Charter of the
Mare Island Technology (MIT) Academy Middle School
A California Public Charter School
Section A. Educational Program
Our Students: Mare Island Technology (MIT) Academy Middle School addresses the unique
developmental characteristics and needs of students in grades 6-8. Early adolescence is a time of promise
and potential. It is also a time when our children are most at risk. If early adolescents are to experience
academic and personal success, we must provide them with a sense of competence and achievement. We
must ensure that they have positive and caring interaction with adults and peers. We must hold high
expectations, offer structure, and provide clear limits, along with opportunities for exploration and selfdefinition. And we must ensure that they participate in meaningful ways in the school and community.
We must also insist on success for all students, many of whom are under-prepared and under-challenged.
Marshaling the knowledge and skills of our stakeholders, we will ensure that all students have access to
learning that will prepare them for secondary and post-secondary education/training, for the 21st century's
global workplace, and for a satisfying and productive life.
MIT Academy Middle School places a priority on serving students who live within the geographic
boundaries of the Vallejo City Unified School District (VCUSD). Specific efforts are made to solicit
applications from students representing the cross section of race/ethnicity and family income in VCUSD.
Our Vision:
What it means to be an educated person in the 21st century: MIT Academy stakeholders believe
that, to be an educated person in the 21st century, Americans must have basic academic skills and the
critical thinking skills to apply and transfer academics in predictable and unpredictable circumstances; an
understanding of arts, world cultures, and basic communication in at least two languages; the ability to
work collaboratively in groups; an understanding of local, national, and global citizenship and leadership
skills; lifelong learning skills; basic technology skills and the ability to transfer and update those skills;
and knowledge of how to handle personal health, financial, and career issues.
Vision statement: MIT Academy is a school where students, parents, staff, and Board are mutually
respected, active partners in achieving success for every young adult. With technology and creativity to
enhance the learning process, students graduate with leadership skills and excellent preparation enabling
pupils to become self-motivated, competent, and lifelong learning. Our high academic standards are made
possible by a safe and disciplined environment that allows learning to be fun. The MIT Board, staff, and
parents form a trusting and nurturing partnership characterized by honest, open communication and an
enthusiastic, optimistic, and open-minded approach. MIT Academy is an effective and diverse
organization that is an asset to the community.
How learning best occurs: Our vision is also responsive to our understanding of how learning best
occurs and conditions that promote academic success for all students. MIT stakeholders believe that...
 Effort is a more important determinant of achievement than "natural ability."
 Having all students achieve at high levels depends on clear, common expectations.
 All students need a thinking curriculum—one that generates a deep content understanding and
opportunities to apply that understanding to complex, real-world problems.
 All students learn best when they are using knowledge/skills that challenge and engage them and
when they are teaching others.

People learn best when working beside a caring expert who models skilled practice and
encourages and guides learners as they create products or performances for audiences who matter.
Our Mission—Success for All Students: The mission of MIT Academy middle and high schools is to
challenge our diverse student body to master a rigorous curriculum in a safe, disciplined, and nurturing
environment. MIT's graduates are self-motivated, technologically-skilled, responsible global citizens
equipped to succeed in post secondary training/education.
Our Uniqueness: Fundamental Organizing Principles: Recognizing the unique developmental
characteristics and needs of young adolescents and our commitment to success for all students, MIT
stakeholders adopt fundamental organizing principles based on core principles described in Turning
Points: Preparing American Youth for the 21st Century, a report issued in 1989 by the Carnegie
Corporation's Council on Adolescent Development. These organizing principles serve as the basis for
design standards that shape our educational program and support services. The MIT Academy Middle
school…
 Embraces smallness, providing a nurturing learning environment that is responsive to the talents
and needs of each student.
 Provides students with access to challenging, "no-walls" educational experiences that prepare
them for high-quality secondary and post-secondary training and education.
 Organizes instruction and support services to ensure academic and personal success for every
student, providing an array of choices in and beyond the classroom.
 Empowers stakeholders to make key pedagogical, management, and budgetary decisions.
 Supports faculty in their efforts to teach young adolescents with diverse talents, needs, and
interests.
 Involves parents, families, schools/colleges, and the community to support students and enrich
their learning
Student outcomes: MIT stakeholders have adopted the following exit outcomes for Middle
School students.
1. MIT Middle School provides a common, comprehensive academic core curriculum. MIT stakeholders
are committed to the development in all students of a common core of knowledge and skills. The MIT
core curriculum targets cultural literacy, scientific literacy, mathematical power, knowledge of the
humanities, and appreciation of the democratic and human values that form the foundation our
society. Through this core curriculum, students also develop skills and strategies that enable them to
communicate, to think critically, and to use lifelong learning skills.
Language arts/humanities. Young adolescents are most engaged and learn best when they are able
to make connections across traditional subject areas. Partial block scheduling provides students with a
language arts/humanities core, a curriculum organized around "big ideas" and instructional practices that
challenge students and provide greater access to learning. Our language arts/humanities core develops
standards-based skills in listening, speaking, reading and writing skills through the content and literature
of the humanities (history/social science). Students experience a balanced reading/language arts program
in which they explore enduring ideas and issues through the classics and contemporary works of fiction,
nonfiction, poetry, folklore, and various media, as well as State-approved textbooks.
