 2005).

Professional Learning Community: Students learn best when their teachers are
engaged in continuous and collaborative reflection and professional learning
(Darling-Hammond, 1993; Nelson & Hammerman, 1996; McLaughlin &
Oberman, 1996).

Parent and community involvement: Students are successful when they are
supported by caring adults and when school and home work as partners to set
high expectations for student behavior and achievement
(Brandt, 1989;
Delgado-Gaitan, 1990).
Strategic Priorities, Charter School Annual Goals, and Actions to Achieve State
Priorities
As a tool to effectively pursue and realize its mission and vision in a manner that is
aligned to its guiding principles, NOCCS is committed to the development of a mission
and data driven strategic plan every five years.
Our strategic planning process will coincide with and support our charter renewal cycle
and will be integrated with our Local Control Accountability Plan.
Through our initial 2015 – 2020 strategic planning process, we have identified4 four
strategic priorities. These include our (1) students, (2) commitment5, (3) talent, and (4)
impact. Within each of these priority areas, we have established outcomes, goals,
assessments, resources, and action steps that we will engage in order to support the
student achievement, community engagement, organizational development, and
continuous improvement that we believe is the hallmark of a high quality public school.
Within our strategic plan, we have also aligned our priority areas to key elements within
this 2015 – 2020 charter, including resources and strategies found in Element A,
Measurable Pupil Outcomes articulated in Element B, and Methods of Assessment
4
It should be noted that, as the NOCCS strategic plan is being developed simultaneously with the NOCCS
2015-2020 charter, these strategic priorities are currently in draft form and subject to further editing and
changes based on input and on-going development of the plan.
5
As noted above, these priority areas and the strategic plan is, as of the submission of our 2015-2020
charter, currently in draft form. As such, this priority area’s name may change to better reflect the
notions that this represents goals and objectives related to our school climate and culture.
12 | P a g e
identified in Element C. Additionally, both within its strategic plan and charter, and
pursuant to Education Code Section 47605(b)(5)(A)(ii), NOCCS has identified goals to
be achieved in the state priorities for all students and all pupil subgroups, as described in
Education Code Section 52060(d), and specific actions to achieve those goals. These
state priorities include the following:
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code
section 44258.9, and fully credentialed in the subject areas and for the pupils they are
teaching; pupils have access to standards-aligned instructional materials pursuant to
Education Code section 60119; and school facilities are maintained in good repair
pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and
performance standards adopted by the state board for all pupils, including English
learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the
subject areas described in Education Code section 51210 and subdivisions (a) to (i),
inclusive, of Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of
expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services,
including working with the county child welfare agency to share information, responding
to the needs of the juvenile court system, and ensuring transfer of health and education
records. (Priority 10)
B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic
Performance Index, share of pupils that are college and career ready, share of English
learners that become English proficient, English learner reclassification rate, share of
pupils that pass Advanced Placement exams with 3 or higher, share of pupils
determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education
Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section
51220, as applicable. (Priority 8)
C. Engagement:
13 | P a g e
Parent involvement: efforts to seek parent input in decision making, promotion of
parent participation in programs for unduplicated pupils and special need subgroups.
(Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school
dropout rates, high school dropout rates, high school graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures
including surveys of pupils, parents and teachers on the sense of safety and school
connectedness. (Priority 6)
The tables that follow identify our strategic priorities as they align to the state priorities as
well as the goals and actions (strategic plan and LCAP), to be achieved over the course
of this charter term. Element B of this document aligns our priorities with the charter’s
measurable pupil outcomes. Element C provides measures that accompany our
measurable pupil outcomes.
Each year, NOCCS will update and refine, as needed, our strategic priorities, goals and
actions/strategies within our strategic plan. Additionally, pursuant to Education Code
Sections 47606.5 and 47604.33 a Local Control Accountability Plan (LCAP) will be
updated and submitted annually by July 1, providing annual goals, actions, and
measures. NOCCS retains the right to modify and update our strategic plan and Local
Control Accountability plan based on the needs of our students and/or other factors
related to our continuous improvement as a school. Any such modifications and updates
will be will be made in keeping with our mission, vision, and guiding principles as well as
all applicable laws and regulations. Any such modifications shall not be considered a
material revision of the charter.
14 | P a g e
NOCCS Strategic Priority #1
OUR STUDENTS
Outcome #1:
All NOCCS students think critically and creatively and communicate
powerfully as mathematicians by demonstrating mastery of the Common
Core Mathematics Standards.
6
NOCCS students will :








Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for make use of structure
Look for express regularity in repeated reasoning
14-15 LCAP Goals

(14-15 LCAP-Mathematics Goal 6) Curriculum materials, instructional practice,
benchmarks and assessments are acquired and aligned to new Common Core
Mathematics Standards to support student mastery of these standards.
7
(14-15 LCAP-Mathematics Goal 7) X% (TBD) NOCCS students will demonstrate a
minimum of one year’s academic growth in Mathematics as defined by the Common Core
State Standards as measured by state mandated standardized tests.
(14-15 LCAP-Mathematics Goal 8) A minimum average of x% of NOCCS students will
demonstrate proficiency in mathematics as measured by Composite End of Year
Mathematics Scores on the NOCCS Common Core Aligned Progress Report.
(14-15 LCAP-Mathematics Goal 9) A minimum average of x% of NOCCS students will
8
9
demonstrate one or more year’s growth as measured by a (TBD) Common Core/SBAC



6
This set of outcomes is aligned to and articulated in the California Common Core Mathematic Standards – Mathematics
Practices. For a full description see http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf , page 6
7
Throughout our 14-15 LCAP we left growth measures to be determined based on established baselines that will be
determined within the 14-15 or 15-16 school year depending on the pilot year of a given assessment. In all of these cases
(where the goal states “x%”, NOCCS will (1) for the time being, set the minimum goal of 1% growth, (2) update these
goals with much more rigorous and ambitious metrics after the pilot and baseline period. As stated above, NOCCS will
provide OUSD with a set of updated goals and measures both for our LCAP and MPOs by the dates and deadlines set
forth by the district.
8
One or more year’s growth on a Common Core Aligned Interim/Trimester Mathematics Assessment shall be defined as:
15 | P a g e









Eureka Mathematics http://commoncore.org/maps/math/overview
Ten Marks https://www.tenmarks.com/curriculum
Connected Math https://connectedmath.msu.edu/the-math/math-by-unit/
Mathalicious http://www.mathalicious.com/about
MathAction http://www.mathaction.org/middle-and-high-school-programs.html
11
Strategies

Moving from a prior assessment period/trimester’s achievement level upward, but still not meeting the level
designated as “proficient”. For example, moving from level 1 (Far Below) upward to level 2 (Below) where 3 is
considered “Proficient”.
Achieving “proficiency” or above in a given trimester

9
Aligned Interim/Trimester Mathematics Assessment. See below (9.a & b) for proposed
15-16 LCAP update of LCAP Goal 9.
o (9.a) The percentage of students demonstrate one or more year’s growth will
increase from the 2015 - 2016 baseline by an average of 1% annually or the goal
of 75% students demonstrating growth is met overall.
o (9.b) The percentage of students demonstrating one or more year’s growth will
increase from the 2015 - 2016 baseline by an average of 1% annually or the goal
of 75% growth for each significant subgroup is met.
(14-15 LCAP-Graduate Student Profile & Performance Assessment System-Goal 12) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to think critically and creatively as
measured by the Composite End of Year Graduate Student Profile Scores on the
NOCCS Progress Report and/or their pilot graduate portfolio.
(14-15 LCAP Graduate Student Profile & Performance Assessment System-Goal 13) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to communicate powerfully as measured by
the Composite End of Year Graduate Student Profile Scores on the NOCCS Progress
Report and/or their pilot graduate portfolio.
(14-15 LCAP Graduate Student Profile & Performance Assessment System-Goal 14) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to engage in community as measured by
the Composite End of Year Graduate Student Profile Scores on the NOCCS Progress
Report and/or their pilot graduate portfolio.
(14-15 LCAP Graduate Student Profile & Performance Assessment System Goal 15) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to exemplify scholarship as measured by
the Composite End of Year Graduate Student Profile Scores on the NOCCS Progress
Report and/or their pilot graduate portfolio.
10
Curriculum and Instructional Resources
One year’s growth shall be measured and calculated each year by:
1.
Using matched student data and comparing achievement scored from the previous administration to the most
recent in order to determine if a student has shown “growth” as defined above, and then using this data to
produce the percentage of students demonstrating “growth”.
2. Averaging the percentage of growth from each trimester and/or administration of the interim assessment at the
end of the year to produce a final number and percentage of students demonstrating growth in a given school
year.
10
All curriculum and Instructional Resources listed are examples/reflective of our current available resources. NOCCS reserves the
right to update these resources as needed in order to best serve the needs of our students.
16 | P a g e
Curriculum & Resources
 Acquire, pilot/deepen, and evaluate of Common Core aligned math curriculum and materials.
 Improve/increase technology infrastructure and resources to support the use of technology
and blended learning modalities within the mathematics program.
 Acquire additional common core aligned intervention curricular/instructional materials to
support students who are behind grade level.
 Integrate STEAM principles, strategies, and resources into TfU curriculum.
 Emphasize and centralize STEAM principles, strategies, and resources into the 6-8 TfU
Interdisciplinary curriculum.
Teacher/Staff Training and Support
 Provide teacher pd and coaching related to common core Math curriculum and instruction
provided, disseminated, and documented.
 Develop and implement internal capacity and procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
 Provide teacher pd and coaching related to data-driven differentiation/acceleration in
mathematics.
 Provide teacher pd and coaching related to the use of technology and blended learning in
mathematics.
 Provide teacher pd and coaching related to STEAM and TfU.
 Provide teacher release time to develop and document STEAM infused TfU curriculum.
 Develop and implement internal capacity and procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
Assessment & Evaluation
 Identify/develop, pilot, and evaluate Common Core aligned internal benchmark assessments.
 Revise progress report standards to align with the math Common Core Standards.
 Develop, pilot, and implement a graduate profile based portfolio assessment and defense
system to support the use of authentic assessment as a part of Mathematics and overall
assessment repertoire by 2018.
Intervention &/or Enrichment Programming
 Further integrate and document the use of blended learning modalities to support common
core mastery, differentiation/individualization, acceleration, and intervention.
 Redesign, pilot, and deepen systems and structures to support effective and responsive
interventions.
 Provide teacher professional development and coaching related to effective strategies to
support differentiation of instruction and other effective RTI (Tier 1-2) supports for students
who are approaching grade level or are in need of enrichment.
 Develop and implement new/additional intervention supports and strategies (RTI Tier 2-3) to
11
All strategies listed in this section are subject to change as per our strategic plan and/or LCAP annual
update process.
17 | P a g e
support students who are below or far below grade level.
 Acquire additional common core aligned intervention curricular/instructional materials and
strategies (RTI Tier 2-3) to support students who are below or far below grade level.
Technology & Infrastructure
 Acquire/design and effectively utilize data systems procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
 Research and create comprehensive plan to provide appropriate technology infrastructure
(bandwith, wireless capacity, on-going IT support, etc.).
 Research and create plan to increase technology hardware (chromebooks, ipads, etc) to be
used within the mathematics program.
 Research and create plan to acquire and effectively use technology (programs, aps, software)
used within the mathematics program.
State Priorities
Pupil Outcomes: Pupil Achievement
Pupil Outcomes: Other Pupil Outcomes
Conditions of Learning: Implementation of State Standards
Engagement: Pupil Engagement
Engagement: Demonstration of High School and College Readiness
Outcome #2:
All NOCCS students think critically and creatively and communicate powerfully
as readers, writers, listeners/consumers, and speakers by demonstrating
mastery of the Common Core ELA Standards.
12
NOCCS students will :







Demonstrate independence as critical readers, writers, speakers, and
listeners/consumers of text and media.
Build strong content knowledge.
Respond to the varying demands of audience, task, purpose, and discipline.
Comprehend as well as critique
Value evidence
Use technology and digital media strategically and capably.
Understand other perspectives and cultures.
14-15 LCAP Goals
12
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf , page 6
18 | P a g e












(14-15 LCAP-ELA-Goal 1): Curriculum materials, instructional practice, benchmarks and
assessments are aligned to new Common Core ELA Standards to support student
mastery of these standards.
(14-15 LCAP-ELA-Goal 2): X% (TBD – post 14-15 SBAC results reported) NOCCS
students will demonstrate a minimum of one year’s academic growth in English
Language Arts as defined by the Common Core State Standards as measured by state
mandated standardized tests.
(14-15 LCAP-ELA-Goal 3): A minimum average of x% of NOCCS students will
demonstrate one year’s academic growth in English Language Arts – Reading as defined
by the Common Core State Standards as measured by ELA – Composite End of Year
Reading Scores on the NOCCS Progress Report.
(14-15 LCAP-ELA-Goal 4): A minimum average of x% of NOCCS students will
demonstrate one year’s academic growth in English Language Arts – Writing as defined
by the Common Core State Standards as measured by ELA – Composite End of Year
Writing Scores on the NOCCS Progress Report.
(14-15 LCAP-ELA-Goal 6): A minimum average of x% of NOCCS students will
demonstrate one year’s academic growth in English Language Arts – Reading as defined
by the Common Core State Standards as measured by an ELA – Reading Assessment
TBD.
o (9.a) The percentage of students demonstrate one or more year’s growth will
increase from the 2015 - 2016 baseline by an average of 1% annually or the goal
of 75% students demonstrating growth is met overall.
o (9.b) The percentage of students demonstrating one or more year’s growth will
increase from the 2015 - 2016 baseline by an average of 1% annually or the goal
of 75% growth for each significant subgroup is met.
(14-15 LCAP-Graduate Student Profile & Performance Assessment System-Goal 12) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to think critically and creatively as
measured by the Composite End of Year Graduate Student Profile Scores on the
NOCCS Progress Report and/or their pilot graduate portfolio.
(14-15 LCAP Graduate Student Profile & Performance Assessment System-Goal 13) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to communicate powerfully as measured by
the Composite End of Year Graduate Student Profile Scores on the NOCCS Progress
Report and/or their pilot graduate portfolio.
(14-15 LCAP Graduate Student Profile & Performance Assessment System-Goal 14) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to engage in community as measured by
the Composite End of Year Graduate Student Profile Scores on the NOCCS Progress
Report and/or their pilot graduate portfolio.
(14-15 LCAP Graduate Student Profile & Performance Assessment System Goal 15) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to exemplify scholarship as measured by
the Composite End of Year Graduate Student Profile Scores on the NOCCS Progress
Report and/or their pilot graduate portfolio.
Curriculum and Instructional Resources
TCRWP Units of Study in Opinion/Argument, Information, and Narrative Writing. See
http://readingandwritingproject.org/resources/units-of-study
TCRWP Common Core Reading and Writing Workshop: Curricular Plans for The
Reading Workshop. Current resources example see:
https://drive.google.com/a/noccs.org/?usp=chrome_app#folders/0BylEXOJ3KzyjT1ZTT3
VFSmJtcTg
TWRWP Units of Study for Teaching Reading (to be acquired upon publication –
19 | P a g e

anticipated Spring 2015) http://readingandwritingproject.org/resources/publications-forteachers
Internally developed TfU Units with Common Core Reading and Writing Integration
https://drive.google.com/a/noccs.org/folderview?id=0BylEXOJ3KzyjRGd6OVZpaVk1WEk
&usp=sharing
Strategies
Curriculum & Resources
 Acquire, pilot/deepen, and evaluate of Common Core aligned ELA curriculum and
instructional materials.
 Acquire additional common core aligned intervention curricular/instructional materials to
support students who are behind grade level.
 Audit and update ELA and TfU Curriculum Maps to:
o Ensure alignment with Common Core Standards and supportive instructional
practices.
o Explicitly communicate Common Core standards and the instructional sequence.
o Align interim assessments and progress reporting to ensure support of all
students to demonstrate mastery of grade level standards using a range of
measures.
o Ensure an increase and progression of non-fiction/expository reading and writing
forms within and throughout the K-8 progression.
 Integrate common core reading and writing standards into TfU curriculum
 Audit and continue to update classroom libraries to ensure adequate independent reading
resources for the implementation of a Common Core aligned Reading Workshop program,
including achieving a minimum level of 65% non-fiction texts/resources in each classroom.
 Improve/increase technology infrastructure and resources to support the use of technology
and blended learning modalities within the ELA program.
Teacher/Staff Training and Support
 Send a team of teachers, each year, to TCRWP – Reading Institute until a minimum of 80%
of all K-5 and 6-8 ELA teachers are trained.
 Pending resources, send coaches and/or instructional leaders to the TCRWP
Coaching/Leadership Training Institute.
 Provide internal and/or individualized PD and coaching, provided by Assistant Directors,
Coaches, and others to support the development of expertise and skills with regard to
implementation of the reader’s and writer’s workshop models.
 Provide teachers pd time, coaching, and feedback to integrate Common Core ELA standards
into TfU units.
 Provide teachers pd time to document common core aligned TfU units and curriculum maps.
 Store TfU aligned units and curriculum maps in shared google drive in order to support
sustainability and continuous improvement of units and associated teacher-developed
materials and resources
 Support a teaching team to pilot and select Common Core aligned reading and writing
assessment tools.
 Provide training, documentation, and coaching/support to teachers in order to assure
alignment of protocols for assessment administration and calibration related to assessment
scoring in reading and writing.
 Develop and implement internal capacity and procedures (results protocols, RTI referrals,
reporting schedules to stakeholders) to effectively and efficiently disaggregate student data to
examine the achievement of subgroups and set appropriate goals and strategies based on
results.
20 | P a g e
 Develop and implement internal capacity and procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
 Provide teacher pd and coaching related to data-driven differentiation/acceleration in reading
and writing.
 Provide teacher pd and coaching related to the use of technology and blended learning in
ELA.
Assessment & Evaluation
 Identify/develop, pilot, and evaluate Common Core aligned internal reading assessments.
 Revise progress report standards to align with the ELA Common Core Standards.
 (To be determined in 15-16 LCAP update) Explore the need to identify and pilot a common
core aligned on-demand writing prompt.
 Revise (as needed) NOCCS’ Common Core Aligned writing rubrics and/or identify/pilot a
TCRWP aligned tool, provide teacher training to ensure calibration, integrate into progress
reporting and/or other data reporting systems.
 Develop, pilot, and implement a graduate profile based portfolio assessment and defense
system to support the use of authentic assessment as a part of ELA and overall assessment
repertoire by 2018.
Intervention &/or Enrichment Programming
 Further integrate and document the use of blended learning modalities to support common
core mastery, differentiation/individualization, acceleration, and intervention.
 Redesign, pilot, and deepen systems and structures to support effective and responsive
interventions.
 Provide teacher professional development and coaching related to effective strategies to
support differentiation of instruction and other effective RTI (Tier 1-2) supports for students
approaching grade level or in need of enrichment/acceleration.
 Develop and implement new/additional intervention supports and strategies (RTI Tier 2-3) to
support students who are below or far below grade level.
 Acquire additional common core aligned intervention curricular/instructional materials and
strategies (RTI Tier 2-3) to support students who are below or far below grade level
Technology & Infrastructure
 Acquire/design and effectively utilize data systems procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
 Research and create comprehensive plan to provide appropriate technology infrastructure
(bandwith, wireless capacity, on-going IT support, etc.).
 Research and create plan to increase technology hardware (chromebooks, ipads, etc) to be
used within the ELA/TfU program and curriculum.
 Research and create plan to acquire and effectively use technology (programs, aps, software)
used within the ELA/TfU program and curriculum.
State Priorities
Pupil Outcomes: Pupil Achievement
Pupil Outcomes: Other Pupil Outcomes
Conditions of Learning: Implementation of State Standards
21 | P a g e
Engagement: Pupil Engagement
Engagement: Demonstration of High School and College Readiness
22 | P a g e
Outcome #3:
All NOCCS students think critically and creatively and communicate powerfully
as scientist, engineers, and artists by demonstrating mastery of the California
Common Core ELA Standards for Literacy Science and Technical Subjects and
the Next Generation Science Standards.
13
NOCCS students will :








Ask questions (for science) and define problems (for engineering).
Develop and use models.
Plan and carry out investigations.
Analyze and interpret data.
Use mathematics and computational thinking.
Construct explanations (for science) and design solutions (for engineering).
Engage in argument from evidence.
Obtain, evaluate, and communicate information.
14
Student will also :









Demonstrate independence as critical readers, writers, speakers, and
listeners/consumers of text and media.
Build strong STEAM (Science, Technology, Engineering, Art, and Math) content
knowledge.
Respond to the varying demands of audience, task, purpose, and discipline.
Comprehend as well as critique.
Value evidence.
Use technology and digital media strategically and capably.
Understand other perspectives.
14-15 LCAP Goals
(14-15 LCAP- Science - Goal 10): A minimum average of x% of NOCCS students will
demonstrate one year’s academic growth in science as measured by the Composite End
of Year TFU - Science Scores on the NOCCS Progress Report
(14-15 LCAP-Graduate Student Profile & Performance Assessment System-Goal 12) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
13
These practices are aligned to and articulated in the science and engineering practices of the Next Generation Science
Standards. See:
http://www.nextgenscience.org/sites/ngss/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%2
0in%20the%20NGSS%20-%20FINAL%20060513.pdf
14
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf, page 6.
23 | P a g e






school and college readiness and their ability to think critically and creatively as
measured by the Composite End of Year Graduate Student Profile Scores on the
NOCCS Progress Report and/or their pilot graduate portfolio
(14-15 LCAP Graduate Student Profile & Performance Assessment System-Goal 13) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to communicate powerfully as measured by
the Composite End of Year Graduate Student Profile Scores on the NOCCS Progress
Report and/or their pilot graduate portfolio
(14-15 LCAP Graduate Student Profile & Performance Assessment System-Goal 14) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to engage in community as measured by
the Composite End of Year Graduate Student Profile Scores on the NOCCS Progress
Report and/or their pilot graduate portfolio
(14-15 LCAP Graduate Student Profile & Performance Assessment System Goal 15) A
minimum average of x% of NOCCS students will demonstrate the growth towards high
school and college readiness and their ability to exemplify scholarship as measured by
the Composite End of Year Graduate Student Profile Scores on the NOCCS Progress
Report and/or their pilot graduate portfolio
Curriculum and Instructional Resources
Internally developed TfU and Interdisciplinary Units for a sample, see:
https://drive.google.com/a/noccs.org/folderview?id=0BylEXOJ3KzyjRGd6OVZpaVk1WEk
&usp=sharing
NGSS Curriculum Development and Piloting by the Lawrence Hall of Science
http://www.lawrencehallofscience.org/services_and_expertise/ngss/teachers &
http://www.lawrencehallofscience.org/services_and_expertise/ngss/schools_and_districts
Common Sense Media Digital Literacy and Citizen Curriculum
https://www.commonsensemedia.org/educators/curriculum
Strategies
Curriculum & Resources
 Acquire, pilot/deepen, and evaluate NGSS aligned science curriculum and materials.
 Develop partnerships with LHS, ACOE, Harvard Project Zero, and others to support STEAM
initiatives.
 Improve/increase technology infrastructure and resources to support the use of technology
and blended learning modalities within the STEAM program.
 Audit existing K-5 TFU Curriculum Map and TfU Curriculum. Further integrate and enhance
STEAM principles, strategies, and resources in order to ensure STEAM-integrated project
encompass 65% or more of all K-5 TfU curriculum by 2017.
 Develop, pilot, and implement/integrate technology scope and sequence for K-5 students.
 Audit existing 6-8 Science and Math Curriculum Maps and TfU/Interdisciplinary Curriculum.
Further integrate and enhance STEAM principles, strategies, and resources in order to
ensure STEAM-integrated project encompass 65% or more of all 6-8 curriculum by 2017.
 Audit existing 6-8 elective curriculum. Further integrate and enhance STEAM principles,
strategies, and resources in order to ensure STEAM-integrated project encompass 65% or
more of all 6-8 elective offerings by 2018.
 Identify and purchase STEAM Curriculum for Extended Day Program
 Ensure EDP programming includes a minimum of one STEAM-related enrichment class or
studio per day
 Acquire, pilot, and implement technology and digital literacy curriculum into units and/or other
parts of the instructional program.
24 | P a g e
Teacher/Staff Training and Support
 Provide teacher pd and coaching related to NGSS standards and associated curriculum and
instruction provided, disseminated, and documented.
 Provide pd to enrichment and EDP staff to support the successful integration and
implementation of STEAM principles, practices, and resources into EDP/Enrichment/Elective
programming and curriculum.
 Develop and implement internal capacity and procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
 Provide teacher pd and coaching related to data-driven differentiation/acceleration in science.
 Provide teacher pd and coaching related to the use of technology and blended learning in
science.
 Provide teacher pd and coaching related to STEAM and TfU.
 Provide teacher release time to develop and document STEAM infused TfU curriculum.
 Develop and implement internal capacity and procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
Assessment & Evaluation
 Audit existing K-5 TFU Curriculum Map and TfU Curriculum. Further integrate and enhance
STEAM principles, strategies, and resources in order to ensure STEAM-integrated project
encompass 65% or more of all K-5 TfU curriculum by 2017.
 Audit existing 6-8 Science and Math Curriculum Maps and TfU/Intediciplinary Curriculum.
Further integrate and enhance STEAM principles, strategies, and resources in order to
ensure STEAM-integrated project encompass 65% or more of all 6-8 curriculum by 2017.
 Revision of progress report standards to align with NGSS and science scope and sequence
by 2018.
 Develop, pilot, and implement a graduate profile based portfolio assessment and defense
system to support the use of authentic assessment as a part of science and overall
assessment repertoire.
Intervention &/or Enrichment Programming


Integrate STEAM principles, practices, and resources into visual and performing arts
curriculum and/or other arts integration strategies.
Integrate STEAM principles, practices, and resources into EDP curriculum and programming.
Technology & Infrastructure
 Acquire/design and effectively utilize data systems procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
 Research and create comprehensive plan to provide appropriate technology infrastructure
(bandwidth, wireless capacity, on-going IT support, etc.).
 Research and create plan to increase technology hardware (chromebooks, ipads, etc) to be
used within the science and EDP/Elective/Enrichment programs.
25 | P a g e
 Research and create plan to acquire and effectively use technology (programs, aps, software)
used within the science and EDP/Elective/Enrichment programs.
State Priorities
Pupil Outcomes: Pupil Achievement
Pupil Outcomes: Other Pupil Outcomes
Conditions of Learning: Implementation of State Standards
Engagement: Pupil Engagement
Engagement: Demonstration of High School and College Readiness
Outcome #4:
All NOCCS students think critically and creatively and communicate powerfully
as historians, citizens, artists, and leaders by demonstrating mastery of the
California History/Social Studies Standards and California Common Core ELA
Standards for Literacy History/Social Studies.
NOCCS students will students demonstrate the following intellectual, reasoning, reflection, and
15
research skills :
 Chronological and spatial thinking
 Research, evidence, and point of view
 Historical interpretation
16
Student will also :
 Demonstrate independence as critical readers, writers, speakers, and listeners/consumers of
text and media,
 Build strong content knowledge.
 Respond to the varying demands of audience, task, purpose, and discipline.
 Comprehend as well as critique.
 Value evidence.
 Use technology and digital media strategically and capably.
 Understand other perspectives and cultures.
14-15 LCAP Goals
 (14-15 LCAP - TfU –Social Studies Goal 11): A minimum average of x% of NOCCS students
will demonstrate one year’s academic growth in social studies as measured by the
15
This set of outcomes is aligned to articulated in the California History Standards. See http://www.cde.ca.gov/ci/hs/
16
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf , page 6
26 | P a g e
Composite End of Year TFU - Social Studies Scores on the NOCCS Progress Report.
 (14-15 LCAP-Graduate Student Profile & Performance Assessment System-Goal 12) A
minimum average of x% of NOCCS students will demonstrate the growth towards high school
and college readiness and their ability to think critically and creatively as measured by the
Composite End of Year Graduate Student Profile Scores on the NOCCS Progress Report
and/or their pilot graduate portfolio.
 (14-15 LCAP Graduate Student Profile & Performance Assessment System-Goal 13) A
minimum average of x% of NOCCS students will demonstrate the growth towards high school
and college readiness and their ability to communicate powerfully as measured by the
Composite End of Year Graduate Student Profile Scores on the NOCCS Progress Report
and/or their pilot graduate portfolio.
 (14-15 LCAP Graduate Student Profile & Performance Assessment System-Goal 14) A
minimum average of x% of NOCCS students will demonstrate the growth towards high school
and college readiness and their ability to engage in community as measured by the
Composite End of Year Graduate Student Profile Scores on the NOCCS Progress Report
and/or their pilot graduate portfolio.
 (14-15 LCAP Graduate Student Profile & Performance Assessment System Goal 15) A
minimum average of x% of NOCCS students will demonstrate the growth towards high school
and college readiness and their ability to exemplify scholarship as measured by the
Composite End of Year Graduate Student Profile Scores on the NOCCS Progress Report
and/or their pilot graduate portfolio.
Curriculum and Instructional Resources
 Internally developed TfU Units for a sample, see:
https://drive.google.com/a/noccs.org/folderview?id=0BylEXOJ3KzyjRGd6OVZpaVk1WEk&us
p=sharing
 TCI Curricular Resources: http://www.teachtci.com/programs/middle-school-social-studiestextbooks-and-curriculum.html
 Common Sense Media Digital Literacy and Citizen Curriculum
https://www.commonsensemedia.org/educators/curriculum
Strategies
Curriculum & Resources
 Audit and update ELA and TfU Curriculum Maps to:
o Ensure alignment with Common Core Standards and supportive instructional
practices.
o Explicitly communicate Common Core standards and the instructional sequence.
o Align interim assessments and progress reporting to ensure support of all
students to demonstrate mastery of grade level standards using a range of
measures.
o Ensure an increase and progression of non-fiction/expository reading and writing
forms within and throughout the K-8 progression.
 Integrate common core reading and writing standards into TfU curriculum.
 Audit and continue to update classroom libraries to ensure adequate independent reading
resources for the implementation of a Common Core aligned Reading Workshop program,
including achieving a minimum level of 65% non-fiction texts/resources in each classroom.
 Improve/increase technology infrastructure and resources to support the use of technology –
for both acquiring/researching information as well as demonstrating content – within the TFU
curriculum.
 Acquire, pilot, and implement technology and digital literacy curriculum into units and/or other
parts of the instructional program.
27 | P a g e
Teacher/Staff Training and Support
 Provide teacher pd and coaching related to CCSS and TFU/Interdisciplinary curriculum and
instruction provided, disseminated, and documented
 Provide teacher pd and coaching related to TfU
 Provide teacher release time to develop and document TfU curriculum
 Support teachers to integrate technology resources and projects into TfU curriculum
 Develop and implement internal capacity and procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
Assessment & Evaluation
 Revise progress report standards to align with TfU Curriculum Content.
 Audit existing K-5 TFU Curriculum Map and TfU Curriculum. Further integrate and enhance
Common Core ELA standards, principles, strategies, and resources.
 Audit existing 6-8 Science and Math Curriculum Maps and TfU/Intediciplinary Curriculum.
Further integrate and enhance Common Core ELA standards, principles, strategies, and
resources.
 Develop, pilot, and implement a graduate profile based portfolio assessment and defense
system to support the use of authentic assessment as a part of TfU and overall assessment
repertoire.
Intervention &/or Enrichment Programming

Integrate TfU content, principles, practices, and resources into visual and performing arts
curriculum.
Technology & Infrastructure
 Acquire/design and effectively utilize data systems procedures to effectively and efficiently
disaggregate student data to examine the achievement of subgroups and set appropriate
goals and strategies based on results.
 Research and create comprehensive plan to provide appropriate technology infrastructure
(bandwidth, wireless capacity, on-going IT support, etc.)
 Research and create plan to increase technology hardware (chromebooks, ipads, etc) to be
used within the TfU/Interdisciplinary Curriculum.
 Research and create plan to acquire and effectively use technology (programs, aps, software)
used within the TfU/Interdisciplinary Curriculum.
State Priorities
Pupil Outcomes: Pupil Achievement
Pupil Outcomes: Other Pupil Outcomes
Conditions of Learning: Implementation of State Standards
Engagement: Pupil Engagement
Engagement: Demonstration of High School and College Readiness
28 | P a g e
NOCCS Strategic Priority #2
OUR COMMITMENT
Outcome #1:
We will eliminate the achievement gap that currently exists between
African American, Hispanic-Latino, Economically Disadvantaged, and
Special Education Students and their peers.
NOCCS students will

Receive the equitable inputs and supports that they need to successfully meet the
academic outcomes, goals, and benchmarks set forth in the “Our Students” section of this
plan.
14-15 LCAP Goals

See related outcomes above in “Our Students” relative to sub-group pupil achievement.
Actions and Services as Per 14-15 LCAP
LCAP ELA Goals #s 1, 2, 3, 4, 5, 6
a. Assistant Directors and Lead Teachers will utilize new and improved student data systems to
identify all students in need of additional support (as defined as any student scoring below
grade level on standardized, interim, and/or other classroom assessments) in the areas of
reading and/or writing.
b. Each trimester, Lead and Associate Teachers will develop and implement – and Assistant
Directors will monitor and support – differentiated learning plans and tiered interventions for
all low income students identified in need of additional support in the areas of reading and
writing. Tiered interventions will include: (1) additional small group instruction and/or
classroom accommodations provided by the AT, (2) additional small group instruction and/or
classroom accommodations provided by the Lead Teacher, (3) referral to SST process, (4)
individualized instruction provided by the Associate Teacher, (5) individualized instruction
provided by the Lead Teacher. NOTE in 15-16, if post-SELPA change and reorganization,
NOCCS will modify this action item and associated services to potentially include an
intervention instructor who will implement more fully integrated RTI and SPED program. (See
“c” below)
c. Executive Director will collaborate with administrative and instructional staff and other
SPED/intervention experts to redesign and reorganize intervention and special education
programming in order to further implement a Response to Intervention model beginning in
Fall 2016.
d. Fully implement existing K-5 reading intervention materials and acquire additional common
core aligned 4-8 intervention reading materials as needed (emphasis on expository/nonfiction texts).
e. 6-8 Lead Teachers will provide additional reading/writing support through the ELA Squad
elective. NOTE in SY 15-16, if post-SELPA change and reorganization, NOCCS will modify
this action item and associated services to potentially include an intervention instructor who
29 | P a g e
will implement more fully integrated RTI and SPED program. (See “c” above)
EDP instructors will provide additional support and instruction to identified students through
after school programming
g. Assistant Directors, Instructional Coaches, and EDP Manager will provide all K-5 core and 68 ELA Lead, Associate Teachers, and EDP Instructors with the appropriate professional
development, coaching, and oversight to provide appropriate ELA supports and interventions
to students and/or students who are designated as below grade level. NOTE in SY15-16,
post-SELPA change and reorganization, NOCCS will modify this action item and associated
services to potentially include an intervention instructor who will implement more fully
integrated RTI and SPED program. (See “c” above).
f.
LCAP Math Goals # 7, 8, 9
a. Assistant Directors, Math Instructional Coach, and Lead Teachers will utilize new and
improved student data systems to identify all students in need of additional support (as
defined as any student scoring below grade level on standardized, interim, and/or other
classroom assessments) in math.
b. Each trimester, Lead and Associate Teachers will develop and implement – and Assistant
Directors and Math Instructional Coach will monitor and support – differentiated learning
plans and tiered interventions for all students identified as needing additional support in the
areas of math. Tiered interventions will include: (1) additional in-class small group instruction
and/or classroom accommodations provided by the AT, (2) additional in-class small group
instruction and/or classroom accommodations provided by the Lead Teacher, (3) referral to
SST process and/or Math Squad, (4) Individualized instruction provided by the Lead Teacher
and/or Associate Teachers. NOTE in 15-16, post-SELPA change and reorganization,
NOCCS will modify this action item and associated services to potentially include an
intervention instructor who will implement more fully integrated RTI and SPED program. (See
“c” below)
c. Executive Director will collaborate with administrative and instructional staff and other
SPED/intervention experts to redesign and reorganize intervention and special education
programming in order to further implement a Response to Intervention model beginning in
Fall 2016
d. Math coach will train and support Associate Teachers to provide supplemental math
instruction through the Math Squad.
e. Fully implement existing math intervention materials and acquire additional common core
aligned 4-8 math intervention materials as needed.
f. 6-8 Lead Teachers will provide additional math support through the Math Squad elective.
NOTE in 15-16, post-SELPA change and reorganization, NOCCS will modify this action item
and associated services to potentially include an intervention instructor who will implement
more fully integrated RTI and SPED program. (See “c” above)
g. EDP instructors will provide additional support and instruction to identified students through
after school programming.
h. Assistant Directors, Instructional Coach, and EDP Manager will provide all K-5 core and 6-8
Math Lead, Associate Teachers, and EDP Instructors with the appropriate professional
development, coaching, and oversight to provide appropriate ELA supports and interventions
to low incomes students and/or students who are designated as below grade level. NOTE in
15-16, post-SELPA change and reorganization, NOCCS will modify this action item and
associated services to potentially include an intervention instructor who will implement more
fully integrated RTI and SPED program. (See “c” above).
State Priorities
30 | P a g e
Pupil Outcomes: Pupil Achievement
Pupil Outcomes: Other Pupil Outcomes
Conditions of Learning: Implementation of State Standards
Engagement: Pupil Engagement
Engagement: Demonstration of High School and College Readiness
31 | P a g e
Outcome #2:
Ensure that our school culture and climate is one in which all children and
youth feel safe, valued, supported, connected, empowered, and respected.
NOCCS students will














Work effectively in collaborative groups and can play many roles within the group.
Value diversity, demonstrate empathy, and use these skills to build a kind and
inclusive community.
Recognize needs and inequities our community and affect positive change by
working towards solutions.
Advocate and take responsibility for their own learning and needs by recognizing and
articulating my goals, accomplishments, and areas of continued growth.
Effectively manage their time and projects including recognizing or establishing
benchmarks and outcomes.
Engage in a cycle of peer and teacher feedback to reflect on their own and others’
work, incorporating suggestions to make improvements.
Participate in and contribute to a school climate and culture where all students feel
safe, valued, supported, connected, empowered, and respected.
Attend and engage in school and the NOCCS community.
14-15 LCAP Goals
(LCAP-Student Engagement & School Climate Goal 16): NOCCS will maintain or exceed
a 95% attendance rate.
(LCAP Student Engagement & School Climate Goal 17): NOCCS will increase the
number and percentage of students electing to stay at NOCCS for their 6-8 education.
(LCAP Student Engagement & School Climate Goal 19): NOCCS will provide an
emotionally and physically safe and supportive learning environment for students (as
measured by discipline data).
(LCAP Student Engagement & School Climate Goal 20): NOCCS will provide an
emotionally and physically safe and supportive learning environment for students (as
measured by student survey data).
(LCAP Student Engagement & School Climate Goal 21): NOCCS will increase/expand
the engagement of all (K-8) students in providing meaningful input to the school around
issues of school climate through survey data and other means of student engagement.
(LCAP Elective, Enrichment, Extended Day Program Quality and Development Goal 24):
NOCCS will develop, implement, and support a high quality education program that
includes innovative, high quality elective, enrichment, and EDP programming that is
consistent with the core educational model an program.
Actions and Services as Per 14-15 LCAP
a. Assistant Directors and Office/Operations Manager & Assistant will develop and implement
improved systems for tracking and supporting student attendance issues.
b. Administrative Team will collaborate with Ed Tec to improve and expand our use of
Powerschool Student Information system for tracking student referrals and interventions.
32 | P a g e
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
Assistant Director will work with instructional staff to develop strategies that will lead to
increased student retention from grade 5 to 6.
Assistant Directors will work with staff to deepen the implementation of the NOCCS
peacemaking and advisory curriculum, including the development and implementation of
school-wide positive/asset-based instructional and behavior management structures,
systems, and strategies.
Instructional staff will consistently teach consistent conflict resolutions protocols within the
first six weeks of school.
All staff as well as parent playground volunteers will receive training in implementing the
Playworks Recess Model.
Assistant Director will oversee the Associate Teachers and the PE Instructor in developing
safe and effective recess programming.
PE Instructor will collaborate with lead teaching staff in develop and implement a Junior
Coaching Program.
Assistant Directors and EDP/Student Services Manager will oversee and facilitate 6-8 and K5 staff will collaborate in developing strategies and programming to build positive mentoring
relationships between the K-5 and 6-8 students.
Assistant Directors will work with grade level teams to develop, implement, and analyze
effective student input and data collection tools related to school climate and student
experience.
Continue to improve temporary play space in parking lot by adding safety fencing and
concrete pathways; purchase play materials that are appropriate for the space.
NOCCS will increase its instructional leadership capacity by hiring an additional, part time (.6
FTE) assistant director to provide high quality professional development, coaching and
support to elective, enrichment, and EDP staff.
Enrichment/Elective/EDP Instructors will receive weekly PD related to quality instruction and
curriculum development and implementation.
NOCCS will seek grant funding to support improved/upgrade studio space for arts and
technology elective/enrichment.
NOCCS will seek grant funding to support increase staff time for elective/enrichment staff to
provide art-integration programming.
NOCCS will partner with ACOE to provide arts integration specialist training to elective and
enrichment staff.
State Priorities
Pupil Engagement
Family Engagement
Basic Services
Outcome #3:
Ensure that our school culture and climate fosters an environment where all
adults feel safe, valued, supported, connected, empowered, and respected.
NOCCS adult learning community will
 Constructively and actively engage with the school and one another to support, model
and achieve NOCCS mission, guiding principles, and vision.
14-15 LCAP Goals
33 | P a g e

Student Engagement & School Climate Goal 22:
o NOCCS will endeavor to actively involve parents at rates that are resemble the
diversity of our school as measured by items such as annual school survey,
focus groups related to charter renewal/strategic planning, FTO membership,
FTO meetings/events.
o NOCCS will further collaborate with the FTO to provide an additional forum for
family education related to academic topics contained in the LCAP, such as TfU,
Common Core Standards (math/ELA), and Peacemaking Curriculum/Strategies.
Actions and Services as Per 14-15 LCAP
 Administrative Team will collaborate with the FTO and Board to develop strategies that
will ensure an increasingly diverse participation among parents at NOCCS in focus
groups, surveys/input strategies, meetings, and parent education events.
State Priorities
Family Engagement
34 | P a g e
NOCCS Strategic Priority #3
OUR TALENT
Outcome #1:
Increase compensation and provide other forms of support to our staff.
Outcome #2:
Partner with leading organizations and institutions to articulate and build an
effective educator pipeline that inducts, trains, supports, and provides new
opportunities for aspiring, new, developing, and veteran teachers and leaders
throughout their careers.
Outcome #3:
Foster a culture of feedback and build tools and systems that enable data-driven
reflection, feedback, improvement, and innovation at all levels of the
organization.
NOCCS staff will:

Receive the feedback, data, resources, coaching, professional development, and other
key forms of support they to need to grow, develop, and thrive as professionals and
leaders at NOCCS.
14-15 LCAP Goals

(14-15 LCAP - High Quality Staff Development and Retention- Goal 18): NOCCS will
increase the number and percentage of high performing teachers electing to stay at
NOCCS in a minimum .5 FTE instructional capacity will increase each year:
o 80% Retention rate for 14-15
o 85% Retention rate for 15-16
o 90% Retention rate for 16-17
(14-15 LCAP - Technology Infrastructure - Goal 23): NOCCS will upgrade and improve
st
its technology infrastructure in order to prepare our students to be effective 21 century
learners and to support teacher effectiveness and sustainability.
Actions and Services as Per 14-15 LCAP

14-15 LCAP - High Quality Staff Development and Retention- Goal 18
a. NOCCS will increase its instructional leadership capacity by hiring an additional, part time (.6
FTE) assistant director to provide high quality professional development, coaching and
35 | P a g e
support to staff.
b. NOCCS will provide high quality instructional coaching to all staff in the area of mathematic
c. NOCCS will provide high quality BTSA support and additional new teacher coaching to all
lead teachers who qualify for this program.
d. All .75 – 1 FTE employees will receive an increase in total compensation - employee benefits.
Other future increases will be considered by the personnel and finance committees.
e. All lead teachers will receive an additional 2% salary increase in 14-15 above the already
established step and column increase of the previously existing NOCCS salary scale. Other
future increases will be considered by the personnel and finance committees.
f. The NOCCS personnel committee and executive director will design and document an exit
interview process that enables the school to collect additional data from any high quality
teacher who elects to leave the school.
14-15 LCAP - Technology Infrastructure - Goal 23
a.
b.
c.
d.
e.
Acquire effective network hardware to improve network an internet capacity.
Improve network capacity by identifying new ISP and/or upgrading service.
Increase technology resources for students.
Upgrade/implement standardized instructional technology tools for all core classrooms
Investigate/support the migration of progress report and other student information an
achievement data systems system to powerschool/ powerteacher.
f. Provide support and training to staff to appropriate and effectively use student information
and data systems.
g. Provide adequate technology personnel to implement technology plan and
address/troubleshoot on-going technology issues.
State Priorities
Basic Services
36 | P a g e
NOCCS Strategic Priority #4
OUR IMPACT
Outcome #1:
Invest in and improve our internal infrastructure, systems, procedures,
documentation, and capacity that will lead to proven organizational excellent and
sustainability.
Outcome #2:
Increase our capacity to provide a high quality option to students in our local
neighborhood, especially and specifically families that currently reside in North
West Oakland.
Outcome #3:
Collaborate with and within our various communities in order to understand and
define our role, contribution, and strategy in ensuring that all students and
families in our local neighborhood and city have access to high quality public
school options within the next decade.
NOCCS will








Improve technology and data systems at all levels of the organization.
Develop, pilot, implement, and institutionalize tools and protocols for feedback and
continuous improvement at all levels of the organization.
Successfully complete its capital campaign by Spring of 2017.
Increase its development capacity in order to achieve an increased annual income
targeted for programmatic enhancement of at least $30k.
Increase its development and communications capacity to achieve an increased annual
income targeted for organizational infrastructure building, sustainability, and growth.
Update, develop, and/or implement policies and procedures in order to ensure the
achievement of outcome 2 above.
Complete and implement its strategic plan that includes specific strategies and outcomes
relative to outcomes 2 & 3.
14-15 LCAP Goals
(14-15 LCAP - Technology Infrastructure - Goal 23): NOCCS will upgrade and improve
st
its technology infrastructure in order to prepare our students to be effective 21 century
learners and to support teacher effectiveness and sustainability.
37 | P a g e
Actions and Services as Per 14-15 LCAP
14-15 LCAP - Technology Infrastructure - Goal 23
a.
b.
c.
d.
e.
Acquire effective network hardware to improve network an internet capacity.
Improve network capacity by identifying new ISP and/or upgrading service.
Increase technology resources for students.
Upgrade/implement standardized instructional technology tools for all core classrooms.
Investigate/support the migration of progress report and other student information and
achievement data systems system to powerschool/ powerteacher.
f. Provide support and training to staff to appropriate and effectively use student
information and data systems.
g. Provide adequate technology personnel to implement technology plan and
address/troubleshoot on-going technology issues.
State Priorities

Basic services
38 | P a g e
Instructional Program Structures
Our educational program structure, school day, calendar, and culture are explicitly
designed to support an ambitious and authentic vision of student achievement. Key
elements and features of our program structures are described below.
Multi-Aged and Cohort-Based Classes
Throughout our school, we use a combination of both multi-aged AND cohort-based
classroom groupings in a thoughtful and intentional manner that is aligned to our
43mission, vision, and guiding principles – as well as the goals and outcomes of our
school and organization. This allows us to:
 Build strong relationships – developed over multiple years – between teachers
and their students/families in order to support both academic achievement and
social-emotional growth.
 Emphasize and focus on the developmental growth of each student – and its
support and nurturance – by the teacher.
 Support a caring community of learners between and among students in various
grade level cohorts.
 Support the leadership development of students by providing authentic
opportunities for older students to lead and work younger peers.
 Support interdisciplinary learning and teaching, especially within the humanities.
 Focus on the development of subject-matter expertise for teachers in
mathematics and 6-8 science.
Kindergarten – 5th Grade Multi-Aged Classrooms & Curriculum
 Kindergarten through fifth grade students are placed in multi-age classrooms
for the majority of their academic subjects17.
 Teachers loop with student cohorts over a two year period.
 Mathematics is taught in grade level cohorts in order to meet the content
specific and rigorous demands of the subject matter and Common Core
Mathematics Standards.
 K-5 students are provided one enrichment class per day, four days per week.
Enrichments currently include Physical Education, Dance, and Visual Arts.
Students from the same grade span (e.g. K-1) take their enrichments at the
same time in order to allow collaborative prep and planning time for the grade
level team.
 NOCCS retains the right to modify classroom structures as well as
enrichment offerings based on the needs of our students and/or other factors
17
English Language Arts (Readers and Writer’s Workshop) and Interdisciplinary “Teaching for
Understanding” Science and Social Studies
39 | P a g e
related to our continuous improvement as a school. Any such modifications
will be made such modification will be made in keeping with our mission,
vision, and guiding principles as well as all applicable laws and regulations.
Any such modifications shall not be considered a material revision of the
charter.
6 – 8th Grade Core Content Cohort and Multi-Aged Structures
 In 6th grade, students are taught the humanities (English-Language Arts and
Social Studies) as a core with an extended block schedule each day.
 In 7th-8th grade, English Language Arts is taught in a multi-aged (mixed
grade) configuration.
 Students are taught Social Studies, Mathematics, and Science in grade level
cohorts by teachers with content-specific expertise.
 Approximately twice a year, students in the 6-8 participate in interdisciplinary
units that are planned and team taught by a two or more of their core content
teachers in order to support the integration and cross application of content
knowledge and skills development.
 NOCCS retains the right to modify classroom structures based on the needs
of our students and/or other factors related to our continuous improvement as
a school. Any such modifications will be made such modification will be
made in keeping with our mission, vision, and guiding principles as well as all
applicable laws and regulations. Any such modifications shall not be
considered a material revision of the charter.
6 – 8th Grade Enrichment and Elective Cohort and Multi-Aged Structures
 NOCCS enrichment classes fulfill both state and/or school requirements that are
aligned to our school’s mission, vision, and guiding principles. These classes
currently include Community Action Learning (CAL), Technology Lab, and
Physical Education. Enrichment classes are currently taught via grade level
cohorts in order to support a strong instructional sequence and to address the
physical/developmental needs of our students.
 Students are placed in a multi-aged advisory team. Students remain with the
same advisor throughout their 6-8 careers. Advisories meet once a week
throughout the year. In our advisory program, student participate in a range of
activities and learning modules including team building, outdoor education,
conflict resolution strategies, as well as skill building related to topics such as
goal setting and the development of organizational skills.
 Homeroom classes are comprised of students from the same grade level.
Homerooms meet each morning for a brief check-in and for an extended period
of time every other Wednesdays to support the development of community
building, social-emotional, and peacemaking skills. During certain times of the
year, homerooms also meet for extended periods of time in lieu of advisory time
40 | P a g e


in order to address grade and developmentally-specific topics such as high
school readiness as well as drug/tobacco, and/or sex education modules.
Electives are taught in multi-aged configurations for one 45 minute period per
day, four days per week. Students select and take up to two electives per
trimester. Electives are offered based on student/family/staff input, as well as the
identified needs of our students. Electives include opportunities for students to
explore a range of topics and skills such as dance/movement, visual arts, graphic
design, leadership, improv, comic art, games of the mind, environmental
education, and more. In addition, students are also offered opportunities for
additional academic support and/or acceleration such as Math/ELA support,
study skills, and creative writing.
NOCCS retains the right to modify classroom structures and offerings based on
the needs of our students and/or other factors related to our continuous
improvement as a school. Any such modifications will be made such
modification will be made in keeping with our mission, vision, and guiding
principles as well as all applicable laws and regulations. Any such modifications
shall not be considered a material revision of the charter.
School Calendar and Schedule
NOCCS’ annual academic calendar is designed to support and maximize student
achievement throughout the school year. The annual calendar is approved by the
NOCCS Board of Directors by no later than May of each year and is set to ensure
compliance with all requirements set by the California Education Code with regard to
both instructional days and minutes. NOCCS’ academic calendar is in compliance with
the minimum number of annual instructional minutes outlined in Education Code
47612.5. This requires, at a minimum, the following number of minutes of instruction:

Kindergarten: 36,000

1st – 3rd Grade: 50,400

4th – 8th Grade: 54,000
Within the NOCCS Calendar, Lead Teachers will have, at a minimum, 10 days of
professional development.
NOCCS retains the right to modify this proposed calendar to coordinate with the
calendar of OUSD and the calendars of our professional development partners and such
modifications shall not be considered a material revision of the charter.
A sample of our annual school calendar is provided in Appendix B.
41 | P a g e
The school day at NOCCS is designed to support the development of the whole child in
mind and in alignment with our mission, vision, and guiding principles as well as the
goals and outcomes of our school and organization. Key features of our schedule
include the following:












Students begin to arrive each day between 8:15 – 8:30 AM. Family members are
encouraged to participate during this time. In this time, students (and their
families) are encouraged to read, review the calendar and prepare for the day,
and/or participating in a morning activity. Teachers are generally available for a
quick check-in with family members as needed.
Classes at NOCCS begin with a morning meeting. During this time, classroom
communities participate in a greeting, engage in a team/community building
activity, review the schedule, and share relevant news and announcements.
Additional Peacemaking lessons are also often taught during this time.
On Wednesday mornings, students at NOCCS participate in a community
building and social-emotionally focused learning through our bi-monthly all school
meeting, extended classroom meetings, and/or buddy reading.
K-5, students participate in three academic blocks within which core academic
subjects, peacemaking, and enrichment18 classes are taught. Academic blocks
vary in duration from 70 – 150 minutes.
In our K/1 classes, Kindergarten students are dismissed at 1:30 PM in order to
provide focused literacy instruction with small class sizes for all 1st grade
students.
K-5 students participate in two recess periods per day.
In our 6-8, students participate in four core, one enrichment, and one elective
class per day on Monday, Tuesday, Thursday, and Friday; and three core
classes and an advisory classes each Wednesday.
6-8 core and enrichments classes are taught in 60 minute blocks or 120 minute
cores.
6-8 enrichment classes are taught for on Monday/Tuesday and Thursday/Friday
for 45 minutes.
6-8 students participate in a 5 minute break and 20 minute recess each day.
Extended Day Programs are offered, based on a needs-based sliding scale,
each day from 7:30 – 8:15 AM and 1:30 – 6:00 PM.
NOCCS retains the right to modify school days schedules as well as
enrichment/elective offerings based on the needs of our students and/or other
factors related to our continuous improvement as a school. Any such
modifications will be made in keeping with our mission, vision, and guiding
18
Enrichment classes are taught four days per week. Students currently participate in one visual arts, one
dance, and two physical education classes per week.
42 | P a g e
principles as well as all applicable laws and regulations. Any such modifications
shall not be considered a material revision of the charter.
A sample of our school day schedule is provided in Appendix B.
Outcomes, Curriculum, Instruction, and Assessment
The NOCCS curriculum and modes of instruction are designed to enable students to
develop strong foundational academic skills and meet and/or exceed grade level
standards while also developing each child’s cognitive capacity to gain and construct a
deep understanding of concepts and higher order thinking associated with various
disciplines and fields of inquiry.
Our approaches and strategies to teaching each of the core K-8 curriculum areas of
language arts, mathematics, science, and social studies are detailed below.
Additionally, because NOCCS also believes that in order for students to reach high
academic standards and, more globally, to develop as thoughtful, engaged, and
inquisitive citizens, there must be an explicit and thoughtful curriculum and school
culture that supports and engages all stakeholders in this work, our school’s
peacemaking and enrichment/elective programs are also described in this section.
43 | P a g e
English-Language Arts Outcomes, Curriculum and Instruction
English Language Arts Program Outcomes
Through our English Language Arts curriculum and instructional approach, we strive to
support and enable all NOCCS students think (1) critically and creatively, and (2)
communicate powerfully as readers, writers, listeners/consumers, and speakers by
demonstrating mastery of the Common Core ELA Standards.
NOCCS students will19:







Demonstrate independence as critical readers, writers, speakers, and
listeners/consumers of text and media.
Build strong content knowledge.
Respond to the varying demands of audience, task, purpose, and discipline.
Comprehend as well as critique.
Value evidence.
Use technology and digital media strategically and capably.
Understand other perspectives and cultures.
ELA Curriculum and Instruction
NOCCS implements a Common Core aligned balanced literacy program that draws
primarily from the principles, curriculum, instructional strategies, and research base of
Columbia University’s Teachers College Reading and Writing Project (TCRWP)
Workshop Model.
The NOCCS English-Language Arts Program engages the TCRWP curriculum and
approach and includes the following research-based principles and practices:






An emphasis on a high volume of high-success, high-interest reading to support
students to progress in their successful reading of increasingly complex textsi.
Building a knowledge-base through nonfiction readingii.
Teaching comprehension skills and strategies to support reading achievementiii.
Utilizing Interactive Read and Think Alouds to engage and model how and why
one readsiv.
Incorporating instruction on foundational skills/phonics.
Turning students into writers through an emphasis on a high volume of writing
and daily protected writing time in which to engage in the writing processv.
19
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf , page 6
44 | P a g e







Leveraging the Workshop Approach and using learning progressions to provide
equitable access to all studentsvi including English Language Learnersvii and
accelerate student progressviii.
Implementing effective demonstration teaching as scaffolding students toward
greater independenceix.
Implementing assessment-based conferring and small group workx.
Effectively using shared reading, interactive writing, shared writing to support the
development and growth of foundational skillsxi.
Literacy-rich content area instruction across the curriculumxii.
Engaging students in argumentation across the curriculumxiii.
Boosting vocabulary acquisition across the curriculumxiv.
Examples of the Teacher’s College Readers and Writer’s Project Curriculum used at
NOCCS include:



TCRWP Units of Study in Opinion/Argument, Information, and Narrative Writing.
See http://readingandwritingproject.org/resources/units-of-study
TCRWP Common Core Reading and Writing Workshop: Curricular Plans for The
Reading Workshop.
TWRWP Units of Study for Teaching Reading (to be acquired upon publication –
anticipated Spring 2015)
http://readingandwritingproject.org/resources/publications-for-teachers
NOCCS teachers use Common Core ELA Standards and TCRWP Curricular Materials
as the primary resources to create/update – on an annual basis -- the NOCCS ELA
Curriculum Maps for their grade level span(s). A sample ELA Grade Level Curriculum
Map is included in APPENDIX C of this charter.
In addition to TCRWP Reading and Writing Workshop Units, NOCCS teachers also
identify and integrate key Common Core ELA Standards into our internally developed
Teaching for Understanding (TfU) Curriculum Maps and Units that are, again,
created/updated on an annual basis for each grade level span. A sample of an ELAIntegrated Grade Level TfU Curriculum Map is included in Appendix C. A sample of an
ELA-Integrated TfU Unit Overview is included in Appendix D.
Finally, in addition to Common Core aligned, balanced literacy TCRWP and TfU Maps,
Curricular Units, and Resources described above, additional curriculum and materials
are also leveraged and integrated to support the acquisition of critical foundational
and/or other literacy skills as well as to provide differentiated, accelerated, and/or inclass intervention instruction to students as needed. These resources include, but are
not limited to:

Handwriting without Tears http://www.hwtears.com/hwt
45 | P a g e





Words their Way
http://www.pearsonschool.com/index.cfm?locator=PSZw84&PMDBSOLUTIONID
=6724&PMDBSITEID=2781&PMDBCATEGORYID=3289&PMDBSUBSOLUTIO
NID=&PMDBSUBJECTAREAID=&PMDBSUBCATEGORYID=&PMDbProgramId
=82341
Fountas and Pinnell – Phonics Fundamentals
http://www.heinemann.com/products/E00407.aspx
Fountas and Pinnell – Leveled Literacy Intervention System
http://www.heinemann.com/products/E01198.aspx
TCI Curricular Resources: http://www.teachtci.com/programs/middle-schoolsocial-studies-textbooks-and-curriculum.html
Common Sense Media Digital Literacy and Citizen Curriculum
https://www.commonsensemedia.org/educators/curriculum
In implementing the Reading and Writing Curriculum, NOCCS teachers employ the
workshop model as their primary mode of instruction. Key components of the workshop
model include:










An opening structure to engage students in the objective for the lesson and to
elicit prior knowledge/understanding.
A mini-lesson to explicitly demonstrate and/or model a skill, strategy, or point of
inquiry directly related to the objective of the lesson.
Guided practice and meaning making by the students whereby they engage with
the skill or strategy introduced in the mini-lesson under the direction and
observation of the teacher.
Introduction of a student task or assignment by the teacher, usually accompanied
by a gradual release of responsibility for students to work autonomously during
the workshop time.
Workshop time that includes student observation, conferencing, literature group
meetings, additional small group instruction/support/practice for students in need
of additional resources and strategies to support access and equitable inputs.
Mid-workshop instruction, “catch”, and/or adjustments.
Post-workshop debriefing, demonstration, sharing, and/or reflection.
On-going assessment (student work product from workshop, exit ticket, short
assessment).
Review/analysis of observation/conferencing notes, student work, and/or
assessments.
Planning/adjustment of next objective, differentiated instruction, etc. based on
student data.
In addition to the workshop approach, other instructional strategies are also deployed
within the NOCCS ELA Program. These may include, but are not limited to:
 Socratic seminars
 Literature circles
46 | P a g e


Inquiry/research groups
Foundational and/or technology skills instruction, centers, or practice
English Language Arts Assessments
Assessment is critical to the NOCCS ELA program.
All students in grades K-8 are assessed at the beginning of the year using the a
research based reading assessment20 to determine the student’s independent and
instructional reading level as designated using the Fountas & Pinnell or other21 leveling
systemxv. For early and upper emergent readers or students whose independent
reading levels are at levels A – J, teachers conduct on-going running records and other
assessments of student reading progress a minimum of every six weeks. For early to
advanced fluent readers or students whose independent reading levels range from
levels K – Z, NOCCS teachers administer a leveled reading assessment a minimum of
once per trimester. The data from the reading assessments are used for several
purposes including the provision of (1) accurate grouping of students for targeted
reading instruction, (2) feedback for students, teachers, and families in terms of student
growth in reading fluency and comprehension, (3) data concerning the efficacy of
instructional practices, (4) information for on-going professional development and
support needs of NOCCS teachers, (5) data for identification of students in need of extra
support/practice/acceleration, and (6) critical information for the monitoring of schoolwide progress towards literacy goals/objectives.
Other assessments of students’ foundational skills such as phonemic awareness and
phonics inventories are administered to all early, emergent, and/or struggling readers a
minimum of four times per year and/or until they demonstrate mastery of sound-letter
correspondence and other phonics skills. Developmental spelling assessments are
administered students in order to track each child’s orthographic knowledge and skill and
appropriately group each child for targeted instruction and/or placement into an
appropriate developmental spelling group.
As needed and on an on-going basis, teachers also implement a variety of classroom
based assessments to monitor student achievement towards instructional objectives
20
As per the MPOs and aligned assessments identified in this charter, NOCCS will use a research-based
reading assessment such as the Developmental Reading Assessment (DRA-II), TCRWP-RRA, or the Fountas
& Pinnell Benchmark Assessment System.
21
As per the MPOs and aligned assessments identified in this charter, NOCCS will establish/adopt a
rigorous, common-core aligned leveling system that corresponds to and tracks each students’
independent reading level. Student growth will be tracked and reported a minimum of each trimester.
NOCCS will set student growth/achievement goals based on student growth/achievement on this
measure and data that will be reflected in our strategic plan, LCAP, and charter MPOs.
47 | P a g e
through a variety of measures such as reader response assignments/journals, anecdotal
notes, checklists, reading rubrics, student conferences, spelling/vocabulary tests,
labeling exercises, etc. Student achievement and progress, based on this range of data
towards mastery of the Common Core ELA Reading Standards for each grade level is
compiled and reported through the NOCCS progress report three times per year.
Frequent, on-going, authentic feedback and assessment are critical parts of the NOCCS
writer’s workshop program. Through the writing process, students receive frequent ongoing feedback on their writing through a variety of formats and resources ranging from
a self-assessment checklist and peer feedback to teacher-directed one-on-one
conferences, editing, and assessment. Over the past charter term, NOCCS has
developed and piloted writing form-specific rubrics and/or checklists that are aligned to
the Common Core Writing Standards for each grade level span. These and other
Common Core aligned assessment tools are used to assess and support the on-going
development and improvement of student writing. Student achievement and progress,
based on this range of data towards mastery of the Common Core ELA Writing
Standards for each grade level is compiled and reported through the NOCCS progress
report three times per year. In addition, in the coming charter term, NOCCS will pilot
and/or consider the use of additional Common Core Aligned on-demand writing
assessments to be administered at a rate of approximately once per trimester in order to
provide stakeholders with additional information and data relative to student growth and
achievement of key common core writing skills and standards.
The data from our various writing assessments is used for several purposes including
the provision of (1) accurate grouping of students for targeted writing instruction, (2)
feedback for students, teachers, and families in terms of student growth in writing skills,
(3) data concerning the efficacy of instructional practices, (4) information for on-going
professional development and support needs of NOCCS teachers, (5) data for
identification of students in need of extra support/practice/acceleration, and (6) critical
information for the monitoring of school-wide progress towards literacy goals/objectives.
In addition, other skills and habits, as described in our graduate student profile (Engage
in Community and Exemplify Scholarship) are also assessed within certain ELA
units/projects and reported three times per year via our progress reports.
In the coming charter term, NOCCS will also work towards the development of a
performance based assessment system that will include work samples and exemplars,
based on our graduate profile, that draw on work product from our ELA units. Within this
work, NOCCS intends to develop a system whereby students will present and defend
these portfolios at key promotion points for students such as matriculating from 5th to 6th
grade and out of 8th grade.
48 | P a g e
Mathematics Outcomes, Curriculum, Instruction, and Assessments
Mathematic Outcomes
Through our Mathematics program, we strive to support and enable all NOCCS students
think (1) critically and creatively, and (2) communicate powerfully as readers, writers,
listeners/consumers, and speakers by demonstrating mastery of the Common Core
Mathematics Standards.
NOCCS students will22:








Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for make use of structure.
Look for express regularity in repeated reasoning.
Mathematics Curriculum and Instruction
NOCCS implements a Common Core aligned balanced mathematics program that
draws primarily from the principles, curriculum, instructional strategies, and research
base from multiple resources.
In our K-5 mathematics program, NOCCS primarily uses the common core aligned
scope and sequence, curricular materials, lesson structure, and assessments set forth
by the Eureka Mathematics Curriculum/Program23 in order to provide our students with a
consistent, vertically aligned mathematic curriculum and necessary foundational skills
throughout their elementary education.
Our 6-8th grade mathematics program draws on multiple resources in order to provide
our students with the critical thinking, mathematical practices, skills, and content
knowledge needed for high school readiness and beyond as defined by the Common
Core Mathematics standards. These resources are organized in a Common Core
Standards aligned instructional scope and sequence that leverages lessons, materials,
22
This set of outcomes is aligned to and articulated in the California Common Core Mathematic Standards – Mathematics
Practices. For a full description see http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf , page 6
23
see http://commoncore.org/maps/math/overview
49 | P a g e
and assessments from a ranges or resources including Eureka Mathematics, Ten
Marks24, Connected Mathematics25, Mathalicious26, and MathAction27.
Mathematics units begin with the building of conceptual knowledge using a variety of
hands-on modalities to help students to develop a deep understanding of the content.
Units also include an emphasis on the use of mathematical language and understanding
of symbolic representation, the investigation of problem solving strategies, and the
mastery of computational and procedural skills necessary for academic success in this
discipline.
In implementing the Mathematics Curriculum, NOCCS teachers employ the workshop
model as their primary mode of instruction. Key components of the workshop model
include:










24
Fluency practice matched to each students individual level of foundational skill.
An opening structure to engage students in the objective for the lesson and to
elicit prior knowledge/understanding.
A mini-lesson to explicitly demonstrate and/or model a skill, strategy, or point of
inquiry directly related to the objective of the lesson.
Guided practice and meaning making by the students whereby they engage with
the skill or strategy introduced in the mini-lesson under the direction and
observation of the teacher.
Introduction of a student task or assignment by the teacher, usually accompanied
by a gradual release of responsibility for students to work autonomously during
the workshop time.
Workshop time that includes student observation, conferencing, inquiry project
group meetings, additional small group instruction/support/practice for students in
need of additional resources and strategies to support access and equitable
inputs.
Mid-workshop instruction, “catch”, and/or adjustments.
Post-workshop debriefing, demonstration, sharing, and/or reflection.
On-going assessment (student work product from workshop, exit ticket, short
assessment).
Review/analysis of observation/conferencing notes, student work, and/or
assessments.
https://www.tenmarks.com/curriculum
25
https://connectedmath.msu.edu/the-math/math-by-unit/
26
http://www.mathalicious.com/about
27
http://www.mathaction.org/middle-and-high-school-programs.html
50 | P a g e

Planning/adjustment of next objective, differentiated instruction, etc. based on
student data.
In addition to the workshop approach, other instructional strategies are also deployed
within the NOCCS Mathematics Program. These may include, but are not limited to:
 Problem-based group debates and discussion.
 Inquiry/research group projects and activities.
 Foundational and/or technology skills instruction, centers, or practice.
Mathematics Program Assessments
The NOCCS mathematics curriculum is mapped to a set of common core standards and
assessments for each grade level. Students are assessed using teacher constructed
and curriculum-embedded assessments throughout and at the conclusion of each
mathematics unit. Data from these assessments are used by teachers to identify
students in need of extra support and remediation of the skills and content from that unit.
In the coming charter term, NOCCS will investigate and pilot common core aligned
interim mathematics assessment that addresses all standards covered within a given
trimester.
The data from our various mathematics assessments is used for several purposes
including the provision of (1) accurate grouping of students for targeted mathematics
instruction, (2) feedback for students, teachers, and families in terms of student growth
in mathematics skills, (3) data concerning the efficacy of instructional practices, (4)
information for on-going professional development and support needs of NOCCS
teachers, (5) data for identification of students in need of extra
support/practice/acceleration, and (6) critical information for the monitoring of schoolwide progress towards mathematics goals/objectives.
In addition, other skills and habits, as described in our graduate student profile (Engage
in Community and Exemplify Scholarship) are also assessed within certain mathematics
units/projects and reported three times per year via our progress reports.
In the coming charter term, NOCCS will also work towards the development of a
performance based assessment system that will include work samples and exemplars,
based on our graduate profile, that draw on work product from our mathematics units.
Within this work, NOCCS intends to develop a system whereby students will present and
defend these portfolios at key promotion points for students such as matriculating from
5th to 6th grade and out of 8th grade.
51 | P a g e
Science Outcomes, Curriculum, Instruction, and Assessments
Science Outcomes
Through our Science curriculum and instructional approach, we strive to support and
enable all NOCCS students to (1) think critically and creatively and (2) communicate
powerfully as scientist, engineers, and artists by demonstrating mastery of the California
Common Core ELA Standards for Literacy Science and Technical Subjects and the Next
Generation Science Standards.
Through our Science curriculum and approach,
NOCCS students will28:








Ask questions (for science) and define problems (for engineering).
Develop and use models.
Plan and carry out investigations.
Analyze and interpret data.
Use mathematics and computational thinking.
Construct explanations (for science) and design solutions (for engineering).
Engage in argument from evidence.
Obtain, evaluate, and communicate information.
Student will also29:







Demonstrate independence as critical readers, writers, speakers, and
listeners/consumers of text and media.
Build strong STEAM (Science, Technology, Engineering, Art, and Math) content
knowledge.
Respond to the varying demands of audience, task, purpose, and discipline.
Comprehend as well as critique.
Value evidence.
Use technology and digital media strategically and capably.
Understand other perspectives.
28
These practices are aligned to and articulated in the science and engineering practices of the Next Generation Science
Standards. See:
http://www.nextgenscience.org/sites/ngss/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%2
0in%20the%20NGSS%20-%20FINAL%20060513.pdf
29
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf , page 6
52 | P a g e
Science Curriculum and Instruction
NOCCS presents science content in four interconnected formats. These formats
include: (1) incorporating science content within the NOCCS reading workshop program
through an emphasis on expository reading texts and materials to build student
concepts, vocabulary, and background knowledge, (2) incorporating science content
within the NOCCS writer’s workshop program through an emphasis on expository writing
and research, (3) presenting standards-based science content through
integrated/interdisciplinary, thematic units of instruction using the Harvard Project Zero
Teaching for Understanding® (TFU) curriculum design frameworkxvi, and (4) presenting
disciplinary-focused units of instruction developed by content-area curriculum experts
and/or developed within NOCCS, again using the Harvard Project Zero Teaching for
Understanding® (TFU) curriculum design framework.
The TfU framework allows teachers to design curriculum, instruction, and assessments
focused on developing deep understandings of important ideas. Through these units
students understand and demonstrate:


the processes, methods and real-world applications of scientific inquiry.
the ability to learn and express understanding through the arts and/or technology.
Using the TFU framework, teachers create/revise and implement rich inter and intradisciplinary units that incorporate the Next Generation Science and California Common
Core ELA Standards for Literacy Science and Technical Subjects. Often, our lower
grade units integrate both science and social studies standards.
Because of our K-5 multi-age format, our K-5 curriculum maps are arranged in two year
cycles and cover science standards from both of the included grade level spans. As
students progress to our upper elementary and middle school grades, these units
become increasingly disciplinary in order to accommodate more in-depth content and
skills development. In our 6-8th grade program, students participate in a minimum of two
interdisciplinary units per year. A minimum of one of these units focuses on a sciencebased topic or theme.
Samples of our TfU Curriculum Maps and Unit Examples can be viewed in APPENDIX C
and D of this charter.
Our TfU Science units utilize and/or integrate science curricular materials such as units
of study and materials from a range of resources including but not limited to the GNSS
Curriculum Development Project at Lawrence Hall of Science30, Delta Science FOSS31,
and Common Sense Media Digital Literacy and Citizen Curriculum32.
30
http://www.lawrencehallofscience.org/services_and_expertise/ngss/teachers &
http://www.lawrencehallofscience.org/services_and_expertise/ngss/schools_and_districts
53 | P a g e
Throughout the term of our charter, we will update and improve our science-technologyengineering-art-math (STEAM) curriculum, resources, units, and scope and sequence in
order to provide our students with a state-of-the-art, Next Generation Science
Standards, and Teaching for Understanding based curriculum and assessment system.
All NOCCS’ science units will continue to include hands-on inquiry-based learning,
integration of the arts both as a learning modality and a way to demonstrate
understanding, community-based field and/or service-learning experiences, and projectbased outcomes that are displayed at the school’s annual spring Exhibition Night as well
as other authentic assessments or “performances of understanding” that are scheduled
by each grade level team throughout the year.
Science Assessments
In designing these units, NOCCS teachers construct standards-based project rubrics for
each understanding goal within a unit of study. These rubrics become the basis for our
progress reports. In addition, other skills and habits, as described in our graduate
student profile (Engage in Community and Exemplify Scholarship) are also assessed
within these units and reported three times per year via our progress reports.
In the coming charter term, NOCCS will also work towards the development of a
performance based assessment system that will include work samples and exemplars,
based on our graduate profile, that draw on work product from our science units. Within
this work, NOCCS intends to develop a system whereby students will present and
defend these portfolios at key promotion points for students such as matriculating from
5th to 6th grade and out of middle school.
31
http://www.delta-education.com/science/foss/
32
https://www.commonsensemedia.org/educators/curriculum
54 | P a g e
Social Studies Outcomes, Curriculum, Instruction, and Assessments
Social Studies Outcomes
Through our Social Studies curriculum and instructional approach, we strive to support
and enable all NOCCS students to (1) think critically and creatively and (2) communicate
powerfully as historians, citizens, artists, and leaders by demonstrating mastery of the
California History/Social Studies Standards and California Common Core ELA
Standards for Literacy History/Social Studies.
Through our Social Studies curriculum and approach, NOCCS students will demonstrate
the following intellectual, reasoning, reflection, and research skills33:



Chronological and spatial thinking.
Research, evidence, and point of view.
Historical interpretation.
Student will also34:







Demonstrate independence as critical readers, writers, speakers, and
listeners/consumers of text and media.
Build strong content knowledge.
Respond to the varying demands of audience, task, purpose, and discipline.
Comprehend as well as critique.
Value evidence.
Use technology and digital media strategically and capably.
Understand other perspectives and cultures.
Social Studies Curriculum & Instruction
NOCCS presents social studies content in four interconnected formats. These formats
include: (1) incorporating social studies content within the NOCCS reading workshop
program through an emphasis on expository reading texts and materials to build student
concepts, vocabulary, and background knowledge, (2) incorporating social studies
content within the NOCCS writer’s workshop program through an emphasis on
expository writing and research, (3) presenting standards-based social studies content
through integrated/interdisciplinary, thematic units of instruction using the Harvard
Project Zero Teaching for Understanding® (TFU) curriculum design frameworkxvii, and
33
This set of outcomes is aligned to articulated in the California History Standards. See http://www.cde.ca.gov/ci/hs/
34
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf , page 6
55 | P a g e
(4) presenting disciplinary-focused units of instruction developed by content-area
curriculum experts and/or developed within NOCCS, again using the Harvard Project
Zero Teaching for Understanding® (TFU) curriculum design framework.
The TfU framework allows teachers to design curriculum, instruction, and assessments
focused on developing deep understandings of important ideas. Through these units
students understand and demonstrate:


the ability to research, describe and analyze current and historical events from
multiple perspectives and apply historical concepts and thinking skills to realworld situations.
the ability to learn and express understanding through the arts and/or technology.
Using the TFU framework, teachers create/revise and implement rich inter- and intradisciplinary units that incorporate the California Social Studies and California Common
Core ELA Standards for Literacy Science and Technical Subjects. Often, our lower
grade units integrate both science and social studies standards.
Because of our K-5 multi-age format, our K-5 curriculum maps are arranged in two year
cycles and cover social studies standards from both of the included grade level spans.
As students progress to our upper elementary and middle school grades, these units
become increasingly disciplinary in order to accommodate more in-depth content and
skills development. In our 6-8th grade program, students participate in a minimum of two
interdisciplinary units per year. A minimum of one of these units focuses on a social
studies-based topic or theme.
Our TfU social studies units utilize and/or integrate science curricular materials such as
units of study and materials from a range of resources including but not limited to TCI
Curricular Resources35, and Common Sense Media Digital Literacy and Citizen
Curriculum36.
Throughout the term of our charter, we will update and improve our social studies
curriculum, resources, units, and scope and sequence in order to provide our students
with a relevant and rigorous Teaching for Understanding based curriculum and
assessment system.
All NOCCS’ social studies units will continue to include hands-on inquiry-based learning,
integration of the arts both as a learning modality and a way to demonstrate
understanding, community-based field and/or service-learning experiences, and project
36
35
http://www.teachtci.com/programs/middle-school-social-studies-textbooks-andcurriculum.html
https://www.commonsensemedia.org/educators/curriculum
56 | P a g e
based outcomes that are displayed at the school’s annual spring Exhibition Night as well
as other authentic assessments or “performances of understanding” that are scheduled
by each grade level team throughout the year.
Social Studies Assessment
In designing our social studies units, NOCCS teachers construct standards-based
project rubrics for each understanding goal within a unit of study. These rubrics become
the basis for our progress reports, as such student achievement relative to each
understanding goal is reported three times per year. In addition, other skills and habits,
as described in our graduate student profile (Engage in Community and Exemplify
Scholarship) are also assessed within these units and reported three times per year via
our progress reports.
In the coming charter term, NOCCS will also work towards the development of a
performance based assessment system that will include work samples and exemplars,
based on our graduate profile, that draw on work product from our social studies units.
Within this work, NOCCS intends to develop a system whereby students will present and
defend these portfolios at key promotion points for students such as matriculating from
5th to 6th grade and out of middle school.
57 | P a g e
Peacemaking/REAL and Enrichment Curriculum and Instruction
Peacemaking/REAL37: At NOCCS, one of our key strategies for supporting a safe,
positive, and productive school climate and culture is enacted through our peacemaking
philosophy, practices, and curriculum. Through a variety of practices, strategies,
structures, and explicit lessons derived from a range of resources and partnerships
including our own internally developed NOCCS Peacemaking Curriculum38, Educators
for Social Responsibility, Positive Discipline, the MOSAIC Project, Project DESTINY,
Mindfulness in Education, and more, NOCCS has worked over the past fifteen years to
develop and refine our approach to peacemaking. Examples of our peacemaking/REAL
approach are:






Fostering a sense of shared ownership and responsibility among students to
support a positive learning environment through the “beginning of the almost
perfect school year” (BAPSY) process and REAL protocol whereby students
define and agree to classroom and school-wide practices related to respect,
equity, accountability, and leadership.
Building strong classroom communities through daily morning meetings.
Holding weekly classroom meetings to empower students to collectively resolve
conflicts and other community issues.
Supporting a shared experience centered around themes of peacemaking
through a weekly all school meeting.
Aligning our disciplinary system with reflective, supportive, conflict resolution and
restorative justice-based practices.
Building students’ skills and knowledge about peacemaking through regularly
scheduled lessons which are often integrated into our science and social studies
units.
NOCCS has developed its own K-8 Peacemaking Curriculum. This curriculum is based
around six major peacemaking themes. NOCCS teachers select and use lessons within
this curriculum to teach as a complete peacemaking unit, within stand-alone lessons that
are responsive to the needs of their classroom communities, and/or integrated within a
Teaching for Understanding unit.
As an organization that is very focused on continuous improvement, we are often
examining our curriculum in order to ensure that it is rigorous, relevant, responsive to,
and reflective of the needs of our student population. This is true of our
37
REAL is an acronym that we use to help our students remember and internalize key themes that are
taught throughout our peacemaking curriculum. It stands for Respect, Equity, Accountability, and
Leadership.
38
A sample of the NOCCS peacemaking curriculum is included in APPENDIX D of this charter
58 | P a g e
Peacemaking/REAL Program as well as all curriculum described within our charter. As
such, throughout the coming charter term we will continue to refine and develop our
Peacemaking/REAL Program and Curriculum.
Peacemaking lessons and practices are implemented at various points in a school day.
Generally, all classes begin with a short classroom meeting. Often after key transition
points, classes resume with a refocusing or mindfulness activity in order to support
students to prepare for the rigors of learning. Classroom activities that rely on strong
group/collaborative work regularly include mini-lessons and/or reflections on cooperative
behaviors. Teachers also set aside time each week for long classroom meetings in
which students work to continuously build and improve their work together as a
community. Finally, in our 6 – 8th grades, students participate in advisory classes where
both the peacemaking and other age-appropriate activities and lessons related
specifically to adolescent development are implemented throughout the year.
NOCCS is committed to continuously improving our assessment practices as they relate
to our Peacemaking curriculum and program. As described above, in designing our core
curriculum units, NOCCS teachers construct standards-based project rubrics for each
understanding goal within a unit of study. Often, these understanding goals may include
skills and knowledge that is related to Peacemaking and/or the skills and habits that are
described within our Graduate Profile (Engage in Community and Exemplify
Scholarship). These rubrics become the basis for our progress reports, as such student
achievement relative to each core curriculum understanding goal is reported three times
per year. In addition, the skills and habits, as described in our graduate student profile
(Engage in Community and Exemplify Scholarship) are also assessed within these units
and reported three times per year via our progress reports.
In the coming charter term, NOCCS will also work towards the development of a
performance based assessment system that will include work samples and exemplars,
based on our graduate profile, that draw on work product from our Peacemaking
Program and Curriculum. Within this work, NOCCS intends to develop a system
whereby students will present and defend these portfolios at key promotion points for
students such as matriculating from 5th to 6th grade and out of middle school
Enrichment Programs
In addition to core academic and peacemaking curriculum and instruction, NOCCS
students participate in a variety of enrichment programs that both support and expand
their knowledge, skills, and development as critical and creative thinkers, powerful
communicators, engaged community members, and exemplary scholars. Enrichment
classes are required classes for students in the K-8, and an integral part of our
education program. Enrichment instructors are expected to develop their curriculum in
alignment with the California Content Standards and the Teaching for Understanding
curriculum development framework. Enrichment content, instruction, and assessments
59 | P a g e
emphasize and integrate the skills and standards set for in our NOCCS Graduate Profile.
Currently, our Enrichment program includes the following:
K-8 Physical Education
All students at NOCCS participate in Physical Education classes two days per
week. PE is taught in grade level (K-5) and class cohort (6-8) configurations in
order to support the physical development and collaboration skills of students in
these cohorts throughout the K-8 spectrum. Through our K-8 physical education
program, students develop a range of physical and athletic skills, as well as a
number of habits of teamwork, cooperation, and fair play as they participate in a
curriculum that is aligned to the California State Content Standards as well as the
NOCCS Graduate Profile. We also draw extensively from the Playworks
Playbook39 to support our students’ understanding of a range of pro-social games
that they also play during recess. Each student’s physical skill, knowledge of
physical education content, cooperative/teamwork, and/or effort/attitude is
assessed in physical education three times per year through our progress report
system. In addition, all NOCCS students in grades 5 and 7 participate in the
California Physical Fitness Test that is administered once per year.
K-5 Dance
Students in our K-5 program take dance one day per week. Dance is taught in
grade level (K-5) configurations in order to support the physical development of
students and the collaboration skills of students within these cohorts. Through
our Dance Program, students develop a range of expressive and physical skills,
as well as a number of habits of teamwork, cooperation, and collaboration as
they participate in a curriculum that is aligned to the California State Content
Standards as well as the NOCCS Graduate Profile. Students may continue and
expand their exploration of dance in the 6-8th grades through our elective
program offerings. . Each student’s knowledge and demonstration of
artistic/dance content/skill, collaboration/teamwork, and/or effort/attitude is
assessed in dance three times per year through our progress report system.
K-5 Visual Arts
Students in our K-5 program take visual art one day per week. Visual art is
taught in grade level (K-5) configurations in order to support the fine motor and
cognitive development of students and the collaboration skills of students within
these cohorts. Through our Visual Arts Program, students develop a range of
artistic/expressive skills, as well as a number of habits of critique, revision, and
collaboration as they participate in a curriculum that is aligned to the California
39
See http://www.playworks.org/playbook
60 | P a g e
State Content Standards as well as the NOCCS Graduate Profile. Students may
continue and expand their exploration of visual arts in the 6-8th grades through
our elective program offerings. Each student’s knowledge and demonstration of
visual arts content/skill, collaboration/teamwork, and/or effort/attitude is assessed
in visual arts three times per year through our progress report system.
6-8 Advisory
Students in grades 6-8 participate in advisory classes one day per week for their
entire 6-8 career. For the majority of each school year, advisory is taught in a
multi-age (6-8) format in order to support the development of connections and
community throughout this grade level span. For certain topics, such as human
development/sex education and high school readiness advisory is taught in a
graded cohort by a homeroom teacher in order to align with the social, emotional,
developmental, and/or academic advising needs of our 6-8 students. Students
remain with the same advisor throughout their 6-8 careers in order to support the
development of a supportive relationship with a caring adult who works to guide
and assist each of their advisees throughout this time period.
The advisory program and curriculum is designed to support and engage
students around a range of issues and topics that are relevant to them as
adolescent learners as well as to support the development of knowledge, skills,
and habits set forth in the NOCCS Graduate Profile. Within our advisory
structure and curriculum, teachers draw from a number of resources, including
the Advisory Handbook published by Teachers for Social Responsibility. Through
a range of advisory curriculum, discussions, games, and projects, students
explore topics such as team/community building, systems to support
organization, goal setting, communication, conflict resolution, the meaning of and
more. Outdoor education is an integral part of our advisory program. Within the
6-8 outdoor education component of our advisory program, students explore the
physical world around them as they also develop and deepen connections and
relationship both with their peers and the caring adults within our school. The
outdoor education program includes a number of day trips (usually 1-2 per
trimester) as well as an annual overnight capstone trip.
Each student’s knowledge and demonstration of advisory curriculum content/skill,
effort/attitude, and demonstration of graduate-profile related skills (think
critically/creatively, communicate powerfully, engage in community, and
exemplify scholarship), is assessed in advisory three times per year through our
progress report system.
6-8 Community Action Learning (CAL)
61 | P a g e
Students in grades 6 – 8 take our Community Action Learning (CAL) class a
minimum of one trimester per year throughout their 6-8 careers. CAL is taught in
a grade-level cohort configuration in order to allow for a three-year progression of
content and skills.. The CAL curriculum is aligned to both the California ELALiteracy Standards for Technical Subjects as well as the NOCCS Graduate
Profile. Through our CAL enrichment, students all students explore the concepts
and actions related to community and citizenship through a range of discussion,
and hands-on community service-learning projects. In addition, through the CAL
program, students are introduced to a number of technology resources that they
are expected to use to carry out processes of inquiry and communicate
powerfully within the NOCCS curriculum. CAL curriculum unit are designed
using the Teaching for Understanding Curriculum Development Framework. .
Each student’s knowledge and demonstration of defined understanding goals,
effort/attitude, and demonstration of graduate-profile related skills (think
critically/creatively, communicate powerfully, engage in community, and
exemplify scholarship), is assessed in visual three times per year through our
progress report system. Currently, in their 8th grade year, students are also
supported in their CAL class to create and prepare a defense of their NOCCS
Student Portfolios based on the NOCCS Graduate Profile. Students present and
defend their portfolios as a requirement for “graduation” from 8th grade.
6-8 Technology
Students in grades 6 – 8 engage in a technology enrichment a minimum of one
trimester per year throughout their 6-8 careers. The technology curriculum is
aligned to both the California ELA-Literacy Standards for Technical Subjects as
well as the NOCCS Graduate Profile. Through our technology elective, all
students are taught to be smart and critical consumers of technology and safe
digital citizens, exposed to a number of technology resources that they are
expected to use to carry out processes of inquiry and communicate powerfully
within the NOCCS curriculum, and introduced to basic concepts of coding. Each
student’s knowledge and demonstration of technology content/skill,
effort/attitude, and demonstration of graduate-profile related skills (think
critically/creatively, communicate powerfully, engage in community, and
exemplify scholarship), is assessed in technology three times per year through
our progress report system.
6-8 Elective Program
Students in our 6-8th grade also participate in two electives per week. Students
select and take new electives each trimester. In certain instances, however,
school staff may require students to take certain electives, such as ELA support,
in order to provide the student with the additional/equitable support and
instruction they may need to meet core academic standards.
62 | P a g e
Students and families provide input in the development of enrichment class
offerings. All elective classes are designed to both support and expand our
students’ knowledge, skills, and development as critical and creative thinkers,
powerful communicators, engaged community members, and exemplary
scholars. Elective instructors are expected to develop their curriculum in
alignment with relevant California and Common Core Content Standards and the
Teaching for Understanding curriculum development framework. Elective
content, instruction, and assessments emphasize and integrate the skills and
standards set for in our NOCCS Graduate Profile.
Examples of 6-8 elective class offerings include, but are not limited, to
Leadership, Outdoor Explorations, Crafts, Fiber Arts, Spanish (Beginning,
Intermediate, and Advanced), Dance, Visual Arts, Media Production, Graphic
Arts, Improv, Games of the Mind, Comic Book/Graphic Novels, Creative Writing,
and Yoga. In addition, NOCCS also offers a mathematic and ELA academic
support elective that is taught by a credentialed teacher and supported by
Special Education staff.
Each student’s knowledge and demonstration of elective curriculum content/skill,
effort/attitude, and demonstration of graduate-profile related skills (think
critically/creatively, communicate powerfully, engage in community, and
exemplify scholarship), is assessed and reported three times per year through
our progress report system.
63 | P a g e
Plan for Students who are Academically Low Achieving
NOCCS is currently in the process of evaluating and considering our Special Education
Program model and SELPA partner. As such, this section describes our current
program model for providing support to students who are academically low achieving.
Should we engage a new SELPA partner, we intend to develop and implement a robust
and integrated Response to Intervention (RTI) program to address the needs of both
students who are academically low achieving as well as students with special needs.
Our proposed RTI Program design is described at the end of Element A of this charter.
Current Program Model and Supports for Students who are Academically Low Achieving
NOCCS uses a variety of assessment tools and data to diagnose the needs of students
who are in need of additional support to meet the rigorous grade level standards.
Student Data – New Students
For students who are new to NOCCS, assessment of each child’s needs begins with our
comprehensive student registration form. Included in the registration form are questions
used to obtain the following:

A home language survey that asks families to identify (a) the language the child
first learned when s/he began to talk, (b) the language the child uses most
frequently at home, (c) the language the parent/guardian most frequently uses
when speaking to the child, and (d) that language that is spoken most by the
adults in the home. The home language survey is used by the school to identify
students for additional language assessment using the California English
Language Development Test (CELDT), which is administered on an annual
basis.

Information about the child’s educational background, such as previous schools.
If the child is entering in Kindergarten, families are asked to report the
educational model or philosophy of the pre-school program.

Previous educational program information that asks families to report if the child
has ever received special education, 504 services, and/or if the child has
undergone an SST process, or received additional academic support, and/or
received counseling/social-emotional support outside of school. Families are
asked to share formal assessments (IEPs, SSTs, etc.) prior to the first day in
order to accurately inform our staff about each child and ensure that support
services are in place for the child at the onset of the education at NOCCS.

Families are asked to report on their home environments such as availability of
reading resources, computers, and internet access in the home.
64 | P a g e

Families are also welcome to fill out additional information about their students
including student’s interests/strengths, areas of need, how the child learns best,
and other background information that helps our staff to learn about the child.
Additionally, families are asked to provide the school with copies of the child’s
most recent standardized test scores if available.
Based on and in addition to the data reported in the registration form, assessment and
action plans are created for new students:

Students who are identified as potential English Language Learners via the home
language survey are given the CELDT.

All entering Kindergarten students are given a baseline Kindergarten readiness
assessment.

All students in grades 1 and up are given an initial mathematics pre-assessment.

All students in grades 1 and up (as well as Kindergarten students who
demonstrate sound literacy skills on the kindergarten assessment) are given a
baseline Reading Assessment40 to gauge each child’s independent reading level
including baseline reading interest, fluency, and comprehension levels.

All students complete an initial, grade level appropriate writing sample using the
writing process.
Student Data — Continuing Students
For students who are continuing at NOCCS, teachers review a variety of student data at
the start of the year, in addition to administering a number of pre-assessments to each
student. This includes:

Individual standardized assessment data from the previous school year(s).

Prior year(s) progress reports.

Prior year(s) Reading Assessment Data.

Prior year(s) trimester mathematics assessments.
40
NOCCS is currently in the process of determining our school-wide reading assessment. In the Winter Spring of 2015 we will pilot and select among the following three research-based reading assessments:
Developmental Reading Assessment (DRA-II), Teacher’s College Readers and Writer’s Running Record
Assessment (TCRWP-RRA), and the Fountas & Pinnell Benchmark Assessment System (BAS).
65 | P a g e

Prior year(s) SSTs, 504 Plans, and/or IEPs are shared with and reviewed by the
current year teachers, often with the support of the previous year teacher, special
education staff, and/or administration team.

Baseline reading assessments are administered to all students in the fall.

Baseline writing samples/assignments are completed in the first month of school.
Data Analysis and Individualized Student Plan Development
Prior to the start of each school year:

Administrative staff compile available student data provided by newly registered
families and continuing students.

Administrative staff synthesize available student data and prepare student
information for all instructional and program staff.

Administrative staff schedule and prepare Hand-Off Conference (prep and
implementation) materials (student data) time, tools, and processes as a part of
the professional development time, to occur prior to the start of the school year.

Instructional and program staff review and analyze the student data provided by
the administrative staff.

Returning instructional and program staff also prepare additional data and
information, as needed, for administrative staff and colleagues.

Hand-off conferences are implemented. Within handoff-conferences:
66 | P a g e
o
Students in need of additional support are identified by the
administrative team, their prior year teachers, or other
instructional/program staff who are familiar with a given students.
o
Staff members who are familiar with a given student share student
data, as well as effective strategies for supporting/challenging the
student.
o
Hand-off conference teams compile of list of student identified in need
of additional supports and develop initial plans to provide early
monitoring and/or intervention. The data and recommendations within
these lists/plans includes, but is not limited to:

Relevant/additional know student assessment data.

Identified and prioritized student strengths/assets.

Identified and prioritized student growth areas/needs.
o
67 | P a g e

Identified and prioritized effective support strategies for
working with the student and his/her family.

Recommended actions and person(s) responsible for
leading/implementing support strategies for the first 6 weeks of
school. Strategies may include, but are not limited to:

Prioritized implementation of standard regiment of inclass assessments/observation/monitoring.

Additional in-class assessment/observation/monitoring
and/or data collection.

Early family conference held prior to early October.

Differentiated assignments/instruction (specified).

Individualized social/emotional/behavioral support
strategies (specified).

Screening for and/or prioritized placement in additional
programs and strategies provided by the school and/or
classroom staff outside of special education
(individualized instruction, math squad, academic
support electives, extended day program, junior
coach/leadership/etc., lunch-bunch groups, etc.).

Collaborating with the family to explore, discuss,
recommend, and/or follow up on prior screening for
and/or placement in additional programs and strategies
provided by the family (tutoring, counseling, enrichment
programming, outside testing, etc.).

Implementation/monitoring/and data collection from an
already established Student Success Team, 504, Risk
of Retention/Retention, and/or Individualized Education
Plan, and/or other Assessment and/or Meeting.

Scheduling an initial and/or follow up Student Success
Team, 504, and/or Individualized Education Plan
and/or Other Meeting/Assessment.
Administrative team compiles and enters data and strategies identified
by the Hand-off Conference Team in the student information system
and/or other relevant data and tracking systems.
o
Administrative team shares data, strategies, and an initial
implementation schedule with staff via the student information system,
shared documents, and/or other identified means of communication
and information sharing within the first two weeks of school.
Within the first six week of school:
 Administrative team analyzes all hand-off conference data.
 Administrative staff ensures that relevant data and plans for the Hand-Off
Conferences are shared with relevant stakeholders, including families.
 Administrative team ensures/coordinates follow-up related to the Hand-Off
Conference Team’s recommendations including scheduling of family
conferences, SSTs, IEPs, etc., supporting data collection/assessment,
scheduling student classes, coordinating services, and disseminating
information.

Administrative staff schedule and prepares follow-up professional development,
assessment, collaboration, and/or prep/release time, materials (including student
data), tools, and processes as a part of the Fall Trimester and school year
professional development, collaboration, coaching/support calendar.

Instructional and support staff implement the strategies identified by the Hand-Off
Conference Team.

Instructional, support, and administrative staff members support and monitor
implementation and collection of data related to the efficacy of initial support
strategies identified by the Hand-Off Conference team.

Instructional staff members update and share individualized student data, plans,
and strategies with relevant stakeholders.

Instructional staff members conduct initial assessments for all students and
identify any additional/new students who may be in need of additional supports.
At the end of the first six weeks of school, conferences are scheduled and held for all
students at NOCCS. At the end of the first six weeks of school, as well as the end of the
Fall and Winter Trimesters:

Instructional staff prioritize identified students as well as any other students
identified via the first six week assessment process as being in need of additional
supports (academic, social, emotional, behavioral) when scheduling Fall
Conferences. Staff conduct (and administrative staff support as needed)
additional outreach, if needed, to ensure family participation in Fall Conferences.
68 | P a g e

Conferences for identified students are scheduled41 and structured (1) for a
longer period of time, (2) to include additional stakeholders/support providers,
and (3) to allow for sharing of updated relevant data and the updating of
individualized plans following a similar format to the hand-off conferences.

Instructional staff schedule Fall Conferences for Identified Students to include
families, Administration (whenever possible), as well as other relevant
staff/stakeholders.

In the Fall Conferences, the Conference Team will:
41
o
Review and discuss all relevant/additional know student assessment
data.
o
Identify and prioritize student strengths/assets.
o
Identify and prioritize student growth areas/needs.
o
Identify and prioritize effective support strategies for working with the
student and his/her family.
o
Recommend actions and person(s) responsible for
leading/implementing support strategies for the remainder of the Fall
Trimester. Strategies may include, but are not limited to:

Prioritized implementation of standard regiment of in-class
assessments/observation/monitoring.

Additional in-class assessment/observation/monitoring and/or
data collection.

Scheduling of a family conference held within the next six
weeks and/or the end of the trimester.

Differentiated assignments/instruction (specified).

Individualized social/emotional/behavioral support strategies
(specified).

Screening for and/or prioritized placement in additional
programs and strategies provided by the school and/or
classroom staff outside of special education (individualized
Conferences are held for ALL NOCCS students in the Fall (mid-October) as well as the end of the Winter
Trimester. Additional conferences and/or other team meetings are scheduled for students in need of
additional support at the end of the Fall Trimester, as well as at other six week intervals in order to ensure
the development, implementation, monitoring, and efficacy of student support strategies.
69 | P a g e
instruction, math squad, academic support electives, extended
day program, junior coach/leadership/etc., lunch-bunch
groups, etc.).

Collaborating with the family to explore, discuss, recommend,
and/or follow up on prior screening for and/or placement in
additional programs and strategies provided by the family
(tutoring, counseling, enrichment programming, outside
testing, etc.).

Implementation/monitoring/and data collection from an already
established Student Success Team, 504, Risk of
Retention/Retention, and/or Individualized Education Plan,
and/or other Assessment and/or Meeting.

Scheduling an initial and/or follow up Student Success Team,
504, and/or Individualized Education Plan and/or Other
Meeting/Assessment.

Following the Fall Conferences, the administrative team compiles and enters
data and strategies identified by the Conference Teams in the student
information system and/or other relevant data and tracking systems.

Administrative team shares data, strategies, and an initial implementation
schedule with staff via the student information system, shared documents,
and/or other identified means of communication and information sharing
within the first two weeks of school.
On-Going Review and Updating of Student Data and Plans
Throughout each trimester, student progress is monitored, support strategies
applied/implemented, and data is collected and compiled. At the conclusion of each
trimester, NOCCS teacher compile and report student assessments, work, and data via
our progress report system and data based.
Following the completion of progress reports and student assessments at the end of
each trimester, the school staff engage in a data-review process:

Data from school-wide assessments and progress reports is the compiled by the
administrative team and shared with teachers and other instructional support
staff.

Administrative staff schedule and prepare student achievement materials
(student data) time, tools, and processes as a part of the professional
development/collaboration/coaching time.
70 | P a g e

Review Team, comprised of administrative, instructional, and program staff
collaborate to review and analyze the student data Through this process,
students in need of additional supports are identified by the review teams.

Following the identification of students in need of additional supports, teams
create and/or update individualized support plans for each identified student. As
needed, families are invited to participate in the creation of these plans. Plans
may include the following:
71 | P a g e

Relevant/additional know student assessment data.

Identified and prioritized student strengths/assets.

Identified and prioritized student growth areas/needs.

Identified and prioritized effective support strategies for
working with the student and his/her family.

Recommended actions and person(s) responsible for
leading/implementing support strategies for the next 6 - 12
weeks of school. Strategies may include, but are not limited
to:

Prioritized implementation of standard regiment of inclass assessments/observation/monitoring.

Additional in-class assessment/observation/monitoring
and/or data collection.

Family conference held and plan updated.

Differentiated assignments/instruction (specified).

Individualized social/emotional/behavioral support
strategies (specified).

Screening for and/or prioritized placement in additional
programs and strategies provided by the school and/or
classroom staff outside of special education
(individualized instruction, math squad, academic
support electives, extended day program, junior
coach/leadership/etc., lunch-bunch groups, etc.).

Collaborating with the family to explore, discuss,
recommend, and/or follow up on prior screening for
and/or placement in additional programs and strategies
provided by the family (tutoring, counseling, enrichment
programming, outside testing, etc.).

Identify the student as being At Risk of Retention and
initiate relevant strategies, supports, and procedures.

Implementation/monitoring/and data collection from an
already established Student Success Team, 504, Risk
of Retention/Retention, and/or Individualized Education
Plan, and/or other Assessment and/or Meeting.

Scheduling an initial and/or follow up Student Success
Team, 504, and/or Individualized Education Plan
and/or Other Meeting/Assessment.
Following each trimester’s data review process:

Administrative team compiles and enters data and strategies identified by the
trimester review process in the student information system and/or other relevant
data and tracking systems.

Administrative team shares data, strategies, and an initial implementation
schedule with staff via the student information system, shared documents, and/or
other identified means of communication and information sharing within a timely
manner.
 Administrative team analyzes data and plans.
 Administrative staff ensures that relevant data and plans are shared with relevant
stakeholders, including families.
 Administrative team ensures/coordinates follow-up related to the team’s
recommendations including scheduling of family conferences, SSTs, IEPs, Risk
of Retention Conferences, supporting data collection/assessment, scheduling
student classes, coordinating services, and disseminating information.

Administrative staff schedule and prepares follow-up professional development,
assessment, collaboration, and/or prep/release time, materials (including student
data), tools, and processes as a part of the professional development,
collaboration, coaching/support calendar.

Instructional and support staff implement the strategies identified by the Data
Review Team.
72 | P a g e

Instructional, support, and administrative staff support and monitor
implementation and collection of data related to the efficacy of initial support
strategies identified by the Data Review Team.

Instructional staff update and share individualized student data, plans, and
strategies with relevant stakeholders.

Instructional staff conduct initial assessments for all students and identify any
additional/new students who may be in need of additional supports.
Supports and Interventions
Our Hand-Off Conferences and Trimester Data Review Processes enable staff to
identify appropriate supports and resources to students, and to increase these supports
based on each student’s progress within a given time period. The supports and
interventions include the following:
Differentiated In-Class Instruction and Support

Students who demonstrate difficulty with reading according to a range of
reading data (standardized testing, internal reading assessment, progress
report data) are grouped according to their instructional reading level and are
provided individualized or small group reading instruction related to their
area(s) of need. Teachers meet with their lower reading groups for longer
durations and/or with greater frequency in order to accelerate the learning
and skills acquisition of these students. For reading groups that include
English Language Learners, teachers will employ additional instructional
strategies, such as GLAD techniques, explicit vocabulary support and
instruction, and/or other appropriate language acquisition strategies. In
addition, teachers work with each student in order to assist them in selecting
independent reading material that is appropriate for each child’s independent
reading level. Teachers conference with students to discuss each child’s
independent reading selection and ensure the child is selecting a text that is
adequately matched to the child’s independent reading level, discuss/monitor
strategies used by the child to comprehend the text, and to provide
individualized instruction and support tailored to the child’s reading goals and
needs.

Students who demonstrate difficulty with writing according to historical
progress report data, writing samples, and fall baseline pieces are identified
for differentiated classroom support. This support includes specific minilessons that target the student’s writing challenges, additional conferencing
time/duration to address specific learning needs, differentiated handwriting
73 | P a g e
support, and/or other strategies aimed at helping the child to improve all
deficient aspects in his/her writing.

Students who demonstrate difficulty with mathematics according to a range of
data (standardized testing, internal assessments, progress report data) are
provided with additional individualized and/or small group instruction related
to their area(s) of need. Teachers meet with these small math groups for a
longer duration and/or with greater frequency in order to accelerate the
learning and skills acquisition of these students.
Differentiated Pull-Out Instruction and Support

For K-5 students who demonstrate the need for additional support in reading
or writing beyond the differentiated grouping and instruction provided in class,
additional individual and small group pull out instruction and support is
provided by either the classroom or the associate teacher. These pull out
groups meet between two to four times per week. In these pull out groups,
students work on targeted, high leverage goals with differentiated materials,
such as an interventional reading curriculum, phonics materials, a reading
fluency program, or texts/materials that are specifically chosen based on a
student’s specific needs and/or reading/writing profile. Student progress is
carefully and frequently assessed and monitored in order to both measure the
efficacy of the interventions applied as well as to collect additional data
should a student fail to progress and may need additional supports put in
place to ensure success.

For 6-8th grade students who demonstrate the need for additional supports in
reading and writing beyond the differentiated grouping and instruction
provided in class, additional individual and small group pull out instruction
and support is provided by a Lead Teacher through the ELA Support Elective.
The support elective meets two days per week. In this class, students are
provided additional individualized support and/or materials based on the
student’s goals and needs.

For K-5 students who demonstrate the need for additional support in
mathematics beyond the differentiated grouping and instruction provided in
class, additional individual and small group pull out instruction and support
(Math Squad) is provided by either the classroom or the associate teacher.
These pull out groups meet between two to four times per week. In these pull
out groups, students work on targeted, high leverage goals with differentiated
materials that are specifically chosen based on a student’s specific needs
and/or mathematics profile. Student progress is carefully and frequently
assessed and monitored in order to both measure the efficacy of the
74 | P a g e
interventions applied as well as to collect additional data should a student fail
to progress and may need additional supports put in place to ensure success.

For 6-8th grade students who demonstrate the need for additional supports in
mathematics beyond the differentiated grouping and instruction provided in
class, additional individual and small group pull out instruction and support is
provided by a Lead Teacher through the Mathematics Support Elective. The
support elective meets two days per week. In this class, students are
provided additional individualized support and/or materials based on the
student’s goals and needs.
Family Conferences and Student Success Team Meetings
As described above, family conferences are held for all students/families twice per year
– in October and at the end of the Winter Trimester. When a student is identified as
needing additional support and/or of meeting the criteria for being at risk of retention (at
the end of the Winter Trimester), NOCCS increases its engagement and collaboration
with the child’s family as well as its documentation and data collection relative to
formalized supports for the student. As such, conferences for identified students are
prioritized and scheduled for a greater duration than others. In addition, in these
conferences, additional stakeholders are engaged in order to create an effective support
plan for the student. Family conferences are used to:

Share data about the child’s current academic/social/emotional levels.

Collaborate with the family to collect additional information about the child to
support his/her growth and achievement.

Identify the student’s strengths and assets.

Set and prioritize goals for student growth and achievement.

Engage the stakeholder team (staff, family, student) in creating a plan for
addressing the student’s academic/social/emotional needs.

Create a plan for increased data collection and communication of progress
between the school and family.
Should a child fail to make adequate progress based on a plan developed in a family
conference or a child shows a decline or area of concern that is identified by the school
staff or a family member, a Student Success Team (SST) meeting is scheduled. Within
an SST meeting, school staff, the family, and (where appropriate) the student meet to
develop an individualized and differentiated learning and/or behavior plan to address the
child’s needs and areas of growth. Within the SST process, stakeholder meet to:

75 | P a g e
Identify the student’s strengths and assets.

Share data about the child’s developmental and academic history.

Identify and prioritize areas of concern.

Set and prioritize goals for student growth and achievement.

Identify strategies for supporting the student in achieving the identified goals
through a range of supports provided by all members of the stakeholder
team including the teacher, additional/support staff, and family. This may
include, but is not limited to:
o
Conducting additional assessments and observations.
o
Development and implementation of a set of differentiated support
strategies (instruction, positive behavior plan, differentiated
homework, etc).
o
Enrollment in additional support programming inside of school
(math squad, EDP, academic support electives, leadership
opportunities).
o
Enrollment in additional support programming outside of school
(tutoring, counseling, extra-curricular activities).
o
Consult with/observation by additional experts (learning
specialists, therapists, medical professionals, etc.) in or outside of
school.

Create a plan for increased data collection and communication of progress.

Set a meeting, within six weeks, to review data and progress to date.
Within six weeks, follow up SST’s are scheduled for the SST team to check on progress
towards the goals identified in the SST and/or to reflect/review data on the viability of the
strategies implemented as a result of the SST. Additional steps, such as adjustment and
continuation of an updated SST, referral for special education assessment, and/or 504
services are taken, should the SST process fail to yield adequate progress of the child.
76 | P a g e
Plan for Students that are Academically High Achieving
NOCCS is committed to providing a rich and challenging curriculum to all students.
Therefore, all students achieving above grade level as measured by CST, interim
assessments, progress reports, portfolio assessment, and/or other means, will receive
appropriate academic extensions within the classroom.

Students reading above grade level will be given reading materials and literature
at their independent and/or instructional levels within their reader’s workshop
time. Academically high achieving students may also be given a more
challenging culminating assignment upon completing the book, such as a literary
analysis task that is considered above grade level.

