Los Angeles Unified School District
Charter School Application
Petition for Conversion to Affiliated Charter
Submitted by Sherman Oaks Elementary Charter School
Final : May 24, 2011
TABLE OF CONTENTS
Introduction
Element 1: The Educational Program
Element 2: Measurable Student Outcomes
Element 3: Method by Which Student Outcomes Will be Determined
Element 4: Governance
Element 5: Employee Qualifications
Element 6: Health & Safety
Element 7: Means to Achieve Racial Balance
Element 8: Admission Requirements
Element 9: Financial Audits
Element 10: Student Expulsions
Element 11: Retirement Programs
Element 12: Attendance Alternatives
Element 13: Employee Rights
Element 14: Dispute Resolution
Element 15: Employer Status and Collective Bargaining
Element 16: Procedures to be used if the Charter School Closes
Appendix
Page
3
7
43
48
51
59
67
69
71
75
78
84
85
86
87
88
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
INTRODUCTION
Purpose
The Sherman Oaks Elementary Charter School ("Sherman Oaks" or the "Charter School")
community is united in its goal of becoming an affiliated charter school in the Los Angeles Unified
School District ("LAUSD" or the "District").
The purpose of the Sherman Oaks Elementary Charter School affiliated charter school petition is
threefold. First, it enables the school to build on its historical development, founded as it was on
the grassroots efforts of its community of stakeholders including parents, students, business
partners, and teachers. Second, it provides a focus through which the school offers a rigorous,
enriched educational program for a wide range of student needs. And third, an affiliated charter
designation will enable us to aggressively implement a 21st century curriculum that not only meets
but exceeds the minimum academic standards established by the District. The Charter School
curriculum will incorporate higher order thinking skills, project-based learning, multiple
intelligences, service learning, and multimedia literacy across the instructional spectrum. This
multimedia approach to teaching and learning will emphasize communication in all its forms as a
key to student success. Through the use of 21st century tools and strategies in the classroom,
students will grow in their ability to access information and in their understanding of their place
in the global community.
By most standards, Sherman Oaks is a successful school. But Sherman Oaks is increasingly faced
with external challenges that threaten our ability to maximize student potential. Obstacles include
declining state and District budgets, growing class size, and fewer faculty and support personnel.
These changes have hampered our efforts to provide truly differentiated instruction to an
increasingly diverse student population (i.e., special needs, identified gifted, English language
learners, students performing below grade level, those in the middle, and transiency partially due to
the impact of the economy). Sherman Oaks is continually challenged to do more with less.
Internally, Sherman Oaks has encountered a growing gap between the latitude and resources
needed to fully address the individual needs of every child and the practical realities of the
educational climate. At the same time, we anticipate mounting pressure to sustain and advance an
academic program and teaching strategies to achieve even higher levels of student achievement.
Status as an affiliated charter will provide Sherman Oaks with a means to overcome some of
these difficulties and to achieve the goals established by the community.
Goals of the Sherman Oaks Elementary Charter School
Sherman Oaks Elementary Charter School's primary goal is to provide an innovative instructional
program that actively engages all children to embrace learning, achieve their highest potential, and
master a 21st century curriculum. To accomplish this goal Sherman Oaks will:
Maximize student achievement, primarily based on State-established academic standards
and District expectations, enhanced authentic assessments, such as digital portfolios, oral
presentations, and student focus on metacognition.
Increase interactive, hands-on learning opportunities for all students with an emphasis
on enriched learning experiences differentiated for subgroups such as children
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
performing below grade-level, Gifted, and English Learners (EL).
Encourage the use of innovative teaching methods and empower our teachers through targeted
professional development.
Provide families in the Sherman Oaks community with on-going parent education and encourage
active involvement in the learning program.
Currently, many parents opt to leave the community, or the school District entirely for public
magnets and independent charter and private schools, diminishing the effectiveness of the public
system. Through articulation with community middle and high schools, Sherman Oaks will be the
first step in a continuous pathway of outstanding public education.
Our secondary goal is to leverage Sherman Oaks Elementary Charter School's documented outcomes and
best practices in all aspects of building a successful community school to serve as a model among
elementary schools in the District. We believe that attaining affiliated charter status can yield tremendous
benefits for the Sherman Oaks community in the near term and will pay dividends to the District in the long
term. Sherman Oaks will seek to introduce successful "real world" models to other schools in the District
who seek to close the achievement gap, engage the whole community in the success of the school, prepare
children to be academically successful for life and to be responsible citizens who will make a positive
contribution to society.
Affirmations and Assurances:
● Be nonsectarian in its programs, admission policies, employment practices and all other operations.
● Not charge tuition.
● Not discriminate against any student based on 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.
● Admit all pupils who wish to attend the school. EC 47605(d)(2)(A)
● Determine admission by a public random drawing, if the number of pupils who wish to attend the
school exceeds the school capacity, and preference shall be extended to pupils who currently attend the
Charter School and pupils who reside in the District EC47605(d)(2)(B)
● Not enroll pupils over nineteen (19) years if age unless continuously enrolled in public school and
making satisfactory progress toward high school diploma requirements.‖
● Not require any child to attend the charter school nor any employee to work at the charter school.
● In accordance with Education Code Section 48200, if a pupil is expelled or leaves the charter school
without graduation or completing the school year for any reason, the charter school shall notify the
superintendent of the school district of the pupil’s last known address within 30 days, and shall, upon
request, provide that school district with a copy of the cumulative record of the pupil, including a
transcript of grades or report card, and health information.
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Description of the School
● Sherman Oaks Elementary Charter School, an affiliated charter school for grades kindergarten through
fifth grade is located at 14755 Greenleaf St. in Sherman Oaks in Local District 2 of the Los Angeles
Unified School District
● . During the rollout of the Charter for the charter term, the school enrollment will be approximately a
total of 885 students: approximately 146 new kindergarteners, maintaining the number of students in
the remaining grades to equate:156 first, 154 second, 154 third, 143 fourth and 108 fifth grade students,
through the random drawing process.
The Sherman Oaks Elementary Charter School and its Community
The Sherman Oaks Elementary Charter School site is a conversion of LAUSD school Sherman Oaks
Elementary, located in Sherman Oaks. The school originally opened in 1924 and has been designated a
historical landmark by the City of Los Angeles.
In the immediate geographic area (two-mile radius) of Sherman Oaks, there are 25 private options and 13
public school options available to families that reside within the school's boundaries (see Figure 1 on next
page). A three-mile radius yields 18 additional school choices. Sherman Oaks Elementary Charter School is
essentially competing to maintain its status as the highest quality education available for our community; the
clear choice among many options situated nearby, including independent schools, magnets, or permits for
adjacent school Districts. Our intent is to serve our attendance boundary, while at the same time, opening
our enrollment to an even broader base of students within the District, to continuously strengthen the
diversity of the school. We believe that by enriching our diverse school – one that embraces children of all
ethnic and socio-economic backgrounds and achievement levels – we will strengthen our ability to
matriculate students through fifth grade with a deeper appreciation for the diversity inherent in Los Angeles
and the greater global community.
Figure 1: Elementary Schools Located within 2-Mile Radius of Sherman Oaks
NAME OF SCHOOL
PUBLIC
API
SCORE*
Chandler Elementary School
Dixie Canyon Avenue Elementary School
Hesby Oaks School
Ivy Bound Academy of Math, Science & Technology Charter Middle School(5-8)
Kester Avenue Elementary School
Roscomare Road Elementary School
X
X
X
X
X
X
843
881
891
899
878
955
Total Area Schools
6
*API Score is the 2010 Growth API
May 24, 2011
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Sherman Oaks Elementary Charter School will use its resources to establish itself as an innovative center of
learning and a vital part of the Sherman Oaks community. The school will offer a comprehensive, multidisciplinary curriculum designed to give students the most enriched education possible, preparing students
to become successful learners.
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
ELEMENT 1: THE EDUCATIONAL PROGRAM
"A description of the educational program of the school, designed, among other things, to identify those whom the school is attempting to
educate, what it means to be an 'educated person' in the 21' century, and how learning best occurs. The goals identified in that program
shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners." Ed. Code § 47605(b)(5)(A).
What it Means to be an Educated Person in the 21st Century
Sherman Oaks Elementary Charter School believes an educated person of the 21st century is flexible,
creative, and complex with a continuous thirst for knowledge. These individuals are self-confident,
metacognitive life-long learners that are active participants in their community.
An educated person of the 21st century is prepared for a multi-cultural world that is globally
interconnected. Being a part of the ever-changing and fast-paced information age, an educated person
is technologically savvy, curious, and productive.
Students at Sherman Oaks Elementary Charter School will take responsibility for their own learning
and become metacognitive. They will be able to gain valuable information and insights from concrete
experiences in order to develop positive problem solving and critical thinking skills. Students will
make more efficient and meaningful choices to expand inter- and intra-personal relationships.
Sherman Oaks Elementary Charter School students will reason, question and inquire. They can apply
the scientific method of investigation. Our students will be intellectually flexible and able to think
about complex systems whether abstractly or creatively.
To be effective in the 21st Century, students must be able to exhibit a range of functional and critical
thinking skills related to information, media, and technology. This requires knowledge and expertise
that is mastered through problem solving, communication, and collaboration. One needs the ability to
collaborate and make individual contributions on a global scale in order to work and contribute to the
modern world.
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
School Name:
Sherman Oaks Elementary Charter School
Term of Charter
The term of this charter shall be from 2011 to 2016.
Address:
14755 Greenleaf Street, Sherman Oaks, CA 91403
Telephone Number:
(818) 784-8283
Contact Person:
Kerry Harr, Principal
Number of Rooms:
45
Grade Configuration:
Kindergarten — Grade 5, year one through duration of charter
Number of students in First Year:
885 students
Grade level(s) of the students the
first year will be:
Kindergarten — Grade 5
Opening Date:
September 7, 2011
School Information:
Admission Requirements:School will follow standard District policy and guidelines on admission, See also
Element 8 Admission Requirements.
Instructional Calendar: The instructional calendar will adhere to the District traditional calendar set forth
for the calendar year.
Operational Capacity: Operational capacity is determined by the District Sherman Oaks Elementary
Charter School is determined by the district. Reasonable allowances shall be made to reserve space for new
neighborhood students who may enroll during the course of the school year in conjunction with School
Management Services and Local District office.
.Bell Schedule: The bell schedule for the Sherman Oaks Elementary Charter School will be:
Standard Schedule:
7:55 Warning bell
8:00 School begins
9:50 1st recess
10:10 End 1st recess
10:15 2nd recess
10:35 End second recess
11:45 1st lunch begins
12:20 2nd lunch begins
12:30 1st lunch ends
1:05 2nd lunch ends
2:34 End of day
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Exceptions:
1:34 end of day on All Tuesdays (banked days)
Minimum days - school ends at 12:44
Shortened days - school ends at 1:59
Total minutes offered the students would be 53,565 with this schedule of 44 Tuesdays, including 10
minimum days or a combination of minimum and shortened days, where minimum is equal to one and
shortened day is equal to .5.
If space is available, traveling students will have the option to attend.
A. Students the School Proposes to Serve
Currently, the school accepts children who live within our local school boundaries work, child care, SAS and
Open enrollment permits depending on a space-available basis. Some facts about the current and sub-group
population:
The school would serve the neighborhood population in the current Sherman Oaks EL
attendance boundary and students from diverse areas of Los Angeles providing continued
integration of the charter school.
Consistently exceeds established District Academic Performance Index (API) benchmarks and
meets NCLB requirements as it related to student achievement each year
Currently considered to be a high-performing school with an API of 854 with 885 students
Higher number of identified gifted children than LAUSD average (10.6% of students are
identified Gifted & Talented compared to District goal of 6%)Number of English Learners
students (128) 2009-2010 and (108) 2010-2011 school year.
Special Education students make up 16% of the (140/888) 2010-2011 population and are in special
day programs or fully included in general education classes.
SAS classes are offered by Sherman Oaks Elementary Charter School as part of the charter school’s
instructional program subject to the school’s selection as an SAS school during the May/June 2011
selection process conducted by LAUSD. If Sherman Oaks is not selected, all references to the SAS
program included in the petition will be null and void.
In the last five years, our enrollment numbers have fluctuated slightly with an average of 850
students over that time period. Our target number is 885 students for Sherman Oaks Elementary
Charter School. Our transiency rate fluctuates. It dropped in 09-10 to 9%, which was a change of 13.4% from 08-09, which was 22%, as many of our local families turned to other options presumed
to offer better educational programs, including private school, "smaller" high performing schools in
the District, and magnet programs at schools like Sherman Oaks Center for Enriched Studies or Ivy
Bound Public Charter.
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Demographic & Academic Achievement Data of Current and Target Population
LAUSD
SCHOOLS
Sherman
Oaks
Elementary
Charter
School
Chandler
Elementary
School
# of
Stude
nts
MultiTrack
School
?
Program
Inprove
ment
Status
Met
Schoolwide
Growth
Target?
Met all
Subgroup
Growth
Targets?
API
Growt
h Score
API
State
Ranking
Similar
School
s Rank
%
Students
Eligible
for Free &
Reduced
Lunch
%
Special
Educat
ion
Studen
ts
% of
ELL
Stude
nts
Major
Ethnici
ty %,
#1
Major
Ethnici
ty %,
#2
Latino
24%
Major
Ethnici
ty %,
#3
840
No
n/a
Yes
No
854
8
3
24%
13%
11%
White
58%
490
No
n/a
Yes
Yes
843
7
8
60%
11%
24%
Latino
51%
White
32%
Dixie Canyon
624
-No
n/a
Yes
Yes
881
9
8
22%
9%
6%
White
63%
Latino
16%
Hesby Oaks
518
No
n/a
Yes
Yes
891
9
6
12%
8%
6%
White
72%
Latino
16%
Kester
Avenue
944
No
n/a
Yes
Yes
878
9
10
50%
8%
20%
Latino
42%
White
35%
456
No
n/a
Yes
Yes
955
10
9
1%
8%
1%
White
88%
Latino
3%
African
Americ
an 9%
African
Americ
an 11%
African
Americ
an 14%
African
Americ
an 6%
African
Americ
an 9%
African
Americ
an 3%
205
No
n/a
Yes
Yes
899
10
9
22%
7%
4.50
%
White
69%
Latino
20%
African
Americ
an 6%
846
No
n/a
Yes
Yes
912
10
2
7%
9%
6.00
%
White
74%
Latino
10%
Asian
9%
Roscomare
Elementary
CHARTER
SCHOOLS
Ivy Bound
Academy
Carpenter
Community
Charter
Other Applicable Characteristics of the Population Served
Our intent — and our challenge — is to continue to advance an academically rigorous program that doesn't
just meet the minimum standards established by the District, but is differentiated and enhanced in a way
that challenges and stimulates all students at Sherman Oaks Elementary Charter School.
If we are successful in doing so, we anticipate retaining more students (through fifth grade culmination)
and offering a superior educational option to families in the Sherman Oaks community and to students
who reside in other parts of the District and are selected by lottery.
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
B. Sherman Oaks Elementary Charter School Mission and Vision
Mission Statement
At Sherman Oaks Elementary Charter School, our mission is to create a learning atmosphere where all
students gain the utmost academic content and social skills through standard-based instruction via excellent
teaching, technology, content enrichment and strong collaboration between all staff members. Instruction
will be delivered through a multi-modality approach where the individual needs of each student are taken
into account to support the students as they acquire the skills for the 21st Century.
Our Motto
Sherman Oaks Elementary Charter School:
Educating students for success in a changing world
Vision Statement
The vision of Sherman Oaks Elementary Charter School is to encourage our students to reach their
maximum potential. Our students will value their unique self-worth as they contribute to the community as
a whole. Sherman Oaks Elementary Charter School will build a model of excellence in public education
through a learning program that provides a standards-based curriculum in the least restrictive environment:
Infuses music, dance, art, physical education and technology into traditional, standards-based
curriculum to provide a rich experience for all of our students
Includes hands-on, investigative learning with indoor and outdoor science labs, media labs, and
special offsite field work, like the annual Catalina CIMI marine life study trip for fifth graders (in its
16th consecutive year)
Places an emphasis on multi-disciplinary, project-based learning that encourages our children to make
connections between the curriculum and the real world.
Provides a solid foundation in everyday communication skills; solving problems creatively, thinking
critically, working both independently and cooperatively, and utilizing technology effectively
Emphasizes social and community values that foster self-esteem and respect for each other
Meaningfully involves all stakeholders – parents, students, faculty, administration, and local
community partners – in the continuous improvement and success of the school
Develops and advances best practices for engaging students and parents, training teachers, and
promoting educational excellence, collaboration, and innovation.
Our Vision for Student Outcomes
Sherman Oaks Elementary Charter School's desired curriculum will include an integrated, inquiry-based K-5
curriculum closely aligned with California Standards and closely aligned to National Standards in the core
areas of language arts, science, math, and social studies. Cross curricular, project-based learning will be
enhanced using music, art, and dance instruction and there will be a strong emphasis on hands-on learning
utilizing our new media and science labs. The Sherman Oaks Elementary Charter School program embraces
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
the following key elements:
1. Standards are Essential: Clear and public standards for what students should learn at bench mark
grade levels are a crucial aspect of making sure we are meeting the academic needs of all students.
They also serve as a guide for all stakeholders, teachers, administrators, parents, and students,
indicative of the specific basic knowledge and skills the students must master.
a. Students will demonstrate their self-motivation and competence toward learning through
increased attendance in school, on time completion of classroom assignments and teacher
evaluation of the student participation in classroom tasks.
b. Students will demonstrate their progress toward becoming life-long learners by their
consistent selection of projects for instruction and parents’ rating on the school report card
survey with the evidence will be posted on the School Report Card.
2. Challenging Curriculum: Standards will be accompanied by a rigorous curriculum that is aligned
with those standards. The goal of the Sherman Oaks Elementary Charter School is provide a
demanding and enriching 21st Century curriculum that will not only meet but extend the minimum
thresholds established by the District and the state.
3. Teachers Matter: If students are going to be held to high standards, they need teachers who know
the subjects and know how to teach those subjects. Strategies for significant and on-going teacher
professional development using the selected curricula will be included in the Sherman Oaks program.
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
C. Typical Day at Sherman Oaks Elementary Charter School
At first glance, you sense what our school is moving toward; student projects, from several classes, line the
bookcases, the floors are covered with recycled robots and inventions are displayed next to their
advertisements. Sherman Oaks Elementary Charter School would like to be the first kind of school that
differentiates instruction for all ability-mixed classrooms, using project-based research learning. We believe
that children want to be active participants in their educations, therefore, believe our classrooms need to be
interactive, using best practices with all populations and embracing technology whenever possible. State
standards are met or exceeded through child-centered instruction using the students’ personal experiences
and interests to guide thematic learning (Bereiter & Scardamalia, Intentional learning as part of goal instruction, in
L. Resnick., Motivation, learning and instruction: Essays in honor of Robert Glasser, 1987). Students are
provided experiences to learn to form connections and how to select topics that interest them, research that
topic, interview and take notes independently. Students are given opportunities to share what they have
learned in a variety of ways: oral, visual, kinesthetic, and technological- in addition to written. Products are
used to reinforce standards in math, science, social studies, economics, music, art, language arts and
literature.
We notice that as the students create their products, research skills become more developed, their ability
to communicate becomes easier, and they learn more from each other. Visiting a third grade classroom one
can feel the high motivation and see the eager students begin reading in the groups formed from their
shared interest in finding the answer to the question of how inventors came up with their inventions. There
are posted criteria charts and rubrics to help the students set goals and scaffold their classroom learning.
The fourth grade students are using technology in their classrooms. There is another class in the
computer lab is researching new information for their research project. The instructor is working with the
class to place information into notes and then into the PowerPoint presentation of their projects.
There is a fifth grade class seen walking into Art Explorers to work on drawing human figures in the
motion in the style of Degas. This knowledge will be used to draw the storyboards for the movie shoot or
for the book illustrations depending on the student’s project.
As a second class moves into the Music class, the teacher is working with rhythm instruments. The
students are creating musical compositions to be added to Garage Band (part of the iSuite on the Mac) for
their musical background of the PowerPoint or movie. The Kindergarten class just completed practicing the
dance to the song they read this morning in class and will perform for their parents this month.
Passing by the auditorium, we see first grade students perfecting their drama skills and dance techniques
in the auditorium getting ready for their project presentation on trees in the mountains and desert. A student
created play to show the learning from the FOSS kit and their research on how different trees grow.
Continuing up the ramp toward the main building to room 7, we see our science lab is full of scientists’
hypothesizing and carrying out lab experiments and utilizing FOSS kits to their fullest. On the agenda for
the following weeks are investigations into why certain plants grow in sand compared to mulch, an
extension of the FOSS kit explorations.
In the main building is Wonder of Reading library full of student readers, writers, and adult volunteers
encouraging students to love literature. The small group of computers is being used to find books in the
school library and Los Angeles Public Library. The child published writing is also part of the materials this
years students can use to further their interest on topics that started as a prewrite activitiy and evolved
through the writing process into a book. Student books sent to publishers for binding. The books are on
display at Open House every year. Writing throughout the day supports critical thinking skills that students
need to succeed in their daily lives. Research-based learning utilizes critical thinking skills throughout the
process, therefore encouraging all students to develop to their highest potential.
We are a full-inclusion school, which means, every classroom is a blend of mixed-ability students. Small
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
groups, cooperative learning and peer tutoring encourage everyone to participate in active learning groups
where all are successful.
As twenty different languages are spoken in our school community. We have found that research-based
learning with multi-sensory products have given our English Learners an advantage to select a way that they
can express what they have learned without a language barrier.
A visit by our parent center with a bilingual director is bustling with volunteers helping to prepare for
the lessons to come. The parents and other community volunteers are talking about the upcoming parent
training on techniques to practice critical thinking skills. The parents are supportive of our classroom
activities because they are included in their child’s education. Parents are an added level to the products that
the children decide to produce. They are topic experts and easily interviewed for the pre-written questions
to gain information.
After school, the enrichment classes sponsored by our parent group are filled. A wide variety of arts,
sciences and physical activities are offered to extend the day. The homework club meets in the library for
any student. The volunteer parents and staff work with one student or a small group to get a handle on the
homework.
Lastly, from the teacher’s lounge (which resembles a French café, inside and out) after school, you hear
children singing, laughing and playing together. Parents walk in and out, conversing with teachers on a
personal basis, wishing them a great night. When the lights go out, and all return home, silence hits our
campus. The incredible maintenance crew maintains classrooms for the next day.
This is what ALL public schools should feel like, a community of learners learning everything we can, in
our own special way!
Glimpse of a typical day
Activity Time Block
Morning Routine
Morning
Announcements 8:008:15am
May 24, 2011
Description
Structure & Strategies
Friday morning assembly, held
each week; Flag salute lead by
fifth grade students 8:10am
Integrated Opportunities for
Program Enrichment
Flag Salute
Recognition of attendance/
character trait
Dedications/inductions (school
garden, book fair, recycling, and
community service initiatives)
Group presentations, sing-a-long
(relevant to assembly topic)
Urban gardens
Outcomes
Engage all community members in
one setting, consistently
Venue to dispense timely, critical
initiatives (such as CST test prep,
student code of conduct, and
upcoming events
Enlist broad-based stakeholder
participation
Opportunity to celebrate
Posting of student pictures on
dedicated bulletin board
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Language Arts Block
8:15-9:50/10:20am
Independent Work
Time
10:10/10:35-11:00am
Team teaching in flexible
groups of standards-based
content, enhanced with
Lecture/discussion
Team teaching
Departmentalized thematic
unit extensions
Universal Themes
Writing Extensions Thematic Unit
Extensions
Differentiation
(GATE, ELL, Resource) Reteaching Skills
Cooperative Grouping
Differentiated curriculum for
different learning groups
Accelerated Reader (to be
purchased)
Hands-on, inquiry based
instruction
Literature circles
Accumulation of student
portfolio in DVD format
(through media lab)
Open Court Classics
Flexible Grouping
Author Studies
Write from the Beginning (to be
purchased)
Writer’s Workshop - Lucy
Caulkins – Art of Writing
Daily
LibraryFive/CAFE
SRA
Accelerated Reader
ELD instruction
Provide a stimulating, engaging &
challenging environment for each
and every student
Cross disciplinary projects as
means to enhance critical thinking,
resourcefulness,
Cross disciplinary learning through
the thoughtful use of technology to
create an end product
Effective writing and speaking
skills
Grade level reading
Critical reading and math skills
Mathematics Block
11:00-11:45/12:20
enVision Math
Departmentalized Instruction
Cooperative Learning
Hands-on Manipulative
Math
Intervention
Flexible Grouping
Hands-on equations
Math Their Way
Daily Bite
GEMS
Marcy Cook
AIMS
Students reach benchmark,
proficient or advanced levels of
proficiency in District, state,
publisher and teacher generated
assessments
Refined teaching content with
supplemental sources to create
students who effectively apply
math problem solving skills to real
world scenarios
Lunch 11:4512:30;12:20-1:05
Sustenance
Recycle
Game Room
Nutrition Partnership
Recycling
Global awareness
Cooperative play
Character education
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Afternoon
Routine
Social Studies and
Science Block 1:05-2:14
Standards-based curriculum
Interactive/hands-on
modalities to illuminate
abstract concepts.
These days alternate to allow
for a concentration of activity
on alternating days
Physical Education 2:14
Standards based direct
instruction
Dismissal 2:34
After school Programs
2:34-6:00
Parent Ed 6:30-8:00
Also during the day
May 24, 2011
Science Lab
State and District standardsbased curriculum
AIMS
GEMS
Interactive activities & models
Hands-on Science Lab Science
Journals
Simulations
Learning through the arts,
musicals, multicultural dances,
studying photography and
paintings
 Exhibits and Presentations
 Catalina field study trip
 History simulations
 Bad Wolf Press Plays
 Field Trips
 Expert Visits
 Career Day
 Too Good For Drugs
 Character Counts
 Second Step
 Music Appreciation Week
Sportsmanship
Cooperation and team behavior
Intervention
Homework Club (Parent
supported)
Beyond the Bell -Youth
Services (District)
Kids Center (Sherman Oaks
Parent Association)
Drama Production
Enrichment Programs
(Sherman Oaks Parents
Association)
 Karate
 Sports
 Dance & Art
 Book Club
Diverse opportunities for all
students
Students receive support for
content areas
Students participate in
cooperative and skill based
games
Gifted/Talent
Homework Help
Math-Science Night
Conflict Resolution
Parents are invited to learn
about curriculum, student
issues, GATE/SAS
program(subject to school’s
selection as an SAS school)
Grade-level standards
Parent Center presentations
Full integration of arts & academics
with real world examples
Cause & Effect
Community Outreach &
Partnerships with:
Tree People
Sherman Oaks Cares Community
Service Project
Toiletry Drive
Book Exchange
Holiday Basket Drives
Jump for Heart (Heart Association)
Pennies for Patients (Leukemia &
Lymphoma)
Clothing donations
Cooperative play
Following directions-rules
Training parents (Team) effort
to support all students
Understanding content being
taught in school
Meeting other parents
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Integrated Enrichment
PE
Music
District Arts Program
Art Explorers
Computer/Media Lab
Science Enrichment (K only)
Our group is unique in that we'll
have an enrichment program
embedded into our daily lives. All
students participate in the
preceding programs on a weekly
basis.
Express through various art forms,
knowledge and understanding of
other disciplines. Students will
examine and formulate deeper
understandings by integrating the
arts.
D. Proposed Instructional Program
Framework & Teaching Methodologies
Our educational plan allows students to achieve according to their individual abilities and learning styles.
Our faculty meets the expectations of No Child Left Behind (NCLB) to provide qualified credentialed
professionals in our classrooms, as well as our AYP has met the criteria for NCLB.Sherman Oaks
Elementary Charter School’s proposed teaching methodologies are based on differentiated and experiential
instruction through a project-based method with thematic units. Using various classroom settings including
cooperative grouping, will promote small learning environments. Supporting these methodologies, Sherman
Oaks teachers will utilize departmentalized instruction to provide professional development by grade-level
experts and instructional leaders. By homogeneously grouping students and frequent monitoring of
students’ progress on District and teacher assessments, instruction in the content areas of mathematics,
language arts and writing fourth and fifth grade teachers will provide grade-level standards based instruction.
In July, 2006, Delisa Andrews in her abstract based on an action research project in Lincoln, Nebraska,
Departmentalization in the 5th Grade Classroom Re-thinking the Elementary School Model based on a Nebraskan
school, found that less students performed in the lower Clinton Test math and reading quartile. She also
found that grouping English Learners several times of the day also supported the growth of the students in
the content areas. All our methodologies will be supported by authentic assessments utilizing District,
teacher-created, performance, and publisher assessments.
Supporting these methodologies, Sherman Oaks teachers will provide professional development by gradelevel experts and instructional leaders. All our methodologies will be supported by authentic assessments
utilizing District, teacher-created, performance, and publisher assessments.
Instructional Framework
Sherman Oaks Elementary Charter School's curriculum is based on the California State Standards and
associated Frameworks in language arts, mathematics, science, social studies, visual and performing arts, and
physical education. The instructional strategies are derived from brain based learning by E. Jensen, Teaching
with the Brain in Mind; ASCD, 1998. By using enrichment, motivation, meaning making resulting in
heightened interest (Jensen, E. (2000) Brain Based Learning. By connecting the learning to students’ real
lives, personal histories and experiences several techniques are derived problem-based learning or projectbased instruction and multiple intelligences. Multiple intelligences recognize that students get to know the
world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of
the body to solve problems or make things. Not all students have strength in the same ―intelligence‖ so
teaching with them in mind will help all the diverse student groups learn with optimum conditions.
Our Charter school will also base instruction on Project-based learning. By using driving questions
derived from students’ interest and the content of the grade-level state-standards, the projects built around
thematic units will have an intellectual purpose (Blumenfield et al., Educational Psychologist,1991). Shifting
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
the major portion of instruction in school from teacher-directed, teacher-assigned ―schoolwork‖ with
emphasis on comprehension to student-initiated, goal-driven, independent, intentional learning model with
an emphasis on knowledge building is strongly recommended based on information from Bereiter &
Scardamalia, 1987: Scardamalia & Bereiter, 1991. It is therefore the educational foundation for Sherman
Oaks Elementary Charter School.
In Kindergarten, the FOSS kit uses snails to learn about live and to have the students learn to make
observations. By using backward-planning, the kindergarten teachers work with the science standards for
kindergarten (Sci. 2. Different types of plants and animals inhabit the earth. As a basis for understanding this
concept: a. Students know how to observe and describe similarities and differences in the appearance and
behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects) add the language arts standard
(R.C. 2.3 Connect to life experiences the information and events in texts) and the writing standard (Writing:
Students write words and brief sentences that are legible.) to have the students ask questions about a living
organisms. These questions will be the basis for a project or end product of their learning. The product
could be a group or class book, or mural about the life of a snail, or perhaps a Kid Pix movie (similar
technology program to PowerPoint, but similar). This is an example of how the teaching will be a guiding
force enabling the students to use their prior experience and new knowledge to produce an authentic
assessment product. The grade-level teachers will create a criteria chart for the learning and a rubric to be
used for all the kindergarten projects. Each year of the Charter will select a new thematic topic to be added
to the grade level curriculum for the students to question and find another question to begin a project.
The curriculum will meet all state standards. We believe that powerful learning and addressing the needs of
our targeted population are best accomplished through a balanced program, which combines curriculumcentered and student-centered instruction. As the project based program is being developed, systematic
direct-instruction, guided practice and the application of skills through expansive multi-disciplinary
selections, students are exposed and instructed all grade-level State standards. Students will become
proficient learners as measured by District and State assessments. Students will be self motivated to seek
new knowledge as part of their student group and independent project based instruction. To quote
Gardener, our students will develop ―A set of skills that make it possible for a person to solve problems in
life. The potential for finding or creating solutions for problems which involves gathering new knowledge.‖
(Gardener, Howard, Intelligence Refrained: Multiple Intelligence or the 21st Century. New York: Basic Books, 1999),
Through this process the Charter students will become better critical, analytical and creative thinkers.
Teaching Methodologies
The teachers of Sherman Oaks Elementary Charter School, supported by the leadership team, will review
and use current research and student data to drive best teaching methodologies while utilizing rigorous
conceptual learning at each grade-level. Teachers in K-5th grade collaborate to integrate curricular standards
to maximize student learning and provide consistent professional development to support the standard
methodologies, which include:
Clear Expectations - Teachers articulate and explicitly design all classroom instruction based on the
California State Standards and National Gifted Standards. Standards are stated before each lesson
and students are expected to know and recognize why each standard is important to their academic
success. Criteria charts, rubrics and modeled work are utilized in all classrooms. Students evaluate
their own progress and always know what they need to do next to achieve each goal. Teachers,
parents, community members and students work together to form a partnership in which all
expectations are clearly communicated and achieved whenever possible.
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Academic Rigor - Students actively explore, research, and solve complex problems to develop a deep
understanding of core academic concepts. Teachers design meaningful, engaging programs that
demand students to reflect and verbalize connections between their critical thinking skills and the
knowledge their gaining. Students are expected to progress up their academic ladder by lessons that
have been created and designed for each individual from assessment driven instruction. Every child
is encouraged to continue learning through depth and complexity of the curriculum. All teachers
have been trained with the Sandra Kaplan Gifted Method of depth and complexity.
