FOUNDING TEAM
Penny Schwinn
Lead Petitioner
Building Excellent Schools
Fellow
Michael Agostini
Director of Operations
Charter School Development
Center
Ed Manansala
Superintendent
St. HOPE Public Schools
CAPITOL
Collegiate Academy
Capitol Collegiate Academy
Petition Respectfully Submitted to the
Sacramento City Unified School District
January 22, 2010
Emily Randon
Director of Academic
Achievement
UC Davis School of Law
Brian Weisel
Staff Attorney
Sacramento Child Advocates
Margaret Weston
Policy Analyst
Public Policy Institute of
California
Contact:
Penny Schwinn, Lead Petitioner
pschwinn@buildingexcellentschools.org
916.217.1061
Jennifer Wonnacott
Director of Communications
Office of Assemblywoman
Huber
Compete ▪ Achieve ▪ Lead
TABLE OF CONTENTS
EXECUTIVE SUMMARY
ELEMENT 1 …………………………………………………………………………….4
STATEMENT OF PURPOSE ................................................................................................. 4
STATEMENT OF NEED....................................................................................................... 5
ENROLLMENT PLAN ....................................................................................................... 15
EDUCATION PHILOSOPHY............................................................................................... 16
A TYPICAL DAY AT CAPITOL COLLEGIATE..................................................................... 29
HOW LEARNING BEST OCCURS ...................................................................................... 33
INSTRUCTIONAL PROGRAM ............................................................................................ 35
Academic Design ...................................................................................................... 35
Curriculum Map ........................................................................................................ 37
Additional Instructional Practices ............................................................................. 51
BEST PRACTICES FOR INSTRUCTION ............................................................................... 54
SCHEDULE...................................................................................................................... 65
ADDITIONAL SUPPORTS FOR TARGETED STUDENTS ....................................................... 75
EXCELLENT SCHOOL VISITS........................................................................................... 93
ELEMENT 2 ……………………………………………………………………………96
BENCHMARKS TO BE MET ............................................................................................ 96
COMPARISON SCHOOLS.................................................................................................. 96
PRIMARY GROWTH MEASURES ...................................................................................... 96
Academic Goals
Organizational Viability Goals
Non-Academic Goals
ELEMENT 3 ……………………………………………………………………………100
APPROACH TO ASSESSMENT DATA .............................................................................. 100
STATEWIDE ASSESSMENT ............................................................................................ 100
Test Results ............................................................................................................. 102
ACCOUNTABILITY PROGRESS REPORTING.................................................................... 102
ADDITIONAL METHODS OF ASSESSMENT ..................................................................... 104
DATA ANALYSIS .......................................................................................................... 108
DATA-DRIVEN INSTRUCTION AND STAFF DEVELOPMENT ............................................ 109
STATE MANDATED ASSESSMENTS ASSURANCE ........................................................... 110
REPORTING OF DATA ................................................................................................... 111
COMMUNICATING DATA TO STUDENTS AND FAMILIES ................................................ 112
GRADING POLICY ......................................................................................................... 113
ELEMENT 4……………………………………………………………………………117
1
ELEMENT 5 ………………………………………………….………………………132
ELEMENT 6 ……………………………………………………..……………………147
ELEMENT 7 ……… …… ……… ……… ………..……….………. ………….……154
ELEMENT 8 ……………………………..……….…………..…………………,……159
ELEMENT 9 ……………………………………………………..……………….……161
ELEMENT 10 …………………………………………………………………….……166
ELEMENT 11 …………………………………………………………………….……171
ELEMENT 12 ……………………………………………….…………………………173
ELEMENT 13 ……………………………………………..……………………………174
ELEMENT 14 …………………………………………..………………………………175
ELEMENT 15 ………………………………………..…………………………………176
ELEMENT 16 ……………………………………..……………………………………177
APPENDIX #
A: RESUME OF LEAD PETITIONER
B: RESUMES OF THE BOARD OF DIRECTORS
C: PROPOSED BYLAWS – BOARD OF DIRECTORS
D: CONFLICT OF INTEREST POLICY
E: SIGNATURES OF TEACHERS
F: BUILDING EXCELLENT SCHOOLS FELLOWSHIP SUMMARY
G: ARTICLES OF INCORPORATION
H: SAMPLE PARENT SATISFACTIONS SURVEYS
I: FOUNDING BOARD MEMBER EXPECTATIONS AND AGENDAS
J: FAMILY OUTREACH FLYERS AND MARKETING DOCUMENTS
K: STUDENT APPLICATION
L: BUDGET, CASH FLOW, AND FINANCIAL PROJECTIONS
M: LETTERS OF SUPPORT
N: SCOPE AND SEQUENCE BASED ON CALIFORNIA STATE STANDARDS
O: SAMPLE CURRICULUM ALIGNMENT TEMPLATES AND PLANNING DOCUMENTS
P: TEACHER PROFESSIONAL DEVELOPMENT
Q: SAMPLE HEAD OF SCHOOL EVALUATION
R: SAMPLE PARENT AND STUDENT CONTRACT OF COMMITMENT
2
EXECUTIVE SUMMARY
MISSION AND VISION
Capitol Collegiate Academy prepares students in kindergarten through grade eight to compete,
achieve, and lead in college and in life.
Capitol Collegiate Academy (“Capitol Collegiate”) is a proposed charter school founded on the
firm belief that all students, regardless of race, home language, family education level, or socioeconomic status, are entitled to a high quality education. We believe that a no-excuses culture is
the foundation for success and that with discipline, structure, academic rigor, humility, and
unyielding optimism, we will ensure that students have the early foundation necessary to go on
and excel in high school, in college, and in their careers.
NEED
A large percentage of students residing in the Oak Park, Lemon Hill, and Lawrence Park
communities of Sacramento currently attend under-performing district schools. District-wide
performance on the California Standards Test remains relatively low with 52% of district fifth
graders and 55% of district eighth graders scoring below proficiency in English Language Arts.
Additionally, 58% of fifth graders score below proficiency in mathematics, and 64% below
proficiency in science. Students attending South Sacramento elementary schools performed
lower than these district averages, and many schools in this community are earning a statewide
rank of 1 out of a possible 10. With every progressing year of increasingly lower levels of
proficiency and achievement, the risk of students not meeting grade level expectations or
completing high school increases substantially. The South Sacramento community is in need of
public school options focused solely on establishing a powerful foundation in the early
elementary years, and with the supports and structures designed to meet the clear academic needs
of students growing up in these communities.
CAPACITY
Capitol Collegiate will be founded, developed, governed, and operated by highly-qualified,
committed, and mission-aligned education, business, and community leaders. The Founding
Group shares a clear and explicit belief that all students, regardless of socio-economic
background, should have access to a high quality education and that these students are able to
achieve at the same level as their more affluent peers. We believe that college preparation begins
in kindergarten and that students should be educated with this end goal in mind. Prominent
petitioners for Building Healthy Communities, a collaborative of community organizations in
South Sacramento, have expressed the need for and support of our efforts. Using the expertise of
this group as well as other community partners, we have assembled a team of legal, business,
school, policy, and community leaders, each bringing a component of his or her expertise that
will drive the work and success of the school. The Lead Founder of Capitol Collegiate is an
urban school leader and educator with a successful background in education and business.
Through the Building Excellent Schools Fellowship, the Lead Founder and proposed Head of
School has received extensive training in instructional leadership, operations, finance, and
governance. It is through the collective work of this strong founding team that Capitol Collegiate
will provide an excellent elementary education and create college-bound students in some of
South Sacramento’s most at-risk communities.
3
ELEMENT 1 - Educational Program
“A description of the educational program of the school, designed, among other things, to identify those whom
the school is attempting to educate, what it means to be an ‘educated person’ in the 21st century, and how
learning best occurs. The goals identified in that program shall include the objective of enabling pupils to
become self-motivated, competent, and lifelong learners.” Ed. Code § 47605 (b)(5)(A)
STATEMENT OF PURPOSE
Mission
Capitol Collegiate Academy prepares students in kindergarten through grade eight to compete,
achieve, and lead in college and in life.
Vision
Capitol Collegiate Academy is a proposed school founded on the firm belief that all students,
regardless of race, home language, family education level, or socio-economic status, are entitled
to a high quality education. We believe that a no-excuses culture is the foundation for success
and that with discipline, structure, challenging work, humility, and unyielding optimism, we will
ensure that students have the early foundation necessary to excel in high school, in college, and
in their careers.
A challenging curriculum and cohesive culture will be the foundational stones on which Capitol
Collegiate will be built. We will create a small, safe, and structured learning environment that
challenges students to push themselves to perform at their personal bests. School culture will
drive the focus of all classrooms, while at the same time addressing the individual needs of each
student. Teachers will create planning documents that reflect the deliberate consideration of how
students learn and what will propel them forward in achievement. Teachers will be given the
structure, support, and resources needed to collaborate with each other, challenge students in the
classroom, and construct exceptional lesson plans and standards-driven curriculum. For those
students unable to master academic content during class, daily tutoring and homework support
during the last block of the day will be provided to ensure that each student is receiving the time
and attention necessary to achieve. Finally, by extending the grade span of the school to include
kindergarten through eighth grades within a slow growth model, Capitol Collegiate will
capitalize on its organization, discipline, and academics in all areas to make certain a smooth
transition for elementary and middle school students into high school.
4
STATEMENT OF NEED
Overview
Since the publication of A Nation At Risk, the United States has become increasingly aware of
the low performance of many American public schools as well as the lack of resources
effectively used in these schools. American students are not universally prepared to participate in
the economy and are not adequately aware of the high stakes of an excellent education. 1 As a
result, policymakers, researchers, and school districts have invested a great deal of resources into
finding solutions to the performance challenge. The various conclusions of these groups suggest
that by prioritizing student achievement, creating a coherent, standards-based curriculum, using
data to improve instruction, and ensuring the availability of resources, low-performing schools
will be able to improve student performance.2
In California, this need is especially high. Based on the proficiency levels on the National
Assessment of Educational Progress (NAEP) for students in public schools, California ranked
45th in fourth grade math and 40th in eighth grade math. California also ranked 47th in fourth
grade reading and 45th in eighth grade reading.3 As a state, we are in the dangerous position of
under-serving our students and preventing them from being competitive in college admissions
and seeking out employment opportunities, upon which individual student’s futures and our civic
and community life depend.
Sacramento is facing similar challenges in building student proficiency. Less than two-thirds of
our students are proficient in Reading and Math and significantly less than half of our lowincome students are scoring at the proficient level. It is our responsibility to ensure that all of our
students have access to an excellent education and to extensive opportunities for growth and
success. Capitol Collegiate will address one component of this need. Superintendent Raymond
concurs with this position, stating, “Competition is good. If charter schools are doing a better
job, well then, we should be learning from them.”4 In turn, Capitol Collegiate is committed to the
belief that sharing best practices and successful strategies is a key way in which all schools will
progress and we are committed to operating on this path of mutual dissemination.
In today’s changing economy, college has become the most direct path for students seeking
success. We believe that this path to college starts in kindergarten. All students need and have a
right to schools that push, inspire, and motivate them to excel in college and beyond. The
founders of Capitol Collegiate propose a school such as this. Without apology, we will prepare
our students for success in high school, in college, and in their careers.
U.S. Department of Education. (2003). “High schools with high expectations for all.” Issue Papers: The High
School Leadership Summit.
2
Shannon, G.S., & Bylsma, P. (2006). “Characteristics of improved school districts.” The Center for Comprehensive
School Reform and Improvement. Williams, T. (2006). “Similar students, different results: why do some schools do
better?” EdSource.
3
U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational
Progress.
(NAEP), 2007 Mathematics and Reading Assessments. See Internet site <http://nces.ed.gov/nationsreportcard/>
(accessed 15 March 2008).
4
http://www.capradio.org/articles/articledetail.aspx?articleid=6966.
1
5
Why A College Preparatory Elementary School
Capitol Collegiate will serve students in kindergarten through grade eight from all
neighborhoods in Sacramento City Unified School District, with a focus on the South
Sacramento community. Our school recognizes the immediate and significant challenges, as well
as the consequences faced by urban middle and high schools. However, research indicates that
intervention in the earliest years is the most powerful way to increase student performance and
close the achievement gap. As students progress through the education system, these gaps only
widen and become increasingly insurmountable in the later grades. In this respect, a student who
falls behind in first grade will only fall further behind as the student progresses through school.
For example, the vocabulary of a first grade student is a key predictor for reading comprehension
ten years later, and if that first grade vocabulary is not developed, the student will be several
grade levels behind by the junior year in high school.5 We believe that being proactive instead of
reactive to this problem is critical in pushing students to their personal bests in education.
Statistics indicate that only 1 in 10 students from low-income communities will graduate from
college.6 Yet all public schools, especially those serving the most disadvantaged students, must
prepare students to compete academically in a world in which college completion is an
increasing necessity and not a luxury. Far too often, disadvantaged children do not have clear
access to this pathway. Waiting to address the pathway of college until high school for students
from disadvantaged backgrounds, when they are multiple grade levels behind and often
disengaged from their education, presents a far more difficult challenge to educators and schools.
All students at Capitol Collegiate will know they are college-bound. This college culture will
manifest in every component of the school, from the hallways and school cheers, to classroom
assignments and parent conferences. In addition:





All students and parents will know and understand the college preparatory mission of
Capitol Collegiate.
School chants and expressions will reflect college matriculation.
Rooms will bear the names of colleges and universities.
Classrooms will adopt the mascots of colleges and universities.
Students and families will attend trips to colleges and universities.
We believe that college preparation must start on a child’s first day of primary education.
Further, literacy is the most important component of a child’s education leading to college
entrance and success. Because students from economically disadvantaged backgrounds enter
kindergarten exposed to 30 million fewer words, it is critical that this work to help students on a
strong path towards college readiness begins form their first day of formal education.7
Elementary school-aged children should be able to readily identify the link between strong
Cunningham, A.E., & Stanovich, K. E. “Early reading acquisition and its relation to reading experience and ability
10 years later.” Developmental Psychology. 1997.
6
Mortenson, Tom. “Family Income and Higher Education Opportunity,” Postsecondary Education Opportunity,
2005.
7
This statistic is derived from the article, “The Early Catastrophe: The 30 Million Word Gap by Age 3,” written by
Betty Hart and Todd R. Risley, American Educator, (Spring 2003).
5
6
academic outcomes now and later success facilitated with a college education in the future. The
concept is clear for more advantaged students, and one we must instill in all students as early as
possible. Efforts to address the inequalities between socio-economics should not focus only on
high school, but on the long-term path from kindergarten to college.8 With a mindset and goal of
college, it is our responsibility as a school to ensure that students are prepared to execute on this
promise.
Demographic Overview
Sacramento City Unified School District (SCUSD) is a district serving over 45,000 K-12
students in northern Sacramento County.9 The district serves an incredibly diverse population of
students, and the South Sacramento community is one such area reflective of this diversity.
The proposed area of South Sacramento serves an approximate population that is split between
Caucasian (11%), African-American (20%), Latino (49%) and Asian (21%).10 It is also an area
with crime rates dramatically higher than those of the state and national averages. The majority
of students living in the area are doing so below every measurable indicator linked to academic
and social success, including household income level, school achievement scores, and education
of parents.11 Like many urban school districts and communities, South Sacramento serves a
majority of students from families living within one standard deviation of the poverty line, with
98% of students at area schools qualifying for free and reduced lunch through the national
School Lunch Program.12 Based on area schools, approximately 9% of students have been
identified as having special needs and approximately 49% of students are classified as English
Language Learners. Given this data, as well as the data of other local schools, we anticipate
serving a population of students with widely differing needs and academic performance levels.
While we do expect a small percentage of students to enter Capitol Collegiate at or above grade
level, we further anticipate that over 65% of our incoming students will be one or more years
below grade level in English Language Arts and/or mathematics.
The proposed area of South Sacramento has over 89,000 residents with an average population
growth of 10% since 2000. Additionally, more than 85% of district students come from families
in which neither parent attended college and 33% in which neither parent graduated from high
school. This community averages a 10.7% unemployment rate and $14,000 per capita income,
with over half of households making less than $35,000 per year and over one-quarter of
households making less than $15,000 per year.13 The direct connection between education and
economy is clear. For example, a recent study shows that the chances of working in a full-time
job increases as a person is further educated, this boost being largest when a person graduates
from high school (please see Figure 1.1).14 As more education is attained, poverty rates drop and
Robert Haveman and Timothy Smeeding, “The Role of Higher Education in Social Mobility,” The Future of
Children, Vol. 16(2) Fall 2006.
9
Ed-Data Guide. (2009). EdSource.
10
Ibid.
11
Jean LeTendre, “Title I Schoolwide Program: Improving Schools for All Children,” Journal of Education for
Students Placed At Risk, Vol. 1, 1996, p. 109-111.
12
Source: CCD Public school data 2006-2007 school year.
13
http://www.bestplaces.net/zip-code/Sacramento-California-95838.aspx.
14
Swanson, C.B. (2009). “Closing the Graduation Gap: Educational and Economic Conditions in America’s Largest
Cities.” Editorial Projects in Education Research.
8
7
steady employment rises, thereby providing a strong economic incentive to ensuring that all
Sacramento residents receive an excellent public education.
Figure 1.1: The Economy-Education Connection15
The clear connection between the education of a city’s population and its economic prosperity is
relevant to Sacramento, as the unemployment rate has disproportionately impacted our lowincome communities. As a metropolitan area’s education base weakens, there is a corollary
decrease in the economic vitality of that area.16 Sacramento was included in a study that found if
only 50% of the 7,140 students who dropped out of the Class of 2008 had earned a high school
diploma, this group would earn $54 million in additional wages over the course of a year, see
79% pursue further education, and grow local tax revenues by almost $8 million.17
We recognize the social barriers that deter many students from being able to access an excellent
education, but we reject the idea that this access is impossible. In fact, Capitol Collegiate knows
that a quality education is the most important component that enables a student to surmount the
limitations of poverty. A report by McKinsey & Company found that lower levels of academic
performance created significant consequences for those students in the future: continued poverty,
decreased health and quality of life, and a stronger likelihood of incarceration.18 Students who do
earn a bachelors degree, however, will more than double their lifetime earnings when compared
to their peers who only earn a high school diploma.19 In Sacramento, 15.21% of the population
holds a bachelors degree.20 This number is significantly lower in the area of South Sacramento
Capitol Collegiate proposes to serve. Research shows that financial success in life is directly
15
Ibid.
Swanson, C.B. (2009). “Closing the Graduation Gap: Educational and Economic Conditions in America’s Largest
Cities.” Editorial Projects in Education Research.
17
http://www.all4ed.org/files/Sacramento.pdf.
18
http://www.mckinsey.com/clientservice/socialsector/achievement_gap_report.pdf.
19
“The Role of Higher Education in Social Mobility,” Future of Children (Vol. 16, No. 2 Fall 2006).
20
http://www.bestplaces.net/City/Sacramento-California.aspx#.
16
8
attributable to college attainment, with college graduates earning over one million dollars more
than adults with high school degrees only21 (please see Figure 1.2).
Figure 1.2: Average Annual Earnings by Educational Attainment
Average Annual Earnings of U.S. Workers by Educational Attainment
$120,000
$101,375
$100,000
$85,675
Annual Earnings
$80,000
$63,592
$60,000
$50,623
$40,000
$26,795
$20,000
$30,783
$29,095
$18,739
$0
High School
Graduate
Not a High
School
Graduate
Some
College, No
Degree
Associate
Degree
Bachelor's
Degree
Master's
Degree
Doctorate
Degree
Professional
Degree
Level of Education Attained
Primary Source: U.S. Census Bureau, 2002
Secondary Source: "PostsecondaryOpportunity.org," November 2003
The correlation between educational level and economic power reflects the clear importance of
college attainment in helping to remove students from poverty. Capitol Collegiate recognizes the
importance of college, as well as the need to begin this work early in a student’s academic
career. The National Research Council states, “Academic success, as defined by high school
graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the
end of 3rd grade. A person who is not at least a modestly skilled reader by that time is unlikely to
graduate from high school.”22 In South Sacramento, the majority of students are performing
below the proficiency level in the third and fourth grades. As a result, a college preparatory K - 8
school can provide students with the foundations they need to pursue a strong academic and
professional path. We understand the realities of our student proficiency levels coming into our
schools, but do not believe that these scores should constitute an excuse for allowing that
underperformance to continue. Instead, we challenge this trend and see the gap as an incredible
opportunity to provide students with the college preparation that they need.
Population Growth
The population in the South Sacramento community has increased, with an 8% jump in the last
seven years, bringing the total residency to over 40,000 people.23 Many residents are younger
21
http://www.postsecondary.com.
National Research Council, 1998.
23
http://www.bestplaces.net/zip-code/Sacramento-California-95817.aspx.
22
9
families and, as a result, the population of students in South Sacramento has declined over the
past two decades with the prospect of a jump in kindergarten-aged students over the next three
years.24 This reflects the stability in potential enrollment numbers for Capitol Collegiate.
Figure 1.3: Enrollment Information for Clayton B. Wire Elementary School25
Figure 1.4: Enrollment Information for Ethel I. Baker Elementary School26
24
National Center for Education Statistics, U.S. Dept of Education.
National Center for Education Statistics, U.S. Dept of Education; http://www.schooldigger.com/go/CA/schools.
26
Ibid.
25
10
Student Achievement
A large percentage of students throughout the Oak Park, Lemon Hill, and Lawrence Park
communities currently attend under-performing district schools. The district-wide performance
on the California Standards Test (CST) remains relatively low with 52% of district fifth graders
and 55% of district eighth graders below proficiency in English Language Arts. Additionally,
32% of fifth graders are below proficiency in mathematics, and 64% are below proficiency in
science.27 South Sacramento elementary schools perform significantly lower on these exams,
many earning a statewide rank of 1 out of a possible 10.28
These students will enroll in high school with the probability of even lower levels of
achievement. In Sacramento City Unified, 79% of ninth graders are not proficient in Algebra I
and 63% of eleventh graders are not proficient in English Language Arts.29 Historically, students
who live in households at or below the poverty line are at greater risk of academic failure than
their peers living in households above the poverty line.30 With every year of increasingly lower
levels of proficiency and achievement, the risk of students not meeting grade level expectations
or completing high school increases substantially.
In the 2009 report “Closing the Graduation Gap,” the urgency of education attainment is clear.
Since 1975, those with bachelor degrees have seen a real income increase of 23%, while those
solely with high school diplomas have increased by only 10%. Workers who did not have high
school diplomas saw a decrease in their income of over 10%.31 This study also takes a closer
look at the nation’s 50 largest cities and their graduation rates. In Sacramento, 62.1% of high
school students graduate, an increase of only 4.9% over the last ten years, matching the
approximate average of the 50 largest cities. This study also ranks Sacramento as 27th out of 41
cities in closing the achievement gap between students of different socio-economic levels.32
Further, the ten-year study between 1995 and 2005 shows an almost doubled increase in the
graduation trends of suburban students compared to those in urban areas.
The South Sacramento community is in need of schools that are focused solely on addressing the
foundational needs of elementary and middle school students and schools that are committed to
high and measurable academic achievement. This requires schools to stringently push literacy
and numeracy skills with the end goal being development for college preparatory high school
programs, with students solidly on their way to competitive colleges and universities - and not
solely preparation on moving to the next grade level.
In this defined section of South Sacramento, there are currently 10 elementary schools and one
charter school. These ten schools serve approximately 4,100 students.33 The charter school in the
27
http://star.cde.ca.gov/star2009/ViewReport.asp?ps=true&lstTestYear=2009&lstTestType=C&lstCounty=34&lstDi
strict=67439-000&lstSchool=&lstGroup=1&lstSubGroup=1.
28
http://nces.ed.gov/ccd/districtsearch.
29
http://star.cde.ca.gov/star2009/ViewReport.asp?ps=true&lstCounty=34&lstDistrict=67439&lstSchool.
30
Jean LeTendre, “Title I Schoolwide Program: Improving Schools for All Children,” Journal of Education for
Students Placed At Risk, Vol. 1, 1996, p. 109-111.
31
Swanson, C.B. (2009). “Closing the Graduation Gap: Educational and Economic Conditions in America’s Largest
Cities.” Editorial Projects in Education Research.
32
Ibid.
33
http://star.cde.ca.gov/star2009/ViewReport.asp?ps=true&lstCounty=34&lstDistrict=67439&lstSchool.
11
area serves 287 students in kindergarten through grade eight using a two-way Spanish immersion
model. Figure 1.5 reflects the academic performance of the district schools in this area.
Figure 1.5: Academic Performance of Elementary Schools in South Sacramento34
South
Sacramento
Area
Elementary
Schools
Father Keith
B. Kenny
Oak Ridge
Fruit Ridge
Ethel Phillips
Huntington
Maple
Ethel I.
Baker
Pacific
Clayton B.
Wire
# of
Students
(2009)
Met
Schoolwide
Growth
Target
Met All
Subgroup
Growth
Targets
API
Score
(2009)
API
State
Ranking
(2009)
Similar
Schools
Rank
(2009)
Free and
Reduced
Lunch
Eligible
%
Require
Special
Services
(2009)
% English
Language
Learners
(2009)
34335
No
No
631
2
5
90%
10%
14%
459
374
465
239
284
No
Yes
Yes
Yes
No
No
No
Yes
Yes
No
649
676
763
695
739
1
1
2
1
4
1
2
7
2
7
99%
100%
100%
93%
99%
15%
4%
12%
15%
7%
41%
31%
45%
38%
45%
679
No
No
704
2
4
100%
6%
52%
599
Yes
Yes
728
1
1
100%
9%
65%
481
Yes
No
720
3
3
93%
10%
46%
There are currently two middle schools and one public charter school in this area of the South
Sacramento community. Figure 1.6 indicates the current performance levels of these schools
serving grades seven and eight.
Figure 1.6: Academic Performance of Middle Schools in this Area of South Sacramento36
South
Sacramento
Area Middle
Schools
Will C.
Wood
Fern Bacon
# of
Students
(2009)37
Met
Schoolwide
Growth
Target
Met All
Subgroup
Growth
Targets
API
Score
(2009)
API
State
Ranking
(2009)
Similar
Schools
Rank
(2009)
Free and
Reduced
Lunch
Eligible
%
Require
Special
Services
(2009)
% English
Language
Learners
(2009)
771
No
No
709
4
9
94%
12%
36%
769
No
No
638
2
5
90%
11%
43%
Figure 1.7 (please see next page) provides the specific proficiency levels of these same
elementary and middle school students in the areas of Reading, Math, Social Sciences and
Science on the California Standards Test.
34
http://star.cde.ca.gov/star2009/ResearchFileList.asp?ps=true&lstTestYear=2009&lstTestType=C&lstCounty=34&l
stDistrict=67439-000&lstSchool=&lstGroup=1&lstSubGroup=1.
35
http://www.eddata.k12.ca.us/.
36
http://star.cde.ca.gov/star2009/ViewReport.asp?ps=true&lstCounty=34&lstDistrict=76505&lstSchool=.
37
http://www.eddata.k12.ca.us/navigation.
12
Figure 1.7: School Proficiency Rates
Grades
Percent Proficient
Reading
Percent Proficient
Mathematics
Percent Proficient
Social Science
Percent Proficient
Science
Father Keith B.
Kenny
Oak Ridge
26%
32%
N/A
4%
28%
36%
N/A
12%
Fruit Ridge
30%
38%
N/A
14%
Ethel Phillips
40%
57%
N/A
11%
Huntington
30%
40%
N/A
10%
Maple
31%
48%
N/A
28%
Ethel I. Baker
32%
39%
N/A
18%
Pacific
50%
50%
N/A
14%
Clayton B. Wire
37%
48%
N/A
38%
Will C. Wood Middle
35%
37%
33%
45%
Fern Bacon Middle
25%
21%
16%
30%
Figure 1.8(a) & (b): ELA Proficiency
Performance results of students based on
economic status and race vary widely
within the district. Proficiency rates for
90
80
students from economically disadvantaged
70
backgrounds as well as African-American,
60
Not Economically
Disadvantaged
50
Latino, and Southeast Asian students are
40
Economically
significantly lower than proficiency rates
30
Disadantaged
20
for non-economically-disadvantaged and
10
Caucasian students. Figure 1.8(a) reflects
0
1
2
3
4
5
6
7
the differences in ELA proficiency rates
Year Tested
within Sacramento City Unified School
(Beginning in 2nd Grade)
District based on economic status. Figure
1.8(b) reflects the differences in ELA proficiency rates within Sacramento City Unified School
District based on race.
Percent Proficient
ELA Proficiency by Economic Status
ELA Proficiency by Race
80
Percent Proficient
70
60
50
White
40
Latino
30
Laotian
20
10
Pacific Islander
Black
0
1
2
3
4
5
6
7
According to the Education Trust, in 2008,
California’s elementary aged students saw
slight growth, but with a widening gap in
performance in eighth grade based on
socio-economic status.38 For AfricanAmerican students in particular, the gap in
performance compared to Caucasian
students has grown over the last five years.
Year Tested
(Beginning in 2nd Grade)
38
http://www.edtrust.org/sites/edtrust.civicactions.net/files/publications/files/Achievement%20in%20California%20
2008.pdf.
13
This growth is greater when comparing eighth grade gaps based on poverty levels.
South Sacramento faces an extraordinary challenge in addressing these gaps in student
performance. Capitol Collegiate will provide a school model designed to combat these gaps in a
structured, proven, strategic way, following the best practices of schools nationwide already
showing the model to be effective. We support the mission of the Sacramento City Unified
School District to “provide all students the knowledge, skills, and educational opportunities to
achieve high academic standards and be successful in a changing global society,”39 and we share
the commitment to provide students with the best educational services and options to ensure we
meet our goals and serve the needs of the broader community.
39
www.scuds.org.
14
ENROLLMENT PLAN
Capitol Collegiate Academy intends to begin operation in August 2011 with 90 kindergarten
students and 60 first grade students.40 Each year after that, we will enroll a new class of 60
kindergarten students. Capitol Collegiate will replace students who do not remain enrolled
through grade five.
Figure 1.9: Enrollment Without Attrition
Grade
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
Total
2011-12
90
60
2012-13
60
90
60
2013-14
60
60
90
60
2014-15
60
60
60
90
60
2015-16
60
60
60
60
90
60
2016-17
60
60
60
60
60
90
60
2017-18
60
60
60
60
60
60
90
60
510
2018-19
60
60
60
60
60
60
60
90
60
570
2019-20
60
60
60
60
60
60
60
60
90
630
150
210
270
330
390
450
2014-15
60
60
60
90
60
2015-16
60
60
60
60
90
60
2016-17
60
60
60
60
60
2017-18
60
60
60
60
60
60
2018-19
60
60
60
60
60
60
2019-20
60
60
60
60
60
60
81
49
50
73
44
527
50
45
66
521
Figure 1.10: Enrollment With Attrition
Grade
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
Total
2011-12
90
60
150
2012-13
60
90
60
210
2013-14
60
60
90
60
270
330
390
90
54
444
490
To remain fiscally conservative, and based on the experience of similar schools serving a similar
population, our budget is based on an annual 7% attrition rate for sixth grade students and a 10%
attrition rate for seventh and eighth grade students, with K-5 students being replaced. The budget
also anticipates our growing enrollment, allocating funding accordingly. With attrition fully
factored into the total enrollment, and using a slow growth model that grows one grade per year,
Capitol Collegiate will be at maximum capacity in grades kindergarten through grade eight, with
527 students in the 2018-2019 school year. As such, each year we will increase our total staff to
ensure that we have a sufficient number of professionals to complete the work required to
educate students at an excellent level. We will also monitor our staffing and teacher retention
closely in order to have a more clear idea as to what the staffing situation will be leading to each
school year. We will make all adjustments necessary to ensure that we retain our staff.
40
We have chosen to open with grades kindergarten and one in our first year of operation to best ensure that we
reach or exceed our enrollment targets. It will also increase the financial viability of the school.
15
EDUCATION PHILOSOPHY
Overview: What it Means to Be an Educated Person in the 21st Century
Capitol Collegiate will undertake the immense and vital responsibility of developing the
knowledge, skills and mindsets necessary for our students to achieve academic, personal,
and professional success in the 21st century.
The Massachusetts Institute of Technology faculty defines a well-educated person in the
21st century as having the following characteristics:41






strong knowledge of academic content
problem solving capability
creativity and the ability to work with multiple ways of representation
motivation to learn, intellectual independence, and ability to self-educate
communication skills (oral, written, teamwork, and interpersonal)
global awareness, vision, a sense of human responsibility and ethics
Capitol Collegiate supports the clear balance of intellectual knowledge, creative and
personal ability, and broader understanding of the world around you as the basis for a
solid 21st century education. As such, our curriculum supports this balance through the
detailed alignment with state and national standards of achievement, as well as an
engaging enrichment program that provides for continued student development. We
begin to develop these competencies in the earliest grades and accelerate them in the
upper grades. Collectively, these components will prepare our students for success in
high school, in college, and in their personal lives as productive members of society in
the 21st century.
In “Measuring Skills for the 21st Century,” Elena Silva, a senior policy analyst with
Education Sector, notes that students in today’s economy need more than basic skills in
order to be successful:
“It is a world in which comfort with ideas and abstractions is the passport to a
good job, in which creativity and innovation are the key to the good life, in which
high levels of education – a very different kind of education than most of us have
had – are going to be the only security there is. This new reality applies to
children in the United States, not just an elite class of students. Nearly every
segment of the workforce now requires employees to know how to do more than
simple procedures – they look for workers who can recognize what kind of
information matters, why it matters, and how it connects and applies to other
information.”42
41
MIT Presidential Task Force on Student Life and Learning, 1997. A summary of the discussions can be
found at http://web.mit.edu/committees/sll/JrFacWkshp.html.
42
Silva, E. (November 2008). “Measuring Skills for the 21 st Century.” Education Sector Reports.
Capitol Collegiate will provide this level of education – one where students are pushed to
think beyond the simple answer to a problem, but are asked to understand the reasons
why they came to their answer and to defend their ideas while remaining open to others.
This level of critical thinking is the hallmark to what an exceptional student of this
century will be able to do in any context.
The education philosophy of Capitol Collegiate Academy is based on two core ideas: a
cohesive culture and a challenging curriculum. Both of these are grounded in the absolute
belief that all students, regardless of their backgrounds, have the right to an excellent,
college-preparatory education starting in kindergarten.
Cohesive Culture: Creating a Community of Learning
A cohesive culture is critical to the success of Capitol Collegiate. Schools that produce
exceptional results from their students attribute a large part of that success to the high
expectations they carry for the student community, the enthusiasm and caring they
demonstrate for their students, their organizational structures that allow for productivity,
and the systems that promote efficiency and focus all attention on the joy of learning.43 In
having a strong, supportive, and pervasive culture of achievement and caring, Capitol
Collegiate will ensure that we are able to maximize the instructional time that we have
with every student attending our school as well as build their self-esteem and selfefficacy. The elements that we have identified as contributing to a cohesive culture
include:





Leadership
Expectations
Systems
Families
Citizenship
Schools that have a culture of high expectations place importance on educators, taking
responsibility for student performance by providing enough time and resources for
academic classes, supporting teacher collaboration, implementing engaging instruction,
and involving parents.44 We believe that all of these are critically important to our
school’s success and will best be exemplified through our culture of achievement.
43
Based on interviews with the school leader of Excel Academy and Boston Preparatory Charter Schools in
Boston, MA – two of the state’s highest performing schools, and both serving a high poverty, urban
community.
44
Perkins-Gough, D. (2006). “Accelerating the learning of low achievers. Educational Leadership. “Vol.
63, No. 5.; Brown, K.E. & Medway, F.J. (2007). “School climate and teacher beliefs in a school effectively
serving poor South Carolina (USA) African-American students: a case study.” Teaching and Teacher
Education: An International Journal of Research and Studies. Vol. 23, No. 4.
17
Culture through Leadership
Leadership in the building sets the tone of the school day. It is critical that leadership be
clearly present to students, staff, and visitors, from the moment that the school doors
open to the time at which they close. Leadership will manage the daily operations of the
school, support teachers in their instruction, and provide staff with direction. Capitol
Collegiate will hire and develop strong and compassionate individuals who have the
ability to manage, lead, and inspire the school to continue to work towards its mission.
This requires leaders to set policies, set everyone up for success within them, enforce
them as needed, and promote the best practices that will help students to succeed.45
Leadership will be responsible for professionally developing themselves through school
visits, conferences, development meetings, and regular conversations regarding the
operation and effectiveness of the school. Through this, leadership will be able to
consistently review the mission and vision of the school and make decisions that best
support these guiding principles.
Culture through Expectations
This idea of a culture of high expectations is a strong characteristic of high performing
schools. These schools base their systems on the academic needs of their students and use
the results of their performance measures to determine whether they have been
successful. In having high expectations, schools are specifically able to identify and
articulate to students and other school stakeholders what it is that they want students to
accomplish. Successful schools have a strong sense of vertical alignment where all levels
of education from students to teachers to school leadership have consistent, high
expectations for student performance and a common understanding of what the outcomes
of that performance should be.46
Research focusing on high-performing urban schools has shown that an incredibly high
bar for behavior and academic work and clearly communicated expectations directed at
producing the best effort and work from students are essential for mastery of academic
material.47 Capitol Collegiate will set high standards for behavior and results, in
alignment with what will be necessary for our students to become increasingly collegeready. Our expectations both for behavior and for academic mastery will be clearly
outlined for students, families, and school staff. We will hold ourselves tightly to these
expectations, recognizing that it is through these high expectations that we will be able to
motivate students to reaching them and provide an environment of thoughtful
consideration for their developmental needs.
We recognize the challenges that many students and their families are facing – but we
steadfastly reject the idea that these challenges should prevent our students from
45
Branch, C.H. (2006). Determined to succeed. Principal Leadership. Vol. 6, No. 5.
Williams, T. (2006). “Similar students, different results: why do some schools do better?” EdSource.
47
See Samuel Casey Carter, No Excuses: Lessons from 21 High-Performing, High-Poverty Schools, The
Heritage Foundation (2000); U.S. Department of Education, Successful Charter Schools (2004); and
Abigail and Stehpan Thernstrom, No Excuses: Closing the Racial Gap in Learning (2003).
46
18
achieving at the same level as any other student or that we should make exceptions. Too
often, it is because students are excused and exempted from school work that they fall
behind. We will not subscribe to this policy in any circumstance, as we know that these
students are specifically the ones who need as much exposure to strong academics and
comprehensive support as possible to prevent them from facing the same challenges
throughout the course of their futures. We know education and compassion along with
joyful confidence in the promise and capacity of our children are the best ways to ensure
a professionally strong future. We will support our students in reaching that future.
Culture through Systems
In order for a school like Capitol Collegiate to operate, there must be clear, effective, and
efficient systems in place to promote an environment of order and productivity, that leads
to joyful learning in the classroom. We believe that creativity thrives within structure.
Building this structure, which promotes a focus on teaching and learning, will be of
absolute importance in our ability to deliver on our mission. We will therefore implement
the student Code of Conduct and, when establishing a rule or policy, enforce those
policies with a balance of warmth and consistency. It is only when maintaining vigilance
in protecting the culture of the school that we will be successful. In order for high
expectations to carry weight, each level of personnel within the school must be clear on
specifically what outcome each student should have and then create structures that
support that outcome. This creates clarity within the school system as well as for
students. In the same respect, there must be clearly articulated and developed systems at
the school as part of its daily operations that sets adults and children up for success.
These systems will create the framework within which expectations of students can be
highlighted, communicated, and reinforced.
Procedures will be developed for a myriad of situations ranging from how students enter
the building, line up for class changes, participate in class, and address other members of
the school community. We will have common, school-wide procedures for recordkeeping, reporting, and grading as well. It is through this purposeful, deliberate
accounting of the needs of our students and the lengths of management required to
address those needs effectively that we will operate on a daily basis.
Culture through Families
If both a student’s parents and teachers have high expectations for the student’s academic
performance, then the student generally exceeds expectations.48 Students from low
income communities are most responsive to those family members with higher
expectations of them.49 Capitol Collegiate will work to ensure that parents receive a
substantial orientation into the school’s culture and expectations of students academically
at school and in their studies at home. As a result, our partnership with parents will
Benner, A. & R. Mistry. (2007). “Congruence of mother and teacher educational expectations and lowincome youth’s academic competence.” Journal of Educational Psychology. Volume 99, No. 1.
49
Cheng, S. & Starks, B. (2002). “Racial differences in the effects of significant others on students’
educational expectations.” Sociology of Education. Vol. 75, No. 4.
48
19
include: a) welcoming families into the school; b) regular communication about student
behavior and ways to become involved in their children’s education; and c) developing
and fostering relationships of respect, trust, and clarity. In doing so, students will be
better supported in their academic pursuits.
Active family involvement and a strong family commitment to the success of students is
an essential component to the progress a student can make. While we do not believe that
students without this support are unable to achieve, we do recognize the incredible value
that a family has in the education of children.50 This is a primary reason why we welcome
families to attend and participate in school orientations and conferences throughout the
course of the year. While families are always encouraged to contact and maintain strong
partnerships with the school, Capitol Collegiate will formally accommodate the following
opportunities for parents to participate:











Information sessions about the school for new families
Home visits to new students’ families before the student begins school
Regular newsletters containing class and school information
Parent and student handbook
Parent and student Contract of Commitment (please see Appendix S)
Three formal parent conferences per year, one after every report card period for
quarters one through three
Issuing three formal report cards as well as regular progress reports to families
Regular behavior updates and phone calls
Hiring a Dean of Solutions who is focused on building strong relationships with
families in addition to managing school culture
Requiring parents to sign student homework each night and informing parents
when homework has not met the expectation
Hosting regular events in which students, families, and school staff are able to
celebrate student achievements
Through each of these opportunities, Capitol Collegiate will work to develop increasingly
strong bonds with families to ensure that the success of students is a comprehensive and
supported effort.
Culture through Citizenship
Capitol Collegiate believes that citizenship and what it represents is a critical component
to a student’s own development and participation in the school’s culture. As the state of
California has placed such an importance on the ability for people to engage in global
issues, Capitol Collegiate also recognizes the importance of incorporating a global
Xitao Fan & Michael Chen, Parental Involvement and Student’s Academic Achievement: A MetaAnalysis, National Science Foundation (1999). Another study found that benefits of increased parental
involvement include higher test scores and grades, higher graduation rates, and higher enrollment rates in
post-secondary education. See A. Henderson, A New Generation of Evidence: The Family is Crucial to
Student Achievement, The National Committee for Citizens in Education, (1994).
50
20
perspective in student education. Students will learn about different nations, languages,
religions, economies, and governments in an effort to be informed about the world
around them and their place in it. Additionally, students will be given a strong character
and social education as they begin to recognize and apply the principles of sound global
citizenship to their own choices.
We also recognize that many of our students will be the first in their families to attend
and graduate from college. This makes the road to such an accomplishment even more
difficult. We can academically prepare our students with a strong curriculum and
personalized academic attention, but those strategies will only develop a student’s
academic ability. Capitol Collegiate must also develop student commitment to success
and a strong internal belief and desire for that success.51 We will develop this intrinsic
motivation through a character-education curriculum delivered during Advisory and in
community meeting. Additionally, students in grades five through eight will have a Life
Skills course which meets periodically throughout the year, geared specifically to
developing success strategies and mindsets to utilize as they progress in their academic
and professional careers. Finally, there will be a myriad of other motivational practices
used at the school: treasure chest Fridays for excellent behavior, star reports given to
students daily and weekly, student of the week, cafeteria table of the day (the coveted
Gold Lunchbox Award), Reader’s Club, the Big Jump in Reading award, etc. We want to
celebrate the achievements of students, both behaviorally and academically, on a regular
basis and in both a public and individual way.
Challenging Curriculum
Schools need to develop and promote both high expectations as well as a
developmentally appropriate curriculum that they intend students to master. Our nation
and our community have agreed that students should be reading with proficiency by
grade three. For students who come to school with literacy gaps, a literacy rich
environment allows for academic growth and addresses the developmental
appropriateness of learning to read well in the lower grades. This literacy foundation is
key to our school’s mission. Further, the U.S. Department of Education states that
mastery of an intensified curriculum makes students more likely to persist in school and
achieve at a higher level.52 Students of all abilities learn more in difficult courses than in
low-level courses and are more likely to master difficult material if adequate support is
provided at the instructional level.53 We will provide this challenging curriculum through
the following components:
The role of a student’s belief in their own ability to succeed based on the strength of their own efforts in
overall academic achievement has been closely documented by a variety of studies. See Carol Dweck, Self
Theories: Their Role in Motivation, Personality, and Development, (2000).
52
U.S. Department of Education. (2003). High schools with high expectations for all. Issue Papers: The
High School Leadership Summit.
53
Ibid.
51
21





Focus on Literacy
Accountability for Measurable Results
More Time to Learn
High Expectations in Every Classroom
High Level Instruction
Focus on Literacy
Literacy is the absolute key to accessing an excellent education. It is the foundation from
which future knowledge and skill is acquired and on which students can build
competency in all other subjects. Students from low-income families hear two-thirds
fewer words than students from more affluent backgrounds. This means that by the time
these students enter school in kindergarten, the student from the low-income family has
been exposed to approximately 30 million fewer words than a more affluent student.54
This gap in the vocabulary of students from low-income backgrounds creates a large
achievement gap, even before the start of formal education.
It is because of statistics like these that high-performing schools serving predominantly
low-income students have a clear and strong focus on literacy.55 Capitol Collegiate will
learn from and utilize these best practices in order to develop the literacy skills of our
students. We are geared by the best practices of high performing schools as well as the
clear research by respected organizations, such as the National Research Council, who
stated, “Academic success, as defined by high school graduation, can be predicted with
reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. A
person who is not at least a modestly skilled reader by that time is unlikely to graduate
from high school.”56
In order to address the need for a focus on literacy, Capitol Collegiate will devote a
significant amount of the school day to different forms of literacy instruction. Some of
the practices we will utilize in order to increase literacy skills are outlined in greater
detail in our Education Plan and include:


More than 150 minutes of direct literacy instruction for kindergarten through
grade four and more than 120 minutes of literacy in grades five through eight.
Research-based practices for literacy instruction with a focus on phonics in the
early grades and comprehension and critical thinking in the middle-school grades.
Betty Hart and Todd R. Risely, “The Early Catastrophe: The 30 Million Word Gap by Age 3,” American
Educator, (Spring 2003).
55
National Research Council, 1998 (http://www.ed.gov/inits/americareads/ReadDiff/ accessed on
12/14/04). In addition, in his review of high-performing, high poverty schools, Samuel Casey Carter
concludes that a laser focus on basic literacy and math in the early years of schools was a central
commonality among high-performing elementary schools (Casey, Ibid., p. 28).
56
National Research Council, 1998 (http://www.ed.gov/inits/americareads/ReadDiff/ accessed on
12/14/04). In addition, in his review of high-performing, high poverty schools, Samuel Casey Carter
concludes that a laser focus on basic literacy and math in the early years of schools was a central
commonality among high-performing elementary schools (Casey, Ibid., p. 28).
54
22


Small group literacy instruction in kindergarten through grade two to provide
more personal instruction and a deeper understanding of individual students’
needs.57
Students read grade-level books independently during the academic year and over
the summer break. Independent reading will be assigned as homework each night
and a summer book list and corresponding expectation sheet will be provided over
the summer. Additionally, a Drop Everything And Read (D.E.A.R.) program will
be instituted at the school.58 D.E.A.R. books will be carried by students at all
times and students will be asked to read from these books whenever there is space
in the day (for example, when students finish an in-class assignment early or
arrive to school before the official day begins). To accommodate this requirement,
the school will provide for a library, from which students may check-out
individual books to read.
We will additionally support students in understanding their reading levels and
identifying books specific to both those reading levels as well as their interests. This
combination will provide for increased literacy ability as well as a love of reading that we
want to instill in every student attending Capitol Collegiate.
Accountability for Measurable Results
Capitol Collegiate believes that in order to be certain that we are preparing students for
college and providing a challenging curriculum, we must continuously hold ourselves
accountable for student success. As a result, we believe that frequent and continued
assessments are required for an informed teaching staff and for stronger, more relevant
curriculum. For kindergarten and first grade, we will assess students in phonemic
awareness during daily literacy blocks, will provide multiple checks for understanding
and progress for students throughout each lesson, and will use standards-aligned daily
assignments to determine the extent to which students are mastering material. We will
use standardized literacy assessments such as Open Court, Accelerated Reader and the
San Diego Quick several times each year.
For the second through eighth grades, we will assess student mastery of material on
midterm and final exams, benchmark exams, unit tests, weekly quizzes, and daily exit
slips. Each formal assessment of student learning will be aligned with a specific standard
to allow us to better measure student mastery of specific content, review material that has
not been mastered, and challenge students with more difficult work when needed.
Frequent assessments will additionally inform teachers as to what instructional practices,
lessons, questions, and activities best prepare students for grade level material. We will
hold ourselves accountable for student learning, maintenance of strong instructional and
cultural practices, as well as communication to school stakeholders about our progress.
Susie Boss, “Tapping the Benefits of Smaller Classes,” The Northwestern Education Magazine, (Winter,
2000).
58
D.E.A.R. programs have been successfully implemented by the highest performing schools visited
through the Building Excellent Schools Fellowship, including Excel Academy in Boston, Roxbury Prep in
Boston, K.I.P.P. in Lynn, Leadership Prep in New York City, and many others.
57
23
More Time to Learn
In order to reach the very ambitious goals that we have set for students and staff, Capitol
Collegiate realizes the need to have much more time scheduled in the regular school day.
As such, the school day through grade four will run from 7:30 AM to 4:00 PM, with
morning, midday and afternoon breaks and the school day for grades five through eight
will run from 7:30 AM to 5:00 PM, with a similar model for breaks and free time. This
extended day will be accompanied by an extended year of 192 days, providing over 4,400
additional education hours to students attending Capitol Collegiate over the course of the
full kindergarten through eighth grade. This extended time also includes an extensive
support and tutoring structure for students, to ensure more individualized attention.
Please see the Academic Calendar and Daily Schedule sections located in Element
One for more information on our extended time schedule.
High Expectations in Every Classroom
Capitol Collegiate will establish a college preparatory curriculum highlighted through an
extended day and year model. This curriculum features coursework in Reading, English,
Writing, Problem Solving and Procedural Math, Science and Social Sciences/History.
This coursework, in addition to enrichment coursework, provides students with a
complete, challenging, and college preparatory education delivered in every classroom
for every child.
Further, high-performing schools have alignment between the practices and expectations
of leadership and staff, and they also have a strong association with the beliefs and
expectations that students have for themselves. This type of self-belief is crucial earlier in
the academic careers of students. The earlier that students begin to have confidence in
their abilities, the better they perform in later stages of their education. 59 Students are in
large part driven by the capacity that they perceive themselves to have in school. When
they feel confident in their ability to perform well, they do so regardless of their tested or
perceived ability. Later, students tend to perform better when they have consistent and
recognized successes.60 Students are more likely to have those experiences when they are
given work they know to be challenging and are additionally given the support to
complete that work successfully.61 Capitol Collegiate believes that the intrinsic
motivation students can develop through success in a supportive, challenging curriculum
will not only ensure academic achievement for students in school, but will help to ensure
that students carry that motivation and belief in themselves throughout their academic
and professional careers
Akey, T.M. (2006). “School context, student attitudes and behavior, and academic achievement.”
MDRC.
60
Gerzon-Kessler, A. (2006). “Every moment counts: principles for boosting the achievement of struggling
students.” Educational Horizons.
61
Darling-Hammond. (2006). “If they’d only do their work.” Educational Leadership. Vol. 63, No. 5.
59
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High Level Instruction
Capitol Collegiate will use both California and National standards as our guides for
teaching and supporting a clear, comprehensive, and challenging curriculum. We also
realize that curriculum is most effective when expertly delivered to students. In this vein,
classroom teachers are shown to have one of the largest impacts on the relationship
between expectations and student achievement through classroom instruction,
communication, and facilitation of the learning process. Teachers with high expectations
are more likely to spend time providing a framework for student learning, engaging
students in the expectations and goals set for them, and supporting them throughout the
process of the students’ individual learning cycles.62 In this model, successful teachers in
high-performing schools internalize the expectation of the school and individualize it for
their students. In doing so, teachers are able to better support students in challenging
curriculum and are also more likely to monitor their success. Coupled with these factors
are the relationships that teachers create in order to strengthen this process.63 When
teachers build relationships with their students, which is more likely to happen in higher
performing schools, those teachers create a larger stake in the ultimate success of their
classes. This investment builds the level of instruction and reinforces the necessity to
incorporate higher expectations for their students. Capitol Collegiate believes that the
success of its teachers is subsequently the success of the school. We will provide teachers
with opportunities for professional development, time to plan and discuss curriculum and
student achievement with each other, and feedback to continuously improve their
effectiveness. For more detail on Professional Development and teacher schedules,
please see Element 1 and Appendix Q.
We will recruit the highest-performing, committed teachers possible for our students.
(For more detail on teacher hiring, please see Element 5). Once hired, we will provide
teachers with the support, development, and materials required to be the most effective
they can be in their classrooms. Throughout the hiring process, we will clearly outline
and discuss the high expectations for teacher performance at the school, the need for
professionalism and commitment, and the unwavering mission-alignment required to be
successful. We will work with the goal to compensate teachers accordingly and
depending on revenue, starting salaries anywhere between 5% and 10% above district
schedules in order to balance for the additional time and commitments required of them
throughout the school year.64
Teachers will be evaluated and supported to the greatest possible extent by school
leadership, and will additionally participate in multiple collaborative practices that are
provided for within the school’s weekly schedule and annual calendar. A sample of the
teacher support and development framework we will use can be found in Appendix Q.
Rubie-Davies, C. (2007). “Classroom interactions: exploring the practices of high-and low- expectation
teachers”. British Journal of Educational Psychology. Vol. 77, No. 2.
63
Stipek, D. (2006). “Relationships matter”. Educational Leadership. Vol. 64, No. 1.
64
We have budgeted for the average teacher at Capitol Collegiate to be on Step 5 of the SCUSD salary
schedule and entering the year with an MA degree. We have used that scenario with an 8- 10% salary
increase over the district schedule as the average for budgeting purposes. We expect that many teachers
will fall close to this measure.
62
25
In order to ensure that we recruit, hire, and retain teachers committed to our mission,
Capitol Collegiate will engage in a screening, hiring, and reference process. This process
will include an initial application, follow-up questions, sample lessons with feedback, and
a multi-step, intensive series of interviews. Hired teachers will then receive the support
necessary to be able to focus on instruction, planning, and professional development to
maintain their effectiveness in the classroom.
Two Academies
Capitol Collegiate will serve students from kindergarten through grade eight. As a result,
we will split the school into two academies: Foundations and Futures. Each academy will
create independent, developmentally appropriate programs for students.
Foundations: Kindergarten through Fourth Grade



Daily Community Circle
Card system for behavior management
Remediation and intensive support to build foundational skills
Futures: Fifth Grade through Eighth Grade





School day extended one hour
Summer Academy (as required)
Saturday Academy (as required)
Choice in enrichment and electives
Paycheck system of behavior management
We believe that in order to best prepare students for success in high school and college,
we need to first build the foundational knowledge and extrinsic value of education as we
begin to build a deeper, more meaningful intrinsic motivation. We will develop that
intrinsic motivation throughout the Futures Academy, as students begin to more actively
plan for high school success and college admission.
Professional Development and Preparation Time
Given the high expectations of teachers, we will structure extensive professional
development time and will ensure that teachers receive planning time throughout the day.
First, we have provided for weekly professional development each Wednesday. This
three-hour block of dedicated weekly time will be focused on issues related to teacher
needs, school initiatives, instructional areas of focus, and department-specific
professional development. Additionally, teachers will also receive preparation time
during the non-professional development days, differentiated by grade level as follows:
26


Kindergarten through grade four: two hours and fifteen minutes of professional
preparation time, including a thirty minute lunch.
Grades five through eight: two hours of professional preparation time, including a
thirty minute lunch.
We have allocated more time for teachers in kindergarten through grade four
(Foundations Academy) because of the number of content blocks they need to complete
and execute at a very high level. The fifth through eighth grade teachers (Futures
Academy) will be content-based, therefore needing to prepare and execute excellent
content for one subject and grade. On average, teachers at Capitol Collegiate will receive
anywhere from eight to twelve hours of professional development and preparation time
during the week. We will also make accommodations and provide coverage for staff to
observe excellent teachers both at our school and at others. This professional
development time accommodates the often unrecognized time teachers spend grading,
planning, and communicating with families that is not part of the regular school day – we
give teachers the opportunity to do this important work within the collegial structure of
the school day and allow them to protect their time with families in the evenings. Please
see Appendix Q for more information on teacher support and development, and the
Instructional Program in Element 1 for more information on planning and instructional
practices.
Slow Growth Model
Building on the K-8 model and college preparatory structure for young students, Capitol
Collegiate proposes a third innovative strategy—the slow growth model. The slow
growth model allows us to grow strategically, increasing complexity and size only after
firmly establishing our demanding culture of academic achievement.65 Formalizing and
growing one grade level at a time allows us to address the specific needs of our students
and families. We will add one grade level each year, until the school reaches full
enrollment in grade eight. We will open the school with a cohort of 90 kindergarten and
60 first grade students and we will add a grade in each year of our initial charter. By year
four, we will serve grades kindergarten through grade four; should our application for
charter renewal be granted, we will continue to add grades until year eight of operation
when we will serve students in kindergarten through grade eight. We recognize we are
proposing a model that digresses from the traditional charter school growth plan, but
through research of effective models and the community need, the combination of
utilizing a K-8 grade span with a slow growth model allows for the strongest
implementation of our academic program and limits initial impact on the district.
65
Several founders of high-performing charter schools believe that adding one grade level each year approach
maximizes a new school’s ability to “get it right.” Successful school models and leaders of high performing charter
schools utilize this slow growth model.
27
The Joy Factor
A strong school culture is the foundation from which our students will excel. Along with
building character through our Core Values of PRIDE (Prepared, Respectful, Integrity,
Diligent, Engaged), and a uniformly enforced Code of Conduct, our academic program
will be continuously infused with a strong element of joy. We believe that a school
design focused sharply on high student achievement and character education can also be
fun. The “Joy Factor” at Capitol Collegiate will be seen during Community Meetings, in
the classroom, in the hallways, and during transitions. It will tap into the overflowing
energy of our students and embrace that energy in school. Elements of the Joy Factor
include school chants, claps, cheers, and songs.66
Characteristics of High-Performing Urban Charter Schools
A large component of what has shaped the educational philosophy of Capitol Collegiate
is informed by the best practices shared by excellent charter schools across the country.
We have chosen to replicate many of these same best practices to offer a high-quality
college preparatory education to the students of South Sacramento. The ten common
characteristics that we have included are found in Figure 1.11.67
Figure 1.11: Ten Characteristics of High-Performing Urban Charter Schools
Firm belief that all students can learn and
achieve at high levels.
Clear outcome-focused mission,
understood by all, and evidenced
throughout the school.
Leader(s) highly visible ensuring all are
focused on mission.
Highly structured learning environment
and organization.
Classroom practices promote continuity
(and predictability) from one classroom to
another.
Frequent internal assessments with data to
drive instruction.
Strong discipline code enforced by all.
Clear and frequent communications with
parents regarding student performance.
Strong curriculum focus on skill mastery.
Extended school day and school year.
These ten characteristics reflect a common set of practices that have demonstrated
academic achievement in urban schools. These practices allow traditionally “at risk”
students the opportunity to excel in school and perform at the highest of academic levels.
It is specifically because of this track record of success that Capitol Collegiate has chosen
to adopt these proven instructional practices, structures, and organizations.
The “Joy Factor” and the “Joy Factor Bible” are a critical part of the success of Leadership Prep Charter
School in Brooklyn, NY. http://www.uncommonschools.org/lpcs/home/
67
Compiled by Building Excellent Schools.
66
28
A TYPICAL DAY AT CAPITOL COLLEGIATE
To illustrate how Capitol Collegiate students will spend their day, we have provided a
look into a “typical day” at the school. The typical day reflected is for Gloria, an
incoming kindergarten student, who is already preparing for college. Gloria knows that
every second of her day has been structured with college in mind and she is working to
make this future a certainty.
A Typical Kindergarten Day at Capitol Collegiate
7:30 AM
7:45 AM
8:00 AM
8:15 AM
Gloria arrives at school at 7:30AM and is greeted warmly by the Head of
School, who knows her by name. The Head of School checks her uniform,
waves to Gloria’s parent, and reminds her about the morning procedures as
she moves into the breakfast room. As Gloria smiles and makes her way
down the hall, she is surrounded by college pennants. Gloria has already
learned about some colleges and universities and talks regularly with her
parents about her new favorite schools and songs.
Gloria enters the breakfast room, where she puts her homework folder in
the crate at the end of her class table. She goes to her assigned breakfast
seat where breakfast and Sunrise Smarty work has been laid out for her
ahead of time. She eats her apple and cereal and then begins her Sunrise
Smarty work, tracing the letters of her name and drawing pictures of what
she did after school yesterday. Gloria happily talks to her friends at her
class table until 7:45AM, when the transition to community circle begins.
At 8:00 AM, the official start to the school day, the Head of School makes
announcements, dismissing classes individually to their rooms with a
celebration of how smart they are and how much they are going to learn.
All kindergarten through second grade students remain in their seats and
then, by class, are directed to go to the Community Circle area. Gloria
walks with her class to her class section of Community Circle. Gloria is
excited because her best friend, Julia, is the class mascot for that day – a
Golden Bear, as her class is the UC Berkeley room. During Community
Circle, Gloria participates in her class’ cheer, gives praise for other classes
and students, chants and sings motivational songs, completes mental math,
and encourages her classmates. She is always excited for this part of the
day because it reminds her of how much she wants to learn and succeed.
Gloria enters her classroom and goes to her assigned desk. The teacher
greets the entire class warmly and then asks all students to stand and say
the Pledge of Allegiance. Afterwards, the class begins the daily math
meeting. The class moves through short, quick activities such as counting
forwards and backwards, identifying the date and day of the week,
counting money, describing the weather and recording the result on a
weather graph, naming shapes and colors, and working through a word
problem that a student helper illustrates on the white board. As Gloria
transitions back to her desk, her teacher marks the student who is absent
and puts the sheet in the class mailbox for an administrator to collect.
29
8:30 AM
9:15 AM
10:00 AM
10:15 AM
11:00 AM
Literacy Block 1: Gloria begins her first literacy block. Gloria’s teacher
leads the class group in phonemic awareness activities such as oral
blending and segmentation. Today they learn the letter “p.” After the
teacher demonstrates the proper strokes for writing the letter and leads a
discussion about words that start with the “p” sound, a few students are
chosen to go to the board to practice writing the letter under one teacher’s
guidance while the children on the rug use their “air pencils” to pretend
writing the letter in the air under a second teacher’s supervision. Gloria’s
teacher then plays a CD and the children transition to one of three locations
in the room. Gloria moves to a corner of the room with her second teacher,
while the two other groups either move to a section of the room with the
primary teacher or to the computer area, where students will be engaged in
the River Deep Reading Program. This program requires that students first
spend a few minutes on handwriting practice, writing out their first and last
names. Gloria has the opportunity to spend 30 minutes with her teacher in a
small group of 8-9, focusing on phonemic awareness, vocabulary, and
fluency before she moves to the computer program station.
When the music comes on again, Gloria transitions to the second literacy
block, this time focusing on read-alouds and reading comprehension with
her teacher. Students have been grouped by reading ability, which allows
the teacher to differentiate instruction based on student need and to engage
the group more effectively. Gloria’s teacher reads a book with emotion and
excitement to students, stopping to explain difficult work, pose a question,
discuss a topic, she has students predict events of the story, or asks for
opinions on the story and its characters.
Gloria’s teacher puts on the transition music and all students return to their
seats for break. The class participates in a Literacy Block Completion chant
that congratulates the class on learning to read and promotes the excitement
of continuing that learning tomorrow. After the cheer, break and recess
begin and the teacher directs the class to divide into two lines for the
bathroom. Students are taken in groups, by gender, to the bathroom by their
second teacher. If not using the restroom, Gloria is able to complete
practice worksheets, color, talk with friends on the rug, or talk with her
teacher. (Depending on facility, this would also be a time where Gloria and
her classmates would be able to play outside, where Gloria could play tag,
hopscotch, or Queen of the Court, her favorite games). In each case, Gloria
is able to relax, take a break, and enjoy free time.
Gloria hears the transition music come on as the teacher directs the class to
begin the math cheer. Students move through their math activity for the
morning, counting to one hundred and beginning addition activities. Gloria
is proud that she can already complete all of her addition homework easily,
even adding two-digit numbers.
The class transitions back to the rug for a whole-group writing activity.
The teacher provides a topic of the day, and the class helps brainstorm an
illustration for it, which the teacher draws on a piece of chart paper. The
children then help the teacher formulate a sentence to describe the picture.
30
11:45 AM
12:15 PM
12:45 PM
1:00 PM
The students tell the teacher how to spell the words, and she writes them
the way they tell her, including their mistakes. Afterward she edits the
sentence explaining the correct spellings. She also makes sure that she is
modeling the correct spacing and placement of all letters and words. While
the class is engaged in this lesson, the other teacher lays out paper and
pencils on the students’ desks. The students then move to their desks and
begin their own illustrations for the topic. Both teachers circulate around
the room and engage the students in discussions about what they are
drawing and writing. They edit the students’ mistakes, just as the teacher
edited her own, and makes sure that letters are shaped correctly and words
are spaced just as the teacher had done.
Students are dismissed for lunch. Gloria lines up with her class, and her
teacher walks her to the bathroom. Afterwards, the class walks into the
lunchroom where each student is greeted by the Head of School and
directed to his or her lunch seat. Lunch is already set out for each student.
Gloria is excited that today is chicken sandwich day and she and her friend
smile as they trade Fig Newton flavors with each other. With fifteen
minutes left, the Head of School leads a motivational session with the
school, where students are again able to sing, dance, celebrate, and share.
Gloria loves cheering for colleges, clapping, and sharing the best parts of
her morning with other students. After lunch, Gloria goes to Physical
Education, where her class is learning the rules of soccer. Gloria is so
excited for this time because soccer is her dad’s favorite sport and she
wants to be able too show off for him what she has learned.. She smiles
when she thinks about being able to watch the match with him this
weekend and explain all of the rules.
After PE, students are dismissed by class. Gloria lines up with the rest of
her class and walks back to her room for Enrichment. Gloria is excited
because this week is music. Last week she had art and next week she will
have language. Gloria’s teacher tells the class that they will be learning a
new college song and dance to perform at Community Circle on Friday.
Gloria is excited to have music right after lunch, but is even more excited
that her class will get to perform this week – she loves singing in front of
people.
At 12:45PM, the teacher tells the class that D.E.A.R. will begin. Because
many students are learning to read, the teacher leads this time, walking
students through a large book. All students have a copy of the reading
material and students move their finger along with each individual word.
Gloria does not recognize all of the words, but has become more familiar
with many of them so that she can identify the word that she is pointing to
without the teacher saying it. She is proud of her abilities and glad that
there are so many pictures to help her follow along. The class excitedly
points to pictures, asks questions, and laughs as the teacher reads through
the funny parts of the story.
The class transitions into Social Sciences and Science. Gloria learns
geography and map concepts, as well as information about her city, state,
31
2:30 PM
3:15 PM
4:00 PM
country, and world. She is now able to find where she lives on a variety of
different maps and can identify rivers, mountains, and oceans by picture. In
Science, Gloria is growing a bean plant and is monitoring its growth and
learning about what helps to make the plant get bigger.
As Gloria transitions into Math, she is looking forward to applying the
concepts from the beginning of the day into the afternoon work. In the
morning, her class worked on adding simple numbers. In the afternoon, her
teacher will lead the class in identifying the same procedures though
problems that the teacher verbalizes to students. The first problem is easy,
as the teacher is modeling to the class what happens when a student starts
with two pencils and then receives nine more. Gloria thinks, “I would have
eleven pencils – that’s easy!”
Gloria’s teacher announces that it is Class FM time – “For Me” time!
Gloria knows that this is the part of the day where she gets to play and have
fun with a part of the school that has been harder for her. Gloria is assigned
to the reading group where she is able to play “find the hidden letter,”
Where’s Waldo’s Word, and use Leap Frog activities. She loves playing
these games and likes to race her friends to see who can get the most
points.
At 3:45, Gloria’s classmates are brought back to class by their teachers and
return to their seats. The teacher thanks the class for a wonderful,
productive day. The class participates in two cheers. Two students
announce the homework for the night. The class does one more cheer and
then the teacher tells them to line up for dismissal, releasing students to the
line by row. Gloria’s teacher walks them to the front of the school where
she releases each student individually to parents, greeting families. Gloria
waves good-bye to her teacher and says how excited she is to practice her
“sh” sound tomorrow. Gloria’s father takes her hand and asks about her
day as they walk home.
32
HOW LEARNING BEST OCCURS
Overview
Capitol Collegiate focuses on proven strategies that promote academic success for all
students. In our research, we have found a variety of best practices that we plan to utilize
in our school, which include:




Mission Alignment
Small School Environment
Extended Time on Task
Standards-Based Lesson Design
Mission Alignment
Our mission promises to prepare students to compete, achieve, and lead in high school
and in college. In order to deliver on this ambitious promise, we will make all decisions
deeply rooted in this mission. We will work with an unwavering commitment to student
success towards this end goal and will value the support of families and the community in
this joint effort.
Small School Environment
Research has repeatedly indicated that small schools are highly effective in ensuring that
urban students reach proficiency. Among the benefits of smaller schools are:68









Lower dropout rates
More course completion
Higher grades and improvements in standardized test scores
Better attendance
Less exposure to violence
Increased student engagement and achievement
Better communication among the staff
Increased parent involvement
Greater accountability
At full enrollment with kindergarten through grade eight, Capitol Collegiate will serve
approximately 521 students between two academies. This small size and strategic growth
plan will allow us to support an environment where individual supports are a vital
component of the daily schedule, and where a strong, orderly, academic culture is
consistently maintained. We believe this school size will provide the structure necessary
68
Small Works: School Size, Poverty and Student Achievement (Craig B. Howley and Robert Bickel; Rural
School and Community Trust; 2000) www.aasa.org/publications/ln/02_00/02_21_00smallschools.htm
New Small Learning Communities: Findings From Recent Literature (Kathleen Cotton; December 2001)
www.nwrel.org/scpd/sirs/nslc.pdf..
33
for student success at Capitol Collegiate and in their later academic and professional
endeavors.
Extended Time on Task
Like many of the highest-performing urban charter schools, Capitol Collegiate will utilize
an extended school day. Depending on grade level, students will attend school from 7:30
AM to 4:00 PM (Kindergarten through grade four) or 5:00 PM (grades five through
eight), except Wednesdays, when the entire school is dismissed at 2:00 PM. Our
schedule will minimize transitions and maximize time in the core content areas of
literacy, mathematics, science, and social sciences.69 There will be a Summer Orientation
for new students to establish our culture of high expectations and teach the procedures
and routines essential for a smooth start to the school year. This will allow the year to
begin with strong academic instruction from day one.
Standards-Based Lesson Design
Capitol Collegiate teachers will use the California State Content Standards as the
foundation for what they will teach during the school year. Teachers will spend the
majority of their summer professional development following a structured protocol to
thoroughly understand the standards, analyze state-approved textbooks and materials,
study released CST questions and other sample benchmarks, create units of study and
timelines for instruction, write assessments, and craft units of instruction.70 This
planning will be facilitated by the Head of School and Dean of Academics to ensure
consistency and quality across all classrooms. Teachers will receive any professional
development required to begin the school year well-planned and confident. As student
data is collected from various assessments and surveys on a regular basis, staff will have
the opportunity to frequently adjust instruction to meet the needs of students.
69
For additional detail, please refer to the sample daily schedules.
While some variation of this standards-based curriculum alignment approach is used at many of the highperforming schools visited by the school’s Lead Founder, the Capitol Collegiate model will most closely
mirror the Curriculum Alignment Templates used by Roxbury Preparatory Charter School. Roxbury Prep’s
Co-director and instructional leader, Dana Lehman, presented this process to the Building Excellent
Schools Fellows at a training in September 2009.
70
34
INSTRUCTIONAL PROGRAM
ACADEMIC DESIGN
Curriculum
Capitol Collegiate’s academic program is built on the foundational beliefs that practice
and effort equates to mastery. We are firm in our mission to prepare students for college
and recognize the effort implicit in that work. This directs our focus to core academic
subjects, including literacy, and the separation of math procedures and problem solving.
We will also reinforce literacy concepts, critical thinking, and skill development through
social science, and mathematical concepts through science. The spiraling of these models
throughout the school day and year will result in accelerated learning and deeper
comprehension for students. All content taught at Capitol Collegiate will align with
California State Standards and will prepare our students for success in high school and in
college.
Figure 1.12: Illustration of Backwards Planning
Capitol Collegiate will utilize both
forward and backwards design in our
curriculum. We will use research-proven
methods and curriculum that specifically
address the needs of our students. We will
combine this research-based program with
internally developed curriculum that is
standards-aligned,
but
specifically
designed for our student population. We
will evaluate the most effective way of
developing this curriculum through both a
forward and backwards design. We will
create the end-of-year assessment and
develop units and materials leading to
mastery of this content. As the year
progresses, we will also make adjustments
to this plan to accommodate the needs of students as they develop. In addressing
curriculum this way, we will ensure that we are sufficiently planned and prepared to
instruct students to the mastery level, while still leaving the flexibility in place to review
or accelerate material as the year dictates. (See Figure 1.12: Illustration of Backwards
Planning.)
Core Courses
California’s State Standards have clearly outlined what material should be taught to and
mastered by students for each grade level. The primary goal of Capitol Collegiate is to
35
work relentlessly to ensure that all students master these standards. Because we are
preparing students for college, we recognize the importance of mastery as well as a clear
focus on the four core subjects of English Language Arts, Mathematics, Social Sciences,
and Science. We will continuously increase our effectiveness in these four areas by
analyzing student mastery of specific standards, improving curriculum, and spiraling
concepts. We will supplement CA content standards as needed from those of
Massachusetts, Indiana, and Washington, D.C. The standards of these states, including
California, are considered the best in the nation and, as a college preparatory school, we
want to make sure our students have access to a comprehensive curriculum. 71 The core
classes at Capitol Collegiate will be outlined as follows:

English Language Arts: We will fully adopt California State Standards and
supplement these with National Assessment of Educational Programs (NAEP)
frameworks. Because literacy is the critical component of our instructional design
and we want to be sure our students are performing at or above the levels of
students across the nation, we will also include the National Assessment of
Educational Programs (NAEP) frameworks.72

Mathematics: We will fully adopt California State Standards. We will
additionally supplement the Massachusetts state math standards which are ranked
2nd in the nation.73

Social Sciences/History: We will fully adopt the California State Standards and
supplement the same with Arizona’s U.S. History standards. In addition, we will
supplement the world history curricula with Indiana’s World History standards in
the sixth and seventh grades. Indiana’s World History standards have been
recognized as the best in the nation.74

Science: We will fully adopt California State Standards and supplement these
with Massachusetts standards for science, a state recognized for rigorous science
learning standards. California’s science standards received a rating of 97 out of
100, and Massachusetts science standards received a rating of 94 out of 100,
encouraging the use of both to provide for a comprehensive science curriculum.75
Curriculum will be developed and standards will be evaluated and broken down before
the start of each school year in order to promote the strategic improvement of materials as
opposed to the creation of it. Additionally, all assessments will be created before the start
71
In its 2006 State of State Standards report, the Thomas B. Fordham Foundation states that California,
Indiana and Massachusetts have the top standards in the nation, and “have consistently produced top-flight
K-12 standards across the curriculum.” It Takes a Vision: How Three States Created Great Academic
Standards p. 19. Arizona’s U.S. History standards have proven to provide elementary and middle school
students with a firm foundation on which to build the study of U.S. history.
72
NAEP has two major goals: to compare student achievement in states and other jurisdictions and to track
changes in achievement of fourth, eighth, and twelfth-graders over time in mathematics, reading, writing,
science, and other content domains.
73
Ibid.
74
Ibid.
75
Thomas B. Fordham, Ibid.
36
of the school year in order to provide for a clear pathway to success for students and
teachers.
Non-Core Courses: Enrichment and Character Education
In addition to the four core classes, Capitol Collegiate is committed to a comprehensive
student education. As such, we will provide for enrichment courses in music, art,
language, and physical education. Enrichment is so important to child development and
we are excited to be able to offer a range of activities from which students can choose to
add an individual and creative component to the day outside of the core curriculum. We
will also develop a strong elective program in the areas of science and social sciences,
giving students the opportunity to practice their core subject skills in addition to public
speaking, critical thinking, and advancement in areas of interest. We will internally
develop a strong character education program to be implemented in Community Circle
and Advisory.
CURRICULUM MAP
Focus on Literacy
Figure 1.13: English/Language Arts Program Overview
Literacy/English Language Arts
The ability for a student to develop reading comprehension skills early in their academic
careers is a strong predictor of that student’s reading comprehension abilities moving
forward.76 These reading comprehension skills are critical in a student’s ability to realize
success later in their academic careers. Don Deshler, one of the country’s most respected
experts on adolescent literacy, states that students, especially those with reading
difficulties, require both high quality and large amounts of instruction in reading.77
As a result, students in kindergarten through fifth grade will receive more than two hours
of literacy and reading instruction every day. Specifically, in grades K-2, students will
have three blocks of literacy that include instruction in comprehension, vocabulary;
phonemic awareness, letters, decoding, language conventions, and grammar. In grades
three and four, students will receive an advanced course of study covering reading
comprehension, literature, grammar, conventions, and vocabulary. Both grades will
receive individual reading time as well as daily writing assignments and lessons.
Students in grades K-2 will have a writing curriculum based on handwriting mechanics,
simple sentences, and transferring thoughts and ideas onto paper. Students in grades
three and four will produce structured paragraphs in addition to developed persuasive,
Anne E. Cunningham and Keith E. Stanovich, “Early Reading Acquisition and its relation to reading
experience and ability 10 years later,” Developmental Psychology Volume 33(6) November 1997, 934-945.
77
The University of Kansas Center for Research on Learning. Adolescent Literacy. Retireved: October 6,
2009 from http://www.kucrl.org/featured/adollit.html.
76
37
expository, and narrative compositions. Students in grades five through eight will build
on all of these foundational skills by drafting and editing longer samples of writing,
multi-page essays, and in-depth responses to literature and research-based documents.
Students in grades five through eight will also read longer materials and books and
participate in critical thinking exercises using these materials.
Students will be placed in small fluency and/or decoding groups
based on initial diagnostic assessments. This will allow teachers to
differentiate instruction based on current student need, remediate
specific deficits, and accelerate students to grade-level proficiency.
Teachers running these small groups will be trained in early literacy
and English language development in order to provide students with
the phonemic awareness and phonics skills necessary for reading
success.
Fluency and
Decoding
Several research-based programs have proven effective with similar
populations of students. Among the programs we are considering
are: Wilson Reading, Reading Mastery, Open Court Phonics,
Breaking the Code, and Reading Naturally. Students will receive this
additional reading instruction during the afternoon student support
blocks, until their assessment results indicate that remediation is no
longer required.
Because the ability to read and understand texts is the most important
skill that a student can learn in school, Capitol Collegiate will provide
multiple opportunities for reading comprehension development using
a variety of texts. Teachers will read novels, poems, short stories,
and nonfiction to model fluent, expressive reading of texts at and
above the students’ grade level. By using “think aloud” metacognitive strategies, teachers will help students develop the habits of
effective readers.78 Teachers will also provide direct instruction
about reading strategies, provide opportunities for students to practice
and share their own thoughts, and offer constructive feedback that
Comprehension
pushes students to deeper comprehension. In alignment with Capitol
Collegiate’s school-wide instructional practices, these strategies will
be used in direct instruction, small group practice, partners, and oneon-one support.
Students will also practice these reading strategies in homogenous
guided reading groups. These groups will be smaller in size than
other core classes in order to provide increased opportunities for each
student to read and receive feedback from their teacher. Teachers
will lead students through level-appropriate texts, as measured by
“Think Aloud” is a technique designed to allow students to better understand what their teachers are
thinking and why, in order to serve as a model of what the students should consider as they complete
similar tasks independently. These specific meta-cognitive strategies proven to be most effective for good
readers include making predictions, asking questions, making connections, visualizing, clarifying,
synthesizing, and using fix-up strategies. Keene & Zimmerman, Mosaic of Thought, Heinemann (1997).
78
38
Fountas and Pinnell’s Guiding Readers and Writers: Teaching
Comprehension, Genre, and Content Literacy.79 All floating teachers
at the school will prioritize their time in support of our literacy
program, demonstrating the school’s clear commitment to literacy.80
Students will additionally have an analysis component to the
curriculum, requiring them to break down questions, evaluate what is
being asked, and respond with complete, comprehensive answers.
These passages will be modeled after CST questions, curriculumbased questions, and backwards-planned college-ready short answer
prompts.
Vocabulary
Students will read independently for at least ninety minutes per day,
including supervised reading time at school, reading in-class and
assigned reading at home.81 Students will be taught to select books at
their current independent reading level through a school-based coded
reading library. Finally, teachers will monitor independent reading
through a combination of reading logs, teacher conferences, and a
computerized testing program, such as Accelerated Reader.82
The development of academic vocabulary will be a school-wide
focus. Teachers in all content areas will use research-based best
practices for explicitly teaching new words and providing students
with the necessary opportunities to practice these words repeatedly
across content areas. In addition, teachers will provide students with
instruction about word parts (prefixes, suffixes, Latin and Greek
roots) and strategies for learning new words so that students will
increase their vocabularies as they encounter unfamiliar words in
their daily reading.83
Bill Honig, a nationally recognized expert on early reading, cites
compelling research on the relationship between reading rates and
vocabulary development:

Students who score in the top five percent on reading tests
read 144 times more than students who score in the bottom
79
Heinemann (2001).
Significant professional development time will be allotted to training all teachers to effectively teach
reading within the guided reading framework.
81
This practice is based on the research indicating that an increase in the volume of student reading will
accelerate students’ reading achievement. More about this research can be found in Richard Allington’s
What Really Matters for Struggling Readers. Addison Wesley Longman (2001). Students’ at home
reading will be tracked on independent reading logs signed by parents.
82
Close monitoring of students’ independent reading is a common practice. One school that uses computer
assessment for this purpose is Synergy Charter School. Synergy Charter School has substantially higher
test scores than most schools in LAUSD and was also named a 2007 Charter School of the Year by the
Center for Education Reform.
83
Marzano, Pickering, and Pollock. Classroom Instruction that Works. ASCD (2001).
80
39


Writing and
Grammar
five percent.
By fifth grade, if students want to make grade level progress,
they should be reading more than 1.1 million words a year
outside-of-school reading (25 to 35 books or the equivalent)
which should take 15 to 30 minutes a night; this is in addition
to the 1.7 million words in school text. Instead of reading the
necessary 2.8 million words, the average fifth grader reads
only about 900,000 words.
Although teaching vocabulary strategies (e.g. word families,
scaffolding, etc.) helps retention rates, the vast majority of
new words can be learned only through reading. To reach
these levels, students need to read the recommended 25 to 35
books a year after Grade 1.84
Based on such research, all students will have independent reading
assigned for homework, drawing on developmentally appropriate
reading texts and strategies and including families in the completion
of reading logs.
In addition to reading courses, students in grades four through six
will also have a daily class dedicated to improving their writing skills.
Their teachers will model techniques of effective authors, provide
direct instruction about these techniques, and provide frequent and
specific feedback to improve the quality of each student’s writing.
Students will write in a variety of genres as required by the state
standards, and, while not all student writing will go through a fivestep writing process, students will be able to effectively use a process
for writing, including prewriting, drafting, revising, editing, and
publishing. Our school will use the Six Traits model for evaluating
the quality of student writing across grade levels and content areas.85
In addition, through the explicit teaching and practice of grammar
and spelling rules, students will master conventions of the English
language and be held accountable for these conventions in the writing
they complete at school—not just in writing class, but in all of their
classes. Students will be expected to write everyday, in every class
and for a variety of purposes. For example, students will write
literary analyses in reading class, explain answers to solutions in
math class, create first-person historical journals in social studies, and
compose lab reports in science.
Honig, Bill. Teaching Our Children to Read.. Corwin Press, 1995.
The Six Traits (or Six Plus One Traits, as it is now sometimes called) writing program assesses student
writing based on common characteristics of good writing. The six traits are ideas, organization, sentence
fluency, word choice, voice, and conventions. (Presentation was later added as a seventh common
characteristic.) More details about the Six Traits program can be found in Vicki Spandel’s Creating
Writers. Addison, Wesley, Longman (2001).
84
85
40
Because students from economically disadvantaged backgrounds begin school exposed to
a less extensive vocabulary, development for building and reinforcing vocabulary will be
critical to the overall success of our literacy and Language Arts program. Figure 1.14
outlines some of the strategies that we may implement in order to address this critical
need.
Figure 1.14: Sample Effective Strategies for Teaching/Reinforcing Vocabulary
Technique
Description
Define It
Provide a student friendly definition. Where possible use “you,
someone, or something” in the definition.
Have you ever?
Applause,
Applause!
Idea
Completions
Questions,
Reasons, and
Examples
Children
Create
Examples
Compare,
Combine,
Contrast
Upgrade
Picture This
Ask students to associate newly learned words with contexts and
activities from their own experiences
Have students clap/signal to indicate how much they would like to be
described by the word, engage in the activity described by the word,
etc.
Provide students with sentence stems which require them to use the
vocabulary word’s meaning to complete (e.g., “When might you…?
Why might you…?”).
Ask students questions which force them to use the definition of the
word for their reasoning (e.g., Teacher: “If you do not agree with
another student’s comments, what might you do?” Student: “I might
dispute his argument.”)
Ask students to create examples of what might have happened in a
given situation (e.g., “If you had a friend who watched TV all the
time, how might you coax him into getting some exercise?”)
Ask students to distinguish between and/or compare two different
words; focus on nuances of meaning, or ask students to describe how
and whether they could combine vocabulary words.
Ask explicitly for a better word. (e.g., “Can you use a better word
than ‘big’?”)
Help students visualize words by giving them a picture that
exemplifies a word they have learning or by asking them to act out or
personify a word.
With the school-wide expectation that students will carry a book with them throughout
the day, they will be able to read independently whenever they have a free moment in
school. This specific literacy structure is outlined in Figure 1.15.
41
Figure 1.15: Primary Literacy Block Components
Primary Literacy Block Components
Literacy
Blocks
Block 1—
Reading,
Vocabulary
Development;
Direct
Instruction
Components Addressed :
K-2
Phonemic awareness, letter
and sound recognition,
decoding skills, and
vocabulary development;
memory and attention
development
Components Addressed :
3-4
Reading Comprehension
and vocabulary
development; context clues
Components Addressed :
5-8
Literature Analysis
Block 2—
Guided and
Independent
Reading
Modeling reading
behavior, reading
comprehension, and
developing vocabulary
Beginning literature
analysis; reading strategies
and organizers
Independent Reading and
Analysis
Block 3—
Comprehensive
Writing
Handwriting, language
conventions, grammar, and
organization (of ideas and
of writing structure)
Language conventions,
grammar, organization,
paragraph development;
Persuasive, Expository,
and Narrative writing
samples
Writing Block: Response
to Literature, Persuasive,
Expository, and Narrative
extended samples
Kindergarten through Second Grade
Block 1: Reading and Vocabulary Development and Direct Instruction
This literacy block is focused on building vocabulary and improving the ability for
students to become stronger in their fluency. Reading strategies will be a critical
component to this part of the day, and will lay the foundation for how students approach
reading throughout their academic courses moving forward. There will be several key
components to this literacy block:






Word drills
Sight words
Pre-teaching vocabulary/explicit vocabulary instruction86
Context clues
Reading aloud and in small groups (on reading levels)
Pre-planned questions, pauses, cognitive modeling
The school supports the use of read alouds in the classroom at all levels, due to its proven
impact on reading growth.87 By using read alouds with students, even after they have
Betty Hart and Todd R. Risley. (Spring 2003) “The Early Catastrophe: The 30 Million Word Gap by Age
3,“ American Educator.
86
42
learned the technicalities of reading, teachers will be able to reinforce the intonations,
tones, pauses, and tones in different reading passages. For example, by reading in a sad
tone when a character is crying or an excited tone when a character is joyful, students
begin to interact with texts on a more personal level which will increase their literacy
development and reading comprehension.
During Direct Instruction, students will split into three groups with approximately nine
students in each group, and rotate through thirty-minute blocks consisting of:



Direct Instruction: phonemic awareness, phonics (visual, auditory, and tactile
methods used)
Guided Reading
Computer-based reading reinforcement (Riverdeep Destination Reading Program)
Teachers will use a variety of strategies during each of these rotations including: call and
response, letter tiles, decodable texts, and verbal/visual cues of phonemes. The Riverdeep
Destination Reading Program is an adaptive literacy computer program that contains
three levels of instruction - emergent, beginning, and fluent readers. We will utilize this
program in kindergarten through second grades. The program employs steady earlyintervention through an all inclusive literacy curriculum. The Destination Reading model
is based on research that reveals that students who cannot read at grade level by the end
of first grade rarely ever equalize. Rather, the educational divide only widens. The
Destination Reading curriculum catches up students who do not have this proper reading
base.88
Block 2: Guided and Independent Reading
The reading block will draw primarily from the work of Fountas and Pinnell.89 This
portion of literacy will utilize strategies that target individual students and their reading
development:



Guided reading groups
Explicitly taught reading strategies
Independent reading with guided notes
Teachers will lead highly structured lessons that require a clear rationale for the reading,
guidance through the text, and explicit instruction on the objective-based content. This
instruction will include: tracking text from left to right, attending to and understanding
the purpose of word spacing and punctuation in print, and recognizing meaning in text as
parts and as a whole. The lesson will continue through independent reading or group87
Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, Ian A. G. Wilkinson. (1985) Becoming A
Nation of Readers: The Report of the Commission on Reading. Champaign-Urbana, IL: Center for the
Study of Reading.
88 Begley, S. 1996. “Your Child’s Brain.” Newsweek. Feb. 19, 1996, 55-61.
89
Irene Fountas and Gay Su Pinnell Leveled Books, K-8: Matching Texts to Readers for Effective Teaching.
(2005) Heinemann.
43
based reading, at which point students will receive individual attention for their work.
Depending on the content covered in the reading, class activities will vary and student
independent work will match the practice required in the day’s objective.
Block 3: Comprehensive Writing
Writing is one of the more difficult abilities to develop, as it incorporates multiple
knowledge and skill development in order to be successful. In order to continuously
develop students’ writing abilities, Capitol Collegiate will reinforce writing and writing
concepts on a daily basis. Some of these strategies and topics will be:






Fictional stories using starters
Organization strategies and development
Using voice and tone in writing
Sentence structure and grammar
Paragraph structure
Developmentally appropriate essays and narratives
While the majority of the content will be preparing students for extensive writing
assignments in the upper grades, students in kindergarten through second grade will still
be asked to complete short writing assignments, allowing them to practice the strategies
given to them.
Third through Eighth Grades
Block 1: Reading and Vocabulary Development and Direct Instruction
For older grades stronger in literacy foundational knowledge and skills, students will
focus heavily on independent reading and explicit vocabulary instruction. Students will
focus time on understanding texts, strategies for accessing vocabulary that is new or
difficult, and thinking about word choice and diction in texts. There are several key
components to this literacy block:




Pre-teaching vocabulary/explicit vocabulary instruction90
Context clues
Reading aloud and in small groups (on reading levels)
Pre-planned questions, pauses, cognitive modeling
Read alouds will still occur in the older grades, though they may be less frequent as
grades progress and may encourage increased student participation in order to check for
reading development and growth. The majority of time will be spent focusing on English
Language Arts standards.
Betty Hart and Todd R. Risley. (Spring 2003) “The Early Catastrophe: The 30 Million Word Gap by Age
3“ American Educator.
90
44
Block 2: Guided and Independent Reading
Students will continue to use targeted small group and independent reading set-ups
during this block. Many of the strategies from the earlier grades will be spiraled into this
curriculum and the majority of the time will focus on California State Standards. By the
fifth grade, students will use this shorter block as independent reading time, at which
point they will complete in-depth critical thinking assignments related to the readings and
begin to apply material taught from block one into their understanding of texts.
Block 3: Comprehensive Writing
By the third grade, students will begin to develop organized, comprehensive pieces of
writing. Students will be explicitly taught a variety of writing strategies and will be
expected to answer all material in complete sentences through well-developed
paragraphs. By the eighth grade, students will be expected to write clear, organized,
developed essays of five pages or greater. Every eighth grader should be able to write a
longer research paper using expository strategies and guidelines.
Focus on Mathematics
Figure 1.16: Mathematics Program Overview
Mathematics
Math will be separated into two classes: Math Procedures and Math Problem
Solving.91 Math Procedures will focus on number sense and computation, while
Problem Solving will focus on the application of math concepts. This segmentation
will allow students to continue to solidify fundamental math concepts while they work
to build higher-level problem solving skills. Together, these two courses will set all
students strategically on the path for pre-algebra, geometry, and algebra readiness that
they will need in the upper grades and will best support our college preparatory
mission for all students.
Numerous empirical studies indicate that children who are instructed with a math
curriculum that employs continual practice and review illustrate superior skill
attainment and math achievement.92 Later studies have strongly suggested that spaced
or distributed practice results in higher performance than a process of constant mass
practice.93 Capitol Collegiate may supplement internally developed curriculum with
research-based practices, such as those found in Saxon Math. Our math program will
include the following five strands.94
91
This concept is developed explicitly from the curriculum used at Roxbury Prep.
Usnick, 1991; Ornstein, 1990;from www.saxonmathhoemschool.com/math/index.jps p. 2.
93 Dhailwal, 1987; Proctor, 1980; from www.saxonmathhomeschool.com/mth/index.jsp p. 2.
94
Based on the California Department of Education’s Mathematics Framework for California Public
Schools: Kindergarten Through Grade Twelve (2006).
92
45
Number Sense
Algebra and
Functions
Measurement
and Geometry
Students must develop a clear understanding of numbers in order to
count, compute, measure, and estimate. This strand focuses on the
four basic arithmetic operations (addition, subtraction,
multiplication, and division) as well as more advanced computation,
such as comparing values, factoring numbers, and finding powers
and square roots. The number sense strand also includes concepts
of numeration, such as the base ten number system, fractions,
decimals, negative numbers, rational numbers, and scientific
notation. Number sense in the middle school years includes the
study of prime and composite numbers, rational and irrational
numbers, and real and complex numbers.
In this strand, students learn to use patterns and functions, including
the conversion of units of measurement. Students use and interpret
variables, mathematical symbols, and properties to write and
simplify expressions with multiple variables. Students use order of
operations, as well as the commutative, associative, and distributive
properties to evaluate expressions and solve problems involving
rates, speed, distance, and time. Algebra becomes increasingly
complex as students solve inequalities and learn to use algebraic
language to represent the concepts involved.
Students learn to accurately measure and estimate measurements
using standard U.S. units and the metric system. They learn
properties of two- and three-dimensional shapes and manipulations
of those shapes, and are able to calculate perimeter, area, and
volume. Students use coordinate grids and graphing to represent
points, lines, and figures.
Statistics, Data
Analysis,
Probability
This strand includes the calculation, representation, and analysis of
various sets of data. Students compute the range, median, and mode
of data sets, understand how additional data may affect the
computations, and explain when to use specific measures of central
tendency.
They use various graphs, scatterplots, and more
sophisticated diagrams, such as stem-and-leaf plots or box-andwhisker plots, to display data. Students are able to articulate the
significance of sample size and selection on statistical accuracy.
Students understand concepts of probability, can differentiate
between dependent and independent events, and are able to make
predictions based on probability and calculate the numerical
probability of a given event.
Mathematical
Reasoning
This strand includes the understanding of mathematic concepts on
an abstract level. Students make decisions about how to approach
problems, use strategies, skills, and concepts to find solutions, and
move beyond a particular problem by generalizing to other
46
situations. Mathematical reasoning is used to explain arithmetic
facts, solve problems and puzzles, understand algorithms and
formulas, and justify results. Students are able to use a variety of
methods, including words, numbers, shapes, charts, graphs, tables,
diagrams, and models to explain their reasoning. Mathematical
reasoning, with its careful analysis of assumptions, use of strategies
to solve problems, and emphasis on logical steps, is an intellectual
discipline that supports logical reasoning and thoughtful judgments.
Students will master grade-level standards for each strand in grades four through seven
and all eighth graders will successfully complete a year-long algebra course. This will
provide students with the preparation and motivation to enter a challenging high school
math sequence of study that ends with the completion of calculus.
Focus on Science
Figure 1.17: Science Program Overview
Science
Because of its demonstrated success with implementing a standards-based program to
serve the educational needs of urban African-American children, we have selected Full
Options Science Systems (FOSS) as a foundational program in our science
curriculum.95 FOSS is a research-based science curriculum with materials that provide
meaningful science education for elementary school students and prepare them for life
in the 21st century. The FOSS program also provides readings in science – FOSS
Science Stories - thus adding power to the curriculum. Through the printed word
students can extend their experience beyond the limits of the classroom and the FOSS
kit; they can enhance their understanding of concepts by exposure to related ideas.
Students will have access to the study of multiple scientific fields (earth, physical,
environmental, and biological) through this curriculum. Additionally, students will be
able to apply the scientific method and conduct experiments using best practices.
Focus on Social Sciences
Figure 1.18: Social Sciences Program Overview
Social Science
It is essential that students receive an effective education in Social Sciences in order to
gain content knowledge as well as develop critical thinking, improve access to
expository and difficult texts, and build specific skills that they will use throughout
Kahle,J., Meece, J., Scantlebury, K., (2000). “Urban African-American middle school science students: Does
standards-based teaching make a difference?” Journal of Research in Science Teaching 37, 9. 1019-1041.
95
47
their lives. In order to ensure the realization of this effort and also to comply with
California State Standards, students at Capitol Collegiate will receive one block of
Social Sciences per day.
Scope and Sequence
Figure 1.19: Core Academic Scope and Sequence K - 8
Kindergarten
Core Academic Scope and Sequence K-8
English/
History/
Language
Mathematics
Social Science
Arts
Computation
Learning and
Language
& Problem
Working Now
Arts
Solving
and Long Ago
Science
Science
Grade 1
Language
Arts
Computation
& Problem
Solving
A Child's Place in
Time and Space
Grade 2
Language
Arts
Computation
& Problem
Solving
People
Who Make a
Difference
Science
Grade 3
Language
Arts
Computation
& Problem
Solving
Continuity
and Change
Science
Grade 4
Language
Arts
Computation
& Problem
Solving
California:
A Changing State
Science
Grade 5
Reading
& Writing
Math
Grade 6
Reading
& Writing
Math
Grade 7
English
& Writing
Pre-Algebra
Grade 8
English
& Writing
Algebra I
U.S. History
and Geography:
Making
a New Nation
World History
and Geography:
Ancient
Civilizations
World History
and Geography:
Medieval
and Early
Modern Times
U.S. History and
Geography:
Growth
and Conflict
Science
Science
Earth
Science
Life
Science
Physical
Science
48
Textbooks and California State Standards
The academic program at Capitol Collegiate begins with the California Content
Standards. Teachers will use standards-based, research-proven curricula as guidance for
the core academic subjects. The identified curricula have been proven to produce
exceptional results in urban schools and were adopted by the California Department of
Education. The selected textbooks for Capitol Collegiate are research-proven curricula
and are aligned to the California State Content Standards. We endeavor to select
textbooks that are California State standards aligned and will purchase those editions
that meet this requirement. We will additionally supplement all math curriculum with
internally developed materials to ensure that we provide students with the skills needed to
be prepared for higher levels of math. Content Area Textbooks are outlined in Figure
1.20.
Figure 1.20: Content Area Textbooks for Grades K-8
Grade
Level
Kinder
Content Area Textbooks for Grades K-8
English/
History/ Social
Mathematics
Language Arts
Science
Open Court or
Reading Mastery
(SRA/McGraw
Hill)
CA Saxon Math
(Saxon)
Waterford
Reading
(Pearsons)
First
Open Court or
Reading Mastery
(SRA/McGraw
Hill)
Second
Third
Waterford
Reading
(Pearsons)
Open Court or
Reading Mastery
(SRA/McGraw
Full Option
Science System
FOSS
(Delta
Education)
CA Science
(Harcourt)
CA Saxon Math
(Saxon)
Waterford
Reading
(Pearsons)
Open Court or
Reading Mastery
(SRA/McGraw
Hill)
CA Vistas
(MacMillan/
McGraw-Hill)
Science
CA Vistas
(MacMillan/
McGraw-Hill)
Full Option
Science System
FOSS
(Delta
Education)
CA Science
(Harcourt)
CA Saxon Math
(Saxon)
CA Vistas
(MacMillan/
McGraw-Hill)
Full Option
Science System
FOSS
(Delta
Education)
CA Science
(Harcourt)
CA Saxon Math
(Saxon)
CA Vistas
(MacMillan/
McGraw-Hill)
Full Option
Science System
FOSS
49
Fourth
Fifth
Sixth
Seventh
Eighth
Hill)
Accelerated
Reader
(Renaissance
Learning)
Open Court or
Reading Mastery
(SRA/McGraw
Hill)
Accelerated
Reader
(Renaissance
Learning)
Open Court or
Reading Mastery
(SRA/McGraw
Hill)
Accelerated
Reader
(Renaissance
Learning)
Literature and
Language Arts
(Holt, Rinehart
and Winston)
Accelerated
Reader
(Renaissance
Learning)
Literature and
Language Arts
(Holt, Rinehart
and Winston)
Accelerated
Reader
(Renaissance
Learning)
Literature and
Language Arts
(Holt, Rinehart
and Winston)
Accelerated
Reader
(Renaissance
Learning)
(Delta Educ.)
CA Science
(Harcourt)
CA Saxon Math
(Saxon)
CA Saxon Math
(Saxon)
CA Vistas
(MacMillan/
McGraw-Hill)
CA Vistas
(MacMillan/
McGraw-Hill)
Full Option
Science System
FOSS
(Delta Educ.)
CA Science
(Harcourt)
Full Option
Science System
FOSS
(Delta
Education)
CA Science
(Harcourt)
CA Saxon Math
(Saxon)
Pre Algebra
(McDougalLittell)
Algebra I
(McDougalLittell)
History Alive-CA
Series
(Teachers’
Curriculum
Institute)
Holt CA
Science: Earth,
Life and
Physical
Science
(Holt, Rinehart,
and Winston)
History Alive-CA
Series
(Teachers’
Curriculum
Institute)
Holt CA
Science: Earth,
Life and
Physical
Science
(Holt, Rinehart,
and Winston)
History Alive-CA
Series
(Teachers’
Curriculum
Institute)
Holt CA
Science: Earth,
Life and
Physical
Science
(Holt, Rinehart,
and Winston)
50
The above scope and sequence outlines the four core content areas of English Language
Arts, Mathematics, Social Studies/History, and Science for the nine years of study. An
outline of the California State Standards for each grade level are also included in
Appendix O.
ADDITIONAL INSTRUCTIONAL PRACTICES
PRIDE Program
Capitol Collegiate recognizes the importance of both an academic and a character
education. To prepare students for college, we cannot simply assume that their gradelevel proficiency will be enough to ensure their success and achievement. We also cannot
hold students accountable for high levels of behavior unless we specifically teach them,
just as we would teach reading or addition. As a result, Capitol Collegiate will teach
students the behaviors that we expect for a strong school culture, and those that will help
them to compete, lead, and achieve in college and in life. We will develop these skills
extensively over the beginning weeks of the school year and reinforce them as the year
progresses. These skills will include school behaviors such as raising your hand to speak,
listening to the person speaking, sitting up straight, following directions, and participating
in class. Further, we will develop habits that we expect students to display throughout the
course of their education including: completing all homework, taking responsibility for
actions, working towards quality output, managing time, taking good notes, remaining
organized, and being prepared for each day.
While we do not have a class to explicitly teach these character attributes to students, we
have developed a core set of operating principles and values with which to assess the
character development of students – PRIDE.





Prepared
Respectful
Integrity
Dilligent
Engaged
This character education will be infused in every part of the school culture. School
leaders will plan activities around these principles to strengthen school culture, teachers
will speak often about these principles to students, and students will adopt a common
language around their performance using these values. PRIDE will be referenced through
school culture and more explicitly taught in physical education, advisory, community
circle, enrichment, and additional classes, as warranted. PRIDE will be taught through
instruction, demonstration, discussion, quotes, environment, vocabulary, and role pays to
continuously reinforce those principles that will lead to student success. Some examples
of PRIDE values at school are included in Figure 1.21.
51
Figure 1.21: What PRIDE Can Mean
Completed homework; Bringing all required materials to class; Coming to
Prepared school in uniform; Having parents sign homework and notices
Raising hands; Listening while others are talking; Speaking in appropriate
Respectful tones and volumes; Following school and classroom procedures
Integrity
Dilligent
Engaged
Being honest about performance; Aligning actions with beliefs;
Encouraging classmates who are successful and those who struggle
Putting forth the greatest effort; Taking risks; Working with purpose;
Valuing quality over quantity; Demonstrating effort throughout the full day
Participating in class; Using complete sentences; Volunteering; Completing
class jobs; Asking questions; Build on other’s ideas; Singing along
PRIDE values will be used for individual and class positive and negative consequence
systems. The application of this will vary by academy, however the purpose will remain
the same: ensure that all students are exhibiting the behaviors necessary to be successful
in college. In order to do this as effectively as possible, we have differentiated the PRIDE
values to be developmentally appropriate. An example might be:

Foundations Academy: Students in grades kindergarten through four will earn
individual and class/group PRIDE points. These points will be allocated by the
teacher each day. The teacher will explain why students received the level of
points that they did as a way to build the metacognitive understanding of actions
and consequences. Students in kindergarten through the second grade may have
cards to represent their level of PRIDE, whereas students in grades three and four
will have PRIDE blocks displayed in the classroom. PRIDE reports will be sent
home to parents in order to communicate student work ethic and behavior with
families. PRIDE points will also contribute to determining student participation in
trips and activities.

Futures Academy: Students in grades five through eight will also earn individual
and class PRIDE points during the day, receiving an evaluation of their PRIDE
after each class. Unlike the Foundations Academy, however, the students in
Futures will have the opportunity to determine their own level of PRIDE before
receiving teacher input. This reflects the developmental level of the students as
well as the belief that students should internalize the PRIDE values after several
years at the school. Classes will have weekly competitions to see who had the
most PRIDE for the week, building anticipation and reward for reflecting strong
values. Students will also receive individual PRIDE points in the form of a
weekly paycheck. These points will determine a student’s eligibility for field
trips, activities, and rewards. These paychecks will also be given to parents as a
weekly behavior report for their children’s work ethic and behavior. Rewards for
PRIDE points will vary in frequency by grade within the Future’s Academy, as
52
older students should develop stronger intrinsic motivation and be able to wait
longer periods of time before being extrinsically rewarded.
While PRIDE and PRIDE points are important symbolic structures within the school, the
greater value is the character building that it produces. We know that in order to be
successful in college, students will need to perform at their highest level every day.
PRIDE is a system that actively holds all members of the school community accountable
for this level of performance. We want students to feel confident in their abilities as well
as their character. By allowing this level of reflection on a regular basis, we are providing
them with the tools to do so.
Sunrise Smarty
Before and after a student eats breakfast or lunch, he or she will have the opportunity to
complete “Sunrise Smarty” work, a monthly grade-appropriate packet of learning. These
activities will consist of review material from the previous day’s lessons, foundational
knowledge and skill building, and/or preoperational assignments for the lesson ahead in a
way that is entertaining and fun for students. An example might be tracing your name,
coloring different continents, completing math games, etc. It is a way to ensure that
students have something to do if they finish eating early and before classes go outside for
recess or to Community Circle.
INTEGRATION OF TECHNOLOGY
Technology can be an appropriate method for promoting meaningful learning and
allowing students to work on challenging problems for student-direct learning.
Technology also promotes the development of higher-order critical thinking skills.96
We have planned for ten (10) computers in each classroom. These computers will allow
for students to use the River Deep computerized reading program to support their literacy
development in kindergarten and first grades. It will also allow for increased computer
familiarity as students begin introductions to the proper use and geography of computers.
As the grade levels progress, students will begin to type assignments, create PowerPoint
presentations, and use Excel. Students will also have increasingly more assignments that
utilize internet research as part of the expository and research-based standards in the
California state curriculum. Students will be expected to use computers on a daily basis.
Classrooms will also have access to LCD projectors, television and DVD equipment,
cameras and recording equipment.
96
Our technology program and goals are based on the work completed at the following: Association for the
Advancement of Computing in Education, Center for Technology in Learning, Consortium for School
Networking, Focus on Technology, Institute for the Transfer of Technology to Education by the National
School Boards Association, and the Office of Educational Technology.
53
At the school level, computers will be individually available to every staff member and
there will also be public computers available for families. The internet will be available at
the school level and we will utilize a computerized gradebook, attendance program, and
parent communication system (in addition to the paper copies provided to families).
Families and teachers will be able to further communicate through the school’s web site,
which will keep an updated calendar of events, newsletter, and curriculum guide.
At Capitol Collegiate are:






An annual technology plan which clearly identifies learning goals to be achieved
through technology.
Technology supports the instructional learning goals. It is integrated into
instruction in meaningful ways so that it contributes to the attainment of high
standards by all students.
Technology is used for challenging, long-term projects that promote students'
higher-order thinking skills instead of merely for drill-and-practice programs to
improve basic skills.
All students have opportunities to use a variety of technologies to support their
work on authentic tasks.
There is a flexibility in managing the technology to ensure that all students and
teachers have equity of access.
The professional development component of the technology plan ensures that
every teacher has allotted time throughout the school year for professional
development relating to technology and its integration into the classroom.
Professional development in technology is directly applicable to the classroom
situation.
As the program grows, we expect to include increasingly larger levels of technology into
the classroom. Such technology could include such technology as mentioned on the NMC
Horizon Project Short List: Smart Objects, collaborative environments, mobiles and nextgeneration mobiles.
54
BEST PRACTICES FOR INSTRUCTION
Capitol Collegiate will utilize research-based best practices in classrooms and as schoolwide policies and procedures. We believe that encouraging the use of such practice as a
school will develop a strong consistency for students and clear expectation for teachers.
Below are some examples of instructional practices to be used:
Bloom’s Revised Taxonomy
Capitol Collegiate will use the revised Bloom’s Taxonomy (see Figure 1.22) in
constructing lessons. By using this framework, teachers will be able to ensure that they
are pushing students to higher order thinking and mastery of content. Below is a
framework that we will use to guide our planning.
Figure 1.22: Bloom’s Taxonomy
Knowledge
Dimension
Cognitive Processes
Remember Understand Apply
Analyze
Evaluate
Create
Retrieve
Construct Carry out
Break
Make
Put
relevant meaning from or use a
material
judgments
elements
knowledge instructional procedure into its
based on
together to
messages
constituent criteria and
form a
parts and
standards coherent or
understand
functional
relationship
whole
Factual
KnowledgeBasic elements
students must
know to be
acquainted with a
discipline.
Conceptual
KnowledgeInterrelationships
among various
elements within
larger structure.
Procedural
KnowledgeHow to do
something,
methods of
inquiry
55
Metacognitive
KnowledgeKnowledge of
cognition
including one’s
own
Foundations Academy
Team teaching will be used for certain literacy blocks as a creative way to lower the
student/teacher instruction ratio, provide for greater collaboration between teachers, and
allow for more teacher preparation time throughout the day. Teachers are able to plan
together and collaborate to best meet the needs of individual students, allowing for
greater consistency across classrooms and shared best practices among all staff members.
In the first year, we will have 133 students and seven (7) classroom teachers, providing a
teacher/student ratio of 1:19. We will divide students into groups of nine (9) based on
flexible-ability reading groups. Additionally, students will take: a daily mathematics
course that focuses on computation, another mathematics course that focuses on gradelevel problem-solving, as well as a daily math meeting each morning that focuses on
application and other critical math skills (calendar, money, number line, etc.).
The format of instruction in the Foundations Academy will be structured into frequent
and focused mini-lessons of material, providing for developmentally-appropriate
activities and learning opportunities. Teachers will create a series of objectives for the
day and structure several short (fifteen minute) lessons building up to mastery of those
objectives. These lessons should include explicit instruction, strong facilitation, and a
great deal of student repetition and practice. Through the variety of activities, students
will have the opportunity to practice and build a deeper understanding of the material. It
also gives the teacher an opportunity to informally check for student understanding.
Futures Academy: Gradual Release of Responsibility
Teachers will use the Gradual Release of Responsibility model (please see Figures 1.23
and 1.24 ), commonly referred to as the “I-WE-YOU” instructional process.
Figure 1.23: Gradual Release: I, We, You
Teacher Responsibility
Focus Lesson
“I do it”
(Teacher)
“We do it”
Guided Instruction
(Teacher/Student)
“You do it together”
Collaborative
(Student/Student)
“You do it
Independent
alone”
(Student)
Student Responsibility
56
Adapted from Doug Fisher & Nancy Frey, 2008



In the “I” stage, the teacher models the skill by having students watch while
he/she works through the new skill step-by-step. The teacher uses cognitive
modeling in order to help students understand what he or she is thinking about the
problem.
Teachers then allow the modeling to shift to the “WE” stage. Students might
have a chance to work through each step of similar problems, reinforcing the
same skill modeled earlier. Students may do this as a class with strong teacher
support, then in small groups reporting to the class, and then in pairs. In this
format, teachers give students the opportunity to take increasingly greater roles in
using the material.
Finally, the class moves to the “YOU” stage. This occurs when the teacher
assesses that the class is able to work independently on the material. Teachers
check for understanding as students work and provide support where necessary.
The primary purpose behind this model of instruction is to promote the growing
independence of students in the content. Throughout the course of the lesson, the student
should be able to complete the assignment independently and at higher levels than when
first introduced. Specifically, as the teacher gives more opportunity for students to
practice the work and simultaneously makes those groups smaller, students are provided
with more time and independence to work on problems autonomously. This leads to
greater retention and mastery as concepts are reinforced in appropriate intervals.
57
An example lesson plan for this model is shown below in Figure 1.24.
Figure 1.24: Gradual Release of Responsibility Lesson Planning Scope with guiding questions
DEPENDENT
SHARED
I Do It
INDEPENDENT
We Do It
Input
Modeling
You Do It (together/alone)

Guided Practice
Collaboration /Indep. Practice
Teacher
Teacher
Teacher
Demonstrates * Models * Thinks Aloud
* Explains * Questions (CFU) * Clarifies
* Responds (Praise, Prompt, Correct)
Observes * Questions (CFU) * Assesses progress
* Responds (praise, prompt, correct)
* Intervenes as necessary
Monitors * Responds * Acknowledges * Evaluates
*Assesses who needs intervention or extension
* Sets new goals
As students take more responsibility, how did you:





Student
Observes *Listens *Processes *Responds
*Interacts
Based on student responses, how did you:


assess students’ prior knowledge?
allow for student interaction?
How did you:



prepare students to ask probing/clarifying
questions?
allow students a variety of methods and
modalities in which to respond?
aide students in processing information?
H a nd
Interacts * Collaborates *Responds *Asks Questions

Student
o v er
o f
 make lesson objectives clear to your
students?
 connect to prior learning?
 build background knowledge?
 identify both academic & content vocabulary
so students can access new material?
 know that (all or a specific student) thought through
and formulated a response to (specify question)?
 provide corrective feedback to students?
 differentiate the modeling for students (think aloud
model, performance model)?
 provide multiple explanations for new concepts?
Re s po n s ib il it y
How did you:
How did you:

Teacher
Provide anticipatory set * Identifies objectives
& purpose (content-language-metacognitive)
* Provides input *Thinks aloud
* Questions (CFU)
assess their progress/understanding?
provide students with hands-on experience
and practice?
determine grouping (pairs, groups) for this
activity?
use scaffolds to help struggling students
understand the lesson?
support ELs (what scaffolds are in place)?
Student
Applies Learning * Takes Charge * Practices
* Problem Solves * Self-regulates * Self-corrects
How did you:



support students to use self-regulatory
strategies?
provide opportunities for students to
practice self-correction?
assist students in self-correcting their
relative strengths and weaknesses in regard
to the given task?
Instructional context, content & resources
In what way might you utilize materials (i.e. Universal Access materials, other materials) to further support students reading below level or ELs?
Have you provided a wide variety of media/texts throughout instruction? Specify.
How are your activities, homework and assessments directly linked to the standards?
How did you:



intervene with students who are not
ready to move on?
assess at the close of the lesson to
determine who has mastered content and
who needs further assistance?
extend the lesson for those who are
ready to move on?
Student
Collaborates * Initiates * Self-regulates
* Problem Solves * Self-assesses *Reflects
* Explores * Extends * Applies to new setting
How did you provide opportunities for students to:

connect concepts to future lessons and
explore real-life applications?

generate evidence of self-regulatory
strategies?

self-assess?

extend their learning?

initiate independent learning or more indepth study of content?
Independent Practice & Application
In-class practice: does the practice allow students to
transfer knowledge?
Homework: How is it tied to the lesson?
Application/Assessment: How did you go back to
the objectives to reinforce the goal of the lesson?
The Gradual Release Of Responsibility (GRR) model may be implemented in a single period/lesson or over the course of several days as a means of scaffolding instruction.
Because students’ content , language, and metacognitive needs vary, differentiation of instruction is recommended at key stages of the lesson, especially for struggling learners prior to assigning independent practice.
Whole School
Reading and Writing Across the Curriculum
Reading, oral, and written literacy are essential to the success of our students. To be
successful in college, students will need to be able to interpret and respond to texts with
confidence. Capitol Collegiate will therefore emphasize literacy across all content areas,
allowing students to:



Develop stronger reading comprehension
Access important material and evidence easily
Become familiar with a variety of different text samples
Students must be able to respond to texts both verbally and in writing, as both require
competence if students are going to be successful academically. Students must have the
opportunity to write and discuss their ideas as much as possible. Students will be required
to write every day and will be given meaningful feedback on that writing. Capitol
Collegiate will emphasize this writing component across each content area. Writing will
be assessed according to a commonly applied, grade-specific rubric, with special
emphasis on the content taught during that day or week. All content areas will hold
students to the same expectations as to quality, structure, and tone, although the content
will differ. In the lower elementary grades, students will be asked to read historical
stories and write responses to scientific hypotheses. In a middle school history class, for
example, students may be asked to respond to different primary source documents in
paragraph form and analyze the importance of these documents in the context of the
historical time period. In science, students may be required to analyze a scientific
experiment in paragraph form or to respond to hypothetical science scenarios based on
content-related prompts. Explicit vocabulary instruction will also take place in each
content area to best prepare students to appropriately and intelligently respond to a
variety of writing prompts.
Common Blackboard Configuration
All teachers at Capitol Collegiate will use the common Blackboard Configuration (BBC)
endorsed by educational expert Dr. Lorraine Monroe.97 The BBC (please see Figure
1.25) reinforces consistency of academic expectations by (1) providing a means to hold
teachers accountable for the content taught and the methods used to teach it, and (2)
providing students with clear communication about the expected outcomes for learning.
The BBC will require the following:

97
The class and date will be updated and posted on the board.
Best practice from Dr. Lorraine Monroe, Founder of the Lorraine Monroe Leadership Institute.
Application content adapted from Achievement Prep in Washington, D.C.





The Aim will indicate a broader learning objective for the material being taught
and will correlate directly with content
Figure 1.25: MODEL BBC
and performance standards.
Objective(s) will provide the specific
8th Grade Literature
November 8, 2011
goal(s) for the day. The objective(s) will
be measurable, ambitious learning goals
Aim: Determine how central characters’ qualities
influence the development of the conflict.
that are directly connected to standards
developed in the curriculum.
Objectives: SWBAT* identify all central characters in
Q2 (Quick Questions) is a silent, pen to
the play.
SWBAT identify qualities of each character
paper 4-5 minute activity that focuses
based upon the reading.
students immediately on class work and
SWBAT identify developing conflict.
allows the teacher to quickly assess
SWBAT identify all factors contributing to
the development of the conflict.
student understanding of a specific topic.
The Q2 will begin in third grade.
Q2: Reading Quiz
Agendas for each class will be developed
Agenda: Q2: Quiz
and written by teachers so that the content
Review of last night’s reading
for the lesson is explicitly listed in small
Read aloud and discussion
Review Objectives
time
increments,
providing
clear
expectations for students and holding the
Homework: Read pp. 42-79 (due tomorrow). Prepare
teacher accountable for pace.
a plot analysis of the play including a
descriptive timeline of events occurring up
Homework is required in all academic
through Act I Scene 4 (due Wednesday).
classes each day, and provides students
*SWBAT = Students will be able to . .
with the opportunity to practice and
reinforce that day’s skills and content
knowledge.
Additional Proven Instructional Techniques. 98
We will use a variety of instructional techniques that reinforce student expectations.
These techniques have been used by effective teachers in high-performing schools
nationally and can be categorized in three areas:



Behavioral
Academic
Advanced (the expectation that all students achieve)
Listed in Figure 1.26 are examples of proven instructional techniques that will be
employed by all members of the Capitol Collegiate community:
Intentionally using these techniques as part of a school’s programming and culture was inspired by Doug
Lemov, Founder and Former President of School Performance, Managing Director of Uncommon Schools’
True North Network, Founder of Rochester Preparatory Charter School in Rochester, NY, and Founding
Principal of the Academy of the Pacific Rim in Boston, MA. Mr. Lemov is a leader among training school
leaders in school design, curriculum and assessment and use of student data.
98
59
Figure 1.26: Instructional Techniques
TECHNIQUE
TYPE
DESCRIPTION
Approach that encourages teachers to enforce compliance
Sweat the
Behavioral with every expectation, including aspects that may seem
Details
minor.
Technique in which a teacher instructs students to
complete a procedure or process that has been practiced
Do It Again Behavioral
and demands that students repeat the process if it is not
done well or by all students.
Behavior: Method in which a teacher demands everyone’s
full participation to complete a task or activity associated
with learning and will not continue instruction until all
Behavioral
students have complied. Academic: There is a difference
100%
&
between right and partially right. When responding to an
Academic
answer in class the teacher holds out for an answer that is
100% right. Students should not be told an answer is
correct when it is not.
Many teachers respond to a correct answer by saying
“good” or “right.” With this technique a teacher can push
students to higher standards by asking them to “stretch”
Stretch It
Academic
their answer by explaining how they arrived at an answer
or asking them to answer a more complex question that
builds on that same concept or standard.
Method in which the teacher purposefully minimizes the
time spent talking to afford more opportunities for the
Ratio
Academic
class to lead instruction by answering questions as a group
or individually.
Process in which a student who answers incorrectly is not
able to give up on the learning process. We have high
expectations for student performance and a teacher should
not accept “I don’t know” for an answer. Instead the
teacher should prompt the student to answer a clarifying
No Opt Out
Academic
question, or push the student to attempt to answer. If the
student genuinely does not know the answer the teacher
will call on a fellow classmates to assist, and then the
student will be asked the same question or be given a
similar question to answer correctly.
Strategy that combines a caring tone with a ‘no
exceptions’ standard of behavioral expectations. Often
Warm/Strict Advanced
used by teachers to build culture and set the tone inside
their classrooms.
Technique used by teachers to reward students with praise
using very specific examples that are meaningful and
Precise Praise Advanced
genuine. For example: “Lisa you did a great job using
three distinct adjectives to describe the main character.”
60
Checks for Understanding
Assessing student learning on a regular basis is critical for ensuring student mastery.
Research states that the most effective teachers ask an average of 24 questions during a
50-minute period.99 These checks for understanding are meant to check for a variety of
student behaviors and knowledge including:






Attention
Engagement
Knowledge
Process and conceptual understanding
Lingering confusion or questions
Mastery
The most important components of checks for understanding are that they are deliberate
and purposeful. This includes a variety of methods such as:







Direct questioning and paraphrasing
Written responses
Think-Pair-Share
White boards
Small group quick discussions
Use of signs or cues
Choral response
This check for understanding can produce clear results as to determining what students
know and are able to do. Students will be at one of three learning areas: no learning, rote
learning, or meaningful learning. Rote learning indicates that the student can recall, but
not transfer information, whereas meaningful learning indicates that a student is able to
transfer and apply content to new problems.100
We will also utilize Costa’s levels of questioning (please see Figure 1.27) in our
approach. This approach uses three levels to determine the mastery depth of a student.
99
Gabriela Mafia shared this and other best practices for educators during a session on Academic and
Curricular leadership at the University of Southern California. (2009).
100
Porter and Brophy (1988) and Mager (1968) both commented on the importance of these checks. Their
work is seminal in the literature today.
61
Figure 1.27: Levels of Questioning
Level One
Defining
Describing
Identifying
Listing
Scanning
Reciting
Observing
Naming
•
•
•
•
Analyzing
Comparing
Grouping
Contrasting
Sequencing
Level Two Inferring
Synthesizing
•
•
•
Applying a
Imagining
principle
Judging
Evaluating
Level Three Predicting
Hypothesizing
Speculating
•
•
•
What is the definition of "lunar eclipse?“
(definition)
How can we express the equation
2x (4-5y) =3y=26 in three ways (list)
Which states seceded from the Union to form
the Confederacy? (identification)
How does "The Road Not Taken“ (Frost)
begin? (recitation)
In Native Son how does Bigger Thomas'
violence against his gang members reveal a
deeply-rooted insecurity and fear of people?
(analysis)
How does the term "manifest destiny" capture
the essence of western expansion in the
United States? (synthesis)
If the moon is full Aug. 17, July 18, and June
19, when will it be full in April? (inference)
Using the principle of commutative property,
how can we find out the number of apple
trees in an orchard having 15 rows, 5 trees
each? (application)
Which of the characters in Great Expectations
suffered the most? (judgment)
In Catcher in the Rye, how might Phoebe,
years later, describe Holden to her children?
(speculation)
Student Practice
Finally, we will utilize four base methods for student practice: Writing, Inquiry,
Collaboration, and Reading (please see Figure 1.28). These strategies will be the primary
foundations for how learning is developed and informally assessed throughout class.
62
Figure 1.28: Writing, Inquiry, Collaboration, Reading Chart








W
I
Writing
Inquiry
Costa’s Levels of Questions
Skilled Questioning
Socratic Seminars
Quick-write Discussion
Critical Thinking Activities
Writing Questions
Open-Mindedness Activities
Pre-write
Draft
Respond
Revise
Edit
Final Draft
Class and Textbook Notes
Learning Logs/Journals







C






Collaboration
Group Projects
Study Groups
Jigsaw Activities
Response/Edit/Revision
Groups
Collaborative Activities
R







Reading
Survey, Question, Read, Recite,
Review (SQ3R)
KWL (What I Know, What to
Learn, Learned)
Reciprocal Teaching
“Think Alouds”
Reader Response
Graphic Organizers
Vocabulary Building
Within this framework, students will be held accountable for their learning in a variety of
different ways. They will also be able to share that learning through a variety of
modalities, therefore building both skill and will in student performance.
Curriculum Design
Marzano, a leading national expert on curriculum design, identifies several school-level
factors of effective schools. These factors are researched-based strategies that provide
guidance towards developing a strong curriculum supporting student performance and
confidence in their abilities. Some of these strategies are outlined below in Figure
1.29.101 The primary groups that are consistently executed at high levels in the most
effective schools nationally are course curriculum, lesson design, and classroom
management. When these three areas are implemented at high levels, schools can be sure
that staff and students know where they are going and what they want to achieve, how
101
Marzano, Robert. (2001). Classroom Instruction that Works: Research-based strategies for increasing
student achievement. Association for Supervision and Curriculum.
63
they will get there, and what it will take in order to be successful. Having such clear
expectations and goals in the form of an academic program supports a college
preparatory mission and a strong academic environment.
Figure 1.29: School-Level Factors of Effective Schools
School-Level Factors of Effective Schools
The most important component is to have a guaranteed and viable curriculum with a
clear opportunity to learn for all students. This opportunity to learn must include the
intended, implemented, and attained curriculum for students.
Learning goals
 Teachers must know goals and plan instruction around these
learning goals and articulate these to students