Students who demonstrate high levels of skill/accomplishment in the area of
writing receive individualized coaching and support in this area through the
writer’s workshop process. These students are also often called upon to develop
and apply their leadership skills in this area as they serve as peer-editors for their
classmates.

In mathematics, students are often given challenge problems and longer
explorations through which they are able to apply their mathematical skills and
concepts in unique contexts.

Our Teaching for Understanding science and social studies units allow high
achieving students opportunities to stretch and explore by providing a number of
opportunities to conduct processes of research and inquiry.

Our peacemaking curriculum and programs provide high achieving students with
additional challenges and opportunities to apply their learning and build their
leadership skills. Within many of our TfU projects, students may take on specific
leadership roles within a group. Students with an aptitude for conflict resolution
may elect to become peer mediators within the school community.
At our Family Conferences (addressed above), the achievement of each child –
including high achieving students – is discussed and individualized goals are set and
revisited throughout the year. The goal setting process embedded in these conferences
allows teachers, students, and families to work together to ensure that all high achieving
students are being appropriately challenged in areas where they have strengths and
supported in areas where they need to continue to grow and develop.
77 | P a g e
Plan for English Language Learners
NOCCS is committed to supporting English Language Learners (ELL). NOCCS holds
the same rigorous expectations for all students, regardless of primary language, and
supports them in meeting the same expectation we hold for all students.
Our ELL program outlined below addresses the process for student identification,
curriculum, assessments, reporting, and re-designation as well as professional
development and teacher qualifications for working with our ELL students. NOCCS will
comply with federal, state, and district mandates regarding ELL education and redesignation of ELL students. In addition, NOCCS will meet all requirements of federal
and state law relative to equal access to the curriculum for English Language Learners.
Identification, Designation & Notification of ELL Status
As required by Education Code Section 52164.1, NOCCS will determine the Home
Language of each student upon enrollment through the administration of a Home
Language Survey. This survey will be part of the registration packet that is filled out
when students enroll at the school. In compliance with the Office for Civil Rights (OCR)
of the U.S. Department of Education, if a parent affirms on the home language survey
that the child learned first to speak a language other than English, that the child currently
speaks a language other than English, or that a language other than English is spoken in
the home, the child will be classified as having a primary home language other than
English.
Within 30 calendar days of enrollment or 60 days prior to first enrollment, the charter
school will assess the English proficiency of all students whose primary home language
may not be English using the California English Language Development Test (CELDT)
as determined by the Home Language Survey and other indicators and notify parents of
the school‘s responsibility to conduct CELDT testing. Should the State of California
change it’s tool (i.e. adoption of the English Language Proficiency Assessments for
California) and/or timeline for measuring English Proficiency during the term of this
charter, the charter school will adopt the state mandated tool and timeline and this
change will not be considered a material change of the charter.
Upon receipt of initial scores, students will be designated as either Initially Fluent English
Proficient (I-FEP) or Limited English Proficient (LEP) using the guidelines below. Should
the State of California change it’s recommendations for classification of LEP and I-FEP
during the term of this charter, the charter school will adopt the state recommendations
and this change will not be considered a material change of the charter.
78 | P a g e
Limited English Proficient (LEP)
K - 1st
2nd 8th
Initial Fluent-English Proficient
(IFEP)
CELDT Proficiency Level = 1 – 3
CELDT Proficiency Level = 4 – 5
Listening/Speaking only
Listening/Speaking only
Overall CELDT Proficiency Level = 1
–3
Overall CELDT Proficiency Level = 4
–
OR
AND
Listening/Speaking = 1 or 2
Listening/Speaking = 3 or higher
Reading = 1 or 2
Reading = 3 or higher
Writing = 1 or 2
Writing = 3 or higher
Families will receive notification of how their child’s CELDT results and initial language
designation within 30 days of receipt of these results, as well as information on how their
child’s learning needs are being addressed by the school. NOCCS will report the
number of ELL students attending the school to the district and the state.
Ongoing Assessment, Monitoring, and Re-designation Criteria
NOCCS will comply with all applicable state and federal laws in regard to the testing and
service requirements for English Language Learners. Students who are identified as
Limited English Proficient will take the CELDT annually to determine growth in English
Language proficiency until they are reclassified. A combination of CELDT scores and
teacher assessment will be used to determine reclassification of students. The SBAC in
ELA may also be used as an additional point of data. We will follow the CELDT
Language Classification process as outlined in below to determine eligibility for
reclassification. Should the State of California change it’s tool and recommendations for
reclassification during the term of this charter, NOCCS will adopt the state tool and
recommendations and this change will not be considered a material change of the
charter.
79 | P a g e
CELDT
Kindergarten – 1st
Grade
Overall CELDT Proficiency Level = 4-5
(Early Advanced to Advanced)
Other
Teacher
Assessment
AND
Listening/Speaking = 3 or higher
2nd – 8th Grade
Overall CELDT Proficiency Level = 4–5
Teacher
Assessment
AND
Listening/Speaking = 3 or higher
SBAC in ELA, as
applicable
Reading = 3 or higher
Writing = 3 or higher
NOCCS will document and maintain records of all reclassifications including language
and academic performance assessments, participants in the reclassification and annual
review teams, notification to parents/guardians of reclassification, and decisions
regarding reclassification.
Strategies for English Language Learners
NOCCS uses and will continue to strengthen its use of effective, research-based
instructional strategies to support our ELL students. Specifically, this includes:

Sheltered Instruction. Using sheltered instruction, teachers enable ELL students
to access grade level content and concepts as they continue to improve their
language proficiency. This instructional approach integrates language and
content while also infusing socio-cultural awareness. Teaching and learning is
appropriately scaffolded to aid comprehension of content and objectives by
adjusting delivery of instruction, modifying tasks, and providing students with
appropriate background information and experiences.

Sheltered English Observation Protocol (SIOP). To effectively support all ELL
students at NOCCS and strength our teachers’ knowledge and skills in effectively
serving their needs, over the term of our new charter, NOCCS will integrate the
SOIP Model into our existing equity-focused professional development, teacherinquiry practices, and coaching/evaluation system. Using the SIOP, lessons will
be evaluated to ensure they include three critical components: (1) preparation
80 | P a g e
(determining content objectives, selecting concepts and vocabulary, and
assembling supplementary materials to contextualize lessons for ELL students),
(2) instruction (using strategies such as activating and connecting background
experiences and prior learning, modulating teacher speech, emphasizing
vocabulary development, using multi-modal techniques, promoting higher-order
thinking skills, grouping students appropriately for language and content
development, and providing hands-on materials and experiences), and (3)
review/assessment (conducting informal assessment of student comprehension
and learning of lesson objectives).

Guided Language Acquisition Design (GLAD). GLAD strategies are used within
instruction to support our ELL population. These strategies include: (1) holding
high expectations and standards for all ELL students and providing authentic
opportunities for use of academic language, (2) utilizing and integrating
metacognitive strategies such as activating prior knowledge, charting, clustering,
graphic organizers, “think a-louds”/chalk-talks, (3) utilizing and integrating second
language acquisition methods such as including a student set purpose for
learning, inclusion of cooperative activities and problem solving, and use of
flexible grouping, (4) emphasizing reading and writing to, with, and by students
such as conferencing and maintaining a language functional environment, (5)
providing active participation in all components of a curricular unit, (6) fostering
respect, identify, and voice, and (6) a use of on-going assessment and evaluation
to provide reflection on what has been learned, how it was learned, and what will
be done with the information.
In addition, if ELL students show a decline in their academic performance throughout the
school year, one or more the following academic intervention strategies may be applied:
Differentiated In-Class Instruction and Support

81 | P a g e
ELL students who demonstrate difficulty with reading according to a range of
reading data (standardized testing, internal reading assessment, progress
report data) are grouped according to their instructional reading level and are
provided individualized or small group reading instruction related to their
area(s) of need. Teachers meet with their lower reading groups for longer
durations and/or with greater frequency in order to accelerate the learning
and skills acquisition of these students. For reading groups that include
English Language Learners, teachers will employ additional instructional
strategies, such as GLAD techniques, explicit vocabulary support and
instruction, and/or other appropriate language acquisition strategies. In
addition, teachers work with each student in order to assist them in selecting
independent reading material that is appropriate for each child’s independent
reading level. Teachers conference with students to discuss each child’s
independent reading selection and ensure the child is selecting a text that is
adequately matched to the child’s independent reading level, discuss/monitor
strategies used by the child to comprehend the text, and to provide
individualized instruction and support tailored to the child’s reading goals and
needs.

ELL students who demonstrate difficulty with writing according to historical
progress report data, writing samples, and fall baseline pieces are identified
for differentiated classroom support. This support includes specific minilessons that target the student’s writing challenges, additional conferencing
time/duration to address specific learning needs, differentiated handwriting
support, and/or other strategies aimed at helping the child to improve all
deficient aspects in his/her writing.

ELL students who demonstrate difficulty with mathematics according to a
range of data (standardized testing, internal assessments, progress report
data) are provided with additional individualized and/or small group
instruction related to their area(s) of need. Teachers meet with these small
math groups for a longer duration and/or with greater frequency in order to
accelerate the learning and skills acquisition of these students.
Differentiated Pull-Out Instruction and Support for ELL Students

For K-5 ELL students who demonstrate the need for additional support in
reading or writing beyond the differentiated grouping and instruction provided
in class, additional individual and small group pull out instruction and support
is provided by either the classroom or the associate teacher. These pull out
groups meet between two to four times per week. In these pull out groups,
students work on targeted, high leverage goals with differentiated materials,
such as an interventional reading curriculum, phonics materials, a reading
fluency program, or texts/materials that are specifically chosen based on a
student’s specific needs and/or reading/writing profile. Student progress is
carefully and frequently assessed and monitored in order to both measure the
efficacy of the interventions applied as well as to collect additional data
should a student fail to progress and may need additional supports put in
place to ensure success.

For 6-8th grade ELL students who demonstrate the need for additional
supports in reading and writing beyond the differentiated grouping and
instruction provided in class, additional individual and small group pull out
instruction and support is provided by a Lead Teacher through the ELA
Support Elective. The support elective meets two days per week. In this
class, students are provided additional individualized support and/or materials
based on the student’s goals and needs.
82 | P a g e

For K-5 ELL students who demonstrate the need for additional support in
mathematics beyond the differentiated grouping and instruction provided in
class, additional individual and small group pull out instruction and support
(Math Squad) is provided by either the classroom or the associate teacher.
These pull out groups meet between two to four times per week. In these pull
out groups, students work on targeted, high leverage goals with differentiated
materials that are specifically chosen based on a student’s specific needs
and/or mathematics profile. Student progress is carefully and frequently
assessed and monitored in order to both measure the efficacy of the
interventions applied as well as to collect additional data should a student fail
to progress and may need additional supports put in place to ensure success.

For 6-8th grade ELL students who demonstrate the need for additional
supports in mathematics beyond the differentiated grouping and instruction
provided in class, additional individual and small group pull out instruction
and support is provided by a Lead Teacher through the Mathematics Support
Elective. The support elective meets two days per week. In this class,
students are provided additional individualized support and/or materials
based on the student’s goals and needs.
Family Conferences and Student Success Team Meetings for ELL Students
As described above, family conferences are held for all students/families twice
per year – in October and at the end of the Winter Trimester. When a student is
identified as needing additional support and/or of meeting the criteria for being at
risk of retention (at the end of the Winter Trimester), NOCCS increases its
engagement and collaboration with the child’s family as well as its documentation
and data collection relative to formalized supports for the student. As such,
conferences for identified ELL students are prioritized and scheduled for a
greater duration than others. Translation services are acquired as needed. In
addition, in these conferences, additional stakeholders are engaged in order to
create an effective support plan for the student. Family conferences are used to:
83 | P a g e

Share data about the child’s current academic/social/emotional
levels.

Collaborate with the family to collect additional information about the
child to support his/her growth and achievement.

Identify the student’s strengths and assets.

Set and prioritize goals for student growth and achievement.

Engage the stakeholder team (staff, family, student) in creating a
plan for addressing the student’s academic/social/emotional needs.

Create a plan for increased data collection and communication of
progress between the school and family.
Should an ELL student fail to make adequate progress based on a plan
developed in a family conference or a child shows a decline or area of concern
that is identified by the school staff or a family member, a Student Success Team
(SST) meeting is scheduled. Within an SST meeting, school staff, the family,
and (where appropriate) the student meet to develop an individualized and
differentiated learning and/or behavior plan to address the child’s needs and
areas of growth. Translation services are arranged, as needed, for families
within the SST process. Within the SST process, stakeholders meet to:
84 | P a g e

Identify the student’s strengths and assets.

Share data about the child’s developmental and academic history.

Identify and prioritize areas of concern.

Set and prioritize goals for student growth and achievement.

Identify strategies for supporting the student in achieving the identified
goals through a range of supports provided by all members of the
stakeholder team including the teacher, additional/support staff, and
family. This may include, but is not limited to:
o
Conducting additional assessments and observations.
o
Development and implementation of a set of differentiated support
strategies (instruction, positive behavior plan, differentiated
homework, etc).
o
Enrollment in additional support programming inside of school
(math squad, EDP, academic support electives, leadership
opportunities).
o
Enrollment in additional support programming outside of school
(tutoring, counseling, extra-curricular activities).
o
Consult with/observation by additional experts (learning
specialists, therapists, medical professionals, etc.) in or outside of
school.

Create a plan for increased data collection and communication of
progress.

Set a meeting, within six weeks, to review data and progress to date.
Within six weeks, follow up SSTs are scheduled for the SST team to check on
progress towards the goals identified in the SST and/or to reflect/review data on
the viability of the strategies implemented as a result of the SST. Additional
steps, such as adjustment and continuation of an updated SST, referral for
special education assessment, and/or 504 services are taken, should the SST
process fail to yield adequate progress of the child.
Teacher Qualification and Professional Development for Working with ELL Students
NOCCS is committed to hiring an instructional staff that can meet the needs of all
students, including English Language Learners, by prioritizing the hiring of teachers who
have already obtained CLAD certification. For promising instructors who are hired
without CLAD certification, NOCCS will support them in acquiring this certification within
three years of their employment. Finally, NOCCS teachers will be supported in their ongoing growth and professional development in serving ELL student through professional
development training and other resources to support the use of best practices to support
the academic acceleration of our English Learner population.
NOCCS complies with all applicable federal law in regard to services and the education
of English Language Learner (“ELL”) students. NOCCS has developed and implemented
policies and procedures for the provision of services to ELL students in accordance with
guidelines published by the Office of Civil Rights of the U.S. Department of Education.
At a minimum, these policies and procedures shall ensure the following:




identify students who need assistance (through CELDT and a Home Language
Survey);
implement the NOCCS program which, based on research by experts in the
field, has a reasonable chance for success;
ensure that necessary staff, curricular materials, and facilities are in place and
properly used;
apply appropriate evaluation standards, including program exit criteria for
measuring the progress of students; assess the success of the program and
modify it where needed.
85 | P a g e
Plan for Special Education and Section 504 of the Rehabilitation Act and the
Americans with Disabilities Act (ADA)
As noted in sections above, NOCCS is currently in the process of evaluating and
considering our Special Education Program model and SELPA partner. As such, this
section describes our current program model for providing support to special education
students and students identified via the 504 process. Should we engage a new SELPA
partner, we intend to develop and implement a robust and integrated Response to
Intervention (RTI) program to address the needs of both students who are academically
low achieving as well as students with special needs. Our proposed RTI Program
design is described at the end of Element A of this charter.
Current Program Model and Supports
NOCCS implements a robust Student Success Team Meeting process as a key strategy
in supporting students with a range of academic, social, and/or emotional needs.
As noted above, should a child fail to make adequate progress based on a plan
developed in a family conference or a child shows a decline or area of concern that is
identified by the school staff or a family member, a Student Success Team (SST)
meeting is scheduled. Within an SST meeting, school staff, the family, and (where
appropriate) the student meet to develop an individualized and differentiated learning
and/or behavior plan to address the child’s needs and areas of growth. Within the SST
process, stakeholder meet to:
 Identify the student’s strengths and assets.
86 | P a g e

Share data about the child’s developmental and academic history.

Identify and prioritize areas of concern.

Set and prioritize goals for student growth and achievement.

Identify strategies for supporting the student in achieving the identified
goals through a range of supports provided by all members of the
stakeholder team including the teacher, additional/support staff, and
family. This may include, but is not limited to:
o
Conducting additional assessments and observations.
o
Development and implementation of a set of differentiated support
strategies (instruction, positive behavior plan, differentiated
homework, etc).
o
Enrollment in additional support programming inside of school
(math squad, EDP, academic support electives, leadership
opportunities).
o
Enrollment in additional support programming outside of school
(tutoring, counseling, extra-curricular activities).
o
Consult with/observation by additional experts (learning
specialists, therapists, medical professionals, etc.) in or outside of
school.

Create a plan for increased data collection and communication of
progress.

Set a meeting, within six weeks, to review data and progress to date.
Within six weeks, follow up SSTs are scheduled for the SST team to check on
progress towards the goals identified in the SST and/or to reflect/review data on
the viability of the strategies implemented as a result of the SST. Additional
steps, such as adjustment and continuation of an updated SST, referral for
special education assessment, and/or 504 services are taken, should the SST
process fail to yield adequate progress of the child.
Special Education
NOCCS shall not deny nor discourage any student from enrollment due to a disability or
due to NOCCS’ concerns about its ability to provide appropriate services. NOCCS will
comply with all provisions of federal law and implementing regulations related to the
rights of disabled students and their parents (20 U. S.C. Chapter 33, the IDEA).
The NOCCS facility shall not present physical barriers that would limit an eligible
student’s full participation in the educational and extracurricular program offered by
NOCCS.
NOCCS shall comply with all applicable state and federal laws in serving students with
disabilities including but not limited to Section 504 of the Rehabilitation Act (Section
504), the Americans with Disabilities Act (ADA) and the Individuals with Disabilities
Education Improvement Act of 2004 (IDEIA).
NOCCS pledges full compliance with the IDEA and Education Code provisions regarding
special education as well as all Oakland Unified School District and SELPA policies as
they relate to special education.
87 | P a g e
NOCCS shall be deemed a public school of the District for special education purposes
for the first year of the term of the charter. A child with disabilities attending NOCCS
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 the District. The District shall work with NOCCS to ensure that all children with
disabilities enrolled in NOCCS receive special education and designated instruction and
services in a manner that is consistent with their individualized education program and in
compliance with the IDEA.
NOCCS will “search and serve” as required by law, seeking out students who may have
a disability, referring them for assessment, and ensuring that a free and appropriate
public education is provided. Students suspected of having a disability by teachers,
parents, or others will undergo the student study team process as described above.
NOCCS and the District intend that NOCCS will be treated as any other public school in
the District with respect to the provision of special education services, including the
allocation of duties between on-site staff and resources and the District staff and
resources. All individuals employed by the district and providing services to the NOCCS
students shall be appropriately credentialed under California and Federal law.
NOCCS shall have the right to pursue independent local education agency (LEA) and/or
special education local plan area (SELPA) status pursuant to Education Code 47641 (a)
and the district shall not hinder or otherwise impede the efforts of the school to do so. In
the event that the school opts not to establish independent LEA and/or SELPA status, it
shall remain an arm of the district for special education purposes as required by the
Education Code Section 47641 (b), and shall continue to receive funding and services
pursuant to the terms of this section and an annual agreement.
In the case of a special education student, or a student who receives 504
accommodations, NOCCS will ensure that it makes the necessary adjustments to
comply with the mandates of State and federal laws, including the IDEA and Section 504
of the Rehabilitation Plan of 1973, regarding the discipline of students with disabilities.
Prior to recommending expulsion for a Section 504 student or special education student,
the charter administrator will convene a review committee to determine 1) if the conduct
in question was caused by, or had a direct and substantial relationship to the child’s
disability; or 2) if the conduct in question was the direct result of the LEA’s failure to
implement the 504 plan or IEP. If it is determined that the student’s misconduct was not
caused by or had direct and substantial relationship to the child’s disability or the
conduct in question was not a direct result of the LEA’s failure to implement the 504 plan
or IEP, the student may be expelled.
Support providers, consisting of teachers, family members, learning specialists,
members of the administrative team, and others will meet, at a minimum, on an annual
88 | P a g e
basis to review and construct individualized education goals for students with IEPs. The
IEPs goals will be implemented in the classrooms by NOCCS teachers. Additional
meetings are scheduled as needed to support the success of all students with IEPs.
Progress towards IEP goals will be reported to parents/guardians by the student’s
special education service provider (RSP Teacher, Speech Therapist, Occupational
Therapist, and/or others designated as per the IEP as having responsibility for
implementing IEP goals) a minimum of three times per year, as a part of the NOCCS
progress report.
Section 504
NOCCS recognizes its legal responsibility to ensure that no qualified person with a
disability, on the basis of disability, be excluded from participation, be denied benefits of,
or otherwise be subjected to discrimination under any program of NOCCS. Any student,
who has an objectively identified disability which substantially limits a major life activity
including but not limited to learning and accessing the NOCCS curriculum, is eligible for
reasonable accommodation by NOCCS.
NOCCS will be responsible for ensuring compliance with Section 504. A student may be
refereed by anyone, including a parent/guardian, teacher, other NOCCS employees,
and/or community agency, for consideration as to whether the student qualifies as a
student with a disability under Section 504.
When appropriate, a 504 team will be assembled by the Director or designee. The 504
team will include, but is not limited to, the student (where appropriate), teacher(s),
parent/guardians, and other qualified persons knowledgeable about the student, means
of evaluation data, placement options, and accommodations. The 504 team reviews the
student’s existing records and assessments, and is responsible for making a
determination as to whether an evaluation of 504 is appropriate. If the student has
already been found ineligible for special education services or related services, those
evaluations may be used to help determine eligibility under Section 504.
The final determination of whether the student will or will not be identified as a person
with a disability is made by the 504 team in writing and is provided to the parent or
guardian of the student. If the student is found by the 504 team to have a disability
under Section 504, the 504 team shall be responsible for determining what, if any,
accommodations or services are needed to ensure that the student receives a free and
appropriate public education, pursuant to Section 104.33 of Title 34 of the Code of
Federal Regulations. In developing the 504 Plan, the 504 team shall consider all
relevant information utilized during the evaluation of the student, drawing on a variety of
sources, including, but not limited to, assessments conducted by NOCCS staff. The 504
89 | P a g e
Plan shall describe the Section 504 disability and any program accommodations,
modifications or services that may be necessary.
All 504 team participants, parents/guardians, teachers, and other participants in the
student’s education receive a copy of each student’s 504 plan. A copy of the 504 Plan
will be maintained in the student’s file.
Support providers, consisting of teachers, family members, learning specialists,
members of the administrative team, and others meet, at a minimum, on an annual basis
to review and construct individualized support plans for students with 504 plans.
Additional meetings will be scheduled as needed to support the success of all students
with 504 plans. Progress towards these goals is reported in additional family
conferences held by both the teacher and administration team.
Proposed Integrated Response to Intervention and Special Education Services
Model
As described above, NOCCS and the District currently intend that NOCCS will be
treated as any other public school in the District with respect to the provision of special
education services, including the allocation of duties between on-site staff and resources
and the District staff and resources. All individuals employed by the district and providing
services to the NOCCS students shall be appropriately credentialed under California and
Federal law.
Additionally, NOCCS shall have the right to pursue independent local education agency
(LEA) and/or special education local plan area (SELPA) status pursuant to Education
Code 47641 (a) and the district shall not hinder or otherwise impede the efforts of the
school to do so. In the event that the school opts not to establish independent LEA
and/or SELPA status, it shall remain an arm of the district for special education purposes
as required by the Education Code Section 47641 (b), and shall continue to receive
funding and services pursuant to the terms of this section and an annual agreement.
Should NOCCS pursue an independent education agency (LEA) and/or special
education local plan area (SELPA) status pursuant to Education Code 47641, we intend
to develop and implement the following Response to Intevention-based model to support
all students to meet our high expectations. The section below described our intended
RTI and Special Education Program should we elect to move to a new SELPA in the
coming charter term.
90 | P a g e
Response to Intervention
RTI is a prevention-oriented framework for providing comprehensive support to students,
using assessment data to inform educators’ decisions about how best to teach and
support the development of their students. This rigorous prevention system provides for
the early identification of learning and behavioral challenges and timely intervention for
students who are at risk for long-term learning problems. A successful RTI program
seeks to minimize the risk for long-term negative learning outcomes by responding
quickly and efficiently to documented learning or behavioral problems and ensuring
appropriate identification of students with disabilities.
This system includes three levels of intensity or three levels of prevention, which
represent a continuum of supports. Many schools use more than one intervention within
a given level of prevention.



Primary (Tier 1) prevention: high quality core instruction that meets the needs of
most students.
Secondary (Tier 2) prevention: evidence-based intervention(s) of moderate
intensity that addresses the learning or behavioral challenges of most at-risk
students.
Tertiary (Tier 3) prevention: individualized intervention(s) of increased intensity
for students who show minimal response to secondary prevention.
NOCCS will partner with its SELPA and other service providers to design and implement
an RTI Tiered framework to provide aligned academic and social-emotional approaches
to prevent student struggles and remedy existing gaps. RTI establishes criteria for
decision-making around three Tiers of services, with Tier 1 services implemented
school-wide, and Tiers 2 and 3 targeting students who require additional services to
succeed.
SOCIALEMOTIONAL
ACADEMIC
BEHAVIORAL
Tier
3
Special Education and
Related Services
Behavior Intervention
Planning (BIP) and
Case Management
Individual and Family
Therapy
Tier
2
Academic Intervention
Behavior Support
Planning (BSP) and
Case Management
Social Skills and
Therapy Groups
Tier
1
Rigorous Curriculum
delivered through
Highly Differentiated
Instructional Methods
Classroom and
School-wide Positive
Behavior Interventions
and Supports
School-wide Social
Emotional
Curriculum and
Positive School
Climate
91 | P a g e
Coordination of Services Team (COST)
As part of its RTI model, NOCCS will develop and implement a Coordination of Services
Team. This team will consists of 3-5 key stakeholders, including administration,
intervention staff (representatives delivering Tier two and three interventions including
members of the special education and mental health teams) and classroom teachers.
The team will:





Create a uniform, comprehensive referral form for teachers to use when
concerns arise about a student’s academic, behavioral, or social-emotional
challenges.
Meet weekly to discuss teacher referrals, triaging students for more in-depth
discussion and matching them with correct support services, including
supportive interventions that can be implemented by teachers within the
classroom.
Review and analyze school-wide academic, behavioral and social-emotional
data (including academic assessment scores, office discipline referral data,
and attendance rates) to determine priorities, establish thresholds for different
levels of intervention and match resources to needs.
Complete eight-week reviews for students who have been assigned to
specific interventions.
Maintain open communication with each family, including sharing team
discussions, proposed interventions, and inviting families to COST meetings
as appropriate.
An Overview of the RTI Process


92 | P a g e
Once a student is identified as not making appropriate growth academically
as measured by the schools’ assessment data, or a student is struggling
socially or emotionally, the classroom teacher will immediately develop an inclass interventions plan that clarifies the student’s current level of
performance, documents areas of concern, and outlines a specific plan to
differentiate, modify, and individualize instruction for that student utilizing Tier
1 interventions. High quality, universal interventions are implemented at Tier
one, through the provision of training and support in school-wide academic,
behavioral, and social emotional curricula.
If a student makes inadequate progress in the classroom or across
classrooms with Tier 1 interventions as measured by the school assessment
data, the teacher would then refer the child to the Coordination of Services
Team (COST) to access more of the school’s resources for addressing the
specific child’s challenges. At the weekly COST meeting, the COST facilitator
would convene all necessary stakeholders and allies in the child’s learning to


ensure the group has greater understanding of the whole child. This team
may include but is not limited to the student’s parent/guardian. An
interventions plan is developed for that child that outlines the areas of
strength, areas of concern, and a strategic plan to support that child utilizing
both Tier 1 and Tier 2 interventions as appropriate. Tier 2 interventions would
include all potential resources not being delivered by the Core classroom
teacher that could supplement the Tier 1 interventions taking place. The
family is informed of these interventions.. Tier two services are provided by a
team of credentialed and licensed service professionals (i.e. special
education providers, school psychologists, reading specialists, therapists,
social workers, and behavioral analysts). These high quality, customized,
data-driven interventions are designed to reduce the need for later referral to
higher levels of service.
If the student makes inadequate progress at Tier 2, the COST reconvenes
after eight weeks and the team collects additional data. At this juncture, the
COST may alter the interventions plan by adding or subtracting interventions
or recommending Tier 3 interventions, which are generally individualized
intensive interventions that may supplant some of the instruction taking place
in the regular education class. If the student has demonstrated that he or she
may be eligible for Special Education services, the team may refer the child
for assessment by the IEP team to determine eligibility for Special Education
services. Tier three services are provided by a team of credentialed and
licensed service professionals (i.e. special education providers, school
psychologists, reading specialists, therapists, social workers, and behavioral
analysts).
A student with an Individualized Education Plan will have access to ALL of
the interventions available schoolwide as part of their individualized education
plan. The Coordination of Services Team in partnership ensures Special
Education plans are developed strategically and implemented with fidelity and
utilizes all the resources available at the school to inform the development of
the IEP.
Search & Serve Process
NOCCS shall actively and systematically seek out all individuals with exceptional needs
and provide for the identification and assessment of an individual’s exceptional needs
and the planning of an instructional program to meet the assessed needs. Identification
procedures shall include systematic methods of utilizing referrals of students from
teachers, parents, agencies, appropriate professional persons, and from other members
of the public. Identification procedures shall be coordinated with school site procedures
for referral of students with needs that cannot be met with modification of the general
instructional program. Parents will be informed that special education and related
services are provided at no cost to them. The Search and Serve Process will be
93 | P a g e
overseen by the NOCCS Assistant Director, under direct supervision of the Executive
Director.
No assessment or evaluation will be used for admission purposes. If a student enrolls
with an existing IEP, the charter school will notify OUSD and/or the SELPA within 5
days. An IEP meeting will be convened within 30 days of enrollment.
Referral for Assessment Process
A student shall be referred for special educational instruction and services only after the
resources of the general education program have been considered and, where
appropriate, utilized. The referral process is a formal, ongoing review of information
related to students who are suspected of having special needs and show potential signs
of needing special education and related services. Through the COST process, a
student may be referred for assessment to determine eligibility for special education
services.
Parents have the right to request in writing that their child be assessed to determine
eligibility for special education services. Any such referrals will be responded to in writing
by the charter school within 15 days. NOCCS will notify OUSD and/or the SELPA of the
assessment request within 5 days of receipt.
If NOCCS concludes that an assessment is appropriate, the parent will receive a written
Assessment Plan within 15 days. Parents will be informed via the Special Education lead
that special education and related services are provided at no cost to them. The parent
will be given at least 15 days to provide written consent to the Assessment Plan.
Assessments will be done only upon receipt of written parent permission. The
assessment will be completed and an Individualized Education Program (IEP) meeting
held within 60 days of receipt of the parent’s written consent for assessment.
Assessment Process
NOCCS Special Education staff will be responsible for gathering all pertinent information
and sharing such information with NOCCS. Information gathered will be used as tools to
determine the student’s disability, eligibility for services, and determining the nature and
extent of required services. Assessment procedures will be conducted in the student’s
primary language, and an interpreter will be provided if needed. The types of
assessments that may be used for determining eligibility for specialized instruction and
services will include, but not be limited to:





Individual testing;
Teacher observations;
Interviews;
Review of school records, reports, and work samples; and
Parent input.
94 | P a g e
Unless conflicting with its SELPA policies and procedures, the charter school will follow
the following assessment guidelines. If a conflict with SELPA policies and procedures
exists, then SELPA policies and procedures will govern.











Parents or guardians of any student referred for assessment must give their
written consent for the school to administer the assessment;
The assessment will be completed and an Individualized Education Program
(IEP) meeting held within 60 days of receipt of the parent’s written consent for
assessment;
The student must be evaluated in all areas related to his/her suspected disability;
Assessments must be conducted by a person with knowledge of the student’s
suspected disability, and administered by trained and knowledgeable personnel
and in accordance with any instructions provided by the producer of the
assessments;
Individually administered tests of intellectual or emotional functioning must be
administered by a credentialed school psychologist;
Assessments must be selected and administered so as not to be racially,
culturally, or sexually discriminatory;
Assessments will be delivered in the student’s primary language, and a qualified
interpreter will be provided if needed;
Assessment tools must be used for purposes for which the assessments or
measures are valid and reliable;
Assessments will be adapted as necessary for students with impaired sensory,
physical or speaking skills;
A multidisciplinary team will be assembled to assess the student, including a
teacher knowledgeable in the disability; Upon completion of the assessment, an IEP team will be assembled to review
the results of the assessment and determine the student’s need for special
education. The charter school will be responsible for scheduling, coordinating
and facilitating the IEP meeting. Educators qualified to interpret test results will
present the assessment data at the IEP meeting. Parents will be provided with
written notice of the IEP meeting, and the meeting will be held at a mutually
agreeable time and place.
Development and Implementation of IEP
Every student who is assessed by the school will have an IEP that documents
assessment results and eligibility determination for special education services. The
charter school will ensure that all aspects of the IEP and school site implementation are
maintained. The charter school will provide modifications and accommodations (outlined
within each individual’s IEP) in the general education environment taught by the general
education teacher. Students at the school who have IEPs will be served in the Least
Restrictive Environment (LRE). Each student who has an IEP will have an IEP team
that oversees the IEP development, implementation and progress of the student. All
95 | P a g e
decisions concerning the special education programs and services to be provided to a
student with a disability are to be made by the IEP team. The IEP team must include all
of the following members:







The parent or guardian of the student for whom the IEP was developed;
The student, if appropriate;
The Assistant Director, with the Executive Director as needed;
At least one special education teacher;
A General Education teacher who is familiar with the curriculum appropriate to
that student, if the student is, or may be, participating in the general education
environment;
If the child was recently assessed, the individual who conducted the assessment
or who is qualified to interpret the assessment results;
Others familiar with the student may be invited as needed.
The charter school views the parent as a key stakeholder in these meetings and will
make every effort to accommodate parents’ schedules and needs so that they will be
able to participate effectively on the IEP team. The school will provide an interpreter if
necessary to ensure that all parents and/or guardians understand and can participate in
the IEP process. If a parent cannot attend the IEP meeting, the school will ensure his/her
participation using other methods, such as conferencing by telephone or meeting at the
parent’s home. A copy of the IEP will be given to the parent in accordance with state
laws and SELPA policies. In cooperation with the parent or guardian, the IEP will be
implemented by NOCCS and the charter school, in cooperation with the SELPA in which
the charter school is applying to be a member.
Upon the parent or guardian’s written consent, the IEP will be implemented by the
charter school. The IEP will include all required components and be written on SELPA
forms.
The student’s IEP will be written on SELPA forms and will include the following:







A statement of the student’s present levels of academic achievement and
functional performance;
The rationale for placement decisions;
The services the student will receive and the means for delivering those services;
A description of when services will begin, how often the student will receive them,
who will provide them, and where and when they will be delivered;
Measurable annual goals and short-term objectives focusing on the student’s
current level of performance;
A description of how the student’s progress toward meeting the annual goals will
be measured and monitored and when reports will be provided;
Accommodations necessary to measure the academic achievement and
functional
performance of the pupil on state and district assessments; and
96 | P a g e

For students 16 years of age and older, measurable postsecondary goals related
to training, education, employment and independent living skills, along with
transition services needed to assist the student in reaching those goals. IEP meetings will be held according to the following schedule:






Yearly to review the student’s progress and make any necessary changes;
Every three years to review the results of a mandatory comprehensive
reevaluation of the student’s progress;
After the student has received a formal assessment or reassessment;
When a parent or teacher feels that the student has demonstrated significant
educational growth or a lack of anticipated progress (consistent with state and
federal law, IEP meetings will be held within 30 days of a parent’s request);
When an Individual Transition Plan (ITP) is required at the appropriate age;
When the charter school seeks to suspend or remove the student for a period of
10 days or more for the same behavior, in order to determine if the student’s
misconduct was a manifestation of his/her disability.
IEP Review Process & Reporting
The IEP team will formally review the student’s IEP at least once a year to determine
how the IEP is meeting his/her needs. In accordance with IDEIA regulations, the IEP
team will also conduct a formal review of the IEP once every three years, in which the
student is reassessed and the IEP is reviewed as part of an overall comprehensive
reevaluation of the student’s progress and continued eligibility. If a parent or faculty
member feels the student’s educational needs are not being met, they may request a
reassessment or a review of the IEP by the IEP team at any time during the year via
written notice to the school. Once the request is received, the charter school will have
thirty days to hold the IEP meeting.
Unless otherwise specified on the student’s IEP, parents will be informed four times a
year (which is the same frequency as progress is reported to all students and parents) of
the student’s progress toward meeting annual goals and whether the student is expected
to meet his/her annual goals. The Goals and Objectives section of the IEP will be an
attachment to the general progress report. This will serve to document the method by
which the student’s progress toward achieving the annual goal is measured, the
student’s progress during the relevant period, the extent to which it is anticipated the
student will achieve the annual goal prior to the next annual review, and where needed,
the reasons the student did not meet the goal.
In addition, the school shall comply with the SELPA Local Plan. It is NOCCS and the
charter school’s understanding that it shall represent itself at all SELPA meetings. The
school understands that it will be subject to the Allocation Plan of the SELPA. The
Executive Director will manage the budget and contract for appropriate services, take
responsibility for meeting the special education compliance and quality requirements,
and ensure confidentiality and accurate/timely reporting.
97 | P a g e
Professional Development for All Staff
The Special Education lead and other team members will participate in the professional
development opportunities provided by the SELPA. This will help to build the capacity of
the special education staff in the areas of promising instructional practices, compliance
with state and federal statutes, reporting requirements and use of instructional data. In
addition, all staff members will be provided a personalized professional learning plan that
will identify high leverage areas to build capacity, along with specific activities and
strategies for developing in these areas. In addition, Special Education teachers will
receive training to ensure they have research-based instructional strategies specific to
supporting Special Education students – strategies like the Slingerland Approach, or
Lindamood Bell, Wilson Reading, Orton-Gillingham, or Davis Math. This is to ensure
that all students receive the targeted academic interventions as well as the interventions
specific to supporting their disabilities.
Staffing
NOCCS is committed to assuring all IEPs are properly implemented and all students
supported. Toward that end, all special education services at the charter school will be
delivered by individuals or nonpublic agencies qualified to provide special education and
related services as required by California’s Education Code and the IDEIA. NOCCS and
the charter school will contract with qualified service providers to provide programs and
services. The charter school Executive Director and the Special Education lead will be
responsible for the selection, training and supervision of staff necessary to provide
services to students.
Due Process, Procedural Safeguards, & Reporting
NOCCS may initiate a due process hearing or request for mediation with respect to a
student with special needs enrolled in the charter school if it determines such action is
legally necessary or advisable. In the event that the parent/guardian files for a due
process hearing or requests mediation, NOCCS shall defend the case. In either
situation, NOCCS will be responsible for the cost of such representation and the
outcome.
NOCCS will work closely with SELPA staff to ensure a student’s procedural safeguards
are implemented and to resolve problems and concerns at the lowest possible level.
NOCCS and the charter school will acquire parental written consent and ensure parental
participation. NOCCS will participate in the SELPA’s Alternative Dispute Resolution
process when appropriate. Any concerns or disagreements raised by parents will be
acknowledged by the school within five days, followed by a resolution meeting.
NOCCS will collaborate with the authorizer to collect and maintain information required
by IDEA for students including but not limited to: age, grade, type of disability, ELL
status, number of students receiving services, number of students receiving and types of
test modifications and exemptions, settings of service, suspension data, and reasons for
charter exiting if applicable.
98 | P a g e
All necessary procedures and practices to ensure confidentiality and accurate/timely
reporting will be the responsibility of the Assistant Director.
Dispute Resolution & Complaint Procedures
NOCCS’s policy is to comply with applicable federal and state laws and regulations.
NOCCS is the local agency primarily responsible for compliance with federal and state
laws and regulations governing educational programs. Pursuant to this policy, there will
be a board-adopted complaint policy and procedure to provide a uniform system of
complaint processing for the following types of complaints:
1. Complaints of discrimination against any protected group including actual or
perceived, including discrimination on the basis of age, sex, sexual orientation,
gender, gender expression, gender identity, ethnic group identification, race,
ancestry, national origin, religion, color, or mental or physical disability, or on the
basis of a person’s association with a person or group with one or more of these
actual or perceived characteristics in any Charter School program or activity; and
2. Complaints of violations of state or federal law and regulations governing the
following programs including but not limited to: special education, Title II, Section
504 of the Rehabilitation Act, consolidated categorical aid, No Child Left Behind,
migrant education, career technical and technical education training programs,
childcare and development programs, child nutrition program.
Assurances
State and Federal Law
NOCCS recognizes its responsibility to enroll and support students with disabilities who
can benefit from its programs and who otherwise qualify for enrollment. NOCCS will not
discriminate against any pupil with a disability in the admissions process or any other
aspect of operation. The school will comply with all applicable state and federal laws in
serving students with disabilities, including, but not limited to the Individuals with
Disabilities Education Improvement Act of 2004 (IDEIA), Section 504 of the
Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act
(ADA), and any other civil rights laws enforced by the U.S. Department of Education
Office of Civil Rights (OCR).
SELPA
NOCCS pledges to work in cooperation with its Special Education Local Plan Area
(SELPA) to ensure that a free and appropriate education is provided to all students with
exceptional needs. California law gives schools various options on how to deliver special
education and related services either as (1) an arm of the charter-granting agency, (2)
an independent local education agency, or (3) as a charter SELPA. The School shall be
its own local education agency (LEA) in conformity with Education Code Section
47641(a). A change in LEA status or SELPA membership shall not require a material
revision of this charter.
99 | P a g e
The School shall comply with all state and federal laws related to the provision of special
education instruction and related services and all SELPA policies and procedures and
shall utilize appropriate SELPA forms.
Facilities
The School shall be solely responsible for its compliance with the IDEIA, Section 504
and the ADA. The facilities to be utilized by the School shall be accessible for all children
with disabilities. The facilities to be utilized by the School shall provide children with
disabilities equal access to all aspects of the educational program.
Services
The charter school is in the process of seeking membership in an alternate SELPA
(outside of OUSD) in accordance with Education Code section 47641(a). NOCCS will
seek to contract with the outside Agencies to implement its RTI model described above,
in which partner agencies will place highly qualified staff at the school site to provide
both Response to Intervention and Special Education services in conjunction with the
regular education faculty.
NOCCS makes the following assurances:





Free Appropriate Public Education –NOCCS will assure that a free appropriate
public education shall be provided to all enrolled students including children with
disabilities who have been expelled from school and that no assessment or
evaluation will be used for admissions purposes. No student will be denied
admission to the school because he or she is in need of special education
services.
Full Educational Opportunity – NOCCS will assure that all students with
disabilities have access to the full range of programs available to non-disabled
students.
Least Restrictive Environment – NOCCS will assure that students with
disabilities are educated with students who are not disabled to the maximum
extent appropriate. This will be addressed through the use of supplementary aids
and services in the general education environment in accordance with each
student’s IEP.
Individualized Education Program – NOCCS will assure that an Individualized
Education Program (“IEP”) is developed, reviewed and revised for each eligible
student under the IDEIA. The school will assure that the mandated requirements
of each student’s IEP is met.
Assessments – NOCCS will assure that an IEP review shall be conducted on an
annual basis at a minimum. In addition, a reassessment shall be conducted at
least once every three years, in accordance with the IDEIA, and more often if
conditions warrant or if requested by the student’s parents or teacher. Parents
will receive reports on their individual student’s progress toward IEP goals and
100 | P a g e




progress at the IEP meeting and via our progress reporting system three times
per year.
Confidentiality and Procedural Safeguards –NOCCS will assure that the
confidentiality of identifiable data shall be protected at the collection, storage,
disclosure and destruction stages. In addition, students and their parents shall be
provided with safeguards through the identification, evaluation and placement
process and provisions for a free appropriate public education.
Personnel Standards –NOCCS will attract, recruit and hire appropriately trained
and credentialed personnel to provide special education services to children with
disabilities
State Assessments – NOCCS will assure that students with disabilities either
under the IDEIA or Section 504 are included in state assessment programs with
appropriate accommodations and modifications when necessary and
appropriate. These assessments include, but are not limited to, the Smarter
Balanced Assessment Consortium (SBAC) and California Standards Test (CST).
Child Find – NOCCS will assure that all students with disabilities are identified in
accordance with the policies and procedures of its designated SELPA.
101 | P a g e
Section B. Measurable Pupil Outcomes
For the 2015-2020 charter term, NOCCS has established a rigorous set of Measurable
Pupil Outcomes (MPOs). These MPOs are aligned to the outcomes set forth in both our
2015-2020 (DRAFT) Strategic Plan as well as our 2014 Local Control Accountability
Plan that are outlined and described in Section A.
Our MPOs are based on the framework and sample MPOs currently drafted and in
development by and with our charter authorizer - Oakland Unified School District through
the Office of Charter Schools (OUSD-OCS).
Student Outcome #1:
All NOCCS students are will think critically and creatively and communicate
powerfully as mathematicians by demonstrating mastery of the Common Core
Mathematics Standards.
NOCCS students will42:
 Make sense of problems and persevere in solving them
 Reason abstractly and quantitatively
 Construct viable arguments and critique the reasoning of others
 Model with mathematics
 Use appropriate tools strategically
 Attend to precision
 Look for make use of structure
 Look for express regularity in repeated reasoning

Charter Measurable Pupil Outcomes
(MPO-Math-1) Using matched student data, NOCCS will increase the
percentage of students demonstrating one or more year’s growth43 on the
Mathematics Portion of the SBAC. The percentage of students demonstrating
42
This set of outcomes is aligned to and articulated in the California Common Core Mathematic Standards – Mathematics
Practices. For a full description see http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf , page 6
43
One or more year’s growth on the SBAC shall be defined as:


Moving from a prior year’s achievement upward, but still not meeting the level designated as “proficient”. For
example, moving from level 1 (Far Below) upward to level 2 (Below) where 3 is considered “Proficient”.
Achieving “proficiency” or above.
102 | P a g e

one or more year’s growth will increase from the 2014 -2015 baseline by an
average of 1% annually or the goal of 75% students demonstrating growth is met
overall.
(MPO-Math-2) Using matched student data, NOCCS will increase the
percentage of students in all significant subgroups demonstrating one or more
year’s growth on the Mathematics Portion of the SBAC. The percentage of
students demonstrating one or more year’s growth will increase from the 2014 2015 baseline by an average of 1% annually or the goal of 75% growth for each
significant subgroup is met.
Student Outcome #2:
All NOCCS students are will think critically and creatively and communicate
powerfully as readers, writers, listeners/consumers, and speakers of standard
academic English by demonstrating mastery of the Common Core ELA Standards.
NOCCS students will44:
 Demonstrate independence as critical readers, writers, speakers, and
listeners/consumers of text and media
 Build strong content knowledge
 Respond to the varying demands of audience, task, purpose, and discipline
 Comprehend as well as critique
 Value evidence
 Use technology and digital media strategically and capably
 Understand other perspectives and cultures
Charter Measurable Pupil Outcomes

(MPO-ELA-1) Using matched student data, NOCCS will increase the percentage
of students demonstrating one or more year’s growth45 on the ELA Portion of the
SBAC. The percentage of students demonstrating one or more year’s growth will
44
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf , page 6
45
One or more year’s growth on the SBAC shall be defined as:


Moving from a prior year’s achievement upward, but still not meeting the level designated as “proficient”. For
example, moving from level 1 (Far Below) upward to level 2 (Below) where 3 is considered “Proficient”.
Achieving “proficiency” or above.
103 | P a g e



increase from the 2014 -2015 baseline by an average of 1% annually or the goal
of 75% students demonstrating growth is met overall.
(MPO-ELA-2) Using matched student data, NOCCS will increase the percentage
of students in all significant subgroups demonstrating one or more year’s growth
on the ELA Portion of the SBAC. The percentage of students demonstrating one
or more year’s growth will increase from the 2014 -2015 baseline by an average
of 1% annually or the goal of 75% growth for each significant subgroup is met.
(MPO-ELA-3) The percentage of students demonstrate one or more year’s
growth46 as measured47 by the Teacher’s College Reading and Writing Project’s
Running Record Assessment (TCRWP-RRA), Developmental Reading
Assessment (DRA), or Fountas & Pinnell Benchmark Assessment System will
increase from the 2015 - 2016 baseline by an average of 1% annually or the goal
of 75% students demonstrating growth is met overall.
(MPO-ELA-4) The percentage of students demonstrate one or more year’s
growth48 as measured49 by the Teacher’s College Reading and Writing Project’s
46
NOCCS will use a benchmark correlation chart to establish what is considered “grade level” reading levels for the end of
each trimester. Based on their independent reading level, students will be designed as per the chart as:
1.
2.
3.
4.
5.
Exceeding grade level expectations
Meeting grade level expectations
Approaching grade level expectations
Below grade level expectations
Far below grade level expectations
Growth on a Common Core Aligned Interim/Trimester Reading Assessment shall be defined as:


47
Moving from a prior assessment period/trimester’s achievement level upward, but still not meeting the level
designated as “meeting grade level expectations”. For example, moving from level 1 (Far Below) upward
to level 2 (Below) where 4 is considered “Meeting”.
Achieving level 4 or above in a given trimester
One year’s growth shall be measured and calculated each year by:
1.
2.
Using matched student data and comparing achievement scored from the previous administration to the most
recent in order to determine if a student has shown “growth” as defined above, and then using this data to
produce the percentage of students demonstrating “growth”.
Averaging the percentage of growth from each trimester and/or administration of the interim assessment at the
end of the year to produce a final number and percentage of students demonstrating growth in a given school
year.
48
NOCCS will use a benchmark correlation chart to establish what is considered “grade level” reading levels for the end of
each trimester. Based on their independent reading level, students will be designed as per the chart as:
1.
2.
3.
4.
5.
Exceeding grade level expectations
Meeting grade level expectations
Approaching grade level expectations
Below grade level expectations
Far below grade level expectations
Growth on a Common Core Aligned Interim/Trimester Reading Assessment shall be defined as:
104 | P a g e

Running Record Assessment (TCRWP-RRA), Developmental Reading
Assessment (DRA), or Fountas & Pinnell Benchmark Assessment System will
increase from the 2015 - 2016 baseline by an average of 1% annually or the goal
of 75% students demonstrating growth for each significant subgroup is met.
(MPO-ELL-1) NOCCS will achieve an ELL reclassification rate of at least 10%
per year.