Criteria Charts/Rubrics
These tools help focus students to effectively meet and exceed teacher expectations and objectives
of the assignment. Charts/rubrics are based upon curricular standards and high expectations for the
students. Students clearly understand and are able to verbalize what is expected and what needs to
be included for academic success. The criteria for an assignment is discussed with the students’
input and teachers’ guidance. As time progresses, students are continuously making progress the
expectations of the assignment.
Independent Study - Students and teachers identify problems or topics of interest to the student and
they plan a method of investing the problem or topic and identify the type of product the student
will develop. The product will address the problem and demonstrate the students’ ability to apply
skills and knowledge to the problem or topic.
Experiential Learning - Learning by doing. Students relate to the curriculum through plays, field trips,
labs, simulations, and experiments. It is through these involvements that students will process,
analyze, and conceptualize the experience.
Project Based Learning - Teachers evaluate student achievement through creative, varied and innovative
products to illustrate a student's understanding of material taught. By using project based learning,
the students will select products that will provide another avenue for differentiation among our
diverse learners.
Immediate Feedback - Students are able to receive immediate feedback on a daily bases in reading,
writing, problem solving and math computation. During project development, this feedback guides
our students to create and design their specific academic products capitalizing on each child’s
strengths and interests. Students are also able to give feedback while working in pairs or small
groups.
Flexible Groupings - Students participate in flexible groupings for reading instruction, science
projects and experiments, critical thinking activities and problem solving daily in their classrooms
and grade levels. Team teaching is also utilized to pinpoint specific academic needs for
hetero/homo groups throughout each grade.
Departmentalized teaching- Departmentalized teaching is the mode of instruction for upper grade 4th
and 5th grade teachers in math, science and social science. Teachers evaluate student abilities using
teacher/publisher/District/State made assessments to place students in flexible groupings for
homogeneous groups. As students’ progress is monitored, students may change groups. Weekly
teachers grade-level planning create scaffolded assignments as students are taught all standards
during the course of year’s instruction . During these weekly meetings teachers discuss student
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
progress. Within the departmentalized formant, if a student needs intervention at Tier 1 or Tier 2
level, the departmentalized teacher would provide intervention in class. For Tier 3 students,
intervention will be provided during the before/afterschool program. This communication system
occurs to ensure that through the departmentalized approach the achievement and progress of all
students is closely monitored while the student is with their departmentalized teacher. The
homeroom teacher communicates with parents about the student’s progress and achievement.
Collaborative Groupings - Teachers create small groups in order for students to interact with their
peers. Students share their thinking processes that maximize learning. Cooperative groups promote
diverse perspectives, student-centered learning, and teamwork. Students are familiar with Kagen’s
Cooperative Learning strategies in our classrooms. These strategies are used throughout the day to
help a wide range of academic abilities work together to solve problems, revise writing, reinforce
concepts and help child learn different ways to be successful.
Modeling
Our teachers show students what it looks like as they think aloud during modeled thinking processes
and demonstrate different strategies as we guide students learning throughout the day. We also
provide a role-model for students as they view us as good citizens in our community of learners.
Direct Instruction - Teachers use carefully planned direct instruction to teach standards-based lessons.
Guided and Independent Practice
We provide students with adequate time with guided practice to be successful at demonstrating their
understanding of the concepts or skills being taught to apply them independently.
Higher-Level Thinking - Teachers design lessons that develop and enhance critical thinking skills,
which help to solve complex problems with depth and complexity. Teacher use the highest stages of
Bloom's Taxonomy when questioning, to provide students the opportunity to stretch their thinking
though synthesis, analysis, and evaluation. In class discussions and on authentic assessments, our
teachers vary the levels of questions posed to learners based on their readiness, interests, and
learning styles. We use Sandra Kaplan’s Gifted Training to guide our questioning techniques to
allow students to extend their thinking processes and deepen their conceptual grasp of content.
Thinking Maps
Our classrooms use Thinking Maps to guide our students’ critical thinking skills. All teachers have
been trained to use the graphic organizer as an tool in all subject areas.
Differentiated Instruction
Our classrooms have multiple options for taking in information, making sense of ideas, and
expressing what is learned for a mixture of students with multiple intelligences. Our teachers
provide different avenues to acquire content, processing or making sense of ideas, and to developing
products so that each student can learn effectively at their appropriate academic levels while
maintaining or exceeding state standards.
Integration of the Arts - Teachers and curriculum specialists use drama, dance, music and visual arts to
enhance their students' thinking and learning experiences.
Adhering to the proposed instructional framework and teaching methodologies ensures Sherman Oaks
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Elementary Charter School's instructors can successfully meet the needs of all students, which include
these subgroups: GATE, "Twice-Exceptional," Special Education, English Language Learners, Underachieving/Non-Proficient, Socio-Economically Disadvantaged and General Education.
Content Goals - Scope and Sequence
The scope and sequence of skills taught across grade levels and content areas are outlined below. All
California State Standards (as per http://www.cde.ca.gov/be/st/ss/index.asp ) will be addressed with cross grade-level
planning so students receive consistent instruction. The standards are attached to the end of the petition in the appendix.
Language Arts
A rigorous curriculum that exceeds the state content standards for language arts K-5
Develop students' reading, writing, listening and speaking skills to support academics across disciplines
Develop critical reading skills
Supporting reading using the District mandated reading program
Enhancing reading using Literature Circles, Open Court Classics, SRA, and Accelerated Reader
Critique, justify, and theorize in compositions/writing across disciplines and genres
Implement a school wide writing program, such as Write Source or Write from the Beginning
Develop students' grammar, spelling, oral speaking, and active listening skills through direct
instruction and vocabulary development as well as integration of language arts embedded across
curriculum
Apply vocabulary development in written and oral format
Demonstrate critical thinking skills specific to Bloom's Taxonomy
Use technology as a tool for presentation and project exhibits, and digital portfolios
Devote minimum two hours daily to language arts instruction in grades K-5
Mathematics
A rigorous curriculum that exceeds the state content standards for mathematics
Develop students' mathematic proficiency by applying mathematical concepts and computational
skills to a variety of mathematical processes
Enhance mathematics using programs such as: Daily Bites, enVision Math, Hands on Equations,
GEMS, Math their Way and Marcy Cook
Recognize relevant information and review applications by checking work
Discern and apply operations necessary for problem solving
Connect math across disciplines (music, dance, science, art, technology, and history)
Develop students' skills using mathematical tools (protractors, calculators, computers, rulers,
compasses)
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Science
A rigorous curriculum that meets and enriches the state content standards for science
Supporting science by using FOSS Kits, textbooks, GEMS, AIMS, and Delta materials in the lab
Hypothesize and develop experiments utilizing the scientific method
Use hands-on experiments in the science lab to further research and prove/disprove conjectures
Integrate science and writing by using the language of the discipline
Theorize and view other subjects such as music and art as a scientist
Understand the need for eco-friendly products and life-changes to better our local and global
community
Teach the sciences as a cumulative learning process that builds upon prior knowledge and
experiences as students progress through the grade levels
Help students learn and apply concepts of good physical, social, and emotional health, including
nutrition and substance abuse awareness
History and Social Studies
A rigorous curriculum that meets and enriches the state content standards for history and
social studies. Students will understand their own place in the world through studying
communities, cities, states, and countries in terms of geographical settings and periods.
Through critical thinking skills, students will relate over time to historical events and be able to find
parallels and patterns
Students will interpret geographical and historical information to draw conclusions
and gain understanding of cause and effect of historical events
Use role-play and interactive units to gain first hand experiences
Technology
A rigorous curriculum that meets and enriches the state content standards for technology
Through word processing, students will demonstrate written expression through technology
Explore artistic applications appropriate to grade level with programs, such as: PowerPoint,
Kid Pix, Garage Band, iMovie, and Movie Maker
Students work with data to identify and present information using spreadsheets and
graphs (Excel) and Sunburst Products. Use of the internet enables students to broaden
their research capabilities
Students will identify and choose relevant information to enhance research and support project
based learning.
Students can utilize up-to-date sources of information relevant to study
The Art Explorers’ Program
o Art Explorers’ Experts work with each grade level to teach the appropriate California State
Standards for visual arts as well as instructing students in lessons relevant to specific
curriculum. For example, in all grades the students engage in many multi-cultural art
activities involving pattern, shapes and lines and learn about the lives and times of artists
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
ranging from prehistoric times to present day.
o Primary Grade student will learn about line, shape, color, form and texture. Students begin to understand the
elements of art and identify it in nature. By viewing various works of art as examples, students will develop
beginning skills in the use of art media, such as oil pastels, watercolors, and tempera.




Analyze Art Elements and Principles of Design
Kindergarten1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the
environment and in works of art, emphasizing line, color, and shape/form.
First Grade-1.3 Identify the elements of art in objects in nature, in the environment, and in
works of art, emphasizing line, color, shape/form, and texture.
Second Grade -1.3 Identify the elements of art in objects in nature, the environment, and works of art,
emphasizing line, color, shape/form, texture, and space.
o In each weekly 50 minute Art Explorers session, each child engages in learning the language of the visual
arts, they build a specific art vocabulary and learn a wide variety of technical and perceptual skills. For
example, in a lesson on Brazilian artist Romero Britto (born 1963) students learned about Britto’s life and
career and were taught primary, secondary and complementary colors and how to use them in a way to
effectively emphasize certain aspects of their drawings. They also learned about geometric and organic shapes,
vertical, horizontal, diagonal, zig zag and curved lines all of which they used to compose their pictures.
o Upper Grades continue with line and color to develop the ability to compare and contrast works of art by the
use of the elements of line, shape, color, texture and value. Learning the culture, history and human diversity
of a variety of artists, students will be able to put into words or technology project to illustrate their knowledge.
 Third Grade, Fourth Grade,Fifth Grade



May 24, 2011
Skills, Processes, Materials, and Tools
2.1 Use one-point perspective to create the illusion of space.
Communication and Expression Through Original Works of Art
2.6 Use perspective in an original work of art to create a real or imaginary scene.

Each student works on a project based on American Architect, Frank Lloyd Wright’s (18671959) architectural drawings. Students learn about his life, career and are shown photographs of
local California Wright homes, which they could actually go visit. They are exposed to many other
photographs of Wright’s work throughout our country and in Japan. They are challenged to draw a
building shown in perspective reflecting a foreground, middle ground and background. They are
asked to use a variety of lines to create texture within their building and surrounding grounds. In
order to successfully complete this, they are able to demonstrate their understanding of both simple
perspective techniques and of how to create a variety of textures in their drawings using various lines.

In a lesson on Dutch Still Life Artist Rachel Ruysch (b. 1664 d. 1750) students learn about this
artist’s life and the difference between what conveniences were available to her versus what is
available to us in modern times. They learn that still life art was a way for people of this time
period to record parts of their lives the way we might use a camera to record parts of our lives. The
students worked from still life arrangements at their desks and recognized the importance of accuracy
in this particular type of drawing.

A lesson about Russian sculptor/assemblage artist Louise Nevelson (1900-1988) students discuss
and analyze the idea of turning found objects into sculpture. The students are exposed to the idea of
working in different mediums and how something does not have to be flat and in a frame to qualify
as a piece of art.
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In addition, all students will be exposed to different career opportunities in visual arts through the
study of painters, sculptors, printmakers, animators, architects, muralists, book illustrators, quilt
artists, ―junk‖ artists, video artists, graphic artists, etc. Art Explorers teachers consult with our
Music Specialist to tie in the music of the period she is discussing to our classrooms, i.e. playing jazz
and blues while students are working on artist Jacob Lawrence, part of the Harlem Renaissance.
Music
o The music curriculum for each grade level enriches the district mandated language arts
program, social studies, math, and science curriculum while meeting the California State
Music Standards. The music curriculum is created using the approved LAUSD music
textbook, Making Music by Silver Burdett. Dance is included in the instruction of music.
The following are examples of the connection between music and other parts of the gradelevel curriculum and state standards.
o Kindergarten: Students in kindergarten learn a song called ―Rig a Jig Jig’’ which introduces
them to the world of friendship. This supports the language arts unit, which focus on finding
friends and interacting with others. Students learn to sing the melody to ―Rig a Jig Jig‖ and
participate in a dance activity that goes along with the song. This singing and dancing unit
meets the Kindergarten California State Music Standards 2.1, 2.2, 2.3, 3.4, 4.1, 4.2, and 5.1.
These standards address the skills of :singing age-appropriate songs from memory; echo
short melodic patterns., play instruments and move or verbalize to demonstrate awareness of
beat, tempo, dynamics, and melodic direction; create movements that correspond to specific
music, identify, talk about, sing, or play music written for specific purposes (e.g., work song,
lullaby) Use music, together with dance, theatre, and the visual arts, for storytelling.
o First Grade: Students in first grade learn the traditional children’s song ―Rain, Rain‖ and
discuss the sudden weather changes that can occur where we live. This supports language
arts unit, which focus on weather. While singing the song the students move their bodies
up and down to show the movement of the melody and pitches Mi, Sol, and La, in a
Kodaly-like manner. They also discuss the concept of steady beat and the presence of
quarter and eighth notes that occur on each beat within the song. This supports the First
Grade California State Music Standards 1.1, 2.1, 2.2, 3.4, and 4.1. These standards address
the skills: read, write, and perform simple patterns of rhythm and pitch, using beat, rest,
and divided beat (two sounds on one beat), Sing age-appropriate songs from memory, play
simple accompaniments on classroom instruments, use developmentally appropriate
movements in responding to music from various genres, periods, and styles (rhythm,
melody, form), create movements to music that reflect focused listening.
o Second Grade: Students explore the science of sound and vibrations in a unit called ―The
Instruments of the Orchestra‖. They perform experiments with instruments to see how
sound is made, how it travels, how we hear, and how pitches are changed while all while
learning about the four instrument families. Students are presented with various
instruments and pictures of instruments. Students hear several of the instruments in each
instrument family. At the end of the unit students are tested on their ability to aurally
identify the sound of the instruments. This unit supports the science curriculum of the
second grade and meets the Second Grade California Sate Music Standards 1.4, 2.3, 3.1,
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
4.1, and 4.4. The standards address the skills: identify simple musical forms, emphasizing
verse/refrain, AB, ABA, play rhythmic ostinatos on classroom instruments, identify the
uses of specific music in daily or special events, use the terminology of music in discussing
individual preferences for specific music, respond to a live performance with appropriate
audience behavior.
o Third Grade: Students begin reading all their music from a score, learning music
terminology and vocabulary, and studying equivalent mathematical fractions by
relating them to music; whole, half, quarter and eighth and sixteenth notes within
measures. This unit supports the third grade math curriculum and the Third Grade
California State Music Standards 1.1, 1.2, and 3.3. Students learn songs that relate to
their language arts and social studies units such as ―Draw Me a Bucket of Water.‖
Students discuss how pioneer and country people got water from wells before
pipelines were installed. They learn to sing the song from memory, and participate in
a dancing activity that matches the form of the song. This meets the Third Grade
California State Music Standards 1.6, 2.1, 2.2, 3.1, 3.2, 3.4, 4.2, and 5.1. These
standards address the skills: identify simple musical forms (e.g., AABA, AABB,
round), sing with accuracy in a developmentally appropriate range, sing ageappropriate songs from memory, including rounds, partner songs, and ostinatos,
Identify the uses of music in various cultures and time periods, sing memorized
songs from diverse cultures, identify differences and commonalities in music from
various cultures, create developmentally appropriate movements to express pitch,
tempo, form, and dynamics, identify the use of similar elements in music and other
art forms (e.g., form, pattern, rhythm).
o Fourth Grade: The second semester of the fourth grade year is directly connected
with the social studies unit on California history. Students learn the famous song,
―Route 66‖ and discuss the Dust Bowl and its impact on migration to the west.
Students explore the geography of the United States and listen to two recordings of
the song. Students then use music vocabulary to compare and contrast the different
versions of ―Route 66‖. They then create choreography for the song and perform the
piece during class. This unit supports the fourth grade social studies curriculum and
meets the Fourth Grade California State Music Standards 2.1, 3.1, 3.2, 3.3, 3.4, 3.5,
4.1, 5.2, 5.3, and 5.4 These standards address the skills: sing a varied repertoire of
music from diverse cultures, including rounds, descants, and songs with ostinatos,
alone and with others, explain the relationship between music and events in history,
identify music from diverse cultures and time periods, sing and play music from
diverse cultures and time periods, compare musical styles from two or more cultures,
recognize the influence of various cultures on music in California. use specific criteria
when judging the relative quality of musical performances, integrate several art
disciplines (dance, music, theatre, or the visual arts) into a well-organized
presentation or performance,
relate dance movements to express musical elements or represent musical intent in
specific music, evaluate improvement in personal musical performances after practice
or rehearsal.
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
o
Fifth Grade: At the beginning of the school year, each student fills out a ―Music
Circles‖ chart. Each circle focuses on a different aspect of the student’s musical
heritage and their musical background such as the first song they remember learning
as a child, or the musical places they have been. The ―Music Circles‖ charts are
displayed in the classroom. This activity supports the language arts unit on Heritage.
The activity supports the Fifth Grade California State Social Science Standards 3.1,
3.2, 3.4, 3.5, 4.2, 5.1, and 5.2. The music curriculum also aligns with fifth grade social
studies. Students study musical styles tied to American history, such as ragtime, jazz,
and blues, while exploring vocabulary, background, and performance styles. This unit
also supports the Fifth Grade California State Music Standards 3.1, 3.2, 3.4, 3.4, 4.2,
5.1, and 5.2. These standards address the skills: describe the social functions of a
variety of musical forms from various cultures and time periods (e.g., folk songs,
dances), identify different or similar uses of musical elements in music from diverse
cultures, describe the influence of various cultures and historical events on musical
forms and styles, develop and apply appropriate criteria to support personal
preferences for specific musical works, explain the role of music in community
events, identify ways in which the music professions are similar to or different from
one another.
Innovative Arts Component Music Art Explorer’s, Media Lab, and Physical Education
It is proven that students can learn at a higher rate by applying test-based knowledge paired with hands on
experiences with science, the arts, technology and media. Students exposed to the arts learn to think
creatively and to solve problems by imagining various solutions and rejecting outdated rules and
assumptions. Questions about the arts do not have only one correct answer. An arts education exposes
children to the incomparable. Sherman Oaks School's current "arts-based" enrichment and physical
education programs are financially supported by Sherman Oaks’s PTO, which is Sherman Oaks Parent’s
Association (SOPA). As a separate entity from Sherman Oaks Elementary Charter School, Sherman Oaks
Parent’s Association (SOPA) shall maintain liability insurance sufficient to cover any and all SOPA
sponsored activities and shall present a certificate of insurance as evidence of such insurance coverage on at
least an annual basis to the Districts Division of Risk Management & Insurance Services, Sherman Oaks
Elementary Charter School will conform to and operate under the District's Donation Policy (Policy
Bulletin No. 1633). SOPA shall work collaboratively with Sherman Oaks Elementary Charter School to
further the educational program of the school. SOPA is a non-profit 501c(3) California Corporation.
SOPA and Sherman Oaks Elementary Charter will adhere to and follow District policy and procedures
related to the addition and employment and services of these additional employees. Qualified specialists
teach these programs, which include, art, music, physical education and media lab, are hired through a
collaborative process involving SOPA with input from the principal. Those applying for employment
through SOPA would present a resume and give a demonstration of their skills through a lesson, view by
school administration and SOPA representative. The collaboration between SOPA and the Charter will
continue each year. The administration and teachers will schedule instruction in these specific areas into the
school day so that every student in the school has the opportunity to participate. Should there be a
disagreement between SOPA and those delivering instruction or the school site staff, all involved parties
including school site staff and administration, would meet to review the standards involved related to art,
music and technology. The resolution would be derived by the site administrator based on the needs of the
students and not the whim of any involved party.
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At any time should SOPA not fund the enrichment, additional funding will be sought out by the Governing
Council and the teachers would collaborate to plan an art curriculum based on the standards and the related
to the thematic content taught in the classroom. A grade-level teacher with background or competency in
the content area would teach the planned art, music and technology curriculums. While the teacher’s
students would be taught by the teacher of the classroom being taught, this would be the same procedure as
with departmentalized instruction.
Sherman Oaks Elementary Charter School will continue to provide this additional, innovative programming
to all students in the future. The following is a description of the enrichment programs today, how each
element is fully integrated into the curriculum, and the evidence of research that supports the value of this
approach to educating a diverse student population. Enrichment programs are fully incorporated into the
appropriate grade-level curriculum for all levels, K-5, and meet and exceed the established California
Content Standards.
The Art Explorers’ Program
Art Explorers’ Experts work with each grade level to teach the appropriate California State Standards for
visual arts as well as instructing students in lessons relevant to specific curriculum. For example, in all
grades the students engage in many multi-cultural art activities involving pattern, shapes and lines and learn
about the lives and times of artists ranging from prehistoric times to present day.
Primary Grade student will learn about line, shape, color, form and texture. Students begin to understand the elements of art
and identify it in nature. By viewing various works of art as examples, students will develop beginning skills in the use of art
media, such as oil pastels, watercolors, and tempera.
Analyze Art Elements and Principles of Design
Kindergarten1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of
art, emphasizing line, color, and shape/form.
First Grade-1.3 Identify the elements of art in objects in nature, in the environment, and in works of art,
emphasizing line, color, shape/form, and texture.
Second Grade -1.3 Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color,
shape/form, texture, and space.
In each weekly 50 minute Art Explorers session, each child engages in learning the language of the visual arts, they build a
specific art vocabulary and learn a wide variety of technical and perceptual skills. For example, in a lesson on Brazilian
artist Romero Britto (born 1963) students learned about Britto’s life and career and were taught primary, secondary and
complementary colors and how to use them in a way to effectively emphasize certain aspects of their drawings. They also
learned about geometric and organic shapes, vertical, horizontal, diagonal, zig zag and curved lines all of which they used to
compose their pictures.
Upper Grades continue with line and color to develop the ability to compare and contrast works of art by the use of the elements
of line, shape, color, texture and value. Learning the culture, history and human diversity of a variety of artists, students will be
able to put into words or technology project to illustrate their knowledge.
Third Grade, Fourth Grade,Fifth Grade
Skills, Processes, Materials, and Tools
2.1 Use one-point perspective to create the illusion of space.
Communication and Expression Through Original Works of Art
2.6 Use perspective in an original work of art to create a real or imaginary scene.
Each student works on a project based on American Architect, Frank Lloyd Wright’s (1867-1959) architectural
drawings. Students learn about his life, career and are shown photographs of local California Wright homes, which they
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could actually go visit. They are exposed to many other photographs of Wright’s work throughout our country and in
Japan. They are challenged to draw a building shown in perspective reflecting a foreground, middle ground and
background. They are asked to use a variety of lines to create texture within their building and surrounding grounds. In
order to successfully complete this, they are able to demonstrate their understanding of both simple perspective techniques and
of how to create a variety of textures in their drawings using various lines.
In a recent lesson on Dutch Still Life Artist Rachel Ruysch (b. 1664 d. 1750) students learned about this artist’s life and
the difference between what conveniences were available to her versus what is available to us in modern times. They learned
that still life art was a way for people of this time period to record parts of their lives the way we might use a camera to
record parts of our lives. The students worked from still life arrangements at their desks and recognized the importance of
accuracy in this particular type of drawing.
A lesson about Russian sculptor/assemblage artist Louise Nevelson (1900-1988) students discuss and analyze the idea of
turning found objects into sculpture. They are exposed to the idea of working in different mediums and how something does
not have to be flat and in a frame to qualify as a piece of art.
In addition, all students will be exposed to different career opportunities in visual arts through the study
of painters, sculptors, printmakers, animators, architects, muralists, book illustrators, quilt artists, ―junk‖
artists, video artists, graphic artists, etc. Art Explorers teachers consult with our Music Specialist to tie
in the music of the period she is discussing to our classrooms, i.e. playing jazz and blues while students
are working on artist Jacob Lawrence, part of the Harlem Renaissance.
Music
The music curriculum for each grade level enriches the district mandated language arts program, social
studies, math, and science curriculum while meeting the California State Music Standards. The music
curriculum is created using the approved LAUSD music textbook, Making Music by Silver Burdett. Dance is
included in the instruction of music. The following are examples of the connection between music and
other parts of the grade-level curriculum and state standards.
Kindergarten: Students in kindergarten learn a song called ―Rig a Jig Jig’’ which introduces them to the
world of friendship. This supports the language arts unit, which focus on finding friends and interacting
with others. Students learn to sing the melody to ―Rig a Jig Jig‖ and participate in a dance activity that
goes along with the song. This singing and dancing unit meets the Kindergarten California State Music
Standards 2.1, 2.2, 2.3, 3.4, 4.1, 4.2, and 5.1. These standards address the skills of :singing ageappropriate songs from memory; echo short melodic patterns., play instruments and move or verbalize
to demonstrate awareness of beat, tempo, dynamics, and melodic direction; create movements that
correspond to specific music, identify, talk about, sing, or play music written for specific purposes (e.g.,
work song, lullaby) Use music, together with dance, theatre, and the visual arts, for storytelling.
First Grade: Students in first grade learn the traditional children’s song ―Rain, Rain‖ and discuss the
sudden weather changes that can occur where we live. This supports language arts unit, which focus
on weather. While singing the song the students move their bodies up and down to show the
movement of the melody and pitches Mi, Sol, and La, in a Kodaly-like manner. They also discuss the
concept of steady beat and the presence of quarter and eighth notes that occur on each beat within the
song. This supports the First Grade California State Music Standards 1.1, 2.1, 2.2, 3.4, and 4.1. These
standards address the skills: read, write, and perform simple patterns of rhythm and pitch, using beat,
rest, and divided beat (two sounds on one beat), Sing age-appropriate songs from memory, play
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simple accompaniments on classroom instruments, use developmentally appropriate movements in
responding to music from various genres, periods, and styles (rhythm, melody, form), create
movements to music that reflect focused listening.
Second Grade: Students explore the science of sound and vibrations in a unit called ―The Instruments
of the Orchestra‖. They perform experiments with instruments to see how sound is made, how it
travels, how we hear, and how pitches are changed while all while learning about the four instrument
families. Students are presented with various instruments and pictures of instruments. Students hear
several of the instruments in each instrument family. At the end of the unit students are tested on their
ability to aurally identify the sound of the instruments. This unit supports the science curriculum of the
second grade and meets the Second Grade California Sate Music Standards 1.4, 2.3, 3.1, 4.1, and 4.4.
The standards address the skills: identify simple musical forms, emphasizing verse/refrain, AB, ABA,
play rhythmic ostinatos on classroom instruments, identify the uses of specific music in daily or special
events, use the terminology of music in discussing individual preferences for specific music, respond to
a live performance with appropriate audience behavior.
Third Grade: Students begin reading all their music from a score, learning music terminology
and vocabulary, and studying equivalent mathematical fractions by relating them to music; whole,
half, quarter and eighth and sixteenth notes within measures. This unit supports the third grade
math curriculum and the Third Grade California State Music Standards 1.1, 1.2, and 3.3. Students
learn songs that relate to their language arts and social studies units such as ―Draw Me a Bucket
of Water.‖ Students discuss how pioneer and country people got water from wells before
pipelines were installed. They learn to sing the song from memory, and participate in a dancing
activity that matches the form of the song. This meets the Third Grade California State Music
Standards 1.6, 2.1, 2.2, 3.1, 3.2, 3.4, 4.2, and 5.1. These standards address the skills: identify
simple musical forms (e.g., AABA, AABB, round), sing with accuracy in a developmentally
appropriate range, sing age-appropriate songs from memory, including rounds, partner songs,
and ostinatos, Identify the uses of music in various cultures and time periods, sing memorized
songs from diverse cultures, identify differences and commonalities in music from various
cultures, create developmentally appropriate movements to express pitch, tempo, form, and
dynamics, identify the use of similar elements in music and other art forms (e.g., form, pattern,
rhythm).
Fourth Grade: The second semester of the fourth grade year is directly connected with the
social studies unit on California history. Students learn the famous song, ―Route 66‖ and discuss
the Dust Bowl and its impact on migration to the west. Students explore the geography of the
United States and listen to two recordings of the song. Students then use music vocabulary to
compare and contrast the different versions of ―Route 66‖. They then create choreography for
the song and perform the piece during class. This unit supports the fourth grade social studies
curriculum and meets the Fourth Grade California State Music Standards 2.1, 3.1, 3.2, 3.3, 3.4,
3.5, 4.1, 5.2, 5.3, and 5.4 These standards address the skills: sing a varied repertoire of music
from diverse cultures, including rounds, descants, and songs with ostinatos, alone and with
others, explain the relationship between music and events in history, identify music from diverse
cultures and time periods, sing and play music from diverse cultures and time periods, compare
musical styles from two or more cultures, recognize the influence of various cultures on music in
California. use specific criteria when judging the relative quality of musical performances,
integrate several art disciplines (dance, music, theatre, or the visual arts) into a well-organized
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presentation or performance,
relate dance movements to express musical elements or represent musical intent in specific
music, evaluate improvement in personal musical performances after practice or rehearsal.
Fifth Grade: At the beginning of the school year, each student fills out a ―Music Circles‖ chart.
Each circle focuses on a different aspect of the student’s musical heritage and their musical
background such as the first song they remember learning as a child, or the musical places they
have been. The ―Music Circles‖ charts are displayed in the classroom. This activity supports the
language arts unit on Heritage. The activity supports the Fifth Grade California State Social
Science Standards 3.1, 3.2, 3.4, 3.5, 4.2, 5.1, and 5.2. The music curriculum also aligns with fifth
grade social studies. Students study musical styles tied to American history, such as ragtime, jazz,
and blues, while exploring vocabulary, background, and performance styles. This unit also
supports the Fifth Grade California State Music Standards 3.1, 3.2, 3.4, 3.4, 4.2, 5.1, and 5.2.
These standards address the skills: describe the social functions of a variety of musical forms
from various cultures and time periods (e.g., folk songs, dances), identify different or similar uses
of musical elements in music from diverse cultures, describe the influence of various cultures and
historical events on musical forms and styles, develop and apply appropriate criteria to support
personal preferences for specific musical works, explain the role of music in community events,
identify ways in which the music professions are similar to or different from one another.
Music training supports the literacy of every student while simultaneously engaging all four modalities
of learning; visual, auditory, tactile, and kinesthetic. Music and reading both involve decoding skills,
listening skills, rhythmic skills, communication skills, and higher order thinking skills. Having a music
education helps students to improve their vocabulary development, as well as their large and small
motor skills. A music education helps students to learn how to work with others and to appreciate
different cultures. Most importantly, music education gives students an outlet to express themselves
creatively and connect to the community around them in a positive way. ―For optimum results
programs should be regular, frequent, developmentally appropriate, success-oriented, and instructed by
trained physical education teachers‖. (McKenzie, Sallis, Faucette, Roby, and Kolody, 1993)
Media Lab
Our Media Lab is a 21st Century resource utilized by all grade levels, K-5. Whole class access to lab
computers in addition to classroom computers enables our teachers to effectively integrate technology used
by students to better understand and apply concepts being taught. The lab specialist provides support for
teachers' instruction and project based learning. Materials include Microsoft Office Suite, iSuite, Sunburst
Programs, Type to Learn 4, and Kid Pix. The goal in the Media Lab is to teach a variety of technology skills
across a range of standards based subjects in a nurturing environment. These skills are developed in exciting,
yet relevant, project based lessons integrated with grade level classroom curriculum. The course of study
uses programs to support the standard based instruction. ("Teachers need to integrate technology seamlessly into the
curriculum instead of viewing it as an add-on afterthought or an event.” Heide-Hayes Jacobs, Educational Consultant 2007)
Primary students use the Media Lab to concentrate on acquiring beginning computing proficiency with a
strong focus on developing typing and word processing skills. Students will learn to change font sizes, styles
and colors as well as insert, re-size & position clipart, add page borders and print documents. Upon
completion of second grade, students’ knowledge will have expanded into more diverse skill sets including
spreadsheets, presentation slide shows, internet research, and comic creations.
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Upper grade level students combine multiple learned skill sets to complete 3-5 week projects. These projects
challenge students to research facts, collect images, name, store and manage file sets, create title art and
record their voice to create a narrated slideshow. They also become familiar with photo and video editing
software through the use of engaging activities to develop their critical thinking skills as well as produce a
creative product that demonstrates content knowledge.
Upon the completion of 5th grade, students will be proficient (according to CA state standards) in
multimedia presentations, research, graphic and photo editing, website creation, video screen capture, video
editing, and desktop publishing through their involvement in science and social studies centered projects.
PHYSICAL EDUCATION
As part of the classroom instructional program, the teachers provide 200 minutes every two weeks of
physical education instruction as per the grade-level California State Standards. Teachers also use the Sports
for All program. In addition, the school provides supplemental enrichment skills support through the
YMCA Physical Fitness Program once each week for 27 weeks for 40 minutes for each grade level.