Mathematics. Our mathematics core provides students with holistic learning experiences that
enable them to know, apply, and connect key concepts in mathematics, pre-algebra, and Algebra I. Core
learning experiences and assignments reflect the structure and content of State content and performance
for mathematics. Students whose test scores indicate thorough mastery of concepts in the grade-level
course may be accelerated to the next appropriate level.
Science. Science courses at MIT Middle School are lab- and experience-based. Students
successfully utilize scientific experimentation, investigation, and inquiry to understand and apply key
concepts in earth, life, and physical science.
2. MIT Middle School offers additional curriculum targeting students’ individualized needs/interests for
skills and content knowledge.
Technology: Active, daily use of the tools of technology is embedded across the curriculum. Daily
technology classes (Technology 6, Technology 7, and EAST Prep for grade 8) also provide students with
direct instruction in technological skills. This enriched learning environment allows students to...
 communicate using a variety of media, technology, platforms, and formats;
 access and exchange information through technology and other means;
 compile, organize, analyze, and synthesize information using traditional methods and technology;
 use information and select appropriate technology and other tools to solve problems; and
 become self-directed learners who can also work collaboratively on team projects.
Spanish and Mandarin Chinese. MIT Middle School students enrolled in world language courses
develop basic competencies in speaking, reading, writing, and listening comprehension in Spanish and/or
Mandarin Chinese through highly motivating, hands-on activities. They also understand key aspects of the
culture behind the language, both past and present.
Reading and mathematics intervention. MIT students who demonstrate underachievement in
reading and/or mathematics are scheduled for reading and/or mathematics intervention during the
summer, during the school day, and/or after school. Two types of intervention in mathematics are offered:
(1) accelerated learning, which focuses on below-grade-level skills that students have not yet mastered;
and (2) parallel classes, which offer additional, parallel instruction in the student’s regular mathematics
course. Reading intervention features State-approved intervention materials.
English language development. MIT students whose scores on the California English Language
Development Test (CELDT) indicate a need for English language development are provided with ELD
courses in lieu of Language Arts/Humanities for CELDT levels 1 and 2 and in addition to regular
Language Arts/Humanities for CELDT levels 3 and 4. ELD support is additionally offered after school
and during the summer.
Resource support and other special education services. Resource support is available for students
with special education Individual Educational Plans or 504 plans calling for this service. MIT provides
services including Individual and small group instruction for an average of 250 hours per week. 450
hours per week may be provided for students with greater need. MIT uses the VCUSD Special Education
Local Planning Area (SELPA) to provide other services.
Ford Partnership for Advanced Studies (FordPAS). FordPAS is offered at both the Middle and
High Schools for students interested in a challenging, interdisciplinary, activity-based learning experience
which incorporates business, science, language arts, history, technology, and critical thinking. Five
semesters of FordPAS are currently available.
Virtual high school courses. MIT Middle School students seeking challenging course options may
enroll in any of over 150 online courses through the Virtual High School consortium of schools worldwide. In most cases, students are required to enroll in a concurrent Learning Lab to assist them in
scheduling and completing the online work.
College courses. MIT Middle School students ready for additional challenge may also enroll in
college courses after school. Each semester, some courses from Solano Community College and/or Diablo
Valley College are offered on campus.
3. MIT Middle School incorporates research- and practice-based elements in the school design.
Small school environment. MIT Academy Middle School provides a small and nurturing school
environment, with target caps of 26 per classroom and 390 school-wide, so every student has personal
contact with staff and receives the individual attention that promotes high levels of achievement. Within
the small environment, MIT stakeholders are committed to other personalization strategies, including
advisors who work with the same very small group of students across all three years; hiring and
development of teachers who are flexible, creative, and caring; small group and short-term individual
counseling; and differentiated instructional approaches designed to support success for all students.
Service learning/community service and leadership. Service learning/community service provide
an extraordinary opportunity for early adolescents to build self-image and resiliency to negative
behaviors, while visibly "giving back" to the community in important ways. Service helps students
develop the ability to think ahead, to prepare for new and novel situations, to take action, to learn from
past actions, and therefore to improve future performance. Service is a central element of the MIT Middle
School advisory curriculum, reinforcing classroom learning across disciplines. Every MIT student
participates actively in at least two carefully organized service experiences that meet actual community
needs and reflect collaboration between the school and community. Though service learning, MIT
students begin to develop an understanding of the qualities of leadership and what leaders do.
Weekly advisement. MIT students participate in a curriculum-based advisory that addresses
personal growth, goal setting, communication skills, career exploration, health issues, violence
prevention, and other topics that help young adolescents mature in a positive manner. Every student has
the same caring adult as advisor over the three-years.
Extended day programs. As funding is available, an optional extended day school program that
includes intervention, enrichment, and recreation is offered to all MIT Middle School students. A safetynet tutorial program offers curriculum-based instructional support focusing on learning-to-learn
skills/strategies and develops habits of mind that support academic success.