49
Moving from a prior assessment period/trimester’s achievement level upward, but still not meeting the level
designated as “meeting grade level expectations”. For example, moving from level 1 (Far Below) upward
to level 2 (Below) where 4 is considered “Meeting”.
Achieving level 4 or above in a given trimester
One year’s growth shall be measured and calculated each year by:
1.
2.
105 | P a g e
Using matched student data and comparing achievement scored from the previous administration to the
most recent in order to determine if a student has shown “growth” as defined above, and then using this
data to produce the percentage of students demonstrating “growth”.
Averaging the percentage of growth from each trimester and/or administration of the interim assessment at
the end of the year to produce a final number and percentage of students demonstrating growth in a given
school year.
Student Outcome #3:
All NOCCS students engage in community and exemplify scholarship
NOCCS students will:
 Work effectively in collaborative groups and can play many roles within the group
 Value diversity, demonstrate empathy, and use these skills to build a kind and
inclusive community
 Recognize needs and inequities our community and affect positive change by
working towards solutions
 Advocate and take responsibility for their own learning and needs by recognizing
and articulating my goals, accomplishments, and areas of continued growth
 Effectively manage their time and projects including recognizing or establishing
benchmarks and outcomes
 Engage in a cycle of peer and teacher feedback to reflect on their own and
others’ work, incorporating suggestions to make improvements
 Participate in and contribute to a school climate and culture where all students
feel safe, valued, supported, connected, empowered, and respected
 Attend and engage in school and the NOCCS community.
Charter Measurable Pupil Outcomes





(MPO-GP/Climate-1): An annual average of 75% of NOCCS students will
demonstrate proficiency as community members as measured by End of Year
Graduate Profile – Engage in Community Rating on the NOCCS Progress Report
(MPO-GP/Climate-2): An annual average of 75% of NOCCS students will
demonstrate proficiency as scholars as measured by End of Year Graduate
Profile – Exemplify Rating on the NOCCS Progress Report
(MPO-Climate-3): At least 75% of all students will positively rate the overall
school climate according to annual student survey data.
(MPO-Climate-4): NOCCS will achieve an attendance rate of 96% overall
(MPO-Climate-5): NOCCS will achieve an attendance rate of 96% for all
significant subgroups.
The measurable pupil outcomes identified for use by the charter school. “Pupil
outcomes,” for purposes of this part, means the extent to which all pupils of the school
demonstrate that they have attained the skills, knowledge, and attitudes specified as
goals in the school’s educational program. Pupil outcomes shall include outcomes that
address increases in pupil academic achievement both schoolwide and for all groups of
pupils served by the charter school, as that term is defined in subparagraph (B) of
paragraph (3) of subdivision (a) of Section 47607. The pupil outcomes shall align with
the state priorities, as described in subdivision (d) of Section 52060, that apply for the
grade levels served, or the nature of the program operated, by the charter school.
Education Code Section 47605(b)(5)(B)
106 | P a g e
In accordance with SB 1290, the measurable pupil outcomes will be set related to
increases in pupil academic achievement both schoolwide and for all groups of pupils
served by the charter school, as that term is defined in subparagraph (B) of paragraph
(3) of subdivision (a) of section 47607. The pupil outcomes shall align with state
priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels
served, or the nature of the program operated, by the charter school.
The measurable pupil outcomes, related to increases in pupil academic achievement
both schoolwide and for all groups of pupils served by the charter school, as that term is
defined in subparagraph (B) of paragraph (3) of subdivision (a) of section 47607, shall
be aligned with state priorities, as described in subdivision (d) of Section 52060.
By July 1, 2015, and annually thereafter, NOCCS shall update the goals and actions
identified in the charter to provide the following, as set forth in Education Code section
47605.5(a):


A review of the progress towards the goals included in the charter, an
assessment of the effectiveness of specific actions toward achieving those goals,
and a description of the changes to the specific actions the charter school will
make as a result of the review and assessment.
Listing and description of the expenditures for the fiscal year in implementing the
specific actions included in the charter as a result of the reviews and
assessments, classified using the California School Accounting Manual.”
By September 1, 2015, NOCCS shall also provide updated Measurable Pupil Outcomes
that align with goals and actions established pursuant to the Local Control Accountability
Plan requirements, based on the template provided by the State Board of Education.
Under Education Code section 47607.3, if NOCCS fails to improve outcomes for 3 or
more pupil subgroups (or, if less than 3, all pupil subgroups) in 3 or 4 consecutive school
years, the following shall apply:



The chartering authority shall provide technical assistance to the charter school
using an evaluation rubric adopted by the State Board.
The Superintendent may assign, at the request of the chartering authority and
approval of the State Board, the California Collaborative for Educational
Excellence to provide advice and assistance to the charter schools.
The chartering authority shall consider for revocation any charter school to which
the California Collaborative for Educational Excellence has provided advice and
assistance, and has made findings that: 1) the charter school has failed, or is
unable, to implement the recommendations of the California Collaborative for
Educational Excellence; or 2) that the inadequate performance of the charter
school, based upon the evaluation rubric, is so persistent or so acute so as to
require revocation of the charter.”
107 | P a g e
Pursuant to the transition to California’s Common Core and the accompanying shift in
the state accountability testing system, NOCCS will establish baseline performance in
the first year of testing administration and will demonstrate growth in performance each
year thereafter.
NOCCS will comply with all requirements pursuant to California Education Code
§57605(b)(5)(A)(ii) including developing annual goals, for all pupils (i.e. schoolwide) and
for each subgroup of pupils as identified in California Education Code §52052, for each
of the applicable eight (8) state priorities identified in California Education Code
§52060(d). Beginning in fiscal year 2014-15, NOCCS will comply with all elements of the
Local Control Accountability Plan pursuant to regulations and templates adopted by the
State Board of Education and reserves the right to establish additional, school-specific
goals and corresponding assessments throughout the duration of the charter.
The LCAP and any revisions necessary to implement the LCAP, including outcomes and
methods of measurement listed in sections A and B above, shall not be considered a
material revision to the charter, and shall be maintained by the charter school at the
school site.
108 | P a g e
Section C. Methods for Assessing Pupil Progress
NOCCS uses a variety of formative, summative, and on-going performance
assessments that measure how well students demonstrate understanding and mastery
of skills and content as defined by the California Content Standards as well as learning
goals and benchmarks established by the school. Below are NOCCS’s main forms of
assessments utilized by the school in assessing pupil progress:
California Assessment of Student Performance and Progress System (CAASPP
System)50
As mandated by Education Code 47605c(2), North Oakland Community Charter School
will annually administer each of the following assessment measures under the California
Assessment of Student Progress and Performance (CAASPP), or legal equivalent, to all
students required to take each battery of tests:

Smarter Balanced Assessment Consortium (Summative Assessment) for
English-Language Arts and Mathematics in grades 3 - 8

California English Language Development Test (CELDT)

California Standards Test (CST), California Modified Assessment (CMA),
and California Alternative Performance Assessment (CAPA) – Science
Assessment in Grades 5 and 8
California Physical Fitness Test in grades 5 and 7. If NOCCS does not test (i.e., STAR)
with the District, LCCHS hereby grants authority to the State of California to provide a
copy of all test results directly to the District as well as the charter school. Test results
for the prior year, if not provided directly to the District by the State, will be provided by
the charter school to the District no later than September 1 of each year.
Progress Reports
Our triannual progress reports are one of the assessment cornerstones of our academic
program. Our progress reports describe the level of development for each child in
relation to key, standards-based grade level skills and content.
As of the Fall of 2014, our Progress Reports have been revised to align to the Common
Core Standards as well as our Graduate Profile.
50
http://www.cde.ca.gov/ta/tg/ca/
109 | P a g e
Our Progress Reports are designed to describe a continuum of learning stages:





1: Beginning Grade Level Expectations (0-49%)
2: Developing Towards Grade Level Expectations (50-64%)
3: Approaching Grade Level Grade Level Expectations (65-79%)
4: Meeting Grade Level Expectations (80-95%)
5: Exceeding Grade Level Expectations (95% and above)
For each of these stages, we have established a number of assessment system
correlations that enable us to translate our developmental system for use by other
educational institutions such as letter grades, percentages, rubrics, check systems, and
others. Our progress reports also contain narrative sections where teachers detail
examples of a child’s level of development/mastery based on observations, student
work, projects/performances of understanding, and/or various classroom-based and
school-wide assessments.
Developmental progress is measured in the following common core and graduate profile
aligned areas:





51
Graduate Profile:
o Critical and Creative Thinking
o Powerful Communication
o Community Engagement
o Exemplary Scholarship
Reading
o Independent Reading Level
o Foundational Skills
o Reading: Literature
o Reading: Informational Texts
Writing
o Opinion Writing
o Explanatory Writing
o Narrative Writing
Language
o Conventions
o Spelling
o Vocabulary
Mathematics51 e.g.
o Counting & Cardinality
o Operations & Algebraic Thinking
o Number & Operations/Number System
o Measurement & Data
o Geometry
o Ratios & Proportional Relationships
Note – Areas change to correspond with the key areas of the common core standards. As such,
examples include the following.
110 | P a g e



o Expressions & Equations
o Statistics & Probablility
Science
o Content
o Process
Social Studies
o Content
o Process
Electives & Enrichments
o Knowledge
o Skill/Technique
o Effort
o Attitude
Samples of our progress report forms correlations are included in Appendix E.
Reading Assessments
All students in grades K-8 are assessed at the beginning of the year at a minimum, and
at the end of each trimester, using a research-based Reading Assessment. NOCCS is
currently in the process of piloting and selecting one of the following reading
assessments: Fountas & Pinnell Benchmark Assessment System (F&P BAS),
Teacher’s College Reader’s and Writer’s Project _ Running Record Assessment
(TWRWP-RRA), and the Developmental Reading Assessment (DRA-2).
In addition, in the coming charter term, NOCCS will explore and pilot the use of the
California Assessment of Student Performance and Progress System (CAASPP System)
Interim assessment for English-Language Arts.
The data from the reading assessments are used for several purposes including the
provision of (1) accurate grouping of students for targeted reading instruction, (2)
feedback for students, teachers, and families in terms of student growth in reading
fluency and comprehension, (3) data concerning the efficacy of instructional practices,
(4) information for on-going professional development and support needs of NOCCS
teachers, (5) data for identification of students in need of extra
support/practice/acceleration, and (6) critical information for the monitoring of schoolwide progress towards literacy goals/objectives.
Interim/Formative/Trimester Mathematics Assessments
NOCCS is in the process of identifying and piloting a common core-aligned interim
mathematics assessment and/or the California Assessment of Student Performance and
Progress System (CAASPP System) Interim assessment for Mathematics.
Once identified and baselined, the data from these assessments will used for several
purposes including (1) accurate identification of students in need of review, remediation,
111 | P a g e
and/or acceleration of skills and concepts through either in-class or enrichment activities,
(2) feedback for students, teachers, and families in terms of student growth in this
subject area, (3) provision of data concerning the efficacy of instructional practices and
materials, (4) information pertaining to teachers’ needs for professional development and
support pertaining to mathematics instruction and subject matter knowledge, and (5)
data for monitoring school-wide progress towards mathematics goals and objectives.
Initial and Guided Performances of Understanding
Within our Teaching for Understanding (TfU) science and social studies units, teachers
design a number of initial and guided performances of understanding to assess the ongoing development of student understanding and/or mastery of process-related skills
related to the defined understanding goals of each unit. These assessments are used to
provide teachers with a picture of what each learner is understanding so that curriculum
and instruction may be adapted and/or differentiated so that the teacher can direct and
guide the student(s) towards mastery of content and skills.
Culminating Performances of Understanding
Each TfU unit also includes a culminating performance of understanding for each
defined understanding goal of a given unit. Culminating performances of understanding
are carefully constructed student tasks and projects that promote reflective engagement
and challenge students to demonstrate and apply new understanding and/or skills in a
unique context. Often these culminating performances of understanding are public
demonstrations, such as our annual Exhibition Night. In designing these units, NOCCS
teachers construct standards-based project rubrics for each understanding goal within a
unit of study. These rubrics also become the basis for standards-based report cards
each trimester.
Graduate Portfolio – Presentations and Defense
In the coming charter term NOCCS will work to develop and pilot an authentic
assessment system based on our graduate profile. Within this system, students will
collect examples of student work that demonstrate and provide evidence of the various
traits included within our graduate profile. Each year, students will select pieces of
students work and create written and/or oral presentations and reflections of these
pieces of student work. At various matriculation points, such as moving from 3rd to 4th,
5th to 6th and in their 8th grade year, students will present their portfolios as a requirement
for matriculation to the next grade and/or “graduation” from NOCCS.
112 | P a g e
Spelling, Phonics, and Phonemic Awareness Inventories
Phonemic awareness and phonics inventories are administered to all early and
emergent readers a minimum of four times per year or until they demonstrate mastery of
sound-letter correspondence and other phonics skills. Developmental spelling
assessments are administered students in order to track each child’s orthographic
knowledge and skill and appropriately group each child for targeted instruction and/or
placement into an appropriate developmental spelling group.
Writing Rubrics
NOCCS uses locally developed rubrics that align to grade-specific content standards for
writing.
Formative and Other On-Going Assessments
NOCCS uses a range of formative and on-going assessments within its instructional
program. These assessments can include authentic student work, process journals,
check-lists, reading conference notes, exit tickets, quizzes, and tests.
Curriculum Embedded and Other On-Going Assessments
NOCCS uses a range of curriculum embedded and other on-going assessments
throughout its curriculum and instruction program. These assessments can include daily
assignments and exit tickets, student strategy demonstrations, quizzes, and tests.
Observation
Teachers record their observations about students’ learning and thinking and use them
in evaluation and instruction. Observations include both anecdotal records, where
teachers take notes on what a student does, and systematic observation that allows
teachers to observe a specific child or group of children at a particular time with a
specific objective in mind.
Interviews
Systematic interviews during student-teacher conferences at the beginning of the year
and at various times throughout provide information to guide instruction.
For each student outcome articulated in our strategic plan, LCAP, and charter
measurable pupil outcomes and articulated in Sections A and B of this charter, NOCCS
will employ multiple assessment measures to track student growth and achievement
towards these goals.
113 | P a g e
NOCCS Student Outcomes and Aligned Assessments
The following chart describes the assessment tools that will be applied to each student
outcome:
Outcome #1:
All NOCCS students think critically and creatively and communicate powerfully
as mathematicians by demonstrating mastery of the Common Core Mathematics
Standards.
NOCCS students will52:
 Make sense of problems and persevere in solving them
 Reason abstractly and quantitatively
 Construct viable arguments and critique the reasoning of others
 Model with mathematics
 Use appropriate tools strategically
 Attend to precision
 Look for make use of structure
 Look for express regularity in repeated reasoning






Assessments
SBAC – Mathematics Section
o To be piloted/baselined in 2014-2015
SBAC/Common Core Aligned Interim/Trimester Mathematics Assessments
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
Common Core Aligned Progress Reports – Mathematics Section
o To be piloted/baselined in 2015-2016
Classroom-Based/Curriculum Embedded Assessments
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
Classroom-Based Formative and On-Going Assessments/Assignments
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
Graduate Profile Portfolio Rubric/Exemplars/Artifacts
o To be developed in 2016-2017
o To be piloted/baselined in 2017-2018
52
This set of outcomes is aligned to and articulated in the California Common Core Mathematic Standards – Mathematics
Practices. For a full description see http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf , page 6
114 | P a g e
Outcome #2:
All NOCCS students think critically and creatively and communicate powerfully
as readers, writers, listeners/consumers, and speakers by demonstrating
mastery of the Common Core ELA Standards.
NOCCS students will53:
 Demonstrate independence as critical readers, writers, speakers, and
listeners/consumers of text and media
 Build strong content knowledge
 Respond to the varying demands of audience, task, purpose, and discipline
 Comprehend as well as critique
 Value evidence
 Use technology and digital media strategically and capably
 Understand other perspectives and cultures







Assessments
SBAC – ELA Section
o To be piloted/baselined in 2014-2015
SBAC/Common Core Aligned Interim/Trimester Reading Assessment
Assessments (TCRWP-RRA, F&P Benchmark Assessment System, DRA)
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
Common Core Aligned Progress Reports – Reading Section
o To be piloted/baselined in 2015-2016
Common Core Aligned Progress Reports – Writing Section
o To be piloted/baselined in 2015-2016
Classroom-Based/Curriculum Embedded Assessments
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
Classroom-Based Formative and On-Going Assessments/Assignments
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
Graduate Profile Portfolio Rubric/Exemplars/Artifacts
o To be developed in 2016-2017
o To be piloted/baselined in 2017-2018
53
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf , page 6
115 | P a g e
Outcome #3:
All NOCCS students think critically and creatively and communicate powerfully
as scientist, engineers, and artists by demonstrating mastery of the California
Common Core ELA Standards for Literacy Science and Technical Subjects and
the Next Generation Science Standards.
NOCCS students will54:
 Ask questions (for science) and define problems (for engineering)
 Develop and use models
 Plan and carry out investigations
 Analyze and interpret data
 Use mathematics and computational thinking
 Construct explanations (for science) and design solutions (for engineering)
 Engage in argument from evidence
 Obtain, evaluate, and communicate information
Student will also55:
 Demonstrate independence as critical readers, writers, speakers, and
listeners/consumers of text and media
 Build strong STEAM (Science, Technology, Engineering, Art, and Math) content
knowledge
 Respond to the varying demands of audience, task, purpose, and discipline
 Comprehend as well as critique
 Value evidence
 Use technology and digital media strategically and capably
 Understand other perspectives
Assessments
 Common Core Aligned Progress Reports – TfU Science Section
o To be piloted/baselined in 2015-2016
 Classroom-Based/Curriculum Embedded Assessments
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
 Classroom-Based Formative and On-Going Assessments/Assignments
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
 Graduate Profile Portfolio Rubric/Exemplars/Artifacts
o To be developed in 2016-2017
o To be piloted/baselined in 2017-2018
54
These practices are aligned to and articulated in the science and engineering practices of the Next Generation Science
Standards. See:
http://www.nextgenscience.org/sites/ngss/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%2
0in%20the%20NGSS%20-%20FINAL%20060513.pdf
55
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf , page 6
116 | P a g e
Outcome #4:
All NOCCS students think critically and creatively and communicate powerfully
as historians, citizens, artists, and leaders by demonstrating mastery of the
California History/Social Studies Standards and California Common Core ELA
Standards for Literacy History/Social Studies.
NOCCS students will students demonstrate the following intellectual, reasoning,
reflection, and research skills56:
 Chronological and spatial thinking
 Research, evidence, and point of view
 Historical interpretation
Student will also57:
 Demonstrate independence as critical readers, writers, speakers, and
listeners/consumers of text and media
 Build strong content knowledge
 Respond to the varying demands of audience, task, purpose, and discipline
 Comprehend as well as critique
 Value evidence
 Use technology and digital media strategically and capably
 Understand other perspectives and cultures




56
Assessments
Common Core Aligned Progress Reports – TfU Science Section
o To be piloted/baselined in 2015-2016
Classroom-Based/Curriculum Embedded Assessments
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
Classroom-Based Formative and On-Going Assessments/Assignments
o TBD in 2014-2015
o To be piloted/baselined in 2015-2016
Graduate Profile Portfolio Rubric/Exemplars/Artifacts
o To be developed in 2016-2017
o To be piloted/baselined in 2017-2018
This set of outcomes is aligned to articulated in the California History Standards. See http://www.cde.ca.gov/ci/hs/
57
This set of outcomes is aligned to and articulated in the California Common Core ELA Standards. For a full description
see: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf , page 6
117 | P a g e
Outcome #5
Ensure that our school culture and climate is one in which all children and youth
feel safe, valued, supported, connected, empowered, and respected.
NOCCS students will
 Work effectively in collaborative groups and can play many roles within the
group
 Value diversity, demonstrate empathy, and use these skills to build a kind and
inclusive community
 Recognize needs and inequities our community and affect positive change by
working towards solutions
 Advocate and take responsibility for their own learning and needs by
recognizing and articulating my goals, accomplishments, and areas of
continued growth
 Effectively manage their time and projects including recognizing or
establishing benchmarks and outcomes
 Engage in a cycle of peer and teacher feedback to reflect on their own and
others’ work, incorporating suggestions to make improvements
 Participate in and contribute to a school climate and culture where all
students feel safe, valued, supported, connected, empowered, and respected
 Attend and engage in school and the NOCCS community.





Assessments
Progress Report – Graduate Profile – Engage in Community Ratings
Progress Report - Graduate Profile – Exemplify Scholarship Ratings
Student Survey Data
Attendance Data – All Students
Attendance Data - Subgroups
Use and Communication of Assessment Data
NOCCS will use assessments and other data to enhance a culture of feedback and
continuous improvement throughout the organization – both within and beyond this
charter term.
Use of Student Assessment Data
NOCCS staff will be proficient and aligned in their implementation of data collection and
analysis protocols, and in using student and other school-wide data to (1) inform and
improve curriculum and instruction, (2) differentiate instruction and resources to
appropriately target and meet the needs of all students, and (3) understand, reflect on,
and continuously improve their skills and practices as educators. This will be achieved
by the school wide practices outlined below.
Unit and On-Going/Formative Assessment Practices
118 | P a g e
When designing and/or implementing curriculum using the workshop method, NOCCS
teachers are expected to include several forms of culminating and on-going/formative
assessment into their unit, intra-unit, and individual lesson plans. These assessment
practices, which are key to providing all students with both the rigorous and relevant
standards-based curriculum described in section A of this charter, as well as for
ensuring that all students equitably supported in reaching the outcomes and mastery of
content as described in section B of this charter, are detailed below:

Unit Plans are developed by grade level team (for ELA, TfU,and Peacemaking)
and in collaboration with a mathematics coach, supervisor, and/or individually
(for mathematics) on approximately a six week to trimester basis. Within these
plans, NOCCS teachers are expected to identify/develop and implement
culminating performances of understanding or assessment tasks and/or
projects/assignments that are aligned to the units overall understanding goals
and key standards. These culminating performances and assessments of
understanding may include one or more of the following:
o
Writing task/project and accompanying rubric
o
Presentation/Debate/Socratic Seminar guidelines and accompanying
rubric
o
Research report/project guidelines and accompanying rubric
o
Model/representation guidelines and accompanying rubric
o
Lab notebook or process notes and reflection guidelines and rubric
o
Problem-based task and/or interview and accompanying
o
Unit test and accompanying unit key
Unit plans are often reviewed and vetted by supervisors and/or instructional
coaches in grade level team and/or individual sessions or by colleagues using a
critical friends or other protocols in order to ensure rigor and alignment of
standards, understanding goals, performances of understanding, and
assessment tools/rubrics.
Once these unit plans – including culminating performances of understandings
and their accompanying rubrics/answer keys – are drafted, NOCCS teachers
use these materials to break down the knowledge and skills needed to
successfully master the given task into smaller units (weekly/bi-monthly) of
curriculum and instruction, and then into daily lesson plans and tasks with
additional assessment tasks that are tied to or build towards the unit’s
understanding goal(s) and culminating performance(s) of understanding – each
119 | P a g e
of which are further explained below. Unit plans are then updated throughout
the implementation of a given unit.
At the end of a given unit, assessment tasks are scored, and the data from these
tasks is used analyzed by teachers, grade level teams, coaches, and/or
supervisors who reflect on the results and use the data to inform the following:

o
Students’ individual strengths, growth, and mastery as well as areas of
development relative the understanding goals and/or associated
standards of a given unit
o
Identification of students in need of additional supports and resources
o
Reporting of student progress and achievement via the NOCCS
Progress Report System
o
Adjustments to and/or continuous improvement of these units (and/or
content therein) and/or the overall scope and sequence
o
Development and implementation of the next unit
Intra-Unit Plans are detailed/adjusted/developed – based on the overall unit
plan -- by grade level teams (for ELA, TfU, and Peacemaking), and in
collaboration with a mathematics coach, supervisor, and/or individually (for
mathematics) on a weekly to bi-monthly basis. Within these plans, NOCCS
teachers are expected to identify/develop and implement key assessment tasks
and/or assignments related to a unit’s overall understanding goals and key
standards. Examples of such intra-unit assessments may include the following:
120 | P a g e
o
Checklists of performances of a critical reading or writing skill such as
analysis of a text, identification of evidence, use of an index to locate key
information, or the development of a thesis statement
o
Creation of a (portion of) of a project outline or plan, section or a piece of
writing, or draft
o
Development of a research topic, question, or hypothesis and
identification of steps and/or resources to conduct inquiry about this
subject
o
Demonstration of presentation or debate skill such as citing evidence,
reflection on or providing feedback to a peer in a practice implementation
of a debate or socratic seminar
o
Journal entries and/or process notes
o
Simplified problem-based mini-project
o
Quizzes
o
Practice Tests
Within their collaborative planning time, grade level teams and/or teachers
working individually and/or with their supervisor or coaches are expected to
review and analyze key student work, assessment results, and/or other data
from the previous week(s). The data from these tasks is analyzed by teachers,
grade level teams, coaches, and/or supervisors who reflect on the results and
use the data to inform the following:
o
Students’ individual strengths, growth, and mastery as well as areas of
development relative the understanding goals and/or associated
standards of a given unit
o
Identification of students in need of additional supports and resources
and development of in-class or other critical strategies/resources to
address these needs
o
Adjustments to the unit plan and/or instructional strategies based on
student need
o
Identification of key next steps – including assessment strategies – for
the next week(s)/portion of the unit
In addition to providing the teacher(s) with critical data and information, one of
the most important goals of these intra-unit assessment tasks is to provide the
student with key information and feedback that will assist them in reflecting on,
revising/refining, and improving their work and performance relative to a critical
unit understanding goal/standard and performance of understanding at the end
of a unit. As such, these assessment tasks and the data/feedback are also
ideally designed to be shared with and used by the student to help them to fully
engage and participate as active learners in their own education. As needed,
these assessment tasks are shared with families – through mini-progress
reports, on-line gradebook system, individual emails, and other formats – so that
they can support their students in implementing critical next steps towards
mastery of a given understanding goal.

Individual lessons are expected to include several forms of assessment of
student understanding and achievement against an established “understanding
goal” and/or “performance of understanding” that a NOCCS teacher is expected
to build in, utilize, and take action upon both within and after a given lesson.
These many include the following:
o
121 | P a g e
A lesson warm up or opening prompt to elicit prior understanding
implemented at the outset of the lesson
o
Questioning/pair-shares, or checks for understanding within a minilesson
o
Conferencing, individual or small group guided practice, and/or other
support and observation within the workshop time of a given lesson
o
Student work product and/or reflection resulting from the workshop time
o
Exit tickets or other forms of quick assessment used to gauge student
mastery of a given daily understanding goal or performance of
understanding set out as the objective for a daily lesson
NOCCS teachers are expected to be skilled in using these multiple forms of
classroom-based data to inform their instructional moves, questioning, student
groupings, support strategies, and curriculum on a daily basis. Teachers are
expected to collect various forms of data, such as conferencing notes, as well as
to analyze student work on an on-going basis to inform their instruction and
differentiation strategies on a daily and weekly basis. Based on their analysis,
NOCCS teachers may elect to implement one of more of the following
instructional moves:
o
Continue forward with a new objective
o
Adjust a given objective and provide additional instruction and practice
o
Pull individuals/small groups to provide additional instruction and support
o
Provide acceleration/challenge work for individuals/small groups
o
Reteach and/or provide more practice related to a given understanding
goal or performance of understanding
School-Wide Assessment and Data Practices
In addition to the curriculum-embedded and on-going assessment practices described
above, NOCCS will, over this charter term, also implement a number of school-wide
interim and summative assessments and data collections in order to provide teachers,
students, and parents with critical data relative to supporting student growth and
achievement, as well as to provide the school and community with information relative to
the efficacy of our institutional practices, strategies, structures, and resources as
outlined in this charter as well as our Local Control Accountability Plan and Strategic
Plan.
These school-wide assessments include the following:
122 | P a g e
Content
Area
English
Language Arts
Assessment
Tool(s)/Data
SBAC - ELA
Frequency
1x/year
Grades 3-8
Reporting Method(s) &
Use
Staff
 Student and Classroom level
– informs grouping,
instructional strategies, etc.;
identifies students in need of
additional
supports/resources
 Teacher and Grade Level
(aggregate and subgroups)
– informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and sub-groups)
– informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Board & Community
 School-Wide Level
(aggregate and subgroups)
– informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Students & Families
 Individual Student Level –
reported via annual student
reports, informs student
progress and achievement
relative to grade level
benchmark expectations,
informs allocation of
classroom and school-wide
supports for the student
English Language
123 | P a g e
TWRWP-RAA, F &
4x/Year
Staff
Arts
P BAS, and/or
DRA-2
58
NOTE
st
Within 1 6
weeks
st
End of 1
Trimester
nd
End of 2
Trimester
rd
End of 3
Trimester
 Student and Classroom level
– informs grouping,
instructional strategies, etc.;
identifies students in need of
additional
supports/resources
 Teacher and Grade Level
(aggregate and subgroups) –
informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and subgroups) –
informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Board & Community
 School-Wide Level
(aggregate and subgroups) –
informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Students & Families
 Individual Student Level –
reported via conferences
and progress reports,
informs student progress
and achievement relative to
grade level benchmark
expectations, informs
allocation of classroom and
school-wide supports for the
58
Over the charter terms NOCCS will also consider and pilot the California Assessment of
Student Progress and Performance (CAASPP) Interim ELA Assessment and/or another common
core aligned ELA assessment as well as an Interim Common-Core Aligned On-Demand Writing
Assessment. Should NOCCS elect to include these in our interim assessment system, we will
reflect commensurate timelines, baselines, and goals in our LCAP and strategic plan. This shall
not be considered a material revision of our charter.
124 | P a g e
English Language
Arts
Progress Report
Data
Reading Section
Writing Section
3x/Year
st
End of 1
Trimester
nd
End of 2
Trimester
rd
End of 3
Trimester
student
Staff
 Student and Classroom level
– informs grouping,
instructional strategies, etc.;
identifies students in need of
additional
supports/resources
 Teacher and Grade Level
(aggregate and subgroups) –
informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and subgroups) –
informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Board & Community
 School-Wide Level
(aggregate and subgroups) –
informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Students & Families
 Individual Student Level –
reported via conferences
and progress reports,
informs student progress
and achievement relative to
grade level benchmark
expectations, informs
allocation of classroom and
school-wide supports for the
student
Mathematics
125 | P a g e
SBAC -
1x/year
Staff
Mathematics
Grades 3-8
 Student and Classroom level
– informs grouping,
instructional strategies, etc.;
identifies students in need of
additional
supports/resources
 Teacher and Grade Level
(aggregate and subgroups)
– informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and sub-groups)
– informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Board & Community
 School-Wide Level
(aggregate and subgroups)
– informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Students & Families
 Individual Student Level –
reported via annual student
reports, informs student
progress and achievement
relative to grade level
benchmark expectations,
informs allocation of
classroom and school-wide
supports for the student
Mathematics
126 | P a g e
Progress Report
Data
Mathematics
3x/Year
st
End of 1
Trimester
nd
End of 2
Trimester
Staff
 Student and Classroom level
– informs grouping,
instructional strategies, etc.;
identifies students in need of
59
NOTE
rd
End of 3
Trimester
additional
supports/resources
 Teacher and Grade Level
(aggregate and subgroups)
– informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and subgroups)
– informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Board & Community
 School-Wide Level
(aggregate and subgroups)
– informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Science
59
CST - Science
1x/year
Grades 5 & 8
Students & Families
 Individual Student Level –
reported via conferences
and progress reports,
informs student progress
and achievement relative to
grade level benchmark
expectations, informs
allocation of classroom and
school-wide supports for the
student
Staff
 Student and Classroom level
Over the charter terms NOCCS will also consider and pilot the California Assessment of
Student Progress and Performance (CAASPP) Interim Mathematics Assessment and/or another
common core aligned Mathematics assessment. Should NOCCS elect to include these in our
interim assessment system, we will reflect commensurate timelines, baselines, and goals in our
LCAP and strategic plan. This shall not be considered a material revision of our charter.
127 | P a g e
– informs grouping,
instructional strategies, etc.;
identifies students in need of
additional
supports/resources
 Teacher and Grade Level
(aggregate and subgroups)
– informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and sub-groups)
– informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to LCAP, Strategic
Plan
Board & Community
 School-Wide Level
(aggregate and subgroups)
– informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to LCAP, Strategic
Plan
Students & Families
 Individual Student Level –
reported via annual student
reports, informs student
progress and achievement
relative to grade level
benchmark expectations,
informs allocation of
classroom and school-wide
supports for the student
Science
128 | P a g e
Progress Report
Data
Science
3x/Year
st
End of 1
Trimester
nd
End of 2
Trimester
rd
End of 3
Staff
 Student and Classroom level
– informs grouping,
instructional strategies, etc.;
identifies students in need of
additional
Trimester
supports/resources
 Teacher and Grade Level
(aggregate and subgroups) –
informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and subgroups) –
informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Board & Community
 School-Wide Level
(aggregate and subgroups) –
informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Students & Families
 Individual Student Level –
reported via conferences
and progress reports,
informs student progress
and achievement relative to
grade level benchmark
expectations, informs
allocation of classroom and
school-wide supports for the
student
Social Studies
129 | P a g e
Progress Report
Data
Social Studies
3x/Year
st
End of 1
Trimester
nd
End of 2
Trimester
rd
End of 3
Trimester
Staff
 Student and Classroom level
– informs grouping,
instructional strategies, etc.;
identifies students in need of
additional
supports/resources
 Teacher and Grade Level
(aggregate and subgroups) –
informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and subgroups) –
informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Board & Community
 School-Wide Level
(aggregate and subgroups) –
informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Students & Families
 Individual Student Level –
reported via conferences
and progress reports,
informs student progress
and achievement relative to
grade level benchmark
expectations, informs
allocation of classroom and
school-wide supports for the
student
130 | P a g e
Graduate Profile
& Peacemaking
Progress Report
Data
Graduate Profile
Sections:
- Critical and
Creative
Thinking
- Powerful
Communication
- Community
Engagement
- Exemplary
Scholarship
3x/Year
st
End of 1
Trimester
nd
End of 2
Trimester
rd
End of 3
Trimester
Staff
 Student and Classroom level
– informs grouping,
instructional strategies, etc.;
identifies students in need of
additional
supports/resources
 Teacher and Grade Level
(aggregate and subgroups)
– informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and subgroups)
– informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Board & Community
 School-Wide Level
(aggregate and subgroups)
– informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Students & Families
 Individual Student Level –
reported via conferences
and progress reports,
informs student progress
and achievement relative to
grade level benchmark
expectations, informs
allocation of classroom and
school-wide supports for the
student
131 | P a g e
School Climate
Stakeholder
Surveys
- Student
- Family
- Staff
1x/year
Staff
 Teacher and Grade Level
(aggregate and subgroups)
– informs allocation of
resources and supports (for
students and staff)
 School-Wide Level
(aggregate and subgroups)
– informs allocation of
resources and supports (for
students and staff), informs
allocation of resources and
professional development
planning, informs annual
LCAP development and
strategic planning, informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Board & Community
 School-Wide Level
(aggregate and subgroups)
– informs allocation of
resources and supports,,
informs annual LCAP
development and strategic
planning; informs
accountability monitoring
relative to MPOs, LCAP,
Strategic Plan
Staff Use of School-Wide Assessment and Data
NOCCS staff will use school-wide data listed above to both inform classroom-based
practices, strategies, and allocations of resources as well as to provide input and
leadership relative to the articulation of school-wide plans as articulated in our LCAP and
strategic plan development and updates.
Classroom Based Data Reviews will be conducted a minimum of four times per year,
including at the start of the school year and at the conclusion of each trimester.
Classroom based data reviews will take place with each teacher and his/her supervisor
(Assistant Director) as well as instructional coaches as needed. Within this process,
teachers will review the data for their classrooms from the school-wide assessments
listed above. Using a structured protocol, teachers will:
132 | P a g e

Analyze and document areas of strength and concern for both the classroom and
individual students

Analyze, discuss, and document important trends in the data

Identify and document student achievement-based goals (grade level, classroom,
and/or individual student) as well as strategies and supports needed to achieve
these goals

Identify, prioritize, and document students in need of additional supports/services
and suggest strategies to support these students.
Teachers will then share their data analysis with other members of their grade level team
in the Grade Level Data Review Team process described below.
Individual teachers and their supervisors will meet, approximately once per month to
follow-up and review progress relative to the goals, strategies, and supports identified
within the data review process.
Data analysis from this process teams will also be compiled and used to inform LCAP
and strategic planning processes in the school.
Grade Level Data Review Teams will be assembled a minimum of four times per year,
including at the start of the school year and at the conclusion of each trimester. Data
review teams will consist of the supervisor (assistant director), instructional staff, and
other key stakeholders (coaches, elective/enrichment staff, associate teachers) at each
grade level span. In these teams, staff will review both school-wide and grade-level
specific data reports that pertain to their students. Using a structured protocol, Data
Review Teams will:

Analyze and reflect on areas of strength and concern for both the grade level
cohort and individual students

Analyze, discuss, and document important trends in the data

Identify/share and document student achievement-based goals (grade level,
classroom, and/or individual student) as well as strategies and supports needed
to achieve these goals

Identify, prioritize, and document students in need of additional supports/services
and suggest strategies to support these students. This will include recommend
actions and person(s) responsible for leading/implementing support strategies for
the remainder of the Trimester. Strategies may include, but are not limited to:
133 | P a g e
o
Prioritized implementation of standard regiment of in-class
assessments/observation/monitoring
o
Additional in-class assessment/observation/monitoring and/or data
collection
o
Scheduling of a family conference held within the next six weeks and/or
the end of the trimester
o
Differentiated assignments/instruction (specified)
o
Individualized social/emotional/behavioral support strategies (specified)
o
Screening for and/or prioritized placement in additional programs and
strategies provided by the school and/or classroom staff outside of
special education (individualized instruction, math squad, academic
support electives, extended day program, junior coach/leadership/etc.,
lunch-bunch groups, etc.)
o
Collaborating with the family to explore, discuss, recommend, and/or
follow up on prior screening for and/or placement in additional programs
and strategies provided by the family (tutoring, counseling, enrichment
programming, outside testing, etc.)
o
Implementation/monitoring/and data collection from an already
established Student Success Team, 504, Risk of Retention/Retention,
and/or Individualized Education Plan, and/or other Assessment and/or
Meeting
o
Scheduling an initial and/or follow up Student Success Team, 504, and/or
Individualized Education Plan and/or Other Meeting/Assessment
Data review teams will then meet, approximately once per month to follow-up and review
progress relative to the goals, strategies, and supports identified within the data review
process.
Data analysis from the data review teams will also be compiled and used to inform LCAP
and strategic planning processes in the school.
Staff Orientation/Retreats will be scheduled and held both at the start of the school
year and in the middle of the school year. Within these forums, school staff will review
school critical portions of the school wide data listed above. Based on this data, staff
will:

Analyze our school-wide strengths and areas of concern
134 | P a g e

Analyze and discuss important data trends

Review current LCAP and Strategic Plan goals and strategies

Provide input on school-wide student achievement goals as well as strategies
and supports needed to achieve these goals
On-Going Staff Stakeholder Engagements will be scheduled a minimum of every six
weeks after the staff retreat, to provide on-going input relative the updating of the LCAP
and strategic plan.
In addition, staff will be engaged, a minimum of every six to eight weeks relative to
school.-wide data and progress on goals within our LCAP and Strategic Plan.
Board and Community Use of School-Wide Assessment and Data
NOCCS staff will use school-wide data listed above to inform and update key
stakeholders as well as to provide input and leadership relative to the articulation of
school-wide plans as articulated in our LCAP and strategic plan development and
updates.
Board Data Reports will be scheduled and delivered to the board on approximately a
monthly basis. Data reports will be delivered by the Executive Director or designee and
will provide and engage the board in and ongoing analysis and discussion of:

Growth and progress relative to the goals articulated in our charter MPOs,
LCAP, and Strategic Plan

School-wide strengths and areas of concern

Analyze and discuss important data trends

Input relative to our school-wide student achievement goals as well as
strategies and supports needed to achieve these goals as articulated in
our LCAP and Strategic Plan
Community Data Reports will be scheduled and delivered to the NOCCS community
via forums such as Executive Director’s Coffees/Receptions and/or Family Teacher
Organization Meetings at approximately four times per year. Data reports will be
delivered by the Executive Director or designee and will provide and engage the
community in and ongoing analysis and discussion of:
135 | P a g e

Growth and progress relative to the goals articulated in our charter MPOs,
LCAP, and Strategic Plan

School-wide strengths and areas of concern

Analyze and discuss important data trends

Input relative to our school-wide student achievement goals as well as
strategies and supports needed to achieve these goals as articulated in our
LCAP and Strategic Plan
External Reporting Assurances
NOCCS will maintain sufficient staff and systems including technology, required to
ensure timely reporting necessary to comply with the law and to meet all reasonable
inquiries from District and other authorized reporting agencies.
136 | P a g e
Section D. School Governance Structure
At NOCCS, students, teachers, parents and school leadership are a collaborative
community of learners engaged in an ongoing cycle of reflection, planning, and action to
continuously improve teaching and learning. The school regularly collects and analyzes
qualitative and quantitative evidence about student learning and instructional practice to
assess progress toward its common goals, set priorities for improvement, and develop a
comprehensive school improvement plan.
Legal Structure
The North Oakland Community Charter School is a California Public Benefit Corporation
pursuant to California law. The school is governed by the Bylaws adopted by the
incorporators, as subsequently amended pursuant to the amendment process specified
in the Bylaws. The governing Board's major roles and responsibilities include
establishing and approving all major educational and operational policies and overseeing
their implementation; approving all major contracts; approving the school's annual
budget and overseeing the school's fiscal affairs; and selecting and evaluating the top
administrative staff. It shall also be responsible for any other provisions of California
Corporations Code, its Articles of Incorporation, Bylaws or Charter necessary to ensure
proper operation of the School.
The Bylaws are evidence of the organizational and technical designs of the North
Oakland Community Charter School's governance structure reflecting a seriousness of
purpose to ensure that it remains a viable enterprise and that there is active and
effective representation of interested parties, including, but not limited to parents and
guardians. The Bylaws dearly delineate authority, responsibility, and the technical
mechanisms by which the Board conducts itself, including appointment and removal of
its own members. The Bylaws also include a strict Conflict of Interest policy.
North Oakland Community Charter School's Articles of Incorporation are evidence of its
status as a California nonprofit public benefit corporation.
The Internal Revenue Service has certified the Non-Profit tax status of the school under
section 501(c)(3) of the tax code.
The Appendix includes our current bylaws (Appendix F), Article of Incorporation
(Appendix G), and 501(c)(3) status documentation (Appendix H).
137 | P a g e
Board Composition
The school's governing Board is comprised of Board-Elected Trustees, School-Elected
Trustees, Ex-Officio Trustees and, should the district/authorizer elect, an OUSD
representative.
The school's Bylaws state that the number of Trustees will not be less than 8 or more
than 16. The School-Elected Trustees are five members elected by the school
community, which includes enrolled families and current staff. However, School-Elected
Trustees need not be families or staff members themselves. The school's Bylaws permit
one representative of the governing board of the Oakland Unified School District to serve
on the school's governing Board. To prevent any real or perceived conflict of interest or
incompatibility of office, this district representative may not be a district staff or Board
member and may sit on the Board as a non-voting member who facilitates
communications and mutual understanding between the charter school and the district.
The school’s Executive Director serves on the Board as an ex-officio member. Under
the conflict of interest policy the Executive Director is not permitted to participate in
Board decisions related to his or her employment.
The Board designates standing and ad hoc advisory committees and an executive
committee under the terms of the Bylaws. The Board may create and terminate
committees at will, but examples of current standing committees include personnel,
finance, and fundraising. Each committee is typically chaired by a Trustee and has
several members, some of whom may be invited from the school community at large.
Committees are given tasks such as conducting due diligence and developing proposals
to address particular issues that come to the board’s attention.
Governance Experience and Operating Plan
The School’s Board has functioned continuously since 2000, demonstrating its ability to
govern effectively in the future. During this time it has operated as a cohesive body
throughout the development of the school from inception to implementation to expansion
and through the normal transition of leadership among Trustees, the Executive Director
and other key staff members as would be expected in a timeframe of this length. It has
consistently maintained the highest standards of educational, legal, regulatory and fiscal
integrity. This has been achieved as a result of sound policies and governance practices
designed to ensure that the School fulfils the terms of its charter.
As provided for in the Bylaws, a Nominating Committee is appointed to recruit new
Board members. Potential Board members are assessed for their ability to contribute
required time and skills in areas such as finance, law, education, human resources,
governance, real estate and any other areas that are determined necessary and timely.
The Board seeks to maintain a diverse membership and to include Trustees and
138 | P a g e
advisors who contribute independent perspective by virtue of not otherwise being
associated with the School. The Board term is three years.
The resumes of our Board of Trustees can be found in Appendix I.
The Board of Trustees typically meets once per month although this is not required.
Interim meetings are scheduled as necessary. There are typically at least two annual
Board retreats per year. One is for strategic planning and the other is for development
and/or review of the annual budget.
The Executive Director of the school reports to the Board of Trustees and is responsible
for implementing Board policy and managing day to day operation of the school. The
Board provides clear, written objectives to the Executive Director and, with independent
help if necessary, conducts evaluations to monitor progress, assess performance, hold
the Executive Director accountable and ensure that the Executive Director is serving the
needs of the school. These evaluations form the basis of constructive assessment that is
given to the Executive Director in writing and in person. The assessment is used to drive
continuous improvement in Board objectives, Executive Director performance, and
overall School excellence. It also forms the basis of Executive Director replacement
should that be necessary. New permanent Executive Directors are selected through a
rigorous process conducted by a committee created expressly for this purpose. The
process includes inviting worthy candidates to address the school community as part of
ensuring their fit with the culture of the school.
Compliance
The school maintains general liability and Board errors and omissions insurance
policies.
NOCCS is non-sectarian in its programs, admissions policies, employment practices,
and all other operations, does not charge tuition and does not discriminate on the basis
of race, ethnicity, national origin, gender, or disability.
NOCCS complies with all applicable state and federal laws in serving students with
disabilities including but not limited to Section 504 of the Americans with Disabilities Act
and the Individuals with Disabilities in Education Act.
The Board of Trustees complies with the Brown Act. It also provides time for public
comment at all Board meetings.
NOCCS will comply with the District policy related to charter schools to the extent it
aligns with and does not exceed the law applicable to charter schools, as it may be
139 | P a g e
changed from time to time as long as the charter school has been given written notice of
the policy change.
NOCCS, in accordance with Education Code Section 47604.3, shall promptly respond to
all reasonable inquiries, including but not limited to, inquiries regarding financial records,
from the District and shall consult with the District regarding any such inquiries. NOCCS
acknowledges that it is subject to audit by OUSD if OUSD seeks an audit of NOCCS,
OUSD shall assume all costs of such audit. This obligation for the District to pay for an
audit only applies if the audit requested is specifically requested by the District and is not
otherwise required to be completed by NOCCS by law or charter provisions.
Members of the School’s Governing Board, any administrators, managers or employees,
and any other committees of the School shall at all times comply with federal and state
laws, nonprofit integrity standards and OUSD’s Charter School policies and regulations
regarding ethics and conflicts of interest so long as such policies and regulations are not
in conflict with any then-existing applicable statutes or regulations applicable to charter
schools.
Members of NOCCS’ Governing Board, any administrators, managers or employees,
and any other committees of the School shall at all times comply with federal and state
laws, nonprofit integrity standards and OUSD’s Charter School policies and regulations
regarding ethics and conflicts of interest so long as such policies and regulations are not
in conflict with any then-existing applicable statutes or regulations applicable to charter
schools.
NOCCS and/or its non-profit corporation will be solely responsible for the debts and
obligations of the charter school.
The NOCCS Governing Board will establish complaint procedures that address both
complaints alleging discrimination or violations of law and complaints regarding other
areas. NOCCS will not, at any time, refer complaints to the District.
The complaint procedures will include the clear information with respect to the response
timeline of the school, whether the school’s response will be in writing, the party
identified to respond to complaints, the party identified and charged with making final
decisions regarding complaints, and whether the final decision will be issued in writing.
The procedures will also identify an ombudsperson for situations in which the school
leader is the subject of the complaint. The complaint procedures will be clearly
articulated in the school’s student and family handbook or distributed widely.
NOCCS 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
investigation of any complaint filed with NOCCS alleging its noncompliance with these
140 | P a g e
laws or alleging any actions which would be prohibited by these laws. NOCCS will notify
all its students and employees of the name, office address, and telephone number of the
designated employee or employees.
NOCCS 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.
NOCCS will implement specific and continuing steps to notify applicants for admission
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.”
141 | P a g e
Section E. Employee Qualifications
The North Oakland Community Charter School seeks to employ and retain high-quality
educators who will maximize student achievement at all levels of the school. In order to
do so, NOCCS will retain or employ teaching staff who hold appropriate California
teaching certificates, permits, or other documents issued by the California Commission
on Teacher Credentialing. These teachers teach the core academic classes of
mathematics, language arts, science, and history/social studies. They are responsible
for overseeing students’ academic progress, for monitoring grading, and for student
advancement decisions as specified in the school’s operational policies. In compliance
with the No Child Left Behind Act (NCLB) of 2002, NOCCS will continue to employ
teachers with multiple subject teaching credentials or single subject credentials in the
following core areas: mathematics, English/language arts, science, history, social
science. Currently all NOCCS core teachers are fully credentialed in accordance with the
Highly Qualified Teacher requirement of NCLB.
NOCCS may also employ or retain non-certificated instructional support staff in any case
where a prospective staff member has an appropriate mix of subject matter expertise,
professional experience, and the demonstrated capacity to work successfully in an
instructional support capacity. Instructional support staff do not assign grades or
approve students’ work assignments without the approval of a certificated teacher and/or
school administrator except in non-core classes and activities. All non-instructional staff
possess experience and expertise appropriate for their position within the school as
outlined in the school’s staffing plan and personnel policies.
All NOCCS employees undergo FBI and DOJ fingerprint clearance, submit a TB
clearance every two years, and undergo a thorough orientation that includes training in
child abuse mandated reporter requirements and sexual harassment policies.
NOCCS staff participate in extensive professional development prior to and throughout
each school year. Professional development is aligned to the school’s established
annual educational priorities. Staff are also provided additional professional
development and coaching related to their individual growth areas and needs.
All school personnel are supervised, by their direct supervisor, on a frequent, on-going
basis:
o
Credentialed/Lead Teachers are generally observed a minimum of once per
month. NOCCS employs a range of observation tools to provide teachers with
feedback and data related to their instruction as well as other aspects of their job
duties. In the coming charter term, NOCCS plans to adopt and employ a
research-based teacher effectiveness tool in order to provide a shared
142 | P a g e
framework for the provision of both formative observational data and summative
evaluations of all lead instructional staff.
o
Other instructional staff (Elective, Enrichment, Extended Day Program, and
Associate Teachers) are generally observed a minimum of once every six weeks.
NOCCS employs a range of observation tools to provide these instructors with
feedback and data related to their performance.. In the coming charter term,
NOCCS plans to adopt and employ a (modified) research-based teacher
effectiveness tool in order to provide a shared framework for the provision of both
formative observational data and summative evaluations of all non-core
instructional staff.
o
Lead Teachers and Administrative/Operational Staff meet with their supervisors a
minimum of one time per month. In these one on one supervisory sessions, the
supervisor and employee review and discuss one or more of the following: (1)
performance goals and progress towards established benchmarks, (2)
observational and/or performance data, (3) supports the employee may need to
effectively implement a given task or area of responsibility, and/or (4)
performance expectations and/or goals/objectives for the coming month.
o
Other Instructional Staff meet with their supervisors a minimum of one time every
six to eight weeks. In these one on one supervisory sessions, the supervisor and
employee review and discuss one or more of the following: (1) performance
goals and progress towards established benchmarks, (2) observational and/or
performance data, (3) supports the employee may need to effectively implement
a given task or area of responsibility, and/or (4) performance expectations and/or
goals/objectives for the coming month.
All school personnel are evaluated, by their direct supervisor, on an annual basis..
Evaluations are based on the employee’s job description and duties. Data from
employee observations, work product, conduct, and engagement in the school’s learning
community are used as the basis for the employee’s evaluation,
The Executive Director manages the day-to-day operations of the school. In turn, the
Executive Director is supervised and evaluated on an annual basis by the school’s board
of trustees.
143 | P a g e
Section F. Health and Safety Procedures
The school has a comprehensive set of health, safety, and risk management policies.
These policies address the following topics:








A requirement that all enrolling students and staff provide records documenting
immunization to the extent required for enrollment in non-charter public schools.
Policies relating to preventing contact with blood-borne pathogens.
Policies and procedures for response to natural disasters and emergencies,
including fires and earthquakes.
A policy requiring that instructional and administrative staff receive training in
emergency response, including appropriate “first responder” training or its equivalent.
Policies relating to the administration of prescription drugs and other medicines.
A policy that the school will be housed in facilities that have received state Fire
Marshall approval and that have been evaluated by a qualified structural engineer
who has determined that the facilities present no substantial seismic safety hazard.
A policy establishing that the school functions as drug, alcohol, and tobacco free
workplace.
A requirement that each school employee to submit to a criminal background check
and furnish a criminal record summary as required by Education Code Section
44237.
These policies are incorporated as appropriate into the school’s family and staff
handbooks and are reviewed on an ongoing basis in the school’s staff development
efforts and governing board policies. A copy of the Student-Family Handbook is
included in Appendix J.
NOCCS shall occupy facilities that comply with the Asbestos requirement as cited in the
Asbestos Hazard Emergency Response Act (AHERA), 40CFR part 763. AHERA
requires that any building leased or acquired that is to be used as a school or
administrative building shall maintain an asbestos management plan.
144 | P a g e
Section G. Means to Achieve Racial/Ethnic Balance Reflective of the
District
The school implements a student recruitment strategy and admissions preferences to
ensure a racial and ethnic balance among students that is reflective of the district and/or
the demographics or its neighborhood arera. NOCCS will conduct a variety of outreach
activities throughout the year to attract an applicant pool that reflects the racial and
ethnic diversity of the district. These include:

An enrollment timeline and process that allows for a broad-based recruiting and
application process.

The development of promotional, informational, and/or application materials in
languages other than in English to appeal to limited English proficient
populations.

The distribution of promotional and informational materials to a wide variety of
community groups and agencies that serve the various racial, ethnic, and interest
groups represented in the district.

Outreach meetings to preschools, community organizations and neighborhood
groups throughout the district to reach prospective students and parents.

Open houses and school tours for prospective families. These will be publicized
on the NOCCS website, as well as through flyers posted in a wide variety of
Oakland neighborhoods.
145 | P a g e
Section H. Admissions Requirements
NOCCS is nonsectarian in its programs, admission policies, and all other operations,
and will not charge tuition nor discriminate on the basis of the characteristics listed in
Education Code Section 220 (actual or perceived disability, gender, 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 or association with
an individual who has any of the aforementioned characteristics). NOCCS will notify
applicants accordingly, and specifically state that it is required to comply with Title IX and
Section 504.
NOCCS actively recruits a diverse community of families who understand and value the
school's mission and who are committed to the school's instructional and operational
philosophy.
The school is open to all students who reside in California and wish to attend, provided
that the number of students who wish to attend does not exceed the school's capacity. If
the number of applicants exceeds the school's capacity, admission is determined by a
combination of lawful preferences and a public random selection process. The NOCCS
Board of Trustees maintains Admission Policy and Procedures for implementing the
school's preferences including the public random selection process. The current (20102015) NOCCS Admissions Policy and Procedure is included in Appendix K. The
Proposed NOCCS Admissions Policy and Procedure (to begin 9-2015) is included in
Appendix L.
Admissions Requirements are as follows:


The applicant family must sign a document saying that they have read the
introductory materials provided to them as part of enrollment.
The applicant family must submit an application form provided by the school.
As stated in the core principles, NOCCS is committed to building a community of
learners, representing the diversity of Oakland, and providing educational opportunities
to underserved children. To reflect these values, admission to NOCCS shall be granted
in the following order of preference and according to the following rationale:



Currently enrolled students: to ensure educational continuity
Siblings of enrolled and admitted students: to keep families together
Children of NOCCS staff (not to exceed 10% of total enrollment): to honor those
committed to public education
146 | P a g e




Children of NOCCS board members who have completed a required term of
service60 (not to exceed 10% of the total enrollment): to honor those committed to
public education
Students from schools within OUSD (in which 50% or more of students qualify for
free and reduced lunch and in whose attendance boundary the charter school
resides)61: to provide an equitable, high quality public school option to Northwest
Oakland students and families
Other prospective students residing within OUSD boundaries: to serve as a
public school option for students and families of Oakland
All other applicants
As part of the Fall Information Update, NOCCS will notify the District in writing of the
application deadline and proposed lottery date. NOCCS will ensure that all application
materials will reference these dates as well as provide complete information regarding
application procedures, key dates, and admissions preferences and requirements
consistent with approved charter.
60
Term of service for kindergarten applicants is 2 years prior to the admissions preference being
applied. Term of service for all other applicants is one year prior to the admissions preference
being applied.
61
For the 2015-2020 charter term, these schools will include the attendance zones of all
underperforming OUSD schools in Northwest Oakland as described in section A of this charter.
This includes Sankofa, Emerson, Hoover, and Claremont Middle School Students from these
neighborhood attendance areas will receive a lottery preference as outlined in the NOCCS
Admissions Policies and Procedures.
147 | P a g e
Section I. Financial and Programmatic Audit
The school’s trustees form a finance committee to oversee selection of an independent
auditor and the completion of an annual audit of the school’s financial affairs. The audit
verifies the accuracy of the school’s financial statements, attendance and enrollment,
accounting practices, and review the school’s internal controls. The audit is conducted
in accordance with generally acceptable accounting principles applicable to the school.
To the extent required under applicable federal law, the audit includes items and
processes specified in any applicable Office of Management and Budget Circulars. The
annual audit is completed within six months of the close of the fiscal year and a copy of
the audit’s findings is forwarded to OUSD and other entities as required by law. The
school’s finance committee reviews any audit exceptions or deficiencies and report them
to the school’s Board of Trustees with recommendations on how to resolve them. The
board reports to OUSD regarding how the exceptions and deficiencies have been or will
be resolved. Any disputes regarding the resolution of audit exceptions and deficiencies
are referred to the dispute resolution process contained in Element N.
Our most recent financial audit can be found in Appendix M.
Our projected five year budget can be found in Appendix N.
To the extent that NOCCS is a recipient of federal funds, including federal Title I, Part A
funds, NOCCS has agreed to meet all of the programmatic, fiscal and other regulatory
requirements of the No Child Left Behind Act and other applicable federal grant
programs. NOCCS agrees 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 required parental notifications, appropriate credentialing of
teaching and paraprofessional staff, where applicable, or any other mandated federal
program requirement. The mandated requirements of NCLB 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 schoolparent compact

Hold an annual Title I meeting for parents of participating Title I students
148 | P a g e

Develop jointly with, agree on with, and distribute to, parents of participating
children a written parent involvement policy
NOCCS also understands that as part of its oversight of the school, the Office of Charter
Schools may conduct program review of federal and state compliance issues.
The school and OUSD will jointly develop the content, evaluation criteria, timelines, and
processes for the annual performance reports.
The school and OUSD will also jointly develop an annual site visitation process and
protocol to enable OUSD to gather information needed to confirm the school’s
performance and compliance with the terms of this charter.
If NOCCS fails to submit a certificate of occupancy or other valid documentation to the
District verifying that the intended facility in which the school will operate complies with
Education Code Section 47610, not less than 30 days before the school is scheduled to
begin operation pursuant to the first year of this renewal term, it may not commence
operations unless an exception is made by the Office of Charter Schools and/or the local
planning department or equivalent agency. If the school moves or expands to another
facility during the term of this charter, NOCCS shall provide a certificate of occupancy or
other valid documentation to the District verifying that the intended facility in which the
school will operate complies with Education Code Section 47610, to the District for each
facility at least 30 days before school is scheduled to begin operations in the facility or
facilities. NOCCS shall not begin operation in any location for which it has failed to
timely provide a certificate of occupancy to the District, unless an exception is made by
the Office of Charter Schools and/or the local planning department or equivalent
agency.
Notwithstanding any language to the contrary in this charter, the interpretation,
application, and enforcement of this provision are not subject to the Dispute Resolution
Process.
The District may charge for the actual costs of supervisorial oversight of NOCCS not to
exceed 1% of the charter school’s revenue, or the District may charge for the actual
costs of supervisorial oversight of the Charter School not to exceed 3% if NOCCS is able
to obtain substantially rent free facilities from the District. Notwithstanding the foregoing,
the District may charge the maximum supervisorial oversight fee allowed under the law
as it may change from time to time.
149 | P a g e
Section J. Pupil Suspension and Expulsion
NOCCS maintains a comprehensive set of student disciplinary policies and procedures,
including appropriate due process to be followed in the event that a student violates
school policies and expectations.
These policies and procedures are distributed as part of the school’s Student Family
Handbook Appendix J and are also available via the NOCCS website parent portal
(Family Connections). The policies clearly describe the school’s expectations regarding
attendance, mutual respect, substance abuse, violence, safety, and work habits.
When a student violates any of NOCCS’ behavioral expectations, s/he will be provided
with a process and opportunities to reflect on, learn, and practice a new, different, and/or
more appropriate behavior or strategy that supports a safe and respectful learning
environment.
As a student demonstrates a frequency and/or pattern of violating school-wide behavior
expectations, additional resources, strategies, and personnel will be progressively
applied in order to provide the student with an opportunity to learn and employ
appropriate strategies that support a safe and respectful learning environment. These
strategies may include, but are not limited to, suspension, family conferences, probation
contracts, and performance of community service.
If a student demonstrates a frequency and/or pattern of violating school-wide behavior
expectations, and after the school has progressively attempted to provide the student
with additional resources, strategies, and personnel in order to provide the student with
an opportunity to learn and employ appropriate strategies that support a safe and
respectful learning environment, the student continues to display disrespectful physical
and/or emotional behaviors, the Executive Director may recommend the student for
expulsion from NOCCS.
Students who present an urgent threat to safety or health may also be immediately
suspended and later expelled. This includes but is not limited to the following:

Possession, selling, and/or furnishing of firearm, knife, explosive, or dangerous
object on a school campus. California Education Code (§48900-b)

Possession of an imitation firearm (toy gun, knife, weapon, explosive, etc.)
California Education Code (§48900-m)

Unlawful possession, using, selling, or otherwise furnishing, and/or being under
the influence of, any controlled substance listed in chapter 2 (commencing with
150 | P a g e
Section 11053) of Division 10 of the Health and Safety Code, an alcoholic
beverage, or intoxicant of any kind. California Education Code (§48900-c)

Unlawfully offering, arranging, or negotiating to sell any controlled substance
listed in chapter 2 (commencing with Section 11053) of Division 10 of the Health
and Safety Code, an alcoholic beverage, or an intoxicant of any kind, and then
either selling, delivering, or otherwise furnishing to any person another liquid,
substance, or material and represented the liquid, substance, or material as a
controlled substance, alcoholic beverage, or intoxicant. California Education
Code (§48900-d)

Unlawfully possessing, offering, arranging, or negotiating to sell any drug
paraphernalia, as defined in Section 11014.5 of the Health and Safety Code.
Education Code (§48900-j)

Possession or use of tobacco, or any products containing tobacco, or nicotine
products, including but not limited to cigarettes, cigars, miniature cigars, close
cigarettes, smokeless tobacco, snuff, chew packets, and betel. California
Education Code (§48900-h)

Engaging in sexual harassment as defined in the Education Code section 212.5.
The conduct described in Section 212.5 must be considered by a reasonable
person of the same gender as the victim to be sufficiently severe or pervasive to
have a negative impact upon the individual’s academic performance or to create
an intimidating, hostile, or offensive educational environment. California
Education Code (§48900.2).