How the Curriculum Addresses California Content Standards
All components of the Sherman Oaks Elementary Charter School curriculum plan implement the
California state standards-based curriculum. The Charter will continue to use the District pacing plan,
which matches the District assessments in the first year. The Charter will develop a new organization of the
pacing plans for language arts, math, science, and social science, none of the standards will be removed
from the curricular plans The students will be assessed by all of the methods described in Elements 2 and
3 and by the California Standards Tests as scheduled by the Department of Education and the Los Angeles
Unified School District. Sherman Oaks Elementary Charter School determines the extent to which they will
implement District adopted curriculum and periodic assessments.
Scope and Sequence: By using the newly published California Department of Education K-12 curriculum
incorporating the state standards and reviewing the new Common Core Standards the following Scope and
Sequence. This is the Curriculum and Instruction web site http://www.cde.ca.gov/ci/cr/cf/allfwks.asp with in depth
reviews.
Many standards are introduced at one time, but continue to be part of the spiral that leads to mastery.
The California grade-level standards will be taught at each grade-level. The standards are listed in the
appendix.
Student Population - Describe How the Program will Meet the Needs of Specific Student
Populations
Sherman Oaks Elementary Charter School will address the needs of the student population by meeting and
enriching the state's standards. Teachers will, through differentiated instruction, utilize a variety of
instructional programs appropriate to the diverse needs of the charter's population. We are committed in the
engagement of comprehensive strategies for all students enrolled at Sherman Oaks Elementary Charter School.
Gifted/Talented and SAS Students -Teachers will provide GATE students with lessons and
assignments that will encourage the students to strengthen their cognitive thinking skills. They will
demonstrate comprehension and thorough knowledge of each subject by defining, describing and
identifying what they have learned through analysis and synthesis of this information. Additionally, the
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students present outcomes whether verbal or written at an advanced level above their grade level. The
Charter will continue to LAUSD’s GATE identification process and policy, and reimburse the District
for testing and processing on a fee-for-service basis. We are committed in engaging in comprehensive
strategies for all students enrolled at Sherman Oaks Elementary Charter School. If we determine to use
the District’s GATE identification process and policy and allow Sherman Oaks Elementary Charter
School student participation in the Saturday Conservatory of Fine Arts, we will reimburse on a Fee for
Service.
Sherman Oaks Elementary Charter School offering the SAS program as part of the Charter School’s
instructional program is subject to the school’s selection as an SAS school during the May/June, 2011
selection process conducted by LAUSD. If Sherman Oaks Elementary Charter School, is not selected
all references to the SAS program included in the petition will be null and void.
A student for School of Advanced Studies will be selected for their demonstration of ability in all
four critical-thinking and problem-solving skills in their primary language.
Explain meanings or relationships among facts, information, or concepts that demonstrate depth
and complexity.
Formulate new ideas or solutions and elaborate on the information.
Use alternative methods in approaching new or unfamiliar mathematical problems.
Use extensive vocabulary easily and accurately to express creative ideas.
Besides the above criteria a student may have:
A scaled score of 445 or above in English-Language Arts, grades 2-5 and
A scaled score of 450 or above in mathematics, grades 2-5
Teacher observations of the student in the classroom
The student’s performance on the District or school assessment.
English Language Learners – The school utilizes the Home Language Survey Teachers will use
the District suggested program or other state adopted program to promote the student's English
learning students. Students will be given the opportunity to perform the comprehension of the content
in a format that exhibits their understanding of the lesson. Reclassification will continue to be above
District norm while focusing to meet or exceed the mandated AMAO 1, 2, and 3.
An English Learner will reclassify, if in grade 3-5, if the child meets the following criteria:
Scores a 4 or 5 on the current year’s CELDT, with no score of 2 or below on a sub-test
Scores Basic on the prior year’s CST
ELD level of 3 or above
ELD grades (reading, writing, listening and speaking) of 3 or above on the Progress Report
ELA grades (reading, writing, listening and speaking) of 3 or above on the Progress Report
Recommendation of the teacher
Input from the parent
An English Learner will reclassify, if in grade1 and 2, the child meets the following criteria:
Scores a 4 or 5 on the current year’s CELDT, with no score of 2 or below on a sub-test
Scores Proficient or above on three consecutive District Reading and Writing assessments
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ELD level of 3 or above
ELD grades (reading, writing, listening and speaking) of 3 or above on the Progress Report
ELA grades (reading, writing, listening and speaking) of 3 or above on the Progress Report
Recommendation of the teacher
Input from the parent
A child in Kindergarten will not reclassify, once initially identified, an English Learner by the CELDT
assessment.
Underachieving learners are identified by CST scores, periodic assessment data, teacher observation,
and parent input. These students will be provided intervention during school (tier one or tier two
during independent work time) and after school to address their specific weaknesses in achievement,
and will be given the opportunity to exhibit their comprehension of the lessons taught. The SST team
reviews the data and determines interventions. Tier three intervention will be offered during school in a
small group environment. Our goal is to have each student performing at least at the proficient level.
This subgroup is monitored daily by their teacher, during weekly assessments, and at every 6 weeks.
This subgroup is monitored by the administrator at each periodic assessment and during classroom
observation.
General Educational Population will meet the state standards/benchmarks through the lessons being
taught, and we will provide the opportunity to participate in differentiated lessons. We will better
address our "growing middle" by providing more rigorous academic coursework and extra support
where needed to help these students raise their levels of proficiency. This occurs through ongoing
monitoring of benchmark assessments, classroom based assessments, and intervention programs.
Socio-Economically Disadvantaged – Sherman Oaks Elementary Charter School will ensure that all
students are provided with the necessary tools to succeed academically as applicable. In addition to their
academic growth, student's families will receive support from Sherman Oaks Cares program and PTO
when needed. The experience of low SES students is enriched through the multiple arts programs,
technology, and field trips,
Evidence That the Proposed Instructional Program Will be Successful with the Charter’s Targeted
Population
The proposed instructional program will be successful with Sherman Oaks Elementary Charter School's
targeted population based upon data relating to Sherman Oaks Elementary Charter School's current
instructional program and student population. Even though our current API for 2009-2010 was 854, which
is a drop of 4 points, our scores have been consistently been between 850-860 for over 5 years. The
purchase of Accelerated Reader coupled with the emphasis on standard-based instruction, will yield positive
results with all sub-groups.
Each year, teachers offer a rigorous daily program of standards-based and differentiated instruction to give
the general education population an opportunity to meet and exceed their levels of proficiency.
Fifty-eight point eight percent of our English Language Learner showed CELDT annual growth of one
ELD level. 38% percent of EL students showed English proficiency in less than five years. Our
reclassification rate in 2009-2010 was 24.8%. Teachers utilize ongoing assessments, collaboration, the "Into
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English" program, and team-teaching approaches to ensure our ELL students progress in a solid foundation
of reading, writing, listening and speaking.
We are dedicated to identifying and addressing the needs of our gifted and talented and high achieving
population by incorporating experiential learning and differentiated planning into daily instruction. As a
result, our 10.2% GATE population is higher in comparison to the District's norm 6%.
An integral part of Sherman Oaks Elementary Charter School's instructional program, is a dedication to
providing additional enrichment programs. Sherman Oaks's teaching staff, together with a professional
expert in each one of the designated arts (music, art, and technology), infuses excitement, motivation, and
high interest into the learning experiences of each and every child at school. Regardless of a child's learning
profile at Sherman Oaks, the Arts will play an enormous role in the success of the targeted population.
Textbooks or Other Instructional Resources to be Used
Core Curriculum
K-5
Supplemental Materials
McGraw Hill McMillan
Treasures Reading Program
Scott Foresman Social
Sciences
Bad Wolf Press
OCR Classics
envision (Math)
Core Literature
Teacher-selected literature
Lucy Caulkins-The Art of
Teaching Writing- Writer’s
Workshop
SRA
AIMS
Leveled Reader
Too Good for Drugs (Health)
Math Their Way
Hands on Equations
Foss California adopted
(Science)
Second Step(Health)
Marilyn Burns
Carol Ann Tomlinson
Differentiated Instruction
GEMS
Write from the Beginning
How the School Will Recruit Teachers Qualified to Deliver the Proposed Instructional Program
Teachers will be recruited in accordance with District policy, procedures and collective bargaining
agreements. Teacher staff will be asked to submit an application in accordance with Personnel Commission
and District policies. An interview process will begin including administration, Union representative and
grade-level or department personnel. If possible, the candidate will provide a demonstration lesson, either at
Sherman Oaks or at their school with a visitation from an administrator or part of the interview team.
How the School Will Provide On-going Professional Development
Professional Development will be an on-going component of Sherman Oaks Elementary Charter School
and an effective tool used to design the curricular needs of our students and teachers. Professional
Development issues, ideas, and products will be driven by the students' and staff's needs and interests,
which are then forwarded to the Leadership Committee for formalization of appropriate training and
products, supported by Getting Results or their model. Professional development will be given each banked
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Tuesday throughout the year and supported on Thursday through grade-level collaborative meetings. School
analysis of CST scores upon the beginning of school will focus the Professional development on the
strengths and challenges indicated by student test scores. Professional development will be delivered by
administration, instructional coach and teachers. On-going monitoring of student progress through
assessments (district and school based), analysis of student work samples, teacher observations and student
portfolios will also provide topics based on core curriculum. In addition, the District mandated topics will
also be analyzed such as the School Report Card and Average Growth over Time. Sherman Oaks
Elementary Charter School’s Professional Development schedule will be subject to the approval,
implementation, and scheduling by the Governance Council. Additionally, Sherman Oaks Elementary
Charter School will participate in any district offered professional development activities.
Academic Calendar/Sample Daily Schedule
Sherman Oaks Elementary Charter School will follow the Traditional Academic calendar set forth by the
Los Angeles Unified School District. The school will offer, at minimum, the number of minutes of
instruction set forth in Education Code 4761.5. The total number of minutes for the school year is 53,565.
For a shortened day, the number of minutes allotted is 284 per day. The number of minutes allotted for a
minimum day is 249.
Typical Kindergarten Schedule
8:15-8:30 Calendar/Morning Song
8:30-9:50 Language Arts Block – reading, writing, daily news
9:50-10:10 Recess
10:10-10:50 Instructional Workshop T – small group instruction, instructional activities provided aligned to
reading standards and ELD instruction
10:50 – 11:45 Math instructional block
11;45-12:25 Lunch
12:25 – 1:00 Read Aloud, Art
1:00 – 1:30 Science, Social Studies
1:30 – 2:00 Physical Education
2:00 – 2:29 Drama, ELD instruction
These blocks of time are mixed with the many enriching content areas, such as, computer, music, art
explorers, physical education enrichment (YMCA Program and kindergarten science enrichment.
Grade One
8:15-8:30 Calendar/Attendance
8:30-8:50 Shared Writing
8:50-9:50 Math instructional Block
9:50-10:10 Recess
10:10-10:50 Instructional Workshop Time – small group instruction, instructional activities provided
aligned to reading standards and ELD instruction
10:50 – 11:45 Math instructional block
11;45-12:25 Lunch
12:25 – 1:00 Read Aloud, Art
1:00 – 1:30 Science, Social Studies
1:30 – 2:00 Physical Education (4 times each week)
2:00 – 2:29 Drama, ELD instruction
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Grade 5
8:10-8:30 Physical Education (4 times each week)- additional day used for ELD instruction or Project time
8:30-9:00 Attendance; Daily Language review, ELD Instruction
9:00-9:50 Math instruction
9:50-10:10 Recess
10:10-11:45 Language Arts Block– Reading, Writing
11;45-12:25 Lunch
12:25 – 1:10 Project Time- Independent Study
1:10– 2:10 Science, Social Studies
2:10 – 2:29 Silent Reading, ELD instruction, Project time
Grades Two, Three, Four
8:15-8:25 Calendar, Daily Language Review
8:25-9:50 Language Arts Block – reading, writing, daily news
9:50-10:10 Recess
10:10-10:50 Instructional Workshop T – small group instruction, instructional activities provided aligned to
reading standards and ELD instruction
10:50 – 11:45 Math instructional block
11;45-12:25 Lunch
12:25-12:45 Read Aloud, Art
12:45- 1:30 Science, Social Studies
1:30 – 2:00 Physical Education (4 times each week)
2:00 – 2:29 Project Time; Independent study
Blocks of time for each grade level are mixed with the many enriching content areas, such as, computer,
music, art, physical education enrichment (YMCA Program) and explorers.
Timeline for Implementation
The academic program outlined in Element 1 will be implemented in the 2011-2012 school year if affiliate
charter status is granted before the commencement of the school year.
E.
F. Special Education Program
The District shall continue to serve the needs of special education students enrolled in the affiliated Charter
Schools in the same manner as at any other public school of the District, and shall be responsible for
meeting all the requirements of the Modified Consent Decree.
a.
General Requirements
The Charter School will adhere to the provisions of the IDEA and California special education laws
and regulations to assure that all students with disabilities are accorded a free appropriate public
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education (―FAPE‖). The Charter School will also ensure that no student otherwise eligible to
enroll in their Charter School will be denied enrollment on the basis of their special education status.
The Charter School will comply with Section 504 of the Federal Rehabilitation Act, the Americans
with Disabilities Act, and all Office of Civil Rights mandates for students enrolled in the Charter
School.
The Charter School will adhere to the requirements of the Chanda Smith Modified Consent Decree
and court orders imposed upon the District pertaining to special education and will submit
documents and information, participate in reviews, and attend informational sessions and meetings
at the District’s request.
The Charter School will use District forms to develop, maintain, and review assessments and
Individualized Education Programs (―IEPs‖) in the format required by the District and will enter
accurate assessment and IEP data into the District’s designated data system (Welligent) in
accordance with LAUSD policies and procedures. The Charter School will maintain copies of
assessments and IEP materials for District review. The Charter School will submit to the District all
required reports, including but not limited to CASEMIS, SESAC and Welligent IEPs, in a timely
manner as necessary to comply with state and federal and Modified Consent Decree requirements.
The Charter School shall keep daily attendance for each student which shall be reported and
certified according to District policies and procedures.
The Charter School will participate in the state quality assurance process for special education (i.e.
verification reviews, coordinated compliance self-reviews, complaints monitoring, procedural
safeguards, and the local plan). The Charter School will participate in internal validation review
(―DVR‖).
The Charter School is responsible for the management of its, personnel, programs and services. The
Charter School will ensure that its special education personnel or contracted personnel are
appropriately credentialed, licensed or on waiver consistent with California laws and regulations.
The Charter School will implement the programs and services, including providing related services,
required by the IEPs of the students enrolled at the Charter School.
b.
Transferring Students
For students transferring to the Charter School from District schools or District affiliated charter
schools, the Charter School will provide those related services required by the students’ IEPs
immediately upon the students’ enrollment.
For students transferring to the Charter School from other school districts, the Charter School shall
provide related services required by the students’ IEPs upon the students’ enrollment regardless of
the type of service provider (school, NPA or private). IEP team meetings for such students will be
held within thirty (30) days of the student’s enrollment in accordance with state and federal law.
c.
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Assessments
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
The referral process shall include Student Success Team (SST) meetings to review prior
interventions, accommodations and modifications and to recommend further interventions as
appropriate. The referral process shall be supported by the Response to Intervention (RtI) model
approach using data to identify student strengths and weaknesses. Upon review of accumulated
data, observation and review of records, the Charter School may determine that assessment is
necessary to determine possible eligibility for special education programs and related services.
Upon a parent’s request for assessment, the Charter School will convene a meeting to review and
discuss the request in light of student records, acquired data and student performance to agree with
or deny the request for assessment. If the Charter School determines that assessment for special
education eligibility is not warranted, prior written notice must be given to the parent/guardian with
a clear rationale for such refusal within 15 days of the request. If the Charter School concludes that
there are suspected disabilities, the school must develop an assessment plan for each student with
suspected disabilities within the 15 day timeline. The assessment plan will describe the types of
assessments that may be used to determine the eligibility of students for special education
instruction and services. Assessments will be conducted, within legal timelines, after receiving the
parents’ written consent. The Charter School shall conduct an IEP team meeting that includes
required team members within mandated timelines for each student assessed to discuss results,
determine eligibility, and (if eligible) specify special education instruction and services. The Charter
School will make decisions regarding eligibility, goals, program, placement, and exit from special
education through the IEP process according to federal, state and District timelines.
d.
Alternative Placements
In the event that the Charter School is unable to provide an appropriate placement or services for a
student with special needs, the Charter School will contact the District to discuss placement and
service alternatives. Charter schools are expected to provide services to all enrolled students with
disabilities (mild to severe). If an Individualized Education Program (IEP) team that includes
Charter School personnel places a student in a special education program provided by another
entity, the Charter School will be fully responsible for the quality of the program and for any costs
incurred for such a placement.
e.
Least Restrictive Environment
The Charter School will support movement of students with disabilities into less restrictive
environments and increase interactions of students with disabilities with non-disabled students. The
Charter School general program of instruction for students with disabilities shall be responsive to
the required sequence of courses and related curricular activities provided for all students in the
Charter School. Assessment and standardized testing procedures shall be implemented, including
guidelines for modifications and adaptations, to monitor student progress.
f.
Staffing Requirements
The Charter School shall participate in available appropriate District trainings to support access by
students with disabilities to the general education classroom, general education curriculum,
integration of instructional strategies and curriculum adaptations to address the diverse learner, and
interaction with non-disabled peers.
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The Charter School will maintain responsibility for monitoring progress towards IEP goals for the
student with special needs. The Charter School will assess, develop, and implement Individual
Transition Plans to help students with disabilities transition to adult living in accordance with
District policies and procedures.
g.
Student Discipline/Inclusion
The Charter School will ensure that it makes the necessary adjustments to comply with the mandates
of state and federal laws, including the IDEA regarding discipline of students with disabilities.
Discipline procedures will include positive behavioral interventions and the District’s Discipline
Foundation Policy. Prior to recommending expulsion and/or prior to the eleventh day of cumulative
suspension for a student with disabilities, the Charter School will convene a manifestation
determination IEP that includes District representation as set forth in the District’s Policies and
Procedures Manual. The Charter School will collect data pertaining to the number of special
education students suspended or expelled.
The Charter is committed to achieving population balance that includes students with disabilities.
The Charter will conduct outreach activities to attract and enroll a range of mild to severe special
education students that is diverse and comparable with resident schools with similar demographics.
The current District-wide average percentage of students with disabilities is 10-13%. The Charter
School’s outreach efforts should be geared toward aligning with the District-wide average. The
Charter School may not refuse to admit a student based on special education eligibility, needs or
services identified in the student’s IEP. The District will provide the Charter with MCD reports
indicating range of services and number of students served at individual Charter Schools.
2.
Procedural Safeguards/Due Process Hearings
The District may invoke dispute resolution provisions set out in the charter petition, initiate due process
hearings, and/or utilize other procedures applicable to the Charter School if the District determines that
such action is legally necessary to ensure compliance with federal and state special education laws and
regulations or the Modified Consent Decree.
In the event that a parent or guardian of a student attending the Charter School initiates due process
proceedings, both the Charter School and the District will be named as respondents. Whenever possible,
the District and the Charter School shall work together in an attempt to resolve the matter at an early stage
(informal settlement or mediation).
3.
Complaints
4.
Funding of Special Education
The District will investigate and respond to all special education complaints the District receives pertaining
to the Charter Schools including the District’s Uniform Complaint Procedures, Office for Civil Rights and
California Department of Education Special Education Compliance Complaints. The Charter School will
cooperate with the District in any such investigations and provide the District with any and all
documentation that is needed to respond to complaints.
The Charter School will adhere to all District policies and procedures regarding special education and special
education funding, as they may be amended from time to time. The District shall retain all state and federal
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
special education funding for charter school students which is allocated to the SELPA. The District shall be
responsible for providing all appropriate special education and related services in accordance with all
applicable state and federal laws. The Charter Schools will contribute their fair share of SELPA-wide
unfunded special education costs from their general purpose block grant monies.
5.
District Responsibilities Relating to Charter School Special Education Program
As long as Charter Schools operate as public schools within the District, the District shall provide
information to the school regarding District special education decisions, policies, and procedures to the
same extent as they are provided to other schools within the District.
To the extent that the District provides training opportunities and/or information regarding special
education to other school site staff, such opportunities and/or information shall be made available to
Charter School staff.
Modified Consent Decree Requirements
All Charter Schools chartered by the Los Angeles Unified School District (LAUSD or the District)
Governing Board are bound by and must adhere to the terms, conditions and requirements of the Modified
Consent Decree (MCD) and other court mandates imposed upon District pertaining to special education.
The MCD is a consent decree entered in a federal court class action lawsuit initially brought on behalf of
students with disabilities in LAUSD. It is an agreement of the parties approved by the federal court and
monitored by a court-appointed independent monitor. The MCD includes eighteen statically measureable
outcomes and facilities obligations that the District has to achieve to disengage from the MCD and federal
court oversight. All Charter Schools are required to use the District's Special Education Policies and
Procedures Manual and Welligent, the District-wide web-based software system used for online IEPs and
tracking of related services provided to students during the course of their education.
As part of fulfilling the District's obligations under the Modified Consent Decree, data requests from
Charter Schools that are not connected to the District's current Integrated Student Information Systems
(ISIS) and Student Information Systems (SIS) are made on a regular basis. The requested data must be
submitted in the Office of the Independent Monitor's required format and are as follows:
The Independent Charter School Suspension/Expulsion Report, due monthly throughout the
school year.
Electronic SESAC Report and Welligent Student Listing Verification, due monthly throughout the
school year.
CBEDS, which is due at the end of October of Each School Year.
All Students Enrolled December 1 of Each School Year, due at the end of December every school
year.
Graduation Status of 12th Grade Students Enrolled on December 1, due at the end of June every
school year.
Sherman Oaks currently uses the Integrated Student Information System (ISIS) as required by the
MCD.
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How Learning Best Occurs
Sherman Oaks Elementary Charter School recognizes that according to research learning best occurs
when: Kogan Page in Never Mind the Teaching – Feel the Learning, ((1993) SEDA Paper No.80,
Chapter 1, SEDA Publications, Birmingham) found there are four main factors for successful learning:
―1. Wanting to Learn – desire to learn • (―emotions drive attention and attention drives
learning‖ ,also written by Robert Sylvester, Wolfe, 2001).
2. Learning by doing –practice, trial by error, learning from mistakes
3. Learning through feedback –other people’s reactions
4. Making sense of what is learned –digest each learning experience.‖
Ronald Kotulak in his 1996 book "Inside the Brain, (Published by Andrews and McMeel, Kansas
City, Missouri)", found that an enriched environment can contribute up to a 25% increase in the
number of brain connections both early and later in life. Environments need to allow for active
manipulation. He notes that there are at least twelve principles of brain-compatible learning come
from brain research he has reviewed.
1. Uniqueness – every single brain is totally unique.
2. Impact of threat or high stress can alter and impair learning and even kill brain cells
3. Emotions are critical to learning – they drive our attention, health, learning, meaning and
memory.
4. Information is stored and retrieved through multiple memory and neural pathways
5. All learning is mind-body – movement, foods, attentional cycles, drugs and chemicals all
have powerful modulating effects on learning.
6. The brain is a complex and adaptive system – effective change involves the entire complex
system
7. Patterns and programs drive our understanding – intelligence is the ability to elicit and to
construct useful patterns.
8. The brain is meaning-driven – meaning is more important to the brain than information.
9. Learning is often rich and non-conscious – we process both parts and wholes simultaneously
and are affected a great deal by peripheral influences.
10. The brain develops better in concert with other brains – intelligence is valued in the context
of the society in which we live.
11. The brain develops with various stages of readiness.
12. Enrichment – the brain can grow new connections at any age. Complex, challenging
experiences with feedback are best. Cognitive skills develop better with music and motor
skills.‖
The community is immersed in a culture of education that both challenges and nurtures the
development of individuals. Teachers, parents and community members need to create an
environment and culture that is inherently reflective of our school, home and community.
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Learning best occurs when all stakeholders fulfill their joint, collaborative responsibility to provide this
culture of education for every child. Working together creates an atmosphere focused upon the
importance of education, which in turn inspires shared learning.
Sherman Oaks Elementary Charter School will serve as an academic arena to develop a desire for
lifelong learning in all children. The school shall provide a safe, supportive, and challenging
environment that encourages students to maximize their learning potential through integrated learning
experiences and the creation of project-based learning projects. Highly qualified teachers, as per
NCLB, support personnel, and diverse classrooms will provide optimal opportunities for every child
to be accessed and supported in their educational development. Classroom instruction will take into
account the multiple modalities of learning and the differences of abilities among students.
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ELEMENT 2: MEASURABLE STUDENT OUTCOMES
The measurable pupil outcomes identified for use by the charter school. 'Pupil outcomes,' for purposes of this part, means the extent to
which all pupils of the school demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the school's
educational program." Ed. Code § 47605(b) 5(B)
B. Desired Outcomes of the School's Instructional Program
1. Language Arts: To meet the NCLB achievement goal will change each year, but the first year is to
meet 78% of the Charters’ students will be able to read, write, listen and speak effectively. Students
will be able to incorporate the language of the discipline and give concrete examples when writing
and speaking. Students will learn the California state grade-level standards and be instructed through
the strands of Word Analysis, Fluency, and Systematic Vocabulary Development, Reading
Comprehension, and Literary Response Analysis, Students will be able to combine these skills to
compose meaningful writing based on the genre and give oral presentations.
2. Mathematics: To meet the NCLB achievement goal will change each year, but the first year is to
meet 78% of the Charters’ students will learn the grade level standards and to taught through the
strands of number sense and apply mathematical reasoning, analytic and symbolic processing and
algebraic manipulation and geometry and measurement , statistics data analysis and probability and
construction. Students will also create and generate their own real world problems to gain further
understanding of the applications of such processes. Students will use statistics and data analysis to
apply to mathematically problems and in other content areas like science.
3. Science: To meet the NCLB achievement goal will change each year, but the first year is to meet
78% of the Charters’ fifth grade students will acquire proficiency in the fundamental concepts and
terms of various branches of science, such as Physical, Life, Earth and Ecology. All students will be
introduced to the formulation of hypothesis. As students progress through the grade-level standards
to reach proficiency which will also allow them to not only formulate hypothesis but also write
experiments utilizing the scientific method. The students will all engage in hands on critical thinking
experiments in our indoor science lab. They will apply their skills to gain further understanding of
the environment whenever possible by utilizing such resources as green environment web sites. For
the science curriculum our goal is 70% of students will score at least a 3 on the progress report.
4. History and Social Studies: Students will demonstrate an understanding of the grade level
standards including knowledge of culture, diversity and world view, recognizing the similarities and
differences reflected in various personal, cultural, racial, and ethnic perspectives. They will
demonstrate an understanding of the rights and the origins, functions, and sources of power,
authority, and governance. For the social studies curriculum our goal is 70% of students will score
at least a 3 on the progress report.
5. Technology: As students develop their technology skills, they will begin the creation of a digital
portfolio of their work across all disciplines. They will use word processing, video recording,
photography and other applications to enhance this portfolio. Students will be familiar with various
applications to accomplish goals in all other disciplines such as spreadsheets, graphs, iMovie, iPhoto,
PowerPoint, Kid Pix, etc. Students will understand the use of current technology and its real world
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
applications. Given pre and post tests for each grade level 60% of all students will show knowledge
of appropriate grade level information.
6. Arts: Students will develop knowledge of grade level standards and appreciation for the arts such as
music, visual arts, theatre, and dance. Instruction will be guided through the strands of artistic
expression, creative expression, historical and cultural context, aesthetic value, connections,
relationships, applications. This will be promoted through an academic curriculum intertwined with
classroom instruction by their teachers and enrichment instruction with content specialists.
7. Physical Education: Students will build a healthy and balanced body and mind through various
intramural sport activities/drills that follow the Physical Education grade level standards, dedicated
time for psychomotor skills development, and multi cultural dances. Instruction for all students will
be guided by the five grade level standards: Students demonstrate the motor skills and movement
patterns needed to perform a variety of physical activities; Students demonstrate knowledge of
movement concepts, principles, and strategies that apply to the learning and performance of physical
activities; Students assess and maintain a level of physical fitness to improve health and performance;
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve
health and performance; Students demonstrate and utilize knowledge of psychological and
sociological concepts, principles, and strategies that apply to the learning and performance of physical
activity.
C. Cultivating Life-Long Learners
Additionally, students at Sherman Oaks Elementary Charter School will develop lifelong learning skills
and interpersonal skills, which include:
1. Leadership, Collaboration and Cooperation: Students will know and be able to demonstrate
the adaptive and associative skills appropriate to their level. Beginning with 50% of all students
working to be leaders and work with their peers measured by teacher observation in classroom
experiences during each fifth week interval as per criteria to be developed by teachers per grade
level.
2. Goal Setting: Students will learn to set their own short-term and long-term academic goals inkeeping with their abilities and based on a high-level of expectation inherent in the school
community. Beginning with 50% of all students working to set goals as measured by teacher
observation and written student statements in the classroom during each fifth week interval as
per criteria to be developed by teachers per grade level.
3. Critical Thinking and Problem Solving: Students will learn to be effective problem solvers
and will develop critical-thinking skills. Beginning with 50% of all students, the students will be
measured by teacher observation in classroom experiences during content area discussions and
assessments each fifth week interval as per criteria to be developed by teachers per grade level.
4. Self-Discipline: Students will learn to control their behavior at all times and will respect and
uphold the values of the community through the school-wide behavior plan (Building Effective
School Together-BEST). Beginning with 50% of all students, will be safe, respectful and
responsible as measured by teacher evaluation of classroom behavior and office referrals during
each fifth week interval as per criteria to be developed by teachers per grade level.
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5. Citizenship: Students will learn and practice their civic rights and responsibilities, and will have
an appreciation of their impact on the immediate community and the larger world. Beginning
with 50% of all students will participate in activities to show their understanding of their impact
on the community as measured by teacher observation in classroom experiences during each
fifth week interval as per criteria to be developed by teachers per grade level.
D. Specific and Realistic Achievement Targets
Sherman Oaks Elementary Charter School School has enjoyed consistent levels in its API score over the last
five years. In 2011 Sherman Oaks Elementary Charter School's goal will be to increase our API score by 5%
or have a minimum one point gain..
Year
API Score*
2009-2010
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
854
858
862
868
875
880
*API score is the Growth API
In addition, the school is committed to improving its similar schools API ranking. Even though the
school has experienced a strong API score in our Local District, the school has not scored well in
comparisons with similar schools. In fact, in 2009, Sherman Oaks's academic performance scored in the
bottom 60% of schools that were comparable to it. This is clearly an area that illustrates that even though
we have been successful according to our API scores, there are many areas that could be improved. See
chart below.
Statewide API Rank
Similar Schools API Rank
2007-2008
2008-2009
2009-2010
9
6
9
7
8
3
We have three subgroups considered significant to the state because they each contain over 100 students.
These subgroups are White, Latino, and Socio-Economically Disadvantaged. In 2009-2010, White and
Latino met the goal of proficiency or advanced, but Socio-Economically Disadvantaged did not. We
monitor our Students with Disabilities and English Learners. We are steadfast in our desire to provide these groups
with what is necessary to meet proficiency requirements.
CST Lang. Arts Proficiency Goals
CST Math Proficiency Goals
Sub- Group: White - CST
Proficiency Goals
May 24, 2011
2011-2012
2012-2013
78%
78%
88%
88%
78%
88%
2013-2014 2014-2015 2015-2016
98%
98%
98%
98%
98%
98%
98%
98%
98%
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Sub- Group: Latino -CST
Proficiency Goals
Sub- Group: Socio EconomicCST Proficiency Goals
68%
78%
68%
78%
88%
98%
88%
98%
98%
98%
Sherman Oaks met the AYP criteria in 2009 in all applicable areas. In 2010, Sherman Oaks Elementary
Charter School will continue strive to meet all Annual Measurable Objectives. In terms of the number of
students scoring proficient or advanced, the school's goal is to exceed the target benchmarks established by
the State for the significant subgroups. In 2010-2011 the target area for ELA will be 67.8%, and the Target
area for Math will be 68%. In addition, Sherman Oaks Elementary Charter School will continue to maintain
a participation rate on the CST that exceeds the minimum requirement of 95%. It is the Charter School’s
goal to meet AYP criteria.
E. Frequency & Methods by which Students Are Assessed
Periodic Assessments-Sherman Oaks Elementary Charter School shall determine their development,
implementation or use of periodic assessments according to the needs of the students, within the limits
permitted by the Education Code. Sherman Oaks Elementary Charter School may choose to use District
assessments or design its own and will determine the timing of such assessments and coordinate with the
respective Local District.
Sherman Oaks Elementary Charter School believes the use of frequent use of formative assessments
afford teachers an opportunity to develop daily lessons that meet the needs of all students based on their
delineated strengths and weaknesses. As mandated by No Child Left Behind, we are committed to
ensuring that each child reaches his or her proficiency level in the areas of language arts and mathematics.
We use a variety of assessment tools in order to get a comprehensive representation of student achievement.
Data from these different assessments is collected and studied by teachers independently, with support staff
and with administration during professional development and weekly grade level collaboration. The
administrator utilizes a reflection process and reviews each staff member’s individual data, analyzes the
causes of the data results, discusses with both teachers and students to understand the data, and then makes
recommendations for adjustment of instruction and professional development.
Standardized assessments may include, but are not limited to: CST (yearly), CELDT (yearly), District
sponsored language arts assessments (every 6-8 weeks), DIBELS (K-3), District Quarterly Math
Assessments (four times a year), and District Science Assessments (4th and 5th grade - 3 times a year).