4. MIT Middle School incorporates practice- and research-based instructional methods.
Authentic, problem-based, and project-based learning experiences: Learning experiences that
connect with the real world are likely to engage students, enable them increasingly to assume control over
their own learning, and encourage them to contribute to the well being of others. MIT students are
provided authentic, problem-based, and project-based learning experiences that develop higher-order
thinking and understanding, promote positive social support, develop leadership and responsibility, and
make connections to the world beyond the classroom. Collaborative relationships in the community
enhance the authentic learning opportunities available.
Differentiated classroom approaches. A variety of strategies are promoted in MIT classrooms to
increase access to learning and to match instructional approaches to the readiness, interests, and talents of
individual students. Differentiated strategies include strategies such as flexible grouping, use of
cooperative learning structures, learning centers, individual or team contracts, and investigative projects.
Collaborative and active learning strategies. Because of young adolescents' changing
relationships with adults and the increasing importance of peers, MIT teachers create learning experiences
and utilize grouping strategies that promote collaborative learning and develop positive social interaction
skills. Such strategies encompass activity-based learning, use of cooperative learning structures,
reciprocal teaching, and other developmentally-appropriate tasks and activities, including individual
active learning strategies.
Learning experiences shaped by students' concerns, knowledge, and questions. MIT
stakeholders are committed to a curriculum that helps young adolescents make sense of themselves and
their world, frequently dealing with their own questions, not just those posed by textbooks and teachers.
MIT teachers work to create curriculum that is rich in meaning—dealing with important issues, exploring
the perspectives and values of others, and relating these issues to students' lives.
School-wide use of highly effective, research-based instructional strategies. MIT instructors are
trained in and utilize those instructional strategies identified by Marzano et. al. in Classroom Strategies
that Work and Classroom Strategies that Work for English Learners. Teachers have adopted certain
learning structures school-wide, including Jane Schaeffer’s writing methodology, Cornell notes,
vocabulary instruction (based on Marzano and Pickering, Building Academic Vocabulary), and graphic
organizers.
Section B. Measurable Student Outcomes
Mare Island Technology Academy Middle School student outcomes provide broad commitments to
specific and measurable results for students. Our outcomes spring from and define our mission and are
the primary basis by which we hold ourselves accountable. MIT Academy Middle School outcomes
reflect the content and performance standards adopted by the State Board of Education.
Three simple criteria governed the selection of specific outcomes:
 each is meaningful for today's and tomorrow's world;
 each reflects material that every student can learn; and
 each otherwise is a worthy goal for student learning or performance.
Although these are broad statements of what students will achieve at the time they exit the MIT Academy
Middle School, student outcomes are measurable. Section C describes how each is assessed.
Statement of Student Outcomes: Twelve outcomes-statements of what all exiting MIT Middle School
students achieve in four broad areas drive instructional decision making, delivery, and evaluation.
Outcomes are aligned to State content and performance standards.
Core Academic Skills
1) Students will demonstrate an understanding of the essential concepts and mastery of appropriate
skills and strategies specific to each domain in the MIT core academic curriculum: humanities
(language arts and history/social science), mathematics, and science.
2) Students will apply critical thinking skills and complex reasoning strategies to extend, refine, and
use knowledge in authentic, problem-based, and project-based assignments.
3) Students will communicate information and ideas in ways that are appropriate to purpose and
audience through spoken, written, and graphic means of expression.
4) Students will demonstrate effective use of technology.
Life-long Learning Skills
5) Students will use information-gathering tools and resources, including technology, to collect,
organize, analyze, evaluate, and present information in authentic, problem-based, and projectbased assignments.
6) Students will demonstrate age-appropriate understanding, management, and direction of their own
learning in authentic, problem-based, and project-based assignments.
7) Students will demonstrate the ability to reflect on and evaluate their own and others’ learning.
Interpersonal Skills
8) Students will work collaboratively and cooperatively with others to accomplish a shared goal or
purpose.
9) Students will demonstrate strong citizenship and leadership skills by completing projects
benefiting the school and the greater community.
10) Students will demonstrate the ability to engage in responsible peer relations by completing
violence prevention training.
Life Skills
11) Students will demonstrate the knowledge, attitudes, skills, and personal accountability required for
responsible citizenship in the world outside the classroom.
12) Students will demonstrate age-appropriate, understandings of career exploration, health studies,
and preparation for college/careers.
These student outcomes are specifically defined as grade- and course-standards and are assessed at the
end of each of the school’s six progress report periods. To best serve our students and community, MIT
Academy Middle School examines data and may refine this list of student outcomes over time to reflect
the school’s mission and any changes to state standards that support the mission. Should there be any
changes, MIT Academy Middle School will submit to VCUSD a description of these changes as an
amendment to the charter. The VCUSD State Administrator or Board of Trustees will hear and render an
amendment decision pursuant to the timelines and processes specified in the Education Code Section
47605(b).
Statement of School-wide Outcome: MIT Academy Middle School students will demonstrate
proficiency on California Standards Tests in writing, language arts, history, science, and mathematics
equivalent to or better than the average of students in VCUSD middle schools, as reflected in the
comparative school Academic Performance Index (API) scores.
Linking Outcomes to Standards: MIT stakeholders have examined a variety of frameworks related to
standards-based education as well as national and state content and performance standards in core
curriculum disciplines. With respect to our core academic curriculum, as a basis for program
development, selection/design of curriculum, and student assessment, we...