Teachers must specify aspects of content to be addressed
Transfer of knowledge
 Teachers structure classroom tasks to facilitate construction of
meaning
 Logical progression of content is key to mastery
 Multiple exposure and complex interactions
Classroom
Curriculum  Minimum of four exposures needed to integrate into existing
knowledge base
Design
Action Steps:
 Identify declarative and procedural knowledge in content which are
focus of instruction
 Present new content multiple times (variety of input modes and
modalities)
 Distinguish skills and processes students are to master
 Present content in groups or categories that demonstrate the critical
features of the content.
Elements of lesson design
 Anticipatory set
 Objective and purpose
 Input
 Modeling
Instructional  Checking for understanding
 Guided practice
Strategies
 Ind. Practice
Action Steps
 Teachers need instructional framework that considers 3 categories
• Regular interval
• Input experiences
• Reviewing, practicing and applying
 Establishing and enforcing rules and procedures
Classroom
 Carrying out disciplinary actions
Management
 Teacher and student relationships
64
SCHEDULE
Academic Calendar
In order to make certain the success of our mission, it is critical that students are given
more time in the classroom.
Extended learning time is a strategy we will use to ensure that all students master the
knowledge, skills, and mindsets necessary to realize this vision of success. This includes
additional time in the critical areas that will help to determine the achievement of
students in their continued education: reading, writing, and mathematics. In Ten Steps to
Doubling Student Performance, Allan Odden states that schools that greatly improved
and maintained high levels of student achievement “set aside a large amount of time for
the most important subjects, particularly math and reading… nearly all districts and
schools ‘protected’ instructional time for core elementary subjects, particularly
mathematics and reading. The time when instruction was being provided for these
subjects, especially at the elementary level, was buffeted from interruptions, intercom
messaging, trips to the principal office, etc. Everyone in the school knew that this time
was to be used to provide instruction in reading and mathematics, period, and was to be
used for nothing else.”102 To accomplish this, Capitol Collegiate will operate with an
extended school day and year, as well as extended professional development for teachers
to target individual student achievement.
Extended Learning Time
The academic calendar for Capitol Collegiate will be significantly longer for both
students and teachers than the traditional public school calendar. The first day of school
for students will be August 22, 2011 and the last day of school for students will be June
20, 2012. The school doors will open for all students at 7:30AM, with the school day
officially closing for students at 4:00PM. (The school day will end at 5:00PM for
students in the fourth through eighth grades.) Students in kindergarten through third
grade will receive fifteen hours of English Language Arts instruction per week in
additional to at least seven hours of math instruction per week. This extended time in core
subject areas will prepare students for success throughout their academic careers.
Extended Professional Development
Capitol Collegiate will also operate a longer year for teachers through over 20 full
professional development days throughout the year in addition to shortened days once per
week for three hour staff development sessions. This extended professional development
time will allow teachers the space to collaborate with peers, analyze student data,
construct action plans for individual students, and study best practices to ensure student
102
Odden, A. (2009). Ten Steps to Doubling Student Performance. Corwin Press.
65
achievement. Research regarding resource allocation and professional development
indicates that extensive professional development time is one of the most critical
components put into place by high-performing and improving schools.103 Capitol
Collegiate will provide teachers with extended time monthly and significant time weekly
to address professional development needs, as many teachers typically must engage in
these efforts on their personal time and over the summer otherwise.
Extended Assessment
All early elementary students at Capitol Collegiate will be given regular assessments
focused on their literacy acquisition and development as well as their grade-level math
abilities. Beginning in second grade, students will be given interim assessments regularly
throughout the year. These assessments will allow teachers to determine mastery of
standards. “Data Use for School Improvement: Effective Practices for School
Improvement” identifies assessments as important tools in providing teachers with the
data necessary to pinpoint levels of student performance, but that it is the analysis of that
data which promote the knowledge of teachers and their ability to target individual
student needs104 “While no set of state tests are perfect, the places producing gains in
student learning go far beyond state tests and incorporate more data on student
performance, and use it in implementing a cycle of continuous instructional improvement
that continuously toggles between data on student performance – formative, benchmark
or summative, curriculum and instructional strategies, and their impacts on student
achievement”105 Capitol Collegiate will provide teachers with the time and professional
development required to assess student mastery on assessments and provide an accurate
picture of student performance to discuss with families. Additionally, parent conferences
will be held three times per year to share student mastery information with families.
(Please see school calendar in Element 1 and Family Involvement for more detail.)
Parents will also be given quarterly report cards of their child’s achievement. If at the end
of the year there is concern over a student’s mastery of specific standards, an intensive
week of review will be given to those students. This time may be extended to a two-week
period for students in the fourth through eighth grades. We will ensure that we take every
step possible to provide students with the opportunity to access the curriculum.
Homework
Capitol Collegiate will provide students with more time in school, as well as provide
students with daily homework assignments to extend student learning outside of the
school day. Students in all grades will receive homework, varying in length depending on
grade level. All students will be held accountable for completing homework assignments,
103
Odden, Archibald, Fermanich, & Gallagher. (2002). A Cost Framework for Professional Development.
Journal of Education Finance. Vol. 28, No. 1.
104
Wayman, J.C. & Stringfield, S. (2006). “Data Use for School Improvement: School Practices and
Research Perspectives.” American Journal of Education. Vol. 112.
105
Odden, A. (2009). Ten Steps to Doubling Student Performance. Corwin Press.
66
with homework focused on the reinforcement of material covered in class. These figures
are generally in-line with the recommendations of the PTA. Please see Figure 1.30 for
more detail.
Figure 1.30: Minutes of Homework Per Night and Per Year in Each Subject106
Grade
Grade
K
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Reading/
English
Language
Arts
Science
Social
sciences
Total
Minutes
Per
Night
Writing
Math
10-15
-
5
-
-
15-20
10-15
-
10
-
-
20-25
15-20
10
10
-
-
35-40
15-20
10
10-15
5
5
45-55
15-20
10
10-15
10
10
55-65
20-25
10-15
10-15
10
10
60-75
20-25
10-15
10-15
10-15
10-15
60-85
20-30
20
15-20
10-15
10-15
75-100
20-30
20
15-20
15
15
85-100
Academic Calendar for the 2011-12 School Year
Summer Teacher Professional Development
In order to prepare for the successful opening of Capitol Collegiate, teachers will begin
professional training on July 25, 2011 for a four-week professional development block.
This summer teacher session will reduce to three weeks in subsequent years, with the
additional week added during the first year in order to address the one-time requirements
and trainings necessary for year one of a new school.107
This professional development will be followed by 12 full days and an additional three
hours per week of development time during the school year. The July and August
106
Protheroe, N. (2009). Good homework policy. Principal. V89, n1. Warkentien, S., Fenster, M.,
Hampden-Thompson, G., &Walston, J. (2008). Expectations and reports of homework for public school
students in the first, third and fifth grades. National Center for Education Statistics. Cooper, H. (2008).
Homework: What the research says. National Council of Teachers of Mathematics.
107
The importance of extended professional development time before the start of the school year as well as
during the school year are outlined explicitly in: Odden, A. (2009). Ten Steps to Doubling Student
Performance. Corwin Press. This text pushes the importance of professional development hours and
strategic placement of those hours as critical components of teacher performance in urban schools.
67
professional development calendars are found in Figure 1.31 and are included in Figure
1.32. The blocks colored in red include the four weeks of summer staff professional
development, with four days available for small-group family orientation in orange.
Parent orientation will be the responsibility of school leadership in order to give teachers
more time to plan for the start of the year. Family orientation will also give families the
opportunity to bring their children to see and acquaint themselves with their new
classrooms and school environment.
Figure 1.31: Summer Professional Development for Staff
July (2011)
Sun
M
Tu
W
August
Th
F
Sat
1
2
Sun
M
Tu
W
Th
F
Sat
1
2
3
4
5
6
3
4
5
6
7
8
9
7
8
9
10
11
12
13
10
11
12
13
14
15
16
14
15
16
17
18
19
20
17
18
19
20
21
22
23
21
22
23
24
25
26
27
24
25
26
27
28
29
30
28
29
30
31
31
Full School Calendar: 2011-12
Students will attend school for 192 days. School days will have extended time with every
Wednesday shortened by three hours for professional development. Please see Figure
1.32: Annual School Calendar on the following page.
68
Figure 1.32: Annual School Calendar
69
Extended Time – Value Added Comparison
Extended time is a critical component of ensuring that students are prepared to compete,
achieve, and lead in high school and in college.108 Figure 1.33 outlines the time
comparison of students at Capitol Collegiate with traditional models.
Figure 1.33: Time Comparison of Traditional Models vs. Capitol Collegiate
Time Comparison of Traditional Models vs. Capitol Collegiate
Kindergarten
Model
Traditional Public School
Capitol Collegiate
Instructional
Days
180
192
Average Daily
Instructional
Hours
3.33
7.6
Total Annual
Hours
599.4
1459.2
*Based on kindergarten hours of a 9:00 start to 12:20 dismissal for traditional schools.
Grades 1-4
Model
Traditional Public School
Capitol Collegiate
Instructional
Days
180
192
Average Daily
Instructional
Hours
5.62
7.6
Total Annual
Hours
1011.6
1459.2
Grades 5-8
Model
Traditional Public School
Capitol Collegiate
Model
Traditional Public Schools
Capitol Collegiate
Instructional
Days
180
192
Total Hours
K-8
8965.8
13900.8
Average Daily
Instructional
Hours
6
8.6
Total Annual
Hours
1080
1651.2
Total Days*
1545.83
2396.69
ApproximateTotal
Years of
Traditional School
9
13
*Based on average traditional school day hours, grades 1-8. (Average is 5.8 hours per day).
Over the course of nine years, Capitol Collegiate will offer 850 more
traditional school days, over four full years of school, than the
traditional public school model.
108
Odden, A. (2009). Ten Steps to Doubling Student Performance. Corwin Press.
70
Daily Schedule
Capitol Collegiate operates with the mission to prepare students in kindergarten through
eighth grades to compete, achieve, and lead in college and in life. In order to achieve this
mission, it is critical that Capitol Collegiate provide its students with a focused and
extensive literacy curriculum, targeted numeracy and mathematical skills in both math
procedures and problem solving, and access to a standards-based science and social
sciences curriculum. Additionally, in accordance with Education Code Sections 51210
and 51222, students in grades one through six will receive 200 minutes and students in
grades seven and eight will receive 400 minutes of physical education every ten days. 109
Capitol Collegiate will operate with an extended school day to accommodate these
academic needs. A typical school day will extend from 8:00 AM when classes begin for
students until 4:00 PM for students through grade four and until 5:00 PM for students in
grades five through eight.110 Students in Kindergarten through grade four will have the
opportunity to remain at school until 5:00 PM if their parents would like additional
tutoring time for them. On Wednesdays, dismissal for all students will be at 2:00 PM to
allow for professional development and collaborative planning time.
Schedule
Figure 1.34 provides a sample schedule for students at Capitol Collegiate. This plan
reflects students in Kindergarten through grade eight, or when the school is fully
enrolled. Monday, Tuesday, Thursday, and Friday follow a common schedule with
Wednesday shortened to accommodate staff development.111
Figure 1.34: Sample Schedule
Time
7:30 7:45
7:45 8:00
CAPITOL COLLEGIATE DAILY SAMPLE SCHEDULE:
Monday, Tuesday, Thursday Friday
Kindergarten - 2nd Grades
3rd - 4th Grades
5th - 8th Grades (Sample)
Morning Activities: Homework Collection, Breakfast, Sunrise Smarty Work
SCHOOL DAY BEGINS (at 8:00am)
109
http://www.cde.ca.gov/be/st/SS/documents/pestandards.pdf.
Paulson, Amanda. (November 1, 2009). “Will a longer school day help close the achievement gap?”
Christian Science Monitor. This article highlights the tremendous gains in student achievement that schools
with longer school days have developed. These gains significantly outperform surrounding schools, and the
article argues that longer school days with more rigorous curriculum may be the reason why.
111
Drawing on a best practice used by many high performing urban charter schools, Capitol Collegiate will
have a modified scheduled every Wednesday to allow for staff professional development. These staff
development sessions will cover data analysis, instructional feedback, collaboration, co-planning time, and
school culture and management strategies. All students will formally begin school at the regular time and
depart at 2:00pm on Wednesdays.
110
71
8:00 8:15
8:15 8:30
8:30 8:45
8:45 9:00
9:00 9:15
9:15 9:30
9:30 9:45
9:45 10:00
10:00 10:15
10:15 10:30
10:30 10:45
10:45 11:00
11:00 11:15
11:15 11:30
11:30 11:45
11:45 12:00
12:00 12:15
12:15 12:30
12:30 12:45
12:45 1:00
1:00 1:15
1:15 1:30
1:30 1:45
1:45 2:00
2:00 2:15
2:15 2:30
2:30 -
Community Circle
Independent Reading
Morning Math
Morning Math
Literacy Block 1: ReadAloud, Phonics and
Vocabulary
Reading/Literature I
Reading/Literature
Literacy Block 2: Practice
and Comprehension
Mathematics
Math: Procedures
RECESS
Mathematics I
Mathematics II
Writing and Conventions
Literacy Block 3: Writing
Reading/Literature II
Math: Problem Solving
LUNCH and Physical Education
ENRICHMENT:
Art, Language, Music
ENRICHMENT
ENRICHMENT
DROP EVERYTHING AND READ (D.E.A.R.)
Social Studies or Science
Social Studies or Science
Social Studies or Science
Social Studies or Science
Social Studies or Science
Social Studies or Science
RECESS
RECESS
BREAK
Mathematics II
Writing and Conventions
Foreign Language, Law,
72
2:45
2:45 3:00
3:00 3:15
3:15 3:30
3:30 3:45
3:45 4:00
4:00 4:15
4:15 4:30
4:30 4:45
4:45 5:00
and Government
Choice Time/ Academic
Play
Teacher Planning Time
OR Academic Support
Law and Government
(Civics and Community)
OR Science Stars;
Language
Teacher Planning Time
OR Academic Support
Law and Government
(Mock Trial, Model UN,
Speech and Debate) OR
Science Stars
Enrichment/Physical
Education/Academic
Support
Advisory/Homeroom Check-Ins, Homework
Review
The schedule for Wednesday is provided in Figure 1.35.
Figure 1.35: Wednesday Schedule
Time
7:30 7:45
7:45 8:00
CAPITOL COLLEGIATE DAILY SAMPLE SCHEDULE:
Wednesday
Kindergarten - 2nd Grades
3rd - 4th Grades
5th - 8th Grades (Sample)
Morning Activities: Homework Collection, Breakfast, Sunrise Smarty Work
SCHOOL DAY BEGINS
8:00 8:15
8:15 8:30
8:30 8:45
8:45 9:00
9:00 9:15
9:15 9:30
9:30 9:45
9:45 10:00
10:00 10:15
10:15 -
Community Circle
Morning Math
Morning Math
Advisory and Independent
Reading
Literacy Block 1: ReadAloud, Phonics and
Vocabulary
Reading/Literature I
Reading/Literature
Literacy Block 2: Practice
and Comprehension
Mathematics: Procedures
Math: Procedures
RECESS
Mathematics I
Mathematics: Problem
Writing and Conventions
73
10:30
10:30 10:45
10:45 11:00
11:00 11:15
11:15 11:30
11:30 11:45
11:45 12:00
12:00 12:15
12:15 12:30
12:30 12:45
12:45 1:00
1:00 1:15
1:15 1:30
1:30 –
2:00
2:00 2:15
2:15 2:30
2:30 2:45
2:45 3:00
3:00 3:15
3:15 3:30
3:30 3:45
3:45 4:00
4:00 4:15
4:15 4:30
4:30 4:45
4:45 5:00
Solving
Mathematics II
Reading/Literature II
Math: Problem Solving
LUNCH and PE
Enrichment: Physical
Education
Enrichment: Physical
Education
Enrichment: Physical
Education
DROP EVERYTHING AND READ (D.E.A.R.)
Choice Time: Literacy,
Math, Advanced Centers
Weekly Assessment
Community Circle
Weekly Assessment
STAFF DEVELOPMENT
74
ADDITIONAL SUPPORTS FOR TARGETED STUDENTS
Students Achieving Above Grade Level
Capitol Collegiate’s structured learning environment and academic program are designed
to promote and support student achievement. Whether a student enters Capitol Collegiate
several grade levels behind or with advanced academic standing, we believe all students
should receive the support needed to reach their personal bests, all potentially reaching
mastery of the content at various points in the year. We will provide that support to
advanced students, just as we will provide support to students who struggle with mastery.
Using assessment data, we will identify our more advanced students and ensure that the
curriculum and pace of instruction is challenging enough to accelerate their learning. The
use of flexible ability grouping will allow differentiation in the pace of instruction for
students with different academic needs, without separating materials covered in class.
Students who are reading above grade level, for example, will participate in a reading
seminar of advanced texts and textual analysis in place of the decoding class. Students
who excel in math and science may receive special projects in place of subject material
that has already been mastered. In social sciences, advanced students may work with
primary sources or complete analytical activities on pieces of historical evidence or read
more advanced texts. Just as individualized instruction after school may be used for
students who are struggling, the same basic principles of differentiation can be applied to
advanced students. Additionally, students will be able to access advanced content in their
favorite areas during enrichment class.
If these accommodations are insufficient, the Dean of Academics will work with teachers
to provide additional support for those students who require it. Reviewing each student
individually, we will ensure that we are making the best accommodations for gifted and
advanced students in order to best meet their academic needs.
English Language Learners 112
As a school located in South Sacramento, Capitol Collegiate expects a significant number
of English Language Learners (ELL). Based on the population of elementary and middle
schools in the proposed school area, approximately 40% of students may be ELL. It is
imperative to the mission of the school that this population of students achieves at the
same level as any other subgroup.
112
Many of these strategies are best practices used by traditional and charter public schools. The California
Department of Education endorses these best practices on their website:
http://www.cde.ca.gov/be/st/ss/documents/eldstandards.doc. These strategies represent potential tools we
will use in our instruction of students.
75
Compliance, Student Identification, and Support Services
Capitol Collegiate will serve its ELL students in accordance with all applicable Federal
Laws and Regulations and in compliance with California state law.
The instructional staff of Capitol Collegiate will adhere to the following plan with ELL
students:





Upon enrollment into the school, all students will receive a home-language survey
of languages spoken in the home.
Students whose dominant language is not English will receive assessment of
English proficiency including the Language Assessment Scales (LAS).
Capitol Collegiate will report the number of ELL students attending the school to
the district and the state.
Educational Programs will be responsive to these specific needs and in
compliance with state and federal guidelines.
Capitol Collegiate will make adjustments to this plan as needed, in the best
interest of each student’s achievement.
The primary objective for all services delivered to ELL students at Capitol Collegiate is
to provide a structured support system to help students gain English proficiency. We want
all students to gain full access to the curriculum as soon as possible and will adopt the
best and most proven strategies to help them do so. The curriculum and support provided
to these students will be selected primarily on the basis of quickest acquisition of English.
Because a variety of languages may potentially be spoken at the school as a result of the
rich diversity of the area, Capitol Collegiate will not specifically target any one language
in the curricular program. Instead, we will respect the home language of all students and
appreciate the strong heritages from which they originated. In order to reach our goals of
strong English proficiency we will provide a developmentally appropriate approach to
English.
Identification of Limited Proficiency Students
In compliance with the Office for Civil Rights (OCR) in the U.S. Department of
Education, parents will complete a language questionnaire upon enrolling at Capitol
Collegiate. If on this questionnaire the parent indicates that the student speaks a language
other than English or that English is not the primary language spoken at home, the
students will be classified as having a primary language other than English (PHLOTE).
However, more information will be collected regarding the English proficiency of the
students, as there could be additional contextual information leading to a correct
assessment of the student’s English proficiency. For example, the student may have spent
some of his or her life in a foreign country, the student’s grandparents speak a language
other than English at home, or English may be spoken slightly less than 50% of the time
but still has a significant presence in the home. Such situations should not lead to a
76
student being placed in a program for Limited English Proficiency (LEP) children.113
Our goal is to ensure that we have accurately assessed and classified the language
abilities of our students to ensure that we are serving them in the most effective way.
Instructional Practices for English Language Learners
Capitol Collegiate will educate all ELL LEP students in Structured English Immersion
(SEI) classrooms. Additionally, ELL and LEP students will have access to tutoring and
instructional support in the afternoons and as needed.
SEI has repeatedly been shown to be the most effective way of ensuring that LEP
students master English and meet high academic skill and content standards:
Two years after the passage of California’s proposition 227 (mandating SEI
classes) the Institute for Research in English Acquisition and Development
(READ) concluded LEP students had improved in all subjects due to the
elimination of bilingual education and implementation of structured immersion.
Further, the greatest gains were made in school districts that implemented the
most intensive English-immersion programs (Amselle & Allison, 2000).
Although LEP students in all grade levels showed improvement, the younger
students seem to have benefited most from English immersion. This corresponds
to the results reached by Johns Hopkins University linguists. (Brownlee, 1988)114
SEI provides a more structured approach to learning English and bends English grammar
and vocabulary instruction with the teaching of content.115 Federal law expects school
programs for ELL students to be based on sound educational theory, to provide ELL
students the opportunity to participate with the other students in the educational offerings,
and to show evidence of producing academic success.116 As a result, our SEI program is
designed to:




mainstream all ELL students;
accelerate achievement through the program’s focus on teaching English to
learners from the beginning;
ensure that academic progress is continuous; and
continually assess ELL students’ academic progress.
In this program, ELL students will receive the same academic material as those students
who are native speakers of English. All classroom instruction will take place in English.
However, the level of English used for written and spoken instruction will be modified
appropriately for ELL students with the stated purpose of holding every student to high
academic standards. In this regard, we will not pull ELL students out of core subjects for
113
Ibid, pg. 6.
Structured English Immersion, A Step-by-Step Guide for K-6 Teachers and Administrators, by Johanna
J. Haver, p.xi, 2003.
115
Ibid. p. xv.
116
Ibid.
114
77
English support, nor will ELL students be excluded form any extracurricular activity
based on their English proficiency.
All ELL students will be in their regular classrooms for instructional time. Our classes
are structured with teacher-center direct-instruction programs, which are geared to all
literacy learners, especially ELL students. In addition, ELL students have tutoring time in
small like-skilled groups, homework tutors, and adequate homework time. Further, our
primary grade ELL students will utilize the River Deep Early Reading (computer-based)
adaptive reading program which targets Kindergarten through third grade students in
three levels (emergent, beginning and fluent) with individually paced daily instruction.
Data in Support of Programmatic Plan
In our K-8 program we know that ELL students “respond well to a plan of instruction in
which each aspect of the language builds on another, with plenty of opportunities for
practice…The goal is for [ELL students] to gain fluency in English as quickly as possible
in a non-threatening setting and to move gradually into the mainstream, the place where
the challenging classes abound, and learn with the other children.”117
Because of immigration patterns in Sacramento specifically, a large numbers of nonEnglish speaking students are in South Sacramento schools. The debate over the most
effective way to educate these ELL students has, as a result, intensified. Research and
data indicate that a structured approach to teaching English, while respecting the home
language and culture of students, is the most proven strategy for building English
proficiency and academic success in students.
Assessment, Monitoring, and Exit Criteria for Students
Students identified as ELL will be assessed on at least an annual basis to determine their
progress in English proficiency. These students will take the California English Language
Development Test (CELDT) test annually until they are reclassified as fluent English
proficient (RFEP). After reclassification, they will be closely monitored to ensure
ongoing proficiency.
In addition to the CELDT, Capitol Collegiate will monitor the progress of ELL students
with regular English proficiency assessments throughout the year. We expect that the
results of this data will expedite the rate of students gaining proficiency throughout the
year. Our goal is for kindergarten and first grade students to be proficient within seven
months. The state expectation for English proficiency is set at three years.
We will assess student proficiency at the school by using the Language Assessment
Scales (LAS), student performance on benchmark exams, teacher observations, and oral
fluency assessments. Specifically, proficiency development will be assessed through the
following goals:
117
Ibid.
78





ELL students will be proficient in English within three years to meet school
benchmarks and within three years to meet state benchmarks
ELL students are proficient in English Language Arts by demonstrating
proficiency or advanced levels of performance on the California Standards Test
ELL students make strong academic growth on all standardized and benchmark
exams
ELL students demonstrate increased oral fluency, as measured by the classroom
instructor
ELL students advance in grade level at the end of each academic year, providing
evidence of mastery of content in the four core subjects
Should a student at Capitol Collegiate not make the progress expected, that student’s
academic plan will be adjusted as needed to better suit the individual needs of the student.
Staffing Plan for English Language Learners
Capitol Collegiate will make every effort to recruit and hire teachers for our ELL
population. This effort will focus on hiring teachers who are ESOL (English for Speakers
of Other Languages) certified and will place a special emphasis on teachers who speak
the predominant languages of those spoken by ELL and LEP students, as well as hiring
for all areas required by the California Commission on Teacher Credentialing (CTC).
This will allow education staff to provide stronger instruction within the immersion
classroom as well as better enable the school to communicate with parents. Teachers who
require it (working within an immersion classroom and working with parents) will be
certified with English learner authorization to work with English learners.
English Language Learners and English Language Development (ELD)
Capitol Collegiate fully appreciates and remains incredibly sensitive to the challenges
that English Language Learners face and will do everything we can to support their
needs. We will combine the support structures already in place within the traditional
classroom with strategies and lessons in which English Learners are incredibly engaged.
We will specifically teach ELD standards and requirements within Literacy Blocks 1 and
2 in our daily schedule. ELD will be taught in small groups based on student need.
In addition to SDAIE strategies mentioned, students will receive specific ELD
instruction. This instruction will include all of the standards, as outlined by the
California Department of Education
(http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf). These standards outline
specific strategies that teachers should utilize and explicitly state what students need to
know to be able to master English Language Arts. The CDE states: “Teachers are to
monitor the students’ acquisition of English and provide correction so that kindergarten
students working at the advanced ELD level and students in all other grades working at
the early advanced level will have internalized English-language skills to such a degree
that the teacher will often observe the students correcting their own grammar, usage, and
word choices in speaking, reading, and writing.” We absolutely commit to this level of
79
instruction for a minimum of 30 minutes per day with students. This instruction will
occur during the Advanced Centers component of the day or as an equivalent substitute
for the River Deep Program.
There are at least four general contexts in which language intervention can be provided:
individual, small group, classroom and caregiver training. Four language-teaching
strategies have been demonstrated to improve children’s language abilities. These are:
prelinguistic milieu teaching, to help children make the transition from pre-intentional to
intentional communication; milieu teaching, which consists of specific techniques
embedded within a child’s ongoing activities and interactions; responsive interaction,
which involves teaching caregivers to be highly responsive to the child’s communication
attempts; and direct teaching, characterized by prompting, reinforcing and giving
immediate feedback on grammar or vocabulary within highly structured sessions. In all
cases, it is important to set the stage for language learning by creating opportunities for
communication, following the child’s lead, and building and establishing social routines.
In addition to SDAIE strategies listed in above sections, lessons for ELD will also occur
in line with the context provided above:
 An emphasis on developing Academic English vocabulary and language
structures
 Accessing prior knowledge
 Incorporating and valuing the home culture
 Providing many opportunities for students to practice all four ELD strands
These methods may include: word walls, index flash cards, choral reading and response,
sentence scrambles, vocabulary matching tea parties, mapping, visuals, the use of
questioning strategies based on student production levels, labeling text and pictures,
modeling correct language, allowing processing time, and having picture talks.
We will also consider the specific differences between SDAIE and ELD instruction and
in student characteristics as outlined by Johns Hopkins University (below):
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ELD and SDAIE Lessons:
Similarities and Differences
Primary focus
on
language
acquisition
Maintain
low
affective filter
Prior
knowledge
ELD
Differentiation
intended for
all students
Develops all
4 strands
Develop
Academic
English
Use a
multi-sensory
approach
Primary
language
can be
used as a
support
Primary focus
on academic
content
SDAIE
L1 supports
but
English is
dominant
Scaffolds
key
concepts
Front
loads
vocab
This graphic organizer is based on the concepts and designs created by Thinking Maps, Inc.
As mentioned, there are several development stages in learning a language, which
includes speaking, reading, listening, and writing. Each of these will be utilized within a
lesson to ensure that students meet content standards.
English Learners will be re-classified as Fluent English Learners when they: 1)
demonstrate fluency on the CELDT, 2) reach a proficiency score on the ELA portion of
the CST, 3) demonstrate authentic fluency in class through the four areas listed above and
4) are identified by their regular teachers as fluent. Much of this evidence will be found
in student work and through encouraging active participation in class. Students who are
re-classified will be monitored for two years using the same criteria to ensure that no
additional support is necessary. This monitoring will be a qualified teacher in conjunction
with the school leader.
Details on the Instructional Methods to Be Used to Deliver Services to English Language
Learners118
118
Program as influenced by: Calderon, M. (2007). Teaching reading to English language learners, grades
6-12. Thousand Oaks, CA: Corwin Press. Capellini, M. (2005). Balancing reading and language learning.
Portland, Maine: Stenhouse.; Chen, L. & Mora-Flores, E. (2006). Balanced literacy for English language
learners, K-2. Portsmouth, NH: Heinemann.; Fillmore, L. & Snow, C. (2000). What teachers need to know
about language. Washington, D.C.: US Department of Education. Gersten, R. (2007). Effective literacy and
English language instruction for English learners in the elementary grades: A practical guide. Washington,
DC: National Center for Education Evaluation and Regional Assistance, Institute for Sciences, and the US
Department of Education.; Gibbons, P. (1993) Learning to learn in a second language. Portsmouth, NH:
Heinemann.; Goldenberh, C. (Summer 2008). Teaching English language learners: What the research does
– and does not – say. American Educator 32, no. 2.; Gottlieb, M. (2006). Assessing English language
learners. Thousand Oaks, CA: Corwin Press.
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Capitol Collegiate will be methodical in identifying students’ abilities in all language
areas (reading, writing, listening and speaking) in order to track their progress and ensure
they are improving in their skills. Once we establish a baseline of each student’s ability,
we will adapt instruction in each of the four strands to provide the support where it is
needed. We will develop rubrics based on performance expectations that are standardsaligned and conduct schoolwide assessments in each language strand throughout the year.
In all classrooms, teachers will modify instruction by creating an inquiry-based
environment. Students will be able to conduct experiments and show mastery by
categorizing, matching, and recording observations that they may not be able to do
through text. This will build their proficiency in language at a developmentally
appropriate pace. Additionally, teachers need to be aware of the language levels of their
ELL students and include language development activities within their content areas. By
pushing-into content area classes, floating teachers will also be able to provide valuable
support with academic language and difficult concepts.
We will use the Tiered Thinking Across Stages of Second Language Acquisition
Approach, which uses Bloom’s Taxonomy to categorize what ELL students should be
able to do at each level of language development: Preproduction, Early Production,
Speech Emergence, Intermediate Fluency, and Advanced Fluency. For example, if a
teacher is teaching about photosynthesis and plant life, that teacher might use the
following strategy with a student who is in Early Production: contrasting the features of
two types of plants using phrases like “The ___ has ___. The ____ does NOT have
____.” With a student who is at the Speech Emergence level, however, the teacher might
use comparative language such as “This leaf is bigger than ____. This is the tallest
_____.” The Speech Emergence student will be more able to comprehend the
comparative statements whereas the Early Production student needs contrasting
statements. This approach allows ELL students to access the core curriculum.
Additionally, we will use the following research-based techniques:

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Supporting literacy and language skills in the first language provides a base for
successful literacy development in the second language (Snow, Burns, & Griffin,
1998).
Teachers of Spanish-speaking students who are learning English found that
common visual language is effective in enabling students to transfer their patterns
of thinking from Spanish into English. (Hyerle 1996).
Modifying the language of test questions (for example, to avoid jargon or
unnecessarily complex sentence construction) can increase ELL performance by
up to 20 percent (Abedi & Dietel, 2004).
Culturally congruent teaching methods and curriculum contribute to improved
learning and outcomes, especially for bilingual and American Indian students
(Reyhner, 1992; Stokes, 1997; Tannenbaum, 1996).
Implementation of those techniques would include:
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1. Develop reading skills. Give language learners many opportunities to read and
write in meaningful contexts, in their first and second languages. Draw on
effective strategies for increasing literacy skills. Integrate technology to support
writing instruction and motivate students to use written language to communicate.
Encourage students to develop literacy skills in their native language, then
transfer these skills to learning English.
2. Work from strengths. Build on what students already know. Draw on their
background experiences and encourage connections between academic concepts
and students' own lives. Help students see the value of being able to communicate
in multiple languages.
3. Connect with students' families and culture. Use culturally congruent teaching
methods. Incorporate culture and native language, introduce multicultural
literature, and draw on the expertise of community members. Give ELL students
opportunities to teach others about their first language and home culture.
4. Use engaging instruction. Use effective strategies such as project-based learning,
thematic instruction, and cooperative grouping to engage learners. Give students
opportunities to talk about shared learning experiences. Hands-on, experiential
learning experiences will develop understanding. Help ELL students connect
words with meaning by using nonverbal clues and nonlinguistic representation of
ideas, including multimedia, manipulatives, simulations, and modeling.
5. Vary assessment strategies. Use wide-ranging assessments, including
observations, portfolios, and performance assessments.
Some additional instructional strategies that we will use include:
Checking students’ comprehension of
Helping ESL students adjust to the
the content:
classroom:
o Use sentence strips
o State / display language, content
o Set up dialogue journals
and metacognitive objectives
between teacher and student
o List instructions / process steps and
o Plan activities using role
review orally
play and drama
o Present information in varied ways
o Use student reading log
(oral, written, demonstrations, with
o Use Cloze exercises
tangible hobjects)
o Write summaries
o Frequently summarize key points
o Encourage students to write
o Repeat and paraphrase important
headlines
terms
o Write character diaries
o Provide Word Wall with
o Have students present
vocabulary for unit/ chapter
information wit illustrations,
o Have students maintain notebook
comic strips, or other visual
o Have student maintain learning log
representations
for metacognitive strategies
o Allow students to provide
o Allow sufficient response time
answers and explain
processes instead of you
telling them
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Adjusting teaching style:
Motivating students and providing
o Develop a student centered
background knowledge:
approach
o Use Semantic Webbing and graphic
o Speak a little more slowly (not
organizers
use shorter sentences,
o Use Anticipation Reaction Guides
and avoid idioms
o Have students brainstorm, then
o Increase the percentage of
record responses on overhead
inferential and higher order
before starting lessons
thinking questions
o Use realia, maps, photos, and
o Provide correction for language
manipulatives
errors by modeling, not overt
o Do activities where students can
correction
interact and move around
o Use cooperative learning
o Have students do hands-on
o Incorporate peer tutoring
activities
o Use the Writing Process
o Do demonstrations
o Explicitly connect learning to
o Use CDs, cassettes and videotapes
students’ knowledge and experience
with books
o Take time to preview and explain
o Use a variety of groupings so that
new concepts and vocabulary
ESL students can interact with
before starting instruction
different classmates
o Use questionnaires / interviews
o Provide students with outline of
lesson and questions that will be
asked beforehand so they have an
opportunity to process information
and participate more readily
o Use the overhead projector every
day to model highlighting text,
identifying main ideas or new
vocabulary or to show pictures.
Finally, Capitol Collegiate will comply with all provisions outlined in Title III –
Language Instruction for Limited English Proficient and Immigration Students. This
includes a letter for parent notification (notifying of English proficiency status and
program placement) and reporting requirements.
A sample letter might include (from the California Department of Education website):
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Dear Parent or Guardian:
Capitol Collegiate Academy receives Title III funding from the federal government to
help English learners to speak, read, and write in English and to achieve in reading and
mathematics. School districts and other agencies that receive Title III funds are reviewed
each year, as required under the No Child Left Behind (NCLB) Act of 2001, to see if they
meet the three Annual Measurable Achievement Objectives (AMAOs) for their English
learners:



Progress in learning English
Progress in the percentage of students who become proficient in English
Academic targets in English-language arts and mathematics
For the X-X school year, Capitol Collegiate did not meet one or more of these targets.
[Explain which of the objectives were not met.]
If you would like more information about how your child is performing on these targets,
please contact your child’s teacher or school. Please contact [name of contact person,
title, agency name] at [phone number] for more information on the educational program
to help English learners become English proficient and meet academic goals.
Sincerely,
[Administrator’s name]
Finally, the University of Tennessee included the following in their study about the time
it takes for English acquisition:
Cummins theorized that there are two kinds of English proficiency that ESL students
must learn. The first is basic interpersonal conversational skills (BICS) that ESL
students need when they carry on face-to-face conversation in social settings. BICS
English is characterized as context-embedded since contextual cues are available to both
speaker and listener involved in the conversation, and it is cognitively undemanding. As
the vignette illustrates, ESL students can easily recount orally what happened to them
personally without difficulty once they attain fluency. According to Cummins, it takes
only 2 to 3 years for ESL students to attain BICS English. In other words, BICS English
is easy to learn, and can be attained in a rather in a short period of time.
The other proficiency is cognitive academic language proficiency (CALP). CALP
English is characterized as context-reduced, as is found in written texts in content areas
such as math, science, and social studies. Due to its decontextualized nature, ESL
students struggle to comprehend what they read and to express what they know in
writing. CALP English used in context-reduced academic learning demands high
cognition on the part of the ESL student. Collier & Thomas report that the ESL students
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who were taught in pull-out ESL settings took the longest time to reach grade level,
which is another reason we will use the push-in method.
In traditional ESL classes, the most time is spent on "how-to-says" under imagined
situations focusing on social language competency; however, language learning in CBEC
(Content Based ESL Curriculum) provides purposeful, meaningful, and authentic
opportunities for ESL students (Short, 1993). Thus, the benefits of CBEC are manifold:




First of all, ESL students learn age-appropriate content knowledge that reflects the
content learning in the mainstream. While there is a significant gap in background
knowledge between ESL students and mainstream students, CBEC can provide
ESL students with opportunities to catch up with mainstream students'
background knowledge. When they learn grade-level content in math, science,
and social studies, the background knowledge gained from CBEC will facilitate
their learning in mainstream classes. According to Chamot and O'Malley, CBEC
is a motivation factor for ESL students. They not only feel that they are being
challenged with a high-standards curriculum, but also feel more prepared in
mainstream classes because they understand more.
Second, ESL students read authentic texts, not simplified or contrived text written
for ESL students only. Thus, learning is more meaningful and situated.
Third, language learning becomes more purposeful. That is, ESL students learn
the language, not about the language. English learning becomes a means to an
end, which can accelerate second language acquisition. They do not just learn
how to construct an expository writing, instead they can write about the science
experiment result based on the hypothesis they formed.
Fourth, ESL students learn technical vocabulary, which they critically lack.
Vocabulary knowledge has been closely linked with academic success. CBEC
provides the most meaningful vocabulary learning opportunities for ESL students
because they not only learn technical vocabulary but also use it in context. Thus
vocabulary learning is not only facilitated but also enduring.
The steps that individual teachers can take are described below.


First, the ESL teacher consults with mainstream teachers to find out what units
ESL students will be studying in the next marking period or even the next
semester (long-term preparation) in various subjects. It should be noted that ESL
students' English level is the guiding force in selecting reading materials since
they read and write below grade level. Another important factor in deciding
content areas is the ESL teachers' comfort level. Teachers should not force upon
themselves a content area with which they are extremely uncomfortable. ESL
teachers should choose a content area they feel comfortable with and enjoy
teaching. They can gradually broaden selections of content areas as they gain
more confidence and competence.
Second, once a content area is selected, the teacher should decide what particular
concepts or units from the chosen content area will be explored. Chamot and
O'Malley (1991) emphasize depth over breadth. That is, an ESL teacher cannot
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

teach an entire curriculum of 4th grade science or 8th grade social studies.
Instead, the teacher should pick one unit or two of great interest to ESL students
or of great importance to their content learning. The teacher decides how detailed
and specific the content should be. However, it is important that the teacher
teaches the core/essential concepts related to the specific content. If the teacher
chooses to teach about the rainforest, he/she must teach what it is, where it is, the
habitats in the rainforest, its relation to ecological systems, the benefits of the
rainforest to humans and nature, and all relevant vocabulary. Just learning
rainforest-related vocabulary does not count as CBEC.
Third, the teacher chooses content-area reading materials according to students'
English proficiency. Since content-area reading is loaded with difficult syntax and
semantics, it is advised to go below the students' actual grade level. For example,
if students are in high school, they can work on middle school social studies-middle school materials are still challenging for high school ESL students.
However, the materials should be age-sensitive. For example, a fifth grader with a
limited English proficiency should not be taught with books written for
kindergartners.
Fourth, the teacher designs thematic unit lessons. To deal with a specific topic in
an in-depth manner, lessons should have a series of related lessons under the same
topic. For example, if the teacher teaches about recycling, the first lesson is to
learn vocabulary and to build background knowledge on recycling by connecting
it to their students' personal lives and reading to learn the major concepts of
recycling. The second lesson is about why we need to recycle. The third lesson is
to learn the recycling process. The fourth lesson can be an experimental recycling
project. The fifth lesson is to write an essay on the importance of recycling to
ecological systems, and the sixth lesson can have the students publish their essays
in the school newspaper. Although thematic unit lessons in this example consist
of six lessons, the teachers might need 10 sessions of class time in real-life,
depending on the students' level and the pace of learning.
While the teacher is following these procedures, some essential ingredients have to be
present in implementing CBEC.




First, ESL students must read authentic texts. The teacher should include time for
reading texts in every class--the students can repeatedly read the same part.
Second, there have to be strong language learning components. The teacher has to
design lessons in which ESL students must use academic oral English in the
context of debates, group projects, or cooperative learning.
Third, the teacher must integrate writing so that it is purposeful and meaningful in
context--writing aids students' conceptual learning. The salient grammar points in
a specific unit should be emphasized and reinforced throughout reading, writing,
and speaking activities.
Fourth, higher-order thinking and critical thinking skills should be reinforced
through the use of real-life problem solving situations.
87

Fifth, scaffolding is critical when ESL students learn abstract concepts. Hands-on
activities and visual demonstration are considered part of scaffolding because they
facilitate students' concept learning.
We will adhere to all state and federal recommendations and guidelines pursuant to
English Language Learners.
Special Education
Capitol Collegiate is a tuition-free public school determined to offer a high-quality
education to all of our students, including those with identified special needs. In the same
way that we research best practices for meeting the needs of our high-achieving, ELL,
and low-achieving students, we believe that students with special needs will also benefit
from a structured curriculum. We will work closely with the SELPA to ensure the use
and implementation of the strongest plans for our students. We will also utilize the
strategies as recommended by the National Association for Special Education Teachers
within our daily instruction.
Capitol Collegiate will offer special education instruction and designated services, in
accordance with an individualized education program (IEP) or 504 Plan, in the same
manner as other public schools within the District.
Capitol Collegiate will comply with Section 504 of the Federal Rehabilitation Act, the
Americans with Disabilities Act, and all Office of Civil Rights applicable for students
enrolled in the school.
When necessary to screen a student to determine whether a child’s academic, behavioral,
or other difficulties may be related to a disability, the student shall first be referred to the
SST and parents shall be notified. If the Student Study Team (SST) process determines
that general education services are not sufficient for meeting the needs of the child, the
team shall make a referral for special education evaluation.119
If the evaluation confirms the student is eligible for special education services, an IEP
will be created (with parental input and, when appropriate, student input) to identify the
needs, annual goals, objectives, accommodations, modifications, and services to
maximize student learning. These services will then be provided by qualified school staff
or a service provider in accordance with the student’s IEP, with every effort made to
engage students in grade-level standards within the general education classroom or
alternative environment, as specified by the IEP. Instructional materials and methods
will be selected based on each student’s specific learning needs.
IEPs and student progress shall be reviewed annually, or more often, as necessary.
119
These evaluations, as well as many special education services, will likely be contracted to the District or
another qualified service provider.
88
Professional development for teachers will include annual special education compliance
trainings, as well as additional trainings to maximize teacher effectiveness in working
with special needs students.
Charter School Special Education Responsibilities










Capitol Collegiate will adhere to the provisions of the Individuals with
Disabilities Education Act (IDEA) and state special education laws and
regulations to assure that all students with disabilities are accorded a free,
appropriate public education (FAPE). Capitol Collegiate will also ensure that no
student otherwise eligible to enroll in their charter school will be denied
enrollment.
Capitol Collegiate 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.
Capitol Collegiate will adhere to all Sacramento City Unified School District
policies and procedures regarding special education.
Capitol Collegiate will adhere to the requirements of the Chanda Smith Modified
Consent Decree and court orders imposed upon SCUSD pertaining to special
education and will submit documents and information, participate in reviews, and
attend informational sessions and meetings.
Capitol Collegiate will use District forms to develop, maintain, and review
assessments and IEPs in the format required by the District and will enter accurate
assessment and IEP data into the District’s designated data system in accordance
with SCUSD polices and procedures.
The charter 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 IEPs, in a timely manner as necessary to comply with state and federal and
Modified Consent Decree requirements.
Capitol Collegiate 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). We will
participate in internal validation review (DVR).
Capitol Collegiate is responsible for the management of its special education
budgets, personnel, programs and services. The Charter School will ensure that its
special education personnel or contracted personnel is appropriately credentialed,
licensed or on waiver consistent with California laws and regulations.
Capitol Collegiate will implement the programs and services, including providing
related services, required by the IEPs of the students enrolled at the school, and
working closely with the SELPA in order to determine and allocate those
resources.
Capitol Collegiate will use the District’s SELPA for special education purposes in
year one, with the option of becoming its own LEA or SELPA or choosing
another SELPA thereafter, per Education Code Section 47641(b).
For students transferring to Capitol Collegiate from District schools or District
affiliated charter schools, Capitol Collegiate will provide those related services
89






required by the students’ IEPs upon the students’ enrollment. Capitol Collegiate
will fund the nonpublic service and review it within 30 days of the student’s
enrollment to determine whether the service should be continued or terminated.
For students transferring to Capitol Collegiate from other school districts, the
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.
The referral process shall include Student Success Team meetings to review prior
interventions, accommodations and modifications and to recommend further
interventions as appropriate. Capitol Collegiate will identify and refer students
with disabilities who demonstrate early signs of academic, social or behavioral
difficulty that may require assessment for special education eligibility and
placement in a special education program.
Upon parents’ request for assessment, Capitol Collegiate will be responsible for
the development of assessment plans for students with suspected disabilities. 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. Capitol Collegiate shall conduct an Individualized Education
Program (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.
Capitol Collegiate will make decisions regarding eligibility, goals, program,
placement, and exit from special education through the IEP process according to
federal, state and District timelines.
In the event that Capitol Collegiate is unable to provide an appropriate placement
or services for a student with special needs, the school will contact the District to
discuss placement and service alternatives. Capitol Collegiate IEP teams will
ensure participation of a District special education representative at an IEP team
meeting whenever it is anticipated that special education programs outside of
Capitol Collegiate, including but not limited to placement at a District school or at
a non-public or private school, will be considered. If an Individualized Education
Program (IEP) team that includes Capitol Collegiate personnel places a student in
a special education program provided by another entity without District
representation on the IEP team, Capitol Collegiate will be fully responsible for the
quality of the program and for any costs incurred for such a placement.
Capitol Collegiate will support movement of students with disabilities into less
restrictive environments and increase interactions of students with disabilities
with non-disabled students. Capitol Collegiate’s 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 school.
Assessment and standardized testing procedures shall be implemented, including
guidelines for modifications and adaptations, to monitor student progress.
Capitol Collegiate will provide planned staff development activities and
participate in available appropriate District trainings to support access by students
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
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.
Capitol Collegiate will ensure that the teachers and other persons who provide
services to a student with disabilities are knowledgeable of the content of the
student’s IEP. The school will maintain responsibility for monitoring progress
toward IEP goals for the student with special needs. Capitol Collegiate will assess
and develop Individual Transition Plans to help students with disabilities
transition to adult living in accordance with District policies and procedures.
Capitol Collegiate will ensure that it makes the necessary adjustments to comply
with the mandates of state and federal laws, including the IDEA and Section 504
of the Rehabilitation Act of 1973, regarding discipline of students with
disabilities. Discipline procedures will include positive behavioral interventions.
Prior to recommending expulsion for a student with disabilities, the charter school
will convene a manifestation determination IEP. Capitol Collegiate will collect
data pertaining to the number of special education students suspended or expelled.
Procedural Safeguards/Due Process Hearings
The District may invoke dispute resolution provisions set out in a charter, 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 Capitol Collegiate initiates
due process proceedings, both the Charter School and the District will be named as
respondents. Whenever possible, the District and Capitol Collegiate shall work together
in an attempt to resolve the matter at an early stage (informal settlement or mediation).
During due process proceedings and any other legal proceedings or actions involving
special education, Capitol Collegiate will be responsible for its own representation. If the
school retains legal representation for a due process proceeding or other legal proceeding
or action, Capitol Collegiate will be responsible for the cost of such representation.
Capitol Collegiate will work closely with the District’s SELPA to meet our students’
needs. The District’s SELPA will be involved in special education decisions at the
Capitol Collegiiate.
Complaints
The District will investigate and respond to all special education complaints the District
receives pertaining to Capitol Collegiate, including the District’s Uniform Complaint
Procedures, Office for Civil Rights and California Department of Education Special
Education Compliance Complaints. Capitol Collegiate 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.
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Special Education Local Plan Area (SELPA)
The District is approved to operate as a single-district SELPA under the provisions of the
California Education Code, Section 56195.1(a). Charter schools authorized by the
District are deemed to be public schools within the District for purposes of special
education. The District will determine the policies and procedures necessary to ensure
that the protections of special education law extend to students in the charter schools in
the same manner as students in all District schools.
Funding for Special Education
Capitol Collegiate will receive its allocated share of AB602 special education funds and
shall be fiscally responsible for the provision of special education services and instruction
to the students they serve. The allocated amount shall be calculated using a funding
model based on student population (average daily attendance). Capitol Collegiate will
keep daily attendance for each student which shall be reported and certified according to
District policies and procedures. The school may request specific related services from
the District on a fee basis if the District has availability.
The District will collect a fair share contribution from independent charter schools for
district-wide costs for special education instruction and services. District-wide costs
include but are not limited to: 1) maintaining a full continuum of program options; 2)
professional development and training; 3) consultation and technical support for
programs; 4) administration of due process proceedings, excluding any legal
representation; 5) investigation of complaints; 6) assistance/participation at IEP team
meetings and other opportunities from special education support units; and 7)
implementation of the Modified Consent Decree.
The fair share contribution will be reviewed annually by the Budget Division, the Charter
Schools Office, and the Division of Special Education and may be adjusted to reflect
changes in expenditure patterns or in federal or State special education revenue streams.
The calculation of the fair share contribution shall be based upon a rationale designed by
the District's Budget Services Office with consideration of the District’s encroachment
and other factors.
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 Capitol Collegiate staff.
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Modifications to Special Education Responsibilities and Funding
The special education responsibilities of the Charter School and the District, and the
special education funding model may be modified, supplemented or clarified through a
mutually agreed upon Memorandum of Understanding (“MOU”). If such an MOU is
executed its provisions shall be incorporated by reference into this Charter and shall, to
the extent necessary to carry out the intent of the MOU, supersede the provisions on
special education responsibilities and funding set forth above.
Accommodation Strategies for Teaching Special Education
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Always ask questions in a clarifying manner, then have the students with learning
disabilities describe his or her understanding of the questions.
Use an overhead projector with an outline of the lesson or unit.
Reduce course load for student with learning disabilities.
Provide clear photocopies of your notes and overhead transparencies, if the
student benefits from such strategies.
Provide students with chapter outlines or study guides that cue them to key points
in their readings.
Provide a detailed course syllabus before class begins.
Ask questions in a way that helps the student gain confidence.
Keep oral instructions logical and concise. Reinforce them with a brief cue words.
Repeat or re-word complicated directions.
Frequently verbalize what is being written on the chalkboard.
Eliminate classroom distractions such as, excessive noise, flickering lights, etc.
Outline class presentations on the chalkboard or on an overhead transparency.
Outline material to be covered during each class period unit. (At the end of class,
summarize the important segments of each presentation.)
Establish the clarity of understanding that the student has about class assignments.
Give assignments both in written and oral form.
Have practice exercises available for lessons, in case the student has problems.
Have students with learning disabilities underline key words or directions on
activity sheets (then review the sheets with them).
Pace instruction carefully to ensure clarity.
Present new and or technical vocabulary on the chalkboard or overhead.
Provide and teach memory associations (mnemonic strategies).
Support one modality of presentation by following it with instruction and then use
another modality.
Talk distinctly and at a rate that the student with a learning disability can be
follow.
Technical content should be presented in small incremental steps.
Use plenty of examples, oral or otherwise, in order to make topics more applied.
Use straight forward instructions with step-by-step unambiguous terms.
(Preferably, presented one at a time).
Write legibly, use large type; do not clutter the blackboard with non-current / nonrelevant information.
93
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Use props to make narrative situations more vivid and clear.
Assist the student, if necessary, in borrowing classmates' notes.
Clearly label equipment, tools, and materials. Color code them for enhanced
visual recognition.
Consider alternate activities/exercises that can be utilized with less difficulty for
the student, but has the same or similar learning objectives.
Announce readings as well as assignments well in advance.
Offer to read written material aloud, when necessary.
Read aloud material that is written on the chalkboard and on the overhead
transparencies.
Review relevant material, preview the material to be presented, present the new
material then summarize the material just presented.
Suggest that the students use both visual and auditory senses when reading the
text.
Spend more time on building background for the reading selections and creating a
mental scheme for the organization of the text.
Encourage students to practice using technical words in exchanges among peers.
Socio-economically Disadvantaged Students
Based on the state reports on local schools, the 2000 Census, and the SCUSD website, we
anticipate that approximately 95% of our students will qualify for free and reduced lunch.
We based the design and structure of our school on successful urban schools that serve
similar populations of students. We believe that socially disadvantaged students can
achieve at the same level as any other group of students with a more extensive system of
supports. We will offer a multitude of these supports to meet the needs of this group.
We will work to meet the social needs of students and will also consider the financial
burdens that schools can place on families in regard to uniforms, school supplies, field
trips, etc. We will work with families to accommodate these economic needs. We do not,
however, expect to make specific instructional modifications for students from lowincome homes outside of a homework center.
94
EXCELLENT SCHOOL VISITS
In a post-industrial world and one that is rapidly moving towards a knowledge-based
economy, it is critical that students are college-educated in order to be competitive. In
order for students to be ready to apply, matriculate, and complete college, they must have
both a strong academic background as well as a personal motivation to achieve. 120
In visiting some of the highest performing public schools in the country, we have had the
opportunity to see what it takes to prepare students for this work. Although the schools
had subtle differences in execution, they had similar outcomes in student achievement
that hinged on two critical areas: strong curriculum and strong culture
Our education philosophy and program are based on these proven systems of education.
High performing college preparatory urban charter schools embrace college preparation
as their theme and share core characteristics which have been incorporated into Capitol
Collegiate’s design. We believe in the importance of ongoing school visits and will
continue to recognize their impact on culture and curriculum. Figures 1.36 – 1.38
provide a partial list of schools visited by the planning team during the designing phase
of Capitol Collegiate:
Figure 1.36: Local School Visits
Gold River Discovery
Center
Sacramento,
CA
PS 7
Sacramento,
CA
KIPP High School
San Jose,
CA
Figure 1.37: Regional School Visits
Alliance Schools
Los Angeles,
CA
Figure 1.38: National School Visits
North Star Academy
Newark, NJ
Excel Academy
Charter School
KIPP Academy Lynn
Boston, MA
Prestige Academy
Charter School
Boston Collegiate
Charter School
Achievement Preparatory
Charter School
Wilmington,
DE
Boston, MA
120
Lynn, MA
Washington,
DC
Leadership Preparatory
Charter School
Achievement First
Bushwick Elementary
Roxbury Preparatory
Charter School
Boston Preparatory
Charter School
Elm City College
Preparatory
Robert Treat Academy
Charter School
Brooklyn,
NY
Brooklyn,
NY
Boston,
MA
Boston,
MA
New
Haven, CT
Newark,
NJ
Hossler, Don, Schmit, Jack and Vesper, Nick. Going to College. Johns Hopkins University Press. 1998.
95
Capitol Collegiate believes in outcomes. We expect our students: (a) to be at or above
grade level; (b) to be college-ready, with the K-8 foundation necessary to access
competitive college preparatory high school programs; and (c) outperform students across
California. The design of the school reflects the requirements of meeting such goals:
mission-alignment, structured environment, strong discipline code of conduct, uniforms,
excellent instruction, ample homework, and a clear, ever-present focus on learning. These
are the steps necessary to ensure that students meet or exceed grade level material.
Capitol Collegiate conducts business based on goals and performance. We set high goals
in order to get strong performances. We believe that achievement is not prescribed by
income level and that an excellent education counteracts the inequalities sometimes seen
in families from low-income backgrounds. Our students go to college. Efforts to address
these inequalities through education should not focus only on one point of contact in high
school, but on the long-term path from kindergarten through college graduation.121
College preparation begins as soon as students accept their seat at Capitol Collegiate.
Robert Haveman and Timothy Smeeding, “The Role of Higher Education in Social Mobility,” The Future of
Children, Vol. 16(2) Fall 2006.
121
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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)
BENCHMARKS TO BE MET
Capitol Collegiate will measure achievement levels through growth and absolute
measures. The performance of students at Capitol Collegiate will be compared to the
performances of similar SCUSD schools based on demographics and free and reduced
lunch percentages.
COMPARISON SCHOOLS
In order to determine the success of Capitol Collegiate during the charter period, a group
of comparison schools will be selected that approximately match Capitol Collegiate in
socio-economic make-up. We will identify the comparison schools and will inform the
district as to which schools we have selected. In the current landscape in SCUSD, such
comparison schools might be: Father Keith B. Kenny, Fruit Ridge, Oak Ridge, and
Pacific elementary schools as well as Will C. Wood and Fern Bacon middle schools.
Comparisons will be made solely in regard to academic achievement. This achievement
will be considered in two different comparison metrics. The first comparison will look at
the schools Capitol Collegiate students would have otherwise attended. The second
comparison will look at the similar district schools identified by SCUSD.
PRIMARY GROWTH MEASURES
The goals of Capitol Collegiate Academy reflect the high expectations that the school has
for its students. Capitol Collegiate will regularly monitor its progress towards meeting
these ambitious standards for student and school performance. Each of the following
goals is measurable, feasible, and ambitious in what it plans to accomplish. As a collegepreparatory school, all of the following goals are developed with the primary objective of
developing students who are ready to achieve and excel in college-preparatory high
schools and in universities. Meeting these goals is the critical component of closing the
achievement gap for our students and helping them to access an excellent education.
They also relate directly to the mission of the school in that they will enable students to
compete, achieve, and lead in college through:
96
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Academic performance (Academic Goals)
Structures to support learning (Organization Viability Goals)
Enrichment curriculum to allow for continued success (Non-Academic Goals)
The goals of Capitol Collegiate Academy are as follows:
ACADEMIC GOALS
1. Students at Capitol Collegiate Academy will meet or exceed state standards
for mastery in English Language Arts.
a. At least 75% of students that have been enrolled for at least two years at
Capitol Collegiate will be Proficient or Advanced on the EnglishLanguage Arts (ELA) portion of the California Standards Test (CST).
b. Capitol Collegiate will place in the top quartile of similar district schools
on the ELA portion of the CST.
c. Upon graduation from Capitol Collegiate, 75% of eighth graders will
score Proficiency or Advanced on the ELA portion of the CST.
d. Capitol Collegiate will increase the number of students scoring Proficient
or Advanced on the ELA CST by an average of 7% per year until reaching
75%.
2. Students at Capitol Collegiate Academy will meet or exceed standards for
mastery in Mathematics.
a. At least 75% of students that have been enrolled for at least two years at
Capitol Collegiate will be Proficient or Advanced on the Mathematics
portion of the CST and on the Algebra component of the CST.
b. Capitol Collegiate will place in the top quartile of similar district schools
on the Mathematics portion of the CST.
c. Upon graduation from Capitol Collegiate, 75% of graduating eighth
graders will score Proficiency or Advanced on the Mathematics portion of
the CST.
d. Capitol Collegiate will increase the number of students scoring Proficient
or Advanced on the Mathematics CST by an average of 7% per year until
reaching 75%.
3. Students at Capitol Collegiate Academy will meet or exceed standards for
mastery in Science.
a. At least 75% of students that have been enrolled for at least two years at
Capitol Collegiate will be Proficient or Advanced on the Science portion
of the California Standards Test (CST), when tested in the fifth and eighth
grades.
97
b. Capitol Collegiate will place in the top quartile of similar district schools
on the Science portion of the CST, when tested in the fifth and eighth
grades.
c. Upon graduation from Capitol Collegiate, 75% of eighth graders will
score Proficient or Advanced on the Science portion of the CST.
4. Students at Capitol Collegiate Academy will meet or exceed standards for
mastery in Social Sciences.
a. At least 75% of students that have spent two years at Capitol Collegiate
will be Proficient or Advanced on the History-Social Science portion of
the California Standards Test (CST) when tested in the sixth through
eighth grades.
b. Capitol Collegiate will place in the top quartile of similar district schools
on the History-Social Science portion of the CST, when tested in the sixth
through eighth grades.
c. Upon graduation from Capitol Collegiate, 75% of graduating eighth
graders will score Proficiency or Advanced on the History-Social Science
portion of the CST.
ORGANIZATIONAL VIABILITY GOALS
1. Capitol Collegiate will maintain organizational strength by demonstrating
fiduciary and financial responsibility for public and private funds.
a. Capitol Collegiate will create an established annual budget.
b. Capitol Collegiate will operate within its established budget.
c. Capitol Collegiate will maintain accurate financial records and submit
required financial documents in a timely manner 100% of the time.
d. Capitol Collegiate will perform an annual audit indicating sound financial
practices and future outlook.
e. Capitol Collegiate will meet or exceed GAAP standards in all accounting
and financial management.
2. Capitol Collegiate will demonstrate full enrollment and strong student
retention and attendance.
a. Capitol Collegiate Academy will maintain an average daily attendance
greater than 96%.
b. Capitol Collegiate Academy will retain at least 90% of its students each
year.
98
NON-ACADEMIC GOALS
1. Parents and/or guardians of students at Capitol Collegiate will be satisfied
with the academic rigor, structure, and communication of the school.
a. 80% or more of parents will demonstrate satisfaction on these metrics
through an annual survey, with 80% or more of families responding.
2. Capitol Collegiate will maintain an effective and accountable Board of
Directors.
a. The Board of Directors will hold regular, listed meetings at least ten times
per year.
b. The Board of Directors will operate under its bylaws and established,
written policies.
c. The Board of Directors will provide financial oversight of the school in a
governance role.
Capitol Collegiate will provide regular communication about the school and student
performance through a school newsletter. This will keep students, families, and the
community aware of school events, performance, and successes. Additionally, the school
will create and make available an Annual Report. This report will serve as a specific and
detailed account of how Capitol Collegiate performed in relation to its established goals
and accountability targets. The school will also communicate with families in regard to
the school’s performance on its Annual Yearly Progress (AYP) measurements, as well as
all other metrics required by No Child Left Behind (NCLB) legislation.
99
ELEMENT 3 - Method by which
Student Outcomes will be Measured
“The method by which pupil progress in meeting those pupil outcomes is to be
measured.” Ed. Code § 47605 (b)(5)(c )
APPROACH TO ASSESSMENT DATA
Capitol Collegiate’s mission is to prepare students to compete, achieve, and lead in high
school and in college. We recognize that the student population we will actively recruit
will be, on average, more than one grade level behind. This will require specific
structures to ensure that we are moving students towards greater proficiency and
providing the foundational knowledge necessary to foster their continued success. In
order to monitor the progress of our students, we will regularly assess the effectiveness of
our instructional program through the use of benchmark exams, formal and informal
additional assessments, and state exams. The results of these assessments will provide the
invaluable data necessary to thoroughly analyze our strategies, programs, and approaches
to student instruction.
STATEWIDE ASSESSMENT
Capitol Collegiate will administer tests required by the state of California through the
Standardized Testing and Reporting (STAR) program each year and for every applicable
subject as required by the state in Education Code 60602.5, 60605 and 60640. Capitol
Collegiate will appoint a specific testing coordinator during the course of each academic
year to manage the state testing process.
The current tests Capitol Collegiate will administer include:
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California Standards Test (CST)
California English Language Development Test (CELDT)
California Alternative Performance Assessment (CAPA) and/or California
Modified Assessment (CMA)
Standards-Based Tests in Spanish (STS)
Physical Fitness Testing (PFT)
For more detail, please see Figure 3.1.
100
Figure 3.1: Tests Required as Part of California State Testing Program
PROGRAM
COMPONENT
TYPE OF
ASSESSMENT
Standards-based
California
Standards Tests
(CST)
Measure proficiency with
state content standards in
English-Language Arts
2 to 8
Measure proficiency with
state content standards in
Mathematics
2 to 8
Measure proficiency with
state content standards in
Science
5 and 8
Multiple-choice
Grades 2 - 8
Measure proficiency with
state content standards in
History/Social Science
California
Alternate
Performance
Assessment
(CAPA) and/or
Multiple-choice
Performance
assessment
8
Measure proficiency of
English Language Learners
and reclassify students as
appropriate
All—based on
student’s
previous ELD
level and
repeated
annually until
student is
reclassified
Measure achievement in
ELA, math, science
Varies by
CAPA level
Standards-based
California
English
Language
Development
Test (CELDT)
GRADES
TESTED
PURPOSE
Standards-based
Performance
assessment
101
California
Modified
Assessment
(CMA)
Standards-based
Multiple-choice
Criterion-referenced
Physical Fitness
Testing (PFT)
Standardsbased Tests in
Spanish (STS)
Performance
assessment
Standards-based
Measure achievement in
ELA (grades 3-11), math
Available as
(3-7), Algebra I, Geometry, noted to the
and science (5-8) / Life
left
Science (10)
Measure physical fitness
based on seven key
elements
5 and 7
Reading Language Arts
and Mathematics
Varies; grades
2-11
Multiple-choice
The assessment that is most heavily weighted in terms of school performance is the
California Standards Test (CST). This test will provide Capitol Collegiate with the
proficiency standings of our students and inform our progress towards the Accountability
Goals of Element Two. The results of all assessments will inform our instructional
practices for the following year.
TEST RESULTS
If the charter school does not test (i.e., STAR, CELDT) with the District, the charter
school hereby grants authority to the state of California to provide a copy of all test
results directly to the District as well as the charter school.
ACCOUNTABILITY PROGRESS REPORTING
Capitol Collegiate will also follow the State and District measurements of success using
the Accountability Progress Reporting (APR) system. These measurements are outlined
as follows:
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Academic Performance Index (API) Score
API State Ranking
Adequate Yearly Progress (AYP)
The additional State Measures are outlined in Figure 3.2.
102
Figure 3.2: Additional State Measures
STATE MEASURE
DESCRIPTION
ACADEMIC PROGRESS
INDEX (API) SCORE
API is a State accountability measure required under
the Public Schools Accountability Act. API is
reported as a single number between 200 and 1000
that indicates how well a school performed
academically in the previous year.
API STATE RANKING
API is also reported as a decile rank score between 1
and 10. This score is reported as two numbers—an
overall statewide rank and a rank against similar
schools.
ADEQUATE YEARLY
PROGRESS (AYP)
AYP is a requirement under the Federal No Child
Left Behind (NCLB) legislation. Under NCLB
criteria, schools must meet or exceed annual criteria
for improvement. AYP targets include particular
emphasis on the performance of subgroups of
students, based on criteria such as race/ethnicity, ELL
level, socioeconomic disadvantage, and special
needs.
103
ADDITIONAL METHODS OF ASSESSMENT
Capitol Collegiate strongly believes in the value that standardized testing data can
provide to the school. However, we also recognize that one assessment does not
necessarily provide a complete or comprehensive understanding of overall student
performance, nor does it inform the progress of a student throughout the course of the
year. Therefore, Capitol Collegiate will use a series of benchmark exams to gather
information about student progress towards mastery of standards throughout the
academic school year.
Benchmark assessments will be given approximately every six weeks. During the first
year of operation, the Head of School will develop the benchmark assessments. After
year one, the benchmark exams will be created by the Head of School, the Dean of
Academics, and/or experienced teachers. These benchmarks will be based upon:
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Thoroughly developed scope and sequence of material to be covered
Grade-level standards
California Department of Education blueprints
Released CST questions and CST content
Reference to standards and released questions from exams used by other states
and/or organizations
All benchmark exams will be created after intensive professional development and
modeling of assessment expectations. Figure 3.3 outlines additional assessments.
Figure 3.3: Additional Assessments that May Be Administered
ASSESSMENT
CONTENT AREA
USE(S) OF DATA
WHEN
TESTED
In-House Benchmark Assessments
INTERNALLYCREATED
ASSESSMENTS
ELA
Math
Science
History/Social
Science
Measure progress in core
content areas between
annual state standardized
tests
Every six weeks
Data will allow school to
revise instructional
practices throughout the
year to better target
student need
104
Published Assessment Tools
SAN DIEGO QUICK
ASSESSMENT OF
READING ABILITY
N/A
Determine annual baseline
for battery of literacy
skills
At the beginning
and end of each
school year
MCLEOD
ASSESSMENT OF
READING
COMPREHENSION
Reading:
comprehension
Data will be used to group
students for targeted small
group instruction
FRY ORAL
READING TEST
Reading: fluency
CRITCHLOW
VERBAL
LANGUAGE SCALE
Similar tests may
be used
throughout the
year to monitor
progress,
particularly for
those students
performing below
grade-level in
reading
Reading:
vocabulary
SIX PLUS ONE
TRAITS WRITING
RUBRICS
Writing
WORDS THEIR
WAY
QUALITATIVE
SPELLING
INVENTORY
Spelling
TEXTBOOK
PUBLISHERCREATED
QUIZZES,
CHAPTER AND
UNIT TESTS
Math
TIMED MATH
DRILLS
(INCREASING IN
DIFFICULTY FOR
GRADES FOUR
THROUGH
ALGEBRA)
Math
Monitor individual student
growth over years
Identify school-wide
strengths and weaknesses
in our literacy program
Measure student mastery of
standards learned in core
content areas
Varies
Science
History/Social
Science
Resulting data will be used to
target skills and students for
small group instruction
Determine annual baseline
for mastery of grade-level
appropriate math
facts/mental calculations
Monitor growth over the year
Weekly until
students
consistently
demonstrate
mastery of all timetested skills
105
Data will be used to group
students for targeted small
group instruction
ACCELERATED
READER
Independent
reading
Monitor comprehension of
books read independently
Varies, based on
book length
Track level and quantity
of books read
Data is used to measure
students effort and growth
over time
TEACHER-CREATED ASSESSMENTS
DO NOW
All
HOMEWORK
All
CLASS
PARTICIPATION
All
PROJECTS/MAJOR
WRITING
ASSIGNMENTS
All
Used to track student
mastery of grade-level
standards
At least once per
trimester
VOCABULARY
TESTS
All
Used to group students for
targeted small group
instruction
At least every two
weeks
STANDARDS-BASED
QUIZZES AND TESTS
(INCLUDING
CHAPTER AND/OR
UNIT TESTS)
All
CUMULATIVE
MIDTERM AND
FINAL EXAMS
All
Used to check for
understanding on a daily
basis
Used to make immediate
instructional adjustments
in order to remediate any
deficits prior to more
formal assessments
Comprise the bulk of a
student’s grade and are
also a factor in promotion
Daily
Daily
Daily
at least every two
weeks
Twice a year
106
DATA ANALYSIS
Standardized testing data provides us with an important tool to analyze the performance
levels of our students within the school and in comparison to other schools across the
state. This data also allows us to identify areas of strength and areas in need of growth
within our own instructional practices and curriculum. Capitol Collegiate will therefore
use standardized testing data to identify these strengths and weaknesses, set priorities for
the coming year, and make changes to the instructional practices used at the school.
Internal benchmark exams provide the school with an ongoing measurement of student
progress, allowing us to make the necessary instructional changes throughout the year for
that specific group of students. The ability to target gaps in knowledge and learning in
real time is critical to addressing the individual needs of students, and will better enable
us to work towards the mission of the school. Once benchmark results are received by
administrative and teaching staff, individual teachers as well as content teams will meet
with the Head of School and Dean of Academics to identify patterns, evaluate results, and
identify priorities. This analysis will lead to the development of an Instructional Action
Plan (IAP). These plans will be developed with teaching practices, class performances,
and individual student needs in mind and can include:

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



Knowledge and skills that need to be re-taught to the entire class and the specific
ways in which they will be taught (including timeline)
Knowledge and skills that need to be re-taught to smaller groups of students and
the specific ways in which they will be taught (including timeline)
Knowledge and skills that need to be re-taught to individual students and the
specific ways in which they will be taught as well as the instructional support that
review will take (including timeline)
Specific students who fall well below the average distribution of the class and/or
whose performance is significantly different from the general class performance
and the remediation plan for those students
Listing of students in need of homework club and tutoring in the afternoons for an
extended time
Common misperceptions in questioning, test vocabulary, or curricular information
that can be reviewed and then revised for the next year
Professional development and support required in order to address all of the above
issues, concerns, and strategies
107
DATA-DRIVEN INSTRUCTION AND STAFF DEVELOPMENT
Data-driven instruction allows teachers to recognize what information is not being
accessed by some or all students and helps them to understand why. As a staff, we will
analyze the results of data on a weekly basis and analyze the results of benchmark exams
through extended professional development blocks. Teachers will be expected to use the
information gathered through these protocols to modify their planning. Teachers will
work with the Head of School on those modifications, as needed. We will monitor
student mastery of standards as well as reading levels and fluency.
We will give students diagnostics at the beginning of the year in order to determine their
baseline knowledge, helping teaching staff to develop stronger plans for the year and
individualized support for students. We will then track student progress throughout the
year, using the diagnostics as a guide. For example, a student may take a diagnostic that
assesses their reading level at the fourth grade, second month. If, by the end of the year,
that same student tests at the sixth grade, first month, we will know that the student has
grown almost two years in reading. Figure 3.4 graphically depicts the relationship
between the school’s mission, student outcomes, and program improvement.
Figure 3.4: Outcomes Assessment Plan
Steps which underlie the assessment of
student learning:
1. Develop learning objectives.
2. Check for alignment between the
curriculum and the objectives.
3. Develop an assessment plan.
4. Collect assessment data.
5. Use results to improve the
program.
6. Routinely examine the assessment
process and correct, as needed.
Source: Assessing Academic Programs in
Higher Education by Mary J. Allen 2004
The goal of each data analysis session is to make program improvements to ensure all
students are achieving mastery on all objectives. The actions plans required from this
information may include re-teaching, spiraling material more extensively, individual
tutoring, small group sessions, or increased homework on a specific objective.
108
STATE MANDATED ASSESSMENTS ASSURANCE
Capitol Collegiate will administer the state mandated assessments as required under the
California Standardized Testing and Reporting (STAR) pursuant to the Education Code
60602.5.
109
REPORTING OF DATA
Capitol Collegiate will create and make available to the public an annual report at the end
of each academic year. Capitol Collegiate will also create a School Accountability Report
Card (SARC) for submission to the California Department of Education, including the
following components:










Demographic data of students
Teacher and staff information
Class sizes
Academic data
School safety and climate for learning information
School completion rates
Curriculum and instruction descriptions
Postsecondary preparation information
Fiscal and expenditure data
Adequate yearly progress data
Both of these reports will be made available at our website and delivered to the
Sacramento City Unified School District, Sacramento County Office of Education, and
all other parties formally requesting a copy.
110
COMMUNICATING DATA TO STUDENTS AND FAMILIES
In order to create a mission-focused school environment, it is critical that students and
families are regularly informed about student behavior and performance. Capitol
Collegiate will ensure that students and families receive accurate and updated progress
reports and that the school actively works to involve students and families in the
progress, strengths, remediation areas, and quality of student work.
To do this work effectively, Capitol Collegiate will create both a formal and informal
forum by which to engage families. At the end of every quarter, parent conferences will
be held. These conferences will give teachers, administrators, and parents the opportunity
to discuss student achievement and progress, as well as any areas for development and/or
remediation. Parents can also expect to receive regular communication from the school in
the form of phone calls, newsletters, and mailed updates on school and student progress.
Starting in kindergarten, students will be regularly evaluated by teachers using daily
assignments, checks for understanding during class, and scripted curriculum individual
assessments. Beginning in second grade, after each round of benchmark assessment,
given every six weeks, teachers and students will review student performance during
individual conferences. These conferences will engage students with their own progress
and areas for growth, allow for goal-setting, and personalize the education program.
These conferences will also give both teachers and students the opportunity to discuss
alternative means of support and structure that may be required or helpful for continued
student development.
Finally, teachers may use additional motivation and accountability structures within the
classroom in the form of mastery charts, tracking systems, and goal-setting to promote
accountability of the whole group and encourage support between students.
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GRADING POLICY
Capitol Collegiate recognizes the curricular demands placed on students. We believe that
these demands are absolutely necessary in order to prepare students for excellence in high
school and in college. As such, we believe that student performance must be measured on
grade-level work including assessments, homework, in-class work, and other
assignments. This work will be graded in relation to student mastery of standards using
the following scale as outlined in Figure 3.5:
Figure 3.5: Grading Policy
Letter
Percentage
Grade
Rubric
Meaning
Score
A+
98-100%
A
93-97%
A-
90-92%
B+
88-89%
B
83-87%
B-
80-82%
C+
78-79%
C
73-77%
C-
70-72%
NAS122
Below 70%
A student earning an A grade has demonstrated mastery
4
level performance.
A student earning a B grade has demonstrated a
3
proficient performance.
A student earning a C grade has demonstrated a basic
2
level performance.
A student earning less than 70% in a course is not yet
0 or 1
demonstrating a basic level of mastery with the content
standards.
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The Not At Standard grade is intended to require students to re-do substandard work and demonstrate
mastery before being assigned a grade. This grading philosophy is based on the work of William Glasser.
Glasser, W. Schools without failure. New York: Random House, 1969.
112
Capitol Collegiate has many structures in place that address the academic and behavioral
needs of students. As such, we further believe that if a student has not mastered the
content, that student is not prepared to progress to the next grade level and that it would
be doing a disservice to do so. The mission of Capitol Collegiate is to prepare students
for college, regardless of our empathy, preferences, or subjective opinions about any
particular student. Mastery of material is what will provide for student success in college
and that must be the standard to which we hold ourselves. Our grading and promotion
policy reflects that value.
For students who struggle, we plan to provide push-in support, using the floating teacher
during the school day. This allows for immediate feedback and adjustment for students
who are having trouble mastering the material. Teachers will have the opportunity to
discuss specific students during professional development and lesson plans will list
individual students and what areas they are working to improve. The student support
block at the end of the day allows for additional aid to students. Finally, our extended day
is intended to provide for accommodations for students to ensure that there are multiple
access points and opportunities to support them. As needed, this will also include the onehour block of time after-school where teachers are available. We will work with families
to create student support plans as needed.
Grade Level Promotion
In order to be promoted to the next grade in grades kindergarten through four, a student
must have the following:


Passing grade in Literacy, ELA, and Mathematics.
A minimum 90% attendance rate for the year.
In order to be promoted to the next grade in grades five through eight, a student must
have the following:



Passing grade (70%) in at least three of the four core classes.
A proficiency or higher rating (70% or more) on the End-of-Year Exam, a
comprehensive exam assessing all standards and material covered during the
course of the year.
A minimum 90% attendance rate for the year.
If one or more of these criterion is not met, the student will not be eligible for promotion.
Beginning in fifth grade, the student may elect to participate in the Summer Academy
(discussed below). Students who only pass one core classes will not be eligible for the
Summer Academy. Students with extended or chronic health problems will have an
attendance policy developed that it is aligned and appropriate with their medical
condition.
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Figure 3.6: Promotion Policy for Fifth through Eighth Grade Students
Student is
promoted to the
next grade.
Student passes all academic
classes with a grade of 70% or
better.
Student fails any one or two core
academic class with a grade
below 70%.
Student fails more than 2 core
academic classes with grades
below 70%.
OR
Student is absent for more than 15
days of the academic year without
a health concern that prevented
attendance at school.
Student attends
Summer Academy.
Student fulfills Summer Academy
requirement and passes end-of-year
comprehensive exam(s) with a 70% or
better.
Student does not fulfill Summer Academy
requirements or does not pass
comprehensive end-of-year exam(s) with a
70% or better.
Student repeats
the current
grade.
Should a student need to repeat a grade, the Head of School and Dean of Academics will
meet with both the student and the student’s family to discuss the action plan for the
coming year. Interventions discussed at this time may include additional tutoring,
increased in-class support, Saturday school, or mandatory tutoring time instead of full
enrichment during the school day. Capitol Collegiate will work with families to
determine the best course of action on an individual student basis.
The promotion policy for Capitol Collegiate is encompassed in Figure 3.6 below.
Summer Academy
At the end of the academic year, students scoring below a 70% in one or two core classes
(English/Literacy, Math, Science, Social sciences) will be required to attend the Summer
Academy and must create an action plan for growth in that content area to be applied the
following academic year.
114
Graduation Policy
Because Capitol Collegiate enrollment stops at eighth grade, our students will not
graduate, but simply be promoted to the ninth grade. The requirements for eighth grade
promotion will be the same as those outlined in the grade level promotion section above.
115
ELEMENT 4 - Governance
“The governance structure of the school, including, but not limited to, the process to be
followed by the school to ensure parental involvement.” Ed Code §47605 (b)(5)(D)
CHARTER STATUS
Capitol Collegiate Academy seeks to be an independent charter and will incorporate as a
non-profit.
LEGAL ASSURANCES
Capitol Collegiate Academy will comply with the Brown Act and Government Code
1090. Members of Capitol Collegiate’s executive board, any administrators, managers or
employees, and any other committees of the school shall comply with federal and state
laws, nonprofit integrity standards and the authorizer’s charter school policies and
regulations regarding ethics and conflicts of interest.
Capitol Collegiate and/or its non-profit corporation will be solely responsible for the
debts and obligations of the charter school.
Evidence of the School as a Non-Profit Public Benefit Corporation and Bylaws
Capitol Collegiate has applied for non-profit, 501c3 status, applied for on January 5th,
2010, and will function according to all legal and ethical standards related to, a non-profit
public benefit corporation. A copy of our approved Articles of Incorporation and
proposed bylaws are included as Appendices G and C respectively.
ORGANIZATION STRUCTURE
The organizational structure of the school will develop and grow as the school reaches its
enrollment capacity. While the Board’s organization and role will remain the same, the
Head of School will have some responsibilities delegated to the administrative team and
more teachers and support staff will be added to support enrollment demands and student
needs.
The organizational model represents fiscal conservatism and allocation of resources
towards the school’s mission. It will provide the founding staff with the opportunity to
build a strong structure on which to fulfill the mission of the school. Growth or retraction
116
in funding will adjust the organizational structure of the school as needed, and will be
approved by the governing Board.
Figures 4.1 – 4.3 outline the proposed organization structure of Capitol Collegiate in
Years 1 through 4. With each progressing level of organization, the school has adjusted
staff responsibilities in order to stay true to the mission, maintain a strong school culture,
and target individual student performance.123
Figure 4.1: Year 1
Board of Directors
Head of School
Dean of Academics
Business Manager
Teaching Staff
Office Manager
Y1 will have 1 Head of School, 1 Dean of Academics, 7 FTE teachers, 1 Business Manager, and
1 Office Manager. This staff will accommodate 150 students. That is a student-teacher ratio of
approximately 21:1 and a student-staff ratio of approximately 14:1.
123
We have provided very conservative staffing projections based on not accessing a District facility as
well as using conservative estimates for the funding stream. Should either of these scenarios improve, we
will increase our teaching staff. With the current projections, we will be able to deliver on our core
academic program.
117
Figure 4.2: Years 2 and 3
Board of Directors
Head of School
Dean of Academics
Business Manager
Teaching Staff
Office Manager
Y2 and Y3 will have 1 Head of School, 1 Dean of Academics, teaching staff of 9 in Year 2 and
12 in Year 3, 1 Business Manager, and 1 Office Manager. This staff will accommodate 210
students in Y2 and 270 students in Y3.
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Figure 4.3: Years 4 and On
Board of Directors
HEAD OF SCHOOL
Dean of Academics
Dean of Solutions
Teaching Staff
Business Manager
Director of
Development
0.5 FTE
Office Manager
Y4 moving forward will have 1 Head of School, 1 Dean of Academics, teaching staff of 15 in
year 4 and 19 in year 5, 1 Dean of Solutions, 1 Business Manager, 1 Office Manager, and 0.5
Director of Development. This staff will accommodate 350+ students.
School Year
1
Teaching Staff
7
2
9
3
12
4
15
5
19
Admin Staff
Head of School;
Dean of Academics;
Business Manager
Head of School;
Dean of Academics;
Business Manager
Head of School;
Dean of Academics;
Business Manager
Head of School;
Dean of Academics;
Business Manager;
Dean of Solutions
(Discipline)
Head of School;
Dean of Academics;
Business Manager;
Dean of Solutions
(Discipline)
Other Staff
Office Manager;’
Part-time nurse
Office Manager;
Part-time nurse
Office Manager;
Part-time nurse
Office Manager;
Part-time nurse;
Part-time Director of
Development
(recruitment and
fundraising)
Office Manager;
Part-time nurse;
Part-time Director of
Development
(recruitment and
fundraising)
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PRIMARY RESPONSIBILITIES OF BOARD OF DIRECTORS
Capitol Collegiate Academy will be governed by a Board of Directors that will maintain
active and effective governance of the school. The Board is responsible for ensuring that
the school fulfills its mission, remains true to the terms of the charter, and is a fiscally
viable and responsible organization. The Board of Directors governs the school in its
pursuit of the school’s mission, and delegates all managerial decisions to the Head of
School. The Head of School is responsible for the daily operations, annual, and long-term
planning of the school, and execution of all aspects of the school’s educational program.
The Board hires, sets compensation for, supports and evaluates the Head of School; the
Head of School hires and evaluates all school staff.
The Board of Directors will maintain an effective reporting structure, have duly elected
officer and active committees, meet 10 times per year in full compliance with the Brown
Act, and set evaluation measures for the effectiveness of the Head of School (please see
Appendix R).
The Founding Board of Capitol Collegiate will develop policies and guidelines to ensure
the viability and productivity of the school. When the Founding Board transitions to the
Governing Board, it will move forward to adopt proposed Bylaws under which it will
operate. From there, the Governing Board will maintain a minimum of seven members
with no more than eleven members, and will maintain an odd number for voting
purposes. The Head of School will report and be directly accountable to the Board.
Lead Founder Penny Schwinn is the proposed Head of School, and the Board will make
its selection and hiring for that position upon a chartering decision. Should Penny
Schwinn be selected as Head of School, she will not serve as an official member on the
Board of Directors. The Board of Directors and the school leader will receive annual
training on charter school governance, with a focus on maintaining responsibilities and
roles according to governance and management distinctions, and to support the successful
start-up and ongoing operation of Capitol Collegiate.
BOARD MEETING FREQUENCY, AGENDAS, AND MEETINGS
The Board will meet 10 times per year, in full compliance with the Brown Act. The
Board will ensure that the community has sufficient notice of all public meetings and the
right to attend such meetings related directly to public funds. The Board will publicize its
meeting dates at least two weeks in advance, with a yearly calendar of regular meetings
provided at the start of each school year. The Board will post all meetings on the Capitol
Collegiate website. All regular Board meetings will be open to the public and will
provide time for a public forum for commentary on any matters related to the meeting
agenda.
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BOARD OFFICER DESCRIPTIONS
Capitol Collegiate’s Board of Directors will consist of a minimum of seven and no more
than eleven voting members.
The Chair of the Board of Directors is the head of the Board of Directors. The
responsibilities of this position include:










Presiding over and leading all meetings of the Board of Directors
Working closely with the Head of School and establishing board agendas
Communicating and coordinating regularly with the Head of School, committee
chairs, and Board members
Disseminating important information to other Board members, as needed
Serving as ex officio member of all board committees
Facilitating the appointment of committee chairs
Assisting in development and facilitation of committee work
Reviewing strategies and priorities, both operational and organizational
Supervising the effectiveness of officers, board governance, and vacant board
positions
Cultivating future leadership for the board
The Vice-Chair of the Board serves as the Board Chair in the event that the Chair is
absent.
The Treasurer of the Board is entrusted with leading the financial oversight of the
Board. These responsibilities include:









Chairing the Finance Committee on the Board
Working closely with the Head of School to help prepare the annual budget
Ensuring that Capitol Collegiate is in compliance with federal, state, and district
mandatory reporting requirements as well as all other financial reporting
requirements
Working with school staff to make all financial records available if requested by
entitled organizations or persons
Working closely with the Board Chair and the Head of School to ensure that
financial records are accurate and updated
Reviewing monthly budget and financial statements
Providing a recommendation for external auditors and accountants after thorough
vetting
Ensuring that all financial reports are prepared accurately and on time
Reporting regularly to the Board of Directors on the financial position of the
school and facilitates board understanding of the financial health of the
organization
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The Secretary of the Board of Directors is responsible for all records. These
responsibilities include:




Recording official minutes of all meetings of the Board of Directors. These
minutes will include the date, location, beginning and ending times, type of
meeting, method of arranging and providing notification of the meeting, board
attendance, and meeting proceedings.
Certifying and retaining both electronic and hard copies of the most current
bylaws
Retaining copies of agendas and minutes of all meetings of the Board of
Directors, including committee meetings and makes these materials available at
the school’s main office
Providing all notices and documents of meetings or otherwise, as described in the
bylaws or required by law
BOARD COMMITEES
The Board of Directors will have several standing committees dedicated to the
performance and governance oversight of the school. Additional committees may be
added as needed through the formal resolution process by the Board of Directors. The
initial committees of the Board of Directors may include:



Governance: This committee is responsible for maintaining and growing the
strength of the composition of the Board. The committee will be responsible for
developing an objective protocol and set of tools to evaluate the strength of the
Board and provide professional development opportunities to Board members, as
needed. Should a Board position become vacant or in need of a specific field to be
represented, the Governance Committee will be responsible for the identification,
recruitment, nomination, verification, and training of all new members. Ideal
fields of expertise represented on this committee include management, human
resources, school leadership, and prior successful board membership.
Finance: This committee is responsible for overseeing the financial management
and viability of the school. In doing so, the committee will work closely with the
Board Chair, Head of School, and Business Manager. The Finance Committee
will review cash flow and budget statements on a monthly basis, prepare financial
reports as needed, present financial materials to the Board of Directors, and lead
the process for hiring the school’s auditor in conjunction with the Board Chair.
Ideal fields of expertise represented on this committee include finance, consulting,
accounting, and business ownership.
Academic Accountability: This committee is responsible for reviewing the
academic progress of the school with the Head of School in order to evaluate the
student performance outcomes of the school. The committee will determine if the
school is meeting accountability goals and expected academic progress based on
understood benchmark goals, both internal and external. The conclusions of this
committee will factor into the review of the Head of School. Ideal fields of
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
expertise represented on this committee include consulting, school leadership, and
law.
Development: This committee is responsible for working with the Head of
School to establish fundraising strategies, increase public awareness about the
school, develop stronger partnerships with key political, financial, and business
allies, and develop marketing materials. Ideal fields of expertise represented on
this committee include finance, consulting, marketing, public relations,
advertising, prior board experience, fund development, campaign or political
management experience, and human resources.
INDIVIDUALS COMMITTED TO SERVING ON THE BOARD
The Board of Directors is a talented, experienced, committed group of professionals who
are determined to govern a high-performing school which they will hold accountable for
strong student achievement. This Board has expertise in fields ranging from policy and
marketing, to finance and management. Because of the broad range of experiences and
fields represented, the Board will exhibit strong governance and oversight of Capitol
Collegiate. This Board has a varied and strong understanding of Sacramento, bringing a
diversification required for a comprehensive governance structure. The Board will govern
with the same operating beliefs: all students can achieve when given access to an
excellent education, high expectations are the foundation for school and student success,
and college begins in kindergarten.
Capitol Collegiate Board of Directors
Michael Agostini
Michael Agostini is the Director of Operations for the Charter Schools Development
Center. He was also the Director and Co-Founder of Sierra Music Academy and manager
of the Sierra Chamber Ensemble. Mr. Agostini brings a broad range of experience in
education, having worked for several years as a teacher and administrator in both public
and private schools. He has also worked as a school evaluator and helped with the
strategic planning of K-12 and adult educational programs. In addition, Mr. Agostini has
worked extensively in public school reform, helping with the development of charter
schools in California and supporting the expansion of the charter school movement
through his research and writings. He carries the belief that all students can achieve when
educated within a high-expectations environment. Mr. Agostini earned a Bachelor of Arts
degree in History from Yale University and a Master's degree in Education from the
Harvard Graduate School of Education.
Ed Manansala
Ed Manansala serves as the Superintendent of St. HOPE Public Schools. Mr. Manansala
comes to the Board of Capitol Collegiate with extensive experience in the South
Sacramento community, working at several area schools as teacher, community activist,
counselor, and advisor. He additionally has previous experience as a founder of a local
charter school, and as principal of Sacramento High School. Under his leadership,
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Sacramento High School had the highest growth on the API during the 2007-08 school
year. He moved to the role of superintendent of St. HOPE Public Schools this year,
working to continue to address educational issues throughout the district and community.
Dedicating his life to education and improving the lives and futures of students in the
Sacramento area, Mr. Manansala believes that all students can achieve at the highest
levels and that the work to provide this level of education is critical to the success of our
communities. Mr. Manansala earned a Bachelor of Science degree in Business
Administration, a Master’s degree in Social Work, and will complete his Doctorate in
Education at UC Davis this spring.
Emily Randon
Emily Randon has successfully worked in a variety of fields over the course of her career.
As the Director of Academic Success for the University of California, Davis School of
Law, Ms. Randon is responsible for developing a robust Academic Success Program for
first year and upper division students. She has served as a course instructor and
developed several academic support-related programs and services for law students. Ms.
Randon previously worked as the Director of Academic Success and the Assistant
Director of Admissions and Outreach at the University of Pacific, McGeorge School of
Law. She has represented the California Association of Realtors as a Legislative Analyst
and was an attorney with Tennant, Ingram, and Randon. She comes to Capitol Collegiate
with a strong conviction about the potential of all students to succeed when given the
right support structures and environment.. Ms. Randon earned a Bachelor of Arts in
Political Science from UC Irvine, her Juris Doctorate from the University of the Pacific,
and a Master’s in Education from California State University, Sacramento.
Penny Schwinn (Lead Founder, Proposed Head of School)
Penny Schwinn is the Lead Founder for Capitol Collegiate and will serve as the Head of
School, leading the effort to develop and found a high-performing charter school for the
students of South Sacramento. Building on her early teaching career as a Teach For
America corps member in Baltimore, MD, Ms. Schwinn became a Program Director for
Teach For America in Los Angeles and additionally chose to gain business and private
sector experience to adapt to the education sector by working in operations at a multibillion dollar firm in Los Angeles. Ms. Schwinn believes that there is nothing more
important than ensuring that all students, regardless of socio-economic status, have
access to an excellent education. Inspired by the potential of her future students and the
powerful work started by school leaders across the country, Ms. Schwinn is prepared to
open and lead Capitol Collegiate in Sacramento. Selected as one of four outstanding
leaders from across the country to participate in the highly-competitive Building
Excellent Schools Fellowship, Ms. Schwinn has used the Fellowship to study the most
successful and highest performing urban charter schools across the country, and to
complete a school leadership residency at North Star Academy, recognized for its
dramatic student achievement results. Ms. Schwinn completed a Bachelor of Arts degree
in History from UC Berkeley and a Master’s degree in Teaching from Johns Hopkins
University. Currently she is pursuing a PhD in Education Policy and Finance from
Claremont to be completed in 2011 as well as her Doctorate in Education Administration
from the University of Southern California.
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Katherine Sherlock
Katherine Sherlock is a case manager and training coordinator for Court Appointed
Student Advocate (CASA), an organization devoted to providing a trained advocate for
every abused and neglected child in Sacramento who needs one. As a Case Manager, she
has the opportunity to work directly with volunteers, families, and foster youth, as well as
creating and implementing trainings for future advocates. Ms. Sherlock previously
utilized her law degree to work in the criminal field. She has served as an Executive
Board Member for the Alternative Dispute Resolution Team and as a mediator for the
San Diego Superior Court. Ms. Sherlock has dedicated her personal and professional
career to children and their needs. She believes that powerful teaching and an
achievement-oriented school culture are critical to the success of a school and that
structure will support students in preparing for college, starting in the youngest grades.
Ms. Sherlock earned a Bachelor’s degree in English Literature from Samford University
and Juris Doctorate from Thomas Jefferson School of Law, earning Pro Bono Honors and
recognition on the National Dean’s list.
Margaret Weston
Margaret Weston is a research associate for the Public Policy Institute of California
(PPIC). As part of her position with PPIC, Ms. Weston developed the California School
Finance Revenue Manual as well as an analysis of the revenue limit system. She recently
completed an internship in the Office of Instructional Design and Assessment with
Chicago Public Schools and was a research consultant for the Michigan Department of
Education and the Center for Local, State, and Urban Policy at the University of
Michigan, where she co-authored memos for government officials and policy groups on
educational services and teacher quality. Ms. Weston was an English teacher in
Baltimore, MD with Teach For America and participated as a Mayoral Fellow,
organizing a fundraiser that raised over $100,000 for city schools. She is committed to
the growth and development of Sacramento students and believes in the importance of
using resources specifically to boost student achievement. Ms. Weston earned a Bachelor
of Arts in English from the University of Michigan, Master of Arts in Teaching from
Johns Hopkins University, and Master of Public Policy from the University of Michigan.
Jennifer Wonnacott
Jennifer Wonnacott has played a prominent role in a variety of political and legislative
arenas over the course of her professional career. As the Director of Communication for
Assemblywoman Alyson Huber, Ms. Wonnacott is responsible for reaching all
constituents in her represented district through a myriad of media. She has developed
strategy, worked with a diverse group of constituents, and participated in several
prominent legislative roles. Ms. Wonnacott previously worked for a campaign consulting
firm where she was one of the primary contact points for many national, statewide, and
local elections and ballot measures. She has represented and strategized key races in the
state of California and comes to Capitol Collegiate with a demonstrated expertise in print,
radio, and television media, excited for the opportunity to utilize her expertise to promote
strong educational options in her hometown of Sacramento. Ms. Wonnacott earned a
Bachelor of Arts in Mass Communications from UC Berkeley.
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Brian Weisel
Brian Weisel is a staff attorney for Sacramento Child Advocates. As part of his role, Mr.
Weisel advocates for the educational, medical, and placement needs of children in the
dependency system. He recently served as a Deputy District Attorney for Shasta County
and a defense attorney for a private firm in Amador County, where he supported the
defense of indigent people accused of crimes. Mr. Weisel served as a volunteer for the
County of San Diego Office of the Public Defender, the Perspectives in Criminal Justice
Clinic, and in Elder Law and Advocacy in San Diego, CA. He has a strong commitment
to public service and working to improve underserved communities in Sacramento. Mr.
Weisel earned a Bachelor of Arts in Philosophy from the University of Michigan and a
Juris Doctorate from the University of San Diego School of Law..
District Representation
In compliance with the California Education Code, SCUSD may elect to have a district
representative sit on the governing Board. This person would be one of the 7-11 members
of the Board of Directors.
TRANSTION FROM FOUNDING TO GOVERNING BOARD
The Board of Directors will participate in a day-long Board retreat to facilitate a smooth
and comprehensive transition from founding to governing responsibilities. This training
will include:







Brown Act (Open Meeting Law) Compliance
Parliamentary Procedure and Robert’s Rules of Order
Board Officer Elections
Board Committee Formation
Board policy formation and approval
School leader hiring, support, and evaluation
Internal accountability goals
SELECTION OF NEW BOARD MEMBERS
A stable, strong, committed, and mission aligned Board of Directors is critical to the
success of the school. Therefore, all potential and new Board members will undergo a
careful and deliberate vetting process and will require the vote of the current board
membership in accordance with the school’s bylaws. Requirements of new members to
the Board of Directors must have:

Deep and unwavering commitment to the mission of Capitol Collegiate
126

Belief that the school will be able to achieve its mission and should take all
reasonable steps necessary in order to do so
 Regular attendance at all board meetings
 Expertise in one of the ideal areas listed above, or in another area that proves to
be valuable to the governance of the school, including law, finance, public
relations, marketing, school leadership, policy, politics, fundraising, development,
governance, consulting, and human resources
 Experience with and interest in working with a committed, driven, diverse group
of people
 Willingness to leverage personal and profession networks on behalf of the school
 Availability and willingness to participate in the governance of Capitol Collegiate
 Commitment to improving the quality of education for the students of Sacramento
The Governance Committee will implement a five-step process for adding members to
Board:
1. Each spring (or as needed due to unplanned vacancies), the Governance
Committee will identify existing vacancies and identify members whose terms are
about to expire and identify the skills, expertise and other qualifications necessary
to complete the Board.
2. Any member of the Board may identify potential members and submit a resume
for the candidate to the Governance Committee.
3. The Governance Committee will review resumes for, have conversations with,
discuss, and rank all prospective candidates.
4. The Governance Committee will recommend candidates to the Board and bring
the nomination to the Board for a vote at the next Board meeting.
5. The Board will review the candidate’s resume and vote to approve new members,
with no more than two members in dissent.
New members will be elected to the Capitol Collegiate Board of Directors when a
previous member’s term expires at an annual meeting occurring during the last quarter of
the fiscal year. If vacancies occur mid-year or the Board wishes to grow in size between
annual meetings, new members may be added at any Board meeting held for this purpose.
PARENT, TEACHER, AND STUDENT INVOLVEMENT
The input of all school stakeholders will be valued by the Board as well as the school. As
such, stakeholders will be given the opportunity to address issues on the agenda at regular
Board meetings and to participate at the committee level as appropriate. Further
commentary on issues regarding the school can be given to the school’s Head of School
as needed.
Capitol Collegiate remains committed to parent involvement at the school level. We will
establish a Parent Site Council, which will meet on a regular basis (either monthly or
quarterly, to be determined by the council). This group will meet with the Head of School
to discuss issues involving school academics, culture, and community. This will be an
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important voice at the school and one that will help to ensure a comprehensive
understanding of how the school is performing.
As students mature into the upper grades of the school, we will invite a student
representative to speak annually to the board.
CONFLICT OF INTEREST POLICY
The Board of Directors will adopt a Conflict of Interest policy that strictly complies with
Government Code section 1090 – 1090.1. The Conflict of Interest Policy can be found in
Appendix D.
GRIEVANCE POLICY
Capitol Collegiate will designate at least one employee to coordinate its efforts to comply
with and carry out its responsibilities under Title IX of the Education Amendments of
1972 (Title IX) and Section 504 of the Rehabilitation Act of 1973 (Section 504) including
any investigation of any complaint filed with the school alleging its noncompliance with
these laws or alleging any actions which would be prohibited by these laws. Capitol
Collegiate will notify all its students and employees of the name, office address, and
telephone number of the designated employee or employees.
Capitol Collegiate will adopt and publish grievance procedures providing for prompt and
equitable resolution of student and employee complaints alleging any action, which
would be prohibited by Title IX, or Section 504.
Capitol Collegiate will implement specific and continuing steps to notify applicants for
admission and employment, students and parents of elementary and secondary school
students, employees, sources of referral of applicants for admission and employment, and
all unions or professional organizations holding collective bargaining or professional
agreements with the recipient, that it does not discriminate on the basis of sex or mental
or physical disability in the educational program or activity which it operates, and that it
is required by Title IX and Section 504 not to discriminate in such a manner.
SCUSD CHARTER POLICY
Capitol Collegiate Academy will comply with the District policy related to charter
schools, as it may be changed from time to time.
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RESPONDING TO INQUIRIES
Any general inquiries of the school can be directed to the school’s Head of School.
Inquiries directed specifically to the Board will be handled by the communications
representative of the Board or the Board Chair, should those individuals be different
parties.
NOTIFICATIONS
Notification is to be made to the 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 Capitol Collegiate.
AUDIT AND INSPECTION OF RECORDS
Capitol Collegiate agrees to observe and abide by the following terms and conditions as a
requirement for receiving and maintaining their charter authorization:
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Capitol Collegiate is subject to District oversight.
The District’s statutory oversight responsibility continues throughout the life of
the Charter and requires that it, among other things, monitor the fiscal condition
of Capitol Collegiate.
The District is authorized to revoke this charter for, among other reasons, the
failure of Capitol Collegiate to meet generally accepted accounting principles or if
it engages in fiscal mismanagement.
Accordingly, the District reserves the right, pursuant to its oversight responsibility, to
audit Capitol Collegiate 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
Accuracy, recording and/or reporting of school financial information
School’s debt structure
Governance policies, procedures and history
Recording and reporting of attendance data
School’s enrollment process
Compliance with safety plans and procedures
Compliance with applicable grant requirements
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Capitol Collegiate will cooperate fully with such audits and make available any and all
records necessary for the performance of the audit upon 30 days notice to school. When
30 days notice may defeat the purpose of the audit, the District may conduct the audit
upon 24 hours notice.
In addition, if an allegation of waste, fraud or abuse related to Capitol Collegiate’s
operations is received by the District, Capitol Collegiate will be expected to cooperate
with any investigation undertaken by the Office of the Inspector General, Investigations
Unit.
PROCESS FOR AMENDING THE CHARTER
Capitol Collegiate will comply with current SCUSD policy for amendments to the charter
petition.
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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)
Capitol Collegiate Academy will recruit, employ, and retain a staff of professionals,
committed to educating all students and to working towards the school’s mission. We
recognize that teacher quality has the most significant impact on student performance124
and therefore will make it a top priority to recruit, select, hire, support, develop, and
retain the strongest teachers, administrators, and support staff possible.
EQUAL OPPORTUNITY EMPLOYER
Capitol Collegiate will not discriminate against any potential or current employee based
on the basis of ethnicity, national origin, gender, sexual orientation, religion, race,
disability, or any other protected classification, in accordance with applicable law.
NO CHILD LEFT BEHIND
Capitol Collegiate will comply with the provisions of the No Child Left Behind Act as
they apply to highly-qualified certificated personnel and paraprofessional employees of
charter schools.
CREDENTIALS
Teachers of core content areas at Capitol Collegiate (English Language Arts, Math,
Science, and Social sciences) will be required to hold a Commission on Teacher
Credentialing certificate, permit, or other document equivalent to that which a teacher in
other public schools would be required to hold.
Capitol Collegiate will work to minimize our use of Emergency Credentialed Teachers.
124
Thernstrom, A. and Thernstrom, S., No Excuses, Simon & Schuster (2003), p. 43.
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EMPLOYEE RECORDS
Capitol Collegiate will comply with all State and Federal laws concerning the
maintenance and disclosure of employee records.
Copies of each teacher’s credentials will be kept on file in the main office and will be
readily available for inspection. School administration will review teacher credentials
annually.
BACKGROUND CHECKS
Capitol Collegiate will comply with California Education Code 44237 and 45125.1
regarding the requirement to fingerprint and obtain background clearance of employees.
Prior to the first day of work with students, Capitol Collegiate will process all
background checks through LiveScan, administered by the United States Department of
Justice.
In addition, all employees must provide:
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Up-to-date medical clearance of communicable disease and a negative
Mantoux Tuberculosis (TB) test
A full disclosure statement regarding a prior criminal record
Documents establishing legal employment status
Contact information for at least two (2) professional and one (1) personal
reference
EMPLOYEE WELFARE AND SAFETY
Capitol Collegiate will comply with all Local, State, Federal, and relevant District
policies concerning employee welfare, health, and safety issues. These include, but are
not limited to, the requirement for a drug- and tobacco-free workplace.
TERMS AND CONDITIONS OF EMPLOYMENT
All employees of Capitol Collegiate will be at-will employees. The terms and conditions
for employment at Capitol Collegiate will be reviewed in detail during the interview
process and reiterated in an offer of employment.
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STAFF SELECTION
Capitol Collegiate will utilize a comprehensive screening process to ensure selection of
the highest quality staff.
The Board of Capitol Collegiate will hire the school’s Head of School. All other staffing
decisions will be made by the Head of School.
Our selection process will typically include:
1.
2.
3.
4.
5.
6.
7.
8.
Development of job description, requirements and qualifications
Aggressive recruitment through web sites, career fairs, and professional networks
Stage 1: Application, resume, cover letter, short open responses
Stage 2: Introductory phone interview (in-person as needed)
Stage 3: Sample teaching(s) with debrief and feedback session(s)
Stage 4: Extensive interviews with administration and existing school staff
Stage 5: Shadow teacher for day with debrief and 2nd formal interview
Stage 6: Verification of credential and previous employment, State and Federal
background checks, and professional and personal reference checks of strong
candidates
9. Offers of employment to the strongest candidates
JOB DESCRIPTIONS FOR KEY PERSONNEL
While we will use these qualifications and responsibilities to guide the interview process,
Capitol Collegiate will also take into consideration other qualities that may be desired in
a potential candidate such as: SCUSD teachers who have been laid off, Spanish-speaking,
Hmong-speaking, experience in communities similar to those served by our school, and
other specialized backgrounds.
Qualifications and Certifications - Head of School
Position Summary
The Head of School of Capitol Collegiate will be held accountable by the Board of
Directors in regard to all aspects of the school’s academic program, financial
management, and organizational health. The Head of School is entrusted with advancing
the school’s mission, maintaining the financial viability of the organization, and
determining the future direction of the school in accordance with the mission. Subject to
funding resources, we anticipate the starting salary for the Head of School position will
be $88,000 - $90,000.
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Suggested Qualifications and Required Certification
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Strong commitment to, belief in, and alignment with school’s mission and vision
Minimum of five years working in urban education with history of significant
gains in student performance and/or growth
Experience in leadership and management of both adults and students
Ability to assess data, find trends, and use information to make strategic decisions
Currently holds California Tier I Administrator Credential (or earned within two
years of hire)
Knowledge of or experience in education, school finance, governance,
management, and law
Experience in budgetary planning, accounting, and effective allocation of school
resources
Exceptional verbal and written communication skills.
Strong organizational skills and ability to multi-task
Ability to approach situations with optimism and perseverance, willingness to
take personal responsibility, open to and interested in feedback on performance,
eagerness to continue to improve in effectiveness, and steady determination to
pursue excellence regardless of the situation
Responsibilities of the Head of School
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Create, monitor and sustain school culture of academic excellence through
consistent implementation of systems, and structures to maximize student
learning.
Manage and work closely with the Dean of Academics on all job responsibilities
associated with the positions.
Manage the Dean of Academics, Business Manager, and Office Manager, as well
as all other staff including representatives of all outsourced business functions.
Lead all student community meetings in coordination with the Dean(s) of
Academics and Dean of Solutions.
Lead all staff development and administrative meetings in coordination with the
Dean(s) of Academics.
Manage and direct recruitment, hiring, and retention of all staff members,
including salary, contract, and benefit orientations.
Draft and provide evaluations of all staff members.
Coordinate lottery, admissions, enrollment, and waitlist procedures for the school.
Control orientation, training and evaluation of all staff members.
Implement all personnel policies.
Implement all student discipline, code of conduct, and behavior standards with the
Dean of Solutions and in conjunction with other administrative and teaching staff.
Review all student report cards before disbursement to families, or delegate to
appropriate staff upon school growth.
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Serve as primary spokesperson for school to both internal and external
constituents including media, community members, parents, political leaders and
representatives, and visitors.
Support and work with all Board committees as well as provide information, data,
reports, and context necessary to assist in effective governance of the school.
Manage and allocate school resources, including financial resources, in alignment
with values of school; work with Business Manager to evaluate the accuracy of all
financial documents.
Supervise and monitor daily inputs and outputs of school including accounts
payable and receivable, cash receipts and disbursements, payroll/benefits, taxes,
staff, and school supplies.
Work with Business Manager and Dean of Academics to prepare or oversee and
submit required reports, evaluations, and data to all external and funding sources.
Work with all school stakeholders, specifically with Business Manager and Board
of Directors, to acquire and collect resources, both financial and in-kind, for
instructional, extracurricular, and enrichment needs.
Continue to develop a financial plan for school’s capital needs in order to secure
permanent facility for school.
Inspire staff and student body to remain focused and determined in work of
fulfilling the mission of school.
Supervise and direct the culture of school by monitoring academic program and
implementation of school’s discipline code to ensure a safe, and focused school
environment.
Develop and communicate a strategic plan for the school
Qualifications and Certifications – Dean of Academics
Position Summary
The Dean of Academics will be held accountable by the Head of School in regard to
teacher performance and growth, student achievement, and quality of curriculum. The
Dean of Academics is entrusted with advancing the mission of the school through the
management and development of a standards-aligned curriculum; participation in the
evaluation, support, and development of teaching staff; and collaboration with the Head
of School on areas of instructional and/or curricular need at the school. Subject to
funding resources, the starting salary for the Dean of Academics position will be $60,000
- $70,000.
Suggested Qualifications
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Strong commitment to, belief in, and alignment with mission and vision of school.
Minimum of three years working in urban education with history of significant
gains in student performance and/or growth.
Experience in leadership and management of both adults and students.
135
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Ability to assess data, find trends, and use information to make strategic
decisions.
Currently holds California Teaching Credential.
Strong knowledge of California State Content Standards in all relevant grades and
subjects.
Knowledge of national content standards.
Exceptional verbal and written communication skills.
Strong organizational skills and ability to multi-task.
Ability to approach situations with optimism and perseverance, willingness to
take personal responsibility, open to and interested in feedback on performance,
eagerness to continue to improve in effectiveness, and steady determination to
pursue excellence regardless of the situation.
Responsibilities
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Embody mission, vision, core beliefs and strategic direction of the school.
In consultation with Head of School, help to develop and monitor a curriculum
(scope and sequence, planning, etc.) that maximizes and enhances student
learning in all core subjects.
Plan and run staff professional development sessions as needed, and coordinate
professional development sessions from outside resources.
Serve as instructional coach for the faculty through regular observations,
feedback, meetings, and additional metrics of support in order to provide a quality
instructional program to students within the context of a disciplined school
culture.
Research and develop best practices to be implemented and supported in school.
Analyze student achievement data as well as teacher performance data on variety
of metrics, both quantitative and qualitative, and use information to collaborate
with Head of School on strategic plan and short- and long-term vision for school.
Coordinate and manage administration of all standardized student assessments
and evaluations, including state assessments, interim assessments, and nationally
normed assessments.
Review report cards for every student and provide feedback to teachers before
review by Head of School.
Co-manage assigned aspects of school-wide routines such as lunch procedures,
bus timetables, and before and after-school plans.
Qualifications and Certifications – Teacher
Position Summary
Teachers will be held accountable by the Head of School and Dean of Academics in
regard to their performance and growth, student achievement, and quality of curriculum.
Teachers are entrusted with advancing the mission of the school through the development
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of a standards-aligned curriculum, responsiveness to feedback provided and collaboration
with the Dean of Academics on areas of instructional and/or curricular need at the school.
Subject to funding resources, the starting salary for the teachers will be $40,000 $80,000, approximately 10% higher than district salaries, depending on experience,
education, and needs of the school.
Suggested Qualifications
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Strong commitment to, belief in, and alignment with mission and vision of school.
California state teacher credential or certification eligibility.
Minimum of a Bachelor’s degree.
Minimum of one year working in urban education with a history of significant
gains in student performance and/or growth.
Excellent verbal and written skills.
Experience or familiarity analyzing data and using data to inform decisions and/or
instruction.
Strong organizational skills.
Openness to feedback, desire to continue development as professional, and
willingness to take responsibility for student outcomes and achievement.
Responsibilities
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Embody mission and vision of school.
Create standards-aligned curriculum including scope and sequence, annual plan,
unit plans, and lesson plans; develop interim, midterm, and final assessments as
needed.
Develop and implement ambitious, and standards-aligned lesson plans targeted
with end goal of student performance at or above grade level expectations.
Teach and enforce school-wide systems, rules and consequences, disciplinary
codes, and rewards at all times.
Provide engaging, motivating, and rigorous instruction in whole-class and
individual settings.
Provide academic support and tutoring to small groups or individual students as
needed/scheduled.
Analyze student achievement data in collaboration with Dean of Academics and
Head of School.
Implement data tracking system and use data to inform instructional development
and delivery.
Communicate regularly and proactively with students and families.
Draft student report cards and revise as required.
Collaborate with other staff members and actively participate in all professional
development and learning activities.
Work to continuously improve effectiveness in all instructional practices, using
school’s teacher performance rubric as a guide.
Use feedback to make productive changes in performance.
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Complete all administrative requirements before given deadlines.
Participate in additional activities including field trips, intensive academic support
sessions, and other required programs as needed throughout year.
Qualifications and Certifications – Special Education Coordinator OR Teacher
Position Summary
Special Education Coordinators/Teachers will be held accountable by the Head of School
and Dean of Academics in regard to their performance and growth, student achievement,
and quality of curriculum. All Special Education staff members are entrusted with
advancing the mission of the school through the development of a rigorous, standardsaligned curriculum, responsiveness to feedback provided and collaboration with the Dean
of Academics on areas of instructional and/or curricular need at the school, especially in
relation to those students with special needs. This potential position will be determined
by the needs of the students, as seen necessary by the SELPA.
Suggested Qualifications
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Strong commitment to, belief in, and alignment with mission and vision of
school.
California state teacher credential or certification eligibility.
Minimum of a Bachelor’s degree.
Minimum of one year working in urban education with a history of significant
gains in student performance and/or growth.
Experience in writing excellent Individual Education Plans (IEPs) and
communicating the contents in an accessible way to multiple audiences.
Experience compiling and managing special education reporting data.
Excellent verbal and written skills.
Experience or familiarity analyzing data and using data to inform decisions and/or
instruction.
Strong organizational skills.
Openness to feedback, desire to continue development as professional, and
willingness to take responsibility for student outcomes and achievement.
Responsibilities
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Draft and revise IEPs as necessary to ensure that needs of special education
students are being served.
Deliver instruction using variety of targeted learning modalities in order to
develop necessary skills (motor, language, cognitive, memory) using methods to
enhance student achievement.
Maintain detailed, meticulous student IEP and 504 records according to state and
federal guidelines.
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Provide daily tutoring to special education and other students, in individual or
small group settings.
Embody mission and vision of school.
Create standards-aligned curriculum including scope and sequence, annual plan,
unit plans, and lesson plans; develop interim, midterm, and final assessments as
needed.
Develop and implement ambitious, and standards-aligned lesson plans targeted
with end goal of student performance at or above grade level expectations.
Teach and enforce school-wide systems, rules and consequences, disciplinary
codes, and rewards at all times.
Provide engaging, motivating, and rigorous instruction in both whole-class and
individual settings.
Provide academic support and tutoring to small groups or individual students as
needed/scheduled.
Analyze student achievement data in collaboration with Dean of Academics and
Head of School.
Implement data tracking system and use data to inform instructional development
and delivery.
Communicate regularly and proactively with students and families.
Draft student report cards and revise as required.
Collaborate with other staff members and actively participate in all professional
development and learning activities.
Work to continuously improve effectiveness on in all instructional practices,
using school’s teacher performance rubric as a guide.
Use feedback to make productive changes in performance.
Complete all administrative requirements before given deadlines.
Participate in additional activities including field trips, intensive academic support
sessions, and other required programs as needed throughout year.
Qualifications and Certifications – Dean of Solutions
Position Summary
The Dean of Solutions will be held accountable by the Head of School in regard to
his/her performance and growth, supervision and protection of school culture, and
relationships with students in regard to motivation and discipline. The Dean of Solutions
is entrusted with advancing the mission of the school through the development and
implementation of the code of conduct and discipline, implementation and execution of
high expectations for all students, and frequent communication with students and families
in regard to student behavior, all of which will be done in collaboration with the Head of
School. Subject to funding resources, the starting salary for the Dean of Solutions will be
$45,000 - $50,000, depending on experience, education, and needs of the school.
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Suggested Qualifications
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Strong commitment to, belief in, and alignment with mission and vision of school.
Minimum of two years working in urban education with history of significant
gains in student performance and/or growth and history of building strong
relationships with students and families.
Experience in leadership and management of both adults and students.
Ability to assess data, find trends, and use information to make strategic
decisions.
Currently holds California Teaching Credential.
Exceptional verbal and written communication skills.
Strong organizational skills and ability to multi-task.
Ability to approach situations with optimism and perseverance, willingness to
take personal responsibility, open to and interested in feedback on performance,
eagerness to continue to improve in effectiveness, and steady determination to
pursue excellence regardless of the situation.
Responsibilities
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Embody mission, vision, core beliefs and strategic direction of school.
In consultation with Head of School, help to develop and monitor code of conduct
and disciplinary structure that maximizes and enhances student behavior and
protects culture of school.
Plan and run staff professional development sessions related to student behavior
and school culture and coordinate professional development sessions from outside
resources, in conjunction with Head of School.
Serve as primary administrator, aside from Head of School to provide clarity,
feedback, and support to students within context of disciplined school culture.
Research and develop best practices to be implemented and supported in school in
context of discipline, rewards, culture and behavior.
Analyze student behavior data as well as teacher performance data in relation to
classroom management on variety of metrics, both quantitative and qualitative,
and use information to collaborate with Head of School on strategic plan and
short- and long-term vision for school.
Review the behavior and citizenship components of report cards for every student
and provide feedback to teachers before review by Head of School.
Co-manage assigned aspects of school-wide routines such as lunch procedures,
bus timetables, and before and after-school plans.
Qualifications and Certifications – Business Manager
Position Summary
The Business Manager will be held accountable by the Head of School in regard to
his/her performance and growth. The Business Manager is entrusted with advancing the
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mission of the school through the development and implementation of a budget,
coordination of external and internal operations, and fundraising and grant writing all of
which will be done in collaboration with the Head of School. Subject to funding
resources, the starting salary for the Business Manager will be $50,000 - $55,000,
depending on experience, education, and needs of the school.
Suggested Qualifications
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Strong commitment to, belief in, and alignment with mission and vision of school.
Possession of, at minimum, a Bachelor’s degree.
Minimum of five years experience in operations and finance preferred.
Proficiency or advanced knowledge in Microsoft Excel and Access, Quick Books
and other financial management and human resources software (required).
Knowledge of school finance, budgetary planning, and accounting principles
(required).
Experience in school finance, governance and fundraising (preferred).
Excellent technical writing and organizational skills required.
Excellent data management and reporting abilities.
Demonstrated ability to multitask effectively and prioritize strategically.
Prior leadership roles with demonstrated strong results.
Ability to approach situations with optimism and perseverance, willingness to
take personal responsibility, open to and interested in feedback on performance,
eagerness to continue to improve in effectiveness, and steady determination to
pursue excellence regardless of the situation.
Responsibilities
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Embody mission and vision of school.
Create and maintain high standards of financial management and oversight with
regard to budgets, cash flow statements, expenditures and revenues.
Ensure compliance with generally accepted accounting principles as well as all
other requirements (federal, state, local, and suggested).
Provide bookkeeping services to school using provided financial and accounting
software.
Provide regular feedback to Head of School on tools and resources that may
strategically improve financial management.
Supervise daily accounting of school including accounts payable and receivable,
cash receipts, payroll and benefits, general ledger, taxes, and allocation of nonfinancial resources.
Research, manage, and administer all benefit programs offered by school in
compliance with staff contracts and applicable laws.
Research and apply to grants in accordance with general school guidelines, and
manage disbursement and reporting of activities in collaboration with Head of
School.
141
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Prepare and submit all relevant reports, evaluations, and data to both internal and
external agencies, funding sources, and parties.
Report to and collaborate with Head of School throughout budgetary process
including establishment of priorities and maintenance of financial outputs on daily
and/or weekly basis.
Coordinate food service bids and contract for all student meals and snacks in
conjunction with vendor selected and with Head of School.
Coordinate and implement strategy for teacher and student recruitment in
collaboration with Head of School.
Oversee resources provided to all staff, including classroom resources, copy
machines, phones, computers and technology.
Provide verbal and written financial report at all Board of Directors Finance
Committee meetings, in coordination with Head of School.
Provide logistical support for all school events.
Manage and coordinate school facility including acquisition, maintenance, and
distribution of school materials, furniture, and improvements
Qualifications and Certifications – Development Director
Position Summary
The Director of Development will be held accountable by the Head of School in regard to
his/her performance and growth. The Director of Development is entrusted with
advancing the mission of the school through the development and implementation of a
fundraising and grant writing program, all of which will be done in collaboration with the
Head of School. The starting salary for the Development Director will be commiserate
with experience, education, and needs of the school.
Suggested Qualifications
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Strong commitment to, belief in, and alignment with mission and vision of school.
Possession of, at minimum, Bachelor’s degree.
Experience in development, fundraising, and strategic planning.
Strong oral and written communication skills.
Detail-oriented, strong organization skills, and clear adherence to time sensitive
deadlines.
Strong influencing and motivating skills and ability to engage diverse audiences.
Proficiency in Excel, website maintenance and desktop publishing.
Open to feedback, and willingness to take responsibility for raising funds, even in
challenging economic contexts.
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Responsibilities
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Strong commitment to and alignment with mission and vision of school.
Set clear, ambitious, and feasible fundraising goals for school.
Plan and implement strategy to meet fundraising goals.
Research and write private, foundation, and government grant proposals
successfully.
Initiate and work towards successful stewardship of potential donors and build
strong relationships with all school stakeholders.
Develop marketing and communication strategy to create strong brand
recognition and positive publicity in local, state, and national settings.
Disseminate information to interested parties, as requested and as outlined in
school plan.
Develop and adhere to detailed, clear action plan to track grant proposal,
reporting, funding, and solicitation deadlines.
Prepare and manage all tools related to development including reports, marketing
documents, and web site materials.
Work with Head of School closely on all job responsibilities.
Qualifications and Certifications – Office Manager
Position Summary
The Office Manager will be held accountable by the Head of School in regard to his/her
performance and growth. The Office Manager is entrusted with advancing the mission of
the school through the organization and running of all administrative tasks including
phone calls, copies, newsletter drafts, filing, and record-keeping. Subject to funding
resources, the starting salary for the Office Manager will be $30,000 - $35,000,
depending on experience, education, and needs of the school.
Suggested Qualifications
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College degree preferred but may be substituted for relevant experience.
Three or more years of customer service experience.
Strong organizational abilities.
Detail oriented.
Experience in clear, respectful communication with both adults and children.
Preferred experience working in urban settings.
Knowledge of office equipment and services including computers, printers,
copiers, fax machines, phones, and software.
Familiarity with Microsoft Office, especially Word, Excel, and PowerPoint.
Open to feedback, willingness to take personal responsibility.
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Responsibilities
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Strong commitment to, belief in, and alignment with mission and vision of school.
Maintain accurate, complete, neat, and organized files for every student.
Collects, enters, and maintains school data in administrative database.
Creates purchase orders, tracks shipments, and follows-up on administrative
needs with vendors, including ordering, receipt and maintenance of supplies.
Maintains accurate attendance records and follows-up with families when
students are not present at school.
Coordinates all school mailings.
Ensures strict confidentiality of personal student and staff records and data.
Makes copies as needed.
Supports Business Manager in operational duties, including lunch distribution,
bus schedules, and inventory and distribution of supplies.
Maintains enthusiastic greetings of all school stakeholders (in person, by phone,
through email, and through mail) and provides information and directs
communication thoughtfully.
Communicates to all school stakeholders in thoughtful, calm, and knowledgeable
way.
Remains familiar with school policies, procedures, and operations.
Drafts and edits documents, as needed.
Completes other responsibilities as requested by Head of School.
Qualifications and Certifications – School Nurse
Position Summary
The nurse will be held accountable by the Head of School in regard to his/her
performance and growth. The nurse is entrusted with advancing the mission of the school
by clearly recommending a course of action for any students in the building exhibiting
signs of illness, injury, or other medical need. We are actively looking for nurses/doctors
who are willing to volunteer at the school on a pro-bono basis. This is a common practice
with charter schools across the country. Otherwise, we will pay the nurse a competitive
salary on a per hour basis.
Suggested Qualifications
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Bachelor’s degree in Nursing from accredited college or university.
Possession of California school nurse certificate or nursing license.
Experience working with children and in low income communities (preferred).
Clear verbal and written communication with both adults and children.
Open to feedback, willingness to take personal responsibility.
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Responsibilities
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Strong commitment to, belief in, and alignment with mission and vision of school.
Dispense prescribed and parentally approved medicine to students on specific and
confirmed schedule.
Become trained and maintain certification in any relevant medical care needs
including CPR.
Develop and maintain accurate, complete file on each student to include at
minimum: documentation of applicable health records, required immunizations,
current medical needs and information on pre-existing medical conditions.
In event of illness, injury, or other medical needs, contact all relevant people
including listed student emergency contacts.
Enter all health information into computer database for administrative access.
Teach a health, nutrition, and physical wellness course to students, in
collaboration with Head of School.
Provide clear, calm, and solutions-oriented communication in difficult and urgent
situations.
Build relationships with local community services, organizations, and outreach
centers.
Completes other responsibilities as requested by Head of School.
STAFF COMPENSATION AND BENEFITS
The Head of School and Capitol Collegiate, in consultation with the Board of Directors,
will develop a salary band for the school. This salary band will be based on, but not
limited to, the salary scale of the Sacramento City Unified School District and best
practices in salary schedules among national charter schools. Administrative and staff
salaries will be set at the discretion of the Head of School, based on the candidate’s
experience and responsibilities. The salary of the Head of School will be set by the
Board of Directors, to generally follow the same methods as for all other staff.
A comprehensive benefits package (medical, dental, and retirement) will be included as
part of each full-time employee’s compensation.
STAFF EVALUATION
The Board of Capitol Collegiate will conduct an annual performance review of the Head
of School/Head of School. The Head of School will be responsible for completing all
other staff evaluations, based on an evaluation process that includes multiple measures of
performance, including annual formal observations, monthly and/or weekly informal
observations, staff self-reflections, and student achievement data. Please see Appendix Q
for a proposed evaluation tool. This tool will be used specifically to gauge the
effectiveness of staff in meeting the goals and measures outlined by the school’s
Accountability Plan.
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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 9b)(5)(F)
LEGAL ASSURANCES
The health and safety of Capitol Collegiate students and staff is a high priority for the
school. We will comply with all health and safety regulations that apply to non-charter
public schools, including those required by CAL/OSHA, the California Health and Safety
Code, and the Environmental Protection Agency.
Capitol Collegiate will operate as a drug-, alcohol-, and tobacco-free workplace.
SCHOOL SAFETY PLAN
In accordance with risk management best practices, the school will develop a
comprehensive safety plan and revise the plan as needed based on an annual review.
School staff will be trained each year on safety policies and procedures.
The following is a summary of the health, safety, and risk management policies of
Capitol Collegiate:
1. Staff Responsibilities
All employees are responsible for their own safety, as well as that of others in the
workplace. Capitol Collegiate will rely upon its employees to ensure that work
areas are kept safe and free of hazardous conditions. Employees will report any
unsafe conditions or potential hazards to their supervisor immediately. If an
employee suspects a concealed danger is present on Capitol Collegiate’s
premises, or in a product, facility, piece of equipment, process, or business
practice for which the school is responsible, the employee will bring it to the
attention of the Head of School or another member of the administrative team
immediately. The school’s administration will arrange for the correction of any
unsafe condition or concealed danger immediately and will contact the Head of
School regarding the problem.
Periodically, Capitol Collegiate may issue rules and guidelines governing
workplace safety and health. All employees will familiarize themselves with the
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rules and guidelines, as strict compliance will be expected. Failure to comply
with rules and guidelines regarding health and safety or work performance will
not be tolerated.
Employees will be encouraged to report any workplace injury or accident to their
supervisor as soon as possible, regardless of the severity of the injury or accident.
If medical attention is required immediately, supervisors will assist employees in
obtaining medical care, after which the details of the injury or accident must be
reported.
2. Criminal Background Checks
Employees and contracted service providers of Capitol Collegiate will be required
to submit to a criminal background check and finish a criminal record summary as
required by Education Code Sections 44237 and 45125.1. New employees must
submit two sets of fingerprints to the California Department of Justice for the
purpose of obtaining a criminal record summary. The Head of School will
monitor compliance with this policy and report to the Board of Directors on an
annual basis. The Capitol Collegiate Board Chair will monitor the fingerprinting
and background clearance of the Head of School. People who will volunteer
outside of the direct supervision of a credentialed employee will be fingerprinted
and receive background clearance prior to volunteering without the direct
supervision of a credentialed employee.
3. Child Abuse Reporting
Capitol Collegiate will adhere to the requirements of California Penal Code
Sections 11164 and 11166 regarding child abuse reporting. All employees must
report to the proper authorities if they suspect that a student is subject to the
following:
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Sexual assault
Neglect
Willful cruelty or unjustifiable punishment
Cruel or inhuman corporal punishment or injury
Abuse in out-of-home care
The reporting person need only be "reasonably suspect" that abuse or neglect has
occurred; the reporting person does not have to prove abuse. The Head of School
will work with all faculty and staff members to make sure all appropriate steps are
taken if a child abuse situation occurs. All faculty and staff will understand that it
is their duty and responsibility to report any suspicions of child abuse. Staff will
understand that under California law, anyone who fails to report an incident of
known or reasonably suspected child abuse or neglect is guilty of a misdemeanor
punishable by up to six months confinement in a county jail or by a fine of one
thousand dollars ($1,000) or by both. Staff will not be made to investigate any
incident, only report to the principal and proper authorities.
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Capitol Collegiate staff will complete a written report of the situation and
immediately notify the Department of Children Services. If necessary, the
Sacramento Police Department will be informed of the situation as well. The
reporting person will be responsible for providing all the necessary information
and child abuse reports to the Department of Children Services and/or Sacramento
Police Department since he/she will be most knowledgeable of the situation.
Should it be necessary to remove the child from school, Capitol Collegiate staff
will obtain the contact information of the agency person removing the child. This
information will be placed in the student's record and made available to the
parents.
4. Medication
Capitol Collegiate will adhere to Education Code Section 49423 regarding
administration of medication in school.
Students requiring prescription medications and other medicines during school
hours will be accommodated. Parents must bring medication to the office in the
original containers, with the name of the prescribing physician, the name of the
student, and dispensing instructions. Parents will complete the appropriate form
authorizing school staff to administer medication. Designated staff will put
medications in a locked cabinet or refrigerate as needed. Designated staff will log
times for administering medications for each student and will establish a reminder
system to ensure that students are called and medications are dispensed at the
appropriate times. In cases where medications are long-term prescriptions,
designated staff will provide parents with one week's notice to alert them that
additional medications are needed.
5. TB Testing
All employees of Capitol Collegiate will be tested for tuberculosis prior to
commencing employment and working with students as required by Education
Code Section 49406.
6. Medical and Immunization Records
All students enrolled at Capitol Collegiate will be required to provide records
documenting immunizations as is required at public schools pursuant to Health
and Safety Code Section 120325-120375, and Title 17, California Code of
Regulations Sections 6000-6075. Students’ medical records will be kept on file
at the school and made available to school staff as necessary to protect student
safety and confidentiality.
7. Vision, Hearing, and Scoliosis Screenings
Capitol Collegiate will adhere to Education Code Section 49450, et seq., as
applicable to the grade levels served by the school. Students will be screened for
vision, hearing and scoliosis to the same extent as students attending non-charter
public schools.
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8. Blood Borne Pathogens
Capitol Collegiate will meet state and federal standards for dealing with blood
borne pathogens and other potentially infectious materials in the work place. The
Capitol Collegiate Board will establish a written infectious disease control plan
designed to protect employees and students from possible infection due to contact
with blood borne viruses, including human immunodeficiency virus (“HIV”) and
hepatitis B virus (“HBV”).
Whenever exposed to blood or other bodily fluids through injury or accident, staff
and students will follow the latest medical protocol for disinfecting procedures.
9. Harassment
Capitol Collegiate is committed to providing a school that is free from sexual
harassment, as well as any harassment based upon such factors as race, religion,
creed, color, national origin, ancestry, age, medical condition, marital status,
sexual orientation, or disability. We will develop a comprehensive policy to
prevent and immediately remediate any concerns about sexual discrimination or
harassment at Capitol Collegiate (including employee to employee, employee to
student, and student to employee misconduct). Inappropriate behavior of this
nature is very serious and will be addressed in a harassment policy that will be
developed.
10. Emergency Preparedness
Capitol Collegiate will create and adhere to an Emergency Preparedness Plan
drafted specifically to the needs of the school site in conjunction with law
enforcement and the Fire Marshall. This handbook will include detailed
responses for the following:
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Fire—Fire drills will be held at least once every month. Office
personnel will maintain a record of fire drills held and total required
time for complete evacuation.
Disaster/Earthquake—Disaster/earthquake drills will be conducted at
least once a year.
Bomb/Terrorist Threats – Bomb/Terrorist drills will be conducted at
least once a year.
Evacuation Plans – Plan will be used for any emergency where
evacuation is necessary and will be created prior to the first day of
school.
11. Annual Training
Annual training for staff provided by competent trainers on:
 Sexual Harassment Prevention – Sexual harassment prevention, as
required by Government Code section 12950.1 (such training may be
provided biannually if consistent with applicable law);
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Mandated Reporter Requirements – The mandated reporter
requirements under the Child Abuse and Neglect Reporting Act;
Anti-discrimination Laws – Anti-discrimination laws applicable too
charter schools, including FEHA and Education Code section 220; and
Uniform Complaint Procedure – The uniform complaint procedure
(UCP)
12. Volunteers
The adoption of the District’s policy and regulation regarding the use of
volunteers
13. Construction
Policies that ensure that if the charter school’s facilities are at any time under
construction or remodeling, contractors engaged in such construction or
remodeling comply with Education Code section 45125.1.
HEALTHY SCHOOLS ACT
In full compliance with federal nutrition guidelines, Capitol Collegiate will adhere to the
requirements of California Education Code Section 17608 regarding pest management.
A policy will be drafted to address the management of pests while minimizing the use of
pesticides, and applying preventative measures. The policy will fit appropriate
components of the Integrated Pest Management (IPM) Policy adopted by the Board of
Education in March, 1999.
FOOD SERVICE PROGRAM
Capitol Collegiate will contract with an outside agency for its food service needs. Eligible
students will be provided meals for free or at a reduced rate in accordance with the
Federal Lunch Act. Capitol Collegiate will be responsible and accountable for filing all
documents necessary for operating the food service program, as well as for
reimbursement from the State.
INSURANCE REQUIREMENTS
No coverage shall be provided to the charter school by the District under any of the
District’s self-insured programs or commercial insurance policies. Capitol Collegiate
will secure and maintain, as a minimum, insurance as set forth below with insurance
companies acceptable to the District [AM Best A-, VII or better] to protect the charter
school from claims which may arise from its operations. Each charter school location
shall meet the below insurance requirements individually.
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It will be Capitol Collegiate’s responsibility, not the District’s, to monitor its vendors,
contractors, partners or sponsors for compliance with the insurance requirements.
The following insurance policies are required:
1. Commercial General Liability coverage of $5,000,000 per Occurrence and in
the Aggregate. The policy shall be endorsed to name the Sacramento City Unified
School District and the Board of Education of the City of Sacramento as named
additional insured and shall provide specifically that any insurance carried by the
District which may be applicable to any claims or loss shall be deemed excess and
the charter school's insurance primary despite any conflicting provisions in the
charter school's policy. Coverage shall be maintained with no Self-Insured
Retention above $15,000 without the prior written approval of the Office of Risk
Management for the SCUSD.
2. Workers' Compensation Insurance in accordance with provisions of the
California Labor Code adequate to protect the charter school from claims that
may arise from its operations pursuant to the Workers' Compensation Act
(Statutory Coverage). The Workers’ Compensation Insurance coverage must also
include
Employers
Liability
coverage
with
limits
of
$1,000,000/$1,000/000/$1,000,000.
3. Commercial Auto Liability coverage with limits of $1,000,000 Combined
Single Limit per Occurrence if the charter school does not operate a student bus
service. If Capitol Collegiate provides student bus services, the required coverage
limit is $5,000,000 Combined Single Limit per Occurrence.
4. Fidelity Bond coverage shall be maintained by Capitol Collegiate to cover all
charter school employees who handle, process or otherwise have responsibility
for charter school funds, supplies, equipment or other assets. Minimum amount of
coverage shall be $50,000 per occurrence, with no self-insured retention.
5. Professional Educators Errors and Omissions liability coverage including
Sexual Molestation and Abuse coverage, unless that coverage is afforded
elsewhere in the Commercial General Liability policy by endorsement or by
separate policy, with minimum limits of $3,000,000 per occurrence.
6. Excess/Umbrella Insurance with limits of not less than $10,000,000 is required
of all high schools and any other school that participates in competitive
interscholastic or intramural sports programs.
7. Contents Coverage of $250,000 to cover the Charter School’s equipment in the
event of a fire or other property loss if the Charter School is located on District
property.
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*Coverage and limits of insurance may be accomplished through individual primary
policies or through a combination of primary and excess policies.
The policy shall be endorsed to name the Sacramento City Unified School District and
the Board of Education of the City of Sacramento as named additional insured and shall
provide specifically that any insurance carried by the District which may be applicable to
any claims or loss shall be deemed excess and the charter school's insurance primary
despite any conflicting provisions in the charter school's policy.
EVIDENCE OF INSURANCE
Capitol Collegiate shall furnish to the District’s Office of Risk Management and
Employee Benefits located at 5735 47th Avenue, Sacramento, CA 95824 within 30 days
of all new policies inceptions, renewals or changes, certificates or such insurance signed
by authorized representatives of the insurance carrier. Certificates shall be endorsed as
follows:
“The insurance afforded by this policy shall not be suspended, cancelled, reduced in
coverage or limits or non-renewed except after thirty (30) days prior written notice
by certified mail, return receipt requested, has been given to the District.”
Facsimile or reproduced signatures may be acceptable upon review by the Office of Risk
Management and Employee Benefits. However, the District reserves the right to require
certified copies of any required insurance policies.
Should Capitol Collegiate deem it prudent and/or desirable to have insurance coverage
for damage or theft to school, employee or student property, for student accident, or any
other type of insurance coverage not listed above, such insurance shall not be provided by
the District and its purchase shall be the responsibility of the school.
Additionally, the charter will at all times maintain a funds balance (reserve) of its
expenditures as required by section 15543, Title 5 of the California Code of Regulations.
Currently, the required reserve is 5% of total operational expenditures.
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ELEMENT 7 - 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)
ASSURANCES
Capitol Collegiate will work with neighborhood associations and community groups to
provide information about the availability of the charter school in the area. Capitol
Collegiate will actively recruit students from traditionally underserved areas in order to
enroll a student population that reflects the rich diversity in race, ethnicity, and
economics, which exists in the South Sacramento area.
ANTICIPATED STUDENT POPULATION
Capitol Collegiate plans to serve families in Sacramento. We recognize that the school
will likely be within the boundaries of 14th Street to the North, Florin Road to the South,
Stockton Boulevard to the East, and Franklin Boulevard to the West. Our recruitment
plan, as described in Element 7, outlines our plans to recruit families in this area as well
as that which covers the entire SCUSD. Although the petition emphasizes the recruitment
of students from underserved socioeconomic backgrounds, our marketing plan and efforts
will absolutely work to attain a racial and ethnic balance that is reflective of the district.
Indeed, with the diversity of the district, this is not only our legal requirement but our
natural preference as well.
No admission test or achievement screening will be required to enroll at Capitol
Collegiate, although diagnostic tests will be administered once a student is admitted in
order to help teachers better prepare to serve each student at the school.
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COMMUNITY OUTREACH AND RECRUITMENT PLAN
Community Outreach
Capitol Collegiate is committed to the mission of providing access to an excellent public
education for students in the Sacramento community. In order to accomplish this mission,
we realize the importance of string community ties as well as the need to engage the
community in partnership with the school. We believe that this comprehensive effort in
support of the academic achievement of students will be an important component to our
success.
As a result of this belief, we have already begun the work of developing community ties
and support. We have met with multiple community organizations and outreach groups
which are outlined later in this section. We have also met with students and families in
the area, and have been privileged to obtain their support. We will continue to work to
engage these organizations and families throughout the development and growth of our
school. These constituents and supporters are welcomed as supporters and advocates of
our work. Additionally, some may also want to have a more active role in the school. We
anticipate the ability to engage community groups in our work through after-school
programs, tutoring programs, and community activities as the school develops. For
example, we will work with community organizations such as the Boys and Girls Club to
find after-school options for students on Professional Development Wednesdays. We
could also provide community service organizations, such as Asian Resources, access to
the school facility for meetings, events, or programs that support our students and
families. We also expect that some community supporters may find an avenue of
involvement to come through participation on the Capitol Collegiate Family
Achievement Council. The individuals and organizations that choose to participate in this
forum may help in the recruitment of students, the donation of their expertise when
asked, and a strong voice at the bi-annual community meeting. We also anticipate
distributing a regular newsletter to which we would send these valuable partners in our
work.
Recruitment of Students
Capitol Collegiate recognizes the need for our school in this South Sacramento
community. We additionally recognize that this school must absolutely be marketed to
the entire SCUSD area. We further recognize the challenges of recruiting students and
families to a new school, particularly one that is not their “home” or “district” school or
may be farther away than the school closest to their homes. We also recognize that
charters are relatively unfamiliar to many families in the area and that the recruitment
process will also be one of informing families about their various choices. As a result, we
have thoughtfully considered and planned a strategic effort that will utilize our
community and business relationships to reach any interested families in the area. We
will address this recruitment process openly, transparently, and honestly in order to
provide families with the information that they need to make a decision that best serves
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the needs of their individual children. Our recruitment will begin in September 2010 and
remain consistent until our lottery or we have met our enrollment targets. This plan will
be designed by the Development Committee on the Board of Directors and executed by
the school staff, predominantly the Head of School and Dean of Academics. The Board
of Directors will hold the Head of School responsible for implementing this plan, and the
effectiveness of the plan will be determined by using school benchmarks as to the number
of applications submitted per week. Our recruitment strategies are outlined in Figure 7.1.
Figure 7.1: Specific Recruitment Strategies
Strategies for reaching
larger Sacramento
community
Place Ads in Local
Newspapers.
Disseminate press releases to
local papers, radio and
television stations announcing
the opening of the school.
Specific Targets/Resources throughout SCUSD
Sacramento Bee, Sacramento News and Review, Sacramento Observer, Anons
Russian Community Newspaper, El Informe Libre, Philippine Fiesta Newspaper
Plan to contact all of the following media outlets.
ABC, CBS, NBC, FOX, CW, WB, PBS, BET, ENDFM, KXJZ, KXPR, KYDS,
KGBY, KSSJ, KYMX, KSEG, KRXQ, KZZO, KBMB, KNCI, KWOD, KDND,
KHTK, KSQR, KCTC, KTKZ, KJAY, KIID, KFBK
Information/Brochure/Flier At locations potential students and parents frequent in each community: daycare
centers, community recreation centers, Fairytale Town, Sacramento Zoo, barber and
drop offs and posting to larger beauty shops, laundromats, carry-out restaurants, check cashing stores, libraries, stores
Sacramento community
and other local businesses.
Cultural festivals, neighborhood block parties and community fairs such as:
Sacramento Jazz Festival, California State Fair, Sacramento County Fair, Festival de la
Have presence at local events Familia, Sacramento Jazz Jubilee, Meadowview Jazz and Cultural Festival, Music
Circus, Gold Rush Days, Sacramento Heritage Festival Sacramento Arts Festival,
Sacramento World Music and Dance Festival
Strategies for reaching
targeted communities
Specific Targets/Resources
Social workers, preachers, local businesses, youth organizations, daycares, after school
programs, local libraries.
Provide direct contact to families
in our community and within our California State Railroad Museum, Aerospace Museum of California, Discovery
Science/Space Museum, Discovery Gold Rush Museum, Crocker Art Museum, Towe
geographical service area.
Auto Museum, Funderland Children’s Park, Scandia Family Fun Center, Paradise
Island
Conduct door-to-door
Within the geographical area of the proposed school location.
recruitment.
Head Start, Boys and Girls Club, Sacramento ENRICHES, Fruitridge Community
Hold Information sessions and
Center, Southgate Recreation and Parks, AMF Land Park Bowl, Mission Oaks
leave information at local
Recreation and Park, Boy Scouts of America, Girl Scouts of America, Arden Fair Mall,
recreation centers and programs.
Downtown Plaza, Florin Creek Recreation Center
Petition local paces of worship to
address congregation
Within the geographical area of Sacramento City Unified School District.
(announcements, set up tables,
leave information).
Petition local libraries as forums
Belle Cooledge Library, Colonial Heights Library, E.K. McClatchy Library, Martin
for community outreach
Luther King, Jr. Library, McKinley Library, Robbie Waters Pocket-Greenhaven
(announcements, set up tables,
Library, Southgate Library
leave information).
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Contact real estate agents.
Contact local agents who work in the area and share information about the school.
Conduct periodic mass mailings.
Hire a mailing service to target grade-appropriate students living in our geographic
service area.
Word of mouth campaigns.
Encourage parents who enroll their children to help spread the word about the school.
Utilize Capitol Collegiate’s
Website.
Our website will have all enrollment material posted.
While we are committed to serving any child residing in SCUSD or other area permitted
by law, who wishes to attend Capitol Collegiate, the majority of our recruitment efforts
will focus on attracting families living within the boundaries of South Sacramento, as
outlined. We plan to work in the community and closely with community organizations
to build support for the school and ensure successful enrollment.
As of January 2010, members of the Capitol Collegiate founding team have met with the
following community leaders and organizations to garner support for the school:
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Office of Roger Dickinson, County Board of Supervisors
Mayor Kevin Johnson, Mayor of Sacramento
Gary Davis, Political Director, EdVoice
Paul Navarro, Deputy Legislative Affairs Director, Office of the Governor
Office of Bonnie Pannell
Larry Carr, Executive Director of the Florin Road Partnership
Kim Williams, CEO of the Sacramento Boys and Girls Club
Elizabeth Sterba, Co-Director, Building Healthy Communities
Elaine Abelaye, Executive Director, Asian Resources
Cecelia Curry, City Council, Winters
Staci Anderson, Executive Director, People Reaching Out
Tiffany Davidson, Branch Director, Boys and Girls Club
Dr. Pia Wong, Professor, Sacramento State University
Vik Amar, Assistant Dean, UC Davis School of Law
Valerie Piotrowski, Director of Foundations, Salvation Army
Dr. Ramona Bishop, Asst. Superintendent, Twin Rivers Unified School District
Cristin Fiorelli, Principal, Triumph PreSchool
Kim Bushard, Field Representative, State of California
Stephanie Francis, Capital Unity Council
Julie Aguilar Rogado, Deputy Director, Legal Services of Northern California
Michael Minnick, Executive Director, Sacramento ENRICHES
Charlene Mattison, Dean of Advancement, McGeorge School of Law
Tina Jordan, Instructor, Sacramento State University
Richard Ida, Associate Vice President of Instruction, Sacramento City College
Charles Mason, President and CEO, Ubuntu Green
Carlos Nevarez, Director and Associate Professor, Sacramento State University
Kiyana Davis, Director of the Education Pipeline, McGeorge School of Law
Please also refer to our letters of support for Capitol Collegiate, located in Appendix N.
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FEDERAL COMPLIANCE
To the extent that Capitol Collegiate is a recipient of federal funds, including federal Title
I, Part A funds, Capitol Collegiate agrees to meet all of the programmatic, fiscal and
other regulatory requirements of the No Child Left Behind Act and other applicable
federal grant programs. Capitol Collegiate agrees that it will keep and make available to
the District any documentation necessary to demonstrate compliance with the
requirements of the No Child Left Behind Act and other applicable federal programs,
including, but not limited to, documentation related to required parental notifications,
appropriate credentialing of teaching and paraprofessional staff, the implementation of
Public School Choice and Supplemental Educational Services, where applicable, or any
other mandated federal program requirement. The mandated requirements of NCLB
include, but are not the limited to, the following:
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
Notify parents at the beginning of each school year of their “right to know” the
professional qualifications of their child’s classroom teacher including a timely
notice to each individual parent that the parent’s child has been assigned, or
taught for four or more consecutive weeks by, a teacher who is not highly
qualified.
Develop jointly with, and distribute to, parents of participating children, a schoolparent compact.
Hold an annual Title I meeting for parents of participating Title I students.
Develop jointly with, agree on with, and distribute to, parents of participating
children a written parent involvement policy.
Capitol Collegiate also understands that as part of its oversight of the school, the Charter
School Office may conduct program review of federal and state compliance issues.
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ELEMENT 8 - Admission Requirements
“Admission Requirements, if applicable.” Ed. Code § 47605 (b)(5)(H)
LEGAL ASSURANCES
Charter schools are schools of choice and admissions policies will reflect this compliance
with state and federal requirements. In accordance with Education Code Section 47605
(d)(2)(A), Capitol Collegiate will admit all students who wish to attend, up to the
school’s enrollment capacity.
Capitol Collegiate will:
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be non-sectarian in all areas of operations, including student admission
not discriminate based on race, ethnicity, gender, religion, national origin,
sexual orientation, disability, or any other perceived characteristic that is
contained in the definition of hate crimes set forth in Section 422.5 of the
Penal Code
not charge tuition
accept all students who are California residents, regardless of their place of
residence within the state
not require any pupil to attend the charter school
not enroll pupils over 19 years of age unless continuously enrolled in public
school and making satisfactory progress toward high school diploma
requirements
comply with all laws establishing minimum age for public school attendance
adhere to 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
not determine admission to the charter school based upon the place of
residence of the student or that student’s parents or guardians, within this
state, except as allowed under Education Code section 47605(d)(2)
Capitol Collegiate will adhere to all provisions of No Child Left Behind
regarding:
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receiving students from Program Improvement schools as part of
Public School Choice.
providing the Principal's attestation of highly qualified teachers and
paraprofessionals.
meeting the needs of "at-risk" students if the school is designated a
targeted assistance school.
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APPLICATION PROCESS
All families interested in enrolling their child(ren) in Capitol Collegiate will be required
to complete the following steps and participate in the following application process:
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Submit an application during the Open Enrollment Period (first business day after
January 1 through the first Thursday of April at 5:00 PM).
Random Public Drawing (occurring on the third Thursday of April at 7:00 PM)
Complete and submit Intent to Enroll paperwork within two weeks of the lottery
date (including a signed acceptance letter and all required paperwork – proof of
age, immunization records, home language survey, and emergency medical
information)
Attend a parent and student orientation during one of the dates between May and
August
Parents and students sign the Commitment to Excellence
OPEN ENROLLMENT
All students interested in attending Capitol Collegiate will be required to complete an
application form and submit this application directly to the school before the annual
deadline.125 Applications will be available during a publicly advertised open enrollment
period each year, generally beginning the first business day after January 1 and
continuing through 5:00 PM on the first Thursday of April. Submitted applications will
be date- and time-stamped and student names added to an application roster to track
receipt.
Following the open enrollment period, applications will be counted to determine if any
grade level has received a number of applications which exceed available seats. In this
event, the school will hold a public random lottery to determine enrollment for the
impacted grade level.
ADMISSION PREFERENCES
If the school receives a number of applications that exceeds the number of available
spaces, a public random lottery will be hosted, with preference for available spaces given
to students in the following order:
1. Current Capitol Collegiate students
2. Siblings of currently enrolled Capitol Collegiate students
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A draft of our student application form is included as Attachment K.
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3. Children of the Capitol Collegiate staff and Board of Directors (up to 10% of total
enrollment)
4. Students residing within the borders of Sacramento City Unified School District
5. Other California residents (out-of-district)
PUBLIC RANDOM LOTTERY
Should the number of students applying for school admission exceed the number of
spaces available in any given grade, a random public lottery will be held to determine
admission, per the requirements of Education Code 47605(d)(2)(B). In the event that a
lottery is required, families intending to enroll their children who submitted completed
application packets by the deadline of 5:00 PM the first Thursday of April will be
notified in writing regarding the date, time, and location of the public lottery, and rules
for the lottery process. If needed, the lottery will be held on the third Thursday of April
at 7:00 PM. The lottery will be held at the school each year, except the first year when it
may be hosted at another location near the school’s facility.
Before beginning the drawing, rules for the lottery will be explained. Each grade’s
lottery will be conducted separately, beginning with kindergarten, and will be further
subdivided into groups that represent each of the school’s identified preference
categories.
The lottery itself will be conducted by pulling slips of paper identified with applicant
numbers out of a container, beginning with the students who receive preference as
allowed by law and specified in our charter. Slips will be pulled until all openings are
filled and then all remaining slips will be drawn to create a waiting list.
The lottery will be facilitated by an uninterested third party and fair execution of the
lottery will be verified by an officer of the Capitol Collegiate Board of Directors.
Copies of all application packets, lottery results, and waiting lists will be readily available
for inspection at the school office.
Acceptance letters will be distributed to families whose students earn space through the
lottery. All families, including those whose children are admitted through the lottery but
are not present at the time of the drawing, will be notified by mail. All admitted students
must return acceptance letters within two weeks of the lottery to secure their seat.
WAITING LIST
The waiting list will be established from the applications that do not receive admission
and shall be used to fill enrollment vacancies that occur during the year. If a position
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opens during the school year, the school will contact the family at the top of the wait list
to offer their student admission to the school. Should the family decline the seat or fail to
respond within 48 hours, the next family on the list will be contacted until the open
position is filled.
Students who submit applications after the deadline will be added to the end of the
waiting list in the order received.
ATTENDANCE ACCOUNTING
Capitol Collegiate will utilize an appropriate student information system for attendance
tracking and reporting purposes and will utilize attendance accounting procedures that
satisfy requirements for SCUSD, SCDOE, and CDE. Required reports will be completed
regarding daily attendance and submitted to the requesting agencies. This includes
reporting enrollment and attendance figures to SCUSD as required by the District.
Capitol Collegiate shall provide to the SCUSD the following information for each
academic year:
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Norm Day Classification
List of all highly qualified Certificated Personnel in core subjects as defined in No
Child Left Behind and State policy and regulations
Total School Enrollment
List of Emergency Credentialed Teachers in non-core subjects
Number of Students by Grade Level
Unfilled Classroom Teacher Positions
Number of Students by Ethnicity & Grade Level
Fiscal Year-End Financial Report
Number of Students Living Outside SCUSD Attendance Area
List of Register-Carrying Teachers
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ELEMENT 9 - Annual 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.” Education Code § 47605(b)(5)(I)
INDEPENDENT CHARTER STATUS
Capitol Collegiate will be a fiscally independent, directly funded charter school.
BUDGETS
Each spring Capitol Collegiate will establish an annual budget, monthly cash flow
projections, and a three-year financial projection. The Head of School and Business
Manager will prepare the budget and work with the Finance Committee of the Board to
ensure the budget meets the programmatic needs of the school within the anticipated
revenue. The annual budget will include all estimated revenues and expenditures for the
year and will also include ample reserves to accommodate cash flow challenges. At this
time, a number of contingency budgets will be prepared to provide a framework in the
case of an unexpected increase in expenses or cut in revenue.
The budget development process will begin in March of the preceding fiscal year and
continue through the May revisions of the State budget. The budget and three-year
projections will then be presented to the Capitol Collegiate Board of Directors for
discussion and approval.
The Head of School and Finance Committee will review monthly cash flow statements
and will present comprehensive budget updates to the Board at least four times each
fiscal year. The Head of School and Board of Directors will also recommend formal
budget revisions as needed to ensure financial stability and adequate cash flow.
The Capitol Collegiate Board will create formal policies regarding the deposit of funds,
investment procedures, and internal financial controls.
Capitol Collegiate will develop and regularly update a first year operational budget, as
well as cash flow and financial projections for the first five years.
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BUSINESS MANAGEMENT
The Head of School of Capitol Collegiate will assume the lead responsibility for financial
matters at the school under the policies adopted and oversight provided by the school’s
Board of Directors. The Head of School will work with the Business Manager to manage
the day-to-day financial management needs of the school. We anticipate contracting with
a vendor for back office support. The school will select a firm based on experience,
comparative cost analysis with organizations that offer similar services, and customer
satisfaction.
The Head of School and/or Business Manager will work with the back office support
provider to manage the school’s financial operations. Contracted services may include,
but are not limited to, budgeting, fiscal planning, vendor services, personnel and payroll,
accounts payable, attendance tracking systems, completion and submission of compliance
reports, and monitoring adherence to the charter process and laws.
Capitol Collegiate and their contracted business services provider will employ all
Generally Accepted Accounting Principles (GAAP).
ANNUAL AUDIT
Capitol Collegiate will develop and implement controls necessary to gather and prepare
information for all jurisdictional and financial reporting requirements. The Head of
School, Business Manager, and Finance Committee of the Board will be knowledgeable
about the audit guide “Standards and Procedures for Audits of California K-12 Local
Educational Agencies” and, as required under Education Code § 47605 (b)(5)(I), the
school will hire an independent auditor to conduct a complete fiscal audit of the books
and records of Capitol Collegiate.
The Finance Committee will select an independent auditor through a request for proposal
format. The auditor will have, at minimum, a CPA and experience working with
educational institutions (preferably charter schools) and approved by the State Controller
on its published list as an educational audit provider.
At the conclusion of the audit, the Head of School and Business Manager, along with the
Finance Committee, will review any audit exceptions or deficiencies, and report them to
the Capitol Collegiate Board of Directors with recommendations on how to resolve them.
The Board will submit a report to the District describing how the exceptions or
deficiencies have been or will be resolved to the satisfaction of the District along with an
anticipated timeline.The annual audit should be completed within four months of the
close of the fiscal year and a copy of the auditor’s findings will be forwarded to the
District, the County Superintendent of Schools, the State Controller, the CDE, and any
other required agencies by the 15th of December each year.
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The independent fiscal audit of the Charter School is public record to be provided to the
public upon request.
REQUIREMENTS
Capitol Collegiate will submit the following reports to SCUSD:
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Provisional Budget – July 1 prior to operating budget
Annual Certification - August 1
First Interim Projections - December 15 of Operating Fiscal Year
Second Interim Projections - March 15 of Operating Fiscal Year
Final Report – September 15 of Operating Fiscal Year
Audited Financial Statements - December 15 (also to State Controller, State
Department of Education and County Superintendent of Schools)
Other reports requested by the District
Capitol Collegiate will promptly respond to all reasonable inquiries from the District,
including but not limited to inquiries regarding financial records, and will consult with
the District regarding any inquiries.
DISTRICT OVERSIGHT COSTS
The District may charge for the actual costs of supervisory oversight of Capitol
Collegiate not to exceed 1% of the charter school’s revenue, or the District may charge
for the actual costs of supervisory oversight of the Charter School not to exceed 3% if the
school is able to obtain substantially rent free facilities from the District.
Notwithstanding the foregoing, the District may charge the maximum supervisory
oversight fee allow under the law as it may change from time to time.
The District may charge for the actual costs of supervisory oversight of Capitol
Collegiate, not to exceed 1% of the revenue of the charter school as defined by Ed Code
47613 (f). If the charter school is able to obtain substantially rent-free facilities from the
District, the District may charge for the actual cost of supervisory oversight of the charter
school not to exceed 3% of the revenue of the charter schools as defined by 47613 (f).
The District may charge indirect costs for grants processed for Capitol Collegiate, not to
exceed the rate allowed by the grant.
The District may, at its discretion, provide services to Capitol Collegiate on a fee-forservice basis, if requested by the charter school to do so. In such a case, the District will
determine the cost of providing such services including the overhead cost associated with
such service incurred by the office providing the service.
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ELEMENT 10 - Suspensions and Expulsions
"The procedures by which students can be suspended or expelled.” Ed. Code § 47605
(b)(5)(J)
DISCIPLINE POLICY
Cause for Suspension and Expulsion
A student may be recommended for suspension or expulsion for any of the following
reasons, as specified in the Education Code Section 48900-48900.7:
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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
student had obtained written permission to possess the item from a certificated
school employee, which is concurred in by the Head of School or the designee of
the Head of School
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)
Stolen 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 student 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
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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 is
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
Harassed, threatened, or intimidated a student who is a complaining witness or a
witness in a school disciplinary proceeding for the purpose of either preventing
that student from being a witness or retaliating against that student for being a
witness, or both
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
Caused, attempted to cause, threatened to cause, or participated in the act of hate
violence
Engaged in harassment, threats, or intimidation directed against school District
personnel or students, 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 students
by creating an intimidating or hostile educational environment
Made terrorist threats against school officials, school property, or both
Students may be expelled for any of the following reasons, as specified in the Education
Code Section 48915:
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Causing serious physical injury to another person
Possession of any firearm, knife, explosive, or other dangerous object
Unlawful possession of any controlled substance listed in Chapter 2 of Division
10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any
kind
Robbery or extortion
Assault or battery upon any school employee
Committing or attempting to commit a sexual assault or sexual battery as defined
Section 48900-48900.7 of the Education Code
Process for Suspension and/or Expulsion
The Head of School will use the criteria outlined in Education Code 48900-48900.7 for
suspensions and criteria outlined in Education Code 48915 for expulsions. We endeavor
to follow the letter and the spirit of the law.
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Step 1: Informal Conference
Suspension shall be preceded by an informal conference conducted by the Head of
School, with the student and the student’s parents. The conference may be omitted if the
Head of School determines that an emergency situation exists. An “emergency situation”
involves a clear and present danger to the lives, safety or health of students or school
personnel. If the student is suspended without a conference, the parents will be notified
of the suspension and a conference will be conducted as soon as possible.
Step 2: Notice to Parents
Parents and students have due process rights with regards to suspensions and expulsions.
At the time of a student’s suspension, a school employee shall make a reasonable effort to
contact the parents by telephone or in person. Initial contact will be followed by a written
notice. This notice will state the specific offense committed by the student. In addition,
the notice may also state the date and time the student may return to school. If the school
officials wish to confer with the parents regarding matters pertinent to the suspension, the
notice may note that the parents are required to respond without delay, and that violation
of school rules can result in expulsion from the school.
Step 3: Determination of Length of Suspension
The length of a suspension, when not including a recommendation for expulsion, shall
not exceed five (5) consecutive school days per suspension.
Step 4: Recommendations for Expulsion
If the Head of School’s recommendation is for expulsion, the student and the student’s
parents will be invited to a conference to determine if the suspension for the student
should be extended pending an expulsion hearing. This determination will be made by the
Head of School upon either of the following findings:
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The student’s presence will likely be disruptive to the educational process
The student poses a threat or danger to others
Upon this determination, the student’s suspension will be extended pending the results of
an expulsion hearing.
Students will be recommended for expulsion if the school leader finds that at least one of
the following findings may be substantiated:
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Other means of correction are not feasible or have repeatedly failed to bring about
proper conduct
Due to the nature of the violation, the presence of the student causes a continuing
danger to the physical safety of the student or others
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Step 5: Expulsion Hearing
Students recommended for expulsion are entitled to a hearing to determine whether the
student should be expelled. The hearing will be held within 30 days after the school Head
of School determines that an act subject to expulsion has occurred. The hearing may be
presided over by the governing Board or an administrative panel appointed by the Board.
Written notice of the hearing will be forwarded to the student and the student’s parents at
least 10 calendar days before the date of the hearing. This notice will include:
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The date and place of the hearing
Statement of the specific facts, charges and offense upon which the proposed
expulsion is based
Copy of the disciplinary rules that relate to the alleged violation
Opportunity for the student or the student’s parents to appear in person at the
hearing
Opportunity for the student to be represented by counsel
Right to examine and acquire copies of all documents to be used at the hearing
Opportunity to cross-examine all witnesses that testify at the hearing
Opportunity to present evidence and witnesses on behalf of the student
Upon expulsion, written notice will be sent by the Head of School to the parents of any
student who is expelled. This notice will include the following:
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The specific offense committed by the student for any of the acts listed in
“Reasons for Suspension and/or Expulsion.”
Notice of the student or parent obligation to inform any new district in which the
student seeks to enroll of the student’s status with Capitol Collegiate.
In the event of a decision to expel a student, the school will work cooperatively with the
district of residence, county and/or private schools to assist with the appropriate
educational placement of the student who has been expelled. Any incident of violent
and/or serious student behavior shall be communicated to the district/school to which the
student matriculates.
Appeal of Suspension of Expulsion
Parents will be notified in advance to enactment of the suspension or expulsion.The
suspension of a student will be at the discretion of the Head of School or the Head of
School’s designee. The Head of School’s decision regarding student suspension will be
considered final.
An expulsion may be appealed within five working days and must be submitted in
writing to the Board Chair. The student will be considered suspended until a meeting is
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convened to hear the appeal (within 10 working days), at which time the parents must
attend to present their appeal. The appeal will be heard by a fair and impartial panel of
representatives assigned by the governing Board. The decision of the panel of
representatives of the Board will be final.
Rehabilitation, Interim Placement, and Readmission
Students who are expelled from Capitol Collegiate will 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 will include a
date not later than one year from the date of expulsion when the student may reapply to
the charter school for readmission.
The decision to readmit a student or to admit a previously expelled student from another
school district or charter school shall be in the sole discretion of the Board of Directors.
With the student and guardian or representative, the Head of School and the Board will
determine whether the student has successfully completed the rehabilitation plan and to
determine whether the student poses a threat to others or will be disruptive to the school
environment. The student’s readmission is also contingent upon the capacity of the
charter school at the time the student seeks readmission.
Special Education Discipline
Capitol Collegiate recognizes that disciplinary procedures are different for special
education students. Disciplinary action will be taken according to federal, state, and
District policies on special education students. The IEP team and the school leader or
designated administrator will be responsible for managing continued violations of school
policies.
In the case of a special education student, or a student who receives 504
accommodations, the charter will ensure that it makes the necessary adjustments to
comply with the mandates of State and Federal laws, including the IDEA and Section 504
of the Rehabilitation Plan of 1973, regarding the discipline of students with disabilities.
Prior to recommending expulsion for a Section 504 student or special education student,
the Head of School will convene a review committee to determine whether the student’s
misconduct was a manifestation of his or her disability; whether the student was
appropriately placed and receiving the appropriate services at the time of the misconduct;
and/or whether behavior intervention strategies were in effect and consistent with the
student’s IEP or 504 Plan. If it is determined that the student’s misconduct was not a
manifestation of his or her disability, that the student was appropriately placed and was
receiving appropriate services at the time of the misconduct, and that the behavior
intervention strategies were in effect and consistent with the students IEP, the student
may be expelled.
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ELEMENT 11 - Retirement Programs
“The manner by which staff members of the charter schools will be covered by the
State Teacher’s Retirement System, the Public Employees’ Retirement System, or
Federal Social Security.” Education Code § 47605(b)(5)(K)
ASSURANCES
Capitol Collegiate will make any contribution that is legally required of the employer,
which may include STRS, PERS, Social Security, and unemployment insurance.
STATE TEACHERS’ RETIREMENT SYSTEM
Capitol Collegiate certificated teachers and eligible administrators shall be a part of the
State Teachers' Retirement System (STRS). Employees will accumulate service credit
years in the same manner as all other members of STRS. The District shall cooperate as
necessary to forward any required payroll deduction reports as required by Ed. Code
47611.3(a).
NON-CERTIFICATED EMPLOYEES’ RETIREMENT
Other employees shall be covered by the Public Employees' Retirement System (PERS),
or Social Security, as appropriate.
REPORTING
Retirement reporting will be contracted out to a qualified service provider, however, the
Head of School will be responsible for ensuring that such retirement coverage is
arranged.
Capitol Collegiate will forward any required payroll deductions and related data to the
Sacramento City Unified School District (SCUSD) as required by Education Codes
47611.3 and 41365.
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PERSONNEL POLICIES AND PROCEDURES
Capitol Collegiate recognizes the critical importance of the people who are hired to
educate our students and maintain the effectiveness of the school’s operations. As such,
our recruiting, hiring, and operating practices will be conducted with those ends in mind.
We will comply with state and federal laws regarding staff.
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As such, Capitol Collegiate will comply with all provisions of the Educational
Employment Relations Act (EERA) and will act independently from SCUSD for
bargaining purposes. In accordance with the EERA, employees may join and be
represented by an organization of their choice for collective bargaining purposes.
However, unless the employees elect to be represented by an organization for
bargaining purposes, all employees will be individually contracted.
 The Board of Directors will approve a salary schedule for the school. This salary
schedule will be based on, but not limited to, the salary scale of the SCUSD, the
salaries of leading private and charter schools in Sacramento and surrounding
communities, and best practices in salary schedules among national charter schools.
Administrative and staff salaries will be set at the discretion of the Head of School,
based on the candidate’s experience and responsibilities. The salary of the Head of
School will be set by the Board of Directors.
 A comprehensive benefits package (medical, dental, and retirement) will be
included as part of each full-time employee’s compensation.
 The school calendar (vacations, holidays, hours, etc.) will be set by the Head of
School and approved by the Board each year.
 All employees of Capitol Collegiate will be at-will employees. The terms and
conditions for employment at Capitol Collegiate will be reviewed in detail during
the interview process and reiterated in an offer of employment.
 Capitol Collegiate will comply with all State and Federal laws concerning the
maintenance and disclosure of employee records.
 Teachers of core content areas at Capitol Collegiate (English Language Arts, Math,
Science, and Social sciences) will be required to hold a Commission on Teacher
Credentialing certificate, permit, or other document equivalent to that which a
teacher in other public schools would be required to hold.
 Copies of each teacher’s credentials will be kept on file in the main office and will
be readily available for inspection. School administration will review teacher
credentials annually.
 Details of the Capitol Collegiate staff recruitment plan may be found in Element 1:
Educational Program.
 Details of the Capitol Collegiate staff selection model may be found in Element 5:
Employee Qualifications.
 The Board of Capitol Collegiate will adopt a formal process for resolving
complaints and grievances that will ensure due process for all parties.
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ELEMENT 12 - Attendance Alternatives
The public school attendance alternatives for pupils residing within the school district
that choose not to attend charter schools. Ed. Code § 47605 (b)(5)(L)”
Capitol Collegiate is a school of choice and, as such, no student may be required to
attend. Pupils who choose not to attend Capitol Collegiate may choose to attend other
public schools in their district of residence or pursue an inter-district transfer in
accordance with existing enrollment and transfer policies of the district.
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The address of Capitol Collegiate is to be determined.
The phone number of Capitol Collegiate is currently 916-217-1061.
The contact person for Capitol Collegiate is Penny Schwinn.
The number of rooms at the school is not known at this time.
The grade configuration is grades kindergarten through eight.
The number of students in the first year will be 133.
The grade level(s) of the students the first year will be kindergarten and first
grades.
The opening date of the charter school is August 22, 2011.
The admission requirements include: Please see Element 8.
The operational capacity will be 480 students.
The instructional calendar will be 192 days.
The bell schedule for the charter school will be: Please see Element 1.
If space is available, traveling students will have the option to attend.
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ELEMENT 13 - Rights of District Employees
“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.” Education Code §
47605(b)(5)(M)
Employees of the District who choose to leave the employment of the District to work at
Capitol Collegiate shall have no automatic rights of return to the District after
employment at the Charter School unless specifically granted by the District through a
leave of absence or other agreement or policy of the District as aligned with the collective
bargaining agreements of the District.
Former District employees must consult with the District to determine their eligibility for
leave. Certificated leave from the District may be up to one year. Classified leave from
the District may be for one year, which may be extended for up to the term of the original
petition.
All provisions pertaining to leave and return rights for district union employees will be
granted to certificated and classified employees in accordance with current collective
bargaining agreements.
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ELEMENT 14 - Dispute Resolutions
“The procedures to be followed by the charter school and the entity granting the
charter to resolve disputes relating to provisions of the charter.” Education Code §
47605(b)(5)(N)
DISPUTE RESOLUTION PROCEDURE
The staff and governing board members of Capitol Collegiate agree to attempt to resolve
all disputes regarding this charter pursuant to the terms of this section. Both will refrain
from public commentary regarding any disputes until the matter has progressed through
the dispute resolution process, unless the matter is the subject of open session discussion
and non-confidential, public information at a SCUSD School Board meeting.
Any controversy or claim arising out of or relating to the charter agreement between the
District and Capitol Collegiate, except any controversy or claim that in any way related to
revocation of this charter, shall be handled first through an informal process.
If the parties are unable to resolve a dispute, they should be able to avail themselves of
any remedies available under the law.
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ELEMENT 15 - Employer Status & 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)(O).
Capitol Collegiate will be the exclusive public employer of employees of the charter
school for collective bargaining purposes. As such, Capitol Collegiate will comply with
all provisions of the Educational Employment Relations Act (EERA) and will act
independently from SCUSD for bargaining purposes.
In accordance with the EERA, employees may join and be represented by an organization
of their choice for collective bargaining purposes. However, unless the employees elect
to be represented by an organization for bargaining purposes, all employees will be
individually contracted.
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ELEMENT 16 - Charter School Closure
“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.” Education Code §
47605(b)(5)(P)
CHARTER TERM
Capitol Collegiate seeks a five year charter from the District.
CHARTER RENEWAL
The Charter School must submit its renewal petition to the District’s Charter Schools
Division no earlier than September of the year before the charter expires.
REVOCATION
The District may revoke the charter of Capitol Collegiate if Capitol Collegiate commits a
breach of any terms of its charter. Further, the District may revoke the charter if Capitol
Collegiate 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. Furthermore, the District may revoke the charter of the
Capitol Collegiate on any of the following grounds:




Capitol Collegiate committed a material violation of any of the conditions,
standards, or procedures set forth in the charter.
Capitol Collegiate failed to meet or pursue any of the pupil outcomes identified in
the charter.
Capitol Collegiate failed to meet generally accepted accounting principles, or
engaged in fiscal mismanagement.
Capitol Collegiate violated any provisions of law.
Prior to revocation, and in accordance with California Education Code Section 47607(d),
the District will notify Capitol Collegiate in writing of the specific violation, and give
Capitol Collegiate a reasonable opportunity to cure the violation, unless the District
determines, in writing, that the violation constitutes a severe and imminent threat to the
health or safety of the pupils. Notwithstanding the immediately preceding language,
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revocation proceedings are not subject to the dispute resolution clause set forth in this
charter.
CLOSURE PROCEDURE
The following are closing procedures that abide by California Education Code Section
47605(b)(5)(P), should the school close for any reason. The decision to close Capitol
Collegiate either by the Capitol Collegiate Board of Directors or by the SCUSD Board,
will be documented in 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 not
renewed by the SCUSD Board of Education; the charter school board votes to close the
school; or the charter lapses. In the event of such a Closure Action, the Chair of the
Board of Directors will be the responsible entity to conduct the closure related activities
on behalf of the school (Ed Code 11962). Additionally, the following steps are to be
implemented:
1. Written notification to parents/guardians/caregivers of the enrolled students of
Capitol Collegiate will be issued by the school within 72 hours after the
determination of a Closure Action. A sample copy of the language used in the
written notification is also to be made to SCUSD within the same time frame.
a. The written notification will also include information on assistance in
transferring each student to another appropriate school, and a process for
the transfer of all student records.
b. The process for transferring student records to the receiving schools
shall be in accordance with SCUSD procedures for students moving from
one school to another.
c. Parents will also be provided with student information that includes
closure notice, grade reports, discipline records, immunization records,
completed coursework and credits that meet graduation requirements.
2. Written notification to SCUSD of the list of returning students and their home
schools, to be made within 72 hours of the determination of the Closure Action.
3. Transfer of student records to the receiving schools, within seven calendar
days from the determination of an Action to Close.
4. Written notification to the California Department of Education and the
Sacramento City Unified School District of the Closure Action shall be made by
Capitol Collegiate by registered mail within 72 hours of the decision to Closure
Action.
5. Written notification to the special education local plan area in which the school
participates as well as the retirement system in which the school’s employees
participate.
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6. Capitol Collegiate shall allow SCUSD access, inspection and copying of all
school records, including financial and attendance records, upon written request
by SCUSD.
7. A financial closeout audit of the school will be paid for by Capitol Collegiate
to determine the disposition of all assets and liabilities of the charter school,
including plans for disposing of any net assets. The final independent audit shall
be completed within six months after the closure of the school. This audit will be
conducted by a neutral, independent licensed CPA who will employ generally
accepted accounting principles. Any liability or debt incurred by Capitol
Collegiate will be the responsibility of the school and not SCUSD. Capitol
Collegiate understands and acknowledges that we will cover the outstanding debts
or liabilities of the school. Any unused monies at the time of the audit will be
returned to the appropriate funding source. Capitol Collegiate understands and
acknowledges that only unrestricted funds will be used to pay creditors. Any
unused AB 602 funds will be returned to the District SELPA, and other
categorical funds will be returned to the source of funds.
8. For six calendar months from the Closure Action or until budget allows,
whichever comes first, sufficient staff as deemed appropriate by the Capitol
Collegiate Board of Directors, will maintain employment to take care of all
necessary tasks and procedures required for a smooth closing of the school and
student transfers.
9. The Capitol Collegiate Board of Directors shall adopt a plan for wind-up of the
school and, if necessary, the corporation, in accordance with the requirements of
the Corporations Code.
10. In addition to a final audit, Capitol Collegiate will also submit any required
year-end financial reports to the California Department of Education and SCUSD,
in the form and time frame required.
11. If the charter school is a nonprofit corporation, the corporation does not have
any other functions than operation of the charter school, the corporation will be
dissolved according to its Bylaws:
a. The corporation’s Bylaws will address how assets are to be distributed
at the closure of the corporation.
b. A copy of the corporation’s bylaws containing the information on how
assets are to be distributed at the closure of the corporation, are to be
provided to SCUSD prior to approval of this Petition.
This Element 16 shall survive the revocation, expiration, termination, cancellation of this
charter or any other act or event that would end Capitol Collegiate’s right to operate as a
178
charter school or cause the school to cease operation. Capitol Collegiate and District
agree that, due to the nature of the property and activities that are the subject of this
petition, the District and public shall suffer irreparable harm should the charter school
breach any obligation under this Element 16. The District, therefore, shall have the right
to seek equitable relief to enforce any right arising under this Element 16 or any
provision of this Element 16 or to prevent or cure any breach of any obligation
undertaken, without in any way prejudicing any other legal remedy available to the
District. Such legal relief shall include, without limitation, the seeking of a temporary or
permanent injunction, retraining order, or order for specific performance, and may be
sought in any appropriate court.
FACILITIES
If Capitol Collegiate fails to submit a certificate of occupancy to the District not less than
45 days before the school is scheduled to open, it may not open unless an exception is
made by the Charter Schools Division. If Capitol Collegiate moves or expands to another
facility during the term of this charter, we shall provide a certificate of occupancy to the
District for each facility at least 45 days before school is scheduled to open in the facility
or facilities. Capitol Collegiate shall not open in any location for which it has failed to
timely provide a certificate of occupancy to the District, unless an exception is made by
the Charter Schools Division. 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 (please see Element 14).
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PROPOSED OPERATION and POTENTIAL EFFECTS of
the PROPOSED SCHOOL on the DISTRICT
FACILITY
Capitol Collegiate seeks space in a public school building in the South Sacramento
neighborhood of Sacramento (specifically in the South Oak Park through Lemon Hill
areas) through Proposition 39. In the case that a district facility is not secured, Capitol
Collegiate will begin talks with several real estate brokers, both from large national firms
and small local firms. While the school’s facility has yet to be secured, Capitol
Collegiate ensures that the site and any modifications will comply with all state and local
building codes, the Federal Americans with Disabilities Act (ADA) requirements, and
other applicable fire, health, and structural safety requirements. The school will maintain
readily accessible records documenting such compliance on file at the main office.
Our facility will depend on whether we are in a district or private facility. If we are in a
district facility, we will work closely with the district to secure the most reasonable
placement for the growing school. We are currently in the process of looking for a private
facility as well. We are specifically looking for a private facility that will allow us to
grow into it through the Foundations Academy (K-4) and first five years of the school.
This is one of the primary responsibilities of the Head of School and Facilities Chair on
the Board of Directors.
The site will secure a Certificate of Occupancy at least 45 days prior to the opening of the
school.
We will comply with Education Code Section 47610 by either utilizing facilities that are
compliant with the Field Act or facilities that are compliant with the State Building Code.
Further, we will test sprinkler systems, fire extinguishers, and fire alarms annually at its
facilities to ensure that they are maintained in an operable condition at all times.
If SCUSD facilities are used during the term of this charter, Capitol Collegiate shall abide
by all SCUSD policies relating to Maintenance and Operations Services.
AUXILLARY SERVICES
Dependent on facility lease requirements, Capitol Collegiate will outsource maintenance/
custodial duties, including major repairs, pest control, janitorial services, and landscaping
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to vendors qualified to perform such functions. The school will conduct annual reviews
to ensure all auxiliary services are safe and developing appropriate policies to ensure the
safety of students, staff, and guests.
HOLD HARMLESS/INDEMNIFICATION PROVISION
To the fullest extent permitted by law, Capitol Collegiate does hereby agree, at its own
expense, to indemnify, defend and hold harmless the SCUSD and the Board of Education
and their members, officers, directors, agents, representatives, employees and volunteers
from and against any and all claims, damages, losses and expenses including but not
limited to attorney’s fees, brought by any person or entity whatsoever, arising out of, or
relating to this charter agreement. The school further agrees to the fullest extent
permitted by law, at its own expense, to indemnify, defend, and hold harmless the
SCUSD and the Board of Education and their members, officers, directors, agents,
representatives, employees and volunteers from and against any and all claims, damages,
losses and expenses including but not limited to attorney’s fees, brought by any person or
entity whatsoever for claims, damages, losses and expenses arising from or relating to
acts or omission of acts committed by the charter school, and their officers, directors,
employees or volunteers. Moreover, Capitol Collegiate agrees to indemnify and hold
harmless the District for any contractual liability resulting from third party contracts with
its vendors, contractors, partners or sponsors.
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CONCLUSION
The California Charter Schools Act of 1992 was created to provide opportunities for
teachers, parents, pupils, and community members to establish and maintain schools that
operate independently from the existing school district structure, as a method to
accomplish all of the following:
(a) Improve pupil learning.
(b) Increase learning opportunities for all pupils, with special emphasis on
expanded learning experiences for pupils who are identified as academically low
achieving.
(c) Encourage the use of different and innovative teaching methods.
(d) Create new professional opportunities for teachers, including the opportunity
to be responsible for the learning program at the school site.
(e) Provide parents and pupils with expanded choices in the types of educational
opportunities that are available within the public school system.
(f) Hold the schools established under this part accountable for meeting
measurable pupil outcomes, and provide the schools with a method to change
from rule-based to performance-based accountability systems.
(g) Provide vigorous competition within the public school system to stimulate
continual improvements in all public schools.
By authorizing this charter, the Sacramento City Unified School District will be fulfilling
the intent of the Charter Schools Act of 1992 and following the directive of law that
encourages the creation of charter schools.
The founding team of Capitol Collegiate is honored by the opportunity to apply for a
charter school that will serve families in Sacramento and is eager to work with the
District to provide the best possible educational opportunities for all students.
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APPENDIX A
Resume of Lead Petitioner
0
PENNY R. L. SCHWINN
2550 16TH STREET • SACRAMENTO, CA 95818 • 916.217.1061 • PENNYSCHWINN@GMAIL.COM
WORK EXPERIENCE
Building Excellent Schools ǀ Boston, MA and Sacramento, CA
2009 – Present
Fellow
Participating in a nationally competitive fellowship committed to improving the academic achievement of students in our nation’s
urban centers through a rigorous, comprehensive training program in urban charter school creation and leadership.
 Explicit training in school design, school operations, governance, external relationships, school culture, decision-making,
communication, critical thinking, and professional development
 Visits to more than 25 of the highest performing charter schools in the country with the goal of identifying, internalizing,
and adapting best practices for school development
 Leadership Residency at North Star Academy, recognized as one of the highest performing urban charter schools in the
nation
St. Hope Public Schools ǀ Sacramento, CA
2009
Consultant and Director of Student Achievement
Advised school on structural development projects and served on the Instructional Leadership Team.
 Developed a comprehensive teacher support, development, observation, and evaluation system
 Structured a system to increase the effectiveness of monitoring student performance through data-driven analysis
 API increased 83 points during the 2008-09 school year - the biggest state jump for a school over 300 students
McMaster-Carr Supply Company ǀ Santa Fe Springs, CA
2007 - 2009
Operations Supervisor
Assessed potential improvements and implemented changes to the operational efficiency, accuracy, and productivity for a leading
industrial distribution company with over 3,000 employees and annual sales of over $2 billion.
 Project management focused on increasing efficiency in sales, marketing, customer information, and operations.
 Created and implemented working procedures for customer requests, increasing division profits 30%.
 Developed operational improvement plan to increase accuracy of sales department. Managed twenty people, resulting in
20% improvement. Presented plan and achieved Sales-wide adoption by senior management.
 Developed performance assessment tools and training programs to improve employee performance.
 Presented written and verbal presentations to bridge the strategies and operations of multiple departments.
Teach For America ǀ Los Angeles, CA
2006 - 2007
Program Director
Managed teacher development and designed support projects impacting over 9,000 students in low income communities.
 Managed 53 teachers at 23 school sites and recruited and developed an incoming corps of over 225 teachers.
 Created and implemented data-collection systems to dramatically increase efficiency in teacher evaluation and promote
teacher independence in self-evaluation and reflection.
 Ensured teachers meet ambitious academic goals for their students by facilitating independent cycles of learning,
analyzing data, and accessing meaningful learning experiences via current educational theory. Led to over 85% of teachers
reaching gains of 70% or higher in their student achievement scores.
Baltimore City Public School System: Teach for America ǀ Baltimore, MD
2004 - 2006
Department Head and Teacher
Co-chaired and taught in the social studies department of a 2,000 student high school. Participated in over eight programs to
improve the achievement, success, and communication of the school and district.
 Taught U.S. History, Economics, World History, and Journalism in a goal-oriented, achievement-based class of ninth
through twelfth grade students. Over 80% of students demonstrated district proficiency in content.
 Developed economics curriculum and presented pedagogy and content-learning sessions of that curriculum for the
district. Worked on a three person team to coordinate district-wide professional development.
 Directed winning and runner-up student groups in high school citywide business development project to promote
socially responsible entrepreneurship.
1

Additional positions: Academic Restructuring Committee; Curriculum Assistant; Literacy Coordinator; Yearbook
Coordinator; Junior & Senior Class Coordinator; “High Schools That Work” program; Sports Coach; A.P. proctor
Office of United States Senator Dianne Feinstein ǀ San Francisco, CA
2001 - 2002
Senior Intern
Managed incoming communications and created project designs and procedures for the senator. Represented the senator’s office
with constituents and stakeholders.
 Created and implemented a procedure for reviewing military academy nominations, reducing the review process by 25%
while increasing the objectivity of the review.
 Served as a liaison between the Honorable Senator and her constituents.
EDUCATION
University of Southern California, Rossier School of Education ǀ Los Angeles, CA
 Doctorate in Education Administration (EDD)
 Emphasis: Education Leadership; Expected Degree Date: 2011
Claremont Graduate University ǀ Claremont, CA
 PhD in Education
 Emphasis: Effective resource allocation in the education sector
Johns Hopkins University ǀ Baltimore, MD
 Master of Arts in Teaching (MAT): June 2006
 Teacher Accreditation
University of California, Berkeley ǀ Berkeley, CA
 BA in History: May 2004
 Senior Thesis: Honors standing
University of Westminster ǀ London, United Kingdom
 Visiting student in the semester abroad program: Spring 2003
 Volunteer in Voter Action Group to encourage and increase the number of registered and active voters.
AWARDS
 Walton Family Foundation Charter School Planning Grant Recipient
 Dr. Verna B. Dauterive and Peter W. Dauterive Endowed Scholarship
 Claremont Graduate University Academic Scholarship
 Peter Kannam Award: Teach for America, Baltimore
 Sue Lehmann Award for Excellence in Teaching, nominee for Baltimore region
 Gilder-Lerhman Fellow, Columbia University: New York, NY
 Supreme Court Summer Institute: Washington, D.C.
 Americorps Service Award
 University of California, Berkeley History Department Research Grant
 Distinguished Teaching Award: Break the Cycle Academic Mentoring Program
2009 - 2010
2008 - 2009
2007 - 2008
Spring, 2006
Spring 2006
Summer 2005
Summer 2005
2005 and 2006
2003 - 2004
Fall 2003
ACTIVITIES AND PROFESSIONAL ORGANIZATIONS
Volunteer Center of Sacramento: Board Member
2009
Fairy Tale Town: Board Member
2009
American Education Research Association
2009
Phi Delta Kappa: Education Honors Society
2009
Project Birthday: Committee Member
2009
American Education Finance Association
2009
Teach For America: Learning Team Leader, PLC Leader
2008
Alpha Phi International Fraternity
2000 - 2004
 Director of Finance: managed a $1 million dollar budget, staff salaries, tax status, and line item budgets.
 Director of Scholarship: managed the academic performance of members and established academic programs.
2
APPENDIX B
Resumes of the Board of Directors
3
Michael Agostini
2125 Big Sky Drive, Rocklin, CA 95765 (916) 284-2119
michaelagostini@hotmail.com
EXPERIENCE
Sacramento, CA
Charter Schools Development Center
Director of Operations, June 2002 – Feb 2006, Sept 2009 – Present
Member of Board of Directors, Secretary and Treasurer, October 2004 – February 2006
Promote the development of the charter school movement in California and assist charter school clients with the successful
opening and operation of their schools.
 Supervise, evaluate, and plan the professional development of the staff
 Oversee projects, including the development and implementation of the organization’s school
leadership trainings and school support services
 Prepare project plans and budgets for grant proposals; write progress reports for existing private,
state, and federal grant funded projects; write grant applications for charter school clients
 Monitor the organization’s budget and oversee business manager in the maintenance of the books
and preparation of budget reports
 Serve as a contributing writer to Charter Currents, an online education journal that disseminates
the latest education policy changes and educational research to charter schools
 Work with charter school developers with the drafting of their charter petitions and the start-up of
their schools
 Provide consulting to charter school operators and charter authorizers
- Perform site visits of charter schools to evaluate the effectiveness of their instructional programs and determine
compliance with their charter and applicable laws
Rocklin, CA
EDvance Consulting, Inc., d/b/a Sierra Music Academy
President, March 2006 – Present
School Director, March 2006 – September 2009
 Planned and executed the opening of one of the finest music schools for youth and adults in
California, the Sierra Music Academy, growing the school to over 200 students
 Developed and implemented a successful marketing plan that quickly established the school’s
reputation for 1) exceptional teaching, 2) convenience, and 3) affordability
 Managed the school’s operations including: negotiating facilities and lease agreements, hiring and
managing of personnel, fiscal management and accounting, event planning, marketing, and public
relations
 Worked with teachers in the curriculum development of music classes and summer camp programs
 Developed partnerships and relationships with area public and private K-12 schools, youth
organizations, colleges, churches, retirement homes, and businesses to promote the school’s music
teaching and music performance
 Lead the on-going strategic planning of the organization
Sacramento, CA
CharterVoice
Treasurer of the Board of Directors, August 2003 – February 2006
Helped in the envisioning and founding of 501(c)(4) charter school advocacy and lobbying organization.
 Developed and oversaw a marketing and public relations plan to unite California’s charter schools and
increase support for the charter school movement
 Provided education lobbyists the latest charter school data and research in the areas of student testing
and school accountability
 Oversaw the accounting and fiscal management of the organization and reported quarterly fiscal status
to the rest of the Board of Directors
 Designed the organization’s database for the tracking of school members
4
Syracuse, NY
Hezel Associates
Project Manager, June 2001 – July 2002
Managed educational planning, research, and evaluation projects for K-12, higher education, and government clients.
Provided consultation to clients in developing and improving distance education programs.
 Assisted clients with market analysis, needs assessment, and strategic planning activities
- Worked on the revisioning of Le Moyne College’s Center for Continuing Education
 Designed survey instruments, conducted focus groups, and performed site visits as part of program
evaluations
 Presented research findings and recommendations to clients in written reports
 Prepared project activities, timelines, and budget estimates in response to Requests for Proposals
 Represented and marketed company at regional and national distance education conferences
Cambridge, MA
Massachusetts Institute of Technology
Graduate Assistant of Employer/Graduate Relations, Office of Career Services, August 2000 – May 2001
Presented resume writing and interviewing workshops and advised students one-on-one about career
choices and their post-graduate plans. Compiled data of recent graduates to recognize new trends in
employment. Informed companies about campus recruiting opportunities and procedures. Helped organize MIT’s first online job
fair.
Boston, MA
Main Event Ticket Agency
Co-Founder, December 1998 – June 2001
Analyzed cultural trends, seasonal sales fluctuations, venue designs, and regional population characteristics to forecast sales.
Hired, trained, and supervised a team of 15 independent contractors to assist with purchasing tickets for resale. Created a
marketing strategy that generated steady sales growth.
Boston, MA
Embassy Center for English Studies
Instructor, September 1998 – July 2000
Taught English as a second language to college-age students and international professionals. Helped prepare students to pass
the TOEFL (Test of English as a Foreign Language) for college admittance. Provided students guidance in selecting colleges
to apply to and preparing their college applications. Helped answer questions about students’ F-1student visas including
travel and compliance issues.
Assessed new teaching materials for on-going curriculum development.
Aomori, Japan
Japan Exchange and Teaching Program
Instructor, Aomori City Board of Education July 1996 – July 1998
Taught English as a second language to junior high school students in the city of Aomori. Taught students about American
society and culture. Helped with the introduction of English language learning in the city’s elementary school system.
EDUCATION
Harvard University Graduate School of Education
Master of Education in Administration, Planning, and Social Policy, June 2001
Cambridge, MA
Yale University
Bachelor of Arts in History, May 1996
New Haven, CT
SKILLS
Computer: Microsoft Office, QuickBooks, Blackboard, Filemaker Pro Database, PageMaker, Dreamweaver
Languages: Intermediate Japanese and Spanish, Beginner Mandarin
5
ED MANANSALA
2420 El Pavo Way * Rancho Cordova, CA 95670 * (916) 454-1622
PROFESSIONAL EXPERIENCE

Superintendent: 2009 – Present
ST. HOPE PUBLIC SCHOOLS – PreK-12 PUBLIC CHARTER SCHOOL SYSTEM, SACRAMENTO, CA
Lead and manage St. HOPE Public Schools to fulfill the clear district vision: to create one of the finest urban PreK-12 public school
systems in America. Current academic growth: PS7 K-8, 638 Academic Performance Index (2004) to 873 Academic Performance
Index (2009). Sacramento Charter High School, 568 Academic Performance Index (2004) to 731 Academic Performance Index
(2009).

Principal: 2004 – 2009
ST. HOPE PUBLIC SCHOOLS – SACRAMENTO CHARTER HIGH SCHOOL
Led the “turnaround” high school effort to transform a large, failing urban high school to an effective educational institution.
Accomplishments include: Academic Performance Index increase of 163 points (568 to 731), California Similar Schools Ranking
increase from 2 to 10, 4-year college acceptance rate increase from 25% to 75%. Created opportunities for public and private
partnerships, parent involvement and empowerment, and student community service. Researched and implemented data-driven
decision making practices. Implemented an accountability system and performance evaluations to ensure that school wide goals and
objectives were met. Developed leadership and professional development opportunities for all staff and teachers.

Coordinator of Learning Support: 1998-2004
SACRAMENTO UNIFIED SCHOOL DISTRICT–BRET HARTE ELEMENTARY/CK McCLATCHY HS
Provided leadership and coordination for a grassroots community collaborative. Facilitated the strategic planning process, and
managed the health, social and learning support services for a school-based Family Resource Center with 15 on-site service providers.
Additional responsibilities include: community assessment, case management, parent mobilizing and leadership training, fund
development, marketing, evaluation, and youth empowerment.

Clinical Social Worker: 1997-1998
UNIVERSITY OF CALIFORNIA DAVIS MEDICAL CENTER, HOME CARE SERVICES
Provided detailed case management to terminally ill patients and families; including biopsychosocial assessment, crisis intervention,
counseling, suicide assessment, and community resource referral. Facilitated bereavement groups and multidisciplinary teams.
Significant accomplishments included: presentation/training on Cultural Diversity to 40 hospice volunteers, recipient of UCDMC
Excellent Service & Cultural Competence Award.