These assessments give teachers a common measure of student performance. Teachers and administrators
make decisions by monitoring and recognizing the extent to which all pupils demonstrate the skills,
knowledge and attitude the students have attained. The instructional program will be based on how the
students perform as compared to each other and themselves. Should the school develop other
assessments in place of the District assessments for language arts, math, and science, the assessment will
be standards based and added to My Data for posting and assessment review.
Authentic assessments will also be used as they can better evaluate the child over time and in a variety of
settings. Authentic assessments may include, but are not limited to: portfolios, journals, work samples,
home work, teacher-devised tests, teacher observations, checklists, anecdotal records, publisher-provided
criterion referenced tests, and projects (scheduled for October and May for the first year of the charter
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
and progress to four projects per year in October, January, March and May).
In conjunction with standardized and authentic assessments, teachers will also use daily informal
assessments from observations, weekly quizzes and tests, class work, and project assignments to help
identify immediate areas of concern and to guide instruction.
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ELEMENT 3: METHOD BY WHICH STUDENT OUTCOMES WILL BE DETERMINED
"The method by which pupil progress in meeting those pupil outcomes is to be measured." Ed. Code § 47605 (b)(5)(C
)Methods for Assessing Attainment of Student Outcomes
Language Arts
Writing
Grade level (K-5) Key standards as per California
Framework – see appendix for list of standards
Language Arts
Reading
Grade level (K-5) Key standards as per California
Framework – see appendix for list of standards
Math
Grade level (K-5) Key standards as per California
Framework – see appendix for list of standards
Science
Grade level (K-5) Key standards as per California
Framework – see appendix for list of standards
History and
Social Studies
Grade level (K-5) Key standards as per California
Framework – see appendix for list of standards
Technology
Use of internet for research
Communication / Broadcasting
Portfolio creation
Use of Applications such as word processing, publishing,
presentational and spreadsheets
Use of artistic applications such as Garage Band, iMovie
and iPhoto
May 24, 2011
State mandated tests
Teachers developed assignments, tests, and activities
Write Source program publishers assessments
Performance Assessment:
o Presentations and Project exhibits
o Debate and Speech
o Digital Portfolios
State mandated tests
Teachers developed assignments, tests, and activities
Publishers materials and assessments – OCR Classics
Performance Assessment:
o Leveled Literature Circles
o Digital Portfolios
o Presentations and Project exhibits
State mandated tests
Teachers developed assignments, tests, and activities
Publishers tests – enVision Math
Online Math Tests
Performance Assessment:
o Hands on Equations
o Project exhibit
Teachers developed assignments, tests, and activities
Publisher’s Assessments
Interactive Units and simulations
Performance Assessment:
o Digital Portfolios
o Science Journal
o Exhibits and Presentations
o Field Studies
Teachers developed assignments, tests, and activities
Publisher’s Assessments
Interactive Units and simulations
Performance Assessment:
o Portfolios
o Exhibits and Presentations
o Integration of the Arts such as plays, musicals
o Field Studies such as 5th grade Catalina
Teachers developed assignments, tests, and activities
Portfolios
Presentations
Inquiry based projects
Digital portfolios
Presentations and Project exhibits
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
A. In-house Benchmark Assessments
Methods by which student progress is measured, include authentic and standardized assessments:
Authentic Assessments: Authentic assessments aligned with the grade-level state standards are
ongoing and can better evaluate the child over time and in a variety of settings. Teacher developed
assignments and activities, homework, anecdotal records, journals, work samples, grade-level and
teacher-developed tests, rubrics, criteria charts, short-term and long-term projects, learning
contracts.
Standardized Assessments and how data will be used: California Standards Test (CST),
California English Development Test (CELDT), DIBELS (K-3), Open Court Reading
Assessments/Fluency, COREK12, District Quarterly Math Assessments, District Science
Assessments for Grades four and five. District assessments will be given to students as appropriate
grade level. Data will be used to guide instruction as teachers review the progress of students in the
classroom.
B. State Mandated Testing
The Charter School agrees to comply with and adhere to the State requirements for participation and
administration of all state mandated tests. As a District affiliated charter school. Sherman Oaks
Elementary Charter School will test with the District and adhere to District testing calendars and
procedures for all state mandated assessments.
C. How Data Will be Used
Sherman Oaks Community School values data-based decision making to optimize its approach to
meeting the needs of all students, to monitor the school's progress, and to establish future goals and
interventions. Specific examples of this include:
Teachers will give assessments as per District plan until the school can create assessments to replace the
District assessments and administration evaluate data from combined assessments (California Standards
Test (CST), California English Development Test (CELDT), DIBELS (K-3), Open Court Reading
Assessments/Fluency, District Quarterly Math Assessments, District Science Assessments for Grades
four and five) every six weeks(as data is available) in order to meet each student's educational needs. The
administration monitors student progress through My Data, SOAR, CORE K-12 (math).
Data is also used to identify and prioritize professional development priorities; District assessment
results and authentic assessments are communicated to parents (by teaching staff) throughout the school
year;
School wide data is also shared in a public forum at monthly governance (School Site) meetings, in
order to discuss upcoming program development and intervention priorities.
Scores will be available to all parents from teachers about students through distribution during progress
reports conferences . Access to scores and attendance data provides School Governance the ability to
monitor student performance and academic growth as compared to the School Plan. Teachers and
administration monitor student data to provide Tier 2 intervention options before or after school.
Examining student data will provide knowledge of areas of improvement in language arts, math and
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Sherman Oaks Elementary Charter School / Affiliated Charter Petition
science to develop an effective Professional Development program on an ongoing basis.
D. Identification of Grading Policy
Individual classroom teachers shall be primarily accountable for assessing their students' achievements
with regard to standards-based grade-level work and achievement of grade appropriate content
standards as well as progress toward fulfilling the skills, knowledge, and attitudes required for advancing
to the next grade level. Student progress toward meeting expected student outcomes is monitored on an
ongoing basis at each grade-level by regular student assessments aligned to the state’s curricular
standards as appropriate for each grade-level and content area.
Student progress toward achieving the state’s desired grade-level standards will be communicated to
students' parents by providing feedback on class assignments, homework assignments, and by means of
the 5-week Below Proficient Parent Reports, Progress Report and regular conferences with the student's
teachers.
Proficient levels of the State Standards are summarized on the Progress Report. The LAUSD Progress
Report uses a 4-point scoring rubric that aligns with classroom teachers' daily work assignments.
Students earn a "4" for Advanced Proficient Levels; "3" for Benchmark Proficient Levels; "2" for Partial
Proficient Levels; and "1" for No Proficient Levels. The academic standards include specific learning
topics in the different subject areas for each grade level: language arts divided into reading, writing,
listening, and speaking; mathematics; history and social science; science; health education; physical
education; and the arts. The standards for life-long learning (i.e., work and study habits) include use of
time, independence, organizational skills, and quality and completeness of work. The standards for
character development (i.e., learning and social skills) include respect, cooperation, dependability,
responsibility, self-control, and fair play.
Progress is reported to the parents three times annually trimester the LAUSD Progress Report.
Additionally, parent conferences are conducted at the end of the first reporting period and as needed
within the second and third reporting periods.
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ELEMENT 4: GOVERNANCE
The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental
involvement" Ed. Code 5C 47605 (b) (5) (D)
Petition for Affiliated Charter Status
Sherman Oaks School is an elementary school grades K-5 that proposes to be converted to an Affiliated
Charter within the Los Angeles Unified School District and to be known as Sherman Oaks Elementary
Charter School. As an Affiliated Charter, Sherman Oaks Elementary Charter School shall follow all
established LAUSD policies and guidelines.
Sherman Oaks Elementary Charter School Governance Council
The Sherman Oaks Elementary Charter School is subject to the governance of the LAUSD Board of
Education, which has a fiduciary responsibility over the Charter School. Governance at the school site level
shall be in accordance with the provisions of this petition and will be consistent with all applicable state,
federal laws, regulations, and the provisions of collective bargaining agreements. Any governance model in
conflict with the above shall be null and void unless the appropriate parties have agreed to a waiver or
exemption. Absent agreed upon waivers between the District and UTLA, Article XXVII of the LAUSDUTLA, CBA l must be adhered to, particularly in regards to Local School Leadership Council composition
and responsibilities.
In the event that Sherman Oaks Elementary Charter School changes from affiliated charter status to
independent charter status, Sherman Oaks Elementary Charter School and /or its non-profit corporation
will be a separate legal entity and will be solely responsible for the debts and obligations of the Charter
School. If Sherman Oaks Elementary Charter School changes status to an independent charter school,
Sherman Oaks Elementary Charter School shall submit a petition for material revision with articles of
incorporation and bylaws for District’s approval.
Sherman Oaks Elementary Charter School shall maintain a Governance Council that will be the chief site
based decision-making body for the school under the authority of the Local District Superintendent and
under the ultimate authority of the Los Angeles Unified School District Board of Education. The
Governance Council shall be governed in its operations and its actions by the charter petition and the
Bylaws of the Governance Council of Sherman Oaks Elementary Charter School, which can be revised as
approved by LAUSD..
The Governance Council shall meet at least nine times per year meeting monthly beginning in October to
discuss policy and make decisions on the direction for the school. All teachers, parents, and community
members are encouraged to attend council meetings. Subject to LAUSD policies and procedure and
collective bargaining agreements, the Council shall have authority for aspects of its operation including, but
not limited to the development and implementation of policies related to curriculum, personnel professional
development, categorical block grant budget and finance, implementation of admissions, site-level
scheduling, community relations, classroom usage use of the school site safety, discipline, charter revision
subject to District approval, dispute resolution(within District policy), appointment of school
representatives to external organizations(as per District Ethics policy), and interactions with LAUSD. We
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will abide by LAUSD policies and procedures concerning school governance, and currently have and will
continue to have all school councils operating effectively in shared decision-making with the District.
A. Process which Ensures Staff, Student and Other Stakeholder Involvement
Parents play a very active role in our school and the success of Sherman Oaks Elementary Charter School
depends upon continuing this tradition. The highly productive collaboration between parents and educators
enables us to provide the best, most enriched education possible. While parents are and will be involved in
all levels of decision-making at Sherman Oaks Elementary Charter School, their important role will be to
help to fulfill our promise of an enriched educational experience for all children. At least one elected parent
representative will serve on each of the school's Governing and Executive Committees, including but not
limited to budget, bylaws and curriculum, ELAC, school safety, staff selection, technology, discipline and
professional development.
Parents attend monthly Sherman Oaks Parent Association meetings where they elect their own officers
and representatives and where they set goals for their participation. Teachers are elected to represent
the school site at the parent meetings. The Principal frequently attends parent meetings. By
participating in the process, parents will learn skills related to teaching their children, planning,
budgeting, management, analysis and problem solving.
B. Methods by Which Schools Consult with Parents and Teachers Regarding School's Educational
Programs
School Governance
Involvement in the Governing Council and the various Governing Council committees will provide for
direct parent and teacher involvement in the ongoing process of reviewing and revising the school's
educational program. This will enable us to continue to meet the unique and changing needs of Sherman
Oaks's students. The Governing Council, ELAC and standing committee meetings will be open to the
public in accordance with the Brown Act, and all stakeholders and interested parties will be encouraged to
contribute agenda items for discussion. Meeting schedules will be made available to the public (including on
the school website and via organized email blasts), and an agenda of each meeting will be posted publicly
(at the school site and on the school's website) at least 72 hours in advance thereof. All meetings will be
held in accordance with the posted agenda and any items raised during any "public comments" period will
be added to a later agenda for official discussion. The Governing Council and standing committees will also
comply with all Brown Act. Minutes of meetings will also be posted in the parent center and on the
school’s website and available in the school office.
As a separate entity from Sherman Oaks Elementary Charter School, the Sherman Oaks Parent Association
(SOPA) shall maintain liability insurance sufficient to cover any and all SOPA sponsored activities and shall
present a certificate of insurance as evidence of such insurance coverage on at least an annual basis to the
Districts Division of Risk Management & Insurance Service. Sherman Oaks Elementary Charter School will
conform to and operate under the District's Donation Policy (Policy Bulletin No. 1633). SOPA shall work
collaboratively with Sherman Oaks Elementary Charter School to further the educational program of the
school. SOPA is a non-profit 501c (3) California Corporation. SOPA’s purview is fund raising to support
the Charters’ enrichment programs. SOPA and Sherman Oaks Elementary Charter School will follow
district policy and procedures regarding these additional enrichment program personnel. Enrichment
program personnel Enrichment program personnel work collaboratively with Sherman Oaks Elementary
Charter School to provide the enrichment programs. Should there be a disagreement between SOPA and
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the Charter School discussion would ensue to put the needs of the students and grade-level standards above
the disagreement .Final decision will be made by the site administrator .or Governing Council. If necessary
the Charter School would raise funds to support the enrichment programs.
Additional Parent Involvement Opportunities
Parent involvement is the key to the success of the school, with opportunities for both parents who stay at
home and those who work full-time. These opportunities include events such as, Back-to-School Night,
Open House, Parent/Teacher Surveys, Parent/Teacher Conferences, Parent Center, parent participation in
the classrooms, campus beautification twice a year, Parent Education, via the school's website and weekly
written correspondence. Sherman Oaks Elementary Charter School will continue to announce opportunities
in weekly automated phone calls and e-mail blasts through Connect Ed and monthly parent newsletter,
Tiger Times. Teachers communicate via weekly collaboration meetings, professional development meetings,
and regular faculty meetings. Without the parents' support, Sherman Oaks would not be able to achieve the
excellence that is its legacy. Parents are essential in making the school a vital part of the community, and in
fostering the diversity and excellence of Sherman Oaks's enriched educational program. A parent's inability
to participate in no way impacts admission or enrollment.
C. Decision-Making Process and Organizational Chart
The Governing Council will be a consensus-oriented, site-based decision-making body for Sherman Oaks
Elementary Charter School. It will have the responsibility for allocating categorical block grant resources
and setting the site based policies and procedures to achieve the school's program goals, thus promoting the
best educational program possible for students. The attainment of consensus among all members of the
Council shall be a primary goal. If consensus cannot be reached, decisions will be made by a simple majority
vote of the members present, with the exception of Bylaws changes, which must be decided by a two-thirds
majority of the Council. Should there be a tie vote, there would a postponement of the implementation of
the issue. Members would gather statements from stakeholders to bring to a special meeting for another
round of discussion to persuade either side, followed by a vote. Should that process not lead to a decision by
simple majority vote, the issue would be tabled for further considerations. Any stakeholder can bring new
business before the Governing Council by bringing the matter to the attention of the principal, a member of
the Governing Council, or the relevant committee. All standing committees will have representation from
both the parent body and teaching staff and are the foundation of policy decision-making at Sherman Oaks
Elementary Charter School.
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See Appendix for
Organizational Chart
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D. Compliance With all Laws Relating to Public Agencies in General, all Federal Laws and
Regulations and State Codes
Sherman Oaks Elementary Charter School and all committees will comply with the Brown Act, as noted
above. Meetings will be "open and public," actions will not be secret, and action taken in violation of open
meetings laws may be voided. For any regular meeting, a notice will be posted and sent home with students
at least three days before the meeting with an agenda. The public will be allowed to address the governing
council at regular or committee meetings. Members of the Sherman Oaks Elementary Charter School's
Governance Council, any administrators, managers or employees, and any other committees of the School
shall comply with federal and state laws, nonprofit integrity standards and LAUSD's Charter School policies
and regulations regarding ethics and conflicts of interest.
In the event that Sherman Oaks Elementary Charter School changes from affiliate charter status to
independent charter status, it recognizes that Sherman Oaks Elementary Charter School and/or its nonprofit corporation will be solely responsible for the debts and obligations of the Charter School.
E. Process for Amendments to Charter
Sherman Oaks Elementary Charter School reserves the right to amend its charter at any time subject to with
LAUSD Board of Education approval. All amendments will require the majority vote of representatives to
the Sherman Oaks Elementary Charter School Governing Council. Any material revisions to the charter
must be considered and approved by the LAUSD Board of Education. Sherman Oaks Elementary Charter
School will consult with the District in making a determination as to whether or not a proposed amendment
or change to the charter constitutes a material revision.
F. Articles of Incorporation and Bylaws of Nonprofit Corporation
Since we are applying to convert to an affiliated charter school, we do not need to submit articles of
incorporation and bylaws of a nonprofit corporation. We have however submitted the Bylaws of the
Governance Council.
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H. Selection Process of Council Members and Governance Council
Members of the Governance Council shall serve two-year terms; one-half of the teacher members and onehalf the parent members will be elected each year. All stakeholders are invited to meetings and may address
the Governance Council, but only elected members are able to vote.
The members of the Governance Council shall include representatives from the school's various
constituencies as follows:
Seven staff members and 2 alternate teacher representatives, who shall be elected from and by the
credentialed teachers employed at the school, which will include:
The principal
UTLA Chapter Chair
4 Teachers (1 Primary and 1 upper grades, 1 SAS/GATE and 1 Special Education)
1 Classified Representative (to be elected by classified staff)
Seven parent members, which will include:
1 ELAC Representative (elected by ELAC)
6 Parent Representatives who shall be elected from and by parents whose children are enrolled
in the school.
There shall be up to four () alternate parent Council representatives designated. The "First" alternate shall be
the alternate with the most votes as compared to the other alternate(s). All vacant seats shall be filled within
one month by a special election called by the Chairperson.
The District reserves the right to appoint a single representative to the charter school Governing Council
pursuant to Education Code section 47604(b).
Sherman Oaks Elementary Charter School shall comply with LAUSD’s policies and regulations regarding
ethics and conflicts of interest their decision making process.
Role of Committees
Committees shall be formed to research issues and obtain input from all affected /interested groups. They
will ensure participation of all stakeholders, present findings to the Council for a decision, create a more
efficient way to handle decision making, provide a more effective way of communication. Affiliated charter’s
are subject to LAUSD policies and applicable provisions of LAUSD-UTLA CBA in personnel selection.
Committees may include but are not limited to:
Curriculum Development –review of instructional materials
to be in alignment with standards
Review Budget- monitoring Block grant spending and
allocations
Communication- review and maintain
open communication with all stakeholders.
Public posting of meetings and agendas.
Community Involvement – review school’s
involvement in community events, i.e.
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School Calendar- calendaring school events on the master
calendar
Strategic Planning – reviewing student progress to maintain
proper instructional planning
Personnel Selection – interview and review resumes for job
openings
Street Fair, Sherman Oaks Cares Day
School Safety and Climate- works with
School Wide Behavior committee to
monitor office referrals
Grant Writing – review financial grant
opportunities for the school, bring the
grants to the Governance Council for
discussion, financial planning and
approval. Write the grants
Professional Development- Works with strategic planning to
review data and plan school year’s professional development
in conjunction with student data and District
implementations of new material
Technology – review practice and projects completed in
computer lab. Maintain list of technology equipment and
suggest new equipment
Student Activities- review activities for all
students and school spirit days
Other committees will be formed as the need arises.
Committees will include a minimum of one parent and one staff member (by vote of the Council), but the
number of committee members will depend on the committee itself (for example, the Personnel Selection
Committee will have no less than three staff members and three parents, however the grant writing
committee may have only three members, with at least one staff member and one parent). Since committees
are advisory and voluntary, we believe we require flexibility here. Committee members will volunteer to
participate on committees. Should there be many members interested in joining a committee a chairperson
will be selected by governance council vote. The chairperson shall decide on the size of the committee. [The
duties of each committee, how committees will work, how we will comply with the Brown Act, etc. are
spelled out in the By-laws that we submitted with the Charter Application (please see Tab 6b). All
committees will comply with the Brown Act.
I. Grievance Procedure for Parents and Students
As a District affiliated charter, Sherman Oaks Elementary Charter School shall comply with District’s
Grievance policy and procedure for Parents and Students.
J. LAUSD Charter Policy
The Sherman Oaks Elementary Charter School will comply with the District policy related to Charter
Schools, including the Affiliated Charter Schools bulletin as it may be changed from time to time.
K. Responding to Inquiries
.
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Sherman Oaks Elementary Charter School shall promptly respond to all inquiries, including but not limited
to, inquiries regarding financial records. Sherman Oaks Elementary Charter School acknowledges that it is
subject to audit by LAUSD including, without limitation, audit by the District Office of the Inspector
General.
If an allegation of waste, fraud or abuse related to the Charter School operations is received by the District,
the Charter School shall be expected to cooperate with any investigation undertaken by the District and/or
the Office of the Inspector General, Investigations Unit.
L. Notifications
Notification is to be made to the Innovation and Charter Schools Division of any notices of workplace
hazards, investigations by outside regulatory agencies, lawsuits, or other formal complaints, within one week
of receipt of such notices by Sherman Oaks Elementary Charter School.
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ELEMENT 5: EMPLOYEE QUALIFICATIONS
"The qualifications to be met by individuals to be employed by the school." Ed. Code § 47605 (b)(5)(E)
Charter School believes that all persons are entitled to equal employment opportunity. It does not
discriminate against qualified applicants or employees on the basis of race, color, religion, sex, gender
identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical
disability, mental disability, medical condition, or any other characteristic protected by California or federal
law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship,
including recruitment, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal
from employment to the same extent as all LAUSD schools.
The Sherman Oaks Elementary Charter School will comply with all No Child Left Behind Act (NCLB)
requirements of teachers and paraprofessionals.
The Sherman Oaks Elementary Charter School will follow all District personnel policies and practices.
Sherman Oaks Elementary Charter School will abide by District policy, procedures, and collective
bargaining agreements for employee selection. The school will make its recommendations to the Local
District Superintendent for administrative candidates and the Local District Superintendent will make the
final decision. All administrative positions at Sherman Oaks Elementary Charter School shall be filled in
accordance to District and personnel commission policies and filled by individuals with the appropriate
credentials for such administrative positions. Credentialed administrators will be recommended to the Local
District Superintendent for a final determination. While Sherman Oaks Elementary Charter School
recommends employees through an interview process and in accordance to District and personnel
commission policies, the District is the employer and all candidates must be processed through the District.
As an affiliated Charter
School, Sherman Oaks Elementary Charter School will abide by all present and future employee-related
contractual agreements with UTLA, AALA, Local 99 and other collective bargaining units and LAUSD. All
employees shall be compensated according to District contracts and the respective collective-bargaining
agreements. The staff is subject to District decisions regarding reduction in force and layoffs.
Sherman Oaks Elementary Charter School will adhere to all court mandates and state and federal laws
including the Rodriquez, Reed and Consent Decree and District guidelines and assessments. Each selfcontained classroom teacher will have appropriate credentials issued by the State Commission on Teacher
Credentialing for his/her teaching assignment. Non-self-contained classroom teachers will have appropriate
credentials consistent with state legislation and Title I, No Child Left Behind legislation. The District will
monitor all credentials. At the close of each school year, the principal conducts and shall evaluate the
faculty consistent with District policy. Such evaluation shall include the areas of professional development,
teaching performance, the integration of science, technology and enrichment and student performance as
demonstrated by previously discussed District assessment methods.
The Sherman Oaks Elementary Charter School will continue to recruit qualified ―highly qualified‖
personnel (teachers, paraprofessionals, office staff, etc.), including speakers of languages other than
English that is consistent with District hiring policies and will staff programs, which will provide and
support English Language Learners (ELL) and parents.
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Personnel
Sherman Oaks Elementary Charter School shall follow all applicable state and federal laws and regulations
and collective bargaining agreements. Any conflict with the above shall be null and void unless the
appropriate parties have agreed to a waiver or exemption. Absent agreed upon waivers between the District
and UTLA, Article XXVII of the LAUSD – UTLA CBA must be adhered to, particularly in regard to Local
School Leadership Council composition and responsibilities.
A. Staff Selection Procedure
Certificated Personnel
Selection of certificated staff will be aligned with current Education Code, District Policy, and collective
bargaining agreements. Sherman Oaks Elementary Charter School will have the autonomy to interview and
select teachers and school-funded support staff from District approved lists of eligible candidates. Available
lists will be determined by Human Resources and may be limited to Priority Placement Lists (displaced
teachers) and Rehire Lists depending on the current hiring situation in each subject area. While every effort
will be made to avoid assigning any certificated employee to any Sherman Oaks Elementary Charter School
campus, the District retains the right to make such assignments in cases where no other alternative is
available (i.e. Reasonable Accommodation).
Classified Personnel
Selection of classified staff will be in compliance with the current merit system provisions of the Education
Code, the Personnel Commission Rules and applicable collective bargaining agreements. Unless valid
reemployment lists exist, Sherman Oaks Elementary Charter School will have the autonomy, when selecting
employees for regular assignment, to select from the top three eligible candidates on current valid eligibility
lists promulgated by the Personnel Commission. When valid reemployment lists exist, every effort will be
made to avoid assigning classified staff to Sherman Oaks Elementary Charter School, however, the
Personnel Commission retains the right to make such assignments in cases where no alternative is available
(e.g. reductions-in-force or reasonable accommodations required in compliance with the Americans with
Disabilities Act.)
Unless the District has assigned all employees in a classification to a specific basis, Sherman Oaks
Elementary Charter School will have autonomy in assigning positions to specific working basis.
Professional Development
In addition to any District-mandated professional development, Sherman Oaks Elementary Charter School
Charter shall have full autonomy in the selection of professional development programs for their employees
to meet their site-specific needs. Any professional development required by the District for newly-adopted
curriculum selected by the Sherman Oaks Elementary Charter School will, in turn, be funded by the District
consistent with its practice for other District schools.
B. Selection of Teacher(s)
Teaching staff members shall be selected as follows:
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The Sherman Oaks Elementary Charter School will adhere to all court mandates and state and federal laws
including the Rodriquez Consent Decree and. Office of Civil Rights guidelines. Credentialed teachers
interested in filling a position will be asked to submit a resume plus three letters of recommendation from
former employers or other references. An applicant, who is being considered for selection, will be
interviewed by the Staff Selection Sub-committee of the Governance Council. Members of this Subcommittee will prepare questions specifically directed to the applicant's understanding of the ―best
practices‖ indicated in the teacher criteria (see "Selection of Certificated and Classified Personnel" above).
Final candidates may be asked to present a demonstration lesson at a particular grade level while being
observed by members of the Subcommittee, if possible.
The Sub-committee will be authorized to determine, by consensus, which applicants will be recommended.
When an applicant is selected, he or she must be processed through the District.
The Governance Council shall appoint a Staff Selection Sub-committee made up of members of the
Committee which will recommend selection of the School staff. The Sub-committee shall consist of the
principal, a UTLA representative, one to two teachers representing the grade level with the vacancy and one
to three parent representatives.
C. Selection of Administrator(s)
In addition to the above procedures, prospective administrators will be interviewed by faculty and parent
representatives, and will be recommended for approval to the Local District Superintendant based upon a
two-thirds majority vote at a governance committee meeting. The principal will be responsible to the
LAUSD Local District 2 Superintendent.
D. Selection of Paraprofessionals
Paraprofessionals, instructional aides, teacher assistants and adult assistants for students with special needs,
will meet all District requirements. . A teacher representative or the teacher of the class with the vacancy
may support the administrator when conducting the interview and selection. Paraprofessionals will meet
NCLB criteria.
Paraprofessionals, Instructional Aides help increase student achievement by performing the following
duties:
 Assists a teacher or other certificated employee in a school by performing some of the following
duties in order to introduce subject matter to students.
 Presenting educational information to students in a specialty area of expertise.
 Performing research, compiling information, and/or preparing exhibits, demonstrations,
equipment,
and other materials in a specialized subject area or an area requiring special skills.
 Demonstrating methods, procedures, techniques, and uses of materials, tools, and equipment to
students.
 Provides explanation to students regarding assigned computer activities.
 Arranging and conducting educational visits related to instructional activities.
 Conducting group activities related to physical education, music and other arts, and other
subjects.
 Tutoring individual students or groups in subjects requiring advanced knowledge of specialized
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subjects, such as languages, mathematics, science, etc.
 Correcting student papers and/or advising students regarding improvement of work
products.
Special Education Assistants and Trainees will perform the following duties:
 Performs a variety of activities pertinent to training, physical care, disciplining, and tutoring
in order to inculcate habits, knowledge, and skills in students with disabilities.
 Assists teachers in implementing lessons or portions of lessons to a student or a group of
students, checks accuracy of work, and presents additional assignments as directed by a
teacher.
 Helps students to use books, classroom materials, and equipment.
 Adjusts or rephrases portions of text and classroom instructions.
 Keeps routine records related to recording attendance, grades, test scores, and lunch money.
 Assists teachers with use of electronic equipment and presentation of materials and
methods to reinforce lessons to students.
 Assists teachers in directing activities or assigned groups of students.
 Lifts students in and out of holding or locomotive devices and on and off buses when
trained by appropriate staff.
 Assists students with all aspects of toileting which may include diapering and lifting on and
off the toilet, changing tables, and mats when trained by appropriate staff.
 Assists students with the use of mobility equipment, such as leg braces, walkers, mobile
standers, and tricycles when trained by appropriate staff.
 Assists teachers in working with students who may be demonstrating such behaviors as
hitting, biting, scratching, and running, and works as a member of a team to implement the
behavior support plan and/or crisis plan when trained by appropriate staff.
 Under the teacher’s direction, participates in data collection on behaviors as part of
behavior support plan development and implementation.
 Assists teachers in maintaining an environment conducive for learning and encouraging
appropriate behavior by the students using a consistent team approach.
 Assists teachers in carrying out positive reinforcement procedures and reactive strategies
indentified in a behavior support plan, such as prompting student to switch to functionally
equivalent replacement behavior and debriefing during the school day.
 Assists teachers on field trips by helping students with physical needs, maintaining
discipline, and reinforcing learning situations.
 Assists bus drivers in maintaining discipline and responding to the physical needs of
students.
 Supervises a group of students in the temporary absence of the responsible teacher when
notified.
 May obtain food from the kitchen, serves food, and feeds students or helps them to feed
themselves.
 May make minor adjustments on special equipment such as wheel chairs, crutches, braces,
standing tables, and gurneys when trained by appropriate staff.
 May act as a resource regarding student issues at Individual Education Plan (IEP) meetings,
if requested.
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



May take student temperatures, administer first aid, and provide basic nursing care as
directed or authorized by a School Nurse.
May carry out the instructions of a Supervising Special Education Assistant or certificated
employee to implement special physical handling, care, or exercises prescribed by doctors,
nurses, or therapists when trained by appropriate staff.
May work with teachers, agencies, and private companies to assist in making job placements
for graduates of vocational courses and may take students to job interviews.
Performs related duties as assigned.
E. Selection of Day-to-Day Substitutes
The Sherman Oaks Elementary Charter School will establish and maintain a list of qualified Districtapproved substitutes who will be contacted as needed. All substitute teachers will be fully credentialed
teachers.
F. Description of Duties
Teachers

Provide a quality, enriched, and integrated curriculum.
Provide continual assessment of student progress and maintain records.
Continually evaluate classroom performance to meet the changing needs of students.
Provide an effective room environment that reflects and facilitates the academic program.
Provide peer assistance to fellow teachers.
Maintain timely communication with parents regarding student progress in academic, work habits,
and behavior
Continue to work on professional growth.
Implement and maintain the school-wide behavior support program
Actively strive for continuous and open communication with parents.
Regular, punctual attendance.
Professionally attired.
Administrator(s):
Ensure effective collaboration with the Sherman Oaks Elementary Charter School
Governance Council.
Oversee the business practices of the school.
Attract new resources to the school.
Oversee the instructional program.
Provide opportunities for professional growth.
Facilitate communication among staff, parents and community.
Implement, support and maintain school-wide behavior support program
Assist with scheduling when necessary.
Spend at least 8 hours per month actively involved in the classroom.
Regular, punctual attendance and appropriate professional attire
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Principal Essential Functions:
Provides assistance, guidance, and supervision in instructional practices and curriculum development
specific to the language, social, and academic needs of the student population, including English
Learners, Students with Disabilities, and Gifted and Talented students
Provides leadership for and facilitates collaboration with all stakeholders on the writing of the
School Plans, Self-Study, and Program Quality Reviews and on identifying goals for student
achievement and standards for assessing the outcome of these goals.
Prepares school budgets and is responsible for and monitors the expenditures of all school funds in
accordance with federal, state and District guidelines.
Develops the partnership among students, parents, community members, teachers and support staff
that will enable the Sherman Oaks Elementary Charter School to become a learning community with
high expectations and achievement for all students.
Works enthusiastically with the Sherman Oaks Elementary Charter School to develop and operate
the school and maintains collaborative relationships with other formal or informal educational
institutions.
Establishes an interdisciplinary instructional approach that emphasizes science and mathematics and
integrates these with technology, language arts, social studies, fine arts and physical education.
Supports teachers in providing all students with improved student achievement using standardsbased instruction, focused learning opportunities, and appropriate use of all resources.
Evaluates the performance of certificated and classified personnel assigned to the school site.
Maintains a school climate that ensures the safety, health and welfare of students and personnel;
organizes and implements a Safe School Plan and Injury and Illness Preventative Plan and complies
with mandated child abuse reporting procedures.
Provides staff development and training for all stakeholders to improve student achievement.
Will be evaluated by the Local District Superintendent or representative.
Classified and Other Personnel
Teacher Assistants and instructional aides will assist with instruction under teacher direction and
support the school program.