 Adopted the State content and performance standards for language arts, social science,
mathematics, and science;
 Adopted technology standards developed by the International Society for Technology in
Education and currently under revision; and
 Adopted standards for Spanish and Mandarin Chinese developed by the American Council on the
Teaching of Foreign Languages.
Section C. Methods to Assess Pupil Progress toward Meeting Outcomes
Mare Island Technology Academy Middle School utilizes a variety of methods to assess pupil progress
toward meeting outcomes. The chart below displays how student outcomes are assessed. Although a rich
array of assessments are used in MIT classrooms, only a sample are included and only those used
primarily for reported assessment are listed. The assessment mechanisms are coded as follows:
Q = objective tests, quizzes, homework assignments
E = essays and/or research papers graded by rubric
A = authentic work, problem-based or project-based performance tasks graded by rubrics
O = oral presentations, debates, etc. with appropriate media support
T = teacher observation, self-assessment, peer assessment
P = portfolio presentations
CST = California Standards Test
CELDT = California English Language Development Test
API = Academic Performance Index
Assessment of Student Outcomes
Student Outcomes
Core Academic Skills
1) Students will demonstrate an understanding of the essential
concepts and mastery of appropriate skills and strategies specific to
each domain in the MIT core academic curriculum: humanities
(language arts and history/social science), mathematics, and
science.
2) Students will apply critical thinking skills and complex reasoning
strategies to extend, refine, and use knowledge in authentic,
problem-based, and project-based assignments.
3) Students will communicate information and ideas in ways that are
appropriate to purpose and audience through spoken, written, and
graphic means of expression.
4) Students will demonstrate effective use of technology.
Life-long Learning Skills
5) Students will use information-gathering tools and resources,
including technology, to collect, organize, analyze, evaluate, and
present information in authentic, problem-based, and project-based
assignments.
6) Students will demonstrate age-appropriate understanding,
management, and direction of their own learning in authentic,
problem-based, and project-based assignments.
Assessment Procedures
Q, E, A, O, T: all courses
CST (language arts: 6th, 7th, 8th
grades; writing 7th grade,
mathematics: 6th, 7th, 8th
grades; history: 8th grade;
science: 8th grade
CELDT (language arts)
P: all courses; student-led
conferences
E, A, O, T: all courses
P: all courses; student-led
conferences
E, A, O, T: all courses
P: all courses; student-led
conferences
Q, A, O, T: all courses,
especially technology
P: all courses, especially
technology; student-led
conferences
E, A, O, T: all courses
P: all courses; student-led
conferences
E, A, O, T: all courses
P: all courses; student-led
conferences
7) Students will demonstrate the ability to reflect on and evaluate
their own and others’ learning.
Interpersonal Skills
8) Students will work collaboratively and cooperatively with others to
accomplish a shared goal or purpose.
9) Students will demonstrate strong citizenship and leadership skills
by completing projects benefiting the school and the greater
community.
10) Students will demonstrate the ability to engage in responsible peer
relations by completing violence prevention training.
Life Skills
11) Students will demonstrate the knowledge, attitudes, skills, and
personal accountability required for responsible citizenship in the
world outside the classroom.
12) Students will demonstrate age-appropriate, understandings of
career exploration, health studies, and preparation for
college/careers.
School-wide Outcome
MIT Academy Middle School students will demonstrate proficiency
on California Standards Tests in writing, language arts, history,
science, and mathematics equivalent to or better than the average of
students in VCUSD middle schools, as reflected in the comparative
school Academic Performance Index (API) scores.
E, A, O, T: all courses
P: all courses; student-led
conferences
A, O, T: all courses
A, O, T: advisory
A, O, T: advisory
E, A, O, T: EAST Prep,
advisory
Q, E, A, O, T: advisory
P: advisory; student-led
conferences
API
Reporting on progress toward meeting the outcomes.
 Standards-based report cards. MIT Middle School uses standards-based report cards in all
courses. These are mailed to parents/guardians six times a year.
 Student-led conferences. MIT Middle School students conduct student-led conferences with their
parents twice a year. During this time, students review the portfolio of their work and progress on
standards in all classes to date. Parents/guardians use a rubric to score their student’s presentation.
 Parent-accessible online progress monitoring. MIT Academy Middle School posts data from
assessments by standard in each course online. Parents are provided with access information.
D. Governance Structure of School
Legal issues: Mare Island Technology Academy is constituted as a California Public Benefit
Corporation, a legally and operationally independent entity, governed pursuant to the corporate bylaws.
MIT Academy Middle School is non-sectarian in its programs, admissions policies, employment
practices, and all other operations; does not charge tuition; and does not discriminate on the basis of race,
ethnicity, national origin, sexual orientation, gender, or disability.
The school complies with all applicable federal, state, and local laws, including open meeting laws. It
retains its own legal counsel when necessary. It purchases and maintains necessary general liability,
automotive liability, errors and omissions, property, workers compensation, and unemployment insurance
policies.