Associate Consultant: 1997 – 2004
BUTLER AND ASSOCIATES, HUMAN PERFORMANCE CONSULTANTS
Partnered with Senior Consultants in services involving; Strategic Planning, Team Building, Leadership Development, Conflict
Management, and Evaluation. Served as Team Leader for “Managing Change/Strategic Planning” project for Foundation
Health/Health Net. Selected to assist in facilitating Executive Retreat for Stockton Unified School District.
PROFESSIONAL AFFILIATIONS & ACHIEVEMENTS







California Early Assessment Program Advisory Committee, 2009-Present
New Leaders for New Schools Mentor Principal, 2007-Present
CSU Sacramento, Master of Social Work Pupil Personnel Services Credential Advisory Committee: 2000
Joint Legislative Committee – Master Plan of Education “School Readiness Workgroup”: 2001-2002
International Immersion Experience: Poland–1990; Guatemala–1992
Association of California School Administrators
Five Completed Marathons: 1997 California International; 2000, 2001, 2003 San Diego Rock-n-Roll; 2003 Honolulu
6
ED MANANSALA
Page 2
PRESENTATIONS
February 2001
“Home Visitation – School Linked Models” – 3rd Statewide Proposition 10 Conference County Commissions, School
Readiness for All Children, San Diego, California.
October 2000
“Best Practices” – region III Conference, Learning Support for Success in School, Sacramento, CA
May 1999
“Parent Leadership” – Region III Conference, Reaching Out and Moving Forward, Sacramento, CA
EDUCATION & TRAINING






Clear Administrative Services Credential
Doctorate in Education Administration, Emphasis on Educational Leadership, University of California Davis, Expected Degree
Date, June 2010
Licensed Clinical Social Worker, Licensed Number: 24964
Master of Social Work: School Social Work & Health Specialization, May 1998, CSU Sacramento
Masters Thesis: Asian Omission, Not without Meaning: An Asian American Curriculum for Social Work Policy, 1998.
Bachelor of Science Business Administration: Human Resource Management Concentration May 1992 California State University
Sacramento.
REFERENCES
Available Upon Request
7
Emily L. Randon
3407 Cutter Place
Davis, CA 95616
Phone: 916-276-1014 · e-mail: elrandon@ucdavis.edu
EDUCATION
California State University, Sacramento – Master’s in Education, June 2008
Overall G.P.A.: 4.0
Thesis Project Completed: A Program Evaluation Plan for the Academic Success Program
at Pacific McGeorge School of Law
Other Areas of Study: Diversity and Minority Affairs, Learning and Counseling
Theories, Educational Pipeline to Graduate and Professional School, Leadership
Through Experiential Learning
University of the Pacific, McGeorge School of Law – J.D. Degree, June 1998
Governmental Affairs Certificate
Honors and Activities:
Dean’s Honor List, 1997-98
International Moot Court, 1995-96
Teaching Assistant, 1996 (solicitation based on academic performance)
Student Bar Association, Board of Governors Class Representative, 1997
University of California, Irvine – B.A. in Political Science, December 1993
Active in Student Government and Community Service
Emphasis in Political Parties, Elections, Forms of Government
White House Intern through UCDC - 1992
RELEVANT WORK EXPERIENCE
University of California, Davis School of Law
July 2008 – Present
 Director of Academic Success and Instructor
Responsibilities include developing a rich and robust Academic Success Program; teaching
academic skills to first year and upper division students (including students on academic
probation); training and supervising law student teaching assistants; conducting tutorial
sessions for first year courses; identifying at risk students in need of academic support;
individual and group counseling; creation, management, and implementation of bar
programs; and creating other academic support-related programs and services.
University of the Pacific, McGeorge School of Law
July 2007 – July 2008
 Director of Academic Success and Lecturer in Law
Directed the Academic Success Program and Academic Resource Center. Assisted all
students with study skills, exam preparation, bar exam information and other aspects of
law school. Taught Principles of Agency Law as part of first year curriculum, as well as an
upper division legal writing course. Developed workshops for all students and worked
with faculty to develop programs to assist students on academic probation.
8
University of the Pacific, McGeorge School of Law
February 2004 – July 2007
 Assistant Director of Admissions/Director of Outreach/Adjunct Faculty
Managed and supervised the Admissions staff. Worked with students, faculty, staff and
alumni to develop effective recruiting, admissions, yield and marketing strategies. Planned
and coordinated on and off-campus recruiting events. Provided counseling regarding
admissions process, scholarships and financial aid. As Director of Outreach, managed
local educational pipeline program including two Education Law Fellows, mentor program
and speaker series. Appointed chair of Dean’s Diversity Study Team. As Faculty, cotaught Practical and Persuasive Legal Writing and counseled students on preparation for the
California Bar Exam.
Tennant, Ingram & Randon
June 2001 – February 2004
 Attorney (Made partner in 2002)
Responsible for heavy business and insurance defense litigation caseload. Handled all
aspects of cases from inception to trial or settlement. Participated in over 75 mediation
and arbitration sessions. Wrote numerous briefs for Court of Appeals and motions and
memos for trial courts.
California Association of REALTORS
February 1995 – December 1998
 Legislative Analyst
Assisted lobbyists with legislative agenda for the real estate industry. Provided legal and
legislative research, created monthly legislative columns, assisted in drafting legislation and
issues briefing papers for organization members. Worked with other trade associations
and stakeholders to develop policy for state growth.
COMMUNITY INVOLVEMENT/PROFESSIONAL ORGANIZATIONS

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



Program Chair, American Association of Law Schools Section on Academic Support
Founding Chair, Western Association of Academic Support Professionals
Member, NASPA, National Association of Student Personnel Administrators
Member, AERA, American Educational Research Association
Member, State Bar of California
Member, Federal Bar, (Admitted, Eastern and Northern Districts of California)
Member, Sacramento District Attorney’s Panel on Diversity in the Legal Profession. 2008
Supporting Member of Council on Legal Education Opportunities (CLEO), supporting
diversity in law schools.
California Association of REALTORS, Legal Affairs Forum, Member since 1999
PROFESSIONAL REFERENCES
Adam Barrett – 916-739-7105
Assistant Dean for Enrollment Management, University of the Pacific, McGeorge School of
Law, 3200 Fifth Avenue, Sacramento, CA 95817
Mary McGuire – 916-739-7089
Assistant Dean of Students, University of the Pacific, McGeorge School of Law, 3200 Fifth
Avenue, Sacramento, CA 95817
Alexander Creel – 916-444-2045
Vice President of Governmental Affairs and Chief Lobbyist, California Association of
REALTORS, 980 Ninth Street, #1430, Sacramento, CA 95814
9
PUBLISHED ARTICLES/ LEGAL EDUCATION PROJECTS AND PRESENTATIONS
“First Year Student or First Year Associate?: Using Mock Client Interviews to Enhance
Analytical Skills” Presented at the American Association of Law Schools (AALS) 2009
Conference
“Practical and Persuasive Writing”, Presentation selected for the Rocky Mountain Legal
Writing Conference, June 2008
“Law Schools Can Make the Difference”, selected panelist, 14th Annual Joint National
Conference on Alternatives to Expulsion, Suspension, and Dropping Out of School, Lake
Buena Vista, FL
“Wingspread and the Law School Pipeline”, Presented at the Law School Admission Council
Annual Meeting, June 2007
“From Preschool to Law School: Collaborating with Professional Schools to Increase
Academic Achievement Along the Pipeline”, Presented at ARCHES California P-16
Conference on Collaboration and Student Success, Long Beach, CA, June 2007
“Evening Division”, National Association of Student Personnel Administrators - Student
Affairs West Newsletter (2006) An article addressing how law school student services are
assisting non-traditional students in adjusting to school in a part-time capacity.
Authored monthly articles for California Real Estate Magazine (1995 to 1998) including:
“A Time Not to Disclose”, California Real Estate Magazine, August 1996
A spotlight on legislation regarding a Realtor’s duty to disclose material facts and the
difficulty in determining facts versus implications of those facts.
“What an LLC Can Do For You”, California Real Estate Magazine, April 1997
A look at business entities established by real estate agents and the possibility of legislation
allowing agents the option of forming limited liability companies.
“Know Your (Property) Rights”, California Real Estate Magazine, October 1997
A look at the private property rights of Napa County residents in relation to legislation
requiring the merger of certain parcels of land.
Within The Higher Education Leadership Program:
Authored “Academic Support Programs in Law Schools: A Necessary Piece of the
Educational Pipeline to the Legal Profession” – a case study of the Pacific McGeorge
Academic Support Program, May 2007
Authored “Authentic Leadership”, a research project relating to how differing styles of
leadership can lead to authenticity of self, January 2007
Authored “Leading HBCU Students to Law School”, a research proposal studying how
HBCU Prelaw Advisors identify and encourage students to choose a path to law school,
June 2007
10
Katherine LaRue Sherlock
4708 Johnson Drive ∙ Fair Oaks CA 95628 ∙ 916.710.3248 ∙ kalsherlock@gmail.com
EDUCATION
Thomas Jefferson School of Law, San Diego, CA
Juris Doctor
Pro Bono Honors
National Dean’s List
Honors: LSAT Scholarship
Samford University, Birmingham, AL
Bachelor of Arts, with honors, in English Literature
Minor Emphasis: Art
Honors: Dean’s List, National Dean’s List
Invited to read thesis at the Sigma Tau Delta National Literary Conference
Daniel House, London, England
Semester Abroad Program
PROFESSIONAL EXPERIENCE
Court Appointed Special Advocates, Sacramento, CA
Case Manager/Training Coordinator, August 2008-Present
Coordinate, implement, create and teach three trainings a year for future advocates. Lead orientations on a monthly
basis. Hold interviews for interested advocate applications as well as future continuing education presenters.
Prepare unique and relevant training materials. Manage volunteers working in the dependency system. Attend court
hearings for foster youth. Edit and approve court reports. Speak at community outreach events. Recruit future
volunteers and donors.
American Health Care, Rocklin, CA
Contract Analyst
Contract employee hired to generate legal contracts, solicit pharmacies, negotiate pharmacy rates, augment and edit
outside contracts and implement new contract terms. Charged with the responsibility to create and to secure over
500 pharmacy contracts, which was accomplished in just three months.
National Young Leaders Conference, Washington DC
Operations Team Member, 2004
Organized Capitol Hill Day, including meeting state representatives and overseeing the day’s events. Implemented
various activities and events throughout the program. Led 800 students through museums and monuments in
Washington. Oversaw events for nationally recognized speakers.
LEGAL EXPERIENCE
Alternative Dispute Resolution Team
Secretary, Executive Board Member
Participate in extensive research. Weekly practice negotiations and mediations in preparation for National
Competitions. Coach for Regional Champion Team as well as Nationally Ranked Team. Met with Board Members on
a monthly basis to determine the present as well as the future course of the team. Helped to create a regionally
recognized team through Board outreach.
San Diego Superior Court, Chula Vista, CA
Mediator, 2005-2007
Conducted volunteer mediations in small claims court. Facilitated settlements. Wrote agreements. Actively
participated in discussions with the commissioners concerning various cases or points of law.
11
Steigerwalt and Associates, San Diego, CA
Law Clerk
Drafted memos, motions, letters and briefs. Engaged in client relations. Helped prepare clients and documents for
trial, including several felony trials. Actively participated in high profile criminal cases in San Diego Superior Court.
City Attorney, Domestic Violence Unit, San Diego, CA
Legal Assistant, Certified Law Student
Prepared affidavits, subpoena requests and trial preparations. Additionally wrote several trial briefs and motions.
Sat second chair for several trials and argued motions in limine before the court. Conducted direct examination of
witnesses at trial.
Office of the Alternate Public Defender, Vista, CA
Law Clerk
Strongly involved in trial preparation including writing motions, indexing discovery, and jury selections.
Participated in client interviews and negotiations with opposing counsel. Met often with Judges to discuss the case
and various elements involved therein.
v
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JENNIFER WONNACOTT
5744 MODDISON AVENUE  SACRAMENTO, CA 95 819
(916) 996-3672  EMAIL JENWONNACOTT@GMAIL.COM
PROFESSIONAL EXPERIENCE
Communications Director
Assemblymember Alyson Huber, 10th District
March 2009 - Present
 Manage media relations and constituent communications for State Assemblymember
 Provide strategic consultation to Assemblymember on legislative and district issues
 Produce written materials including speeches, press releases and letters
 Responsible for planning and coordination of constituent outreach in district through mass
mailings, email alerts and website
 Staff legislation and committees
Consultant
AcostaSalazar, LLC
April 2005 – March 2009
 Responsible for execution of strategic plans and day-to-day management for political, public
affairs and grassroots campaigns
 Coordinated research, strategic planning and media relations for issue and candidate campaigns on
the local and state level
 Successfully managed statewide coalition building and press outreach for Proposition 92 (2008)
 Built a diverse grassroots coalition of over 30 members for Test for Life CA to educate the public
and media statewide about the importance of being tested for HIV
 Organized and directed grassroots lobbying and advocacy efforts for legislative and issue
campaigns
 Produced written materials including direct mail, fact sheets, letters, speeches and press releases
 Participated in preparation and evaluation of qualitative and quantitative research
 Managed assistant staff, interns and volunteers, as well as office operations
Executive Administrative Assistant
GC Strategic Advocacy
June 2004 – April 2005
 Assisted in the coordination and execution of strategic plans associated with the management of
statewide ballot measure campaigns and legislative advocacy
 Produced campaign materials, including fact sheets, brochures, and press releases, for distribution
to voters, contributors and the media
 Corresponded with public officials, the media, community organizations, business organizations,
and voters regarding grassroots, fundraising, and informational activities
 Assisted in daily activities of campaigns including monitoring the press, resolving public
inquiries, generating op-eds and letters to the editor, and coordinating financial and legal logistics
 Supported staff of consulting firm as needed and managed office operations
Student Associate
UC Berkeley Government Affairs Office
January 2004 – May 2004
 Supported Government Affairs directors in daily operations, including conducting research,
contacting legislators, drafting letters, and meeting with campus officials
 Developed and executed aspects of advocacy campaigns for higher education funding in the state
budget and ballot measures
 Assisted with the coordination of UC Berkeley’s involvement in the University of California’s
annual lobby day, held in Sacramento
EDUCATION
University of California, Berkeley
 B.A. Mass Communications
PROFESSIONAL DEVELOPMENT
Emily’s List -Attended Political Opportunity Program in November 2007 in Los Angeles
Media Training - Attended professional media training with nationally-renowned coach
California Center for Civic Participation – Volunteer presenter and mentor for programs educating high
school students about the political process
16
APPENDIX C
Proposed Bylaws for the Board of Directors
17
BYLAWS
CAPITOL COLLEGIATE ACADEMY
ARTICLE I
Name, Location, Mission and Objectives
Section 1: The name of the organization will be Capitol Collegiate Academy (Capitol Collegiate ).
Section 2: The initial principal location of Capitol Collegiate is to be determined.
Capitol Collegiate may also have offices at such other places as the Board of Directors (Board) shall determine the
business of Capitol Collegiate requires; provided, however, that the registered office be registered with the
Secretary of State of California and the agent so registered be located at the same address, or otherwise as provided
by the Board of Directors.
Section 3: The purpose for which Capitol Collegiate Academy (Capitol Collegiate ) is organized is
preparing students in grades kindergarten through eight for educational success from elementary school through
college through a demanding education based on high standards, structure, and accountability.
Section 4: If, for any reason, the organization should dissolve, upon dissolution of the organization assets
shall be distributed for one or more exempt purposes within the meaning of section 501 (c) (3) of the Internal
Revenue Code, or corresponding section of any future federal tax code, or shall be distributed to the federal
government, or to a state or local government, for a public purpose.
ARTICLE II
Members
Capitol Collegiate Academy does not have members. While persons who associate with, attend programs
of, participate in, contribute to, or benefit from Capitol Collegiate may be referred to as “members,” no rights,
voting or otherwise, will inure to such persons. Any action that would otherwise require approval by a majority of
all members or approval by the members requires only approval of the Board of Directors. All rights that would
otherwise vest under the California Nonprofit Law in the members will vest in the Directors.
ARTICLE III
Board of Directors
Section 1: The Board of Directors (“the Board”) shall consist of at least five Directors and no more than
fifteen Directors. All Directors shall have identical rights and responsibilities.
Section 2: The Board may appoint a Head of School to be responsible for carrying out the work of the
School in accordance with the policies established from time to time by the Board of Directors.
Section 3: Board members shall be sought who reflect the qualities, qualifications and diversity determined
by the Board delineated in the Job Description of the Board of Directors.
18
Section 4: The Capitol Collegiate nominating committee, known as the Governance Committee, shall
present a slate of potential board members and officers for election by the Board of Directors. This slate shall be
presented at the annual meeting of the Board.
Section 5: Directors shall serve a term of three (3) years from the date of their appointments, or until their
successors are seated. A full three-year term shall be considered to have been served upon the passage of three (3)
annual meetings. After election, the term of a Director may not be reduced, except for cause as specified in these
bylaws. No Director shall serve more than two (2) consecutive, three-year terms. Directors shall serve staggered
terms to balance continuity with new perspective.
Section 6: The initial Board of Directors will serve staggered terms. The initial Board shall consist of at
least two Directors who will serve a two-year term (ending in Summer 2012) and at least three Directors who will
serve a three-year term (ending in Summer 2013).
Section 7: Any vacancy occurring in the Board of Directors and any position to be filled by reason of an
increase in the number of Directors may be filled, upon recommendation of a qualified candidate by the
Governance Committee, by two-thirds (2/3) vote of the seated Directors. A Director elected to fill the vacancy
shall be elected for the unexpired term of his/her predecessor in office.
Section 8: A Director may resign at any time by filing a written resignation with the Chair of the Board.
Section 9: The Board may remove any Officer or Director for cause by majority vote of the entire Board of
Directors at any regular or special meeting of the Board, provided that a statement of the reason or reasons shall
have been mailed by Registered Mail to the Officer or Director proposed for removal at least thirty (30) days
before any final action is taken by the Board. This statement shall be accompanied by a notice of the time when,
and the place where, the Board is to take action on the removal. The Officer or Director shall be given an
opportunity to be heard and the matter considered by the Board at the time and place mentioned in the notice.
Section 10: Members of the Board of Directors:
(a)
Shall receive no payment of honoraria, excepting reimbursement for expenses incurred in
performance of voluntary Capitol Collegiate activities in accordance with Capitol Collegiate
Academy policies.
(b)
Shall serve Capitol Collegiate Academy with the highest degree of undivided duty, loyalty, and care
and shall undertake no enterprise to profit personally from their position with Capitol Collegiate .
(c)
Shall be bound by the Code of Conduct, Conflict of Interest and Confidentiality policy statements.
(d)
Shall have no direct or indirect financial interest in the assets or leases of Capitol Collegiate
Academy; any Director who individually or as part of a business or professional firm is involved in
the business transactions or current professional services of Capitol Collegiate Academy shall
disclose this relationship and shall not participate in any vote taken with respect to such transactions
or services.
ARTICLE IV
Officers
Section 1: There shall be four (4) elective Officers of the Board: a Chair, a Vice Chair, a Secretary, and a
Treasurer.
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Section 2: The Governance Committee shall present a slate of Officers to the Board of Directors. The
nominated Officers shall be drawn from among the members of the Board of Directors. The election of Officers
shall be held at the annual meeting of the Board.
Section 3: The newly elected Officers shall take office on July 1 following the close of the meeting at
which they are elected and the term of office shall be one year, or until respective successors assume office. A
Director may serve more than one (1) term in the same office, but not more than three consecutive terms in the
same office.
Section 4: In the event that the office of the Chair becomes vacant, the Vice Chair shall become Chair for
the unexpired portion of the term. In the event that the office of Vice Chair, Secretary, or Treasurer becomes
vacant, the Chair shall appoint interim Officers to fill such vacant offices until a scheduled meeting of the Board
can be held.
ARTICLE V
Meetings
Section 1: The annual meeting of the Board of Directors shall occur in the last quarter of the fiscal year.
There shall be at least 10 other regular meetings of the Board held each year. Notice shall be given to each
Director thirty (30) days prior to the date of every regular meeting of the Board.
Section 2: Special meetings of the Board of Directors may be called by the Chair or by a majority of the
Board filing a written request for such a meeting with the Chair and stating the object, date, and hour therefore, due
notice having been given each Director five (5) calendar days prior to the meeting.
Section 3: One-half of the Directors then in office shall constitute a quorum for the transaction of business
at any regular or special meeting of the Board of Directors, except where otherwise required by these Bylaws.
Section 4: The Board shall select its own meeting format in any method allowed by the laws of the State of
California. Any such meeting, whether regular or special, complying with Sections 1 or 2 of Article V shall
constitute a meeting of the Board of Directors and shall subscribe to the policies, procedures, and rules adopted by
the Board.
Section 5: Notice of all regular and special meetings of the Board, an agenda of all items to be discussed at
such meetings, and agenda support materials shall be circulated to all Directors prior to the meeting. Any Director
may waive notice of any meeting. The attendance of a Director at any meeting also shall constitute a waiver of
notice of such meeting, except where a Director attends a meeting for the express purpose of objecting to the
transaction of any business because the meeting is not lawfully called or convened.
Section 6: An absentee Board member may not designate an alternate to represent him or her at a Board
meeting. A member of the board may be deemed to be present for purposes of achieving a quorum and may cast a
vote if he/she grants a signed, written proxy to another board member who is present at the meeting. The proxy
must direct a vote to be cast with respect to a particular proposal that is described with reasonable specificity in the
proxy. No other proxies are allowed.
Section 7: Any action required or permitted to be taken by the Board of Directors may be taken without a
meeting, if all members of the Board individually or collectively consent in writing to that action. Written consents
must be filed with the minutes of the proceedings of the Board of Directors. Action by written consent has the
same force as the unanimous vote of the Directors.
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ARTICLE VI
Committees and Task Forces
Section 1: A Board resolution shall appoint committees or task forces of the Board, except the Governance
Committee. Committees may be composed of Directors or community members, or both. The Board may
prescribe the need and/or the composition of such committees.
Section 2: There shall be a standing nominating committee, known as the Governance Committee. This
committee shall be composed of at least three (3) persons recommended by the Chair and elected by the Board of
Directors at its annual meeting. Each committee member shall serve a term of two (2) years, and these terms shall
be staggered to ensure continuity of committee membership. The committee shall elect its own chair.
Section 3: The duties of the Governance Committee shall be to:
(a)
study the qualifications of candidates and present a slate of the best qualified as nominees for vacant
positions on the Board;
(b)
present a slate of nominees for Officers to the Board for election at the annual meeting;
(c)
recommend candidates to the Board to fill vacancies that arise outside the regular nominating
process;
(d)
provide ongoing orientation to Board members;
(e)
oversee a Board assessment process to ensure optimum performance; and
(f)
recommend the appointment of a past Chair to the Board, if necessary, in the interests of continuity.
ARTICLE VII
Fiscal Year
The fiscal year of Capitol Collegiate Academy shall begin on July 1 of each calendar year and terminate on
June 30 of the following year.
ARTICLE VIII
Rules of Order
In case of conflict or challenge, the rules of order in the current edition of Robert’s Rules of Order shall
govern the conduct of all meetings of Capitol Collegiate Academy.
ARTICLE IX
Indemnification
Capitol Collegiate Academy shall indemnify its Board of Directors, Officers, employees, and volunteers to
the fullest extent permitted by the law of the State of California.
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ARTICLE X
Amendments
These Bylaws may be amended at a regular meeting by a two-thirds vote of all Directors then in office;
provided that notice of the proposed amendment, together with a copy thereof, is mailed to each Director at least
fifteen (15) days prior to the meeting at which the amendment is to be considered.
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APPENDIX D
Conflict of Interest Policy
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CAPITOL COLLEGIATE BOARD MANUAL
Table of Contents
I.
Indemnification Policy
II.
Conflict of Interest Policy
Indemnification Policy
Each member of a board or committee elected or appointed according to these bylaws, each officer of Capitol
Collegiate, and other employees determined by the Board of Directors to be so entitled shall be entitled as of right
to indemnification by Capitol Collegiate against all expenses (including attorney’s fees), judgments, claims, and
amounts paid in settlement arising from any claim or proceeding relating to his/her status as such board, or
committee member, officer, or employee of Capitol Collegiate to the fullest extent now or hereafter permitted by
the Articles of Incorporation of Capitol Collegiate, the laws of the state, and these bylaws.
Conflict of Interest Policy
Article I
Purpose
The purpose of the conflict of interest policy is to protect the tax-exempt organization Capitol Collegiate’s interest
when it is contemplating entering into a transaction or arrangement that might benefit the private interest of an
officer or director of the Organization or might result in a possible excess benefit transaction. This policy is
intended to supplement, but not replace, any applicable state and federal laws governing conflict of interest
applicable to nonprofit and charitable organizations, including Government Code section 1090 and 1090.1.
Article II
Definitions
1.
Interested Person
Any director, principal officer, or member of a committee with governing board delegated powers, who has a
direct or indirect financial interest, as defined below, is an interested person.
2.
Financial Interest
A person has a financial interest if the person has, directly or indirectly, through business, investment, or
family:
a. An ownership or investment interest in any entity with which Capitol Collegiate has a transaction or
arrangement;
b. A compensation arrangement with Capitol Collegiate or with any entity or individual with which Capitol
Collegiate has a transaction or arrangement; or
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c. A potential ownership or investment interest in, or compensation arrangement with, any entity or
individual with which Capitol Collegiate is negotiating a transaction or arrangement.
Compensation includes direct and indirect remuneration as well as gifts or favors that are not insubstantial.
A financial interest is not necessarily a conflict of interest. Under Article III, Section 2, a person who has a
financial interest may have a conflict of interest only if the appropriate governing board or committee decides
that a conflict of interest exists.
Article III
Procedures
1.
Duty to Disclose
In connection with any actual or possible conflict of interest, an interested person must disclose the existence
of the financial interest and be given the opportunity to disclose all material facts to the directors and
members of committees with governing board delegated powers considering the proposed transaction or
arrangement.
2.
Determining Whether a Conflict of Interest Exists
After disclosure of the financial interest and all material facts, and after any discussion with the interested
person, he/she shall leave the governing board or committee meeting while the determination of a conflict of
interest is discussed and voted upon. The remaining board or committee members shall decide if a conflict of
interest exists.
3.
Procedures for Addressing the Conflict of Interest
a. An interested person may make a presentation at the governing board or committee meeting, but after the
presentation, he/she shall leave the meeting during the discussion of, and the vote on, the transaction or
arrangement involving the possible conflict of interest.
b. The chairperson of the governing board or committee shall, if appropriate, appoint a disinterested person
or committee to investigate alternatives to the proposed transaction or arrangement.
c. After exercising due diligence, the governing board or committee shall determine whether Capitol
Collegiate can obtain with reasonable efforts a more advantageous transaction or arrangement from a
person or entity that would not give rise to a conflict of interest.
d. If a more advantageous transaction or arrangement is not reasonably possible under circumstances not
producing a conflict of interest, the governing board or committee shall determine by a majority vote of
the disinterested directors whether the transaction or arrangement is in Capitol Collegiate’s best interest,
or its own benefit, and whether it is fair and reasonable. In conformity with the above determination it
shall make its decision as to whether to enter into the transaction or arrangement.
4.
Violations of the Conflicts of Interest Policy
a. If the governing board or committee has reasonable cause to believe a member has failed to disclose
actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford
the member an opportunity to explain the alleged failure to disclose.
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b. If, after hearing the member’s response and after making further investigation as warranted by the
circumstances, the governing board or committee determines the member has failed to disclose an actual
or possible conflict of interest, it shall take appropriate disciplinary and corrective action.
Article IV
Records of Proceedings
The minutes of the governing board and all committees with board delegated powers shall contain:
a. The names of the persons who disclosed or otherwise were found to have a financial interest in
connection with an actual or possible conflict of interest, the nature of the financial interest, any action
taken to determine whether a conflict of interest was present, and the governing board’s or committee’s
decision as to whether a conflict of interest in fact existed.
b. The names of the persons who were present for discussions and votes relating to the transaction or
arrangement, the content of the discussion, including any alternatives to the proposed transaction or
arrangement, and a record of any votes taken in connection with the proceedings.
Article V
Compensation
a. A voting member of the governing board who receives compensation, directly or indirectly, from Capitol
Collegiate for services is precluded from voting on matters pertaining to that member’s compensation.
b. A voting member of a committee whose jurisdiction includes compensation matters and who receives
compensation, directly or indirectly, from Capitol Collegiate for services is precluded from voting on
matters pertaining to that member’s compensation.
c. No voting member of the governing board or any committee whose jurisdiction includes compensation
matters and who receives compensation, directly or indirectly, from Capitol Collegiate, either
individually or collectively, is prohibited from providing information to any committee regarding
compensation.
Article VI
Annual Statements
Each director, principal officer and member of a committee with governing board delegated powers shall annually
sign a statement which affirms such person:
a. Has received a copy of the conflicts of interest policy;
b. Has read and understands the policy;
c. Has agreed to comply with the policy; and
d. Understands Capitol Collegiate is charitable and in order to maintain its federal tax exemption it must
engage primarily in activities which accomplish one or more of its tax-exempt purposes.
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Article VII
Periodic Reviews
To ensure Capitol Collegiate operates in a manner consistent with charitable purposes and does not engage in
activities that could jeopardize its tax-exempt status, periodic reviews shall be conducted. The periodic reviews
shall, at a minimum, include the following subjects:
a. Whether compensation arrangements and benefits are reasonable, based on competent survey
information, and the result of arm’s-length bargaining; and
b. Whether partnerships, joint ventures, and arrangements with management Capitol Collegiate conform to
Capitol Collegiate’s written policies, are properly recorded, reflect reasonable investment or payments for
goods and services, further charitable purposes and do not result in inurement, impermissible private
benefit or in an excess benefit transaction.
Article VIII
Use of Outside Experts
When conducting the periodic reviews as provided for in Article VII, Capitol Collegiate may, but need not, use
outside advisors. If outside experts are used, their use shall not relieve the governing board of its responsibility for
ensuring periodic reviews are conducted.
Financial
Check Signing and Withdrawal of Funds
Accounts
Capitol Collegiate shall maintain its accounts in financial institutions that are federally insured. All funds received
by Capitol Collegiate shall be deposited at a minimum of twice weekly. All nonproductive funds shall be invested
in accordance with the investment policy established by the Board of Directors.
Authority to Sign
Orders of withdrawal shall bear the signature of one of the following officers or staff members:
1. Board Chair
2. Treasurer
3. Chief Executive
4. Two staff members, as designated by the chief executive
In addition, any checks issued over $15,000 shall require two signatures; and any checks payable to any one of the
above-named persons shall be signed by someone other than the payee.
Bonding
Each officer or designated signatory with authority to withdraw funds shall be bonded. The cost associated will
secure the aforementioned coverage shall be that of Capitol Collegiate. The amount of insurance coverage will be
reviewed annually by the finance committee.
Quarterly Review
The Finance Committee shall, on a quarterly basis, review all disbursements in the amount of $15,000 or more.
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Personnel & Students
Sexual Harassment Policy
Capitol Collegiate prohibits any employee, volunteer, or vendor from making sexual advances of a verbal or
physical nature toward another employee or applicant for employment.
Sexual harassment is viewed as a form of employee conduct that undermines the integrity of the employment
relationship. All employees must be allowed to work in an environment free from unsolicited and unwelcome
sexual overtures. Sexual harassment is defined as behavior that is unwelcome and personally offensive. It reduces
morale, interferes with work productivity, impugns individual dignity, and is contrary to Capitol Collegiate’s
mission.
Some examples of sexual harassment are:





Unwelcome or unwanted sexual advances. This includes patting, pinching, brushing up against, hugging,
cornering, kissing, fondling, or any other similar physical contact considered unacceptable by another
individual.
Requests or demands for sexual favors. This includes subtle or blatant expectations, pressures, or requests
for any type of sexual favor accompanied by an implied or stated promise of preferential treatment or
negative consequences concerning one’s employment.
Verbal abuse or kidding that is sexually oriented and considered unacceptable by another individual. This
includes comments about an individual’s body or appearance (where such comments go beyond a mere
compliment); off-color jokes that are clearly unwanted; or any other tasteless, sexually-oriented comments,
innuendoes, or offensive language.
Any sexually oriented conduct that would unreasonably interfere with another’s work performance. This
includes extending unwanted sexual attention to someone, which reduces personal productivity.
Participation in fostering a work environment that is generally intimidating, hostile, or offensive because of
unwelcome or unwanted sexually oriented conversation, suggestions, requests, demands, physical contacts,
or attention.
Sexual harassment is a practice that demeans the individual being treated in such a manner. Consequently, Capitol
Collegiate will not tolerate sexual harassment of its applicants, employees, or volunteers by anyone. Capitol
Collegiate will, as necessary, take disciplinary action, up to and including termination, in accordance with this
policy to ensure that we meet our responsibilities to our employees.
The responsibility of Capitol Collegiate’s sexual harassment policy execution and administration is assigned to the
Executive Director. Each employee of Capitol Collegiate is accountable for acting in compliance with and support
of the policy. Every employee is encouraged to discuss any violations of this policy in confidentiality with the
Executive Director without fear of any reprisals. Employees may also bring such violations to the attention of their
immediate supervisor or division/field executive.
Student-Specific
Attendance Policy
Absences are excused only for illness, religious observance, or family emergency, and must be verified in writing
by a parent/guardian. Unexcused absences are never acceptable. Any unexcused absence will result in an
immediate parent conference. More than five unexcused absences per quarter, or more than nineteen per year may
result in a student receiving no credit for the year.
28
Drugs, Alcohol, and Tobacco Policy
Student use, possession, distribution, or sale of alcohol, tobacco or illicit drugs is prohibited on school grounds, at
any school-sanctioned activities, when students are being transported in school-sponsored vehicles, or at any time or
in any place where the school conducts business. A student violation of this policy will lead to a suspension,
reporting to authorities, and/or a recommendation for expulsion, as required by law, or at the discretion of the school.
If a student receives a suspension for a first violation of this policy, the student may be required to enroll in a
rehabilitation/counseling program at the sole cost of the family. The family, when appropriate, will be required to
report back with an assessment, diagnosis and treatment plan as a condition for re-admittance into the school. A
second violation of this policy will be reported to authorities and lead to an expulsion hearing.
29
APPENDIX E
Signatures of Teachers
30
Please see attachment: Signatures of Teachers
31
APPENDIX F
Building Excellent Schools Fellowship Summary
32
Lead Founder, Penny Lee Schwinn, is a current fellow with Building Excellent Schools. The fellowship is a yearlong, full-time training program geared towards designing a high-performing charter school. Over the course of a
rigorous 12-month period, Building Excellent Schools trains, mentors, and supports Fellows to build excellent
public charter schools in territories around the country. The Fellowship roots participants in best practices around:
organizational development, instructional design, charter applications, and leadership. Through a residency in a
high-quality126 urban charter school, ongoing evaluation and consultation, as well as training sessions specifically
focused on school leadership, fellows are prepared to begin the work of running successful schools.
Building Excellent Schools operates with core values rooted in the importance of effective, excellent, urban charter
schools. Building Excellent Schools believes that the academic performance of students is the only acceptable way
of measuring the success of a school and that all decisions should be made with this outcome in mind. School
safety is critical; parent satisfaction is important; sports are exciting; yet none of these are the hallmarks of
excellent education. Building Excellent Schools believes that student performance is the most important
component of a school and, as a result, works with individuals, groups, and communities who share those same
core values and beliefs. These beliefs reflect the commitment to building high-performing public charter schools
that set high expectations for student achievement, and who are prepared to do whatever is necessary in order to
ensure that these measurable outcomes are achieved.
Below is a representation of some of the topics addressed during the course of the Fellowship:
Educational Purpose
Mission
Teaching
Learning Theory
Child Development
Purpose of Education
Outreach and Public Relations
Parent Involvement
Community Involvement
Recruitment and Enrollment
Charter School History
Needs Assessment
No Child Left Behind
History of Charter Schools
Community Asset Mapping
History of Education Reform
School Culture
Supervision
School Culture
School Growth
Use of Time
Professional Development
Org. Development
Student Discipline
Code of Conduct
Fiscal Management
Banking
Fundraising
Grant Writing
Establishing a Non-Profit
Budgeting/Financial Planning
Internal Financial Controls
Assessment
Assessment
Accountability
Performance Standards
Infrastructure and Facility
Transportation
Facility Financing
Food and Nutrition/Health
Communication Systems
Planning and Renewal
Action Planning
Charter Renewal
Strategic Planning
Accountability Plan
Human Resources
Retention
Recruitment
Compensation
Personnel Policies
Hiring and Promotion
Performance Evaluations
Data and Technology
Data Collection and Analysis
Technology in Schools
Management and Technology
Curriculum
Curriculum
Special Education
English Language Learners
Below Grade Level
At-Risk
Ongoing Training
Residency
School Visits
Board of Trustees
Writing Workshops
Computer Technology
Community Development
Professional Learning
Community Leadership
126
High-quality defined by high-performing. The schools where fellows are placed in a residency, on average, reflect student proficiency
numbers above 80%.
33
APPENDIX G
Articles of Incorporation
34
35
36
APPENDIX H
Sample Parent Satisfaction Surveys
0
Capitol Collegiate Academy127
2011-2012 Parent/Guardian Survey
Dear Parent/Guardian:
Capitol Collegiate operates with the mission to prepare your child to compete, achieve, and lead
in high school and in college. We remain grateful for your support in this effort. In order to be
able to provide the best education to your child, we need your feedback. Please complete this
survey and return to your child’s teacher.
127
Does Not Apply
(i.e. no answer)
Very dissatisfied
Dissatisfied
Neutral
I. How satisfied have you been with the following
aspects of Capitol Collegiate Academy?
Satisfied
Very Satisfied
In partnership,
Capitol Collegiate Staff
a
Academic standards and expectations for students
□
□
□
□
□
□
b
Classroom management and student behavior
□
□
□
□
□
□
c
Quality of the school’s administration
□
□
□
□
□
□
d
Quality of the teachers
□
□
□
□
□
□
e
Quality of the instruction
□
□
□
□
□
□
f
Level of individualized support for students
□
□
□
□
□
□
g
Expectations of parents/guardians
□
□
□
□
□
□
h
Level of communication with parents/guardians
□
□
□
□
□
□
i
Level of parental/guardian involvement
□
□
□
□
□
□
j
School safety
□
□
□
□
□
□
k
School hours
□
□
□
□
□
□
l
School calendar
□
□
□
□
□
□
m
Nutrition (breakfast, lunch)
□
□
□
□
□
□
n
School building
□
□
□
□
□
□
o
Level of your child's engagement in school
□
□
□
□
□
□
p
Your child's overall progress at Capitol Collegiate
□
□
□
□
□
□
q
Overall program at Capitol Collegiate Academy
□
□
□
□
□
□
We thank Equitas Academy for sharing this sample parent survey.
1
III. Why did you choose to send your child to Capitol Collegiate (please check all that apply)
Higher academic standards
□
Capitol Collegiate has stricter discipline
□
Small size of school and/or classes
□
Child was doing poorly at old school
□
Better teachers
□
More attention to special needs
□
Capitol Collegiate is a safer school
□
Location of the school
□
IV. Please list three strengths of Capitol Collegiate.
2.
3.
4.
V. Please list three areas in which Capitol Collegiate can improve.
1.
2.
3.
VI. Please provide any other comments, feedback or information.
Thank you for your feedback!
2
Capitol Collegiate Academy
2011-2012 Special Education Family Survey
Very Satisfied
Satisfied
Uncertain
Not too satisfied
Quite dissatisfied
Does not apply
(no answer)
Please note: this questionnaire is an important part of the assessment of our performance and of
the overall development of the school. We cannot overstate how helpful it would be to receive a
completed survey from you. Thank you so much for your comments!
A. Class size






B. Instruction






C. Focus on student’s study and organizational skills






D. Consultations with Special Education teachers






E. Consultations with school nurse






F. Consultations with school counselor






G. Afterschool tutoring program






H. Homework support






I. The staff’s accessibility and openness






J. Communication between school and home






K. Detailed progress reports






L. Detailed report cards






M. Saturday School Program






N. Referrals and opportunities for enrichment programs






O. Individualized schedules as needed






P. Independent Reading Time






1. How satisfied have you been with the
following aspects of the Approach to Student
Support at Capitol Collegiate?
3
Very Satisfied
Satisfied
Uncertain
Not too satisfied
Quite dissatisfied
Does not apply
(no answer)
A. Small class size that allows teachers to make reasonable
accommodations for students with disabilities and learning
differences






B. Professionalism of teaching staff






C. Focus on student’s study and organizational skills






D. Consultations with Special Education service providers






E. Availability of specialists






F. Availability of supplementary aids such as portable keyboards






G. Availability of teaching assistants for identified students






H. Previewing program in core content areas






I. Reading and writing instruction






J. Individualized math instruction






K. Professionalism of specialists such as occupational therapists,
speech and language pathologist, and school psychologist






L. Assessments appropriately selected and interpreted for
students referred for evaluation






M. Assessments completed by appropriately credentialed and
trained specialists






N.
Assessments provided as written reports with, when
appropriate, recommendations






O. Student participation in general and district-wide assessment
programs (Stanford-10) and Individual Education Plan (IEP)
Team’s designation of how each student will participate






P. Team process and parental participation in developing IEP






Q. School distribution of current copies of Family Rights
Brochures






R. School protection of the confidentiality of student records






S. School securing of parental consent in accordance with state
and federal laws






2. How satisfied have you been with the
following aspects of the Approach to Special
Education at Capitol Collegiate?
4
T. Consideration of student’s behavior, including positive
behavioral interventions, ability to follow school discipline
codes, and any needed code modifications for a student whose
behavior impedes their learning






U. Families and students being provided with copies of Capitol
Collegiate Family and Student Handbook annually, and
Handbook specifies all procedures for suspension and procedures
for suspension of students with disabilities






V. School follows all state and federal requirements regarding
the provision of special transportation needs






W. All teachers and service providers are appropriately licensed,
certified, board registered, or waived when applicable






3. What are the important reasons that you chose to send your
child to Capitol Collegiate? (please check all that apply)
Higher academic standards at Capitol Collegiate

Small size of school and/or classes

Better teachers at Capitol Collegiate

Capitol Collegiate is a safer school

Capitol Collegiate has stricter discipline

My child was doing poorly at his/her previous school

Less expensive than previous school

Location of the school

People told me Capitol Collegiate was a good school

My child’s old school was not meeting his/her special needs

2.
What is your favorite thing about the Approach to Student Support and Special Education at Capitol Collegiate?
3.
What is one thing you would like to change?
4.
What is one specific event or activity that sticks out in your mind from the past year that makes you glad your
child is enrolled at Capitol Collegiate?
5.
Do you have any additional comments or recommendations for next year?
Please remember that if you and your family would be interested in writing a letter of recommendation on our
behalf, regarding our work here at school, please send the letter directly to the Head of School. The letter can be of
any length, covering any aspect of the school’s Student Support and Special Education program, summarizing how
you think the school is performing. Thanks!
5
APPENDIX I
Founding Board Member Expectations and Agendas
6
Capitol Collegiate Academy
Founding Board Job Description
Capitol Collegiate Academy (“Capitol Collegiate”) Founding Board will assist in building a charter
school which will enable children grades K to 8 to achieve to the highest academic standards. This
education will prepare them to succeed in high school and college and enable them to become leaders in
their communities. The Founding Board will share a commitment to Capitol Collegiate’s core values and
mission; will consist of 7-11 members; and will volunteer their skills, knowledge, and time to ensure
completion of a winning charter application and the ultimate success of Capitol Collegiate in fulfilling its
mission. Founding Board members typically transition to Governing Board members post charter
approval.
Tasks will include:
 Assisting the development of the charter application
 Reviewing Capitol Collegiate’s business plan and creating a network of strategic partnerships
 Identifying and securing a school facility
 Cultivating meaningful relationships with organizations and community groups
 Reviewing and approving school policies
 Developing and perpetuating a Board of Directors to govern the school and maintain
accountability for the school’s management team from the receipt of our charter in April 2010128
All Founding Board members will be expected to:
 Commit approximately 6 hours per month to Capitol Collegiate-related work in the initial stages,
including meetings and projects; this will include weekly email contact with the Lead School
Founder. This time commitment will decrease after authorization of the charter.
 Participate in monthly in-person or phone Board meetings (in-person meetings once per quarter)
 Represent Capitol Collegiate at interviews conducted by the authorizing agency in March 2010*
 Participate in a one day-long board training provided by Building Excellent Schools
 Advocate for the mission and vision of Capitol Collegiate
 Capitalize on personal networks in support of financial, political, and organizational Capitol
Collegiate’s goals
 Utilize specific expertise in support of the goals of Capitol Collegiate
 Disclose any potential conflicts of interest, whether real or perceived to the Lead School Founder
 Engage in the development of Capitol Collegiate’s charter application prior to submission
 Support the decisions of the Capitol Collegiate Founding Board as a whole
Qualifications
 Firm belief in charter schools and in the mission of Capitol Collegiate
 Firm belief that all children can achieve the highest levels of academic excellence regardless of
the circumstances into which they are born
 Expertise in law, real estate, financial management, governance, marketing, fundraising, policy,
operations, technology, human resources, community organizing / outreach, or strategic planning
 Personal experience with entrepreneurship and/or working in diverse teams
 Willingness to leverage personal and profession networks on behalf of the school
 A deep commitment to improving the quality of education for children and the quality of life for
the community
128
Dates may vary from March – May.
7
Capitol Collegiate Academy
Charter School Founding Board
Job Description and Responsibilities
The Founding Board of Capitol Collegiate Academy (“Capitol Collegiate”) will assist in the
development of an excellent charter school that will cultivate responsible scholars from the fifth
through the eighth grades. Students will graduate Capitol Collegiate Academy with the essential
knowledge, skills, and character to lead in the high schools and colleges of their choice and actively
participate as leaders in the Sacramento community.
Overview and Purpose:
Founding Board Members must share an alignment and commitment to the mission and vision of an
academically rigorous, highly disciplined, no excuses public charter school serving the students of
Sacramento. Board members must be dedicated, unyielding, and entrepreneurial individuals willing to
volunteer their expertise, connections, and time to the building of this school. The Founding Board will
consist of 5-11 members who will serve one term that will begin as early as October 2009 and last until
January 2010, when the full charter application will be submitted to the Sacramento Authorizer. It is our
expectation that upon chartering, the majority if not all of founding board members will transition to the
governing Board of Directors for staggered terms of two years.
Job Responsibilities:
Members will come from a variety of different personal and professional backgrounds. As a collective
group, bringing their individual areas of expertise, the Board will:
1. Develop the school’s mission, vision, strategy, and direction, while constructing an outstanding
charter application.
With the Lead Founder and other advisors, the Founding Board must successfully articulate the
need for this school in Sacramento and assist in collecting the resources necessary in support of
both the school and the charter application.
2. Design the business, facilities, and operations plan, preparing the school for sound financial
health.
In order to become an excellent, high-performing school, the financial and operational structure
must be secure to maintain a viable organization, in both the short and long term.
3. Cultivate community support and galvanize a network of strategic partnerships.
Founding Board Members are expected to work with the Lead Founder, educational advisors, and
volunteers to help build meaningful relationships with individuals, parents, businesses, and
organizations in Sacramento and leverage resources for the benefit of the school.
4. Submit the application and Recruit additional members for the school’s Board of Directors.
Founding Board Members, headed by the Lead Founder, will be the formal body that submits the
application and continues to recruit members for the Board of Directors once the charter is
granted. Directors will formally hold the charter and be responsible for governing and sustaining
the school. Founding Board Members will be the first candidates for this Board of Directors.
8
Capitol Collegiate Academy
Charter School Founding Board
Performance Expectations
By accepting a position as a Founding Board member of Capitol Collegiate Academy, I
acknowledge that I have read and agree with the Performance Expectations listed below. I pledge
to make every effort to meet or exceed these expectations.
All Founding Board Members will be expected to:
1. Govern the school by meeting the expectations detailed in Capitol Collegiate Academy
bylaws and all legal responsibilities of Board membership and become an active Director
if authorized.
2. Advocate for the school’s mission and vision while building public and private support
for the school within the community and at any interview with the Authorizer.
3. Utilize their own reputation and credibility to promote the school’s values:
4. Collaborate with fellow board members, the Lead Founder, and the community to ensure
that diverse perspectives are heard and incorporated into the application.
5. Steward prospective Directors, donors, partners, and volunteers and utilize personal and
professional networks for the financial, organizational, and educational benefit of the
school.
6. Contribute to the school at an annual level that is personally meaningful and appropriate.
7. Attend monthly Board meetings and participate actively and productively in discussions
and votes.
8. Volunteer a maximum of eight hours a month for committees and consultation on
application tasks.
9. Examine critical strategic questions and governance that supports the success of Capitol
Collegiate Academy.
10. Disclose any potential conflicts of interest, whether real or perceived, to the rest of the
Board and abide by any decisions the Board may make in the interest of the school.
Signed: ______________________________________________________
Date: ________________________________________________________
9
APPENDIX J
Family Outreach Flyers and Marketing Documents
10
11
12
APPENDIX K
Student Application
13
CAPITOL COLLEGIATE ACADEMY
APPLICATION FORM
2011-2012 SCHOOL YEAR
Accepting application for kindergarten students for the 2011-2012 school year.
Located in South Sacramento, Capitol Collegiate Academy is open to all students in California. Any
student who meets the following two criteria may apply: 1. The student is a resident of California.
(Note: Preference will be given to students residing in the Sacramento City Unified School District
boundaries and to siblings of current students.) 2. Prior to December 2nd 2011, student is at least
five years old.
Seats are limited. Apply Immediately. The application deadline is 5 PM on 4/14/2011.
Student Name:____________________________________________________________
Male or Female:________
Age:_________
Date of Birth:______________
Current School:_________________________ City of School:______________
Mother/Guardian Name:________________________________ □Lives w child (please check)
Work Number:____________________ Cell Number:________________________
Father/Guardian Name:________________________________ □Lives w child (please check)
Work Number:________________________ Cell Number:_____________________
Home Number:______________________ Email:____________________________
Home Address:____________________________________________________________
Street number and name
City
State
Zip Code
Please indicate whether the applicant’s sibling is applying to Capitol Collegiate Academy for the fall of 2011. Please note that each
child needs to submit a separate application.
Name:_______________________________
Age:____________
14
CAPITOL COLLEGIATE ACADEMY
APLICACIÓN
AÑO ESCOLAR 2011-2012
Estamos aceptando aplicaciones para estudiantes de kinder.
Localizada en el barrio de South Sacramento La Academia Capitol Collegiate está disponible
para los estudiantes de California. Cualquier familia que cumple con los siguientes requisitos
puede solicitar admisión: 1. El/la estudiante deber ser residente de California. (Nota: Se dará
preferencia a los hermanos de los que ya son estudiantes de la Academia equitas y los
estudiantes que viven en el distrito escolar de Sacramento.) 2. El estudiante deber de tener
cinco años, antes de el segundo de diciembre, 2011.
Los espacios son limitados. Por favor solicite inmediatamente. El último día para
entregar las aplicaciones es el 4/14/2011 a las 5 en la tarde.
Nombre de Estudiante________________________________________________
Niño or Niña:________
Edad:_________
Fecha de Nacimento:____________
Escuela Actual:__________________ Cuidad de la Escuela:_________________
Nombre de Madre/Encargado:___________________________ □Vive con el niño/a (por favor marque)
Número del Trabajo:______________ Número de Celular:___________________
Nombre de Padre//Encargado:_______________________ □Vive con el niño/a (por favor marque)
Número del Trabajo:_____________ Número de Celular:___________________
Número de la Casa:_________________ Email:_________________________
Dirección de la casa_________________________________________________
Calle y número
Cuidad
Estado
Código Postal
Por favor indique si el hermano/a del solicitante está solicitando entrada a Capitol Collegiate para el otoño 2011. Por favor
llene una solicitud para cada estudiante.
Nombre:_____________________________
Edad:________________
15
APPENDIX L
Budget, Cash Flow, and Financial Projections
Please see attachment: Budget, Cash Flow, and Financial Projections
APPENDIX M
Letters of Support
January 12, 2010
To the Members of the Sacramento City Unified School District:
As the Director of Alumni Affairs at Teach For America-Bay Area, I am pleased to extend my support for Capitol Collegiate, a
proposed charter school in Sacramento. Penny Schwinn, Capitol Collegiate’s founder, is an alumna of Teach For America.
Propelled by the belief that the problem of educational inequity demands continually innovative solutions that directly serve students,
Teach For America partnered with Building Excellent Schools to support alumni interested in founding schools that are these
solutions. Last September, after completing both her commitment to Teach For America in Baltimore, studies at USC and a position
at another Sacramento school, Ms. Schwinn applied and was accepted into Building Excellent Schools, a highly competitive, national
Fellowship program that supports the development of high performing urban charter schools. Penny was one of four Fellows accepted
for this prestigious program from hundreds of applicants.
Ms. Schwinn’s blend of both instructional expertise and management theory and practice sets her apart as a school founder and leader,
and we are confident that her classroom experience, graduate education, Building Excellent Schools’ Fellowship programm and Teach
For America’s ongoing support will ensure that Capitol Collegiate achieves its vision for students in Sacramento.
One way Teach For America will help Capitol Collegiate execute its responsibilities is by providing Ms. Schwinn with the opportunity
to recruit highly qualified teachers with mission, vision, and core value alignment from a nationwide pool of several thousand alumni
who have chosen to stay in the classroom beyond their two-year commitments to Teach For America. She will have access to a
number of different outlets for marketing her positions including an active alumni job board and monthly teaching newsletters that
highlight featured opportunities regionally and nationally. Furthermore, Teach For America offers its alumni school leaders a robust
teaching resume collection comprised of hundreds of resumes rated “good” or “excellent” and submitted by fellow alumni pursuing
teaching positions in the Bay Area.
On behalf of Teach For America, it is my pleasure to highly recommend Capitol Collegiate and its founder, Penny Schwinn, for
approval by the Sacramento City Unified School District. If I can provide any additional information on her qualifications or Teach
For America’s partnership with Building Excellent Schools, please do not hesitate to contact me. I can be reached at 415-320-3117 or
leslie.garner@teachforamerica.org.
Sincerely,
Leslie Garner
Director of Alumni Affairs
January 21, 2010
Dear Sacramento City Unified School District Board of Education Members:
I am writing to express enthusiastic support of Capitol Collegiate Academy, a proposed K-8 public
charter school seeking to open in Sacramento next year.
As someone who has been working a teacher, scholar and educator in California’s public higher
education system for two decades, and someone who served on the Board of a Knowledge is Power Program
(KIPP) middle school in San Francisco for a few years over the last decade, I am excited about what Capitol
Collegiate Academy can bring to the region and beyond. During the years I was involved with KIPP in San
Francisco, I saw tremendous academic progress among the at-risk community of students we served, and I am
hopeful similar progress is achievable relatively quickly in Sacramento.
Because of my interest in the Sacramento region and in public education, I (along with my Dean, Kevin
Johnson) met with Penny Schwinn for an hour or so last year here at UC Davis to learn about her goals and her
strategies. Kevin and I both came away very impressed by Ms. Schwinn’s energy, professionalism, dynamism
and intellect. From what I have seen, I have every reason to be optimistic about her chances for big success in
this venture. I am also personally committed to helping (and encouraging others here at the UC Davis School of
Law to help) the new Academy by, among other things, facilitating guest lectures and after-school tutoring
opportunities
If there is any more helpful information I might provide, please do not hesitate to call on me. I can be
reached at the email address and phone number below.
I very much hope that you will give Capitol Collegiate Academy’s application very serious
consideration, and that the Academy becomes a reality soon.
Best Wishes,
Vikram David Amar
Associate Dean for Academic Affairs and
Professor of Law
UC Davis School of Law
vdamar@ucdavis.edu
(925) 858-8855 (cell)
APPENDIX N
Scope and Sequence Based on California State Standards
Capitol Collegiate Academy Scope and Sequence: English Language Arts
Kindergarten
English Language Arts includes the communication skills of speaking, listening, reading and writing.
Kindergarten curriculum will include word analysis (concepts about prints, phonemic awareness, and decoding
and word recognition), develop fluency, vocabulary and concept development. In reading comprehension,
students will identify basic facts and ideas of what they have read and heard. Students will locate the structural
features of informational materials (title, table of contents, author, and illustrator), comprehension and analysis
of grade level text. For literary response and analysis, students will identify the narrative genre, identify key
features (character, setting, and important event). In writing, students will write legible sentences using
organization and focus.
In addition, students will:
use letters and phonetically spelled words to write about experiences and stores
write consonant-vowel-consonant words
write from left to right and top bottom
use upper and lower case letter and proper spacing
write and speak with a command of standard English conventions
use complete sentences when speaking
spell using the sounds of the alphabet and knowledge of letter names
listen and respond to oral communication
respond to one and two step oral direction and share information and ideas in coherent sentences
deliver oral presentations describing people, places, and things, recite short poems, rhymes, and songs and
relate an experience in logical sequences orally
In all grades, English language development for English Learners will follow students English language
development levels in regards to speaking, listening, reading, and writing.
First Grade
English Language Arts includes the communication skills of speaking, listening, reading and writing. Building
on the Kindergarten curriculum, first graders will include word analysis (concepts about prints, phonemic
awareness, and decoding and word recognition); develop fluency, vocabulary and concept development. In
reading comprehension, students will read grade level appropriate materials and use a variety of comprehension
strategies like use of essential questions, predicting, and comparing information. Students will locate the
structural features of informational materials. For literary response and analysis, students will identify the
narrative genre, identify key features (elements of plot, setting, beginning, middle, engage in book talks).
In addition, students will:
write sentences and paragraphs with a central theme and focus
write brief narrative and expository descriptions
write and speak in complete and coherent sentences
use grammar, punctuation, capitalization, and correct spelling of three and four letter short vowel works and
grade level sight word correctly
listen and respond to oral communication
deliver brief recitations and oral presentations
recite poems, rhymes, songs and stories
Second Grade
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.
Students will:
read aloud fluently and accurately and with appropriate intonation and expression
understand and explain common antonyms and synonyms
use knowledge of individual words in unknown compound words to predict their meaning
know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly)
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).
use titles, tables of contents, and chapter headings to locate information in expository text
state the purpose in reading (i.e., tell what information is sought)
use knowledge of the author's purpose( s) to comprehend informational text
ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how)
restate facts and details in the text to clarify and organize ideas
read and respond to a wide variety of significant works of children's literature
distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot,
setting, characters). compare and contrast plots, settings, and characters presented by different authors
compare and contrast different versions of the same stories that reflect different cultures
write clear and coherent sentences and paragraphs that develop a central idea
use the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions)
group related ideas and maintain a consistent focus
create readable documents with legible handwriting
understand reference materials (e.g., dictionary, thesaurus, atlas)
revise original drafts to improve sequence and provide more descriptive detail
write compositions that describe and explain familiar objects, events, and experiences
student writing demonstrates a command of standard American English
write brief narratives based on their experiences
write a friendly letter complete with the date, salutation, body, closing, and signature
write and speak with a command of standard English conventions appropriate to this grade level
identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking
use correct punctuation, commas and quotation marks and capitalization
spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why) and basic shortvowel, long-vowel, controlled, and consonant-blend patterns correctly
listen critically and respond appropriately to oral communication
determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment)
organize presentations to maintain a clear focus
speak clearly and at an appropriate pace for the type of communication
retell stories, including characters, setting, and plot
deliver brief recitations and oral presentations
recount experiences or present stories
report on a topic with facts and details, drawing from several sources of information
Third Grade
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.
Students will:
use complex word families when reading (e.g., -ight) to decode unfamiliar words
decode regular multi-syllabic words
read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and
expression
use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words
use word context to find the meaning of unknown words
use a dictionary to learn the meaning and other features of unknown words
use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes
students read and understand grade-level-appropriate material
use structural Features of Informational Materials
ask questions and support answers by connecting prior knowledge with literal information found in, and
inferred from, the text
recall major points in the text and make and modify predictions about forthcoming information
distinguish the main idea and supporting details in expository text
follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game)
distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting,
characters)
distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction)
comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world
write clear and coherent sentences and paragraphs that develop a central idea
use stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions)
write a paragraph with a topic sentence, supporting fact and details
write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and
words in a sentence
use reference materials
revise drafts to improve the coherence and logical progression of ideas by using an established rubric
write compositions that describe and explain familiar objects, events, and experiences
write narratives with plot
write descriptions that use concrete sensory details to present and support unified impressions of people,
places, things, or experiences
write personal and formal letters, thank-you notes, and invitations (with date, proper salutation, body, closing,
and signature)
understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory
sentences in writing and speaking
identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words,
and articles correctly in writing and speaking
identify and use past, present, and future verb tenses properly in writing and speaking
identify and use subjects and verbs correctly in speaking and writing simple sentences
use correct punctuation and capitalization
spell correctly one-syllable words that have blends, contractions, compounds, orthographic
retell, paraphrase, and explain what has been said by a speaker
organize ideas chronologically or around major points of information
provide a beginning, a middle, and an end, including concrete details that develop a central idea
use clear and specific vocabulary to communicate ideas and establish the tone
deliver brief recitations and oral presentations about familiar experiences or interests that are organized around
a coherent thesis statement
make brief narrative presentations:
plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch,
tempo, and tone
make
descriptive presentations
Fourth Grade
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. In addition to their regular school reading, 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).
Students will:
read narrative and expository text aloud with grade-appropriate
apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of
words and phrases
use knowledge of root words to determine the meaning of unknown words within a passage
use appropriate strategies when reading for different purposes
(e.g., full comprehension, location of information, personal enjoyment)
make and confirm predictions about text
evaluate new information and hypotheses by testing them against known information and ideas
compare and contrast information on the same topic after reading several passages or articles
distinguish between cause and effect and between fact and opinion in expository text
describe the structural differences of various imaginative forms of literature, including fantasies, fables,
myths, legends, and fairy tales
identify the main events of the plot, their causes, and the influence of each event on future actions
define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary
works
select a focus in writing, an organizational structure, and a point of view based upon purpose, audience,
length, and format requirements
write multiple-paragraph compositions with an introductory paragraph, a central idea with a topic sentence,
supporting paragraphs with simple facts, details, and explanations, concluding a paragraph
write fluidly and legibly in cursive or joined italic
use research and technology
edit and revise selected drafts
write narratives with sensory details
write responses to literature:
write information reports
write summaries
write simple and compound sentences in writing and speaking
identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing
and speaking
use correct punctuation and capitalization and spelling
summarize major ideas and supporting evidence presented in spoken messages and formal presentations
present effective introductions and conclusions that guide and inform the listener's understanding of important
ideas and evidence
deliver brief recitations and oral presentations
deliver narrative presentations
deliver informational presentations
recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues
Fifth Grade
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-levelappropriate words.
Students will:
read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and
expression
use word origins to determine the meaning of unknown words
understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make
information accessible and usable
discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those
ideas
identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the
appropriateness of the literary forms chosen by an author for a specific purpose
identify the main problem or conflict of the plot and explain how it is resolved
create multiple-paragraph expository compositions
write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre
write narratives
write responses to literature, research reports about important ideas, issues, or events, persuasive letters or
compositions
write and speak with a command of standard English conventions appropriate to this grade level
Use proper grammar, punctuation capitalization and spelling
deliver narrative presentations
deliver informative presentations about an important idea, issue, or event
deliver oral responses to literature
Sixth Grade
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-levelappropriate words.
Students will:
read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and
expression
use word origins to determine the meaning of unknown words
understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make
information accessible and usable
discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those
ideas
distinguish facts, supported inferences, and opinions in text
identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the
appropriateness of the literary forms chosen by an author for a specific purpose
conduct narrative analysis of grade-level-appropriate and literary criticism
create multiple-paragraph narrative composition, multiple paragraph expository compositions
use research and technology in writing
edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating,
clarifying, and rearranging words and sentences
write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre
responses to literature, research reports about important ideas, issues, or events, and persuasive letters or
compositions
write
and speak with a command of standard English conventions appropriate to this grade level by using
proper grammar, punctuation, capitalization, and spelling
deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of
the audience and evaluate the content of oral communication
select a focus, organizational structure, and point of view for an oral presentation
identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities);
identify logical fallacies used in oral presentations and media messages
deliver narrative presentations, informative presentations about an important idea, issue, or event by the
following means and oral responses to literature
Capitol Collegiate Academy Scope and Sequence: Mathematics
Kindergarten
By the end of kindergarten, students understand numbers, quantities, and simple shapes. They count, compare,
describe and sort objects, and develop a sense of properties and patterns.
The Kindergarten curriculum is based on the CA content standards and the Saxon Math Series.
Students will:
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):
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
count, recognize, represent, name, and order a number of objects (up to 30)
know that the larger numbers describe sets with more objects in them than the smaller numbers have
understand and describe simple additions and subtractions
use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are
each less than 10)
use estimation strategies in computation and problem solving that involve numbers that use the ones and tens
places:
recognize when an estimate is reasonable
sort and classify objects
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)
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:
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)
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)
name the days of the week
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)
identify common objects in their environment and describe the geometric features
identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone)
compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number
of corners)
collect information about objects and events in their environment
pose information questions; collect data; and record the results using objects, pictures, and picture graphs
identify,
describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes,
or colors
make decisions about how to set up a problem
determine the approach, materials, and strategies to be used
use tools and strategies, such as manipulatives or sketches, to model problems
solve problems in reasonable ways and justify their reasoning
explain the reasoning used with concrete objects and/ or pictorial representations
make precise calculations and check the validity of the results in the context of the problem
First Grade
By the end of first grade, students understand and use the concept of ones and tens in the place value number
system. Students add and subtract numbers; they measure with simple units and locate objects in space. Saxon
Math includes 5 instructional components: the Meeting, the Lesson, written practice, number fact practice, and
assessments. Each day, the Meeting is where students practice skills related to calendar, counting, patterning,
mental computation, temperature, and time, and money, problem solving and reading a graph. Lessons are
taught through group activities and reinforced through guided and independent practice worksheets. The
students graph data, tell time, count money, learn ordinal positions, master basic adding and subtraction, begin
multiplication and division, learn basic geometry, measure weight and height, find perimeter area, estimate,
identify fractions and patterns.
Students will:
describe data
analyze and solve simple problems
understand and use numbers up to 100
demonstrate the meaning of addition and subtraction
use addition and subtraction operations to solve problems
use estimation strategies in computation and problem solving
use estimation in the ones, tens, and hundreds places
use number sentences with operational symbols and expressions to solve problems
use direct comparison and nonstandard units to describe the measurements of objects
identify common geometric figures
classify them by common attributes
describe their relative position or their location in space
organize, represent, and compare data by category on simple graphs and charts
sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors
make decisions about how to set up a problem
Second Grade
By the end of second grade, 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. Using Saxon Math, the students compare and order numbers;
identify place value and ordinal position to twentieth; identify and complete patterns; solve routine and nonroutine problems; master all basic addition, subtraction, multiplication, and division facts; add/subtract multidigit numbers; multiply a multi-digit number by a single digit number; divide by a single-digit divisors; add
positive/negative numbers; picture/name/order fractions; subtract fractions with common denominators;
measure to the nearest quarter inch, millimeter, foot and yard; identify volume; compare and measure mass; tell
time; measure perimeter and area; determine elapsed time; count money; make change from a dollar; graph
ordered pairs; tally, and create, read, and write observations from real graphs, pictograph, bar graphs, Venn
diagrams, and line graphs.
Students will:
understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000
estimate, calculate, and solve problems involving addition and subtraction of two- and three-digit numbers
model and solve simple problems involving multiplication and division
understand that fractions and decimals may refer to parts of a set and parts of a whole
model and solve problems by representing, adding, and subtracting amounts of money
use estimation strategies in computation and problem solving that involve numbers that use the ones, tens,
hundreds, and thousands places
model, represent, and interpret number relationships to create and solve problems involving addition and
subtraction
understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit
comparing measurement units
identify and describe the attributes of common figures in the plane and of common objects in space collect
numerical data and record, organize, display, and interpret the data on bar graphs and other representations
Third Grade
By the end of third grade, students will learn about place value and their computation skills with addition,
subtraction, multiplication, and division of whole numbers. In Saxon Math: the students become proficient in
math through the Saxon method of incremental development and continual review. The students: read, write,
compare, and order large numbers; master all basic addition, subtraction, multiplication, and division facts; and
work with fractions, decimals, and percents. The student will add columns of numbers, find missing addends,
and add and subtract three-digit numbers with regrouping. Multiplication problems include carrying, and
multiplying a three-digit number by a two-digit number.
Students will:
complete division problems with up to three-digit answers
solve problems with and without remainders
estimate, measure, and describe objects in space
use patterns to help solve problems
represent number relationships and conduct simple probability experiments
understand the place value of whole numbers
calculate and solve problems involving addition, subtraction, multiplication, and division
understand the relationship between whole numbers, simple fractions, and decimals
select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple
number relationships
represent simple functional relationships
choose and use appropriate units and measurement tools to quantify the properties of objects
describe and compare the attributes of plane and solid geometric figures
show relationships between geometric figures and solve problems
conduct simple probability experiments by determining the number of possible outcomes and make simple
predictions:
make decisions about how to approach problems
use strategies, skills, and concepts in finding solutions
move beyond a particular problem by generalizing to other situations
Fourth Grade
By the end of fourth grade, 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. In Saxon Math, the students become proficient through the Saxon method of spiraling the
lessons to include incremental development and continual review, which consists of incremental introduction of
topics, continual review of topics, increased in complexity and practiced daily. Problem solving is emphasized
as students are called upon to apply math techniques and tools to real math situations through word problems.
Saxon Math includes whole number concepts and computation, mental computation, patterns and functions,
measurement, and statistics and probability. Work with fractions, mixed numbers, decimals, and geometry is
developed significantly.
Students will learn:
percentages and negative numbers
place value of whole numbers and decimals to two decimal places
whole numbers and decimals relate to simple fractions
the concepts of negative numbers
extend their use and understanding of whole numbers to the addition and subtraction of simple decimals
solve problems involving addition, subtraction, multiplication, and division of whole numbers
understand the relationships among the operations
factor small whole numbers
use and interpret variables, mathematical symbols, and properties
write and simplify expressions and mathematical sentences
manipulate equations
understand perimeter and area
use two-dimensional coordinate grids to represent points and graph lines and simple figures
demonstrate an understanding of plane and solid geometric objects
solve plan and solid geometric problems
organize, represent, and interpret numerical and categorical data
make predictions for simple probability situations
use strategies, skills, and concepts in finding solutions
move beyond a particular problem by generalizing to other situations
Fifth Grade
By the end of fifth grade, 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. The Saxon method of incremental development and
continual review is presented in daily lessons consisting of four components. The first component includes
warm-up activities on facts practice, mental math practice, and a problem solving opportunity. The second is an
explanation of the new incremental skill and concept. Practice problems of the new skill make up the third
component. The fourth one is a set of problems covering previously presented skills and concepts and those of
the current lesson. Lessons cover: basic operations and word problem analysis; operations with fractions,
decimals, and percents; tables and graphs; the number line and coordinate plane; operations with integers;
geometric concepts with angle measurement; units of measure; problem solving with estimation; compound
interest; introduction to algebraic formulas; and roman numerals.
Students will:
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
perform
calculations and solve problems involving addition, subtraction, and simple multiplication and
division of fractions and decimals
use variables in simple expressions, compute the value of the expression for specific values of the variable,
and plot and interpret the results
understand and compute the volumes and areas of simple objects
identify, describe, and classify the properties of, and the relationships between, plane and solid geometric
figures
display, analyze, compare, and interpret different data sets, including data sets of different sizes
make decisions about how to approach problems
use strategies, skills, and concepts in finding solutions
move beyond a particular problem by generalizing to other situations
Sixth Grade
By the end of sixth grade, students have mastered the four arithmetic operations with whole numbers, positive
fractions, positive decimals, and positive and negative integers; they accurately compute and solve problems.
They apply their knowledge to statistics and probability. Students understand the concepts of mean, median, and
mode of data sets and how to calculate the range. They analyze data and sampling processes for possible bias
and misleading conclusions; they use addition and multiplication of fractions routinely to calculate the
probabilities for compound events. Students conceptually understand and work with ratios and proportions; they
compute percentages (e.g., tax, tips, interest). Students know about _ and the formulas for the circumference
and area of a circle. They use letters for numbers in formulas involving geometric shapes and in ratios to
represent an unknown part of an expression. They solve one-step linear equations.
Students will:
compare and order positive and negative fractions, decimals, and mixed numbers
solve problems involving fractions, ratios, proportions, and percentages
calculate and solve problems involving addition, subtraction, multiplication, and division
write verbal expressions and sentences as algebraic expressions and equations
evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results
analyze and use tables, graphs, and rules
solve problems involving rates and proportions
investigate geometric patterns and describe them algebraically
identify and describe the properties of two-dimensional figures
compute and analyze statistical measurements for data sets
use data samples of a population
describe the characteristics and limitations of the samples
determine theoretical and experimental probabilities
use probability to make predictions about events
make decisions about how to approach problems
use strategies, skills, and concepts in finding solution:
use generalization to solve other problems
Capitol Collegiate Academy Scope and Sequence: Science
Kindergarten
Kindergarten students investigate the earth, life and physical investigation and experimentation. Students use
scientific observation; learn about the world around us, matter, plants and animals, the earth, and weather.
Students will:
learn
about the properties of materials that can be observed, measured, and predicted
learn the Earth is composed of land, air, and water
know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms
learn the changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants
identify resources from Earth that are used in everyday life and understand that many resources can be
conserved
learn that scientific progress is made by asking meaningful questions and conducting careful investigations
observe common objects by using the five senses and describe the properties of common objects and the
relative position of objects by using one reference (e.g., above or below), compare and sort common objects by
one physical attribute (e.g., color, shape, texture, size, weight), and communicate observations orally and
through drawings
First Grade
Physical Sciences—Materials come in different forms (states), including solids, liquids, and gases.
Students will know:
solids, liquids, and gases have different properties
the properties of substances can change when the substances are mixed, cooled, or heated
Life Sciences—Plants and animals meet their needs in different ways.
Students will know:
how different plants and animals inhabit different kinds of environments
and have external features that help them thrive in different kinds of places
both plants and animals need water, animals need food, and plants need light
animals eat plants or other animals for food and may also use plants or even other animals for shelter and
nesting
how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats meat; flat teeth: eats plants)
roots are associated with the intake of water and soil nutrients and green leaves are associated with making
food from sunlight
Earth Sciences—Weather can be observed, measured, and described.
Students will 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
the weather changes from day to day but that trends in temperature
or of rain (or snow) tend to be predictable during a season
the sun warms the land, air, and water
Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting
careful investigations
Students will know how to:
develop their own questions and perform investigations
draw pictures that portray some features of the thing being described
record observations and data with pictures, numbers, or written statements
record observations on a bar graph
describe the relative position of objects by using two references
(e.g., above and next to, below and left of)
make new observations when discrepancies exist between two descriptions of the same object or phenomenon
Second Grade
Physical Sciences—the motion of objects can be observed and measured.
Students will know:
the position of an object can be described by locating it in relation to another object or to the background
an object’s motion can be described by recording the change in position of the object over time
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
tools and machines are used to apply pushes and pulls (forces) to make things move
objects fall to the ground unless something holds them up
magnets can be used to make some objects move without being touched
sound is made by vibrating objects and can be described by its pitch and volume
Life Sciences—Plants and animals have predictable life cycles.
Students will know:
organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another
the sequential stages of life cycles are different for different animals,
such as butterflies, frogs, and mice
many characteristics of an organism are inherited from the parents.
Some characteristics are caused or influenced by the environment
variation among individuals of one kind within a population
light, gravity, touch, or environmental stress can affect the germination,
growth, and development of plants
flowers and fruits are associated with reproduction in plants
Earth Sciences—Earth is made of materials that have distinct properties and provide resources for human
activities.
Students will know:
how to compare the physical properties of different kinds of rocks and know that rock is composed of
different combinations of minerals
smaller rocks come from the breakage and weathering of larger rocks
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
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
rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans
use
Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting
careful investigations.
Student will:
develop their own questions and perform investigations
make predictions based on observed patterns and not random guessing
measure length, weight, temperature, and liquid volume with appropriate tools and express those
measurements in standard metric system units
Third Grade
Physical Sciences—Energy and matter have multiple forms and can bechanged from one form to another.
Students will know:
energy comes from the Sun to Earth in the form of light
sources of stored energy take many forms, such as food, fuel, and batteries machines and living things convert
stored energy to motion and heat
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
matter has three forms: solid, liquid, and gas
evaporation and melting are changes that occur when the objects are heated
when two or more substances are combined, a new substance may be formed with properties that are different
from those of the original materials all matter is made of small particles called atoms, too small to see with the
naked eye
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
sunlight can be blocked to create shadows
light is reflected from mirrors and other surfaces
the color of light striking an object affects the way the object is seen
an object is seen when light traveling from the object enters the eye
Life Sciences—Adaptations in physical structure or behavior may improve an organism’s chance for survival.
Students will know:
plants and animals have structures that serve different functions in growth, survival, and reproduction
examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands,
and wetlands
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
when the environment changes, some plants and animals survive and reproduce; others die or move to new
locations
organisms that once lived on Earth have completely disappeared and that some of those resembled others that
are alive today
Earth Sciences—Objects in the sky move in regular and predictable patterns.
Students will know:
patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be
seen in different seasons
the Moon’s appearance changes during the four-week lunar cycle
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.
the Earth is one of several planets that orbit the Sun and that the Moon orbits Earth
the position of the Sun in the sky changes during the course of the day and from season to season
Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting
careful investigations.
Students will:
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
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
use numerical data in describing and comparing objects, events, and measurements
predict the outcome of a simple investigation and compare the result with the prediction
collect data in an investigation and analyze those data to develop a logical conclusion
Fourth Grade
Physical Sciences—Electricity and magnetism are related effects that have many useful applications in
everyday life.
Students will know:
how to design and build simple series and parallel circuits by using components such as wires, batteries, and
bulbs
how to build a simple compass and use it to detect magnetic effects,
including Earth’s magnetic field
electric currents produce magnetic fields and know how to build a simple electromagnet
the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such
as doorbells and earphones
electrically charged objects attract or repel each other
magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each
other
electrical energy can be converted to heat, light, and motion
Life Sciences—All organisms need energy and matter to live and grow.
Students will know:
plants are the primary source of matter and energy entering most food chains
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
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
ecosystems can be characterized by their living and nonliving components
plants and animals survive well, some survive less well, and some cannot survive at all
many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and
shelter
most microorganisms do not cause disease and that many are beneficial
Earth Sciences— The properties of rocks and minerals reflect the processes that formed them.
Students will know:
how to differentiate among igneous, sedimentary, and metamorphic
rocks by referring to their properties and methods of formation (the rock cycle)
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
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
natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into
smaller pieces
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—Scientific progress is made by asking meaningful questions and conducting
careful investigations.
Students will:
differentiate observation from inference (interpretation) and know scientists’ explanations come partly from
what they observe and partly from how they interpret their observations
measure
and estimate the weight, length, or volume of objects
formulate and justify predictions based on cause-and-effect relationships
conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions
and results
construct and interpret graphs from measurements
follow a set of written instructions for a scientific investigation
Fifth Grade
Physical Sciences —Elements and their combinations account for all the varied types of matter in the world.
Students will know:
during chemical reactions the atoms in the reactants rearrange to form products with different properties
all matter is made of atoms, which may combine to form molecules
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
each element is made of one kind of atom and that the elements
are organized in the periodic table by their chemical properties
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
differences in chemical and physical properties of substances are used to separate mixtures and identify
compounds
properties of solid, liquid, and gaseous substances, such as sugar (C6HO6), water (H2O), helium (He), oxygen
(O2), nitrogen (N2), and carbon
12 dioxide (CO2)
living organisms and most materials are composed of just a few elements
common properties of salts, such as sodium chloride (NaCl)
Life Sciences—Plants and animals have structures for respiration digestion, waste disposal, and transport of
materials.
Students will know:
many multi-cellular organisms have specialized structures to support
the transport of materials
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
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
the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the
bladder
how sugar, water, and minerals are transported in a vascular plant
plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen
plant and animal cells break down sugar to obtain energy, a process
resulting in carbon dioxide (CO ) and water (respiration)
Earth Sciences—Water on Earth moves between the oceans and land through the processes of evaporation and
condensation.
Students will know:
the Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface
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
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
Life Sciences —Plants and animals have structures for respiration, digestion, waste disposal, and transport of
materials.
Students will know:
many multi-cellular organisms have specialized structures to support
the transport of materials
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
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
the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the
bladder
how sugar, water, and minerals are transported in a vascular plant
plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen
plant and animal cells break down sugar to obtain energy, a process
resulting in carbon dioxide (CO ) and water (respiration)
Earth Sciences—Water on Earth moves between the oceans and land through the processes of evaporation and
condensation.
Students will know:
most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface
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
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
the amount of fresh water located in rivers, lakes, underground
sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of
water
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
uneven heating of Earth causes air movements (convection currents)
the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns
the causes and effects of different types of severe weather
to use weather maps and data to predict local weather and know that weather forecasts depend on many
variables
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
the solar system consists of planets and other bodies that orbit the
Sun in predictable paths
the Sun, an average star, is the central and largest body in the solar system and is composed primarily of
hydrogen and helium
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
the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet
Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting
careful investigations.
Students will:
classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria
develop a testable question
plan and conduct a simple investigation based on a student developed question and write instructions others
can follow to carry out the procedure
identify the dependent and controlled variables in an investigation
identify a single independent variable in a scientific investigation
explain how a variable can be used to collect information to answer a question about the results of the
experiment
select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make
quantitative observations. Record data by using appropriate graphic representations (including charts, graphs,
and labeled diagrams) and make inferences based on those data
draw conclusions from scientific evidence and indicate whether further information is needed to support a
specific conclusion
write a report of an investigation that includes conducting
Sixth Grade
Focus on Earth Sciences—Plate tectonics accounts for important features of Earth’s surface and major geologic
events
Students will know:
evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and
mid-ocean ridges; and the distribution of fossils, rock types, and ancient climatic zones
Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic
core
lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to
movements in the mantle
earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are
locations where magma reaches the surface
major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate
motions
how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate
tectonics
how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region
vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology,
and the type of construction in the region.
Shaping Earth’s Surface—Topography is reshaped by the weathering of rock and soil and by the transportation
and deposition of sediment.
Students will know:
water running downhill is the dominant process in shaping the landscape, including California’s landscape
rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in
natural and recurring patterns
beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action
of waves
earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats
Heat (Physical Sciences)—Heat moves in a predictable flow from warmer objects to cooler objects until all the
objects are at the same temperature.
Students will know:
energy
can be carried from one place to another by heat flow or by waves, including water, light and sound
waves, or by moving objects
fuel is consumed, most of the energy released becomes heat energy
heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by
convection (which involves flow of matter)
heat energy is also transferred between objects by radiation (radiation
can travel through space)
Energy in the Earth System— Many phenomena on Earth’s surface are affected by the transfer of energy
through radiation and convection currents.
Students will know:
the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and
the water cycle
how solar energy reaches Earth through radiation, mostly in the form of visible light
heat from Earth’s interior reaches the surface primarily through convection
convection currents distribute heat in the atmosphere and oceans
differences in pressure, heat, air movement, and humidity result in changes of weather
Ecology (Life Sciences)—Organisms in ecosystems exchange energy and nutrients among themselves and with
the environment.
Students will know:
energy entering ecosystems as sunlight is transferred by producers into chemical energy through
photosynthesis and then from organism to organism
through food webs
matter is transferred over time from one organism to others in the food web and between organisms and the
physical environment
populations of organisms can be categorized by the functions they serve in an ecosystem
different kinds of organisms may play similar ecological roles in similar biomes
the number and types of organisms an ecosystem can support depends on the resources available and on
abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition
Resources—Sources of energy and materials differ in amounts, distribution, usefulness, and the time required
for their formation.
Students will know:
the utility of energy sources is determined by factors that are involved in converting these sources to useful
forms and the consequences of the conversion process
different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water,
wildlife, and forests, and know how to classify them as renewable or nonrenewable
the natural origin of the materials used to make common objects
Investigation and Experimentation—Scientific progress is made by asking meaningful questions and conducting
careful investigations.
Students will:
develop a hypothesis
select and use appropriate tools and technology (including calculators, computers, balances, spring scales,
microscopes, and binoculars) to perform tests, collect data, and display data
construct appropriate graphs from data and develop qualitative statements about the relationships between
variables
communicate the steps and results from an investigation in written reports and oral presentations
recognize whether evidence is consistent with a proposed explanation
read
a topographic map and a geologic map for evidence provided on the maps and construct and interpret a
simple scale map
interpret events by sequence and time from natural phenomena
(e.g., the relative ages of rocks and intrusions)
identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a
grove of trees, a stream, a hill slope)
Capitol Collegiate Academy Scope and Sequence: Social Studies
Kindergarten
Students in kindergarten are introduced to Learning and Working Now and Long Ago where they learn about
basic spatial, temporal, and causal relationships, emphasizing the geographic and historical connections
between the world today and the world long ago. The stories include 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.
Students will:
learn about what defines a good citizen involves acting in certain ways
recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the
Statue of Liberty
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
compare and contrast the locations of people, places, and environments and describe their characteristics
put events in temporal order using a calendar, placing days, weeks, and months in proper order and students
understand that history relates to events, people, and places of other times
First Grade
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.
Students will:
describe the rights and individual responsibilities of citizenship
know and understand the symbols, icons, and traditions of the United States that provide continuity and a
sense of community across time
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
describe the human characteristics of familiar places and the varied backgrounds of American citizens and
residents in those places
understand basic economic concepts and the role of individual choice in a free-market economy
Second Grade
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.
Students will:
differentiate between things that happened long ago and things that happened yesterday
explain governmental institutions and practices in the United States and other countries
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).
Third Grade
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
Students will:
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
describe the American Indian nations in their local region long ago and in the recent past
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
understand the role of rules and laws in our daily lives and the basic structure of the U.S. government
demonstrate basic economic reasoning skills and an understanding of the economy of the local region
Fourth Grade
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.
Students will:
demonstrate an understanding of the physical and human geographic features that define places and regions in
California
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
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
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, (e.g., the 1882 Chinese
Exclusion Act)
Fifth Grade
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.
Students will:
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
trace the routes of early explorers and describe the early explorations of the Americas describe the cooperation
and conflict that existed among the American Indians and between the Indian nations and the new settlers
understand the political, religious, social, and economic institutions that evolved in the colonial era
explain the causes of the American Revolution
understand the course and consequences of the American Revolution
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
trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and
transportation systems
know the location of the current 50 states and the names of their capitals
Sixth Grade
World History and Geography: Ancient Civilizations—Students in sixth grade expand their understanding of
history by studying the people and events that ushered in the dawn of the major Western and non-Western
ancient civilizations. Geography is of special significance in the development of the human story. Continued
emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing
social, economic, and political structures, as well as in establishing and spreading ideas that helped transform
the world forever. Students develop higher levels of critical thinking by considering why civilizations
developed where and when they did, why they became dominant, and why they declined. Students analyze the
interactions among the various cultures, emphasizing their enduring contributions and the link, despite time,
between the contemporary and ancient worlds.
Student will:
describe what is known through archaeological studies of the early physical and cultural development of
humankind from the Paleolithic era to the agricultural revolution
analyze the geographic, political, economic, religious, and social structures of the early civilizations of
Mesopotamia, Egypt, and Kush, Ancient Hebrews, Ancient Greece, India, China and Rome
APPENDIX O
Sample Curriculum Alignment Templates and Planning Documents
UNIT BACKGROUND
Unit Number and Title:
Subject/Topic:
Key Words:
Length (in weeks / days):
Grade Level:
Quarter:
Unit Goals:
Reading:
Literature:
Writing:
BRIEF SUMMARY
How will I measure my Unit Goal?
How will I measure progress toward the Unit Goal?
What is this unit covering?
P1
P2
UNIT STANDARDS
CLUSTERED UNIT STANDARDS
(Selected from Prioritization Grid)
Standard
Bloom’s
STAGE 1: BIG PICTURE PLANNING
Unit Plan – Enduring
Understandings
UNDERSTANDINGS: Big ideas?
What specific understandings about
them are desirable? What
misunderstandings are predictable?
Unit Plan – Essential
Questions
ESSENTIAL
QUESTIONS: What
provocative questions will
foster inquiry,
understanding, and transfer
learning?
Students will know:

Unit Plan – Tasks

P3
Students will be able to:

(M) = Mastery by end of this unit
Familiar Vocabulary

Unit Vocabulary
Applied Vocabulary

Enduring Vocabulary

COMMON MISCONCEPTIONS:
What common misconceptions do students have based on diagnostic data?
Misconception
Clarification
STAGE 2: ASSESSMENT EVIDENCE
Performance Task Summary (See Performance Task Blueprint for each task at the end of this unit)

Student Self-Assessment

STAGE 3: LEARNING ACTIVITIES / RESOURCES
What sequence of teaching and learning experiences will equip students to develop and demonstrate the
desired understandings?
Consider the WHERE elements from the student’s perspective (Where is the work headed; Hook;
Explore the subject in depth; Rethink, rehearse, revise; Evaluate)
What sequence of teaching and learning experiences will equip students to develop and demonstrate the
desired understandings?
Consider the WHERE elements from the student’s perspective (Where is the work headed; Hook;
Explore the subject in depth; Rethink, rehearse, revise; Evaluate)
Day # and
Objectives # days/minutes Instructional Choice/Lesson Notes Potential Misunderstandings
Standard
Essential Question:



Connection to School-Wide Initiatives
Character Education (Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship)

Empowerment Discussions

Leadership

STAGE 4: SEQUENCING AND SCAFFOLDING OBJECTIVES ON A CALENDAR
Month
Monday
Day 1
Tuesday
Wednesday
Thursday
Friday
2
3
4
5
Objectives:
Objectives:
Objectives:
Objectives:
Objectives:
6
7
8
9
10
Objectives:
Objectives:
Objectives:
Objectives:
Objectives:
11
12
13
14
15
Objectives:
Objectives:
Objectives:
Objectives:
Objectives:
16
17
18
19
20
Objectives:
Objectives:
Objectives:
Objectives:
Objectives:
21
22
23
24
25
Objectives:
Objectives:
Objectives:
Objectives:
Objectives:
PRE-K WORKING WITH WORDS BLOCK LESSON PLAN129
129
Capitol Collegiate would like to thank Teach For America for this sample lesson plan, from which we set a bar for our staff.
OPENING. (3 min.)
G
O
C
Y
L
C
E
:
KEY POINTS: TARGETED LETTERS.
What letter(s) will you emphasize?
Bb
 “Bb” makes the /b/ sound.
 When we say /b/ we put our lips together and blow out a little air, almost like we’re
going to say /p/. But feel your throat when you say /b/. You can feel a vibration that
you can’t feel when you say /p/.
 You can tell which letter a word sounds with by listening to the sound at the
beginning.
 Words that start with “Bb” start with a /b/ sound.
 To write a capital B, start at the top and go straight down. Then come up and put two
bubbles on the B, to the right of the stick part.
To write a lowercase b, start at the top and go straight down, but then only put one little
bubble on the bottom!
L
E
S
S
O
N
PRE-PLANNING: KNOW, SO, SHOW
WORD STUDY PLAN (~35 min.
OBJECTIVE.
CONNECTION TO THE SUMMER
What will your students be able to do? ACHIEVEMENT GOAL.
How does the objective connect to the
summer achievement goal?
SWBAT: say the sound “Bb,” identify
When students begin to connect letters with
words/objects that start with that sound, their sounds, they will be taking a step
say that the words start with “B”
towards learning to read.
(PK.WordStudy.Sounds-3b); write the
letter B and b
ASSESSMENT.
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
For “SWBAT say the sound ‘’Bb’,”: observe and students say “B” during the guided and
independent practice.
For “SWBAT ,” identify words/objects that start with that sound, say that the words start
with “B” : review student work samples from the independent practice
For “SWBAT write the letter B and B”: review student work
MATERIALS.
Teacher calls students to the rug. Set behavior expectations. Friends, I am so excited to
talk to you today about some more letters. Letters are so important to us. We use them
every day to read and write words in the world. I bet you already know some letters, but
we’re going to learn some more letters here in summer school so that you can get smart
for kindergarten. Let’s sing our ABC song to get ready for our letters. Lead students in
singing the ABC song. Enunciate each letter name, especially in the LMNOP part of the
song. Refer to posted alphabet while singing each letter (later in the weeks you can have a
student point).
Alphabet
posted in the
room.
Now we’re going to review the letters we already know! Hold up index cards one at a time Index cards
with the letters P, S, A, and T printed in capitals, and a key picture. Say the name of the
with letters and
letter, the picture, and the sound: P-pig-/p/ and have students repeat each after you.
key pictures
Today we are going to learn a new letter, “Bb.” We are going play a game that helps us
learn what words start with “Bb”!
WHOLE GROUP INTRODUCTION OF NEW MATERIAL. (5 min.)
I’m sure you all know lots of letters. Let’s look at our letter of the day, B. Watch me as I
write capital B and lowercase b on the board. I’m going to write capital B first. I start at
the top and go straight down. Then I come up and put two bubbles on the B, to the right of
the stick part- that’s capital B. Let’s practice with our magic pencils in the air. Lead
practice in air. If I want to write a lowercase b I start at the top and go straight down, but
then I only put one little bubble on the bottom! Let’s practice with our magic pencils in
the air. Lead practice in air.
MATERIALS
Chart paper &
markers or
whiteboard &
markers or
chalkboard &
chalk
B says /b/. When we say /b/ we put our lips together and blow out a little air, almost like
we’re going to say /p/. But feel your throat when you say /b/. You can feel a vibration that
you can’t feel when you say /p/. Let’s try it together: /b/ /b/ /b/. Do you feel that on your
neck? Try saying /p/- you can’t feel it! Practice with me: /b/ /b/ /b/.
WHOLE GROUP GUIDED PRACTICE. (3 min.)
MATERIALS
Let’s practice saying the sound /b/. To practice, we’re going to change our names so they
begin with the sound /b/. Everyone will get a chance to change their name. I’ll go first.
My name is Miss /h/ Harris. My new name is going to be Miss /b/ Barris. Everyone
repeat after me. “ /b/ Barris”
Allow each student the opportunity to change his/her name. Have the class repeat the /b/
sound and the changed name after each student. Make sure each student says the /b/
sound.
WHOLE GROUP INTRODUCTION OF NEW MATERIAL. (5 min.)
Now for the B pictures. What sound does B make? That’s right, /b/. I have some cards
here, and each one has a picture of something that starts with B. Repeat after me (hold up
cards one by one, and say names of items on picture cards, having students repeat each
one; post in pocket chart or chalk ledge after students say names). These all start with B,
so we can hear the /b/ sound at the beginning of each word. /b/ /b/ /b/ bear…do you hear
the /b/ sound?
Show students the Bb picture card (same as previous set- with letter and key picture) with
a ball on it. This is our Bb card. Let’s practice- b-ball-/b/- say it with me: b-ball-/b/
MATERIALS
“B” picture
cards (ex: bear,
boy, box, bee,
ball, bat).
Bb key card
SMALL GROUP PRACTICE.
(5 min.)
We know that letters make
different sounds. We can tell
which letter a word begins with by
listening to the sound at the
beginning. I’m going to mix up my
picture cards, and say them one by
one. When I say the name of the
thing in the picture, I want you to
tell me if you think it starts with a
B, or a different letter. Remember
to be a good learner on the carpet.
Can ____ demonstrate how to be a
good learner on the carpet?
Shuffle the picture cards, and hold
them up one by one. Exaggerate
the beginning sound when you say
each picture. Ask: Does this start
with B? Students should respond
with “yes” or “no,” and you
should separate the cards into two
groups. Tape them on the board or
sort in pocket chart in a group for
Bb, and a group of not Bb.
Now, I will hold up two different
pictures at the same time. One
starts with B and one does not.
Tell me which one starts with B,
and which one does not.
You should separate the cards into
two groups based on the students’
response and tape them on the
board or sort in pocket chart as
above.
Look friends, we sorted the
pictures by the sound that these
things start with. When you say
the word, you can listen for the
beginning sound and think about
what letter makes that sound. All
of these pictures start with Bb- /b/
[say picture names]. We can hear
the /b/ sound at the beginning of
each of these things’ names
INDEPENDENT CENTERS (5 min.)
MATERIALS
Make sure to keep your eyes on you own paper, and
keep quiet. When you are done, raise your hand.
____ please show the class how smart scholars work
quietly by themselves so that they become good
readers.
Objective: SWBAT write the letter B and b.
Activity: Students use letter tracing paper to
practice writing upper- and lower-case letter B.
Materials: Alphabet Letter Tracing worksheet
“B” picture
cards and equal
number of
“non-B”
picture cards
Remediation: If the students seem
to be having trouble, have them sit
with you during the Independent
Practice for further guidance.
Group One: Students in Small
Group Two: Students in Centers First (Johnny,
Group First (Catrina, Toi, Marvin, Carmen, Etion, Sylvia, Terrence, Stan)
Anthony, Gabrielle)
INDEPENDENT PRACTICE. (10 min.)
How will you clearly state and model behavioral expectations? 
How will you structure the independent practice so that all students practice connecting
the letter name, symbol, and sound? 
How will you provide opportunities for extension? (See “constructive phonics activities”
on Elementary Literacy pp.67-68.) 
Why will students be engaged/interested? 
Now we’re going to try this on our own. Each of you will get a piece of paper with some
pictures of things that start with either B, or a different letter. Your job is to say the name
of each picture to yourself, and decide if it starts with B or with something else. If it starts
with B, /b/, you can color it. If it starts with a different letter, you will cross it out with an
X. Make sure to keep your eyes on you own paper, and keep quiet. When you are done,
raise your hand. ____ please show the class how smart scholars work quietly by
themselves so that they become good readers. Model one /b/ and one non-/b/ example
using a blank worksheet. Send students to their seats, and use managers to pass out papers
and crayons. While students are working, monitor their progress.
MATERIALS
One copy of
Blackline
master for each
student with 5
questions,
crayons,
completed
activity for
model,
Remediation: If they seem to be having trouble, say the name of the picture and have
them repeat it back to you. Then exaggerate the beginning sound and ask, “Does that start
with B-/b/?”
Enrichment: Look around the classroom for things that start with B, and draw them on the
back of their worksheet.
CLOSING/TRANSITION. (2 min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of or
progress toward the objective?
Why will students be engaged/interested?
Teacher calls students back to the rug. So today friends, we learned a new letter, Bb.
We’ll be seeing Bb a lot, so let’s practice the sounds one last time. What does B say? B
says /b/. What does a B look like? Lead students in call and response through the deck of
picture cards.
MATERIALS
Picture cards
for B (could be
same as before,
taken off
board)
REINF
ORCE
MENT
HOMEWORK (if appropriate). How will students practice what they learned?
Students should bring from home two objects that start with /b/ (like a box, ball, bean, balloon). We will
post these on the Bb bulletin board.
CAPITOL COLLEGIATE WEEKLY SYLLABUS130
Foundations Academy
Week of:
Subject:
Teacher:
CA Learning Standards/Performance Skills: By the end of the week, students will be able to:
Monday
Tuesday
Wednesday
Thursday
Friday
Objective:
Students will
be able to:
Agenda:
Homework:
130
Capitol Collegiate’s Weekly Syllabus is adapted from Excel Academy and Roxbury Prep. We would like to acknowledge and thank them.
CAPITOL COLLEGIATE WEEKLY SYLLABUS
Futures Academy
Week of:
Course Title:
Unit Title:
Teacher:
CA Learning Standards/Performance Skills: By the end of the week, students will be able to:
Monday
Objective:
Students will
be able to:
Do Now:
Agenda:
Homework:
Tuesday
Wednesday
Thursday
Friday
APPENDIX P
Teacher Professional Development
Instructional Philosophy
The instructional philosophy of Capitol Collegiate is based upon the belief that the primary role of all staff is to
create instructional learning opportunities based on goals, a sense of urgency, and a commitment to increasing
student achievement. Administrators, teachers, and learning support staff shall participate in ongoing staff
development in current instructional techniques to ensure that every student has the opportunity to reach his/her
individual potential. All staff is expected to implement positive changes in their practices as a result of
professional development.
Teacher Evaluation Philosophy
Teachers and the quality of their instruction are the critical link to improving schools and boosting student
achievement. Successfully advancing student achievement requires creating and sustaining organizational
structures in schools that focus on assessing and improving teaching and learning and creating cycles of
continuous improvement. Teacher evaluation is one of these important structures.
Capitol Collegiate recognizes that teachers should be constantly working to improve their practice and need a
structured and consistent network, school culture, and support system in order to do that. This type of
environment will lead to consistent teacher improvement and subsequent increases in student achievement
levels. Capitol Collegiate, in accordance with the latest research on teacher support and development, lists here
a teacher evaluation process that focuses on multiple data points, differentiation in support, teacher networks
and collaboration, as well as utilizing a comprehensive rubric with which to evaluate a teacher’s performance.
This process must include student progress and achievement measures, planning and execution effectiveness,
clear adherence to content standards and curricular objectives, and fostering a productive and goal-oriented
learning environment.
The process and procedures listed here support an individualized system of teacher development and evaluation
where each teacher is given the support he or she needs based on individual knowledge, skills, and mindsets
regarding their work.
Guidelines for Design and Implementation







Specify that performance improvement is a strategic imperative
Develop teaching standards and scoring rubrics (i.e., competency model)
Prepare for added teacher and administrator workload
Video-taping classroom practice and/or use of multiple evaluators
Train and re-train evaluators
Support teachers through feedback and professional development
Align human resource management systems
Characteristics of Effective Teacher Development and Evaluation
In order to create an effective and transformative process of teacher support, development, and evaluation, we
must first distinguish which characteristics will drive our practice. The following is an example list of ten such
characteristics:












The process is goal-oriented and focuses on long-term development
The process is informed by a commonly shared and understood set of professional standards, including a
comprehensive rubric with which to normalize our expectations
The process connects standards and evaluations with individualized professional development plans and
is informed by multiple sources of data
We engage in this work as a Professional Learning Community, working to share and implement best
practices in our work
The process accommodates for all levels of teaching, ranging from beginning to proficient
The process includes components that are both formative and summative in order to continuously gauge
the effectiveness of school and teacher practices
All staff members participate in this process, both being evaluated and evaluating each other. In all
cases, staff members should see their role as supportive of the overall goal of student achievement
The process allows all participants to draw from a variety of resources and encourages sharing those
resources with others
Development plans are continuous from year to year, showing the progress of a teacher over his or her
time at the school
All participants are given the time to complete evaluations and meetings during the official school day
The findings provide strong support for a focus on school culture in the development of teacher
evaluation practices which actively support teaching and learning.
All participants will be the origin of their own learning in most cases and have control over their
development.
Recognizing Differences Among Teachers
The purpose of evaluations at Capitol Collegiate is to provide support and professional development
opportunities for all teachers, regardless of where they are in their instructional needs. Below is a snapshot of
what that development could look like in four categories..*
Criteria for Category
Potential Level of Support Needed
Category I: Beginning


Teachers in their first or second year
Teachers in a pipeline-like program or still working on their
credentials through an alternative program




One short observation weekly
Three formal observations each year
Structured Professional Development Plan
Regular follow-up and development meetings
Category II: New to Capitol Collegiate or Almost Proficient

The teacher is new to Capitol Collegiate and has taught more
than three years in another school district




One short observation weekly
Two formal observations each year
Structured Professional Development Plan
Follow-up and development meetings
Category III: Proficient

The teacher has been employed by Capitol Collegiate for three
years
-------------- OR ----------------- Teacher with three or more years of experience in another
district and has successfully completed one year at Capitol
Collegiate
-------------- AND ----------------- The teacher earned Proficient or higher on the Capitol
Collegiate Professional Teaching Standards Rubric with no
more than one category below Proficient




One short observation weekly
Two formal observations each year
Structured Professional Development Plan
Follow-up and development meetings
Category IV: Intensive Improvement

The teacher receives a rating of below standard on the
Professional Teaching Standards.




Two or more observations weekly
Three formal observations each year
Structured Professional Development Plan
Frequent follow-up and development meetings
Structures of Development and Evaluation
The support, development, and evaluation process should occur in a variety of aligned ways and include
multiple data points. One of the ways to accomplish this is to ensure that there is a mixture of people involved
in the process, each participating for a specific and different reason. Below is an outline of the different ways in
which a teacher could have support during the school year.
Formal Development and Evaluation
Summative Observation and Evaluation
 Includes forms, careful inspection, and
reporting of findings
 Requires meeting with teacher on findings
and observations; engages teacher in
meaningful conversation
Professional Planning and Development
 Plan created by leadership and teacher
regarding areas of strength and areas for
development
 Establish year-long plan to engage teacher
in areas of growth
 Frequent meetings to hold both sides
accountable for making effective changes
 Continuum should include progress over
complete time at Capitol Collegiate
Coaching
 Required for new and Intensive
Improvement teachers
 Coach guides teacher through data,
reflections, and goal-setting
Collegial Development
Peer Models
 Teacher-led process
 Peer Coaching and Collaboration
 Self-directed
Mentoring
 Novice teachers paired with proficient
veteran teachers
 Interactive and collaborative
 Pair directed
 Mentor teacher engages novice teachers as
colleague while working to develop them
on a plan established between the two
 Mentor teacher responsible for reporting to
principal on teacher progress quarterly
Staff Development
 School-wide development based on
common areas for improvement
 Space used for norming and establishing
expectations
Cycle of Teacher Support and Development
The entire process centers on the student achievement goals of the teacher. This is the process through which a
teacher will work to improve their practice. It utilizes multiple points of data as the primary way to evaluate
performance.
Continuum of Professional Development
Throughout the year, teachers will work through a continuum to inform their practice. The following is a
general idea of the amount and level of support that teachers will receive and the frequency with which they
will receive it.
We will also utilize the revised Bloom’s Taxonomy to develop teachers and measure growth. The teacher rubric
is created so that each increasing level matches the cognitive development of learners. Once teachers are able to
work at the upper levels of Bloom’s in their own practice, they will be considered Proficient.
Professional Teaching Standards
The Professional Teaching Standards provide a clear picture for teachers, content leads, coaches, and
evaluators of the skills, knowledge and professionalism that are expected of teachers who are employed by
Capitol Collegiate. These standards are based on the best available research and the professional standards for
teachers that have been issued as guidelines by high-performing charter schools and the California Department
of Education.131 These standards will help to inform our teacher evaluation and support system and represent a
tool by which the practices against which a teacher can assess her/his own job performance.
Group 1: Setting Big Goals
This group measures the teacher’s ability to set justifiably ambitious academic goals. It represents a teacher’s
ability to build on student prior knowledge, life experience and interests to achieve learning goals for the class.
These goals should drive all classroom efforts and be aligned to the standards in a measurable, meaningful,
and feasible way.
Group 2: Investing, Engaging, and Supporting All Students in Learning
This group measures a teacher’s ability to build student self-efficacy, invest them in their learning, and lead
them to work hard towards classroom goals. This includes using a variety of instructional strategies,
facilitating challenging learning experiences, engaging students in problem solving and critical thinking,
encouraging students to apply concepts, and assisting students in becoming self-directed learners.
Group 3: Creating and Maintaining Effective Environments for Student Learning
This group measures a teacher’s ability to create a physical environment that engages students in meaningful
learning activities, promote constructive interactions between students, maintain a safe learning space for all
students, encourage all students to participate and effectively use instructional time.
Group 4: Designing Learning Experiences and Understanding and Organizing Subject Matter
This group measures a teacher’s knowledge of the subject matter and student development in their class. It
includes the ability of a teacher to organize curriculum, interrelate ideas and information, extend student
understanding, and make subject matter accessible to all students. It considers establishing goals, sequencing
curriculum, designing plans, and adjusting plans according to engagement and achievement.
Group 5: Executing Lessons Effectively
This group measures a teacher’s ability to clearly present academic content, facilitate student learning, and
communicate high expectations and content to students. This includes checking for understanding, using class
time effectively, and ensuring all students are actively participating.
Group 6: Assessing and Communicating Student Learning
This group evaluates a teacher’s ability to establish and clearly communicate learning goals for students. It
includes collecting data about student performance, involving students in assessing their own learning, using
data to inform instruction, communicating with students and families, and encouraging progress.
Group 7: Developing as a Professional Educator
This group measures teacher reflections on their practice and their efforts to engage in their own professional
development. It includes establishing professional learning goals, finding opportunities for development,
working collaboratively with staff members, and maintaining a strong motivation and commitment to student
achievement.
131
Capitol Collegiate would like to attribute the following sources, all of which helped to inform the development of this rubric: California Department of Education,
Twin Rivers Unified School District, Sacramento City Unified School District, Knowledge Is Power Program (KIPP) Schools, Teach For America’s Teaching As
Leadership Rubric, and the published rubrics of all state departments of education. In addition, the work of Linda Darling-Hammond, Jacob Adams, and the University
of Southern California’s Rossier School of Education Department have all been helpful in shaping the draft of this document.
Professional Teaching Standards Rubric
1. Setting Big Goals
Not Observed
1.1
Developing
standardsaligned,
measurable,
meaningful,
and feasible
goals
Teacher Actions:

No classroom goal
1.2
Connecting
students’
prior
knowledge,
life
experience,
and
interests
with
learning
goals
Teacher Actions:

Does not make any
connection between
the learning goals and
prior knowledge

Teacher does not ask
for student questions
or comments

Teacher has no
information about
students as learners
Student Actions:

Students do not know
class goals
In Reflection:

Does not know or
connect the
importance of goals to
student achievement
Student Actions:

Questions why they
are learning the
material or may not
understand purpose

No student questions

Students do not know
classroom goals
In Reflection:

Does not consider
prior knowledge or
experiences of
students when
reflecting on progress
towards goal
Developing Proficiency
Proficient
Excellent
Exemplary
Teacher Actions:

Attempts to set a class
goal, though it may not
be ambitious or feasible
Teacher Actions:

Adopts a pre-specified goal
that is ambitious and
feasible for half the class
Teacher Actions:

Designs ambitious and feasible
goals for the class that would far
exceed traditional expectations
Student Actions

Students are able to find
class goals
Student Actions.

Most students know class
goals
Teacher Actions:

Designs goals that are
ambitious and feasible for
most students as informed by
many sources (standards, past
performances, etc.)
In Reflection:

Explains the idea behind
the big goal and why it is
important to have, but
may not connect goals to
standards
Teacher Actions:

Makes few connections
between learning goals
and prior knowledge

Teacher asks few
questions to monitor
understanding

Teacher has limited
information about
students as learners
In Reflection:

Teacher explains how the
goal connects to standards,
but may not know the
specific knowledge and
skills to achieve the goal
Teacher Actions:

Makes substantial and
sufficient connections to
learning goals

Teacher answers student
questions to ensure
understanding

Teacher acquires
information about students
as learners
Student Actions:

Questions why they are
learning the material or
may not understand
purpose

Few student questions

Students can find
classroom goals, but do
not know them
Student Actions:

Students connect material
to their own experiences

Students ask some
questions, usually
clarifying questions

Students know classroom
goals, but do not have
individual goals
In Reflection:

Teacher connects goals
with classroom in
general after the goals
have been created
In Reflection:

Teacher connects goals
with prior knowledge of
students after the goals
have been created
Student Actions

Students know class goals
In Reflection:

Teacher generally explains
the skills and knowledge that
each student needs in order to
achieve the goal
Teacher Actions:

Teacher facilitates students
making connections to
learning

Teacher builds on student
questions for the class to
extend understanding or
modify instruction

Teacher acquires information
about students as learners and
considers this when
developing class goals
Student Actions:

Students connect material or
apply knowledge

Ask many questions

Students have created
individual goals or feel that
they and their teacher know
what is needed for success
In Reflection:

Teacher considers prior
knowledge of students when
creating goals
Student Actions

Students have internalized
individual and class goals
In Reflection:

Teacher explains the specific
knowledge and skills that each
student needs in order to reach
the goal and the measurement
tool by which the goal is judged
Teacher Actions:

Teacher acts as facilitator to
student learning

Teacher encourages students to
make their own connections to
the learning goals

Uses questions to develop
lessons and create meaningful
learning

Acquires extensive information
about individual students as
learners from a variety of
sources and uses these to help
develop classroom goals.
Student Actions:

Make clear connections and
apply knowledge

Ask many questions about the
material and of each other

Students feel that both they and
their teacher understand what is
needed for the student to be
successful. Students have
created individual goals.
In Reflection:

Teacher considers prior
knowledge of students when
creating goals
2. Investing, Engaging, and Supporting All Students in Learning
Not Observed
2.1
Develop
students’
rational
understanding
that they can
achieve by
working hard
(“I can”)
2.2
Develop
students’
rational
understanding
that they will
benefit from
achievement
(“I want)
Developing Proficiency
Teacher Actions:

Does not attempt to
build students’
understanding that
they can achieve
through hard work
Teacher Actions:

Demonstrates an attempt
to develop students’
understanding that they
can achieve by working
hard
Student Actions:

Students do not think
they are able to
achieve or do not
know how
Student Actions:

Some (25%) students
demonstrate a belief that
they can achieve,
primarily through their
own motivation
In Reflection:

Teacher does not think
students can achieve,
even through hard
work
Teacher Actions:

Does not attempt to
build students’
motivation to want to
achieve with hard
work
Student Actions:

Students do not
demonstrate a desire
to achieve and may
not know how
In Reflection:

Does not consider
strategies to motivate
students to want to
achieve or does not
explain why it is
important to do so
In Reflection:

Explains strategies for
developing a few
students’ understanding
that they can achieve
Teacher Actions:

Demonstrates an attempt
to develop students’
motivation to want to
achieve with hard work
Student Actions:

Few students
demonstrate a desire to
achieve and may not see
the connection to
working hard
In Reflection:

Generally explains or
knows why it is
important that students
want to achieve, but may
not consider strategies
Proficient
Teacher Actions:

Uses the same small set
of teacher-centered
strategies to build
understanding that
students can achieve
through hard work
Student Actions:

Most (50%+) students
demonstrate a belief that
they can achieve
In Reflection:

Explains strategies for
developing some
students’ understanding
that they can achieve
through hard work
Teacher Actions:

Uses the same small set
of teacher-centered
strategies to build
motivation for students to
want to achieve through
hard work
Student Actions:

Some students
demonstrate a desire to
achieve
In Reflection:

Explains key strategies
for developing some
students’ understanding
that they will benefit from
achievement
Excellent
Exemplary
Teacher Actions:

Chooses strategies using
small sub-groups of students
to build understanding that
students can achieve through
hard work
Teacher Actions:

Chooses strategies based on
individual students and
employs those to build
understanding that students can
achieve through hard work

Teacher ensures that students
are surrounded by messages
that hard work leads to success
Student Actions:

Students generally
demonstrate a belief that
they can achieve
In Reflection:

Explains strategies for
developing students’
understanding that they can
achieve through hard work
Teacher Actions:

Considers small sub-groups
of students when developing
strategies and employs a
series of integrated
classroom strategies
Student Actions:

Most students demonstrate a
clear desire to achieve
In Reflection:

Accurately explains key
strategies for developing
most students’ understanding
that they will benefit from
achievement

Describes why it is
important to develop these
beliefs
Student Actions:

All students demonstrate a
clear belief that they can
achieve
In Reflection:

Explains strategies for
developing students’
understanding that they can
achieve through hard work and
describes why it is important
Teacher Actions:

Considers individual students
when developing strategies and
employs those when
developing students’
understanding of what they
will achieve with hard work
Student Actions

Students demonstrate a clear
desire to achieve
In Reflection:

Accurately explains key
strategies for developing
students’ understanding that
they will benefit from
achievement

Describes why it is important
to develop these beliefs
2.3
Engaging
students in
problemsolving,
critical
thinking, and
other
activities that
make learning
meaningful
2.4
Promoting
social
development
and group
responsibility
Teacher Actions:

Makes an inaccurate
assessment of the level
of student engagement
and does not assume
responsibility for lack
of engagement

No learning
opportunities are
provided for students
to engage in problem
solving, analysis or
inquiry
Student Actions:

Students do not appear
to be engaged in class
and most are not
participating in class
activities
Teacher Actions:

Makes a general
assessment of the level
of student engagement
that is not supported
with details or evidence

Few learning
opportunities are
provided for students to
engage in problemsolving, inquiry, and
analysis
Student Actions

The same small group of
students is actively
involved in class; other
students may participate
in either written or
verbal work (50%)
In Reflection:

Does not
communicate the
importance of student
motivation or does not
know how to motivate
students
In Reflection:

Communicates the
importance of student
motivation, but may not
know how to motivate
students
Teacher Actions:

Students’ social
development, selfesteem, and diversity
are not supported
Teacher Actions:

Students respect each
other’s differences most
of the time

Teacher provides limited
opportunities for
students to assume
responsibility
Student Actions:

Students have no
sense of responsibility
for each other
In Reflection:

Teacher does not
consider ways to
improve social
development in the
classroom and may
not express its
importance
Student Actions

Students have some
responsibility for others

Students work together
fairly well
In Reflection:

Teacher recognizes the
importance of social
development, but may
not know how to foster it
Teacher Actions:

Makes a generally
accurate assessment of
the level of student
engagement that is
somewhat supported with
details and evidence

Some learning
opportunities are
provided for students to
engage in problemsolving, inquiry, and
analysis
Student Actions:

Some students are
actively involved in class
(70%)
In Reflection:

Communicates
motivation of small
groups of students
Teacher Actions:

Classroom community
that generally shows
students who have respect
for differences, though
few students assume
leadership
Teacher Actions:

Makes an accurate
assessment of the level of
student engagement,
supported with details and
evidence

Learning opportunities and
support are provided for
students to engage in
problem-solving, inquiry,
and analysis
Teacher Actions:

Makes a thoughtful and
accurate assessment of the
level of student engagement,
supported with details and
evidence

Learning opportunities are
provided that extend student
thinking and engage and
support all students in problem
solving, inquiry, and analysis
Student Actions:

Most students are actively
involved in class
Student Actions:

All students are actively
involved in class (asking and
answering questions,
completing all work, etc.)
In Reflection:

Clearly communicates
motivation of small subgroups of students
In Reflection:

Clearly communicates
individual student motivation
Teacher Actions:

Classroom community that
often shows students who
have respect for many
differences and where many
students assume leadership
Teacher Actions:

Classroom community that
clearly shows students who
have respect for differences
and who assume leadership
roles
Student Actions:

Students work together
moderately well

Some students take
responsibility for others
Student Actions:

Students work independently
and collaboratively

Students take responsibility
for themselves and their
peers
Student Actions:

Students work independently
and collaboratively

Students are responsible for
themselves and their peers
In Reflection:

Teacher considers
limited, general ways to
improve and sustain
social development in the
classroom that is targeted
at the whole group
In Reflection:

Teacher considers the
performance of small
subgroups of students

Teacher considers specific
ways to target and support
those subgroups
In Reflection:

Teacher considers the
performance of individual
students
2.5
Reinforce
efforts
towards the
Big Goal and
promote selfdirected,
reflective
learning
Teacher Actions:

Does not demonstrate
an attempt to reinforce
the Big Goal

Does not reinforce
effort or reinforces
effort at irregular
intervals
Student Actions:

There are no
opportunities provided
for students to initiate
their own learning or
monitor their own
work
In Reflection:

Does not recognize the
importance of
reinforcing the Big
Goal
Teacher Actions:

Demonstrates an attempt
to reinforce efforts
towards the Big Goal

Reinforces effort at
somewhat regular
intervals
Student Actions:

Student learning is
directed and monitored
by the teacher with few
opportunities for
students to initiate or
monitor their own
learning
In Reflection:

Does not know or
explains strategies for
reinforcing the Big Goal

Describes the
importance of
reinforcing the Big Goal
Teacher Actions:

Uses the same small set
of reinforcement tools in
all situations

Reinforces effort on an
absolute scale

Teacher provides
reinforcement at regular
intervals and directs
students to the Big Goal,
but may not develop
intrinsic motivation
Student Actions:

Students monitor their
own learning during
activities

Students reflect about
their own work
In Reflection:

Generally explains
strategies for reinforcing
the Big Goal for the class

Describes the importance
of reinforcing the Big
Goal
Teacher Actions:

Uses a variety of appealing
reinforcements to engage
and reach students based on
an understanding of
subgroups

Reinforces effort on a
relative level

Teaches students how to
reinforce their own
performances and build
intrinsic motivation at
regular intervals
Student Actions:

Students monitor their own
learning in class and
cumulatively

Students reflect about their
own work and may discuss
reflections with classmates
In Reflection:

Explains strategies for
reinforcing the Big Goal for
small subgroups of students

Describes the importance of
reinforcing the Big Goal
Teacher Actions:

Considers individual students
and situations when choosing
how to reinforce class goals

Reinforces effort on a relative
and individual level

Teaches students how to
reinforce their own and each
others’ performance, building
intrinsic motivation
Student Actions:

Students take initiative for their
own learning and monitor their
performance in class and
cumulatively

Students reflect on and
evaluate their own work with
peers
In Reflection:

Explains strategies for
reinforcing the Big Goal for
individual students

Describes the importance of
reinforcing the Big Goal
3. Creating and Maintaining Effective Environments
Not Observed
3.1
Create a
welcoming
environment
through
constant
reinforcement
(verbal,
visual cues
aligned with
student
achievement)
Teacher Actions:

Room does not have
components that
reflect a culture of
achievement

Does not attempt to
convey a message of
affirmation,
collaboration, or
respect
Student Actions:

No students
communicate that they
feel their ideas are
affirmed or valued in
class

No students
demonstrate comfort
and confidence when
asking and answering
questions
In Reflection:

Does not communicate
positive messages
and/or does not see the
importance of doing
so
Developing Proficiency
Proficient
Excellent
Exemplary
Teacher Actions:

Room has few
components that reflect a
culture of achievement,
though an attempt has
been made to do so

Conveys a general
message of positivity,
though it is not directed
towards anything specific

Discusses a welcoming
environment when clear
breaches have been made
Teacher Actions:

Room has some
components that reflect a
culture of achievement,
though it may be missing
some critical sections

Conveys a general
message of respect,
collaboration, and
affirmation

Discusses welcoming
environment when there
is conflict or uses
conflict as a teachable
moment to boost positive
environment
Teacher Actions:

Room reflects a culture of
achievement: goals are
posted, some graded student
work is presented, tracking
charts are visible, and or
some positive messages are
displayed

Communicates in a way to
ensure that subgroups of
students are affirmed in their
work

Incorporates a variety of
methods to support a
welcoming environment
supported by students (class
jobs, community building,
etc.), but may not teach
students how to be leaders in
that process
Teacher Actions:

Room clearly reflects a culture
of achievement: goals are
posted, graded student work is
presented, tracking charts are
visible, and positive messages
are displayed

Communicates in a way that
ensure every student is
affirmed in their work

Teaches students how to be
leaders in creating and
maintaining a respectful,
collaborative environment for
all that impacts the classroom,
campus and community leaders
Student Actions:

Few students
communicate that they
feel their ideas are
affirmed or valued in
class

Few students
demonstrate comfort and
confidence when asking
and answering questions
In Reflection:

Describes the importance
of communicating
positive messages, but
may not know how
Student Actions:

Some students
communicate that they
feel their ideas are
affirmed or valued in
class

Some students
demonstrate comfort and
confidence when asking
and answering questions
In Reflection:

Generally explains
strategies for
communicating the
message to the class and
describes why it is
important
Student Actions:

Many students communicate
that they feel their ideas are
affirmed or valued in class

Most students demonstrate
comfort and confidence
when asking and answering
questions
In Reflection:

Explains strategies for
communicating the message
to sub-groups of student and
describes why it is important
Student Actions:

Students communicate that they
feel their ideas are valued and
affirmed in class

Students demonstrate comfort
and confidence when asking or
answering questions
In Reflection:

Explains strategies for
communicating the message to
every student and describes
why it is important
3.2
Establishing
behavior
management
plans (long
and short
term) to
maximize
instructional
learning time
Teacher Actions:
 No clear classroom
rules or consequences
are established
 Does not consistently
monitor student
behavior and/or is
unaware of
misbehavior
 Does not respond to
off-task behavior
Student Actions:

Students are unaware
of the classroom rules

Students do not
respond to corrective
action

In Reflection:
 Does not consider
how behavior
management can be
reviewed
 Does not explain or
does not know
criteria for rules and
consequences
Teacher Actions:
 Attempts to create rules
and consequences,
though these may not be
clear or logical and may
be negatively stated

Student responds to
corrective action after
several reminders

Monitors student
behavior in a way that
loses on-task time

Does not respond to offtask behavior or
sometimes does so
inappropriately
Student Actions:

Students are able to
explain some of the rules
but may not be able to
apply them
In Reflection:
 Explains some criteria
for rules and
consequences, though
some or much of this
explanation may be
faulty
Teacher Actions:
 Creates rules that
address the basic needs
of a classroom
 Rules are clear and
positively stated
 Consequences are clear
and logical

Monitors student
behavior most of the time
and promotes group ontask behavior

Response to misbehavior
is usually appropriate
and consistent
Teacher Actions:

Creates rules that address
foreseeable issues in the
classroom

Creates rules that are clear to
all students and are
introduced in a positive and
manageable quantity

Consequences are logical and
likely to deter most students
from misbehavior

Monitors student behavior at
all times and promotes
individual on-task behavior

Response to misbehavior is
appropriate and consistent
Student Actions:

Students are able to
explain many of the rules
and can apply them to
most traditional
situations

Students respond to
corrective action
Student Actions:

Students are able to explain
most of the rules or
expectations and can apply
them to traditional situations

Students respond quickly to
corrective action
In Reflection:
 Creates a plan that
clearly introduces the
rules and consequences
 Explains some criteria
for rules and
consequences, though
some of these may not
naturally lead to
effective
implementation
In Reflection:

Creates a plan that requires
all students to demonstrate
that they understand and can
apply the rules and
subsequent consequences

Explains the criteria for
effective rules and
consequences and some
reasons why it may be
important
Teacher Actions:

Creates rules that easily and
effectively apply to any
situation, many of which are
developed as a class

Creates consequences that are
logical, customized to deter
misbehavior, and clearly linked
to performance expectations

Monitors behavior to anticipate
and prevent student
misbehavior and allows for
students to monitor their own
and their peers’ behavior to
promote group accountability

Response to misbehavior is
appropriate, consistent, and
sensitive to individual needs
Student Actions:

Students are able to explain all
rules and expectations in their
own words and apply rules to
new situations

Misbehavior is not evident
and/or students respond
immediately to corrective
action
In Reflection:

Considers ongoing plans to
review and invest students in
the expectations, rules and
consequences

Accurately explains the criteria
for effective rules and
consequences and why that is
important
3.3
Designing
classroom
procedures to
maximize
instructional
learning time
Teacher Actions:
 Does not attempt to
create classroom
procedures or
procedures result in a
considerable loss of
instructional time
Student Actions:
 Students do not know
procedures
In Reflection:
 Does not or is not
able to explain
strategies for
implementing
procedures and does
not think it is
important to do so
Teacher Actions:
 Attempts to design and
implement classroom
procedures, but may not
know how to do so
effectively
 Attempts to design
classroom procedures,
but may not know how
to design and implement
them effectively
 Establishes routines that
result in a loss of
instructional time
Teacher Actions:
 Designs a plan that
clearly introduces
procedures
 Creates procedures that
allow the class to run
smoothly and address a
standard set of
inefficiencies
 Establishes routines for
managing groups,
supplies, etc. but these
may not save
instructional time
Student Actions:
 Students are able to
explain the procedures,
but may not know when
to apply them
Student Actions:
 Students are able to
explain and apply
procedures
In Reflection:
 Explains a few
strategies for
implementing
procedures, but may not
state why it is important
In Reflection:
 Explains some
strategies to implement
and review procedures
and can explain some
reasons why it may be
important
Teacher Actions:
 Designs a plan that requires
all students to demonstrate
their comprehension of
class procedures
 Designs procedures that
create additional
instructional time and
address most foreseeable
inefficiencies
 Establishes effective
routines for managing
groups, supplies, etc.
Student Actions:
 Students are able to explain
the purpose of procedures
In Reflection:
 Explains the strategies to
effectively implement and
review procedures and can
explain why it is important
Teacher Actions:
 Designs a plan that teaches
and invests students in
classroom procedures
 Creates procedures that help to
add instructional time and
address all possible
inefficiencies
 Innovates and modifies
procedures to improve
classroom efficiency
 Incorporates student
responsibility for managing
groups, supplies, etc.
Student Actions:
 Students can explain a clear
link between procedures and
individual achievement
In Reflection:
 Explains the strategies and
setting required to effectively
implement and review
classroom procedures and can
explain why it is important
4. Designing Learning Experiences and Understanding and Organizing Subject Matter
4.1
Design shortand long-term
plan to
facilitate and
promote
student
learning and
connections to
the material
Not Observed
Developing Proficiency
Proficient
Excellent
Exemplary
Teacher Actions:

Does not have or attempt
to make a unit plan

Plans have little to no
relation to long-term goals
and has little recognizable
structure

As
Teacher Actions:

Attempts to create a unit
plan, break down
standards into measurable
objectives, and schedule
these objectives on a
calendar

Uses curriculum provided
and does not consider
alignment to Big Goal or
make connections to
yearly plan

Few resources are used in
planning of units

Each unit is not planned in
full before the start of the
unit (assessment created,
standards broken down,
objectives created, and
resources identified)
Teacher Actions:

Uses standards to plan
individual units with an
assessment and clear,
measurable goals, though
the units are not aligned
and work as independent
plans

Schedules objectives from
the planned unit on a
calendar while teaching
the unit

Uses an external source of
data to create plan or does
not modify plan to fit into
specific classroom needs

Units are planned one at a
time, but do seem to
consider connections
throughout the year
Student Actions

Students make a few
connections between
material within a unit, but
may have trouble
identifying the purpose or
alignment of content

Students are able to
identify a few trends
within a unit
Student Actions:

Students make some
connections between
material within the unit

Students are able to
identify some themes and
trends within a unit
Teacher Actions:

Logically groups
standards into units (with
assessments) that identify
clear, measurable,
rigorous expectations for
student learning

Break down standards into
measurable objectives and
sequence them in a way
that will lead to mastery of
the Big Goals and plots
these on a calendar

Allocates time
appropriately based on the
content that needs to be
covered

Uses multiple sources to
create plan

All units are planned on a
calendar in a way that
relates to the Big Goal and
promotes connections
between units
Teacher Actions:

Logically groups and
clearly organizes
standards into units (with
assessments) that build
upon one another
conceptually and identify
clear, measurable,
rigorous expectations for
student learning

Breaks down standards
into measurable objectives
that build students to
higher order thinking and
plot these objectives onto
a calendar ahead of time

Includes time for
contingencies,
remediation, and
enrichment in planning

Uses multiple sources to
create plan and works to
align plans across teams,
subjects, and grades

All units are planned on a
calendar in a way that
fosters critical thinking,
relation to the Big Goal
and investment
Student Actions

Students are not able to
make connections between
material within a unit

Students are not able to
identify any trends in the
material
In Reflection:

Explains why it is
important to have a yearlong plan that aligns goals,
standards, and objectives
ahead of time
In Reflection:

Generally explains why it
is important to have a
year-long plan that aligns
goals, standards, and
objectives ahead of time
In Reflection:

Explains why it is
important to have a yearlong plan that aligns goals,
standards, and objectives
ahead of time
Student Actions:

Students make
connections between
material within the unit

Students are able to
identify themes and trends
within a unit
In Reflection:

Explains why it is
important to have a yearlong plan that aligns goals,
standards, and objectives
ahead of time
Student Actions:

Students make
connections between units

Students are able to
identify themes and trends
between standards and
easily build their
conceptual understanding
In Reflection:

Accurately explains why it
is important to have a
year-long plan that aligns
goals, standards, and
objectives ahead of time

4.2
Plan rigorous,
objective- and
data-driven
lessons that
will lead
students to
mastery of the
objective and
progress
towards the
Big Goal
Teacher Actions:

Does not attempt to create
rigorous lessons

Lessons do not align to the
assessment or assessment
is not created

Expectations are not
constructed for progress
towards meeting the
standard and no
connections across
disciplines are made
Student Actions:

Students are not likely to
be engaged in the lesson
and state that they
continue to feel challenged
but able to meet those
challenges
In Reflection:

Does not think aligning
lessons with objectives
and goals can improve and
increase student
achievement
Teacher Actions:

Attempts to create
rigorous, objective-driven
lessons that aligns to the
objectives and
assessments, but may not
know how to do so

Attempts to create lessons
that can be completed in a
given time frame, though
lessons are likely to be too
short or too long

Provides limited
opportunities for students
to make continued
progress toward meeting
the standard

Plan does not include any
differentiation based on
ability
Teacher Actions:

Ensures that the lesson
generally align to the
objective and assessment

Designs activities that
technically align with the
steps of the lesson, but
may not work together to
promote student learning

Lessons can be completed
in a given time frame

Provides some
opportunities for students
to make continued
progress towards meeting
the standard

Plan includes limited
differentiation in the form
of increasingly difficult
tasks or similar
Teacher Actions:

Ensures that the lesson
aligns to the assessment,
objective, and long-term
goals

Designs activities that
align with and accomplish
the purpose behind the
lesson

Timing in the lesson
supports learning and is
clearly delineated

Lessons provide
opportunities to make
progress towards meeting
the standard and makes
connections across
disciplines

Plan includes some clear
differentiation for students
Student Actions:

Students are likely to be
somewhat engaged in the
lesson and state that they
continue to feel challenged
but able to meet those
challenges
Student Actions:

Students are likely to be
engaged in the lesson and
state that they continue to
feel challenged but able to
meet those challenges
Student Actions:

Students are likely to be
engaged in the lesson and
state that they continue to
feel challenged but able to
meet those challenges
In Reflection:

Explains how aligning
lessons with objectives
and goals can improve and
increase student
achievement
In Reflection:

Explains how aligning
lessons with objectives
and goals can improve and
increase student
achievement
In Reflection:

Generally explains how
aligning lessons with
objectives and goals can
improve and increase
student achievement
Teacher Actions:

Consistently ensures that
the lesson connects the
assessment, objective, and
long-term goals

Lesson plans are
innovative and studentcentered that effectively
and efficiently lead to
student mastery by using
prior knowledge,
highlighting key ideas,
anticipating
misunderstandings, and
infusing scaffolded
activities

Lessons are feasible and
support students in
mastering the objective

Lessons provide
opportunities for students
to make continuous
progress towards meeting
and exceeding standards
and makes connections
across disciplines

Plan includes clear
differentiation based on
need or ability variation in
class
Student Actions:

Students are likely to be
engaged in the lesson and
state that they continue to
feel challenged but able to
meet those challenges
In Reflection:

Explains how aligning
lessons with objectives
and goals can improve and
increase student
achievement
4.3
Developing,
sequencing,
and designing
instructional
activities to
maximize
student
learning and
facilitating
learning
experiences
and
developing
student
understanding
through
instructional
strategies
Teacher Actions:

Uses instructional
strategies that are
ineffective and/or
inappropriate for the
instructional goals

Instructional strategies do
not engage the students
and/or are not geared to
make the content relevant

Curriculum is not
organized and rarely
demonstrates concepts,
themes, and skills

Curriculum rarely
supports student
understanding and rarely
values different
perspectives

Learning experiences are
directed by the teacher
and does not permit
student autonomy,
interaction, and choice
Student Actions:

Students feel that they
never have autonomy or
choice in their work
In Reflection:

Teacher may not think that
it is necessary or helpful to
include different
perspectives into the
curriculum
Teacher Actions:

Uses a limited range of
instructional strategies that
are effective, appropriate,
and somewhat accessible,
but may not be
challenging

Instructional strategies are
partially appropriate and
engage some students

Curriculum is loosely
organized and
inconsistently reflects
concepts, themes, and
skills

Curriculum supports an
understanding of concepts
with some students and
may occasionally value
different perspectives

Learning experiences are
directed by the teacher and
allows limited student
autonomy, interaction, and
choice
Student Actions:

Students feel that they
rarely have autonomy and
choice in their work
In Reflection:

Teachers attempt to find
ways to incorporate
different perspectives, but
may not know how
Teacher Actions:

Uses instructional
strategies that are
effective, appropriate, and
challenging

Instructional strategies are
often geared to make
content and concepts
relevant

Curriculum is organized
and sequenced

Curriculum supports an
understanding of core
concepts and values
different perspectives

Learning experiences are
created to promote
constructive interactions,
autonomy, and choice and
to encourage student
learning
Student Actions:

Students feel that they
have autonomy and choice
occasionally in class
In Reflection:

Teachers consider ways
that they can more
effectively include more
perspectives
Teacher Actions:

Uses many instructional
strategies that are
effective, contentappropriate, accessible to
most students, and
challenging

Instructional strategies are
geared to make content
and concepts relevant

Curriculum is organized
and sequenced in a way
that demonstrates
concepts, themes, and
skills

Curriculum supports a
thorough understanding of
core concepts that values
different perspectives

Learning experiences are
created to promote
constructive interactions,
autonomy, and choice to
support student
involvement in learning
Student Actions:

Students feel that they
have some autonomy or
choice in their work
several times per week
In Reflection:

Teachers consider ways
that they can more
effectively include more
perspectives in their
classroom
Teacher Actions:

Uses a broad range of
multiple instructional
strategies that are
effective, contentappropriate, accessible to
all students, and
challenging

Instructional strategies are
geared to engage all
students in meaningful
learning

Curriculum is organized
and sequenced in a way
that demonstrates
concepts, themes, skills,
and the relationships
between them

Curriculum is designed to
ensure that all students
develop a deep
understanding of core
concepts that values a
broad range of
perspectives

Learning experiences are
created to promote a
variety of constructive
interactions, autonomy
and choice to support
significant involvement of
learning
Student Actions:

Students feel that they
have choice and autonomy
daily in their work
In Reflection:

Teachers consider ways
that they can more
effectively include more
perspectives and
autonomy in their
classroom and links that
directly to student
achievement
4.4
Differentiate
and modify
plans to
accommodate
more
comprehensive
learning and
provide
structure to
ensure that all
students
maximize
their learning
Teacher Actions:

Plans are not modified, in
spite of evidence that
modification would
improve student learning

Does not attempt to
provide differentiated
instruction for the class
Student Actions:

Students have no
awareness of the ways in
which they best learn
In Reflection:

Does not know the
purpose and benefits of
differentiation or may not
believe that differentiation
is appropriate or necessary
Teacher Actions:

Modifications to
instructional plans are
superficial aspects of the
lesson

Attempts to differentiate
for class needs
Student Actions:

Students are aware of
some of the ways in which
they learn best
In Reflection:

Explains the purpose and
benefits of differentiation
Teacher Actions:

Instructional plans are
generally modified to
enhance student learning

Designs content applicable
to the general group of
students while still
complying with
requirements for those
students on Individual
Education Programs (IEP,
Special Education Plans)
Student Actions:

Students are aware of the
contexts in which they are
most likely to understand
the material
In Reflection:

Generally explains the
purpose and benefits of
differentiation and when it
is most effective for
students
Teacher Actions:

Instructional plans are
modified as needed for
sub-groups of students

Designs content, process,
and products that
differentiate material for
sub-groups of students
with different needs and
interests
Student Actions:

Students are aware of
accommodations they
need or the contexts in
which they are most likely
to understand the material
In Reflection:

Explains the purpose and
benefits of differentiation
and when it is most
effective for students
Teacher Actions:

Instructional plans are
modified as needed for
individual students based
on formal and informal
assessments or studentdriven requests

Designs content,
procedures, and products
that are customized for
individual students
Student Actions:

Students are aware of the
accommodations they
need and the contexts in
which they are most likely
to understand material

Students make suggestions
and/or work with teacher
to create these productive
learning environments
In Reflection:

Explains the purpose and
benefits of differentiation
and when it is most
effective for students
5. Executing Lessons Effectively
Not Observed
5.1
Communicates
high
expectations
for behavior
and
achievement
Teacher Actions:

Does not attempt to
respond to student
misbehavior

Teacher does not
emphasize completion of
work and does not
encourage students to
extend their best effort

Teacher permits off-topic
discussions or does not
look for or command
student responses

Interactions with students
are negative, demeaning,
and/or inappropriate
Student Actions

Students are not aware or
do not care about
classroom rules or
expectations
In Reflection:

Does not explain key
strategies for
communicating
instructions and directions

May not feel that a
behavior management plan
is necessary
Developing Proficiency
Proficient
Excellent
Exemplary
Teacher Actions:

Attempts to communicate
instructions and directions,
but may not do so clearly
or efficiently

Uses the same few
techniques to respond to
misbehavior, regardless of
the offense

Reacts to student
misbehavior in the
moment and may do so
unjustly

Teacher emphasizes the
completion of enough
work to pass and does not
encourage students to
extend their best effort

Teacher frames contentrelated discussion that is
limited to question-andanswer

Interactions with students
are appropriate
Teacher Actions:

Communicates
expectations clearly and
assertively, sometimes
avoiding difficult
conversations

Chooses from a specific
set of techniques to
respond to comparable
student misbehavior

Often reacts to student
misbehavior in the
moment

Teacher emphasizes
completion of work, but
does not encourage
students to extend their
best effort

Teacher initiates and leads
discourse at the highest
levels of thinking to
explore and extend
knowledge

Interactions with students
demonstrate respect and
are inclusive and
appropriate
Teacher Actions:

Communicates
expectations and often the
purpose behind them
clearly, assertively, and
confidently

Effectively chooses from a
range of techniques to
respond fairly to student
misbehavior

Reacts to misbehavior
immediately and
assertively in the moment
and resolves misbehaviors
using a behavior
management plan

Teacher emphasizes
completion of work and
encourages students to
extend their best effort

Teacher leads discourse at
the highest levels of
thinking to explore and
extend knowledge and set
high expectations for
comprehension

Interactions with students
demonstrate a positive
rapport
Teacher Actions:

Communicates
expectations and the
purpose behind them
clearly, assertively, and
compellingly

Effectively, efficiently,
and appropriately
addresses individual
student misbehavior

Effectively considers
individual students when
reacting to behavior
infractions and resolves or
prevents misbehavior by
creating individual
solutions

Teacher emphasizes
completion of work and
consistently encourages
students to extend their
best effort

Structures and facilitates
discourse at the highest
levels of thinking to
explore and extend
knowledge and set high
expectations for
comprehension

Interactions with students
demonstrate a positive
rapport of mutual respect
Student Actions

Some students can repeat
classroom expectations
In Reflection:

Attempts to explains key
strategies for
communicating
instructions and directions,
but may not have a clear
plan or outline to
efficiently do so
Student Actions

Students can repeat
classroom expectations
In Reflection:

Explains key strategies for
communicating
instructions and directions
Student Actions:

Students have memorized
and can repeat classroom
expectations
In Reflection:

Explains key strategies for
communicating
instructions and directions
and explains the
importance of each in the
classroom management
plan
Student Actions:

Students have internalized
and can repeat classroom
expectations
In Reflection:

Explains key strategies for
communicating
instructions and directions
and explains the
importance of each in the
classroom management
plan
5.2
Utilizes timesaving
practices and
procedures to
maximize
learning time
and work with
a sense of
urgency
Teacher Actions:

Activities and pacing is
often too rushed or too
long

Does not explain
procedures

Does not reinforce
procedures or may not
have any

Does not establish
procedures for most
transitions and
considerable instructional
time is lost

Fails to monitor or adjust
instruction, activities, and
pacing to respond to
different student needs
Student Actions:

Students do not know or
follow procedures
In Reflection:

Does not think that
procedures and/or time
management are important
components of the
classroom day
Teacher Actions:

Pacing is structured so that
most students can
complete the activity,
though some cannot

Attempts to explain
procedures, but typically
does so superficially

Reinforces procedures
when they break down,
which happens frequently

Most procedures require
teacher facilitation

Attempts to establish
procedures for transitions,
but may not do so
effectively, losing
instructional time

Has difficulty monitoring
or adjusting instruction,
activities, and pacing to
respond to student needs
Student Actions:

Some students know and
follow established
procedures
In Reflection:

Reflects on how to better
establish procedures, but
may not know how to
implement changes
effectively
Teacher Actions:

Pacing is appropriate and
enables many students to
engage in the lesson (70%)

Explains procedures
clearly when needed, but
sometimes superficially so
because of general student
knowledge

Reinforces procedures
when they break down

Most procedures run
smoothly when teacher
facilitates

Establishes procedures for
transitions that maintains
flow of the lesson, but may
lose instructional time

Monitors instruction,
activities, and pacing to
address class needs
Student Actions:

Most students know and
follow established
procedures (70%)
In Reflection:

Reflects on how to better
establish procedures
effectively in the
classroom
Teacher Actions:

Pacing is appropriate and
is guided by the activity
conducted in the lesson

Explains procedures
clearly as needed and often
ties them to the rationale
behind them and student
achievement outcomes

Reinforces procedure
when they break down, but
prevents this from
happening most of the
time through proactively
reviewing them

All procedures run
smoothly and urgently

Establishes and directs
procedures for transitions
so no instructional time is
lost

Monitors and adjusts
instruction, activities, and
pacing to address student
needs
Student Actions:

Students know and follow
established procedures
In Reflection:

Reflects on how to better
establish procedures to
maximize learning in
class, citing individual
cases for improvement
Teacher Actions:

Pacing is adjusted as
needed to ensure that all
students are engaged

Communicates procedures
when necessary (and the
purpose behind them) in a
way that outlines key steps
and relates directly to
student achievement,
almost never reviewing
them because all students
know and follow the
established procedures
thoroughly and accurately

All procedures run
smoothly and urgently

Manages seamless
transitions incorporating
student responsibility so
no instructional time is lost

Invites input from students
in order to monitor and
adjust instruction,
activities, and pacing and
to address specific student
needs
Student Actions:

Students know and follow
established procedures and
can link them to student
achievement
In Reflection:

Reflects on how to better
establish procedures to
maximize learning in
class, citing individual
cases for improvement
5.3
Presents
course content
so that
students
comprehend
and master
key
information
and ideas
Teacher Actions:

Presents curriculum
without identifying or
integrating key concepts
and does not use this to
extend learning

Does not explain concepts
clearly or cohesively

Does not have a clear or
adequate presence in the
classroom and does not
carry an adequate volume
pace, or stature

Does not attempt to follow
the lesson plan or make
adjustments to improve
student achievement

Does not use standardsbased activities and/or
uses inappropriate
activities
Student Actions:

Students say they do not
understand the material or
they do not know where to
go for clarification
In Reflection:

Does not considers ways
to target individual student
needs in regards to
comprehension of key
concepts or may not think
that it is necessary
Teacher Actions:

Identifies some key
concepts and information
within the curriculum and
attempts to use this to
extend learning

Attempts to explain
concepts clearly, but may
be unorganized or contain
inaccuracies

Attempts to have a clear
presence in the classroom,
but may not be able to
capture the interest of
students

Attempts to follow the
lesson plan faithfully, but
may become side tracked
for reasons that are not
strategically linked to
student achievement

Attempts to use standardsbased activities that would
not logically promote
conceptual understanding
Student Actions:

Some students say they
understand the material or
they know where to go for
clarification
In Reflection:

Considers ways to target
some student needs in
regards to comprehension
of key concepts, but may
not know how
Teacher Actions:

Identifies and integrates
key concepts and
information within the
curriculum for students
and uses this to extend
learning

Explanations are coherent,
cohesive, and correct

Carries an adequate
volume, pace, stature, and
professionalism that
captures the interest of at
least half of the students

Follows the content and
pacing of the lesson
faithfully and does not
alter the plan

Uses standards-based
activities at the appropriate
cognitive level
Student Actions:

Students say they
understand the material or
they know where to go for
clarification
In Reflection:

Considers ways to
generally target student
needs in regards to
comprehension of key
concepts
Teacher Actions:

Facilitates and sometimes
guides students as they
integrate different
concepts and information
within the curriculum and
uses this to extend learning

Explanations are coherent,
cohesive, and correct with
a clear focus on key ideas

Carries an effective
volume, pace, stature, and
language that captures the
interest of almost all
students

Follows lesson plans
faithfully, but provides for
some flexibility to make
adjustments as necessary
in-the-moment

Uses challenging,
standards-based activities
at the appropriate
cognitive level that
promote conceptual
understanding
Student Actions:

Students say they
understand the material or
they know where to go for
clarification
In Reflection:

Considers ways to target
small sub-groups of
student needs in regards to
comprehension of key
concepts
Teacher Actions:

Facilitates students as they
identify and integrate
multiple concepts and
information within and
across curriculum and uses
this to extend learning

Explanations are coherent,
cohesive, and correct and
keep students focused in a
way that illuminates new
and key ideas

Carries a compelling and
persuasive volume, pace,
stature, and language that
captivates students and
reflects professionalism

Takes advantage of
opportunities to advance
the lesson to move
students closer to the goal

Uses challenging,
standards-based activities
at the appropriate
cognitive level that
promote conceptual
understanding and meets
individual needs
Student Actions:

Students say they
understand the material or
they know where to go for
clarification
In Reflection:

Considers ways to target
individual student needs in
regards to comprehension
of key concepts
5.4
Facilitate and
coordinate
student
activities and
practice so
students can
work towards
mastering the
objective and
checks for
understanding
through
questioning,
listening, and
responding in
order to check
for and ensure
student
learning
Teacher Actions:

Does not attempt to
communicate instructions
or expectations of student
performance

Does not attempt to check
for understanding

Does not ask questions to
focus students on key
concepts

Does not tell students
whether or not they met
the standard

Asks questions that are
inappropriate to lesson
objectives and does not
ask follow-up questions

Does not provide the
appropriate wait time

Does not correct student
content errors or fails to
address concept
misunderstandings
Student Actions:

Students are lost and do
not know the objective of
the assignment and/or the
content needed to
complete it
In Reflection:

Teacher reflects on the
understanding of
individual students and
looks for ways to
maximize that learning
Teacher Actions:

Attempts to communicate
instructions and
expectations, but may be
interrupted or unclear

Attempts to check for
understanding, but may be
too general to inform
instruction

Attempts to ask question
about key concepts, but
may not focus content

Attempts to tell students
whether or not they met
the standard, but may do
so generally as a class

Asks questions that are
relevant to objectives and
asks follow-up questions

Provides inconsistent wait
time for student responses

Corrects the student
content error, but does not
offer clarification of the
concept
Student Actions:

Students may be unclear
as to what they should be
able to accomplish in the
assignment
In Reflection:

Teacher superficially
reflects on the
understanding the class,
but may not know what to
do with that information
Teacher Actions:

Communicates
instructions and
expectations

Monitors student
performance to ensure ontask work

Checks the understanding
of a random variety of
students and discerns
classroom understanding
generally

Asks questions about key
concepts occasionally

Tells students whether or
not they have met the
standard

Asks questions that are
relevant to the objectives
and engages students to
think more

Provides somewhat
consistent wait time for
student responses

Corrects student content
errors to the individual,
group, and/or whole class
to clarify the concept
Student Actions:

Students are working
purposefully to complete
their work
In Reflection:

Teacher generally reflects
on the understanding of
the class and looks for
ways to maximize that
learning
Teacher Actions:

Instructions are presented
clearly to emphasize key
points and expectations

Monitors student
performance and
engagement to extend
learning

Purposefully checks the
understanding of small
sub-groups of students and
discerns student
understanding through
scaffolding

Asks questions about key
concepts to gauge
understanding

Explains to students why
they have or have not met
the standard

Asks thought-provoking
questions at high cognitive
levels and seeks
clarification through
follow-up questions

Teacher provides the
appropriate wait time for
student responses

Corrects student content
errors to individuals,
groups, and/or the whole
class in a way that clarifies
the concept
Student Actions:

Students are working
purposefully to complete
and understand key
concepts in their work
In Reflection:

Teacher reflects on the
understanding of subgroups of students and
looks for ways to
maximize that learning
Teacher Actions:

Instructions presented
clearly to provide context
for key points and
rationale

Facilitation encourages
students to self-monitor,
cooperate, and support one
another

Efficiently checks every
student’s understanding to
discern the root of any
misunderstandings

Asks questions about key
concepts throughout lesson
to gauge understanding

Teaches students how to
evaluate and articulate
their own work

Routinely asks thoughtprovoking questions at
high cognitive levels and
seeks clarification and
elaboration from student
responses

Teacher provides the
appropriate wait time for
student responses

Corrects student content
errors to individuals,
groups and/or whole class
in a way that clarifies the
concept and validates
learner

Follows-up to ensure
comprehension
Student Actions:

Students are working
purposefully to produce
their best work in order to
obtain mastery
In Reflection:

Teacher reflects on
understanding of
individual students and
looks for ways to
maximize that learning
5.5
Use resources
and materials
in a thoughtful
way to
promote
student
learning
Teacher Actions:

Instructional materials,
resources, and
technologies are not used
or are used inappropriately

Materials do not
accurately reflect diverse
perspectives
Student Actions:

Students are not able to
identify or apply any new
skills or materials
In Reflection:

Teacher may not think that
multiple or varied
resources are necessary
Teacher Actions:

Uses instructional
materials, resources, and
technologies that
infrequently conveys key
content or does not
support student
understanding

Materials may reflect
limited perspectives
Teacher Actions:

Uses instructional
materials, resources, and
technologies to support
student understanding, but
the teacher may not invest
students further into the
curriculum

Materials reflect some
diverse perspectives
Student Actions:

Students attempt to learn
different skills, but are not
able to use them
Student Actions:

Students actively learn
different skills and are able
to apply them with
guidance
In Reflection:

Teacher brainstorms ideas
for where to find and how
to implement prescribed
resources
In Reflection:

Teacher brainstorms ideas
for where to find and how
to implement identified
resources
Teacher Actions:

Uses instructional
materials, resources, and
technologies to promote
student understanding

Materials reflect diverse
perspective and skills
Student Actions:

Students actively learn
different skills and are able
to apply them in class
In Reflection:

Teacher brainstorms ideas
for where to find and how
to implement a variety of
resources
Teacher Actions:

Uses a variety of
instructional materials,
resources, and
technologies to extend
student understanding

Materials reflect different
perspectives and skills
Student Actions:

Students actively learn
different skills and are able
to apply those in a variety
of ways to concepts
independently
In Reflection:

Teacher brainstorms ideas
for where to find and how
to implement a variety of
resources
6. Assessing Student Learning
6.1
Creating
standardsaligned
assessments
(diagnostic,
formative, and
summative)
that determine
student
performance in
relation to the
Big Goal
Not Observed
Developing Proficiency
Proficient
Excellent
Exemplary
Teacher Actions:
 Does not attempt to
create or obtain a
diagnostic and does not
give one
 Does not attempt to
create assessments that
measure objectives and
does not give
formative assessments
 Items on assessments
do not reveal mastery
level
 Assessment are not
aligned to objectives
and do not demonstrate
rigor
 Does not administer
assessments as a way
to track student
progress towards
mastery
Teacher Actions:
 Attempts to create or
obtain diagnostics that
assess students’
readiness, those
diagnostic may fail to
 Attempts to create
formative and
summative assessments
that measure each
objective, though
assessments may be
missing and not all
objectives may be tested
 Some items on
assessment do not reveal
mastery level of students
 Assessments do not
demonstrate rigor
towards mastery of
standards
 Attempts to administer
diagnostic and
summative assessments
to grade accurately and
occasionally monitor
student performance
Teacher Actions:
 Creates or obtains
diagnostics that assess
students’ readiness
 Creates formative and
summative assessments
that measure each
learning goal or
objective taught
 Assessments ensure each
item reveals mastery of
the objective
 Assessments
demonstrate limited
rigor towards mastery of
standards-based
objectives
 Administers diagnostic
and summative
assessments to
determine student
performance
Teacher Actions:
 Creates or obtains
diagnostics that assess
students’ readiness or
prior knowledge
 Creates formative and
summative assessments
that scaffold questions to
gauge the extent of
mastery for crucial
learning goals and
objectives
 Assessments use multiple
items aligned to the same
objective to increase
reliability and fairness of
summative assessments
 Assessments demonstrate
rigor towards mastery of
the standards-based
objective
 Consistently administers
diagnostic, formative, and
summative assessments to
determine student
progress towards mastery
Teacher Actions:
 Creates or obtains
diagnostics that assess
students’ readiness for
material content and skills
 Creates formative and
summative assessments that
scaffold questions to gauge
the extent of mastery of
each learning goal and
objective taught
 Assessments use multiple
items and a variety of
techniques aligned to the
same objective to ensure
reliability and fairness of
summative assessments
 Assessments demonstrate
rigor towards mastery of the
standards-based objective
 Uses authentic assessments
when possible and
appropriate to gauge true
mastery
 Administers assessments as
often as is necessary for
student mastery
Student Actions:
 Students feel that
assessments are either
far too easy or
impossible to complete
and do not reflect the
extent of their learning
in any way
In Reflection:
 Does not explain the
criteria to consider
when creating or
obtaining diagnostics
and how to use them to
determine realistic
goals and student
progress
 Does not explains the
importance of utilizing
assessments to inform
instruction
Student Actions:
 Students feel that
assessments are often
too difficult or too easy
In Reflection:
 Explains the criteria to
consider when creating
or obtaining diagnostics
and how to use them to
determine realistic goals
and student progress in a
limited way
 May not acknowledge or
know the importance of
utilizing assessments to
inform instruction
Student Actions:
 Students feel that
assessments are usually
rigorous and/or
sometimes reflect their
learning
In Reflection:
 Explains the criteria to
consider when creating
or obtaining diagnostics
and how to use them to
determine realistic goals
and student progress
 Explains the importance
of utilizing assessments
to inform instruction
Student Actions:
 Students feel that
assessments are rigorous
or that assessments
accurately reflect the
extent of their learning
Student Actions:
 Students feel that
assessments are rigorous
and accurately reflect the
extent of their learning
In Reflection:
 Accurately explains the
criteria to consider when
creating or obtaining
diagnostics and how to
use them to determine
realistic goals
 Explains the importance
of utilizing assessments
to inform instruction
In Reflection:
 Accurately explains the
criteria to consider when
creating or obtaining
diagnostics and how to use
them to determine realistic
goals
 Explains the importance of
utilizing assessments to
inform instruction
6.2 Monitoring
student progress
towards meeting the
standards and
maintaining
instructional records
that clearly show the
basis for grading
Teacher Actions:

Unclear or absent
grading system

Maintains an inaccurate
or incomplete
instructional record that
does not support the real
achievement of students
Student Actions:

Students are unaware of
their grades
In Reflection:

Does not or is not able
to explain how
assessments are used as
the basis for the
assignment of grades

Reflects that nonobjective measures
should be used as the
basis of grades
Teacher Actions:
 Grading system provides
a somewhat accurate
picture of student
performance against the
goal
 Provides evidence for
the basis of most grades
 Grades are clear to the
teacher
 Usually submits grades
in a timely manner
Student Actions:

Some students know their
grade and a few can
explain why they earned
it
In Reflection:

Explains how some
assessments are used as
the basis for the
assignment of grades, but
may also heavily factor in
subjective or
participation-based
activities as a significant
portion of grade
Teacher Actions:
 Grading system provides
an accurate picture of
student performance
against the goal
 Provides evidence for
the basis of grades
 Grading is clear to the
teacher and
administration, but may
not be accessible to
students
 Submits grades in a
timely manner
Student Actions:

Many students know their
grade and some can
explain why they earned
it
In Reflection:

Explains how recorded
assessments are used as
the basis for the
assignment of grades
Teacher Actions:
 Grading system
efficiently provides
detailed, reliable picture
of student performance
against the goal
 Provides evidence for the
basis of grades using
objective measures for
most grades
 Grades in a way that
helps students understand
their performance
 Grading is clear to the
teacher, administration,
and most students
 Submits grades in a
timely manner
Student Actions:

Students know their grade
and most can explain why
they earned it
In Reflection:

Explains how a variety of
recorded assessments are
used as the basis for the
assignment of grades
Teacher Actions:
 Grading system efficiently
provides comprehensive,
reliable, and accessible
picture of student
performance against the
goal to guide future
planning
 Provides evidence for the
basis of grades using
objective measures
 Grades in ways that help
individual students lean
their strengths and
weaknesses and improve
their performance
 Grading is clear to the
teacher, student, parent, and
school
 Submits grades in a timely
manner
Student Actions:

Students know their grade
and can explain why they
earned it
In Reflection:

Explains how a variety of
recorded assessments are
used as the basis for the
assignment of grades
6.3
Evaluate and
keep track of
students’
performance on
assessments to
promote
awareness of
student
progress by all
stakeholders
and maintain
behavioral and
academic
investment
Teacher Actions:

No tracking system
present

Information about
student learning is
inappropriately or not
used by the teacher to
plan, guide, or adjust
instruction
Student Actions:

Students do not reflect
on their achievement
In Reflection:

Does not know or think
that tracking is
necessary

Does not know or
understand how to use
tracking to inform
instruction
Teacher Actions:
 Attempts to create or
obtain a tracking system,
though may lack
knowledge or skill to do
so
 Provides evidence for
the tracking of student
progress, though this
tracking may be
incomplete or sporadic
 Tracking is clear to
many students
 Attempts to track
student performance on
assessments, though
tracking may be
sporadic and
significantly after the
assessment
 Information from a
limited range of
assessments is used to
plan activities, and is not
used to adjust instruction
Student Actions:

Students reflect in
teacher-guided activities

Students need teacher to
explain their achievement
In Reflection:

Explains process needed
to effectively track, but
may not fully understand
requirements to do so
effectively

Explains the importance
of tracking, but may not
know how to use a
tracking system
effectively
Teacher Actions:
 Creates or obtains
tracking system that
records student
performance on
assessments
 Provides evidence for
the tracking of student
progress
 Tracking is clear to
students
 Tracks student
performance on
assessments, though
tracking may be one or
more weeks after the
assessment
 Information from a
variety of assessments is
used to plan and modify
learning activities and to
meet class and
individual needs
 Assessments are
occasionally used to
adjust instruction
Student Actions:

Students reflect and selfassess for many learning
activities

Students use teacher
model to understand their
achievement
In Reflection:

Explains process needed
to track

Explains the importance
of tracking

Links tracking to class
performance
Teacher Actions:
 Creates or obtains a
tracking system that
calculates and reports
individual and class
progress towards the Big
Goal
 Provides evidence for the
systematic tracking of
student progress on
summative assessments
 Tracking is clear to the
students and enables
students to monitor their
progress towards the goal.
 Tracks student
performance shortly after
assessment
 Tracking informs teacher
planning, specifically in
unit review
 Information from a
variety of assessments is
used to plan and modify
learning activities,
support individual and
class needs, and often
modify instruction
Student Actions:

Students reflect and selfassess their progress
towards goal

Students use their
awareness of progress
towards goal to re-invest
themselves in their own
achievement
In Reflection:

Explains process needed to
effectively track

Explains the importance of
tracking and using that
data to inform instruction

Links tracking to subgroups of student
performance
Teacher Actions:
 Develops or uses a tracking
system that reports
individual and class
progress towards the Big
Goals and easily highlights
areas where individual
students need the most
improvement
 Provides evidence for the
systematic and ongoing
tracking of student progress
on a variety of assessments
towards meeting the
standards
 Tracking is clear to students
and enables students to
monitor their own progress
towards the goal and reflect
on their achievement
 Tracks students
immediately and invests
students in their short- and
long-term achievement
 Information from a variety
of ongoing assessments is
used to plan and modify
learning activities, support
class and individual student
needs and achievement, and
modify instruction
Student Actions:

Students reflect and selfassess their progress

Students use their awareness
of progress towards goal to
demonstrate new strategies
and discuss their progress
with peers
In Reflection:

Explains process needed to
effectively track

Explains the importance of
tracking and using that data
to inform instruction

Links tracking to individual
student performance
6.4
Communicating
with students
and parents
about student
progress
Teacher Actions:

Does not communicate
assessment criteria or
student progress
Student Actions
Teacher Actions:

Communicates unclear or
incomplete assessment
criteria and progress to
students and does not
align the discussion with
standards
In Reflection:
Teacher Actions:

Communicates
assessment criteria and
student progress, but may
not align this to the
standards
Teacher Actions:

Clearly communicates
assessment criteria and
student progress in a way
that reflects alignment to
standards
Student Actions
Student Actions:

Regularly exchange
information about learning
with the teacher and their
families in ways that
improve understanding and
encourage academic
progress

Exchanges occur in
planned intervals
throughout the year
Student Actions
In Reflection:
In Reflection:
In Reflection:

Explains the importance of
thoroughly communicating
student progress towards
standards and goals
Teacher Actions:

Clearly communicates
assessment criteria and
student progress in a way
that reflects alignment to
standards

Teacher includes taskspecific criteria for various
performance levels when
explaining student progress
Student Actions:

Participates with the teacher
to exchange information
about their learning with
families and other school
stakeholders in ways that
improves student
understanding and
encourages academic
progress

Exchanges occur frequently
In Reflection:

Explains the importance of
thoroughly communicating
student progress towards
standards and goals
7. Developing as a Professional Educator
7.1
Establish
professional
goals and
pursue
opportunities to
grow
Not Observed
Developing Proficiency
Proficient
Excellent
Teacher Actions:

Professional goals are not
established or are based
on predetermined goals
not aligned to teacher
needs

Teacher rarely pursues
opportunities to develop
new knowledge or skills,
even when recommended
by an administrator

Does not participate in the
professional learning
community
Teacher Actions:

Professional goals are
established with assistance

Teacher pursues some
opportunities to acquire
new knowledge and skills

Infrequently participates
in a professional learning
community
Teacher Actions:

Professional goals are
developed based on the
teacher’s perception of
what they should improve

Pursues opportunities to
acquire knowledge or
skills, usually at the
recommendation of an
administrator

Participates in a
professional learning
community
Teacher Actions:

Professional goals are
developed based on
previous year’s
performance

Pursues opportunities to
acquire new knowledge
and skills

Sometimes contributes to
a professional learning
community
Teacher Actions:

Professional goals are
extended based on
reflection of career
performance

Purposefully pursues
opportunities to expand
knowledge and skills

Contributes to a
professional learning
community
In Reflection:

Considers goals that will
impact practice

Explains how
opportunities will help
their practice in the future
In Reflection:

Considers goals that will
truly impact practice in a
way that promotes student
achievement

Explains how
opportunities will both
help their practice as well
as the contribute to the
general body of
knowledge at the school
In Reflection:

Does not consider goals

Does not know or
understand how
opportunities could help
their practice or may not
think that they require any
development
In Reflection:

Considers goals that are
interesting, but will
probably not impact
practice and are not
aligned to student
achievement

May not understand or
know how opportunities
could help their practice
In Reflection:

Considers goals that may
impact practice, but are
not informed by data

Explains how
opportunities could help
their practice in the future
Exemplary
7.2
Content
Pedagogy
7.3
Discourse
about
Professional
Issues
Teacher Actions:

Does not attend required
professional development
activities and does not
show growth in
pedagogical knowledge or
skills

Does not come prepared
to meetings with content
lead and does not
contribute to the
conversation

Does not access other staff
in content area
Teacher Actions:

Attends required
professional development
activities and
demonstrates limited
growth in pedagogical
knowledge and skills

Comes prepared to
meetings with the content
lead, but does not
contribute to the
conversation

Only accesses content lead
when resources are limited
In Reflection:

Does not identify areas of
strength or weakness in
content and pedagogy

Does not reflect on
practice or may not think
development in this area is
needed
In Reflection:

Attempts to identify areas
in content or pedagogy
where work is needed

Reflects on practice when
required
Teacher Actions:

Does no implement
decisions made by the
team, committee, or
school

Does not engage in
discourse about
professional issues or
usually does so in a
negative way
Teacher Actions:

Implements most
decisions by the team,
committee, or school, but
often does not do so
completely

Engages other teachers in
discourse about
professional issues,
although discourse is often
negative or unproductive
In Reflection:

Does not understands or
believe that implementing
school decisions can
impact student
achievement
In Reflection:

Understands that
implementing school
decisions may have an
impact on student
achievement
Teacher Actions:

Participates in required
professional development
activities and
demonstrates some growth
in pedagogical knowledge
and skills

Comes prepared to
meetings with the content
lead and contributes to the
conversation when asked

Occasionally accesses
other staff in content area,
but usually limits
interactions to content
lead or when resources are
limited
In Reflection:

Identifies areas in content
and pedagogy on which
the teacher would like to
work

Reflects on practice when
prompted
Teacher Actions:

Implements decisions
developed by the team,
committee, or school, but
may not do so completely

Usually engages other
teachers in discourse
about professional issues,
although some discourse
may be negative
In Reflection:

Understands that
effectively implementing
school decisions can
impact student
achievement
Teacher Actions:

Participates in
professional development
activities and
demonstrates growth in
pedagogical knowledge
and skills

Comes prepared to
meetings with content
lead and contributes to the
conversation

Sometimes accesses other
staff in content area to
gather resources
In Reflection:

Identifies areas of
pedagogical strength and
weakness

Reflects on ways to
improve practice
Teacher Actions:

Implements decisions
developed by the team,
committee, or school

Positively engages other
teachers in discourse
about professional issues
In Reflection:

Understands the positive
impact on student
achievement by
effectively implementing
school decisions
Teacher Actions:

Participates in multiple
and varied professional
development activities
linked to content and
demonstrates a consistent
pattern of professional
growth in pedagogical
knowledge and skills

Comes prepared to
meetings with content lead
and drives the
conversation about areas
of strength and growth

Accesses other staff in
content area to improve
practice and gain new
ideas
In Reflection:

Accurately identifies areas
of pedagogical and
content strength and
weakness linked to what
will most help boost
student achievement

Takes initiative to reflect
on ways to improve
practice
Teacher Actions:

Provides leadership in
developing and
implementing decisions
made at the team,
committee, or school level

Initiates, leads, and
positively engages other
teachers in discourse
about professional issues
In Reflection:

Understands and values
the positive impact on
student achievement by
effectively implementing
school decisions
7.4
Reflection of
teacher on
practice
Teacher Actions:

Does not attempt to note
progress or gaps for
students and/or does not
use data to inform
instruction

Does not attempt to
identify key student or
teacher actions that create
gaps in student
performance and does not
consider feasibility or
urgency

Does not attempt to align
teacher actions with root
causes or may think that
all problems are the result
of student actions

Does not follow
recommendations to
pursue professional
development, even when a
resource is provided
In Reflection:

Describes the process for
personal reflection and
growth in a way that is
unlikely to target major
gaps in student
performance or does not
believe that reflection is
necessary
Teacher Actions:

Attempts to note general
student progress and gaps
across the entire class, but
may not have the
knowledge or skill to do
so efficiently or
effectively

Attempts to identify
student habits that might
logically contribute to
achievement gaps, but
may identify habits that
are not urgent or do not
affect a large cross-section
of the class

Attempts to identify key
teacher actions that
explain student outcomes,
though this may lack data
and/or feasibility and
urgency over which will
most directly impact
student achievement

Attempts to align teacher
action and the root causes
they identify, but links
may not be aligned or may
have a gap in logic

Attempts to follow
recommendations to
pursue development, but
may need guidance or
direct intervention in
selecting a resource

Some development in
completed in that area
In Reflection:

Describes the process for
personal reflection and
growth in a way that is
unlikely to target major
gaps in student
performance, but may
address some gaps
Teacher Actions:

Notes general student
progress and gaps across
the entire class using data
and student performance

Accurately identifies
student habits or actions
that might logically
contribute to achievement

Considers several key
teacher actions that
explain student outcomes
and identifies one that
might logically contribute
to a feasible improvement
in student performance

Considers the causes that
could explain teacher
actions to identify
potential root causes that
are logically aligned, but
may lack data or reflection

Follows recommendations
to pursue a resource or
learning experience,
possibly prescribed, and
successfully completes
some development in that
areas
In Reflection:

Describes the process for
personal reflection and
growth in a way that may
target major gaps in
student performance
Teacher Actions:

Notes progress and gaps
for pre-established
subgroups of students
using data and student
performance outcomes

Prioritizes those gaps
using urgency or
feasibility and identifies
specific student actions
that have contributed to
achievement

Considers data from
multiple sources and
considers a few key
teacher actions that
explain the trends in
student outcomes, using
the rubric, and prioritizing
which teacher actions are
the most feasible to
address

Considers a range of
causes that could explain
teacher actions to address
and determines the root
cause by using data and
reflection

Pursues and selects from a
core set of resources and
learning experiences that
align with the area to be
addresses and successfully
engages in a productive
learning experience
In Reflection:

Describes the process for
personal reflection and
growth in a way that is
likely to target major gaps
in student performance
Teacher Actions:

Notes progress and
notable gaps in established
subgroups and
independent students
using data and student
performance

Prioritizes those gaps
using urgency and
feasibility and identifies
specific student actions
that result in student
achievement outcomes,
behavior, and
development

Considers data from
multiple sources and
determines key teacher
actions that explain trends
in student outcomes and
performance, using rubric,
and prioritizing which
teacher actions are most
urgent to address

Considers range of causes
that could explain teacher
areas to address and
determines the root cause
using data, underlying
factors, observations, and
reflection

Pursues and creates
multiple learning
opportunities and
experiences that address
areas to develop in
teaching practice and
successfully engages in
efficient, targeted, and
customized professional
development
In Reflection:

Describes the process for
personal reflection and
growth in a way that is
certain to target major
gaps in student
performance
7.5
Implementation
of strategies to
improve
practice
Teacher Actions:

Does not attempt to
choose strategies to
develop practice or
address classroom
problems

Does not attempt to
perform prescribed
professional development

Does not have a feasible
plan to implement
professional development
or there may be a lack of
planning

Does not implement the
strategies in a reasonable
time frame
In Reflection:

May not think that there
are any issues to develop
in classroom practice
Teacher Actions:

Attempts to choose
strategies that align with
the problems observed in
the classroom

Attempts to perform the
desired professional
development when asked
to do so, but may not
know how

Creates a list of things to
do, but may not have an
action plan to make the
professional development
feasible

Implements the strategies
more than a week after the
plan has been outlined
In Reflection:

Generally describes a
process for choosing
strategies that align to the
causes and problems in
the classroom and
explains the importance of
implementing solutions,
but may have inaccurate
links between the two
steps
Teacher Actions:

Chooses strategies that
align with problems and
their causes in the
classroom

Performs the desired
professional development
plan when asked to do so

Creates an action plan that
is feasible to implement

May implement the
strategies a week after the
plan has been outlined
In Reflection:

Describes a process for
choosing strategies that
align to the causes and
problems in the classroom
and explains the
importance of
implementing solutions,
though some illogical
connections may be made
in alignment
Teacher Actions:

Chooses strategies that
would solve some of the
key student performance
problems

Chooses strategies that
will build upon areas of
strength or progress areas
needing development

Follows through with
actions on regular
occasions beyond formal
professional development
at school

Creates a personal
implementation plan that
is personally feasible

Implements strategies
shortly after created and is
committed to the outlined
plan
In Reflection:

Describes a process for
choosing strategies that
align to the causes and
problems in the classroom
and explains the
importance of
implementing solutions
Teacher Actions:

Chooses multiple
strategies from
professional development
that would transform
student performance

Chooses strategies that
will both build upon areas
of strength and progress
areas needing
development

Follows through with
strategies continuously

Accurately gauges what is
personally ambitious and
feasible to implement
independently and what
areas may need to be
supported

Implements strategies
immediately with
commitment and followthrough in order to find
alternative solutions or
adjust course
In Reflection:

Describes a process for
choosing strategies that
align to the causes and
problems in the classroom
and explains the
importance of
implementing solutions
7.6
Using
communities,
families, and
colleagues to
grow as a
professional
Teacher Actions:

Has limited or no
knowledge of students’
communities or how to
access them to promote
collaboration with the
school

Limited communication
with families and is not
sure or does not see the
importance of providing
opportunities to provide
interactions between
families and the school

May not have respect for
students’ families

Rarely converses with
colleagues and/or rarely
seeks out other staff to
meet students’ needs
In Reflection:

Does not think
collaboration is necessary
in order to grow as a
professional
Teacher Actions:

Understands the
importance of students’
communities but is not
sure how to promote
collaboration

Respects some students’
families and initiates some
communication, but does
not provide opportunities
for a connection between
families and the school to
promote professional
growth

Engages in limited
dialogue with colleagues
and sometimes seeks out
staff to meet students’
needs
In Reflection:

Understands the benefits
of collaboration, but may
not link them to
professional development
or student achievement
Teacher Actions:

Understands the
importance of students’
communities and
occasionally attempts to
promote collaboration

Respects some students’
families and initiates some
communication

Engages in dialogue with
some colleagues and seeks
out staff to help meet
students’ needs
In Reflection:

Understands that
collaboration can lead to
development as a
professional and growth in
student achievement
Teacher Actions:

Values students’
communities and develops
knowledge of them to
benefit students and
families to promote
collaboration

Respects students’
families and develops
positive communication
and understanding of their
diverse backgrounds to
develop their professional
repertoire

Engages in dialogue with
colleagues, collaborates
with staff to meet
students’ diverse needs in
order to grow as a
professional
In Reflection:

Understands that
collaboration between
teacher, student, family
and community can lead
to development as a
professional and growth in
student achievement
Teacher Actions:

Values students’
communities and uses
knowledge of them to
promote collaboration
between school and
community

Respects all students’
families and understands
their diverse backgrounds,
maintains positive
interactions and uses them
to provide meaningful
interactions between
school and community

Engages in dialogue and
reflection with colleagues
and collaborates with staff
to meet the needs of
students and grow as a
professional
In Reflection:

Understands and values
collaboration between
teacher, student, family,
and community as a way
to develop and grow as a
professional, boosting
student achievement
8. Logistics and Advisory
Not Observed
Developing Proficiency
Proficient
Excellent
8.1
Advisory
Logistics
Teacher Actions:

Attendance is often
inaccurate

Does not submit the Daily
Update

Does not print or
distribute quick look-ups
on a weekly basis

Does not submit end of
term summaries.
Teacher Actions:

Teacher takes accurate
attendance, though there
may be a numerous
mistakes each year

Submits Daily Update 1-2
days per week

Is inconsistent in printing
and distributing weekly
quick look-ups

Submits one of two end of
term summary.
Teacher Actions:

Teacher takes accurate
attendance, though there
are a few mistakes each
year

Submits Daily Update 3
days per week

Almost regularly prints
and distributes quick lookups

Submits one of two, end
of term summaries.
Teacher Actions:

Teacher takes accurate
attendance with one or
two mistakes each year

Submits Daily Update 4
days per week

Prints and distributes
quick look-ups regularly,
having missed only one or
two weeks.

Submits end of term
summaries
Teacher Actions:

Teacher takes accurate
attendance

Submits Daily Update 5
days per week

Prints and distributes
quick look ups weekly

Submits end of term
summaries.
Exemplary
8.2
Advisory
Communication
Teacher Actions:

Does not respond to
advisory communications
in an appropriate period of
time and usually has to be
reminded

Does not communicate
with parents

Does not provide
feedback, even when
asked
Teacher Actions:

Responds to some
advisory communications,
but often has to be
reminded to participate

Communicates with
parents at least two times
per year

Occasionally provides
feedback when asked, but
feedback is often
incomplete
Teacher Actions:

Responds to most
advisory communications

Communicates with
parents at least four times
per year

Provides feedback on the
curriculum when asked
Teacher Actions:

Responds to all advisory
communications in an
appropriate period of time,
with few late or missing
occurrences

Communicates with
parents on a regular
schedule (five or more
times per year)

Provides feedback on the
curriculum in a
meaningful way, when
asked
Teacher Actions:

Responds to all advisory
communication with sense
of urgency and in
appropriate period of time
(same day)

Communicates with
parents on a regular
schedule and invites
parents to become greater
participants in the school

Provides feedback on
curriculum, etc. of grade
level in a meaningful way
and on a regular basis
8.3
Advisory
Student
Relationships
Teacher Actions:

Teacher has few
relationships with
advisory students

Teacher does not
communicate with
students’ other teachers

Teacher is not an advocate
for students
Teacher Actions:

Teacher develops
relationships with some
advisory students

Teacher rarely
communicates with
students’ other teachers

Teacher is an advocate for
some students
Teacher Actions:

Teacher develops
relationships with
advisory students

Teacher occasionally
communicates with
students’ other teachers or
monitors their success

Teacher is an advocate for
the students
Teacher Actions:

Teacher develops strong
relationships with
advisory students

Teacher sometimes
communicates with
students’ other teachers
and monitors their success

Teacher is an advocate for
the students
Teacher Actions:

Teacher develops clear,
strong relationships with
advisory students

Teacher often
communicates with
students’ other teachers
and monitors their success

Teacher is a clear
advocate for the students
Student Actions:

Few students feel a
relationship with their
advisor

Few students feel that
their advisor has a clear
picture of their academic
achievement
Student Actions:

Some students feel
relationship with advisor
as advocate, many do not

A few students feel
advisor has clear picture
of their academic
achievement
Student Actions:

Many students feel
relationship with advisor
as advocate

Some students feel
advisor has clear picture
of tacademic achievement
Student Actions:

Students feel relationship
with advisor as advocate
for their success

Most students feel advisor
has a clear picture of their
academic achievement
Student Actions:

Students feel strong
relationship with advisor
as advocate

Students feel advisor has
clear picture of their
academic achievement
8.4
Professional
Development
and School
Culture
Teacher Actions:

Teacher sometimes
attends the weekly
professional development,
but typically arrives late
or leaves early
Teacher Actions:

Teacher attends weekly
professional development,
though does not always
participate and sometimes
arrives late or leaves early

Teacher attempts to create
a college going culture
Teacher Actions:

Teacher attends weekly
professional development

Teacher works to create a
college going culture
Teacher Actions:

Teacher attends weekly
professional development
and actively participates

Teacher creates and
focuses on promoting a
college going culture
8.5
Advisory Big
Goals
Teacher Actions:

Teacher does not track
GPA, Attendance,
Community Service
Hours and School Pride

Teacher does not
complete ILP’s for
students
Teacher Actions:

Teacher does not actively
track GPA, Attendance,
Community Service Hours
and School Pride

Teacher completes ILP’s
only once per year
Teacher Actions:

Teacher tracks GPA,
Attendance, Community
Service Hours and School
Pride but trackers are
completely updated

Teacher completes ILP’s
for most students twice
yearly
Teacher Actions:

Teacher tracks GPA,
Attendance, Community
Service Hours and School
Pride but missing some
tracking information.

Teachers updates ILP’s
for students twice per year
8.6
Sense of
Urgency
Teacher Actions:

Teacher does not
participate in required
school activities

Extends self far too much
or far too little to be
productive in reaching
goals

Places blame for failures
on others and does not
take responsibility for
challenges faced
Teacher Actions:

Teacher attends required
school activities and
events

Demonstrates an attempt
to not overreach

Attempts to avoid making
excuses about challenges,
but may place blame away
from self

Does not target challenges
that will most likely move
students closer to goal or
may inaccurately identify
where effort should be
placed
Teacher Actions:

Teacher participates and
engages in school events
and activities when asked

Asks for help when
needed

Productively implements a
few strategies when low
energy or motivation is
observed in self

Generally avoids making
excuses about the
challenges that are faced,
but may maintain same
effort to meet those
challenges
Teacher Actions:

Teacher participates and
engages in school events
and activities

Teacher participates in
one or more school-wide
initiatives and sometimes
contributes ideas for how
to make the school better

Anticipates when more
balance is needed to
maintain energy enough to
reach goals and makes
logical decisions

Proactively takes steps to
sustain energy and
motivation for self

Increases effort when
faced with challenges

Consistently targets
challenges that will move
students closer to goals if
overcome

Teacher does not create a
college going culture
Teacher Actions:

Teacher attends weekly
professional development
and adds to the collective
knowledge through
presentation, ideas, or
information

Teacher creates and
focuses on promoting a
college going culture
Teacher Actions:

Teacher accurately tracks
GPA, Attendance,
Community Service
Hours, and School Pride
Events

Teacher updates ILP’s for
all students twice yearly to
ensure all students are on
track to meet A-G
Requirements
Multiple Data Points
Data Required For Professional Development
1. Goals
 Teacher has a clear set of goals established for his or her classes/students.
 Teacher has updated progress-to-goal information. In order to ensure that the goal is
meaningful, teachers should have a clear idea of how close or far students are from
achieving their goals.
2. Unit plans and Long Term Plans (Scope and Sequence)
 Unit plans should be available for all units throughout the year. These unit plans
should include standards covered, objectives, outline of content, and link to learning
goals.
3. Lesson plans
 Lesson plans that include standards, objectives, clear outline of the day, and rigorous
content should be available for each day the teacher has class.
4. Student Achievement Data (grades and performance on standards)
 Nationally standardized student achievement examinations often are used to evaluate
teachers and school systems by ranking the student, class, and school according to
national norms. Teacher should have a clear and updated picture of student
performance in the course and on individual standards.
5. Peer Assessments and Conversations
 Teaching colleagues observe each other's classroom and examine lesson plans, tests,
and graded assignments. Peer review examines a wider scope of teaching activities
than other methods. Disadvantages include time consumption and possible peer
conflict. Formative application features may justify the time demands and minimize
sources of tension.
6. Student and Parent Evaluations
 Using student ratings in teacher evaluation has been restricted to higher education,
although student input has been collected informally in middle and secondary
schools. This method has a high degree of reliability, but questions of validity and
bias remain.
7. Self-Assessment
 This method usually supplements more formal evaluation methods and is used with
other data to identify weak areas of instruction and classroom management skills. It
serves as an important source of information for staff development, but is unsuitable
for accountability decisions.
-0-
Planning Guide for Start of School Year
TEACHER GOAL FORM
August
Prioritize students’ needs and identify the area(s) of need on which you will focus with your students this
school year.
Identify the measurable indicator(s) and methods of measurement you will use to show student progress
in the area(s) identified above.
Teacher
Initials
Evaluator
Initials
Date of
Conference
(over)
-1-
Summarize your students’ progress in the area(s) of need as shown by the indicators identified on the
front side of this form.
If you met your goal(s), what conditions were most helpful?
If you did not meet your goal(s), what were your obstacles or barriers?
Teacher
Initials
Date
Submitted
-2-
PROFESSIONAL RESPONSIBILITIES FORM
FOR TEACHERS
In what ways do you ensure that families and appropriate staff are informed of student progress or needs?
Briefly describe your student record keeping system.
-3-
List any professional growth, including activities and courses that you have participated in for this school
year. Which of these activities support reflective practice? How will they contribute toward your skills
and knowledge of student content standards? What do you plan to do this year?
List any curricular or extra curricular activities that you feel have contributed to the growth of your
professional practice.
List any other information that you would like to share with your evaluator.
-4-
Professional Development Plan Form
Name _________________________________________
Grade/Subject ________________
School _____________________________Date ______________School Year ____________
Professional Standards Domain (check all that apply)
I.
Big Goals
Investment
Learning Environment
Planning
Executing a Lesson
Assessment
Professional Development
Logistics and Advisory
Goal Setting:
II. Action Plan:
Which goal from the teacher standards are you focusing on this year and how does that align
with your goals for this professional development plan? Be sure goals are measurable and
describe the change you expect in your teaching practice.
How will you achieve your goal/s?
Support:
Partner or Resources
Activity
Timeline
(1)
(2)
(3)
(4)
Please turn over 
If more space is needed, please attach another sheet.
-5-
III.
Documentation: What evidence will you provide to document achievement of your goal/s? If your goal/s
extends beyond a one-year period, what will you provide to show progress towards completion of the goal/s?
IV. Teacher Summary and Comments:
Evaluator Comments
Principal Signature
Teacher’s Signature
__________________________________
__________________________________
__________________________________
__________________________________
October Date
May Date
October Date
May Date
Principal signature indicates approval of this plan.
-6-
______________
______________
______________
______________
Pre-Observation Planning Report Tool
Teacher ______________________________________________
Date of Pre-Observation Conference
_______________________
School _______________________________________________
Date of Observation ____________________
Time
___________
Grade/Subject _________________________________________
Date of Post-Observation Conference
______________________
Evaluator
___________________________________________
1. What are the goals and objectives this week? (Domain – Goal Setting)
2. What specific curriculum standards will you be focusing on this week? (Domain –
Planning/Instruction)
3. How will you help students make learning connections? Does this reflect new learning, review
learning, or extension of learning? (Domain –Planning/Instruction)
4. What learning experiences will best help the student reach the lesson objectives (e.g., cooperative
learning, graphic organizers, debates, etc.)? (Domain – Planning/Instruction)
5. How will you know if the students have met the objectives? (Domain – Assessment)
6. Is there anything special that should be known about this group of students? Are there specific
things that you have been or will be doing to accommodate these students? (Domain – Learning
Environment)
-7-
7. Are there any specific aspects of your teaching about which you would like to receive comments?
(Domain – Professional Development)
8. How does this lesson fit into the sequence of learning in your classroom? (Domain – Instruction)
9. How will you determine student progress in meeting the goals for this lesson? (Domain –
Assessment)
10. For the class as a whole what challenges are presented and how are you addressing them?
(Domain – Instruction)
11. Are there any characteristics of the physical space that may negatively impact student
learning? If yes, please describe. (Domain – Learning Environment)
12. Additional comments or information that you would like to share with your evaluator.
(Optional)
-8-
Observation Form
Teacher _________________________________________
Date ________________
Standard(s) of Teacher Focus: _____________________________________________________________________
Grade/Subject
_________________________________
Evaluation Category
TIME
Beginning Teacher
Experienced Teacher New to District
TEACHER ACTION
Proficient Status
STUDENT ACTION
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Intensive Improvement
QUESTIONS
Post-Observation Planning Report
Name ______________________________Grade/Subject______________________________
School ___________________________ Date_________________School Year ____________
Reflection on the Lesson
Successful Components of the Class
Developing Components of the Class
Progress Related to Teacher
Standard of Development
Teacher Action Leading to Student Action
Root Causes
Reflection on the Lesson
Student Action
(1)
(2)
(3)
(4)
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Revision of Professional Development Plan (as needed)
Professional Standards Domain (check all that apply)
I.
Big Goals
Investment
Learning Environment
Planning
Executing a Lesson
Assessment
Professional Development
Logistics and Advisory
Goal Setting:
II. Action Plan:
How will you adjust your goals based on your areas of development? What new standards
might you consider the most important areas of growth?
How will you achieve your goal/s?
Support:
Partner or Resources
Activity
(1)
(2)
(3)
(4)
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Timeline
Observation and Evaluation Summary Report
**Administrators will use this form to generally evaluate each teacher. During the observation,
evaluators should highlight teacher proficiency on each category of the rubric to be included in
file.
Teacher ___________________________________________
Pre-Conference Date ______________________
School ____________________________________________
Date of Evaluation ______________
Time _______________
Grade/Subject ______________________________________
Evaluator ______________________
Position _____________
Evaluation Category
Beginning Teacher
Experienced Teacher New to District
Proficient Status
Exceeds
Standard
Meets
Standard
SETTING BIG GOALS ()
Developing standards-aligned, measurable,
meaningful, and feasible goals
1.1
1.2
Connecting students’ prior knowledge, life
experience, and interests with learning goals
Supporting Evidence/Comments
Note: The teacher may request copies of the documentation used by the evaluator
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Intensive Improvement
Below
Standard
Not Observed
Exceeds
Standard
INVESTING AND ENGAGING STUDENTS ()
Develop students’ rational understanding that they
can achieve by working hard
(“I can”)
2.1
2.2
Develop students’ rational understanding that they
will benefit from achievement (“I want)
2.3
Engaging students in problem-solving, critical
thinking, and other activities that make learning
meaningful
2.4
Promoting social development and group
responsibility
2.5
Reinforce efforts towards the Big Goal and promote
self-directed, reflective learning
2.6
Employ appropriate role models
Supporting Evidence/Comments
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Meets
Standard
Below
Standard
Not
Observed
Exceeds
Standard
Meets
Standard
LEARNING ENVIRONMENT ()
3.1
Create a welcoming environment through constant
reinforcement (verbal, visual cues aligned with
student achievement)
3.2
Establishing behavior management plans (long and
short term) to maximize instructional learning time
3.3
Designing classroom procedures to maximize
instructional learning time
Supporting Evidence/Comments
Note: The teacher may request copies of the documentation used by the evaluator.
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Below
Standard
Not
Observed
Exceeds
Standard
Meets
Standard
DESIGNING LEARNING EXPERIENCE ()
Design short- and long-term plan to facilitate and
promote student learning and connections to the material
4.1
Plan rigorous, objective- and data-driven lessons that
will lead students to mastery of the objective and progress
towards the Big Goal
4.2
Developing, sequencing, and designing instructional
activities to maximize student learning and facilitating
learning experiences and developing student understanding
through instructional strategies
4.3
Differentiate and modify plans to accommodate more
comprehensive learning and provide structure to ensure that
all students maximize their learning
4.4
Supporting Evidence/Comments
Note: The teacher may request copies of the documentation used by the evaluator.
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Below
Standard
Not
Observed
Exceeds
Standard
INSTRUCTION/LESSON EXECUTION ()
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Meets
Standard
Below
Standard
Not
Observed
5.1
Communicates high expectations for behavior and
achievement
5.2
Utilizes time-saving practices and procedures to
maximize learning time and work with a sense of
urgency
5.3
Presents course content so that students comprehend
and master key information and ideas
5.4
Facilitate and coordinate student activities and
practice so students can work towards mastering the
objective and checks for understanding through
questioning, listening, and responding in order to
check for and ensure student learning
5.5
Use resources and materials in a thoughtful way to
promote student learning
Supporting Evidence/Comments
Exceeds
Standard
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Meets
Standard
Below
Standard
Not
Observed
ASSESSMENT ()
6.1
Creating standards-aligned assessments (diagnostic,
formative, and summative) that determine student
performance in relation to the Big Goal
6.2
Monitoring student progress towards meeting the
standards and maintaining instructional records that
clearly show the basis for grading
6.3
6.4
Evaluate and keep track of students’ performance on
assessments to promote awareness of student progress
by all stakeholders and maintain behavioral and
academic investment
Communicating with students and parents about
student progress
Supporting Evidence/Comments
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Exceeds
Standard
PROFESSIONAL DEVELOPMENT ()
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Meets
Standard
Below
Standard
Not
Observed
7.1
Establish professional goals and pursue opportunities
to grow
7.2
Content Pedagogy
7.3
Discourse about Professional Issues
7.4
Reflection of teacher on practice
7.5
Implementation of strategies to improve practice
7.6
Using communities, families, and colleagues to grow
as a professional
Supporting Evidence/Comments
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Exceeds
Standard
Meets
Standard
Below
Standard
LOGISTICS AND ADVISORY ()
8.1 Advisory Logistics
8.2 Advisory Communication
8.3 Advisory Students
8.4
Attendance and Professional Development
8.5
Participation and Leadership
8.6
Communication with Students and Families
Supporting Evidence/Comments
Date of Post-Observation Conference
__________________________
Principal/designee Signature
___________________________________
Date _____________
Teacher Signature
___________________________________
Date
________________
Note: The teacher’s signature indicates that he/she has seen all comments on this form and does not
necessarily indicate agreement with the report. The teacher may respond to this report in writing
and then responses shall be attached to this report.
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Not
Observed
Summary Recommendation by the School Leader
Teacher _________________________________________ Date ________________
School _______________________________________
Dates of Evaluation Observations & Conferences _______________
Grade/Subject _________________________________
Evaluation Category
Beginning Teacher
________________________________________________
Experienced Teacher New to District
Proficient Status
Intensive Improvement
Areas to Improve:
Areas of Growth:
Comments:
Leader’s Signature ____________________________________
Date_____________
Teacher’s Signature ____________________________________
Date ___________
-22-
APPENDIX Q
Sample Head of School Evaluation
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Capitol Collegiate Academy
Sample Head of School Job Description and Basis for Evaluation132
The Head of School serves as Chief Executive for Capitol Collegiate Academy. He or she works
with the Board to assess the school’s adherence to its mission and to set short- and long-term
goals. The Head of School manages the work of school staff, and bears ultimate responsibility
for staff contributions to academic performance, mission-aligned school culture, and
organizational viability. Responsibilities include:
REVIEW AREA
Facility
Fundraising
PRIMARY JOB RESPONSIBILITY
Provide Capitol Collegiate students
with a positive environment in which
to learn.
Work with the BD to raise funds to
meet operational and capital needs




Financials
Work with the BD to develop and
manage the annual operating budget.
Demonstrate financial viability to an
independent auditor.





Educational
Program (testing)
Educational
Program (student
conduct)
132
All students take the Stanford
Achievement Test in the fall and
spring and the CST test in the spring.

All students take the CST exam in the
spring.

All students take the Stanford
Achievement Test in the fall and the
spring.

Oversee the development of school
culture and student adherence to the
Student Code of Conduct.

MEASUREMENT
The school building is reflective
of Capitol Collegiate values and
standards
Determine fundraising goals
Help to create and execute
fundraising plan
Achieve fundraising goals
determined to be the primary
responsibility of staff in the
development plan (foundations,
minor individual donors)
Budget is created on schedule
Financials are presented to the
board in a timely manner
The school is on budget
Work with the BD to identify and
hire an independent auditor
Successfully complete an annual
audit
Scores exist for all students and
are disaggregated on
racial/ethnic/language and
socioeconomic lines
Average student scores on the
CST will surpass Boston city
averages in all subjects
Students will demonstrate, on
average, in their national rankings
in both reading and math, an
improvement of at least 3 Normal
Curve Equivalent (NCE) points
between fall and spring tests
A clear decline can be seen over
the course of the year in the
number of demerits, suspensions,
and expulsions accrued by
students
Capitol Collegiate is grateful to Boston Preparatory Charter School for use of this template
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Educational
Program
(programs)
Oversee the design and
implementation of the ethical
philosophy and service learning
programs.
Oversee the design and
implementation of the College
Preparation Portfolios (CPP).

The ethical philosophy and
service learning programs are in
place by the middle of the year

The College Preparation Portfolio
program is in place and all
students have completed the
videotaped oral interview by the
middle of the year
By the end of the year, all students
have added 2 pieces of work to
their portfolio
Enrichment programs are in place
within the first three months of
school opening
Start the 2011-2012 school year
100% staffed
Retain teachers for the full school
year
Identify Capitol Collegiate
staffing needs for FY12
Recruit and hire 90% of Capitol
Collegiate staff for FY12 by July
31 of 2011
Positive feedback is obtained from
a teacher survey
All teachers have developed
professional goals for each quarter
in conjunction with the HOS
Once a month, faculty discuss best
practices
Eight times a year faculty
participate in co-grading
Each teacher’s classroom
performance has been evaluated
three times by the HOS
Achieve a 90% return rate on the
parent survey
80% of parents report that they are
“satisfied” or “extremely
satisfied” with their child’s
academic and personal
development
75% of parents attend a schoolsponsored event during the course
of a year
The Parent Advisory Network is
this the name you use meets with
the HOS once a month

Educational
Program (staff)
Oversee the design and
implementation of enrichment
programs.
Acquire and retain outstanding faculty
members.







Provide quality professional
development.



Community
(Parents)
Oversee the implementation of a
yearly parent satisfaction survey.
Achieve high parental satisfaction.

Achieve high parent participation.

Oversee the development of the Parent
Advisory Network.

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

Oversee the development and
implementation of parent journals.


Community
Oversee the dissemination of best
practices.

Organizational
Health (students)
The school has a waiting list.

Student attendance is high.

Organizational
Health (board)
The HOS works well with the board.

Organizational
Health
(Compliance)
The school complies with all relevant
federal, state, and city guidelines.

-26-
The Parent Advisory Network
reports to the BD twice a year
Parents receive weekly reports
Parents have bi-monthly
conversations with their children’s
advisors
Disseminate best practices to
other schools and the educational
community
The school’s waiting list exceeds
10% of the school population
Average student attendance is
98% (2% unexcused absences)
The HOS attends all board
meetings and presents all
requested information to the board
in a timely manner
The school receives no citations
for federal, state, or city
noncompliance.
APPENDIX R
Sample Parent and Student Contract of Commitment
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Capitol Collegiate Academy Family Contract
At Capitol Collegiate, we understand the importance of alignment within the school community in order
to achieve our mission of preparing students to compete, achieve, and lead in college and in life. This
mission can be best achieved when students, families, and school staff are all actively involved in
education and working to meet the school’s cultural and curricular expectations. We all have the
responsibility of promoting student learning and, as educational partners, we value each person’s
contribution to our school community. The following expectation outlines the expectations that need to be
met to best support student learning, and should be signed by the parent/guardian, student, and staff.
Parents & Guardians
I/We agree to:





Supporting Capitol Collegiate’s demanding academic program, high standards of conduct, and
extended school day and year.
Ensuring that my student is at school on time, in uniform, every day.
Monitoring my student’s schoolwork, homework, and grades regularly.
Communicating regularly with Capitol Collegiate and attending the required parent events.
I have read and understand the Code of Conduct.
Students:
I agree to:







Doing my best to follow our PRIDE values
Arrive at school on time, every day, and prepared to work
Complete my homework every night and bring it neatly to school.
Obey the Code of Conduct at school, at any school events, or on the bus.
Speaking regularly with my parents and guardians about my progress at school, my grades, my
assignments, and my behavior.
Commit myself to achievement all day, every day and seek help when I need it.
I have read and understand the Code of Conduct.
Teachers and Staff:
We agree to:






Arrive at school on time and prepared for an academically rigorous, college preparatory
environment every day.
Assess students regularly and fairly.
Enforcing all rules and policies consistently and fairly.
Communicating with parents/guardians with reasonable frequency to communicate both positive
and negative feedback.
Maintaining the highest standards of academic performance and conduct.
I have read and understand the Code of Conduct.
Parent/Guardian Signature
Date
Student Signature
Date
Teacher Signature
Date
Head of School Signature
Date
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