Other personnel will perform duties as described by the administrative team and per District job
descriptions.
Plant Manager and Custodians
The Plant Manager and all building and grounds workers will be employees of the District and
assigned to Sherman Oaks Elementary Charter School and will perform the maintenance and
operations for the school.
Parent Volunteers
The developers of the Sherman Oaks Elementary Charter School recognize that it will not succeed
without relying upon the community and its resources. To achieve its goal of creating a superior
learning environment in which students can succeed academically far beyond conventional
expectations, there must be an unprecedented level of community sense of "ownership" of the
school: local residents, business people, community leaders and especially parents, must be deeply
involved in setting school policy and supporting school programs. To best meet the needs of the
students, families, and community, the Sherman Oaks Elementary Charter School will continue
partnerships with many institutions. The school's primary partnerships are with the local
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community, Sherman Oaks Parents Association (aka SOPA) and a number of other community
groups and agencies. The strengths and resources of these agencies will improve the School's ability
to positively impact the students and community now and in the years to come.
G. Accountability
All employees will be evaluated according to District policy and collective bargaining agreements. Good
performance will be acknowledged, rewarded, and replicated if possible. Fair and poor performance will be
immediately acknowledged and corrected. Performance measures to assist in evaluation follow:
Teachers
1. Certificated personnel will continue to be evaluated by the STULL process as. per District Policy
and UTLA Bargaining agreement
3. Completion of required job duties.
a. Initial sub-standard STULL evaluation by principal will result in additional
support from staff and the District.
b. The Sherman Oaks Elementary Charter School reserves the right to investigate other
evaluation practices that do not contradict collective bargaining agreements, which may
include, but are not limited to:
i.
Establishing goals and objectives for growth through collaboration with the
principal.
ii.
Observation (s) by the principal indicating the progress of goals and
implementation of objectives.
iii.
Post-evaluation conference(s).
iv.
Peer coaching.
Administrator(s)
1. Business practices
a. Balanced budget
b. New financial resources
2. Instructional program
a. School achieved educational outcomes (in Elements 2 and 3)
b. Parental/community involvement
H. Half-Time Leaves
Half time leaves will be limited to 10% of the teaching positions at Sherman Oaks Elementary Charter
School. Potential half-time teachers must be screened and interviewed by the Staff Selection committee
consistent with the process of hiring full-time teachers. Half-time teachers hired for shared positions may
opt for a full-time position as per their seniority and UTLA Bargaining Agreements. At least one partner of
the team must attend each faculty meeting and banked professional development and communicate to the
other partner the details of the meeting. Half time teacher will each work half day, every day. In order to
maintain the integrity of the classroom, the half-time teachers are encouraged to cover the absences of their
partner if possible. Half-time teachers must perform all adjunct duties as stated in the UTLA contract. If
the situation arises in which one partner cannot complete the school year, then the leave of the other
partner may be cancelled and that teacher must return to full-time status unless an appropriate replacement
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can be found (as stated in the UTLA contract).
I. Salary Schedule
The Sherman Oaks Elementary Charter School will adhere to District compensation scales and all collective
bargaining agreements signed by LAUSD in establishing staff compensation.
J. Work Basis
Each staff member will work the number of days designated in his/her specific collective
bargaining agreement.
J. Method for Reporting Alleged Improprieties
Current methods for reporting child abuse, acts of violence, and other improprieties will be
followed as mandated by District guidelines, federal and state law, and local agencies.
K. Due Process
All staff members shall have due process rights, as spelled out in all collective bargaining
agreements and District’s policies, which include:
1. Right to just cause discipline and dismissal.
2. Right to mediation and a fair hearing if necessary.
3. Right to binding arbitration conducted by a paid arbitrator.
L. Benefits
Mandatory Benefits for all Staff Members:
The Sherman Oaks Elementary Charter School will provide the following benefits as applicable
through Los Angeles Unified School District policies and all collective bargaining agreements:
1. Workers Compensation
2. Unemployment Insurance Medicare
3. Social Security (for non-STRS/PERS members) or other appropriate retirement plan
mutually negotiated by employee and employer, as allowed by state and federal law.
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ELEMENT 6: HEALTH AND SAFETY
"The procedures that the school will follow to ensure the health and safety of pupils and staff. These procedures shall include the
requirement that each employee of the school furnish the school with a criminal record summary as described in § 44237." Ed.
Code § 47605 (b)(5)(F)
As an affiliated charter school, Sherman Oaks Elementary Charter School will comply with all LAUSD
policies and practices to guarantee the health and safety of pupils and staff including but not limited to,
criminal background checks, examination of faculty and staff for tuberculosis, immunization of pupils as a
condition of attendance, screening of pupil’s vision and hearing and screening of pupils for scoliosis.
Sherman Oaks Elementary Charter School will comply with all regulations as required by the federal, state,
county, and city laws, such as fire and safety codes. In the event that Sherman Oaks Elementary Charter
School changes its status to independent charter status during the term of this charter, Sherman Oaks
Elementary Charter School shall submit a petition for material revision for District’s approval including
provisions for insurance and indemnification for independent charter schools pursuant to District
requirements.
Insurance
Coverage shall be provided to the affiliated Sherman Oaks Elementary Charter School by the District under
any of the District’s self-insured programs or commercial insurance policies. The District shall secure and
maintain insurance to protect the Sherman Oaks Elementary Charter School from claims which may arise
from its operations, as provided to all other schools in the LAUSD.
It shall be the District’s responsibility, to monitor Sherman Oaks Elementary Charter School vendors,
contractors, partners or sponsors for compliance with District insurance requirements for third
parties. Charter School shall adhere to current District Procurement Manual policies and procedures prior to
accepting any services from vendors, partners or sponsors.
As an affiliated charter school, Sherman Oaks Elementary Charter School will adhere to District’s Health,
Safety and Emergency Plans. The Sherman Oaks Elementary Charter School will ensure that staff has been
trained in health, safety, and emergency procedures and will maintain a calendar and conduct emergency
response drills for students and staff in line with District’s procedures.
The Sherman Oaks Elementary Charter School, its employees and officers will comply with the Family
Educational Rights and Privacy Act (FERPA) at all times.
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A. Health & Safety Procedures
The Sherman Oaks Elementary Charter School will comply with all District policies concerning health &
safety. As an affiliated charter school, Sherman Oaks Elementary Charter School will adhere to District’s
Health, Safety and Emergency Plans. The Sherman Oaks Elementary Charter School will ensure that staff
has been trained in health, safety, and emergency procedures and will maintain a calendar and conduct
emergency response drills for students and staff in line with District’s procedures. It will be the task of the
school administration to monitor all activities consistently to provide safety and security of the students. For
this purpose, a "team-on-duty" will be created by principal to supervise students at all times.
The policies will address, but not be limited to, the following State and District policies and procedures:
1. The school as a drug, alcohol, and tobacco-free workplace.
2. Employee fingerprinting and criminal background check.
3. All reporting of child abuse, acts of violence, and other improprieties as mandated by federal,
state, and local agencies.
4. Sexual harassment training for all employees, students, and parents in any combination.
5. Procedures for response to natural disasters and emergencies, including fires and earthquakes.
6. First aid/CPR training.
7. The safety of auxiliary services (food services, custodial services, hazardous materials).
8. Documentation of TB test requirement for all students, staff, and volunteers.
Amendments will be made to remain compliant with District safety policies or upon recommendation by
the District's insurance carriers. The Sherman Oaks Elementary Charter School will comply with the existing
regulations that apply to public schools including CAL/OSHA, the California Environmental Protection
Agency and Federal EPA regulations. Records of student immunizations will be maintained, and staff
will honor Los Angeles County requirements for periodic Mantoux tuberculosis (TB) tests. Each
employee is required to provide the District with a full disclosure statement following district policy
regarding prior criminal record as required by the California Education Code Section 44237.
The Sherman Oaks Elementary Charter School will ensure that staff has been trained in health, safety, and
emergency procedures and will maintain a calendar and conduct emergency response drills for students and
staff in line with District’s procedures. The Sherman Oaks Elementary Charter School shall require all
employees of the Charter School, and all volunteers in accordance with District policy and any onsite
vendors having unsupervised contact with students to submit to criminal background checks and
fingerprinting.
Sherman Oaks Elementary Charter School shall retain, until further notice, the services provided by the
LAUSD in regards to the following:
Liability insurance (property, fire, theft, personal injury)
Utilities (electricity, gas, water, telephone, cable, etc.)
Maintenance of repair of and to, and replacement of parts and equipment to the physical plant
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Piano tuning, moving and repair
Garbage pickup
School security
Eradication of lice and/or other infestations, pests and vermin
Tree trimming and gardening
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ELEMENT 7: MEANS TO ACHIEVE RACIAL AND ETHNIC BALANCE
"The means by which the school will achieve a racial and ethnic balance among its pupils that is reflective of the general
population residing within the territorial jurisdiction of the school District to which the charter petition is submitted." Ed. Code
§ 47605 (b)(5)(G)
As an existing public school converting to a charter school, admission preference shall be given to pupils
who reside within the former attendance area of Sherman Oaks Elementary Charter School. The attending
students shall represent a broad ethnic background and the boundaries for the School shall be consistent
with the policies of the District for achieving it.
The Sherman Oaks Elementary Charter School will make every effort to recruit students of various racial
and ethnic groups so as to achieve a balance that is reflective of the general population residing within the
territorial jurisdiction of the Los Angeles Unifies School District. Recruitment efforts within and beyond the
District designated attendance area shall include publicizing our instructional program, providing tours of
the school, and speaking to interested parents including those from overcrowded neighboring schools.
Enrollment advertisements will be placed in the Daily News, The Sherman Oaks Patch and posted on the
schools’ web site.
A. Court-ordered Integration
Sherman Oaks Elementary Charter School
Court-ordered Integration
The Charter School shall comply with all requirements of the Crawford v. Board of Education, City of Los
Angeles court order and the LAUSD Integration Policy adopted and maintained pursuant to the Crawford
court order, by the Office of Student Integration Services (collectively the ―Court-ordered Integration
Program‖). The Court-ordered Integration Program applies to all schools within or chartered through
LAUSD. The School will provide a written plan in the charter petition and upon further request by the
District outlining how it would achieve and maintain the LAUSD’s ethnic schools goal of 70:30, or 30:70,
60:40 or 40:60 ratio.
Sherman Oaks Elementary Charter School shall be responsible for following the requirements of the
Crawford desegregation court order, and shall take all reasonable steps to attract and maintain a racially
integrated student body. Integration Program resources currently provided to certain affiliated charter
schools (Magnet, Permits with Transportation, Transportation) are subject to change, in whole or in part,
for budgetary and other reason.
The attending students shall represent a broad ethnic background and shall be consistent with the policies of
the District. As a Charter School, space permitting, Sherman Oaks has the freedom to enroll charter
students from outside the neighborhood to fulfill its commitment to maintaining racial and ethnic diversity
consistent with its District goals.
The Sherman Oaks Elementary Charter School will make every effort to outreach to students of various
racial and ethnic groups to achieve a balance and meet the requirements of the Crawford order. Recruitment
efforts within and beyond the District designated attendance area occur in February and March and may
include:
Publicizing our instructional program in notices submitted to newspapers, posted to the school
website and on the District website, and in other online venues;
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Parent education seminars conducted at the school and at District venues in the spring prior to the
school year;
Prospective parent meetings in the fall that cover admission requirements and timelines for
enrollment.
In addition, we will provide monthly prospective parent tours of the school. Tours are publicized
in the media, on the web site, school's marquee, and in our board member's newsletter. Notices of
these tours will also be mailed to all perspective,
incoming families and posted in surrounding
preschools.
Tours are also open to all interested parents including those from overcrowded neighboring
schools.
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ELEMENT 8: ADMISSION REQUIREMENTS
"Admission Requirements, if applicable." Ed. Code § 47605 (b)(5)(11)
.
A. Admission Requirements
Admission to Sherman Oaks Elementary Charter is open to all students who wish to attend. School
admissions practices includes outreach to traditionally underserved populations. Students residing in the
school’s attendance area may choose to enroll in the Charter or not. Parents of students enrolled in the
Charter will be informed that even though enrolled in a Charter, they have no right to admission in a nonCharter District school as a consequence of their Charter School enrollment.
After admission to the school, parent (s) will attend a grade level orientation meeting to review and sign the
parent/student Compact Agreement. Parent attendance at the orientation in no way impacts the student’s
enrollment or admission.
The Charter School will adhere to the provisions of the McKinney-Vento Homeless Assistance
Act and ensure that each child of a homeless individual and each homeless youth has equal access to the
same free, appropriate public education as provided to other children and youths.
Enrollment/Lottery Assurances and Procedures
Sherman Oaks Elementary Charter School is non-sectarian in its programs, admission policies, employment
practices, and all other operations. The school does not charge tuition, nor does it discriminate against any
pupil on the basis of race, religion, color, ancestry, ethnicity, national origin, gender, physical or mental
disability, medical condition, sexual orientation, or other basis protected by federal, state, or local law or
ordinance or regulation, or any other characteristic that is contained in the definition of hate crimes set forth
in Section 422.55 of the Penal Code.
As a charter school, admission to Sherman Oaks Elementary Charter School is open to any California
resident who wishes to attend; however, as a Charter school our first responsibility is to enroll families
residing within our District-defined boundaries. After the enrollment of resident students, if the number of
pupils who wish to attend the charter school exceeds the school’s enrollment limit, a public random lottery
will take place to determine the school enrollment in accordance to Education Code, section 47605(d)(2)(B).
The lottery system is explained below to help fill any grade level slots that are available. We will accept
names for our enrollment lottery beginning in late May and June, 2011. After the initial year as a charter
school, the timeline would change to March and April in 2012. Our active recruitment includes school tours
each month, school website with a tab for incoming kindergarten students, SOPA sponsored Meet and
Greet get together at a local residence in March for incoming parents, flyers sent to area preschools,
banners posted outside the school, and flyers distributed to the school community. It will include
advertising in the Daily News to alert the valley area. Prospective kindergarten parents and students are
invited to two ―Play Dates‖ after a school day twice before the current year ends, April and June. Two
orientation dates are set with one in June and one the week before school starts. Parents are also invited to
the school-wide Open House in May, which is also posted on the school’s marquee in the past, families
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learned about Sherman Oaks by word of mouth. Many of our families of students with disabilities come to
Sherman Oaks based on the reputation of our current programs. We expect this to continue.
Continuing Enrollment
All children presently attending Sherman Oaks Avenue Elementary, who live within the defined residential
boundaries or are here on current permits, will be allowed to continue to attend Sherman Oaks Elementary
Charter School Elementary School. Once students within the school attendance boundary are admitted, if
there are available spaces , admission would be in this order
Order of Admission into Sherman Oaks Elementary Charter School for New Enrollment:
1. Continuing students
2. LAUSD District boundary students
3. Siblings of current students as of June, 2011
4. Children of current staff members
Lottery Procedures
By approximately the end of May, 2011(March of each academic year beginning 2012), Sherman Oaks
Elementary Charter School will produce and make available to the public (at the Sherman Oaks Elementary
Charter School office) an application to enter the above-described lottery. The lottery application will
include a deadline date – approximately one week prior to the actual scheduled lottery date – by when the
completed application must be received at the Sherman Oaks Elementary Charter School office. Lottery
applicants will be encouraged strongly to hand deliver their completed applications to the school office
during its normal business hours, 7:30 a.m. – 4:30 p.m., Monday-Friday. Applications can be mailed or
faxed, but Sherman Oaks Elementary Charter School cannot and will not be responsible for any lost,
delayed, misdirected, mutilated, indecipherable or illegible lottery applications, regardless of whether caused
by the reason of a force majored event, the conduct of any Sherman Oaks Elementary Charter School
personnel or the conduct of the U.S. Postal Service or any other third party.).
Family members of students who are participating in the lottery shall be allowed to observe the lottery in
person.
At the time of application for the lottery, the procedures will be communicated in written form and posted
on the school’s web site to all interested in applying. The Principal will conduct the lottery and a second
school staff member will monitor the lottery to ensure the procedures are fairly executed. The lottery will
be held the first week in June in order to establish
On the date of the lottery at Sherman Oaks Elementary Charter School a school administrator, and second
school representative will conduct and supervise the random drawing of names, in accordance with the
following procedure:
a. The lottery applications will be randomly selected.
b. The names of the students will be placed on the appropriate group, grade-level list with the number
of their lottery pick.
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First, all the names from each grade level will be counted to determine availability for attendance, if there is
enough room all members of the group will be enrolled
The lottery will occur on the school campus and all parents whose children are entered in the lottery will be
encouraged to attend, but do not need to be present to be awarded an admittance to the school. Every
applicant’s name will be drawn to establish a grade level list. Children will be accepted dependent upon the
school’s available spaces. . Those students selected in the lottery will be notified by phone and through U.S.
mail within a week. The parent must accept or reject the offer of admission within one week of
communication of the offer to attend Sherman Oaks Elementary Charter School to secure a spot at the
school All students not selected through the lottery will be placed on a waiting list.. Sherman Oaks
Elementary Charter School will retain the records pertaining to the lottery, including all applications,
meeting notices, priority list according to the order in which names were drawn, and notifications of
acceptance from the waiting list, for five years from the date of the lottery.
. Continuing the eligibility for all the groups, in the same manner in order of admission.
d
Two weeks from the date of the lottery at Sherman Oaks Elementary Charter School the administrative
office manager of Sherman Oaks Elementary Charter School will notify by means of regular mail, e-mail or
telephone, of eligibility or ineligibility of admission to Sherman Oaks Elementary Charter School for the
following school year. The number of lottery applicants to be offered admission at Sherman Oaks
Elementary Charter School shall be based upon Sherman Oaks Elementary Charter School’s E-Cast
projections for the ensuing academic year. For example, if Sherman Oaks Elementary Charter School has
determined that there are six slots available at the kindergarten level for the ensuing academic year, then
Sherman Oaks Elementary Charter School will notify the families of No.’s 1 through 6 on the kindergarten
list that their children are being offered admission at Sherman Oaks Elementary Charter School for the fall.
To the extent that (1) a lottery applicant(s) declines an offer of admission at Sherman Oaks Elementary
Charter School and/or (2) a new classroom space(s) opens up at a particular grade level (s) for the ensuing
academic year, families on the waitlist will be notified by phone of the open space Applications of students
who have declined an offer of admission at Sherman Oaks Elementary Charter School, shall be considered
null and void and of no further force of effect. Families on the waitlist will continue to be notified
throughout the year as space becomes available. The waitlist will remain in effect for the entire year but will
not carryover to the next year.
Sherman Oaks Elementary Charter School reserves the right, following the first year of operation, to refine
lottery policies and procedures in accordance with Charter Law and a written policy adopted by the
governing authority of the school. A copy of the revised policy, designed to improve the school’s lottery
efforts, shall be provided to the District within 45 calendar days of approval by the School Site Governance
Council and prior to the enrollment period of the year in which the revised lottery policy will be
implemented to determine if an amendment to the charter is needed.
INFORMATION OTHER THAN LOTTERY
In the event that the school is notified of a false address for the predetermined District attendance boundary
for the school for example, if school mail is returned undeliverable and an investigation will ensue to
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validate the findings and redirect the family to the appropriate neighborhood school, if necessary (this
excludes lottery applicants). The school boundaries may vary from time to time as determined by the
District, but shall always be developed or revised in accordance with the policies and guidelines set for other
schools in the District. However, any student who resides in the state of California may apply to the
Sherman Oaks Elementary Charter School. Transportation will not be provided. The Sherman Oaks
Elementary Charter School will adhere to all applicable laws and policies governing the minimum age for
public school attendance.
The Sherman Oaks Elementary Charter School will utilize LAUSD enrollment forms and cumulative
records. The Sherman Oaks Elementary Charter School will adhere to all District procedures related to
confidentiality and privacy of records. In order to ensure continuity of record keeping the Sherman Oaks
Elementary Charter School will follow district policy in, requesting, the cumulative records of the students
entering the Sherman Oaks Elementary Charter School from another LAUSD school. Upon leaving the
Sherman Oaks Elementary Charter School, student records will be processed accordingly and forwarded to
the receiving school.
Sherman Oaks Elementary Charter School will conduct including but not limited monthly prospective
student and informative principal coffees and conversation so that the public is educated on what are the
school policies and what programs we offer. Additionally informative meetings will be held for every grade
level, as developed by school personnel.
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ELEMENT 9: FINANCIAL AUDITS
"The manner in which annual, independent, financial audits shall be conducted, which shall employ generally accepted
accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the satisfaction of the
chartering authority." Ed. Code 47605 (b)(5)(1)
A. Annual Audits
As an affiliated charter school that is fully financially administered by the Los Angeles Unified School
District, Sherman Oaks Elementary Charter School will follow all usual District financial planning,
budgeting, and management procedures. As an affiliated charter school operating within the District, the
District will audit the Sherman Oaks Elementary Charter School.
B. Resolution of Exceptions and Deficiencies
As an affiliated charter school, the Sherman Oaks Elementary Charter School would follow District policy
for resolving any exceptions or deficiencies found during the course of an audit.
C. District Oversight Costs
.
Categorical Funds
Sherman Oaks Elementary Charter School shall have control over the budgeting and expenditure of its
categorical block grant funds, including, but not limited to, the right to maintain such funds and/or establish
reserves for carry over for future school year expenditures.
As an affiliated charter, Sherman Oaks Elementary Charter School shall receive a portion of categorical
block grant funding, from the District, as part of the Targeted Instructional Improvement Grant, which is
and will be used to support class size reduction for schools identified as Desegregated Receiver and
Predominantly Hispanic Black Asian and Other (PHBAO).
Sherman Oaks Elementary Charter School must cover the cost of class size reduction commensurate with
its Integration Court Order designation (Desegregated Receiver or PHBAO).
The Sherman Oaks Elementary Charter School will oversee the receipt and management of the categorical
block grant and other fund allocations, and shall adhere to generally accepted accounting principles.
Sherman Oaks Elementary Charter School may also be subject to audits to verify the accuracy of the
school’s financial statements and the books and records relating to its expenditures, as well as its attendance
records, accounting practices and internal controls.
Timing for Distribution of Categorical Block Grant Funds
Except as provided above, the District will continue to partially front-fund the categorical block grant
allocation to the Sherman Oaks Elementary Charter School The categorical block grant is subject to
adjustment in funding levels and deferrals on the part of the California Department of Education.
Consequently, allocations from the categorical block grant to the Sherman Oaks Elementary Charter School
may also be subject to adjustment in funding levels and deferrals. In addition, Sherman Oaks Elementary
Charter School may also be subject to District ―freezes‖ in a manner consistent with other District schools.
Other Sources of Funds
The District shall retain general purpose entitlement funds and any other state or federal funding, with the
exception of grants separately applied for and received by the Sherman Oaks Elementary Charter School to
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maintain the Charter School in accordance with their annually adopted budget and consistent with staffing
norms and support at the District norm levels. Funding from the Sherman Oaks Elementary Charter School
will be used to enable the school to receive norm levels at the PBHAO or desegregated receiver level, as
appropriate.
Administrative Fees
The District will retain an administrative fee from the categorical block grant to cover part of oversight
costs. This administrative fee is approximately 2 percent of the categorical block grant.
Payment for Other Services
Services for programs funded through the categorical block grant, such as assessments for the GATE
program, will be separately charged to the Charter School. In addition, it will be the responsibility of the
Charter School, from site based discretionary resources, to pay for any different or additional level of service
above the norm provided to District schools generally. The District shall, upon request, provide a listing of
the costs of providing such services.
Documentation
The [Charter School’s] financial reports shall remain a part of the District’s singe report to the Los Angeles
County Office of Education or other regulatory body, as applicable. Sherman Oaks Elementary Charter
School shall prepare and submit all required financial data and reports for inclusion in the District’s report.
Per-Pupil Budgeting
Where possible, Sherman Oaks Elementary Charter School will have the ability to implement the District’s
per-pupil budgeting model.
Audit and Inspection of Records
Sherman Oaks Elementary Charter School agrees to observe and abide by the following terms and
conditions as a requirement for receiving and maintaining their charter authorization:
Charter School 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, monitors the fiscal condition of the Charter School.
The District is authorized to revoke this Charter for, among other reasons, the failure of the Charter
School to meet generally accepted accounting principles or if it engages in fiscal mismanagement.
Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to audit Charter
School books, records, data, processes and procedures through the District Office of the Inspector General
or other means. The audit may include, but is not limited to, the following areas:
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Compliance with terms and conditions prescribed in the Charter agreement,
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,
Compliance with safety plans and procedures, and
Compliance with applicable grant requirements.
The Charter School shall cooperate fully with such audits and shall make available any and all records
necessary for the performance of the audit upon 30 days notice to Charter School. When 30 days notice may
defeat the purpose of the audit, the District may conduct the audit upon 24 hours notice.
The Sherman Oaks Elementary Charter School will develop and maintain internal fiscal control policies
governing all financial activities.
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ELEMENT 10: STUDENT EXPULSIONS
"The procedures by which pupils can be suspended or expelled." Ed. Code 47605(b)(5)(J)
A. General Discipline Policies
Sherman Oaks Elementary Charter School shall adhere to the policies of LAUSD regarding suspension and
expulsion of students as set forth in California Education Code, Section 48900 et seq., Gun Free Schools
Act, Sherman Oaks Elementary Charter School shall comply with the federal Gun Free Schools Act . Any
provisions in this charter petition, Parent Student Handbook or Parent School Compact the conflict with
LAUSD discipline policy and procedures, state and federal laws shall be null and void.. Students and their
families are notified of their rights in the Parent Student Handbook given out at the beginning of each year.
As an affiliated charter school of the Los Angeles Unified School District, Sherman Oaks Elementary
Charter School will follow all discipline proceedings established by the District. In LAUSD, the Student
Discipline and Expulsion Support Unit provides technical assistance to schools considering
recommendations for expulsion, ensures that students recommended for expulsion are afforded a fair and
impartial hearing and all due process rights, and provides for post-expulsion placement and services as
required by law.
Sherman Oaks Elementary Charter School shall provide due process for all students, including adequate
notice to parents/guardians and students regarding the grounds for suspension and expulsion and their due
process rights regarding suspension and expulsion, including rights to appeal, in accordance with District
policies and procedures.
Sherman Oaks Elementary Charter School shall utilize alternatives to suspension and expulsion with
students who are truant, tardy, or otherwise absent from compulsory school activities.
Standards and Conduct
Sherman Oaks Elementary Charter School embraces the theory of positive discipline. We use problem
solving rather than punishment to help children become successful students and citizens.
Parent/child/school cooperation and support is crucial. To this end, the Parent-Student-School Compact,
sent home on the first day of school, addresses the responsibilities of each signatory to the Compact and
charts. In addition, standards and expectation for behavior are explained by each teacher in every classroom.
Students are expected to maintain our school-wide behavior plan, which are based on the Building Effective
Schools Together (BEST).
Be Safe
Be Respectful
Be Responsible
Positive Behavior Reinforcements
Students are encouraged to behave appropriately throughout the day. At the beginning of each semester, the
administration hosts grade level Procedural Assemblies for students to discuss expectations for student
behavior. In addition, each Friday there is a school-wide assembly to highlight positive character traits or
academic achievement. Students are given Tickets by school staff when demonstrating positive character
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either in the classroom or on the playground. Students can choose to either save their coupons or submit
them in lottery for a chance for lunch with the Principal or the Tiger Bag (stuffed tiger and journal) or grab
a gift from the treasure box. Students who choose to save their coupons can use them to attend the Friday
Game Room which is set up with a variety of games during the lunchtime recess.
School-Wide Behavior
Morning recess and lunch recess are times for free choice play, relaxation, and to share time with friends
from different classes and grade levels on the playground and in the reading garden. These choices allow for
personal development and a wide range of personal choices. All students will be expected to follow the
positive behavior support program (BEST). However, if there are infractions, there are consequences for
the misconduct.
Consequences for Misconduct
1. First offense: Student is given an explanation of the offense and instructed how to participate
appropriately.
2. Second offense: Students who need a "cooling off" period will be directed to a specific area by the
teacher or supervision aide until he/she decides he/she is ready to rejoin the class.
3. Third offense: Student is removed from the game or classroom. The student may be given
"community service" as a result of their behavior. Any students involved in physical altercations will
meet with the principal.
Further behavioral infractions will be handled according the policies determined by the Governance Council
and abiding by the School-wide Behavior Plan and the BEST (Building Effective School Together) program,
all of which follow LAUSD policies and procedures.
B. Administrators Role in Suspension/Expulsion
If suspension is necessary, the principal shall discuss the situation with the parent, reminding the parent that
suspension is a disciplinary action and schedule a parent conference. The principal shall inform the parent
that the parent is expected to respond without delay to any request from school officials to attend a
conference regarding his or her child's behavior.
No student shall be penalized for his or her parent's failure to attend a conference with school officials, i.e.,
reinstatement of the suspended pupil shall not be contingent upon attendance by the pupil's parent at the
school conference (E.C. section 48911).
The principal may suspend a student without affording him/her an informal conference only if an
emergency situation exists. The term "emergency situation" means that the principal has determined that the
immediate conditions constitute a clear and present danger to the lives, safety, or health of students or
school personnel. If a student is suspended from school without the conference, the designated
administrator shall notify both the parent and the student of their right to a conference and of their right to
return to school for that purpose. The conference shall be held at the earliest time possible, but no later than
two school days after the incident takes place unless the student waives this right or is physically unable to
attend. In the latter instance, the conference shall be held as soon as the student is able to attend.
C. Length of Suspension
The length of suspension for students may not exceed a period of five (5) consecutive school days unless an
administrative recommendation has been made and agreed to by the student's parent/guardian. If a student
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is recommended for a period of suspension exceeding five (5) consecutive school days, a second conference
will be scheduled between the parent/guardian to discuss the progress of the suspension upon the
completion of the fifth (5th) day of suspension. All reasonable arrangements will be made to provide the
student with classroom material and current assignments to be completed at home during the length of the
suspension. A student may not be suspended more than 20 days in a single school year.
D. Grounds for Suspension and Expulsion
A student may be recommended for suspension or expulsion for any of the following reasons, as specified
in Education Code Sections 48900 et seq.:
Caused, attempted to cause, or threatened to cause physical injury to another person. Willfully
used force or violence upon the person of another, except in self-defense. Possessed, sold, or
otherwise furnished any firearm, knife, explosive, or other dangerous object, unless, in the case
of possession of any object of this type, the pupil had obtained written permission to possess the
item from a certificated school employee, which is concurred in by the principal or the designee
of the principal.
Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence of, 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. Unlawfully offered,
arranged, or negotiated 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 either sold, delivered, or otherwise furnished to any person another liquid,
substance, or material and represented the liquid, substance, or material as a controlled substance,
alcoholic beverage, or intoxicant. Committed or attempted to commit robbery or extortion.
Caused or attempted to cause damage to school property or private property (includes, but is not
limited to, electronic files and databases).
Stole or attempted to steal school property or private property (includes, but is not limited to,
electronic files and databases).
Possessed or used tobacco, or any products containing tobacco or nicotine products, including, but
not limited to, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew
packets, and betel (exception made for use or possession by a pupil of his or her own prescription
products).
Committed an obscene act or engaged in habitual profanity or vulgarity
Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug
paraphernalia, as defined in Section 11014.5 of the Health and Safety Code
Disrupted school activities or otherwise willfully defied the valid authority of supervisors,
teachers, administrators, school officials, or other school personnel engaged in the performance of
their duties.
Knowingly received stolen school property or private property (includes, but not limited to,
electronic files and databases).
Possessed an imitation firearm.
Committed or attempted to commit a sexual assault as defined in Section 261, 266c, 286, 288,
288a, or 289 of the Penal Code or committed a sexual battery as defined in Section 243.4 of the
Penal Code.
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Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a school
disciplinary proceeding for the purpose of either preventing that pupil from being a witness or
retaliating against that pupil for being a witness, or both.
Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug, Soma.
Engaged in, or attempted to engage in, hazing as defined in Section 32050.
Aided or abetted, as defined in Section 31 of the Penal Code, the infliction or attempted
infliction of physical injury to another person (suspension only).
Committed sexual harassment (grades 4-5). Section 48900.2 (E.C. 48900et seq.)
Caused, attempted to cause, threatened to cause, or participated in the act of hate violence
(grades 4-5). Section 48900.3.
Engaged in harassment, threats, or intimidation directed against school District personnel or pupils
(grades 4-5), that is sufficiently severe or pervasive to have the actual and reasonably expected effect
of materially disrupting class work, creating substantial disorder, and invading the rights of either
school personnel or pupils by creating an intimidating or hostile educational environment. Section
48900.4.
Made terroristic threats against school officials, school property or both. Section 48900.7. Engaged
in an act of bullying, including, but not limited to, bullying committed by means of an electronic act,
as defined in subdivisions (f) and (g) of Section32261, directed specifically toward a pupil or school
personnel.
Mandatory Expulsion
Under California law, a school principal is required to recommend a student’s expulsion when he
or she determines that the student committed one of the following while on campus or a schoolsponsored activity off campus:
Possession of a firearm
Brandishing a knife at another person
Unlawfully selling a controlled substance
Committing or attempting to commit a sexual assault or committing a sexual battery
Possession of an explosive
The Federal Gun-Free Schools Act also mandates the expulsion of any student who takes a
firearm onto a school campus.