Causing, threatening to cause, or participating in an act of hate violence, as
defined in the Education Code 233. Hate violence means the pupil has caused,
attempted to cause, threatened to cause, or participated in an act of, hate
violence, because of the other person’s race, color, religion, ancestry, national
origin, disability, gender, or sexual orientation or the perception that the other
person has one or more such characteristics. (Penal code sections 422.6, 422.7,
and 422.75). California Education Code (§48900.3)

Intentionally engaging in harassment, threats, or intimidation, directed against a
pupil or group of pupils, that is sufficiently severe or pervasive to have the actual
or reasonably expected effect of materially disrupting class work, creating
substantial disorder, and invading the rights of that pupil or group or pupils by
creating an intimidating or hostile educational environment. California Education
Code (§48900.4).
151 | P a g e

Making terroristic threats against school officials or school property, or both. For
the purposes of Education Code section 48900.7, “terroristic threat” shall include
any statement, whether written or oral, by a person who willfully threatens to
commit a crime which will result in death, great bodily injury to another person, or
property damage in excess of one thousand dollars ($1000), with the specific
intent that the statement is to be taken as a threat, even if there is no intent of
actually carrying it out, which, on its face and under the circumstances in which it
is made, is so unequivocal, unconditional, immediate, and specific as to convey
to the person threatened, a gravity of purpose and an immediate prospect of
execution of the threat, and thereby causes that person reasonably to be in
sustained fear for his or her own safety or for his or her immediate family’s
safety, or for the protection of school, or the personal property of the person
threatened or his or her immediate family. California Education Code (§48900.7)
A student may be suspended or expelled for any of the acts enumerated in this section
and related to school activity or school attendance that occur at any time, including, but
not limited to, the following:
1. While on school grounds.
2. While going to or coming from school.
3. During the lunch period whether on or off the campus.
4. During, or while going to or coming from, a school-sponsored activity.
Suspected violations of the physical/emotional respect policies and/or any of the
California Education Code policies outlined above will be considered highly serious
infractions and will be dealt with in a swift and serious manner. Procedures for dealing
with violations of this nature are as follows:
1. The Director (or designee) will investigate the alleged incident. Whenever
possible, information regarding the alleged violations will be recorded in writing
(personal accounts or dictations).
2. While the Director (or designee) is conducting the investigation, the Director (or
designee) may direct the student to stay away from school or may suspend the
student for up to five days.
3. The Director will contact the student’s parent/guardian(s) to discuss the results of
the investigation and to administer further consequences for the violation(s).
Whenever possible, this meeting will take place in person. The Director may,
however, elect to hold this meeting over the phone in certain situations.
4. Based on the findings of the investigation, the Director may administer
consequences up to and including the following:
152 | P a g e
a. Return to school with a mandatory intervention/support plan for the
student
b. In-School Suspension for up to five days and a mandatory
intervention/support plan for the student
c. Out of School Suspension for up to five days and a mandatory
intervention/support plan for the student
d. Recommendation for expulsion from school.
5. Parents/guardians will be provided a written notice of the suspension. This
notice shall state the specific offense committed by the student. In addition, the
notice may also state the date and time when the student may return to school.
6. The Director or designee will meet with the student and his/her parent/guardians
to create an intervention/support plan (probation contract). In most cases this
meeting will take place prior to the student’s return to school. In certain cases,
however, this meeting may be arranged at a date following the student’s return
and/or a probation contract may be created in the absence of the
parent/guardian’s presence.
7. If the student is recommended for expulsion from the school, the Director will:
a. Notify the board of his/her recommendation for consideration of
expulsion.
b. Notify the family in writing.
c. Whenever possible, the Director will meet with the student and his/her
parent/guardian/representative to determine if the suspension for the
student should be extended pending an expulsion hearing.
d. Upon this determination, student’s suspension may be extended pending
the results of an expulsion hearing.
8. A student may be expelled only by the NOCCS Board of Trustees following a
hearing before it or by the Board upon the recommendation of an Administrative
Panel to be assigned by the Board as needed. The Administrative Panel will
consist of at least three members.
9. Within thirty school days after the Director or designee has determined that the
student has committed an expellable offense, students recommended for
expulsion will be provided a hearing in front of the NOCCS Board of Trustees or
Administrative Panel to determine whether the student should be expelled.
Written notice of the hearing shall be forwarded to the student and the student’s
parent/guardian at least ten calendar days before the date of the hearing. The
notice shall include:
a. The date and place of hearing.
153 | P a g e
b. A statement of the specified facts, charges and offense upon which the
proposed expulsion is based.
c. A copy of the NOCCS disciplinary rules which related to the alleged
violation.
d. Notification of the student’s or parent/guardian’s obligation to provide
information about the student’s status in NOCCS to any other district in
which the student seeks enrollment.
e. The opportunity for the student or the student’s parent/guardian to appear
in person or to employ and be represented by counsel at the sole cost
and expense of the parent of the expelled student.
f. The right to inspect and obtain copies of all documents to be used at the
hearing.
g. The opportunity to confront and question all witnesses who testify at the
hearing.
h. The opportunity to question all evidence presented and to present oral
and documentary evidence on the student’s behalf including witnesses.
10. The hearing will be presided over by the Board Chair or the Chair of the
Administrative Panel. The hearing shall be held in closed session unless the
parent of the pupil requests a public hearing in writing. A record of the hearing
shall be made and may be maintained by any means, including electronic
recording, as long as a reasonably accurate and complete transcription of the
proceedings can be made.
11. The decision of the Administrative Panel shall be in the form of a written
recommendation to the Board of Trustees who will make a final determination
regarding the expulsion. The final decision of expulsion by the Board of Trustees
shall be made within ten school days following the conclusion of the hearing.
12. Should the Board move to expel the student, they will create a rehabilitation plan
which may include, but is not limited to, periodic review as well as assessment at
the time of review for readmission. The rehabilitation plan must include a date
not later than one year from the date of expulsion when the student may reapply
for readmission.
13. The Director or designee, following a decision of the Board of Trustees to expel
shall send written notice of the decision to expel to the student or
parent/guardian. The notice will include”
a. Notice of the specific offense committed by the student
b. Notice of the student’s or parent/guardian’s obligation to inform any new
district in which the student seeks to enroll of the student’s status with
NOCCS.
154 | P a g e
14. The Director or designee shall send written notice of the decision to expel to the
student’s district of resident and the County Office of Education. This notice shall
include the following:
a. The student’s name
b. The specified expellable offense committed by the student
In the case of a special education student, or a student who receives 504
accommodations, NOCCS will ensure that it makes the necessary adjustments to
comply with the mandates of State and federal laws, including the IDEA and Section 504
of the Rehabilitation Plan of 1973, regarding the discipline of students with disabilities.
Prior to recommending expulsion for a Section 504 student or special education student,
the charter administrator will convene a review committee to determine 1) if the conduct
in question was caused by, or had a direct and substantial relationship to the child’s
disability; or 2) if the conduct in question was the direct result of the LEA’s failure to
implement the 504 plan or IEP. If it is determined that the student’s misconduct was not
caused by or had direct and substantial relationship to the child’s disability or the
conduct in question was not a direct result of the LEA’s failure to implement the 504 plan
or IEP, the student may be expelled.
NOCCS shall define any student dismissal under the Charter School’s disciplinary
procedure, or termination of a student’s right to attend the Charter School under its
disciplinary procedure, as an “expulsion” under the Education Code.
NOCCS shall notify, within 30 days, the superintendent of the school district of any pupil
who is expelled or leaves NOCCS without graduating or completing the school year for
any reason. The school district notified shall be determined by the pupil’s last known
address. NOCCS 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, pursuant to Education Code Section 47605(d)(3).
The school will include suspension and expulsion data in its annual performance report.
The school accounts for suspended or expelled students in its average daily attendance
accounting in relation to Federal, State, and OUSD attendance requirements and the
revenues it anticipates receiving.
155 | P a g e
Section K. Retirement System
All NOCCS’ employees who qualify for membership in California State Teachers’
Retirement System (STRS) or California Public Employees’ Retirement System (PERS)
are covered under the appropriate system. Employees contribute at the rate established
by STRS or PERS. NOCCS makes all employer contributions as required by STRS and
PERS. NOCCS will rely on the district or county to cooperate as necessary and forward
any required payroll deductions and related data. NOCCS retains the option for its
Trustees to elect to participate in another retirement or reciprocal systems in the future,
should it find that participation enables the school to attract and retain a high quality
staff.
156 | P a g e
Section L. Attendance Alternative
Students who opt not to attend the charter school may attend other district schools or
pursue an inter-district transfer in accordance with existing enrollment and transfer
policies of their district or county of residence.
157 | P a g e
Section M. Employee Rights
Any right to leave the District and take employment at the School, as well as the right
to return to the District for School employees who were previously District employees,
will be as specified in District policies, procedures or collective bargaining agreements
addressing this issue with respect to charter schools operated as nonprofit public
benefit corporations under Education Code Section 47604.
158 | P a g e
Section N. Dispute Resolution Process, Oversight, Reporting,
and Renewal
Intent: The intent of this dispute resolution process is to (1) resolve disputes within the
school pursuant to the school's policies, (2) minimize the oversight burden on the district,
(3) ensure a fair and timely resolution to disputes, and (4) frame a charter oversight and
renewal process and timeline so as to avoid disputes regarding oversight and renewal
matters.
Disputes arising from within the school: Disputes arising from with the school, including
all disputes among and between students, parents, staff, volunteers, advisors,
consultants, partner organizations, and governing board members of the school, will be
resolved pursuant to policies and processes developed by the school. These polices are
provided to families via the Student Family Handbook (Appendix J).
The district will not intervene in any such internal disputes without the school’s governing
board’s consent, and the District will refer any complaints or reports regarding such
disputes to the school’s governing board and/ or the school’s director for resolution
pursuant to the school's policies. The district agrees not to intervene or become involved
in the dispute unless: (1) the dispute has given the district reasonable cause to believe
that a violation of this charter or related laws or agreements has occurred, (2) the
school’s governing board has requested that the district intervene in the dispute, or (3)
the district has cause to believe that there is an imminent threat to the health and safety
of students.
The staff and Governing Board members of NOCCS agree to attempt to resolve all
disputes between the District and NOCCS regarding this charter pursuant to the terms of
this section. Both will refrain from public commentary regarding any disputes until the
matter has progressed through the dispute resolution process.
Any controversy or claim arising out of or relating to the charter agreement between the
District and NOCCS except any controversy or claim that in any way related to
revocation of this charter, shall be handled first through an informal process in
accordance with the procedures set forth below.
(1) Any controversy or claim arising out of or relating to the charter agreement,
except any controversy or claim that in any way related to revocation of this
charter, must be put in writing (“Written Notification”) by the party asserting the
existence of such dispute. If the substance of a dispute is a matter that could
result in the taking of appropriate action, including, but not limited to, revocation
of the charter in accordance with Education Code section 47607(c), the matter
159 | P a g e
will be addressed at the District's discretion in accordance with that provision of
law and any regulations pertaining thereto. The Written Notification must identify
the nature of the dispute and all supporting facts known to the party giving the
Written Notification. The Written Notification may be tendered by personal
delivery, by facsimile, or by certified mail. The Written Notification shall be
deemed received (a) if personally delivered, upon date of delivery to the address
of the person to receive such notice if delivered by 5:00 PM or otherwise on the
business day following personal delivery; (b) if by facsimile, upon electronic
confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the
U.S. Mail. All written notices shall be addressed as follows:
To North Oakland Community Charter School, c/o Executive Director
1000 42nd Street
Oakland, CA 94608
To Coordinator, Office of Charter Schools:
Educational Center at Tilden
4551 Steele Street, Room 10
Oakland, California 94619
(2) A written response (“Written Response”) shall be tendered to the party
providing the Written Notification within twenty (20) business days from the date
of receipt of the Written Notification. The Written Response shall state the
responding party’s position on all issues stated in the Written Notification and set
forth all fact which the responding party believes supports its position. The
Written Response may be tendered by personal delivery, by facsimile, or by
certified mail. The Written Response shall be deemed received (a) if personally
delivered, upon date of delivery to the address of the person to receive such
notice if delivered by 5:00p.m., or otherwise on the business day following
personal delivery; (b) if by facsimile, upon electronic confirmation of receipt; or (c)
if by mail, two (2) business days after deposit in the U.S. Mail. The parties agree
to schedule a conference to discuss the claim or controversy (“Issue
Conference”). The Issue Conference shall take place within fifteen (15) business
days from the date the Written Response is received by the other party.
(3) If the controversy, claim, or dispute is not resolved by mutual agreement at
the Issue Conference, then either party may request that the matter be resolved
by mediation. Each party shall bear its own costs and expenses associated with
the mediation. The mediator’s fees and the administrative fees of the mediation
160 | P a g e
shall be shared equally among the parties. Mediation proceedings shall
commence within 60 days from the date of the Issue Conference. The parties
shall mutually agree upon the selection of a mediator to resolve the controversy
or claim at dispute. If no agreement on a mediator is reached within 30 days
after a request to mediate, the parties will use the processes and procedures of
the American Arbitration Association (“AAA”) to have an arbitrator appointed...
(4) If the mediation is not successful, the parties agree that each party has
exhausted its administrative remedies and shall have any such recourse
available by law
Oversight, reporting, revocation, and renewal: OUSD may inspect or observe any part of
the school at any time, and may attempt to provide reasonable notice to the school’s
director prior to any such observation or inspection.
If the governing board of the district believes it has cause to revoke this charter, the
board agrees to notify the governing board of the school in writing, noting the specific
reasons for which the charter may be revoked, and grant the school reasonable time
to respond to the notice and take appropriate corrective action.
NOCCS submits quarterly fiscal reports in accordance with the timelines stated in the
school law.
161 | P a g e
Section O. Labor Relations
The school is the exclusive public school employer to the employees of the
charter school for the purpose of the Education Employment Relations Act.
162 | P a g e
Section P. School Closure Procedure
In accordance with the California Department of Education’s suggested process for
charter school closures, NOCCS shall adopt the following process in the event of school
closure.
1. Document closure action: NOCCS’ Board of Trustees will document with a formal
action the closure of the school, identifying the reason for the action whether
voluntary or revocation of the charter.
2. Notification to educational agencies: NOCCS will notify any school districts that
may be responsible for providing educational services to the former students of
the charter school and will comply with OUSD’s Office of Charter Schools’ School
Closure Procedure Checklist to ensure that all aspects of the closure are
appropriately completed. NOCCS shall also send notice of the school closure to
the Charter School Unit at CDE.
3. Notification to students and parents: Parents and students of NOCCS shall be
notified as soon as possible when it appears that the school closure will be
imminent.
4. Transfer of Student and school records: NOCCS will establish a process for the
transfer of student records and assist parents in the transfer of students to other
appropriate schools. The school and OUSD will agree to a plan for the
maintenance of all school records.
5. Financial Closeout: NOCCS will conduct an independent audit within 6 months of
the closure of the school. The audit will include an assessment of all of the
school’s assets, liabilities, and accounts receivable. NOCCS shall also submit
any required year-end financial reports as soon as possible after the close, but
no later than the required deadline for year-end reporting.
6. Dissolution of Assets: NOCCS shall develop a plan for dissolution of assets and
repayment of any liabilities as determined by the audit in conjunction with
applicable law for a nonprofit corporation.
163 | P a g e
Section Q. Miscellaneous Clauses
Term. The term of this charter will begin on July 1, 2015 and expire five years thereafter
on June 30, 2020.
NOCCS must submit its renewal petition to the Office of Charter Schools no earlier than
270 days before the charter is due to expire unless otherwise agreed by the Office of
Charter Schools...”“The District may revoke the charter of North Oakland Community
Charter School in accordance with Education Code Section 47607.any successor
provisions to section 47607, or other statutory provisions, if enacted after the date of the
charter, regarding the revocation of charters.
Amendments. Any amendments to this charter will be made by the mutual agreement
of the governing boards of the school and district. Material revisions and amendments
will be made pursuant to the standards, criteria, and timelines in Education Code Section
47605.
Severablity. The terms of this charter contract are severable. In the event that any of
the provisions are determined to be unenforceable or invalid for any reason, the
remainder of the charter will remain in effect, unless mutually agreed otherwise by the
district and the governing board of the school. The district and school agree to meet to
discuss and resolve any issues or differences relating to invalidating provisions in a
timely fashion and in good faith.
Compliance with State and Federal Laws. The school will comply with all Federal,
State Constitution, court determined, and other laws applicable to its operation, and will
comply with OUSD guidelines and requirements for charters.
Student Records. Student records will be maintained and used in the manner required
by law. In addition, records will be maintained so as to conform to OUSD requirements
for student records and record formats in order for student transfers to/from OUSD and
the school to be facilitated. Student records will be transferred to/from the school and
OUSD schools when students are accepted into either.
Reporting and Accountability. If NOCCS does not test (i.e., STAR) with the District,
NOCCS hereby grants authority to the State of California to provide a copy of all test
results directly to the District as well as the charter school.
Test results for the prior year, if not provided directly to the District by the State, will be
provided by the charter school to the District no later than September 1 of each year.
164 | P a g e
External Reporting. NOCCS will maintain sufficient staff and systems including
technology, required to ensure timely reporting necessary to comply with the law and to
meet all reasonable inquires from District and other authorized reporting agencies.
Public Records. NOCCS acknowledges that pursuant to Article XVI section 8.5(e) of
the California Constitution, sections 2(e), 6, and 8 of Proposition 98, and sections
33126.1(b), 35256(c), and 35258 of the Education Code require schools, including
NOCCS to provide certain information in certain formats in certain ways to the general
public and specifically to parents of students at NOCCS and of the District. NOCCS
further acknowledges that it has the obligation to provide all of such information to the
District that is required by these referenced authorities in a timely manner so that the
District may meet its obligations under those authorities as well. To the extent that there
is information that the District has, but that NOCCS does not have that NOCCS needs in
order to meet its obligations, the District shall provide the same to NOCCS in a
reasonably timely manner upon request.
District Impact Report.
Facilities. The school is located at 1000 42nd Street, Oakland, CA 95608
Administrative Services. NOCCS has an experienced administrative staff that is
responsible for services such as payroll, accounting, and purchasing. NOCCS is
responsible for its personnel salary and benefits, and other costs. No administrative
services will be provided by OUSD.
Potential Civil Liability Effects. NOCCS, a 501(c)(3) nonprofit corporation, is responsible
for all matters of civil and financial liability resulting from operation of the school. OUSD
will not be liable for NOCCS’ debts or obligations, and the school will hold OUSD
harmless from all matters of liability for its operation under this charter. NOCCS will be
responsible for its own costs and attorney’s fees during its operation under the charter,
and will be fully liable for such costs, including those that extend beyond the term of the
charter that result from any claims associated with the school.
NOCCS assumes these responsibilities and will purchase and maintain as general
liability, property, workers’ compensation, and unemployment insurance. Insurance
coverage will meet industry standards and amounts set forth in a certificate of insurance
and other documents satisfactory to the District Risk Manager. NOCCS will be
responsible for claims resulting from its operation that are made during or after the
existence of the charter school.
The school will be responsible for all supplies and equipment purchased. In the event of
loss by fire, disaster, or theft, OUSD will have no responsibility for such items. Further,
OUSD will have no responsibility for the losses of student and staff property for any
reason, and will hold the district harmless from any such losses.
165 | P a g e
In order to ensure the necessary oversight and review of mandated reports for which the
authorizer must determine fiscal health and sustainability, the following schedule of
reporting deadline to the District will apply each year of the term of this charter;
o
o
o
o
o
September 1 – Final Unaudited Financial Report for Prior Year
December 1 – Final Audited Financial Report for Prior Year
December 1 – First Interim Financial Report for Current Year
March 1 – Second Interim Financial Report for Current Year
June 15 – Preliminary Budget for Subsequent Year
NOCCS agrees to observe and abide by the following terms and conditions as a
requirement for receiving and maintaining their charter authorization:



NOCCS is subject to District oversight.
The District’s statutory oversight responsibility continues throughout the life of the
charter and requires that it, among other things, monitor the fiscal condition of
NOCCS.
The District is authorized to revoke this charter for, among other reasons, the
failure of NOCCS to meet generally accepted accounting principles or if it
engages in fiscal mismanagement in accordance with Education Code Section
47607.
Accordingly, the District hereby reserves the right, at District cost, pursuant to its
oversight responsibility, to audit NOCCS’ books, records, data, processes and
procedures through the Office of Charter Schools or other means. The audit may
include, but is not limited to, the following areas:









Compliance with terms and conditions prescribed in the charter,
Internal controls, both financial and operational in nature,
The accuracy, recording and/or reporting of school financial information,
The school’s debt structure,
Governance policies, procedures and history,
The recording and reporting of attendance data,
The school’s enrollment process, suspension and expulsion procedures, and
parent involvement practices,
Compliance with safety plans and procedures, and
Compliance with applicable grant requirements.
NOCCS shall cooperate fully with such audits and to make available any and all records
necessary for the performance of the audit upon 30 day’s notice to NOCCS. When 30
days notice may defeat the purpose of the audit, the District may conduct the audit upon
24 hour’s notice.
In addition, if an allegation of waste, fraud or abuse related to NOCCS operations is
received by the District, the NOCCS shall be expected to cooperate with any
investigation undertaken by the Office of Charter Schools, at District cost. This
166 | P a g e
obligation for the District to pay for an audit only applies if the audit requested is
specifically requested by the District and is not otherwise required to be completed by
NOCCS by law or charter provisions.
167 | P a g e
Section R. Assurances
As the authorized representative of the applicant group, I hereby certify under the
penalties of perjury that the information submitted in this petition for a charter for the
North Oakland Community Charter School located at 1000 42nd Street is true to the
best of my knowledge and belief; and further, I
certify that the school:
1. Will not charge tuition, fees, or other mandatory payments for attendance at
the charter school or for participation in programs that are required for students.
2. Will enroll any eligible student who submits a timely and complete application,
unless the school receives a greater number of applications than there are spaces for
students, in which case a lottery will take place in accordance with California charter
laws and regulations.
3. Will be non‐secular in its curriculum, programs, admissions, policies,
governance, employment practices, and all other operations.
4. Will be open to all students, on a space available basis, and shall not discriminate
on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation,
mental or physical disability, age, ancestry, athletic performance, special need,
proficiency in the English language or a foreign language, or academic
achievement.
5. Will not base admission on the student’s or parent’s/guardian’s place of residence,
except that a conversion school shall give admission preference to students who
reside within the former attendance area of the public school.
6. Will offer at least the minimum amount of instructional time at each grade level as
required by law.
7. Will provide to the Office of Charter Schools information regarding the proposed
operation and potential effects of the school, including, but not limited to, the facilities
to be used by the school, including where the school intends to locate, the manner in
which administrative services will be provided, and potential civil liability effects, if
any, upon the school and authorizing board.
8. Will adhere to all applicable provisions of federal law relating to students with
disabilities, including the Individuals with Disabilities Education Act; section 504 of
the Rehabilitation Act of 1974; and Title II of the Americans with Disabilities Act of
1990.
168 | P a g e
9. Will adhere to all applicable provisions of federal law relating to students who are
English language learners, including Title VI of the Civil Rights Act of 1964; the Equal
Educational Opportunities Act of 1974; MGL c. 76, § 5; and MGL c. 89, 71 § (f) and (I).
10. Will comply with all other applicable federal and state laws and regulations
11. Will submit an annual report and annual independent audits to the OUSD Office of
Charter Schools by all required deadlines.
12. Will submit required enrollment data each March to the OUSD Office of Charter
Schools by the required deadline.
13. Will operate in compliance with generally accepted government accounting
principles.
14. Will maintain separate accountings of all funds received and disbursed by the school.
15. Will participate in the California State Teachers’ Retirement System as applicable.
16. Will obtain and keep current all necessary permits, licenses, and certifications related
to fire, health and safety within the building(s) and on school property.
17. Will at all times maintain all necessary and appropriate insurance coverage.
18. Will submit to the OUSD Office of Charter Schools the names, mailing addresses,
and employment and educational histories of proposed new members of the Board of
Trustees prior to their service.
19. Will, in the event the Board of Trustees intends to procure substantially all
educational services for the charter school through a contract with another person or
entity, provide for approval of such contract by the Board of Education in advance of the
beginning of the contract period.
20. Will provide financial statements that include a proposed first‐year operational budget
with start‐up costs and anticipated revenues and expenditures necessary to operate the
school, including special education; and cash‐flow and financial projections for the first
three years of operation.
21. Will provide to the Office of Charter Schools a school code of conduct, Board of
Trustee bylaws, an enrollment policy, and an approved certificate of building occupancy
for each facility in use by the school, according to the schedule set by the Office of
Charter Schools but in any event prior to the opening of the school.
169 | P a g e
Section S. Conclusion
Today more than ever, school plays a crucial role in children’s development. It has the
power to provoke reflection, introspection, and imagination. It can inspire students to
invent and explore new ideas. It can ignite their curiosity about the world and invite deep
intellectual engagement with important subject matter. It can shape students’
relationships to one another and how they understand their role in the wider community.
It can bring them into close, sustained, caring relationships with adults.
Thus it is an awesome and humbling responsibility to conceive of, develop, and sustain a
school, for it situates between four walls so many of the expectations and aspirations we
have for children and what they can become. A school can accomplish these things if it
is founded on a compelling vision of teaching and learning that involves deep knowledge
of students’ learning, as well as ongoing opportunities for teachers to assess and
develop their practice.
Because we will not rest on past success, but strive to learn and grow, because we
cherish each and every student, because we invite all on a shared journey of discovery,
NOCCS is such a school.
170 | P a g e
i
Allington, R.L. McCuiston, K & Billen, M. (2014).What research says about text complexity
and learning to read. Unpublished. The Reading Teacher, pp. 1-10.
Allington, R. L. (2012). What really matters for struggling readers: Designing research-based
programs (3rd ed.). Boston: Allyn and Bacon.
Anderson, R. C., Wilson, P.T., & Fielding, L. G. (1988). Growth in reading and how children
spend their time outside of school. Reading Research Quarterly, 23, 285-303.
Brozo, W.G., Shiel, G. & Topping, K. (2008). Engagement in reading: Lessons learned from
three PISA countries. Journal of Adolescent and Adult Literacy, 51(4), 304-315.
Cipielewski, J., & Stanovich, K.E. (1992). Predicting growth in reading ability from children’s
exposure to print. Journal of Experimental Child Psychology, 54, 74-89.
Cullinan, B. (2000). Independent reading and school achievement.School Library Media
Research, 3, 1-24.
Ehri, L.C., Dreyer, L.G., Flugman, B., & Gross, A. (2007). Reading Rescue: An effective
tutoring intervention model for language minority students who are struggling readers in first
grade. American Educational Research Journal, 44(2), 414-448.
Hiebert, E.H. & Reutzel, D.R.(Eds.) (2010). Revisiting silent reading: New directions for
teachers and researchers. Newark, D.E.: International Reading Association
Moss, B. & Young, T.A. (2010). Creating lifelong readers through independent reading.
International Reading Association.
Guthrie, J.T. & Humenick, N.M. (2004). Motivating students to read: Evidence for classroom
practices that increase motivation and achievement. In P. McCardle & V. Chhabra
(Eds.), The voice of evidence in reading research (pp. 329-354). Baltimore: Paul Brookes.
O’Connor, R.E., Bell, K.M., Harty, K.R., Larkin, L.K., Sackor, S.M., & Zigmond, N.
(2002).Teaching reading to poor readers in the intermediate grades: A comparison of text
difficulty. Journal of Educational Psychology, 94, 474-485.
ii
Anderson, J. (1981). Effects of prior knowledge on memory for new information. Memory &
Cognition, 9, 237-246.
Cunningham, A. E. & K. E. Stanovich. (1991). Tracking the unique effects of print exposure
in children: Associations with vocabulary, general knowledge, and spelling. Journal of
Educational Psychology83(2): 264–274.
171
Hirsch, B. E. D. (2003). Reading Comprehension Requires Knowledge — of Words and the
World. American Educator, 27, 10–29. Retrieved from
http://www.aft.org/pdfs/americaneducator/spring2003/AE_SPRNG.pdf
Krashen, S. D. (1989). We acquire vocabulary and spelling by reading: Additional evidence
for the Input Hypothesis. Modern Language Journal 73, 440–64.
Recht, D. R., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers’
memory of text. Journal of Educational Psychology. doi:10.1037/0022-0663.80.1.16
Stanovich, K. E., & A. E. Cunningham. (1993). Where does knowledge come from? Specific
associations between print exposure and information acquisition. Journal of Educational
Psychology 85(2), 211–29.
iii
Allington, R. L. (2002). What I’ve learned about effective reading instruction. Phi Delta
Kappan, 83(10), 740-747.
Almasi, J.F., Garas, K., & Shanahan, L. (2005). Qualitative research and the report of the
National Reading Panel: No methodology left behind?_ Elementary School Journal_
Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the
new: Research on reading comprehension instruction. Review of Educational Research, 61,
239-264.
Dole, J. A., Brown, K. J., & Trathen, W. (1996). The effects of strategy instruction on the
comprehension performance of at‐risk students.Reading research quarterly, 31(1), 62-88.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading
comprehension. What research has to say about reading instruction, 3, 205-242.
Kamil, M.L. (2004). Vocabulary and Comprehension Instruction. In P. McCardle and V.
Chhabra (Eds.), The voice of evidence in reading research (p. 213 - 234). Baltimore: Paul
Brookes.
Kim, W., Linan-Thompson, S., & Misquitta, R. (2012). Critical factors in reading
comprehension instruction for students with learning disabilities: A research
synthesis. Learning Disabilities Research & Practice, 27(2), 66-78.
Guthrie, J. T. (2004). Differentiating instruction for struggling readers within the CORI
classroom. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading
comprehension: Concept-Oriented Reading Instruction (pp. 1–24). Mahwah, NJ: Erlbaum
Mastropieri, M. A., & Scruggs, T. E. (1997). Best practices in promoting reading
comprehension in students with learning disabilities. Remedial & Special Education, 18(4),
197-216.
Pearson, P.D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M.L. Kamil, P.B.
Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research: Volume II (pp. 815-860).
White Plains, NY: Longman.
172
Pressley, M., & Block, C. C. (2002). Summing up: What comprehension instruction could be.
In C. C. Block & M. Pressley (Eds.),Comprehension instruction: Research-based best
practices (pp. 383-392). New York: Guilford Press.
iv
Baker, S. K., Santoro, L. E., Chard, D. J., Fien, H., Park, Y., & Otterstedt, J. (2013). An
evaluation of an explicit read aloud intervention taught in whole-classroom formats in
first grade. The Elementary School Journal, 113(3), 331-358.
Baumann, J. F., Jones, L. A., & Seifert-Kessell, N. (1993). Using think alouds to enhance
children’s comprehension monitoring abilities. The Reading Teacher, 184-193.
Cummins, S., & Stallmeyer‐Gerard, C. (2011). Teaching for Synthesis of Informational
Texts With Read‐Alouds. The Reading Teacher, 64(6), 394-405.
Davey, B. (1983). Think aloud: Modeling the cognitive processes of reading
comprehension. Journal of Reading, 44-47.
Ecroyd, C. A. (1991). Motivating students through reading aloud.English Journal, 76-78.
Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive Read‐Alouds: Is There a
Common Set of Implementation Practices?. The Reading Teacher,58(1), 8-17.
Flint, A. (2013). The Social Construction of Literary Understanding in a 3rd Grade
Classroom During Interactive Read-Alouds. In BSU Honors Program Theses and
Projects. Item 17. Available at: http://vc.bridgew.edu/honors_proj/17
Lennox, S. (2013). Interactive Read-Alouds—An Avenue for Enhancing Children’s
Language for Thinking and Understanding: A Review of Recent Research. Early
Childhood Education Journal, 41(5), 381-389.
Oster, L. (2001). Using the think-aloud for reading instruction. The Reading Teacher, 6469.
Sipe, L. R. (2002). Talking back and taking over: Young children’s expressive
engagement during storybook read-alouds. The Reading Teacher, 476-483.
Stead, T. (2014). Nurturing the Inquiring Mind Through the Nonfiction Read‐Aloud. The
Reading Teacher, 67(7), 488-495.
Wilhelm, J. (2001). Getting kids into the reading game: You gotta know the rules. Voices
from the Middle, 8(4), 25-36.
v
Atwell, N. (1989). Coming to Know: Writing to Learn in the Intermediate Grades.
Portsmouth, NH: Heinemann.
Atwell, N. (1998). In the Middle, 2nd ed. Portsmouth, NH: Heinemann
Bomer, R., & Laman, T. (2004). Positioning in a primary writing workshop: Joint action in the
discursive production of writing subjects.Research in the Teaching of English, 420-466.
173
Calkins, L. (1994). The Art of Teaching Writing, 2nd ed. Portsmouth, NH: Heinemann.
Graves, D. (1983). Writing: Teachers and Children at Work. Portsmouth, NH: Heinemann.
Graves, D. (1994). A Fresh Look at Writing. Portsmouth, NH: Heinemann.
Guthrie, J. (2004). Teaching for Literacy Engagement._ Journal of Literacy Research_ 36
(1), 1-30.
Hertz, M., & Heydenberk, W. (1997). A kindergarten writing workshop: How kindergarten
students grow as writers. Reading Horizons, 37(3), 3.
Jasmine, J., & Weiner, W. (2007). The effects of writing workshop on abilities of first grade
students to become confident and independent writers. Early Childhood Education Journal,
35(2), 131-139.
Juel, Connie. “Learning to read and write: A longitudinal study of 54 children from first
through fourth grades.” Journal of educational Psychology 80.4 (1988): 437. (?)
Murray, D. (1985). A writer teaches writing, 2nd ed.. Boston, MA: Houghton-Mifflin.
Newkirk, T., & Kittle, P. (Eds.). (2013). Children Want to Write: Donald Graves and the
Revolution in Children’s Writing. Heinemann.
Stein, M., Dixon, R., & Barnard, S. (2001). What Research Tells Us about Writing Instruction
For Students in the Middle Grades. Journal of Direct Instruction, 1(2), 107-16.
Troia, G. A., Lin, S. C., Monroe, B. W., & Cohen, S. (2009). The effects of writing workshop
instruction on the performance and motivation of good and poor writers. Instruction and
assessment for struggling writers: Evidence-based practices, 77-112.
vi
Brand, S. T., & Dalton, E. M. (2012). Universal Design for Learning: Cognitive Theory into
Practice for Facilitating Comprehension in Early Literacy. In Forum on Public Policy
Online (Vol. 2012, No. 1). Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801
Dalton, B., Proctor, C. P., & McNamara, D. S. (2007). Reading as thinking: Integrating
strategy instruction in a universally designed digital literacy environment. Reading
comprehension strategies: Theories, interventions, and technologies, 423-442.
Dubé, F., Bessette, L., & Dorval, C. (2011). Differentiation and Explicit Teaching: Integration
of Students with Learning Difficulties. US-China Education Review B 2, 167-184.
Ford, M. P. (2005). Differentiation Through Flexible Grouping: Successfully Reaching All
Readers. Learning Point Associates/North Central Regional Educational
Laboratory (NCREL).
Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, S. (1991). Writing and writing
instruction for students with learning disabilities: Review of a research program. Learning
Disability Quarterly, 14(2), 89-114.
174
Perkins, J. H., & Cook, C. D. (2012). Addressing the literacy needs of striving readers._
Using Informative Assessments Towards Effective Literacy Instruction,_ 1, 325.
Proctor, C. P., Dalton, B., & Grisham, D. L. (2007). Scaffolding English language learners
and struggling readers in a universal literacy environment with embedded strategy instruction
and vocabulary support._ Journal of Literacy Research, 39_(1), 71-93.
Radencich, M. C., McKay, L. J., & Paratore, J. R. (1995). Keeping flexible groups flexible:
Grouping options. Flexible grouping for literacy in the elementary grades, 25-41.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated
learning. Educational Psychologist, 25, 71-86
vii
Calkins, L. (2013). Supporting English Learners (pp. 78-85). In L. Calkins A Guide to the
Common Core Writing Workshop. Portsmouth, NH: Heinemann.
Celic, C. (2009). English language learners day by day, K-6: A complete guide to literacy,
content-area, and language instruction. Portsmouth, NH: Heinemann.
Cummins, J. (2005). ELL students speak for themselves: Identity texts and literacy
engagement in multilingual classrooms. Educational Leadership Journal.
Fillmore, L.W., & Snow, C. E. (2000). What teachers need to know about
language, Washington, DC: Clearinghouse on Languages and Linguistics.
Freeman, D. & Freeman, Y. (2008). Academic language for struggling readers and English
language learners. Portsmouth, NH: Heinemann.
Gibbons, P. (2009). English learners, academic language, and thinking: Learning in the
challenge. Portsmouth, NH: Heinemann.
Gibbons, P. (2002)._ Scaffolding language, scaffolding learning: Teaching second language
learners in the mainstream classroom._ Portsmouth, NH: Heinemann.
Lenski, S. D., Ehlers‐Zavala, F., Daniel, M. C., & Sun‐Irminger, X. (2006). Assessing English‐
Language Learners in Mainstream Classrooms. The Reading Teacher, 60(1), 24-34.
Lesaux, N. K., & Crosson, A. C. (2005). Addressing variability and vulnerability: Promoting
the academic achievement of English learners. In F. M. Hess (Ed.), Urban school reform:
Lessons from San Diego (pp. 263–282). Cambridge, MA: Harvard Education Press.
O’Day, J. (2009) Good instruction is good for everyone—Or is it? English Language Learners
in a balanced literacy approach. Journal of Education for Students Placed at Risk, 14(1), 97119.
Protheroe, N. (2011). Effective instruction for English-Language Learners. Principal, 90(3),
26-29.
Swinney, R. and Velasco, P. (2011). Connecting content and academic language for English
learners and struggling students grades 2-6.Thousand Oaks, CA: Corwin.
175
New York State Initiative on Emergent Bilinguals - http://www.nysieb.ws.gc.cuny.edu/1. This
resources describes ways that ELLs are supported in workshop (see pages 55, 77, 115).
viii
Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An
evidence-based approach to reform (CPRE Research Report #RR-63). Philadelphia, PA:
Consortium for Policy Research in Education.
Daro, P., Mosher, F.A., & Corcoran, T. (2011). Learning trajectories in mathematics: A
foundation for standards, curriculum, assessment, and instruction (CPRE Research Report
#68). Philadelphia, PA: Consortium for Policy Research in Education.
Mosher, F.A. (2011). _ The role of learning progressions in standards-based education
reform._ (CPRE Policy Brief RB-52). Retrieved from http://www.cpre.org/role-learningprogressions-standards-based-education-reform
National Research Council (2007). Taking science to school: Learning and teaching science
in grades K-8. Committee on Science Learning, Kindergarten through eighth grade. R.A.
Duschl, H.A. Schweingruber, & A.W. Shouse (Eds.). Washington DC: The National
Academies Press
ix
Allington, R. L. (2002). What I’ve learned about effective reading instruction._ Phi Delta
Kappan, 83_(10), 740-747.
Berkeley, S., Mastropieri, M. A., & Scruggs, T. E. (2011). Reading comprehension strategy
instruction and attribution retraining for secondary students with learning and other mild
disabilities. Journal of Learning Disabilities, 44(1), 18-32.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading
comprehension. What research has to say about reading instruction, 3, 205-242.
Hoffman, J. V., Afflerbach, P., Duffy-Hester, A. M., McCarthey, S. J., & Baumann, J. F.
(2014). Balancing principles for teaching elementary reading. Routledge.
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for
the gradual release of responsibility. ASCD.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and
monitoring activities. Cognition and Instruction, 1, 117-175.
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers
should know. American Educator, 36(1), 12.
Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for
struggling readers: The role of direct/explicit teaching.Reading & Writing Quarterly, 25(2-3),
125-138.
176
Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Looking inside
classrooms: Reflecting on the” how” as well as the” what” in effective reading instruction. The
Reading Teacher, 270-279.
x
Denton, C. A., Vaughn, S. and Fletcher, J. M. (2003), Bringing Research-Based Practice in
Reading Intervention to Scale. Learning Disabilities Research & Practice, 18, 201–211.
Elbaum, B., Vaughn, S., Hughes, M. T, & Moody, S. W. (2000). How effective are one-to-one
tutoring programs in reading for elementary students at risk for reading failure? A metaanalysis of the intervention research. Journal of Educational Psychology, 92(4), 605.
Pressley, M., & Wharton-McDonald, R. (1998). The nature of effective first-grade literacy
instruction. The National Research Center on English Learning & Achievement. Retrieved
from http://www.albany.edu/cela/reports/pressley1stgrade11007.pdf
Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students’ reading
comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and
Instruction, 19(3), 272–286.
Swanson, H. L., & Hoskyn, M. (1998). Experimental intervention research on students with
learning disabilities: A meta-analysis of treatment outcomes.Review of Educational
Research, 68(3), 277-321.
Taylor, B., Pearson, P., Clark, K., & Walpole, S. (2000). Effective schools and accomplished
teachers: Lessons about primary-grade reading instruction in low-income schools. The
Elementary School …, 101(2), 121–165.
Vaughn, S., Hughes, M. T., Moody, S. W., & Elbaum, B. (2001). Instructional Grouping for
reading for Students with LD: Implications for Practice. Intervention in School and Clinic,
36(3), 131–137.
xixi
Beckett, A. M., Education, E., & Hankes, J. (2006). How can I Best Support my Emergent
Readers and Writers in their Literacy Development?.
Brotherton, S., & Williams, C. (2002). Interactive Writing Instruction in a First Grade Title I
Literacy Program._ Journal of Reading Education, 27_(3), 8-19.
Coyne, M.D., Simmons, D.C., Kame’enui, E.J., & Stoolmiller, M. (2004). Teaching
vocabulary during shared storybook readings: An examination of differential
effects. Exceptionality, 12(3), 145-162.
Cunningham, A.E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal
of Experimental Child Psychology, 50, 429-444.
Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings: Modeling comprehension,
vocabulary, text structures, and text features for older readers.The Reading Teacher, 61(7),
548-556.
177
Kasten, W. C. & Clarke, B. K. (1989). Reading/writing readiness for preschool and
kindergarten children: A whole language approach.FERC Research and Policy Report, 2-87.
Shaver, S. R. (2013). UALR Center for Literacy Technical Report Spring, 2013 A Study to
Investigate the Effectiveness of Interactive Writing with At-Risk Kindergarten Students.
Ukrainetz, T. A., Cooney, M. H., Dyer, S. K., Kysar, A. J., & Harris, T. J. (2000). An
investigation into teaching phonemic awareness through shared reading and writing. Early
Childhood Research Quarterly, 15(3), 331-355.
Williams, C., & Lundstrom, R. P. (2007). Strategy instruction during word study and
interactive writing activities. The Reading Teacher, 61(3), 204-212.
Kesler, T. (2010). Shared reading to build vocabulary and comprehension. The Reading
Teacher, 64(4), 272-277.
McCarrier, A., Pinnell, G.S., & Fountas, I.C. (2000). Interactive writing: How language &
literacy come together, K–2. Portsmouth, NH: Heinemann
Parkes, B. (2000). Read it again! Revisiting shared reading. York, ME: Stenhouse.
Patterson, E., Schaller, M., & Clemens, J. (2008). A closer look at interactive writing. The
Reading Teacher, 61(6), 496-497.
Wall, H. (2008). Interactive writing beyond the primary grades. The Reading Teacher, 62(2),
149-152.
xii
Cervetti, G. N., Pearson, P. D., Barber, J., Hiebert, E., & Bravo, M. (2007). Shaping
Literacy Achievement, Integrating Literacy and Science, The Research We Have. In M.
Pressley, A. Billman, K. Perry, K. Reffit, & J. Morrehead-Reynolds (Eds.), Shaping Literacy
Achievement, Integrating Literacy and Science, The Research We Have(pp. 157–173). New
York, New York: The Guilford Press. Retrieved fromIntegrating Literacy and Science.
Hapgood, S., Palincsar, A. A. (2007). Where literacy and science intersect. Educational
Leadership, 64(4), 56-60.
Freidus, H. (2010). Finding passion in teaching and learning: Embedding literacy skills in
content-rich curriculum. The New Educator, 6, 181–195.
Fisher, D., & Ivey, G. (2005). Literacy and language as learning in content area classes: A
departure from “every teacher a teacher of reading”. Action in Teacher Education, 27(2), 311.
Richardson, J. S. (2008). Content area reading: a 50-year history. In M. J. Fresch (Ed.), An
essential history of current reading practices (pp. 120-143). Newark, NJ: International
Reading Association.
Jewett, P. (2013). Content-Area Literacy: Recognizing the Embedded Literacies of Science
and Mathematics. Journal of Reading Education, 38(2), 18-24.
178
Pearson, P. D., Moje, E., Greenleaf, C. (2010). Literacy and science: Each in the service of
the other. Science, 328(23), 459-463.
xiii
Beach, R., Thein, A.H., Webb, A. (2012). Teaching to exceed the English Language Arts
Common Core Standards: A literacy practices approach for 6-12 classrooms. New York:
Routledge.
Hillocks, G. (2011). Teaching argument writing: Grades 6-12. Portsmouth, NH: Heinemann.
Hillocks, G. (2010). Teaching argument for critical thinking and writing: An
introduction. English Journal, 99(6), 24-32.
Kuhn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
Newell, G. E., Beach, R, Smith, J. & VanDerHeide, J. (2011). Teaching and learning
argumentative reading and writing: A review of research.Reading Research Quarterly, 46(3),
273-304.
xiv
Allington, R. L. (2012). What really matters for struggling readers: Designing researchbased programs (3rd ed.). Boston: Allyn and Bacon.
Barger, J. (2006). Building word consciousness. The Reading Teacher,60(3), 279-281.
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary
instruction. Guilford Press.
Beck, I. L., & McKeown, M. G. (2007). Increasing young low‐income children’s oral
vocabulary repertoires through rich and focused instruction. The Elementary School Journal,
107(3), 251-271.
Brassell, D. (2012). Dare to differentiate: Vocabulary strategies for all students. Guilford
Publications.
Common core state standards for English language arts & literacy in history/social studies,
science, and technical subjects. Common Core Standards Initiative, 2012.
Elley,W. B. (1989). Vocabulary acquisition from listening to stories.Reading Research
Quarterly, 24, 174–187.
Fisher, D. & Frey, N. (2008). Word wise and content rich, grades 7–12.Portsmouth, NH:
Heinemann.
Moses, A. M., & Duke, N. K. (2003). 10 research tested ways to build children’s vocabulary.
http://teacher.scholastic.com/products/readingline/pdfs/ProfessionalPaper.pdf
Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based
meta-analysis. Review of educational research, 56(1), 72-110.
179
Stanovich, K. E., West, R. F., Cunningham, A. E., Cipielewski, J., & Siddiqui, S. (1996). The
role of inadequate print exposure as a determinant of reading comprehension
problems. Reading comprehension difficulties: Processes and intervention, 15-32.
Wilfong, L. G. (2013). Five-Minute Vocabulary Strategies for the Common Core.
http://media.routledgeweb.com/eoe/whitepapers/wilfong_wp_3_final.pdf
xv
Fountas, I.C., Pinnell, G.S. (1996). Guided Reading: Good First Teaching for All Children.
Portsmouth, NH: Heinemann.
Fountas, I.C., Pinnell, G.S. (2001). Guiding Readers and Writers Grades 3 – 6. Portsmouth, NH:
Heinemann.
xvi
Weinbaum, A., Allen, D., Blythe, T., Simon, K., Seidel, S., Rubin, C. Teaching as Inquiry:
Asking Hard Questions to Improve Practice and Student Achievement. New York: Teachers
College Press.
Veenema, S., Hetland, L., Chalfen, K. The Project Zero Classroom: New Approaches to Thinking
and Understanding. Cambridge, MA: Project Zero
Tishman, S., Perkins, D., Jay, E. The Thinking Classroom: Learning and Teaching in a Culture of
Thinking. Boston: Allyn & Bacon.
xvii
Weinbaum, A., Allen, D., Blythe, T., Simon, K., Seidel, S., Rubin, C. Teaching as Inquiry:
Asking Hard Questions to Improve Practice and Student Achievement. New York: Teachers
College Press.
Veenema, S., Hetland, L., Chalfen, K. The Project Zero Classroom: New Approaches to Thinking
and Understanding. Cambridge, MA: Project Zero
Tishman, S., Perkins, D., Jay, E. The Thinking Classroom: Learning and Teaching in a Culture of
Thinking. Boston: Allyn & Bacon.
180
School Performance Report
Submitted to the OUSD Office of Charter Schools
January 14, 2014
1
CHARTER RENEWAL PERFORMANCE REPORT
1.
What is distinctive about your school?
A Clear and Compelling Purpose
The North Oakland Community Charter School (NOCCS) is aligned to and driven by a powerful mission, vision, and set of
guiding principles.
Mission: The North Oakland Community Charter School (NOCCS) is a public school dedicated to helping children to
become thoughtful, informed, and inquisitive citizens. NOCCS is a vibrant, diverse learning community driven by respect
for each child’s unique intelligence and history. Our school’s dynamic and challenging educational approach deepens the
intellectual and social capacities of each child that we serve.
Guiding Principles: NOCCS is driven by ten core principles that anchor and guide our community and its work, and
provide a vision to which we aspire as a learning community. These principles include: (1) respect for children and their
learning; (2) high expectations; (3) a caring community of learners; (4) valuing diversity; (5) connections to the world; (6)
a commitment to equity; (7) families' contributions; (8) respect for teachers and teaching; (9) creativity; and (10)
teaching for understanding.
Vision: In our most recent charter term, we have added our Graduate Profile to our set of foundation documents. Our
graduate profile sets forth our school’s vision for what each student, throughout their career and upon their 8 th grade
graduation from NOCCS, shall know and be able to concretely evidence through various forms of assessment and student
work in four domains – (1) critical and creative thinking, (2) powerful communication, (3) community engagement, and
(4) scholarship.
2
A Caring and Collaborative School Culture
NOCCS stands out in terms of its school climate and culture. Throughout our school we emphasize an ethic of support,
high expectations, collaboration, reflection, and continuous improvement.
This is evidenced:

In our classrooms, where students are explicitly taught and consistently challenged to work in a variety of
constructs – from individual tasks and pairs to group projects and challenges – in order to grow, learn, and
support one another to excel as scholars and as part of a caring community of learners;

In our professional learning community, where our staff works in a highly collaborative and accountable manner
to support our students, build/improve the curriculum, and identify areas of focus and growth for the staff and
school;

Through our parent/family community, where the adults in our community consistently partner with the school
to ensure and provide effective support, resources, and input that help our school to continuously grow and
improve.
3
A Relevant and Rigorous Curriculum
Finally, NOCCS is well known for its curriculum which is deeply rooted in Teaching for Understanding and the workshop
methodology. With these frameworks and approaches, NOCCS students are taught and supported to access, practice,
apply, and express important academic skills and knowledge in a manner that:

Engages students’ inherent curiosity, creativity, and need for real-world connections;

Allows for equitable, flexible, and individualized support for and engagement of all learners;

Challenges each learner to think critically and creatively;

Provides multiple opportunities to revise, reflect, and incorporate feedback in order to continuously improve
their work;