Governance issues: As provided for in the California Corporations Code, MIT Academy is governed by
a 15-member Board of Directors whose members have a legal fiduciary responsibility for the well-being
of the organization. The Board structure includes both standing and ad hoc committees, and members of
these committees include Board members, staff, parents, and community members. The standing
committees are audit, curriculum, executive, facilities, outreach and recruitment, personnel, and
volunteerism. Committees may periodically be combined or split due to workload. The VCUSD
Governing Board has the right to appoint a representative to the MIT Academy Board of Directors; this
representative has all the rights and responsibilities of any MIT Academy Board member.
The Board of Directors’ major roles and responsibilities include establishing and approving all major
educational and operational policies, approving all major contracts, approving the school’s annual budget,
overseeing the school’s fiscal affairs and approving warrant registers, and significantly participating in the
following school operations: curriculum, technology, facilities, outreach and enrollment, grants,
volunteerism, and others as may be determined by the Board.
The Board of Directors also hires and evaluates the Director who is in charge of daily operations at both
schools. She is assisted by an Administrative Team currently consisting of two Assistant Directors, the
Information Technology Director, and the Director of Student Services.
Parent involvement opportunities: The mission of the MIT Academy Middle School includes
significant parent involvement, currently defined as 40 hours per family per year, given a broad range of
involvement opportunities at school and at home. Additionally, the School provides the following
opportunities for involvement in policy, information gathering, and strategic planning:
 Governing Board: The Bylaws call for parents to sit on the governing board; currently parents
constitute over half of the Board of Directors.
 Curriculum information: Curriculum nights in each of the curricular areas are held annually, as
well as the traditional Back to School and regular open houses.
 Parent Institute: Parents are further supported through the Parent Institute, a series of at least four
parent education programs held each year.
 Drop In and Chat: Parents are invited every other month to a “Drop In and Chat” session with
representatives of the Board held in conjunction with Parent-Teacher Network meetings.
 Student-led conferences: Parents attend two student-led conferences per year; students use these
opportunities to review their portfolios and progress with their families.
 Parent-Teacher Network: The PTN provides support for the school and students, promotes parent
involvement, and provides parent representatives for Board committees.

Annual strategic planning: All parents complete parent satisfaction surveys annually, and
representatives take part in the annual strategic planning workshop.
Parent involvement policy: The success of MIT Academy is heavily dependent on parent
involvement. Continued enrollment is contingent upon fulfillment of the annual commitment by each
family to provide 40 hours of volunteer time. Commitments are signed by the parent/guardian(s) when
their child is enrolled.
Volunteer hours definition: Hours credited to a family are those earned by any person that are assigned to
that family. Volunteers hours are accumulated based on the time spent performing specific tasks or by
attendance at specially designated school events including Student Led Conferences, Curriculum Nights,
Parent Teacher Network meetings, Board of Director meetings, other committee meetings, art or cultural
celebrations, and other events. Material or dollar donations cannot be substituted for volunteer hours. The
record of hours-to-date is provided on progress reports six times a year. The Board of Directors has
granted authority to the Volunteer Advisory Committee for issues concerning the definition and
administration of volunteer hours. Questions regarding the acceptability of volunteer hours are
determined by the Committee.
Appeals: The Board of Directors may grant family appeals based on hardship. Two rotating members of
the Board serve on the Volunteer Hours Appeal Committee and hear confidential family appeals. In
granting an appeal, the Committee placse the family on an hour make-up contract tailored to meet the
individual family circumstance. In cases of extreme hardship, the Committee may alternatively elect to
waive the uncompleted hours for the year. If a family does not complete their volunteer hours and does
not file an appeal, their child may not be re-enrolled at MIT Academy for the next year.
Services for students with special needs: MIT Academy and the Vallejo City Unified School District
SELPA work in cooperation to ensure that students with exceptional needs are served.
These services are conducted in accord with applicable state and federal laws to ensure that students
receive appropriate services in compliance with Individuals with Disability Education Act (IDEA) and
any applicable federal law. These cooperative arrangements may include, but are not limited to the
following:
1. Open communication between MIT Academy High School and VCUSD, to ensure that students
with exceptional needs are identified and that their needs are evaluated and served in compliance
with any and all applicable laws.
2. Delivery of special education services either at the site of the charter school or sites maintained by
VCUSD. These arrangements may need to be developed on a case-by-case basis and reviewed
and modified on a regular basis and in coordination with applicable laws and individual education
plans.
3. Equitable sharing in the revenues and costs associated with maintaining and operating services for
students with exceptional needs.
MIT Academy also works with District staff to develop plans and procedures to cooperatively
meet the needs of economically disadvantaged and limited English proficient students. This includes
appropriate processes to identify and meet the needs of students and to work with VCUSD fiscal and
program staff to determine eligibility for categorical funding programs and to ensure compliance with
applicable state and federal law.
E. Employee Qualifications
Mare Island Technology Academy Middle School employs instructional staff who meet NCLB “highly
qualified” requirements and hold a certificate, permit, or other document from the California Commission
on Teacher Credentialing for all teaching positions in the core academic areas. The school may hire noncredentialed instructional staff for any position outside of the core academic areas where a prospective
staff member has an appropriate mix of subject matter expertise, professional experience, and successful
instructional experience.