.
It is the intent of the Legislature that alternatives to suspension or expulsion be imposed against any pupil
who is truant, tardy, or otherwise absent from school activities. The principal will provide alternatives to
suspension or expulsion including, but not limited to, counseling and an anger management program.
Suspension Appeal Procedures
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The principal is to advise the parents of the appeal procedures when they disagree with the suspension. The
appeal may first be made to the school principal (not designee). If the parents wish to appeal the principal's
decision, they may appeal to the Local District Operations Administrator or designee. The Local District
appeal conference shall be arranged as soon as possible following the parents' request; during the period of
appeal, the suspension remains in effect for the length of time designated.
The results of the appeal may include, but are not limited to:
1. Sustaining the suspension in all respects.
2. Modification of penalties imposed.
3. Rescinding the suspension and expunging the suspension from the student's records.
The parents shall be notified in writing by the Principal of the appeal decision. Copies of any objections the
parents may have to the decision shall be included in the student's discipline records if the parents so
request.
E. Expulsion Procedure
Only the Principal of Sherman Oaks Elementary Charter School can recommend that a pupil be expelled.
Whenever a student is accused of an act for which an expulsion may be recommended, the principal will
conduct an incident investigation by 1) discussing the matter with District officials, 2) identifying and
interviewing witnesses, 3) securing oral and written statements, and 4) reviewing appropriate student
records.
The administrator will also notify law enforcement if certain acts have been committed by the student,
including assault with a deadly weapon, possession of narcotics or controlled substances, possession of a
weapon at school. The principal will then consult with the Student Discipline Proceedings Unit of LAUSD
regarding the appropriateness of an expulsion, and additionally consult with his/her administrative
supervisor. If expulsion is recommended the Principal will conduct any necessary conferences and forward
all information to the Discipline Unit in accordance with District policy.
The LAUSD Student Discipline Proceedings Unit is charged with ensuring that students recommended for
expulsion are afforded a fair and impartial hearing and all due process rights.
Therefore, in the event that a student requires expulsion, Sherman Oaks Elementary Charter School will
follow District policy and work with LAUSD and implement BUL-4655, March 13, 2009 as the guiding
practice for expulsion. Sherman Oaks Elementary Charter School will notify the Local District
Superintendent of any potential expulsion case and provide the LD Superintendent with a copy of the case
file for review. It will be the Local District Superintendent that will review the case and prepare the
recommendation to expel the student. Sherman Oaks Elementary Charter School will cooperate fully as
indicated above with LAUSD in preparing the file for student expulsion and participate and cooperate with
the Board decision on the plan for rehabilitation.
F. Special Education Discipline
In the case of a student who has an IEP, or a student who has a 504 Plan, Sherman Oaks Elementary
Charter School will ensure that it follows the correct disciplinary procedures to comply with the mandates of
state and federal laws, including the IDEA and Section 504 of the Rehabilitation Plan of 1973. An IEP
team, including a District representative, will meet to conduct a manifestation determination and to discuss
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alternative placement utilizing the District's Policies and Procedures Manual. Prior to recommending
expulsion for a student with a 504 Plan, the School's administrator will convene a Link Determination
meeting to ask the following two questions: A) Was the misconduct caused by, or directly and substantially
related to the student's disability? B) Was the misconduct a direct result of the School's failure to implement
the 504 Plan?
.
Sherman Oaks Elementary Charter School shall follow District
Disciplinary Records
The Sherman Oaks Elementary Charter School will follow District policies and shall maintain the
confidentiality of pupil records of all student suspensions and expulsions in locked files at the school. These
files will only be accessible to the school administration and designated staff members providing services to
the students. Such records shall be made available to the District upon request.
Outcome Data
Sherman Oaks Elementary Charter School shall maintain all data involving placement, tracking, and
monitoring of student suspensions, expulsions, and reinstatements, and make such outcome data readily
available to the District upon request in accordance with District policies and procedures.
Gun Free Schools Act
Sherman Oaks Elementary Charter School Charter School shall comply with the federal Gun Free Schools
Act.
Rehabilitation Plans
Pupils who are expelled from the Charter School shall be given a rehabilitation plan upon expulsion as
developed by the Charter School’s governing board at the time of the expulsion order,
which may include, but is not limited to, periodic review as well as assessment at the time of review
for readmission. The rehabilitation plan should include a date not later than one year from
the date of expulsion when the pupil may reapply to the Charter School for readmission.
Readmission.
The Charter School shall follow District policies and procedures with regard to requests for readmission and
the process for the required review of all expelled pupils for readmission. A description of the procedure
shall be made available to the pupil and the pupil’s parent or guardian at the time the expulsion order is
entered. The Charter School is responsible for reinstating the student upon the conclusion of the expulsion
period whether the student seeks readmission or not.
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ELEMENT 11: RETIREMENT PROGRAMS
"The manner by which staff members of the charter schools will be covered by the State Teachers' Retirement System, the Public
Employees Retirement System, or federal social security." Ed. Code 47605 (b)(5)(K)
As an affiliated charter school, the following staff issues are dealt with per established District policies and
procedures:
Relationship between the teachers and the District/and collective bargaining unit.
Process by which salaries, benefits, working conditions and items, e.g., calendars, holidays, vacations
and workday and year will be determined.
Labor procedures, which will be applied to employees (EERA).
Process for resolving complaints/grievances.
Process for ensuring due process.
Manner by which, staff members will be covered by STRS, PERS, Social Security or Medicare.
Process for staff recruitment, selections, evaluation, and termination.
Procedure for processing and monitoring credentials if required.
As employees of an affiliated charter school within the Los Angeles Unified School.
District, all Sherman Oaks Elementary Charter School staff members (certificated, classified, and
administrative) will continue to be covered by all federal, state, and LAUSD employee. Benefits and
will be represented by employee unions: UTLA, AALA, Local 99, Teamsters. Employees will
continue to be covered by STRS, PERS, and PARS.
Employees of the Sherman Oaks Elementary Charter School will continue to receive compensation and
benefits for their services according to the provisions of their collective bargaining agreements of their
respective bargaining units with LAUSD inclusive of, but not limited to, salaries, unemployment benefits,
and retirement benefits including organizations such as STRS/PERS, health insurance, life insurance and all
other assigned compensation and benefits.
As LAUSD employees, administrators, faculty and staff will receive all appropriate benefits in compliance
with state and federal laws regarding employee benefits.
All grievance procedures and dispute resolution and due process will be implemented as applicable
by all CBA and District policy.
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ELEMENT 12: ATTENDANCE ALTERNATIVES
"The public school attendance alternatives for pupils residing within the school District who choose not to attend charter schools." Ed.
Code 47605 (b)(5)(L)
The Sherman Oaks Elementary Charter School is a school of choice. No student is required to attend, and
no employee is required to work at the school. Pupils who chose not to attend Sherman Oaks Elementary
Charter School may choose to attend other public schools in their district of residence or pursue an interDistrict transfer in accordance with existing enrollment and transfer policies of the District.
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ELEMENT 13: EMPLOYEE RIGHTS
"A description of the rights of any employee of the school District upon leaving the employment of the school District to work in a charter
school, and of any rights of return to the school District after employment at a charter school." Ed. Code 47605 (b)(5)(M)
As an affiliated charter school, all administrators, faculty and staff of the Sherman Oaks Elementary Charter
School will be LAUSD employees. All employees will be hired by LAUSD and maintain the same
relationships to all bargaining units. All provisions pertaining to leave and return rights for District union
employees will be granted to certificated and classified employees in accordance with applicable collective
bargaining agreements.
If, for any reason, Sherman Oaks Elementary Charter School closes or LAUSD closes Sherman Oaks
Elementary Charter School, all rights of employees are governed by District policy and applicable collective
bargaining agreements.
As LAUSD employees, Sherman Oaks Elementary Charter School employees are subject to District
decisions regarding Reductions in Force (RIF), mandated furloughs, and any other personnel decisions
regarding salary, classification and assignment.
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ELEMENT 14: DISPUTE RESOLUTION
"The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating to provisions of the
charter." Ed. Code 47605 (b)(5)(19
and ICSD.
The staff of Sherman Oaks Elementary Charter School and LAUSD Board of Education agree to resolve
any claim, controversy or dispute arising out of or relating to the Charter agreement between the District
and Sherman Oaks Elementary Charter School, except any controversy or claim that is in any way related to
revocation of this Charter, (―Dispute‖) pursuant to the terms of this Element 14.
Any Dispute between the District and Sherman Oaks Elementary Charter School shall be resolved in
accordance with the procedures set forth below:
1. Any Dispute shall be made in writing (―Written Notification‖). The Written Notification must identify the
nature of the Dispute and any supporting facts. The Written Notification shall be tendered to the other
party 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 Notifications shall be addressed as follows:
To Charter School:
c/o School Director
To Director of Charter Schools:
Sherman Oaks Elementary Charter School
Director of Charter Schools
Los Angeles Unified School District
333 South Beaudry Avenue, 25th Floor
Los Angeles, California 90017
2. A written response (―Written Response‖) shall be tendered to the other party within twenty (20) business
days from the date of receipt of the Written Notification. The parties agree to schedule a conference to
discuss the Dispute identified in the Written Notice (―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. 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.
If the Dispute cannot be resolved by mutual agreement at the Issue Conference, either party must
submit its renewal petition to the District's Innovation and Charter Schools Division no earlier than
September of the year before charter expires.
Parents, students, volunteers, and staff at the Sherman Oaks Elementary Charter School will be
provided with a copy of the District’s policies and dispute resolution process
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ELEMENT 15: EMPLOYER STATUS AND COLLECTIVE BARGAINING
"A declaration whether or not the charter school shall be deemed the exclusive public school employer of the employees of the charter
school for the purposes of the Educational Employment Relations Act (Chapter 10.7, commencing with Section 3540, of division 4 of
Title 1 of the Government Code)." Ed. Code 47605 (b)(5)(0)
The Los Angeles Unified School District is the exclusive public school employer of the employees of the
Sherman Oaks Elementary Charter School for the purposes of the Educational Employment Relations
Act.
As an affiliated charter school, the Sherman Oaks Elementary Charter School will follow District policy with
respect to all collective bargaining agreements. Teachers and staff in the Sherman Oaks Elementary Charter
School will continue to be employees of the District and members of existing Collective Bargaining Units.
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ELEMENT 16: PROCEDURES TO BE USED IF THE CHARTER SCHOOL CLOSES
"A description of the procedures to be used if the charter school closes. The procedures shall ensure a final audit of the school to determine
the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets and for the maintenance and
transfer of pupil records." Ed. Code 47605 (b)(5)(P)
A. Oversight, Term, and Renewal
It will be the Governance Council's and ICSD’s responsibility, to perform a school evaluation based upon
the measurable goals and terms outlined in this charter.
B. Term of Charter
The school is requesting that the LAUSD Board grant a Charter for the Sherman Oaks Elementary
Charter School will be for five years.
Because Sherman Oaks Elementary Charter School will be an affiliated charter school, District guidelines
and procedures will be adhered to in all aspects of school closure.
Sherman Oaks Elementary Charter School reverts back to a District traditional school in the event of a
closure.
C. Revocation
The District may revoke the charter if Sherman Oaks Elementary Charter School commits a breach of any
provision set forth in a policy related to Charter Schools adopted by the District Board of Education and/or
any provisions set forth in the Charter School Act of 1992. The District may revoke the charter of Sherman
Oaks Elementary Charter School if the District finds, through a showing of substantial evidence, that the
Charter School did any of the following:
Sherman Oaks Elementary Charter School committed a material violation of any of the conditions,
standards, or procedures set forth in the charter.
Sherman Oaks Elementary Charter School failed to meet or pursue any of the pupil outcomes identified in
the charter.
Sherman Oaks Elementary Charter School failed to meet generally accepted accounting principles, or
engaged in fiscal mismanagement.
Sherman Oaks Elementary Charter School violated any provision of law.
Prior to revocation, and in accordance with Cal. Educ. Code section 47607(d) and State regulations, the
LAUSD Board of Education will notify the Sherman Oaks Elementary Charter School in writing of the
specific violation, and give the Sherman Oaks Elementary Charter School a reasonable opportunity to cure
the violation, unless the LAUSD Board of Education determines, in writing, that the violation constitutes a
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severe and imminent threat to the health or safety of the pupils. Revocation proceedings are not subject to
the dispute resolution clause set forth in this charter.
D. Closure Procedures
The decision by the LAUSD Board of Education to revoke or not renew the affiliated charter school
constitutes a Closure Action. The Closure Action shall be deemed to have been automatically made when
any of the following occur: the Charter is revoked or non-renewed by the LAUSD Board of Education; the
Charter School governing council votes to close the school; or the Charter lapses. In the event of such a
Closure Action, or as soon as Sherman Oaks Elementary Charter School informs the District of its intent to
voluntarily close, the following steps are to be implemented:
1. If the affiliated Charter School’s governing council voluntarily closes the Sherman Oaks Elementary
Charter School, the LAUSD Board of Education will hold a public meeting officially closing the
Charter School. The Board of Education will direct the Superintendent or his designee to determine
implementation of the closure procedures.
2. The Innovation and Charter Schools Division will notify the California Department of Education
that Sherman Oaks Elementary Charter School has closed and the effective date.
3. Upon closure, all of the assets of the Charter School are transferred to LAUSD. A copy of the
stamped order of business showing the action taken by the LAUSD Board of Education will be
included in the notification to the CDE.
4. The LAUSD Board of Education or its designee will determine the distribution of any remaining
balance in the Categorical Block Grant Account of the Charter School upon closing.
5. LAUSD reserves the right to conduct a close out audit by the LAUSD auditor.
6. Written notification to parents/guardians/caregivers of the enrolled students of the Sherman Oaks
Elementary Charter School will be issued by LAUSD within 72 hours after the determination of a
Closure Action and the effective date of closure.
a. The process for transferring student records shall be in accordance with LAUSD procedures.
This Element 16 shall survive the revocation, expiration, termination, cancellation of this charter or any
other act or event that would end [Charter School’s] right to operate as a Charter School or cause Sherman
Oaks Elementary Charter School to cease operation.
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LAUSD OWNED PROPERTY/FACILITIES
The following are disclosures and conditions that will apply in the event the charter school should become an independent charter
and elects to use District-owned facilities at any time during the term of the proposed charter:
Facilities
Charter Petitioner or Developer Sherman Oaks Elementary Charter School
N/A
Petitioner's Mailing Address 14755 Greenleaf St., Sherman Oaks, CA 91403
Proposed Charter School Location 14755 Greenleaf St., Sherman Oaks, CA 91403
LAUSD Attendance Area District 2, Sherman Oaks Elementary Charter School area
Proposed Charter School will be located within the boundaries of LAUSD.
In the event that Sherman Oaks Elementary Charter School changes its status to independent charter
school, during the term of this Charter, Sherman Oaks Elementary Charter School shall submit a
petition for material revision for District’s approval Sherman Oaks Elementary Charter School shall
meet all requirements of an independent charter that occupies LAUSD facilities; Sherman Oaks
Elementary Charter School shall enter into facilities use agreement with the District and adhere to
District guidelines including:
District-Owned Facilities: If Charter School is using LAUSD facilities as of the date of the submittal of
this charter petition or takes occupancy of LAUSD facilities prior to the approval of this charter petition,
Charter School shall execute an agreement provided by LAUSD for the use of the LAUSD facilities as a
condition of the approval of the charter petition. If at any time after the approval of this charter petition
Charter School will occupy and use any LAUSD facilities, Charter School shall execute an agreement
provided by LAUSD for the use of LAUSD facilities prior to occupancy and commencing use. Charter
School agrees that occupancy and use of LAUSD facilities shall be in compliance with applicable laws and
LAUSD policies for the operation and maintenance of LAUSD facilities and furnishings and equipment.
The use agreements provided by LAUSD for LAUSD facilities shall contain terms and conditions
addressing issues such as, but not limited to, the following:
Use. Charter School will be restricted to using the LAUSD facilities for the operation of a public school
providing educational instruction to public school students consistent with the terms of the charter petition
and incidental related uses. LAUSD shall have the right to inspect LAUSD facilities upon reasonable notice
to Charter School.
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Furnishings and Equipment. LAUSD shall retain ownership of any furnishings and equipment, including
technology, (―F&E‖) that it provides to Charter School for use. Charter School, at its sole cost and expense,
shall provide maintenance and other services for the good and safe operation of the F&E.
Leasing; Licensing. Use of the LAUSD facilities by any person or entity other than Charter School shall be
administered by LAUSD. The parties may agree to an alternative arrangement in the use agreement.
Minimum Payments or Charges to be Paid to LAUSD Arising From the Facilities.
(i) (i)Pro Rata Share. LAUSD shall collect and Charter School shall pay a Pro Rata Share for
facilities costs as provided in the Charter School Act of 1992 and its regulations. The parties
may agree to an alternative arrangement regarding facilities costs in the use agreement; and
(ii) Taxes; Assessments. Generally, Charter School shall pay any assessment or fee imposed
upon or levied on the LAUSD facilities that it is occupying or Charter School’s legal or
equitable interest created by the use agreement.
Maintenance & Operations Services. In the event LAUSD agrees to allow Charter School to perform
any of the operation and maintenance services, LAUSD shall have the right to inspect the LAUSD
facilities and the costs incurred in such inspection shall be paid by Charter School.
(i) Co-Location. If Charter School is co-locating or sharing the LAUSD facilities with another
user, LAUSD shall provide the operations and maintenance services for the LAUSD
facilities and Charter School shall pay the Pro Rata Share. The parties may agree to an
alternative arrangement regarding performance of the operations and maintenance services
and payment for such in the use agreement.
(ii) Sole Occupant. If Charter School is a sole occupant of LAUSD facilities, LAUSD shall
allow the Charter School, at its sole cost and expense, to provide some operations and
maintenance services for the LAUSD facilities in accordance with applicable laws and
LAUSD’s policies on operations and maintenance services for facilities and F&E.
NOTWITHSTANDING THE FOREGOING, LAUSD shall provide all services for
regulatory inspections, which as the owner of the real property is required to submit, and
deferred maintenance and Charter School shall pay LAUSD for the cost and expense of
providing those services. The parties may agree to an alternative arrangement regarding
performance of the operations and maintenance services and payment for such services in
the use agreement.
Real Property Insurance. Prior to occupancy, Charter School shall satisfy those requirements to
participate in LAUSD’s property insurance or, if Charter School is the sole occupant of LAUSD
facilities, obtain and maintain separate property insurance for the LAUSD facilities. Charter School shall
not have the option of obtaining and maintaining separate property insurance for the LAUSD facility IF
Charter School is co-locating or sharing the LAUSD facility with another user.
Facility status: The charter petitioner must demonstrate control of a facility such as a commitment from
the landlord, to ensure that the property is actually available to the charter developer, and that the facility
is usable with or without conditions (such as a conditional code permit.) The Charter School facility shall
comply with all applicable building codes, standards and regulations adopted by the city and/or county
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agencies responsible for building and safety standards for the city in which the Charter School is to be
located, and the Americans with Disabilities Act (ADA). Applicable codes and ADA requirements shall
also apply to the construction, reconstruction, alteration of or addition to the proposed Charter School
facility. The Charter School cannot exempt itself from applicable building and zoning codes, ordinances,
and ADA requirements.
Occupancy of the Site: The charter petitioner or developer shall provide the District with a final
Certificate of issued by the applicable permitting agency, allowing the petitioner to use and occupy the site.
The Charter School may not open without providing a copy of the Certificate of Occupancy for the
designated use of the facility. If the Charter School moves or expands to another facility during the term
of this charter, the Charter School shall provide a Certificate of Occupancy to the District for each facility
before the school is scheduled to open or operate in the facility or facilities. 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 outlined in Element 14.
Health & Safety: The school will comply with the Healthy Schools Act, California Education Code
Section 17608, which details pest management requirements for schools. Developers may find additional
information at: www.laschools.org/employee/mo/ipm
Asbestos Management: The Charter School will 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.
Affiliated Charter Schools using District Facilities
LAUSD will provide Maintenance and Operations services to affiliated charter schools at a level comparable
to other LAUSD schools. In the event Sherman Oaks Elementary Charter School changes its status to
independent charter school during the term of this Charter, Sherman Oaks Elementary Charter School shall
submit a petition for material revision for District’s approval. It will meet all requirements of an independent
charter and since it occupies LAUSD facilities, Sherman Oaks Elementary Charter School will be charged a
pro-rata share of facilities costs to support maintenance and operation of the site and be required to sign a
facilities use agreement detailing the relationship between Sherman Oaks Elementary Charter School and
LAUSD.
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Description of Categorical Block Grant Usage
Funds will be used to fund ten three-hour instructional aides to support classroom instruction under the
supervision and guidance of each grade-level teacher group. Also included is the purchase of certificated
personnel to provide Tier 2 intervention during the school day. To support teacher instruction, funding
would be set aside for Professional Development through conference attendance, teacher to teacher
observations, and purchase of programs Accelerated Reader (supporting student literacy) and the Getting
Results Model (teacher in-service program with proven research data showing student achievement at
LAUSD schools currently supported). To support the technology infrastructure it is important to provide
the additional purchase of audio-visual and technology equipment (Elmo, projector, computers). The copy
machine maintenance, and other items deemed appropriate to meet the goals of the educational program as
determined by the Sherman Oaks Elementary Charter School Governance Council. The principal oversees
the expenditure of those funds.
As an affiliated charter school, Sherman Oaks Elementary Charter School will have its block grant funds
from the state flow through LAUSD. This funding has two major elements, general or operating block grant
funds and the categorical and Economic Impact Aid block grant funds. The categorical and Economic
Impact Aid block grant amounts come to the school and are discretionary. Education Code 47634.I states,
―Categorical block funding may be used for any purpose determined by the governing body of the charter
school.‖ The requirements and support previously provided by the District are no longer automatically
applicable. District policies and reports addressing the programs included in the categorical funding model
are no longer binding on Sherman Oaks Elementary Charter School. The greater flexibility in expenditures
does not release the school from state or federal policies and requirements.
A general block grant funding model will: (1) Provide maximum budgeting flexibility to affiliated charter
schools, (2) allow those schools autonomy in implementing their charter programs using funds budgeted for
that purpose including the categorical block funds, which flow directly to the charter schools pursuant to
state law, and (3) continue to identify ways in which the District can fiscally support its affiliated charter
schools in developing models to improve the education of all District students.
Should at anytime the affiliated charter Sherman Oaks Elementary Charter School enter into a lease of the
LAUSD site facilities, the funds will be shared with the same proportions with other schools in the District.
Placing funding in the program code 4242.
Sherman Oaks Elementary Charter School / Affiliated Charter Petition
Appendices:
Level of Instruction will be directly linked to the California State Standards for Language Arts, Math,
Science, Social Science, Art, Music, Physical Education.
http://www.cde.ca.gov/be/st/ss/index.asp
The use of the Common Core State Standards (Senate Bill X5 1) will be examined by Sherman Oaks
Elementary Charter School and compared to the instruction as mandated by the California State Standards
and the CDE..
http://www.scoe.net/castandards/
Kindergarten
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
Concepts About Print
1.1
Identify the front cover, back cover, and title page of a book.
1.2
Follow words from left to right and from top to bottom on the printed page.
1.3
Understand that printed materials provide information.
1.4
Recognize that sentences in print are made up of separate words.
1.5
Distinguish letters from words.
1.6
Recognize and name all uppercase and lowercase letters of the alphabet.
Phonemic Awareness
1.7
Track (move sequentially from sound to sound) and represent the number, sameness/difference,
and order of two and three
isolated phonemes [e.g., /f, s, th/, /j, d, j/ ].
1.8
Track (move sequentially from sound to sound) and represent changes in simple syllables and
words with two and three
sounds as one sound is added, substituted, omitted, shifted, or repeated
e.g., vowel-consonant, consonant-vowel, or consonantvowel-consonant).
1.9
Blend vowel-consonant sounds orally to make words or syllables.
1.10
Identify and produce rhyming words in response to an oral prompt.
1.11
Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
1.12
Track auditorily each word in a sentence and each syllable in a word.
1.13
Count the number of sounds in syllables and syllables in words.
Decoding and Word Recognition
1.14
Match all consonant and short-vowel sounds to appropriate letters.
1.15
Read simple one-syllable and high-frequency words (i.e., sight words).
1.16
Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Vocabulary and Concept Development
1.17
Identify and sort common words in basic categories (e.g., colors, shapes, foods).
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1.18
Describe common objects and events in both general and specific language.
2.0 Reading Comprehension
Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating
and responding to questions, comparing new information to what is already known). The selections in Recommended Literature,
Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to
be read by students.
Structural Features of Informational Materials
2.1
Locate the title, table of contents, name of author, and name of illustrator.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2
Use pictures and context to make predictions about story content.
2.3
Connect to life experiences the information and events in texts.
2.4
Retell familiar stories.
2.5
Ask and answer questions about essential elements of a text.
3.0 Literary Response and Analysis
Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended
Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1
Distinguish fantasy from realistic text.
3.2
Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).
3.3
Identify characters, settings, and important events.
Writing
1.0 Writing Strategies
Students write words and brief sentences that are legible.
Organization and Focus
1.1
Use letters and phonetically spelled words to write about experiences, stories, people, objects, or
1.2
Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).
1.3
Write by moving from left to right and from top to bottom.
Penmanship
1.4
Write uppercase and lowercase letters of the alphabet independently, attending to the form and
events.
proper spacing of the letters.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking
because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
Sentence Structure
1.1
Recognize and use complete, coherent sentences when speaking.
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Spelling
1.2
Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of
letter names.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen and respond to oral communication. They speak in clear and coherent sentences.
Comprehension
1.1
Understand and follow one-and two-step oral directions.
1.2
Share information and ideas, speaking audibly in complete, coherent sentences.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests, demonstrating command of the organization
and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the listening and speaking strategies of kindergarten outlined in Listening and Speaking Standard 1.0, students:
2.1
Describe people, places, things (e.g., size, color, shape), locations, and actions.
2.2
Recite short poems, rhymes, and songs.
2.3
Relate an experience or creative story in a logical sequence.
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Grade One
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
Concepts About Print
1.1
Match oral words to printed words.
1.2
Identify the title and author of a reading selection.
1.3
Identify letters, words, and sentences.
Phonemic Awareness
1.4
Distinguish initial, medial, and final sounds in single-syllable words.
1.5
Distinguish long-and short-vowel sounds in orally stated single-syllable words [e.g., bit/bite].
1.6
Create and state a series of rhyming words, including consonant blends.
1.7
Add, delete, or change target sounds to change words [e.g., change cow to how; pan to an].
1.8
Blend two to four phonemes into recognizable words [e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat].
1.9
Segment single-syllable words into their components [e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich].
Decoding and Word Recognition
1.10
Generate the sounds from all the letters and letter patterns, including consonant blends and longphonograms), and blend those sounds into recognizable words.
1.11
Read common, irregular sight words [e.g., the, have, said, come, give, of].
1.12
Use knowledge of vowel digraphs and r- controlled letter-sound associations to read words.
1.13
Read compound words and contractions.
1.14
Read inflectional forms [e.g., -s, -ed, -ing] and root words [e.g., look, looked, looking].
1.15
Read common word families [e.g., -ite, -ate].
1.16
Read aloud with fluency in a manner that sounds like natural speech.
and short-vowel patterns (i.e.,
Vocabulary and Concept Development
1.17
Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g.,
generating and responding to essential questions, making predictions, comparing information from several sources). The selections in
Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of
grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online
information). In grade one, students begin to make progress toward this goal.
Structural Features of Informational Materials
2.1
Identify text that uses sequence or other logical order.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2
Respond to who, what, when, where, and how questions.
2.3
Follow one-step written instructions.
2.4
Use context to resolve ambiguities about word and sentence meanings.
2.5
Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).
2.6
Relate prior knowledge to textual information.
2.7
Retell the central ideas of simple expository or narrative passages.
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3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of
the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten
Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1
Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and
ending.
3.2
Describe the roles of authors and illustrators and their contributions to print materials.
3.3
Recollect, talk, and write about books read during the school year.
Writing
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1
Select a focus when writing.
1.2
Use descriptive words when writing.
Penmanship
1.3
Print legibly and space letters, words, and sentences appropriately.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command
of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade one outlined in Writing Standard 1.0, students:
2.1
Write brief narratives (e.g., fictional, autobiographical) describing an experience.
2.2
Write brief expository descriptions of a real object, person, place, or event, using sensory details.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking
because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1
Write and speak in complete, coherent sentences.
Grammar
1.2
Identify and correctly use singular and plural nouns.
1.3
Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive
her, hers, your/s) in writing and speaking.
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Punctuation
1.4
Distinguish between declarative, exclamatory, and interrogative sentences.
1.5
Use a period, exclamation point, or question mark at the end of sentences.
1.6
Use knowledge of the basic rules of punctuation and capitalization when writing.
Capitalization
1.7
Capitalize the first word of a sentence, names of people, and the pronoun I.
Spelling
1.8
Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand
important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1
Listen attentively.
1.2
Ask questions for clarification and understanding.
1.3
Give, restate, and follow simple two-step directions.
Organization and Delivery of Oral Communication
1.4
Stay on the topic when speaking.
1.5
Use descriptive words when speaking about people, places, things, and events.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis
statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined
in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade one outlined in Listening and Speaking Standard 1.0, students:
2.1
Recite poems, rhymes, songs, and stories.
2.2
Retell stories using basic story grammar and relating the sequence of story events by answering
and how questions.
2.3
Relate an important life event or personal experience in a simple sequence.
2.4
Provide descriptions with careful attention to sensory detail.
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Grade Two
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
Decoding and Word Recognition
1.1
Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.
1.2
Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel [ = su/ per]; vowelconsonant/consonant-vowel [= sup/ per].
1.3
Decode two-syllable nonsense words and regular multisyllable words.
1.4
Recognize common abbreviations [e.g., Jan., Sun., Mr., St.].
1.5
Identify and correctly use regular plurals [e.g., -s, -es, -ies] and irregular plurals [e.g., fly/ flies, wife/
wives].
1.6
Read aloud fluently and accurately and with appropriate intonation and expression.
Vocabulary and Concept Development
1.7
Understand and explain common antonyms and synonyms.
1.8
Use knowledge of individual words in unknown compound words to predict their meaning.
1.9
Know the meaning of simple prefixes and suffixes [e.g., over-, un-, -ing, -ly].
1.10
Identify simple multiple-meaning words.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g.,
generating and responding to essential questions, making predictions, comparing information from several sources). The selections in
Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of
grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online
information). In grade two, students continue to make progress toward this goal.
Structural Features of Informational Materials
2.1
Use titles, tables of contents, and chapter headings to locate information in expository text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2
State the purpose in reading (i. e., tell what information is sought).
2.3
Use knowledge of the author's purpose( s) to comprehend informational text.
2.4
Ask clarifying questions about essential textual elements of exposition [e.g., why, what if, how].
2.5
Restate facts and details in the text to clarify and organize ideas.
2.6
Recognize cause-and-effect relationships in a text.
2.7
Interpret information from diagrams, charts, and graphs.
2.8
Follow two-step written instructions.
3.0. Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of
the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten
Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1
Compare and contrast plots, settings, and characters presented by different authors.
3.2
Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the
3.3
Compare and contrast different versions of the same stories that reflect different cultures.
3.4
Identify the use of rhythm, rhyme, and alliteration in poetry.
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Writing
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1
Group related ideas and maintain a consistent focus.
Penmanship
1.2
Create readable documents with legible handwriting.
Research
1.3
Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas).
Evaluation and Revision
1.4
Revise original drafts to improve sequence and provide more descriptive detail.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command
of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade two outlined in Writing Standard 1.0, students:
2.1
2.2
Write brief narratives based on their experiences:
a.
Move through a logical sequence of events.
b.
Describe the setting, characters, objects, and events in detail.
Write a friendly letter complete with the date, salutation, body, closing, and signature.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking
because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1
Distinguish between complete and incomplete sentences.
1.2
Recognize and use the correct word order in written sentences.
Grammar
1.3
Identify and correctly use various parts of speech, including nouns and verbs, in writing and
speaking.
Punctuation
1.4
Use commas in the greeting and closure of a letter and with dates and items in a series.
1.5
Use quotation marks correctly.
Capitalization
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1.6
Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days
initials of people.
of the week, and titles and
Spelling
1.7
Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).
1.8
Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand
important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1
Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).
1.2
Ask for clarification and explanation of stories and ideas.
1.3
Paraphrase information that has been shared orally by others.
1.4
Give and follow three-and four-step oral directions.
Organization and Delivery of Oral Communication
1.5
Organize presentations to maintain a clear focus.
1.6
Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
1.7
Recount experiences in a logical sequence.
1.8
Retell stories, including characters, setting, and plot.
1.9
Report on a topic with supportive facts and details.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis
statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined
in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade two outlined in Listening and Speaking Standard 1.0, students:
2.1
2.2
Recount experiences or present stories:
a.
Move through a logical sequence of events.
b.
Describe story elements (e.g., characters, plot, setting).
Report on a topic with facts and details, drawing from several sources of information.
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GRADE THREE
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
Decoding and Word Recognition
1.1
Know and use complex word families when reading [e.g., -ight] to decode unfamiliar words.
1.2
Decode regular multisyllabic words.