Constructs visible, active, and performance-based demonstrations of growth, learning, and understanding.
4
2
How effective is your school overall?
5
Evaluation:
4
3
x
Excellent
2
1
Unsatisfactory
How do you know?
NOCCS students are demonstrating academic achievement according to its API ranking. NOCCS has increased its API ranking
by 30 points in each of its three charter terms. Our average API ranking for this charter term is 891, placing NOCCS among
Oakland’s top achieving elementary (11th of 66) and middle (5th of 20) public schools (including district and charter).
NOCCS students are demonstrating academic achievement according to standardized test scores. Over our most recent
charter term (2010 – 2014), our students achieved the following on the California Standards Test:
Subject
English Language Arts
Mathematics
Science
Social Studies
Percent of Students
86%
82%
th
70% of 5 & 8th graders
70% of 8th graders
Achievement
One year’s growth (matched data)
One year’s growth (matched data)
Scored proficient or advanced
Scored proficient or advanced
NOCCS students are demonstrating academic achievement according to internal measures. Over our most recent charter
term (2010 – 2014), our students achieved the following on internal assessments:
Subject
Percent of Students Scoring
Proficient or Advanced
Reading & English Language
Arts
73%
Mathematics
73%
Social Studies
Science
81%
83%
Internal Measure
Developmental Reading
Assessment & Progress Reports
Interim Math Assessments &
Progress Reports
Progress Reports
Progress Reports
NOCCS students are demonstrating growth and achievement in other important areas that we believe are critical for
educating students for successful lives and futures:
o 79% of all NOCCS students have scored proficient or advanced on our Internal Student Habits Assessments
(Progress Reports – work, life-long learner, and community habits)
o 97% of NOCCS families believe that NOCCS is helping their children to become thoughtful, informed, and
inquisitive citizens (as reflected in survey data)
o 84% of NOCCS upper school students believe that NOCCS is helping them to become thoughtful, informed, and
inquisitive citizens (as reflected in survey data)
5
What are its notable strengths?
Growth in Academic Achievement
The NOCCS curriculum, with an emphasis on Teaching for Understanding and the workshop method, is both rich and rigorous.
It has shown promising results according to a range of measures, in particular the achievement and/or growth of our students
(including some key subgroups) on both standardized and internal measures (including sub groups) related to English
Language Arts.
o 78% of all NOCCS students have scored proficient or advanced on the ELA portion of the CST from 2010 – 2013.
o 79% of Multi-Racial students scored proficient or advanced
o 72% of African American student scored proficient or advanced
o The percentage of Hispanic/Latino students scoring proficient or advanced on the CST has increased an average of 9%
per year over the past four years (2010 – 2013) of testing. 70% of Hispanic/Latino students scored proficient or
advanced in 2013.
o The percentage of economically disadvantaged students scoring proficient or advanced on the CST has increased an
average of 5% per year over the past four years (2010 – 2013) of testing. 72% of economically disadvantaged students
scored proficient or advanced in 2013.
o An average of 52% of students with disabilities scored proficient or advanced over the past two years of testing, an
increase from only 22% in 2010.
The NOCCS 6-8 program has developed, grown, and improved over the past charter term. We have:
o Successfully graduated four 8th grade classes.
o Increased our retention rate of students moving from 5th to 6th grade in each of the last three years.
o Focused on the academic achievement of 6-8th grade students, which is showing some promising results.
o In ELA, 80% of all NOCCS 6-8th grade students scored proficient or advanced.
o Each year the percentage of 6-8th grade students scoring proficient or advanced in ELA has increased, going
from 69% in 2010 to 87% in 2013.
o Over the past two years of testing 75% of all 6-8th grade African American students have scored proficient or
advanced on the ELA portion of the CST.
o Over the past four years of testing 78% or all 6-8th grade Hispanic-Latino and 73% of all 6-8th grade
Economically Disadvantaged students have scored proficient or advanced on the ELA portion of the CST.
o In mathematics, 72% of all NOCCS 6-8th grade students scored proficient or advanced (including Algebra for 8th
grade students).
o The percentage of 6-8th grade student scoring proficient or advanced on the Mathematics section of the CST
has increased, going from 64% in 2011 to 78% in 2013.
o From 2010 to 2013, the percentage of Hispanic-Latino and Economically Disadvantaged students scoring
proficient and advanced on the mathematics portion of the CST has increased by an average of 25 percentage
points.
o Developed and implemented elective and enrichment programming that is aligned to our organizational mission,
vision, and values, including the creation and improvement of:
o Our Community Action Learning and technology enrichments and advisory class structures and curriculum for
all 6-8 students.
o An array of enrichment program ranging from dance and visual arts to leadership and games of the mind.
6
o
Outdoor education programming that includes a variety of outdoor experiences for all 6-8th graders, including
several outdoor adventures each trimester and one annual camping trip.
Common Core Integration
NOCCS is making strong progress in our readiness to take on and thrive in the Common Core era. We have researched,
piloted, selected, and are in the process of implementing new common-core-aligned mathematics and ELA curriculum in our
K-5 and 6-8 programs. We have also integrated the Common Core reading and writing standards into our existing Teaching for
Understanding curriculum and assessments. To support our teachers in the transition, we provided intensive PD to a member
of each of our K-8th grade level teams via the Teachers College Readers and Writer’s Reading Institute with an emphasis on
Common Core reading readiness.
In addition, we have invested in and continue to prioritize our technology infrastructure including adding personnel to support
technology, upgrading our internet bandwith, updating our computer lab, upgrading and standardizing classroom-based
technology resources, and increasing computing systems and devices for students. Finally, we revised our progress report
content and upgraded our progress reporting data systems to both align to the Common Core standards and enable us to
better access, analyze, and disaggregate student data in order to support student achievement and the attainment of a new
set of measurable pupil outcomes for our next charter and LCAP terms.
Staff Support & Retention
NOCCS is making progress in its capacity to support and retain high quality staff. To that end, we have diversified our
professional development offerings for staff, including expanding opportunities for participation in external professional
development, fully financing BTSA induction and providing coaching support that exceeds the BTSA requirements, increasing
math coaching for all staff, as well as administrative support, and partnering with teacher and principal training institutions.
Last year, we initiated a talent development working group to develop and improve our data tools, investigate innovative
strategies, and create responsive plans to increase staff retention. Our first focus was increasing compensation and benefits
for staff. This year, the group will begin to develop more systematic and robust talent development programming . while
continuing to address issues of sustainability and compensation.
Administrative Infrastructure
NOCCS has built a more professional and sustainable administrative and operational infrastructure. We implemented our
first strategic plan (2012 – 2015) with many successes including:
o The initiation of a capital campaign that allowed us to refinance our mortgage and pay off a $1.05 million
start-up loan;
o Building and increasing our fundraising and development operations, systems, and capacity;
o Readying our academic program for the Common Core era.
Additionally, we reorganized our administrative team in order to improve and expand our overall organizational effectiveness
and capacity as well as increase staff support and development. In this work, we have
 Recruited and hired new school leaders from one of the Bay Area’s top administrator training programs, we’ve
increased on-going professional development and coaching support for our staff;
 Initiated the process of upgrading and improving our data systems to further support capacity and continuous
improvement at all levels of the organization;
7

Improved and professionalized our board operations and systems, contracted with Ed Tec to support our finance and
back-office operations, and revised and updated our employee and student-family handbooks and electronic
resources.
NOCCS has begun to build better systems and tools to support a culture of feedback and continuous improvement at all levels
of the organization. We are currently in the process of writing a new, five year strategic plan with an emphasis on the use of
data and building effective tools for on-going assessment and continuous improvement at all levels of the organization. We
are also revising a range of data collection and analysis tools (stakeholder surveys, teacher effectiveness/evaluation,
administrative evaluation, progress reports, lottery/admissions/student information, interim assessments, fundraising, board
dashboards, etc.), and developing new continuous improvement processes (board-staff-family data presentations, stakeholder
engagements, pd schedules, etc.) to support increased transparency, collaboration, culture of feedback, and effectiveness at
all levels of the organization.
Community Collaboration
NOCCS has deepened its commitment and capacity to collaborate with our community. NOCCS is increasingly serving students
and families from its local neighborhood. From 2011-2012 to 2013-2014 our K-5 enrollment from locally zoned schools
(Emerson, Sankofa, Hoover, and Santa Fe) increased from 41 – 49%. We believe this was a result of our deepened and
expanded collaborations with local neighborhood organizations to build connections and resources in the Longfellow and
Santa Fe Neighborhood Areas
We have developed academic programming, especially through our Extended Day and Community Action Learning Programs.
These programs provide a vital link between our students and our North West Oakland Community through a range of
projects and strategies such as continuing our 15 year tradition of serving dinner to individuals and families in need at our
original home at the College Avenue Presbyterian Church, studying changes in and around Oakland and sharing these findings
on a class website, and conducting community service projects such as planting a succulent garden in Linden Park.
As families are central to our overall mission, we partnered with and supported our families in developing and launching a
Family Teacher Organization (FTO), which is partnering with the staff to provide a critical communication link to families, as
well as working to support our staff and school through various fundraising and teacher-appreciation events.
What are the main priorities for improvement?
As indicated above, NOCCS is currently in the process of crafting a new five year strategic plan. This plan will be completed in
Spring 2015.
In developing this plan to date, the school has engaged in a rigorous review of a range of longitudinal data from the past 5 –
15 years – much of which informs and is captured in this School Performance Report. This includes an audit; review, and
analysis of student achievement data; demographic and admissions statistics; historical/recent movement of public education
institutions in North Oakland; charter and Local Control Accountability Plan and processes; stakeholder surveys; and financial
and fundraising reports. In addition, we have conducted a number of initial stakeholder engagements as a part of this
process. Additional engagements and surveys are also planned for the coming months.
8
Through this initial phase of our strategic planning process, we have identified four main priority areas for our organizational
growth and development over the next half decade. These include:
o Our Commitment
o Our Students
o Our Talent
o Our Impact
Within each of these themes, we have begun to articulate our vision for what we intend to achieve in each area, which is
shared below.
Our Commitment
As an organization, NOCCS is fully committed to supporting an equitable culture and the conditions that lead to excellence for
all students. As such, over the next five years we will focus on:
o Eliminating the achievement gap that currently exists between African American, Hispanic-Latino, Economically
Disadvantaged, and Special Education Students and their peers.
o Ensuring that our school culture and climate is one in which all children and youth feel safe, valued, supported,
connected, empowered, and respected.
o Ensuring that our school culture and climate fosters an environment where all adults feel safe, valued, supported,
connected, empowered, and respected.
Our Students
As an organization, NOCCS will deepen, refine, and inject innovation into its curriculum and provide equitable instruction and
supports so that all students can continuously develop, joyfully realize, and powerfully evidence their growth and ability to
think critically and creatively, communicate powerfully, engage in community, and embody scholarship. As such, we will focus
on:
o Implementing a consistent, vertically aligned mathematics program that results in deep understanding, the
demonstration of mastery, and high levels of engagement for all students – with a particular focus on our African
American, Hispanic-Latino, Economically Disadvantaged, and Special Education Students.
o Implementing a consistent, vertically aligned English Language arts program that results in deep understanding, the
demonstration of mastery, and high levels of engagement for all students – with a particular focus on our African
American, Hispanic-Latino, Economically Disadvantaged, and Special Education Students.
o Refining, documenting, and further innovating our Teaching for Understanding curriculum to incorporate the Common
Core Standards, Next Generation Science Standards, and STEAM.
o Deepening and innovating our REAL/ Peacemaking, Advisory, and CAL Curricula and Programming so that all students
are supported with the skills, mindsets, and understanding to powerfully communicate and positively engage in
community.
o Improving our internal/formative assessment and data systems and practices in order to provide rapid, responsive,
and reliable supports – at all levels of the organization – that will enable all learners to master Common Core content,
and demonstrate readiness for high school and college through a graduate profile portfolio.
o Creating and refining systems, structures, resources, and practices that prioritize and lead to equitable and effective
supports, accelerated growth, and high achievement for all learners, particularly student who have been historically
underserved by our educational system.
9
Our Talent
As an organization, NOCCS is committed to attracting, training, supporting, and retaining a highly skilled, talented, diverse,
and committed staff by sustaining a supportive, collaborative, resource rich environment to grow, advance, and thrive
throughout their careers as leaders and educators. As such, we will focus on:
o Increasing compensation and other forms of support that enable our staff to effectively and sustainably serve and
meet the needs of our students
o Partnering with leading organizations and institutions to articulate and build an effective educator pipeline that
inducts, trains, supports, and provides new opportunities for aspiring, new, developing, and veteran teachers and
leaders throughout their careers
o Fostering a culture of feedback and further building tools and systems that enable data-driven reflection, feedback,
improvement, and innovation at all levels of the organization
Our Impact
As a member of the Longfellow/Santa Fe and Oakland Public School Community, NOCCS is committed to defining and playing
an important leadership role in the movement to provide each family in our community and city with multiple high quality
public school options. As such, we will focus on:
o Continuing to increase our capacity to provide a high quality option to students in our local neighborhood, especially
and specifically families that currently reside within a one mile radius of NOCCS’ current location at 1000 42nd Street
and include the Santa Fe/Longfellow Neighborhoods (OUSD’s Emerson, Hoover, Sankofa, and Claremont Zones).
o Collaborating with and within our various communities in order to understand and define our role, contribution, and
strategy in ensuring that all students and families in our local neighborhood and city have access to high quality public
school options within the next generation.
o Improving our assessment and data systems in order to continuously improve – at all levels of the organization – our
service to students, families and our community and to provide effective evidence of the effectiveness and impact of
our school, organization, and model in serving a diverse student population.
Through this work, we are setting the stage to deepen our organizations work and practices relative to on-going, data-driven
continuous improvement and engagement.
As such, it should be noted that information above is intended as a high level direction, vision, and framework for the charter
term above. From the priorities stated above, through the updating of our LCAP goals, drafting of our new measurable pupil
outcomes and charter, input from stakeholders, and other processes, we will craft a unified, rigorous, clear, and measurable
set of goals and action steps that we will use to guide our pursuit of this vision over the course of the next five years and our
new charter term.
We intend to share our strategic plan, in draft form, upon submittal of our charter renewal in January 2015. We will provide
our partners – including OUSD and the Office of Charter Schools – with a final copy of the NOCCS Strategic Plan once it is
completed. The goals of our strategic plan will be aligned to the plan set forth in our charter and our Local Control
Accountability Plan.
We will monitor, reflect on, discuss, adjust, and celebrate progress towards the goals set forth in our charter, strategic plan,
and LCAP through a clear and well-articulated process that will include (1) monthly data reports and discussions at the board
level via Executive Directors and other key committee presentations, (2) on-going (minimum bi-monthly) review and analysis
of key data by the Executive and Instructional Leadership teams, (3) on-going (minimum monthly) review and analysis of key
10
data by instructional staff led by the Instructional Leadership team, and (4) on-going (minimum by trimester) presentation and
review of key data by the NOCCS community via stakeholder engagements such as Director’s receptions, newsletters, and FTO
meetings.
3 How well is the school regarded by its students and parents?
5
Evaluation:
Excellent
4
x
3
2
1
Unsatisfactory
How do you know?
Our overall retention rate among students and families is high. In the past several years, we have had an average of less 5
than openings in grades 1 – 5. In addition, families with kindergarten-aged siblings are selecting to enroll their children. On
average, over the past five years, lottery data shows that we have had an average of 255 applicants for 11 open seats. We are
increasing retaining more students from 5th to 6th grade, increasing from approximately 50% retention to a most recent rate of
74%.
Parent survey data and stakeholder engagements, while having some limitations, indicate satisfaction with and a strong
regard for NOCCS. Our findings include:
 Over the past three years, on average, 97% of families participating in our annual survey agree or strongly agree
that NOCCS is supporting their students to become thoughtful, informed, and inquisitive citizens
 Over the past three years, on average, 91% of families participating in our annual survey state that they would
recommend or strongly recommend NOCCS to a friend
 In recent stakeholder engagements, families indicate strong consensus among participants with regard to NOCCS’
community feeling, strong academics, TfU and project based learning, and the formation of our new Family
Teacher Organization. Parents also highly respect and value the quality, hard work, and dedication of the NOCCS
staff.
Students in our upper school (4th – 8th grade), also participate in an annual survey. Again, while having some limitations, this
data indicates satisfaction with and a strong regard for NOCCS. In addition, over the past year we have conducted some
additional stakeholder engagements and focus groups with both current and former students in order to collect data and
understand our strengths and growing edges as a school relative the perspective our students and graduates. Our findings
include:
 Over the past three years, on average, 84% of 4-8th grade students agree or strongly agree that NOCCS is
supporting them in becoming thoughtful, informed, and inquisitive citizens;
 Over the past three years, on average, 75% of 4-8th grade students state that they would recommend or strongly
recommend NOCCS to a friend;
 In both surveys and focus groups, students indicate that they value NOCCS’ project-based curriculum and the
connections that they feel both with staff and to one another. Alumni report that they felt prepared and
confident both for the academic and social environment of high school, and had a strong sense of self and
11
confidence in resolving conflicts.
What do (a) students and (b) parents most like about the school?
As stated above, students and parents are either somewhat or strongly pleased with the academic program and teacher
support for students. Quotes from parent and student surveys, as well as quantitative data supports this:
o There is a strong sense of community:
o “noccs rocks the big top. Big time.”
o “I really appreciate the sense of community and welcoming provided”
o “Peacemaking and support for the ideas of children.”
o “That people genuinely like each other for the most part and there is a fair amount of socializing among the
families.”
o There are strong teachers and education program:
o “diverse and engaging. experiential base learning, tailored to individual needs”
o “I value the strong teachers, the engaging curriculum, and the amazing NOCCS community.”
o “Amazing staff! All the teachers are very engaged, creative, motivated.”
o “The teachers have really gotten to know my kids and what makes them tick. I feel like they care about my
kids.”
o “Caring dedicated teachers; some thoughtful engaging projects; community building activities;
group/community problem solving.”
o There is a positive school climate and safety:
o “The focus on social/emotional learning. I love that my children feel safe and supported - NOCCS feels like a
very nurturing place and that is tremendous.”
o “That it is even on the table as a valued skill (peacemaking).”
o “I like the small school environment and access to teachers and principal.”
o “It is easy for me to tell that my child is valued, celebrated and supported at the school, and I value that more
than I can say.”
o “The diversity and exploration of different (points of view) represented in the community.”
o “I absolutely believe that my child is physically safe at NOCCS - so much so that he isn't even aware that it
could possibly be any other way -- and I am immensely grateful.”
What do they feel needs improvement, and what action is being taken?
Improving Stakeholder Input and Engagement Tools and Processes
Through the implementation of the surveys and focus groups described above, one of our main findings is that we need to
deepen and improve our data collection tools and strategies. We have found, for example, that the families who tend to take
the annual parent/family survey do not proportionally reflect the demographics of our student body. In addition, we need to
improve our processes for sharing this data with our stakeholders and using it drive continuous improvement in a clear,
transparent, and inclusive manner.
To that end, as described in question 2 above, NOCCS has set forth a goal of improving our data collection tools and datadriven continuous improvement processes, beginning with our December 2014 surveys. This includes:
(1) revising our student surveys and expanding these to include all students (K-8),
(2) revision and simplification of our family surveys,
12
(3) ensuring all data we collect can be disaggregated in order to fully understand and use it to measure success
and inform our priorities and practices,
(4) partnering with our FTO to provide differentiated support, resources, and incentives for families to access and
take the surveys,
(5) setting quantitative goals, via our LCAP, for the participation rate of families in the survey process,
(6) designing and implementing family education and engagement strategies to help them to understand why we
collect this data; how we use it to inform our goals, strategies, and budgetary priorities; and to share with them
the resulting data and strategies in a clear and transparent manner that builds trust, engagement, and a unified
vision and focus on our collective priorities.
In addition to surveys, we are also piloting a series of stakeholder engagements to help us collect additional qualitative data
relative to our school. In October, we held a stakeholder engagement to elicit feedback as a part of our strategic planning
process. We have scheduled and are holding a number of Director’s Coffees and receptions to provide families an
opportunity to learn about data we are collecting and provide additional data input into the planning process. Finally, we are
also in the process of collecting data from specific stakeholder groups. For example, in December we are conducting
interviews with parents from our special education community to hear about and more deeply understand their students’
needs and experiences at NOCCS in order to inform our decision making relative to the future of our special education
program and service model.
Informing Priorities and Goals
From the family and student survey data and our initial stakeholder engagements from the strategic planning process, we
have identified three main areas of focus. These include (1) programming (6-8, extended day, and enrichments), (2) school
climate, and (3) teacher support. Each of these areas has, first and foremost, been strongly incorporated into the four themes
and vision that create the framework for our new strategic plan that is outlined in question 2 of this school performance
report.
In addition, this data has also informed some of the strategies and action steps we are currently undertaking as outlined and
reflected in our Local Control Accountability Plan, professional development understanding goals, and budgetary priorities for
14-15. For example:
School climate:
o NOCCS has identified school climate as one of its priorities for 14-15. As such we have created a set of staff
understanding goals and performances of understanding that are guiding our collective work and professional
development related to these goals.
o NOCCS has partnered with Playworks to help us transform the culture and climate of our recess. To date, we have
created new systems and structures for our recess and recreation time, provided staff with two and a half full days of
training, developed and are in the process of piloting the use of recess observation tools to provide on-going feedback
and data to our staff relative to the implementation of the Playworks model, and reorganized key administrative staff
to support our recess and recreation programming, staff trainings, and the implementation of new student-leadership
based programming to support our overall goals around recess and school climate.
o The NOCCS 6-8 staff met in June to create a plan to improve systems, structures, and consistency amongst staff with
regard to both the use of instructional time, student engagement strategies, and discipline.
o With the leadership of key teaching and administrative staff, NOCCS has begun to simplify and transform its
peacemaking program and practices. To date, this includes launching a new program, that more simply captures the
13
many principles and practices of peacemaking, called REAL (respect-equity-accountability-leadership), providing staff
with one full day of PD training and several sessions of follow-up PD dedicated to school climate and our on-going
implementation of both classroom and school-wide practices, strategies, and structures that support our staff,
students, and families in “keeping it REAL”, and implementing a parent education session in October to learn about
and discuss the launching of REAL and to collect data on how we can make it better.
Programming:
o NOCCS has begun to engage with the FTO and others to help them understand how priorities are set in terms of
budgetary spending, and how they can (and must) be a part of this process moving forward. As stated above, we are
also revising our surveys in order to engage the best thinking of our families and students in identifying and informing
priorities within the context of limited resources, so that we can use this data when making decisions about the
development and implementation of new programming and positions.
o Data about EDP programming is used by the Student-Family-Community Services Manager to set class offerings each
trimester.
o Data regarding our elective offerings in 6-8 was used to inform our new class schedule and offerings, including
providing more electives (by changing to a trimester basis for electives) and changing staffing schedules to offer more
electives throughout the year.
Teacher Support:
o The NOCCS board has created a new Talent Development Working Group comprised of a parent, one lead
teacher, one teacher coach, an external board member, and the executive director. Together this committee is
developing a new teacher survey – to be given annually – to inform our goals and work relative to teacher
support, morale, and compensation, ) conducting a survey of former NOCCS staff to understand the factors that
led to their leaving in order to develop a set of goals and strategies, reflected in our strategic plan, to address and
improve retention, and working with the finance committee and others at the board level to study and think
about strategies to improve total compensation.
4
How well do students achieve?
5
Evaluation:
Excellent
4
x
3
2
1
Unsatisfactory
How do you know?
NOCCS students are demonstrating academic achievement according to its API ranking.
 NOCCS has increased its API ranking by 30 points in each of its three charter terms. Our average API ranking for
this charter team is 891, as it has also enrolled an increasingly diverse student body.
 NOCCS’s API ranking places it among Oakland’s top achieving elementary (11th of 66) and middle (5th of 20) public
schools (including district and charter).
14
Demographics and API Ranking By Charter
Term
70
900
64
891
60
53
Demographic
Group %
880
48
50
890
870
866
860
40
850
30
19 836
20
0
3
840
21 21
830
17 17
820
10
9
10
6
0
1
Average
API Ranking
0
1
1
0
810
800
Average 2000 - Average 2005 - Average 2010 2005 charter term 2010 charter term 2015 Charter
term
NOCCS students are demonstrating academic achievement according to standardized test scores. Over our most recent
charter term (2010 – 2014):
 86% of all NOCCS students have shown one year’s growth according to the English Language Arts Section of the
California Standards Test
 82% of all NOCCS students have shown one year’s growth according to the Mathematics Section of the California
Standards Test
 76% of NOCCS 8th graders have scored proficient or advanced on the Social Studies Section of the California
Standards Test
 70% of NOCCS 5-8th graders have scored proficient or advanced on the Social Studies Section of the California
Standards Test
NOCCS students are demonstrating academic achievement according to internal measures. Over our most recent charter
term (2010 – 2014):
 73% of all NOCCS students have scored proficient or advanced according to our internal reading and English
Language Arts Assessments (Developmental Reading Assessment and Progress Reports)
 73% of all NOCCS students have scored proficient or advanced according to our internal Mathematics
Assessments (Internal Interim Math Assessments and Progress Reports)
 81% of all NOCCS students have scored proficient or advanced according to our internal Social Studies
Assessments (as reflected in progress report data)
 83% of all NOCCS students have scored proficient or advanced according to our internal Science Assessments (as
reflected in progress report data)
15
NOCCS students are demonstrating growth and achievement in other important areas that we believe are critical for
educating students for successful lives and futures:
o 79% of all NOCCS students have scored proficient or advanced according to our Internal Student Habits
Assessments (Progress Reports – work, life-long learner, and community habits)
o 97% of NOCCS families believe that NOCCS is helping their children to become thoughtful, informed, and
inquisitive citizens (as reflected in survey data)
o 84% of NOCCS upper school students believe that NOCCS is helping them to become thoughtful, informed, and
inquisitive citizens (as reflected in survey data)
In which subjects and grades do students do best, and why?
The NOCCS curriculum, with an emphasis on Teaching for Understanding and the workshop method, is both rich and rigorous.
It has shown promising results according to a range of measures, in particular the achievement and/or growth of our students
(including some key subgroups) on both standardized and internal measures (including sub groups) related to English
Language Arts.
o 78% of all NOCCS students have scored proficient or advanced on the ELA portion of the CST from 2010 – 2013.
o 79% of Multi-Racial students scored proficient or advanced
o 72% of African American student scored proficient or advanced
o The percentage of Hispanic/Latino students scoring proficient or advanced on the CST has increased an average of 9%
per year over the past four years (2010 – 2013) of testing. 70% of Hispanic/Latino students scored proficient or
advanced in 2013.
o The percentage of economically disadvantaged students scoring proficient or advanced on the CST has increased an
average of 5% per year over the past four years (2010 – 2013) of testing. 72% of economically disadvantaged students
scored proficient or advanced in 2013.
o An average of 52% of students with disabilities scored proficient or advanced over the past two years of testing, an
increase from only 22% in 2010.
K-8 ELA Proficient & Advanced
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
ALL
African American
Hispanic-Latino
Economically
Disadvantaged
Multi-Racial
Students with
Disabilities
2010
78%
64%
44%
57%
80%
22%
2011
78%
64%
75%
2012
79%
75%
63%
54%
79%
55%
2013
78%
65%
70%
73%
69%
51%
16
The NOCCS 6-8 program has developed, grown, and improved over the past charter term. We have:
o Successfully graduated four 8th grade classes.
o Increased our retention rate of students moving from 5th to 6th grade in each of the last three years.
o Focused on the academic achievement of 6-8th grade students, which is showing some promising results.
o In ELA, 80% of all NOCCS 6-8th grade students scored proficient or advanced.
o Each year the percentage of 6-8th grade students scoring proficient or advanced in ELA has increased, going
from 69% in 2010 to 87% in 2013.
o Over the past two years of testing 75% of all 6-8th grade African American students have scored proficient or
advanced on the ELA portion of the CST.
o Over the past four years of testing 78% or all 6-8th grade Hispanic-Latino and 73% of all 6-8th grade
Economically Disadvantaged students have scored proficient or advanced on the ELA portion of the CST.
o In mathematics, 72% of all NOCCS 6-8th grade students scored proficient or advanced (including Algebra for 8th
grade students).
o The percentage of 6-8th grade student scoring proficient or advanced on the Mathematics section of the CST
has increased, going from 64% in 2011 to 78% in 2013.
o From 2010 to 2013, the percentage of Hispanic-Latino and Economically Disadvantaged students scoring
proficient and advanced on the mathematics portion of the CST has increased by an average of 25 percentage
points.
o Developed and implemented elective and enrichment programming that is aligned to our organizational mission,
vision, and values, including the creation and improvement of:
o Our Community Action Learning and technology enrichments and advisory class structures and curriculum for
all 6-8 students.
o An array of enrichment program ranging from dance and visual arts to leadership and games of the mind.
o Outdoor education programming that includes a variety of outdoor experiences for all 6-8th graders, including
several outdoor adventures each trimester and one annual camping trip.
In which subjects and grades is improvement needed, and what action is being taken?
Is there evidence of differential attainment according to gender, ethnic background or other grouping and, if so, what
action is being taken?
Student achievement in mathematics, particularly with regard to African American, Hispanic-Latino, and Economically
Disadvantaged, and Special Education students, is very clearly are area where we must improve and focus as a school.
17
In particular, while the overall percentage of students scoring proficient or advanced on the CST over the past four
years of testing is 77% (including 80% in K-5 and 72% in the 6-8), the percentage has been on a downward trajectory
each year overall.
K-8 Math Proficient & Advanced
120%
100%
80%
60%
40%
20%
0%
ALL
African
American
Hispanic-Latino
Economically
Disadvantaged
Multi-Racial
Students with
Disabilities
2010
80%
54%
41%
45%
80%
100%
2011
79%
44%
67%
2012
77%
60%
45%
46%
81%
29%
2013
72%
38%
46%
48%
72%
44%
This downward trend is particularly evident in the K-5 program – both in terms of the overall average and among all key
subgroups of African American, Hispanic-Latino, Economically Disadvantaged, and Special Education students.
K-5 Math Proficient & Advanced
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
ALL
African
American
Hispanic-Latino
Economically
Disadvantaged
Multi-Racial
Students with
Disabilities
2010
85%
57%
64%
44%
75%
100%
2011
90%
58%
80%
2012
78%
71%
36%
56%
96%
45%
2013
68%
44%
38%
40%
71%
44%
18
6-8 Math Proficient & Advanced
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
ALL
African
American
Hispanic-Latino
Economically
Disadvantaged
Multi-Racial
Students with
Disabilities
2010
73%
49%
25%
46%
100%
2011
64%
30%
50%
2012
75%
47%
57%
33%
67%
7%
2013
78%
32%
57%
65%
83%
44%
In addition, we see a much larger achievement gaps for these key sub groups in mathematics as compared to their academic
achievement in English Language Arts.
K-8 ELA vs Math
2010 - 2013
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
ALL
African
American
Hispanic-Latino
Economically
Disadvantaged
Multi-Racial
Students with
Disabilities
ELA
78%
68%
60%
65%
76%
43%
MATH
77%
51%
45%
54%
77%
36%
19
Moreover, the gap between ELA and Mathematics achievement widens for subgroups in the 6-8th grade.
K-5 ELA vs Math
2010 - 2013
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
ALL
African
American
Hispanic-Latino
Economically
Disadvantaged
Multi-Racial
Students with
Disabilities
ELA
77%
67%
48%
59%
78%
53%
Math
80%
57%
49%
55%
81%
63%
6-8 ELA vs Math
2010 - 2013
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
ALL
African
American
Hispanic-Latino
Economically
Disadvantaged
Multi-Racial
Students with
Disabilities
ELA
80%
66%
78%
73%
83%
37%
MATH
72%
43%
42%
49%
83%
26%
We believe there are a number of factors leading to the decline in mathematics achievement, including:
o From 2008 – 2011, our school-wide priority was focused on mathematics. In this time, we saw an overall
increase in our mathematics scores from previous years due to a combination of reform efforts including the
provision of professional development and coaching for teachers, a focus on the use of interim assessment
data to drive instruction, differentiation, and interventions, the subject matter background and competency
of our staff, and the provision of intervention programming for students.
o In 2012 - 2014, we turned our focus to address issues and trends we were seeing with our ELA program thus
transferring much of our PD resources to a different area. We also faced very challenging budgetary climate
that forced us to change the structure and staffing of our math intervention program, we began to prepare for
the initiation of the Common Core, and moved away from some of our internally developed (CST-aligned)
assessments and data analysis practices, and several key staff with particularly strong mathematics subjectmatter competence/training left the school.
20
o
o
In addition, prior to our 2014-2015 Common Core mathematics adoption, we lacked a sufficient, vertically
aligned curriculum in our K-5 program. While we had such a program in our 6-8, it was not Common Core
aligned. We have focused over the past two years (2013 – present) on identifying, piloting, and now
implementing a new Common Core aligned curriculum and scope and sequence for both K-5 and 6-8 which we
believe will help us to build a more solid and aligned curricular infrastructure for students and staff.
As we have enhanced and upgraded our Teaching for Understanding units, we have focused primarily on
integrating these units with Common Core ELA standards. This has provided additional time of task, practice,
and application of reading and writing content and skills, while mathematics and science integration has been
less of a focus, priority, and strength.
We have begun to take action on addressing this priority, including:
o As described above, we have identified, piloted, and are now implementing a new Common Core aligned
curriculum in our K-5. In our 6-8 program, we have also built an articulated 6-8 Common Core scope and
sequence that utilizes a technology-based Common Core curriculum along with a variety of applicationfocused problem-based challenges.
o We are in the process of identifying and acquiring a common-core aligned mathematics trimester/interim
assessments and data system that will enable us to track and analyze student achievement and progress in
math – at all levels of the organization – throughout the school year. We have made the capability of tracking
and analyzing this data – in the aggregate, by key subgroups, and by class/teacher – key criteria in our
selection process.
o We have revised our student progress reports to align with the Common Core standards and revised our data
systems so that we can also track and analyze data in the aggregate, by key subgroups, and by class/teacher.
o We have hired a mathematics coach and are providing all teachers with weekly mathematics coaching and
monthly professional development.
o We have made some key staffing changes at both the K-5 and 6-8 level with an eye on building and improving
our mathematics program in this new charter term and the Common Core era.
In addition, in the coming charter term we will:
o Integrate Science-Technology-Engineering-Art-Math (STEAM) themes/topics, practices, resources, and
projects into our K-8 Teaching for Understanding scope and sequence and units.
o Investigate, develop, and implement intervention programs, strategies, and resources to support students to
make accelerated progress.
o As stated in questions above, we will improve our data collection, analysis, and reporting systems and
processes – at every level of the organization – in order to share support, accountability, and responsibility for
focusing on and achieving this goal.
We also recognize that in order to address the achievement gap that is particularly pronounced in mathematics, but
that also exists in other areas in our school, we must take additional steps in every facet of our school, from
curriculum, instruction, and school climate and to talent development, professional support and development, and
data systems in order to achieve our vision of eliminating the achievement gap and ensuring a high expectations and
excellent results for all students who select NOCCS as their public school of choice in North Oakland.
As such, strategies and mindsets focused on equity and excellence must and will be reflected in and integrated within
every facet of our plan and work for the next five years and beyond. Therefore, in addition to the specific work
21
around mathematics curriculum, instruction, assessment, professional development/support, and data systems listed
above, we will also implement other measures to further shift our mindset, practices, and systems in service to “our
commitment” envisioned and described in question 2 above. Some of these include:
o Developing and implementing professional development, coaching, tools, and support for staff related to the
mindsets, skills, and practices of culturally competent and responsive practitioners
o Evaluating and significantly improving our systems, resources, tools, and structures for tiered interventions
and supports for students, particularly students with special abilities and needs and students in need of
significant acceleration
o Improving our on-going assessment and data systems to provide us with the information we need to identify
and then provide responsive and effective targeted supports and resources for students
o Deepening our work related to school climate and culture in order to ensure a learning environment and
school culture Ensuring that our school culture and climate is one in which all children and youth feel safe,
valued, supported, connected, empowered, and respected.
22
5
How effective is the quality of instruction, including teaching, learning and curriculum?
5
Evaluation:
Excellent
4
x
3
2
1
Unsatisfactory
How do you know?
Curriculum
Over its 15 years of operation, NOCCS has worked to develop, implement, and continuously deepen and innovate a rigorous
and relevant curriculum with an emphasis on building deep understanding of concepts and mastery of key academic skills.
Through our curriculum, we believe in providing students with:
o Clear understanding goals for each unit and lesson that are aligned to the Common Core standards as well as other
content and skills that we believe are critical in achieving our vision of supporting students to think critically and
creatively, communicate powerfully, engage in community, and/or exemplify scholarship.
o Multiple entry points to access and learn content and skills .
o A kind, strong, and collaborative learning community where knowledge and skills can be gained, deepened, and
expressed through interactions with other students.
o An emphasis on the use of the workshop method as a means of delivering content and building understanding and
skills relative to a given understanding goal.
o Differentiated support that allows students to gain content knowledge and skills in a manner that is matched to the
developmental levels where they are working at that time. This differentiated support also works to provide
additional support and resources for students who are working below a given benchmark or grade level at any point
in time.
o On-going assessment and feedback strategies that assist teachers to modify curriculum and/or instruction in order to
assist students in meeting the understanding goals set forth for a lesson and/or unit.
o An array of methods and products for demonstrating, expressing, and applying new understandings and skills in new
contexts through real-world and ideally public performances of understanding.
o Culminating assessments that provide students and their families with a clear sense of their strengths and
accomplishments as well as their continued areas of focus and growth relative a set of understanding goals.
The NOCCS education program model is well established and understood at all levels of the organization. Over time, we have
documented our curriculum in a variety of formats – including the articulation of the model contained in our school’s charter,
and a variety of scope and sequence and other documents that are made available to and updated by our educational staff.
As we investigate, acquire, and/or construct new curriculum – as we consistently do in order to adapt to new research-based
best practices, mandates, and the adoption of new standards – we engage and use the principles articulated above to assist us
in our continuous improvement and innovation processes.
We select, on-board and train teachers and staff based on their experience, desire, skills, and interest in our educational
model. We provide all of our staff with training of our educational models and frameworks (articulated above), emphasizing
23
Teaching for Understanding. NOCCS staff – both past and present – are well known for their skill in developing
understanding-based curriculum that adheres to these principles.
As we build new curriculum, we use a consistent set of tools, frameworks, and processes to support the alignment of our
curriculum with the principles and practices of our educational model. We also place an emphasis on documentation in order
to support consistency and sustainability over time in the use and on-going development of the curriculum.
Instruction/Teaching & Learning
Lead teachers are frequently observed – by instructional coaches, their supervisors, the Director Team, and the Instructional
Leadership Team, as well as educators and experts outside of the school. Teachers receive a range of feedback, support, and
coaching based on observational and other data. Starting in 2014-2015, we have begun to pilot a new, rigorous, researchbased instructional effectiveness tool (The Marzano Teacher Evaluation Model) to support and align our data collection
relative to instruction and teacher practice.
o New teachers receive observation, coaching, and support from our BTSA Coach approximately once a week. The BTSA
Instructional coach, using an instructional effectiveness tool that is shared by all instructional leaders, works with our
new lead teachers to implement cycles of inquiry and improvement based on research-based competencies and goals.
New teachers meet together, with their instructional coach, approximately once per trimester to share their goals and
growth with their cohort.
o Lead teachers also receive math coaching approximately twice a month. In addition, lead teachers receive two hours
of professional development per month that is currently focused on the effective implementation of our new
Common Core curriculum. In between math professional development sessions, teachers also have access to
technology-based professional development resources, such as webinar and demonstration videos, to support their
understanding and implementation of our new curriculum.
o NOCCS currently employs two Assistant Directors (K-3 and 4-8) who are tasked with supporting, developing, and
evaluating our instructional/program staff. Assistant Directors are expected to:
o Conduct on-going observations, collect/analyze data, and provide feedback, support, and coaching to lead
teaching staff at a rate of approximately 2 times per month.
o Meet with and support grade level teams a minimum of two times per month.
o Collaborate with the instructional coaching team to coordinate coaching and support strategies for lead
teachers as needed.
o Plan and implement professional development programming for staff (lead teachers, associate teachers,
elective/enrichment/EDP staff) that is aligned to our educational priorities as well as responsive to data that is
collected via observations, meetings, instructional rounds, and collaborations with the instructional coaches.
o NOCCS has begun to implement instructional rounds as a part of our on-going data collection, continuous
improvement, and support strategy for both lead teachers and instructional leadership staff.
o The Executive Director meets one-on-one with each Assistant Director approximately every other week.
Instructional rounds are conducted as a part of these meetings. The Executive Director and Assistant
Directors use these rounds to collect data, discuss support and PD strategies being implemented, and to
provide coaching and support for the Assistant Directors in their individual work and leadership.
o The Directors Team – comprised on the Executive Director and both Assistant Directors – also meet
approximately every other week. Instructional rounds are conducted as a part of these meetings. The
Executive Director and Assistant Directors use these rounds to collect data, discuss support and PD strategies
being implemented, and to provide coaching and support for the Assistant Directors in their work and
leadership.
o The Instructional Leadership Team – comprised of the instructional coaches, Assistant Directors, and
24
o
o
Executive Director meet once a month. Focused instructional rounds will begin to be integrated into these
meetings beginning in December. The Instructional Leadership Team will use these rounds to collect data,
sharpen/align observational practices/techniques/tools, discuss support and PD strategies being
implemented, and to provide coaching and support to the team in their collective work and leadership.
Data from observations is shared with staff in a variety of formats, including formal write ups and debriefs. Data from
observations, along with other information, is used to assist staff in setting goals, as well as in the summative
evaluation of each lead Teacher that is completed in the Spring of each school year.
Teacher evaluations are based on four main areas: (1) Environment, (2) Curriculum, (3) Instruction, and (4)
Professional Learning Community. Teacher evaluation data is used by the Assistant and Executive Directors to
determine each teacher’s status for the coming school year, including termination, offer of employment, and/or
consideration for promotion/leadership.
Other NOCCS Program staff – Elective/Enrichment Instructors, Extended Day Program Instructors, and Associate Teachers also
receive support and feedback from their supervisors.
o Elective/Enrichment Instructors and Associate Teachers are supervised by one of the Assistant Directors. The
Assistant Directors are responsible for observing, providing feedback, and meeting with each of these personnel at a
rate of approximately 1-2 times per trimester.
o In addition, Associate Teachers meet as members of their grade level teams, including with their supervisors,
approximately twice a week.
o Based on the observation data collected and other meetings, as well as the educational priorities that have been
established for the school, the Assistant Directors, also collaborating with the Student-Family-Community Support
Services Manager, plan and provide professional development support to these staff members. Professional
development support is provided to Elective/Enrichment, Associate Teachers, and EDP Instructors every other week.
o The Student-Family-Community Support Manager also observes and provides feedback to a range of staff including
Associate Teachers and Enrichment/Elective Staff who also supervise and implement recess and recreational
programming and EDP staff who implement and supervise Extended Day programming.
o The Student-Family-Community Support Manager meets with EDP Instructors approximately 2-4 times per month. In
these meetings, EDP Instructors are provided feedback, support, and coaching relative to their duties and goals that
they have established with their supervisor.
Which are the strongest features of teaching and learning, and why?
Curriculum
Over the past three years, we have been focused on preparing for and entering the Common Core era. With its emphasis on
rigor, depths of knowledge, and conceptual understanding balanced with skills development, we believe our educational
model and approach to curriculum is well matched to the demands of this new set of standards. As such, we are believe we
are well positioned to meet the demands of this new era. To that end, we have focused on refining and/or transforming some
aspects of our curriculum while remaining consistent with the key principles of our educational model that are articulated
above in this section. In particular, we have:
o Shifted to the Columbia University Teacher’s College Reader’s and Writer’s workshop model to serve as the primary
foundation of our Common Core English Language Arts program.
o Integrated the Common Core reading and writing standards into our existing/historical science and social studies
Teaching for Understanding Units that are implemented each trimester in each grade level as per our TfU Scope and
Sequence.
25
o
o
Piloted, selected and are now implementing a new Common Core aligned K-5 mathematics program, Eureka
Mathematics.
Piloted and are now implementing a new Common Core aligned 6-8 scope and sequence from MathAction, which
sequences and uses an adaptive, technology-based program, Ten Marks, as a baseline for the curriculum while also
integrating additional rigorous problem and project-based activities and units that emphasize problem solving and
application of mathematics content.
Instruction
As we have entered the Common Core era, and have emphasized the use of the workshop method as our primary
instructional model, our staff is developing towards and become increasing proficient in:
o Constructing clear, common-core aligned understanding goals – both at the unit and the lesson level. In particular,
teachers are increasingly articulating more concise understanding goals that are focused on the explicit skills that
students will engage and develop within a given lesson/workshop.
o Using an array of engagement strategies to help students to better understand content and/or develop skills.
Teachers are increasingly using strategies such as turn-and-talks, Socratic seminars, stop and jots, white board “try-itouts”, etc. within their mini-lessons and direct instruction.
o Modeling both thinking and expectations. In particular, teachers are increasingly implementing strong “think-alouds” to model metacognition for students, particularly in reading comprehension and mathematical problem
solving.
o Implementing workshop time that includes (1) differentiated supports (pull out, additional instruction, longer
conferencing) for students in need of additional support, (2) mid-point feedback and direction for students, (3)
sharing/reflection, and (4) the implementation of on-going assessments including exit tickets that are connected to a
given understanding goal.
What aspects of teaching and learning most need improvement, and what action is being taken?
Curriculum
Recently, our primary focus has been on acquiring, updating, and entering the initial phase of implementing the Common Core
ELA and Mathematics curriculum for all students. As we continue to progress, we must also:
o Continue to provide our staff with the resources that they need to implement a robust and rigorous TCRWP-Based and
Common Core Aligned ELA program, including continuing to acquire additional materials and resources, such as
increasing the availability of non-fiction texts, providing staff with continued professional development related to the
reader’s and writer’s workshop models, and continuing to refine our ELA and TfU scope and sequence (as needed and
based on data) to adapt to our learning and the demands of the Common Core standards.
o Continue to deepen our understanding of our new math curriculum and to make informed, data-driven decisions with
regard to areas and strategies for strengthening the curriculum , such as through the integration/addition of more
application-based projects and/or problem-based activities, and/or the acquisition of supplemental resources,
particularly technology-based adaptive resources that could support further differentiation with regard to
mathematics curriculum and instruction.
o Identify, pilot, and fully implement a new set of formative and on-going assessments and accompanying data systems
that will allow us to use student growth and achievement data – at all levels of the organization (from the classroom
to the boardroom) – to inform goal setting, decision making, action planning, and evaluation/celebration of
growth/progress/achievement.
o Begin to focus on the implementation/integration of the new Next Generation Science Standards and to better and26
o
more intentionally integrate STEAM practices and resources into our current TfU and Mathematics curriculum.
Continue to upgrade and improve our technology infrastructure to more easily and effectively understand, access, and
use technology and data to derive feedback to support teachers and students as well as drive curricular and
instructional decision making.
Instruction
The strengths mentioned above are also areas where we need to continue to improve in order to gain competency in
implementing the workshop method to serve all students in the aggregate. While all of our teachers are working to develop
competency and mastery of all components of this model, this is still an area of school-wide focus. In addition, as our
teachers gain competency in implementing the workshop model, we must also – and especially – focus on how this, and other
structures and resources can effectively utilized to serve our students who are below grade level and/or who have been
typically underserved – including our African American, Hispanic-Latino, Economically Disadvantaged, English Language
Learners, and Students with Learning Differences.
Within the classroom, this includes a number of practices, including:
o Continuing to build mind and skill sets that influence the building of a REAL (respectful, equitable, accountable, and
leadership) classroom and school culture. This includes practices such as:
o Building positive relationships with students by understanding their interests and backgrounds.
o Demonstrating value and respect for all – particularly underserved students.
o Celebrating and acknowledging assets and success – particularly of underserved students.
o Holding students to high expectations in a manner that is positive and builds relational trust/care.
o Creating equitable structures and schedules to provide equitable support to all learners. This includes:
o Creating classroom schedules/structures (conferencing schedule, small groups for reading, small group math
instruction, etc.), and support strategies (lessons, materials, etc.) to maximize effective, differentiated
support for learners.
o Effectively using human resources (Associate Teachers, SPED Teachers/IA) to maximize high-leverage
differentiated, equitable support for students.
o Accessing and using student data to inform instruction on a daily and weekly basis.
Within the school-wide context, this includes a number of practices, including:
o Continuing to support the development and deepening of mind and skill sets of personnel – at all levels of the
organization – that influence the building of a REAL school and organizational culture.
o Assessing and improving/redesigning student support models. This includes investigating and potentially developing
new models of tiered support/RTI for students that includes both in and out of class resources to support acceleration
of students who are behind grade level.
o Improving, acquiring, and effectively utilizing technology and data systems to use student growth and achievement
data to inform goal setting, decision making, and progress – at all levels of the organization.
These priorities are currently reflected in many aspects of our Local Control Accountability Plan as well as our Educational
Priorities that are reflected in our staff understanding goals and performances of understanding. In addition, as we work to
update and revise our new charter petition, craft our strategic plan, and update our LCAP, we will also create a specific set of
goals, key action steps, personnel, and resources that will enable our staff and organization to accomplish this work in the
coming charter term.
27
6
How effective are the professional development opportunities provided to teachers and administrators?
5
Evaluation:
4
X
Excellent
3
2
1
Unsatisfactory
How do you know?
How are professional development activities selected and evaluated?
A continuous improvement cycle that includes feedback and data, goal setting, action planning, reflection, skillbuilding/development, and resource allocation is evident in the design and implementation of our professional development
and coaching model at NOCCS.
NOCCS has begun to implement an annual staff survey to help us to gather feedback and understand the effectiveness of our
strategies in supporting staff. In addition to conducting a staff survey, NOCCS has also, over the past eight years, implemented
a mid-year staff retreat. At our annual staff retreat, we: (1) review a range of student achievement data to date, (2) examine
and analyze student/family survey data, (3) reflect on and analyze staff experiences to date, and (4) evaluate our progress
towards our educational and school priorities to date. Following this data analysis, the staff then (1) identifies and analyzes
our organizational and staff strengths and growing edges, (2) identifies priority areas for the school, (3) drafts long and shortterm goals, and (4) proposes strategies and resources that might help us to achieve our goals.
As noted in question 5 above, NOCCS staff members are frequently observed, provided with feedback on their performance,
and collaborated with to determine individual goals and work on areas related to our current educational priorities. In
addition, staff members are evaluated on an annual basis.
Based on staff survey and retreat feedback, as well as through-lines and themes identified in our observational and evaluation
data, NOCCS establishes a set of education-program goals that also includes a set of “staff understanding goals” that provide
the basis for our annual professional development programming.
Observation and evaluation data is also used to inform individualized goal setting, professional development, coaching, and
support for staff members.
With our recent administrative reorganization, we have also begun to establish support and professional development
strategies for our instructional leadership team. With this new team:
o The Executive Director meets one-on-one with each Assistant Director approximately every other week. Instructional
rounds are conducted as a part of these meetings. The Executive Director and Assistant Directors use these rounds to
collect data, discuss support and PD strategies being implemented, and to provide coaching and support for the
Assistant Directors in their individual work and leadership. Assistant Directors also work with the Executive Director
to create a set of performance goals. The Executive Director is responsible for checking in with and providing
feedback to the Assistant Directors around their goals in their one on one meetings. All Administrative Staff (including
Assistant Directors) are evaluated on an annual basis. As a part of this evaluation, a preliminary set of goals is
28
o
o
suggested by the Executive Director. These goals are then further crafted in collaboration with the Assistant Director
through the coaching and supervision cycle described above. In addition, both members of our Assistant Director
team have been recruited from a local administrative training program and are currently enrolled in a Tier 2
Credential Program where they also receive coaching and support.
The Directors Team – comprised of the Executive Director and both Assistant Directors – also meet approximately
every other week. Instructional rounds are conducted as a part of these meetings. The Executive Director and
Assistant Directors use these rounds to collect data, discuss support and PD strategies being implemented, and to
provide coaching and support for the Assistant Directors in their work and leadership.
The Instructional Leadership Team – comprised of the instructional coaches, Assistant Directors, and Executive
Director meet once a month. Focused instructional rounds will begin to be integrated into these meetings beginning
in December. The Instructional Leadership Team will use these rounds to collect data, sharpen/align observational
practices/techniques/tools, discuss support and PD strategies being implemented, and to provide coaching and
support to the team in their collective work and leadership.
The Executive Director is evaluated annually using a rigorous 360 evaluation that is used to help establish a set of annual goals
for the ED. Our Executive Director is encouraged and supported by the Board of Directors to also identify support strategies
relative to her goals. As a result, our ED has applied and been selected to a very prestigious two year fellowship program for
Executive Directors. This program includes intensive leadership training, monthly day-long professional development forums,
executive coaching, as well as other opportunities to build professional skill and mindsets for leading and transforming
effective and equitable organizations.
Which are the strongest features of professional development, and why?
We strive to ensure that the design and implementation of our professional development programming adheres to researchbased best practices for professional development. It is:
o Driven by an important educational priority that the staff take part in identifying in order to build buy-in, focus
efforts/resources, and part of an overall critical reform effort in the school.
o On-going. Our PD calendar works to include one priority/topic per week that aligns to our educational and
professional development priorities in order to support the sustained implementation of reform efforts over the
course of a given school year and beyond. For example, this year, our PD schedule for Lead/Associate teachers is
based on the following pattern in a given month:
o Week 1: All Staff Meeting (Logistics, Team Building, Stakeholder Engagement Related to Strategic Planning)
o Week 2: School Culture/REAL
o Week 3: Math Focused PD
o Week 4: ELA/TfU & New Teacher Cohort (one/trimester)
o Accompanied by observation, feedback, and coaching as research proves that adult learning results from both training
and on-going supports that engage and enable problem solving and individualization. For example, in addition to the
professional development “training” that is provided to teachers, they are also provided with on-going coaching and
support to help us to provide more individualized coaching and problem solving related to on-going implementation
of new/best practices with one another.
o Collaborative as research and our experience here at NOCCS proves that our adult learners are the best models and
teachers for one another within our professional learning community. For example, within our PD time, we also allow
for ample collaborative planning and feedback among teachers and staff in order to facilitate their learning with and
from one another.
o Inclusive of a more intensive training component (when necessary). Over the past several years, we have begun to
29
o
o
o
connect and leverage resources, networks, and experts outside of the school to help us to train our teachers relative
to a given educational priority. For example, we have
 Partnered with East Bay Charter Connect and the Alameda County Office of Education to provide our
staff with professional development related to the Common Core Standards.
 Sent other staff to the Teacher’s College Reading Institute and other training sessions to support their
understanding and skills related to using the workshop model to teach the new Common Core reading
standards.
 Acquired on-line professional development resources (webinars) to be used to support our teachers
in understanding the mathematics concepts and strategies embedded within our new Common Core
mathematics curriculum.
Relevant and Application Based. When staff members are exposed to a new structure or strategy, they are also
supported to then apply the skill into their current work. For example, when provided training related to writing more
clear and concise understanding goals, teachers were then provided time to workshop these with one another, and
then move into TfU unit and lesson planning that applied this skill.
Empowering/Leadership Capacity Development. Whenever possible, we strive to utilize teacher leaders to share their
new information, reflections, strengths and skills with one another. For example, one of our more veteran teachers
has played a key role in planning and implementing professional development related to REAL (school
climate/culture), another veteran teacher led the redesign and training of staff related to our new common-core
aligned progress reports, and three teachers who attended a week-long summer institute at Teacher’s College
Reading and Writing Project presented at a staff meeting where they shared resources and strategies about
implementing this in their classrooms.
Aligned to and supportive of our educational model. For example, our Instructional Leadership Team, in keeping with
the TfU framework, has drafted a set of Staff/Professional Development Understanding Goals and Performances of
Understanding that provide a basis for our various agendas. Examples include:
Staff
Generative
Topic
Staff Understanding Goal
Staff Performance of Understanding
School
Culture
How do we build responsive classroom &
I/We can:
school-wide structures, routines and rituals to
 Implement the Playworks model, language, and
support student learning?
practices when transitioning students in my
classroom, to/from common areas, and during
recess/recreation times.
 Implement practices that are aligned to the NOCCS
Comprehensive peacemaking model, and specifically
REAL and the work of Lemov.
 Craft, post, articulate to my students, and assess clear
daily understanding goals, performances of
understanding, lesson agendas, and assessments.
 Implement and align culturally responsive classroom
and school structures, routines, and rituals that
support students in building relationships across
differences.
School
Culture
What classroom & school-wide practices
support a school culture where all children
I/We can:
 Implement and align instructional practices that
30
feel valued and seen?



support “accountable talk” in all NOCCS classrooms.
Explain and align our collective definition of equity
and how it is enacted in our classrooms and school.
Demonstrate proficiency/mastery of Marzano
Components 1.3 and 1.4
Implement and align culturally responsive practices
that support students in building relationships across
differences
School
Culture
How do I improve my practice in a way that is
authentic, empowering, and sustaining?
I/We can:
 Implement and align culturally responsive practices
that support us as a learning community in building
relationships across differences (engagement in
observations, reflections on observations,
instructional rounds, informal conversations….survey)
 Engage in discussions and activities that allow me to
understand my own privilege and how it influences
my perspective as an urban educator
ELA/TfU
How can I (or how can WE) develop/refine
and implement Teaching for Understanding
year-long maps, units, and daily lessons that
are aligned to and integrate the ELA (reading
and writing) Common Core standards?
I/We can:
 Create, revise, and document (using Google tools) a
year long curriculum map for my TfU units that clearly
and explicitly integrates key Common Core ELA
Reading and Writing Standards.
 Create, revise, and document (using Google tools)
three TfU units (one per trimester) that clearly and
explicitly integrates key Common Core ELA Reading
and Writing Standards.
 Create, revise, and document (using google tools) TfU
lesson plans that clearly and explicitly integrates key
Common Core ELA Reading and Writing Standards.
ELA/TfU
How can I (or how can WE) develop and
I/We can:
implement ELA year-long maps, units, and
 Create, revise, and document (using google tools) a
lessons that are both aligned to the Common
year long curriculum map for my Reading and Writing
Core Standards and adherent to the Teacher’s
Workshop units that clearly and explicitly integrates
College Reader’s and Writer’s Project Model?
key Common Core ELA Reading and Writing
Standards.
 Create, revise, and document (using google tools)
Reading and Writing Workshop (trimester) that clearly
and explicitly integrates key Common Core ELA
Reading and Writing Standards.
 Create, revise, and document (using google tools)
Reading and Writing Workshop lesson plans that
clearly and explicitly integrates key Common Core ELA
Reading and Writing Standards.
ELA/TfU
How can I (or how can WE) powerfully
implement the workshop model to teach my
ELA content?
I/We can:
 Craft and implement instruction to support students
towards independent and collaborative learning in the
classroom.
31


Math
Craft and communicate powerful and concise
(daily/lesson) understanding goals/learning targets
that define the skills and knowledge.
Develop, analyze, and use daily/lesson level data and
assessments that show that students have learned the
skills I explicitly taught them.
(K-5 Teachers) How can I (or how can WE)
I/We can:
implement and build our aligned
 Navigate and implement the Eureka
understanding of the Eureka Math Curriculum
Math/MathAction curriculum, including all the
as a key strategy for teaching to the Common
components of daily lessons.
Core math standards?
 Reflect on implementation of Eureka
Math/MathAction and document those reflections.
How can I implement, refine, and further
Engage with Math Coach and supervisor to make
document the NOCCS 6-8 Scope and
thoughtful and informed decisions about the NOCCS
Sequence (developed by MathAction) as a
math program and my teaching practice.
key strategy for teaching the Common Core
math standards?
What aspects need improvement, and what action is being taken?
While we are moving in a positive and more balanced direction in terms of PD for Lead Teachers, over the course of our last
charter team, we were forced to rely almost exclusively on internal professional development, due, in large part to constraints
on resources. With increased public funding, as well as future capacity that will be provided through our capital campaign, we
will be able to provide staff with a balance of strong and effective internal and external professional development.
While we are in the practice of establishing priorities and goals for our professional development programming, we improve
our practice by further refining and quantifying these goals, especially with regard to creating goals that are measured by
gains in student growth and achievement data, as well as teacher observation and evaluation data. In order to accomplish
this, as noted in other areas of this report, we will need to also invest in more robust assessment and data systems.
As noted above and in question 5, we have begun to pilot and use a new teacher effectiveness tool (Marzano Teacher
Evaluation Model) in our observation and coaching of teachers, and professional support and development of the
instructional leadership team. The further development and use of this tool is critical in helping us to refine our goals,
measures, and supports for teachers. As such, the instructional leadership team must, over the next year and charter term:
o Obtain additional training and develop increased proficiency in using this tool.
o Develop and/or obtain additional observation tools that are based on this framework, including technology based
tools that will help us to track, store, and more rigorously analyze teacher observation data.
o Overhaul the teacher evaluation (summative) tool to align to the Marzano framework.
o Revise the teacher evaluation process to include a more clear, rigorous, process for establishing, quantifying, and
supporting individualized teacher effectiveness goals
o Based on a refined set of goals, we can also establish a more effective means of supporting individualized professional
development plans for each teacher (in addition to professional development that is focused on our school-wide
priorities).
32
Some of these priorities are currently reflected in many aspects of our Local Control Accountability Plan as well as our
Educational Priorities. In addition, as we work to update and revise our new charter petition, craft our strategic plan, and
update our LCAP, we will also create a specific set of goals, key action steps, personnel, and resources that will enable our
staff and organization to accomplish this work in the coming charter term.
33
7
How effective is the assessment of student learning?
5
Evaluation:
Excellent
4
3
X
2
1
Unsatisfactory
How do you know?
As reflected in our charter’s Measurable Pupil Outcomes as well as our Local Control Accountability Plan, NOCCS holds a very
strong belief and value in engaging multiple assessments and sources of data to create a full and rich understanding of
student achievement. Throughout our past charter term we have worked to utilize data that is derived from a range of
sources, including standardized assessments (such as the CST), standards and/or research-based interim assessments (such as
the Developmental Reading Assessment or our Former Standards Based Trimester Mathematics Assessments), and standardsbased local assessments (as cumulatively reflected in our Developmental Progress Reports). We still unfailingly and
resoundingly believe that this is absolutely the correct approach in measuring and assessing student learning, and, as such,
the framework of multiple measures, based on a unified set of standards, will be continue to be the framework by which
NOCCS sets and measures the achievement of its students and the overall effectiveness of our educational model.
As we embrace the Common Core Standards, our growth in range and size as well as our organizational thinking and learning
relative to effectively serving an increasingly diverse student population, we recognize that we must place particular focus and
emphasis around our assessment tools and data systems as we move into this next charter terms.
What are the strongest features of assessment?
As stated above, we employ an array of assessments to create a more rich and complete picture of student learning and
achievement. This triangulation of data is one of the strongest features of our assessment system and we absolutely intend to
employ it in the coming charter term.
We believe our internal assessments of student learning, such as the Developmental Reading Assessment and our Trimester
Mathematics Assessments were strong tools for measuring student learning and growth relative to the former California
Standards. In fact, over time we saw that these assessments were often more rigorous than certain aspects of the CST. For
example, over the period of time that we implemented our trimester mathematics assessments, we saw a strong correlation
between the students who scored “proficient” according to our interim assessments tended to scored “advanced” on the CST.
Beyond being a predictive tool for the CST however, our internal interim assessments also provided an important level of
detail, relative to skill development and knowledge acquisition that is critical not only for measuring student growth and
development over time, but also for assisting teachers in better planning, organizing, and differentiating instruction. As such,
we intend to continue to employ the use of such assessments, on a trimester basis, in the coming charter term. However,
because over the last several years we have begun to transition to a new set of standards, we must also transition to a
different set of interim assessments that are aligned to the Common Core standards.
We further believe that our assessment of student learning goes beyond the narrow measures that are supplied by
34
standardized formats, such as our former California Standards Test. For example, our progress reports reflect student
learning relative of social studies and science content and thinking throughout a student’s career. In addition, our progress
reports are aligned to the standards as well assessments of authentic student work, which provide both families and teachers
a stronger understanding of a student’s development of strengths and growing areas relative to the standards. In addition,
our progress reports provide information relative to a richer picture of student growth – including how students were evolving
in areas such as work habits, engaging in community, and other aspects that are critical to our achieving our school’s mission
and vision for student learning.
What aspects need improvement, and what action is being taken?