Teachers additionally demonstrate a genuine caring for pre-adolescent/ adolescent students, a fundamental
belief that all students can successfully master rigorous curriculum, a willingness to employ
applied/contextual learning strategies, significant instructional effectiveness, content expertise combined
with a willingness to be a generalist, and a willingness to accept responsibility for the success of the
school as a whole. Other generic staff qualifications include evidence of the ability to work effectively on
a team, interest or expertise in technology, strong communication skills, and an interest in seeking
productive collegial interaction and personal/professional growth.
Non-instructional staff possess experience and expertise appropriate for their position within the school
as outlined in the school's staffing plan. Non-instructional staff do not serve as the advisor of record for
individual pupils and may not assign grades or approve student work assignments, except in non-core,
non-college preparatory courses and activities. The School seeks to employ a staff with a wide range of
skills and knowledge, teaching and administration experience, and cultural/ethnic backgrounds, especially
those that match student body ethnicity.
F. Health and Safety Procedures
Mare Island Technology Academy Middle School maintains a comprehensive set of health, safety, and
risk management policies developed in consultation with the school's insurance carriers addressing the
following topics:
 A requirement that all enrolling students and staff provide records documenting immunization
against appropriate diseases, including tuberculosis examinations for all staff;
 Policies and procedures for response to natural disasters and emergencies, including civil unrest,
acts of terrorism, fires, and earthquakes;
 Policies relating to preventing contact with blood-borne pathogens;
 A policy requiring that instructional and administrative staff receive training in emergency
response;
 Policies relating to the administration of prescription drugs and other medicines;
 A policy that the school will be housed in facilities that have received Fire Marshal approval and
City of Vallejo seismic structural approval;
 A policy establishing that the school functions as a drug, alcohol, and tobacco free workplace; and
 A requirement that each employee of the school submit to a criminal background check and
furnish a criminal record summary as required by Education Code Section 44237.
Additionally, the MIT Academy Middle School adheres to and enforces the requirements of the
Americans with Disabilities Act (ADA). These policies are incorporated, as appropriate, into the school's
student, parent, and staff handbooks and are reviewed on an ongoing basis in the school's staff
development efforts.
Facilities: The MIT Academy Middle School is currently housed with the MIT Academy High School in
portable buildings at 2 Positive Place, Vallejo, CA 94589, a 14.6 acre parcel leased from VCUSD. The
rolling lease, specified in a separate document, has been paid through 2131 and is renewed for an
additional 5 years with each renewal of the MIT Academy Middle School Charter.
G. Means to Achieve Racial/Ethnic Balance Reflective of District
Mare Island Technology Academy Middle School has implemented a student recruitment strategy that
includes, but is not necessarily limited to, the following elements to ensure a racial and ethnic balance
among students that is reflective of VCUSD:
 An enrollment timeline and procedure that is scheduled and adopted to allow for a broad-based
recruiting and application process;
 The development of promotional and informational materials that appeal to all racial and ethnic
groups represented in the district;
 The appropriate development of promotional and informational materials in Spanish;
 The distribution of promotional and informational materials to a broad variety of community
groups, religious organizations, and agencies that serve the various racial, ethnic, and interest
groups represented in the District; and
 The wide distribution of outreach materials to the mailing list for 5th graders supplied by the
District.
H. Admission Requirements
Mare Island Technology Academy Middle School actively recruits a diverse student/family population
who understands and values the school's mission and are committed to the school's instructional and
operational philosophy. Admission to the school shall be open to any resident of the State of California.
Prospective students are briefed regarding the school's instructional and operational philosophy and are
given a copy or summary of the school's student-related policies.
Application procedure: To attain the vision of a racially/ethnically and socio-economically diverse
student population and in compliance with the California Education Code, MIT Academy Middle
School uses an enrollment lottery—a public, random drawing—when student applications exceed school
capacity. Students may enter this lottery by satisfying the following requirements intended to create
informed applicants and families who are committed to the school program and philosophy:
(1) completion by the student of a written application;
(2) submission of an adult referral (e.g., from a teacher, counselor, religious leader or friend);
(3) completion by the parent/guardian of the MIT School Support Agreement which confirms their
commitment of service to the school.
When the number of applicants exceeds the openings available (after existing students and their siblings
are counted), a random, public drawing is held. Preference in the drawing is provided to certain groups in
the following order:
 Siblings of children currently enrolled or graduated;

Children of Board members and staff,
 Children of families residing in the VCUSD, and
 Children of families residing outside the VCUSD.
Services for students with special needs: MIT Academy and the Vallejo City Unified School District
SELPA work in cooperation to ensure that students with exceptional needs are served.
These services are conducted in accord with applicable state and federal laws to ensure that students
receive appropriate services in compliance with Individuals with Disability Education Act (IDEA) and
any applicable federal law. These cooperative arrangements may include, but are not limited to the
following:
1. Open communication between MIT Academy High School and VCUSD, to ensure that students
with exceptional needs are identified and that their needs are evaluated and served in compliance
with any and all applicable laws.
2. Delivery of special education services either at the site of the charter school or sites maintained by
VCUSD. These arrangements may need to be developed on a case-by-case basis and reviewed
and modified on a regular basis and in coordination with applicable laws and individual education
plans.