1.3
Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation, and expression.
Vocabulary and Concept Development
1.4
Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.
1.5
Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the
importance of these relations
[e.g., dog/ mammal/ animal/ living things].
1.6
Use sentence and word context to find the meaning of unknown words.
1.7
Use a dictionary to learn the meaning and other features of unknown words.
1.8
Use knowledge of prefixes [e.g., un-, re-, pre-, bi-, mis-, dis-] and suffixes [e.g., -er, -est, -ful] to determine the meaning of
words.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g.,
generating and responding to essential questions, making predictions, comparing information from several sources). The selections in
Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of
grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online
information). In grade three, students make substantial progress toward this goal.
Structural Features of Informational Materials
2.1
Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in
text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2
Ask questions and support answers by connecting prior knowledge with literal information found in,
the text.
2.3
Demonstrate comprehension by identifying answers in the text.
2.4
Recall major points in the text and make and modify predictions about forthcoming information.
2.5
Distinguish the main idea and supporting details in expository text.
2.6
Extract appropriate and significant information from the text, including problems and solutions.
2.7
Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).
and inferred from,
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature.
They distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters). The
selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be
read by students.
Structural Features of Literature
3.1
Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Narrative Analysis of Grade-Level-Appropriate Text
3.2
Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
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3.3
3.4
3.5
3.6
Determine what characters are like by what they say or do and by how the author or illustrator
portrays them.
Determine the underlying theme or author's message in fiction and nonfiction text.
Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration,
onomatopoeia) in a selection.
Identify the speaker or narrator in a selection.
Writing
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1
Create a single paragraph:
a.
Develop a topic sentence.
b.
Include simple supporting facts and details.
Penmanship
1.2
Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a
sentence.
word and words in a
Research
1.3
Understand the structure and organization of various reference materials (e.g., dictionary,
encyclopedia).
thesaurus, atlas,
Evaluation and Revision
1.4
Revise drafts to improve the coherence and logical progression of ideas by using an established
rubric.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command
of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade three outlined in Writing Standard 1.0, students:
2.1
Write narratives:
a.
Provide a context within which an action takes place.
b.
Include well-chosen details to develop the plot.
c.
Provide insight into why the selected incident is memorable.
2.2
Write descriptions that use concrete sensory details to present and support unified impressions of
experiences.
2.3
people, places, things, or
Write personal and formal letters, thank-you notes, and invitations:
a.
Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b.
Include the date, proper salutation, body, closing, and signature.
Written and Oral English Language Conventions
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The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking
because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1
Understand and be able to use complete and correct declarative, interrogative, imperative, and
writing and speaking.
Grammar
1.2
Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives,
correctly in writing and speaking.
1.3
Identify and use past, present, and future verb tenses properly in writing and speaking.
1.4
Identify and use subjects and verbs correctly in speaking and writing simple sentences.
exclamatory sentences in
compound words, and articles
Punctuation
1.5
Punctuate dates, city and state, and titles of books correctly.
1.6
Use commas in dates, locations, and addresses and for items in a series.
Capitalization
1.7
Capitalize geographical names, holidays, historical periods, and special events correctly.
Spelling
1.8
Spell correctly one-syllable words that have blends, contractions, compounds, orthographic
patterns (e.g.,[qu], consonant
doubling, changing the ending of a word from [-y] to [-ies] when
forming the plural), and common homophones [e.g., hair-hare].
1.9
Arrange words in alphabetic order.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand
important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1
Retell, paraphrase, and explain what has been said by a speaker.
1.2
Connect and relate prior experiences, insights, and ideas to those of a speaker.
1.3
Respond to questions with appropriate elaboration.
1.4
Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of
onomatopoeia).
Organization and Delivery of Oral Communication
1.5
Organize ideas chronologically or around major points of information.
1.6
Provide a beginning, a middle, and an end, including concrete details that develop a central idea.
1.7
Use clear and specific vocabulary to communicate ideas and establish the tone.
1.8
Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).
1.9
Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and
vocal patterns to emphasize
important passages of the text being read.
Analysis and Evaluation of Oral and Media Communications
1.10
Compare ideas and points of view expressed in broadcast and print media.
1.11
Distinguish between the speaker's opinions and verifiable facts.
2.0 Speaking Applications (Genres and Their Characteristics)
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Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis
statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined
in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students:
2.1
Make brief narrative presentations:
a.
Provide a context for an incident that is the subject of the presentation.
b.
Provide insight into why the selected incident is memorable.
c.
Include well-chosen details to develop character, setting, and plot.
2.2
Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear
tone.
2.3
Make descriptive presentations that use concrete sensory details to set forth and support unified
things, or experiences.
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diction, pitch, tempo, and
impressions of people, places,
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Grade Four
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
Word Recognition
1.1
Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with
intonation, and expression.
appropriate pacing,
Vocabulary and Concept Development
1.2
Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and
phrases.
1.3
Use knowledge of root words to determine the meaning of unknown words within a passage.
1.4
Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex
words [e.g., international].
1.5
Use a thesaurus to determine related words and concepts.
1.6
Distinguish and interpret words with multiple meanings.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g.,
generating and responding to essential questions, making predictions, comparing information from several sources). The selections in
Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-levelappropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).
Structural Features of Informational Materials
2.1
Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect,
chronological order, proposition and support) to strengthen comprehension.
sequential or
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2
Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal
enjoyment).
2.3
Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations,
titles, topic sentences, important words, and foreshadowing clues.
2.4
Evaluate new information and hypotheses by testing them against known information and ideas.
2.5
Compare and contrast information on the same topic after reading several passages or articles.
2.6
Distinguish between cause and effect and between fact and opinion in expository text.
2.7
Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands
or video games).
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of
the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten
Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature
3.1
Describe the structural differences of various imaginative forms of literature, including fantasies,
fairy tales.
fables, myths, legends, and
Narrative Analysis of Grade-Level-Appropriate Text
3.2
Identify the main events of the plot, their causes, and the influence of each event on future actions.
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3.3
Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's
actions.
3.4
Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account
for similar tales in diverse cultures (e.g., trickster tales).
3.5
Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in
literary works.
Writing
1.0 Writing Strategies
Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1
Select a focus, an organizational structure, and a point of view based upon purpose, audience,
requirements.
1.2
Create multiple-paragraph compositions:
length, and format
a.
Provide an introductory paragraph.
b.
Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.
c.
Include supporting paragraphs with simple facts, details, and explanations.
d.
Conclude with a paragraph that summarizes the points.
e.
Use correct indention.
1.3
Use traditional structures for conveying information (e.g., chronological order, cause and effect,
posing and answering a question).
similarity and difference,
Penmanship
1.4
Write fluidly and legibly in cursive or joined italic.
Research and Technology
1.5
Quote or paraphrase information sources, citing them appropriately.
1.6
Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).
1.7
Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online
information) as an aid to
writing.
1.8
Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
1.9
Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor,
software, memory, disk drive,
hard drive).
Evaluation and Revision
1.10
Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command
of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.1
Write narratives:
a.
Relate ideas, observations, or recollections of an event or experience.
b.
Provide a context to enable the reader to imagine the world of the event or experience.
c.
Use concrete sensory details.
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d.
2.2
2.3
2.4
Provide insight into why the selected event or experience is memorable.
Write responses to literature:
a.
Demonstrate an understanding of the literary work.
b.
Support judgments through references to both the text and prior knowledge.
Write information reports:
a.
Frame a central question about an issue or situation.
b.
Include facts and details for focus.
c.
Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).
Write summaries that contain the main ideas of the reading selection and the most significant
details.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking
because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1
Use simple and compound sentences in writing and speaking.
1.2
Combine short, related sentences with appositives, participial phrases, adjectives, ad-verbs, and
Grammar
1.3
Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in
speaking.
prepositional phrases.
writing and
Punctuation
1.4
Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns
1.5
Use underlining, quotation marks, or italics to identify titles of documents.
and in contractions.
Capitalization
1.6
Capitalize names of magazines, newspapers, works of art, musical compositions, organizations,
quotations when appropriate.
and the first word in
Spelling
1.7
Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand
important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1
Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral
1.2
Summarize major ideas and supporting evidence presented in spoken messages and formal
1.3
Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.
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settings.
presentations.
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1.4
Give precise directions and instructions.
Organization and Delivery of Oral Communication
1.5
Present effective introductions and conclusions that guide and inform the listener's understanding
evidence.
1.6
Use traditional structures for conveying information (e.g., cause and effect, similarity and
answering a question).
1.7
Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.
1.8
Use details, examples, anecdotes, or experiences to explain or clarify information.
1.9
Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.
of important ideas and
difference, posing and
Analysis and Evaluation of Oral Media Communication
1.10
Evaluate the role of the media in focusing attention on events and in forming opinions on issues.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis
statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined
in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade four outlined in Listening and Speaking Standard 1.0, students:
2.1
Make narrative presentations:
a.
Relate ideas, observations, or recollections about an event or experience.
b.
Provide a context that enables the listener to imagine the circumstances of the event or experience.
c.
Provide insight into why the selected event or experience is memorable.
2.2 Make informational presentations:
2.3
a.
Frame a key question.
b.
Include facts and details that help listeners to focus.
c.
Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).
Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.
2.4
Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear
phrasing.
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diction, tempo, volume, and
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Grade Five
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the
meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Word Recognition
1.1
Read aloud narrative and expository text fluently and accurately and with
appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2
Use word origins to determine the meaning of unknown words.
1.3
Understand and explain frequently used synonyms, antonyms, and homographs.
1.4
Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex
words (e.g., controversial).
1.5
Understand and explain the figurative and metaphorical use of words in context.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives
of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten
Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students
read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this
goal.
Structural Features of Informational Materials
2.1
Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts,
accessible and usable.
2.2
Analyze text that is organized in sequential or chronological order.
maps) make information
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3
Discern main ideas and concepts presented in texts, identifying and assessing evidence that
supports those ideas.
2.4
Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
Expository Critique
2.5
Distinguish facts, supported inferences, and opinions in text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make
connections between literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality
and complexity of the materials to be read by students.
Structural Features of Literature
3.1
Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the
forms chosen by an author for a
specific purpose.
Narrative Analysis of Grade-Level-Appropriate Text
3.2
Identify the main problem or conflict of the plot and explain how it is resolved.
3.3
Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of
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characters in a work of fiction
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and discuss the importance of the contrasts to the plot or theme.
3.4
Understand that theme refers to the meaning or moral of a selection and recognize themes
(whether implied or stated
directly) in sample works.
3.5
Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).
Literary Criticism
3.6
Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by
eras and cultures.
3.7
Evaluate the author's use of various techniques (e.g., appeal of characters in a picture book, logic
settings, use of figurative language) to influence readers' perspectives.
using literature from different
and credibility of plots and
Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain
formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1
Create multiple-paragraph narrative compositions:
1.2
a.
Establish and develop a situation or plot.
b.
Describe the setting.
c.
Present an ending.
Create multiple-paragraph expository compositions:
a.
Establish a topic, important ideas, or events in sequence or chronological order.
b.
Provide details and transitional expressions that link one paragraph to another in a clear line of thought.
c.
Offer a concluding paragraph that summarizes important ideas and details.
Research and Technology
1.3
Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to
1.4
Create simple documents by using electronic media and employing organizational features (e.g.,
down menus, word searches, a thesaurus, spell checks).
1.5
Use a thesaurus to identify alternative word choices and meanings.
Evaluation and Revision
1.6
Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting,
rearranging words and sentences.
locate relevant information.
passwords, entry and pull-
consolidating, clarifying, and
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing
demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing
Standard 1.0.
Using the writing strategies of grade five outlined in Writing Standard 1.0, students:
2.1
Write narratives:
a.
Establish a plot, point of view, setting, and conflict.
b.
Show, rather than tell, the events of the story.
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2.2
2.3
2.4
Write responses to literature:
a.
Demonstrate an understanding of a literary work.
b.
Support judgments through references to the text and to prior knowledge.
c.
Develop interpretations that exhibit careful reading and understanding.
Write research reports about important ideas, issues, or events by using the following guidelines:
a.
Frame questions that direct the investigation.
b.
Establish a controlling idea or topic.
c.
Develop the topic with simple facts, details, examples, and explanations.
Write persuasive letters or compositions:
a.
State a clear position in support of a proposal.
b.
Support a position with relevant evidence.
c.
Follow a simple organizational pattern.
d.
Address reader concerns.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking
because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1
Identify and correctly use prepositional phrases, appositives, and independent and dependent
conjunctions to connect ideas.
clauses; use transitions and
Grammar
1.2
Identify and correctly use verbs that are often misused (e.g., lie/ lay, sit/ set, rise/ raise), modifiers, and pronouns.
Punctuation
1.3
Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the
titles of poems, songs, short stories, and so forth.
exact words of a speaker and
Capitalization
1.4
Use correct capitalization.
Spelling
1.5
Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They
evaluate the content of oral communication.
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Comprehension
1.1
Ask questions that seek information not already discussed.
1.2
Interpret a speaker's verbal and nonverbal messages, purposes, and
perspectives.
1.3
Make inferences or draw conclusions based on an oral report.
Organization and Delivery of Oral Communication
1.4
Select a focus, organizational structure, and point of view for an oral
presentation.
1.5
Clarify and support spoken ideas with evidence and examples.
1.6
Engage the audience with appropriate verbal cues, facial expressions, and
gestures.
Analysis and Evaluation of Oral and Media Communications
1.7
Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering
generalities); identify logical
fallacies used in oral presentations and media messages.
1.8
Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion,
description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies
outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students:
2.1
2.2
2.3
Deliver narrative presentations:
a.
Establish a situation, plot, point of view, and setting with descriptive words and phrases.
b.
Show, rather than tell, the listener what happens.
Deliver informative presentations about an important idea, issue, or event by the
a.
Frame questions to direct the investigation.
b.
Establish a controlling idea or topic.
c.
Develop the topic with simple facts, details, examples, and explanations.
following means:
Deliver oral responses to literature:
a.
Summarize significant events and details.
b.
Articulate an understanding of several ideas or images communicated by the literary work.
c.
Use examples or textual evidence from the work to support conclusions.
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Kindergarten
Science Content Standards.
Physical Sciences
1.
Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept:
a.
Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper)
and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets,
floating, sinking).
b.
Students know water can be a liquid or a solid and can be made to change back and forth from one form to
the other.
c.
Students know water left in an open container evaporates (goes into the air) but water in a closed container
does not.
Life Sciences
2.
Different types of plants and animals inhabit the earth. As a basis for understanding this concept:
a.
Students know how to observe and describe similarities and differences in the appearance and behavior of
plants and animals (e.g., seed-bearing plants, birds, fish, insects).
b.
Students know stories sometimes give plants and animals attributes they do not really have.
c.
Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots,
arms, wings, legs).
Earth Sciences
3.
Earth is composed of land, air, and water. As a basis for understanding this concept:
a.
Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.
b.
Students know changes in weather occur from day to day and across seasons, affecting Earth and its
inhabitants.
c.
Students know how to identify resources from Earth that are used in everyday life and understand that
many resources can be conserved.
Investigation and Experimentation
4.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three strands, students should develop their own
questions and perform investigations. Students will:
a.
Observe common objects by using the five senses.
b.
Describe the properties of common objects.
c.
Describe the relative position of objects by using one reference (e.g., above or below).
d.
Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight).
e.
Communicate observations orally and through drawings.
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Grade One
Science Content Standards
Physical Sciences
1.
Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this
concept:
a.
Students know solids, liquids, and gases have different properties.
b.
Students know the properties of substances can change when the substances are mixed, cooled, or heated.
Life Sciences
2.
Plants and animals meet their needs in different ways. As a basis for understanding this concept:
a.
Students know different plants and animals inhabit different kinds of environments and have external
features that help them thrive in different kinds of places.
b.
Students know both plants and animals need water, animals need food, and plants need light.
c.
Students know animals eat plants or other animals for food and may also use plants or even other animals
for shelter and nesting.
d.
Students know how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats meat; flat
teeth: eats plants).
e.
Students know roots are associated with the intake of water and soil nutrients and green leaves are
associated with making food from sunlight.
Earth Sciences
3.
Weather can be observed, measured, and described. As a basis for understanding this concept:
a.
Students know how to use simple tools (e.g., thermometer, wind vane) to measure weather conditions and
record changes from day to day and across the seasons.
b.
Students know that the weather changes from day to day but that trends in temperature or of rain (or snow)
tend to be predictable during a season.
c.
Students know the sun warms the land, air, and water.
Investigation and Experimentation
4.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three strands, students should develop their own
questions and perform investigations. Students will:
a.
Draw pictures that portray some features of the thing being described.
b.
Record observations and data with pictures, numbers, or written statements.
c.
Record observations on a bar graph.
d.
Describe the relative position of objects by using two references (e.g., above and next to, below and left of).
e.
Make new observations when discrepancies exist between two descriptions of the same object or
phenomenon.
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Grade Two
Science Content Standards.
Physical Sciences
1.
The motion of objects can be observed and measured. As a basis for understanding this concept:
a.
Students know the position of an object can be described by locating it in relation to another object or to the
background.
b.
Students know an object's motion can be described by recording the change in position of the object over
time.
c.
Students know the way to change how something is moving is by giving it a push or a pull. The size of the
change is related to the strength, or the amount of force, of the push or pull.
d.
Students know tools and machines are used to apply pushes and pulls (forces) to make things move.
e.
Students know objects fall to the ground unless something holds them up.
f.
Students know magnets can be used to make some objects move without being touched.
g.
Students know sound is made by vibrating objects and can be described by its pitch and volume.
Life Sciences
2.
Plants and animals have predictable life cycles. As a basis for understanding this concept:
a.
Students know that organisms reproduce offspring of their own kind and that the offspring resemble their
parents and one another.
b.
Students know the sequential stages of life cycles are different for different animals, such as butterflies,
frogs, and mice.
c.
Students know many characteristics of an organism are inherited from the parents. Some characteristics are
caused or influenced by the environment.
d.
Students know there is variation among individuals of one kind within a population.
e.
Students know light, gravity, touch, or environmental stress can affect the germination, growth, and
development of plants.
f.
Students know flowers and fruits are associated with reproduction in plants.
Earth Sciences
3.
Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for
understanding this concept:
a.
Students know how to compare the physical properties of different kinds of rocks and know that rock is
composed of different combinations of minerals.
b.
Students know smaller rocks come from the breakage and weathering of larger rocks.
c.
Students know that soil is made partly from weathered rock and partly from organic materials and that soils
differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of
plants.
d.
Students know that fossils provide evidence about the plants and animals that lived long ago and that
scientists learn about the past history of Earth by studying fossils.
e.
Students know rock, water, plants, and soil provide many resources, including food, fuel, and building
materials, that humans use.
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Investigation and Experimentation
4.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three strands, students should develop their own
questions and perform investigations. Students will:
a.
Make predictions based on observed patterns and not random guessing.
b.
Measure length, weight, temperature, and liquid volume with appropriate tools and express those
measurements in standard metric system units.
c.
Compare and sort common objects according to two or more physical attributes (e. g., color, shape, texture,
size, weight).
d.
Write or draw descriptions of a sequence of steps, events, and observations.
e.
Construct bar graphs to record data, using appropriately labeled axes.
f.
Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of
objects.
g.
Follow oral instructions for a scientific investigation.
Grade Three
Science Content Standards.
Physical Sciences
1.
2.
Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding
this concept:
a.
Students know energy comes from the Sun to Earth in the form of light.
b.
Students know sources of stored energy take many forms, such as food, fuel, and batteries.
c.
Students know machines and living things convert stored energy to motion and heat.
d.
Students know energy can be carried from one place to another by waves, such as water waves and sound
waves, by electric current, and by moving objects.
e.
Students know matter has three forms: solid, liquid, and gas.
f.
Students know evaporation and melting are changes that occur when the objects are heated.
g.
Students know that when two or more substances are combined, a new substance may be formed with
properties that are different from those of the original materials.
h.
Students know all matter is made of small particles called atoms, too small to see with the naked eye.
i.
Students know people once thought that earth, wind, fire, and water were the basic elements that made up
all matter. Science experiments show that there are more than 100 different types of atoms, which are
presented on the periodic table of the elements.
Light has a source and travels in a direction. As a basis for understanding this concept:
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a.
Students know sunlight can be blocked to create shadows.
b.
Students know light is reflected from mirrors and other surfaces.
c.
Students know the color of light striking an object affects the way the object is seen.
d.
Students know an object is seen when light traveling from the object enters the eye.
Life Sciences
3.
Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for
understanding this concept:
a.
Students know plants and animals have structures that serve different functions in growth, survival, and
reproduction.
b.
Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra,
forests, grasslands, and wetlands.
c.
Students know living things cause changes in the environment in which they live: some of these changes
are detrimental to the organism or other organisms, and some are beneficial.
d.
Students know when the environment changes, some plants and animals survive and reproduce; others die
or move to new locations.
e.
Students know that some kinds of organisms that once lived on Earth have completely disappeared and that
some of those resembled others that are alive today.
Earth Sciences
4.
Objects in the sky move in regular and predictable patterns. As a basis for understanding this concept:
a.
Students know the patterns of stars stay the same, although they appear to move across the sky nightly, and
different stars can be seen in different seasons.
b.
Students know the way in which the Moon's appearance changes during the four-week lunar cycle.
c.
Students know telescopes magnify the appearance of some distant objects in the sky, including the Moon
and the planets. The number of stars that can be seen through telescopes is dramatically greater than the
number that can be seen by the unaided eye.
d.
Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth.
e.
Students know the position of the Sun in the sky changes during the course of the day and from season to
season.
Investigation and Experimentation
5.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three strands, students should develop their own
questions and perform investigations. Students will:
a.
Repeat observations to improve accuracy and know that the results of similar scientific investigations
seldom turn out exactly the same because of differences in the things being investigated, methods being
used, or uncertainty in the observation.
b.
Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless
they are backed by observations that can be confirmed.
c.
Use numerical data in describing and comparing objects, events, and measurements.
d.
Predict the outcome of a simple investigation and compare the result with the prediction.
e.
Collect data in an investigation and analyze those data to develop a logical conclusion.
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Grade Four
Science Content Standards
Physical Sciences
1.
Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for
understanding this concept:
a.
Students know how to design and build simple series and parallel circuits by using components such as
wires, batteries, and bulbs.
b.
Students know how to build a simple compass and use it to detect magnetic effects, including Earth's
magnetic field.
c.
Students know electric currents produce magnetic fields and know how to build a simple electromagnet.
d.
Students know the role of electromagnets in the construction of electric motors, electric generators, and
simple devices, such as doorbells and earphones.
e.
Students know electrically charged objects attract or repel each other.
f.
Students know that magnets have two poles (north and south) and that like poles repel each other while
unlike poles attract each other.
g.
Students know electrical energy can be converted to heat, light, and motion.
Life Sciences
2.
All organisms need energy and matter to live and grow. As a basis for understanding this concept:
a.
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Students know plants are the primary source of matter and energy entering most food chains.
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3.
b.
Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related
in food chains and food webs and may compete with each other for resources in an ecosystem.
c.
Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead
plants and animals.
Living organisms depend on one another and on their environment for survival. As a basis for understanding this
concept:
a.
Students know ecosystems can be characterized by their living and nonliving components.
b.
Students know that in any particular environment, some kinds of plants and animals survive well, some
survive less well, and some cannot survive at all.
c.
Students know many plants depend on animals for pollination and seed dispersal, and animals depend on
plants for food and shelter.
d.
Students know that most microorganisms do not cause disease and that many are beneficial.
Earth Sciences
4.
5.
The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this
concept:
a.
Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to
their properties and methods of formation (the rock cycle).
b.
Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica,
and hornblende) and ore minerals by using a table of diagnostic properties.
Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:
a.
Students know some changes in the earth are due to slow processes, such as erosion, and some changes are
due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
b.
Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to
break down into smaller pieces.
c.
Students know moving water erodes landforms, reshaping the land by taking it away from some places and
depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).
Investigation and Experimentation
6.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three strands, students should develop their own
questions and perform investigations. Students will:
a.
Differentiate observation from inference (interpretation) and know scientists’ explanations come partly
from what they observe and partly from how they interpret their observations.
b.
Measure and estimate the weight, length, or volume of objects.
c.
Formulate and justify predictions based on cause-and-effect relationships.
d.
Conduct multiple trials to test a prediction and draw conclusions about the relationships between
predictions and results.
e.
Construct and interpret graphs from measurements.
f.
Follow a set of written instructions for a scientific investigation.
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Grade Five
Science Content Standards.
Physical Sciences
1.
Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding
this concept:
a.
Students know that during chemical reactions the atoms in the reactants rearrange to form products with
different properties.
b.
Students know all matter is made of atoms, which may combine to form molecules.
c.
Students know metals have properties in common, such as high electrical and thermal conductivity. Some
metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure
elements; others, such as steel and brass, are composed of a combination of elemental metals.
d.
Students know that each element is made of one kind of atom and that the elements are organized in the
periodic table by their chemical properties.
e.
Students know scientists have developed instruments that can create discrete images of atoms and
molecules that show that the atoms and molecules often occur in well-ordered arrays.
f.
Students know differences in chemical and physical properties of substances are used to separate mixtures
and identify compounds.
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g.
Students know properties of solid, liquid, and gaseous substances, such as sugar (C 6H12O6), water (H2O),
helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).
h.
Students know living organisms and most materials are composed of just a few elements.
i.
Students know the common properties of salts, such as sodium chloride (NaCl).
Life Sciences
2.
Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis
for understanding this concept:
a.
Students know many multicellular organisms have specialized structures to support the transport of
materials.
b.
Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide
(CO2) and oxygen (O2) are exchanged in the lungs and tissues.
c.
Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach,
small intestine, large intestine, and colon in the function of the digestive system.
d.
Students know the role of the kidney in removing cellular waste from blood and converting it into urine,
which is stored in the bladder.
e.
Students know how sugar, water, and minerals are transported in a vascular plant.
f.
Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and
release oxygen.
g.
Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon
dioxide (CO2) and water (respiration).
Earth Sciences
3.
4.
Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a
basis for understanding this concept:
a.
Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's
surface.
b.
Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid
when cooled or as a solid if cooled below the freezing point of water.
c.
Students know water vapor in the air moves from one place to another and can form fog or clouds, which
are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
d.
Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is
limited and that its availability can be extended by recycling and decreasing the use of water.
e.
Students know the origin of the water used by their local communities.
Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a
basis for understanding this concept:
a.
Students know uneven heating of Earth causes air movements (convection currents).
b.
Students know the influence that the ocean has on the weather and the role that the water cycle plays in
weather patterns.
c.
Students know the causes and effects of different types of severe weather.
d.
Students know how to use weather maps and data to predict local weather and know that weather forecasts
depend on many variables.
e.
Students know that the Earth's atmosphere exerts a pressure that decreases with distance above Earth's
surface and that at any point it exerts this pressure equally in all directions.
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5.
The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for
understanding this concept:
a.
Students know the Sun, an average star, is the central and largest body in the solar system and is composed
primarily of hydrogen and helium.
b.
Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their
satellites, and smaller objects, such as asteroids and comets.
c.
Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and
the planet.
Investigation and Experimentation
6.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three strands, students should develop their own
questions and perform investigations. Students will:
a.
Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
b.
Develop a testable question.
c.
Plan and conduct a simple investigation based on a student-developed question and write instructions others
can follow to carry out the procedure.
d.
Identify the dependent and controlled variables in an investigation.
e.
Identify a single independent variable in a scientific investigation and explain how this variable can be used
to collect information to answer a question about the results of the experiment.
f.
Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make
quantitative observations.
g.
Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams)
and make inferences based on those data.
h.
Draw conclusions from scientific evidence and indicate whether further information is needed to support a
specific conclusion.
i.
Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and
drawing conclusions.
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KINDERGARTEN
History-Social Science Content Standards
Learning and Working Now and Long Ago
Students in kindergarten are introduced to basic spatial, temporal, and causal relationships, emphasizing the geographic and
historical connections between the world today and the world long ago. The stories of ordinary and extraordinary people help
describe the range and continuity of human experience and introduce the concepts of courage, self-control, justice, heroism,
leadership, deliberation, and individual responsibility. Historical empathy for how people lived and worked long ago
reinforces the concept of civic behavior: how we interact respectfully with each other, following rules, and respecting the
rights of others.
K.1 Students understand that being a good citizen involves acting in certain ways.
1.
Follow rules, such as sharing and taking turns, and know the consequences of breaking them.
2.
Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world
history from stories and folklore.
3.
Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the
characters' actions.
K.2 Students recognize national and state symbols and icons such as the national and state flags, the
bald eagle, and the Statue of Liberty.
K.3 Students match simple descriptions of work that people do and the names of related jobs at the
school, in the local community, and from historical accounts.
K.4 Students compare and contrast the locations of people, places, and environments and describe their
characteristics.
1.
Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.
2.
Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and
stories.
3.
Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities).
4.
Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports,
banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.
5.
Demonstrate familiarity with the school's layout, environs, and the jobs people do there.
K.5 Students put events in temporal order using a calendar, placing days, weeks, and months in proper
order.
K.6 Students understand that history relates to events, people, and places of other times.
1.
Identify the purposes of, and the people and events honored in, commemorative holidays, including the human
struggles that were the basis for the events (e.g., Thanksgiving, Independence Day, Washington's and Lincoln's
Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).
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2.
Know the triumphs in American legends and historical accounts through the stories of such people as Pocahontas,
George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin.
3.
Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a
well, growing food, making clothing, having fun, forming organizations, living by rules and laws).
Grade One
History-Social Science Content Standards.
A Child's Place in Time and Space
Students in grade one continue a more detailed treatment of the broad concepts of rights and responsibilities in the
contemporary world. The classroom serves as a microcosm of society in which decisions are made with respect for individual
responsibility, for other people, and for the rules by which we all must live: fair play, good sportsmanship, and respect for the
rights and opinions of others. Students examine the geographic and economic aspects of life in their own neighborhoods and
compare them to those of people long ago. Students explore the varied backgrounds of American citizens and learn about the
symbols, icons, and songs that reflect our common heritage.
1.1 Students describe the rights and individual responsibilities of citizenship.
1.
Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative
democracy (an elected group of people makes the rules), giving examples of both systems in their classroom, school,
and community.
2.
Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and
respect for rules by which we live, including the meaning of the "Golden Rule."
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.
1.
Locate on maps and globes their local community, California, the United States, the seven continents, and the four
oceans.
2.
Compare the information that can be derived from a three-dimensional model to the information that can be derived
from a picture of the same location.
3.
Construct a simple map, using cardinal directions and map symbols.
4.
Describe how location, weather, and physical environment affect the way people live, including the effects on their
food, clothing, shelter, transportation, and recreation.
1.3 Students know and understand the symbols, icons, and traditions of the United States that provide
continuity and a sense of community across time.
1.
Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., "America").
2.
Understand the significance of our national holidays and the heroism and achievements of the people associated with
them.
3.
Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S.
Constitution, and Declaration of Independence, and know the people and events associated with them.
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1.4 Students compare and contrast everyday life in different times and places around the world and
recognize that some aspects of people, places, and things change over time while others stay the same.
1.
Examine the structure of schools and communities in the past.
2.
Study transportation methods of earlier days.
3.
Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home),
dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.
1.5 Students describe the human characteristics of familiar places and 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 principles, 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.
2.
Understand the ways in which American Indians and immigrants have helped define Californian and American
culture.
3.
Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from
folklore.
1. 6 Students understand basic economic concepts and the role of individual choice in a free-market
economy.
1.
Understand the concept of exchange and the use of money to purchase goods and services.
2.
Identify the specialized work that people do to manufacture, transport, and market goods and services and the
contributions of those who work in the home.
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Grade Two
History-Social Science Content Standards.
People Who Make a Difference
Students in grade two explore the lives of actual people who make a difference in their everyday lives and learn the stories of
extraordinary people from history whose achievements have touched them, directly or indirectly. The study of contemporary
people who supply goods and services aids in understanding the complex interdependence in our free-market system.
2.1 Students differentiate between things that happened long ago and things that happened yesterday.
1.
Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs,
interviews, and documents.
2.
Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians.
3.
Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).
2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places,
and environments.
1.
Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or
community (e.g., map of the classroom, the school).
2.
Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes,
major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and
date.
3.
Locate on a map where their ancestors live(d), telling when the family moved to the local community and how and
why they made the trip.
4.
Compare and contrast basic land use in urban, suburban, and rural environments in California.
2.3 Students explain governmental institutions and practices in the United States and other countries.
1.
Explain how the United States and other countries make laws, carry out laws, determine whether laws have been
violated, and punish wrongdoers.
2.
Describe the ways in which groups and nations interact with one another to try to resolve problems in such areas as
trade, cultural contacts, treaties, diplomacy, and military force.
2.4 Students understand basic economic concepts and their individual roles in the economy and
demonstrate basic economic reasoning skills.
1.
Describe food production and consumption long ago and today, including the roles of farmers, processors,
distributors, weather, and land and water resources.
2.
Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services.
3.
Understand how limits on resources affect production and consumption (what to produce and what to consume).
2.5 Students understand the importance of individual action and character and explain how heroes from
long ago and the recent past have made a difference in others' lives (e.g., from biographies of Abraham
Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir,
Jackie Robinson, Sally Ride).
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Grade Three
History-Social Science Content Standards.