First and foremost, we must update our assessment tools to ensure alignment with the Common Core standards.
o We have begun to do this with regard to our progress reports, which have now been updated to reflect Common Core
content. In addition, we added capacity to our progress reports to measure student progress relative to the four
focus areas and associated standards of our graduate profile.
o In the 4-8th grade, we have also selected a new reading assessment tool that was developed by the Teacher’s College
Readers and Writer’s Project.
o In the K-3rd grade, we are in the process of evaluating two reading assessment tools. In the coming months, we will
select the tool we intend to use in the coming charter term and begin training staff in its administration and ensuring
calibration in its use.
o In the K-8 we are investigating Common Core interim mathematics assessment tools. By the Spring we will have
evaluated our options and selected the tool we intend to use in the coming charter term.
o In addition, we intend to pilot the SBAC formative assessment that will be launched in the coming month. We will
then make a determination if and how this assessment tool will fit into our interim assessment regiment
Second, we need to upgrade and improve our technology infrastructure and data systems in order to more effectively
analyze and utilize student growth and achievement data to inform goal setting, decision making, and progress – at all
levels of the organization.
o We have begun to do this with regard to our Student Information System. In the current school year, we have
invested in upgrading our current systems, by contracting with Ed Tec to support and improve our data systems,
internal expertise, and practices relative to the use of our SIS and create a new database to house our standardsbased progress reports. This will enable us to:
o Use the full capabilities of our SIS, including such things tracking discipline data, grades, and other
assessments.
o Utilizing grade book features for on-going classroom-based assessments.
o Creating an integrated platform for our new progress report system.
o Enabling a platform for better on-going family communication relative to student achievement via the future
deployment of a parent portal.
o Acquiring and integrating new technology-based application, assessment, and other systems.
o Ensuring that there is consistency in tracking data associated with each students, including and especially
aspects of student demographic data such as race/ethnicity, income levels, gender, and special abilities that
will support further tracking, analysis, and support of key student sub-groups.
o As we evaluate and identify new interim assessment systems, we must do so with an eye towards the capability of
storing this data in a centralized system and/or integration with our current SIS. This will enable us to:
o More rapidly, efficiently, and effectively access and analyze this data, especially at the classroom and coaching
level, to support more effective and focused instruction.
35
o
o
o
Ensure that there is consistency in tracking data associated with each students, including and especially
aspects of student demographic data such as race/ethnicity, income levels, gender, and special abilities that
will support further tracking, analysis, and support of key student sub-groups.
We must ensure our ability to easily, effectively, and uniformly disaggregate all forms of student assessment data to
better understand, inform, and support effectiveness at all levels of the organization.
o In the past charter term, only our CST data has been easily disaggregated and available for analysis. We have
now created this capability with regard to our progress report data.
o In the coming charter term, we must also ensure this capability for all other forms of student assessment
data, including interim math and reading assessments, as well as discipline data.
Given that the SBAC will be administered via technology, we must upgrade our infrastructure to meet and optimize
this demand.
o We must improve our internet bandwith to support an increase of simultaneous users.
o We must, over time, increase the availability of reliable technology hardware for use in the classrooms in
order to enable access to assessment and familiarity with and skill in utilizing technology as a learning and
assessment modality.
o We must increase training and support for staff in using technology both in their curriculum, instruction, and
assessment practices.
36
8
How effective are the strategy and processes that you have put in place to ensure your school enrolls
a diverse student population (i.e. representation of English language learners, students with disabilities, or of
homeless status)?
5
Excellent
Evaluation:
4
3
2
X
1
Unsatisfactory
How do you know?
NOCCS shows progress in enrolling an increasingly diverse student population. Students of color now comprise the majority
of students enrolled at NOCCS.
Average Demographics by Charter Term
70%
60%
50%
40%
30%
20%
10%
0%
Average 2000 - 2005
charter term
Average 2005 - 2010
charter term
Average 2010 - 2015
Charter term
Filipino
0%
1%
1%
Hispanic
3%
6%
10%
African American
19%
17%
21%
White
64%
53%
48%
Multi-Racial
9%
17%
21%
American Indian or Alaska Native
0%
0%
1%
37
NOCCS has also increased the enrollment of students who live within the neighborhood in which our school is located.
2011 - 2014
Neighborhood Schools Enrollment
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
K-5 Enrollment Total
6-8 Enrollment Total
11-12 % of Enrollment
40.7%
43.3%
13-14 % of Enrollment
48.7%
40.0%
38
While the economic status of our students has remained relatively flat (23%), we have seen an increase in the enrollment of
students who receive free and reduced-priced lunch within our 6-8 program.
2010 - 2015 NOCCS FRPL
35%
30%
25%
22%
22%
22%
23%
18%
20%
15%
10%
5%
0%
2010 - 2011
2011 - 2012
2012 - 2013
2013 - 2014
2014 - 2015
Percent K-5
22%
16%
19%
17%
22%
Percent 6-8
22%
23%
27%
30%
26%
Percent Total
22%
18%
22%
22%
23%
Beyond ethnic, geographic, and economic diversity, NOCCS shows other signs of enrolling and valuing an increasingly diverse
student population:
o Our population of special education students has also increased over our charter term. In 2010, we enrolled and
served approximately 5 students with RSP IEPs. Today, our current RSP caseload includes 25 students.
o A number of our families, and some of our students identify as gay, lesbian, bi-sexual, queer, and/or transgender.
o The language background of our students is also increasingly diverse. In this charter term we have increasingly
enrolled a number of our students who come from families where Spanish, Tigrinya, and Arabic are the primary
languages spoken in their homes.
What are the strongest aspects of efforts to enroll a diverse student population?
NOCCS has enacted admissions policies that have sought to enable us to increasingly serve as a high quality school of choice
for our local neighborhood community. When OUSD closed Santa Fe Elementary School, NOCCS went forward and amended
its lottery policies in order to provide a preference for students from our neighborhood by creating an additional lottery
preference for students zoned to attend both Emerson and Hoover Elementary Schools. At that time, we provided students
from this zone with an additional “chance” in our lottery that was pulled from the Oakland resident pool. We further
modified this procedure, which is reflected in our current policy whereby we reserve 40% of open Kindergarten seats for
students from our local neighborhood zone, which is currently defined as students who are zoned to attend Emerson or
Hoover Elementary Schools. In addition, the development and implementation of our 6-8 program, over the course of the
past five years, has also accelerated the enrollment of a more diverse student population.
39
What aspects need improvement, and what action is being taken?
In the two years since our admissions policy changes, we have seen a large increase (20%) in the percentage of students in the
neighborhood areas west of Shattuck and North of 40th Street (Emerson, and Sankofa) who are enrolled at NOCCS.
Yet, we have seen a much smaller increase in the percentage of students enrolling from the Longfellow Neighborhood area
south of 40th Street (Hoover Elementary Zone), despite the fact that we provide a lottery preference for these students. As
such, NOCCS is examining a variety of outreach and community organizing strategies in order to strengthen our connection
with families in these neighborhoods.
Enrollment of local residents at the 6-8 level has remained relatively flat. As such, NOCCS is considering further amending our
admissions policy that parallels our practices in our Kindergarten lottery whereby we to reserve a given number of seats for
students who would be zoned to attend Claremont Middle School.
In addition, many families who live south of Shattuck, have inquired and advocated for a similar preference to be applied for
students zoned for Sankofa given the challenges of accessing that school due to limited public transportation and other
geographical features posed by large city street, highways, and BART tracks that make walking to their zoned school a
moderate to significant challenge. As such, NOCCS is working in collaboration with residents and neighborhood organizations
in that area to devise new and additional strategies for supporting access to high quality public education. This includes our
consideration of further altering our current admissions policy by adding an additional preference for students zoned to
attend Sankofa Elementary.
2011 - 2014
Neighborhood School Enrollment
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Santa Fe (K-5)
Emerson (K-5)
Sankofa (K-5)
Peralta/Sankof
a (K-5)
Hoover (K-5)
Claremont (68)
11-12 % of Enrollment
21.4%
14.3%
0.0%
4.3%
0.7%
43.3%
13-14 % of Enrollment
0.0%
27.1%
13.2%
5.6%
2.8%
40.0%
40
9
How effective is the leadership and management of the school?
5
Evaluation:
Excellent
4
X
3
2
1
Unsatisfactory
How do you know?
We have updated and reorganized our management team structure and organizational chart to adapt to the needs of a
maturing and sustainable school and organization. In doing this work, we have clarified and streamlined roles and
responsibilities, created a more distributive leadership model, and allocated human/leadership resources to better develop,
support, and sustain our instructional/program staff and achieve key organizational goals and priorities.
How does your school monitor teacher and staff implementation of the school’s curriculum, including its alignment with
the California State Standards?
Lead teachers are frequently observed – by instructional coaches, their supervisors, the Director Team, and the Instructional
Leadership Team, as well as educators and experts outside of the school. Teachers receive a range of feedback, support, and
coaching based on observational and other data. Starting in 2014-2015, we have begun to pilot a new, rigorous, researchbased instructional effectiveness tool (The Marzano Teacher Evaluation Model) to support and align our data collection
relative to instruction and teacher practice.
o New teachers receive observation, coaching, and support from our BTSA Coach approximately once a week. The BTSA
Instructional coach, using an instructional effectiveness tool that is shared by all instructional leaders, works with our
new lead teachers to implement cycles of inquiry and improvement based on research-based competencies and goals.
New teachers meet together, with their instructional coach, approximately once per trimester to share their goals and
growth with their cohort.
o Lead teachers also receive math coaching at a rate of approximately twice a month. In addition, lead teachers receive
two hours of professional development per month that is currently focused on mastering the content and strategies
necessary to effectively implement our new Common Core curriculum. In between math professional development
sessions, teachers also have access to technology-based professional development resources to support their
understanding and implementation of our new curriculum.
o NOCCS currently employs two Assistant Directors (K-3 and 4-8) who are tasked with supporting, developing, and
evaluating our instructional/program staff. Assistant Directors are expected to:
o Conduct on-going observations, collect/analyze data, and provide feedback, support, and coaching to lead
teaching staff at a rate of approximately 2 times per month.
o Meet with and support grade level teams a minimum of two times per month.
o Collaborate with the instructional coaching team to coordinate coaching and support strategies for lead
teachers as needed.
o Plan and implement professional development programming for staff (lead teachers, associate teachers,
elective/enrichment/EDP staff) that is aligned to our educational priorities as well as responsive to data that is
collected via observations, meetings, instructional rounds, and collaborations with the instructional coaches.
o NOCCS has begun to implement instructional rounds as a part of our on-going data collection, continuous
41
o
o
improvement, and support strategy for both lead teachers and instructional leadership staff.
o The Executive Director meets one-on-one with each Assistant Director approximately every other week.
Instructional rounds are conducted as a part of these meetings. The Executive Director and Assistant
Directors use these rounds to collect data, discuss support and the implementation of PD strategies, and to
provide coaching and support for the Assistant Directors in their individual work and leadership.
o The Directors Team – comprised on the Executive Director and both Assistant Directors – also meet
approximately every other week. Instructional rounds are conducted as a part of these meetings. The
Executive Director and Assistant Directors use these rounds to collect data, discuss support the
implementation of PD strategies, and to provide coaching and support for the Assistant Directors in their work
and leadership.
o The Instructional Leadership Team – comprised of the instructional coaches, Assistant Directors, and
Executive Director meet once a month. Focused instructional rounds will begin to be integrated into these
meetings beginning in December. The Instructional Leadership Team will use these rounds to collect data,
sharpen/align observational practices/techniques/tools, discuss support and the implementation of PD
strategies, and to provide coaching and support to the team in their collective work and leadership.
Data from observations is shared with staff in a variety of formats, including formal write-ups and debriefs. Data from
observations, along with other information, is used to assist staff in setting goals, as well as in the summative
evaluation of each lead Teacher that is completed in the Spring of each school year.
Teacher evaluations are based on four main areas: (1) Environment, (2) Curriculum, (3) Instruction, and (4)
Professional Learning Community. Teacher evaluation data is used by the Assistant and Executive Directors to
determine each teacher’s status for the coming school year, including termination, offer of employment, and/or
consideration for promotion/leadership.
Other NOCCS Program staff – Elective/Enrichment Instructors, Extended Day Program Instructors, and Associate Teachers also
receive support and feedback from their supervisors.
o Elective/Enrichment Instructors and Associate Teachers are supervised by one of the Assistant Directors. The
Assistant Directors are responsible for observing, providing feedback, and meeting with each of these personnel at a
rate of approximately 1-2 times per trimester.
o In addition, Associate Teachers meet as members of their grade level teams, including with their supervisors,
approximately twice a week.
o Based on the observation data collected and other meetings, as well as the educational priorities that have been
established for the school, the Assistant Directors, also collaborating with the Student-Family-Community Support
Services Manager, plan and provide professional development support to these staff members. Professional
development support is provided to Elective/Enrichment, Associate Teachers, and EDP Instructors every other week.
o The Student-Family-Community Support Manager also observes and provides feedback to a range of staff including
Associate Teachers and Enrichment/Elective Staff who also supervise and implement recess and recreational
programming and EDP staff who implement and supervise Extended Day programming.
o The Student-Family-Community Support Manager meets with EDP Instructors approximately 2-4 times per month. In
these meetings, EDP Instructors are provided feedback, support, and coaching relative to their duties and goals that
they have established with their supervisor.
42
What steps are taken if school administrators and teachers are not effectively implementing the curriculum?
As described above, teachers and administrators are provided consistent, frequent, and on-going support relative to their
expectations, including implementation of the curriculum. In the case that there is concern that these expectations are not
being met, a progressive system of support and, should it be needed, discipline, is employed. This includes:
o Meeting with one’s supervisor where expectations are clarified and basic resources (scope and sequence, curriculum,
exemplars from previous teachers, collaboration time, coaching/consult) are provided.
o Further observation and monitoring is implementing. Data is shared with staff, including engaging the teacher in a
reflective process to identify progress and/or further support needed.
o As needed, provision of additional resources including additional support and/or modeling by coaches or
administrators, provision of additional planning time/structures, revision of Associate Teacher schedules,
observation/release time for learning in or outside of the school
o If progress or necessary changes are not made by a reasonable amount of time, further action, both in terms of
articulating expectations regarding specific changes in practices and additional support strategies are communicated
to the employee, followed by additional observation and monitoring.
o If adequate progress and/or necessary changes are still not enacted, the supervisor and the Executive Director begin
to engage in a conversation with the employee regarding future employment.
o Instructional staff who articulate they wish to return to NOCCS are evaluated in the Spring. Offers of continued
employment are contingent on progress and performance made in a given year.
Which aspects of leading and managing the academic performance of the school work best, and why?
Our team approach is one of the key aspects of our success in leading and managing academic performance.
All staff work in teams at NOCCS – from grade level teams who provide mutual support and accountability to one another to
support students and one another – to instructional leadership teams who collaborate and communicate in order to provide a
diversity of support to staff. This work is supported by having clear roles and responsibilities, particularly for instructional
leadership staff who work both vertically and in collaboration with one another to support instructional and program staff
who work most directly with the students.
As we have begun to implement this new system of support, we have found some keys to our early success. This includes:
o Structured meetings schedules to support collaboration, communication, goal setting, and support
o Structured meeting tools, roles, and protocols to focus our collaboration and effectively use our time
o Shared tools (such as Marzano) for aligning our work and practice, as well as guiding our conversations and thinking
about effective instruction
o On-going accountability – at all levels of the organization – for our collective work
o Shared values and honest dialogue
In what ways do the leadership and management of the academic performance need improvement, and what action is
being taken?
As described in sections above, we are in the process of identifying and using new tools and structures to support our work.
As such, one key to our future success will be how well we create and support the use of these new tools within the
instructional leadership of the school. In particular, we need to focus on building the structures, systems, tools, and processes
to more effectively use data as a part of our on-going support, coaching, and reflections processes as a school.
43
10
How well does the charter school collaborate with parents to encourage active participation in their
student’s education?
5
Evaluation:
Excellent
4
X
3
2
1
Unsatisfactory
How do you know?
o Parents are key collaborators and stakeholders in the school – at every level of the organization including having a
presence in the classrooms, working with/advising administration, and leading/acting as trustees of our Board.
o Families have advocated for and created new structures to improve family participation at the school through our
new Family Teacher Organization
o NOCCS families are highly involved in key volunteer functions of the school from fundraising and facilities
improvements to enrichment programming and hospitality
o Family attendance at school-wide events is extremely high
Which are the strongest features, and why?
NOCCS has a unique combination of organizational history/tradition, explicit values, culture, intentional structures, and an
authentic need related to family involvement and partnership. Some features include:
o School structures, including drop off and pick up; office hours, and weekly newletters/homework packets, that
promote a culture of communication and collaboration among parents and staff
o A strong and continuously improving system for recruiting, engaging, supporting, effectively using, and appreciating
volunteers
o Bridge Day to help to orient new families to the school
o Well documented event plans – from the Walk-a-Thon to Graduation that provide clear roles and support for family
participation
o A variety of communication tools – including a weekly blast and the use of our One-Call-Now system to provide critical
information about upcoming events, etc.
o A thoughtful school calendar (and process for developing it) that includes stakeholder input as a part of its
development and a balance in terms of timing of events (days and times) to support the participation of a diverse
range of families
o Board bylaws that provide roles for parents to participate in the governance, direction setting, and stewardship of the
school
o Data collection tools such as parent-family surveys
o Events to express appreciation such as our Family Appreciation Day in the Spring
What most needs improvement, and what action is being taken?
Like all aspects of our school family participation is a continuously improving work in progress. This includes:
o Collaborating with our FTO to provide more family education and alternate forms (beyond surveys) for collecting
input and feedback about the school
o Revising our family survey tool as well as how we communicate the resulting data and action based on this feedback
o Providing more focused outreach and support to families who have been traditionally underrepresented as parent
stakeholders at the school
44
11 How effectively does the school community analyze and use schoolwide data for continuous improvement?
5
Evaluation:
Excellent
4
3
X
2
1
Unsatisfactory
How do you know?
o Schoolwide student achievement data (e.g. CST data and MPO updated) are shared with staff, such as doing “datadives” as a part of our staff orientation in August and/or our mid-year staff retreat in February, as well as in some ongoing staff meetings.
o Annual family and student surveys have been conducted over the past charter term. This data is shared with staff as a
part of our staff orientation in August and/or our mid-year staff retreat in February.
o As described in sections above, data is reviewed by the staff in order to identify educational priorities that we use to
drive improvement process and drive the creation of our annual budget
o Student achievement, enrollment/admissions/lottery, and survey data has been shared with the board through a
variety of director’s reports and presentations. In the current 14-15 school year, we have improved this practice by
creating and implementing a monthly data reporting schedule at the board level.
o The board is provided with and discusses various aspects of student and others data when reviewing/approving key
compliance documents, such as our SARC, updating our MPOs as a part of annual charter compliance, and as a part of
our new LCAP proceedures
o Examining student data has been included in some of our professional development sessions over the past charter
term, in particular, we analyzed interim math assessment data within our PD that was focused on mathematic at the
start of our charter term.
o Teachers/staff use and share student achievement data as a part of hand-off conferences at the start of each year.
o Teachers/staff use assessment data (interim assessments and classroom based assessments) to evaluate students,
using our developmental progress reports
o Teachers/staff review student achievement data with students and families as a part of our bi-annual family
conferences
To what extent does the staff as whole discuss and analyze performance data for programmatic improvement and to
modify instruction?
This occurs to a somewhat limited extent and, as is reflected throughout this school performance report, is a priority for
improvement that will be reflected in our new charter, strategic plan, and LCAP.
We believe a key factor which has inhibited this practice, particularly over the past several years, is our emergent
implementation of the Common Core standards as well as the limitations of our data systems, technology
infrastructure, and staff capacity in these areas. As such, we have been building our capacity for improvement in this
area over the past several years, and will continue to focus on this in the coming year and charter term
It should be noted that while the analysis of performance data is not particularly strong at an on-going school wide
level, it is relatively stronger at the classroom level, where teachers have been observed and evaluated to be effective
and/or proficient in utilizing student work and data to reflect on their practice and to modify structures, curriculum, and
45
instruction to support student understanding and achievement. As such, we believe that by placing new, easier to use
data systems and tools in their hands, along with supportive structures for facilitating the use of data at the classroom,
school-wide, and organizational level, we will be able to rapidly show improvement and impact in this area.
Describe how the school is training administrators and teachers to understand and use assessment data.
This is, again, a growing edge for our school. Inhibitors to doing this well mirror those described above, including our
emergent implementation of the Common Core standards as well as the limitations of our data systems, technology
infrastructure, and staff capacity in these areas. As such, we have been building our capacity for improvement in this
area over the past several years, and will continue to focus on this in the coming year and charter term.
That said, our administrative staff all have strong backgrounds and training with regard to the use of data to inform and
drive instructional and organizational improvement. In addition, many of our teachers have similar training and
backgrounds. When we have engaged our staff in the examination of student data, in an admittedly limited fashion, we
have used a variety of data protocols and analysis tools that have supported their learning and proficiency in this work.
As such, we are confident that by placing new, easier to use data systems and tools in their hands, along with supportive
structures for facilitating the use of data at the classroom, school-wide, and organizational level, we will be able to
rapidly show improvement and impact in this area.
To what extent are parents and students informed of student performance data individually and schoolwide? What most
needs improvement, and what action is being taken?
With regard to individual student performance, students and families are provided with formal updates about student
performance five times per year through. These updates come in written via our Developmental Progress Reports that are
released to families three times per year at the conclusion of each trimester. In addition, we hold two family conferences per
year, one in the Fall to provide students and families with baseline information from our beginning of the year assessments
and to set goals for the remainder of the first trimester and year; and one in the late Winter/early Spring to discuss progress
to date and to update goals and strategies in order to ensure students are on track to successfully complete their school year.
For students who are struggling – academically, socially, and/or emotionally – through a robust communication, SST, and 504
process, we provide additional collaboration, data, feedback, goal setting, and strategies to support their growth in a given
area.
With regard to sharing school-wide student achievement with the school community, this is a definitive growing edge.
While some student data is shared as a part of our Bridge Day, back to school nights, Director’s Coffees, and newsletter,
this is not a routine and on-going practice. We are, however, collaborating with our FTO and also working to pilot such
practices, especially as we move into a new era whereby we will focus on collecting, presenting, and engaging our
stakeholders in the on-going practice of examining data in a more clear and transparent manner. As articulated in a
variety of places throughout this school performance report, inhibitors to doing this well mirror those described above,
including our emergent implementation of the Common Core standards as well as the limitations of our data systems,
technology infrastructure, and staff capacity in these areas. As such, we have been building our capacity for
improvement in this area over the past several years, and will continue to focus on this in the coming year and charter
term.
46
12
How effective are the methods and strategies by which your school assures that students with
disabilities are provided a free appropriate public education in the least restrictive environment and English
Language Learners are supported?
5
4
3
2
1
x
Evaluation:
Excellent
Unsatisfactory
How do you know?
o NOCCS operates a rigorous and robust child-find process
o NOCCS is also very adept in using the classroom conferencing SST, and discipline process to identify and support
students with a range of academic, social, and emotional needs. We are especially effective in creating flexible and
effective classroom-based strategies and partnering with families to address students with special needs that are
identified through the SST and classroom conferencing process.
o As a member of the OUSD SELPA, NOCCS works to collaborate with the district to provide a free and appropriate
public education in the least restrictive environment for students
o While NOCCS has a very low ELL population, we conduct a thorough screening, via our language survey, of all new
students and conduct annual CELDT testing with all ELL students to enable us to provide the appropriate designations
and to support teachers in providing appropriate supports, strategies, and resources for students with additional
language learning needs
Which are the strongest features, and why?
o NOCCS is also very adept in using the classroom conferencing SST, and discipline process to identify and support
students with a range of academic, social, and emotional needs. We are especially effective in creating flexible and
effective classroom-based strategies and partnering with families to address students with special needs that are
identified through the SST and classroom conferencing process.
o NOCCS is effective in working with our families to appropriately and respectfully advocate for services and resources
that enable them to remain at NOCCS, in a supportive community and, in many cases, the least restrictive
environment that supports their individualized learning needs.
o NOCCS has effectively partnered and collaborated with our OUSD SPED personnel to facilitate creative solutions that
support our students. For example, we have partnered with OUSD to negotiate flexibility and autonomy in hiring an
Instructional Aid for our RSP program in order to ensure support services are provided, as legally mandated, in
accordance with IEP services
What most needs improvement, and what action is being taken?
o While collaboration and partnership with OUSD around Special Education Services is prioritized and we have had a
number successes in this realm. This, however, is also a decisive challenge. Challenges include:
o Free and Appropriate Public Education within the Least Restrictive Environment: Working within an overall
system that, due to its size and complexity, is structured to consolidate students with similar needs in more
concentrated programs. This often leads to disagreements regarding determinations of what constitutes a
free and appropriate education in the least restrictive environment among NOCCS Staff and Families and
OUSD Programs for Exceptional Children Management Staff, whereby the OUSD personnel insist on an offer
of FAPE that would remove a child from the NOCCS community, where often, the child is succeeding by
multiple documented measures. This has led to a number of problematic circumstancing, including the long47
o
o
o
term continuation of “stay put” IEPs that inhibit the allocation of new and effective services for students, filing
of complaints via the fair hearing process, and ongoing tension between NOCCS and OUSD staff that makes
collaboration and working conditions more challenging on both ends.
Fulfilling Service Mandates within the IEP: Throughout the past five years, OUSD has struggled to provide
consistent OUSD Special Education staffing to NOCCS. There have been a number of instances where a vacant
position existed at our site, and the district was slow and/or unable to recruit, hire, and on-board a new staff
member, particularly at the outset of the school year. In addition, for several years over the past charter
term, the number of special education service hours for our students far outpaced the number of hours
allocated OUSD PEC personnel had to work in a given week. As such, in both of these instances, NOCCS
special education students were not provided the services and hours that were mandated via their IEPs.
Selecting/Placing, Supporting, Developing, and Supervising Staff: Throughout the past five years of our
charter term, and beyond, NOCCS has had no control nor any officially articulated collaborative process in
which to play a role in selecting and placing special education personnel at the school site. In addition, when
placed at our site, while NOCCS has been allowed to invite special education personnel to participate in our
professional development programming and/or to provide feedback to our SPED staff, such arrangements
have not been official or mandated by the district. As such, OUSD special education personnel have, at times,
proven to be a mismatch for the site in terms of desired background, skills, and/or educational philosophy –
all things that we rigorously examine and consider in our own hiring process. In addition, when OUSD PEC
personnel have presented with certain performance concerns, our administration was unable to provide the
effective supervision and support processes, as outlined in prior sections of this report, to respond to and
support these issues. In addition, because personnel responsible for supervision and evaluation of our special
education personnel are not on site, over the past five plus years, our special education staff has received
very limited coaching, support, and feedback related to their instructional effectiveness.
Implementing New Best Practices and Innovative Models: Over the past five years, there have been many
promising and exciting new models of support services that have been developed for students with special
needs, including Response to Intervention Programming, as well as a focus on full inclusion models for
students with certain designations such as Autism. To its credit, OUSD has successfully implemented many of
these programs at other school sites throughout the city. While NOCCS has expressed and proposed to the
leadership of OUSD’s Programs for Exceptional Children a need and desire to pilot and house such programs,
this has never been seriously engaged by OUSD. As such, our ability to create such innovate programs that
we believe, and research shows, would significantly support many of our students, this option has not been
made available to us by our special education service provider.
While NOCCS understands and often appreciates the dilemmas and constraints that OUSD, as our SELPA, faces in both
collaborating with charter schools as well as providing effective services to all of its students, these factors have, none
the less, in our view constrained our ability to most effectively use our resources, collaborate, and provide the best
services to our most vulnerable students. As such, NOCCS is currently engaged in a rigorous review of our current
special education program and services. As a part of this review, we will both be exploring other SELPA options, as
well as, again, attempting to partner and collaborate with OUSD to engage in a creative redesign of our special
education model here at NOCCS. The findings and decision about our next steps for special education programming
will be included in our strategic plan that will be completed in the Spring of 2015.
48
13
How effective is your education program at diagnosing and addressing the needs of the following students:
English Language Learners, students with disabilities, gifted students, and students in need of remediation.
5
Evaluation:
Excellent
4
X
3
2
1
Unsatisfactory
How do you know?
NOCCS has several safeguards and procedures in place to effectively identify and serve needs of all students.
o Our enrollment packet contains several forms where parents indicate home language, IEP or 504 status, or that their
child has received academic/behavioral/social emotional interventions at a previous school.
o Students that indicate a home language other than English are given a CELDT test.
o Students that indicate IEP or 504 status are immediately referred to the appropriate Special Education and/or
Administrative Personnel so that contact can be made with families and processes to facilitate a student’s onboarding,
including creating any updates to these documents, can be initiated.
o Teacher and their supervisors are alerted to any students who indicate a history of prior interventions in order to
allow them to make contact with the families, arrange for additional on-boarding/assessment as needed, and, if
necessary, schedule an early SST to create a supportive plan for the student’s integration into the school community.
o Each year, we also implement our “hand-off conferences” in order to share information (including assets, needs, and
effective strategies for working with the student) among staff about both new and continuing students at our school
who may require additional supports and interventions. All specialists are an integral part of this process. Records
from these conferences are housed in a file that is shared with all staff so that information can be updated and/or
accessed throughout the year.
o As noted above, NOCCS is also very adept in using the classroom conferencing SST, and discipline process to identify
and support students with a range of academic, social, and emotional needs. We are especially effective in creating
flexible and effective classroom-based strategies and partnering with families to address students with special needs
that are identified through the SST and classroom conferencing process.
o As per our retention policy, NOCCS holds family conferences twice a year, including between the Winter and Spring
Trimesters. If a child is identified as being at risk of retention, the teachers, administrative team, other key personnel,
and family collaborate to create a very clear and rigorous support plan for each student. Following this meeting,
support strategies are implemented and data is collected and shared with all stakeholder in an on-going fashion. The
team meets at designated times throughout the Fall to update their plan and strategy. If retention is still deemed a
necessary option, the team also meets to create a coordinated and comprehensive plan for supporting the student
through this process and into the following school year.
Which are the strongest features, and why?
As noted above, NOCCS is very adept in using all of the structures and processes in order to increase collaboration with the
family, set goals, provide/leverage additional resources, create support strategies, and articulate a plan to collect data relative
to our intended goals for a student’s growth and development. These processes are strong and effective for a number of
reasons:
o NOCCS’ educational model is built on many effective guiding principles, including equity, respect for students and
their learning, and high expectations. As such, our model has been designed, and our staff ensures, that we provide
differentiated supports and resources to students who demonstrate a need.
49
o
o
o
o
These processes deepen and engage high levels of collaboration among many stakeholders who are key to a student’s
success.
The process is well articulated in terms of roles, timelines, and tools for supporting this work.
NOCCS staff are trained to understand that engaging in such processes is a part of their professional work.
NOCCS uses its human resources well to support these practices and processes.
What most needs improvement, and what action is being taken?
While strong processes are in place, these processes can be improved by:
o Including more data into the process. This includes engaging staff in using additional data to consider students for
referral to these processes, discussing and defining student achievement and growth, and documenting support
strategies and their effectiveness.
o Evaluating programmatic offerings and considering new/additional approaches to provide support to students,
particularly outside of the provision of classroom-based interventions through additional models such as tiered
support and RTI. This should be considered as a part of our overall evaluation and redesign of student support/special
education service models that is described in the question above.
50
14
How effective is the governing board of the school?
5
Evaluation:
Excellent
4
X
3
2
1
Unsatisfactory
How do you know?
o The board meets monthly (with the exception of July) as well as additional special meetings and retreats that are held
throughout the year to address the legal, financial, compliance business and overall stewardship and direction of the
school.
o The board has developed strong on-boarding and training processes and documentation that is used to support board
members to understand key features of the organization and appropriately fulfill their roles and responsibilities as
trustees.
o The board has passed and successfully managed a series of balanced budgets.
o Audits are clean and unqualified.
o Board engagement is high.
o The board complies with the Brown Act.
o The board has successfully developed and is in the process of completing a three year strategic plan (2012 – 2015) and
capital campaign.
o The board is in the process of developing a new strategic plan for the next charter term (2015 – 2020) with a very
strong data-driven methodology and high degrees of stakeholder engagement.
o The board has completed an evaluation of the Director/Executive Director in each of the last eight years.
Describe the process for selecting your governing board members. List all current board members, board committees
and provide a current resume for each individual as an attachment to this report.
Board members are selected in accordance with our by-laws that were updated as of Spring 2014.
o External board members are identified and recruited based on their skills and backgrounds to fulfill needs identified
by our nominations committee and our board’s skills matrix. Prospective board members are then interviewed and
selected through an articulated process, and appointed to a three year term by the board.
o Internal/parent/community board members are elected by the school community in the Spring and (generally) serve
three year terms.
o Staff members volunteer for service on the board. One staff member sits on the board for a 1-3 year term.
o The Executive Director is a voting member of the board.
Describe the governing board’s primary roles and responsibilities. In addition, give an example of a recent issue/policy that
the board is working on.
The board’s role is to:
o Support, evaluate, and hire/dismiss the Executive Director
o Ensure the legal compliance of the organization
o Ensure the fiscal solvency and viability of the organization
o Develop, pass, and monitor the implementation of policy
o Monitor student achievement and organizational effectiveness
51
o
o
Develop and oversee the strategic trajectory of the organization as articulated in our charter, strategic plan, and LCAP
Establish, embody, support, and ensure adherence to the organization’s mission, guiding principles, and vision
As noted throughout this document, our board is currently engaged in leading our strategic planning process. Included in this
process, we are working to facilitate and ensure community /stakeholder engagement, reviewing and analyzing a range of
student data, auditing our finances, evaluating our organizational structures, and conducting process of inquiry relative to
evaluating and considering new programs and approaches to our work.
What are the notable features of the governing board in the school?
o Our board is comprised of a diverse group of stakeholders, including parents and staff
o Our board has diverse expertise including financial, legal, technology, education, and non-profit
management/leadership
o Board members devote considerable amount of time to the board. Members are active on at least one committee
per year. Committees generally meet 1-2 times per month, in addition to our monthly board meetings.
o Board members generally serve a three year term.
How effectively does the governing board work with the school leader/s?
The relationship between the Board and the Executive Director and Team is supportive, collaborative, and effective.
o The Executive Director is also a voting member of the Board of Directors and, as such, is an integral part of the Board
o The Executive Director sits on almost every committee and working group of the board. Other executive staff
participate on certain committees of the board.
o The Director provides the board with monthly reports and/or data that helps them to understand the school, support
the establishment and monitoring of important educational and organizational priorities, and evaluate the
effectiveness of the ED’s leadership
o Other Executive Staff provide reports and presentations to the board as needed
o The Board evaluates the Executive Director on an annual basis using a rigorous 360 degree process
52
15
How effective is the school at involving parents, teachers, and community members in the governance of the
school?
5
X
Evaluation:
Excellent
4
3
2
1
Unsatisfactory
How do you know?
o Internal/parent/community board members are elected by the school community in the Spring and (generally) serve
three year terms.
o As such, the board, which is the governing body of the school, is comprise of at least 50% parents/teachers/staff
o The board is responsive to parent needs through the public comment and other stakeholder engagement processes
that have been established
o Data from community members is used, in part, to establish goals and priorities within our strategic plan, charter, and
LCAP
o Our new FTO collaborates effectively with the Executive Team to establish structures, processes, and strategies to
support students, staff, and families at the school and to communicate with stakeholders
Which are the strongest features, and why?
o Board members receive support and training to understand their roles and responsibilities as trustees of the school
o The FTO has provided new and effective capacity to the school in providing parent/family education, stakeholder
engagement, and fundraising capacity
o Parent volunteer teams provide additional capacity to the school in implementing a range of programming and
support that enables us to focus resources on classrooms and programs that are essential tour achieving our mission
and vision
What most needs improvement, and what action is being taken?
As we move into our next five years, we will work to include the sharing of a range of data, in an on-going fashion, into our
work at all levels of the organization, including with the Board and FTO in order to better co-construct priorities, increase buyin, provide adequate support and resources, set and achieve ambitious goals, prove our organizational effectiveness, and
celebrate our many successes.
53
16
How effective is the school at ensuring fiscal soundness and legal compliance?
5
Evaluation:
Excellent
4
X
3
2
1
Unsatisfactory
How do you know?
o Audits are clean and unqualified
o We have recently contracted with Ed Tec to provide finance, accounting, compliance, and data systems/compliance
services and technical assistance
o We have secured pro-bono legal assistance through Shepherd-Mullin and Associates
o We have used contracted legal services to support special projects such as the recent revision of our Employee
Handbook
o The Executive Director and Assistant Directors have all earned Administrative Credentials with specific training
relative to fiscal management and legal compliance
o The Executive Director has over 15 years of experience in school leadership roles, a proven track record of
effectiveness as a charter school leader, and strong relationships within the Oakland Education Community
Which are the strongest features, and why?
o The NOCCS organizational chart demonstrates clear roles and responsibilities as well as lines of support and
accountability for staff at all levels of the organization
o The Employee Handbook is updated to reflect and support clear expectations and procedures that reflect a level of
organizational maturity and sustainability, current best practices relative to labor law and school operations, as well
as the values of our school and organization.
o As we have reorganized back off operation, we have been thoughtful and mindful in documenting our practices and
procedures to support effective organizational growth and development
What most needs improvement, and what action is being taken?
o As we recently underwent a redesign and reorganization of our back office operations that included the revision of
job descriptions and the hiring of new personnel, we are still in the process of providing appropriate support and
training for personnel in new roles, updating systems and procedures to reflect our new structures, and building
relationships with our new support providers
o Included in our work with Ed Tec, we are, as mentioned previously in this report, also in the initial stages of upgrading
our data systems in order to set the stage for improve data, assessment, and compliance practices that will be
developed, implemented, and improved over the next charter term.
54
17
How effectively is the school managed fiscally?
5
Evaluation:
Excellent
4
X
3
2
1
Unsatisfactory
How do you know?
Clean audits, strong service provider with a proven track record of effectiveness, strong cash flow, strong and continuously
improving processes for budget development, effective safeguards/controls, effective fundrasing
Which aspects of the school’s fiscal operations work best?
o NOCCS’s budget development practices are designed and have proven effective in supporting the advancement of our
educational priorities from year to year
o Our new partnership with Ed Tec is providing us with the capacity to implement a more professional, supported, and
sustainable back office operations that will support future growth and sustainability
o NOCCS has and continues to implement effective processes and controls to ensure effective budget management
o NOCCS has developed strong and sustainable fundraising strategies while also conducting a successful capital
campaign
In what ways can the school’s fiscal systems or operations be improved, and what action is being taken?
As noted in the section above, with our reorganization, we are still working to effective train new staff and establish new
systems and work flows based on our new structure, roles, and responsibilities.
With the LCAP process and improved data systems, we look forward to, as articulated in this report, the development and
implementation of the collection, sharing, and mobilization of key student and other data to support both increased
stakeholder participation, transparency, and collective responsibility for the organizational, educational, and fiscal priorities
that we articulate in our coming charter term.
55
18
What are the most significant aids and/or barriers to raising student achievement?
Aids to raising student achievement include:
o
o
o
o
o
o
o
o
o
o
o
Strong Common Core preparation and readiness via curriculum acquisition, development, and training
An educational model and practices that are aligned to the Common Core era and deeper learning
A focus on and history of supporting and developing effective teachers
Strong leadership at every level of the organization
Strong stakeholder engagement
Understanding of the need to support an equity centered school and organizational culture in order to support
achievement
Commitment and will at every level of the organization
A strong common mission, vision, and belief in our guiding principles
Increasing availability of resources
Increased capacity to leverage new resources
Strong data-driven strategic planning processes
Barriers to raising student achievement include:
o Recent increased levels of staff turn over
o Insufficient current technology infrastructure and resources
o Insufficient current data systems
o Insufficient current talent pipeline
o Resources to support and enact reform efforts
56
Charter Renewal Data Document
Name of school: North Oakland Community Charter School
Name of School Leader: Carolyn Gramstorff
Financial Information
Year
5th year of renewal
Total Operational Budget
$ 2,248,187
Per Student Revenue
$9,992
Total Expenditure
$ 2,230,662
Expenditure Per Student
$9,914
Balance brought forward from previous year
$ 416,852
Projected balance carried forward to next year
$ 434,376
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
22.2%
17.7%
17.2%
22.3%
23.0%
Percentage of ELL students
6.0%
9.1%
4.1%
7.1%
5.8%
Percentage of students with IEPS
8.3%
10.9%
11.3%
12.0%
10.6%
8.0%
5.8%
Special Populations
Percentage
of
free/reduced lunch
students
receiving
2.7%
Percentage of students with 504 plans
Pupil mobility in the school in prior year
Number of students
Students who joined the school other than at the usual time of first admission
2
Students who left the school other than at the usual time of leaving (excluding expulsions)
3
Attendance for current and prior year
2010-2011
2011-2012
2012-2013
2013-2014
P‐2 ADA
School data
Background of students
th
4 year of renewal
African‐American
Asian/Pacific Islander
96.49%
Number of
students/Percent of
Students
39 /
17.3%
2 / .9%
96.43%
95.83%
96.57%
Discipline ‐ prior school year
2014-2015 (most
recent)
Attendance Rate to Date
97.28%
Suspension
Expulsion
# of incidents
# of incidents
African‐American
0
0
Asian/Pacific Islander
0
0
Hispanic
19 / 8.4%
Hispanic
4
0
White
93 / 41.3%
White
1
0
Mixed/ No Response
72 / 32%
Mixed/ No Response
1
0
Gender (male/female)
107 / 118
ELL
3
0
Homeless Students
0 / 0%
SPED
0
0
Gender (male/female)
Homeless Students
3/1
0
0 / 0
0
57
Lottery/Waitlist Information
Date of
Lottery
2010-2011
2011-2012
2012-2013
Grades of Applicants
Number of Applicants
(per grade)
Number of
Available Spaces
(per grade)
Number of Students on
Waiting List
(per grade)
K
132
22
110
1
22
1
21
2
16
1
15
3
13
0
13
4
12
2
10
5
9
0
9
6
26
3
23
7
6
4
2
8
1
1
0
K
147
22
125
1
20
0
20
2
28
1
27
3
19
1
18
4
17
4
13
5
14
1
13
6
43
11
32
7
7
0
7
8
1
0
1
K
123
22
101
1
35
4
31
2
16
2
14
3
20
2
18
4
20
4
16
5
11
2
9
6
48
10
38
7
5
3
2
8
1
1
0
58
2013-2014
K
115
22
93
1
22
3
19
2
15
2
13
3
32
2
30
4
19
6
13
5
18
1
17
6
50
5
45
7
11
1
10
8
8
6
2
Teacher Recruitment/Retention
2010 - 2011
2012 - 2013
2013 - 2014
2014 - 2015
10
11
13
13
0
0
2
1
1
#New Hires
1
1
2
3
4
#New Hires –
Temporary/LTS
0
1
1
1
1
20%
27%
30%
38%
Total # of
Teachers &
Instructional
Total
Promoted –
Coaches
New Role
% New Hires
9
2011 - 2012
11%
2010 - 2011
2011 - 2012
2012 - 2013
2013 - 2014
2014 - 2015
/
/
/
/
/
8
8
6
7
7
Offer Promoted/New
Role - Retained
0
0
0
1
1
% Retained
89%
89%
67%
73%
62%
% Left/Resigned
11%
11%
33%
0%
15%
% Not Offered
0%
0%
0%
27%
15%
#/% Retained
from
Offer
Returned
Prior
Year
Total number of vacant teaching posts currently (FTE) 0
59
AYP
AYP Met?
% AMOS Met
% Proficient‐
AMOS: African‐
American
% Proficient‐
AMOS:
Asian/PI
% Proficient‐
AMOS:
Hispanic
% Proficient‐
AMOS:
Mixed/No
% Proficient‐
response
AMOS:
White
% Proficient‐
AMOS:
Socioeconomic
ELL
ally
Disadvantaged
Students
with
disabilities
API
API
Statewide rank
Similar schools
rank
CST
2010 - 2011
Yes
2011 - 2012
No
2012 - 2013
No
9 of 9 Criteria
100%
8 of 9 Criteria
83%
5 of 9 Criteria Met
0%
2013 - 2014
2014 - 2015
2014 - 2015
65.6% - ELA
48.4% - Math
89.3% - ELA
85.5% - ELA
84% - ELA
90.4% - Math
90.4% - Math
82.5% - Math
2010 - 2011
899
2011 - 2012
901
2012 - 2013
881
2013 - 2014
891
9
9
8
9
9
8
5
7
2010 - 2011
2011 - 2012
2012 - 2013
2013 - 2014
2014 - 2015
ELA
Proficient/Advan
ce
d
Basic/Proficient/
Advanced
Below Basic/Far
Below Basic
78%
73%
78%
93%
93%
95%
7%
9%
5%
Proficient/Advan
ce
Basic/Proficient/
d
Advanced
79%
77%
MATH
72%
91%
90%
91%
60
Below Basic/Far
Below Basic
9%
10%
9%
61
MEASURABLE PUPIL OUTCOMES – Insert MPO table from most recent Spring Site Visit, updated with most recent available data.
Average
Target
Difference
84%
70%
14%
Exceeded
na
87%
65%
22%
Exceeded
77%
80%
75%
70%
5%
Met
74%
73%
79%
77%
70%
7%
Exceeded
72%
57%
70%
73%
68%
70%
-2%
Not Met
76%
67%
73%
77%
73%
70%
3%
Met
73%
71%
84%
na
76%
70%
6%
Exceeded
77%
76%
81%
90%
81%
80%
1%
Met
47%
44%
58%
58%
52%
70%
-18%
Not Met
91%
82%
77%
na
83%
70%
13%
Exceeded
77%
75%
88%
na
80%
65%
15%
Exceeded
71%
76%
73%
n/a
73%
70%
3%
Met
73%
73%
69%
75%
73%
70%
3%
Met
CST
Average of 70% of 8th graders score P/A in social studies on the
CST
Average of 80% of students ear P/A on composite end of year