3. Equitable sharing in the revenues and costs associated with maintaining and operating services for
students with exceptional needs.
MIT Academy also works with District staff to develop plans and procedures to cooperatively meet the
needs of economically disadvantaged and limited English proficient students. This includes appropriate
processes to identify and meet the needs of students and to work with Vallejo City Unified School District
fiscal and program staff to determine eligibility for categorical funding programs and to ensure
compliance with applicable state and federal law.
I. Financial Audit
Audit: Mare Island Technology Academy Middle School's Board of Directors oversees the preparation
and completion of an annual audit of the school's financial affairs. The audit, performed by an
independent audit firm employing generally accepted audit principles, will at a minimum verify the
accuracy of the school's financial statements, attendance and enrollment accounting practices, and the
school's internal controls. To the extent required under applicable federal law, the audit scope will be
expanded to include items and processes specified in any applicable Office of Management and Budget
Circulars. It is anticipated that the annual audit will be completed December 15 each year and that a copy
of the auditor’s findings will be forwarded to the chief financial officer of VCUSD, the state Controller,
the Solano County Superintendent of Schools, and the California Department of Education. The MIT
Academy’s Audit Committee will review any audit exceptions or deficiencies and report to the Board of
Directors with recommendations for solutions. The Board will report to VCUSD regarding how the
exceptions and deficiencies have been or will be resolved. Any disputes regarding the resolution of audit
exceptions and deficiencies will be referred to the dispute regulation process described in Element N.
Financial memorandum of understanding: MIT Academy and VCUSD maintain a memorandum of
understanding (MOU) that establishes the specific financial and service relationship between the two
parties. This MOU will be reviewed at the date specified. This MOU may include but is not limited to the
MIT Academy funding system; anticipated funding sources and amounts including revenue limit,
categorical-based funding sources, other funding sources, cash flow and transfer, adjustments and
reconciliation, supervisory oversight, data reporting, and District services provided to MIT. The District
will include only revenue limit funding in determining the cap on "oversight" costs, should VCUSD
choose to apply such costs. Additionally, MIT Academy will receive half of the indirect costs from any
grant for which the District is the applicant and through which District schools are beneficiaries, if these
grants are written primarily by MIT. The District will not charge any indirect costs for any future Charter
School Planning or Implementation grants from the California Department of Education for which the
District will be the fund recipient.
Financial Plan: To help ensure that the school's financial affairs are properly managed and to facilitate
the building of the school facility, MIT Academy regularly updates a comprehensive fiscal plan and
maintains a sound financial management system. The comprehensive fiscal plan is reviewed on at least an
annual basis as a component of the broader school-wide strategic plan. The financial plan will, at a
minimum, include the following documents:
 a detailed operational budget for the upcoming fiscal year, including a monthly cash flow
analysis, and a three to five-year budget projection; and
 a narrative overview of the school's current and projected financial status, including a description
of the major assumptions underlying the near and long-term projections.
This financial plan will be provided to the VCUSD upon request
Financial Reports: MIT Academy prepares a quarterly financial report displaying the Academy’s and
each school’s financial status with regard to anticipated revenues and expenditures as compared with
actual figures to date and projected year-end figures, by major category of revenue and expenditure
(salaries, benefits, books/supplies/equipment, and other). A copy will be sent to the Vallejo City Unified
School District within 30 days of quarter end.
Funding: MIT Academy Middle School receives funding pursuant to Education Code Section 47613.5
directly from the State.
Annual performance audit: MIT Academy additionally provides to the district an annual performance
audit on or before December of each year. This report will, at a minimum, include the following data:
 Summary data showing student progress toward the goals and outcomes specified in section B
from assessment instruments and techniques listed in section C, displayed on both a school-wide
basis and disaggregated by major racial and ethnic categories to the extent such data is provided
by the California Department of Education.
 Data regarding the number of staff working at the school and their qualifications.
 A copy of the school's health and safety policies and/or a summary of any major changes to those
policies during the year.
 Information demonstrating whether the school implemented the means listed in section G to
achieve a racially and ethnically balanced student population.
 An overview of the school's admissions practices during the year and data regarding the numbers
of students enrolled, the number on waiting lists, and the numbers of students expelled and/or
suspended.
 Other information regarding the educational program and the administrative, legal, and
governance operations of the school relative to compliance with the terms of the charter generally.
Data reporting: MIT Academy Middle School maintains an attendance reporting calendar and maintains
a system to record and account for average daily attendance (ADA). MIT Academy reports ADA figures
to the Solano County Office of Education and/or California Department of Education as necessary. The
School shall notify the Chief Financial Officer of the District if, during any month, actual ADA falls more
than 10 percent below estimated ADA. MIT Academy Middle School has a CDS code number from the
California Department of Education and complete and submits enrollment and other necessary
demographic information to the California Basic Education Data System (CBEDS).