Continuity and Change
Students in grade three learn more about our connections to the past and the ways in which particularly local, but also
regional and national, government and traditions have developed and left their marks on current society, providing common
memories. Emphasis is on the physical and cultural landscape of California, including the study of American Indians, the
subsequent arrival of immigrants, and the impact they have had in forming the character of our contemporary society.
3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs,
and charts to organize information about people, places, and environments in a spatial context.
1.
Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans,
lakes).
2.
Trace the ways in which people have used the resources of the local region and modified the physical environment
(e.g., a dam constructed upstream changed a river or coastline).
3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
1.
Describe national identities, religious beliefs, customs, and various folklore traditions.
2.
Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to
their natural environment (e.g., how they obtained food, clothing, tools).
3.
Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship
to federal and state governments.
4.
Discuss the interaction of new settlers with the already established Indians of the region.
3.3 Students draw from historical and community resources to organize the sequence of local historical
events and describe how each period of settlement left its mark on the land.
1.
Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to
the region, including their cultural and religious traditions and contributions.
2.
Describe the economies established by settlers and their influence on the present-day economy, with emphasis on
the importance of private property and entrepreneurship.
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3.
Trace why their community was established, how individuals and families contributed to its founding and
development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters,
newspapers, and other primary sources.
3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S.
government.
1.
Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and
laws; and the consequences for people who violate rules and laws.
2.
Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the
community, and in civic life.
3.
Know the histories of important local and national landmarks, symbols, and essential documents that create a sense
of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of
Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).
4.
Understand the three branches of government, with an emphasis on local government.
5.
Describe the ways in which California, the other states, and sovereign American Indian tribes contribute to the
making of our nation and participate in the federal system of government.
6.
Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin
Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).
3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the
local region.
1.
Describe the ways in which local producers have used and are using natural resources, human resources, and capital
resources to produce goods and services in the past and the present.
2.
Understand that some goods are made locally, some elsewhere in the United States, and some abroad.
3.
Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.
4.
Discuss the relationship of students' "work" in school and their personal human capital.
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Grade Four
History-Social Science Content Standards.
California: A Changing State
Students learn the story of their home state, unique in American history in terms of its vast and varied geography, its many waves of
immigration beginning with pre-Columbian societies, its continuous diversity, economic energy, and rapid growth. In addition to the
specific treatment of milestones in California history, students examine the state in the context of the rest of the nation, with an emphasis on
the U.S. Constitution and the relationship between state and federal government.
4.1 Students demonstrate an understanding of the physical and human geographic features that define
places and regions in California.
1.
Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California
and on Earth.
2.
Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using
coordinates to plot locations.
3.
Identify the state capital and describe the various regions of California, including how their characteristics and physical
environments (e.g., water, landforms, vegetation, climate) affect human activity.
4.
Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.
5.
Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate,
population density, architecture, services, and transportation.
4.2 Students describe the social, political, cultural, and economic life and interactions among people of
California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
1.
Discuss the major nations of California Indians, including their geographic distribution, economic activities,
legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical
environment by cultivation of land and use of sea resources.
2.
dentify the early land and sea routes to, and European settlements in, California with a focus on the exploration of
the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of
mountains, deserts, ocean currents, and wind patterns.
3.
Describe the Spanish exploration and colonization of California, including the relationships among soldiers,
missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).
4.
Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish
missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New
Spain and Latin America.
5.
Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and
pueblos.
6.
Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an
agricultural economy.
7.
Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial
boundaries of North America.
8.
Discuss the period of Mexican rule in California and its attributes, including land grants, secularization of the
missions, and the rise of the rancho economy.
4.3
Students explain the economic, social, and political life in California from the establishment of the
Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
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1.
Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and
Sutter's Fort.
2.
Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John
Bidwell, John C. Fremont, Pio Pico).
3.
Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using
biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).
4.
Study the lives of women who helped build early California (e.g., Biddy Mason).
5.
Discuss how California became a state and how its new government differed from those during the Spanish and
Mexican periods.
4.4 Students explain how California became an agricultural and industrial power, tracing the
transformation of the California economy and its political and cultural development since the 1850s.
1.
Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the
building of the transcontinental railroad, including the contributions of Chinese workers to its construction.
2.
Explain how the Gold Rush transformed the economy of California, including the types of products produced and
consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of
people.
3.
Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those
who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups
(e.g., the 1882 Chinese Exclusion Act).
4.
Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los
Angeles).
5.
Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.
6.
Describe the development and locations of new industries since the nineteenth century, such as the aerospace
industry, electronics industry, large-scale commercial agriculture and irrigation projects, the oil and automobile
industries, communications and defense industries, and important trade links with the Pacific Basin.
7.
Trace the evolution of California's water system into a network of dams, aqueducts, and reservoirs.
8.
Describe the history and development of California's public education system, including universities and community
colleges.
9.
Analyze the impact of twentieth-century Californians on the nation's artistic and cultural development, including the
rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea
Lange, John Wayne).
4.5 Students understand the structures, functions, and powers of the local, state, and federal
governments as described in the U.S. Constitution.
1.
Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and
purpose of the U.S. government and describes the shared powers of federal, state, and local governments).
2.
Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S.
Constitution.
3.
Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and
differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and
local governments.
4.
Explain the structures and functions of state governments, including the roles and responsibilities of their elected
officials.
5.
Describe the components of California's governance structure (e.g., cities and towns, Indian rancherias and
reservations, counties, school districts).
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Grade Five
History-Social Science Content Standards.
United States History and Geography: Making a New Nation
Students in grade five study the development of the nation up to 1850, with an emphasis on the people who were already
here, when and from where others arrived, and why they came. Students learn about the colonial government founded on
Judeo-Christian principles, the ideals of the Enlightenment, and the English traditions of self-government. They recognize
that ours is a nation that has a constitution that derives its power from the people, that has gone through a revolution, that
once sanctioned slavery, that experienced conflict over land with the original inhabitants, and that experienced a westward
movement that took its people across the continent. Studying the cause, course, and consequences of the early explorations
through the War for Independence and western expansion is central to students' fundamental understanding of how the
principles of the American republic form the basis of a pluralistic society in which individual rights are secured.
5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo
people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of
the Great Plains, and the woodland peoples east of the Mississippi River.
1.
Describe how geography and climate influenced the way various nations lived and adjusted to the natural
environment, including locations of villages, the distinct structures that they built, and how they obtained food,
clothing, tools, and utensils.
2.
Describe their varied customs and folklore traditions.
3.
Explain their varied economies and systems of government.
5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
1.
Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de
Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g.,
compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
2.
Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European
expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the
Protestant Reformation, the Counter Reformation).
3.
Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the
Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.
4.
Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands,
Sweden, and Russia.
5.3 Students describe the cooperation and conflict that existed among the American Indians and between
the Indian nations and the new settlers.
1.
Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North
America.
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2.
Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in
agriculture, the fur trade, military alliances, treaties, cultural interchanges).
3.
Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the
Powhatan Wars in Virginia, the French and Indian War).
4.
Discuss the role of broken treaties and massacres and the factors that led to the Indians defeat, including the
resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).
5.
Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the
Iroquois, Huron, Lakota [Sioux]).
6.
Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson,
Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).
5.4 Students understand the political, religious, social, and economic institutions that evolved in the
colonial era.
1.
Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on
a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
2.
Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for
their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord
Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
3.
Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia,
Catholicism in Maryland, Quakerism in Pennsylvania).
4.
Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices,
and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
5.
Understand how the British colonial period created the basis for the development of political self-government and a
free-market economic system and the differences between the British, Spanish, and French colonial systems.
6.
Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing
struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
7.
Explain the early democratic ideas and practices that emerged during the colonial period, including the significance
of representative assemblies and town meetings.
5.5 Students explain the causes of the American Revolution.
1.
Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance
to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
2.
Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.
3.
Understand the people and events associated with the drafting and signing of the Declaration of Independence and
the document's significance, including the key political concepts it embodies, the origins of those concepts, and its
role in severing ties with Great Britain.
4.
Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry,
Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).
5.6 Students understand the course and consequences of the American Revolution.
1.
Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the
American and British leaders, and the Indian leaders' alliances on both sides.
2.
Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g.,
Benjamin Franklin's negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the
Marquis Marie Joseph de Lafayette, Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben).
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3.
Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly
Pitcher, Phillis Wheatley, Mercy Otis Warren).
4.
Understand the personal impact and economic hardship of the war on families, problems of financing the war,
wartime inflation, and laws against hoarding goods and materials and profiteering.
5.
Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution
and helped serve as models for the U.S. Constitution.
6.
Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of
western lands, the Northwest Ordinance of 1787) and those policies' impact on American Indians' land.
7.
Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.
5.7 Students describe the people and events associated with the development of the U.S. Constitution
and analyze the Constitution's significance as the foundation of the American republic.
1.
List the shortcomings of the Articles of Confederation as set forth by their critics.
2.
Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons
for the addition of the Bill of Rights.
3.
Understand the fundamental principles of American constitutional democracy, including how the government
derives its power from the people and the primacy of individual liberty.
4.
Understand how the Constitution is designed to secure our liberty by both empowering and limiting central
government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those
reserved to the states.
5.
Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans
within a unified nation, to respect the rule of law, and to preserve the Constitution.
6.
Know the songs that express American ideals (e.g., "America the Beautiful," "The Star Spangled Banner").
5.8 Students trace the colonization, immigration, and settlement patterns of the American people from
1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and
political geography, and transportation systems.
1.
Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the
Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats,
steamboats).
2.
Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g.,
mountain ranges, principal rivers, dominant plant regions).
3.
Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g.,
Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).
4.
Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the
journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).
5.
Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.
6.
Relate how and when California, Texas, Oregon, and other western lands became part of the United States,
including the significance of the Texas War for Independence and the Mexican-American War.
5.9 Students know the location of the current 50 states and the names of their capitals.
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Historical and Social Sciences Analysis Skills
History-Social Science Content Standards: Grades Six Through Eight.
The intellectual skills noted below are to be learned through, and applied to, the content standards for grades six through
eight. They are to be assessed with the content standards in grades six through eight.
In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection,
and research skills:
Chronological and Spatial Thinking
1.
Students explain how major events are related to one another in time.
2.
Students construct various time lines of key events, people, and periods of the historical era they are studying.
3.
Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities,
states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and
the growth of economic systems.
Research, Evidence, and Point of View
1.
Students frame questions that can be answered by historical study and research.
2.
Students distinguish fact from opinion in historical narratives and stories.
3.
Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from
unverifiable information in historical narratives and stories.
4.
Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
5.
Students detect the different historical points of view on historical events and determine the context in which the
historical statements were made (the questions asked, sources used, author's perspectives).
Historical Interpretation
1.
Students explain the central issues and problems from the past, placing people and events in a matrix of time and
place.
2.
Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the longand short-term causal relations.
3.
Students explain the sources of historical continuity and how the combination of ideas and events explains the
emergence of new patterns.
4.
Students recognize the role of chance, oversight, and error in history.
5.
Students recognize that interpretations of history are subject to change as new information is uncovered.
6.
Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and
political issues.
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Kindergarten
Mathematics Content Standards
By the end of kindergarten, students understand small numbers, quantities, and simple shapes in their everyday environment.
They count, compare, describe and sort objects, and develop a sense of properties and patterns.
Number Sense
1.0 Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same
number of objects in different situations regardless of its position or arrangement):
1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to,
more than, or less than the other.
1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.
2.0 Students understand and describe simple additions and subtractions:
2.1 Use concrete objects to determine the answers to addition and subtraction problems (for two numbers
that are each less than 10).
3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and
tens places:
3.1 Recognize when an estimate is reasonable.
Algebra and Functions
1.0 Students sort and classify objects:
1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular
group (e.g., all these balls are green, those are red).
Measurement and Geometry
1.0 Students understand the concept of time and units to measure it; they understand that objects have properties,
such as length, weight, and capacity, and that comparisons may be made by referring to those properties:
1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference
objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).
1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday,
tomorrow, week, year) and tools that measure time (e.g., clock, calendar).
1.3 Name the days of the week.
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1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o'clock; bedtime is 8
o'clock at night).
2.0 Students identify common objects in their environment and describe the geometric features:
2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere,
cone).
2.2 Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness,
number of corners).
Statistics, Data Analysis, and Probability
1.0 Students collect information about objects and events in their environment:
1.1 Pose information questions; collect data; and record the results using objects, pictures, and picture
graphs.
1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes,
sizes, or colors.
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools and strategies, such as manipulatives or sketches, to model problems.
2.0 Students solve problems in reasonable ways and justify their reasoning:
2.1 Explain the reasoning used with concrete objects and/ or pictorial representations.
2.2 Make precise calculations and check the validity of the results in the context of the problem.
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Grade One
Mathematics Content Standards
By the end of grade one, students understand and use the concept of ones and tens in the place value number system. Students
add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data
and analyze and solve simple problems.
Number Sense
1.0 Students understand and use numbers up to 100:
1.1 Count, read, and write whole numbers to 100.
1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than
(<, =, >).
1.3 Represent equivalent forms of the same number through the use of physical models, diagrams, and
number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3).
1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).
1.5 Identify and know the value of coins and show different combinations of coins that equal the same
value.
2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:
2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to
memory.
2.2 Use the inverse relationship between addition and subtraction to solve problems.
2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.
2.4 Count by 2s, 5s, and 10s to 100.
2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing,
finding the difference).
2.6 Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 = __).
2.7 Find the sum of three one-digit numbers.
3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones,
tens, and hundreds places:
3.1 Make reasonable estimates when comparing larger or smaller numbers.
Algebra and Functions
1.0 Students use number sentences with operational symbols and expressions to solve problems:
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1.1 Write and solve number sentences from problem situations that express relationships involving addition
and subtraction.
1.2 Understand the meaning of the symbols +, -, =.
1.3 Create problem situations that might lead to given number sentences involving addition and subtraction.
Measurement and Geometry
1.0 Students use direct comparison and nonstandard units to describe the measurements of objects:
1.1 Compare the length, weight, and volume of two or more objects by using direct comparison or a
nonstandard unit.
1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).
2.0 Students identify common geometric figures, classify them by common attributes, and describe their relative
position or their location in space:
2.1 Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of threedimensional objects.
2.2 Classify familiar plane and solid objects by common attributes, such as color, position, shape, size,
roundness, or number of corners, and explain which attributes are being used for classification.
2.3 Give and follow directions about location.
2.4 Arrange and describe objects in space by proximity, position, and direction (e.g., near, far, below,
above, up, down, behind, in front of, next to, left or right of).
Statistics, Data Analysis, and Probability
1.0 Students organize, represent, and compare data by category on simple graphs and charts:
1.1 Sort objects and data by common attributes and describe the categories.
1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar
graphs, tally charts, and picture graphs.
2.0 Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors:
2.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic,
numeric, color, and shape).
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
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2.0 Students solve problems and justify their reasoning:
2.1 Explain the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students note connections between one problem and another.
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Grade Two
Mathematics Content Standards
By the end of grade two, students understand place value and number relationships in addition and subtraction, and they use
simple concepts of multiplication. They measure quantities with appropriate units. They classify shapes and see relationships
among them by paying attention to their geometric attributes. They collect and analyze data and verify the answers.
Number Sense
1.0 Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000:
1.1 Count, read, and write whole numbers to 1,000 and identify the place value for each digit.
1.2 Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers (to 1,000).
1.3 Order and compare whole numbers to 1,000 by using the symbols <, =, >.
2.0 Students estimate, calculate, and solve problems involving addition and subtraction of two-and three-digit
numbers:
2.1 Understand and use the inverse relationship between addition and subtraction (e.g., an opposite number
sentence for 8 + 6 = 14 is 14 - 6 = 8) to solve problems and check solutions.
2.2 Find the sum or difference of two whole numbers up to three digits long.
2.3 Use mental arithmetic to find the sum or difference of two two-digit numbers.
3.0 Students model and solve simple problems involving multiplication and division:
3.1 Use repeated addition, arrays, and counting by multiples to do multiplication.
3.2 Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division.
3.3 Know the multiplication tables of 2s, 5s, and 10s (to "times 10") and commit them to memory.
4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole:
4.1 Recognize, name, and compare unit fractions from 1/12 to 1/2.
4.2 Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirds of 15 balls).
4.3 Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole
and to one.
5.0 Students model and solve problems by representing, adding, and subtracting amounts of money:
5.1 Solve problems using combinations of coins and bills.
5.2 Know and use the decimal notation and the dollar and cent symbols for money.
6.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones,
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tens, hundreds, and thousands places:
6.1 Recognize when an estimate is reasonable in measurements (e.g., closest inch).
Algebra and Functions
1.0 Students model, represent, and interpret number relationships to create and solve problems involving addition
and subtraction:
1.1 Use the commutative and associative rules to simplify mental calculations and to check results.
1.2 Relate problem situations to number sentences involving addition and subtraction.
1.3 Solve addition and subtraction problems by using data from simple charts, picture graphs, and number
sentences.
Measurement and Geometry
1.0 Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that
unit, and comparing it to the item to be measured:
1.1 Measure the length of objects by iterating (repeating) a nonstandard or standard unit.
1.2 Use different units to measure the same object and predict whether the measure will be greater or
smaller when a different unit is used.
1.3 Measure the length of an object to the nearest inch and/ or centimeter.
1.4 Tell time to the nearest quarter hour and know relationships of time (e.g., minutes in an hour, days in a
month, weeks in a year).
1.5 Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.).
2.0 Students identify and describe the attributes of common figures in the plane and of common objects in space:
2.1 Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square, rectangle, sphere,
pyramid, cube, rectangular prism) according to the number and shape of faces, edges, and vertices.
2.2 Put shapes together and take them apart to form other shapes (e.g., two congruent right triangles can be
arranged to form a rectangle).
Statistics, Data Analysis, and Probability
1.0 Students collect numerical data and record, organize, display, and interpret the data on bar graphs and other
representations:
1.1 Record numerical data in systematic ways, keeping track of what has been counted.
1.2 Represent the same data set in more than one way (e.g., bar graphs and charts with tallies).
1.3 Identify features of data sets (range and mode).
1.4 Ask and answer simple questions related to data representations.
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2.0 Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways:
2.1 Recognize, describe, and extend patterns and determine a next term in linear patterns (e.g., 4, 8, 12 ...;
the number of ears on one horse, two horses, three horses, four horses).
2.2 Solve problems involving simple number patterns.
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
2.0 Students solve problems and justify their reasoning:
2.1 Defend the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results in the context of the problem.
3.0 Students note connections between one problem and another.
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Grade Three
Mathematics Content Standards
By the end of grade three, students deepen their understanding of place value and their understanding of and skill with
addition, subtraction, multiplication, and division of whole numbers. Students estimate, measure, and describe objects in
space. They use patterns to help solve problems. They represent number relationships and conduct simple probability
experiments.
Number Sense
1.0 Students understand the place value of whole numbers:
1.1 Count, read, and write whole numbers to 10,000.
1.2 Compare and order whole numbers to 10,000.
1.3 Identify the place value for each digit in numbers to 10,000.
1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
1.5 Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).
2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division:
2.1 Find the sum or difference of two whole numbers between 0 and 10,000.
2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.
2.3 Use the inverse relationship of multiplication and division to compute and check results.
2.4 Solve simple problems involving multiplication of multidigit numbers by one-digit numbers (3,671 x 3
= __).
2.5 Solve division problems in which a multidigit number is evenly divided by a one-digit number (135 ÷ 5
= __).
2.6 Understand the special properties of 0 and 1 in multiplication and division.
2.7 Determine the unit cost when given the total cost and number of units.
2.8 Solve problems that require two or more of the skills mentioned above.
3.0 Students understand the relationship between whole numbers, simple fractions, and decimals:
3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and
subtract simple fractions in context (e.g., 1/2 of a pizza is the same amount as 2/4 of another pizza that is
the same size; show that 3/8 is larger than 1/4).
3.2 Add and subtract simple fractions (e.g., determine that 1/8 + 3/8 is the same as 1/2).
3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in
decimal notation and multiply and divide money amounts in decimal notation by using whole-number
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multipliers and divisors.
3.4 Know and understand that fractions and decimals are two different representations of the same concept
(e.g., 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar).
Algebra and Functions
1.0 Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple
number relationships:
1.1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.
1.2 Solve problems involving numeric equations or inequalities.
1.3 Select appropriate operational and relational symbols to make an expression true
(e.g., if 4 __ 3 = 12, what operational symbol goes in the blank?).
1.4 Express simple unit conversions in symbolic form
(e.g., __ inches = __ feet x 12).
1.5 Recognize and use the commutative and associative properties of multiplication
(e.g., if 5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5?).
2.0 Students represent simple functional relationships:
2.1 Solve simple problems involving a functional relationship between two quantities (e.g., find the total
cost of multiple items given the cost per unit).
2.2 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses
may be calculated by counting by 4s or by multiplying the number of horses by 4).
Measurement and Geometry
1.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects:
1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid
volume, and weight/mass of given objects.
1.2 Estimate or determine the area and volume of solid figures by covering them with squares or by
counting the number of cubes that would fill them.
1.3 Find the perimeter of a polygon with integer sides.
1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours
and minutes).
2.0 Students describe and compare the attributes of plane and solid geometric figures and use their understanding to
show relationships and solve problems:
2.1 Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).
2.2 Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the
equilateral triangle, right angle for the right triangle).
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2.3 Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the
rectangle, equal sides and right angles for the square).
2.4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles
are greater or less than a right angle.
2.5 Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular
solid, sphere, prism, pyramid, cone, cylinder).
2.6 Identify common solid objects that are the components needed to make a more complex solid object.
Statistics, Data Analysis, and Probability
1.0 Students conduct simple probability experiments by determining the number of possible outcomes and make
simple predictions:
1.1 Identify whether common events are certain, likely, unlikely, or improbable.
1.2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of
the outcomes when the event is repeated many times.
1.3 Summarize and display the results of probability experiments in a clear and organized way (e.g., use a
bar graph or a line plot).
1.4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the
temperature forecast for the next day).
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information,
sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and
models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and
clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a
specified degree of accuracy.
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2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation
by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
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Grade Four
Mathematics Content Standards
By the end of grade four, students understand large numbers and addition, subtraction, multiplication, and division of whole
numbers. They describe and compare simple fractions and decimals. They understand the properties of, and the relationships
between, plane geometric figures. They collect, represent, and analyze data to answer questions.
Number Sense
1.0 Students understand the place value of whole numbers and decimals to two decimal places and how
whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers:
1.1 Read and write whole numbers in the millions.
1.2 Order and compare whole numbers and decimals to two decimal places.
1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand,
or hundred thousand.
1.4 Decide when a rounded solution is called for and explain why such a solution may be
appropriate.
1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and
division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).
1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and
decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 or .50; 7/4 = 1 3/4 = 1.75).
1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by
using drawings; and relate a fraction to a simple decimal on a number line.
1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in
"owing").
1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and
positive decimals to two decimal places.
2.0 Students extend their use and understanding of whole numbers to the addition and subtraction of
simple decimals:
2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two
places.
2.2 Round two-place decimals to one decimal or the nearest whole number and judge the
reasonableness of the rounded answer.
3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole
numbers and understand the relationships among the operations:
3.1 Demonstrate an understanding of, and the ability to use, standard algorithms for the addition
and subtraction of multi digit numbers.
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3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a
multi digit number by a two-digit number and for dividing a multi digit number by a one-digit number;
use relationships between them to simplify computations and to check results.
3.3 Solve problems involving multiplication of multi digit numbers by two-digit numbers.
3.4 Solve problems involving division of multi digit numbers by one-digit numbers.
4.0 Students know how to factor small whole numbers:
4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2
x 2 x 3).
4.2 Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves
and that such numbers are called prime numbers.
Algebra and Functions
1.0 Students use and interpret variables, mathematical symbols, and properties to write and simplify
expressions and sentences:
1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations
(e.g., demonstrate an understanding and the use of the concept of a variable).
1.2 Interpret and evaluate mathematical expressions that now use parentheses.
1.3 Use parentheses to indicate which operation to perform first when writing expressions
containing more than two terms and different operations.
1.4 Use and interpret formulas (e.g., area = length x width or A = lw) to answer questions about
quantities and their relationships.
1.5 Understand that an equation such as y = 3 x + 5 is a prescription for determining a second
number when a first number is given.
2.0 Students know how to manipulate equations:
2.1 Know and understand that equals added to equals are equal.
2.2 Know and understand that equals multiplied by equals are equal.
Measurement and Geometry
1.0 Students understand perimeter and area:
1.1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter
(cm2), square meter (m 2), square kilometer (km2), square inch (in2), square yard (yd2), or square
mile (mi2).
1.2 Recognize that rectangles that have the same area can have different perimeters.
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1.3 Understand that rectangles that have the same perimeter can have different areas.
1.4 Understand and use formulas to solve problems involving perimeters and areas of rectangles
and squares. Use those formulas to find the areas of more complex figures by dividing the figures
into basic shapes.
2.0 Students use two-dimensional coordinate grids to represent points and graph lines and simple
figures:
2.1 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on
the graph of the equation y = 3 x and connect them by using a straight line).
2.2 Understand that the length of a horizontal line segment equals the difference of the xcoordinates.
2.3 Understand that the length of a vertical line segment equals the difference of the y- coordinates.
3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge
to show relationships and solve problems:
3.1 Identify lines that are parallel and perpendicular.
3.2 Identify the radius and diameter of a circle.
3.3 Identify congruent figures.
3.4 Identify figures that have bilateral and rotational symmetry.
3.5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90°,
180°, 270°, and 360° are associated, respectively, with 1/4, 1/2, 3/4, and full turns.
3.6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of
the number and shape of faces, edges, and vertices; interpret two-dimensional representations of
three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will
make a model of the solid.
3.7 Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their
attributes.
3.8 Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram,
trapezoid).
Statistics, Data Analysis, and Probability
1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate
their findings:
1.1 Formulate survey questions; systematically collect and represent data on a number line; and
coordinate graphs, tables, and charts.
1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent
outliers for numerical data sets.
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1.3 Interpret one-and two-variable data graphs to answer questions about a situation.
2.0 Students make predictions for simple probability situations:
2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g.,
tables, grids, tree diagrams).
2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of
4; 3 /4).
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information,
sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams,
and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and
terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and give
answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the
derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
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Grade Five
Mathematics Content Standards
By the end of grade five, students increase their facility with the four basic arithmetic operations applied to fractions,
decimals, and positive and negative numbers. They know and use common measuring units to determine length and area and
know and use formulas to determine the volume of simple geometric figures. Students know the concept of angle
measurement and use a protractor and compass to solve problems. They use grids, tables, graphs, and charts to record and
analyze data.
Number Sense
1.0 Students compute with very large and very small numbers, positive integers, decimals, and fractions
and understand the relationship between decimals, fractions, and percents. They understand the relative
magnitudes of numbers:
1.1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g., thousandths)
numbers.
1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common
fractions and explain why they represent the same value; compute a given percent of a whole
number.
1.3 Understand and compute positive integer powers of nonnegative integers; compute examples
as repeated multiplication.
1.4 Determine the prime factors of all numbers through 50 and write the numbers as the product of
their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2 x 2 x 2 x 3 = 23 x
3).
1.5 Identify and represent on a number line decimals, fractions, mixed numbers, and positive and
negative integers.
2.0 Students perform calculations and solve problems involving addition, subtraction, and simple
multiplication and division of fractions and decimals:
2.1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive
integers from negative integers; and verify the reasonableness of the results.
2.2 Demonstrate proficiency with division, including division with positive decimals and long division
with multidigit divisors.
2.3 Solve simple problems, including ones arising in concrete situations, involving the addition and
subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and
express answers in the simplest form.
2.4 Understand the concept of multiplication and division of fractions.
2.5 Compute and perform simple multiplication and division of fractions and apply these procedures
to solving problems.
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Algebra and Functions
1.0 Students use variables in simple expressions, compute the value of the expression for specific values
of the variable, and plot and interpret the results:
1.1 Use information taken from a graph or equation to answer questions about a problem situation.
1.2 Use a letter to represent an unknown number; write and evaluate simple algebraic expressions
in one variable by substitution.
1.3 Know and use the distributive property in equations and expressions with variables.
1.4 Identify and graph ordered pairs in the four quadrants of the coordinate plane.
1.5 Solve problems involving linear functions with integer values; write the equation; and graph the
resulting ordered pairs of integers on a grid.
Measurement and Geometry
1.0 Students understand and compute the volumes and areas of simple objects:
1.1 Derive and use the formula for the area of a triangle and of a parallelogram by comparing it with
the formula for the area of a rectangle (i.e., two of the same triangles make a parallelogram with
twice the area; a parallelogram is compared with a rectangle of the same area by cutting and
pasting a right triangle on the parallelogram).
1.2 Construct a cube and rectangular box from two-dimensional patterns and use these patterns to
compute the surface area for these objects.
1.3 Understand the concept of volume and use the appropriate units in common measuring systems
(i.e., cubic centimeter [cm 3], cubic meter [m3], cubic inch [in3], cubic yard [yd3]) to compute the
volume of rectangular solids.
1.4 Differentiate between, and use appropriate units of measures for, two-and three-dimensional
objects (i.e., find the perimeter, area, volume).
2.0 Students identify, describe, and classify the properties of, and the relationships between, plane and
solid geometric figures:
2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles
by using appropriate tools (e.g., straightedge, ruler, compass, protractor, drawing software).
2.2 Know that the sum of the angles of any triangle is 180° and the sum of the angles of any
quadrilateral is 360° and use this information to solve problems.
2.3 Visualize and draw two-dimensional views of three-dimensional objects made from rectangular
solids.
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Statistics, Data Analysis, and Probability
1.0 Students display, analyze, compare, and interpret different data sets, including data sets of different
sizes:
1.1 Know the concepts of mean, median, and mode; compute and compare simple examples to
show that they may differ.
1.2 Organize and display single-variable data in appropriate graphs and representations (e.g.,
histogram, circle graphs) and explain which types of graphs are appropriate for various data sets.
1.3 Use fractions and percentages to compare data sets of different sizes.
1.4 Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the
situation depicted by the graph.
1.5 Know how to write ordered pairs correctly; for example, ( x, y ).
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information,
sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams,
and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and
terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and give
answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the
derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
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LAUSD Board of Education
Central District
Local District 2
GOVERANCE
COUNCIL
Parent Representation
• 1 ELAC parent rep
• 6 at large parent reps
Parent Support
Groups
School Representation
• 1 Principal
• 4 Teachers
• 1 UTLA Chapter Chair
• 1 Classified Rep
Grade level
Chairs
Standing Committees That Report At Council Meetings
Curricular Committees
ELAC
Language Arts
Mathematics
Science
Social Studies
GATE/ELL/Resource
Other Committees
Budget/Finance
Communication/Calendar
Community Involvement
Strategic Planning
School Safety & Climate
Personnel Selection
Staff Development
Grant Writing
Technology
Student Activities
Administrators-Teachers-Community-Parent-Staff
LOS ANGELES UNIFIED SCHOOL DISTRICT
DISTRITO ESCOLAR UNIFICADO DE LOS ANGELES
Pupil Free Days
Tuesday, Sept. 6, 2011
Monday, June 25, 2012
* If a school selects Monday,
February 6, 2012 as a Pupil
Free Day, then Monday,
June 25, 2012 becomes an
Instructional Day
HOLIDAY
DIA DE FIESTA
Board Approved
4/12/2011
SINGLE TRACK INSTRUCTIONAL SCHOOL CALENDAR 2011-2012
CICLO UNICO CALENDARIO ESCOLAR DE INSTRUCCIÓN
JULY
JULIO
AUGUST
AGOSTO
SEPTEMBER
SEPTIEMBRE
OCTOBER
OCTUBRE
NOVEMBER
NOVIEMBRE
DECEMBER
DICIEMBRE
1 4 5 6 7 8 11 12 13 14 15 1819 20 21 2225 26 27 28 29 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 2324 2526 29 30 31 1 2 5 6 7 8 9 12 1314 1516 19 20 2122 2326 2728 29 30 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 2728 31 1 2 3 4 7 8 9 10 11 1415 1617 18 212223 24 25 2829 30 1 2 5 6 7 8 9 1213 14 15 16 19 20 2122 23 26 27 28 2930
69
JANUARY
ENERO
#
FEBRUARY
FEBRERO
MARCH
MARZO
APRIL
ABRIL
MAY
MAYO
JUNE
JUNIO
2 3 4 5 6 9 10 11 1213 1617 18 1920 23 24 25 26 27 30 31 1 2 3 6 7 8 9 10 1314 15 1617 20 2122 2324 2728 29 1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 2526 27 30 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31 1 4 5 6 7 8 1112 13 14 15 1819 202122 25 26 27 28 29
111
IMPORTANT DATES:
07-04-2011 Independence Day
09-02-2011 Admissions Day
09-05-2011 Labor Day
09-06-2011 Pupil Free Day
09-07-2011 First Day of Instruction
09-29-2011 Unassigned Day
11-11-2011
11-24 & 11-25-2011
12-19-2011 thru 01-06-2012
01-16-2012
# 02-06-2012
02-20-2012
Veterans Day
Thanksgiving Holiday
Winter Recess
Dr. Martin L. King, Jr.’s Birthday Observed
Second Semester Begins
Presidents’ Day
03-30-2012
04-02 thru 04-06-2012
05-28-2012
06-22-2012
* 06-25-2012
Cesar E. Chavez
Birthday Observed
Spring Recess
Memorial Day Observed
Last Day of Instruction
Pupil Free Day