social studies ratings
Average of 70% NOCCS students with IEPs will meet or exceed
annual individualized education plan goals related to ELA
70% average of 3rd-5th grade students demonstrate one year’s
academic growth over first 4 years (move up one band/maintain
P or A) on the match section of the CST
65% average of 6th - 8th grade students demonstrate one year’s
academic growth each year (ALL) (move up one band/maintain
P or A) on the math section of the CST
Average of 70% of NOCCS students score P or A annually, on
average, over 1st 4 years of term on the NOCCS Internal Math
Assessment
Average of 80% of NOCCS students earn rating of Proficient
(meets) or Advanced (exceeds) on composite end of year math
ratings on the math progress report
Average of 70% of 5-8th graders score P/A in science
64%
80%
82%
54%
70%
70%
0%
Met
CST
Average of 70% of 5th graders score P/A in science on the CST
71%
85%
71%
58%
71%
70%
1%
Met
CST
Progress
Report
IEP goals math
Average of 70% of 8th graders score P/A in science on the CST
Average of 80% of students ear P/A on composite end of year
science ratings on the NOCCS Progress report
Average of 70% of NOCCS students with IEPs meet or exceed
annual IEP goals in math
56%
80%
74%
76%
92%
84%
50%
91%
68%
83%
70%
80%
-2%
3%
Not Met
Met
33%
31%
29%
29%
31%
70%
-40%
Not Met
Instrument
Measurable Pupil Outcome
CST
70% average of 3rd-5th grade students demonstrate one year’s
academic growth over first 4 years (move up one band/maintain
P or A) on the ELA Section of the CST
65% of 6th - 8th grade students demonstrate one year’s
academic growth each year (ALL) (move up one band/maintain
P or A) on the ELA section of the CST
70% P/A on the reading fluency sub section of progress report
CST
Progress
Report
Progress
Report
Progress
Report
Progress
Report
CST
Progress
Report
IEP goals ELA
CST
CST
Spring Math
Assessment
Progress
Report
20102011
84%
20112012
85%
20122013
83%
87%
84%
91%
73%
71%
70% P/A on reading comprehension sub section of the progress
report
70% P/A on the literacy analysis sub section of the progress
report
70% P/A on the overall ELA section of the progress report
83%
20132014
na
Status
Instrument
Measurable Pupil Outcome
Progress
Report
Progress
Report
Progress
Report
Attendance
Rate
API
80% of students earn rating of P (meets)/A (exceeds) on end of
year work habits ratings
80% of students earn rating of P (meets)/A (exceeds) on end of
year life-long learner habits ratings
80% of students earn rating of P (meets)/A (exceeds) on end of
year community ratings
94% average attendance rate
AYP
Meet annual API targets a minimum of 3 out of the first 4 years
of term
Demonstrate AYP as defined by NCLB a minimum of 3 out of
the first 4 years of charter term
20102011
74%
20112012
74%
20122013
81%
20132014
80%
Average
Target
Difference
Status
77%
80%
-3%
Not Met
74%
75%
78%
84%
78%
80%
-2%
Not Met
79%
82%
85%
87%
83%
80%
3%
Met
95%
96%
96%
96%
96%
94%
2%
Met
met
met
met
met
100%
75%
25%
Exceeded
met
not
met
not
met
na
75%
50%
25%
Not Met
Statutory Renewal Threshold
1. API Growth Target:
Did school attain API Growth Target in prior year?
Did school attain API Growth Target in two of last three years?
Did school attain API Growth Target in the aggregate of the prior three years?
2. API Rank:
Is the school ranked 4 or higher on API in prior year?
Is the school ranked 4 or higher on API in two of last three years?
3. API Similar Schools Rank:
Is the school ranked a 4 or higher on API Similar Schools in prior year?
Is the school ranked 4 or higher on API Similar Schools in two of last three years?
4. Is the school at least equal to the academic performance of schools students would have
attended, including District as a whole?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
FACILITIES AND FUTURE PLANS
FACILITIES/ADA – APPLIES ONLY TO NON‐OUSD FACILITIES (CURRENT OR PLANNED)
Is the facility meeting the needs of your staff and students?
Yes
Will the facility continue to accommodate your growth needs?
Yes
If applicable is your current lease still valid?
Yes
Does your lease extend through the end of your requested charter term?
Yes
If the lease does not extend though the end of your charter term please describe your plans for a facility solution
which includes either:
A letter of intent, signed by the building owner, to lease or sell the proposed facility to your organization; or
A memorandum of understanding, signed by the building owner that describes the status of negotiations
with your organization regarding the possible lease or purchase of the building, describes any foreseeable
conditions, circumstances or considerations that may affect the decision to lease or sell the building to your
organization, specifies any decision‐making process that may be required before an agreement can be
finalized, specifies a date by which a decision to lease or sell is likely
Describe the condition of your current facility.
Our current facilities are in good condition. Annual maintenance is performed to upkeep systems and structures. In
addition, NOCCS has received and is about to enter into the implementation phase relative to the use of Prop 39
Energy Funding. Our plan will add value and efficiency to our current facility.
64
What procedures are in place for handling facility repairs?
Small repairs are requested via the Facilities Request form and fulfilled by Facilities Coordinator or Custodial
Contractors.
Larger repairs are evaluated by our safety and facilities committee which includes the Executive Director, an
Assistant Director, Facilities Coordinator, and parent volunteers. Whenever possible, larger repairs are made by
staff and volunteers to save money. However, repairs requiring more technical expertise, etc. are sent for bids by
professionally licensed services providers. Bids are evaluated and accepted by the Executive Director and work is
contracted and completed.
Describe your systems for ongoing maintenance of the facility and if applicable, provide a copy of the contract for
provision of maintenance services for the facility.
N/A Facilities Maintenance and inspection records are available upon request
FUTURE PLANS
As applicable: Describe any proposals for additional campuses your school may be approved for and/or
are considering seeking approval for during this renewal period.
N/A, however in its strategic planning process, NOCCS is conducting inquiring into the feasibility of
replicating in future years.
As applicable: Describe any material revisions to your charter and rationale for this renewal period. This
request will be considered as part of the renewal process.
Material revisions include, but are not limited to, adding additional grades, potentially growing
student enrollment beyond the capacity, changing the school’s mission, purchasing a new facility,
etc.
N/A
In order to have the material revision to your charter approved, your school needs to:
o State the revision(s) the school’s governing board wishes to make to the charter.
o Describe the reasons for the request(s).
o Describe the changes in the operations of the school that will be impacted by the proposed
revision(s). Indicate how student enrollment, curriculum, staffing, governance, facilities, and
65
budget may or will be impacted in the current school year and in the subsequent
school years.
N/A
• If the revision(s) directly affect(s) the students, explain if and how the
proposed revision has been discussed with the parents.
66
NOCCS
General School Day Schedule
Kindergarten – 5th Grade
Mon/Tues
K/1
8:30 - 9:25
9:25 - 10:10
10:10 - 10:30
10:30 - 11:40
11:40 - 12:00
12:00 - 12:20
12:20 - 1:30
1:30 - 3:00
Early AM
PE/Art
Recess
Mid AM
Lunch
Recess
K/1 PM
1st PM
Weds
K/1
Peacemaking
Early AM
Recess
Mid AM
Lunch
Recess
Early PM
PE/Art
Late PM
2/3rd
8:30 - 9:10
ASM/Buddy
Reading
9:10 - 10:10
Early AM
10:10 - 10:30
Recess
10:30 - 11:40
Mid AM
11:40 - 12:00
Lunch
12:00 - 12:20
Recess
12:20 - 1:30
PM Block
Thurs/Fri
K/1
8:30 - 9:15
9:25 - 10:10
10:10 - 10:30
10:30 - 11:40
11:40 - 12:00
12:00 - 12:20
12:20 - 1:30
1:30 - 3:00
2/3rd
8:30 - 8:45
8:45 - 10:10
10:10 - 10:30
10:30 - 11:40
11:40 - 12:00
12:00 - 12:20
12:20 - 1:15
1:15 - 2:10
2:10 - 3:00
PE/Dance
Early AM
Recess
Mid AM
Lunch
Recess
K/1 PM
1st PM
8:30 - 9:10
9:10 10:10
10:10 10:30
10:30 11:40
11:40 12:00
12:00 12:20
12:20 1:30
4/5th
8:30 - 8:45
8:45 - 9:50
9:50 - 10:10
10:10 - 11:40
11:40 - 12:00
12:00 - 12:20
12:20 - 1:05
1:05 - 3:10
Peacemaking
Early AM
Recess
Mid AM
Recess
Lunch
PE/Art
PM
4/5th
ASM/Buddy
Reading
ASM/Buddy
8:30 - 9:10 Reading
Early AM
9:10 - 9:50
9:50 10:10
10:10 11:40
11:40 12:00
12:00 12:20
12:20 1:30
Recess
Mid AM
Lunch
Recess
PM Block
2/3rd
8:30 - 8:45
8:45 - 10:10
10:10 - 10:30
10:30 - 11:40
11:40 - 12:00
12:00 - 12:20
12:20 - 1:15
1:15 - 2:10
2:10 - 3:00
Peacemaking
Early AM
Recess
Mid AM
Lunch
Recess
Early PM
PE/Dance
Late PM
Early AM
Recess
Mid AM
Recess
Lunch
PM Block
4/5th
8:30 - 8:45
8:45 - 9:50
9:50 - 10:10
10:10 - 11:40
11:40 - 12:00
12:00 - 12:20
12:20 - 1:05
1:05 - 3:10
Peacemaking
Early AM
Recess
Mid AM
Recess
Lunch
PE/Dance
PM
6th – 8th Grade (1st Trimester Schedule)
Mon/Tues
Class Period
1
2
Break
3
Recess
Start Time
8:30 AM
9:33 AM
10:33 AM
10:40 AM
11:40 AM
Lunch 12:00 PM
5 12:24 PM
End Time 6th Grade
7th Grade
8th Grade
9:30 AM ELA/SS - Phirippidis
Science - Graham
SS - McMurdo
10:33 AM ELA/SS - Phirippidis
Math - Robblee
CAL - Gomez
10:38 AM
Break
Break
Break
11:40 AM
PE - Irigoyen
CAL - Gomez
Math - Robblee
12:00 PM
Recess
Recess
Recess
12:20 PM
Lunch
Lunch
Lunch
1:24 PM
Math - Robblee
SS - McMurdo
Science - Graham
ELA 1:27 PM 2:27 PM
Science - Graham Phirippidis/McMurdo ELA - Phirippidis/McMurdo
2:30 PM 3:15 PM
Elective
Elective
Elective
6
7
Weds
Class Period
1
2
Break
3
Lunch/Recess
Advisory
Start
Time
8:30
AM
8:35
AM
9:00
AM
9:45
AM
10:33
AM
10:43
AM
11:40
AM
12:25
PM
End
Time
6th Grade
8:35
AM All School /Class Mtg
9:00
AM All School /Class Mtg
9:45
AM
ELA/SS - Phrip
10:30
AM
ELA/SS - Phrip
10:38
AM
Break
11:40
AM
Math - Robblee
12:20
PM
Lunch/Recess
1:30
PM
Advisory
7th Grade
All School /Class Mtg
8th Grade
All School /Class
Mtg
All School /Class
Mtg
SS - McMurdo
Math - Robblee
Math - Robblee
SS - McMurdo
Break
ELA - Phrip/McMurdo
Break
ELA Phrip/McMurdo
Lunch/Recess
Lunch/Recess
Advisory
Advisory
All School /Class Mtg
Thurs/Fri
Class Period
1
2
Break
3
Lunch/Recess
Start
Time
8:30 AM
9:33 AM
10:33 AM
10:40 AM
11:40 AM
6th Grade
9:30 AM ELA/SS - Phrip
10:33 AM ELA/SS - Phrip
10:38 AM
Break
11:40 AM TECH - Graham
12:20 PM
Lunch
7th Grade
Science - Graham
Math - Robblee
Break
PE - Irigoyen
Lunch
8th Grade
SS - McMurdo
PE- Irigoyen
Break
Math - Robblee
Lunch
5 12:24 PM
6
7
1:27 PM
2:30 PM
1:24 PM Math - Robblee
Science 2:27 PM
Graham
3:15 PM
Elective
SS - McMurdo
ELA Phrip/McMurdo
Elective
Science - Graham
ELA Phrip/McMurdo
Elective
North Oakland Community Charter School
2014 – 2015 School Calendar Overview
2014 - 2015
ELA Curriculum Map
GRADES: K/1
Team: Lorin, Jen, and Nancy!
FALL TRIMESTER OVERVIEW
GENERATIVE TOPIC: We are Readers and Writers
GRADE LEVEL(S): K/1
SEPTEMBER
Reading Unit Name
COMMON CORE READING
STANDARDS/LESSONS
OCTOBER
NOVEMBER/DECEMBER
We are Readers
Readers Read, Think, and Talk
About Emergent Storybooks and
Familiar Shared Texts
Readers Read, Think, and Talk
About Emergent Storybooks and
Familiar Shared Texts
RL 1.2 & K.2 Retell stories, including
key details, and demonstrate
understanding of their central
message or lesson.
RL1.3 & K.3. Describe characters,
settings, and major events in
a story, using key details.
RL1.7 & K.7. Use illustrations and
details in a story to describe
its characters, setting, or events.
Kindergarten
RF K.1. Demonstrate understanding
of the organization and basic
features of print. a. Follow words
from left to right, top to bottom,
and page by page.
RFK.2. Demonstrate understanding
of spoken words, syllables, and
sounds (phonemes).
a. Recognize and produce rhyming
words.
Kindergarten
b. Recognize that spoken words are
represented in written language by
specific sequences of letters.
b. Count, pronounce, blend, and
segment syllables in spoken words.
First Grade
RF 1.1. Demonstrate understanding
of the organization and basic
features of print.
a. Recognize the distinguishing
features of a sentence (e.g., first
word, capitalization, ending
punctuation).
RF 1.2. Demonstrate understanding
of spoken words, syllables, and
sounds (phonemes).
a. Distinguish long from short vowel
First Grade
b. Orally produce single-syllable
words by blending sounds
(phonemes),
including consonant blends.
c. Isolate and pronounce initial,
medial vowel, and final sounds
(phonemes) in
spoken single-syllable words
Kindergarten
c. Understand that words are
separated by spaces in print.
c. Blend and segment onsets and
rimes of single-syllable spoken
words.
First Grade
d. Segment spoken single-syllable
words into their complete sequence
of
individual sounds (phonemes).
sounds in spoken single-syllable
words.
READING
TEXTS/MATERIALS
Writing Unit Name
COMMON CORE WRITING
STANDARDS/LESSONS
WRITING
RESOURCES/PROJECTS/
MATERIALS
OTHER LITERACY
PRACTICES
●
Poems, Leveled Books,
Story Books, Informational
Small Moments
WS1.3 Write narratives in which
they recount two or more
appropriately sequenced events,
include some details regarding what
happened, use temporal words to
signal event order, and provide
some sense of closure.
WS1.8 With guidance and support
from adults, recall information from
experiences or gather
information from provided sources
to answer a question.
WS1.5With guidance and support
from adults, focus on
a topic, respond to questions and
suggestions
from peers, and add details to
strengthen writing
as needed.
Resources: Lucy Calkins,
Teacher’s College, Fountas
Pinnell’s Phonics
Fundamentals
Projects: All about me writing,
Family Book
Introduction of Words their Way for
first grade phonics instruction.
High Frequency Words -
●
Poems, Emergent Story
Books, Leveled Books
Small Moments/ From Scenes
to Series
WS1.3 Write narratives in which
they recount two or more
appropriately sequenced events,
include some details regarding what
happened, use temporal words to
signal event order, and provide
some sense of closure.
WS1.8 With guidance and support
from adults, recall information from
experiences or gather
information from provided sources
to answer a question.
WS1.5With guidance and support
from adults, focus on
a topic, respond to questions and
suggestions
from peers, and add details to
strengthen writing
as needed.
Resources: Lucy Calkins,
Teacher’s College, Fountas
Pinnell’s Phonics
Fundamentals
Projects: All About my
Community Worker
●
Poems, Emergent Story
Books, Leveled Books
From Scences to Series
WS1.3 Write narratives in which
they recount two or more
appropriately sequenced events,
include some details regarding what
happened, use temporal words to
signal event order, and provide
some sense of closure.
WS1.8 With guidance and support
from adults, recall information from
experiences or gather
information from provided sources
to answer a question.
WS1.5With guidance and support
from adults, focus on
a topic, respond to questions and
suggestions
from peers, and add details to
strengthen writing
as needed.
Resources: Lucy Calkins,
Teacher’s College, Fountas
Pinnell’s Phonics
Fundamentals
Projects: My Community
Worker in the World
Words Their Way (First Grade)
Words Their Way (First Grade)
High Frequency Words - him,
eat, give, was, want, be, had,
High Frequency Words - with,
going, ask, at, who, has, know,
e.g. vocabulary, words their ways,
phonics instruction
school, me, family, all, are, like,
did, will, yes, no, could, her
Kindergarten Phonological
Awareness - Fountas/Pinnell Pages:
71-86
good, new, from, as, by
let, because, again, will, under
Kindergarten Phonics:
p.87-102
Kindergarten Phonics: p. 103124
WINTER TRIMESTER OVERVIEW
GENERATIVE TOPIC: We use Reading and Writing to Learn About the World
GRADE LEVEL(S): K/1
DECEMBER/JANUARY
FEBRUARY
MARCH
Reading Unit Name
Readers Use Super Powers to
Read Everything in the
Classroom and Beyond
Readers Use Super Powers to
Read Everything in the
Classroom and Beyond
/Becoming a class of Reading
Teachers
Becoming a class of Reading
Teachers
COMMON CORE READING
STANDARDS/LESSONS
RL1.1 & K.1. Ask and answer
questions about key details in a
text.
RL1.5 & K.5. Explain major
differences between books that tell
stories and books that give
information, drawing
on a wide reading of a range of text
types.
RL1.7 & K.7. Use illustrations and
details in a story to describe
its characters, setting, or events.
Kindergarten
d. Recognize and name all upperand lowercase letters of the
alphabet.
d. Isolate and pronounce the initial,
medial vowel, and final sounds
(phonemes)
in three-phoneme (consonantvowel-consonant, or CVC) words.*
(This does
not include CVCs ending with /l/,
/r/, or /x/.)
First Grade
3. Know and apply grade-level
phonics and word
analysis skills in decoding words.
a. Know the spelling-sound
correspondences for
common consonant digraphs.
b. Decode regularly spelled onesyllable words.
Kindergarten
e. Add or substitute individual
sounds (phonemes) in simple, onesyllable
words to make new words.
3. Know and apply grade-level
phonics and word
analysis skills in decoding words.
a. Demonstrate basic knowledge of
one-to-one
letter-sound correspondences by
producing
the primary sound or many of the
most
frequent sounds for each
consonant.
First Grade
Kindergarten
b. Associate the long and short
sounds with
common spellings (graphemes) for
the five
major vowels.
c. Read common high-frequency
words by sight
(e.g., the, of, to, you, she, my, is,
are, do, does).
d. Distinguish between similarly
spelled words by
identifying the sounds of the letters
that differ.
First Grade
e. Decode two-syllable words
following basic
patterns by breaking the words into
syllables.
f. Read words with inflectional
endings.
c. Know final -e and common vowel
team
conventions for representing long
vowel
sounds.
d. Use knowledge that every
syllable must have
a vowel sound to determine the
number of
syllables in a printed word.
READING
TEXTS/MATERIALS
Writing Unit Name
COMMON CORE WRITING
STANDARDS/LESSONS
WRITING
RESOURCES/PROJECTS/
MATERIALS
OTHER LITERACY
PRACTICES
e.g. vocabulary, words their ways,
●
Poems, Leveled Books,
Story Books, Informational
●
Poems, Leveled Books,
Story Books, Informational
g. Recognize and read gradeappropriate
irregularly spelled words.
●
Poems, Leveled Books,
Story Books, Informational
Non-Fiction Chapter Books
Non-Fiction Chapter Books
Non-Fiction Chapter Books
WS1.2 & K.2. Write
informative/explanatory texts in
which they name a topic, supply
some facts about the topic,
and provide some sense of closure.
WS1.5 & K.5. With guidance and
support from adults, focus on
a topic, respond to questions and
suggestions from peers, and add
details to strengthen writing
as needed.
WS1.2 & K.2. Write
informative/explanatory texts in
which they name a topic, supply
some facts about the topic,
and provide some sense of closure.
WS1.5 & K.5. With guidance and
support from adults, focus on
a topic, respond to questions and
suggestions from peers, and add
details to strengthen writing
as needed.
WS1.2 & K.2. Write
informative/explanatory texts in
which they name a topic, supply
some facts about the topic,
and provide some sense of closure.
WS1.5 & K.5. With guidance and
support from adults, focus on
a topic, respond to questions and
suggestions from peers, and add
details to strengthen writing
as needed.
Resources: Lucy Calkins,
Teacher’s College, Fountas
Pinnell’s Phonics
Fundamentals
Projects: Write about a family
member/friend who lives
far away
Resources: Lucy Calkins,
Teacher’s College, Fountas
Pinnell’s Phonics
Fundamentals
Projects: Flat People Writing
Resources: Lucy Calkins,
Teacher’s College, Fountas
Pinnell’s Phonics
Fundamentals
Projects: Weather Book
Words Their Way (First Grade)
Words Their Way (First Grade)
Words Their Way (First Grade)
High Frequency Words jump, little, must, but, came, let,
open, over, stop, she, that, what
High Frequency Words: went,
have, his, just, old, may, this, said,
High Frequency Words: ran, how,
once, put, some, there, take, when,
phonics instruction
Kindergarten Phonological
Awareness - Fountas/Pinnell Pages:
125-148
think, get, please, ride
soon, say, of, thank
Kindergarten Phonological
Awareness - Fountas/Pinnell Pages:
149-176
Kindergarten Phonological
Awareness - Fountas/Pinnell Pages:
177-209
SPRING TRIMESTER OVERVIEW
GENERATIVE TOPIC: We can Share Opinions About the World Through Reading and Writing
GRADE LEVEL(S): K/1
MARCH/APRIL
Reading Unit Name
COMMON CORE READING
STANDARDS/LESSONS
Learning About Ourselves and
Our World
●
RL1.9 & K.9. Compare and
contrast the adventures
and experiences of
characters in stories.
APRIL
MAYJUNE
Learning About Ourselves and
Our World/Readers are
Resourceful: Tackling Hard
Words and Tricky Parts in Books
Readers are Resourceful:
Tackling Hard Words and Tricky
Parts in Books
RL 1.4 & K.4 - Identify words and
phrases in stories or poems
that suggest feelings or appeal to
the senses.
RI1.3. & K.3 Describe the
connection between two
individuals, events, ideas, or pieces
of information
in a text.
Kindergarten
4. Read emergent-reader texts with
purpose and
understanding.
Kindergarten
4. Read emergent-reader texts with
purpose and
understanding.
First Grade
4. Read with sufficient accuracy
and fluency to
support comprehension.
a. Read grade-level text with
purpose and
understanding.
b. Read grade-level text orally with
accuracy,
appropriate rate, and expression
on successive
readings.
c. Use context to confirm or selfcorrect word
recognition and understanding,
rereading as
First Grade
4. Read with sufficient accuracy
and fluency to
support comprehension.
a. Read grade-level text with
purpose and
understanding.
b. Read grade-level text orally with
accuracy,
appropriate rate, and expression
on successive
readings.
c. Use context to confirm or selfcorrect word
recognition and understanding,
rereading as
Kindergarten
4. Read emergent-reader texts with
purpose and
understanding.
First Grade
4. Read with sufficient accuracy
and fluency to
support comprehension.
a. Read grade-level text with
purpose and
understanding.
b. Read grade-level text orally with
accuracy,
appropriate rate, and expression
on successive
readings.
c. Use context to confirm or selfcorrect word
recognition and understanding,
READING
TEXTS/MATERIALS
Writing Unit Name
COMMON CORE WRITING
STANDARDS/LESSONS
WRITING
RESOURCES/PROJECTS/
MATERIALS
OTHER LITERACY
PRACTICES
e.g. vocabulary, words their ways,
phonics instruction
necessary
necessary
●
●
Poems, Leveled Books,
Story Books, Informational
Writing Reviews
Poems, Leveled Books,
Story Books, Informational
Writing Reviews
rereading as
necessary
●
Poems, Leveled Books,
Story Books, Informational
Writing Reviews
WS1.1 & K.1. Write opinion pieces
in which they introduce the
topic or name the book they are
writing about, state an opinion,
supply a reason for the opinion,
and provide some sense of closure.
WS1.5 & K.5. With guidance and
support from adults, focus on
a topic, respond to questions and
suggestions from peers, and add
details to strengthen writing
as needed.
WS1.1 & K.1. Write opinion pieces
in which they introduce the
topic or name the book they are
writing about, state an opinion,
supply a reason for the opinion,
and provide some sense of closure.
WS1.5 & K.5. With guidance and
support from adults, focus on
a topic, respond to questions and
suggestions from peers, and add
details to strengthen writing
as needed.
WS1.1 & K.1. Write opinion pieces
in which they introduce the
topic or name the book they are
writing about, state an opinion,
supply a reason for the opinion,
and provide some sense of closure.
WS1.5 & K.5. With guidance and
support from adults, focus on
a topic, respond to questions and
suggestions from peers, and add
details to strengthen writing
as needed.
Resources: Lucy Calkins,
Teacher’s College, Fountas
Pinnell’s Phonics
Fundamentals
Projects: Ocean Layers writing
Resources: Lucy Calkins,
Teacher’s College, Fountas
Pinnell’s Phonics
Fundamentals
Projects: Ocean Animal Books
Resources: Lucy Calkins,
Teacher’s College, Fountas
Pinnell’s Phonics
Fundamentals
Projects: Persuasive Writing Save Our Oceans
Words Their Way (First Grade)
High Frequency Words he, our, they, round, were, walk,as,
an, cold, does, fast, fly
Kindergarten Phonological
Awareness - Fountas/Pinnell Pages:
211-234
Words Their Way (First Grade)
Words Their Way (First Grade)
High Frequency Words -too, out,
made, them, when, before, after,
buy, call, first, gave, many
High Frequency Words - these, its,
off, pull, read, sing, those, upon,
very, best, been, around
Kindergarten Phonological
Awareness - Fountas/Pinnell Pages:
235-258
Kindergarten Phonological
Awareness - Fountas/Pinnell Pages:
259-286
2014 - 2015
TfU Curriculum Map
GRADE: K/1
Team: Lorin, Jen and Nancy
FALL TRIMESTER OVERVIEW
GENERATIVE TOPIC: Me, My Family & My Community
GRADE LEVEL(S): K/1
SEPTEMBER
Understanding Goal(s):
● Students will understand
K.3 Students match simple
that their likes and
descriptions of work that people
dislikes are an expression
do and the names of related jobs
of themselves to be
at the school, in the local
valued
community, and from historical
●
Students will understand
accounts.
family roots and
1.5 Students describe the human
relationships
characteristics of familiar places and
SOCIAL STUDIES
the varied backgrounds of American
citizens and residents in those
places:
1. Recognize the ways in which
they are all part of the same
community, sharing principals,
goals, and traditions despite their
varied ancestry; the forms of
diversity in their school and
community; and the benefits and
challenges of a diverse population.
1.2 Students compare and
contrast the absolute and
relative locations of places and
people and describe the physical
and/or human characteristics of
places.
2. Compare the information that
can be derived from a 3D model
to the information that can be
derived from a picture of the
same location.
OCTOBER
NOVEMBER/DECEMBER
Understanding Goal(s):
● Students will understand
that a community is a
group of people who live,
work or play together.
● Students will understand
that community workers
keep our community
happy and healthy
PoU(s):
Understanding Goal(s):
● Students will understand
that community workers
depend on each other.
PoU(s):
●
PoU(s):
●
Self- Portrait with
written/oral description
● Family Book
● Community Map with
written/oral description
● Students will make a
replica of their
community worker and
where they work with a
written/oral description.
●
Community Map addition
of where community
members work, how they
interact, and roads with
transportation.
Students will dress up as
community workers and
explain where and how
their community member
works.
3. Construct a simple map, using
cardinal directions and map
symbols.
SCIENCE
COMMON CORE READING
STANDARDS/LESSONS
Understanding Goal(s):
Understanding Goal(s):
Understanding Goal(s):
PoU(s):
PoU(s):
PoU(s):
●
●
COMMON CORE WRITNG
STANDARDS/LESSONS
OTHER
●
RI 1.1 & K.1 - Ask and
answer questions about key
details in a text
RL 1.6 & K.6 - Identify who
is telling the story at various
points in the text.
●
RSI 1.2 & K.2 - Identify the
main topic and retell key
details of a text.
●
RSI 1.3 & K.3 - Describe the
connection between two
individuals, events, ideas, or
pieces of information in a
text.
WS K.3 & 1.3 - Write
narratives in which they
recount two or more
appropriately sequenced
events, include some details
regarding what happened,
use temporal words to
signal event order, and
provide some sense of
closure.
●
WS K.2 & 1.2 - Write
informative/explanatory
texts in which they name a
topic, supply some facts
about the topic, and
provide some sense of
closure.
● WS K.2 & 1.2 - Write
informative/explanatory
texts in which they name a
topic, supply some facts
about the topic, and
provide some sense of
closure.
WINTER TRIMESTER OVERVIEW
GENERATIVE TOPIC: Weather
GRADE LEVEL(S): K/1
DECEMBER/JANUARY
Understanding Goal(s):
● Students will understand
1.2 Students compare and
that weather is different
contrast the absolute and
all around the world.
relative locations of places and
people and describe the physical PoU(s):
and/or human characteristics of
● They will send their flat
places.
kids to three people, and
1. Locate on maps and globes
receive information
their local community,
about the weather in
California, the United States, the
that location. In the
seven continents, and the four
hallway will be a map of
oceans.
all the flat kids that we
4. Describe how location,
get back, and the the
weather, and physical
returned info sheets.
environment affect the way
people live, including the effects
on their food, clothing, shelter,
transportation, and recreation.
Understanding Goal(s):
SCIENCE
K-ESS2 Earth Systems - Use and
share observations of local
weather conditions to describe
PoU(s):
patterns over time.
K-ESS3 Earth and Human Activity
- Ask questions to obtain
information about the purpose
of weather forecasting to
prepare for, and respond to
severe weather.
SOCIAL STUDIES
FEBRUARY
Understanding Goal(s):
● What do people wear,
eat, live in and do in
different parts of the
world.
PoU(s):
MARCH
Understanding Goal(s):
PoU(s):
● The children interview
friends and relatives
around the world, and
share what they learned.
Understanding Goal(s):
● How are do seasons differ
around the world? How
they are the same?
PoU(s):
●
Students will make a
global weather sort, to
show how weather
changes around the
world (seasonal
changes).
Understanding Goal(s):
● Students will understand
how meteorologists use
tools to collect data and
determine weather
patterns.
PoU(s):
●
Students will act as
meteorologists and do a
weather report for the
class.
COMMON CORE READING
STANDARDS/LESSONS
●
●
COMMON CORE WRITNG
STANDARDS/LESSONS
OTHER
●
RSI 1.4 and K.4 - Ask and
answer questions to help
determine or clarify the
meaning of words and
phrases in a text.
RL 1.5. Explain major
differences between books
that tell stories and books
that give information,
drawing on a wide reading
of a range of text types.
●
WS K.3 & 1.3 - Write
narratives in which they
recount two or more
appropriately sequenced
events, include some
details regarding what
happened, use temporal
words to signal event
order, and provide some
sense of closure.
●
●
RSI 1.5 and K.5 - Know and
use various text features
(e.g. headings, tables of
contents, glossaries,
electronic menus, icons) to
locate key facts or
information in a text.
RI 1.6 & K.6 - Distinguish
between information
provided by pictures or
other illustrations and
information provided by
the words in a text.
WS K.2 & 1.2 - Write
informative/explanatory
texts in which they name a
topic, supply some facts
about the topic, and
provide some sense of
closure.
●
RI 1.9 & K.9 - Identify basic
similarities in and
differences between two
texts on the same topic
(e.g. in illustrations,
descriptions, or
procedures)
● WS K.2 & 1.2 - Write
informative/explanatory
texts in which they name a
topic, supply some facts
about the topic, and
provide some sense of
closure.
SPRING TRIMESTER OVERVIEW
GENERATIVE TOPIC: Oceans
GRADE LEVEL(S): K/1
MARCH
SOCIAL STUDIES
SCIENCE
APRIL
MAY/JUNE
Understanding Goal(s):
Understanding Goal(s):
Understanding Goal(s):
PoU(s):
PoU(s):
PoU(s):
Understanding Goal(s):
Understanding Goal(s):
Understanding Goal(s):
K-LS1 From Molecules to
● Students will understand
● Students will understand
Organisms - Use observations to
that
there
are
different
that all living things need
describe patterns of what plants
layers in the ocean and
things to survive and
and animals (including humans)
each layers is
they can change their
need to survive.
interdependent
on
the
environment to meet
K-ESS3 Earth and Human Activity
other.
their needs.
- Use a model to represent the
relationship between the needs
PoU(s):
PoU(s):
of different plants or animals
(including humans) and the
● Layers of the Ocean Book
● Creation of an Ocean
places they live.
and Large Group Mural
Animal Book, indicating
K-ESS2 Earth’s Systems indicating the
the things they need to
Construct an argument
interrelation of the
survive, and how they
supported by evidence for how
different species.
change their
plants and animals (including
environment to meet
humans) can change the
their needs.
environment to meet their
needs.
K-ESS3 Earth and Human Activity
- Communicate solutions that
will reduce the impact of
humans on the land, water, air,
●
Students will understand
that humans have the
power to change their
environment.
PoU(s):
●
●
Fish Print T-Shirts
Opinion Writing
surrounding how to
reduce the impact of
humans on the water.
and/or other living things in the
local environment.
K-2-ETS1 - Engineering Design Ask questions, make
observations, and gather
information about a situation
people want to change to define
a simple problem that can be
solved through the development
of a new or improved object or
tool.
COMMON CORE READING
STANDARDS/LESSONS
●
●
●
COMMON CORE WRITNG
STANDARDS/LESSONS
OTHER
●
RI 1.2 & K.2. Identify the
main topic and retell key
details of a
text.
RI 1.3 & K.3. Describe the
connection between two
individuals, events, ideas,
or pieces of information in
a text.
WS K.2 & 1.2 - Write
informative/explanatory
texts in which they name a
topic, supply some facts
about the topic, and
provide some sense of
closure.
●
RI 1.9 & K.9. Identify basic
similarities in and
differences between two
texts on the same topic
(e.g., in illustrations,
descriptions, or
procedures).
●
RI 1.8 & K.8. Identify the
reasons an author gives to
support points in a text.
●
WS 1.1 & K.1 - Write
opinion pieces in which
they introduce the topic or
name the book they are
writing about, state an
opinion, supply a reason
for the opinion, and
provide some sense of
closure.
● WS 1.1 & K.1 - Write
opinion pieces in which
they introduce the topic or
name the book they are
writing about, state an
opinion, supply a reason
for the opinion, and
provide some sense of
closure.
2014 - 2015
ELA Curriculum Map
GRADES: 2/3
Team: Cori Belew
Juliana Germak
Tammy Mercer
FALL TRIMESTER OVERVIEW
GENERATIVE TOPIC: Narrative (TfU: Mapping)
GRADE LEVEL(S): 2/3
SEPTEMBER
Reading Unit Name
COMMON CORE READING
STANDARDS/LESSONS
Into to Reading Workshop
●
●
●
●
●
By the end of the year, read
and comprehend literature,
including stories and
poetry, in the grades 2-3
text complexity band
proficiently, with
scaffolding as needed at the
high end of the range. (RL
2.10, RL 3.10)
Ask and answer such
questions as who, what,
where, when, why, and how
to demonstrate
understanding of key details
in a text. (RL 2.1)
Ask and answer questions
to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers. (RL 3.1)
Read with sufficient
accuracy and fluency to
support comprehension. (RF
2.4, 3.4)
Read grade-level text with
purpose and understanding.
(RF 2.4A, 3.4A)
OCTOBER
NOVEMBER/DECEMBER
Narrative
Narrative
●
●
●
●
●
●
Ask and answer such
questions as who, what,
where, when, why, and how
to demonstrate
understanding of key details
in a text. (RL 2.1)
Recount stories, including
fables and folktales from
diverse cultures, and
determine their central
message, lesson, or moral.
(RL 2.2)
Describe how characters in
a story respond to major
events and challenges. (RL
2.3)
Describe the overall
structure of a story,
including describing how
the beginning introduces
the story and the ending
concludes the action. (RL
2.5)
Acknowledge differences in
the points of view of
characters, including by
speaking in a different voice
for each character when
reading dialogue aloud. (RL
2.6)
●
See scheduling document
for sequence of lessons and
standards taught
READING
TEXTS/MATERIALS
Writing Unit Name
COMMON CORE WRITING
STANDARDS/LESSONS
●
See Unit Plan.Trimester 12/3 Reading and Writing
● ARCH Unit Plan
● F & P First 20 Days
● Reading Response sheets
● Independent book boxes
Intro to Writing Workshop
See TC Units Following Characters
into Meaning Volumes 1 and 2 for
individual lessons.
Lucy Caulkins Reading Workshop-Following Characters into Meaning
Volume 1 and 2
● My Father’s Dragon
● The Tiger Rising
Narrative
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they
With guidance and support from
recount a well-elaborated
adults, produce writing in which the event or short sequence of
development and organization are
events, include details to
appropriate to task and purpose.
describe actions, thoughts,
(Grade-specific expectations for
and feelings, use temporal
writing types are defined in
standards 1-3 above.) (W 3.4)
words to signal event order,
and provide a sense of
With guidance and support from
closure.
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing.
(Editing for conventions should
demonstrate command of Language
standards 1-3 up to and including
grade 3 here.) (W2.5, 3.5)
Write routinely over extended time
frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a day
or two) for a range of disciplinespecific tasks, purposes, and
audiences. (W 3.10)
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop
real or imagined experiences
or events using effective
technique, descriptive details,
and clear event sequences.
CCSS.ELA-LITERACY.W.3.3.A
Establish a situation and
introduce a narrator and/or
characters; organize an event
sequence that unfolds
naturally.
●
See October
Narrative
● See October
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions
of actions, thoughts, and
feelings to develop
experiences and events or
show the response of
characters to situations.
CCSS.ELA-LITERACY.W.3.3.C
Use temporal words and
phrases to signal event order.
CCSS.ELA-LITERACY.W.3.3.D
Provide a sense of closure.
WRITING
RESOURCES/PROJECTS/
MATERIALS
OTHER LITERACY
PRACTICES
e.g. vocabulary, words their ways,
phonics instruction
-ARCH Unit Plan
-
-Introduce Shared Reading routine
-WTW Curriculum--assess and make
groups, begin WTW work
-Read Alouds--connect to REAL
-Assess using DRA and create GR
groups
-Lucy Caulkins Writing
Workshop-Crafting True
Stories (Grade 3) and
Lessons from the Masters
(Grade 2)
CCSS.ELA-Literacy.RL.2.10
By the end of the year, read and
comprehend literature, including
stories and poetry, in the grades
2-3 text complexity band
proficiently, with scaffolding as
needed at the high end of the
range. (RL 2.10)
-through guided reading and
conferring work
WINTER TRIMESTER OVERVIEW
GENERATIVE TOPIC: Informational Text/Expository Writing (TfU: Earth, Moon, and Space)
GRADE LEVEL(S): 2/3
DECEMBER/JANUARY
Reading Unit Name
COMMON CORE READING
STANDARDS/LESSONS
FEBRUARY
MARCH
Informational Text
CCSS.ELA-LITERACY.RI.3.1/ RI 2.1
Ask and answer questions to
demonstrate understanding
of a text, referring explicitly to
the text as the basis for the
answers.
CCSS.ELA-LITERACY.RI.3.2/ RI 2.2
Determine the main idea of a
text; recount the key details
and explain how they support
the main idea.
CCSS.ELA-LITERACY.RI.3.3/ RI 2.3
Describe the relationship
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text, using
language that pertains to
time, sequence, and
cause/effect.
CCSS.ELA-LITERACY.RI.3.4/ RI 2.4
Determine the meaning of
●
See December/January
●
See December/January
general academic and
domain-specific words and
phrases in a text relevant to a
grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.5/ RI 2.5
Use text features and search
tools (e.g., key words,
sidebars, hyperlinks) to locate
information relevant to a
given topic efficiently.
CCSS.ELA-LITERACY.RI.3.6/ RI 2.6
Distinguish their own point of
view from that of the author
of a text.
Integration of Knowledge and
Ideas:
CCSS.ELA-LITERACY.RI.3.7/ RI 2.7
Use information gained from
illustrations (e.g., maps,
photographs) and the words
in a text to demonstrate
understanding of the text
(e.g., where, when, why, and
how key events occur).
CCSS.ELA-LITERACY.RI.3.8
Describe the logical
connection between
particular sentences and
paragraphs in a text (e.g.,
comparison, cause/effect,
first/second/third in a
sequence).
CCSS.ELA-LITERACY.RI.2.8
Describe how reasons support
specific points the author
makes in a text.
CCSS.ELA-LITERACY.RI.3.9/ 2.9
Compare and contrast the
most important points and
key details presented in two
texts on the same topic.
READING
TEXTS/MATERIALS
Writing Unit Name
COMMON CORE WRITING
STANDARDS/LESSONS
●
Lucy Calkins, Reading
Workshop, Navigating
Nonfiction in Expository
Text Vol 1
Expository Writing
Write informative/explanatory
texts in which they introduce a
topic, use facts and definitions to
develop points, and provide a
concluding statement or section.
(W 2.2)
With guidance and support from
adults and peers, focus on a topic
and strengthen writing as needed
by revising and editing. (W 2.5, W
3.5)
With guidance and support from
adults, use a variety of digital tools
to produce and publish writing,
including in collaboration with
●
Lucy Calkins, Reading
Workshop, Navigating
Nonfiction in Expository
Text Vol 1
●
Lucy Calkins, Reading
Workshop, Navigating
Nonfiction in Expository
Text Vol 1
●
See December/January
● See December/January
peers. (W 2.6, 3.6)
Participate in shared research and
writing projects (e.g., read a
number of books on a single topic
to produce a report; record science
observations). (W 2.7)
Recall information from
experiences or gather information
from provided sources to answer a
question. (W 2.8)
Introduce a topic and group related
information together; include
illustrations when useful to aiding
comprehension. (W 3.2A)
Develop the topic with facts,
definitions, and details. (W 3.2B)
Use linking words and phrases (e.g.,
also, another, and, more, but) to
connect ideas within categories of
information. (W 3.2C)
Provide a concluding statement or
section. (W 3.2D)
With guidance and support from
adults, produce writing in which
the development and organization
are appropriate to task and
purpose. (Grade-specific
expectations for writing types are
defined in standards 1-3 above.) (W
3.4)
Conduct short research projects
that build knowledge about a topic.
(W 3.7)
Recall information from
experiences or gather information
from print and digital sources; take
brief notes on sources and sort
evidence into provided categories.
(W 3.8)
WRITING
RESOURCES/PROJECTS/
MATERIALS
OTHER LITERACY
PRACTICES
e.g. vocabulary, words their ways,
phonics instruction
Write routinely over extended time
frames (time for research,
reflection, and revision) and
shorter time frames (a single sitting
or a day or two) for a range of
discipline-specific tasks, purposes,
and audiences. (W 3.10)
-Lucy Caulkins Writing
Workshop-The Art of
Information Writing
-Research Earth and create
class power point.
-paragraph graphic organizers
-computers for typing up
reports/creating power
point
-content specific vocabulary (Earth,
Moon, Space)
-
SPRING TRIMESTER OVERVIEW
GENERATIVE TOPIC: Persuasive and Opinion (TfU: Watersheds)
GRADE LEVEL(S): 2/3
MARCH/APRIL
Reading Unit Name
COMMON CORE READING
STANDARDS/LESSONS
APRIL
MAYJUNE
Opinion/Persuasion
Literature
Ask and answer such questions as
who, what, where, when, why, and
how to demonstrate understanding
of key details in a text. (RL 2.1)
Ask and answer questions to
demonstrate understanding of a
text, referring explicitly to the text
as the basis for the answers. (RL
3.1)
Informational Text
CCSS.ELA-LITERACY.RI.3.1/ RI 2.1
Ask and answer questions to
demonstrate understanding
of a text, referring explicitly to
the text as the basis for the
answers.
CCSS.ELA-LITERACY.RI.3.2/ RI 2.2
Determine the main idea of a
text; recount the key details
and explain how they support
the main idea.
●
See March/April
●
See March/April
CCSS.ELA-LITERACY.RI.3.3/ RI 2.3
Describe the relationship
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text, using
language that pertains to
time, sequence, and
cause/effect.
CCSS.ELA-LITERACY.RI.3.4/ RI 2.4
Determine the meaning of
general academic and
domain-specific words and
phrases in a text relevant to a
grade 3 topic or subject area.
READING
TEXTS/MATERIALS
Writing Unit Name
COMMON CORE WRITING
STANDARDS/LESSONS
Model using a variety of found
texts demonstrating persuasion
including read-alouds, short videos,
pamphlets, posters, speeches, etc.
Opinion/Persuasive Writing
●
See March/April
●
Write opinion pieces in which they
introduce the topic or book they
are writing about, state an opinion,
supply reasons that support the
opinion, use linking words (e.g.,
because, and, also) to connect
opinion and reasons, and provide a
concluding statement or section.
(2.1)
●
See March/April
● See March/April
With guidance and support from
adults and peers, focus on a topic
and strengthen writing as needed
by revising and editing. (W 2.5, W
See March/April
3.5)
With guidance and support from
adults, use a variety of digital tools
to produce and publish writing,
including in collaboration with
peers. (W 2.6, 3.6)
Participate in shared research and
writing projects (e.g., read a
number of books on a single topic
to produce a report; record science
observations). (W 2.7)
Recall information from
experiences or gather information
from provided sources to answer a
question. (W 2.8)
Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure
that lists reasons. (3.1A)
Provide reasons that support the
opinion. (3.1B)
Use linking words and phrases (e.g.,
because, therefore, since, for
example) to connect opinion and
reasons. (3.1C)
Provide a concluding statement or
section. (3.1D)
With guidance and support from
adults, produce writing in which
the development and organization
are appropriate to task and
purpose. (Grade-specific
expectations for writing types are
defined in standards 1-3 above.) (W
3.4)
Conduct short research projects
that build knowledge about a topic.
(W 3.7)
Recall information from
experiences or gather information
from print and digital sources; take
brief notes on sources and sort
evidence into provided categories.
(W 3.8)
Write routinely over extended time
frames (time for research,
reflection, and revision) and
shorter time frames (a single sitting
or a day or two) for a range of
discipline-specific tasks, purposes,
and audiences. (W 3.10)
WRITING
RESOURCES/PROJECTS/
MATERIALS
OTHER LITERACY
PRACTICES
e.g. vocabulary, words their ways,
phonics instruction
-Lucy Caulkins Writing
Workshop-Changing the
World: Persuasive
Speeches, Petitions, and
Editorials
-Water Journey mini narrative
-Persuasive pamphlet on water
conservation
-persuasive writing graphic
organizers
-content specific vocabulary
-comparative adjectives
-Lucy Caulkins Writing
Workshop-Changing the
World: Persuasive
Speeches, Petitions, and
Editorials
-Water Journey mini narrative
-Persuasive pamphlet on water
conservation
-persuasive writing graphic
organizers
-content specific vocabulary
-comparative adjectives
-Lucy Caulkins Writing
Workshop-Changing the
World: Persuasive
Speeches, Petitions, and
Editorials
-Water Journey mini narrative
-Persuasive pamphlet on water
conservation
-persuasive writing graphic
organizers
-content specific vocabulary
-comparative adjectives
2014 - 2015
TfU Curriculum Map
GRADE: 4/5
Team: Hayes/Miyagawa/Chinn
FALL TRIMESTER OVERVIEW
GENERATIVE TOPIC: Early California Invaders/Electricity
GRADE LEVEL(S): 4/5
Fall
SOCIAL STUDIES
Understanding Goal(s):
●
Who were the early invaders of the territory and how did they affect the existing
population of California?
● How do we persuade others to see our viewpoint through opinion writing?
PoU(s):
SCIENCE
Opinion Letters:
● Explorers: Did the explorer positively represent their country?
● Missionaries: Did the missionaries do the right thing teaching others about their
religion?
● Rancheros: Were the rancheros respectful of the environment?
Understanding Goal(s):
●
What is electricity and how can electric energy be converted to heat, light or
motion?
● How can we create a parallel circuit?
PoU(s):
● an art project or machine that incorporates at least one parallel circuit and at
least one electricty converter (bulb, motor, etc.)
COMMON CORE READING
STANDARDS/LESSONS
●
CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
●
CCSS.ELA-LITERACY.RI.5.9: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
●
CCSS.ELA-LITERACY.RI.5.10: By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end of the grades 4-5 text
complexity band independently and proficiently.
COMMON CORE WRITING
STANDARDS/LESSONS
OTHER
●
●
W.5.1 Write opinion pieces on topics or text, supporting a point of view with reasons
and information
W.5.9 Drawing evidence from literary or information texts to support analysis, reflection,
and research
WINTER TRIMESTER OVERVIEW
GENERATIVE TOPIC: Gold Rush
GRADE LEVEL(S): 4/5
Winter
SOCIAL STUDIES
Understanding Goal(s):
●
●
●
How did the gold rush affect the environment and the population of
California?
How do we summarize expository texts?
How do we tell a story using comic art?
PoU(s):
●
●
SCIENCE
Comic Book on Gold Rush
Paragraph summarizing Gold Rush
Understanding Goal(s):
●
None
PoU(s):
●
COMMON CORE READING
STANDARDS/LESSONS
COMMON CORE WRITNG
STANDARDS/LESSONS
OTHER
None
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how
it is supported by key details; summarize the text.
● CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and
explain how they are supported by key details; summarize the text.
● CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
● CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
●
SPRING TRIMESTER OVERVIEW
GENERATIVE TOPIC: Natural Disasters/Industrialization
GRADE LEVEL(S): 4/5
Spring
SOCIAL STUDIES
Understanding Goal(s):
●
How do we understand the story and lasting influence of the building of the
transcontinental railroad?
● How did the building of the transcontinental railroad affect the population of
California?
PoU(s):
●
SCIENCE
Transcontinental Museum
○ The history behind the transcontinental railroad
○ Narrative accounts of the making of the transcontinental railroad and the
transformation of California
Understanding Goal(s):
●
●
What are the various natural disasters and what causes them?
How do natural disasters affect the environment and the people?
PoU(s):
Museum-like tryptichs with a visual as the center panel, the scientific description of the
natural disaster on the left (expository writing) and a “personal experience” quote on
the right (narrative writing)
COMMON CORE READING
STANDARDS/LESSONS
●
CCSS.ELA-LITERACY.RI.5.2: Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
●
CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
●
CCSS.ELA-LITERACY.RI.5.4: Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area.
●
CCSS.ELA-LITERACY.RI.5.6: Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
●
CCSS.ELA-LITERACY.RI.5.7: Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a problem
efficiently.
●
CCSS.ELA-LITERACY.RI.5.9: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
●
CCSS.ELA-LITERACY.RI.5.10: By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end of the grades 4-5 text
complexity band independently and proficiently.
COMMON CORE WRITING
STANDARDS/LESSONS
●
●
●
OTHER
W.5.3 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
W.5.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
W.5.4 Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
2014 - 2015
ELA Curriculum Map
GRADES: 7/8
Team: Allie and Iliana
FALL TRIMESTER OVERVIEW
GENERATIVE TOPIC: Food Sustainability
GRADE LEVEL(S): 7/8
SEPTEMBER
Reading Unit Name
COMMON CORE READING
STANDARDS/LESSONS
Agency and Independence:
Launching Reading Workshop
with Experienced Readers
●
●
●
●
RL 7.1 Cite several pieces of
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
• RL 7.2 Determine a theme
or central idea of a text and
analyze its development
over the course of the text;
provide an objective
summary of the text.
• RL 7.3 Analyze how
particular elements of a
story or drama interact
(e.g., how setting shapes
the characters or plot).
• SL 7.1 Engage effectively
in a range of collaborative
discussions (one-on-one, in
groups, and teacher- led)
with diverse partners on
grade 7 topics, texts, and
issues, building on others’
ideas and expressing their
own clearly.
OCTOBER
Food Sustainability
Critical Nonfiction Reading
across texts
●
●
●
●
●
●
●
●
●
RL8.1 Cite the textual
evidence that most strongly
supports an analysis of
what the text says explicitly
as well as inferences drawn
from the text
● RL8.2 Determine a central
idea of a text and analyze
its development over the
course of the text, including
its relationship to
supporting ideas; provide
an objective summary of
the text
5
Teachers College Reading
and Writing Project
Reading Curricular
Calendar, Eighth Grade,
2014-2015
Unit Three – Critical
Nonfiction Research across
Text Sets
Duplicate with permission
only.
Please contact
permissions@readingandwr
itingproject.com
DRAFT 2014-2015 ©
NOVEMBER/DECEMBER
←SAME
●
READING
TEXTS/MATERIALS
●
Independent Books
Writing Unit Name
Investigative Journalism
● RL8.4 Determine the
meaning of words and
phrases as they are used in
a text, including figurative,
connotative, and technical
meanings; analyze the
impact of specific word
choice on meaning and
tone, including analogies or
allusions to other texts
● ● RL8.6 Determine an
author’s point of view or
purpose in a text and
analyze how the author
acknowledges and responds
to conflicting evidence or
viewpoints
● ● RL8.8 Delineate and
evaluate the argument and
specific claims in a text,
assessing whether the
reasoning is sound and the
evidence is relevant and
sufficient; recognize when
irrelevant evidence is
introduced
● ● RL8.9 Analyze a case in
which two or more texts
provide conflicting
information on the same
topic and identify where the
texts disagree on matters of
fact or interpretation.
● Omnivore’s Dilemma
● Other Non-fiction articles
and texts
Position Papers, Research, and
Argument
●
●
Omnivore’s Dilemma
Other Non-fiction articles
and texts
←SAME
COMMON CORE WRITING
STANDARDS/LESSONS
WRITING
RESOURCES/PROJECTS/
MATERIALS
OTHER LITERACY
PRACTICES
e.g. vocabulary, words their ways,
phonics instruction
●
W.8.2.d, W.8.3.d, W.8.4,
W.8.5, W.8.10, RI.8.1,
● RI.8.4, RL.8.3, RL.8.7, SL.8.1,
SL.8.2, L.8.1, L.8.2, L.8.3,
L.8.6
Lucy Calkins Grade 8 Unit 1
Journalist Notebook
Some journalistic writing piece
Roots Vocabulary
●
W.8.1, W.8.4, W.8.5,
W.8.9.b, RI.8.1, RI.8.2,
● RI.8.6, RI.8.8, RI.8.10, SL.8.1,
SL.8.2, SL.8.3, SL.8.4, SL.8.6,
L.8.1, L.8.2, L.8.3
Lucy Calkins Grade 8 Unit 3
Food Sustainability Project
Proposals
Roots Vocabulary
● W.8.1, W.8.4, W.8.5,
W.8.9.b, RI.8.1, RI.8.2,
● RI.8.6, RI.8.8, RI.8.10, SL.8.1,
SL.8.2, SL.8.3, SL.8.4, SL.8.6,
L.8.1, L.8.2, L.8.3
Argumentative Writing: Debates
Roots Vocabulary
WINTER TRIMESTER OVERVIEW
GENERATIVE TOPIC: Fantasy and Dystopia
GRADE LEVEL(S): 7/8
DECEMBER/JANUARY
Reading Unit Name
COMMON CORE READING
STANDARDS/LESSONS
Fantasy and Dystopian
●
●
●
●
R.L. 8.1 Cite the textual
evidence that most
strongly supports an
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
● R.L. 8.2 Determine a
theme or central idea of a
text and analyze its
development over the
course of the text,
including its relationship to
the characters, setting, and
plot; provide an objective
summary of the text.
● R.L. 8.3 Analyze how
particular lines of dialogue
or incidents in a story or
drama propel the action,
reveal aspects of a
character or provoke a
decision.
● R.L. 8.7 Compare and
contrast a written story,
drama, or poem to its
audio, filmed, staged, or
multimedia version,
analyzing the effects of
techniques unique to each
FEBRUARY
Fantasy and Dystopian
<- SAME
MARCH
Historical Fiction Book Clubs
●
●
●
●
● RL.7.1: Cite several
pieces of textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
● RL.7.2: Determine a
theme or central idea of a
text and analyze its
development over the
course of the text; provide
an objective summary of
the text.
● RL.7.6: Analyze how an
author develops and
contrasts the points of view
of different characters or
narrators in a text.
● RL.7.9: Compare and
contrast a fictional
portrayal of a time, place,
or character and a
historical account of the
same period as a means of
understanding how authors
of fiction use or alter
history.
READING
TEXTS/MATERIALS
Writing Unit Name
COMMON CORE WRITING
STANDARDS/LESSONS
WRITING
RESOURCES/PROJECTS/
MATERIALS
OTHER LITERACY
PRACTICES
e.g. vocabulary, words their ways,
phonics instruction
medium (e.g., lighting,
sound, color, or camera
focus and angles in a film)
● ● R.L. 8.9 Analyze how a
modern work of fiction
draws on themes, patterns
of events, or character
types from myths,
traditional stories, or
religious works such as the
Bible, including describing
how the material is
rendered new.Fill In Here
● Fill In Here
● Dystopian Book Club
Groups: Across the
Universe, Ender’s Game,
1984
● Short stories: Vonnegut,
Ray Bradbury
Literary Analysis: Quick Lit
Essays and Fan Fiction
Scenes
● Fill In Here
● Fill In Here
●
Dystopian Book Club
Groups: Across the
Universe, Ender’s Game,
1984
●
Historical Fiction Book
Clubs
Fantasy: Writing within literary
tradition
Literary Essays
●
●
● Fill In Here
● Fill In Here
Fill In Here
Fill In Here
SPRING TRIMESTER OVERVIEW
GENERATIVE TOPIC: Civil Rights Movement
GRADE LEVEL(S): 7/8
MARCH/APRIL
Reading Unit Name
COMMON CORE READING
STANDARDS/LESSONS
Historical Fiction Book Clubs
●
●
Fill In Here
Fill In Here
APRIL
Independent Reading and Test
Prep
●
●
Fill In Here
Fill In Here
MAYJUNE
Reading for High School
●
●
●
●
RL 8.1 Cite the textual
evidence that most
strongly supports an
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
● RL 8.2 Determine a
theme or central idea of a
text and analyze its
development over the
course of the text,
including its relationship to
the characters, setting, and
plot; provide an objective
summary of the text.
● RL 8.3 Analyze how
particular lines of dialogue
or incidents in a story or
drama propel the action,
reveal aspects of a
character or provoke a
decision.
● RL 8.4 Determine the
meaning of words and
phrases as they are used in
a text, including figurative
and connotative meanings;
READING
TEXTS/MATERIALS
●
Historical Fiction Book
Clubs: Chains, Sophia’s
War, Warriors Don’t Cry,
Civil War Stories,
Writing Unit Name
Historical Documentaries:
Sharing Stories worth
telling
●
Independent Reading
Historical Documentaries:
Sharing Stories worth
telling (Civil Rights
Themed)
analyze the impact of
specific word choices on
meaning and tone,
including analogies or
allusions to other texts.
● ● RL 8.5 Compare and
contrast the structure of
two or more texts and
analyze how the differing
structure of each text
contributes to its meaning
and style.
● ● RL 8.6 Analyze how
differences in the points of
view of the characters and
the audience or reader
(e.g., created through the
use of dramatic irony)
create such effects as
suspense or humor.
● ● RL 8.8 Analyze how a
modern work of fiction
draws on themes, patterns
of events, or character
types from myths,
traditional stories, or
religious works such as the
Bible, including describing
how the material is
rendered new.
● To Kill a Mockingbird,
Catcher in the Rye, The
Things They Carried,
Hamlet (Read aloud
sections)
Memoir/Poetry
COMMON CORE WRITING
STANDARDS/LESSONS
WRITING
RESOURCES/PROJECTS/
MATERIALS
OTHER LITERACY
PRACTICES
e.g. vocabulary, words their ways,
phonics instruction
●
●
●
●
CCSS W 7.2
CCSS W.7.8
CCSS SL 7.5
CCSS W 7.6
Civil Rights Documentary
Writing Piece
(Informational)
Roots Vocabulary
●
<- Same
● Fill In Here
● Fill In Here
Civil Rights Documentary
Writing Piece
(Informational)
Roots Vocabulary
Roots Vocabulary