J. Pupil Suspension and Expulsion
Mare Island Technology Academy Middle School maintains a comprehensive set of student discipline
policies designed to ensure a safe and effective learning environment. These policies are reviewed
annually by the Board, with input from students, parents, and staff. The policies are printed and
distributed as part of the School's student handbook and clearly describe the School's expectations
regarding attendance, mutual respect, substance abuse, violence, safety, and work habits. The School
director may suspend students who fail to comply with these policies at any time. Students who habitually
fail to comply with these policies and/or who present an immediate threat to health and safety may also be
suspended and later expelled upon recommendation of the Director. The policies outlined are adapted to
conform to federal law regarding students with exceptional needs. Prior to expulsion, students are
accorded due process unless the student's conduct presents an immediate threat to health or safety. The
school will notify the district of any expulsions.
K. Retirement System
Staff at MIT Academy Middle School participate in the federal social security system and have access to
other school-sponsored retirement plans according to the school’s employee policies. The School retains
the option for its Board to elect to participate in the State Teachers Retirement System and/or Public
Employees Retirement System and coordinate such participation with the social security system as
appropriate.
L. Attendance Alternatives
Students who choose not to attend MIT Academy Middle School may attend other VCUSD middle
schools, public schools in their district of residence, or other public schools through inter-district transfer
as available.
M. Description of Employee Rights
School staff who have left employment in the Vallejo Unified School District to work at MIT Academy
Middle School will have no guarantee of re-employment by the District.
N. Dispute Resolution Process
The Mare Island Technology Academy Board has adopted policies and processes for airing and resolving
internal and external disputes.
Complaints: VCUSD agrees to refer all complaints regarding the MIT Academy Middle School
operations to the MIT Director for resolution in accord with the MIT’s adopted policies. A copy of MIT’s
policies and dispute resolution process is provided to the MIT parents, students, board members,
volunteers, and staff. In the event that MIT’s adopted policies and processes fail to resolve the dispute, the
VCUSD Board agrees not to intervene in the dispute without the consent of the MIT Board unless the
matter directly relates to one of the reasons specified in law for which a charter may be revoked.
Dispute resolution: If the VCUSD Board believes it has cause to revoke this charter, VCUSD agrees to
notify the governing board of MIT Academy and grant the Academy reasonable time to respond to the
notice and take appropriate corrective action prior to revoking the charter. If corrective action fails to
resolve the dispute, MIT and District agree to submit the matter to a mutually agreeable third party for a
non-binding recommendation on how to resolve the matter in accordance with the terms of the charter.
Other disputes will be handled in a three step process:
1. Staff members of the School and District will meet to resolve the dispute.
2. Failing resolution at that level, a committee from each Board will meet to resolve the dispute.
3. Failing resolution at that level, the School and District will submit the matter to a mutually
agreeable third party for a non-binding recommendation on how to resolve the matter in
accordance with the terms of the Charter.
School observation/inspection: VCUSD administrators may inspect or observe any part of the MIT
Academy Middle School and the financial records at any time but shall provide at least 3 working days
notice to the MIT Director prior to any observation or inspection. Inspection, observation, monitoring,
and oversight activities may not be assigned or subcontracted to a third party by the District without the
mutual consent of the MIT Board.
O. Exclusive Employer
MIT Academy 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).
P. Miscellaneous
Term: The term of the original charter began on July 1, 2002 and expired on June 30, 2007; the term of
the current charter shall begin on July 1, 2007, and expire on June 30, 2012. The District and the School
agree that either may request an earlier renewal date, subject to the agreement of the other.
Amendment of Charter: Any amendment to this charter must be approved by the MIT Academy Board
of Directors. The Board will then present a petition to the Vallejo City Unified School District requesting
acceptance of the proposed amendment.
Revocation of Charter. This charter may only be revoked for the reasons specified in the Charter
Schools Act of 1992 or its successors and in accordance with the timeline specified in the California
Education Code.
Renewal of Charter. The Mare Island Technology Academy Middle School will provide the VCUSD
with an annual programmatic report indicating progress toward meeting each of the school's goals. The
VCUSD governing board agrees to review the annual fiscal and programmatic audit and performance
report as specified in Section I. Within two months of the receipt of this annual report, the District Board
must notify the governing board of MIT Academy as to whether it considers MIT Middle School to be
making satisfactory progress relative to the student outcomes specified in section B and other operational
goals specified herein. This annual notification will include the specific reasons for the VCUSD Board's
conclusions. If, in its review of the school's annual reports, the District Board determines that the school is
making satisfactory progress toward its goals, this charter, and any mutually-agreeable amendments, is
renewed for a term of five years. The Mare Island Technology Academy Board will present a petition to
renew in a timely manner prior to the end of term, and VCUSD agrees to respond to such petitions
pursuant to the process and timelines specified in Education Code Section 47605 or its successors.
Closure plan: MIT Academy’s closure plan includes the completion of a final audit and disposition of
assets, liabilities, and pupil records.
Severable terms: The terms of this charter are severable. In the event that any of the provisions are
determined to be unenforceable or invalid for any reason, the remainder of the Charter shall remain in
effect, unless mutually agreed otherwise by the governing boards of the District and MIT Academy. The
District and MIT Academy agree to meet to discuss and resolve any issues or differences relating to
invalidated provisions in a timely and proactive fashion.
External documents: This charter references and incorporates the Memorandum of Understanding and
the Ground Lease.